Peru Primary ELT Catalogue 2027

Primary Catalog 2027

Empowering your students to shape their futures and advance in life

In today’s ever-changing world of education, one thing remains constant: the need to help every learner thrive. At Macmillan Education, we’re here to support you with the tools and resources needed to spark curiosity, build confidence, and create meaningful learning experiences that go far beyond the classroom. We’re driven by a deep understanding of how learning really happens. That’s why we’re always looking for new ways to support teachers—combining the latest research with real classroom insights to design flexible, inclusive language teaching materials that meet students where they are. Because we know that reaching every learner isn’t easy, but it’s essential. Our approach is all about giving teachers options– different ways to connect with students of all backgrounds , abilities , and interests . Whether it’s through engaging content , smart digital tools , or reliable assessment resources , everything we offer is built to help educators make a real impact. We also believe in the power of collaboration. That’s why we work closely with leading institutions and global partners to bring the best ideas and practices into our materials—ensuring they meet the highest standards and truly support academic success. Inside this catalog, you’ll find resources created with one clear purpose: to be your partner in teaching and learning . Together with educators, families, and institutions, we’re proud to share a simple but powerful belief—this is more than just English.

It’s about shaping who students are becoming and preparing them for life.

Primary Contents

ICONS KEY

PAGE

American English Available in American English.

Smart Players

NEW

Happy Campers Second Edition

British English Available in British English.

Curious Kids

International English A variety of English Language versions from around the world.

Share with Friends!

Academy Stars Second Edition

Advancing Futures This course supports Education for Sustainable Development and Citizenship.

Learning Well

Macmillan Education Everywhere The platform that offers a greater level of convenience, functionality, and delight.

Learning Lands

Global Explorer

NAVIO App Gamified language practice.

NEW

Macmillan Education 360 Access to our professional development hub.

CEFR Common European Framework of Reference

PRE-A1 A1 A1+ A2 A2+ B1 B1+ B2

Pre-A1 Starters

A1 Movers

A2 Flyers

B1 Preliminary for Schools

B2 First for Schools

A2 Key for Schools

Mee Air An elevated learning and teaching experience with gamified adaptive practice and smart tools.

Universal Design for Learning (UDL) Provides the solution by helping you create lessons that work for every learner.

DIGITAL PRODUCT

Scope & Sequence

Smart Players

PRE-A1 A1+

Level 1

Level 2

Level 3

Level 4

Level 5

Level 6

• What is your name? • What is it? • What color is it? • Verbs: to be • There is / There are • Who is…? Where is…? When is …? How many…?

• How do you spell…? • How is the weather? • What are these? • Physical description • Verbs: to have • Professions: What does a teacher do?

• Numbers 1 to 100 • Wh- questions to ask for personal information • Times of the day • Simple present to talk about daily routines (Affirmative, Negative, and Interrogative)

• Would you like…? • How much is / are…? • Simple present with frequency adverbs

• Plans/Intentions: Going to (Affirmative, Negative, and Interrogative) • Simple Past: to be (Affirmative, Negative, and Interrogative) • Comparatives & Superlatives (not) as… as

• Asking for and giving directions • Irregular Past Tense (Affirmative, Negative, and Interrogative) • Past Progressive • (Affirmative, Negative, and Interrogative)

• Comparatives • Superlatives

• Simple present vs. present progressive

Happy Campers

PRE-A1 A1+

Level 1

Level 2

Level 3

Level 4

Level 5

Level 6

• What’s your name? • How old are you? • Verbs: to be, to have • Where’s…? • Likes / dislikes

• How do you spell…? • Do / don’t commands • Personal descriptions • Professions: What do you want to be? • Favorites. • Describing locations • Family age line

• Ordinal numbers: 1st-31st • Times of day / adverbs of time • Calendar • Present progressive • Abilities: I can

• Morning routines • Do / does questions • Simple present • Free-time activities • Countries: Where are you from? • Frequency words

• Possesives: mine / his / hers/ yours • Future: going to • Future time makers • Adjectives • Comparatives: more…than • Simple past: to be • Irregular past tense verbs

• Simple past: to be • Simple past questions • Imperative: pay attention, go to bed, waste • Wh-- questions • Superlatives: best, worst

This scope & sequence is illustrative, and is designed to give an overview of the main grammar and vocabulary presented in each series. For a full scope & sequence of a specific series, please contact your sales representative.

Scope & Sequence

Share with Friends

PRE-A1

Starter

Level 1

Level 2

Level 3

Level 4

Level 5

Level 6

• What’s your

• What’s this? It´s a / an; Is it a / an…? Yes, it is. / No, it is not. • He’s / She´s a… She isn´t a… Is he / she a…? Yes / No, she isn´t. • Where´s your…? He´s / She´s in the… Where are your…? They´re in / on / under / next to the… • He / She / It has… He doesn´t… Does he…? Yes / No, he doesn´t. • There´s / are… How many…are there? • I like / don’t like…

• Who´s this? This is my… • That’s his… / Those are their... Is this your...? Are these your...? • Is there a monkey? Yes, there is. / No, there isn’t. Are there hippos? Yes, there are. / No, there aren’t. Where’s the playground? It’s in front of / behind / between the... • What do you do in the morning? I eat breakfast. When does he / she go to bed? He / She goes to bed at 8:30. • What do you like doing? I like playing tennis. What does he / she like doing?

• Whose…is this / are these? Mine, yours, his, hers, our, theirs • What’s the weather like? It’s… • What do you want to be? I want / don’t want to be a… • Where were you / they yesterday? Where was he / she yesterday? I / He / She was / wasn’t at… We / They were / weren’t at… Was he / she at …? / Were they at…? • There was / wasn’t a... There were some / weren’t any... Was there a...? Were there any...?

• Did you / he / she / they…? Yes, they did. No, they didn’t. • What did you do…? • Who was…? What did…? Could you…? Yes, I could. / No, I couldn’t. • Comparatives with -er Superlatives with -est • Comparatives with more Superlatives with most • I have to… Do you have to…? What are you going to do? I’m going to…

• What were you

• What does she look like? She has (long hair).

name? I’m… How old are you? I’m… • What’s this? It’s an… It’s a… How many… • I have… I don’t have… Do you have…? Yes, I do. / No, I don’t • What are they? They’re… Are they…? Yes, they are. / No, they aren’t. • I can … Can you…? Yes, I can. / No, I can’t.

doing? I was… Was he? No, he wasn´t Were you…? Yes, I was.

She looks like her mom. • What’s he like? He’s funny. / He isn’t athletic. • Where’s the…? It’s (across from) the bank. • What’s it made of? It’s made of clay. What does it smell / taste / feel like? It smells / tastes / feels + adjective It smells / tastes / feels like + noun

• What’s the

matter? I have a stomachache. I don’t feel good. What should I do? You should / shouldn’t... • Will / won’t Will we have robots? Yes, we will. Will I have to clean my room? No, you won’t. • What will happen to the oceans? They’ll be warmer. Small fish won’t have a home.

• Have you (ever) met a famous

person? Yes, I have. / No, I haven’t. I’ve never…, but I’ve…

Academy Stars Second Edition

PRE-A1 B1

Level 1

Level 2

Level 3

Level 4

Level 5

Level 6

• I’m Beth. He’s tall. She’s six. • It’s a pen. It’s an umbrella. • This is my grandma. That’s your grandma. • She’s happy. She isn’t happy. • They can swim. They can’t sing. • It’s on the seesaw. It’s next to the swing. • I’ve got two legs. They haven’t got ears. • He’s got a hat. She hasn’t got a hat. • There’s one bed. There are two beds.

• There are some

• He plays… He’s watching…

• Who’s …? Who likes…? Who wants to…? Do you live in a house or a flat? How do you go to school? • Did he hide in the wardrobe? Yes, he did. Was it scary? Yes, it was. • He wanted to climb the mountain. But now he needs to run. • You must look. You mustn’t listen to music. • Mary’s cake is more creative than Ruben’s. • You should be active. You shouldn’t eat too many sweets. • Yesterday at six o’clock, he was sleeping. He wasn’t doing his homework.

• What do you do in your free time? What did you do during the holidays? • He was feeding the elephant when it escaped. • He used to be an actor He didn’t use to teach math. • She’s seen a bear. She’s never seen a lion. • How long have you been here? For an hour. / Since 3 o’clock. • I’m just as fast as you. You aren’t as skillful as me. • The dress is made from plastic bags. One million dresses are sold every minute. • One day he will be famous. He’s going to play tomorrow. Look! She’s going to fall. • If you rest, you’ll feel better.

• I’ve already written a poem. I haven’t visited Egypt yet. Have you ever swum in the sea? Yes, I have. • She’s taken photos since 2012. She took this photo last winter. • When his mum arrived, Peter had invented a new drink. • It can’t be a banana. It may /

crocodiles. There aren’t any pandas. • I play basketball on Wednesday. They don’t play basketball. • It’s our camera. It’s their phone. • She lives in a house. He doesn’t play football. • I’m watching videos. They aren’t swimming. • Imperatives: Stop! Don’t run! • I like having picnics. I don’t like swimming. • I would / ’d like some

• I always / usually / sometimes / hardly ever / never… • Yesterday she was sad. Today she’s happy. • Countable and uncountable nouns with some / any: There’s some water. • Yesterday Grandpa played the drums. • The starfish is slower than the seahorse. • He had a cake. He didn’t have an umbrella. • There was / were…: There was a mammoth in the cave!

might / could be a leaf. It may not / might not be a leaf. It must be a flower.

• They’ve been planting trees. • I asked you to tell me a story. I told you not to sing. • They said they had developed a great product. They said I could fly over the city. • She asked me how long the race was. She asked me where I trained.

lemons. Would you like a watermelon?

Scope & Sequence

Learning Lands

PRE-A1 B1

Level 1

Level 2

Level 3

Level 4

Level 5

Level 6

• What is it? It’s a ball. / an alien. • Is it a car? Yes, it is. / No, it isn’t. • Where’s the pen? It’s in / on / under the desk. • Have got / haven’t got. • Like / don’t like • There is / There are • I can catch. Can you ride a bike? • Daily routines

• Weather and season activities • Possessives • Simple present tense • Present continuous • Some, any, many, much • Past tense of verb to be • Cross at the crossing! / Don’t run!

• Adverbs of frequency: Questions • Is / are there any…? • Comparatives with long adjectives • Adverbs of manner • Past simple: be questions • Past simple: was / were there any…? • Past simple: Wh- questions • Past simple: irregular verb questions • Future: going to sentences and questions

• Quantifiers • Should and shouldn’t • Superlative form of long adjectives • Past continuous sentences and questions • Defining relative clauses • The zero conditional • Infinitive of purpose • Future predictions with will • Present Perfect sentences and questions

• Past continuous and past simple • Present perfect with just, already, yet, ever since, for • Present perfect with How long…? • First conditional • Present passive: be made of / be used for • Future will and going to • Present simple for future events

• Used to / didn’t use to • Must / may (not) / might (not) / could / can’t be • Past passive • Second conditional • Reported speech (be, present simple) • Past perfect • Present perfect continuous • Reported commands

Learning Well

PRE-A1 B1

Level 1

Level 2

Level 3

Level 4

Level 5

Level 6

• What’s your name? How old are you? • What is it? Is it a ball? Yes, it is. / No, it isn’t. • Where’s the pencil? It’s in / on / under the desk. • Are you happy? Yes, I am. / No, I’m not. Is he sad? Yes, he is. / No, he isn’t. • I have a green face. I don’t have yellow feet. He has green hair. He doesn’t have blond hair. • This is a goat. That’s a sheep. Where are the goats? • I can catch. He can’t fly. Can you sing? Yes, I can. / No, I can’t.

• What color is it? Where’s the duck? Can you ride a bike? Yes, I can. • I don’t play tennis. Do you play baseball? Yes, I do. / No, I don’t. Do you have knee pads? Yes, I do. / No, I don’t. • What are these? They’re coconuts. What are those? They’re mangoes. • He plays with the children on Saturdays. • Whose glasses are these? They’re mine / yours / hers / his. Is it Emma’s house? No, it isn’t. It’s Jemma’s. • Where were you yesterday? I was at the bank. I wasn’t at the hospital.

• Where do you live? I live... • I always wash my face. How often do you…? I… once a week. • There’s some pasta. There isn’t any chocolate. Is there any ice cream? Yes, there is. Are there any cookies? No, there aren’t. • A dolphin is faster than a shark. A jellyfish is more dangerous than a whale. • There was a forest. There were some trees. There weren’t • Was there any internet one hundred years ago? Were there any headphones seventy years ago? • I painted my face this morning. What did you do on the weekend?

• What are you going to do tomorrow? I’m... Did you have a nice summer? Yes, I did. I went to… • I need / don’t need to make soup. She wants / doesn’t want to boil the rice. How much milk would you like? A little. How many raisins would you like? A lot. • I have an earache. You should go to a doctor. You shouldn’t take medicine. • Jupiter is the biggest planet. • Where did you go? What did they do? • People will live in skyscrapers. In the future, people won’t have clothes with wings.

• The giraffe was drinking water when it saw a lion. What were you doing when...? • Today, we have to… In the past, they didn’t have to… In medieval times, you could… When I was younger, I couldn’t… • Have you ever seen an opera? How long have you liked hip hop? I´ve liked hi-hop since I was ten. • We’ve already put the tent up. We haven’t cooked dinner yet. • It’s made of metal. It’s used for opening bottles. • We won’t use coins in the future. She’s going to buy it tomorrow. • You aren’t hungry, are you? He can cook well, can’t he?

• She’s lived in a lot of different countries. Have you ever been to China? • That noise might be a cat. It can’t be a tiger! • The costumes were made by my friends. The music wasn’t recorded in Brazil.

Who was the movie written by? Were the actors interviewed?

• If I had a problem, I’d ask for help. If you paid attention, you’d learn a lot. What would you do if you were class leader? If you were famous, where would you live? • He / She said he / she would go to the doctor. • I’ve been learning about nature for two weeks. • She told me to make a model. I asked her what she needed to install.

Scope & Sequence

Global Explorers

PRE-A1

B1+

Level 1

Level 2

Level 3

Level 4

Level 5

Level 6

• Simple Present: Have and Has Simple. Present: To Be • Simple Present: Like Simple Present: Want • This, That, These, Those Modal Verb: Can • Present Progressive: Statements Present Progressive: Questions • Possessives There Is / There Are Prepositions of Place • Verbs + Infinitives Simple Present: Questions and Answers • Present Progressive: Questions Imperatives • Prepositions of place Time Phrases and Adverbs of Frequency • Simple Present: Jobs Simple Present: Want To, Why , and Because • Uncountable

• Adverbs of Frequency Present Progressive • Quantifiers: A lot of, Much, Many. Quantifiers: How Much / Many?, Some, Any • Simple Past: Be Simple Past: Be Questions • Simple Past: Statements Simple Past: Questions • Simple Past: Irregular verbs Simple Past: Wh- Questions • Comparatives: Short Adjectives Superlatives: Short Adjectives • Simple Present: Telling the Time Can for Permission, Requests, and Offers • Comparatives: Long Adjectives Superlatives: Long Adjectives • Simple Past: Regular and Irregular Verbs Simple Past: There Was and There Were • Future Plans: Going To Prepositions of Movement

• Simple Past Adverbs of Manner • Comparative and Superlative Adjectives Comparative and Superlative Adverbs • Have To and Don’t Have To Should, Shouldn’t, and Could • Past Progressive: Statements Past Progressive: Questions • Be Going To: Statements Be Going To: Questions • Verbs + Infinitives Verbs + Gerunds • Relative Clauses: Who Relative Clauses: That • Simple Present and

• Quantifiers Too and Enough + Adjectives • Future Predictions: Going To and Will Present Progressive: Future Plans • First Conditional: Statements First Conditional: Questions • Modal Verbs of Obligation: Have To and Must Modal Verbs of Possibility: Might and Should • Used To: Statements Used To: Questions • Present Perfect: Questions Present Perfect: Statements • Gerunds as Subjects Prepositions After Adjectives • Defining Relative Clauses Adjectives: –ing or –ed • Present Perfect: Ever, Never, and Already Present Perfect Simple and Simple Past • Tag Questions: Do, Did, Be Tag Questions: Should, Will, Have

• Review of Verb Forms Indefinite Pronouns • Present Perfect: Already, Just, and Yet Present Perfect: For and Since • Reported Speech: Statements Reported Speech: Requests and Commands • Infinitives of Purpose Tag Questions • Modal Verbs of Deduction Adverbs of Probability • First Conditional with Modal Verbs Too and Enough + Infinitive • Simple Present Passive Reflexive Pronouns • Past Modal Verbs of Obligation Simple Past Passive • Second Conditional: Positive Statements Second Conditional: Negative Statements and Questions • Reported Speech: Questions Too, So, Either, and Neither

• Verbs of Thinking Simple and Progressive Forms • Present Perfect Present Perfect Progressive • Second Conditional Wish + Past Forms • Modals of Deduction: Past Forms Modals of Obligation: Past Forms • Past Perfect and Past Perfect Progressive Narrative Tenses • Indirect Questions Defining and Non-defining Relative Clauses • Reported Speech: Statements and Commands Reported Speech: Questions • Passives: Present and Past Passives: Future Forms • Third Conditional: Statements Third Conditional: Questions • Future Progressive Future Forms: Review

Present Progressive Future Predictions with Will

• Past Progressive: When Past Progressive: While • Comparatives with Than and As ... As Have To, Should, Could

Nouns: Some and Any Possessives: Adjectives and Pronouns

NAVIO is a digital platform that accompanies Macmillan Education’s English language courses for young learners. learning to the next level Taking language

Level up language skills with game-based learning!

NOW AVAILABLE ON MOBILE DEVICES!*

* Check compatibility here:

Learn, Play and Communicate!

Scan to explore with our AI asisstant

Smart Players

Smart Players is a six-level American English course that answers to students’ age- specific learning needs through differentiated teacher support and carefully leveled content. Built on a strong grammar and vocabulary syllabus with meaningful communication practice. Smart Players develops all four language skills-listening, speaking, reading, and writing-while maximizing learning through built-in review and extra practice.

PRE A1 > A1+ 1-4 hours

Authors: Myriam Monterrubio, Justine Piekarowicz, Cecilia Pellicer, Lorena Peimbert, Silvia Barrientos, Wendy Coulson, Gabriel Díaz Maggioli

NEW

Key features

1 Through a mix of age-appropriate content, graded grammar and vocabulary syllabus, and adaptive teacher guidance and resources, it fosters engagement and ensures a smooth progression from lower to upper primary. 2 A syllabus that supports constant language review throughout the unit and Extra Practice sections help students consolidate learning.

3 Two-page comics open each unit with engaging stories introducing language supported by activities that encourage life skills, motivating and encouraging students to communicate. 4 Boost engagement with Smart Players’ digital resources: ready-to-use audio, video, and interactive activities designed for successful teaching and learning through Macmillan Education Everywhere.

For Students

Student's Book It features eight twelve-page units packed with fun and interactive activities with access to MEE.

Each unit begins with a two-page story that introduces the target language in an enjoyable and accessible way.

• eBook SB • eBook WB • Student Resource Center (Games, audios, songs, chants, worksheets)

UNIT

At the Beach

IT'S 7:30 IN THE MORNING. THE CHILDREN ARE ARRIVING AT THE BEACH WITH MISS LILY AND MR. PLANT.

It's 2:00 P.M. We're having fun. We're swimming and building sandcastles. Miss Lily is collecting shells.

STUDENTS ARE INFORMING PEOPLE ABOUT THE BABY TURTLES.

IT'S 9:00 A.M. THE STUDENTS ARE LEARNING ABOUT SEA TURTLES.

We're wearing special green T-shirts, orange shorts, and blue caps.

IT'S 4:00 P.M. THE BABY TURTLES ARE RUNNING TO THE SEA. STUDENTS ARE PROTECTING THEM FROM THE SEAGULLS. RUN, BABY TURTLES, RUN!

THE CHILDREN ARE CLEANING UP THE BEACH. THEY'RE COLLECTING TRASH: PLASTIC, BOTTLES, AND BAGS. NOW, THERE ARE NO OBSTACLES FOR THE BABY TURTLES.

IT'S 1:00 P.M. THEY'RE HAVING A PICNIC. THEY’RE EATING FRUIT, SANDWICHES, AND DRINKING WATER.

We can do it! We can protect the baby turtles!

16 Listen and read. 2 Circle the verbs ending with – ing .

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UNIT

Review

Progress

Progress bar keeps students on track and motivated

Progress

Vocabulary

1 Play Find the Differences!

3 Match the phrases from the comic. a protect b have c collect

shells sandcastles a picnic up the beach

Picture A

d build e clean f learn

the baby turtles about sea turtles

4 17 Listen, check, and repeat as a class. 5 Look and write the actions from Activity 3.

Picture B

In Picture A, the cow is running.

In Picture B, it is eating apples.

Fun way to recycle the language of the unit

Lesson 1 I can identify vocabulary about the beach.

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UNIT

Personal Information

Vocabulary

Grammar

1 Check ( ✔ ) the questions to know someone better. Then answer them. How old are you? What’s your favorite color? Is this a book? When’s your birthday? Where’s the park? What’s your address?

1 Complete the words. Then color the picture.

n = blac

ty = re

twent

= bro

ent

= p

irty = whi

eig nin

ty = p ty = bl

a b c d

rty = ye

low

ty = orang

one

undr

d = gr

2 Read the information and complete the conversation. Then write the names in the photo.

UNIT 1

Helen Alicia Jerry

uncle aunt cousin

12 38 40

pilot student doctor

My Progress

A: Look at this photo! B: Who is she? A: That’s my Helen. B: How old is she? A: She’s . B: What does she do? A: She is a . B: And who is the girl? A: She’s my . B: What’s her name?

1 Read and complete the bar.

A: Her name’s

B: How old is she? A: She’s . She’s a student. B: And who is he? A: He’s my uncle . B: How old is he? A: He’s . B: What does he do? A: He’s a .

• I can say these numbers: 54, 38, 71, 22, 40, 69, 100, 13.

70 80

100 %

• I can say my name, my age, and my address.

2 Write the numbers.

84 97 52 68

100 %

• I can ask someone their name, age, and address.

100 %

The My Progress page provides a self- evaluation tool that helps students reflect on their learning and also ensuring learner-

2 Look and color.

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Listening

Speaking

Workbook It offers a wide variety of engaging activities that reinforce and extend the language learned in the Student’s Book.

Writing

Reading

centeredness by providing choice.

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For Teachers Teacher’s Guide

It is a comprehensive and easy-to-use resource designed to help teachers deliver effective and engaging lessons.

Interleaved Student’s Book pages with answers

Lesson 1

Vocabulary

UNIT

Explore Draw a beach on the board and write picnic, turtles, sandcastles. Ask What do you do at the beach? Students work quietly to draw and label one beach activity they know. Share the learning outcome I can identify vocabulary about the beach. Ask What words do you already know about the beach? Help students to express how they feel about the lesson and to set goals. Show students the Smart Cues. Engage Books closed. Ask What did the children do at the beach? Students work in pairs to recall and list actions. Encounter Use the Picture Dictionary tip. Students draw their favorite beach activities. 3 Match the phrases. Ask What other things can you do at the beach?

Experiment 4 Play the audio. Students listen and check their answers. Then, play it again and have the class repeat together, focusing on rhythm and stress. Express 5 Individually, students write the actions from Activity 3. Ask What’s your favorite activity at the beach? Why? Extend Ask What beach words did we learn today? Go over the Smart Cues with the class, using the Smart Fingers routine to guide the review. • Workbook p. 20. 17

Progress

Gram

Vocabulary

1 Read the co

3 Match the phrases from the comic. a protect b have c collect

shells sandcastles a picnic up the beach

Each lesson is carefully structured around six dynamic stages

a It's

d build e clean f learn

b It's

sea turtle

the baby turtles about sea turtles

c It's

4 17 Listen, check, and repeat as a class. 5 Look and write the actions from Activity 3.

d It's

2 Look at the and write th a have

b learn

lea

build sandcastles

have a picnic

learn about sea turtles

c run

d collect

coll

e drink

f swim

Picture Dictionary Invite students to keep a notebook, or a set of library cards, where they draw and label new words during or after each lesson. This helps with memory and review. Smart Tip

swi

protect the baby turtles

collect shells

clean up the beach

Lesson 2 I can form - ing

Lesson 1 I can identify vocabulary about the beach.

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Learning outcome: I can identify vocabulary about the beach.

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Teacher’s App Comprehensive digital resources for teachers include • Digital Student’s Book • Digital Workbook • TRC (Worksheets, Assessment Pack)

UNIT 1

Levels 3 & 4 Posters present alternative scenes to help teachers introduce or revisit language in a new context.

Levels 5 & 6 Cards are versatile decks featuring unit vocabulary that can be used for a variety of classroom games, such as Pictionary, Mime It, Hangman, and Spell It. These activities promote active participation and make vocabulary practice dynamic, interactive and enjoyable.

grandparents

D.R. 2025, © Macmillan Educación, S.A. de C.V. Only for teaching purposes.

Smarts Flashcards

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Levels 1 & 2 Flashcards feature clear and colorful illustrations of the main vocabulary for each unit.

Posters New component that features interesting facts about Peru. Each poster showcases the beauty of Peru’s culture and traditions. There are four posters for each level. Posters work together with My Project Portfolio.

Peruvian Dishes

Traditional Clothes

I like ceviche , but I don’t like causa .

I like pollo a la brasa , but I don’t like anticuchos .

This is a traditional attire of women from Cusco.

Montera

It is a traditional hat that women tie under their chin.

Project 1

It covers the back and mothers use it to carry their babies. L liclla

Instructions 1 Draw a chart and divide it into two sections: Dishes I like and Dishes I don’t like. 2 List three Peruvian dishes you like and three you don’t like. 3 Write the names of the dishes and add drawings or photos of them.

My Project Portfolio

Jobona

Food in Peru is so good! People all over the world love Peruvian dishes. What’s your favorite dish from Peru? We will make a poster of Peruvian dishes you like and don’t like.

It is a wool sweater.

This is me

It is a skirt with bright colors. Pollera

Glue your picture or draw yourself.

O jotas

They are black sandals.

Project 3

My name is: My school is: My class is: My teacher’s name is:

Instructions 1 Choose a traditional attire from Peru to describe. 2 Draw or find a picture with all the clothing items you want to describe. 3 Write sentences describing each clothing item. 4 Add arrows pointing to the clothing items the sentences are describing.

Traditional clothes are part of our culture. They say a lot about us. What traditional clothes do you know? Can you describe them in English? We are sure you can!

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ISBN chart

Level 1

Level 2

Level 3

Level 4

Level 5

Level 6

Student's Book + Digital Student's Book + Portafolio

7503058664994 7503059551002 7503059551019 7503059551026 7503059551033 7503059551040

Workbook

9786072601734 9786072601741

9786072601758 9786072601765 9786072601772 9786072601789

Teacher's Guide

9786072601826 9786072601833 9786072601840 9786072601857 9786072601864 9786072601871

Teacher's Guide + Digital Teacher's Guide

7503058264996 7503058664017 7503058664031 7503058664055 7503058664079 7503058664093

Posters Peru (*)

1120250443781

1120250443798 1120250443804 1120250443811

1120250443828 1120250443835

Flashcards 1&2 | Posters 3&4 | Deck of cards 5&6

1121021000332 1121021000097

1121021000349 1121021000356 1121021000363 1121021000370

Happy Campers Second Edition

Happy Campers Second Edition is an improved edition of Happy Campers . It combines new topics and practice activities with the complete digital support, while keeping the unique musical program of the original course, making learning even more memorable.

PRE A1 > A1+ 1-4 hours

Authors: Angela Llanas, Libby Williams, Lorena Peimbert, Patricia Acosta, Angela Padrón, Katherine Jean Manson, Gabriel Díaz Maggioli, Lesley Painter-Farrell,

Silvia Martínez, Adriana Dopazo

Key features

3 The new It’s Our World section to support the Education for Sustainable Development and Citizenship Framework through hands-on collaborative tasks. 4 New scaffolded tasks and additional productive interaction, together with full-color Extra Practice pages at the end of every unit.

1 A gently-paced syllabus with solid grammar and vocabulary practice. 2 A complete set of easy-to-use digital components with integrated audio and video, as well as interactive activities, enables successful learning and teaching, both in the classroom and at home.

For Students

Student’s Book The Student’s Book is clearly divided into lessons and sections with different aims; this new edition puts emphasis on productive skills, extra scaffolding, and extensive practice.

Additional texts to practice reading skills

Unit 5 Activities

Lesson 1 Vocabulary

Lesson 2 Grammar

What are you doing ? I ’m playing on the swings. Focus

1 Listen. Then echo.

I ’m not taking a walk. We ’re riding bikes.

We ’re not running .

1 Look and complete.

a) What are you doing? I’m

climb trees

have a picnic

b) What are you doing? We’re

play on the swings

ride a bike

play ball

c) What are you doing? I’m

Speaking activities for levels 4-6

2 Look and underline.

3 Mime an activity and talk to a friend.

run

take a walk

ride a skateboard

a) I’m / I’m not taking a walk. b) We’re / We’re not riding skateboards.

What am I doing?

You’re walking.

2 Listen and underline.

I’m not walking. I’m running.

In the Park

What are you doing In the park today? I’m / I’m not taking a walk In the park today. I’m / I’m not playing on the swings In the park today.

What are you doing In the park today? We’re / We’re not running In the park today. We’re / We’re not riding bikes In the park today.

c) I’m / I’m not

having a picnic.

d) We’re / We’re not climbing trees. e) I’m / I’m not riding a bike.

3 Sing: In the Park .

Workbook The Workbook is designed to support students with grammar, vocabulary, phonics, speaking, listening, reading, and writing skills.

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Songs to practice language in a fun and memorable way

Vocabulary presentation about specific subjects

My Project Portfolio My Project Portfolio is a new component where students will present their work, reflect on their learning, and plan their next steps. They will work on four projects, each based on one of the four Posters for each level.

Introduction

Welcome to your Project Portfolio! Inside this booklet, you will discover four projects inspired by the vibrant culture of Peru. Here’s what you will find in each section.

Let’s Start 1

Answer the questions to prepare for the project.

Start

Read the instructions and plan your poster. Let’s Plan

Follow the examples on the posters and create a first version of your poster. Let’s Practice

Students personalize their portfolios by adding a picture or drawing of themselves

This is me

Make the final version of your poster. Let’s Do It

Glue your picture or draw yourself.

Let’s Check 3

Read the questions and mark them with a or to make sure your project is complete.

My names is: My school is: My class is: My teacher’s name is:

Project 1

Let’s Reflect 4

Read the sentences and color the option that best represents your performance.

I’m from Peru!

Hello! My name’s Andrés. I am seven. I am from Piura!

Finish

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Enjoy the process and show what Peru has to offer through these exciting projects. Have fun!

Hi! My name’s Luz. I am six. I am from Puno!

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Hey! My name’s María. I am eight. I am from Lima!

Each project offers a reduced version of the poster to provide students with a model

In every level, there are four projects about Peru. There’s a clear path describing what students will do to complete the projects.

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For Teachers Teacher’s Guide

Flashcards Printed vocabulary and It’s Our World photo flashcards for all levels.

Designed to create a positive environment. It includes interleaved Student’s Book pages with answers, detailed notes, Teacher’s Workshop , and Workbook sections.

It’s Our World

Unit 1

Greetings and goodbyes are part of our culture.

D.R. © Macmillan Publishers, S.A. de C.V., 2022. Only for teaching purposes.

Unit 4

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black

Teacher’s App The Teacher’s App includes access to: • Downloadable Student’s eBook with built-in audio and video • On-the-Go Practice (interactive activities) Resource Center

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I’m from Peru!

Hello! My name’s Andrés. I am seven. I am from Piura!

Animals of Peru!

What’s this? It’s an alpaca. It’s a wild animal. It’s white and beige. I love it!

Hi! My name’s Luz. I am six. I am from Puno!

What’s this? It’s a dolphin. It’s a wild animal. It’s pink. It’s amazing!

Peruvian Dishes

Hey! My name’s María. I am eight. I am from Lima!

What’s this? It’s a macaw. It’s a wild animal. It’s red, yellow, and blue. It’s fantastic!

Project

Instructions 1 Choose a greeting: a. Hi! b. Hello!

c. Hey!

I like ceviche , but I don’t like causa .

Let’s start the year by getting to know each other. • What’s your name? • How old are you? • Where are you from? I like pollo a la brasa , but I don’t like anticuchos .

2 Write your name. (My name’s .) 3 Write your age. (I am

4 Write your city. (I am from 5 Add a picture of you or draw yourself.

Project

Instructions 1 Choose an animal of Peru. 2 Write its name in English. Include if it’s wild or domestic. 3 Write about its colors. 4 Choose a phrase to finish the description. a. I love it! b. It’s beautiful! c. It’s amazing! 5 Include a drawing or photo of the animal.

PHCEN1LM_1E24_PO1.indd 1

21/05/24 10:57 a.m. We all love animals and Peru has so many! What Peruvian animals do you know? What’s your favorite animal? What color is it? Let’s talk about animals of Peru.

Project

Food in Peru is so good! People all over the world love Peruvian dishes. What’s your favorite dish from Peru? We will make a poster of Peruvian dishes you like and don’t like.

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ISBN chart

Level 1

Level 2

Level 3

Level 4

Level 5

Level 6

Student’s Book + Digital Student’s Book + Portfolio

1202509160101

1202509160102 1202509160103 1202509160104 1202509160105 1202509160106

Workbook

9786074738155 9786074738162 9786074738506 9786074738391

9786074738124 9786074738421

Teacher’s Edition + Digital Teacher’s Guide

1120210130294 1120210130300 1120210130317

1120210130324 1120210130331

1120210130348

Flashcards

7503051351518 7503051351525 7503051351532 7503051351549 7503051351556 7503051351563

Posters

1202509160201

1202509160202 1202509160203 1202509160204 1202509160205 1202509160206

Curious Kids

Curious Kids is a dynamic six-level British English primary course that ignites a passion for learning. Designed for every-ability classes, this easy-to-use and media-rich programme nurtures creativity, promotes cooperative learning in a safe and supportive environment, and helps children communicate with confidence.

PRE A1 > A2 1-4 hours

Authors: Donna Shaw, Mark Ormerod

Key features

3 Robust vocabulary and grammar practice together with songs, videos and dialogue models of real-life situations develop skills and provide pupils with the building blocks they need to communicate with confidence. 4 Stories that emphasize values and social and emotional learning, along with carefully staged group projects, model collaborative behaviour and help children develop essential cooperative learning skills, preparing them for real-world scenarios where teamwork is crucial for success.

1 Curious Kids puts curiosity front and centre, with puzzles and games designed to unlock a curious mindset and cultivate a love of learning. 2 From arts and crafts to problem-solving, these creative activities not only enhance pupils’ language skills but also encourage self- expression and nurture innovation.

For Students

L e s

Where do pets live?

5 3

1 3:02

Listen and say. What’s missing?

2 3:03 Listen and find the pet. 3

Watch. Sing and act out.

Lesson 1 Vocabulary

Play Same or different?

Pupil’s Book with Digital Pupil’s Book

What can you see? Say.

2 3:01

Listen and say the chant.

horse 4

fish 1

3 Stick the stickers. 4

dog 5

Play Mime or say.

This blended solution consists of the print Student’s Book and Digital Student’s Book with interactive activities as well as course audio and video.

hamster 2

tortoise 3

rabbit 6

cat 7

bird 8

Imagine and draw a T-shirt for Daisy.

I’ve got a fish.

I haven’t got a fish.

Find and say.

The Curiosity Corners prompt pupils to explore the page and discover new elements

Find and count the dogs.

This is a lovely story about technology and friends.

Later, Jessie visits Mr Grundy with her laptop.

Mr Grundy can’t believe his eyes. He’s very happy to see Molly.

Look, Mr Grundy. This is Jacob. He lives in a different part of the city.

1 3:08 Listen and predict. Where does the story happen? 2 Watch. How does technology help Mr Grundy? 3 3:09 Listen and read.

Woof, woof!

Good neighbours, good friends

Hello, Jacob.

Hey, Jessie. Why don’t you climb a tree in the park or do some sport?

Hello, Mr Grundy. I’ve got good news for you!

One week later.

Mum, what’s the matter with Mr Grundy?

Now Jessie and Mr Grundy are good friends.

The next day, Jacob brings Molly home.

I like going for walks in the park with you and Molly!

We like technology, Mr Grundy. Technology is great.

Thank you, Jacob.

And thank you, Jessie. Technology is great.

It’s important to help your neighbours.

And sometimes Jessie helps Mr Grundy to use his new tablet.

It can help people find missing pets.

He’s very sad. He can’t find his dog.

Is Molly missing? That’s terrible.

Come on, Molly.

Woof!

4 3:10 Read and answer. Listen and check. 1 Who likes technology at the start? 2 Why isn’t Mr Grundy happy in picture 2? 5 Act out the story. 6 Read and reflect. Say. 1 My favourite character is … 2 I think this story is funny / interesting / sweet / boring .

The next day.

Jessie puts a photo of Mr Grundy’s dog on a website called MISSING PETS.

3 Where does Jessie put Molly’s photo? 4 Why does Mr Grundy like technology at the end?

Jessie, there’s someone on the telephone for you.

Who?

3 My favourite moment is picture … 4 In picture 2 Jessie is worried / sad / angry . 5 How does Jessie help Mr Grundy?

The Creativity Corners develop creative thinking

o Think.

Do you help other people to use a computer?

How do you help your neighbours?

Mr Grundy is worried, sad and happy. What emotions can you express with your face?

skills with varied, personalized tasks

A boy. He says he’s got information about Molly.

Choose a picture. What can you see?

Find a bird in each picture of the story.

For Teachers Teacher’s Book

Interleaved with the pages of the Pupil’s Book. It includes carefully structured lesson plans, detailed teaching notes, and teaching tips. Teacher’s App • Teacher’s Classroom Presentation Kit includes: - Teacher’s Digital Pupil’s Book - Digital Activity Book - Extra Fun eBook • Test Generator • Access to the Pupil’s App (Navio)

ISBN chart

Level 3

Level 4

Level 5

Level 6

Level 1

Level 2

9781035124077

9781035124244 9781035124442

Pupil’s Book with Navio App and Digital Pupil’s Book

9781035124640 9781035124848 9781035125043

Digital Pupil’s Book with Navio App and Digital Activity Book

9781035155293

9781035155323

9781035155880 9781035155910 9781035155941

9781035155972

Activity Book with Digital Activity Book

9781035123988 9781035124138 9781035124336

9781035124534 9781035124732

9781035124930

Teacher’s Book with App

9781035124107

9781035124282

9781035124480

9781035124688

9781035124886

9781035125081

Digital Teacher’s Book with App

9781035124794

9781035124992

9781035124039

9781035124190 9781035124398 9781035124596

Share with Friends!

Share with Friends! This captivating course incorporates social and emotional learning and values that create a safe and supportive classroom environment where everyone’s progress is celebrated. Additionally, a focus on self- evaluation promotes reflection on learning and highlights success.

PRE A1 > A2 5-7 hours

Authors: Fiona Davis, Nick Beare, Michael Watts. Nicole Taylor, Katherine Jean Manson, Carmen Zavala

Paired with Primary English Test

Key features

1 An easy-to-follow methodology empowers

3 Our Shared World sections celebrate the diverse world we share. Diversity, Equity and Inclusion worksheets and new Sharepal characters promote respect and understanding. 4 Self-assessment on every page, a progress tracker game in every unit and student profiles highlight strengths and ensure that everyone can enjoy being successful!

students to speak with confidence as they learn about themselves and the world around them, and build a strong language foundation.

2 Updated projects and CLIL lessons give

students real-life opportunities to use English in class, and encourage sharing at home.

For Students

Student’s Book The Student’s Book develops three key elements of communication: confidence, accuracy and fluency. Each section has been revised and updated to ensure students develop the skills they need to succeed.

2 Healthy Food

Lesson 1

Vocabulary

Ask and answer. Where are the children? What food do you see?

Engaging introduction sets the scene

2 3 20 19

Listen, point, and say.

Listen, point, and chant.

There are p

and

and p

, c

Look at the picture. Find five similarities with your town.

And a , too! I like peaches and tomatoes, Mangoes and potatoes, Cucumbers, carrots! What about you?

peaches 3

mangoes 1

potatoes 2

4 20

Listen again. Wave your hands when you hear your favorite food.

tomatoes 5

carrots 4

Chants get students using new language

cucumbers 6

avocados 7

I can name fruits and vegetables.

24 Unit 2

Unit 2

Workbook page 17

TPR relieves stress & ensures focus

Sharebook activities encourage students to collaborate

A Healthy Lunch

Lesson 3

Story

5 Kevin and Matt make fruit juice.

6 Clara drinks the juice.

Let’s make juice!

Mmmm, try this!

1 2 23

Look and answer. What do the children make?

Eating the right food keeps you healthy.

OK! There are some mangoes and peaches.

Read and listen. Then act.

1 The children are at the market.

2 Everyone is hungry.

Cucumbers, too!

Let’s make lunch at my house.

Look! Mangoes!

I don’t like juice. I like sweets!

Well, OK. But I don’t like fruit.

7 Surprise! Clara likes the juice!

Hey! It’s good. Thanks!

She likes it!

Is there any candy here?

OK, let’s go.

3 The children make a salad.

4 Clara doesn’t eat the salad.

Yay!

Are there any cookies?

This is good!

Watch and circle.

2 a Clara does. b Kevin does. 4 a Mangos and peaches. b Apples and bananas.

1 a Julie’s house. b Kevin’s house. 3 a They make cookies. b They make salad.

4 Look and check ( ✔ ). Which food is healthy?

Ughh! I don’t like vegetables.

No, but there are some carrots!

I can stay healthy by eating the right foods.

28 Unit 2

Unit 2

Workbook page 19

Engaging stories introduce and reinforce values and well-being

Expanded grammar section builds a strong foundation

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