HIE - TBA-Part 1 TEACHER'S BOOK

Mónica Gravier
Teacher’s Book
Contents Teaching notes:

Hello! 26
Unit 1 33
Hop into English – Welcome to a fun ride! 2
Unit 2 43
Components overview 2
Integration 1 52
Pupil’s Book and Activity Book
unit walkthrough 3 Unit 3 55
Teacher’s Book unit walkthrough 11 Unit 4 65
How to work with Hop into English A 15 Integration 2 75
The lesson cycles 15 Unit 5 77
The ‘Lead-in’ games 16 Unit 6 87
The songs 17 Integration 3 97
The ‘Make and play’ games 17 Goodbye! 99
The board games in the ‘Integration’ sections 19 Happy Easter! 100
Planificación anual 20 Merry Christmas! 102
Hop into English – welcome to a fun ride!
Hop into English is a six-level series for primary Digital Pupil’s Book
level that accompanies pupils through the different
Both the Pupil’s Book and the Teacher’s Book
stages of their learning process. The series grows
bring a free access code for the Digital Pupil’s
together with children, both in its look and in the
Book – an enriched pdf version with embedded
type of activities each level proposes.
audio, animations of all the stories and cross-
references to the Activity Book. For information
on how to access and download the Digital Pupil’s
Components overview Book, visit digital.macmillan.com.ar.
Pupil’s Book and Activity Book

The Pupil’s Book consists of: Teacher’s Resource Centre
The Teacher’s Resource Centre contains the digital
• a Hello! Unit, which presents basic language
version of the Teacher’s Book and downloadable
such as numbers, colours and greetings,
audio files. It also offers extra resources such
as well as the main characters;
as the photocopiable activities in the ‘Hop into
• six core units; English activity bank’, worksheets, unit tests,
• three ‘Integration’ sections (one every two units); mid-course and end-of-course tests, cards
• a ‘Goodbye!’ page; templates and the digital Flashcards. From the
• two ‘Special Days’ pages; home page, both pupils and teachers can also
access the Build Your Own Story tool (an online
• an end-of-course ‘Certificate’.
tool that allows pupils to create their own comic
The Activity Book is integrated at the back of the strips with the characters of the series).
book and provides extra practice for each unit.
To access the Teacher’s Resource Centre, go to
The book also includes a set of cut-outs (one
www.macmillan.com.ar/hopintoenglish and register
page of cards per unit plus two pages for ‘Special
using the free code on the inside front cover of the
Days’) and three pages of stickers to be used in
Teacher’s Book.
activities throughout the book as well as in the
‘Mini-dictionary’ section.
Teacher’s Pack
The Teacher’s Pack consists of the Teacher’s
Book, the Audio CD with all key dialogues, stories
and songs from the Pupil’s Book, the Visual Aids
Booklet with Flashcards of all the key vocabulary
and the Posters Pack, which consists of enlarged
versions of the vocabulary presentations, the
stories and the ‘Integration’ sections plus an extra
poster with the activity icons. The Teacher’s Pack
also brings a Puppet of Ben the Mouse which you
can use to introduce the activities or stages in each
lesson.
2
Pupil’s Book and Activity Book unit walkthrough
Vocabulary is presented in a banner and through a chant, and is then

contextualized in a scene that features the main characters. This scene
serves as an introduction to the topic and the story of the unit.
This scene provides a meaningful context for the unit song. Through this song
pupils repeat and internalize the sounds of the new words and the language
structures as chunks in an entertaining way.
In Levels A and B, rubrics are expanded to give teachers an at-a-glance reference

of the activity aims.
3
Follow-up activities reinforce the vocabulary being taught
and recycle already known language, when possible.
In Level A, written
text is introduced
in block capitals as
from Unit 4.
Stickers are used

in various activities
throughout the unit.
The ‘Make and play’ activities provide further game-type vocabulary

practice by using the cut-out cards at the back of the Pupil’s Book.
See page 17 for game ideas.
4
In Levels A and B, the ‘It’s story time!’ section includes fun
episodes featuring the main characters. This section gently
introduces pupils to the love for reading stories (as from Level B
the stories include part of the whole script in speech bubbles).
All the stories are animated

and available both on the
Digital Pupil’s Book and at the
Teacher’s Resource Centre.
5
Follow-up activities scaffold comprehension of
the story and provide further chances of using
the language being learnt.
6
In Levels A and B, since exposure to the language is mainly
oral, the series includes an initiation into the pronunciation of
specific sounds that may prove to be difficult for pupils at this
stage, as well as rhythmic chants that focus on intonation of
simple questions and requests.
This activity aims at repeating words in isolation. It also constitutes a cognitive

challenge as pupils have to reproduce a sequence using stickers.
This activity focuses on the production of sounds in longer strings, for example,
information questions and requests.
7
This final activity gives pupils the chance to
integrate the language they have learnt in the unit.
The unit finishes with the ‘Mini-dictionary’, where pupils revise the new vocabulary
by placing stickers as they hear the words in the vocabulary chant. This section
constitutes a first approach both to writing (pupils trace the words) and to the use of
a dictionary (words appear in alphabetical order).
8
The ‘Integration’ sections are a fun way to consolidate the language taught so far and
foster pupils’ interaction (with their teacher first and, eventually, with their peers).
9
The Activity Book section provides further practice of the language taught in the unit
through varied activity-types.
10
Teacher’s Book unit walkthrough
This section includes general notes on how to deal with:

• each lesson;
• special sections such as ‘Lead-in’ and ‘Make and play;
• the songs;
• the board games in the ‘Integration’ sections.
11
Each unit starts with a quick summary of the new language (vocabulary and
grammar), the functions, the values and the context dealt with.
T
NI
2
U
4 PUPPETS AND ROBOTS LP: Visualizing the target vocabulary in context.
Recognizing parts of the body.
Vocabulary: parts of the body: a body, a head N-LP: Tracing the outlines of and colouring body
(singular); arms, hands, legs, feet (plural); puppet, parts in the scene according to the banner.
frog, clown.
• With books open at page 26, draw pupils’
Grammar: I’ve got (a head/two feet). Have you got attention to the vocabulary banner. Teach ‘a
the (body)? Yes, I have. Where are the (arms)? puppet’. Remember that you can use the poster.
Functions: Finding and requesting a puppet’s parts • Pointing to the body parts in it from top to
of the body. Describing parts of the body. bottom, elicit the words for each.
Values: Taking good care of our toys. • Conduct pupils’ interpretation of the
Context: The main characters find body parts situation in the scene and identification
belonging to puppets and robots, and put them of characters. Ask, Who’s this? [It’s (Jack).]
back together. What’s the situation?
tip Allow the use of L1. As contributions are

made, word the situation as follows, Sally and
Jack have got a puppet’s parts of the body: the
head, the body, two feet, two legs, two arms,
two hands.
• Tell pupils to trace and colour the body parts

using the banner as a reference.
• To set a time limit, play the series songs and
chants during the tracing and colouring.
tip To help pupils visualize the time allotted,

agree to play a reasonable number of songs
– include the ones already known – and show
pupils how to keep track of the songs playing to
budget the time available effectively. Encourage
singing along – singing reduces chatting.
1 32
LP: Establishing a first contact with target

vocabulary around the exposure, recognition and
guided production cycle.
3 33
LP: Recognizing target vocabulary. Getting exposed to

N-LP: Playing brain-challenging games.
‘I’ve got…’ and ‘Where are the…?’ Pronouncing target
• With books closed, conduct the following language in long strings in a song.
lead-in games (see the ‘Lead-in’ section on
N-LP: Numbering parts of the body in the order of
page XX):
appearance in the song. Singing a song.
❚ Conduct ‘Memorize the sequence’.
❚ Play ‘Look, listen and repeat’: head, body, attention to the scene again. Revise the
arms, legs, feet, hands. interpretation of the situation: Sally and Jack
have got the body parts of a puppet. Ask,
❚ Play ‘Look, listen and repeat if correct’.
Where is the head/body? Where are the arms/
❚ Play track 32 and conduct the chant. legs/hands/feet? [Here.]
d Audioscript • In L1, speculate about the part of the
a head, a body, two arms, two legs, two feet, two hands (x2) puppet’s body they’ve got first. Ask, What
65
One outstanding feature of the activities in Levels A and B is that they have both a linguistic
purpose (LP) and a non-linguistic purpose (N-LP). The former serves the language learning
process directly, either at its exposure, recognition or production stage. The latter turns the
activity meaningful to the pupil, who can’t see language learning as an aim but who does
readily find meaning in colouring, matching, discovering, tracing, ordering sequences, sorting
out, singing, chanting, reporting, checking, playing games and roles, and the like. It is the
non-linguistic purpose that gives the linguistic purpose any chances of being successfully
realized. In the Teacher’s Book, both purposes are explained from the point of view of the
pupil and they are followed by the details of how you should approach the activities.
12
Detailed notes about the exercises in the Activity Book
are included where they are considered most suited.
are the…?’ (see the ‘Make and play’ section • Tell pupils to swap books back and allow
on page XX). time for colouring – set a time limit.
2 AB, p63
1 AB, p63
LP: Approaching reading and writing at word level:
LP: Aurally recognizing body parts and their colour, body parts.
eg: The head is blue.
N-LP: Tracing labels and matching them to the body
N-LP: Listening to the teacher and colouring the parts in the picture.
robots as told.
• With books open at page 63, draw pupils’ attention to the Ben’s picture in Activity 2.
attention to Activity 1. Ask, What are these?
[They’re robots.] • On the board, draw a silhouette of Ben like
the one in the book. Point to Ben and ask,
• Tell pupils to prepare the following colour Who’s this? [It’s Ben.]
pencils in their hands: blue, pink, black,
orange, green, purple, brown, red, yellow. NB: • Write every phrase on the board, replicating
Tell pupils you will be mentioning ‘white’ too their distribution on the page. Pointing to
but they will not need a pencil for it – they just each item, starting from ‘a head’ and moving
leave the corresponding part uncoloured. anticlockwise, say the words/phrases
and encourage pupils to read along with
• Tell pupils to listen to you and mark the body you. Alternatively, to save time, you may
parts with a cross according to the colours have prepared the phrases on cardboard
you mention. beforehand, to be displayed now on the board.
Script (to be read by the teacher) • Go over the list again. Pause at each item
Look at robot number 1: The head is blue. The body is black. and tell pupils to identify that word in their
The arms are green. The legs are purple. The feet are brown. books. Once they do, tell them to match it to
The hands are yellow. its corresponding body part.
Look at robot number 2: The body is pink. The legs are orange. • Allow some time for pupils to trace the words
The arms are black. The feet are white. The hands are red.
– set a time limit.
The head is purple.
• To check, ask pupils to swap books. Ask them

to answer your questions and, in pencil, tick
the body parts if correctly marked.
• Draw pupils’ attention to each robot in turn
and ask, Look at robot (one): What colour is/
are the (head/arms)? [It’s blue.] [They’re green.]
tip Aid checking with the help of the body

parts flashcards and the colours flashcards. Ask
a pupil to come forward and pick the body part
and the colour you have just said. Display them
on the board. If correct, mark the chosen pair
with a tick. If incorrect, ask for collaborations
until the answer is correct.
68
13
Each unit finishes with the ‘Hop into English activity bank’, which
includes suggestions of additional activities to be carried out
throughout the unit, as well as the notes for the photocopiable
activities at the Teacher’s Resource Centre.
• Encourage repetition of words to guarantee [It’s Lisa/Ben.] What’s this? [It’s a head/a
correct pronunciation. body.] What are these? [They’re the legs/
the feet/arms/hands.] In L1 tell pupils that
• Instruct pupils to trace the words in pencil.
in some frames the characters are making
Monitor pronunciation.
a question. In some others, they are
making a statement. Help them conclude
which frames represent questions and
which, statements. Then produce the
activity bank following questions and statements. Tell
• Drawing: Ask pupils to bring a photo of pupils to pay attention to your intonation
their face and magazines to make a collage to tell them apart. If they recognize a
of themselves in disguise. When they have question, they must put up two arms. If
finished, ask them to describe their costume they recognize a statement they must put
using I’ve got…, adjectives and body parts hands to legs.
from assorted cut outs. Collect all the
drawings to display on the classroom wall. Script (to be read by the teacher)
I’ve got the head. (hands to legs)
• Roleplay: Put up a show – encourage pupils Have you got the head? (arms up)
to act out the story, imitating pronunciation I’ve got the feet. (hands to legs)
and attitudes. Have you got the feet? (arms up)
Have you got the arms? (arms up)
tip Stage 1: Conduct listen-and-repeat, I’ve got the body. (hands to legs)
eliciting chorus repetition of story script. Stage Tell pupils to listen to you playing the
2: Play track 35 and get pupils to simply perform roles of Lisa and Ben, paying attention to
the physical actions throughout. Stage 3: When intonation and number the frames.
suitable, assign roles and guide pupils through
the roleplay. Celebrate. Script (to be read by the teacher)
I’ve got the feet. Let’s make this puppet!
Have you got the legs?
• Photocopiable activities at Teacher’s I’ve got a big head and a small body.
Resource Centre: Have you got the hands and the arms?
❚ Read and colour: Pupils read the list of To check, replicate the layout of the frames
colours and colour the splodges. Then use on the board and repeat the script. Invite
them as a reference to colour the puppet. pupils to come forward and number the
To check, ask ,What colour is the (head)? frames accordingly. Elicit chorus repetition
What colour are the (arms)? of every line. Allow time for colouring or
dictate the colours as you wish.
❚ Rhyming sounds: Ask pupils to colour the
splodges: one is black, one is red and one ❚ Trace. Read and choose: Assemble the
is green. Invite the class to say the words puppet: Tell pupils to trace the words
for the things they see. Explain that they in the phrases. Conduct reading aloud
must join the items that contain the same and choosing the corresponding picture.
vowel sound – give examples. To check, tell Instruct pupils to cut out the chosen body
them to listen to you and tick or modify. parts, carefully following the outlines.
Finally, elicit chorus repetition. Then tell them to put the puppet together,
colour it and glue it into their notebooks.
tip Aid checking with suitable flashcards
displayed on the classroom board. Extra activity You may continue to ask pupils
to put together the remaining parts into a second
puppet and come up with the descriptive phrases
Answers: /e/ pen, Ben, ten, legs, red; /i…/ green, feet, cheese; themselves – aid them by eliciting the words orally
/A…/ arms, sharpener, Auntie; /œ/ ham, hands, apples, black
and writing the phrases on the board. Instruct them
to copy the phrases into their notebooks before
❚ Look, listen and number the frames. gluing the second puppet.
Then listen and colour: Pointing to the
characters and body parts, ask, Who’s this?
75
14
• Prepare yourself a corner with posters on which to
How to work with record information like:
Hop into English A • the date;
attendance;
This section includes general notes on how to deal with:
the weather, the season;
• each lesson, the birthdays of the day/week;
• special sections such as ‘Lead-in’ and ‘Make and play’, the current course unit;
• the songs and the activities for the day;
• the board games in the ‘Integration’ sections. the songs you learn.
The lesson cycles Cycle 2: Getting down to brass tacks

Given the age band of the target learners, the
• Recap on what was done the class before. A short
activities in Hop into English A have been conceived
game, the reconstruction of a narrative, a few
with a whole-class approach in mind and with
questions, even the display of familiar scenes or
progressive instances of individual participation
illustrations may serve to reestablish the contact
guided by the teacher. The teacher leads the way
with the previous lesson’s contents. The choice
at every step, engaging pupils in the proposals and
of what to do should bridge the gap between the
marking the pace.
previous class and today’s lesson.
The reason for this is twofold: on the one hand,
• Pick the activity (or activities) that will constitute
at such an early age, with little or no experience
the core of the time available in your lesson and
of learning a foreign language, learners need the
follow the guidelines in this Teacher’s Book.
confidence provided by the larger group until they
grow ready to use the language in smaller groups tip Make sure you have prepared the necessary
or pairs; on the other, it is in the teacher’s hands to props and equipment beforehand.
•
maximize pupils’ speaking time effectively and safely.
• When starting the lesson dealing with the story in
Confidence also grows from the way in which the
each unit, sing the ‘It’s story time’ song.
lesson is planned. The lesson is a unique moment,
with a structure of its own, which in turn forms part of 57 Audioscript
a string of other unique moments that should form It’s story time!
a continuum. The more cyclical, the more predictable, It’s story time!
and the more predictable, the more secure – the only Let’s listen to the story!
precaution being to avoid boredom.
There are many different ways to organize the Cycle 3: Rounding up
moments of a lesson, and you will surely have your
own. Anyway, below there is a suggestion of a three- • To round up the lesson:
cycle lesson that should make your task rather easier ❚❚ Celebrate the achievements of today. Encourage
– even more so if aided by the guidelines to the pupils to give themselves a good clap. Sing the
activities provided in this Teacher’s Book: ‘Praising’ song (you can also sing it each time
they finish a game or challenging activity).
Cycle 1: Hopping into the right mood
56 Audioscript
• Establish a routine to start with: Well done! (thumbs up)
❚❚ Singing the ‘It’s time for English!’ song is always Well done! (thumbs up)
a good way to create the right mood for the Well done everyone! (thumbs up)
English lesson. It’s the end of the lesson. (wave goodbye)
Well done everyone! (thumbs up)
55 Audioscript ❚❚ Announce that time is up and sing the ‘Goodbye’
It’s time for English! Clap your hands! (clap your hands) song.
It’s time for English! Turn around! (turn around)
It’s time for English! One, two, three. (count on fingers) 58 Audioscript
Stop! (stop counting) Goodbye! Goodbye! (wave)
Look! (shade your eyes) It’s time to say goodbye. (point to your watch)
Listen to me! (cup your ear with your hand) It’s time to put your things away. (mime tidying up)
It’s time to say goodbye. (wave)
15
The ‘Lead-in’ games NB: When it comes to uncountable and plural
nouns, make sure that the answer does not contain
The following are some general flashcard activities the indefinite article. For plural nouns, change
you can use as lead-in games to present the the questions to: Are these…? Yes, they are./
vocabulary of each unit: No, they aren’t. What are these? and do not
hesitate to model the answers including: They
• Look, listen and repeat: This is an easy way to are/aren’t… At this point, there is no need to
establish a first contact with vocabulary, the aim go into any kind of analysis – just grab the
being to expose pupils to sound and meaning opportunity to present the new exponent and
at the same time. Produce the flashcards one at encourage repetition. Pupils will easily and
a time, saying the word that matches the object readily imitate your model when they feel safe.
on display, and eliciting its chorus repetition. To
• Memorize the sequence: Display a series of
guarantee consistency of sounds, make sure that
flashcards on the board as you say the target
the pronunciation pupils are exposed to at this point
words for each. (You may add a flashcard from
matches the pronunciation of the words in the chant
a different lexical set as a distractor.) Pointing,
and the forthcoming tracks. Do this several times,
say the words several times – you may even elicit
making sure pupils manage to produce sounds
repetition. Allow a little time for memorization of
properly. In every round, change either speed,
their distribution. Ask pupils to close their eyes.
volume or pitch to add variety and fun.
Meanwhile, turn the flashcards face down, hiding
• Look, listen and repeat if correct: Say the target the pictures and keeping their order. Tell pupils to
words as you show random flashcards so that open their eyes. Explain they will have to identify
pupils recognize sound and meaning, having to the card matching the word you say. Say a word,
decide on the sound-image correspondence to eg: cheese, a bird, a chair, legs and ask two
repeat or not. pupils to come forward and agree to point to the
flashcard they think corresponds with your word.
tip It is advisable that the pronunciation Tell them to reveal the card. If it matches the word
provided at this point matches the one of the you said, the card will remain visible for the rest
vocabulary chant. of the game. Encourage the class to celebrate.
If not, produce the word that corresponds to the
Instruct pupils to look at the card you show them flashcard revealed, providing further exposure,
and to repeat the word they hear, only if it matches which is always a plus, and instruct pupils to place
the card displayed. Produce the flashcards at it back where it belongs, face-down, and go back
random, one at a time, and say the target words. to their seats. Invite another pair to have a go.
Encourage pupils to react promptly to the visual Proceed like this until all the flashcards have been
aid. If it matches the word you said, they will revealed and identified correctly.
have to repeat it. When they do so, supervise
their production and gently make any necessary • Where’s the…?: This is a variant of ‘Memorize
adjustments, immediately eliciting a new chorus the sequence’ but it provides exposure to the
repetition. Most likely, repetition will turn automatic ‘Where…?’ question. Arrange the target flashcards
and pupils will often repeat when they shouldn’t. face down on the board. Ask a pair of pupils to
This will be a good opportunity to work on how come forward, answer your question and point to
important it is to stay alert. At these points, make the corresponding card. Ask, Where’s the (chair)?
the most of the circumstance language-wise by The pair of pupils will agree on the card to point to.
asking, What’s this? Is it a…? Elicit, No, it isn’t. One of the pupils points to and reveals the chosen
It’s a… (or their plural formulas when necessary). card. If it is correct, the card stays visible. If not, it is
Then resume the game. Encourage pupils to turned face down again. The game continues with
beware of not falling into the ‘automatic trap’. another pair of pupils. Ask, Where’s the…? until all
Play this game several times, changing speed, the target words have been revealed.
volume or pitch to add variety and fun. It can even • Where are the…?: This is the same game as
be presented as a challenge, with a record on the above; the only difference is the plural formula
board of the number of flawless rounds. for the question, which suits all plural lexical
items presented in the book.
16
• Vocabulary chant activities: To conduct the chant pupils are ready to read, encourage them to play
activities, follow these steps: the game using the word cards instead (when
❚❚ Play the track once and instruct pupils to listen available).
to the chant.
• Find the match (Units 1, 2 & 4): This is an
❚❚ Play the track again and instruct pupils to listen
interaction between two pupils. It is not a
and clap along.
competition – the idea is for the pair to see how
❚❚ Play the track a third time and instruct pupils to
many correct answers the two of them can score.
chant and clap along.
It is played with two sets of cards. Hand out a slip
❚❚ Repeat if willing/necessary.
of paper for each pair to record the number of
correct matches they get. Pupils need a pencil to
The songs draw on the slip the ticks for their correct matches.
They lay two sets of cards on the table between
It is always easier if the singing is carried out in a them. One set shows the pictures, the other, the
graded manner. To do this, play each song several words. Pupil A picks a picture and says, Find (two
times. Every time, specify which line(s) pupils are feet). Pupil B must read all the cards to find its
to sing. The idea is to increase the number of lines match. If the match is correct, pupils write a tick
pupils will sing every time the song is played over on the score slip. Then Pupil B picks a picture and
again, until they manage to sing all the lyrics. says, Find (a head). and the procedure is repeated
This may be achieved in a single session or more. until all the matches have been established.
To close the singing session, celebrate that pupils • What’s this? It’s a… (Units 1 & 5 – animals):
can sing a new song. This is a two-player game and its aim is to guess
the card that has been turned face down. It is
tip On a poster displayed on a classroom wall,
played with one set of cards. Player A starts the
you can keep a record of which songs the class game displaying all the cards in line on the desk.
can already sing. Player B takes a few seconds to memorize the
sequence of cards. Then instruct all players B to
close their eyes. Player A turns one of the cards
face down. Instruct all players B to open their eyes
The ‘Make and play’ games
and answer A’s question. Instruct A to point to
the face-down card, asking, What’s this? Player B
The following are some general activities you can use
answers, It’s a… If player B’s answer matches the
as games to play with the cut-out cards for each unit:
chosen card, player A responds, Bravo! and will
• Bingo (all units): Pupils pick four cards of their reveal it as evidence. At this point, the game starts
preference, either the picture cards or the word again, roles swapped. Should player B’s answer
cards (when available). Use your own flashcards not suit the hidden card, player A will point to that
as reference if further exposure is needed. When object on display on the desk and say, No, it isn’t!
someone calls out, Bingo!, they must say the Thus, player B will keep on asking, Is it a…? until
words for the cards they have chosen to prove the object is finally guessed. Then roles will be
they have won the round. swapped and a new round starts.
• Sequence dictation (all units): Dictate a tip Initially demonstrate the game with the
sequence of cards for pupils to order on their flashcards displayed on the board. After a few
desks from left to right. After every sequence rounds, invite a few confident pupils to take over
is dictated, conduct the checking instance by from you. This should clearly give the class an
dictating it once again and having one or two idea of the expected production on their part.
pupils demonstrate the sequence on the board
with the corresponding flashcards. Involve the
• What are these? They are… (Units 3 & 4 – plural
whole class in the supervision of the sequence
items): This game is identical to ‘What’s this?’ but
on display. Alternatively, you may dictate only
for plural nouns. The answer is to be started with
a few of the target elements and elicit the oral
‘They are…’
production of the objects you have left out.
NB: At the early stages of the language learning
process, play the game using the illustrated side
of the cards, as pupils do not read yet. When
17
• Where’s…? Here! (Units 1, 2 & 5 – animals): This PB: How many? PA: (quantity – depending on
is a two-player game and its aim is to guess the the picture) PB: Here (you are). PA: Thank you.
card that has been removed from view. It is played PB: You’re welcome. The wording to be given as
with two sets of cards. Player A starts the game input should all be combinations with ‘some’:
displaying all his/her cards in line on the desk. some apples, some pears, some bananas, some
Player A takes a few seconds to memorize the eggs, some ham, some cheese, some bread.
sequence of his/her cards. Instruct player A to Additionally, there could be a further instance in
close his/her eyes. Player B removes one of the which the wording opens to include the colour:
cards and hides it under his/her palm so that it is some yellow bananas, some green apples, etc.
out of player A’s sight. Instruct player A to open But, aside from the initial vocabulary chant,
his/her eyes and identify the missing card by given the speed and ease with which children
asking, Where’s (the rubber)? If player A’s question learn, we do not recommend the input of isolated
matches the missing card, player B responds, words. We insist on providing an input with word
Here! and will produce it from under his/her hand combinations which are naturally used in real life.
and give it to player A. At this point, the game
• Have you got a…?/What have you got? (Units 4
starts again, roles swapped. Should player A’s
& 5 – animals): This is a two-player game and its
question not suit the hidden card, player B will
aim is to guess which card has been removed. It
point to the matching card on display on the desk
is played with one set of picture cards. The cards
and say, Here! Thus, player A will keep on asking
are placed with the pictures face down (in the
questions until the card is finally guessed. Then
case of the animal cards, the animals should be
roles will be swapped and a new round starts.
face down) in a stack on the desk. The centre of
• Where are…? (Units 3 & 4 – plural items): the desk should remain clear. Player A starts the
This game is played like ‘Where’s…? Here!’ but game, picking three cards and displaying them
substituting the formulas for the questions to suit face up before player B. Player B takes a few
the use of plural nouns. seconds to memorize the cards on display.
Player A asks player B to close his/her eyes and
• Who’s this? It’s… (Unit 2): This game is identical
to leave hands on the desk palms down. While
to ‘What’s this?’ – the only difference is the
player B’s eyes are closed, player A picks one of
answer: you must supervise pupils do not say the
the cards on display and hides it under B’s palm
indefinite article in their answers.
so that it is no longer in sight. Player B must
• Where is Ben’s mum? (Unit 2): This game is decide which of the three pictures he/she has
played like ‘Where’s…? Here!’ but with the family got under his/her palm. To do this, the players
members cards. The question to be asked includes must engage in either of these two exchanges:
a possessive case, eg: Where’s Ben’s brother? player A asks, Have you got a (dog)? and player B
• Can I have some..., please? (Unit 3): This game is answers, Yes, I have./No, I haven’t. Or player A
played in pairs with two sets of cards to maximize asks, What have you got? and player B responds,
opportunities, since the cards have different I’ve got a (turtle). To check the response, player B
food items on each side. They are placed on the has a look at the hidden card. If the guess is
desk, showing the different food items. At turns, correct, player B wins a point. Then the cards go
players request some food using the ‘Can I have back to the stack, they are shuffled and the game
some…?’ question. The interlocutor responds starts again. Roles are swapped and it is player
picking the requested food item and hands it over A’s turn to guess. The game is over when you
saying the corresponding line. To demonstrate decide time is up.
the game, initially conduct it with the flashcards
displayed on the board. After a few rounds, invite tip The exchanges in this game can also be
a few pupils to take over from you. Encourage adapted to admit the use of the ‘plural’ cards and
the exchange as follows: PA: Can I have some of descriptive adjective – big, small, long, short,
bananas, please? PB: Here (you are). PA: Thank red, yellow, etc.
you. PB: You’re welcome. You could enrich the
linguistic exchange by encouraging pupils to
offer options, eg: PA: Can I have some bananas/
tomatoes, please? PB: Yellow or green?/Big or
small? PA: Yellow, please./Small, please.
18
• What’s the problem with the...? It can’t… (Unit 5): The board games in the ‘Integration’
This is a two-player game and its aim is to listen
sections
and match each animal to the action it can’t do
by revising the introductory scene and the unit
These are typical board games in which players
song. It is played with two sets of cards so that
need to advance positions until they get to the
both the animals and the actions can be seen.
‘FINISH’ line. Advances are enabled by casting
The cards are laid in two stacks (animals and
a dice. The number revealed leads to landing on
actions) on the desk between the two players.
a frame. At that point, you will ask a question
Player A picks an animal card and places it
which pupils must answer correctly to stay where
face up on the desk so that it is visible to both
they have landed; otherwise, they return to their
players, and asks, What’s the problem with the…?
previous position.
Player B must take the action cards, find the
action that matches the animal according to the To avoid fostering mere competition against pupils
scene on page 34 of the Pupil’s Book and make at this point of the language learning process,
a statement beginning with It can’t… If Player B the game should ideally be played by the class
answers correctly, he/she scores one point. as a team, with the game poster displayed on the
If he/she answers incorrectly, the animal card is classroom board and you taking the lead. Have
placed back in the stack for a later chance. It’s is pupils use their own markers to mark the moves
player B’s turn now. The cycle is repeated until all on the game board in their books while you use a
animals have been matched to the corresponding big marker on the game poster. The dice is cast and
action cards. the marker is moved to the corresponding frame.
The question is posed to the whole class so that all
• Where is the (blue) pencil? (Unit 6): This is a
pupils have the chance to come up with the correct
two-player game and its aim is to remember and
answer, collaborating with one another to get it
say the location of the object the opponent asks
right. This procedure increases the likelihood that
about. It is played with one set of cards placed
the correct answer will in fact come out and that
inside a bag. Player A starts the game by drawing
advances along the board will always take place.
a card out of a the bag and asking, Where is the
Also, and very importantly, it develops a sense of
(blue) pencil? Player B answers from memory, It’s
togetherness and achievement, and it reduces the
(under/in the school bag). If the answer is correct,
unrest and frustration that come with competition,
player B scores one point. Then roles will be
as pupils focus on reaching the ‘FINISH’ line
swapped and a new round starts.
together instead of on beating others.
• Where are my pencils? Everywhere! (Unit 6):
The best way to make the most of the game
Play the song in track 46. Pupils first choose the
is to approach it in two stages: Preparation
cards that match the lyrics of the song. Play the
(familiarization with design and language input)
track again and have pupils put the cards on their
and Play time (language production). See specific
desks, in the order the pencils are mentioned in
notes for each board game in the corresponding
the song. The white pencil is a distractor.
‘Integration’ section in this Teacher’s Book.
19
• La apreciación del ritmo y la musicalidad en los
PLANIFICACIÓN ANUAL 1 textos trabajados.
• El inicio en la reflexión sobre algunas
características de la oralidad como, por ejemplo,
NAP la entonación en preguntas y exclamaciones,
Cada una de las unidades que componen la siguiente entre otras.
planificación anual de Lengua Extranjera Inglés, para
el primer año del primer ciclo de escolaridad primaria
en Argentina, se caracteriza por abarcar y reflotar EN RELACIÓN CON LA LECTURA
cíclicamente los NAP –Núcleos de Aprendizaje
• La lectura de consignas acompañadas de íconos
Prioritarios– previstos para el NIVEL I de las Lenguas
como referencia principal.
Extranjeras en el DOCUMENTO del Consejo Federal
de Educación aprobado por RESOLUCIÓN CFE N° • La formulación de anticipaciones e hipótesis en
181/12. Dado que todas las unidades contribuyen a relación con el sentido del texto y el paratexto,
desarrollarlos, se transcriben estos a continuación. antes y durante el proceso de lectura, a partir de
ilustraciones, títulos y otras pistas temáticas y
Cada unidad de esta planificación apunta a lo siguiente:
lingüístico-discursivas.
• La lectura de textos breves y simples, por ejemplo,
EN RELACIÓN CON LA COMPRENSIÓN ORAL títulos, numeración de actividades y páginas,
carteles, listados, con ilustraciones y otros tipos
• La aproximación a la comprensión de que un de apoyo visual.
texto oral puede abordarse aunque no se conozca
el significado de todas las palabras que lo • La aproximación a la lectura como posibilidad de
constituyen, y de que el sentido de un texto no disfrutar, emocionarse, conocer otros mundos
depende exclusivamente de las palabras que lo posibles y reflexionar sobre el propio, y como
conforman. recurso para buscar información o realizar una
tarea.
• La comprensión de consignas orales en lengua
extranjera apoyándose en el lenguaje gestual u • El inicio en la reflexión sobre algunas
otros soportes. características de los géneros discursivos
trabajados.
• La escucha de diferentes textos orales expresados
por el/la docente o provenientes de fuentes
diversas (grabaciones de audio y video, entre EN RELACIÓN CON LA PRODUCCIÓN ORAL
otras). Esto supone:
• La participación asidua en intercambios propios
❚❚ el inicio en la identificación de la situación
del contexto escolar (saludar, pedir permiso, entre
comunicativa, los interlocutores y el tema
otros).
abordado, es decir, de elementos relacionados
con el contexto de enunciación; • La producción de textos orales (interacciones
❚❚ la adecuación del tipo de escucha –global o espontáneas y pautadas, diálogos breves).
focalizada– a la tarea comunicativa a realizar, • La reproducción de rimas, canciones,
con la ayuda del/la docente. trabalenguas, poesías, entre otros.
• La formulación de anticipaciones e hipótesis • La participación en dramatizaciones, juegos y
sobre el sentido de los textos a partir de palabras otras instancias lúdicas que impliquen interacción
o expresiones relacionadas con el tema, del oral.
tono de voz de quien habla, entre otras pistas
temáticas, lingüístico-discursivas, paraverbales y
no verbales. EN RELACIÓN CON LA ESCRITURA
• La escucha global de textos orales breves • La escritura gradual y progresiva de textos breves,
ficcionales del universo infantil –historietas, en soporte físico (carteles, afiches, epígrafes para
canciones, poesías, trabalenguas– con el apoyo de una foto o ilustración, diccionarios ilustrados,
material rico en imágenes y de propuestas lúdicas. entre otros). Esto supone:
1 This plan presents several foci: you should feel free to use this plan as a springboard to make your own selection and develop your own yearly plan
according to the needs and demands in your context.
20
❚❚ la frecuentación de ejemplos de textos que • El reconocimiento de algunas similitudes y
puedan servir de modelos a partir de los cuales diferencias en relación con el español, apuntando
trabajar la propia escritura; a crear espacios de reflexión y articulación entre
❚❚ la reflexión, guiada por el/la docente, sobre la lengua que se aprende y la de escolarización,
los propósitos y características de los textos como, por ejemplo, fonemas propios de la lengua
trabajados. extranjera que se aprende.
• La escritura por medio del dictado al/a la docente
–práctica conocida como “el docente presta la EN RELACIÓN CON LA REFLEXIÓN INTERCULTURAL
mano”, frecuente en aulas del primer ciclo–.
• La sensibilización hacia la presencia de diversas
• El reconocimiento de la vinculación entre la
lenguas y variedades lingüísticas que circulan en
lectura y la escritura como modo de favorecer el
la comunidad.
proceso de aprender a escribir.
• El inicio en la percepción de particularidades
• La socialización –dentro y fuera del aula– de los
culturales a partir del encuentro con otra(s)
textos escritos mediante la elaboración individual
cultura(s), considerando sus formas de
y/o grupal de carteleras.
organización de la vida cotidiana: la escuela, el
juego, las celebraciones, entre otras.
EN RELACIÓN CON LA REFLEXIÓN SOBRE LA
• La sensibilización ante diferentes formas de
LENGUA QUE SE APRENDE
prejuicio en las relaciones interculturales para
poder avanzar en su superación.
• El inicio en la reflexión, con la ayuda del/la
docente, sobre algunos aspectos fundamentales • La valoración de la práctica del diálogo para
del funcionamiento de la lengua extranjera que construir conocimiento y favorecer la participación
se aprende, por ejemplo: la entonación como y la convivencia.
portadora de sentidos; la relación entre ortografía y
pronunciación.
21
22
QUEHACERES
Todas las unidades proponen actividades de emparejamiento, coloreado, secuenciación lógica-matemática, reconstrucción de la secuencia narrativa, identificación, recor-
tado, marcación con tilde, cruz o círculo, reporte, trazado de caligrafía, completamiento de imágenes con pegatinas, repetición coral, actividades musicales y cinestésicas.
TIEMPO AREAS DE PRÁCTICAS/USO DEL

UNIDAD EXPONENTES LINGÜÍSTICOS VARIEDAD TEXTUAL HABILIDADES SOCIALES
ESTIMADO EXPERIENCIA LENGUAJE
HELLO! Entre 8 y La vida cotidiana: Presentarse. Saludos: Hello! Imágenes. Ser amigable y
10 horas el entorno Saludar. Números 1–10. Escenas. sociable.
cátedra personal y social. Intercambiar Colores: black, blue, brown, green, orange, pink, purple, red, Listado ilustrado
información sobre el white, yellow. de referencia. Respetar turnos.
El mundo nombre y la edad. Nombres propios en presentaciones personales e identificación Historieta. Solicitar la palabra
de fantasía: Identificar cantidad. de personajes. Canción. levantando la mano.
personajes de Secuenciar. Adjetivos posesivos ‘my’/‘your’. Diálogos.
ficción. Identificar colores. Preguntas centrales: How many? What colour is…? What’s your Desarrollar la escucha
name? How old are you? atenta.
Interacción cotidiana en Oración afirmativa: I’m + (nombre/color). It’s + (número/color).
el aula. Pronombres personales: I/You/It.
be: What’s your name? How old are you? I’m + (nombre/edad).
Proceder según las What colour is…? It’s…
consignas. I spy…
‘Can’ + ‘see’ para indicar percepción visual.
Sonidos: /T/, /v/, ‘silent r’, /m/ final de sílaba, /dZ/, /j/
Verbos de instrucción para consignas de trabajo en clase.
1 Entre 8 y La vida cotidiana: Identificar útiles Útiles escolares: (a bottle of ) glue, pen, pencil, pencil case, rubber, Imágenes. Cuidar los útiles
LOST AND 10 horas útiles escolares. escolares por su nombre ruler, (a pair of ) scissors, sharpener. Escenas. escolares para
cátedra y por color. lost, found. Listado ilustrado optimizar el tiempo
FOUND! Buscar, encontrar y Preguntas centrales: Where’s my…? What’s this? Is it…? de referencia. disponible para la
entregar útiles perdidos. Pronombre personal ‘it’ aplicado a objetos. Historieta. tarea.
Pronombre demostrativo: ‘this’ aplicado a objetos. Canción.
Interacción cotidiana en Artículos: ‘a’ y ‘the’. Secuencias lógico- Respetar turnos.
el aula. Adverbio de lugar ‘Here’ para entregar un objeto a su dueño. matemáticas Solicitar la palabra
be: Where’s my…? What’s this? Is it…? ilustradas. levantando la mano.
Proceder según las Oración afirmativa iniciada ‘It’s…’ Lista en orden Respetar reglas de
consignas. Orden sintáctico: It is… vs Is it…? alfabético – juego.
Respuesta corta: Yes, it is. / No, it isn’t. diccionario Participar en juegos
Sonidos: /A…/, /œ/, /ø/, /e/ y /´/ final, /p/ ilustrado. de a pares.
Entonación de la oración según su tipo: interrogativa y afirmativa.
Verbos de instrucción para consignas de trabajo en clase.
2 Entre 8 y La vida social: Identificar miembros de Vínculos: sister, (baby) brother, mum, dad, auntie, grandpa, Imágenes. Ser sociable.
HAPPY 10 horas festejos en la familia. grandma, friend. Escenas. Expresar buenos
cátedra familia. Desear feliz cumpleaños. present, banana. Listado ilustrado deseos hacia otro
BIRTHDAY! Fórmulas sociales: Happy birthday! Thank you. de referencia. –desearle feliz
El mundo Interacción cotidiana en Preguntas centrales: Who’s this? Is it…? What’s this? Is it a…? Historieta. cumpleaños.
de fantasía: el aula. Oración afirmativa: It’s… vs It’s a… Canción.
personificación de Respuestas cortas: Yes, it is. / No, it isn’t. Secuencias lógico- Respetar turnos.
animales. Proceder según las Pronombre demostrativo ‘this’ aplicado a sujetos. matemáticas Solicitar la palabra
consignas. Pronombre personal ‘it’ aplicado a sujetos. Ilustradas. levantando la mano.
be: Who’s this? Is it…? It’s… Lista en orden Respetar reglas de
Posesivos: ‘my’ / nombre + ’s alfabético – juego.
Sonidos: atención a Wh- en ‘Who’ y ‘What’, a ‘th’ como /T/ y /D/; diccionario Participar en juegos
/A…/, /œ/, /ø/, /u…/, /Å/ y /´/ final ilustrado. de a pares.
Entonación de la oración según su tipo: interrogativa u afirmativa.
Verbos de instrucción para las consignas de trabajo en clase.
HAPPY La vida cultural: Identificar conejos y ‘Easter egg’, ‘Easter bunnies’ Escena festiva. Expresar deseos de
EASTER! celebración huevos de pascua. Colores. Código ilustrado. Felices Pascuas.
tradicional. Contar huevitos y Números 1–10. Canción.
conejitos. Nombres propios. Listado ilustrado
Desear Felices Pascuas. Who’s this? de referencia.
Is it…?
Interacción cotidiana en How many?
el aula. Happy Easter!
Sonidos: /h/, /i…/, rolled /r/ en ‘Easter eggs’ vs ‘silent /r/’ en
Proceder según las ‘Easter bunny’ y ‘Happy Easter’.
consignas. Verbos de instrucción para las consignas de trabajo en clase.
INTEGRATION 1 (Unidades Hello! a 2)

3 Entre 8 y La vida cotidiana: Identificar alimentos. Alimentos –sustantivos contables en plural: apples, pears, eggs, Imágenes. Ser amables al
PICNIC TIME! 10 horas alimentos. Solicitar y alcanzar bananas, tomatoes, sandwiches. Escenas. solicitar algo –decir
cátedra algo, por ejemplo, Alimentos – sustantivos incontables: bread, cheese, ham, fruit salad. Listado ilustrado por favor.
ingredientes para Preguntas centrales: What’s this? What are these? Can I have de referencia. Dar las gracias.
preparar sándwiches. some…? (requerimiento). Historieta.
Pronombres personales ‘it’ y ‘they’. Canción. Respetar turnos.
Interacción cotidiana en Pronombres demostrativos ‘this’ y ‘these’. Secuencias lógico- Solicitar la palabra
el aula. can: Can I have some…? (requerimientos) matemáticas levantando la mano.
Artículo indefinido ‘some’. ilustradas. Respetar reglas de
Proceder según las Fórmulas sociales: Please. Here you are. Thank you. Lista en orden juego.
consignas. Frase nominal con dos pre-modificadores: ej. two big sandwiches. alfabético – Participar en juegos
Adjetivos calificativos ‘big’ y ‘small’. diccionario de a pares.
Sonidos: /œ/, /i…/, morfema del plural, /m/ final de sílaba, /h/. ilustrado.
Entonación de una solicitud amable.
Verbos de instrucción para las consignas de trabajo en clase.
23
24
4 Entre 8 y La vida cotidiana: Identificar partes del Partes del cuerpo – sustantivos contables en singular: head, body. Imágenes. Ser cuidadosos con
PUPPETS 10 horas partes del cuerpo. cuerpo. Partes del cuerpo – sustantivos contables en plural: arms, hands, Escenas. los juguetes.
cátedra Anunciar el hallazgo de legs, feet. Listado ilustrado Apreciar el valor de
AND ROBOTS El tiempo libre: partes del cuerpo de una Puppet, frog, clown, robot. de referencia. reconstruir juguetes
reconstrucción de marioneta/robot. Artículos ‘a’ y ‘the’. Historieta. rotos.
muñecos Solicitar partes de una Preguntas centrales: Have you got the…? Where are the…? Canción.
marioneta/robot durante have got: I’ve got…, Have you got…? Secuencias lógico- Respetar turnos.
su reconstrucción. Respuesta corta: Yes, I have. / No, I haven’t. matemáticas Solicitar la palabra
Describir partes del be: Where is the…? Where are the…? It is... They are... Here you are. ilustradas. levantando la mano.
cuerpo. Adjetivos calificativos: big, small, long, short. Frases nominales. Respetar reglas de
Identificar figuras por Frase nominal con dos premodificadores – ej. two big feet. Lista en orden juego.
las características de las Sonidos: /i…/, /A…/, /œ/, /ø/, /e/, /h/, /v/, morfema del plural. alfabético – Participar en juegos
partes de su cuerpo. Entonación de la oración interrogativa. diccionario de a pares.
Verbos de instrucción para las consignas de trabajo en clase. ilustrado.
Interacción cotidiana en
el aula.
Proceder según las

consignas.

5 Entre 8 y El mundo que nos Identificar animales. Animales: bird, cat, dog, frog, turtle. Imágenes. Ser cuidadosos al
ANIMAL 10 horas rodea: animales. Describir incapacidad y Verbos de acción motora: fly, climb, walk, jump, swim. Escenas. jugar juegos con
cátedra capacidad motriz. ball, box, the vet. Listado ilustrado pelota.
ACCIDENTS Intercambiar Pre-modificadores directos: a, the, this. de referencia. Ayudar a animales
información sobre el Preguntas centrales: What’s the problem with (this bird)? What Historieta. heridos.
contenido de una caja. have you got in the box? Canción.
can’t/can + verbo de acción motriz. Secuencias lógico- Respetar turnos.
Interacción cotidiana en have got: What have you got in the box? I’ve got… matemáticas Solicitar la palabra
el aula. Preposición de lugar: in ilustradas. levantando la mano.
Ponombre personal ‘it’ como sujeto de la oración y objeto de la Lista de palabras. Respetar reglas de
Proceder acorde a las preposición. Lista en orden. juego.
consignas. Sonidos: /Å/, /h/, /v/, ‘plosives’. alfabético – Participar en juegos
Entonación de la oración según su tipo –afirmativo o interrogativo. diccionario de a pares.
Verbos de instrucción para las consignas de trabajo en clase. ilustrado.
6 Entre 8 y La vida cotidiana: Identificar objetos en Sustantivos en plural: scissors, pencils, balls, presents, birds, mice. Listado ilustrado Ser cuidadosos con
LOST AGAIN! 10 horas objetos plural y en singular. Sustantivos en singular como referencia de ubicación: school bag, de referencia. los objetos propios
cátedra personales y su Intercambiar table, chair, bed, shelf, box, mouse. Imágenes. por su valor material
ubicación. información sobre la raining Escena. y como herramientas
ubicación de objetos Preguntas centrales: Where’s my (red pencil)? Is it in (your school Historieta. necesarias para
perdidos o diseminados. bag)? Where are my (scissors)? Canción. optimizar el tiempo
Buscar, encontrar y be: Where’s…? Where are…? It’s… vs They are… Secuencias lógico- disponible para la
entregar útiles perdidos. Pronombres personales ‘it’ y ‘they’. matemáticas tarea.
Preposiciones de lugar: in, on, under. ilustradas.
Interacción cotidiana en Frase nominal con dos pre-modificadores: ej. two blue birds, Frases nominales. Respetar turnos.
el aula. my red pencil, the small presents. Lista en orden Solicitar la palabra
Sonidos: /tS/, diptongos /e´/ y /eI/, ‘dark’ /l/, ‘fricatives’ /S/ y /f/. alfabético – levantando la mano.
Proceder acorde a las Entonación de la oración según su tipo –afirmativo o interrogativo. diccionario Respetar reglas de
consignas. Verbos de instrucción para las consignas de trabajo en clase. ilustrado. juego.
Participar en juegos
de a pares.

MERRY La vida cultural: Identificar personajes y Frases nominales con dos y tres pre-modificadores directos. Escena. Similitudes y
CHRISTMAS! celebración parentescos. Sustantivos contables en singular y plural. Listado de frases diferencias culturales
tradicional. Identificar objetos por Adjetivos calificativos – big, small, colores. nominales. respecto de la
su tamaño y color. Números 1–10. Navidad.
Identificar la ubicación Preposiciones de lugar: on, in, under. Expresar deseos de
de objetos. Sonidos: /O…/, ‘clusters’ /kr/, /gr/ Feliz Navidad.
Contabilizar objetos
de determinadas
características.
Desear Feliz Navidad.
Interacción cotidiana en
el aula.
Proceder acorde a las

consignas.
25
• With books closed, play ‘What’s wrong in the
sequence?’
HELLO!
• On the board, display five flashcards showing
five target numbers in sequence – two of these
Vocabulary: numbers 1–10 and colours (red, blue,
appear in inverted order, eg: 1 – 2 – 3 – 5 – 4.
yellow, orange, green, purple, brown, black and
white); Hello!; names: Sally, Jack, Ben and Lisa. • Point to each number, saying it aloud slowly
to give pupils time to grasp them and think
Grammar: How many? What colour is it/the…? What’s
ahead to respond the forthcoming question.
your name? How old are you? I’m (name/age).
• When you get to the inverted number, slow
Functions: Sequencing, counting and identifying
down your pace even more and ask, What’s
quantity. Identifying colours. Personal introductions..
wrong with the sequence? Is it ‘five, four’?
Values: Being careful when playing ball games. Or ‘four, five’?
Being nice to others. Being friends despite our
• Invite a pupil to re-array the inverted cards.
differences.
Elicit chorus repetition of sequence.
Context: This unit is the door to Hop into English A.
• Challenge the class with a few other
It opens to the approach of numbers 1–10 and
sequences.
colours, and passes on to the introduction of the
main characters, Sally and her brother Jack, Ben the tip For every challenge, make sure you
Mouse and his sister Lisa. It also presents a scene
that includes illustrations representing many of the close the correction by going over the corrected
target language points to be covered throughout the sequence, pointing at the numbers and eliciting
book. You can come back to this scene after finishing their repetition, and monitoring the production of
each unit for pupils to identify the vocabulary they sounds as close as possible to RP pronunciation.
have learnt so far.
• Play ‘Look, listen and repeat if correct’. (See
‘Lead-in games’ on page 16.)
• Play ‘Where’s (three)?’ (See ‘Lead-in games’
HELLO!
HELLO! 3 03 LOOK AND COLOUR. THEN LISTEN AND SING.
on page 16.)
1 02 PLAY. THEN LISTEN, SING AND DANCE.
2 LOOK AND MATCH. THEN TRACE. 1 2 3 4
tip If necessary, point to each face-down card

5
1 6 7 8 9 10
2 and use the formula ‘Is this three?’ to assist the

3 recognition of the target number. Model and
4 gently insist upon the repetition of Yes, it is! or
5
4 LOOK AT ACTIVITY 3 AND COLOUR. No, it isn’t!
1 2
7 7 2 7 7
6
3 1 1
7 7
1 4
7 6
6 Presentation of ‘How many?’
6 6
6
2
44
8
8
10 10 8 8 6 1 1
LP: Getting exposed to ‘How many?’ and expressing

2
99 6
2
9 9 9
1 1 5 7 7
9 numbers as quantity (cf. sequence).

2 2
4 4
3
10
10
5 5
2 10
10
2
2
3 2 2
N-LP: Counting and deciding whether the matches

2 2 2 2
4 4
on display are correct or not.

) Play lead-in games (see TB). Then listen to the ‘Numbers’ song, sing and dance.
) Count the fingers and match them to the numbers. Then trace the numbers. ) Look at the pencil tips and colour accordingly. Then listen to the ‘Colours’ song and sing.
2 ) Look at Activity 3 and colour the picture accordingly. Then answer: What colour is number (1)? 3
• With books closed, play ‘What’s wrong with

M17-370-HIEA_PB_uHello_desp_4PROOF.indd 1 25/07/17 16:02
1 these matches?’
Presentation of numbers • On the board, draw a list of different sets:
LP: Getting exposed to numbers 1–10. Getting to say pencils, balls – or anything you can draw.
the numbers for the first time. Next to each set, place a number flashcard
which does not represent the quantity shown.
N-LP: Spotting the mistake in a mathematical
sequence and correcting it. • Point to each set at a time and ask, Look,
what’s wrong with this match? How many
26
pencils? Encourage pupils to count along with • Play the track a third time and encourage
you to decide on the correct number. pupils to sing along too.
• Invite a pupil to come forward and place the • Close the singing session celebrating being
correct number flashcard next to the set. able to sing their first song in English.
• Do the same for every set of drawings.
2
Extra activity Play ‘How many?’ Invite a pupil to LP: Revisiting numbers 1–10. Responding to
the front and place his/her hands at his/her back. ‘How many?’
Place a number of pencils, sharpeners, rubbers,
N-LP: Counting and matching hands and numbers.
rulers, etc in his/her hands. The idea is to feel the
objects and decide on their number. Ask, How many • With books open at page 2, allow time for
pencils? and elicit (Two/Three, etc) If the pupil finds pupils to familiarize with the pictures.
it difficult to say the number, show him/her the
• Tell them to match the hands and the numbers:
number with your fingers as you yourself say the
reproduce the illustrated hands with your own
number aloud, eg: Two? Three? etc. The pupil
hands and ask, How many? Encourage pupils
will nod or shake the head as a response. Elicit
to count the fingers aloud. Write the number
repetition of the number.
on the board to aid matching.
The numbers song 02 • Instruct pupils to trace the numbers once
LP: Producing numbers 1–10. they have finished the matching activity.
N-LP: Singing a song. Doing a choreography with

fingers and hands. HELLO!
HELLO! 3 03 LOOK AND COLOUR. THEN LISTEN AND SING.
• With books closed, tell pupils they will sing

1 PLAY. THEN LISTEN, SING AND DANCE.
a song.
02
2 LOOK AND MATCH. THEN TRACE. 1 2 3 4

5
• Play track 02 and do the choreography 1 6 7 8 9 10
yourself – follow the hand moves as indicated

2
in the audioscript. 3
d Audioscript 4
4 LOOK AT ACTIVITY 3 AND COLOUR.
The numbers song 5 1 2
7 7 2 7 7
Five. (then closed to beat) Five. Five. 6

3 1 1
7 7
1 4
Five. (then closed to beat) Five. Six. 7 6

6 6 6
6
2
Five. Ten. Seven. Eight. 8

44
8
10 10 8 8 2 6 1 1
99 6
Nine. Eight. Seven. Eight.

2
9 9 9
1 1 5 7 7
Let’s do it (hands closed in (hands disappear out of9 sight 2 2

4 4
3
10
10
5 5
2 10
10
2
fists) again! (fists rolling over for a new start)

2
3 2 2
2 2 2 2
4 4
each other) ) Play lead-in games (see TB). Then listen to the ‘Numbers’ song, sing and dance.
) Count the fingers and match them to the numbers. Then trace the numbers. ) Look at the pencil tips and colour accordingly. Then listen to the ‘Colours’ song and sing.
Five. 2
Four. ) Look at Activity 3 and colour the picture accordingly. Then answer: What colour is number (1)? 3
Five. Five. Three. Two. One.

M17-370-HIEA_PB_uHello_desp_4PROOF.indd 1
Five.
Nine.
Ten.
Eight.
Let’s count, let’s count,
One more time!
3 03
Nine. Eight. LP: Getting exposed to colours.

(hands disappear out of sight One. Two.
for a new start) Three. Four. Five. N-LP: Listening for the colour of each number.
Singing a song.
Five. (then closed to beat)
Five. (then closed to beat) • With books open at page 3, draw pupils’
Five. Six. attention to Activity 3.
Seven. Eight.
• Tell them to look at the colour of the pencil tips
Let’s do it (hands closed in
fists) again! (fists rolling over
and colour the rest of each pencil accordingly.
each other) • Ask, What colour is 1? And 2? etc. Make
a gesture denoting ‘We don’t know!’, so
• Play the track again and encourage pupils to that listening becomes necessary, and
copy your moves. invite pupils to listen to a song to find out.
But before display one by one four colour
27
flashcards on the board: red, green, blue, pink,
which correspond to the first part of the song.
4
Point to the flashcards and say the colours LP: Revisiting numbers 1–10 and colours through the
several times. Elicit repetition. Tell pupils to development of observation. Recognizing numbers
take these pencils out of their pencil case. and producing colours.
N-LP: Colouring a scene using a picture as reference.
tip Pay particular attention to the production • With books open at page 3, draw pupils’
of the vowels in ‘orange’ /"ÅrIndZ/ and ‘purple’ attention to Activity 4.
/"p‰…pl/ to suit correct pronunciation.
• Tell them they have to colour the scene
observing the numbers in it. Refer their
• Proceed likewise for the second and third attention to the pencils in Activity 3. To make
parts. sure they understand this cross-referencing,
• Play track 03 and tell pupils to listen to the ask, What colour is (1)? [It’s (yellow).]
song to identify the colours. • Allow time for colouring. Play some music
d Audioscript and set a time limit.
The colours song
Chorus: Five is orange, tip To help them visualize the time allotted,
Let’s learn the colours! Six is brown,
Colours are fun! Seven is yellow, agree to play a reasonable number of the Hop
Colours are fun! And eight is white. into English A songs/chants and encourage
Let’s learn the colours! (repeated) pupils to keep track of the songs as they are
Colours are fun! played, so time is effectively budgeted.
Colours are fun!
One is red, Colours are fun!
Two is green, Nine is purple • Tell pupils to unfold the page showing the
Three is blue, And ten is black! characters and their names and to look
And four is pink. back at the scene they have just coloured.
(repeated) Colours are fun! Ask, What are their names? Pointing to
Colours are fun!
the children say, This is Sally and this is
(Chorus) Nine is purple
And ten is black!
Jack. Elicit repetition of names. Then draw
attention to the mice in Activity 3 and elicit
• Check by asking, What colour is (10)? This their names as well. If the names do not
will raise the activity to the production level. come out, point to the mice and say, This is
But if the class is still not ready to say the Lisa and this is Ben. and elicit repetition.
colours, you may change the question to Is
(10) (blue)? as you show the colour flashcard.
In this case, model the answer, (Yes, it is./
No, it isn’t.) and elicit its chorus repetition.
tip You may aid checking by writing each

number on the board and displaying the
corresponding colour flashcard next to it.
• Encourage pupils to sing along. Record the

song on the classroom poster (see ‘The
songs’ section on page 17.) 1 AB, p52
LP: Developing listening for specific information.
tip Play the song several times. Tell pupils Identifing colours and numbers. Responding [It’s
(colour).] to What colour is 2?
which lines to sing each time: 1st time: ‘Colours
are fun.’ 2nd time: add the colour words. 3rd time: N-LP: Listening and colouring the numbers.
add the numbers. 4th time: the whole song. • Draw pupils’ attention to Activity 1.
28
• Pointing to each number ask, What number • To check, show each set with your own
is this? (It’s two/one/eight/nine/three.) fingers and thumbs, eliciting counting aloud
so that the quantities are clear, and write the
• Ask, What colour is 2? Make a gesture
corresponding numbers on the board.
to denote ‘We don’t know.’ Tell pupils to
listen and mark the numbers with the
corresponding coloured pencil. Get pupils to HELLO!
Don
5 LOOK AND LISTEN. THEN SING. 6 LOOK AGAIN, FIND AND COLOUR.
take the following pencils out of their pencil

04
case: blue, purple, red, green, orange.
tip Advise pupils not to colour at once but to

draw a cross in the colour mentioned. You will
then conduct checking and only after that will
they colour.
Script (to be read by the teacher) ) Look at the scene and listen to the ‘Hello’ song. Then sing.
7 LOOK AGAIN, COUNT AND WRITE.
) Look at the scene again and find the items from the first banner. Then answer: What colour is the (cat)? and colour the items accordingly.
) Look at the scene again, count the items from the second banner and write the numbers. Then answer: How many (apples)?
4
Number 2 is blue. M17-370-HIEA_PB_uHello_desp_4PROOF.indd 2
Number 9 is purple.
Number 8 is red. 5 04
Number 3 is green.
LP: Meeting the characters. Saying Hello!
Number 1 is orange.
N-LP: Singing a song.
• To check, ask again, What colour is (two)?
[It’s (blue).]
attention to the scene. Remember that you
can also use the poster.
tip To aid checking, on the board, display
• Allow them time for inspection.
the numbers flashcards and next to them, the
colours flashcards so the right matches are • Play track 04.
clearly visible. d Audioscript
The Hello song
Hello, hello, I’m Sally. Hello, hello, I’m Jack.
I’m seven, I’m seven. I’m six, I’m six.
Hello, hello, I’m Sally. Hello, hello, I’m Jack.
I’m seven years old. I’m six years old.
What’s your name? How old are you?

What’s your name? How old are you?
Let’s be friends! Let’s be friends!
(repeated) (repeated)
2 AB, p52 • Encourage pupils to sing along.

LP: Producing and recognizing numbers in terms of
tip Play the song several times. Each time
quantity.
decide which lines pupils will sing. Fragmenting
N-LP: Listening and ticking the quantities heard.
the singing makes it accessible for pupils this
• Draw pupils’ attention to the hands in Activity 2. age. Don’t worry if they cannot sing the whole
• Point to each set of hands and ask, How song at this instance. It will most probably take
many? Elicit the numbers in English. them several lessons to learn it completely.
• Tell pupils to listen to you and tick the

combinations you say. Say the quantities Extra activity Encourage pupils to sing along but
twice non-stop. this time pause the track after the key questions:
‘What’s your name?’ and ‘How old are you?’ so that
Script (to be read by the teacher) pupils respond using their own name and age.
four – five – six – seven – ten
29
6 sandwiches/birds/chairs? (Five./Two./Three./
Seven./Three./One.)
LP: Responding It’s (colour). to What colour is (the …)?
N-LP: Though observation, finding the objects tip To make quantity clear, use your fingers
hidden in a scene and colouring them accordingly. and hand and write the numbers on the board.
attention to the objects listed on the left. 2nd alternative: guided. Go over the list of
Choose your approach: items in colour on the right. Tell pupils to find
each object, and point to the objects found.
1st alternative: autonomous. Tell pupils to
Ask, Can you see any apples?/Find apples./
find and colour the items on their own. Allow
Where are the apples? Encourage pupils to
some time for the colouring but set a time
point at the objects found. Teach them to say,
limit. Check by asking, What colour is the cat/
Here! when they have found them. Then ask,
apple/frog/puppet? (It’s black and white/red/
How many apples? (Five.)
green/blue, yellow, green, purple, red, brown
and orange.)
tip To aid understanding, ask pupils to count
2nd alternative: guided. Go over the items in
aloud using their fingers as well. You do the same
black and white. Tell pupils to find each item
as a model. Also, write the quantities on the board.
and point to the items found. Ask, Can you
see a pencil case?/Find a pencil case./Where’s
the pencil case? Encourage pupils to point to • Do the same with the pears, the sandwiches,
the objects found. Teach them to say, Here! the birds and the chairs.
when they have found them. Then ask, What
colour is it? (It’s orange.)
• Ask pupils to mark each object with a cross
in the corresponding colour, not to colour the
objects straightaway until you tell them to.
tip This procedure helps you make sure

everyone gets the colours right, at more or
less the same pace, facilitating your class
management. Also, this is an opportunity to
teach the approach to the colouring activities
from now on.
• Do the same with the cat, the apple, the frog

and the puppet.
• Allow time for colouring – set a time limit.
7 7&8 05
LP: Responding to How many? LP: Developing comprehension skills: interpreting
N-LP: Observing a scene, counting stated items and paralinguistic features and aural input to mentally
recording their quantity. reconstruct a narrative sequence involving target
language. Developing reading skills: focusing on the
left-to-right/bottom-down direction in which English
attention to the objects listed on the right.
is read.
Choose your approach:
N-LP: ‘Reading’ a comic strip and tracking down
1st alternative: autonomous. Tell pupils to
events until their resolution.
count and record quantities on their own.
Allow some time for this – set a time limit. • With books open at page 5, draw pupils’
Check by asking, How many apples/pears/ attention to the story frames. Remember that
you can also use the poster.
30
• Allow pupils time to explore the story and VALUES Grab the opportunity to reflect upon
attempt its mental reconstruction. being careful when playing ball games
• Help pupils put their observations into words and about making friends and accepting
by asking, Can you see (Ben/Lisa/Sally/Jack/ differences naturally.
a ball)? (Yes, I can.) Where is Ben/Lisa/Jack/ • Play the track again and invite pupils to listen
Sally/a ball? [Picture (4).] Alternatively, say, again and point to each frame.
I spy with my little eye Ben/Lisa/Sally/Jack/
a ball. Pupils say the number of the frame in tip Pointing while approaching the
which they have spotted the item.
development of reading skills leads to grasping
• Encourage hypotheses about situation, conflict the direction in which English is read.
and resolution. Ask, What’s the problem? Allow
pupils to use L1. As they do, word the situation • Invite pupils to play the characters’ roles
as follows, using gestures and pointing to the when they ask and answer: What’s your
story frames to facilitate comprehension: name? How old are you? Before doing this,
Frame 1: Jack and Sally are playing football. you can have pupils watch the animated
Frame 2: Jack’s football hits Ben on the head. video available on the Digital Pupil’s Book
Look at Ben, there is a bump on Ben’s head. or at the Teacher’s Resource Centre.
Frame 3: Here is Lisa. Is Ben OK? Yes, he is!
Frame 4: Look at Sally’s hands. What number
is this? How many fingers can you see? Let’s
count… Seven! Frame 5: And look at Jack’s
hands. How many fingers? Six. And Lisa’s
hands? How many fingers? Six! Frame 6: And
look at Ben’s hands – how many fingers?
Let’s count! Five. Frame 7: Sally and Jack, and
Ben and Lisa are new friends now. They play
football together. What’s the problem in the
end? Jack’s ball hits Ben on the head, again!
• Invite pupils to listen to the story. Play track 3 AB, p53 05
05 once. LP: Listening for detail – identifying the speakers’

d Audioscript lines in chronological order.
Sally: S – Ben: B – Jack: J – Lisa: L
N-LP: Listening and reconstructing a chronological
1 S: Oh no! 5 J: How old are you?
sequence by identifying the speakers and their lines.
2 B: Ouch! L: I’m six! How old are
S: Oh! Hello! Sorry! I’m you? • Draw pupils’ attention to Activity 3.
Sally! And this is my J: Oh! I’m six! Ha ha!
brother. 6 S: How old are you, • Tell them to look at the frames and ask, Who’s
J: Hello! I’m Jack! Ben? this? (It’s Jack.) What’s this? (It’s a ball.) Revisit
What’ your name? B: I’m five. the interpretation of the situation. Jack’s ball
B: Hello! I’m Ben. J: Let’s play! hits Ben on the head and he gets a bump.
L: Ben! Ben! L & B: OK!
3 L: Oh Ben! 7 S, J & L: Uh! Oh no! • Play track 06 and tell pupils to listen to the
B: I’m OK… story again and number the speakers in order.
4 B: This is my sister.
S: Hello! I’m Sally. I’m d Audoscript
seven. This is my Sally: Oh! Hello! Sorry! I’m Sally! And this is my brother, Jack.
brother, Jack. Jack: Hello! I’m Jack! What’s your name?
J: Hello! What’s your Ben: Hello! I’m Ben.
name? Lisa: Oh, Ben!
L: I’m Lisa. Ben: I’m OK…
• Confirm predictions. • Check the resolution of the activity.
Answers: 1 Sally; 2 Jack; 3 Ben; 4 Lisa; 5 Ben
31
• Tell them to look back at the story on
tip To aid checking, display the characters page 5 and look at the frames in which the
flashcards on the board. Play the track once again, characters show their age with their fingers.
pausing suitably. Point to each character and ask, • To check, ask again, How old is Ben/Lisa/Jack/
What number is Lisa/Jack/Ben/Sally? Invite five Sally?
pupils to number the corresponding flashcard
on the board and invite the class to confirm or tip Invite various pupils to come forward
correct. You may elicit repetition of lines.
in turn and draw a matching line joining the
character to his/her age.
• Encourage pupils to interview the characters

asking them their name and age.
Answers: Ben 5; Lisa 6; Sally 7; Jack 6
activity bank
4 AB, p53
• Personal card: Give pupils big cards for
LP: Focusing on ‘How old?’ Developing listening for them to write their names in big block capital
specific information. letters and the number corresponding to
N-LP: Joining characters and their age. their age. They can even draw something
they like. You may decide to exhibit this on
• Draw pupils’ attention to Activity 6. Allow
the classroom wall or on each pupil’s desk
time for inspection.
every class until you get to know them and
• Place the characters flashcards on the board remember their names. You can also use
in the same order as they appear in this the template card in the ‘Photocopiable
activity. Elicit their names: point to them, activities’ section at the Teacher’s Resource
one by one, and ask, What’s his/her name? Centre.
(It’s Ben/Lisa/Sally/Jack.)
• Role-play: Put up a show – ask pupils to act
• Draw pupils’ attention to the numbers on out the unit story.
the page and copy them on the board below
the characters – leave some space between
the upper and the lower rows to draw the
matching lines later. Ask, What number is
this? [It’s (seven).]
• Ask, How old is (Jack)? Is he seven, six or five?
tip If pupils remember, there will be no

need to listen to the story again, except for
confirmation. If they don’t, play track 05 and
invite them to listen again and find out.
32
T
NI ❚❚ Play ‘Memorize the sequence’.
1
U
LOST AND FOUND! ❚❚ Play track 07 and conduct the vocabulary

chant activity (see page 17).
Vocabulary: school objects (glue, pen, pencil, pencil d Audioscript
case, rubber, ruler, sharpener, scissors) and colours a pencil – a pen – a rubber – a ruler – a pencil case – a sharpener –
scissors – glue (x2)
(black, blue, green, orange pink, purple, red, white,
yellow)
❚❚ Play a few rounds of ‘What’s this?’.
Grammar: Where is my…? Here. What’s this? Is it …?
Yes, it is./No, it isn’t. It’s a… tip This instance is of utmost importance
Functions: Looking for, finding, handing and at this stage, as the language formula will
identifying school objects. recurrently come in handy from now on, so it
must be properly worked on at this point.
Values: Taking care of one’s school objects to
maximize work results.
Context: The main characters keep losing their 2
school objects – they can’t keep them together
LP: Visualizing the target vocabulary in context:
and at hand for when needed. Thus, their work is
answering It’s a… / Yes, it is./No, it isn’t. to What’s
affected. The situations presented work well as
this? Is it a…?
triggers to raise awareness of the importance of
taking care of one’s belongings to maximize work N-LP: Completing drawings through observation –
results in the classroom. tracing outlines and colouring school objects as in
the banner.
attention to the vocabulary banner. Remember
that you can also use the poster.
• Ask, What’s this? Is it a…? [It’s a… / Yes, it is./
No, it isn’t.]
tip Even at this early stage of the language
learning process, rather than accepting isolated
words as responses, encourage the use of
full formulas. To achieve this, provide the full
formulas yourself whenever pupils say words in
isolation and gently encourage chorus repetition.
• Direct pupils’ attention to the scene. Ask, Who’s

this? Is it (Jack)? [It’s… / Yes, it is./No, it isn’t.]
• Ask, Can you see a…? [Yes, I can.] and What
1 07
colour is it? [It’s + colour.] Then instruct pupils
to colour the items in the scene as in the
LP: Establishing a first contact with target banner.
vocabulary around the exposure, recognition and
guided production cycle. • Play the vocabulary chant (track 07) during
the colouring. You may as well play the unit
N-LP: Playing brain-challenging games. song anticipating the following activity.
• With books closed, conduct the following lead-
in games (see ‘Lead-in games’ on page 16): tip At this point, you may carry out the ‘Can
❚❚ Play ‘Look, listen and repeat’: a pencil you say…?’ Activity 12, on page 10, to focus on
case, glue, a sharpener, a pencil, scissors, pronunciation of target vocabulary items.
a ruler, a pen, a rubber.
❚❚ Play ‘Look, listen and repeat if correct’.
33
3 08 tip Play the song four times. Tell pupils which
LP: Getting exposed to the formula Where is my lines to sing each time: 1st time: only ‘Here!
(school object)? Here! and recognizing target Here!’; 2nd time: add the school objects; 3rd
vocabulary. Pronouncing sounds in strings. time: add ‘Where is my…?’; 4th time: the whole
song. To close, celebrate being able to sing a
N-LP: Listening and numbering school objects in new song.
order of appearance. Singing a song.
• Have pupils look at the scene on page 6,
tip At this point you may consider doing
listen to the song and number the school
objects in the boxes provided. Play track 08 the ‘Can you say…?’ Activity 13, on page 10, to
twice non-stop. reinforce correct pronunciation of the ‘Where...?’
question.
d Audioscript
Where’s my rubber?
Jack: J – Lisa: L – Ben: B
J: Where is my rubber? J: Where is my pen?
My rubber? My pen?
L: Here! Here! L: Here! Here!
J: Oh! Thank you! J: Oh! Thank you!
J: Where is my ruler? (Chorus)

My ruler?
B: Here! Here! J: Where is my pencil
J: Oh! Thank you! case? My pencil case?
B: Here! Here!
J: Where is my pencil? J: Oh! Thank you!
My pencil?
L: Here! Here!
J: Oh! Thank you!
J: Where is my glue?
My glue?
1 AB, p54
L: Here! Here! LP: Revisiting target vocabulary. Responding It’s
Chorus: J: Oh! Thank you! a (school object). / Yes, it is./No, it isn’t. to What’s
Oh yes, oh yes! this? Is it a (rubber)?
Oh yes, oh yes! (Chorus)
N-LP: Through observation, solving a simple cognitive
J: Where is my sharpener? challenge – spotting and circling the school object
My sharpener? which does not belong to the category of the majority.
B: Here! Here!
J: Oh! Thank you! • Draw pupils’ attention to Activity 1.
• Tell them to look at the strings of school
• To check, play the track a third time, pausing
objects and circle the odd item in each.
before every question. Ask, What’s number
(1)? [It’s a (rubber).] Play the track again to • To check, draw their attention to a string at
confirm. a time. Pointing to each item of the same
category, ask, What’s this? [It’s a (rubber).]
Answers: 1 the rubber; 2 the ruler; 3 the pencil; 4 the sharpener; Then pointing to the odd item, ask, What’s
5 the pen; 6 the pencil case; 7 the glue this? Is it a (rubber)? [No, it isn’t. It’s a
(sharpener).] Check that odd items have
tip Aid checking by writing the numbers on been identified correctly.
the board and displaying the flashcards next to Answers: Odd items: 1 a sharpener; 2 a bottle of glue; 3 a pen
their corresponding number.
• Encourage pupils to sing along. Record the

songs’ section on page 17.)
34
N-LP: Observing a scene and, in the banner, ticking the
school objects hidden in the scene. Then listening and,
in the scene, circling the school objects mentioned.
attention to Activity 4.
• Focus their attention on the banner and ask,
What’s this in English? Is it a…? [It’s a… / Yes,
it is./No, it isn’t.]
2 AB, p54 • Re-direct their attention to the characters in
LP: Responding It’s a (pen). / Yes, it is./No, it isn’t. to the scene. Ask, Who’s this? It’s Sally/Ben/Lisa.
What’s this? Revisiting numbers. • Pointing to each object in the banner, ask,
N-LP: Through observation, solving a simple Can you see a (pencil) in the scene? [Yes, I
cognitive challenge – matching enlarged partial can./No, I can’t.] Tell pupils to tick accordingly.
views to whole objects. NB: For ‘glue’, say ‘a bottle of glue’.
• With books open at page 54, draw pupils’ Answers: a pencil case .; a rubber '; a ruler .; a sharpener .;
attention to the partial magnified views in a pen .; a bottle of glue .; a pair of scissors .; a pencil .
Activity 2.
• Play track 09 twice and tell pupils to listen
• Instruct them to match the magnified parts
and circle in the scene the objects Sally lost.
and wholes as suitable.
• To check, interact as follows: Look at number tip When approaching listening activities,
(1/2/3). What’s this? [It’s a (sharpener).]
announce the procedure beforehand to reduce
Answers: 1 It’s a sharpener. 2 It’s a ruler. 3 It’s a pencil. anxiety – tell pupils you are going to play the
audio non-stop at least twice, so they needn’t
worry if they do not complete the circling at
once.
d Audioscript/Answers
Sally: S – Lisa: L – Ben: B
S: My sharpener? My S: My glue? My glue?
sharpener? Where’s Where’s my glue?
my sharpener? B: Here! It’s here!
L: Here! It’s here! S: Oh! Thank you!
S: Oh! Thank you!
S: My pencil case? My
S: My ruler? My ruler? pencil case? Where’s
Where’s my ruler? my pencil case?
B: Here! It’s here! B: Here! It’s here!
S: Oh! Thank you! S: Oh! Thank you!
S: My pen? My pen?
Where’s my pen?
B: Here! It’s here!
S: Oh! Thank you!
4 09 • Check the resolution of the activity.

LP: Seeing target vocabulary in a different context.
Responding It’s a… / Yes, it is./No, it isn’t. to What’s
this? Is it a…? Getting re-exposed to Where is my…?
Here!
35
Look! (pause) Can you see a ruler? (pause) Can you see a ruler?
tip To aid checking, on the board, display (pause) (Elicit the imitation of the answer: Yes, I can!) It’s purple.
the flashcards corresponding to the objects in • Check the resolution of the activity. Ask, What
the scene. Play the track once again, pausing colour is the (school object)? [It’s (colour).] to
it after every exchange. Get various pupils to confirm, ask, Is the (school object) (colour)?
come forward in turn and draw a circle around [Yes, it is./No, it isn’t. It’s (correct colour).]
the corresponding flashcard. If correct, mark it
Answers: The pencil is blue. The pen is red. The rubber is pink.
with a tick; if not, get another child to have a go.
The sharpener is green. The ruler is purple.
Make sure you always sound encouraging.
Extra activity Encourage pupils to play the roles

6
of Sally, Lisa and Ben, repeating ‘Where’s my…?’ LP: Recognizing/Producing target language:
‘Here!’ Prompt exchanges with flashcards and model Where’s my…? Here. What’s this? It’s a…
pronunciation. N-LP: Colouring and cutting out cards to play games.
• Instruct pupils to cut out the school object
5 cards at the back of their books.
LP: Recognizing the target vocabulary and colours. • While they do it, play the vocabulary chant
Responding It’s (colour). to What colour is (the ruler)? (track 07) and the unit song (track 08).
N-LP: Through observation and listening Encourage pupils to chant/sing along.
comprehension, finding the school objects hidden in a • Conduct these games: Bingo, sequence
pencil case-shaped maze and colouring them as told. dictation, ‘Find the match’, ‘What’s this?
• With books open at page 7, draw pupils’ It’s a...’ and ‘Where’s...? Here!’ (see ‘Make
attention to Activity 5. and play games’ on pages 17–19).
• Tell pupils they will have to follow your
instructions to colour the maze.
tip When approaching listen-and-colour

activities, instruct pupils not to colour the objects
straightaway, but to mark them with a little cross
in the corresponding colour to ease correction if
necessary without spoiling the page.
• Draw attention to the pencil case. Ask, What’s

this? Is it a…? [It’s a pencil case. / Yes, it is.] 3 AB, p55
• Read the following text. LP: Responding It’s a (pen). Yes, it is./No, it isn’t. to
What’s number (1) and number (6)?
Script to be read by the teacher: N-LP: Joining the matching puzzle pieces.
Look! What’s in the pencil case? Let’s see... (pause) Can you
see a pencil? (pause) Can you see a pencil? (pause) (Elicit the • Draw pupils’ attention to the puzzle pieces
imitation of the answer: Yes, I can!) It is blue. in Activity 3. Instruct pupils to match them as
Look! (Pause) Can you see a pen? (pause) Can you see a pen? suitable.
(pause) (Elicit the imitation of the answer: Yes, I can!) It’s red.
Look! (pause) Can you see a rubber? (pause) Can you see a • Check as follows:
rubber? (pause) (Elicit the imitation of the answer: Yes, I can!) Teacher: What’s number 1 and number 6?
It’s pink. Pupils: It’s a pencil.
Look! (pause) Can you see a bottle of glue? (pause) Can you see Teacher: (waking the whole class) Is 1 and 6 a pencil?
a bottle of glue? (pause) (Elicit the imitation of the answer: Pupils: Yes, it is!
No, I can’t!) Teacher: What colour is it?
Look! (pause) Can you see a sharpener? (pause) Can you see Pupils: It’s red.
a sharpener? (pause) (Elicit the imitation of the answer: Yes, Teacher: Bravo!
I can!) It’s green. • Proceed likewise for the other halves.
36
Answers: 1 + 6 = It’s a pencil. It’s red. 2 + 4 = It’s a rubber. It’s
blue. 3 + 7 = It’s a pencil case. It’s green.
4 AB, p55
LP: Recognizing the school objects mentioned and
their colour. Responding It’s (colour). Yes, it is./
No, it isn’t. to What colour is the (pencil)?
N-LP: Listening, finding and colouring school objects
7&8 10
as told. LP: Developing comprehension skills – interpreting

paralinguistic features and aural input to mentally
• Draw pupils’ attention to the scene in Activity 4.
reconstruct a narrative sequence involving target
• Instruct pupils to listen to you, find the language. Developing reading skills – focusing on
objects they hear and colour them as you the left-to-right/bottom-down direction in which
describe. English is read.
Script to be read by the teacher:

N-LP: ‘Reading’ a comic strip and tracking down
events until their resolution.
I spy with my little eye… a pencil! I spy with my little eye…
a pencil! It’s blue. (Pause and repeat.) • With books open at page 8, draw pupils’
I spy with my little eye… a pen! I spy with my little eye… a pen! attention to the story. Remember that you
It’s red. (Pause and repeat.)
I spy with my little eye… a bottle of glue! I spy with my little
eye… a bottle of glue! It’s yellow. (Pause and repeat.) • Allow them time to explore the story and
I spy with my little eye… a ruler! I spy with my little eye… a ruler! attempt its mental reconstruction.
It’s green. (Pause and repeat.)
I spy with my little eye… a sharpener! I spy with my little eye… • Help pupils put their observations into words,
a sharpener! It’s orange. (Pause and repeat.) asking, Who’s this? [It’s Jack.] What’s this? [It’s
I spy with my little eye… a rubber! I spy with my little eye… a (pencil case).] Can you see a (pencil case)?
a rubber! It’s pink. (Pause and repeat.)
[Yes, I can.] Where is it? [Picture (4).] What
I spy with my little eye… a pencil case! I spy with my little eye…
a pencil case! It’s purple. (Pause and repeat.)
colour is it? [It’s (orange).] Is it…? [Yes, it is./
I spy with my little eye… a pair of scissors! I spy with my little No, it isn’t.]
eye… a pair of scissors! It’s black. (Pause and repeat.)
Extra activity Play ‘I spy with my little eye’ (a
• To check the activity, ask, What colour is the bottle of glue/pair of scissors). Pupils say the number
(pen)? [It’s (blue).] For confirmation, ask, of the frame in which they have spotted the object.
Is the (pen) (blue)? [Yes, it is./No, it isn’t.]
Proceed likewise until the identification of • Encourage hypotheses about situation,
colours has been checked. conflict and resolution in L1. Ask, What’s the
• Allow pupils time to finish the colouring. problem?
Meanwhile, play the vocabulary chant and • Play track 10 once. Then confirm predictions:
the unit song. ask, What’s the problem? What’s the ending?
Is the teacher happy? Is Jack’s picture
complete or incomplete?
37
tip Allow pupils to use L1. As they do, and
given that the unit title is ‘Lost and found!’, you
word Jack’s problem as: Jack lost his (glue). The
teacher found Jack’s (objects). Jack’s work is
incomplete.
d Audioscript
Jack: J – Teacher: T
1 7
J: Mm… My glue? Where’s my T: Jack!
glue? J: Where’s my sharpener?
2 T: Is it purple?
T: Oh, a pencil case! J: Yes, it is.
3 T: Here you are.
T: Jack! J: Thank you!
J: Where’s my pencil case? 8
T: Is it orange? J: Where’s my rubber?
J: Yes, it is. T: Is it pink?
T: Here you are. J: Yes, it is! 9 & 10 10
J: Thank you! T: Oh, Jack. Here you are.
LP: Comprehending details – recognizing school
4 J: Thank you!
J: Mm… Uh, oh! 9 objects and colours.
5 T: Time’s up! N-LP: Tracing outlines and colouring objects as in
T: Jack! J: Mm… My glue. Where’s my
the story. Reconstructing a narrative sequence.
J: Where’s my pencil? glue?
T: Is it red? T: Is it white and yellow? • With books open at page 9, draw pupils’
J: No, it isn’t. It’s blue. J: Yes, it is! attention to Activity 9.
T: Here you are. T: Look! It’s here!
J: Thank you! J: Thank you! • Pointing to each object, ask, What’s this?
6 T: Oh, Jack! [It’s a (a bottle of glue).]
J: Uh! Where’s my sharpener?
T: Mm… What’s this? Is it a • Instruct pupils to trace the outlines.
sharpener? Yes, it is! • Play track 10 again for pupils to identify the
objects Jack lost. Say, Jack lost (a rubber).
VALUES Grab the opportunity to reflect upon • Play the track again for pupils to listen for
how losing things affects one’s work. colours, pausing when the colours are said.
Elicit recommendations. Allow the use To check, ask, What colour is Jack’s (pencil)?
of L1. You can even make a poster for [It’s (blue).] Is it (blue)? For confirmation,
the classroom with the title ‘Take care refer pupils back to the story.
of your school objects.’
Answers: The pencil is blue. The rubber is pink. The sharpener is
• Play the track again and tell pupils to listen purple. The glue is yellow and white. The pencil case is orange.
and point to each picture. You can also have
pupils watch the animated video available • Allow time for pupils to finish colouring.
on the Digital Pupil’s Book or at the Teacher’s Meanwhile, you may play the vocabulary
Resource Centre. chant and unit song.
tip Pointing while approaching the • Play the track again and have pupils number
the objects as Jack found them. The pen is a
development of reading skills leads to grasping distractor.
the direction in which English is read.
• Check the resolution of the activity. Ask,
What’s (1)? [It’s (a bottle of glue).]
Answers: 1 glue; 2 pencil case; 3 pencil; 4 sharpener; 5 rubber
38
11 • With books open at page 10, draw pupils’
LP: Responding It’s a... / Yes, it is./No, it isn’t! to
What’s this? / Is it a…? • Pointing to each sequence, ask, What’s
missing? [a pencil, a pen; scissors, glue]
N-LP: Grasping sequential details through
observation to match objects to their contexts. • To confirm, play track 11.
d Audioscript
1 a pencil, a pen, a pencil, a pen, a pencil, a pen
attention to Activity 11. 2 scissors, glue, scissors, glue, scissors, glue
• Point to the woman in the frames and ask,
Who’s this? [It’s the teacher.] • Tell pupils to find the corresponding stickers
at the back of the book and place them
• Direct pupils’ attention to the story to find suitably.
the frames that match the ones in the activity.
Ask, Where is Jack’s (pencil case)? [Here!] • Play the track again and encourage pupils
Where? [Picture (2).] to chant along – monitor sounds. Encourage
clapping along.
• Tell pupils to match the frames and the
objects in keeping with the story.
13 12
• To check the matching, point to each frame
LP: Imitating intonation of information questions
and ask, What’s this? [It’s a (school object).]
and pronunciation of initial /r/ and final /´/ in
For ‘glue’, say ‘a bottle of glue’.
‘rubber’ and ‘ruler’.
Extra activity Conduct a mini-roleplay – pupils N-LP: Listening and completing the scene with
play the teacher and Jack’s roles, repeating stickers. Chanting along.
What’s this? Is it a (rubber)? [Yes, it is!] Where is
my glue? [Here!] To prompt each production, use
attention to Activity 13. Ask, Who’s this?
the flashcards, and provide support by modelling
[It’s Jack.] What’s Jack’s problem?
pronunciation and eliciting chorus repetition. Also,
encourage pupils to imitate attitudes.
tip Allow pupils’ use of L1 for the explanation
of Jack’s problem and then word it in English as
He lost two school objects.
• Pointing to the circles for the stickers, ask,

What’s this? Is it a…? And this? Give a few
possibilities, each time, making a gesture to
denote ‘We don’t know!’
• Play track 12 for confirmation and elicit the
answers.
d Audioscript
Jack: Where’s my ruler? Where’s my rubber?
Where’s my ruler? Where’s my rubber?
Answers: (Sticker on the left) It’s a ruler. (Sticker on the right)
It’s a rubber.
• Play the track again and encourage pupils to

chant along – monitor sounds.
12 11 • Tell pupils to find the corresponding stickers
LP: Focusing on pronunciation of plosive /p/ and at the back of the book and place them
article ‘a’ before noun when necessary. suitably.
N-LP: Completing the logical sequences with • Ask additional questions, What colour is the
stickers. Chanting along. ruler? What colour is the rubber? [It’s green/
pink.]
39
• Encourage pupils to act out the story.
tip Conduct a listen-and-repeat activity,

eliciting chorus repetition of the story script.
When suitable, assign roles and guide pupils
through the roleplay. Then celebrate with a
round of applause.
6 AB, p56 13
LP: Reinforcing the association of ‘Where’s my…?’

to the idea of losing school objects. Developing
listening skills – identifying the school objects that
each character lost.
N-LP: Joining owners with objects lost.
• Draw pupils’ attention to Activity 6.
5 AB, p56 • Tell pupils to look at the picture and ask,

What’s the problem? [Sally/Ben/Jack/Lisa lost
LP: Listening for detail – identifying the school a sharpener/a bottle of glue/a rubber/a ruler.]
objects that Jack lost.
• Ask, Who lost what? Encourage pupils to
N-LP: Listening and reconstructing a chronological listen and find out.
sequence by colouring the arrows in the correct
route. • Play track 13 twice.
• Draw pupils’ attention to Activity 5. tip Reduce anxiety by explaining you will
• Pointing at the picture, ask, Who’s this? play the track twice, and reassure pupils that
[It’s Jack.] What’s this? [It’s a…] Draw their there is no need to worry if they can’t complete
attention to the two pictures of Jack and the matching at once.
ask, What’s different? [Jack lost his… and
Jack found his…] d Audioscript
Sally: S – Ben: B – Lisa: L
• In L1, tell pupils to listen to the story again
1 3
and mark the arrows that reconstruct the
S: Mm… Where’s my J: Mm… Where’s my glue?
chronological sequence. sharpener? L: Here!
• Check the resolution of the activity. B: Here! J: Thank you, Lisa.
S: Thank you, Ben. 4
Answers: Jack found his pencil case, his pencil, his sharpener, 2 L: Mm… Where’s my rubber?
his rubber, his glue. B: Mm… Where’s my ruler? B: Here!
L: Here! L: Thank you, Ben.
B: Thank you, Lisa.
tip To aid checking, use the flashcards. Play
• Check the resolution of the activity. Ask, Who
track 10 once again, pausing suitably. Invite five lost a (sharpener)? [(Sally).]
pupils to pick and display the corresponding
flashcard on the board and invite the class to Answers: Sally lost a sharpener. Ben lost a ruler. Jack lost a
confirm or correct. Word the resolution as, Jack bottle of glue. Lisa lost a rubber.
found his…
40
N-LP: Completing the ‘Mini-dictionary’ – placing the
stickers according to their order in the unit chant.
Chanting along.
attention to the ‘Mini-dictionary’.
• Tell pupils they will complete this section
with the corresponding stickers at the back of
the book.
• Play track 07 and proceed with the sticking
until completion.
• Encourage repetition of words to guarantee
correct pronunciation.
• Instruct pupils to trace words in pencil. As
they do, play the unit chant (track 07) and
song (track 08).
14
LP: Responding It’s a (pen). Yes, it is./No, it isn’t. to
What’s number (1) and number (7)? activity bank
N-LP: Finding the matching pairs. • Drawing in pairs: Ask pupils to draw in pairs
• With books open at page 11, draw pupils’ a ‘lost and found’ scene at school in which
attention to the school object halves in a child lost something and a friend/the
Activity 14. Instruct pupils to match them teacher found it and handed it to them. When
as suitable. drawing is over, ask pupils to roleplay it.
• Check as follows: • Roleplay: Put up a show – ask pupils to act
Teacher: What’s number 1 and number 7?
out the unit story.
Pupils: It’s a pencil case. • Photocopiable activities at Teacher’s
Teacher: Is 1 and 7 a pencil case?
Resource Centre:
Pupils: Yes, it is!
Teacher: What colour is it? ❚❚ What’s this? Is it a...? Look and match:
Pupils: It’s pink. Hand out the photocopies and allow pupils
Teacher: Bravo! some time to familiarize with the pictures.
• Proceed likewise for the other halves. Then tell pupils to ask you, [What’s this?
Answers: 1 + 7 = It’s a pencil case. It’s pink. 2 + 8 = It’s a rubber.
Is it a…?] to be able to match the items.
It’s red and blue. 3 + 5 = It’s a pen. It’s blue. 4 + 6 = It’s a To check, point to the items on the right
sharpener. It’s green. and ask the question yourself. Pupils
provide the answer. Double check and
tell pupils to tick if correct or modify if not.
Extra activity Play, ‘I spy with my little eye
a green/pink/blue/red and blue school object’. ❚❚ Where’s my...? Find, circle and colour:
Elicit its identification, [It’s a sharpener/pencil Hand out the photocopies and allow pupils
case/pen/rubber.] You can always go on to ask, time to familiarize with the pictures. Tell
Is it a (sharpener)? to double check the previous them to find and circle the objects hidden
response: [Yes, it is./No, it isn’t.] in the scene, using the banner as reference.
Then tell them to colour the objects freely.
MINI-DICTIONARY To check, ask, What’s the problem? [Sally
lost a rubber.] Tell pupils to pretend you
LP: Recognizing and repeating the vocabulary are Sally and to answer your questions.
items focusing on pronunciation. Then tracing the Ask, Where’s my rubber? Pointing to the
words under each sticker as a first approach to object, pupils say, [Here!] Walk about the
handwriting. classroom, supervising that pupils point
correctly.
41
❚❚ Rhyming sounds! Listen and colour the
splodges. Then say and match: Hand out tip If a pupil mispronounces any of the words,
the photocopies and allow pupils some time model the pronunciation yourself for them to
to familiarize with the pictures. Ask pupils listen and reconsider or say the word again.
to colour the splodges: one is purple, one is
red and one is pink. Invite the class to say ❚❚ What’s this in English? Label and colour:
the words for the objects they see. Explain Hand out the photocopies and allow pupils
that they must join the items that start some time to familiarize with the pictures.
with the same sound. To check, tell them to Ask pupils to look at the words in the banner
listen to you and tick or modify. You may aid and to label the items in the pencil case.
checking with suitable flashcards displayed then tell them to colour the items freely.
on the classroom board. Elicit chorus
repetition. tip To aid the labelling, tell pupils to look
Answers: /p/ pen, pencil, pencil case; /r/ rubber, ruler; back at the ‘Mini-dictionary’ on page 11 of their
/f/ four, five; /s/ six, seven, (a pair of ) scissors books.
42
T
NI
tip Pupils will most likely be unfamiliar with the
2
U
HAPPY BIRTHDAY! design and concept of a family tree. Give a brief

explanation showing the example on the borad.
Vocabulary: family members (brother, baby brother,
sister, mum, dad, grandma, grandpa, auntie); Happy ❚❚ Play ‘Look, listen and repeat’: baby brother,
birthday! Thank you. sister, grandma, grandpa, auntie, mum, dad.
Grammar: Who’s this? Is it…? Yes, it is./No, it isn’t. ❚❚ Play ‘Look, listen and repeat if correct’.
It’s… Revision: What’s this? Where’s…? Here! How old
are you? I’m six. ❚❚ Play track 14 and conduct the vocabulary
chant activity (see page 17).
Functions: Identifying relatives and objects.
d Audioscript
Values: Accepting diversity. brother – sister – grandma – grandpa – auntie – mum – dad (x2)
Context: The main characters celebrate Ben’s
birthday. The mice family get together to celebrate. ❚❚ Play a few rounds of ‘Who’s this?’ (see
They play games together at the party, they receive page 18).
best wishes and presents, they meet someone
new, the receive Happy Birthday phone calls, and tip Some pupils might not be ready to say the
exchange information about age. target vocabulary. Be prepared to ask, Is it Ben’s
grandpa? to elicit [Yes, it is./No, it isn’t.] In this way,
you will be providing further exposure to the new
words and work at recognition level.
2 15
LP: Visualizing the target vocabulary in context:

answering It’s… / Yes, it is./No, it isn’t. Here! to
Who’s this? Is it…? Where is…?
N-LP: Identifying the characters in the banner,
finding and pointing to them in the scene.
attention to the vocabulary banner. Remember
that you can also use the poster.
• Pointing to the characters in it from top to
bottom, ask, Who’s this? Is it Ben’s…? [It’s
(Ben’s)… / Yes, it is./No, it isn’t.]
1 14
tip Model the use of the possessive ’s, which
LP: Establishing a first contact with target vocabulary
around the exposure, recognition and guided given the context, will be clear enough. The
production cycle. aim is not for it to become pupils’ autonomous
production, but every opportunity for its use will
N-LP: Playing brain-challenging games.
be grabbed. Thus, model the formula with it and
• With books closed, conduct the following lead- elicit its chorus repletion.
in games (see ‘Lead-in’ games on page 16):
❚❚ On the board, display the flashcard of • Re-direct pupils’ attention to the scene and
Ben and one by one, display all his family instruct them to point to the characters you
members, pronouncing the words for each mention. Ask, Can you see (Ben/Sally/Jack/
as you stick the flashcards on the board in Ben’s grandma, etc)? [Yes, I can.] Where is
the form of a family tree. (Ben/Sally/Jack/Ben’s grandma, etc)? [Here!]
43
VALUES In L1, reflect upon diversity – draw N: Who’s this? N: Who’s this?
Happy birthday, Ben! B2: Happy birthday!
attention to physical similarities,
Happy birthday, Ben! B1: Ha ha ha! Thank you,
and differences – age, height, B1:
L: Thank you, Sister! brother! My baby
build, glasses, wheelchair, fashion Thank you, Sister! brother!
preferences. Make sure these
(Chorus)
differences are accepted as natural.
• Draw attention to Ben’s name on the ‘Happy • To check the numbering, play the track a third
Birthday’ banner, the cake, the number of time, pausing before every question. Ask,
candles on the cake. Elicit whose birthday it is. Who’s number (1)? [It’s Ben’s (mum).] Play
the track again to confirm.
tip To elicit whose birthday it is, offer a few
tip Aid checking by displaying on the board the
options, asking, Is it Lisa’s birthday? (No, it isn’t.)
It is Ben’s birthday? (Yes, it is.) Do not refrain from family flashcards. Invite various pupils to come
using the possessive case in ‘Ben’s’. The context forward in turn and write the corresponding
will make the idea clear enough for pupils. number next to each card. If correct, mark it with a
tick. If not, ask for collaboration to get the correct
number. Pupils’ first answer will most probably be
3 15 the family member in isolation – the possessive
case ‘Ben’s’ is nowhere near being spontaneous
LP: Recognizing target vocabulary. Pronouncing ‘th’ production. Yet, don’t be afraid to provide it and
accurately and sounds in strings. model its use yourself, and encourage chorus
N-LP: Numbering the family members in order of repetition of the full answer. Pupils need to be
appearance in the song. Singing a song. encouraged to say full formulas, even at this stage.
• Have pupils to look at the scene on page
12, listen to the song and number the family Answers: 1 It’s Ben’s mum. 2 It’s Ben’s dad. 3 It’s Ben’s grandma.
members in the boxes provided. Play track 15 4 It’s Ben’s grandpa. 5 It’s Ben’s auntie. 6 It’s Ben’s sister.
twice non-stop. 7 It’s Ben’s baby brother.
tip When approaching listening activities, • Encourage pupils to sing along. Record the
announce you are going to play the track twice
songs’ section on page 17.)
for the activity, and then a third time to check.
Reassure there is no need to worry if the activity tip Play the song three times. Tell pupils which
is not completed at once.
lines to sing each time: 1st time: only ‘Thank you,
(Mum).’; 2nd time: ‘Happy Birthday, Ben!’; 3rd
d Audioscript time: whole song. To close, celebrate being able
N: Narrator – Grandma: G1 – Grandpa: G2 – Ben: B – Sally: S – Jack: J –
to sing a new song. Monitor the pronunciation of
Auntie: A – Lisa: L – Baby brother: B2
‘th’ in ‘birthday’, ‘Thank you’, and ‘brother’.
Happy birthday!
N: Who’s this?
S & J: Happy birthday, Ben! Chorus:
Happy birthday, Ben! Happy birthday to you,
tip At this point you may consider doing the
B: Thank you, Mum! happy birthday to you! ‘Can you say…?’ Activity 12 on page 16.
Thank you, Mum! Happy birthday to you,
happy birthday to you!
N: Who’s this?
D: Happy birthday, Ben! N: Who’s this?
Happy birthday, Ben!
G2: Happy birthday, Ben!
B: Thank you, Dad!
Thank you, Dad!
B: T
hank you, Grandpa!
N: Who’s this? Thank you, Grandpa!
G1: Happy birthday, Ben!
N: Who’s this?
A: Happy birthday, Ben!
B: Thank you, Grandma!
Thank you, Grandma!
B: Thank you, Auntie!
Thank you, Auntie!
44
• To check, play the track once again, pausing to
identify the speaker. Ask, Number 1: Who’s this?
Is it (Mum)? [It’s… / Yes, it is./No, it isn’t.]
tip To aid checking, on the board display
the corresponding flashcards, copying the pairs
in the activity. As you play the track, pause it
suitably and get various pupils to come forward
in turn to draw a circle around the corresponding
flashcard. If correct, mark it with a tick; if not, ask
for collaboration. Make sure you always sound
encouraging.
Answers: 1 It’s Ben’s mum. 2 It’s Ben’s grandpa. 3 It’s Ben’s auntie.
4 It’s Ben’s dad.
Extra activity Play ‘Blind Man’s Buff’. Use a

4 16
scarf to blindfold a pupil or just tell him/her to close
LP: Revisiting target vocabulary. Responding It’s… / their eyes. Instead of ‘Happy Birthday’, the line may
Yes, it is./No, it isn’t. to Who’s this? Is it…? Responding be ‘Hello! I’m six. How old are you?’ Or encourage
Here! to Where is…? Here! Developing listening skills. the whole class to say the unit chant; at one point,
signal only one voice to continue alone. Ask, Who’s
N-LP: Identifying and circling the speaker in each pair.
this? Encourage the use of ‘It’s…’/‘Is it…?’ If necessary
• With books open at page 13, draw pupils’ model the answers. Be warned that not all pupils may
attention to the scene in Activity 4. be willing to be blindfolded. Thus, ask for volunteers.
• Pointing to each character in your book high
above your head for everyone to see, ask, 5 17
Who’s this? Is it…? [It’s… / Yes, it is./No, it isn’t.]
LP: Recognizing the target vocabulary.
• In L1, foster interpretation of the situation: the N-LP: Listening and identifying Sally’s relatives.
family are playing a game during the birthday
party. Ask pupils to imagine what game it is
and how it is played. Then play track 16 and
tell them to listen and confirm. (They are • Draw their attention to Sally and Lisa. Ask,
playing Blind Man’s Buff: with eyes closed, Who’s this? Encourage speculation about
Ben must guess who wishes him a happy the situation. Allow the use of L1 for the
birthday, identifying their voice. Lisa conducts explanation. (Sally is showing Lisa some
the game by asking her brother, Who’s this? photos on her mobile phone.)
Each time Ben answers, It’s (Mum)!’). • Focus on the photos on Sally’s mobile phone.
d Audioscript Ask, Who’s this? Encourage prediction. Ask, Is
Ben: B – Lisa: L – Mum: M – Dad: D – Grandpa: G – Auntie: A it Sally’s mum/auntie/grandma/grandpa/dad?
L: Shhh! Ben, listen, who’s L: Shhh! Ben, who’s this?
this? A: Happy birthday, Ben! • To confirm, play track 17 once and tell pupils
M: Happy birthday, Ben! B: It’s Auntie! to listen.
B: It’s Mum! L: Yes, it is!
L: Yes, it is! Answers: From left to right: It’s Sally’s grandma, grandpa and mum.
L: Shhh! Ben, who’s this?
L: Shhh! Ben, who’s this? D: (teasing – imitating a
G: Happy birthday, Ben! baby’s mumbling) • Play the track again and have pupils listen
B: It’s Grandpa! B: Oh, it’s my baby brother! and number the photos.
L: Yes, it is! L: No, it isn’t! It’s Dad!
d Audioscript
All: Ha ha ha!
Sally: S – Lisa: L
• Play the track twice again and tell pupils to S: Lisa, look at these photos! L: Who’s this?
circle the correct option in each pair in the L: Wow! Who’s this? S: It’s my grandma.
S: It’s my grandpa.
banner.
45
L: Who’s this? • Invite a few pupils to come forward and
S: It’s my mum. complete the additions by referring to the
L: Nice photos!
pictures. Let them write the results if they
want to – if so, elicit their pronunciation.
• Check resolution. Ask, Who’s this? Is it…? [It’s… /
Yes, it is./No, it isn’t.] Who’s number 1/2/3? • Point to the first and last addition and,
drawing attention to the portraits, ask,
Answers: Number 1 is Sally’s grandpa. Number 2 is Sally’s Who’s this? [It’s Sally’s auntie.] or Is it Sally’s
grandma. Number 3 is Sally’s mum.
grandma? [No, it isn’t.]
• Point to the portraits of Sally’s auntie and
6 dad, who have only just been introduced.
LP: Recognizing/Producing target language: Who’s Invite pupils to ask you, Who’s this?
this? It’s… You say, It’s Sally’s dad/auntie.
N-LP: Cutting out cards to play games with. Answers: 1 + 7 = It’s Sally’s auntie. 2 + 5 = It’s Sally’s grandma.
3 + 8 = It’s Sally’s dad. 4 + 6 = It’s Sally’s grandpa.
• Instruct pupils to cut out the school object
cards at the back of their books.
• Alternative procedures: 1) If pupils aren’t
• While they do it, play the vocabulary chant ready to ask the question, anticipate the
(track 14) and the unit song (track 15). activity by telling them they are going to
Encourage pupils to chant/sing along. meet Sally’s auntie and her dad. This will
• Conduct these games: Bingo, sequence enable them to answer ‘Who’s this?’ when
dictation, Find the match, ‘Who’s this?’ and checking the matches. 2) Should your class
‘Where is Ben’s mum? Here!’ (see ‘Make and welcome an easy approach to the written
play games’ on pages 17–19). word, introduce Sally’s relatives like above,
and writing the words on the board to be
orally produced when checking the matches.
1 AB, p57 2 AB, p57 22
LP: Revisiting target vocabulary. Responding It’s LP: Recognizing family members. Responding Here!
(family member). / Yes, it is./No, it isn’t. to Who’s It’s Ben’s (mum). to Where is Ben? Who’s this?
this? Is it (Grandma)? and asking Who’s this? N-LP: Looking, listening and numbering Ben’s
N-LP: Through observation, solving a simple relatives in order of appearance in the audio.
cognitive challenge – matching the front and back • With books open at page 57, draw pupils’
sides of some of Jack and Sally’s relatives. attention to the characters in Activity 2.
• With books open at page 57, draw pupils’ • Pointing to each character, ask, Where’s
attention to Activity 1. (Ben)? [Here!] Who’s this? [It’s Ben/Ben’s
• Tell pupils to look at the pictures and match (mum).] Can you see Lisa? [No, I can’t.]
the front and back sides suitably.
• Play track 22 and tell pupils to listen
• Check as follows. On the board, write the and number the characters in order of
following additions, for pupils to complete appearance. Announce you are going to play
and evidence the correct matching of the the track twice for the activity and a third
pictures: 1 + __ = __; 2 + __ = __; 3 + __ = __; time for checking, so pupils needn’t worry
4 + __ = __ if they can’t complete the activity at once.
46
d Audioscript • With books open at page 14, draw pupils’
Mum: M – Grandma: G1 – Grandpa: G2 – Ben: B – Sally: S – Auntie: A – attention to the story. Remember that you
Dad: D
M: Happy birthday, Ben! B: Thank you, Grandpa!
B: Thank you, Mum!
A: Happy birthday, Ben!
• Allow pupils time to explore the frames to
G1: Happy birthday, Ben! B: Thank you, Auntie! attempt mental reconstruction of the story plot.
B2: Thank you, Grandma!
D: Happy birthday, Ben! • Help pupils put their observations into words
G2: Happy birthday, Ben! B: Thank you, Dad! by pointing to the characters and asking,
Who’s this? [It’s Ben/Ben’s (grandma)/Jack/
• To check, ask, Who’s number 1? [It’s Ben’s Sally, etc] Pointing to Jack and Sally’s present
mum.] in frame 3, ask, What’s this? Is it a banana?
tip To aid checking, on the board display [No, it isn’t. It’s a pencil case.] Can you see
Lisa? [Yes, I can.] Where is Lisa? [Here!] What
the flashcards of Ben’s relatives, following their
picture number is it? [Picture 6.]
order in the picture. Under each flashcard, draw
the box for the sequence number. As you ask • Encourage hypotheses about situation, conflict
the target question, invite a few pupils to come and resolution. Ask, What’s the situation?
forward and write the number in the box. Double
check by asking, Is (Mum) number 1? (Yes, it tip Allow the use of L1. As pupils contribute
is!/No, it isn’t.) You may even confirm this by their interpretations, word the main storyline as
playing the track once again in a fragmented follows: It’s Ben’s birthday. Grandma, Grandpa,
manner, pausing it suitably. Mum, Dad, the baby and Auntie get together to
celebrate (use thumb and fingers to enumerate
them) and Jack and Sally too. Lisa is in a box.
Answers: (from left to right) 3; 1; 5; 2; 4
She pops out of the box. Surprise!
• Play track 18 once.

d Audioscript
Mum: M – Grandma: G – Ben: B – Sally: S – Auntie: A – Dad: D –
Jack: J – Lisa: L – All the familly: F
1 4
G : Happy birthday, Ben! J:
Happy birthday! Here
Here you are! you are!
B: Oh, what’s this, B:
Thank you! What’s this?
Grandma?! Is it a banana?!
G: It’s a present. Open it! S:
No, it isn’t! Open it!
B: Oh! It’s a book! Thank
5
you, Grandma! Lisa!
Look! Grandma, where’s B:
It’s a pencil case!
Lisa? Fantastic! Thank you!
G: Er…
A: Look, Ben! What’s this!
2 B: Wow!
J: Hello, Ben! M: It’s a present!!! Open it!
G: Oh! Who’s this?
6
B: It’s my friend, Jack.
L: Happy birthday!!!!!
7&8 18
G1: And who’s this?
B: It’s my friend Sally.
B: Uh?! Who’s this?!
M: It’s Lisa!
LP: Developing comprehension skills: interpreting S & J: Hello, Grandma!
L:
Happy birthday, Brother!
G: Hello!
paralinguistic features and aural input to mentally F: Ha ha ha!
reconstruct a narrative sequence involving target 3
language. Developing reading skills: focusing on B:
Liiisaa! It’s Jack and Sally!
Grandma, where’s Lisa?
the left-to-right/bottom-down direction in which
G: Er…
English is read.
• Confirm predictions. Ask, What’s the
N-LP: ‘Reading’ a comic strip and tracking down situation? Is Ben happy? What are Ben’s
events until their resolution. presents? Where is Lisa?
47
tip Allow pupils to use L1. As they do, and given tip Let pupils go back to the story to identify
that the unit title is ‘HAPPY BIRTHDAY!’, word the the characters that they have to complete with
situation as, It’s Ben’s birthday and Ben’s presents the stickers. Help them put their conclusions into
are a book, a pencil case and his sister! words and encourage chorus repetition, [It’s Ben’s
(sister/mum/grandma). It’s Ben’s present/a book.]
VALUES Grab the opportunity to reflect upon
differences and how we can still be • Ask pupils to find and place the stickers.
friends and get along appreciating
• Play track 18 and tell pupils to listen and
differences. Elicit the moral of the story.
number the pictures in the sequence.
Allow pupils to use L1. You can even
make a banner for the classroom: • Check the resolution of the activity: play
‘Diversity is OK!’ the track again, pausing suitably to allow
identification of voices. At every pause, say,
• Play the track again and tell pupils to listen
Number 1 and ask, Who’s this? [It’s Ben’s
and point to each picture. You can also have
grandma).]
pupils watch the animated video available
on the Digital Pupil’s Book or at the Teacher’s tip Aid checking by displaying on the board
Resource Centre.
the flashcards of Lisa, Ben’s grandma and Ben’s
tip Pointing while approaching the mum and copy the boxes into which to write the
development of reading skills leads to grasping sequence number. Then ask, Who’s (1)? and invite
the direction in which English is read. various pupils to come forward and write the
sequence number into the corresponding box.
Answers: A 3 (Ben’s sister, Lisa); B 2 (Ben’s mum); C 1 (Ben’s

grandma.)
11
LP: Developing reading skills – reading pictures.
Responding It’s... / Yes, it is./No, it isn’t! to Who’s
this? What’s this? Is it…?
N-LP: Matching the characters to the birthday
presents they give Ben.
• Point to the characters and ask, Who’s
this? [It’s Ben’s mum/Ben’s grandma/Jack
and Sally.] Point to the presents and ask,
What’s this? [It’s a…] Remember to model the
9 & 10 18
wording with the possessive case (Ben’s), as
it will not be spontaneously produced, and
LP: Developing listening skills: listening and then elicit their chorus repetition.
reconstructing the main line of events aided
• Tell pupils to look back at the story and
by modified visual input; listening for details –
match the characters to the presents.
recognizing relatives and birthday presents.
• To check, play track 18 pausing when these
N-LP: Completing pictures with stickers.
characters speak. Every time, ask, Who’s
Reconstructing a narrative sequence, numbering
this? [It’s Ben’s Grandma.] Resume the
frames.
listening until the present is revealed – ask,
• With books open at page 15, draw pupils’ What’s Grandma’s present for Ben? [It’s a
attention to Activity 9. book.] Once again, elicit chorus repetitions
• Pointing to each character, ask, Who’s this?
48
of answers including the possessive case,
Ben’s/Grandma’s/Mum’s/Jack and Sally’s, 13 20
even though it is not the teaching point and LP: Focusing on the pronunciation of question
can’t be expected to become spontaneous words ‘Who’s’ and ‘What’s’, and falling intonation of
production in the short run, but insisting on it information questions.
will sooner or later lead to letting it sink in.
N-LP: Listening and completing a scene with
Answers: 1 Mum’s present is ‘Lisa’. 2 It’s a distractor. 3 Grandma’s stickers. Chanting along.
present is a book. 4 Jack and Sally’s present is a pencil case.
attention to Activity 13. Ask, Who’s this? [It’s
Mum.]
• Pointing to the places for the stickers,
ask, What’s this? Who’s this? Give a few
possibilities, Is it a pencil case? Is it a book?
Is it Ben’s auntie? Each time, making a
gesture to denote ‘We don’t know!’.
• Play track 20 for confirmation and elicit the
answers.
d Audioscript
Mum: M – Ben: B
B: What’s this? B: Who’s this?
M: It’s a present. M: It’s Lisa. (repeated)
• Play the track again and encourage pupils to

chant along – monitor sounds.
• Tell pupils to find the corresponding stickers at
12 19
the back of the book and place them suitably.
LP: Focusing on pronunciation of vowels /œ/ and /A…/ Answers: (Sticker on the left:) It’s a present. (Sticker on the
right:) It’s Lisa.
in grandpa/grandma, and final /´/ in brother/sister.
N-LP: Completing the logical sequences with
stickers. Chanting along.
• Pointing to each item in the sequence, ask,
Who’s this? [It’s Grandpa/Grandma.] until
you get to the first empty circle. Elicit the
completion of the logical sequence. Focus
on the correct pronunciation of the vowel
sounds in these words – /œ/ and /A…/ and
final /´/ in brother and sister. 3 AB, p58
• To confirm, play the chants in track 19. LP: Recognizing numbers and colours. Responding
It’s... Yes, it is./No, it isn’t. to Who’s this? What’s this?
d Audioscript Is it…?
1 grandpa, grandma, grandpa, grandma, grandpa, grandma
2 brother, sister, brother, sister, brother, sister N-LP: Listening and colouring.
• Tell pupils to find the corresponding stickers at • With books open at page 58, draw pupils’
the back of the book and place them suitably. attention to the picture and splodges in
Activity 3. Instruct pupils to colour the
• Play the track again and encourage pupils splodges as you tell them.
to chant along – monitor sounds. Encourage
clapping along. • Dictate the colours for the splodges.
49
Script to be read by the teacher: • Play track 18, twice if necessary, and tell
Number 8 is green. Number 6 is purple. Number 3 is red. pupils to listen to the story again and colour
Number 4 is pink. Number 9 is black. Number 5 is brown. the arrows that track the narrative line.
Number 7 is blue. Number 1 is yellow. Number 2 is orange.
Number 10 is white. • Check the resolution of the activity.
• To enrich the activity, you can make it Answers: The route is from book, to Jack, to Sally, to the pencil
interactive: pupils choose a splodge and ask case, to Lisa, to the final scene.
you, What colour is number 8? and you provide
the answer (see script above). By choosing and
asking, pupils get more deeply involved.
tip To guarantee comprehension, write
the number you say on the board and draw
attention to it. Using the colours flashcards, ask
a pupil to pick the colour you mentioned and
display it next to the corresponding number.
• Allow time for colouring the picture. Play the 5 AB, p59 23
tracks for the chants and songs while they LP: Producing Who’s this? It’s… vs What’s this? It’s a…
colour if you want. Listening for specific words.
tip It is always advisable to set a time limit N-LP: Numbering the frames according to the story.
beforehand and state how the end of it will be Reconstructing the story script. Roleplaying.
signalled – eg: wave your arms above your head, • With books open at page 59, draw pupils’
or set an alarm, or play a specified number of attention to Activity 5.
familiar songs (pupils will find it easier to count
songs to keep track of the passing time). • Ask pupils to look at the frames.
• Play track 23, pausing after each exchange
• Close by pointing at the picture and asking, for pupils to number the frames.
Who’s this? What’s this?
• Check resolution of the activity.
d Audioscript
Grandma: G – Ben: B
G: Oh! Who’s this? G: And who’s this?
B: It’s my friend, Jack.
B:
Thank you! Mmm…
B:
Oh, what’s this Grandma?! What’s this?
Answers: A 2; B 1; C 4; D 3
tip To check, copy the distribution of the

four frames on the board. Invite various pupils
to come forward in turn and write the order
4 AB, p58 18 number for each frame.
LP: Listening for detail – reconstructing narrative
sequence. Responding It’s… It’s a… to Who’s this?
• Tell pupils they will play roles. Elicit the lines
What’s this?
the characters say in each case.
N-LP: Listening and colouring a route.
• Play the track again. Encourage chorus
• With books open at page 58, draw pupils’ repetition of the lines.
• Pointing to the objects and the characters,
ask, Who’s this? What’s this? [It’s (a)…] Elicit
the full formula for the answers.
50
14 21
LP: Responding It’s Sally’s (grandpa). Yes, it is./No, it

isn’t. to Who’s this? Is it...? Producing target vocabulary.
N-LP: Listening to and identifying callers.
attention to the scene.
• Ask, Who’s this? to identify all the characters.
6 AB, p59 Then ask, Is it Ben’s/Lisa’s/Jack’s/Sally’s
birthday? [It’s Sally’s birthday.]
LP: Developing listening skills – identifying characters
and objects. • Draw attention to the call records on Sally’s
phone. Play track 21 twice and tell pupils to
N-LP: Listening, identifying and circling ‘thumb up’ listen and tick the records as suitable.
or ‘thumb down’.
• Play the track again to check, pausing
• With books open at page 59, draw pupils’ suitably to ask, Who’s this? Is it Sally’s (dad)?
attention to Activity 6. [It’s Sally’s grandpa. / No, it isn’t./Yes, it is.]
• Tell pupils to look at the silhouettes, listen to d Audioscript
you and signal ‘thumb up/down’ with their Grandma: G1 – Sally: S – Auntie: A – Grandpa: G2
own thumb. 1
G2: Sally? G1: Happy birthday!
• Read out the following script. Monitor S: Hello, Grandpa! S: Thank you, Grandma!
responses. Once the response is checked, G2: Happy birthday! 3
tell pupils to circle the answers in their books. S: Thank you, Grandpa! A: Sally?
2 S: Hello, Auntie!
Script (to be read by the teacher) G1: Sally? A: Happy birthday!
S: Hello, Grandma! S: Thank you, Auntie!
1 Who’s this? Is it Sally? [Yes, it is.]
2 What’s this? Is it a sharpener? [No, it isn’t. It’s a pencil case.] Answers: . Grandpa, Grandma, Auntie
3 Who’s this? Is it Ben? [No, it isn’t. It’s Lisa.]
4 What’s this? Is it a book? [Yes, it is.]
MINI-DICTIONARY
Answers: 1 ;2 ;3 ;4
LP: Recognizing and repeating the vocabulary items
focusing on pronunciation. Then tracing the words
under each sticker as a first approach to handwriting.
N-LP: Completing the ‘Mini-dictionary’ – placing the
stickers according to their order in the unit chant.
Chanting along.
attention to the ‘Mini-dictionary’.
• Tell pupils they will complete this section
with the corresponding stickers at the back of
their books.
• Play track 14 and proceed with the sticking
until completion.
• Encourage repetition of words to guarantee
correct pronunciation.
• Instruct pupils to trace words in dark pencil.
As they do, play the unit chant (track 14) and
song (track 15).
51
You may decide to let pupils have a go
at it on their own or work on it with the
activity bank
whole class, eliciting the matches. If a
• Drawing in pairs: Ask pupils to draw in pairs pupil mispronounces a word or makes a
a scene of Sally’s birthday party. They can wrong match, model the pronunciation
include only up to four people – let them yourself and allow time for reconsideration.
choose who. When drawing is over, ask, Encourage starting responses with ‘It’s…’ or
Who’s this? [It’s…] ‘It’s a…’ as suitable.
• Roleplay: Put up a show – encourage Answers: final /A…/ grandma, grandpa; final /´/ rubber, ruler,
pupils to act out the unit story, imitating sister, brother, sharpener
pronunciation and attitudes.
❚❚ Who’s this? Look and match. Then write:
tip Stage 1: Conduct listen-and-repeat,
Hand out the photocopiesand allow pupils
eliciting chorus repetition of the story script. some time to familiarize with the pictures.
Stage 2: Play the track and get pupils to simply Tell pupils to look at the six partial views
perform the physical actions throughout. of Ben’s family members and match them
Stage 3: When suitable, assign roles and guide with the complete pictures. They must
pupils through the roleplay. Celebrate. identify them and, with the aid of the ‘Mini-
dictionary’, label each picture. To check,
ask, Who’s this? [It’s Ben’s (baby brother).]
• Photocopiable activities at Teacher’s
Resource Centre:
❚❚ Who’s this? What’s this? Listen, tick
and answer. Revisit the chant in Activity INTEGRATION 1
12. Highlight the sound difference
between ‘Who’s’ and ‘What’s’. Hand out Vocabulary: numbers 1–10 and colours; Hello!; names:
the photocopies. Allow pupils time to Sally, Jack, Ben, Lisa; school objects; family members
familiarize with the pictures. Then tell them Grammar: How many? What colour is it/the…? What’s
they will have to listen to you and tick the your name? How old are you? I’m (name/age). Where
picture corresponding to the correct answer. is my…? (Here.) What’s this? Who’s this? Is it (a)…?
Read out the following questions, drawing Yes, it is. No, it isn’t. It’s (a)… Possessive case ’s
attention to each pair of pictures before you
Functions: Sequencing and counting. Identifying
say each question.
quantity, colours, objects, characters, family members.
Script (to be read by the teacher) Personal introductions. Looking for, finding, handing
1 What’s this?/ What’s this? 4 What’s this? / What’s this?
objects.
2 Who’s this?/ Who’s this? 5 Who’s this? / Who’s this?
3 What’s this?/ What’s this?
To check, ask the questions again and

elicit the answers, It’s a (object). or It’s
(character). Additionally, double check
and aid comprehension by asking, Is it
a (object)? or Is it (character)? eliciting,
[Yes, it is./No, it isn’t.]
❚❚ Rhyming sounds! Listen and match.
Then answer: Hand out the photocopies
and allow pupils some time to familiarize
with the pictures. Read out the words for
the items on the page. Tell pupils listen,
look at the items on display and match
them according to their final sound. When
they finish, ask, Who’s this? What’s this?
[It’s (a)…] Monitor their pronunciation.
52
1 24
2
LP: Recognizing basic social formulae to exchange LP: Recognizing school objects and their colour.
basic personal information about name and age: Responding It’s (red). to What colour is the rubber?
What’s your name? How old are you? Where’s my What colour is the pair of scissors?
(glue)? Who’s this? [I’m… Here. It’s…] N-LP: Listening and colouring the school objects
N-LP: Listening to social exchanges and numbering according to instructions given orally by the teacher.
frames in order of appearance. • With books open at page 18, draw pupils’
• With books open at page 18, draw pupils’ attention to Activity 2.
attention to Activity 1. Allow time for • Tell pupils they are going to colour the school
inspection of the frames. objects according to your indications. Ask them
• In the meantime, on the board, draw the to prepare the following colours: red, blue,
rectangles for each frame and the boxes pink, green, brown, black. Say that ‘white’ is
for the order numbers, respecting their also mentioned (no pencil is needed for this).
distribution on the page • Read out the following script and monitor
• Help pupils put observations into words. that pupils are actually marking the items
Draw their attention to each frame and with a cross in the colour you have indicated,
pointing to characters, their hands and and not colouring them straight away until
objects on display respectively, ask, Who’s checking.
this? [It’s (Jack).] How many? [Six.] What’s
this? [It’s a (ruler).] Script (to be read by the teacher)
• Lead speculation about the possible exchanges Look! Can you see a pair of scissors? (pause) Can you see a pair
of scissors? (pause). (Elicit the imitation of the answer:) Yes, I can!
between the characters in every frame. Then
It’s red.
conduct listening to check predictions. Look! Can you see a ruler? (pause) Can you see a ruler? (pause).
tip To reduce anxiety, tell pupils you are going (Elicit the imitation of the answer:) Yes, I can! It is blue and pink.
Look! Can you see a rubber? (pause) Can you see a rubber?
to play the track twice non-stop, so they needn’t (pause). (Elicit the imitation of the answer:) Yes, I can! It is green
worry if they do not grasp all the lines at once. and white.
Look! Can you see a pen? (pause) Can you see a pen? (pause).
(Elicit the imitation of the answer:) Yes, I can! It is brown.
• Play track 24 twice non-stop.
Look! Can you see a pencil? (pause) Can you see a pencil?
d Audioscript (pause). (Elicit the imitation of the answer:) Yes, I can! It is black.
Jack: J – Sally: S – Ben: B – Grandma: G – Lisa: L • Conduct checking. For each item, ask, What
J: Hello! I’m Jack. What’s L: Where’s my glue? colour is the (pair of scissors)? [It’s (red).]
your name? B: Here.
B: I’m Ben. G: Oh! Who’s this?
S: How old are you? B: It’s my friend Jack.
B: I’m six.
• Tell pupils to listen again and number the

frames in keeping with the audio.
Answers: 1 B; 2 D; 3 A; 4 C
• Play the track a fourth time, pausing suitably.

At every pause, point to the frames on the
board and ask, Is this number (1)? and elicit
Yes, it is./No, it isn’t. and invite a pupil to
come forward and write the number in
the corresponding box. Tell pupils to tick
their numbering if correct or to correct the
numbering if mistaken. Walk about and
supervise the ticking and correcting.
Extra activity Conduct a roleplay activity. Board game 1

LP: Answering questions orally. Producing numbers.
53
N-LP: Playing a board game: answering correctly Play time
to advance positions along the game board and • Tell pupils to make a little paper ball and
reaching the ‘FINISH’ line. place it on ‘START’. You find yourself a
NB: For general notes on how to play the game, see marker and rest it on START on the poster.
page 19. • Cast the dice. Draw pupils’ attention to the
number cast: ask, How many? Pupils count the
Preparation dots and say the number. Move your marker
• Get hold of a dice – ideally, a big Styrofoam along, counting aloud as you go. Encourage
cube so the whole class can see the quantity pupils to do the same, following your lead.
cast each time. Display the Integration 1 • Landing on the corresponding frame, ask the
poster on the board. question as shown in the table below.
• Announce you are all going to play a game Questions
together. Tell pupils to open their books at
page 19. Allow time for familiarization with Frame Teacher’s input Pupils’ expected output
the design and pictures. 1 Who’s this? (It’s) Ben’s auntie.
• Ask pupils to step their forefinger on ‘START’ 2 What’s this? (It’s) a present!
and ‘walk’ along the path following the order 3 What colour is the pen/ (It’s) green/purple/black
of the numbers, saying them aloud as they the pencil case/the pencil? and yellow.
go. Do the same on the Integration 1 poster. 4 What’s this? Is it a No, it isn’t. It’s a pencil
• Instruct the preparation of coloured pencils banana? case.
to colour the numbers as you say them. Warn 5 How old are you, Lisa? I’m six.
pupils that ‘white’ will also be mentioned but 6 How many? Ten.
that no pencil is necessary for it. 7 What’s this? (It’s) a pair of scissors.
• Dictate the colours. Decide on them yourself. 8 Who’s this? (It’s) Jack and Sally’s mum.
9 How many? Three.
Focus on language
10 Who’s this? (It’s) Ben’s baby brother.
• Aid checking by resorting to colour flashcards.
Ask, What colour is one? [It’s (red).]
• Allow time for colouring – set a time limit.
• Help pupils put observations into words; activity bank
point to ‘START’ and ‘FINISH’ and ask, Who’s
this? [It’s Ben.] Who’s this? Is it Ben’s dad? • Class noughts and crosses: Prepare a big
[No, it isn’t. It’s Ben’s grandpa.] Who’s this? noughts and crosses grid on the board with
[It’s Ben’s mum.] What’s this? [It’s Ben’s the colour flashcards to allow pupils indicate
present./It’s a box.] Who’s in the box? [Lisa!] which square they choose. Also, in each square,
• Play ‘I spy’ to elicit the numbers on the display a suitable flashcard, one that helps to
frames. NB: This opportunity provides plenty answer a question from the following set:
of aural input and, thus, develops listening (green) What’s your name? [I’m (name).] / (red) How old
comprehension even further. It is also a new are you? [I’m (age).] / (yellow) What’s this in English? [It’s
chance to monitor pronunciation of numbers. a…] / (pink) What’s this? Is it a…? [Yes, it is./No, it isn’t.] /
(blue) Who’s this? [It’s Ben’s/Sally’s (dad).] / (white) Who’s
Script (to be read by the teacher)
this? Is it…? [Yes, it is./No, it isn’t.] / (purple) How many
I spy with my little eye Ben’s baby brother! [Ten.] (pencils)? [(Three.)] / (brown) What colour is the (pencil
I spy with my little eye Sally and Jack’s mum! [Eight.] case)? [It’s…] / (orange) Where’s my (glue)? [Here.]
I spy with my little eye Ben’s auntie! [One.]
• Question ping-pong challenge: Get a small
I spy with my little eye Ben’s sister, Lisa! [Five.]
I spy with my little eye a purple pencil case! [Three.]
soft ball and prepare each of the questions
I spy with my little eye a yellow pencil case! [Four.] above on a big slip of paper. Then place the
I spy with my little eye a red pencil! [Four.] slips in a box or a bag. To play the game, you
I spy with my little eye a present! [Two.] throw the ball to a pupil who must draw a
I spy with my little eye a green pen! [Three.] paper slip from the bag/box and give it to you
I spy with my little eye a green pencil! [Four.]
for you to read out the question. If he/she
I spy with my little eye a blue pair of scissors! [Seven.]
I spy with my little eye a blue pencil! [Four.]
answers it correctly, he/she scores a point.
I spy with my little eye eight fingers and two thumbs! [Ten.] For some questions, you will need flashcards
I spy with my little eye two fingers and a thumb! [Ten.] as visual aids. Keep a score of the questions
I spy with my little eye a birthday cake and six candles! [Ten.] answered correctly.
54

HIE - TBA-Part 1 TEACHER'S BOOK

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Mónica Gravier

Contents Teaching notes:

Pupil’s Book and Activity Book

Vocabulary is presented in a banner and through a chant, and is then

In Levels A and B, rubrics are expanded to give teachers an at-a-glance reference

Stickers are used

The ‘Make and play’ activities provide further game-type vocabulary

All the stories are animated

This activity aims at repeating words in isolation. It also constitutes a cognitive

This section includes general notes on how to deal with:

tip Allow the use of L1. As contributions are

• Tell pupils to trace and colour the body parts

tip To help pupils visualize the time allotted,

LP: Establishing a first contact with target

LP: Recognizing target vocabulary. Getting exposed to

• To check, ask pupils to swap books. Ask them

tip Aid checking with the help of the body

The lesson cycles Cycle 2: Getting down to brass tacks

TIEMPO AREAS DE PRÁCTICAS/USO DEL

INTEGRATION 1 (Unidades Hello! a 2)

Proceder según las

INTEGRATION 2 (Unidades Hello! a 4)

INTEGRATION 3 (Unidades Hello! a 6)

Proceder acorde a las

HELLO! 3 03 LOOK AND COLOUR. THEN LISTEN AND SING.

2 LOOK AND MATCH. THEN TRACE. 1 2 3 4

tip If necessary, point to each face-down card

2 and use the formula ‘Is this three?’ to assist the

LP: Getting exposed to ‘How many?’ and expressing

9 numbers as quantity (cf. sequence).

N-LP: Counting and deciding whether the matches

on display are correct or not.

• With books closed, play ‘What’s wrong with

N-LP: Singing a song. Doing a choreography with

HELLO! 3 03 LOOK AND COLOUR. THEN LISTEN AND SING.

• With books closed, tell pupils they will sing

2 LOOK AND MATCH. THEN TRACE. 1 2 3 4

• Play track 02 and do the choreography 1 6 7 8 9 10

yourself – follow the hand moves as indicated

Five. (then closed to beat) Five. Five. 6

Five. (then closed to beat) Five. Six. 7 6

Five. Ten. Seven. Eight. 8

Nine. Eight. Seven. Eight.

Let’s do it (hands closed in (hands disappear out of9 sight 2 2

fists) again! (fists rolling over for a new start)

Five. Five. Three. Two. One.

Nine. Eight. LP: Getting exposed to colours.

tip You may aid checking by writing each

• Encourage pupils to sing along. Record the

take the following pencils out of their pencil

case: blue, purple, red, green, orange.

tip Advise pupils not to colour at once but to

Number 2 is blue. M17-370-HIEA_PB_uHello_desp_4PROOF.indd 2

What’s your name? How old are you?

2 AB, p52 • Encourage pupils to sing along.

• Tell pupils to listen to you and tick the

tip This procedure helps you make sure

• Do the same with the cat, the apple, the frog

05 once. LP: Listening for detail – identifying the speakers’

J: Where is my ruler? (Chorus)