Welcome to a fun ride Hop into English is a six-level series for primary level that accompanies pupils through the different stages of their learning process. The series grows together with children, both in its look and in the type of activities each level proposes.
Aligned with local curriculum objectives
Recurring characters,
Stories and varied text types
who change every two levels, provide a context for the presentation of the target language and will make pupils feel identified with the situations being portrayed. In the first four levels, songs at the beginning of each unit introduce the new language and function as an entertaining way of repeating and internalizing the sounds of the new words.
help children develop their interest in reading and make their learning more pleasurable and fun. Although these texts include some new words, appealing comprehension activities give pupils the chance to go over the texts many times until they understand them thoroughly. The stories also provide instances for reflection that foster the development of social skills such as cultural awareness and respecting diversity. Other life skills like creativity, problem solving, critical thinking, autonomous learning, responsibility, collaboration are also present throughout the series.
Games
are used to consolidate the language being taught and foster pupils’ interaction with their teacher (mainly in Levels A & B) and with their peers (gradually, as the levels progress).
Level B Level A Vocabulary Numbers 1–10 Colours School objects Food Parts of the body Animals Actions Furniture Prepositions of place
Language How many…? What colour…? Hello! What’s your name? How old are you? I’m… Where’s my…? What’s this? Is it a…? Who’s this? Is it…? Can I have some…, please? Here you are. Have you got…? Yes, I have. Here you are! I’ve got… What’s the problem with…? It can’t. It can… Where are my…? They’re under…
Vocabulary
Language
Numbers 0–20 Colours The weather Clothes Prepositions of place Classroom objects and features Months of the year Celebrations Food Toys Farm animals Adjectives
What’s the weather like? It’s… Is it…? I’ve got… Have you got…? Yes, I have. / No, I haven’t. Where’s/are my…? Whose… is this? It’s…’s. It’s mine. When is…? It’s in… What’s for lunch? There’s… Do you like…? Yes, I do. / No, I don’t. Can I have some…? What are these? Are they…? Yes, they are. / No, they aren’t. How many… are there? There are…
Level 2
Level 1 Vocabulary
Language
Numbers 1–10 Colours School objects and classroom features Games and sports Sports objects Wild animals Prepositions of place Actions Food Clothes Parts of the body and the face Holiday activities Beach objects
It’s a… / They’re… Is it a…? Yes, it is. / No, it isn’t. Are they…? Yes, they are. / No, they aren’t. I can/can’t… Can you…? Yes, I can. / No, I can’t. I’ve got a… Have you got a…? Yes, I have. / No, I haven’t. Where’s the…? It’s in/on/under/behind… I like/don’t like… Do you like…? Yes, I do. / No, I don’t. Can I have a/some…, please? Yes. Here you are. He/She’s/isn’t wearing… I’m wearing… He/She’s got/hasn’t got… Has he/she got…? Yes, he/she has. / No, he/she hasn’t. I want/don’t want to… Do you want to…? Yes, I do. / No, I don’t.
Level 3 Vocabulary
Language
Free time activities The time: quarter to, quarter past Wild animals Animal habits Habitats Countries and continents Languages Travel activities Places in town/the city Transport Adjectives to describe places Adjectives to describe animals and objects Protecting the environment Family members Adjectives to describe people
I (play…)/don’t (play…) Do you (play…)? Yes, I do. / No, I don’t. It (eats…)/doesn’t (eat…) Does it (live on…)? Yes, it does. / No, it doesn’t. Where are you from? Where is he/she from? Do you speak…? Does he/she speak…? There’s a… There are lots of… Is there a…? Yes, there is. / No, there isn’t. Are there lots of…? Yes, there are. / No, there aren’t. I live in the city/country. It’s… The… is …-er than the… The… is more … than the… He/She’s + -ing They’re + -ing I/He/She was… / You were… What was your favourite…?
Vocabulary
Language
Numbers 11–20 Days of the week School subjects The time: o’clock, half past Prepositions of time The weather The seasons Holiday activities Action verbs Bedtime routines Parts of the house Places in town/the city Scary things Adjectives
I’ve got/haven’t got… Have you got a…? Yes, I have. / No, I haven’t. What’s the weather like? It’s… Is it…? Yes, it is. / No, it isn’t. He/She’s in… I’m/He’s/She’s wearing… He/She’s + -ing What’s he/she doing? Is he/she + -ing? Yes, he/she is. / No, he/she isn’t. What are you doing? I’m + -ing. I (clean my teeth)/don’t (read a book). Do you (have a shower)? Yes, I do. / No, I don’t. I’m scared of… There’s/isn’t a… in my town. Is there a…? Yes, there is. / No, there isn’t. He/She’s at… I want/don’t want to… He/She wants/doesn’t want to… Does he/she want to…? Yes, he/she doesn’t. / No, he/she doesn’t.
Level 4 Vocabulary
Language
Films and TV programmes Entertainment activities Jobs and professions Verbs to talk about people from history Natural and man-made wonders Adjectives to describe places Verbs to talk about weekend activities Verbs to talk about school problems Space travel A space station Telling a story
Do you (watch…)? Yes, I do. / No, I don’t. Adverbs of frequency I like/love… / I don’t like/hate… What’s your favourite…? What are you doing? I’m + -ing He/She was a… He/She + regular verbs Did he/she…? Yes, he/she did. / No, he/she didn’t. The… is …-er that the… The… is the …-est The… is the most… in the world. What’s the …-est … in the world? What do you usually do in the weekend? What did you do last weekend? I (went…)/ didn’t (go…) Did you…? Yes, I did. / No, I didn’t. Why did you argue? Because he/she (broke…) There’s a… / There are some/lots of… There isn’t a… / There aren’t any… Are there any…? Yes, there are. / No, there aren’t.
What’s in Hop into English Writing
Vocabulary Visually attractive situations introduce the topics and engage pupils. Vocabulary is presented through chants (in Levels A & B) or recordings (in Levels 1–4), accompanied by reinforcement tasks.
In Levels A & B, rubrics are expanded to give teachers an at-a-glance reference of the activity aims.
Writing is introduced throughout the series in a gentle and progressive way – it starts with block capitals as from the middle of Level A, going through sentence completion in Level B and gradually moving on to model writing as from Level 1 and guided writing as from Level 3.
Grammar Systematic work on structures starts as from Level 1, whereas the exposure to language in Levels A & B is in the form of chunks. Structures are presented in context and then summarized in the ‘Hop into Grammar’ boxes. As the levels progress, these summaries include simple tasks so that pupils start reflecting on the form of the language they are learning.
Grammar presentations are followed by activities that help pupils understand the meaning of the structures being presented.
Pronunciation and Intonation
In Levels A & B, since exposure to the language is mainly oral, the ‘Can you say...?’ section constitutes an initiation into the pronunciation of specific sounds that may prove to be difficult for pupils at this stage, as well as intonation of simple questions and requests.
Reading In Levels A & B, the ‘It’s story time!’ section includes fun episodes which feature the main characters and gently introduce pupils to the love for stories and reading (as from Level B the stories include part of the text in speech bubbles). Animated version included in the Digital Pupil’s Book
In all the levels, the reading texts are followed by comprehension activities and (as from Level 1) they include a ‘Think!’ section where pupils answer questions to check their understanding beyond the text. All the stories in Hop into English also promote work on values and social skills.
As from Level 1, each unit contains two reading texts featuring a variety of genres and styles (‘Let’s read!’ and ‘Diamond Quest’ in Levels 1 & 2, and ‘Let’s read!’ and ‘Read for fun’ in Levels 3 & 4).
Animated version included in the Digital Pupil’s Book
Integration and Revision
In Levels A–2, board games are used for language integration so that pupils can consolidate what they’ve learnt while also having fun.
As from Level 1, the ‘Integration’ sections (every two units) provide consolidation practice in contextualized situations in order to check pupils’ understanding of the language they’ve learnt so far.
In Levels 1–4, each unit in the Activity Book finishes with a ‘Let’s revise!’ section that functions as a progress check and also gradually introduces pupils to the use of assessment tools.
• Pupil’s Book with integrated Activity Book • Integration games, cut-outs and stickers (in Levels A & B) • Access code for: Digital Pupil’s Book with audio, songs and animated or enriched stories (according to the Level) at digital.macmillan.com.ar • Build Your Own Story tool at digital.macmillan.com.ar
For pupils
Teacher’s Resource Centre: Digital Teacher’s Book, downloadable audio files, tests, extra activities and worksheets at digital.macmillan.com.ar
• Teacher’s Book + Audio CD pack • Visual Aids Booklet and Posters Pack (Levels A & B) • Access code for: Digital Pupil’s Book with audio, songs and animated or enriched stories (according to the Level) at digital.macmillan.com.ar
For teachers
To find out more or to download samples and view Hop into English, please visit www.macmillanenglish.com/ar/hopintoenglish
0810-555-5111 argentina.eltinfo@macmillaneducation.com | www.macmillanenglish.com/ar /MacmillanArgentina
/MacmillanAR
/Macmillan Argentina
Photo credits: 123RF, istockphoto by Gettyimages, Photo.com, Thinkstock by Gettyimages, Wikimedia Commons
/macmillanargentina