WD3 Guia Sample Material

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Bill Bow ler & S ue P armint er

P ri ma ry 2 ndcycle

T eacher’ s S ample Material

33

English



Teacher’s Sample Material

Contents:

Table of Contents 2

Introduction 4

Teaching Notes 14

Teacher’s Resource Materials 34

Tests 44

Storycards 46

Poster 47Reader Notes 48

33



2 Well Done! 3 Teacher’s Materials © Pearson Educación, S.A.

units main vocabulary main structures cross-curricular topics

Welcome toClass 3!

revision of toys and coloursthe alphabet

What’s your name?My name’s Ale.How old are you?I’m (eight).What’s your avourite (colour)?My avourite colour is (red).Have you got a bike?Yes, I have./No, I haven’t.

I’ve got a (red) (book).How do you spell it?

Unit 1It’s a rocket

bus, car, helicopter, plane,rocket, submarine, train,bikenumbers 20-100

What’s this?It’s a (rocket).What are these?They’re (rubbers).This is a bus.What number is it?It’s number (twenty).

Social sciences:transport

Unit 2Is it anelephant?

bear, elephant, girae, ostrich,snake, tiger, tortoise, saari park hungry, thirsty, grey, strong, tall,slow, ast, urry

It’s an elephant.It isn’t a park.Is it a (tiger)?Yes, it is./No, it isn’t.It’s (strong).It’s got (our legs).

It hasn’t got (legs).

Geography: animalhabitats

Unit 3He’s got shorthair

blonde, dark, hair, eyesdress, trousers, skirt, jeans,

jumper, trainers, T-shirt, socks,hat, shoes

He’s/She’s got (long) (hair).Has he/she got blue eyes?Yes, he has./No, she hasn’t.What are you wearing?I’m wearing (socks).

Science: clothesmaterials

Unit 4Do you likecake?

chocolate cake, ruit juice,grapes, pizza, sandwiches,

pasta, ruit apples, bananas, cheese, milk,biscuits

I love (chocolate cake).He/She likes (pizza).His/Her avourite ood is (cheese).Can I have a/an/some… please?O course you can.I’m very hungry!

Science: the food wheel

Unit 5Can you sing?

play ootball, ride a bike, play the recorder, swim, sing, paint,

make models, rollerblade, sport,music, art happy, sad, surprised, angry

I like art.I can (sing) but I can’t (swim).

He/She can (paint).He/She can’t (swim).What can you do?He’s/She’s (happy).

History: inventions

Unit 6I like milk

door, soa, cupboard, window,chair, bed, table, wardrobeon, in, under, behind, near

There’s a (table) (in the kitchen).There are (three) (beds).Where’s (Kitty)?There’s (a cat) behind the wardrobe

Social sciences: meals

It’s Holiday time! revision of vocabulary revision of structures

FestivalsHalloween

Christmas

Carnival

Halloween, party, pumpkin,ghost, witch, vampire, spider,trick-or-treating, jack o’lantern,

candle, sweets

Father Christmas, beard, sleigh, present, reindeer, mince pie,stocking

Carnival, parade, foat,costume, mask, decorations

W e l l D o n e ! 3



Well Done! 3 Teacher’s Materials © Pearson Educación, S.A. 3

units main vocabulary main structures cross-curricular topics

The Blue Owls Club name, age, address, phonenumber, pet

Who’s this?His/Her name’s (Lucy).How old is he/she? He’s/She’s (ten).What’s his/her avourite colour?His/Her avourite colour is (red).Where do you live?What’s your telephone number?

Unit 1 What time is it?get up, have breakast, go toschool, have a break, havelunch, go home, have dinner, goto bed

What time is it?It’s (eight) o’clock.It’s quarter past (nine).It’s hal past (nine).It’s quarter to (nine).It’s time or (school).I (get up) at (eight o’clock).

Geography: time zones

Unit 2 What day is it?

Monday, Tuesday, Wednesday,Thursday, Friday, Saturday,Sunday Music, Maths, English, Art, P.E.,Science, Geography, History

What day is it? It’s (Monday).We’ve got (English) on Monday at nineo’clock.We haven’t got (Music) on Tuesday.Have you got (Ar t) on Tuesday?Yes, I/we have.No, I/we haven’t

P.E.: rules and values

Unit 3

It’s windy

cold, hot, cloudy, sunny, windy,raining, snowing

winter, spring, summer, autumnswimming, fying a kite, playingoutside, ice-skating, playingootball, building a snowman,riding a bike, going or a walk

What’s the weather like?It’s (cold).

What’s the weather like in (Madrid)?What do you like doing?I like (playing ootball).Do you like (going or a walk)?Yes, I do. No, I don’t.

Science: parts of plantswe eat

Unit 4It’s strong

strong, thin, at, beautiul, tired,ugly lion, panda, parrot, gorillabuying, eating, looking at, playing, standing, talking,taking a photo, walking,wearing, having un, zoo

It’s a (panda), He’s/She’s (tired). They’re(lions)Is it (strong)? Are they (thin)?Yes, I am. No, I’m not.What are you doing?I’m (talking).What’s he/she doing?He’s/She’s (walking).

Science: animals andtheir food

Unit 5

Where’s the park?

cinema, police station, library,

school, toy shop, swimming pool, caé, zoo, park, road,street, opposite, next to,between, inturn let, turn right, go straight on, start/stop at the (zebracrossing

Where’s the (police station)?

It’s in (East) street/road.The cinema is (near) the park.

Geography: maps

Unit 6 What shall we do?

watch a DVD, play a computer game, listen to music, play aboard game, make a cake,go swimming, go or a walk, goriding, go or a bike ride, play volleyball, go to the beach

What shall we do?Let’s (make a cake).Good idea!No, not a (cake)!What do you want to do on Saturday?Do you want to go to the (zoo)?Yes, I do./No, I don’t.I want to (go or a walk).

Art: places in art

Well done Blue Owls! revision of vocabulary revision of structures

FestivalsHalloween

Christmas

Festivals in Britain

Halloween, witch, ghost,vampire, mummy, spider, bat,trick-or-treating, scare, string,decorate

Father Christmas, beard,sleigh, present, reindeer,mince pie, stocking

Carnival, parade, foat,costume, mask, decorations

What are you doing?

W e l l D o n e ! 4




8

Introduction

Who is Well Done! designed for?

Well Done! is an enjoyable and innovative English course

which spans the six years of Primary Education. It followson from the English which pupils have seen in Pre-Primary

Education and the first cycle of Primary Education, and

has been developed in accordance with the stipulations

for the teaching of English in the second cycle of Primary

Education laid down in the LOE.

Well Done! focuses on children and the individual cogniti-

ve, social and emotional needs of young pupils. The appro-

ach used throughout the six levels of the course takes into

account pupils’ development as they progress through

Primary Education.

Well Done! enables children to develop their language

competence in a way that is appropriate to their age and

their cognitive development. In this way, they acquire the

appropriate knowledge and skills to prepare them for their

future learning in Secondary Education.

Well Done! is divided into topic-based units which provi-

de a clear context for the learning of a foreign language.

The topics have been carefully chosen to reflect pupils’

changing interests as they learn more about the world. In

parallel with this, the cross-curricular sections in each unit

reflect what pupils are studying in other subjects in the pri-

mary curriculum.

Well Done! presents new language through stories and

songs, while clear and attractive stories allow pupils to

consolidate what they have seen.

All the activities in Well Done! have been designed to make

learning an enjoyable and meaningful experience for chil-

dren, and are based on their natural love of stories, plays,

singing and playing.

Course objectives

Well Done! 3:

- Encourage a positive attitude to English through

the use of stories, enjoyable activities and cognitive

challenge.

- Develop pupils’ communicative competence in

all four skills through a lively methodology that

integrates all of them. Most of the activities inclass focus on listening comprehension and oral

expression; reading comprehension is developed

both in class and through activities to be done at

home. Writing is dealt with through guided writing

tasks in the Activity Book .

- Develop the basic learning competences laid out by

the LOE, in accordance with pupils’ age and cognitive

development.

- Provide opportunities in each unit for pupils to

consolidate and expand on the knowledge they have

acquired in other curricular subjects.

- Cater to pupils’ different needs through alternative

approaches both for quicker pupils and those

who need more time. Photocopiable revision and

extension activities are also provided for each unit. - Promote a positive attitude towards reading through

stories which present and practise new language;

lead pupils to see the pleasure which reading can

give.

- Encourage and help pupils to use a range of cognitive

abilities, to become aware of how they learn (learning

to learn), and to notice and assess their progress.

Methodology

Cross-curricular topics and contents

Each unit in Well Done! is based on a topic which reflectsthe way children see the world. Language and topic

content are presented in an integrated way to allow

pupils to learn and practise language in a unified context.

Each main unit of Well Done! also contains two cross-

curricular lessons in which pupils learn about the world

around them. These lessons explore the main topic

from different perspectives and provide conceptually

appropriate information about a range of subjects:

science, the social sciences, maths, arts and crafts,

and music. In this way, Well Done! helps pupils to make

connections between what they learn in their English

lessons and in other curricular subjects.

Stories

Well Done! uses different types of narrative to help pupils

learn English. In lesson 1 of each unit, pupils learn new

language through the characters in the stories and the

situations which they find themselves in. In lesson 4,

pupils are exposed to longer narratives through a full-page

story, and they accompany the characters in their

different adventures. As the pupils find out more about

the characters’ fantasy world, they learn and practise

both new language and language they have seen before.

The main story in Well Done! 3 is about four friends who

go to the same school. In the first unit Poppy, one of

the friends, helps an elderly lady cross the road and, asa reward, is given a magic stone. In the following units

the four friends find themselves in a series of difficult

situations which they successfully cope with thanks to the

help of the stone. At the end of the book, Poppy hands

over the stone. The following main characters appear in

the story:

Alfie is a bit clumsy, very sociable and a bit naïve.

Victoria is nine years old and is sporty and very lively.

Ryan is full of energy. He is the class comedian and makes

everyone laugh, sometimes without meaning to.

Poppy is very sweet, honest and spontaneous.




9

Miss Hill is the new teacher. She is very friendly and

enthusiastic.

Joe can repair anything. He is calm, very intelligent, and

tries to be tolerant with his new colleague.

Stan is Joe’s young apprentice. He greatly admires him andtries to learn from him. He is a bit clumsy and acts without

thinking, which sometimes gets him and Joe in a jam.

In addition to the story in each unit, each level of

Well Done! comes with a reader. These are lively and

interesting, and help students consolidate and revise in

a fun way, either in class or at home. Each chapter in the

reader includes entertaining activities and helps pupils to

review the story by making a summary using illustrated

stickers.

The readers are available in a digital version in the Active

Book , or as printed material in the Activity Pack .

The reader which goes with Well Done! 3 is called Pirates.

It consists of six chapters, each of which ends on a note ofsuspense that arouses pupils’ curiosity to find out what

will happen next.

Songs and chants

Songs are a lively way to get all pupils involved, learning

and practising language. They help to fix language in

pupils’ memory, and develop music-related skills such as

rhythm, melody and tone.

In Well Done! 3, the first set of vocabulary in each unit

(in lesson 1) is presented through a chant. The second

language focus in each unit (in lesson 3) is presented

through a song. The songs help students to feel at ease,

relax and practise language together as a group.

Communicative skills

Each unit of Well Done! has a clearly-defined

communicative objective. Pupils learn key words and

structures, and then use them in conversations and to

describe their life and what they know about the world.

Throughout the six levels of Well Done!, communicative

skills are systematically developed in accordance with

pupils’ cognitive development.

Well Done! 3 develops the four skills in the following way:

* Listening comprehension

Well Done! 3 includes a range of different listening

comprehension tasks: short dialogues allow pupils

to practise focused listening and also provide

opportunities to practise speaking in familiar contexts;

the story develops pupils’ ability to understand overall

meaning; and song, chants and pronunciation rhymes

let pupils listen to new language in enjoyable contexts

and become aware of different aspects of English

pronunciation, such as rhythm, stress and intonation.

* Oral expression

Oral expression is systematically developed in Well

Done 3, both in terms of oral production (speaking) and

interaction (taking part in conversations).

The course provides opportunities for oral production

through vocabulary games, chants and songs, and for

interactive speaking through cut-outs and a variety of

game-based activities in each unit.

* Reading comprehensionWell Done! 3 systematically develops reading

comprehension through dialogues and carefully

graded texts which deal with a range of subjects. The

course provides a mix of comprehension activities:

some develop pupils’ overall understanding of texts

while others practise looking for specific information.

The reader is designed to help pupils cultivate an

interest in reading.

* Written expression

Writing is systematically developed in the Activity Book

through tasks which focus on spelling and word order.

Guided writing activities are also included, with simple

writing models provided to help pupils.

Games

Games provide a natural context to practise language.

They also foster the development of more advanced

cognitive skills such as memorization, reasoning and

deductive thinking.

Each unit of Well Done! contains a number of games: a

cut-out activity to do in pairs; a communication game

to do in pairs or groups; and a board game to revise

language with the whole class.

Catering for pupils with different needs

It is important to take into account pupils’ different

needs, since they have a great effect on how each pupil

learns. The main areas to take into account in the English

classroom are:

- different levels of language skills and knowledge.

- different overall learning skills.

- different learning styles and preferences.

Well Done! provides a great deal of material which helps

the teacher to cater for the different needs which arise in

class.

The course includes suggestions to adapt activities

to take into account mixed ability, and useful ideas for

additional classroom activities in the teaching notes.

Pupil’s Book:

- presents, practises and revises key language.

- begins with a four-page starter unit, Welcome!, which

revises the English which pupils have learnt in the

first cycle and introduces them to the world of the

characters who appear in the story in Well Done! 3.

- is divided into six main units which consist of eight

lessons that explore a topic related to the world of

children.

- ends with a six-page revision unit.




10

Course components

- contains three units based on festivals at the end of

the book.

- has a useful reference box at the foot of each page

which shows the key language in every lesson and

provides cross-references to other components.

- contains 12 pages of cut-outs which are used for the

communication activities in lesson 2 of each unit.

- includes a cross-cultural lesson which relates the

topic of the unit to the lives of chi ldren in other partsof the world and provides additional practice in

reading comprehension.

Activity Book:

- can be used in class or at home.

- printed in full colour.

- provides additional activities and reinforces the

language learnt in the Pupil’s Book .

- contains listening comprehension activities that

pupils can do at home with the help of their Active

Books.

- contains three pages of activities related to the

Festivals lessons.

- provides a Picture Dictionary activity at the end

of each unit that uses stickers containing key

vocabulary.

- includes all the boxes with the summaries of key

language to help pupils revise.

Reader:

- is included as printed material in the Activity Pack ,

and in a digital version in the Active Book .

- is an adventure story called Pirates.

- contains six chapters, with activity pages for each

chapter and review sections using stickers.

- can be used in class or at home and increases pupils’

interest in reading.

Active Book (see also page 16):

- can be used in class or at home.

- provides language practice through enjoyable

activities and interactive games. In Well Done! 3,

the emphasis is on developing pupils’ listening,pronunciation and cognitive skills.

- includes the songs and chants from the Pupil’s Book.

- includes the Pupil’s Book pages with the listening

material integrated; the pages can be enlarged.

- includes digital versions of the flashcards, wordcards,

posters and reader, and the videos as well.

Pupil’s Pack:

• Pupil’s Book with cut-outs Activity Pack: • Activity Book with Picture

Dictionary and stickers

• Reader and stickers

• Active Book

Pupil’s components




11

Teacher’s Book

- includes a detailed contents page and provides step-

by-step instructions for each lesson, plus additional

activities.

- a map of each unit provides a general overview of

the unit contents, as well as references to additional

materials and ideas for extra activities.

- at the end of each unit, the Activity Book for the

corresponding unit with the answers filled in is provided.

- includes instructions on how to use all the

components, and the cards which are used in the

board game.

Flashcards and Wordcards:

- 72 flashcards and 72 wordcards are provided for each

level. These include all of the main vocabulary and are

used to present new language and for a wide range of

games and activities.

Storycards and stand:

- the storycards are large-scale reproductions of the

scenes in the stories. They are used to predict the

contents and revise the stories.

- each storycard comes with the text of the stories and

the teaching notes printed on the back.

- the stand is used to display the storycards for each

unit.

The Teacher’s Resource Materials comprise 80 pages

of photocopiable material which allows the teacher to

adapt Well Done! to the needs of each class. This material

consists of:

- mini flashcards and mini wordcards with key vocabulary

to help consolidate the language learnt in class.

- an extra activity to accompany the songs in lesson 3.

- activities using scenes from the stories in which

pupils put the speech bubbles in the right order.

- activity worksheets to consolidate the contents of

other curricular subjects and projects based on the

posters.

- revision activities for pupils who need more support

and extension activities for the quicker ones.

- a language portfolio worksheet.

- two additional worksheets for each of the festivalsections.

- models of letters to give to parents.

Active Teach (see also page 16):

- a very easy-to-use resource which can either

complement or replace the normal classroom material.

- enjoyable activities and interactive games to practise

language; also includes the listening material and

digital versions of the other components.

Tests:

- Entry-level, unit, term and end-of-year tests for each

of the skills practised.

Cross-curricular posters:

- Six posters linked to the cross-curricular contents

of the units, accompanied by stickers which can be

used in the main lessons or with the photocopiable

worksheets.

Board game:

- A board game consisting of two boards, a dice and

counters to review language unit by unit or at the end

of the year.

Class Audio CDs:

- With the recordings of all the course.

Teacher’s Pack• Teacher’s Book

• Teacher’s Resource Materials

• Tests

• Flashcards

• Wordcards

• Board game with dice andcounters

• Storycards and stand

• Posters and stickers

•

Class Audio CDsActive Teach

Teacher’s components




16

- their end-of-unit and end-of-term tests.

- their Well Done! 3 diploma.

New technologies in the classroom

The use of new technologies can considerably improve

the learning and teaching experience in the Englishclassroom.

The Well Done! package includes Active Teach, which

is designed to be used with an interactive whiteboard.

Active Teach is very easy to use, and allows the teacher

to get the most out of the possibilities afforded by new

technologies in the English classroom.

Active Teach includes:

• an interactive version of the Pupil’s Book and Activity

Book , which makes it possible to teach the lessons

using an interactive whiteboard. In this way, the

teacher can monitor the attention and progress of the

class at all times.

• all the listening material in the course, which can be

easily accessed– either directly from the audio section,

or by clicking on the symbols on the pages of the

interactive Pupil’s Book and Activity Book .

• digital versions of the flashcards, wordcards and

storycards. These can be used with the interactive

whiteboard in a more flexible way than the physical

cards; an added advantage is that the recording can be

played at the same time as the cards are displayed on

the interactive whiteboard.

• additional interactive practice activities.

• a cross-curricular section which includes, in a digital

version, the cross-curricular posters that go with eachunit, together with the vocabulary stickers.

• an animated version of the reader which can be read

and listened to with all the class.

• video clips of real people related to the different topics

dealt with in the units, which tell the story of a family

who live in a magic bus.

• interactive versions of the revision board games, with

digital dice and counters, which makes playing more

enjoyable and easier to manage. The Active Book is a version of Active Teach, and is

included in the Activity Book pack. It is designed to be

used by pupils at home, so that parents can take part in

their learning process. The Active Book allows pupils to:

• work interactively with the Pupil’s Book .

• play at recognising words with the flashcard and

wordcard games.

• listen to the stories with interactive versions of the

storycards and the reader.

• practise songs and chants.

• play the board game.

• revise language with the interactive Picture Dictionary

for each unit.

Evaluation

Well Done! 3 provides three different ways of assessing

pupils’ progress.

1 Formal (or informal) evaluation

The teacher monitors pupils’ progress throughoutthe unit as they carry out the activities in class. Active

Teach includes an Evaluation Chart which the teacher

can use to evaluate pupils’ performance in the different

classroom activities.

2 Summative (or formal) evaluation

Six photocopiable tests are provided, one for each unit.

A Test Record form is also included on page 24 of the

Tests booklet.

In addition, the Tests booklet contains: a diagnostic

test for the beginning of the school year; three end-

of-term tests which enable teachers to carry out a

cumulative assessment if they consider it necessary;

and an end-of-year test. The Teacher’s Resource Materials include an end-of-year diploma to be given as

a prize for the work done throughout the year.

3 Self-evaluation

At the end of each unit in the Pupil’s Book , pupils

evaluate their own participation in the different

classroom activities. This helps them to become aware

of how they are progressing, and to start to develop

a realistic appreciation of their own skills, knowledge,

and learning objectives.

Language Portfolios

The Council of Europe promotes the use of a European

Language Portfolio as a means of encouraging language

learning and of providing an internationally recognised

record of language achievement.

Well Done! 3 adapts the European Language Portfolio so

that pupils can keep a record of what they are learning

in class in a way that is appropriate to their age and their

stage of cognitive development.

The portfolio for Well Done! consists of a selection of the

work which pupils have carried out throughout the year.

It is the pupils themselves who decide which pieces of

work they want to include (for example, the ones they

think represent their best work). Pupils’ portfolios should

preferably be kept in the classroom; pupils can take them

home to show to their parents when they wish.

Pupils will need a box or a large folder to store the

work which they have done throughout the year. They

should put their name on the cover of their portfolio

(a photocopiable copy of the cover is included in the

Teacher’s Resource Materials book), decorate it, and

stick it onto the outside of their box or folder. Pupils can

include some of the following in their portfolio:

- the Portfolio worksheets for each unit.

- the posters they have made, their All About Meprojects,

and photocopiable worksheets, cards and other

material that they have completed during the year.




50

Is it an elephant?

Objectives• learn the names of some animals

• learn to say that you are thirsty and hungry

• learn to use a and an

• learn adjectives to describe animals

• learn to describe animals with It’s got ... and It hasn’t got ...

Topics

• the dangers of being with wild

animals

• magic

• funny mistakesLearning strategies

• using previous knowledge• following instructions

• remembering new words

• thinking about your own

work and evaluating your

progress at the end of the

unit

Language

Vocabulary

• animals: elephant, giraffe, tiger,

ostrich, tortoise, snake, bear

• adjectives: grey, strong, tall,

slow, fast, furry Structures

• I’m hungry/thirsty.

• It’s a (bear). It’s an (elephant).

• Is it a (giraffe)? Is it an

(elephant)? Yes, it is. No, it isn’t.

• It’s (furry).

• It’s got (four legs). It hasn’t got

(four legs).

Receptive language

• General: shark, panda, gorilla,

snail. It isn’t a park. Safari

park. Argh! I think they’re

hungry! Run!

• Story: baby, shell, caterpillar,

butterfly

Cross-curricular language

• fox, lion, polar bear, deer,

arctic fox, crocodile, tail, very,

dangerous, their, them, hide.

(Foxes) live here.

• llama, lemur, wombat, red

panda, fat, tail, face, Australia,

South America, Madagascar,

India. (Wombats) live in

(Australia).

Pronunciation

• rhythm and stress

• a rhyme to practise rhythm:

Brown bear

Cross-curricular contents

• The Natural World: animals’

natural habitat; animal

camouflage; special animals;

geography.

• Arts and Crafts and Music: a

song about animals; rhythm

and rhyme; drawing your

favourite animal.

• Reading: understanding a

story, acting.

Stories

• The Baby Butterfly

• Pirates 2

Songs and chants

• chant: Is it a giraffe?

• song: Footprints!

Sociocultural aspects

• working in pairs

• respecting animals’ natural

habitat




51

Basic competences

•Linguistic communication Use language as an instrument of communication (lessons 1-8)

• Processing information and digital competence Use new technologies in the classroom: Active Teach for interactive

whiteboards, or the computer (lesson 4)

• Social and civic competence Make and accept rules for working together and codes of conduct (lessons 3 and 6)

• Learning to learn Reflect on what, and how, one has learnt (lesson 8)

• Autonomy and personal initiative Develop one’s own criteria and social skills, such as respect, cooperation, and

teamwork (lessons 1-8)

Classroom ideas

• Play Crazy animal

(see Games Bank , pages 178-179)

• Play Change places if ...


• Play Let’s walk and talk


Take-home English

• Letter for parents When you begin Unit 2, give pupils

a copy of the letter (Teacher’s Resource Materials,

page 79).The letter explains what pupils are going to

learn in this unit, and suggests a range of tasks that

parents can do at home with their children.

• Active Book Remind pupils to use their Active Book

at home. At the beginning of each lesson, ask the class

what activities they have done and what their favourite

one was.

• Reader Encourage the pupils to read Pirates 2. Theycan listen to the story in the Active Book and do the

activities.

• Portfolio Encourage pupils to take their portfolios

home when they finish Unit 2. For this unit pupils may

want to include their All about me project.

Skills

Listening

•recognise the names of animals

• recognise adjectives to describe animals

• recognise when someone is hungry or thirsty

• recognise expressions to describe animals

• recognise a description of an animal

• understand a story with visual support

Reading

• read animals’ names

• read adjectives to describe animals

• read expressions to describe animals with It’s got and It

hasn’t got

• read a description of an animal

•read a story

Speaking

• say animals’ names

•say when someone is hungry or thirsty

• describe animals using It’s got and It hasn’t got

• make sentences using a and an

• say the Brown bear rhyme

Taking part in conversations

• ask and answer questions about descriptions of animals

Writing

• write sentences to describe animals using It’s got and It

hasn’t got

• write sentences using a and an

•write a description of your favourite animal

Evaluation• Pupil’s Book, page 23 Lesson 8

Remember! All about me

• Activity Book page 21 Lesson 8

I can ..., Picture Dictionary

• Tests pages 10–11and 24

• Tests Unit 2, Test Record




Lesson 1

16

Is it an elephant?

New: bear, elephant, giraffe, ostrich, snake, tiger, tortoise, safari park,hungry, thirsty, grey. I’m (hungry). It’s a (park). Is it a (tiger)?Is it (hungry)? Yes, it is. No, it isn’t.

Revision: long

• Activity Book page 14

• Photocopiables 11–12

And I’m thirsty!Look! A park.

122

Listen and read.

223

Listen and chant. Then point and say.

Look! It’s longand it’s grey.

Look!

Listen! What’s that?

Oh! It’s an elephant!

I’m hungry!

Is it a giraffe? Is it an elephant?

No, it isn’t. Yes, it is!

Is it a bear? Is it hungry?

Yes, it is. Yes, it is!

It isn‛t a park. It‛s a safari park.

bear

snake

tiger

ostrich

giraffe

tortoise

elephant

_ . 1 1 1 1 1 1

52

Is it an elephant?Lesson 1

Activities to begin the lesson

• Greet the class. Say Hello, class! Ask pupils to reply by

saying Hello! Use the ‘Hello Routine’ explained in the

Welcome! unit on page 20.

• Do the song, chant or rhyme from Unit 1 to revise the

language learnt and to liven up the class. If necessary,

use the vehicles and numbers flashcards and

wordcards

• Tell the class the title of the new unit and ask them to

look through the pages of Unit 2. Ask them what they

think it will be about.

• Ask the class to say the names of animals which they

already know in English.

Main activities

1 Listen and read.

• Use the flashcards to teach animals.

• Hold up the wordcards and encourage the class to

read them out loud with you.

• Point to the first picture. Explain that Stan and Joe are

looking for a quiet place to have lunch.

• Encourage pupils to talk about what is happening in the

picture.

• Repeat the process with the other pictures.

• Make sure that pupils understand what is happening:

Stan and Joe thought that they had gone to a park to

have lunch because they didn’t see the Safari park

sign. They are very surprised and frightened when they

see the animals.

• Play the recording. Pupils listen, point to the pictures,

and read the text. Choose some pupils to read out thetext in the speech bubbles.

22

1 Stan: I’m hungry!

Joe: And I’m thirsty! Look! A park.

Narrator: It isn’t a park. It’s a safari park.

2 Stan: Listen! What’s that?

Joe: Look! It’s long and it’s grey.

3 Stan: Oh! It’s an elephant!

Joe: Look! An ostrich.

Stan: A giraffe, a tiger,

Joe: A tortoise, a snake …

Stan: And a bear!

Stan and Joe: ARGGH! I think they’re hungry!

2 Listen and chant. Then point and say.

• Pupils look at the pictures of the animals in the chant.

• Play the recording once. Pupils listen and point to the

animals when they hear them in the chant.

• Check that they understand the meaning of hungry .

• Play the chant again. This time pupils point, clap and

repeat the chant in time with the rhythm.

ObjectivesObjectives

• learn the names of different animals

• learn to use a and an

• say a chant

Key language

Vocabulary

elephant, giraffe, tiger, ostrich, tortoise,

snake, bear, grey

Structures

How many (tables)? Two (tables).

Revision

I’m hungry/thirsty. It’s a (bear). It’s an (elephant). Is

it a (giraffe)? Yes, it is. No, it isn’t.

Receptive language

Safari park. It isn’t a park. Argh! I think they’re

hungry!




53

• Ask pupils if they can see any difference in the words

that go before each animal in the chant.

• Focus on a/an. Explain that if a word begins with a

vowel, we need to use an to make it easier to say.

• Ask pupils to experiment saying first a elephant and

then an elephant, and ask them which is easier to say.

• In pairs, pupil A points to an animal and says Is it a/

an ...? Pupil B replies Yes it is. / No it isn’t.

• Pupils then swap roles.

23

Is it a giraffe?

No, it isn’t.

Is it an elephant?

Yes, it is.

Is it a tortoise?

No, it isn’t.

Is it a tiger?

Yes, it is.

Is it an ostrich?

No, it isn’t.

Is it a snake?

Yes, it is.

Is it a bear?

Yes, it is.

Is it hungry?

Yes, it is! Argh!

Activity Book, page 14

Read and colour.

• Ask pupils to look at the picture and to say the names

of the animals they can see.

• Pupils work on their own, read the sentences and

colour in the pictures.

• Check with the whole class. Say What colour is the

(bear)? Encourage pupils to answer.

2 Look and write.

• Read the animal wordcards out loud with all the class.

Ask pupils to look at the pictures and to say the names

of the animals.

• Use the example to explain that pupils should decide

if the animal is preceded by a or an. Pupils complete

each sentence with a/an and the name of the animal.

• Pupils work on their own to complete the sentences.

Check with the whole class. Say What’s this? Encourage

pupils to answer.

Activities to end the lesson

• Pupils say the names of the animals while you hold up

the flashcards and place them around the class.

• Play the chant again. Encourage the class to say the

chant and to point to the right flashcard when they

hear the name of each animal.

• Say Goodbye, class! Ask the pupils to say Goodbye!

to you and to the classmates next to them. Use the

‘Goodbye routine’ explained in the Welcome! unit onpage 21.

Additional activities

Photocopiables 11–12

• Hand out copies of the mini flashcard and mini

wordcard worksheets to each pair. They then cut

them up.

• Play Make a line.

• Split the class into pairs. Each pair mixes up one of

its sets of mini flashcards and mini wordcards and

divides them up evenly.

• Pupil A lays a card face up on the desk. If pupil Bhas the matching mini flashcard or mini wordcard,

he/she puts it next to the other one. He/she then

lays a new card next to this one. If pupil B does not

have the matching card, pupil A continues with the

sequence. The first player to get rid of all his/her

cards is the winner.

MaterialMaterial

• Pupil’s Book, page 16

• Activity book, page 14

• Class CD

• Flashcards and wordcards 10–22

Optional materialOptional material

• Photocopiables 11–12, Teachers Resource

Materials, pages 13–14

• Active Teach

• Active Book

• scissors




Lesson 2

17

Practice: bear, elephant, giraffe, ostrich, snake, tiger, tortoiseIs it a (tiger)? Yes, it is. No, it isn’t.

Revision: colours, big, small, long, short, mouse, butterfly, frog, duck, cow



325

Listen and say the animal names. Then work in pairs.

4 Make cards. Then play Dominoes.

It’s big. It’s brown. It isn’t short. It’s a bear.

P A GE 6 9

A c t i v i t y B o o k

ED F

A B C

G

_ . 17 1 1 1 1

54

Is it an elephant?

• Pupils then swap roles.

• Answers: 1 a bear; 2 an elephant; 3 a snake; 4 an

ostrich; 5 a tortoise; 6 a tiger; 7 a giraffe.

25

1 It’s big and brown. It isn’t short.

2 It’s grey. It’s big.

3 It’s green and black. It’s long. It isn’t big.

4 It’s black and white. It’s big.

5 It’s green and brown. It’s short.

6 It’s orange and black and white. It isn’t small.

7 It’s yellow and brown. It isn’t short.

4 Make cards. Then play Dominoes.

• Pupils go to page 69 of the Activity Book and look at

the worksheet with dominoes.

• Quickly revise with the whole class the animals seen in

earlier levels: mouse, butterfly, frog, duck, cow .

• Ask the pupils to cut out the dominoes.

• Use the photo to help explain how to play. Make sure

that pupils know what to do before beginning the

activity.

• In pairs, pupils arrange their dominoes on their desk,

taking care that their partner can’t see the faces which

have animals.

• Pupil A starts off the game by laying down any domino.

• Pupil B has to find a matching word or picture. If he/she

makes a mistake, he/she must remove his/her domino.

He/she cannot lay down another one until it is her/her

turn again.





• Divide the class into seven groups, one for each animal

in the previous lesson.

• Put an animal flashcard or wordcard near each group.

• Repeat the chant from the previous lesson. Encourage

each group to say the chant and do the appropriate

action when they hear their animal.

Main activities

3 Listen and say the animal names. Then work inpairs.

• Ask pupils to look at the photos of animals. Use the

photos to revise the colours and adjectives big, small,

long and short.

• Play the first part of the recording.

• Pupils try to guess the animal (a bear ). Make sure that

they all understand the task.

• Play the recording, pause it after each description, and

ask the class to guess the animal.

• Pupils work in pairs. Read the example sentences

and check that everyone understands what they have

to do.

• Pupil A says short sentences about the animal. Pupil B

tries to guess what it is.


• practise the names of animals

• describe animals

Key language

Vocabulary

bear, elephant, giraffe, ostrich, snake, tiger,

tortoise

Structures

Is it a (tiger)? Yes, it is. No, it isn’t.

Lesson 2




55

• The winner is the first pupil to lay down all of their

pieces.

• Keep the dominoes in a safe place so that you can use

them with the class again. They are also very useful for

keeping fast finishers occupied.

Activity Book page 15

3 Listen and circle.

• Look at the pictures of the animals with all the class.Ask Is it a/an ...? at random. Pupils reply Yes it is./No, it

isn’t.

• Play the first part of the recording.

• Use the example to show the pupils that they should

listen to the questions and circle the right answer. Play

the complete recording and then check the answers

with the whole class.

100

1 Is it a snake?

2 Is it a bird?

3 Is it an elephant?

4 Is it a butterfly?

5 Is it a giraffe?

6 Is it an ostrich?

4 Look and complete.

• Draw the footprint of an animal on the board (for

example, a cat) and ask the class to guess the animal.

Pupils then look at the pictures of the footprints in their

book and guess the animals.

• Look at the first footprint and read the question and

answer with the class. Ask pupils to suggest questions

and answers for the rest of the pictures. Pupils work

on their own and write questions and answers. Check

their work while they are doing the activity and correct

errors you detect on the board.


• Choose an animal that the pupils can say in English. It

can be one from this unit or one seen in previous levels

of the course.

• Mime the animal. Pupils guess what the animal is. The

first pupil to correctly guess the animal then does a

mime for a different animal, and so on.


to you and to the classmates next to them. Use the‘Goodbye routine’ explained in the Welcome! unit on

page 21.


Photocopiables 11 –12

• Use the mini flashcards or wordcards from the

previous lesson and play Snake pit.

• On the board draw two ladders with ten rungs on

each. Draw a snake at the bottom of each ladder,

and person at the top.

• Split the class into groups of three. Each pupil

copies the drawings of the ladders on a piece ofpaper. Pupils then take a set of mini flashcards and

mini wordcards, shuffle them, and put them face

down on their desks.

• Pupil A takes a card and on his/her piece of paper

writes a series of dashes which corresponds to the

number of letters in the word. Pupils B and C have

to find out what the word is by taking turns to say

a letter. If they get a letter right, pupil A writes it

above the corresponding dash. If they get a letter

wrong, the pupil who has guessed incorrectly has

to draw the person one rung lower down on the

ladder. The winner is the pupil who manages to

guess the word before being ‘caught’ by the snake

in the pit.

MaterialMaterial

• Pupil’s Book , page 17

• Activity Book, pages 15 and 69

• Class CD


• scissors


• Photocopiables 11–12, Teacher’s Resource


• Active Teach

• Active Book

• sheets of paper




SongSong

18

Lesson 3

526

Listen and point. Then listen and repeat.

New: strong, tall, slow, fast, furry It’s (furry). It’s got (four legs). It hasn’t got (four legs).

Practice: body, head, legs. Is it (a snake)? Yes, it is. No, it isn’t.


• Photocopiable 13

627

Listen and guess the animals. Then listen and sing.

7 Play Guess the Animal.

It’s got a small head. It hasn’t got legs. Is it a snake?

Footprints! Footprints! Look at the footprints! What’s the animal?

It’s got long, strong legs.Long, strong legs.

It’s black and white.Black and white.

What is it? What is it?

It’s got a big brown body.A big brown body.

It’s furry and strong.Furry and strong.


It’s got four short legs.Four short legs.

It’s small and slow.Small and slow.


strong

tall

slow

fast furry

_ . 1 1 1 1 1

56

Is it an elephant?


• learn adjectives to describe animals

• use It’s got ..., It hasn’t got ... to describe

animals

• sing a riddle song

Key language

Vocabulary

strong, tall, slow, fast, furry

Structures

It’s (furry). It’s got (four legs). It hasn’t got (four

legs).

Receptive language

shark, panda, gorilla, snail





• Put the animal flashcards on the board. Ask pupils to

shut their eyes. Take off one of the flashcards. Pupils

have to guess which animal is missing. Say What’s

missing?

• Repeat several times.

Main activities

5 Listen and point. Then listen and repeat.

• Use the flashcards to teach the adjectives.

• Hold up the wordcards and encourage pupils to read

them out loud with you.

•The pupils look at the pictures and say the names of

the animals which they can see. Make sure that theyunderstand the meaning of the adjectives that are

illustrated in each picture.

• Play the first part of the recording. Pupils listen and

point.

• Play the second part of the recording. Pupils listen and

repeat, trying to use the correct intonation to express

the emotions properly.

26

Look at the elephant!

Wow! It’s strong!

Look at the ostrich!

Gosh! It’s fast.

Look at the giraffe!

Wow! It’s tall.

Look at the bear!

Ahhh! It’s furry.

Look at the tortoise!

Oh! It’s slow.

Strong, fast, tall, slow,

furry

6 Listen and guess the animal. Then listen andsing.

• Remind the pupils about the animal footprint activity

they did in the previous lesson in the Activity Book .

• Ask a pupil to come to the board and draw one of

the footprints. The rest of the class tries to guess the

animal.

• Tell the class that they are going to listen to a riddle

song and that they will have to guess three animals

which are described in the song.

• Put the animal flashcards on the board.

• Play the song. Pupils listen, read and guess which

animals are being described: ostrich, bear, tortoise.

• Play the song again. Pupils listen and sing.

Lesson 3




57

27

Footprints! Footprints!

Look at the footprints!

What’s the animal?

Footprints! Footprints!

Look at the footprints!


It’s got long, strong legs.

Long, strong legs.

It’s black and white.Black and white.


It’s got a big brown body.

A big brown body.

It’s furry and strong.

Furry and strong.


It’s got four short legs.

Four short legs.

It’s small and slow.Small and slow.


7 Play Guess the animal.

• Read the text in the speech bubble in the example with

the class. Practise the negative and affirmative forms.

• Write body, head and legs on the board and make sure

that pupils remember what they mean.

• Think of an animal and say one sentence using has got

and one with hasn’t got. For example, It’s got (a big

brown body). It hasn’t got (short legs) .

• Ask a pupil to guess the animal. Encourage him/her to

ask Is it (a snake)? If he/she does not get the animal right,say more sentences about the animal to help him/her.

• Repeat the same activity with different animals.

• Ask one of the stronger pupils to come to the board,

choose an animal and say some sentences about it.

Then repeat the activity with other pupils coming to

the front. Alternatively, you can ask pupils to play the

game in pairs.


5 Find and circle. Then match and write.

• Hold up your Activity Book and show the activity. Tell

the class that they have to find five words. Point to theexample.

• Pupils work on their own and find and circle the words

in their books. Check the answers on the board.

• Tell the class to look at the pictures of the bear and

help them to identify the words which best describe

each picture. Use the example with strong.

• Pupils copy the words they have found in the word

snake under the correct pictures.

• Check the answers with the class. Ask Is the bear (fast)?

Encourage pupils to answer correctly.

6 Read and match.

• Pupils look at the new pictures of animals. If they ask

how to say them in English, you may want to teach

them the new vocabulary.

• Read the example description with the whole class.

Explain that pupils need to read the descriptions and

match them with the pictures.

• Check the answers with all the class.


• Together with the class, decide on actions which

represent strong, fast, slow, furry and tall. Say the

words. The pupils do the actions.

• In groups of 3, pupil A takes on the role of the teacher

and says the adjectives. The other two pupils do the

corresponding actions.

• Pupils take turns to be the teacher.



‘Goodbye routine’ explained in the Welcome! unit on

page 21.


• Put the adjective wordcards on the board.

• Hand out an animal flashcard to several pupils

and tell them to put the flashcard on the board

underneath the word that describes their animal.

• Repeat the activity with another group of pupils.

Photocopiable 13

• Hand out a copy of the Song worksheet to each

pupil.

• Play the song a first time. Pupils think about what

the missing words might be. Play the song asecond time and pause the recording after each of

the words. Pupils to write them in.

• Play the recording again. Pupils check their

answers.

MaterialMaterial

• Pupil’s Book , page 18

• Activity Book , page 16

• Class CD



• Photocopiable 13 , Teacher’s Resource Materials,

page 15

• Active Teach

• Active Book




StoryS tory

1

3

5

4

6

2

19

Lesson 4

The Baby Butterfly

829

Listen and read. Then listen and act out.

Look! I’ve got a …What is it?

Look at me!

Oh! Then what is it?

What’s this?

No, it isn’t. It’s furry and it’sgot legs. Look! 1, 2, 3, 4, 5, 6 ...

It’s got lots of legs.

No, it isn’t.It hasn’t

got a shell.

Look! It’s on

my stone.

Oh! It’s a babybutterfly!

Revision: snake, tortoise, butterfly, furry. Is it a (snake)? No, it isn’t.It’s got (legs). It hasn’t got (a shell). It’s a (but terfly).

Receptive: baby, shell, caterpillar



Is it a baby tortoise?Wow! Is it ababy snake?

Hello! I’m acaterpillar.

Wow! Poppy. It isa magic stone.

And this ismy mother.

_ . 1 1 1 1 1 4

58

Is it an elephant?


• read a simple comic strip

• act out a story

Key language

Vocabulary

snake, tortoise, furry

Structures

Is it a (snake)? No, it isn’t. It’s got (legs). It

hasn’t got (a shell). It’s a (dog).

Receptive language

baby, shell, caterpillar, butterfly





• Repeat the song from this unit to revise the vocabulary

and get the class in a lively frame of mind.

• In the pupils’ own language, speak about very young

animals (cubs, puppies, etc.) and the differences

between them and their parents.

• Ask pupils to describe any very young animals they

have seen.

Main activities

8 Listen and read. Then listen and act out.

• Say Let’s listen to the story . Tell the story using the

storycards, play the recording, and ask the Before

listening to the story questions.

• Suggestion: If an interactive whiteboard or computer

is available, you can use the electronic version of the

storycards in Active Teach.

• As you hold up each storycard, point to the characters

and explain what is happening in the story.

• Show Storycard 1, and ask the class what they can

see. Ask What’s her name? What’s his name? Remind

the pupils of the characters’ names, if necessary. Make

sure that the class understands that the children are in

a park and are playing. Ask Where are they? What are

they doing?

• Show the pupils Storycard 2 and explain that Alfie

has found something. Ask What’s this? Pupils will give

different answers. Accept any answers that make

sense, whether given in English or the pupils’ own

language. Ask Is it a dog/cat/rabbit? to elicit the answerNo. Point to the creature (the caterpillar) and ask What

colour is it?

• With Storycard 3, ask who Alfie is with. Say Who’s this?

Point to the creature and ask Is it funny? (It is strange

and has a huge smile on its face.) If necessary, remind

the class what leg means and ask How many legs has

it got?

• With Storycard 4, point to each of the characters and

ask What’s his/her name? Explain that all the children

want to have a look at the creature. Point and ask

Where is the creature? Point to Poppy’s hand and ask

What has Poppy got? If necessary, remind the class of

the story in unit 1 in which an elderly lady gives Poppy

a magic stone.

• With Storycard 5, point to the creature and ask Where’s

the creature? Teach pupils the word caterpillar .

Translate it into their own language if necessary. Point

to the butterfly and ask What’s this?

• Hold up Storycard 6 and ask Is the caterpillar speaking?

Then ask What is it saying? Pupils will give different

answers. Accept any answers that make sense, either

in English or the pupils’ own language. Explain that

they will find out the answers to the questions when

they listen to the story.

Lesson 4




59

• Say Open your books on page 19. Remind the class

that they will hear a ‘bing’ after each scene in the story.

• Play the recording again. Hold up the storycards and

point to the characters as they speak. Pupils follow the

story in their books.

• Play the recording again. Pause the recording after

each sentence and ask the pupils to point to the

correct picture.

• Ask the After listening to the story questions to checkthat the class has understood the story.

• Ask for volunteers to play the roles of Poppy, Alfie,

Victoria, Ryan and the caterpillar. Play the recording.

The volunteers act out the story. The story can be

acted out several times with different pupils playing

the roles.

29

1 Victoria: Look at me!

Alfie: What’s this?

2 Alfie: Look! I’ve got a .... ! What is it?

3 Ryan: Wow! Is it a baby snake?

Alfie: No, it isn’t. It’s furry and it’s got legs. Look!

1, 2, 3, 4, 5, 6 .... It’s got lots of legs.

4 Victoria: Let me see!

Victoria: Ah! It’s cute! Is it a baby tortoise?

Alfie: No, it isn’t. It hasn’t got a shell.

Victoria: Oh! Then what is it?

5 Poppy: Look! It’s on my stone.

Caterpillar: Hello! I’m a caterpillar.

All: Wow!

Ryan: Wow! Poppy. It is a magic stone!

6 Caterpillar: And this is my mother.

Victoria: Oh! It’s a baby butterfly!


7 Read and complete.

• Ask pupils to look at the picture of the caterpillar in the

story. Talk about the caterpillar and ask pupils to make

up sentences to describe it. Read the words in the box

with all the class and make sure that they understand

them.

• Use the example to show pupils that they should read

and complete the sentences. Ask the class to suggest

which sentence goes in which space and correct any

mistakes verbally before pupils begin to work on their

own. Once they have finished, check the answers with

the whole class.

8 Draw and write.

• Ask pupils to draw the young animal they prefer.

After drawing the animal, they should complete the

description.

• While they are doing the activity walk around the class,help them with any vocabulary they need and check

their written work.

• Ask some pupils to come to the front one by one to

show and describe their animal.


• Divide the class into six groups. Give each group one of

the storycards.

• Without looking at their books, pupils try to reconstruct

the dialogue that goes with their part of the story. Let

them add extra phrases if they want.

•Ask the different groups to come up to the front of theclass in random order and to act out their scene.

• When all the groups have acted out their scenes, ask the

whole class to say what order the scenes should go in.




page 21.


Photocopiable 14

• Hand out a copy of the Story worksheet and page

73. Pupils first of all cut out the speech bubbles

from the story on page 73.

• Play the recording a first time so that pupils can

identify which bubble goes with which scene. Walk

around the class to check and help.

• Play the recording a second time so that pupils can

double check that they have the speech bubbles

with the correct scenes before they stick them down.

• Encourage the class to take their completed

worksheets home and to use them to tell the story

to their families.

MaterialMaterial


• Activity Book , page 17

• Class CD

• Storycards for Unit 2



pages 16 and 72

• Active Teach

• Active Book

• scissors, glue




20

Lesson 5

1 2

43

Practice: frog, strong, tall, slow, fast, furry, long, short It’s (fast). It’s got (long legs).

Receptive: fox, lion, polar bear, deer, arctic fox, crocodile, tail, very,dangerous, their, them, hide. (Foxes) live here.



10 Match the animals to their homes.

930

Listen and read. Then say.It’s brown and white. It’s fast. It isn’tdangerous. It’s got very long legs.It’s got a short, white tail.

fox lion polar bear frog

deer arctic fox crocodile

What colour are the

animals? Their colourhelps them hide.

g e o g r a p h y

_ . 1 1 1 1 4 1

60

Is it an elephant?


• cross-curricular work: geography - learn aboutanimal habitats and camouflage

• describe animals

Key language

Vocabulary

frog, strong, tall, slow, fast, furry, long, shortStructures

It’s (fast). It’s got (long) (legs).

Receptive language

fox, lion, polar bear, deer, arctic fox, crocodile,

tail, very, dangerous, their, them, hide. (Foxes)

live here.





• Use Poster 2 to teach fox, lion, polar, bear, frog, deer,

arctic fox and crocodile.

• Use pupils’ own language to check that they

understand that the map shows different habitats and

areas where animals live.

• Ask pupils what they have learnt about animals in other

school subjects.

• Ask pupils to tell you what types of habitat there are in

Spain and to give examples of animals who live there.

Main activities

9 Listen and read. Then say.

• Pupils look at the pictures at the top of the page.

• Play the recording.

• Pupils listen and read the description and decide what

the animal is (the deer ).

• Teach the words dangerous and tall.

• Talk about the other young animals in the photos.

• Ask pupils to make up sentences about the size, colour

and speed of the different animals.

• Ask pupils to make up sentences about the animals’

bodies.

• In pairs, pupil A describes an animal; pupil B guesses

what it is.

• Pupils swap roles.

30 foxlion

polar bear

frog

deerarctic fox

crocodile

10 Match the animals to their homes.

• Ask the class if they know where the different animals

live. Discuss the answers in the pupils’ own language.

• Ask pupils to look at the photos of the different

habitats on the lower half of the page. Talk about the

photos.

• Pupils describe the colours and say what they can see:

trees, plants, grass, water, ice.

• Tell them to look at the poster and ask them to come

out and point to the place on the map where the

different habitats are located.

• Read the text about the colour of animals (in the middle

of the four photos).

• In pupils’ own language, check that they understand

the concept of animal camouflage.

• Help the class to match the animals to their main

habitats: sea, wetlands, savannah, forest.

Lesson 5




61

• Answers: 1 fox, deer; 2 lion; 3 frog, crocodile;

4 polar bear, artic fox.

• Ask pupils if they can think of any other animals that

live in these four habitats. For example, 1 – bears, 2 –

giraffes, elephants, etc.


9 Match and copy.

• With the class, look at the picture of the deer. Together

with the class, read out loud the parts of the body in

the box and point to them in the picture.

• Use the example to show that pupils should copy the

parts of the body in the right place. Check the answers

with all the class.

10 Think and complete.

• Talk about the table with the class and make sure that

they understand how it works.

• With the class, look at the column which has the deer in it.

Gradually go down the column and ask the questions and

say the answers. Make sure that the class understands

them and are in agreement with the answers.

• With the class, look at the column with the ostrich. Ask

the questions one by one; pupils answer. When they

agree on the answer, they write the appropriate word

or words in the table

• Repeat the same procedure for the crocodile.

• Pupils work in pairs to fill in the information in the table

for the rest of the animals. Check the answers with all

the class.


• Choose an animal from the poster without telling the

class which one it is.

• Suggest questions which the class can ask you to

guess the animal, for example Is it ...? Has it got ...?

• Pupils ask Is it (fast)? Answer Yes, it is. or No, it isn’t.

• Repeat the procedure with other animals and

encourage different pupils one by one to take on the

role of the teacher.




page 21.


• Divide the class into small groups. They are going

to make a collage of animals.

• Pupils use the photos that they have brought to

class. Ask them to stick them down and, for each

animal, to write the animal’s name and adjectives

to describe it. Help them with any vocabulary they

need.

• Make a display of all the collages in the classroom.Ask the groups to come to the front of the class

one by one with their collage and to describe it to

their classmates.

Photocopiable 15

• Hand out a copy of the Poster project worksheet

to each pair. Pupils cut out the circles and put a

pencil through the middle of each one. Pupils then

take turns to spin both of the “tops” and make a

correct sentence using the words which they land

on, for example, A deer lives in the forest. A deer

doesn’t live in the Polar regions.

Photocopiable 16

• Give out a copy of the Cross-curricular worksheet

to each pupil.

• In the first activity, pupils write the names of the

animals underneath the correct habitat.

• Answers: The forest: fox, deer, frog; The artic:

artic fox, polar bear; The savannah: lion, elephant;

Wetlands: crocodile, frog

• In the second activity, pupils write the appropriate

habitats underneath the animals.

• Answers: seal–sea; duck–wetlands;

giraffe–savannah; squirrel–forest

MaterialMaterial


• Activity Book, page 18

• Class CD

• Poster 2 and stickers


• Photocopiable 15–16 , Teacher’s Resource


• magazine photos of animals (brought in by pupils)

• pieces of paper

• scissors

• glue




21

Lesson 6

12 Find out and say.

1131

Listen, read and match.

W i n d

o w

on t h e w o r

l d

Revision: colours, parts of the body It’s (brown) and (furry).It’s got (long ears).

Receptive: llama, lemur, wombat, fat, tail, face, Australia,South America, Madagascar, India. (Wombats) live in (Australia).



Which special animallives in your country?

B

Special Animals

Llamas live in SouthAmerica. This is my

llama. It’s brown, and it’svery furry. It’s got big blackeyes and long ears. Llamasare very strong.

Lemurs live inMadagascar. This is a

picture of me with a lemur.It’s brown and it’s got a black and white face. It’s got big eyes and a longnose. It’s got a long tail.

Wombats live inAustralia. This

wombat is fat andfurry. It’s brown. It’s got a big mouth and smalleyes. It’s got short legs. Wombats are slow.

A C

1 2 3

_ . 1 1 1 1 17 1 1

62

Is it an elephant?


• cross-curricular awareness

• learn about special animals

Receptive language

llama, lemur, wombat, red panda, fat, tail, face,

Australia, South America, Madagascar, India.

(Wombats) live in (Australia).

Revision

colours, parts of the body





• Use Poster 2 to explain that some animals are special

and only live in certain countries.

• Use the wombat and the polar bear as examples.

• Ask the class if they can name any other animals that

only live in certain countries.

Main activities

11 Listen, read and match.

• Pupils look at the photos, talk about them and try to

guess what countries the children and the animals are

from.

• Play the recording. Pupils listen, read the texts, and

match each one to the corresponding photo.

• Check the answers.

• Read the texts with the whole class. Explain the

vocabulary and new expressions if necessary.

• Ask pupils what they know about the different animals

and countries in the photos.

• Answers: 1 C; 2 A; 3 B.

31

1 Wombats live in Australia. This wombat is fat and

furry. It’s brown. It’s got a big mouth and small eyes.

It’s got short legs. Wombats are slow.

2 Llamas live in South America. This is my llama. It’sbrown, and it’s very furry. It’s got big black eyes and

long ears. Llamas are very strong.

3 Lemurs live in Madagascar. This is a picture of me

with a lemur. It’s brown and it’s got a black and white

face. It’s got big eyes and a long nose. It’s got a long

tail.

12 Find out and say.

• Read the question with the whole class and write on

the board the answers that they come up with.

• You might want to suggest that pupils get into groups

and make a poster about special animals in the countrywhere they live or where they are from.

• They should include information about the animals’

appearance and their habitat.

• You can then mount a display of all the posters.

Lesson 6




63



• Look at the pictures with the whole class. Ask pupils

to make up short sentences (orally) to describe the

animals.

• Look at the picture of the polar bear. Read out loud the

gapped text. Pupils suggest words from the box on the

right to fill in the gaps and then write in the answers.

• Follow the same procedure for the other three animals.

Check the answers with the whole class.


• Use Poster 2.

• Choose an animal and describe it. Speak about its size,

colour, body, speed, etc. so that pupils can guess what

it is.

• Ask pupils where the animal lives. In the pupils’ own

language speak about its habitat and if it uses any kind

of camouflage.

• Put the stickers for Poster 2 on the table and ask pupils

to come up and put the stickers on the appropriateanimals.




page 21.


• Play a version of Animal consequences. Hand out

a sheet of paper to each pupil. Show them how to

fold it in four horizontally and then open it up.

• Tell them to draw the head of any animal they want

in the left quarter of the paper and to continue

with the neck so that it encroaches slightly into the

next quarter. Pupils fold the paper so that only the

part of the neck sticking out is visible.• Pupils pass their paper to the classmate on their

right. He/she then draws the body of an animal

and part of the front legs in the next quarter and

folds the paper as before. He/she then passes the

paper to the classmate on his/her right who draws

the hind legs and, finally, the tail.

• Pupils pass the piece of paper one last time, open

it up and look at the drawings. Pupils show the

drawings to the rest of the class and talk about

them. For example, It’s got (an elephant) head,. It ’s

got (an ostrich) body .

Photocopiable 17

• Hand out a copy of the Cross-curricular worksheet.Pupils complete the information about the

animals.

• Answers: Llama – Argentina, Bolivia, Chile,

Paraguay and Peru, children´s own answer.

Wombat – Australia; grey, brown, children´s own

answer. Red Panda – Himalayas; brown, children´s

own answer. Lemur – Madagascar; grey and white;

children´s own answer.

MaterialMaterial



• Class CD

• Poster 2 and stickers

• scissors

• glue



page 19

• Active Teach

• Active Book

• sheets of paper




22

Lesson 7

Le t’s talk!

15 Play the Board game with the Unit 2 cards.

1432

Listen and say the chant.

13 Choose an animal. Then ask and answer.

Practice: animals, adjectives. Is it (furry)? Yes, it is. No, it isn’t.Pronunciation: question intonation, rhythm and stressRevision: Unit 2 language



Is it furry?

Is it long? Is it a snake?

Yes, it is.

Yes, it is.

No, it isn’t.

Brown bear, brown bear,What can you see?

I can see an elephant and it’s thirsty.

Thirsty elephant, thirsty elephant,What can you see?

I can see a tortoise and it’s hungry.

Hungry tortoise, hungry tortoise,What can you see?

I can see a tiger and it’s angry.RUN!!!!!!

_ . 1 1 1 1 4

64

Is it an elephant?


• revise the language from Unit 2

• practise pronunciation with a chant

• play a communication game to revise language

Revision

animals, adjectives

Is it (furry)? Yes, it is / No, it isn´t.

Lenguaje receptivo

Run!





• Get into a circle with all the class. You will need a ball or

a small bean bag.

• Say I’m thinking of an animal. Pupils try to guess the

name of the animal, going in order around the circle.

Throw the ball/bean bag to the pupil who guesses right.

• This pupil thinks of an animal and the rest try to guess

in the same way as before.

Main activities

13 Choose an animal. Then ask and answer.

• Ask pupils to look at the pictures and read out loud the

speech bubbles with all the class.

• Explain that pupils are going to play a game in pairswhere they will ask questions to guess the names of

animals.

• Tell pupils to think about an animal that they have

learned about during the unit.

• Elicit other adjectives that pupils saw in the previous

lesson to describe animals and write them on the

board.

• In pupils, pupil A asks a question about the animal;

pupil B replies. Pupils change roles once pupil A

guesses the animal.

14 Listen and say the chant.

• Ask the class to look at the picture next to the chant

and to talk about it.

• Use the picture to revise the names of animals and

the adjectives hungry and thirsty . Teach the adjective

angry .

• Play the chant. Pupils listen and read.

• Play the chant again. Pupils listen and clap along with

the rhythm.

• Play the chant several times so that pupils can learn it.

• Play track 33. Pupils sing along to the karaoke version.

32

Brown bear, brown bear,

What can you see?

I can see an elephant , and it’s thirsty.

Thirsty elephant, thirsty elephant,What can you see?

I can see a tortoise, and it’s hungry.

Hungry tortoise, hungry tortoise,

What can you see?

I can see a tiger, and it’s angry.

Run!!!!!!

Lesson 7




65

15 Play the Board game with the Unit 2 cards.

• Play A Tour of London (see Board games notes,

page 180). If a pupil lands on the ‘Police square’, he/

she takes a flashcard and you ask him/her a question.

If it is a picture of one of the animals, ask What’s this?

Pupils answer It’s a (tortoise). It’s (an elephant). If it is

a picture showing one of the adjectives, pupils should

say the adjective and act it out.

•Play The Colour Race to revise language from Units 1

and 2 (see Board games notes, page 180). The game

cards are on pages 181-188.

• Suggestion: If you have access to an interactive

whiteboard or computer in the classroom, you can use

the electronic version of the game in Active Teach.



• Explain that pupils should read the clues (1-6) to the

crossword puzzle and fill in the answers. The answers

are the names of the different animals pupils have seen

in this unit . Pupils should work on their own.

• Draw the crossword on the board and check theanswers. Say (One) What’s this? Elicit the answers.

13 Draw an animal. Answer the questions.

• Revise the adjectives seen in the unit using the

flashcards and/or wordcards.

• Ask pupils to think of one of the animals they have seen

in the unit and to draw it in the space provided.

• Pupils then read and answer the questions.

• Ask some pupils to come to the front of the class to

show their drawings. Check their answers.


• Put the animal flashcards on the board. Ask some

pupils to come to the board and write the names of the

animals under the flashcards.

• Ask the rest of the class if they think that the pupils

have written the animals correctly.

• Use the wordcards to help the class check the spelling.

•Say Goodbye, class! Ask the pupils to say Goodbye!



page 21.


Photocopiable 18


• Give out a copy of the Reinforcement worksheet to

those pupils who need to revise.

• In the first activity, pupils have to match the

descriptions to the animals.

•Answers: 1 – ostrich; 2 – tiger; 3 - giraffe

• In the second activity, pupils read and circle the

correct description for each animal.

• Answers: tiger – strong, furry, orange; giraffe –

tall, yellow, slow

Photocopiable 19

• Give out a copy of the Fast finishers worksheet to

the strongest pupils.

• Pupils look at the table and the examples. Answer

any questions which pupils may have.

• Pupils have to write two sentences about the

ostrich and the bear which are similar to the ones

in the example.• Answers: An ostrich is tall, grey and very fast. It’s

got two legs. A bear is strong, brown and fast. It’s

got four legs.

MaterialMaterial




• Class CD

• Unit 2 Board game and game cards

• a ball or small bean bag


• Photocopiables 18–19, Teacher’s Resource


• Active Teach

• Active Book

• Cut-out pictures of animals or pupils’ own

drawings of them




Remember!It’s

It isn’t

(a tiger).

(an elephant).

Is it (a tiger)?Yes, it is.

No, it isn’t.

It’s got

It hasn’t got(long legs).

23

Lesson 8

All about me

My fa vourite animal is th e giraf f e.

It’s brown a nd yellow.

It’s strong and ta ll.

It’s got long legs.

17 Write about your favourite animal. Find a picture.

16 Find and say.

Unit 2 revisionPortfolio workSelf-assessment



Now you canread Pirates 2!

_ . 1 1 1 1 4

66

Is it an elephant?


• revise the vocabulary seen in the unit and use itin a personal way

• learn to evaluate one’s own progress

Revision

bear, elephant, giraffe, ostrich, snake, tiger,

tortoise, strong, tall, slow, fast, furry

It’s (furry). It’s got (four legs). It hasn’t got (four

legs).

rocket, submarine, treasure, pencils, rulers,

books, numbers 10 to 100. What’s this? It’s a

(rocket). What are these? I’m thirsty/hungry/

angry.

Receptive languageOh, dear! In here. Find (the treasure). Where’s

the treasure? It’s not here, boss. I’ve got an

idea.





• Do the chant from the previous lesson.

• Stick the adjective and animal wordcards on the board.

Pupils choose five and write them down.

• Say the animals and adjectives in random order. Pupils

cross out the words which they hear.

• The first pupil to cross out all of his/her words says

Bingo!

Main activities

16 Find and say.

• Ask pupils to look at the picture. Read the Remember!

box out loud with all the class.

• Explain that pupils should make up all the true and false

sentences about the picture which they can.

• Choose a pupil to ask a question and point to one of

the animals in the picture.

• Ask another pupil to answer Yes if the sentence is true

and No if it is false.

• You can do this as a whole class activity and divide

pupils into two teams, or you can ask pupils to play in

small groups. If you do this as a whole class activity,

keep a running score for each team.

• If pupils work in groups, pupil A points to something

in the picture and says a sentence; the first pupil to

answer correctly scores a point and then makes up his/

her own sentence.

All about me17 Write about your favourite animal. Find apicture.

• Ask pupils to look at the portfolio task in their books.

• Read the text out loud with all the class. Then copy it

on the board and underline the words that need to be

replaced.

• Ask pupils to work with coloured sheets of paper or

card. Tell them to use their imagination to draw their

favourite animal or to find a picture of it.

• Walk around the class while pupils write their texts on

their own. Give help when needed.

• Encourage pupils to show their work to theirclassmates and to read it to them.

• Tell the class to put the work they have done in their

portfolios.

Lesson 8




67

Reader

Pirates 2

• Point to the pictures from the previous chapter of the

reader and ask the class what they can remember.

• Revise the different characters’ names. Point to a

character and ask Who’s this?

• Play the recording . Pupils point to each picture as they

hear it.

• Encourage pupils to tell the story using English as far as

possible.

• Elicit from the class that the cat pirates are furious

because the rats have got hold of the treasure. When

the cats get to the island in a submarine, they are

hungry, thirsty and angry. Doo Doo hides from them

but he has an idea when he sees the red ink.

• Play the recording again and ask pupils to read the

text.

• Play the recording again. This time pause it after each

scene. Ask the pupils to point to the characters who

are speaking.

• Play the recording one more time. Pause it after eachscene and do the actions. Pupils copy what you are

doing.

• Finally, play the recording straight through. The class

acts out the story

120

1 Doo Doo: What’s this? It’s a rocket!

2 Doo Doo: It’s a submarine! It’s Fat Cat!

3 Doo Doo: Fat Cat! Oh dear! In here!

4 Cat 1: I’m thirsty!

Cat 2: I’m hungry!

Cat 3: I’m tired!

5 Fat Cat: Grrrrrrrrr! And I’m angry! Find the treasure!

And the pirates.

6 Fat Cat: Open the door!

7 Fat Cat: Where’s the treasure!

Cats: It’s not here, boss.

8 Cat: What are these? Books, pencils, rulers?

Fat Cat: Bah! No treasure.

9 Doo Doo: Ah ha! Red, and a pen. I’ve got an idea!


I can ...

• Pupils complete the self-evaluation page on their own.

• First of all they do the I can activities. They can use

their Pupil’s Books or Activity Books to help them to

evaluate their progress.

• After pupils complete each section, they should colour

in one of the faces to show how much help they have

needed.

• Encourage pupils to be honest as they do this. This will

help them to realistically evaluate their learning and

progress.

Find and stick the Unit 2 stickers.

• Pupils stick the stickers in their Picture Dictionaries.

• Walk around the class as pupils are working and ask

questions about the vocabulary.

• Remind the class that they can use their Picture

Dictionaries to help them revise.





page 21.


Photocopiable 20

• If you are short of time to do the All about me

activity, use this worksheet to get through the task

more quickly . Hand out a copy of the Portfolio

worksheet to each pupil. Pupils have to insert

a photo of their favourite animal and fill in the

information required.

You can now do Unit 2 pages 10-11 in theTest booklet .

• You can also do the End of term 1 Test page 20 in the

Test Booklet.

MaterialMaterial


• Activity Book, pages 21 and 62

• Class CD


• Reader: Pirates 2

• Tests: pages 10–11

• sheets of paper or card



page 22

• sheets of paper

• Photos of animals




Activity Book: Answers

6868




69




Well Done! 3 Photocopiable © Pearson Educación, S.A., 2011 13

Class:

Mini Flashcards2Photocopiable 11 Name:

✁

_ _ _ i _ i




14 Well Done! 3 Photocopiable © Pearson Educación, S.A., 201114

Class:

Mini Wordcards2Photocopiable 12 Name:

✁

o s t r i c h

g i r a f f e

e l e p h a n t

b e a r

h u n g r y

t o r t o i s e

t i g e r

s n a k e

s l o w

t a l l

s t r o n g

t h i r s t y

f u r r y

f a s t

_ _ _ i _ i





Class:

Song worksheet2Photocopiable 13 Name:

27

Listen and fill in the gaps.

Fotprints! Fotprints!

Lok at the fotprints!





It’s got long, legs.

Long, strong legs.

It’s black and white.

Black and .





Fotprints! Fotprints!Lok at the fotprints!


It’s got a big brown body.

A big body.

It’s fury and strong.

and strong.








It’s got four short legs.

Four legs.

It’s smal and slow.

Smal and .What is it?

What is it?

_ _ _ i _ i





Class:

Story worksheet2Photocopiable 14 Name:

The Baby Butterfly2

3 4

5 6

1

_ _ _ i _ i





Class:

Poster project2Photocopiable 15 Name:

F o r

e s t

P o l a r R e g i o n s

S a v a n n a h

W e t l a n d s

✁

✁

_ _ _ i _ i





Class:

Cross-curricular worksheet2Photocopiable 16 Name:

2 Where do these animals live? Write the names of the habitat.

1 Write the animal names in the correct habitat.

polar bear crocodile deer elephant fox arctic fox frog lion

seal duckgiraffe squirrel

POLAR REGIONS

THE SAVANNAH WETLANDS

THE FOREST

polar bear

the Savannah

_ _ _ i _ i





Class:

Cross-cultural worksheet2Photocopiable 17

Name:

1 Complete the animal cards. Then colour.

Llama

Red Panda Lemur

Wombat

Country:

Colour:

It’s got:

It’s:

Country:

Colour:

It’s got:

It’s:

Country:

Colour:

It’s got:

It’s:

Country:

Colour:

It’s got:

It’s:

_ _ _ i _ i





Class:

Reinforcement worksheet2Photocopiable 18 Name:

2 Read and circle.

1 Read and match.

It’s fast. It’s grey and white.

It’s got long legs.

2 tiger

3 ostrich

1 giraffe

It’s strong. It’s orange

and black. It’s got four legs.

It’s got four legs. It’s tall.

It’s brown and yellow.

s t rong

t a l l

y e l l o

w

f u r r y o

r a n

g e

s l

o w

l ong

t a l l

y e l

l o w

f u r r y

o r a

n g e

s l

o w

a

b

c

_ _ _ i _ i





Class:

Fast finisher worksheet2Photocopiable 19 Name:

Read and make sentences.

WD3TRB-2-21-1a WD3TRB-2-21-1b WD3TRB-2-21-1c

long tall/small long/strong

green red/grey pink/brown

slow slow/fast slow/fast

no legs 2 legs 4 legs

A snake is long, green and slow. It hasn’t got legs.

_ _ _ i _ i





Class:

Portfolio worksheet2Photocopiable 20

Name:

Make notes.

Complete.

Read and √.

What colours is it?

What’s it like?

Body: Tail:

Legs: Eyes:

Head: Mouth:

My favourite animal is the .

It’s and .

It’s and .

It’s got .

red green blue black

white brown grey yellow

orange pink purple

big small long

strong tall short

furry slow fast

My Favourite

AnimalStick a picture of your

favourite animal here.

_ _ _ i _ i




Class:

Name:

Listening & Speaking Test2

Well Done! 3 Photocopiable © Pearson Educaci n. S.A, 2011

2 Look and say.

1 Listen and number.

10




Class:

Name:

Reading & Writing Test2

Well Done! 3 Photocopiable © Pearson Educaci n. S.A, 2011

2 Choose and write.

Read and match.

1 It’s s ow.

2 It’s furry.

t s strong.

4 It’s ta .

furry fast slow strong

It’s a ear.

It’s .

It’s an ostrich.

t s .

3 It’s a torto se.

t s

It’s an e ep ant.

t s .

a

c

d




Well Done! 3 © Pearson Educación,S.A., 2010

Storycard 1 T

AFTER listening to the story:Does Alfie know what it is? (No.)What do you think it is? Answers will vary

ALFIE: Look! I’ve got a … ! What is it?00

BEFORE listening to the story:Is this dog/cat/rabbit? (No.)What colour is it? (It is red and green.)

Storycard 2

The Baby Butterfly

Is it an elephant?22

stor cards3 _ .indd 6 6 0 0 7: 6: 0

toryc rd 3P_ 4.indd 1 6/10/10 1 :16:51


Storycard 1 T

RYAN: Wow! Is it a baby snake?ALFIE: No, it isn’t. It’s furry and it’s got legs. Look!

1, 2, 3, 4, 5, 6 ... It’s got lots of legs.

00

BEFORE listening to the story:Who is this? (Ryan.) (Alfie.)Is the creature furry? Pointing at the caterpillar. (Yes.)How many legs has it got? (Seven.)

Storycard 3

AFTER listening to the story:What does Ryan think it is? (A baby snake.)What is it? (We don’t know.)What do you think it is? Answers will vary.

22The Baby Butterfly

Is it an elephant?

stor cards3 _ .indd 8 6 0 0 7: 6:5

toryc rd 3P_ 4.indd 1 6/10/10 1 :1 :05


Storycard 1 T

AFTER listening to the story:What does Victoria think it is? (A tortoise.)Is it a tortoise? (No.)Why not? (It hasn’t got a shell.)

VICTORIA: Is it a baby tortoise?ALFIE: No, it isn’t. It hasn’t got a shell.POPPY: Oh! Then what is it?

00

BEFORE listening to the story:Who can you see? Pointing. (Alfie.) (Ryan.) (Victoria.) (Poppy.)Where’s the creature? (On Alfie.)What has Poppy got? (The magic stone.)

Storycard 422The baby butterfly

Is it an elephant?

stor cards3 _ .indd 0 6 0 0 7: 7:06

toryc rd 3P_ 4.indd 1 6/10/10 1 :1 :18


Storycard 1 T

AFTER listening to the story:What is the creature? (A caterpillar/a baby betterfly.)What can it do? (Speak.)Why? (The stone is magic.)

POPPY: Look! It’s on my stone.CATERPILLAR: Hello! I’m a caterpillar.RYAN: Wow! Poppy. It is a magic stone

00

BEFORE listening to the story:Where’s the creature? (On Poppy’s stone.)What’s this? Pointing at the butterfly. (A butterfly.)

Storycard 522The Baby Butterfly

Is it an elephant?

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Storycard 1 T

AFTER listening to the story:What does the caterpillar say? (This is my mother.)What does Victoria say? (It’s a baby butterfly.)

CATERPILLAR: And this is my mother.VICTORIA: Oh! It’s a baby butterfly!

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BEFORE listening to the story:Is the caterpillar speaking? (Yes.)What is it saying? Answers will vary.

Storycard 622The Baby Butterfly

Is it an elephant?

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• Prepare the area of the class where pupils will act out

the story. A few simple props are enough, for example

some desks can be used as the boats.

• Assign the roles. Make sure that all the pupils have

the chance to take part in acting out the story at least

once. Each chapter should be acted out at least twice.

• Play the lead-in music to the recording and let the

“actors” express themselves freely.

• Now play the rest of the recording straight through

without pausing so that the pupils involved can act out

the story.

• Praise their efforts and encourage the class to applaud

at the end.

Using the reader at home

• At the end of each unit have the pupils bring a note

home to their parents with ideas on how they can work

on the reader together with their children. You can find

some suggestions below.

• Children open their books at the chapter they have just

done and tell their parents the story (in their mother

tongue), taking care to say the names of the characters

in English.

• Children show their parents the chapter in their Active

Book and explain what is happening while they listen.

• Pupils complete the activity page for the relevant

chapter. This normally consists of simple activities

linked to the contents and characters that appear inthe chapter.

• Parents work together with their children to put

the stickers in right place in the picture story which

summarises the chapter. Pupils will need the help of an

adult or older brother or sister to read the text and put

the stickers in the right place.

Pirates 2 Answers

About the reader

•The reader that accompanies Well Done! 3 is called

Pirates. The story is divided into six chapters. The

reader can be used in two ways: in class, to help pupils

recycle and revise the language they have seen; and

at home, to foster pupils’ enjoyment of reading. Each

chapter of the reader ends with a series of activities,

followed by a page with scenes from the story which

enables pupils to revise the chapter with the aid of

stickers.

• The story can be listened to on the Class CD and the

Active Teach and Active Book components.

The main characters

Ratino is the cabin boy

and is full of energy and very

determined.

Pavaratty is

the cook. He’s always cheerful and

thinking about eating. He is very

brave and loyal.

Captain McRat is the rats’

captain. He is very brave.

Although he is sometimes bad-tempered, he is always fair. He

has a parrot called Polly.

Ritarat is the most fearless of the

band. Sometimes it seems as if she

were in charge of the pirates.

Fat Cat is

the rats’ arch-enemy.

Using the reader in class

• Teaching notes for using the reader in class are

included in lesson 8 of each unit. Instructions for

getting the most out of the activities and the answer

key are included at the end of the Teacher’s Guide.

Acting out the story

• To prepare pupils to act out the story, play the

recording so that they can learn the key phrases and

expressions. Stop the recording at the end of each line

and ask the class to guess what will happen next. Do

this slowly and make sure the pupils get involved and

try to learn the lines.

Reader notes



Teacher’sSample Material

• Table of Contents

• Introduction

• Teaching Notes

• Teacher’s Resource Materials

• Tests

• Storycards

• Poster

• Reader Notes

WD3 Guia Sample Material

Documents

Transcript of WD3 Guia Sample Material