Primera edición, 2009 Produce: SGEL – Educación Avda. Valdelaparra, 29 28108 Alcobendas (MADRID) © Carolina Caparrós y Charlie Burnham © Ilustraciones: Alfredo “Saeta” Hernando Torres © Sociedad General Española de Librería, S. A., 2009 Avda. Valdelaparra, 29, 28108 Alcobendas (MADRID) Diseño de cubierta e interior: Thomas Hoermann Maquetación: MonoComp, S. A. Ilustraciones: Saeta Hernando Fotografías: Diego Lezama, Archivo SGEL, Getty Images, Shutterstock Images LLC Agradecemos a Francisca Castro y África Torres su ayuda y apoyo. También agradecemos a La romántica banda local la autorización para reproducir un fragmento de una de sus canciones. Edición no venal ________________________________________________________________________________ Queda prohibida, salvo excepción prevista en la Ley, cualquier forma de reproducción, distribución, comunicación pública y transformación de esta obra sin contar con la autorización de los titulares de la propiedad intelectual. La infracción de los derechos mencionados puede ser constitutiva de delito contra la propiedad intelectual (Art. 270 y ss. Código Penal). El Centro Español de Derechos Reprográficos (www.cedro.org) vela por el respeto de los citados derechos. Introduction SYNOPSIS Superdrago narrates the story of a group of students named Ana, Carlos and Juan who meet a loveble young dragon named Drago and his friend Lila the dragonfly. Drago is no ordinary dragon for when trouble occurs he can transform into Superdrago, a hero gifted with multiple powers. Unfortunately, things don't always go as planned and Superdrago's good intentions often have less than desirable results. These likeable characters share adventures as they learn Spanish as a second language. COURSE DESCRIPTION Superdrago is a four part Spanish as a second language course designed for children between the ages of 7 and 11. Each level consists of the following materials:  Pupil's book  Activity book  Resource file including a Teacher’s book, audio CD for the pupils and activity books, games, and Superdrago Flash cards. The Superdrago course is focused on the two most important parts of the learning process: the pupil and teacher. Our intention has been to create a useful method which helps the teacher complete realistic objectives as well as being easy and fun to use. After many years in the field of L2 teaching for children we have proved to ourselves that if the pupils are having fun, they will also be interested and motivated. This leads to better and increased learning. Our main goal is to offer teachers and pupils a method which fulfils these requisites allowing them to reach the goals of the syllabus. It is of the utmost importance that the teacher’s attitude be positive, combining a good sense of humour and mimicry. And most importantly, teachers should enjoy teaching. A positive attitude is always passed on to the pupils making them much more receptive to learning. On the other hand we realize that the pupils need to be encouraged and stimulated by materials. Children are conscious of the importance of doing good work, although they do not always show their interest clearly. We have organised the units using topics that they will find interesting and which cover their needs at a basic level of communication. The objective is to motivate pupils in the learning process. The Superdrago method encourages positive interaction between pupils. As well as individual activities there are activities based on pair work and group work. OBJECTIVES AND METHODOLOGICAL PRINCIPLES The general objectives for the Superdrago course are:  Create an initial interest in the Spanish language  Encourage a positive attitude towards Spanish.  Develop a connection between the language and the culture.  Contribute to a global learning process. We have set out a plan with the understanding that this course is more than a series of linguistic contents. It presents Spanish as a vital second language through the carrying out of useful and practical tasks and activities. The syllabus and activities are related to the pupil’s everyday world. Subject matter is typical of children’s interests at this age and language level: school, family, the home, friends and games. Superdrago 1 – Teacher´s Book These tasks and activities assume that children:  Learn by doing.  Need positive stimulation  Become frustrated when they feel that they are not making progress  Are interested in talking about their own lives, friends, everyday activities and the surrounding world.  Learn vocabulary and useful expressions more easily through practice than by studying grammar. LINGUISTIC CONTENT Effective communication is essential when learning a second language. It is important to achieve adequate linguistic competence as well as being able to successfully complete activities. To achieve this we have followed these guidelines:  Thorough exposure to target language is necessary prior to linguistic production.  Grammar forms an integral part of the language and is not reduced to mere theory. We want to help pupils become speakers of Spanish and to able to use the language practically.  Lexical content is a basic component of the course. Units have been elaborated with the following considerations: 1. Linguistic goals in each unit are based on the European Common Framework. 2. Each unit is based on a topic that pupils will find interesting and fun. 3. Vocabulary is directly related to the topic. 4. Activities have been developed with unit subject matter and linguistic goals in mind. LESION AND UNIT DESCRIPTIONS Each level of the Superdrago Spanish as a second language for children course is made up of 9 didactic units. After every 2 units there is a review lesson followed by a manual project lesson. Units are structured in the following way:  6 pages in the Pupil's book plus an additional two pages of review and project.  6 pages in the Activity book  Audio CD  Drago Flash cards: didactic cards show images of the most important vocabulary contained in each Unit of Superdrago 1.Teachers will need blue tack ( or magnets for metal whiteboards) to display the cards during lessons. Superdrago 1 – Teacher´s Book Unit A unit is designed as a minimum cycle of activities organised in a way that pupils can reach definite communicative goals. Each unit follows an outline of activities which include stories,dialogues, exercises,games and projects. These activities combine to develop speaking, listening, reading and writing skills. Some examples of theses specific skills are:  Producing model sentences and dialogues or communication.  Recognising words and complete sentences.  Listening to and following audio instructions.  Listening for detailed information.  Following written instructions  Producing written texts. Lessons Lessons are organised so that they can be completed in an ordinary class session of between 45 and 60 minutes. Each lesson is made up of one page of the pupil's book and a corresponding page in the activity book. The following list presents the typology of Superdrago: Types of activities and didactic methodology a. Presentation of vocabulary  Pupils repeatedly listen to the audio tracks in each lesson or to a text that is read aloud to the class by the teacher.  Audio is related to images or certain actions that can be performed by the pupils in class. This procedure is based on the fundamental manner by which all children learn their native tongue. b. Speaking comprehension  Units provide different speaking comprehension activities. These activities serve as an introduction to each unit and are recycled throughout.  Speaking comprehension activities appear on the audio CDs. c. Songs and poems  Songs and poems allow students to hear the rhythms and music of the Spanish language and to practice pronunciation in a fun way.  They introduce pupils to important aspects of the culture of the Spanish speaking world. Oral comprehension activities  True or false  colouring, drawing  Point to the drawing  Find the missing word  Circle the correct answer  Number  List  Complete a survey  Connect words with images  Answer questions  Short stories Superdrago 1 – Teacher´s Book Speaking comprehension activities  Repeat new vocabulary  Answer questions  Ask questions  Surveys  Riddles  Describe images and drawings  Sing songs Written comprehension activities  Associate words and sentences with drawings  Follow instructions  Crosswords  List  True or false  Answer questions  Fill out questionnaires  Associate questions with answers  Put dialogues in order Writing activities Each unit contains writing activities in the Activity book. In most of thes activities, pupils write following a basic model provided y the teacher or by copying words. However as the course advances writing becomes more complex, although pupils continue to have models to help them. In this way pupils achieve more autonomy as writers.  Crosswords  Associate a drawing to words  Anagrams  Fill in the blanks  Describe drawings  Write texts based on a model Individual work  Reading  Writing  Listening  Repeating  Homework Pair work  Communicative activities  Dictionary Superdrago 1 – Teacher´s Book Group work  Presentation of vocabulary  Explanation of activities  Correction and review  Narratives and dialogues  Listening  Repeating Lesson organization We have organised the Teacher's guide in an attempt to facilitate it's use in the classroom. Effective communication is essential to using a second language. It is also important to perform significant activities so as to achieve full linguistic competency. To achieve this we have followed these guidelines: ‐Exposure to target language before proceeding to linguistic production. ‐Grammar forms an integrated part of each lesson. However it is not presented in it´s merely theoretical aspect. We want pupils to become speakers and to acquire that ability through practice. ‐New vocabulary forms an essential part of each lesson. Superdrago 1 – Teacher´s Book The Superdrago series has been written taking into account:  The European Common Framework. The CEF offers a description of what a learner “can do” in a given language and helps teachers determine different levels of performance and competence.  The language syllabus has been selected to suit the age, interest and level of the pupils.  Language is introduced in a context that pupils will find stimulating and interesting.  Activities have been created taking into account pupil's interest, age, level and general objectives. Course Units and lesson description ‐ Pupil´s book This is a 88 page book consisting of nine units. Each unit has six pages and each page provides material for one lesson. After each second unit there is revision unit which reviews language from the previous lessons through special activities and games. The revision unit is in turn followed by a project lesson in which pupils review material and acquire new language by creating their own fun projects. Each of the units is based around the story of Superdrago and his friends and include full colour comics. ‐ Activity book This is a 64 page book filled with support activities and new materials for the students to use in class or for homework assignments. Each page of the activity book corresponds to another in the student book. Superdrago was written primarily focusing on teacher's and student's needs. Even in a world of technological advances, nothing can replace this most important classroom relationship. The teacher's guide has been written in a way that allows them to give a class using the step by step method. Language prompts have also been provided, giving teachers a guideline to follow. However, no one knows the dynamics of a classroom better than the teachers themselves and these instructions and prompts should in no way be seen as restrictive or limiting within the classroom. Teachers should feel that they have absolute freedom to vary the lesson structure based on the needs of each class. We would like to offer the following suggestions:  Preparation, pair work and group work The most important thing for any lesson to be successful is that it be well prepared in advance. This refers not only to the lesson plan itself but also to the in class activities and bookwork. Each lesson begins with a warmer so that students have the opportunity to get ready for new material. Making certain that students know what they are going to be doing in each activity gives them a feeling of confidence and makes the class much more enjoyable for all. Before starting an activity it is a good idea to give a demonstration. Ask individual students to help with the demonstration and follow up by asking if everyone understands the task. When dividing the class into pairs or groups make sure that each student understands his or her role in the activity. Class sizes will vary but here are some suggestions for organising. For pair work students can move their chairs and face each other. Groups can be organised by having students all move to one table or by grouping their chairs in a circle. As for organising pairs and groups, one possibility is to form groups of students that always work together. Every few months you could change the group members. Let the students give their groups a name (such as an animal) and make a chart that records the process of each group to put up on the classroom wall. Superdrago 1 – Teacher´s Book  Classroom dynamics It is very important that a teacher keep the attention of the students in the classroom. We suggest that whenever the students are working on an exercise, activity or project you move around the classroom observing, helping, making suggestions and answering questions. This projects a sense of confidence and control to the students. It allows you to effectively monitor the class. Students tend to pay more attention to the teacher and it gives a more dynamic feel to the classroom. Students are always very motivated by seeing their work displayed. Whenever an activity lends itself to being shown, place the student's work around the classroom. Decorating the classroom gives it a positive and happy atmosphere and allows students to visually monitor their own progress. Displays can be changed whenever necessary. It is very important to include examples of work by all of the students. Assessment of students should be continual in the classroom. Children at this age do not advance at the same rate and are often hesitant to tell you that they do not understand. It is important to evaluate student progress on an individual level rather than making comparisons. Encouraging students should always be a priority. Students love when their teachers demonstrate enthusiasm in class. Use your "acting" skills to make the classroom a fun as well as learning atmosphere.  Using songs and chants Songs and chants are an effective and fun way of introducing new language. However there are a few things to consider when using them. Some students may not be as comfortable singing as others. Try and help them along by participating yourself. Also you could practice the songs beforehand by chanting through the lyrics and keeping time clapping hands.  Classroom materials The Drago flash cards are important tools in the classroom and can be used in a variety of ways. Whenever you can, display the flash cards throughout the room so students have a visual reference. It might be a good idea to have extra sticky tape or blue tack on hand to place the cards on the whiteboard or walls. Although lesson plans do not explicitly give homework details, teachers can always make the decision to set homework using the activity book or letting students finish assignments and activities at home themselves.  Extra time at the end of class There will be times when students complete all of the required work before class ends. This is a good opportunity to review using material provided in the Teacher's resource pack. A list of games and extra activities has been included in the pack and the Drago Flash cards can always be used to review vocabulary and play games. Finally, we would like to thank you for choosing Superdrago. We sincerely hope that both you and your students find the series as a useful and fun tool for learning Spansh as a second language. Se you later, Carolina Caparros and Charles Burnham. Madrid 2013 Superdrago 1 – Teacher´s Book How to use this guide
Number Unit number leccion Each unit is divided into six lessons in which each page in the pupil's book has a corresponding page in the activity book. The Superdrago Teacher's guide suggests that each lesson be completed in one class hour. However teacher's will obviously have to adapt this rhythm to the needs of each group.
Sections Each lesson is divided into different sections which are lettered from A to J. The number of sections in any given lesson may vary. After each letter there is a section heading which will help orientate the teacher. These headings also serve as instructions so that teachers will know which skills are the focus of each section. EN MARCHA (WARMERS) This is always the first heading of each lesson. It consists of an activity, game or review which prepares the pupil's to speak in Spanish before they begin to work with the books and other materials. PRESENTACIÓN (PRESENTATION) Presentation activities may include using Drago Flash cards, practising important model sentences or doing activities that are specifically focused on the new material appearing in the lesson. The following is a list of other headings which appear in the lessons: 
Mirar (Look) 
Escuchar (Listen) 
Hablar (Speak) 
Jugar (Play a game) ¡
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All of the lesson information and teacher instructions appear on the left pages of the teacher's guide. On the opposite pages there are reproductions of the pupil's book and activity book pages which correspond to the lesson. This makes it easy and comfortable for the teachers to use while they are giving class. Superdrago 1 – Teacher´s Book The following abbreviations appear each time a new activity is going to begin in the pupil or activity book: LA: Pupil's book followed by page number and exercise number CA: Activity book followed by page number and exercise number CD: Number of CD followed by track number. means that Example: the pupils should look in the Pupil's book at page 38, exercise 1. Superdrago level 1 includes 2 audio CDs in the Teacher Resource Pack. Audio CD 1 contains all tracts for units 1‐5 and CD 2 contains tracks for units 6‐9. Tape scripts are also presented in each lesson. They are written in cursive so that they stand out accordingly. At the beginning of each tape script there is green circle with a white number written inside. This number corresponds to the CD tract to be played. ¡
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A good way of getting familiar with these instructions by opening the teacher's guide at random, looking at the lesson and then preparing the materials that correspond to the lesson. Superdrago 1 – Teacher´s Book SUPERDRAGO COURSE CONTENTS
UNIT CONTENTS INTRODUCTION ¡Hola! • Presentation of characters: Superdrago, Lila, Ana, Juan and Carlos Pages. 2‐3 • Numbers 1‐10. • Colours. • Presentations. • Greetings. • Say your age. • Basic classroom instructions. • Telephone numbers. • Pronouns, demonstratives: este. • Personal pronouns: yo, tú. • Possesive pronouns: mi. • Plurals. • Classroom objects • Borowing and lending. • Giving thanks • Verb tener (1.a person). • Greetings. • Indefinate article: El / La. 1 Mi colegio Pages. 4‐9 2 La clase Pages. 10‐15 Review 1 Pág. 16 Project 1: Haz un dado Pág. 17 • Objects toys. 3 ¡Feliz • Birthday wishes. cumpleaños! Pages. 18‐23 • Say how old you are. • Months of the year • The weather. 4 La casa • Ask where things are • Rooms and furniture • Adverbs of place • The time • Posesive adjective: tu. • Present indicative: 1.ª and 3.ª person singular. Pages. 24‐29 KEY / TARGET LANGUAGE • Numbers: 11 to 20. • Plurals of names. • Express happines, agreement. • Verbs ver and querer (1.ª person). • Hay. • La hora en punto. GAMES AND SONGS PRONUNCIATION • Hola, soy ______. • Me gusta _______. • ¿Cómo estás? • Instructions: escucha, señala. • –¿Cómo te llamas? –Me llamo _____, ¿y tú? • –¿Cuántos años tienes? –Ocho, ¿y tú? –Tengo nueve años. • Este es ______. • My favourite colour. • Instructions: levántate / siéntate / abre el libro / cierra el libro. • Me levanto / Me siento. • Abro / Cierro. • Instructions: cuenta, canta, mira, pregunta, di, copia, relaciona, completa, escribe, haz, habla, levanta la mano. • Greetings: Buenos/as días / tardes / noches, adiós. • –¿Me prestas ______? –Sí, toma. –Gracias. –De nada. • El / La. • Tengo, tienes. • Volar, cantar, bailar, estar. • Deporte, aventura, parque. • Song: Hola, ¿cómo estás? • Didactic games. • Colegio, amigo, camiseta, coche, manzana, lápiz, dedo, flor, canica, estrella, pez, hoja, perro, oso, lobo, pato, chocolate, bizcocho. • Song: Uno, dos, tres, cuatro. • The Balloon game. • Didactic games. • Leer, escribir, vivir, volar. • Clase, maestra, alumno, amiga, lápiz, bolígrafo, regla, goma, cuaderno, libro, sacapuntas, mochila, cartera, pizarra, estuche, tijeras, papelera, agenda, calculadora, diccionario, árbol, bosque, hotel, helado, hospital, humo, hada, hilo, autobús, elefante, animal, manzana. • Vowel song. • Riddle «H». • Didactic games. • «H». • Vowels: «A‐E‐I‐O‐U». • Toma, esto es para ti. • –¡Felicidades! –¡Gracias, qué bonito! • –¿Cuándo es tu cumpleaños? –En febrero. • ¿Quién es? • ¿De quién es? • ¿Cuántos años tiene Juan? • Hace frío / calor. • ¿Dónde está / están…? • Adverbs of place: encima / debajo / al lado / delante / detrás. • –¿Qué hora es? –Es la una en punto. / Son las __ en punto. • Me levanto, me ducho, desayuno, voy, salgo, como, juego, ceno, me voy a dormir. • Instructions: responde, practica. • Bicicleta, raqueta, muñeca, tren, balón, pelota, coche, camión, oso, paraguas, avión, zapato, cebra, calcetines, cebra, cinta, ciempiés, cielo. • Song: ¡Cumpleaños feliz! •Month song. • Game: Veo, veo. • Tongue twister «C» y la «Z». • Didactic games. • «C» and «Z». • Comer, saltar, dormir, bailar, andar, leer (1.ª y 3.ª persona singular, presente del indicativo). • Casa, salón, cocina, cuarto de baño, dormitorio, ático, chimenea, habitación, cama, armario, mesilla, silla, mesa, sofá, equipo de música, televisor, lámpara, nevera, horno, microondas, estantería, váter, lavabo, espejo, bañera. • Tongue twister: La casa chibiricasa. • Song: ¿Dónde están las llaves? • Didactic games. • «CH». • Ver, querer, ir (1.ª y 3.ª person singular, present indicative). • Zoo, león, jirafa, cocodrilo, tigre, mono, serpiente, foca, oso panda, gorila, luna. • Song: Un Elefante se balanceaba. • Poem: Doña luna. • Didactic games. Review 2 Pág. 30 Project 2: Haz un calendario de mesa Pág. 31 • Names of animals • ¿Dónde vamos? 5 ¡El zoo! Pages. 32‐37 VOCABULARY • Qué, cuántos/as. • –¿Cuántos /as ____ hay? –Hay ______. • –Yo quiero ver los / las ______. –Yo también. / Yo no. • Veo un / una ______. • Vale, estupendo. • A las 9 en punto. Superdrago 1 – Teacher´s Book UNIT 6 El mercado Pages. 38‐43 • Names of food. • Days of the week. • Verbs querer, gustar and tener. • noun and adjective concordance • Present indicative. • Adjectives: grande, pequeño/a. Review3 Pág. 44 Project 3: Haz un mercado Pág. 45 • Names of clothing. 7 La ropa Pages. 46‐51 • The seasons. • Noun and adjective Concordance. • Verb saber. • Adjectives. • Give opinions. • Descriptions. 8 Carnaval • Adjectives: grande, pequeño/a, largo/a, corto/a. • Names of parts of the body. • Demonstrative pronouns: este/a/o/os/as. • Describe people. • Plural form verb ser. • The alphabet. Pages. 52‐57 KEY / TARGET LANGUAGE CONTENTS Review 4 Page. 58 Project 4: Haz un muñeco Page 59 • Members of the 9 Tiempo libre family. • Presentations. • Adjectives: alto/a, bajo/a, gordo/a. • Describe people. • Present continuous: estar + gerund. • Posesive adjectives: mi, tu, su. Final Review Page 66 Dictionary Pages 68‐69 Pages. 60‐65 GAMES AND SONGS VOCABULARY PRONUNCIATION • –¿Quieres ______? –Me gusta / No me gusta ______. –¿Y salchichas? –Sí. Las salchichas me gustan. • Supermercado. • –¿Tienes ______? –No. No tengo. • Grande, pequeño/a. • Instrucciones: Colorea, busca, consulta, recorta, guarda. • Querer, gustar, tener. (1.ª and 3.ª person singular, present indicative). • Mercado, supermercado, menú, fruta, pescado, pizza, plátano, patata, tomate, naranja, pera, melón, sandía, leche, chorizo, queso, jamón, salchicha, huevo, pollo, salmón, pan, yogur, mantequilla. • Lagartija, lagarto, caracol, saltamontes, hormiga. • Song: El niño completo. • Song: Tengo, tengo, tengo. • Tongue twister: Jabalí Jacinto. • Didactic game. • «J». • ¿Quién lleva (pantalones azules)? • –¿Te gustan (estos pantalones)? –Sí. Son bonitos. • –¿Sabes (nadar)? –Sí, sé (nadar). / No, no sé (nadar). • Saber, llevar, bailar, patinar, jugar al ajedrez / al tenis / al fútbol / al baloncesto, tocar la guitarra/ el piano, montar a caballo / en bicicleta, nadar. • Ropa, calcetines, pantalón, pantalón corto, vaqueros, deportivas, sandalias, botas, bañador, camiseta, vestido, chaqueta, bufanda, abrigo, camisa, zapatos, falda, sombrero, sandalias, gorro, chanclas, jersey, gorra, lazo, payaso, princesa, pirata, disfraz. • Cuerpo, cara, cabeza, tronco, cuello, brazos, piernas, pies, manos, ojos, nariz, boca, dientes, orejas, pelo, rodillas, dedos, cejas, corazón. • Castaño, rubio, pelirrojo. • Game Colorea la ropa. • Didactic games. • «R» and «RR». • Song: Esta es mi cabeza, este es mi cuerpo. • Didactic game. • The alphabet. • ¿Tienes hermanos? • ¿Cómo se llaman? • Mira, esta es mi familia. • Mi hermano se llama (Adrián). • ¿Cómo es tu madre? • Padre, madre, hermano, hermana, abuelo, abuela, tío, tía, primo, prima. • Tongue twister: Hay cinco cebras. • Song: El hipopótamo y la jirafa. • Game: Juega con Drago. • Didactic games. • Colours, numbers 1‐20, classroom objects, toys, House vocabulary, activities animals, clothes, parts of the body, the seasons, months of the year • Esta es (Marina). • (Marina) tiene los ojos (marrones) y el pelo (rubio). • –¿Qué está / están haciendo? –Está / Están (jugando al ajedrez). • ¿De qué color? • ¿Qué tiene? Teacher's Answers Pages 70‐73 Superdrago 1 – Teacher´s Book Superdrago 1 – Teacher´s Book
1
Introduction lesson 1
A. WARMER D. LISTEN LA p.2 ej.1 CD 1 Greet the students and introduce yourself. Say: Hola. Soy (your name), while pointing at yourself. Ask one of the students to repeat: Hola. Soy (your name). Nod your head in affirmation. Point to yourself and say: Hola. Soy (student's name) while shaking your head no. Have the students repeat the sentence correctly using their own name. Hola. Soy _______. Practice with other students by turn or have them practice in pairs. ¡Remember that mimicry is a very useful tool in the ESL classroom! Have them exaggerate the signs of affirmation and negation. Play the CD while students look at the ilustrations on pages 2 and 3 of the student's book. 1 Drago: ¡Hola, soy Drago! Me gusta volar. Ana: ¡Hola, soy Ana! Me gusta bailar. Carlos: ¡Hola, soy Carlos! Me gusta el deporte. Juan: ¡Hola, soy Juan! Me gusta la aventura. Lila: ¡Y yo soy Lila! Me gusta cantar. Todos: ¡Estamos en el parque! E. LISTEN AND POINT Say: Escucha y señala. Ask: ¿Quién habla? Repeat the instructions. Play the CD again. Students point to the character or characters speaking in the book. If the students don't understand, you could do the first example by way of demonstration. F. SPEAK 1. Choose five volunteers to come to the board and act out what they have heard on the CD. Each student can play the part of one of the characters. Let them stand beneath the Drago Flash card on the whiteboard or let them hold the flash cards in their hands. 2. Point to each of the students holding a flash card and say: Tú eres Drago, tú eres Carlos, tú eres Ana, tú eres Lila y tú eres Juan. 3. Play the CD again, this time pausing after each character speaks. Point to the student playing that character so they can repeat the sentences. It may be necessary to repeat a few times. 4. You could continue to practice with other students performing the roles. B. PRACTICE Choose two volunteers to stand in front of the class and practice the sentence: Hola. Soy (nombre del alumno). You can repeat this with other students. Suggestion: To finish this exercise you could choose random students to stand up say the sentence and then sit down again. Start slowly and increase the speed with which you choose the students. C. PRESENTATION Display the Drago Flash cards (numbers 1‐5) on the white board so that the side with the character's names are showing. Flip the cards over one by one and say the character´s name. I.e.: Superdrago. When all of the cards are face up, repeat each of the names and then have the students repeat them as a group. LA p.2: Say: Abre el libro del alumno por la página 2. Note: This instruction is used continually throughout the course. Each time you use it, hold up your own book and show the corresponding page of the book to the class. Instruction: Mira y escucha. When giving these instructions, you might point to your eyes and ears so that students associate the words with the action. G. ENDING THE LESSON Have students form a queue at the front of the classroom. Say one of the following ways of saying goodbye to each of the students: Adiós, hasta luego / hasta mañana / hasta el miércoles… Ask each of the students to respond with the same phrase and then, have them return to their seats if th ey respond correctly. Superdrago 1 – Teacher´s Book
2
Introduction lesson 2
A. WARMER F. DRAGO FLASH CARDS You can begin the class by practising the introduction: Hola. Soy _______. Help the students to respond; Hola soy (student's name). After that ask them: ¿Cómo estáis? teaching them the response Bien, gracias. ¿Y tú / usted? B. SPEAK LA p.2 Say: Abre el libro del alumno por la página 2. Hold up the student's student book. Ask the students: ¿Es Drago? (Point to Drago in the picture). Help them to respond: Sí, es Drago. Next ask the students: ¿Es Drago? (Point to Ana). Help them to respond: No es Drago, es Ana. Ask the students: ¿Es Ana? (Pointing to Ana). Help them to respond: Sí, es Ana. Take out the Drago flash cards of the characters (cards 1‐
5). Place them face down on a table and select Superdrago. Show the cards to the students. Ask: ¿Es Drago? Choose a student that has raised their hand to respond. Next choose the Ana flash card and repeat the question: ¿Es Drago? Repeat with all of the flash cards changing the names to practice the different questions so that students respond Sí / No. G. LISTEN AND CONNECT CA p.2 ej.1 CD 3 Say: Abre el cuaderno de actividades por la página 2 y mira el ejercicio número 1. 1. Play CD track 3. Say: Escucha. You can continue practicing using the other characters in the illustration. 3 Ana: ¡Hola, soy Ana! Me gusta bailar. Drago: ¡Hola, soy Drago! Me gusta volar. Juan: ¡Hola, soy Juan! Me gusta la aventura. Carlos: ¡Hola, soy Carlos! Me gusta el deporte. C. LISTEN LA p.3 ej.2 CD 2 Say: Escucha. Point to your ear while you give the instruction. Play the CD so that students can listen to the song. 2. Say: Escucha y señala. Play the track again encouraging students to point to the different characters. 3. Say: Relaciona. Try to explain this new instruction by using gestures instead of direct translation. 2 Juan: ¡Hola, soy Juan! Ana: ¡Hola, soy Ana! Carlos: ¡Hola, soy Carlos! Drago: ¡Hola, soy Drago! Lila: ¡Hola, soy Lila! Todos: Hola, ¿cómo estás? D. PRACTICE H. ENDING THE LESSON Say: Cierra el cuaderno de actividades, por favor. Have the students form two queues in front of the classroom. Show one of the Drago flash cards of the characters to the first two students in line. Say: Adiós, chicos. The students respond by saying: Adiós, (nombre del personaje que se muestra). If they respond correctly they can return to their seats but if not they should go to the end of the queue.If the group is very large it may be necessary to help so that the activity doesn't take up an excessive amount of time. Say: Practica. Hola. Soy ______. Choose two student to repeat the dialogue: ●Hola. Soy _______. □Hola. ¿Cómo estás? ●Bien, gracias. ¿Y tú? □Bien, gracias. Practice with other students. E. SING Say: Canta. Play track 2 again and tell the students that they are going to sing along with the song. If you sing along as well it will encourage the students and help them with their pronunciation. Superdrago 1 – Teacher´s Book
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Unit1 lesson 1
A. WARMER D. PRACTICE Review the greetings: Hola. ¿Cómo estáis? ¿Bien? Once all the students are seated say: Hola. ¿Cómo estáis? ¿Bien? Encourage them to respond as a class. Say: ¡Muy bien! This exercise can be repeated every day at the beginning of class. B. LOOK AND LISTEN LA p.4 ej.1 CD 4 1. Say: Abre el libro del alumno por la página 4. ¡Los niños están en el colegio! Ahora, mira y escucha. 2. Play CD track 4 so that students can listen to the conversation. Write the names of the different countries that make up the UK on the whiteboard. Below that write the masculine and feminine forms of the different nationalities: inglés/inglesa, escocés/escocesa, norirlande/norirlandes, gales/galesa, etc. If they are students from other countries you can write their nationalities as well. Choose students of each gender and ask them where they are from. Have them stand up at the whiteboard beneath their nationality written on the board in spanish. Say: (student's name) es (nationality). I.e.: David es escocés. Natalie es inglesa. E. LOOK AND WRITE CA p.2 ej.2 4 Drago: Es el primer día de colegio. Ana: Hola, ¿cómo te llamas? Carlos: Me llamo Carlos. ¿Y tú? Ana: Me llamo Ana. Carlos: ¡Hola, Ana! ¡Mira, este es Juan! Ana: ¡Hola, Juan! Juan: ¡Hola, Ana! 1. Say: Abre el cuaderno de actividades por la página 2. Mira el ejercicio 2. Mira la ilustración de Ana y Carlos. 2. Say: Copia el círculo, escribe tu nombre y el nombre de tu colegio. 3. It would be a good idea to have an example of the circle already done so that the students have a model for completing the activity. 4. Say: Recorta el círculo. En casa puedes pegar el círculo en un cartón y ponerle un imperdible. F. ENDING THE CLASS Repeat the Ending the class activity from lesson 2 of Introduction. 3. Ask the students to point to each character when they recognise the voice on the CD. 4. Play the track again. C. SPEAK 1. Choose four students to come up to the whiteboard. Give each of them one of the Drago flash cards showing the characters. Tell them that they are going to repeat the conversation with each student playing the part of the character whose card they are holding. 2. Say to each of them: Tú eres Drago, tú eres Carlos, tú eres Ana y tú eres Juan. 3. Play the track again but this time pause it after each character has spoken. Point to the student who is holding the card of the character that has spoken and have them repeat the dialogue. 4. Repeat the activity with four new students. 5. If you feel that it is possible let each student have a turn practising. Try to have the students repeat the exercise without the aid of the audio track. 6. Make sure that you congratulate them for their effort at the end of the activity. Superdrago 1 – Teacher´s Book
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Unit1 lesson 2
A. LOOK AND LISTEN LA p.5 ej.2 CD 5 E. COMPLETE CA p.3 ej.3 1. Say: Abre el libro del alumno por la página 5, mira el ejercicio número 2 y escucha. 2. Play CD 1 track 5. 1. Say: Abre el cuaderno de actividades por la página 3, mira el ejercicio número 3. 2. Write the first example on the whiteboard «a_u_» and ask: ¿Qué color es? Say: Busca la palabra en el diccionario, en la página 70 del libro del alumno. Show them the dictionary on page 70 and help them find the correct entry. When you have done so complete the example on the whiteboard: «azul». 3. Say: Completa. Students should complete the exercise in the activity book using the dictionary at the end of the student's book. You might let them work together to complete the activity and once they have done so have volunteers come to the board and write the answer. Once all of the colours are written on the board repeat them together as a class. During this activity you can walk about the class room helping those students that need assistance. 5 Drago: Es el primer día de colegio. Carlos: ¡Hola, Ana! ¡Mira, este es mi amigo! Ana: Hola, ¿cómo te llamas? Juan: ¡Hola, Ana! Me llamo Juan. B. SPEAK 1. Say: Escucha y di quién habla. Play audio track 5 again. 2. Pause the CD after each character has spoken and ask: ¿Quién habla? Students can respond individually or together as a class. C. PRACTICE 1. Play the CD again. While the students are listening write a similar dialogue on the whiteboard, changing the names of the characters for the names of different students in the class. 2. Divide the class into groups of four and have them practice the dialogue with their own names. F. CONNECT CA p.3 ej.4 1. Write the numbers 1‐10 on the board, carefully pronouncing them as you do. Next repeat the numbers again pointing to them and having students repeat as a class. 2. Say: Ahora mira el ejercicio número 4. Relaciona el número con la imagen y con la palabra. 3. Write the names of the objects that appear in exercise 4 on the whiteboard and ask the student to say the number in the activity which corresponds to each object. D. WRITE AND LOOK LA p.5 ej.3 CD 6 1. Say: Abre el libro del alumno por la página 5. Mira el ejercicio número 3. ¡Los colores! 2. Say: Escucha y mira. Play CD 1 track 6. G. ENDING THE LESSION 6 1. gris. 2. naranja. 3. violeta. 4. negro. 5. blanco. 6. verde. 7. rojo. 8. azul. 9. amarillo. Flash card game: Display the Drago flash cards of the colours (numbers 6‐
14) on the white board using blue tack. Call out the name of one of the students and a colour, I.e.: Jane azul. Students should stand up, walk to the whiteboard and touch the flash card which shows that colour and return to their seat. Repeat with other students and colours trying to keep the activity moving as quickly as possible. While one student is returning to their seat you should be calling out the name of another. This helps the activity maintain a strong rhythm and is fun for the students. 3. Say: Escucha y señala. Play the audio again. Have the students point to the different colours that they see in the book as they hear the names in Spanish. The first time it might be necessary for you to point to the colours while holding the student's book up for them to see. Superdrago 1 – Teacher´s Book
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Unit1 lesson 3
A. WARMER E. LISTEN AND COUNT Use Drago flash cards of the colours (6‐14). Say: Mira y di. Show each of the flash cards one by one saying the name of the colour and having the student repeat together as a class. B. LISTEN AND SPEAK LA p.6 ej.4 CD 7 1. Say: Abre el libro del alumno por la página 6. Mira el ejercicio número 4. 2. Say: ¡Mezclamos los colores!, escucha y habla. Play CD 1 track 7 once completely through without pausing. Play it for a second time pausing it after the name of each colour and have the students point to the colour in the book. Play the track for a third time without pausing. When it has finished have the students write the names of the colours: «violeta», «gris» y «naranja». 1. Say: ¡Cuenta con Drago! Play the track again so that students can «Contar con Drago». Have the students hold up their hands to show the numbers with their fingers while they listen to the audio. LA p.6 ej.6 CD 9 2. Say: Abre el libro del alumno por la página 6. Mira el ejercicio número 6. Escucha la canción. Play CD 1 track 9. 9 Uno, dos, tres y cuatro, perro, oso, lobo, pato. Cinco, seis, siete, ocho, chocolate y bizcocho. Nueve, diez, verde pez. F. SING 7 Azul más amarillo igual a verde. Rojo más azul igual a ______. Blanco más negro igual a ______. Rojo más amarillo igual a ______. C. COLOUR GAME 1. Say: ¡Ahora, vamos a cantar todos! Play the song again so that all the students can sing along. Don't forget to sing along as well. G. LISTEN AND WRITE CA p.4 ej.5 CD 10 1. Say: Abre el cuaderno de actividades por la página 4, ejercicio número 5. Escucha. 2. Play CD 1 track 10. 1. Divide the class into five groups. Give each group the name of a colour. Display the Drago flash cards with the colours of the different groups (numbers 6 rojo, 7 azul, 8 amarillo, 12 negro, 13 blanco) throughout the classroom. Have the students group together near the flash card which shows the colour of their group. Now place the flash cards with the colours 9 verde, 10 naranja, 11 violeta y 14 gris, on the whiteboard. 2. Say: Azul más amarillo igual a verde. The students from the azul and amarillo groups come together under the card showing the colour green displayed on the whiteboard. Repeat with the other colours using different colour mixes. I.e.: azul más rojo, negro más blanco, etc. 10 Me llamo Juan. Mi número de teléfono es 7‐1‐7‐9‐2‐3‐4. Me llamo Ana. Mi número de teléfono es 5‐3‐8‐5‐6‐1. Me llamo Carlos. Mi número de teléfono es 7‐4‐8‐9‐3‐6‐5. 3. Say: Escucha y escribe el número de teléfono. Repeat the track as often as you feel is necessary so that students can practice writing the telephone numbers. H. PRACTICE CA p.4 ej.6 1. Say: Mira el ejercicio número 6. 2. Choose two students to read the dialogue aloud. 3. Say: Escribe en tu agenda. Have the students invent false telephone numbers and complete the telephone contact lists. Divide them into pairs and have them practice asking the question: ¿Cuál es tu número de móvil? Let students practice with several different partners. D. LISTEN AND LOOK LA p.6 ej.5 CD 8 1. Say: Ahora, mira el ejercicio número 5 y escucha. Play CD track 8. 8 Una camiseta. Dos coches. Tres manzanas. Cuatro lápices. Cinco dedos. Seis flores. Siete canicas. Ocho estrellas. Nueve peces. Play the track again counting each number using your fingers. Play the track again and point to the objects which correspond to the numbers. Now ask: ¿Cuántas camisetas? ¿Cuántos coches... while pointing to each of the illustrations. Students respond by saying the correct numbers. Superdrago 1 – Teacher´s Book
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Unit1 lesson 4
A. WARMER F. LISTEN AND WRITE CA p.5 ej.8 CD 13 Ask the students to write a number from 1‐10 on a piece of paper. Choose a number between 1 and 10 and say it. All of the students who have written the number that you say on their paper stand up and remain standing. Continue with different numbers until all the students are standing. Repeat the activity. This time when their number is called, students sit down in their chairs. B. LOOK AND LISTEN LA p.7 ej.7 CD 11 1. Say: Mira el ejercicio número 7 de la página 7. Escucha. 2. Play CD 1 track 11. 1. Say: Ahora, cierra el libro del alumno y abre el cuaderno de actividades por la página 5. Mira el ejercicio número 8. 2. Say: Escucha y escribe. Play CD 1 track 13. 13 Ana tiene nueve años. Carlos tiene siete años. Juan tiene diez años. Rebeca tiene cuatro años. Simón tiene seis años. 3. You will probably have to repeat the track several times or even write some vocabulary and model sentences on the board. I.e.: Rebeca tiene cuatro años. G. ENDING THE CLASS Play the song on page 6, exercise 6 (audio 9), again and sing along with students. As they sing they should clap. Say: A cámara lenta. Students repeat the song clapping and singing slowly. Say: A cámara rápida. Now they can repeat clapping and singing more quickly. 11● ¿Cuántos años tienes? □ Ocho. ¿Y tú? ● Tengo nueve años. C. SPEAK 1. Ask one of the students: ¿Cuántos años tienes? Repeat the question to other students. 2. Put the students together in pairs so that they can practice the dialogue: ● ¿Cuántos años tienes? □ Tengo _____ años. ¿Y tú? ● Tengo _____ años. D. COMPLETE CA p.5 ej.7 1. Say: Abre el cuaderno de actividades por la página 5, ejercicio número 7. Mira el gráfico. Pregunta a tus compañeros «¿Cuántos años tienes?» y completa el gráfico. Students should draw the vertical bars of the graphic and write the names of their classmates like the example given in the book. E. LISTEN LA p.7 ej.8 CD 12 1. Say: Abre el libro del alumno por la página 7. Mira el ejercicio número 8 y escucha. Play CD 1 track 12. Uno, dos, tres y cuatro, perro, oso, lobo, pato. Cinco, seis, siete, ocho, chocolate y bizcocho. Nueve, diez, verde pez. 12 Pedro: ¿Cuántos años tiene Karen? María: Tiene nueve años. Pedro: ¿Cuántos años tiene Omar? María: Tiene ocho años. Pedro: ¿Cuántos años tiene Linda? María: Tiene siete años. Superdrago 1 – Teacher´s Book
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Unit1 lesson 5
A. WARMER CA p.6 ej.9 F. LISTEN, SAY AND DO LA p.8 ej.10 CD 15 Say: Abre el cuaderno de actividades por la página 6, mira el ejercicio número 9. Tell students to colour in the «manchas de color». Say: Colorea la primera mancha de color rojo, la segunda mancha de color amarillo y la tercera mancha de color azul. B. LISTEN CD 14 Play CD 1 track 14. 1. Say: Mira el ejercicio número 10. Escucha, di y haz. Perform the different actions as the CD is playing. Play the CD again and have students perform the actions they hear as a group. Repeat the activity a few times so that students understand the instructions. 15 Me levanto. Me siento. Abro el libro. Cierro el libro. 2. Repeat the activity without the CD and give the instructions orally. Say: Ahora, a cámara lenta. Y ahora, a cámara rápida. Exaggerating the movements first very slowly and then very quickly. You can try changing the order of the instructions to check comprehension. G. BINGO Say: Jugamos al bingo de los colores. Instruction: Mira el ejercicio número 9. Copia el cuadro del ejercicio en tu cuaderno, sin copiar los globos. Ahora dibuja un globo en cada línea. Help the students complete their bingo cards and then say different combinations of colours and numbers. I.e.: rojo‐tres, azul‐cinco, and so on, students mark the combinations that they have drawn on their cards with an X and the first students to mark all of their balloons with an X shout ¡Bingo! H. ENDING THE CLASS Ask the students to stand up: Ask some simple questions from previous lessons to each student. When a student responds correctly they may sit down again Some examples of questions you could ask are: ¿Cómo te llamas?; ¿Cuántos años tienes?; ¿Cuál es tu color preferido?; ¿Cuál es tu número preferido? 14 Mi color preferido es el azul. Mi color preferido es el rojo. Mi color preferido es el amarillo. ¿Cuál es tu color preferido? C. LISTEN AND CONNECT Play the track again. Say: Ahora, escucha y relaciona. This time students should connect the images to the corresponding colours. There is a three second pause to give students time to connect the words and colours it but if you feel it is necessary you can stop the CD for longer. D. WRITE Say: Escribe. ¿Cuál es tu color preferido? Students write the correct answers in their activity books. EXTRA ACTIVITY: Have students practice the following dialogue in pairs. ● ¿Cuál es tu color preferido? □ Mi color preferido es el _______. E. THE BALLOON GAME LA p.8 ej.9 Say: Abre el libro del alumno por la página 8. Mira el ejercicio número 9. ¡Es un juego! Say the name of a colour and the number of one of the grids. When students hear a correct combination they should raise their hands. I.e.: Say: Escucha y levanta la mano cuando encuentres un globo. Say: Rojo uno… no. Verde tres… no. Azul cinco.students should raise their hands. Amarillo uno. Rojo tres. Verde cuatro.students should raise their hands continuing until all the colours have been named. Superdrago 1 – Teacher´s Book
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Unit1 lesson 6
A. WARMER LA p.9 ej.11 E. THE WORD CHEST CA p.7 ej.10 1. Say: Abre el libro del alumno por la página 9 y mira los dibujos. ¿A quién ves? Elicit the names of the different characters. As students name a character, display the corresponding flash card on the whiteboard. Ask to borrow one of your student’s rucksacks and say: Es la mochila de (student's name). Repeat with the rucksacks of other students. 1. Say: Abre el cuaderno de actividades por la página 7, mira el ejercicio número 10. ¡Es el baúl de las palabras! Llena el baúl con las palabras nuevas que has aprendido. 2. This activity can be done individually, as pair work or in groups. If done individually each student can go to the whiteboard and write their list of vocabulary. If done as pair work or in groups two volunteers can go to the whiteboard and copy the vocabulary that the other students provide. Once all the students have given their suggestions they can copy the complete list of vocabulary into their activity books. 3. Pronunciation activity: Use the vocabulary that written on the board. Say each of the words while the students repeat as a group. F. WHAT CAN WE DO? CA p.7 ej.11 1. Say: ¡Hemos terminado la unidad 1! Ahora mira el ejercicio número 10 de la página 7 del cuaderno de actividades. This activity is a self evaluation. It is useful for students to reflect on their own progress in class. Say: Colorea las caritas. Una carita si está bien. Dos caritas si está muy bien, y tres caritas si es excelente. This activity could be done orally. It is very important to encourage the students to think about each of the different skills and give themselves constructive criticism. Go through each of the points with the class by reading them aloud and having students provide other examples. For example say «Hola» to practice greetings. I.e.: Hola, soy Juan. Ask other students to give examples of the sentence using their own names. Have students colour in the line of happy faces that they feel best represents their progress so far in class. Afterwards discuss their choices as a class. B. LISTEN TO THE STORY CD 16 1. Say: Cierra el libro de alumno. Vamos a escuchar una historia de Superdrago. 2. Play CD 1 track 16. Have students listen to the story without looking at the comic. When one of the characters is speaking point to the corresponding flash card on the board. 16 Ana: ¿Qué te pasa Juan? Juan: Mi mochila. Mi mochila está en el árbol, está muy alta y no puedo subir. Carlos: ¿Qué pasa? Juan: Mi mochila, está en el árbol. Carlos: Yo subo. ¡Ay! No puedo. Juan: Mira allí. ¿Qué es eso? Carlos y Ana: ¡Es un dragón! Superdrago: ¡Superdrago al rescate! Superdrago y Carlos: ¡Ahhhhhhhh! Ana: ¡Carlos! ¿Estás bien? Carlos: Ay, sí, estoy bien. Juan: ¿Y el dragón? ¿Está bien? Superdrago: Me llamo Superdrago y esta es mi amiga Lila. Lila la libélula. Ana: Hola, Lila. Lila: Zzzz‐zzzz (entonación de ¡Hola!). Juan: ¡Eh! ¡Mi mochila! Gracias, Superdrago. C. LOOK AND LISTEN 1. Say: Abre el libro del alumno por la página 9. Mira y escucha. 2. Play the story again but this time have the students look at the comic. D. LISTEN AND RESPOND Play the story once again, but pause after each cartoon, ask the students what they think is happening in the cartoon using the questions below. It will probably be necessary to give them some help at first. PREGUNTAS: Cartoon 1: ¿Dónde está la mochilla de Juan? (Answer: En el árbol). Cartoon 2: ¿Qué hace Carlos? (Answer: Sube al árbol). Cartoon 3: ¿Quién viene? (Answer: Viene un dragón). Cartoon 4: ¿Qué les pasa a Superdrago y Carlos? (Answer: Se caen del árbol). Cartoon 5: ¿Está bien Carlos? (Answer: Sí, está bien). Cartoon 6: ¿Cómo se llama la amiga de Superdrago? (Answer: Lila). Superdrago 1 – Teacher´s Book
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Unit2 lesson 1
A. WARMER F. LISTEN CA p.8 ej.1 CD 18 Review by asking the following questions: Hola, ¿cómo estáis? Students should respond with the correct reponse: Bien, gracias ¿Y usted / tú? Ask individual students the following quesions: ¿Cómo te llamas? Encourage students to respond with complete answers: Me llamo _____. ¿Y cuántos años tienes? Students answer: Tengo _____ años. ¿Cuál es tu color preferido? students answer: Mi color preferido es ______. Say: Abre el cuaderno de actividades por la página 8. ¡Es la papelería! Escucha. Play CD 1 track 18. 18 1. tijeras; 2. calculadora; 3. goma; 4. agenda; 5. sacapuntas; 6. papelera; 7. libro; 8. estuche; 9. regla; 10. bolígrafo; 11. diccionario; 12. lápiz; 13. cuaderno; 14. mochila. Write all of the vocabulary from the audio on the whiteboard. Play track 18 again. As the words are spoken point to them on the whiteboard. Students should repeat the words as a group. G. LISTEN AND WRITE Say: ¡Pobre Drago! No sabe poner las etiquetas. Escucha otra vez y ayuda a Drago a poner las etiquetas. Play track 18 again but this time pause after each word is spoken. Have students write the words on the correct label in the exercise. H. SPEAK LA p.10 ej.1 CD 17 1. Say: Abre el libro del alumno por la página 10. Assign one of the characters in the dialogue to different students. Say: Tú eres la maestra, tú eres Drago, tú eres Ana y todos los demás sois los niños. 2. Say: Escucha y repite. Play CD 1 track 17. Pause the CD after each character has spoken. Have the students playing the part of that character repeat the dialogue they have heard. If you feel that it is necessary you can help them with prompts. I.e.: writing vocabulary or short phrases on the whiteboard. Practice several times with the students. Choose other students to perform the dialogue. 3. EXTRA ACTIVITY: students could try to perform the dialogue from memory. You could also write the dialogue on the whiteboard to help the students. Have volunteers perform in front of the class. Don't forget to applaud after each performance. B. LOOK AND POINT LA p.10 ej.1 Say: Abre el libro del alumno por la página 10, mira el ejercicio 1. Mira el dibujo. Have students point to the characters in the illustration in response to the questions ¿Dónde está Drago / Ana / la maestra? C. LOOK AND LISTEN CD 17 Say: Mira y escucha. Play CD 1 track 17. 17 Maestra: Buenos días, chicos. Niños: Buenos días. Maestra: Atención todos. Este es Drago, es un nuevo alumno. Drago: ¡Hola! Niños: ¡Hola, Drago! Maestra: Siéntate allí por favor, al lado de Ana. Ana: Oye Drago, ¿me puedes prestar un lápiz? Drago: Sí, claro. Toma. Ana: Gracias. Drago: De nada. Maestra: Silencio, por favor. Abrid el libro por la página ocho, hoy vamos a… D. TRUE OR FALSE LA p.11 ej.2 Say: Abre el libro del alumno por la página 11. Marca verdadero o falso. E. NEW VOCABULARY Presentation of new vocabulary. Material: Drago Flash Cards numbers 15 to 23. Flash card game: Ask individual students to stand and hold up one of the Drago Flash cards for the other students to see. When you have handed all of the flash cards out say the names of each of the cards. The student holding the card you have named should sit down. When all of the students are seated call out the names of the cards again. The student holding the card should now return it to you at your desk. Superdrago 1 – Teacher´s Book
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Unit2 lesson 2
A. WARMER E. LISTEN AND NUMBER CA p.9 ej.2 CD 21 Material: Drago Flash cards 15 a 23. Ask the students to stand up at their seats. Ask questions using the models Ana, ¿qué es esto? and Lisa, ¿esto es un lápiz? Students can sit down again when they have responded correctly to the questions. Say: Abre el cuaderno de actividades por la página 9. Escucha y numera. Play CD 1 track 21. Have students write the number in the circle of the corresponding illustration. You may have to repeat the track a few times so that every student can complete the task. B. LISTEN LA p.11 ej.3 CD 19 21 ● Hola. ¿Cómo te llamas? □ Me llamo Juan. ¿Y tú? ● Me llamo Ana. □ Hola, Ana. ● ¿Me prestas tu sacapuntas, por favor? □ Sí, aquí enes. ● Gracias, Juan. □ De nada. F. NUMBER BINGO Say: Abre el libro del alumno por la página 11. Mira el ejercicio número 3. When students have opened their books say: Mira, dos monstruos. Escucha. 19 ● ¿Me prestas el lápiz? □ Sí, toma. ● Gracias. □ De nada. C. LISTEN AND REPEAT Tell the students to take out a piece of paper and to draw six big squares on it. Have them write a different number from 1 to 10 in each of the squares. When they have finished call out six numbers between 1 and 10. If a student has written one of these numbers in a square they should cross it out. The first students to cross out all of their squares shout Bingo! Play the track again but this time pause the CD and have two students repeat after each character has spoken. Repeat this with several pairs of students. D. SPEAK LA p.11 ej.4 CD 20 Say: Ahora, mira el ejercicio número 4. Escucha y practica con tu compañero. Play CD track 20. 20 ● ¿Me prestas el sacapuntas, por favor? □ Sí, toma. ● Gracias. □ De nada. Choose two students to repeat the dialogue using their own names instead of those of the characters. ● ¿Me prestas el lápiz _____? □ Sí, toma. ● Gracias. □ De nada ______. Divide the class into pairs and have them practice. Walk about the classroom giving help as needed. Make sure that students focus on correct pronunciation. Superdrago 1 – Teacher´s Book
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Unit2 lesson 3
A. WARMER D. PRACTICE Review by asking the following questions: Hola, ¿cómo estáis? Students should respond by saying: Bien, gracias. ¿Y usted / tú? Ask individual students these questions: ¿Me prestas un lápiz, por favor? Gracias. Take the object the student has given you and place it on another student’s desk. The first student should now repeat the request so that the other student returns the object. Continue practising with other students using different school material like rubbers, rulers, pens, etc. Take the Drago flash cards and spread them out over the table again. Ask one of the students to come up to the table. Say the name of one of the Drago flash card objects, for example, el lápiz. When the student has chosen the correct flash card have them go to the whiteboard and hold it up on the side with the correct corresponding article. Next have them say the name of the object including the article, I.e.: el lapiz. Alternative activity: Divide the class into groups and by turns have members of each group come up and perform the task. You could award points for correct answers. B. LOOK AND LISTEN LA p.12 ej.5 CD 22 E. CIRCLE THE WORDS WITH "H" CA p.10 ej.3 Say: Abre el libro del alumno por la página 12, mira el ejercicio 5. Escucha y escribe el número en el círculo. Play CD 1 track 22. 1. Say: Abre el cuaderno de actividades por la página 10. Mira el ejercicio número 3. Write the letter «H» on the whiteboard. Say: Es la letra «H». Point to exercise three in the activity book and say: ¡Es una serpiente de palabras! Mira los dibujos. Point to each of the drawings as you say the words: helado, humo, hotel, hada, hilo, hospital, hola. Emphasise that the letter «H» in these words is not pronouced. Say: Rodea las palabras con «H». You could do the first one as an example. F. LOOK AND WRITE CA p.10 ej.4 Say: Mira el ejercicio número 4. Escribe las palabras. G. GAME Divide the class into two groups. Choose one of the words from exercise 3 and write it changing the order of the letters. For example you could write the word 'helado' as 'eaodlh'. Say: Ordena las letras. Team 1 starts the game. They have 10 seconds to put the letters in order so that the correct word is spelled. If the can't do it in the allotted time they must say: Pasa palabra, which gives the other team the opportunity to spell the word. Each correct word is worth one point and the team with the most points wins. This game can also be used to review vocabulary from other units. Whenever you have some extra time in class this is a good game to play. 22 1. el cuaderno. 2. la goma. 3. el sacapuntas. 4. la regla. 5. la mochila. 6. el libro. 7. el bolígrafo. 8. la pizarra. 9. el lápiz. Play the track as many times as you feel is necessary for the students to understand. Students write the number in the circle. Correct the exercise together as a class. C. LISTEN AND POINT LA p.12 ej.6 CD 23 Write the masculine indefinite article El on one side of the whiteboard and the feminine indefinite article La on the other side. Divide the whiteboard into two halves by drawing a vertical line down the middle. Take out the Drago flash cards showing classroom objects (numbers 15‐23) and place them on top of a table. Choose the flash card of the notebook (number 19) and hold it up for the children to see. Say: El cuaderno. Display the flash card on the whiteboard on the side where you have written the indefinite article El. Next show the flash card of the ruler (number 17). Say: La regla. Stick it on the side of the the whiteboard with the indefinite article La. Repeat with all of the flash cards on the table until each one has displayed on the whiteboard with it's correct article. Say: Mira el ejercicio número 6. Hay dos baúles. Escucha y pon cada cosa en el baúl correcto. Play CD track 23. 23 El libro, el lápiz, el cuaderno, el sacapuntas, la regla, la goma, la cartera, la mochila. Repeat the track several times so that students can listen to the pronunciation. Superdrago 1 – Teacher´s Book
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Unit2 lesson 4
A. WARMER D. WRITE CA p.11 ej.5 Begin class by asking students: Hola, ¿cómo estáis? Students respond: Bien, gracias. ¿Y usted / tú? Encourage them to use complete sentences when they answer. Say: Abre el cuaderno de actividades por la página 11. Mira el ejercicio número 5. Es Juan. Tiene muchas cosas. ¿Qué ves? Elicit the names of the different objects surrounding Juan in the picture. Names of objects: un bolígrafo, un libro de animales, una manzana, unos lápices, unas tijeras. Say: Escribe «Tengo» or «No tengo». Tengo un bolígrafo. No tengo un elefante. Tengo un libro de animales. No tengo un sacapuntas. Tengo una manzana. Tengo lápices. No tengo un cuaderno. No tengo una mochila. Tengo unas tijeras. B. LISTEN AND POINT LA p.13 ej.7 CD 24 1. Say: Abre el libro del alumno por la página 13, mira el ejercicio 7. ¿Quién es? Elicit the answer: Es Ana. Say: ¿Dónde está Ana? Elicit the correct answer: En la clase / En el colegio. Say: Escucha. Play CD 1 track 24. E. SPEAK LA p.13 ej.9 Say: Abre el libro del alumno por la página 13. Mira el ejercicio número 9. Escucha y repite. Say each of the words and have the students repeat them together as a group. Choose individual students and ask them to say the words. F. GAME Kim´s game: Divide the class in groups. Place different classroom objects on the top of your desk and ask the students to observe the objects and try to memorize what they see in silence for one minute. Take a towel or a large piece of paper and cover the objects so that they can no longer be seen. Each group now writes the names of all the objects they can remember on a sheet of paper. The group with the longest and most accurate list of objects is the winner. 24 Me encanta el colegio. A ver, ¿qué tengo en mi estuche? Mira, tengo un lápiz rojo. ¿Qué más? ¡Ah!, mira, tengo una regla verde. El verde es mi color preferido. ¡Y tengo dos gomas! Una goma blanca y otra goma azul. Students should point to the objects that Ana names while they listen to the track. 2. Say: Escucha y repite. Repeat the names of all of the objects that Ana has got on her desk. Have the students repeat the vocabulary with you to practice pronunciation. C. PRACTICE LA p.13 ej.8 Say: Ahora mira el ejercicio número 8. ¿Qué tiene? Es un estuche. Place a pencil case containing a pencil on your desk. Take out the pencil and say: Tengo un lápiz. Ask one of the students to stand up at their desk holding their own pencil case. Repeat the sentence: Tengo un lápiz. ¿Y tú qué tienes? Help the student to respond with the correct answer: Tengo un lápiz / sacapuntas / … Display the Drago flash cards showing classroom objects on the white board. Point to the pencil flash card. Say: Tengo un lápiz. ¿Sí o no? Have the students respond using the affirmative sentence. Say: Sí. Tengo un lápiz. Point to the pencil flash card again but this time. Say: Tengo un bolígrafo. ¿Sí o no? Have the students respond using the negative. Say: No tengo un bolígrafo. You can repeat and continue practising by pointing to the different flash cards and alternating your sentences. Superdrago 1 – Teacher´s Book
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Unit2 lesson 5
A. WARMER E. LOOK, LISTEN AND SAY LA p.14 ej.12 CD 26 Write the following list of words on the whiteboard: hotel, helado, hospital, humo. Ask different volunteers to each read aloud one of the words written on the whiteboard. As a way of showing them that the «H» is silent in these words you could cover the letter «H» with your hand as they read the words. Add more words beginning with the letter «H» to the list and practice them. B. GUESS LA p.14 ej.10 Say: Abre el libro del alumno por la página 14. Mira el ejercicio número 10. Read the riddle aloud once for the students to hear. Go back and read it again pausing after each line. Have students repeat each line with you. Ask: ¿Quién es? Answer: La hoja. Have the students find the drawing of the leaf and point to it. The first student to find it can go to the whiteboard and write the word la hoja. C. GAME CA p.12 ej.6 Say. Abre el cuaderno de actividades por la página 12. Dibuja y escribe para llegar a la meta. Help students by going through the exercise step by step. Divide the class into pairs or small groups and let them work on the activity together. Each student begins on the first space. They must complete the task on each space before continuing to the next one. Thehe race is finished when they have completed all the tasks. It's important for students to do all of the activities and to not skip any of the spaces. Ask students to look at exercise 12 in their student's book. Read aloud the different examples of salutations. Mimic the gestures of waving goodbye and leave the classroom. Come back in and say hola. You could say Buenas noches and mimic going to sleep and Buenos días by mimicking waking up in the morning. Say: Mira, escucha y di. Play audio track number 26. There are three seconds between each of the salutations to give students time to repeat. 26 ● ¡Hola, Pablo! □ ¡Hola, Jorge! ● Adiós, Javier. □ Adiós, mamá. ● Buenos días. □ Buenos días. ● Buenas noches. □ Buenas noches. F. PRACTICE Students work in pairs. Have them practice the different salutations accompanied by the appropriate gestures. You can move through the classroom correcting and encouraging to exaggerate the gestures comically. D. LISTEN AND SING LA p.14 ej.11 CD 25 Say: Abre el libro del alumno por la página 14. Mira el ejercicio 11 y escucha. Play Margarita's song, audio track 25, so that students can listen for the first time. 25 A‐a‐a Margarita está enfadá E‐e‐e porque no sabe leer I‐i‐i porque no sabe escribir O‐o‐o porque el novio la dejó U‐u‐u sentadita en autobús. At the end of the song write the vowels A, E, I, O, U on the whiteboard. Point to each letter and pronounce it in Spanish. Have the students repeat the vowels with you. Play the song again and encourage the students to sing along. You could have them sing only the vowels or if you think they are capable, you could have them sing the entire song. Play track 25 for a third time and then divide the class into five groups. Give each group one of the vowels and have them say their vowel at the beginning of the corresponding lines of the song. Superdrago 1 – Teacher´s Book
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Unit2 lesson 6
A. WARMER LA p.15 ej.13 E. THE WORD CHEST CA p.13 ej.7 1. Say: Abre el libro del alumno por la página 15 y mira los dibujos. ¿Dónde están los chicos? Elicit the names of the characters. As students name them display the corresponding Drago Flash card on the whiteboard. 1. Say: Abre el cuaderno de actividades por la página 13, mira el ejercicio número 7. ¡Es el baúl de las palabras! Llena el baúl con las palabras nuevas que has aprendido. 2. This activity can be done individually, as pair work or in groups. If done individually each student can go to the whiteboard and write their list of vocabulary. If done as pair work or in groups, two volunteers can go to the whiteboard and copy the vocabulary that the other students provide. Once all the students have given their suggestions they can copy the complete list of vocabulary into their activity books. 3. Pronunciation activity: Use the vocabulary that written on the board. Say each of the words while the students repeat as a group. B. LISTEN TO THE STORY CD 27 1. Say: Cierra el libro del alumno. Vamos a escuchar otra historia de Superdrago. 2. Play CD 1 track 27 Have students listen to the story without looking at the comic. When one of the characters is speaking point to the corresponding flash card on the board. 27 Carlos: Este es nuestro colegio. Ven con nosotros Superdrago. Superdrago: No puedo ir. No tengo lápiz. Ana: Toma Superdrago. Yo tengo un lápiz. Un lápiz azul. Y una goma verde, un sacapuntas rojo… y un cuaderno amarillo. Superdrago: Gracias, Ana. Maestra: Buenos días, niños. A ver. Hola, Carlos. Hola, Ana. Hola, Juan. Hola… ¿Cómo te llamas? Superdrago: Hola. Yo me llamo Superdrago. Soy un súper héroe. Esta es mi amiga. Se llama Lila. Maestra: Muy bien. Uno, dos, tres, cuatro, cinco. Tengo cinco alumnos. Drago, ven a la pizarra. Drago: ¡Mira! ¡Yo puedo volar! Todos: ¡Oh, no! ¡La ventana! (Risas) Superdrago: Lo siento. C. LOOK AND LISTEN F. WHAT CAN WE DO? CA p.13 ej.8 1. Say: ¡Hemos terminado la Unit 2! Ahora mira el ejercicio número 8 de la página 13 del cuaderno de actividades. This activity is a self evaluation. It is useful for students to reflect on their own progress in class. Say: Colorea las caritas. Una carita si está bien. Dos caritas si está muy bien, y tres caritas si es excelente. This activity could be done orally. It is very important to encourage the students to think about each of the sections and give themselves constructive criticism. Go through each of the points with the class by reading them aloud and having students give other examples. For example say dar las gracias to give thanks I.e.: Gracias. Ask other students to give examples. Have students colour in the line of happy faces that they feel best represents their progress so far in class. 1. Say: Abre el libro del alumno por la página 15. Mira y escucha. 2. Play the story again but this time have the students look at the comic. D. LISTEN AND RESPOND Play the story once again, but pause it after each cartoon. Ask the students what they think is happening in the cartoon using the questions below. QUESTIONS: Cartoon 1: ¿Dónde van? (Answer: Al colegio). Cartoon 2: ¿Qué presta Ana a Drago? (Answer: Un lápiz azul). Cartoon 3: ¿Está Lila en la clase? (Answer: Sí). Cartoon 4: ¿Cuántos alumnos hay en clase? (Answer: Cinco). Cartoon 5: ¿Qué sabe hacer Drago? (Answer: Volar). Cartoon 6: ¿Qué se rompe? (Answer: La ventana). EXTRA ACTIVITY: For more advanced groups you could practice pronunciation by playing each cartoon and pausing the CD. Let volunteers play the different parts. Superdrago 1 – Teacher´s Book
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Review 1
A. LOOK Y WRITE LA p.16 ej.1 Say: Abre el libro del alumno por la página 16, ejercicio 1. Mira las imágenes. Son dados. It would be a good idea to have previously constructed a model die from Project 1 to show to the students in class. Say: Cada dado tiene seis lados. Show the six sides of the die in order, counting as you do. Toss the die to one of the students and ask ¿Qué número es? Students should say the number. Let the student toss the die to another classmate and ask the question: ¿Qué número es? Allow students to practice by the tossing the die to their classmates. Write the word «cuatro» on the whiteboard. Say: Mira los dibujos. Show the side of the die with four points to the students and write the word «cuatro» in the air using your finger. Say: Ahora escucha y escribe. Say the following numbers and have students find the correct side of the die and then to write the words in the air: «dos», «seis», «tres», «cinco», «cuatro», «nueve», «diez», «siete», «ocho». B. WRITE LA p.16 ej.2 Say: Mira el ejercicio número 2. Escribe el color debajo de la imagen. ¿Qué es esto? Point to the picture of the pencil and have students answer the question. Repeat the question for all of the images and give students time to complete the exercise. C. READ AND CONNECT LA p.16 ej.3 Say: Mira el ejercicio numero 3. Hay un dibujo donde aparecen Ana, Carlos y Juan. Mira la frase A. Point to the sentence in the book and ask one of the students to read it aloud. Say: Muy bien. ¿Quién habla? ¿Es Ana, Carlos o Juan? Have students draw a line connecting the sentence with the drawing of Ana. Repeat with sentences B and C, having other volunteers read the sentences. When the students have finished the exercise, point to the objects in the drawing and ask the students to name them. Superdrago 1 – Teacher´s Book
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Project 1
D. MAKE A DIE LA p.17 Proyecto 1 Ask students to open their student's book to page 17. Say: Es un proyecto, vamos a hacer un dado. 1, recorta el dado de la página 77. Go carefully step by step through the project helping students to complete it. Students can work together, helping each other while you make certain that instructions are being followed correctly. E. PLAY BINGO Draw a rectangle divided into six squares on the whiteboard. Number each of the squares with a number between 1 and 6. For example you could write: 5, 5, 6, 2, 2, 1. Have students copy the grid onto another sheet of paper and put a number in each square. Make sure that they repeat at least two of the numbers that they have chosen. Students take turns throwing the die. When a number comes up students should say the number and cross it off their grid. The first ones to cross out all of their numbers shouts ¡Dado‐Bingo! You could repeat the game several times. Superdrago 1 – Teacher´s Book
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Unit 3 lesson 1
A. WARMER E. SPEAK 1. Choose three volunteers to stand up in front of the classroom with you. Stand behind each of the children and point to them. Ask the question ¿Quien es? Encourage other students to give the complete response Es ____. Let the children who answer the questions correctly come forward and replace the students whom they have named. 2. Game: Guess who's speaking. Place a chair at the front of the classroom facing the whiteboard. Choose a student to come forward and sit in the chair with their backs facing the rest of the classroom. Write «¿Quien soy?» on the whiteboard. Choose one of the other students to ask the question ¿Quien soy? The student speaking should try to change their voice so that it sounds different than usual. The student sitting in the chair has to try and guess which classmate has asked the question. If the student guesses the correct name they can remain in the chair. If not the student that asked the question gets to come forward and take a turn. Repeat with different students so that as many as possible get to ask the question. 1. Choose some volunteers to act out the parts of the characters on the audio track that they have just listened to. 2. Say: Tú eres Drago, tú eres Juan, tú eres la madre de Juan, tú eres Carlos, tú eres Ana y tú eres Lila. 3. Play track 28 again pausing after each character speaks. Point to the student who is playing the character and let them repeat their part of the dialogue. Continue until the dialogue is complete. Encourage the students to use appropriate gestures and intonation as they speak. F. REVIEW Say: Señala la respuesta correcta. Write the following question on the whiteboard ¿De quién es el cumpleaños? Beneath the question write the names of the characters, Ana, Juan, Carlos, Drago. Ask a volunteer to go to the whiteboard and erase the name of the character celebrating their birthday. Repeat the activity with the following questions using the same procedure. ¿Cuántos años cumple? Siete / Nueve / Diez. ¿Cuántas velas hay en la tarta? Nueve / Ocho / Seis. B. PRESENTATIÓN LA p.18 ej.1 Say: Abre el libro del alumno por la página 18, ejercicio 1. Mira el dibujo: es un día especial, es el cumpleaños de Juan. Están todos: Drago, Lila, Carlos, Ana, la madre de Juan y Juan. Point to the characters in the book as you name them. G. COLOUR CA p.14 ej.1 Say: Ahora cierra el libro del alumno y abre el cuaderno de actividades por la página 14. Copy the illustration of the birthday cake on the whiteboard. Say: Esta es una tarta de cumpleaños. Display the Drago Flash card of Superdrago (nº. 1) on the whiteboard and draw a word balloon above the flash card with the following written text: Hoy cumplo dos años. Colour in two of the birthday candles on the cake you have drawn with your board pen. Choose a student to read the first exercise in the activity book. Ask: ¿Cuántos años cumple? Count the correct numbers of candles together as a group and say: Colorea seis velas. Let the students work in pairs and practice counting the numbers aloud. C. LISTEN CD 28 Play CD 1 track number 28. 28 Mamá: ¿Quién es? Carlos: Soy Carlos. Mamá: Hola, Carlos. Pasa. Juan, Carlos está aquí. Juan: ¡Hola! Mira, este es Superdrago. Superdrago: ¡Hola, Juan! Esta es Lila. Lila: Hola. ¿Cuántos años cumples? Zzz. Juan: Nueve. Superdrago: Mira, hay nueve velas: una, dos, tres… Ana: A la una, a los dos y a las tres. ¡Sopla! Todos: ¡Bien! Cumpleaños feliz, cumpleaños feliz, te deseamos todos... D. RESPOND Ask students the following questions and elicit the answers: ¿Es el cumpleaños de Drago? ¿Es el cumpleaños de Juan? ¿Cuántos años cumple Juan? ¿Cuántas velas hay en la tarta? Superdrago 1 – Teacher´s Book
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Unit 3 lesson 2
A. WARMER F. LISTEN AND REPEAT Begin class by greeting students with the following sentences: ¡Buenos días a todos! ¿Qué tal? ¿Bien? ¡No! ¡Muy bien! Encourage the class to respond ¡Muy bien! Play CD track 30 again, this time pausing after each sentence. Point to a student and say Repite. The student should repeat the dialogue that they hear on the CD. G. LISTEN AND NUMBER CA p.15 ej.2 CD 31 B. REVIEW 1. Say: Ahora abre el cuaderno de actividades por la página 15 y mira el ejercicio número 2. ¿A quién ves? Elicit the answers: A Carlos y a Juan. Say: Mira y escucha. Play CD 1 track 31. Students should listen while they look at the cartoons. If you have given the students homework correct it together as a class. If not review by playing the game from Unit 3 lesson 1 exercise G again. C. SING WITH LILA LA p.19 ej.2 CD 29 1. Say: Abre el libro del alumno por la página 19. Mira el ejercicio número 2. Escucha la canción. Play CD 1 track 29. 31 Carlos: Hola, Juan. ¡Feliz cumpleaños! Juan: Muchas gracias, Carlos. Carlos: ¿Cuántos años cumples? Juan: Hoy cumplo nueve años. Carlos: Toma, este regalo es para ti. Juan: ¡Vaya! Es un avión. Carlos: Sí, es un avión con motor. Juan: ¡Vamos a jugar! 29 ¡Cumpleaños feliz! ¡Cumpleaños feliz! Te deseamos todos, ¡cumpleaños feliz! 2. Say: Ahora escucha y numera los textos. Play track 31 again pausing it after Carlos has spoken for the first time. Repeat the sentence together as a class and write the number 1 in the correct speech balloon. Continue doing the rest of the exercise in the same way, pausing after each character speaks to give the students time to write the numbers. Students can do this individually or in pairs. When you have finished check to make sure that all of the students have the correct answers. 3. Students work in pairs for this activity. Have each member of the pair play the part of one of the characters and practice the dialogue. Walk about the classroom correcting and encouraging. 2. After the students have listened to the song, go back and read the lyrics aloud. Read each line and have the students repeat. Play track 29 again and tell students to listen attentively 3. Play CD track 29 again but this time have students sing along with Lila. Divide the class into smaller groups and assign a line of the birthday song to each one. Practice witheach group.Sing the song again, with each group singing only the line that they have been given. Whenever one of the students celebrates a birthday, you could have the class sing to them. D. SPEAK Write the numbers from 1 to 10 on the whiteboard. Count off each of the numbers in order while showing the corresponding number of digits on your hands. Each time you say a number ask ¿Qué número es? Have students come to the whiteboard and erase the number that you have named. When you finish, write the numbers on the whiteboard again Repeat the names of the numbers in a different order and have students come to the whiteboard and erase them. E. LISTEN AND POINT LA p.19 ej.3 CD 30 Say: Ahora mira el ejercicio número 3. Escucha y señala. Play CD 1 track 30. 30 Cumplo tres años. Cumplo siete años Cumplo diez años. Cumplo cinco años. Cumplo cuatro años Cumplo nueve años Cumplo ocho años. Cumplo seis años. Superdrago 1 – Teacher´s Book
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Unit 3 lesson 3
A. WARMER F. LISTEN LA p.20 ej.6 CD 33 Write the names of the months on the whiteboard in order. Say the names of each of the months. Repeat the names of the months. This time pause after each month and let students say the name of that month in chorus. Keep the names of the months written on the whiteboard to be used in exercise 3. Say: Ahora mira el ejercicio número 6. Vamos a escuchar una canción. ¿Preparados? Play CD 1 track 33. 33 Uno de enero. Dos de febrero. Tres de marzo. Cuatro de abril. Cinco de mayo. Seis de junio. Siete de julio. San Fermín. B. LISTEN AND SPEAK LA p.20 ej.4 CD 32 1. Say: Abre el libro del alumno por la página 20. Ejercicio 4. Escucha y mira. Play CD 1 track 32. 32 ● ¿Cuándo es tu cumpleaños? □ Mi cumpleaños es en febrero. Say: ¿Qué meses nombran? Elicit the names of the months mentioned on the CD and circle them on the whiteboard. Play track 33 again. Pause after each line and practice saying it with the students. 2. Say: Abre el libro del alumno por la página 73 y busca los meses del año en el diccionario. Students do this as pair work. Have them practice the dialogue together. Open the student’s book to the dictionary page 73 and focus the student's attention on the different month of the years. G. SING A p.20 ej.6 Say: Ahora todo el mundo va a cantar. Practice the song by turns letting each of the students repeat one of the lines. C. LISTEN AND WRITE H. WRITE CA p.16 ej.3 Write your own name on the board below the month when you were born. Say: Mi cumpleaños es en _____. Ask different students ¿Cuándo es tu cumpleaños? Elicit the correct month and have them go to the whiteboard and write their names below the correct month. If the class is small each student can go to the board, but in bigger classes you might want to divide the class into groups with each group choosing a representative to write their names on the board. Alternative exercise: Say: ¿Quién cumple años en enero / febrero / etc.? Todo el mundo que cumpla años en enero que se ponga aquí. Ahora escribe tu nombre en la pizarra. Students organise themselves into groups by birthdays and then write their names on the board beneath the corresponding month. Say: Abre el cuaderno de actividades por la página 16, ejercicio 3. Students should think of an important date and write it in the activity book. Some suggestions could be; birthdays, holidays. If students have difficulties thinking of dates you could write some options on the board: Christmas, first day of Spring, etc. I. LISTEN AND WRITE CA p.16 ej.4 CD 34 1. Say: Ahora mira el ejercicio número 4 y escucha. Play CD 1 track 34. 34 Hola. Soy Nerea. Vivo en España. En enero hace frío. En agosto hace calor. En abril llueve. D. READ AND WRITE LA p.20 ej.5 2. Say: Ahora escucha y escribe. Read each of the questions aloud and give the students time to write the correct answer in the activity book. Say: Abre el libro del alumno por la página 20 y mira el ejercicio número 5. Lee los meses del año y escribe el nombre del mes de tu cumpleaños en el espacio. Have students complete the exercise individually. E. SPEAK Students do this activity as pair work. Have them practice the dialogue while you listen, correct and encourage. Superdrago 1 – Teacher´s Book
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Unit 3 lesson 4
A. WARMER D. LISTEN LA p.21 ej.9 CD 37 Write the names of the twelve months on the whiteboard. Ask twelve students to each write the name of one month in capital letters on a piece of notebook paper. Have them come to the front of the class and position themselves in correct order so that they create a human calender with each student holding up the paper with the name of the month written on it. Now ask the rest of the students to come forward and stand next to the month of their birthday. Display the Drago Flash cards of el libro (nº. 20), el coche (nº. 28) and la pelota (nº. 31) on the whiteboard. Say (pointing to the corresponding flash card): Esto es un libro / Esto es un coche / Esta es una pelota. Have students repeat each of the words in chorus. Say: Ahora mira el ejercicio 9. Write the following words on the whiteboard María, siete, abril. Play CD 1 track number 37. Say: Escribe la palabra correcta. 37● ¿Cómo te llamas? □ Me llamo María. ● ¿Cuántos años tienes? □ Tengo siete años. ● ¿Cuándo es tu cumpleaños? □ Mi cumpleaños es en abril. 337 Play track 37 again. Pause after each question. Have a student come to the board and erase the word that corresponds to the correct answer. B. LOOK AND LISTEN LA p.21 ej.7 CD 35 Say: Abre el libro del alumno por la página 21, por favor. Mira el ejercicio 7. Play CD 1 track número 35. E. ORDER p.17 ej.5 Say: Cierra el libro del alumno y abre el cuaderno de actividades por la página 17. Write the following letters on the board E P L T O A. Display the Drago Flash card of la pelota (nº. 31) and ask one of the students to rewrite the letters in order so that they correctly spell the name of the object. Say: Mira las letras. Tienes que ordenar las palabras. Utiliza la página 71 del diccionario. Have students complete the exercise. As they finish they can come to the whiteboard and write the correct answers. 35 Juan: Felicidades. Toma, esto es para ti. Carlos: Gracias. ¿Qué es? Juan: Adivínalo. Carlos: ¿Un libro? Juan: No. Carlos: ¿Un coche? Juan: No. Carlos: ¿Una pelota? Juan: ¡Sí! Carlos: ¡Qué bonita es! F. CONNECT AND WRITE CA p.17 ej.6 Ask students to find Carlos's gift on the board. For more advanced groups you could check comprehension by asking the following questions: ¿El regalo de Carlos es un libro? ¿El regalo de Carlos es un coche? ¿El regalo de Carlos es una pelota? Say: Mira el ejercicio número 6. Mira los regalos de las imágenes. Point to the first image and ask: ¿Qué es? Repeat the question with all of the images and help the students name the toys by asking questions like: ¿Es un avión? Have the students complete the names of the toys and then draw a line to the corresponding image. They can use the dictionary page to help them complete the exercise. C. LISTEN AND WRITE LA p.21 ej.8 CD 36 Say: Mira los dibujos en el ejercicio número 8. Play CD 1 track number 36. Point to each of the illustrations as they are named. 36 1. Una bicicleta. 2. Una raqueta. 3. Una muñeca. 4. Un tren. 5. Un balón. 6. Un coche. 7. Un camión. 8. Un osito de peluche. 9. Un paraguas. 10. Una pelota. Play track 36 again. Have students repeat the vocabulary. Display the Drago Flash card of la bicicleta (nº. 24) and say: Busca una bicicleta. When they find the bicycle, write the words una bicicleta on the whiteboard. Say: Escribe la palabra correcta. Continue doing this with the rest of the vocabulary. Superdrago 1 – Teacher´s Book
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Unit 3 lesson 5
A. WARMER E. LISTEN CD 39 Review: Say to one of the students: ¿Me prestas un lápiz, por favor? When the student gives you the pencil respond: Muchas gracias. Say Toma, and return the pencil to the student. Elicit Muchas gracias. Divide the class in pairs and have them practice the dialogue. Ask the students to name other objects and write them on the board. Have students practice with these new objects. You could also use the Drago Flash cards showing classroom objects. Say: Escucha las palabras. Play CD track number 39. 39 Azul, bicicleta, cinco, marzo, zapato, cebra, calcetines, cintas, cielo, ciempiés. Play track number 39 again and ask the students to repeat each of the words in chorus. F. LOOK AND LISTEN LA p.22 ej.11 Say: Ahora abre el libro del alumno por la página 22, mira el ejercicio número 11. Son las palabras del audio. Lee y repite conmigo. Write the words on the whiteboard. Say one of the words and have a student come to the board, repeat the word and then erase it. Repeat with all of the words on the board until none are left. Give other students an opportunity to practice. B. GUESS LA p.22 ej.10 CD 38 This activity can be done as group work. Say: Abre el libro del alumno por la página 22 y mira el ejercicio 10. Adivina lo que es. Play CD 1 track 38. 38 ● Veo, veo. □ ¿Qué ves? ● Una cosita. □ ¿Con qué letrita? ● Empieza por la __. G. GUESS LA p.22 ej.12 CD 40 Say: Muy bien. Ahora mira el ejercicio número 12. Hay cinco dibujos. This exercise can be done as pair work. Say: Uno tiene que preguntar « ¿Qué es?» y el otro tiene que decir la respuesta: «Es ____». H. LISTEN LA p.22 ej.13 CD 40 Say: Mira los dibujos del ejercicio número 13. ¿Qué ves? (Point to each object in the book as you say it.) Hay cinco cebras. Una bicicleta azul, cintas, un ciempiés, calcetines y zapatos. Ahora repita las palabras: cinco, cebras, bicicleta, azul, cinta, ciempiés, calcetines, zapatos, marzo. Muy bien. Escucha. Play CD 1 track 40. Point to the first drawing and ask: ¿Qué es? Si lo sabes, levanta la mano. If the students shout the answer out pretend that you don't hear them. Choose one of the students who has their hand raised. Let them give the answer. Repeat with other objects in the illustration making sure that the students understand how important it is to raise their hands. C. MAKE A BIRTHDAY CARD CA p.18 ej.7 Say: Cierra el libro del alumno y abre el cuaderno por la página 18. ¡Es una tarjeta de cumpleaños! Read the birthday message aloud, adding any words that are missing. You could also write the missing words on the whiteboard. Students complete the birthday card in the book. Have students practice reading the cards to their classmates and correct any problems with pronunciation. 40 Cinco cebras en una bicicleta azul lanzan cintas al cielo. Para el ciempiés calcetines y zapatos son necesarios en marzo. Play track 40 again. Encourage the students to repeat each fragment of the tongue twister. Divide the class into groups and give each group a line of the tongue twister to practice. Have the class say the tongue twister with each group saying only the line which they have learned. Play the CD again so that students can listen and practice their parts. EXTRA ACTIVITY: For homework students can copy the birthday card onto a piece of coloured construction paper and decorate it. These can be hung on the walls of the classroom. D. READ PRACTICE CA p.18 ej.8 Students read the dialogue silently to themselves. Choose two volunteers to play the parts of Carlos and Juan and read the dialogue aloud. Superdrago 1 – Teacher´s Book
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Unit 3 lesson 6
A. WARMER LA p.23 ej.14 E. THE WORD CHEST CA p.19 ej.9 1. Say: Abre el libro del alumno por la página 23 y mira los dibujos. ¿Dónde están los chicos? Elicit the names of the characters. As students name them display the corresponding Drago Flash card on the whiteboard. 1. Say: Abre el cuaderno de actividades por la página 19, mira el ejercicio número 9. ¡Es el baúl de las palabras! Llena el baúl con las palabras nuevas que has aprendido. 2. This activity can be done individually, as pair work or in groups. If done individually each student can go to the whiteboard and write their list of vocabulary. If done as pair work or in groups two volunteers can go to the whiteboard and copy the vocabulary that the other students provide. Once all the students have given their suggestions they can copy the complete list of vocabulary into their activity books. 3. Pronunciation activity: Use the vocabulary written on the board. Say each of the words while the students repeat as a group. B. LISTEN TO THE STORY LA p.23 ej.14 CD 41 1. Say: Cierra el libro de alumno. Vamos a escuchar otra historia de Superdrago. 2. Play CD 1 track 27 Have students listen to the story without looking at the comic. When one of the characters is speaking, point to the corresponding flash card on the board. 41 Maestra: Escuchad todos. Hoy es el 4 de marzo. Es el cumpleaños de Ana. Todos: ¡Feliz cumpleaños, Ana! Maestra: Tengo una tarta para ti. Ana: Muchas gracias. Mmmmm chocolate. Juan: Aquí tienes tu regalo, Ana. Ana: ¡Oh, es una muñeca! ¡Qué guapa! Juan: Se llama Linda. ¿Cuántos años cumples, Ana? Ana: Cumplo ocho años. Maestra: Uno, dos, tres, cuatro, cinco, seis, siete, ocho. Ocho velas para la tarta. Hmm..... A ver. Tenemos una tarta y tenemos velas, pero no tenemos fuego. Superdrago: Superdrago al rescate. Tengo fuego. Todos: ¡Oh, Superdrago! ¡Las velas! ¡La tarta! Superdrago: ¡Oh! Perdón. C. LOOK AND LISTEN LA p.23 ej.14 F. WHAT CAN WE DO? CA p.19 ej.10 1. Say: ¡Hemos terminado la unidad 3! Ahora mira el ejercicio número 10 de la página 19 del cuaderno de actividades. This activity is a self evaluation. It is useful for students to reflect on their own progress in class. Say: Colorea las caritas. Una carita si está bien. Dos caritas si está muy bien, y tres caritas si es excelente. This activity could be done orally. It is very important to encourage the students to think about each of the sections and give themselves constructive criticism. Go through each of the points with the class by reading them aloud and having students give other examples. , For example to congratulate a friend say. I.e.: ¡Feliz cumpleaños Juan! Ask other students to give examples. Have students colour in the line of happy faces that they feel best represents their progress so far in class. Say: Ahora abre el libro del alumno por la página 23. Mira y escucha. Play the story again but this time have the students look at the comic. D. LISTEN AND RESPOND Play the story once again, but pause it after each cartoon. Ask the students what they think is happening in the cartoon using the questions below. QUESTIONS: Cartoon 1: ¿De quién es el cumpleaños? (Answer: De Ana). Cartoon 2: ¿Cuál es el regalo de Ana? (Answer: Una muñeca). Cartoon 3: ¿Cuántos años cumple Ana? (Answer: Cumple ocho años). Cartoon 4: ¿Tiene fuego la maestra? (Answer: No). Cartoon 5: ¿Tiene fuego Superdrago? (Answer: Sí). Cartoon 6: ¿Qué dice Superdrago? (Answer: ¡Oh! Perdón). Superdrago 1 – Teacher´s Book
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Unit 4 lesson 1
A. WARMER E. PRACTICE Review. Ask: ¿Qué día es hoy? Say the date ej.Hoy es (tres de febrero de 2010). Repeat the question: ¿Qué día es hoy? students respond by repeating the date and focusing on the numbers and the names of the months. You can write the date on the board to provide a model. Ask some of the students: ¿Cuándo es tu cumpleaños? Write the answers on the board and then have the students practice asking and anwering the question with their classmates. B. LISTEN LA p.24 ej.1 CD 42 Say: Mira el dibujo de la página 24 del libro del alumno. Es la casa de Juan.Escucha. Play CD 1 track 42. 1. Take out the Drago Flash card of Lila (n.º 2) and place it face up on a table, Say: Lila está encima de la mesa. Next take the flash card and hold it under the table. Say: Lila está debajo de la mesa. Next hold it up to one side of the table. Say: Lila está al lado de la mesa. Next hold the flash card behind the table. Say: Lila está detrás de la mesa. Repeat: Encima, debajo, al lado y detrás. Say: Ahora repite conmigo. Students repeat the names of the adverbs of place as you move the flash card about the table. 2. Questions. Place the card on top of the table and ask: ¿Está Lila debajo de la mesa? No. ¿Dónde está? Encima de la mesa. Repeat the question, placing the flash card in different positions around the table. 42 Ana: ¡Ay! Juan: ¿Qué pasa? Ana: ¡No encuentro la tortuga! Juan: ¿Dónde puede estar? Ana: No sé. Mira debajo del sofá. Juan: No, aquí no está. Ana: ¿Y encima del sofá? Juan: Tampoco. Ana: ¿Y al lado de la mesa? Juan: No… ¡Ya la veo! Ana: ¿Dónde está? Lila: Zzz (con entonación de «Aquí, detrás del televisor»). Juan: Gracias, Lila. Aquí, detrás del televisor. Ana: ¡Hola, tortuga! C. PRESENTATION F. DRAWING CA p.20 ej.1 1. Say: Cierra el libro del alumno y abre el cuaderno de actividades por la página 20. ¿Qué ves? ¿Es una casa? Sí. Mira las habitaciones. 2. Write the word dormitorio on the whiteboard. Say: Señala el dormitorio. Students look for and point to the space that corresponds to the dormitorio. Repeat with the following vocabulary: cuarto de baño, salón, cocina y ático. 3. Take out Drago Flash cards n.º 38 (cama) and n.º 40 (armario) and show them to the students. Say: Esto es una cama y esto es un armario. Dibuja dos camas y un armario en el dormitorio. Give the students time to finish their drawings. Remind them that they may use the dictionary page 71 to complete the task. This activity could also be set as homework. Display Drago Flash cards n.º 34 (sofá), n.º 35 (mesa) and n.º 36 (televisor) on the whiteboard. Take the card of la sofa and show it to the class. Say: Esto es un sofá. Point to the sofa in the drawing. students find the correct object in the ilustration. Repeat with the other flash cards. Ask: ¿Dónde está la mesa en el dibujo de la página 24? Poin to the turtle and ask: ¿Esto es una tortuga? Say: Escucha y mira otra vez. Play CD track 42 again. This is a good moment to review the vocabualry related to the house in the dictionary on page 71. G. GAME Draw a sketch of a table on the whiteboard. Say one of the adverbs of place debajo, encima, al lado and detrás.Students take the Drago flash card of Lila and hold it in the correct position in relation to the drawing. D. ANSWER Ask the class to respond to the following questions in chorus. If you like, you can create your own questions about the audio they have just heard. ¿Cuántas personas hay en la casa? ¿De qué color es la tortuga? ¿Está la tortuga debajo del sofá? ¿Dónde está la tortuga? Superdrago 1 – Teacher´s Book
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Unit 4 lesson 2
A. WARMER E. LISTEN AND POINT LA p.25 ej.4 CD 45 Write the following word snake on the whiteboard. I.e.: camasillónsofá. Circle one of the words in the group and elicit the other two words from the students. Choose three new words and draw another word snake. Students come to the whiteboard and circle the words they find. 1. Say: Ahora mira el ejercicio número 4 de la página 25. ¡Es Superdrago! Ayúdale a buscar los muebles. Play CD 1 track 45 pausing it after first question Say: Señala el sofá. ¡Muy bien ¿Dónde está? Help students find the sofa. 2. Continue to play CD track 45. Pause after each of Drago's questions. Give students time to locate each of the pieces of furniture. When they have finished ask the questions again changing the order. B. PRESENTATION LA p.25 ej.2 Say: Abre el libro del alumno por la página 25. Mira el ejercicio 2. Act as if you were very afraid: ¡Ahhhh, son monstruos! (Remember students love for their teachers to exaggerate and make gestures, the more exaggerated the better) ¿Dónde están los monstruos? C. LISTEN AND ANSWER CD 43 Say: Escucha. Play CD 1 track 43. Play it again pausing after each question. Ask: ¿Dónde está el monstruo? Students answer using the correct adverbs. Encourage then to respond with complete sentences. 45 ¿Dónde está el sofá? ¿Dónde está el armario? ¿Dónde está el televisor? ¿Dónde está la mesilla? ¿Dónde está la mesa? ¿Dónde está el lavabo? ¿Dónde está la nevera? ¿Dónde está la cama? F. WRITE CA p.21 ej.2 Write the following words on the whiteboard: «delante», «detrás», «encima», «debajo», «en» y «dentro». Say: Abre el cuaderno de actividades por la página 21. Mira los dibujos. ¿Dónde están? Escribe la palabra correcta. Número 1. ¿Dónde está Ana? Debajo de la mesa. Students can complete this activity in small groups or in pairs. When the students finish you can correct the exercise together as a class. 43 1. ¿Dónde está el monstruo? 2. ¿Dónde está el monstruo? 3. ¿Dónde está el monstruo? 4. ¿Dónde está el monstruo? D. LISTEN AND PRACTICE WITH LILA LA p.25 ej.3 CD 44 1. Say: Mira el ejercicio número 3. ¿Qué le pasa a Lila? Escucha. Play CD 1 track 44. 44 La casa chibiricasa. El balcón chibiricón. La cocina chibiriquina. El salón chibiricón. Otra vez. La casa chibiricasa. El balcón chibiricón. La cocina chibiriquina. El salón chibiricón. Once students have listened to the audio, read the tongue twister aloud, more slowly if necessary and when you finish say: ¡Ay, qué difícil!, ayúdame a decirlo. Choose one of the students. Say: (Nombre) repite por favor. La casa chiribicasa. Let the student try and repeat the tongue twister but without being too demanding. Say: Muy bien. Repeat the lines one by one with other students and give a big round of applause for the students who have made the effort to say he tongue twister. 2. Say: Ahora todos juntos. Play CD track 44 again pausing after each line so that students can repeat. Play the track again without stopping. Have students say the tongue twister together as a class. Say: ¡Muy bien, chicos! Superdrago 1 – Teacher´s Book
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Unit 4 lesson 3
A. WARMER E. LISTEN AND SING CA p.22 ej.3 CD 47 Ask one of the students to leave the room and shut the door. The student knocks on the door while the rest of the class asks ¿Quién es? The student outside answers: Soy ____. The class then responds: ¡Pasa! The student enters the classroom and another goes out to have a turn. B. PRESENTATION LA p.26 ej.5 Game. Run and touch. Review the following vocabulary: cuarto de baño, dormitorio, salón, cocina, ático. Ask students to open their student's book to page 26. Say: ¡Oh, no! Hay muchos monstruos. Busca a los monstruos. ¿Cuántos hay? Give the students time to count the monsters. Answer: 16. Ask: ¿Cuántos monstruos hay en el cuarto de baño? Answer: 2. ¿Cuántos hay en el dormitorio? Answer: 3. ¿Cuántos hay en el salón? Answer: 3. ¿Cuántos hay en la cocina? Answer: 2. ¿Y cuántos en el ático? Answer: 6. C. LISTEN LA p.26 ej.6 CD 46 Say: Sí, hay 16 monstruos en la casa. Pero, ¿dónde están? Escucha. Play CD 1 track 46. Say: Ahora Lila quiere cantar. Vamos a cantar con Lila. Cierra el libro del alumno y abre el cuaderno de actividades por la página 22, por favor. Mira el ejercicio número 3. Canta con Lila. Play CD 1 track number 47. When the track is finished read the lyrics aloud. Practice saying the lyrics with the class and then play the CD again so that they can sing along with Lila. Focus on the pronunciation more than on understanding the lyrics. 47 ¿Dónde están las llaves, matarilerile‐rile? ¿Dónde están las llaves, matarilerile‐rón? En el fondo del mar, matarile‐rilerile. En el fondo del mar, matarile‐rilerón. Chim‐pón. F. LISTEN AND ANSWER CA p.22 ej.4 CD 48 Say: Mira los dibujos del ejercicio número 4. Escucha las preguntas y responde. Play CD 1 track 48.Students respond together as a class using the complete sentence. 48 1. ¿Dónde está Carlos? 2. ¿Dónde está Carlos? 3. ¿Dónde está Carlos? 4. ¿Dónde está Carlos? 46 ¿Dónde están los monstruos del ático? ¿Dónde están los monstruos del cuarto de baño? ¿Dónde están los monstruos de la cocina? ¿Dónde están los monstruos del salón? ¿Dónde están los monstruos del dormitorio? ¿Dónde está Drago? Say: Ahora, relaciona las frases con los dibujos. G. GAME Practice the adverbs of place using the Drago Flash card of Superdrago (n.º1), Place the flash card in different parts of the room and ask: ¿Dónde está Superdrago? The class can respond as a whole at first but later you can choose individual students to respond. Choose students to place the card in different parts of the classroom and ask: ¿Dónde está Superdrago? When another student gives a correct answer they can have a turn placing Superdrago in a different location. Play the CD as many times you feel is necessary for the students to understand. You can also pause after each question to give them time to answer. D. SPEAK AND POINT This activity can be done as pair work. The first student chooses a monster (or Superdrago) and asks: ¿Dónde está? The second student points to the correct monster and responds. I.e.: Detrás del baúl. Superdrago 1 – Teacher´s Book
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Unit 4 lesson 4
A. WARMER E. LISTEN AND CONNECT CA p.23 ej.5 CD 49 Review vocabulary from unit 3 using the Drago Flash cards 25 to 33 (toys). Show the class a card and then ask one of the students that has their hand raised to come forward, take the card and tell the rest of the class what the toy is. Ask students to open their activity books to page 23, exercise 5. Play CD 1 track 49. 49 Son las cuatro en punto. Son las siete en punto. Son las tres en punto. Son las cinco en punto. Es la una en punto. Son las seis en punto. Son las diez en punto. B. LOOK AND POINT LA p.27 ej.7 Say: Abre el libro del alumno por la página 27. ¿Qué hace Drago? Point to the drawing and say the different actions that Superdrago is performing. I.e.:Drago come, Drago duerme, etc. Say: Ahora señala el dibujo correcto. Drago come. Mimic the act of eating so that students relate it to the correct drawing. Repeat with the other actions. Say: Mira las palabras de la página 27. Relaciona la palabra con el dibujo. Say the words slowly in order that the students associate the word with the corresponding drawing. Do the exercise together as a class or in small groups. Have the students go back to exercise 7 and describe Superdrago's activities at the different times. Say: Drago duerme a las nueve en punto. ¿A qué hora come Drago? F. DRAW CA p.23 ej.6 Say: Mira el ejercicio 6. Hay seis relojes pero sin manecillas. Tienes que dibujar las manecillas. You can draw the first clock face on the board together and then let students complete the exercise as pairwork. While they are working draw more clock faces on the whiteboard. When students finish the activity, have volunteers come up to the whiteboard and draw the hands in the correct position for each of the clocks in the activity book. G. GAME Take out Drago Flash card (n.º 1). Say: Vamos a jugar. ¡Drago dice canta, por favor! students perform the action that Superdrago says. Say: ¡Drago dice baila, por favor! Students can stand up at their desks and dance. Repeat with other actions. C. PRACTICE Say: Escucha y repite. Say the words «escucha», «lee», «come», «salta», «habla», «duerme», «mira», «anda», «juega», «corre», «baila», «escribe», «canta», and have the students repeat them in chorus. Say: ¡Muy bien! Comience la acción. Ask one of the students to stand up at their desk. Choose one of the actions in the book and show it to the student. The student performs the action while you repeat the word. Have the other students repeat the word too. Let other students perform different actions in the same way. D. PRESENTATION Tell the students to close their books. Draw a numbered clock face on the whiteboard. Say: Esto es un reloj. Cuenta conmigo 1, 2, 3, etc. Point to each number as you count it aloud. Draw hands on the clock that show two o' clock. Say: Son las dos en punto. Change the hands to show the different times: Es la una en punto. / Son las _ en punto. Superdrago 1 – Teacher´s Book
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Unit 4 lesson 5
A. WARMER D. POINT Before beginning have students place different personal items around the class room. (I.e.: libro, lápiz, gafas si las tiene, etc.).Ask them to return to their seats and then begin to search for the different objects while saying: A ver, a ver, ¿dónde está mi libro? ¡Ay, qué desorden! Students will probably help you look by shouting out the names of the different objects scattered about the room. Pretend that you don't understand unless they say the names in Spanish. (I.e.: encima de la mesa, debajo de la silla de Ana). As you "find" each object, you can return it to it's rightful owner. Say: Nada está en su lugar. (Point to the chair) ¿Dónde está la silla? (Point to the bicycle.) ¿Dónde está la bicicleta? E. SPEAK Divide the class into groups. By turns each member of the group chooses one of the objects in the drawing and asks: ¿Dónde está? The first student to raise their hand from the one of the other groups gets to answer the question. If they respond correctly they win a point for their group. They now get to choose an object and ask the question. B. PRESENTATION LA p.28 ej.8 Say: Abre el libro del alumno por la página 28, por favor. Mira la habitación de Ana. ¡Qué desorden! La madre de Ana está enfadada. (Pretend to be angry.) Vamos a escuchar. C. LISTEN AND LOOK LA p.28 ej.8 D 50 Play CD 1 track number 50. F. READ AND WRITE CA p.24 ej.7 Say: Abre el cuaderno de actividades por la página 24. Lee la agenda de Ana. Ask volunteers to read Ana's schedule aloud. Say: Ahora escribe tú la agenda. This activity can be done as pair work with students helping each other to complete a schedule similar to Ana's in the activity book. When they have all finished ask students to share their schedules by reading them aloud to the others. 50 ¡Qué desorden, qué desorden! Ana, mira… la silla está encima de la cama…, la bicicleta está encima de la cama. Mira… la pelota está encima de la silla y la lámpara está encima del armario. El osito de peluche está debajo de la cama…, los libros están en el suelo. G. GAME Students can choose a game they would like to play from one of the previous units or from the list of games in the Teacher's resource pack. Say: Mira el dibujo de la página 28. ¿Dónde está Lila? Superdrago 1 – Teacher´s Book
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Unit 4 lesson 6
A. WARMER ANSWERS: Cartoon 1: ¿Qué busca Ana? (Answer: La muñeca). Cartoon 2: ¿Quién ayuda a Ana? (Answer: Superdrago). Cartoon 3: ¿Está en la cocina? (Answer: No). Cartoon 4: ¿Está en el cuarto de baño? (Answer: No). Cartoon 5: ¿Está en el dormitorio? (Respuesta: Sí). Cartoon 6: ¿Qué dice Ana? (Answer: Gracias, Superdrago). E. THE WORD CHEST CA p.25 ej.8 1. Say: Abre el cuaderno de actividades por la página 25, mira el ejercicio número 8. ¡Es el baúl de las palabras! Llena el baúl con las palabras nuevas que has aprendido. 2. This activity can be done individually, as pair work or in groups. If done individually each student can go to the whiteboard and write their list of vocabulary. If done as pair work or in groups two volunteers can go to the whiteboard and copy the vocabulary that the other students provide. Once all the students have given their suggestions they can copy the complete list of vocabulary into their activity books. 3. Pronunciation activity: Use the vocabulary written on the board. Say each of the words while the students repeat as a group. Before beginning choose Drago Flash card la muñeca (n.º 26) and place it somewhere in the classroom. When the students have entered the classroom, display the Drago flash cards of el coche (n.º 28), un oso (n.º 30) and la pelota (n.º 31) in different parts of the classroom. Say: Tengo un coche, una pelota, un oso y una muñeca. Al terminar ponga cara de confundido. Say: A ver, tengo un coche, una pelota, un oso y… mi muñeca. ¿Dónde está mi muñeca? Buscamos. Encourage the students to tranquilly help you locate the flash cards. When a student finds one of the cards say ¡Ah, qué bien! ¡Muchas gracias!, and stick it to the whiteboard. B. LISTEN TO THE STORY LA p.29 ej.9 CD 51 Say: Vamos a escuchar una nueva historia. Escucha la historia de Superdrago. Play CD 1 track 51 Have students listen to the story without looking at the comic. When one of the characters is speaking point to the corresponding flash card on the board. 51 Superdrago: Hola, Ana. ¿Qué buscas? Ana: Hola, Superdrago. Busco a mi muñeca Linda. No sé dónde está. No está debajo del sofá. ¿Dónde está mi muñeca? Superdrago: ¡No te preocupes, Ana! ¡Uso mi poder de visión de rayos X! Superdrago: A ver… No está en la cocina. Superdrago: Mmm... No está en el cuarto de baño. Superdrago: ¡Ajá! Sí. Está en tu habitación. Ana: ¿Dónde? ¿Dónde? Superdrago: Está en tu habitación, detrás de la silla. No. Está debajo de la cama. Ana: ¡Aquí está! ¡Aquí está mi muñeca, debajo de la cama! ¡Gracias, Superdrago! C. LISTEN AND LOOK F. WHAT CAN WE DO? CA p.25 ej.9 1. Say: ¡Hemos terminado la unidad 4! Ahora mira el ejercicio número 9 de la página 25 del cuaderno de actividades. This activity is a self evaluation. It is useful for students to reflect on their own progress in class. Say: Colorea las caritas. Una carita si está bien. Dos caritas si está muy bien, y tres caritas si es excelente. This activity could be done orally. It is very important to encourage the students to think about each of the sections and give themselves constructive criticism. Go through each of the points with the class by reading them alou and having students give other examples. For example say la hora. I.e.: Son las dos en punto. Ask other students to give examples. Have students colour in the line of happy faces that they feel best represents their progress so far in class. Say: Abre el libro del alumno por la página 29 y mira las viñetas mientras escuchamos otra vez. Play the story again but this time have the students look at the comic. D. LISTEN AND RESPOND Play the story once again, but pause it after each cartoon, Ask the students what they think is happening in the cartoon using the questions below. Superdrago 1 – Teacher´s Book
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Review 2
A. LISTEN AND SAY LA p.30 ej.1 CD 52 Say: Abre el libro del alumno por la página 30. Mira el ejercicio número 1 y escucha. Play CD 1 track 52 as students follow along in the book. 52 El ratón. La araña. El gato. El perro. El sofá. El sillón. La silla. La nevera. La mesa. La televisión. La cama. El armario. La mesilla. El lavabo. La bañera. La pelota. La muñeca. El osito de peluche. La raqueta. B. LISTEN AND REPEAT Play audio track 52 again. Have students repeat the vocabulary together as a class. C. DRAW LA p.30 ej.2 Ask students to focus on exercise 2. Explain that they have to draw a spider in the place that you indicate. Read the sentences one by one giving students time to draw their spiders D. PREGUNTAR Y RESPONDER Divide the class into pairs. Students should point to one of the spiders they have drawn and ask their partner: ¿Dónde está la araña? Superdrago 1 – Teacher´s Book
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Project2
E. MAKE A CALENDER LA p.31 Proyecto 2 Ask students to turn to page 31 of the student's book. Say: Vamos a hacer un calendario de mesa. Recorta la ficha de la página 79. Have students read the instructions aloud and answer any questions about vocabulary. Complete each of the four steps carefully making sure that all of the students understand what they have to do.This project can be done as pair work or in small groups. Superdrago 1 – Teacher´s Book
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Unit 5 lesson 1
A. WARMER E. LISTEN AND NUMBER CA p.26 ej.1 CD 55 Display the Drago Flash cards of the animals (numbers 48‐56) on the whiteboard. Say: Estos son animales. Write the word «animales» between the flash cards. Write the words «El zoo» on the whiteboard. Say: Muy bien. Abre el libro del alumno por la página 32 y mira los dibujos. ¿Qué ves? ¿Quiénes son los niños de la ilustración? ¿Dónde están? Están en el zoo. ¿Qué hay en el zoo? Hay muchos animales. Ask students if they know the names of any animals in Spanish. Say: Mira en la página 72 del libro. Busca en el diccionario los animales. Open the student´s book to page 72 and review the names of the animals that appear in the dictionary. Say: Puedes cerrar el libro del alumno ahora. Abre el cuaderno de actividades por la página 26. Hay cuatro dibujos. ¿Quién está en las dibujos? Answer: La maestra y los niños. Say: Mira las frases. Escucha. 55 María: ¿Dónde vamos, profe? Maestra: Hoy vamos al zoo. María: ¡Qué bien! Yo quiero ver a los leones. Laura: Yo también. Me gustan los leones. Pablo: Yo quiero ver los monos. María: Los monos son muy graciosos. Play audio track 55. Say: Numera los textos. Play the CD again pausing after Maria has spoken for the first time. Write the number 1 in the corresponding balloon and show it to the students. Continue playing the CD pausing after each of the characters has spoken. Students can help each other number the word balloons in order. Repeat as many times as you feel is necessary. B. POINT LA p.32 ej.1 Say: Mira la ilustración en la página 32. ¿Qué animales ves? Elicit the names of the animals that appear in the illustration on page 32. Answers: león, mono, elefante, cocodrilo, jirafa. C. LISTEN AND LOOK LA p.32 ej.1 CD 53 Play CD 1 track number 53 while students look at the illustration. F. SPEAK Once students have finished numbering the word balloons divide them into pairs and let them practice the dialogue together. G. GAME 53 Maestra: Niños, ¿estamos todos? Vamos a contar: uno, dos, tres, cuatro, cinco, seis, siete, ocho, nueve y diez. Ana: ¡Sí, estamos todos! Juan: ¡Quiero ver los cocodrilos! Carlos: Y yo quiero ver los leones. ¿Dónde están? Ana: Allí están. Maestra: ¡Mirad, los elefantes! Ana: ¡Qué grandes son! Me gustan los elefantes. Maestra: ¡Mirad, los monos! Carlos y Juan: ¡Qué graciosos son! Maestra: Venga niños, vamos a ver a las jirafas. D. LISTEN AND RESPOND LA p.33 ej.2 CD 54 Say: Vamos a hacer un juego. ¿Qué animal soy? Make the sound of a lion accompanied by appropriate gestures. The first student to guess the animal you’re mimicking can come to the front of the class. Whisper the name of another animal in the student's ear and have them make the sounds and gestures of the animal. Students continue guessing and taking turns pretending to be different animals. Play track 54 again. Tell them that you want them to listen to the complete audio without answering any of the questions. 54 ¿Dónde están los niños? ¿Qué animales quiere ver Juan? ¿Qué animales quiere ver Carlos? ¿Cuántos niños hay? Play the audio again pausing after each question. Students respond to the questions. Write the answers on the whiteboard and have the students copy them in their notebooks. ANSWERS: Los niños están en el zoo. Quiere ver a los cocodrilos. Quiere ver a los leones. En el dibujo hay seis niños. (On the CD the teacher counts 10 children however they do not all appear in the illustration). Superdrago 1 – Teacher´s Book
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Unit 5 lesson 2
A. WARMER LA p.33 ej.3 Ask one of the students to pretend and be the elephant by using their arm as the trunk. Every time the students hear the word elefante they can stand up and make noises like an elephant. An alternative activity is to assign a number to each elephant. While the first line is being sung, elephant n.º 1 stands up. When the line Dos elefantes se balanceaban is sung, elephant n.º 2 stands and so on until the end of the song. Take out the Drago flash cards of the animals (numbers 48‐56) and place them face up on a table. Say: Abre el libro por la página 33 y mira el dibujo del ejercicio número 3. Es el zoo. ¿Qué animales ves? As you name each animal, hold up the corresponding card for the students to see. B. WRITE Say: Muy bien. Ahora, ¿cuántos animals hay? (Hold up the card of the lion.) ¿Cuántos leones hay en el zoo? Repeat with the flash cards showing all the animals that appear in the illustration. Once you've finished say: Vale. Hay 2 leones, 5 monos, 1 gorila, 1 tigre, 3 cocodrilos, 4 focas, 5 cebras, 3 elefantes, 1 oso panda, 2 serpientes, y 3 jirafas. Write the following model sentence on the whiteboard. : En el dibujo hay 2 leones. Read the sentence aloud and have students repeat. Write similar sentences using the different animals. Students repeat all of the sentences to practice pronunciation. As students repeat the sentences erase the name of the animal and draw a blank space. Leave the number written on the whiteboard. Have volunteers write the correct name of the animal next to the number. I.e.:2 ________ (instead of 2 lions). Students have to write the word leones in the blank space. C. SPEAK Say: ¡Fantástico! Vamos a hablar. Veo 2 leones y un oso panda. Point to your eyes as you say Veo 2 leones y un oso panda. Divide the class into pairs and focus their attention on the drawing of Superdrago and Ana in exercise 3. Assign a character to each student and have them practice the dialogue. Have them practice using the names of different animals. D. LISTEN LA p.33 ej.4 CD 56 Say: Mira el ejercicio número 4. ¿Qué animales ves en el dibujo? Esta es una canción de elefantes. Take out the Drago Flash Cards of el elefante (n. º 50) and Lila (n.º 2). Say: Escucha la canción de Lila. Play CD 1 track número 56. E. WRITE CA p.27 ej.2 Say: Ahora puedes cerrar el libro del alumno y abrir el cuaderno de actividades por la página 27, ejercicio 2. Escucha. Read the sentences in the activity book aloud. Next, have volunteers read the sentences again. Have students put the sentences in order by asking ¿Cuál es la frase número 1, 2, 3 etc.? As they find the sentences they should write them in their activity books. Students who finish first can go to the whiteboard and write the sentences in order. Focus the students attention on the correct way of writing exclamation and question marks. F. PRONUNCIATION Say the first sentence exaggerating the intonation. Have a student repeat. Write the word «Vamos» on the whiteboard followed by a full stop. Say the word with an affirmative intonation. Next write the word with question marks «¿Vamos?» and practice saying the word using the correct intonation. Write other words and short sentences and have students practice saying them. G. LOOK AND COMPLETE CA p.27 ej.3 Say: Mira el ejercicio número 3. Focus students attention on the images in the activity book and have them complete the sentences. 56 Un elefante se balanceaba sobre la tela de una araña, como veía que no se caía fue a llamar a otro elefante. Dos elefantes se balanceaban sobre la tela de una araña, como veían que no se caían fueron a llamar a otro elefante. Tres elefantes se balanceaban… Superdrago 1 – Teacher´s Book
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Unit 5 lesson 3
A. WARMER D. CONNECT THE DOTS CA p.28 ej.5 Draw four circles on the whiteboard. In each circle write one of the following names: 1. La clase; 2. Los colores; 3. Los meses; 4. Los juguetes. Say a word that fits into one of the categories Ej.: azul and ask students to say which circle it belongs in. Students copy the four circles into their notebooks. Divide the class into small groups. Students say words from the different categories and write it in the correct circle. Draw three dots on the board and number them 1, 2 and 3. Say: Une los puntos 1, 2, 3. As you speak draw lines connecting the dots. The shape of the dots is not important. What is important is that the students understand the idea of connecting them. Say: Mira el ejercicio número 5. Une los puntos y dibuja un animal. When they finish ask what the animals they have drawn are. E. GAME B. LISTEN AND REPEAT LA p.34 ej.5 CD 57 Display the Drago Flash cards of the animals (numbers 48‐56) on the whiteboard. Divide the class into two groups. Ask one member of each group to come and stand near the whiteboard. Say the name of one of the animals shown on the cards. The first student to touch the card wins a point for their team. Say: Abre el libro de alumno por la página 34. Escucha. Play CD 1 track número 57. 57 Un elefante. Dos elefantes. Un mono. Tres monos. Un león. Cuatro leones. Una manzana. Cinco manzanas. Una niña. Seis niñas. Un libro. Siete libros. Say: Vamos a escucharlo otra vez. Repite las palabras, por favor. Play track 57 again. Encourage students to repeat the vocabulary. Point to the drawings showing the singular forms. Ask: ¿Qué es? ¿Cuántos hay? Point to the plural forms and ask: ¿Qué son? ¿Cuántos hay? C. WRITE CA p.28 ej.4 Say: Ahora cierra el libro del alumno y abre el cuaderno de actividades. ¿Ves las imágenes? Son los animales del zoo. Escribe el nombre de cada animal. Choose a student and elicit the answer to the question: ¿Qué animal es el número 1? Say: Busca en el diccionario (libro del alumno, página 72) y escribe el nombre del animal. Students can work in pairs or in small groups. When the task is finished students write the answers on the whiteboard. Superdrago 1 – Teacher´s Book
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Unit 5 lesson 4
A. LISTEN AND COUNT LA p.35 ej.6 CD 58 C. PRACTICE Say: Abre el libro del alumno por la página 35. Mira el ejercicio número 6. ¿Qué animal ves? ¡Sí, es un mono! ¡Y tiene mucha hambre! Mira, hay muchos plátanos. (Pretend to peel and eat a banana.) ¿Cuántos plátanos hay? Vamos a contar. Begin to count, Uno, dos… up to el diez. Say: Hay más de diez. Escucha. Play CD 1 track número 58. Say: Cierra el libro y mira la pizarra. Write the following formula on the whiteboard: 1 + 1 = 2. Say: Uno más uno son dos. Place more emphasis on the words más and son. Write the plus sign separately and say: más. Do the same with the equals sign? Ask a volunteer to repeat the formula. Now write the formula 2 + 2 = 4. Ask if any of the students know how to say it. Say: ¿Cómo se dice esto? 58 Once, doce, trece, catorce, quince, dieciséis, diecisiete, dieciocho, diecinueve, veinte. D. RELATE CA p.29 ej.6 Repeat each word after it has been spoken on the CD and point to the drawing. Play the audio a second time and have the students repeat the words together as a class. Play track 58 again. Write the numerals (not the word) on the board as they are spoken. When the audio has finished say the name of one of the numbers and ask a student to come to the whiteboard and erase it. Continue until there are no numbers left on the board. Write the numbers from 1‐20 and repeat the activity. B. LISTEN AND CONNECT LA p.35 ej.7 CD 59 Say: Mira el ejercicio 7. Hay números. Los números hacen dibujos de animales. Escucha los números. No unas todavía. Escucha. Play CD 1 track number 59 until you hear the lion roar and then pause. Say: Ahora mira el ejercicio número 6 del cuaderno de actividades. ¿Cuánto son cinco más seis? Once. Write the formula 5 + 6 = 11 next to the word «once» and connect them with a line. Write the numeral «11» and do the same. Say: Haz el ejercicio número 6, por favor. When the students have completed the exercise ask for volunteers to read the formulas aloud. E. FIND CA p.29 ej.7 Say: Ahora mira el ejercicio número 7. Encuentra las jaulas de los animales. This exercise can be done as pair work or in groups. Before you begin the exercise ask the following questions: ¿Dónde está la jaula de los tigres / las cebras? Point to the correct cage on the zoo map. Do the first one together as a class and then allow the students to complete the rest of the task on their own. Afterwards correct the exercise and practice the plural forms that appear at the end of the exercise. 59 1‐4‐7‐3‐5‐2‐9‐8‐6‐10‐13‐15‐12‐14‐16‐19‐18‐17‐11‐20 (Ruido de león) Write the numbers of the first drawing in order. Ej.: 1‐4‐
7‐3‐5‐2, etc. Choose some students to read the numbers you have written aloud. As they read the numbers connect them with a line. This activity is similar to Unit 4 ex. D with the difference that students listen to the voice on the CD and connect the numbers that they hear being read. Play the CD again. Pause after Superdrago has spoken so that students can answer the question. 60 1‐4‐7‐3‐5‐2‐9‐8‐6‐10‐13‐15‐12‐14‐16‐19‐18‐17‐11‐20 (Ruido de león) Drago: ¿Qué es? 5‐9‐1‐6‐7‐3‐8‐2‐4‐10‐14‐11‐18‐13‐17‐16‐12‐19‐15‐20 (Ruido de foca) Drago: ¿Qué es? 11‐9‐12‐5‐8‐17‐6‐10‐19‐4‐13‐1‐15‐3‐7‐14‐16‐2‐18‐20 (Ruido de oso) Drago: ¿Qué es? Say: ¿Quién quiere decir los números en orden? Ask a student to say the numbers that form a lion in order. Repeat with the other drawings. Superdrago 1 – Teacher´s Book
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Unit 5 lesson 5
A. WARMER F. LISTEN CD 61 Give each student a number from 1 to 20. Have all the students stand up. Begin to count 1, 2, 3… until you reach 20. When astudent hears their number they have to sit down. Change the order of the numbers. This time students should stand up again. Repeat once again until they have all sat down. Play CD track 61. Point to the drawings of Ana while the students listen. 62 Juan: ¿Qué haces a las ocho en punto? Ana: Me levanto. Juan: ¿Qué haces a las nueve en punto? Ana: Voy al colegio. Juan: ¿Qué haces a la una en punto? Ana: Como la comida. Juan: ¿Qué haces a las cuatro en punto? Ana: Voy a casa. G. PRACTICE B. PRESENTATIÓN LA p.36 ej.8 Say: Abre el libro del alumno por la página 36, ejercicio número 8. Explain to the students using L1 that Lorca was a great Spanish poet. If you can obtain a photo of him or a copy of one of his books of poetry show it to the children. Say: Hacemos como Ana. Levántate. (Students stand). ¡Me levanto! (Stand up, stretching your arms and yawning). ¡Voy al colegio! (Walk about carrying a text book and whistling.) ¡Como la comida! (Pretend to eat something delicious.) ¡Voy a casa! (Pretend to arrive at home, Say ¡Hola, mamá!). Repeat all of the actions with the students. Say: Ahora escucha y numera. Play CD track 61 again. C. LISTEN CD 60 Say: Escuchemos un poema de Lorca. Play CD track 60. Point to the illustration of the moon in the student's book as they listen. 61 Doña luna no ha salido. Está jugando a la rueda y ella misma se hace burla. Luna lunera. H. WRITE CA p.30 ej.8 Ask: ¿Qué es esto? While holding up the book and showing the ilustration. Say La luna. Draw a moon on the whiteboard. Say: Voy a leer. Read the poem aloud. Read it again and ask the students to repeat after each line. Say: Abre el cuaderno de actividades por la página 30, mira el ejercicio número 8. Have students complete the sentences in their activity books. In the first three exercises they have to write the article and the name of the animal. In the next three they have to write complete sentences. Correct the exercise together as a class. D. READ Practice reading and pronunciation by making a word chain. Assign each student only one word of the poem to read aloud. In order each student says their word combining it with the others to complete the poem. Another option is to have each student stand when it is time for them to say their word. E. PRESENTATIÓN LA p.36 ej.9 Next to the drawing of the moon on the whiteboard draw a sun. Say: Este es el sol. Día y noche. Érase the drawing of the moon and Say: El día de Ana. Mira el ejercicio número 9. Son dibujos del día de Ana. Escuchemos. ¿Qué hace Ana? I. FIND THE DIFFERENCES CA p.30 ej.9 Say: Ahora mira el ejercicio número 9. Hold up the activity book and show the class the different animal cages in exercise n.º 9. Say: Aquí hay dos gorilas y aquí hay un gorila. Aquí hay un león, ¿y aquí? Ask one of the students to respond. Ask questions about the other animals and then have students complete the written exercise. Say: Ahora escribe. Superdrago 1 – Teacher´s Book
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Unit 5 lesson 6
A. WARMER LA p.37 ej.10 EXTRA ACTIVITY: Pause the CD after each question and ask 1. Say: Abre el libro del alumno por la página 37 y mira los dibujos. ¿Dónde están los niños? ¿A quién ves? As students name each character point to the corresponding Drago Flash card on the whiteboard. students to repeat what they have heard. E. THE WORD CHEST CA p.31 ej.10 1. Say: Abre el cuaderno de actividades por la página 31, mira el ejercicio número 10. ¡Es el baúl de las palabras! Llena el baúl con las palabras nuevas que has aprendido. 2. This activity can be done individually, as pair work or in groups. If done individually each student can go to the whiteboard and write their list of vocabulary. If done as pair work or in groups two volunteers can go to the whiteboard and copy the vocabulary that the other students provide. Once all the students have given their suggestions they can copy the complete list of vocabulary into their activity books. 3. Pronunciation activity: Use the vocabulary written on the board. Say each of the words while the students repeat as a group. B. LISTEN TO THE STORY CD 62 1. Say: Cierra el libro de alumno. Vamos a escuchar una historia de Superdrago. 2. Play CD 1 track 62 Have students listen to the story without looking at the comic. When one of the characters is speaking point to the corresponding flash card on the board. 63 Carlos: ¡Eh, Juan! Vamos a ver a los tigres. Quiero ver a los tigres. Juan: Yo también. Mira. Los tigres están al lado de los leones. Vamos. Carlos: ¡Vaya! ¡Qué bonitos! Me gustan mucho los tigres. Juan: Sí. Son muy bonitos. ¡Qué colores! Naranja, amarillo, negro. Y son muy grandes. Drago: ¡Socorroooo! Carlos: ¿Qué es esto? ¿Quién llama? Juan: ¡Escucha! Alguien necesita ayuda. ¡Vamos rápido, Carlos! Carlos: Mira, Juan. ¡Es Superdrago! Está en la jaula de las serpientes. Superdrago: ¡Socorro! ¡Juan! ¡Carlos! ¡Estoy aquí! Juan: Superdrago, ¿qué haces ahí? ¿Por qué estás dentro de la jaula? Superdrago: Las serpientes son mis amigas. Estamos jugando pero ahora quiero salir de la jaula y no puedo. ¡Socorro! Juan: Cálmate. Llamamos a un cuidador. Superdrago: Gracias, chicos. ¿Queréis un helado? ¡Yo invito! Niños: (Risas) C. LOOK AND LISTEN F. ¿WHAT CAN WE DO? CA p.31 ej.11 1. Say: ¡Hemos terminado la unidad 5! Ahora mira el ejercicio número 11 de la página 31 del cuaderno de actividades. This activity is a self evaluation. It is useful for students to reflect on their own progress in class. Say: Colorea las caritas. Una carita si está bien. Dos caritas si está muy bien, y tres caritas si es excelente. This activity could be done orally. It is very important to encourage the students to think about each of the sections and give themselves constructive criticism. Go through each of the points with the class by reading them aloud and having students give other examples. , For example say the names of the animals I.e.: Gorila. Ask other students to give examples. Have students colour in the line of happy faces that they feel best represents their progress so far in class. 1. Say: Abre el libro del alumno por la página 37. Mira y escucha. 2. Play the story again but this time have the students look at the comic. D. LISTEN AND RESPOND Play the story once again, but pause it after each cartoon. Ask the students what they think is happening in the cartoon using the questions below. ANSWERS: Cartoon 1: ¿Qué animal quieren ver los niños? (Answer: El tigre). Cartoon 2: ¿Qué colores tienen los tigres? (Answer: Naranja, amarillo y negro). Cartoon 3: ¿Quién grita « ¡Socorro»? (Answer: Superdrago). Cartoon 4: ¿Dónde está Superdrago? (Answer: En la jaula de las serpientes). Cartoon 5: ¿Las serpientes son amigas de Superdrago? (Answer: Sí). Cartoon 6: ¿Qué quiere comer Superdrago? (Answer: Helado). Superdrago 1 – Teacher´s Book
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Unit 6 lesson 1
A. WARMER Review the names of the animals using the Drago Flash cards numbers 48‐56. Place the flash cards in different parts of the classroom. Say the name of one of the students and the name of one of the animals shown on the cards. The student has to find the correct flashcard and go and stand next to it. Continue by asking all the students to stand by the different cards. B. PRESENTATION Once students have returned to their seats say: Hoy hablamos de la comida. Mi comida preferida es el queso (or any other food). ¿Cuál es tu comida preferida? Elicit different student's favourite foods. Take out the Drago Flash cards showing foods (numbers 57‐66). Show the cards one by one to the students as you say the name of each food. When you finish, shuffle the flashcards and place them face down on a table. Divide the class into groups. Say: Zanahoria. A member of the first group chooses one of the cards, shows it to the class and says zanahoria. If it is the zanahoria flash card, the student keeps it. If not they say the name of the food that the card shows and place it face down on the table again. The next group now has a turn. The group with the most flash cards at the end of the game wins. C. LOOK AND LISTEN LA p.38 ej.1 CD 1 Say: Abre el libro del alumno por la página 38, por favor. Los niños y Superdrago están en el mercado. Mira el dibujo. ¿Qué comida ves? Point to the different foods that appear in the drawing and say the names. Have students repeat the names of the foods with you. Choose some of the students, and pointing to one of the foods ask ¿qué es? Elicit the correct response from the student. Say: Escucha el audio, por favor. Play CD track twice for the students to hear. You may want to write some of the key vocabulary on the board as they listen to the audio. D. RESPOND LA p.39 ej.2 CD 2 Say: Escucha a Drago y responde a las preguntas. Play CD 2 track 2. Pause after each question and elicit the correct answer from the students. 2 ¿Dónde están los niños? ¿Qué van a cenar? ¿Les gustan las salchichas? ANSWERS: En el mercado. Salchichas. Sí, mucho. Say: Cierra el libro del alumno. E. PRACTICE Draw a simple happy face on one side of the whiteboard and a sad face on the other side. Take out Drago flash card n.º 61 la pera and say ¡Me gusta! o ¡No me gusta!, pointing to the face on the board which corresponds to the phrase, the happy face for Me gusta and the sad face for No me gusta. Repeat using other food cards. Choose one of the students and show them a flash card. Elicit the response ¡Me gusta! / ¡No me gusta! Practice with other foods and different students. F. WRITE CA p.32 ej.1 Say: Abre el cuaderno de actividades por la página 32. Focus the student's attention on exercise 1. Write the sentences «Me gusta» y «No me gusta» under the faces you have drawn on the whiteboard. Say: Mira las imágenes de las comidas. Write «Me gusta» o «No me gusta» al lado. Ask each of the students whether or not they like or dislike the foods and write their names under the face which graphically represents their answer. G. FIND AND COLOUR CA p.32 ej.2 Say: Mira el ejercicio número 2. Choose volunteers to read the sentences in the exercise.Students work in small groups and colour the drawing following the instructions. H. DICTIONARY Students can do this exercise as pairworke. Have them search through the dictionary to find items and activities that they like and dislike. In their notebooks they can make two lists and afterwards share their choices with the rest of the class. 1 Drago: Estamos en el mercado. Niño 1: Mira, ¡cuánta comida hay! Madre: Tenemos que comprar algo para la cena. ¿Qué tal pollo? Niño 1: No me gusta el pollo. Niño 2: Queremos salchichas, por favor. M: ¿Os gustan las salchichas? N1 y N2: ¡Sí, mucho! M: Bueno, póngame salchichas, por favor. Tendero: ¿Cuánto le pongo? M: Un kilo, por favor. N2: ¡Mm...! ¡Qué rico! M: Necesitamos patatas, plátanos y manzanas. N1: ¡Y naranjas! N2: ¡Y tomates! M: Muy bien: patatas, plátanos, manzanas, naranjas y tomates. Bueno, ya tenemos todo, vamos a casa. N1 y N2: ¡Sí, vamos a casa! Superdrago 1 – Teacher´s Book
38
Unit 6 lesson 2
A. LISTEN LA p.39 ej.3 CD 3 E. CROSSWORD PUZZLE CA p.33 ej.3 Say: Escucha. Play CD 2 track 3. As students listen prepare the flash cards of the egg (n.º 65) and cheese (nº. 66). Write these words on the whiteboard: «melón», «sandía», «leche», «queso», «patatas», «pan», «salchichas», «naranja», «pollo», «salmón» y «jamón». Have the students repeat the words with you. Say: Mira el ejercicio número 3. Copia las palabras en el crucigrama. If you think it necessary you can do the first word together and then allow students to complete the exercise on their owns or as pair work.. 3 Niño 1: ¿Te gusta el queso? Niño 2: No, no me gusta el queso. Madre: ¿Y los huevos? Niño 3: Sí. Los huevos me gustan. F. WRITE Say: Ahora abre tu libro del alumno por la página 39, mira el ejercicio 3 y escucha. Play the CD again. Pause after each child on the track speaks and have the students repeat the sentence or question. Display the Drago Flash cards of the elephant (n.º 50) and Lila (n.º 2). Say: ¿Cuál es este animal? Un elefante. El elefante es grande. Stretch out your arms to indicate big. Say: Y esta, ¿quién es? ¡Es Lila! Lila es pequeña. Make a gesture to indicate something small. Say: ¡Muy bien! Abre el libro del alumno por la página 72. Busca los animales en el diccionario. ¿El león? ¿El león es grande o pequeño? ¿El tigre? ¿El tigre es grande o pequeño? Ask the same questions using different animals as examples. Write the names of all of the big animals in a column on one side of the board and all of the small ones on the other side in a column. After the name of each animal write the adjectives grande, or pequeño, pequeña. B. PRACTICE Choose four volunteers to repeat the dialogues without looking at the student's book. C. LISTEN AND REPEAT LA p.39 ej.4 CD 4 Say: Mira el ejercicio número 4. Lila está en el mercado. ¡Cuántas cosas! ¡Cuánta comida hay! Escucha. Play CD 2 track 4. 4 1. Los plátanos. 2. Las patatas. 3. Las naranjas. 4. Los tomates. 5. Las manzanas. 6. La leche. 7. El chorizo. 8. El queso. 9. El jamón. 10. Las salchichas. 11. Los huevos. 12. Los pollos. 13. Las peras G. WRITE CA p.33 ej.4 Have students open their activity books to page. Say: Ahora mira el ejercicio 4. (Point to the ant). Say: La hormiga es pequeña. (Point to the grasshopper.) Say: El saltamontes es pequeño. El oso es grande. La osa es grande. Write the correct adjectives for each animal. Students can do this exercise alone or as pairwork and correct it together as a class. Play the audio track again. Pause after each new word of vocabulary. Students should repeat the vocabulary with Lila. D. PRONOUNCE AND LISTEN LA p.39 ej.5 CD 5 Say: Ahora mira el ejercicio 5. In this exercise students practice pronouncing the Spanish <<J>> sound. Write the word «jabalí» on the whiteboard and point to the drawing in the student's book. Say: ¿Conoces al jabalí Jacinto? Este es Jacinto. ¿Es el jabalí un animal gracioso? Escucha. Play CD 2 track 5. 5 Jugamos juntos con el jabalí Jacinto en el puente. Bailamos jotas con el jabalí Jacinto alrededor de la fuente. Write the following words on the whiteboard: «jugamos», «juntos», «jabalí», «Jacinto» y «jotas». Practice pronouncing the different words exaggerating the sound of the <<J>>. Let a few volunteers practice saying the words and then play the CD track again. Point to the words on the whiteboard as they are read on the audio track and have students repeat them. Say: Cierra el libro del alumno y abre el cuaderno de actividades por la página 33. Superdrago 1 – Teacher´s Book
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Unit 6 lesson 3
A. WARMER E. LISTEN AND WRITE THE NUMBER CA p.34 ej.6 This is a listening exercise in which the teacher reads aloud. Say: Mira el ejercicio número 6, ¿qué comida ves? Ask students the different names of the foods. Say: ¡Bien! Voy a decir la comida. Escribe el número al lado de la comida. Naranjas. Say «naranjas» and write the number «1» in the box next to the oranges. Do number 2, tomates ,and then ask students if they understand what they have to do. From exercise 3 on wards they should work alone. List: 1. naranjas; 2. tomates; 3. peras; 4. plátanos; 5. queso; 6. huevos; 7. salchichas; 8. patatas; 9. pollo; 10. jamón;11. chorizo; 12. leche. 13. manzanas. When you have finished choose one of the numbers and elicit the name of the corresponding food. EXTRA ACTIVITY: Have students colour the different foods and then review the colours. Bring a CD with your favourite dance music on it to class. Have students stand next to their desks and play a song. Students dance to the music standing next to their desks. After a about ten seconds, stop the music and say: ¡Tigres! Students stop dancing and make the gestures and sounds of tigers. Start the CD again and let the students dance for a few more seconds. Each time you pause the music say the name of an animal: students act like that animal while the music is stopped. B. PRESENTATIÓN Choose one of the students to answer the following questions: ¿A ti te gusta el queso? ¿A ti te gustan las patatas? Say: A Superdrago no le gusta el queso. (Gesture negatively.) A Superdrago le gustan las patatas. (Gesture affirmitively.) ¿Y a Carlos? ¿Le gusta el queso y las patatas? Escucha. F. LISTEN AND SING LA p.40 ej.7 CD 7 Say: Abre tu libro del alumno por la página 40, mira el ejercicio 7. Vamos a escuchar una canción de La Romántica Banda Local, un grupo de Madrid, España. Say: Ahora escucha y canta con La Romántica Banda Local. C. LISTEN LA p.40 ej.6 CD 6 Play CD 2 track 6. Say: Abre el libro del alumno por la página 40 y mira el ejercicio número 6. ¿Qué dice Carlos? 7 Yo soy un niño completo porque me gusta Gepeto, los pirulís y las flores. Yo soy un niño travieso porque me gusta mucho el queso y los globos de colores. Yo soy un niño completo porque me gusta Gepeto, los pirulís y las flores. Yo soy un niño travieso porque me gusta mucho el queso y los globos de colores. (La Romántica Banda Local) 6 Me gusta el pollo y el queso. No me gusta el huevo, me gusta la leche. Me gusta el plátano y la patata. No me gusta la naranja. Say: Escucha otra vez a Carlos y marca «Me gusta» o «No me gusta». Play the audio track as many times as is necessary for students to understand and complete the exercise. Revise by asking individual students the answers. D. WRITE CA p.34 ej.5 Say: Cierra el libro del alumno y abre el cuaderno de actividades por la página 34. Mira el ejercicio número 5. Completa las frases sobre ti y sobre tu compañero. Students complete the exercise by writing sentences expressing their likes and dislikes. Once they have finished writing about themselves, they ask the classmate to their right questions and complete the exercise. When all the students have finished, ask one to stand and read the sentences they have written about themselves and their classmate. Next, the classmate about whom the first student read can stand and read their sentences. Continue in a chain with each student reading all of the sentences they have written in the activity book. Replay the song encouraging the students to sing along and dance. Superdrago 1 – Teacher´s Book
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Unit 6 lesson4
A. WARMER E. NUMBER CA p.35 ej.7 Say: ¿Qué hago hoy? Me levanto. (Stand up.) Me ducho. (Pretend that you are having a shower.) Como. (Pretend that you are eating.) Voy al colegio. (Pretend that you are walking to school.) Ahora hazlo tú. Tell the students to stand up and repeat the actions together as a class. This is not only a good way to review vocabulary, it is also a stimulating way to start class. Say: Cierra el libro del alumno y abre el cuaderno de actividades por la página 35. Mira el ejercicio número 7. Vamos a leer. Choose three students to come before the class and sit in chairs next to you. Assign each student one of the characters from the dialogue (boy 1, boy2, mother) Say: Numera los dibujos. Point to the first cartoon of the series and say: Número 1, lee. The three students read the dialogue aloud while the rest of the class writes the number 1 in the corresponding box. Continue until the entire story has been read. B. PRESENTATION Display a calender and say: Estos son los días de la semana. C. LISTEN LA p.41 ej.8 CD 8 F. SING WITH LILA LA p.41 ej.10 CD 9 Say: Abre tu libro del alumno por la página 41. Escucha los días de la semana. Play CD 2 track 8. Point to the days of the week as they are named on the audio. Say: Cierra el cuaderno de actividades y abre el libro del alumno por la página 41. Mira la canción de Lila, ejercicio número 10. Escucha. Play CD 2 track 9 and practice the song with the students. 8 Lunes, martes, miércoles, jueves, viernes, sábado y domingo. ¡Otra vez! Lunes, martes, miércoles, jueves, viernes, sábado y domingo. 9 Tengo, tengo, tengo tú no tienes nada tengo tres ovejas en una cabaña. Una me da leche otra me da lana otra mantequilla para la semana. G. CREATE A MENU Play the track again, encouraging the students to repeat the names of the days o the week. When you have finished ask ¿Qué día es hoy? and write the name of the day on the whiteboard D. LOOK LA p.41 ej.9 Say: Mira el ejercicio número 9. Es el menú del colegio de los monstruos.Vamos a ver qué comen. El lunes, salchichas con arroz; el martes, filete con brécol; el miércoles, calamares; el jueves, huevos con patatas fritas; el viernes, jamón con tomate. ¡Ñam!, ¡qué rico! Ask students which is their favourite day for having lunch at school. Say: ¿Qué día tienen el mejor menú? Do a survey on the whiteboard by writing the days of the week and marking each day with an X when a student names it as the best day for lunch. Say: Mira el menú de la casa de los monstruos. El sábado, pescado con ensalada. El domingo, paella. ¿Te gusta? ¿Qué día te gusta más? Say: Cierra el libro del alumno, por favor. Draw a line of seven boxes on the whiteboard and write the name of a day of the week in each box. Say: Copia mi dibujo y escribe los nombres de los días de la semana. Haz un menú de tu colegio. Students work in pairs or in small groups creating a menu for each day of the week. They can do this by drawing the food items or writing the names of the foods in the boxes. Superdrago 1 – Teacher´s Book
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Unit 6 lesson 5
A. WARMER E. LISTEN AND REPEAT LA p.42 ej.12 CD 10 Ask: ¿Qué día de la semana es hoy? Elicit the answer. Say: Vamos a decir los días de la semana. Todos juntos. Lunes, martes, miércoles, jueves, viernes, sábado y… ¡¡¡domingo!!! ¡Muy bien! Draw a large «J» on the whiteboard. Say Jota, and ask students to repeat. Ask students to open their student's book to page 42 and look at exercise 12. Say: ¡Mira cuántas palabras con jota! Escucha. Play CD track 10. B. LOOK AT THE DRAWINGS LA p.42 ej.11 Say: Abre el libro del alumno por la página 42, ejercicio número 11. Mira los dibujos. Drago es grande. (Spread your arms wide to show the idea of something big.) El hada es pequeña. (Use your hands to show how small she is.) Repeat the actions with the monsters in the drawings. Use objects from around the classroom to show other examples of big and small. I.e.: Show students a pencil sharpener and say es pequeño, Next show students a chair and say es grande. 10 Julia, Juan, oreja, junio, julio, jota, naranja. Say: Ahora escucha y repite. Play the track again but this time pause after each word, point to a student and have that student repeat it. F. GAME How to play Adivina quién soy. Divide the class into two teams. Say the following descriptions. Each group has an opportunity to guess the animal you are describing. 1. Soy muy pequeña y de color negro, tengo ocho patas. ¿Quién soy? (Araña) 2. Soy de color verde, salto mucho y hago CROC‐CROC. ¿Quién soy? (Rana) 3. Soy muy grande, de color gris y tengo una trompa. ¿Quién soy? (Elefante) 4. Soy de color marrón y muy gracioso, me gustan los plátanos. ¿Quién soy? (Mono) When a team guesses the correct animal they win a point. Invent your qwn questions. You could also ask questions about classroom objects, food, etc. EXTRA ACTIVITY: In more advanced classes each group can create its own list of questions to ask the other team. If the other team correctly guesses the animal they win they point. If not, the team asking the questions gives the answer and wins the point. C. CONNECT Say: Mira el ejercicio número 11. Relaciona las palabras con los dibujos. Read each sentence aloud. Give students time to connect the sentence with the corresponding drawing. D. WRITE CA p.36 ej.8 Ask students to close their student's books and open the activity book to page 36. Say: ¿Qué comen los dragones enel colegio? El lunes comen sopa de sapo, patas de araña con patatas y helado de rayos y truenos. ¿Qué comen los otros días? Write the following question on the whiteboard: ¿Cómo se dice _____ en español? Have students practice this question by asking about the vocabulary they need to complete the exercise. Suggest to students that they invent surprising dishes for their menus. I.e.: «ensalada de bicicletas», «tortilla de sacapuntas» or «yogur de estrellas». Students should complete both menus. Ask: ¿Qué comen los dragones en casa? Superdrago 1 – Teacher´s Book
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Unit 6 lesson 6
A. WARMER E. THE WORD CHEST CA p.37 ej.9 Say: Mi animal favorito es el elefante. ¿Cuál es tu animal favorito (nombre de alumno)?. Say: Mi color favorito es el verde. ¿Cuál es tu color favorito (nombre de alumno)? Ask a few students what their favourite animals and colours are and then have them practice asking and answering in pairs. 1. Say: Abre el cuaderno de actividades por la página 37, mira el ejercicio 9. ¡Es el baúl de las palabras! Llena el baúl con las palabras nuevas que has aprendido. 2. This activity can be done individually, as pair work or in groups. If done individually each student can go to the whiteboard and write their list of vocabulary. If done as pair work or in groups two volunteers can go to the whiteboard and copy the vocabulary that the other students provide. Once all the students have given their suggestions they can copy the complete list of vocabulary into their activity books. 3. Pronunciation activity: Use the vocabulary that written on the board. Say each of the words while the students repeat as a group. B. LISTEN TO THE STORY LA p.43 ej.13 CD 11 Say: Vamos a escuchar una nueva historia. Escucha la historia de Superdrago. Play CD 2 track 11. Have students listen to the story without looking at the comic. 11 Ana: ¿Qué haces, Superdrago? Superdrago: Hago la comida. Me gusta mucho cocinar. Lila: BZZZ. Ana: ¿Qué hay para comer? Tengo mucha hambre. Veo mucha comida en la mesa. Hay plátanos, queso, patatas, salchichas y naranjas. Superdrago: Es una comida muy especial. ¡Una tortilla! Lila: Bzzz. (Entonación de la palabra «tortilla».) Superdrago: A Lila le gusta cocinar también. Ana: ¿Una tortilla? Superdrago: Sí. Una tortilla de patatas, huevo, queso y plátano. Ana: ¡¿Una tortilla de plátano?!¡Qué asco! Superdrago: ¡Sí! El sábado, tortilla de plátano. El domingo, salchichas con naranjas. El martes, tarta de chocolate y pescado. El miércoles… Ana: ¡Baaasta! Voz: Pini Pizza, dígame. Superdrago: ¿Qué haces, Ana? Ana: Hola, buenas tardes. ¿Es Pini Pizza? Quiero una pizza de queso muy grande. ¡Rápido, por favor! Lila: Bzzz. (Entonación de risas) C. LOOK AND LISTEN F. ¿WHAT CAN WE DO? CA p.37 ej.10 This time students exchange activity books and do the evaluation as pair work by asking each other questions. Student A asks student B all of the evaluation questions from the exercise. Student B then asks student A the same questions. Each student should respond by giving the names of the days of the weeks, food, things they like, the adjectives big and small and words with <<J>> I.e.: Alumno A: ¿Sabes los días de la semana? Alumno B: Sí, lunes, martes, miércoles, jueves,viernes, sábado y domingo. Write the following questions on the whiteboard to help the students: «¿Sabes los días de la semana?»; «¿Sabes los nombres de las comidas?»; «¿Te gusta la pizza?»; «¿Tienes un lápiz grande?»; «¿Sabes dos palabras con J?». Students colour in the line of faces based on the response. 1. Say: Abre el libro del alumno por la página 43. Mira y escucha. 2. Play the story again but this time have the students look at the comic. D. LISTEN AND RESPOND Play the story once again, but pause it after each cartoon. Ask the students what they think is happening in the cartoon using the questions below. QUESTIONS: Cartoon 1: ¿Qué comida hay en la mesa? (Answer: Hay plátanos, queso, patatas, salchichas y naranjas.) Cartoon 2: ¿Qué comida hace Superdrago? (Answer: Superdrago hace una tortilla.) Cartoon 3: ¿De qué es la tortilla de Superdrago? (Answer: De patatas, huevo, queso y plátano.) Cartoon 4: ¿A Ana le gusta la tortilla de Superdrago? (Answer: No.) Cartoon 5: ¿Qué dice Ana? (Answer: ¡Baaasta!) Cartoon 6: ¿Qué hace Ana? (Answer: Ana llama a Pini Pizza.) Superdrago 1 – Teacher´s Book
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Review 3
A. WARMER For this activity you could use a big clock with movable hands or simply draw one on the whiteboard. Review the different times with the students. When you ask a question make sure that students respond with a complete sentence. Son las diez / once… Arrang (or draw) the clock hands so that they show 7 o clock. Say Yo me levanto a las siete. Pretend to get out of bed. Change the hand to show 9 o clock and say Yo voy al colegio a las nueve. Pretend that you are carry books and walking to school. Repeat with the following activities changing the times as necessary. Actividades: levantarse, ir al colegio, comer (la comida), jugar al fútbol, hacer los deberes, dormir. B. LOOK AND POINT LA p.44 ej.1 Say: Abre el libro del alumno por la página 44. Mira los dibujos del ejercicio 1. Es el día de Drago. Students should observe the drawings and point to the correct one as you say the activity that Superdrago is doing. Say: Señala el dibujo correcto. Drago se levanta a las ocho; Drago va al colegio a las nueve; Drago come a la una; Drago juega al fútbol a las cinco; Drago hace los deberes a las siete; Drago duerme a las diez. C. CONNECT Have students connect the sentences to the corresponding drawing of Superdrago. When they have finished, choose students to read the sentence and show the others the correct drawing. D. LISTEN AND COMPLETE LA p.44 ej.2 CD 12 Say: Mira el ejercicio número 2. ¡Clara vive en Buenos Aires! Play CD 2 track 12. 12 Me llamo Clara. Tengo siete años. Mi cumpleaños es en abril. Vivo en Buenos Aires. Mi animal preferido es el mono. Me gusta mucho el pescado, pero no me gusta la leche. Los martes voy a clase de baile y los sábados juego al fútbol con mis amigos. Say: Ahora escribe. Completa con las palabras que faltan. Play the track as many times as necessary for students to complete the exercise. Ask students to repeat the answers aloud and write the words on the whiteboard. Superdrago 1 – Teacher´s Book
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Project 3
E. MAKE A MARKET LA p.45 Proyecto 3 Ask students to look at page 45 of their student´s books. Say: Este es el proyecto del mercado. Vamos a hacer los productos del mercado. 1. Busca la ficha del mercado en la página 81. Go through the instructions step by step with students to complete the project. Students can work in pairs or in small groups. F. PLAY MARKET Students arrange the products of their market and then practice the following dialogues. Have them take turns being customers and sales person: ●Buenas tardes, ¿qué quiere comprar? □Quiero un kilo de tomates y dos kilos de naranjas, por favor. ●Aquí tiene, son tres euros. □Gracias. ●Gracias, adiós. Superdrago 1 – Teacher´s Book
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Unit 7 lesson 1
A. WARMER D. SECRET CODE Say: A mí me gustan las manzanas, (or any food you prefer from Unit 6), ¿y a ti? Elicit a response of «Sí» or «No» from one of the students. Practice with other foods. Say: Cerrad el libro del alumno, por favor. Write you're own name on the board. Next to your name write a code key like the one in exercise 1 of the activity book page 38. (I.e.: si se llama Carlota escriba C=1, A=2, R=3, L=4, O=5, T=6). Say: Este es mi nombre en código secreto. Erase your name and write the following key on the whiteboard. A=1, B=2, C=3, D=4… Say: Ahora en una hoja escribe en código una palabra del libro. B. LOOK AND LISTEN LA p.46 ej.1 CD 13 Say: Abre el libro del alumno por la página 46. Superdrago, Carlos, Juan y Ana están en el ático de su casa. ¿Qué ves en el dibujo? Elicit the vocabulary «camisa», «vestido», «pantalón», «baúl», «sombrero». Say: Escucha la historia. Play CD 2 track 12. E. DECIPHER CA p.38 ej.1 Say: ¡Muy bien! Ahora abre el cuaderno de actividades por la página 38, ejercicio 1. Descifra el código secreto.Students work in pairs to break the code and discover the secrets. The first pair to finish can read the code once the others have finished. 13 Superdrago: Este baúl está lleno de ropa. Toma Carlos, ponte esta camisa de pirata. Carlos: Vale, dámela. Juan: Es muy fea. Carlos: A mí me gusta. Ana: Tengo un vestido blanco de princesa. Es largo y muy bonito. Superdrago: Aquí hay un sombrero de mosquetero. Ana: Juan, ponte un disfraz. Juan: Unos pantalones de payaso. Soy un payaso. Superdrago: Y yo soy un mosquetero. Carlos: Yo soy un pirata. Ana: Y yo una princesa. Voz de Madre: Niños. ¿Qué estáis haciendo? Todos los niños y Drago: ¡Nos estamos disfrazando! F. LISTEN AND RELATE CA p.38 ej.2 CD 15 Say: Mira las imágenes del ejercicio número 2. Escucha el audio. Play CD 2 track 15 while students look at the ilustrations. 15 1. (Sonidos invernales: patinaje sobre hielo y niños riéndose.) 2. (Sonidos primaverales: pájaros y niños riéndose.) 3. (Sonidos veraniegos: del mar, olas, niños gritando y riéndose.) 4. (Sonidos otoñales: viento, hojas, y niños jugando.) Play the audio again. Pause after number 1. Say: Señala la imagen. Muy bien. Es el invierno. Continue playing the audio but pause after the sounds of the each of seasons. Students should relate the sounds with one of the seasons Ask: ¿Cuál es tu estación preferida? Have students practice asking the question in pairs. Point to the drawing. Write the following vocabualry on the board: princesa, mosquetero, pirata, payaso and stick the Drago Flash cards of Superdrago, Ana, Juan and Carlos above the name of the costume that they are wearing in the drawing. Say: princesa, payaso, mosquetero, pirata. Have students repeat the vocabulary aloud. C. LISTEN AN RESPOND LA p.47 ej.2 CD 14 Say: Ahora mira el ejercicio 2. Escucha y responde a las preguntas. Play CD 2 track 14. Pause after each question. Choose different students to answereach of the questions. Say: ¿A quién le gusta el disfraz de princesa? ¿Y el de payaso? ¿Y el de pirata? ¿Y el de mosquetero? 14 ¿Qué están haciendo los niños? Ana tiene un disfraz de princesa. ¿Qué disfraz tiene Carlos? ¿Qué disfraz tiene Juan? ¿Y Drago? Superdrago 1 – Teacher´s Book
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Unit 7 lesson 2
A. WARMER D. COLOUR AND PLAY CA p.39 ej.3 Say: Abre el libro del alumno por la página 73. Mira el diccionario.Busca las estaciones. Bien. Ahoramira los meses del año. Repeat: Enero, febrero… ¡Muy bien! Divide the whiteboard into four sections. Write the name of one of the four seasons in each of the parts. Say: ¡Muy bien! ¿Es febrero otoño, primavera, verano o invierno? Use the official first day of each season as a reference. (Ej: primavera marzo, abril, mayo; verano junio, julio, agosto; etc.) Go through the names of the different months and write them in the the correct part of the whiteboard. Help students with the first examples and then encourage them to answer alone. Choose one of the students and ask the following question: ¿Cuándo es tu cumpleaños? Elicit the name of the month. Repeat the name and ask what season it is in. Tell the student to go to the whiteboard and point to the name of the season. To finish the activity say each of the names of the months and seasons and have different students come to the whiteboard and erase them. 1. Say: Cierra el libro del alumno y abre el cuaderno de actividades por la página 39. Mira el juego de la ropa, ejercicio 3. Voy a decir una letra y un número. Mira el recuadro y dime qué prenda de ropa es. Point to D4 as an example and ask the students which item of clothing is in the square. (D4: falda). Divide the class into smaller groups to play the game. Say the number and letter of one of the squares. The first student to raise their hand gets to respond. If they give a correct answer their team wins a point. Play until all of the answers have been given. The team that has the most points at the end of the round can be the callers or a second round. 2. Say: Ahora vamos a colorear. Choose students to say the number and letter of one of the squares and the name of the item of clothing. Now they must also choose a colour. Have all the students colour the clothing in the colour chosen and ask another student to do the same with another square. I.e.: A1 camisa roja, and all of the students colour A1 (shirt) red. Continue until all of the items have been coloured. B. PRESENTATION E. DRAW A CIRCLE Say: La ropa. Mírame. Say the names of the different types of clothing that you are wearing. Point to each piece as you say it. Ask a volunteer to come to the front and do the same with the clothes they are wearing. If the students are wearing very different types of clothing ask several to come forward at once and name what they are wearing. Say: Muchas gracias. Sentaos. Say: Mira los dibujos y haz un círculo alrededor de la ropa que llevas puesta. Students draw a circle around the clothing that is similar to what they are wearing. I.e.: camisa, calcetines, pantalones… When they have finished ask students which items they have circled in the book. C. POINT LA p.47 ej.3 Say: Mira la página 47. Son dibujos de ropa. Cuando yo Say la prenda de ropa, señálala, por favor: pantalón, pantalón corto, falda, vestido, zapatos, sandalias, botas, deportivas, bañador, camisa, camiseta, jersey, chaqueta, bufanda, vaqueros, gorro, abrigo. ¡Muy bien! Focus the students attention on the drawing of the four seasons. Say: Mira los dibujos. Busca una camisa blanca. (Drago, verano.) ¡Bien! Busca un abrigo azul, (Drago, invierno.) ¡Muy bien! Busca un jersey verde. (Carlos, primavera) ¡Excelente! Superdrago 1 – Teacher´s Book
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Unit 7 lesson 3
A. WARMER E. WRITE THE NUMBER CA p.40 ej.4 Tell the students the names of the items of clothing you are wearing. I.e.: Llevo (un pantalón azul, una camisa blanca y verde y unos zapatos marrones). Ask the students to name what they are wearing: ¿Y tú qué llevas? Say: Abre el cuaderno de actividades por la página 40 y mira el ejercicio número 4. Repite conmigo las palabras: jersey, chanclas, bañador, bufanda, deportivas, botas, chaqueta, abrigo, pantalones, camiseta, gorra. Point to the word «jersey» and image 10, showing the example to the class. Say: Escribe el número 10 al lado de la palabra «jersey». B. LISTEN LA p.48 ej.4 CD 16 Say: Abre el libro del alumno por la página 48. Mira los niños del ejercicio número 4 y escucha. Play CD 2 track 16. F. COMPLETE CA p.40 ej.5 Say: Ahora, mira el ejercicio número 5. Hay muchos dibujos. ¿Qué hacen? Point the drawing of the boy riding the bike. Ask students to pretend that they are riding a bike too. Repeat the activity with all of the drawings in the exercise. Don't forget to join in the fun as well. Say: Escribo en la pizarra. Dibujo en la pizarra. Mira el niño en la bicicleta. ¿Qué dice? ¿Leo en la bicicleta? (Pretend to read a book.) ¡No! ¿Escribo en la bicicleta? (Write something on the board) ¡No! Escribo en la pizarra. ¿Monto en bicicleta? (Pretend to ride a bike.) ¡Sí! Monto en bicicleta. Write the word «monto». Using the same technique complete the exercise with the other activities. G. PRACTICE Say: ¿Qué hago? Choose one of the activities and mimic the action. Help students form the proper answer. (I.e.: juego al tenis). Let students come to the front and mimic other activities while the others guess what they are doing and respond with a sentence. 16 Llevo puesta una camisa verde, una falda amarilla, calcetines azules y zapatos negros. Mi hermano Enrique lleva puesto un jersey rojo, pantalones blancos, calcetines blancos y zapatos verdes. Play the track again and ask students to point to the clothing as it is named. C. TRUE OR FALSE LA p.48 ej.5 Say: Ahora mira el ejercicio número 5. Marca V o F. Students mark the squares with V (verdadero) or F (falso) D. PRACTICE LA p.48 ej.6 Say: Vamos a hacer el ejercicio número 6. Mira el dibujo de las dos niñas. Una dice: «Llevo puesta una camisa verde, una falda amarilla calcetines azules y zapatos negros». ¿Qué lleva la otra niña? ANSWER: Lleva puesta una camiseta naranja, pantalones azules, calcetines blancos y deportivas azules. Say: Cierra el libro del alumno, por favor. Ask a volunteer to come to the front. Try to choose one with varied clothing. ( As a matter of fact this would be a good day for you to dress more elaborately as well.) Say: Llevo puesto/a (una descripción de su ropa). Ella / Él lleva puesto/a, (una descripción del niño). Ahora tú. Help the student answer using the two model sentences. Have other students come up to practice the sentences. Superdrago 1 – Teacher´s Book
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Unit 7 lesson 4
A. WARMER E. MATCH CA p.41 ej.7 Begin class by repeating exercise G from the previous lesson: ¿Qué hago? Write the following group of words on the board: «jirafa», «mesa», «goma», and below that this group of words palabras: «zanahoria», «patata», «plátano». Draw a circle around the group of words that are most similar. Say: Mira el ejercicio número 7. En los cuadros hay muchas palabras. Busca las palabras similares. Mira el primero. Jirafa, casa, coche. No. Lápiz, león, coche. No. Tigre, león, jirafa. Sí. Son todos animales. Students can do this exercise as pair work. Say: Cierra el cuaderno de actividades, por favor. B. LISTEN AND SAY LA p.49 ej.7 CD 17 Say: Abre el libo del alumno por la página 49. Mira el ejercicio número 7. Son tres niños disfrazados de payasos. Escucha y di quién es. Play CD 2 track 17. Students listen and find the correct photo based on the description. 17 Hola soy Pedro: soy bajito, tengo el pelo negro, la nariz roja, llevo una chaqueta verde, unos pantalones rojos, unos calcetines azules y unos zapatos amarillos. C. LISTEN AND POINT LA p.49 ej.8 CD 18 F. PLAY Draw a noughts and crosses grid like the one below. I.e.:
1 2 3 A B C Say: Muy bien. Ahora mira el ejercicio número 8. Escucha, por favor. Play CD 2 track 18. 18 Yo sé montar en bicicleta. Yo sé dibujar. Yo sé tocar el piano. Yo no sé jugar al tenis. Yo sé nadar. Yo no sé cantar. Yo sé montar a caballo. Divide the class into two groups. Say: Grupo 1 son comida. Grupo 2 son animales. Grupo 1: elije un espacio y dime una comida. Write the word pertaining to the group in the chosen space. Say: Grupo 2: elige un espacio y dime un animal. Play until one of the groups connects three consecutive squares with words from their category. Draw the grid again and practice with these other categories. Practice. Grupo 1: colores. Grupo 2: objetos de clase. Grupo 1: juguetes. Grupo 2: ropa, etc. Suggestion: Stick the corresponding Drago Flash card to the squares. Say: Yo sé cantar. (Sing something pretty.)Yo no sé dibujar. (Scribble on the whiteboard with a look of discontent.) Yo sé bailar. (Dance the Twist.) Yo no sé tocar el piano. Ahora escucha y señala el dibujo. Play the track again. Students listen and point to the drawing that corresponds to each activity. Pause if necessary to give students time to decide. D. DRESS THE MONSTER CA p.41 ej.6 Say: Abre el cuaderno de actividades por la página 41 y mira el ejercicio número 6. Es otro monstruo. ¡Pero no lleva ropa! Necesita ayuda. Viste al monstruo con la ropa. Students have to dress the monster based on the descriptions given in the word balloons. Before starting quickly review the vocabulary they might use: prendas de ropa, colores… When they finish the activity students can colour the clothing. Superdrago 1 – Teacher´s Book
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Unit 7 lesson 5
A. WARMER F. READ AND WRITE CA p.42 ej.8 Review vocabulary from previous units using the Drago Flash cards. Say: Abre el cuaderno de actividades por la página 42 y mira el ejercicio número 8. Mira las imágenes, lee y escribe las palabras. Try and let the students complete the exercise with a minimum of help from your part. When they have finished ask individual students for the correct answers. Choose individual students that, when there turn comes say specific words. Begin reading the text aloud. When you arrive at the word you have assigned to a student, point to that student and have them read the word aloud. Another possibility would be to have students hold Drago Flash cards showing their assigned words and when you come to their word, the student stands. B. SAY YES OR NO LA p.50 ej.9 CD 19 Say: Abre el libro del alumno por la página 50 y mira el ejercicio número 9. Play CD 2 track 19 while students look at the drawings. Observe them to see if they realise that some of the drawings do not match what is being said on the audio track. Say: ¿Está bien todo? No, ¿verdad? Escucha otra vez y di sí o no. 19 1. Estoy tocando la guitarra. 2. Estoy montando a caballo. 3. Estoy jugando al ajedrez. 4. Estoy jugando al tenis 5. Estoy nadando. G. WRITE CA p.42 ej.9 Say: Mira el ejercicio número 9. Completa. Students write the correct word in the spaces. Say: Relaciona la imagen y la frase. Students connect the completed sentences with the correct image. Play the track again. Pause it after each sentence and ask the students to say «Sí» o «No». If they respond with No ask them what the child is doing in the picture.. H. PRACTICE C. PRACTICE Choose one of the sentences and say I.e.: Yo sé montar en bicicleta ¿Quién sabe montar en bicicleta? Levántate. All of the students who know how to ride a bike stand up. Practice using the other sentences from the exercise. Take out Drago Flash cards (numbers 75‐80). Hold up flash card nº 76(jugar al fútbol) and show it to the class, Say: Estoy nadando. Students should reply «Sí» or «No» and correct the sentence. Alternate between true and false statements. Let some of the students come up to show cards a well. D. ASK AND ANSWER LA p.50 ej.10 Say: Mira el ejercicio número 10. ¿Qué pregunta la niña? ¿Y qué responde el niño? Divide the class into pairs and let them practice the dialogue together. E. LISTEN AND REPEAT LA p.50 ej.11 CD 20 Say: Ahora mira el ejercicio número 11. Play CD 2 track 20. Point to each of the drawings as they are named on the audio. 20 Rosa, ratón, Ramón, perro, pizarra, arroz, pera, naranja, araña. Write the following letters on the board «r» y «rr» Say the word «rosa» pointing to the letter «r». Say: «perro» exaggerating the sound of the «rr» while pointing to the letter on the whiteboard. Play the audio track again pointing to the written letters when they are pronounced in a word. Say: Cierra el libro del alumno, por favor. Superdrago 1 – Teacher´s Book
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Unit 7 lesson 6
A. WARMER D. LISTEN AND PUT IN ORDER Take out the Drago Flash cards (numbers 75‐80). Show the class one of the cards (I.e.: Jugar al fútbol). Say: ¿Quién sabe jugar al fútbol? Levántate. Students who know how to do the activity stand up next to their desks. Say: Muy bien. Say: Yo sé jugar al fútbol. Have students repeat the sentence «Yo sé jugar al fútbol» before sitting down again. Practice with all of the Drago Flash cards. Say: Ahora mira la historia de Superdrago.¡Oh, no! Todos los dibujos están desordenados. ¿Qué pasa aquí? Tenemos que ordenar los dibujos. Play the audio again. Pause after the dialogue of the first cartoon. Say: Señala el dibujo. Bien. Repeat this technique with each of the cartoon dialogues until the students have put all of the cartoons in order. Play the track again without pausing. Say: Escucha y señala. Students point to the correct cartoon in the student's book when they hear the corresponding dialogue. B. LISTEN TO THE STORY LA p.51 ej.12 CD 21 From this unit onwards the cartoons in the book are presented in a different order than they are heard on the CD. In exercise D students will have to put them in order. Say: Hoy vamos a escuchar otra aventura de Superdrago y sus amigos. ¿Qué sabe hacer Superdrago? Sabe hacer muchas cosas. Escucha la historia de Superdrago y sus amigos. Play CD 2 track 21. Have students listen to the story without looking at the comic. E. PRACTICE Display the Drago Flash cards (numbers 75‐80) on the whiteboard. Say: ¿Qué sabe hacer Superdrago? Select one of the Flash cards and say: Superdrago sabe (name of activity). Ask students to come to the board, select one of the Flash cards, show it to the others and tell the class what Superdrago knows how to do using the model sentence: Superdrago sabe... 21 Cartoon 1 Superdrago: Hola, chicos. Miradme, sé nadar. Juan: ¡Vaya!, Drago sabe nadar. Cartoon 2 Superdrago: Sé jugar al fútbol. Carlos: Sí, Drago sabe jugar al fútbol. Cartoon 3 Superdrago: Sé tocar la guitarra y montar en bici. Juan, Carlos y Ana: ¡Olé! Cartoon 4 Ana: ¿Y tú Lila? ¿Qué sabes hacer? ¿Sabes jugar al fútbol? Lila: No. Juan: ¿No? ¿Y sabes tocar la guitarra? Lila: No. Ana: ¿No? ¿Sabes nadar? Lila: No. Cartoon 5 Carlos: Pues, ¿qué sabes hacer, Lila? Cartoon 6 Lila: Cantar, yo sé cantar una canción. Todos: ¡Lila sabe cantar! ¡Todos sabemos cantar! C. LISTEN AND LOOK F. THE WORD CHEST CA p.43 ej.10 1. Say: Abre el cuaderno de actividades por la página 43, mira el ejercicio 10. ¡Es el baúl de las palabras! Llena el baúl con las palabras nuevas que has aprendido. 2. This activity can be done individually, as pair work or in groups. If done individually each student can go to the whiteboard and write their list of vocabulary. If done as pair work or in groups two volunteers can go to the whiteboard and copy the vocabulary that the other students provide. Once all the students have given their suggestions they can copy the complete list of vocabulary into their activity books. 3. Pronunciation activity: Use the vocabulary that written on the board. Say each of the words while the students repeat as a group. G. ¿WHAT CAN WE DO? CA p.43 ej.11 This time students exchange activity books and do the evaluation in pairs by asking each other questions. Student A asks student B all of the evaluation questions from the exercise. Student B then asks Student A the same questions. Each student should respond by saying the names of types of clothing, activities they know how to do, the four seasons. Students colour in the line of faces based on the response. Say: Abre el libro del alumno por la página 51. Mira los dibujos de la historia.¿Qué sabe hacer Superdrago? Elicit the answers: nadar, jugar al fútbol, montar en bici. Say: ¡Muy bien! ¿Qué sabe hacer Lila? Elicit the answer: cantar. Superdrago 1 – Teacher´s Book
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Unit 8 lesson 1
A. WARMER D. ACT OUT THE STORY Take out the Drago Flash Cards numbers 81 to 90 showing the parts of the body. Show them to the students one by one reading out the names on the card as you do. Repeat, this time having the students say the names as well. Say: Ahora, rápidamente. Show the cards again but this time more quickly. Do this a few times getting quicker each time. Finally, show the cards without saying the names and let the students respond on their own. Say: ¡Muy bien! Choose four students to play the parts of Superdrago, Ana, Carlos, and Juan. Diga: Escucha y repite. Play audio 22 and pause immediately after each character speaks a line. Ask the student playing the part of that character to repeat the line. Encourage them to be expressive. Perform a few lines yourself if you think it will help them. Explain to the students that spoken language has "music" and that it is important to practice it. Give other students the opportunity to play a part. Don't forget to applaud after each performance. B. LOOK AND LISTEN LA p.52 ej.1 CD 22 Say: Abre el libro del alumno por la página 52. ¡Es Carnaval! Mira y escucha. Play CD 2 track 22. E. PUT IN ORDER CA p.44 ej.1 Tell students to open their activity books to page 44 and look at exercise 1. Say: Ordena las letras. Puedes utilizar el diccionario (página 74). This activity can be done individualy or together as a class. If you do it as a class, students could go to the whiteboard and write the words. Students could then copy the ordered words into their activity books. 22 Juan: Hoy es viernes, día de carnaval en el colegio, todos tenemos máscaras. Esta es la mía. Tengo la nariz grande y roja. Tengo los ojos pequeños y negros y el pelo azul. Mira, Ana, allí está Carlos. También tiene una máscara con la nariz muy larga y la boca grande. Lleva el pelo verde. Ana: Mi máscara es una cabeza grande con la nariz pequeña y las orejas rojas. Carlos: ¿Dónde está Drago? Ana: Allí está, jugando con Lila. Juan: ¡Eh Drago!, ¿por qué no tienes máscara? Drago: Yo tengo la boca muy grande, tengo los ojos marrones, la nariz pequeña y las orejas grandes. Soy un dragón. No necesito máscara. Ana, Juan y Carlos: (Risas) C. LISTEN AND ANSWER LA p.53 ej.2 CD 23 F. PRESENTATION Draw the following on the whiteboard: a big eye, a small eye, a big hand, a small hand, a long pencil and a long snake. As you draw them, tell the students what they are: Un ojo grande, un ojo pequeño, un lápiz largo, una serpiente larga etc. Once you've finished the drawings ask: ¿Qué es? G. WRITE CA p.44 ej.2 Play audio 23. Have students listen to the questions but without answering them. Say: Escucha. Write the following words on the whiteboard: «hormiga», «serpiente», «elefante», «ratón», «gato» y «tren». Diga: Ahora abre el cuaderno de actividades por la página 44, mira el ejercicio número 2. Escribe las oraciones. You could write the first sentence on the board as an example: La serpiente es larga. Focus the attention of the students on the concordance between the noun, the article and the adjective. 23 ¿Dónde están los niños? ¿Quién tiene la máscara de la nariz grande? ¿Quién tiene una peluca azul? ¿Tiene Juan una peluca? Play audio 23 again. This time pause th CD after each of the questions and ask students to answer. Write the answers on the whiteboard and have the students copy them into their note books. Superdrago 1 – Teacher´s Book
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Unit 8 lesson 2
A. WARMER D. LOOK AND MARK THE SQUARE CA p.45 ej.3 Start class by playing a round of Superdrago dice to review the parts of the body. Diga: Vamos a jugar a Superdrago dice. Ask students to stand up. Say: Superdrago dice tócate la cabeza, Superdrago dice tócate los pies, etc. Students have to perform the actions that Superdrago says. If they make a mistake they have sit down. The last student standing is the winner. Ask students to open their activity books to page 45 and look at exercise 3. Students observe the picture of Javier and then mark the squares that describe him. This exercise could be done as pair work and corrected aloud. E. DRAW AND MARK THE SQUARE CA p.45 ej.4 Ask students to look at exercise 4. Students draw a self portrait and then mark the squares that describe their features. B. LISTEN AND CONNECT LA p.53 ej.3 CD 24 F. DESCRIBE YOURSELF Tell students to open their activity books to page 53.and look at exercise 3. Say: Escucha. Play CD 2 track 24. The first time they should listen without writing the answers in the activity book. Describe yourself first so that students have a model to follow. I.e.: Me llamo María, tengo los ojos grandes y verdes, la nariz grande y el pelo corto y negro. After each of the students describes themselves have them write the description in their notebooks. 24 Mano, oreja, pie, ojo, nariz, cuello, pelo, dedo, brazo, cabeza. G. PLAY A GAME Say: Ahora escucha y relaciona. Play track 24 again. This time they should connect the part of the body with the corresponding word. Divide the class into two teams. Let each team choose a name for itself. I.e.: Los leones y las jirafas. Write the team names on the whiteboard. Take out Drago Flash cards numbers 81 to 90. Show one of the cards to the first team and ask them what it it. If they correctly name the part of the body, the team gets to stick the card to the whiteboard under the name of their team. If not say Pasa a los leones / las jirafas and the other team gets an opportunity. The team with the most cards on the whiteboard at the end of the game is the winner. C. LOOK AND READ LA p.53 ej.4 Ask students to look at exercise 4. Say: ¡Mira qué monstruos! and read the dialogues in the word ballons aloud to the class. Diga: Mira, el número 1 tiene unas orejas muy grandes y el número 2 tiene los ojos muy pequeños. Choose four students to play the parts of the monsters. Each student reads their part aloud. Give other students the opportunity to be a monster and read. Superdrago 1 – Teacher´s Book
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Unit 8 lesson 3
A. DRAW AND DESCRIBE MANFREDO CA p.46 ej.5 C. LISTEN LA p.54 ej.6 CD 26 Tell students to open their activity books to page 46. Diga ¡Es el monstruo marino Manfredo! Read the description to the class. Diga: Ahora dibuja a Manfredo. Students draw Manfredo based on the description. Have the entire class read the description aloud together. Encourage them to exaggerate the intonation. This is a fun way to practice pronunciation. Say: Mira el ejercicio 6 y escucha. Play CD track 26. 26 Esta es mi cabeza, este es mi cuerpo, estas son mis manos y estos son mis pies. Estos son mis brazos, estas son mis piernas y estas las rodillas que doblo así. Estos son mis ojos, esta es mi nariz, estos son mis dedos que bailan el Twist. Me toco la cabeza, me toco el corazón, me toco las orejas y me toco las cejas. D. SING B. LISTEN AND CONNECT LA p.54 ej.5 CD 25 Ask students to close their activity books and open their student's book to page 54, exercise 5. Diga: Mira y escucha. Play CD 2 track 25. 25 Me llamo Marina. Tengo los ojos negros y el pelo rubio y corto. Tengo la nariz pequeña. Me llamo Marta. Tengo el pelo castaño y los ojos azules y grandes. Tengo la nariz grande. Me llamo Silvia. Tengo el pelo negro y largo, los ojos verdes y la nariz grande. Students should relate the drawings with the paragraphs. Assign a paragraph to three of the students to be read aloud. Say: Tú eres Marina, tú eres Marta y tú eres Silvia. Say: ¡Ahora canta con Lila! Play audio 26 again. Practice the song a few times with the students until they feel comfortable with the lyrics. E. SING AND DANCE Have students stand up for this part of the activity. Say: Ahora canta con Lila y haz los gestos. Play Lila's song again. This time students should touch the part of the body that Lila is singing about. Superdrago 1 – Teacher´s Book
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Unit 8 lesson 4
A. PLAY A GAME LA p.55 ej.7 D. SPEAK Diga: Abre el libro del alumno por la página 55, ejercicio 7. ¡Vamos a jugar! Primero vamos a dibujar el cuerpo, después la cara. Use the die that students made for project 1 to play the game. Two students go up to the whiteboard. The first student tosses the die and reads the number that comes up to the class. The class looks at exercise 7 and tells the second student the corresponding part of the face or body. The second student then draws the corresponding part of the face or body on the whiteboard. Let different pairs of students take turns throwing the die and drawing. Start with the body and then play drawing the parts of the face. Diga: Ahora escucha y dilo con Lila. Play track 27 again and have the students repeat the alphabet with Lila. E. ANSWER CA p.47 ej.7 Ask students to close their student's book and open their activity book to page 47 exercise 7. Have them observe the drawing and ask and answer all of the questions as a class. F. WRITE When you finish have the students write the answers in their activity books. G. FOLLOW THE SPIRAL B. WRITE CA p.47 ej.6 Have the students open their student's book to page 55, exercise 8. Ask students to say the letters of the alphabet as they trace them on the spiral with their fingers. Next have them read a "chain alphabet" with each student reading one of the letters in the spiral. Tell students to close their student's book and open their activity book to page 47, exercise 6. Say: Soy (su nombre). Estoy en la clase. Open the door to the classroom and step into the hallway Say: Soy (su nombre). Estoy en el pasillo. Let a few of the students do it as well. Ask two students to read the examples from the exercise aloud. Students now complete the exercise individually. C. LISTEN LA p.55 ej.8 CD 27 Say: Cierra el cuaderno de actividades y abre el libro del alumno por la página 55, ejercicio 8. ¡Es el alfabeto! Escucha. Play CD 2 track 27. 27 A, B, C, CH, D, E, F, G, H, I, J, K, L, LL, M, N, Ñ, O, P, Q, R, S, T, U, V, W, X, Y, Z. Superdrago 1 – Teacher´s Book
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Unit 8 lesson 5
A. WARMER LA p.56 ej.9 D. LISTEN AND POINT CA p.48 ej.8 CD 29 Ask students to open their student's book to page 56, exercise 9. Say: Mira el dibujo. ¿Qué ves? Students have to raise their hands and name the objects, animals and people that they see in the drawing. You can help them by naming some of the things that you see in the drawing. I.e.: ¡Veo a una niña jugando al tenis! ¡Y una señora pelirroja! ¡Un perro! Ask students to close their student's books and open their activity books to page 48, exercise 8. Say: Escucha y señala la parte del cuerpo. Play CD 2 track 29. 29 1. las rodillas; 2. las manos; 3. las orejas; 4. los ojos; 5. el pelo; 6 la nariz; 7. la cabeza; 8. la boca; 9. los dientes; 10. los brazos;11. el cuerpo; 12. las piernas;13. los pies. B. LISTEN CD 28 Play the track again. Pause after each of the parts of the body is named so that students can write it in the corresponding space. Diga: Ahora escucha y escribe. Have the students stand up. As you name each part of the body students have them to point to it on themselves. Play CD 2 track 28. 28 1. Mi madre es pelirroja. Es muy alta y tiene un perro negro. 2. Mi padre tiene el pelo negro. Es muy alto y está montando en bici. 3. Mi hermana tiene el pelo muy largo y rubio. Es baja y está jugando al tenis. 4. Mi primo tiene las piernas muy largas y está jugando al fútbol en la hierba. 5. Mi abuelo tiene el pelo blanco y está leyendo un libro. 6. Mi abuela está corriendo con su perro. 7. Un niño bajo, con el pelo negro, se está comiendo un plátano en el columpio. 8. Un hombre gordo, con el pelo rubio, sentado en un banco leyendo. 9. Una niña con el pelo largo y negro está jugando al tenis. 10. Una mujer rubia, baja, con un perro blanco. C. FIND THE PERSON E. COMPLETE CA p.48 ej.9 Say: Me llamo (su nombre), tengo el pelo (corto) y (rubio) y los ojos (verdes). Ask students to look at exercise 9. They should complete the table with a self description and a description of four of their classmates. Students can choose whichever classmate they prefer to describe. I.e.: Mi amigo se llama Juan, tiene el pelo corto y rubio y los ojos marrones. F. PLAY A GAME Choose a student to go to the whiteboard and draw a monster based on the suggestions given by their classmates. First they must choose a name for the monster. E.g.: Malilu. Students raise there hands and by turns offer suggestions for the different parts of the body. The student standing at the whiteboard completes the drawing. I.e.: Malilu tiene seis brazos, Malilu tiene tres ojos, etc. Say: Ahora escucha y encuentra a las personas. Play the track again. Pause after each of the descriptions. Students look for the person described on the CD in the ilustration of the park Superdrago 1 – Teacher´s Book
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Unit 8 lesson 6
A. WARMER D. THE WORD CHEST CA p.49 ej.10 Say: Me llamo (Juan), tengo el pelo (negro) y los ojos (azules). Mi comida favorita es (la pizza y las naranjas). Mi deporte favorito es (el baloncesto). ¿Y tú? Point to one of the students and have them describe themselves using the same sentences. Ask a few of the other students to do the same. To finish divide the students into pairs and have them describe each other. 1. Say: Abre el cuaderno de actividades por la página 49, mira el ejercicio 10. ¡Es el baúl de las palabras! Llena el baúl con las palabras nuevas que has aprendido. 2. This activity can be done individually, as pair work or in groups. If done individually each student can go to the whiteboard and write their list of vocabulary. If done as pair work or in groups two volunteers can go to the whiteboard and copy the vocabulary that the other students provide. Once all the students have given their suggestions they can copy the complete list of vocabulary into their activity books. 3. Pronunciation activity: Use the vocabulary that written on the board. Say each of the words while the students repeat as a group. B. LISTEN TO THE STORY LA p.57 ej.10 CD 30 As in the previous unit the cartoons in the book are presented in a different order than they are heard on the CD. Say: Hoy vamos a escuchar otra aventura de Superdrago y sus amigos. Escucha atentamente, por favor. Play CD 2 track 30. E. ¿WHAT CAN WE DO? CA p.49 ej.11 This time students exchange activity books and do the evaluation in pairs by asking each other questions. Student A asks Student B all of the evaluation quetions from the exercise. Student B then asks Student A the same questions. Each student should respond by saying the parts of the body and face, make a descrption, say what activities hey are doing and say the adjectives. I.e.: Alumno A: ¿Sabes las partes del cuerpo? Alumno B: Sí, la cabeza, los pies, etc. You could help the students by writing the following questions on the board. ¿Sabes las partes del cuerpo? ¿Sabes las partes de la cara? ¿De qué color tienes los ojos? ¿Qué estás haciendo? ¿Puedes decirme algo grande y algo pequeño? Have students colour in the line of happy faces that they feel best represents their partners progress so far in class. 30 Cartoon 1 Superdrago: ¡Qué globo tan bonito, Ana! Ana: Sí, pero es muy pequeño. Lila: El globo de Juan es muy grande. Bzzz. Cartoon 2 Juan: Yo quiero volar como Superdrago. Quiero todos los globos. Superdrago: Ese hombre tiene muchos globos. Cartoon 3 Juan: Hola, señor. Quiero todos los globos. Vendedor de globos: ¿Todos? Juan: Sí, todos. Vendedor de globos: Toma todos los globos. Cartoon 4 Juan: ¡Cuántos gloooooboooooos! ¡Sooooocoooorro! ¡Estooooy volandooooo! Ana: ¡Juan! ¿Dónde vas? Superdrago: ¡Superdrago al rescate! Cartoon 5 Superdrago: ¡Ya te tengo, Juan! Yo te bajo. Cartoon 6 Ana: (Risas) ¿Quieres volar, Juan? Juan: No. No quiero volar. C. LISTEN AND PUT IN ORDER Say: Abre el libro del alumno por la página 57. Ahora ordena los dibujos. Play the audio again. Pause after the dialogue of the first cartoon. Say. Señala el dibujo. Bien. Repeat this technique with each of the cartoon dialogues until the students have put all of the cartoons in order. Play CD track again without pausing Say: Escucha y señala.students point to the correct cartoon in the student's book when they hear the corresponding dialogue. Superdrago 1 – Teacher´s Book
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Review 4 A. WARMER Say: Jugamos a Drago dice con las partes del cuerpo y de la cara. If the students don't remember how to play the game, do a practice round with two volunteers. Say: Drago dice tócate la nariz, Drago dice tócate los pies, etc. When students perform an action without your having said Drago dice they have to sit down until the end of the round. This time you could let students take turns being Drago and call out the instructions while the others perform the actions B. PLAY You can play Drago dice as a class or you could divide the class into smaller groups so that more students can take a turn at being Drago. C. CLASSIFY LA p.58 ej.1 Say: Abre el libro del alumno por la página 58. Mira el ejercicio número 1. Escribe las palabras en la columna correcta. Say the words so that students reply by saying «cara» or «cuerpo». They then write the words in the correct column. Another option is to draw the two column on the whiteboard and let the students write the words in the correct columns. D. SPEAK LA p.58 ej.2 Diga: Mira el ejercicio número 2. ¿Cómo eres? Lee y responde. Ask four students to read the different paragraphs. Divide the class into pairs and have them practice asking and answering the questions with each other. Superdrago 1 – Teacher´s Book
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Proyect 4
E. MAKE A CUT OUT FIGURE LA p.59 Proyecto 4 Ask students to look at page 59 in their student's book. Say: Este es el proyecto del muñeco. Vamos a hacer un muñeco del cuerpo humano. Busca la ficha en la página 83. When they have found the cut out on page 83, read instructions number 2 and 3. When the students have completed instruction number three have them hold up the different parts of the body and say the names of them. They can now complete instruction 4. Tell them to put the figure in a safe place until next class. Say: Ahora guarda tu muñeco dentro del libro para utilizarlo en la próxima clase. Superdrago 1 – Teacher´s Book
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Unit 9 lesson 1
A. WARMER E. WHO IS WHO? CA p.50 ej.1 Ask the students to go back and look at Lila´s song about the parts of the body on page 54 exercise 7. Have them take out their cut out figures from project 4. Play Lila's song (CD 3 track 25). As the song plays, students can make their cut outs dance. Have them point to the different parts of the body on their cut outs as they are mentioned. Say: Abre el cuaderno de actividades por la página 50. Mira el ejercicio número 1. Escribe el nombre debajo del retrato. Point to the flash card of the grandmother. Ask: ¿Quién es? Elicit the answer: El abuelo. Point to the card showing the grandfather. Ask: ¿Quién es? Continue eliciting names of other family members and let students go to the board to write the correct name under the corresponding card. B. PRESENTATION / LISTEN LA p.60 ej.1 CD 31 Take out Drago Flash card number 76 and show it to the class (jugar al futbol). Say: Hoy los chicos están en un partido de futbol. Escucha. Play CD 2 track 31. Have the students listen without opening their student's book. F. READ AND DRAW CA p.50 ej.2 Say: Muy bien. Mira el ejercicio número 2. Point to the drawing and say: Este niño es alto. Esta niña es alta. Este niño es bajo. Esta niña es baja. Alto. Alta. Bajo. Baja. Make gestures that help students understand the difference between the different descriptions: Este niño es gordo. Esta niña es gorda. Este niño es delgado. Esta niña es delgada. etc. Say: Lee las frases. Choose two students to read the sentences to the rest of the class. In each of the empty squares students should make a drawing of the child being described in the sentences. 31 Carlos: Hola, chicos. Te presento a mi madre, se llama Marta. Juan: Buenos días. ¿Cómo estás? Madre: Muy bien, gracias. ¿Te gusta el fútbol? Juan: Sí. Hoy juega mi hermano. Se llama Jorge. Es el de allí. Tiene el pelo pelirrojo como una zanahoria. Carlos: Mi hermano también juega. Es el número siete. Voz de un hombre mayor: ¡Vamos Jorge! Juan: Este es mi abuelo. Voz de mujer mayor: ¡Muy bien, Jorge! Juan: Y esta es mi abuela. Madre: ¿Está toda tu familia aquí, Juan? Juan: Sí. Está mi padre, mi madre, mi hermana, mi abuelo y mi abuela. Carlos: ¡Vaya! Están todos. Todos: ¡Gooooooool de Jorge! ¡Jorge! ¡Jorge! ¡Jorge! G. PLAY A GAME Make sure that students can ask the question ¿Cómo se dice _____ en español? Divide the class into pairs. Say: Abre el libro del alumno en el diccionario y practica. Students search for words in the picture dictionary at the end of the student's book and tranlate them to L1. Students choose a word and ask their partner: ¿Cómo se dice (palabra L1) en español? The other student responds by saying the word in Spanish. Say: Abre el libro de alumno por la página 60. Mira el dibujo y escucha. Play track 31 again. Students should open their books and look at the drawing while they listen to Juan and his mother. C. ANSWER Ask the class the following comprehension questions: ¿A Juan le gusta al fútbol? ¿Juega el hermano de Carlos? ¿Qué numero lleva en la camiseta? ¿De que color tiene el hermano de Juan el pelo? D. VOCABULARY Take out Drago Flash card (n.º 1) and stick it to the whiteboard. Next take out the flash card of Superdrago's mother (n.º 92) and stick it above the card showing Superdrago. Say: Esta es la madre de Superdrago. Create a family tree by taking out the rest of the flash cards of Superdrago's family and placing them around Superdrago on the whiteboard. Choose a student and say: Señala a la madre de Superdrago. Ask other students to point out the rest of the members of Superdrago's family. Say the names of each of the members and have the students repeat them together. Superdrago 1 – Teacher´s Book
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Unit 9 lesson 2
A. WARMER E. COMPLETE CA p.51 ej.3 Write the following word snake on the whiteboard: amadreepadreoabuelamabueloihermanoyhermana Ask students to come up by turns and circle any word that they find in the word snake. Say: Abre el cuaderno de actividades por la página 51, mira el ejercicio número 3. Es un árbol de familia. Completa el árbol con los nombres de los miembros de tu familia. Descríbelos con las palabras que escribo en la pizarra y después dibújalos.Students complete the family tree with members of their own family. Write the physical descriptions from the previous exercise on the board to help students. Afterwards students can stand up and read their family trees to the rest of the class. B. PREPERATION Take out the Drago Flash cards of Ana, Juan and Carlos and stick them to the whiteboard. Say: Ana tiene el pelo pelirrojo, Juan tiene el pelo rubio y Carlos tiene el pelo castaño. F. WHAT ARE THEY DOING? CA p.51 ej.4 C. WHAT MONSTERS! LA p.61 ej.2 Say: Ahora mira el ejercicio número 4. ¿Qué están haciendo? (Point to the silhouette of the boy playing footballl.) Está jugando al fútbol. Point to one of the sentences below the drawing. Ask one of the students to read it to the class. Say: Lee la primera frase, por favor. Muy bien. Ahora copia la frase en la línea correspondiente. Have other students read the sentences while the other copy them into the activity book. Say: Abre el libro del alumno por la página 61, ejercicio 2. ¡Mira qué monstruos! Hay monstruos chicos y monstruos chicas. Señala al monstruo pelirrojo. ¡Bien! Al monstruo rubio. ¡Bien! Y al monstruo castaño. ¡Muy bien! Recuerda, los chicos son rubios y las chicas rubias. Ask some of the students to come forward and describe them to the rest of the class. Say: (Laura) es rubia. (Leo) es rubio. D. COMPLETE LA p.61 ej.3 G. PLAY A GAME Say: Mira el ejercicio número 3. Es el árbol de familia de Carlos. Señala a la madre de Carlos, al padre, a la hermana, al hermano, a la abuela y al abuelo.Students should point to the members of Carlos' family as you say them. Say: Muy bien. Mira este hombre. (Point to Carlos' uncle.) Este es el tío de Carlos. El tío es el hermano de la madre de Carlos. Give the students a moment to think about the sentence. Repeat the sentence if you feel that they haven't understood the idea of the relationship between Carlos and his uncle. Say: ¿Lo ves? Mira esta mujer (Point to Carlos' aunt.) Esta es la tía de Carlos. La tía de Carlos es la mujer del hermano de la madre de Carlos. ¿Y estos niños? Este chico es el primo de Carlos y esta niña es la prima de Carlos. Repeat the names of all of the members of Carlos' family including his aunt, uncle and cousins. Ask for a volunteer to go to the whiteboard. Show them one of the silhouettes from the book without letting the the other students see. The student has to pretend to do the activity. The rest of the class tries to guess what the activity is. The first to guess correctly can have a turn. I.e.: Está jugando, está bailando, etc. Superdrago 1 – Teacher´s Book
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Unit 9 lesson 3
A. WARMER D. FIND Say: Todos los niños rubios tienen que ponerse de pie. ¿Cuántos sois? Todas las niñas rubias tienen que ponerse de pie. Ahora todos los pelirrojos (o morenos). Make certain that only the students fitting the description you have given stand up. B. LISTEN AND FIND LA p.62 ej.4 CD 32 Abre el libro del alumno por la página 62, ejercicio número 4. Mira los cuatro dibujos. Son cuatro familias. Ayuda a Superdrago a encontrar cada familia. Play CD 2 track 32. Say: Muy bien. Mira la familia de Carlos. (Point to the drawings.) ¿Esta es la madre de Carlos? ¿Dónde está? Students have to look at the illustration of the house and find Carlos' mother. Divide the class into pairs and have them find the rest of the members of Carlos' family. Answers: madre‐estudio, padrecocina, Carlos‐dormitorio, Ana‐cuarto de estar, Juan‐jardín, Marta and Carlota‐cuarto de baño, abuela‐comedor, abuelo‐salón. E. LISTEN AND POINT Play track 33 again. Focus the student's attention on the different activities that each of the characters in the illustration are performing. Say: ¿Qué están haciendo? Pause the CD after each spoken sentence, repeat it and ask questions about each character: I.e.: ¿Qué está haciendo la madre? Answer: Está escribiendo. When you have completed the exercise say: Cierra el libro del alumno y abre el cuaderno de actividades por la página 52. 32 Hola. Soy Marina. Esta es mi familia. Este es mi padre, se llama Héctor. Esta niña es mi hermana pequeña, se llama Olivia. Hola. Yo me llamo Carlota y esta es mi familia. Mi madre se llama María y es muy guapa. Esta es mi abuela Rafaela, es muy graciosa, me hace reír mucho. ¿Qué tal? Yo soy Diego y te presento a mi familia. Roberto es mi padre y Gema mi madre. Tengo dos hermanos también, son muy traviesos. Se llaman Javier y Borja. Yo tengo una familia muy grande. Mi padre y mi madre están aquí, se llaman Pablo y Eva. Tengo un hermano mayor que se llama Sergio, y tres hermanas: Irene, Vanesa y Gloria. Mi abuelo se llama Andrés y vive con nosotros. F. LISTEN AND NUMBER CA p.52 ej.5 CD 34 Say: Abre el cuaderno de actividades por la página 52, ejercicio 5. Mira el colegio. ¿Qué están haciendo los niños en el colegio? Escucha. Play CD 2 track 34. Say: Ahora encuentra la familia. Play the track again. Pause after Marina has spoken. Say: Señala a la familia de Marina. Pause after each child (and Superdrago).has spoken and repeat the instruction to the students. 34 1. El niño está comiendo. 2. El niño está cantando. 3. El niño está haciendo deporte. 4. La niña está bailando. 5. El niño está haciendo deberes. 6. La niña está escribiendo. 7. El niño está tocando el piano. 8. La niña está dibujando. 9. El niño está leyendo. C. LISTEN LA p.62 ej.5 CD 33 Say: Ahora mira el ejercicio 5. Esta es la casa de Carlos. Escucha. Play CD 2 track 33. 33 La madre está escribiendo en el estudio. El padre está cocinando en la cocina. Carlos está estudiando en el dormitorio de los niños. Ana está viendo la televisión en el cuarto de estar. Juan está jugando en el jardín. Marta y Carlota se están bañando en el cuarto de baño. La abuela está comiendo en el comedor. El abuelo está durmiendo en un sillón en el salón. Superdrago 1 – Teacher´s Book
Say: Escucha otra vez y marca con un número el aula. Play the track again. Students should put the correct number in the circle of each classroom. Try to complete this exercise without pausing the audio to help develop listening skills. 62
Unit 9 lesson 4
A. WARMER E. CONNECT THE WORDS CA p.53 ej.6 Using the Drago Flash cards, review vocabulary from previous units. Spread a selection of flash cards out on a table. Choose one and say the name on the card. Have students come up, select the correct flash card and show it to the rest of the class. Say: Ahora abre el cuaderno de actividades por la página 53, mira el ejercicio número 6. Es un laberinto de palabras. Las palabras forman frases. Mira las imágenes. Say: El 1 es un niño con un ordenador. El 2 es un niño comiendo helado. El 3 es un hombre cocinando. El 4 es una niña patinando. Y el 5 son dos niñas cantando. Give an example sentence so that the students understand what they must do. Draw arrows between words to make a sentence: i.e.: Él‐está‐jugando‐con‐el‐
ordenador (foto del niño jugando con el ordenador). Next, write the complete sentence on the board. Students can work together in pairs or in small groups to complete the exercise. When they finish they can copy the sentences into their notebooks. B. LISTEN AND SAY LA p.63 ej.6 CD 35 Say: Abre el libro del alumno por la página 63. ¿Qué animales ves? ¿Cuántas cebras hay? This is an exercise in the correct pronunciation of the sounds ce and ci. Say: Escucha el trabalenguas. Play CD 2 track 35. Students listen and point to the different objects in the illustration as they are mentioned in the tongue twister. F. I LIKE TENNIS CA p.53 ej.7 35 Hay cinco cebras debajo de un ciruelo y cinco estrellas que brillan en el cielo y cinco niños tocando el violonchelo en cinco cestos hechos de caramelo. Say: ¿Qué deportes ves en las imágenes? Review the names of the different sports as you point to the images in the activity book. Draw two faces like the ones in the activity book on the whiteboard. Say: El niño que juega al tenis dice ¡Me gusta el tenis! A mí también. Draw a circle around the smiling face on the whiteboard. Say: El niño que juega al fútbol dice ¡Me gusta el fútbol! A mí no. Draw a circle around the frowning face on the whiteboard. Students can work in pairs to complete the exercise by drawing a circle around the face that best expresses there feelings about each activity. Say: Vamos a practicar. Divide the class into four groups. Practice the first two lines of the tongue twister with group 1, the next two lines with group 2, the next two lines with group 3 and the final two lines with group 4. Play the track again. Each group has to say the lines they have practiced along with the audio. Practice until all of the groups have got the rhythm and pronunciation well controlled. You could also continue practicing by changing each groups two lines to a different set of lines. G. PRACTICE Take out the Drago Flash cards and display different cards that show the colours, food, animals and activities. Hold up a card to show to the class and say Levanta la mano si te gusta. The students that like what is being displayed raise their hands. Choose one of the students to say ¡Me gusta! Ask another student that has their hand raised ¿And you? The student should answer ¡A mí tambien! Choose one of the students who has not raised their hand the same question. The student should respond A mí no. C. LOOK, READ AND SPEAK LA p.63 ej.7 Say: Ahora mira el ejercicio número 7. Los ojos son de colores diferentes. Hay ojos azules, marrones, negros y verdes. Mira los dibujos de Ana y Juan. ¿Qué color tienen los ojos de Ana? ¿Y los ojos de Juan? Say: ¿Qué dice Ana? Choose one of the students to read Ana's words to the rest of the class. D. PRACTICE Ask a volunteer to come up and stand before the class. Say: Yo tengo los ojos (color). (Point to the student). Mi amigo/a tiene los ojos (color).Ask another student to come forward and stand next to the first student. The first student has to use the model sentence to describe themselves and the other student standing next to them. When they finish they can return to their seat. Ask another student to come up and stand next to the second student. The second student says the sentences and then returns to their seat. Continue the chain until all of the students have had the opportunity to practice describing themselves and a friend. The last student can describe themselves and you before sitting down again. Say: Cierra el libro del alumno. Superdrago 1 – Teacher´s Book
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Unit 9 lesson 5
A. WARMER E. WRITE CA p.54 ej.8 Take out and display the flash cards of Superdrago's family (91‐96) on the whiteboard. Ask: Esta es la familia de Superdrago? ¿Quién es el padre? One of the students should go to the whiteboard and remove the Flash card showing Superdrago's father and place it on the table. Practice the question to other students, changing the names of the members of the family until there are no cards remaining on the whiteboard. Say: Cierra el libro del alumno y abre el cuaderno de actividades por la página 54. Hay muchas palabras. Escríbelas en el lugar correcto. Point to the ilustración and say: El árbol de familia tiene palabras de la familia. El elefante tiene palabras de animales. La camiseta tiene palabras de ropa. Students work together in small groups of three or four to collocate the words that appear in the box at the top of the page inside the correct illustration. F. PLAY A GAME B. LOOK LA p.64 ej.8 This game is a version of Noughts and Crosses. However, in this case, instead of using X's and O's the students use the words from exercise 8 in the activity book. Draw a 4x4 grid on the whiteboard. Divide the class into two teams. Assign each team a group of word families from exercise 8. The first team chooses one of the numbered grids and says the word that they want to put inside the square. The next team now has a turn and does the same with one of it's own words. Just as in noughts and crosses, the first team to place three of it's words together in a row, wins the round. By making the grid 4x4 instead of 3x3, the game lasts longer. Say: Abre el libro de alumno por la página 64, ejercicio 8. Aquí esta toda la familia de Superdrago. Mira el dibujo bien con tu compañero y marca verdadero (V) o falso (F). Students can work in pairs to complete this exercise. When they have finished ask volunteers to read the sentences and answer whether they are true or false. If the sentence is false, ask the student to correct it. C. PRACTICE Using the same illustration and still working in pairs, students should make and say sentences about Superdrago's family. Students should say some sentences that are true and others that are false. If a student makes a false statement, their partner should say Falso and correct the sentence. After the students have practiced in pairs for a few minutes, divide the class into two groups. Each group makes a sentence to which the other group responds verdadero or falso. As with the previous exercises, if the sentence is false the students must correct it. If a group responds true or false correctly, they get a point. If the sentence is false and they correct it, they get two points. G. ACTIVITY Students create their own illustration like the ones in exercise 8 of the activity book. Say: Busca en el libro del alumno las páginas 71 y 72. Mira el diccionario. Students divide into pairs and choose a category from the picture dictionary (I.e.: la comida).The students then draw the outline of one of the objects from that category (I.e.: una manzana) on a sheet of paper. They give their drawings to another student who then has to write as many words as they can think of from that category inside the drawing. D. SING WITH LILA LA p.64 ej.9 CD 36 Say: Mira el dibujo del ejercicio número 9. Hay tres animales. Una jirafa, un hipopótamo y un jirapótamo. Write the following words on the whiteboard: «jirafa», «hipopótamo» and «jirapótamo». Ask the class: ¿Que es un jirapótamo? Draw a circle around the letters «jira» in the word jirafa and around the letters «pótamo» in the word hipopótamo. Elicit the answer that a jirapótamo is an animal that is half giraffe and half hippopotamus. Say: Vamos a escuchar la canción de Lila. Play CD 2 track 36. 36 Eres alto y delgado como tu madre, moreno salado, como tu madre. La, la, la, la, la, la, la, la, la, la, la, moreno salado, como tu madre. Eres bajo y gordo como tu padre, moreno salado, como tu padre. La, la, la, la, la, la, la, la, la, la, la, moreno salado, como tu padre. Practice Lila's song by replaying the CD and pausing after every line for students to repeat. When the students are comfortable with the lyrics, sing the entire song together as a class. Superdrago 1 – Teacher´s Book
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Unit 9 lesson 6
A. LISTEN TO THE STORY LA p.65 ej.10 CD 37 C. THE WORD CHEST CA p.55 ej.9 As in the previous unit the cartoons in the book are presented in a different order than they are heard on the CD. Students will put them in order in exercise B. Say: Hoy vamos a escuchar otra aventura de Superdrago y sus amigos. Escucha atentamente, por favor. Play CD 2 track 37. 1. Say: Abre el cuaderno de actividades por la página 55, mira el ejercicio 9. ¡Es el baúl de las palabras! Llena el baúl con las palabras nuevas que has aprendido. 2. This activity can be done individually, as pair work or in groups. If done individually each student can go to the whiteboard and write their list of vocabulary. If done as pair work or in groups two volunteers can go to the whiteboard and copy the vocabulary that the other students provide. Once all the students have given their suggestions they can copy the complete list of vocabulary into their activity books. 3. Pronunciation activity: Use the vocabulary that written on the board. Say each of the words while the students repeat as a group. D. WHAT DO WE KNOW HOW TO DO? CA p.55 ej.10 This time students exchange activity books and do the evaluation in pairs by asking each other questions. Student A asks student B all of the evaluation quetions from the exercise. Student B then asks student A the same questions. Each student should respond by saying the names of the members of the family, the actvities described in the unit, the verb estar, the adjectives and the sentences Me llamo_____ y vivo en _____. Sé _______. I.e.: Alumno A: ¿Sabes decir los nombres de los miembros de la familia? Alumno B: Sí, madre, padre, etc. Help them out by writing the following questions on te board: ¿Sabes decir los nombres de los miembros de la familia? ¿Sabes patinar? ¿Qué estás haciendo? Mi padre es alto y delgado. Me llamo Juana y vivo en Madrid. Sé escribir. Have students colour in the line of happy faces that they feel best represents their partners progress so far in class. 37 Cartoon 1 Madre: ¡Qué bien! Una merienda en el parque con la familia. Superdrago: Ñam... Tengo mucha hambre. Madre: Hay pollo asado, tortilla de patata, tarta de chocolate y zumo. Superdrago: ¡¿Tarta de chocolate?! ¡La tarta de chocolate es mi comida preferida! Cartoon 2 Superdrago: ¿Donde están? Tengo mucha hambre. Madre: Ana está patinando con Lila. Papá esta corriendo. Carlos y Juan están jugando al baloncesto. Superdrago: ¿Y dónde está el abuelo? Abuelo: Aquí estoy. Cartoon 3 Madre: Niños… la comida está lista. ¡A comer! Abuelo: ¿Qué hay de comer, Drago? Superdrago: Tarta de chocolate. ¡Mi preferida! Abuelo: ¡También es mi preferida! Cartoon 4 Superdrago: Abuelo. ¡Qué rica la tarta de chocolate! Abuelo: Sí. ¡Qué rica la tarta de chocolate! Ana: ¡Oh, no! ¡Superdrago y el abuelo se están comiendo toda la tarta de chocolate! Cartoon 5 Carlos: ¡Oh, no! ¡No tenemos tarta de chocolate! Lila: Bzzz. (con entonación de ¡Oh, no!). Juan: ¡Yo quiero tarta de chocolate! Cartoon 6 Madre: ¡Sorpresa! ¡Tengo otra tarta de chocolate! Todos: Bien. ¡Viva!, ¡viva! B. LISTEN AND PUT IN ORDER Say: Abre el libro del alumno por la página 65 y mira la historia de Superdrago. Tenemos que ordenar los dibujos. Play track 37 again. Play the audio again. Pause after the dialogue of the first cartoon. Say: Señala el dibujo. Bien. Repeat this tecnique with each of the cartoon dialogues until the students have put all of the cartoons in order. Play track 37 again without pausing Say: Escucha y señala. Superdrago 1 – Teacher´s Book
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Final Review A. PLAY A GAME LA p.66 ej.1 Say: Abre el libro del alumno por la página 66. Mira el repaso final. Drago está muy feliz. Vamos a jugar. Divide the class into groups of four or more according to the size of the class. Ask the students to look at the illustration of the rocks. The rules of the game are that each group has to choose one of the words written on the rocks to start forming a complete sentence. A member of the group can go to the whiteboard and writes the chosen word. The next group now takes a turn. They write another word which they think begins a different sentence on the whiteboard. B. FIND THE DIFFERENCES LA p.67 ej.2 Say: Ahora mira el ejercicio número 2. Hay dos dibujos de una fiesta. Pero son diferentes. Hay cinco cosas diferentes en el segundo dibujo. ¿Cuáles son? Divide the class into pairs and have them complete the exercise. There are five differences in the illustration. C. LISTEN AND SPEAK LA p.67 ej.3 Ask the students to look at exercise 3. Read the expressions expressing likes and dislike to the class. Ask individual students to practice reading them as well. Divide the class into pairs and encourage them to point to the different drawings and use the expression Superdrago 1 – Teacher´s Book
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