T

ea

AU G M E N T E D R E A L IT Y
kidswebgang.com.a r/AR

The series for beginners which connects children to the

www.kidswebgang.com.ar

English-speaking world

Components
For the child:

For the teacher:

Course Book with a built-in Activity Book

CD-ROM with songs, karaoke version of
songs and games

Teachers Book with notes, suggestions

for extra and alternative activities and
annual lesson planning

Audio CD with listening activities, songs
and karaoke version of songs

PAUL SELIGSON


CD-ROM with photocopiable material,
tests and diploma

SERIES CONSULTANT

Very well-known and highly respected worldwide for his work in teacher
training, research and ELT materials development for children, teenagers
and adults, Paul Seligson has visited Argentinian classrooms and is
highly appreciated by English Language teachers for his dynamic and
practical presentations and suggestions.

ch

er

s B o o k

Contents
Main Features of the Series

Contents Map of the Series

Kids Web Components

10

Working with Kids Web

11

Opening Pages

11

Practice Activities

12

Songs

12

Production Activities

13

Kids Web Gang

13

Classroom Language

14

Extra Fun

14

My Profile

14

Webby, the Kids Web Character

14

Kids Web in the Classroom

15

Kids Web and Working with Values

16

Kids Web Games Bank

16

Kids Web 1 Lesson Plan

17

Two-month Lesson Plan

17

Three-month Lesson Plan

17

Annual Lesson Plan

18

Unit Notes

22

Course Book

22

Extra Fun

62

My Profile

69

Track List- Audio CD

71

Main Features of the Series

The five levels of the Kids Web series have been developed for learners of English in
Primary Schools, especially those who have had little or no contact with the English
language before.
Kids Web accompanies children in all phases of their intellectual development,
attending to their individual characteristics and offering them the possibility of
learning a foreign language in a significant, fun and entertaining way.
A meaningful use of the language is one of the main features of the series, which
relates the activities proposed in the classroom to the daily life of children in their
social context and the real possibilities of application of the knowledge and skills
acquired.
According to the psychologist Lev Vygotsky (Wertsch, J.V.; Vygostsky and The Social
Formation of Mind; Harvard University Press, Cambridge, Massachusetts, 1985), the
teacher plays an important role in the psychological development of children. It is with
this philosophy in mind that the Kids Web series was conceived: the teacher guides
children in the learning process by asking them questions, providing information
and suggestions when they need and assisting them in the development of their
potentials.
The Kids Web series aims to help children:
we
 volve in a stimulating atmosphere all the time;
w become capable of interpreting the overall meaning of a text without necessarily
having understood the meaning of each and every single word;
wb
 ecome creative in the use of language;
w develop an excellent imagination;
w be exposed to a vast repertoire of information through varied sources;
w learn in different ways;
wc
 rave dynamism in the classroom.
With the aim of seeking methodological excellence, the activities in the Course
Book and the Workbook are clearly organised and carefully graded. Each level of the
series is clearly differentiated from the rest, attending to the varied characteristics
and interests of the age group. The activities in each level are also appropriately
challenging for the age group, never underestimating childrens cognitive and
intellectual capacity or forcing them to carry out activities which are beyond their
capabilities.
All in all, the series evolves according to the chart on pages 5 through 9.

Kids Web 1
Unit

Topic

Language Focus

Vocabulary

Hi!

Greetings

Hi! Hello! Im
Whats your name?

Hi, Hello, Bye

boy, girl

Colours

Colours

I love

red, blue, yellow, green, purple, orange

KidsWeb Gang in Wow! A rainbow!

Shapes

Shapes

Is it a?
Yes, it is. / No, it isnt.

rectangle, triangle, circle, star, square

Pets

Pets

The is cute!
The is cute too!

dog, cat, bird, fish, hamster, turtle

KidsWeb Gang in Pets are cute!

Numbers

Numbers

Look, seven birds!

How many?

numbers 1 to 10

My family

Family

This is my

mum, dad, brother, sister

KidsWeb Gang in Bird watching

Lets play!

Toys

Look at my new
Lets play!

computer game, car, ball, puzzle, doll, robot,

teddy bear, kite, train

My schoolbag

School objects

I need an eraser.
Here you are.
Thank you!

eraser, pencil, crayons, notebook, book, pen

KidsWeb Gang in Its time to play ball!

Cyber, the robot

10 Breakfast time

Parts of the body

Food

Two hands, one nose, five arms

mouth, nose, ears, eyes, legs, arms, head
This is Cyber, the robot.
I love
And you?

bananas, orange juice, cake, cookies, apples,

milk

Kids Web 2
Unit

Topic

Good morning!

Greetings
Family

The weather

Weather

Language Focus
This is my
How are you?
Im fine, thanks. And you?
Whats your name?
My name is
Whats the weather like?
Its
I like

Vocabulary
Good morning, Good afternoon, Good
evening, Good night, Bye bye
classmate, friend
grandma, grandpa, mum, dad, brother, sister
sunny, cloudy, windy, raining, hot, cold
summer, autumn, winter, spring

KidsWeb Gang in The bike race

3 
Wheres the

School objects

Wheres the?
Its on / in / under
Its a red pencil case.

Numbers 1 to 10

How many?

ruler?

How many?

sharpener, pen, pencil case, schoolbag,

ruler, glue
on, under, in
counter
one, two, three, four, five, six, seven, eight,
nine, ten
odd, even

KidsWeb Gang in My new pet

At the zoo

Animals

It / They can fly / run / swim /

jump.

Fun time

Games and toys

Look, my new
Whats your favourite toy?

run, swim, fly, jump

wild animals, lion, elephant, hippo, alligator,
giraffe, kangaroo, bat
board game, jump rope, scooter, bike,
skateboard, seesaw, slide, swing, monkey
bars, cool

KidsWeb Gang in Pyjama party

Different looks

Lunch time

Parts of the body

Food

Chicken? Yes, please. No, thanks.

Here you are.
pudding, fries, pasta, fish, chicken, salad,
I love chicken!
fruit salad
I like / I dont likeWhat about
you?

KidsWeb Gang in Family lunch

red / blonde / brown / black hair

eyes, ears, nose, mouth, head, arms, feet,
legs, hands
new, long, big, small

Ive got
short hair, long hair, big eyes,
small eyes

Kids Web 3
Unit

1
2

Topic

Language Focus

Vocabulary

How are you?

Feelings

How are you today?

Im

happy, sad, tired, hungry, scared, sick

My house

Parts of the
house
Furniture

Theres a in the
There are in the

living room, kitchen, bedroom, bathroom,

yard
chair, table, couch, bed, refrigerator, stove,
shower

KidsWeb Gang in Are you ok?

My town

Places around
town

Wheres the?
Its opposite / next to /
between

park, bank, shopping mall, bakery, cinema,

supermarket

How many?

Numbers 11 to 20

How many?
Twelve plus seven is nineteen.
Fourteen minus two is twelve.

numbers 11 to 20
plus, minus

KidsWeb Gang in A fun afternoon

On the farm

Farm animals
Adjectives

What a thin lamb!

The is

cow, chicken, duck, horse, pig, lamb

thin, fat, big, small, beautiful, ugly

The alphabet

Alphabet

Could you spell, please?

alphabet letters

KidsWeb Gang in A day in the country

Occupations

Occupations

What do you want to be?

I want to be a

football player, ballerina, firefighter,

astronaut, doctor, teacher, vet, cashier,
singer, racing driver

Transport

Means of
transportation

How do you go / come to

school?
By

bus, car, plane, boat, taxi, train, bike, on foot

KidsWeb Gang in A difficult decision

Kids Web 4
Unit

Communication

2 
Months and
seasons

Topic

Language Focus

Vocabulary

Means of
communication

Wheres / are the, please?

Its / Theyre on / in / under / next
to / between

cell phone, magazine, DVD player,

newspaper, computer, letter, comic book
on, in, under, next to, between

Months
Seasons

How old are you? Im

Whens your birthday? Its in
Are there in? Yes, there are. /
No, there arent.

January, February, March, April, May,

June, July, August, September, October,
November, December
numbers 21 to 31
winter, spring, summer, autumn

Reading Time Abbreviations

3 
Sports and

Sports

Clothes

activities

Nice clothes!

swim, play football, play basketball, ride a

He can / cant
bike, play baseball, ride a horse, play the
Can you? Yes, I can. / No, I cant. guitar, roller skate, speak French, sing,
dance
Im / Shes / Hes wearing
jeans, shorts, sneakers, T-shirt, dress,
Is she wearing?
shoes, skirt, hat, flip flops, cap, socks,
sweater, jacket
Yes, she is. / No, she isnt.

Reading Time Popular sports

5 
What are they
doing?

Everyday
activities

What are you / they doing? Im /

watch TV, read, sleep, cook, take a
Theyre
shower, play, study, dance, climb a tree,
Whats he / she doing? Hes / Shes
swing, skate
Are you? Yes, I am. / No, Im not.

What time is it?

Time

What time is it?

Its a.m. / p.m.
Its oclock.

numbers, midday, midnight, earlier, later

Food

What do you have for?

I have

cheese, cereal, eggs, jam, pancakes, toast,

salad, soda, beans, juice, cupcake, bread,
rice, chicken, butter, pasta, milk, coffee,
sandwich, steak, breakfast, lunch, dinner

Vacation spots

I / We always / usually

the beach, the farm, the shopping mall, the

mountains, the park, the lake

Reading Time Greetings from Brazil

Mealtime

8 
Yippee! Vacation!

Reading Time Blog messages

Kids Web 5
Unit

1 
Countries and
nationalities

I love Maths

Topic

Language Focus

Vocabulary

Countries and
nationalities

Where are you from?

Im from
Im

Australia, Brazil, China, England, France,

Japan, Mexico, Peru, South Africa, the USA,
Argentina
Australian, Brazilian, Chinese, English,
French, Japanese, Mexican, Peruvian, South
African, American, Argentinian

School subjects

What do you have today?

What do you have on at? I
have
When do you have? On at

Maths, English, Geography, History,

Science, Art
on, at

pick up the garbage, take a quick shower,

recycle, turn off the lights / TV / computer,
reuse, dont waste water / electricity,
dont litter

Reading Time Animals of the world

Going green

Green activities

Dont waste water!

Take a quick shower!

Every day

Routine

Do you? Yes, I do. / No, I dont.

When do you? On / In
What time do you? I at

get up, take a shower, have breakfast,

go to school, do homework, play with
friends, watch TV, go to bed

How can I help you?

Id like a / an

a hamburger, a hot dog, an ice cream,

nuggets,
a smoothie, a soda
numbers 10 to 100

What do you do on weekends?

I always / usually / sometimes /
never

make the bed, set the table, walk the dog,

wash the car, wash the dishes, take out
the garbage, tidy the room

Reading Time For a green planet

Im hungry

Meals and food

Always or never

Time

Reading Time Ricardos diet

Too small

Clothes
Adjectives

This / That is too!

These / Those are too!

new, old, big, small, short, long

Who I am

Personal
information

General review

General review

Reading Time My favourite clothes

Kids Web Components

For the student

For the teacher

Course Book: Ten units in the first level of the series

and eight units in levels 2 through 5.
Workbook (Extra Fun): Fully integrated with the
Course Book, it provides extra activities for all the units.

Teachers Book: Detailed instructions for the

development of all the activities in the units of the
Course Book, answers to those activities, audio
scripts for all the listening material on the audio CD,
extra activities suggested to the teacher to spice up
lessons and suggestions for a more efficient use of
the material in the annual lesson plan included.

CD-ROM: Songs and multimedia activities for selflearning.

Audio CD and CD-ROM: Audio material for the
listening activities on the audio CD and suggestions
for the extra activities on the CD-ROM.

10

Working with Kids Web

Opening Pages
A two-page illustration provides the connection between the new content and the childrens previous
knowledge in a clear, dynamic and contextualised way.
You can explore the illustration with the group through questions about the topic, thus helping children interpret
the situation presented.
Speech bubbles present the structures that you want students to be capable of producing at the end of the unit
and their content is recorded on the audio CD which accompanies the Teachers Book.
The vocabulary to be learned is presented in a chart, together with pronunciation, vocabulary and listening
comprehension activities. If you want to carry out some more detailed vocabulary work at this stage, there is
an extension vocabulary activity related to the elements shown in the illustration in this Teachers Book. This
vocabulary activity also helps to anticipate any queries that children could have in the future.

11

Practice Activities
On a double spread, varied recognition and comprehension activities favour the practice and production of the topics
presented in the opening pages, apart from presenting new ones and reviewing others from previous units.
You can carry out some revision before these activities, which could be a bit daunting for students, so that they do not
feel overwhelmed and demotivated.
In Kids Web 1, there is no reading or writing.
Children assimilate content through activities
such as matching, circling, colouring and using
stickers (which are at the end of the book),
apart from listening comprehension activities
which are recorded on the audio CD. If you want,
however, you can introduce reading or writing at
word or sentence level.
Alternative and extension activities to be worked
on at this stage of the lesson are also suggested.
You should always try to respect the time
children need to carry out the proposed activities
and help them understand the instructions so
that they can perform at their best.

Songs
There are songs in all the units in level 1 and they play a very important role in the consolidation of the
knowledge acquired. They can be used to spice up lessons or as a surprise element in the class.
The rhythm of the songs facilitates the assimilation of the content studied and the lyrics are yet another way of
exposing children to complex structures of the language,
within the thematic framework of the unit. Songs also
provide an efficient form of revision of the topics seen in
the practice and production activities.
In level 1, the lyrics can be found at the end of the
Course Book.
Encourage children to listen to the songs on the CD-ROM
at home with their parents or tutors. Remember to tell
parents and tutors where the lyrics of the songs appear
in the Course Book so that they can cooperate with the
childrens learning process.
mb ol fo
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12

Production Activities
The activities in this section encourage children to
use the language in a more independent way and
stimulate them to spontaneously apply the content
studied at the beginning of the unit, by expressing
themselves orally, through drawings, games, etc.
I LOVE
purple!

I LOVE
GREEN!

Kids Web Gang in

With the purpose of stimulating the pleasure of reading
before introducing children into proper literacy, level 1
of this series presents the section Kids Web Gang in,
which is a series of four stories about the adventures of
a group of children in comic format with no written text.
Their interpretation is done through the observation of
pictures or by listening to the audio CD which, apart from
a detailed array of natural sounds in the background,
contains the dialogue of the characters in a natural and
authentic way, that is, adequate to the childrens age.
In this section, as in the case of the double spreads in
the opening pages, the illustrations can also be widely
explored, stimulating the children to put their creativity into practice through the interpretation of the pictures
which they can relate to their own life experience. You can also encourage them to produce alternative endings
to the story, orally or in the form of a drawing or through role play activities.
A section called Work it out! on the following page, presents one or two comprehension activities and
integrates the content studied in the two previous units. These activities were planned to carry out reading in
a fun and entertaining way. You should always try to keep a very playful atmosphere in the classroom which is
essential for learning to take place at this stage.
The Kids Web Gang is made up of the following characters:

Jess

She loves
fashionable clothes
and wears stylish
glasses.

MIKE

He cares about
nature and the
environment.

sue

She is interested
in good, healthy
eating habits.

RICK

He loves
technology and
computers.

TOM

He practises sports
and attends sports
events whenever he
has the opportunity.

13

Classroom Language
At the end of the Course Book, there is a list of the main commands and
phrases used in the classroom. Recorded on the audio CD, this content
needs to be used from the beginning of the school year, especially if
children are new to English. The aim is that learners can memorise and
learn how to pronounce these useful phrases.

Extra Fun
After the songs in this level, practice activities of
the topics studied are presented on the following
pages and can be done as homework. In this case, it
is important to make sure that children understand
what they have to do, by explaining each activity in
detail and giving examples.
Remember that parents or
tutors who help children do their
homework do not necessarily
speak English.
The pages in this section
are detachable and there
is a blank for the learners
name; so you can choose
to take the detached
pages to correct the
activities afterwards or
use them for evaluation
purposes.

My Profile
With the objective of making the content learned
more meaningful for the children, he / she will
work on his / her
profile now, making
reference to his / her
personal preferences
in relation to the
unit topic. This
section also works
as consolidation and
general revision of
the topics studied in
level 1.

Webby, the Kids Web Character

Webby, a fun boy who is interested in new technologies, will accompany the
children throughout the five levels of the series. He will also be present on the
Kids Web website, interacting with the children when using augmented reality.
To learn more about augmented reality, access
kidswebgang.com.ar/AR site.

14

Kids Web in the classroom

Dont speak to your classmates when the teacher

To help with classroom management and

organisation, follow the suggestions below:

is explaining the lesson.

Ask your teacher to repeat what you cannot
understand.

Correction and Evaluation

Extra School Supplies Box

Whenever possible, conduct whole-class correction,

but try to check the activities in the Course Book
to help children with their learning. Correction
time is also an excellent opportunity to practise
pronunciation.
Always praise childrens progress and avoid
comparing different childrens performances
because every child has his / her own learning
style and personal preferences. Observe learners
progress when you watch them work in the
classroom and evaluate their production.
Remember that children show what they have
learned in different ways. Observe them and take
note of their progress.
Pay attention to learners who remain silent. It is
important that you get to know them and help them
when you deem appropriate. Silence may sometimes
mean shyness, lack of assimilation of content or lack
of comprehension of what has to be done, among
other factors.

Classroom Rules Poster

Materials needed:
n Cardboard or card
n Felt tip markers in different colours
Agree with your learners on a number of classroom
rules for the English class. It is important to come to
an agreement on these rules and not to impose them
on the children. Once the rules are agreed upon, they
must be written down on the classroom rules poster.
Some suggested classroom rules:
n Try to speak English in class most of the time.
n Dont raise your voice unnecessarily.
n Raise your hand when you want to say something.
n Put your school objects away when the class is
over.
n Always bring your books to class as well as other
school material required by your teacher.
n Always do your homework on time.

If you work in a room especially devoted to English

lessons or have your own shelves in a regular
classroom, you can always have the following
material available to help you with everyday class
work:
n A glue stick
n Coloured crayons
n A pair of scissors
n A pencil sharpener
n Sellotape
n Some sheets of blank paper
n Old magazines (with useful pictures of animals,
clothes, food items, etc.)
n Markers and highlighters
The material listed above can be arranged in a shoe
box with a lid for better storage and preservation.
When a child forgets to bring some of these school
supplies, he / she will be able to make use of the
extra ones in the box. This will prevent him / her from
remaining idle. Another shoe box can be used for a
Lost and Found section in the classroom.

Secretary of the Day

You can ask different children to be the designated
Secretary of the Day to stir their attention and foster
commitment in the class. Secretaries will help you
in practical tasks such as collecting homework,
aiding other children with class work, helping with
classroom organisation, cleaning the board, etc.
Fast finishers can be appointed monitors and help
their classmates finish their activities.

Routines
Children appreciate and need routines to feel
guided and safe in the classroom. In the first year in
Primary School, you can start the class by writing
on the board: TODAY I FEEL and draw different

15

expressions such as: HAPPY , SAD , etc. and

circle the alternative that represents how most
of the children in the class feel that day. As the
course progresses, you may also add some other
alternatives that could include more topics like the
day of the week, the date and what the weather is
like on that day: Todays (Monday) (2 March). Its
a (sunny) day. The beginning of a class is also a
good opportunity to sing, once again, the childrens
favourite songs in the Course Book or to revise some
language areas recently studied by means of simple
games and short activities.
Using the board judiciously is a must when teaching.
Try to determine the areas on the board where you
will always write examples, draw pictures, assign
homework or collect learners examples. A clear,
systematic and logical organisation of the board
can definitely contribute to successful teaching
and consequently to promoting successful learning
habits. Remember to use big and clear capital letters
when writing on the board, at least during the initial
months of the first year in Primary School when
children are still getting used to reading and writing.

Respect: Not doing unto others what you would not

like others to do unto you.
Human Dignity: Caring for other peoples well-being,
virtues and values.
Gratitude: Being grateful to others for their help.

Kids Web Games Bank

Teachers frequently need extra help and creativity
in their classes, for example, when there are five
minutes left before the end of the class; when many
students are absent before a long weekend; when the
teacher wants to motivate children and the like.
Children do not only have fun when playing games
in the classroom, but also learn better and relate
the foreign language to something fun. Thats why
Kids Web offers teachers a games bank which does
not require the use of sophisticated material or any
previous preparation.

Hot Potato

Kids Web and Working with Values

The first year in Primary School is essential in the
character development of children. The English
teacher needs to help with the values acquired at
this stage.
Each level in the Kids Web series includes
suggestions for Project Work related to certain
units in the Course Book that promote the following
values:
Honesty: Telling the truth, admitting to ones own
mistakes, acting according to ones beliefs and
keeping promises.
Tolerance: Respecting other peoples opinions,
beliefs and feelings.
Responsibility: Doing ones homework on time.
Kindness: Being interested in other peoples feelings
and well-being.
Good Manners: Showing respect to others through
kindness and good manners.
Self-respect: Showing respect to oneself to generate
mutual respect.
Perseverance: Striving to achieve ones goals.

16

Materials needed:
A soft ball or paper ball
Procedure:
Tell the children they are going to play the hot
potato game. Play an audio CD or sing a song. In the
meanwhile, the children must pass the ball to one
another. Interrupt the song suddenly and the child
who holds the ball must do what you ask him / her
to do (see suggested tasks below). After this task is
done, the game starts over again.
Suggested tasks:

 nswering a question
A
n C
 ounting up to a certain number
n N
 aming five animals (or vocabulary items related
n

to some other topic)

Tic Tac Toe

Materials needed:
Pieces of chalk and a board
Procedure:
Divide the class into two groups: one group will have
crosses (X) and the other will have naughts (0) to

play this traditional game. After this, draw a tic tac

toe grid on the board and write the numbers 1 to 9 in
this way:

1
4
7

2
5
8

3
6
9

In order for one of the members of a group to be able

to place an X or an O in a box, he must do the task
that corresponds to the box number the group has
previously selected (see suggested tasks below).
Suggested tasks (number the tasks 1 to 9 for easier
reference):
1 Naming three colours
2 Counting from 1 to...
3 Asking a question
4 Naming a toy
5 Asking the name of one of the members of the
other group
6 Singing a song
7 Counting the number of pens or pencils in
somebodys pencil case
8 Naming an object in somebodys backpack
9 Naming two food items

Backpack Game

Complete the Phrase

Materials needed:
A small soft ball or paper ball
Procedure:
Name a colour or any other adjective and throw the
ball to one of the children. The child who gets it must
add a noun to the adjective. For example, the teacher
says: red and the child who gets the ball says: red
apple.

Clap the Odd Word Out

Materials needed:
None or flashcards if the teacher prefers to work
with pictures.
Procedure:
Name items belonging to the same lexical group (for
example, colours). Among these words, include one
which does not belong to the same category (for
example, if you are naming colours, you can include
a number). The children must clap their hands when
they hear an odd word. For example, if the teacher
says: Red, purple, white, nine, green, the children
must clap their hands when the teacher says nine.
You can also show flashcards when you say the
words to help the children who need some visual
support.

Kids Web 1 Lesson Plan

Materials needed:
Childrens backpacks with school items inside
Procedure:
Ask the children to look for different things in their
backpacks and show them to you (for example: a
purple pencil, a red pencil case, a pink eraser, a short
ruler, a blue marker, etc.). The winner is the child who
can show the most items.

Two-month Lesson Plan (see Map of

Contents for more detail)

Drawing Dictation

Three-month Lesson Plan (see Map of

Contents for more detail)

Materials needed:
Some blank sheets of paper and pencils.
Procedure:
Conduct a conventional dictation but instead of
writing the words for the items, have the children
draw them.

1st term

Units 1, 2 and 3

2nd term

Units 4 and 5

3 rd term

Units 6, 7 and 8

4 term

Units 9 and 10

th

1st term

Units 1, 2, 3, and 4

2nd term

Units 5, 6 and 7

3 term

Units 8, 9 and 10

rd

17

Kids Web Annual Lesson Plan

To help you out throughout the school year, the authors have designed a tailor-made lesson plan for you. You just have
to write out the dates on the first column. You can to add the dates or weeks that you need according to the teaching
periods per week you have at your school.

Date

Unit

Language
Focus

Vocabulary

Hi!, Hello!, Im

Hi, Hello, Bye

Whats your
name?

boy, girl

Colours

I love

red, blue, yellow,

green, purple,
orange

Shapes

Is it a?

rectangle, triangle,
circle, star, square

Topic

Greetings

1
2
Kids Web Gang in Wow! A rainbow!

Yes, it is. / No, it

isnt.

Pets

The is cute!
The is cute too!

dog, cat, bird, fish,

hamster, turtle

Kids Web Gang in Pets are cute!

Numbers

5
18

Look, seven
birds!
How many?

numbers 1 to 10

It is advisable to mark in the lesson plan the activities that you have already done in class or the ones you are planning
to use. This will help you get better organised and will also provide you with a clear picture of how your classes have
been developing and what to modify in the future. Apart from this, you can also include some special dates in your
lesson plan that you can devote to other activities such as revision, remedial work and evaluation.
Extra Activities

Special Dates

Notes

 uggestions in the
S
Teachers Book
n Students CD-ROM
n Website
n Teachers CD-ROM
n

 uggestions in the
S
Teachers Book
n Students CD-ROM
n Website
n Teachers CD-ROM
n

 uggestions in the
S
Teachers Book
n Students CD-ROM
n Website
n Teachers CD-ROM
n

 uggestions in the
S
Teachers Book
n Students CD-ROM
n Website
n Teachers CD-ROM
n

 uggestions in the
S
Teachers Book
n Students CD-ROM
n Website
n Teachers CD-ROM
n

19

Kids Web Annual Lesson Plan

Date

Unit

Topic

Language
Focus

Vocabulary

Family

This is my

mum, dad,
brother, sister

Toys

Look at my new

computer game,
car, ball, puzzle,
doll, robot,
teddy bear,
kite, train

6
Kids Web Gang in Bird watching

7
8

Lets play!

School
objects

I need an eraser.
Here you are.
Thank you!

eraser, pencil,
crayons, notebook,
book, pen

Kids Web Gang in Its time to play ball!

Parts of the
body

This is Cyber, the

robot.

Food

10
20

Two hands, one

nose, five arms

I love
And you?

mouth, nose,
ears, eyes, legs,
arms, head

bananas,
orange juice,
cake, cookies,
apples, milk

Extra Activities

Special Dates

Notes

 uggestions in the
S
Teachers Book
n Students CD-ROM
n Website
n Teachers CD-ROM
n

 uggestions in the
S
Teachers Book
n Students CD-ROM
n Website
n Teachers CD-ROM
n

 uggestions in the
S
Teachers Book
n Students CD-ROM
n Website
n Teachers CD-ROM
n

 uggestions in the
S
Teachers Book
n Students CD-ROM
n Website
n Teachers CD-ROM
n

 uggestions in the
S
Teachers Book
n Students CD-ROM
n Website
n Teachers CD-ROM
n

21

Unit Notes
To ask the children to open their books to a
certain page, you can use the command: Open
your books to page. Write the number of the
page on the board as most probably, your learners
will not yet know the numbers in English.

Suggestions for the First Class

Before you start working on the first unit in the
Course Book, it is advisable to do some warm-up
activities (see examples below) which contextualise
language learning and help you come to an
agreement on classroom rules with your class. These
activities do not involve the use of the Course Book
since many times, not all the children have it at the
very beginning of the school year.
I Speak English!
Look for pictures of the following objects and bring
them to class:
n A computer mouse
n A video game
n A small bottle of shampoo
n A pen drive
n A hamburger
n A laptop
n A skateboard
Follow this procedure:
n Show the pictures to the children and ask them
to name these objects and say what they have in
common.
n Explain that even though they are not aware of this,
they use several words in English every day and
will learn more words in the English class.
n Ask the children to draw, on a blank sheet of paper,
objects for which they would like to know the
English names.
n At the end of the class, pick up the illustrations
and after some time, return them to the children
with the names in English. Before returning them,
show the children how the words are pronounced
and written. In this way, the group gets to know
more words and you can start getting to know the
main interests of each child and the group as a
whole.

Suggestions for the Second Class

In case your students do not yet have their Course
Books, it is advisable for you to do the activity
suggested on page 15 of this Teachers Book,
Classroom Rules Poster.

22

Course Book

Hi!

Pages 4 and 5
Warm up!

 sk the children to open their books to page 96.

A
u T
 ell them you will give them some instructions in
u

English and that it is important that everybody tries

to understand what you are saying.
Explore the pictures in the Classroom Language
section by asking the children what the characters
are doing in each of them.
Read the commands aloud. When doing this, make
gestures to demonstrate the activities you are
trying to exemplify (for example, sit down when you
show the first picture).
Read the commands and ask the children to make
the corresponding gesture so as to memorise the
phrases.
Listen to track 52 on the audio CD. After listening
to a command, ask the children to carry out the
corresponding action.
Now tell the children you are going to play Simon
Says Explain that when you say a command, they
must carry out the corresponding action, but only
if you say: Simon says before the command. For
example, if you say: Open your books, the children
do nothing because you have not said: Simon
says.
Audioscript 52

Classroom Language
Sit down; Stand up; Open your books; Close your
books; Clap your hands; Raise your hands.

1 Look and listen.

u

u
u

u
u

Explore the illustration with the children by

asking: Who is in the picture? Where are they?
What is happening? Let the children answer at
leisure. Do not correct any mistakes at this time.
Explain that in this picture the characters are
in front of a school. Point to the school and
say: school. Point to the characters and say:
teacher, boy, girl, dad. Ask children to repeat.
Ask: Who is arriving at school? (A boy and a
girl.) And who is going out of the school? (The
girls dad.)
Ask the children to cover the speech bubbles
and listen to the audio CD to discover the
names of the boy and the girl.

Ask: Whats the girls name? And the boys

name?
Play track 2 on the audio CD once and ask the
children to try to discover the names (Brian and
Maggie).
Ask them to look at the bubbles and play the
audio CD again, twice, if necessary.
Point to the teacher in the picture and say Ms
Evans. Ask the children to repeat. Explain that
in English-speaking countries, teachers are
called by their surnames, and not by their first
names. Also tell them that before the surname,
they use Mrs for married women, Miss for
single women and Mr for men. Give examples
with your own name and the names of some
of your children. Explain that when addressing
the teacher, children dont say Teacher but
Miss, Mrs or Mr and the surname. Remind
them, once more, not to use Teacher when
addressing you.

Audioscript

Extension vocabulary
This section can be used for recycling
previously presented vocabulary or for
relating it to the children's personal
experience or background knowledge. For
example, you may ask questions related to
the topic or give words as prompts for oral or
written production. You may also want to use
the illustration and take the opportunity to
anticipate vocabulary that will appear in the
future, like words related to school, buildings
and towns such as: school, school bus, gate,
window, wall, street, trees; clothes: school
uniform, cap, pants, shirt, skirt, belt, tie,
T-shirt, school bag, briefcase, tennis shoes;
colours: green, blue, white, brown, red, pink,
black, yellow, purple, grey.

Extension activity
Play a joyful song and ask the children to
walk quickly around the classroom. Stop the
music and ask them to get together with the
classmate next to him / her and practise the
. Whats your
dialogue: Hello, Im
name? Im
.
Explain that every time you stop the music,
they must repeat the dialogue with a partner
twice so that the two of them practise both
roles and have the opportunity to ask: Whats
your name? to one another. They must get
together with a different classmate each time
you stop the music. Repeat the procedure
until all the children have introduced
themselves to the rest.

Ms. Evan: Hello, I'm Ms. Evans. What's your

name?
Brian: Hi, I'm Brian.

Pages 6 and 7

2 Look and stick.

u

Maggie: Bye, bye!

Maggie's father: Bye, Maggie.

Revise the vocabulary for boy and girl pointing

at the children in the picture.
Introduce Mike to the children, pointing at him
in the picture. Tell them that Mike is part of a
really fun gang that they will meet soon.
Explain that for the Physical Education class,
the teacher decided to separate the children

23

in two lines, one for boys and one for girls, but
that now some children are missing.
Tell the children to open their books on the Unit
1 Stickers section, page 106, at the end of the
Course Book.
Ask them to look carefully at the characters
in the stickers. Explain that they are Mikes
friends, that they form part of the Kids Web
Gang and that they will appear in all the units in
the book.
Introduce each of the characters by pointing at
the stickers and saying their names (Rick, Sue,
Tom and Jess). Ask them to identify who is a
boy and who is a girl.
Ask the children to stick the characters in the
corresponding line: girls or boys. Point to the
picture so as to make clear where exactly the
children are supposed to place the stickers.

u
u

Play the audio CD once so that they get familiar

with the music.
Play it once more, pausing at the end of each
verse, so that they repeat the lines. Explain the
meaning of: I love to be with you by gesturing
a hug and an expression of joy pointing at
everybody in the class.
Invent with the group a simple choreography
to accompany the song. Ask the children for
suggestions of gestures for parts of the song,
like waving for: Hello, hello, hello or shaking
hands for: Hello, how are you?
Play track 3 on the audio CD and ask the
children to sing and dance following the steps
and movements in the choreography you
invented.

Audioscript

Answer key

Hello, hello, hello,

Hello, how are you?

The children place the Mike and Rick stickers

on the boys line and the Sue and Jess
stickers on the girls line.

I love to be with you

And you and you and you.

3 Draw and complete.

Homework

Extra Fun 1, pages 73 and 74

Ask the children to draw a self-portrait and

complete the speech bubble with their names.
Also ask them to draw their favourite activity
(swimming, riding a bike, listening to music) or
something they identify themselves with.

Answer key

The children write their own names and draw

their own pictures of themselves.

Colours

Pages 8 and 9
4 Sing.
u

24

Ask the children how they usually greet

their friends when they meet. Ask them to
demonstrate what they do with gestures.
Tell them they will learn a song that was
written for them to sing with their friends.

Warm up!
u

Ask the children to keep their books closed and to

look for an object in their favourite colour in their

pencil cases or their backpacks.
Ask them to raise the objects so that their
partners look at them for a few seconds and then
put them down.

u
u

Have a red object at hand and ask: Who chose

red? Raise your object. Repeat the colour: red
and also repeat the command: raise when you
do the corresponding gesture of lifting your arm.
Remember at this age children learn by imitating
so the teachers example needs to be clear.
Explain to the children that when they hear: Who
chose red? the ones who have a red object must
raise it, following the teachers example.
Repeat the procedure with all the colours chosen
by the children so that they can all practise.
If a child spontaneously tells the teacher that he /
she knows the name of a colour in English, let him /
her share it with the rest of the class.

1 Look and listen.

u

u
u

Explore the illustration with the children by

asking: Where are the children? What are they
doing? What can you see in the sky that you dont
usually see? Let the children answer at leisure.
Do not correct any mistakes at this time.
Explain what a rainbow is. Use the information
about rainbows on the Curious Kids Corner
below.
Ask the children to cover the speech bubbles
and listen to the audio CD to discover what the
girl mentions.
Ask: Whats the colour that Jess mentions?
Play track 4 on the audio CD once and ask the
children if they have discovered the colour:
purple.

and also in the spray of waterfalls. Certain

weather conditions have to be present for
a rainbow to be displayed. You need rain or
shower and a certain amount of sunlight.
A rainbow is formed when sunlight hits a
collection of raindrops that bends or refracts
light waves in such a way that it makes a bow
of different coloured light. The colours of the
rainbow are: red, orange, yellow, green, blue,
indigo and violet.
Source: http://bbbf.queensu.ca/March03E.html
(Access February, 2012)

Culture for kids

In Irish folklore, at the end of the rainbow,
there is a pot of gold, carefully hidden by
leprechauns.
Source: http://en.wikipedia.org/wiki/Leprechaun

2 Listen and say.

u

Ask them to look at the bubbles and play the

Name the colours one by one, point at the

different paint buckets in the book or show the
children an object of the same colour.
Play track 5 on the audio CD and point at the
different colours in the paint buckets or show
the children an object of the same colour.
Play track 5 again, pausing after each colour
is mentioned and asking the children to repeat
what was said. Ask them to repeat each colour
till they can pronounce it correctly.

audio CD again, twice, if necessary.

Audioscript

Boy: Look! A rainbow!

Audioscript

red, green, blue, orange, yellow, purple

Girl: I love purple!

Curious kids corner

3 Listen and point.

u

Explain to the children that they will listen to the

names of the colours again and that they will

have to point at the corresponding paint buckets
or at any other object of the same colour as they
listen.
Play track 6 on the audio CD, pausing after each

How is a rainbow formed?

A rainbow is caused by drops of water falling
through the air. It is usually seen in the sky
opposite the sun at the close of a shower

25

colour for children to point, in the book, at the

colour mentioned. When all the children have
finished, point to the the colour yourself so that
the children can check their answers. Also ask
them to pronounce the name of the colour till
they can pronounce it correctly.
Proceed with the rest of the colours in the same
way.

Audioscript

yellow, red, green, purple, blue, orange

Extension activity
Put small objects of the colours studied in
this unit in a dark bag. Have the children sit
in a semicircle on the floor and hand in a ball
to the group. Play a joyful song and tell the
children that when they hear music they must
pass on the ball quickly to the child sitting
next to him / her to the right. Nobody can hold
the ball for more than two seconds. When the
music stops, the child who has the ball must
take an object from the bag, say the colour of
the object he / she is holding and put it in the
bag again. If he / she doesnt know the colour,
he / she can ask another child for help.

Optional activity
Singing with pencils
Ask the children to put some coloured pencils
or crayons on their desks. Play track 6 and ask
them to take and move around the coloured
pencil mentioned on the audio CD.

Pages 10 and 11
4 Stick.
u
u

Extension vocabulary
u

This section can be used for recycling

previously presented vocabulary or for
relating it to the children's personal
experience or background knowledge. For
example, you may ask questions related to
the topic or give words as prompts for oral
or written production. You may also want
to use the illustration on pages 8 and 9 and
take the opportunity to anticipate vocabulary
that will appear in the future, like some other
colours: beige, black, brown, gold, grey /
gray, lilac, pink, silver, white; animals: bird,
butterfly, dog; houses, gardens and towns:
building, door, window, grass, house, garden,
paint, sidewalk, street, sky, sun; means of
transport: airplane, bus, bike.

26

Lead the children into looking carefully at the

pictures on page 10.
Point to the balloons and say: balloons.
Pronounce the word balloons carefully and
slowly as it is new to the children. Ask them to
repeat: balloons.
Call the childrens attention to the fact that
every balloon has a different colour. Tell them to
look at the lower part of the balloon to identify
the colour.
Ask them to open their books on the Unit 2
Stickers section, page 108, at the end of the
Course Book.
Point to the different balloons and ask the
children to say the names of the colours.
Correct pronunciation when necessary.
Explain that the children have to place the
balloon stickers on page 10. Remind them it is
easier to identify the balloon colour by looking
at the lower part of the balloon which is already
painted.
To exemplify the activity, place the sticker of
the first balloon on your book and show it to the
class.

Walk around the classroom helping the children

when necessary.
At the end, point to each balloon on page 10
and ask the children to repeat its colour.

Audioscript

green, red, purple, blue, yellow, orange

Answer key
The children place the stickers on the
corresponding balloon.

Answer key

Variation
Stickers dictation
Instead of the children placing the balloon
stickers themselves, you can name a colour
and the children can place the corresponding
sticker on the balloon of the same colour.
Name the colours at random. Allow the
children enough time to do the activity before
you mention the next colour.

5 Listen and circle.

u
u
u

Ask the children to look at the pictures and tell

them that they are organised in groups.
Explain that although the pictures are similar in
each group, their colours are different.
Tell the children that they will listen to a colour
in each group and that they will have to circle
the picture of the colour they hear.

Also explain that the first colour they hear

Extension activity

belongs to the first group, the kites, so they

must circle the kite of the colour they hear.
Play track 7 on the audio CD, pausing after
the word green. Ask the children to repeat the
colour mentioned and circle the corresponding
picture.
Proceed with the rest of the colours on track
7, repeating the procedure for each group of
pictures.
To check the activity, play the audio CD once more.
For each item mentioned, point to the correct
picture so that the children check their answers.

Prepare six flashcards with the words for

the colours studied in English: red, blue,
yellow, purple, green and orange. Remove
the desks to make room for the flashcards
to be placed on the floor at random. If your
classroom is too small, you may want to take
the children to the school yard. Ask them to
choose a colour and stand in a circle around
the corresponding flashcard. Review the
names of the colours. Listen to track 6 on
the audio CD, pausing after the first colour

27

is mentioned: yellow. The children who are

around the yellow flashcard have to clap
their hands twice. Proceed with the rest of
the colours mentioned on track 6. Now play
track 6 again, pausing more briefly after each
colour is mentioned. Then play the audio CD
for the third time without making any pauses.

Audioscript

I love purple! I love green!

Answer key
The children paint the balloons in their
favourite colour.

Pages 12 and 13
6 Listen and say.

 sk the children to keep their books closed.

A
u D
 raw a heart on the board.
u T
 ake a photo of a person related to you and say,

u
u

28

for example: I love Mario. I love my dad! Make

sure the children understand the meaning of
the verb love.
Lead the children into looking at the picture
in exercise 6, where the boy and the girl are
talking. Ask them which objects the children
in the picture are holding (a ball and a car) and
what colour the objects are (purple and green).
Listen to track 8 twice. The second time pause
after each child speaks and ask the children to
repeat what they said.
Ask the group which the girls favourite colour
is (purple) and which the boys favourite colour
is (green).
Introduce the children to Webby, the Kids Web
series character. Explain that he will appear
from time to time in the book.

Extension activity
Bring some balloons in different colours to
the classroom. Make sure you have enough
balloons for everyone to choose one in their
favourite colour. Before the class starts, the
balloons have to be filled in with air or gas. At
the end of the class, tell the children they will
get a balloon in their favourite colour provided
they say: I love (and their favourite colour).

7 Colour and sing.

u

all the elements in the picture: the sun, the rain,

the clouds, the rainbow, the tree, the house and
the mountains.
u

Ask the children to colour the balloons with his /

her favourite colour.
When all of them have finished colouring their
balloons, ask them to show their work and say:
I love (name of their favourite colour).
If you want, ask each of them which their
favourite colour is, leading them into
answering: I love
.

Ask the children to look at page 13 and identify

u
u

If you havent been able to use the information

about rainbows on the Curious Kids Corner yet,

you can take the opportunity to do so now. If
you have, just remind them of the rainbow and
how it is formed.
Play track 9 on the audio CD once for the
children to listen to the song.
Play it for a second time pausing at the end of
each verse so that the children repeat. Explain
the expression: rainbow shining over our heads
by moving your hands over your head.

Audioscript

Rainbow purple,

Rainbow blue,
Rainbow green

And yellow too.

Rainbow orange,

Rainbow red,
Rainbow shining
Over our heads.

to the rainbow and the rain and ask them what is

going on.
Explain the gang is at Toms house, looking at the
rain through the window and that, suddenly, a
rainbow appears.
Ask the children what they think the gang is
talking about.
Play track 10 on the audio CD and check with the
children whether they were right or not.
Play the audio CD again and ask them to follow the
story in their books.
Audioscript 10

Answer key
The children colour the picture and sing
along.

Picture 1
(Rain and thunder noises; voices of frightened
children)
Picture 2
(Noises of drizzle and cars splashing on the streets)
Picture 3

Homework

(Noises of raindrops falling on the streets; birds

start singing)

Extra Fun 2, pages 75 and 76.

Picture 4
(Birds singing louder)

Kids: Wow! A rainbow!

Jess: Yellow!
Mike: Blue!

Kids Web Gang in

Pages 14 and 15

Sue: Green!
Tom: Red!
Rick: Purple!

Wow! A rainbow!
u

Ask the children what they usually do in rainy

days.

If you havent yet introduced the Kids Web Gang

to your class, do so now. Tell them that they will
have the opportunity to meet a cool gang formed
by Jess, Tom, Mike, Sue and Rick. Introduce each
character by pointing at the pictures on pages 14
and 15 and repeating their names.
If you have already introduced them, remind the
children of the characters names by pointing at
them and repeating their names.
Ask the children to look at the pictures on page 14.
Tell them that this is a story. Call their attention

Work it out!

1 Colour by code.
u

Ask the children to look at the picture in

exercise 1 and describe it. Explain that the gang
is having fun at the beach.
On the board, draw the shapes used in the
colour code and introduce them to the children.
Tell them that each shape represents a colour:
the square represents blue; the triangle, red; the
circle, yellow; the rectangle, green and the star,
purple.

29

u
u

Tell the children to look at the picture of the

sun and point at it in your book. Ask them:
Which shape can you see in the sun? A square,
a triangle, a circle, a rectangle or a star? Point at
the circle in the sun so that the children notice
it. Tell them that, according to the colour code,
the circle represents yellow, which means they
have to colour the sun yellow.
Give other examples to make sure the children
understand what they have to do.
Explain that when an element in the illustration
is not identified with any of the colours in the
colour code, they can paint it any colour they
want.

Answer key

Answer key
The children paint the clouds, Mikes shorts
and the ball, blue; the umbrella and the ice
cream mans T-shirt, red; the sun, Toms
shorts, Jesss hair, the ice cream cart and
the starfish, yellow; the ice lollies and Jesss
bathing suit, purple; the bucket and the
waves, green and the rest of the picture, any
colour they want.

2 Circle.
u

Ask the children to look at the Kids Web Gang

characters who appear in exercise 2.

30

Now ask them to compare these characters

with the ones who appear in exercise 1 to see
who appears in both exercises and who is
missing.
Finally, tell them they have to circle the
character who is missing.

Extension vocabulary
This section can be used for recycling
previously presented vocabulary or for
relating it to the children's personal
experience or background knowledge. For
example, you may ask questions related to
the topic or give words as prompts for oral or
written production. You may also want to use
the illustration and take the opportunity to
anticipate vocabulary that will appear in the
future, like words related to the sea and the
beach: bathing suit, shorts, bucket, ball, flipflops, sand, sand castle, seashell, starfish,
sunglasses, surfboard, wave, ice lolly.

Shapes

Audioscript 12
rectangle, triangle, circle, star, square

Pages 16 and 17
Warm up!
u

Take pieces of paper in different colours (red,

orange, yellow, green, blue and purple) and cut out
the following shapes: a rectangle, a star, a triangle, a
circle and a square (approximately 10 x 10 cm each).
Show these shapes to the children and ask them if
they know what these shapes are called. If they do
not know, introduce them.
Explain that to carry out this activity, you need
someone to volunteer to be blindfolded. If nobody
volunteers, choose one of the children to do it.

Blindfold a child and give him / her a geometric

shape and ask him / her to identify it.

1 Look and listen.

u
u

u
u
u

Explore the illustration with the children by asking:

Where are the children? What are they doing?
Ask the children to cover the speech bubbles
and listen to the audio CD to discover which
geometric figure the girl mentions.
Ask: What shape does the girl mention?
Play track 11 on the audio CD once and ask the
children if they have discovered the shape: square.
Ask them to look at the bubbles and play the
audio CD again, twice, if necessary.

Audioscript 11

Girl: Is it a game?
Boy: Yes, it is.

2 Listen and say.

u
u

3 Listen and point.

u

Explain to the children that they will have to

point at the different shapes in the illustration
when you mention them. Suggestions: a circle, a
yellow square, an orange triangle.

Extension vocabulary
This section can be used for recycling
previously presented vocabulary or for
relating it to the children's personal
experience or background knowledge. For
example, you may ask questions related to
the topic or give words as prompts for oral or
written production. You may also want to use
the illustration and take the opportunity to
anticipate vocabulary that will appear in the
future, like pieces of furniture: stool, table,
shelf, mat; games and toys: blindfold, toy,
snowman, rocket.

Optional activity
Picture dictation
Tell the children you will give them a different
dictation. Ask them to take coloured pencils
and explain you will dictate the name of a
geometric figure and its colour and that they
will have to draw it and colour it. Suggested
shapes and colours for the dictation: green
rectangle, purple star, red circle, yellow
square, blue triangle.

Ask the children to have a look at the shapes on

page 17.
Play track 12 on the audio CD, pausing after
each shape is mentioned and asking the
children to repeat.
Repeat the procedure until the children can
pronounce all the shapes correctly.

Pages 18 and 19
4 Stick and say.
u

Tell the children to keep their books closed and

ask them to observe different geometric shapes
in the classroom.

31

u
u
u

Say, for instance: rectangle and ask the

children to find rectangles in the classroom; for
example, the board, the desks, the shelves.
Ask them to open their books on pages 18 and
19.
Explain that some elements in the illustration on
page 18 are missing.
Instruct the children to open their books on the
Unit 3 Stickers section, on pages 108 and 110,
at the end of the book and place the stickers on
the blank spaces on page 18.

Answer key

Answer key
The children place the stickers on the
corresponding shape.

5 Listen and circle.

u
u

Ask the children to look at the pictures and tell

them that they are organised in groups.
Tell them that they will listen to the name of a
shape in each group and that they will have to
circle the picture of the one they hear.
Point to the first group of shapes and explain
that the first word they hear will refer to one of
these three shapes.
Play track 13 on the audio CD, pausing after the
word star. Ask the children to repeat the shape
mentioned and circle the corresponding picture.

Proceed with the rest of the shapes on track

13, repeating the procedure for each group of

pictures.
To check the activity, play the audio CD once
more. For each item mentioned, point to its
picture in the circles so that the children check
their answers.

Audioscript 13

1. star; 2. rectangle; 3. triangle; 4. square; 5. circle

32

Extension activity
String dictation
Take a piece of string (70 cm) for each child.
Explain to the group that you will say the name
of some geometric shapes and that they will
have to represent them on the desks with the
piece of string.

Pages 20 and 21
6 Say and colour.
u
u

Ask the children to look at the geometric figures

at the top of the page and their colours.
Review the names of the colours by pointing at
the different shapes and asking the children to
name them: purple, blue, yellow, green and red.

 u
u

Point to the purple rectangle and say: a purple

rectangle. Ask the children to repeat.
Proceed with the rest of the geometric shapes
and lead the children into following the example
you gave by saying: a blue circle, a yellow
triangle, a green star and a red square.
Explain that there are hidden shapes in the
illustration. The children have to find them and
paint them in the same colour as the small
shapes at the top.

Ask him / her to draw a geometric figure in a

piece of paper and stick it on your back with
sellotape.
Give your back to the class and ask: Is it a
triangle? The children have to answer: Yes, it
is. or No, it isnt. till you guess which shape the
child drew.
Ask two children to come to the front and
lead them into repeating the game with their
classmates, in the same way you played with
your secretary.

Answer key
Answer key
The children practise their own dialogues.

Extension activity
Tangram
Bring various geometric figures made out of
coloured paper and distribute them among
the children. Each child must have access
to several shapes. Lead the children into
cutting out shapes and sticking them in their
notebooks forming a picture like a house
or a car. While you carry out the activity,
walk around the classroom encouraging the
children to say the names of the geometric
shapes and the colours in English. If possible,
prepare a collage beforehand as an example.

8 Sing and move.

7 Play.
u

Draw a rectangle on the board and ask

the children: Is it a circle? Lead them into
answering Yes, it is. or No, it isnt., thus
teaching the class these questions and
answers.
Ask a volunteer to come to the front and be your
secretary.

u
u
u
u

Ask the children to draw one of the geometric

shapes on a piece of paper.
While the children are drawing, play track 14 on
the audio CD.
Tell the children they will listen to a song about
geometric shapes.
Play the audio CD again, stopping after each
verse and asking them to repeat. Make sure they
understand the meaning of: Look at the star /

33

 u
u

Dancing so far making a gesture as if pointing

to a very distant star.
Play the audio CD once more so that the
children can sing along.
With the class, invent a simple choreography
in which the children raise their pictures every
time their shape is mentioned in the song.
Play track 14 once more, motivating the children
to sing and dance, following the choreography
created.

Pages 22 and 23
Warm up!
u
u

Audioscript 14
Shapes, shapes, shapes
All around.

u
u

Look what I found!

A rectangle, a square,
Hands in the air.

Pets

Bring pictures of famous pets like Pluto, by Walt

Disney and Garfield by Jim Davis.
Show the pictures to the children and ask them
if they know who they are. Tell them they are
famous characters in cartoons and films. These
characters are domestic animals which are called
pets in English.
Ask the children if they know other famous pets.

If the children mention: Alex the lion from the

Madagascar film, explain that Alex and the other

animals in this film are not pets as they dont live
in homes. They are wild animals.
Finally, ask them if they have a pet at home or if
they would like to have one.

Shapes, shapes, shapes

All around.

1 Look and listen.

u

A triangle, a circle
Colour it purple.
Shapes, shapes, shapes
All around.
Look at the star
Dancing so far.

u
u
u

Shapes, shapes, shapes

All around.
u
u

Homework
Extra Fun 3, pages 77 and 78.

Explore the illustration with the children by

asking: Where are the children? What are
they doing? Which animals can you see in the
picture?
Explain that the characters in the picture are
having a look at the animals in a pet shop.
Ask the children if they have ever been to a pet
shop. If so, ask them why they went there.
Ask which pet the boy in the red cap is holding
and which pet the boy in the green shorts is
pointing at.
Ask the children to cover the speech bubbles,
listen to the audio CD and identify the two pets.
Play track 15 on the audio CD and ask which
pets are mentioned (dog and fish).
Play the audio CD again and ask the children to
listen and read the speech bubbles at the same
time.

Audioscript 15

Boy 1: This dog is cute!

Boy 2: Yeah... and the fish is cute, too!

34

2 Listen and say.

u

Play track 16, pausing after each animal is

mentioned and pointing at the right picture.
Then ask the children to repeat the names of
the pets.
Play track 16 again pausing after each pet is
mentioned. Ask the children to point at the
different pets when they hear their names.

Pages 24 and 25
4 Stick and say.
u

u
u

Audioscript 16
u

cat, fish, dog, bird, hamster, turtle

u

3 Listen and point.

u

Explain to the children that they will listen to

the names of the pets and that they will have to
point at them in the illustration on pages 22 and
23.
Play track 17 on the audio CD, pausing after
each pet for the children to point at it and
repeat its name.

Lead the children into looking carefully at the

pictures on page 24 and try to identify what
they are.
Explain that each picture represents a place
where pets usually stay.
Point to each picture, say the name of the
object and ask the children to repeat: fish bowl,
doghouse, nest, wheel, cushion, lake.
Ask the children to open their books on the Unit
4 Stickers section, on page 110, at the end of
the book.

Point to each sticker and say the name of the

pet, asking the children to repeat: fish, cat,

turtle, dog, hamster, bird.
Now tell the children to put the pets stickers
on the places where these pets usually stay:
the fish bowl, the doghouse, the nest, the wheel,
the cushion or the lake.
Point to the fish bowl and ask which animal is
usually there. Lead the children into placing the
fish sticker on the picture of the fish bowl.
Proceed with the rest of the pets, always
asking the children to repeat their names.

Audioscript 17
a bird, a cat, a dog, a fish, a hamster, a turtle

Answer key
The children place the stickers on the
corresponding picture.

Extension vocabulary
This section can be used for recycling
previously presented vocabulary or for
relating it to the children's personal
experience or background knowledge. For
example, you may ask questions related to
the topic or give words as prompts for oral or
written production. You may also want to use
the illustration and take the opportunity to
anticipate vocabulary that will appear in the
future, like words related to pets and animals
in general: (fish) scale, (turtle) shell, beak,
paw, bowl, cage, collar, cushion, feather, fur,
hamster wheel, tail, tank, tongue, whiskers,
wings, yarn ball.

5 Match.
u

Ask the children to look at the pictures of pets

in the left column. Tell them that a part of their
bodies is missing. Explain that they will have to
find those parts in the right column and match
the missing part with the rest of the body.
Point to the tail and ask the children to which
animal they think it belongs. Lead them into
answering: The cat. Point to the cat and say:
Whats this? Its a cat.
Proceed with the rest of the pets and ask about
each of them, thus teaching the question:

35

Whats this?, and leading them into answering:

Its a dog.; Its a bird.; Its a turtle.

Answer key

earned by each group. Repeat the game till

all the pets have been mimicked. The group
which has more points at the end of the game
wins the competition.

Pages 26 and 27

6 Listen and tick.

u

u
u

Ask the children to imitate the sounds made by

the pets that you mention, for example: Which
sound does the cat make? and ask them to
imitate a cat. Ask the same question about the
fish, the dog and the bird.
Explain that they will listen to the sound
made by a pet and they will have to tick the
corresponding pet in their books.
Point to the pictures in the first task and say:
Its a fish. Its a cat.
Play track 18 on the audio CD, pausing after
hearing the cat miaowing. Then ask the
question: Whats this? Let the children guess
and ask them to tick in their books the picture
of the pet they heard.
Proceed with the rest of the pets in the same
way.

Audioscript 18
Extension activity
Mime game
Divide the class in two groups. Take several
magazine cutouts of the pets seen in this unit.
Put all the cutouts together in a bag or a box.
Ask one child per group to go to the front
and take a pet cutout from the bag or the box,
without letting the rest of the group see it.
This child will have 20 seconds to mimic a
pet for his / her group to identify it. The rest
of the group will have to say: Its a cat / dog,
etc. If, when time is up, the group guesses the
pet, they win a point. Take note of the points

36

1. Cat miaowing; 2. Bird tweeting; 3. Dog barking;

4. Fish making noises in water.

Answer key

Audioscript 19

1.
A: Whats this? (Cat miaowing)
B: Its a cat.
2.
A: Whats this? (Bird tweeting)
B: Its a bird.
3.
A: Whats this? (Dog barking)
B: Its a dog.
4.
A: Whats this? (Fish making noises in water)
B: Its a fish.

8 Listen, draw and say.

u
u

7 Listen and check.

u

Ask the children to go back to the first task in

exercise 6 and explain that they will be able to
see if their guesses were correct.
Point to that task and remind the children
which animal each picture represents: a fish
and a cat.
Play track 19 on the audio CD, pausing after
each answer: Its a cat. Repeat the statement
so that the children check their answers and
point to the corresponding illustration which
should be already ticked. Allow the children
some time to check their answers before
moving to the next task.
Proceed in the same way with the rest of the
tasks.

Ask the children to look at the picture and say

which pet each child refers to.
Play track 20 on the audio CD, pointing at the
pictures of the dog and the cat when they are
mentioned.
Play track 20 again, pausing after each child
speaks, and ask the children to repeat.
Now ask them to draw their favourite animal
in a secret place. Tell them to work in pairs so
that they show their pictures to each other,
practising the dialogue they listened to.

Audioscript 20

Boy: This dog is cute!

Girl: The cat is cute too!

Answer key
The children practise their own dialogues.

37

9 Sing.
u
u

u
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Extension activity

Explore the illustration with the children and

ask them which pet they can see.
Remind them of the different sounds made
by pets. Tell them that turtles dont make any
sound.
Explain they will hear a song about a girl who is
looking for her dog.
Play track 21 on the audio CD, pausing at the
end of each verse so that the children repeat it.
Invent a choreography with the children making
gestures to represent key words: where (with a
hand protecting your eyes from sunlight, as if
trying to see something that is far away); little
dog (with a hand near the floor, indicating the
dogs height); ears (with your hands on your
head miming ears); tail so long (with a hand on
your back indicating a very long tail).

Broken phone game

Ask the whole class to stand in one long line
to play the broken phone game. Explain that
you will whisper a phrase in the ear of the last
child in the line. That child will whisper the
same phrase in the ear of the child in front of
him / her, who, in turn will repeat the phrase
in the ear of the child in front of him / her and
so on till the phrase reaches the first person
in the line. When that happens, the first child
in the line must say the phrase he heard to the
whole class. Suggested phrase: A blue bird
and a cute cat. At the end of the game, reveal
the phrase you said, which will probably be
quite different from the one the first child in
the line said.

Play track 21, inviting the children to sing and

practise the choreography created.

Homework
Extra Fun 4, pages 79 and 80.

Audioscript 21
Oh where, oh where
Has my little dog gone?
Oh where, oh where
Can he be?

Kids Web Gang in

With his ears cut short,

Pages 28 and 29

And his tail so long.

Pets are cute!

Oh where, oh where

Can he be?

u
u
u
u
u

38

 sk the children to keep their books closed.

A
 lso ask them what we must do when taking care
A
of pets (provide them with food, medicine, care and
attention, etc.).
They will hear a story about peoples love for pets.
Tell the children to listen to the audio CD and
identify the animals by the sound they make.
Play track 22 on the audio CD.
Now, ask the children to open their books on pages
28 and 29 and look at the pictures.
Ask them who they can see and remind them of
the characters in the gang by pointing at them and
saying their names: Tom, Rick, Mike, Jess and Sue.
Ask the children where the gang is and what they
are doing.

u
u

u
u

Explain the gang is in a pet shop talking about

their favourite pets.
Tell the children to check whether the animals
they identified on the audio CD are the ones in the
picture.
Play track 22 on the audio CD once more.
Ask: Do you think the kids in the gang like pets?
Why do you think so?

Work it out!

Cut and paste.

Audioscript 22

Ask the children to choose one of the models of

the pets presented to reproduce one in the This

is my pet! section.
Instruct them to cut some geometric shapes
from page 97 and make a collage to produce
their favourite pet.
Lead them into planning their pet carefully
before cutting the geometric shapes.

Picture 1

Answer key

(Pets noises in a pet shop: dogs barking, cats

miaowing, birds singing)

The children draw pictures of their own pets.

Jess: This dog is cute. (friendly and soft voice)

Tom: This cat is cute too.
Sue: The fish is cute. (friendly and soft voice)

Extension activity

Picture 2

Ask each child to stand in front of the class,

show and describe the model created by
saying the name of the pet represented and
the geometric shape used. For example: This
is my pet: a triangle, a square, a circle and a
rectangle.

(Big dog barking, noises of a dog licking a laughing

child)
Picture 3
(Noises of someone running and a little cat
miaowing)
Picture 4
(Noises in water, little fish swimming and making
bubbles)

Picture 5

Mike: Ohhh my dog, my cat, my fish, my pets!

(in a friendly and soft voice)

Numbers

Pages 30 and 31
Warm up!
u

Working with values

Respect
Take the example of the gangs love for pets to
talk about respect for people, animals and the
environment.

Ask the children to get together in small groups

and take their coloured pencils with them. Choose
a child to be the representative for each group.
Explain they will participate in a game in which
you will ask for some coloured pencils and they
will have to collect them and hand them in to you.
Teach them the word pencil by showing one and
ask them to repeat: pencil.

Write number 3 on the board. Say: three and ask

the children to repeat. Then say: I need three blue

39

pencils and the representatives of the groups

must hand in three blue pencils.
Write number 5 on the board. Say: five and ask
the children to repeat. Say: I need five red pencils
and wait for the representatives to hand in the
material requested.
Always mention when the task has been correctly
done. Correct when the quantity or colour of the
material is wrong.
Go on playing the game for a while, checking and
revising colours and introducing numbers.

1 Look and listen.

u

u
u

u
u

u
u

picture and identifying the elements whose

names in English they already know: dog, turtle,
bird, boy, girl, etc.
Ask the class: Where are the children? What are
they doing?
Ask the children which of the activities in the
illustration they like the most and if they know a
park or a square where to play outdoors.
Tell them one of the girls is pointing at the sky.
Ask them to cover the speech bubbles and play
the audio CD so as to discover what this girl is
showing their friends.
Play track 23 on the audio CD. Check if the
children heard her speaking about the birds.
Play the audio CD again.

Girl: Look! Seven birds!

2 Listen and say.

40

one, two, three, four, five, six, seven, eight, nine,

ten

3 Point and count.

u

Mention an element in the picture and ask the

children to say how many of those elements
there are in the picture. You say, for example,
birds and the children say seven birds.
You can also ask: How many birds? and explain
the meaning of the expression.

Lead the children into having a look at the

Audioscript 23

Audioscript 24

Play track 24 on the audio CD and write each

number mentioned on the board.
Play track 24 again, pausing after each number
is mentioned for children to point at them in
their books and repeat them.
Repeat the procedure until the children can
pronounce all the numbers correctly.

Extension activity
Memory game
Ask the children to cut out the domino
cards on page 99. Organise them in pairs.
Each pair must place all their cards together
on one desk, with their faces down. After
deciding who starts, the first child turns one
of the cards up and then turns one of his
classmates cards up to see if they can match
a pair (two cards with the same number). If
the cards do not match, they must return them
to the exact same place where the cards were.
The aim is that both children memorise where
each number is located. The second child
follows the same procedure and so on. When
a child manages to match a pair, thats to
say, he turns the cards with the same number
up, he must keep the cards. Whenever a
child turns up a card, he / she must say the
number written on it aloud. In the end, when
the children have matched all the pairs, they
must count all the pairs each of them has. The
winner is the child who has more cards.

Extension vocabulary
This section can be used for recycling
previously presented vocabulary or for
relating it to the children's personal
experience or background knowledge. For
example, you may ask questions related to
the topic or give words as prompts for oral or
written production. You may also want to use
the illustration and take the opportunity to
anticipate vocabulary that will appear in the
future, like games and activities carried out
by children: jump rope, play soccer / football,
ride a bike, skateboard, walk the dog, chat.

Pages 32 and 33

Answer key
The children draw the missing shapes and
colour the rectangles blue; the circles, red;
the stars, green; the triangles, purple and the
squares, yellow.

5 Sing and complete.

u
u

4 Listen and draw.

u

Review the names of colours and shapes in

this exercise with the children. Point to the blue
rectangle and say: blue rectangle; point to the
red circle and say: red circle and so on.
Explain that they will listen to the quantity of
geometric shapes that there must be for each
item. Then, lead them into colouring the ones
which are missing to complete the quantity
mentioned on the audio CD.
Do number 1 with the whole class as an
example. Point to the three blue rectangles
and say: three rectangles. Play track 25 on
the audio CD, pausing after four for the
second time. Repeat what was said and ask the
children to repeat too.

Lead the children into drawing a rectangle so

that there are four rectangles in all, as indicated

on the audio CD.
Proceed with the other items in the same way.
To correct, point to each item and say: four
rectangles, and so on.

Audioscript 25
four, seven, three, eight, five

Ask the children to look at the picture on page

33.
Say: Count the birds. You can also ask: How
many birds can you see? and explain the
meaning of the question. Lead the children into
counting the birds, ten in all.
Tell them to imagine where these birds could be
and then complete the picture using the blank
space on the page as they wish.
Explain they will learn a chant, simple rhyming
verses which must be recited rhythmically and
can be accompanied by a melody.
Play track 26 on the audio CD and at the same
time show with your fingers the numbers
mentioned. At the end of each verse, make a
gesture with your hands showing birds flying
away.
Lead the children into imitating you, making
the same gesture with their hands.

Audioscript 26
One little, two little, three
Little birds,
Four little, five little, six
Little birds,
Seven little, eight little, nine
Little birds,
Ten little birds in the sky.

Answer key
The children draw their own pictures.

41

Extension activity

Audioscript 27

Chants contest

two dogs, three turtles, five cats, eight hamsters,

nine birds

Ask children to get together into small

groups and lead each group into creating
a chant similar to the one in the previous
activity, but using, numbers, colours, shapes
or other pets. Also ask the groups to create
choreography steps to illustrate the verses of
the chant.
Then organise a talent show in which each
group must go to the front of the classroom
and present its choreography.

8 Count.
u

Pages 34 and 35
6 Stick.
u

u
u

Point to the numbers next to the circles and

name them in English, asking the children to
repeat them: eight, three, two, nine, five.
Lead the children into opening their books on
the Unit 5 Stickers section, page 111.
Point to each group of pets and ask children
what we call them in English: birds, cats, dogs,
hamsters, turtles.
Say: Count the birds and ask the children to
count how many birds there are in the group:
nine.
Proceed in the same way with the other
groups: five cats, two dogs, eight hamsters,
three turtles.

Answer key
The children place the stickers on the
corresponding group.

u
u

Review with your class the names of the

shapes in English. To do that, point to the red
rectangle and ask them to name it: a rectangle.
Proceed in the same way with the rest of the
figures: a square, a circle, a triangle, a star.
Ask the children to look at the pictures: train
and kite. Explain that these two pictures are
formed by different geometric shapes.
Say: Count the rectangles and lead the
children into counting how many rectangles
there are in the train and in the kite. Ask them
to write down their answers.
Proceed in the same way with the rest of the
geometric shapes.
To correct, count the shapes with the children,
pointing at your book.

Answer key
The children count 8 squares, 8 circles, 3
rectangles, 4 triangles and 5 stars.

Extension activity
Before the class, put several geometric
shapes made out of paper and several pet
cutouts from magazines in different colours
in a bag. When you start the activity, explain
to the children that you will ask for a pet or
a shape in a certain colour and that they will
have to look for it. The first child who finds
the first pet or shape wins a point. Write down
the points for each child on the board and at
the end, tell the class who the winner is.

7 Listen and point.

u

Play track 27 on the audio CD, pausing after

each item is mentioned. Ask the children to
point at the corresponding group in their books
and repeat.

42

9 Play.
u
u

 sk the children to look at the picture.

A
 xplain that they must put their fingers on the
E

back of a classmate, as in the picture on page 35

and ask his / her classmate: How many?.
His / her classmate, in the meantime, must feel
his / her classmates fingers on his / her back and
answer in English how many fingers he / she feels.

Answer key
u

The children practise the dialogue in pairs.

in a classroom and that the girl is showing her

classmate a photo of her family.
Ask the children to cover the speech bubbles,
listen to the audio CD and identify the
members of the family that are mentioned.
Play track 28 on the audio CD and check that
everybody understood the girl says mum.
Ask the children who they think the other
people in the photo are.

Audioscript 28
Homework

Girl: This is my mum!

Extra Fun 5, pages 81 and 82.

2 Listen and say.

u
u

My Family

Pages 36 and 37
Warm up!
u
u
u

u
u
u

Ask the children to bring photos of their families

before the class.
Also bring photos of your own family (mother, dad,
brother, sister).
Lead the children into cutting out the portrait
model on page 101 in their Course Books, colour
it and fold it. Then ask them to place one of the
photos of their family members in the frame.
Show a photo of your own family and say: My
family.
Point at your mother and say: This is my mum. Do
the same with other members of your family.

If possible, enlarge your photos so that the children

can see them better.

1 Look and listen.

u

Explore the illustration with the children by

asking: Where are the children? What are they

doing? What is the girl showing her classmate?
Explain that the characters in the picture are

Play track 29, pointing at the characters in the

book when they are mentioned.
Play track 29 again pausing after each family
member is mentioned and asking the children
to repeat.
Repeat this procedure till you check the children
have learned the pronunciation of the words.

Audioscript 29
dad, mum, brother, sister

Extension vocabulary
This section can be used for recycling
previously presented vocabulary or for
relating it to the children's personal
experience or background knowledge. For
example, you may ask questions related to
the topic or give words as prompts for oral or
written production.You may also want to use
the illustration and take the opportunity to
anticipate vocabulary that will appear in the
future, like words related to arts and crafts:
art (s), brush, crafts, crayon, paint, picture,
picture frame, vase or family members: halfbrother, half-sister, stepbrother, stepfather /
stepdad, stepmother / stepmum, stepsister.

43

Pages 38 and 39

3 Stick and point.

u
u

u
u

they listen to on the audio CD, correcting

pronunciation where necessary.

Explain to the children that this is a photo of a

family.
Ask what they think was happening when
this photo was taken. (They were celebrating
somebodys birthday.)
Lead the children into opening their books on
the Unit 6 Stickers section, on page 111, at the
end of the book.
Explain that the people in the stickers are part
of the same family.
Point at each of them and say: mother, brother,
father, sister and ask the children to repeat.

Ask the children to complete the photo by

placing the stickers on the blank spaces.

Emphasise the pronunciation of the words for
family members.

If possible, ask the children to repeat what

Audioscript 30

1. brother; 2. dad; 3. mum

Answer key

Answer key
The children place the stickers on the
corresponding faces.

4 Listen and circle.

u

u
u

44

Tell the children that the boy at the top of the

page is looking at a photo album of his family.
The small pictures below are members of the
boys family.
Explain that they will listen to the audio CD and
that they must circle, in each group of pictures,
the member of the family mentioned.

Point to the first set of pictures, showing the

children the three members of the family. The

children must listen to the audio CD and circle
the family member mentioned in that set.
Play track 30 on the audio CD and pause after
listening to brother. Ask the children to repeat
what they listened to and circle the brother in
their books.
Proceed in the same way with the rest of the
sets.
To correct, play the audio CD again, pausing
after each item is mentioned, pointing to the
picture that must be circled in your book.

Pages 40 and 41
5 Draw.
u
u

Ask the children to draw their own family in any

way they want.
Once they finish, ask them to look at the
pictures of their classmates and notice that
families can be different from one another.

Answer key

7 Sing.
u

The children draw pictures of their own

families.

6 Listen and talk.

u

u
u
u
u

Ask the children to look at the picture and say

what the girl is showing to the boy (a picture of
her family).
Play track 31 on the audio CD twice.
Ask the children which family members the girl
mentions when she talks (mum, dad, sister).
Play track 31 once again, pausing from time to
time and wait for the children to repeat.
Organise the class in small groups and ask
them to show their classmates the pictures
they drew in exercise 5, pointing at each family
member and saying: This is my
.
If the class is small, instead of working in
groups, ask each child to go to the front of the
classroom and introduce his / her family to the
rest of the class.

u
u
u

Ask the children to look at the families in

exercise 7.
Point to the picture on the left and say big
family. Point to the family on the right and say
small family.
Explain that these families are different. There
are big and small families, families made up of
a dad, a mum and children, families made up
of a mum and a son, families made up of a dad
and children and many more.
Tell the children that they will listen to a song
about families.

Read each verse and ask the children to repeat

them.
Suggest some gestures to create choreography
steps and movements (for example, open the
arms when saying big, put the fingers together
when saying small and form a heart with your
hands when saying love).
Play track 32 and lead the children into singing
the song and carrying out the choreography
created.

Audioscript 32
Audioscript 31
This is my mum, my dad and my sister. Oh and
this is me!

Some families are big,

Some families are small.
But I love my family
Best of all!

Answer key
The children introduce their families to
another classmate or to the rest of the class.

Extension activity
Instruct the children to decorate the portraits
on page 101 in any way they want. Ask them to
place photos of their families in the portraits.
If they havent brought any photos, ask them
to draw a picture. Then ask them to show
their portraits and introduce their families to
the rest of the class. Remind them to use the
.
structure This is my

Extension activity
Take magazine cutouts of dogs in several
different sizes, breeds and above all, different
ages, to identify adults from newly-born ones.
Organise the children in groups of up to four
children and distribute the cutouts among
them. Hand a piece of paper to each group
and ask them to place and glue a dog family.
Explain it is not necessary that all the dog
family members belong to the same breed.
Ask one group at a time to go to the front and
show the rest of the class the dog family they
created. Each child must introduce at least
one family member, using the expression:
This is the
.

45

Homework
Extra Fun 6, pages 83 and 84.

Work it out!

Stick.

Kids Web Gang in

Pages 42 and 43
Bird watching

Ask the children to keep their books closed. Ask

them if they like music and if so, what kind of

music they like.
Now ask them to open their books, look at the
pictures and ask them what they think is going on.
Play track 33 on the audio CD.
Ask: Why is Mike using the binoculars? What is he
looking at? (a birds nest) What is the bird mother
doing? (teaching her children how to sing) How
are the birds singing? (one of them is singing with
some difficulty).
Play track 33 on the audio CD once again.

u
u
u

Audioscript 33

Ask the children how they think the story

of the singing birds ends. Let them express
themselves freely.
Tell them the picture on page 43 shows the end
of the story but a part of the picture is missing.
Lead the children into opening their books on
the Unit 6 Stickers section, page 113 where the
bird family stickers are. Ask them to place the
stickers on the blank spaces in the picture on
page 43.
With the stickers in the right place, ask the
children to look at the complete picture and
conclude how the story ends (all the little birds
on a tree, singing properly and Mike clapping
his hands when he hears the birds singing and
feeling happy).

Answer key
The children place the stickers where they
belong in the picture.

Extension activity

Picture 1
(Noises in the countryside, wind blowing leaves
away, birds singing on the background)
(Noise of someone unzipping a tent)
Picture 2
(Bird singing a long and beautiful melody)
Picture 3
(Two birds singing a short melody, one at a time)
Picture 4
(A bird singing out of tune)
Picture 5
(Three birds singing, one at a time, the last one
lowly but in a tuneful way)

46

Perseverance
Take the example of the bird, which found
it difficult to sing at the beginning but
continued trying till he could sing properly, to
teach the children the importance of striving
to achieve ones objectives. Explain that
perseverance is an important value human
beings need if they want to grow personally
and professionally.

Lets Play!

3 Find and point.

u

items that you mention in the illustration.

Suggested items for you to mention: an orange
ball, a puzzle, a train, two robots, a star, three
boys.

Pages 44 and 45
Warm up!
u
u
u

Bring several old and modern games and toys and

show them to the children.
Ask them which their favourite toys and games are.
If possible, bring a photograph of yourself when
you were a child with a toy or a game. You can also
bring a photo of a toy which was famous when you
were a child or which is not commercialised any
longer (you can look for pictures of these toys on
the Internet). Show these photos to the class and
tell the children about the games you played and
the toys you had when you were a little child.

1 Look and listen.

u

u
u
u

Explore the illustration with the children and

ask them: Where are the children? What are
they doing? Which toys and games can you see
in the picture?
The children will answer that they are
assembling a jigsaw puzzle.
Ask them to cover the speech bubbles and
listen to track 34 on the audio CD.
Play the audio CD and check that the children
have identified the word puzzle.

Audioscript 34

Boy: Look at my new puzzle!

2 Listen and say.

u

Extension vocabulary
This section can be used for recycling
previously presented vocabulary or for
relating it to the children's personal
experience or background knowledge. For
example, you may ask questions related to
the topic or give words as prompts for oral or
written production. You may also want to use
the illustration and take the opportunity to
anticipate vocabulary that will appear in the
future, like words related to toys and games:
car, computer, doll, truck or rooms in the
house and pieces of furniture: bed, bedroom,
carpet, desk, shelves, wardrobe.

Pages 46 and 47
4 Stick.
u
u

Play track 35 on the audio CD. Pause after an

item is mentioned, ask the children to point at
the pictures of the games and toys they hear
and repeat the words till they pronounce them
correctly.

Audioscript 35
computer game, puzzle, train, robot, ball

Tell the children they will have to point at the

Ask the children to have a look at the pictures

on page 46.
Point to the different toys and games and name
them: a teddy bear, dolls, a car, a robot, a puzzle,
a kite, a computer game, a ball.
Explain that the picture shows shelves with
toys at a toy shop. Name the toys once again
and ask the children to repeat them.
Lead the children into opening their books on
the Unit 7 Stickers section, page 113, at the end
of the book.
Point to the picture of the toy shop where the
robot sticker has to be placed and say: a robot.
Lead the children into identifying the robot
sticker and placing it on the corresponding
shelf.
Proceed in the same way with the rest of the
stickers till the picture of the toy shop shelves
is complete.

47

Answer key

Audioscript 37

The children place the stickers on the toy

shop shelves.

Lets play, lets play!

Get your train,
Get your game.

5 Listen and point.

u

Play track 36 on the audio CD, pausing after

each toy or game is mentioned, pointing at the
pictures in your book and asking the children to
repeat the names for toys and games.

Lets play, lets play!

Get your ball,
Get your doll.
Robots, puzzles,
Computer games!
Lets play, lets play!
Lets play, lets play

Audioscript 36
teddy bear, dolls, car, robot, puzzle, kite, computer
game, ball

All day!

Pages 48 and 49

7 Circle 6 differences.
6 Sing and point.
u

u
u
u
u

48

Explore the pictures with the children. Name

the toys and games and ask the children to
point at the pictures in their books: a train, a
computer game, a doll, a ball, a robot, a puzzle.
Tell the children they will listen to a song about
games and toys.
Play track 37 on the audio CD.
Ask the children which games and toys they
will hear in the song.
Tell them all the games and toys on page 47 will
be named in the song. They will have to point at
the different games and toys in the order they
hear them in the song.
Play track 37 once again, this time pausing
after each verse and asking the children to
repeat what they hear and to point at the
pictures on page 47 in their books.
Play the song once more and ask the children
to join in and sing along.

u
u

Ask the children to look at the pictures on page

48.
Tell them that although the pictures look very
similar, they are different and they will have to
find the differences between them.
If the children find it difficult to identify the
differences in both pictures, ask questions
such as: How many teddy bears are there in
each picture? What colour is the robot in each
picture?
To correct, point to the differences in the
pictures in your book, describing them. For
example: In the first picture, the girl in a pink
shirt has one teddy bear but in the second
picture this girl has two bears.

Ask a child to go to the front of the classroom

to represent a game or a toy they have studied
in this lesson. The rest will have to guess what
it is. The child who guesses correctly goes to
the front to mime another game or toy.

Answer key

Answer key
The children mime their own games and / or
toys.

Extension activity
Before this class, ask the children to bring a
game or toy they like. At the end of the class,
organise the children into small groups to
show their toys to their classmates. Bring a
toy or a game yourself to be able to introduce
it to the children, using expressions such as:
Look, this is my (favourite) game / toy. It is
a
. Lets play. Invite them to
play. Then let them play freely.

8 Draw.
u

Ask the children if they have a favourite game

or toy. If so, ask them which their favourite

game or toy is and what makes it special. Allow
all the children to answer.
Now ask them to draw their favourite game or
toy.
Once the pictures are finished, ask the children
to show them to their classmates.

Homework
Extra Fun 7, pages 85 and 86.

Answer key
The children draw their own favourite games.

My Schoolbag

Pages 50 and 51
Warm up!

9 Mime.
u

Tell the children that they will have to mime a

game or a toy and that the rest of the children
will have to guess what it is.

Hold a pencil and ask the children if they already

know how to say the name of this object in English
(pencil).
Do the same with other school items to check if
the children know what they are called in English.

49

1 Look and listen.

u

u
u

Explore the illustration with the children by

asking: Where are the children? What are they
doing? What is happening? Do you usually lend
each other school objects?
Talk to them about the importance of taking
good care of school material.
Ask the children to cover the speech bubbles,
listen to the audio CD and discover what the
boy is borrowing.
Play track 38 on the audio CD and check that
everybody understood he is borrowing an
eraser.

Audioscript 38

Boy: I need an eraser.

Girl: Here you are.

Extension vocabulary
This section can be used for recycling
previously presented vocabulary or for
relating it to the children's personal
experience or background knowledge. For
example, you may ask questions related
to the topic or give words as prompts for
oral or written production. You may also
want to use the illustration and take the
opportunity to anticipate vocabulary that
will appear in the future, like words related
to school: blackboard, desk, file cabinet,
folder, lunchbox, schoolbag, sheet of paper,
students, teacher.

Pages 52 and 53
4 Stick.
u

2 Listen and say.

u
u
u

Ask the children to look at the pictures in

exercise 2.
Play track 39 pausing after each word and
asking the children to repeat.
Repeat this procedure till you check the
children have learned the correct pronunciation
of the words.

Audioscript 39
eraser, pencil, notebook, crayons, book, pen

3 Find and point.

u

50

Tell the children to look at the picture. Explain

that it is a pencil case and that they will have to
organise some items inside this case.
Ask them what they usually put in their pencil
cases. Encourage them to use the vocabulary
learned at the beginning of this unit.
Lead the children into opening their books on
the Unit 8 Stickers section, pages 113 and 115,
at the end of the book.
Point to each sticker and say, for example: a
pencil, two pencils, a green eraser, five crayons.
Ask the children to repeat all the words and
phrases you mention.

Proceed in the same way with the rest of the

stickers. Tell them to place the stickers in any

way they want, emphasising the importance of
keeping school items in order.

Explain to the children that they will have

Optional activity

to point at the items you mention in the

illustration. Suggestions: a robot, a teddy bear, a
girl, number 7, two books, a blue circle.

Stickers dictation
Carry out a dictation activity indicating the
order in which the stickers must be placed
in the pencil case. If necessary, draw on the
board a picture similar to the one in the book
to help them place the objects.

Answer key

Extension vocabulary

The children place the stickers on the picture

of the pencil case.

This section can be used for recycling

previously presented vocabulary or for
relating it to the children's personal
experience or background knowledge. For
example, you may ask questions related to
the topic or give words as prompts for oral or
written production. You may also want to use
the illustration and take the opportunity to
anticipate vocabulary that will appear in the
future, like actions: Clap your hands, Stomp
your feet, Snap your fingers, Turn around.

5 Sing and move.

u

u
u

Tell the children that they will listen to a song

about school objects and they will dance to its
rhythm.
Read each verse and ask the children to repeat
them.
Encourage them to observe the pictures
and explain that the characters are making
gestures to indicate the rhythm of the music:
clapping hands, stomping feet, turning around.
If you deem appropriate, use these expressions
in English: Clap your hands, Stomp your feet,
Snap your fingers, Turn around.
Explain that you will carry out these actions
while listening to the song and that they will
have to imitate you.
Play track 40 and lead the children into singing
the song and carrying out the choreography
created.

Audioscript 40
One, two, three
Book, pencil, crayons.
Four, five, six
Eraser, notebook, pen.
Seven, eight, nine

Pages 54 and 55

6 Listen and match.

u

u
u

Ask the children to look at the pictures. Explain

that the children in the pictures are in need of
some school items.
Explain that they will listen to what each childs
needs.
Play track 41 on the audio CD pausing after
each item is mentioned and checking the
answers with the children.

Audioscript 41

1. I need a book.
2. I need a pencil.
3. I need an eraser.
4. I need crayons.

And ten! Thank you!

Lets start again!

51

Answer key

Answer key

7 Find and number.

8 Play.

Revise the vocabulary in the pictures with

the children by pointing at each picture and
asking what these objects are called in English.
Correct pronunciation when necessary.
Ask the children, then, to find the silhouettes
corresponding to each object and number
them.

u
u
u
u

52

Ask the children to look at the picture and say

what the children are doing (borrowing school
objects from each other).
Read the statements and ask the children to
repeat.
Divide the group in pairs and tell them to place
some school objects on their desks.
Explain they will practise dialogues in which
they will borrow and lend some school items.
For example, practise the dialogue with some
children so that they understand the structure
they will have to use.
This is an excellent opportunity to practise
expressions such as: Thanks!, Please and Youre
welcome!

see in this story. If necessary, remind them of the

characters names: Jess, Tom, Mike, Rick and Sue.

Answer key
The children practise the dialogue in pairs.

Extension activity
u

Divide the class into four groups. Ask the

children to choose a name for their groups
and then draw a chart on the board to write
the points earned by each group in the
competition.
Practise the dialogue: I need a / an, Here
you are! with the children. Explain you will ask
for a school item using the expression: I need
a / an and the children will have to work in
groups and bring you the item requested.

u
u
u
u

The first group to hand in a requested item

and say: Here you are! earns a point. If the
child doesnt say this expression, his / her
group will not earn a point.
You can make the exercise more challenging
by adding colours or numbers to the request.
For example: I need a red crayon. or I need
two books.You can also give an example so
that the children understand the structure of
the question.

If possible, take a ball similar to the one in the

pictures and ask the children if they usually play

ball.
Ask them to give you some examples of games in
which you use the ball to play.
Tell the group that the story they will listen to is
about a ball.
Now ask the children to open their books and
observe the pictures in the story.
Ask: Where are the children? What are they doing?
What is happening with the ball?
Play track 42 on the audio CD.
Listen to the childrens comments and
explanations. After that, if necessary, tell them
the children were playing football but Tom threw
the ball so hard that it landed on a neighbours
yard. They tried, with no success, to recover the
ball so Rick took another ball and gave it to Tom.
Everybody was happy because they could go on
playing.
Ask the children if they have ever gone through a
similar experience.
Audioscript 42
Picture 1

Rick: Hello Tom!

Tom: Hi! Lets play!
Homework
Extra Fun 8, pages 87 and 88.

Picture 2
(Noises of children playing ball and shouting)
Picture 3

Tom: Oh, no
Picture 4

Kids: The ball, please! The ball, please!

Kids Web Gang in

Pages 56 and 57
Its time to play ball!
u

Ask the children to keep their books closed and

tell them they will listen to a new story about the

gang.
Ask them which characters they would like to

Picture 5
(Noises of toys being thrown out of a box, falling on
the floor)
Picture 6

Rick: This is for you!

Tom: Thank you!
Kids: Wow! Lets play!

53

Values Activity

1 Look and listen.

u

Generosity
Refer to the situation in the story in which
Rick gave his ball to Tom to make him happy.
Explain that Rick, by giving something to Tom,
showed generosity.

Explore the illustration with the children and

ask them: Where are the children? Whats the
toy on top of the table called? Have you created
your own toy?
Ask them to cover the speech bubbles and
listen to the audio CD to discover the name of
the robot.
Play track 43 on the audio CD and check that
the children have identified the name of the
robot: Cyber.

Work it out!

Find and colour.

u

Revise the vocabulary with the children by

pointing at the coloured pictures on page
57 and asking them what they are called in
English: kite, car, ball.
Tell them that these objects are hidden in the
illustration below and that they will have to
discover and colour them any colour they want.
Also explain that the pieces to be coloured are
marked with dots.

Answer key
The children find and colour the kite, the car
and the ball.

Audioscript 43

Man: This is Cyber, the robot.

2 Listen and say.

u
u
u

Ask the children to look at the picture of the

robot.
Play track 44, pointing at the robots parts of
the body.
Play track 44 again, pausing after each word.
Ask the children to repeat the words and point
at the same parts of the body in their books.
Repeat the procedure till you make sure the
children have learned the correct pronunciation
of the words.

Audioscript 44
head, arms, legs, eyes, nose, ears, mouth

Cyber, the Robot!

Pages 58 and 59
Warm up!
u

54

Ask the children to keep their books closed and

ask them if they have already invented a toy and if
so, which one.
If they havent created his / her own toy, ask them
if they would like to do so.

3 Find and point.

u

Tell the children they will have to point at the

items in the illustration that you mention.
Suggested items for you to mention: a boy, a
rectangle, blue, a circle, a blue rectangle.

Extension vocabulary

Audioscript 45

This section can be used for recycling

previously presented vocabulary or for
relating it to the children's personal
experience or background knowledge. For
example, you may ask questions related to
the topic or give words as prompts for oral or
written production. You may also want to use
the illustration and take the opportunity to
anticipate vocabulary that will appear in the
future, like words related to toys construction:
antenna, chair, construction cone, desk,
garage, goggles, mirror, tire, tools.

1. legs; 2. ears; 3. arms; 4. mouth; 5. ears; 6. nose;

7. eyes

Answer key

5
2

Pages 60 and 61

4 Listen and number.

u
u

Go over the vocabulary related to parts of the

body with the children.
Play track 45 on the audio CD pausing after
each part of the body is mentioned. Lead the
children into repeating the words and pointing
at the different parts of their own bodies.
Now tell the children that they will practise the
vocabulary learned by pointing at the different
parts of the doll illustrated on page 60.
Explain to the children that they will listen to
the audio CD again and will have to number the
parts of the dolls body in the order they hear
them.

7
6

Play track 45 again pausing after each word so

that the children identify the part of the body
mentioned and number it.
Play the audio CD once more pausing after
each word and indicating the corresponding
number, helping the children to check their
answers.
To correct, say: Number one and the children
will have to say the corresponding part of the
body aloud, for example: legs and so on.

Extension activity
Organise the whole class in a circle. Choose a
child to start the game.
Explain that the first child must say the name of
a part of the body and point at it in his / her own
body. The child to his / her right, must point
at the same body part, name it, add another
one and say its name aloud. After this, the
child to the right repeats the parts of the body
mentioned by his / her classmates, pointing at
them and then adds another part of the body,
names it, points at it and so on and so forth.

55

For example, child A says: head and points at

his head; child B says: head, leg and points
at his / her head and leg; child C says: head,
leg, mouth and points at his / her head, leg
and mouth. The idea is that as each child
adds a part of the body to the sequence the
task becomes more and more difficult till it
becomes impossible to carry it out.
Start a new round every time a child makes two
mistakes in a sequence. Each sequence must
be started by a different child.

Answer key
The children place the stickers on the
corresponding part of the body.

Extension activity
Self-portrait project
Before class, ask the children to bring the
following material:
l

(mouth, nose, eyes, eyebrows)

5 Stick.

Tell the children that they will have to put a

robot together.
Lead them into looking at the picture and
identifying which parts of the robots body are
missing.
Then tell them to open their books on the Unit
9 Stickers section, page 115, at the end of the
book.
Point to each sticker and ask questions such
as: Is it a lake? leading the children into
answering: Yes, it is. or No, it isnt. Repeat
the same procedure till all the parts of the
robot have been identified.
Instruct the children, then, to place the parts of
the robot in the picture.

Optional activity
Stickers dictation
Carry out a dictation activity indicating the
order in which the parts of the body must be
placed on the picture of the robot. Choose
the parts of the body at random and start the
dictation: legs, arms, eyes, nose, mouth, ears.
Allow enough time for the children to place
the stickers after you say a word aloud before
naming the following one.

Magazine cutouts of parts of the face

 ool strings
W
 cissors and glue
S
l M
 arkers
l F
 inger paint
l P
 lastic cup
l B
 rushes
In a sheet of paper, draw the figure of a face
and make copies (at least one copy per child).
In class, ask the children to hand in the
magazine cutouts to you.
Classify the different cutouts by part of the
body: eyes, eyebrows, mouth and nose. Put
them in a place where all the children can
have access to them.
Hand in a copy of the figure of the face to each
child and ask them to choose the parts of the
body that look similar to their own features
and paste them on the face figure, making up
their own portraits.
Then instruct them to paste the wool strings
to simulate their hair in their portraits.
After that, pour some water into the plastic
cups for the children to clean their brushes
and ask them to use finger paint and markers
to create a background in the portraits.
Now ask them to write their names at the top
of the page: Im
.
Prepare a place in the classroom for the
children to let their work dry.
If possible, organise an exhibition of the
portraits created.

56

Pages 62 and 63
6 Complete.

Culture for kids

Tell the children that the Gingerbread Man

is a biscuit or cookie in the shape of a man,
made of ginger which is very popular in the
USA and the UK. It is especially eaten at
Christmas and it is one of the symbols of that
festivity in the North hemisphere.

u
u
u

Ask the children to look at the picture on page

62 and guess what it is.
Explain this is a gingerbread cookie. Use the
information in the Culture for Kids below.
Tell them to complete the picture by drawing
several details.
In the end, ask them to show their pictures to a
classmate and say the Gingerbread Mans parts
of the body and face in English.

Answer key

If you have time, tell the children the

Gingerbread Man story. If you dont know
the story, look up the story on the Internet at
www.topmarks.co.uk/stories/gingerbread.htm
where you will find an illustrated version of
this traditional story.

7 Sing and move.

u
u
u

Tell the children that they will learn a song

about Cyber, the Robot.
Read each verse and ask the children to repeat
them.
Play track 46 on the audio CD and lead the
children into singing the song and dancing to
its music.
Suggest to the children that they dance as if
they were robots moving the parts of the body
when they are mentioned in the song.

Audioscript 46
Two eyes, one nose,
Thats my friend Cyber!
Hello, Cyber!
Move your arms like a robot.
Move your legs like a robot.
This is my friend Cyber!
Hello, Cyber!
Two arms, two ears.
This is my friend Cyber!
Hello, Cyber!

57

Answer key

Move your arms like a robot.

Move your legs like a robot.

The children draw their own pictures and

practise their own dialogues.

This is my friend Cyber!

Hello, Cyber!
Two legs and one mouth.

Homework

This is my friend Cyber!

Extra Fun 9, pages 89 and 90.

Hello, Cyber!
Hello, friend!

8 Listen, draw and say.

u

u
u
u
u

Ask the children to look at the picture of the

children on page 63. Ask them what these
children are holding: pictures of robots.
Play track 47 on the audio CD.
Ask the children what they think they are doing.
Play track 47 again pausing from time to time
and asking them to repeat what they hear.
Now tell the children to look at the girls robot
and ask: How many legs? (Three) How many
arms? (Four).
Encourage the children to draw their own
robots by creating very distinctive features for
them.
When all the children have finished their
drawings, divide the class into small groups
and ask them to show their robots to their
classmates and describe them by following the
example in the dialogue on page 63.

Play track 47 on the audio CD more than once

so that the children remember how to describe

their robots.
Audioscript 47

10

Pages 64 and 65
Warm up!
u

Ask the children what they usually have for

breakfast, lunch and dinner.

Show them pictures of different types of food and
ask which their favourite food is.

1 Look and listen.

u

u
u

58

Explore the illustration with the children by

asking: Where are the girls? What are they
doing? Are the girls having breakfast, lunch or
dinner?

Two legs, one ear, three eyes!

One nose, five eyes, four arms and three legs!

Breakfast Time

Tell the children to look carefully at the

illustration, asking them to mention some of

the items they can recognise in the picture.
Ask them to cover the speech bubbles and
identify the food words mentioned on the audio
CD.
Play track 48 on the audio CD and check that
all the children in the group understood the
meaning of the words apple and orange juice.
Ask them if they know these words and
encourage them to identify them in the picture.
Explain that the girls are preparing breakfast in
the kitchen and talking about the food they like.

Audioscript 48

Girl 1: Hmmm... I love apples! And you?

Pages 66 and 67

4 Find and colour.

u

Girl 2: I love orange juice!

2 Listen and say.

u
u

u
u

Ask the children to have a look at the pictures

in exercise 2.
Play track 49, pausing after each type of food is
mentioned. Point to the corresponding item and
repeat the word.
Play track 49 once again, pausing after each
word.
Ask the children to repeat the food items and
point at them in the picture.

Tell the children that the following fruits and

drinks are hidden in the illustration on page 66:
a banana, a piece of cake, an apple, a glass of
orange juice, a cookie.
Encourage them to look for the hidden figures
and once they locate them, say their names
aloud in English. Correct pronunciation where
necessary.
Once all the figures have been discovered, tell
the children to colour them any colour they
want.

Answer key

Audioscript 49
bananas, apples, orange juice, cookies, cake, milk

3 Find and point.

u

Explain to the children that they have to point

at the items you mention in the illustration on
pages 64 and 65. Words suggested: a blue cat,
two girls, a fish, a bird, yellow, three apples.

Extension vocabulary
This section can be used for recycling
previously presented vocabulary or for
relating it to the children's personal
experience or background knowledge. For
example, you may ask questions related to
the topic or give words as prompts for oral or
written production.
You may also want to use the illustration and
take the opportunity to anticipate vocabulary
that will appear in the future, like kitchen
words: bottle, fork, fridge / refrigerator, jar,
kitchen cabinet, microwave, oven, stove, table
cloth.

5 Listen and circle.

u
u
u

Ask the children to look carefully at the

pictures in the exercise on page 67.

Present the new vocabulary: papaya, sandwich
and strawberry.
Explain that they will listen to the children in
the exercise say which their favourite food is.

59

Tell them that they will have to circle the food

items they hear on the audio CD and that, if
necessary, they will be able to circle more than
one food item.
Point to the boy in item 1 and the food
presented. Point to each picture and say its
name in English, asking some children to
repeat them.
Play track 50 on the audio CD, pausing after
each item and pointing to the food items that
must be circled. Say their names aloud in
English and ask the children to repeat them.

Pages 68 and 69
6 Stick and talk.
u
u
u
u
u

Audioscript 50

1. I love bananas and milk.

2. I love apples and orange juice.

3. I love orange juice and cake.

Answer key

Tell the children to look at the picture on page

68 and explain that this is a breakfast tray.
Also tell them that the girls are speaking about
their favourite breakfast food.
Read the dialogue aloud.
Then practise it with some children for the rest
of the class to hear.
Lead the children into opening their books on
the Unit 10 Stickers section, page 115 where
the food stickers are.
Point to each sticker, say the name of each
food item aloud and ask the children to repeat:
cake, cookies, orange juice, bananas, apples.

Tell the children to place only their favourite

food stickers on the tray.

Then ask them to work in pairs and practise
the dialogue on page 68, telling their partners
which their favourite food items for breakfast
are, according to the stickers placed on their
tray.

Extension activity
Ask the children to cut and fold the food
basket on page 103.
Also ask them to cut the food items on the
same page.
Tell the children to work in pairs and put their
cutouts on their desks.
Each child holds his / her basket and asks for
a food cutout to his / her partner.
Child A tells child B: Milk, please, showing
his / her basket. Child B, then, puts a milk
carton on child As basket and says: Here you
are.
Then they switch roles.
The game goes on till all the food items have
been placed on the baskets.

60

Answer key

Extension vocabulary

The children make up their own dialogues.

This section can be used for recycling

previously presented vocabulary or for
relating it to the children's personal
experience or background knowledge. For
example, you may ask questions related to
the topic or give words as pompts for oral or
written production.

7 Sing and circle.

u

Ask the children to look at the food items

on the cupboard. If you deem it necessary,
introduce the words: pineapple, bread and jelly.
Explain that they will listen to a song about
different types of food and that they will have
to circle the ones mentioned in the song.
Play track 51 on the audio CD, pausing after
each stanza so that the children can circle the
food items mentioned: juice, cookies, bananas,
apples and cake. Repeat the procedure once
more.
To correct, play track 51 on the audio CD again,
pausing after each stanza and pointing to the
items that must be circled in their books.
Play the song again, inviting the children to
sing and dance freely.

Audioscript 51
Delicious, delicious,
So delicious!
I love apples and cookies too.
And you, and you, and you?
Delicious, delicious,

You may also want to use the illustration and

take the opportunity to anticipate vocabulary
that will appear in the future, like more
food words: cereal, jam, pear, pineapple,
strawberry, tomato sauce, white bread.

Extension activity
If you have time, organise a class breakfast
with your children. Make a list of breakfast
items to be brought, always remembering that
the activity must be conducted in English.
Tell each child which task he / she will be in
charge of and which food item he / she must
bring to class. Say: Dont forget to bring the
napkins, the plastic cups, the table cloth.
Remind the children that during breakfast,
they will have to ask for the food they would
like to have in English. Tell them to use
expressions such as: I love orange juice!
If your English class takes place in the
afternoon, instead of breakfast, you can
organise a picnic.

So delicious!
I love juice and bananas too.
And you, and you, and you?
Dance and shake.
It's time to eat cake!

Homework
Extra Fun 10, pages 91 and 92.

Answer key
The children circle the apples, cookies, juice,
bananas and cake.

61

Extra Fun

Answer key

Pages 73 to 92
Practice activities of the topics studied can be
done as homework. It is important to verify that the
children understand what they have to do, explaining
each activity in detail and giving examples.
Remember that parents or tutors who help children
do their homework do not necessarily speak English.
The pages in this section are detachable and there
is a blank for the students name; so you can choose
to have the pages detached to correct the activities
afterwards or use them for evaluation purposes.

Extra Fun 1
Pages 73 and 74

1 Colour by code.
u

Ask the children to paint the object that

belongs to each character according to their
names colour codes.

Answer key

Jess: sunglasses; Rick: computer game; Tom:

ball; Mike: water container; Sue: watermelon

Extra Fun 2
Pages 75 and 76

2 Match.
u

Ask the children to match the boys and girls to

the corresponding bathrooms doors.

1 Colour by number.
u

Tell the children to colour the picture by

following the colour code.

Answer key
The children colour the number 1 pieces
green; number 2, blue; number 3, purple;
number 4, orange; number 5, red and number
6, yellow.

62

2 Find the rainbow.

u

Ask the children to trace the way between the

Answer key

yellow arrow and the rainbow.

Answer key

2 Colour by code.
u

Ask the children to colour the pictures

according to the corresponding shapes
colours.

Answer key

Extra Fun 3
Pages 77 and 78

1 Match.
u

The children paint the stars yellow; the

triangles, purple; the circles, blue; the
rectangles, green; the squares, red.

Ask the children to match the objects to the

shapes they resemble.

63

Extra Fun 4

Extra Fun 5

Pages 79 and 80

Pages 81 and 82

1 Match.
u

Ask the children to match the shadows to the

1 Match.
u

corresponding quantity.

corresponding animals.
Answer key

2 Draw.
u

Ask the children to draw the pet that goes in

each picture.

Answer key
The children draw a dog in the doghouse,
a fish in the bowl, a cat on the cushion, a
hamster in the cage, a turtle in the box and a
bird in the nest.

64

Ask the children to match the numbers to the

Answer key

2 Colour.
u

Ask the children to colour only the quantity

specified by the figure.

Answer key

Answer key

2 Match.
u

Extra Fun 6

Tell the children to match the faces to the

corresponding bodies.

Pages 83 and 84

1 Find and circle.

u

Ask the children to circle five people they think

belong to the same family in the picture.

65

Answer key

Answer key
The children glue a picture of their favourite
game or toy.

2 Match.
u

Ask the children to look carefully at the picture

at the top of the page and then match each
picture to the missing object.

Answer key

DAD

3 Find and circle.

u

Ask the children to find and circle the lost girls

father.

Answer key
See the answer to exercise 2 above.

Extra Fun 7
Pages 85 and 86

1 Glue.
u

Ask the children to glue a picture of their

favourite toy or game.

66

Extra Fun 8

Answer key

Pages 87 and 88

1 Circle and count.

u

Tell the children to find the objects at the

bottom of the page in the picture above, circle
them, count them and write the corresponding
numbers.

Answer key

book

crayons

pencil

eraser

Extra Fun 9
Pages 89 and 90
1 Draw.
u

Tell the children to discover the missing part of

the body in the pictures below.

2 Complete.
u

Ask the children to look carefully at the picture

at the top of the page and draw the missing
object in the pictures below.

67

Answer key

Answer key

eyes

nose

ears
arms

mouth

legs

2 Match.
u

Ask the children to match the part of the body

to the corresponding object.

Extra Fun 10
Pages 91 and 92

1 Circle 5 differences.
u

Tell the children to discover and circle five

differences between the two pictures.

68

Answer key

My Profile

Pages 93 - 95
With the objective of making the content learned
more meaningful for the children, they will work on
their profiles now, making reference to their personal
preferences in relation to the unit topic. This section
also works as consolidation and general revision of
the topics studied in level 1.

Page 93
Hi! Im
u
u

Ask the children to bring a photograph of

themselves to class.
Ask them to complete the phrase: Hi! Im
and paste their photographs in the picture
frame.

My favourite colour is
u
u

2 Look and number.

u

Tell the children to number the pictures

according to the logical sequence of the story.

Tell the children to colour Webbys T-shirt any

colour they want.
Ask the children to prepare an oral
presentation with the information in their
profile. They are supposed to say: Im(name)
and I love (colour).

Page 94

My favourite pet is
u

Review the names of the pets studied: turtle,

cat, hamster, fish, dog, bird. Tell them to choose
their favourite pet and colour it.

My favourite toy is
u

Review the names of the games and toys

studied with the children: ball, train, doll,
computer game, board game, puzzle, robot. Ask
the children to choose and tick their favourite
games and toys.
Now ask them to prepare an oral presentation.
They will have to use phrases such as: My
favourite pet is and my favourite toy is.

69

Page 95

This is my pencil case.

u

Ask each child to look at his / her pencil case

and draw their school objects in the picture of

the pencil case on page 95.
You can ask the children to prepare an oral
presentation about the school objects in
their pencil cases: This is my pencil case:
,
,
.
In the blank spaces, they must mention what
they drew, for example, one eraser, two pencils,
one blue pen, etc.

I love my family.
u

To finish the profile, ask the children to

draw their own family in the picture frame
and prepare an oral presentation for their
classmates. For example: I love my family! This
is me, this is my mum, etc..

70

Track List - Audio CD

Track

Listening Activity

Track List - Audio CD

Track

Listening Activity

02

Unit 1: Hi! Page 4. Exercise 1: Look and listen.

27

Unit 5. Page 34. Exercise 7: Listen and point.

03

Unit 1. Page 7. Exercise 4: Sing: Hello.

28

Unit 6: My family. Page 36. Exercise 1: Look

and listen.

04

Unit 2: Colours. Page 8. Exercise 1: Look and

listen.

29

Unit 6. Page 37. Exercise 2: Listen and say.

Unit 2. Page 9. Exercise 2: Listen and say.

30

05

Unit 6. Page 39. Exercise 4: Listen and circle.

06

Unit 2. Page 9. Exercise 3: Listen and point.

31

Unit 6. Page 41. Exercise 6: Listen and talk.

07

Unit 2. Page 11. Exercise 5: Listen and circle.

32

Unit 6. Page 41. Exercise 7: Sing: I love my

family

08

Unit 2. Page 12. Exercise 6: Listen and say.

33

Page 42. Kids Web Gang in Bird watching

09

Unit 2. Page 13. Exercise 7: Colour and sing:

Rainbow song

34

Unit 7: Lets play! Page 44. Exercise 1: Look

and listen.

10

Page 14. KidsWeb Gang in Wow! A rainbow!

35

Unit 7. Page 45. Exercise 2: Listen and say.

11

Unit 3: Shapes. Page 16. Exercise 1: Look and

listen.

36

Unit 7. Page 46. Exercise 5: Listen and point.

37

Unit 7. Page 47. Exercise 6: Sing and point:

Lets play!

38

Unit 8: My schoolbag. Page 50. Exercise 1:

Look and listen.

39

Unit 8. Page 51. Exercise 2: Listen and say.

40

Unit 8. Page 53. Exercise 5: Sing and move:

School time

41

Unit 8. Page 54. Exercise 6: Listen and match.

42

Page 56. Kids Web Gang in Its time to play

ball!

43

Unit 9: Cyber, the robot. Page 58. Exercise 1:

Look and listen.

44

Unit 9. Page 59. Exercise 2: Listen and say.

45

Unit 9. Page 60. Exercise 4: Listen and number.

46

Unit 9. Page 62. Exercise 7: Sing and move: My

robot

47

Unit 9. Page 63. Exercise 8: Listen, draw and

say.

48

Unit 10: Breakfast time. Page 64. Look and

listen.

12

Unit 3. Page 17. Exercise 2: Listen and say.

13

Unit 3. Page 19. Exercise 5: Listen and circle.

14

Unit 3. Page 21. Exercise 8: Sing and move:

Shapes

15

Unit 4: Pets. Page 22. Exercise 1: Look and

listen.

16

Unit 4. Page 23. Exercise 2: Listen and say.

17

Unit 4. Page 23. Exercise 3: Listen and point.

18

Unit 4. Page 26. Exercise 6: Listen and tick.

19

Unit 4. Page 26. Exercise 7: Listen and check.

20

Unit 4. Page 27. Exercise 8: Listen, draw

and say.

21

Unit 4. Page 27. Exercise 9: Sing: Wheres my

little dog?

22

Page 28. Kids Web Gang in Pets are cute!

23

Unit 5: Numbers. Page 30. Exercise 1: Look

and listen.

49

Unit 10. Page 65. Exercise 2: Listen and say.

24

Unit 5. Page 31. Exercise 2: Listen and say.

50

Unit 10. Page 67. Exercise 5: Listen and circle.

25

Unit 5. Page 32. Exercise 4: Listen and draw.

51

Unit 10. Page 69. Exercise 7: Sing and circle:

Delicious

26

Unit 5. Page 33. Exercise 5: Sing and

complete: Ten little birds

52

Page 96. Classroom language

71

de Alcntara, Maria Estela

58 St Aldates
Oxford OX1 1ST
United Kingdom
2012 Ediciones Santillana, S. A.
Leandro N. Alem 720
C1001AAP Buenos Aires, Argentina

Kids Web 1 Teachers Book / Maria Estela de Alcntara

y Tatiana Martin. - 1a ed. 1a reimp. - Buenos Aires : Santillana, 2013.
72 p. + CD-ROM ; 28x22 cm.
ISBN 978-950-46-2962-7
1. Enseanza de Ingls. 2. Educacin Bilinge. 3. Libro
del Docente. I. Martin, Tatiana II. Ttulo
CDD 371.1

First published by
Richmond Publishing, Editora Moderna, 2010
ISBN: 978-950-46-2962-7
Publisher: Mabel Manzano
Project Coordination and Edition: Cintia Zaitune
Assistant Editor: Hilani Mercadante
Contents: Maria Estela de Alcntara, Tatiana Martin
Series Consultant: Paul Seligson
Copy Editors: Dbora Marie Tamayose, Maria Estela de Alcntara, Camila Carmo da Silva,
Katia Gouveia Vitale, Mariana Mininel de Almeida, Rafael Gustavo Spigel, Ray Shoulder, Sheila
Winckler Simes da Silva, Vivian Viccino
Proofreaders: Denise de Camargo, Tania Magalhes
Art and Design: Andreza Moreira
Art and Design Assistant: Glucia Koller
Cover Design and Layout: Andreza Moreira, Artefato23, Beat64 visual concept_design
Special design: Andreza Moreira, Glucia Koller
Layout: Glucia Koller, Hulda Melo, Pedro Gentile, Beat64 visual concept_design
3D character illustration: Artefato23
Illustrations: Alessandra Cavalcanti, Alexander Santos, Andrea Horn, Anna Anjos, Eliana
Delarissa, Fabiana Salomo, Leonardo Teixeira, Marina Ueno, Ricardo Girotto, Wilson Jorge Filho
Photo Research: Felipe Campos, Fernanda Siwiec, Mariana Lima
Photo Editing: Bureau So Paulo, Fabio N. Precendo
Photographs: Fernando Favoretto / CID
This Teachers Book includes an Audio CD.
Queda hecho el depsito legal que marca la ley 11.723.
Impreso en Argentina. Printed in Argentina.
First Edition Published 2012
Second Printing: September 2013
All rights reserved. No part of this book may be reproduced, stored in a retrieval system or
transmitted in any form or by any means, electronic, mechanical, photocopying, recording,
or otherwise, without prior permission in writing from the Publisher.
The Publisher has made every effort to trace the owner of copyright material; however,
the Publisher will correct any involuntary omission at the earliest opportunity.
Este libro se termin de imprimir en el mes de septiembre de 2013, en Artes Grficas Integradas,
William Morris 1049, Florida - Vicente Lpez, Repblica Argentina.

ea

AU G M E N T E D R E A L IT Y
kidswebgang.com.a r/AR

The series for beginners which connects children to the

www.kidswebgang.com.ar

English-speaking world

Components
For the child:

For the teacher:

Course Book with a built-in Activity Book

CD-ROM with songs, karaoke version of
songs and games

Teachers Book with notes, suggestions

for extra and alternative activities and
annual lesson planning

Audio CD with listening activities, songs
and karaoke version of songs

PAUL SELIGSON


CD-ROM with photocopiable material,
tests and diploma

SERIES CONSULTANT

Very well-known and highly respected worldwide for his work in teacher
training, research and ELT materials development for children, teenagers
and adults, Paul Seligson has visited Argentinian classrooms and is
highly appreciated by English Language teachers for his dynamic and
practical presentations and suggestions.

ch

er

s B o o k