Page 79 Teaching Notes `` Invite pupils to look at the picture of Patrick Before they read the speech bubble, ask if they remember anything about him `` Ask pupils to read the speech bubble Were they right? Where does he live? `` Ask pupils to describe where he is Is this street similar or different from streets in their home town? What about the shops and houses? `` Ask pupils to compare Patrick’s clothes and people’s clothes to theirs How similar or different are they? `` Invite the class to say what they know about Ireland Do they know anybody from this country? You may ask pupils about their grandparents or great-grandparents Are/ Were they from Ireland? If yes, where from in Ireland? Do they have relatives there? Where? `` Bring a map of the world and ask pupils to locate Ireland and Dublin on the map `` Focus on the pictures of the streets and discuss what they can see in them Focus on the different styles of buildings Have pupils compare and contrast them `` Focus on the picture of the castle (Dunluce Castle) and the forest Invite pupils to imagine what it is like to be there `` Focus on the pictures of Oscar Wilde and Bram Stoker Have pupils read any of their books? Do they know what kind of stories they wrote? Have they read Dracula or The Happy Prince? You may wish to tell them what the stories are about `` Focus on the first question Do they like reading? Why? Why not? What sort of books they read? Supply additional vocabulary as needed and write key words on the board `` Focus on the second question Elicit names of writers and their work If pupils can’t come up with any ideas, ask them to find out on the Internet or in books in the school library • ! TIP This may be a good opportunity to find out why some pupils don’t like reading and maybe help them find books they may like For those who like reading, it can also be a good opportunity to suggest books they can read Focus on the second question Elicit answers from the class Optional activity Ask pupils to bring maps of Ireland or Europe They can print them from the Internet As you work along the unit, locate the places that appear in each lesson on the map Pupils the same on their maps Ask them to find information about these places, traditions and celebrations, famous Irish people and make a folder about Ireland Here are some links to guide your conversation: About Ireland: http://www.discoverireland.ie/ http://www.lonelyplanet.com/ireland About Dunluce Castle: http://www.glenarmcastle.com/dunluce-castle aspx About Bram Stoker and Dracula: http://bramstoker.org/ About Oscar Wilde and The Happy Prince: http://www.bbc.co.uk/history/historic_figures/ wilde_oscar.shtml http://www.wilde-online.info/oscar-wildebiography.htm About Argentinian writers: http://www.donquijote.org/culture/argentina/ literature/ Unit • p1 Lesson `` Ask pupils to look at the rubric and invite them to work out what they have to `` Give them time to read and complete the texts `` When they have finished, discuss as a class what type of film each of these summaries is `` Have pupils work individually or in pairs and continue each of the stories Circulate helping them with additional vocabulary as necessary `` Give plenty of time for them to this When they have finished, ask pupils to share their stories as a class `` Choose some of them and have pupils write their ending on the board for class discussion Optional lesson starter Write the word FILM on the board Ask pupils if they like going to the cinema or they watch films at home What’s more fun? Elicit names of popular films and ask them why they like them You may need to supply some additional vocabulary 39 `` Focus on the pictures in Activity What kind of films are those? Have they seen any of them? `` Focus on the question and invite the class to predict the answer Answer: Because he wants to see a film/go to the cinema • Answers: horror; fantasy; musical; Pupils’ own answers Learning strategy ! Highlight the similarity between some of the words and Spanish, eg: animated / animación; horror / terror; science fiction / ciencia ficción; etc • N A P `` Tell the class to look at the pictures and listen to the track Play track 39 once `` Tell the class to listen to the track again and repeat Teaching Notes If you feel the activity is going to take too long, you may ask pupils to write a few notes for the stories They can start working on them at home and bring a first draft the following class and finish them Alternatively, you may ask them to choose one of the stories, the one they like most, and develop just that one • EJE: EN RELACIÓN CON LA LECTURA “El reconocimiento de algunas similitudes y diferencias relevantes en relación el español como, por ejemplo, en lo alfabético, el uso de mayúsculas, el orden de palabras, el uso de tiempos verbales y su morfología, el uso de pronombres, los cognados y falsos cognados (“falsos amigos”).” “La formulación de anticipaciones e hipótesis en relación el sentido del texto y el paratexto, antes y durante el proceso de lectura, a partir de títulos, ilustraciones y otras pistas temáticas y lingüístico-discursivas.” TIP Page 80 `` Play the track at least twice Pause after each word and ask the class to repeat `` Play each exchange again and ask volunteers to repeat individually `` Have pupils pay attention to the pronunciation of some of the new words as they may cause some difficulty, eg: thriller, science fiction – \Tril´\ \sai´ns ÉfikSn\ Tell pupils that the primary accent falls on the word ‘fiction’ • ! `` Ask pupils to work in pairs `` They take it in turns to ask and answer about their favourite films Optional activity Click here for photocopiable material (p11) TIP It is difficult to detect pronunciation mistakes or who has not repeated the lines with chorus answers Use this technique first and then ask individual pupils to repeat horror; musical; thriller; animated; science fiction; fantasy musical; thriller; horror; science fiction; fantasy Unit • p2 Lesson 2 `` Have the class read the rubric and explain what they have to `` They read the text and complete it with the correct form of the verbs `` When they have finished, ask them to work with a partner and compare their answers `` Check as a class Ask pupils to explain what helped them decide which tense to use Optional lesson starter Ask the class about their activities the previous weekend What did they do? Did anyone watch a film? What was the film about? Take advantage of this conversation to revise the past tense of verbs Answers: visited; am going to visit; got; wanted; answer; didn’t have 40 `` Tell pupils to open their books at page 81 and look at the pictures What is going on? Elicit ideas from the class `` Tell the class to listen and read Play track 40 once and invite the class to follow in their books Were their ideas correct? `` Play track 40 again Stop after each exchange and invite the class to repeat `` Play each exchange again and ask volunteers to repeat individually `` Ask pupils to re-read the dialogue Ask them if the children are speaking about the past, the present or the future `` Ask them to give examples of each tense `` Focus on the ‘Grammar Trip’ section Ask pupils to read the examples Do they refer to the present, the future or the past? They read and match `` When they have finished, check as a class Answers: Present: They usually see animated films Past: They went to the cinema to see a thriller Future: They are going to see a basketball match Optional activity Ask pupils to write some of the examples on the board or they can provide their own Invite them to underline the words that indicate the tense used in the sentences, eg: auxiliaries, adverbs or phrases showing time, verb endings, etc Teaching Notes `` Ask pupils to re-read the text in Activity `` They read the sentences and decide if they are True or False `` When they have finished, ask them to work with a partner and compare their answers `` Check as a class Ask pupils to explain what helped them decide Answers: False; True; True; False; False Page 81 • N A P Optional activity • EJE: EN RELACIÓN CON LA REFLEXIÓN SOBRE LA LENGUA QUE SE APRENDE “La reflexión, la ayuda del/la docente, sobre algunos aspectos fundamentales del funcionamiento de la lengua extranjera que se aprende.” Remind the class of the conversation at the beginning of the class about what they did the previous weekend Ask them to imagine Patrick is going to visit them in their home town Tell them to write an email telling Patrick about their last weekend, their plans for this week and for his visit go; saw; likes; buy; ate; drank; prefers; are going to see Unit • p3 Lesson `` Ask pupils to read the sentences before playing the track `` Play the track twice Pupils just listen and become familiar with the content `` Play the track again Pupils write the correct sentences in their notebooks/folders `` When they have finished, ask pupils to work in pairs and check their answers Then check as a class Optional lesson starter Play a chain game You need a soft ball or another object you can pass to pupils Begin by saying, eg: Last week I went to the park Pass the ball to Pupil A Pupil A says, eg: Last week I went to the park and I played football and passes the ball to Pupil B Pupil B says, eg: Last week I went to the park and I played football Then I went to the cinema They keep adding things they did without repeating the verbs Encourage them to be funny and creative The idea is to have fun while revising the past tense Audioscript: Patrick: Last weekend, I went camping with my school friends and teacher to Killarney National Park We swam in the lake, we rode horses and we saw lots of animals At night, we made a fire and sat around it We sang songs and I told horror stories, about ghosts, monsters and haunted houses They were really scary My friends couldn’t sleep that night On Monday, I wrote a composition about one of the horror stories Answers: Last weekend, Patrick went camping He swam in the lake He saw a lot of animals He made a fire at night He told horror stories On Sunday, he wrote a composition 41 `` Ask the class if they have ever gone camping What did they do? Did they enjoy it? If they haven’t, ask what they think people when they go camping Would they like to go too? `` Focus on the pictures in Activity Tell the class to listen to the track and follow in their books `` Play track 41 once Pupils only listen and follow in their books `` Play the track again at least twice Pupils listen and number the pictures in the order they hear them `` Check as a class `` Play the track again Pause after each phrase and ask the class to repeat `` Play the track again and ask individual pupils to repeat Answers: a 6; b 8; c 1; d 7; e 2; f 3; g 5; h Page 82 Optional activities Suggested answers: In horror stories, because the look scary In fantasy stories, because they don’t look real Teaching Notes Click here for photocopiable material (p12) 42 `` Tell the class that they are going to listen to Patrick speaking about what he did when he went camping Ask pupils to listen to the track again Tell them to try and remember what Patrick and his friends did Play the track a few times so that pupils can take notes Then check as a class `` Ask pupils to read the questions and return to page 79 Elicit ideas from them You may ask them to begin to make notes for a story p79 Optional activity Ask the class if they have done any of those activities Did they enjoy them? Invite them to speak about their experience Supply additional vocabulary as necessary `` Focus on the sentences Ask pupils to complete them so that they are true for them This involves using affirmative and negative forms of the past correctly `` When they have finished, ask pupils to share their sentences as a class `` Write some of the mistakes on the board for class discussion 4 Across: swam (1), made (4), sat (5) Down: wrote (8), saw (3), sang (6), rode (2), told (7) wrote; sang; saw; didn’t buy; didn’t swim Unit • p4 Lesson • Remind the class of the different types of films they like Talk about the stories they have written or outlined so far Invite them to share the stories with the class Alternatively, ask pupils to retell some story they have read or heard 43 `` Focus on the picture Invite the class to predict the kind of story this picture could be included into What happened in this house? Whose house was it? Elicit ideas from the class `` Tell the class to listen to the track and read the text Play track 43 at least twice Were their predictions correct? `` Play the track again Ask pupils to underline or circle the new words Ask them to guess the meaning from the context `` Focus on the ‘Grammar Trip’ section Ask pupils to re-read the text and circle the sentences where these words appear `` In pairs, ask them to discuss and decide `` Discuss as a class `` Explain to pupils that these words are used to order a story `` Write some examples on the board for class discussion Answers: ✔ First, Then, Finally `` Ask pupils to read the rubric and make sure they understand what they have to `` Allow plenty of time for pupils to read the clues and write the story using the pictures and clues Tell them to use the story in Activity as a model Encourage them to add more details Page 83 `` Tell pupils to make a first draft of their story They exchange it with a partner and make comments about each other’s work `` Circulate giving help as necessary `` When they receive their copy of the story with the comments, they write their final version `` Ask pupils to share their story with the class Answers: went to the forest and a bear ran after her Then she got lost in the forest But she saw a strange house and went inside Finally, she woke up She was scared – it was all a bad dream! `` In pairs, pupils take it in turns to ask and answer questions about what they did last Saturday Tell them to include the words they have learnt to order the events `` Circulate listening to the pupils’ exchanges and checking for correct pronunciation and use of the past tense and sequencers Choose a pair to model the dialogue Teaching Notes • EJE: EN RELACIÓN CON LA ESCRITURA “La aproximación gradual y progresiva a la escritura de textos breves, en forma grupal o individual, de géneros ya conocidos, en soporte físico o digital (mensajes, cartas breves, descripciones, invitaciones, adivinanzas, historietas, entre otros), a partir de un disparador y diferentes propósitos comunicativos Esto supone: `` la frecuentación de ejemplos de textos que puedan servir de modelo y el reconocimiento de sus características principales; `` la consideración del destinatario, el tema a abordar y el propósito que se escribe, es decir, de elementos relacionados el contexto de enunciación; `` la elaboración de un plan o esquema junto el/la docente cuando sea necesario; `` la relectura de cada borrador del texto el/la docente y la reformulación conjunta a partir de sus orientaciones sobre el uso apropiado de una palabra o expresión, dudas ortográficas o de puntuación, entre otras; `` la escritura de versiones mejoradas sobre la base de devoluciones del/la docente o de pares.” Optional lesson starter N A P a 2; b 1; c 4; d Maggie and Paul bought food in the supermarket yesterday at 9.30 They went home at 10.15 They had a picnic in the park at 11.15 They travelled by bus at 12 o’clock No, they didn’t The bought the food at the supermarket They had the picnic in the park Yes, they did No, they didn’t Unit • p5 Lesson Optional lesson starter `` Focus on the table and the rubric Ask pupils what they have to `` Tell the class you are going to play track 44 Play the track once Pupils just listen `` Play the track again at least twice Pupils listen and put the ticks in the correct places `` Check as a class Ask pupils to say the answers using complete sentences Do a story building session with the help of the class Begin telling a story, eg: One day, I was walking in the mountains It was a Pause and ask pupils for help, eg: What was the weather like? Elicit ideas from the class Choose one of the most popular, eg: It was a sunny day, and then continue It was a sunny day and the birds were singing in the trees I couldn’t see anyone around but then I saw a house in the distance Then ask, What was the house like? Pupils describe the house Continue adding details and asking the class questions to build up the story When the story is over, ask them to work in groups and draw a mini-poster for the story Audioscript: Katy: I got up at o’clock I had breakfast and then went to the club I swam for two hours Then I ran some kilometres and finally I went home I am training for the Olympics Patrick: I always get up at 8, but yesterday was Saturday, so I got up at 10 Then I had breakfast with my brother and then we went to ride our bicycles in the park We rode till lunchtime I saw the famous actor Johnny Smart in the park He was there with his children `` Focus on the pictures Ask pupils to cover the texts and ask questions about the pictures What can pupils see? Where is that place? Who’s the person in the photo? Elicit ideas from the class `` Ask pupils to read the rubric and check that they understand what they have to `` Tell pupils to read the texts Were their ideas correct? `` Pupils read and choose the correct type of story Allow enough time for them to the activity `` When they have finished, check as a class Ask them to explain what helped them decide `` Ask pupils to re-read the texts and guess the meaning of unfamiliar words You may ask them to write an example in their notebooks/ folders as they may need the vocabulary for future story writing Answers: science fiction; musical • N A P • EJE: EN RELACIÓN CON LA LECTURA “La formulación de anticipaciones e hipótesis en relación el sentido del texto y el paratexto, antes y durante el proceso de lectura, a partir de títulos, ilustraciones y otras pistas temáticas y lingüístico-discursivas.” Teaching Notes 44 Peter: I got up at o’clock and had breakfast with my mum and dad Then I went to the beach and rode my bike I don’t like running but I like riding very much Answers: Katy Patrick Peter ✔ ✔ ✔ ✔ ✔ ✔ ✔ get up at o’clock have breakfast swim Page 84 ride a bike run see a doctor `` Ask pupils to read the text in Activity again Then ask them to read the sentences and decide if they are True or False `` When they have finished, ask pupils to work in pairs and compare their work `` Check the answers as a class Encourage pupils to justify their answers ✔ ✔ Optional activity Click here for photocopiable material (p13) Answers: False; False; False; True Pupils’ own answers Unit • p6 Lesson `` Tell the class to re-read the story and the sentences `` They decide if they are True or False `` Discuss the answers as a class and encourage pupils to say what helped them decide Optional lesson starter Ask pupils if they know any stories that teach a lesson, eg: Red Riding Hood, The elves and the shoemaker, etc Help them retell the stories in simple language Then, ask the class what lesson the story teaches Fables are especially useful for this You may choose to bring a well-known fable and tell it to the class, or ask pupils who know it to help you tell it Then they can discuss what they can learn from the story Alternatively, you may choose some local legend Answers: False; False; False; True Optional activities Divide the class into groups of four Ask groups members to choose a character and rehearse the story Then they act it out for the class They can make a crown or donkey’s ears or other elements in the story to act it out `` Ask pupils to cover the text and focus on the pictures Have them describe the pictures and predict what happens in the story `` Tell pupils to read the story and check if their predictions were correct `` Focus on the rubric and check that pupils understand what they have to `` They read the story and number the pictures in the correct order Allow enough time for this `` Tell pupils to circle or underline the words they don’t know and encourage them to guess the meaning using the pictures and the context `` When they have finished, discuss the answers as a class Invite pupils to explain what helped them decide `` If pupils find the story a bit difficult to understand, help them with simple leading questions Answers: a 4; b 6; c 1; d 3; e 2; f Teaching Notes You may wish to bring the story of The Emperor’s new clothes to the class Either you tell the class the story or ask them to read it Then pupils can discuss the similarities and differences between his story and the story of King Breas You can visit: http://www.andersen.sdu.dk/vaerk/hersholt/ TheEmperorsNewClothes_e.html https://www.youtube.com/watch?v=wng-eSUk9I0 Page 85 • N A P • EJE: EN RELACIÓN CON LA LECTURA “La aproximación a la comprensión de que un texto escrito puede abordarse aunque no se conozca el significado de todas las palabras que lo constituyen, y de que el sentido de un texto no depende exclusivamente de las palabras que lo conforman.” “La lectura de textos descriptivos, narrativos o instruccionales breves, de diferentes géneros discursivos, relacionados temáticas variadas, de extensión y complejidad acordes al momento de la escolaridad y a las condiciones de enseñanza: invitaciones, mensajes, instrucciones, correos electrónicos, folletos, historietas, epígrafes, relatos, entre otros.” Click here for photocopiable material (p14) • N A P • EJE: EN RELACIÓN CON LA PRODUCCIÓN ORAL “La participación en dramatizaciones sencillas –que podrán incluir textos propios creados a partir de un modelo–, juegos y otras instancias lúdicas que impliquen interacción oral.” Unit • p7 Lesson `` When they have finished reading, ask the class if their predictions about the books were correct `` Pupils match the pictures to the correct summary `` Correct as a class Optional lesson starter Remind the class of the writers they saw the pictures of in the opening section of the lesson Ask if they remember their names and what they wrote Bring a number of books in English of different kinds to the classroom Put them on your table and ask pupils to look at the covers and predict what the books are about Tell them to choose one they would like to read Tell them to read the blurb and tell the class what the book is about • N A P Answers: b; a `` Focus on Activity Have pupils re-read the article and complete the sentences `` When pupils have finished, discuss the answers as a class Answers: Gulliver; Dorian Gray; Dorian Gray; Gulliver • EJE: EN RELACIÓN CON LA LECTURA “La lectura de textos descriptivos, narrativos o instruccionales breves, de diferentes géneros discursivos, relacionados temáticas variadas, de extensión y complejidad acordes al momento de la escolaridad y a las condiciones de enseñanza.” Think twice `` Focus on the questions Elicit answers from the class `` Ask pupils to justify their answers, especially when giving an opinion `` Supply additional vocabulary as necessary Optional activities `` Tell pupils to cover the texts and focus on the photos What books are these? Elicit ideas from the class • ! TIP The picture of Dracula is very easy to recognize but the other two will prove a challenge Encourage the class to imagine what sort of book would have these pictures, what the story is about, etc Elicit as much information as possible form the class Page 86 • N A P • EJE: EN RELACIÓN CON LA LECTURA “La formulación de anticipaciones e hipótesis en relación el sentido del texto y el paratexto, antes y durante el proceso de lectura, a partir de títulos, ilustraciones y otras pistas temáticas y lingüístico-discursivas.” `` Tell the class to uncover the texts and read the summaries Tell them to circle or underline the new words `` Remind them to use the context to guess the meaning of new words Teaching Notes Ask pupils to read the ‘It’s a fact!’ section about Ireland’s Nobel Prizes Ask the class if they know what the Nobel Prize is Have them search the Internet or look up the information in an encyclopedia in the school library Ask pupils to work in small groups and look for information about Argentine Nobel Prize winners for literature or other disciplines They write a short presentation for the class They can add pictures from the Internet For readers in English for children, visit: http://www.macmillanenglish.com/courses/ macmillan-childrens-readers/ Unit • p8 `` la consideración del destinatario, el tema a abordar y el propósito que se escribe, es decir, de elementos relacionados el contexto de enunciación; `` la elaboración de un plan o esquema junto el/la docente cuando sea necesario; `` la relectura de cada borrador del texto el/la docente y la reformulación conjunta a partir de sus orientaciones sobre el uso apropiado de una palabra o expresión, dudas ortográficas o de puntuación, entre otras; `` la escritura de versiones mejoradas sobre la base de devoluciones del/la docente o de pares.” Lesson Optional lesson starter Remind the class the stories they have read, written and talked about during the last lessons Introduce the word ‘character’ and ask about the characters in the stories Remind pupils of films they have seen Who are their favourite characters? Why? Encourage the class to describe the characters `` Ask pupils to read the story they have as a model Focus on the table and help pupils see how to use it to organize their story `` Focus on the organization of the text into paragraphs Help pupils notice how the narration is organized chronologically Highlight the use of inverted commas to show what people are saying `` Now they are ready to prepare their story Ask pupils to choose the characters, time, place, etc and write their notes in the table They also choose a title for the story `` Tell pupils to illustrate the story with appropriate pictures `` They may write the story on a large sheet of paper and glue or draw the pictures `` Invite pupils to share their story with the class `` You may wish to collect all the stories and make a class storybook `` Once pupils have collected the information they need, tell them to begin writing the first draft of their story `` Remind them to use the sequencers and grammar in the box `` When they have finished the first draft, tell pupils to exchange their story with a partner They read, correct and make comments on each other’s work `` With these comments and corrections in mind, pupils write a second draft of the story `` You may ask them to show you their stories and provide feedback for further revision if necessary `` Pupils write the final version of the story Teaching Notes Page 87 • N A P • EJE: EN RELACIÓN CON LA ESCRITURA “La aproximación gradual y progresiva a la escritura de textos breves, en forma grupal o individual, de géneros ya conocidos, en soporte físico o digital (mensajes, cartas breves, descripciones, invitaciones, adivinanzas, historietas, entre otros), a partir de un disparador y diferentes propósitos comunicativos Esto supone: `` la frecuentación de ejemplos de textos que puedan servir de modelo y el reconocimiento de sus características principales; • N A P • EJE: EN RELACIÓN CON LA PRODUCCIÓN ORAL “La participación en intercambios orales breves, a partir de disparadores, para resolver una tarea comunicativa como, por ejemplo, solicitar y brindar información; invitar a una persona a una celebración, a formar parte de un grupo de trabajo en el aula, a hablar sobre actividades del tiempo libre.” Unit • p9 Lesson `` Focus pupils’ attention on the rubric Have them read the options and make sure they understand what they have to `` Ask them to re-read the story and tick the correct option `` When they have finished, elicit answers from the class Encourage pupils to justify their choices Invite them to reflect on the benefits of helping in emergencies and working as a team to solve those emergencies Optional lesson starter Revise the story of King Breas on page 85 Write some key words on the board and have pupils generate sentences with the words chosen 45 Answer: ✔ `` Ask pupils to look at the pictures quickly and predict what happens Elicit ideas from the class Help pupils with new vocabulary Accept answers in L1 Echo what they say in English `` Tell pupils to read the rubric and the question Check that they understand what they have to `` Play the track at least twice while the class reads `` When they have finished, invite pupils to answer the question `` Have the class re-read the text and ask them to circle words they don’t know Encourage pupils to guess the meaning from the context • Ask pairs of pupils to read the dialogues Highlight the importance of using the correct intonation Page 88 • N A P • EJE: EN RELACIÓN CON LA LECTURA “La formulación de anticipaciones e hipótesis en relación el sentido del texto y el paratexto, antes y durante el proceso de lectura, a partir de títulos, ilustraciones y otras pistas temáticas y lingüístico-discursivas.” EJE: EN RELACIÓN CON LA PRODUCCIÓN ORAL “La participación en dramatizaciones sencillas –que podrán incluir textos propios creados a partir de un modelo–, juegos y otras instancias lúdicas que impliquen interacción oral.” Teaching Notes • EJE: EN RELACIÓN CON LA PRODUCCIÓN ORAL “La participación asidua en situaciones propias del contexto áulico, (saludar, solicitar aclaraciones, pedir, dar una opinión, manifestar estados de ánimo, entre otros).” Answer: Yes, it did Optional activity N A P `` Focus on the question Have pupils look at the options and reflect on their behaviour `` Invite them to answer Highlight the importance of being honest in their answers `` Invite them to share their answers with the class `` You may wish to discuss what they should in case of a real emergency, eg: a fire Is there a protocol in the school? If there is, you may share it with the class and they can make a poster with instructions Progress Check made; sing; wrote; ride; told; see; swam; sit went; listened; danced; made; ate; played; sang; invited; swam; 10 loved Suggested answers: travelled by plane; swam in the sea/river; they rode bicycles in the park; they made a cake Unit • p10 ∙ Activate Units 5–6 `` Focus pupils’ attention on the picture Ask them to imagine what this boy’s life is like What does he do? Is he famous? What was his childhood like? `` Encourage them to invent a life for the boy `` Have pupils describe the picture and compare it with their own bedroom `` Ask pupils to read the text Were their predictions correct? `` Tell pupils to read and choose the correct form of the verbs `` When they have finished, check as a class `` Focus on the rubric and make sure the class understands what they have to `` Tell pupils to complete the dialogue using the pictures as clues `` Once they have finished, check as a class by asking a pair of pupils to read the dialogue aloud Answers: restaurant; bakery; clothes shop; bookshop Optional activity Answers: lived; got up; had; ate; walked; did; loved; read; bought; 10 changed • Optional activity Activate Page 93 Optional lesson starter Play a ball game to remind the class of the verbs and past forms they have learnt during the course Say a verb in the present and pass the ball to a pupil This pupil has to make a sentence in the past Then, this pupil says another verb and passes the ball to another pupil who has to exactly the same Repeat until everyone has had a chance to play If a pupil gives a wrong past form, they miss a turn and will have to say two sentences at the end of the round Ask pupils about their favourite music stars Tell them to look for information about them, their childhood and beginnings as musicians / singers They write a text about them using the text in Activity as a model They can make a poster and add pictures to it When they have finished, they tell the class about this person They can also compare this person’s childhood with their own How similar or different it is? Teacher’s Notes • N A P • EJE: EN RELACIÓN CON LA ESCRITURA “El reconocimiento de la vinculación entre la lectura y la escritura como modo de favorecer el proceso de aprender a escribir.” “La socialización de los textos escritos mediante diversos soportes y en diferentes espacios de la escuela.” ! In pairs, ask pupils to write a dialogue using the one in Activity as a model When they have finished, they act it out for the class Correct only when necessary TIP Circulate checking for correct spelling and grammar Give help if necessary Make notes of possible mistakes for future remedial work i `` Focus on the pictures Ask the class to describe what they see `` Remind them of the sequencers they have learnt and ask them to write what the girls did `` When they have finished, ask pupils to compare their text with a partner and discuss any differences `` Check as a class Suggested answer: First, we listened to music (on our iPods) Then we made pizza and drank fizzy dinks/Coke Finally, we watched TV/saw a film on TV Activate • Units 5–6 ∙ Explore Units 5–6 `` Ask pupils to look at the pictures Have they seen these films? Which did they like most? Do they remember what they are about? `` If pupils haven’t seen them, ask them if they would like to and why they think they would like them They can predict what they are about `` Focus on the texts and invite the class to read them Tell the class to ignore the words they don’t know and try to understand the general meaning of the text `` When they have finished, tell pupils to match each text to the correct film `` Check as a class and ask pupils to explain what helped them decide `` Have pupils scan the text for words they don’t know Make them underline the words and discuss the meaning `` If you wish, write some sentences with the new words on the board so that pupils can copy them into their notebooks/ folders `` Ask pupils to re-read the descriptions of the films and put the correct number in the boxes `` Have them underline the information in the texts and read it out `` Check as a class Answers: a, b; b, c; a, c; a, b; a; c Optional activity If pupils have seen these films, encourage them to write their own opinion about them Help them describe their favourite character and favourite scene Help with additional vocabulary as necessary Answers: a 3; b 1; c 2 Page 94 Optional lesson starters a Remind pupils of the words they have learnt to describe books and films Say the name of a film, eg: Harry Potter, Frozen, etc and ask the class to say what kind of film/book it is b Work with vocabulary connected to types of films Write anagrams on the board for pupils to solve, eg: rorhro (horror) Pair up pupils and invite them to solve them and then generate sentences using the words discovered Teacher’s Notes `` Ask the class to re-read the texts and decide which kind of film they are `` When they have finished, discuss the answers as a class `` Ask pupils what other films they know of the same kind You may ask them to give examples for each of the genres Answer: fantasy ✔ Explore • Units 5–6 Unit • Lesson Make your film Write about it Then create the poster Type of film Title Characters Where? When? Story PHOTOCOPIABLE © Macmillan Publishers S.A 2015 Unit • p11 Unit • Lesson Make a poster for your summer camp Use these questions as a guide Then speak about it p? What is the nam e of your sum mer cam What can children do? Where is your sum mer camp? p? What is special abo ut your sum mer cam You visited this summer camp last summer Write about what you did there PHOTOCOPIABLE © Macmillan Publishers S.A 2015 Unit • p12 Unit • Lesson My survey Choose three friends and ask them: What did you yesterday in… / at…? Then share the answers with the class Yesterday Friend 1: Friend 2: Friend 3: Morning Afternoon Night PHOTOCOPIABLE © Macmillan Publishers S.A 2015 Unit • p13 Unit • Lesson Read the story of King Breas and complete the dialogues using some of these phrases Then retell the story to a friend have your to go in prison needs tells my hairdressers know your The King to play The Queen in the park my butchers Once upon a time… I have a secret Only 1 King Breas: know it But I send them to prison In this way, nobody can know my secret King Breas: Seamus, please cut my hair! Seamus: But don’t send me to prison, please I want 2 home My mother me King Breas: But Seamus told the secret to the tallest tree OK, but don’t tell anybody my secret Seamus: 4 Harpist: I need wood I’m going to make a new harp King Breas: Oh, no! Now everybody knows my secret has donkey ears You know Helper: My King, a lot of people secret Don’t be sad King Breas: No more prisoners now! Let’s celebrate! In the end, King Breas was happy and good There weren’t any hairdressers 6 4 then PHOTOCOPIABLE © Macmillan Publishers S.A 2015 Unit • p14