English Unit 06

EJE: EN RELACIÓN CON LA LECTURA “El reconocimiento de algunas similitudes y diferencias relevantes en relación con el español como, por ejemplo, en lo alfabético, el uso de mayúsculas, e

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` Invite pupils to look at the picture of Patrick

Before they read the speech bubble, ask if they remember anything about him

` Ask pupils to read the speech bubble Were they right? Where does he live?

` Ask pupils to describe where he is Is this street similar or different from streets in their home town? What about the shops and houses?

` Ask pupils to compare Patrick’s clothes and people’s clothes to theirs How similar or different are they?

` Invite the class to say what they know about Ireland Do they know anybody from this country? You may ask pupils about their grandparents or great-grandparents Are/

Were they from Ireland? If yes, where from in Ireland? Do they have relatives there? Where?

` Bring a map of the world and ask pupils to locate Ireland and Dublin on the map

` Focus on the pictures of the streets and discuss what they can see in them Focus on the different styles of buildings Have pupils compare and contrast them

` Focus on the picture of the castle (Dunluce Castle) and the forest Invite pupils to imagine what it is like to be there

` Focus on the pictures of Oscar Wilde and Bram Stoker Have pupils read any of their books? Do they know what kind of stories

they wrote? Have they read Dracula or The

Happy Prince? You may wish to tell them

what the stories are about

` Focus on the first question Do they like reading? Why? Why not? What sort of books

do they read? Supply additional vocabulary

as needed and write key words on the board

` Focus on the second question Elicit names

of writers and their work If pupils can’t come

up with any ideas, ask them to find out on the Internet or in books in the school library

• ! TIP

This may be a good opportunity to find out why some pupils don’t like reading and maybe help them find books they may like For those who like reading, it can also be a good opportunity

to suggest books they can read Focus on the second question Elicit answers from the class

Optional activity

Ask pupils to bring maps of Ireland

or Europe They can print them from the Internet As you work along the unit, locate the places that appear in each lesson on the map Pupils do the same on their maps Ask them to find information about these places, traditions and celebrations, famous Irish people and make a folder about Ireland

Here are some links to guide your conversation:

About Ireland:

http://www.discoverireland.ie/

http://www.lonelyplanet.com/ireland

About Dunluce Castle:

http://www.glenarmcastle.com/dunluce-castle aspx

About Bram Stoker and Dracula:

http://bramstoker.org/

About Oscar Wilde and The Happy Prince:

http://www.bbc.co.uk/history/historic_figures/ wilde_oscar.shtml

http://www.wilde-online.info/oscar-wilde-biography.htm

About Argentinian writers:

http://www.donquijote.org/culture/argentina/ literature/

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Lesson 1

Optional lesson starter

Write the word FILM on the board Ask pupils if they like going

to the cinema or they watch films at home What’s more fun?

Elicit names of popular films and ask them why they like them

You may need to supply some additional vocabulary

1 39

` Focus on the pictures in Activity 1 What kind of films are

those? Have they seen any of them?

` Focus on the question and invite the class to predict the answer

Answer: Because he wants to see a film/go to the cinema.

 Learning strategy

Highlight the similarity between some of the words and

Spanish, eg: animated / animación; horror / terror; science

fiction / ciencia ficción; etc.

EJE: EN RELACIÓN CON LA LECTURA

“El reconocimiento de algunas similitudes y diferencias

relevantes en relación con el español como, por ejemplo,

en lo alfabético, el uso de mayúsculas, el orden de palabras,

el uso de tiempos verbales y su morfología, el uso de

pronombres, los cognados y falsos cognados (“falsos

amigos”).”

“La formulación de anticipaciones e hipótesis en relación

con el sentido del texto y el paratexto, antes y durante el

proceso de lectura, a partir de títulos, ilustraciones y otras

pistas temáticas y lingüístico-discursivas.”

` Tell the class to look at the pictures and listen to the track

Play track 39 once

` Tell the class to listen to the track again and repeat

` Play the track at least twice Pause after each word and ask the class to repeat

` Play each exchange again and ask volunteers to repeat individually

` Have pupils pay attention to the pronunciation of some of the new words as they may cause some difficulty, eg: thriller, science fiction – \Tril´\ \sai´ns ÉfikSn\ Tell pupils that the primary accent falls on the word ‘fiction’

• ! TIP

It is difficult to detect pronunciation mistakes or who has not repeated the lines with chorus answers Use this technique first and then ask individual pupils to repeat

2

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

` Give them time to read and complete the texts

` When they have finished, discuss as a class what type of film each of these summaries is

` Have pupils work individually or in pairs and continue each of the stories Circulate helping them with additional vocabulary

as necessary

` Give plenty of time for them to do this When they have finished, ask pupils to share their stories as a class

` Choose some of them and have pupils write their ending on the board for class discussion

Answers: 1 horror; 2 fantasy; 3 musical; Pupils’ own answers

• ! TIP

If you feel the activity is going to take too long, you may ask pupils to write a few notes for the stories They can start working

on them at home and bring a first draft the following class and finish them Alternatively, you may ask them to choose one of the stories, the one they like most, and develop just that one

3

` Ask pupils to work in pairs

` They take it in turns to ask and answer about their favourite films

Click here for photocopiable material (p11).

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

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

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Lesson 2

Ask the class about their activities the previous weekend

What did they do? Did anyone watch a film? What was the film

about? Take advantage of this conversation to revise the past

tense of verbs

1 40

` Tell pupils to open their books at page 81 and look at the

pictures What is going on? Elicit ideas from the class

` Tell the class to listen and read Play track 40 once and invite

the class to follow in their books Were their ideas correct?

` Play track 40 again Stop after each exchange and invite

the class to repeat

` Play each exchange again and ask volunteers to repeat

individually

` Ask pupils to re-read the dialogue Ask them if the children

are speaking about the past, the present or the future

` Ask them to give examples of each tense

` Focus on the ‘Grammar Trip’ section Ask pupils to read the

examples Do they refer to the present, the future or the past?

They read and match

` When they have finished, check as a class

Answers: Present: They usually see animated films Past: They went to the

cinema to see a thriller Future: They are going to see a basketball match.

Ask pupils to write some of the examples on the

board or they can provide their own Invite them to

underline the words that indicate the tense used in the

sentences, eg: auxiliaries, adverbs or phrases showing

time, verb endings, etc

EJE: EN RELACIÓN CON LA REFLEXIÓN SOBRE LA LENGUA QUE SE APRENDE

“La reflexión, con la ayuda del/la docente, sobre algunos aspectos fundamentales del funcionamiento de la lengua extranjera que se aprende.”

2

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

` They read the text and complete it with the correct form of the verbs

` When they have finished, ask them to work with a partner and compare their answers

` Check as a class Ask pupils to explain what helped them decide which tense to use

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

6 didn’t have

3

` Ask pupils to re-read the text in Activity 2

` They read the sentences and decide if they are True or False

` When they have finished, ask them to work with a partner and compare their answers

` Check as a class Ask pupils to explain what helped them decide

Answers: 1 False; 2 True; 3 True; 4 False; 5 False

Remind the class of the conversation at the beginning

of the class about what they did the previous weekend Ask them to imagine Patrick is going to visit them in their home town Tell them to write an email telling Patrick about their last weekend, their plans for this week and for his visit

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

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Lesson 3

Play a chain game You need a soft ball or another object you

can pass to pupils Begin by saying, eg: Last week I went to the

park Pass the ball to Pupil A Pupil A says, eg: Last week I went

to the park and I played football and passes the ball to Pupil

B Pupil B says, eg: Last week I went to the park and I played

football Then I went to the cinema They keep adding things

they did without repeating the verbs Encourage them to be

funny and creative The idea is to have fun while revising the

past tense

1 41

` Ask the class if they have ever gone camping What did they

do? Did they enjoy it? If they haven’t, ask what they think

people do when they go camping Would they like to go too?

` Focus on the pictures in Activity 1 Tell the class to listen to the

track and follow in their books

` Play track 41 once Pupils only listen and follow in their books

` Play the track again at least twice Pupils listen and number

the pictures in the order they hear them

` Check as a class

` Play the track again Pause after each phrase and ask the class

to repeat

` Play the track again and ask individual pupils to repeat

Answers: a 6; b 8; c 1; d 7; e 2; f 3; g 5; h 4

Ask the class if they have done any of those activities

Did they enjoy them? Invite them to speak about their

experience Supply additional vocabulary as necessary

p79 ` Ask pupils to read the questions and return to page

79 Elicit ideas from them You may ask them to begin

to make notes for a story

Suggested answers: In horror stories, because the look scary In fantasy

stories, because they don’t look real.

2 42

` Tell the class that they are going to listen to Patrick speaking about what he did when he went camping

` Ask pupils to read the sentences before playing the track

` Play the track twice Pupils just listen and become familiar with the content

` Play the track again Pupils write the correct sentences in their notebooks/folders

` When they have finished, ask pupils to work in pairs and check their answers Then check as a class

Audioscript:

Patrick: Last weekend, I went camping with my school friends and teacher to

Killarney National Park We swam in the lake, we rode horses and we saw lots

of animals At night, we made a fire and sat around it We sang songs and I told horror stories, about ghosts, monsters and haunted houses They were really scary My friends couldn’t sleep that night On Monday,

I wrote a composition about one of the horror stories.

Answers: 1 Last weekend, Patrick went camping 2 He swam in the lake

3 He saw a lot of animals 4 He made a fire at night 5 He told horror stories 6 On Sunday, he wrote a composition.

3

` Focus on the sentences Ask pupils to complete them so that they are true for them This involves using affirmative and negative forms of the past correctly

` When they have finished, ask pupils to share their sentences

as a class

` Write some of the mistakes on the board for class discussion

Optional activities

1 Ask pupils to listen to the track again Tell them to try and remember what Patrick and his friends did Play the track a few times so that pupils can take notes Then check as a class

2 Click here for photocopiable material (p12).

4 Across: swam (1), made (4), sat (5) Down: wrote (8), saw (3), sang (6), rode (2), told (7)

5 2 wrote; 3 sang; 4 saw; 5 didn’t buy; 6 didn’t swim

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Lesson 4

Remind the class of the different types of films they like Talk

about the stories they have written or outlined so far Invite

them to share the stories with the class Alternatively, ask

pupils to retell some story they have read or heard

1 43

` Focus on the picture Invite the class to predict the kind of

story this picture could be included into What happened in

this house? Whose house was it? Elicit ideas from the class

` Tell the class to listen to the track and read the text Play track

43 at least twice Were their predictions correct?

` Play the track again Ask pupils to underline or circle the new

words Ask them to guess the meaning from the context

` Focus on the ‘Grammar Trip’ section Ask pupils to re-read the

text and circle the sentences where these words appear

` In pairs, ask them to discuss and decide

` Discuss as a class

` Explain to pupils that these words are used to order a story

` Write some examples on the board for class discussion

Answers: ✔ First, Then, Finally

2

` Ask pupils to read the rubric and make sure they understand

what they have to do

` Allow plenty of time for pupils to read the clues and write the

story using the pictures and clues Tell them to use the story in

Activity 1 as a model Encourage them to add more details

` Tell pupils to make a first draft of their story They exchange it with a partner and make comments about each other’s work

` Circulate giving help as necessary

` When they receive their copy of the story with the comments, they write their final version

` Ask pupils to share their story with the class

Answers: went to the forest and a bear ran after her Then she got lost in

the forest But she saw a strange house and went inside Finally, she woke

up She was scared – it was all a bad dream!

EJE: EN RELACIÓN CON LA ESCRITURA

“La aproximación gradual y progresiva a la escritura de textos breves, en forma grupal o individual, de géneros

ya conocidos, en soporte físico o digital (mensajes, cartas breves, descripciones, invitaciones, adivinanzas, historietas, entre otros), a partir de un disparador y con diferentes propósitos comunicativos Esto supone:

` la frecuentación de ejemplos de textos que puedan servir de modelo y el reconocimiento de sus características principales;

` la consideración del destinatario, el tema a abordar y

el propósito con que se escribe, es decir, de elementos relacionados con el contexto de enunciación;

` la elaboración de un plan o esquema junto con el/la docente cuando sea necesario;

` la relectura de cada borrador del texto con el/la docente

y la reformulación conjunta a partir de sus orientaciones sobre el uso apropiado de una palabra o expresión, dudas ortográficas o de puntuación, entre otras;

` la escritura de versiones mejoradas sobre la base de devoluciones del/la docente o de pares.”

3

` In pairs, pupils take it in turns to ask and answer questions about what they did last Saturday Tell them to include the words they have learnt to order the events

` Circulate listening to the pupils’ exchanges and checking for correct pronunciation and use of the past tense and sequencers Choose a pair to model the dialogue

6 a 2; b 1; c 4; d 3

1 Maggie and Paul bought food in the supermarket yesterday at 9.30

2 They went home at 10.15 3 They had a picnic in the park at 11.15

4 They travelled by bus at 12 o’clock.

7 1 No, they didn’t 2 The bought the food at the supermarket 3 They had

the picnic in the park 4 Yes, they did 5 No, they didn’t.

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Lesson 5

Do a story building session with the help of the class Begin

telling a story, eg: One day, I was walking in the mountains It was

a Pause and ask pupils for help, eg: What was the weather like?

Elicit ideas from the class Choose one of the most popular, eg:

It was a sunny day, and then continue It was a sunny day and the

birds were singing in the trees I couldn’t see anyone around but then

I saw a house in the distance Then ask, What was the house like?

Pupils describe the house Continue adding details and asking

the class questions to build up the story When the story is over,

ask them to work in groups and draw a mini-poster for the story

1

` Focus on the pictures Ask pupils to cover the texts and ask

questions about the pictures What can pupils see? Where is that

place? Who’s the person in the photo? Elicit ideas from the class

` Ask pupils to read the rubric and check that they understand

what they have to do

` Tell pupils to read the texts Were their ideas correct?

` Pupils read and choose the correct type of story Allow

enough time for them to do the activity

` When they have finished, check as a class Ask them to explain

what helped them decide

` Ask pupils to re-read the texts and guess the meaning of unfamiliar

words You may ask them to write an example in their notebooks/

folders as they may need the vocabulary for future story writing

Answers: 1 science fiction; 2 musical

“La formulación de anticipaciones e hipótesis en relación

con el sentido del texto y el paratexto, antes y durante el

proceso de lectura, a partir de títulos, ilustraciones y otras

pistas temáticas y lingüístico-discursivas.”

2

` Ask pupils to read the text in Activity 2 again Then ask them

to read the sentences and decide if they are True or False

` When they have finished, ask pupils to work in pairs and compare their work

` Check the answers as a class Encourage pupils to justify their answers

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

3 44

` Focus on the table and the rubric Ask pupils what they have

to do

` Tell the class you are going to play track 44 Play the track once Pupils just listen

` Play the track again at least twice Pupils listen and put the ticks in the correct places

` Check as a class Ask pupils to say the answers using complete sentences

Audioscript:

Katy: I got up at 7 o’clock I had breakfast and then went to the club

I swam for two hours Then I ran some kilometres and finally I went home I am training for the Olympics.

Patrick: I always get up at 8, but yesterday was Saturday, so I got up at 10

Then I had breakfast with my brother and then we went to ride our bicycles in the park We rode till lunchtime I saw the famous actor Johnny Smart in the park He was there with his children.

Peter: I got up at 8 o’clock and had breakfast with my mum and dad Then

I went to the beach and rode my bike I don’t like running but I like riding very much.

Answers:

Katy Patrick Peter get up at 8 o’clock ✔ have breakfast ✔ ✔ ✔

ride a bike ✔ ✔

see a doctor ✔

Click here for photocopiable material (p13).

8 Pupils’ own answers

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Lesson 6

Ask pupils if they know any stories that teach a lesson, eg: Red

Riding Hood, The elves and the shoemaker, etc Help them retell

the stories in simple language Then, ask the class what lesson

the story teaches Fables are especially useful for this You may

choose to bring a well-known fable and tell it to the class, or ask

pupils who know it to help you tell it Then they can discuss what

they can learn from the story Alternatively, you may choose

some local legend

1

` Ask pupils to cover the text and focus on the pictures Have

them describe the pictures and predict what happens in the

story

` Tell pupils to read the story and check if their predictions

were correct

` Focus on the rubric and check that pupils understand what

they have to do

` They read the story and number the pictures in the correct

order Allow enough time for this

` Tell pupils to circle or underline the words they don’t know

and encourage them to guess the meaning using the pictures

and the context

` When they have finished, discuss the answers as a class Invite

pupils to explain what helped them decide

` If pupils find the story a bit difficult to understand, help them

with simple leading questions

Answers: a 4; b 6; c 1; d 3; e 2; f 5

“La aproximación a la comprensión de que un texto escrito puede abordarse aunque no se conozca el significado de todas las palabras que lo constituyen, y de que el sentido de un texto

no depende exclusivamente de las palabras que lo conforman.”

“La lectura de textos descriptivos, narrativos o instruccionales breves, de diferentes géneros discursivos, relacionados con temáticas variadas, de extensión y complejidad acordes al momento de la escolaridad y a las condiciones de enseñanza:

invitaciones, mensajes, instrucciones, correos electrónicos, folletos, historietas, epígrafes, relatos, entre otros.”

2

` Tell the class to re-read the story and the sentences

` They decide if they are True or False

` Discuss the answers as a class and encourage pupils to say what helped them decide

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

1 Divide the class into groups of four Ask groups members to choose a character and rehearse the story Then they act it out for the class They can make a crown or donkey’s ears or other elements

in the story to act it out

2 You may wish to bring the story of The Emperor’s

new clothes to the class Either you tell the class the

story or ask them to read it Then pupils can discuss the similarities and differences between his story and the story of King Breas You can visit:

http://www.andersen.sdu.dk/vaerk/hersholt/

TheEmperorsNewClothes_e.html https://www.youtube.com/watch?v=wng-eSUk9I0

3 Click here for photocopiable material (p14).

EJE: EN RELACIÓN CON LA PRODUCCIÓN ORAL

“La participación en dramatizaciones sencillas –que podrán incluir textos propios creados a partir de un modelo–, juegos y otras instancias lúdicas que impliquen interacción oral.”

Page 85

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Lesson 7

Remind the class of the writers they saw the pictures of in

the opening section of the lesson Ask if they remember their

names and what they wrote Bring a number of books in

English of different kinds to the classroom Put them on your

table and ask pupils to look at the covers and predict what

the books are about Tell them to choose one they would like

to read Tell them to read the blurb and tell the class what the

book is about

“La lectura de textos descriptivos, narrativos o

instruccionales breves, de diferentes géneros discursivos,

relacionados con temáticas variadas, de extensión y

complejidad acordes al momento de la escolaridad y a las

condiciones de enseñanza.”

1

` Tell pupils to cover the texts and focus on the photos What

books are these? Elicit ideas from the class

• ! TIP

The picture of Dracula is very easy to recognize but the other two

will prove a challenge Encourage the class to imagine what sort

of book would have these pictures, what the story is about, etc

Elicit as much information as possible form the class

“La formulación de anticipaciones e hipótesis en relación con el sentido del texto y el paratexto, antes y durante el proceso de lectura, a partir de títulos, ilustraciones y otras pistas temáticas y lingüístico-discursivas.”

` Tell the class to uncover the texts and read the summaries

Tell them to circle or underline the new words

` Remind them to use the context to guess the meaning of new words

` When they have finished reading, ask the class if their predictions about the books were correct

` Pupils match the pictures to the correct summary

` Correct as a class

Answers: 1 b; 2 a 2

` Focus on Activity 2 Have pupils re-read the article and complete the sentences

` When pupils have finished, discuss the answers as a class

Answers: 1 Gulliver; 2 Dorian Gray; 3 Dorian Gray; 4 Gulliver

Think twice

` Focus on the questions Elicit answers from the class

` Ask pupils to justify their answers, especially when giving

an opinion

` Supply additional vocabulary as necessary

1 Ask pupils to read the ‘It’s a fact!’ section about Ireland’s Nobel Prizes Ask the class if they know what the Nobel Prize is Have them search the Internet or look up the information in an encyclopedia in the school library

2 Ask pupils to work in small groups and look for information about Argentine Nobel Prize winners for literature or other disciplines They write a short presentation for the class They can add pictures from the Internet

For readers in English for children, visit:

http://www.macmillanenglish.com/courses/

macmillan-childrens-readers/

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Lesson 8

Remind the class the stories they have read, written and talked

about during the last lessons Introduce the word ‘character’

and ask about the characters in the stories Remind pupils of

films they have seen Who are their favourite characters? Why?

Encourage the class to describe the characters

1

` Ask pupils to read the story they have as a model Focus on

the table and help pupils see how to use it to organize their

story

` Focus on the organization of the text into paragraphs Help

pupils notice how the narration is organized chronologically

Highlight the use of inverted commas to show what people

are saying

` Now they are ready to prepare their story Ask pupils to

choose the characters, time, place, etc and write their notes

in the table They also choose a title for the story

2

` Once pupils have collected the information they need, tell

them to begin writing the first draft of their story

` Remind them to use the sequencers and grammar in the box

` When they have finished the first draft, tell pupils to exchange

their story with a partner They read, correct and make

comments on each other’s work

` With these comments and corrections in mind, pupils write

a second draft of the story

` You may ask them to show you their stories and provide

feedback for further revision if necessary

` Pupils write the final version of the story

EJE: EN RELACIÓN CON LA ESCRITURA

“La aproximación gradual y progresiva a la escritura de textos breves, en forma grupal o individual, de géneros

ya conocidos, en soporte físico o digital (mensajes, cartas breves, descripciones, invitaciones, adivinanzas, historietas, entre otros), a partir de un disparador y con diferentes propósitos comunicativos Esto supone:

` la frecuentación de ejemplos de textos que puedan servir de modelo y el reconocimiento de sus características principales;

` la consideración del destinatario, el tema a abordar y

el propósito con que se escribe, es decir, de elementos relacionados con el contexto de enunciación;

` la elaboración de un plan o esquema junto con el/la docente cuando sea necesario;

` la relectura de cada borrador del texto con el/la docente

y la reformulación conjunta a partir de sus orientaciones sobre el uso apropiado de una palabra o expresión, dudas ortográficas o de puntuación, entre otras;

` la escritura de versiones mejoradas sobre la base de devoluciones del/la docente o de pares.”

3

` Tell pupils to illustrate the story with appropriate pictures

` They may write the story on a large sheet of paper and glue or draw the pictures

4

` Invite pupils to share their story with the class

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

“La participación en intercambios orales breves, a partir de disparadores, para resolver una tarea comunicativa como, por ejemplo, solicitar y brindar información; invitar a una persona a una celebración, a formar parte de un grupo de trabajo en el aula, a hablar sobre actividades del tiempo libre.”

Page 87

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Lesson 9

Revise the story of King Breas on page 85 Write some key

words on the board and have pupils generate sentences with

the words chosen

1 45

` Ask pupils to look at the pictures quickly and predict what

happens Elicit ideas from the class Help pupils with new

vocabulary Accept answers in L1 Echo what they say

in English

` Tell pupils to read the rubric and the question Check that

they understand what they have to do

` Play the track at least twice while the class reads

` When they have finished, invite pupils to answer the question

` Have the class re-read the text and ask them to circle words

they don’t know Encourage pupils to guess the meaning from

the context

Answer: Yes, it did.

Ask pairs of pupils to read the dialogues Highlight the

importance of using the correct intonation

“La formulación de anticipaciones e hipótesis en relación con el sentido del texto y el paratexto, antes y durante el proceso de lectura, a partir de títulos, ilustraciones y otras pistas temáticas y lingüístico-discursivas.”

“La participación en dramatizaciones sencillas –que podrán incluir textos propios creados a partir de un modelo–, juegos

y otras instancias lúdicas que impliquen interacción oral.”

2

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

options and make sure they understand what they have to do

` Ask them to re-read the story and tick the correct option

` When they have finished, elicit answers from the class Encourage pupils to justify their choices Invite them to reflect

on the benefits of helping in emergencies and working as a team to solve those emergencies

Answer: 3 ✔

“La participación asidua en situaciones propias del contexto áulico, (saludar, solicitar aclaraciones, pedir, dar una opinión, manifestar estados de ánimo, entre otros).”

3

` Focus on the question Have pupils look at the options and reflect on their behaviour

` Invite them to answer Highlight the importance of being honest in their answers

` Invite them to share their answers with the class

` You may wish to discuss what they should do in case of a real emergency, eg: a fire Is there a protocol in the school? If there

is, you may share it with the class and they can make a poster with instructions

Progress Check 6

1 made; sing; wrote; ride; told; see; swam; sit

2 1 went; 2 listened; 3 danced; 4 made; 5 ate; 6 played; 7 sang; 8 invited;

9 swam; 10 loved

3 Suggested answers: 1 travelled by plane; 3 swam in the sea/river;

4 they rode bicycles in the park; 5 they made a cake

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