Page 79

4

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
do 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 do 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:
/> />About Dunluce Castle:
/>aspx
About Bram Stoker and Dracula:
/>About Oscar Wilde and The Happy Prince:
/>wilde_oscar.shtml
o/oscar-wildebiography.htm
About Argentinian writers:
/>literature/
Unit 6 • p1


Lesson 1


2
`` Ask pupils to look at the rubric and invite them to work out
what they have to do.
`` 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 do 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.

1

39

`` Focus on the pictures in Activity 1. 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: 1 horror; 2 fantasy; 3 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.

4

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 con 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
con 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

3

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.

1
2

1 horror; 2 musical; 3 thriller; 4 animated; 5 science fiction; 6 fantasy
1 musical; 2 thriller; 3 horror; 4 science fiction; 5 fantasy

Unit 6 • p2


Lesson 2

2
`` Have the class read the rubric and explain what they have to do.
`` 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.

1

Answers: 1 visited; 2 am going to visit; 3 got; 4 wanted; 5 answer;
6 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.

4

Teaching Notes

3
`` Ask pupils to re-read the text in Activity 2.
`` 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: 1 False; 2 True; 3 True; 4 False; 5 False

Page 81

•


N A P

Optional activity

•

EJE: EN RELACIÓN CON LA REFLEXIÓN SOBRE LA
LENGUA QUE SE APRENDE
“La reflexión, con la ayuda del/la docente, sobre algunos
aspectos fundamentales del funcionamiento de la lengua
extranjera que se aprende.”



3

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.

1 go; 2 saw; 3 likes; 4 buy; 5 ate; 6 drank; 7 prefers; 8 are going to see

Unit 6 • p3


Lesson 3


`` 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.

1

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: 1 Last weekend, Patrick went camping. 2 He swam in the lake.
3 He saw a lot of animals. 4 He made a fire at night. 5 He told horror

stories. 6 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 do when they go camping. Would they like to go too?
`` Focus on the pictures in Activity 1. 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 4

3

Page 82

Optional activities



Suggested answers: In horror stories, because the look scary. In fantasy
stories, because they don’t look real.




2

Teaching Notes

2. 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.

4

1. 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.

4Across: swam (1), made (4), sat (5)

Down: wrote (8), saw (3), sang (6), rode (2), told (7)
5 2 wrote; 3 sang; 4 saw; 5 didn’t buy; 6 didn’t swim

Unit 6 • p4


Lesson 4

•

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

2
`` Ask pupils to read the rubric and make sure they understand
what they have to do.
`` 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 1 as a model. Encourage them to add more details.

3
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.

6


7

4

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 con 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 con que se escribe, es decir, de elementos

relacionados con el contexto de enunciación;
`` la elaboración de un plan o esquema junto con el/la
docente cuando sea necesario;
`` la relectura de cada borrador del texto con 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

1

N A P

a 2; b 1; c 4; d 3
1 Maggie and Paul bought food in the supermarket yesterday at 9.30.
2 They went home at 10.15. 3 They had a picnic in the park at 11.15.
4 They travelled by bus at 12 o’clock.
1 No, they didn’t. 2 The bought the food at the supermarket. 3 They had
the picnic in the park. 4 Yes, they did. 5 No, they didn’t.

Unit 6 • p5


Lesson 5

3


Optional lesson starter

`` Focus on the table and the rubric. Ask pupils what they have
to do.
`` 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 7 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.

1
`` 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 do.
`` 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 do 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: 1 science fiction; 2 musical

•

N A P

•

EJE: EN RELACIÓN CON LA LECTURA
“La formulación de anticipaciones e hipótesis en relación
con 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.”


4

Teaching Notes

44

Peter:
I got up at 8 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 8 o’clock

have breakfast
swim

Page 84

ride a bike
run

2

see a doctor

`` Ask pupils to read the text in Activity 2 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: 1 False; 2 False; 3 False; 4 True
8


Pupils’ own answers

Unit 6 • p6


Lesson 6

2
`` 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: 1 False; 2 False; 3 False; 4 True

Optional activities
1. 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.

1
`` 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 do.
`` 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 5

4

Teaching Notes

2. 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:

/>TheEmperorsNewClothes_e.html
/>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 con
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.”



3. 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 6 • p7


Lesson 7

`` 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: 1 b; 2 a

2
`` Focus on Activity 2. Have pupils re-read the article and
complete the sentences.
`` When pupils have finished, discuss the answers as a class.
Answers: 1 Gulliver; 2 Dorian Gray; 3 Dorian Gray; 4 Gulliver

•

EJE: EN RELACIÓN CON LA LECTURA
“La lectura de textos descriptivos, narrativos o
instruccionales breves, de diferentes géneros discursivos,
relacionados con 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

1
`` 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
con 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.

4

Teaching Notes


1. 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.



2. 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:
/>macmillan-childrens-readers/

Unit 6 • p8


`` la consideración del destinatario, el tema a abordar y
el propósito con que se escribe, es decir, de elementos
relacionados con el contexto de enunciación;
`` la elaboración de un plan o esquema junto con el/la
docente cuando sea necesario;
`` la relectura de cada borrador del texto con 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 8
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.

1
`` 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.

3
`` 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.

4
`` Invite pupils to share their story with the class.

`` You may wish to collect all the stories and make a class
storybook.

2
`` 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.

4

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 con 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 6 • p9


Lesson 9

2
`` Focus pupils’ attention on the rubric. Have them read the

options and make sure they understand what they have to do.
`` 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.

1

45

Answer: 3 ✔

`` 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 do.
`` 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.

3

Page 88

•

N A P

•

EJE: EN RELACIÓN CON LA LECTURA
“La formulación de anticipaciones e hipótesis en relación
con 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.”

4

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 do 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 6
1 made; sing; wrote; ride; told; see; swam; sit
2 1 went; 2 listened; 3 danced; 4 made; 5 ate; 6 played; 7 sang; 8 invited;
9 swam; 10 loved
3 Suggested answers: 1 travelled by plane; 3 swam in the sea/river;
4 they rode bicycles in the park; 5 they made a cake


Unit 6 • p10


∙

Activate Units 5–6

1

2

`` 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 do.
`` 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: 1 restaurant; 2 bakery; 3 clothes shop; 4 bookshop


Optional activity

Answers: 1 lived; 2 got up; 3 had; 4 ate; 5 walked; 6 did; 7 loved; 8 read;
9 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 do 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.

4

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 1 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 2 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

3
`` 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

1

3

`` 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: 1 a, b; 2 b, c; 3 a, c; 4 a, b; 5 a; 6 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

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.

4

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 6

• Lesson 1

Make your film. Write about it. Then create the poster.

Type of film



Title



Characters





Where?



When?



Story
























4

PHOTOCOPIABLE © Macmillan Publishers S.A. 2015

Unit 6 • p11


Unit 6


• Lesson 3

1 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

2 You visited this summer camp last summer. Write about what you did there.





4

PHOTOCOPIABLE © Macmillan Publishers S.A. 2015

Unit 6 • p12


Unit 6

• Lesson 5


My survey. Choose three friends and ask them: What did you do yesterday in… / at…?
Then share the answers with the class.

Yesterday



Friend 1:



Friend 2:



Friend 3:

Morning

Afternoon

Night

4

PHOTOCOPIABLE © Macmillan Publishers S.A. 2015

Unit 6 • p13



Unit 6

• Lesson 6

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

1
Once upon a time…
I have a secret. Only 1
1 King Breas:
know it. But I send them to prison. In this
way, nobody can know my secret.
2 King Breas:

Seamus, please cut my hair!


Seamus:

But don’t send me to prison, please.

I want 2

2

home. My mother

3

me.



King Breas:



But Seamus told the secret to the tallest tree.

OK, but don’t tell anybody my secret.

3 Seamus:

4

4 Harpist:


I need wood. I’m going to make a new harp.

5 King Breas:

Oh, no! Now everybody knows my secret.

3

has donkey ears.

You know...

Helper:My King, a lot of people 5



secret. Don’t be sad.
6 King Breas:

No more prisoners now! Let’s celebrate!

In the end, King Breas was happy and good. There weren’t any
hairdressers 6
6

4

4


then.
5

PHOTOCOPIABLE © Macmillan Publishers S.A. 2015

Unit 6 • p14