Play and Learn English 4 / 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
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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
y para los alumnos de los cuales son responsables; las escuelas que
adquieren el libro sólo pueden hacer copias dentro del establecimiento y
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
escuelas o filiales de una institución, las cuales deberán adquirir otro
CDD 371.1
ejemplar del libro para poder tener acceso a sus contenidos.

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utilizar el material en otras circunstancias es indispensable obtener previa
autorización por escrito de parte de Idiomagic.

2 Play and Learn English 4 / Teacher’s Guide

 Contents

Contents of
Play and Learn English Unit Plan

Letter to the teacher 4 Unit 1: Greetings 18

Elements for the student 5 Unit 2: More Colors 28

About the Student’s Book 6 Unit 3: My Breakfast 38

How to use the Student’s Book 7 Unit 4: Family Members 48

Elements for the teacher 10 Unit 5: Numbers 58

How to use the Teacher’s Guide 12 Unit 6: My Face 68

A typical lesson 14 Unit 7: Sports 78

Other elements included in this guide 14 Unit 8: Pets 88

General Procedures 17 Unit 9: More Fruit 98

Festivities 118 Unit 10: Clothes / Weather 108

Index 123

Photocopiable Section 125

Play and Learn English 4 / 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 4 / 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 4 / 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

Unit
Presentation: The activities were created to present the new words, using
1 Greetings

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

concepts.
Lesson 1 Lesson 2 Lesson 3

1
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.
2

5
11 13

Lesson 4 Lesson 5

Play and Learn English 4 / Teacher’s Guide 19

Consolidation: The objective behind these activities is to help your students
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 4 / Teacher’s Guide

 Listen, repeat and pick up:
Hi!
Hello!
Bye-Bye!
Good Morning!
Good Afternoon!
Good Night!

How to use the Student's Book She is a girl.

I�m a boy.
The back of the page is a guide to the teacher, He is a student.
She is a teacher.
besides from the guide provided in your own book. It�s a school.

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

1 Greetings 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 Greetings LET´S SING!

Lesson 2
Let�s sing the song! HOW ARE YOU?
How are you? Hello teacher, how are you?

In the first lesson of each unit the new words are Unit PICTURE Hello teacher, how are you?

1 Greetings
Let�s sing the song again! ��m �ery �ery well, thanks
DICTIONARY
This time you sing! ��m �ery �ery well, thanks

presented. Vocabulary: Hi, Hello, Bye-Bye, Teacher, Boy, Girl, Student, School, Good Morning,
Hello boys, how are you?
Hello boys, how are you?
��m �ery �ery well, thanks
Good Afternoon, Good Night.
We do not use any kind of written instruction in Activity 2
Press out, color in the pictures (page 107) and make
��m �ery �ery well, thanks
Hello girls, how are you?
Lesson 1 the puppets. Now act with them. Hello girls, how are you?

the book; we use symbols. The recognition and Listen, repeat and pick up:
��m �ery �ery well, thanks
��m �ery �ery well, thanks
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
Good Morning! 8

Unit Good Afternoon! PICTURE

1 Greetings
children are told to infer the activities through visual unit: this information is in the back of the first page
Good Night!
DICTIONARY
She is a girl.
information. In this way, by looking at the image the of the unit, in top of it.
I�m a boy. At this step the new vocabulary is checked and
HeVocabulary:
is a student. Hi, Hello, Bye-Bye, Teacher, Boy, Girl, Student, School, Good Morning,
child will be able to know which is the activity he has Good
She Afternoon, Good Night.
is a teacher. broaden through the music.
It�s a school.
to achieve. Lesson
Activity 11
When reaching the second lesson of each unit, you will
Listen,
Listen to repeat andfind
your teacher, pick
theup:
different pictures that are
always find the presentation of the song for the module.
mentioned and color them in.
Hi!
Unit

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

Lesson 1
Bye-Bye! assure you that they cover important didactic functions,
Listen, repeat and pick up:
Good Morning!
Hi!
Hello!
Bye-Bye! Good Afternoon! among which your students will be able to fix vocabulary
Good Morning!
Good Afternoon!
Good Night!
She is a girl.
Good Night! and structures.
I�m a boy. She is a girl.
He is a student.
She is a teacher.
I�m a boy.
The lyrics for each song are written here.
It�s a school.

Activity 1
Listen to your teacher, find the different pictures that are He is a student. It is meant for you, the teacher, and the parents at
mentioned and color them in.
The script
She isor lyrics are also written at the
a teacher. back of
6
home to help the children understand the contents
the page.It�s a school.
of the song.
Activity 1
Listen to your teacher, find the different pictures that are
mentioned and color them in. Play and Learn English 4 / 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.
Unit 2, Activity 5, Page 23

1 The activities that involve listening comprehension

Unit 1, Activity 2, Page 7

2 are aimed to develop and increase the auditory

3 ability on the child, helping him to fix the
4 pronunciation. Our big objective behind these
5 suggestions is to help the pupil think in English.
13

Unit

1 Greetings LET´S PLAY! 107

Lesson 3
Listen and color:
Good Morning - color yellow.
Good Bye - color green.
Good Night - color blue.
Good Afternoon - color red.
Hi - color black.

Press outs
Unit

1 Gr
eetin
Activity 3
gs
Listen and color in the circles next to each mentioned
Less
on
Listen 4
- Hi!
and w
picture.

ork in LE T´
This section of the book provides the child of a
My na pairs S CO
What�s me is : LO
Geor

set of creative images to be cut-out and pasted

ge. R!
- Hi! your
9 My na name?
- And me 10
what�s is Rose
.
- My your
full na full na
- My me is me?

in different units. This kind of activity allows the

full na Rose
me is Brow
Geor n. An
ge Jo d your
nes. s?

Activ
Draw
presen
ity 4
your
self-po
children to reinforce the contents they are learning
t it to rtrait,
the cl write

in a different, surprising manner.

ass. your
name and
then
IND EX

12

1 Greet
Unit
ings Every time you visualize the image of a pair of
Lesson 5
Listen and
Number 1:
circle:
It's a school.
scissors you must ask the children to go to the
I'm a boy.
Number 2:
Number 3:
Number 4:
I'm a teacher.
Good Night!
Goodbye!
Cutting out Section. Remember that the number
Number 5:

of the page to look for, as the explanation of the

Activity 5

7
Listen
and circle the
correct pict
ure.
activity is always found at the back of the page in
which the children must do the activity.
14

8 Play and Learn English 4 / Teacher’s Guide

 Unit 3, Activity 3, Page 29

Unit 9, Activity 5, Page 93

Certificate

Congratulations! Unit 10, Activity 2, Page 97

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

Successfully finished
Unit 4, Activity 2, Page 37
Play and Learn English 4

Well Done!!!

Date: ........................................
Teacher: ...................................
105
111 Unit 8, Activity 4, Page 81

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 4 / Teacher’s Guide 9

 Elements for the teacher

Teacher’s Guide Puppet of Mr. Monkey

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. Monkey.
At the same time, the guide contains the pages from the student’s book, in a
small format.

10 Play and Learn English 4 / Teacher’s Guide

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Flashcards Digital Kit Games

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

Play and Learn English 4 / Teacher’s Guide 11

 UNIT 1 - GREETINGS
Student, School, Good Morning, Good Afternoon, be able to recognize the different moments that He
Good Night are part of the routine of your lesson, as well as the He
Vocabulary Evaluation
difference in gender. criteria I’m
How to use the Teacher's Guide Expressions UNIT
Vocabulary: Hi, Hello, Bye-Bye, Teacher, Boy, Girl,
1 - GREETINGS
Towards the end of the unit your students should I’m
What’s your name?
Student, UNIT
My name is...
Good Night
School,1 Good Morning, Good Afternoon,Materials
- GREETINGS
Vocabulary
be able to recognize the different moments that He
are part of the Evaluation
So
Flashcards from thisroutine of your lesson,
unit, Waving hands as well as the He
(Games),
What’s your full name? Vocabulary: Hi, Hello,inBye-Bye,
difference gender. Teacher, Boy, Girl, Towards the e
UNIT 1 - GREETINGS Song Vocabulary Evaluation
Finger puppet criteria
play (Games), decorated bottle, ball,you! I’m
Vocabulary Evaluation criteria Expressions
My full nameVocabulary:
is... Student, School, Good Morning, Good Afternoon, Howbe areable to rec
Hi, Hello, Bye-Bye, Teacher, Boy, Girl, Towards the end of the unit your students should
How are you!
Vocabulary: Hi, Hello, Bye-Bye, Teacher, Boy, Girl, Towards the end of the unit your students should

popsicle sticks, paper tape, fibers or chalk, circle I’m

Student, School, Good Morning, Good Afternoon, be able to recognize the different moments that Hello teacher, how are you?
Good Night are part of the routine of your lesson, as well as the Hello teacher, how are you?
What’s your name?
Student, School, Good Morning, Good Afternoon, Good beNight Helloare part of the
How are you? Materials
able to recognize the different moments that teacher, how ar
difference in gender. I’m very very well, thanks
Expressions
I’m very very well, thanks
What’s your name?

made outthe of white construction paper, blindfold, He

Materials Hello boys, how are you?

My name is...
My name is...

Good Night are part of routine of your lesson, as well as the Hellodifference
teacher, how ar
in ge
Flashcards from this unit, Waving hands (Games), Hello boys, how are you?
What’s your full name?

I’m fine, thank you.

Finger puppet play (Games), decorated bottle, ball, I’m very very well, thanks

Expressions
My full name is...

Flashcards from this unit, Waving hands (Games),

popsicle sticks, paper tape, fibers or chalk, circle I’m very very well, thanks
How are you?
made out of white construction paper, blindfold, Hello girls, how are you?

Magical bag.
difference in gender. I’m very very well, He
th
I’m fine, thank you.

What’s your full name?

Magical bag. Hello girls, how are you?

Expressions
Are you a boy or a girl?
I’m very very well, thanks

Are you a boy or a girl?

I’m a...
Flashcards

Finger
What’s your puppet play (Games), decorated
name? I’mbottle, ball,
I’m very very well, thanks

very very well, th

Are you a teacher or a student?

Materials
Flashcards

I’m
I’m a...

My full What’s
nameyour is...name?
Total: 11
Hi 5!

Materials
Hi, hello, bye bye, teacher, boy, girl, student,

I’m a... My name is... sticks, paper tape, fibers orHello boys, how are y
Project school, good morning, good afternoon, good night

popsicle chalk, circle

Flashcards
Divide a poster in halves: on one side write the word

My name is...
HelloFlashcards from
Games

I’m
Hello!, and on the other Bye bye! Your pupils will
print their hands in paint, using one color for each
greeting.
Total: 4
Set 1: Waving hands How are you? The Evaluation
Flashcards
What’s your from Criteria
this
fullout unit, is
name? a useful
Waving handstool that will
(Games), boys, how are y
Objectives for this unit
Set 2: Finger puppet play

Are you a teacher What’soryour

a student?
full name? made of white construction paper, blindfold,
Finger puppet
I’m fine,Mythank you. guide Finger puppet
Flashcards play (Games), decorated bottle, ball, I’m very very well, th
Myyoufullalong
name the is... unit. In this way you will surely
• Recognition of characters and greetings.

full name is...

• Acquisition of personal information.

I’m a... popsicleMagical bag. tape, fibers or chalk, circle

sticks, paper popsicle
I’m very sticks
very well, th
18 Play and Learn English 4 / Teacher’s Guide
Are you a boy or a girl?
How are you? knowHow Total:
what 11
to expect from the children when the
areout
you?
Hi 5! made of white construction paper, blindfold, Hellomade out ofy
girls, how are
I’m a... I’m fine, thank you. fifthI’mlesson
Hi, comes
hello,
fine,
Magical bag.bye
thank to an teacher,
bye,
you. end. Consequently, all the
boy, girl, student, Hello girls, how are y
Are you a boy or a girl? Flashcards Magical bag.
As you start each unit, you will find all the Project Are youI’m
All the expressions
a a...
teacher or a student?
to be included and taught
Are you
activities weapropose
school, boy ormorning,
good a are
Flashcards
girl?a reflection of this aim.good
good afternoon, I’m night
very very well, th

necessary elements to use throughout it, as well Flashcards

I’m a... I’m very very well, th
I’m a...inAre
Divide a poster halves: on one
you a teacher or aside write the word
student? Flashcard
throughout the unit are exposed here. youTotal:
Flashcards
Are 11 or a student?
a teacher
as the expectations that you and your students are Hi 5!
Hello!, and
I’m a...
on the other Bye bye! Your pupils will Games
Total: 11
Hi, hello, bye bye, teacher, boy, girl, student,
Flashcards
Hi 5! I’m a...
supposed to reach. print their hands in paint, using one color for each Hi, hello,4bye bye, teacher, boy, girl, student,
Total: Total: 11
Project 5! school, goodgood
morning, goodgoodafternoon, good night
Song
Project Hischool,
UNIT 1 - GREETINGS greeting.
Divide aDivide
poster in halves:
a poster ononone
in halves: one side write
side write thethe
wordword
good morning,
Set 1: Waving hands
afternoon, night Hi, hello, bye b
Project school, good m
Hello!,on
Hello!, and and on other
the the other
ByeByebye!
bye! Your
Yourpupils will willSet
pupils 2:Games
Games Finger puppet play
Divide a poster in halves: on one side write the word
Vocabulary Objectives
Evaluation print theirfor
criteriaprint their this
hands inunit
hands in paint,
paint, using one color for each
using one color for each
Total: 4
How are you! Hello!, and Total: 4
on the other Bye bye! Your pupils will Games
greeting. Set 1: Waving hands
Vocabulary: Hi, Hello, Bye-Bye, Teacher, Boy, Girl, Towards •
theRecognition
end of the unit
of your studentsand
characters should
greetings.
greeting. printSet
their Set 1:puppet
hands
2: Finger Wavingplayhands
in paint, using one color for each Total: 4
Student, School, Good Morning, Good Afternoon, be able to recognize the different moments that Hello teacher, how are you?
• Acquisition ofObjectives for this unit
personal information. greeting. Set 2: Finger puppet play Set 1: Waving
Good Night are part of the routine of your lesson, asofwell as the and greetings.
Hello teacher, how are you?
difference in gender.Objectives for this unitI’m very very well, thanks
• Recognition characters
• Acquisition of personal information.
Set 2: Finger p
Expressions Objectives for this unit
These • Recognition of characters and greetings.
I’m very very well, thanks
What’sare the
your words included in each unit.
name?
Materials • Acquisition of personal information.Hello boys, how•are Recognition
you? of characters and greetings.
My name is... This is the objective we pretend the children to
Flashcards from this unit, Waving hands (Games), Hello boys, how•By Acquisition
are you?end of
the ofpersonal information.
each unit we suggest you the
What’s your full name? achieve
18 by the
Play andend
LearnofEnglish
each unit.
4 / Teacher’s Guide
Finger puppet play (Games),
18 decorated bottle,
Play and Learn ball,
English I’m
4 / Teacher’s very very elaboration
Guide well, thanks of a Project, that is some art craft to be
My full name is...
popsicle sticks, paper tape, fibers or chalk, circle I’m very very made
well, thanks
up either individually or in groups. In this way
How are you?
made out of white construction paper, blindfold, Hello girls, how are you?
I’m fine, thank you. we provide each unit with an appropriate closure. If
Magical bag. 18 Hello
Play and Learn English 4 / Teacher’s Guidegirls, how18are you?
Are you a boy or a girl? you have the chance, expose the finished art crafts
Play and Learn English 4 / Teacher’s Guide
I’m very very well, thanks
I’m a... on the school’s walls.
Flashcards I’m very very well, thanks
Are you a teacher or a student?
Flashcards
12 I’m a...and Learn English 4 / Teacher’s Guide
Play
Total: 11
Hi 5!
Hi, hello, bye bye, teacher, boy, girl, student,
GS Song
Evaluation criteria
How are you!
eacher, Boy, Girl, Towards the end of the unit your students should
Good Afternoon, be able to recognize the different moments that Hello teacher, how are you?
UNIT 1 - GREETINGS
are part of the routine of your lesson, as well as the Hello teacher, how are you? Song Student's Book

difference in gender. I’m very very well, thanks Unit

1 Greetings

Vocabulary Evaluation criteria I’m very very well, thanks

How are you!
Vocabulary: Hi, Hello, Bye-Bye, Teacher, Boy, Girl, Towards the end of the unit your students should
Materials Hello boys, how are you?
5 7 9

Student, School, Good Morning, Good Afternoon, be able to recognize the different moments that Hello teacher, how are you? Lesson 1 Lesson 2 Lesson 3

Good Night Flashcards from this unit,are

Waving hands
part of the (Games),
routine Hello
of your lesson, as boys,
well as the how areteacher,
Hello you? how are you?
Finger puppet play (Games), decorated
difference bottle, ball,
in gender. I’m very very well, thanks
I’m very very well, thanks 1

Expressions 2

I’m very very well, thanks

3

What’s your name? popsicle sticks, paper tape, fibers or chalk, circle I’m very very well, thanks 4

Materials
5

Hello boys, how are you?

11 13

My name is... made out of white construction paper, blindfold, Hello girls, how are you? Lesson 4 Lesson 5
Flashcards from this unit, Waving hands (Games), Hello boys, how are you?
What’s your full name?Magical bag. Hello girls, how
I’mare you? Play and Learn English 4 / Teacher’s Guide 19

Finger puppet play (Games), decorated bottle, ball, very very well, thanks
My full name is...
popsicle sticks, paper tape, fibers orI’m very
chalk, very well,
circle thanks
I’m very very well, thanks
How are you?
I’m fine, thank you.
Flashcards made out of white construction paper,
I’mblindfold, Hello thanks
very very well, girls, how are you?
Magical bag. Hello girls, how are you?
Flashcards
Here
Are you a boy or a girl? you have a list of all the materials to be In each unit you will visualize five images which
I’m very very well, thanks
I’m a...
used Total: 11 lesson of theFlashcards
in each unit. I’m very very well, thanks correspond to the activities that your students
Are you a teacher or a student?
Hi, hello, bye bye, teacher, boy, girl, student,
Flashcards
I’m a... must do along the lessons. We consider this a
school, good morning, good afternoon,
Total: 11 good night
Hi 5!
Hi, hello, bye bye, teacher, boy, girl, student, useful resource to you, since it will help you with
ide write the word
Project school, good morning, good afternoon, good night
Here are the lyrics to be used throughout the the organization and visualization of the planning.
e! Your pupils will Games
Divide a poster in halves: on one side write the word
oneHello!,
colorand
for on the otherTotal:
each 4 Your pupils will
Bye bye! Games whole unit.
Set
print their hands in paint, 1: Waving
using hands
one color for each Total: 4
greeting. Set 2: Finger puppet playSet 1: Waving hands
Set 2: Finger puppet play
t Objectives for this unit
greetings.
• Recognition of characters and greetings.
ation.
• Acquisition of personal information.

18 Play and Learn English 4 / Teacher’s Guide

s Guide

Play and Learn English 4 / Teacher’s Guide 13

 UNIT 1 Student's Book
A typical lesson 3 | This time use the Boy/Girl finger puppet; ask
Other elements included
Lesson 1 each pupil about their gender. Encourage them to
in this guide
Student's
answer Book
using the puppet that represents them.
3 | This time use the Boy/Girl finger puppet; ask Unit
Teacher: Are you a boy or a girl? 1 Greetings
Objective
each pupil about their gender. Encourage them to Student's Book
UNIT 1 Within this Guide will find extra material with
Unit
Child: I’m a… 1 Greetings
Presentation of the
answer words
using belonging
the puppet that to this unit.
represents them. 3 | This time use the Boy/Girl finger puppet; ask
Lesson 1 you a boy or a girl?
Teacher: Are each pupil about their gender. Encourage them to
a lot of visual recourse to develop the proposed
4 | Use the finger puppets of moments of the day
Unit
activities. All these ideas will help you present,
Child: I’m a… Greetings
answer using the puppet that represents 1them.
ing to this unit. to present Good Morning / Good Afternoon / Good
This is the objective we propose
Materials to beTeacher: Are you a boy or a girl? exercise and reinforce the new vocabulary. Such as:
Objective
UNIT 1 Night. Make sure they repeat these expressions Student's Book
accomplished by the
4 | Use end
the fingerofpuppets
the lesson. Each lesson
of moments of theChild:
day
Unit
I’m a…
3 | This time use the Boy/Girl finger puppet; ask
5
1 Greetings
Presentation of thethis
words belonging to this unit.(Games), Extra activities
Lesson 1
5

Flashcards from
to present unit, Waving hands
Good Morning / Good Afternoon / Good while holding the puppets.
has a different objective. each pupil about their gender. Encourage them to
Finger puppet
Night.play
Make(Games).
sure they repeat these expressions4answer
| Use the finger puppets of moments Tests
using the puppet that representsof the day
them.
Here we explain in detail the activity
/ Goodyour
of student Templates
5

ng hands (Games), while holding the puppets. 5 | Show

toTeacher:
present Good
Are your pupils
Morning
you a boy athe
/ Good
or different
Afternoon
girl? flashcards the
Materials
Playful activities
Objective Page 5 - Listen and color
Night. must
unit
Child: Make
I’mto
a…perform
sure
be on the
they
mentionedrepeat page. Next, mention only
these
correctly. expressions Festivities 1 Greetings Unit

1Presentation
| In order toofbegin presenting
the words the to
belonging newthiswords,
unit. bring Listen and color. Make your students listen 5

Flashcards5from | Show thisyour unit,pupils

Waving the different
hands (Games),flashcards ofwhile the boys
holding forthe
them puppets.
to the classroom
This
Page 5 -toListen
activity name cards;
is thought
and color do be
to thethe same last with
onethe of the Lesson plan
Finger puppet unit to play betwo(Games).
big hands
mentioned of different
correctly. colors only
Next, mention 4 | girls.
Use theFinally,
finger mention
puppets boys
of and
moments girls
of as
the you
day expose
carefully, as you show them the mentioned
he new words, bring lesson,
Listensoand thatcolor.
all theMake games your andstudents
playful activities
listen Index
to represent boysthe for greetings
them to name Hello and do
cards; Bye thebye.
same Take
with5tothe
| Show your pupils the different flashcards /ofGood the flashcards. Then ask them to color the images on
present
the fl Good
ashcards. Morning / Good Afternoon
Playful
Materials
of different colors
into account
activities done throughout the class are exposed now.
carefully, as you show them the Page
mentioned 5 - Listen and card
Report colorthe instructions.
This girls.that
section Finally,
contains themention
besta option
list boys
of isand
the tomaterial
haveascut
girls youthe
youexpose
unit
Night.to beMake mentioned
sure correctly.
they repeat Next,
thesemention only
expressions
the page, following
and Bye bye. 1Take | In order to begin presenting the new words, bring flashcards. Then ask them to color the images on and color. Make your students listen
Listen
images beforehand:
thefrom
flashcards. placeWaving a balloonhandsstick behind boys for them to thename cards; do the same with the
5

n is to have will need.

cuttoFlashcards
the this unit,
the classroom two big hands of different colors
(Games), while 6 holding
| You can
the page, puppets.
also try placing
following the images of boy,
the instructions. carefully, as you Extra
showactivities
them the mentioned
each
Finger hand
puppet to play obtain puppets. After the children girls. Finally, mention boys and girls as you expose
(Games). Audio Script
lloon stick behind
to represent the greetings Hello and Bye bye. Take girl and teacher on the floor. As you touch one flashcards. Then ask them to color the images on
have learnt
After the children
6 |about
You can these alsotwotrygreetings,
placing the walkimages
around of the
boy,
5 |flShow
ashcards.your pupils
Audio the different flashcards of the
Script Listen,Allrepeat
the units and pick up:
include two extra activities that will
into
Playfulaccount that
activities the best option is to have cut the flashcard with a big hand, the children will have the page,5following
Page
the Listenthe
-Hi! and instructions.
color
the classroom girl and teacher
placing on the
one of the big fl oor. As
hands you touch one
on the unit to beListen, mentioned correctly. Next, enable the children to excel She the
is alearnt
girl. contents. All
etings, walk around
images
1 | In order beforehand:
to beginwith place a balloon
presenting the new stick
words, behind
bring opportunity repeat
to deliver and pick mention
sentences up:that only correspond Listen and color. Make your students listen
students´ flashcard
heads for thema big to hand,
greet the
you children
properly. will have6boys
the
| You forcan
them alsoto try
name placing
cards; the
do images
the same of
withboy,
the Hello!
e big hands oneach tothethe hand to obtain
classroom two to puppets.
handsAfter
bigdeliver the children
of different colors
Hi! She is aLater girl. Audio Script
carefully,
this extra activities are I’m
as you show them the mentioned
found in the photocopiable
a boy.
opportunity sentences that correspond
girl to the
and greeting
teacher on theandflcharacter
oor. As exposed.
you touch one on, it
girls. Finally, mention
Hello! boys and girls as you expose Listen, Bye-bye!
repeat and
section pick
and to up:
Digital Kit.images
t you properly.have learnt about
to represent thegreetingthese twoHello
greetings greetings,
and Bye walkbye.around
Take I’m athe boy. flashcards. Then ask them color the He is aonstudent.
to the and character exposed. Later on,
flthe it could
ashcard be the
with
flashcards. a bigpupils
hand,thetheones to choose
children will have the character
2into
the | classroom
Ask your pupils
placing if
onetheyof know
the big the expression
hands on the Hi Bye-bye!
thecharacter and big hand with which they He Hi! Good Morning! She is a girl.
She is a teacher.
account
couldthat be the thepupils
best option
the ones is toto have
choose cutthe
opportunity to deliver sentences that correspond willis mention
a student. the page, following the instructions.
the
the expression 5!images
Explain
Hi
students´ themforits
heads themmeaning
to greet and
youthe occasions
properly. in Good Morning! She is a teacher. Hello! Good Afternoon! I’m a boy.
beforehand: place a balloon
and big hand with which they will mentionto6the stick behind It’s a school.
| sentence.
the greeting and try
character
placingexposed. Laterofon,boy, it Complementary material
d the occasions in hand You can also the images Bye-bye!
flashcards corresponding to your statement. In order to do

which
each we use to it.obtain
Later,puppets.
allow theAfter children
the to use the
children Good Afternoon! It’s a school. Audio Script
Good Night! He is a student.
it, place the children in a big circle and the cards from this

sentence. could be the pupils the ones flto choose the character
unit inside the circle, making sure you continue having two

girl Children:
and teacherBye-Bye,
on the teacher!
oor. As /Hello,
you girl!one
touch / Extra Activities groups of them. All of the flashcards will be on the floor,

children to use2 bigthe

| Ask
handsyourto pupilsgreet if they
among know the expression
themselves walkusing Hi Good Night! Good Morning!
Listen, repeat and pick up:
with the images facing downwards. Mention a volunteer

have learnt about these two greetings, girl! /this and

around She is a teacher. who will have to turn over two cards, trying to find the

Children: Bye-Bye, teacher! /Hello, big hand

flashcard withBye-Bye, with which
a big hand,boy! they will mention
the children will have the the Use the flashcards from the unit to try different games.
The first suggestion is to separate the flashcards in two
images requested by you. Every time a student guesses,
those cards are removed from the game.

mselves using 5! this

For
new Explain
theeach classroomthem
lesson
expression. its
Itwe
placing meaning
is suggest
one ofboy!
a good and
the
idea the
youforfive
big occasions
totosix
hands
you in
onideas
thethe
begin tosentence. Hi!
Good Afternoon! Shea is
It’s a girl.
school.
groups: the characters of the unit will be lying on the floor,

Bye-Bye,
whereas the cards of greetings will be on a different corner For the next suggestion, which is ‘Musical Chairs’ you

or you to beginwhich the we use opportunity to deliver sentences that correspond of the classroom. are going to need eleven chairs, placed in different corners Page 128 - Let’s cut, glue and color!

it. Later, allowtothe children to use the Hello!

Good Night!
of the classroom. Stick a flashcard on the back of each Your students will have to color the windows from

students´
explore
activity with heads for
the children.
in order them
to set the They greet you properly.
are always activitiesChildren:
example: I’m a boy.
If you prefer it you can draw two circles with chalk on the seat and give directions to every student for them to sit the scene as they wish, and also the figures inside

Bye-Bye, teacher! /Hello, girl! Later

/
Go to Songs and Listenings
floor and place the flashcards there, to avoid confusions down.

to the greeting and character exposed. on, it

the circles. Later on these circles will be cut out to

le:
on the children. Teacher: Good Morning! / Hi, student! / It´s a school. /

big hands to greet among themselves using this

be pasted in the windows. Ask them to deliver the

Bye-bye!
Ask them to observe the cards, and then indicate them to Bye bye teacher. / Good Night, boy!

He is a student.
corresponding greetings.

Child 1: Hi 5, Ale!
which focus on the vocabulary you are teaching, could beHere Bye-Bye,
the pupilsyouboy!Go
will
the to
onessee Songs
to the audio
choose and
the Listenings
scripts
character of each
keep their eyes shut, so you can remove a flashcard from The last game will enable to make a general revision

Go to the Picture DictionaryGood Morning!

each group. Hide the images behind your back and when of all the vocabulary you have taught. Inside a box put

new expression. It is aifgood idea forthe

youexpression
to begin the
your students open their eyes, let them infer which are pieces of paper with expressions or personal questions

2
Child | Ask your
2: Hi 5, Seba!pupils Gothey know
to the Picture Hi
Dictionary She is a teacher.
the missing cards. Finally, they have to deliver a complete written down. This box will be passed from hand to hand

more precisely on the lesson. With these games we and big track.hand with which they will mention the
sentence including the greeting and the character missing. as the students listen to the song of the unit. When you
keep the music on hold the child who is holding the box

activity
5! Explain in order
themtoits setmeaning
the example: and the occasions in Good Afternoon!
Teacher: (pick the cards of teacher and Hi) will open it to take out a piece of paper. You will read aloud

Go to Songs and Listenings

It’s a school.
Children: Bye bye, girl! the instruction, for this child to greet back or answer. After

stimulate Hithe memory, reason, mental ability and sentence.

Teacher: No! No! No! they answer, the activity continues. Beware of the fact

Child
which 1: we 5,
useAle!it. Later, allow the children to use the
Children: Hi, teacher! that all the children have to participate.

20 Play and Learn English 4 / Teacher’s Guide Go to the Picture Dictionary Good Night!
Teacher: Yes! (show the cards you had taken). Bear in mind that children at this age do not read yet, so

out in Children: Bye-Bye, teacher! /Hello, girl! /

you will be in charge of interpreting the instructions in all

r’s Guide
observation. Therefore, the themselves
lesson is carried
Later on you could give some of your students the

Child 2: Hi 5,to Seba!

the cases.
Page 129 - Let’s draw and paint!

big hands greet among using this

chance to hide the flashcards, waiting for the remaining We suggest you to write down the following statements
classmates to guess. and questions: Hi! / Bye bye! / Good Morning! / Good Students will draw their own faces on the head and

Bye-Bye, boy! It could also happen that your students have to find the Afternoon! / How are you? / What is it? / Who is she/ then the teacher will paint the students hands and

thenew most motivating It is aenvironment.

he? / What´s your name? / What´s your full name?

expression. good idea for you to begin the

they stamp it on the character’s arm. It is a good
idea to use red paint to represent hello!
Go to Extra Activities
20 Play and Learn English 4 / Teacher’s Guide Play and Learn English 4 / Teacher’s Guide 25

activity in order to set the example:

Go to Songs and Listenings
14 Child
Play1:and
Hi Learn
5, Ale!English 4 / Teacher’s Guide
Go to the Picture Dictionary
Child 2: Hi 5, Seba!
 Tests Festivities
Templates Use the puppets of the different parts of the day to These drawings should be made in a large size. All of a different color, of this way will do the most pro-
carry out different activities. the children will be in a circle and as you say the first lix activity and easy to comprise. Once that all have EASTER
For instance, you can ask the children to sit in a circle; expression the students who represent that greeting will
connected to the figures will be able to appoint the • In order to celebrate Easter, it is a good idea that, once you have taught
choose a volunteer and hand them the three puppets. run towards the corresponding drawing.
greetings. the children the vocabulary, you suggest an activity. For example, you can

The templates are ideal to reinforce each unit

Then play the song of the unit so that the children pass Make sure you vary the expressions; repeat the same
these elements from one to the other as fast as possible. greeting a few times, use other characters, etc. In this Teacher: Good Morning, teacher! organize a race with Easter eggs: they will be made by you. You can use small
When you keep the music on hold, whoever has the masks way the activity will not be predictable and the children Hi, girl! balls or those containers that come inside chocolate eggs. Whichever you
will have to place one in front of their face. In this way the will have to pay attention if they want to score for their
Let´s go to school, student!
rest of the students will be able to greet this child, taking team. For instance, try using phrases like Good Morning, decide to use, decorate them as Easter eggs, painting them. Also, take with

vocabulary and grammar. You can use them as extra into account the image they see. teacher! / Good Night, girls! / Good Afternoon, boys Good Afternoon, boy!
you some spoons. Chose two or three students on each occasion, put a piece
Child: (picks the mask of the sun) and girls! / Good Morning, students!
of paper tape on the floor and ask the children to step on it. Also, let the
Children: Good Morning, José! Draw three windows on the board or on the floor.
Child: Good Morning, students! Inside each of them place a mask of greetings. You can students put the spoon in their mouth, and the Easter egg on it. Whoever gets
Page 223
activities or as games. There is a description for
Continue the same procedure until all of the children number each window to make the activity easier. Ask the to the finish line first without dropping the spoon (they cannot hold it with
participate. children to shut their eyes so that you can remove the Students will color the Easter bunny and cut the different
their hands), is the winner of the competition. Make sure everybody has the
The second idea is to divide the students in three masks. Then dictate a number that belongs to one of parts. Finally students will join and glue the bunny body
groups: boys, girls and teacher. Once the three teams the windows: the pupils have to remember what was the chance to participate.
on the picture. They will also color the carrots.

each one as well as suggestions of games you can

are on the floor in a circle, place the three masks in the corresponding greeting.
middle. Then deliver sentences which contain these
greetings plus a character; the children who represent the
character mentioned must take the corresponding mask.
Carry out the game faster, to make the activity engaging

develop in your class. Templates are a great tool you and dynamic.
Teacher: Good Morning, boys! (the members of this
team look for the puppet). Page 136 - Let’s mark an X
You can vary the activity using other expressions, such Students will cross the pictures the teacher names in

can download from the Digital Kit or copy from the

as Good Afternoon, teacher! Good Night, girls! etc.
some sentences.
Another option might be to draw on the floor a sun Teacher: She is a girl. / This is my school. /
that represents Good Morning; a sun covered by a cloud Good morning! / Hello! / She is my teacher! /

photocopiable section.
(stands for Good Afternoon), and a moon (Good Night). Good afternoon!
Page 135 - Let’s listen and match!
The children will have to listen his control to con- Indicate the children to paint the Easter Bonnie using cheerful colors. Do not Page 224
Go to Tests
nect a column to the another, always respecting forget to add the little card with the salutation. Students will count the eggs in each basket and color
the greetings listened. Each line will have to be of the correct numbers.
Play and Learn English 4 / Teacher’s Guide 27

118 Play and Learn English 4 / Teacher’s Guide

Templates

These evaluation sheets are presented in the most

Festivities
entertaining format, whose final objective is not to
make the children feel pressured. We have thought of and created material to allow
Pages 132 and 133
the children make cards in class. These ones are
students will complete and color the school scene.
Finally they will produce sentences.
Students: Hello, boy! / girl! / teacher! At the same time, and since we want to provide included in the student’s book and correspond to
the student with a peaceful and natural environment, the most significant festivals and celebrations that
Pages 130, 131, 132 and 133
there is always the proposal of a playful activity coincide with the school year. We also suggest
Students will color the greetings then you will help

to develop before heading to the sheet of paper. you to consider the introductory activities we have
Go to Templates them cutting the puppets and glue a stick at their
backs so students will hold them as puppets. Students
will produce sentences.
Students: Good morning, boys!

26 Play and Learn English 4 / Teacher’s Guide

Therefore, your students will count on a sense of developed, the inclusion of punctual vocabulary and
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 4 / 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 4 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
126

Index
Play and Learn English 4 / 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 4 / Teacher’s Guide 127

Unit

1 2 3 4 5
Hi, Hello, Bye-bye, Black, White, Blue, Milk, Coffee, Tea, Bread, Mother, Father, Numbers:
Teacher, Boy, Girl, Yellow, Red, Green, Cookie, Cake, Sugar, Grandmother, zero to twenty.
Student, School, Gray, Brown, Purple, Yoghurt, Cheese, Grandfather, Sister,
Vocabulary Good Morning, Orange, Pink. Corn flakes. Brother, Baby, Aunt,
Good Afternoon, Uncle, Cousin.
Good Night.

I´m a boy. What color is it? What do you want for This is my family. Let’s count!
I´m a girl It’s… breakfast? I love my family. Let’s count down!
She is a girl. I have a… balloon. I want…, please I love my... How old are you?
He is a student. What´s your favorite Yummy yummy Who is she? I’m… years old.
She is a teacher. color? I like… She is my…
It´s a school. My favorite color is…. Yuck yuck Who is he?
Expressions What´s your name? It´s light/dark…. I don’t like… He is my…
My name is… Give me a… balloon, I’m very, very hungry.
What´s your full name? please.
My full name is…
How are you?
I´m very well, thanks.

16 Play and Learn English 4 / Teacher’s Guide

Play and Learn English 4 / Teacher’s Guide 123
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 vocabulary to be used. In case your students already
material you will need at the classroom. At the beginning It is very important that you move around the know these contents, the first part will be devoted to the
of every unit you will find a box with the elements that classroom to see if any student needs your help, or to check REVISION of vocabulary. Next we head ourselves towards
are 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 4 / Teacher’s Guide 17

 UNIT 1 - Greetings Song
Vocabulary Evaluation criteria
How are you!
Vocabulary: Hi, Hello, Bye-Bye, Teacher, Boy, Girl, Towards the end of the unit your students should
Student, School, Good Morning, Good Afternoon, be able to recognize the different moments that Hello teacher, how are you?
Good Night are part of the routine of your lesson, as well as the Hello teacher, how are you?
difference in gender. I’m very very well, thanks
Expressions
I’m very very well, thanks
What’s your name?
Materials Hello boys, how are you?
My name is...
Flashcards from this unit, Waving hands (Games), Hello boys, how are you?
What’s your full name?
Finger puppet play (Games), decorated bottle, ball, I’m very very well, thanks
My full name is...
popsicle sticks, paper tape, fibers or chalk, circle I’m very very well, thanks
How are you?
made out of white construction paper, blindfold, Hello girls, how are you?
I’m fine, thank you.
Magical bag. Hello girls, how are you?
Are you a boy or a girl?
I’m very very well, thanks
I’m a...
Flashcards I’m very very well, thanks
Are you a teacher or a student?
Flashcards
I’m a...
Total: 11
Hi 5!
Hi, hello, bye bye, teacher, boy, girl, student,
Project school, good morning, good afternoon, good night
Divide a poster in halves: on one side write the word
Hello!, and on the other Bye bye! Your pupils will Games
print their hands in paint, using one color for each Total: 4
greeting. Set 1: Waving hands
Set 2: Finger puppet play
Objectives for this unit
• Recognition of characters and greetings.
• Acquisition of personal information.

18 Play and Learn English 4 / Teacher’s Guide

Student's Book

Unit

1 Greetings

5 7 9

Lesson 1 Lesson 2 Lesson 3

5
11 13

Lesson 4 Lesson 5

Play and Learn English 4 / Teacher’s Guide 19

 UNIT 1 Student's Book
3 | This time use the boy / girl Finger puppet play;
Lesson 1 ask each pupil about their gender. Encourage them
to answer using the puppet that represents them.
Teacher: Are you a boy or a girl?
Objective Unit
Child: I’m a… 1 Greetings
Presentation of the words belonging to this unit.

4 | Use the Finger puppet play of moments of the

day to present Good Morning / Good Afternoon /
Materials
Good Night. Make sure they repeat these expressions
5

Flashcards from this unit, Waving hands (Games), while holding the puppets.
Finger puppet play (Games).
5 | Show your pupils the different flashcards of the
Playful activities Page 5 - Listen and color
unit to be mentioned correctly. Next, mention only
1 | In order to begin presenting the new words, bring Listen and color. Make your students listen
boys for them to name cards; do the same with the
to the classroom two Waving hands of different carefully, as you show them the mentioned
girls. Finally, mention boys and girls as you expose
colors to represent the greetings Hello and Bye bye. flashcards. Then ask them to color the images on
the flashcards.
Take into account that the best option is to have cut the page, following the instructions.
the images beforehand: place a balloon stick behind
6 | You can also try placing the images of boy,
each hand to obtain puppets. After the children Audio Script
girl and teacher on the floor. As you touch one
have learnt about these two greetings, walk around Listen, repeat and pick up:
flashcard with a big hand, the children will have the
the classroom placing one of the big hands on the Hi! She is a girl.
opportunity to deliver sentences that correspond
students´ heads for them to greet you properly. Hello! I’m a boy.
to the greeting and character exposed. Later on, it
Bye-bye! He is a student.
could be the pupils the ones to choose the character
2 | Ask your pupils if they know the expression Hi Good Morning! She is a teacher.
and big hand with which they will mention the
5! Explain them its meaning and the occasions in Good Afternoon! It’s a school.
sentence.
which we use it. Later, allow the children to use the Good Night!
Children: Bye-Bye, teacher! /Hello, girl! /
big hands to greet among themselves using this
Bye-Bye, boy!
new expression. It is a good idea for you to begin the
activity in order to set the example:
Go to Songs and Listenings
Child 1: Hi 5, Ale!
Go to Picture Dictionary
Child 2: Hi 5, Seba!

20 Play and Learn English 4 / Teacher’s Guide

 UNIT 1
associate in a more efficient manner. We suggest the
Student's Book
following ones:
Lesson 2 Good Morning – stretch your arms as we do when we
wake up.
Good Afternoon – pretend you are reading or doing some
Objective homework.
Good Night – yawn and place your hands to the side of
To teach greetings bearing in mind the different
your face.
moments of the day.
Once you infer that the movements have been correctly
Materials acquired, show your pupils a flashcard for them to mime.
You could also try the opposite, that is, do the mimics and
Flashcards from the unit, Finger puppet play
let them guess the expression. 7

(Games), ball, popsicle sticks, paper tape.

Playful activities 4 | Ask the children to sit in a circle on the floor and play
the song of the unit. As they listen to it, they will pass
1 | After having checked with the children the words you Page 7 - Cut and color!
have previously taught them, ask them which greeting a ball to one another. Once you keep the music on hold
In order to carry out this activity, the children will
belongs to each moment of the day. They can even the student who has the ball will be asked to deliver some
have to color and cut out the images from page
add characters to their statements, as you exhibit the sentences, including a greeting, their name and gender.
Continue the procedure until everybody has had the 107. Once they are ready you can place a popsicle
flashcards.
opportunity to participate. stick behind them to turn the images into puppets.
Children: Good Morning, teacher!
Good Morning, boy! Child: Good Morning! / Good Afternoon! / Bear in mind that these elements will be useful
Good Morning, girl! Good Night! My name is... I’m a boy/girl. for you to present dialogues or for the students to
introduce themselves. In this opportunity what you
2 | This time you will be able to include proper names 5 | This time place the flashcards of boy / girl / teacher
can do is to mention greetings at random for the
to your Greetings. Place the puppets on the floor and on the floor with the image facing downwards. Allow each
children to lift the corresponding puppet.
mention a student at random. The child will wear the student to try to discover the character you ask for. Make

corresponding puppet. You may either ask the rest of the sure to change the position of the cards every time one

pupils to greet this child, or else he/she can greet you is found.

back: Teacher: Where is the boy?

Teacher: Good Afternoon, María!

Children: Good Afternoon, María!
Teacher: Good Morning, María!
Girl: Good Morning, teacher!

3 | Remember how important it is to add mimics to the Go to Let’s Sing!

Greetings you teach your students. In this way they

Play and Learn English 4 / Teacher’s Guide 21

 UNIT 1 Student's Book
Lesson 3

Objective
Activities in group; correction of mistakes. on the two cards you mention. Continue naming
other children, with the first ones who played on
Materials the same position. Whoever loses balance must
Flashcards from this unit, decorated bottle. leave the game.
9

Playful activities 4 | Show a flashcard and name it making a mistake.

1 | Begin this lesson putting all the cards in a circle The children must correct your statement:
on the floor. Taking turns, each child will name an Teacher: (show the card of Good Afternoon) Page 9 - Listen and color
image and then they will jump on top of it. The idea Good Morning! After listening to the track, the students will have
is that each student who participates will remain Children: No, no, no! Good Afternoon! to color the corresponding square to each figure.
still until their classmates place themselves in the Make sure they use the requested colors.
circle. You might have to divide the students in 5 | We suggest you to use a small, plastic bottle
small groups, so that everybody has the chance to that could be painted and decorated as you wish. Audio Script
play. With the children sitting in a circle, spin the bottle Listen and color:
in the middle: both of the students who get pointed • Good Morning - color yellow
2 | Give away the flashcards among the students; by its cup and bottom must rise and introduce • Good Bye - color green
after that indicate the order in which the children themselves. Continue the procedure until all the • Good Night - color blue
must make a line holding the cards. If the number students can perform the activity. • Good Afternoon - color red
of children is higher than the flashcards you have, Child 1: Hello! My name is... • Hi - color black
divide them in small groups and start over each Child 2: Hello! My name is...
time:
Teacher: Good Afternoon! Good Morning!
Go to Songs and Listenings
Good Night! Good Morning!...
Go to Let’s Play!

3 | Suggest playing Twister: the cards will be on the

floor and the child you name will place their feet

22 Play and Learn English 4 / Teacher’s Guide

 UNIT 1
2 | This time the children will be in a line on the floor, with Student's Book
their legs spread. In this way the first student will hold the
Lesson 4 feet of the second child, and so on. Also, select two flashcards
and stick them on the board, one above the other. When you
mention the first image your students will have to move
Objective
forward, and if you name the other card they will move
To learn how to interpret a dialogue; to learn how to
backwards, making sure nobody let goes their classmate’s
express one’s full name.
feet. Continue mentioning the flashcards, faster each time.
Materials Later on replace these cards and continue the activity. The
Flashcards from this unit, Waving hands (Games), game ends when all of the flashcards have been used. 11

paper tape, fibers or chalk, circle made in white

construction paper (one for each student). 3 | Draw a large window on the board, inside which you will
Page 11 - Let’s draw!
stick a card of greeting. Your students will have to mention
Provide a circle of white construction paper to each child so
Playful activities the image exposed. that they can draw their own face. Once the work is finished
1 | Let the children take turns to hold the Waving hands in they will take turns to show their drawing to the rest of the
order to greet you. To each of them ask them about their 4 | Keep a flashcard of greetings to yourself and stick the students, while they introduce themselves.
first name and gender. We also advise you to request about rest of them on the board. Then mention a volunteer and Then play the audio so that the children listen to the

their surname, and full name. It is wise to start talking about stick that card on their back. Their classmates will make a dialogue it contains. Request the students to tell you the
characters’ full names. As a final activity, the children will
yourself, so as to set the example. Remember how important circle around him/her to help this child guess which is the
paste the circle they turned into their face on the page.
this part of the lesson is, and always pay attention to your card they are carrying.
Encourage them to write down their name as well. Make
students’ answers. sure you will have enough time for all these activities.
Teacher: Hello! 5 | Suggest playing Chinese Whisper: the students will be
Child: Hello! sitting on their chairs in a semi circle. Mention an item from Audio Script
Teacher: Are you a boy or a girl? this unit to the first of them, as a whisper. This secret will be Listen and work in pairs:
Child: I am a boy. repeated along all the children, until it reaches the last of them. Hi! My name is George.
What’s your name?
Teacher: What’s your name? This child will have to go to a corner of the classroom where you
Hi! My name is Rose.
Child: My name is Facundo. will have placed the flashcards before, to pick up the mentioned And what’s your full name?
Teacher: What’s your surname? image. Continue playing with them, making everybody have My full name is Rose Jones. And yours?
Child: My surname is Díaz. the chance to be the first and last children on the line. My full name is George Jones.
Teacher: What’s your full name?
Child: My full name is Facundo Díaz.
Go to Songs and Listenings
Go to Let’s Color!
Play and Learn English 4 / Teacher’s Guide 23
 UNIT 1 The other students can only say ‘No!’ or ‘Yes!’ to Student's Book
Lesson 5 guide them.

3 | For our next suggestion the children must make

Objective a line. Take a ball and hand it to the first student.
1
Final checking of the vocabulary learnt. Also, expose a flashcard: if this child recognizes and
2
mentions the image correctly, the ball will pass to the
Materials
3
student behind; otherwise it will stay there until the
4
Flashcards from this unit, Waving hands (Games), first child guesses other card. The objective is for the
5
blindfold, ball, Magical Bag, Finger puppet play (Games). ball to reach the end of the line. 13

Playful activities 4 | Put all of the flashcards inside your Magical Bag:
1 | As the first game of this lesson you can place the take them out one by one and stick them on the Page 13 - Listen and circle
flashcards on the floor: name a volunteer and hand board. While you do this action your students must The children must listen to the track so as to circle
them a Waving hands. As you mention the cards mention each image they see. Once all the cards are the corresponding figure. Each circle should be
this child will have to touch the mentioned images stuck ask the children to keep their eyes shut for a made in a different color.
with the element you gave them, while they repeat moment: remove a flashcard, and then let them infer
the words: which one is missing. Audio Script
Teacher: Touch the teacher! Teacher: What’s missing? Listen and circle:
Touch the teacher and the boy! Children: Boy! Number one: It’s a school
Touch the teacher, the boy and the school! Number two: I’m a boy.
5 | This time stick on the board the Finger puppet Number three: I’m a teacher.
2 | Name a student, blindfold their eyes, and play of boy and girl. Then select a card and stick it Number four: Good Night!
mention a second child to greet the first one. The below one of the puppets: your students will have to Number five: Goodbye!
objective for the student with the eyes covered is to deliver the appropriate sentence.
infer who is the child greeting them. If this second Children: Good Morning, girl! /Good Afternoon, boy!
volunteer changes the tone of their voice, the
Go to Songs and Listenings
activity will be more challenging and much funnier.
Once this child greets, he/she must return to where
Go to Index
the other students are. Remove the blindfold of the
first student and let them guess who greeted them.

24 Play and Learn English 4 / Teacher’s Guide

 Complementary material
groups of them. All of the flashcards will be on the floor, Extra Activity - Unit 1
My name is
with the images facing downwards. Mention a volunteer _______________________________________________________________________

who will have to turn over two cards, trying to find the

Extra Activities images requested by you. Every time a student guesses,

those cards are removed from the game.
For the next suggestion, which is ‘Musical Chairs’ you
Use the flashcards from the unit to try different games. are going to need eleven chairs, placed in different corners
The first suggestion is to separate the flashcards in two of the classroom. Stick a flashcard on the back of each
groups: the characters of the unit will be lying on the floor, seat and give directions to every student for them to sit Extra Activity - Play and Learn English 4 - Unit 1 - 1/2 www.idiomagic.net | © Idiomagic Publisher

whereas the cards of greetings will be on a different corner down.

of the classroom. Teacher: Good Morning! / Hi, student! / It´s a school. / Page 128 - Let’s cut, glue and color!
If you prefer it you can draw two circles with chalk on the Bye bye teacher. / Good Night, boy! Your students will have to color the windows from
floor and place the flashcards there, to avoid confusions The last game will enable to make a general revision the scene as they wish, and also the figures inside
on the children. of all the vocabulary you have taught. Inside a box put the circles. Later on these circles will be cut out to
Ask them to observe the cards, and then indicate them to pieces of paper with expressions or personal questions be pasted in the windows. Ask them to deliver the
keep their eyes shut, so you can remove a flashcard from written down. This box will be passed from hand to hand corresponding greetings.
each group. Hide the images behind your back and when as the students listen to the song of the unit. When you Students: Good morning!
your students open their eyes, let them infer which are keep the music on hold the child who is holding the box
the missing cards. Finally, they have to deliver a complete will open it to take out a piece of paper. You will read aloud
Extra Activity - Unit 1
sentence including the greeting and the character missing. the instruction, for this child to greet back or answer. After My name is

Teacher: (pick the cards of teacher and Hi) they answer, the activity continues. Beware of the fact
_______________________________________________________________________

Children: Bye bye, girl! that all the children have to participate.
Teacher: No! No! No! Bear in mind that children at this age do not read yet, so
Children: Hi, teacher! you will be in charge of interpreting the instructions in all
Teacher: Yes! (show the cards you had taken). the cases.
Later on you could give some of your students the We suggest you to write down the following statements
chance to hide the flashcards, waiting for the remaining and questions: Hi! / Bye bye! / Good Morning! / Good
Extra Activity - Play and Learn English 4 - Unit 1 - 2/2 www.idiomagic.net | © Idiomagic Publisher

classmates to guess. Afternoon! / How are you? / What is it? / Who is she/
It could also happen that your students have to find the he? / What´s your name? / What´s your full name?
flashcards corresponding to your statement. In order to do
Page 129 - Let’s draw and paint!
it, place the children in a big circle and the cards from this Students will draw their own faces on the head and
unit inside the circle, making sure you continue having two then the teacher will paint the students hands and
they stamp it on the character’s arm. It is a good
idea to use red paint to represent hello!
Go to Extra Activities
Play and Learn English 4 / Teacher’s Guide 25
 Templates

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

Page 134
Students will complete and color the school scene.
Finally they will produce sentences.
Students: Hello, boy! / girl! / teacher!

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

Pages 130, 131, 132 and 133

Students will color the greetings then you will help
Go to Templates them cutting the puppets and glue a stick at their
backs so students will hold them as puppets. Students
will produce sentences.
Students: Good morning, boys!

26 Play and Learn English 4 / Teacher’s Guide

 Tests

Use the puppets of the different parts of the day to the children will be in a circle and as you say the first of a different color, of this way will do the most
carry out different activities. expression the students who represent that greeting will prolix activity and easy to comprise. Once that all
For instance, you can ask the children to sit in a circle; run towards the corresponding drawing.
have connected to the figures will be able to appoint
choose a volunteer and hand them the three puppets. Make sure you vary the expressions; repeat the same
Then play the song of the unit so that the children pass greeting a few times, use other characters, etc. In this the greetings.
these elements from one to the other as fast as possible. way the activity will not be predictable and the children Teacher: Good Morning, teacher!
When you keep the music on hold, whoever has the masks will have to pay attention if they want to score for their Hi, girl!
will have to place one in front of their face. In this way the team. For instance, try using phrases like Good Morning,
Let´s go to school, student!
rest of the students will be able to greet this child, taking teacher! / Good Night, girls! / Good Afternoon, boys
into account the image they see. and girls! / Good Morning, students! Good Afternoon, boy!
Child: (picks the mask of the sun) Draw three windows on the board or on the floor.
Children: Good Morning, José! Inside each of them place a mask of greetings. You can
Child: Good Morning, students! number each window to make the activity easier. Ask the
English Test - Unit 1
Continue the same procedure until all of the children children to shut their eyes so that you can remove the My name is
Total

participate. masks. Then dictate a number that belongs to one of ______________________________________________________ Points

The second idea is to divide the students in three the windows: the pupils have to remember what was the
groups: boys, girls and teacher. Once the three teams corresponding greeting.
are on the floor in a circle, place the three masks in the
middle. Then deliver sentences which contain these
greetings plus a character; the children who represent the
character mentioned must take the corresponding mask. English Test - Unit 1
My name is
Carry out the game faster, to make the activity engaging ______________________________________________________
Total
Points English Test - Play and Learn English 4 - Unit 1 - 2/2 www.idiomagic.net | © Idiomagic Publisher

and dynamic.
Teacher: Good Morning, boys! (the members of this
team look for the puppet). Page 136 - Let’s mark an X
You can vary the activity using other expressions, such Students will cross the pictures the teacher names in
as Good Afternoon, teacher! Good Night, girls! etc.
some sentences.
Another option might be to draw on the floor a sun
that represents Good Morning; a sun covered by a cloud Teacher: She is a girl. / This is my school. /
English Test - Play and Learn English 4 - Unit 1 - 1/2 www.idiomagic.net | © Idiomagic Publisher

(stands for Good Afternoon), and a moon (Good Night). Good morning! / Hello! / She is my teacher! /
These drawings should be made in a large size. All of Good afternoon!
Page 135 - Let’s listen and match!
The children will have to listen his teacher to
Go to Tests
connect a column to the another, always respect-
ing the greetings listened. Each line will have to be
Play and Learn English 4 / Teacher’s Guide 27
 UNIT 2 - More Colors
Evaluation criteria Song
By the end of this unit your students should be able to
Vocabulary recognize and name different colors.
What color?
Black, White, Blue, Yellow, Red, Green, Gray, Brown,
Purple, Orange, Pink, Light / Dark blue. Materials Blue, yellow, red, green
Flashcards from this unit, dice (made out from Blue, yellow, red, green
Expressions
a squared box), colored chips, tins wrapped in Blue, yellow, red...
What color is it?
colored paper, Color spin (Games), plastic hats, What color is missing?
It’s…
small ball, shoes box (decorated as a train wagon), Green!
I have a…
stones made out of colored paper, Splash of Brown, purple, orange, pink
My balloon is…
color (Games), beans, Magical Bag, shoes box Brown, purple, orange, pink
What’s your favorite color?
with cover, colored balloons, paper tape, three Brown, purple, orange...
My favorite color is…
disposable plates, paint of different colors, rope. What color is missing?
Light/dark
Pink!
Project Flashcards
Make sure you have a copy for each child of the Total: 12
photocopiable balloon (page 140). Once your students Yellow, red, green, black, white, pink, orange,
have painted it with their favorite color, cut it out and purple, grey, brown, light blue, dark blue
paste it on a piece of construction paper, to help it be
Games
more rigid. You can also add a brochette stick. After the
Total: 5
work is ready, each child can go to the front of the class
Set 1: Splash of color
to describe their balloon:
Set 2: Color spin
Children: My balloon is red.
You might want to paste all the balloons on a poster,
under the title: My balloon is...

Objectives for this unit

To revise and check the pronunciation of colors learnt.
To learn more colors.
To learn and use the possessive form My.

28 Play and Learn English 4 / Teacher’s Guide

Student's Book

Unit

2 More Colors

15 17 19

Lesson 1 Lesson 2 Lesson 3

21 23

Lesson 4 Lesson 5

Play and Learn English 4 / Teacher’s Guide 29

 UNIT 2 will name a color, so you will lift the corresponding Student's Book
Lesson 1 hat, to see if the ball was hiding there.
Child 1: Green.
Teacher: (lift the hat) No!
Objective Child 2: Red. Unit

2 More Colors
Teacher: (lift the hat and see the ball) Yes!
To present the new colors and to review those
learnt before.
4 | Suggest playing Hot Potato. With the children
Materials sitting in a circle, look for a ball that will represent
Flashcards from this unit, plastic hats, small ball, shoes the potato. At your signal, the object will pass 15

box turned into a train wagon and colored stones. from one hand to the other as quickly as possible.
Shout ‘Stop!’ so that the student who has the ball
Playful activities answers a question: Page 15 - Listen and paint
1 | Make use of your flashcards to present the Teacher: What color is it? (show a flashcard) Your students will listen carefully. Then they can
colors. You may begin with those that the children Child: It’s blue. repeat the sentences they hear, and finally, the
already know; as they look at the cards, ask them to children will be able to paint each stain. It is a good
point at objects in the classroom which have those 5 | You can turn a simple shoes box into a train’s idea to keep the track on hold so that your students
colors. wagon. Decorate it with imagination and add a have time to work.
piece of thread under it so that the children can pull
2 | Previously, look for plastic hats in different it. Also, you can make some colored stones: take Audio Script
colors. Place them on the floor with the children squares of colored paper and make a wad of paper Let’s paint:
around them. Next, mention a child and a color; this with each of them. Once they have the shape you • The color black. • The color gray.
student will have to take the required hat and run wanted you can paint the wads using the colors • The color white. • The color brown.
with it around their classmates. The child will place you are teaching. • The color blue. • The color purple.
the hat on the head of whoever he/she chooses, Back in the class, hide the ‘colored stones’ in • The color yellow. • The color orange.
and will name a different color, to continue playing. different places of the classroom; then allow each • The color red. • The color pink.
child to pull the train and look for the stones you • The color green.
3 | Another option you can consider is to add a small ask for. These wads will go to the train.
ball to the game. The hats will be on the floor in a
line. Your students will close their eyes, and you will
Go to Songs and Listenings
hide the ball under one of the hats. Then, each child
Go to Picture Dictionary
30 Play and Learn English 4 / Teacher’s Guide
 UNIT 2 Student's Book
Lesson 2 ‘Bingo!’ and is the winner of the game.

4 | We suggest you to take advantage of the song

Objective of this unit, to keep practicing with the children.
To acquire the possessive, descriptive sentence: Beforehand, you could blow some balloons with the
My balloon is… colors you are currently teaching. These balloons will
be on the floor, and as you keep the track on hold,
Materials
one of them (or everybody) will have to look for the
Flashcards from this unit, Splash of color (Games),
balloon with the mentioned color. 17

beans, Magical Bag, shoes box with cover, balloons

of different colors.
5 | This next activity also involves using balloons.
Playful activities Inside a box with cover, put flat balloons; then ask Page 17 - Let’s color!
1 | After having checked the colors the children are the children to sit in a circle. Teach the expression Let’s color! The children will paint the crayons on the
learning, place the flashcards on the floor, as if they ‘My balloon is…’ and give some examples, taking page using their favorite colors. Later, each of them
were part of a path. Mention a child at random, who different balloons from the box. Once you infer that can go to the front to describe their finished work.
will go through the path as they mention the cards. your students understand the activity, allow them Child: It’s a green crayon, it’s an orange crayon,
Continue playing with the rest of the students. to participate. Each of them will close their eyes it’s a blue crayon...
as they take a balloon from the box. Then they will
2 | For this next activity divide the class in two groups; have to deliver the corresponding sentence. Later on
a member of each team will go to the front to make a it could happen that the students say the expression
sequence with the flashcards, according to the order including a color, and take out a balloon, waiting to
you (or a classmate) request. obtain the same color.
Teacher (or student): Red, green, black, yellow… This activity could go on as your students compete to
blow the balloons; whoever does it first is the winner.
3 | Try playing Bingo with the children using the The children can even throw the blown balloons up
Splash of color set. Divide them in small groups and and catch a different one, to deliver new sentences. As
hand them a Bingo card. After you have put all of you can see the possibilities are unlimited.
your flashcards in your Magical Bag, take one out on
each occasion; whoever has the same color you are Go to Let’s Sing!
exposing in their card can place a bean on that color.
The first student to complete the chart has to shout
Play and Learn English 4 / Teacher’s Guide 31
 UNIT 2 Student's Book
Lesson 3 all cases mention two colors for the volunteers to
place a foot and a hand on top of them.

Objective
4 | Pick a child at random and stick a card on their
To teach Yes/No questions and their answers.
back. This student will turn his/her back to the rest
of the classmates, and will start guessing what is
Materials
the color he/she is carrying. The children can only
Flashcards from this unit, small ball, paper tape.
answer ‘Yes’ or ‘No’: 19

Child: Is it pink?
Playful activities
Children: No!
1 | As a first activity, give a ball to a child: they will Child: Is it purple?
Page 19 - Listen and draw
have to throw it up as they mention a color and Children: Yes!
As the children listen, they will have to draw and
clap their hands once, before the ball touches the
color the balloons following the instructions.
floor. 5 | As a way to reinforce the expressions previously
taught, take a flashcard and show it to your
Audio Script
2 | With the children divided in groups, stick students, while you deliver a statement. This
Listen and draw:
the flashcards of colors on the board making a sentence might correspond to the color shown or
I have a red balloon.
sequence. Once you notice that they remember not. What we want is the children to correct wrong
I have a yellow balloon.
the order of the colors, turn over the cards. Now the information.
I have a green balloon.
teams will have to order the pencils, hats, balloons, Teacher: My balloon is orange. (the flashcard is
I have a blue balloon.
or any other object you had previously given them orange)
I have a pink balloon.
in the same order as the colors shown. Finally, turn Children: Yes! Orange, orange!
I have a orange balloon.
over the flashcards one more time, to check that Teacher: My balloon is yellow. (show a blue card)
the students did the activity correctly, and to name Children: No! It’s blue!
the winners.
Go to Songs and Listenings
3 | Play Twister with the children: the flashcards
will be on the floor, and your students on a line. In
Go to Let’s Play!

32 Play and Learn English 4 / Teacher’s Guide

 UNIT 2 Student's Book
Lesson 4

Objective 1
Repeat the procedure mixing blue and white paint.
Acquisition of the adjectives light/dark.
Ask the children what objects are light blue, and 2

Materials then mention the obtained color:

Flashcards from this unit, three disposable plates, Teacher: Look! It’s light blue! 3

paint of different colors, paper tape or rope. 21

4 | Place a piece of rope, or paper tape on the floor,

Playful activities in the middle of the classroom. The flashcards of
1 | Ask a child to go to the front and tell him/her a light blue and dark blue will be to its sides. Then ask Page 21 - Let’s paint!
color. This student will have to find an object of that the children to step on the rope; dictate these colors As the students listen, they will have the opportunity
color in the classroom. at random, for the students to jump to one side or to remember the difference between the adjectives
the other. If you mention the same tone repeatedly, light and dark. Then allow them to mix paint to obtain
2 | Play the Sausage Game. The children will make the activity will be funnier and more engaging. different colors and tones. Once they are ready the
a line, being one next to the other. Whisper a color children can mention the obtained colors.
to the first of them; this student will repeat the Key:
color to their classmate, but will also add a new Red + Yellow = Orange
color. Then the second volunteer will mention three Blue + Yellow = Green
Go to Let’s Color!
colors (yours, the first child’s and his/hers). The White + Red = Pink
game continues until everybody participates.
Audio Script
3 | Bring disposable plates to the class, and also Listen, look and learn some more.
blue, black and white paint. Put some blue paint in It’s light blue!
a plate, and after the children mention it, add some It’s dark blue!
black paint. Mix it, and ask the students what color Light is opposite of dark.
they see. Explain them how we name this color in
English.
Teacher: Look! It’s dark blue! Go to Songs and Listenings

Play and Learn English 4 / Teacher’s Guide 33

 UNIT 2 Student's Book
group will own two tins. Once the tins are placed under
Lesson 5 the board, and the students are at the other side of the
room, put the chips on the floor. At your signal, both
teams will run to put the chips inside the corresponding
Objective
tins. The first group to do it correctly is the winner.
Final checking of the words and expressions taught.

Materials 4 | Another good activity you can try is to run races. Ask
Flashcards from this unit, Color spin (Games), chips the children to separate in two lines. Each team will be
of different colors, tins wrapped in paper (four). assigned with a color. The first student of each line will 23

put themselves in all fours and will place a chip on their

Playful activities
back. The objective is to move as quickly as possible
1 | With time, make some chips of the side of a big Page 23 - Cut and color.
towards your direction, to give you the chip. Then the The children will listen to the dialogue, to find out what is
coin in artistic cardboard of different colors (five or six
other members of the lines will continue playing. The the color mentioned in it. Then divide the class in halves
coins of each color would be enough). Hide them in the to represent the conversation: each group will repeat the
winning team is the one which gives away all the chips.
classroom before the children arrive, or else ask them sentences of the corresponding character. You could even
to leave for a moment. On the board give a number to show them other flashcards, for the students to replace
5 | This time you will need the Color spin to play with the color mentioned. Once this oral activity is completed,
each color. At your signal your students will look for ask the children to color the dice from page 107. Make sure
the children. Your students will be sitting in a semi
the chips, and once they finish you will check what is the children use a different color for each side of the dice.
circle and you will place yourself in front of them. The Later cut out the dices and assemble them (you could save
the score for each child. The winner of the game is the
volunteers will spin the arrow, on each occasion, name a lot of time if you cut out the dices in advance!). Once
student who gets the highest score. everybody has their dice, they could play the guessing
the obtained color.
game: the volunteer names a color and throws the dice,
2 | Use the same chips from the former activity; give expecting it to show the color previously mentioned.

out a coin to each child, without the others seeing it. Audio Script
When you mention a color, all the children who possess Go to Index Listen to the dialogue and work in pairs:
it will gather together. Continue naming other colors. Hi, George!
Hi, Ann!
Give me a balloon, please.
3 | Take four tins and wrap each half (upper and lower Sure! What color?
sides) of them with a piece of colored paper (choose Light green, please.
Here you are.
the same colors that the chips have). Therefore, you Oh, thank you! My light green balloon is beautiful!
will obtain eight colors in four wrapped tins. Divide
the children in two teams and explain them that each
Go to Songs and Listenings
34 Play and Learn English 4 / Teacher’s Guide
 Teacher: What color is Ana´s balloon? Page 138 - Cut and glue
Complementary material Children: It is a red balloon. In this case your students must color the envelope in
Girl: No! (her card is pink) which they will put the chips of the Memory Game.
Children: A pink balloon. Each envelope must be identified with the name of its
Girl: Yes!
owner. Finally, cut out and give shape to the envelope.
Extra Activities The chips can be on the floor to play, with the images
downwards: each child will turn over two cards,
Extra Activity - Unit 2 expecting to make a pair. If they do it correctly, they
• Place the flashcards on the floor and the children in a
can continue playing, otherwise the chips go back to
My name is

circle around them. A volunteer will lift a card, name the _______________________________________________________________________

color, and then a classmate will look for an object in the the first position and another student will have the
classroom with the mentioned color. opportunity to play.
This time, and with the flashcards remaining on the floor, Another option is to keep the chips inside the envelope:
hold a blown white balloon. While listening to the song each volunteer will take a chip first, and then a second
of the unit, the students will pass the balloon, one to the one. If these images match, they will no longer be
other. Once the music stops the child who has the balloon included in the envelope, but if they do not, they will
will take a card. After seeing and naming its color, this Extra Activity - Play and Learn English 4 - Unit 2 - 1/3 www.idiomagic.net | © Idiomagic Publisher
continue being inside.
volunteer will stick the card on the balloon, to deliver the Make sure the children take home the envelope with the
corresponding sentence:
chips, to continue playing.
Child: (the flashcard is blue) I have a blue balloon. Page 137 - Color and cut
The next volunteer to play will choose another card, but
The children may use crayons or paint to color the
the previous one will remain on the balloon. The objective
figures. Make sure you tell them that they need to paint Extra Activity - Unit 2
is to make more complex sentences each time. My name is

Child: I have a blue balloon and a green balloon. two pots with the same color, since the final objective _______________________________________________________________________

Once this activity is finished, take the cards out of the of this activity is to play Memory Game.
balloon one by one, as you mention the sentences. It will
be funny if the students correct your
sentences:
Teacher: I have a yellow balloon. Extra Activity - Unit 2
My name is
Child: No! I have a yellow balloon. _______________________________________________________________________

Allow the children to hide a card and then place a bottle Extra Activity - Play and Learn English 4 - Unit 2 - 3/3 www.idiomagic.net | © Idiomagic Publisher

on the floor. The students will be around it, and when you
spin it, wait to see who is pointed by the bottle’s top. The
rest of the classmates have to guess what is the color that Page 139 - Let’s draw!
this child is hiding. She/he can only answer Yes or No.
Students will draw and color some pencils in the pencil
case. The teacher will indicate the color for each one.
Extra Activity - Play and Learn English 4 - Unit 2 - 2/3 www.idiomagic.net | © Idiomagic Publisher

Teacher: My pencil is blue. / My pencil is green. / My

Go to Extra Activities
pencil is pink. / My pencil is orange.

Play and Learn English 4 / Teacher’s Guide 35

 Templates

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

Page 140 Page 141

This template will be used for the project. Ask students to color the palette and add splashes
using different colors. Using the paint brush they
will simulate painting as they name each color. They
can expose the palettes on a notice board.
Go to Templates

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

Pages 142 and 143

Students will color the ice cream cone and the ice
cream scoops using different colors. They will join
the cone and scoops and produce sentences.
Student: My ice cream is yellow, red and blue.

36 Play and Learn English 4 / Teacher’s Guide

 Tests Blow balloons, and keep them outside the 4- It’s a green balloon.
classroom. Name a child and ask him/her to 5- It’s a pink balloon.
leave the classroom; go out with your student 6- It’s a blue balloon.
• You can offer more entertaining activities for and help them hide the balloon under their T-shirt
the children to make using balloons. or uniform. When this child is back inside, their
Beforehand, draw a spots on different small pieces classmates will try to guess what is the color of English Test - Unit 2

of paper, and color them using the colors you have the hidden balloon. Continue the procedure calling My name is
______________________________________________________
Total
Points

taught throughout this unit. Fold a piece of paper other students.

1

and put it inside a balloon; continue the procedure As a last option you can divide the children once
with other balloons. Back in class and with the again in couples, each one with a balloon. That can 2

children standing in a circle, blow a balloon and be held only by their foreheads, without letting it
throw it to its center. The child who catches it has fall. You can play the song of this unit to make the
3

to sit in the middle of the circle and try to explode activity more entertaining. The couple that cannot English Test - Play and Learn English 4 - Unit 2 - 2/2 www.idiomagic.net | © Idiomagic Publisher

the balloon. The objective of this game is for the hold the balloon must leave the game.
children to look for the little piece of paper and
Page 145 - Let’s color!
identify the color. Bear in mind that if you prepare
Students will color the sequence as the teacher
this activity with plenty of time, the game will be English Test - Unit 2
indicates.
dynamic and fun. My name is
Total
Points

Teacher: 1- light blue - yellow - red - green

______________________________________________________

Once the children are divided in pairs, hand a 1

2- brown - purple - orange - pink

balloon to each team. At your signal the members
2

3 3- dark green - black - blue - white

of each group will pass the balloon from one to the 4

other, as they repeat the name of the color of the 5

balloon. At some point you can shout ‘Change!’, 6

so that the students give their balloon to another English Test - Play and Learn English 4 - Unit 2 - 1/2 www.idiomagic.net | © Idiomagic Publisher

couple and take a new one, in order to continue

playing. Another alternative is to mention two
Page 144 - Listen and color
colors each time, so as to have groups of four
Your students have to follow your instructions to
students and two balloons involved in the game.
complete the lines and color the corresponding
balloons.
Teacher: 1- It’s a yellow balloon.
Go to Tests 2- It’s a red balloon.
3- It’s a purple balloon.
Play and Learn English 4 / Teacher’s Guide 37
 UNIT 3 - My Breakfast Song
Vocabulary Materials
Milk, Coffee, Tea, Bread, Cookies, Cake, Sugar, Flashcards from this unit, paper tape, fibers or chalk, Have Breakfast!
Yoghurt, Cheese, Corn Flakes. puppet of Mr. Monkey, Something to say (Games),
Breakfast, Breakfast
tray, bags (two), Yum Yum - Yuk Yuk (Games),
Expressions What do you want for breakfast?
plastic rings, magazines, Z of each (Games).
What’s your favorite food/drink? Milk, milk
My favorite food/drink is... Coffee, coffee
Flashcards
What do you want for breakfast? Tea, tea
Total: 10
I want a cookie, please. Yoghurt, yoghurt
Milk, Coffee, Tea, Bread, Cookies, Cake, Sugar,
Yummy yummy, I like... What do you want for breakfast?
Yoghurt, Cheese, Corn Flakes.
Yuck yuck, I don’t like... Breakfast, breakfast
What is it? Games I’m very very hungry!
It is a... Total: 6 Breakfast, breakfast
set 1: Something to say What do you want for breakfast?
Project set 2: Yum yum - Yuk yuk Bread, bread
Draw the silhouette of a large tray and ask your set 3: Z of each Cookies, cookies
students to look for the taught items in magazines. Cheese, cheese
All these images will be pasted in the tray, and Cake, cake
exposed under the title My Breakfast. What do you want for breakfast?

Objectives for the unit

• To learn distinctive items of food and drinks.
• To acquire expressions about personal tastes.

Evaluation criteria
Towards the end of this unit the children should be able
to interpret a dialogue and answer personal questions.

38 Play and Learn English 4 / Teacher’s Guide

Student's Book

Unit

3 My Breakfast

Activity 1

25 27 29

Lesson 1 Lesson 2 Lesson 3

unit
3

31 33

Lesson 4 Lesson 5

Play and Learn English 4 / Teacher’s Guide 39

 UNIT 3 Student's Book
Lesson 1

Objective Unit
unit
3 3 My Breakfast
To learn the new vocabulary.

Materials
Flashcards from this unit, paper tape, plastic rings, chalk. 4 | With paper tape, stick a flashcard on the chest
of each of the children, who will be sitting in a 25

Playful activities circle. Place yourself in the middle and name a

1 | Use the flashcards to introduce the new words. volunteer. Mention a word for this child to point at
Then try the children to repeat in group and the classmate who is carrying the corresponding Page 25 - Listen and color:
individually. image. If any student makes a mistake, they must Your students have to listen, in order to repeat the
leave the game. corresponding words. Then ask them to color the
2 | Ask the students to make a circle: give a card images as they wish.
to one of them. This child will mention the image, 5 | Place two plastic rings on the floor, or else draw
Audio Script
and then they will pass it to the classmate sitting two circles with chalk. One will represent the food
Listen, repeat and point:
beside, who will repeat the word. The procedure and the other the drinks. At the same time the
• Yummy, Yummy Milk.
will continue until all of the children have named flashcards will be at a corner of the classroom with
• Yummy, Yummy Coffee.
the same word. Later take a different flashcard and the images downwards. Taking turns your students
• Yummy, Yummy Tea.
continue the activity. will pick and name a card, and then they will put
• Yummy, Yummy Bread.
them in the circle to which the images belong. This
• Yummy, Yummy Cookie.
3 | Suggest playing the game of the chairs, in which is a helpful activity that will make them see the
• Yummy, Yummy Cake.
whoever cannot find a chair will have to name difference between what we eat and what we drink.
• Yummy, Yummy Sugar.
a word from the unit, and must leave the game.
• Yummy, Yummy Yoghurt.
Remember that for this activity the chairs have to
• Yummy, Yummy Cheese.
be in a circle, with the seats facing outwards. The
Go to Picture Dictionary • Yummy, Yummy Corn Flakes.
number of chairs must be one less than the total of
students.

Go to Songs and Listenings

40 Play and Learn English 4 / Teacher’s Guide
 UNIT 3 Student's Book
Lesson 2

Objective
3 | Propose play a memory game with Z of each
Group activities.
(Games). Sit the students in the circle and place the
cards on the floor with image facing down. Students
Materials
will have to choose a pair of cards that have to be
Flashcards from this unit, puppet of Mr. Monkey,
Activity 1

the same one.

Z of each (Games). 27

4 | Place the flashcards on the floor at random, and

Playful activities
ask the children to sit in a circle around them. Next,
1 | Begin the lesson by making the children sit in Page 27 - Let’s draw!
mention a word so that the first child who sits on
circles of ten students each. Show a flashcard to one Your students will draw in the tray the items you
top of the image scores.
of them: the classmate beside will name that image indicate. Then each child can go to the front to
Teacher: I want tea.
again, and will add a new one. The third volunteer describe their work.
Children: (they run towards that flashcard and try to
will have to mention three words, and the procedure
sit down quickly).
will continue with the rest. If a child makes a
mistake, they must leave the game. The winner of
5 | We suggest you to include Mr. Monkey in your
this activity is whoever stays until the end.
activities. For example, the pet might ‘say’ that it
is very hungry and thirsty. On each occasion a child
2 | This time give away the cards among the children
will take two cards required by the puppet, and will
and draw a table on the board. Tell your students
put them in its mouth.
that you are hungry and need to get some breakfast,
so you will mention different items that you like.
In each case the child who holds the mentioned
flashcard will go to the board to stick the image on Go to Let’s Sing!
the drawn table. Remember that the game will be
much more engaging if beforehand you place little
rolls of paper tape on the board.

Play and Learn English 4 / Teacher’s Guide 41

 UNIT 3 Student's Book
Lesson 3

Objective
To reinforce the process of learning with team games. like. You can play this game several times, always
changing the order of the flashcards.
Materials
Flashcards from this unit, fibers or chalk, mouth,
4 | Once the previous activity is done and with the
ball, paper tape tray.
items stuck on the board, the children will leave 29

Playful activities the classroom for some moments. Hide one of the
1 | For this first activity you will need a tray. With cards so that when they come back they look for the
the children making a line, place all the flashcards on missing image. Page 29 - Put the stickers:
a table. Next, give the tray to the first student of the The children will need to listen to answer the
line and mention the expression ‘I want…’ This child 5 | Place the mouth provided in your book in front of question. After that they can take the stickers from
has to look for the required flashcard, put it on the your face, and ask each student for a flashcard. They page 105 and stick them where they belong.
tray, and pass it to the classmate behind, who will have to pass it through the opening of the mouth.
continue the game. Audio Script
Listen and answer:
2 | Make use of a ball for the following proposal. Place What do you want for breakfast?
Go to Let’s Play!
the cards on a corner of the classroom. Next, ask the I want milk, bread and cheese.
students to sit in a circle and mention an item as you And you? What do you want for breakfast?
throw the ball to one of the children. This student will
run towards the corresponding flashcard and will have
to stick it on the board.
Go to Songs and Listenings

3 | Stick the flashcards on the board making a

sequence. Then give your students a minute for them
to memorize the order. Ask them to close their eyes,
and remove all the cards. Next, the children will have
to remember and dictate what was the sequence

42 Play and Learn English 4 / Teacher’s Guide

 UNIT 3 Student's Book
Lesson 4

Objective
Interpretation of the expressions: 4 | Stick several cards on the board. Next to each
unit
3 of
I like / I don’t like. them draw a circle and then pick volunteers who will
complete the circles with the face according to an
Materials affirmative or negative expression.
Flashcards from this unit, fibers or chalk, tray, two
31

bags, Yum yum - Yuk yuk (Games). 5 | With the students sitting in a circle, keep the Yum
yum - Yuk yuk masks to yourself. Choose a volunteer
Playful activities and show them a mask; this child will have to come up
Page 31 - Listen and color
1 | Use facial gestures to teach the expressions I like / with a sentence according to the face shown.
The children will listen first to make their own
I don’t like. Once the children understand them, dictate
sentences. Once this oral activity is complete, ask
them for the students to make the corresponding
them to listen carefully to your instructions in order
mimics.
Go to Let’s Color! to color the corresponding images.

2 | This time make a gesture while you hold a flashcard,

Audio Script
so that the children deliver the appropriate sentence:
Listen and learn some more.
Children: I like… / I don’t like…
• Yummy yummy, I like cookies, but yuck
yuck, I don’t like yoghurt.
3 | You will need two bags to illustrate the expression
I like and I don’t like. We suggest you to make two little
faces and to stick them on the front of the bags, so as
to be easily identifiable. Put the cards inside the bags Go to Songs and Listenings
and then mention a child, who will take a flashcard
from each bag to deliver the corresponding sentences.
Children: Yummy, yummy I like…! /
Yuck, yuck I don’t like…!

Play and Learn English 4 / Teacher’s Guide 43

 UNIT 3 Student's Book
Lesson 5

Objective
Final revision of the concepts learn.
4 | Give directions for the students to approach the
Materials different flashcards.
Flashcards from this unit, Yum yum - Yuk yuk (Games). Teacher: Jump to milk! Tiptoe to bread!
33

Playful activities 5 | Put the flashcards on a table with the images

1 | Each child will have a little happy or sad face facing downwards. Next, ask a child on each occasion
from Yum yum - Yuk yuk stuck on their chest, and all what they wish to eat and drink; this volunteer will Page 33 - Listen and match!
of them will dance to the rhythm of the song. When have to guess where those cards might be. After listening, your students will match only the
you keep the music on hold everybody will look for mentioned elements to the figure of Mr. Monkey.
a partner, taking into account that the teams should
be formed by the I like and I don’t like faces. Then Audio Script
Go to Index
each team will deliver two sentences, being one Listen and match:
affirmative and the other negative. Oh, I’m very, very hungry!
I want a cookie, please.
2 | Place the flashcards of food to a side of the board, I want bread, please.
and those of beverages to the other. Taking turns I want milk, please.
your students will match the items as you mention I want corn flakes, please.
them. I want sugar, please.
Teacher: I want bread and milk.

3 | Now place yourself in front of the children and

Go to Songs and Listenings
use mimics and gestures, but not words, to explain
what you wish to eat and drink. You could make sure
to have them engaged in the activity if you give a
candy to every child who scores.

44 Play and Learn English 4 / Teacher’s Guide

 Complementary material Divide the flashcards in halves and make two following your instructions. Once the activity is
circles on the floor with them. You are going to need complete, mention an item so that the children
two small plastic bottles which will be at the center of deliver the corresponding sentence. This is a good
each circle; stick a happy face on one of them, and a way to check that your students have done the
Extra Activities sad one on the other. These little faces will represent activity properly.
the expressions ‘I like’, ‘I don’t like’ Taking turns the Teacher: Yummy yummy, I like yogurt.
Suggest different games making use of the faces. children will spin the bottles; they will have to deliver Yummy yummy, I like cheese.
Place the flashcards on the floor at random. Name a sentences which contain the items pointed by the Yuck yuck, I don´t like bread.
child and provide them with both masks. This student bottles. Yuck yuck, I don´t like milk.
must place one mask in front of their face, while they Child: Yummy yummy, I like milk, but yuck yuck, Yummy yummy, I like sugar.
step on the card. The remaining children will make a I don´t like yoghurt. Yuck yuck, I don´t like tea.
sentence according to the image and face shown. Make sure all the children can participate.
Another option is to divide the board in halves,
and to stick a face on each section, to represent the
Extra Activity - Unit 3 Extra Activity - Unit 3
expressions ‘I like’, ‘I don’t like’. My name is My name is

Mention a sentence so that each child looks for the

_______________________________________________________________________ _______________________________________________________________________

corresponding flashcard from the table. Next, they

1

will stick it on the board.

Teacher: Yummy yummy, I like cookies.
Dictate other sentences so that your students stick
the flashcards on the corresponding places. We
Extra Activity - Play and Learn English 4 - Unit 3 - 1/2 www.idiomagic.net | © Idiomagic Publisher Extra Activity - Play and Learn English 4 - Unit 3 - 2/2 www.idiomagic.net | © Idiomagic Publisher

suggest you to make the children stick the cards on

the board, so that they can continue playing. For
instance, you could mention the first image of the Page 146 - Color, cut, listen and glue Page 147 - Let’s glue!
sequence; the students must tell you which is the In this case your students will color the elements Students will glue some food pictures from
following item. If they do it correctly, they score. and faces on the page. After cutting them out, ask magazines on each bubble.
Teacher: (observe the flashcard) Look, tea! What´s next? the children to paste the faces next to the items,

Go to Extra Activities

Play and Learn English 4 / Teacher’s Guide 45

 Templates

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

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

Pages 150 and 151

Students will color the faces (I like - I don’t like),
help them cutting and place a popsicle stick at the
back to turn it into a puppet. Then, they will draw
the food they like or don’t like on each box. Finally
students will produce sentences using the structure
as they show the correct puppet and picture.
Templates - Play and Learn English 4 - Unit 3 - 3/4 www.idiomagic.net | © Idiomagic Publisher Student: I like cheese.
I don’t like tea.

Pages 148 and 149

Students will color the table and breakfast items as
they prefer. Finally they will glue the food on the
table. Ask them to name each item on the table.

Go to Templates

46 Play and Learn English 4 / Teacher’s Guide

 Tests

Use the flashcards from this unit to suggest vertical, horizontal or diagonal line. This game can
some nice activities. be played as many times as you want, changing English Test - Unit 3

The first game consists on sticking cards on the the images on each occasion. My name is
______________________________________________________
Total
Points

children’s chests. They will have to walk around Finally, place the cards on the floor and make
the classroom, and when they hear you say an X with paper tape. Each child who steps on the
‘Stop!’ they will have to stay still. In that moment X will hold two small stones. The idea is to throw
deliver a sentence which contains items you would the stones to two flashcards, in order to mention
like to eat and drink. The students who possess them. It could also be the classmates the ones who
these elements can walk towards you to pass the mentioned these items. English Test - Play and Learn English 4 - Unit 3 - 2/2 www.idiomagic.net | © Idiomagic Publisher

flashcards through the mouth’s opening that you Child: I want coffee and cake.
will have had from the beginning.
Page 153 - Let’s circle!
Teacher: I want tea and bread.
Students will circle the food the teacher indicates.
Continue naming other items. You can even allow English Test - Unit 3
Teacher: I like milk, bread and tea.
the children to take turns to hold the mouth. My name is
Total
Points

I don’t like yoghurt, coffee and cookie.

______________________________________________________

Consider making the students play Tic Tac Toe.

Draw the outline of the game on the floor using 31

paper tape or chalk, and place a flashcard on each

of the nine spaces. Then divide the children in
two teams and give the symbol 0 to one and X to
the other group. Each team will choose a card to English Test - Play and Learn English 4 - Unit 3 - 1/2 www.idiomagic.net | © Idiomagic Publisher

mention: if they do it correctly, they can remove

the flashcard and draw their symbol instead. If not,
Page 152 - Find and mark an X
the image remains there. The winning team will be
Your students will have to look for the mentioned
the one who can draw three times their symbol on a
elements on the scene, to mark them with an X.
Each one should have a different color.

Go to Tests

Play and Learn English 4 / Teacher’s Guide 47

 UNIT 4 - Family Members Song
Vocabulary Evaluation criteria
Mother, Father, Grandmother, Grandfather, Your students will have to be able to relate characters Look At My Family
Sister, Brother, Baby, Aunt, Uncle, Cousin. from the book to their own family members.
My happy, happy family
Expressions Who is she?
Materials
This is my family. She is my mother
Flashcards from this unit, objects of daily use, coins
This is my... Who is he?
made out from cardboard, puppet of Mr. Monkey,
I love you! He is my father
paper tape, images of people (taken from magazines),
I love my... My mother and my father
Extended family (Games), beans, fibers or chalk,
Where is mummy? My happy, happy family
small ball, family pictures (yours included), empty,
Here is mummy. Who is she?
wrapped tins, parts of different family members,
Find/Touch. She is my sister
blindfold, plastic rings, flashcards of colors, Magical
Who is he?
Bag, All in the family (Games).
Project He is my brother
Ask the children to bring a family picture to the My sister and my brother
Flashcards
class. Make a portrait using Eva foam, construction My happy, happy family
Total: 10
paper, and colored glue. Leave enough space to Who is she?
Mother, Father, Grandmother, Grandfather,
write This is my family. She is my grandmother
Sister, Brother, Baby, Aunt, Uncle, Cousin.
Who is he?
Games He is my grandfather
Objectives for the unit
Total: 4 My grandmother and my grandfather
To recognize the persons who are part of a family.
set 1: Extended family My happy, happy family
To use demonstrative pronouns and possessive
set 2: All in the family Happy, happy family!
adjectives.

48 Play and Learn English 4 / Teacher’s Guide

Student's Book

4 Family Members
Unit

35 37 39

Lesson 1 Lesson 2 Lesson 3

4
41 43

Lesson 4 Lesson 5

Play and Learn English 4 / Teacher’s Guide 49

 UNIT 4 Student's Book
Lesson 1

Objective 4 Family Members

Unit

Introduction to the new vocabulary. 3 | Beforehand, make some coins using construction
paper of different colors (try to use colors that the
Materials children have previously learnt). Paste or draw the
Flashcards from this unit, real objects, coins made in image of a family member on each of them. Throw
35

cardboard, puppet of Mr. Monkey. the coin upwards and ask the students to guess to
which side it will fall. The winner can keep the coins
Playful activities as a prize. Page 35 - Listen and color
1 | Use the flashcards to present the new vocabulary Use the puppet of Mr. Monkey to tell the children
and then make the children repeat each word. Pay 4 | Propose playing Pairs: the flashcards will be on that his family is represented on the page. As they
special attention to the cards of cousin, and comment the floor, with the images facing downwards. Taking listen, they will have to repeat the sentences they
that in English we use one same term to define either turns, the students will try to find a pair, turning over hear. Next, let them color the characters.
a male or female cousin. Then show the students two cards on each occasion.
Audio Script
different elements that you brought to the class, and
Listen, repeat and show me.
that can be easily identified with the family. Ask the 5 | Play Hopscotch: place the cards on each space of
This is my big family!
children to recognize them and who uses or wears the silhouette (remember it has the shape of a plane). She is my mother.
them. We suggest you a necklace for mom, a ball for The objective for this game is to get the highest He is my father.
the brother and a tie for dad. number of flashcards. Each volunteer will throw a chip She is my grandmother.
Teacher: (show a doll) Who uses this? or little stone towards the Hopscotch. They have to He is my grandfather.
Children: Sister! say ‘It’s…’ plus the family member in which the chip She is my sister.
He is my brother.
is. In case the chip does not fall on top of any card,
He is my baby-brother.
2 | This time each volunteer will pretend to be a family you can give the students a new chance of playing.
She is my aunt.
member, and will act out in front of their classmates. Child: (throws the chip towards the flashcard of He is my uncle.
Child: Hi! I’m baby (the student will crawl; pretend he grandpa) It’s grandfather! He is my cousin.
uses a dummy, etc.) She is my cousin.

Go to Picture Dictionary
Go to Songs and Listenings
50 Play and Learn English 4 / Teacher’s Guide
 UNIT 4 Student's Book
Lesson 2

Objective
To identify members of the family, accompanied 3 | For the next activity, make sure you have time
with proper names. to look for magazines from which you can cut out
figures that can represent family members. Cut
Materials each figure in halves and distribute them among the
Flashcards of the unit, paper tape, figures of people, children. They have to look for the corresponding 37

All in the family (Games). half of the character they possess, and finally, they
must mention the obtained figure.
Page 37 - Put the stickers
Playful activities 4 | Play the song of the unit as your students dance Your students will place the stickers from page 105 on
1 | Once you have checked the vocabulary learnt around the classroom. Keep the music on hold and the family photo album. As they do this activity they
with the children, suggest meeting their families. mention a student and a family member; this child can mention the characters.
To do that, place the flashcards on the floor and ask will have to run towards the required flashcard.
the students to sit around them. Begin pointing at
the cards as you use proper names to describe your 5 | Divide the children in four teams to play with the
family. puzzle from All in the family (Games). Each group
Teacher: Look! It’s my mother Adela. will have a puzzle to match its parts. Them the
Then it will be the possibility for the children to groups so all the groups will have the opportunity to
mention the people who are part of their families. play with each set.

2 | Stick all the flashcards on the board and play

‘Who’s missing?’ The children will close their eyes
Go to Let’s Sing!
while you remove an image and they guess who
is missing on the sequence. You can even draw
a portrait and place the flashcards there, as you
mention them.
Teacher: Who´s missing?
Children: Grandmother!
Play and Learn English 4 / Teacher’s Guide 51
 UNIT 4 Student's Book
Lesson 3

Objective
To recognize the persons he/she. Teacher: Look! This is my mother!
Make sure everybody pays attention to their
Materials classmates, since for the children talking about their
Flashcards from this unit, fibers or chalk, family family is an important experience.
39

pictures, All in the family (Games), Extended

family (Games). 3 | Separate the children in small groups and give
them different parts of All in the family (heads and Page 39 - Let’s draw!
Playful activities bodies). At your signal, they will have to look for the Students will listen to descriptive sentences of the

1 | As a first activity, we suggest you to divide the corresponding pieces. members of a family. Ask your students to pay attention
to the expressions as you show them the corresponding
board in two sections: on the left top draw a woman,
image on each case. Later it will be their turn to talk; make
and to the right, a man. Next, ask the students to 4 | Using the Extended family, encourage children to
them mention the people who are part of their family.
make a line. Show a flashcard to each of them, so perform dialogue in pairs. Divide the class into pairs Each child can choose three flashcards to describe.
that they identify the character. Then they have to and give them two puppets to perform the dialogue. Child: This is my mother Andrea; this is my father
stick the cards where they belong, according to the Fernando...
gender of the characters. 5 | Put the part of the puzzle in three different bags. Audio Script
Teacher: (shows the card of granny) Who is she? Each students will take a piece from each bag and if Listen to the following:
Child: Grandmother! (sticks the flashcard on the the parts from a member of the family, we have a This is my family! This is my brother.
female section). winner. I love my family! This is my baby brother.
This is my daddy. This is my aunt.
2 | The main objective for this lesson is to incorporate This is my mummy. This is my uncle.
the expression ‘This is my…’ A good way to teach This is my grandma. This is my cousin.
it is to ask in advance for family pictures of your This is my grandpa. Oh! My family is so big!
Go to Let’s Play! This is my sister.
students. If you take your own photos you can set
the example for the students to perform. Show Now, talk about your family:
them, describe the people in them and add proper
names.
Go to Songs and Listenings
52 Play and Learn English 4 / Teacher’s Guide
 UNIT 4 Student's Book
Lesson 4

Objective 1

Activities involving recycled vocabulary (colors). 4 | With paper tape, stick all the cards on the board
2
and place the children in a line. Give a small ball
Materials to the first of them, mention a family member, 3

Flashcards from this unit, blindfold, paper tape, and allow the child to throw the ball towards the
4
ball, plastic rings. mentioned flashcard. Continue the activity, until all 41

of the children play.

Playful activities
Page 41 - Listen and circle
1 | Ask the children to make a circle, and place a 5 | Place the flashcards from this unit inside a plastic
As they listen to the track, the children will have to
volunteer at its center. Blindfold the eyes of this ring, and those belonging to colors in another ring.
make a circle around the mentioned character. Each
student and give a flashcard to each child in the Name a volunteer and deliver a sentence for this
circle should have a different color.
circle. The volunteer will point at a classmate, and student to take the corresponding flashcards.
will listen to the pointed child: Teacher: Jimena, this is my sister. She likes pink.
Audio Script
Child: This is my brother.
Listen and circle the correct picture:
Finally, the blindfolded child will have to guess to
Number 1: Who is she?
which classmate he pointed.
Go to Let’s Color! She is my mummy. She is Ann.
Number 2: Who is he?
2 | Divide the class in two groups and place them at
He is my brother. He is Peter.
opposite corners. The flashcards will be on a table;
Number 3: Who is he?
mention a family member and see which team
He is my cousin. He is Anthony.
reaches that image first. The groups will score if
Number 4: Who is she?
they do it correctly.
She is my aunt. She is Stephanie.

3 | Suggest playing the game of the chairs: remember

that there always has to be a chair less than the
amount of students who are playing. Whoever Go to Songs and Listenings
cannot find a seat has to name a flashcard, and will
leave the game.
Play and Learn English 4 / Teacher’s Guide 53
 3 | Choose a child who will go to the front; stick a Student's Book
UNIT 4 flashcard on their back and encourage the remaining
Lesson 5 children to answer the questions this child asks,
trying to guess who the character exposed is.
Children: Who are you?
Objective Child: I’m brother.
Final checking of the words and expressions taught Children: No!
Child: I’m uncle.
throughout this unit.
Children: Yes!
Materials
Flashcards from this unit, chalk, empty tins, paper 4 | Place yourself in front of your students and 43

choose a flashcard from this unit. Cover the body

tape, Magical Bag, envelope, chips.
of the character so that the children can only see
Playful activities the head. Ask them to infer who this person might Page 43 - Listen and color
1 | Draw circles on the floor with chalk, and place be and when they answer, make sure they respect Write down the names of family members in little pieces
inside flashcards of the members of the family. The the structures taught. Once they guess a character of paper; fold them and put them inside your Magical
students will throw chips and where they fall, they replace by a different one and continue playing. Bag. Then ask each student to go to the front, take out
will have to deliver sentences which include these Teacher: Who is she? a piece of paper and give it to you. You will read it, and
characters. Children: This is my grandmother. this volunteer will point to the mentioned character on
Children: This is my sister. She is Mary. their book.
5 | Bring to the class empty tins wrapped in colored Teacher: Where is your grandfather?
2 | Take a flashcard at random and sit the children paper; place them at a corner of the classroom. Child: (he/she will touch this figure on the book)
in a circle. As they listen to the song of this unit The flashcards will be at some distance, and the Later play the audio and ask the children to color the
the students will pass that card among themselves. children will be standing in a line. Give a small ball corresponding square following the instructions.
Keep the music on hold and ask a question to the to the first one in the line and deliver a descriptive
Audio Script
child who holds the image. sentence:
Teacher: Mummy likes yellow. Listen and color
Teacher: Who are you?
The volunteer will try to throw the ball inside the tin Color my daddy‘s box blue.
Child: I’m father.
with the mentioned color; after that they will run to Color my mother‘s box red.
Another alternative is to choose a card and to
grab the corresponding flashcard with the character Color my sister‘s box pink.
hide it in an envelope, without the children seeing
you mentioned. Color my baby brother‘s box green.
it. The envelope will go among the children until
Color my grandmother‘s box orange.
you keep the track on hold. The student who holds
Color my brother‘s box yellow.
the envelope at that moment must open it to say
Color my grandfather‘s box brown.
which character he sees. Every time you continue
Go to Index
the game replace the flashcard in the envelope.
Go to Songs and Listenings
54 Play and Learn English 4 / Teacher’s Guide
 other students to play this game. Then cut out the pieces and make a hole on each of
Complementary material Another fun activity could be to leave the classroom them. With an extension of thread you can make a
with all of the puppets. When you return you will have
necklace in which you will put the hearts. When all the
one of them in front of your face. Your students must
children have their necklaces ready they can take turns
greet you according to the character they visualize;
Extra Activities finally, greet them goodbye before you leave the to show it to their classmates, mentioning the charac-
classroom again to continue playing. ters they drew:
Teacher: (pick the mask of sister and enter the room) Child: This is my mother. This is my father…
Take advantage of the Finger puppets of family
Children: Hello, sister!
members to suggest different games.
Teacher: Hello, boys and girls.
For instance, you can choose eleven children; hand Extra Activity - Unit 4
Children: Bye bye sister!
each of them a mask making sure you consider your My name is

It would be great if every student had the

_______________________________________________________________________

students’ genders.
opportunity to repeat the game.


Using the puppets, they have to introduce themselves
A nice way to round up this unit can be to draw a
to their classmates. Once all of the children have done
big heart on the floor, as you place a different mask


this activity they have to interchange the masks: the

on each occasion. The children have to deliver the


remaining students will have to remember and say


appropriate sentence based on the mask they see.


which family member they represented.


Teacher: (put the mask of grandfather inside the heart)


Also, consider placing eleven chairs in the middle Extra Activity - Play and Learn English 4 - Unit 4 - 2/2 www.idiomagic.net | © Idiomagic Publisher

Children: I love my grandfather!

of the classroom and stick the puppets on their
When all of the masks are inside the heart, students
backs. Mention a child on each occasion and deliver a
sentence: this student must sit on the corresponding
shout ‘I love my family!’ Page 155 - Let’s color and cut!
chair. You can then mention two family members to Students will color the family members and cut the
make the activity more entertaining. The faster you characters. Then you can glue a popsicle stick on
speak, the faster the children must sit on the chairs. Extra Activity - Unit 4 them. Students will perform short dialogues using
You can use these chairs to propose a version of My name is
the puppets.
_______________________________________________________________________

the musical chairs’ game. Choose eleven volunteers

and play the song of the unit. The children will have to
walk around the chairs until you stop the music. After  

everybody sits down on a chair, walk around asking
them which is the character of their chair. Once all of
them answer they can play again, making sure they   

pick a different chair to sit down. Continue calling Extra Activity - Play and Learn English 4 - Unit 4 - 1/2 www.idiomagic.net | © Idiomagic Publisher

Page 154 - Draw and cut

Go to Extra Activities Your students must draw the faces of different
members of the family inside the hearts on the page.
Play and Learn English 4 / Teacher’s Guide 55
 Templates

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

Page 156 Page 157

Students will decorate the framework and glue a Students will draw their family inside the heart.
family picture that you will have to ask them to Then, they will come to the front and present each
bring in advance. family member to the rest of the class.

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

Pages 158 and 159

Students will color Mr. Monkey family, then you
will place a popsicle stick at their backs to turn them
into puppets. Students will perform short dialogues
introducing each family member.
Student: This is my mother.

56 Play and Learn English 4 / Teacher’s Guide

 Page 160 - Listen, find and circle
Tests of the same team and indicate them to take out a
card with their eyes shut. If they manage to make Your students must identify and circle the family
a pair (e.g. brother-sister), they can keep the cards members hidden in the jungle. You can indicate on
• Use the cards to play the game pairs to round up and score for their team. If not, the cards go back to each occasion who they have to look for. Remember
this unit. The first option could be to stick a card the bags. Then it will be the opportunity for the other that each circle must have a different color.
on each child’s chest. While listening to the song team to play. Each time shake the bags before the
they have to dance around the classroom until you children play.
stop it. At that moment everybody must look for a Our last suggestion is to place the cards on the English Test - Unit 4

classmate to match with (for example, ‘mother’ and floor, making sure there is not a considerable My name is
______________________________________________________
Total
Points

‘father’ must gather together). distance among them. Mention a volunteer and 1
2 2

Once the couples are made they must go to the give them a piece of chalk for this child to make a
front of the classroom to introduce themselves to line, matching two members of the family. Then
3 4

the other children. Encourage them to deliver the this student must mention those characters (or
sentences using the persons he/she: their classmates could do it). After that another
Child 1: She is my mother. classmate will also play. If you have more students English Test - Play and Learn English 4 - Unit 4 - 2/2 www.idiomagic.net | © Idiomagic Publisher

Child 2: He is my father. than cards, erase the matching lines and allow the
Another possibility is to stick these cards on the other students to participate.
Page 161 - Let’s Color!
students’ backs. When you keep the music on hold
The teacher will describe a family and students will
they will stop dancing and they will get together
color the correct picture.
guessing who their matching classmate might be. English Test - Unit 4
Teacher: This is my family! My name is Peter and
Each team will show their backs to the rest of the My name is
Total
Points

I live with my mother Susan, my

______________________________________________________

students, so that they tell them if they matched

grandma Anne and my sister Mary.
correctly or not. In case they did they only have to
mention the corresponding sentences, otherwise
they must look for the correct classmate.
You can also consider dividing the children in
two groups. Take two plastic bags and inside each English Test - Play and Learn English 4 - Unit 4 - 1/2
18
www.idiomagic.net | © Idiomagic Publisher

of them put a set of cards. Mention two members

Go to Tests

Play and Learn English 4 / Teacher’s Guide 57

 UNIT 5 - Numbers Evaluation criteria
Towards the end of this unit your students should
Song
be able to distinguish, write down and represent
Vocabulary
numbers using objects. They should also be able to
Numbers from zero to twenty. Let’s count together
tell their own age.
Expressions Zero, one, two, three,
What number is it? Materials four, five, six, seven,
It’s… Flashcards from this unit, popsicle sticks, fibers or eight, nine, ten
How old are you? chalk, paper tape, candies, little bags, Magical Bag, Zero, zero One, one
I’m... years old. I can count (Games), white construction paper, puppet Two, two Three, three
What’s your telephone number? of Mr. Monkey, plastic plate, modeling clay, candles, Four, four Five, five
My phone number is... flashcards of family members, plastic bottles, ball, Six, six Seven, seven
dominoes, balloons, birthday cake (page 164), Have Eight, eight Nine, nine
Project some cake (Games) Ten!
Give each child a copy of the birthday cake (page How many sprinkles? (Games). Now, let’s count down!
164) for them to color and decorate as they wish. Ten, nine, eight, seven, six,
Then they will have to draw the number of candles Flashcards Five, four, three, two, one, zero
which represents their age. Total: 21 Ten, ten Nine, nine
You can expose the finished art crafts on a poster, Zero, One, Two, Three, Four, Five, Six, Seven, Eight, eight Seven, seven
under the title I’m… years old. Eight, Nine, Ten, Eleven, Twelve, Thirteen, Six, six Five, five,
Fourteen, Fifteen, Sixteen, Seventeen, Eighteen, Four, four Three, three
Nineteen, Twenty Two, two One, one
Objectives for the unit
Zero!
• To recognize numbers. Games
• To learn about age (sentence structure). Total: 4
• To learn complex numbers. set 1: I can count
set 2: Have some cake
set 3: How many sprinkles?

58 Play and Learn English 4 / Teacher’s Guide

Student's Book

Unit
2
5 Numbers 1 3

4 6
5

45 47 49

Lesson 1 Lesson 2 Lesson 3

1 8 4
13

9 7 10 1 20

11
12

6 4 3
15
15

13

2 5 1
17 13
13
5 17
17

6 9 7 13

20

13

51 8 12 53
18 12
13 12 18

Lesson 4 Lesson 5

Play and Learn English 4 / Teacher’s Guide 59

 UNIT 5
Lesson 1
5 | Draw numbers in the air, making sure you Audio Script
Objective exaggerate your movements to allow the children Listen, repeat and point:
Presentation of new vocabulary. guess easily. While they do it, they have to point at the Number zero: Where is the number zero?
corresponding flashcard, among the ones on the floor. Number one: Where is the number one?
Number two: Where is the number two?
Materials
Number three: Where is the number three?
Flashcards from this unit, popsicle sticks, fibers or chalk.
Number four: Where is the number four?
Go to Picture Dictionary
Number five: Where is the number five?
Playful activities Number six: Where is the number six?
1 | Present the numbers in crescendo, using popsicle Number seven: Where is the number seven?
sticks. Make sure you emphasize their names; repeat Student's Book Number eight: Where is the number eight?
the procedure at least three times. Number nine: Where is the number nine?
Number ten: Where is the number ten?
2 | Now show them the flashcards and ask the children Number eleven: Where is the number eleven?
to repeat the numbers in groups. Number twelve: Where is the number twelve?
Unit

5 Numbers Number thirteen: Where is the number thirteen?

3 | Once you notice that your students remember the Number fourteen: Where is the number fourteen?
sequence of the numbers, draw one on the board, and Number fifteen: Where is the number fifteen?
ask what number is it. Encourage them to begin their Number sixteen: Where is the number sixteen?
answers saying ‘It’s…’ 45
Number seventeen: Where is the number seventeen?
Number eighteen: Where is the number eighteen?
4 | Taking turns, the children will go to the board. Number nineteen: Where is the number nineteen?
Mention a number and wait for them to draw the Number twenty: Where is the number twenty?
Page 45 - Listen and color
corresponding one. Finally, the volunteers must
Ask the children to listen carefully, repeating and
repeat the numbers.
pointing in all cases the corresponding numbers.
Teacher: Six!
They can then color the numbers as they wish. Go to Songs and Listenings
Child: (draws the required number) Six!

60 Play and Learn English 4 / Teacher’s Guide

 them as many candies as the number indicates. Student's Book
UNIT 5 The students will use their bags for this.
Lesson 2 Teacher: What number is it?
Child: It’s... (puts the corresponding number of
sweets in his bag)
Objective
To suggest team work.
4 | A fun activity to try is to mention different
numbers so that the children represent them using
Materials
their own bodies.
Flashcard from this unit, paper tape, candies, little
bags, Magical Bag. 47

5 | Before listening to the song of this unit, select

eleven students and ask them to make a line, one
Playful activities
next to the other. In crescendo, give each child a
1 | Try beginning the class by sticking all the Page 47 - Let’s match!
number (zero, one, two, etc.).
flashcards at random on the board, for the children Ask the children to look carefully at the page: after
Next, mention the sequence once again, but this
to order them in sequence on the floor. As a way recognizing and naming the numbers shown, they
time do it from ten to zero. For instance, the student
to check the activity, encourage the students to will have to match them to the corresponding
who has the number mentioned has to move to the
repeat the numbers once again. dominoes pieces, and also to the drawings. Do not
front. It is essential that the children pay attention
forget that each line should have a different color.
to the whole activity.
2 | Suggest playing Hide and seek. Hide the
Later you can choose a new group of eleven
flashcards in different corners of the classroom:
students. Games like this one help the children
then mention one and let the children look for it.
practice upwards and downwards sequences, which
Whoever finds more cards by the end of the activity
they will also listen to in the song. You can even try
will be the winner.
pointing at children at random: say the expression
‘Let’s count!’ and ask a student to mention the
3 | Take candies to the class and little bags for all
rest of the sequence from where he is, either in
the students. Also, put inside your Magical Bag two
crescendo or the other way round.
or three series of numbers from zero to twenty.
Place the children in a circle and give each of them
a bag. On every occasion mention a child and take
out a number; ask them to identify it and then give Go to Let’s Sing!

Play and Learn English 4 / Teacher’s Guide 61

 3 | This time indicate how to say the age of another
UNIT 5 Student's Book
person: in order to do it you can put a piece of modeling
Lesson 3 clay on a disposable plate, and keep some candles.
To each student, deliver a sentence in which you say
their age (it does not have to be the real one). As they
Objective listen to you, they will have to place the corresponding 1 2
3

To learn and use structures related to the age. number of candles on the clay.
Teacher: Juan, you are fourteen years old.
Materials Child: (takes fourteen candles and after putting them 4
5 6
Flashcards from this unit, white construction paper, on the clay, repeats) Fourteen!
puppet of Mr. Monkey, plastic plate, modeling 49

clay, candles, flashcards from unit 4, How many 4 | Now the children will be on a line with you in front
sprinkles? (Games). of them. Show a flashcard to the first of them and say
how old you are. If that number is the same to the Page 49 - Listen and draw
Playful activities one on the card, the student will say ‘Yes!’, otherwise The children will listen and draw candles on each
1 | Students will play and matching game with How they must correct the information, always taking the cake, based on what they hear. Once everybody
many sprinkles?. The aim of the game is to join flashcard as reference: finished, encourage them to show their work, using
the cupcakes with the correct number of sprinkles. Teacher: (show the card with number 13) the learnt expression to describe it:
Students can play in groups or all together on the floor. I am thirteen years old.
Child: I’m ... years old.
Child A: Yes!
2 | In order to teach the expression ‘How old are you?’ Teacher: (the flashcard you show has number 20 on it) Audio Script
and its meaning, make use of Mr. Monkey: ask it how I’m seven years old. Listen and learn some more.
old it is, and, using a different voice, make the monkey Child B: No! You are twenty years old! How old are you?
tell the students its age: I’m eight years old.
Teacher: How old are you, Mr. Monkey? 5 | Take a card of a family member and match it to a
Now, listen and draw.
Puppet: I’m... years old. number: next, indicate who that person is and how old
Number 1: He is three years old.
Once you have asked the same question to the children, he/she is:
Number 2: She is ten years old.
use different numbers to continue practicing. Name a Teacher: She is my mother. She is… years old.
child and stick a flashcard on their chest: Mr. Monkey Then continue the activity with the children. You could Number 3: She is eight years old.
will ask them their age, and the student will use the allow the students to take turns to pick flashcards, Number 4: He is five years old.
number from the card to answer. for them or their classmates to deliver the sentences, Number 5: He is seven years old.
Mr. Monkey: How old are you? according to what they see. Number 6: And you? How old are you?
Child: I am nineteen years old.

Go to Songs and Listenings

Go to Let’s Play!
62 Play and Learn English 4 / Teacher’s Guide
 UNIT 5 Student's Book
Lesson 4

Objective 1

9
8

7
4

10
Learn how to express a telephone number. of time, it is worthy and the kids have a lot of fun, as 6 4 3
they continue practicing the vocabulary.
Materials 2

6
5

9
1

7
Flashcards from this unit, I can count (Games),
4 | With time make the drawing of a telephone on a 51

plastic bottles, ball.

poster, with the digits from zero to nine. Also in advance,
Playful activities ask the parents to send their home number written on Page 51 - Count and circle
1 | Suggest beginning the class with a ‘human a piece of paper. After you show the children how you The children listen to the track and point to the
sequence’ a child will place himself in the middle of the express your telephone number, let them do the same, flashcards. In order to make the activity easier you
could separate the students in two groups: one will
classroom and will shout ‘Zero!’ The next one will take touching the digits o n the telephone you drew. Make
name the numbers upwards and the other team
their hand and will say ‘One!’ The rest of the children everybody the same question, and encourage them to downwards. Then let the groups do the opposite
will do the same, until you have a maximum of twenty give appropriate answer: action, and finally make everybody repeat both series.
one students, all naming the number they represent in Teacher: Allan, What’s your telephone number? Once this activity is finished, the children will count
the sequence. Once it is complete, they will mention Child: My telephone number is... the number of geometrical shapes to circle the
corresponding amount. Each circle they make should
the numbers downwards. We suggest you to add this question to the beginning
have a different color.
of all your next classes, to avoid the children from References: Triangles: eight / Circles: ten / Rectangles: two /
2 | Use the I can count. Blindfold a child on each forgetting the structures. Squares: seven / Stars: six

occasion and give them the numbers to guess, Audio Script

through the touch, which number it is. 5 | Divide the board in halves and the children in two Let’s count!
teams. Choose a member of each group and dictate the Zero, One, Two, Three, Four, Five, Six, Seven, Eight,
Nine, Ten, Eleven, Twelve, Thirteen, Fourteen, Fifteen,
3 | Play Bowling: take with you little plastic bottles same phone number to both of them. Your students
Sixteen, Seventeen, Eighteen, Nineteen, Twenty.
already decorated to be used as pins (the ideal thing have to write it down as fast as possible: the first one
Let’s count down!
is to have twenty of them, otherwise it could be ten). to finish scores for their team.
Twenty, Nineteen, Eighteen, Seventeen, Sixteen,
Each child will throw a ball towards the pins, and will
Fifteen, Fourteen, Thirteen, Twelve, Eleven, Ten, Nine,
then have to count how many they took down. You Eight, Seven, Six, Five, Four, Three, Two, One, Zero.
will have to sum up to say who wins at the end of the Go to Let’s Color!
game. Even though this is an activity that takes plenty
Go to Songs and Listenings
Play and Learn English 4 / Teacher’s Guide 63
 UNIT 5 Student's Book
Lesson 5

Objective
mention it. Another possibility is to ask the students
Final checking of the words learn.
13

1 20

to observe the number written down: the owner of 15

15
12
11

this phone number will erase a digit, so that the

Materials
13
17 13
13
5 17

classmates can infer which is the missing figure. 17

Flashcards from this unit, fibers or chalk, dominoes’

13

20

13

game, balloons, Have some cake (Games). 13

8 12 18 12 53

5 | With time, draw different numbers on little pieces

12 18

of paper. Also take with you balloons: blow them and

Playful activities
place them at a corner of the classroom. The pieces Page 53 - Listen and color
1 | Write down a number on the board and pick a of paper will also be on the floor, at the other side of The track indicates the colors with which the different
child: they must count from zero upwards, until they the room. Name a student and deliver an expression numbers on the scene must be colored. Walk around
reach to the number you drew. that involves a color and a number. This child will to check that they make the activity correctly.
have to run to get the required balloon, and will then
2 | Place the birthday cake (Have some cake) on the stick the sign with the number you mentioned. In Audio Script
board: then name children and tell them how old they order to avoid interruptions in the activity, put rolls Listen and color:
are, for them to draw the corresponding candles. It is of paper tape on a chair close to the balloons before Number thirteen – color green.
really fun for them if you make up their ages. you begin the activity. Number eighteen – color red.
Teacher: Juan, you are twenty years old. Teacher: Number sixteen is green! Number twenty – color light blue.
Child: (draws twenty candles) Child: (looks for the green balloon, sticks the sign and Number twelve – color yellow.
shows it to the rest of the children). Number eight – color purple.
3 | A didactic game you can suggest is Dominoes: Number eleven – color orange.
depending on the number of students you have it can Number one – color black.
Go to Index
be played in larger or smaller groups. Number seventeen – color brown.
Number five – color gray.
4 | Ask the children to mention their phone number; Number fifteen – color pink.
they could even write it down on the board as they

Go to Songs and Listenings

64 Play and Learn English 4 / Teacher’s Guide
 Then mention a different student on each occasion: tell necklace, or else you could place a brochette stick from
Complementary material them fake telephone number, so that they use the big hand behind to turn it into puppet. Once everybody has their
to touch the digits, too.
work finished they can go to the front and mention
A different possibility might be that the volunteer mentions
their own phone number (or a fake one). It could also their phone number to the rest of the children.

Extra Activities happen that this child only touches the numbers, and the
remaining children mention them.
The last game consists on writing down different phone
Extra Activity - Unit 5
• With time you can make some chips for this activity: numbers in little pieces of paper that will be folded later. My name is

you will need little circles of white construction paper in Put these elements inside a box and let the students pass _________________________________________________________________________

which you will write down a sequence from zero to twenty. it from one another. At your signal whoever has the box will
If the number of children is lower than twenty, make less have to take out a piece of paper and read aloud the phone
1
0- 1- - -4 2
chips, otherwise you will need two sequences of numbers. number written there. 2 10 - - 12 - - 14 3 13
The idea is to stick the chips on the children’s chests; then Teacher: What´s your telephone number? 11 18
3
- 17 - 18 - 19 - 16 20
play the song of the unit for them to dance around the Child: My telephone number is…
15 - 16 - - - 19 17
classroom. When you keep the music on hold your students Also, consider that the pieces of paper could be lying on 4

will have to make a line making an in crescendo sequence. the floor: the volunteer will take the big hand to touch the Extra Activity - Play and Learn English 4 - Unit 5 - 2/2 www.idiomagic.net | © Idiomagic Publisher

You could also vary the activity by saying ‘Count down!’, phone number you mention:
so that your students make the sequence downwards. Teacher: My telephone number is 434-0065
If you say the word ‘Change!’ the children must interchange Child: (identifies the number and touches it using the big hand)
their chips, in order to have different positions on the Page 163 - Let’s cut and glue!
sequences. Students will cut and glue the numbers to complete
You can propose a different activity, also with the chips. the series.
They will dance around until you keep the music on hold
Extra Activity - Unit 5
and mention a number at random; the child who possesses My name is

that chip must sit down. The objective of the game is that _________________________________________________________________________

everybody finishes the activity on the floor. Next, ask the

children who has the highest number, so that this child
stands up. The student who has the previous number will
also rise, and the rest of the students will do the same. This
procedure can also be done in the opposite order.
Consider sticking the flashcards from zero to nine on the
board. Mention your phone number as you touch each digit Extra Activity - Play and Learn English 4 - Unit 5 - 1/2 www.idiomagic.net | © Idiomagic Publisher

with the big hand.

Teacher: My telephone number is ….
Page 162 - Write and cut
Your students have to color the telephone, cut it out
Go to Extra Activities and write down their phone number.
You could turn this outlines into a pendant for a
Play and Learn English 4 / Teacher’s Guide 65
 Templates
11 12 13
11 12

14 15 16 17 13 14 15

18 19 20
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Templates - Play and Learn English 4 - Unit 5 - 6/7 www.idiomagic.net | © Idiomagic Publisher

Pages 165 and 166

6 7
Templates - Play and Learn English 4 - Unit 5 - 1/7 www.idiomagic.net | © Idiomagic Publisher

Students will color the numbers as they wish. Then

the teacher will dictate a sequence that students
Page 164 will form on their desk using the numbers.
This template will be used for the project. Finally they can repite the action in pairs.
Teacher: Nineteen, eleven, two, thirteen, six, 8 9 10
twenty, zero, seventeen.

0 1 2 3
Templates - Play and Learn English 4 - Unit 5 - 5/7 www.idiomagic.net | © Idiomagic Publisher

1 2

4 5 6 7 11 12

8 9 10
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3 4 5
13 14 15
Templates - Play and Learn English 4 - Unit 5 - 4/7 www.idiomagic.net | © Idiomagic Publisher

Templates - Play and Learn English 4 - Unit 5 - 6/7 www.idiomagic.net | © Idiomagic Publisher

Go to Templates
Pages 167, 168, 169 and 170
Students will draw the correct number of rain drops
in each cloud.

66 Play and Learn English 4 / Teacher’s Guide

 Tests
Call twenty children (or the amount of students you Our last suggestion is to stick the flashcards of
have) to come to the front. Stick the outlines of the numbers on the students’ chests; they will have to be
English Test - Unit 5
numbers on the children’s chests, without following an standing in a circle around three chairs. Mention the first My name is
_______________________________________________________
Total
Points

order. They will have to dance around a chair that you number, so whoever has it sits on the chair of the middle.
will have placed in the middle of the classroom. When The rest of the children will have to pay attention to the
you keep the music on hold dictate a number so that action, so when you say ‘Before!’ the student who has
the child who possesses it sits down on the chair. Then that previous number sits to the left of the first child.
continue naming other numbers. The same will happen when you say ‘After!’
Another alternative is to explain first the meaning Before working with the page you will have prepared,
of the words After and Before. Stick a flashcard on the ask the children to sit in a circle with the flashcards stuck English Test - Play and Learn English 4 - Unit 5 - 2/2 www.idiomagic.net | © Idiomagic Publisher

board and draw an arrow to each side. Ask the children on their chests. Then place a plastic bottle in the middle
if they can tell you which is the previous number to the and spin it; the student who gets pointed by it must go
one they see and write it down. Then do the same with to the middle of the circle to mention the number they Page 172 - Let’s write!
the following number to the one exposed. We advise you carry. Next, the other children who have the previous Students will listen to the teacher and write the
to begin this activity with low numbers, to make it easier and following numbers place themselves to the left and number in the circles.
for the students. right, to mention their numbers.
Teacher: I am twenty. / I am twelve. / I am five. /
Later on place the flashcards on the floor with the
I am eighteen. / I am nine. / I am sixteen.
images facing upwards. Draw three squares on the
board horizontally, including the arrows we mentioned
before. Stick a card in the square of the middle and
English Test - Unit 5
ask a volunteer to look for the previous and following My name is
Total

flashcards, among the ones on the floor. These cards

_______________________________________________________ Points

will also be stuck on the board. Finally, the child must

mention the sequence of these numbers.
A different possibility is that either you or the children
indicate the number that will be placed in the middle;
the volunteer will stick it first, to continue then with the
other two.
English Test - Play and Learn English 4 - Unit 5 - 1/2 www.idiomagic.net | © Idiomagic Publisher

Page 171 - Let’s write!

Your students must count and write down the
Go to Tests
numbers to complete the sequence.
Play and Learn English 4 / Teacher’s Guide 67
 UNIT 6 - My Face
Evaluation criteria
Song
Vocabulary Towards the end of this unit the children will have
Eyes, Ears, Nose, Mouth, Hair, Head, Eyebrows, to distinguish parts of the face and head, and
Tongue. understand and deliver more complex sentences. Look at me!
Touch your head
Expressions Materials
Touch your nose
Open your (mouth) Flashcards from this unit, mirror, decorated bottle,
Open your mouth
Close your (eyes) fibers or chalk, Big and little (Games), paper tape,
Show me your tongue
Move your (head) puppet of Mr. Monkey, magazines, glue, balloons,
Freeze!
Touch your (nose) Make a face (Games), bag, colored chips, plastic
Touch your head
Shake your... rings, flashcards with the numbers from 0 to 10,
Close your eyes
Show me your (tongue). mask, Roll and make (Games), artistic paper, balloon
Open your eyes
I have two green eyes... holders and sticks, personal photograph, popsicle
Touch your ears
Big/Little sticks, Funny face (Games).
Freeze!
Long/Short
BIS
Project Flashcards
As a way to conclude this unit you can help the children Total: 8
make a puzzle-portrait. Ask the parents for a picture of Head, eyes, ears, nose, mouth, hair, tongue,
their children (make sure they know that you will cut it
eyebrows
in pieces). In case they do not have one, they can send a
picture from a magazine.
Games
Back in the class cut out all the pieces that are part of the
Total: 4
head (hair, eyebrows and eyes, nose, mouth and ears).
Each child will be able to assemble their own picture and Set 1: Funny face
will paste it on a piece of paper that you will have given Set 2: Make a face
them previously. You can also add colored popsicle sticks Set 3: Roll and make
to make the frame of the portrait.
Set 4: Big and little

Objects for the unit

• To recognize the different elements that are part
of the head and neck.
• To acquire and use new commands.

68 Play and Learn English 4 / Teacher’s Guide

Student's Book

Unit

6 My Face

55 57 59

Lesson 1 Lesson 2 Lesson 3

61 63

Lesson 4 Lesson 5

Play and Learn English 4 / Teacher’s Guide 69

 UNIT 6 Student's Book
Lesson 1

Objective Unit

6 My Face
To present the vocabulary you will teach on this Change the order and speed of your instructions as
unit. To teach new commands. you continue the activity.

Materials 4 | Suggest playing a similar version of Twister:

Flashcards from this unit, mirror, decorated bottle. ask the students to make couples and then place 55

the flashcards on the floor in a circle, with your

decorated bottle at its center. On each occasion,
Playful activities
spin the bottle so that the children get together Page 55 - Listen and color
1 | Point to the different parts of your face as
using the parts of their bodies pointed on the cards As your students listen to track, request them to
you mention them, taking your time to do it. The
by the top and bottom of the bottle: repeat the elements and to touch them in their own
children must also touch their own face while they
For instance, if the bottle points at the ear and hair, face. Afterwards they will be able to color the page
repeat the words. Repeat this procedure at least
the children of each team must get together by as they wish.
twice.
those parts of their bodies.
In order to make the activity funnier and more Audio Script
2 | Take a small mirror to the class: let the students
challenging, they can place a piece of paper in Listen and touch:
use it to see, point at and mention the different
between the parts of the bodies that get together; Touch the ears.
parts of their face you mention. Use the command
the objective is not to let the paper fall. Touch the eyes.
‘Touch…’
Touch the nose.
Teacher: Touch your eyes; touch your…
5 | Another option is to ask every couple of children Touch the mouth.
to face each other. When you mention an element Touch the hair.
3 | Give commands and ask the children to follow
of the face each student will touch it on their Touch the head.
them:
classmate’s face and vice versa. Touch the eyebrows.
Teacher: Show me your eyes.
Touch the tongue.
Show me your mouth.
Show me your nose.
Go to Picture Dictionary
Go to Songs and Listenings
70 Play and Learn English 4 / Teacher’s Guide
 UNIT 6 Student's Book
Lesson 2

Objective
To identify the parts of the face of another person. 3 | Use the puppet for the children to point at the
different parts of the face. Mention a volunteer and
Materials ask them to touch the element you mention on Mr.
Flashcards from this unit, fibers or chalk, Make a Monkey’s face:
face (Games), paper tape, puppet of Mr. Monkey, Teacher: Touch Mr. Monkey’s eyes; 57

magazines, glue. touch his tongue; touch...

Playful activities 4 | Teach the commands Open, Close, Touch, Page 57 - Cut and glue
1 | After having checked with the students the Move, Show me. On each case name them first and The children will have to cut out parts of the face from
vocabulary, draw a face on the board. Next, ask the then make the corresponding mimics so that the magazines, in order to complete a face. Once they
children to shut their eyes as you erase an element. children can easily infer their meaning. Later, you finish, everybody can take turns to expose their work.
When they open their eyes, your students must look mention the commands and let your students do
carefully, to infer which is the missing element. The the movements. This procedure can be carried out
child who does it first will be able to go to the board either in groups or individually.
to complete the drawing.
Teacher: Close your eyes! (erase an element from 5 | Play the song of the unit and request the children
the drawn face) to touch the elements they hear on the lyrics,
Teacher: What is missing? following the commands, too.
Children: Eye!

2 | For the next activity make use of the parts of the

Go to Let’s Sing!
face, from Make a face set. Taking turns the children
will take a piece, and after naming it, will stick it on
the face from the board. Once all of the pieces have
been used, remove them, as your students name
them once again.

Play and Learn English 4 / Teacher’s Guide 71

 UNIT 6 Student's Book
Lesson 3 student makes a mistake, you will have to erase the
element, and a different student will play. Continue
Objective naming other parts of the face so that the rest of the
Complete the face. children can participate. The winning team will be the
one which completes the face faster.
Materials
Flashcards from this unit, fibers or chalk, balloons. 4 | Once again your students will be divided in two
groups. A volunteer from the first team will take a
59

Playful activities flashcard; they must touch that item on their own
1 | With the children sitting in a circle, begin the lesson face, and then they have to deliver a sentence, which Page 59 - Listen and number
mentioning commands for them to follow. Later on, will be finished by their classmates, based on what Your students will listen to five commands. Make
name a student and ask them to touch the requested they observe. sure the children repeat the required movement.
element on the face of their classmate: Child: I touch my... Later they can number the children on the page
Teacher: Diego, touch Selena’s nose. according to the track.
5 | For the last activity of this lesson the children will
2 | Ask the children to separate in pairs and provide be in a circle. Pick a student who will have to touch Audio Script
each team with a blown balloon. Everybody will a part of their face, as they name it. The classmate Listen and number:
have to dance at the rhythm of the song holding the besides will repeat the action of the first child, and Number one: Touch your nose.
balloon with their face, without using their hands. As will add a second element (again, they touch and Number two: Open your eyes.
the balloons fall on the floor, the teams will have to mention that item). The game continues, with all the Number three: Close your eyes.
leave the game. The last couple to remain dancing will participants repeating the previous elements and Number four: Show me your ears.
be the winner of this activity. adding a different one. If a child makes a mistake, they Number Five: Move your mouth.
have to leave the game.
3 | Separate the children in two teams and divide the Child 1: I have a nose. (touches his nose)
board in two sections as well. On each side draw a Child 2: I have a nose (touches it) and I have a mouth
Go to Songs and Listenings
circle, which will represent a face. Your students will (touches his mouth)
be on two lines, at the other side of the classroom.
Mention an element of the face so that the first child
of each line runs to the board to draw that item. If any Go to Let’s Play!

72 Play and Learn English 4 / Teacher’s Guide

 trying to match a pair of opposites (that is, same element Student's Book
UNIT 6 and color; different size or length). If the children achieve
Lesson 4 the objective, they can keep the cards until the end of
the game; otherwise the images go back to their former
position.
Another variant is to stick the cards on the board: each
Objective student will match the opposites with a line.
To establish the difference between the adjectives
Big / Little; Short / Long. 3 | Put two plastic rings on the floor, or else draw them with
chalk. Inside the first circle you will place the flashcards
Materials of numbers and in the second one the cards belonging to
Flashcards from this unit, Big and little (Games), this unit. Then draw a big circle on the board, which will
61

bag, colored chips, fibers or chalk, paper tape, plastic represent a head. A child will pick a card from each circle
to deliver the appropriate possessive sentence (you might
rings, flashcards with the sequence of numbers 0-10,
want to check this expression beforehand). They also
Funny face (Games). have to draw the chosen element, as many times as the Page 61 - Listen and match
number indicates:
Playful activities Child: I have three eyes. (goes to the board and draws the
As the students listen, they have to touch the
1 | We suggest you to use the parts of the face Big and items where they belong). mentioned items on their face. Then they will have to
little, with the objective to show the difference between match these elements to the faces drawn on the page.
big, little, long and short. Put all these elements inside 4 | Your book is provided with the Funny face: it has It is vital that they clearly identify who speaks on each
a bag and then take them out one by one, as the children dotted lines where the eyes, nose and mouth should be.
watch you. They will have to classify each figure using the occasion, to infer which character is being described.
You will have to mark them carefully with a cutter, so that
adjectives, besides from naming the elements shown. you can place the sequences of items from behind. With
Teacher: Big or little? this helpful tool you will have a nice variety of elements in Audio Script
Children: Big. different shapes and colors to work with. Listen and match:
Teacher: What is it? Show the mask to the children so that they describe the
I have big eyes.
Children: Nose. elements they see; let them make the changes as well.
Teacher: Ok! A big nose. I have a little nose.
Once you finish this activity, name a volunteer on each 5 | In this activity the children will pretend to be monsters; I have a big mouth and little ears.
occasion to put back in the bag the figure you describe. ask them to walk around the classroom, and then give I have little eyes.
Later on you can add colors to the structures. Place the commands for them to follow: I have a big nose.
colored chips at the center of the circle made by the Teacher: Monsters, open your mouths!
children, so that they use them to describe the elements. I have a little mouth and big ears.
Now touch your eyes!
Child: I have big, blue eyes.
Child: I have long, brown hair.

2 | This time all the cards previously used will be placed on Go to Songs and Listenings
the floor, with the images facing downwards. Taking turns, Go to Let’s Color!
your students will turn over two cards on each occasion,
Play and Learn English 4 / Teacher’s Guide 73
 4 | Suggest playing Who is he? / Who is she? The Student's Book
UNIT 6 children will be in a circle and you will be in the middle.
Lesson 5 Describe one of your students without mentioning
his/her name. The children will have to infer which
classmate you are talking about:
Objective Teacher: She has black eyes, a little nose and brown
To interpret the description of a monster. To revise hair: Who is she?
the vocabulary learnt throughout the unit. Children: She is...

Materials 5 | You can take advantage of the Roll and make

included in your book for the next activity: provide each
Flashcards from this unit, fibers or chalk, Roll and
student with a balloon, and give them time to blow it. 63

make (Games), balloons, artistic paper, balloon The children have to throw the dice; they must begin the
holders and sticks, dice. description with number six (which correspond to the
hair). Once they obtain this number on the dice, they Page 63 - Listen and draw
Playful activities can paste some artistic paper on top of the balloon, to Your students will listen to the description, and will
1 | You might want to begin the lesson with the imitate the hair. complete the faces of the monsters according to what
game Mirror images: the children will be divided in Every time they visualize a number, the children have they hear. Bear in mind keeping the track on hold to
teams of two, facing each other. One child of each to draw the corresponding item on the balloon, using
allow them draw well.
team will represent the mirror, and will have to reflect a fiber. Encourage them to name the elements as
the movements that the student in front of them they draw them. This activity could be carried out Audio Script
reproduces. The ‘mirror’ must also name those items: as a competition: each child will throw the dice for
Listen and draw:
Child 1: (touches his ears). themselves, and whoever completes the face on the
Wow! They are my friendly monsters!
Child 2: (repeats the movement) Ears! balloon first is the winner. When all the balloons are
He is Brian. He is a boy. He is twenty years old.
finished, place them in balloon holders with their sticks,
He has short, green hair, three big orange eyes, four little
2 | Draw a big circle on the board as if it was the head to allow your students take home the finished art craft.
blue ears, two big black mouths with four big red tongues.
of a monster. Then mention a volunteer and deliver a Reference:
Oh! I almost forgot! He has five little yellow noses.
sentence including an item from the face and a number. Number 1 – mouth
Ha, ha, ha! He isn’t so beautiful, but he is great.
This child must draw the elements on the board. Number 2 – nose
She is Alice. She is a girl. She is fifteen years old.
Teacher: I have three eyes! Number 3 – eyebrows
She has long, orange hair, five little blue eyes, two big gray
I have six ears! Number 4 – ear
ears, four big red mouths with six little green tongues.
Number 5 – eye
Oh! I almost forgot! She has one big orange nose.
3 | Next, divide the board in two sections and draw a Number 6 – hair
Ha, ha, ha! She isn’t so beautiful, but she is cool.
circle on each of them. Name two volunteers, and let
them complete the face of the monsters as they wish.
Once they finish, each student will have the opportunity
to describe their monster. Make sure all of the children Go to Index
can participate of this activity.
Go to Songs and Listenings
74 Play and Learn English 4 / Teacher’s Guide
 Complementary material Extra Activity - Unit 6
My name is
_______________________________________________________________________

Extra Activities

Use the parts of the face to suggest different games. • It would be interesting if you checked these
• The children will be divided in teams of twos and commands with your students before carrying out
Extra Activity - Play and Learn English 4 - Unit 6 - 1/2 www.idiomagic.net | © Idiomagic Publisher

the cards will be inside a bag. A volunteer will remove the activity described above.
a card: after naming it they will stick the image on Now these same elements will be inside a box, which Page 173 - Draw and cut
the face of the child they are playing with. Then this will be pass from one child to the other. At your signal The children will have to draw the faces of the boy and
student will have the opportunity to do the same the student who holds the box will be blindfolded by girl on the page. Encourage them to be creative and
procedure. Next, when all the pieces are stuck on the you. Through the touch, this volunteer has to guess descriptive when drawing, in what refers to sizes and
faces of the children they can remove them as they which element he is holding. Make sure all of the colors. These images have to be cut out, and could
mention once again these items. It could also be the children participate. be turned into puppets using popsicle sticks. Each
remaining students the ones who mention these Teacher: What is it? student can go to the front to show their art craft.
elements. Child: It´s an eye.
Another alternative is to place these images on the • Again with the parts of the face, mention a student Extra Activity - Unit 6

floor in a circle, with a bottle in the middle: the children on each occasion and stick a card on their back. The My name is
_______________________________________________________________________

will also be sitting in a circle around them. Mention idea is for them to guess which item they carry.
a volunteer so that they spin the bottle. According Their classmates can guide them only saying ‘Yes’
to the pointed image, the child who spun the bottle or ‘No.
must mention a command that will be executed by Teacher: What do you have?
the rest of the children: Child: I have a mouth.
Child: (the top of the bottle points at the mouth). Children: Yes! Extra Activity - Play and Learn English 4 - Unit 6 - 2/2 www.idiomagic.net | © Idiomagic Publisher

Open your mouth. • The last option is to use the head with the
Children: (follow the command). interchangeable elements: the children will take
Page 174 - Let’s draw!
turns to pick the elements they prefer and then their
Students will complete the missing parts on the face.
classmates will describe the resulting face. Encourage Then they will present and describe it to the class.
Go to Extra Activities the students to give detailed descriptions.

Play and Learn English 4 / Teacher’s Guide 75

 Templates

Templates - Play and Learn English 4 - Unit 6 - 1/4 www.idiomagic.net | © Idiomagic Publisher Templates - Play and Learn English 4 - Unit 6 - 3/4 www.idiomagic.net | © Idiomagic Publisher
Templates - Play and Learn English 4 - Unit 6 - 4/4 www.idiomagic.net | © Idiomagic Publisher

Pages 175, 176 and 177 Page 178

Students will color the boy or girl face and its parts, Students will create a monster. They will draw and
after cutting they will play creating different faces color its face as they wish. Finally they will present
on the head. Ask them to describe the different it to the class.
creations.

Templates - Play and Learn English 4 - Unit 6 - 2/4 www.idiomagic.net | © Idiomagic Publisher

Go to Templates

76 Play and Learn English 4 / Teacher’s Guide

 You could also draw five circles on the floor, each
Tests of them with a number from 1 to 5. The cards will be
Teacher: I have big blue eyes. / I have a big green nose. /
I have a little red mouth. / I have a little orange ear. /
stuck on the board: mention a student, describe an
I have a little brown eyes. / I have a big yellow ear. /
element and the number of circle in which they have
• With the cards of big and little parts of the body, I have a big pink mouth / I have a little blue nose.
to place the image.
suggest different activities to carry out.
Teacher: Face number 3: big blue eyes.
In one bag put the cards of the little items, and on
Child: (removes the card from the board and places
the other one those big images.
on the corresponding circle on the floor) English Test - Unit 6
The children will have to be sitting in a circle: they
Once the five faces are complete, ask the children to My name is
Total
Points

will pass the bags from hand to hand as they listen

________________________________________________________

pay attention to your description, in order to infer

to the song of the unit.
which one you are referring to:
At your signal, the child who holds both of the bags
Teacher: I have big blue eyes, a little nose,
will have to take a card from each one, trying them
a big red mouth, and little ears.
to match (remember that both of the cards have to
I have long blond hair.
show the same image, but in different sizes). In case
Children: Face number 4.
the student guesses correctly, they can keep the
English Test - Play and Learn English 4 - Unit 6 - 2/2 www.idiomagic.net | © Idiomagic Publisher

You could also ask the children to keep their eyes

cards. If not, these images return to the bags, and
shut for a moment as you remove an element from
the game continues.
one of the faces. They will have to infer which is the Page 180 - Let’s write!
• Another suggestion you can consider is to place
missing item. Students will listen to the teacher and write the
the children in a circle. Draw a big circle on the floor
number in the circles.
with chalk and put the cards previously used to the
Teacher: 1- This is my eye.
sides, with the images facing down. Taking turns, the English Test - Unit 6
2- This is my mouth.
children will pick a card to turn it over; they also have My name is
Total
Points

3- This is my head.
________________________________________________________

to deliver a descriptive sentence, which includes the

4- This is my ear.
size, color and name of the image chosen. Then this
5- This is my nose.
card will be placed inside the circle, where it belongs.
6- This is my hair.
The following classmate will continue the procedure,
and so will the rest of the students, until the face
is ready. Finally, all of the children can describe the English Test - Play and Learn English 4 - Unit 6 - 1/2 www.idiomagic.net | © Idiomagic Publisher

resulted face.

Page 179 - Listen and color

Go to Tests Your students will have to listen to your instructions in
order to color the figures.
Play and Learn English 4 / Teacher’s Guide 77
 UNIT 7 - Sports
Evaluation criteria
Song
Vocabulary The children will have to be able to recognize
Judo, Cycling, Running, Basketball, Volleyball, different sports, to talk about their personal
Sport is so good!
Tennis, Soccer, Baseball, Dance, Swimming, Rugby. preferences and abilities.
What can you do?
Expressions We can run
Materials Run! Run! Run!
I play...
Flashcards from this unit, fibers or chalk, In action We can dance
I do...
(Games), beans, paper tape, small ball, Yay or Dance! Dance! Dance!
What’s your favorite sport? We can swim
My favorite sport is... Nay (Games), plastic rings, puppet of Mr. Monkey,
Swim! Swim! Swim!
What can you do? flashcards from unit 4 (family members), elements BIS
I can/ I can’t... drawn in construction paper, box, circles made in What can you do?
What can’t you do? We can play
construction paper, popsicle sticks, dice.
I like... Play! Play! Play!
I don’t like... with my friends
Friends! Friends!
Mummy can...
Flashcards Friends!
Daddy can’t...
Let’s start now!
Total: 11
Now! Now! Now!
Project Judo, Cycling, Running, Basketball, Volleyball,
Make two circles in white construction paper for each Tennis, Soccer, Baseball, Dance, Swimming, Rugby
student. They will have to complete each of them with a
happy and sad face, that will represent I can/ I can’t. Once Games
they are ready, place a popsicle stick from behind and Total: 5
give a piece of paper to the children so they can make a
set 1: In action
drawing of a sport they can practice, and one they cannot.
set 2: Yay or Nay
Once the drawings are colored they will be placed under the
corresponding faces. Finally, your students can go to the
front to expose and describe their art craft.

Objectives for the unit

To identify physical activities based on an image,
mimics or a characteristic element.
To deliver affirmative and negative sentences, referred
to abilities.
To use the conjunctions and/but.

78 Play and Learn English 4 / Teacher’s Guide

Student's Book

7 Sport
Unit

65 67 69

Lesson 1 Lesson 2 Lesson 3

5 71 73

Lesson 4 Lesson 5

Play and Learn English 4 / Teacher’s Guide 79

 UNIT 7 sport correctly, they can make a line matching it with Student's Book
Lesson 1 the element you drew.

4 | Suggest playing Bingo with In action: your

students will be separated in small groups. Then give
Objective 7 Sport
Unit

each team a card with the drawings that represent

To establish the different sports the children will different sports. Put the flashcards inside a bag and
learn about. begin taking them out one by one, as you mention
each sport. If the teams possess that illustration
Materials
on their card, they can place a bean. The first team
Flashcards from this unit, fibers or chalk, In action 65

to complete the card has to shout ‘Bingo!’ Those

(Games), beans, paper tape, dice.
students will be the winners.
Playful activities
5 | Draw the outline to play Tic Tac Toe; on each of the Page 65 - Listen and color
1 | Teach the children the new vocabulary through the
nine spaces draw an item that corresponds to a sport, The children will have to listen in order to repeat
cards. Show them one by one so that they repeat the
for example a baseball bat, a ballet shoe, swimming and point at the different sports mentioned. When
words. Next, ask each student which is their favorite
goggles, etc. coloring the images, you can ask them to begin with
sport, and whether they practice any of them:
Ask the children to divide themselves in two groups: their favorite sport, then yours, etc.
Teacher: What’s your favorite sport?
one will represent the symbol O and the other one
Child: My favorite sport is…
the X. Ask a member of each team to come to the Audio Script
front and throw a dice. Whichever team gets the Listen, repeat and show me:
2 | Make mimics of the different sports so that the children
highest number will be the first to begin play. The • I do judo. • I play basketball.
can infer what it is. Another alternative is to mention a
children have to observe an element and infer to
sport for the students to pretend they are playing it: • I go cycling. • I play volleyball.
which sport it represents. If they do it correctly, the
Teacher: (move your arms from the sides to the front) • I go running. • I play tennis.
item will be erased and replaced by the symbol of
Children: Swimming! • I play soccer. • I play baseball.
this team. Otherwise, there will be no changes on
Teacher: Judo! • I go dance. • I go swimming.
the card and the other team will have the possibility
Children: (make the mimics of this sport) • I play rugby.
to play.
The first group to complete a line of three same
3 | Divide the board in halves and draw characteristic
symbols wins the game.
elements of the sports to one side, and then stick the
flashcards on the other section. Mention a child on Go to Songs and Listenings
each occasion and point at a card. After naming the
Go to Picture Dictionary

80 Play and Learn English 4 / Teacher’s Guide

 UNIT 7 Student's Book
or paper tape. The child who begins playing has to step
Lesson 2 on the X before throwing the ball towards the board.
If the volunteer mentions the flashcard touched by
the ball correctly, they score the number written on
Objective that square. Continue the activity with the rest of the
To learn the lyrics of the song from this unit. children, and by the end of the game announce who
won with the highest score.
Materials
Flashcards from this unit, fibers or chalk, paper
4 | This time draw a structure that looks like a sports
tape, small ball. 67

center on the board. The children will be sitting on the

Playful activities floor, each of them holding a flashcard. When they hear
1 | In order to begin the lesson you can place the you mention a sport, the student who possesses the
Page 67 - Let’s draw!
flashcards on the floor with the image facing corresponding card will go to the board to stick the card
The children will have to guess which is the missing
downwards. Next, deliver a statement that includes a where it belongs.
element that each character needs. Ask them to
sport and select a child who will turn over a card, trying Once all the image have been stuck, indicate the
draw them.
to find the one that corresponds to your sentence. children to keep their eyes shut for a moment, so
Key: soccer, ballet, baseball, cycling and volleyball.
In case they guess, the children can keep the cards, you can remove a card. Then ask them to observe the
otherwise it will go back to its previous position. board in order to infer which image you have removed.
Teacher: I play tennis. You can even consider removing two cards on each
Child: (chooses a card at random and turns it over to occasion, to make the activity more challenging.
see if its image is tennis)
5 | Suggest the Musical Chairs’ game: do not forget
2 | Play the song of the unit as the children dance that the number of chairs you place in a circle has to
around the classroom. Then keep the music on hold be one less than the students who are playing. Use the
and mention a sport, so that all the children move song of the unit to carry out the game and request the
around as if they were practicing that activity. Then child who has to leave the game on each opportunity
play the song again and continue the procedure. to mention a sport.

3 | Divide the board into eleven squares and inside

each of them stick a flashcard with a number. Then, in Go to Let’s Sing!
front of the board make an X on the floor using chalk
Play and Learn English 4 / Teacher’s Guide 81
 UNIT 7 Student's Book
3 | Divide the board in two sections: draw a happy
Lesson 3 face to one side and a sad one to the other. Next, take
a flashcard and deliver a sentence that includes the
expression I can or I can’t. The students will have
to repeat the statement and stick the card on the
Objective corresponding section of the board.
To learn about structures related to abilities, in the Teacher: I can do judo.
Child: I can do judo. (then he sticks the flashcard
affirmative and negative form. under the happy face).
Another alternative is to name the sport so that they
Materials give you a sentence, saying whether they can or 69

Flashcards from this unit, Yay or Nay (Games), cannot perform that activity. The rest of the activity
fibers or chalk, paper tape, small ball. will be the same.
Teacher: Running.
Child: I can / I can´t run. (sticks the image on the Page 69 - Listen and match
Playful activities Before listening, comment with the children on the meaning
corresponding place).
1 | Use the masks Yay or Nay that represent the of the word but. Use the flashcards to establish the example.
expressions I can/ I can’t to explain the meaning they 4 | Place three chairs in the middle of the classroom, For instance pick two images and say that you can perform
have. Then hide them behind your back and show one next to the other. Stick a mask on the back of the an action but cannot practice the other one.
them one by one, so that the children can repeat chairs of the sides. On the chair of the middle there Teacher: I can play basketball but I can’t play tennis.
the expressions. Do it faster each time, to make will be the flashcards from this unit. Taking turns your Also, remember to make the children answer the first
sure that your students are paying attention to the students will pick a card, and after naming it, they questions of the track. Once this activity is finished, your
action. Later on, try adding a flashcard to complete will sit on the chair that reflects the ability or inability
the sentence. You can also let the children deliver the students will have to match the sports to the faces of the
they have to perform it: character, which represent can and can’t. Make sure each line
sentence based on the elements you show them. Give Child 1: (he picks the flashcard of swimming): I can’t
everybody the chance of participating. they make has a different color.
go swimming. (he sits on the chair with the sad
Teacher: (show the sad mask plus the flashcard of mask)
rugby). Child 2: (image of soccer): I can play soccer. (this
Audio Script
Child: I can’t play rugby. time he chooses the seat where the happy mask is).
Listen, look and learn some more:
I can play volleyball, but I can’t play baseball.
2 | In order to teach the verbs that go along with the 5 | Place the children in a circle and play the song of And you?
sports we practice (play and do), sit the children in a the unit: as they listen to it, they will pass a ball from What can you do?
circle and tell them how we classify these activities. one hand to the other. When you stop the music the What can’t you do?
Divide the flashcards in three groups and then add the student with the ball will have to deliver a sentence Listen again and match:
use of the masks. If you can, make three posters: each based on the elements you show them (a mask and
of them will have a verb as a title, under which the I can play tennis. I can’t dance.
a flashcard). I can swim. I can’t play soccer.
physical activities you are teaching will be drawn. Child: I can/can’t...
Remember: We play: tennis - soccer - baseball - I can’t play baseball. I can’t do judo.
basketball - volleyball - rugby.
…do: judo.
…go: cycling - running - dancing - swimming
Go to Let’s Play! Go to Songs and Listenings
82 Play and Learn English 4 / Teacher’s Guide
 UNIT 7 Student's Book
Lesson 4
1

Objective 2

To use the words and/but. 3

4
Materials
3 | Draw two circles on the floor or place two plastic rings 5
Flashcards from this unit, Yay or Nay (Games), 71

and put half of the flashcards on each one. On top of each

plastic rings, fibers or chalk, puppet of Mr. Monkey.
ring place a mask and select a first volunteer. This child
will have to take a card from both circles to deliver one Page 71 - Listen and circle
Playful activities
complex sentence that includes the conjunction but. The track contains five sentences; the students must
1 | Propose the Miming Game as the first activity:
Child: I can play soccer, but I can’t dance. listen carefully to the expressions in order to recognize
the children will be sitting in a semi circle and you will
the sport and make a circle around it, always using
be in front of them. Make the mimics of any sport
4 | This time sticks all the cards on the board and draw different colors.
as you show a happy or sad expression, and wait for
a big circle next to them. Mention a child at random
the students to deliver the appropriate sentence. Then
and give him a fiber or a piece of chalk. Deliver an either Audio Script
choose a child to perform the movements, so that their
affirmative or negative sentence for this student to Listen and circle:
classmates guess the sentence.
point at the card and draw a happy or sad expression in Number one: I can play soccer.
the circle, according to what you said. Number two: I can’t play baseball.
2 | For this activity you need the Yay or Nay masks.
Number three: My favorite sport is swimming.
These elements will be stuck with paper tape on top
5 | Use the puppet of Mr. Monkey to mention other Number four: Let’s play rugby!
of the footwear of the child you choose as the first
sentences. In all the cases your students will have to Number five: I love running!
volunteer. Stick a happy face on one shoe, and a sad one
look for the mentioned flashcards.
on the other. Then place the flashcards on the floor and
Mr. Monkey: I can do judo, but I can’t play soccer.
ask the student to stand on two images. According to
the faces they visualize, the children have to deliver two Go to Songs and Listenings
sentences, one affirmative and the other one negative.
Go to Let’s Color!

Play and Learn English 4 / Teacher’s Guide 83

 UNIT 7 Student's Book
Lesson 5 Request a child to look for those drawings as they
repeat the sentence you said.
Objective
Final revision of the words and expressions taught. 3 | Stick a flashcard on the chest of the children and
play the song of the unit. When you keep the music
Materials on hold, everybody will look for a classmate. Call each
Flashcards from this unit, flashcards of family team for them to deliver a sentence together, where
73

members, elements drawn in construction paper, one student will represent can and the other can’t.
box, small ball, paper tape. Child 1: I can play tennis, but… Page 73 - Find and mark with an X
Child 2: …I can’t play baseball After listening to the dialogue, separate the children in two
Playful activities groups, one made out by girls and the other with boys. Play

1 | For the first activity ask the children to place 4 | The students will have to be sitting in a circle: throw the conversation once again and keep it on hold so that
the children repeat the phrases. Then show them different
themselves on the floor, in a semicircle. Show a a ball to one of them so that they deliver an affirmative
flashcards to replace in the dialogue.
flashcard to one of them so that this student delivers sentence. The ball will be thrown to another child, who
Once this oral activity is complete, your students will have to
an affirmative sentence. The child sitting next to him will repeat the sentence, and will add another sport: mark an X on every mistake they discover. Remind them to
will have to deny the sentence he heard, add the word Child 1: I can play basketball. use different colors while working.
but, and an affirmative expression, based on a second Child 2: I can play basketball and I can play tennis.
flashcard you show. The game continues in the same
Audio Script
Listen to the dialogue and work in pairs:
way, that is, denying the last expression heard, adding 5 | On a corner of the classroom place all the flashcards
Hi! Good morning!
but and an action that can be performed. of family members, one on top of the other. At the Hi! Good morning!
Child 1: I play tennis opposite corner you will put the cards of sports: taking What’s your name?
My name is Paul. And what’s your name?
Child 2: I can’t play tennis, but I can play soccer. turns the children will take a card from each section, to
My name is Rose.
Child 3: I can’t play soccer, but I can do judo. deliver a sentence: What’s your favorite sport?
Child: My mother can play volleyball. My favorite sport is swimming. And what’s your
favorite sport?
2 | Beforehand, draw in construction paper different
My favorite sport is soccer.
elements that are characteristic of sports. Put them Now, let’s play volleyball!
inside a box and then tell the children about an activity Oh, yes! I love to play volleyball!
Go to Index
that you like and one that you do not.
Teacher: I like basketball, but I don’t like tennis.
Go to Songs and Listenings
84 Play and Learn English 4 / Teacher’s Guide
 It could also happen that the volunteer matches Pages 181 and 182 - Color, cut and play
Complementary material both of the flashcards they are going to use with a For this activity each student will have two copies in order
line. The images might be used in the context of an to obtain Memory Game. After coloring the pieces, they
affirmative or negative sentence,
have to cut them out and get ready to play. It is advisable
So as to round up the unit we suggest you to take
Extra Activities a piece of black construction paper of the size of a
to make or buy envelopes where each student will put

flashcard. Cover a card completely and then begin their chips, not to lose them.
moving the paper away, so that the children infer Ask your students to place all the chips on the floor with
Divide the children in eleven teams, and provide
which might be the sport the character is playing. the images facing downwards: taking turns each of them
each of them with the name of a sport. All the
Teacher: What can he/she do? will turn over two cards, trying to get the same ones. In
members of a same group will walk around the
Children: He/She can play tennis. case this action is achieved, the child scores and puts the
classroom together. When you say ‘Stop!’, everybody
must freeze. Then mention a sport so that the cards aside; if not, they go back to their former position.
children who represent it place themselves in the The children could also put all the cards inside the
middle of the classroom and do the corresponding Extra Activity - Unit 7
envelope. After taking one out, they can try to find the
My name is
mimics while delivering the appropriate sentence.
matching image. Whoever finishes first will be the winner.
____________________________________________________________________

Teacher: Judo!
On each envelope write Memory Game: Sports. Also,
Children: (do the mimics) I can do judo.
Another possibility is to give a number to each request the children to write down their own names.
group: tell each team which sport they will represent,
making sure the rest of the students cannot hear
you. Once again the children will walk around. Extra Activity - Unit 7
My name is

In order to exercise more the use of the word and, Extra Activity - Play and Learn English 4 - Unit 7 - 1/3 www.idiomagic.net | © Idiomagic Publisher ___________________________________________________________________

place the flashcards of sports on the floor, with the

images facing upwards. Then mention a volunteer
and ask them to pick a card. After saying the first
part of the sentence this volunteer will take a second Extra Activity - Unit 7
My name is
flashcard in order to complete the statement. ___________________________________________________________________

Child: (selects the card of soccer) I can play soccer…,

(then picks up the image belonging to judo) …and Extra Activity - Play and Learn English 4 - Unit 7 - 3/3 www.idiomagic.net | © Idiomagic Publisher

do judo.
Make sure all of your students participate of the
Page 183 - Let’s color and cut!
activity.
Students will color the emojis, after cutting turn them
Extra Activity - Play and Learn English 4 - Unit 7 - 2/3 www.idiomagic.net | © Idiomagic Publisher
into puppets using a popsicle stick. Students will
produce sentences using the structure I can / I can’t.
Go to Extra Activities
Student: I can play tennis.
Play and Learn English 4 / Teacher’s Guide 85
 Templates

Templates - Play and Learn English 4 - Unit 7 - 1/5 www.idiomagic.net | © Idiomagic Publisher Templates - Play and Learn English 4 - Unit 7 - 4/5 www.idiomagic.net | © Idiomagic Publisher
Templates - Play and Learn English 4 - Unit 7 - 3/5 www.idiomagic.net | © Idiomagic Publisher

Page 186
Students will color the tennis racket and the baseball
bat. Students will draw the missing ball in each one.

Templates - Play and Learn English 4 - Unit 7 - 2/5 www.idiomagic.net | © Idiomagic Publisher Templates - Play and Learn English 4 - Unit 7 - 5/5 www.idiomagic.net | © Idiomagic Publisher

Pages 184 and 185 Pages 187 and 188

Students will color the different balls and draw their Students will complete the face and draw the sports
hands silhouettes around each of them as if they they can or can’t do in the speech bubbles.
were catching them. Ask them to name the sport
that each ball belongs to.

Go to Templates

86 Play and Learn English 4 / Teacher’s Guide

 Tests
a card with a mask and their classmates deliver
the sentence. The following child will continue the English Test - Unit 7

We suggest you to make use of the masks from Yay activity. My name is
____________________________________________________
Total
Points

or nay to carry out fun activities with the children. The last suggestion is to divide your students in
Stick the masks in different walls of the classroom two groups: one team will represent I can and the
and the flashcards on the board. Then deliver an other I can’t.
affirmative or negative sentence so that each child With the flashcards lying on the floor deliver an
runs to the corresponding mask, and touches the affirmative sentence; the members of the team
card then. that represent the ability will have to run to the English Test - Play and Learn English 4 - Unit 7 - 2/2 www.idiomagic.net | © Idiomagic Publisher

Teacher: I can play tennis. mentioned card and make a circle around it, while
Child: (runs to the happy face and then touches the repeating the sentence you said. Later on do the
Page 190 - Let’s mark an x!
flashcard of the mentioned sport). same with a negative sentence and a different sport.
Students will listen to the teacher and mark an x on the
Also, the student could remove the flashcard to
corresponding picture.
place himself under the mask before repeating the
Teacher: Girl: I can play volleyball,
statement. English Test - Unit 7
I can dance and I can and I can swim.
Another possibility is to ask two students to come My name is
Total
Points

Boy: I can run, I can do judo and

____________________________________________________

to the front. Provide each of them with a mask and

I can ride a bike.
then let the first of them jump on a flashcard, to
deliver the corresponding sentence. Their classmate
will do the same action, but will also have to add the
conjunction but to the sentence.
Child 1: (using the happy mask jumps on the card of English Test - Play and Learn English 4 - Unit 7 - 1/2 www.idiomagic.net | © Idiomagic Publisher

tennis) I can play tennis...

Child 2: (with the sad mask in front of his face jumps
Page 189 - Listen and color
on the flashcard of soccer)…but, I can´t play soccer.
The children must listen to your sentences and
Encourage the students to repeat the procedure
color the corresponding object on each case.
doing the opposite action.
Teacher: I can play baseball.
Another variant is that the first child jumps on
I can go swimming
I can’t play rugby.
Go to Tests I can’t play basketball.

Play and Learn English 4 / Teacher’s Guide 87

 UNIT 8 - Pets Song
Vocabulary Objectives for the unit
Dog, Cat, Fish, Bird, Parrot, Rabbit, Hamster, Turtle. To recognize the names of different pets.
To learn about possessive affirmative and I love my pets!
Expressions
negative structures. I have a black,
What animal is it?
It’s... black dog
Evaluation criteria
What’s your favorite animal? I have a brown,
Towards the end of this unit your students should
My favorite animal is... brown cat
Do you like...? be able to name animals according to the image
I have a yellow,
Yes, I like... and sound.
No, I don’t like... yellow bird
Do you have a...? Materials I have a white,
Yes, I have... Flashcards from this unit, bag, paper tape, fibers or white rabbit
No, I don’t have...
chalk, puppet of Mr. Monkey, small, ball, flashcards I have a blue, blue fish
Is it a ...?
Yes, it is./No, it isn’t. of numbers and colors, silhouette of an animal made I have a green,
There are/is (number), (color),(animal). in construction paper, blindfold, Yay or Nay (Games), green turtle
There are three black cats.
Roll 2 for 1 (Games), box, posters, blue and black paint, I love my pets!
colored squares of paper, What are you? (Games). I love my pets!
Project
On a poster, draw the outline of a fish tank: provide the
children with blue paint for them to color as if it was
Flashcards
water. Next, each child will be given a square of colored Total: 8
paper, to be folded as a fish (it must have the shape of a Dog, Cat, Fish, Bird, Parrot, Rabbit, Hamster, Turtle.
rhombus). Once they are ready, ask the students to paste
the fish inside the fish tank; they can also decorate it with Games
green pieces of paper, as water plants. On every occasion Total: 5
ask the children to name the color of their fish. set 1: What are you?
You could also make a dog in paper: you will need two
set 2: Roll 2 for 1
squares of paper, being one bigger than the other. Also
in this case the final shape must be a rhombus. One
must be pasted on top of the other: then you can ask the
children to decorate the dog with black paint.
On a poster where you will expose the art crafts, write as
a title: ANIMALS.

88 Play and Learn English 4 / Teacher’s Guide

Student's Book

11
12 15
16 1
2
t
uni
14

Pets
6

8
3 5
Unit 10 13 7

8 9
4 8

5 1 9
8
4 3 2
10
6 10 11
7 11
9 12
14
8 13
7
6
1
5
2 4
3
3
2
4 6
5 7 1
8 15
9 11 12 13
75 10 14 77 79

Lesson 1 Lesson 2 Lesson 3

81 83

Lesson 4 Lesson 5

Unit 8, Activity 4, Page 81

Play and Learn English 4 / Teacher’s Guide 89

 UNIT 8 Student's Book
Lesson 1

unit

Objective Pets 8
Unit

8
To present the vocabulary that will be part of the unit. child of the line; he/she has to repeat it to the student
behind, also as a secret. This message will pass along
Materials the whole line, until it reaches the last student. This
Flashcards from this unit, bag, paper tape, fibers or child has to look for the card that belongs to the sound 75

chalk, puppet of Mr. Monkey. made. After that, all the other classmates must name
the pet.
Playful activities
Page 75 - Listen, find and color
1 | Use the cards to present the new words, making 4 | On the board, draw different places and environment
The children will listen, repeat and point at the
the children repeat in groups first. Then put all the where pets live (a cage, a fish tank, a dog’s kennel, etc.).
animals mentioned on the page. Then they can
flashcards inside a bag and take them out one by Taking turns, the children will infer which animal is
color the images, keeping in mind the information
one, for your pupils to identify and name each appropriate for each image, and after naming it, they
from the track.
image. In order to make the activity engaging, do the will stick the corresponding flashcard.
action faster each time.
Audio Script
5 | Use the puppet for the students to ‘feed’ it putting
Listen, repeat, pick up and color:
2 | Name a child and stick a card on their back. This cards inside its mouth. It might happen that Mr.
• It’s a gray turtle. • It’s a blue fish.
student has to turn their back to the rest of the Monkey makes the sound of an animal, or that you
• It’s a brown hamster. • It’s a pink rabbit.
children, who will have to make sounds of the animal say which animal the puppet wants. In all the cases
• It’s a black cat. • It’s an orange dog.
shown, in order for the volunteer to guess. the flashcard must end inside Mr. Monkey’s mouth.
• It’s a purple bird. • It’s a green parrot.
Another alternative is that the volunteer will be the
only one to see the flashcard, and the other children
will name the animal.
Go to Picture Dictionary
Go to Songs and Listenings
3 | Try a different version of Chinese Whisper. Place
the children in a line, and put the cards in a corner.
Make the sound of an animal to the ear of the first

90 Play and Learn English 4 / Teacher’s Guide

 UNIT 8 Student's Book
3 | With the students sitting in a circle on the
Lesson 2 floor, show them a flashcard and wait for them to
name it. Then place it at it’s center of the circle and
continue. Once all of the images are there, and after
Objective
11
12 15
16 1
2
14
3 5 6

you repeat the order of the sequence of cards, ask

10 13 7
4 8
9

Making and answering personal questions. 8 5 1 9

the children to keep their eyes shut, so you change

4 3 2
10
6 10 11
7 11

the position of two images. Once they open their

9 12

Materials
14
8 13
7
6

eyes, they will have to tell you which are those

1
5
2 4

Flashcards from this unit, paper tape, small ball.

3
3
2
4

cards that are in a different position.

6
5 7 1
8 15
9 11 12 13
10 14 77

Another option is to remove a card, so that the

students guess which one is missing.
Teacher: Close your eyes. (place two cards in a
Playful activities
different place). Page 77 - Join the dots
1 | As you check the names of the animals with
Open your eyes. What’s different? You students will have to look closely at the image to
your students, make sure you include identification
infer which are the animals they can see. Once they
questions, and later on, questions about
4 | Stick all the flashcards on the board and then identify them they will have to match the dots on
preferences. On each occasion encourage them to
ask the children to make a line in front of it. Each of each image, from one to ten. It is advisable to work
answer in English:
them will throw a small ball towards the card of the with a black pencil.
Teacher: What animal is it?
animal you mention.
Child: It’s a…
Teacher: Ezequiel, what’s your favorite animal?
5 | Move your lips to mention animals, but do not
Child: My favorite animal is…
use your voice. In this way the children will have to
pay attention to the action to infer which is the pet
2 | Sit the students on the floor and place yourself
you are referring to. Make sure you exaggerate your
in front of them. To each of them ask them to
movements to make the activity easy to follow.
observe the flashcard you show them, and deliver a
sentence. According to what they hear, the children
will say ‘Yes, it is’ or ‘No, it isn’t’.
Teacher: (pick the card of a dog) It’s a dog. Go to Let’s Sing!
Child: Yes, it is!
Teacher: (show flashcard of a hamster) It’s a fish.
Child: No, it isn’t!
Play and Learn English 4 / Teacher’s Guide 91
 UNIT 8 Student's Book
Lesson 3 Child: I have a green parrot. I have a blue fish.
I have a black dog...

Objective
3 | Before listening to the song of this unit, put the
To deliver possessive, affirmative and negative
flashcards of colors and pets on the floor. Ask the children
statements.
to pay attention to the lyrics; keep the track on hold at
some point and mention a volunteer. This child has to
Materials pick up both of the cards that are named on a specific line
79

Flashcards from this unit, flashcards of colors, ball, of the song. Repeat the song so that everybody has the
outline of a pet made in construction paper, blindfold. chance to participate.

Page 79 - Let’s draw!

4 | You can suggest playing the Sausage Game. Our
Playful activities As students listen to five sounds of animals, ask
students must place themselves in a semi circle: throw
1 | Once the checking of vocabulary is covered, begin working them to identify to which animals they belong. Then
a ball to a child: this volunteer must name an animal and
with the possessive questions: ask the children about the request your students to draw the animals in the
make its sound. Then the ball will go to another classmate,
pets that they have or do not, making sure all of them corresponding places.
who will repeat the first sentence they heard, and will add a
participate. Also, always remember to check the answers.
second one. The idea is that everybody in the group will have
Teacher: Do you have a rabbit?
Child: Yes, I have a rabbit. /No, I don’t have a rabbit.
to repeat the sentences they heard, and must add a new Audio Script
statement. Remind them to make sounds in all the cases:
Listen to the sounds and guess the
Child 1: I have a cat “meow”
2 | The next objective of this unit is to include a color and animals:
Child 2: I have a cat “meouw” and I have a dog “woof”
an animal in a sentence. Therefore, mention a couple of What animal is it? (5x)
statements that describe the animals with a color, so the Key:
5 | With time, draw the outline of a dog or cat on a piece
children can acquire the structure. • Dog
of construction paper; back in the class stick it on the wall.
Later you can play Stepping Stones: place the flashcards
The tail of the animal you choose has to be separated • Fish
of colors on the floor, making a line with them. Nest to
from the rest of the animal. To each child, blindfold their • Bird
these images you must also put the cards of animals.
eyes and hand them the tail. The objective is to place it
Taking turns, your students will have to step on the Rabbit
where it belongs.
flashcards as if they were stones in a river; if they lose • Cat
balance they must leave the game . Also, they have to
deliver a sentence for every couple of images they step on.
The objective is to get to the end of the lines. Go to Let’s Play! Go to Songs and Listenings

92 Play and Learn English 4 / Teacher’s Guide

 UNIT 8 of different colors, and some animals. Remember that Student's Book
Lesson 4 every resource you use to teach is very welcome.
Later on you can organize a race. The cards of numbers,
colors and pets will be on the floor, separated in three
Objective groups. Each student will listen to the sentence you
To make use of the conjunction but in a sentence. deliver, and will run to pick up the corresponding
flashcards. Check any mistakes they make and
Materials
encourage them to continue playing.
Flashcards from this unit, Yay or Nay (Games),
flashcards of numbers and colors, small ball, blindfold,
4 | The next activity involves the use of the conjunction 81

What are you? (Games).

but, already taught on the previous unit. Check the
meaning of this word with your students, and then
Playful activities Page 81 - Put the stickers
place the flashcards on the floor, in two lines (one in
1 | As the first activity, show a mask Yay or Nay Help the children understand the dialogue, using
front of the other). The child you mention must step on Unit 8, Activity 4, Page 81

and a flashcard to a student, so that they deliver the mimics. You can make them keep practicing it,
two of the images in order to make a sentence, using
corresponding sentence. The statements might be changing the animals and colors mentioned. Then
the structures I have… / I don’t have…
affirmative or negative, depending on the face of the your students must take the stickers from page 105,
Child: I have a dog, but I don’t have a parrot.
mask (happy or sad). to place them where they belong.
Child: I have a dog. / I don’t have a cat.
5 | Ask the children to place themselves in a circle, on
Audio Script
their feet. They will pass a ball to one another, as they
2 | Now you can also add numbers to the sentences. Listen to the dialogue and work in pairs:
listen to the song. When you stop the music, the child
With the children sitting in a circle, choose a volunteer Hello, Kate!
who has the ball has to go to the center of the circle
and show them a card with a number and the image Hello, David!
and the teacher will put on his / her head a headband
of a pet. Based on this information the child will deliver What is that?
from What are you? The student will have to say
the corresponding statement. It is my dog.
what animal he / she is.
Child: I have five cats. What color is your dog?
My dog is black and white.
3 | In order to check and organize all the information Oh! Your dog is beautiful.
and structures your students are learning, we suggest Go to Let’s Color!
you to make some posters that will help them
remember. You can draw happy and sad little faces to Go to Songs and Listenings
refer to the possessive aspect. Draw numbers, stains
Play and Learn English 4 / Teacher’s Guide 93
 UNIT 8 Student's Book
Lesson 5

Objective
Final checking of the words taught. 3 | With the students in a circle, place the cards in
the center with the images facing downwards. Also,
Materials put all the pieces of the animals inside a box and
Flashcards from this unit, Roll 2 for 1 (Games), box, select a volunteer. This student will take a piece, and 83

blindfold, paper tape, fibers or chalk. after naming it they will turn down one flashcard,
expecting to find the same animal. The children who
Playful activities achieve the objective can keep the cards until the end
Page 83 - Find and write
1 | Suggest beginning the lesson with the game of the game; otherwise they have to place the cards
The students should be able to answer the questions
Mummies and Babies. First agree with the children as they were before.
they hear. Then the children will count and write down
on the animal they will represent (you will be the
the representative number for each pet.
mum and them the babies). Pretend you are asleep 4 | Request a child to go to the board and deliver
while the babies wander around the classroom. When a sentence that contains a number and a pet. This
Audio Script
you ‘wake up’, you must chase them around. They volunteer must draw as many animals as you indicate
Listen and answer the question:
will run to the kennel (a corner in the classroom). Your in your statement.
• Alice, Alice! Look, look! I have two black dogs.
students have to make the sound of the animal they Teacher: I can see five fish.
• Oh, no! I don’t have two black dogs, but I have
imitate as they run. The game can continue using
green parrots.
other pets.
• And you? What do you have?
Teacher: Hello babies! I’m mummy dog! I love you!
Go to Index
Key:
2 | Make you of the Roll 2 for 1. To students who will There are ten dogs, eight fish, three hamsters,
come to the front and throw the dices. The objective seven cats, five turtles, and two parrots.
of the game is that the students shoulds obtain an
animal and its missing parts (eg. bird + wings). If the
students does not get the pair another students will
throw the dices.
Go to Songs and Listenings

94 Play and Learn English 4 / Teacher’s Guide

 have to infer which is the statement to repeat it. Page 191 - Let’s color and cut!
Complementary material Draw a line on the floor or else put some paper tape. The children will have to color each part of the cat’s
To a side draw a happy face and a sad one to the other body. Then request them to cut it out and put them
side. The students must stand on the line: at your back together using paper clips (the ones that have
signal you will begin mentioning sentences. According
Extra Activities to what they hear, the children will jump to a side or
two legs that you can spread to avoid the paper from
separating). In this way the final outcome will be an
the other.
articulated pet that the students can expose to the
You can also use the Finger puppet play to play Put the cards on the floor and ask a child to come
rest of the class, using descriptions in all the cases.
different games with the children. towards you. Show them a mask and let them jump
For instance, place two chairs in the middle of the on a flashcard. Their classmates will mention the
classroom and stick a puppet at the back of each of sentence based on the mask (affirmative/ negative) Extra Activity - Unit 8
them. The flashcards will be lying on the floor with and the image. My name is
______________________________________________________________________

the image facing downwards. Mention a volunteer and Teacher: (show the mask I have)


ask them to pick a card and to sit on the chair they Child: (selects the flashcard of the hamster and jumps
prefer. The objective is for them to deliver appropriate on top of it) I have a hamster.


sentences: Our last suggestion is to place the cards of numbers


Child: (picks the image of the rabbit and sits down on at a corner; the colors will be on a different section


the chair of the mask that represents I don´t have) and those of pets will be lying at another corner. The
I don´t have a rabbit. masks will be on the table. Mention a volunteer to look
Extra Activity - Play and Learn English 4 - Unit 8 - 2/2 www.idiomagic.net | © Idiomagic Publisher

Suggest another activity: first expose either a happy for a mask and a flashcard from each group of cards.
or sad puppet, according to the sentence you want to Finally, this child must place him/herself in front of Page 192 - Let’s color and cut!
hear. Also, show the children the flashcard of a pet, for their classmates to deliver a sentence that contains all Students will color the animals, after cutting turn
them to deliver the sentence. of the items reflected on the cards.
them into puppets using a popsicle stick. Students
Teacher: (pick up a happy mask and the image of a cat) Child: I have nine orange fish.
will produce sentences.
Children: I have a cat.
Students: I’m a cat!
Later on you can mention a different child on each
occasion to whisper at them a sentence. They have
Extra Activity - Unit 8
to show a facial expression that demonstrates if the My name is
______________________________________________________________________

sentence is affirmative or negative, plus the sound of


the animal you mentioned. The rest of the students








Go to Extra Activities
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Play and Learn English 4 / Teacher’s Guide 95

 Templates

Templates - Play and Learn English 4 - Unit 8 - 2/8 www.idiomagic.net | © Idiomagic Publisher
Templates - Play and Learn English 4 - Unit 8 - 1/8 www.idiomagic.net | © Idiomagic Publisher Templates - Play and Learn English 4 - Unit 8 - 3/8 www.idiomagic.net | © Idiomagic Publisher

Templates - Play and Learn English 4 - Unit 8 - 5/8 www.idiomagic.net | © Idiomagic Publisher
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Templates - Play and Learn English 4 - Unit 8 - 6/8 www.idiomagic.net | © Idiomagic Publisher

Pages 193 to 199

Students will color the pets then you will help
them cutting the masks and place a balloon tick
at their backs so students will hold them as masks.
Go to Templates
Students will produce sentences.
Students: Hello! I am a dog!

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

96 Play and Learn English 4 / Teacher’s Guide

 Tests ball must deliver the whole sentence, making sure Page 200 - Listen, match and color
they include all the items you and the other children Your students will have to listen to your
• With the flashcards you can suggest engaging mentioned. Continue the activity making other instructions to color only the mentioned animals.
activities to carry out. students participate. Make sure they color according to the number and
First draw on the board a number and ask the children Teacher: Eight color you want.
to name it; then draw an animal next to it and ask Child 1: Blue Teacher: Five blue cats.
again for it. Finally, the children must say the correct Child 2: Cat Ten red rabbits.
and complete structure for these images you drew. Child 3: Eight blue cats Seven green fish.
Help them if they need it. This time the children will be divided in three large Six orange turtles.
Teacher: What number is it? groups, representing numbers, colors and pets. Provide Four yellow birds.
Children: It´s ten. each team with a couple of sheets of paper, and at your Eight pink dogs.
Teacher: What animal is it? signal ask them to draw an element which belongs
Children: It´s a dog. to the team they represent. Once everybody done, a
Teacher and children: Ten dogs. member of each group go to the front to show what English Test - Unit 8
My name is
Total

Separate the class in two groups: one will hold the they drew.
________________________________________________________ Points

flashcards of numbers and the other team those of The last option is to place three plastic rings on the
animals. A member of the first group will show a card floor, which will represent number, color and pet. Ask
so that the other children name the number. Then the a volunteer to jump inside each of these rings, as they
second team will do the same with an image they mention an element. Once this student finishes the
choose at random. Nest, both teams will deliver one action, their classmates will mention a sentence that
sentence that includes the information from the cards. includes the three items the volunteer mentioned.
English Test - Play and Learn English 4 - Unit 8 - 2/2 www.idiomagic.net | © Idiomagic Publisher

Once they continue playing a few times, interchange

the flashcards among both of the teams. Page 201 - Let’s color!
English Test - Unit 8
Place the children in a circle. Throw a ball to one of My name is
Students will listen to the teacher and color the
Total
Points

them and mention a number. This child will name a animals the teacher names.
________________________________________________________

color, and will throw the ball to a classmate, who will Teacher: Boy: I have a rabbit, a turtle and a parrot.
mention an animal. The third student who gets the Girl: I have a cat, a hamster and a fish.

Go to Tests English Test - Play and Learn English 4 - Unit 8 - 1/2 www.idiomagic.net | © Idiomagic Publisher

Play and Learn English 4 / Teacher’s Guide 97

 UNIT 9 - More Fruit key of this project is to be organized and imaginative.
This is how you will guide your students into some
Song
team work that will obtain the best compliments.
Vocabulary
Apple, Pear, Orange, Pineapple, Banana, Evaluation criteria
Fruit salad!
Watermelon, Melon, Lemon, Papaya, Strawberry, To identify fruit based on the image, smell, touch and taste.
Let’s prepare the fruit salad!
Coconut, Peach, Mango, Grapes, Cherry To make a fruit salad.
Cut the pineapple
Expressions Evaluation criteria Cut the apple
What fruit is it? When the unit finishes, your students should be Cut the banana
What’s your favorite fruit? able to express their taste on fruit. Also, they will Mix them together
My favorite fruit is...
acquire new commands. Mix them together
Yummy yummy, I like...
Yuck yuck, I don’t like... Cut the watermelon
Materials
Let’s make a fruit salad Cut the melon
Flashcard from this unit, basket, puppet of Mr.
There is…/There are… Cut the pear
I want... Monkey, poster with drawings of fruit, fibers or chalk,
Mix them together
What do you like? paper tape, Waving hands (Games), Sweet silhouttes
Mix them together
I like.../I don’t like... (Games), Magical Bag, two bags, flashcards of
What don’t you like? Well Done!
numbers and colors, plastic rings, Something to say
BIS
(Games), real or plastic fruit, coins made in cardboard,
Project
Yay or Nay (Games), blindfold, necessary elements
As a closure to this unit we suggest you to help the
children make a fruit salad. Ask with enough time to make a fruit salad, containers and plastic spoons,
for all the elements that you will need and take into In the bowl (Games), Spin for a snack (Games).
account that you will have to prepare some things in
advance. While you make the fruit salad with your Flashcards
students ask them to name the fruit, to hand you their Total: 15
favorite one, etc. Remember that this is an excellent Apple, Pear, Orange, Pineapple, Banana,
and fun opportunity to check all the vocabulary
and expressions you taught. Besides from the fruit Watermelon, Melon, Lemon, Papaya, Strawberry,
salad, we also advice you to prepare some disposable Coconut, Peach, Mango, Grapes, Cherry
containers in which the children can take home their
project. Make sure these containers have a cover, and Games
make some tags with the words Fruit Salad. If you Total: 5
can, buy plastic spoons and decorate their handles
set 1: Sweet silhouttes
with the photocopiable fruit (pages 205 -206). The
set 2: In the bowl
set 3: Spin for a snack
98 Play and Learn English 4 / Teacher’s Guide
Student's Book

Unit t
uni
9 More Fruit 9
1
5

2 4

85 87 6 3 89

Lesson 1 Lesson 2 Lesson 3

91 93

Lesson 4 Lesson 5

Play and Learn English 4 / Teacher’s Guide 99

 UNIT 9 Student's Book
Lesson 1
4 | With the students on the floor, sit in front of them
and take four cards at random. Put them on the floor
Objective making a sequence that the children have to repeat.
Unit

9 More Fruit
unit
9
To present the words from this unit. To check the Ask them to keep their eyes shut for a moment and
structure Yummy yummy… hide an image, so when they open their eyes, they
have to infer which is the missing flashcard.
Materials Teacher: (hide the image of the apple)
Flashcards from this unit, puppet of Mr. Monkey, Which one is missing? 85

poster with fruit drawn on it, paper tape, basket, Children: Apple!
fiber or chalk. Later on change these cards for others, or make the
sequence longer once you notice that your students Page 85 - Listen and color
Playful activities understand the activity. The children will have to listen, in order to repeat
1 | Present the new vocabulary focusing first on and point at the different fruit they hear. After that
repetition. Then place the flashcards inside a basket 5 | Make a tick on the floor using paper tape, and a they can color the images as they wish.
and take them one by one, while you deliver a simple meter away, make an X. Your students will be in a
Audio Script
sentence. Then allow the children to continue the line; show a flashcard to each of them and deliver a
Listen, repeat and point:
activity. sentence. Depending on the information they hear and
Yummy yummy, I like apples.
Teacher: Yummy yummy, apples. the image you expose, the children will place the card
Yummy yummy, I like pears.
Child: Yummy yummy, melon. on top of the tick or the X (in this case they should also Yummy yummy, I like bananas.
correct the information). Yummy yummy, I like oranges.
2 | You can also use Mr. Monkey to play with the children. Teacher: (expose the flashcard of pineapple) Yummy yummy, I like pineapples.
The puppet will tell them that it is really hungry, so it Yummy yummy, pineapple! Yummy yummy, I like watermelons.
will ask for different fruit to eat. It will be really fun if Child: (puts the card on the tick) Yummy yummy, I like melons.
Mr. Monkey gets crazy when it sees the flashcards and Teacher: (the flashcard belongs to papaya) Yummy yummy, I like lemons.
tickles the students. Make sure the puppet uses the Yummy yummy, banana! Yummy yummy, I like papayas.
expression Yummy yummy… all the time. Child: (places the flashcard on the X) Yummy yummy, I like strawberries.
Yummy yummy, papaya! Yummy yummy, I like coconuts.
Yummy yummy, I like peaches.
3 | For the next activity, separate the children in two
Yummy yummy, I like mangos.
groups and place them in front of the board. It would be
Yummy yummy, I like grapes.
great if beforehand you would have drawn the items in Yummy yummy, I like cherries.
two posters. Give a fiber to the first child of each team
and mention an item, so that they cross it out or circle Go to Picture Dictionary
it. Whoever does it first will score for their team. Go to Songs and Listenings
100 Play and Learn English 4 / Teacher’s Guide
 UNIT 9 Student's Book
Lesson 2

Objective
To identify fruit without seeing the complete figure. score for their teams.
Another alternative is to look for the second half
Materials through the touch.
Flashcards from this unit, Waving hands (Games), Child: It’s a pear. 87

Spin for a snack (Games), two bags, fibers or chalk,

paper tape, figures of fruit from magazines. 4 | For this activity you need some fruit figure from
magazines. Cut then in halves. Stick all the halves
Playful activities Page 87 - Let’s draw!
of fruit on the board, taking into consideration
1 | As a way to begin the lesson, place the flashcards Request the students to observe the halves of fruit in
that they should be in a position suitable for the
on the floor and ask the children to sit around them. order to infer what they are. Once they recognize and
children to work with. Select a volunteer, give them
Allow each of them to take a Waving hands in order mention these items, allow them to draw the missing
a fiber or piece of chalk, and let them match two
to touch their favorite fruit. Also, make questions sections.
halves of the same fruit. In order to score they must
and encourage the students to answer correctly.
also mention the fruit obtained.
Teacher: What’s your favorite fruit, Marcos?
Child: My favorite fruit is mango!
5 | Play the song of the unit. Comment first on
the meaning of the commands named on the
2 | Sit students in a circle and one by one they
lyrics (cut; mix). Make mimics of these actions
will spin a wheel (Spin for a snack). Students will
and later on keep the track on hold when an item
produce a sentence with the fruit they obtain.
is mentioned, so that the children can look for the
Student: Yummy yummy, apple!
corresponding flashcard.

3 | This time put the halves of every fruit in two

different bags. Taking turns, each student will take
a section from a bag, trying them to match. Every Go to Let’s Sing!
time the children achieve the objective they will

Play and Learn English 4 / Teacher’s Guide 101

 3 | Give the instructions to play Twister. You will have Student's Book
UNIT 9 to place all the flashcards from this unit on the floor,
Lesson 3 and also those ones belonging to colors (make sure
there are no big distances among them). To each child,
deliver a sentence that includes a fruit and its color.
Objective They must put their foot on the flashcard of the color,
Use of descriptive structures which include colors, and their hand on the image of the fruit:
1
5
Teacher: I can see a yellow banana.
numbers and fruit.
It might be necessary to check the vocabulary on colors
Materials before going through the activity.
2 4

Flashcards from this unit, In the bowl (Games), paper 3

4 | Put the cards of fruit and those of numbers on the
6 89

tape, flashcards of colors and numbers, plastic rings,

floor at random. Request your students to get together
Sweet silhouettes (Games).
in teams of twos. Deliver a statement that includes a
number and a fruit: Page 89 - Listen and color
Playful activities Teacher: I can see four watermelons!
Your students will have to pay attention to the track,
1 | Show to the students the Sweet silhouettes set. The children will have to run towards the flashcards
Ask them to name each fruit. Then using the In the which mentions six descriptive sentences. Once they
and will look for the ones you required. The winning
bowl, explain that you are going to prepare a fruit salad. team will be the one to achieve the objective faster. listen to it a few times, ask the children to color the
Choose some fruits and place them on the bowl as you amount of fruit indicated on the track, using the colors
name each of them. Finally Students will choose some
5 | Another option you could consider when checking under the same instructions as well.
fruits for their own fruit salad.
these new structures, is to place plastic ring on the
Student: In my fruit salad I have a banana, an apple
floor (remember that if you do not have them you can Audio Script
and grapes.
perfectly draw circles using chalk). Put a flashcard with
Listen and color:
a number above each rings, to make them identifiable.
2 | For our next suggestion keep the images on the Basket number one: six orange papayas.
The images of colors and fruit will be on the floor,
board, and tell the students that you are going to play Basket number two: twenty red cherries.
separated in two groups. Mention the first volunteer
Snap! First, ask them to observe closely at one of the
and deliver a sentence like the following: Basket number three: eleven green lemons.
images. Then pass all the remaining halves (that you
Teacher: There are two green lemons in number three. Basket number four: two yellow pineapples.
had not stuck) from one hand to the other, as fast
The student will look for the flashcards that reflect that Basket number five: four brown coconuts.
as possible. When the children visualize the half that
information, and they will be placed inside the ring Basket number six: one green watermelon.
matches the incomplete image from the board, they
with the corresponding number.
will have to shout ‘Snap!’ so that you stop. Change
the outline exposed for a different one, and continue
playing with your students.
Children: Snap! It’s a watermelon! Go to Let’s Play! Go to Songs and Listenings

102 Play and Learn English 4 / Teacher’s Guide

 UNIT 9 Student's Book
you are teaching might be difficult to get, so plastic fruit
Lesson 4 are an excellent option (you will surely get them in toy
shops). Back in class, and after having named the fruit you
brought, ask the children to make teams of twos. Provide
each group with a fruit and play the song of the unit. The
Objective objective is to dance while listening to the song, holding
To use and teach the expression I want… the item with a part of their bodies other than their hands.
They could use their foreheads, arms, knees, etc.). If you
To interpret a dialogue.
use real fruit make sure you do not select soft elements,
Materials since the students could smash them while they are 91

playing and stain their clothes.

Flashcards from this unit, Something to say
(Games), real or plastic fruit, basket, coins made in 4 | Suggest playing Let’s go to the market! With time, Page 91 - Listen and circle
cardboard make some coins using cardboard. Also, make use of the
While your students listen to the track, which suggests
real or plastic fruit you have (you might want to use a
Playful activities making a fruit salad, you could make mimics so that
basket or container, as well). The idea is to play with the
the children have a visual reference.
1 | On the board, make lines of dots with the outline of guidance of a simple conversation that you could have
different fruit. The first student to notice the identity of first with Mr. Monkey, so as to set the example. After this oral activity the children will have to make
one item must name it. If they do it correctly they can go Teacher: What do you want? circles only around those elements that were previously
to the board to complete the image. Once this part of the Child: I want one banana, please. mentioned. Request them to use different colors.
activity is finished, request the children to shut their eyes, Teacher: Here you are.
so you can erase an element. Then they will have to infer Child: Thank you!
which is the missing fruit. Later on you could ask them to purchase two fruit, or they
Audio Script
Teacher: Close your eyes. (erase any fruit) could be the sellers. Listen and circle:
Open your eyes. What fruit is missing? I’m very, very hungry.
Children: Strawberries! 5 | The children will have to be sitting on their chairs, in I’ll make a delicious fruit salad!
the shape of a circle for the following activity, called ‘Fruit My fruit salad is going to be full of fruit.
2 | In order to teach the meaning of the expression Cocktail!. Provide each child with a fruit; make sure you I want apples, pears, oranges, bananas,
I want…, take the big mouth (Something to say) and have at least three of each item. Then name one so that strawberries, grapes, mangos, and pineapples.
put it in front of your face. Tell your students that you all the students who were given this fruit change places Now, I’ll follow these instructions:
are really hungry, and begin naming them one by one. among themselves. Follow the same procedure when you Cut the fruit and mix them together.
As you do so, mention the item you wish to eat. The mention other fruits. Later, when you say ‘Fruit Cocktail!’ After add some orange juice.
children must repeat the name of the fruit as they pass all of the children will swap places. Ok! All done!
the flashcard through the opening of the mouth. Delicious!
Teacher: Yummy yummy, I want a pear.

3 | Take real fruit to this lesson, with which you can Go to Let’s Color! Go to Songs and Listenings
suggest different games. Consider that some of the items

Play and Learn English 4 / Teacher’s Guide 103

 UNIT 9 Student's Book
Lesson 5 so that a volunteer takes the corresponding mask and
flashcard.

Objective 3 | Draw a big circle on the board with two eyes and
To learn the structures I like… / I don’t like... stick a card next to it. Ask a volunteer if he/she likes
To make a final revision of the vocabulary and the fruit exposed. This child will have to answer the
expressions learnt. question and draw the mouth in the appropriate
position.
Materials
Teacher: Do you like watermelon? 93

Flashcards from this unit, Yay or Nay (Games), fibers

Child: I like/ I don’t like watermelon.
or chalk, real fruit, blindfold.

Playful activities 4 | This time divide the board in two sections and Page 93 - Put the stickers
1 | Put the flashcards on a table and mention a draw a happy or sad face on each of them. Put the The children will listen and repeat the phrase they
volunteer on each occasion, and ask them to make a flashcards on a table and ask a student to approach hear. Then they must deliver new sentences with
sequence with the images as you name them: to you. Based on their personal preferences they will the support of the flashcards and masks you show
Teacher: I want a banana, an orange, a lemon and take two images and will stick them on the board, one them. Another option is that the students think of
a peach. on each section. Then they must deliver a sentence sentences based on their personal taste. Later on,
Child: (places the flashcards according to this order). using both of the structures you taught them, the ask them to take the stickers from page 105 to place
connector but, and the fruit they chose. them where they prefer.
2 | Use the Yay or Nay masks, in order to explain Child: I like grapes, but I don’t like coconut.
the difference between I like…/ I don’t like… Hide Audio Script
them behind your back and show them one after 5 | Using the real fruit you brought, blindfold a student Listen, look and repeat:
the other, so the students can name the expression and hand him/her an element, so that through the • I like bananas, but I don’t like cherries.
they represent. Once you notice that these structures touch they can guess which item it is. • And you?
are understood, add a flashcard to complete the Child: It’s an orange! • What do you like?
sentences. Allow everybody to participate. • And, what don’t you like?
Teacher: (show the happy face mask plus the image
of cherries)
Child: I like cherries!
Go to Index Go to Songs and Listenings
Another possibility is for you to deliver the sentence

104 Play and Learn English 4 / Teacher’s Guide

 Teacher: (draw number eight) Page 202 - Color, glue and cut
Complementary material Child: (picks the flashcard of banana). The children can color the bowl as they wish. Bring
There are eight bananas. magazines to the classroom so that they can look
Mix the flashcards of numbers and fruits and place for, cut out and paste the images of fruits that should
Extra Activities them on the floor, with the images facing down. Ask go inside the bowl. Once all the images are inside the
a volunteer to turn over two cards, in order to deliver bowl the children can cut it out. Finally, everybody
• You could draw a big bowl on the floor: then provide a sentence. In case both of the flashcards belong can take turns to show their final work.
each child with a flashcard from this unit. Dictate to numbers or fruit, this child cannot make up a
the different items you can think of, so that when sentence, and another student will play.
Extra Activity - Unit 9
they hear you, the student who has it can place it Other idea is to draw on pieces of paper a happy and My name is

inside the bowl. Later on ask the children to shut a sad face, numbers and fruit. These little papers will
________________________________________________________________________

their eyes, so you can remove an element. Ask them be folded and put inside a box or bag. While listening
to guess around and then continue the procedure. to the song the children will pass this element to one
Select fifteen students to come to the front, and another, until you keep the track on hold. Then, the
stick a flashcard on their chest. These children will student who has the box or bag will take out a piece
be standing one next to the other; you will be the of paper, and depending on the face it has, they will
first one on the line. Tell the children ‘Let’s make make up the corresponding sentence. Pay attention
Extra Activity - Play and Learn English 4 - Unit 9 - 2/3 www.idiomagic.net | © Idiomagic Publisher

a fruit salad! I’ll need… Immediately after you say to this detail, because you want to make sure that
that, the students next to you will mention the card your students check all the structures you have
Extra Activity - Unit 9
he/she has stuck, and the pupil next to him/her will taught them throughout the unit. My name is

do the same with their own image. Therefore, you

________________________________________________________________________

and the children will be able to make a long sentence

in which you include fifteen items. On each occasion
you should mention new students to play.
Extra Activity - Unit 9
Write a big number on the board. Place the My name is

flashcards on the floor with the images facing

________________________________________________________________________

downwards, and name a volunteer. According to the

Extra Activity - Play and Learn English 4 - Unit 9 - 3/3 www.idiomagic.net | © Idiomagic Publisher

image they pick, they should be able to stick this card

on the board, and to deliver an appropriate sentence: Pages 203 and 204 - Let’s cut and glue!
Students will color and cut the fruit and mouths,
then, they will glue the mouths on the monkey’s
Go to Extra Activities
face and the fruit in the boxes
Extra Activity - Play and Learn English 4 - Unit 9 - 1/3 www.idiomagic.net | © Idiomagic Publisher

Play and Learn English 4 / Teacher’s Guide 105

 Templates

Pages 205, 206 and 207

Students will colour the different fruits and the
basket. Then they will choose some fruit and place
them in the tree, finally they will perform a sentence
about their basket.
Student: In my basket I have a pear, a lemon,
grapes and an apple!

Templates - Play and Learn English 4 - Unit 9 - 1/5 www.idiomagic.net | © Idiomagic Publisher
Templates - Play and Learn English 4 - Unit 9 - 5/5 www.idiomagic.net | © Idiomagic Publisher

Page 209
Students will cut and complete the faces with the
missing parts. Then they glue it on a sheet of paper
and they will draw the fruit they like and don’t like
around. Student come to the front and present the
work to the rest of the class.
Templates - Play and Learn English 4 - Unit 9 - 4/5 www.idiomagic.net | © Idiomagic Publisher

Templates - Play and Learn English 4 - Unit 9 - 2/5 www.idiomagic.net | © Idiomagic Publisher

Page 208 Go to Templates

Students will work with the rest of the fruit from the
previous activity. They will choose some fruit and
place them on the tree, finally they will perform a
sentence about their trees.
Student: In my tree I have a pear, a lemon, grapes
and an apple!

Templates - Play and Learn English 4 - Unit 9 - 3/5 www.idiomagic.net | © Idiomagic Publisher

106 Play and Learn English 4 / Teacher’s Guide

 Then draw the outline for a Tic Tac Toe game on the
Tests board. Stick a flashcard on each of the nine spaces (you
could as well draw the items). A member of each team English Test - Unit 9
My name is
will throw the dice that you will provide them with and Total
Points
___________________________________________________________

Suggest some fun activities to your students, with the whoever gets the highest number will make their team
objective to reinforce the knowledge they have on the able to begin. This group will come up with a sentence
structures I like…/ I don’t like… based on the flashcard they pick, and the structure they
Begin asking the children to place themselves in a line, represent (affirmative or negative).
one next to the other. At the end of this line you will place If the sentence is accurate they will be allowed to remove
on the floor the flashcards from this unit and the masks. an image, to replace it for their sign. Then it will be the
Think of a sentence that includes I like… or I don’t like… other team’s time to play, following the same procedure. English Test - Play and Learn English 4 - Unit 9 - 1/2 www.idiomagic.net | © Idiomagic Publisher

and say it to the first child of the line, whispering. This Remind the children that in order to win the teams must
same structure will be repeated along the children, draw their sign three times, on a vertical, horizontal, or
always as a secret, until it reaches the last student of diagonal line.
the line. This child will then, have to pick the flashcard Team ‘I like’: (they select the flashcard of the apple) Page 210 - Listen and color
and mask that correspond to the sentence heard. I like apples. Your students will have to listen to your sentences in order
In games like this one, always remember how important For our next idea it would be better if you started the to color only the fruits you mention. Make sure they pay
it is to change places when playing. activity in order to set the example for your students.
attention to the activity.
A second option is to draw with chalk on the floor three Stick a card on each of your soles. The one on the right
big circles: the first one will represent I like…, the second will represent I like… and the image on the left sole Teacher: I like bananas and strawberries, but I don’t like
one but, and the last circle I don’t like… I don’t like… Walk around making sure you lift your feet watermelons or grapes.
You could place the masks where they belong, above the enough to allow the students mention a sentence that
circles. Once everybody is ready you can choose the first involves both images, the structures you are checking,
volunteer. This child has to jump inside the first circle as and the conjunction but. English Test - Unit 9

they deliver the first part of their sentence. Then they As a last option ask the children to sit in a circle on My name is
Total
Points
___________________________________________________________

will jump to the second ring to introduce the contrast in the floor; throw a ball to one of them while you deliver
the information, and lastly, to the third circle, in order an affirmative sentence. Whoever catches it must
to complete the sentence properly. Remind the students repeat the information, but in the context of a negative 8 15
12
that they should involve their personal preferences when sentence. This child also has to throw the ball again to
playing. a classmate, who will continue the procedure, this time
Child: (jumps inside the first circle) I like grapes… naming a different fruit.
20 3 18
(continues with the second one) …but… Teacher: (throw the ball) Yummy yummy, I like oranges.
(lands on the third circle) …I don´t like oranges Child 1: (gets the ball) Yuck yuck, I don´t like oranges.
English Test - Play and Learn English 4 - Unit 9 - 2/2 www.idiomagic.net | © Idiomagic Publisher

Our third suggestion is to divide the children in two (Then he/she throws the ball to a classmate) Yummy
teams: one will represent I like and the other I don’t like. yummy, I like pears. Page 211 - Let’s draw!
Child 2: (has to negate the previous information) Yuck
Students will draw the correct amount of fruit in
yuck, I don´t like pears. (throws the ball one more time)
Yummy yummy, I like bananas.
each basket. They will perform sentences using the
Go to Tests structure I have...

Play and Learn English 4 / Teacher’s Guide 107

 UNIT 10 - Clothes / Weather Song
Vocabulary
Clothes: dress, skirt, T-shirt, belt, cap, tennis, Evaluation criteria What’s the weather like today!
shoes, socks, shoes, coat, pants, shorts. By the time this unit finishes, the children will have to
Today is a sunny day!
Weather: sunny day, cloudy day, rainy day. be able to mention what they wear, depending on the
I’m wearing a T-shirt.
weather.
Expressions BIS
What color is it? Today is a rainy day!
Materials
It’s... I’m wearing a sweater.
Flashcards from this unit, blanket, paper tape, Yay or
What do you have? BIS
Nay (Games), flashcards of colors, rope, clothes pins
I have... Today is a cloudy day!
outline of a boy and a girl, outfits, box, fibers or chalk,
What are you wearing? I’m wearing pants.
plastic rings, small luggage, drawings or pictures
I’m wearing... BIS
of clothing, construction paper, Dress up (Games),
She/He is wearing...
Change in the weather (Games).
The cap is...
What’s the weather like today? Flashcards
Today is... Total: 14
Clothes: dress, skirt, T-shirt, belt, cap, tennis
Project shoes, socks, shoes, coat, pants, shorts.
Ask the children to cut out different outfits from Weather: sunny day, cloudy day, rainy day.
magazines. Also, draw a piece of rope on a poster, in
Games
which the students will paste the images they found.
Total: 4
Expose the finished work under the title My clothes.
set 1: Dress up
set 2: Change the weather
Objectives for the unit
• To use words referred to clothing, footwear and
accessories.
• To learn and use sentences referred to the weather.

108 Play and Learn English 4 / Teacher’s Guide

Student's Book

10 Clothes/Weather
Unit

95 97 99

Lesson 1 Lesson 2 Lesson 3

1 2 3 4
101 103

Lesson 4 Lesson 5

Play and Learn English 4 / Teacher’s Guide 109

 UNIT 10 Student's Book
Lesson 1
Objective
10 Clothes/Weather
Unit

To present the different items that are part of this unit. answer must include the name of the object on the
flashcard.
Materials
Teacher: What do you have, Allan?
Flashcards from this unit, blanket, paper tape,
Child: I have a cap!
Yay or Nay (Games).
95

4 | Stick on the board the masks of Yay or Nay: ask

Playful activities the children to make a line in front of the board and
show the first child a flashcard, so that they infer
Page 95 - Listen and color
1 | Present the vocabulary using the cards. Ask the who could wear that item:
As they listen, the children must repeat and point at
children to repeat the names as you or them touch Teacher: (show the flashcard of a dress)
the different clothes on the page. Then allow them to
the images with a big hand. Who wears the dress?
color the scene as they prefer.
Teacher: It is a coat. Child: (sticks the card on the board) Girl!
In the cases of items that are worn by boys and girls,
Audio Script
2 | Suggest playing Memory Game: place the cards ask the volunteers to stick the cards in between the
Listen, repeat and point:
on the floor with the drawing facing downwards. masks.
• Look! This store is so big and beautiful.
Each time a child will try to find the card the
• There are many clothes and shoes here.
teacher names. If they achieve it they can keep the 5 | Place yourself in front of the students and pretend
• Yes, I can see a dress, a skirt, a T-shirt, a
cards and score. If not the flashcard must go to the you are trying on a piece of clothes, footwear or
belt, a cap, tennis shoes, socks, shoes, coats,
original position. accessories. Based on your movements the children
pants, shorts.
Teacher: Where is the dress? must infer which is the item you are describing.
Students: It’s here!

3 | Place the cards on the floor, this time with the Go to Songs and Listenings
Go to Picture Dictionary
images facing upwards. Ask the children to sit in a
circle and allow them to get a card. Make questions
to all of them about the item they possess. The

110 Play and Learn English 4 / Teacher’s Guide

 UNIT 10 Student's Book
Lesson 2

Objective
To add colors to the descriptions. more images so that the list of items they name
gets bigger each time.
Materials
Child 1: Dress.
Flashcards from this unit, flashcards of colors, rope,
Child 2: Dress, Pants.
clothespegs, Dress up (Games). 97

Child 3: Dress, Pants, Belt.

Playful activities
1 | With your students sitting on the floor in a circle, 4 | For this activity you will need a piece of rope and
Page 97 - Put the stickers
show them all of the cards again, but this time make some clothespegs. Hang the rope in a section of the
Your students must place the stickers from page 105
questions about the colors they have. classroom that is accessible for the children. Then
on the rope of the image, under your instructions.
Teacher: What color is the skirt? ask a student to hang on the rope the flashcard you
Children: It’s ... request. Continue naming children to play, and once
all of the images are on the rope ask the pupils to
2 | This time the images of this unit and those of keep their eyes shut, so you can remove a flashcard.
colors will be on the floor separated in two groups. To They have to infer which is the missing one.
each child, mention a sentence that contains a color
and an item; they have to look for those flashcards. 5 | For this activity unit the Dress up (Games). Divide
Teacher: Bruno, the belt is green. the class in two groups: give the outline of a boy to
the first team, and that of a girl to the second one.
3 | You could suggest playing Word Snake: your You can give the teams some time for them to put
students will be sitting in a semi circle, and you will the clothes they want on their figures. The teams can
be placed in front of them. Show a flashcard to the then describe what those outlines are wearing.
first child, and place it on the floor. This child must
name the item. Next, select another card and put it
on the floor, next to the first one. The second child
Go to Let’s Sing!
on the circle will have to name the first flashcard,
and the second one, too. Continue the game, adding
Play and Learn English 4 / Teacher’s Guide 111
 UNIT 10 you mention. This is a very good activity that will Student's Book
enable everybody to participate and give their opinion.
Lesson 3
3 | This time use three plastic rings: put them on the
floor, and place a flashcard corresponding to the climate
Objective on each of them. Mention a volunteer and then name
To learn about the weather. the different climates, so that this child jumps inside
the correct circles:
Materials Teacher: Sunny! Rainy! Cloudy!
Flashcard from this unit, clothes, box, fibers or chalk,
plastic rings, silhouettes of a boy and girl, clothes, 4 | Suggest listening to the song of this unit, thinking 99

small luggage, Change in the weather (Games). of an easy-to-follow choreography: use your hands to
make mimics about the weather, and the mentioned
clothes. Page 99 - Listen and color
Playful activities
Your students will listen, and then they will color the
1 | Bring different items of clothes, footwear and 5 | Bring a small luggage or handbag. The children will
mentioned item, following the instructions of the script.
accessories to the classroom. Put all these elements be sitting in a circle, and this element will be at its center.
inside a box and separate the children in two groups. A Explain that you are about to make a trip, and you
member of each team will have one minute to try on as will need their help to prepare everything. Show each Audio Script
many items as possible. Then, while they are taking off flashcard you are going to put inside the bag so that Listen and color:
these elements, ask the students to name the clothes they can mention it. Then say goodbye and pretend • This room is a mess!
and accessories they see. The teams score for every you are leaving, but just before that happens, you want • The T-shirt is light blue.
correct answer. Allow two other children to continue to check one more time that you have everything you
• The skirt is purple.
playing. need. Therefore, open the luggage and remove the
• The pants are dark blue.
cards for the students to name them one more time.
2 | In order to teach the students about the different This is an activity that can be presented in many • The dress is pink.
climates, you can use the puppets from Change in the different ways. For instance, you can provide each • The tennis shoes are gray.
weather. Place them in front of your face and mention student with a flashcard, and when you mention them • The shorts are light green.
the expression each of them represents. Then change the children will put the images inside. • The belt is orange.
them faster so that the children can name them.
Another alternative is to hand the three puppets to a
child: mention the expressions and let the student place
the corresponding mask in front of their face.
Next, ask the children to draw the appropriate clothes, Go to Let’s play! Go to Songs and Listenings
footwear and accessories depending on the weather

112 Play and Learn English 4 / Teacher’s Guide

 UNIT 10 Student's Book
Lesson 4

Objective
describe what a person wears. You can first tell them
To learn and use descriptive sentences.
what you are wearing, so your students can observe
the structure. Then request a volunteer to tell the rest
Materials
of the class what he/she is wearing:
Flashcards from this unit, box, clothes, fibers or chalk,
Teacher: I’m wearing a T-shirt, pants and tennis 101

Dress up (Games).
shoes. What are you wearing?
Child: I am wearing a T-shirt, shorts and shoes.
Playful activities Page 101 - Let’s match!
1 | Ask the children what is the weather like today: As they listen to the track, explain the children the
5 | Use the figures of the boy and the girl, plus the
Teacher: What’s the weather like today? meaning of the content using mimics. They can
clothes provided in the Dress up for the following
Children: Today is... also answer the question included in the track. Later,
activity. Mention a volunteer and begin describing
In order to have more than one answer, you could request your students to match the clothes to the
either what the girl or the boy is wearing.
show them the other masks. corresponding weather.
Teacher: The girl is wearing a blue T-shirt,
a pink skirt and white tennis shoes.
2 | Now the children will be in a circle and each of Audio Script
We suggest you to use the words boy/girl with the
them will be given an item of clothes, footwear or Listen and learn some more:
pronouns he/she, so that these words are as natural
accessories. Put a box in the middle and mention • Oh, no! It’s a rainy day!
as possible.
a statement related to the climate so that all the • Yes, yes! It’s a sunny day!
students who have an item that corresponds to it can • Ooh! It’s a cloudy day!
put the elements inside the box. • And, what’s the weather like today?
Teacher: Today is a cloudy day.
Go to Let’s Color!
3 | Draw a big umbrella on the board with three
Go to Songs and Listenings
divisions, one for each climate. Name children to pick
a flashcard to stick them in the section they belong.

4 | The next objective in this unit is to teach how to

Play and Learn English 4 / Teacher’s Guide 113

 UNIT 10 Student's Book
Lesson 5
Objective
To make a revision on the words and phrases learnt 4 | Using the circles or rings, ask your students to take
throughout the unit. turns to place a card inside the corresponding circle:
Teacher: Coat.
Materials Child: Cloudy day.
1 2 3 4
Flashcards form this unit, box, clothes, plastic Then ask the children to remove a card from each 103

rings, chalk. circle to make the corresponding sentence:

Child: Today is a rainy day. I am wearing pants.
Page 103 - Listen and draw
Playful activities
The children will listen and draw the corresponding
5 | Mention different sentences, right or wrong, so
1 | Using the box with clothes, ask a child which item outfit to each child on the scene, using the
that your students correct you in case they have to:
they have to try on. If they do it correctly, they score. appropriate colors.
Teacher: It’s a cloudy day. I need a dress.
Teacher: Put on a blue T-shirt.
Children: Yes!
Audio Script
Teacher: It’s a sunny day. I need a sweater.
2 | Your students will be sitting in a circle and they Listen:
Children: No!
will be given an item to try on. Then describe a I’m wearing pants, shoes and a T-shirt.
sentence so that the children can infer who you are Now, listen and draw:
describing:
Number one: Today is a rainy day. He is wearing
Teacher: He is wearing a red hat. black shoes, yellow pants and a red sweater.
Child: He is Pedro! Number two: Today is a sunny day. He is
wearing light blue tennis shoes, dark green
3 | Expose the flashcards of the weather and repeat Go to Index shorts, an orange T-shirt and a yellow cap.
their names a few times, until the students know Number three: Today is a cloudy day. She is
wearing a pink dress and brown tennis shoes.
them by heart. Then ask the children what they
Number four: Today is a sunny day. She is wearing
would wear according to the weather.
a purple skirt, an orange T-shirt and red shoes.
Teacher: Today is a sunny day.
What are you wearing?
Children: I am wearing shorts!
Go to Songs and Listenings
114 Play and Learn English 4 / Teacher’s Guide
 a flashcard of colors. You can deliver a sentence and the students can take turns to go to the front and
Complementary material name a volunteer to guess where the card with the describe their puppet. Encourage them to use the
item might be. Everybody will have just one chance pronouns he/she when they describe the figures.
Child: (exposes his puppet of boy)
to guess. In case the students guess, the cards will be
Extra Activities stuck on the board to deliver the appropriate sentences.
He is wearing a blue T-shirt and black shorts.

Stick on the chest of the children the flashcards of

clothes. Then ask them to walk around the classroom, Extra Activity - Unit 10
Use the flashcards of clothes and footwear to suggest
until you say ‘Pairs!’ At that moment everybody must My name is

fun games, whose objective is to continue reviewing

_______________________________________________________________________

look for a classmate with whom they can come up with

structures and vocabulary.
an outfit. Each team will go to the front to describe the
Draw eleven circles on the floor with chalk and place a
result of their matching.
flashcard inside each of them. Then name a volunteer
Child 1: (carries the flashcard of the T-shirt)
who will jump inside the circles with the images
I´m wearing a T-shirt…
you mention. Once you notice that they can easily
Child 2: (the card belongs to the skirt) …and a shirt.
follow the activity, dictate the items faster. Another
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In order to make the activity even more engaging the

possibility is that after jumping inside the circles the
students can add colors to their descriptions.
children repeat the sentence you delivered.
Teacher: I´m wearing a T-shirt, pants and tennis Extra Activity - Unit 10

shoes. Extra Activity - Unit 10

My name is
_______________________________________________________________________

My name is
Child: (jumps inside the circles) _______________________________________________________________________

Stick the card of a color on the board and place the

flashcards of this unit on the floor, with the images
facing downwards. The children will be sitting in a circle
around these cards. Ask a child to turn over a flashcard
and to stick it next to the color exposed. In this way, Extra Activity - Play and Learn English 4 - Unit 10 - 3/3 www.idiomagic.net | © Idiomagic Publisher

they can come up with a descriptive sentence. Also, Extra Activity - Play and Learn English 4 - Unit 10 - 1/3 www.idiomagic.net | © Idiomagic Publisher

it could happen that the volunteer sticks the card and

their classmates deliver the sentence. Page 212 - Color and cut Pages 213 and 214 - Let’s color and cut!
The last alternative would be to stick more than For this activity you will have two photocopiable Students will color the different items of cloth and cut
sheets of paper. The children will color the figures them. You can bring to the classroom a piece of rope
of the boy and girl, and will dress them up with
to use it as a cloth line and some clothes pegs. Each
pictures from magazines. Once all the work is done
Go to Extra Activities student will come to the front and hang their clothes
the silhouettes must be cut out and you will place a
brochette stick behind, to obtain puppets. Finally, all on the line.
Play and Learn English 4 / Teacher’s Guide 115
 Templates
Pages 216, 217, 218 and 219
Students will color the weather images then you will
help them cutting them and place a balloon stick at
their backs so students will hold them as puppets.
They will produce sentences.
Students: Today is a sunny day!

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Page 215
Students will draw the clothes on the cloth line. They
will produce sentences and show their work to the class.
Students: It is a red dress, it is a green shirt, etc.
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Page 220
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Students will dress up the characters. They will take

into account the climate in each picture. Then they
will describe each one.

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Go to Templates

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116 Play and Learn English 4 / Teacher’s Guide

 Tests Also, distribute the flashcards of clothes and footwear
among the rest of the children. Play the song of the English Test - Unit 10
My name is
Total

unit and let them dance. When you keep the track _____________________________________________________ Points

You can continue using the elements provided in

on hold they will have to run to the classmate who
your book to suggest more fun activities to carry out
has the mask that corresponds to the item they are
with the children.
holding. The student with the masks will deliver a
A first idea is to distribute the flashcards of clothes
sentence and all the classmates around them will
and footwear among your students. You will hold the
complete the descriptions naming the elements they
masks of the weather. Place one of them in front of 3

have on the flashcards. Beware of the fact that there

your face, so that the children who have items that
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are items that can be worn in more than one climate

correspond to this climate can sit at the center of the
condition, so they can participate in more than one
classroom. Also, encourage them to complete the Page 221 - Draw and color
group.
description: The children must draw the clothes they would
Put the cards of the climates to a side of the
Teacher: (use the mask of rain) Today is a rainy day. like to take with them when traveling. Encourage
classroom and those of clothes and footwear in a
Child: Today is a rainy day. I’m wearing a sweater. them to color them, so they can expose later their
different place (all of them must have the image
Place three chairs in the middle of the classroom finished work.
facing downwards). Taking turns, ask the children to
and stick a mask on each back. The flashcards will be
turn over a card from each group: if they match the
on a table, mixed. Once at a time, the children will pick
students can think of the corresponding sentence.
a card, and after naming it they will sit on the chair
If not, the flashcards will go back to their former English Test - Unit 10
that belongs to the image they have. Allow everybody
position. My name is
Total

to participate.
_____________________________________________________ Points

Child: (turns over the flashcard of the sun and a dress)

Another suggestion is to put the flashcards on
Today is a sunny day. I´m wearing a dress.
the floor making a circle, with a plastic bottle in the
This time put only the flashcards of clothes and
middle. Ask a volunteer to select a mask; after saying
footwear inside a box. The children will be sitting in
the corresponding sentence, the student must spin
a circle and will pass the box among them as you
the bottle. The objective is that the flashcard pointed
play the song of the unit. Hold a mask and when
by the top of the bottle is suitable for the mask they
you decide it, stop the music: the student who has
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picked.
the box will extract an image with their eyes shut.
Mention three children to go to the front and stick
This flashcard should be adequate to the weather Page 222 - Let’s draw!
the masks on their chest. These students will place
exposed on the mask. Finally, they must deliver the Students will draw the correct cloth item on each
themselves in different sections of the classroom.
appropriate sentence. You could vary the activity character according to the weather.
asking a volunteer to select the mask.

Go to Tests

Play and Learn English 4 / Teacher’s Guide 117

 Festivities Festivities - Easter
My name is
_______________________________________________________________________

EASTER
• In order to celebrate Easter, it is a good idea that, once you have taught
the children the vocabulary, you suggest an activity. For example, you can
organize a race with Easter eggs: they will be made by you. You can use small
balls or those containers that come inside chocolate eggs. Whichever you Festivities/Easter - Play and Learn English 4 - 1/3 www.idiomagic.net | © Idiomagic Publisher

decide to use, decorate them as Easter eggs, painting them. Also, take with
you some spoons. Chose two or three students on each occasion, put a piece
Page 223 - Cut and color
of paper tape on the floor and ask the children to step on it. Also, let the
Students will color the Easter bunny and cut the different
students put the spoon in their mouth, and the Easter egg on it. Whoever gets
parts. Finally students will join and glue the bunny body
to the finish line first without dropping the spoon (they cannot hold it with
on the picture. They will also color the carrots.
their hands), is the winner of the competition. Make sure everybody has the
chance to participate.

Festivities - Easter
My name is
_______________________________________________________________________

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Page 224 - Let’s glue!

Students will count the eggs in each basket and color
Indicate the children to paint the Easter Bonnie using cheerful colors. Do not the correct numbers.
forget to add the little card with the salutation.

Go to Festivities

118 Play and Learn English 4 / Teacher’s Guide

FATHER’S DAY CHILDREN’S DAY
With the help of your students, make a poster that could perfectly decorate • For this special occasion you can suggest an entertaining activity. Bring to the
the classroom. The children will have to draw a man, who will represent their classroom a circle of white construction paper for each student. Using crayons and
fathers. You can add a real object, such as a tie or a belt, to give the poster a pencils, everybody will have a couple of minutes to draw a classmate, without revealing
3D effect. their name. Once they finish, ask each student to go to the front; the rest of the children
will have to guess who this child drew. The only answer they can give is Yes or No.
Child: (shows his design)
Classmates: It’s Marcos!
Child: No!
Classmates: It’s Diego!
Child: Yes!

In what refers to the card, the children can decorate it as they wish. Remember
to teach the phrase Happy Father’s Day!
If you wish you can take some candies which the children can give to one another
as a present together with the portraits.
The card for this celebration is perfect for a door’s knob. Your students can
decorate it as they wish.

Play and Learn English 4 / Teacher’s Guide 119

 MOTHER’S DAY
• We suggest you to make a poster with the pictures of the children’s mothers.
Ask for the photos with plenty of time and make sure they know that the pictures
will be pasted. Give every child the opportunity to describe their mother, her
eyes’ and hair’s color, etc.

When the children color the card, add a small candy that they can take home.
Also, teach the expression Happy Mother’s Day.

120 Play and Learn English 4 / Teacher’s Guide

HALLOWEEN
• A fun game you can try with the children is a version of the classic “Bobbing Festivities - Halloween

for apples”: in a big and deep plate place a candy. Then fill the plate with
My name is
_______________________________________________________________________

uncooked noodles, to cover the sweet. Each child will place their hands behind
their back to look for the candy with their mouth. The ones who achieve it can
keep the sweet as a prize, and you will replace it. This game is quite safer for the
children than playing with water (as the original version of the game indicates).
Anyway, beware of their movements to avoid accidents.
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Page 225 - Let’s match!

Students will match the pair of pumpkin faces.

Festivities - Halloween
My name is
_______________________________________________________________________

1 8 5

2 9 6

3 10 7

3 13 11

4 14 12

5 15 13

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They can use crayons or paint, making sure to color both figures. Before you
paste the sides, place a short extension of elastic thread between them, to give
Page 226 - Count and color
movement to the spider. If you can, turn off the light and use the light of a
Students will count the halloween characters and
flashlight; if the children move their spiders towards the light, they will see a big
color the correct numbers.
shadow on the wall. Your students will love this activity.

Go to Festivities

Play and Learn English 4 / Teacher’s Guide 121

 CHRISTMAS
In order to reflect the atmosphere of Christmas you could try setting a shelter Festivities - Christmas
My name is
like the one in which Jesus was born, to decorate the classroom. Take with you _______________________________________________________________________

different toys of animals and also make little signs in which you write the names
of those animals in English. This will be an excellent opportunity to check all the
vocabulary they have learnt throughout the year.

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Page 227 - Let’s complete!

Students will complete the missing half on the
Christmas ball and color as they wish.

Festivities - Christmas
My name is
_______________________________________________________________________

3
2
5
3
7
8
Ask the children to color Santa with red paint. The silhouette will be perfect for 4

their Christmas tree back at home. Teach them the phrase Merry Christmas!.
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Page 228 - Cut and glue

Students will count the Christmas elements and cut
and glue the correct numbers.

Go to Festivities
122 Play and Learn English 4 / Teacher’s Guide
 Index

Unit

1 2 3 4 5
Hi, Hello, Bye-bye, Black, White, Blue, Milk, Coffee, Tea, Bread, Mother, Father, Numbers:
Teacher, Boy, Girl, Yellow, Red, Green, Cookie, Cake, Sugar, Grandmother, zero to twenty.
Student, School, Gray, Brown, Purple, Yoghurt, Cheese, Grandfather, Sister,
Vocabulary Good Morning, Orange, Pink. Corn flakes. Brother, Baby, Aunt,
Good Afternoon, Uncle, Cousin.
Good Night.

I´m a boy. What color is it? What do you want for This is my family. Let’s count!
I´m a girl It’s… breakfast? I love my family. Let’s count down!
She is a girl. I have a… balloon. I want…, please I love my... How old are you?
He is a student. What´s your favorite Yummy yummy Who is she? I’m… years old.
She is a teacher. color? I like… She is my…
It´s a school. My favorite color is…. Yuck yuck Who is he?
Expressions What´s your name? It´s light/dark…. I don’t like… He is my…
My name is… Give me a… balloon, I’m very, very hungry.
What´s your full name? please.
My full name is…
How are you?
I´m very well, thanks.

Play and Learn English 4 / Teacher’s Guide 123

 Index

Unit

6 7 8 9 10
Eyes, Ears, Nose, Judo, Cycling, Running, Turtle, Hamster, Cat, Apple, Pear, Orange, Dress, Skirt, T-shirt,
Mouth, Hair, Head, Basketball, Volleyball, Dog, Fish, Bird, Parrot, Pineapple, Banana, Belt, Cap, Tennis shoes,
Eyebrows, Tongue. Tennis, Soccer, Rabbit. Watermelon, Melon, Socks, Shoes, Coat,
Vocabulary Baseball, Dance, Lemon, Papaya, Pants, Shorts.
Swimming, Rugby. Strawberry, Coconut,
Peach, Mango,
Grapes, Cherry.
Touch the… I do… I have a blue… Yummy yummy The T-shirt is…
Open your… I play.. I love my pets. I like… I’m wearing a…
Show me your… What can you do? What animal is it? Cut the… She/He is wearing a…
Close your… I can… It’s… Mix them together Today is a rainy day!
I have a big… What can´t you do? What color is your dog? There are four brown Today is a sunny day!
I have a little… I can’t… My dog is black. coconuts. Today is a cloudy day!
She has long black hair. What´s your favorite I have three yellow I want… What’s the weather
Expressions He has short brown sport? hamsters. Let’s prepare a fruit like today?
hair. My favorite sport is…. I don’t have two salad. Today is a rainy day.
Let’s play…! brown cats. What do you like? He is wearing…
I like….
What don’t you like?
I don’t like…
I like…, but I don’t like…

124 Play and Learn English 4 / Teacher’s Guide

Photocopiable
Section

Play and Learn English 4 / Teacher’s Guide 125

 PLAY AND LEARN ENGLISH 4 UNIT LESSON

LESSON PLAN
CLASS N° DATE

Vocabulary Contents

Activities:

Materials Book of activities:

Observations:

Do not forget that...

126 Play and Learn English 4 / Teacher’s Guide

 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:

Play and Learn English 4 / Teacher’s Guide 127

 Extra Activity - Unit 1
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 English Test - Unit 3
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31

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 Extra Activity - Unit 8
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








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





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 English Test - Unit 9
My name is
Total
Points
___________________________________________________________

8 15
12

20 3 18
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 English Test - Unit 10
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 Festivities - Easter
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224 Play and Learn English 4 / Teacher’s Guide Photocopiable © 2021 Idiomagic Publisher
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1 8 5

2 9 6

3 10 7

3 13 11

4 14 12

5 15 13

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 Festivities - Christmas
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3
2
5
3
7
4
8
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