wd3 guia sample material
TRANSCRIPT
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Bill Bow ler & S ue P armint er
P ri ma ry 2 ndcycle
T eacher’ s S ample Material
33
English
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Teacher’s Sample Material
Contents:
Table of Contents 2
Introduction 4
Teaching Notes 14
Teacher’s Resource Materials 34
Tests 44
Storycards 46
Poster 47Reader Notes 48
33
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2 Well Done! 3 Teacher’s Materials © Pearson Educación, S.A.
units main vocabulary main structures cross-curricular topics
Welcome toClass 3!
revision of toys and coloursthe alphabet
What’s your name?My name’s Ale.How old are you?I’m (eight).What’s your avourite (colour)?My avourite colour is (red).Have you got a bike?Yes, I have./No, I haven’t.
I’ve got a (red) (book).How do you spell it?
Unit 1It’s a rocket
bus, car, helicopter, plane,rocket, submarine, train,bikenumbers 20-100
What’s this?It’s a (rocket).What are these?They’re (rubbers).This is a bus.What number is it?It’s number (twenty).
Social sciences:transport
Unit 2Is it anelephant?
bear, elephant, girae, ostrich,snake, tiger, tortoise, saari park hungry, thirsty, grey, strong, tall,slow, ast, urry
It’s an elephant.It isn’t a park.Is it a (tiger)?Yes, it is./No, it isn’t.It’s (strong).It’s got (our legs).
It hasn’t got (legs).
Geography: animalhabitats
Unit 3He’s got shorthair
blonde, dark, hair, eyesdress, trousers, skirt, jeans,
jumper, trainers, T-shirt, socks,hat, shoes
He’s/She’s got (long) (hair).Has he/she got blue eyes?Yes, he has./No, she hasn’t.What are you wearing?I’m wearing (socks).
Science: clothesmaterials
Unit 4Do you likecake?
chocolate cake, ruit juice,grapes, pizza, sandwiches,
pasta, ruit apples, bananas, cheese, milk,biscuits
I love (chocolate cake).He/She likes (pizza).His/Her avourite ood is (cheese).Can I have a/an/some… please?O course you can.I’m very hungry!
Science: the food wheel
Unit 5Can you sing?
play ootball, ride a bike, play the recorder, swim, sing, paint,
make models, rollerblade, sport,music, art happy, sad, surprised, angry
I like art.I can (sing) but I can’t (swim).
He/She can (paint).He/She can’t (swim).What can you do?He’s/She’s (happy).
History: inventions
Unit 6I like milk
door, soa, cupboard, window,chair, bed, table, wardrobeon, in, under, behind, near
There’s a (table) (in the kitchen).There are (three) (beds).Where’s (Kitty)?There’s (a cat) behind the wardrobe
Social sciences: meals
It’s Holiday time! revision of vocabulary revision of structures
FestivalsHalloween
Christmas
Carnival
Halloween, party, pumpkin,ghost, witch, vampire, spider,trick-or-treating, jack o’lantern,
candle, sweets
Father Christmas, beard, sleigh, present, reindeer, mince pie,stocking
Carnival, parade, foat,costume, mask, decorations
W e l l D o n e ! 3
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units main vocabulary main structures cross-curricular topics
The Blue Owls Club name, age, address, phonenumber, pet
Who’s this?His/Her name’s (Lucy).How old is he/she? He’s/She’s (ten).What’s his/her avourite colour?His/Her avourite colour is (red).Where do you live?What’s your telephone number?
Unit 1 What time is it?get up, have breakast, go toschool, have a break, havelunch, go home, have dinner, goto bed
What time is it?It’s (eight) o’clock.It’s quarter past (nine).It’s hal past (nine).It’s quarter to (nine).It’s time or (school).I (get up) at (eight o’clock).
Geography: time zones
Unit 2 What day is it?
Monday, Tuesday, Wednesday,Thursday, Friday, Saturday,Sunday Music, Maths, English, Art, P.E.,Science, Geography, History
What day is it? It’s (Monday).We’ve got (English) on Monday at nineo’clock.We haven’t got (Music) on Tuesday.Have you got (Ar t) on Tuesday?Yes, I/we have.No, I/we haven’t
P.E.: rules and values
Unit 3
It’s windy
cold, hot, cloudy, sunny, windy,raining, snowing
winter, spring, summer, autumnswimming, fying a kite, playingoutside, ice-skating, playingootball, building a snowman,riding a bike, going or a walk
What’s the weather like?It’s (cold).
What’s the weather like in (Madrid)?What do you like doing?I like (playing ootball).Do you like (going or a walk)?Yes, I do. No, I don’t.
Science: parts of plantswe eat
Unit 4It’s strong
strong, thin, at, beautiul, tired,ugly lion, panda, parrot, gorillabuying, eating, looking at, playing, standing, talking,taking a photo, walking,wearing, having un, zoo
It’s a (panda), He’s/She’s (tired). They’re(lions)Is it (strong)? Are they (thin)?Yes, I am. No, I’m not.What are you doing?I’m (talking).What’s he/she doing?He’s/She’s (walking).
Science: animals andtheir food
Unit 5
Where’s the park?
cinema, police station, library,
school, toy shop, swimming pool, caé, zoo, park, road,street, opposite, next to,between, inturn let, turn right, go straight on, start/stop at the (zebracrossing
Where’s the (police station)?
It’s in (East) street/road.The cinema is (near) the park.
Geography: maps
Unit 6 What shall we do?
watch a DVD, play a computer game, listen to music, play aboard game, make a cake,go swimming, go or a walk, goriding, go or a bike ride, play volleyball, go to the beach
What shall we do?Let’s (make a cake).Good idea!No, not a (cake)!What do you want to do on Saturday?Do you want to go to the (zoo)?Yes, I do./No, I don’t.I want to (go or a walk).
Art: places in art
Well done Blue Owls! revision of vocabulary revision of structures
FestivalsHalloween
Christmas
Festivals in Britain
Halloween, witch, ghost,vampire, mummy, spider, bat,trick-or-treating, scare, string,decorate
Father Christmas, beard,sleigh, present, reindeer,mince pie, stocking
Carnival, parade, foat,costume, mask, decorations
What are you doing?
W e l l D o n e ! 4
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Introduction
Who is Well Done! designed for?
Well Done! is an enjoyable and innovative English course
which spans the six years of Primary Education. It followson from the English which pupils have seen in Pre-Primary
Education and the first cycle of Primary Education, and
has been developed in accordance with the stipulations
for the teaching of English in the second cycle of Primary
Education laid down in the LOE.
Well Done! focuses on children and the individual cogniti-
ve, social and emotional needs of young pupils. The appro-
ach used throughout the six levels of the course takes into
account pupils’ development as they progress through
Primary Education.
Well Done! enables children to develop their language
competence in a way that is appropriate to their age and
their cognitive development. In this way, they acquire the
appropriate knowledge and skills to prepare them for their
future learning in Secondary Education.
Well Done! is divided into topic-based units which provi-
de a clear context for the learning of a foreign language.
The topics have been carefully chosen to reflect pupils’
changing interests as they learn more about the world. In
parallel with this, the cross-curricular sections in each unit
reflect what pupils are studying in other subjects in the pri-
mary curriculum.
Well Done! presents new language through stories and
songs, while clear and attractive stories allow pupils to
consolidate what they have seen.
All the activities in Well Done! have been designed to make
learning an enjoyable and meaningful experience for chil-
dren, and are based on their natural love of stories, plays,
singing and playing.
Course objectives
Well Done! 3:
- Encourage a positive attitude to English through
the use of stories, enjoyable activities and cognitive
challenge.
- Develop pupils’ communicative competence in
all four skills through a lively methodology that
integrates all of them. Most of the activities inclass focus on listening comprehension and oral
expression; reading comprehension is developed
both in class and through activities to be done at
home. Writing is dealt with through guided writing
tasks in the Activity Book .
- Develop the basic learning competences laid out by
the LOE, in accordance with pupils’ age and cognitive
development.
- Provide opportunities in each unit for pupils to
consolidate and expand on the knowledge they have
acquired in other curricular subjects.
- Cater to pupils’ different needs through alternative
approaches both for quicker pupils and those
who need more time. Photocopiable revision and
extension activities are also provided for each unit. - Promote a positive attitude towards reading through
stories which present and practise new language;
lead pupils to see the pleasure which reading can
give.
- Encourage and help pupils to use a range of cognitive
abilities, to become aware of how they learn (learning
to learn), and to notice and assess their progress.
Methodology
Cross-curricular topics and contents
Each unit in Well Done! is based on a topic which reflectsthe way children see the world. Language and topic
content are presented in an integrated way to allow
pupils to learn and practise language in a unified context.
Each main unit of Well Done! also contains two cross-
curricular lessons in which pupils learn about the world
around them. These lessons explore the main topic
from different perspectives and provide conceptually
appropriate information about a range of subjects:
science, the social sciences, maths, arts and crafts,
and music. In this way, Well Done! helps pupils to make
connections between what they learn in their English
lessons and in other curricular subjects.
Stories
Well Done! uses different types of narrative to help pupils
learn English. In lesson 1 of each unit, pupils learn new
language through the characters in the stories and the
situations which they find themselves in. In lesson 4,
pupils are exposed to longer narratives through a full-page
story, and they accompany the characters in their
different adventures. As the pupils find out more about
the characters’ fantasy world, they learn and practise
both new language and language they have seen before.
The main story in Well Done! 3 is about four friends who
go to the same school. In the first unit Poppy, one of
the friends, helps an elderly lady cross the road and, asa reward, is given a magic stone. In the following units
the four friends find themselves in a series of difficult
situations which they successfully cope with thanks to the
help of the stone. At the end of the book, Poppy hands
over the stone. The following main characters appear in
the story:
Alfie is a bit clumsy, very sociable and a bit naïve.
Victoria is nine years old and is sporty and very lively.
Ryan is full of energy. He is the class comedian and makes
everyone laugh, sometimes without meaning to.
Poppy is very sweet, honest and spontaneous.
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Miss Hill is the new teacher. She is very friendly and
enthusiastic.
Joe can repair anything. He is calm, very intelligent, and
tries to be tolerant with his new colleague.
Stan is Joe’s young apprentice. He greatly admires him andtries to learn from him. He is a bit clumsy and acts without
thinking, which sometimes gets him and Joe in a jam.
In addition to the story in each unit, each level of
Well Done! comes with a reader. These are lively and
interesting, and help students consolidate and revise in
a fun way, either in class or at home. Each chapter in the
reader includes entertaining activities and helps pupils to
review the story by making a summary using illustrated
stickers.
The readers are available in a digital version in the Active
Book , or as printed material in the Activity Pack .
The reader which goes with Well Done! 3 is called Pirates.
It consists of six chapters, each of which ends on a note ofsuspense that arouses pupils’ curiosity to find out what
will happen next.
Songs and chants
Songs are a lively way to get all pupils involved, learning
and practising language. They help to fix language in
pupils’ memory, and develop music-related skills such as
rhythm, melody and tone.
In Well Done! 3, the first set of vocabulary in each unit
(in lesson 1) is presented through a chant. The second
language focus in each unit (in lesson 3) is presented
through a song. The songs help students to feel at ease,
relax and practise language together as a group.
Communicative skills
Each unit of Well Done! has a clearly-defined
communicative objective. Pupils learn key words and
structures, and then use them in conversations and to
describe their life and what they know about the world.
Throughout the six levels of Well Done!, communicative
skills are systematically developed in accordance with
pupils’ cognitive development.
Well Done! 3 develops the four skills in the following way:
* Listening comprehension
Well Done! 3 includes a range of different listening
comprehension tasks: short dialogues allow pupils
to practise focused listening and also provide
opportunities to practise speaking in familiar contexts;
the story develops pupils’ ability to understand overall
meaning; and song, chants and pronunciation rhymes
let pupils listen to new language in enjoyable contexts
and become aware of different aspects of English
pronunciation, such as rhythm, stress and intonation.
* Oral expression
Oral expression is systematically developed in Well
Done 3, both in terms of oral production (speaking) and
interaction (taking part in conversations).
The course provides opportunities for oral production
through vocabulary games, chants and songs, and for
interactive speaking through cut-outs and a variety of
game-based activities in each unit.
* Reading comprehensionWell Done! 3 systematically develops reading
comprehension through dialogues and carefully
graded texts which deal with a range of subjects. The
course provides a mix of comprehension activities:
some develop pupils’ overall understanding of texts
while others practise looking for specific information.
The reader is designed to help pupils cultivate an
interest in reading.
* Written expression
Writing is systematically developed in the Activity Book
through tasks which focus on spelling and word order.
Guided writing activities are also included, with simple
writing models provided to help pupils.
Games
Games provide a natural context to practise language.
They also foster the development of more advanced
cognitive skills such as memorization, reasoning and
deductive thinking.
Each unit of Well Done! contains a number of games: a
cut-out activity to do in pairs; a communication game
to do in pairs or groups; and a board game to revise
language with the whole class.
Catering for pupils with different needs
It is important to take into account pupils’ different
needs, since they have a great effect on how each pupil
learns. The main areas to take into account in the English
classroom are:
- different levels of language skills and knowledge.
- different overall learning skills.
- different learning styles and preferences.
Well Done! provides a great deal of material which helps
the teacher to cater for the different needs which arise in
class.
The course includes suggestions to adapt activities
to take into account mixed ability, and useful ideas for
additional classroom activities in the teaching notes.
Pupil’s Book:
- presents, practises and revises key language.
- begins with a four-page starter unit, Welcome!, which
revises the English which pupils have learnt in the
first cycle and introduces them to the world of the
characters who appear in the story in Well Done! 3.
- is divided into six main units which consist of eight
lessons that explore a topic related to the world of
children.
- ends with a six-page revision unit.
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Course components
- contains three units based on festivals at the end of
the book.
- has a useful reference box at the foot of each page
which shows the key language in every lesson and
provides cross-references to other components.
- contains 12 pages of cut-outs which are used for the
communication activities in lesson 2 of each unit.
- includes a cross-cultural lesson which relates the
topic of the unit to the lives of chi ldren in other partsof the world and provides additional practice in
reading comprehension.
Activity Book:
- can be used in class or at home.
- printed in full colour.
- provides additional activities and reinforces the
language learnt in the Pupil’s Book .
- contains listening comprehension activities that
pupils can do at home with the help of their Active
Books.
- contains three pages of activities related to the
Festivals lessons.
- provides a Picture Dictionary activity at the end
of each unit that uses stickers containing key
vocabulary.
- includes all the boxes with the summaries of key
language to help pupils revise.
Reader:
- is included as printed material in the Activity Pack ,
and in a digital version in the Active Book .
- is an adventure story called Pirates.
- contains six chapters, with activity pages for each
chapter and review sections using stickers.
- can be used in class or at home and increases pupils’
interest in reading.
Active Book (see also page 16):
- can be used in class or at home.
- provides language practice through enjoyable
activities and interactive games. In Well Done! 3,
the emphasis is on developing pupils’ listening,pronunciation and cognitive skills.
- includes the songs and chants from the Pupil’s Book.
- includes the Pupil’s Book pages with the listening
material integrated; the pages can be enlarged.
- includes digital versions of the flashcards, wordcards,
posters and reader, and the videos as well.
Pupil’s Pack:
• Pupil’s Book with cut-outs Activity Pack: • Activity Book with Picture
Dictionary and stickers
• Reader and stickers
• Active Book
Pupil’s components
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Teacher’s Book
- includes a detailed contents page and provides step-
by-step instructions for each lesson, plus additional
activities.
- a map of each unit provides a general overview of
the unit contents, as well as references to additional
materials and ideas for extra activities.
- at the end of each unit, the Activity Book for the
corresponding unit with the answers filled in is provided.
- includes instructions on how to use all the
components, and the cards which are used in the
board game.
Flashcards and Wordcards:
- 72 flashcards and 72 wordcards are provided for each
level. These include all of the main vocabulary and are
used to present new language and for a wide range of
games and activities.
Storycards and stand:
- the storycards are large-scale reproductions of the
scenes in the stories. They are used to predict the
contents and revise the stories.
- each storycard comes with the text of the stories and
the teaching notes printed on the back.
- the stand is used to display the storycards for each
unit.
The Teacher’s Resource Materials comprise 80 pages
of photocopiable material which allows the teacher to
adapt Well Done! to the needs of each class. This material
consists of:
- mini flashcards and mini wordcards with key vocabulary
to help consolidate the language learnt in class.
- an extra activity to accompany the songs in lesson 3.
- activities using scenes from the stories in which
pupils put the speech bubbles in the right order.
- activity worksheets to consolidate the contents of
other curricular subjects and projects based on the
posters.
- revision activities for pupils who need more support
and extension activities for the quicker ones.
- a language portfolio worksheet.
- two additional worksheets for each of the festivalsections.
- models of letters to give to parents.
Active Teach (see also page 16):
- a very easy-to-use resource which can either
complement or replace the normal classroom material.
- enjoyable activities and interactive games to practise
language; also includes the listening material and
digital versions of the other components.
Tests:
- Entry-level, unit, term and end-of-year tests for each
of the skills practised.
Cross-curricular posters:
- Six posters linked to the cross-curricular contents
of the units, accompanied by stickers which can be
used in the main lessons or with the photocopiable
worksheets.
Board game:
- A board game consisting of two boards, a dice and
counters to review language unit by unit or at the end
of the year.
Class Audio CDs:
- With the recordings of all the course.
Teacher’s Pack• Teacher’s Book
• Teacher’s Resource Materials
• Tests
• Flashcards
• Wordcards
• Board game with dice andcounters
• Storycards and stand
• Posters and stickers
•
Class Audio CDsActive Teach
Teacher’s components
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- their end-of-unit and end-of-term tests.
- their Well Done! 3 diploma.
New technologies in the classroom
The use of new technologies can considerably improve
the learning and teaching experience in the Englishclassroom.
The Well Done! package includes Active Teach, which
is designed to be used with an interactive whiteboard.
Active Teach is very easy to use, and allows the teacher
to get the most out of the possibilities afforded by new
technologies in the English classroom.
Active Teach includes:
• an interactive version of the Pupil’s Book and Activity
Book , which makes it possible to teach the lessons
using an interactive whiteboard. In this way, the
teacher can monitor the attention and progress of the
class at all times.
• all the listening material in the course, which can be
easily accessed– either directly from the audio section,
or by clicking on the symbols on the pages of the
interactive Pupil’s Book and Activity Book .
• digital versions of the flashcards, wordcards and
storycards. These can be used with the interactive
whiteboard in a more flexible way than the physical
cards; an added advantage is that the recording can be
played at the same time as the cards are displayed on
the interactive whiteboard.
• additional interactive practice activities.
• a cross-curricular section which includes, in a digital
version, the cross-curricular posters that go with eachunit, together with the vocabulary stickers.
• an animated version of the reader which can be read
and listened to with all the class.
• video clips of real people related to the different topics
dealt with in the units, which tell the story of a family
who live in a magic bus.
• interactive versions of the revision board games, with
digital dice and counters, which makes playing more
enjoyable and easier to manage. The Active Book is a version of Active Teach, and is
included in the Activity Book pack. It is designed to be
used by pupils at home, so that parents can take part in
their learning process. The Active Book allows pupils to:
• work interactively with the Pupil’s Book .
• play at recognising words with the flashcard and
wordcard games.
• listen to the stories with interactive versions of the
storycards and the reader.
• practise songs and chants.
• play the board game.
• revise language with the interactive Picture Dictionary
for each unit.
Evaluation
Well Done! 3 provides three different ways of assessing
pupils’ progress.
1 Formal (or informal) evaluation
The teacher monitors pupils’ progress throughoutthe unit as they carry out the activities in class. Active
Teach includes an Evaluation Chart which the teacher
can use to evaluate pupils’ performance in the different
classroom activities.
2 Summative (or formal) evaluation
Six photocopiable tests are provided, one for each unit.
A Test Record form is also included on page 24 of the
Tests booklet.
In addition, the Tests booklet contains: a diagnostic
test for the beginning of the school year; three end-
of-term tests which enable teachers to carry out a
cumulative assessment if they consider it necessary;
and an end-of-year test. The Teacher’s Resource Materials include an end-of-year diploma to be given as
a prize for the work done throughout the year.
3 Self-evaluation
At the end of each unit in the Pupil’s Book , pupils
evaluate their own participation in the different
classroom activities. This helps them to become aware
of how they are progressing, and to start to develop
a realistic appreciation of their own skills, knowledge,
and learning objectives.
Language Portfolios
The Council of Europe promotes the use of a European
Language Portfolio as a means of encouraging language
learning and of providing an internationally recognised
record of language achievement.
Well Done! 3 adapts the European Language Portfolio so
that pupils can keep a record of what they are learning
in class in a way that is appropriate to their age and their
stage of cognitive development.
The portfolio for Well Done! consists of a selection of the
work which pupils have carried out throughout the year.
It is the pupils themselves who decide which pieces of
work they want to include (for example, the ones they
think represent their best work). Pupils’ portfolios should
preferably be kept in the classroom; pupils can take them
home to show to their parents when they wish.
Pupils will need a box or a large folder to store the
work which they have done throughout the year. They
should put their name on the cover of their portfolio
(a photocopiable copy of the cover is included in the
Teacher’s Resource Materials book), decorate it, and
stick it onto the outside of their box or folder. Pupils can
include some of the following in their portfolio:
- the Portfolio worksheets for each unit.
- the posters they have made, their All About Meprojects,
and photocopiable worksheets, cards and other
material that they have completed during the year.
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Is it an elephant?
Objectives• learn the names of some animals
• learn to say that you are thirsty and hungry
• learn to use a and an
• learn adjectives to describe animals
• learn to describe animals with It’s got ... and It hasn’t got ...
Topics
• the dangers of being with wild
animals
• magic
• funny mistakesLearning strategies
• using previous knowledge• following instructions
• remembering new words
• thinking about your own
work and evaluating your
progress at the end of the
unit
Language
Vocabulary
• animals: elephant, giraffe, tiger,
ostrich, tortoise, snake, bear
• adjectives: grey, strong, tall,
slow, fast, furry Structures
• I’m hungry/thirsty.
• It’s a (bear). It’s an (elephant).
• Is it a (giraffe)? Is it an
(elephant)? Yes, it is. No, it isn’t.
• It’s (furry).
• It’s got (four legs). It hasn’t got
(four legs).
Receptive language
• General: shark, panda, gorilla,
snail. It isn’t a park. Safari
park. Argh! I think they’re
hungry! Run!
• Story: baby, shell, caterpillar,
butterfly
Cross-curricular language
• fox, lion, polar bear, deer,
arctic fox, crocodile, tail, very,
dangerous, their, them, hide.
(Foxes) live here.
• llama, lemur, wombat, red
panda, fat, tail, face, Australia,
South America, Madagascar,
India. (Wombats) live in
(Australia).
Pronunciation
• rhythm and stress
• a rhyme to practise rhythm:
Brown bear
Cross-curricular contents
• The Natural World: animals’
natural habitat; animal
camouflage; special animals;
geography.
• Arts and Crafts and Music: a
song about animals; rhythm
and rhyme; drawing your
favourite animal.
• Reading: understanding a
story, acting.
Stories
• The Baby Butterfly
• Pirates 2
Songs and chants
• chant: Is it a giraffe?
• song: Footprints!
Sociocultural aspects
• working in pairs
• respecting animals’ natural
habitat
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Basic competences
•Linguistic communication Use language as an instrument of communication (lessons 1-8)
• Processing information and digital competence Use new technologies in the classroom: Active Teach for interactive
whiteboards, or the computer (lesson 4)
• Social and civic competence Make and accept rules for working together and codes of conduct (lessons 3 and 6)
• Learning to learn Reflect on what, and how, one has learnt (lesson 8)
• Autonomy and personal initiative Develop one’s own criteria and social skills, such as respect, cooperation, and
teamwork (lessons 1-8)
Classroom ideas
• Play Crazy animal
(see Games Bank , pages 178-179)
• Play Change places if ...
(see Games Bank , pages 178-179)
• Play Let’s walk and talk
(see Games Bank , pages 178-179)
Take-home English
• Letter for parents When you begin Unit 2, give pupils
a copy of the letter (Teacher’s Resource Materials,
page 79).The letter explains what pupils are going to
learn in this unit, and suggests a range of tasks that
parents can do at home with their children.
• Active Book Remind pupils to use their Active Book
at home. At the beginning of each lesson, ask the class
what activities they have done and what their favourite
one was.
• Reader Encourage the pupils to read Pirates 2. Theycan listen to the story in the Active Book and do the
activities.
• Portfolio Encourage pupils to take their portfolios
home when they finish Unit 2. For this unit pupils may
want to include their All about me project.
Skills
Listening
•recognise the names of animals
• recognise adjectives to describe animals
• recognise when someone is hungry or thirsty
• recognise expressions to describe animals
• recognise a description of an animal
• understand a story with visual support
Reading
• read animals’ names
• read adjectives to describe animals
• read expressions to describe animals with It’s got and It
hasn’t got
• read a description of an animal
•read a story
Speaking
• say animals’ names
•say when someone is hungry or thirsty
• describe animals using It’s got and It hasn’t got
• make sentences using a and an
• say the Brown bear rhyme
Taking part in conversations
• ask and answer questions about descriptions of animals
Writing
• write sentences to describe animals using It’s got and It
hasn’t got
• write sentences using a and an
•write a description of your favourite animal
Evaluation• Pupil’s Book, page 23 Lesson 8
Remember! All about me
• Activity Book page 21 Lesson 8
I can ..., Picture Dictionary
• Tests pages 10–11and 24
• Tests Unit 2, Test Record
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Lesson 1
16
Is it an elephant?
New: bear, elephant, giraffe, ostrich, snake, tiger, tortoise, safari park,hungry, thirsty, grey. I’m (hungry). It’s a (park). Is it a (tiger)?Is it (hungry)? Yes, it is. No, it isn’t.
Revision: long
• Activity Book page 14
• Photocopiables 11–12
And I’m thirsty!Look! A park.
122
Listen and read.
223
Listen and chant. Then point and say.
Look! It’s longand it’s grey.
Look!
Listen! What’s that?
Oh! It’s an elephant!
I’m hungry!
Is it a giraffe? Is it an elephant?
No, it isn’t. Yes, it is!
Is it a bear? Is it hungry?
Yes, it is. Yes, it is!
It isn‛t a park. It‛s a safari park.
bear
snake
tiger
ostrich
giraffe
tortoise
elephant
_ . 1 1 1 1 1 1
52
Is it an elephant?Lesson 1
Activities to begin the lesson
• Greet the class. Say Hello, class! Ask pupils to reply by
saying Hello! Use the ‘Hello Routine’ explained in the
Welcome! unit on page 20.
• Do the song, chant or rhyme from Unit 1 to revise the
language learnt and to liven up the class. If necessary,
use the vehicles and numbers flashcards and
wordcards
• Tell the class the title of the new unit and ask them to
look through the pages of Unit 2. Ask them what they
think it will be about.
• Ask the class to say the names of animals which they
already know in English.
Main activities
1 Listen and read.
• Use the flashcards to teach animals.
• Hold up the wordcards and encourage the class to
read them out loud with you.
• Point to the first picture. Explain that Stan and Joe are
looking for a quiet place to have lunch.
• Encourage pupils to talk about what is happening in the
picture.
• Repeat the process with the other pictures.
• Make sure that pupils understand what is happening:
Stan and Joe thought that they had gone to a park to
have lunch because they didn’t see the Safari park
sign. They are very surprised and frightened when they
see the animals.
• Play the recording. Pupils listen, point to the pictures,
and read the text. Choose some pupils to read out thetext in the speech bubbles.
22
1 Stan: I’m hungry!
Joe: And I’m thirsty! Look! A park.
Narrator: It isn’t a park. It’s a safari park.
2 Stan: Listen! What’s that?
Joe: Look! It’s long and it’s grey.
3 Stan: Oh! It’s an elephant!
Joe: Look! An ostrich.
Stan: A giraffe, a tiger,
Joe: A tortoise, a snake …
Stan: And a bear!
Stan and Joe: ARGGH! I think they’re hungry!
2 Listen and chant. Then point and say.
• Pupils look at the pictures of the animals in the chant.
• Play the recording once. Pupils listen and point to the
animals when they hear them in the chant.
• Check that they understand the meaning of hungry .
• Play the chant again. This time pupils point, clap and
repeat the chant in time with the rhythm.
ObjectivesObjectives
• learn the names of different animals
• learn to use a and an
• say a chant
Key language
Vocabulary
elephant, giraffe, tiger, ostrich, tortoise,
snake, bear, grey
Structures
How many (tables)? Two (tables).
Revision
I’m hungry/thirsty. It’s a (bear). It’s an (elephant). Is
it a (giraffe)? Yes, it is. No, it isn’t.
Receptive language
Safari park. It isn’t a park. Argh! I think they’re
hungry!
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• Ask pupils if they can see any difference in the words
that go before each animal in the chant.
• Focus on a/an. Explain that if a word begins with a
vowel, we need to use an to make it easier to say.
• Ask pupils to experiment saying first a elephant and
then an elephant, and ask them which is easier to say.
• In pairs, pupil A points to an animal and says Is it a/
an ...? Pupil B replies Yes it is. / No it isn’t.
• Pupils then swap roles.
23
Is it a giraffe?
No, it isn’t.
Is it an elephant?
Yes, it is.
Is it a tortoise?
No, it isn’t.
Is it a tiger?
Yes, it is.
Is it an ostrich?
No, it isn’t.
Is it a snake?
Yes, it is.
Is it a bear?
Yes, it is.
Is it hungry?
Yes, it is! Argh!
Activity Book, page 14
Read and colour.
• Ask pupils to look at the picture and to say the names
of the animals they can see.
• Pupils work on their own, read the sentences and
colour in the pictures.
• Check with the whole class. Say What colour is the
(bear)? Encourage pupils to answer.
2 Look and write.
• Read the animal wordcards out loud with all the class.
Ask pupils to look at the pictures and to say the names
of the animals.
• Use the example to explain that pupils should decide
if the animal is preceded by a or an. Pupils complete
each sentence with a/an and the name of the animal.
• Pupils work on their own to complete the sentences.
Check with the whole class. Say What’s this? Encourage
pupils to answer.
Activities to end the lesson
• Pupils say the names of the animals while you hold up
the flashcards and place them around the class.
• Play the chant again. Encourage the class to say the
chant and to point to the right flashcard when they
hear the name of each animal.
• Say Goodbye, class! Ask the pupils to say Goodbye!
to you and to the classmates next to them. Use the
‘Goodbye routine’ explained in the Welcome! unit onpage 21.
Additional activities
Photocopiables 11–12
• Hand out copies of the mini flashcard and mini
wordcard worksheets to each pair. They then cut
them up.
• Play Make a line.
• Split the class into pairs. Each pair mixes up one of
its sets of mini flashcards and mini wordcards and
divides them up evenly.
• Pupil A lays a card face up on the desk. If pupil Bhas the matching mini flashcard or mini wordcard,
he/she puts it next to the other one. He/she then
lays a new card next to this one. If pupil B does not
have the matching card, pupil A continues with the
sequence. The first player to get rid of all his/her
cards is the winner.
MaterialMaterial
• Pupil’s Book, page 16
• Activity book, page 14
• Class CD
• Flashcards and wordcards 10–22
Optional materialOptional material
• Photocopiables 11–12, Teachers Resource
Materials, pages 13–14
• Active Teach
• Active Book
• scissors
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Lesson 2
17
Practice: bear, elephant, giraffe, ostrich, snake, tiger, tortoiseIs it a (tiger)? Yes, it is. No, it isn’t.
Revision: colours, big, small, long, short, mouse, butterfly, frog, duck, cow
• Activity Book page 15
• Photocopiables 11–12
325
Listen and say the animal names. Then work in pairs.
4 Make cards. Then play Dominoes.
It’s big. It’s brown. It isn’t short. It’s a bear.
P A GE 6 9
A c t i v i t y B o o k
ED F
A B C
G
_ . 17 1 1 1 1
54
Is it an elephant?
• Pupils then swap roles.
• Answers: 1 a bear; 2 an elephant; 3 a snake; 4 an
ostrich; 5 a tortoise; 6 a tiger; 7 a giraffe.
25
1 It’s big and brown. It isn’t short.
2 It’s grey. It’s big.
3 It’s green and black. It’s long. It isn’t big.
4 It’s black and white. It’s big.
5 It’s green and brown. It’s short.
6 It’s orange and black and white. It isn’t small.
7 It’s yellow and brown. It isn’t short.
4 Make cards. Then play Dominoes.
• Pupils go to page 69 of the Activity Book and look at
the worksheet with dominoes.
• Quickly revise with the whole class the animals seen in
earlier levels: mouse, butterfly, frog, duck, cow .
• Ask the pupils to cut out the dominoes.
• Use the photo to help explain how to play. Make sure
that pupils know what to do before beginning the
activity.
• In pairs, pupils arrange their dominoes on their desk,
taking care that their partner can’t see the faces which
have animals.
• Pupil A starts off the game by laying down any domino.
• Pupil B has to find a matching word or picture. If he/she
makes a mistake, he/she must remove his/her domino.
He/she cannot lay down another one until it is her/her
turn again.
Activities to begin the lesson
• Greet the class. Say Hello, class! Ask pupils to reply by
saying Hello! Use the ‘Hello Routine’ explained in the
Welcome! unit on page 20.
• Divide the class into seven groups, one for each animal
in the previous lesson.
• Put an animal flashcard or wordcard near each group.
• Repeat the chant from the previous lesson. Encourage
each group to say the chant and do the appropriate
action when they hear their animal.
Main activities
3 Listen and say the animal names. Then work inpairs.
• Ask pupils to look at the photos of animals. Use the
photos to revise the colours and adjectives big, small,
long and short.
• Play the first part of the recording.
• Pupils try to guess the animal (a bear ). Make sure that
they all understand the task.
• Play the recording, pause it after each description, and
ask the class to guess the animal.
• Pupils work in pairs. Read the example sentences
and check that everyone understands what they have
to do.
• Pupil A says short sentences about the animal. Pupil B
tries to guess what it is.
ObjectivesObjectives
• practise the names of animals
• describe animals
Key language
Vocabulary
bear, elephant, giraffe, ostrich, snake, tiger,
tortoise
Structures
Is it a (tiger)? Yes, it is. No, it isn’t.
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• The winner is the first pupil to lay down all of their
pieces.
• Keep the dominoes in a safe place so that you can use
them with the class again. They are also very useful for
keeping fast finishers occupied.
Activity Book page 15
3 Listen and circle.
• Look at the pictures of the animals with all the class.Ask Is it a/an ...? at random. Pupils reply Yes it is./No, it
isn’t.
• Play the first part of the recording.
• Use the example to show the pupils that they should
listen to the questions and circle the right answer. Play
the complete recording and then check the answers
with the whole class.
100
1 Is it a snake?
2 Is it a bird?
3 Is it an elephant?
4 Is it a butterfly?
5 Is it a giraffe?
6 Is it an ostrich?
4 Look and complete.
• Draw the footprint of an animal on the board (for
example, a cat) and ask the class to guess the animal.
Pupils then look at the pictures of the footprints in their
book and guess the animals.
• Look at the first footprint and read the question and
answer with the class. Ask pupils to suggest questions
and answers for the rest of the pictures. Pupils work
on their own and write questions and answers. Check
their work while they are doing the activity and correct
errors you detect on the board.
Activities to end the lesson
• Choose an animal that the pupils can say in English. It
can be one from this unit or one seen in previous levels
of the course.
• Mime the animal. Pupils guess what the animal is. The
first pupil to correctly guess the animal then does a
mime for a different animal, and so on.
• Say Goodbye, class! Ask the pupils to say Goodbye!
to you and to the classmates next to them. Use the‘Goodbye routine’ explained in the Welcome! unit on
page 21.
Additional activities
Photocopiables 11 –12
• Use the mini flashcards or wordcards from the
previous lesson and play Snake pit.
• On the board draw two ladders with ten rungs on
each. Draw a snake at the bottom of each ladder,
and person at the top.
• Split the class into groups of three. Each pupil
copies the drawings of the ladders on a piece ofpaper. Pupils then take a set of mini flashcards and
mini wordcards, shuffle them, and put them face
down on their desks.
• Pupil A takes a card and on his/her piece of paper
writes a series of dashes which corresponds to the
number of letters in the word. Pupils B and C have
to find out what the word is by taking turns to say
a letter. If they get a letter right, pupil A writes it
above the corresponding dash. If they get a letter
wrong, the pupil who has guessed incorrectly has
to draw the person one rung lower down on the
ladder. The winner is the pupil who manages to
guess the word before being ‘caught’ by the snake
in the pit.
MaterialMaterial
• Pupil’s Book , page 17
• Activity Book, pages 15 and 69
• Class CD
• Flashcards and wordcards 10–22
• scissors
Optional materialOptional material
• Photocopiables 11–12, Teacher’s Resource
Materials, pages 13–14
• Active Teach
• Active Book
• sheets of paper
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SongSong
18
Lesson 3
526
Listen and point. Then listen and repeat.
New: strong, tall, slow, fast, furry It’s (furry). It’s got (four legs). It hasn’t got (four legs).
Practice: body, head, legs. Is it (a snake)? Yes, it is. No, it isn’t.
• Activity Book page 16
• Photocopiable 13
627
Listen and guess the animals. Then listen and sing.
7 Play Guess the Animal.
It’s got a small head. It hasn’t got legs. Is it a snake?
Footprints! Footprints! Look at the footprints! What’s the animal?
It’s got long, strong legs.Long, strong legs.
It’s black and white.Black and white.
What is it? What is it?
It’s got a big brown body.A big brown body.
It’s furry and strong.Furry and strong.
What is it? What is it?
It’s got four short legs.Four short legs.
It’s small and slow.Small and slow.
What is it? What is it?
strong
tall
slow
fast furry
_ . 1 1 1 1 1
56
Is it an elephant?
ObjectivesObjectives
• learn adjectives to describe animals
• use It’s got ..., It hasn’t got ... to describe
animals
• sing a riddle song
Key language
Vocabulary
strong, tall, slow, fast, furry
Structures
It’s (furry). It’s got (four legs). It hasn’t got (four
legs).
Receptive language
shark, panda, gorilla, snail
Activities to begin the lesson
• Greet the class. Say Hello, class! Ask pupils to reply by
saying Hello! Use the ‘Hello Routine’ explained in the
Welcome! unit on page 20.
• Put the animal flashcards on the board. Ask pupils to
shut their eyes. Take off one of the flashcards. Pupils
have to guess which animal is missing. Say What’s
missing?
• Repeat several times.
Main activities
5 Listen and point. Then listen and repeat.
• Use the flashcards to teach the adjectives.
• Hold up the wordcards and encourage pupils to read
them out loud with you.
•The pupils look at the pictures and say the names of
the animals which they can see. Make sure that theyunderstand the meaning of the adjectives that are
illustrated in each picture.
• Play the first part of the recording. Pupils listen and
point.
• Play the second part of the recording. Pupils listen and
repeat, trying to use the correct intonation to express
the emotions properly.
26
Look at the elephant!
Wow! It’s strong!
Look at the ostrich!
Gosh! It’s fast.
Look at the giraffe!
Wow! It’s tall.
Look at the bear!
Ahhh! It’s furry.
Look at the tortoise!
Oh! It’s slow.
Strong, fast, tall, slow,
furry
6 Listen and guess the animal. Then listen andsing.
• Remind the pupils about the animal footprint activity
they did in the previous lesson in the Activity Book .
• Ask a pupil to come to the board and draw one of
the footprints. The rest of the class tries to guess the
animal.
• Tell the class that they are going to listen to a riddle
song and that they will have to guess three animals
which are described in the song.
• Put the animal flashcards on the board.
• Play the song. Pupils listen, read and guess which
animals are being described: ostrich, bear, tortoise.
• Play the song again. Pupils listen and sing.
Lesson 3
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27
Footprints! Footprints!
Look at the footprints!
What’s the animal?
Footprints! Footprints!
Look at the footprints!
What’s the animal?
It’s got long, strong legs.
Long, strong legs.
It’s black and white.Black and white.
What is it? What is it?
It’s got a big brown body.
A big brown body.
It’s furry and strong.
Furry and strong.
What is it? What is it?
It’s got four short legs.
Four short legs.
It’s small and slow.Small and slow.
What is it? What is it?
7 Play Guess the animal.
• Read the text in the speech bubble in the example with
the class. Practise the negative and affirmative forms.
• Write body, head and legs on the board and make sure
that pupils remember what they mean.
• Think of an animal and say one sentence using has got
and one with hasn’t got. For example, It’s got (a big
brown body). It hasn’t got (short legs) .
• Ask a pupil to guess the animal. Encourage him/her to
ask Is it (a snake)? If he/she does not get the animal right,say more sentences about the animal to help him/her.
• Repeat the same activity with different animals.
• Ask one of the stronger pupils to come to the board,
choose an animal and say some sentences about it.
Then repeat the activity with other pupils coming to
the front. Alternatively, you can ask pupils to play the
game in pairs.
Activity Book page 16
5 Find and circle. Then match and write.
• Hold up your Activity Book and show the activity. Tell
the class that they have to find five words. Point to theexample.
• Pupils work on their own and find and circle the words
in their books. Check the answers on the board.
• Tell the class to look at the pictures of the bear and
help them to identify the words which best describe
each picture. Use the example with strong.
• Pupils copy the words they have found in the word
snake under the correct pictures.
• Check the answers with the class. Ask Is the bear (fast)?
Encourage pupils to answer correctly.
6 Read and match.
• Pupils look at the new pictures of animals. If they ask
how to say them in English, you may want to teach
them the new vocabulary.
• Read the example description with the whole class.
Explain that pupils need to read the descriptions and
match them with the pictures.
• Check the answers with all the class.
Activities to end the lesson
• Together with the class, decide on actions which
represent strong, fast, slow, furry and tall. Say the
words. The pupils do the actions.
• In groups of 3, pupil A takes on the role of the teacher
and says the adjectives. The other two pupils do the
corresponding actions.
• Pupils take turns to be the teacher.
• Say Goodbye, class! Ask the pupils to say Goodbye!
to you and to the classmates next to them. Use the
‘Goodbye routine’ explained in the Welcome! unit on
page 21.
Additional activities
• Put the adjective wordcards on the board.
• Hand out an animal flashcard to several pupils
and tell them to put the flashcard on the board
underneath the word that describes their animal.
• Repeat the activity with another group of pupils.
Photocopiable 13
• Hand out a copy of the Song worksheet to each
pupil.
• Play the song a first time. Pupils think about what
the missing words might be. Play the song asecond time and pause the recording after each of
the words. Pupils to write them in.
• Play the recording again. Pupils check their
answers.
MaterialMaterial
• Pupil’s Book , page 18
• Activity Book , page 16
• Class CD
• Flashcards and wordcards 10–22
Optional materialOptional material
• Photocopiable 13 , Teacher’s Resource Materials,
page 15
• Active Teach
• Active Book
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StoryS tory
1
3
5
4
6
2
19
Lesson 4
The Baby Butterfly
829
Listen and read. Then listen and act out.
Look! I’ve got a …What is it?
Look at me!
Oh! Then what is it?
What’s this?
No, it isn’t. It’s furry and it’sgot legs. Look! 1, 2, 3, 4, 5, 6 ...
It’s got lots of legs.
No, it isn’t.It hasn’t
got a shell.
Look! It’s on
my stone.
Oh! It’s a babybutterfly!
Revision: snake, tortoise, butterfly, furry. Is it a (snake)? No, it isn’t.It’s got (legs). It hasn’t got (a shell). It’s a (but terfly).
Receptive: baby, shell, caterpillar
• Activity Book page 17
• Photocopiable 14
Is it a baby tortoise?Wow! Is it ababy snake?
Hello! I’m acaterpillar.
Wow! Poppy. It isa magic stone.
And this ismy mother.
_ . 1 1 1 1 1 4
58
Is it an elephant?
ObjectivesObjectives
• read a simple comic strip
• act out a story
Key language
Vocabulary
snake, tortoise, furry
Structures
Is it a (snake)? No, it isn’t. It’s got (legs). It
hasn’t got (a shell). It’s a (dog).
Receptive language
baby, shell, caterpillar, butterfly
Activities to begin the lesson
• Greet the class. Say Hello, class! Ask pupils to reply by
saying Hello! Use the ‘Hello Routine’ explained in the
Welcome! unit on page 20.
• Repeat the song from this unit to revise the vocabulary
and get the class in a lively frame of mind.
• In the pupils’ own language, speak about very young
animals (cubs, puppies, etc.) and the differences
between them and their parents.
• Ask pupils to describe any very young animals they
have seen.
Main activities
8 Listen and read. Then listen and act out.
• Say Let’s listen to the story . Tell the story using the
storycards, play the recording, and ask the Before
listening to the story questions.
• Suggestion: If an interactive whiteboard or computer
is available, you can use the electronic version of the
storycards in Active Teach.
• As you hold up each storycard, point to the characters
and explain what is happening in the story.
• Show Storycard 1, and ask the class what they can
see. Ask What’s her name? What’s his name? Remind
the pupils of the characters’ names, if necessary. Make
sure that the class understands that the children are in
a park and are playing. Ask Where are they? What are
they doing?
• Show the pupils Storycard 2 and explain that Alfie
has found something. Ask What’s this? Pupils will give
different answers. Accept any answers that make
sense, whether given in English or the pupils’ own
language. Ask Is it a dog/cat/rabbit? to elicit the answerNo. Point to the creature (the caterpillar) and ask What
colour is it?
• With Storycard 3, ask who Alfie is with. Say Who’s this?
Point to the creature and ask Is it funny? (It is strange
and has a huge smile on its face.) If necessary, remind
the class what leg means and ask How many legs has
it got?
• With Storycard 4, point to each of the characters and
ask What’s his/her name? Explain that all the children
want to have a look at the creature. Point and ask
Where is the creature? Point to Poppy’s hand and ask
What has Poppy got? If necessary, remind the class of
the story in unit 1 in which an elderly lady gives Poppy
a magic stone.
• With Storycard 5, point to the creature and ask Where’s
the creature? Teach pupils the word caterpillar .
Translate it into their own language if necessary. Point
to the butterfly and ask What’s this?
• Hold up Storycard 6 and ask Is the caterpillar speaking?
Then ask What is it saying? Pupils will give different
answers. Accept any answers that make sense, either
in English or the pupils’ own language. Explain that
they will find out the answers to the questions when
they listen to the story.
Lesson 4
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• Say Open your books on page 19. Remind the class
that they will hear a ‘bing’ after each scene in the story.
• Play the recording again. Hold up the storycards and
point to the characters as they speak. Pupils follow the
story in their books.
• Play the recording again. Pause the recording after
each sentence and ask the pupils to point to the
correct picture.
• Ask the After listening to the story questions to checkthat the class has understood the story.
• Ask for volunteers to play the roles of Poppy, Alfie,
Victoria, Ryan and the caterpillar. Play the recording.
The volunteers act out the story. The story can be
acted out several times with different pupils playing
the roles.
29
1 Victoria: Look at me!
Alfie: What’s this?
2 Alfie: Look! I’ve got a .... ! What is it?
3 Ryan: Wow! Is it a baby snake?
Alfie: No, it isn’t. It’s furry and it’s got legs. Look!
1, 2, 3, 4, 5, 6 .... It’s got lots of legs.
4 Victoria: Let me see!
Victoria: Ah! It’s cute! Is it a baby tortoise?
Alfie: No, it isn’t. It hasn’t got a shell.
Victoria: Oh! Then what is it?
5 Poppy: Look! It’s on my stone.
Caterpillar: Hello! I’m a caterpillar.
All: Wow!
Ryan: Wow! Poppy. It is a magic stone!
6 Caterpillar: And this is my mother.
Victoria: Oh! It’s a baby butterfly!
Activity Book page 17
7 Read and complete.
• Ask pupils to look at the picture of the caterpillar in the
story. Talk about the caterpillar and ask pupils to make
up sentences to describe it. Read the words in the box
with all the class and make sure that they understand
them.
• Use the example to show pupils that they should read
and complete the sentences. Ask the class to suggest
which sentence goes in which space and correct any
mistakes verbally before pupils begin to work on their
own. Once they have finished, check the answers with
the whole class.
8 Draw and write.
• Ask pupils to draw the young animal they prefer.
After drawing the animal, they should complete the
description.
• While they are doing the activity walk around the class,help them with any vocabulary they need and check
their written work.
• Ask some pupils to come to the front one by one to
show and describe their animal.
Activities to end the lesson
• Divide the class into six groups. Give each group one of
the storycards.
• Without looking at their books, pupils try to reconstruct
the dialogue that goes with their part of the story. Let
them add extra phrases if they want.
•Ask the different groups to come up to the front of theclass in random order and to act out their scene.
• When all the groups have acted out their scenes, ask the
whole class to say what order the scenes should go in.
• Say Goodbye, class! Ask the pupils to say Goodbye!
to you and to the classmates next to them. Use the
‘Goodbye routine’ explained in the Welcome! unit on
page 21.
Additional activities
Photocopiable 14
• Hand out a copy of the Story worksheet and page
73. Pupils first of all cut out the speech bubbles
from the story on page 73.
• Play the recording a first time so that pupils can
identify which bubble goes with which scene. Walk
around the class to check and help.
• Play the recording a second time so that pupils can
double check that they have the speech bubbles
with the correct scenes before they stick them down.
• Encourage the class to take their completed
worksheets home and to use them to tell the story
to their families.
MaterialMaterial
• Pupil’s Book, page 19
• Activity Book , page 17
• Class CD
• Storycards for Unit 2
Optional materialOptional material
• Photocopiable 14 , Teacher’s Resource Materials,
pages 16 and 72
• Active Teach
• Active Book
• scissors, glue
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20
Lesson 5
1 2
43
Practice: frog, strong, tall, slow, fast, furry, long, short It’s (fast). It’s got (long legs).
Receptive: fox, lion, polar bear, deer, arctic fox, crocodile, tail, very,dangerous, their, them, hide. (Foxes) live here.
• Activity Book page 18
• Photocopiables 15–16
10 Match the animals to their homes.
930
Listen and read. Then say.It’s brown and white. It’s fast. It isn’tdangerous. It’s got very long legs.It’s got a short, white tail.
fox lion polar bear frog
deer arctic fox crocodile
What colour are the
animals? Their colourhelps them hide.
g e o g r a p h y
_ . 1 1 1 1 4 1
60
Is it an elephant?
ObjectivesObjectives
• cross-curricular work: geography - learn aboutanimal habitats and camouflage
• describe animals
Key language
Vocabulary
frog, strong, tall, slow, fast, furry, long, shortStructures
It’s (fast). It’s got (long) (legs).
Receptive language
fox, lion, polar bear, deer, arctic fox, crocodile,
tail, very, dangerous, their, them, hide. (Foxes)
live here.
Activities to begin the lesson
• Greet the class. Say Hello, class! Ask pupils to reply by
saying Hello! Use the ‘Hello Routine’ explained in the
Welcome! unit on page 20.
• Use Poster 2 to teach fox, lion, polar, bear, frog, deer,
arctic fox and crocodile.
• Use pupils’ own language to check that they
understand that the map shows different habitats and
areas where animals live.
• Ask pupils what they have learnt about animals in other
school subjects.
• Ask pupils to tell you what types of habitat there are in
Spain and to give examples of animals who live there.
Main activities
9 Listen and read. Then say.
• Pupils look at the pictures at the top of the page.
• Play the recording.
• Pupils listen and read the description and decide what
the animal is (the deer ).
• Teach the words dangerous and tall.
• Talk about the other young animals in the photos.
• Ask pupils to make up sentences about the size, colour
and speed of the different animals.
• Ask pupils to make up sentences about the animals’
bodies.
• In pairs, pupil A describes an animal; pupil B guesses
what it is.
• Pupils swap roles.
30 foxlion
polar bear
frog
deerarctic fox
crocodile
10 Match the animals to their homes.
• Ask the class if they know where the different animals
live. Discuss the answers in the pupils’ own language.
• Ask pupils to look at the photos of the different
habitats on the lower half of the page. Talk about the
photos.
• Pupils describe the colours and say what they can see:
trees, plants, grass, water, ice.
• Tell them to look at the poster and ask them to come
out and point to the place on the map where the
different habitats are located.
• Read the text about the colour of animals (in the middle
of the four photos).
• In pupils’ own language, check that they understand
the concept of animal camouflage.
• Help the class to match the animals to their main
habitats: sea, wetlands, savannah, forest.
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• Answers: 1 fox, deer; 2 lion; 3 frog, crocodile;
4 polar bear, artic fox.
• Ask pupils if they can think of any other animals that
live in these four habitats. For example, 1 – bears, 2 –
giraffes, elephants, etc.
Activity Book, page 18
9 Match and copy.
• With the class, look at the picture of the deer. Together
with the class, read out loud the parts of the body in
the box and point to them in the picture.
• Use the example to show that pupils should copy the
parts of the body in the right place. Check the answers
with all the class.
10 Think and complete.
• Talk about the table with the class and make sure that
they understand how it works.
• With the class, look at the column which has the deer in it.
Gradually go down the column and ask the questions and
say the answers. Make sure that the class understands
them and are in agreement with the answers.
• With the class, look at the column with the ostrich. Ask
the questions one by one; pupils answer. When they
agree on the answer, they write the appropriate word
or words in the table
• Repeat the same procedure for the crocodile.
• Pupils work in pairs to fill in the information in the table
for the rest of the animals. Check the answers with all
the class.
Activities to end the lesson
• Choose an animal from the poster without telling the
class which one it is.
• Suggest questions which the class can ask you to
guess the animal, for example Is it ...? Has it got ...?
• Pupils ask Is it (fast)? Answer Yes, it is. or No, it isn’t.
• Repeat the procedure with other animals and
encourage different pupils one by one to take on the
role of the teacher.
• Say Goodbye, class! Ask the pupils to say Goodbye!
to you and to the classmates next to them. Use the
‘Goodbye routine’ explained in the Welcome! unit on
page 21.
Additional activities
• Divide the class into small groups. They are going
to make a collage of animals.
• Pupils use the photos that they have brought to
class. Ask them to stick them down and, for each
animal, to write the animal’s name and adjectives
to describe it. Help them with any vocabulary they
need.
• Make a display of all the collages in the classroom.Ask the groups to come to the front of the class
one by one with their collage and to describe it to
their classmates.
Photocopiable 15
• Hand out a copy of the Poster project worksheet
to each pair. Pupils cut out the circles and put a
pencil through the middle of each one. Pupils then
take turns to spin both of the “tops” and make a
correct sentence using the words which they land
on, for example, A deer lives in the forest. A deer
doesn’t live in the Polar regions.
Photocopiable 16
• Give out a copy of the Cross-curricular worksheet
to each pupil.
• In the first activity, pupils write the names of the
animals underneath the correct habitat.
• Answers: The forest: fox, deer, frog; The artic:
artic fox, polar bear; The savannah: lion, elephant;
Wetlands: crocodile, frog
• In the second activity, pupils write the appropriate
habitats underneath the animals.
• Answers: seal–sea; duck–wetlands;
giraffe–savannah; squirrel–forest
MaterialMaterial
• Pupil’s Book, page 20
• Activity Book, page 18
• Class CD
• Poster 2 and stickers
Optional materialOptional material
• Photocopiable 15–16 , Teacher’s Resource
Materials, pages 17–18
• magazine photos of animals (brought in by pupils)
• pieces of paper
• scissors
• glue
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21
Lesson 6
12 Find out and say.
1131
Listen, read and match.
W i n d
o w
on t h e w o r
l d
Revision: colours, parts of the body It’s (brown) and (furry).It’s got (long ears).
Receptive: llama, lemur, wombat, fat, tail, face, Australia,South America, Madagascar, India. (Wombats) live in (Australia).
• Activity Book page 19
• Photocopiable 17
Which special animallives in your country?
B
Special Animals
Llamas live in SouthAmerica. This is my
llama. It’s brown, and it’svery furry. It’s got big blackeyes and long ears. Llamasare very strong.
Lemurs live inMadagascar. This is a
picture of me with a lemur.It’s brown and it’s got a black and white face. It’s got big eyes and a longnose. It’s got a long tail.
Wombats live inAustralia. This
wombat is fat andfurry. It’s brown. It’s got a big mouth and smalleyes. It’s got short legs. Wombats are slow.
A C
1 2 3
_ . 1 1 1 1 17 1 1
62
Is it an elephant?
ObjectivesObjectives
• cross-curricular awareness
• learn about special animals
Receptive language
llama, lemur, wombat, red panda, fat, tail, face,
Australia, South America, Madagascar, India.
(Wombats) live in (Australia).
Revision
colours, parts of the body
Activities to begin the lesson
• Greet the class. Say Hello, class! Ask pupils to reply by
saying Hello! Use the ‘Hello Routine’ explained in the
Welcome! unit on page 20.
• Use Poster 2 to explain that some animals are special
and only live in certain countries.
• Use the wombat and the polar bear as examples.
• Ask the class if they can name any other animals that
only live in certain countries.
Main activities
11 Listen, read and match.
• Pupils look at the photos, talk about them and try to
guess what countries the children and the animals are
from.
• Play the recording. Pupils listen, read the texts, and
match each one to the corresponding photo.
• Check the answers.
• Read the texts with the whole class. Explain the
vocabulary and new expressions if necessary.
• Ask pupils what they know about the different animals
and countries in the photos.
• Answers: 1 C; 2 A; 3 B.
31
1 Wombats live in Australia. This wombat is fat and
furry. It’s brown. It’s got a big mouth and small eyes.
It’s got short legs. Wombats are slow.
2 Llamas live in South America. This is my llama. It’sbrown, and it’s very furry. It’s got big black eyes and
long ears. Llamas are very strong.
3 Lemurs live in Madagascar. This is a picture of me
with a lemur. It’s brown and it’s got a black and white
face. It’s got big eyes and a long nose. It’s got a long
tail.
12 Find out and say.
• Read the question with the whole class and write on
the board the answers that they come up with.
• You might want to suggest that pupils get into groups
and make a poster about special animals in the countrywhere they live or where they are from.
• They should include information about the animals’
appearance and their habitat.
• You can then mount a display of all the posters.
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Activity Book, page 19
11 Read and complete.
• Look at the pictures with the whole class. Ask pupils
to make up short sentences (orally) to describe the
animals.
• Look at the picture of the polar bear. Read out loud the
gapped text. Pupils suggest words from the box on the
right to fill in the gaps and then write in the answers.
• Follow the same procedure for the other three animals.
Check the answers with the whole class.
Activities to end the lesson
• Use Poster 2.
• Choose an animal and describe it. Speak about its size,
colour, body, speed, etc. so that pupils can guess what
it is.
• Ask pupils where the animal lives. In the pupils’ own
language speak about its habitat and if it uses any kind
of camouflage.
• Put the stickers for Poster 2 on the table and ask pupils
to come up and put the stickers on the appropriateanimals.
• Say Goodbye, class! Ask the pupils to say Goodbye!
to you and to the classmates next to them. Use the
‘Goodbye routine’ explained in the Welcome! unit on
page 21.
Additional activities
• Play a version of Animal consequences. Hand out
a sheet of paper to each pupil. Show them how to
fold it in four horizontally and then open it up.
• Tell them to draw the head of any animal they want
in the left quarter of the paper and to continue
with the neck so that it encroaches slightly into the
next quarter. Pupils fold the paper so that only the
part of the neck sticking out is visible.• Pupils pass their paper to the classmate on their
right. He/she then draws the body of an animal
and part of the front legs in the next quarter and
folds the paper as before. He/she then passes the
paper to the classmate on his/her right who draws
the hind legs and, finally, the tail.
• Pupils pass the piece of paper one last time, open
it up and look at the drawings. Pupils show the
drawings to the rest of the class and talk about
them. For example, It’s got (an elephant) head,. It ’s
got (an ostrich) body .
Photocopiable 17
• Hand out a copy of the Cross-curricular worksheet.Pupils complete the information about the
animals.
• Answers: Llama – Argentina, Bolivia, Chile,
Paraguay and Peru, children´s own answer.
Wombat – Australia; grey, brown, children´s own
answer. Red Panda – Himalayas; brown, children´s
own answer. Lemur – Madagascar; grey and white;
children´s own answer.
MaterialMaterial
• Pupil’s Book, page 21
• Activity Book, page 19
• Class CD
• Poster 2 and stickers
• scissors
• glue
Optional materialOptional material
• Photocopiable 17 , Teacher’s Resource Materials,
page 19
• Active Teach
• Active Book
• sheets of paper
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22
Lesson 7
Le t’s talk!
15 Play the Board game with the Unit 2 cards.
1432
Listen and say the chant.
13 Choose an animal. Then ask and answer.
Practice: animals, adjectives. Is it (furry)? Yes, it is. No, it isn’t.Pronunciation: question intonation, rhythm and stressRevision: Unit 2 language
• Activity Book page 20
• Photocopiables 18–19
Is it furry?
Is it long? Is it a snake?
Yes, it is.
Yes, it is.
No, it isn’t.
Brown bear, brown bear,What can you see?
I can see an elephant and it’s thirsty.
Thirsty elephant, thirsty elephant,What can you see?
I can see a tortoise and it’s hungry.
Hungry tortoise, hungry tortoise,What can you see?
I can see a tiger and it’s angry.RUN!!!!!!
_ . 1 1 1 1 4
64
Is it an elephant?
ObjectivesObjectives
• revise the language from Unit 2
• practise pronunciation with a chant
• play a communication game to revise language
Revision
animals, adjectives
Is it (furry)? Yes, it is / No, it isn´t.
Lenguaje receptivo
Run!
Activities to begin the lesson
• Greet the class. Say Hello, class! Ask pupils to reply by
saying Hello! Use the ‘Hello Routine’ explained in the
Welcome! unit on page 20.
• Get into a circle with all the class. You will need a ball or
a small bean bag.
• Say I’m thinking of an animal. Pupils try to guess the
name of the animal, going in order around the circle.
Throw the ball/bean bag to the pupil who guesses right.
• This pupil thinks of an animal and the rest try to guess
in the same way as before.
Main activities
13 Choose an animal. Then ask and answer.
• Ask pupils to look at the pictures and read out loud the
speech bubbles with all the class.
• Explain that pupils are going to play a game in pairswhere they will ask questions to guess the names of
animals.
• Tell pupils to think about an animal that they have
learned about during the unit.
• Elicit other adjectives that pupils saw in the previous
lesson to describe animals and write them on the
board.
• In pupils, pupil A asks a question about the animal;
pupil B replies. Pupils change roles once pupil A
guesses the animal.
14 Listen and say the chant.
• Ask the class to look at the picture next to the chant
and to talk about it.
• Use the picture to revise the names of animals and
the adjectives hungry and thirsty . Teach the adjective
angry .
• Play the chant. Pupils listen and read.
• Play the chant again. Pupils listen and clap along with
the rhythm.
• Play the chant several times so that pupils can learn it.
• Play track 33. Pupils sing along to the karaoke version.
32
Brown bear, brown bear,
What can you see?
I can see an elephant , and it’s thirsty.
Thirsty elephant, thirsty elephant,What can you see?
I can see a tortoise, and it’s hungry.
Hungry tortoise, hungry tortoise,
What can you see?
I can see a tiger, and it’s angry.
Run!!!!!!
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15 Play the Board game with the Unit 2 cards.
• Play A Tour of London (see Board games notes,
page 180). If a pupil lands on the ‘Police square’, he/
she takes a flashcard and you ask him/her a question.
If it is a picture of one of the animals, ask What’s this?
Pupils answer It’s a (tortoise). It’s (an elephant). If it is
a picture showing one of the adjectives, pupils should
say the adjective and act it out.
•Play The Colour Race to revise language from Units 1
and 2 (see Board games notes, page 180). The game
cards are on pages 181-188.
• Suggestion: If you have access to an interactive
whiteboard or computer in the classroom, you can use
the electronic version of the game in Active Teach.
Activity Book page 20
12 Read and complete.
• Explain that pupils should read the clues (1-6) to the
crossword puzzle and fill in the answers. The answers
are the names of the different animals pupils have seen
in this unit . Pupils should work on their own.
• Draw the crossword on the board and check theanswers. Say (One) What’s this? Elicit the answers.
13 Draw an animal. Answer the questions.
• Revise the adjectives seen in the unit using the
flashcards and/or wordcards.
• Ask pupils to think of one of the animals they have seen
in the unit and to draw it in the space provided.
• Pupils then read and answer the questions.
• Ask some pupils to come to the front of the class to
show their drawings. Check their answers.
Activities to end the lesson
• Put the animal flashcards on the board. Ask some
pupils to come to the board and write the names of the
animals under the flashcards.
• Ask the rest of the class if they think that the pupils
have written the animals correctly.
• Use the wordcards to help the class check the spelling.
•Say Goodbye, class! Ask the pupils to say Goodbye!
to you and to the classmates next to them. Use the
‘Goodbye routine’ explained in the Welcome! unit on
page 21.
Additional activities
Photocopiable 18
• Photocopiable 18
• Give out a copy of the Reinforcement worksheet to
those pupils who need to revise.
• In the first activity, pupils have to match the
descriptions to the animals.
•Answers: 1 – ostrich; 2 – tiger; 3 - giraffe
• In the second activity, pupils read and circle the
correct description for each animal.
• Answers: tiger – strong, furry, orange; giraffe –
tall, yellow, slow
Photocopiable 19
• Give out a copy of the Fast finishers worksheet to
the strongest pupils.
• Pupils look at the table and the examples. Answer
any questions which pupils may have.
• Pupils have to write two sentences about the
ostrich and the bear which are similar to the ones
in the example.• Answers: An ostrich is tall, grey and very fast. It’s
got two legs. A bear is strong, brown and fast. It’s
got four legs.
MaterialMaterial
• Pupil’s Book, page 22
• Activity Book, page 20
• Flashcards and wordcards 9–22
• Class CD
• Unit 2 Board game and game cards
• a ball or small bean bag
Optional materialOptional material
• Photocopiables 18–19, Teacher’s Resource
Materials, pages 20–21
• Active Teach
• Active Book
• Cut-out pictures of animals or pupils’ own
drawings of them
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Remember!It’s
It isn’t
(a tiger).
(an elephant).
Is it (a tiger)?Yes, it is.
No, it isn’t.
It’s got
It hasn’t got(long legs).
23
Lesson 8
All about me
My fa vourite animal is th e giraf f e.
It’s brown a nd yellow.
It’s strong and ta ll.
It’s got long legs.
17 Write about your favourite animal. Find a picture.
16 Find and say.
Unit 2 revisionPortfolio workSelf-assessment
• Activity Book page 21
• Photocopiable 20
Now you canread Pirates 2!
_ . 1 1 1 1 4
66
Is it an elephant?
ObjectivesObjectives
• revise the vocabulary seen in the unit and use itin a personal way
• learn to evaluate one’s own progress
Revision
bear, elephant, giraffe, ostrich, snake, tiger,
tortoise, strong, tall, slow, fast, furry
It’s (furry). It’s got (four legs). It hasn’t got (four
legs).
rocket, submarine, treasure, pencils, rulers,
books, numbers 10 to 100. What’s this? It’s a
(rocket). What are these? I’m thirsty/hungry/
angry.
Receptive languageOh, dear! In here. Find (the treasure). Where’s
the treasure? It’s not here, boss. I’ve got an
idea.
Activities to begin the lesson
• Greet the class. Say Hello, class! Ask pupils to reply by
saying Hello! Use the ‘Hello Routine’ explained in the
Welcome! unit on page 20.
• Do the chant from the previous lesson.
• Stick the adjective and animal wordcards on the board.
Pupils choose five and write them down.
• Say the animals and adjectives in random order. Pupils
cross out the words which they hear.
• The first pupil to cross out all of his/her words says
Bingo!
Main activities
16 Find and say.
• Ask pupils to look at the picture. Read the Remember!
box out loud with all the class.
• Explain that pupils should make up all the true and false
sentences about the picture which they can.
• Choose a pupil to ask a question and point to one of
the animals in the picture.
• Ask another pupil to answer Yes if the sentence is true
and No if it is false.
• You can do this as a whole class activity and divide
pupils into two teams, or you can ask pupils to play in
small groups. If you do this as a whole class activity,
keep a running score for each team.
• If pupils work in groups, pupil A points to something
in the picture and says a sentence; the first pupil to
answer correctly scores a point and then makes up his/
her own sentence.
All about me17 Write about your favourite animal. Find apicture.
• Ask pupils to look at the portfolio task in their books.
• Read the text out loud with all the class. Then copy it
on the board and underline the words that need to be
replaced.
• Ask pupils to work with coloured sheets of paper or
card. Tell them to use their imagination to draw their
favourite animal or to find a picture of it.
• Walk around the class while pupils write their texts on
their own. Give help when needed.
• Encourage pupils to show their work to theirclassmates and to read it to them.
• Tell the class to put the work they have done in their
portfolios.
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Reader
Pirates 2
• Point to the pictures from the previous chapter of the
reader and ask the class what they can remember.
• Revise the different characters’ names. Point to a
character and ask Who’s this?
• Play the recording . Pupils point to each picture as they
hear it.
• Encourage pupils to tell the story using English as far as
possible.
• Elicit from the class that the cat pirates are furious
because the rats have got hold of the treasure. When
the cats get to the island in a submarine, they are
hungry, thirsty and angry. Doo Doo hides from them
but he has an idea when he sees the red ink.
• Play the recording again and ask pupils to read the
text.
• Play the recording again. This time pause it after each
scene. Ask the pupils to point to the characters who
are speaking.
• Play the recording one more time. Pause it after eachscene and do the actions. Pupils copy what you are
doing.
• Finally, play the recording straight through. The class
acts out the story
120
1 Doo Doo: What’s this? It’s a rocket!
2 Doo Doo: It’s a submarine! It’s Fat Cat!
3 Doo Doo: Fat Cat! Oh dear! In here!
4 Cat 1: I’m thirsty!
Cat 2: I’m hungry!
Cat 3: I’m tired!
5 Fat Cat: Grrrrrrrrr! And I’m angry! Find the treasure!
And the pirates.
6 Fat Cat: Open the door!
7 Fat Cat: Where’s the treasure!
Cats: It’s not here, boss.
8 Cat: What are these? Books, pencils, rulers?
Fat Cat: Bah! No treasure.
9 Doo Doo: Ah ha! Red, and a pen. I’ve got an idea!
Activity Book page 21
I can ...
• Pupils complete the self-evaluation page on their own.
• First of all they do the I can activities. They can use
their Pupil’s Books or Activity Books to help them to
evaluate their progress.
• After pupils complete each section, they should colour
in one of the faces to show how much help they have
needed.
• Encourage pupils to be honest as they do this. This will
help them to realistically evaluate their learning and
progress.
Find and stick the Unit 2 stickers.
• Pupils stick the stickers in their Picture Dictionaries.
• Walk around the class as pupils are working and ask
questions about the vocabulary.
• Remind the class that they can use their Picture
Dictionaries to help them revise.
Activities to end the lesson
• Say Goodbye, class! Ask the pupils to say Goodbye!
to you and to the classmates next to them. Use the
‘Goodbye routine’ explained in the Welcome! unit on
page 21.
Additional activities
Photocopiable 20
• If you are short of time to do the All about me
activity, use this worksheet to get through the task
more quickly . Hand out a copy of the Portfolio
worksheet to each pupil. Pupils have to insert
a photo of their favourite animal and fill in the
information required.
You can now do Unit 2 pages 10-11 in theTest booklet .
• You can also do the End of term 1 Test page 20 in the
Test Booklet.
MaterialMaterial
• Pupil’s Book, page 23
• Activity Book, pages 21 and 62
• Class CD
• Flashcards and wordcards 9–22
• Reader: Pirates 2
• Tests: pages 10–11
• sheets of paper or card
Optional materialOptional material
• Photocopiable 20 , Teacher’s Resource Materials,
page 22
• sheets of paper
• Photos of animals
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Activity Book: Answers
6868
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69
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34 Well Done! 3 Teacher’s Materials © Pearson Educación, S.A.
Well Done! 3 Photocopiable © Pearson Educación, S.A., 2011 13
Class:
Mini Flashcards2Photocopiable 11 Name:
✁
_ _ _ i _ i
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14 Well Done! 3 Photocopiable © Pearson Educación, S.A., 201114
Class:
Mini Wordcards2Photocopiable 12 Name:
✁
o s t r i c h
g i r a f f e
e l e p h a n t
b e a r
h u n g r y
t o r t o i s e
t i g e r
s n a k e
s l o w
t a l l
s t r o n g
t h i r s t y
f u r r y
f a s t
_ _ _ i _ i
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36 Well Done! 3 Teacher’s Materials © Pearson Educación, S.A.
Well Done! 3 Photocopiable © Pearson Educación, S.A., 2011 15
Class:
Song worksheet2Photocopiable 13 Name:
27
Listen and fill in the gaps.
Fotprints! Fotprints!
Lok at the fotprints!
What’s the animal?
Fotprints! Fotprints!
Lok at the fotprints!
What’s the animal?
It’s got long, legs.
Long, strong legs.
It’s black and white.
Black and .
What is it? What is it?
Fotprints! Fotprints!
Lok at the fotprints!
What’s the animal?
Fotprints! Fotprints!Lok at the fotprints!
What’s the animal?
It’s got a big brown body.
A big body.
It’s fury and strong.
and strong.
What is it? What is it?
Fotprints! Fotprints!
Lok at the fotprints!
What’s the animal?
Fotprints! Fotprints!
Lok at the fotprints!
What’s the animal?
It’s got four short legs.
Four legs.
It’s smal and slow.
Smal and .What is it?
What is it?
_ _ _ i _ i
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16 Well Done! 3 Photocopiable © Pearson Educación, S.A., 201116
Class:
Story worksheet2Photocopiable 14 Name:
The Baby Butterfly2
3 4
5 6
1
_ _ _ i _ i
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38 Well Done! 3 Teacher’s Materials © Pearson Educación, S.A.
Well Done! 3 Photocopiable © Pearson Educación, S.A., 2011 17
Class:
Poster project2Photocopiable 15 Name:
F o r
e s t
P o l a r R e g i o n s
S a v a n n a h
W e t l a n d s
✁
✁
_ _ _ i _ i
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18 Well Done! 3 Photocopiable © Pearson Educación, S.A., 201118
Class:
Cross-curricular worksheet2Photocopiable 16 Name:
2 Where do these animals live? Write the names of the habitat.
1 Write the animal names in the correct habitat.
polar bear crocodile deer elephant fox arctic fox frog lion
seal duckgiraffe squirrel
POLAR REGIONS
THE SAVANNAH WETLANDS
THE FOREST
polar bear
the Savannah
_ _ _ i _ i
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40 Well Done! 3 Teacher’s Materials © Pearson Educación, S.A.
Well Done! 3 Photocopiable © Pearson Educación, S.A., 2011 19
Class:
Cross-cultural worksheet2Photocopiable 17
Name:
1 Complete the animal cards. Then colour.
Llama
Red Panda Lemur
Wombat
Country:
Colour:
It’s got:
It’s:
Country:
Colour:
It’s got:
It’s:
Country:
Colour:
It’s got:
It’s:
Country:
Colour:
It’s got:
It’s:
_ _ _ i _ i
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20 Well Done! 3 Photocopiable © Pearson Educación, S.A., 201120
Class:
Reinforcement worksheet2Photocopiable 18 Name:
2 Read and circle.
1 Read and match.
It’s fast. It’s grey and white.
It’s got long legs.
2 tiger
3 ostrich
1 giraffe
It’s strong. It’s orange
and black. It’s got four legs.
It’s got four legs. It’s tall.
It’s brown and yellow.
s t rong
t a l l
y e l l o
w
f u r r y o
r a n
g e
s l
o w
l ong
t a l l
y e l
l o w
f u r r y
o r a
n g e
s l
o w
a
b
c
_ _ _ i _ i
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42 Well Done! 3 Teacher’s Materials © Pearson Educación, S.A.
Well Done! 3 Photocopiable © Pearson Educación, S.A., 2011 21
Class:
Fast finisher worksheet2Photocopiable 19 Name:
Read and make sentences.
WD3TRB-2-21-1a WD3TRB-2-21-1b WD3TRB-2-21-1c
long tall/small long/strong
green red/grey pink/brown
slow slow/fast slow/fast
no legs 2 legs 4 legs
A snake is long, green and slow. It hasn’t got legs.
_ _ _ i _ i
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22 Well Done! 3 Photocopiable © Pearson Educación, S.A., 201122
Class:
Portfolio worksheet2Photocopiable 20
Name:
Make notes.
Complete.
Read and √.
What colours is it?
What’s it like?
Body: Tail:
Legs: Eyes:
Head: Mouth:
My favourite animal is the .
It’s and .
It’s and .
It’s got .
red green blue black
white brown grey yellow
orange pink purple
big small long
strong tall short
furry slow fast
My Favourite
AnimalStick a picture of your
favourite animal here.
_ _ _ i _ i
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44 Well Done! 3 Teacher’s Materials © Pearson Educación, S.A.
Class:
Name:
Listening & Speaking Test2
Well Done! 3 Photocopiable © Pearson Educaci n. S.A, 2011
2 Look and say.
1 Listen and number.
10
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Class:
Name:
Reading & Writing Test2
Well Done! 3 Photocopiable © Pearson Educaci n. S.A, 2011
2 Choose and write.
Read and match.
1 It’s s ow.
2 It’s furry.
t s strong.
4 It’s ta .
furry fast slow strong
It’s a ear.
It’s .
It’s an ostrich.
t s .
3 It’s a torto se.
t s
It’s an e ep ant.
t s .
a
c
d
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46 Well Done! 3 Teacher’s Materials © Pearson Educación, S.A.
Well Done! 3 © Pearson Educación,S.A., 2010
Storycard 1 T
AFTER listening to the story:Does Alfie know what it is? (No.)What do you think it is? Answers will vary
ALFIE: Look! I’ve got a … ! What is it?00
BEFORE listening to the story:Is this dog/cat/rabbit? (No.)What colour is it? (It is red and green.)
Storycard 2
The Baby Butterfly
Is it an elephant?22
stor cards3 _ .indd 6 6 0 0 7: 6: 0
toryc rd 3P_ 4.indd 1 6/10/10 1 :16:51
Well Done! 3 © Pearson Educación,S.A., 2010
Storycard 1 T
RYAN: Wow! Is it a baby snake?ALFIE: No, it isn’t. It’s furry and it’s got legs. Look!
1, 2, 3, 4, 5, 6 ... It’s got lots of legs.
00
BEFORE listening to the story:Who is this? (Ryan.) (Alfie.)Is the creature furry? Pointing at the caterpillar. (Yes.)How many legs has it got? (Seven.)
Storycard 3
AFTER listening to the story:What does Ryan think it is? (A baby snake.)What is it? (We don’t know.)What do you think it is? Answers will vary.
22The Baby Butterfly
Is it an elephant?
stor cards3 _ .indd 8 6 0 0 7: 6:5
toryc rd 3P_ 4.indd 1 6/10/10 1 :1 :05
Well Done! 3 © Pearson Educación,S.A., 2010
Storycard 1 T
AFTER listening to the story:What does Victoria think it is? (A tortoise.)Is it a tortoise? (No.)Why not? (It hasn’t got a shell.)
VICTORIA: Is it a baby tortoise?ALFIE: No, it isn’t. It hasn’t got a shell.POPPY: Oh! Then what is it?
00
BEFORE listening to the story:Who can you see? Pointing. (Alfie.) (Ryan.) (Victoria.) (Poppy.)Where’s the creature? (On Alfie.)What has Poppy got? (The magic stone.)
Storycard 422The baby butterfly
Is it an elephant?
stor cards3 _ .indd 0 6 0 0 7: 7:06
toryc rd 3P_ 4.indd 1 6/10/10 1 :1 :18
Well Done! 3 © Pearson Educación,S.A., 2010
Storycard 1 T
AFTER listening to the story:What is the creature? (A caterpillar/a baby betterfly.)What can it do? (Speak.)Why? (The stone is magic.)
POPPY: Look! It’s on my stone.CATERPILLAR: Hello! I’m a caterpillar.RYAN: Wow! Poppy. It is a magic stone
00
BEFORE listening to the story:Where’s the creature? (On Poppy’s stone.)What’s this? Pointing at the butterfly. (A butterfly.)
Storycard 522The Baby Butterfly
Is it an elephant?
s to r c ar ds 3 _ . in dd 6 0 0 7 : 7 : 0
toryc rd 3P_ 4.indd 3 6/10/10 1 :1 :30
Well Done! 3 © Pearson Educación,S.A., 2010
Storycard 1 T
AFTER listening to the story:What does the caterpillar say? (This is my mother.)What does Victoria say? (It’s a baby butterfly.)
CATERPILLAR: And this is my mother.VICTORIA: Oh! It’s a baby butterfly!
00
BEFORE listening to the story:Is the caterpillar speaking? (Yes.)What is it saying? Answers will vary.
Storycard 622The Baby Butterfly
Is it an elephant?
s to r c ar ds 3 _ . in dd 6 0 0 7 : 7 :3
toryc rd 3P_ 4.indd 5 6/10/10 1 :1 :43
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W e l l D o n
e ! 3 © P
e a r s o n E d u c a c i ó n S . A . ,
2 0 1 1
P o s t e r 2
A n
i m a
l s a r o
u n
d t
h e
w
o r l d
a b e a r
a n e l e p h a n t
a g i r a f f e
a n o s t r i c h
a s n a k e
a l l a m a
a
r e d p a n d a
a t i g e r
a t i g e r
a
t o r t o i s e
a f o x
a f r o g
a d e e r
a c r o c o d i l e
a
l e m u r
a w o m b a t
a p o l a r b e a r
a n a r c t i c f o x
3_
r u n i . i n
0
0
0
0 9 5 9 3 7
a l i o
n
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48 Well Done! 3 Teacher’s Materials © Pearson Educación, S.A.
• Prepare the area of the class where pupils will act out
the story. A few simple props are enough, for example
some desks can be used as the boats.
• Assign the roles. Make sure that all the pupils have
the chance to take part in acting out the story at least
once. Each chapter should be acted out at least twice.
• Play the lead-in music to the recording and let the
“actors” express themselves freely.
• Now play the rest of the recording straight through
without pausing so that the pupils involved can act out
the story.
• Praise their efforts and encourage the class to applaud
at the end.
Using the reader at home
• At the end of each unit have the pupils bring a note
home to their parents with ideas on how they can work
on the reader together with their children. You can find
some suggestions below.
• Children open their books at the chapter they have just
done and tell their parents the story (in their mother
tongue), taking care to say the names of the characters
in English.
• Children show their parents the chapter in their Active
Book and explain what is happening while they listen.
• Pupils complete the activity page for the relevant
chapter. This normally consists of simple activities
linked to the contents and characters that appear inthe chapter.
• Parents work together with their children to put
the stickers in right place in the picture story which
summarises the chapter. Pupils will need the help of an
adult or older brother or sister to read the text and put
the stickers in the right place.
Pirates 2 Answers
About the reader
•The reader that accompanies Well Done! 3 is called
Pirates. The story is divided into six chapters. The
reader can be used in two ways: in class, to help pupils
recycle and revise the language they have seen; and
at home, to foster pupils’ enjoyment of reading. Each
chapter of the reader ends with a series of activities,
followed by a page with scenes from the story which
enables pupils to revise the chapter with the aid of
stickers.
• The story can be listened to on the Class CD and the
Active Teach and Active Book components.
The main characters
Ratino is the cabin boy
and is full of energy and very
determined.
Pavaratty is
the cook. He’s always cheerful and
thinking about eating. He is very
brave and loyal.
Captain McRat is the rats’
captain. He is very brave.
Although he is sometimes bad-tempered, he is always fair. He
has a parrot called Polly.
Ritarat is the most fearless of the
band. Sometimes it seems as if she
were in charge of the pirates.
Fat Cat is
the rats’ arch-enemy.
Using the reader in class
• Teaching notes for using the reader in class are
included in lesson 8 of each unit. Instructions for
getting the most out of the activities and the answer
key are included at the end of the Teacher’s Guide.
Acting out the story
• To prepare pupils to act out the story, play the
recording so that they can learn the key phrases and
expressions. Stop the recording at the end of each line
and ask the class to guess what will happen next. Do
this slowly and make sure the pupils get involved and
try to learn the lines.
Reader notes
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Teacher’sSample Material
• Table of Contents
• Introduction
• Teaching Notes
• Teacher’s Resource Materials
• Tests
• Storycards
• Poster
• Reader Notes