Back to school 1 · 2015. 4. 22. · Los alumnos identifi can y nombran los números ordinales. Competencias sociales y cívicas: Los alumnos trabajan en equipo para preguntar y
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Lesson 1Back to school
Back to school14
• presentar el vocabulario principal (números ordinales)
• practicar el vocabulario principal mediante la expresión oral
• practicar cómo escribir el vocabulario principal
Lenguaje nuevo: los números ordinales 1–10
Lenguaje reciclado: lenguaje de la historia, los meses, race, party, castle, win, week, Maths, day, month
Lenguaje receptivo: I can’t remember much. You’ve got a good memory.
Competencia en comunicación lingüística: Los alumnos identifi can y nombran los números ordinales.
Competencias sociales y cívicas: Los alumnos trabajan en equipo para preguntar y responder sobre un dibujo.
Competencia en matemáticas: Los alumnos usan los números ordinales para hablar de acontecimientos.
Competencias clave
Objetivos
Lenguaje
Materiales
Digital MindsHome-school link
Revision of ordinal numbers – 0 Lesson
Back to school
4
CD
032 Read, listen and say the correct sentences.
The Time Travellers are in the past.
2 The third place they went to was Istanbul.
3 They met the professor in the past.
4 They have a Maths lesson next.
3 Say a word for your partner to guess the correct place.
CD
02 Listen and say the words. Check with your partner.
Fourth!Istanbul
2 3 4
5
67 08
AR
2nd – second2
6th – sixth6
th – ninth
3rd – third3
5th – fifth5
8th – eighth8
0th – tenth0
7th – seventh7
4th – fourth4
st – first
Alex, Phoebe and Patrick are back from their time-travelling adventures. It’s lunchtime and they are in the school playground. They’re talking about all the places they visited.
Back to school
Revision of ordinal numbers – 0 Lesson
Back to schoolBack to school
4
Complete the words.
2 Look at the pictures and complete the sentences.
3 Look at Activity 2. Read and write the correct answers.
Is Jack first in the race? No, he is second.2 Is the party on 7th October?
Warm-up• Repasa los nombres de los personajes dictándoselos a la
clase con las letras desordenadas.
• En parejas, los alumnos deletrean correctamente los nombres.
Presentación• Lee el título de la unidad y el texto de la parte superior
de la página.
• Anima a la clase a dar información de los dibujos de cada bocadillo de pensamiento sobre lo que pasó cuando los personajes viajaron en el tiempo en el nivel 5. Pregunta Where did they go? Who did they meet? What did they do?
• Comprobad los nombres de los personajes y pregunta a los alumnos si recuerdan cómo viajan en el tiempo (pasan a través de una puerta).(pasan a través de una puerta).
CD1
021 Listen and say the words. Check with your partner.
• Los alumnos miran los números ordinales y las palabras.• Pon la grabación.• La clase escucha cada palabra y la repite a coro.• Vuelve a poner la grabación. Los alumnos repiten en
grupos.
• Practican las palabras nuevas en parejas.Practican las palabras nuevas en parejas.CD1
032 Read, listen and say the correct sentences.
• Leed juntos las frases en voz alta.• Pon la grabación.• Los alumnos escuchan y dicen las frases correctas.• Vuelve a poner la grabación. Comprueba con la clase.
CD1, pista 03
Phoebe: We’re back at school! Alex: It’s so strange ... Did we
really go time-travelling and visit all those places? I can’t remember much.
Patrick: Let’s think about it together. First we were in our Science lesson and there was an explosion – we walked into the time tunnel and arrived in the USA! We met Elvis there.
Alex: That’s right. And then we went to Istanbul and Phoebe got lost.
Phoebe: No, the third place we visited was England. We met Shakespeare there and went to the Globe Theatre. Istanbul was the fourth place, I think.
Patrick: Yeah. Then the fi fth place was the ship the Marie Celeste and we hid in a lifeboat. The sixth was the professor from the future. We saw all his crazy inventions. Do you remember? That was my favourite one. Then in the seventh place we met Alexander Fleming, the eighth was ancient Egypt and we saw a mummy, and the ninth was the pirates on the island.
Phoebe: Wow, you’ve got a good memory, Patrick!
Alex: Really good! Oh, I don’t want to be back in school. I want to do more time-travelling.
Phoebe: Well, me too, but now we have to go to the Science lab again. We’ve got
Science with Mr Davis in fi ve minutes. Come on. Let’s go.
Alex and Patrick: Oh OK.
Respuestas: 1 The Time Travellers aren’t in the past. 2 The third place they went to was Shakespeare’s Globe Theatre in England. 3 They met the professor from the future. 4 They have a Science lesson next.
3 Say a word for your partner to guess the correct place.
• Haced una demostración con las indicaciones.• Los alumnos practican en parejas, preguntando por
distintos lugares.
• Corregid juntos preguntando a algunas parejas.
1 Complete the words.• Los alumnos escriben los números ordinales correctos.
2 Look at the pictures and complete the sentences.• Los alumnos completan las frases con los ordinales.
Respuestas: 2 fi fth, 3 second, 4 fourth, 5 fi rst, 6 sixth
3 Look at Activity 2. Read and write the correct answers.
• La clase vuelve a mirar los dibujos y escribe frases usando los números ordinales.
Respuestas: 2 No, it’s on 5th October. 3 No, it wins fi rst prize. 4 No, it’s the seventh (day of the week). 5 No, it’s the second (class of the day). 6 No, it’s the ninth (month of the year).
Pupil’s Book, page 4
Activity Book, page 4
ACTIVIDADES OPCIONALES
Refuerzo• Anima a los alumnos a decir acontecimientos y
cosas que pasan en su vida que se puedan describir usando números ordinales, p. ej. birthdays, English class, mum’s birthday, winning a prize.
• Di un ejemplo sobre ti, p. ej. My birthday is in the third month of the year.
• Los alumnos escriben frases sobre sus vidas.☛ Mira también la Teacher’s Resource Book
Worksheet 1, p7
Ampliación• Pide a diez alumnos que se pongan de pie en fi la. • Cuéntalos desde el principio al fi nal de la fi la,
diciendo su nombre y el número que ocupan (p. ej. Ana – 1st, Tomás – 2nd).
• Di el nombre de uno de ellos y que la clase diga el ordinal que le corresponde.
MIA AND THE MYSTERY CATSHOME MUSICPHOTOS BLOG CONTACT US
5
Read, point to the people and say the names.
Lesson 2 Simple present / present continuous
CD
042 Listen and say.
3 Roll the dice and say.
what your classmates are doing 4 where you live
2 what your parents do 5 what your best friend likes
3 what you are doing 6 what the teacher is doing
Simple present / present continuous
I sing in a band. I’m drinking some water.
Jack plays the guitar. He’s reading a book.
They really like our music. They’re watching us record our new song.
“Hi my name’s Mia and I sing in a band. This is a photo of the band in the recording studio. I’m not singing in this photo because we’re taking a break. I’m drinking some water. Jack plays the guitar but now he’s reading a book. Danny is the drummer. He’s sitting next to Jack and playing on his phone. And that’s Liam and Lucy. They are our biggest fans. They really like our music. They’re watching us record our new single. Lucy is taking photos for our fan website.”
Mia
realia of a photoblog like Pinterest realia of a photoblog like Pinterest realia of a photoblog like Pinterest
23 4
5
I sing in a band.
Grammar focus
SEND ✓
5
CD
052 Listen and number the pictures. Then listen again and write the names.
Susan Jessica Mandy Jane Olivia Julie
Lesson 2 Simple present / present continuous
3 Read and circle the correct verb.
Susan always drinks / is drinking orange juice.
2 Mandy wears / is wearing trousers today.
3 Jessica always watches / is watching films on Saturdays.
4 Olivia always reads / is reading a book after school.
5 Julie sometimes sings / is singing on stage.
6 Jane plays / is playing her guitar now.
I / You / We / They reada comic every day.
He / She
I am
reading a comic now.He / She
We / You / They
I / You / We / They
Simple present
I amPresent continuous
1
a b c
d e f
Susan
Look and complete the tables.
Lenguaje nuevo: simple present / present continuous, recording studio, take a break, drummer, play on your phone, record (v)
Lenguaje reciclado: play the guitar, read a book, take photos
• Pon la grabación. Los alumnos escuchan y repiten a coro.• Repetidlo.• Practican las frases en parejas, turnándose para decir la
frase en simple present y luego en present continuous.
3 Roll the dice and say.
• Haz una demostración de la actividad. Lanza el dado y lee la frase correspondiente al número que te salga. Di una respuesta de ejemplo.
• Los alumnos juegan en grupos pequeños.• (Si no tenéis dados, los alumnos pueden escribir los
números en trozos de papel y los giran al azar.)
1 Look and complete the tables.• Los alumnos completan las tablas individualmente.• Comprueban en parejas antes de que pidas que digan
las respuestas.
Respuestas: reads, is, areRespuestas:
2 CD1
05 Listen and number the pictures. Then listen again and write the names.
• Los alumnos escuchan y escriben los números correspondientes en los cuadros.
• Vuelve a poner la grabación para que puedan escribir los nombres.
CD1, pista 05
1 Susan always drinks milk, but today she’s drinking orange juice.
2 Olivia always reads books, but today she’s reading a comic.
3 Jane often plays the piano, but today she’s playing her guitar.
4 Jessica always watches fi lms, but today she’s watching a cartoon.
5 Mandy sometimes wears dresses, but today she’s wearing trousers.
6 Julie sometimes sings in her bedroom, but today she’s singing on stage.
Respuestas: a 2 Olivia, b 5 Mandy, c 6 Julie, d 3 Jane, e (1 Susan), f 4 Jessica
3 Read and circle the correct verb.• Los alumnos leen las frases y eligen las palabras
correctas.
Respuestas: 2 is wearing, 3 watches, 4 reads, 5 sings, 6 is playing
Grammar focus [PB p83]
1 Say the correct answers.• Los alumnos leen las frases y eligen la opción correcta.
Respuestas: 1 walk, I’m going, 2 start, 3 it’s raining, 4 is waiting, 5 live
Pupil’s Book, page 5
Activity Book, page 5
ACTIVIDADES OPCIONALES
Refuerzo• En parejas, los alumnos juegan a adivinar con la
actividad 2 del Activity Book.
• Uno cierra el libro y el otro hace una frase, p. ej. She plays the piano. El que tiene el libro cerrado trata de recordar de quién se trata.
• Los alumnos se intercambian los papeles y cierra el libro el otro.☛ Mira también la Teacher’s Resource Book
Worksheet 2, p8
Ampliación• Los alumnos dibujan su propio cómic basado en
alguien que conocen o en alguien que se inventen.
• El cómic debe incluir actividades que la persona hace generalmente y otras que esté haciendo en ese momento. Diles que usen de apoyo la actividad 2 del Activity Book.
• Los alumnos escriben frases debajo de cada dibujo para describir lo que hace / está haciendo la persona.
Warm-up• Los alumnos trabajan en parejas.• Dicta a la clase cuatro frases. Pueden ser frases de la
página 5 del Pupil’s Book o del Activity Book. Tres deben ser incorrectas, p. ej. Mandy wears trousers today.
• Un alumno de cada pareja escribe las frases en un papel.
• Luego deciden entre los dos si la frase es correcta, y, si no lo es, qué es lo que está mal.
• Anima a los alumnos a responder y saca a voluntarios a escribir las frases correctas en la pizarra.escribir las frases correctas en la pizarra.
CD1
061 Listen to the song. Say the correct order of the pictures.
• Anima a la clase a decir quién, dónde o qué aparece en los dibujos del Pupil’s Book (the Marie Celeste, Elvis Presley, a pirate ship, William Shakespeare, Egypt, Istanbul).
• Pon la grabación. Los alumnos escuchan y, en parejas, dicen el orden correcto de los dibujos.
• Pueden usar el texto para comprobar sus respuestas.• Corregid las respuestas todos juntos.• Vuelve a poner la grabación, parando después de cada
estrofa para que la clase la repita.
• Cuando los alumnos se hayan aprendido la canción, practicadla todos juntos. practicadla todos juntos.
CD1
072 Listen and sing.
• Pon la versión karaoke para que la clase cante en grupos o en parejas.
3 Play the descriptions game. Think of a famous place for your partner to guess.
• Haz una demostración del juego pidiendo a dos alumnos que lean el ejemplo.
• Anima a la clase a decir con qué dibujo se corresponde el ejemplo.
• Los alumnos juegan en parejas.• Comprueba y ayuda cuando sea necesario.
1 Remember the song. Match the pictures with the words.
• Los alumnos miran los dibujos y los unen con los nombres y los lugares.
Respuestas: 2 c, 3 d, 4 f, 5 a, 6 e
2 Read and write the missing words.• Los alumnos usan las palabras de la caja para
completar la canción.
Respuestas: 2 Ancient Egypt, 3 Istanbul, 4 Patrick, 5 William Shakespeare, 6 Elvis Presley, 7 Alex, 8 pirate, 9 Marie Celeste, 10 Travellers
3 Where do you want the Time Travellers to go next? Write three ideas. Then talk to a friend.
• Los alumnos escriben frases. Las leen y las comparan con las de un compañero.
Pupil’s Book, page 6 Activity Book, page 6
ACTIVIDADES OPCIONALES
Refuerzo• Divide la clase en dos grupos.• Vuelve a poner la versión karaoke.• Los grupos se turnan para cantar cada estrofa.
Ampliación• Pide a los alumnos que lean en alto sus frases de la
actividad 3 del AB. Debatid todos juntos sus ideas. Pregunta cuál es la mejor idea y por qué.
Read the email and say the answers to the questions.
CD
082 Listen and say.
This year the 2 st (twenty-first) of May is going to be a Monday.
The 22nd (twenty-second) of May is going to be a Tuesday.
The 23rd (twenty-third) of May is going to be a Wednesday.
The 24th (twenty-fourth) of May is going to be a Thursday.
The 25th (twenty-fifth) of May is going to be a Friday.
This year the 2 st (twenty-first)
Grammar focus
3 Ask and answer questions about Molly’s plans.
Going to; ordinal numbers –3
What are you going to do on the first?
I’m going to join the volleyball team.
28 29 30
4 Write plans for this month in your notebook and talk to your partner.
Dear Megan,
Please tell me what to do. As you know my birthday is on the 23rd of April. It’s a Monday this year. I don’t want to have a birthday party on a Monday! And I can’t have the party on the 21st or the 22nd of April because I’m going away with my parents for the weekend. We’re going to visit Grandma in Bristol. What do you think? Should I have the party on Saturday the 28th of April or should I have it on the 5th of May? Please write soon!
Sarah
On the 5th I’m going to go to my swimming lesson.
Who has a problem?
2 When is Sarah’s birthday?
3 Where is she going to go on the 2 st of April?
4 What dates does she give for her party?SEPTEMBER
1 Saturday 2 new French restaurant 3
4
5 new Turkish restaurant 6
7
8 new Egyptian restaurant 9
10
11
12
13 new Brazilian restaurant 14 new Italian restaurant 15
16
17
18
19
20
21
22 new Mexican restaurant
7Lesson 4 Going to revision; ordinal numbers – 3
Write the days for the dates marked with a tick (✓).
3 Read about Miguel. Look at his diary and write sentences.
2 Read and work it out.
OCTOBER
14 Saturday 3 21 Saturday
15 Sunday 3 22 Sunday
16 Monday 23 Monday
17 Tuesday 24 Tuesday 3
18 Wednesday 25 Wednesday 3
19 Thursday 3 26 Thursday
20 Friday 27 Friday
SEPTEMBER
diary and write sentences.
Miguel Ganador loves his job. He eats in new restaurants and writes about them in newspapers. He never has to cook at home!
The 14th of October is a Saturday.
2
3
4
5
Miguel Ganador is going to eat in
a new French restaurant on the
the 2nd of September. It’s a Sunday.
2
3
4
5
6
Think!
Tom and Amy are Oscar’s brother and sister. Tom’s birthday is on Wednesday the 15th of June. His sister’s birthday is on the 1st of July, a Friday. Oscar’s birthday is exactly between his brother’s and his sister’s birthday. What date is Oscar’s birthday and what day is it on?
• presentar el segundo punto de gramática principal
• practicar la gramática principal a través de la lectura para obtener información específi ca
• practicar la gramática principal mediante una actividad de expresión oral
• practicar la gramática principal a través de una actividad de expresión escrita
Lenguaje nuevo: los números ordinales 11 – 31, going to
Lenguaje receptivo: Please tell me what to do. Please write soon.
Warm-up• Escribe en la pizarra los días de la semana con las letras
desordenadas. No digas a la clase lo que son.
• En parejas, los alumnos descifran las palabras.• Algunas parejas salen a la pizarra y escriben los días.• Pregunta a algunos alumnos cuándo es su cumpleaños,
p. ej. In June.
Presentación• Escribe el cumpleaños de Phoebe en la pizarra: 22 March.
Anima a la clase a decir cómo se lee (the twenty-second of March).
• Explica que también se puede escribir 22nd March. Escríbelo debajo de la fecha entre paréntesis.
• Aclara cuál se suele escribir y cuál se suele decir.• Pide a algunos que digan sus cumpleaños. La clase los
repite.
1 Read the email and say the answers to the questions.
• Anímalos a decir qué ven en la actividad 1 (an email). Pregunta quién lo escribió (Sarah) y a quién se lo enviaba (Megan).
• Los alumnos hacen la actividad en parejas.
Respuestas: 1 Sarah. 2 The 23rd of April. 3 She is going to (visit her grandma in) Bristol. 4 Saturday the 28th of April or the 5th of May.
CD1
082 Listen and say.
• Pon la grabación. Los alumnos escuchan y repiten.• Se turnan para practicar todas las frases en parejas.
3 Ask and answer questions about Molly’s plans.
• Muestra cómo hacer la actividad leyendo el ejemplo.• Lee las fechas, animando a algunos alumnos a repetirlas,
para comprobar si son capaces de decirlas.
• En parejas, los alumnos se preguntan y responden.• Haz un seguimiento preguntando a algunas parejas.
4 Write plans for this month in your notebook and talk to your partner.
• Lee en alto el ejemplo y di otro ejemplo nuevo, p. ej. On the 16th I’m going to go to the cinema.
• Ayuda con el vocabulario mientras los alumnos escriben sus planes.
1 Write the days for the dates marked with a tick (�).
• Los alumnos miran el calendario y escriben las fechas, los meses y los días en los bocadillos de texto de abajo.
Respuestas: 2 The 15th of October is a Sunday. 3 The 19th of October is a Thursday. 4 The twenty-fourth of October is a Tuesday. 5 The 25th of October is a Wednesday.
2 Read and work it out.
Thinking skill: pensamiento lógico-matemático
• Los alumnos leen el acertijo y averiguan el día y la fecha.
Respuestas: Thursday the 23rd of June
3 Read about Miguel. Look at his diary and write sentences.
• Los alumnos leen el pie de viñeta y el diario y escriben frases usando going to.
Respuestas: 2 He’s going to eat in a new Turkish restaurant on the 5th of September. It’s a Wednesday. 3 He’s going to eat in a new Egyptian restaurant on the 8th of September. It’s a Saturday. 4 He’s going to eat in a new Brazilian restaurant on the 13th of September. It’s a Thursday. 5 He’s going to eat in a new Italian restaurant on the 14th of September. It’s a Friday. 6 He’s going to eat in a new Mexican restaurant on the 22nd of September. It’s a Saturday.
Grammar focus [PB p83]
2 Put the words in order. Then answer the questions.
• Haced juntos un ejemplo pidiendo la respuesta para el primer ejercicio. Escribe la respuesta en la pizarra.
• Los alumnos escriben las preguntas individualmente.• Corrige la actividad escribiendo las preguntas en la
pizarra.
• Responde la primera con tus datos como ejemplo.• La clase se pregunta y responde en parejas.
Respuestas: 1 Where are you going to be tomorrow? 2 What are you going to do after school? 3 When are they going to make the cake for the party? 4 What are you going to name your dog? 5 What are you going to do in the summer holidays?
Pupil’s Book, page 7
Activity Book, page 7
ACTIVIDADES OPCIONALESRefuerzo• Escribe en la pizarra What are you going to do this
month?
• La clase se pregunta y responde en parejas con la información escrita en la actividad 4 del Pupil’s Book.☛ Mira también la Teacher’s Resource Book Worksheet 3, p9
Ampliación• Individualmente, los alumnos escriben un email
respondiendo a Sarah como si fuesen Megan en la actividad 1.
• Ejemplo de respuesta: Dear Megan, I’m going to a concert on the 5th of May. I think you should have your birthday party on Saturday the 28th. Bye.
Look at the pictures. What do you think is going to happen to the Time Travellers in the story?
CD
02 Read and listen to the story to check your answer.
The children went into the class and they sat down. ‘Oh, why are we back in our
Science lesson? I don’t like Science!’ said Patrick. Mr Davis walked in and started to explain, ‘Today, we’re going to do some experiments with liquids and powders and I want you to follow my instructions very carefully.’ Alex and Phoebe looked at each other. ‘This is strange,’ said Alex. ‘Look at the date. It’s 1st April. We started our time-travelling the same day!’
Mr Davis told the children to put on their aprons and safety goggles. ‘I’m worried that it’s all going to happen again. We’re going to have an accident and the yellow light is going to appear,’ said Alex. ‘Last time we got the experiment wrong because Patrick knocked the water over,’ answered Phoebe, ‘Patrick, today you’re not going to do any of the experiments!’ ‘That’s not fair!’ Patrick said.
The children went back to their desks. ‘Sit there,’ Phoebe said to Patrick, ‘and don’t touch anything!’ Patrick sat down and took off his goggles. Alex and Phoebe started the experiments. ‘OK. Let’s read the instructions very carefully,’ said Alex. They mixed the blue powder, the yellow powder and the right amount of green powder. Then they measured the green liquid and they put the mixture down on the desk.
Reading for pleasure; value: thinking about what you’re doing Lesson 5
Back in time again
8 Story practice; value: thinking about what you’re doing Lesson 5
Remember the story. Choose five adjectives from the box to complete the summary.
careful ill sorry worried excited happy
bored hungry
2 Choose the best answer for each question.
Why does Alex say ‘This is strange’?
A Because of the date.
B Because the Science lesson seems the same. 3
2 Why does Phoebe say ‘You’re not going to do any of the experiments!’ to Patrick?
A Because she doesn’t want the accident to happen again.
B Because he’s not very good at Science.
3 Why does Patrick say ‘That’s not fair!’?
A Because he really wants to do some experiments.
B Because he thinks the other two are being mean to him.
4 Why does Phoebe say ‘Sit there’ to Patrick?
A Because she wants him far away from the experiment.
B Because she needs him to help her.
5 Why does Mr Davis say ‘Excellent’ to the children?
A Because they finished the experiment.
B Because they are working well.
6 Why does Patrick say ‘I’m sorry’?
A Because he made the powder fall down.
B Because he doesn’t want to go through the gate.
The children go into the science lab. Patrick isn’t ( ) happy because he doesn’t like Science. Alex and Phoebe think that something strange is happening. Then they see the date and it’s the same date as when they started their adventures. Alex is (2) that it is all going to happen again. Phoebe says that they should be (3) not to have an accident. They decide that Patrick can’t help this time. Alex and Phoebe do all the same experiments again while Patrick just watches. He is (4) and he’s playing with his goggles.
Mr Davis, the teacher, comes to talk to the children and he tells Patrick to put his goggles on. The goggles fly out of his hand and knock over a jar of powder on the shelf above the desk. The powder starts falling into the mixture below it. There is a big explosion and Patrick is (5) , but then the yellow light appears. The children know what they have to do and they walk through the gate.
3 What can we learn from the story? Tick (3).
Don’t put things on high shelves because they can cause accidents.
Don’t play with things because you can cause accidents.
Don’t work with your friends because you may have an accident.
Think!
Values
• leer una historia por placer
• repasar el lenguaje de la unidad
• comprobar la comprensión
• identifi car el valor de pensar lo que se está haciendo
Lenguaje reciclado: personajes y lenguaje de la historia
Lenguaje receptivo: That’s not fair!, fl y into the air, thinking about what you are doing
CD
• Story
• Augmented Reality: story
• Online interactive activities: story
Competencia en comunicación lingüística: Los alumnos escuchan una historia.
Competencias sociales y cívicas: Los alumnos aprenden el mensaje de pensar lo que se está haciendo mediante una historia.
Warm-up• Escribe Phoebe, Alex y Patrick en la pizarra.• Anima a los alumnos a decir lo que recuerdan sobre
ellos de esta unidad.
• Si es necesario, dales pistas, p. ej. Time Travellers, gate, past, future.
1 Look at the pictures. What do you think is going to happen to the Time Travellers in the story?
• Mirad juntos los dibujos. Anima a los alumnos a decir a quién ven (Alex, Phoebe, Patrick and a teacher), dónde están (in a classroom) y otros detalles de lo que ven.
• Anima a la clase a dar ideas sobre lo que pasará basándose en los dibujos.basándose en los dibujos.
CD1
092 Read and listen to the story to check your answer.
• Pon la grabación para que los alumnos escuchen y lean.• Comprueba sus respuestas a la actividad 1 y la
comprensión general, preguntando Where are they? (in class). What is strange? (It’s the 1st of April – before they time travelled before.) Why doesn’t Phoebe want Patrick to help? (So he doesn’t make a mistake.) What does Patrick do? (He accidentally knocks a blue powder into the mixture.) What happens? (The yellow light appears.)
1 Remember the story. Choose fi ve adjectives from the box to complete the summary. Remember the story. Choose fi ve adjectives from the box to complete the summary. LE
• Los alumnos leen el resumen y lo completan con las palabras de la caja.