Beats! 1 Primary Activity Book

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Primary

Activity Book Primary

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Activity Book

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Lengua extranjera. Inglés Activity book

Estimada alumna, estimado alumno: El Cuaderno de actividades que tienes en tus manos es el resultado del esfuerzo que realizan el gobierno federal, los gobiernos estatales, las maestras y los maestros para garantizar que todas las niñas, los niños y los adolescentes que cursan la educación básica en nuestro país cuenten con materiales educativos para construir su aprendizaje, y con ello alcanzar una educación de excelencia.

Tu Cuaderno de actividades promoverá que te desarrolles integralmente, fomentará en ti el amor a la Patria y el respeto a todos los derechos; así reconocerás lo que te rodea, apreciarás tus fortalezas y sabrás lo que tu comunidad, México y el mundo necesitan y lo que puedes hacer por ellos.

En el marco de la Nueva Escuela Mexicana, la equidad y la calidad son premisas de la educación. Este libro forma parte de los materiales educativos que se ofrecen para que, con el trabajo diario de maestras, maestros, autoridades y familias, alcances el máximo logro de aprendizaje y el fortalecimiento de los lazos entre tu escuela y tu comunidad.

Este libro ya es tuyo; es un regalo del pueblo de México para ti.

Nombre

Grado

Escuela

¡Conócelo, cuídalo y disfrútalo!

Maestro (a)

Distribución gratuita, prohibida su venta.

Primary

Activity Book S al l y M a r s h a l l

Princetown - correo del Maestro editorial coordinator author editor coPy editor

Jean Denise Salazar Wolfe Sally Marshall Stefanía Villarreal Riva Palacio Brenda K Zarzoza López

editorial assistant

Jean Denise Ruanova Salazar

content designers

Servicios Editoriales (Pablo Guzmán de la Cruz, Martha Berenice Hinojosa Rodríguez)

digital layout

Servicios Editoriales

cover designer

Servicios Editoriales (Pablo Guzmán de la Cruz)

Photo research

Servicios Editoriales

art

Servicios Editoriales (Olivia Lizbeth González Hernández, Luz Ximena Yepiz Gómez)

PhotograPhy

Shutterstock.com

Photo on cover

Shutterstock.com

audio recording

Luis Benito Reynoso Góngora correo del Maestro Miembro de la Cámara Nacional de la Industria Editorial Reg. Núm. 2817

isBn:

978-607-903-483-2 Rights Reserved © 2018 Princetown - correo del Maestro, s.a. de c.v.

Av. Reforma No. 7 Int. 403, Ciudad Brisa Naucalpan, Estado de México, C.P. 53280 Tels. 53-64-56-70 / 53-64-56-95 correo@correodelmaestro.com www.correodelmaestro.com First published 2018 First reprint 2019 Second reprint 2020 Third reprint 2021 The presentation and layout of Beats! 1 Primary 1 Activity Book are property of the publisher. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without written permission of the Publisher.

Programa Nacional de Inglés.

Para alumnos en Educación Básica. Proni La producción de estos materiales fue hecha por encargo de la Secretaría de Educación Pública para usarse como material didáctico en escuelas públicas de Educación Básica.

Impreso en México · Printed in Mexico Distribución gratuita · Prohibida su venta Esta obra se terminó de imprimir en diciembre de 2021, en los talleres de Corporación en Servicios Integrales de Asesoría Profesional S.A. de C.V. con domicilio en Calle E No. 6, Parque Industrial Puebla 2000, C.P. 72225, Puebla, Pue.

to

Primary

With the help of your teacher, write your name on the line, color the picture frame and paste or draw your photo in the center.

This book is for you to learn English as you play games, sing and chant, listen to wonderful stories and interesting facts, speak and share with others all year round!

Let’s learn and have fun!

3

Meet your book

a world of surprises in English.

great products in English, working and sharing what you know with others!

Show

& Tell

others about your product and have fun using English!

4

lots of fun activities to learn and practice English with your teacher and friends!

and reinforce what you already know or need in a fun way!

Assessment

shows what you can do in English and how you feel about it!

5

Stories Big Book - invites you to learn new words as you enjoy, read along and listen to fantastic stories!

ives you information about you, others and the Facts Big Book - g world where we live as you learn expressions to interact with others in English!

6

Audio CD - listen and interact, sing and chant to the beat of great audio activities!

Extensive reading. by Graham Stanley.

Dinotrux

www.teachingenglish.org.uk/extensive.shtml

by Chris Gall

Reading aloud, by James Houltby.

The Dot

www.teachingenglish.org.uk/think/

by Peter H. Reynolds

www.teachingenglish.org.uk/article/story-books-

Duck! Rabbit!

classroom

by Amy Krouse Rosenthal and Tom Lichtenheld

Mary Glasgow Magazines.

Last Stop on Market Street

www.link2english.com

by Matt de la Peña, illustrated by Christian Robinson

Burlington Books.

Last Stop on Market Street

www.burlingtonbooks.com

by Matt de la Peña, illustrated by Christian Robinson

Black Cat.

The Creature of the Pines (The Unicorn Rescue Society)

www.blackcat-cideb.com

by Adam Gidwitz (Author), Hatem Aly (Illustrator)

www.teachingenglish.org.uk/article/story-books-

Rescue and Jessica: A Life-Changing Friendship

classroom

Jessica Kensky, Patrick

7

Contents To the Student 3 Meet your Book 4 Unit 1 Hello, What’s your Name?

Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell I can... My friend can...

Unit 2 We Like to Rhyme Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell I can... My friend can...

Unit 3 Colors!

Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell I can... My friend can...

Unit 4 Signs Around the City Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell I can... My friend can...

Unit 5 Stories are Cool!

Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell I can... My friend can...

8

10 10 12 14 16 18 19 20 20 22 24 26 28 29 30 30 32 34 36 38 39 40 40 42 44 46 48 49 50 50 52 54 56 57 58

Unit 6 When’s Your Birthday?

Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell I can... My friend can...

Unit 7 What’s an Elephant Like?

Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell I can... My friend can...

Unit 8 I’m a Doctor, Look at Me! Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell I can... My friend can...

Unit 9 Showing Emotions Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell I can... My friend can...

Unit 10 How Many Days?

Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell I can... My friend can...

60 60 62 64 66 67 68 70 70 72 74 80 88 89 80 80 82 84 86 87 88 90 90 92 94 96 98 99 100 100 102 104 106 108 109

Evidences 1 & 2 110 Evidences 3 & 4 111 Evidences 5 & 6 112 Evidences 7 & 8 113 Evidences 9 & 10 114 Picture Dictionary 115 Diploma 119

9

1

Lesson 1

• Explore expressions of greeting, politeness and farewell.

• Recognize words.

• Respond to expressions of greeting, farewell, and courtesy.

• Distinguished writing expressions.

Who do you say hello to at school?

1. Listen and practice with a partner.

Ricky: Clay: Ricky: Clay:

Track

2

Listen

ello my name is Ricky.

H Hi, I’m Clay.

Good morning.

Let’s have fun in school today.

2. Listen and act out.

Track

3

Listen

o Act ut

Hi. My name’s Tina.

Hello. My name’s Ricky.

3. Introduce yourself to your classmates.

Hello. My name’s…

10

Understand and respond to expressions of greeting, politeness and farewell.

Family and Community Environment

4. Listen and read along. Act out with others.

Track

4

Listen

Read

o Act ut

I’m fine, thanks!

Children: Good morning, teacher.

Teacher: Good morning, Ricky.

Good morning, Tina Clay: Sorry, may I come in?

Teacher: Oops! Yes, you may.

5. Complete and act out the conversation.

A:

ell

Bring: 5 white cards (working cards 1/4 sized)

B: H A:

ow are y

B: I ’ m f i

o Act ut

u?

e, t h a n ks .

In this section, we work with a partner or in small groups to make a product that we build in 3 different sessions throughout the unit. This time your first product is a poster showing illustrated courtesy cards that you can use in and outside the classroom. The product changes in each unit but the main objective is for you and your group to see your progress in learning English as you communicate and use the language better every day! Start enjoying!

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To make your own cards:

Re

1. W ork in teams of four.

2. Bring out your materials.

3. Choose one courtesy expression from the lesson and copy it on one side of the card. Be careful with spelling.

4. Save your work for next session.

Tim

e

•

Step 1 My Illustrated Courtesy Cards ading

Stories

Track 57 Fun at the park

Unit 1

11

Lesson 2

What do you eat for lunch?

1. Listen and check.

Track

5

Listen

Check

2. Circle the speaker. Act out wit a partner.

Circle

o Act ut

Teacher / Student: Can I come in, please?

Teacher / Student: Yes, come in and sit down.

Teacher / Student: Thank you.

Write

3. Complete the words.

1. p 2. T h

12

e y

3. C 4.

n om

Understand and respond to expressions of greeting, politeness and farewell.

in

Family and Community Environment

4. Listen, read and match.

1.

2.

Track

Listen

6

A: B: A: B:

Can I have a sandwich, please?

Yes. Here you are.

Thank you!

You’re welcome.

A: B: A: B:

Can I have a cookie, please?

Yes. Here you are.

Thank you!

You’re welcome.

Read

Match

5. Complete the conversations. Then, act them out with a partner. you please hotdog Thank A: Can I have a banana,

A: Can I have a ?

B: Yes. Here you are.

A: B: You’re welcome.

you!

B: Yes. Here you are.

A: Thank .

B: You’re welcome.

, please?

Step 2 My Illustrated Courtesy Cards

rtfol Po io

et's continue with our product and have fun. Keep L working in your original team.

Re

1. Bring out one blank card and the cards from last session.

2. Choose one expression from this lesson and write it on the blank card.

3. Illustrate all the expressions you have on your two cards.

4. Save your work for next session.

Unit 1

ading Tim

e

•

Stories

Track 57 Fun at the park

13

Lesson 3

When do you say sorry?

1. Listen and match the conversations to the pictures.

Track

7

Listen

A: Ouch.

B: Sorry. Are you OK? A: Yes.

A: Sorry!

B: That’s OK.

A: Be quiet, please.

B: Sorry, Mr. Jones.

Write

2. Look at the picture. Write the conversation.

Child 1: S Child 2: That’s

y! .

3. In pairs act out the three conversations.

14

Pairs

o Act ut

Understand and respond to expressions of greeting, politeness and farewell.

Match

Family and Community Environment

4. Listen and act out in pairs.

Goodbye.

Track

Bye.

Listen

8

o Act ut

Goodbye.

Goodbye.

See you tomorrow.

Write

5. Look at the pictures. Circle the correct answer. a) Hello. b) Goodbye.

6. Listen to the song. Sing along.

Track

a) Hello. b) Goodbye.

9

Listen

Sing

Goodbye, goodbye It’s time to say Goodbye To all our friends Today!

Step 3 My Illustrated Courtesy Cards

rtfol Po io

Let's work on our product again and have fun!

Re 1. Work with your teammates.

2. Bring out one blank card.

3. Choose and copy one greeting expression from the lesson.

4. Check on spelling and illustrate the expression.

5. Save your work for the last session in this product.

ading Tim

e

•

Stories

Track 57 Fun at the park

Unit 1

15

Lesson 4 1. Underline the letters that are the same in the two words.

Hello

Hi

Goodbye

Bye

2. Read and complete the picture. Then color it.

A: B: A: B:

16

an I have a banana, please?

C Yes. Here you are.

Thank you!

You’re welcome.

Read

Color

Family and Community Environment

3. Write the number of the correct expression to complete the dialog.

1. Thank you.

2. Here you are.

3. See you tomorrow

4. please

Boy:

Can I have a cookie,

Girl:

H

Boy: Girl:

T

Boy:

Goodbye.

Write

?

You’re welcome. !

Circle

4. Circle the correct conversation. Then color the picture.

What are the saying?

1.

A: How are you?

B: I’m fine, thank you.

2.

Color

A: I ’m sorry!

B: That’s OK.

Unit 1

17

My Illustrated Courtesy Cards

Show & Tell

1

1. I n this final step do the following and tell others how you can use greetings in English out of the classroom: 1. Work with your teammates.

2. Bring out all the cards you made.

3. S hare your work with your teammates to compare and review your cards.

4. Finally, play memory with all your cards and have fun!

18

Assessment 1

Family and Community Environment

2. My favorite part in this unit was...

Work with a partner. Go through the unit again and choose what you and your partner liked the most. Talk about it and draw why you liked it. Share with the rest of the group.

3. Circle the face that represents your progress at learning English.

You can also draw a face in the space below.

Now I can…

Say hello and goodbye.

Recognize words in English.

Respond to expressions of courtesy.

Distinguish writing expressions.

Understand a reading.

Good job!

Unit 1

19

2

Lesson 1

• Explore rhymes and tales in verse.

• Listen to the reading of rhymes and tales in verse.

• Explore pronunciation.

• Write rhymes and tales in verse.

Do you have a favorite story in English? What about in your language? Can you name it?

Track

1. Listen and sing along.

10

Listen

Sing

We like to rhyme we like to rhyme we like to rhyme all the time 2. Look at the picture. What's the story about?

Circle

3. Peter Pan is a story for…

4. Listen and read.

Track

11

Peter Pan Really can Fly, fly, fly In the sky.

20

Understand rhymes and tales in verse.

Listen

Say

a) adults b) children Read

In the book Captain Hook Gets a shock When he hears tick-tock.

Literature and Ludic Environment

5. Match the words that rhyme.

Pan

sky

fly

can

book

tock

shock

hook 11

glue

clock

Remember that in every unit you will make fun products to reflect and see your progress in learning English as you work whit others. This time you will make rhyming cards.

Work with a partner.

Bring out your white cards.

Read again the rhyme of Peter Pan. Copy the rhyming words in your notebook. Be careful with spelling.

5. Save your work for the next Product session.

1.

2.

3.

4.

rtfol Po io

sky

Bring: 5 white cards (working cards 1/4 sized)

Step 1 My Rhyming Cards ading Tim

e

7. Write the words that rhyme.

Write

Re

Track

6. Listen and check.

•

Match

Stories

Track 58 Betty and Bongo

Unit 2

21

Lesson 2

Are pictures important in a story?

1. Listen and read. Point the words with your finger.

Track

12

Listen

Read

Oh! Look at Bill Running up the hill.

Bill likes to run He’s having fun.

Stop, Bill! Stop!

You’re at the top.

Oh, no, no, no Bill falls and so…..

Now Bill’s in bed With a broken head!

2. Read the words with a partner. Decide which words rhyme.

1. Bill

hill

fun

2. stop

run

top

3. at

so

no

4. bed

head

look

3. Say the rhyming pairs. bill

22

Understand rhymes and tales in verse.

Say

hill

Read

Literature and Ludic Environment

4. Complete the rhyming words.

Write

Bill

h

blue

g

head

b

5. Underline the parts of the rhyming words that sound the same from activity four. Wath do you notice?

Write

Say

6. Work in pairs. Say a rhyming word.

Let's continue with our product.

Continue working with your partner.

Step 2 My Rhyming Cards ading Tim

e

•

fun

Re

run

rtfol Po io

1. Read the rhyme about Bill again.

2. Copy the rhyming words in your notebook. Be careful with spelling.

3. Save your work for the next Product session.

Stories

Track 58 Betty and Bongo

Unit 2

23

Lesson 3

Do you like reading rhyming stories in your language?

What stories do you like?

1. Listen, read and answer.

Track

13

Listen

Read

Write

Ferdy and Friends Ferdy is a funny frog he lives near Flower House Ferdy’s friends are Fred the Dog and little Fanny Mouse.

The title of the rhyme is…

How many pictures are there?

Which word rhymes with frog?

Which word rhymes with house?

2. Listen again. Circle the words that start with f.

3. Listen again. Read the rhyme aloud together.

24

Understand rhymes and tales in verse.

Track

Listen

13

Listen

Read

Circle

Say

Literature and Ludic Environment

4. Listen and do the actions. Then say the rhyme.

Track 14

Listen

Say

Ferdy the frog goes Hop! Hop! Hop! Little Fanny Mouse says Stop! Stop! Stop!

5. Listen and write. Be careful with spelling.

1.

3.

2.

4.

6. Listen and sing along.

Track 16

Listen

Track 15

Listen

Write

Sing

Words that rhyme are really cool we like rhyming words when we’re at school.

Let's continue building our product one more time!

ading Tim

e

•

Re

Step 3 My Rhyming Cards

rtfol Po io

1. Work with your partner again.

2. Read the rhyme of Ferdy and friends again.

3. Copy the new rhyming words in your notebook.

4. Now, copy the words in your list on the index cards.

5. Make a drawing for each word and color.

6. Save your cards for the following and last session!

Stories

Track 58 Betty and Bongo

Unit 2

25

Lesson 4 1. Circle the words that rhyme.

Circle

•

blue

glue

took

•

stop

head

top

•

look

book

fun

•

Bill

hill

bye

2. Read and write the missing rhyming word from the box.

Read

Write

Linda is happy. Look!

Linda is reading a

Jack and Jill are climbing up the

.

.

When you arrive you say ‘Hi!’ When you go you say ‘ 3. Find and circle the two rhyming words.

26

b

e

d

r

u

n

t

o

p

f

u

n

Circle

!’

Literature and Ludic Environment

4. Read the words and draw a word that rhymes. frog

Read

look

Read

Write

1. bed

i

2. bye

n

o

3. fun

h

s

m

4. book

o

k

c

e

5. can

j

o

r

t

i

o

n

a

h

p

h

f

h

e

a

d

n

a

u

o

r

i

a

w

n

u

f

i

s

m

s

l

o

p

e

b

f

6. Write the words under the pictures.

Draw

hill

5. Read the words on the list. Then, find the words that rhyme in the crossword puzzle and write them on the lines. l

Color

6. mouse Write

27

My Rhyming Cards

Show & Tell

2

1. In this final step, you will: 1. Get together with your partner.

2. Bring out the cards you wrote with the rhyming

words in the previous sessions. Share and exchange wth your partner and make sure he/ she understands and knows the words and prepare for the game.

3. Make sure all your cards are complete.

4. Get together with another pair of students and

play a memory game!

28

Assessment 2

Literature and Ludic Environment

2. My favorite part in this unit was...

Work with a partner. Go through the unit again and choose what you and your partner liked the most. Talk about it and draw why you liked it. Share with the rest of the group.

3. Circle the face that represents your progress at learning English.

You can also draw a face in the space below.

Now I can…

Listen and read rhymes.

Identify and write words that rhyme.

Practice the pronunciation of words, rhymes and tales.

Say aloud rhymes.

Understand a reading.

Good job!

Unit 2

29

3

Lesson 1

• Explore instruction sheets.

• Participate in reading instructions.

• Participate in writing instruction sheets.

Do you think science is important? Why? Track

1. Listen and read along.

17

Read

Listen

In science, we do lots of experiments. We draw and color, we cut and glue information, we learn and have fun!

2. Listen and read.

Track

18

Listen

Make a pencil holder Materials • A toilet roll tube • Poster paint and sponges • Construction paper • Scissors • Sticky tape • A thick paintbrush • A pencil 3. Read and circle.

Read

Read

Instructions 1. Draw a circle on the construction paper.

2. Cut out the circle.

3. Fix it onto one end of the toilet roll with sticky tape.

4. Use your poster paints and sponge to paint the toilet roll.

5. Let it to dry. Put your pencils in your pencil holder.

Circle

1. The instructions are for

1. How many steps are there?

30

2. The final product is:

4 5 6

Read illustrated instructions for assembling an object.

Academic and Educational Environment

4. Listen, point and say.

Track 19

Listen

Point

Say

A rainbow is an arc in the sky. It has 7 colors: red, orange, yellow, green, blue, indigo and violet.

Do you like rainbows?

5. Color the rainbow, write and say the colors.

Compare with a partner.

Color

Say

Write

Bring: A paper plate 1 Rubber band Poster paint and sponges Colored paper Pencil and scissers Step 1 Illustrated Instructions for an Animal Mask

•

rtfol Po io

Reading

Let's start with our product: 1. Work in teams of three.

2. Bring out your materials.

3. Paint your plates the same color as your favorite animal and let it dry.

4. Save your work for the next session.

T i me Facts

Track 59 Make a Sock Puppet

Unit 3

31

Lesson 2

Why are numbers important in life?

1. Listen and write the missing numbers.

Track

20

Listen

Write

1, 2, 3, 4 now let’s learn to count some more!

5, 6, 7, 8 Yes, you got it! That is great!

9, 10 – this is fun now count from 1 to 10!

2. Read and match the cardinal and ordinal numbers.

1. one 2. two 3. three 4. four 5. five 6. six

3. Read and color.

• • • • • •

32

Color Color Color Color Color Color

the the the the the the

Read

Color

first square orange. second square red. third square pink. fourth square green. fifth square blue. sixth square purple.

Read illustrated instructions for assembling an object.

Read

Match

3rd third 5th fifth 1st first 6th sixth 2nd second 4th fourth

1st

2nd 3rd

4th

5th Co l o r fun

6th

Academic and Educational Environment

4. Write the missing letters. t

r

e

s

Write

xth

se

5. Write the instructions for each picture. Use the phrases from the box.

ond

fi

Write

Cut the rabbit out.

Use sticky tape to fix it to the wall.

e

Draw a rabbit.

Color the rabbit.

Step 2 Illustrated Instructions for an Animal Mask

•

rtfol Po io

Let's continue making our masks, get together with your teammates and:

Reading

1. Bring out your materials and the paper plate you painted in Step 1.

2. Cut out two eye holes on the plate.

3. Cut out two circles of paper to make the ears of your animal.

4. Glue the circles on the back of the plate.

5. Save your work for the next Product session.

T i me Facts

Track 59 Make a Sock Puppet

Unit 3

33

Lesson 3

Do you like making things? What can you make?

1. Listen, read and number the instructions.

Track 21

Listen

Read

Write

Make a butterfly To make a butterfly you need: paper, paint and scissors.

Follow the instructions: Put the paint on a plate.

Press your hands on white paper.

Select your favorite color paint.

Cut out the hand prints.

Put your hands on the paint.

Fold the paper to make a butterfly.

2. Listen and check your answers as a group.

Then, read aloud.

3. Read and follow the instructions. Work on the first exercise.

1. Circle the title in purple.

2. Circle the materials in yellow.

3. Circle the instructions in green.

34

Read illustrated instructions for assembling an object.

Track 21

Read

Listen

Circle

Say

Read

Academic and Educational Environment

Match

4. Match the ordinal numbers and say them in the correct order. sixth

5th 1st

fifth

fourth

second

6th

2nd

first

4th

third

5. Follow the instructions.

Read

3rd Draw

Color

1. Draw three rabbits.

2. Color one rabbit orange.

3. Color one rabbit blue.

4. Color one rabbit purple.

6. Complete the sentence.

Write

There are

rabbits.

Step 3 Illustrated Instructions for an Animal Mask

•

rtfol Po io

Let's continue working with our product. Now you will: 1. Work with your teammates one more time.

2. Bring out your materials.

3. Use the marker to draw the face of your favorite animal on the plate.

4. Make a small hole at each side of the plate and tie and elastic string.

5. Finish decorating your mask.

6. Save your work for the final Product step.

Reading

T i me Facts

Track 59 Make a Sock Puppet

Unit 3

35

Lesson 4 Write

1. Complete the number words. o

f

e

t

s

th

s

f

r

ei

e

t v h

2. Match the words to the pictures.

36

•

paint

•

paper

•

butterfly

•

hands

n

Match

Academic and Educational Environment

3. Complete the instructions words. ut pu

lue

Write

olor

pres

selec

4. Complete the instructions with the correct words.

1.

raw choos Write

a circle on the construction paper.

out the

2.

circle.

the toilet roll.

3.

4. Put your

in

your pencil holder.

Unit 3

37

Illustrated Instructions For an Animal Mask

Show & Tell

3

1. In this final step do the following: 1. Work with your teammates.

2. Use the spaces and draw the materials and instructions for your mask.

3. Show your masks to your classmates and talk about how you made them.

Materials:

Instructions:

38

1

2

3

4

5

6

Assessment 3

Academic and Educational Environment

2. My favorite part in this unit was...

Work with a partner. Go through the unit again and choose what you and your partner liked the most. Talk about it and draw why you liked it. Share with the rest of the group.

3. Circle the face that represents your progress at learning English.

You can also draw a face in the space below.

Now I can…

Differentiate materials from instructions.

Read and understand instructions.

Order steps in sequence to follow instructions.

Recognize ordinal and cardinal numbers.

Understand a reading.

Good job!

Unit 3

39

Lesson 1

4

• • • •

Explore signs used in public spaces.

Identify words spoken aloud.

Explore signs and words related to them.

Participate in the writing of names of words related to signs.

Why are public signs important?

1. Look at the signs. Discuss with your class what they mean.

Look

Say

PLAYGROUND

bicycle route

2. A ll these signs are in a park. Who are they for? Who put them there? Discuss your answers with your class.

Read Write 3. Read the questions. Write your answer on the lines.

1. W hat color are the information signs that answer the question: Where?

2. What color are the DON’T signs?

3. Are signs important? Why?

40

Interpret public signs.

Family and Community Environment

4. Listen and follow the story.

Circle the correct action words.

Track

22

Read

Listen

Circle

turn walk climb

turn walk climb

turn walk climb

turn walk climb

5. Listen and read. Which are the stressed words?

Track

Listen

23

Read

Don’t climb the trees!

Don’t walk on the grass!

Bring: Pencil, paper and colored pencils.

Turn right here.

Turn left here.

6. L isten to the story again.

Retell the story using only the pictures.

Track

22

Say

Listen

Step 1 An Illustrated Dictionary of Signs

•

To make an illustrated dictionary of signs you will need:

rtfol Po io

Reading

1. Work in small groups.

2. Bring out your materials.

T i me 3. Choose signs from page Facts Track 60 42 and copy them in your Look at the Signs notebook. Exchange opinions about the signs you chose with your teammates.

4. Save your work for the next Product session.

Unit 4

41

Lesson 2

What signs can you see in museums?

1. Look, read and match.

Look

Read

Match

Welcome to Dinoland Museum Pay here. Entrance ticket $30.

Turn left for the dinosaur display.

Don’t touch the dinosaurs.

Don’t take pictures.

Don’t run on the stairs.

2. What do the underlined words mean? Discuss with your class.

3. P lay with a partner. Cover the words in exercise 1 and say what the signs mean.

42

Interpret public signs.

Say

Family and Community Environment

4. Draw a line from the signs to the correct category.

Information signs

Match

No! signs

cafeteria

5. Complete the sentences.

1. D

Write

t

2. The r

str

3. D

the fossils. m s are on the left.

r

4. P

on the stairs.

here. Entrance ticket $

6. Complete the sentences.

.

Write

1. What is the longest word in the signs on pages 44 and 45?

2. What is the shortest word?

Step 2 An Illustrated Dictionary of Signs

•

Reading

Let's continue with our product. This time, you will:

rtfol Po io

1. Continue working with your teammates.

2. Bring out your materials.

3. Choose more signs from page 44 and copy them in your notebook.

4. Save your work for the next Product session.

T i me Facts

Track 60 Look at the Signs

Unit 4

43

Lesson 3

Are there signs in your school? Do you respect them?

1. Look at the school sings, read and match.

Check whit a partner.

Look

Read

Match

1. Don’t eat in the

classroom.

2. Don’t shout.

3. Throw the trash into the

trash can.

4. Don’t run in the hallway.

5. Don’t push.

2. Choose one sign from activity 1 and make a drawing of a situation at school.

44

Interpret public signs.

Draw

Family and Community Environment

3. Listen to the dialog and number the scenes.

1 Freddie: 2 Ms Ann: 3 Freddie: 4 Ms Ann: 5 Freddie: 6 Ms Ann:

Track

24

Listen

Write

This is so yummy.

Freddie, are you eating in my class?

Yes, Ms. Ann. Freddie, did you read the sign?

No, Ms. Ann, I’m sorry.

It’s ok. Just remember, it is important to read the signs we see around.

?

4. Do you see other signs in your classroom? What do they say?

Step 3 An Illustrated Dictionary of Signs

•

rtfol Po io

Reading

Let's continue with our product. This time, you will:

1. Continue working with your teammates.

2. Choose more signs from page 46 and copy them in your notebook.

3. Draw the signs on one side and write the meaning of each sign on the other side. Draw two signs per page. Be careful with spelling.

4. Save your work for the next Product session.

T i me Facts

Track 60 Look at the Signs

Unit 4

45

Lesson 4 1. Look at the signs and complete the sentences.

left.

1.

2.

Don’t

the trees.

3.

Don’t

on the grass.

4.

take pictures

2. Unscramble the words to complete the centences.

1. Don´t libmc 2. Don´t walk on the rsasg 3. Don´t take spiturce 4. Don´t touch the ndiosasur

46

Write

Look

the trees

Write

Family and Community Environment

3. Read the instructions and draw a sign for each one.

Read

Draw

Turn right for the playground.

Restrooms

Don’t run on the stairs.

Don’t touch the dinosaurs.

Unit 4

47

An Illustrated Dictionary of Signs

Show 4 & Tell

1. I n this final step you will: 1. Get together with your teammates.

2. Bring the drawings you made in Step 3.

3. Put the three pieces of paper together and staple them to form a book.

4. E xchange your dictionary of signs with another team.

5. L ook at your classmates’ work. Do you have the same signs?

6. G o around the class and share your work with other teams.

48

Assessment 4

Family and Community Environment

1. My favorite part in this unit was...

Work with a partner. Go through the unit again and choose what you and your partner liked the most. Talk about it and draw why you liked it. Share with the rest of the group.

2. Circle the face that represents your progress at learning English.

You can also draw a face in the space below.

Now I can…

Identify public signs.

Differentiate different types of signs.

Look at signs and say their meaning.

Understand a reading.

Good job!

Unit 4

49

5

Lesson 1

• • • •

Explore stories.

Listen to reading stories aloud.

Practice the pronunciation of words.

Review the writing of a story.

Who tells you stories at home?

1. Listen and sing along.

Track

25

Listen

Sing

Stories are really cool we like stories at home and at school so open up a story book choose a story and take a look.

2. Look at the stories Big Book. What´s the next story about? rack 26 Listen 3. Listen to the story. Answer the questions. T

Look

1. What’s the title of the story?

a) Nice Mouse and Nasty Mouse. b) Super Mouse 2. Who’s in the story? Circle the character.

Nice Mouse Super Mouse

Nasty Mouse Nice Mouse

Nasty Mouse Nice Mouse

3. What things are in the story? Match to the pictures.

a) old dress b) new dress c) new shoes 4. Where is the party?

50

Compare words in a children’s story.

a) In the park

b) At the school

Literature and Ludic Environment

Track

4. Listen and read

26

Listen

Nice Mouse and Nasty Mouse I love your new dress.

Yes… OK

Can I borrow it and your new shoes, too?

It’s Super Mouse’s birthday party.

He has a cake. The party is in the park.

Nasty Mouse and Nice Mouse are going to the party. Nice Mouse has a new dress.

You’re my best friend, Nice Mouse.

Now Nasty Mouse has Nice Mouse’s new dress and her new shoes.

Hey, what about me?

And, Nice Mouse has Nasty Mouse’s old dress.

5. What nice things does Nice Mouse do?

rtfol Po io

a

Tim

e

1. Work in teams of four.

2. Bring out your materials.

3. Think of a story you all like and write its name in your notebook.

4. Write the name of the characters in the story.

5. Save your work for the next session.

Re

•

Bring: Pencil, paper and Step 1 color pencils.

An Illustrated Story Let's work on a new product, you will need: ding

Stories

Track 61 Goldilocks and the Three Bears

Unit 5

51

Lesson 2

What are your favorite stories?

1. Where can you read a story? Write a check

in the boxes.

2. Look at the pictures. Do you know these stories?

What are they about?

Look

Check

Say

Read Trace Circle 3. Read and circle the numbers. Then complete the pictures.

• There’s 1 pie in the basket.

• Wow! There are 5 There are 3 apples in lollipops and 9 candies the basket. There are 10 on the door. cookies, too.

52

Compare words in a children’s story.

Literature and Ludic Environment

Circle

4. Circle the big letters in the story.

Little Red Riding Hood is in the forest.

The Big Bad Wolf is in the forest too.

Little Red Riding Hood has an apple pie.

The Big Bad Wolf loves apple pie.

5. Circle the correct option.

Circle

•

Names begin with

a) a big letter

b) a little letter

•

Sentences end in

a) a comma ( , )

b) a period ( . )

6. Write the sentences correctly.

Write

1. hansel and gretel are in the forest

2. hansel sees a candy house.

rtfol Po io

Let's continue working on our product.

Get together with your team.

1. Bring out your notebooks with the information of your story.

2. Draw some pictures that describe the story on sheets of paper.

3. Write a sentence for each picture you draw. Ask your teacher for help.

4. Save your work and bring it in the next Product step.

ading

Tim

e

•

Re

Step 2 An illustrated Story

Stories

Track 61 Goldilocks and the Three Bears

Unit 5

53

Lesson 3

Can you tell a story using pictures only?

1. Listen and follow the story.

27

Listen

Read

The sun is shining. It’s a lovely day. The Rabbit family is at the beach.

Chad has a ball. It’s a big, red ball. Sally has a kite. It’s yellow and blue.

Mr Rabbit has a book.

It’s a good book.

Mrs Rabbit has a picnic basket. In the basket there are sandwiches, cookies, lemonade and a big apple pie. Wow! It’s a great picnic.

2. Read the story aloud.

54

Track

Compare words in a children’s story.

Read

Say

Literature and Ludic Environment

Write

3. Write a title for the story in the previous page.

4. Complete the chart about the story.

Characters

Place

Objects

chad

5. Listen and sing along.

Track

28

Listen

Sing

Chant

A story is pictures story is words a story is characters like kids, dogs and birds.

A story is places Wow! Yippee! story is great read one and see.

Step 3 An Illustrated Story

rtfol Po io

Let's work on our product one more time and have fun!

ading

Tim

e

1. Get together with your teammates.

2. Bring out the drawings and sentences you made in Step 2.

3. Organize your drawings in order and paste them on the a piece of construction paper.

4. Paste the sentences under the correct picture.

5. Decorate your story and save your work for the following and last session.

Re

•

Stories

Track 61 Goldilocks and the Three Bears

Unit 5

55

Lesson 4 1. Write the sentences correctly.

Write

1. michael and susy live in morelia

2. good morning, my name is alex

3. can mariana come to my party

2. Circle the correct answers.

Circle

1. Nice Mouse has a new

a) house

b) dress

2. It’s a good book.

The story is about a) a boy 3. Circle the name of the stories.

1.

• •

56

Snow White Hansel and Gretel

b) a dog

Circle

2.

• •

Little Red Riding Hood Wizard of Oz

Literature and Ludic Environment

4. Organize the story in the correct order. Work with a friend.

5. Tell the story to another pair.

Unit 5

Write

57

An Illustrated Story

Show & Tell

1. In this final step you will: 1. Work with your teammates.

2. Bring out the construction paper with

your story.

3. Take turns and come to the front with

your teammates to tell your story aloud.

4. Show your work with your classmates.

5. Finally, place your work on the

classroom walls.

58

5

Assessment 5

Literature Environment

2. My favorite part in this unit was...

Work with a partner. Go through the unit again and choose what you and your partner liked the most. Talk about it and draw why you liked it. Share with the rest of the group.

3. Circle the face that represents your progress at learning English.

You can also draw a face in the space below.

Now I can…

Explore stories.

Listen and read stories aloud.

Practice the pronunciation and spelling of words.

Write a story with illustrations.

Understand a reading.

Good job!

Unit 5

59

6

Lesson 1

• Explore information about data and personal preferences.

• Listen and acknowledge questions for information.

• Review writing questions and answers.

What month is it now?

1. Listen and read along. Tell a partner your favorite month in the year.

Track

29

Listen

Read

January, February, March, April, May, Let’s learn the names of the months today.

June, July, August, September Wow! What a lot of months to remember!

And then it’s October, and then it’s November And the end of the year comes with December.

2. Read, listen and say.

Track

30

Read

Listen

Say

When’s your birthday?

In March.

3. Ask your friends.

60

When’s your birthday?

Give information on personal data, likes and preferences.

Family and Community Environment

4. Listen, read and answer.

Track

What’s your name?

31

Read

Listen

Ken Scott I’m six.

How old are you, Ken? Welcome to the library, Ken!

•

5. Practice the conversation.

Bring: construction paper ruler pencil eraser color pencils

How old is Ken?

Say

What’s your name?

How old are you?

6. Read and circle the correct question word.

Read

Circle

a) What / Where is your name? b) When / How old are you? c) When / What is your birthday?

Step 1

Personal Information Poster

•

rtfol Po io

Let's start with this unit's product. You will: 1. Work individually.

2. Write your full name, your age and the month of your birthday in your notebook.

3. Bring out a piece of construction paper, your scissors, your pencil and a ruler.

4. Cut the construction paper in half and put one half aside.

5. Draw lines to divide the piece of construction paper in four equal parts.

6. Save your work for the next session.

Reading

T i me Facts

Track 62 Getting to Know You.

Unit 6

61

Lesson 2

What activities do you like doing?

1. Listen and read. Complete the information.

Track

32

Listen

Read

Hello, my name is Peter.

I’m 8. I like soccer. I like watching T V, too.

I love programs about superheroes.

Write

Hi, my name is Samantha. I’m 7.

I like karate. I like painting, too. My favorite color is pink.

Name: Age:

Name: Age:

2. Circle what Peter likes in blue and what Samantha likes in pink.

3. Listen and order. Then repeat.

4. Answer.

62

Say

Track

33

Listen

What do you like?

I like……

Give information on personal data, likes and preferences.

Say

Circle

Family and Community Environment

5. Glue in a photograph of you (or draw a picture).

Write about you.

Hello. My name is I’m .

I like .

I like , too.

I love .

6. Now tell the class about you.

2. H 3. Wh

Write

.

Say

7. Complete the questions. Then ask a friend.

1. Wh

Color

Write

Say

is your name? old are you? is your birthday? at do you like?

4.

5. W

t is your favorite color?

Step 2

Personal Information Poster

•

rtfol Po io

Let's continue working on our product. This time you will: Reading 1. Bring out the construction paper and your notebook.

2. In your notebook, write your favorite color and a list of things you like to do.

3. Now, write a short text about you. Look at the example at the beginning of this page. Ask your teacher for help.

4. Write this information in the spaces in your construction paper.

5. Save your work for the next session.

T i me Facts

Track 62 Getting to Know You.

Unit 6

63

Lesson 3

What months do you go to school?

1. Do the Month Quiz.

Read

Write

Month a) Number the months in the correct order.

January

February

September

May

July

August

March

April

October

November

6 June

12 December

b) Say the months in the correct order. c) What’s the month that begins with ‘F’?

F d) What month has 3 letters?

M That month has a very long / short name. f) What month has 9 letters?

S That month has a very long / short name. g) What is your favorite month?

64

Give information on personal data, likes and preferences.

Family and Community Environment

2. Check the activities you like to do.

Read

Trace

swim run play soccer watch TV dance 3. Listen and ask a partner. Write the answer.

Track

34

Listen

Say

Listen and all shout out!

That’s what this activity is all about!

Ask your partner: What’s your name?

How old are you?

When’s your birthday?

Write the answers and shout them out!

That’s what this activity is all about!

Step 3

Personal Information Poster

•

rtfol Po io

Let's continue working and have fun with our product. This time you will:

Reading

1. Bring out your construction paper and your notebook.

2. Write about the things you like in the other space of your poster.

3. Make a drawing on the last space in your poster to illustrate your information.

4. Decorate your poster any way you want.

5. Save your work for the final session of this product.

T i me Facts

Track 62 Getting to Know You.

Unit 6

65

Lesson 4 Write

1. Complete the questions. Ask a friend.

1.

your name?

2.

old are you?

3.

your birthday?

How When’s

What’s

2. Complete the paragraph. Use the words in the box. competitions

name

swimming

Hello, my I’m 8. I I like participate in

like

is Manuel. basketball. , too. I love to .

3. Write the missing months in the correct order.

66

Write

January February

July

September

April May

November

Write

Family and Community Environment

4. Complete the text with your information.

Hello. My name is I’m I like I like I love

Write

. . . , too. .

5. Match the activities with their names.

Match

cooking playing swimming dancing reading

6. Write your favorite activity and draw it.

Write

Draw

Color

Unit 6

67

Personal Information Poster

Show & Tell

1. In this final session, you do the following: 1. Bring out your poster.

2. Take turns and have a short presentation

introducing yourself.

3. Use your poster to show your classmates

what you like. Listen to your classmates and have fun!

4. Once you finish, place your posters on the

classroom walls.

68

6

Assessment 6

Family and Community Environment

2. My favorite part in this unit was...

Work with a partner. Go through the unit again and choose what you and your partner liked the most. Talk about it and draw why you liked it. Share with the rest of the group.

3. Circle the face that represents your progress at learning English.

You can also draw a face in the space below.

Now I can…

Identify and talk about personal information.

Identify personal preferences.

Complete questions and answers to get information.

Differentiate and practice words.

Read and write questions and answers.

Understand a reading.

Good job!

Unit 6

69

Lesson 1

7

• Explore illustrated materials about living beings.

• Participate making questions.

• Explore writing questions and answers.

Are all animals the same?

Track

1. Listen and order the animals. Write the number.

1

2 3

35

Lions are big animals. they are the King of the jungle.

Lions roar and roar so roar the same.

Roarrr, roarrr, roarrr, roarrr.

Monkeys say, monkeys do, monkeys jump just like you.

Monkeys chatter and chatter, so chatter the same.

Oo, oo, oo, oo, oo Snakes crawl on the floor, They don’t chatter and they don’t roar.

Snakes hiss and hiss, so hiss the same.

Sss, sss, sss, sss, sss

2. What sound do cats and dogs do? Ask a partner.

3. Listen and point to the animals.

Then say their names.

70

Track 36

Ask questions to obtain information on a topic of nature.

Listen

Point

Say

Listen

Write

Academic and Educational Environment

4. Read and label the picture. Write the answer.

Read

Write

It’s very, very tall. It has four legs.

It has a long, long neck.

It has a small head and a short tail.

It’s brown and yellow.

neck

It’s a mammal.

What is it?

5. Listen again and repeat.

.

Track

36

Listen

e Rep at

6. Close your books and describe an elephant.

Say

Bring: construction paper ruler pencil eraser color pencils

Step 1 An Illustrated Chart of Animals

•

rtfol Po io

For this unit's product you will:

Reading

1. Work in groups of three.

2. Bring out a half piece of construction paper, ruler, a pencil and an eraser.

3. Draw lines and divide the construction paper into three.

4. Write: Mammals, Reptiles and Birds on the top of each column.

5. Save your work for the next Product session.

T i me Facts

Track 63 The Animal Kingdom.

Unit 7

71

Lesson 2

What are your favorite wilde animals?

1. Listen and read. Then complete the sentences and label the drawing.

1. An elephant is b

Track

Listen

37

.

y.

2. It is g

s.

3. It has big e

tusks

trunk.

4. It has a l

Read

Circle

s.

5. It has two t

2. Read and circle the correct words.

1. It’s very, very tall

long

2. It has 3. It is

four legs. two

red gray

4. It has big

small

legs.

5. It is a

72

Ask questions to obtain information on a topic of nature.

.

Read

Write

Academic and Educational Environment

3. Read and circle Yes or No.

Read

Circle

What is it? It’s a penguin.

Is it a mammal? No, it isn’t. It’s a bird. It lays eggs.

It has two short legs. It has two wings but it can’t fly.

Penguins are black and white.

A penguin is a bird.

A penguin has 4 legs.

A penguin has two wings.

A penguin is black and white.

Yes Yes Yes Yes

No No No No

Ask your teacher about any words you don’t know:

What’s ‘wings’?

4. Label the picture. Complete.

emu

eggs head legs feathers

An emu is a .

•

rtfol Po io

Step 2 An illustrated Chart of Animals Let's continue with our work, this time you will: 1. Bring out the chart you made in the last step.

2. Write the names of the animals you ls mamma learned about in this and the previous lesson in the correct column.

3. Make a drawing of each animal next to its name or bring pictures to illustrate your chart.

4. Save your work for the next Product session.

Reading re p t i l e

s

b i rd s

T i me Facts

Track 63 The Animal Kingdom.

Unit 7

73

Lesson 3

Do all animals live in the same place?ok

1. Look at the pictures. Circle the correct answer.

Lo

Circle

What are they?

a) Mammals

2. Listen and point.

b) Birds Track

38

3. Now read and complete.

Listen

Read

c) Reptiles

Point

reptiles / big / eggs ocean / beach / turtles

Write

. They have

Turtles are shells. Turtles live in the They lay

in holes on the

The baby

74

Ask questions to obtain information on a topic of nature.

run to the water.

. .

Academic and Educational Environment

4. Look at the picture. What is it?

Look

Circle

a) snake b) iguana Say

An iguana is a reptile.

5. Use the words in the box. Talk about the animal. reptile tail

legs green

head eggs

México

6. Complete with the words from the box.

An i

isn’t a mammal.

It’s a r

. legs. It has a b

It has f t

. Iguanas l

7. Listen and sing.

•

Track

39

Write

Iguana reptile four big tall live head and a long

in Mexico.

Listen

Sing

Look after animals Please, please do!

Just remember We’re animals too!

Step 3 An Illustrated Chart of Animals

Reading

Let's work on our product again and have fun!

1. Bring out your chart one more time.

2. Write the names of the animals you learned in this lesson in the correct column and draw them. t iles 3. Choose one of the animals from your l s re p mamma chart and write a short description about it in your notebook.

4. Decorate your chart.

5. Save your work for the final session.

b i rd s

T i me Facts

Track 63 The Animal Kingdom.

snake

lion

rtfol Po io

turtle

monkey

Unit 7

75

Lesson 4 Write

1. Write the name of the animals under the pictures.

2. Complete the words.

Read

Write

1. m

1.

o u

t

h

2. n

2.

3. e

3.

4.

5.

6.

3. Read and answer.

4. t 5. l 6. w Write

1. Is an elephant big or small?

It’s

2. Is a giraffe’s tail short or long?

It’s

3. Is a giraffe’s neck long or short? It’s

76

. . .

4. Write the names of the animals in the correct boxes. a dog an emu

a turtle a snake

Mammals

a lion a monkey

a penguin an eagle

Reptiles

an iguana

Birds

5. Write two more animals in each category.

6. Draw and color your favorite animal.

Write

Academic and Educational Environment

Draw

Write

Color

Unit 7

77

Show & Tell

An Illustrated Chart of Animals

1. In this final session, you will do the following: 1. Work with your teammates.

2. Bring out your chart and review the information in it.

3. Take turns and show your work to your classmates.

4. T alk about the animal you chose and its characteristics.

5. Put your charts on the classroom walls for everyone to see them.

6. Ask and answer questions to your classmates about their charts.

mammals

lion

monkey

78

re p t i l e s

snake

turtle

b i rd s

penguin

emu

7

Assessment 7

Academic and Educational Environment

2. My favorite part in this unit was...

Work with a partner. Go through the unit again and choose what you and your partner liked the most. Talk about it and draw why you liked it. Share with the rest of the group.

3. Circle the face that represents your progress at learning English.

You can also draw a face in the space below.

Now I can…

Identify characteristics of living beings.

Name different types of living beings.

Answer questions about animals.

Complete words.

Good job!

Unit 7

79

8

Lesson 1

• Explore illustrated materials, with information about occupations or professions.

• Participate in the oral expression of information.

• Explore writing of words.

When do you go to the doctor?

1. Listen and order the pictures.

Then, act out with a partner.

Track

40

Listen

o Act ut

I’m a doctor Look at me!

I’m a doctor Look at me!

I listen to your heart I’m a doctor Look at me!

1

Circle

2. Look at the picture. Circle the correct word.

She’s a

police officer doctor

3. Listen, read and complete the missing word.

Track

41

Listen

Read

Write

Meet Lily Lopez. She’s a officer.

She wears a uniform. She has a radio. She has handcuffs too. She drives a police car.

Lily’s job is very important.

Describe and interpret information about people of the community and their activities.

80

Family and Community Environment

Write

4. Complete the words.

un

f

io

r

m

olice h

cuffs

c

5. Read and say the words in the previous exercise.

6. Listen and read.

Track

42

Listen

Read

Say

Read

I have a uniform, handcuffs And a radio in my car And I look out for you Wherever you are What am I? A police officer!

Bring: construction paper ruler pencil color pencils

Step 1

•

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People in My Community Let's work in this unit's product. This time you will: 1. Work in teams.

2. Bring out your materials.

3. Write the name of the professions and occupations you learned in this lesson in your notebook.

4. Use your pencil and ruler and divide a piece of construction paper into four spaces.

5. Save your work for the next Product session.

Reading

T i me Facts

Track 64 In the Community.

Unit 8

81

Lesson 2

What do you want to be in the future?

Track

1. Listen, read and match to the pictures.

Listen

43

Read

Match

Mario is a teacher.

He teaches 1st grade He has a desk

.

and a board

Tom is a carpenter.

Look, he has a saw

.

He has a hammer

, too.

Fred is a house painter.

He wears overalls

.

He has a big pot of paint paint brush .

2. Read the texts as a group.

3. Read and complete.

Read

Read

Write

a) Tom is a c a r b) Sandy is a t e a c) Fred is a house

and a

. . .

Describe and interpret information about people of the community and their activities.

82

.

Family and Community Environment

Circle

4. Find the words and circle.

1. I spy two words that

start with h.

2. I spy two words that

end with r.

3. I spy two words that

start with c.

4. I spy two words that

start with b.

5. Read the words from the box and draw in the correct section.

Read

Draw

paint brush hammer board overall saw book

Step 2

People in My Community

•

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Let's continue with our product. Keep working with your team and: 1. Bring out your notebooks and write the names of the professions you learned in this lesson.

2. Now, choose some professions and write a short text about each one in your notebooks.

3. Use the descriptions on page 80 as an example.

4. Bring out your construction paper and write the name of the professions you chose in the spaces.

5. Save your work for the next session.

Reading

T i me Facts

Track 64 In the Community.

Unit 8

83

Lesson 3

What´s your favorite food?

1. Listen to the story and point to the pictures.

Spaghetti please, Grandma.

OK

Track

44

Read

Listen

Waiter! One spaghetti, please

One spaghetti, yes.

One spaghetti.

Chef! One spaghetti please

Thank you!

One spaghetti.

OK!

2. Read the words. Mach the words to the correct community helper. waiter chef

Read

Match

waiter chef

3. Read the words. Make up other stories with these snacks.

Pizza

hamburger

Read

hot dog

Describe and interpret information about people of the community and their activities.

84

Say

Family and Community Environment

4. Listen, point and say.

Track

45

Listen

Point

Say

chef’s hat

pan

apron

tray

white jacket

notebook and pen

5. Write the words from the previous exercises in the correct box. chef

waiter

chef’s hat

white jacket

6. Listen and read. Share with a partner what you think about community servers.

Community workers are working away to help the community day after day.

Track

46

Write

Read

Listen

Let’s thank all the workers for the work that they do and never forget that they’re working for you.

Step 3

People in My Community

•

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Let's continue working on our product. Continue working with your teammates and: eading 1. Bring out your texts about the professions and the piece of construction paper.

2. Draw pictures of the objects, clothing and tools the professions you chose use in the correct spaces.

3. Color your drawings and complete the information in your chart. Ask your teacher for help.

4. Finish decorating your chart any way you want.

5. Save your work for the final session.

R

T i me Facts

Track 64 In the Community.

Unit 8

85

Lesson 4 Write

1. Complete the sentences. Then point, ask and answer.

I’m a I listen to your heart.

•

•

•

I’m a I drive a bus.

I’m a I drill your teeth.

2. Match the objects with the profession.

!

Match

police officer

teacher

chef

3. Check your answers wit a friend.

86

!

!

Family and Community Environment

Look

4. Look at the pinctures. What community workers can you see?

Say

Write

5. Write the name of each community worker on the lines.

Doctor Teacher

Police

Dentist Carpenter

Chef Painter

6. Work in pairs and talk about the community workers.

7. Complete the words.

2.

3.

Write

sk

1.

Say

4. b o

us

s

5. a p

ghetti

6. h a

er

Unit 8

87

People in My Community

Show & Tell

8

1. In this final session. We will do the following: 1. Work with your treammates 2. Bring out your illustrated chart.

3. Take turns and have a short presentation about

the people in your community.

4. Read the texts you wrote about the professions

to your classmates and show them your chart.

5. Point to the tools they use and have fun

listening to your classmates.

6. Finally place your posters on the classroom walls.

88

Assessment 8

Family and Community Environment

2. My favorite part in this unit was...

Work with a partner. Go through the unit again and choose what you and your partner liked the most. Talk about it and draw why you liked it. Share with the rest of the group.

3. Circle the face that represents your progress at learning English.

You can also draw a face in the space below.

Now I can…

Identify different professions.

Name tools some workers use.

Identify the sound of letters.

Complete words and sentences.

Describe a worker’s job.

Understand a reading.

Good job!

Unit 8

89

9

Lesson 1

• • • •

Explore illustrated children’s books.

Follow the reading aloud of a tale.

Explore writing statements.

Assessment statements script.

Do you like stories?

1. Listen, read and complete.

Tell your preference to a partner.

Track

47

Listen

Write

Say

Read your story book don’t forget!

Read your story book don’t forget!

Is the story book fun?

Yes, you bet!

Is the story book fun?

Yes, you bet!

2. Look at the cover and label.

Look

Write

a) the title b) the author

by Patty Dash

c) the illustration

3. Look at the pictures. Listen and repeat.

happy

sad

excited

Understand tales to relate with personal experiences.

90

Track

48

Listen

bored

Say

angry

Literature and Ludic Environment

Track

4. Listen and follow the story. Circle the emotion words.

49

Listen

Read

Circle

A Shopping Day! Mommy Bear wants a new hat. She’s going to the store. Baby Bear isn’t happy.

There are a lot of hats in the store.

Mommy Bear is excited. “I’m bored! I want an ice cream,” says Baby Bear.

Mommy Bear is sad. The yellow hat is too big. “I want an ice cream!” says Baby Bear.

Mommy bear is happy with her new hat.

Baby Bear is happy with his ice cream.

But Daddy Bear is angry! “That’s a very expensive hat!” growls Daddy Bear.

5. Look at the story again and answer.

Write

a) What’s the title of the story? b) Is it a story you know?

Step 1

Illustrated Sentences of My Feelings

•

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Let's start working on our product. This time you will work individually.

1. Bring out your notebook and pencil.

2. Write a list of the feelings you learned in this lesson.

3. Bring out some pieces of paper and draw a line to divide them in two.

4. Draw the feelings from the list on the bottom part of each piece of paper.

5. Save your work for the next session.

Unit 9

Track 65 Apples for an Apple Pie.

91

Lesson 2

What pirate stories do you like?

1. Listen, read and answer.

Track

50

Listen

Read

Write

Wow! A treasure map!

Pop the Pirate is e x c

.

Pop the Pirate is h

.

Pop the pirate is s

!

Be quiet Polly!

Now Pop the Pirate is a

2. Check (3) the characters in the story.

Pop the Pirate

Polly

Baby Bear

Daddy Bear

3. Write a title for the story.

Write

Understand tales to relate with personal experiences.

92

Check

!

Literature and Ludic Environment

4. Read the story on page 91 aloud.

Read

5. Look at the pictures, imagine it's you. How do you feel?

I am

.

I am

.

Write

I am

.

6. Game: Mime and shout. Listen to your teacher and take turns to act out.

7. Compare the sentences. Circle the difference.

Circle

1. I am happy.

I feel happy.

2. Pop the Pirate is angry.

Pop the Pirate feels angry.

3. Pop the Pirate feels sad.

Pop the Pirate is sad.

Step 2

Illustrated Sentences of My Feelings

•

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Let's continue with our product. Now, you will?

1. Bring out your notebook with your list of feelings.

2. Write sentences about how you feel during one day.

3. Use the be and feel to write your sentences and use all the feelings.

4. Check your spelling and ask your teacher for help.

5. Save your work for the next session.

Track 65 Apples for an Apple Pie.

Unit 9

93

Lesson 3

What are you scared of?

Track

1. Listen and read.

51

Listen

Read

“I have a new pet!” says Henry.

“Where is it?” ask his friends.

“It’s in this box.”

“In the box?” His friends are surprised.

Henry opens the box.

A tarantula jumps out.

His friends scream!

Now they are scared!

2. Circle the correct word.

Circle

surprised scared 3. Answer the questions about you.

surprised scared Say

a) How do tarantulas make you feel?

I feel scared / surprised. b) How do puppies make you feel?

I feel happy / excited.

Understand tales to relate with personal experiences.

94

Literature and Ludic Environment

Say

4. Act out the story on page 94 in groups of four.

Write

5. Complete the table with 2 more words ending in -ed.

- ed

bored surprised

-y

other

happy unhappy

sad

6. Listen and do.

Track

52

Listen

Chant

We’re angry, angry, angry We’re unhappy as can be!

Don’t be sad!

We’re happy, happy, happy We’re excited can’t you see!

Step 3

Illustrated Sentences of My Feelings

•

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Let's continue working with our product. Now you will: 1. Bring out your notebooks and the sheets of paper with your drawings.

2. Copy the sentences on the sheets of paper with their correct feeling.

3. Color the drawings any way you want and check your sentences. Ask your teacher for help.

4. Save your work for the following and final session.

Track 65 Apples for an Apple Pie.

Unit 9

95

Lesson 4 1. Read and match.

Match

a) Happy b) Sad c) Excited d) Bored e) Angry

2. Unscramble the words. Then, draw the feeling. a) rpserisdu

b) csaedr

c) phayp

d) ceitdex

Understand tales to relate with personal experiences.

96

Write

Draw

Literature and Ludic Environment

3. Look at the pictures.

Match

Pop the Pirate feels

Pop the pirate is

Pop the pirate feels

.

!

.

4. Draw yourself and complete how you feel today.

Draw

Color

I’m

Unit 9

97

Illustrated Sentences of My Feelings

Show & Tell

1. In this final session, do the following: 1. Bring out the sheets of paper with your

sentences and drawings.

2. Take turns and come to the front to

show your work to the rest of your class.

3. Read aloud the sentences about your

feelings.

4. Finally, place your work on the

classroom walls.

98

9

Assessment 9

Literature and Ludic Environment

2. My favorite part in this unit was...

Work with a partner. Go through the unit again and choose what you and your partner liked the most. Talk about it and draw why you liked it. Share with the rest of the group.

3. Circle the face that represents your progress at learning English.

You can also draw a face in the space below.

Now I can…

Differentiate the elements in a cover.

Identify characters in a story.

Represent actions with body language.

Compare similarities and differences between sentences.

Understand a reading.

Good job!

Unit 9

99

10

Lesson 1

• • • •

Explore weekly calendars.

Listen to the reading aloud of information about hours and days of the week.

Participate in the exchange of questions and answers for information about units of time.

Check writing.

Is there a calendar in your house? Where is it?

1. Look at the calendar and answer.

Morning

Read

Write

Afternoon

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

a) What does this calendar show?

b) How many columns are there?

c) What’s at the top of each column?

d) Which days do you go to school?

e) Which days are in the weekend?

Interpret information about units of time, with support of a graph.

100

Evening

Academic and Educational Environment

Track

2. Listen and read. Tell a partner what your favorite day is.

Say

Listen

53

Monday, Tuesday, Wednesday Thursday, Friday. Yeah! School days! Hooray!

Then, Saturday and Sunday.

Hey! Stay at home and play!

Track

3. Listen and complete the sentences.

Write the missing times.

54

1. The school bus comes for Sandy at 2. The bus brings her back home at

Read

Listen

o’clock. o’clock.

Bring: 1 piece of cardboard 1 ruler A pencil Colors

3. 8:00 Sandy goes to bed3:00 at pm o’clock. am

8:00 am 4. Ricky, goes to bed at

4. Write the times.

10:00 am

8:00 am 11:00 am 10:00 am

8:00 am 3:00 pm

the

c)

3:00 pm o’clock.

Write

10:00 am 5:00 pm a) It’s 8 o’clock in

morning.

11:00 am 7:00 pm 10:00 am 5:00 pm

Write

5:00 pm 3:00 pm 7:00 pm 5:00 pm

d)

f)

Step 1

A Weekly Calendar 11:00 amcalendar.

7:00 pm This time 7:00you pm will: 1. 11:00 Let'sam make a weekly

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1. Work in groups of three.

2. Use a ruler to draw five columns on a piece of construction paper. One column for each day of the week you go to class.

3. Write the names of the days of week on the top of each column.

4. Save your work for the next session.

Track 66 Wrong Day, Charlie!

Unit 10

101

Lesson 2

What are your favorite activities at school?

1. Read and match.

Read

Match

Math English Spanish Science History Geography Art Physical Education (PE) 2. Listen and write the subjects under the correct days. Then talk about the schedule Monday

Tuesday

Wednesday

Track

55

Listen

Thursday

3. Work in pairs. Ask and answer about you.

When do we have PE?

Interpret information about units of time, with support of a graph.

102

On Friday.

Friday

Write

Academic and Educational Environment

4. Listen and complete the weekly calendar.

9 am

Monday

Tuesday

English

Geography

Wednesday

Track

56

Listen

Thursday

Write

Friday

Geography PE

10am 11am

Recess

Recess

Recess

Recess

Recess

12 am

Science

Art

Spanish

Science

Spanish

PE

Art

Spanish

1 pm

5. Ask and answer.

When do they have math?

Say

On Monday.

6. Complete the conversations.

•

When do they

At what time do they have math?

They have math at…

Write

science?

•

What

do they have science?

Step 2

•

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A Weekly Calendar Let's continue with our product. Keep working with your team and: 1. Bring out your cardboard and the rest of the materials.

2. In your notebook, write the names of the classes you have and the time you have them.

3. Make a drawing for each class you have and color them.

4. Draw lines on the calendar to divide your classes and Track 66 Wrong Day, Charlie! write the hour.

5. Save your work for the next session.

Unit 10

103

Lesson 3

Do you have a school calendar at home?

1. Write the missing days on the calendar. Look back at page 100 if you need to.

Write

THarry´s Calendar H

Morning Monday

Afternoon

Evening

Take reading book to school Extra singing class at 4 o’clock

Take reading book to school Movies with Granny and Grandpa Sunday

2. Look at Harry's calendar and answer the questions.

Write

a) What does Harry need for school on Monday?

. .

b) When’s the extra singing class? c) What does Harry need for school on Friday?

. . .

d) Who is he seeing on Saturday evening? e) At what time?

3. Harry has written some of the days of the week incorrectly. Cross out the extra letters.

Math homework: Monday English homework: Tueseday Guitar class: Wednesday Harry’s party: Thurstday No school: Friyday Interpret information about units of time, with support of a graph.

104

Read

Circle

Academic and Educational Environment

4. Read and match.

Read

Match

1

three

2

four

3

one

4

two

5

eight

6

seven

7

five

8

six

9

twelve

10

eleven

11

ten

12

nine

1. Look at the clocks and write the times.

a) It’s

Look

Write

two o’clock.

b)

c)

d)

e)

Step 3

•

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A Weekly Calendar Let's continue with our product.

1. Get together with your teammates and bring out your calendar.

2. Cut out the drawings you made. Be careful when you use the scissors.

3. Paste the drawings in the correct space and on the right days according to your classes.

4. Complete your weekly calendar with drawings in empty slots.

5. Check your weekly calendar with your teammates.

Are all your classes on the calendar?

6. Save your work for the final session.

Track 66 Wrong Day, Charlie!

Unit 10

105

Lesson 4 Look

1. Look at the pictures and read and complete.

Talk about the pictures.

Read

Write

Boy: What is it , Mom? Mom: It’s 7 . Hurry up!

It’s time for school!

Boy: What do we have at school today Mom? Mom: I don’t know. Look at your weekly

.

TUESDAY

11

Boy: What day is it Mom? Mom: It’s Boy: We have at story book?

Mom:

SH GLI EN 0 am 9:0

Boy: Oh! We have TH MA0 am 11:0

on Tuesday . Where’s my it is.

at

o’clock. Where’s my math book?

Mom: it is

??

PEm

1p

Mom: Look you have PE at Boy: Where are my sneakers?

2. Work in pairs. Act out the conversation.

106

.

Academic and Educational Environment

3. Answer the questions about the story on page 110.

Read

Write

a) What time is it at the beginning of the story?

b) Is it Monday? c) What time does Jack have English? d) When does he have math? e) What does he need for PE?

4. Unscramble these words from the unit.

Write

1. When do we have PE?

dlacenar

I dont know look at the 2. We have it on

In the morning or the 3. In the afternoon, after

easudy toenrfno rsecse

Unit 10

107

A Weekly Calendar

Show & Tell 10

1. In this final session, you will: 1. Get together with your teammates.

2. Bring out the calendar you made.

3. Take turns and come to the front to show

your work to the rest of your class.

4. Talk about your classes and the time and

day you have them. Say sentences like: “We have history class on Tuesday at 8.”

5. Put your calendars on the classroom walls

and check your classes every day!

108

Assessment 10

Academic and Educational Environment

2. My favorite part in this unit was...

Work with a partner. Go through the unit again and choose what you and your partner liked the most. Talk about it and draw why you liked it. Share with the rest of the group.

3. Circle the face that represents your progress at learning English.

You can also draw a face in the space below.

Now I can…

Identify the days of the week.

Read a weekly calendar.

Name school subjects.

Differentiate days and hours.

Identify routine activities in a weekly calendar.

Understand a reading.

Good job!

Unit 10

109

Evidence story 1 My favorite part in this story is:

I liked this story because:

Evidence story 2 My favorite part in this story is:

I liked this story because:

110

Evidence story 3 My favorite part in this story is:

I liked this story because:

Evidence story 4 My favorite part in this story is:

I liked this story because:

Evidences

111

Evidence story 5 My favorite part in this story is:

I liked this story because:

Evidence fact 1 I think this reading is interesting because…

From this reading I learned…

112

Evidence fact 2 I think this reading is interesting because…

From this reading I learned…

Evidence fact 3 I think this reading is interesting because…

From this reading I learned…

Evidences

113

Evidence fact 4 I think this reading is interesting because…

From this reading I learned…

Evidence fact 5 I think this reading is interesting because…

From this reading I learned…

114

Picture Dictionary

This is my family.

My teacher is very nice.

I like cookies.

These children are my friends.

Picture Dictionary

115

116

You’re at the top of the mountain.

The mouse is one.

The mice are more than one.

This is a big house.

He likes to climb up trees.

I use a toilet roll tube.

This square is blue.

The butterfly has beautiful colors.

A calendar has 12 months in a year.

Picture Dictionary

117

118

My dad loves to swim.

Dolphins and whales are mammals.

My mom is always happy.

My sister is sad.

Primary

Congratulations!

You are a:

“SUPER STUDENT”

Date

Teacher

Good job!

119

120

Estimada alumna, estimado alumno: El Cuaderno de actividades que tienes en tus manos es el resultado del esfuerzo que realizan el gobierno federal, los gobiernos estatales, las maestras y los maestros para garantizar que todas las niñas, los niños y los adolescentes que cursan la educación básica en nuestro país cuenten con materiales educativos para construir su aprendizaje, y con ello alcanzar una educación de excelencia.

Tu Cuaderno de actividades promoverá que te desarrolles integralmente, fomentará en ti el amor a la Patria y el respeto a todos los derechos; así reconocerás lo que te rodea, apreciarás tus fortalezas y sabrás lo que tu comunidad, México y el mundo necesitan y lo que puedes hacer por ellos.

En el marco de la Nueva Escuela Mexicana, la equidad y la calidad son premisas de la educación. Este libro forma parte de los materiales educativos que se ofrecen para que, con el trabajo diario de maestras, maestros, autoridades y familias, alcances el máximo logro de aprendizaje y el fortalecimiento de los lazos entre tu escuela y tu comunidad.

Este libro ya es tuyo; es un regalo del pueblo de México para ti.

Nombre

Grado

Escuela

¡Conócelo, cuídalo y disfrútalo!

Maestro (a)

Distribución gratuita, prohibida su venta.

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Primary

Activity Book Primary

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Activity Book

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Ciclo 1

Lengua extranjera. Inglés Activity book