Beats! 2 Primary Activity Book

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2 Activity Book Primary

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Primary 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

Jean Denise Salazar Wolfe

author

Sally Marshall

editors

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)

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:

978-607-903-484-9 Rights Reserved © 2018 Princetown - correo del Maestro, s.a. de c.v.

Av. Reforma No. 7 Int. 403, Cd. Brisa Naucalpan Estado de México, México C.P. 53280 Tels. 53-64-56-70 / 53-64-56-95 correo@correodelmaestro.com www.correodelmaestro.com Printed in Mexico First published 2018 First reprint 2019 Second reprint 2020 Third reprint 2021 The presentation and layout of Beats! 2 Primary 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!

Lesson 4 1. Listen and read.

Then, circle the words that rhyme.

18

Painting on the Wall

by Mark (aged 7) I’m painting a picture on the wall.

It’s a picture of me playing ball.

But my Mom is angry.

My Mom is mad.

Is painting on the wall so very bad?

2. Write the words that rhyme. Say the words aloud.

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

four 1.

2.

3.

4.

5.

tall

head

sad

time

wall mad rhyme door bed

3. Read and answer.

•

The words 'wall' and 'tall' rhyme because they have the same sound. Is the sound spelled the same? Yes / No

26

Assessment

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

5

Primary

Stories Big Book

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

03/04/18 11:07

Primary

Facts Big Book

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

03/04/18 11:10

6

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

WEBOGRAPHY

BIBLIOGRAPHY

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, Good Morning!

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

Unit 2 What Are The Ingredients?

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 Look at the signs!

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

Unit 5 Poems, Verses and Stanzas 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 What’s your favorite hobby?

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

Unit 7 What’s a Carrot Like?

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

Unit 8 Getting Around Town Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell I can... My friend can...

Unit 9 Children’s stories!

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

Unit 10 We Live In America!

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 & 6 112 113 Evidences 7 & 8 Evidences 9 & 10 114 Picture Dictionary 115 Diploma 119

9

1

Lesson 1

• • •

Revise exchanges of greetings, farewells and politeness expressions in short dialogues.

Assume the role of a receiver and a sender to exchange greetings, farewells and politeness expressions.

Participate in the writing of classroom norms for the coexistence.

What do you do after school everyday?

1. Listen and practice with a partner. Then, greet others in your class.

2

A: Good morning, good morning!

After school let’s go play.

Oh! come on! Say yes, please!

It’s a nice sunny day.

B: Oh! Thank you for asking I’d love to go play.

But before we go out Let’s eat at my house today.

A: Thank you!

B: You’re welcome.

2. Listen to the conversation and point.

3

A: Can I borrow your pencil, please?

B: Yes, you can.

A: C an I borrow your book, please?

B: Yes, you can A: Can I borrow your ruler, please?

B: No! Sorry! I’m using it!

3. Act out the conversation.

10

o Act ut

Use expressions of greeting, politeness and farewell in a dialogue.

Point

Family and Community Environment

4. Read and complete with words in the box. morning

Can

Thank you

Holly: G ood , Miss Murray.

Miss Murray: Hello, Holly!

Holly: I borrow this book, please?

Miss Murray: Of course you can.

Holly: .

Miss Murray: You’re welcome.

Step 1 Classroom Rules!

To make a poster with illustrated classroom rules you will need to: 1. Work in teams of four.

2. Bring out your materials.

3. Write a list of the greetings, farewells and politeness

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expressions you learned in this lesson in your notebooks.

4. Save your work for the next session.

ading Tim

e

•

Bring: construction paper pencil color pencils

Re

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 rules to follow in 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!

My

Stories

Track 56 New Neighbors, New Freinds.

Unit 1

11

Lesson 2

Who picks you up from school everyday?

1. Listen and match the conversation to the pictures.

5

Girl: M om. This is Stella.

Can she come home and play?

Mom: Of course she can.

Let’s ask her Mom.

Boy: T his is Andy. Can he come home and play?

Mom: Of course he can. Let’s ask his Mom.

2. Circle the right word.

a) he

b) she

a) he

3. You want to invite a friend home to play.

Work in pairs to invent a conversation.

Act it out.

12

o Act ut

Use expressions of greeting, politeness and farewell in a dialogue.

b) she

Family and Community Environment

4. Look at the picture and circle the answer.

Billy is at: a) Soccer practice b) Baseball practice

5. Listen and circle the person who's speaking.

6

1. Good afternoon, Mrs. Dent.

2. Good afternoon, Coach.

3. How are you, Billy?

4. I’m fine, thank you.

5. That’s good. Let’s play!

6. Choose roles. Read the conversation aloud in groups of three.

7. Listen and chant.

7

A: How are you?

How are you?

I’m fine thanks, and you?

B: How are you?

How are you?

I’m fine today, too.

Step 2 My Classroom Rules!

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

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ading Tim

e

1. Get together with your teammates.

2. Bring out your lists from last class.

3. Write the expressions you learned in this lesson in your

Re

•

Chant

Stories

Track 56

New Neighbors, notebook.

New Freinds.

4. Discuss about things you are and are not allowed to do in class.

Write your ideas in your notebook.

5. Draw lines on the construction paper to divide it into four equal parts.

6. Save your work for the next session.

Unit 1

13

Lesson 3

Do you follow rules?

1. Listen and read. Then, work with a partner and think about other rules you observe at school.

8

Come to school!

Read and write!

Learn the numbers Yes, that’s right!

Come to school!

It’s fun, fun, fun!

It’s fun, fun, fun For everyone!

2. Listen and read.

9

3. Circle the words you don't know.

Ask your teacher what they mean.

What does ‘lunchbox’ mean?

4. Talk about the rules in your school with your classmates.

14

Use expressions of greeting, politeness and farewell in a dialogue.

Family and Community Environment

5. Are the rules on page 14 for teachers or students?

6. Complete the rules.

a. S

down at your desk.

b. P

your backpacks on the hook.

c. S

good morning to the teacher.

d. D

n’t br to school.

g candy

7. Talk about the rules. Listen and check your answers.

10

8. Practice saying the rules.

Let's work on our product one more time.

This time you will: 1. Bring out your notes and the construction paper.

2. Now, choose a rule you learned in this lesson and make 3.

4.

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5.

6.

up some more on your own. Remember to be polite Write these rules in your notebook and ask your teacher for help.

Copy the rules in the spaces you have in the construction paper. Share and compare with others.

Draw some pictures to illustrate your rules.

Save your work for the last session of this product.

ading Tim

e

•

Step 3 My Classroom Rules!

Re

Sit down at...

Stories

Track 56 New Neighbors, New Freinds.

Unit 1

15

Lesson 4 1. Look at the illustration and read the conversation.

Teacher: Can you line up your backpack please?

Boy: Sorry.

Teacher: Thank you 2. Now, work with a partner. Choose a topic and invent a new conversation. Follow the model in number one.

hot cakes

hot chocolate

3. Complete the conversation.

A: G ood , Uncle Tom. B: H ow are you, Billy?

A: I’m fine, you.

B: That’s good. play!

16

cornflakes

Family and Community Environment

4. Write Check (ü) for good behavior or a cross (û) for bad behavior.

1. You can borrow my ruler.

3. Look!

2. Hey! That’s my eraser!

4. Here. You can use my

colored pencils.

5. Listen, read and complete the story with words from the box. push

a. Charlie,

don’t

run on

11

shout

Put

c. Edward.

push!

the stairs!

b. Rosita!

the trash in the trashcan!

d. Billy and Simon! dont shout!

Unit 1

17

My Classroom Rules!

Show & Tell

1. In this final step, do the following: 1. Do you ever follow rules? Work with your

teammates.

2. Bring out your poster with the classroom

rules you wrote: Greet everybody at school and out side school; etcetera.

3. Create a conversation with a partner.

4. Place your classroom rules poster on

the classroom walls for everyone to see every day.

18

1

Family and Community Environment

Assessment 1 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.

Follow a reading.

Good job!

Unit 1

19

2

Lesson 1

• Explore illustrated rhymes and tales in verse.

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

• Write verses.

Can you rhyme?

1. Listen and sing along.

12

Rhyming words

Like dog and frog Rhyming words

Sound the same

And cat and bat

Sound the same

Finding rhymes

Finding rhymes

Is like a game!

Is like a game!

2. Look at the picture.

What do you think the rhyme is about?

My grandfather’s dog My grandfather’s dog Is very, very fat He loves his food And that is that.

My grandfather’s dog Just hates to run He thinks that eating Is much more fun!

My grandfather’s dog Likes to eat and eat And then go to sleep At my grandfather’s feet.

3. Now listen and circle the words that rhyme.

20

Read rhymes and tales in verse.

13

Literature and Ludic Environment

4. Listen and read. Color the hat.

14

Scarecrow Fred Look at me!

I’m scarecrow Fred I’m made of straw And my hat is red I protect the crops For Farmer Black I scare the birds They don’t come back!

Bring: construction paper pencil color pencils ruler

5. Find a word that rhymes with... a) Fred b) Black 6. Listen again. Clap your hands to the rhythm and join in with the rhyme.

14

Step 1 An Illustrated Rhyme!

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Let's start this unit's product, now you will:

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1. Work in teams.

2. Bring out your materials.

3. Use your ruler and pencil to divide the piece of construction paper into four equal parts.

4. Leave a space for the title at the top.

5. Save your work for the next session.

Re

•

Stories

Track 57 Robot Kirk.

Unit 2

21

Lesson 2

What´s your favorite rhyme?

1. Read and learn.

A verse is one line in a rhyme or poem: I’m in the sea.

A stanza is a group of lines: This is me!

2. Listen to the rhyme. Answer the questions.

15

Thomas and May Thomas Light Is very bright He studies hard Day and night His sister May Just likes to play With her toys Every day 1. How many verses are there in Thomas and May’s rhyme?

2. How many stanzas are there in Thomas and May’s rhyme?

3. What are the rhyming words in stanza 1?

4. What are the rhyming words in stanza 2?

3. Listen again. Clap your hands to the rhythm.

Then read the rhyme.

22

Read rhymes and tales in verse.

15

Literature and Ludic Environment

4. Match the rhyming words. Then, read them aloud.

1. two pen 2. three blue 3. four tree 4. nine door 5. ten pine

Match

5. Check the rhyming words we a friend.

6. Complete the rhymes. Use the rhyming words you know.

1. Look at me! Look at me!

I can climb the apple

2. I need a pot of glue

To finish picture 3. Before I count to four

Go and close the 7. Read and learn.

Then, circle the rhyming pairs with different spellings.

The sounds of some rhyming words are spelled the same: same game fun run The sounds of some rhyming words are spelled differently: glue two

dog frog bright light door four ten pen eat feet

Step 2 An Illustrated Rhyme!

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

ading Tim

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1. Get together with your teammates.

2. Choose one of the rhymes you liked the most from lessons 1 and 2 and also write one rhyme of your own.

3. Copy the rhyme in the spaces you made in the construction paper. Write one stanza in each space. Be careful with spelling.

4. Save your work for the next product session.

Re

•

Stories

An Illu

Track 57 Robot Kirk. strate dR

hyme

Unit 2

23

Lesson 3

Do you like the circus?

1. Write the names under the pictures.

2. Listen and match the stanzas to the pictures.

The circus is in town Please, can we go?

Coco the clown Is famous you know There are acrobats too They swing from a trapeze Dad, can we go?

Please, please, please!

I want to see the juggler He juggles twenty balls He’s very, very talented And no ball ever falls OK Mandy darling Of course we can go!

Oh thank you, Daddy I do love you so!

3. Listen again. Read the rhyme aloud together.

24

Read rhymes and tales in verse.

acrobats juggler clown trapeze

16

Literature and Ludic Environment

4. Read the rhyme on page 24 again.

Find the words that rhyme with…

1.

2.

3.

4.

go trapeze balls go

16

5. Listen again. Circle the right emotion.

Work in pairs.

Do you think the girl in the story is: b)angry a) sad

c)excited

6. Listen to the rhymes.

Say the name of the color and point it out.

His name is Ted And his hat is...

Point

17

red!

Let's work on our product one more time.

This time you will:

ading

1. Bring out the rhymes you copied in the construction paper.

Tim 2. Draw some pictures to illustrate your rhyme.

Stories Track 57 3. Color the pictures and decorate your work any way Robot Kirk. you want.

4. Practice saying your rhyme aloud with your teammates.

An Illustrated Rhyme 5. Save your work for the last session of this product.

e

•

Re

Step 3 An Illustrated Rhyme!

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Unit 2

25

Lesson 4 1. Listen and read.

Then, circle the words that rhyme.

18

Painting on the Wall

by Mark (aged 7) I’m painting a picture on the wall.

It’s a picture of me playing ball.

But my Mom is angry.

My Mom is mad.

Is painting on the wall so very bad?

2. Write the words that rhyme. Say the words aloud. four 1.

2.

3.

4.

5.

wall mad rhyme door bed

tall

head

sad

time

3. Read and answer.

•

26

The words 'wall' and 'tall' rhyme because they have the same sound. Is the sound spelled the same? Yes / No

Literature and Ludic Environment

4. Listen and say the names of the animals.

19

rat

dog

gorila

frog

hippopotamus

bat

rhinoceros

chinchilla

5. Read and complete the rhyme.

I want to see a green frog There’s one at the zoo I want to see a There’s one at the zoo, too.

I want to see a hippopotamus There’s one at the zoo I want to see a There’s one at the zoo, too.

I want to see a chinchilla There’s one at the zoo I want to see a There’s one at the zoo, too.

I want to see a bat There’s one at the zoo I want to see a There’s one at the zoo, too.

6. Listen and check.

20

Unit 2

27

An Illustrated Rhyme!

Show & Tell

1. Get together with your teammates.

2. Bring out the rhyme you wrote in the construction

paper.

3. Before presenting your work, practice the rhyme

with your teammates.

4. Take turns and come to the front to show your

rhyme to the rest of your class.

5. Say the rhyme aloud with your team and point at

the drawing as you say the stanza.

6. Finally, place your illustrated rhyme on the

classroom walls for everyone to see it.

28

2

Assessment 2

Literature and Ludic 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…

Differentiate the parts of a rhyme.

Listen to and understand a rhyme.

Read a rhyme aloud.

Identify stanzas and verses.

Write verses and illustrate them.

Understand a reading.

Good job!

Unit 2

29

3

Lesson 1

• Explore illustrated instructions.

• Understand and express instructions.

• Participate in the writing of texts of experiments.

Are experiments only related to Science?

1. Listen and say. Tell a partner what kind of experiments you like or want to do.

21

Experiments are really cool Let’s do experiments today at school!

2. Listen and read.

22

Blow up a balloon with (CO2).

MATERIALS • A balloon • 1/4 cup of water • A plastic bottle • A drinking straw • A teaspoon of vinegar • A teaspoon of baking soda

INSTRUCTIONS 1. Stretch the balloon with your hands.

2. Pour the water into the plastic bottle.

3. Add the baking soda and stir it with a straw.

4. Pour in the vinegar and stretch the balloon over the top of the bottle.

3. Close your books. Work with a friend and answer.

1. What materials do you need?

2. What are the instructions?

4. Circle the materials in blue, the instructions in green and the illustrations in red. Check with a partner.

30

Follow and give instructions for planting a plant.

Academic and Educational Environment

5. Answer the questions correctly. Check answers with a friend.

1. What is the name of the experiment?

2. Which comes first, the materials or the

instructions?

3. How many steps are there?

4. Where do you put the water, the vinegar

and baking soda?

5. What happens?

6. Circle the question words in the previous exercise.

Step 1 Let’s Plant A Plant!

•

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Reading

To make this unit's product, you will: 1. Work in small groups.

2. Discuss with your teammates the type of materials you need to grow a plant and to plant it.

3. Write a list of the materials you need in your notebook. Check spelling.

4. Save your work for the next session.

T i me Facts

Track 58 Fun Experiments.

Unit 3

31

Lesson 2

Do you do experiments at school? Which ones?

1. Look at the pictures and complete the words in this list of materials.

A

of water clip pencil bowl tissue

A paper A paper A

2. Look at the pictures of the next experiment.

Circle the correct title. b) Make a paper clip float a)Make a paper tissue float 3. Complete the instructions with words from the box. push Instructions

don’t

shout

1. Put a paper tissue onto

the

.

3. Use a

to push the paper to the bottom of the bowl.

32

Follow and give instructions for planting a plant.

Put

2.

a paper clip onto the paper tissue.

What happens? The clip floats!

Academic and Educational Environment

23

4. Listen to the instructions on the last page.

Check your answers.

5. Match the questions to the answers. a) What is the title of

the experiment?

Three.

b) How many steps

are there?

A pencil.

c) Where do you put

the paper clip?

It floats.

d) What do you use to

push the tissue paper?

Make a paper clip float.

e) What happens to

the paper clip?

6. Listen and check.

On the paper tissue.

24

7. Practice reading the questions and answers with a partner.

Step 2 Let’s Plant A Plant!

•

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Let's continue with our product, this time you will: 1. Work with your teammates again and bring out your materials.

2. Cut the construction paper in half. Be careful when you use the scissors.

3. Copy the list of materials you will need to plant a plant in one half of the construction paper. Be careful with spelling.

4. Make drawings to represents the materials you will use next to their names like this: 5. Save your work for the next session.

Reading

T i me Facts

Track 58 Fun Experiments.

Unit 3

33

Lesson 3

Do you like to work in teams?

1. Work in small teams, listen, read and number the instructions.

Put a few drops of blue vegetable coloring into one glass and stir with a spoon. Add yellow to the other.

Fold kitchen paper into two strips.

Wait for two hours.

Pour water into two of the glasses.

Stand the glasses in a line with the empty glass in the middle.

Put the strips in the glasses like this: 2. Read and answer.

What happens?

Why does the kitchen towel go green?

34

Follow and give instructions for planting a plant.

.

Academic and Educational Environment

3. Complete the list of materials for the experiment on page 34.

1. Three 2. Water 3. A 4. Blue and vegetable coloring.

5. Kitchen 4. Look at the example and order the words to make questions.

6. is the name / What / of the experiment / ? /

7. /are there/ steps / ? / How many /

8. / How many / ? / do you need / glasses /

9. / do you put / Where / the vegetable coloring / ? /

10. / ? / happens / What

5. Use the questions to ask a partner about the experiment.

What’s the name of…?

•

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Step 3 Let’s Plant A Plant!

Reading

To continue with your product, this time, you will:

1. Get together with your teammates.

T i me 2. Bring out the empty half of the construction paper.

Facts 3. Write in your notebooks the process you need to Track 58 follow to plant a plant.

Fun Experiments.

4. Check the spelling and ask your teacher for help. t the paper we 5. Copy the instructions on the empty piece of towels cardboard and illustrate them.

6. Save your work for the last step of this product.

Unit 3

35

Lesson 4 1. Match the pictures with their names.

Match

instructions

illustrations

materials

36

Academic and Educational Environment

Circle

2. With your partner find the words from the box in the crossword puzzle. Circle them. balloon instructions

paper bottle

illustrations water

materials pencil

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3. Work together, choose and write sentences using the words from the puzzle. Share with others. Follow the example.

I draw illustrations for the experiment.

Unit 3

37

Let’s Plant A Plant!

1. To complete this product and plant a plant in this final step, you will:

Show & Tell

3

1. Get together with your teammates.

2. Bring out the two cardboards you made.

3. Bring the materials for the product and follow the

instructions you wrote.

4. Each team member must have their own materials.

5. Use a permanent marker to label your materials with

your name.

6. Work with your teammates and plant a plant!

7. Take turns and come to the front to show your work to

the rest of your class.

8. Place your plants in a safe and sunny space in your

classroom.

38

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 instructions of lists of materials.

Identify parts of a text.

Read and understand instructions.

Practice the pronunciation of words.

Understand a reading.

Good job!

Unit 3

39

4

Lesson 1

• • •

Analyze signs.

Rehearse the oral expression of instructions in signs.

Participate in the writing of instructions.

Are signs important in our lives?

1. Where can you find these signs? Who are they for?

1

2

4

3

5

2. Match the signs to the words.

6 Match

a) Silence in the library. b) Don’t run on the stairs. c) Go slow! Children crossing. d) Emergency exit. e) No bullying allowed. f) Computer room.

40

Produce signs for public spaces.

Look

Say

Family and Community Environment

3. Answer the questions.

Write

a) Which sign has an arrow? b) Which sign is yellow? Go slow! c) Does red mean ‘Do’ or ‘Don’t’? d) What do the silhouettes on the signs show?

4. Look at the sign. What does it mean?

Circle your answer.

Look

Circle

The computer room The restroom The library 5. Read the instruction.

Draw the sign without words. Color it.

Draw

Step 1 Making Public Signs

•

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Reading

Lets make public signs: 1. Write a list of the different signs you learned in this lesson in your notebook.

2. Share and work with your teammates and decide on wich signs you want to make for your classrom.

3. Make a final list of signs and save your work for the next session.

T i me Facts

Track 59 School Signs.

Unit 4

41

Lesson 2

What signs do you see on your way to school?

1. Listen, read and point to the signs.

Track

25

Listen

Read

A: W here’s the restroom please?

B: Look! There’s a sign over there.

A: Pick your coat up, Philippa.

What does it say on that sign?

B: Hang your coat on the peg!

A: M iss! Miss! Miss!

B: Don’t shout! Raise your hand, please.

A: Michael Gonzalez! Don’t run on the stairs! Look at the sign!

B: Sorry Miss.

2. Practice reading the conversations.

Say

3. Unscramble the instructions. Tell your partner.

42

hands / Wash / your

library / Don’t / in the / talk

Produce signs for public spaces.

Write

Family and Community Environment

4. Look at the signs. Complete the conversations.

A: B: A: B: A: B:

Look

Write

I’m going on the trampoline.

Take your

off first!

Stop children!

Sorry Mom. Isn’t it beautiful?

Hey!

on the grass.

touch the animals!

5. Listen to the conversations and check your answers.

6. Write the verbs to give instructions. Then, work with a partner and practice. a)

the flowers.

b)

the monkeys.

c)

the trash in the trash.

Track

26

Write

7. Choose a scene from exercise 4 and act it out to the class.

Listen

Say

Say

Step 2 Making Public Signs

•

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Let's continue working on this unit's product. Now you will: 1. Work in the same team that you worked with last product session.

2. Bring out the list of signs from the last session and add the ones you learned in this lesson.

3. Start drawing some of the signs on separate sheets of paper to paste on the final cardboard.

4. Save your work for the next session.

Reading

T i me Facts

Track 59 School Signs.

Unit 4

43

Lesson 3

When do you follow signs?

Track

1. Listen and read. Point to the words that mean:

27

Read

Listen

A place where we keep wild animals.

• The opposite of ‘left’.

• A sign that tells when you can go or when you have to stop.

• A means of transport •

Boy 1: Where’s the zoo?

Boy 2: Turn left here.

Boy 1: I can’t see the zoo.

Boy 2: L ook! Turn right at the corner.

ey! Slow down! The stop Boy 1: H light’s red.

Boy 2: Oh yes!

here do we put our W bicycles?

Keeper: P ut your bicycles over there.

Boy 1:

2. Look at the signs. Complete the instructions.

Turn

44

Produce signs for public spaces.

down!

Look

Write

right

your bicycle.

Family and Community Environment

3. Listen to the story. Then, draw the signs from the box and write what they mean.

Parking lot

Girl: D on’t stop here, Dad.

Cross here

Don’t touch the toys

Girl: Look! Park over there, Daddy.

Girl: Cross on the pedestrian crossing, Daddy.

Read

4. Read and choose the right answer.

Track

28

Listen

No parking

Dad: Hey! Megan. Stop that! Look at the sign!

Circle

•

Sentences start with:

a) small letters

b) capital letters

•

Names start with:

a) small letters

b) capital letters

5. Write the instructions correctly.

Write

a) park in main street. b) cross over here, annie. c) don’t park in front of lincoln school.

Step 3 Making Public Signs

•

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Let's work on our product one more time.

This time you will:

Reading

1. Get together with your same team.

2. Bring out your piece of construction paper.

3. Draw the last signs you chose on separate pieces of paper . Then, glue the signs onto the piece of cardboard.

4. Save your work for the last session of this product.

T i me

Unit 4

Facts

Track 59 School Signs.

45

Lesson 4 1. Match the instructions to the signs.

Match

This way to the playground.

Don’t run.

Don’t feed the penguins.

No bullying.

Girls’ restroom 2. Complete the instructions.

Write

•

the road here.

•

your hand when you want to speak.

•

around the swimming pool.

•

your hands before eating lunch.

•

trash on the ground.

3. Unscramble the instructions.

Write

a) walk / grass / Don’t / the / on /

b) at / corner / the / right / Turn

c) parking / in / Park / the / lot

d) ducks / the / feed / Don’t

46

Family and Community Environment

4. Correct the instructions. Consider small and caplital letters, punctuation and the meaning of the text. a) use the emergency exit.

Read

Write

b) no bullying in the playground, donald.

c) keep the classroom clean.

d) come to school on time

5. Complete the instruction.

Put

Match

.

6. Invent a sign with words for your classroom.

Draw

Unit 4

47

Making Public Signs

Show & Tell

1. In this final step, do the following: 1. Get together with your teammates.

2. Bring out your construction paper with the

public signs you made.

3. Take turns exchanging opinions on signs you alrady have. Think of where you can place them in the school for everyone to learn about public signs.

4. Discuss as a group why these signs are important.

48

4 3

Family and Community Environment

Assessment 4 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…

Analyze signs Interpret texts in signs to follow instructions.

Recognize different types of public signs.

Write instructions based on a model.

Complete written instructions.

Understand a fact.

Good job!

Unit 4

49

5

Lesson 1

• • •

Explore illustrated children’s poems.

Read aloud children’s poems.

Complete written poems.

Are poems a way to learn how words rhyme?

Look

1. Look at the faces. Circle the correct expression.

What do you think the poems are going to be about?

excited sad furious

excited sad furious

excited sad furious

2. Listen and read. Which child wrote which poem?

Poem 1 Child I’m absolutely furious Life really isn’t fun.

I’m very, very angry.

I hate just everyone!

Circle

Track

29

Listen

Read

A verse in a poem is one line.

Poem 2 Child I’m happy and excited Life is really great I’m going on vacation I really cannot wait!

A stanza is a group of lines that go together.

50

Change verses in a children’s poem.

Poem 3 Child I’m really very sad Things haven’t gone my way Please leave me alone DON’T TALK TO ME TODAY!

Literature and Ludic Environment

3. Read, listen and answer.

Track

30

Listen

Read

• How many stanzas are there?

• How many verses are there?

Dan’s Walk

By Nicholas, age 9.

Woof! Woof! Woof!

Please, Dan. Don’t bark!

Woof! Woof! Woof!

I know it’s very dark.

Stop it, Dan! Stop it!

Don’t chase that cat!

Stop it, Dan! Stop it!

Don’t behave like that!

Track

30

4. Listen and read. Complete the information.

5. Work with a partner and talk about the poem Dan`s Walk .Is it a happy poem or a frightening pom?

6. Practice reading Dan's Walk aloud, tapping out the rhythm on your desk with your hands.

•

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Listen

Read

Read

Say

Step 1 Verses of Children’s Poems!

For this unit's product you will: 1. Work in groups of five and choose a poem in this lesson.

2. Copy the poem in your notebook and share with your teammates as you discuss why you liked it.

3. Illustrate your poem.

4. Save your work for the next session.

Track 60 Toys! Toys! Toys!

Unit 5

51

Lesson 2

Can you write a poem about your favorte things?

1. Listen and chant along. House rhymes with mouse Please rhymes with sneeze Listen Track 31 Chant Play rhymes with neigh Word rhymes with bird Let’s find the rhyming words, OK? Let’s find the rhyming words today!

2. Look at the pictures. Read the title. What's the poem about?

Look

Read

Say

My Favorite Things

by Carol (8 years old)

Look at Kitty She’s my cat She’s lying on Her favorite mat Look at my slippers They’re blue and red Look at my slippers They’re on my bed Look at my doll She has yellow hair She’s lost one arm But I don’t care!

3. Listen to the poem and circle the words that rhyme.

52

Change verses in a children’s poem.

Track

32

Listen

Circle

Literature and Ludic Environment

Write

4. Look up these words in a dictionary. Say the words in your language. a) mat

d) doll

b) slippers

e) arm

Say

c) bed Read

5. Read the poem again and circle Yes or No. a) Kitty is a cat.

Yes Yes Yes Yes Yes

b) Kitty is lying on the bed. c) Carol’s slippers are green. d) The doll has two arms. e) Carol loves her doll.

6. Read and answer.

Circle

No No No No No

Write

a) How many stanzas are there in My Favorite Things?

b) How many verses are there?

7. Read the poem with your group.

•

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Read

Say

Step 2 Verses of Children’s Poems!

To continue with your product, you will: 1. Get together with your teammates and bring your materials.

2. Choose one poem you liked from Lesson 2.

3. Count the number of stanzas your poem has.

4. Write your poem on a piece of construction paper.

Use a ruler and a pencil to make the lines. Make sure there is a space between each stanza.

5. Illustrate your poem and save it for the next session.

Track 60 Toys! Toys! Toys!

Unit 5

53

Lesson 3

What do you do when you can’t find rhyming words to write a rhyme?

Read

1. Read the rhyme and find a word for…

Write

a) someone who does sports: b) a game: c) a place where you sleep: d) the best hit possible: e) a body part:

There was a young sportsman called Fred Who liked to play baseball in bed.

He thought it was fun Till he hit a home-run And fell out of bed on his head.

2. Listen and circle the correct words that complete the rhyme.

Track

33

Listen

Read

Write

There was a young elephant called Paul Who climbed up a tree for his call / ball When he couldn’t turn round / sound To climb down to the ground He just sat on a leaf until tall / Fall.

3. Count and compare.

Write

a) Which rhyme has the longest verse? b) How many different rhymes does each stanza have?

54

Change verses in a children’s poem.

Literature and Ludic Environment

4. Circle the words that rhyme. Then, listen and check.

Track

34

Listen

Circle

A monkey climbed up a tree To see what he could see.

He saw a farmer With a banana And said ‘That banana’s for me!’

5. Read the poem. Write two more stanzas, using words from the box.

Look at the cat!

Ted asleep on the mat

Write

frog

log

bed

6. Separate the words to make a two-line rhyme. Write it out correctly.

Apolarbearstoodontheice.Itwascoldbutterriblynice.

Write

•

Step 3 Verses of Children’s Poems!

Let's work on our product one more time.

This time, you will: Get together with your teammates again.

Bring out your materials.

Choose your favorite poem from Lesson 3.

As before, write this poem on a piece of construction paper and illustrate it.

5. Save your work for the final product session.

1.

2.

3.

4.

rtfol Po io

Track 60 Toys! Toys! Toys!

Unit 5

55

Lesson 4 1. Complete this stanza.

•

What’s in that hat?

•

Hey! It’s Kitty, Carol’s

2. Work with a partner.

Complete the picture.

56

Write

Trace

!

Literature and Ludic Environment

3. Find the words in the word search.

l

i

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Circle

4. Choose words to complete the stanzas.

Write

a) Look at my slippers

They’re blue and Look at my slippers They’re on my

care red hair

b) Look at my doll

She has yellow She’s lost one arm But I don’t

bed

Unit 5

57

Show & Tell

Verses of Children’s Poems!

1. In this last step, you will: 1. Get together with your teammates.

2. Bring out your three poems.

3. Choose the poem you all like best and practice saying it aloud with your teammates. Be careful with pronunciation, rhythm and intonation.

4. Take turns and come to the front to show your poem to the rest of your class.

5. Say the poem aloud with your team and point at the drawings as you say each stanza.

6. Finally, place all your poems on the classroom walls for everyone to see and read.

7. Invite people from your neighborhood or family to listen to your poems and share their ideas with you.

Humpty Dumpty (Unknown author) Humpty Dumpty sat on the wall Humpty Dumpty had a great fall All the king’s horses and all the king’s men couldn’t put Humpty Dumpty togehter again.

Buckingham Palace

by A. A. Milne T hey’re changing guard at Buckingham Palace Christopher Robin went down with Alice.

Alice is marrying one of the guard.

“A soldier’s life is terrible hard,” Says Alice.

Roses are red violets are blue, sugar is sweet and you are, too!

58

5

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…

Read children´s poems.

Differentiate stanzas from verses.

Distinguish rhyming words.

Practice spelling and pronunciation of words.

Complete written poems.

Understand a reading.

Good job!

59

6

Lesson 1

• • •

Revise the writing of personal data and hobbies.

Understand questions about personal data and hobbies.

Participate in the writing of questions about personal data and hobbies.

Should all people have hobbies?

Track 35

1. Listen and follow the coversation. Then, practice with a partner.

Listen

Girl: Do you have hobbies?

Boy: I sure do! I collect fossils and play soccer, too.

What about you?

Girl: Yes, I have hobbies Yes, I do! I collect stamps and starfish, too!

Track 36

2. Listen, read and answer.

Sam: Barbara: Sam: Barbara: Sam: Barbara: Sam: Barbara: Sam: Barbara: Sam: a) b) c) d)

Listen

Read

Write

ello. What’s your first name?

H Barbara.

What’s your last name, Barbara?

West.

Can you spell your last name, please?

W – e – s – t And how old are you, Barbara?

I’m 8.

Where do you live?

I live in Canada.

I’m Sam. Welcome to the Summer Course.

What’s the girl’s first name?

What’s her last name?

How old is she?

Where is she from?

3. Work with a partner and complete the registration form with their information.

First name: Barbara First name: Last name: West Last name: Age: 8 Age:

Country: Canada Country:

What’s your ...?

60

Exchange information on personal data.

Write

Familiy and Community Environment

4. Look at the pictures. Complete the names of these hobbies ma

in la

neck in

ace

vid

idin

o a

5. Listen, read and complete.

Tim: Ana: Tim: Ana: Tim: Ana:

i. What’s your name?

H

What’s your favorite hobby?

. I love Where do you live?

I live in the

ga

bi

e e

ok

c Track 37

Write

Listen

n Read

Write

. .

6. Work in pairs. Choose a hobby and act out the conversation.

Say

What’s your name?

Step 1 An Illustrated Graph about Hobbies

•

rtfol Po io

Reading

Let's start this unit´s product. This time you will: 1. Work in pairs and write a list of the hobbies you learned in this lesson.

2. Write these questions in your notebook and answer them with your own information: • What’s your first name?

• What’s your favorite hobby?

3. Save your work for the next session.

Unit 6

T i me Facts

Track 60 Hobbies and Interests.

61

Lesson 2

Why are hobbies so important in people’s lives?

1. Listen and read along. Circle the hobbies.

Track

38

Listen

Read

Circle

Hi. My name’s Candy. My hobby is collecting teddy bears. I have 23 teddy bears. I love writing stories, too. All my stories are about teddy bears!

Hello. I’m Josh. My favorite hobby is making models. I make model cards with boxes. I like roller blading too. And I go to karate classes. I love doing karate.

2. Answer the questions.

Write

a) What are Candy’s hobbies?

b) Is Candy writing stories? c) What are Josh’s hobbies?

d) Is Josh roller blading?

3. Write about you. Draw a picture.

Write

Draw

a) What is your name?

My name’s b) How old are you? I’m c) What’s your favorite hobby?

My favorite hobby is I like d) Where do you live? I live in 62

Exchange information on personal data.

.

. , too. .

Familiy and Community Environment

Write

4. Look at the bar graph and answer.

Boys Girls a) Which are the two most popular hobbies for boys in Josh’s class?

b) Which are the two most

5. Read and answer. a) b) c) d)

Read

Write

popular hobbies for girls in Candy’s class?

Do you like to ride a bike?

Do you like to play soccer?

What sport do you play?

Who do you play with?

6. Play the mime game.

Pick a hobby from the hat. Mime doing the hobby to the class. Then, guess the hobby.

Step 2 An Illustrated Graph about Hobbies

•

eading R Let's continue working with our product. This time you will: 1. Get together with your partner.

2. Bring out the materials and your information.

3. Include all the hobbies you learned in the last two lessons.

4. Find out which hobbies are more common to girls and to boys.

Hobby

rtfol Po io

Boys

Girls

T i me Facts

Track 60 Hobbies and Interests.

Total

Collect cards Make models

5. Go around your classroom and ask your classmates the questions in your notebook and complete the table.

Unit 6

63

Lesson 3

Is it good to follow an order in our daily activities?

Track

1. Listen and read along. Circle the words that tell you an order or sequence. Check with a partner.

39

Listen

First ends with st Second ends with nd Third ends with rd All the rest From 4th to 20th End with th It’s easy!

Easy peasy!

2. Listen and repeat the numbers.

1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th

first second third fourth fifth sixth seventh eighth ninth tenth

3. Ask your classmates.

64

Say

Exchange information on personal data.

Track

40

11th 12th 13th 14th 15th 16th 17th 18th 19th 20th

Listen

Say

eleventh twelfth thirteenth fourteenth fifteenth sixteenth seventeenth eighteenth nineteenth twentieth

When’s your birthday?

On January 4th.

Familiy and Community Environment

Read

4. Play the mime game.

Write

Girl: Hello. What’s your Boy: Jacob Girl: How Boy: I’m 8.

?

are you, Jacob?

Girl: ‘s your birthday? st Boy: August 31 Girl: What’s your favorite Boy: Rollerblading. Goodbye!

5. Listen and check.

Track

?

Listen

41

Read

6. Unscramble the words to make questions. Remember to add a "?". a) name / your / is / What

b) old / you / are / How

Write

c) birthday / is / When / your d) hobby / favorite / is / What

7. Use the questions to have a conversation with a partner.

Say

Step 3 An Illustrated Graph about Hobbies

•

rtfol Po io

Reading

Let's continue working with this unit's product.

1. Get together with your partner.

2. Bring out your notebook with the information you collected.

3. With the help of your teacher draw a graphic organzer to get analitical results.

4. Save your work for the final session.

Unit 6

T i me Facts

Track 60 Hobbies and Interests.

65

Lesson 4 Write

1. Use the words in the box to complete the conversation.

Alex: Susie: Alex: Susie: Alex: Susie: Alex: Susie: Alex: Susie: Alex:

Hello.

Susie.

your first name?

What’s your Post.

name, Susie?

Can you P –

your last name, please?

–s–

And I’m 8.

Where do you live?

are you, Susie?

I in the United States.

I’m Alex. Welcome to our Karate Academy.

2. Complete this ID card with your information.

Make a drawing of yourself.

Write

Name: Last name: Age: Country:

3. Unscramble the following numbers.

66

Write

a) ofrtuh

d) nwettieht

b) lenvethe

e) xsitenteh

c) ifstr

Draw

Familiy and Community Environment

4. Match the hobbies with their names.

Match

a) collecting cards

b) playing video games

c) riding a bike

d) cooking

e) playing soccer

5. Unscramble the questions and answer them with your information.

Write

a) is / What / name? / your

b) you? / old / How / are

c) favorite / What’s / your / hobby?

d) do / Where / live? / you

Unit 6

67

Show & Tell

An Ilustrated Graph about Hobbies 1. Let's work on the final step of your product.

1. Get together with your teammates.

2. Bring out the graph you made with the results of

your survey.

3. In your team, take turns to tell your partners what you found and compare with their findings. .

4. Gather the information everyone in your team has and based on results, talk about the favorite hobbies of your classmates.

5. Finally, present your work to your group and discuss other’s results.

Hobby Collect cards Make models Make necklaces Play videogames

68

Boys

Girls

Total

4 4 5 3

6

Assessment 6

Familiy 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 hobbies and describe them.

Understand questions about personal information and hobbies.

Make a survey and report the results.

Identify and use ordinal and cardinal numbers.

Good job!

69

7

Lesson 1

• • •

Explore illustrated children’s books about agricultural products.

Participate in the exchange of questions and answers on agricultural products.

Review writing questions to get information.

What do you prefer, printed books or e-books? ok Lo

1. Look at the photos. Answer the questions.

1

Write

2

a) What’s the title? b) What do you think it’s about? c) Who is it for? d) Which is the front cover, Picture 1 or Picture 2? e) Which is the table of contents, Picture 1 or Picture 2?

2. Look at the vegetables and color them. ni

Color

n

ar u

o umb

cab to

Look

a

r e

at

3. Complete the names of the vegetables in the last exercise.

70

Write questions for information on agricultural products.

Write

Academic and Educational Environment

4. Ask and answer about vegetables.

What color are tomatoes?

Say

They’re red.

5. Listen and read. Number the pictures in the order you hear them

Track 42

Listen

Read

Write

Are cabbages round?

Yes, they’re large and round.

Carrots are long and thin.

Grapes are small and round.

They’re sweet. Mmm. Delicious.

Lemons are yellow. They’re oval.

They aren’t sweet!

6. Talk about these fruits and vegetables.

Strawberries

pineapples

Say

onions

tomato

Step 1 Questions about Agricultural Products

rtfol Po io

To work on this unit's product you will:

ading Tim

e

1. Work in small groups.

2. Write the names of the vegetables and fruits you learned in this lesson in your notebook.

3. Write a short description including color or other characteristics. Follow the models in activity 5.

4. Save your work for the next session.

Re

•

Stories

Track 62 Our Food.

Unit 7

71

Lesson 2

Is all food healthy?

1. Listen and read along. Do you like any of these fruits?

Tell a partner and find out who likes these fruits.

Track

43

Listen

Apples, oranges, watermelon – Ooo! Bananas, pineapple and mangoes, too!

They’re all delicious and good for you!

And where does this delicious fruit grow?

This delicious fruit grows in Mexico!

2. Complete the words and match the words to the pictures. a)

p

b)

ra

c)

a

d)

a

e)

ine

f)

a

Write

e ge er

elon

an p

le

go

3. Answer. What is your favorite fruit? Make a drawing.

72

Match

Write questions for information on agricultural products.

Write

Draw

Academic and Educational Environment

4. Listen and read.

Then practice the conversation.

Anne: Josh: Anne: Sue: Anne:

Track

44

Listen

Read

Say

What is it?

Is it an apple?

No! Is it a mango?

Yes!

5. Draw a picture.

Play the game.

6. Read and answer.

Draw

Read

Write

a) What color are watermelons? b) What color are oranges? c) What color are mangoes?

Step 2 Questions about agricultural products To continue working with this unit's product you will:

ading

1. Get together with your teammates.

2. Write the names of the vegetables and fruits from this lesson, and their descriptions as you did in the last session. T i m Stories 3. Bring out a piece of construction paper and make a three Track 62 Our Food. column chart. Ask your teacher for help.

4. Copy the list from your notebook in the chart and save your work for the next session.

e

Re

•

rtfol Po io

Unit 7

73

Lesson 3

Are all products from organic sources, healthy?

Draw

1. Where do products come from?

Match the products with the animals. eggs

cow

hen

pig

bee

sausages steak honey milk cheese ham

2. Complete the sentences. a) b) c) d) e)

Write

come from pigs. comes from bees. come from hens.

Ham comes from .

Milk comes from .

Sausages

3. Listen and check your answers.

74

Track

45

Write questions for information on agricultural products.

Listen

Academic and Educational Environment

4. Read and answer. a) b) c) d)

Read

Write

What color is a strawberry?

Is a grape big or small?

Is a watermelon round or oval?

Where do eggs come from?

5. Unscramble the questions. Then write the answers. Remember the ?.

Write

a) / ? / a pineapple / Is / round or oval

b) is / onion / an / ? / What color

c) honey / does / come from / Where / ?

6. Play the game.

No, it isn’t.

Is it yellow?

It’s pink.

What color is it?

Is it a sausage?

Yes, it is!

Step 3 Questions about agricultural products

rtfol Po io

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

Unit 7

Tim

e

1. Get together with your teammates.

2. Complete the table with the animal products you learned in this lesson.

3. In your notebook, write questions that help you to describe these products. Ask about the color, size and other characteristics.

4. Save your work for the last session.

Re

•

Stories

Track 62 Our Food.

75

Lesson 4 1. Label the parts of this book.

Write

title front cover illustration table of contents

2. Complete the next conversation.

Write

A: What is it?

B: It is a A: What B: 3. Read and answer.

Write

a) What color are mangoes?

b) What color are cucumbers?

c) Is a watermelon oval or round?

d) Is a grape big or small?

76

. is it? green!

Academic and Educational Environment

4. Write the words in the box in the correct column.

Fruit

Vegetables

grapes onion

strawberries pineapples

5. Unscramble the words.

Write

cabbage tomato

bananas carrot

cucumber oranges

Write

a) glno

d) ruodn

b) hitn

e) rde

c) salml

f) tsewe

6. Complete the descriptions. Use the words from the previous. a) Carrots are

and

b) Grapes are

,

c) Apples are

and

7. Read the questions and answer.

Write

. and round. .

Write

a) Where does ham come from? b) Where does honey come from? c) Where do eggs come from?

Unit 7

77

Show & Tell

Questions about agricultural products

7

1. L et's complete this unit's product. This time you will: 1. Get together with your teammates.

2. Bring out the table with your agricultural

products and your notebooks with the questions you wrote.

3. Read the questions one more time and make sure they are correct. Ask your teacher for help.

4. Get together with another team.

5. Take turns and ask each other questions about

the different agricultural products in your tables.

6. Finally, place your tables on the classroom walls for everyone to see your work.

” ? … r o l o “What c Fruits

“Is it big?”

78

“What

is it?

Vegetables

“Is it oval?

”

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 the parts of a book.

Identify characteristics of agricultural products.

Ask and answer questions about agricultural products.

Describe agricultural products.

Identify question words.

Organize words to form questions.

Good job!

Unit 7

79

8

Lesson 1

• • •

Explore illustrated diagrams or maps.

Exchange information about localities of the community.

Write information about the community.

Which is your favorite place in town?

1. Listen and read along.

Track

46

Listen

There’s a school where I live Hip, hip, hip hoorah There’s a school where I live I see it every day!

2. Look at the map. Label the places with the words in the box. Check with a partner. restaurant park

Washington Street

3. Listen and point.

80

Track

supermarket museum

Third Street

Main Avenue

school hospital

47

Exchange information on personal data.

Listen

Look

Write

Family and Community Environment

Read

4. Read and answer.

Circle

I know these words because they look and sound similar in Spanish. Yes No Write

5. Complete the words and match them with the pictures. g

s s

ovi fi

ati th

e s t

y

Match

n ate

ati to

n e

6. Listen and point. movie Listen Track 48 heater

toy store gas station

fire station Read

Circle

7. Read and circle the correct option. a) Where’s the gas station?

It’s next to / across from the toy store. b) Where’s the movie theater?

It’s next to / across from the toy store.

Step 1

This is My Community

rtfol Po io

Let's start this unit's product. This time you will:

Re

1. Work in teams.

2. Write the names of the places in the community from this lesson in your notebook.

3. Save your work for the following session.

Unit 8

ading Tim

e

•

Stories

Track 63 On Vacation.

81

Lesson 2

Do all rivers and lakes come from oceans?

1. Read and match.

Read

Match

forest ocean river lake island mountain

2. Read and complete.

Read

Write

a) The Rio Grande is a big

.

b) Sharks live in the

.

c) Popocateptl is a d) Fish live in the

82

Exchange information on personal data.

. .

Family and Community Environment

Circle

3. Find six words in the puzzle. Write them in the correct place in the table.

la

ke

scho loc o

n ea

r i ve r st

Man-made constructions

4. Add one more word to each category.

5. Read and draw.

ehosp

a it

l

Natural features

Read

or

Write

Draw

There’s a forest. There’s a small lake in the middle of the forest. There’s an island in the middle of the lake. There’s a big hotel on the island.

Step 2

This is My Community

rtfol Po io

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

Unit 8

ading Tim

e

1. Get together with your teammates.

2. Bring out your notebook and write the names of the places you learned in this lesson.

3. Make a table like the one on this page and organize the places in it.

4. Save your work for the next session.

Re

•

Stories

Track 63 On Vacation.

83

Lesson 3

Which is the most important community service in your town?

1. Look at the map. Then, find the…

Write

Look

3

a) gas station

2 1

b) supermarket c) fire station

5

d) hospital

6

e) school f) zoo

2. Ask and answer.

Say

Where’s the hospital?

It’s across from… / It’s next to…

3. Write one conversation with a partner. Use the places from the map. Share and compare with others.

84

Exchange information on personal data.

Write

4

Family and Community Environment

4. This is Toy Town. Complete the map. Draw in 3 places.

Show others your map. Are they the same?

5. Write three sentences describing your map. a) There’s a

. . .

b) There’s a c) There’s a

6. Answer the questions.

Write

a) Is the mountain big or small? b) Is the lake big or small? c) Is the toy store big or small?

Draw

Write

Bring: 1 piece of cardboard, colors and a pencil.

It’s It’s It’s

. . .

Step 3

This is My Community

rtfol Po io

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

Unit 8

ading Tim

e

1. Keep working with your teammates.

2. Bring out your materials and draw a map of your town in a piece of construction paper.

3. Include natural features and man-made constructions.

4. Color and decorate your city any way you want.

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

Re

•

Stories

Track 63 On Vacation.

85

Lesson 4

Third Street

Main Avenue

1. Label the places in the map.

Write

Washington Street

2. Look at the map and answer the questions. Check in teams. a) Where’s the school?

b) Where’s the museum?

c) Where’s the park?

d) Where’s the supermarket?

e) Where’s the restaurant?

86

Write

Family and Community Environment

Write

3. Unscramble the next words. a) lkae

d) efosrt

b) ocean

e) dilasn

c) mnotauin

Write

4. Organize the following places in the correct category.

Man-made constructions

Natural features

school museum

lake river

park mountain

restaurant forest

supermarket

5. Which are your favorite places in town? Make a drawing in each space. Share with others. Are they the same places?

Unit 9

Draw

87

This is My Community

Show & Tell

1. To present your work to your classmates you will: 1. Get together with your teammates.

2. Bring out the map of your community.

3. Take turns and come to the front with your

teammates to present your work.

4. Talk about the different natural and man-made features you included and their location.

5. Use the expressions you learned in the lesson.

6. Finally, place your signs on the classroom walls for everyone to see your work.

88

8

Family and Community Environment

Assessment 8 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…

Recognize places in a map.

Differentiate natural features and man-made constructions.

Ask and answer about the location of places.

Write and talk about places in the community.

Understand a story.

Good job!

Unit 8

89

9

Lesson 1

• • • •

Explore an illustrated book of children’s tales.

Listen and follow the reading of a tale.

Compares emotions caused by the reading of a tale.

Write sentences.

Do you like to tell or do you prefer to listen to stories?

1. Listen and sing.

Track

49

Listen

Sing

We like stories Of every kind All kinds of stories We don’t mind!

In this unit Let us look At true stories In the story book 2. Look at the book cover. What is the title of the book?

Complete the illustration.

3. Is the book a children's book or an adult's book?

Tell a partner and check.

90

Read stories to compare emotions.

Write

Look

Write

Literature and Ludic Environment

4. Read the back cover of the book.

What is the book about?

Read

5. Complete the sentences. a) There are

Write

stories in the book.

b) All the stories are about c) The book is for children from

.

to

6. T his is the title of the first story in the book.

Unscramble it and write it on the line.

years old.

Write

My / Experience / Vacation / Horrible

7. Talk to your classmates. What do you think the story is about?

Say

Step 1 Illustrating My Personal Experiences

• rtfol Po io

To work on this unit's project you will: 1. Work in pairs.

2. Talk to your partner about an experience you had in your vacation. Are your stories similar or different?

3. Write about your experiences in your notebook.

4. Save your work and bring it in for the next session.

Unit 9

Reading

T i me Facts

Track 64 Street Art.

91

Lesson 2

Do you give a present at a birthday party?

1. Listen and read. Circle the words you don't know.

Track

50

Listen

Read

Circle

It’s my eighth birthday. My gifts are on the table.

What is in that big red box?

Look at the birthday card. It’s from my uncle. It has a big number 8 on it.

There’s a cage in the big red box.

I lift it out. I shout ‘Wow!’

It’s a hamster! It has a blue ribbon around its neck. ‘Thank you, uncle!’ I love my hamster!

2. Read the story again and complete the pictures.

Write 3. Read and answer the question. Then share with others. Do they think like you?

• What is a perfect gift for you?

92

Read stories to compare emotions.

Read

Draw

Literature and Ludic Environment

4. Read the story extract. Circle the action words.

Read

Circle

I go to the dentist’s office three times a year. The dentist always says “Open your mouth wide.” I open my mouth very wide! The dentist has a little mirror. He looks at my teeth. My teeth are good. I don’t have any holes, but the dentist always cleans them. The dentist has a box of little toys in his office. He always gives me a little toy before I go home. The dentist says “Goodbye” and then I run to my mom in the waiting room.

5. Listen and read along.

Track

51

Listen

6. Complete the sentences with the action words. a) b) c) d) e) f)

I I The dentist He He always I

to the dentist’s office with my mom. my mouth very wide.

Bring: at my teeth.

1 piece of cardboard a ruler, a pencil my teeth. and colors. me a little toy. to my mom in the waiting room.

7. Read the question and answer.

•

Write

Read

Write

What happens when you go to the dentist’s office?

Step 2 Illustrating my personal experiences

•

rtfol Po io

Let's continue working with our product. This time, you will: Reading 1. Continue working with your partner.

2. Bring out your notebook and read your story one more time. Check for grammar or spelling mistakes.

Ask your teacher for help.

3. Bring out a piece of construction paper and cut it into three equal parts.

4. Draw lines to divide each part into two more halves.

5. Save your work and bring it back for the next session.

Unit 9

T i me Facts

Track 64 Street Art.

93

Lesson 3

Which part in a story do you prefer?

1. Read and then circle Yes or No. A good story has three sections. The first section is the introduction to the story. The second section is the middle part of the story. Most of the story is in the middle part. The third part is the conclusion to the story.

Read

• A good story has

Circle

three parts.

• The first part is the introduction.

Yes No

is in the conclusion.

Yes No

in the third section.

Yes No

• Most of the story

• The story finishes

Yes No

Write

2. Order the paragraphs. Then label the introduction, the middle and the conclusion. Work with a partner.

Now we’re at the airport again. It’s the end of my first trip to the United States. Not a week!

Just one day! I’m very sad.

My name is Lupita and I’m Mexican. I’m in Miami on vacation for a week with my uncle Tomas and my aunt Frida. This is our first day. I’m very excited.

Miami is wonderful. We’re on the beach. I’m making a sandcastle. Uncle Tomas is taking photographs.

Aunt Frida is swimming in the ocean. What’s that?

Oh no! It’s a shark! Aunt Frida is jumping out of the water! ‘I hate sharks,’ she says. Aunt Frida is crying!

She says: ‘I don’t like Miami. I want to go home!’

3. Listen to the story and check your answers.

94

Read stories to compare emotions.

Track

52

Listen

Literature and Ludic Environment

Write

4. Write the names of the characters in the last story.

5. This is a story from 'Stories about Children for Children' .

Can you guess the title of it?

6. Look at the pictures. Complete the sentences. a) I’m

Look

Say

Write

a sandcastle.

b) My uncle is

photographs. c) My aunt is

in

the ocean. d) A shark is

in

the ocean too. e) My aunt is

of the ocean.

7. Mime the action for others to guess.

out Say

You’re swimming in the ocean!

Step 3 Illustrating My Personal Experiences

•

rtfol Po io

Let's continue with our product.

1. Get together with your partner and bring out your notebook and the three pieces of construction paper.

2. Divide your story in introduction, middle and conclusion.

3. Write each part in a different piece of paper.

Be careful with spelling.

4. Illustrate the three parts of your story and save your work for the last session.

Unit 9

Reading

T i me Facts

Track 64 Street Art.

95

Lesson 4 1. Unscramble the following words and make a drawing for each one.

gtif

ibrhdyta crda

ahstemr

aceg

2. Write the next sentences correctly. Use capital letters when necessary. Check with a partner. a) david eats lunch with me.

b) ale and i are going to the movies.

c) we are flying to new york in june.

d) i am seven years old.

3. Complete the sentences with action words.

Look at the pictures. to the dentist’s office with my mom.

Write

a) I

b) My uncle is

photographs. c) I

my mouth very

wide. d) My aunt is

in the ocean.

96

Write

DENTIST

Write

Draw

Literature and Ludic Environment

4. Read the story order the paragraphs. Then label the introduction, the middle and the conclusion.

Read

Write

My mom and dad took my sisters and me to the zoo, because we wanted to see the new baby animals. First we went to see the lions, and we saw the two baby cubs playing with eachother. There were a lot of people there but my sister took some good pictures. Then, we went to see the monkeys.

Some of them were eating bananas and others were jumping from branch to branch.

We spent six hours in the zoo walking and looking at all these new baby animals. Then, my dad invited us to dinner in a very nice restaurant. We really enjoyed our trip very much.

Hello! My name is Manuel, I live in a small city in Mexico . I want to tell you about my last visit to the zoo. In my city we don’t have a zoo so we traveled to Puebla for the weekend.

5. Make a drawing to illustrate Manuel's story

Draw

Unit 9

97

Illustrating My Personal Experiences

Show & Tell

1. To present your work to your classmates you will: 1. Get together with your partner.

2. Bring out your story.

3. Take turns and come to the front to retell

your story to the rest of your classmates.

4. As you talk about your story, allow your classmates to ask questions about it.

5. Then, place your story on the classroom walls for everyone to see it.

VACATIONS

98

VACATIONS

VACATIONS

9

Assessment 9

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…

Identify the parts of a book.

Read short stories.

Retell a story.

Listen and follow the reading of a tale.

Compare the actions and emotions in a story with my own.

Express how I feel about a story.

Write sentences.

Identify the three parts of a story.

Good job!

Unit 9

99

10

Lesson 1

• • •

Explore illustrated maps of the American continent with specific information (language, currency, flag, etc.).

Understand information from reading aloud.

Participate in writing information.

Do you like where you live?

1. Listen and read. Then, tell a partner what you know about America.

Track

53

Listen

Our continent has three main parts North America Central America and South America Our continent has three main parts and a lot of countries big and small so let’s learn something about them all.

2. Look at the map and label the three main parts of the continent. Check with others.

3. Where is Mexico?

Write

100

Register information of a geography topic with graphic support.

Look

Write

Academic and Educational Environment

Write

4. Work in pairs. Write the countries under the flags. Use the countries in the box.

Canada The United States

Brazil Argentina

5. Draw and color the flag of Mexico.

Guatemala Costa Rica Draw

Bring: 1 piece of construction paper, a ruler, colors and pencil.

Step 1 A Chart of the American Continent

•

rtfol Po io

Reading

To work on this unit's project you will: 1. Work in groups of and bring out your materials.

2. Use your ruler and divide your construction paper in half.

3. Take a look to the map on page 104 and locate the different countries that are part of America.

4. Save your work and bring it in for the next session.

T i me Facts

Track 65 The American Continent.

Unit 10

101

Lesson 2

How many countries are there in America?

1. Listen and point to the countries you hear.

Track

54

Listen

Alaska(USA)

Canada

United States of America Mexico Guatemala El Salvador Nicaragua San Jose Panama Colombia Ecuador

Belize

Peru

Honduras Venezuela Guayanas

Brazil Bolivia

Chile

Paraguay

Uruguay

Argentina Say

2. Work in pairs. Say a country. Your partner points to it.

3. Which countries look and sound similar in Spanish?

102

Register information of a geography topic with graphic support.

Say

Academic and Educational Environment

4. Read and circle.

Circle

Read

People speak English in the United States, and many people speak Spanish, too. Canada has two official languages – English and French.

In most countries on the continent the official language is Spanish, like in Mexico and Costa Rica, but they speak Portuguese in Brazil.

What money do people use? In Canada they use the Canadian dollar. In the United States they use the US dollar. In Mexico they use the Mexican peso. What about in Brazil? In Brazil they use the Brazilian Real. Some countries in Central America use the American dollar, but Costa Rica uses the Colon.

• The text is about countries

in… a) North America. b) South America c) The American Continent • The text is about… a) flags b) languages and money c) capital cities

5. Use the information in the text to complete the table.

Check with your classmates.

Country

• rtfol Po io

Language(s)

Write

Currency

The United States Canada Mexico Brazil

Colon

Step 2 A Chart of the American Continent

To work on this unit's project you will: 1. Get together with your teammates.

2. Bring out the map you made in step 1.

3. Use your ruler and pencil to make a chart under the map like this one: Country

Language

Reading

T i me Facts

Currency

Track 65 The American Continent.

4. Complete the chart with information of five countries in the American Continent.

5. Save your work and bring it back for the next session.

Unit 10

103

Lesson 3

What languages do people speak in your hometown?

1. Read and answer.

Read

Write

Ecuador is a country everybody loves. It has mountains. It has beautiful beaches. It has forests. It has the Amazon River, and the famous Galapagos Islands are off its coast.

People go to the Galapagos Islands to see the giant tortoises, the iguanas and other unique wild life.

The capital of Ecuador is Quito. The official language is Spanish but many people speak Quechua. Quechua is an Inca language. In Ecuador they grow cocoa, coffee, maize, rice, sugar cane, mango, bananas and pineapples. The United States dollar is used as the official money in Ecuador.

a) What natural features does Ecuador have?

b) What’s the capital city? c) What languages do people speak? d) What do they grow in Ecuador?

e) What currency do they use?

2. Listen and read along. Then work with a partner and ask: What is similar and different in Ecuador to Mexico?

3. Circle the words that are the same or similar in your language.

104

Register information of a geography topic with graphic support.

Circle

Track

55

Listen

Academic and Educational Environment

4. Complete the sentences. Use the words in the box. a) Uruguay is in

America.

b) In Panama they speak c) In

Costa Rica Brazil South Spanish

.

they speak Portuguese.

d) The colon is the currency they use

in .

5. Unscramble the information. What's the country?

Pairs

Write

Write

The country is in (etncarl) America.

The official language is (pisshan) .

They (ycenurrc) they use is the Quetzal.

The country has a frontier with (ixcome) .

The colors of the flag are (lueb) and (tewhi) . It is .

6. Solve the riddle. What's the country? a) The capital city is the Spanish word for the English word ‘lime’.

Write

b) The currency they use is the Spanish

word for the English word ‘sun’.

Step 3 A chart of the American Continent

•

Let's continue working with our project. Now, you will need: Reading 1. Get together with your teammates.

2. Bring out your map and chart.

3. Mark the countries you chose in your map and color them.

4. Illustrate your map and chart. Include the flag and money of these countries.

5. Save your work and bring it back for the last step.

T i me Facts

Track 65 The American Continent.

Unit 10

105

Lesson 4 1. Color the map. Follow the directions.

a) Draw a red line and divide North, Central and South America b) Color Mexico pink. c) Color Brazil yellow. d) Color Canada blue.

2. Match the flags to their countries.

The United States 106

Guatemala

Read

Draw

e) Color The United States green. f) Color Argentina orange. g) Write the names of the countries you colored.

Match

Brazil

Canada

Academic and Educational Environment

3. Complete the chart. Write the names of the countries in the correct column.

North America

Central America

South America

4. Match the countries with their currency and languages. Work with a partner. a) Costa Rica

English and French

b) Canada

Write

Match

Mexican peso US dollar

Spanish

c) Mexico

English

Canadian dollar

d) The United

Spanish

Colon

States

5. Complete the sentences. Use the words from the box. a) The colon is the

Write

they use in Costa Rica.

b) English and French are official

in Canada.

has a border with Mexico.

c)

d) The capital city of Guatemala

currency

is Lima. languages

Peru

Unit 10

107

A Chart of the American Continent

Show & Tell 10

1. It's time to work on the final step. Now you will: 1. Get together with your teammates.

2. Bring out your maps and charts.

3. With your teammates, come to the front to

show your work to the rest of your classmates.

4. Talk about the countries in your map, and

about the information on your chart. Allow your classmates to ask questions about your work.

5. Then, place your maps and charts on the

classroom walls for everyone to see your work.

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 and locate regions in the American Continent.

Understand information from reading aloud.

Write the names of regions and countries of the American Continent.

Register specific information in a chart.

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 boy is my brother.

That is the sea.

I like candy.

The scarecrow scares me.

Picture Dictionary

115

116

At night, I go to sleep.

Don’t push!

This is baking soda.

Look at the sign!

Children crossing.

I love her doll.

Stop! Don’t walk

I love your necklace.

I keep silence in the library Picture Dictionary

117

118

The cucumber is green.

I don’t like cabbage.

I want to visit an island.

The wolf lives in the forest.

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.

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2 Activity Book Primary

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Primary Activity Book

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Lengua extranjera. Inglés Activity book