Unit2-Level 1 - Unit2

7/24/2019 Unit2-Level 1 - Unit2

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1 Teaching Notes Unit 2 p1

Optional lesson starters

a. Invite pupils to look (point to your

eye and then move your nger out) at

Cathy and Trip at the top of the page.

b. Remember to use L1 to make sure

pupils understand what is going on.

c. Focus on what Cathy and Trip are

doing and make pupils guess what the

girl is saying.

Learning strategy

Becoming morphologically aware

Make pupils realize the morphological

similarity between the word family

and its equivalent in L1: family/familia.

` Discuss the dierent pictures in L1.

If children have had English before,

they may identify the family roles

in English. Discuss the concept of

family. Listen to their ideas. Make

sure you make room for dierence

and promote noticing that not all

the families are made up of the same

members or the same number of

people but they all look happy.

These are some links to guideyour discussion or to have

access to support in case you confront

dicult issues or attempts at bullying that

may come up:

For Roman Catholic schools

http://www.marriageuniqueforareason.

org/tag/pope-francis/(retrieved in August

2014)

http://ncronline.org/blogs/francis-

chronicles/popes-quotes-family-journey

(retrieved in August 2014)

A quote from Pope Francis: In your journey

as a family, you share so many beautiful

moments: meals, rest, housework, leisure,

prayer, trips and pilgrimages, and times of

mutual support Nevertheless, if there is

no love then there is no joy, and authentic

love comes to us from Jesus. He oers us

His word, which illuminates our path; He

gives us the Bread of life which sustains us

on our journey.

For every school

http://www.stonewall.org.uk/at_school/

education_for_all/primary_schools/

dierent_families(retrieved in August

2014)

Families come in all shapes and sizes.

Some children have a mum and a dad,

others live with their grandparents

and some children have two mums or

two dads. There are now almost 19,000

children in the UK growing up in same-

sex parent families. Children will learn

better and will be more engaged if they

nd their families reected in class and

they will grow up to be more successful

learners, condent individuals and

responsible citizens. In order to prepare

children for the diverse society they live

in and to prevent poor behaviour and

bullying, it is important to talk about

dierence in general and dierent

families in particular.

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LESSON1

Optional lesson starter

If this lesson is taught on a dierent day from the Unit

opener, make sureyou go back to the idea of family.

You can write on the board the word F_M_L_and askpupils if they remember. They can answer, family/familiaand you will happily answer Yes. Then tell them to opentheir books and move on to Lesson 1, Activity 1.

1

11

` Ask about what Eddie is doing/talking about, who he

is probably talking to. Make sureyou get the idea of

Eddie introducing his family.

` Tell pupils to close their books (make gesture) and listen

(point to your ear). Play track 11 once. Ask pupils how

many voices they can hear and whether they belong to

men, women or children.

` Play the track again and ask what words they recognize

probably Hi or Hello.

Learning strategy

This attention to the known elements and the

identication of features of the context trains their ear

to search for known information. If pupils know some

of the vocabulary from previous years, they shouldidentify a couple more words.

` Have pupils open their books again and invite them to

listen and read.

2

` Ask pupils (in L1) why the girl is angry. Accept several

possible answers that will reect their own experiences

at home, thus allowing for reection on emotions. After

ticking the right word, pupils repeat the words aloud.

Ask them to exaggerate the a in angry as if they were

a lion. Also, tell them to produce the smiling\\for

happy.

` Make them realize it is the same sound. The emphasis is

on the emotion. Then you can ask them,Areyouhappy?Areyouangry?Accept Yes/Nofor an answer.

Answers:1 angry; 2 happy

3

` Ask pupils to look at the rubric.

Learning strategies

a. Becoming morphologically aware

Write the word Circle on the board and

underneath write CRC_L_. Then ask what wordin our language is similar to this one. Make them

look and compare. Then ask them what they think

they have to do when they see circle. Accept

answers in L1.

b. Building semantic relationships

When they read the rubric do not focus on s.Justfocus on Eddie and family. Use L1 to ask who

they have to circle. This activity is just to recognize

family relationships.

` Check the activity with the whole class.

Answers:1; 4; 6

Optional activity

Click herefor photocopiable material (p11).

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LESSON2


Ask pupils to go back to Eddies family and ask, Is thisEddiesfamily?Remember that children do not knowthis pattern but if you stress Eddie and family, they

will realize and answer, Yes.

1

12

` Tell pupils to open their books at page 21. Ask, Is thisEddies family?Pupils will say, No.

` Play track 12 and point to the dierent members of the

family as they listen. Have them pay attention to the

pronunciation of some of the new words. Highlight

the pronunciation of th in brother. Tell pupils to bite

their tongue when they produce it. Then focus their

attention on the sound \\in mum and brother .

` Encourage chorus repetition after each word is said.

Then volunteers can do it individually.

! TIPFor new tasks, ask for volunteers rst; those who are shymay feel intimidated if you insist and might shut o just

out of fear. After one or two volunteers, call on others. Walk

near them and let them talk into your ear if they do not

want to speak publicly yet.

Time for a game

Say a number and pupils say the name of the family

member. Then you can reverse the order. You can decide on

having chorus, pair or individual answers.

! TIPIt is dicult to detect who has answered and who has notwith chorus answers. Use this technique rst and then go

back to pair or individual answers.

2

13

` Say, Remember(touch you temple and look up) circle?Ask a pupil to make a circle with his/her hand. Give him/

her an option with gestures.

` Before they listen, make them read the words aloud and

check they remember their meaning. You can do it as a

pointing or touching game with the words/pictures in

the book. You can hold it up and point. Then play track

13 for pupils to do the activity.

Audioscript/Answers:brother, mum, grandpa, sister

3

` Make pupils tell you what they think they have to do.

Ask another pupil to repeat.

` Read out the names. Ask pupils to read out the names,

one by one in order. Help them remember. Point out

similarities, for example the th sound in this and brother,the vowel sound in brother and mum, etc. Make it

playful.Pupils write the names on the correct line. Check.

Answers:1 grandpa; 2 grandma; 3 grandpa: 4 grandma; 5 dad;

6 mum; 7 brother; 8 sister

4

` Go round the classroom listening to pupils exchanges

and helping out when necessary. Try to intrude as little

as possible unless you see a child is paralyzed. Some

pupils feel more condent if an adult is not listening.

` Alternatively, work with the whole class. You point, they

say, or they point, you say. In this case you can make

some mistakes on purpose to see if they correct them.

Optional activity


1 1 grandma c; 2 sister f; 3 mum a; 4 brother e; 5 dad d; 6 grandpa b

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LESSON3


Ask them to go back to Eddies family in Lesson 1 and

ask, Is this Eddies mum?Remember that pupils do notknow this pattern but if you stress Eddie and mum,

they will realize and answer, Yes. Move on to Activity 1.

1

` Elicit in L1 what pupils think Eddie is doing. Then invite

them to go back to page 20 and see if he uses the same

words when he introduces his father.

` Have pupils look at the Grammar Trip section. Ask if the

order of the words is correct. Make them compare with

Eddies sentence and put the words in the correct order.

Answer:This is my sister.

! TIPRemember to use L1 if necessary. You need to guaranteeunderstanding.

` Walk around as pupils are working. Help by making

them look at the correct order if you notice some

diculty. If you check answers on the board, make sure

to invite alternatives. If they are incorrect, just make

them go back to the example.

2

` Invite pupils to look at the pictures and sentences. Askthem what the family relationship is in their opinion.

Ask for the English words. If they do not remember,

make them go back to look for them. Have them

complete the sentences. Check.

Answers:1 is / sister; 2 is my brother

3

! TIPDecide whether you will complete the activity in class or athome depending on the number of periods available.

` Pupils can draw at least one member of their family or

bring a picture for description. After they nish, or the

following class, they can read what they have written

and show it to the group.

Optional activity


2 1 a; 2 b; 3 b

3 1 is; 2 my; 3 This; 4 This is my grandpa. 5 This is my sister. 6 This is my

brother.

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LESSON4


a. Write on the board: m_m, d_d, gr_ndm_, gr_ndp_, s_st_r,br_th_rand ask pupils to guess the word.

b. Ask two or three pupils to come to the front and share

their productions for Activity 3 on page 22 with the

class.

1

14

Before listening

` Have pupils look at the pictures and ask them to

describe them in L1. Play track 14 once and have pupils

point. Play the track a second time. Pupils listen and

repeat. Make surethey pronounce the words correctly.

After listening

` Check comprehension. Ask pupils to show you

something old, big, etc. Draw the same object in

dierent sizes. Then draw their attention to the people

in the activity. Ask, Is number 1 young?Is number 4 old?The required answer would be just Yes/Noat this stage.

` A facilitating alternative is to provide options, eg:Big orsmall?with the right option as the second element toremind them of the word at this stage.

` Watch the pronunciation of\sm\as it is usually dicult

for Spanish speakers.

! TIPRemember that big/small are always relative so usecomparative sizes as dierent as possible. Accept the

pupils views although they may be dierent from the

expected answer.

2

` Invite pupils to look and choose. Say, Look(gesture) andchoose(move your nger from one option to the other asif you were choosing the correct word).

` Make pupils read the sentences they have framed.

Answers: 1 big; 2 small; 3 young; 4 old

Learning strategy

Getting rhythm in English

Ask pupils to say what the important words are. They

will probably say Maggie andtall. They should read withonly two stresses Maggie andtall the second stress isstronger andis will not be stressed at all. You can modelone for them. Try to avoid their struggling to read word

by word. Tell them that in English we stress only the

important words.

You can:

a. Write out the sentences on the board and underline

the stressed word.

b. Clap or click your ngers on the stressed words.

3

15

` Read the sentences and try to get pupils to guess the

correct word for each sentence.

` Play track 15 once or twice and have pupils check and

correct the wrong guesses.

Answers:old, big, young, small

! TIPRemember you are practising understanding, not testing.Make pupils realize they will never hear the exact same

sounds they can produce. Ask them to look for/anticipate

the dierentiating factors.

4

` After writing about their families, pupils share with the

class what they have written.

4 1 big; 2 small; 3 young; 4 old; 5 sad; 6 happy

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LESSON5


a. Play the Emotions guessing game. See Unit 1, Activity 2.

b. Call out the names of the members of the family and point

to one child. He/She should produce an adjective that

describes that member of his/her family, eg: big/small.

1

` Ask pupils who they think George is introducing. Ask

them to describe them by providing alternatives: Youngor old? Big or small?and pointing to the people in thepictures.

` Write the following on the board:

George Lucy_________ __________________ _________

` Invite pupils to look at the pictures and read the text.

Have them complete about George and Lucy. Allow

whatever information they gather from the text and/or

the pictures. Check.

N A P EJE DE LA LECTURALa comprensin y

construccin de sentidos del texto escrito

apelando a diferentes estrategias. Esto supone: la

identicacin del gnero; el recurso a pistas que

brindan los textos y su paratexto;T: Se repiten las pal abras George y Lucy? P:No.T: Qu te ayud a darte cuenta que se trataba de

George y Lucy para completar el cuadro? P: Que enuno deca brothery el otro sister.

T: Qu palabra se repite en el lugar donde deberaestar el nombre? P: Hecuando es George y Shecuando es Lucy.

! TIPDo not expect the correct pronunciation of he and she.Pupils have not heard them yet. You can pronounce the

words correctly immediately after they have answered. You

can make them play with a mirror or a window pane in front

of their mouths to make them see the quality of the sound

\h\versus the Spanish sound i. Make them notice how the

mirror gets blurry when you pronounce\h\well. Also, you

can use the gesture for silence in sh\S\. This is not usually a

problem sound in Argentina but is a problem in Chile.

` Have students read and complete the Grammar Trip

section.

Answers:She / He

` Note:You might wonder why we have not introduced

the pronoun it together with he/she. In our teaching

experience, we have observed the diculty that the

learning of a gender-neutral pronoun represents for

young Spanish-speaking pupils. Since the thematic

content of this unit the family and the following unit

pets supported the use of he/she (usual way to refer

to pets), the decision was made to include it in some

chunks or expressions not formally taught or focused on.

2` Ask about the meaning of the rubric.

` Ask pupils what words they have to complete with

and where they can get that information. Focus pupils

attention on the Grammar Trip section. Check.

Answers:1 She; 2 He

3

` Ask pupils what they have to do. Make them recall what

word/pattern they use to introduce someone. Some

pupils will probably forget to write the word is in the

sentence. Ask them to go back to the reading text and

compare the sentences. You can even ask them to count

the words in each.

Answers:This is, She is, She is / This is, He is, He is

` Do class correction on the board. Pupils may use He/

She isin all the sentences and it would not be wrongin this context. In that case, insist on the use of This is

make them go back to the presentation in Lessons 1 or

3 and ask them what Eddie uses to introduce his family.

` Alternatively, tell them to look at the rubric of the

activity and point out that there is one possibility they

have not used and where they would use it.

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LESSON6


Do a short review of numbers using ashcards. Elicit

chorus answers rst and then elicit individual answers.

1

` Invite pupils to look at the pictures for a minute and

have them tell you what they are about.

` Make them read (gesture) the story. Ask general

comprehension questions about the story: whose

birthday it is, how old she is, the cats name, who Pepperis, etc. They can use English to say the age. See if they tell

you why Emma says Thank you to the cat.

` Focus pupils attention on the question in the rubrics.

Invite them to answer it.

! TIPIf by any chance, pupils ask about the form isnt they mayhave learned previously, make surethey understand isnt

is the same as is not. Even if we do not use abbreviation of

is not in this book, it is good to show them how, when a

letter disappears in a word, a sign of some kind appears in

its place. As is the case in mhijofor mi hijoorpamiforparam. Also, in the case of de acuerdo/daccord/daccordo, wecan appreciate this across languages.

2

` Write on the board is/am. Ask pupils to nd where thesewords appear in Activity 1. Make them notice the words

that precede is/am and who each refers to. Make surepupils understand the meaning of the sentences. Make

them notice the previous words (I/Pepper).

Answers:1 am, is; 2 am, is

! TIPWhenever possible, ask pupils to tell you what they have todo. In this case, they should have no problem in doing it or

completing the activity on their own. You could use peer

plus group correction.

3

` Get pupils to say what they have to do and where they

have the necessary information. Give them 5 minutes

to read the text and 2 more to match. If this is too much

time or too little, correct timing on the go.

` Write the numbers on the board for pupils to come and

write the corresponding letter alongside.

` Ask pupils to read the resulting sentence aloud.

Answers:1 b; 2 c; 3 a

! TIPTry to time their activities as much as possible. It helpsthem concentrate.

After reading

` Read the sentences aloud. Alternatively, you can

write the numbers on the board for them to write the

corresponding letter next to it.

` When dealing with the question How old are you?, you

may have two options:

Option 1:Ask, How old are you?The pupil who answerscan lie about his/her age and a third pupil can say, No,she/he is and give the correct answer.Option 2: Ask, How old is Mary/Juan, etc?Pupil 1 maysay, Mary is10. and Pupil 2 may reply, No. Mary is 9.

! TIP

We do not think it is a good idea to elicit the question from

pupils at this stage because of its phonological similarity

with How are you? (taught in Unit 1).

5 2 She is nine. 3 He is six. 4 He is seven.

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LESSON7


Guessing game: Slowly write the rst letter of a word

(family member) until a pupil calls it out, or turn and

nominate individual pupils to guess the word.

1

` Have pupils look at the text and the picture on the right

(gesture). Give them 2 minutes to read the text and

invite them to complete the sentences.

Answers: 1 mum; 2 dad; 3 sister

! TIPIf you notice pupils are not that sure about the words theyhave to use to ll in the blanks, they can write them on the

board but make sureyou clean them out before they start

writing. Love is a new word. Pupils will see it again in the

song. Make pupils think of the meaning of new words in

the context in which they appear.

2

` After talking about the pictures with the pupils read the

rubric. If they do not realise which word is missing in

each case, take sentence 1 and read out the options, I isSallyor I am Sally? I am Sally. Then have them completethe rest. Make them look at previous reading texts in

the book to check.

Answers:1 am, am, is, is; 2 am, is, am, is, is

3

` Read the rubric and make surethey understand what

they have to do.

` When dealing with this writing task, pupils may choose

to omit some information or add something. Also, they

may write the information in a dierent order. Allow it.

` Remember this activity can be done as homework.

Optional activity

Click herefor photocopiable material (p14). ForActivity 1, tell pupils to draw members of their

family in the frames. Tell them they can choose

and complete only 1 or 2 or change the frames if

they wish.

6 1 Hello, I am Clara. 2 This is Zoe. She is small. 3 I Zoe!

7 1 young; 2 old; 3 young; 4 young8 1 This is Tom. He is my grandpa. 2 This is Alice. She is my grandma.

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LESSON8


Ask pupils to name the members of the family they can

see in the comic strip. Ask, Is Grandma young or old? etc.

1

` Have pupils look at the two robots. Ask them why they

think they are shaking hands. You may get various

answers. Accept them even if they are not what you

expected. Go back to this icon after having dealt

with the comic strip to corroborate or discard their

hypotheses.

` Tell pupils to look at the words near the robots. Ask

them what the meaning of help could be.Make themanalyze the situation.

` Look for the word help in the story. Ask what the other

person does.

` Invite pupils to read (hands in front of face, eyes on

them as if reading) the text (point) together (gesture

including all). Each pupil impersonates a character.

` Deal with the question Is Tom good? Help pupils infer

the right answer.

` After reading or during the class you can ask about

the value of helping others or receiving help. Listen to

pupils comments on their experience.

2

` Invite pupils to identify the characters in the picture.

Ask them about what may be going on in the picture.

` Allow them 2 minutes (gesture for two minutes) to

complete both exchanges. Have volunteers read their

sentence.

Answers:help, me, please; Yes

3

` They act out the story including the picture in Activity

2 several times. Then they can create their own story

based on helping people, eg: someone falls down,

another one cant close the window because it is too

high, etc. Pupils can also draw any situation chosen a

sketch will do and record the new dialogue in writing.

! TIPMake surethe new language is later used in class. You canmake a kind of glossary with the expressions and words

like: Help me, please; Be careful! Pick up, etc and add

them to your daily class vocabulary.

Optional activities

1. Invite pupils to look for things that can be

improved at school, make signs that say Helpme, please!with a drawing. They may stickthem around the school. It could be a sign and

a drawing to stick on the dustbin so people

throw papers in there.

2. Click herefor photocopiable material (p15).Page 27

Help your family.


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LESSON9


Ask pupils to describe the children in the pictures.

Ask, Is he happy or sad? Is she happy or sad?

1

` Have pupils look at the rubric. Ask them what they have to

do. If they dont understand the idea of a tick, draw it on

the board. Give pupils 10 minutes to go about this task.

` While they are working, go around the classroom

checking answers and helping with mistakes and

doubts about what to tick.

Answers: Paul: mum, sisters; Sarah: mum, dad, sisters

p19

` Tell pupils to read the instruction which appears under

the table next to the robot. Focus on the wordsimilar,the phrase Pauls familyand p19. Try to get pupils torealize what they have to do.

Answer:Family in the middle bottom photo.

2

16

` Focus pupils attention on the icons. Ask them to

anticipate what they are supposed to do. They will

probably get to the idea of sing.

` Read the rubric. They may infer sing because it is the

remaining word.

` Ask them what the song is about. Love and the names

of the family members should be recognized.

` Ask them what the word boy means. Help them bypointing if they dont know.

` Ask, How many times(showing you are counting withyour ngers) I love youis repeated?And also the wordhello.

` Play track 16 once. Ask about the words they have to

circle (gesture). Tell pupils to pay attention (point to

your eye) so as to anticipate dierence for each pa/ma

or m/d.

Answers:Grandma; Mum; Grandpa; Dad

` Before playing the track a second time, have pupils

open their books (gesture) and sing along (gesture).

Make surethey get the idea oftoo.

Optional activities

1. Tell pupils to go home and tell their familymembers I love you Grandpa/Mum, etc. Askthem the following class how it went.

2. Divide the class into groups. Some pupils will

be Jim; others will be the members of the

family that appear in the song. Each group will

sing its part in turn.

3. Pupils say who they love only, eg: I love mygrandma.

My Project

` Discuss possibilities and ask pupils to bring the

necessary materials to work in class.

` Alternatively, you may have pupils work on the projectat home and the following class they share the result

in small groups or pair work. They present their family

picture. You may invite them to say, This is my mum.I love my mum.But they need not say this if they donot feel like it. They can add information about their

relatives, eg: young, old, for brothers and sisters.

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1 Teaching Notes Activate Units 12

ACTIVATEUNITS12

ACTIVATE1

` Focus pupils attention on the picture of the family onpage 33. You may ask them questions about it.

` Give them 1015 minutes to read the text and circle the

correct option looking at the picture.

` Read the results and write the chosen words on the

board.

Answers: mum, young, big, big, small, old, brother, small, happy

` Walk around to nd pupils who have a dierent answer

and ask them to write their answer on the board, too.

If this answer is possible, make the class realize that

there is sometimes more than one correct answer.

If it is not, help the pupil notice why it is not correct.

Never make a pupil feel exposed.

Optional activities

1. Pupils look at the text and the picture and try

to remember information about one member

of the family. Then ask them to cover the text

and point to the person they have chosen.

The pupil needs to give information aboutthat person, eg: This is Kevin(pointing to thepicture in his/her book). He is 4. He is small.


to remember as much information about the

family as possible. Then ask them to cover

the text and point to a member of the family.

A volunteer can talk about that person. The

same can be done for all the members of the

family.


to remember as much information about the

family as possible. Then ask them to cover

the text and point to a member of the family.

The teacher will nominate who talks about

that person. The same can be done for all the

members of the family.4. Pupils can write the information they have

been providing and draw (sketch) the

members of that family. Invite them to share

their work.

2

` Analyze the comic with pupils. Ask what the detective is

doing, what value is focused on (helping people), why

he is helping the boy, etc.

` Tell them to compare the pictures and the words they

have to use to complete the blanks and ask them to do

the activity. Check.

Answers:2 purple, yellow, green; 3 pens; 4 eraser; 5 book, pens,

eraser, pencils

3

` Invite pupils to role-play the story as it is.

Optional activities

1. Tell pupils to change the colours of the

objects or to change the objects lost. They can

act out the new story.

2. Pupils can write down their new stories. Invite

them to share them with the class.

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1 Teaching Notes Explore Units 12

EXPLOREUNITS12 EXPLORE1

` Write on the board the words wheel = circleandemotions / emo_ion_s. Make pupils realize that the wordemotions is similar to the word in Spanish.

` Make pupils scan the text for the words they know

such as sad, happy, bored, angry .

` Make them reect on the relationship between

colours and emotions. Ask them to see what colour

the emotions they know are, eg:

T: What colour are the emotions?P: Blue, red, purple, yellow.

T: So Sad is blue. Happy is` Pupils write the emotions below Trips faces and then

they colour the faces according to the colours in the

wheel.

Answers: 1 happy (green); 2 sad (blue); 3 bored (pink); 4 angry (red)

2

` Ask pupils what they have to do here.

` Relate them to the word emotions you worked on

previously and tell them to look at the wheel.

` Make them look at the example. Ask them what they

have to do with the other words. Check.

Answers: 2 nervous; 3 interested; 4 distracted

Learning strategy

Once pupils have found the words in the wheel, reect

on the similarities and dierences between English and

Spanish. Throughout the course, the idea is to highlight

similarities to make learning friendlier.

Optional activities

1. Memory game: Pupils try to remember the

colour of the emotions they know and play

a game without looking. One says the colour

and the other one calls out the name of an

emotion they know with that colour and

vice versa.

2. The Fortune-teller game: A pupil chooses a

colour, says the colour chosen and another

pupil replies using the emotion connected

to it, eg:

P1: Favourite colour?

P2: Green.P1: You are happy!

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1 PHOTOCOPIABLE Macmillan Publishers S.A. 2015 Unit 2 p11

Look and match.

Unit 2 Lesson 1

My

Yourname is Beakie.

3

My name isEddie.

Hannah.

My name is Eddie.Hannah.

2

1


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Look at the pictures and tick ().

Unit 2 Lesson 2

1 2

a brother

b sister

c grandma

d grandpa

1 2

e mum

f dad

g Hello!

h Goodbye!

1 2


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Unit 2 Lesson 3

Whatisyourname?

IamBen.

MynameisAnna.

Thisismy

brother.

sister.

1 My

2 This

3 What is

a your name?

bname is Rob.

c is my sister.

1 Read and tick ().

2 Match.

1

2


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Unit 2 Lesson 7

1 Draw your family.

2 Write about your family. Use:

This is my He is She is


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Unit 2 Lesson 8

1 Read. Then underline i, e, pand b.

2 Complete with e, i, porb.

This is my brother. He is six.

This is my grandpa.

1 2

1 Th s s my roth r.

2 Th s s my grand a.

Unit2-Level 1 - Unit2

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Transcript of Unit2-Level 1 - Unit2