All Around 2 Gu+¡a Docente

8/19/2019 All Around 2 Gu+¡a Docente

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Unit 1 Welcome Back!

SB pages 3, 4 and 5

Objectives• To revise personal information.

• To revise school vocabulary.

• To talk about different school subjects and

timetables at school.

• To revise the days of the week.

• To share personal information.

• To read and understand information.

• To listen to complete a chart.

• To write about school routines.

Language FocusProduction

• I have (Science) on (Monday).

• My favourite subject is...

Recognition

• What’s your surname?

VocabularyProduction

• School Subjects: Art, Science, Physical

Education (PE), Language, Maths, History,

Geography, Technology

Phonology

Art \"AÜt\

Geography \dZI"Ågr´fI\

History \"hIstrI\

Language \"lœnwItS\ Maths \"mAÜTs\

PE \ ̀piÜ "iÜ\

Physical Education \ f̀IzIkl edjU"keISn\

Science \"saI´ns\

Technology \tek"nÅl´dZI\

Introductory Activities

After introducing yourself and explaining how this

new year will be organised, if not all the students

in the class have bought their books yet, take

advantage of this time to check how much the

students can remember from the previous year

presenting fun and entertaining activities. Here are

some suggestions:

• Students may introduce themselves using

different techniques, for example, forming groups

according to their favourite food, colours, rooms

of the house, activities they can perform or othertopics presented in All Around 1. Students may go

around the classroom sharing information while

organising the groups. Once they have introduced

themselves, translate their names into English,

whenever possible. Students love this.

• Present some getting-to-know-you activities. In

this way, students will get to know one another,

and you will get to know them as well.

There are some entertaining games which can

be used at this stage. Here you are just two

possibilities:

Read my lips.

Choose a student and ask him / her a personal

question, any of the ones the students know

from the previous year:

What’s your name? / Where do you live?

How old are you? / Have you got a pet? etc.

However, you should do it in a very low voice so

that the student cannot hear you but read your

lips. He / she guesses the question using the

movements of your lips as a clue. Then, he / sheanswers the question. Invite some students to

play your role and ask the questions.

Nought and crosses

Draw a 3 x 3 cm grid on the board. Write a

personal question in each grid. Choose from

all the personal questions introduced in All

Around 1, for example:

What’s your name? / Where do you live?


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orally first. You may ask the questions to different

students and encourage them to produce complete

answers, not just yes or no . They may even

complete the negative ones with the affirmative

information. Has Pete got three notebooks? No, he

hasn’t. He has got two notebooks.

» Answer keya. Yes, he has.

b. No, he hasn’t.

c. Yes, he has.

d. No, he hasn’t. He has got two.

e. Yes, she has.

f. No, she hasn’t. She has got her Science, History

and Language books.

GrammarDraw the students’ attention to the use of have /

has got . Revise when to use one or the other and

write a chart on the board.

I

You

We

They

HAVE GOT three notebooks.

He

She

It HAS GOT a red crayon.

All Around Teaching Tips

Remember that the organisation of information

on the board is of great importance as it helps

the class to concentrate and keep the lesson in

focus. It is really essential not to clutter the board

too much and always give students enough time

to copy everything.

Remind students of how to write negative and

interrogative sentences, too.

Follow up: Reading aloud

After correcting the activity and checking the use

of possessive ‘s and have / has got , get some

students at random to read the passage aloud.

Correct pronunciation.

How to go about it (page 9)3. Circle the correct option.

Invite students to have a look at the illustrations.

Explain that some children are talking about their

special pets. First, encourage students to readthe sentences carefully. Then, give them some

minutes to think and circle the correct option in

each sentence. Check their answers on the board.

» Answer keya. Linda has got a long snake.

b. The little children have got a new pet. It is a

rabbit.

c. Andrew and Cindy have got a tortoise. It can

walk very fast!

d. Lily and Sam haven’t got a nice bird. Theyhave got a naughty bird!

4. Read. Then, write an e-mail about you inyour notebook.

Invite the students to have a look at the e-mail.

It is from an e-mail friend. Encourage them to go

through it and get information about the person

who sent it. Ask personal questions: What is his /

her name? How old is he / she? Where is he / she

from? Introduce the idea of pen friends or e-mail

friends . Ask students if they have ever sent an

e-mail like this or if they have friends living far away

Now they have one, Sarah, the girl in the e-mail.

Students have to send Sarah an e-mail, this time

talking about them. This activity is intended to

develop literacy skills. It comprises the main

language points seen and revised up to now.

Encourage students to explore the e-mail to see

what they can include in theirs. Make sure they

understand what they are supposed to write.

Elicit all the structures they may use to write the

e-mail in advance. Write them on the board forthe students to refer to them while writing. Go

round and monitor students’ work. Remind them

of the use of capital letters and full stop. Finally,

ask volunteers to come to the front and read the

e-mail aloud.

» Answer keyStudents’ own answers.


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Unit 2 Around the Town

Important!

Remember students will only be introduced to the

first person singular in Unit 2. It is not necessary

to introduce the rest of the persons in the Present

Simple tense at this stage.

How to go about it (page 15)3. Read and match.

Invite students to pay attention to the sentences.

Invite them to read them in silence and match

them with the corresponding photographs. Once

finished, check orally with the whole class. Make

students become aware that each photo has extra

information about each person’s professional daily

life. Ask students to read these sentences aloud.

Encourage them to underline the actions and toinclude them in the previous list.

» Answer keya. I cook delicious food.

b. I help sick people.

c. I cure sick animals.

d. I deliver letters and packages.

e. I interview people.

f. I put out fires.

4. Choose a job. Draw and write about it.Ask students to pay attention to the passage

written on page 15. It was written by a girl at

school. It is about her mum. She is pretending to

be her mum while writing. Remind students of

the relatives they talked about a couple of classes

ago. Ask them to bring back the photographs or,

if the photos are in the classroom, place them on

the board. Invite them to choose a relative and to

write about his / her life pretending they are their

relatives. Brainstorm ideas. Work as a facilitator

guiding the brainstorming session, encouragingparticipation. While writing the passage, be ready

to help students in need. Once they have finished,

invite them to illustrate the activity or include a

photograph and then, to come to the front to

read the descriptions.

» Answer keyStudents’ own answers.


Always remember that every piece of writing

is created as part of a process. Give students

the opportunity to discuss and work out ideas.

Sit next to the students while they are writingand give them advice on how to improve their

writing. Get students to write draft copies first so

as to reach the best final production. Remember

constant observation helps you adjust your plan

so as to meet the students’ real needs.

Enrichment Activities

True or false?

Ask students to prepare two wooden sticks

with two paper squares stuck on them. One

paper square should read TRUE and the other

FALSE. Make statements about the different jobs

introduced up to now: I am a police officer. / I

work in a hospital. / I am a firefighter. / I cure sick

animals. / etc. Ask students to hold up their sticks

after each statement to show if they are true or

false. Encourage students to correct the false

statements. Then, invite some students to play

your role. They come to the front and providethe statements for the rest of the class to decide

if they are true or false. Ask students to keep the

sticks for future activities.

Funny Activities

Opening the classroom to the school community

is a nice way to make them become aware of

everything done by the students at school. Make

a presentation of the pieces of writing. Invite

students’ relatives to come and share a readingsession. They will love listening to their children

speaking in English.


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SB pages 40 and 41

Objectives

• To describe personal characteristics.• To revise action verbs and frequency adverbs.

Language FocusProduction

• (I) usually clean (my bedroom).

• (She) never talks (in front of the class).

Recognition

• He watches TV all day.

• He does what she says.

VocabularyProduction

• Personality adjectives: generous, obedient,

sociable, reliable, shy, friendly, lazy, intelligent

Recognition

• Personality adjectives: messy, disobedient,

tidy, hardworking, dishonest

Phonology

messy \"mesI\

disobedient \dIs´"biÜdj´nt\

tidy \"taIdI\

hardworking \ h̀AÜd"w‰ÜkIN\

dishonest \dIs"Ån´st\


Act it out.

Display cards with personality adjectives on the

board, read them and ask students to repeat afteryou. Invite volunteers to come to the board and

circle the adjectives that are similar to the ones in

their native language. Then act out the words by

saying things that people who are like this might

say; for example: I always keep secrets. –reliable.

Encourage students to come to the front and take

your place acting out the words.


Cognates are all the English words that are

similar to Spanish because they share the same

root, for example: secret / secreto . They help

students to enlarge and enrich their vocabularyin L2 in an easier way.

How to go about it (page 40)1. Listen and number.

Invite students to look at the expression on

each face, read what these people say and the

personality adjectives that describe them. Ask

students to listen to and number the descriptions

in the order they hear them. Play the audio CD fothe students to listen and number.

Listening 20

Listen and number.

1. Man: I’m always early for work.

Narrator: He is hard-working.

2. Boy 1: I never clean my bedroom. It is always

a disaster.

Narrator: He is messy.

3. Girl 1: I usually copy during my exams.

Narrator: She is dishonest.

4. Boy 2: I never do what my mother says.

Narrator: He is disobedient.

5. Girl 2: I always keep my bedroom in order.

Narrator: She is tidy.

» Answer key

2

3 5

4

1


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Unit 4 Best Friends


Mime it.

Bring cards with pictures of clothes and

accessories. Invite a volunteer to come to thefront and choose three cards without showing

them to anyone. The student pretends he / she

is wearing each clothing item or accessory and

mimes it. The rest of the class has to guess the

words. Repeat the procedure several times with

different volunteers.

How to go about it (page 46)1. Match. Cross the odd one out.

Invite students to read the words in the drawers.Ask them to think of a name for each group of

pictures: shoes, accessories, nightwear, outwear.

Write these words on the board for students to

refer to them when doing the activity. Read the

example and ask students to cross the odd word

and give reasons for their answer: Sweatshirt,

because it doesn’t belong to the category of

shoes. Ask them to follow the line to see what

belongs in the first drawer. Invite students to

match each drawer with the corresponding

picture and cross the remaining odd words. » Answer keya. sweatshirt

b. coat

c. slippers

d. overalls

e. slippers

2. Look, read and complete.

Invite students to look at the pictures and say

the name of the clothing item or accessory that

they can see. Encourage them to say where orwhen they would wear it: necklace – to a party;

coat – in winter . Write the words that students

mention on the board so that they can use them

to complete the activity. Invite students to read

the texts in silence and try to complete them with

the corresponding words.

» Answer keya. pyjamas e. earrings

b. slippers f. bracelets

c. an apron g. necklace

d. overalls

Funny Activities

Mannequins

Bring two sheets of craft paper and give one sheet

to a boy and the other to a girl. Ask them to put

them on the floor and lie down on them. Invite

volunteers to trace their outlines and draw their

faces. Divide the class into boys and girls. Invite the

girls to make clothes for the figure of the boy and

ask the boys to do the same for the figure of the

girl. Provide students with fabric scraps, coloured

papers, strings, beads, markers, glue and scissors.

Ask students to paste the clothing items and

accessories on the figures. Display the mannequins

on the wall and invite students to describe them

and say when or where these people wear the

clothes; for example, On Sundays... / ... in summer.

How to go about it (page 47)3. Listen and read.

Invite students to look at the comic strip and

describe it. Ask: What does the woman do? / Where

does she work? / What do the children do? / What

do they wear? / What school materials can you see

in the pictures? Tell students that they are going

to listen to part of a lesson. Play the audio CD and

ask students to follow the reading text. Encourage

students to read it in pairs.

Listening 23

Listen and read.[The children are at school. They are talking until

the teacher speaks.]

[Picture 1]

Narrator: It is Tuesday. Sarah and Andrew are at

school. They have Language lessons on Tuesday

morning. They are practising punctuation today.

Listen!


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Unit 5 Pop Stars

Listening 26

Listen and read.

[A boy is doing his homework in his bedroom.]

[Picture 1]

Narrator: It is a nice afternoon and Alex is at

home. He is in his bedroom and he doesn’t look

happy. Why? Well, I think he has problems with

his Language homework.

[short pause: The boy is thinking.]

Boy 1: [thinking] A sentence that has a noun, a

verb, an adjective and an adverb… Wow! That’s

difficult.

[Picture 2]

Boy 2: [shouting from outside] Hey, Alex! This

dog is eating your new shoes furiously!Boy 1: [thinking and repeating clue words that

are useful for his homework] dog-eating-new-

shoes-furiously

Boy 1: [shouting] Great! Thanks!


When working on listening tasks, it is important

to ask students to go through the instructions

attentively so as to make sure they all understandwhat they have to do before listening. Relaxation

is a key point when solving a listening task. Invest

a few minutes to create a relaxed atmosphere.


Change it.

Get some students at random to read the

explanations that appear in the box. Write some

sentences on the board for students to identify

the parts of speech; for example: Miley adores

Italian food: noun, verb, adjective, noun. Ask

different students to erase and rewrite parts of

speech to form a new sentence; for example:

Miley hates Italian food. / Miley loves Mexican

food. / Miley likes romantic songs. Repeat the

procedure several times with different sentences.

3. Read and write. Noun, verb, adjectiveor adverb?

Invite a volunteer to read the first sentence and

say which part of speech the underlined word

is. Ask students to repeat the procedure for theremaining sentences. Invite students to read their

answers to check.

» Answer keya. adjective

b. noun

c. adverb

d. verb

e. adjective

f. noun


1. Act it out.

Ask students why the boy is happy at the end:

Because he has a sentence with a noun, verb,

adjective and adverb for his Language homework.

Divide students into pairs and invite them to act

out the comic strip, changing the characters, the

situation and the sentence. Ask pairs of volunteers

to act out their new comic strip.

2. Mime it.Divide students into two teams and give them

cards with parts of speech: noun, adjective,

adverb, and verb. Ask a volunteer from one

team to come to the front. Whisper a word to

the volunteer: eat . Ask him / her to hold up the

corresponding word card: verb and mime the word

to his / her team to guess. Repeat the procedure

several times alternating the teams. The team that

guesses the highest number of correct words wins.

SB pages 54 and 55

Objectives• To talk about routines.

• To ask questions to check information.

• To revise the affirmative and negative forms


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Invite students to listen to the first paragraph and

follow the reading text in their books.

Listening 30

Listen and read.

Narrator: Mike and his family usually go to the

beach on holidays. His father is a professional surfer

and his mother loves the sun and the sea. Mike has

got a little brother, Sam. He is ten years old and he

likes the beach very much. Today, Mike is at home

and he is looking at his holiday photo album.

Follow up

Get some students at random to read the

sentences aloud. Correct pronunciation.


Remember that when students read aloud,

you can see how much they have improved

or if they still need further practice as regards

pronunciation, rhythm and intonation.


Correct the mistake.

Ask students to close their books and read wrong

sentences about the text. Encourage them to

identify the wrong information and say the correct

sentence. For example: Mike is ten years old. /

Sam doesn’t like the beach. / His father is a

doctor. / His mother loves the rain. / Mike has got

two brothers.

2. Complete and check.Ask a volunteer to read the words aloud. You can

tell students to add the words in the mind map that

they completed before. As some words are specific,

you can ask students to decide to which category

they belong; for example, you can write sand and

sea next to beach. Invite students to read the

sentences below the pictures and complete them

with a word. Then, play the audio CD to check.

Listening 31

Listen and check.

[voice of a boy who is describing some

photographs]

1. I’m playing with the sand.

2. I’m swimming in the sea.

3. Mum and Dad are standing in front of the

hotel.

4. My brother is making a wonderful sandcastle.

5. Dad is putting sun block on Sam’s back.6. I’m playing volleyball on the beach.

7. We are sailing into the sea.

8. Sam is collecting shells for my Grandma.

9. Mum is lying in the sun.

10. We are sailing back to the beach.

11. Dad is surfing huge waves.

» Answer key1. I’m playing with the sand.

2. I’m swimming in the sea.3. Mum and Dad are standing in front of the

hotel.

4. My brother is making a wonderful sandcastle

5. Dad is putting sun block on Sam’s back.

6. I’m playing volleyball on the beach.

7. We are sailing into the sea.

8. Sam is collecting shells for my Grandma.

9. Mum is lying in the sun.

10. We are sailing back to the beach.

11. Dad is surfing huge waves.

3. Match.The aim of this activity is to work on specific verbs

presented in the story. Ask some students at

random to read the words aloud. Then, ask them

to write the letters in the corresponding box. Tell

them to look at the pictures for help.

» Answer keya. play with the sand


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Unit 6 Holiday Pictures!


Scrambled sentences

Bring a picture showing many people doing

different things. Write sentences that describe thepicture in strips of papers and cut all the words;

for example: A / man / is / wearing / a / black /

shirt. Divide the class into teams and give students

the word cards so that they put them in order and

form true sentences about the picture. The first

team that finishes forming the sentences wins.

How to go about it (page 68)1. Match pictures and sentences.

Invite students to look at the boys in the pictureand say what they are doing: One boy is looking at

the city through some binoculars. Invite students to

talk about the different scenes the boy can see. Ask

a volunteer to read the first sentence and identify

the picture it describes. Invite students to read the

remaining sentences and write the corresponding

letters in the boxes. Once they have finished,

tell students to complete the two sentences that

appear below with other prepositions.

» Answer keya. The children are sailing across the river.b. The TV set is falling onto the sidewalk.

c. The plane is flying over the skyscraper.

d. The girl is running past the museum.

2. Find and circle 10 prepositions.

Encourage students to scan the wordsearch

carefully and circle ten prepositions of movement.

Ask them to exchange books with a classmate

and compare their work.

» Answer key


Describe it.

Bring pictures illustrating bugs and display them on

the board, name them and ask students to repeatafter you. Choose a bug and ask the class to help

you describe it; for example: bee: it’s black and

yellow and it makes honey. You can write key words

next to each picture (bee: black and yellow, honey ).

Repeat the procedure for the remaining pictures.

After describing each bug, invite students to say if

they like them or not and why; for example: I like

ladybugs because they are beautiful. / I don’t like

tarantulas because they are dangerous.

How to go about it (page 69)3. Listen and read.

Invite students to look at the two pictures next to

the text and describe them. Ask: What has the girl

got? Where is she? What can you see in the other

picture? Trees, water. Then, discuss the title with

the class. Ask students why they think this is an

adventure holiday. Write their ideas on the board

to check their predictions after reading the text.

Tell students to listen to the audio CD and follow

the reading text in their books.

Listening 33

Listen and read.

Narrator: Sonia wants to be an entomologist

in the future. She is crazy about bugs! Now,

she is on holidays with her family. They are in

the Amazon rainforest in Brazil. Sonia is taking

photographs of all the bugs she can see because

she is working on a school project. Look at the

photos and read her notes.a. butterfly / colourful wings

b. tarantula / eight legs (arachnid)

c. ladybug / black spots

d. ants / large colonies

e. beetle / wings (some fly)

f. bee / poisonous sting

g. mosquito / hot and humid places


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the square signalled by the arrow (Start here ).

Students have to say a number from 1 to 6 and

pick up a card. They have to read both A and

B instructions of the number they choose, for

example: card: Unit 2 Around the Town; chosen

number: 5 Spelling . So, the student has toanswer both: A Spell post office, fire station and

restaurant and B Spell the numbers from 1 to

10 . The points that students win for answering

correctly are: A= 5 points; B= 10 points; A and

B= 15 points. If the answers are correct, students

write the points on the board, either below Your

points or Your partner’s points . After answering,

students move their counters one square forward

and repeat the procedure by taking turns. The

winner is the student who gets the highest score

when reaching the last square.

Game boards are an excellent tool for

assessment. Monitor students while they are

playing. See that the rules of the game are

respected and, what is most important, that

students enjoy playing.

» Answer keyUnit 1: Welcome Back!

1. VocabularyA. Students’ own answers.

B. Students’ own answers.

2. SpellingA. Students’ own answers.


3. True or False?A. False.

B. True.

4. Complete.A. Tom has got a purple pen and a grey

sharpener in his school bag.

B. Nancy hasn’t got a blue sharpener.

5. Answer.A. Science.

B. On Fridays.

6. Talk about you.A. Students’ own answers.


Unit 2: Around the Town

1. Complete.A. Bob is a pilot.

B. Justine doesn’t work on a plane. She works

in a restaurant.



3. Ask.A. Students’ own answers.



B. True.

5. SpellingA. Students’ own answers.B. Students’ own answers.

6. Answer.A. Between Jane and Tom.

B. No, she doesn’t.

Unit 3: Busy Days

1. Answer.A. Hot and sunny.

B. On Tuesdays.

2. Complete.A. Jasmin lives in San Francisco.

B. Lau’s father is a vet.

3. SpellingA. Students’ own answers.


4. Talk.A. Students’ own answers.

B. She gets up at seven am, has breakfast

and brushes her teeth. Then, she goes to

school. She has lunch at home and does herhomework. In the afternoon she chats with her

friends or watches TV. She goes to bed at abou

ten pm.


B. False.


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Unit 6 Holiday Pictures!



Unit 4: Best Friends

1. Talk.A. He studies and does his homework.


2. Complete.A. Toffee is a sociable dog because he plays

with the children in the neighbourhood.

B. Miss Carmen is worried because Susie

never works in class and she never does her

homework.

3. Answer.

A. Students’ own answers.B. Students’ own answers.

4. Add the missing punctuation marksand capitalisation.

A. Where do you work?

B. Susan hates vegetables. What does she like

for lunch?



6. True or False?A. True.B. True.

Unit 5: Pop Stars

1. True or False?A. True.

B. False.

2. Answer.A. To Italy.

B. Because they are uncomfortable.

3. Mention the word’s category.A. He has got straight dark hair. Adjective

B. She can play her new guitar very well. Noun

4. Talk about:A. Students’ own answers.


5. Complete.A. Miley Cyrus doesn’t eat green vegetables.

B. Anna gets excited before a party.



Unit 6: Holiday Pictures!1. Answer.A. A green dress.

B. In hot, humid places.


B. True.

3. Complete.A. Sonia wants to study about insects.

B. Did you know that praying mantises can

camouflage? (Sample answer)4. Choose.A. The plane is flying over the skyscraper.

B. The boys are running towards the river.



6. Describe:A. Students’ own answers.


SB pages 92, 93, 94 and 95 -

Workbook

This set of reinforcement activities can be used

when students need extra written practice of

vocabulary or a specific language structure.

These activities can also be solved at the end

of the unit to integrate and consolidate all the

concepts learnt.

» Answer key1. Complete with the missing vowels.

waves

sandcastle

sun block

surf

shells

sand


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All Around Celebrations

World Book Day (March 3)Design a Book Cover.

Materials: Magazines, paper (half a sheet per

student).

Procedure: Ask students about their favourite

books and write them on the board. Elicit the

names of different literary genres: mystery,

horror, comedy, science fiction, romance, fairy

tale, detective story, etc. and ask students to

decide to which genre their favourite books

belong. Distribute paper halves and magazines.Invite each student to design a cover for his or

her favourite book. Tell students to write the

title and the author’s name decoratively and

to draw or cut out pictures from magazines to

illustrate the cover. Encourage students to write

to which genre the book belongs on the inside

back cover and also to include the reason why

it is their favourite book; eg.: I like Harry Potter

and The

Goblet

of Firebecause

it is an

amazing

adventure

story. My

favourite

character

is Ron

and I

really like

Quidditchgames.

World Health Day (April 7)Sportswear Design

Materials: Construction paper.

Procedure: Brainstorm healthy and unhealthy

habits with the class. Invite students to reflect

upon the importance of exercising. Also draw

their attention to the clothing items people

wear when doing sports. Encourage the class to

describe the clothes; for example: comfortable

trainers . Tell students they are going to find

out what kind of sportswear people of theirage want to wear and design a piece of sports

clothing for them. Divide the class into small

groups and ask them to decide what kind of

sports clothing they will survey: sports shoes,

jackets, sweatshirts . Write the following prompts

on the board and invite groups to think about

what questions to ask: colours, materials,

images, length, size -tight / baggy. Tell students

to interview at least 15 people and record what

they would like to include in the design. Finally,

distribute construction paper and have groupssketch a design for the new product, which

meets the needs highlighted in the survey. Ask

students to write a description of the product

below the design: This is a sweatshirt. It is made

of cotton and lycra . Invite the groups to present

their designs to the class.

Earth Day (April 22)

Make Your Own Ecology Poster.Materials: Construction paper, chalk pastels.

Procedure: Before students make their posters,

you can show them different models and ask the

class to describe them, discuss the message,

decide if it is effective and why. Distribute

construction paper and pastels. Invite students


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to design a poster about

caring for the environment.

Tell them to invent and

write a slogan for their

posters. Display students’

work around the classroom

and school.

International Music Day (June 21)Make an Instrument.

Materials: Paper plates, dried beans, rice, glue,

nylon string, shoeboxes, toilet paper rolls, tissue

paper, rubber bands, waxed paper, masking

tape, plastic bottles, combs, wooden sticks.

Procedure: Display materials on the table.

Divide the class into pairs and have students

take any materials they want to make a musical

instrument. Each pair must make a percussion,

wind or stringed instrument with the materials.Encourage students to display their instruments,

give a performance of their sounds and describe

them: It’s made of a (toilet paper roll). / It has

got… / It’s (red) (small). Once students have

created the instruments, invite the class to

classify them into wind, stringed or percussion.

Then, tell students to decide which instrument

makes the loudest, softest, highest or lowest

sound. Discuss which is the biggest, smallest

and most appealing instrument.

Father’s Day (3rd Sunday in June)

Mobile

Materials: Construction paper, glitter, foil, coat

hangers (one per student).

Procedure: Invite students to think of words

and phrases for describing their fathers, draw

pictures on the construction paper and cut them

out. Next, ask them to paint and decorate their

pictures with glitter, foil and any other material

they choose. Then, tell them to hang their

pictures from different lengths of string on a coat

hanger. Display students’ mobiles around the

classroom and invite students to describe them.

Friendship Day (July 20)

A Friendship Card

Materials: Paper, index cards, crayons.

Procedure: Distribute index cards, paper

rectangles and crayons. Invite students to draw

on their card a picture illustrating the most

important aspect of friendship to them. Then

ask them to write a corresponding definition on

their paper rectangle. Display students’ pictures

around the classroom. Collect the definitions

and redistribute them. Tell students to read thedefinitions and locate the corresponding pictures.

Make a Card for Your Friend.

Materials: Construction paper, magazines.

Procedure: Distribute magazines and construction

paper. Ask students to write a card for his or her

best friend, telling him / her why they like them; eg.:

Dear Mario,

You’re my best friend.I like you a lot because we play games and

watch football matches together.

Jorge

They can also glue pictures from magazines or

make drawings on their cards to decorate them.


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All Around Celebrations

Mother’s Day (3rd Sunday in October)

Pressed Flower Cards

Materials: Small flowers and leaves, construction

paper, glue, waxed paper.

Procedure: Cut construction paper into letter-

sized rectangles (1 per student). Distribute

materials. Tell students to fold their paper

rectangles in half to make a card. Encourage

them to arrange some flowers and leaves on the

cover, leaving space to do some writing at the

top. Ask students to carefully dab a little glue

on the back of the petals, leaves and stems.

Allow the glue to dry. Then, help students place

a piece of waxed paper over the flowers and a

heavy book on top. This will prevent the petals

and leaves from curling. Leave cards for several

hours in a dry, cool place. Finally, tell students to

write a Mother’s Day message on them to give

to their mothers as a present.

Mum’s Place Mat

Materials: Student’s family photos, construction

paper, glue, white paper, clear contact paper,

markers.

Procedure: For each student cut a rectangle(38 cm x 25 cm) from construction paper. Ask

students to draw pictures representing the

reasons for loving their mothers. Tell them to

outline their pictures with markers and colour

them brightly. Invite them to cut out and

glue their drawing and family photos onto

construction paper in the form of a collage.

Encourage them to date and sign their work.

Help students cover their collages with clear

contact paper to seal the place mat.

Happy Holidays!

Make your own Wish Scroll.

Materials: A plastic film container, yarn, white

paper, a nail.

Procedure: Ask students what they want to do

for their summer / winter holidays. Divide the

class into pairs and invite students to tell their

partners five of their desires; for example: I want

to go to the beach this summer . Then, encourage

students to share some of their ideas with the

whole class. Next, ask them to take the materials

to make their wish scroll. Tell the class to cut

out three circles (2,5 cm in diametre) and a long

strip (2,5x 10 cm) from paper. Invite students to

write their wishes in pencil first -you can correct

their ideas before they put them into the film

canister. Encourage the class to draw pictures

to represent their desires on the paper circles.

Once they have finished, students have to glue

the circles onto a plastic film container: one on

the lid and one on each side. Then tell students

to roll up the strip and put it inside the container.

Use a nail to make a hole on each side of the

container, 2 cm from the top. Ask students to put

one end of the yarn through each hole and tietwo knots inside the container. Explain that they

can wear their Wish Scroll around the neck and

open it at the end of the summer / winter.

W i s h

S c r o l l


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All Around 2 Teacher’s Book / Rebecca Williams Salvador ... [et.al.]. -1a ed. - Buenos Aires : Santillana, 2011.

96 p. + Audio CD ; 28x22 cm.

ISBN 978-950-46-2452-3

1. Enseñanza de Inglés. I. Williams Salvador, RebeccaCDD 420.7

Publisher: Mabel Manzano

Editorial Team: Adriana Méndez, Cristina Toti

Cover Design: Ana Lucía Garibotti

Design and Layout: María Florencia Visconti

Music and Songs: Javier Lupiañez

Illustrations: Conrado Giusti, Dalia Alvarado,Silvia Luz Alvarado, Isabel Arnaud, Arno Avilés, Martha Avilés, GilbertoBobadilla, Irina Botcharova, Gloria Cardenas, Alejandro Cervantes, Rosa María Fuentes, Alicia García, Marcela Gómez,José Antonio Herrera,Tania Janco, Jotavé, Enrique Martínez, Javier Montiel, Ana Elena Moreno, Ana Ochoa, AlmaPacheco, Gabriel Pacheco, Rubí V. Ramírez, Jenny Silva, Luis Serrano, Leonora Sixto, Maribel Suárez, Enrique Torralba,Tané Arte y Diseño, Alejandra Walls, Leticia Barradas, Claudia Delgadillo, Estudio de Diseño “A corazón abierto”, JuanGedovius, Fabiola Graullera, Leandro Pauloni, David Peon, Héctor Carranza, Miguel Ángel Espinosa, Valeria Gallo,Juan Ramón Jasso, Claudia Navarro, Sara E. Palacios, Tania Recio

Photo Research: Paula Fulía

Photographs: Dreamstime.com, Ana Corral, Corel Stock Photo, Corbis Images, Digital Stock, Stockbyte, John Foxx

Images, Comstock Klips and Digital Vision, ARCHIVO SANTILLANA

This Teacher’s Book includes an Audio CD and a Teacher’s CD-ROM.

ISBN: 978-950-46-2452-3

© 2011 Ediciones Santillana, S. A.

Leandro N. Alem 720C1001AAP Buenos Aires, Argentina

Queda hecho el depósito legal que marca la ley 11.723.Impreso en Argentina. Printed in Argentina.First Edition Published 2011

All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means,electronic, mechanical, photocopying, recording, or otherwise, without prior permission in writing from the Publisher.

The Publisher has made every effort to trace the owner of copyright material; however, the Publisher will correct any involuntaryomission at the earliest opportunity.

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