Play and Learn English 3 / Teacher’s Guide 1

Play and Learn English: Teacher´s Guide Text © Flávia Corrêa Magalhães.
Flávia Corrêa Magalhães Design and Ilustration © Idiomagic.
Published 2021.
2ª Edición
Todos los derechos reservados; ninguna parte de esta publicación puede ser
Idiomagic reproducida, almacenada en bancos de datos accesible ni transmitida de
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Argentina grabado, sin autorización previa escrita por el editor.
La autora quisiera agradecer a Bárbara Alcaraz por su trabajo y dedicación en
ISBN 978-987-29023-7-7 el desarrollo de este libro.

Impreso en talleres propios de la editorial. Autorización de copia:

Libro de edición argentina.
Los derechos de reproducción del material contenido en este libro son
Correa Magalhaes, Flavia
reservados. Sin embargo la editora permite que se hagan copias de
Play and learn english : teacher’s guide . - 1a ed. -
aquellas páginas identificadas como fotocopiables (PHOTOCOPIABLE), de
Tucumán : Idiomagic, 2013.
acuerdo con las siguientes condiciones.
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ISBN 978-987-29023-7-7
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1. Enseñanza de Lenguas Extranjeras. 2. Inglés. 3. Guía para el Docente.
para el cuerpo docente del lugar. Esta autorización no se extiende a otras
I. Título
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CDD 371.1
ejemplar del libro para poder tener acceso a sus contenidos.

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autorización por escrito de parte de Idiomagic.

2 Play and Learn English 3 / Teacher’s Guide

 Contents

Contents of
Play and Learn English Unit Plan

Letter to the teacher 4 Unit 1: Hi! 18

Elements for the student 5 Unit 2: Rainbow 28

About the Studen´s Book 6 Unit 3: Shapes 38

How to use the Student´s Book 7 Unit 4: Sweets 49

Elements for the teacher 10 Unit 5: My House 60

How to use the Teacher’s Guide 12 Unit 6: Fruit and Vegetables 70

A typical lesson 14 Unit 7: Fast Food 81

Other elements included in this guide 14 Unit 8: Day and Night 91

General Procedures 17 Unit 9: Zoo Animals 101

Festivities 122 Unit 10: Let’s Play! 112

Index 126

Photocopiable Section 128

Play and Learn English 3 / Teacher’s Guide 3

Hello, dear teacher!
Welcome to Play and Learn English, an easy and fun way to assure you that with our techniques and through these
play while learning the English language. I feel most grateful games and proposals the goal of learning satisfactorily will
to your acquiring of this collection. It is my desire that you be enormously accomplished.
take the most advantage of these pages, since they were The games help the children develop their self-esteem and
conceived with dedication and enthusiasm. confidence, while they naturally absorb vocabulary and
The Play and Learn collection, aimed to children’s education, expressions.
is made out of five volumes, each of which is composed by All the activities proposed in each book were thought of
ten units, with five lessons each. The books were thought and planned according to every phase, always stimulating
for children who enjoy learning and having fun at the same the imagination and mental development among children.
time. Therefore, each unit was carefully designed, and the The planning of contents is built to be implemented
most important concepts taken into account were the throughout the year, with thematic modules that answer
children’s universe, a clear progression of grammar and to the characteristic necessities of each group, always
vocabulary, and the systematic way in which the learning considering a continuity for forthcoming years, avoiding a
takes place. All these ingredients are the ones which enable superposition of contents.
us, as teachers, to take the level of teaching and learning Here we combine really fun material,a dynamic
to its top. methodology and an attractive planning.
The new language is presented through a major variety In this guide you will find ideas to make the most of the
of resources, such as games, stories, music, physical resources, as well as suggestions to enrich your classes
activities, among others. The result is a unstructured with the execution of alternative activities for each book.
and entertaining way to learn. Our methodology includes Play and Learn English offers you all the support and help
techniques with sounded proved success. We also establish you need to acquire a positive image for your little students.
as a priority the Communicative Approach that prepares You are the fundamental piece for this machinery to work.
the student to receive the new language, also integrated to We consider the teacher the nexus between the student and
the learning process. the success or failure of the learning process. Therefore, once
All of the classes have been planned with the inclusion of again we welcome you and invite you to feel comfortable
different moments, ready to awaken the interest of children with this guide.
and really appropriate for the classroom. At every moment I wish you an excellent and successful year, full of victories.
something different takes place, in an environment A hug.
prepared to make them play and learn. Here your students
will have the possibility of jumping, designing, coloring,
modelling, dancing, singing and even acting out. We can Flávia Corrêa Magalhães

4 Play and Learn English 3 / Teacher’s Guide

 Elements for the student

Student’s Book Digital Kit

The student’s book is composed by ten units with five lessons each. The digital kit consists of a suite of easy-to-use interactive digital
Each unit offers a series of playful activities meant to awaken the resources for reinforcement and extension. It includes downloadable
children’s creativity, and also a personalized register of the language. material in the section Let’s color!, they have access to the unit song
We go through a variety of strategies, which include oral, visual and in the section Let’s sing as well as the picture dictionary to review
physical activities. This concept will be the same for the contents of all vocabulary. Parents can look at the book index to keep in touch with
the units. The concepts are gradually developed along the book, taking their kids process of learning. There are also some online games for the
the learning to the top. students in the section Let’s play!
Also, activities such as pasting, coloring and designing are fundamental
for the phase the children are going through.
All the scripts and lyrics are written at the back of the page in the
child’s book, separated in thematic units.

Play and Learn English 3 / Teacher’s Guide 5

 About the Student's Book

All the units are made up by five lessons. The activities for each section have a The symbols we use in the book are the following:
creative focus, enabling the students to strengthen or learn in an easy and fun way.

Each page of the book is thought to be the last component of a number of playful
activities, which are suggested in the teacher’s guide. There are approximately five
to six suggestions for each lesson. The idea is for the children to learn and fix on
the vocabulary through games, music, dialogues and other activities. By the time
the child has to express his knowledge on the paper, the previous process will have
been so entertaining and challenging, that this last step will be naturally achieved.
Every unit is divided into four sections:
In conclusion, when finishing the unit all of your students will have successfully
presentation, motivation, consolidation and revision.
learnt the new vocabulary and expressions.
At the same time, each part is accompanied by varied activities for the teacher
to work with his/her students. Our main objective is to provide the child with the
acquisition of basic vocabulary, articulating essential structures.
Student's Book

Presentation: The activities were created to present the new words, using
H i!
Unit

different playful activities in order to help the students familiarize with these new
5 7 9

concepts.
Lesson 1 Lesson 2 Lesson 3

Motivation: The goal for these suggestions is to allow all the children to
participate, in a way that they feel confident about the new vocabulary.
11 13

Lesson 4 Lesson 5

Consolidation: The objective behind these activities is to help your students

Play and Learn English 2 / Teacher’s Guide 19

reinforce the learnt concepts. Here you will find all the suggestions for games to
check the vocabulary of the unit.

Revision: These final activities were developed to evaluate the children’s

knowledge by the end of the unit.

6 Play and Learn English 3 / Teacher’s Guide

 Listen, repeat and pick up:
Hi!
Hello!
Bye bye!
I'm a boy.
I'm a girl.
I'm a teacher.

How to use the Student's Book I�m a student.

It's a school.
The back of the page is a guide to the teacher, Good Morning!
Good Afternoon!
besides from the guide provided in your own book. Good Night!

Activity 1
We have also considered the fact that when the book Listen to your teacher, find the different pictures
and color them in.
goes home, the children’ s parents will have access
H i!
Unit

1 to the activities their offspring do at school. At the 6

Also, there is a rectangle at the left bottom of the
same time, they can check the songs and dialogues
back of every page. You will find there a simple text
the children work with, as the scripts are in the book.
which easily explains the activity to be developed.
In this way, by the time the book arrives home the
children’s parents will be able to check what your
5

students are learning.

Unit

1 H i! LET´S SING!

Lesson 2
Let�s sing the song!
Hi!

In the first lesson of each unit the new words are Unit PICTURE
HI!

H i!
Let�s sing the song again! Hello teacher, say say say

1 DICTIONARY
This time you sing! Good Morning, say say the boys

presented.
Good Afternoon, say say the girls
Bye bye bye, say everybody
Vocabulary: Hi, Hello, Bye-Bye, School, Boy, Girl, Teacher, Student, Hey, hello, hello, hello!
Good Morning, Good Afternoon, Good Night.
We do not use any kind of written instruction in
Hello teacher, say say say
Activity 2 Good Morning, say say the boys
Find the boy and the girl and mark them with an X. Good Afternoon, say say the girls
Lesson 1 Bye bye bye, say everybody
the book; we use symbols. The recognition and Listen, repeat and pick up: Hey, hello, hello, hello!
Hey, hello, hello, hello!
Hi!
employment of these symbols will be a most useful Hello!
Bye bye!
tool for the development of the activities. The You will always find the list of new words for each
I'm a boy. 8

I'm a girl.
PICTURE
children are told to infer the activities through visual unit: this information is in the back of the first page
Unit I'm a teacher.

information. In this way, by looking at the image the

1 H i!
I�m a student.
of the unit, in top of it.
It's a school.
DICTIONARY
At this step the new vocabulary is checked and
Vocabulary:
Good Morning! Hi, Hello, Bye-Bye, School, Boy, Girl, Teacher, Student,
child will be able to know which is the activity he has Good Morning, Good Afternoon,
Good Afternoon! Good Night. broaden through the music.
Good Night!
to achieve. Lesson
Activity 11 When reaching the second lesson of each unit, you will
Listen,
Listen torepeat andfind
your teacher, pick
theup:
different pictures
and color them in.
always find the presentation of the song for the module.
Hi!
Unit

1 H i!
PICTURE
DICTIONARY Hello! These are specific songs for each taught content. We
6
Bye bye!
Vocabulary: Hi, Hello, Bye-Bye, School, Boy, Girl, Teacher, Student,
Good Morning, Good Afternoon, Good Night.

Lesson 1
assure you that they cover important didactic functions,
Listen, repeat and pick up: I'm a boy.
among which your students will be able to fix vocabulary
Hi!
Hello!
Bye bye! I'm a girl.
I'm a boy.
I'm a girl.
I'm a teacher.
I'm a teacher. and structures.
I�m a student.
I�m a student.
It's a school.
Good Morning!
Good Afternoon!
Good Night! It's a school. The lyrics for each song are written here.
Activity 1
Listen to your teacher, find the different pictures Good Morning! It is meant for you, the teacher, and the parents at
and color them in.
The script
Goodor lyrics are also written at
Afternoon! the back of
6

Good Night!
home to help the children understand the contents
the page.
Activity 1
of the song.
Listen to your teacher, find the different pictures
and color them in. Play and Learn English 3 / Teacher’s Guide 7
 Also, every song has a karaoke version. We advise These last lessons are meant to reinforce the new As the lessons are generally supported by
you to use it in order to check if your pupils are able vocabulary with attractive activities, increasing listening activities, every track is written down on
to sing along. At the same time, using this version even more the focus on the words, through a your book.
of the song will enable you to check the children’s dialogue and listening activities. In this way the You will also find the instructions for the activities
pronunciation in a different context. children will familiarize much more with the to do, since we do not use written instructions on
vocabulary. the children’s book.
Every unit of the book also contains a grammatical
topic which is widened throughout the lessons.
The activities that involve listening comprehension
are aimed to develop and increase the auditory
ability on the child, helping him to fix the
pronunciation. Our big objective behind these
suggestions is to help the pupil think in English.
13

Unit 1, Activity 4, Page 11

Unit 2, Activity 3, Page 19

Unit

1 H i! LET´S PLAY! 107

Lesson 3
Listen to the dialogue:
- Hello teacher!
- Hello boy! Hello girl!
What's your name?
- My name is John.
- What's your name?
- My name is Mary.
- Bye bye teacher!

Press outs
- Bye bye.
Unit

1 H i!
Now, answer the question:
What�s your name?

This section of the book provides the child of a

Activity 3
Less
on 4 Draw your self portrait, then show it to the class
Listen
, repe and say your name.
Good at an
Morni d show LE T´
Good ng me: S CO
Aftern !
LO

set of creative images to be cut-out and pasted

R!
Good oon!
9 Night
! 10

Activ
ity 4
in different units. This kind of activity allows the
Press
out th

children to reinforce the contents they are learning

can pl e pupp
ay. ets (p
ag e 107)
and co
lor th
em so
we

IND EX
in a different, surprising manner.
12
Unit
1 H i! Every time you visualize the image of a pair of
Lesson 5
Listen, poin
t and repeat:
teacher and
say: �Hi, teac
her! Good Mor
d Afternoon!�
ning!�
scissors you must ask the children to go to the
Point to the : �Hi, boy! Goo
boy and say �
Point to the od Night, girl!

Cutting out Section. Remember that the number

say : �Go
girl and
Point to the

Activity 5
her find the
right way to
the school. of the page to look for, as the explanation of the
Help the teac

7
activity is always found at the back of the page in
which the children must do the activity.
14

8 Play and Learn English 3 / Teacher’s Guide

 Unit 4, Activity 5, Page 43
Unit 3, Activity 4, Page 31
EASTER
HAPPY

Father’s
Happy

Day!
Certificate

Congratulations!

..........................................................

Successfully finished
Play and Learn English 3

Well Done!!!

Date: ........................................
Teacher: ...................................
111
Unit 7, Activity 4, Page 71 105
Unit 6, Activity 4, Page 61 Unit 10, Activity 3, Page 99

Festivities Certificate Stickers

These pages are devoted to give you ideas for the When a child finishes each stage of the collection, This page contains auto-adhesive images to be
different special dates throughout the year. Most of he is given a certificate that shows his development placed in different activities of the book.
them are cards to be assembled and all of them are along the year. In this way parents will have a nice The children will surely like this kind of activity,
printed in construction paper. memory of their children’s process of learning English. and it is a perfect way to encourage them to fix the
vocabulary you are teaching.

Play and Learn English 3 / Teacher’s Guide 9

 Elements for the teacher

Teacher’s Guide Puppet of Mr. Mouse

This is the guide where you will find detailed planning for each lesson. They Each book of this collection provides a pet that will help the children discover
were selected based on the easy they are to be prepared, since most of them the wonderful world of English. Your students will love living this adventure
need materials that are easily found. together with Mr. Mouse.
At the same time, the guide contains the pages from the student’s book, in a
small format.

10 Play and Learn English 3 / Teacher’s Guide

 | 2/6
er 3
togeth English
me rn
Put Lea
9 | Play and
Unit

Un
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5
|
Hap
Pl py
ay
an at
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En 4/
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ish
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1/5
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Hell o han ish 3
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Unit and Lear
Play

Unit 2 | Green
| 4/8
Play and Learn
English 3 | 7/12
Unit 3 | Big rectangle
English 3
Play and Learn

| 1/5
snacks ish 3
Sweet n Engl
4 | and Lear
Unit Play

Unit
1 Unit
Play | He 2 |
Step
and llo and
Lear | 1/ Play
and
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glish Eng
lish
3 3

9
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| 3
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| 5/9
Snake 3
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Unit Learn
and
Play

Flashcards Digital Kit Games

Each unit is provided with a set of flashcards. These It consists of interactive digital resources These are colorful and laminated illustrations, whose
illustrations are a fundamental resource to present for reinforcement and extension. It includes objective is to be useful to you in the different activities
new contents, fix them, and to be used while playing downloadable material such as songs, listenings, that have been designed for you and your students.
games. extra activities, tests, festivities, templates, report These images posses a code that will simplify the
As you know, the use of images during the process of card, a picture dictionary and the book index. action of looking for the material you need.
learning is extremely useful, since it is usually fixed There are also some online games for the students
on the child’s memory. Remember that the students in the section Let’s play! and some colouring pages
only work with visual and auditory resources. in the section Let’s color!
You will also find the digital version of the student’s
book.

Play and Learn English 3 / Teacher’s Guide 11

 Hello!, and on the other Bye bye! Your pupils will
Set 1: Hello hands
UNIT 1 - HI! print their hands in paint, using one color for each
Set 2: Happy together
greeting.
set 3: Sunshine / Peeking o

How to use the Teacher's Guide 1 - HI!

UNITVocabulary Objectives for this unit
Materials
• To acquire basic knowledge on the recognition of So
characters Flashcards
Hello, hi, bye bye, good morning, good afternoon, and greetings. of the unit, puppet of Mr. Mouse, Hello

Vocabulary school.• To introduce

good night, teacher, boy, girl, student, Materials handsthe book’s pet, Mr. Mouse.
(Games), paper tape, small ball, decorated
Hi!
Hello, hi, bye bye, good morning, good afternoon, Flashcards of theplastic bottle,
unit, puppet of Mr.popsicle sticks, Happy
Mouse, Hello together
Hello, teacher
UNIT 1 - HI! Song
Expressions Evaluation criteria
Vocabulary
Hello, hi, bye bye, good morning, good afternoon,
good night, teacher, boy, girl, student, school.
Materials
Flashcards of the unit, puppet of Mr. Mouse, Hello
hands (Games), paper tape, small ball, decorated
Hi!
Hello, teacher
Say, say, say, say.
good night, teacher, boy, girl, student, school. UNIT 1 - HI!
hands (Games),
Towards thepaper tape,
(Games),
end of small
theposter,
unit ball,
your decorated
paint, colored
students Say, circles
should glue, say, say, say.
made
Expressions
plastic bottle, popsicle sticks, Happy together
(Games), poster, paint, colored glue, circles made
Good morning,
Say, say the boys. What’s your name? plastic be
bottle, popsicle
able to recognizesticks, Happymoments
the different together
that Good morning,
Expressions of white construction paper, Sunshine / Peeking
What’s your name?
of white construction paper, Sunshine / Peeking Good afternoon,
My name is …
out / Moon glow (Games). Say, say the girls.

My name is …
Are you a boy or a girl?

(Games),comprehend
poster, paint, colored glue, circles made Say, say the boys.
Bye, bye-bye,

the routine of your class, as well as the

I’m a …
Flashcards

Materials
Says everybody.

Vocabulary
Good Morning, teacher!

What’s your name? out / Moon glow (Games).

Total: 10 Hey, hello, hello,
Good Afternoon, boy!
Hello, hi, bye bye, girl, boy, teacher, school, Hello!
Bye bye, girl!

Project
good morning, good afternoon, good night

Are you a boy or a girl? difference in gender.

of white construction paper, Sunshine / Peeking Good afternoon,
My name is … Hello, hi, bye bye, good morning, good afternoon, Flashcards of t
Games
Divide a poster in halves: on one side write the word
Total: 5

out / Moon glow (Games). Say, say the girls.

Hello!, and on the other Bye bye! Your pupils will
Set 1: Hello hands

Are you aI’m

boya or
… a girl?
print their hands in paint, using one color for each
Set 2: Happy together

Flashcards
greeting.

good night, teacher, boy, girl, student, school.

18 Play and Learn English 2 / Teacher’s Guide hands (Games
set 3: Sunshine / Peeking out / Moon glow (puppets)

Bye, bye-bye,
Objectives for this unit

I’m a … Good Morning, teacher! The Evaluation Criteria is a useful tool that will plastic bottle,
• To acquire basic knowledge on the recognition of
characters and greetings.

Flashcards
• To introduce the book’s pet, Mr. Mouse.

Evaluation criteria
Expressions Total: 10 Says everybody.
Towards the end of the unit your students should
be able to recognize the different moments that
Good Afternoon,
Good Morning, teacher! boy! guide you along the unit. In this way you will surely (Games), post
comprehend the routine of your class, as well as the
difference in gender. Total: 10 What’s Hello,
your name?hi, bye bye, girl, boy, teacher, Hey, school,
hello, hello,
18 Play and Learn English 3 / Teacher’s Guide Good Afternoon, boy!
Bye bye, girl! know what to expect from the children when the of white const
Hello, hi,My
byename
bye, girl, boy, teacher,
is …morning,
good good afternoon, Hello!
school, good night
Bye bye, girl! fifth lesson comes to an end. Consequently, all the out / Moon gl
good morning,
Are yougooda boyafternoon,
or a girl?good night
As you start each unit, you will find all the Project activities we propose are a reflection of this aim.
necessary elements to use throughout it, as well
Project
All the expressions to be included and taught
Games
I’m a …
Games Flashcard
Divide a poster in halves: on one side write the word
Good Morning, teacher!
throughout the unit are exposed here.
Divide a poster in halves: on one side write the word Total: 5 Total: 10
as the expectations that you and your students are Total: 5
Hello!,
Hello!, and on theand onBye
other the bye!
other Bye
Your bye!willYour pupils
pupils will
Good Afternoon, boy!
supposed to reach. Set 1: Hello handsSet 1: Hello hands Hello, hi, bye
print
print their their
hands hands
in paint, in paint,
using using
one color one color for each
for each Bye bye, girl!

Song
Set 2: Happy together
Set 2: Happy together good morning
UNIT 1 - HI! greeting.greeting.
set 3: Sunshine / Peeking out / Moon
Projectset 3: Sunshine / glow (puppets)
Peeking out / Moon glow (puppets)
Games
Objectives for this unit Divide a poster in halves: on one side write the word
Vocabulary Materials Objectives for this unit
Hi!
Hello!, and on the other Bye bye! Your pupils will
Total: 5
• To acquire basic knowledge on the recognition of
Hello, hi, bye bye, good morning, good afternoon, Flashcards of the •unit,
To puppet
acquireof basic knowledge
Mr. Mouse, Hello on Hello,
the recognition
teacher of Set 1: Hello ha
characters and greetings. print their hands in paint, using one color for each
good night, teacher, boy, girl, student, school. hands (Games), paper tape,
characters small ball,
and pet, decorated
greetings. Say, say, say, say. Set 2: Happy t
• To introduce the book’s Mr. Mouse. greeting.
plastic bottle, popsicle sticks, Happy together Good morning, set 3: Sunshine
Expressions • To introduce the book’s pet, Mr. Mouse.
(Games), poster, paint, colored glue, circles made Say, say the boys.
What’s your name? Evaluation criteria Objectives for this unit
These are is
the of white construction paper, Sunshine / Peeking Good afternoon,
My name … words included in each unit. Evaluation criteria
Towards the end of the unit your students should • To acquire basic knowledge on the recognition of
out / Moon glow (Games). Say, say the girls.
Are you a boy or a girl? This
be is to
able therecognize
objectivethewedifferent
pretendmoments
the children
that to
Towards the end of the unit yourBye, students characters
bye-bye,should
By the end andofgreetings.
each unit we suggest you the
I’m a … achieve by thethe
comprehend end of each
routine unit.
of your class, as well as the • To introduce the book’s pet,isMr. Mouse.
Flashcards be able to recognize the different Saysmomentselaboration
everybody. that of a Project, that some art craft to be
Good Morning, teacher! difference in gender.
Total: 10 Hey, hello,
comprehend the routine of your class, as well made hello,
as theup either individually or in groups. In this way
Good Afternoon, boy!
Hello, hi, bye bye, girl, boy, teacher, school, Hello! Evaluation criteria
we provide each unit with an appropriate closure. If
Bye bye, girl! 18 difference in gender.
Play and Learn English 2 / Teacher’s Guide
good morning, good afternoon, good night Towards the end of the unit your students should
you have the chance, expose the finished art crafts
be able to recognize the different moments that
Project 18 Play and Learn English 3 / Teacher’s Guide on the school’s walls.
Games comprehend the routine of your class, as well as the
Divide a poster in halves: on one side write the word
Total: 5 difference in gender.
12 Hello!,
Playand
andon theEnglish
Learn other Bye bye! Your
3 / Teacher’s pupils will
Guide
Set 1: Hello hands
print their hands in paint, using one color for each
Set 2: Happy together 18 Play and Learn English 2 / Teacher’s Guide
 UNIT 1 - HI! Song Student's Book

Vocabulary Materials
Song
Hi!
Unit

1 H i!

Hello, hi, bye bye, good morning, good afternoon, Flashcards of the unit, puppet of Mr. Mouse, Hello Hello, teacher 5 7 9

Materials
good night, teacher, boy, girl, student, school. Hi!
hands (Games), paper tape, small ball, decorated Say, say, say, say. Lesson 1 Lesson 2 Lesson 3

, good afternoon,
Expressions Flashcards of the unit, puppet
plasticofbottle,
Mr. Mouse,
popsicle Hello Hello,
sticks, Happy teacher Good morning,
together
(Games), poster, paint, colored glue, circles made
tudent, school.
What’s your name? hands (Games), paper tape, small ball, decorated Say, say, say, Say,
say.say the boys.
of white construction paper, Sunshine / Peeking Good afternoon,
My name is … plastic bottle, popsicle sticks, Happy together Good morning,
out / Moon glow (Games). Say, say the girls.
11 13

Are you a boy or a girl?

(Games), poster, paint, colored glue, circles made Say, say the boys.
Bye, bye-bye,
Lesson 4 Lesson 5

I’m a …
Flashcards
of white construction paper, Sunshine / Peeking Good afternoon,
Play and Learn English 2 / Teacher’s Guide 19

Says everybody.
Good Morning, teacher!
Total: 10 Hey, hello, hello,
Good Afternoon, boy!out / Moon glow (Games). Say, say the girls.
Hello, hi, bye bye, girl, boy, teacher, school, Hello!
Bye bye, girl! Bye, bye-bye,
good morning, good afternoon, good night
Here you have a list of all the materials to be Says everybody.
Flashcards In each unit you will visualize five images which
Project
used in each
Total: 10 lesson of theGames
unit. Hey, hello, hello, correspond to the activities that your students
Divide a poster in halves: on one side write the word
Total:teacher,
5
Hello!, and on the otherHello, hi,Your
Bye bye! byepupils
bye,will
girl, boy, school, Hello! must do along the lessons. We consider this a
Set 1: Hello hands
good
print their hands in paint, usingmorning,
one color forgood
each afternoon, good night
Set 2: Happy together useful resource to you, since it will help you with
greeting.
set 3: Sunshine / Peeking out / Moon glow (puppets)
Here are the lyrics to be used throughout the the organization and visualization of the planning.
Games
ideObjectives
write the word for this unit whole unit.
• To acquire
Total: 5
e! Your pupilsbasic
will knowledge on the recognition of
characters and greetings.Set 1: Hello hands
one color for each
• To introduce the book’sSet
pet,2: Happy
Mr. Mouse.together

set 3: Sunshine / Peeking out / Moon glow (puppets)

Evaluation criteria
t Towards the end of the unit your students should
be able to recognize the different moments that
the recognition of
comprehend the routine of your class, as well as the
difference in gender.
. Mouse.
18 Play and Learn English 3 / Teacher’s Guide

r students should
nt moments that Play and Learn English 3 / Teacher’s Guide 13
ass, as well as the
 UNIT 1 Student's Book
A typical lesson Other elements included
Lesson 1 raise one of the Hello hands, so that the children shout
Student's
the word it represents.Book
Follow the same procedure with in this guide
the other element. After a while incorporate
raise one of the Hello hands, so that the children shout
both big
H i!
Unit

1
Objective H i!
Unit

the word it represents. Follow the same procedure with hands, at higher speed, or showing the same object Within this Guide will find extra material with
1
Recognition of the wordsAfter
Hello / Byeincorporate
bye. both big several times, to make the activity funnier. Student'saBook
UNIT 1
the other element. a while
hands, at higher speed, or showing the same object 4 | This time and again with the1 Hello
H i! hands,
lot of visual recourse to develop the proposed
Unit

/ Bye bye. Lesson 1 to make the activity funnier. the word

several times,
raise one of the Hello hands, so that the children shout
leave the classroom for a moment: when coming
activities. All these ideas will help you present,
Materials
This is 4the objective
| This time and we propose
again with the to be
Hello
it represents. Follow the same procedure with
hands, back show the hand that represents Hello, and exercise and reinforce the new vocabulary. Such as:
Flashcards of the unit, ball, Hello hands (Games). the other element. After a while incorporate both big
accomplished
leavebythe
theclassroom
end of theforlesson. Each lesson
5

a moment: when coming as you leave expose the other one (Bye-Bye). On
Objective
5
H i!
Unit
hands, at higher speed, or showing the same object
has UNIT 1
a differentback objective.
show the hand that represents Hello, and each occasion the children must greet you as it
Student's Extra
Book activities
1

o hands (Games). Recognition of the words Hello / Bye bye. several times, to make the activity funnier. Tests
Lesson 1
5

as you leave expose the other one (Bye-Bye). raise On one of the Hello hands, so that the children shout
4 | This corresponds.
time and Once again withyou the notice
Hellothat hands, everybody Page 5 - Listen and color
Playfuleach activities
occasion the children must greet you astheitwordHere we explain
it represents. Followinthe
detail
samethe activity
procedure your student
with Templates
leavehas the comprehended
classroom for a the moment: activity,
whenyou comingcan choose Tell your students to listen carefully and to
Materials
1 | Present the different
corresponds. Once greetings
you noticethrough the
that everybody the must
other Page perform
element. 5 - Listen
After on theand
a while page. color
incorporate both big Festivities
back students
show theathand random thattorepresents
do the same Hello, and
procedure. repeat the words they hearHwhile you pick up the
flObjective
Flashcards ofStop
the unit, ball,ofHello
thehands (Games). i!
Unit

ashcards. has on each

comprehended them the necessary
activity, you can time hands, at
choose higher
Tell your
This expose speed,
activity or
students showing
isother
thought to the
listen same object
carefully
to be the On and
last one of theto Lesson plan 1
5

tings through the as you leave the one (Bye-Bye). corresponding cards. Afterwards they will have to
toRecognition sureofthat
make students theatwords
random
the Hello
to do
children / start
Bye bye.
the same procedure. several
assimilating times,
repeat to the
make the activity
words theygamesfunnier.
hear while you pick up the
the necessary time lesson,
each 5occasion so
the that all the
children must greet and
you playful
as it activities Index
4 | This | Introduce
time andthe pet you
again with and
the the children
Hello hands, will play color the figures, respecting the order in which they
the new vocabulary. corresponding cards. Afterwards they will have to
done throughout Page 5 - Listen and card color
theathe class
Mr. are exposed now. Report
start assimilating corresponds. Once you notice that everybody
Playful
This section 5activities
contains
| Introduce theapetlistyouof and
thethe material
children you leave
will play with throughout
thecolor
classroom for
the figures, year:
moment:
respecting Mouse.
when
the After
coming
order having
in which they heard the expressions. If you consider it better, you
Materials
1 | Present
has comprehended the activity, you can choose
greeted everybody, the puppet will ‘request’
Tell your students to listen carefully and to
for can keep the track on hold after each sentence.
withthe different the
throughout greetings
year: Mr. through
Mouse.the After having back show heard thethehand that represents
expressions. Hello, itand
If you consider better, you
will need.
2Flashcards
| Ask theofstudentsthe unit, to make
ball, Helloa hands
circle standing
(Games). up, students at random to do the same procedure. repeat the words Extra
they hear activities
while you pick up the 5

flashcards.greeted Stop oneverybody,

each of themthe thepuppet
necessary willtime
‘request’ as flashcards
foryou leave
can keep to the
eat,the
expose so other
tracktaking
on hold turns,
one all of sentence.
(Bye-Bye).
after each the
Onchildren
circle standinginup, the middle of the classroom. Then throw the ball corresponding cards. Afterwards they will have to
to make sure that the children start assimilating
flashcards to eat, so taking turns, all of the children
5
eachwill
| Introduce
give Mr.the
occasion
the
Mouse
pet you
the card
children
and
mustitgreet
the
‘wants’.
children
you as it
will play
AudioAllScript the units include two extra activities that will
color the figures, respecting the order in which they
Then throw theto ball one of them and express a salutation. He/she
the new vocabulary. corresponds. Audio Once Script
you notice that everybody Page 5
the theListen,- Listen and
repeat
enable color
and show me.you
Ifthe
youchildren to excel the learnt contents. All
will give Mr. Mouse the card it ‘wants’. Later on you
salutation. He/she Playful
will have toactivities
greet you back including this time the with throughout themight
year: Mr. want to show
Mouse. AfterMr.havingMouse heard expressions. consider it better,
Later on you might want to show Mr. Mouse has the big Listen,
comprehended
hands, repeat
so that and
the activity,
it can
greeted everybody, the puppet will ‘request’ for
show
you me.
greet can
the choose
pupils as Tell
it your• students
Hi!
can keep the track
to
thisonextra listen
activities
hold after
carefully
•
each sentence.I´mand
a to
are foundteacher
in the photocopiable
uding this timeword 1the| Present the different greetings through the
2 | Askteacher.
the
bigstudents
hands, to so make
that ait circle standing
can greet the up, pupils asstudents •atHi!
it corresponds. random to do the same procedure. • I´m a teacher repeat the words they hear while you pick up the
flashcards. Stop on each of them the necessary time flashcards to eat, so taking turns, all of the children • Hello!
section and Digital Kit. • It’s a school.
Teacher:
in the middle Hello, Agustin!
of the
corresponds. classroom. Then throw the ball • Hello! • It’s a school. corresponding cards. Afterwards they will have to
to make sure that the children start assimilating will giveEveryMr. time
Mouseyou the use
card the puppet,
it ‘wants’. it is a good idea • Bye bye!
Audio Script • Good Morning!
Child:
to one Hello,
of Every
them teacher!
and express
time you useathe salutation.
puppet, it He/she
is a good idea 5 | Introduce • Bye thebye!
pet you and the children • Good willMorning!
play color the figures, respecting the order in which they
the new vocabulary. Later to modify your own voice, in order to give more
on you might want to show Mr. Mouse the Listen, repeat and show
• I´m aComplementary
boy! material me. • Good Afternoon! Children: Bye bye, boy!

will have to to greet youyourbackownincluding

voice, this time to thegive more
Teacher: Hello, I’m a boy!

modify in order with throughout

• I´m athe boy! year: Mr. Mouse. • After
GoodhavingAfternoon! heard the expressions. If you consider it better, you Give everybody the opportunity to participate, using
Later and using the same puppets act out a short

big hands,
realismsotothat it can greet youthe pupils
out as it it. • Hi! • I´m a girl! • I´m a teacher• Good Night!
different commands.

the activities carry with dialogue. Do it slowly to give the children the

word teacher.
opportunity to understand the expressions and

3 | For the next activity

realism you willyou
to the activities need to use
carry outbothwith of it. greeted •everybody,I´m a girl!the puppet will• ‘request’ Good Night! for can keep the track onActivities
Extra hold after each sentence. imitate your movements.

Hello! It’s a school.

Extra Activity - Unit 1

need to use both2 of | Ask the students to make a circle standing up, corresponds. • • Teacher: Hi, girl! Good Morning!
My name is
_______________________________________________________________________

Teacher: Hello, Agustin!

Hi, boy! Good Afternoon!

your Hello hands. Take advantage on thethe

fact that flashcards to eat, so taking turns, all of the children
• You can propose great games with the masks of boy/
Bye bye girl!

• Bye bye! • Good Morning!

girl:

ge on the fact For in the

that eachmiddle
lesson of the
we classroom.
suggest Then
you throw
five to six ball toEvery time you use the puppet, it is a good idea
ideas
With the children sitting on the floor in a circle, hold both Bye bye boy!

Child: Hello, teacher! Audio Script

masks. Put the one of the girl in front of your face and If you think that your students will be able to answer

they have two different colors, to tell the pupils that one will give Mr. Mouse the card it ‘wants’. say I´m a girl! All the girls of the class will rise on their you, you might want to include questions such as:

to
oneone of them and express to modify your own voice, in order to give more • I´m a boy! • Good Afternoon!
Theya are salutation.
alwaysHe/she
feet, repeat the expression and sit down right away. Do

ll the pupils that

“What’s your name?” /“How are you?”

explore with the children. activities Later on you might want to show Mr. Mouse the
Extra Activity - Play and Learn English 3 - Unit 1 - 1/2 www.idiomagic.net | © Idiomagic Publisher

the same with the mask of the boy. After a while say

Listen, repeat and show me.

You may also consider inviting two children to go to

Go to the Picture Dictionary Go to Songs and Listenings

the expressions faster, or repeat them, to make sure the
Page 132 - Let’s color and cut! the front and interpret the conversation using their

e bye. Explain themrepresents Hello

will have to greet you and the
Go other
towill
back the Bye
including bye.
Picture Explain them
Dictionary
this time the realism to the activities Goyou tocarrySongs out withandit.Listenings • I´m a girl! • Good
activity is entertaining and engaging.

Night!
This time and with the children in the same position,
In this case the children will be allowed to color puppets. Remember to pay attention to your pupils’

which focus on the vocabulary you are teaching, big hands,

3 | Hereso you that will see thethe audio scripts
as it of •each
their character as they wish. Cut them out and do performance, and help them if they need it.

For the next activity you need to use both of Hi! • I´m a teacher
make them pass both of the masks among them. They

it can greet pupils will be listening to the song of the unit, and once you keep not forget the little hole where their fingers will be.

greetings, and the word

then difference
teacher. between these two greetings, and then
the music on hold, or when you say ‘Stop!’, the ones You might want to consider pasting construction
who have the masks in their hands will have to place paper behind the figures, or making copies in thicker

yourprecisely
more Hello hands. on theTakelesson.
advantage With on these
the fact that we corresponds.
games track. • Hello! • It’s a school.
Extra Activity - Unit 1
them in front of their face and say the corresponding sheets of paper so that the puppet has a better My name is
_______________________________________________________________________

sentence: I’m a girl/boy!

Teacher: Hello, Agustin!

presentation.
Allow all the students to take part in the activity.
It would also be good if you possessed your own

they have two different colors, to tell the pupils that one • Bye bye! • Good Morning!
memory, reason, mental ability and Every time you use the puppet, it is a good idea
• Another option to consider is to place the cards of

stimulate the teacher!

greetings on the floor. Call a boy and provide him with puppets to interact with your students. For example

Child: Hello,
the mask that belongs to him, following the same you can rise the puppet of the girl, and with a higher

to modify Go yourto thevoice,

Picture Dictionary Go to Songs •and Listenings
procedure with the girl. Both of them will place the mask voice say:
r’s Guide 20
representsPlay andHello andEnglish
Learn the other Bye bye.Guide
3 / Teacher’s Explain them own in order to give more • I´m a boy! Good Afternoon!
in front of their faces and after listening to your sentence Teacher: Hello, I’m a girl.

observation. Therefore, the lesson is carried out in

Extra Activity - Play and Learn English 3 - Unit 1 - 2/2 www.idiomagic.net | © Idiomagic Publisher

will jump to the required image: The girls will have to imitate you. Follow the same
Once they jump the rest of the children must repeat the
procedure with the puppet of the boy. Make your

the difference between these two greetings, and then • I´m a girl! • Good Night!
Page 133 - Let’s paint!
realism to the activities you carry out with it.
expression.
voice lower in this case:
Teacher: Hello, girl! The teacher will paint the students hands and they

the3most
| For the
motivating environment.
next activity you will need to use both of
Girl: (Jumps to the image of Hello) stamp it on the character’s arm. It is a good idea to
Children: Hello, girl!
use red paint to represent hello!
Teacher: Bye bye, boy! Go to Extra Activities
Boy: (Jumps on the card that represents bye bye)

your Hello hands. Take advantage on the fact that

Play and Learn English 3 / Teacher’s Guide 25

20 Play and Learn English 2 / Teacher’s Guide

14 they have
Play andtwo different
Learn colors,
English to tell theGuide
3 / Teacher’s pupils that one
represents Hello and the other Bye bye. Explain them Go to the Picture Dictionary Go to Songs and Listenings
 Tests Festivals
Templates • Take advantage of the masks of greetings for the
Festivities - Easter
My name is
_______________________________________________________________________

following activities.
The first idea is to choose a mask: the children will be English Test - Unit 1 English Test - Unit 1
EASTER
on the floor in a circle, and will pass to one another • As the celebration of Easter is coming, we suggest you to play Memory Game.

The templates are ideal to reinforce each unit

My name is My name is
Total Total
______________________________________________________ Points ______________________________________________________ Points

one flashcard of a character while listening to the With time make cards based on all the characteristic items of this celebration
1 2 3 1

song of the unit. Once the music is paused, whoever (an Easter bunny; Easter eggs; a basket, etc.). Keep in mind that you need to
2
has the card will have to put it in front of his/her face make a pair of each card. The children will be on the floor and the cards mixed

vocabulary and grammar. You can use them as extra

and greet you taking into account the image he/she
3

with the image facing down. Each volunteer has to turn over two cards seeking
Festivities/Easter - Play and Learn English 3 - 1/2 www.idiomagic.net | © Idiomagic Publisher

possesses and the mask you hold up. 4

to make a pair out of them.
Child: Good Morning, teacher! English Test - Play and Learn English 3 - Unit 1 - 1/2 www.idiomagic.net | © Idiomagic Publisher English Test - Play and Learn English 3 - Unit 1 - 2/2 www.idiomagic.net | © Idiomagic Publisher

Another idea is to call four children per time. One Page 149

activities or as games. There is a description for of them will be at the center of a circle formed by
the other three, holding a mask. At the same time Page 139 - Listen and match Page 140 - Let’s color!
Students will follow the sequences and cut and glue the
correct picture.
these three children will have stuck on their chest Your pupils will listen carefully to the sentences Students will color the odd one picture. As they

each one as well as suggestions of games you can

a flashcard of the characters (boy, girl, teacher). dictated by you, to match the different parts of the color ask them to name the different pictures.
The student at the center will hug any of his/ day to the window that each character holds up. Do
her classmates, and will say the corresponding not forget to remind them that each line should be
Festivities - Easter
expression: made with a different color.

develop in your class. Templates are a great tool you

My name is

Child: Good Morning, teacher! Teacher: Good Night, girl!

_______________________________________________________________________

You can also propose that the rest of the children Good Afternoon, boy!
(who will be sitting on the floor) can be the ones Good Morning, teacher!

can download from the Digital Kit or copy from the

to say the expression based on the mask and the
flashcard they see.
Always give everybody the chance of participating,
exchanging the roles.

photocopiable section.
Festivities/Easter - Play and Learn English 3 - 2/2 www.idiomagic.net | © Idiomagic Publisher

Provide the children with the card and let them decorate the Easter bunny using
different materials.

Go to Tests Page 149

Students will complete the missing half on each egg.
Play and Learn English 3 / Teacher’s Guide 27

122 Play and Learn English 3 / Teacher’s Guide

Templates

These evaluation sheets are presented in the most

Festivities
Templates - Play and Learn English 3 - Unit 1 - 3/5 www.idiomagic.net | © Idiomagic Publisher
Templates - Play and Learn English 3 - Unit 1 - 5/5 www.idiomagic.net | © Idiomagic Publisher
entertaining format, whose final objective is not to
Templates - Play and Learn English 3 - Unit 1 - 1/5 www.idiomagic.net | © Idiomagic Publisher Pages 134, 135 and 136 Page 138 make the children feel pressured. We have thought of and created material to allow
Students will color the greetings then you will help them Give to each student the half picture of a boy or girl

the children make cards in class. These ones are

cutting them and stick a piece of elastic thread at their according to their gender. The students will join the missing
backs, so students will wear them as masks. Students will part, color and perform a sentence.
produce sentences. Students: Hello! I am a boy / girl.
Students: Good morning boys!

At the same time, and since we want to provide included in the student’s book and correspond to
Templates - Play and Learn English 3 - Unit 1 - 2/5 www.idiomagic.net | © Idiomagic Publisher the student with a peaceful and natural environment, the most significant festivals and celebrations that

Templates - Play and Learn English 3 - Unit 1 - 4/5 www.idiomagic.net | © Idiomagic Publisher
there is always the proposal of a playful activity coincide with the school year. We also suggest
Go to Templates
Page 137
For this activity you will need some color paint. Paint the
to develop before heading to the sheet of paper. you to consider the introductory activities we have
Therefore, your students will count on a sense of developed, the inclusion of punctual vocabulary and
students hands and they will stamp it on the picture.

26 Play and Learn English 3 / Teacher’s Guide

continuity, besides from performing an activity that expressions and the making of these special cards.
is surely related with the forthcoming evaluation. There are also some extra activities for festivities
Tests you can find in the digital kit and photocopiable
As with the extra activities, all the material you section.
Also at the end of each unit you will find the
will need to provide your students with will be
detailed explanation to carry out an evaluation,
found on the Photocopiable Section of your book
which seeks to measure the level of the children. In
as well as in the Digital Kit.
other words, the evaluation is another element that
enables you to check if the contents you taught
were learnt correctly; otherwise you will be able to
revise the possible flows.

Play and Learn English 3 / Teacher’s Guide 15

 Lesson Plan Report Card

The book includes a photocopiable plan that allows Within the Photocopiable Section there is an
you to adapt the suggestions from the Teacher’s important tool that will enable you to check
Guide into the reality of your own lesson. In this way, the individual progress of your students. It is
your planning will be much more organized. an evaluation table which, depending on the
institution where you work, will be filled several
PLAY AND LEARN ENGLISH 3 UNIT LESSON
times during the year, according to your needs. You
LESSON PLAN
CLASS N° DATE
can download it from the Digital Kit.
Vocabulary Contents

Activities:

STUDENT´S INSTITUTION DATE

REPORT CARD NAME

Materials Book of activities:

PERIOD CLASS

Oral Expression Intellectual Knowledge Social Interaction

Observations:

The student has the capacity to: The student can: The student can:
Do not forget that...

Say words Memorize correctly the concepts that Participate of the lesson with joy
he was taught
Follow the teacher’s commands Show interest on the language
130

Index
Play and Learn English 3 / Teacher’s Guide
Apply new commands
Make simple sentences Integrate himself to the group and also
Focus to follow the instructions given has an active disposition
Sing
Perform the activities requested Handle the didactic material carefully
For each book of the collection we present a chart Carry out activities related to
the oral comprehension Respect the limits

that shows the topics to be developed throughout Understand and repeat dialogues Enjoy working in group

each unit. As always, we thought of the child, Use simple commands

GENERAL OBSERVATIONS:

his universe and interests. It is developed in the

Syllabus Guide
photocopiable section and Digital Kit.
Play and Learn English 3 / Teacher’s Guide 131

Unit

1 2 3 4 5
Hello, Hi, Bye bye, Blue, Yellow, Red, Circle, Square, Triangle, Lollipop, Candy, Living room, Bedroom,
Good Morning, Black, White, Green, Star, Heart, Rectangle, Popcorn, Popsicle, Dining Room, Bathroom,
Good Afternoon, Orange, Pink. (Big/Little). Bubble gum, Ice Kitchen, Garage, Garden.
Vocabulary Good Night, cream, Cotton candy,
Teacher, Boy, Girl, Chocolate.
Student, School.

What’s your name? What color is it? What is it? What is it? What is it?
My name is… It’s… It’s a… It´s a… It’s the…
Are you a boy or a girl? What’s your Touch a… What’s your favorite This is my...
I’m a… favorite color? Give me a… sweet? Where are you?
Are you a teacher or a My favorite color is… Is it big/little? My favorite sweet is… I’m in the…
student? I have a red… Yes/No Yummy, yummy Go to the…
Expressions I’m a…
Hi five!
I have a blue balloon. It’s a big/little +
color + shape
I like…
I want a…
Lick your…
Show me a…
Color + sweet

16 Play and Learn English 3 / Teacher’s Guide

Play and Learn English 3 / Teacher’s Guide 127
General procedures
We now provide you with some ideas for you to succeed Gesticulate and make facial expressions to help the taking the most advantage of the time.
when giving the lessons to the children: children understand what you are saying in English: the
least you have to say in your mother tongue, the better. We b eg in w ith the PRE SEN TAT ION of the
Prepare with enough time all the necessary material vocabulary to be used. In case your students already
you will need at the classroom. At the beginning of It is very important that you move around the know these contents, the first part will be devoted to the
every unit you will find a box with the elements that are classroom to see if any student needs your help, or to check REVISION of vocabulary. Next we head ourselves towards
essential to perform the suggested activities. that the children are not making mistakes while doing the MOTIVATION. In both cases, remember that these
the activities. As you well know, your walking around the steps are to be presented before performing the playful
Make your planning based on the suggestions included room will bring serenity to the lesson. Teachers of young activities.
in this book. If you judge the activities too long with pupils cannot, under any circumstances, be sitting.
regards to the time you have for each lesson, use your The time you devote to each part will depend on
own criteria to choose the ones you find more appealing. Try to check the vocabulary you are teaching through the time you have. After having done the activities you
Always include those that the children enjoy more doing. different resources, such as games, competitions, had planned, the next step is CONSOLIDATION, where the
music and dialogues. Repeating the same activities is children must expose the knowledge they have acquired
Check that you posses all the material needed for discouraging and uninteresting to the children. through the paper. This is the ideal round-up for a
each class; it is important to have everything prepared in successful lesson.
order to deliver a nice and fun lesson. Always congratulate your students: children like
receiving compliments that motivate them to learn The pet, in this case a puppet, is always a
Bear in mind including the flashcards meant for each more each time. For instance, during a game where a stimulating element which stimulates the learning
unit. Remember how important the use of images is at pupils participates and his classmates are observing, process, making it more vivid and fun. It will even
this stage, where we only teach exploring the auditory encourage them to clap their hands and congratulate maintain the students focused on different activities.
and visual skills. The flashcards are vital to present the this child saying ‘Very good, very, very good!’ In contrast, Use it during the routine, to present new words, to sing
new vocabulary, play games, check words, etc. if the student commits a mistake or fails in completing with the children, etc.
the activity, make him feel comfortable by saying ‘Try
Do not hesitate in using the extra material. They again, try again!’ Every time you use the puppet modify your voice. This
constitute a major resource for the teacher. The images With these simple ideas none of your students will feel element will be of an enormous help when integrating
are already laminated, and just need you to cut them awkward or embarrassed. the children at every moment. Make the children know
out. The way in which you are going to use each item is that Mr. Lion is happy, sad, agitated, etc. The puppet will
also detailed throughout this guide. Include routines in your planning. In this way the be a great resource to keep the order in class.
Always devote some time for the children to make the children will always know and wait for the sequence of
cards that belong to different important dates, in its activities that make up the initiation of your class. We
corresponding time. In your book you will find the steps propose you to divide the lesson in different steps: this
to make and use each card. idea will enable you to keep control of the activities,

Play and Learn English 3 / Teacher’s Guide 17

 UNIT 1 - Hi! Song
Vocabulary Materials Hi!
Hello, hi, bye bye, good morning, good afternoon, Flashcards of the unit, puppet of Mr. Mouse, Hello Hello, teacher
good night, teacher, boy, girl, student, school. hands (Games), paper tape, small ball, decorated Say, say, say, say.
plastic bottle, popsicle sticks, Happy together Good morning,
Expressions
(Games), poster, paint, colored glue, circles made Say, say the boys.
What’s your name?
of white construction paper, Sunshine / Peeking Good afternoon,
My name is …
out / Moon glow (Games). Say, say the girls.
Are you a boy or a girl?
Bye, bye-bye,
I’m a …
Flashcards Says everybody.
Good Morning, teacher!
Total: 10 Hey, hello, hello,
Good Afternoon, boy!
Hello, hi, bye bye, girl, boy, teacher, school, Hello!
Bye bye, girl!
good morning, good afternoon, good night

Project
Games
Divide a poster in halves: on one side write the word
Total: 5
Hello!, and on the other Bye bye! Your pupils will
Set 1: Hello hands
print their hands in paint, using one color for each
Set 2: Happy together
greeting.
set 3: Sunshine / Peeking out / Moon glow (puppets)

Objectives for this unit

• To acquire basic knowledge on the recognition of
characters and greetings.
• To introduce the book’s pet, Mr. Mouse.

Evaluation criteria
Towards the end of the unit your students should
be able to recognize the different moments that
comprehend the routine of your class, as well as the
difference in gender.

18 Play and Learn English 3 / Teacher’s Guide

Student's Book

H i!
Unit

5 7 9

Lesson 1 Lesson 2 Lesson 3

11 13

Lesson 4 Lesson 5

Play and Learn English 3 / Teacher’s Guide 19

 UNIT 1 Student's Book
Lesson 1 raise one of the Hello hands, so that the children shout
the word it represents. Follow the same procedure with
the other element. After a while incorporate both big
Objective H i!
Unit
hands, at higher speed, or showing the same object 1
Recognition of the words Hello / Bye bye. several times, to make the activity funnier.
4 | This time and again with the Hello hands,
leave the classroom for a moment: when coming
Materials
back show the hand that represents Hello, and
Flashcards of the unit, ball, Hello hands (Games). 5

as you leave expose the other one (Bye-Bye). On

each occasion the children must greet you as it
corresponds. Once you notice that everybody Page 5 - Listen and color
Playful activities
has comprehended the activity, you can choose Tell your students to listen carefully and to
1 | Present the different greetings through the
students at random to do the same procedure. repeat the words they hear while you pick up the
flashcards. Stop on each of them the necessary time
corresponding cards. Afterwards they will have to
to make sure that the children start assimilating
5 | Introduce the pet you and the children will play color the figures, respecting the order in which they
the new vocabulary.
with throughout the year: Mr. Mouse. After having heard the expressions. If you consider it better, you
greeted everybody, the puppet will ‘request’ for can keep the track on hold after each sentence.
2 | Ask the students to make a circle standing up,
flashcards to eat, so taking turns, all of the children
in the middle of the classroom. Then throw the ball
will give Mr. Mouse the card it ‘wants’. Audio Script
to one of them and express a salutation. He/she
Later on you might want to show Mr. Mouse the Listen, repeat and pick up:
will have to greet you back including this time the
big hands, so that it can greet the pupils as it • Hi! • I’m a student.
word teacher.
corresponds. • Hello! • It’s a school.
Teacher: Hello, Agustin!
Every time you use the puppet, it is a good idea • Bye bye! • Good Morning!
Child: Hello, teacher!
to modify your own voice, in order to give more • I´m a boy! • Good Afternoon!
realism to the activities you carry out with it. • I´m a girl! • Good Night!
3 | For the next activity you will need to use both of
• I´m a teacher.
your Hello hands. Take advantage on the fact that
they have two different colors, to tell the pupils that one
represents Hello and the other Bye bye. Explain them Go to Picture Dictionary Go to Songs and Listenings
the difference between these two greetings, and then

20 Play and Learn English 3 / Teacher’s Guide

 UNIT 1 saying the corresponding expression afterwards. Student's Book
Lesson 2
3 | Now the students will form couples. Start with
one team, giving each of them a big hand, so that
Objective they can greet each other. Another option is that
To acquire the concept of the words boy/girl and you take one of the big hands, and give the other
their meaning. one to a child chosen at random.
Children: Hi-5!
Materials
Flashcards of the unit, Hello hands (Games), 4 | Put the cards on the floor and ask a volunteer 7

Happy together (Games), Sunshine / Peeking out to select and name one. Then he /she will have to
/ Moon glow (Games). jump on that flashcard. Allow all of your pupils to
participate. Page 7 - Find and mark an X
For this activity your students will have to explore
Playful activities 5 | With the help of the puppets you will teach the scene, looking for a boy and a girl. Once they
1 | Begin the class with a revision of the words you Good Morning/Good Afternoon/Good Night, ask find them, ask them to mark the characters with an
have previously taught: Hello, Bye bye, Hi5. Next, the children to identify the different elements they X, using different colors.
holding the masks of boy and girl ask each child see (sun, cloud, moon). Being aware of this notion
which is the one that represents him/her. It is a will be helpful for them in order to differentiate the
good idea that as they answer they place the mask greetings with regards to the moments of the day.
on their face. Make them repeat the expressions several times.
Teacher: Are you a boy or a girl?
Child: I’m a… 6 | From this moment on, you will be able to teach
more complex structures that involve the word
2 | Place the cards of boy, girl, teacher, Hello and Bye teacher. Swap the puppets faster to make the
bye on the floor. With one big hand touch a character activity more entertaining.
and a greeting, so that your pupils are able to say Children: Good Morning, teacher!
the corresponding expression. Good Afternoon, teacher!
Children: Bye-Bye, teacher! / Hello, girl! /
Bye-Bye, boy!
In order to vary the activity a little, you can ask the
Go to Let’s Sing!
children to touch the flashcards they choose, always
Play and Learn English 3 / Teacher’s Guide 21
 UNIT 1 Student's Book
Lesson 3 greet as it corresponds:
Child: Good Afternoon, girl! / Good night, boy!

Objective 3 | Now stick on the board all the flashcards but

To reinforce the knowledge on the questions that is one. On the back of a volunteer stick the remaining
part of the beginning of the lesson. card. This child will not be able to see the image
he/she carries so by observing the cards exposed,
Materials the pupil will have to be able to guess what is the
9

Flashcards of the unit, ball, Sunshine / Peeking image he/she has. The rest of the students can help
out / Moon glow puppets (Games), circle made saying ‘Yes!’ or ‘No!’
Page 9 - Let’ s draw!
of white construction paper, plastic bottle, Happy
Provide all of your students with a circle of white
together (Games). 4 | Make your students sit on the floor in a circle. At the
construction paper. They must draw their own face,
center place a plastic bottle (it is a good suggestion
and once they finish, the circle will be pasted on
Playful activities that beforehand you paint it to make it more
the page. Your students can take turns to go to the
1 | Mix the puppets of salutations (Sunshine / attractive). Spin the bottle; the child who is pointed
front, expose their art craft and say Hello! My name
Peeking out / Moon glow puppets) and place them by its top will have to take a card and mention it.
is…I’m a boy / girl. Finally listen to the track and ask
on the floor. Choose a child at random and tell him/
them about the names that are mentioned. If you
her a greeting. He/she will have to be able to identify 5 | Propose playing Twister: put the flashcards of the
wish, you could even call a few pupils to interpret the
the mask and put it on his/her face. Then the rest unit on the floor, taking into account that they should
conversation: you could make the questions, and let
of the pupils will say the corresponding expression. not be too separated from one another. Then call a
them answer.
Another option is that this very same student child and mention two words: this student must put
Audio Script
could choose the mask he/she wants, and his/her one foot on one of the mentioned images, and the
Listen to the dialogue:
classmates will mention the greeting. other on the second card. Keep naming children to
• Hello, teacher! • What’s your name?
participate, but tell the previous ones not to move.
• Hello boy! Hello girl! • My name is Mary.
2 | Using paper tape, stick on the board the masks This activity will be surely attractive to them, and it is
• What’s your name? • Bye-bye teacher!
of Happy together. Then select a flashcard of a an excellent way to reinforce vocabulary.
• My name is John. • Bye-bye.
greeting and place it under the mask you prefer.
Now answer the question:
The children will have to say the correct phrase:
What’s your name?
Children: Good Morning, boy!
Go to Let’s Play!
Later on it will be their turn to stick the cards and
Go to Songs and Listenings
22 Play and Learn English 3 / Teacher’s Guide
 UNIT 1 Student's Book
Lesson 4 You will be holding a small ball and the cards of
the unit. Show a flashcard to the first child: if he/
she mentions it correctly, he/she will be able to take
Objective the ball and pass it above his/her head to the pupil
Listening activities. Interpretation of a dialogue. behind. You will take a different card for the second
student, and the procedure will be the same. In case
Materials there is someone who does not recognize the image
Flashcards of the unit, colored chalk or fibers, shown, the ball must go to the beginning of the line
popsicle sticks, Sunshine / Peeking out / Moon once again. 11

glow puppets (Games), ball.

4 | Show your students different flashcards, and
Playful activities name them incorrectly. They will have to correct you Page 11 - Color and cut
1 | Suggest the Musical chairs game: place the on each case: While listening, your pupils will have to point at
chairs in the middle of the classroom making a circle Teacher: Good Morning! (Show the image of Good the Greetings mentioned. Then ask them to color
(remember that there should be one less than the Afternoon) the figures from page 107, which will be cut out to
total number of children). While listening to the song Children: No, no, no! Good Afternoon! be transformed into puppets, with Popsicle sticks
of the unit, your students will run around the chairs, stuck behind. Last, name different expressions for
and when the music is paused, everybody will try to 5 | On the board draw a big window inside of which them to rise the corresponding puppet. It would
sit down. The pupil who cannot find a seat will have you will stick a flashcard. The children will tell you be great if you also used your set of puppets of
to choose a card and name it, and will have to leave what greeting the card represents. Another option is greetings, to guide your students.
the game. to put the flashcards on the table; name a greeting
and call a pupil. He/she will take the card, stick it Audio Script
2 | Now place the cards on the floor with the image inside the window, and greet you back. Listen, repeat and show me:
facing down. Name a volunteer, mention a word of • Good Morning!
the vocabulary for him/her, and let them turn over a • Good Afternoon!
flashcard. He/she must find the one you requested • Good Night!
Go to Let’s Color!
for: give everybody two opportunities to do it.
Teacher: Where is the boy?

Go to Songs and Listenings

3 | For the next activity the children must sit on the
floor one after the other, with their legs stretched.
Play and Learn English 3 / Teacher’s Guide 23
 UNIT 1 Student's Book
Lesson 5

Objective
Consolidation of words and expressions taught. 4 | Another good idea to make them reinforce the
knowledge of greetings is to incorporate movements.
Materials stretch your arms (Good Morning), pretend you are
Flashcards of the unit, Happy hands (Games), doing your homework (Good Afternoon), or make
colored paint or glue. believe you are yawnning (Good Night). 13

Later on you can mime and expect the students to

Playful activities infer what greeting you are describing, or do the
1 | Place the cards on the floor, name a volunteer activity the other way round. Page 13 - Let’s match!
and give him/her a Happy hands. This child must While listening, your students will have to point
touch the image and repeat the expression: 5 | The children will have to leave the classroom at the correct figure and repeat the mentioned
Teacher: Touch the teacher! for some moments. Hide the cards in different expression. Afterwards tell your pupils that they
places of the room, taking into account that must find the correct path that will lead the teacher
2 | Provide each pupil with a card: then dictate the they are accessible for them. When coming back, to her school. This activity can be carried out with
order in which you want them to make a line: divide them into two teams: the group that more colored paint or glue.
Teacher: Good Morning! Boy! Hello! Hi 5!... flashcards finds will be the winner. Encourage them
to name the cards they find. Audio Script
3 | Propose playing Chinese Whisper: your pupils Listen, point and repeat:
will be sitting one next to another in a semi Point to the teacher and say:
circle. To the first of them whisper a word learnt “Hi, teacher! Good Morning!”
Go to Index
throughout this unit. This child will have to pass Point to the boy and say:
the message to the next classmate, who will do the “Hi, boy! Good Afternoon!”
same. The last child will shout the word. Make sure Point to the girl and say:
they change positions, so that everybody has the “Good Night, girl!”
chance of being the last of the line.

Go to Songs and Listenings

24 Play and Learn English 3 / Teacher’s Guide

 Children: Bye bye, boy! Teacher: Hello, I’m a boy!
Complementary material Give everybody the opportunity to participate, using
Later and using the same puppets act out a short
different commands.
dialogue. Do it slowly to give the children the
opportunity to understand the expressions and

Extra Activities Extra Activity - Unit 1 imitate your movements.

Teacher: Hi, girl! Good Morning!
My name is
_______________________________________________________________________

Hi, boy! Good Afternoon!

• You can propose great games with the masks of
Bye bye girl!
Happy together:
With the children sitting on the floor in a circle, hold both Bye bye boy!
masks. Put the one of the girl in front of your face and If you think that your students will be able to answer
say I´m a girl! All the girls of the class will rise on their you, you might want to include questions such as:
feet, repeat the expression and sit down right away. Do Extra Activity - Play and Learn English 3 - Unit 1 - 1/2 www.idiomagic.net | © Idiomagic Publisher “What’s your name?” /“How are you?”
the same with the mask of the boy. After a while say You may also consider inviting two children to go to
the expressions faster, or repeat them, to make sure the
Page 131 - Let’s color and cut! the front and interpret the conversation using their
activity is entertaining and engaging.
In this case the children will be allowed to color puppets. Remember to pay attention to your pupils’
This time and with the children in the same position,
make them pass both of the masks among them. They their character as they wish. Cut them out and do performance, and help them if they need it.
will be listening to the song of the unit, and once you keep not forget the little hole where their fingers will be.
the music on hold, or when you say ‘Stop!’, the ones You might want to consider pasting construction
who have the masks in their hands will have to place paper behind the figures, or making copies in thicker Extra Activity - Unit 1
them in front of their face and say the corresponding sheets of paper so that the puppet has a better My name is
_______________________________________________________________________

sentence: I’m a girl/boy!

presentation.
Allow all the students to take part in the activity.
It would also be good if you possessed your own
• Another option to consider is to place the cards of
greetings on the floor. Call a boy and provide him with puppets to interact with your students. For example
the mask that belongs to him, following the same you can rise the puppet of the girl, and with a higher
procedure with the girl. Both of them will place the mask voice say:
in front of their faces and after listening to your sentence Teacher: Hello, I’m a girl. Extra Activity - Play and Learn English 3 - Unit 1 - 2/2 www.idiomagic.net | © Idiomagic Publisher

will jump to the required image: The girls will have to imitate you. Follow the same
Once they jump the rest of the children must repeat the
procedure with the puppet of the boy. Make your
expression. Page 132 - Let’s paint!
voice lower in this case:
Teacher: Hello, girl! The teacher will paint the students hands and they
Girl: (Jumps to the image of Hello) stamp it on the character’s arm. It is a good idea to
Children: Hello, girl!
use red paint to represent hello!
Teacher: Bye bye, boy! Go to Extra Activities
Boy: (Jumps on the card that represents bye bye)
Play and Learn English 3 / Teacher’s Guide 25
 Templates

Templates - Play and Learn English 3 - Unit 1 - 5/5 www.idiomagic.net | © Idiomagic Publisher
Templates - Play and Learn English 3 - Unit 1 - 3/5 www.idiomagic.net | © Idiomagic Publisher

Templates - Play and Learn English 3 - Unit 1 - 1/5 www.idiomagic.net | © Idiomagic Publisher Pages 133, 134 and 135 Page 137
Students will color the greetings then you will help them Give to each student the half picture of a boy or girl
cutting them and stick a piece of elastic thread at their according to their gender. The students will join the missing
backs, so students will wear them as masks. Students will part, color and perform a sentence.
produce sentences. Students: Hello! I am a boy / girl.
Students: Good morning boys!

Templates - Play and Learn English 3 - Unit 1 - 2/5 www.idiomagic.net | © Idiomagic Publisher

Templates - Play and Learn English 3 - Unit 1 - 4/5 www.idiomagic.net | © Idiomagic Publisher

Go to Templates

Page 136
For this activity you will need some color paint. Paint the
students hands and they will stamp it on the picture.

26 Play and Learn English 3 / Teacher’s Guide

 Tests

• Take advantage of the puppets of greetings

(Sunshine / Peeking out / Moon glow) for the
following activities. English Test - Unit 1 English Test - Unit 1

The first idea is to choose a mask: the children will be My name is

______________________________________________________
Total
Points
My name is
______________________________________________________
Total
Points

on the floor in a circle, and will pass to one another

1 2 3 1

one flashcard of a character while listening to the

2
song of the unit. Once the music is paused, whoever
has the card will have to put it in front of his/her face
3

and greet you taking into account the image he/she 4

possesses and the mask you hold up. English Test - Play and Learn English 3 - Unit 1 - 1/2 www.idiomagic.net | © Idiomagic Publisher English Test - Play and Learn English 3 - Unit 1 - 2/2 www.idiomagic.net | © Idiomagic Publisher

Child: Good Morning, teacher!

Another idea is to call four children per time. One
of them will be at the center of a circle formed by Page 138 - Listen and match Page 139 - Let’s color!
the other three, holding a mask. At the same time Your pupils will listen carefully to the sentences Students will color the odd one picture. As they
these three children will have stuck on their chest dictated by you, to match the different parts of the color ask them to name the different pictures.
a flashcard of the characters (boy, girl, teacher). day to the window that each character holds up. Do
The student at the center will hug any of his/ not forget to remind them that each line should be
her classmates, and will say the corresponding made with a different color.
expression: Teacher: Good Night, girl!
Child: Good Morning, teacher! Good Afternoon, boy!
You can also propose that the rest of the children Good Morning, teacher!
(who will be sitting on the floor) can be the ones
to say the expression based on the mask and the
flashcard they see.
Always give everybody the chance of participating,
exchanging the roles.

Go to Tests

Play and Learn English 3 / Teacher’s Guide 27

 UNIT 2 - Rainbow Song
Vocabulary Evaluation criteria
Blue, Yellow, Red, Black, White, Green, Orange, Pink. By the end of the fifth lesson, the children should be Rainbow!
able to identify the eight colors taught, as well as
Expressions Today is a beautiful day.
objects that have these colors.
What color is it? Look at the rainbow in the sky.
It’s… Materials What colors can you see?
What’s your favorite color? Red? Yes! Black? No!
Flashcards of the unit, Color spots (Games), paper
My favorite color is… Rainbow colors!
tape, Hello hands (Games), Magical Bag, stones
I have a red… Beautiful!
made out of colored paper, chalk or fibers, Step
I have a blue balloon. Rainbow colors! Yes, yes!
and speak (Games), bingo sheets, colored paint,
Yellow? Yes! Orange? Yes!
brochette sticks, wool, ball, rainbow made out of
Project White? No! Blue? Yes!
paper, balloons of different colors, drawings or
We suggest you to make a Scrap Book with the Rainbow colors!
pictures of objects, crayons made out of paper,
children. To do this, ask for figures with objects of Beautiful!
beans, glue, blindfold.
the colors they are learning. A good example is to use Rainbow colors! Yes, yes!
pictures of vegetables (lettuce, tomatoes, lemons, etc.). Flashcards What colors can you see?
On the day of the project, take with you a book, which Total: 8 Green? Yes! Pink? No!
will be made of white construction paper, folded and Blue, Yellow, Red, Black, White, Green, Orange, Pink.
superimposed. On each page, write the name of a color
as a title and let the children paste the figures they Games
brought. Games
After having finished the art craft, show your pupils Total: 7
the Scrap Book. Besides from being a great idea to Set 1: Step and speak
work with, the book can remain in the clasroom, as a Set 2: Color spots
memory-helper.

Objectives for the unit

• To acquire vocabulary based on colors.
• To learn question forms and their answers.

28 Play and Learn English 3 / Teacher’s Guide

Student's Book

Unit
2 Rainbow

15 17 19

Lesson 1 Lesson 2 Lesson 3

3
21 23

Lesson 4 Lesson 5

Play and Learn English 3 / Teacher’s Guide 29

 UNIT 2 Student's Book
Lesson 1

Objective Unit
Rainbow
2
First contact of the children with colors. Recognition of have to name it. Continue the activity with the other
the objects around us, and their colors. cards, making everybody participate.

Materials 4 | On the board stick all the cards and ask the
Flashcards of the unit, paper tape, Hello hands pupils to make a line in front of it. To each of them 15

(Games), stones made out of paper, Magical Bag. deliver an incomplete sentence naming an object
of the classroom. They will have to complete the
Playful activities expression naming the color that element has. If Page 15 - Listen and color
1 | Present the colors with the help of your they do it right, they can take the card off the board: As the children listen, they will repeat the names of
flashcards. Then focus your attention on the clothes Teacher: The table is…. the mentioned colors. Afterwards they must color
your students are wearing. You can describe the Child: Red! each brush. Keep in mind that they can color the
colors expecting the children to infer who you are brush they wish: the important thing is to color
referring to. 5 | Beforehand, make balls of colored paper of the size according to the track.
Teacher: Who’s wearing something blue? of a tennis ball, each with one of the colors you are
Audio Script
teaching. During the lesson, ask the children to make
Listen, repeat and color:
2 | This time ask the pupils to either individually or a line and put all the colored balls in your Magical Bag.
• It’s blue.
in groups, show you the colors you request. They Taking turns, each of them will take a ball and will try
• It’s yellow.
can make use of the Hello hands for this activity: to throw it inside a basket that you will have placed in
• It’s red.
Teacher: Show me something red, front of them. The child who manages to score must
• It’s green.
show me something pink… name the color. The winner of the competition will be
• It’s black.
the one who scores the most.
• It’s white.
3 | Put the cards in your Magical Bag and mix them.
• It’s orange.
The children will be in a circle around you. Close your
• It’s pink.
eyes and when you open them, ask the child in front
Go to Picture Dictionary
of you to take a flashcard from the bag: he/she will

Go to Songs and Listenings

30 Play and Learn English 3 / Teacher’s Guide
 UNIT 2 Student's Book
Lesson 2 the children to make a circle and to dance while
listening to the song of the unit. At the same time,
they will pass to one another the bag: once you
Objective
keep the music on hold, the one with the bag will
Competitions in groups. Use of commands.
take out a stain. Ask him/her to stick the color
inside the palette (it is advisable to have put rolls of
Materials
paper tape on the board, to make the activity really
Flashcards of the unit, paper tape, chalk or fibers,
dynamic). After having finished the game, ask the
Color spots (Games), Magical Bag. 17

pupils about each color.

Teacher: What color is it?
Playful activities
Children: It is blue.
1 | After having checked the words from the unit, Page 17 - Let’s color!
separate the class in two groups and provide each The children will have to color, either with crayons
4 | This time ask your students to close their eyes,
team with a set of colored stains. You will mention a or paint, each of the sections that are part of the
so that you can remove a Color spots from the
color, and both teams will try to find the corresponding rainbow. Try these colors to be red, yellow, orange,
palette. When they open their eyes, they will be
stain. The group that makes it faster will score. blue and green. You can also give them some cotton to
able to say which is the missing color:
paste on the clouds.
Teacher: What color is missing?
2 | Distribute the cards on the floor and give
Children: It’s red.
different commands (jump, run, crawl) for the
children to reach the cards. Do not forget to add
5 | Play Hide and Seek: divide the class in two
movements, so that your pupils have a reference.
teams and ask a member of each group to leave
It is advisable to carry out this activity individually,
the classroom. With the rest of the pupils, hide the
to avoid them from shoving one another. In case
flashcards in different corners. When the children
you do perform the activity in groups, ask them to
who had been outside return, they will have to find
get around the card instead of stepping on it. For
the colors. Their classmates can clap their hands
example, if you say Jump to color yellow! your
slowly or faster, if the other ones are getting near.
students will place themselves around this image.
Teacher: Jump to color blue.

3 | Draw a big palette on the board. Also, put Go to Let’s Sing!

the Color spots inside your Magical Bag. Ask
Play and Learn English 3 / Teacher’s Guide 31
 UNIT 2 3 | Play Right or Wrong, taking advantage of the Student's Book
information your pupils previously shared. Make a
Lesson 3 statement for each of them: if you are right with the
information they will have to say Yes!
Teacher: Matías, your favorite color is black.
Objective Child: Yes!
To learn how to identify and apply questions and In some cases try to say the wrong information so that
answers. the children have the chance of correcting you:
Teacher: Ana, your favorite color is green.
Materials Child: No! My favorite color is pink!
Flashcard of the unit, paper tape, paint, brochette
sticks, wool. 4 | Stick the flashcards on different walls of the classroom:
19

all the children will have to place themselves in front

Playful activities of the colors, and move their eyes in the direction you
name them. Do it faster to make the activity engaging. Page 19 - Cut, listen and paint
1 | Begin the lesson making a line on the floor with paper
Your students (or you, in advance) must cut out the
tape. The length will depend on the amount of students
5 | For the next activity you will need a small ball. On palette from page 107. Then together you will listen
you have. Half of the cards will be to a side of the tape,
each case, a child will throw the ball up and once he/ to the track, and will paint the stains. It would also be
and the rest of the images will be on the other section.
she catches it, they will have to name a color. Next, this great if you could make a brush and apply it to different
Once everybody is ready, mention colors at random so
student will throw the ball again, this time to a classmate. activities. For example once you mention a color, they
that the children jump in that direction.
Allow all of them to participate. must pretend they are painting with it. You could also
Teacher: Red! (your pupils will jump to the front or the
play the track again, and ask them to place the brush on
back, depending on where the color is).
6 | Play The Secret. Choose a flashcard at random each stain according to what they hear.
Mention the colors faster, to make the activity entertaining.
avoiding the pupils to see it. They will be formed in a line; To make the brush you will need a brochette stick for
Bear in mind to explain that it is not necessary to step on
whisper the name of the color to the one who is next to each student, and 10 to 15 threads of wool, of 5cm aprox.
the flashcard: just jumping towards that direction will be
you. This child will repeat the word to his/her classmate, Stick the threads with transparent adhesive tape. Do not
fine, and you will avoid shoving.
keeping it as a whisper. The last pupil of the line will have forget to write the owner’s name behind each palette.
to shout the color. Finally ask the children to paste the palette on the book.
2 | Introduce the expressions What’s your favorite
color? / My favorite color is… In order to accomplish this
Choose new flashcards, and let everybody take the position Audio Script
aspect place the cards on the floor and ask the children to
of the last one. Another option is that instead of shouting, Now, let’s color!
the last member of the line runs to touch an object with Let’s color with the color blue.
sit around. Make all of the pupils the same question and
the mentioned color. His/her classmates will have to say Let’s color with the color red.
provide them with a big hand. As they answer, the pupils
Yes! or No!, depending on whether the color is the correct Let’s color with the color yellow.
have to touch the card of their choice. Encourage them to
one or not. Let’s color with the color green.
use full expressions.
Teacher: What’s your favorite color, Manuel? Let’s color with the color orange.
Child: My favorite color is blue! Let’s color with the color black.
Teacher: What’s your favorite color, Ana?
Child: My favorite color is pink!
Go to Let’s Play! Go to Songs and Listenings
32 Play and Learn English 3 / Teacher’s Guide
 UNIT 2 colors they see. You may indicate them to do it from Student's Book
Lesson 4 the top to the bottom, or in the opposite direction.

3 | Use the Step and speak provided in your book.

Objective Place them on the floor in the shape of a path. Explain 1

To perform listening activities. the students that they are in an enchanted forest
2
where they only have to step on the footprints to
Materials
move. They must mention the colors as they walk
Flashcards of the unit, paper tape, ball, rainbow made 3
over them until they reach the end of the forest. The
out of paper, Step and speak (Games), drawings or 21

ones who commit a mistake must stay ‘freezed’ for

pictures of different objects, Magical Bag.
one turn. Beware of the fact that the footprints should
Playful activities not be too apart from one another, so that everybody Page 21 - Listen and circle
1 | As the first game, ask the children to sit in a circle. can participate. Propose listening to the track, which contains six
different colors. The children should point at them and
Throw a ball to one of them while you ask him/her
name them, if you consider it necessary you could
what their favorite color is. This pupil will answer 4 | Now make a circle with the footprints and choose pause the track to make sure everybody follows the
and then will throw the ball to another classmate, eight children to participate first. They will dance directions. Then mention a color so that the children
making the same question. Continue the activity until around the footprints as they listen to the song of the circle the paint can of each line. Do not forget to use
complete expressions.
everybody has participated. unit. Stop the music and indicate each of the eight
Teacher: Number one is blue.
Teacher: What is your favorite color? pupils to say what the color they see at their feet is. Also, keep in mind that each circle should have a
Child 1: It is red. What´s your favorite color? Later on call eight different students to play. different color.
Child 2: It is blue. What´s your favorite color?
Audio Script
5 | In your Magical Bag put figures of different
Listen and show me:
2 | Beforehand build a rainbow out of paper, with eight elements with their characteristic colors, for example
Show me the color green.
divisions. On each section color with paint of one of a sun, an orange, a leaf, etc. The children will be sitting Show me the color black.
the colors you are teaching. Then cut out the pieces to in front of you and as you take the figures out from Show me the color white.
separate one from the other. In class tell the children the bag, you will make questions: Show me the color pink.
that they are going to help you assemble a rainbow. To Teacher: Look at the sun. What color is it? Show me the color blue.
Show me the color yellow.
do it, put all the pieces on the floor and call a volunteer. Children: It is yellow.
Mention a color and once the child finds it, stick some
paper tape behind, to place it on the board. The next
Go to Songs and Listenings
color you mention will be the next one in the rainbow. Go to Let’s Color!
Once it is complete, ask the pupils to name all the
Play and Learn English 3 / Teacher’s Guide 33
 UNIT 2 Student's Book
Lesson 5 3 | Propose playing Hot Potato: once the children
are in a circle one of them will throw a ball to
his/her classmate while they name a color. The
Objective second pupil will do the same mentioning another
Final revision of the words learnt throughout the unit. color. The aim of the activity is not to take long
Identification of objects based on touching. mentioning the colors.

Materials
4 | Use real crayons. After having named them
Flashcards of the unit, paper tape, balloons of different 23

with your students, place them in the midle of

colors, ball, crayons made out of paper, blindfold,
the classroom making a sequence. Repeat it a few
beans, glue, objects of your selection.
times so that the pupils familiarize with them and Page 23 - Color and play
then remove them from their original position. After listening, ask the children to repeat the
Playful activities Next, rearange the sequence, this time with the mentioned sequence. Encourage them to continue
1 | Blow up balloons of different colors and place
help of your students. naming other colors.
them in one corner of the classroom. Name a child
and ask him/her to grab a balloon of the color you After this activity is finished stick all the flashcards of
5 | Now place the crayons in the middle of two
require. He /she will be allowed to keep it: once the unit on the board. The children must choose four
groups of students. One member of the first team
everybody has their balloon they will deliver a colors of their preference and color the stains on the
will mention a color, and a child from the other
sentence: page. Once everybody is ready put your set on cards
group will look for it. Once he/she finds it, his/her
Child 1: I have an orange balloon. inside a bag. Take them out one by one and show
team will do the same with the first group.
Child 2: I have a red balloon. them to the class. The one who has the color shown
6 | Blindfold a child and provide him/her with an will place a bean on it. The first child to complete the
2 | Using the balloons once again, leave them in a card must shout ‘Bingo!’
object that could be easily recognized by touching
corner of the room and divide the children in two
it. A good idea is to use fruit and vegetables: a
teams. All of the students will be at the opposite Audio Script
tomato, an orange, a banana, etc. If this student
side of the classroom. Mention a color and a child Listen to the sequence:
guesses what the object is, and therefore infers
from each group, so that they run in search for the Blue, blue, blue, blue, black!
it’s color, he/she will be able to continue playing,
required balloon. The one who does it first will score Black, black, black, black, white!
otherwise a different child will participate. Now, continue the sequence:
for his/her team. Continue with the activity until
White...
everybody has participated.
Go to Index
Go to Songs and Listenings
34 Play and Learn English 3 / Teacher’s Guide
 In order to take advantage of the two sets of spots, the colors, so as to obtain a neat result.
Complementary material call sixteen children to go to the front and on the Teacher: A yellow balloon.
chest of each of them stick a color. They will dance A blue balloon.
A green balloon.
while listening to the song, and when you stop the
A red balloon.
Extra Activities music each pupil must look for his/her partner.
An orange balloon.
Finally each couple will go to the front to present A pink balloon.
their color.
Use the Color spots for the next activities. Also, as a variation of the game you can ask all the
The children will be sitting in a circle. Place the pupils who have a spot stuck on the chest to sit down Extra Activity - Unit 2

spots at the center with the image facing down. in a circle. Mention a color so that the two students My name is
_______________________________________________________________________

Ask a volunteer to turn over two cards, looking for who possess it can stand up and change their seats.
a matching pair. If this pupil does it right, he/she If you say Colors! everybody will have to change
will continue playing: if not, another classmate will places. If you have more tan sixteen students you
participate. will need to carry out the activity a few times.
Another thing you can try is to draw the outline of
a spot on the board (make sure it is quite big). The Extra Activity - Play and Learn English 3 - Unit 2 - 2/2 www.idiomagic.net | © Idiomagic Publisher

colored stains will be on the table with the image

Extra Activity - Unit 2
facing down. Name a volunteer to go to the board: My name is
Page 141 - Let’s paint!
ask him/her what color the stain is. This pupil will
_______________________________________________________________________

Students will paint each spot using some paint of

have to go to the table, turn over a stain a stick it on
different colors. The teacher will indicate the color
the board. Then he/she will be ready to answer your
for each spot.
question.
Teacher: What color is it?
Child: (looks for the stain and sticks it as he/she
names it) It is blue.
Extra Activity - Play and Learn English 3 - Unit 2 - 1/2 www.idiomagic.net | © Idiomagic Publisher

You can even stick the sets of spots on the board.

Call a child on every opportunity to go to the board Page 140 - Let’s glue!
and match the same stains either with chalk or a Bring to the class pieces of paper with the colors
marker. Allow everybody to participate. blue, green, red, yellow, orange and pink. Place
the papers in different bowls and put them on the
tables. Dictate a color at random for the children
Go to Extra Activities to look for the little pieces: they must paste them
inside the balloon. Remind the students no to mix Play and Learn English 3 / Teacher’s Guide 35
 Templates

Templates - Play and Learn English 3 - Unit 2 - 2/3 www.idiomagic.net | © Idiomagic Publisher
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Templates - Play and Learn English 3 - Unit 2 - 3/3 www.idiomagic.net | © Idiomagic Publisher

Page 142 Page 143 Page 144

Ask students to color each splash with a different Give to each student a paint can to color with their In this activity students can work in groups of four.
color. After that, cut them and ask students to place favourite color. Then, they show it to the rest of the Each group will color the crayons and the crayon
the splashes on the palette, then they will come to class as they produce a sentence. box. Finally they will glue the crayons in the box.
the front and expose their works. Student: My favorite color is pink.

Go to Templates

36 Play and Learn English 3 / Teacher’s Guide

 Tests

Use the Step and speak for the following proposals.

Ask the pupils to sit in a circle and at it’s center place
English Test - Unit 2 English Test - Unit 2
a card from this unit. At the same time, in a box My name is My name is
Total Total
Points Points

or bag put the colored footprints. The children will

______________________________________________________ ______________________________________________________

pass the box/bag from one another, while listening

to the song. When you say stop!, the one with the
bag will shut his/her eyes and will also take out a
footprint. The objective is to obtain the same color
as the one exposed; if it is correct, the child can
place the footprint on top of the card, otherwise the
English Test - Play and Learn English 3 - Unit 2 - 1/2 www.idiomagic.net | © Idiomagic Publisher English Test - Play and Learn English 3 - Unit 2 - 2/2 www.idiomagic.net | © Idiomagic Publisher

game starts again. If the student guesses correctly

you should place a new card another of the circle.
Page 145 - Listen and color Page 146 - Let’s draw!
As with all the activities we suggest you, make sure
Your students must listen to your commands to color Students will draw the balloons. The teacher will in-
that every pupil participates.
the pencils. dicate the color for each one.
Another suggestion is to stick a card on the board:
Teacher: A yellow pencil. Teacher: My balloon is red.
call a child and stick a footprint on the soles of his/
A blue pencil. My balloon is yellow.
her feet. This volunteer will have to walk lifting his/
A green pencil. My balloon is green.
her feet, so that the rest of the children can guess
A red pencil. My balloon is blue.
what the colors are. Once the pupil reaches the
An orange pencil. My balloon is pink.
board, he/she will have to name the color exposed.
A white pencil. My balloon is orange.
A pink pencil.
A black pencil.

Go to Tests

Play and Learn English 3 / Teacher’s Guide 37

 UNIT 3 - Shapes Song
Vocabulary Evaluation criteria
Circle, square, triangle, star, heart, rectangle, Your students will be evaluated in comprehension, Shapes! Shapes!
(big/little). speaking and listening skills.
Look, look everybody
Expressions Can you find the shapes?
Materials
What is it? A circle, a big circle.
Flashcards from this unit (both sizes), shapes and
It’s a… A star, a little star,
circles made out in different sizes, box, paper tape,
It’s a big/little + color + shape Ok! Let’s find
small stone, Magical Bag, blindfold, Hello hands
Touch a… More shapes!
(Games), Peep and speak (Games), fibers or chalk,
Give me a… A triangle, a big triangle.
poster, box, puppet of Mr. Mouse, modeling clay, glue,
Is it big/little? A rectangle, a little rectangle.
Shapes and sizes (Games), Shapes track (Games).
Yes/No Ok! Ok! More shapes!
A square, a big square.
Flashcards
Project A heart, a little heart.
Total: 12
Your students will be asked to bring an x ray film Ok! Ok!
Big circle, little circle, big square, little square,
(the ink can be removed with bleach). On the film, More shapes, more shapes!
big triangle, little triangle, big star, little star, big
draw figures in both sizes, big and little. Cut them
heart, little heart, big rectangle, little rectangle
out and provide the children with paint for them to
color the shapes. Once the figures are dried, make Games
a hole on each of them with a hole punch and pass Total: 9
a folder ring through it. This set will be really useful Set 1: Shapes track
to play different games, either individually or in Set 2: Shapes and sizes
groups.

Objective for the unit

• Recognition of the different geometrical shapes.
• Identification of big and small shapes in the
context of more complex drawings.
• Learning of descriptive sentences.

38 Play and Learn English 3 / Teacher’s Guide

Student's Book

Unit

3 Shapes

25 27 29

Lesson 1 Lesson 2 Lesson 3

31 33

Lesson 4 Lesson 5

Play and Learn English 3 / Teacher’s Guide 39

 UNIT 3 Student's Book
Lesson 1

Objective Unit
Shapes
3
Presentation of geometrical shapes.
3 | Draw shapes in the air using your index finger.
Materials Exagerate your movements when doing it.
Flashcards from this unit, Shapes and sizes
(Games), paper tape, small rock, Bingo cards 4 | Propose playing Hopscotch: place all the cards 25

(Templates). on the floor in the shape of a plane. Taking turns,

the children will throw a small stone on a flashcard
Playful activities and will jump with one foot on all of the images, Page 25 - Listen and color
1 | Present the new vocabulary through the except on the one with the stone. Then they must The pupils have to listen and repeat the name of
flashcards. Ask the children to repeat the words, mention the image under the stone. every figure. Later they can color them according to
first in group and then individually. Next, the pupils your instructions.
must associate these figures with the elements in 5 | Play Bingo: provide each student with a
the classroom: photocopiable sheet, which has four divisions. Each Audio Script
Teacher: What is the shape of this flashcard? child will draw the shapes they want; then begin Let’s repeat and point:
Children: Rectangle! dictating figures at random. The one who drew • It’s a circle.
them will mark the section with a bean or an X. The • It’s a square.
2 | Using the different geometrical shapes (Shapes first pupil to complete the card must shout Bingo!. • It’s a star.
and sizes) stick one on each pupil’s chest. Mention • It’s a rectangle.
a figure at random so that the ones who possess it • It’s a triangle.
sit down. Continue naming other shapes and later • It’s a heart.
Go to Picture Dictionary
mention two figures, to make the activity more
entertaining.
Teacher: Star, sit down! Circle and triangle,
Go to Songs and Listenings
sit down!

40 Play and Learn English 3 / Teacher’s Guide

 UNIT 3 Student's Book
Lesson 2

Objective
Recognition of figures through the touch. 4 | For this activity you have to blindfold a volunteer;
give the child a shape (Shapes and sizes), for him
Materials to infer which element it is.
Flashcards from this unit, Magical Bag, Shapes and
sizes (Games), blindfold, Shapes track (Games). 5 | Show the figures, making a sequence. Then 27

mix the flashcards and ask the children to help you

ordering the line.
Playful activities Page 27 - Look and mark an X
1 | Check the vocabulary with the children: then Ask the children which were the shapes used for
name the shapes again for the pupils to represent this drawing. After listening to their answers, give
Go to Let’s Sing!
these Figures using their arms and legs. instructions so that they mark an X in those figures.
Remind them to use a different color each time.
2 | Stick a Shapes track on the board. Your pupils
will answer to your question, using the learnt
expressions:
Teacher: What is it?
Children: A circle.
They will use their finger to follow the Shape track
as they name it.

3 | Play the song of the unit as the children dance in a

circle. You will have given one of them your Magical Bag
containing all the figures they already know. Stop the
music so that whoever has the bag will take a card and
with his arms will represent the shape. His classmates
must find out which figure is being represented.

Play and Learn English 3 / Teacher’s Guide 41

 You can even use your arms and hands, and do not
UNIT 3 forget to use your set. All these resources will help Student's Book
Lesson 3 the children recognize the adjectives successfully.
Teacher: Look! This is a big circle.
And look! This is a little circle.

Objective 4 | This time place the cards with the big figures to
Differencies between the adjectives big/little. one side, and the ones with little shapes at a meter
approximately. All the images must be facing
Materials
upwards. Give each volunteer both of the big hands,
Flashcards from this unit, Hello hands (Games),
for them to touch the shapes you indicate:
paper tape, Peep and speak (Games), box, Shapes Teacher: Bruno, touch a big star and a little star.
29

and sizes (Games). Later on you might ask about different shapes, to
make the game more challenging:
Playful activities Page 29 - Listen and color
Teacher: Juliana, touch a big triangle and a little
1 | With the cards on the floor, begin the lesson By the time your pupils do this activity they will
rectangle.
making questions for the students to answer have understood the difference between big and
little. First ask them to look at the scene, and then
according to the figures you show them. 5 | Provide each child with an image, or a colored play the track to identify the mentioned shapes. It
Teacher: What is it? circle. Ask them to remain still, until you begin is a good idea to use the figures you have made, to
Children: It’s a circle. describing the figure you want to obtain. The show them as the activity progresses. Next, your
Try making yes/no questions: children who possess the elements will come to students will listen to the same track again and will
Teacher: Is it a triangle? you in couples: color the figures according to the instructions.
Children: Yes! Teacher: A red circle. A blue square …
Teacher: Is it a rectangle? Audio Script
Children: No! it’s a heart! 6 | Use the Peep and speak for the next activity: Pay Attention!
show each figure passing it behind the keyhole, Listen and learn more.
2 | With paper tape, stick the flashcards on the expecting the children to infer which shape it is. It’s a big circle. It’s a little circle.
board. Name them and then ask the pupils to shut Always guide them with questions: Look, big is the opposite of little. Look!
their eyes so that you can remove one image. When Teacher: (show the figure of a big circle) What is it? Now listen, find and color:
they open their eyes, the children must be able to Children: It’s a circle! It’s a big yellow circle. It’s a little green star.
infer which the missing card is. Teacher: Is it big or little? It’s a little black square. It’s a big red heart.
Children: Big It’s a big orange rectangle. It’s a little black rectangle.
3 | Sit the pupils on the floor in a circle, and tell It’s a little green triangle. It’a a big blue triangle.
Teacher: What color is it?
them the difference between big and little; use It’s a big pink square. It’s a little blue heart.
Children: Blue.
the adjectives from the beginning. Be as explicit It’s a big yellow star.
as possible when pointing at the different figures.
Go to Let’s Play!
42 Play and Learn English 3 / Teacher’s Guide
Go to Songs and Listenings
 UNIT 3 3 | Make a drawing on the board, using only Student's Book
Lesson 4 geometrical figures. We suggest you to draw a
robot, a car, a house, etc. Once you finish the
children must guess every figure used.
Objective
Learning of complex sentences. 4 | The next objective for this unit is for the children
to learn and say more complex sentences, which
Materials include color and size of the shapes. To do so, you
Flashcards from the unit, descriptive poster, paper might prepare with time a poster with descriptive
31

tape, box, Shapes and sizes (Games). images: for example, you can draw a pair of hands
that are separated one from the other, and below
them another pair of hands, this time near. Next Page 31 - Put the stickers
Playful activities Your students will listen to the track which contains a
to these drawings, draw a palette with colored
dialogue. Before heading to the book, select two pupils
1 | As a first activity, we propose you to draw spots and last, drawings of figures. Mention a first
to repeat the conversation, using the shapes that are
shapes on the board using dots. Each student will sentence pointing at the poster’s sections: mentioned. Remember that you may vary the elements
connect those dots to discover the figure. Also, ask Teacher: Look! It’s a big, red circle. not to make the dialogue predictable. Activities like this
them about the figures’ sizes. Look! It’s a little green heart. one will ensure you to check the pupils’ pronunciation.
After the oral exercise the children will be ready to place
Teacher: What is it? Paste the poster on a wall; this resource will surely
the stickers from page 105 in the correct space, keeping
Child: It’s a square. be a great help to you. in mind the sizes.
Teacher: Is it big or little?
Child: Little. 5 | Inside a box place the Shapes and sizes. Put Audio Script
the box in a corner of the classroom and ask the Listen to the dialogue and work in pairs:
2 | Play Twister: place the flashcards of both children to stay at the opposite side. Next, mention • Give me a star.
sizes on the floor, at close distances one from the a volunteer and describe a figure following the • Big or little?
• Big, please.
other. Each child must step on the first image you structure you taught. This child must run towards
• What color?
mention, and will stand with his other foot on the the box and look for the corresponding element:
• Yellow, please.
second figure you name. you might even mention Teacher: Martin, it’s a big blue square. • Here you are.
three shapes. • A big yellow star.
Teacher: It’s a little triangle and a big star!

Go to Let’s Color! Go to Songs and Listenings

Play and Learn English 3 / Teacher’s Guide 43

 UNIT 3 Student's Book
Lesson 5
students who will participate. Play the song of the
Objective unit as they run around the chairs. When you keep
the music on hold the children will sit inmediately.
Checking of the words learnt throughout the unit.
The one who does not find a chair must take a
Materials flashcard and describe it:
Child: It’s a little pink star.
Flashcards from this unit, puppet of Mr. Mouse,
This student will have to leave the game, and you
Shapes made out of colored paper, modeling clay, will remove a chair from the circle.
glue, flashcards of colors. 33

4 | Use the puppet of Mr. Mouse for the following

Playful activities activity. After having greeted the children, the
1 | Bring to the class flashcards of colors and drawings puppet will describe a figure, and will ask a volunteer
of colorless shapes. Also, with time make drawings to put the corresponding flashcard in its mouth. Page 33 - Let’s glue!
of two hands, close and separated, to illustrate the Every time you use the puppet remember using a The children must listen to the track and name the
adjectives big / little (remember the explanation of different voice to give more realism to the games. opposite to the figure mentioned. Next, give your
the poster). Ask the children to make three lines: in students shapes of different colors and sizes, and
front of the first one place the drawings that indicate 5 | Take geometrical shapes and circles of different
help them create a simple design.
size; the second line will have at the front the cards colors to the class, that you will have made in paper.
of colors and in the first one you will place the Provide a figure to each pupil and then ask the
flashcards of this unit. Next, describe a figure so that children to make a line, one next to the other. Place Audio Script
the children look among the images for the ones yourself in front of them and start asking for figures Listen and pay attention:
that belong to your sentence. When they find them and circles, so that the children make a new line, this
It’s a big yellow star.
they have to run towards you to expose the images time following the sequence.
they have. Teacher: A red circle. A blue square. A pink circle. It’s a little yellow star.
Teacher: Give me a big- black- triangle! A white star…
Another option is to distribute different shapes, Now, you say the opposite:
2 | Provide the children with pieces of modeling colors and sizes among the children. Describe a
It’s a little blue square.
clay. Ask them to make figures of different sizes. figure so that they perform as they hear you.
Teacher: I’m a big, red circle (all the children who are It’s a little green rectangle.
Keep alert so that you can help them if they need it.
Afterwards, everybody will expose and describe their big, red or circles must run towards you). It’s a big black triangle.
art carft: It’s a big orange circle.
Child: It’s a little yellow triangle.
Go to Index
3 | Propose the Chair Game: place them in a circle,
bearing in mind that there should be one less the Go to Songs and Listenings

44 Play and Learn English 3 / Teacher’s Guide

 Complementary material do not achieve the goal, they must give a classmate
the chance of playing. Remember that it is always a Extra Activity - Unit 3

good idea to ask the children for information about My name is

_______________________________________________________________________

the figures they see or touch (name, color, size).

Extra Activities • A fun activity you might carry out with your
students is to make a necklace with geometrical
Using the geometrical figures from Shapes and shapes.
sizes, propose different games to play. Provide the children with different figures of various
Divide the classroom in two sections, or put two sizes. Also, give them some colored paint so as to Extra Activity - Play and Learn English 3 - Unit 3 - 2/2 www.idiomagic.net | © Idiomagic Publisher

plastic rings: a section will be for big shapes, and the color the shapes.
other one for the little figures. You can even make a Make a hole on a side of each dried figure and pass
Page 148 - Let’s cut and glue!
drawing in each side to demonstrate which figures a thread of wool through it. When all the children
Students will color the balloons, cut them and glue in
belong there. have their necklace, ask them to come to the front
the correct place. Ask them to name the shape and
At the same time your pupils will be formed in a and expose the finished art craft.
color of each balloon.
line one after the other, with the shapes at their Child: Hello! I´m a big blue triangle.
Student: It’s a red square.
feet. A child will take and identify a figure (big/little)
and then he will place it where it belongs. Last, this
volunteer will remain in the section where he has Extra Activity - Unit 3

placed the figure. My name is

_______________________________________________________________________ Go to Extra Activities
Once all the figures have been placed, name a pupil
to describe a figure, saying its name, color and size.
Allow all the children to participate.
This time make up two circles: one will be formed
by big figures, and the other one will contain little
shapes. Each circle must have a plastic bottle in Extra Activity - Play and Learn English 3 - Unit 3 - 1/2 www.idiomagic.net | © Idiomagic Publisher

the middle. Taking turns, each child will spin the

first bottle: depending on the figure pointed, this
Page 147 - Connect and color
same student will spin the second bottle, trying
Your pupils must connect the dots, in order to
the bottle to point the same shape, but with the
obtain a geometrical figure. Once everybody has
opposite size. The child who does it well may have
found out the shape they can color it as they wish,
a new opportunity to play, whereas for those who
or you might dictate the colors for them to use.
Play and Learn English 3 / Teacher’s Guide 45
 Templates

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Templates - Play and Learn English 3 - Unit 3 - 5/10 www.idiomagic.net | © Idiomagic Publisher Templates - Play and Learn English 3 - Unit 3 - 6/10 www.idiomagic.net | © Idiomagic Publisher
Templates - Play and Learn English 3 - Unit 3 - 4/10 www.idiomagic.net | © Idiomagic Publisher

Pages 149 to 154

Give a shape to each student. They will colour them
Go to Templates as they wish, then they will come to the front and
present their work.
Student: My square is orange.

46 Play and Learn English 3 / Teacher’s Guide

 Templates - Play and Learn English 3 - Unit 3 - 7/10 www.idiomagic.net | © Idiomagic Publisher
Templates - Play and Learn English 3 - Unit 3 - 9/10 www.idiomagic.net | © Idiomagic Publisher

Page 155
Ask students to draw a different shapes in each
division on the card (four). After that start playing
a bingo, start naming the different shapes for your
students to cross the shape. The winner is the
student who crosses the four shapes on the bingo.

Templates - Play and Learn English 3 - Unit 3 - 10/10 www.idiomagic.net | © Idiomagic Publisher

Pages 156, 157 and 158

Spread the different shapes among the children,
they will color them as you indicates. Then you can
play a matching game. They aim of the activity is
to join the pairs of shapes (big/little). Students may
produce sentences including the size and color.
Student: It is a big blue rectangle and
Templates - Play and Learn English 3 - Unit 3 - 8/10 www.idiomagic.net | © Idiomagic Publisher

a little yellow rectangle.

Play and Learn English 3 / Teacher’s Guide 47

 Tests

• Make the children sit in a circle on the floor and

at the center place the flashcards with the image
English Test - Unit 3 English Test - Unit 3
facing down (both sizes). One student will choose My name is My name is
Total Total
Points Points

two cards to turn over: the objective is for him to

______________________________________________________ ______________________________________________________

find a pair of the same figure in different sizes. If

the volunteer does it correctly, he must describe
the images he sees, and then he can play again.
If not, the opportunity will be for another child and
the two flashcards will be turned down again.
Now divide the class in two groups: one team will
English Test - Play and Learn English 3 - Unit 3 - 1/2 www.idiomagic.net | © Idiomagic Publisher English Test - Play and Learn English 3 - Unit 3 - 2/2 www.idiomagic.net | © Idiomagic Publisher

have the little shapes, and the other one the big
figures. All the children will be sitting on the floor,
one in front of the other with the flashcards up. A Page 159 - Find and match Page 160 - Let’s color!
volunteer will expose an image; the members of the The children must carefully look at the figures on Students will listen to the teacher and color the
other group must look for the one that is opposite top of the sheet of paper; they have to describe shapes as she indicates.
to the first one. the shape they have so as to match them to the Teacher: Four pink hearts, two orange circles,
• Another option is to stick a card on the board, ones below. Bear in mind asking the pupils to use a three yellow rectangles,
with your pupils sitting in front of it. Hold the rest different color for each line. four green triangles, two red squares.
of the flashcards in your hand and start passing
them really quickly: the first child who visualizes
a card that is opposite to the one exposed must
shout Stop! Repeat the procedure, replacing the
flashcard on the board once its been guessed.

Go to Tests

48 Play and Learn English 3 / Teacher’s Guide

 UNIT 4 - Sweets Song
Vocabulary Objective for the unit
Lollipop, candy, popcorn, popsicle, bubble gum, • Learning of different words and expressions.
Yummy Yummy
ice cream, cotton candy, chocolate.
Mmmm…Yummy…
Evaluation criteria
Expressions Who wants a lollipop?
Your students will be evaluated in listening and
What is it? Me, me
visual comprehension of the vocabulary.
It´s a… Who wants a popsicle?
What’s your favorite sweet? Me, me
Materials
My favorite sweet is… All right, show me your tongue!
Flashcards from this unit, puppet of Mr. Mouse,
Yummy, yummy Who wants a cotton candy?
small ball, paper tape, wrappings of different
I like… Me, me
sweets, fibers or chalk, Yummy, yummy / Yucky
I want a… Who wants an ice cream?
yucky (Games), Hello hands (Games), Magical Bag,
Lick your… Me, me
real sweets, sticks, paper, Sweet game (Games),
Show me a… Who wants a popcorn?
Sweet snacks (Games).
Color + sweet Me, me
Who wants a chocolate?
Flashcards
Project Me, me
Total: 8
Divide the class in three groups: the children will All right, show me your tongue!
Lollipop, candy, popcorn, popsicle, bubblegum,
receive the silhouette of a sweet: candy, lollipop, BIS
ice cream, cotton candy, chocolate
cotton candy (pages 167-174). Place the colored
glue on the tables: play to the track so that the Games
children can decorate the outlines according to what Total: 5
they hear in the conversation. Then expose the dried Set 1: Sweet snacks
art crafts in the classroom; in a poster write down Set 2: Sweet game
the conversation and place it next to them.
Suggestions:
Candy - blue
Lollipop - yellow
Cotton candy - red

Play and Learn English 3 / Teacher’s Guide 49

 Student's Book

Unit

4 Sweets 1

4
35 37 39

Lesson 1 Lesson 2 Lesson 3

4
41 43

Lesson 4 Lesson 5

50 Play and Learn English 3 / Teacher’s Guide

 UNIT 4 Student's Book
Lesson 1

Objective Unit

4 Sweets
Learning of the names of sweets in English. 3 | Make actions in which you pretend to eat a sweet:
make believe that you are taking the wrapping away
Materials and chewing or licking the sweet. Your pupils must
Flashcards from this unit, puppet of Mr. Mouse, small infer and name the element. Later on do the inverse
ball, paper tape, wrappings and sticks belonging to procedure, that is, a volunteer will do the mimics, 35

sweets. and his classmates will guess. Encourage them all

the time to make facial expressions to show how
Playful activities much they like those sweets. Page 35 - Listen and color
1 | Use the flashcards to present the new vocabulary. Ask your pupils to listen carefully. Make them repeat
Make the children repeat the words, first in group 4 | Bring to the class wrappings and sticks that are the mentioned words, and then request them to
and then individually. Next, name a word and characteristic to different sweets. Present them color the different sweets as they wish.
request a child to take that card and stick it on the to the children so that they tell you which sweet
board. Continue the procedure with the rest of the belongs to those wrappings. Audio Script
images, inviting different students to participate. Teacher: (show the container of popcorn) Listen, repeat and show me:
What is this for? Candy
2 | Now the children must make a line in front of Children: Popcorn! Lollipop
the board. Mention a word so that the first pupil Popsicle
can throw a ball towards the image. While doing it, 5 | Using your puppet, tell the children that Mr. Cotton candy
he must repeat the word you named: Mouse is hungry. He will tell the pupils what he Ice cream
Teacher: Popsicle! wishes to eat, for a volunteer to place a card in the Popcorn
Child: (throws the ball) Popsicle! puppet’s mouth. Bubblegum
This child will go to the back of the line, and the Chocolate
second student will be the next volunteer to play.

Go to Picture Dictionary
Go to Songs and Listenings

Play and Learn English 3 / Teacher’s Guide 51

 UNIT 4 Student's Book
Lesson 2

Objective
Team and individual activities meant to reinforce
the learning of words. 4 | Propose listening to the song of the unit. Think of
an easy choreography to perform with the children
Materials and after having listened to it a few times, keep the
Flashcards from this unit, Sweet snacks (Games), music on hold when a sweet is mentioned so that 37

Sweet game (Games). they repeat it together.

Playful activities 5 | Use the puppets of Sweet snacks to pretend you Page 37 - Let’s draw!
1 | As the first activity you can propose the children are eating them. Repeat the name of the element Explore the scene with your students and make
playing Memory Game, with the Sweet game. Place several times and then allow the children to do the questions about the missing sweet in each drawing.
the pairs of images mixed on the floor and with the same taking turns. They will have to draw and color these items taking as
illustration facing down. The children, taking turns, a reference the element that each character is holding.
will turn over two cards trying to make a pair in all 6 | Play Hide and Seek. After having placed the
the cases. Give a new opportunity to play to the ones cards on the table, ask a volunteer to leave the
who guess. classroom for some moments. As he is outside
hide some flashcards. This child must look for the
2 | Draw the upper or lower half of each item on the missing elements in the classroom. As he finds
board so that your pupils infer the figure and name them he has to name them.
it. The first student to guess can go to the board to
complete the drawing.
Go to Let’s Sing!
3 | Describe each element naming only the colors
seen on the flashcards; the children must name the
corresponding item.
Teacher: It’s pink and white.
Children: It’s popcorn!

52 Play and Learn English 3 / Teacher’s Guide

 UNIT 4 Student's Book
Lesson 3 flashcards have been stuck place yourself next to the
board and touch the cards with the big hand for them
Objective to name them. 1

Acquisition of structures used to refer to personal taste. 2

3 | Use the mask and the puppet of a Sweet snacks
Materials
3
to make the children deliver the correct sentence.
Flashcards from this unit, Yummy, yummy / Exchange the puppets each time faster to make the 4
39

Yucky, yucky (Games), Hello hands (Games), activity more engaging.

paper tape, fibers or chalk, Sweet snacks (Games). Children: (based on what they see will say) Yummy
yummy, I like popsicle. Page 39 - Look and mark an X
Playful activities Play the audio and request the children to repeat the
Next a volunteer will be in charge of the movements
1 | Begin the class with the pupils sitting in a dialogue in sections. They will have to look for the
so that his classmates infer the sentence. Allow
circle on the floor. After having checked the words corresponding cards which will be placed on the floor.
everybody to participate. Use other combinations of sweets and colors; you can
with them teach the expression Yummy, Yummy
even draw on the board the elements that are part of the
I like… It is a good idea to use the mask with the
4 | Stick the flashcards on the board, leaving some new conversations.
happy expression in this case. Hide it behind your After this activity ask the students to observe the figures
space next to each image to draw a circle. Then
back and show it to the children for them to say the of the first line. Based on the sequence they should be able
deliver a sentence that contains the expression
appropriate sentence. to tell you which is the next item. This element must be
Yummy, yummy I like..., plus one of the items. A marked with an X.
Next allow each volunteer to take both hands to
volunteer will have to draw the happy face where it
touch the image of their favorite sweet, as they Audio Script
belongs.
deliver the corresponding sentence: Listen, repeat and then say the sweets
Child: Yummy, yummy, I like ice cream! and colors that you heard.
5 | Play Show, Take, Give, using sweets of different A blue candy, please.
colors. Include the words please/thank you and vary Thank you.
2 | Stick a mask (Yummy yummy or Yucky yucky) on
the commands to make the game more entertaining. A yellow lollipop, please.
the board and distribute the flashcards among the
Teacher: Show me a red lollipop, please. Thank you. Thank you.
pupils. Then mention the phrase Yummy, yummy I A red cotton candy, please.
like… accompanied by a sweet you choose. The child Thank you.
who possesses the flashcard which corresponds to Go to Let’s Play!
your sentence must stick it on the board. Once all the
Go to Songs and Listenings

Play and Learn English 3 / Teacher’s Guide 53

 UNIT 4 Student's Book
Lesson 4 4 | Draw a big face on the floor using chalk, with a
happy expression to mean ‘I like it’. Then place all
the cards on the floor with the image facing down.
Objective
Taking turns select volunteers to take a flashcard
Making questions and providing answers.
and deliver a sentence according to the image:
Child: Yummy, yummy, popcorn!
Materials
Flashcards from this unit, real sweets, fibers or
5 | You can suggest playing Hot Candy, a version of
41

chalk, small ball, popsicle sticks.

Hot Potato: request the pupils to sit in a circle and
provide one of them with a candy. At your signal
Playful activities Page 41 - Paint and glue
everybody must pass the candy from hand to hand
1 | Inside your Magical Bag you have to put real The track contains a dialogue that your students have to
as quickly as possible. Say the word ‘Stop!’ for the listen to. In order for them to represent the conversation
sweets. After having identified and named the
one who has the element to answer a question select two volunteers each time, and provide them
items allow each of them to close his eyes and take with the flashcards they will need. Remember to allow
that you will make. Once you obtain the answer,
an element. Depending on the sweet he has, he will everybody to participate of the activity.
continue the game.
answer to your question: In the scene from the book your pupil must follow
Teacher: What’s your favorite sweet, Kevin? your instructions to color the sweets, using either
Teacher: What’s your favorite sweet?
Child: My favorite sweet is… paint or colored glue. Once they finish decorating
Child: My favorite sweet is... the elements handle each pupil three colored
popsicle sticks to be pasted under each item.
6 | Play Chinese Whisper: the students will be
2 | This time the students will infer the candies
sitting in a semi circle on their chairs. Think of an Audio Script
only through the touch, with their eyes shut.
item from this unit and whisper it to the ear of a Listen to the dialogue and work in pairs:
Child: Yummy, yummy candy!
volunteer. The secret will be repeated among the I want bubble gum, Thank you!
children, until the last pupil hears it. He must shout please. You’re welcome!
3 | Now draw the structure of a kiosk without
the word, and you and his classmates will tell him What color?
sweets on the board and distribute the flashcards
if he was correct or not. Yellow.
among the children. Next name an item at random
Here you are.
so that whoever has it can stick the image on the
Yellow bubble gum.
board. Repeat the procedure.
Go to Let’s Color!
Go to Songs and Listenings

54 Play and Learn English 3 / Teacher’s Guide

 make a line to its side. Request the first volunteer for an
UNIT 4 item, without forgeting that you have to describe colors. Student's Book
This child will handle the puppet to you: it is a good idea
Lesson 5 to pretend you eat it, accompanied by facial expressions
and saying ‘Yummy yummy!’ then continue playing with
other children.
Objective Teacher: I want blue bubble gum, please. 1
Final revision of the words and structures taught along the unit.
4 | Place the cards on the floor at random. One by one the
Materials children have to step on one card as they say the expression
2

Flashcards from this unit, paper tape, chalk or fibers, sheets “Yummy, yummy I like...”. With their other foot they will 3
of paper, Color spots (Games), Sweet snacks (Games). step on another flashcard, and will add ‘and...’, plus the
name of the other element. 4
Playful activities Child: Yummy, yummy I like candy and popsicle 43

1 | Draw a popsicle on a sheet of paper and ask a volunteer

5 | Stick the Color spots and the flashcards from this unit
to color it as he wishes. Encourage the children to answer to
on the board. Then ask the children to organize themselves
your questions using the learnt expressions.
Teacher: What color is it?
in pairs. A first team will come to the front; one of them Page 43 - Put the stickers
will request the other classmate for specific sweets, and The children must listen and repeat the sequence
Child: Blue.
the other volunteer will handle the requested elements.
Teacher: What is it? mentioned. Then ask them to complete the other sentences;
Child A: A blue popsicle, please.
Child: Popsicle. if you prefer, you can show them the flashcards to make the
Child B: (handles child A the blue circle and the card of the
Teacher: Blue popsicle. activity easier. On the book point to the different elements
Popsicle) A blue Popsicle.
Child: Blue popsicle. and request the pupils to tell you which the resulting item
Child A: Thank you.
Continue the activity drawing other items of sweet and of sweet is. Once you have the answers ask the pupils to
inviting other pupils to participate. go to page 105 to get the stickers. They must place these
6 | Take two chairs and place them on a corner of the
classroom. At the back of one of them make a tick and on images where they belong.
2 | Take advantage of the colors on the flashcards. Place
the other one an X (you will do it with paper tape). Request
them on the floor with the image facing upwards. Then
the students to make a line and show a flashcard to each of Audio Script
choose a volunteer and describe colors, without actually
mentioning the item. The children must infer which the
them. According to the image they see, and depending on Listen and continue the sequence:
the sentence you deliver, the volunteers will place the card
card you ask for is. Yummy yummy, I want a lollipop.
on the chair with the tick (if the information is correct), or
Teacher: Give me a yellow…
on the chair with the X (if the sentence does not correspond Yummy yummy, I want a lollipop and a candy.
Children: Candy!
to the image). Yummy yummy, I want a lollipop, a candy and
Teacher: No! Give me a yellow…
Teacher: This is a green lollipop.
Children: Cotton candy! a cotton candy.
Child: (places the card on the chair with the tick).
Teacher: Yes! Give me a yellow cotton candy!
Teacher: This is brown chocolate. Yummy yummy, I want a lollipop, a candy, a
Child: (the flashcard of ice cream will be placed on the chair cotton candy and...
3 | Now pretend you are going to buy some sweets at the
with the X).
kiosk. Ask for an item to each volunteer using only colors. If
you want you can also use the puppets of Sweet snacks.
Remember that they are ready; the only thing you need to Go to Songs and Listenings
do is to stick a balloon stick behind.
Go to Index
Place these figures on the table and ask your students to
Play and Learn English 3 / Teacher’s Guide 55
 Complementary material
Extra Activity - Unit 4 Extra Activity - Unit 4
My name is My name is
_______________________________________________________________________ _______________________________________________________________________

Extra Activities

• Place the students in a circle on the floor and provide

one of them with the puppet from Sweet snacks and
a mask from Happy kids. The children have to pass
these elements from hand to hand as they listen to
Extra Activity - Play and Learn English 3 - Unit 4 - 1/2 www.idiomagic.net | © Idiomagic Publisher Extra Activity - Play and Learn English 3 - Unit 4 - 2/2 www.idiomagic.net | © Idiomagic Publisher

the song of the unit.

When the music stops whoever possesses the items Page 161 - Let’s glue! Page 162 - Let’s match!
on that moment has to stand up at the center of the Bring colored circles to the class (keep in mind the Students will help the girl to find the sweets. Ask
circle, and must deliver a sentence according to the sizes from the copy you possess; also, remember them to color and name the sweets in the bag.
figures he has. that each pupil will need a circle for their ice cream). Students: I like lollipop, candy and cotton candy.
Child: Yummy, yummy I like… (according to the We suggest you to use colors that your students
puppet of sweet he has) already know. Also, bring cotton to complete the
Continue the procedure changing the silhouettes and decoration of the cotton candy, which corresponds
making everybody participate. to the girl from the scene. Provide the children with
the elements they need, and do not forget that you
have to be alert to the actions of the pupils, so as
Go to Extra Activities
to help them if they need it. Once these items have
been pasted they can color the figures.
Once the art craft is finished ask only the girls to
describe what the girl from the scene is holding,
using the taught instructions. Then follow the
same procedure with the boys:
Girls: Yummy, yummy I like lollipop and
cotton candy!
Boys: Yummy, yummy I like ice cream!

56 Play and Learn English 3 / Teacher’s Guide

 Templates

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Templates - Play and Learn English 3 - Unit 4 - 5/12 www.idiomagic.net | © Idiomagic Publisher

Pages 163 to 166

Ask students to color the sweets with their favorite
colors. After that, cut it and play a matching game.
Students will match the corresponding (big/little)
sweets as they name each one.
Student: It is a big lollipop. It is a little lollipop.

Templates - Play and Learn English 3 - Unit 4 - 4/12 www.idiomagic.net | © Idiomagic Publisher Templates - Play and Learn English 3 - Unit 4 - 6/12 www.idiomagic.net | © Idiomagic Publisher

Go to Templates

Pages 167 to 174

These sweets will be used for the project.

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Play and Learn English 3 / Teacher’s Guide 57

 Templates - Play and Learn English 3 - Unit 4 - 7/12 www.idiomagic.net | © Idiomagic Publisher Templates - Play and Learn English 3 - Unit 4 - 9/12 www.idiomagic.net | © Idiomagic Publisher
Templates - Play and Learn English 3 - Unit 4 - 8/12 www.idiomagic.net | © Idiomagic Publisher

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58 Play and Learn English 3 / Teacher’s Guide

 Tests

• Beforehand explain the children that you will Teacher: Hello…! What do you need?
carry out an activity in which they set a kiosk. Ask Child: Hello, teacher! I want…, please. English Test - Unit 4

them to bring a bag with different items of sweets, Teacher: Here you are! My name is
______________________________________________________
Total
Points

such as gum, chocolate, lollipops, etc. Child: Thank you! 1

With your pupils sitting on the floor check the Remember to have asked the parents for the sweets
2
content of every bag, as you ask for their names. with enough time.
Mix the elements and divide the class in groups. 3

Each team will be in charge of a sweet to look for 4

on the corners of the classroom. As they find the English Test - Play and Learn English 3 - Unit 4 - 2/2 www.idiomagic.net | © Idiomagic Publisher

English Test - Unit 4

elements they must put them inside a bag. My name is
Total
Points

Later ask the children to make a line: blindfold

______________________________________________________

the first one and handle him a sweet you choose. 1 Page 176 - Let’s find and mark an X!
Through the smell and touch he should infer which Students will cross the odd one out. Ask them to
element it is. Once an item is guessed correctly name the sweet.
2

you will choose another child and a different kind

3
of sweet.
The activity can continue with the children shopping
English Test - Play and Learn English 3 - Unit 4 - 1/2 www.idiomagic.net | © Idiomagic Publisher

at your kiosk:
Provide each student with a paper bag; all of them
Page 175 - Listen and color
must be labeled with the owner’s name. Also, write
Your pupils must listen to your instructions to color
down ‘Yummy yummy, sweets!’
the sweets.
You will be the clerk and will be on the other side
Number 1: The boy wants a lollipop.
of the table. The children will be formed in a line
Number 2: The girl wants a cotton candy.
again, one behind the other and holding their bag.
Number 3: The girl wants a bubble gum.
The first student will ask for some sweets and you
will put them inside the bag. Take into account that
this is also an excellent way to practice the dialogue
previously taught. Go to Tests

Play and Learn English 3 / Teacher’s Guide 59

 UNIT 5 - My House Song
Vocabulary Evaluation criteria
Living room, Bedroom, Dining Room, Bathroom, By the end of this unit your pupils should be able to
Where are you?
Kitchen, Garage, Garden. follow commands and recognize furniture.
Walking around the house,
Expressions Go to the living room.
Materials
What is it? Where are you?
Flashcards from this unit, paper tape, plastic rings,
It’s the… I’m in the living room, living room!
rope, Hello hands (Games), Magical Bag, A4 sheets
Where are you? Now go to the kitchen.
of paper, glue, Roll around (Games), decorated
I’m in the… Where are you?
bottle, shoes box with cover, Happy at home
Go to the… I’m in the kitchen, kitchen!
(Games).
Now go to the bedroom.
Project Where are you?
Ask each child to bring a shoes box with its cover. Flashcards I’m in the bedroom, bedroom!
You will need the cover to make five divisions. Next, Total: 7 And now go to the garage.
the children might decorate the rooms as they wish Living room, bedroom, dining room, bathroom, Where are you?
drawing and coloring furniture. They might also kitchen, garage, garden I’m in the garage, garage!
decorate the external part of the house.
Games
Total: 5
Objectives for this unit Set 1: Roll around
• Recognition of parts of the house. Set 2: Happy at home
• Learning of complex structures.

60 Play and Learn English 3 / Teacher’s Guide

Student's Book

Unit
5 My Hous e

04
45 04
47 04
49

Lesson 1 Lesson 2 Lesson 3

4
04
51 04
53

Lesson 4 Lesson 5

Play and Learn English 3 / Teacher’s Guide 61

 UNIT 5 Student's Book
Lesson 1

Objective Unit
5 My Hous e
Presentation of the new words. floor. Show them the cards as they mention them
and place them on the floor making a sequence. After
Materials a few times repeating the names, mix the cards and
Flashcards from this unit, rope, paper tape. ask them to help you say the sequence again.
04
45

Playful activities 4 | The children must use their fingers as legs to walk
1 | Present the new vocabulary through the from one place to the other. To do that the flashcards
flashcards. Then do the mimics for an activity that will be on the floor. The movements of the fingers will Page 45 - Listen and color
we usually do at home, so that the children infer be the corresponding ones to your commands. The children must listen carefully and repeat the
where you perform that action. You might also Teacher: Walk to the bathroom! Run to the bedroom! name of each item; afterwards they will be able to
include a question for them to start familiarizing Hop to the living room! Jump to the garage! color the house as they wish.
with the structure.
Teacher: (pretends to be cooking) Where am I? 5 | For our next proposal, divide the children in two Audio Script
Children: In the kitchen! teams. Provide them with a rope and stick a piece of Listen, repeat and point:
paper tape on the floor, making a division between • This is my bedroom.
2 | Place the cards in different places of the both teams. Both groups will be faced holding the • This is my bathroom.
classroom, and dictate the pupils the rooms where rope. At your signal, they must begin pulling their • This is my living room.
they have to go. Do not forget to make questions to piece of rope, until one team steps on the paper • This is my dining room.
hear them mention the room. tape. The children who lose must mention a card • This is my garage.
Teacher: Girls, run to the bedroom. Where are you? you show them. • This is my garden.
Girls: In the bedroom. • This is my kitchen.
Teacher: Boys, jump to the bathroom. Where are you?
Boys: In the bathroom.
Go to Picture Dictionary Go to Songs and Listenings

3 | This time ask the pupils to make a circle on the

62 Play and Learn English 3 / Teacher’s Guide

 UNIT 5 Student's Book
Lesson 2
3 | Before listening to the song of the unit, place the
Objective cards in different places of the classroom. Make a
Identification of places of the house through train with your pupils and play the song, so that you
individual and group games. visit each mentioned room. Make sure each child has
the opportunity to be the first of the line.
Materials
Flashcards from this unit, plastic rings, chalk. 4 | Place plastic rings on the floor, or draw circles 04
47

with chalk, and inside each of them put a flashcard

Playful activities from this unit. Taking turns, the students must
1| After having checked the words with the students, jump inside the rings and say where they are: Page 47 - Find and mark an X
make movements accompanied with expressions Children: I’m in the bathroom, in the bedroom, Name the characters from the scene and explain
for them to infer: in the living room.... where they are. Ask your students what are the
Teacher: (pretend to yawn and stretch your arms) mistakes they see so that they correct them orally.
I’m tired! Where should I go? 5 | Place all the flashcards on the table and request Last, ask them to cross out these people, using a
Children: To the bedroom! the children to make a line. The first of them will different color in each case.
Teacher: (rub your stomach) I’m hungry! touch and name a card. Then the second volunteer
Where should I go? will touch the same card, plus a new one, also
Children: To the kitchen! naming both of them. Next, the third child to
participate has to touch and name three cards. The
2 | Make the students place themselves in lines child who remembers more flashcards will be the
(the ideal number is five children per line). Mention winner of the game.
a place several times as they walk in a straight Child 1: Garage.
line; when you mention a different item they must Child 2: Garage and kitchen.
suddenly change directions. Child 3: Garage, kitchen and garden.
Teacher: Bathroom, bathroom, bedroom, bedroom,
garden, garden, garden, etc...

Go to Let’s Sing!

Play and Learn English 3 / Teacher’s Guide 63

 UNIT 5 Student's Book
Lesson 3

Objective
Adding of images of furniture. Once the children visualize the room that contains the
mentioned piece of furniture, they must shout Snap!
Repeat the activity, using new images each time.
Materials
Flashcards from this unit, Hello hands (Games), 04
49

4 | This time try playing a Bingo (Happy at home).

A4 sheets of paper, Magical Bag, paper tape, glue,
Give to your students the bingo cards and balloons
Happy at home (Games).
toppers to mark the rooms you name at random. Page 49 - Let’s glue!
The first one that completes the card shouts: Bingo! Put the flashcards on the floor and name seven
Playful activities volunteers to come to the front. These children must
1 | Begin the lesson asking the students to point with 5 | Place all the figures of furniture inside your listen and jump on the flashcards whose images
the Hello hands to the different rooms of the house Magical Bag: also, stick the cards belonging to this are mentioned. Then replace these pupils with other
seven children and continue the activity. Provide the
in the flashcards they see. Give your instructions unit on the board. The children will listen to the
students with a sheet of paper, size A4. With this
faster each time, so that the activity is engaging: song as they pass the bag among them. Stop the
element they must build a house: ask them to fold
Teacher: Point to the bathroom. music, and request the child who has the bag to
the paper to the middle with the opening down. Make
Point to the living room. remove an image: this element must be stuck next
a little triangle on top of the rectangle. Your pupils will
Point to the bathroom, etc.... to its corresponding flashcard.
be able to draw furniture in the inside of the house.
The finished art craft can be pasted on the book.
2 | Show your students illustrations of objects that
can be found in a house and ask them to guess where Audio Script
Go to Let’s Play!
they should go, for example: toilet – bathroom, Listen and follow the instructions:
TV – living room, bed – bedroom, etc. • Go to the bathroom. • Go to the living room.
• Go to the bedroom. • Go to the dining room.
3 | This time propose playing Snap! Stick an image • Go to the kitchen. • Go to the garage.
of furniture on the board and begin passing the • Go to the garden.
flashcards from one hand to the other, quite fast.

Go to Songs and Listenings

64 Play and Learn English 3 / Teacher’s Guide
 UNIT 5 Student's Book
Lesson 4

Objective 1

Listening activity aimed to identify sounds. 4 | Draw a line on the floor and request the children 2
to step on it. Place a card on each side of the line, and
Materials begin mentioning the places at random, so that they
3

Flashcards from this unit, decorated bottle, fibers jump to the corresponding section each time. 4
04
51

or chalk.
5 | Allow the children to walk around the classroom
Playful activities again. When you decide it, stop them to ask them Page 51 - Listen and circle
1 | The children will be in a circle on the floor, the same where they are. This track contains four different sounds that
as the flashcards. At the center of the circle made up Teacher: Where are you? belong to sections of a house. Request the children
to listen to them carefully, and then ask them
by the images place a bottle, and call a volunteer. This Children: In the bedroom. In the living room.
questions to make they recognized the sounds.
child must spin the bottle and name the flashcard In the bathroom, etc…
Last, they must observe the lines on the page, in
pointed by the its cap. order to select the correct one and circle it.

2 | Play the Hidden Message: your pupils will be Audio Script

Go to Let’s Color!
in a line. Pick a flashcard at random and name it to Listen to the sounds and circle the
the child next to you as a secret. This word will be correct picture:
repeated throughout the line, always whispering it. Number 1: Listen… Where are you?
Number 2: Listen… Where are you?
The last child must shout the word.
Number 3: Listen… Where are you?
Number 4: Listen… Where are you?
3 | Draw the outline of a house on the board and give
the cards to the pupils. When you mention a word, Keys:
the pupil who has the mentioned figure must go to 1. kitchen 3. garden
2. bathroom 4. garage
the board and paste it inside the house.

Go to Songs and Listenings

Play and Learn English 3 / Teacher’s Guide 65

 UNIT 5 Student's Book
Lesson 5 holds the image to deliver a sentence according to
the images exposed. Choose new family members, as
well as other images from this unit.
Child: (based on the flashcard he holds and on the one
Objective
from the board, says) Daddy is in the bathroom.
Final checking of the vocabulary taught.

4 | Make an X and a tick on the back of two chairs,

Materials
using paper tape. Call a volunteer and show him
Flashcards from this unit, paper tape, Roll around
an image, as you tell him a sentence. Sometimes 04
53

(Games).
do it right and some others commit mistakes on
purpose for them to correct you.
Playful activities Page 53 - Let’s match!
Teacher: (shows the flashcard of a living room)
1 | Stick the cards of this unit on the board and The children must listen, to a dialogue between two
Look! It’s a living room! (the volunteer places the characters. After listening to it, ask the pupils where
next to each image stick a flashcard belonging to a
image on the chair with the tick) the protagonists of the conversation are. You may
member of the family. Next, deliver a sentence to
Teacher: (show the image of the garden) Look! It’s also choose volunteers to practice the dialogue.
teach the meaning of the preposition in:
a garage! (your student will place the card on the After this oral activity, your students must infer
Teacher: Look! Mummy is in the bedroom. where the characters should be, based on the
chair with the X, and will correct the mistake) No!
Look! Daddy is in the garage. activity they are performing. Each matching line
It’s a garden!
must be done with a different color.
2 | Choose a student who will come to the front:
5 | Describe the flashcards which will be on the
and throw the dices from Roll around. He / she will Audio Script
floor, naming the furniture you see and its color.
produce a sentence using the words obtained on Listen to where John and Mary are:
The children, then, have to identify the space:
the dices.
Teacher: I see brown chairs, a brown table, Mary, Mary! Where are you? I’m in the living
Children: Sister is in the bathroom.
a picture,… I’m in the kitchen. room.
Children: It’s a dining room! Ah! Ok! Ah! Ok!
3 | After having asked the pupils to sit on the floor in
John, John! Where are you?
a circle, provide them with one image from this unit.
Then take the flashcard of a character and stick it on
the board. The children must pass the card among
themselves; shout ‘Stop!’ and request the child who
Go to Index Go to Songs and Listenings

66 Play and Learn English 3 / Teacher’s Guide

 Complementary material
Extra Activity - Unit 5 Extra Activity - Unit 5
My name is My name is
_______________________________________________________________ _______________________________________________________________

Extra Activities

• Again, use the images of members of the family

and parts of the house. Name two students to
come to the front: stick an image of a member Extra Activity - Play and Learn English 3 - Unit 5 - 1/3 www.idiomagic.net | © Idiomagic Publisher Extra Activity - Play and Learn English 3 - Unit 5 - 3/3 www.idiomagic.net | © Idiomagic Publisher

of the family on one volunteer’s back and on the

other child’s back an image of parts of the house. Page 179 - Let’s cut and glue!
The idea is for them to guess which element they Students will color the images and cut them. Finally
Extra Activity - Unit 5
carry. Their classmates will guide them, only being My name is
_______________________________________________________________
they will glue the characters in the different parts of
allowed to say Yes! or No!
the house as they produce sentences.
Teacher: Who are you?
Students: The boy is in the bathroom.
Child: I´m a brother.
Children: No!
Child: I´m a daddy.
Children: Yes!
After having guessed which member of the family Extra Activity - Play and Learn English 3 - Unit 5 - 2/3 www.idiomagic.net | © Idiomagic Publisher

they carry, ask them to guess where they are.

Teacher: Daddy, where are you?
Pages 177 and 178 - Color, cut and glue
Child: I´m in the garage.
First activity: Color and cut.
Children: Yes!
This activity is made up of two sections. In the
Allow all your students to participate, changing the
first one, your pupils must color the parts of the
images.
house as they wish, and then they can cut out the
figures, following the dotted lines.
Second activity: Let´s glue!
Go to Extra Activities In the other page they must paste the cut figures
in each section of the house. Once the activity is
finished, each child might go to the front to pres-
ent and describe his house.
Play and Learn English 3 / Teacher’s Guide 67
 Templates

Templates - Play and Learn English 3 - Unit 5 - 2/4 www.idiomagic.net | © Idiomagic Publisher Templates - Play and Learn English 3 - Unit 5 - 3/4 www.idiomagic.net | © Idiomagic Publisher
Templates - Play and Learn English 3 - Unit 5 - 1/4 www.idiomagic.net | © Idiomagic Publisher

Page 180 Pages 181, 182 and 183

Ask students to draw the different parts of the Give a room to each student to draw themself and
house. After that, help them cutting, finally they color. Finally they will tell the class where they are.
will expose it to the whole class as they point and Student: I am in the kitchen.
name each room.

Go to Templates
Templates - Play and Learn English 3 - Unit 5 - 4/4 www.idiomagic.net | © Idiomagic Publisher

68 Play and Learn English 3 / Teacher’s Guide

 Tests Child: I´m a brother. (he will say that if the card he
carries belongs to this character)
Once the question is answered tell the volunteer English Test - Unit 5

• Use the cards of members of the family provided where he should jump to:
My name is
______________________________________________________
Total
Points

in your book, for the following ideas. Teacher: Brother! Go to the bathroom!
The aim of this activity is for the children to Allow all of the children to participate of the
remember the use of the preposition in; therefore, activity, and use different members of the family.
distribute the flashcards on the floor and pick a Always bear in mind the gender of the characters
member of the family. Place this last image over and that of the children, to avoid mean jokes and
one that belongs to a part of the house: the children frustrations.
must deliver the corresponding sentence. Change English Test - Play and Learn English 3 - Unit 5 - 2/2 www.idiomagic.net | © Idiomagic Publisher

the location of the character, to make the activity

more entertaining. Also, change the family member
English Test - Unit 5
Page 185 - Let’s color!
you use. My name is
Total Students will listen to the teacher and color the
Once all the children have participated of this
______________________________________________________ Points

boxes.
activity, divide the class in five groups where each
team will represent a family member. Also, stick Teacher: Daddy is in the living room. Red
the flashcards of parts of the house on the board. Mummy is in the kitchen. Yellow
The teams must be at the center of the classroom: Sister is in the bathroom. Blue
deliver sentences for them to go to the mentioned Grandma is in the garden. Pink
parts of the house. English Test - Play and Learn English 3 - Unit 5 - 1/2 www.idiomagic.net | © Idiomagic Publisher
Brother is in the bedroom. Green
Teacher: Mommy goes to the garage! Grandpa is in the dining room. Orange
Sister goes to the living room!
The children must run to the mentioned section. Page 184 - Listen and match
• Another activity is to draw circles on the floor, Your pupils must follow your instructions and
where each of them will represent a section of connect the members of the family with the
the house. Place a flashcard inside each circle and corresponding house. Remember that each line
name a volunteer. Stick a card of a family member should have a different color.
on the child’s chest and ask him which character he
Teacher: The father is in the bathroom.
represents:
The mother is in the garden.
Teacher: Who are you?
The brother is in the kitchen.
The sister is in the bedroom.
The baby-brother is in the living room.
Go to Tests

Play and Learn English 3 / Teacher’s Guide 69

 UNIT 6 - Fruit and Vegetables Song
Vocabulary Evaluation criteria
Apple, Pear, Banana, Orange, Pineapple, Carrot, Recognition of items of fruit and vegetables.
Let’s make a vegetable salad!
Potato, Onion, Tomato, Lettuce. Learning of complex structures.
Give me some lettuce,
Expressions Evaluation criteria Some green lettuce.
What is it? By the end of this unit your pupils should be able to Give me a tomato,
It’s a/an… talk about their personal likes. A red tomato.
What color is the…? Give me an onion,
Materials
Is it a fruit or a vegetable? Flashcards from this unit, real or plastic fruit and A white, white onion.
What do you want? vegetables, coins made from cardboard, balloons, What do we have?
I want a… fibers, colored chalk, dice, figures of fruit and A good salad!
Color + Fruit/Vegetable (a vegetables, crayons made up in paper, plastic rings, Give me some lettuce, a tomato, an onion.
yellow banana) Something to say (Games), blindfold, flashcards of What do we have?
colors, Hello hands (Games), puppet of Mr. Mouse,
What’s your favorite fruit/ A good salad!
baskets or containers, paint or colored glue, Step
vegetable?
and speak (Games), Healthy choice (Games).
My favorite fruit/vegetable is…
Let’s make a fruit salad Flashcards
I’ll need… Total: 10
Apple, Pear, Banana, Orange, Pineapple, Carrot,
Let’s make a vegetable salad.
Potato, Onion, Tomato, Lettuce
Project
Draw two baskets on a poster and cut them out. Games
Total: 5
Your pupils will color them as they wish using
Set 1: Something to say
paint or colored glue. Also, bring figures of fruit
Set 2: Healthy choice
and vegetables to the class and place them on the
floor with the image facing down. A child on each
opportunity will turn over a figure; ha has to name
the item and paste it in the basket it belongs to.
Bear in mind that all the children must participate.
Write as a title: Fruit and Vegetables

70 Play and Learn English 3 / Teacher’s Guide

Student's Book

Unit Fruit and

6 Vegetables

55 57 59

Lesson 1 Lesson 2 Lesson 3

61 63

Lesson 4 Lesson 5

Play and Learn English 3 / Teacher’s Guide 71

 UNIT 6 Student's Book
Lesson 1

Objective Unit Fruit and

Presentation of the words for this unit. he repeats the name of the element he holds. Once 6 Vegetables

he gets to the basket he must drop the item:

Materials Child: (holds the tomato with his chin) Tomato,
Flashcards from this unit, real fruit and vegetables, tomato, tomato… (reaches the basket and lets it
crayons, chalk, basket, plastic rings, Step and speak drop inside). 55

(Games).
4 | Play Obstacle Races. Divide the class in two
Page 55 - Listen and color
Playful activities teams and set obstacles for them: use chairs,
Ask your pupils to listen carefully. They must
1 | Use the flashcards to present the new vocabulary. footprints (Step and speak), plastic rings, etc. Also
repeat the mentioned words as they pick the
Then use the real items: with the children sitting in place the flashcards among these obstacles.
corresponding images up from the floor. Next, they
a circle, allow them to smell and touch the different Once everything is ready ask a member of each group
can color the figures as you indicate.
elements, as they name them again. to take the card mentioned by you. The volunteer
who does it faster scores for his team. Audio Script
2 | Mention the name of a fruit or vegetable and ask Teacher: Bring me a potato. Listen, repeat and pick up:
a volunteer to point to the corresponding flashcard. • Pick up the apple.
Also, you can provide him with crayons, so that the 5 | Propose playing Riddle: give hints for the • Pick up the pear.
child chooses the one with the same color as the students to guess the item of fruit you are • Pick up the banana.
image. describing. You might include size, color, shape, etc. • Pick up the orange.
Teacher: It’s orange. It’s long. • Pick up the pineapple.
3 | Draw a line on the floor and at its end place an Children: Carrot. • Pick up the lettuce.
empty basket. The children will be placed at the • Pick up the potato.
other end of the line. One of them will be given an • Pick up the tomato.
item of fruit or vegetable, which will be placed under • Pick up the carrot.
Go to Picture Dictionary
his chin. This volunteer must walk along the line, as • Pick up the onion.

Go to Songs and Listenings

72 Play and Learn English 3 / Teacher’s Guide
 what they see. Allow the ones who guess to come Student's Book
UNIT 6 to the board to complete the figure.
Lesson 2 Teacher: What is it?
Children: It’s an orange.

Objective
3 | Use the mouth from Something to say for the
Classification of fruit and vegetables based on
following activity: place it in front of your face and
their flavor.
ask a volunteer to take the flashcard you request.
Materials He must slide it along the mouth’s opening.
Flashcards from this unit, plastic rings, fibers or Teacher: I’m very, very hungry.
chalk, Something to say (Games). I want a potato, please. 57

Playful activities 4 | Provide each child with a flashcard and play the song
1 | Check the words you taught last class with the of the unit so that they dance around the classroom.
Page 57 - Let’s draw!
children and sit them on the floor in a circle. Place Say the word ‘Fruit!’ so that all the pupils who possess
The objective of this activity is to draw on each
two plastic rings at the center: one will represent the cards belonging to this group gather together at the
tree the corresponding kind of fruit. Teach them
the fruit and the other one the vegetables. Show center of the classroom. Ask them to continue dancing
them the flashcards, so that they name them and the word tree, so that they are able to name the
and then say ‘Vegetables!’, for the other children to do
tell you to which ring they belong. the same. Repeat the procedure several times, even different fruit trees they visualize: Apple tree,
Teacher: (shows the image of a pear) What is it? moving only your lips instead of talking. If you say Banana tree, etc...
Children: It’s a pear! ‘Salad!’ everybody must get together.
Teacher: Is it a fruit or a vegetable?
Children: A fruit! 5 | Another interesting option is to place the children
Later on, and taking advantage of the flashcards in a circle with an element to be passed among
inside the plastic rings, request the children to pay them, as they listen to the song of the unit. Stop the
attention to the elements they see. Request your music and request the child with the item to name
pupils to close their eyes and use that moment to it. Replace the element and continue playing.
remove a card. When they open their eyes they must Teacher: What is it?
infer which the missing flashcard is. If you wish to Child: It’s an apple.
help them you might say ‘Fruit’ or ‘Vegetable’ to
guide them.

2 | Draw the outlines of fruit and vegetables on the

Go to Let’s Sing!
board using dots, so that your students tell you

Play and Learn English 3 / Teacher’s Guide 73

 UNIT 6 3 | The next objective for this unit is for the children Student's Book
Lesson 3 to describe fruit and vegetables using colors. You
might begin by placing two plastic rings on the
floor: inside the one to the left put all the flashcards
Objective of colors, and do the same with the cards of this
To learn complex structures (adjective plus noun). unit in the ring to the right. On each occasion the
child who comes to the front will answer to your
Materials questions, and will touch the flashcards with one
Flashcards from this unit, blindfold, plastic rings, Hello hands:
flashcards of colors, Hello hands (Games), balloons, Teacher: What do you want? 59

thread. Child: I want a red apple.

Playful activities 4 | Bring colored and white balloons to the class. Blow Page 59 - Let’s match!
1 | Begin the lesson using real fruit and vegetables them and draw the outlines of fruit and vegetables Ask the children to listen to complete the sentences
to play the Blindfold Game: taking turns, blindfold on the white balloons; the colored ones will be used naming the corresponding color. Then tell them that
a volunteer’s eyes and handle him an item of fruit as descriptive adjectives. Tie the colored balloons Mr. Mouse is seeking to find the pear tree to make
or a vegetable so that through the touch he can on one chair and the white ones on another chair, himself some pear juice. Your students must take
infer its name. next to the first one. Deliver a sentence and name a the correct path, first using their index finger and
Teacher: What is it? pupil who will take the balloon from each group to afterwards using some paint.
Child: It’s a tomato handle them to you.
You might help them giving them tips about the For instance, if you say ‘Yellow banana!’ the Audio Script
color, flavor or shape of those elements. volunteer will take a yellow balloon, and the one Listen and complete the sentences with
with the corresponding image. the correct color:
2 | Distribute the flashcards on the floor and provide • The banana is…
the children with real fruit or vegetables. Each one 5 | This time place the flashcards from this unit • The apple is…
will say which element they have, and then they and those of colors on the floor. Deliver a sentence • The orange is…
will look for the corresponding flashcard to place using a color and an item and mention a volunteer • The pear is…
the element on top. who will look for the corresponding images.
Teacher: What is it? Teacher: It´s a green apple.
Child: A pear. (he must place the item on the flashcard).
Go to Songs and Listenings
Go to Let’s Play!
74 Play and Learn English 3 / Teacher’s Guide
 Teacher: Juan, your favorite fruit is apple. Student's Book
UNIT 6 Child: Yes!
Lesson 4 Teacher: And your favorite vegetable is carrot.
Child: No! It’s lettuce!

Objective 3 | Cut items of fruit and vegetables in halves and

To express personal likes; to recognize the necessary show them quickly to the children for them to tell
ingredients to prepare salads. you what they see. Then blindfold a volunteer’s eyes
and allow him to try a piece of fruit or vegetable to
Materials infer what it is. Repeat the process with the rest of
Flashcards from this unit, puppet of Mr. Mouse, the pupils.
Healthy choice (Games), paper tape, blindfold. 61

4 | Propose playing Snap! Place a chair in front of

Playful activities the children and put there a real vegetable or item
1 | In order to begin the lesson, place the children in a Page 61 - Put the stickers
of fruit. Then show the flashcards really fast, so
circle on the floor, and put the flashcards of fruit and The pupils must listen in order to complete the
that when the students visualize the image that
vegetables at the center, separated in two groups. sentences. If you want, draw two bowls on the
corresponds to the element exposed they shout
Using the puppet of Mr. Mouse ask ‘him’ which is his board and stick the flashcards inside them as the
‘Snap!’ Continue the activity with other elements.
favorite fruit and vegetable. Answer with a different children mention the elements. Later on, your
voice and take the mentioned flashcards to put students must take the stickers from page 105 and
5 | For this activity you need the game Healthy
them inside the puppet’s mouth. This activity will be place them where they belong.
choice. Tell the children that you wish to eat fruit
useful in order to teach new structures. Then ask the Children: I like fruit salad.
and vegetable salads: divide the class in two groups
same questions to the children and encourage them I’ll need apple, orange, banana.
and tell each team which salad they will be in
to give full answers. I don’t like vegetable salad.
charge on. Place the containers in one corner of the
Teacher: Juan, what’s your favorite fruit? I’ll need carrot, potato, lettuce.
classroom and the mixed fruits and vegetables some
Child: My favorite fruit is apple. (takes the
meters away. When you say it, the students will run
corresponding card and puts it inside the puppet’s Audio Script
towards the fruits and vegetables to put them inside
mouth).
the corresponding containers. Last, each team must Listen and complete the sentence:
Teacher: What’s your favorite vegetable?
mention its ingredients: Let’s make a fruit salad.
Child: My favorite vegetable is lettuce. (he does
Team 1: It’s a vegetable salad: this is tomato, I’ll need…
the same action with the image)
this is lettuce… Let’s make a vegetable salad.
Team 2: It’s a fruit salad: this is pineapple,
2 | As another proposal, and bearing in mind the I’ll need…
this is pear…
information your pupils will have shared with you,
mention each volunteer and deliver a statement. If it
is correct with regards to the child’s personal taste,
Go to Songs and Listenings
he will say ‘Yes!’ Otherwise, the answer will be ‘No!’ Go to Let’s Color!
Play and Learn English 3 / Teacher’s Guide 75
 UNIT 6 Student's Book
Teacher: Hello! What do you want?
Lesson 5 Child: I want a tomato, please.
Teacher: Here you are!
Child: Thank you!
Objective
Final checking of the words from this unit.
3 | As another alternative, blow balloons and draw
Restating structures. different items of fruit and vegetables on them. A
volunteer will tell you which element he wishes so
Materials you must hold the balloon a little big higher than
Flashcards from this unit, real or plastic items of the child’s height. He has to try to get it.
63

fruit and vegetables, coins made out in cardboard, Teacher: What do you want?
Child: I want a pineapple.
balloons, fibers, colored chalk, dice, outlines made
out in construction paper.
4 | Now you tell them which item you want, but do Page 63 - Let’s match!
it moving your lips without making any sound. Your The children must listen to the dialogue they might
Playful activities students must pay attention to infer the name of
repeat it in couples and adding other items, to vary
1 | Bring real or plastic fruit and vegetables to the the element.
the activity.
class. Provide each student with an item and allow Teacher: I want an apple. (moving your lips only)
them to name the object. Then play the song of Later on explain your pupils that the boy from the
the unit and indicate each of them with which part 5 | Play the Banana Race. Draw a snake on the board, scene wants to make a vegetable salad, whereas
of the body they should hold the element, without and divide it in twenty numbered pieces. In the first the girl wants to make a fruit one. The children then
using their hands. You might request them to use one, stick different silhouettes of fruit made out in must match the shadows to the corresponding
their chin, arms and legs: the objective is not to let construction paper, which you will have made in bags, using a different color in each case.
them fall on the floor. In case the items do fall, the advance. These pieces will belong to the children who
children must change position and keep dancing. are participating. Towards the end of the board draw
Audio Script
You may also ask them to dance in couples holding a bowl. A volunteer will throw a dice and will move
the fruit or vegetable with their foreheads. his figure as many spaces as the dice indicates. The Listen to the dialogue and work in pairs:
objective of the game is to get to the bowl to prepare • What is it?
2 | Use the same elements from the previous a fruit salad. You might do the same activity with the • It’s lettuce.
activity to play ‘going to the market’. Beforehand vegetables; in that case the name of the competition • What color is it?
you will need to make some coins in cardboard; will be the Tomato Race. • It’s green.
provide each volunteer with the money and sell
them the items they request. Do not forget to use
the corresponding structures:
Go to Index
Go to Songs and Listenings
76 Play and Learn English 3 / Teacher’s Guide
 Complementary material

Extra Activities

• Bring real fruit and vegetables to carry out pupil who has the bag at that moment will have to you will find templates that you might photocopy
different games with your students. put an item of fruit or vegetable inside the bag. He and cut out in advance (page 137). During the
You will also need two plastic bowls and a table must also name it. lesson provide the children with an image so that
cloth or a piece of fabric. Your students will be Give everybody the chance of participating. they color it. Once the pupils have finished, paste
sitting on the floor in a circle; select a volunteer Later on you might propose the children to make each figure on the handle of the spoon (for the fruit
and ask him to close his eyes. Next, place on the a fruit and vegetable salad. salad), knife and fork (for the vegetable salad)
floor an item of fruit or vegetable and cover it with As an activity before the project, blindfold the eyes When making the salads, allow the children to help
the fabric. The student must infer from the shape of a volunteer and allow him to try a piece of fruit or you in everything they can. As you put the fruit and
of the element its name. Every child will have two a vegetable, so that through the taste he can infer vegetables in the bowls, ask different students to
opportunities to guess; his classmates might help which item it is. name the elements. They might even say ‘Yummy
him saying Yes or No. Place the guessed items in Allow all the pupils to participate. yummy!’, or ‘Yuck yuck!’ to establish their likes
the corresponding bowls, and once the activity is Next, tell the children that you are going to prepare and dislikes.
done take them out, naming them once more. A two delicious salads to share and take home. This As we said before, this is quite an ambitious project,
continuity of this activity might be for the children project is composed by several steps, but to make and if you do not take the necessary time to prepare
to make sentences. For instance they might say sure it is successful we advise you to be as organized everything, the experience might be frustrating for
Let’s make a vegetable salad: I’ll need… plus the as possible. For example for the vegetable salad you and your students. On the contrary, if you take
names of the ingredients. you might have boiled with time the potatoes and into account the tips we suggest you, your pupils
• Another game you can try is to put the fruit and carrots you will use. It is also a good idea to buy will have taken part in a beautiful activity, that will
the vegetables at the center of the circle. Provide disposable bowls with cover. Label the bowls with be part of their memories. Let’s work, then!
one of the children with an empty bag that they will the name of the students, and also write down the
pass from hand to hand. When you say Stop!, the titles Fruit Salad and Vegetable Salad.
You can also look for some plastic spoons, knives
and forks that are quite cheap and besides, will
Go to Extra Activities help you decorate the art craft. Within your book

Play and Learn English 3 / Teacher’s Guide 77

 Extra Activity - Unit 6 Extra Activity - Unit 6 Extra Activity - Unit 6
My name is My name is My name is
_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

Extra Activity - Play and Learn English 3 - Unit 6 - 1/3 www.idiomagic.net | © Idiomagic Publisher Extra Activity - Play and Learn English 3 - Unit 6 - 2/3 www.idiomagic.net | © Idiomagic Publisher Extra Activity - Play and Learn English 3 - Unit 6 - 3/3 www.idiomagic.net | © Idiomagic Publisher

Page 186 - Color and cut Page 187 - Let’s glue! Page 188 - Let’s draw!
Ask your pupils to color the fruit and vegetables. The children will have to paste the cut-out figures Students will choose a fruit and draw some of them
Once everything is colored they must cut them out. from the previous page inside the corresponding in the tree and basket. Finally they will come to the
bowls. Say Fruit Salad for the pupils to name all the front and present it to the rest of the class.
ingredients they see; say Vegetable Salad and your Student: My banana tree!
students will mention the components of this meal.

78 Play and Learn English 3 / Teacher’s Guide

Templates

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Pages 189 and 190 Pages 191 and 192

Ask students to color the fruit, vegetables and basket Template 2 Give the bowls to your students to prepare
as they wish. Then help them cutting. Finally they will a salad. The class will be divided in two. One half will
stick the pieces in the basket. prepare a fruit salad and the other one a vegetable
salad. Students will draw the fruit or vegetables they
prefer in the bowls.
Go to Templates

Play and Learn English 3 / Teacher’s Guide 79

 Tests
English Test - Unit 6
My name is
Total
______________________________________________________ Points

• You will be able to propose entertaining games to questions in order to guess the element they carry.
play with the children using your flashcards. The rest of the children can only say Yes or No. It is
Place two chairs at the center of the classroom. a good idea for the volunteers to guess alternately
At the back of one of them stick the image of a and to use the expressions you have taught them
vegetable and on the other one belonging to an throughout the unit.
item of fruit. Girl: I want an apple. English Test - Play and Learn English 3 - Unit 6 - 2/2 www.idiomagic.net | © Idiomagic Publisher

All the flashcards will be mixed inside a bag: play Children: No!
the song and ask the children to dance as they pass Boy: I want a carrot.
Page 194 - Let’s match!
the bag among themselves. When you keep the Children: Yes!
Students will match the fruit with the correct shadow.
music on hold the one who possesses the bag must Girl: I want an orange.
They will name each one as they match them.
take a card from it; next this volunteer will sit on Children: Yes!
the chair that belongs to the image he holds. The
pupil must also name the element he visualizes.
English Test - Unit 6
Also, consider placing all the cards from this unit My name is
Total
Points

on the floor, with the image facing up. Request a

______________________________________________________

volunteer to step on two flashcards (one belonging

to each group). As he does this action, the student
has to deliver a sentence including the items he is
stepping on:
Child: I want a banana and a carrot.
As a last option you can invite a boy and a girl
English Test - Play and Learn English 3 - Unit 6 - 1/2 www.idiomagic.net | © Idiomagic Publisher

to come to the front. They must be on their backs

with regards to their classmates. Stick a flashcard Page 193 - Listen and color
on each one’s back, and ask them to start making Your pupils must listen carefully to your instructions to
color the corresponding images.
Teacher: The boy wants pineapple, lettuce,
Go to Tests potato and apple.
The girl wants onion, tomato,
orange and pear.
80 Play and Learn English 3 / Teacher’s Guide
 UNIT 7 - Fast Food
Objectives for this unit Song
• To learn about words and expressions related to
Vocabulary the food we daily eat.
Sandwich, Orange juice, Hamburger, Chips, • To express themselves on personal and other
I want to eat!
Coke, Hot dog, Pizza, Ice cream, Nuggets. people’s likes.
What do you want to eat?
Expressions Evaluation criteria A hamburger, a hamburger!
Yummy yummy, I like… By the end of this unit your students must be able to A hot dog, a hot dog!
Yuck yuck, I don’t like… understand and maintain a simple dialogue, containing Some chips, some chips!
What do you want to eat? words and expressions learnt in previous units. A pizza, a pizza!
I want… What do you want to eat?
Materials
What do you want to drink? A hamburger, a hot dog, some chips, a pizza!
Flashcards from this unit, Magical Bag, blindfold,
I want… What do you want to drink?
paper tape, colored cans, disposable plate and
What’s your favorite food/drink? An orange juice, an orange juice!
glass, fibers or chalk, puppet of Mr. Mouse, tray,
My favorite food/drink is… A coke, a coke!
masks of Yummy yummy or yucky yucky
I want… Coke, coke!
(Games), balloons, thread, construction paper, Spin
Here you are. What do you want to drink?
for snacks (Games).
Thank you! An orange juice, an orange juice!
You’re welcome. Flashcards A coke, a coke!
Total: 9 Coke, coke!
Project
Sandwich, orange juice, hamburger, chips, coke,
Use the templates with silhouettes of food and hot dog, pizza, nuggets, ice cream
drinks (page 197). Provide each child with a copy so
Games
that they color it as they wish. Once the images are
Total: 4
ready, they must be cut out and pasted inside a big Set 1: Spin for snacks
lunch box that you will have to draw beforehand on Set 2: Yummy, yummy or yucky, yucky
a cardboard. Then name volunteers to come to the
front and tell their classmates about the content
of the lunch box. Expose the finished art crafts and
write as a title Look at my lunch box!
Child: I want...

Play and Learn English 3 / Teacher’s Guide 81

 Student's Book

Unit

7 Fast Food
1

65 67 69

Lesson 1 Lesson 2 Lesson 3

1 2 3

71 73

Lesson 4 Lesson 5

82 Play and Learn English 3 / Teacher’s Guide

 UNIT 7 Student's Book
Lesson 1 the children place the cards on the floor as they
hear you. You might even ask them to sit with the
flashcard and make a train.
Teacher: Pizza, Sandwich, Hot Dog, Coke, Chips,
Objective
Unit

7 Fast Food
Orange Juice, Nuggets, Ice Cream…
Presentation of the vocabulary the children will
Once the activity is complete, ask the students to
learn throughout the unit.
name the items from left to right, and then from
right to left.
Materials 65

Flashcards from this unit, fibers or chalk, puppet of

4 | Draw a big tray on the board and distribute the
Mr. Mouse.
cards among the children. Name the elements for the
Page 65 - Listen and color
pupils to stick them inside the try. Later, point to the
Playful activities While listening the children must point to and name
images and ask the same question in all the cases:
1 | Present the new words with the support of the the different items of food and drink named in the
Teacher: What is it?
flashcards. Then clap your hands once and name an scene. When they listen to the track again, they
Children: Pizza.
item; the children, sitting in a circle will repeat the must color the images.
words you say. Then allow them to pass the images
5 | With the help of Mr. Mouse, ask the students Audio Script
from hand to hand, always naming them.
what is it that he wants to eat and drink. Pretend Listen, repeat and show me:
you ask the puppet the questions and place it close • Show me the pizza.
2 | Place the cards on the floor, one next to the other
to your ear: tell the children what Mr. Mouse told • Show me the sandwich.
and play the Missing Object. Begin by naming the
you and mention a volunteer who will put both • Show me the hot dog.
sequence a few times and then remove a flashcard
cards inside the puppet’s mouth. • Show me the chips.
without the students seeing it. Ask the children
Teacher: Mr. Mouse, what do you want? • Show me the hamburger.
which is the missing object:
Andrea, he wants nuggets and orange • Show me the nuggets.
Teacher: What’s missing?
juice! • Show me the ice cream.
Children: The sandwich.
• Show me the coke.
• Show me the orange juice.
3 | This time provide your pupils with all the
Go to Picture Dictionary
flashcards. Name the items at random so that

Go to Songs and Listenings

Play and Learn English 3 / Teacher’s Guide 83

 UNIT 7 Student's Book
Lesson 2

Objective
To classify items of food and drink. a low voice. The last child must shout the name of
the item. Allow everybody to have the chance of
Materials
being the last member of the line.
Flashcards from this unit, fibers or chalk, paper tape.
67

4 | Play the song of the unit and ask your pupils to

Playful activities
dance in a circle with the flashcards at the center.
1 | After having checked the new words with the
Request them to point at the mentioned elements
children, teach them the difference between Food Page 67 - Let’s match!
in the song. If you think it is necessary, keep the
and Drink. You might mime for them to associate Ask the children to observe the scene: make questions
music on hold.
the movements to the words. Then show them the about what the characters are eating and drinking
flashcards so that your students classify them. and once they answer satisfactory, ask them to
5 | Propose playing The Sleepy Guardian: pretend
match the outlines to the corresponding images.
you must check that no one takes anything from
2 | Divide the board in two sections: one for food and Advise them to use a different color each time.
the table on your watch; the problem is that you
the other one for drinks. Also, place the flashcards
fall asleep easily. The pupils must wait for you to
on the floor with the image facing down. A volunteer
fall asleep and then they will run towards the table
will take a card, and after naming it he will stick
to take the flashcards. Make questions, for example,
it where it belongs. We advise you to have placed
Where is the hamburger? The child with that
pieces of paper tape before starting the activity, so
image will show it to you: tickle him/her until you
that the game is entertaining to them.
obtain the flashcard. Repeat the procedure with the
rest of your students.
3 | Play Pass the Message. After you have asked
the pupils to place themselves on a line, one next
to the other, tell the first child of the line the name
of an element, as a secret. This same word will be Go to Let’s Sing!
repeated along the rest of the students, always at

84 Play and Learn English 3 / Teacher’s Guide

 UNIT 7 expressions alternately and faster each time for the children Student's Book
Lesson 3 to name them. Later on expose a mask plus a flashcard so
that the children deliver the corresponding sentences:
Children: Yummy, yummy I like… / Yuck, yuck I don’t like…
Objective
1
To include dialogues in the activities.
4 | Place two plastic rings at the center of the classroom:
Materials inside one of them draw a happy face, and draw a sad one 2

Flashcards from this unit, plastic rings, fibers inside the other ring. Then name a volunteer and place a
3
or chalk, paper tape, Yummy yummy or yucky flashcard inside each ring, with the image facing down. This
69

yucky (Games). child must turn over the flashcards, and deliver a sentence
with an affirmative and negative expression.
Playful activities
Child: Yummy, yummy I like pizza, but yuck, yuck Page 69 - Look and mark an X
1 | In order to begin the lesson, show different flashcards Allow the children to listen to a dialogue: keep the track on
I don’t like hot dog!
for the children to recognize them and include them in hold after each sentence is said, so that they repeat it. Then
Place new cards before allowing other children to play. You divide the class in two groups and ask each team to represent
sentences. This is an excellent way to check vocabulary,
might have to set the example first. a character. Once the conversation is expressed naturally
without leaving aside the knowledge they already have on show them other cards to be replaced in the dialogue.
colors: When heading to the book, request your pupils to name the
5 | After having drawn a tray on the board, show the sequence from the first line to infer which the following item
Teacher: What is it?
flashcards to the children to be named by them. Stick the is: once they find it, they must mark an X on it. Continue the
Children: It’s a pizza. procedure always using different colors.
images inside the tray and then ask a volunteer what he
Teacher: What color is it?
would like to eat or drink. This child will think of his answer,
Children: It’s yellow. Audio Script
and will touch the items with a big hand.
Teacher and children: It’s a yellow pizza. Listen to the dialogue and work in pairs:
Teacher: What do you want to eat?
• Hi! Good Morning!
Child: I want chips, please (the volunteer puts the big hand
2 | Now try playing Riddles: give hints to the pupils to • Hi! Good Morning!
on the mentioned card)
guess the item you are describing. • What do you want to eat?
Teacher: What do you want to drink?
Teacher: It’s orange. • I want a hot dog.
Child: I want coke. (the child touches the corresponding
Children: It’s orange juice. • Here you are.
image with the big hand).
• Thank you!
3 | Use the Yummy or yucky masks to teach the • You’re welcome!
expressions Yummy, yummy I like / Yucky, yucky I don’t
Go to Let’s Play!
like. Show them first so that your students recognize them,
Go to Songs and Listenings
reminding them of their meaning. You might also show the

Play and Learn English 3 / Teacher’s Guide 85

 UNIT 7
acquire the expressions naturally. Student's Book
Teacher: What’s your favorite food?
Lesson 4 Child: My favorite food is hot dog. (takes the card).
Teacher: And what’s your favorite drink?
Child: My favorite drink is coke! (takes the flashcard).
Objective
Activities and competitions in groups. 4 | Place four chairs at the center of the classroom, one next
to the other. Next, put the mixed flashcards on the table and
Materials
stick a mask on each chair’s back. The activity consists on
Flashcards from this unit, tray, disposable plate,
delivering sentences which contain items and your opinion on
Yummy yummy or yucky yucky (Games), 71

them (I like/ I don’t like). All the volunteers must repeat the
balloons, thread, paper tape.
sentence and place themselves on the corresponding chair.
Teacher: Yummy, yummy I like sandwich. Page 71 - Put the stickers
Playful activities
Child: Yummy, yummy I like sandwich. (the volunteer will sit The objective for this oral activity is for the children to
1 | We suggest you to begin the class using a tray that you
on the chair with the happy face). repeat phrases in order to understand them. Use the
might decorate with time. In this tray you will put all the
masks to reinforce the activity and then show them
flashcards from the unit. Name a volunteer and provide him
5 | Beforehand, blow balloons and tie a piece of thread around different flashcards so that your pupils can deliver new
with the item he requests.
them. Stick a flashcard on each of them and place the balloons sentences. Then make the children take the stickers
Child: I want…, please.
at a corner of the classroom. Mention a volunteer and ask him from page 113: these images must be placed inside the
Teacher: Here you are!
for a specific item of food or drink. This child will run to get it basket of page 71. Once the activity is finished ask the
Child: Thank you!
and then he will give it to the secon child to participate, who children to name the images they visualize.
Teacher: You are welcome.
will carry two ballons (that is, the first on and the second one
corresponding to your request). Audio Script
2 | Play Hot Plate with the pupils. Ask them to sit in a semi
Teacher: David, I want a sandwich (the volunteer will bring Listen and learn some more.
circle and play the song of the unit. Stop the music and put
the corresponding balloon to you) Yummy yummy, I like hamburgers.
a flashcard on a plastic plate. Based on what they see, the
Teacher: Bruno, I want a sandwich and some coke! (now the Yuck yuck, I don’t like hot dogs.
children must help you complete the sentence:
child will come towards you holding two balloons). Now, you:
Children: I want…, please!
The objective then, is for each volunteer to carry more balloons Yummy yummy,…
than the previous child. Allow everybody to participate. Yuck yuck…
3 | With the students in a circle, ask all of them about their
favorite food or drink. Do not forget to use the appropriate
structures in each case, which will enable your pupils to
Go to Let’s Color! Go to Songs and Listenings
86 Play and Learn English 3 / Teacher’s Guide
 UNIT 7 3 | Place five colored cans on the floor of the Student's Book
Lesson 5 clasroom (you may color the cans with paint,
colored paper or colored glue). Then put a flashcard
in front of each can and ask five volunteers to
Objective come to the front and provide each of them with a
Final checking of the concepts taught along the unit. coin. Tell them to throw the coin towards the can,
seeking to make it enter the object. The one who is
Materials capable of achiving the objective will be the winner
Flashcards from this unit, Magical Bag, blindfold, of a flashcard. The student who obtains more cards 1 2 3

paper tape, disposable plate and glass, colored cans will be the winner of the competition. 73

and coins, Spin for snacks (Games).

4 | Put a disposable plate and glass on the table
Playful activities with the students sitting on the floor. Say the word
Page 73 - Listen and color
Your students must listen to the sentence; based on
1 | Inside your Magical Bag put all the flashcards. Food or Drink to a child each time. This volunteer
that they will be asked to color the corresponding
Then blindfold the eyes of a volunteer and ask him must stand up, pick up the plate or glass and name
images.
to take an image from the bag, trying to guess an item of food or drink according to what he heard.
the name of the item. Encourage the children to Teacher: Drink
Audio Script
use the expression ‘Yummy, yummy, it’s…’. His Child: (picks up the glass and says:)
Listen and color:
classmates will answer Yes or No. I want to drink coke.
Number 1: Yummy yummy, I like pizza and coke.
Teacher: Food
Number 2: Yuck yuck, I don’t like sandwiches
2 | For this next activity you will have to stick Child: I want to eat pizza.
or orange juice.
every flashcard belonging to Fast Food on your
Number 3: Yummy yummy, I like nuggets
students’ backs. At your signal they will have to 5 | For this activity you will need the Spin for
and ice cream.
chase one another trying to remove cards from snacks. Ask each student to spin the blue or red
their classmates, and trying not to lose their own hand. Then will produce a sentence using the food
one. The one who obtains more flashcards wil they obtained.
be the winner. Before playing again expose the Sudents: I like hot dogs. Go to Songs and Listenings
cards so that the children name them. Beware of
the development of the game so as to avoid the
children hitting themselves.
Go to Index

Play and Learn English 3 / Teacher’s Guide 87

 Repeat the procedure naming the teams at random.
Complementary material Select four students (two boys and two girls). Stick a mask Extra Activity - Unit 7
My name is

on each volunteer’s chest and play the song of the unit. _______________________________________________________________________

Each of them has to look for a card according to their

Extra Activities personal taste.

They must present themselves to their classmates,
saying…
• You can propose a nice variety of games to try with the
Girl 1: Yummy, yummy I like…..
children.
Girl 2: Yuck, yuck I don´t like… Extra Activity - Play and Learn English 3 - Unit 7 - 2/2 www.idiomagic.net | © Idiomagic Publisher

Ask the children to make a circle and place yourself next

Boy 1: Yummy, yummy I like…
to them on your feet, with the masks in one hand and
Boy 2: Yuck, yuck I don´t like… Page 196 - Let’s glue!
the flashcards in the other. Request a volunteer to spin
Allow everybody the opportunity to participate of this For this activity you will need some supermarket
a decorated bottle and ask the child pointed by its cap
activity. Bear in mind that you will always need groups magazines for the students to cut some food.
to take a mask and a flashcard. He must also deliver the
of four pupils. They will glue the pictures on the trays and
corresponding sentence.
produce some sentences.
Child: Yummy,yummy I like pizza. (holds the mask of the
boy and the card of pizza). Extra Activity - Unit 7

Do the same procedure naming different children to spin My name is

_______________________________________________________________________

the bottle.
• Another suggestion is to divide the class in two groups:
one made up by boys and the other by girls. Stick the
four masks in different walls and place the flashcards
at the center of the classroom, with the images facing
down. Next, deliver a sentence and mention a team Extra Activity - Play and Learn English 3 - Unit 7 - 1/2 www.idiomagic.net | © Idiomagic Publisher

so that its members run towards the cards and look

for the one mentioned by you. They also have to find
Page 195 - Color and cut
the corresponding mask. Last, ask them to repeat the
Provide each child with both masks to be colored and cut
sentence.
out. Do not forget to write down the owner’s name at
the back of the images. Also, paste a brochette stick with
adhesive tape, to turn the masks into puppets. Then the
Go to Extra Activities
children will be able to go to the front and show their
classmates the masks. If you show them flashcards, the

88 Play and Learn English 3 / Teacher’s Guide

children will deliver more complex sentences.
 Templates

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Templates - Play and Learn English 3 - Unit 7 - 1/3 www.idiomagic.net | © Idiomagic Publisher Templates - Play and Learn English 3 - Unit 7 - 2/3 www.idiomagic.net | © Idiomagic Publisher

Page 197 Pages 198 and 199

Use these images for the project. Divide the class in groups of four. Give to each group
a face and a speech bubble. They will draw the mouth Go to Templates
on the face (“happy” for “I like” and “sad” for “I don’t
like”) and the food on the speech bubbles. Finally they
will come to the front and talk about their work.
Student: I like coke, sandwich and cookies.

Play and Learn English 3 / Teacher’s Guide 89

 Tests

• Use the disposable plate and glass from the in the container they see on the board. In that case line with a different color.
previous activities to propose other games. they must shout Snap! so that you stop. Teacher:
The first of them consists on sitting the children in Children: I want to drink orange juice. The girl wants pizza.
a circle; provide one of them with the plate or the Continue the same procedure with other images. The boy wants ice cream.
glass. Then place the flashcards at the center of the Our third suggestion involves a try. With paper tape The girl wants orange juice.
circle with the image facing down. Play the song of or chalk make a line along the classroom and ask the The boy wants chips.
the unit so that they begin passing the disposable children to make a line. Give the tray to the first of them The girl wants nuggets.
element from hand to hand. Keep the music on hold and put there all the flashcards from this unit. This The boy wants hot dog.
and tell the child with the item to choose and turn volunteer must walk along the line holding the tray with The girl wants sandwich.
over a flashcard. This image should correspond one hand only. Once he finishes walking along the path, The boy wants coke.
to the element he has. Then the volunteer has to he must show his classmates two cards, one belonging
deliver a proper sentence: to food and the other to drink. He must also deliver the
Child: I want to drink coke. corresponding sentence. English Test - Unit 7

Follow the same procedure with the plate, and tell Child: I want hot dog and coke. My name is
______________________________________________________
Total
Points

the pupils that this time they have to look for an

item of food. Once they do it they can mention the
English Test - Unit 7
element in the context of a sentence. My name is
Total
Points

Child: I want to eat a sandwich.

______________________________________________________

Allow everybody to participate.

• Another activity you might want to try is to sit English Test - Play and Learn English 3 - Unit 7 - 2/2 www.idiomagic.net | © Idiomagic Publisher

the children in a circle with you in front of them.

Keep the flashcards in your hands and make sure
Page 201 - Let’s color!
you have stuck the disposable plate or the glass on
Students will listen to the teacher and color the
the board. Begin passing the flashcards really fast
English Test - Play and Learn English 3 - Unit 7 - 1/2 www.idiomagic.net | © Idiomagic Publisher

food items she names.

until they visualize an image that is usually served
Teacher: I like ice cream and hot dog
Page 200 - Listen and match
I don’t like nuggets or orange juice.
The children must listen to your instructions
Go to Tests to connect each item of food or drink to the
corresponding tray. Remind them to make each

90 Play and Learn English 3 / Teacher’s Guide

 UNIT 8 - Day and Night
Objectives for this unit Song
• To recognize the chracteristic elements of day
Vocabulary and night.
Sun, Moon, Star, Flower, Cloud, Beach, Tree, Sky, • To deliver sentences referred to the size of these
Look at the sky!
River, Rainbow. elements (big/little).
Day and night
Evaluation criteria Look at the sky
Expressions
The children should be able to recognize opposite Sun and moon
• What is it? • It’s night!
items, as the context they belong to. Moon and sun
• It’s a… • I see the moon!
Stars and clouds
• Is it a…? • Look at the rainbow!
Materials Clouds and stars
• Yes, it is. • Look at the flower!
Flashcards from this unit, light blue and black Day and night
• No, it isn’t. • Look at the star!
construction paper, paper tape, Peep and speak Look at the sky!
• Big/Little • Look at the moon!
(Games), white sheets of paper (two per student), Day and night
• It’s day! • Look at the sky!
popsicle sticks, masks of the sun and the star (Extra Look at the ground
• I see the sun!
Material), Hello hands (Games), Shadow shapes Beach and river
(Games), bags (two), blindfold, plastic bottle, square River and beach
Project
box with cover, small ball, Shine bright (Games). Flowers and trees
Provide two sheets of paper to each child, which
Trees and flowers
will be folded in the middle, to form two windows.
Flashcards Day and night
On the first one, ask the pupils to draw the sun and
Total: 10 Look at the ground!
clouds. On the second sheet of paper your students
Sun, moon, star, flower, cloud, beach, tree, sky,
must draw the moon and stars. This is how they will
river, rainbow
represent day and night. In order to decorate the art
craft you might give them some brown paint for the
Games
outside of the window, or if you prefer it the children
Total: 5
might paste some popsicle sticks. Divide the school’s
Set 1: Peep and speak
mural in two sections: Write ‘It’s Day!’ on one side
Set 2: Shine bright
and ‘It’s Night!’ on the other, sticking the art crafts
Set 3: Shadow shapes
where they belong.

Play and Learn English 3 / Teacher’s Guide 91

 Student's Book

Unit
Day and Night
8

75 77 79

Lesson 1 Lesson 2 Lesson 3

81 83

Lesson 4 Lesson 5

92 Play and Learn English 3 / Teacher’s Guide

 UNIT 8 Student's Book
Lesson 1

Objective Day and Night

Unit

8
Presentation of the vocabulary the children will be 3 | Propose playing Memory Game: place the cards
taught about. on the floor with the image facing own. Taking
turns the children must turn over a flashcard first
Materials
and then the other, seeking to find its pair. In case
Flashcards from the unit, black and light blue 75

there is no match, the cards must return to their

construction paper, paper tape, Peep and speak
original position.
(Games).
Page 75 - Listen and color
Playful activities 4 | A nice activity you can carry out is to play with Ask the children to listen and repeat the phrases as
1 | Present the new words with the flashcards. Peep and speak. Take a card at random and without they touch the images from the scene. You might lift
Make the children repeat them and then hide them your pupils seeing it, slide it behind the keyhole. The each card with the mentioned figure so as to reinforce
behind your back. Show them one image so that children must infer which the image is and must also the activity. Then ask the children to color the images
they recognize and name it. This procedure might name it. as they wish.
be individual or in groups. Teacher: What can you see?
Audio Script
Teacher: What is it? Children: I can see a tree.
Listen, repeat and hold up:
Child: It’s a flower.
It’s the sun.
5 | This time place all the cards on the floor with It’s the moon.
2 | Divide the board in halves and stick a light blue the image facing upwards. The children will sit with It’s a star.
piece of construction paper to represent the day. you in a circle around the flashcards. Next, name It’s a flower.
Do the same with the black construction paper, different elements that you can see so that your It’s a rainbow.
which will stand for the night. After having left the pupils handle them to you: It’s a cloud.
It’s a beach.
flashcards on the table, ask a volunteer to pick up Teacher: Anna, I can see the moon;
It’s the sky.
one and name it. He must also stick the image in Javier, I can see a star…
It’s a tree.
the section it belongs to. If the number of students It’s a river.
is higher than the cards you have, remove them
and start over again. Go to Picture Dictionary
Teacher: What is it? Go to Songs and Listenings
Child: It is a cloud.
Play and Learn English 3 / Teacher’s Guide 93
 UNIT 8 Student's Book
Lesson 2 and can place a balloon stick behind. Place the
children in a circle on the floor and select a mask
to begin the game. While listening to the song your
Objective students will pass the mask from hand to hand,
Group games and competitions until you stop the music. Then the student who
has it will have to mention a word related to this
Materials unit. Continue playing changing the mask. Allow
Flashcards from this unit, Shine bright (Games), everybody to participate.
Hello hands (Games), paper tape, fibers or chalk. 77

4 | Place the cards on the floor in two groups

Playful activities depending on whether they belong to day or night.
1 | We suggest you to begin the class with a Then choose a child and give him a Hello hands.
Page 77 - Cut and paint
revision of the words previously taught. Then make Tell him which image to touch. This child will then
On page 109 there is a mask that the children
drawings on the air using your finger for them to mention a classmate to follow the activity under
will have to color with yellow paint. Once all the
identify and mention. his instruction.
art crafts are ready staple an extension of elastic
Teacher: Sun, Moon, Cloud, Tree, Flower, Star...
thread on both sides of the outline. Later each child
2 | Play Hot and Cold. Choose a volunteer to leave Once all the children have played, stick the cards
will go to the front to introduce himself.
the classroom for some moments as you hide one on the board making a sequence. Give the children
Child: Hello! I’m Mr.. Sun. I’m yellow. I’m happy.
flashcard. When the child returns he will have to a minute to memorize the order and then ask them
look for the card. His classmates will guide him to close their eyes. Remove the cards and then
saying Cold if he is far away from the image, or Hot ask the children to help you remember which the
if he is getting close. sequence was.
Children: Cold, cold, cold, cold, hot, hot, hot, hot...
Once the card has been found ask the pupil to name
it. Then invite other child to participate and replace
the image you hide.

3 | Use the masks of the sun and the moon Go to Let’s Sing!
(Shine bright). Do not forget to have cut them out
previously. You should also decorate the images

94 Play and Learn English 3 / Teacher’s Guide

 UNIT 8 them inside a bag. Place the bag at the center of Student's Book
Lesson 3 the classroom and select a volunteer to come to the
bag, take a flower and say which color it has:
Child: It’s a red flower.

Objective 4 | Stick two pieces of paper tape on the floor. Make

To represent a descriptive dialogue.
sure they are parallel and to a distance of 40 cm
approximately. The length will depend on you. The
Materials
idea is for the tape to represent the banks of a river.
Flashcards from this unit, fibers or chalk, outline of 79

Tell the children that they have to cross the river.

flowers, bag, paper tape, Shadow shapes (Games).
It will contain rocks (flashcards) that they can step
on. Each volunteer will jump on the cards as they Page 79 - Let’s draw!
mention them in order to get to the other side of Listen with the children to the dialogue. It is a good idea
Playful activities for them to repeat every heard phrase. Then divide
the river. If a pupil does not remember a word he has
1 | Suggest playing the game Find the Differences. the class in two groups, where each one will present a
to abandon the game. We suggest you to prepare character. If you want you can show them the cards
Divide the board in halves and make a similar
with time a set of stars in construction paper. Stick they have to mention to make the activity easier.
drawing of a landscape on each section keeping in
a star on the boards each time a child gets to finish Then ask the children to complete the scene; they can color
mind that there are some recognizable differences it as they wish.
the game. Later count with the students how many
among them. The simplest thing is to draw more or
stars there are.
less elements. Audio Script
Listen to the dialogue:
5 | Use the set of Shadow shapes for this
2 | Play the Mimic game. With your index finger • Hey, George!
opportunity. Stick the cards on a section of the
as if it was a pencil, draw an element in the air as • Come here! Look at the sky!
board and on the other part stick the corresponding
you mention the word without saying anything,
shadows, making sure they are placed in different • The sky is beautiful!
just moving your lips. The children should be able
places. Organize the children in a line and provide • It has many stars, because now it is night.
to guess what you are doing.
a fiber or piece of chalk to the first child, who will • In the day, the sun is in the sky.
have to match the image and its belonging shadow, • Oh! Nature is fantastic!
3 | Use the photocopiable template of flowers (page
as he names it.
205). Keep in mind that you will need one for each
student. They will color the flower with different
Go to Songs and Listenings
colors and once they are all ready you will put
Go to Let’s Play!
Play and Learn English 3 / Teacher’s Guide 95
 UNIT 8 Student's Book
Lesson 4 3 | Make the children sit in a circle and place a
plastic bottle at the center. Spin it and ask the child
who is pointed by it to look for a flashcard that you
Objective
will mention.
Making questions and answering them.
Teacher: At night, I can see...
Child: I can see stars! (takes the card from a table).
Materials
Flashcards from this unit, bags (two); blindfold, paper
4 | Draw silhouettes of this unit elements and cut
tape, plastic bottle. 81

them in halves. Show each part to the children so

that they discover the element. Then place each half
Playful activities
on a bag and name a volunteer. This child must take
1 | Ask the children to make a circle and put all the Page 81 - Listen and circle
a figure from each bag, seeking to make a pair. If he
shadows inside a bag. Take one of them for the The children will listen and will make circles around
succeeds he scores, but if he does not, the figures go
pupils to recognize the image. Do the same with the mentioned figures only.
back to the bags.
the other and then mention a volunteer. Blindfold
his eyes and give him an image. He should be able Audio Script
5 | Make the children make a line and place yourself
to infer which word it represents. Listen and circle:
in front of them. Make a question to each of them
• Look at the rainbow!
and encourage them to answer in English:
2 | Play Day and Night. Stick some paper tape on • Look at the flower!
Teacher: Is it a flower? (shows the flashcard of the
the floor to divide the classroom in two sections. • Look at the star!
flower).
Place one card which belongs to day to one side and • Look at the moon!
Child: Yes, it is!
the one of night to the other. The children will be
Teacher: Is it a flower? (shows the image of the
formed in a line stepping on the paper tape. They
beach).
will have to jump to the side you indicate. When
Child: No, it isn’t! Go to Songs and Listenings
you notice that they get the activity give the
Teacher: What is it?
commands quicker.
Child: It’s the beach!
Teacher: Night, night, night, day, night, day,
night, day, day...
Go to Let’s Color!

96 Play and Learn English 3 / Teacher’s Guide

 UNIT 8 Student's Book
Lesson 5

Objective
Final checking of the words taught. flashcards on the floor. This activity can be carried
out if all the children participate.
Materials
Flashcards from this unit, fibers or chalk, squared 5 | The students will be in a line sitting on the 83

box with cover, small ball. floor with their legs spread. The first of them will
hold a ball. Show him a card and ask him what he
Page 83 - Let’s match!
Playful activities sees. If he answers correctly the ball will go to the
This track proposes naming the elements that are
1 | Draw one of the items on the board and ask the classmate behind him.
characteristic of the day and the night to complete the
children to sit in front of it. Ask them what they see If someone commits a mistake the ball is freeze
sentences. Then ask the pupils to match the shadows
and hold the cards in your hand. Pass the images and that child has to leave the game.
from the scene to the corresponding images.
very fast and stop when they tell you (it should
be because they have visualized the card which
Audio Script
belongs to the drawing).
Go to Index Listen and pay attention:
• It’s day!
2 | Bring a squared box to the class. On each
• I see the sun!
side stick a flashcard to turn it into a dice. Each
• It’s night!
volunteer will take the dice, throw it and mention
• I see the moon!
the resulting image he sees.
Now, complete the sentence:
• It’s day!
3 | Another variant is that before they throw the dice
• I see…
they mention the figure they think they will obtain.
• It’s night!
• I see…
4 | Provide a pupil with the set of cards. Name
the words at random for this child to place the

Go to Songs and Listenings

Play and Learn English 3 / Teacher’s Guide 97

 little piece of thread. Make a hole on top of each figure
Complementary material Extra Activity - Unit 8 and pass and extension of elastic thread tying one end
My name is
_______________________________________________________________________ to the silhouette and the other to the base. Then do the
same procedure with the other figures.

Extra Activities When all the art crafts are ready mention the key words
for them to complete the sentences.
Teacher: It´s night!
• Using the flashcards of the unit we propose you
Children: I can see a star, a moon… (they will point to
some cool games.
the elements of the movil).
Place the cards on the floor with the image upwards
Extra Activity - Play and Learn English 3 - Unit 8 - 1/3 www.idiomagic.net | © Idiomagic Publisher

and mention a volunteer to come to the front. Deliver

a sentence for him that contains two of the learnt
Extra Activity - Unit 8 Extra Activity - Unit 8
words so that we places each foot on an image. This My name is My name is

version of Twister can begin with two cards and then

_______________________________________________________________________ _______________________________________________________________________

add a third word for them to use their hand. The game
is really fun for them and it is a great opportunity for
you to check the concepts you taught.
Another option is that a pupil selects two or three
cards to step on, and it is a classmate who mentions
the words.
Extra Activity - Play and Learn English 3 - Unit 8 - 2/3 www.idiomagic.net | © Idiomagic Publisher Extra Activity - Play and Learn English 3 - Unit 8 - 3/3 www.idiomagic.net | © Idiomagic Publisher

Teacher: I can see a flower, a star and a cloud.

Invite everybody to participate. Pages 202 and 203 - Color and cut Page 204 - Let’s cut and glue!
The last option is to divide the class in two teams and Bear in mind that for this activity you will need two Students will color and cut the moon and the sun.
to draw a line on the floor with chalk. Each team will be sets of copies for each student. They can color and Finally they will glue them where they belong.
to a side of the line: distribute the cards to both sides, decorate the figures given as they wish using crayons,
taking into account that there cannot be two same paint, glitter, cotton, etc. Any material will be useful to
images on the same sector. Before beginning the game embellish the shapes that will be cut out later. Go to Extra Activities
ask them to throw a dice to see who starts playing. The idea for this activity is to make two movils, one
One child will turn over a card, and his classmate from representing day and they other night. You will need
the other team will do the same, trying it to be the then two bases for each child; the base is easily made
same one as the first image shown. In all the cases the with two brochette sticks placed one on top of the other
winning team will begin the next round. in the shape of an X, and tied up at the center with a

98 Play and Learn English 3 / Teacher’s Guide

 Templates

Templates - Play and Learn English 3 - Unit 8 - 1/3 www.idiomagic.net | © Idiomagic Publisher Templates - Play and Learn English 3 - Unit 8 - 3/3 www.idiomagic.net | © Idiomagic Publisher
Templates - Play and Learn English 3 - Unit 8 - 2/3 www.idiomagic.net | © Idiomagic Publisher

Page 205 Page 206 Page 207

These flowers will be used in lesson 3. Students will color the window and draw a day or Students will color the rainbow. This time they will
night landscape. work with paint, it is also a good idea to glue some
cotton on the clouds.

Go to Templates

Play and Learn English 3 / Teacher’s Guide 99

 Tests

• Use the mask from Shine bright for the following

activities:
The first of them consists on sitting the children
in a circle. Place the flashcards of the unit at the English Test - Unit 8 English Test - Unit 8

center and name a volunteer to come to the center My name is

______________________________________________________
Total
Points
My name is
______________________________________________________
Total
Points

of the circle. Provide the child with a mask and he 1

will have to look for a card that belongs to this

mask, besides from delivering the corresponding 2

sentence:
Child: (his mask is of the sun and chooses the card 3

of the rainbow) English Test - Play and Learn English 3 - Unit 8 - 1/2 www.idiomagic.net | © Idiomagic Publisher English Test - Play and Learn English 3 - Unit 8 - 2/2 www.idiomagic.net | © Idiomagic Publisher

It´s day! I can see a rainbow.

Children: Yes!
Child: (holding the mask of the moon he lifts the Page 208 - Listen and circle Page 209 - Let’s draw!
flashcard of the sun) Deliver different sentences so that as they hear you Students will listen to the teacher a draw.
It´s night! I can see a sun. they make circles in the correct windows. Teacher: Look at the flower and the rainbow!
Children: No! Teacher: Number 1 – It´s night! I can see the moon. Look at the moon and the stars!
Child: I can see the moon. Number 2 –It´s day! I can see a tree.
Children: Yes! Number 3 – It´s day! I can see the beach.
• The last proposal is to stick the card of the unit
on the board. The masks will be on a table. Mention
a volunteer and tell him a sentence. According to
what you say the child will take the corresponding
mask and image.
Go to Tests
Teacher: It´s night! I can see the moon.
Another variant is for the volunteer to select the
mask and flashcard. His classmates will say the
belonging sentence.

100 Play and Learn English 3 / Teacher’s Guide

 UNIT 9 - Zoo Animals Songs
Vocabulary Evaluation criteria
Lion, Tiger, Monkey, Giraffe, Snake, Elephant, By the end of this unit your students should be able
Let’s go to the Zoo!
Hippo, Bear, Zebra. to comment on their favorite animal; they must
Shhh…, listen.
also describe them.
Tell me,
Expressions
Materials What is it?
What animal is it?
Flashcards from this unit, Hello hands (Games), A lion, lion, in the zoo
It’s…
paper tape, small ball, plastic hat, fibers or chalk, coins A monkey, monkey, in the zoo.
What color is the…?
of colors and of animals, blindfold, egg container, A snake, snake, in the zoo.
It’s …
flashcards of colors, shapes made out in colored An elephant, elephant in the zoo.
I can see a/an…
paper, Put me together (Games), box, Guess who A bear, bear…
What’s your favorite animal?
(Games). In the zoo!
My favorite animal is…
Animals, animals, in the zoo!
Let’s go to the zoo!
Flashcards BIS
Total: 9
Project
Lion, Tiger, Monkey, Giraffe, Snake, Elephant,
Provide each pupil with a tamplates of wild animals
Hippo, Bear, Zebra
(page 212) to be colored by them as they wish.
Once the images are ready and cut out, paste the
Games
animals on a base taking advantage of the flap at Total: 6
the bottom. You can ask for a piece of foam cup Set 1: Put me together
to be the base of the art craft. Ask the children to Set 2: Guess who
decorate the base with green colored paper. You can
also replace the foam cup with construction paper.

Objectives for this unit

• To recognize the characteristic animals of a zoo.
• To identify sounds made by animals.

Play and Learn English 3 / Teacher’s Guide 101

 Student's Book

Zoo Animals
Unit
9

04
85 04
87 04
89

Lesson 1 Lesson 2 Lesson 3

04
91 04
91
93

Lesson 4 Lesson 5

102 Play and Learn English 3 / Teacher’s Guide

 UNIT 9 Student's Book
Lesson 1

Objective Zoo Animals

Unit
9

First contact of the children with the words they 4 | Play Mommy Tiger: choose a female student
will learn in this unit. who will represent Mommy and ask her to close
her eyes. Four or five classmates will represent her
Materials children: they have to make sounds so that their 04
85

Flashcards from this unit, paper tape, small ball. mom can find them.

Playful activities 5 | Draw a characteristic part of an animal on the

Page 85 - Listen and color
1 | Present the new vocabulary and then stick the board, for example the trunk of an elephant, black
The children have to listen and repeat the name of
cards on the board. Mention a volunteer and provide and white stripes for the zebra, the neck of a giraffe,
each mentioned animal, as they touch it in the scene.
him with a small ball so that he throws it towards the mane of the lion, etc. The children must infer in
Afterwards they can color the figures.
the image you mention: all the cases to which animal the drawings belong.
Teacher: It’s a lion. Then they have to look for the corresponding
Audio Script
flashcard to stick next to the drawing.
Listen, repeat and touch:
2 | Stick the flashcards on different walls of the Teacher: What animal is it?
• Touch the tiger.
classroom; a volunteer will walk towards the chosen Children: It’s a snake.
• Touch the monkey.
card imitating the movements of the animal he has
• Touch the giraffe.
in mind. His classmates must guess the item before
• Touch the snake.
this pupil reaches the image.
Go to Picture Dictionary • Touch the elephant.
Teacher: What animal is it?
• Touch the hippo.
Children: It’s a tiger.
• Touch the bear.
• Touch the zebra.
3 | Place the cards on the floor and ask the pupils to
• Touch the lion.
stay at the opposite corner. Taking turns, ask them
to approach to the chosen card following different
commands, for example run/jump/tip toe.
Go to Songs and Listenings

Play and Learn English 3 / Teacher’s Guide 103

 UNIT 9 has. The third pupil has to name three animals, and Student's Book
so on until you reach the end of the line.
Lesson 2
3 | Beforehand take an egg container and paste
figures of animals on each space. Also, add a score.
Objective The children will be given a small foam ball, and
Making yes/no questions. will throw it towards the container, seeking to score
inside a division. Tell the pupils about the score they
Materials
obtain each time, and name the winner of the game.
Flashcards from this unit, Hello hands (Games),
You can even give him a little prize.
paper tape, egg container, ball of foam cup, plastic 04
87

hat.
4 | Propose playing the Chair Game: place nine
Playful activities chairs in a circle with the seat outside. There will
1 | Begin the lesson with your pupils sitting in a be a card on each seat. Then name nine pupils who Page 87 - Find and mark with an X
circle on the floor. Place the cards at the center and will run around the chairs as they listen to the song
After having observed the scene your students have
provide a child with a Hello hands. Ask him about of the unit. Stop the music and the children will
to infer the differences between both pictures. Ask
his favorite animal and encourage him to answer quickly sit down, naming the animal they visualize.
them to mark them with an X of a different color in
using the complete structure: Be sure that everybody participates.
each case.
Teacher: Juan, what’s your favorite animal?
Child: My favorite animal is the bear. 5 | Ask the children to make couples. Also, bear in
You might even ask about the sounds these animals mind that you will need a plastic hat with sides.
make: On the hat’s wing you should be able to place a
Teacher: And what is the sound of the bear? flashcard. The first team will sit one in front of
Child: (reproduces the sound). the other; the one wearing the hat cannot see the
image he carries, so he has to observe the mimes
2 | Divide the class in groups of nine students and his classmate does.
stick a flashcard on their chest. Then name animals Child 1: Is it a lion?
at random so that when they listen to you the Child 2: No!
children place themselves one next to each other. Child 1: Is it a zebra?
Once all the pupils are formed the first student Child 2: Yes!
must say ‘I see a/an…’, plus the name of the
animal he carries. The second child will repeat the
first animal and he will also mention the image he
Go to Let’s Sing!

104 Play and Learn English 3 / Teacher’s Guide

 UNIT 9 Student's Book
Lesson 3 3 | Stick the coin of a color on one child’s foot and the
one belonging to an animal on the other foot. As this
child walks his classmates must infer the name of the
animal as they deliver the appropriate sentence:
Objective
Children: It’s a pink lion.
To identify sounds of animals.

4 | Indicate each child which animal he will represent

Materials
with movements and sounds. Once all the students
Flashcards from this unit, paper tape, colored coins
know the animal they will be imitating suggest 04
89

of colors and of animals, Guess who (Games).

playing to the orchestra. Mention an animal so that
all the pupils who represent it begin imitating. Then
Playful activities
mention another animal and continue like this with Page 89 - Color and draw
1 | With the children in a circle place the cards at the
others. At some point shout Zoo animals!, so First ask the children to listen carefully to the
center and make questions about the color of each
that everybody represents an animal at the same track. Stop the sound so that they can answer
animal. For animals which possess more than one
time. Raise your arms to indicate that they must properly. Later your pupils will complete the faces
color, remind the students to use the conjunction
make silence. The child who does not follow the of the animals and will also color according to your
and.
instructions must stay freeze until you allow him instructions.
Teacher: What color is the hippo?
to return to the game.
Child: It’s purple.
Teacher: Elephants, zebras, snakes, zoo animals, Audio Script
Teacher: And what color is the zebra?
hippos, (hands up). Listen to the sounds and guess which
Child: It’s black and white.
animal it is:
5 | Show students the cards from Guess who. Students What animal is it? (4x)
2 | Draw empty cages on the board pretending they
will look at the shadow and compare it with the animals
are part of the zoo. Place yourself some meters Key:
below. They have to name the correct one.
away from them and ask them questions about the 1. Lion 3. Monkey
animals: 2. Snake 4. Elephant
Teacher: Where is the snake?
Child: Here! (he will take the card and will stick it Go to Let’s Play!
inside the corresponding cage).
Go to Songs and Listenings

Play and Learn English 3 / Teacher’s Guide 105

 UNIT 9 Student's Book
turns the pupils will take a flashcard from each
Lesson 4 table, and based on what they see they will deliver
the appropriate sentence:
Child: It’s a pink hippo.
Objective Another possibility is for you to say the sentence
Interpretation of a dialogue. waiting for the children to take the cards.
Teacher: It’s a yellow tiger.
Materials
Flashcards from this unit, blindfold, flashcards of 4 | Stick the flashcards of animals in different 04
91

colors, paper tape, outlines made out in colored paper. corners of the classroom. Then ask the children
to make a train and explain them that you will be
Page 91 - Let’s match!
Playful activities going on a trip to the zoo. Place yourself in front
Listen to the dialogue that your students can listen
1 | Request two children to make a pair and to of them to be the driver. Make them stop at each to. A nice way to practice it is to divide the class in
choose an animal to represent. Then blindfold their animal and ask them questions: two groups where one will be in charge of making
eyes and mix them among their classmates. These Teacher: Let’s go to the zoo! the questions and the other answers. These roles
pupils will have to find their partner based on the Look! I see a... should be changed at some point to check that all of
sounds they reproduce. Once these volunteers find Children: I see a monkey. the children can successfully cover both parts of the
conversation. Also, keep in mind that you can suggest
each other ask for two more pupils.
other animals to replace the ones in the dialogue.
5 | Try carrying out a safari game: beforehand you
Once this activity is fulfilled your students must
2 | The next activity is Pass the message. The need to cut out pieces of colored paper. Bring them match each puzzle piece to its corresponding animal.
children will be placed one behind the other. to class and stick a piece of folded paper tape behind
Mention an animal to the first child’s ear so that them. You will have to name two hunters while the Audio Script
he reproduces the corresponding sound to his rest of the children will be wild animals. The game Listen to the dialogue and work in pairs:
classmate. The sound will be repeated as a whisper consists on chasing the animals to mark them with • What animal is it?
along the line, until it reaches the last student. He a colored piece of paper. The marked animal must • It’s a zebra.
has to imitate the sound very loudly; the rest of the leave the game. • What color is the zebra?
children will tell him if he was correct or not. • The zebra is black and white.
• Oh! I love zebras!
3 | On one table place cards of colors and on the
Go to Let’s Color!
other one the ones belonging to this unit. Taking
Go to Songs and Listenings
106 Play and Learn English 3 / Teacher’s Guide
 UNIT 9 Student's Book
3 | Now your pupils will be on the floor, sitting one
Lesson 5 next to the other. Place yourself in front of them
holding a ball. Name an animal and throw the ball
to a child; when returning it to you, this volunteer
Objective must repeat the Word you said, plus a new animal.
Final checking of the words learnt. The next student to play will mention three animals,
and so on. The game continues until the nine
Materials
animals have been mentioned. In case someone
Flashcards from this unit, small ball, decorated
does not remember the order of the sequence, the
bottle, Put me together (Games), box, paper tape. 04
91
93

game starts all over again.

Playful activities 4 | Choose nine children and stick a card on their

Page 93 - Find and circle
1 | With your Spinning Bottle you can propose a chest. Then mention animals at random so that
Ask your students to listen and mention which
fun activity. Place the pupils in a circle and put the they place themselves in the order you indicate.
animals can be seen at the zoo. You can consider
decorated plastic bottle at the center. The student Once the line is complete ask the rest of the
showing them the flashcards they have to name.
pointed by its cap will think of an animal and will imitate students to mention the images they see. Next,
Once the oral activity is complete your pupils have
its sound without mentioning it. His classmates must select other nine children to participate.
to circle the hidden animals on the scene. Remind
infer which animal is being represented. Repeat the Teacher: Lion, tiger, monkey, snake, bear...
them to use different colors.
game as many times as necessary. Children: Lion, tiger, monkey, snake, bear...

Audio Script
2 | Suggest playing a Matching Game with Put 5 | Use the cards of Put me together to play Snap!
Listen and complete the sentence:
me together. Place all the items of the game Ask the children to make a semicircle and place one
• Let’s go to the zoo!
inside a box. Taking turns the pupils must take a card of the game at the center, on the floor. Then
• I see a lion.
piece out from the box. The objective is for them begin showing the flashcards at high speed; when
• Let’s go to the zoo!
to be able to recognize the animal to which each your students visualise the corresponding image
• I see...
piece corresponds. Once all the pieces have been they must shout ‘Snap!’ for you to stop. The first
identified place them on the floor, this time with pupil who guesses can look for the missing card to
the image facing down. The children must take make a pair. Then replace the image and continue
turns to turn over two cards, waiting to make a pair playing. Go to Songs and Listenings
in each case. Do not forget to ask them the name
of the resulting animal. Go to Index
Play and Learn English 3 / Teacher’s Guide 107
 Complementary material Extra Activity - Unit 9
My name is
_______________________________________________________________________

Extra Activities

• For this activity you will need the photocopiable an animal: its representatives must stand up and
masks (pages 213 to 221). If you can, let them change places among them. Mention different
choose the animal they want to represent. Take animals, and include the expression Zoo animals!
Extra Activity - Play and Learn English 3 - Unit 9 - 1/2 www.idiomagic.net | © Idiomagic Publisher

advantage of this moment to establish a brief When they hear you say this, everybody must
dialogue with all the students: change their place. You might want to consider Page 210 - Let’s glue!
Teacher: What´s your favorite animal? carrying out the activity with the children sitting For this activity you will need some animals
Child: My favorite animal is… on chairs instead of being on the floor. pictures from magazines, three animals per
After the children receive the mask they can color • The last game we propose you begins with your children. Students will choose the animals and glue
it. Remember to cut them out (in fact you can do pupils in a line, one next to the other as they wear then on the activity sheet as they name each one.
this step in advance) and staple an extension of their mask. The first of them has to introduce
elastic thread to both sides of the mask. You might himself and must name the animal whose mask we
even make a mask for yourself in order to take part wears. Immediately after this volunteer will take off Extra Activity - Unit 9

of the different activities we propose. the mask and will hide it behind his back. The next My name is
_______________________________________________________________________

Once everything is ready play the song of the unit pupil will do the same and all the others, always
so that everybody dances. At some point keep hiding the mask.
the music on hold and mention an animal; all the Call the first child again and ask him to place himself
children who represent this animal must gather at the center of the circle. Then ask the pupils
together. Continue with the game, naming different about the animal that this volunteer represented,
animals on each occasion. in order to check that they were able to remember Extra Activity - Play and Learn English 3 - Unit 9 - 2/2 www.idiomagic.net | © Idiomagic Publisher

• You can also have the children sitting on the information.

floor in a circle, while they wear their mask. Name Child 1: Hi! I´m a tiger.
Page 211 - Let’s find and mark an X!
Child 2: Hi! I´m a monkey
Students will listen to the teacher and cross only
Teacher: What animal is it?
the animals she names. Ask them to color and
Go to Extra Activities Children: It´s a tiger.
name all the animals in the picture.
Teacher: It is a bear. / lion. / snake. / zebra. / horse.

108 Play and Learn English 3 / Teacher’s Guide

 Templates

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Page 212
Students will use these animals for the project.

Go to Templates

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Play and Learn English 3 / Teacher’s Guide 109

 Templates - Play and Learn English 3 - Unit 9 - 6/10 www.idiomagic.net | © Idiomagic Publisher Templates - Play and Learn English 3 - Unit 9 - 7/10 www.idiomagic.net | © Idiomagic Publisher Templates - Play and Learn English 3 - Unit 9 - 8/10 www.idiomagic.net | © Idiomagic Publisher

Pages 213 to 221

These masks will be used or a game from the extra
activities.

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110 Play and Learn English 3 / Teacher’s Guide

 Tests and to touch a flashcard at random. They must also Teacher:
name this item. I can see a yellow giraffe.
Child: Red, yellow, green, black, black zebra! I can see an orange tiger.
• With time wrap a flashcard in colored paper; on Change the position of the footprints before every I can see a pink hippo.
top of it place another card and wrap them again. new child participates. I can see a blue bear.
Continue like this until all of your flashcards are • One last option is to place the cards on the floor I can see a green elephant.
covered in paper. with the image upwards. Place a crayon on each I can see a black monkey.
With the children sitting in a circle on the floor, card, bearing in mind that the colors you use must I can see a red lion.
provide one of them with the packet and play the be the ones your pupils already know.
song of this unit so that they begin passing this Ask them to mention the color and the animal
element from hand to hand. Stop the music and in each case and after a few times of having English Test - Unit 9

request the pupil who has the wrapped cards at repeated this information remove the crayons. The My name is
______________________________________________________
Total
Points

that moment to unwrap the first cover. He has to children should be able to remember the location
imitate the sound of the animal he visualizes and of the crayons. Another possibility is to handle the
his classmates must infer which animal it is. Play removed crayons to some volunteers, who will be in
the song again and keep it on hold. Another child charge of placing them where they belong.
will take out the second cover and will the same
perform action as his other classmate. The game English Test - Play and Learn English 3 - Unit 9 - 2/2 www.idiomagic.net | © Idiomagic Publisher

ends when the last flashcard has been unwrapped. English Test - Unit 9

In case you have a large group, mix the cards and My name is
Total

Page 223 - Let’s circle!

______________________________________________________ Points

wrap them again.

Students will circle the animals the teacher names.
• Another option is to stick the card on the board.
Teacher: It is a giraffe. / elephant. /
In this case you will need the colored footprints
zebra. / monkey. / lion.
(included in your guide) to make a path from a
spot in the classroom up to the board. Taking turns
the pupils have to step on each footprint as they English Test - Play and Learn English 3 - Unit 9 - 1/2 www.idiomagic.net | © Idiomagic Publisher

mention their colors. Once they reach the board ask

them to repeat loudly the last color they mentioned,
Page 222 - Listen and color
The children have to listen to you carefully, and
must color the circles using the colors
Go to Tests
you indicate.

Play and Learn English 3 / Teacher’s Guide 111

 UNIT 10 - Let’s Play! Song
Vocabulary Evaluation criteria
Memory Game, Puzzle, Tic Tac Toe, Yo yo, Your students must be able to use possessive
Let’s Play!
Puppet, Dominoes, Kite, Video Game, Hopscotch, expressions, using the pronouns he/she.
I want to play
Cartoon, Skipping rope.
Memory game
Materials
Expressions Me-mo-ry game!
Flashcards from this unit, Hello hands (Games),
What is it? You want to play
boxes (two), rope, paper tape, small rock, Peep
It’s a/an… Tic-tac-toe.
and speak (Games), plastic rings, fibers or chalk,
What color is the…? Tic-tac-toe!
flashcards of colors, Puzzle play (Games), Magical
It’s… He wants to play video game
Bag, I have / don´t have (Games), dice, small ball,
What’s your favorite game? video game!
Tic tac toe (Games), puppets, photocopiable tic-
My favorite game is… She wants to play dominoes
tac-toe, envelopes, Toys are us (Games).
I have… Do-mi-noes!
I don’t have… We want to play yo-yo
Let’s play… Yo-yo!
Flashcards
I want to play… I want to play
Total: 11
Memory game
Project Memory Game, Puzzle, Tic Tac Toe, Yoyo,
Me-mo-ry game!
Provide each student with a copy of the game tic- Puppet, Dominoes, Kite, Video Game, Hopscotch,
tac-toe (page 227). After they have cut them out, Cartoon, Skipping rope
and the board is ready, you can organize them in
groups of two to play. When finishing the project Games
Total: 7
give an envelope to every child, where they can put
Set 1: Puzzle play
the pieces. Label the envelopes with the owner’s
Set 2: Tic tac toe
name, and write down the phrase Let’s play!. Set 3: Toys are us
Set 4: I have / don’t have
Objectives for this unit

To recognize games and toys, as well as the way

they used.
To interpret dialogues.

112 Play and Learn English 3 / Teacher’s Guide

Student's Book

10 L et’s P lay!
Unit

7 8
6
4 5
3
2
1

04
95 04
97 04
99

Lesson 1 Lesson 2 Lesson 3

04
101 04
103

Lesson 4 Lesson 5

Play and Learn English 3 / Teacher’s Guide 113

 UNIT 10 Student's Book
Lesson 1
Objective
10 L et’s P lay!
Unit

Presentation of the new vocabulary. 4 | Place a box that will contain the flashcards at
7 8
a corner of the classroom and ask the students
Materials 4
6
5
to stay at the opposite spot. Choose a pupil and 3
Flashcards from the unit, Hello hands (Games), 2
mention a word; he must walk towards the box, 1
box without cover, rope.
take the corresponding image and come back. 04
95

In order to make the activity more engaging you

Playful activities
might give the volunteers commands to follow, for
1 | Present the new words with the cards. Then Page 95 - Listen and color
example run; jump; crawl, etc.
allow the children to pass each image from hand to As they listen, ask the children to repeat the name
hand, as they mention them. of every item they hear. If you think it is necessary,
5 | Mention two students and tell each of them
keep the track on hold in order to give them time
to hold the ending of a piece of rope. The rest of
2 | This time place the cards at the center of the to repeat the words. Next, the pupils can color the
the children will take turns to pass under the rope
circle formed by your pupils, and indicate each one scene as they wish, keeping in mind to do it in the
without touching it. The condition to pass through is
to touch the flashcard you name with the Hello order the track indicates.
to mention a flashcard correctly. If the child commits
hands. Give everybody the opportunity to touch at
a mistake he must go to the end of the line. After all Audio Script
least three different images.
of the pupils have played, you may tell the children Listen, repeat and point:
Teacher: Let’s play with my memory game! Let’s play with my memory game!
who hold the rope to lower it a little bit. Do not forget
Child: (touches the requested card with the big Let’s play with my puzzle!
that these two students must also play. Let’s play tic-tac-toe!
hand) Memory game!
Let’s play with my yo-yo!
Let’s play with my puppets!
3 | Think of an item and mime the corresponding Let’s play with my dominoes!
movements: the children must infer the action Go to Picture Dictionary Let’s play with my kite!
Let’s play with my video game!
and have to associate it to a game or toy. After Let’s play hopscotch!
having done the same with all the words mention Let’s play with my skipping rope!
a volunteer and show him a card. This child must Let’s watch cartoons!

mime for his classmates to guess the word.

Go to Songs and Listenings

114 Play and Learn English 3 / Teacher’s Guide
 UNIT 10 Student's Book
Lesson 2 3 | Place a piece of rope on the floor, at the center of the
classroom. Ask the children to step on the rope and place
a card on each side of it. Name one of the images so that
Objective your students jump to the side where this flashcard is
To interpret incomplete images. placed. Then do the same with the other word. In order
to make the activity entertaining, repeat the same word
Materials several times, or dictate the items really fast. As they
Flashcards from this unit, box, rope, paper tape, commit mistakes they must leave the game. After a
Puzzle play (Games), chalk, small rock, Peep and while, change the images for other two cards to reinforce
04
97

speak (Games). the teaching of the words.

Teacher: Puzzle, Yo-yo, Yo-yo, Yo-yo, puzzle,
Playful activities Yo-yo, puzzle...
1 | Check the items you taught on the previous class with Page 97 - Let’s draw!
your students, and propose playing Puzzle play. Put the 4 | Play Hopscotch with your pupils. Draw the outline Your students must observe the scene and infer
pieces of puzzles inside a box; next, take a piece and ask of a plane on the floor with chalk or paper tape. Place a which toy each character should be using based on
the children if they know which game or toy it belongs to. card from this unit on each division and ask the children
their body language. Then they can complete the
The pupil who answers first can keep the piece. Continue to make a line. Each of them will throw a small rock on an
drawings.
the activity until all the pieces have been identified. The image. The volunteer must jump on every image except
child who ends up with more will be the winner. Later on on the one with the rock. On the way back the pupil must Key:
divide the class in six groups and provide each team with pick up the rock. Request them to name all the cards. Yo-yo
the pieces of puzzle. At your signal, the children must solve Puppet
the puzzle they have. The first team who succeeds will be 5 | Use the keyhole (Peep and speak) for the following Kite
the winner. The game can be repeated if you change the game: take the flashcards and pass them behind it, Skipping rope
pieces among the children. waiting for the pupils to infer which is the item they see.
Once they guess, make questions about the colors.
2 | For this next activity you will need eleven volunteers. Teacher: What is it?
Place the flashcards in a big circle on the floor with the Children: A yo-yo!
image facing down. Then play the song of the unit and ask Teacher: What color is it?
these children to dance around the cards. At a moment Children: It’s purple!
stop the music so that the pupils sit on a card. Then ask
each of them to observe, identify and name the image
they have:
Teacher: What is it? Go to Let’s Sing!
Child: It´s a kite.
Repeat the procedure at least three times with each group.
Play and Learn English 3 / Teacher’s Guide 115
 UNIT 10 Student's Book
Lesson 3
Objective
Making questions referred to the children’s downwards. Each pupil must try to find a pair,
personal likes. turning over two cards. In case the student does not
find a pair the cards must go back to their original
Materials
position.
Flashcards from this unit, Hello hands (Games),
plastic rings, fibers or chalk, flashcards of colors, 04
99

4 | Provide each child with a piece from the Puzzle

Puzzle play (Games), Toys are us (Games).
play. After they tell you the name of the image they
Playful activities have, ask them to march around the classroom as
Page 99 - Listen and put the stickers
1 | Begin this lesson asking the children about they listen to the song of the unit. Suddenly name
The children have to listen to the track. Keep the
their favorite game or toy: provide them with a a figure; all the children must sit down, except
audio on hold to give time to the pupils to identify the
Hello hands, so that when they answer they touch the ones who possess a piece of the puzzle you
mentioned game or toy.
the corresponding image. Beware of the use of mention. If you say ‘Let’s play!’ everybody must
Then indicate the pupils to take the stickers. They must
complete structures. sit. The game continues until all the cards have
place them where they belong. Last, the boys have
Teacher: Juan, what is your favorite game? been mentioned.
to mention the items which correspond to the male
Child: My favorite game is dominoes (touches the
characters; the girls must do the same.
flashcard with the big hand). 5 | This time draw half of each game or toy on the
board. On each case ask the pupils to identify the Audio Script
2 | Place two plastic rings on the floor, or else draw item and when you obtain an answer choose a child Listen:
them with chalk. Put cards of colors inside the first to finish the drawing. I have a memory game.
one, and within the second ring place the flashcard I have a kite.
of this unit. Taking turns the volunteers will pick up I have a video game.
an image from each ring according to the sentence I have a puzzle.
Go to Let’s Play!
you deliver: I have dominoes.
Teacher: It´s a blue yo-yo. I have a puppet.

3 | Suggest the children playing Toys are us. The

Go to Songs and Listenings
flashcards will be on the floor with the illustration

116 Play and Learn English 3 / Teacher’s Guide

 UNIT 10 game’. Once you have used all the cards star showing Student's Book
Lesson 4 two at a time, so that they use the conjunction and.
Then do the same with the other mask, and after
some occasions in which the students deliver negative
Objective
sentences, tell them about the word or, so that they
Adquisition of the possessive forms
can deliver more complex sentences.
I have / I don’t have.

Materials 4 | Divide the set of flashcards in two boxes that will

Flashcards from this unit, Magical Bag, I have / be placed at a corner of the classroom. In front of
don´t have (Games), boxes (two), chalk. one of the boxes draw a happy face, and on the other 04
101

one, draw a sad face. Then name a volunteer who will

take a card from the first box: after having said the
Playful activities corresponding sentence, he must do the same with Page 101 - Listen and match
1 | As the first activity sit the children in a circle on the other image and the negative expression. After listening to the sentences the children will repeat
them. Once they have practiced the affirmative and
the floor. Inside your Magical Bag put a game or a Child: (obtains the flashcard of the puppet) I have a
negative structures show them a flashcard at the time
characteristic piece. Then remove the elements as puppet! (now he finds the image of the kite) I don’t and a happy or sad face for them to elaborate the
you ask questions for the students to identify: have a kite! corresponding sentences. Later on play the same track
Teacher: (exposes a piece of dominoes) What is this? again: this time the students must match each game or
toy to the corresponding face of Mr. Mouse. Each line
Children: Dominoes! 5 | Draw two big circles on the floor representing the
should have a different color.
expressions I have / I don’t have. Inside each circle
2 | The objective for this class is to teach the place half of the cards with the images facing down. Audio Script
structures I have / I don’t have. Use the masks to Then choose a volunteer and ask him to take a card Listen and learn some more.
explain the meaning they have and then hide them from each circle to deliver an appropriate sentence: I have a kite.
I don’t have a kite.
behind your back. As you show them, the children Child: I have a memory game, but I don’t have
Listen and match:
must mention each expression. Then show them dominoes! I have a puppet. I don’t have a
faster so that they keep up with the activity. I don’t have a video game. skipping rope.
Teacher: (shows the masks) I don’t have a memory game. I have dominoes.
Children: I have, I don´t have, I don´t have, I have, etc. I have a puzzle.
Go to Let’s Color! I have a yo yo.

3 | Take the mask that represents I have and choose

a card at random: the children must deliver the Go to Songs and Listenings
corresponding sentence, for example ‘I have a video
Play and Learn English 3 / Teacher’s Guide 117
 UNIT 10 3 | Choose two kids that will play Tic-tac-toe on Student's Book
your desk. Then choose another pair of students to
Lesson 5 play. Give all students the chance to participate.

Objective 4 | Taking into account the track the children will

Checking of the words and expressions learnt along work with in this lesson, it is a good idea for you to
the unit. use the puppets of the collection or any others to
practice a basic conversation. First hold a puppet
Materials on each hand and say the conversation to set the
Flashcards from this unit, fibers or chalk, paper example. Then ask the children to make couples: 04
103

tape, dice, small ball, Tic tac toe (Games), puppets. provide each pupil with a puppet and show them
the flashcards they have to mention on each case.
Playful activities Page 103 - Cut and color
Child 1: Hello!
1 | Propose playing Tic-tac-toe. Draw the board and The children must listen to the dialogue. Once they get
Child 2: Hello! the meaning of the conversation they can repeat the
stick a flashcard on each space. Then divide the class
Child 1: What’s your name? lines. To do this divide the class in two groups, and assign
in two groups and assign them a figure (X and O).
Child 2: My name is.... What’s your name? a character for each team. After having repeated the
Allow them to throw the dice so that the team who dialogue a few times they can mention other flashcards
Child 1: My name is.... What’s your favorite game?
gets the highest number begins playing. The first that you show them. Then the children must color the
Child 2: My favorite game is...
team must choose a card and name it. If they do it puzzle from page 109. Once it is ready cut it out following
What’s your favorite game?
correctly they can remove the image and draw their the dotted lines and mix the pieces. Your students have
Child 1: My favorite game is.... Bye bye! to solve the puzzle to paste it on page 103. You can even
corresponding symbol. The second group will do the
Child 2: Bye bye! set a competition: the first child to finish wins the game.
same and they will continue like this, until one of
the teams manages to make a line of three Xs or Os. Audio Script
5 | Stick the cards on the board and under each one
Listen to the dialogue and work in pairs:
draw a small circle with two eyes and no mouth.
2 | For the next activity divide the board in two Hi, Good Afternoon!
Mention a volunteer and deliver a sentence for Hi, Good Afternoon!
parts. In one section draw a happy face and on the
him. He has to draw the mouth according to the What’s your name?
other one a sad face. Ask the children to make a line
expression you use. My name is John.
in front of the board: show a flashcard to the first What’s your favorite game?
Teacher: I don’t have puppets!
pupil and ask him if he possesses that game or toy My favorite game is dominoes. And yours?
Child: (draws a sad face under the image).
in his house. Depending on his answer he will throw My favorite game is tic-tac-toe.
a small ball to the corresponding face. Oh, good! Let’s play now!
Teacher: Do you have a video game? Ok!
Child: Yes, I have a video game. / Go to Index
No. I don’t have a video game. Go to Songs and Listenings

118 Play and Learn English 3 / Teacher’s Guide

 to the front to name their resulting figure. Pages 224 and 225 - Color and cut
Complementary material As you will notice, it is necessary to have an even For this activity you will have to give each student
number of children to perform the activity. two copies of the pages containing the pieces
The next game consists on making pairs through of Memory Game. After coloring them, ask the
arrows. To do that, divide the board in two sections. children to cut them out following the dotted lines.
Extra Activities In each part stick half of the total number of Even though the game is designed for the pupils
pieces. Of course, you will keep in mind that the to play individually, we propose you to set a
corresponding pieces of each pair must be on competition among the students. With the children
Take advantage of the material provided in your
opposite sides of the board. sitting in a circle, each of them will have their
book to propose different activities.
Taking turns a child will come to the front: whisper pieces with the images facing down. Taking turns
Place the children in a circle on the floor and at
a word to his ear so that he can make a line on each pupil must turn over two pieces looking for the
the center put the pieces of the puzzles with the
the board to connect both halves of the figure. His pair. The first student to find all the pairs will be the
illustration facing down. Taking turns the children
classmates must guess the name in all the cases. winner of this competition. This activity can be also
must turn over two pieces, seeking to make a pair
carried out in teams of two.
on each case.
We advise you to take an envelope for each pupil, in
Another option is to stick one of the pieces on
Extra Activity - Unit 10 which you will write Memory Game plus the name of
the board: the remaining ones will be at the center My name is
the owner. In this way they will be able to put there
of the circle. Also in this case the children must _______________________________________________________________________

the pieces of the game to continue playing at home.

take turns to turn over a piece trying to find the
corresponding one to that piece exposed. Do not
forget that they should mention the resulting Extra Activity - Unit 10
figure. After one pair is matched stick a different My name is
_______________________________________________________________________

piece and continue playing.

Stick the pieces of Toys are us and Puzzle play
on your students’ chests. Bear in mind that in all
Extra Activity - Play and Learn English 3 - Unit 10 - 1/3 www.idiomagic.net | © Idiomagic Publisher

the cases the image cannot be seen by the pupils.

Once all the children are ready play the song of
the unit so that they dance around the classroom.
Extra Activity - Unit 10
When you stop the music the children must stay My name is
Extra Activity - Play and Learn English 3 - Unit 10 - 3/3 www.idiomagic.net | © Idiomagic Publisher

still and remove the piece from their chest. Then _______________________________________________________________________

they can look for a classmate who possesses the

corresponding image. Last, each couple will come Page 226 - Let’s glue!
For this activity you will need some pictures of toys
and games from magazines. Each student will choose
three and glue them in the presents. Finally they will
Go to Extra Activities
Extra Activity - Play and Learn English 3 - Unit 10 - 2/3 www.idiomagic.net | © Idiomagic Publisher
tell the class about their presents.

Play and Learn English 3 / Teacher’s Guide 119

 Templates

x o
x o
x o
x o
Templates - Play and Learn English 3 - Unit 10 - 1/4
x o
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Templates - Play and Learn English 3 - Unit 10 - 3/4 www.idiomagic.net | © Idiomagic Publisher

Page 227 Page 228

This tic tac toe will be used for the project. Students will draw the present they would like to get for
their birthday. Finally they will tell the class about it.
Student: I have a memory game.

Templates - Play and Learn English 3 - Unit 10 - 4/4 www.idiomagic.net | © Idiomagic Publisher

Go to Templates

Pages 229 and 230

Give to each student a pair of faces and circles. They
will draw a happy and sad face for I have/ I don’t have
on the faces and a game on each circle. Then they will
perform sentences using the structure.
Student: I have a puzzle. I don’t have a yo-yo.

120 Play and Learn English 3 / Teacher’s Guide

 Tests affirmative sentence. As they observe the image Number 3: I don´t have dominoes.
these children must deliver a proper sentence. Number 4: I have a puzzle.
Show this same card to the other team so that they Number 5: I have a tic tac toe.
Use the Together game to propose entertaining
follow the procedure with the negative expression. Number 6: I don´t have a video game.
activities to carry out.
A possible variation for this activity is that when
Our first suggestion is to have the children sitting in
you say the word Change! your students move
a circle. Make sure you have two bags and the masks. English Test - Unit 10
from one section to the other. This tip will enable
Put half of the flashcards in a bag, and the rest of My name is
Total
Points

you to check that everybody is in condition of

______________________________________________________

them in the second one. As they listen to the song, 1

making both, affirmative and negative sentences.

your pupils will pass the masks from hand to hand.
Our last proposal is to sit the children in a circle.
2

Keep the music on hold and request the child with the
Walk around them as you hold the masks; then place 3

masks to take a card from a bag. After that he must

a mask on top of the head of a pupil for him to say a
deliver the corresponding sentence. Ask him to follow
4

sentence using the phrases I have… or I don’t have… If

the same procedure with the other mask.
the volunteer succeeds, he can continue the game, but
English Test - Play and Learn English 3 - Unit 10 - 2/2 www.idiomagic.net | © Idiomagic Publisher

Another alternative is that the student chooses

if not you will play with another classmate.
the card and places the mask in front of his face, for
Page 232 - Let’s mark an X!
the rest of the pupils to make a sentence according
Students will follow the series and cross the wrong
to what they see.
English Test - Unit 10
picture.
Child: I have a puppet. (holds the flashcard of a My name is
Total
Points

puppet and the mask of a happy boy).

______________________________________________________

1 2 3

I don´t have puzzle. (exposes the sad mask

and the image of the puzzle).
A different activity you might want to try is to
4 5 6

divide the class in two groups: divide the classroom

in two sections using paper tape or chalk, and place
each team on a section. One group will represent
English Test - Play and Learn English 3 - Unit 10 - 1/2 www.idiomagic.net | © Idiomagic Publisher

the construction I have, and the other one I don’t

have. Once everything is set show a flashcard to Page 231 - Listen and color
the team to your right, who is in charge of the The children must listen carefully to you when you
deliver the sentences to color the face corresponding
to the expression. Each face must have a different
color.
Go to Tests
Number 1: I have a yo yo.
Number 2: I don´t have a skipping rope. Play and Learn English 3 / Teacher’s Guide 121
 Festivities
Festivities - Easter
My name is
_______________________________________________________________________

EASTER
• As the celebration of Easter is coming, we suggest you to play Memory Game.
With time make cards based on all the characteristic items of this celebration
(an Easter bunny; Easter eggs; a basket, etc.). Keep in mind that you need to
make a pair of each card. The children will be on the floor and the cards mixed
with the image facing down. Each volunteer has to turn over two cards seeking
Festivities/Easter - Play and Learn English 3 - 1/2 www.idiomagic.net | © Idiomagic Publisher

to make a pair out of them.

Page 233 - Let’s cut and glue!

Students will follow the sequences and cut and glue the
correct picture.

Festivities - Easter
My name is
_______________________________________________________________________

Festivities/Easter - Play and Learn English 3 - 2/2 www.idiomagic.net | © Idiomagic Publisher

Provide the children with the card and let them decorate the Easter bunny using
different materials.
Page 234 - Let’s draw!
Students will complete the missing half on each egg.

122 Play and Learn English 3 / Teacher’s Guide

MOTHER’S DAY FATHER’S DAY
• Beforehand cut out elements that are part of the female face (eyes, nose, • Take a medium size box with cover, and draw a male face on one side. Make
mouth, etc.). Provide each child with a sheet of paper in which you will have a hole in its mouth, big enough to let a small ball go through. Decorate the rest
drawn an oval. The game consists on assembling a female face as quick as of the box as you wish.
possible. Give some prize to the winner and then expose all these art crafts on • Ask the children to make a line in front of the box: taking turns they will throw
the mural. the ball trying to make it enter the hole. You can give a sweet as a prize to the
pupil who achieves the activity.

When preparing the card the children must color the plant pot and must also When they work with the card ask them to make a drawing of their dad. If you
draw the blossoms. If you can you can, make them cutting squares of 3 cm. in prefer, you can cut out from magazines figures of objects that are exclusively
colored paper. Once you have the squares fold them in the shape of an ice cream used by grown-up men. It is also a good idea to write the phrase Happy Father´s
cone and let the pupils paste them. Do not forget to add the little card and teach Day! You can paste a piece of thread on top of the card, so that it can be hanged
the expression Happy Mother’s Day! like a picture.

Play and Learn English 3 / Teacher’s Guide 123

 Festivities - Halloween

CHILDREN’S DAY HALLOWEEN My name is

_______________________________________________________________________

• For this celebration that is so important for the In order to get ready for this celebration we advise
children, you can propose a fun activity. Blindfold a you to make spiders in Eva foam of different colors.
volunteer: another child will place in front of the fist Place them on different corners of the classroom
student so that through the touch he can identify and request the children to look for them. Each
who his classmate is. spider can have a little piece of paper stuck, with
a command to follow, for example “open the door; Festivities/Halloween - Play and Learn English 3 - 1/2 www.idiomagic.net | © Idiomagic Publisher

make a ghost sound”, etc.

Page 235 - Let’s match!

Students will join the heads with the correct bodies.

Festivities - Halloween
My name is
_______________________________________________________________________

The card for this festivity is a cute frog that your The card for this celebration is a bat which is an 3

pupils can color and decorate as they wish. Place eye mask. After your students have colored and
4

a candy on the frog’s tummy and use its arms to decorated the mask cut out the silhouette and
wrap the sweet. You might need a piece of adhesive the eyes (with dotted lines). Also, staple a piece of
Festivities/Halloween - Play and Learn English 3 - 2/2 www.idiomagic.net | © Idiomagic Publisher

tape. Last, stick the little card with the phrase on elastic thread to the sides of the mask, keeping in
top of the frog’s hands, and teach the children the mind that the length is right for the pupils’ heads. If
Page 236 - Look and color
expression Happy Children´s Day! you can, buy some candies for the occasion. Once
Students will color the odd one out element on each line.
everybody is wearing their masks teach the phrase
Happy Halloween!

124 Play and Learn English 3 / Teacher’s Guide

 Festivities - Christmas

CHRISTMAS My name is
_______________________________________________________________________

• With time prepare flashcards with images related to Christmas. We suggest

you mistletoe leaves, an angel, a Christmas tree, a Santa, etc. After naming
them a few times place the flashcards on the floor, making a sequence. Ask
your students to close their eyes so that you change the order of some images.
Once they open their eyes they must infer how to put the flashcards in their
original position. Festivities/Christmas - Play and Learn English 3 - 1/2 www.idiomagic.net | © Idiomagic Publisher

Page 237 - Let’s draw!

Students will complete Santa’s face.

Festivities - Christmas
My name is
_______________________________________________________________________

Request the children to decorate the Christmas tree with a lot of imagination. The
little balls that hang from the tree can be decorated with colored glue or glitter. Festivities/Christmas - Play and Learn English 3 - 2/2 www.idiomagic.net | © Idiomagic Publisher

Page 238 - Let’s trace!

Students will join the dots on each stocking.

Play and Learn English 3 / Teacher’s Guide 125

 Index

Unit

1 2 3 4 5
Hello, Hi, Bye bye, Blue, Yellow, Red, Circle, Square, Triangle, Lollipop, Candy, Living room, Bedroom,
Good Morning, Black, White, Green, Star, Heart, Rectangle, Popcorn, Popsicle, Dining Room, Bathroom,
Good Afternoon, Orange, Pink. (Big/Little). Bubble gum, Ice Kitchen, Garage, Garden.
Vocabulary Good Night, cream, Cotton candy,
Teacher, Boy, Girl, Chocolate.
Student, School.

What’s your name? What color is it? What is it? What is it? What is it?
My name is… It’s… It’s a… It´s a… It’s the…
Are you a boy or a girl? What’s your Touch a… What’s your favorite This is my...
I’m a… favorite color? Give me a… sweet? Where are you?
Are you a teacher or a My favorite color is… Is it big/little? My favorite sweet is… I’m in the…
student? I have a red… Yes/No Yummy, yummy Go to the…
Expressions I’m a…
Hi five!
I have a blue balloon. It’s a big/little +
color + shape
I like…
I want a…
Lick your…
Show me a…
Color + sweet

126 Play and Learn English 3 / Teacher’s Guide

 Index

Unit

6 7 8 9 10
Apple, Pear, Banana, Sandwich, Orange Sun, Moon, Star, Lion, Tiger, Monkey, Memory Game, Puzzle,
Orange, Pineapple, juice, Hamburger, Flower, Cloud, Beach, Giraffe, Snake, Tic Tac Toe, Yo-yo,
Carrot, Potato, Onion, Chips, Cake, Hot dog, Tree, Sky, River. Elephant, Hippo, Bear, Puppets, Dominoes,
Vocabulary Tomato, Lettuce. Pizza, Ice cream,
Nuggets.
Zebra. Kite, Video Game,
Hopscotch,
Cartoons, Skipping rope.

What is it? Yummy, yummy What is it? What animal is it? What is it?
It’s a/an… I like… It’s a… It’s… It’s a/an…
What color is the…? Yuck, yuck Is it a…? What color is the…? What color is the…?
Is it a fruit or a vegetable? I don’t like… Yes, it is. It’s… It’s…
What do you want? What do you want No, it isn’t. I can see a/an… What’s your favorite
I want a… to eat? Big/Little What’s your favorite game?
Color + Fruit/Vegetable I want… It’s a day! animal? My favorite game is…
(A yellow banana) What do you want to I see the sun! My favorite animal is… I have…
What’s your favorite drink? It’s night! Let’s go to the zoo! I don’t have…
Expressions fruit/vegetable? I want… I see the moon! Let’s play…
My favorite fruit/ What’s your favorite Look at the rainbow! I want to play…
vegetable is… food/drink? Look at the flower!
Let’s make a fruit salad! My favorite Look at the star!
I’ll need… food/drink is… Look at the moon!
Let’s make a vegetable I want… Look at the sky!
salad! Here you are.
I’ll need… Thank you!
You’re welcome.
Play and Learn English 3 / Teacher’s Guide 127
 Photocopiable
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128 Play and Learn English 3 / Teacher’s Guide

 PLAY AND LEARN ENGLISH 3 UNIT LESSON

LESSON PLAN
CLASS N° DATE

Vocabulary Contents

Activities:

Materials Book of activities:

Observations:

Do not forget that...

Play and Learn English 3 / Teacher’s Guide 129

 STUDENT´S INSTITUTION DATE

REPORT CARD NAME

PERIOD CLASS

Oral Expression Intellectual Knowledge Social Interaction

The student has the capacity to: The student can: The student can:

Say words Memorize correctly the concepts that Participate of the lesson with joy
he was taught
Follow the teacher’s commands Show interest on the language
Apply new commands
Make simple sentences Integrate himself to the group and also
Focus to follow the instructions given has an active disposition
Sing
Perform the activities requested Handle the didactic material carefully
Carry out activities related to
the oral comprehension Respect the limits

Understand and repeat dialogues Enjoy working in group

Use simple commands

GENERAL OBSERVATIONS:

130 Play and Learn English 3 / Teacher’s Guide

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