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SERIES AUTHORS

Claudia Marcela Chapetón Castro

Nancy Edith Parrado Delgado
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SERIES AUTHORS
Nancy Edith Parrado Delgado
Claudia Marcela Chapetón Castro

This volume by:

Nancy Edith Parrado Delgado
B.A in Philology and Languages - Universidad Nacional de Colombia. M.A in Teaching English as a Second/
Foreign Language - St. Michael´s College, Vermont, USA. Elementary School Teacher - Collinswood Dual
Language Academy, North Carolina, USA. English Teacher and Director of Total Immersion Program at
Gimnasio Vermont, Bogotá, Colombia.

Consulting Reviewers
Joel Kellog
CELTA and CELTA YL Qualified.
Promethean 1and 2 Qualified.
15 years of teaching experience.

B.A. in English State University of Georgia, USA.

M.A in Education, Alabama University, USA
Freelance teacher of English and editorial consultant.

Copyright © 2015
Carvajal Soluciones Educativas S.A.S.
Apartado Aéreo 53550, Bogotá, Colombia

This publication is protected by Copyright and no reproduction of any part may take place
without the written permission of the publishers.

Printed by

Printed in Colombia. Impreso en Colombia.

Greenwich Editor-in-Chief, Javier Andrés Tibaquirá P.

Editor, Diana M. Romero F.
Proofreader, Amparo Carvajal Sinisterra.
Art Director, Gloria Esperanza Vásquez.
Cover Design, Libardo Mahecha.
Designers, Leonardo A. Rivas A. Jhon Jairo Álvarez V., Yolanda Alarcon Vega and
Wilson Ardila Díaz.
Illustrators, Andrés Prieto, Denize Torres, Edwin Cruz, Elena María Ospina, Germán
Gutiérrez, Guillermo Cubillos, John Hernández, Lorena Álvarez, Luis Eduardo León,
Luis Fernando García, Luis Fernando Torres, María Jiménez, Miguel Martínez, Rocío Parra,
Yein Barreto.
Photography, [Link], Rubberball, Banana Stock, Graphic File Editorial Norma S.A.

ISBN volume 978-958-776-027-9

Adapted from Clapping Time 1 Teacher’s Guide, by Nancy Edith Parrado Delgado.
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
 Clap, Clap! is a basic primary education English course consisting of
six books, aimed at achieving a basic level of English as a foreign
language for beginners, which accords with level A2 of the Common
European Framework.

Clap, Clap! understands the learning of English as a creative process

of discovery and acquisition of knowledge through interaction in real
socio-cultural contexts that are relevant to boys and girls, taking into
account their level, age and the world that surrounds them. Thus, in
a progressive and gradual way, different topics are tackled e.g. the
city, school, health, food and eating habits, environmental problems,
among others.

With Clap, Clap! teachers will be able to enrich the learning experience
of their students, offering opportunities to interact in a meaningful way
in real and daily contexts and situations, the opportunity to get to know
their own world and that of others’, especially in terms of the most
relevant socio-cultural aspects of Latin American and English-speaking
countries.

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III
 1. Components
The Student’s Book consists of 8 units, which
develop topics, communicative functions, projects
and specific grammatical approaches. There is
a section dedicated to the Picture Dictionary and
a set of eight short stories corresponding to the
eight units. In addition, there are cutout sheets
that accompany the projects.

The Teacher’s Guide contains theoretical and

practical information related to the planning
and methodological development of each unit.
It includes extra activities and communicative
tips, both cultural and pedagogical, as well
as the answers, the scripts of the CDs and a
Photocopiable Test.

Two CDs accompany each book with the Clap,

Clap! song, various listening exercises, songs,
rhymes, short stories and tongue-twisters, which
help students develop listening skills.

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2. Pedagogical Characteristics
Clap, Clap! conforms to the standards in English state. Clap, Clap! helps students to discover their
for the teaching and learning of foreign potential, to resolve and tackle situations through
languages established by the Common European activities that develop and trigger the eight
Framework. It includes a wide range of learning Multiple Intelligences described by Howard
experiences, which develop communicative skills Gardner when they learn and use English to
in English as a foreign language. In addition, it communicate.
builds the skills that facilitate the understanding
 Learn a great variety of expressions and
of cultural and social elements inviting boys and
vocabulary. Clap, Clap! presents in a clear,
girls to participate actively in the construction of
progressive and fun way new words related
possible worlds based on the values necessary
to the topics of each unit. In addition, it invites
for people to live together.
students to use Useful Expressions related to
Clap, Clap! contains daily situations.

• A series of graded Standards for each of the  Understand dialogs, chants, rhymes, interviews
eight units in the Book. These are broken down and simple texts about topics of interest at their
into a set of Communicative Goals for each age. Each unit and section of this series places
lesson of the Unit. great emphasis on the development of listening
skills in contexts that are both real and, at the
• The development of communicative skills in
same time, fun.
reading and listening as well as in writing and
speaking in order to achieve the standards  Participate in simple conversations with an
set out by the Common European Framework understandable pronunciation. Clap, Clap! offers
corresponding to Levels A1 and A2. real opportunities for interaction supported by
the recordings on the CDs. In the projects of
With Clap, Clap! boys and girls will be able to
each unit, for example, boys and girls will find
 Develop communicative skills. Each lesson presents extensive possibilities to create conversations
a great variety of activities that encourage the and use the language in a spontaneous and
use of English in a significant and contextualized communicative way.
way. Conversations, role plays, the reading of
 Write simple texts. Depending on specific
authentic materials and modern day topics of
factors such as age and level, the progressive
interest to boys and girls are part of the several
development of writing skills based on pictures,
possibilities that Clap, Clap! offers to promote the
objects, ideas and the particular interests of
development of communicative skills.
boys and girls is encouraged.
 Discover, awaken and develop multiple
 Express their ideas and needs orally in a
intelligences. The unlimited imagination of boys
creative way. Clap, Clap! provides an environment
and girls, their curiosity and desire to discover
in which children feel confident, safe and

V
are considered to be a permanent mental

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 encouraged to express their ideas, feelings and  Evaluate their learning progress step by
realities verbally and also to fulfill their creative step. Each lesson provides opportunities for
potential. progressive evaluation in which children can
monitor their own progress. At the end of each
 Participate in play activities. Each unit of this
unit, there is a section dedicated exclusively to
series encourages learning in an attractive and fun
the evaluation of the work that students have
way for boys and girls through the use of games,
done on that particular topic, the grammatical
crosswords, tongue-twisters, songs, rhymes, chants
focus and the development of the communicative
and short stories, among other things.
function expected.
 Understand and follow instructions. Through
 Use learning stategies. Clap, Clap! promotes the
using this series the student will learn, in a natural
use of different learning strategies proposed
way, to follow short and simple instructions given
by authors such as Rebbeca Oxford for the
by the teacher or heard on the CD.
development of communicative skills in English.
 Carry out activities that develop students’ motor Children will discover tools which help them to
skills. Physical activities, which imply movement get involved in their own learning processes in
and creation, are an important element in the a more direct and active way.
program developed throughout the series.

3. Structure of the Series

Based on the Common European Framework
and on our own Latin American contexts and
realities, each component of this series is A penguin called
designed to tackle and satisfy the most keenly Peter Penguin in
felt interests of both students and teachers: Clap, Clap!
books 1 and 2.
A. Student’s Book
Throughout the series, three amusing characters
accompany children:

A seal called
C
Cindy Seal, in
b
books 3 and 4. And a bear called Benny
Bear in books 5 and 6.

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 Each book of Clap, Clap! is structured with eight
topic units. The scope and sequence chart
offers the most relevant information for each
school year and unit which includes topic,
communicative goals, grammatical approach,
vocabulary and expressions, the project and its
curricular link, the short story with its promoted
values and the phonetic symbol of the sound
emphasized in the tongue-twister.

VOCABULARY
A
GRAMMAR FOCUS
COMMUNICATIVE fternoon/e vening.
Hello, Hi, Good morning/a
TOPIC ACHIEVEMENTS I, you How are you? I’m fine.
UNIT s to greet others
• Uses simple expression my, your What’s your name?
• Greetings and introduce her/himsel
f. My name is...
• ABCs (a, b, c) I am...
1 pen,
eraser, book, pencil, glue,
door, window, desk, chair.
Getting to Know You What is it? sharpener, scissors, board,
related to It’s a...
objects • Mentions the basic vocabularyobjects. close, go to...
• The classroom and school the classroom and classroom a/an... point to, touch, open,
• Simple commands • Follows simple instructions
. Is it a...? Yes, it is.
• Numbers 1 to 10 1 to 10. No, it isn’t.
2 • ABCs (d, e, f)
• Counts numbers from
about phone
• Asks and answers questions
Imperatives
Back to School numbers. er, grandfather, brother,
father, mother, grandmoth
cousin.
He, she sister, baby, aunt, uncle,
• Mentions the basic vocabulary his/her e?
• Family members related to family members. Who is this/he/she? This/he/sh
• ABCs (g,h,i) This/he/she is my...
3 My, her, his
What is his/her name? eyelashes, lips, nose, mouth,
My Family face: eyes, eyebrows,
My... is/are... ears, hair, cheeks.
related
• Mentions the basic vocabulary His... is/are...
• Parts of the face to the parts of the face. Her... is/are... big, small, long, short.
• ABCs (j,k,l) to describe the I have...
• Uses some adjectives close.
touch, show me, open,
4 parts of the face.
.
• Follows simple instructions Imperatives
green, purple, brown,
This Is My Face red, blue, yellow, orange,
circle, triangle, rectangle,
It is... pink, gray, white, black,
• Mentions the most common
colors. Is it...? square, heart, big, small.
shapes. What is it?
• Colors • Mentions basic geometric
• Shapes What color is it?
• ABCs (m,n,o)
5 dog, turtle, rabbit, cat,
bird, fish, chick, horse,
pig,
donkey, rooster.
Colorful Shapes It/They cow, hen, duck, sheep,
related Plural and singular nouns
• Mentions the basic vocabulary they? It is/they are
• Farm animals to farm animals and pets. What is it?/What are
preferences I like... I love...
• Pets • Expresses her/his own
6 • ABCs (p,q,r) about animals. My favorite pet is...
clown, kite, bike, boat,
ball, car, bear, doll, puppet,
The Animals You Love It is a... plane, train, rope.
related
• Mentions the basic vocabulary I have ...
• Toys to toys. I play with... play, fly, jump.
• Action words some action words It is long/short.
• Recognizes and uses with my...
7 • ABCs (s,t,u,v) (verbs). It is blue. I like to play
s, bananas, pears,
fruits: oranges, strawberrie
Playing Around cherries.
related I eat... apples, tangerines, grapes,
• Mentions the basic vocabulary I like to eat...
milk, yogurt.
• Fruits to fruits and snacks. I don’t like to eat... snacks: sandwiches, juice,
some action words
• Snacks • Recognizes and uses I drink.....
8 • Action words
• ABCs (w,x,y,z)
(verbs).
• Expresses her/his own
preferences I like to drink...
I don’t like to drink...
eat, drink, like.

fruits and snacks.

My Yummy
about What do you like?
Lunchbox

From book 2 on, Clap, Clap! introduces a Review

Unit with activities that help children through the
Each lesson includes sections such as
transition from one level to the next. This initial
section also helps remind the new students of New Words with key vocabulary for the
the topics taught previously. There is a Picture development of the unit and pictures to support
Dictionary and a set of short stories (Mini-books) its understanding.
at the end of each book.

Each unit contains:

• Three lessons. Each lesson consists of two pages

which are appropriately graded and work from
the simple to the more complex. They develop
the methodological model based on warm-up,
presentation, guided practice and free practice.
The lessons are linked, one with another, to
form a coherent whole that allows the student
to practice consistently the same communicative
goals within the topic of the unit. The developed
communicative skill is marked in each activity

VII
through an easily identifiable logo.

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 New Expressions with frequently used phrases Clap Strategy from book 4 onwards: learning
within a communicative context that allows strategies with suggestions to help children
students to infer their proper use. develop their communicative skills.

Clap, Clap, Clap with models, examples Clap your hands, twist your tongue with tongue-
and activities that let children identify the key twisters that emphasize a specific sound and
grammatical content of each lesson and offer promote the correct pronunciation, the proper
them the chance to use them step by step. rhythm and intonation of the English language.

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 Lesson 3 focuses on the development of reading • A project. The projects of a unit relate the
and writing skills. It also proposes the reading contents of the unit with other curricular
of a Mini-book, an illustrated story that children areas such as art, social sciences, math,
are able to understand and enjoy thanks to the biology, geography, and ecology. Through
vocabulary, expressions and communicative these projects, the development of different
functions studied throughout the unit. Each short intelligences is promoted as well as the ability
story draws attention to a key social value. to follow instructions in order to create a final
product, allowing children to interact.

• A game. Each unit has a game after the

third lesson. The games promote not only The Cutout Pages that accompany the majority
autonomous and group work, but also creativity of cross-curricular projects help to develop the
and language use within an informal and fun children’s motor and creative skills. This section
environment. There is a set of games, such as contains a Word Bank with Vocabulary and
crossword puzzles, word search, stop, tic tac Useful Expressions to facilitate natural and
toe, mazes, and so on. spontaneous language use in real communicative
situations.
Unit 6
Cutout Page 52

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IX
 • An evaluation. Each unit has an assessment • A set of Mini-books. There is a set of eight
with activities for children to measure their cutout short stories at the end of each Student’s
progress. Students can contrast what they have Book. The stories are related to the units of the
learned with the expected communicative book and are an invitation to enjoy reading.
goal. Vocabulary, communicative functions, They also promote a specific value such as
grammatical approaches and the different skills solidarity, respect and equality, among others.
are evaluated in this section. These values encourage thinking about what is
entailed in being a responsible citizen.

One hour later...

The City Mouse and

Going to the Doctor

the Country Mouse
Once upon a time there were
two mice: a chubby mouse and
Let’s go to the kitchen a thin little mouse.
again. I can’t see the cat
and the housewife is not
there anymore.

Unit 4
No, thanks.
I prefer to live on the farm.
I don’t have too much
food there, but at least I
live in peace!

8 1

Suddenly, they heard some noises…

One fine day, the chubby mouse went
outside to walk. But, he got lost.
He arrived at a farm and met the
country mouse.

Yes,
Yes it is
is.
And it’s the

In the final pages of each book, we find housewife with a

broom. She wants
to get us now. A Mes sy Room
Helping at Home

• A Picture Dictionary. Each Picture Dictionary

What’s that?

has been designed for the student to practice, Is it a cat?

6 3
103
get familiarized with and interact with the
vocabulary of each unit. Books 1, 2 and 3
Un it 2

contain stickers with images and words to let the Now, her bedroom is not
a mess anymore.
She always makes her bed.
Casey was a messy girl.
1

8 She sweeps, dusts

children identify, associate and complete while and cleans.

Oh! What a
reinforcing their motor skills. Books 4, 5 and 6 mess!

This means food

present full-color pictures so that the children can party. Hooray!

identify the vocabulary within contextualized An Awe some Dream

A New School Year

situations.

hund ed hungry cockroaches

One hundr There was garbage on the
floor.
hinted
camee in as the horrible smell There was dust and food
3
of yyummies for their all around.
6 eempty tummies.
Un it 1

98 99
Years later… Now, all the
kids from his town
are his friends. They want
to be like him one day: Once upon a time, there
professional players! was a kid
He became the best soccer who lived in a poor town.
8 But he was
player in the world! very happy.
1

I’m from Brazil.

I’m Brazilian.
Here, we speak Portug
uese.

I am on the school soccer

team. The
soccer team coach alway
6
s says:
“Ronny, you really play very
97 well!”

X
3

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B. Teacher’s Guide
Each course level is complemented by a
practical Teacher’s Guide where the teacher will
find a number of resources to plan and develop
his or her classes. The preliminaries introduce
the scope and sequence charts of all the series
to give the teacher a panorama of the complete
content of the course.

The philosophy and characteristics of the series,

the goals, the methodology and the approaches
used to develop skills are key tools for the
planning and development of each class. The
guide includes the pages of the Student’s Book
with answers to the exercises included.

At the beginning of each unit, the teacher will

find a chart with the standards for each level,
taking into account the communicative skills
Finally, there are methodological suggestions to
of reception and production. It also presents
carry out all the activities in the lessons.
the communicative goals and the list of key
vocabulary and expressions for each unit. Each lesson has the following steps:
Warm up

This describes the activities designed to prepare students to start the lesson. These show and explore
the students’ previous knowledge. This warm up draws pupils’ attention to the topic of the unit and the
communicative function that will be developed later.

This includes the activities that explain and exemplify the topics of each lesson. The vocabulary,
Presentation

the Useful Expressions, the grammatical focus and the communicative functions are presented in a
contextualized and meaningful way. Clap, Clap! avoids the use of grammar terminology and places
emphasis on a spontaneous and natural way of understanding and expressing ideas, feelings and
emotions.

Clap, Clap! offers both a guided and a freer practice, with activities that promote the application of new
Practice

knowledge in real communicative situations such as dialogs, work in pairs and group work. Free prac-
tice allows children to use language they have learned to accomplish meaningful communicative tasks.

This offers activities to allow the application of new knowledge in different ways: through creativity
Production

and through oral and written expression. Clap, Clap! promotes activities to perform in autonomous
and collaborative ways, emphasizing group work and the development of both written and spoken
communicative skills.

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XI
 Teachers will find Extra Activities to develop Games and Projects are widely described and the
each lesson and to support the previous stages. series proposes some methodological procedures
They will also find a set of Communicative to carry them out and to take advantage of them.
Tips which involve cultural and linguistic use; Teachers will find a list of vocabulary and Useful
Grammar Tips that explain and support the Expressions related to these activities. In the same
teacher in the comprehension of certain way, the Teacher’s Guide explores and offers a
structures, and finally, Teaching Tips that offer number of ways to read the Mini-book stories
didactic support. with the children, drawing their attention to the
values theyy present.
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was Lina’s weekend? Listen 1SFQBSF
JO
BEWBEWBBODF
I JMM BUFT
WFSZ
JMMVTUSU BUFT BQQSPQSJBUF
Z
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b. How end? B[JOFT
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was your week UBLFO
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municative
Hello, Lina. How I was on an island.
t
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ET
DDPSS Z
DUMZ
FDUMZ Goals
It was awesome. weekend? Listen: OPSNBM
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CPSJO N
UP
HJWF
B
OVNCFS
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UIF
QFSTPO XSJUJOH
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ET
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JT IF
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UIF
XJO OFS 1.
3FBET
BOE

VOE FSTUB
el’s TUVEFOUT
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L
UIF MF
RVFTUJPOT
TVDI
mOJTIJOH
Q
mOJ mSTU
H
mS UIF
QSPKFDU OET
UIF
JOTUSV
c. How was Dani was your weekend?
DUJPOT
GPS
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FO
BTL
UIFN
TJNQ t
5IF
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QJDUVSF
5I her weekend? Was it wonderful? 2. *
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Hi, Daniel. How very sad. his/
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UI 3.
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JO
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It was awful. I
was : BT
How was it terrible?
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BJSQ DFT
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I OWFSTBUJPOT
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’s weekend? Listen right? Was F
JTIFS
mSTU
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UIF
BJSQP
Was it all PSU 4.
1SBDUJDFT
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d. How was Katia was your weekend?

BCSPBE
Useful Exp IF
WPDBCVMBSZ
Hello, Katia. HowI went camping.
ressions UIJT
VOJU
BOE
FYQSFTTJ
Excuse me. POT
MFBSOFE
JO


It was wonderful. Security guar
Where is the…
? Check-in
Production d. X-ray mac
hine. Metal
area. Ticket
agent. Ticke
Take off. Arriv detector. The t. Passenge
al. Landing. gate. Boarding r. Suitcase.
you bought Baggage. Bag Arrival and
weekend.
5. your airplane gage claim. pass. Waiting departure mon
Talk about your tickets? Luggage carri
er. Immigrati
area. Departur
e. Pilot. Fligh itor.
F
QBHF
on. Passport. t attendant.

UIFZ
MPPL
BU
UI Visa. It’s over
O
UIF
$%
XIJMF  there. Have
t
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MJTUF SBDUFS
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t
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3FBE
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GPVSUI
JO
t
1MBZ
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JO UP
4Q Step by Step JO
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HMV TUSVDUJPO
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"WPJE
USBOTMBU

TQFBLFST
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JO
QBJST
TXBQQJOH
SPVOE
56
F
UP
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UIF
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HVJEF
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XPSL MPH

3FBE
UIF
FBDI
QMBDF FT
DPSSFTQPOEJOIFN

t
(FU
UIFN
UP
UIFN
TP
UIBU
VTJOH
UIF
TBNF
EJB UIF
mSTU
JOTUSVDUJP
DIJMESFO
UP
V O
XJUI 
&ODPVSBH
PO
UIF
QV[[MF
QSFWJPVT H
UP

SFHVMBSZ
(VJEF

TVCUJUVUF
BOE
QSBDUJDF
BMM
PG
TF
UIFJS
TDJTTPST
UIFN
BOE
UFMM

UIF
POF
F
UIFN
UP
DSF six
fifty-
BUF
TNB
MZ
TPMWFE
DBSET
JO
UIF
PG
UIF
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BT
UIF
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stic,
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UP
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PVU
UIF
BJSQ FT
PS
QFPQMF MM
EJBMPHT
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DPSSFTQPOE PSU
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awes 
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UIF
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UP
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OE
BDUJOH
PVU
UIFJS
mSTU
USJZ
NJHIU
mOE
BU
UIF


XPSE
TFDP UIFN
UP
Q
BC SPBE
all right, etc. PVODJOH
FBDI UIFN
JO
XPSLJ OE
JOTUSVDUJPO
XJUI
UIFN UIF
WPDBCVMBSZQSBDUJDF
UIF
Useful Exp
UIFZ
BSF
QSPO ressions
BOE

t
$IFDL
UIBU
OH
J
GBDF
EPXO
PO O
TNBMM
HSPVQT
QVUUJOH
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HVJEF
UIF
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TP
UIBU

MFBSOFE
UISPVHIPVU

UIJT

DPSSFDUMZ 
3FBE
UIF

B
UBCMF
BOE

TIVGnJOH
UIF

UIFJS
DBSET
UXJDF
BOE
JOWJU UIFZ
IFBS
UIF
NPEFM
EJBM VOJU
1MBZ

UIJSE BOTXFST
BQQ F
UIFN
UP
BTL
RVFTUJPO PH
BU
MFBTU

PSHBOJ[F
UIF
JOTUSVDUJPO
BOE
FODPVSBN SPQS T
BOE
HJWF


QV[[MF
BOE HF
UIFN
UP

.BLF
TVS JBUF MZ

EJTDPWFS
,F F
UIF
DI
OOFEZ
"JSQP DIBOHF
UIF
LFZ JMESFO
BTTVNF
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SU

XPSET
FBDI
UJN OU
SPMFT

EJBMPH F
UIFZ
DSFBUF
B
BOE

OFX

81
eighty-one

87
eighty-seven

XII Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

Clap, Clap! offers a wide range of listening and Each guide has a Photocopiable Test
pronunciation activities through the different appropriate to the level and designed in a way
lessons. The guide includes the CD scripts or that is attractive for children. This test is based
transcriptions of the contents of the CDs which on the requirements of international tests. This
include conversations, songs, tongue-twisters, section offers the description of the parts of the
rhymes and chants, as well as the Mini-book test, the answer key with suggestions to deal
stories. with the Speaking section, and the CD scripts.

The guide presents a section called Clap, Clap! At the end of each guide, the teacher will find
that will help the teacher to write down activities, games and exercises to exploit the
all the relevant information for the development Picture Dictionary by promoting the meaningful
of his or her classes. There is also a form in learning of the words in context, and with
which to register his or her students’ progress. specific and communicative purposes.

Evaluation

Communicative Goals
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CZ
JEFOUJGZJOH


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BOE
VOEFSTUBOET
PSBM

4.
)

UIF
FOWJSPONFOU
BOE
QJDUVSFT
BDDPSEJOH
UP
XIB
U
UIFZ
IFBS
1. *
EFOUJmFT
XPSET
SFMBUFE
UP NFOU
BOE
JEFOUJmFT
UIF

OT 5.

5BMLT
BCPVU
IJTIFS
FOWJSPO
VOEFSTUBOET
UIFJS
EFmOJUJP OH

OE
XSJUFT
UIF
XPSET
SFGFSSJ QSPCMFNT
BOE
BDUJPOT
SFMB
UFE
UP
JU
2.

3FDPHOJ[FT
OBNFT
B T
MFBSOFE
UISPVHIPVU

FO
DPOUFYU
UP
UIF
FOWJSPONFOU
JO
B
HJW 6.

6TFT
DPSSFDUMZ
UIF
FYQSFTTJPO

HPPE
BOE
XIJDI
POFT

3.

*EFOUJmFT
XIBU
BDUJPOT
BSF UIJT
VOJU
FOU
BSF
IBSNGVM
UP
UIF
FOWJSPON

2. Look and complete.

1. Find the words for these
definitions.
DI
QJDUVSF
DBSFGVMMZ
BOE

t
5FMM
UIF
DIJMESFO
UP
MPPL
BU
FB JOH
XPSET
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JOEJWJEVBMMZ DPNQMFUF
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XJUI
UIF
NJTT UP
UIF
QJDUVSFT
BOE

t
5FMM

UIF
TUVEFOUT
EP
UIJT
BDUP
SFBE
FBDI
EFmOJUJPO
SFMBUF

t
&YQMBJO
UIBU
UIFZ
IBWF
MJOF
UIBU
JT
CFTJEF
UIF
t
5FMM
UIFN
UIBU
UIF
XPSET
FSF
DBSFGVMMZ
BOE
XSJUF
PO

UIF
UIBU
UIFZ
OFFE
UP
mOE
UIFN
UIPVU
UIF
FYFSDJTF
ZPV

DBSSZ

XPSE
CFJOH
EFTDSJCFE t 8IJ F
ZPVS
TUVEFOUT

t
8IJM
DPSSFDU
DBMM

XPSET
H
XPSET
t
*OWJUF
UIFN
UP
VTF
UIF
HVJEJOHBOE
QSP FBDI

H
FBDI
DJOH DPVME XSJUF
DPVME
X SJUF
UIF
UFYUT
PO
UIF
CPBSE
5P
XSJUJOH BOE QSPOPVO OPVODJO
t
$IFDL
UIBU
UIFZ
BSF
XSJUJOH
VQPO
WPMMVOUFFST
UP
DPNQMFUF
PS
DBMM
VQPO
WPMVOUFFST

JUI
UIFN
XPSE
DPSSFDUMZZ
WPMVOUFFST
UP
t
5IFO
SFBE
PVU
MPVE
X
F FYFSDJTF
CZ
DBMMJOH
VQPO
UIF
XPSET
PO

t
$PSSFDU
UIF
UP
SFBEBE
EFmOJUJ POT
PVU
MPVE
BO E
XSJUF

SFBE
UIFIF
EFmOJUJ
SE
CPBSE
UIF
CPB

78
seventy-eight

Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

XIII
 C. The Audio CDs
Each book is accompanied by two CDs that allow children to familiarize themselves with the
contain dialogs, new words and expressions, different accents of native English speakers, their
instructions, texts, songs, rhymes, poems, tongue- speed patterns, natural rhythm and intonation.
twisters and short stories. All these contents are a Authenticity of oral texts is present in real life
model of pronunciation and intonation relevant for dialogs that take place at school, the restaurant
the development of listening skills. The recordings and the airport, among other places.

4. Pedagogical Approach Task-Based Approach. The proposed activities

and Methodology
and projects in Clap, Clap! allow children to
Clap, Clap! follows an eclectic and holistic develop the comprehension and production
approach that integrates the most important skills necessary to communicate in real daily
elements taken from different methodologies used contexts. The projects involve children in
for teaching English as a foreign language during learning experiences that have a material
recent years. This approach allows the integrated result (a product). In this process, they should
education of children and the development of negotiate and solve certain problems in a
their communicative competence in the foreign communicative way. Children are invited to put
language. It also involves a variety of activities that into practice the language they already know
motivate and stimulate students to discover and and the language they have recently learned,
activate their potential according to their ages, in a natural and spontaneous way, in order to
interests, likes, necessities and learning styles. reach a meaningful goal.
Two main aspects frame the methodology Cross-Curricular Approach. In a gradual and
of Clap, Clap!: the development of multiple simple way, this series presents interesting topics
intelligences and the use of learning strategies for children that motivate them to see English as
that enrich and encourage new ways of a means to communicate and learn about the
dealing with English language teaching and world in a meaningful way. Clap, Clap! offers a
learning processes. good deal of content related to other areas of
Total Physical Response (TPR). Clap, Clap! offers knowledge.
the appropriate contexts for children to interact Cross-Cultural Approach. One of the main
and respond physically while they are learning. principles of this series is the acknowledgement
Through songs, rhymes, chants, imitation, of the enrichment that cultural diversity affords
games, and tongue-twisters, children develop when learning a foreign language. Clap, Clap!
their verbal and non-verbal skills while having allows children to learn about some of the main
fun. Activities such as Sing along, Act out or features of English-speaking countries as well
Listen and Chant are some of the opportunities as the sociocultural elements of Latin American
that Clap, Clap! offers to promote this learning countries. This latter aspect aims to promote the
method. values of their own identity.

XI V Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

Activities such as What about you? invite Multiple Intelligences. Following this eclectic
children to recognize themselves with respect to approach, the series proposes different kinds of
the cultural conceptions of others. activities designed to promote the development
of the multiple intelligences. This theory invites
Student-centred Approach. Clap, Clap! promotes
students and teachers to explore the different
meaningful learning, which encourages students
forms of understanding, interpreting, analyzing
to be active and creative agents. Children are
and solving problems, taking into account
seen as central to, and the protagonists of, the
the individual and his/her socio-cultural
teaching and learning processes. It is through
background. Thus, in the Teacher’s Guide, each
additional activities and learning strategies that
activity is identified according to the kind of
Clap, Clap! answers children’s particular needs.
intelligence that it develops e.g. linguistic, logical-
mathematical, visual, kinesthetic, interpersonal,
intrapersonal, musical and ecological.

This is the ability to use words effectively in an oral and written

form. This intelligence includes skills to remember information, hold
Linguistic
conversations, respond to messages, etc. When students read, write,
Intelligence
interact, and communicate their ideas, they are developing their
linguistic intelligence.
This is the ability to use numbers and to reason effectively. This
Logical-Mathematical
intelligence includes skills such as analyzing of data or problems, solving
Intelligence
mathematical operations and manipulating computer programs.
This includes the skill to represent graphically visual and spatial ideas.
Visual
When students read maps, graphics, charts or pictures in general,
Intelligence
they are developing their visual intelligence.
This covers physical movements to express ideas and feelings. Skills
Kinesthetic such as coordination, flexibility, speed and balance are promoted
Intelligence through activities such as role-play, dancing, mimicking, and all those
that allow a physical or bodily response.
This is the ability to understand others’ feelings, expectations and
Interpersonal
ways of being. The ability to work in a group cooperatively and
Intelligence
harmoniously.
This is the ability to understand oneself and to recognize one’s
Intrapersonal own strengths, weaknesses, desires and feelings. When a student
Intelligence expresses his/her preferences and opinions, evaluates his/her own
achievement, he/she is developing his/her intrapersonal intelligence.

Musical This involves the skill to recognize and to follow the rhythm, intonation
Intelligence and melody of songs, chants and rhymes.

This is the ability to recognize our natural and cultural background

including flora, fauna, the environment and cultural artefacts. Activities
Ecological
carried out in places different from the classroom, such as gardens,
Intelligence
museums, the countryside, as well as the observation of the environment,
promote the development of this intelligence.

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XV
 • Learning Strategies. The main objective of To be aware of his/
using learning strategies is the development of Metacognitive
her own learning

Indirect Strategies
communicative competence. These strategies Strategies
To plan and evaluate
are specific actions that a student carries out
To encourage
in order to facilitate his/her learning process Affective
him/her
and to make it easier, more effective, faster, Strategies
To diminish anxiety
self-managed, more fun as well as to offer the
possibility of applying his/her new knowledge Social To ask questions
to new situations. Clap, Clap! promotes the use of Strategies To work in group
learning strategies because they
• Communicative Approach and skills
 contribute to the development of development. In each one of the units and
communicative competence in English. lessons of Clap, Clap!, children will develop
 allow children to assume some responsibility their communicative skills in an integrated and
with respect to their learning process. meaningful way. The exposure to a real and
 are actions and tools that can be used natural language, and the practice of these
to solve a problem, carry out a task and skills progressively and regularly, allow students
achieve a goal. to improve their communicative competence.
 extend the role of the teacher because he or By having the opportunity to listen to, write,
she can guide, orient and promote their use. speak and read about carefully chosen topics
 involve more aspects than simply the of their interest, children generate a positive
cognitive one. attitude towards English and at the same time
 are flexible and adaptable. discover a new linguistic system to understand
their environment and to express their emotions,
Strategies support the learning process both
needs and feelings; that is, to communicate
directly and indirectly. In the section Clap
effectively.
Strategy, teachers and children will find a
number of strategies and suggestions as to how The games, projects and short stories of Clap,
and why to use them. Clap! are clear opportunities for children to be
involved in meaningful activities where they can
Examples of Learning Strategies practice their communicative skills and make
Included in Clap, Clap! connections with their real life, own experiences
and environment.
To use pictures
Memorization
and sounds
Strategies
Direct Strategies

To review
To practice
Cognitive
To analyze and to
Strategies
reason
Compensatory To guess
Strategies To mime

XVI Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

5. Lesson Planning
Lesson Development

• Oral description of images, scenes, photographs and pictures.

• Brainstorming and key words.
Warm up
• Short questions or conversations involving previous knowledge and experience.
• Listening to, or reading of, short and simple dialogs, songs and poems.

• Pictures and key words.

• Useful Expressions presented in different contexts.
Presentation
• Oral and written text models.
• Examples, questions, responses, songs, chants and games.

• Models, guided practice and free practice.

• Individual study and pair work.
Practice • Descriptions.
• Identification of people, animals, situations or objects.
• Listening and pronunciation exercises (songs, rhymes, tongue-twisters, chants).

• Creation of simple sentences, dialogs and short conversations.

• Construction of questions and answers.
• Oral and written expression.
Production
• Oral responses and role-plays.
• Application of the language learned in different contexts and communicative
situations.

• Word games, role-playing and contests.

• Cross-curricular projects.
• Autonomous and collaborative work.
Expansion • Creation of posters and didactic material to support, promote and develop
communicative competence.
• Reading of short stories, interpretation, discussions and analysis of a short story
and the values it highlights.

• Progressive and constructive evaluation.

• Vocabulary, grammatical focus and language use in context.
Evaluation • Self-evaluation.
• Peer-evaluation and feedback: evaluation with classmates and feedback from
the teacher.

Clap, Clap! is an innovative series that invites The Teacher’s Guide and CDs are supportive
children to have fun while learning meaningfully. materials and key tools to take advantage of the
Each one of its units, lessons and sections promotes many didactic possibilities found in the Student‘s
the learning of English as a foreign language Book and to aid the planning and development
in a progressive, creative and dynamic way. of classes.

Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

XVII
 COMMUNICATIVE
UNIT TOPIC
ACHIEVEMENTS
• Greetings • Uses simple expressions to greet others
• ABCs (a, b, c) and introduce her/himself.
1
Getting to Know You

• The classroom and school objects • Mentions the basic vocabulary related to
• Simple commands the classroom and classroom objects.
2 • Numbers 1 to 10 • Follows simple instructions.
• ABCs (d, e, f) • Counts numbers from 1 to 10.
Back to School • Asks and answers questions about phone
numbers.

• Family members • Mentions the basic vocabulary

• ABCs (g,h,i) related to family members.
3
My Family

• Parts of the face • Mentions the basic vocabulary related

• ABCs (j,k,l) to the parts of the face.
4 • Uses some adjectives to describe the
parts of the face.
This Is My Face • Follows simple instructions.

• Colors • Mentions the most common colors.

• Shapes • Mentions basic geometric shapes.
5 • ABCs (m,n,o)

Colorful Shapes

• Farm animals • Mentions the basic vocabulary related

• Pets to farm animals and pets.
6 • ABCs (p,q,r) • Expresses her/his own preferences
about animals.
The Animals You Love

• Toys • Mentions the basic vocabulary related

• Action words to toys.
7 • ABCs (s,t,u,v) • Recognizes and uses some action words
(verbs).
Playing Around

• Mentions the basic vocabulary related

• Fruits
to fruits and snacks.
• Snacks
8 • Action words
• Recognizes and uses some action words
(verbs).
• ABCs (w,x,y,z)
My Yummy • Expresses her/his own preferences
Lunchbox about fruits and snacks.

Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

 GRAMMAR FOCUS VOCABULARY
VOCABULA

I, you Hello, Hi, Good morning/afternoon/evening.

my, your How are you? I’m fine.
What’s your name?
My name is...
I am...

What is it? eraser, book, pencil, glue, pen,

It’s a... sharpener, scissors, board, door, window, desk, chair.
a/an...
Is it a...? Yes, it is. point to, touch, open, close, go to...
No, it isn’t.

Imperatives

He, she father, mother, grandmother, grandfather, brother,

his/her sister, baby, aunt, uncle, cousin.
Who is this/he/she? This/he/she?
This/he/she is my...
My, her, his
What is his/her name?

My... is/are... face: eyes, eyebrows, eyelashes, lips, nose, mouth,

His... is/are... ears, hair, cheeks.
Her... is/are...
I have... big, small, long, short.

Imperatives touch, show me, open, close.

It is... red, blue, yellow, orange, green, purple, brown,

Is it...? pink, gray, white, black, circle, triangle, rectangle,
What is it? square, heart, big, small.
What color is it?

It/They dog, turtle, rabbit, cat, bird, fish, chick, horse, pig,
Plural and singular nouns cow, hen, duck, sheep, donkey, rooster.
What is it?/What are they? It is/they are
I like... I love...
My favorite pet is...

It is a... ball, car, bear, doll, puppet, clown, kite, bike, boat,
I have ... plane, train, rope.
I play with...
It is long/short. play, fly, jump.
It is blue. I like to play with my...

I eat... fruits: oranges, strawberries, bananas, pears,

I like to eat... apples, tangerines, grapes, cherries.
I don’t like to eat...
I drink..... snacks: sandwiches, juice, milk, yogurt.
I like to drink...
I don’t like to drink... eat, drink, like.
What do you like?

Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

 COMMUNICATIVE
UNIT TOPIC
ACHIEVEMENTS
• Body parts • Recognizes and mentions the vocabulary
related to the parts of the body.
• Uses some adjectives to describe the
1 parts of the body.
• Recognizes and uses some regular and
This Is My Body irregular nouns.

• Family members • Mentions the vocabulary related to

• Action words family members.
2 • Recognizes and uses some action
words (verbs).
My Nice Family

• Parts of the house • Recognizes and mentions the basic

• Objects in the house vocabulary related to the parts and
3 objects of a house.
• Uses some prepositions of place.
Where I Live

• Numbers from 11 to 20 • Counts numbers from 11 to 20.

• Collections • Counts objects.
4 • Prices • Uses numbers to talk about the price of
some items
Having Fun with Numbers

• Clothing • Recognizes and mentions the basic

• Weather vocabulary related to clothes.
5 • Recognizes and mentions the basic
vocabulary related to weather.
Clothes I Wear

• Wild animals • Recognizes and mentions the basic

• Action words vocabulary related to wild animals.
6 • Recognizes and mentions the places
some animals live.
Amazing Wild Animals • Talks about the actions that these animals
can or cannot do.

• Days of the week • Identifies and mentions the days of the

• Months of the year week.
7 • Important holidays • Identifies and mentions the months of the
year.
• Uses ordinal numbers to give dates.
Celebrating Holidays
• Identifies and mentions some important
celebrations.

• Meals • Identifies and mentions some vocabulary

related to meals.
8 • Expresses her/his own preferences
about food.
Time to Eat
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
 GRAMMAR FOCUS VOCABULARY
VOCABULA

I, she, he, they I am... The body: head, shoulder(s), hand(s), hair, arm(s), leg(s),
my, his, her, their He is... foot/feet, tooth/teeth, finger(s), neck, knees, back, tummy,
What do you look like? She is... elbow(s), toe(s).
What does she look like? They are... long/short
I have big/small
He/She has... chubby/thin
tall/short
pretty, handsome.

Who is this? What is she/he doing? Family members: dad, mom, grandma, grandpa,
Who is she/he? What are they doing? brother, sister, baby, aunt, uncle, cousin, daughter,
Who are they? He is ________ing. son, relatives, parents, grandparents, children.
She is __________ing. Action words: working, cooking, studying, sleeping,
They are _________ing. reading, listening, cleaning, eating, playing,
watching T.V.

Here is the... Where is the...? Parts of the house: kitchen, bathroom, bedroom, living
It is in/on/under... room, dining room, garage, yard.
He is in the... Objects in the house: T.V. set, picture, stereo, bed, lamp,
She is in the... sofa, chair, table, clock, toilet, shower, stove, refrigerator,
car, bike, dog, house.

How many... do you have? What do you collect? Collections: stickers, stamps, marbles, cards, toys,
I have... I collect... dolls, cars, pens, pencils.
How much is it/are they? My favorite...is ... Numbers from 11 to 20.
It is/They are... cents.

What do you like to wear? What are you Clothing: skirt, shirt, T-shirt, dress, pants, jeans, sweater,
I like to wear... wearing today? coat, shoes, boots, sneakers, socks, scarf, hat, cap,
I am wearing... gloves, underwear.
What does he/she like to wear? Is it cloudy? Weather: rainy, cloudy, sunny, windy, foggy.
He/she likes to wear... It is windy.

This is a... Wild animals: elephant, alligator, giraffe, monkey, tiger,

This is an... hippo, zebra, lion, eagle, kangaroo, snake, shark,
This animal is... dolphin.
A/an... lives in the... Actions: swim, fly, jump, play, run, crawl, hunt, hop,
It can... but it can’t... swing.
Places: jungle, sea, forest, desert, plains.

What day is today? It’s on... Days of the week: Sunday, Monday, Tuesday, Wednesday,
It is... Prepositions: in/on Thursday, Friday, Saturday.
Today is... Ordinal numbers: Months of the year: January, February, March, April, May,
What’s the date today? 1st 2nd 3rd 4th 5th June, July, August, September, October, November,
Today is... December.
When is your birthday? Important celebrations: Mother’s Day, Christmas,
Independence Day, Valentine’s.

What do you have/eat for...? I like to... Breakfast meals: bread, eggs, cheese, milk, coffee, juice,
I eat/have/drink... toast, fruit, cereal.
What does he/she like to eat/ My favorite meal is... Lunch/Dinner: rice, potatoes, beef, chicken, soup, salad,
drink? soda, water.
eat, drink, have.
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 COMMUNICATIVE
UNIT TOPIC
ACHIEVEMENTS
• Physical descriptions • Uses some adjectives to describe
• Feelings people’s physical appearance.
• Asks and answers questions about how
1 people feel or look.

Talking about People

• Action words • Recognizes and uses some action words

(verbs).
2 • Answers questions about what people
are doing.
Busy People • Uses contractions.

• Places (in the city) • Identifies and mentions the vocabulary

related to places in the city.
3 • Uses prepositions of place.

Places to Visit

• Numbers from 10 to 100 • Counts numbers from ten to one hundred.

• Prices • Counts objects.
4 • Regular and irregular plurals • Gives prices.
• Things of nature • Solves numerical problems.
Numbers Festival

• Weather • Identifies and mentions some vocabulary

• Time related to weather.
5 • Some Latin American • Asks and answers the time of day.
countries • Mentions some Latin American countries.
Around Latin America

• Insects • Identifies and mentions some vocabulary

• Action words related to insects.
• Recognizes and uses some action words
6 (verbs).
• Talks about the actions insects can or
Amazing Bugs cannot do, showing ability or disability.

• Exercise-related activities • Talks about free time activities.

7 • Leisure activities • Expresses her/his own preferences
about the activities she/he does.
Break Time

• Supermarket products • Identifies and mentions food.

• Talks about food and its amounts.
8
At the Supermarket

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 GRAMMAR FOCUS VOCABULARY
VOCABULA

I am... What does she look like? Physical descriptions:

She/He is... I’m/She/He is chubby. tall/short
They/We/You are tall. She/He has... chubby/thin
His/ her/ my I/They have... young/old
What do you look like? How are you? long/short
I’m happy. big/small
pretty, handsome, cute, weak, strong.
Feelings: angry, sad, happy, tired, surprised.

Are they/Is she/he studying? studying, playing, watching T.V., drawing, painting,
What is she/he doing? dancing, cooking, resting, sleeping, singing, reading,
What are they doing? eating.
Yes, he is/she is/they are.
No, he’s not/she’s not/
they’re not.

Let’s go... It is next to/near/in Places: park, movie, theater, mall, restaurant, drugstore,
Let’s go to the... front of/ supermarket, church, hospital, library, school,
There we can... behind... coffee shop.
Where is the___? go shopping
shop for food
pray
see the doctor

How many... is/are there? I have/ Nature: flowers, rocks, leaves, fruits, sticks, bugs,
There is/are... He/She has birds, children, people, women.
How much is it? Objects: bags, cups, glasses, dishes, spoons, forks,
It’s 30 dollars. matches, ballons.

Where are you from? I am from Peru. Seasons: winter, spring, summer and fall.
What’s the weather like in Peru It’s ten twenty. dry/rainy; cloudy/sunny
today? It’s sunny. What time is it? windy/foggy/snowy
What time is it/there? It’s 3:40. warm/cold
It’s ten o’clock. It’s 5:20. Colombia, Guatemala, Ecuador, Mexico.

This is a... What do you like? Insects: bee, fly, ant, butterfly, spider, grasshopper,
This is an... beetle, wasp.
It can..., but it can’t... Action words: swim, fly, jump, eat, hunt, walk, run, hop.
They can/can’t... Related words: colorful, small, beautiful, ugly, pretty,
Can ladybugs fly? interesting, tiny, amazing.
What is your favorite...?
I really like...

What do you/they love to do? climb, play, chat, jump, ride a bike, watch T.V., listen to
I love to... music, read, sing, dance, ride a horse, go camping,
Does she/he like to sing? go fishing, go on a picnic.
What does she/he love to do?
She/he loves to listen to music.

some There isn’t/There milk, yogurt, chocolate, coffee, bread, eggs, toast,
any aren’t any... cheese, rice, potatoes, beef, chicken, pork.
Do you have any... We need some... Fruit: apples, bananas, grapes, peach, pear,
Is there any... We don’t need any... strawberries, etc.
Are there any... Let’s buy some... Vegetables: lettuce, carrot, cauliflower, corn, etc.
I have some... Let’s get some...
There is some...
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 COMMUNICATIVE
UNIT TOPIC
ACHIEVEMENTS
• Me and my friends • Introduces her/himself and others.
• Latin American countries • Spells first names and last names.
1 and nationalities
• Phone numbers
• Asks and answers questions about
personal information (name, last name,
Are You New at School? city, country, nationality, phone number).

• Sports • Mentions some vocabulary related to

• Hobbies sports and hobbies.
2 • Recognizes and uses some action words
and adverbs of frequency.
Sports and Hobbies • Talks about her/his own preferences
regarding sports and hobbies.

• Occupations • Recognizes and uses some vocabulary

• Job actions related to occupations.
3 • Place where people work • Talks about the jobs people have.
• Identifies work places.
Wonderful Jobs

• The city • Identifies and mentions different places in

• Commands the city.
4 • Directions and locations • Asks for and understands directions to
move about in the city.
Around the City. • Uses short sentences to describe places.

• Comparatives • Identifies characters based on physical

• Physical characteristics descriptions.
5 • People • Describes her/himself and others using
short and simple sentences.
Wow, I’m Bigger! • Makes comparisons about people taking
into account their physical features.

• Wild animals • Mentions some vocabulary related to wild

• Superlatives animals.
6 • Action words • Makes comparisons among animals using
short sentences and superlatives.
Wildlife • Uses short sentences to describe what
animals can or cannot do.

• The menu • Mentions some vocabulary related to

• Places where we eat food and meals.
7 • Expresses her/his own preferences about
food.
Eating Out • Understands short texts and organizes a
given dish in the menu.

• Future plans • Uses short sentences to express her/him

• Future time expressions short-term plans and future actions.
8 • Action words

What Are You Going

to Do?

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 GRAMMAR FOCUS VOCABULARY
VOCABULA

This is my friend/brother/sister... Spelling: names, last names.

Personal information questions Countries and nationalities.
Where are you from? Phone numbers.
I’m from Peru.
I’m Peruvian.

I play baseball every Sunday morning. Sports: swimming, gymnastics, table tennis, skating,
Time adverbs basketball, football, jogging, taekwondo, skiing,
She never/always/sometimes baseball, hockey, soccer, volleyball.
plays tennis. Hobbies: fishing, camping, hiking, sunbathing,
photography, video games.

He/She is a/an... Occupations: mechanic, doctor, nurse, teacher, truck

What does she/he do? driver, scientist, lifeguard, zookeeper, engineer, architect,
She/He cuts hair. electrician, etc.
What is his/her job?
She/He is a hairdresser.

Where is the park? The city and places in the city,

It’s next to the bank. Prepositions: next to, behind, across from, on, at, in
How do I get to the mall? front of, next to, on the corner, behind, between.
Go straight to the corner and turn right. Commands: turn right, turn left, go straight.
It’s on the left.
Prepositions of place

Which one is bigger? bigger, smaller, shorter, longer, taller, thinner, older,
Who is taller? younger, fatter, chubbier, prettier, happier, noisier,
Is she/he chubbier? stronger, faster, heavier, softer, greener, higher.
She/He is taller.

This is a/an.../ These are... Wild animals.

That is a/an.../Those are... Related key words: jungle, sea, lake, air.
It/they can..., but it/they can’t... Superlatives: slowest, fastest, biggest, cutest, longest,
That is a lion. It is the strongest scariest, bravest, strongest, heaviest, smartest.
animal of the jungle.

May/Can I help you? I never eat rice. Fast food: hamburgers and hot dogs, pizza, sandwiches,
Yes, please. I want...but What would you like? etc.
I don’t want soup. Anything else? The menu: soups, meats, salads, drinks, desserts.
I Would like... fried fish, roast beef, vegetable soup, onion salad,
Would you like rice? cheesecake, etc.
No, thank you.

What are you going to do tomorrow? playground, bench, trash can, duck pond, hand truck,
I’m going to do my homework. merry-go-round, sprinkler, water fountain, slide, swings,
What’s she going to do next Sunday? seesaw, jungle gym.
She is going to buy a cake. tomorrow, next week, next Saturday.
Is she/he going to...? Action words: ride, play, go jogging, etc.
Are you/they going to...?

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 COMMUNICATIVE
UNIT TOPIC
ACHIEVEMENTS
• Numbers from one hundred to • Counts numbers from one hundred to a million.
one million • Asks and answers questions about personal
1 • Countries, languages and information (country, nationality and language).
nationalities • Identifies and talks about the general aspects
The World in Numbers • Country facts of a country.

• Complex ways to tell time • Asks and answers what time it is using
• Ordinal numbers complex expressions.
• Calendar (Special dates) • Uses ordinal numbers to show order and
• Age and birthday sequence.
2 • School subjects • Identifies and mentions special dates on the
calendar.
Very Special Times • Asks and answers questions about her/his
age and birth date.
• Identifies and mentions school subjects in a
schedule.

• Daily routines • Identifies and mentions vocabulary related

• Time expressions to daily routines.
3 • Talks about routine actions in a context.
• Uses time expressions properly.
A Day in My Life

• Household objects • Mentions vocabulary related to house

• The utility room cleaning items.
4 • Comparatives • Identifies some objects and their functions.
• Compares some objects using short
Strange Comparisons sentences.

• Personal articles • Identifies and mentions vocabulary related

• Shopping to personal care items.
• Action words • Uses shopping expressions.
5 • Expresses needs.
• Asks and answers questions about the price
Let’s Go Shopping of some items.
• Uses action words (verbs).

• Locations and places • Identifies and mentions exotic places.

6 • Time expressions in the past • Uses short sentences to talk about
progressive actions in the past.
A Time-Space Ship • Asks and answers questions about
progressive actions in the past.

• Camping objects • Identifies and mentions items related to

• Actions in the past camping.
7 • Time expressions in the past • Talks about the past using short and simple
sentences.
A Camping Trip • Reads and understands the sequence of
actions in a comic.

• Action words in the past • Expresses her/his opinion about specific

• Time expressions in the past situations.
8 • Talks about the past using short and simple
sentences.
Times to Remember • Reads and understands an e-mail about past
events.
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 GRAMMAR FOCUS VOCABULARY
VOCABULA

Where do you/they live? Famous countries.

Where does she/he live? Nationalities.
What language does she/he speak? Languages: German, Spanish, Portuguese, etc.
She/He speaks... Numbers.
She/He is German. Mathematical operations (addition, subtraction, division).

It is the first/the second... Ordinal numbers.

What time is it? Time prepositions.
It’s a quarter to/past... Calendar.
It’s half past... Special dates and holidays.
How old are you? I’m 10. School subjects.
When’s your birthday? School schedule.
It’s on March the 8th.
My first class on Monday is math.

What time do you get up? wake up, get up, brush (your) teeth/hair, take a
I/You/They get up at... shower, have/take/eat breakfast, go to school, etc.
What time does she/he wake up?
She/He wakes up at...
do/does
don’t/doesn’t.

It’s smaller/bigger than... The utility room: broom, dustpan, mop, bucket, iron,
It is more modern/expensive than... laundry, clothespins, washing machine, etc.
Which one is more modern/expensive?
What is more comfortable than...?

Let’s buy... We don’t have... Personal care objects: toothbrush, soap, toothpaste,
Don’t forget... How much is it? shampoo, dental floss, sponge, hairbrush, comb, etc.
What do we need? It is 24 dollars. The shopping list.
We need... What do you use to brush your teeth?
We don’t need...

Where were you yesterday? They/We were... on an island, in the desert, in the ocean, on the moon,
I/She/He was... I/She/He was wearing... in the forest, at the beach, etc.
We were... They were eating... yesterday, last Monday, etc.
What were you doing? I was traveling/skating, etc.

Did you go camping? What did she/he do? hiking boots, tent, lantern, sleeping bag, camp stove,
What did you do? She/He walked up a hill. rope, etc.
I played with my pet. -ed endings Action words in the past: traveled, cooked, discovered,
I stayed at home. rescued, played, listened, etc.
yesterday, last Monday, last Friday, etc.

Where did you/she/they go? fantastic, awesome, wonderful, all right, so-so, boring,
I/We/She/They went to... awful, terrible.
What did you/she/they do? Action words in the past: went, did, saw, had, ate,
I/We/She/They saw/ate/took... swam, took, built, bought, etc.
Irregular verbs in the past Last week, last weekend.

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 COMMUNICATIVE
UNIT TOPIC
ACHIEVEMENTS
• Personal information • Introduces her/himself giving complete
• Age personal information (full name, age,
1 • School grade nationality, etc).
• Identifies people according to their age,
A New School Year education level and physical appearance.

• Household chores • Identifies and mentions actions related to

2 • Telephone conversations house chores.
• Makes and understands a phone call.
Helping at Home • Expresses obligations and duties.

• Recipes • Identifies and mentions vocabulary related

• Instructions to some food ingredients.
3 • Eating habits and preferences • Follows and understands the instructions to
prepare a recipe.
Making Delicious Food • Expresses her/his own preferences about
food and talks about her/his eating habits.

• Health • Identifies and mentions vocabulary related

4 • Sickness and injuries
• Medicines
to illnesses and ailments.
• Offers and receives pieces of advice to
keep healthy.
Going to the Doctor

• Daily routines • Uses expressions to talk about common

• Action words actions being contrasted with a past action.
5 • Uses short sentences to talk about two
simultaneous actions in the past.
An Unusual Day!

• Tourism • Identifies and mentions vocabulary related

• Modern transportation to means of transportation, tourism and
• Leisure activities famous tourist places.
6 • Famous tourist places • Talks about activities she/he performed in
the past.
Traveling is Fascinating! • Asks and answers questions about past
experiences.

• The environment • Identifies and mentions vocabulary related

7 • Environmental problems to the environment and some environmental
problems.
• Expresses obligations and duties to protect
Taking Care to the
the environment.
Environment

• Life experiences • Identifies and mentions vocabulary related to

• My first trip abroad the airport and a trip.
8 • Talks about experiences, linking the past
to the present through the use of short
My First Trip Abroad sentences in the present perfect tense.

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 GRAMMAR FOCUS VOCABULARY
VOCABULA

Hi, my name is... Self-introduction.

I am... years old. Age/Occupation.
I am from... Nationalities.
I am tall... Physical description.
I like/don’t like... Likes/Dislikes.

What do you have to do? make the bed, sweep, clean up, do the dishes,
I have to sweep the floor. wash clothes, etc.
Who has to do it?
What does she/he have to do?
She/He has to make the bed.

First, after... cut, slice, chop, stir, bake, boil, fry, peel, pour, mix,
Then... Finally... heat up, etc.
What are the ingredients for...?
Can I help?
Yes. Please grate the cheese.
How can we make an omelette?

What’s the matter? exercise, eat healthy, etc.

I’m dizzy. fever, headache, nosebleed, sprain, bruise, twist,
What should I do? intoxication.
You should go to the doctor. aspirin, vitamins, cough, syrup, etc.
You shouldn’t...

I always take lunch at 12:00 but Before Vs. after.

yesterday I took lunch at 2:00. Present Vs. past.
What were you doing when I called? Present progressive Vs. simple past.
What time did you get up yesterday? Review of action words and daily routines.

Review of past tenses Transportation means: train, etc.

Regular and irregular verbs safe, fast, slow, interesting, exciting.
Questions and negatives in the past traveled, danced, swam, met, etc.

What’s the problem? ecology, environment, pollution, garbage, dump, smoke,

We must recycle. animals´ fur and tusks, etc.
We must take care of our environment.
We must not buy exotic pets. Endangered species.

Present perfect At the airport: boarding pass, baggage claim, check in,
Have you ever traveled/eaten/been/seen?, etc. gate, passport, etc.
Has she/he packed the suitcase?
Has she/he made a reservation? shopped for clothes, bought the tickets, found a nice
hotel, etc.

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Unit
1 1. Sing along.
Getting to Know You
Lesson 1
Hello!

Hello! Hello! Hello!

How are you?
I’m fine. I’m fine. I’m fine.
How about you?

2. Listen and write the number.

Hi! I am
① Britney.
3

Hello! My
② name is
Shakira.
2

I’m Lizzie McGuire.

③ 1
How are you?

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six
 Expected performance level: Beginners (A1)

1. Understands short stories told in class.

2. Develops strategies to help understand words, expressions and sentences.
3. Understands basic language related to games, family, friends and known places.
4. Pronounces clearly and with good intonation.

1
Unit

Getting to Know You

Communicative Standards
Skills
1. Knows when to greet and say goodbye. 3. Follows instructions related to class
Listening 2. Follows songs, rhymes and children’s songs activities.
with gestures.
4. Follows a short story sequence based on
Reading images.
5. Recognizes in a short narrative:
What, Who, When, Where.

Monolog
6. Recites (rhymes, poems), sings and says tongue-
twisters with adequate rhythm and intonation.
7. Responds to greetings. 9. Participates actively in word
Conversation 8. Uses day-to-day expressions to manifest games and rounds.
immediate classroom needs.

Lesson 1 Hello!
Communicative Goals
1. Uses informal expressions to greet others. 3. Follows simple instructions.
2. Participates in the execution of greetings, songs 4. Uses simple expressions to introduce oneself and
and rhymes. meet others.
Vocabulary and Expressions
Hello. Hi. I am… My name is…What’s your name? How are you? I’m fine, thank you.

Warm up
2. Listen and write the number.
1. Sing along. t Play the CD. Explain to the children that they
t Play the CD and invite the children to listen and will be listening to the voices of three popular
sing the song “Hello, Hello, Hello”. personalities. They should listen to each person’s
presentation and mark the picture with the corres-
Presentation ponding number.

t Explain the meaning of the vocabulary and the

expressions that you are going to work on in the
lesson.

Extra Activity

t Model the expressions using the following

dialog.
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six
 Track Production
4 CD 1

A: Hello!
4. Listen and find the way.
B: Hi!
A: I’m Carlos. What’s your name?
B: My name is Lucy. t Read and explain the instructions. The children
A: How are you, Lucy? will find the path in the maze and will say every
B: I’m fine, thank you! expression they find along the way that will take the
girl to the boy.
Ask two students to act out the dialog above, using
their own names. Track
6 CD 1
Extra Activity
Anne: Hello!
t Cut out pictures of popular personalities Anne: I am Anne.
and put them on the board or in any other Anne: What’s your name?
visible place in the classroom. Introduce each Ricky: My name is Ricky.
personality using some of the expressions Anne: How are you?
worked on so the students can identify them. Ricky: I am fine. Thank you!

Practice

3. Listen and act out.

t Play the CD. Listen to the dialog with the children.
Divide the class into two groups. One group will
repeat Sally’s lines and the other group will repeat
Jim’s lines. Put the students in pairs and instruct them
to produce a dialog similar to the one they have
listened to.

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seven
 3. Listen and act out.
Hello! My
Hi! I am Sally. name is Jim.

I am fine,
How are you? and you?

4. Listen and find the way.

Hello!

I am
Anne.
What’s your
name?

e is
My nam
Ricky. I am fine,
thank you.
How are
you?

7
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 Lesson 2
Good Morning!

1. Listen and recite the poem.

Good morning. Good morning.

It’s time to get up.

Good afternoon. Good afternoon.

It’s time to work hard.

Good evening. Good evening.

It’s time to relax.

2. Trace the words and match.

Good

Good

Good

3. Listen and repeat.

Hi,
nds, twist your tongue. Hello!
Clap your ha

Happy Helen hears: “Hi, Hello!”

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eight
 Lesson 2 Good Morning!

Communicative Goals
Uses formal expressions to greet. Uses simple expressions to introduce oneself and meet
Participates in chants, songs and rhymes. others.
Repeats a tongue-twister making the sound/h/ in the
initial position.
Vocabulary and Expressions
Good morning! Good afternoon! Good evening! My name is… What’s your name?

Warm up

1. Listen and recite 2. Trace the words and match.

the poem.

t The writing task starts with exercises in which the

t Play the CD to listen to the poem “Good Morning! children connect the dots of the words. Also, they
Good Morning!” Remember these activities are must draw lines to match the greetings with the
especially important in these levels in which you drawings.
look to emphasize the development of oral skills.
Help the children understand the meaning of the
actions included in the poem by acting each one
out: It’s time to get up (act as if you were getting up). 3. Listen and repeat.
It’s time to work hard (act as if you were working).
It’s time to relax (act as if you were resting). Invite the
children to listen to the poem a few times for them to Clap your hands, twist your tongue.
recite it later.
Happy Helen hears: “Hi! Hello!”
Teaching Tip t
Explain that each time they see this section they
will learn how to pronounce a few sounds in English.
In the first few school grades, it is advisable to use
This section practices the sound /h/ that sounds like
Total Physical Response (TPR) where the children
the beginning of the word house.
respond in a non-verbal way to the instructions given
Play the CD and use the illustrations in the book to
by the teacher. When you demo the instructions for
explain the tongue-twister’s meaning.
them like the ones in the poem (get up, work hard,
Happy Helen hears: “Hi! Hello!” Avoid translating.
relax), they will imitate you and in that way start
Have the children listen and repeat the tongue-
internalizing the English language.
twister many times emphasizing the pronunciation of
the initial /h/.

Presentation

Extra Activity
twelve
Explain the meaning of the vocabulary and the
expressions in the lesson. Demo the use of greetings
associating them with a time of day. Draw three
skies on the board: one for the morning, one for the
afternoon and one for the evening. Also, write the
greeting you use for each time of the day.

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8
eight
 Practice

4. Listen and check the expression.

t Play the CD. Explain that each kid that appears on

the left of the exercise in the book is going to use
one of the expressions that they are learning.
t Read the two options that appear in the student’s
book and tell them to mark with an X the sentence
they hear.

Track
9 CD 1

Hi! How are you?

Hello! I’m Sue.
Good afternoon!

Production

5. Listen and repeat the finger game.

t Explain that each finger has a name: Thumb, Index,

Middle, Ring, Pinky or little finger.
t Play the CD and have them listen and repeat the
game. Draw faces on the tips of their fingers to
make the game more fun. Through this game, they
will learn to ask and answer questions about their
names.

Extra Activity

t Practice the writing of the expressions using

the game Hang Man. Select a word; for
example, morning, and write the spaces
for the letters for the children to name them.
Each time they get one right, the word
continues to be spelled out. Each wrong
answer will result in a part of the Hang Man
being drawn until he is hanged.

9
nine
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 4. Listen and check the expression.

Hi! How are

Good morning. you?
✔

Hello! I am Sue. My name is Jackie.

✔

I’m fine. Good afternoon!

✔

5. Listen and repeat the finger game.

What’s your name?

I’m thumb.

What’s your name?

I’m index.

What’s your name?

I’m middle.

What’s your name?

I’m ring.

What’s your name?

I’m little. 9
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 Lesson 3
Nice to Meet You!
New essions
r
Exp
My name is Peggy.
Hi! I’m Froggy. Nice to meet you!
What’s your name?

1. Sing along.

Alphabet Time
a, b, c, a, b, c
a, b, c goes 1, 2, 3.
a, b, c, a, b, c
a, b, c for you and me.

a as in apple, a as in arm.

b as in boy, b as in boat.

Say Hello!
Go to page 73. Cut,
listen and read the
c as in car, c as in cake. story. Finally, think
of the value:
Friendship
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ten
 Nice to Meet You!

Communicative Goals
1. Uses daily expressions to show that he/she likes Reads a story and becomes familiar with some frequently
meeting new people. used words.
2. Recognizes and names the first three letters of the Applies the vocabulary and the learned structures in the
English alphabet (a,b,c). unit when playing a game.

Vocabulary and Expressions

Apple. Arm. Boy. Boat. Car. Cake. Nice to meet you! Hello. Hi! I am… My name is… What’s your name? How are
you? I’m fine, thank you. Good morning! Good Afternoon! Good evening!

Warm up
Say Hello!
New Expressions
Nice to meet you!
Short Story

Play the CD. Explain the situation in which the dialog

is developed. Two people meet, they greet each
other and one of them says he/she is glad to meet
the other person using the expression Nice to meet
you! Have the children listen to the dialog many
times and to repeat it. Ask them to work in pairs to
act out a similar dialog using their own names.

Presentation Vocabulary and Expressions

Hello.
Friends.
1. Sing along. Say.
Alphabet Time Goodbye.
I’m fine.
Play the CD. Get students to sing the song. Find out
if they know words in English that start with the letters Value: Friendship
a, b, c.
Ask them to identify the words in the song and to How to Use It
write them on the board.
t Explain to the children that each unit is connected
to a short story, which talks about a particular
topic.
t
Reflect on the importance of having friends.
Present the frequently used words friends
and say. Write each one of the words on
cardboard. Explain the meaning using the words
in sentences, for example: Lucy and Juan are
friends, I say Hi! Read the book cover pointing at
the title. Hello! Ask them to look at the illustrations
and make predictions about them. What do
you think the story is about? Read the following
pages in the story. Invite the students to act out
the contents of the story. You can also ask them to
find the words or expressions you ask for.

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ten
 Practice

2. Listen and trace the words.

t

Have the children listen to the words referred to
on the corresponding drawing. Ask them to trace
the dotted words in their books. Emphasize the first
letter.

Game
Catch the Arrow

Communicative Goals
1. Follows simple instructions to play a game in pairs. 2. Produces the vocabulary of the unit and the unit’s basic
expressions using illustrations.

Vocabulary and Expressions

Nice to meet you! My name is… Good morning! Boat. I’m little. Hi! Hello! Cake. Arm. Apple. Boy. I’m fine. Good
evening. Car. I’m thumb.

3. Throw the die. Say the word

or the expression.

How to Play

t Explain to the students the mechanics of the game.

Two counters and dice are needed. The game
starts in the START space and when the dice are
thrown, you follow the path counting the number of
spaces the dice show. The students have to say the
expression or the word on the space where they
land. If a student cannot do it, then he or she should
go back the number of spaces the dice show. The
winner is the one that first lands on the last space
marked FINISH.

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 2. Listen and trace the words.

Game
Catch the Arrow

3. Throw the die. Say the word or the expression.

Nice to
meet you! boat
My name is...
Good morning!

I’m little. cake

Hello! arm

Good evening!
boy
apple I’m fine.

Hi!
car I’m
FINISH thumb.
11
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 Project
Finger Puppets

1. Go to cutout page, unit 1, and

cut out the finger puppets.

2. Color and
decorate
the pictures.

3. Paste the finger puppet holder.

Hi! I’m Alex.

4. Play with a friend.

What’s your My name is

name? Kathy.

How are you? I’m fine.

Ex U
pr
es sefu
sio l
Nice to meet you! ns

Hi! Good morning. How are you?

Hello! Good afternoon. I’m fine.
12 Good evening. Nice to meet you!
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 Project

Finger Puppets

Communicative Goals
1. Follows instructions to do an in-class project. 2. Applies the vocabulary and expressions learned in
the unit.
Useful Expressions
Hello! Hi! I am… What’s your name? How are you? I’m fine. Nice to meet you! Good morning! Good afternoon! Good
evening!

Materials Clap Strategy

t
Scissors t Adhesive tape t Colored pencils Talk to the children about the importance of planning
t
Puppet drawings from the cutout pages and organizing activities. Projects are a good
opportunity to do so. Read the information about the
project in terms of materials, steps and the time they
Step by Step will take to develop the project.
t
Play the CD to practice again the songs, poems and 1. Go to cutout page, Unit 1, and cut out the finger
rhymes worked on in the unit. puppets.
t
Explain to the children that this section shows the 2. Color and decorate the pictures. You can use
steps to develop a project. markers or colored pencils.
This is a good opportunity for the children to develop 3. Paste the finger puppet holder. You have to put
their oral skills on following instructions and the use it together with adhesive tape according to the
of vocabulary and expressions that are worked on finger size.
throughout the unit. 4. Play with a friend. Ask the children to use their
puppets to introduce and greet each other using
the given expressions in the Useful Expressions
section.

CLASS RECORD - EVALUATION UNIT 1

Name Score Name Score

1. ________________________ ____________ 15. ________________________ ____________
2. ________________________ ____________ 16. ________________________ ____________
3. ________________________ ____________ 17. ________________________ ____________
4. ________________________ ____________ 18. ________________________ ____________
5. ________________________ ____________ 19. ________________________ ____________
6. ________________________ ____________ 20. ________________________ ____________
7. ________________________ ____________ 21. ________________________ ____________
8. ________________________ ____________ 22. ________________________ ____________
9. ________________________ ____________ 23. ________________________ ____________
10. ________________________ ____________ 24. ________________________ ____________
11. ________________________ ____________ 25. ________________________ ____________
12. ________________________ ____________ 26. ________________________ ____________
13. ________________________ ____________ 27. ________________________ ____________

Derechos reservados Educactiva

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28. ________________________ y/o distribución. 12
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 Evaluation
Communicative Goals
1. Relates the two parts of a mini dialog after listening 3. Writes a few words that start with the letters a, b and c.
to the text.
2. Completes a crossword puzzle using vocabulary for
greetings.

1. Listen and match. 2. Complete the crossword.

t Explain to the children that in this listening exercise, t Point out this exercise on the evaluation page and
they have to match the mini dialogues joining the have your students observe the illustration that
sentences with lines between the two columns based serves as a guide to complete the words. Write
on what they listen to on the CD. Before playing the the words morning, afternoon and evening on the
CD, read the instructions and the two columns of board to give additional support. These strategies
sentences with the students. Allow them to listen to help the students do the exercise correctly. They are
the dialogs many times. especially needed in these first few levels.

Track
16 CD 1
3. Color and write.
a. Hi!
Hello!
b. How are you? You will be able to evaluate the work developed
I’m fine. in the section Alphabet Time with this exercise. The
c. What’s your name? children can color the six drawings any way they
I’m Sally. like. They should be able to remember the initial letter
of the words. This part is to be evaluated. They are
not expected to remember the whole word spelling,
so you can help them out once they have written the
initial letter of each one.

Teaching Tip

Correct the evaluation of each student, and based

on the results, make decisions about which skills
need additional whole group or individual practice.
Remember that the teaching process does not
conclude with an evaluation instrument, but rather
gives important information to redirect the process.

ure
Pict nary
io
Dict

t Reinforce the use of vocabulary and the unit’s

expressions by doing one or more suggested
activities for this section which are described at the
end of this guide.

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 Evaluation

1. Listen and match.

a. Hi! I’m Sally.
b. How are you? Hello!
c. What’s your name? I’m fine.

2. Complete the crossword.

It’s time to
work hard!
Good m
o
a f t e r n o o n
n Good
Good
i

e v e n i n g

3. Color and write.

apple boat boy

cakereservados Educactiva S. A. S. car arm

13
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 Unit
2 1.
Back to School

Read the words.

Lesson 1
My Classroom

Simon says:
Open the
window.

2. Listen and repeat.

Clap, Clap, Clap

Go to Open Close Touch Point at

Peter Penguin
says...

3. Listen and follow the instructions.

a. Close your book. c. Touch the board. e. Touch the chair.

b. Open the window. d. Point at the desk. f. Go to the board.
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Unit
2 Communicative
Skills
Standards
Back to School

1. Follows instructions related to recreational and 2. Predicts a story based on the title,
Listening
in- class activities. illustrations and key words.

Reading 3. Values reading as a fun activity that helps 4. Recognizes basic English
him/her discover the world. structures.

Writing 5. Copies words he/she understands and uses

frequently in the classroom.

6. Recites (rhymes, poems), sings and says

Monolog
tongue-twisters he/she understands with
adequate rhythm and intonation.

Lesson 1 My Classroom

Communicative Goals
1. Names and writes basic vocabulary related to the 2. Follows simple instructions.
classroom.

Vocabulary and Expressions

Go to. Close. Open. Touch. Point. Board. Desk. Window. Door. Chair. Touch your desk. Open the window. Go to your
chair. Point to the board. Say “yes, Sir”. When I say…

Warm up

2. Listen and repeat.

Extra Activity

Write the words door, chair, desk, window, and t
Play the CD to give the instructions for this section.
board on cardboard so they can be seen by Give the students other examples about these
everybody in the class. Show the children these instructions with the vocabulary they know; for
words and stick them or place them on their respective example: Go to the door, Touch your arm, etc.
places. Leave them in these places for your students
to familiarize themselves with this vocabulary.
Presentation

1. Read the words. 3. Listen and follow the instructions.

t
Play the CD to compare the children’s vocabulary t Explain to the children that in this exercise they
pronunciation for this activity. Tell your students to are listening to a pet giving a series of orders
point to each object in the classroom while repeating or instructions to be carried out.
the words.
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Play the CD and carry out some of the orders
individually
su copia,andreproducción
in groups. y/o distribución. 14
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 Practice Production

4. Chant and trace. 5. Number and play “Follow the leader.”

t With this activity the children are expected to learn t Ask the children to use expressions that describe the
a chant, and at the same time practice the lesson’s exercise’s illustrations. Then they should number the
vocabulary by tracing some words from the chant. orders from 1 to 5 and carry them out. Get them to
t
Play the CD many times for the students so they can make their own instructions by using the vocabulary
repeat and write. studied in the lesson.

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fifteen
 4. Chant and trace.

0OINT AT THE

5. Number and play ”Follow the leader.”

Yes, Sir!
When I say 1 you point at the board.

When I say 2 you touch your desk.

❺
When I say 3 you open the window.
❹
When I say 4 you go to your chair.

When I say 5 you say: “Yes, Sir!”

❶ ❸
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 Lesson 2
My Pencil Case

1. Listen and repeat. It is a pen.

What is it?

Great!

Clap, Clap, Clap

It is an eraser.
rase
er.
er
TThey are a pair of scissors.
ors.
It is a pencil.l.

It is a pen.
It is a sharpener.
rpener.

2. Find and write the words.

pencil
_____________

sharpener
_____________

pen
_____________ scissors
_____________
eraser
16 _____________
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sixteen
 Lesson 2 My Pencil Case

Communicative Goals
1. Names and writes basic vocabulary related to 3. Uses the indefinite article a/an in an appropriate way.
school supplies. 4. Repeats tongue-twisters emphasizing the initial sound
2. Answers questions orally and in written form. /p/.

Vocabulary and Expressions

Eraser. Pencil. Sharpener. Scissors. Pen. A/An. What is it? It is a pen. It is a pair of scissors. Is it a desk? Yes, it is.
No, it isn’t.

Warm up

1. Listen and repeat.

t
Play the CD for the children in order to listen to
a brief dialog between the girl and Peter Penguin
playing riddles.
t
Play the CD a few more times for the students so
they can repeat the lines of the dialog.

Presentation
Grammar Tip

Write on the board the articles a/an. Explain to

the students the use of these articles using examples
such as It is a book, It is a teacher, It is a student,
It is an apple, It is a car. Show them that before a
noun that starts with a consonant sound a is used,
and before a noun that starts with a vowel sound an
is used. Do not overdo it, these explanations should
not be the focus of the class at these levels. The
students are expected to understand and include
these grammatical rules more by using them than by
explaining them.

Play the CD for the children so they can read and

repeat the sentences in the section Clap, Clap, Clap.

Practice

2. Find and write the words.

t In this exercise they will recognize the written form of
some words in the lesson. Have the children identify
each drawing orally. Demo how to look for words
in the word search and then ask the students to write
the words on the lines.

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16
ssixteen
 Production

3. Sing along.
4. Guess and write.
t Play the song. Explain to the children that in the
song, the children play to find objects using their
sense of touch. t
Do the first exercise on the board as an example.
Write the question Is it a desk? Then write the answer
Yes, it is. Also show them the negative answer. Ask
the students to independently write the other two
Extra Activity answers.

t Play the game The Blind Hen. Put different objects

that you have worked on from the lesson in a bag
(pencil, sharpener, etc.) While doing it, show 5. Listen and repeat.
them the names of the objects. Blindfold different
students and have them pick up an object and Clap your hands, twist your tongue.
familiarize themselves with it by touching it. Ask Patty and Polly put pencils in the pencil case.
questions like Is it a pen? Is it a sharpener? for
them to answer: Yes it is, or No it isn’t. t
Present the sound /p/ as it is pronounced in the
word pencil. Ask the children to make a list of words
in English that they know starting with this sound
(purple, picture, paper, etc.) Use the CD to listen
to and to do the tongue-twister with the class. Invite
a pair of students to represent the tongue-twister by
having them put their pencils in their pencil case.

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seventeen
 3. Sing along. Don’t you
see!

Tell me, tell me. What is it?

Is it a pen?
No, it isn’t.
Don’t you see! Don’t you see!
Tell me, tell me. What is it?
Is it an eraser?
Yes, it is.
Don’t you see! Don’t you see!

4. Guess and write.

it is isn’t

Is it a desk?
it
Yes, _______ is
________.
Is it a chair?
it
Yes, _______ is
________.

Is it a pen?
it
No, _______ isn’t
________.

5. Listen and repeat.

ds, twist your tongue.
Clap your han

Patty and Polly put pencils

in the pencil case. 17
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 Lesson 3
My Phone Number

1. Listen and act out.

Hello!
Hi!

It’s 472 8165.

What’s your
phone number?

Yes, it is.
472 8165?

2. Write the phone number.

Name Phone Number

Hello!
New essions I’ll call you
r
Exp later!
Hi!

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eighteen
 Lesson 3 My Phone Number

Communicative Goals
1. Counts objects and writes the numbers up to 10. 4. Reads a story and gets familiarized with a few
2. Participates in simple dialogs asking for and giving frequently used words.
phone numbers. 5. Applies vocabulary and the learned structures in the
3. Recognizes and names another three letters of the unit when participating in a game.
English alphabet: d, e, f.

Vocabulary and Expressions

Dog. Door. Eraser. Egg. Father. Floor. Hi! Hello! What is it? What’s your phone number? I’ll call you later!

Warm up

Review the numbers from one to ten with the students. 2. Write the phone number.
Do it by singing the following song:

Track t Have them get together with six classmates and

25 CD 1 ask the question What’s your phone number? The
students should answer It’s… and repeat the number
One potato, two potatoes, three potatoes, four twice or three times for the classmate to write it down
potatoes. Five potatoes, six potatoes, seven potatoes in the phone book that is drawn in the student’s book
more, eight potatoes, nine potatoes, ten potatoes. with their names.
Let’s do it again.
Communicative Tip

Extra Activity Monitor your students’ work during this activity and
encourage them to communicate in English.
t Write the numbers on the board and correct
pronunciation if necessary. Don’t forget to New Expressions
include the zero (0). This song is also available I’ll call you later!
on the CD.
Play the CD to introduce the expression I’ll call you
later. Explain to the children the meaning and show
them how to use it. Encourage your students to use
Presentation
the expression with their classmates.

1. Listen and act out.

t
Explain to the children that they will be listening to

a dialog between a pair of kids exchanging phone
numbers. Play the CD three times and involve them
in the dialog’s representation. Give a few more
phone number examples and have the class make
note of it. Correct what they have written. Organize
your class in pairs and instruct them to produce a
similar dialog giving out their real phone numbers.

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18
eighteen
 Practice

3. Chant and trace.

Alphabet Time

t Ask your students which letters they learned in the three more letters (d, e, f). Play the CD and repeat the
previous unit (a, b, c). Get them to remember a few chant with the whole class. Point to the illustrations to
words that start with those letters and copy them on clarify the meaning of the vocabulary. Ask the class
the board. Explain that in this lesson they will learn to trace the dotted words with a colored pencil.

Game
Hopscotch

Communicative Goals
1. Counts from 1 to 10. 2. Uses the unit’s vocabulary.

Vocabulary and Expressions

Soccer. Baseball. Gymnastics. Aerobics. Hockey. Jogging. Volleyball. Swimming. Skating. Basketball. Football. Tennis.

Friends
4. Repeat the numbers. Short Story

How to Play

t To play this game, draw the lines of hopscotch with

the numbers from 1 to 10 as shown in the student’s Vocabulary and Expressions
book. Also, on each of the 10 squares, draw a word
from the unit’s vocabulary: board, desk, window, Hello! Use my pencil.
door, chair, eraser, pencil, sharpener, scissors, pen. Friends. Use my eraser.
The children should take turns throwing a pebble Say. Use my book.
on each number, jumping on the hopscotch and
repeating the numbers in English every time they Value: Sharing
jump into each square. When they land on the
square where the pebble falls, they should say the How to Use It
word drawn on the square. The goal is to go over
t Read the title, Friends. Go over the four pages
the hopscotch without making any mistakes and
discussing the illustrations.
without stepping out of the squares. Play the CD
t
The value to emphasize in this case is sharing.
while they play.
Promote a discussion of this value, reasons and
some examples. Ask What is sharing? Is it nice to
share? What do you feel when somebody shares
with you?
t
Show the story vocabulary: Friends, use, my.
Give some example sentences using these
words: Juan and Pablo are friends. Use my book.
Read with the class a couple of times. Suggest
students write sentences similar to the ones in the
book changing the item of school supplies. For
example: Use my scissors, use my sharpener, etc.
19
nineteen
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 3. Chant and trace.
Alphabet Time

Game
Hopscotch

4. Repeat the numbers.

1, 2, 3, 4
What is it?
It’s a door.
5, 6, 7, 8
What is it?
It’s a chair.
9, 10 Friends
What is it? Go to page 75. Cut,
It’s a pen. listen and read the
story. Finally, think
of the value:
Sharing
19
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 Project
My Cell Phone

1. Go to cutout page, unit 2,

and cut out the cell phone.

2. Color the
numbers.

3. Cut out the

numbers.

4. Paste the
numbers.
Decorate the
cell phone.

5. Use your
cell phone.
Hello! Liz.
Hi, Mark.

How are O.K. Bye.

I’m fine. you?
s e ful ons
U i
x p ress
E
How are you?
Goodbye. I’m fine. Good morning.
20 Derechos reservados Educactiva S. A. S. Prohibida su copia,I’ll
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reproducción y/o distribución.
twenty call you later.
 Project

My Cell Phone

Communicative Goals
1. Follows instructions to complete an in-class project. 2. Uses the results of the project to apply the unit’s learned
vocabulary and expressions.
Useful Expressions
Cell phone. How are you? I’m fine. Good morning. Good-bye. I’ll call you later.

Materials 1. Go to the cutout page, Unit 2, and cut out the cell
phone.
t
Scissors t Glue t Color pencils or markers
t Cellular phone and numbers on the cutout pages 2. Color the numbers.
3. Cut out the numbers.
4. Paste the numbers. Decorate the cell phone.
Step by Step
5. Use your cell phone.
Explain to the students that this project consists of
making a cellular phone they can play with.

t Play the CD to practice again the songs, poems and Here the students can use the given expressions in
rhymes worked in the unit, especially the activities the box Useful Expressions by following the page’s
on page 19 that refer to the phone number. dialog model.

CLASS RECORD - EVALUATION UNIT 2

Name Score Name Score

1. ________________________ ____________ 19. ________________________ ____________
2. ________________________ ____________ 20. ________________________ ____________
3. ________________________ ____________ 21. ________________________ ____________
4. ________________________ ____________ 22. ________________________ ____________
5. ________________________ ____________ 23. ________________________ ____________
6. ________________________ ____________ 24. ________________________ ____________
7. ________________________ ____________ 25. ________________________ ____________
8. ________________________ ____________ 26. ________________________ ____________
9. ________________________ ____________ 27. ________________________ ____________
10. ________________________ ____________ 28. ________________________ ____________
11. ________________________ ____________ 29. ________________________ ____________
12. ________________________ ____________ 30. ________________________ ____________
13. ________________________ ____________ 31. ________________________ ____________
14. ________________________ ____________ 32. ________________________ ____________
15. ________________________ ____________ 33. ________________________ ____________
16. ________________________ ____________ 34. ________________________ ____________
17. ________________________

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35. ________________________

Prohibida su copia, reproducción y/o

36. ________________________
____________

distribución.
____________
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 Evaluation
Communicative Goals
1. Writes the basic units vocabulary. 3. Listens to and writes down telephone numbers.
2. Gives short answers to questions.

Clap Strategy

1. Write the words. Allow your students to self evaluate their performance
in this unit. Write the answers to the exercises in
the evaluation page and ask the students to correct
t Read the instructions to the children. Make sure themselves and report their performance to find out
that they understand the illustrations by asking each which exercise might require additional practice.
object’s name. The evaluation aspect is the written
vocabulary.

2. Answer the questions.

t Review for the children how to answer questions with

Is it a…? Show the construction of the affirmative
and negative answer. Allow the kids to answer
individually the three questions.

3. Listen and write the phone number.

t
Explain to the students that they will listen to three
kids that will say their phone numbers. The students
can listen to the numbers three times and write them
down on the respective lines.

Track
32 CD 1

a. My phone number is 23498160.

b. My phone number is 48476215.
c. My phone number is 37391623.

ure
Pict nary
io
Dict

t
Reinforce the use of vocabulary and the unit’s

expressions making one or more suggested
activities for this section which are described at
the end of this guide.

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twenty-one
 Evaluation

1. Write the words.

scissors
––––––––––––––––––
–
pen
–––––––––––––––––
book
–––––––––––––––––
–
eraser
–––––––––––––––––

pencil
––––––––––––––––––
sharpener
–
–––––––––––––––––

2. Answer the questions.

No
a. Is it a book? ___________ it
, ___________ isn’t
___________ .

Yes
b. Is it a chair? ___________ it
, ___________ is
___________ .

Yes
c. Is it a window? ___________ it
, ___________ is
___________ .

3. Listen and write the phone number.

My phone number is
4 8 4 7 6 2 1 5
a.
b. — — — — — — — — . c.

My phone number is
2 3 4 9 8 1 6 0. My phone number is
———————— 3 7 3 9 1 6 2 3
— — — — — — — —.

21
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 Unit

3 1. Listen and act out.

My Family
Lesson 1
I Love My Family

No, I’m not.

Are you my
mother?

Are you my
mother?
No, I’m not.

Are you my
mother?

No, I’m not.

Mother!

2. Sing along.
Mother!

I love my family
I love my father,
My father loves me.
I love my mother,
My mother loves me.
I love my brother,
My brother loves me.
I love my sister,
My sister loves me.
22
twenty-two
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
Unit 3 Communicative
Skills Standards
1. Recognizes when spoken to in English
My Family

2. Understands simple questions about him/

Listening
and reacts verbally and non-verbally. herself, his/her family and surroundings.

Reading 3. Recognizes words and short 4. Follows instructions related to class

sentences. activities.
5. Copies words that he/she understands
Writing
and uses frequently in the classroom.
6. Recites (rhymes, poems), sings and says
Monolog tongue-twisters that he/she understands
with adequate rhythm and intonation.

Conversation
7. Answers questions about people, objects and
places in his/her surroundings.

Lesson 1 I Love My Family

Communicative Goals
1. Names and writes basic vocabulary related to 3. Distinguishes the vocabulary used in
family members. listening comprehension exercises.
2. Sings rhymes and songs related to the family.

Vocabulary and Expressions

Father. Mother. Grandmother. Grandfather. Brother. Sister. Baby. Aunt. Uncle. Cousin. Love. Are you my mother? I love
my family. He is my uncle. She is my aunt.

Warm up
the pictures to hang on the wall and title it My
Family. Use it as reference while working on the
whole unit.
1. Listen and act out.
Presentation
t Play the CD to present the cartoon strip about the
duck looking for its mother. Instruct the children to
observe the drawings. Allow them to listen to the 2. Sing along.
story a few times. Once they are familiarized with it,
invite a group of boys and girls (4) to act it out. Or
divide the class into groups of 4 and assign a time t Play the CD and practice the song. Use the illustration
to each group to dramatize the story. to provide the meaning of the words. Write on the
board the vocabulary family, father, mother, sister,
brother, and help the children to recognize the words
in the song. Present the rest of the vocabulary in the
Extra Activity lesson: grandfather, grandmother, baby, aunt, uncle,
cousin.
Bring to class real pictures of your family, or magazine
cutouts where family members are illustrated. Show
them to the children with the following language
patterns: This is my father. I love my father very
much. This is my mother, etc. Make a board with
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución. 22
twenty-two
 3. Listen and repeat. Track
36 CD 1

New Words 1. This is my sister.

2. This is my father.
t Play the CD and listen with the children to the 3. This is my grandmother.
exercise where a girl is introducing her family. 4. This is my pet.
Instruct the students to point out each family member 5. This is my mother.
while naming them. 6. This is my brother.
7. This is my grandfather.
8. This is my little brother
Practice who is a baby.

4. Listen and write the number.

Communicative Tip

Ask your students to bring to class a family picture. If

they cannot, they can draw their family. Each student
t Explain to the children that in this exercise they will should use his/her photo or drawing to introduce
observe the shadows of the people introduced to their families to their classmates. Ask the students
them as family members in the previous exercise. to write the corresponding word for each family
Each student should listen to the CD and check the member (father, mother, etc.).
corresponding number that represents each family
member mentioned. Let them listen to the CD a few Production
more times.

5. Trace the words.

t Read the sentences in the exercise together with the
class. Point to the drawings and talk to the students
about the relationship between the people in the
illustration.
t Instruct them to trace the last word using a colored
pencil. Draw a family tree to complement your
explanation about family relationships.

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 3. Listen and repeat. New s
Wo
rd

grandfather grandmother mother father

This is my
family.

brother
pet baby sister

4. Listen and write the number.

6 2
5 3 1
7 4
8

5. Trace the words.

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23
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 Lesson 2
Who Is This?
1. Repeat the finger game.
What a nice
family!
This is my father Paul.
This is my mother Nel.
This is my brother Tom.
This is my sister Beth.
Who is this?
Can you tell?

Clap, Clap, Clap

Who is this?

He is my father. She is my mother.

2. Complete.
Who is this? He or She

He is my grandfather.
a. _____
He is my baby.
b. _____
She is my
She is my mother.
c. _____ mother!
She is my sister.
d. _____
He is my brother.
e. _____
24
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Hereservados
f. _____
Derechos is my father.
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 Lesson 2 Who Is This?

Communicative Goals
1. Names and writes basic vocabulary related to family 3. Uses subject pronouns (he/she) in short sentences.
members. 4. Uses possessive adjectives (his/her) to indicate the
2. Introduces family members using simple sentences. names of some people.
5. Repeats a tongue-twister making the /s/ initial sound.

Vocabulary and Expressions

Father. Mother. Grandmother. Grandfather. Brother. Sister. Baby. Aunt. Uncle. Cousin. Who. He. She. His. Her.
This is my father. Who is this? He is my brother. She is my sister. What is his name? What is her name?

Warm up

1. Repeat the finger game.

t Play the CD to teach the finger game. Draw the
family members on the tip of each finger or use
magazine cutouts as finger puppets to make the
game more interesting. Play the CD many times until
the children feel comfortable repeating the rhyme.

Presentation
Explain to the children the use of the subject pronouns
he/she. Remind yourself not to overdo it on these
grammatical explanations. It is enough to show
them that he refers to a man or masculine subject
and she is the feminine equivalent. Show its use with
different examples (He is my friend. She is my teacher,
etc.).

2. Complete.
t Do the exercise with the children. Have each kid
underline or circle the family member that is being
introduced. Discuss with the students if it is a
masculine or feminine subject in order to select the
right pronoun.

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24
twenty-four
twe
 Production
3. Listen and act out.
4. Complete the sentences with
He - His - She - Her.
t Introduce the questions Who and What writing
them on cards. Explain the spelling, pronunciation
and meaning through this exercise. t Read the instructions to your class in order to do
t Play the CD and listen to the dialog a few times with the activity. Assign a time to develop the exercise
the kids. Invite two girls and two boys to act it out. individually and then give them the opportunity to
t With the children, analyze the sentences that are in correct their work in pairs.
the box. Explain to them the use of the possessive Clarify any doubts that may arise or give an additional
adjectives his/her. Introduce many students from explanation if necessary.
your class. He is my friend. His name is Alberto.
She is my friend. Her name is Laura.

Grammar Tip

In this lesson, the subject pronouns he/she and the [Link] and repeat.
possessives his/her will be worked on. It is important
to model their use through examples to clarify that Clap your hands, twist your tongue.
the first ones are used instead of the names and
the second ones are used to show possession or Sister Sally sees sister Sue sleeping.
belonging to. For example: He is my friend Peter.
t
Play the CD and use the illustrations to provide
I play with his car. She is my sister Laura. I use her
meaning of the tongue-twisters. Avoid translating for
pencil.
your students. Have the children listen and repeat
the tongue-twister many times, emphasizing the initial
/s/ pronunciation.
Practice

t Ask the children to bring to class a picture or a

drawing of a family member. Have them write
two sentences introducing each person (below the
picture). For example: She is my grandmother. Her
name is Rita.

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 3. Listen and act out.
He is my
Who is this? uncle.

What is his
name? His name is
Albert.

Clap, Clap, Clap

He is my brother.
She is my sister.

His name is Jimmy.

Her name is Kim.

4. Complete the sentences with

He – His – She – Her.
He
__________ is my father.
His
__________ name is Charlie.

She
__________ is my mother.
Her
__________ name is Alice.

5. Listen and repeat.

ds, twist your tongue.
Clap your han

Sister Sally sees sister Sue sleeping.

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 Lesson 3
What a nice My Beautiful Family
family!
New essions
r
Exp

1. Read and complete.

Peter Beary is my grandfather

__________________ and Mary Beary is my

grandmother
__________________.

My father
____________________ is Paul Beary and my mother
_______________is

Rita. Mike is my brother

________________. Patty is my sister
________________.

Bobby is my pet
_______________. I love my family.

2. Circle the dog family.

Goldilocks and the Three

Bears
Go to page 77. Cut, listen
and read the story. Finally,
26
twenty-six
think of the value:
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Respect
 Lesson 3 My Beautiful Family

Communicative Goals
1. Uses a daily expression to describe a family. 3. Reads a story and familiarizes himself/herself with
2. Recognizes and says another three letters from the frequently used words.
English alphabet (g,h,i). 4. Reads a short descriptive text.
5. Applies the vocabulary and the learned structures in
the unit when playing a game.
Vocabulary and Expressions
Father. Mother. Grandmother. Grandfather. Brother. Sister. Baby. Aunt. Uncle. Cousin. He. She. This is my father. Who is
this? He is my brother. She is my sister. What a nice family! Ice cream. Girl. Good.

Warm up
Goldilocks and
New Expressions the Three Bears
What a nice family! Short Story

Play the CD and listen to the expression. Use

illustrations to explain the context of the expression
used. Try to get the children to use it when observing
their classmate’s family pictures.

Presentation

1. Read and complete.

Vocabulary and Expressions
t Guide the children in the selection of new words that
they should write based on the reading. Reinforce the Goldilocks. This is baby bear.
lesson’s vocabulary spelling and correct mistakes. Father bear. My food!
Mother bear. My chair!
Baby bear. My bed!

2. Circle the dog family. Value: Respect

tThis activity leads you to the development of How to Use It

perceptual skills. Read the instructions and explain to t Read the title: Goldilocks and The Three
the children that only a few of the illustrated animals Bears. Find out if the students already know
belong to the dog family. Assign a time for them to the story.
complete the exercise individually. t Promote a discussion about this value and
ask them: What is respect? How does
a person that respects others act? Has
someone disrespected you? How did you
feel? Ask your students to pay attention to
the story so they can comment on how the
value of respect is seen from Goldilocks’
point of view. Before reading the story with
your class, pre-teach the vocabulary: bear,
food, chair, bed. Read the story a few times
and play the CD to work out pronunciation.
Divide the class into groups of four and have
them act out the story.
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26
twenty-six
 Game
Slides and Ladders

Communicative Goals
1. Follows simple instructions to play a board game. 2. Produces oral vocabulary related to family
members.
Vocabulary and Expressions
Grandmother. Father. Grandfather. Mother. Who is this?

3. Throw the die and go up and down. 4. Repeat the chant. Trace the words.
How to Play Alphabet Time

Practice
t This game, as well as the traditional slides and
ladders games, is played with two game counters
and dice. The goal is to be the first to reach the t
Introduce the letters to work on. Review with the
last square (number 18). Here you will advance children the correct way to write the letters. Say the
according to what the die says. When landing on name of the three letters (g, h, i).
a specific square, the children should say the unit’s Write the words on the board for them to circle
vocabulary word illustrated on the square to keep the ones that start with g, underline the ones that
on advancing. Otherwise, they will have to go back start with h and do a rectangle around to the ones
the same number of squares the die shows. When starting with i: igloo, grandfather, car, house, eraser,
landing on the bottom of the ladder, the student will he, ice, Goldilocks.
be able to go up; if they land on the top part of t Listen to the three letters g, h, i rhyme on the CD
the slide, he/she should slide down to the square a few times and then have your students go over
below. the dotted words inside each train wagon with a
pencil.
ure
Pict nary
io
Dict

t Reinforce the use of the unit’s vocabulary and

expressions by doing one or more activities
suggested for the section and explained at the end
of this guide.

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twenty-seven
 Game
Slides and Ladders

3. Throw the die and go up and down.

Who is this?

4. Repeat the chant. Trace the words.

Alphabet Time
g, h, i, g, h, i

girl house ice cream

g, h, i, g, h, i

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27
twenty-seven
 Project
My Family Photo Frame

1. Find a family
picture.

2. Go to cutout page, unit 3,

and cut out the frame and
decorations.

3. Glue the decorations

and the picture on

4. Decorate
the frame.
the cardboard.

5.
This is my
father.
Paste the
frame holder.

ful
Use essions
6. Show and
tell.
r
Exp This is my…

Her name is…

His name is…

28
twenty-eight
What a nice family!
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 Project

My Family Photo Frame

Communicative Goals
1. Follows instructions to complete a class project. 2. Uses the project results to apply the vocabulary and
expressions learned in the unit.
Useful Expressions
Photo frame. This is my... His name is... Her name is... This is my father. Who is this? He is my brother. She is my sister.
What a nice family!

Materials 1. Find a family picture.

t Scissors t Glue t Cardboard 2. Go to the cutout page, Unit 3, and cut out the
t Picture frame and decorations from the cutout frame and decorations.
pages 3. Glue the decorations and the picture on the
cardboard.
Step by Step 4. Decorate the frame.
Play the CD to practice the songs, poems and 5. Paste the frame holder.
rhymes worked on throughout the unit. Explain to the 6. Show and tell. The picture frame can be used
children that the product of the project can be used to introduce the family. Here the students can
as a gift from each student to his/her family. use expressions given in the Useful Expressions
following the model dialog on the page.

CLASS RECORD - EVALUATION UNIT 3

Name Score Name Score

1. ________________________ ____________ 21. ________________________ ____________
2. ________________________ ____________ 22. ________________________ ____________
3. ________________________ ____________ 23. ________________________ ____________
4. ________________________ ____________ 24. ________________________ ____________
5. ________________________ ____________ 25. ________________________ ____________
6. ________________________ ____________ 26. ________________________ ____________
7. ________________________ ____________ 27. ________________________ ____________
8. ________________________ ____________ 28. ________________________ ____________
9. ________________________ ____________ 29. ________________________ ____________
10. ________________________ ____________ 30. ________________________ ____________
11. ________________________ ____________ 31. ________________________ ____________
12. ________________________ ____________ 32. ________________________ ____________
13. ________________________ ____________ 33. ________________________ ____________
14. ________________________ ____________ 34. ________________________ ____________
15. ________________________ ____________ 35. ________________________ ____________
16. ________________________ ____________ 36. ________________________ ____________
17. ________________________ ____________ 37. ________________________ ____________
18. ________________________ ____________ 38. ________________________ ____________
19. ________________________
20. Derechos
____________ 39. ________________________ ____________ 28
reservados Educactiva
________________________ S. A. S.
____________ Prohibida su copia, reproducción ____________
40. ________________________ y/o distribución. twenty-eight
 Evaluation
Communicative Goals
1. Completes a family tree writing the family 2. Listens to a dialogue and fills in the incomplete
personalities and names. answers in the dialog itself.

1. Kitty White lives in London with her Track

family. Write the family members’names. 45 CD 1

Who is Ann?
She is my mother
t Read the instructions to the children. Explain to them Who is Kitty?
that the exercise consists of completing a family tree.
She is my grandmother
Ask the students the name of each person and write
them on the board. On the first line, they should Who is Bob?
write the family role: father, mother, sister, etc… they He is my brother
should then complete the sentence with the names
you wrote on the board. The aspect to evaluate is
the spelling.
Extra Activity
Production
t Make the family tree together with the children.
They can use a piece of cardboard to draw
2. Listen and complete. their grandparents, aunts, uncles, father, mother,
cousins and siblings. Besides the drawings,
they should write down the family member’s
t Play the CD. Explain to the children that the exercise vocabulary next to each person (father, mother)
consists of completing the answers given by a boy and a sentence indicating their names:
in a dialog with his friend. His name is… Her name is…
The girl asks three questions about his family
members and the boy answers.
Your students can listen to each answer a few times
to complete the exercise.

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twenty-nine
 Evaluation

1. Kitty White lives in London with her family.

Write the family members’ names.

grandfather
_____________ grandmother
_____________

His name is Her name is

Anthony White. Margaret White.

mother
_____________ father
_____________

Her name is His name is

Mary White. George White.

I’m Kitty © Sanrio

White
sister
_____________

Her name is
Mimmy White.

2. She my
–––––––––– is –––––––––
Listen and complete. mother
–––––––––––––––––––––.

She my
–––––––––– is –––––––––
Who is Ann? grandmother
–––––––––––––––––––––.

Who is Ketty?
He my
–––––––––– is –––––––––

Who is Bob?
Derechos reservados
brother
–––––––––––––––––––––.
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29
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Unit
4 This Is My Face
Lesson 1
I Have Two Eyes

1. Listen and repeat the poem.

I have two lips

I have two eyes
To kiss goodnight.
To look at the sky.

I have two ears

To hear a rhyme.

I have two cheeks

To show that I’m shy.

2. Listen and repeat.

a. hair New s
d
Wor
b. eyebrows
f. ear

c. eyelashes
g. cheeks
d. eyes

h. nose
e. lips
300 i. mouth
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
thirty
Unit 4 Communicative
Skills Standards
1. Follows instructions related to class
This Is My Face

Listening
activities.
2. Predicts a story based on the title, key 3. Values reading as a recreational activity
Reading words and illustrations. that helps him/her discover the world.

4. Uses some basic English structures. 5. Writes the names of places and elements
Writing
that he/she recognizes in an illustration.
6. Recites (rhymes, poems), sings and says
Monolog tongue-twisters that he/she understands with
adequate rhythm and intonation.

Conversation 7. Uses daily expressions.

Lesson 1 I Have Two Eyes

Communicative Goals
1. Names and writes basic vocabulary related to 3. Forms short descriptive sentences.
parts of the face. 4. Follows simple instructions.
2. Develops oral skills by reciting poems.

Vocabulary and Expressions

Face. Eyes. Eyebrows. Eyelashes. Nose. Mouth. Lips. Hair. Ears. Have. Close your eyes. Open your mouth. Touch
your ears. Show me your hair. I have two eyes.

Warm up Presentation

1. Listen and repeat the poem. 2. Listen and repeat.

New Words
t Play the CD to present the poem. Use the illustration
of the poem and point to the parts of your own face
to help with the meaning of the vocabulary. Listen t In this section, New Words, the vocabulary of the
to it with the children twice more. Have them repeat parts of the face is included and pointed out in an
and memorize it. illustration of a boy. Play the CD and have them
listen, repeat and point to each word in the book.
Pay special attention to the pronunciation.

Clap Strategy

Make a mind map with the children. Write the

word face in the center circle and the ten lesson
words related to the parts of the face around it.
This exercise can be done individually so that the
students dedicate time to writing the vocabulary and
recognizing the spelling of each word.

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30
thirty
 Production

3. Play “Peter Penguin says…”

5. Listen and write the number.
New Expressions

t Play the CD and listen along with the children t Play the CD to listen to the description of
the exercise in which Peter Penguin teaches three monsters. At the same time they should
the new expressions of this lesson. Use look at the drawings and identify the monster
the illustrations and mime to help students described. Have them write the corresponding
understand the instructions. Have them all repeat number on the blank space given.
and follow the given orders by Peter Penguin.
Give different commands, for example: Touch
your eyelashes, close your mouth, etc.
Track
49 CD 1
Practice 1. I have two eyes. I have two noses.
I have one mouth.
4. Complete the sentences. 2. I have three eyes. I have two noses.
I have one mouth.
t Help the children to complete the sentences,
emphasizing the verb to have. 3. I have one eye. I have one nose.
I have two mouths.

31 Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

thirty-one
 3. Play “Peter Penguin says...”

New essions
r
Exp

Show me your ears.

Open your mouth.

Touch your cheeks. Touch your nose.

Close your eyes.

4. Complete the sentences.

two ___________.
I have ______ eyebrows

eyes
two ___________.
I have ______
nose
one ___________.
I have ______
two
I have __________
one ___________.
I have ______ mouth
ears
_______________.

5. Listen and write the number. 1

2
3

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31
thirty-one
 Lesson 2
Long or Short
1. Sing along.
My face, my hair,
My eyes are cute.
They make me pretty,
That’s for sure.
My ears, my nose and my mouth, too.
They make me pretty,
That’s for sure.

2. Listen and act out.

My hair is My eyes
My hair is long. are big.
My eyes
short.
are small.

My nose
is long.
My nose
is short.

3. Mark ( ✓ ) your choice.

,ONG 3HORT "IG 3MALL
%YES 
%YELASHES ✓
(AIR ✓
-OUTH ✓
.OSE ✓
%YEBROWS ✓
%ARS ✓
32
thirty-two
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#HEEKS S. A. S. Prohibida su copia, reproducción
 Lesson 2 Long or Short

Communicative Goals
1. Describes the parts of the face using adjectives 4. Uses the verb forms is/are in descriptive sentences.
such as big, small, long and short. 5. Repeats a tongue-twister producing the initial /m/ sound.
2. Structures short descriptive sentences.
3. Uses a daily expression to describe another
person.

Vocabulary and Expressions

Face. Eyes. Eyebrows. Eyelashes. Nose. Mouth. Lips. Hair. Ears. Big. Small. Long. Short. Pretty. Cute. My hair is
short. My eyes are big. You have pretty eyes.

Warm up Practice

1. Sing along. 3. Mark (✓) your choice.

t Use the song to encourage the children to describe t Explain the activity to the children pointing to the
the parts of the face. Point to the parts described in information in the box. Two people should describe
the song and clarify any doubts about vocabulary. faces to each other. In the left column a list of the
parts of the face is found to describe each person.
Presentation In the first row, at the top you will find the adjecti-
ves. The students should read all the information in
the box and check the box that describes that part
2. Listen and act out. of the face. This activity can be done in pairs.

t Play the CD so the children can listen to the sentences.

In this section the structure of short descriptive sentences
is explained. Divide the class into pairs for them to
represent a dialog.

Grammar Tip

Review the use of the verb forms is/are. Show them

that even though you describe the parts of the face
in plural, for example, eyes, ears, the adjective is
never plural. For example, My eyes are big. My
ears are small.

Extra Activity

t Write your own description on the board with

simple sentences that include the word pretty,
long, short, big and small. Read them with the
children and point to each one of the parts
described on your face.

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32
thirty-two
thir
 New Expressions
You have pretty hair.

t
Play the CD to present the expressions.

t
Explain to the children that the dialog takes place
between a boy and a girl that like each other. After
listening to the dialog many times and repeating
the expression, encourage the students to adapt the
expression using different vocabulary.

4. Complete the sentences

with is or are.
t
The objective of this exercise is to give an opportunity
to practice the verb to be using descriptive sentence
constructions. Point to the part of the face described
and discuss each answer with the children.

Production

5. Listen and repeat.

Clap your hands, twist your tongue.
My mother makes me a magic mask.

t
In this section the children will practice the /m/ sound
as in mother. Play the CD and use the book’s illustrations
to provide the meaning of the tongue-twister. My
mother makes me a magic mask. Avoid any kind
of translations for the students. Have the students
listen to the tongue-twister and get them to repeat
it a few times emphasizing the pronunciation of the
initial /m/. Guide your students in the search for
more words that start with this sound and ask them
to replace the tongue-twister words for the ones they
have found to make a new tongue-twister. Don’t
worry about the new tongue-twister not making any
sense.

Extra Activity

t Tell the children to make a drawing of their

face. Ask them to write down five descriptive
sentences using exercise 4 on page 33 as a
model. Exhibit the drawings and descriptions on
the bulletin board.

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thirty-three
New essions
r
Exp Thank you.

You have You have

pretty eyes. pretty hair.

Thank you.

4. Complete the sentences with is or are.

are short.
My eyelashes ______
are small.
My eyes ______
is long.
My nose ______
is big.
My mouth ______
are pretty.
My eyes ______

5. Listen and repeat.

ds, twist your tongue.

Clap your han

My mother makes me a
magic mask.

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33
thirty-three
 Lesson 3
Being Different
p
Clap, Clap, Cla

His hair is short.

Her hair is long.

1. Match the sentences with the pictures.

t His mouth is big. t

t Her lips are small. t

t Her nose is long. t

t His hair is short. t

2. Read and complete.

hair
Hello. My name is Mike. I am 8. My ______________ is

eyes
short. I have big ______________ nose
. My ______________

eyelashes
is small. My ______________ are long.

ears
I have small ______________ .

Little Red Riding Hood

Go to page 79. Cut, listen and read the story.
Finally, think of the value:
34
thirty-four
Honesty y/o distribución.
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción
 Lesson 3 Being Different

Communicative Goals
1. Forms short descriptive sentences. 4. Reads a short descriptive text.
2. Recognizes and says another three letters of the 5. Applies the vocabulary and structures learned in the unit
English alphabet (j, k, l). when playing a game.
3. Reads a story and familiarizes himself/herself with
a few frequently used words.
Vocabulary and Expressions
Face. Eyes. Eyebrows. Eyelashes. Nose. Mouth. Lips. Hair. Ears. Big. Small. Long. Short. Pretty. Cute. His hair is long.
Her nose is small. My hair is short. My eyes are big. You have pretty eyes. His. Her.

Warm up
Little Red
In this opportunity students will review the possessive
Riding Hood
adjectives his/her that were introduced in the previous
Short Story
unit. Explain again that his is used for something that
belongs to a male, and her for something that belongs
to a female.

Presentation

1. Match the sentences

with the pictures.

t Have your students do the exercise individually

explaining to them they have to do a matching Vocabulary and Expressions
exercise by making a line from each sentence to
the corresponding silhouette according to the sex One long nose.
referred to in the sentence. Two long ears.
One big mouth.

2. Read and complete. Value: Honesty.

How to Use It
t The paragraph describes the boy’s face in the
illustration. Ask the kids to complete the text with the t
Read the title: Little Red Riding Hood. Ask
words that are illustrated after each space. them what version of the story they know.
t Promote a discussion about this value and
ask them “What is honesty?” “Do you know
anybody that is honest?” “What does an
honest person do?” Ask your students how
honesty is related to this particular story.
t Before reading the story with your students,
pre-teach the vocabulary: one, two, big,
long, mouth, nose, ears. Read the story a
few times and play the CD to work on the
pronunciation. Ask them to work in pairs to
act out a few scenes in the story. Ask them
to find descriptive words on each page
and to circle them (big, long).

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34
thirty-four
 Practice

3. Chant and trace.

Extra Activity

Alphabet Time Review the letters worked on in the previous units.

Have a Spelling Bee. Write on the board a few
t Play the CD to listen to the three letters (j,k,l). Listen words that have been presented in this section.
to the CD two more times. Then, get the children to Give special recognition to the winner of the
trace the dotted words on each line. Write on the Spelling Bee.
board the words starting with these letters.

Game
Face Puzzle

Communicative Goals
1. Visually recognizes the parts that make up a 2. Briefly describes a face.
drawing.

4. Circle the right pieces.

t This game bodes well for the children’s perceptual

development. Ask them to observe the illustration in
detail and to identify the pieces that belong to the
boy’s face in the picture.
They will have to circle those that make up part of
the boy’s face. When finished, ask your class to
describe the boy’s face in the center box.

ure
Pict nary
io
Dict

t Reinforce the unit’s vocabulary by doing one or

more suggested activities in this section which are
found on the latter pages of this guide.

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thirty-five
 3. Chant and trace.
Alphabet Time

4ELL ME NOW WHAT DO YOU SAY

Game
Face Puzzle

4. Circle the right pieces.

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35
thirty-five
 Project
Amazing Masks

1. Find a paper plate.

2. Go to cutout
page, unit 4,
choose and
cut out the

3.
parts of the
face.
Paste the parts
of the face on
the plate.

I have big
eyes.
4. Finish your mask
with hair and other
parts of the face.

5. Have fun
describing
Exp
ful
Use essions
r
I have big/small/short/long…
your mask.
My ____ is/are…
36
thirty-six
I havey/opretty…
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 Project

Amazing Masks

Communicative Goals
1. Follows instructions to complete an in-class
2. Uses the project’s results to apply the unit’s learned
project.
vocabulary and expressions.

Useful Expressions
Amazing. Small. Long. Short. Masks. Big. My hair is short/long. My eyes are big/small. I have pretty hair.

Materials Step by Step

t Scissors t Glue t Colored paper t Paper plate 1. Find a paper plate.

t Parts of the face cutout drawings 2. Go to cutout page, Unit 4, choose and cut out the
parts of the face.
3. Paste the parts of the face on the plate.
4. Finish your mask with hair and other parts of the
Extra Activity
face.
t Ask your students to bring to class a big face 5. Have fun describing your mask.
cut out from a magazine or a newspaper. t Tell them to show each other their masks. Here
Demonstrate how to draw lines on the opposite the students can use the given expressions in the
side of the cutout piece dividing the face into a section Useful Expressions.
minimum of six parts.
Have them cut the paper along the lines so that
the face is divided into six or eight parts.
t Ask your students to exchange the pieces
among their classmates in order to put the faces
together by gluing them onto a sheet of paper.

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36
thirty-six
 Evaluation
Communicative Goals
1. Writes basic vocabulary related to the face. 3. Relates simple instructions to the
2. Identifies a person from a brief oral description. corresponding illustration.

illustrations in detail because after listening to the CD,

they have to choose the illustration that is described.
1. Label the parts of the face.

t Read the instructions to the children. Have them Track

write the vocabulary of the parts of the face that 2 CD 2
are identified on the clown. The number of boxes
serves as a guide for the homework. I have short hair. I have four little eyes.
I have two noses and I have two big mouths.

2. Listen and check 3. Find the way to each part

the right picture. of the face.
t
Read the instructions to your students.
t
Play the CD and explain to the children that they t
Ask them to match the instructions on the left with the
will hear a simple description of a “monster”. The illustrations on the right with a line finding their way
students should have previously observed the three through the maze.

CLASS RECORD - EVALUATION UNIT 4

Name Score Name Score

1. ________________________ ____________ 20. ________________________ ____________
2. ________________________ ____________ 21. ________________________ ____________
3. ________________________ ____________ 22. ________________________ ____________
4. ________________________ ____________ 23. ________________________ ____________
5. ________________________ ____________ 24. ________________________ ____________
6. ________________________ ____________ 25. ________________________ ____________
7. ________________________ ____________ 26. ________________________ ____________
8. ________________________ ____________ 27. ________________________ ____________
9. ________________________ ____________ 28. ________________________ ____________
10. ________________________ ____________ 29. ________________________ ____________
11. ________________________ ____________ 30. ________________________ ____________
12. ________________________ ____________ 31. ________________________ ____________
13. ________________________ ____________ 32. ________________________ ____________
14. ________________________ ____________ 33. ________________________ ____________
15. ________________________ ____________ 34. ________________________ ____________
16. ________________________ ____________ 35. ________________________ ____________
17. ________________________ ____________ 36. ________________________ ____________

37 18. ________________________

Derechos
____________

reservados Educactiva S.____________

19. ________________________ A. S. Prohibida [Link],
37. ________________________

reproducción y/o distribución.

________________________ ____________
____________

thirty-seven
 Evaluation

1. Label the parts of the face.

n o s e
h a i r
c h e e k s
e y e s

m o u t h

2. Listen and check the right picture.

3. Find the way to each part of the face.

Open you eyes.

Touch your cheeks.

Close your mouth.

Show me your nose.

Touch your ears.

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37
thirty-seven
Unit

5 1.
Colorful Shapes
Lesson 1
Rainbow

Listen and repeat the poem.

Red, orange, yellow, green,

Rainbow colors
Make me dream.
Blue, purple, also pink,
Colorful world
Don’t you think?

2. Listen and act out.

What color
olor
is it?
It’s black It’s gray as
as a cat. a mouse.
What color
is it?

It’s
It’s white amazing!
as a cloud.d.
Wh color
What
is it?

38
thirty-eight
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Unit
5 Communicative
Skills
1. Follows instructions related to class
Standards
Colorful Shapes

2. Follows songs, rhymes and chants

Listening activities. demonstrating with mime and movements that
he/she understands the language involved.
3. Predicts a story based on the title, 4. Values reading as a recreational activity
Reading illustrations and key words. that helps to discover the world.

5. Uses some basic English structures. 7. Copies words that he/she understands and
6. Writes the names of places and elements frequently uses in the classroom.
Writing
that he/she recognizes in an illustration.
8. Recites (rhymes, poems), sings and says 9. Participates in short representations.
Monolog
tongue-twisters that he/she understands
with adequate rhythm and intonation.

Conversation 10. Actively participates in word games and

chants.

Lesson 1 Rainbow

Communicative Goals
1. Identifies and writes the names of the colors. 3. Forms short descriptive sentences using the colors.
2. Participates in short dialogs. 4. Repeats a tongue-twister with the initial /b/ sound.

Vocabulary and Expressions

Red. Blue. Yellow. Green. Orange. Purple. Pink. Black. White. Gray. Brown. Sea. Flower. Rainbow. Sun.
Mountain. What color is it? What is it? It is a pink flower.

Warm up Presentation

1. Listen and repeat the poem. 2. Listen and act out.

t Play the CD to introduce the poem. Listen to it twice. t This exercise includes a comic strip made up of a
Point to every color in the rainbow at the same time dialog of four scenes. Tell students to observe the
you’re repeating the poem. Encourage the students to illustrations.
do as you are doing. Ask them to identify the words t Play the CD twice for them to get familiar with the
referring to the names of the colors in the poem. Tell characters’ questions and answers. Emphasize each
them to circle each word with their respective color object’s color. Select two students to act out the
in the student’s book. comic strip with your help.

Extra Activity

Identify different colored objects in the

class. Use the instruction Find something
red. Change the color and review with the
children all the colors in the vocabulary.

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thirty-eight
 Production
3. Read the words.
4. Match.
t Use the section New Words to formally introduce
color vocabulary. Read with the children the words
and practice writing. t Explain to the children that in this exercise they will
make sentences by matching the columns. Tell them
Clap Strategy
the name of each drawing or write it on the board:
sun, sea, flower, mountain. Read the sentences and
Ask the children to draw a mind map in their words and show them how to match the columns to
notebooks making a circle in the center of the paper build the first sentence: It is a yellow sun.
with the word colors. From this center circle smaller
circles can be drawn around it. The students should
use different colors and write the names of the colors
next to them.
5. Listen and repeat.

Clap your hands, twist you tongue.

Practice
The baby bounces a big, blue and black ball.

Extra Activity t In this section students will practice the sound /b/ as
in baby.
t
Draw a few objects that represent each color t Play the CD and use the book’s illustrations to provide
worked on on the board. For example, draw meaning for the tongue-twister.
grapes, a flower, a sun, an orange, etc… Color
Teaching Tip
them if possible. Ask the children “what color is
it?” Then, write the following sentence in front
of each drawing: Is it a yellow sun? Is it a pink Avoid any kind of translation. Have the children
flower?, etc... listen and repeat the tongue-twister many times,
emphasizing the initial /b/ pronunciation.

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thirty-nine
 3. Read the words. New s
Wo
rd
Colors

blue yellow orange gray

red

green
purple black
pink brown white

4. Match.

It is a pink…

sun It is a yellow… flower

It is a green…

sea It is a blue… mountain

5. Listen and repeat.

Clap your hands, twist your tongue.

The baby bounces a

big, blue and black ball.
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39
thirty-nine
 Lesson 2
Shapes
1. Listen and have fun with the finger game.
Make a round circle
Round as it can be
Peek through the hole
What do you see? Make a pointy triangle
Pointy as it can be
Peek through the hole
What do you see?
Make a long rectangle
Long as it can be
Peek through the hole
What do you see?
New
Words

circle square triangle rectangle heart

2. Write the words.

t __
big __ r __ a __
i __ n __
g __
l __
e

c __
big __ i __
r __ l __
c __ e
q __
s __
big __ a __
u __ e
r __

40
forty
Derechos r __
__ e __ a __
t __ n S.__
c Educactiva
small reservados __ l Prohibida
gA. __
S. e
__ su copia, reproducción h __e __a
y/o distribución.
small __ r __
__ t
 Lesson 2 Shapes

Communicative Goals
1. Names the basic geometric shapes. 3. Uses words that show color and size to describe
2. Sings rhymes and songs about shapes. geometric shapes.

Vocabulary and Expressions

Circle. Triangle. Rectangle. Square. Diamond. Heart. Big. Small. Red. Blue. Yellow. Green. Orange. Purple. Pink.
Black. White. Gray. Brown. It is a big, green circle. Let’s have some fun!

Warm up Practice

1. Listen and have fun 2. Write the words.

with the finger game.

t Read with the children the instructions and make

t Encourage the children to play this finger game that sure that they understand what they have to do. Use
goes along with a simple rhyme. Play the CD and the New Words section of this page. The illustration
when you listen to the rhyme, make each geometric shows a composition made out of different geometric
shape that they talk about with your hands: circle, shapes and sizes. In the exercise, the adjectives
triangle and rectangle. The rhyme presents words and the lines that are given, correspond to the
such as round, pointy and long. number of letters of the name of each geometric
shape. Write a few words with the class to demo
Presentation the activity.

t Use the section New Words to show the children

the lesson’s vocabulary. Practice the pronunciation
and spelling of each word. Ask them to write and
draw these words in their notebooks.

Extra Activity

t Using colored paper, allow the children to

draw and cut out different shapes of different
sizes and colors. Ask them to write the name
on the opposite side of each geometric figure.
After they cut them out, they can play in pairs
or in groups to make their own pieces of work
with the shapes.

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40
forty
 New Expressions
Let´s have some fun!
3. Look at the pictures and check (
).
Play the CD for the children to listen to the new
expression and make comments about its use. Let’s
t Ask the children to complete the chart by marking the have some fun! Get them to repeat it in the context
boxes with a checkmark that describes the shapes. of a game.

Production
Extra Activity

4. Describe the shapes Using white paper, ask the children to make a free
drawing made up of many geometric shapes in
from the chart.
different colors and sizes. Exhibit the work in your
classroom and instruct them to make nice comments
about their classmates’ work.
t
Check the children’s work in the previous exercise.
The data that they register will be the basis of the
exercise where they have to complete the sentences
describing the geometric shapes. For example: It is
Communicative Tip
a big green circle.
Grammar Tip Use the composition exhibit as a base for them to
produce the vocabulary and the structures worked
Make sure your students structure their sentences on in the lesson. Say, for example, It is a big yellow
with two adjectives: first the size adjective, then the circle and point to the shape you are talking about.
color adjective right before the noun. For example:
It is a small yellow square. It is a big red triangle.

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forty-one
 3. Look at the pictures and check ( ✓ ).

a. b. c. d. e.
Shapes
and colors

big ✓ ✓ ✓
sma
small ✓ ✓
red
re
ed ✓
blue
blue
e ✓
yellow
ye
ello
ello
ow
ow ✓
green
gre
ree
een
eeen ✓ ✓

4. Describe the shapes from the chart.

What is it? big, ________

green ________.
circle
a. It’s a ________
big, ________
b. It’s a ________ blue ________.
rectangle
red ________.
small, ________
c. It’s a ________ heart
yellow ________.
big, ________
d. It’s a ________ triangle
small, ________
e. It’s a ________ square
green ________.

Let’s have
some fun! Yes!
New essions
r
Exp

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41
forty-one
 Le sson 3
Bingo!

1. Color and match.

Is it a yellow circle? Is it a green square? Is it a red heart?

Yes, it is. Yes, it is. Yes, it is.

2. Listen and read the text. Draw Bob’s face.

Hello. This is Bob. Bob is a robot.

His eyes are two big circles.
His nose is a small, yellow triangle.
His mouth is a small, red heart.
His cheeks are two small circles.

Pinocchio
Go to page 81.
Cut, listen and read
the story. Finally, think
of the value:

42
forty-two
Help
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 Lesson 3 Bingo!

Communicative Goals
1. Participates in short dialogs, formulating and 3. Recognizes and says another three letters from the
aswering questions about geometric shapes. English alphabet (m, n, o).
2. Reads a descriptive text recognizing vocabulary and 4. Reads a story and familiarizes him/herself with a few
other structures worked on in the lesson. frequently used words.
5. Applies the unit’s vocabulary and learned structures
when playing a game.
Vocabulary and Expressions
Circle. Triangle. Rectangle. Square. Heart. Big. Small. Robot. Red. Blue. Yellow. Green. Orange. Purple. Pink. Black.
White. Gray. Brown. It is a big, green circle. Is it a yellow circle?

Warm up
Pinocchio
Short Story
1. Color and match.
t Motivate the children for this pairing exercise. Show
them three questions with their answers and guide
them in reading them.
Show them, with the first dialog, how to do the
exercise. Underline the words yellow and circle
and then draw a line to the circle. Guide them in
the reading of the following two dialogs.

Presentation
Vocabulary and Expressions

2. Listen and read the text. Here. This.

Draw Bob’s face. Rectangle. Take.
Square. Thank you!
t Help the children read the text by pointing to each
word. Explain that they can use the text’s drawings Value: Help
to highlight the reading. Play the CD and do the
reading with them two more times. Ask them to How to Use It
draw the robot’s face that the text describes. t Read the title: Pinocchio and promote a
discussion about the story they already know.
t Ask the children about the highlighted value,
and how Geppetto helped Pinocchio. Ask them
Extra Activity to generate a list of situations in which they can
help out. For example, at home they could help
t Rewrite with your students the text describing the by taking the trash out, taking the dog for a walk,
robot, changing the shape, the color and the etc.
size of the parts of the face. By the end of each tBefore reading the story with the students,
description they should draw the robot’s face as pre-teach and drill the vocabulary. Read the
they describe it. story twice and play the CD to help out with
pronunciation. Invite them to work in pairs to
act out a few scenes from the story. Ask your
students to find some words on each page
and circle them.
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42
forty -two
 Practice

3. Sing along and trace.

Alphabet Time

t
Play the CD to listen to the three letters (m,n,o). Play the dotted words on each line. Write words on the
the CD two more times pointing to the drawings board that start with these 3 letters: mother, mouth,
that illustrate the vocabulary. Instruct them to trace nose, one, open, orange, etc.

Game
BINGO!

Communicative Goals
1. Follows simple instructions to play a game on the 2. Names the unit’s vocabulary related to shapes and sizes.
board.

Vocabulary and Expressions

Circle. Triangle. Square. Rectangle. Heart

Production

4. Draw the shapes.

How to Play

t Give the children time to complete the board with

other shapes on the number, size and color they
want. Once they have their board complete, they
can start playing. First, name the shape they have
to cover with a piece of paper. Do it like that
until someone covers every square on the board.
Say “Bingo!” then verify if he/she is indeed the
winner.

Grammar Tip

Tell the children to name the shapes on each

square, integrating number, size, color and shape
vocabulary in that order. For example: two, small,
red, circles; one, big, green triangle, etc…

43 Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

forty-three
 3. Sing along and trace.
Alphabet Time

Game
Bingo!
4. Draw the shapes.

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43
forty-three
 Project
My Shapely Robot

1. Go to cutout page,
unit 5, and cut out
the parts of the robot.

2. Put the parts

together to make
your robot.

3. Color your
robot.

His head is
a red rectangle.

4. Have fun describing

your robot.

ful
Use essions
r
Exp

t
*UT
B
CJHTNBMMy

t
*UT
SFE
t
*UT
B
DJSDMF
44
forty-four
t
)JTIFSy
JTBSFy
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
 Project

My Shapely Robot

Communicative Goals
1. Follows instructions to complete an in-class 2. Uses the project results to apply the vocabulary and
project. expressions learned in the unit.

Useful Expressions
Shapely. Robot. It’s a big/small… It’s red. It’s a circle. The head is a red square. I have a robot. His eyes are two blue
circles.

Materials Step by Step

t Scissors t Glue t Colored pencils t Cutout 1. Go to the cutout page, Unit 5, and cut out the
page parts of the robot.
2. Put the parts together to make your robot.
t
Use the first few minutes of class to play I am a
3. Color your robot.
robot with the children.
t
Select the student that will play the robot. A few 4. Have fun describing your robot. Here the students
classmates will put it in awkward positions that can use expressions that are given in the Useful
others will change. Expressions box.

CLASS RECORD - EVALUATION UNIT 5

Name Score Name Score

1. ________________________ ____________ 20. ________________________ ____________
2. ________________________ ____________ 21. ________________________ ____________
3. ________________________ ____________ 22. ________________________ ____________
4. ________________________ ____________ 23. ________________________ ____________
5. ________________________ ____________ 24. ________________________ ____________
6. ________________________ ____________ 25. ________________________ ____________
7. ________________________ ____________ 26. ________________________ ____________
8. ________________________ ____________ 27. ________________________ ____________
9. ________________________ ____________ 28. ________________________ ____________
10. ________________________ ____________ 29. ________________________ ____________
11. ________________________ ____________ 30. ________________________ ____________
12. ________________________ ____________ 31. ________________________ ____________
13. ________________________ ____________ 32. ________________________ ____________
14. ________________________ ____________ 33. ________________________ ____________
15. ________________________ ____________ 34. ________________________ ____________
16. ________________________ ____________ 35. ________________________ ____________
17. ________________________ ____________ 36. ________________________ ____________
18. ________________________
[Link] reservados Educactiva
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____________

S. A. S.
____________
37. ________________________

Prohibida
____________

su copia, reproducción ____________

38. ________________________ y/o distribución. 44
forty-four
 Evaluation
Communicative Goals
1. Recognizes and writes the geometric shape that 3. Reads and relates questions and answers.
some objects have.
2. Follows instructions to color a composition made
from geometric shapes.

shapes that make up the landscape. Play the CD

1. Find the shapes. a minimum of /three times in order to check the
information.
Label them.
Track
14 CD 2
t Tell the children to look around the classroom or the
school to identify geometric shapes of a variety of Color the triangles green.
objects. Then, ask them to look at the exercise in the Color the small squares yellow.
book and to write the name of the hidden figure on Color the big circle orange.
each object. Color the small rectangles brown.
The aspect to evaluate in this exercise is the spelling Color the small circles blue.
of those words.

3. Match the questions

with the answers.
2. Listen and color.
t Tell the children the first answer so they can keep
t Play the CD to evaluate the listening skills. The drawing the correct lines.
children should follow the instructions to color the

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forty-five
 &WBMVBUJPO

1. Find the shapes. Label them.

square
____________ circle
____________ rectangle
____________ triangle
____________

2. Listen and color.

3. Match the questions with the answers.

What color is it? Yes, it is red.

Is it red? It is a circle.
Is it a square? It’s purple.
What is it? Yes, it’s a square.
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45
forty-five
Unit

6 1. Sing along.
The Animals You Love
Lesson 1
I Like Pets

I love to look at animals

In books and on TV
In fact there is not one,
That doesn’t interest me
I love dogs, cats and birds
I like rabbits, fish and chicks
I love to look at animals
In books and on TV
In fact there is not one,
That doesn’t interest me

2. Listen and repeat.

I like dogs!
I love rabbits!

I like birds!
I love cats!

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forty-six
Unit
6 Communicative
Skills
1. Follows instructions related to class
The Animals You Love
Standards

2. Follows songs, rhymes and chants using

Listening activities. mime and movements showing that he/she
understands the language of the activities.
3. Predicts a story based on the title, 4. Values reading as a recreational activity
Reading
illustrations and key words. that helps to discover the world.
5. Relates illustrations with simple sentences.

Writing 6. Recognizes and uses basic English

structures.

7. Recites (rhymes, poems), sings and says 8. Actively participates in word games
Monolog tongue-twisters that he/she understands and chants.
with adequate rhythm and intonation.

Conversation 9. Uses daily expressions.

Lesson 1 I Like Pets

Communicative Goals
1. Names the basic vocabulary related to animals. 4. Participates in songs and rhymes about pets.
2. Expresses his/her preferences in relation to pets. 5. Recognizes the use of the singular and plural form
of some nouns.
Vocabulary and Expressions
Dog. Turtle. Rabbit. Cat. Bird. Fish. I like... I love... I want a pet! Turtles make great pets.

Warm up Presentation
Teaching Tip

Beforehand select a good number of animal cards, 2. Listen and repeat.

drawings, pictures (especially pets). Put them up on
the board or on the walls in the classroom.
t Based on the cards that you brought to class or the
illustrations in the student’s book, tell the children your
preferences about pets saying I like rabbits or I love
dogs, for example. Then play the CD and encourage
1. Sing along. them to repeat the sentences that the students say.
Grammar Tip
t
The song in this lesson is a tool to motivate the
children to do the proposed work and helps to It is important to take into account that the correct
introduce vocabulary and expressions. Ask them to structure of the sentences used in the previous
observe the drawings that go along with the song, exercise has to include the subjects in the plural form.
and play the CD three times until they get familiar For example:
with the lyrics. I like cats, I love turtles.

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46
forty-six
 Production
3. Listen and repeat. New Expressions

Teach the children the new expression, explaining

t Play the CD to present the animal vocabulary to them that it is used to say that animals are good
included in the section New Words. At this point, pets. Listen to it on the CD and do pronunciation
it is very important to show the plural form of these corrections if needed. Model the use of the
nouns by writing on the board: dog-dogs; cat-cats; expression with other animals. Dogs make great
turtle-turtles; rabbit-rabbits; bird-birds. pets.
t Make it clear that fish-fish is an exception to the rule.
Communicative Tip

Practice Make a weekly space that you can call Show

and Tell. Ask the children to bring a picture of their
pets to share with the class. Use these pictures
4. Trace and match. to communicate. Demo the presentation with an
example: This is Lazzy. Lazzy is my pet. Lazzy is a
t Explain the instructions for the exercise. Ask students dog. I love dogs.
to name each one of the animals whose pictures are
on the computer’s monitor. With this exercise, they
will practice image-word association and spelling
the vocabulary by, first, tracing each word, and
then, by copying them on the lines.

Extra Activity

Have the children draw or glue their favorite animal

cards and write the sentences that are being
worked on for this preference: I like birds; I love
fish. Teach them the rhyme “Pets Chant” that you
can also listen to on the CD. This rhyme could be
changed by using any other animal.

Track
17 CD 2

Pets Chant
I like birds, Yes I do!
I like birds, do you, too?
I like dogs, Yes I do!
I like dogs, do you, too?

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forty-seven
 3. Listen and repeat. New s
Wo
rd

dogs turtles rabbits

cats fish
birds

4. Trace and match.

a. d.

c d e
b. e.

a f b
c. f.

New essions Turtles make

r
Exp great pets!

I want a pet.

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47
forty-seven
 Lesson 2
My Favorite Animal

1. Repeat the chant.

My favorite animal is the horse. My favorite animal is the cow.

It goes neigh, neigh. Yes, of course! It goes moo, moo. You know how!

My favorite animal is the pig.

It goes oink, oink when it’s big.

2. Listen and repeat.

p
Clap, Clap, Cla

horse - horses duck - ducks hen - hens

donkey - donkeys
cow - cows pig - pigs

rooster - roosters
sheep - sheep

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forty-eight
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 Lesson 2 My Favorite Animal

Communicative Goals
1. Names and writes basic farm animal vocabulary. 3. Completes a graph based on the information heard.
2. Creates simple sentences to express preferences 4. Uses singular and plural forms of some nouns.
about farm animals.

Vocabulary and expressions

Chick. Horse. Pig. Cow. Hen. Duck. Sheep. Donkey. Rooster. I like… I love… My favorite animal is the…

Warm up Presentation

1. Repeat the chant. 2. Listen and repeat.

t This rhyme is titled My Favorite Animal and talks t Here you show the plural forms of some nouns. Play
about three farm animals along with the sounds they the CD to work on the correct pronunciation of this
make. Play the CD to listen to the rhyme three times. vocabulary.
Encourage the students to learn it.
Grammar Tip

Explain to the children that with most nouns, it is

Extra Activity enough just to add an s at the end of the word to
express more than one; for example: horses, ducks,
Suggest to the children the game Farm Animal pigs. Point out that there are exceptions to the rule as
Sounds. Secretly assign an animal (whispering to in the case of the word sheep/sheep which is the
each kid). You should assign each animal at least same in the plural and in the singular form, or like
to a pair of students. When each student has an fish/fish which was worked on in the former lesson.
animal, he/she should go around the classroom
imitating his/her animal (movements and sounds)
to the count of three. However, students must not
mention the name of his/her animal. The objective
is for the students to form pairs or groups with the
animals they find of the same species: cows with
cows, hens with hens, horses with horses, etc.

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48
forty-eight
 Practice Production

3. Listen to the children. 5. Listen and repeat.

Complete the chart.
t Play the CD to listen to what the kid in each box
says. Allow students to listen to each character at Clap your hands, twist you tongue.
least twice so that they can mark with a (✓) or with Danny draws donkeys drinking and dogs digging.
an (✗) the animal that each one mentions as his/
her favorite. t Play the CD and use the book’s illustrations to explain
the meaning of the tongue-twister emphasizing the
/d/ as in dog.
Track
21 CD 2
Teaching Tip
My name is Sam. My favorite animal goes moo,
Avoid doing any kind of translations. Tell the children
moo.
to listen and repeat the tongue-twister many times,
My name is Liz. My favorite animal goes neigh, emphasizing the pronunciation of the initial letter
neigh. /d/. Help them to brainstorm a list of words they
My name is Pat. My favorite animal goes baa, know that start with this sound. For example: door,
baa. desk, day, etc.

My name is Tom. My favorite animal goes oink, Communicative Tip

oink.
Ask the children to bring dolls or toys with animal
shapes from their homes so they can participate
4. Complete the sentences. in a Show and Tell activity. This will be a fun and
relaxed way to produce what they have learned
in this lesson by showing their own toys and using
sentences such as This is Lola. I love my cow Lola.
t Ask the children to complete in writing the sentences My favorite animal is the cow.
that the people used in the box above to express
their preferences about the farm animals. Use the
first sentence as an example.

Clap Strategy

Explain to the children the similarities between the

words favorito (Spanish) and favorite (English). Ask
them to identify the differences in terms of spelling
and pronunciation. That way they will be able to
remember this word easily.

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forty-nine
 3. Listen to the children. Complete the chart.
Animals pig horse cow sheep

Children

Sam ✓

Liz ✓

Pat ✓

Tom ✓

4. Complete the sentences.

Sam: Liz:
animal ___
My favorite _________ is My favorite _________ is
animal ___
the _______________.
______ cow the _______________.
______ horse

Pat:
Tom:
animal ___
My favorite _________ is is
animal ___
My favorite _________
the _______________.
______ sheep the _______________.
______ pig

5. Listen and repeat.

ds, twist your tongue.
Clap your han

Danny draws donkeys drinking

and dogs digging.
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forty-nine
 Lesson 3
What Is It?
1. Listen and repeat. It is a rooster.
What is it?
They are
What are ducks.
they?

2. Write the answers.

What is it? What are they?

It
_____ ___ a _________.
is __ turtle They _____
_____ are _________.
donkeys

What is it? What are they?

It
_____ is __
___ sheep
a _________. They _____
_____ are _________.
birds

3. Listen, read and choose the picture.

✓
Hello. My name is Paul. I love animals.
I love small sheep and big ducks.
My favorite animal is the donkey.

Old McDonald Has

a Farm
Go to page 83. Cut, listen
and read the story. Finally,
50
fifty
think of the value:
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Caring
 Lesson 3 What Is It?

Communicative Goals
1. Participates in short dialogs, asking and answering 3. Recognizes and says three letters of the English
questions about some animals. alphabet (p, q, r).
2. Reads a descriptive short text recognizing the 4. Reads a story and familiarizes him/herself with
vocabulary and structures worked on in the lesson. frequently used words.

Vocabulary and Expressions

Dog. Turtle. Rabbit. Cat. Bird. Fish. Chick. Horse. Pig. Cow. Hen. Duck. Sheep. Donkey. Rooster. I like… I love…
What is it? What are they? My favorite animal is the…

Warm up

t Invite a boy or a girl in the class to come to the front. 3.

Listen, read and choose the picture.
With a scarf or a handkerchief, blindfold him/her.
Use the animal toys (if you do not have this resource
make the sound of an animal) and ask What is it? t Show the children each word in the reading text.
so that the student answers and says the name of the Explain to them that they could use the drawings as
animal. support when reading. Read it two more times with
them. Check their reading comprehension by asking
Presentation them to select one of the three drawings according
to what they consider best describes the text.

1. Listen and repeat.

Old MacDonald Has a Farm
t Play the CD and present the questions that make up Short Story
the new topic in the lesson. Repeat them many times
and pay attention to the pronunciation and to the Vocabulary and Expressions
intonation of the words. Correct as needed. And
Had
Grammar Tip
There
Farm
The question What is it? is used to ask for only one
He has a pretty puppy.
object or animal. What are they? is used to ask for
He has a milky cow.
two or more objects or animals.
He has a funny pig.

Value: Caring
How to use it

2. Write the answers. t
Read the title: Old

MacDonald Has a
Farm. Tell them to
t Explain to the children that each illustration gives the look at the illustrations and make predictions
details of each animal so they can discover the right about the story.
answer. In a pair of drawings only one animal is t Present the value that is going to be worked
illustrated in the first one, and two in the other one in on: taking care of nature. Ask them why
order to practice the questions What is it? and What we should take care of nature and provide
are they? Review the oral and written answers given examples on how to do it. Read the story
by your students and clear up any doubts they may a few times and play the CD to work on
have. pronunciation. Invite the class to act out the
story scenes.

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 Practice

4. Learn the chant. Circle p, q, r words.

Alphabet Time Write on the board the words starting with the men-
tioned letters: pencil, pen, quack, rabbit, red, etc.
t
Play the CD three times for the children to listen to Finally, tell them to circle words in the rhyme that
the letters p, q, r, pointing to the drawings that illus- start with these three letters.
trate the vocabulary.

Game
The Animals’ Pawprints

Communicative Goals
1. Visually relates some farm animals with the prints 2. Practices the unit’s writing vocabulary.
they leave.

Vocabulary and Expressions

Dog. Sheep. Cat. Duck. Pig. Rooster.

Production

5. Draw and trace

their names.

How to Play

t This game presents a maze in which some farm

animal names should be found. Tell the children to
identify the pawprints the animals leave. The paths
should be traced with a pencil and then the words
should be traced.

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 4. Learn the chant. Circle p, q and r words.
s.
Alphabet Time
Here is what I see

at Peter´s Pet Store:

pretty puppies

quiet quails

running rabbits

and much, much more!

Game
The Animals’ Pawprints

5. Draw and trace their names.

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 Project
Animal Puzzles

1. Go to cutout page, unit 6, and cut

out your favorite animal.

2. Cover the back

of your picture
with glue.

3. Lay your craft sticks on the

glued side of the picture.

4. Let it dry. Allow your

teacher to cut the
sticks apart.

5. Play with and share

your puzzles.

What is it? It is a turtle.

Ex
pre Use
ssi ful
on
s
It’s my favorite I like dogs.
animal. I love sheep.
I like turtles!
My favorite animal is the horse.

What is it? What are they?

It is a fish. They are roosters.
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 Project

Animal Puzzles

Communicative Goals
1. Follows instructions to complete a class project. 2. Uses the projects’ results to apply vocabulary and
expressions learned in the unit.

Useful Expressions
I like dogs. I love sheep. What is it? It is a rooster. What are they? They are pigs. My favorite animal is the horse.

Materials

t Scissors t Glue t Wooden ice cream sticks 2. Cover the back of your picture with glue.
t Animal cutouts from the cutout page
t Box cutter 3. Lay your craft sticks on the glued side of the
picture. Don’t leave space in between them.
t
Play the unit’s songs and rhymes as an atmosphere 4. Let it dry. Allow your teacher to cut the sticks
to carry out this project. Review the studied animals’ apart. This can be done with a box cutter.
names. 5. Play with and share your puzzles. When they
t
Explain to the children each one of the following finish putting together the puzzle, tell them to show
steps: it to their classmates. Here the students can use
the given expressions in the Useful Expressions
Step by Step box.
1. Go to the cutout page, Unit 6, and cut out your
favorite animal.

CLASS RECORD - EVALUATION UNIT 6

Name Score Name Score

1. ________________________ ____________ 17. ________________________ ____________
2. ________________________ ____________ 18. ________________________ ____________
3. ________________________ ____________ 19. ________________________ ____________
4. ________________________ ____________ 20. ________________________ ____________
5. ________________________ ____________ 21. ________________________ ____________
6. ________________________ ____________ 22. ________________________ ____________
7. ________________________ ____________ 23. ________________________ ____________
8. ________________________ ____________ 24. ________________________ ____________
9. ________________________ ____________ 25. ________________________ ____________
10. ________________________ ____________ 26. ________________________ ____________
11. ________________________ ____________ 27. ________________________ ____________
12. ________________________ ____________ 28. ________________________ ____________
13. ________________________ ____________ 29. ________________________ ____________
14. ________________________ ____________ 30. ________________________ ____________
15. ________________________

Derechos
16. reservados Educactiva
________________________
____________

S. A. S.
____________
31. ________________________

Prohibida su copia, reproducción y/o

32. ________________________
____________

distribución.
____________ 52
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 Evaluation
Communicative Goals
1. Fills in the blanks using the unit’s basic vocabulary. 3. Reads and relates simple questions and their
2. Identifies the children’s preferences about animals respective answers.
after listening to a text.

1. Complete the words. 3. Match the questions

with the answers.
t Tell the children that they have to write on the lines
the letters that are missing to complete the words.
The pictures will provide meaning to complete the
t Ask the children to read the questions and to correctly
words that allready have some of the letters.
match them to their answers with a line. There is only
one possible answer for each question.

ure
Pict nary
io
Dict
2. Listen to the children.
Write the number. tHelp them locate Unit 6 vocabulary and carry out
one or several of the activities that are proposed in
this section that is found on the final pages of the
t Play the CD to evaluate listening comprehension. guide.
In the exercise, there are three characters that talk,
and each one says what their favorite animal is. The
children should write a number from 1 to 3 in the
circle next to each photo according to what they
hear.

Track
28 CD 2

1. Hi! I love rabbits!

2. Hello! My favorite animal is the fish.
3. I like turtles!

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 Evaluation

1. Complete the words.

b __
i r __
d
__

h o __
__ r __
s e

a b __
r __ b __
i __
t

c __
__ h i c __
k

r o __
__ o s __ r
t e __

t u __
__ r __ e
t l __

2. Listen to the children. Write the number.

2 3
1

3. Match the questions with the answers.

What’s your favorite animal? It is a sheep.
What are they? I love pigs.
What
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They
y/o are dogs.
distribución.
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fifty-three
 Unit
7 1.
Playing Around

Listen and repeat.

Lesson 1
It’s a Toy!
Is it a
puppet? No, it’s not.
Yes, of
Is it a toy? course.

Yes, of
Is it a course.
Is it a doll? No, it’s not. clown?

2. Sing the rhymes.

Toy Rhymes
It’s big and fast It’s cute and pretty
And rhymes with kite And rhymes with ball
Yes, I know! It’s the bike Yes, I know! It’s the doll.

It’s loud and long

And rhymes with plane
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fifty-four
Yes, I know! It’s the train
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Unit
7 Communicative
Skills
1. Follows instructions related to class
Standards
Playing Around

2. Follows songs, rhymes and chants

Listening activities. demonstrating with mime and movements that
he/she understands the language used.

3. Predicts a story based on the title, 5. Relates illustrations to simple sentences.

illustrations and key words.
Reading
4. Values reading as a recreational activity
that helps him/her discover the world.

6. Uses some basic English structures. 8. Copies words that he/she understands and
Writing 7. Writes the names of places and elements frequently uses in the classroom.
that he/she recognizes in an illustration.
9. Recites (rhymes, poems), sings and says 10. Participates in short representations.
Monolog tongue-twisters that he/she understands
with adequate rhythm and intonation.
11. Actively participates in word games and
Conversation
chants.

Lesson 1 It’s a Toy

Communicative Goals
1. Names and writes the basic vocabulary related to 3. Forms descriptive sentences about toys.
toys.
2. Participates in singing and doing rhymes about toys.

Vocabulary and Expressions

Ball. Doll. Kite. Plane. Car. Puppet. Bike. Train. Bear. Clown. Boat. Long. Big. Small. Pretty. Jump rope. It’s a long train.
Is it a toy? Yes, of course. Yes, it is. No, it’s not.

Warm up
Clap Strategy 2. Sing the rhymes.
Use the flashcards that belong to the unit, and show
them to the children so they infer the unit’s topic. t Play the CD for the children to listen to the rhyme
“Toy Rhymes”. Listen to it with the class three times.
Have them repeat the rhyme many times so they
memorize it.

1. Listen and repeat.

t Play the CD to listen to the four scenes of a comic
strip. Encourage students to repeat the questions
and answers given about the toys in each scene.
Invite them to reproduce the dialogs in pairs.

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fifty-four
 Presentation Production

3. Listen and repeat. 5. Trace and match.

t Play the CD for the children to practice pronunciation tAsk the children to trace the words found on the right
in the section New Words. side of the page. Then remind them of the meanings
Use the illustrations to provide meaning of the of the descriptive words: long, big, small, pretty.
words. Write them on the board and guide them to decide
which of these words describes each toy. Then allow
Practice them to decide which of these words finishes each
sentence. For example: It’s a long train.

4. Find the words in the kite. Explain that in English, the descriptive words go
before the noun as in It’s a pretty doll. This is the
opposite of what happens in Spanish where the
t Based on the vocabulary in the box New Words, noun comes before the descriptive adjective (Es una
the children should find the words inside the kite as muñeca linda). Nevertheless, it is not necessary to
they do in a word search. All the words are written explain in detail this fact as the children assimilate
horizontally. Once they’ve found them, they should and internalize these grammar rules when naturally
circle them and rewrite them on the lines. using the language.

Extra Activity

Ask the children to rewrite on a sheet of paper or

in their notebooks the words in order according
to the number of letters in each word. This means
that they have to start with car (three letters) and
then they will have to write in the list the words
with four letters (e.g. ball, doll, etc.), and so on.

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fifty-five
 3. Listen and repeat.
New
Toys Words

bike
puppet car rope clown
ball
bear
doll train plane
kite
boat

4. Find the words in the kite.

clown
a. _________ .

car
b. _________ .
b c
a n e n a
r p
l l boat
e. ______.
i m n o t c r
a
train h e a i
c. _________ . c z x b o j u n
u b
i
c a
i k o
a t e l n
l i
o k o c l o w e
j k i i n
e j n y l u u
k u a a r j t
b c
l c k a bike
f. _______.
e j l t k c e
bear
d. _________ . i l i
a c i n a
n e
r a
x t

airplane
g. ________.

5. Trace and match.

a. It’s a long…

b. It’s a big…

c. It’s a small…

Derechos reservados
55
d. It’sEducactiva
a pretty… S. A. S. Prohibida su copia, reproducción y/o distribución.
fifty-five
 Lesson 2
I Play with My Toys

1. Listen and act out.

I ride my
bike.

I fly my I play with
kite. my truck.

2. Listen and repeat the words.

p
Clap, Clap, Cla

play fly ride jump

3. Read and label the picture.

a
a. I jump rope. b

b. I play with my cars.

c. I fly my plane. c
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Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
 Lesson 2 I Play with My Toys

Communicative Goals
1. Names and writes the basic vocabulary related to 4. Understands the reading of simple sentences.
toys. 5. Uses daily expressions to show that he/she enjoys toys.
2. Participates in simple dialogs about toys. 6. Repeats the tongue-twister producing the initial /t/
3. Recognizes and uses some words that mean action. sound.

Vocabulary and Expressions

Ball. Doll. Kite. Plane. Car. Puppet. Bike. Train. Bear. Clown. Boat. I ride my bike. I fly my kite. I play with my car. I
jump rope. Toys are so much fun!

Warm up

t Invite the children to bring their favorite toy to class.

Organize an in-class toy exhibit where each student 2.
Listen and repeat the words.
can tell the other This is my favorite toy.
Explain that they will keep on talking about toys and t The box contains action words that are worked on
learn to tell what they do with some of them. in the lesson: play, fly, ride, and jump. Play the CD
for the children to listen to the pronunciation. Use the
illustrations and provide meaning.

Clap Strategy

1. Listen and act out. Write the four words on the board and classify the
vocabulary of the toys worked on in the previous
t Play the CD for the children to listen to the dialog lesson in the four columns according to the action
that shows the structure that will be worked on in this they use for each toy; for example: box.
lesson. Play it twice and divide the class into groups
of three for them to act out the dialog.

Presentation play fly ride jump

ball plane bike rope
doll kite
car

3. Read and label the picture.

t Read to the children the sentences on the left side

of the page, and according to these, ask them to
select the drawing that illustrates them. Evaluate the
students’ skills and provide additional help to those
who may need it.

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 Practice Production
New Expressions

5. Listen and repeat.

Toys are so much fun!
t The expression that the children will learn in this
section is toys are so much fun! Play the CD to
listen to a brief dialog and the expression. Play it
Clap your hands, twist you tongue.
twice more. Copy the expression on the board and
underline the word toys. Explain to them that this Tobby took his toy turtle and his tiny train from the
word can be replaced by any toy, and in that way, table.
they will have new expressions; for example: Cars
are so much fun! Dolls are so much fun! Bikes are so t Play the CD for the children to listen to the tongue-
much fun!, etc. twister and the /t/ sound as in toys. Use the book’s
illustrations to provide meaning when explaining
the tongue-twister. Help them make a list of known
words that start with this sound, for example:
teacher, triangle, touch, etc. Propose a contest
4. Complete the sentences. where a student manages to repeat the tongue-
twister without help.
t Have the children first look at the three illustrations
so that they can orally tell which toy is being
ure
used. Then, give them the opportunity to finish the Pict nary
io
sentences using the section New Words on page Dict
55 as support if you consider it necessary.
t

Invite the children to work on the units’
Grammar Tip vocabulary. Do any of the activities proposed
and found on the final pages of this guide.
When the verb to play is used in these sentences it
requires the word with: I play with my doll, I play
with my car, etc. This doesn’t happen with the three
verbs of this lesson: I ride my bike, I fly a kite, I
jump rope.

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fifty-seven
 New essions
r
Exp Toys are so
much fun!
I like toys.
Me too!

4. Complete the sentences.

bear .
a. I play with my _______________.

ball .
b. I play with my _______________.

boat .
c. I play with my _______________.

5. Listen and repeat.

ds, twist your tongue.
Clap your han

Tobby took his toy turtle and

his tiny train from the table.
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57
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 Lesson 3
I Have Toys

1. Listen and find the sentence.

Simon
Lisa
Mark

I have 6 I have I have 5

trains. 7 cars. dolls.

2. Read and mark Yes or No.

Hello.
My name is Clark. I like toys.
I ride my big bike. I jump with my rope.
I have 10 small cars.
I play with my trains and my planes.

Clark says:
No ✓
Alice in Toyland
a. “I play with my clowns.” Yes Go to page 85. Cut,
b. “I ride my big bike.” Yes ✓ No listen and read the
story. Finally, think of
c. “I have 10 small cars.” Yes ✓ No the value:
Happiness
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d. “I play
Derechos with my
reservados puppets.”
Educactiva Yes
S. A. S. ProhibidaNo
✓
su copia, reproducción y/o distribución.
 I Have Toys

Communicative Goals
1. Demonstrates reading comprehension of simple 3. Recognizes and says another four letters of the English
sentences. alphabet (s, t, u, v).
2. Reads a short descriptive text based on the 4. Reads a story and familiarizes himself/herself with some
recognition of the lesson’s vocabulary and of the frequently used words.
structures. 5. Applies the units’ learned vocabulary and structures when
participating in a game.
Vocabulary and Expressions
Ball. Doll. Kite. Plane. Car. Puppet. Bike. Train. Bear. Clown. Boat. Jump rope. Big. Small. I ride my bike. I fly my kite. I
play with my car. I jump rope. I have 7 cars.

Warm up
Write all the unit’s words, toys and actions on the Alice in Toyland
board and give the children time so that each one Short Story
can read them to themselves. Invite a pair of students
to come up in front to read the words one by one. This
can be done as a contest.
Presentation

1. Listen and find the sentence.

t Play the CD so the children can listen to what each
one of the three characters in the illustration says,
and have them identify the sentences that are written Vocabulary and Expressions
below. Ask them to use colored pencils to trace the
path that will take each character to the sentence. Alice.
Toyland.
Look at the pretty dolls.
Track Look at the cute bears.
36 CD 2 Look at the fast bikes.
Mark: I have 6 trains.
Value: Happiness
Lisa: I have 5 dolls.
Simon: I have 7 cars. How to Use It
t Read the title: Alice in Toyland. Have the
students look at the illustrations and make
2. Read and mark Yes or No. predictions about the story.
t Present to the children the value you will be
t Give the children time to read the text many times in working on: happiness. Guide a discussion
order to understand it and to mark their answers. about this value using the following questions.
What makes you happy? How can you make
Teaching Tip
others happy? Why is it important to be
At this moment of the reading process, it is very happy? Read the story a few times and play
important to keep visual support of words and the CD for the students to listen to and practice
sentences for the kids to complete their work pronunciation. Invite them to act out the scenes
successfully. Exhibit the flashcards on the board and in this story.
allow your students to use other unit sections like the
section that introduces the vocabulary while they do
the reading exercise.
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 Practice

3. Chant and trace the words.

Alphabet Time

tPlay the CD for the children so they can listen to tTell them to look for words in the rhyme that start with
the sound of the letters s, t, u, v. Listen to it twice these letters so that they can trace them. Go over the
more and point out to the kids the drawing that rhymes of the other letters worked on in the former
illustrates the vocabulary. Check their pronunciation units.
and spelling.

Communicative Goals
1. Follows the instructions to complete a board game 3. Forms simple sentences using the vocabulary and
in pairs. expressions worked on.
2. Recognizes the unit’s basic vocabulary.

Vocabulary and Expressions

Doll. Ball. Bear. Kite. Clown. Bike. Plane.

4. Throw the die and say the word.

How to Play

t You will need dice and two counters to play in

pairs. Tell the children to look at the square along
with the illustrations of toys, and to take notice of the
lines which make up the popular game “tic tac toe”.
Each student has the opportunity to throw the die
and enter the square anywhere he/she wants. The
student should go over the number of squares that
the die shows and say a sentence with the word he/
she lands on. For example, if the number takes the
student to the square with the plane illustration on it,
he/she could say any of the following sentences: It
is a plane, I like the plane, I play with the plane, I fly
a plane, etc. If he/she says the sentence correctly,
he/she will have the opportunity to mark an X or an
O. The objective is to place the three marks with a
horizontal, vertical or diagonal line to win.

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 3. Chant and trace the words.
Alphabet Time
Let’s learn four new letters.

s as in snake
t as in tiger
u as in umbrella
v as in violet
four new letters we have learned.

Game
Tic Tac Toe
4. Throw the die and say the word.

You need:
two markers

one die

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 Project
Toy Cars

1. Choose the toy car you want to make.

2. Paint and decorate

the paper tube.

3. Make holes for

the wheels.

4. Put a straw
through the holes.
5. Put the wheels and
decorate your toy car.

ful
Use essions
6.
I play with
r
Exp Enjoy your car. my car. It is small
and green.
I like to play with my car.
It is a car.
It is long/short.
It is blue.
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 Project

Toy Cars

Communicative Goals
1. Follows instructions to complete an in-class 2. Uses the project’s results to apply the unit’s learned
project. vocabulary and expressions.

Useful Expressions
It is a car. It is blue/green/red. I have 1 car. I like to play with my car. The car is long/short/fast.

Materials

t Cardboard tube (toilet paper tube) t Water based 3. Make holes for the wheels.
paint t Paint brush t Straw t Cardboard circles
4. Put a straw through the holes.
for the wheels t Glue t Scissors
5. Put the wheels on and decorate your toy car as you
want. You can add doors, lights, mirrors, etc…
t Play the unit’s song and rhyme to create an
6. Enjoy your car.
atmosphere for the children to work on their
handcrafts.

Step by Step t When they’ve finished with the car, tell them to show
it to their classmates. Here the students can use the
1. Choose the toy car you want to make. given expressions on the box Useful Expressions.
2. Paint and decorate the cardboard tube. You can
apply the color you like best.

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 Evaluation
Communicative Goals
1. Identifies the unit’s vocabulary based on the 3. Reads simple sentences and relates them to
illustrations. the illustrations.
2. Completes sentences using vocabulary related to
toys.

1. Look at the pictures. Write the 2. Read and mark the sentence
word for each one of the toys. that describes the picture.

t Tell your students to look and use the illustrations to t Ask the children to look at the illustrations and
complete the sentences. complete the sentence according to the drawing.

Teaching Tip

Correct the evaluation with the children and make

decisions about the aspects in the unit that needed
to be strengthened. Identify students with particular
needs in order to take the necessary measures.

CLASS RECORD - EVALUATION UNIT 7

Name Score Name Score

1. ________________________ ____________ 21. ________________________ ____________
2. ________________________ ____________ 22. ________________________ ____________
3. ________________________ ____________ 23. ________________________ ____________
4. ________________________ ____________ 24. ________________________ ____________
5. ________________________ ____________ 25. ________________________ ____________
6. ________________________ ____________ 26. ________________________ ____________
7. ________________________ ____________ 27. ________________________ ____________
8. ________________________ ____________ 28. ________________________ ____________
9. ________________________ ____________ 29. ________________________ ____________
10. ________________________ ____________ 30. ________________________ ____________
11. ________________________ ____________ 31. ________________________ ____________
12. ________________________ ____________ 32. ________________________ ____________
13. ________________________ ____________ 33. ________________________ ____________
14. ________________________ ____________ 34. ________________________ ____________
15. ________________________ ____________ 35. ________________________ ____________
16. ________________________ ____________ 36. ________________________ ____________
17. ________________________ ____________ 37. ________________________ ____________
18. ________________________ ____________ 38. ________________________ ____________

61 19. ________________________
20. ________________________
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____________
____________
S. Prohibida su40.
39. ________________________
________________________
copia, ____________
reproducción y/o distribución.
____________

sixty-one
 Evaluation

1. Look at the pictures. Write the word for

each one of the toys.

boat
a. It’s a _________. doll
b. It’s a _________.

car
c. It’s a _________.

bike
d. It’s a _________. plane
e. It’s a _________.

2. Read and mark the sentence that describes the

picture.

a. It is a big ball.

b. It is a small train.

a. I fly my kite.

b. I play with my bear.

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 Unit
8 1.
My Yummy Lunchbox
Repeat the poem.

I like fruits
Lesson 1
I Like Fruits!

Fruits are great

Oranges, bananas
So good to taste
I like fruits
Fruits are sweet
Apples and pears
So good to eat

2. Listen and act out.

I don’t like grapes,

I like strawberries but I like cherries.
and grapes.

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Unit
8 Communicative
Skills
1. Follows instructions related to class
My Yummy Lunchbox
Standards
2. Follows songs, rhymes and chants
Listening activities. demonstrating with mime and movements an
understanding of the language of the activities.
3. Predicts a story based on the title, 5. Relates to family matters.
illustrations and keywords. 6. Recognizes and follows simple
Reading 4. Values reading as a recreational activity instructions properly illustrated.
that helps him/her discover the world. 7. Relates illustrations with simple
sentences.
8. Uses some basic English structures. 10. Copies words that he/she understands
Writing 9. Writes the names of places and elements and frequently uses in the classroom.
that he/she recognizes in an illustration.
11. Recites (rhymes, poems), sings and says 12. Expresses likes and dislikes.
Monolog tongue-twisters that he/she understands
with adequate rhythm and intonation.
13. Expresses and shows personal
Conversation immediate needs.

Lesson 1 I Like Fruits!

Communicative Goals
1. Names and writes basic vocabulary related to fruits. 3. Creates sentences to express preferences about fruits.
2. Participates in songs and rhymes about fruits.

Vocabulary and Expressions

Fruits. Orange. Apple. Strawberry. Tangerine. Banana. Pear. Grapes. Cherries. Great. Good. Sweet. Eat. And. But. I
like apples. I don’t like pears.

Warm up Presentation

Extra Activity
2. Listen and act out.
t Suggest that each student bring to class a pair of
their favorite fruits. You should have kebob sticks
available for your students so they can make fruit t Play the CD for the children in order to listen to the
kebobs together. Use this activity to find out what dialog about the kids in the photo. Explain to them
vocabulary they recognize. that they are expressing their likes about fruits. Write
the sentences I like strawberries and grapes and I
don’t like grapes, but I like cherries. Have them act
out this dialog in pairs.

1. Repeat the poem.

t Play the CD many times until the children are able to

repeat the poem “I like fruits” by themselves.
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sixty-two
 Production

3. Listen and repeat.

5. Listen and mark: I like (✓),
t Play the CD for the children so they can listen to I don’t like (✗).
the pronunciation of each word. Tell them to write
these words in their notebooks in order to learn their t
Play the CD so the children can listen to the three
spellings. characters, Sally, Sam and Tim, saying which fruits
they like and which they dislike. The students have
to mark with a checkmark (✓) the ones they like, or
Practice with an (✗) the ones they dislike. Check the answers
given by your students.

4. Label the fruits.

Track
43 CD 2
tAsk the children to look at the illustration (the fruit bowl).
Tell them to write the words on the corresponding a. I like strawberries, but I don’t like
lines. tangerines.
b. I like apples, but I don’t like pears.
c. I like bananas, but I don’t like apples.
Extra Activity

Play the game Stairs.

Suggest the children write in their notebooks the
letters of each word to make a staircase as seen
in the following example:
a
ap
app
appl
apple

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sixty-three
 3. Listen and repeat.

Fruits
tangerine

orange
apple

cherry grapes banana

strawberry
pear

4. Label the fruits.

pear
___________________
tangerine
_______________

orange
___________
_ bananas
______________

apple
_____________ cherries
__________________
grapes
_________________
_

5. Listen and mark: I like ( ), I don’t like ( ).

Fruits apples strawberries bananas pears tangerines

I like… Children
but I don’t
like… a. Sally ✓ ✓

b. Sam ✓ ✓

c. Tim ✓ ✓ 63
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 Lesson 2
I Eat My Snack!

1. Sing along.
I like to eat, eat and eat
Cookies, chips and sandwiches
I like to eat, eat and eat
When I’m very hungry
I like to drink, drink and drink
Yogurt, juice and milk
I like to drink, drink and drink
When I’m very thirsty

2. Listen and repeat.

chips juice sandwiches

cookies
milk yogurt snacks

3. Trace and match.

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 Lesson 2 I Eat My Snack!

Communicative Goals
1. Names and writes basic vocabulary related to 4. Uses daily expressions to indicate a need.
snacks. 5. Repeats the tongue-twister producing the /ch/
2. Participates in simple dialogs expressing likes initial sound.
about snacks.
3. Understands reading simple sentences.

Vocabulary and Expressions

Snacks. Cookies. Chips. Sandwiches. Juice. Milk. Yogurt. Eat. Drink. I’m very hungry. I’m very thirsty. I like to eat
cookies. I don’t like to eat sandwiches. I like to drink milk. I don’t like to drink juice. I am starving!

Warm up Practice

1. Sing along. 3. Trace and match.

t
Play the CD for the children to listen to the song “I t Ask the children to trace each word with a colored
like to eat”. Listen to it many times until the students pencil and then draw a line from the word to the
are ready to participate. Clarify any doubts about corresponding snack illustration. Check the answers
the meaning of words and expressions. with the students.

Presentation
Extra Activity

2. Listen and repeat. Ask the children what they have brought in their
lunch boxes to snack on. Look at the food that is
tHere the vocabulary of the snacks that the kids shown in the lesson and say the names.
usually take to school is included. Play the CD so
that students can repeat each word, understand the
meaning and learn the spelling.

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 New Expressions Grammar Tip
I am Starving!
Remind students that the word don’t is a contraction
t Play the CD so the children can listen to the of the words do and not. Explain that it is also
expression used when one is really hungry. possible to use the non-contracted form as in I do
Encourage them to repeat and act out the dialog. no like to eat cookies.

4. Complete the dialogs. 5. Listen and repeat.

t Point to the illustrations and based on those drawings, Clap your hands, twist your tongue.
show the children how to complete the sentences. Charlie changed his chocolate chips for
Check their answers. cherries.

t Play the CD for the children so they can listen to the

Production tongue twister emphasizing the sound /tʃ/ as in
chair. Use the illustrations to provide the meaning of
Extra Activity the tongue twister.
Help them make a list of known words that start
Write the following sentences on the board: I like with this sound, for example: cheeks, chicks, etc…
to eat… I don’t like to drink… Allow the children Suggest having a contest in class and reward the
to finish them orally. Give them time so that each kid that repeats the tongue-twister without being
one writes in their notebooks four sentences helped.
about themselves. Then, assign a time for them
to exchange notebooks and read what their
classmates have written.

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sixty-five
 New essions
r
Exp

Me too! I am
I want to eat starving!
chips, cookies
and juice.

4. Complete the dialogs.

I like to eat
sandwiches
_________. I don’t like to eat
chips
___________.

I like to drink I don’t like to drink

milk yogurt
____________.
__________.

5. Listen and repeat.

ds, twist your tongue.
Clap your han

Charlie changed his chocolate

chips for cherries.

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 Lesson 3
What I Don’t Like

1. Write about your likes and dislikes.

I don’t like
yogurt.

I like milk.

I like… I don’t like…

2. Read the text and write the words.

Hello. My name is Sarah. I like to eat fruits. Shopping with My

Mother
apples cherries grapes Go to page 87.
I like _____________, _____________ and _____________.
Cut, listen and read
the story. Finally,
think of the value:
Tolerance
cookies
I like to eat snacks too. I like ______________, sandwiches
_____________

yogurt
and _____________, juice
but I don’t like ___________ strawberries
or ____________.

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Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
 Lesson 3 What I Don’t Like

Communicative Goals
1. Names and writes basic vocabulary related to 4. Recognizes and says the 4 remaining letters of the
fruits and snacks. English alphabet (w, x, y, z).
2. Participates in simple dialogs expressing his/her 5. Reads a story and familiarizes himself/herself with
preferred snacks. frequently used words.
3. Reads a short descriptive text based on his/ 6. Applies the vocabulary and learned structures in the unit
her knowledge of the lesson’s vocabulary and when participating in a game.
structures.

Vocabulary and Expressions

Fruits. Orange. Apple. Strawberry. Tangerine. Banana. Pear. Grapes. Cherries. Snacks. Cookies. Chips. Sandwiches.
Juice. Milk. Yogurt. Eat. Drink. I’m very hungry. I’m very thirsty. I like to eat cookies. I don’t like to eat sandwiches. I like
to drink milk. I don’t like to drink juice.

Warm up
Shopping with My Mother
1. Write about your likes and dislikes. Short Story

t Review the vocabulary worked on from the two

previous lessons on fruits and snacks. Have each
student fill in each box according to his/her likes
and dislikes. Later, tell them to compare their answers
in pairs.

Presentation

2. Read the text and write the words. Vocabulary and Expressions

I like. Chips.
Eat. Pears.
t Tell the students to read the text twice. Since they Cookies. Grapes.
need to familiarize themselves with the contents of
the text, have them complete the sentences with the Value: Tolerance
help of the pictures. Suggest they read the text in How to Use It
groups once they’ve finished.
t Review the previous stories with the children.
t Read the title: Shopping with My Mother. Have
the students look at the illustrations and make
predictions about the story. Ask them: What do
you think the story is about?
t Present the value that will be worked on in
the story. Guide a discussion about what
this value means: tolerance by way of the
following questions: What do you think the
word tolerance means? Who should you be
tolerant towards? Read the story a couple of
times and play the CD in order to listen and
practice pronunciation. Have them act out one
of the scenes.

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66
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 Practice

3. Repeat the chant. Write the words.

Alphabet Time

t Play the CD so the children listen to the letters w, rhyme words that start with these letters and to trace
x, y, z. Listen to it two more times and point to them. Then, ask them to write them in front of the
the drawings that illustrate the vocabulary. Check drawing in the exercise. Review the word rhymes of
pronunciation and spelling. Tell them to identify the the letters worked on in previous units.

Game
The Snack Wheel

Communicative Goals
1. Follows simple instructions to play a board game. 2. Uses the unit’s vocabulary and expressions to
participate in a game.

Vocabulary and Expressions

Apple. Cherries. Yogurt. Pear. Cookies. Sandwiches. Chips. Strawberry. What do you like?

Production

4. Throw the die.

Answer the question.

How to play

t You will need a die and two counters to play in

pairs. The first player throws the die. He/she should
move that number of spaces on the wheel. When
landing on the drawing the number indicates, a
classmate will ask: What do you like? The other
player should answer: I like strawberries or the word
indicated on the card. This way the player will get
a point and the game will continue as the players
take turns until one of them has more points than the
other.

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sixty-seven
 3. Repeat the chant. Write the words.
Alphabet Time

four more letters

easy as it can be
water
_________ w, w as in water
x, x as in x-ray yo-yo
_________
y, y as in yo-yo
z, z as in zebra
w, x, y and z
x-ray
_________ four more letters
easy as it can be zebra
_________
Game
The Snack Wheel

4. Throw the die. Answer the question.

You need: What do
you like?
one die

two
markers

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67
sixty-seven
 Project
Yummy Snack Plates

1. Find a big paper plate.

2. Cut out some pictures

of fruits and snacks
from magazines.

3. Glue the pictures onto

the paper plate.

4. Decorate the frame of

your plate with markers.

I like cookies
and juice.

ful
Use essions
5. Show and tell..
r
Exp

I like…
I don ’t like…
My favorite snack is…
68
sixty-eight
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 Project

Yummy Snack Plates

Communicative Goals
1. Follows instructions to complete an in-class 2. Uses the project’s results to apply the
project. vocabulary and expressions learned in the
unit.
Useful Expressions
I’m very hungry. I’m very thirsty. I like to eat cookies. I don`t like to eat sandwiches. I like to drink milk. I don’t like to drink
juice. I am starving!

Materials Step by Step

t Big paper plate t Cutouts from magazines 1. Find a big paper plate.
(snack food pictures) t Colored markers t Glue 2. Cut out some pictures of fruits and snacks from
t Scissors t A piece of tape or wool magazines.
3. Glue the pictures onto the paper plate.
t Play the CD of the unit’s rhymes and songs to create
an atmosphere for the children to work on their 4. Decorate the frame of your plate with markers.
handcrafts. 5. Show and tell.

Teaching Tip
t When they have finished the plate, tell them to
This is a project with a curriculum related to the
show it to their classmates. The students can use the
natural science area, specifically to healthy nutrition
expressions given in the Useful Expressions box.
and the food groups. Explain to them these topics
briefly and help them classify the food talked about
in the unit in the following food groups: cereal,
proteins, fruits and vegetables, fats and sugar,
and dairy products. Discuss with the children how
healthy the snacks that they bring to school every
day should be.

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68
sixty-eight
 Evaluation
Communicative Goals
1. Writes the unit’s basic vocabulary. 3. Reads and relates sentences
2. Completes sentences based on a listening text. according to illustrations.

1. Label the food.

3. Read the sentences.
Mark the picture.
t Tell the children to look at the illustration and write
down the respective words.
t Ask the children to look at the illustrations, read the
sentences, and mark the illustration that corresponds
to each sentence.

2. Listen and complete the sentences. Communicative Tip

Suggest students have a shared snack time. Let’s

t Tell the children to look at the illustration. Play the
share Snack Time. Each student will bring from home
CD for the students to listen to and complete the
something to share with the others. When they do it,
sentences.
they should say what they like, using the vocabulary
and expressions found throughout the unit.
Track
51 CD 2

Peter
a. I like to eat fruits.
b. I like apples.
c. I don’t like yogurt.
Laura
a. I like to drink milk.
b. I like cookies.
c. I don’t like cherries.

CLASS RECORD - EVALUATION UNIT 8

Name Score Name Score

1. ________________________ ____________ 14. ________________________ ____________
2. ________________________ ____________ 15. ________________________ ____________
3. ________________________ ____________ 16. ________________________ ____________
4. ________________________ ____________ 17. ________________________ ____________
5. ________________________ ____________ 18. ________________________ ____________
6. ________________________ ____________ 19. ________________________ ____________
7. ________________________ ____________ 20. ________________________ ____________
8. ________________________ ____________ 21. ________________________ ____________
9. ________________________ ____________ 22. ________________________ ____________
10. ________________________ ____________ 23. ________________________ ____________
11. ________________________ ____________ 24. ________________________ ____________

69 Derechos
12. ________________________ ____________

reservados Educactiva S. ____________

13. ________________________ A. S. Prohibida su26.
copia,
25. ________________________

reproducción y/o distribución.

________________________ ____________
____________

sixty-nine
 Evaluation

1. Label the food.

grapes
___________

yogurt
_________
apple
___________
sandwich
____________ cookies _
_________

2. Listen and complete the sentences.

Peter a. I like to eat fruits

b. I like apples

c. I don’t like yogurt

Laura a. I like to drink milk

b. I like cookies

c. I don’t like cherries

3. Read the sentences. Mark the picture.

I like to eat
cherries.
✓

I don’t like to ✓
drink juice.

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69
sixty-nine
 Picture Dictionary

aunt ccheeks
ch
hee
eks
cheeks ks

board cookies

baby cherries

brother cousin

bear chick

brown cow

bike chips

car doll

black circle

70
seventy
chair donkey
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 face mother

door hair

father mouth

duck hen

glue
nose

ears horse

grapes
orange

eraser juice

green
pears

eyes kite
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71
seventy-one
 sister
pencil

train

rooster

pig square

triangle

sandwich

pink strawberries

uncle
scissors

plane table

white
sharpener

purple tangerine

72
seventy-two
sheep window
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 Picture Dictionary
t Find the match t The odd one out

Tell your students to go to the Picture Dictionary For this activity you should use a page in the
pages. Help them locate the unit’s vocabulary Picture Dictionary from which you are going
you want to work on. Explain that sometimes in to select three words. Two of them should be
their books the drawing appears and other times about the same topic and the third one not. For
just the word. The objective of the activity is to example: eraser, baby and sharpener. Write
find the sticker with the word or the illustration them on the board and explain to the students
that is missing. These stickers are available in that the objective of the game is to determine
the annexed pages of the Student’s Book. which of the three given words isn’t part of the
group. To do this say: Which one is the odd
t I Spy one? The correct answer is baby, since the
other two are school supplies.
This activity is a game where the teacher gives
hints so the students can find a specific word. t Pictionary
It is important to take into account that the hints
should be very simple. Use other words that are Select the subject that you are interested in
familiar to your students, and provide meaning working on. Indicate to the students the place
with mime. For example: if they are going to where you are in the Picture Dictionary. Choose
guess the word ball, say I spy with my eye. a word and draw it for your students. Ask them
It is a toy. It looks like a circle. Pretend you to guess what the word you have drawn is. This
are making the ball bounce on the floor. The game can be done as a contest, dividing your
children can have their book open to the Picture class into groups. In this case, a representative
Dictionary to choose the described word. from each group should come to the front of the
class and draw each selected word for the rest
t Bingo of his/her group members.

The Picture Dictionary pages can be used as t Sorting Words Out

bingo boards. The teacher names different
words for the students to cover up with a piece This activity can be done with all the vocabulary
of paper. The objective is to cover up all the learned on a page in the Picture Dictionary.
words on one page. You can modify it by telling On that page you can find words from various
them to cover only one row or cover words to subjects. Identify the subjects and write them on
make letters like U, L, etc. the board as in the following example:

t Spelling Bee Family School Colors

Choose a subject you want to work on and Then ask them to classify the words on this page
help your students to locate the corresponding by writing them underneath each category.
vocabulary in the Picture Dictionary. Read the
words with the students many times and explain
to them that the objective of the activity is to t Tell me the chant
memorize the spelling of the words.
The following rhyme can be used to practice the
Provide time for each kid to study them. Ask
vocabulary that is shown in the Picture Dictionary.
them to cover the page in the book and you say
The only word that should be changed is the
the word for them to spell.
underlined one that you or your students chose.

Tell me tell me
what do you see?
I see a book in front of me.

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t Hangman t Memory Game

Choose a word from the Picture Dictionary and Select a page in the Picture Dictionary. Get
draw the number of lines that corresponds to your students to pay attention and observe for
the number of letters of the word on the board. five minutes. Tell them to memorize the majority
Ask the children to form groups and to say a of words that appear on the page. Then, ask for
letter that they think makes up part of the word. volunteers to mention the words they remember.
If the letter is included in the word, write it on The student who remembers and pronounces
the corresponding line. If not, then start drawing the most words correctly wins.
a stick man on the board. The objective is to
discover the word before you finish drawing the t Favorite Words
stick man that will be hanged.
The children can identify with some activities
t Picture Cards and Word Cards that appealed to them by a certain group of
words. Therefore, invite them to choose their
Invite the children to make cards or letters based favorite words taken from the Picture Dictionary
on the images and vocabulary given throughout pages and encourage them to draw or create
the Picture Dictionary. Assign different topics to their own Picture Dictionary by drawing their
different groups. When you have all the image own scenes or putting together a collage
cards and the words ready, reorganize the with cut-outs from magazines, newspapers or
children into new groups and shuffle the cards. posters.
The objective of the game is to find corresponding
images to the words and make pairs.

t Miming Game

You can work with the different topics in the

Picture Dictionary. Write the key words on
small colored cards. Divide the children into
small groups and select a volunteer to mime
the words that he/she chooses secretly. The first
group to guess the word has a point and can
choose a representative that will come to the
front to mime the next word. The group with the
most points is the winner.

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 1
Getting to Know You
Unit 1

Goodbye!

Friends say: “Goodbye.”

Goodbye!

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 2
Friends say: “Hello!”

Hi!
Hello!
you?
How are
Friends say: “I’m fine.”

I’m fine!
3

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74
 1
Back to School
Unit 2

Use my
book.

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2

pencil.
Use my
Oops!

eraser.
Use my
Oops!
3

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76
 1
My Family
Unit 3

My bed!

This is Baby Bear.

4

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 2
This is Father Bear.

My food!
My chair!
This is Mother Bear.
3

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78
 1
This Is My Face

You have two

big eyes.
Unit 4

You have
one big
mouth.

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2

You have
two long
ears.
nose.
one long
You have
3

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80
 1
Colorful Shapes
Uni t 5

Pinocchio!
This is

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2

rectangle.
This is a red
blue square.
This is a
3

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82
 1
The Animals You Love

And there...
Uni t 6

…he has a funny pig.

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2

... he has a pretty puppy.

… he has a milky cow.
3

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84
 1
Playing Around

Alice in Toyland
Uni t 7

Look at the fast bike.

4

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2
Look at the pretty dolls.
Look at the cute bears.
3

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86
 1
My Yummy Lunchbox
Uni t 8

with my mother.
I like shopping
shopping with
my mother.
I like

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2

cookies.
I like to eat

chips.
I like to eat
3

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88
 Beginners Test
This test is Photocopiable and can be used as of this guide. In the first part of this section
the final exam at the end of the course or as you will find an illustrated scene. The student
preparation for the international language tests should describe the scene talking about the
for students with a beginners level goal (A1). animals that he/she can see there. In the
The purpose is to evaluate the student in an second part of the test two illustrations appear
enjoyable and fun way, with illustrations and for the student to describe.
contextualized situations that integrate different On the last page of this guide, the teacher will
topics, communicative functions and grammar find the answers to the different sections of the
focus developed throughout Clap, Clap! 1. Beginners Test.

The test consists of the following sections:

Track
53 CD 2

Listening. Part I.
Listening
Listen and write the number.
This section is divided into four parts. In the
Look at the example.
first part, an illustration is shown with different
characters doing different actions. The student Example:
will listen to different short sentences and identify 1. Hello! My name is Nick. I have short black
the characters in the illustrations, according to hair and big eyes.
the action they’re doing. Now, listen and write numbers two to six.
In the second part, the children should color
2. Good morning. I am Nick’s grandmother.
some school supplies based on what they are
My name is Alice. I have a small nose, a
listening to on the audio.
small mouth and big cheeks.
In the third part, they have to choose the correct
answer of the multiple choices according to the 3. Hi! This is my sister Sarah. Her hair is long.
information they hear. She likes to jump rope.
In the fourth and last part, the children are 4. Hello! My name is Tom. I am the father. I
going to pair up two columns according to the love animals. My favorite pet is the dog.
information they hear. 5. Hi! I am Nancy. I am the aunt. I have long
eyelashes. I like to eat apples.
6. Good morning! My name is Albert. I am
Reading and Writing the grandfather. I have gray hair. I touch my
head.
This section is divided into three parts. In the
first part, the children will identify if the text
matches or doesn’t match the image that goes Track
54 CD 2
with it.
In the second part, the children will answer Yes Listening. Part II.
or No according to the information shown in Listen and color. Look at the example.
the illustration. Example:
The scissors are black.
Now listen and color.
Speaking
1. The ruler is yellow.
In the third and last part, the students should
complete a story based on the reading of an 2. The book is blue.
image. In this section, the teacher can use two 3. The marker is purple.
different strategies using the illustrations and 4. The pencil is green.
the specific
Derechostasks explained
reservados on the last
Educactiva page
S. A. S. Prohibida su copia,
5. The reproducción
sharpener is orange.y/o distribución.
 Track Track
55 CD 2 56 CD 2

Listening. Part III. Listening. Part IV.

Listen and mark the box.
Listen and match. Look at the example.
Look at the example.
Example:
Example:
My name is Simon. I play with cars.
What is it?
It is a door. Now, listen and match. Draw lines.

Now, listen and mark the box. 1. My name is Patty. My favorite fruit
is strawberry.
1. Who is she?
2. My name is Jane. I like books.
She is my baby sister.
3. My name is Danny. I have a square.
2. What color is it?
4. My name is Zack. I love rabbits.
It is black.
5. My name is Anne. I don’t like milk.
3. What are they?
They are fish.

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 Beginners Test
Listening
Listen and write the number, look at the example.
Part I. (5 questions. 2 points each. Total: 10 points)

Part II. (5 questions. 2 points each. Total: 10 points)

Listen and color.

Look at the example

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– Photocopiable –
1
Beginners
Test
 Listening
Part III. (3 questions. 5 points each. Total 15 points)

Listen and mark the box.

Look at the example.

Example:
What is it?

a. b. c.

1. Who is she?

a. b. c.

2. What color is it?

a. b. c.

3. What are they?

2
Beginners
a. b. c.
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– Photocopiable –
Test
Listening
Part IV. (5 questions. 2 points each. Total: 10 points)

Listen and match.

Look at the example.

Simon

1. Patty

2. Jane

3. Danny

4. Zack

5. Anne

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3
Beginners
– Photocopiable –
Test
 Reading and writing
Part I. (5 questions. 2 points each. Total: 10 points)

Look and read.

Put a check (✓) or an (✗) in the box. There is one example.

Example:

This is a board. ✓

1. This is a circle.

2. This is a cow.

3. This is a plane.

4. This is an orange.

5. This is an eraser.

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Beginners – Photocopiable –
Test
Reading and writing
Part II. (5 questions. 2 points each. Total: 10 points)

Look and read. Write Yes or No.

There are two examples.

Examples:
Her eyes are big. Yes

His hair is long. No

Statements:

1. His eyes are open.

2. His eyelashes are short.

3. Her nose is big.

4. His ears are small.

5. Her hair is short.

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5
Beginners
– Photocopiable –
Test
 Reading and writing
Part III. (10 questions. 2 points each. Total: 20 points)

Read the story. Look at the pictures and the two examples.
Write one-word answers.

Hi. I am Nelson. I live with my family. My mother is Mary.

My _________________ is Richard. I have two _____________________.

1 2

Sally and Paula. We like to play. We ride our _____________________.

3

We like to eat ___________________ and to drink strawberry ________________.

4 5

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Beginners – Photocopiable –
Test
Speaking
Part I. Describe this scene.

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7
Beginners
– Photocopiable –
Test
 Speaking
Part II. Say what you see.

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Beginners – Photocopiable –
Test
 Answer Key

Listening Reading and writing

Part I Part II Part I Part II

1. Boy with short black hair and big eyes. 1. The ruler is yellow. 1. (✗) 1. Yes
(Nick) 2. The book is blue. 2. (✓) 2. Yes
2. Grandma with small nose and mouth 3. The marker is 3. (✗) 3. No
and big cheeks. (Alice) purple. 4. (✗) 4. Yes
3. Girl with long hair, jumping rope. (Sarah) 4. The pencil is 5. (✓) 5. No
4. Man holding a dog. (Tom) green.
5. Woman with long eyelashes, eating an 5. The sharpener is
apple. (Nancy) orange.
6. Gray-haired grandpa touching his head.
(Albert)

Part III Part IV Part III

1. a. She is my baby sister. 1. Patty. Strawberry. 1. father
2. c. It is black. 2. Jane. Books. 2. sisters
3. b. They are fish. 3. Danny. Square. 3. bikes
4. Zack. Rabbits. 4. sandwich
5. Anne. Milk. 5. juice

Speaking

Teacher’s role Minimum expected answers More actions and questions

from student to guide the student
t
Show the illustration to the This is a cow (dog, turtle, rabbit, t
Point to other animals the
student. cat, hen, horse, pig, etc...) student hasn’t mentioned.
t
Have him/her mention what It is a rooster (bird, fish, etc...) t
Give the student the initial part
he/she sees in it. I like chicks (dogs, turtles, rabbits, of the answer(s): This is a…
t
Support the student and help cats, hens, horses, pigs, etc…) I like… I love… My favorite
Part I him/her to be confident. I love dogs (turtles, rabbits, cats, animal is…
t
Call the student by his/her first hens, horses, pigs, etc...) t
Ask questions and point:
name.
My favorite animal is the donkey What is it? What animal do
(bird, fish, etc...) you like? What is your favorite
animal?

t
Show the two illustrations to Girl t
Point to other parts of the

your students. Her hair is long. face the student hasn’t
t
Ask them to describe the Her eyes are big. mentioned.
two children: Look at these Her mouth is small. t
Give the initial part of the
children. What do they look She likes circles. answer(s): Look at the girl.
like? The girl is pretty. She has She likes squares. Her…She likes…
a small nose. What does she She likes triangles. t
Ask questions and point:
Part II like?
She likes hearts.
What are her eyes like?
Boy
His hair is short. What does she like?
t
Support the student and help
His eyes are small.
him/her to feel confident and
His cheeks are big.
secure. Remember to call him/
He likes balls.
her by his/her first name.
He likes cars.
He likes kites.
He likes trains.
He likes planes.
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Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
 Class Record - Evaluation

Name Score Name Score

1. _______________________________ ____________ 31. _______________________________ ____________

2. _______________________________ ____________ 32. _______________________________ ____________

3. _______________________________ ____________ 33. _______________________________ ____________

4. _______________________________ ____________ 34. _______________________________ ____________

5. _______________________________ ____________ 35. _______________________________ ____________

6. _______________________________ ____________ 36. _______________________________ ____________

7. _______________________________ ____________ 37. _______________________________ ____________

8. _______________________________ ____________ 38. _______________________________ ____________

9. _______________________________ ____________ 39. _______________________________ ____________

10. _______________________________ ____________ 40. _______________________________ ____________

11. _______________________________ ____________ 41. _______________________________ ____________

12. _______________________________ ____________ 42. _______________________________ ____________

13. _______________________________ ____________ 43. _______________________________ ____________

14. _______________________________ ____________ 44. _______________________________ ____________

15. _______________________________ ____________ 45. _______________________________ ____________

16. _______________________________ ____________ 46. _______________________________ ____________

17. _______________________________ ____________ 47. _______________________________ ____________

18. _______________________________ ____________ 48. _______________________________ ____________

19. _______________________________ ____________ 49. _______________________________ ____________

20. _______________________________ ____________ 50. _______________________________ ____________

21. _______________________________ ____________ 51. _______________________________ ____________

22. _______________________________ ____________ 52. _______________________________ ____________

23. _______________________________ ____________ 53. _______________________________ ____________

24. _______________________________ ____________ 54. _______________________________ ____________

25. _______________________________ ____________ 55. _______________________________ ____________

26. _______________________________ ____________ 56. _______________________________ ____________

27. _______________________________ ____________ 57. _______________________________ ____________

28. _______________________________ ____________ 58. _______________________________ ____________

29. _______________________________ ____________ 59. _______________________________ ____________

30. _______________________________ ____________ 60. _______________________________ ____________

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 Class Record - Evaluation

Name Score Name Score

1. _______________________________ ____________ 31. _______________________________ ____________

2. _______________________________ ____________ 32. _______________________________ ____________

3. _______________________________ ____________ 33. _______________________________ ____________

4. _______________________________ ____________ 34. _______________________________ ____________

5. _______________________________ ____________ 35. _______________________________ ____________

6. _______________________________ ____________ 36. _______________________________ ____________

7. _______________________________ ____________ 37. _______________________________ ____________

8. _______________________________ ____________ 38. _______________________________ ____________

9. _______________________________ ____________ 39. _______________________________ ____________

10. _______________________________ ____________ 40. _______________________________ ____________

11. _______________________________ ____________ 41. _______________________________ ____________

12. _______________________________ ____________ 42. _______________________________ ____________

13. _______________________________ ____________ 43. _______________________________ ____________

14. _______________________________ ____________ 44. _______________________________ ____________

15. _______________________________ ____________ 45. _______________________________ ____________

16. _______________________________ ____________ 46. _______________________________ ____________

17. _______________________________ ____________ 47. _______________________________ ____________

18. _______________________________ ____________ 48. _______________________________ ____________

19. _______________________________ ____________ 49. _______________________________ ____________

20. _______________________________ ____________ 50. _______________________________ ____________

21. _______________________________ ____________ 51. _______________________________ ____________

22. _______________________________ ____________ 52. _______________________________ ____________

23. _______________________________ ____________ 53. _______________________________ ____________

24. _______________________________ ____________ 54. _______________________________ ____________

25. _______________________________ ____________ 55. _______________________________ ____________

26. _______________________________ ____________ 56. _______________________________ ____________

27. _______________________________ ____________ 57. _______________________________ ____________

28. _______________________________ ____________ 58. _______________________________ ____________

29. _______________________________ ____________ 59. _______________________________ ____________

30. _______________________________ ____________ 60. _______________________________ ____________

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 Clap, Clap! Workbook is the activity book that books, teaching English as a foreign language
accompanies the basic primary education for Beginners, is aimed at level A2 as defined by
English course Clap, Clap!. This series of six the Common European Framework.

Clap, Clap! Workbook and Literacy: Reading and Writing

Clap, Clap! Workbook is aimed principally at Clap, Clap! Workbook is structured with eight
the development of reading and writing skills. themed units per book and has been designed
The complete series follows an approach that alongside the Clap, Clap! Student’s Book. Each
allows the children to be proactive in their own unit consists of six pages and includes activities
learning experience. Consequently, it gives corresponding to the three lessons worked through
them opportunities to practice and interact in the Student’s Book and the Mini-book. Thus,
meaningfully in real daily situations. In addition, the first page of the Workbook corresponds to
they are encouraged to explore their own world the first lesson in the Student’s Book. The second
and that of others’, especially within the socio- lesson is studied on the following two pages and
cultural areas most relevant to Latin American the third lesson on the fourth page of each unit.
and certain English speaking countries. The last two pages of each unit are reading and
writing activities based on the Mini-book.

7
=VQ\

Eating Out
Le sson 1 At the Snack Bar
Using Imagery

1. Look at the snack bar list. Then, label.

Le ss on
2 At
the Resta Before Reading Thinking and Sharin
g

1. Look at the
me
ur

your Studen nu at Nino’s Kitc

ant
Making Con
Le ss
on 3
What
Wou ld You 1. Check ( ) or cross
out ( ). Then, write.
juice
fruit ________
________ t’s Book. hen Restau
nections Look an Like? include?
soda sandwich
______________ Then, com rant on pa d read. l lunch in your town
_____________
plete the Write the What does a typica
aa.. Wh
T-charts. ge 72 off words on Matching
drink dessert
SOUPS the lines. Words
and DeÀ salad
I like niti soup meat
ons
I don’t like _______,
town includes: _____
pizza
____________ _______ fries
French ________ MEATS b A typical lunch in my
b. _____ __
shake
milk ________
______ I like
_______________
I don
n’t
’t like lem___
______ on___ __ _______________
_____ __
ade___ ____________________
_ ______sa
___ lad
______ ____________________
__
_ ___ho
t __ ___
___ Scanning
lemonade _
______________ dog
hot ______
______ cheeseburger__
______________ do___
g_ While Reading
Whi
______so

2.
SALADS
___ up
_______
oned in the story.
Using Images to Convey Meaning the food that is menti
2.
I like
I don’t like Check mentioned in the story.
DRINKS Cross out the food that is not
Look and complete. ______wa
___ ite
I like r ___
___ _ ______
I don’t like restau
please
Yes, ________. ___ ra
___nt____
mu
___sh
___roo
___m___
A _____ dog _________
hot _____, French piz za
___ _ ___
pe___
ac___ h
lemonade
fries and a ___________.
______
pie
___ ___

2. Create you
r own me
sn___
___ ac___
k ba___
___ r ch___
___ eeseb
nu. ______
urg___
er _
Personal Personaliz mi___
___
answers. ing lk _ sh___
___
They may ake__
var y.
It has tom
help
Can I _______ ato and Look at
______ lettuce.
What’s you
a. You can It is delici
ous and
the examp
le:
you
_____? eat it ho healthy.
favorite lun r has veg
t using a
spoon. Som
ch? etables etimes it sa___
___
in it. lad___
b. This is
a place
Wo

44 where you
c. A delici
rkbook

can eat
forty-four ous drink. fast food. ___so
It has mi ___up
___
d. A perso lk and sm _
n who ser all pieces sn___
___ ac___
e. Typica ves lunch of ice. k ___ ba___ orkbook
l Italian in a restau r W
food. Som rant. mi
___ lk __ ___
___
in it. It is etimes the shak___e_
round an
d flat.
re are mu
shrooms a _ ___wa
___ 48
f. A delici ___ite
___r __ forty-eight
forty-ei
ous desse
rt. It has
pieces of
peach. It piz___
______ za
W or k b o o k

is very sw _
45 eet.
forty-five pe___
___ ach__ W o rk b o ok
pie
___ ___
47
forty-sev
en

I
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
 With the aim of exploring and taking full this way, according to Rosenblatt (2002), both
advantage of the illustrated tales presented and efferent and aesthetic types of reading are
the values promoted in each short story or Mini- promoted. These two Mini-book pages develop
Book, the activities of reading comprehension, the methodological model based on orientation
and those of the recognition of meanings and (Before Reading), guided practice (While
contexts, are combined with tasks that inspire Reading) and the free practice of the content and
and encourage the enjoyment of reading. In its production or application (After Reading).

Clap, Clap! Workbook and Learning Strategies

For the development and promotion  They can be seen as a guide for the actions
of reading-writing skills, Clap, Clap! needed to be carried out. Therefore, they
Workbook offers an approach are always conscious and intentional, being
directed towards an objective related to
based on learning strategies. Thus,
learning.
each activity presents the student
with a strategy that helps her or  They allow the students to assume a certain
him to become conscious of how responsibility with regard to their own
learning.
she or he learns and how reading
and writing skills are developed, offering  They contribute to the development of
students significant opportunities to improve communicative competence in English.
their communicative competence in English.  They involve different cognitive aspects.
The strategies for learning a language are specific  They incorporate elements related to the
actions, behaviors, steps or techniques which aptitude and motivation of the student, as do
the students use, frequently and intentionally, planning, management and control activities.
to improve their progress and to develop their  They are not always observable although they
skills in the foreign language (Oxford, 1990). are flexible and transferable.
The student realizes these specific actions in
 They guarantee a highly meaningful learning
order to achieve an easier, more effective, faster,
experience.
more independent and more enjoyable learning
process, with the possibility of transferring  They broaden the role of the teacher, who can
the knowledge acquired to new situations. steer, demonstrate and encourage their use.
The primary objective of the use of learning  They support, both directly and indirectly, the
strategies is the development of communicative learning process and they are influenced by a
competence. wide variety of factors.

Clap, Clap! Workbook advocates the use of Language learning strategies have been classified
learning strategies because of the following: into three groups (O’Malley and Chamot, 1990):
cognitive, metacognitive and socio-affective.
 They facilitate internalization, retention, recall
and use of the new language. Cognitive strategies refer to the integration of the
new material with previous knowledge and they
 They are actions and tools that can be used to are related to the specific learning tasks. At the
solve a problem, complete a task or achieve
same time, they imply a more direct manipulation
a goal.

II
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
of the learning material. Metacognitive strategies which the student takes on a more active role of
refer to the processes of planning, controling, greater responsibility. The following table shows
reflectioning on and monitoring of the learning the classification of Rebecca Oxford, who makes
process. Socio-affective strategies are related a distinction between the direct strategies, which
to activities of mediation and social transactions focus on the foreign language in a direct way
with other people. and demand its mental processing, and the
Clap, Clap! is based on a system of classification indirect strategies, which are useful in supporting
organized around communicative development and controlling the learning of the language in
of the foreign language as a basic principle in question.

Classification of Learning Strategies (Oxford, R.)

Memory strategies Used to store and retrieve information when needed.
Strategies
Direct

Used in the formation and revision of mental models to produce and receive
Cognitive strategies
messages in the foreign language.
Help students to fill gaps in their knowledge and give communication greater
Compensation strategies
fluency.
Metacognitive strategies Help students plan, steer, regulate and self-assess their learning.
Strategies
Indirect

Affective strategies Help control motivations and attitudes to learning.

Social strategies Encourage teamwork and interaction with other students.

Each activity developed in the lessons and units Creating Mental Linkages
of Clap, Clap! Workbook promotes the use of These three strategies specifically emphasize the
both direct and indirect learning strategies. learning of the foreign language by means of
associations meaningful for the student in his or
Direct strategies
her context.
A. Memory strategies
1. Grouping and classifying
2. Making associations
3. Placing new words in context
Noise
4M [[W V We
Heard a Strange
WH[W
3ODFLQJ:RUGVLQ&RQ

1. Read and fill in the blank

words from this Word
s below with
Bank.
tent
traveled
Going Camping campsite
climbed Le sso n 2 Fun in the Jungle! Making Associations
Last weekend my family

1.
lake
ing
decided to take a camp cooked d
trip. We _________ by
bus
hill
Match.
and arrived at the hot dogs
AM.
___________ at 10:00
wood
was to helped
You can use thes
e
c
The first thing we did ribe Classifying
next to words to desc
put up the _________
people.
the lake. Before Reading
1. Read the wor
ds from the Wo
Bank. Then, sort
them out.
rd
a. I’m the longest.
b
tall b. I’m the tallest.
Pe ople shy
Traits
young c. I’m the smallest.
Camping Activities Personality a
us lunch on the camp
sad
We ________ a delicio Physical App
earance
thin d. I’m the fastest.
stove. friendly
a ______. My sister and
Then, we walked up fun. old
tree. It was so much
I _________ up a tall lazy
fishing in the _________.
Dad and mom were short
s
selfish Transforming Key Word
optimistic
chubby h W dB k
The Campfire generous
dad to chop
At night we ________ pessimistic
campfire. Then,
some ________ for the
hungr y and roaste d some
we were
____ ______
marshmallows and _____ Identifying
over the fire.
47 While Reading h
o^g
kmr&l^o^
_hkmr&l^ g

III
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
 5
Applying Images and Sounds

= V Q\
These four strategies facilitate the storing and Wow! I’m Bigg
er !
retrieval of vocabulary and expressions by means Le ss on
1 I’m Ha
ppier Today!

of the use of images. 1. Look at the pic

tures. Then, com
plete.
Using Images
to Convey Mea
ning

1. Using imagery a. The tree is

tall___
______ er __. b. The baby is

2. Using key words ___you

___nge
___r__.

3. Using images to convey meaning

c. His shoes are
very
small. He nee d. The stick is ver
ds y short.
___big

4. Semantic mapping
___ger
____ shoes. The snake nee
ds a
___lon
___ger
__ stick.

2. Sort the words

out W it h Cl

4M [[W V Very Special Dates

7 1. Look. Label the race. Use Using Key Words

=V Q\

ordinal numbers.
Eating Out The last

Snack Bar
Le sso n 1 At the Using Imagery

1. Look at the snack bar

list. Then, label.

juice
fruit___ _____
_____ ___
sand
_____ wich
_____ ____
_____soda
________

French
_____ fries___
__ _____ The first
e pizz
_____ a __
_____
shak___
milk _ _____
_____

chee_____
_____ rger _
sebu_____
dog _
hot _ _____
_____
lemo
_____ nade
_____ _____ Aski d
y Meaning
Using Images to Conve

Reviewing Well: Time to Check B. Cognitive strategies

Seeing or reading information presented in a
Practicing: Time to Practice
foreign language just once is not sufficient to
Practice is essential to the learning process.
recall it, memorize it or process it. This strategy
To help the students become more conscious
invites the student to revise repeatedly what she
of the importance of this strategy, Clap, Clap!
or he reads or writes. With this in mind, Clap,
Workbook includes the section Time to Practice,
Clap! has included a section called Time to
which invites the children to carry out meaningful
Check.
supplementary activities in their exercise books.
signature

How to Write a Postcard

Has your postcard
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Have you used CAPITAL
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Does your postcard
LQFOXGHWKHÀUVWQDPH
last name, city and
country, nationality and
description of your new
IULHQG"
b o ok

11

IV
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
Clap, Clap! Workbook includes a group of six
4M [[ WV
 I Went to
a Fantastic
1. Read. Then,
chat.
Place
Practicing:
different strategies designed to facilitate the You are chatting
Recombinin
g

with Benny

cognitive strategy of practicing:

and he wants
to know abo
your last vac ut
ation. Take the
expressions
from the Cha
Room Box and t
chat with Ben

1. Copying: following models

ny.

2. Recognizing and using formulas and patterns Chat Room

3. Applying rules
Box
Did you eat
chicken? Not by plane.
I took a bus.

4. Recombining
Did you swim?
I went to the No, I didn’t. I
Where did you beach ate delicious
go? fish.
Did you buy How did you
It was fantast anything? travel? By pla
ic!

5. Practicing naturalistically
Yes, I did. I bou ne?
ght a T-shirt Yes, I swam
for you! in the ocean!
How was you
r last vacatio
n?

6. Producing authentic texts Benny: __ Ho

You: ______
w wa s yo ur
las t vac
va ca a tio
ati o n ? ________
on
Applying Rule
s

____________
____________

3.
Benny: ______ _______
plete.
Read and com
____________
You: ______ ___ ______
___ ___
________
______ Look.
They w ____________
five. _________
I take a shower quarter past Benny: ______ ______
_________
d at ____________
We get dresse at six o’clock. _________
_________
en. You: ______ ______
a quarter to sev ____________
____________
____
_____ ______
.
Benny: ______
____________
__________ I Benny Then, he ______
Patterns _____________ ___.
Formulas and
You: ______ ______
___
_ __________ ___
and Using ____________
Recognizing Benny: ______
______________________
____________
n, answer. ___ ___
question. The
2.
You: ______ ___
___ ___
_ ______
____
and write the
____________
Unscramble
____________ ________
Benny: ______
____________
_______ Then, she ___
____?
_____ ______ ______ You: ______ ________________
______
____ J Susie ______
__
a ____________
____.
_____ ______ ____________
I ________ ___ s / up /
____________
_________ to the bathroom
.
/ Diane / Doe
early / wake ____________
.
53
____________
____________
Yes,_________ Û_mr&mak^^

______
Then, he ______
__ ____.
K Bob _________ his _________
breakfast.
?
____ ______
__________
___ _____ ___
J ______ ___ time / get /
s / dressed / Texts
Doe . 21 to Create New
Using Images
Tom / on / ___ ___ ___
____________
____________ mp^gmr&hg^
No, _________

8
Analyzing and Reasoning o?
u Going to D
What Are Yo
= V Q\

These strategies require the application of analysis

zles
and logical reasoning in order to develop Le ss on
1 After
Class Solving Puz

puzzle.
communicative skills in the foreign language. 1. Look at the
pictures. Co
mplete the
are going We
to have fun
!

Strategies of this type can be used by students to 1 c

e n
understand the meaning of an expression or new e
a
n
c a
a s h
word or to create new texts. 2
r
r
d p
r
y t i
1. Analyzing d
o
g l
w
i d
e
e r n
k
2. Critical thinking 3
w s u
n
n o c l
g a

3. Solving puzzles k e
s w
r

4. Transferring 4
u n g l e g y m

5. Making connections n
u c k p o n d

6. Personalizing
5
across
10
9
8
tha ___ y
Woman: No, ____ 6
7

Critical Thinking

4.
Before Read What can you
ing
1.
W

find
lain.
Look, read and exp
orkbook

50 in each room?
Read fithe
fty qu
estion. Then, 7UDQVIHUULQJ
fill in each sec
Utility Roo tion.
an have food to eat? m
a. Does the old wom
eat ___________.
Kitchen
has____
She____ to ____
food____ Dining Roo
m
Yes. ____
____
s she have to eat?
b. What desserts doe _____..
English
____m and cak
____ es ________
____ mo___
____has
She ice crea
____,____
____pies
____ ___ p ______
___
____________
___
____________
she have to eat?
c. What meats does
___ English
Your Langua
and
pork____ bee
____ f ___.
____ Tra___
ge
____________
Your Langua
ge
____chic
____has
She ____, ____
____ken ___ pea___
dor______
____________
___ ______
_________ English
____________ ___ ______ Your Langua
___ ____________ _________ ___________ ge
____________ ___ ______ ____________
r”?
d. What makes her “poo
___ _________ ___________ _
____________
___ _
________________
___________
She doesn’t
________ ____e/
____valu English
Bathroom English
____________
_

wha t she has

____ to
____ eat___________.
____
____________
___ ____________ Bed room
____w____
__
kno ____ ____________
___ ____________
orkbook

49 ____________
___ ____________
__
Your Langua __
forty-nine ge Your Langua

V
ge
W

____________ ____________
___ __
____________ ____________
___ __
____________

Derechos reservados Educactiva S. A. S. Prohibida [Link], reproducción y/o distribución.

___ ____________
While Reading __

8VLQJ5HVRXU
and label Us FHVWR/HDUQ
1HZ :RUGV
ey d
 Receiving and Sending Messages C. Compensation Strategies
These are strategies that facilitate the processes of
This type of strategy helps the student to fill gaps
comprehension of information and the production
in his or her knowledge during the processes
of new texts.
of comprehension and production. Thus, the
1. Getting the idea quickly: skimming and communication gains continuity by the use
scanning of linguistic pointers or clues found within the
2. Using resources context.

1. Guessing intelligently
Scanning
2. Using linguistic clues
3. Check or cross out to answer the que
stions.
3. Using context clues
a. What sport do the
y play?
4. Making inferences
hockey Le ss on 3
football I’m Smaller tha
X baseball n Your Feet!
1.
tennis do__?
you ___
y do?
b. What sports do the Using Resourc
es Read and guess. Guessing from Clue
s
After Reading pedia
book, encyclo
4. or on the Interne
n. Find out the
t.
answers in a
Read the questio Then, complete the chart. I’m small,
but an ant is sma
aerobics ller than me.
gymnastics
taekwondo s I’m fast,
yoga What rights doe
but a hare is faster
a kid have? than me.
i l t ur they go I’m smart and I wor
k hard.
I can build my own
house,
Kids’ Rights
and I love to hunt.
Who Am I? ___a___spid
er __
______
3URWHFWLRQ
HULJKWWREH Can you draw me?
&KLOGUHQKDYHWK
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25
twenty-five
Making Inferences
W

3. Look and complete the conve

rsations.
_____d
Woul like
_ you _____
rt
desse___?
Creating Structure for Input and Output like _
Would you _____
some _____

soup___?
some _____ No,
These three strategies are necessary, in the thank
_____ s
____!
Yes,
learning of the foreign language, for creating a pleas
_____ e
____!

structure, both for the processes of comprehension

_____t_ would
Wha ______ you

and those of production. What would you

like to drink?
_____

like to eat?

1. Taking notes like _

would_ _____
I _____
would
I _____ like _
__ _____

2. Summarizing
some fruit juice.
some salad.

3. Highlighting: identifying Organizing

3.
Le sson 2 Where
Are You From? Guessing from Context
Choose

1.
the answer.
Reading and Identifying
Circle all the UPPERCASE letters I Are you from China?
on the envelope. J What language do you speak
China is a big country. ?
She speaks French.
F rom: I live in a small country.
I speak Filipino and Tagalo
M r. M artin S mith No. I’m from the Philippines. .
We are Chinese.
O8426 B ee C aves R oad
A ustin , T exas 7687 4 K Do you speak English, too?
T he U nited S tates
Sure, I do.
Yes. She can.
No. Sorry. He doesn’t.

L Where do you live?

I guess you live in Japan
T o: .
I live in Manila, the Philipp
M iss S arah C elaya ines.
12342 L etter s R iver S I am from Mexico.
treet
B arcel ona, C atalu ña 08021

VI 4 S pain

Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

22 How many did you circle? __
 Indirect Strategies
A. Metacognitive strategies
ies
Centering Learning

Centring Learning
1. Using prior
2. Read and mar
k. Then, complete.

h your hair.
brus____
to ____
2. Look and co
mplete.
Using Select
ive Attention

I You need a a. Where is the

knowledge comb wash brush
It is ___
be___
snake?
hin___
d _ the tree.
2. Using selective J You need a
brush comb
to ________ your hair.
wash
b. Where are the
They are ___
stones?
ne___
xt ___
attention K You need
to ________ your hand
s.
c. Where are the
to _ the tree.
squirrels?
brush cut They are ___ in _ ___
wash fro___
nt ___ of _ the tree.
nails. d. Where are the
to ________ your finger nuts?
L You need They are ___
brush be___
twee
___n_ the squirre
cut clean ls.
teeth.
to __________ your
M You need
brush clean
wash
Using Expressions

Workbook
27
twenty-seven

Arranging and Planning Learning 6. Previewing and anticipating

These seven strategies help the students to 7. Making predictions
organize and plan in order to take maximum
advantage of learning activities in the foreign
language.

1. Organizing Before Reading

2. Sequencing events 1. Read. Then, mark your predictions

about the story.
Making Predictions

3. Using graphic organizers The lion will eat the mouse.

4. Identifying the purpose of a language task The mouse will escape.

The mouse and the lion will fight.

5. Planning for a language task The___

___ lion
___and the mouse will be
______ ____________
________
friends.
__________
While Reading
W
What
While Reading happened

2. Write numbers
to sequence.
first?
6HTXHQFLQJ(
YHQWV
Then, match
2UJDQL]LQJ
.

3. Read and org

anize the conver
sation.
I jumped out
of my bed.
I looked through
tent?
slee p in a camping the window.
Benny: Did you 1 I was sleeping
s fantastic! in my bed.
Alison: Sure! I loved it! It wa
I looked at the
kend? wall. +
you do last wee 1
1 Benny: What did I walked very
ool friends. slowly.
t cam ping with my sch
Alison: Yes, I wen I heard a stra
nge noise.
bag.
d my sleeping
Alison: Yes. I use
.
Alison: I took a camping trip
48 +
like it?
Benny: Did you _hkmr&^b`am
+
Did you go camping? QFHV
Benny: Really? 0DNLQJ,QIHUH

ations

3. Read again
and complet
e the characte
Using Graphi
c Organizers
r analysis ch
Physical art.
Appearance

The
The Sel
Selfifish
sh
Gia
Giant
nt
Before Reading
Pre-viewing and Anticipating

1.
How to Fill
in a Charac
Analysis Cha ter
rt
Answer these questions. Read the Min
i-Book and
concentrate
on the main
character:
Personality The SelÀsh
a. Where do people live? Traits Giant
Look at his
physical
characteristi
In towns and
_____________ cities
_____________ ______________ Look at the
cs.
At the Begin events
ning surrounding
b. Where do wild animals live? At the End the character
His actions .
His words
In the jungle__________________________
_____________ His feelings
His thoughts
c. Can wild animals live with humans?
No, they can’t.
_____________ __________________________
While Reading
After Read
VII
Derechos reservados Educactiva S. A. S. Prohibida
4 W su copia, reproducción y/o distribución.
ing i

Personali i
h
 Evaluation Learning 1. Using a checklist
Self-monitoring: Time to Check 2. Discussing / Expressing personal feelings
3. Using laughter
Clap, Clap! Workbook includes a special section
inviting the students to identify and correct their
own mistakes during their production in the
foreign language. The fact of becoming aware of
these mistakes and trying to correct them not only
develops their ability to reflect and analyze, but
also allows them to take on some responsibility
in regard to their own learning.

_

. +RZWR:ULWHD
W
'HVFULSWLYH7H[
_ Do you base your map
e
description on th
_. you drew ?
e main
Do you include th
__ places?
the
_. Do you say where
locations are?
__
ok

29 C. Social Strategies

B. Affective strategies 1. Asking questions

2. Developing cultural understanding
Lowering Anxiety
The main aim of this strategy is to reduce anxiety
ral Understanding
Developing Cultu

levels and promote a relaxed and enjoyable 3. Read. Then, fill in the
chart.
in your
the holidays chart
the world. Look at
different parts of different in your

learning experience. People celebrate

special dates in
Student’s Book page
23. Those are speci
the same?
al dates in the U.S.A
.? Are the dates

country? Are they Date in

Date in my
Different country the U.S.A.
Same
Holiday
Taking Your Emotional Temperature New Year ´s Day
X
Janu ary
the first
Janu ary
the first

These strategies allow the students to take note Vale ntine ´s Day

of, evaluate and express their own feelings, Wom en´s Day

Fool ´s Day

motivations and attitudes in relation to their Moth er´s Day

learning processes. The first step towards Than ksgiv ing

Day
Inde pend ence
understanding, explaining and controlling these Teac hers ’Day

processes is the identification of negative attitudes My birth day

that block or impede learning. Labo r Day

Child ren’s Day

Chri stma s

16
lbqm^^g

VIII
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
Clap, Clap! Workbook favors an approach which Following models to
3. Write the mis Following Mod
els to Create
combines learning strategies in order to improve create new texts: sing words
to create new
scenes for the
New Texts

story.

results.
Let’s catch the
Examples of combined learning strategies lon
___ ge___
___ st _ ___sna
___ke
____. Let’s ___
ca___
tch__ the_ ___
___ stron
___ge st_ ___
___ lio___
included in Clap, Clap! Workbook:
n _.

Recognizing (identifying) Let___

___ ’s catch the_ ___
___ slo___
we
___
___st
___
___
____ tur___
____ tle _. ___
After R Let
L ___
t’’s ___
catch
and using key words: Readin g ttc
___h ___
the_ ___
th fas tes___
___ t ___
zebra
____.

d. ____________
tennis ______
Using images 4. Look, read
and explain
Giving Reason
s to Explain
Fe li
e. ______skating
____________ f. ______
baseb all______
______
and graphic
2. Draw lines to match. Then, comple
Recognizing and Using Key Words

te with play, do and go. organizers:

do
I _____ play
I _____ do
I _____
taekwondo. hockey. gymnastics.
go
I _____ do
I _____
skating. aerobics. play
I _____
volleyball.
Wo

14
rkbook

fourteen

Language Learning Strategies

t
Grouping
Creating Mental
t
Associating and Elaborating
Linkages
t
Placing New Words into a Context
t
Using Imagery
A. Memory Applying Images t
Using Key Words
Strategies and Sounds t
Using Images to Convey Meaning
t
Semantic Mapping
Reviewing Well t
Structured reviewing: Time to Check
t
Using Physical Response or Sensation
Employing Action
t
Using Mechanical Techniques
t
Formally Practicing: Time to Practice
t
Copying: Following Models
t
Recognizing and Using Formulas and Patterns
Practicing t
Applying Rules
t
Recombining
Direct t
Practicing Naturalistically
Strategies t
Producing Authentic Texts
t
Analyzing
B. Cognitive t
Critical Thinking
Strategies Analyzing and t
Solving Puzzles
Reasoning t
Transferring
t
Making Connections
t
Personalizing
Receiving and t
Getting the Idea Quickly: Skimming and Scanning
Sending Messages t
Using Resources
t
Taking Notes
Creating Structure
t
Summarizing
for Input and Output
t
Highlighting: Identifying
t
Using Linguistic Clues
C. Compensation
Guessing Intelligently t
Using Context Clues
Strategies t
Making Inferences

IX
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
 Language Learning Strategies
• Overviewing and Linking with Known Material
Centring Learning • Using Prior Knowledge
• Using Selective Attention
• Organizing
• Sequencing Events
A. Metacognitive
Arranging And • Using Graphic Organizers
Strategies Planning Learning • Identifying the Purpose of a Language Task
• Previewing and Anticipating
• Making Predictions
• Self-monitoring: Time to Check
Evaluating Learning
• Self-evaluating
• Using Laughter
Lowering Anxiety • Using Music
Indirect
• Using Progressive Relaxation
Strategies
• Using a Checklist
B. Affective Taking Emotional
• Discussing / Expressing Personal Feelings
Strategies Temperature
• Writing a Language Learning Diary
• Rewarding Yourself
Encouraging
• Taking Risks Wisely
Yourself
• Making Positive Statements
• Asking for Clarification or Verification
Asking Questions
• Asking for Correction
C. Social Cooperating with • Developing Cultural Understanding
Strategies Others • Becoming Aware of Others’ Thoughts and Feelings
Empathizing with • Cooperating with Peers
Others • Collaborating with Proficient Users of the New Language

References
Hsiao & Oxford, R. (2002) “Comparing Theories of Language Learning Strategies: A confirmatory
factor analysis.” The Modern Language Journal 86, iii, pp. 368-383.

Oxford, Rebecca L. (1990) Language Learning Strategies: What Every Teacher Should Know.
New York: Newbury House Publishers.

O’Malley, J. M. & Chamot, A. U. (1990). Learning Strategies in Second Language Acquisition.

New York: Cambridge University Press.

Rodríguez, M.& García-Merás, E. (2003) “Las estrategias de aprendizaje y sus particularidades en

lenguas extranjeras.” Revista Iberoamericana de Educación. ISSN: 1681-565.

Rosenblatt, L. M. (2002) La literatura como exploración. México: Fondo de Cultura Económica.

X
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
 Unit Lesson Language learning strategy Activity Page

1. Getting 1. Hello! Identifying Words: LGHQWL¿HVDVHULHVRIZRUGV 1 8

to Know ZLWKLQDZULWWHQFRQWH[W SRHP 
You 2
Recognizing Expressions:PDNHVFRPSDULVRQV 8
DQGLGHQWL¿HVH[SUHVVLRQVZLWKVLPLODUPHDQLQJV

2. Good Associating Words with Pictures:UHODWHVZRUGV 1

9
Morning! ZLWKWKHLUFRUUHVSRQGLQJYLVXDOUHIHUHQW
2
Using Images to Show Understanding: VKRZV 9
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PDWFKLQJWKHPZLWKWKHLULOOXVWUDWLRQV
3
Making Inferences:PDNHVLQIHUHQFHVEDVHGRQ 10
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FRPSOHWHLW 4
10
Using Experience:XVHVRZQH[SHULHQFHWRPDNH
GHFLVLRQVDERXWKRZWRDQVZHUDTXHVWLRQ

1
3. Nice to Meet Personalizing: LQFOXGHVSHUVRQDOLQIRUPDWLRQLQD 11
You! JLYHQH[HUFLVH
2
Using Selective Attention:ZULWHVZRUGVDIWHU 11
LGHQWLI\LQJWKHLUEHJLQQLQJOHWWHUV

1
Mini-book: Identifying Characters:UHFRJQL]HVWKHPDLQ 12
Say Hello! FKDUDFWHUVLQDVWRU\
2
Sequencing Events: RUJDQL]HVWKHHYHQWVRID 12
VWRU\LQFKURQRORJLFDORUGHU
3
Following Models: ZULWHVEDVLFH[SUHVVLRQV 13
IROORZLQJDJLYHQPRGHO
4
Producing Authentic Texts:SURGXFHVDXWKHQWLF 13
WH[WVDFFRUGLQJWRKLVKHUOHYHORIODQJXDJHSUR¿FLHQF\

2. Back to 1. My Understanding Expressions:VKRZV 1 14

School Classroom XQGHUVWDQGLQJRIGLIIHUHQWH[SUHVVLRQVDQGUHODWHV
WKHPWRWKHLUPDWFKLQJSLFWXUHV
Copying from Models:ZULWHVZRUGVWKDWQDPH 2 14
REMHFWVIROORZLQJDJLYHQPRGHO

2. My Associating Words and Pictures:UHODWHVDZRUG 1 15

Pencil Case ZLWKLWVPDWFKLQJSLFWXUH
Using Graphic Organizers:UHDGVDQGLQWHUSUHWV 2 15
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Descriminating Visually: LGHQWL¿HVZRUGVEDVHG 4 16
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 Unit Lesson Language Learning Strategy Activity Page

3. My Phone Using Experience: XVHVRZQH[SHULHQFHDVD 1 17

Number PHPEHURIDFRPPXQLW\WRZULWHSKRQHQXPEHUVWKDW
PD\EHXVHGLQFDVHRIHPHUJHQF\
Breaking a Word into Parts:EUHDNVDZRUGLQWR 2 17
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Mini-book: Associating Illustrations and Title: DVVRFLDWHVD 1 18

Friends SLFWXUHZLWKWKHWLWOHRIWKHVWRU\
Identifying Words: LGHQWL¿HVWKHNH\YRFDEXODU\LQ 2 18
DVWRU\
Associating Expressions and Pictures:UHODWHV 3 19
H[SUHVVLRQVZLWKFRUUHVSRQGLQJYLVXDOUHIHUHQWV
Copying from Models:ZULWHVVHQWHQFHVIROORZLQJ 4 19
DJLYHQPRGHO

3. My Family 1. I Love My Identifying Words: LGHQWL¿HVWKHNH\YRFDEXODU\RI 1 20

Family DWKHPDWLFXQLW

2. Who Is This? Using Patterns: FRPSOHWHVDQVZHUVE\XVLQJD 1 21

NQRZQSDWWHUQ
Expressing Feelings: H[SUHVVHVRZQIHHOLQJV 2 21
DERXWIDPLO\PHPEHUVE\ZULWLQJFDUGVIRUWKHP
Using Rules: DSSOLHVNQRZOHGJHRIJUDPPDWLFDO 3 22
UXOHVWRFRPSOHWHVHQWHQFHV
Using Key Words: XQGHUVWDQGVWKHPHDQLQJRID 4 22
VHQWHQFHE\XVLQJWKHNQRZOHGJHRINH\ZRUGV

3. My Beautiful Showing Understanding Through Pictures: 1 23

Family VKRZVXQGHUVWDQGLQJRIQHZYRFDEXODU\E\UHODWLQJLW
WRLWVPDWFKLQJSLFWXUHV
Grouping: JURXSVZRUGVEDVHGRQWKHLUEHJLQQLQJ 2 23
OHWWHU

Mini-book: Identifying Characters: LGHQWL¿HVWKHPDLQ 1 24

Goldilocks and FKDUDFWHUVLQDVWRU\
the Three Bears Using Images to Convey Meaning: PDWFKHVWKH 2 24
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Scanning for Information: ¿QGVVSHFL¿F 3 25
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Using Expressions: LGHQWL¿HVDQGZULWHV 4 25
H[SUHVVLRQVXVHGE\WKHFKDUDFWHUVLQDVWRU\

4. This Is My 1. I have Two Breaking a Word into Parts: EUHDNVDZRUGLQWR 1 26

Face Eyes LWVSDUWVDQGSXWVLWEDFNWRJHWKHUDJDLQ
Using Graphic Organizers: FRPSOHWHVDJUDSKLF 2 26
RUJDQL]HUXVLQJWKHNH\YRFDEXODU\LQWKHOHVVRQ

2. Long or Associating Words and Meaning: XVHVZRUGV 1 27

Short UHODWLQJWKHLUZULWLQJDQGWKHLUPHDQLQJ

4
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
 Unit Lesson Language Learning Strategy Activity Page

Associating Expressions and Pictures: UHODWHV 2 27

H[SUHVVLRQVZLWKFRUUHVSRQGLQJYLVXDOUHIHUHQWV
Using Patterns: LGHQWL¿HVVHQWHQFHVE\XVLQJD 3 28
SDWWHUQ
Using Rules and Expressions: ZULWHVVHQWHQFHV 4 28
DQGH[SUHVVLRQVXVLQJDJLYHQPRGHODVDQH[DPSOH

3. Being Using Rules: FRPSOHWHVVHQWHQFHVE\XVLQJD 1 29

Different VLPSOHJUDPPDWLFDOUXOH
Relating Words and Pictures:ODEHOVGLIIHUHQW 2 29
REMHFWV

4. Mini-book: Identifying Key Vocabulary: UHFRJQL]HVWKH 1 30

Little Red PHDQLQJRINH\ZRUGVLQDVWRU\
Riding Hood Describing Characters: GHVFULEHVWKHFKDUDFWHUV 2 30
LQDVWRU\
Relating Illustrations and Text: UHODWHV 3 31
LOOXVWUDWLRQVDQGDWH[WLQFOXGHGLQDVWRU\
Producing Authentic Texts: SURGXFHVDXWKHQWLF 4 31
WH[WVWRH[WHQGDVWRU\

5. Colorful 1. Rainbow Using Images to Convey Meaning: VKRZV 1 32

Shapes XQGHUVWDQGLQJRIQHZZRUGVE\XVLQJSLFWXUHV
Using Patterns: ZULWHVVHQWHQFHVXVLQJDSDWWHUQ 2 32

2. Shapes Associating Words and Pictures: PDWFKHV 1 33

ZRUGVDQGSLFWXUHV
Comparing L1 and L2: FRPSDUHVWKHVLPLODULWLHV 2 33
EHWZHHQWKHVSHOOLQJRIVRPHZRUGVLQ(QJOLVKDQGLQ
6SDQLVK
Using a Checklist: XVHVDFKHFNOLVWWR¿QGDQG 3 34
FRXQWJHRPHWULFVKDSHV
Using Selective Attention:LGHQWL¿HVNH\ZRUGVLQ 4 34
DVHQWHQFHWRJXHVVLWVPHDQLQJ

3. Bingo! Using Selective Attention: LGHQWL¿HVNH\ZRUGVLQ

1 35
DVHQWHQFHWRJXHVVLWVPHDQLQJ
Identifying Initial Letters: FRPSOHWHVZRUGVE\ 2 35
UHFRJQL]LQJLWVEHJLQQLQJOHWWHU

Mini-book: Linking to Prior Knowledge: XVHVSULRU 1 36

Pinocchio NQRZOHGJHRIDVWRU\WRLGHQWLI\FKDUDFWHULVWLFVRID
FKDUDFWHU
Describing a Character: LGHQWL¿HVWKHPDLQ 2 36
FKDUDFWHULVWLFVRIDFKDUDFWHU
Using Patterns: ZULWHVVHQWHQFHVXVLQJDSDWWHUQ 3 37

5
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
 Unit Lesson Language Learning Strategy Activity Page

Producing Authentic Texts: SURGXFHVDXWKHQWLF 4 37

WH[WVXVLQJWKHYRFDEXODU\DQGH[SUHVVLRQVWDXJKW

6. The Animals 1. I like Pets Using Graphic Organizers: FRPSOHWHVDJUDSKLF 1 38

You Love RUJDQL]HUXVLQJWKHYRFDEXODU\RIWKHOHVVRQ
Reading to Correct: UHDGVDQGFRUUHFWVWKH 2 38
VHQWHQFHVEDVHGRQWKHLOOXVWUDWLRQV

2. My Favorite Inferring Meaning Through Applying Rules: 1 39

Animal LQIHUVPHDQLQJRIQHZZRUGVXVLQJNQRZQUXOHV
Personalizing: FRPSOHWHVDGHVFULSWLRQRIKLVKHU 2 39
IDYRULWHDQLPDO
Gathering Information: FROOHFWVGDWDE\ 3 40
FRQGXFWLQJDVXUYH\LQFODVV
Creating Mental Links: FUHDWHVPHQWDO 4 40
FRQQHFWLRQVWKDWOHDGWRWKHPHDQLQJRIDZRUG

3. What Is It? Ordering Pictures: RUGHUVSLFWXUHVPDWFKLQJ 1 41

VHQWHQFHV
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Mini-book: Linking to Prior Knowledge: UHFRJQL]HVVRPHRI 1 42

Old Mc Donald WKHDQLPDOVWKDW\RX¿QGRQDIDUP
Has a Farm Associating Words and Pictures: UHODWHV 2 42
LOOXVWUDWLRQVDQGVHQWHQFHVLQFOXGHGLQDVWRU\
Sequencing Events: RUJDQL]HVWKHVHTXHQFHRI 3 43
HYHQWVLQDVWRU\
Extending a Story: H[WHQGVDVWRU\FUHDWLQJ 4 43
additional situations

7. Playing 1. It’s a Toy! Putting a Word Back Together: SXWVWRJHWKHU 1 44

Around OHWWHUVWKDWPDNHXSDZRUG
Placing Words into a New Context: XVHV 2 44
NQRZQZRUGVLQDQHZFRQWH[W

2. I Play with Using a Checklist: XVHVDFKHFNOLVWWRLGHQWLI\ 1 45

My Toys FKDUDFWHUVDQGDFWLRQVWKH\SHUIRUP
Revising to Correct: UHDGVVHQWHQFHVWRFRUUHFW 2 45
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Using Data to Make a Graph: XVHVFROOHFWHG 4 46
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3. I Have Toys Summarizing: FKRRVHVWKHWH[WWKDWEHVW 1 47

VXPPDUL]HVDUHDGLQJ

6
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
 Unit Lesson Language Learning Strategy Activity Page

Copying Following Models: ZULWHVZRUGV 2 47

IROORZLQJDJLYHQPRGHO

Mini-book: Providing a Title for a Passage: FKRRVHVDWLWOH 1 48

Alice in DQGDQLOOXVWUDWLRQIRUDVWRU\
Toyland Using Images to Convey Meaning: PDWFKHVWKH 2 48
LOOXVWUDWLRQVDQGWKHWH[WLQDVWRU\
Reading with Different Purposes: UHDGVWKH 3 49
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Drawing Conclusions: GUDZVFRQFOXVLRQVDIWHU 4 49
UHDGLQJDVWRU\

8. My Yummy 1. I Like Fruits! Grouping: JURXSVZRUGVEDVHGRQFRPPRQ 1 50

Lunchbox FULWHULD
Using a Graphic Organizer: FRPSOHWHVDJUDSK 2 50
EDVHRQWKHLQIRUPDWLRQJDWKHUHGLQFODVV

2. I Eat My Grouping: JURXSVZRUGVEDVHGRQFRPPRQ 1 51

Snack! FULWHULD
Placing New Words into a Context: XVHV 2 51
NQRZQZRUGVLQDQHZFRQWH[W
Using Your Imagination: XVHVLPDJLQDWLRQWR 3 52
PDWFKSLFWXUHVDQGVHQWHQFHV
Placing New Words into a Context: XVHV 4 52
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3. What I Don’t Putting Sentences back Together: VWUXFWXUHV 1 53

Like VHQWHQFHVSXWWLQJNQRZQZRUGVWRJHWKHU
Associating Words and Pictures: UHODWHVZRUGV 2 53
ZLWKWKHLULQLWLDOOHWWHU

Mini-book: Using Graphic Organizers: XVHVSHUVRQDO 1 54

Shopping with LQIRUPDWLRQWRFRPSOHWHDJUDSK
My Mother Drawing Conclusions: GUDZVFRQFOXVLRQVDERXW 2 54
WKHFKDUDFWHUVDIWHUUHDGLQJDVWRU\
Using a Checklist: XVHVDFKHFNOLVWWRLGHQWLI\ 3 55
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Providing an Ending for a Story: LGHQWL¿HVWKH 4 55
illustration that shows a possible ending for the story.

Time to Using a Laughter: HQMR\VDQGVKRZV 1 56

Have Fun! XQGHUVWDQGLQJRIDKXPRURXVSDVVDJH

7
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
 Unit

1
Lesson 1
Getting to Know You
Hello! Identifying Words

1. Read and find the words: Hi!, Hello! and How are you?

Hi! Hello! Hi! Hello!

I am Sam. I am Betty.
How are you?
I am fine, Sam.
I am fine, Betty.
Hi! Hello! Hi! Hello!

Recognizing Expressions

2. Trace similar expressions with the same color.

8
eight Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
Lesson 2 Good Morning!
Associating Words and Pictures

1. Trace the words and match.

Good

Good

Good

Using Images to Show Understanding

2. Match pictures and expressions.

My name is Kevin.

Hello!

I am fine.
9
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución. nine
 3. Read and complete.
Making Inferences

Hello! H ello !

What’s your M y name

name? is Allen.

How are I ‘m
you? fine .

4. Choose the answer. Using Experience

a. What´s your name? I am Peter.

Hi!

b. How are you? Good morning!

I’m fine.

10
ten Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
Lesson 3 Nice to Meet You!

1.
Personalizing

Complete the conversation.

Stick your
Hi! picture here.

I am Carla. ello
H_______!

What’s your name? name ____

My ______ is _________________.
Nice to meet you! ice
N_______ meet _______
to _________
_____ you !
How are you? ‘m
I______ fine
________________ .

Goodbye! oodbye
G_________________________!

2.
Using Selective Attention

Color the pictures and write the words.

11
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución. eleven
 Unit 1

Before Reading

1.
Identifying Characters

Cross out the characters.

While Reading

2.
Sequencing Events

Match and write numbers to sequence.

4 2

3
1

3 Friends say
1 Say Hello!
“I’m fine.”
4 Friends say
"Goodbye." 2 Friends say
12
“Hello.”
twelve Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
 Following Models

3. Write the missing word.

Hi! Hello ! I’m

fine !
How are
you?

Goodbye! Goodbye !

After Reading

4.
Producing Authentic Texts

Write these words to make a new story.

Good evening Good afternoon Good morning

Good Friends Friends say “ good morning .”

Friends say “ good afternoon .” good evening

Friends say “ .” 13
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución. thirteen
 Unit
2
Lesson 1
Back to School
My Classroom

1. Match commands and pictures.

Understanding Expressions

a. Close the book. d

b a
b. Close the door.
c. Touch the board.
d. Open the window.
e. Point at the chair. e
c

Copying from Models

2. Trace the words, color the picture and match.

14
fourteen Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
Lesson 2 My Pencil Case
Associating Words and Pictures

1. Trace pictures and complete the words.

a p __
sh__r__ e n__
e __
r
e __
p __ n

i __
sc__ s s __
o __
r s

r __
e__ a s __
e __
r n c __
e __
p __ i l

2. Read and mark an

Using Graphic Organizers

15
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución. fifteen
 3. Read and choose the picture.
$VNLQJIRU&ODULÀFDWLRQ

a. Is it a door?
Yes, it is.
a

b
b. Is it a desk?
No, it isn’t.

c. Is it a pair of scissors?
Yes, it is.
c

4. Match questions and answers.

Discriminating Visually

a. Is it a desk? It is a pen.

b. What is it? No, it isn’t.

c. Is it a board? Yes, it is.

16
sixteen Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
Lesson 3 My Phone Number

1. Write the phone numbers.

Using Experience

Breaking a Word into Parts

2. Write the words and draw lines to the pictures.

a __
f __ h __
t __ e __r
g
o __
d __
r __
e __ s __
a __ r
e __
f __l __
o __ r
o __
o __
d __ r
o __
g __
e __ g

17
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución. seventeen
 Unit 2

Before Reading Associating Illustrations and Title

1. Choose the best picture for the title.

While Reading Identifying Words

2. Find and write the

words.

e penc
s
il
s b o ku

myera
o

s
d

er
frien

18
eighteen Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
 Associating Expressions and Pictures

3. Number the pictures.

3

1
2

1. Use my pencil. 2. Use my eraser. 3. Use my book.

After Reading
Copying from Models

4. Complete new sentences.

Use my chair.
desk
Use my ___________.

my ____________.
Use _____ scissors

my ____________.
Use _____ eraser

my ____________.
Use _____ sharpener 19
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución. nineteen
 Unit

3
Lesson 1
My Family
I Love My Family

1. Choose and trace the word. Identifying Words

20
twenty Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
Lesson 2 Who Is this?

1. Complete the answers.

Using Patterns

Who is this? Who is this?

grandfather
This is the ___________. mother
This is the _________.

Who is this? Who is this?

my ________.
This is ____ brother my ________.
This is ____ baby

2. Complete the cards.

Expressing Feelings

Happy Mother’s Day I love my father.

Happy Father’s Day I love my mother.

Happy
Happy
Father’s Day
Mother’s Day
I love my father
I love my mother

21
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 3. Write He or She. Using Rules

He is the father.
____
She is the mother.
____

He is the brother.
____

She is the sister.

____
She is the baby.
____

4. Read and choose the picture. Using Key Words

a. He is the baby.
His name is Anthony.
9
b. She is the sister.
Her name is Alice.

c. He is my brother.
His name is Richard.

d. She is my mother.
Her name is Janeth.

22
twenty-two Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
Lesson 3 My Beautiful Family
Showing Understanding Through Pictures

1. Match pictures and words.

mother / baby

father / mother

grandfather / father

sister / brother

2. Write the words in the correct letter group.

Grouping

ice cream girl house his

grandfather is

g h i
grandfather house ice cream
girl his is

23
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 Unit 3

Before Reading Identifying Characters

1. Choose the best picture.

Who is Goldilocks?

While Reading

2. Circle the sentence.

Using Images to Convey Meaning

This is Mother Bear. This is Baby Bear. This is Brother Bear.

24 This is Father Bear. This is Sister Bear. This is Mother Bear.
twenty-four Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
 3. Check the things in the story.
Scanning for Information

After Reading

4. Write what they say.

Using Expressions

chair !
My ________
food
My _____________!

bed
My _______________!

25
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 Unit
4
Lesson 1
This Is My Face
I Have Two Eyes
1. Write the words. Breaking a Word into Parts

_e _y _e _s _e _a _r _s

_n _o _s _e
_c _h _e _e _k _s
_m _o _u _t _h

2. Complete the graph.

Using Graphic Organizers

One _n _o _s _e
m __
__ o __ t __
u __ h
Parts
1
of the
face
Two _e _y e_ _s
c __
__ h __ e __
e __ s
k __
2 e __
__ a __ s
r __

26
twenty-six Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
Lesson 2 Long or Short

1. Trace the words.

Associating Words and Meaning

2. Read and label the pictures.

Associating Expressions and Pictures

a. My eyes are big. c. My nose is long.

b. My hair is short. d. My ears are small.

c
b

d a
27
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 3. Color boxes to make sentences.
Using Patterns

My hair are pretty.

My eyes is long.
My mouth are cute.
My ears are big.
My cheeks is small.

4. Use the Word Bank to make sentences.

Using Rules and Expressions

big long
small
are
my is

My + + are + big
My .
My .
My .
28
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Lesson 3 Being Different
Using Rules

1. Complete with His or Her.

Her hair is long.
_______
His eyes are big.
_______
Her mouth is small.
_______
His hair is short.
_______

2. Write the words. Relating Words and Pictures

29
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 Unit 4

Before Reading Identifying Key Vocabulary

1. Label the parts of the face.

ear eye

nose

mouth

While Reading

2. Mark (9 ) your choice. Describing Characters

Character
Feature

small eyes

big eyes

long ears

small nose

small mouth
30
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 3. Write the sentences.
Relating Illustrations and Text

You _______
_______ have
You _______
_______ have
long
two _______
_______
one _______
_______ long
ears
_______.
nose
_______.

You _______
_______ have
one _______
_______ big
mouth
_______.

Producing Authentic Texts

After Reading

4. Complete what
the wolf says.

long hair,
You have ________
little
___________ eyes, and
small
a ___________ nose.
31
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thirty-one
 Unit
5
Lesson 1
Colorful Shapes
Rainbow

1. Color and trace the words.

Using Images to Convey Meaning

2. Color and answer the question. Using Patterns

What color is it?

W

It’s white . It’s black . It’s yellow . It’s green .

32
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Lesson 2 Shapes Associating Words and Pictures

1. Match and trace the words.

2. Color the letters that are the same Comparing L1 and L2

in English and in Spanish.

English Spanish

33
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 3. Count the shapes. Using a Checklist

Write the number.

Shape Quantity

4. Read and color the shape.

Using Selective Attention

It is a small triangle.

It is a big square.

It is a small circle.

It is a big heart.

34
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Lesson 3 Bingo!
Using Selective Attention

1. Circle 5 differences in the two pictures.

2. Look at the pictures. Identifying Initial Letters

Complete the words using m, n or o.

m
___orning

o pen
___ n
___ame

m
___other o
___wl n
___ose
35
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 Unit 5

Before Reading Linking to Prior knowledge

1. Mark the pictures that are true about Pinocchio.

While Reading

2. Label Pinocchio’s body shapes.

Describing a Character

triangle

circle

rectangle
square

36
thirty-six Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
 3. Trace the sentences Geppetto says. Using patterns

After Reading Producing Authentic Texts

4. Use the sentences to make a new story.

This is a triangle. This is a square.
This is a circle. This is papa!

This is a circle. This is a triangle.

This is a square. This is papa! 37

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 Unit

6
Lesson 1
The Animals You Love
I Like Pets Using Graphic Organizers

1. Complete the graphic organizer. Use the Word Bank.

dogs birds cats fish chicks

fish birds cats

chicks dogs
Reading to Correct

2. Read the sentence. Mark right (9) or wrong (8).

Right Wrong
I love cats.

I like chicks.

I like dogs.
38
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Lesson 2 My Favorite Animal
Inferring Meaning Through Applying Rules

1. Draw a line from the word to the picture.

frog
frogs

goat
goats

turkey
turkeys

Personalizing

2. Draw and write about your

favorite animal.

My favorite animal is the _____________.

(animal)
It is ____________ and __________.
(color) (size)
I love _______________ very much.
(animal+ s)

39
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 3. Ask 5 friends and write their answers.
Gathering Information

What’s your favorite animal?

1. _____________ _______________
(friend’s name) (animal)
2. _____________ _______________
3. _____________ _______________
4. _____________ _______________
5. _____________ _______________

Creating Mental Links

4. Look at the pictures. Choose the animal they

are thinking of.

sheep horse pig

40 chick donkey cow

forty Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
Lesson 3 What Is It?
Ordering Pictures

1. Read the sentences. Put the letter on the pictures.

a. It is a hen. d. It is a sheep.
b. They are cats. e. They are horses.
c. They are rabbits. f. It is a dog.
g

d b

e
c

2. Trace and color each letter. Discriminating Visually

41
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 Unit 6

Before Reading Linking to Prior Knowledge

1. Cross out the animals that don’t belong on the farm.

While Reading
Associating Words and Pictures.

2. Connect the three columns.

milky dog

funny cow

pretty pig

42
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 3. Number the pictures of the story.
Sequencing Events

2 4

1 3

After Reading
Extending a Story

4. story.
Draw animals and write two more pages of the

…he has a ____________ …he has a ____________

______________________. ______________________.
43
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forty
fo
o
 Unit

7
Lesson 1
Playing Around
It’s a Toy!
Putting a Word back Together

1. Match the two columns. Rewrite the words.

_
c _o _l _l doll
______
_
b _a _r ______
car

_
d _i _k _e ______
bike

b
_ _i _t _e ______
kite

k_ _a _l _l ______
ball

Placing Words into a New Context

2. Use words from the Word Bank to complete

the sentences.

bear
train
It is a long _______________. doll
bear
It is a little ________________. car
doll
It is a pretty _______________. boat
car
It is a fast _________________. train
boat
It is a black _________________.
44
4
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Lesson 2 I Play with My Toys
Using a Checklist

1. Look at the picture. Check the actions you see.

Checklist
girl/ride
boy/ride
girl/fly
boy/fly
girl/jump
boy/jump
boy/slide

Revising to Correct

2. Check (9) or cross out(8) each sentence.

If it’s wrong, correct it.
8
( ) I fly my kite
I fly my boat. ______________________
(9) I play with my ball. ________________________
8
( ) I jump rope.
I jump with my rope. ________________________
8
( ) I ride my bike.
I ride my bear. ________________________

45
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forty-five
 3. Ask your friends about their favorite toy.
Collecting Data

What’s your
favorite toy?

Toys
Friends

Using Data to Make a Graph

4. Color the bar graph to find the favorite toy.

46
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Lesson 3 I Have Toys

1. Read and mark the best summary.

Summarizing

Hello.
My name is Clark. I like toys.
I ride my big bike. I jump with
my rope.
I have 10 small cars. I play
with my trains and my planes.

Clark likes toys. He plays with

his bike, rope, cars, trains and planes.
Clark is a boy. He lives with his family. He has many toys.
He likes to play puppets with his brother.
Clark likes big cars. He has 5 boats and 10 trains.
Copying from Models

2. Add one letter each time to write the words.

t
u t i
u m t i g
u m b t i g e
u m b r v t i g e r
u m b r e v i
u m b r e l v i o
u m b r e l l v i o l
u m b r e l l a v i o l e
v i o l e t 47
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 Unit 7

Before Reading Providing a Title for a Passage

1. Choose another good title and illustration for the

story.

Alice Likes Pets

Alice Likes Toys

While Reading

2. Match illustrations and text.

Using Images to Convey Meaning

b c a

a. Look at the b. Look at the fast c. Look at the pretty

48 cute bears. bike. dolls.
forty-eight Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
 Reading for Different Purposes

3. Read the story again. Find more words

for each group.

Alice in Toyland

Words that describe Words that name toys

pretty dolls
bears fast
bikes cute

Drawing Conclusions
After Reading

4. Choose Y (yes) or N (no) for these sentences.

Y N

Alice is a happy girl.

Alice plays with cars.

Alice sees toys.

Alice flies a kite.

Alice likes dolls.

49
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 Unit

8
Lesson 1
My Yummy Lunchbox
I Like Fruits!
Grouping

1. Color the paint spots and group the fruits by color.

Fruits are…

orange green

tangerine apple
orange grapes

red yellow

strawberry banana
cherries pear

Using a Graphic Organizer

2. Ask 10 friends. Color to complete the graph.

What fruit do you like?

50
fifty Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
 Grouping
Lesson 2 I Eat My Snack!
1. Write the words in the correct group.
cookies milk chips yogurt juice sandwich

Snacks Drinks
cookies milk
chips yogurt
sandwich juice

Placing New Words into a Context

2. Look at the pictures and read to complete the text.

cookies
I like to eat my snack. I eat _____________ chips
, ______________ and

sandwiches
________________________.

I like to eat fish

and more fish.
juice
I like to drink __________________
__________ , but

milk________.
I don’t like __________________.

51
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 Using Your Imagination

3. Read the sentence. Choose the best picture.

a. I am starving!

b. I like to eat chips.

c. I don’t like to drink milk.

Placing New Words into a Context

4. Complete the text about Peter Penguin.

Hello boys and girls.
My name is Peter Penguin.
This is my favorite lunchbox.
apples
I like to eat _________________ and
cookies
____________________ but I don’t
chips
like to eat ___________________.
milk
I like to drink _________________ but
juice
I don’t like to drink ________________.
52
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Lesson 3 What I Don’t Like
Putting Sentences back Together

1. Color boxes to make sentences.

I don’t like juice.

We eat fruits.

You don’t like cookies.

I drink water.

We like chips.

Associating Words and Pictures

2. Connect the dots below.

Match the letter with the picture.

53
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 Unit 8

Before Reading Using Graphic Organizers

1. Draw pictures and write to complete the graph.

I like shopping for …

toys

While Reading Drawing Conclusions

2. Choose who says these sentences.

• I like to eat vegetables.

• I like shopping with my mother.

• I like cookies and chips.

• I like to drink milk.

54
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 3. Check the items
Using a Checklist

they are
shopping for.

After Reading

4. Color the new ending for the story.

Providing an Ending for Story

55
5
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 Using Laughter
Read the description and color the
correct illustration.
Sammy the Silly Monster

Hello. This is Sammy the silly monster. Sammy has a silly face.
He has three eyes, two noses and two mouths. Sammy lives with his
silly family. He has two mothers and two fathers. Sammy loves silly
animals too. He has a dog that goes “oink, oink” and a hen that goes
“moo, moo.” Sammy loves to jump ball and fly his bike. He likes to eat
56 red bananas, purple apples and blue pears. Sammy is very silly.
fifty-six Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
 With the standards required by the Common
European Framework, it allows students to develop
their communicative skills effectively. For this reason,
Clap, Clap! features:

• The use of valuable tools based on the most

recent approaches for teaching English with a
communicative purpose.
• Meaningful activities for the development of
communicative skills and the multiple intelligences.
• Different strategies to allow students to
comprehend their learning processes and to
become autonomous learners.
• Evaluations based on an international testing
methodology.
• Projects to integrate curricular and cultural
contents and use them communicatively.
• Mascots, games, and stories to allow students
to have fun while learning.

Each level consists of:

• Student’s Book + Workbook + 2 Audio CDs
• Teacher’s Guide + 2 Audio CDs
• Online tests and games at [Link]

C.C. 26508594
KIT Clap Clap! 1 TG
ISBN: 978-958-776-023-1

7 706894 885947

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