Here We Go! 02 Teacher's Guide Unit 3

Souvenir! 27 twenty-seven 1. A Good Story! Stories are narrations that tell about adventures of different characters. There are true, fantasy and mystery stories. The writer creates the beginning, middle and end of the story. Work in pairs.You need a pencil,an eraser and paper. 2. Think about ideas for a story.Make a list. 3. Write your story.Use“ Elfie’s Wish ” as a model. The name of the story is “The Soccer Ball”. “Soccer Ball is a small ball.He doesn’t have any friends…” 4. Illustrate your story with drawings and present it to your class. 21st Century Skills: Planning Planning allows you to organize ideas or activities, in order to create coherent stories and projects. a. Before writing your story,did you brainstorm ideas? b. Does your story have a beginning,a middle and an end? c. Does your story have drawings that illustrate the text? Checkpoint 36 1. Listen and match the activities with the times. thirty-six 2. Look at the timetable and complete it with always , sometimes or never . a. Luis ___________________ plays soccer. b. He ____________ works. c. He __________ plays tennis. 3. Read and complete the timetable. 6:30 ________________________. 7:15 ________________________. 3:20 ________________________. 3:30 ________________________. 4:00 ________________________. 6:15 ________________________. Janehasmany things to doonMonday! Shewakes up at six thirty. Shegoes to school at seven fifteen. She comesbackhome at three twenty.At three thirty she works in thegarden.At four o’clock, shedoeshomework. Shehasdinner at six fifteen. a. b. c. Tuesday work play soccer Wednesday Thursday Friday Monday work work play soccer work She wakes up Fun Fact Unit 8 Using imagery Tool Kit Boarding Pass 78 1. Lina has a farm.Go to the Sticker Page and paste the animals.Then, listen and repeat. seventy-eight What Animals Are There on the Farm? Destination You will write sentences to express existence. Expressing existence in the present There are some farms that have exotic animals like llamas. donkey 2. Listen to what Lina says about the animals on her farm.Then,number the pictures. 3. Choose the farm animal you like the most. Then,ask 3 friends.Mark the boxes. Which farm animal do you like? I like the horse. A t t h e F a r m Me Friend 1 Friend 2 Friend 3 goat sheep rooster duck pig cow horse chicken 1 Animals T R I P R e f l e c t i o n Color your progress. 20 40 60 80 100 Grammar Bridge 79 seventy-nine There is not = There isn’t There are not = There aren’t 4. Daniel,Lina’s friend,also has a farm. Read and draw the animals. On my farm, there is one pig, there are two sheep, there is one horse, there are two cows and there is one rooster.But, there isn’t any duck. 5. Look at the picture.Count and complete the sentences using there is, there are, there isn’t, there aren’t. A t t h e F a r m I can write sentences to express existence. a. There aren’t any roosters. b. _ ________ ______ _______ donkey. c. _ ________ ______ ________ goats. d. _ ________ ______ _______ chickens. e. _ ________ ________ any ducks. f. _ ________ ______ _______ pig. 6. Compare Lina’s and Daniel’s farms. There are three pigs. ________________________ ________________________ ________________________ ________________________ There are four pigs. ________________________ ________________________ ________________________ ________________________ G rammar and Vocabulary 8 • Checkpoint: A quiz that, in addition to evaluating what has been presented in the unit (in terms of communicative functions), familiarizes students with international exams since the format of the activities resembles that of the Cambridge Tests for Children: Movers (A1, books 1-3) and Flyers (A2, books 4-6). • Souvenir!: It offers students a new opportunity to apply what they have learned. Also, it works as a useful tool to assess skills development: a step-by-step project (often related to a cutout page) is developed. The result will be a product that motivates reflection on a 21st century skill . Other sections In addition, the units include: • Destination: It sets a learning goal that will be assessed through an activity at the end of the lesson. • Trip Reflection: A self-assessment statement related to the learning goal presented at the beginning of the lesson.