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Primary
Activity Book Primary
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Activity Book
rib t s
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Ciclo 1
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
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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
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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.
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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
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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
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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
•
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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
•
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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
•
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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:
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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:
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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
•
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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?
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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.
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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
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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
•
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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
•
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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
•
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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
•
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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 .
•
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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
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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
rtfol Po io
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