Beats! 4 Primary Activity Book by EDILAR

Activity Book Primary

Primary

Activity Book

Nombre

Grado

Escuela

Maestro (a)

Primary

Activity Book

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:

Pendiente Rights Reserved © 2021 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 2021

The presentation and layout of Beats! 4 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.

Impreso en México · Printed in Mexico Distribución gratuita · Prohibida su venta

Primary

to Hi, dear friend, Welcome to 4th grade where you’ll have wonderful new learning experiences in your native tongue and in English, too! We invite you to discover, think, do and create in English as you work individually, in pairs, in small teams or with all your classmates in situations where you will exchange personal information, ask and understand what others want and need; talk about expectations you all have; learn how to ask for clarification when not understanding something and the best part of all, is seeing your own progress at learning and using English and helping others in their learning process, too! During this school year, you will also read and enjoy different fictional texts where your imagination can take you to invent new situations and create stories to share and enjoy with others. You will also read informative texts about other places and cultures to learn and even compare experiences, traditions, legends and many other interesting facts especially in countries where English is the official language. So prepare yourself to discover, think, do and create in English as you go along Beats! 4 enjoying learning, working and sharing in and out of the classroom what you can do in, and with English,at your own rhythm and beat!

Lots of luck and fun! The Author

Meet your book VV

This section appears at the beginning of a lesson offering interesting and fun questions on different topics to awake your curiosity and activate previous knowledge.

This section for you to integrate what you already know with new concepts as you work on meaningful activities where language aspects and communication come together.

Each unit includes three "CREATE" sessions where you’ll work on building the unit’s product step-by step developing and using your creative and social skills as you learn and work in a collaborative way with others.

VAssesment V is different to testing;

therefore, what you’ll find on this page is a specific evaluation that agrees with the contents and achievements in the unit. Nothing to fear but an opportunity to see your own progress and work a little more on whatever you may need to improve.

VV You will also share with a partner a coevaluation where both of you can exchange points of view, needs and wants and see your progress as you provide each other with feedback to overcome possible mistakes and become better users of English.

VReading V time, is the section

that invites you to look at specific pages in your Reader’s book and enjoy a fact or a story that agrees with the topic and contents of the unit you are working at that moment.

VV A Picture dictionary included at the end of your book to help understanding vocabulary and expressions in an easier way. Each page also offers you two blank spaces for you to build your own pictionary. VV An End-of School Year diploma is also found at the end of your book for you to share and show everyone how well you understand and communicate in English and the diploma you got for finishing the course with a beating progress!

VV You will find different links to interesting Web pages throughout your book that offer you extra fun activities to keep on learning in an enjoyable way.

VV A correlated section to the Reader’s book where you’ll find a simple but engaging question for you and your classmates to exchange ideas and thoughts about what you read and how useful the information can be to you and others. A suggested, extra product for you to choose the one you prefer to do or even, do both: the one in the unit and this one. They are both, great evidences of your progress at learning English.

The Reader’s Book is a collection of fiction and non-fiction texts for you to enjoy and improve your vocabulary, reading and listening skills. Each story and non fiction text, has been carefully chosen for them to correlate with the units in the Activity book. The stories and non fiction texts are beautifully illustrated and offer a glossary which makes reading more interesting and fun!

VV Glossary Each reading includes glossary boxes with key words that will help you understand the lesson. Each word included in the glossary box can be identified on the same page where the box is. The key word is presented in bold for easy identification. The glossary box shows the meaning according to the context where the word is presented in the lesson.

This material will help you understand English better when listening and / or speaking with others, because the listening activities included in the audio CD provide pronunciation models to practice pronunciation. The scripts for each audio track have been included in this Teacher’s Guide. The CD also includes a set of fixed images that your teacher can share with you and your classmates to make your learning more meaningful and enjoyable.

Throughout the lessons, you will find the following icons which will tell you what to do in the activities. Group

Pairs

rtfol Po io

Track

VV Group and teamwork, where you and your classmates work as a whole group or in small teams.

VV Pair work, where you and a partner work together on specific activities such as dialogs, written messages, co-evaluations and other interesting and fun activities.

Show

& Tell

VV A portfolio is a collection of evidence that shows your skills and what you are learning in the language. Create a portfolio with written evidences of what you are able to do with and in English every time you encounter this icon or when ever you want to save an evidence of your work.

VV Listening activity, where you'll work on communication, pronunciation, stress and intonation of the language.

VV Product sessions, where you and your teammates build, in three different sessions, a final and specific product to enjoy and apply what you learned so far in the unit and share it with your group as you present it in a Show & Tell Session.

Contents To the Student 3 Meet your Book 4 Unit 1 Let’s Talk About the Future Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell Assessment Unit 2 Photos of me and you! Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell Assessment Unit 3 Follow Instructions and Do It! Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell Assessment Unit 4 Messages in Public Ads Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell Assessment Unit 5 Interesting Fables Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell Assessment

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 58 59

Unit 6 Questions, questions? Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell Assessment Unit 7 I need some things from the shop Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell Assessment Unit 8 Great stories, great cultures! Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell Assessment Unit 9 Beautiful sounds! Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell Assessment Unit 10 Let’s celebrate!! Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell Assessment

60 60 62 64 66 68 69 70 70 72 74 76 78 79 80 80 82 84 86 88 89 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 Bibliography 125 Webography 126 Diploma 127

Lesson 1

Don’t Worry • • •

Explores dialogs that express worries. Examines ways to express worry in a dialog. Expresses and responds to worries in short dialogs.

What sort of things do young people worry about? 1. As a class, talk about the things you worry about. What do you worry about at school? What do you worry about at home?

2. Listen to the conversation and answer the questions in pairs. Hello. What’s the matter?

Who’s Raquel talking to?

Why is she worried? Hi mom, I’m back.

Track

Pairs

Does her Mom think it’s a real problem? What does she say? What was the fight about?

Raquel sounds very anxious. How does her mom sound?

3. Work in pairs. Read the conversation and find out the answers to these questions: Who is Jaime talking to? Why isn’t he happy this morning? What’s the solution? Jaime: Teacher: Jaime: Teacher: Jaime:

Exchanges worries in a dialog.

Good morning Miss Gonzalez. Hello Jaime. You don’t look very happy. What’s the matter? I’m worried! My Dad’s mad at me because I forgot to take my dog out this morning. Oh dear! Don’t worry. Just don’t forget in future. Here we are. See you in class. Thank you. Bye Miss Gonzalez.

Pairs

•

Family and Community Environment

Explores dialogs that express worries.

Track

4. Listen to the conversation. Work in small groups to answer the questions • Talk about how the two conversations begin and end.

Why do you think the greetings are different? • Which of the problems would worry you? • Do you think kids all around the world worry about the same things? Why? Track 3 Listen again and write down the words the speakers use to express their worries.

6. In small groups talk about which of the problems in this lesson you worry about. Do you think kids all around the world worry about the same things?

Step 1 Worry Box Collection In this section, we work with a partner or in small groups to make a product where we apply what we know and what we learned throughout the unit; products help you see your progress and how well you use English to communicate with others. To make a product we work during 3 sessions throughout the unit. Every unit has its own specific product but they all are fun to make and share with others. This time, the product is a worry box collection. • Let's start this Unit's product. di

Rea ng

1. Work in teams.

2. Work together. Look through the lesson and find

out how people express worries and the words that are used to talk about what worries you. 3. Make a group list of the examples you find. 4. Save your work for the next session.

T i me Facts

Track 40 Read pages 6 to 10

Unit 1

Lesson 2

• Examines ways to express worry in a dialog.

How can you share your worries with others? 1. Birthday parties are fun, but some

children worry about them. Do you? What do you worry about? Discuss with your group.

2. Look at the picture. Listen to and read the

Track

Pairs

conversation. Tell a partner what it is about. Luis: Carolina: Luis: Dad: Carolina: Dad: Carolina:

Dad:

3. In pairs work together to answer the questions.

I ’m worried about my party! Why? Mom says I can only invite ten friends. So who do I invite? Hello guys. Hey! What’s the matter with you, Luis? He doesn’t know who to invite to his party. Why not? He can only invite ten friends. And I want to invite two of my friends to his party, too, dad. Oh no! He has to invite the whole class. Don’t worry. I’ll talk to mom.

Pairs

a) What is wrong with Luis? How do you know?

b) What is wrong with Luis’ sister? Why does she care?

c) How is their dad going to help?

Exchanges worries in a dialog.

Family and Community Environment

4. Read the expressions. In groups, talk about what you think

Group

the children are saying. Say which child isn't worried. Look! Luis invited me to his party. I think Luis forgot my invitation.

Why didn’t I get and invitation? Perhaps Luis doesn’t like me anymore. Here are the rest of the invitations to my party.

5. Imagine you are having a party and you are worried. Make notes about all the things you're worried about.

Pairs

6. Tell a friend about about all the things you are worried about. Listen to your friend's worries. How are your worries similar or different?

Step 2 Worry Box Collection

• Let's continue with this Unit's product, this time you will: 1. Get in your teams and get out your group list. 2. Work together. Look through the lesson to find

how people ask and answer questions about worries and the things people can say to someone who is worried. 3. Choose a group secretary. Tell the secretary what to write to complete the list on worries and how to answer them. 4. 4. Save your work for the next session.

Reading

T i me Facts

Track 40 Read pages 11 to 14

Unit 1

Lesson 3

• Expresses and responds to worries in short dialogs.

How can you help someone who feels worried? Group

1. What problems occur in the playground at school? In groups, talk about your experiences. Say what you have seen happening at your school.

2. Work in pairs. Listen to the conversation. Who do you think is talking? 3.

Track

What's the problem? Is it a common problem at your school? What do you think the boy should do? Read the conversation and underline the expressions that show empathy and how Dad tries to help his son. Check your answers with a partner.

Pairs

Dad: You don’t look very happy. Daniel: I hate school. I don’t want to go back tomorrow. Dad: Why not? What’s going on? Daniel: The big boys in the playground keep picking on me! Dad: Bullying you? That’s bad. Why don’t you tell the teacher? Daniel: What do you mean? Dad: Tell your teacher what’s happening. Daniel: No! Then everyone would say I was a cry-baby! Dad: No, they won’t. Talk to your teacher and everything will turn out all right.

4. Look through the conversation again with a partner.

Can you find an expression asking for clarification? What is it? Think of ways in which you can use the expression in a conversation.

Exchanges worries in a dialog.

Pairs

Family and Community Environment

5. Work in pairs. Read the conversation between

Daniel and his sister. Then together look for expressions he uses to clarify what he means. Underline them. The first one has been done for you. Daniel: Kristi: Daniel: Kristi: Daniel:

I told dad the kids were picking on me. Picking on you? Yes. How do you say it? Bullying me! Oh! You know! Pushing me over! Hiding my books. As I told you! Bullying me! Kristi: How horrible! Daniel: He told me to talk to the teacher. I felt like a snitch, but I did talk to her. Kristi: A snitch? Daniel: Yes. You know. Telling stories about people! I felt bad, but I had to talk to her! And she spoke to the boys and wrote to their parents. Kristi: Good! They deserved it!

Bring: - white cards - shiny paper - shoebox - adhesive tape - markers

How to clarify what you say! How do you... You know

As I told you

6. Work in small groups. Imagine one of you is being bullied in school. Tell the group what

is happening and why you're not happy at school at the moment. Listen to their advice.

Step 3 Worry Box Collection

• Let's work on our product again. 1. Get in your teams. 2. Bring out your notebooks with the words, questions 3. 4. 5. 6. 7.

Reading

and expressions you wrote. Add any other ways of expressing worries to your lists. Work together to copy all the words, questions and expressions referring to worries you have learnt in the unit on white cards. As a team, look through the two conversations in this lesson and find all the expressions people use to ask for clarification. Write these expressions on small pieces of different colored shiny paper or any other type of paper you choose. Work together to decide how you are going to create your worry box. Help each other to make it. Put everything away for the final Show and Tell session.

T i me Facts

Track 40 Read pages 15 to 18

Unit 1

Lesson 4 1. Work in pairs. Look at the picture. Sara has forgotten her colored pencils. She's very worried. What does he say to the teacher? What do you think the teacher says to her? Write down your ideas. Then, act out the conversation between Sara and the teacher.

2. Read the conversation and in pairs discuss the questions. Mom: Boy: Mom: Boy: Mom: Boy: Mom: Boy: Mom: Boy:

a) b) c) d) e) f)

hy are you unhappy? W Because I don’t want to go to school anymore. Why not? What is the problem? Everyone was horrible to me in the playground today. Who was horrible to you? Elena and Katrina and Lolita! Why don’t you talk to the teacher about it tomorrow? She won’t listen to me. Do you want me to talk to her? No…Yes…I don’t know

What is the boy’s problem? How is it making him feel? What does his mother suggest first? Why do you think she suggests it? How does he react to the suggestion? What does the mother offer to do? Do you think that’s a good idea? Why? Why not?

Family and Community Environment Track

3. Listen to the conversation. Stand up and go around the classroom asking

your classmates the questions. Did everyone you all understand the problem and the solution?

a) Why’s the girl worried? b) Why doesn’t the boy think it’s a big problem?

c) What does the girl think her dad will do?

d) What does the boy suggest? e) Does the girl like his

f) What’s she going to do? g) Do you worry about a similar

suggestion?

thing? Why?

4. As a class talk about if what the girl decides to do is the right thing or not and why. 5. Read the problems. What would you say to the children? Exchange ideas

Pairs

with a partner.

Mario forgot his soccer boots and there’s a soccer match today.

Julia broke her mom’s favorite flower vase.

The dog ate Carlos’s project last night. It’s the last day to give the project to the teacher.

Unit 1

Worry Box Collection

Show & Tell

• In the final step, do the following: 1. Get together with your teammates. 2. Bring out your shoebox with words, questions and expressions.

3. Take out the expressions to clarify

meaning and paste them around the box.

4. Keep the other cards in the shoebox. 5. Go to the front of the class and taking

turns have each member take a white card out of the box. Use the word or expression on the card to say what worries you, whether at school or at home.

6. The rest of your group responds to

the problem, asking for clarification if necessary, and telling you what to do about your problem.

7. Finally, discuss with your group in what

other places or with what people you could use your worry box. How can it help you and others talk about your problems?

Assessment 1 1. How can you show your understanding of the following achievements? How can

you use them out of the classroom? Write your answers on the lines and discuss with your group. Now, I can… a) Explore dialogs that express worries, because I am able to

b) Examine the ways to express worry in a dialog, because I am able to

c) Express and respond to worries in short dialogs, because I am able to

2. Work in pairs. Discuss with your partner how you felt when you started Unit 1 and

how you feel now after you finished the unit. Talk about what you already knew, what you wanted to learn or expected to learn and what you learned. Exchange ideas and suggestions on how to learn and how to organize your study better. Use the chart below to write your ideas and draw a face expressing how you feel.

What I knew before I started the unit

What I expected and wanted to learn in this unit

What I learned in this unit

How I feel now that I finished the unit

Good job!

Unit 1

Lesson 1

Photos of me and you! • • •

Explores and listens to tales from a photograph. Proposes stories with the help of photographs. Tells stories from photographs.

How do photographs help you imagine or remember things or events? 1. Work with a partner. Look

at this photograph. What does it make you imagine? What do you think happened? Or, why did someone take this photo?

Pairs

2. Working with your partner, write some sentences about what you think happened and why someone took the photo of the storm. Check with another pair and exchange ideas.

3. Now, read and listen to the story behind the photo in activity 1.

Track

Were you and your partner correct? Underline the beginning of the story and circle the ending. How does the story make you feel? Check with your group. There was a terrible storm that night. But the following morning, the sun was shining again. “Did you hear the storm last night?” Mom asked Roberto and Margarita. They hadn’t heard anything! “Well, it rained cats and dogs,” their Dad said. The children laughed. “Cats and dogs?” asked Margarita. “How can it rain cats and dogs?” “It’s an expression,” Mom explained. “It means it rained very hard! Eat your breakfast!” After breakfast Roberto and Margarita went outside to play. The first thing they saw was

Tell a story from photographs.

a dog. It was in their yard. It was very wet and it looked lost. It had no collar on. The children had never seen the dog before. It was very hungry. They took the dog into the house. “Look Dad,” said Margarita. “You were right! It did rain cats and dogs last night!” “Well it rained one dog anyway,” said Roberto.” Roberto and Margarita adopted the dog. They called him Storm. Storm was very happy in his new home. He always looked at the children with loving eyes!

Literature and Ludic Environment

4. Underline the phrases that begin and end these stories. Write them in the

Pairs

correct boxes. Write down the beginning and the ending of the story in activity 3 too. In pairs, compare the beginning and endings. Which phrases are only used for one type of story? What type of story? Once upon a time there was a little girl called little Red Riding Hood. She lived in the forest with her mother And they lived happily ever after.....

One day, Juan was walking along the street when His father took him home and that was the end of that!.....

Beginnings

Endings

5. Get into groups of four. Look back at the photograph on Page 20. Think of a short airs P

story, choosing the beginning and ending from the phrases in the box.

6. Share your story with the rest of the class. How did the beginning and ending change the story?

Step 1 Telling a story from a photograph

help people tell stories and create stories. 3. Work together to make a list of different types of stories, for example, adventures stories, vacation stories, mystery stories, etc. 4. As a group decide who can bring in photographs and pictures for making a story for this unit’s product. 5. Put your list away for the next create session.

ading Tim

1. Get into product teams. 2. In your team, talk about how photographs can

Remember that in this section we work with a partner or in small groups to make a product where we apply what we know and what we are learning throughout the unit. This time, the product is a story based on what we see in a photograph. In this session, you will do the following:

Stories Track 41 Read pages 19 to 23

Unit 2

Lesson 2

• Proposes stories with the help of photographs

How can photographs tell stories? 1. Work in small groups. Look at

this photograph, what could be the story behind it? Discuss with your group.

2. Work in small groups. Read the real story and find out if anyone guessed what

Group

happened? Discuss the things that you can imagine from a photograph.

It was Maya’s birthday. She was nine, and her mom prepared a birthday lunch for her, so Maya invited her friends from school to come home for lunch. Her birthday was on a school day, and Maya was so excited that she could hardly concentrate at school. While Maya was at school, her Mom prepared the birthday lunch. She made spaghetti bolognaise, which all the kids loved, and decorated the birthday cake she had made the day before. When it was nearly time to go and pick up the girls from school, she grated a lot of cheese on top of the spaghetti bolognaise and put it into the oven, for the cheese to melt, so that everything would be ready to eat as soon as they all got back from school. But there was a problem! On the way back from school, there was a lot of traffic and the spaghetti bolognaise burned! There was no birthday lunch for the girls. What could Maya’s Mom do? Easy! She called the local pizza place and ordered pizza! The pizzas arrived just in time for everyone to have a great birthday lunch. After lunch, Maya cut the cake and blew out the candles. The girls had a wonderful time!

3. Work with a partner. Decide In a story there are always three parts. The beginning – how the story starts.

The middle – when the most important moment in the story takes place.

The end – the conclusion of the story.

Tell a story from photographs.

what the beginning, the middle and the ending of the story is. Has anything similar ever happened to you or your family? Share your experiences with your class.

Pairs

Literature and Ludic Environment

Track

4. Listen to and read the story again. How many things happened in the

Group

story? Fill in the chart. Write the events of the story in the right column. Follow the examples and compare your work in small groups.

This happened BEFORE the spaghetti bolognaise burned!

Maya invited her friends to lunch.

These events happened while Maya was at school

Mom prepared a birthday lunch.

This happened AFTER the spaghetti bolognaise burned!

‘There was no birthday lunch.’

Step 2

1. Get into your team. 2. Get out the photographs you brought from home and / or collected from magazines.

3. Work together to decide which photograph you want to use for your final product. 4. Start imagining a story around the photograph. 5. Work together to make a chart about what happens at the beginning of the story, what happens in the middle and what happens in the end. 6. Save your work for the following Create session.

ading Tim

• Let's continue with our product.

Telling a story from a photograph

Stories Track 41 Read pages 24 to 27

Unit 2

Lesson 3

• Tells stories from photographs

How can photographs provoke emotions and ideas? Group

1. Work in small groups. Think of and share possible titles for stories based on these photographs.

2. Listen and read this story. It is recorded twice. Discuss with a partner

Track

which version (the first or the second) sounds best, and why.

lt was a lovely sunny day. The Browns drove into the country to find a good spot for a picnic. Lucy and her mom started to take everything out of the picnic basket. John and Dad went off to explore. While they were away a great big bear came out of the forest. At first Lucy and her mom were terrified, but the bear just sat down quietly beside them. “I think he’s hungry,” said Lucy. “Why don’t you give him an apple? “ her mom suggested. Lucy gave the bear an apple and he started to eat it. Just then John and Dad carne back. Dad picked up a stone to throw at the bear. “Don’t hurt him !” whispered Lucy. “He’s just hungry. He’s eating an apple.” Dad dropped the stone.

Tell a story from photographs.

Literature and Ludic Environment

3. In small groups choose one of the other photographs on Page 24. Imagine a

Group

story to share with your class. Use the following tips to organize your story. Tips: • How are you going to start the story? • What happens in the story? • How does the story end? • There must be something unusual and exciting in your story. • Make notes in your notebook (But don’t write the story)

4. Divide the story into parts for everyone in your team

to participate. Rehearse telling your story among your teammates. Remember to make the story sound interesting and exciting.

5. Tell your story to the class. Be prepared to clarify their doubts and to say things in another way if necessary. I mean... Let me say that again.

Bring: - a sheet of construction paper, pencils, colors or markers, pens, glue, magazines and the chosen photograph in your team. IF POSSIBLE, amplify the photo to size ¼ of a cardboard sheet.

Step 3 Telling a story from a photograph 1. Get into your teams and bring out the photograph and

ading chart you work with in the last Create session. Together use the chart and the photo to write the draft of your story. Remember to make it interesting. Tim Check your draft carefully and make any changes you Stories think are necessary. Track 41 Fix the photograph onto a piece of construction paper Read pages 28 to 32 and write the title of your story above the photograph. Work together to divide up the story. Practice telling it in an interesting way. Help each other by making appropriate sounds. Save your work for the Show and Tell session.

3. 4. 5. 6.

Unit 2

Lesson 4 1. Work with a partner. Look at the photograph. Circle the title you think best.

Write 2 or 3 sentences to support your decision and tell a short story to your partner.

• The New Bicycle • A Ride in the Country • My Bicycle Is Best

2. Read this story about the boy and the bicycle in activity 1. In groups talk about the story. What event does the story start with? Does the mother's attitude surprise you? What do you think of the story?

Jason’s Mom was worried when he got home with his knee bleeding and the bicycle wheel buckled. “What happened?” she cried. “I mean why is your knee bleeding?” “I hit a tree and fell off,” said Jason. “And what happened to your new bicycle?” asked Mom.

“I’m trying to tell you I hit a tree and fell off my bicycle,” said Jason. “But why did you hit the tree?” his mom asked. “I’m trying to tell you to tell you. But you keep interrupting me mom,” said Jason. “A car came and I wobbled and the bike hit the tree.” “Well, you only cut your knee,” his mom said at last . “So it wasn’t too serious!”

3. In groups of the three (for the parts of narrator, Jason and mom),

practice reading the story aloud. How are you going to make the story sound interesting?

Pairs

Ludic and Literary Environment

4. Read the story extracts. In pairs talk about who the stories are meant for. How do you know?

a) Everyone brought a teddy bear to the teddy bears’ picnic. They also

brought sandwiches and cupcakes. Of course, the teddy bears didn’t eat them. Their owners did!

b) Shirley put Maisie into the stroller and went to the park. It was her

favorite time of day. While the kids were playing on the swings and going down the slides, their mothers could have a cup of coffee and have a good talk, before going home to make supper.

5. Look at the picture in small groups. Read the questions and share your

Group

ideas about possible answers.

• • • •

What can you see in the picture? What is the Mother cat doing? How do you think the kitten escaped? Where do you think the mother cat is taking her kitten now?

6. In your group, use the ideas you had in activity 5 to write a very short

story based on the picture. Remember to make your story interesting by including an unusual event.

Group

7. Give your story a title and tell it to your classmates in an interesting way.

Unit 2

Show & Tell

Telling a story from a photograph

• In the final step, do the following:

1. Get into your teams. 2. Bring out the sheet of construction paper 3.

5. 6.

with your photograph and story title on it. Practice telling your story with your teammates. Make sure that it sounds interesting and has pauses, changes of pace, and any necessary sound effects. Go out to the front of the class, and show the photograph to your classmates. If your photo is small, pass it around for every classmate to see it. Take turns at telling the class your story. Finally, choose someone outside of your group to share your story with and take turns to use your materials and tell them the story.

TIC https://www.kidzone.ws/ creative-writing/book-picture.htm

Assessment 2 1. How can you show your understanding of the following achievements? How can

you use them out of the classroom? Write your answers on the lines and discuss with your group. Now, I can… a) Explore and listen to tales from a photograph, because I am able to

b) Propose stories with the help of photographs, because I am able to

c) Tell stories

2. Work in pairs. Discuss with your partner how you felt when you started Unit 2

and how you feel now after you finished the unit. Talk about what you already knew, what you wanted to learn or expected to learn and what you finally learned. Exchange ideas and suggestions on how ttelling your own stories can help you practice English. Use the chart below to write your ideas and draw a face expressing how you feel. Share with the rest of your group.

What I knew before I started the unit

What I expected and wanted to learn in this unit

What I learned in How I feel now that I finished the this unit unit

Good job!

Unit 2

Lesson 1

Instructions to be healthy • • •

Explores instructions about health care. Interprets instructions. Writes instructions based on images.

Why is being healthy so important? 1. What can you do to be healthy? Talk with your classmates about the things you can do.

2. Listen to and read the doctor's advice. Discuss with a partner.

Pairs

Track

Where do you think the doctor is talking to the children?

• Eat three meals a day. • Eat a variety of foods. • Choose dishes with a lot of grain products, fruit and vegetables.

• Don’t eat a lot or sugar or salt. Too much candy is bad for you.

• Eat foods rich in calcium and iron, like milk

and eggs, white beans and dark chocolate.

• Exercise every day. 3. Listen again and underline the stressed words. Why do you think

Track

the doctor stresses them?

4. How interested do you think the children were in the doctor's talk? How do you know? Share with your class.

Write and Interpret instructions about health care.

Academic and Educational Environment

5. In groups look at the symbols. Discuss what the signs

Group

mean. Are the messages they give important? Do you always follow the advice in these signs?

Track

6. Look at the images again and listen to the people speaking. Number

the pictures in exercise 5 in the order you hear them.

7. Listen again. In pairs talk about who you think is speaking in each

Pairs

Track

mini conversation. Can you tell where the speakers are? What is the relationship between the speakers? Are any of the speakers angry or worried? How do you know?

Step 1 A poster with instructions Remember to work with a partner or in small groups to make a product as you learn from others and share what you already know. This time, the product is a poster of instructions. In this first session, you need to:

1. Work in small groups. Decide –as usual, how

many teammates in your group. 2. Working together, look through the unit and find the expressions related to instructions on how to stay healthy or take care of yourself. 3. As a group write a list if the expressions you found. You can listen to the audio again if necessary. 4. Put away your work for the next Create session.

Reading

T i me Facts

Track 42 Read pages 33 to 37

Unit 3

Lesson 2

• Interprets instructions.

What are instructions for? Pairs

1. Physical health is just as important as mental health. Look at the picture.

How would you feel if you were lost? Does anxiety affects your health? Talk about it with a partner.

Track

2. Listen to the speaker on the American website and read the instructions. Then talk about the answers to the questions with your partner.

What do you do if you get lost? Follow these instructions. I. Stop. Don`t run around looking for the adult you were with. II. If you are in the street, go to the sidewalk to be safe. III. It’s frightening being lost. Don´t be nervous. Calmly look around and see if you can see the adult you were with. IV. Call out the adult’s name as loudly as you can. You can shout out the name even if you are in a library, a movie theater or another public place. V. If the adult doesn’t come, ask a woman with children to help you. VI. Don’t go anywhere with the adult who is helping you. Explain that you need to stay where you are.

a) b) c) d)

How does the woman on the website sound? Why do you think she sounds like that? Where does she pause? Why does she pause? How do the instructions make you feel? Pairs

3. Look for words in the instructions that mean the same as these words or phrases. Then, check your answers with a partner.

a) b) c) d) e)

Move in different directions desperately. The place where you walk in a street. Scary! . In a relaxed way. . Making a lot of noise.

Write and Interpret instructions about health care.

. .

Academic and Educational Environment

4. Work in pairs. Read the instructions in activity 2 again. Make a list of

Pairs

actions children should and shouldn't do if they get lost. Add any other instructions you may know or think of. Compare with other pairs. Things children should do

Stop

Things children shouldn’t do

Don’t run around.

5. Work in small groups and talk about what other situations make young

Group

people anxious, and can cause health problems, for example worrying about tests. What do you think people can do to control feeling sick with anxiety?

Step 2 A poster with instructions

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

1. Get together with your team. Bring out your 2. 3. 4.

group list of expressions used in instructions you wrote last Create session. As a group, think and decide on a situation for the instructions on your poster. Talk about the instructions and decide what they are going to be for and who they are going to be for. Write down this decision in your notebooks. Go over the expressions you already wrote last session and look for any other words or expressions that you may find useful for your instructions and add them to your list. Write this information in your notebooks and save it for the following session.

Reading

T i me Facts

Track 42 Read pages 38 to 41

Unit 3

Lesson 3

• Writes instructions based on images.

Why do you think written health instructions often come with illustrations? 1. Discuss with your group. Talk about what your do when someone falls down

Group

in the playground and gets hurt. Write ideas on the lines below. Compare your ideas with another group's.

2. Work in pairs. Look at the picture. Talk about the symbol on the box and what

Pairs

it means. Talk about what's in the box. Remember you can use a dictionary to help you. Talk about times you or someone you know has needed a first aid box.

Pairs

3. Listen to the conversation. Look at the pictures and write the instructions with a partner.

Write and Interpret instructions about health care.

Track

Academic and Educational Environment

4. Work together in small groups. Choose one of the health problems in the pictures. Work together to write instructions. Illustrate your instructions. Exchange your instructions with another group who chose a different health problem.

Group

Bring: - construction paper - colored pencils - crayons or markers Step 3 A poster with instructions

• Let's continue with the product for this unit. 1. Get together with your teammates and bring out 2. 3. 4. 5.

the list of expressions and the situation you chose to work on last session. Write the first draft of your instructions in your notebooks. Number the instructions in the correct order according to the situation you chose. Decide how to illustrate your instructions. Copy and illustrate the instructions on the construction paper. Don’t forget the title. Save your work for the last session.

Reading

T i me Facts

Track 42 Read pages 42 to 46

Unit 3

Lesson 4 1. What's wrong with these health instructions? Discuss as a class. Don’t eat any vegetables. Don’t take any exercise. Sleep six hours every night. Eat a lot of candy everyday Don’t drink a lot of water. Drink sweet soda with every meal. Wash small cuts in. Use a band-aid to stop a nose bleed.

2. In pairs write the correct version of the health instructions above.

Pairs

Academic and Educational Environment

3. In pairs look at the poster. Talk about problems. What

Pairs

instructions can you give? Compare your advice.

I feel tired all the tired My nose is runny

My throat is dry. I can’t stop coughing

I have a toothache

My stomach hurts

I cut my finger. It keeps bleeding

My waist is getting bigger I twisted my ankle

4. In pairs choose one and write the instructions and illustrate them.

Pairs

Unit 3

Poster with Instructions

Show & Tell

• To complete the product… 1. Get together with your teammates. 2. Bring out your poster. 3. Go over the information you included with your 4. 5. 6. 7.

teammates. Add or correct anything that may need correction. Organize and divide instructions for everyone in your team to participate reading instructions aloud. Practice reading your poster with your teammates. Present your work to the rest of the class. Display your poster with instructions around school to help everyone know what to do in case of a situation similar to the one you mention in your poster. You can use your poster to teach other people what to do in a situation similar to the one you chose. Be sure you are able to explain the importance of knowing what to do.

What to do when someone faints

Visit http://www. mommyedition.com/simplefirst-aid-lessons-you-shouldteach-your-child to learn more about first aid.

Assessment 3 1. How can you show your understanding of the following achievements? How can

you use them out of the classroom? Write your answers on the lines and discuss with your group. Now, I can… a) Explore instructions about health care, because I am able to

b) Interpret instructions, because I am able to

c) Write instructions based on images, because I am able to

2. Work in pairs. Discuss with your partner how you felt when you started Unit 3 and

how you feel now after you finished the unit. Why do we need instructions? Why do you think it is important to be able to follow instructions in the correct order? How do pictures help you understand instructions? What did you learn about health and health care in this unit? How does it help you in your daily life? Write down your ideas so that you can remember what you now understand and know how to use.

Good job!

Unit 3

Lesson 1

What an ad! • • •

Explores classified ads on children’s products. Understands classified ads. Writes information.

How do you find out about new toys, food or drinks? 1. Do you watch advertisements the TV? Do you hear ads on the radio?

Do you read advertisements on newspapers or magazines? Why? Why not? As a class talk about your favorite advertisements.

2. Look at the ads and the questions and discuss in pairs.

Pairs

What are the ads for? Who are they for? Which ad looks more interesting? Why? What are the important things to look for when you are buying something second hand?

for a rd looking Skat eboa ld e! 2 yrs o new hom 0 Price: $20 n Carlos Jua Contact: ade 3. Garcia Gr

Comment and compare advertisements.

Second h and Flee • Red twood b icycle fo r sale. • Nearly • In exce new. ll • Price ent condition. $1,200. Pick up a Av. 291 t Happytree (by appoin tm Tel: 435 ent only) (Julia Co 6821 rtez)

Family and Community Environment Pairs

3. Work in pairs. What do the following abbreviations and symbols mean? Yrs Av.

$ Tel

4. Look at the ads. Classify them by writing the correct number on the chart. Stationery

Toys

1 5. In groups discuss the following:

Furniture

Group

Where can you see ads like the ones in activity 4? Do you think ads look the same everywhere in the world? Why?

Step 1 Poster with classified ads Remember that as in previous units, in this section we work in small groups to keep learning from others, apply what we already know and see our progress at communicating in English. This time, the product is a poster with classified ads. So get in small groups and do the following: 1. Get into groups. 2. Work together. Look at the ads in the lesson. Underline the words and expressions we use for advertising second-hand things. 3. Write a group list of these words and phrases in your notebooks. 4. Look at the ads again. Talk about the things that make ads attractive (pictures, color, etc.). Write these notes in your notebooks. 5. Put your lists away for the next product session.

Reading

T i me Facts

Track 43 Read pages 47 to 51

Unit 4

Lesson 2

• Understands classified ads.

How many kinds of advertisements do you know? 1. Discuss in groups. Do you believe everything advertisements say? Why?

Group

Why not?

So easy! You can play like a professional in one day!

2. Look at the ad above again. In pairs discuss what you think

Pairs

it's selling.

3. Listen to the ad. Answer the questions in pairs and circle the words

that help you understand the ad because they are similar to words in your language.

Portable Height-Adjustable Basketball Hoop for sale. Second hand A durable nylon net. Good for all weathers. A bargain at $320 Don’t miss this opportunity Call Mac at 345 8721 Come to Av. Oaxaca 232, interior 8, any time after 6. a) What’s the ad for? b) Does it have a good picture to go with it? Why? Why not?

c) d) e) f) g)

How much does it cost? What’s the contact number? Who’s selling it? Where can you see it? At what time?

Comment and compare advertisements.

Pairs

Track

Family and Community Environment Pairs

4. Work with a partner. Look at the ads. Ask each other as many questions as you can about the things for sale.

For sale:

Backpack with wheels. In good condition. Contact Gabriela Garcia in Grade 4 Or call at any time at the weekend. (532 4298)

A real bargain! Only $300! Second-hand soccer portable goal for kids

Great price! $250.00 Nearly new. Comes with a ball. Contact Roberto Gil in Grade 4. Or you can come and see it at 111 Savana Avenue any weekday evening.

Step 2 Poster with classified ads

• Let's do some more work on the product. 1. Get into your teams. 2. Browse through the lesson again and find the ads. Add

words or expressions used in these ads to your list of useful phrases. 3. Together, make a chart with products that you can or want to advertise. Take a look at the ads in lessons 1 and 2 in this unit for ideas. 4. Share the work so that every member of the team finds out more information about one of the products on your list for the next session. 5. Save your work for the next Create session.

Reading

T i me Facts

Track 43 Read pages 52 to 55

Unit 4

Lesson 3

• Writes information.

What makes advertisements interesting and eye-catching? 1. Work in small groups. Think of things you no longer want at home. Talk about things you could advertize and sell. What would you give away or throw away?

2. Complete the ads with information from the box. Then, check with a partner. Child’s first bed Hard tires Very safe. Good for children to learn on. Suitable for children from 2-7 years old

For Sale: Description: Price: Contact information:

detachable safety rails children’s tricycle Includes mattress $2000 or best offer Yellow. In good condition.

Nearly new with bicycle bell included. Contact: amy@internet.com A bargain at 600 pesos.

For Sale Children’s trycicle Description:

Price:

Contact information:

3. Listen to the ads and check your answers. Were you and your partner right? 44

Comment and compare advertisements.

Track

Family and Community Environment

4. Listen to the ad. Discuss the questions with a partner.

Track

Who put up this ad? Where do you think you could find an ad like the one you heard? Do you think it is a good ad? Why?

5. Work in pairs. You are selling this watch. You want $100 for it. Write your ad

Pairs

for the school bulletin board. Exchange with a friend. Check their ad. Does it have everything a good ad should have?

For sale!

Step 3 Poster with classified ads

• Let's continue working on the product.

Reading

1. Work with your teammates. 2. Bring out your notebooks with the chart of products 3. 4. 5. 6.

and their characteristics you wrote last session. Work together to choose 2 or more products from the ones you researched to make advertisements. Consult your list of useful phrases. Together with your teammates, write your ads. Make them look interesting. Choose a photograph or draw a picture to illustrate each ad. Put your work away for the Show & Tell session.

T i me Facts

Track 43 Read pages 56 to 60

Unit 4

Lesson 4 1. Listen to and read the description of the dollhouse.

Track

Pairs

Answer the questions with a partner.

A spacious dollhouse with two levels. Especially designed, furniture included. In good condition and beautifully decorated inside. Will give hours of pleasure for little girls who love playing with dolls. Where do you see this type of ads? What does the ad describe? Who is the advert for?

2. Look at these two pictures. In small groups discuss the following: Which is the best one for an advertisement? Why?

Group

3. Keep working in small groups. Write down some characteristics of the

fish tank on the picture that you think works best for an ad.

Group

4. Work with a partner. Complete the sentences about the things you should do when you want to sell something using just one word.

Pairs

a) When you want to sell something it’s a good to write an . b) Your ad should include important of the thing you c) d) e) f)

want to sell. Ads need a so that people can see what the thing that you are selling looks like. It is important to include the so that people know how much it costs. If you want to sell used things, they should be in good . You should include your information so that people can buy what you are selling.

Family and Community Environment

5. Write down the things that you think are wrong with this ad. Roller blades for sale. Does anyone want my roller blades. I don’t! They are a bit old, but they still work. I haven’t used them since last year when I was nine. Come and see them whenever you like.

6. Compare your answers with a partner. Discuss how to make it

Pairs

better. Then, together, write a better ad in the space below. Check you ad with another pair. What do they think?

Bring: - A piece of cardstock - Glue, markers, magazines for cutouts.

Unit 4

Poster with classified ads

Show & Tell

• To complete this product with your classified ad: 1. Get into your product groups. 2. Bring out the advertisements you wrote last time. 3. Together, check that each ad includes all the 4. 5. 6. 7. 8. 9.

information a good ad needs. Write out a final version of each ad on a blank sheet of paper. Stick your advertisements onto cardstock and glue on the pictures you chose or made. Display your ads in the classroom. Read the other ads. Ask for further information about them. Be prepared to give further information to classmates interested in your ad. You could choose to really sell something and make an ad you can place on your school’s bulletin board for everyone to see. You might be able to use the money to do something as a class.

l S o c c e r Ba l f o r S a le !

Assessment 4 1. How can you show your understanding of the following achievements? How can

you use them out of the classroom? Write your answers on the lines and discuss with your group. Now, I can… Explore classified ads on children’s products, because I am able to

a) Understand classified ads, because I am able to

b) Write information, because I am able to

2. Work in pairs. Discuss with your partner how you felt when you started Unit 4 and

how you feel now after you finished the unit. What useful things did you learn in this unit? How can you use what you learned in your daily life? Why is it important to know how to sell and buy things in English? Make some notes with your ideas so that you can later remember what you practiced in case you need to review it in the future.

Good job!

Unit 4

Lesson 1

A great game! • • • •

Explores and listens to descriptions. Interprets descriptions. Makes descriptions and describes activities as a game. Describes activities as a game.

What activities do you do every day? 1. Do you like guessing games? Are you good at them? Which guessing

games do you like best? Talk about your favorite guessing games with your classmates?

2. Work in pairs. Read this excerpt from a children's encyclopedia.

Pairs

Guess what activity you think it's describing.

The first picture was transmitted in 1878 by John Loggie Baird, a Scottish scientist. Nowadays, most families have at least one at home, and statistics show that that the average child in Mexico sits in front of one with the family for four hours a day.

3. Underline the details in the text that helped you to know what the text was about. Check with another pair.

Describe daily activities as a game.

Pairs

Ludic and Literary Environment

4. Read and guess. Write your guessing on the line. What everyday activity is Juan describing? Find the important clue Juan gives and circle it. Check your answer with a partner. Juan: Teresa: Juan: Teresa: Juan: Teresa: Juan: Teresa: Juan: Teresa: Juan:

O.K. Can you guess this one? Try me. I do it nearly every day. At school? No. After school? Yes. Is it fun? Not always, but I have to do it. I know! It’s doing your That’s right! Now it’s your turn! Track

5. Now listen to the conversation and check your answer. Discuss with a

partner what questions Teresa asks to help her find the answer. Can you think of other questions you could ask?

Step 1

1. Decide the number of teammates to work with in a 2. 3. 4. 5.

small group. Talk about the importance of details in descriptions. Look through the lesson again and find descriptions. With your teammates, think about daily activities you can describe and include in a guessing game. Make a group list of these activities. Work together to write a list of questions that could help you guess a daily activity. Save your work for the following Create Session

ading Tim

Remember to work in small groups to make the product of the unit where you all will use your knowledge and skills to communicate in English. This time, the product is a guessing game based on descriptions.

A guessing game based on descriptions

Stories Track 45 Anne of Green Gables Read pages 61 to 65

Unit 5

Lesson 2

• Makes descriptions and describes activities as a game.

What type of miming games do you play? 1. What do you think this girl is doing? How do you know? Discuss as a class.

2. Listen to this conversation. In pairs guess what the activity is.

Track

3. Listen to the conversation again and together answer the questions.

Pairs Track

What do you think of the questions the boy asked. Were they good or not? Why?

a) Who does this activity? b) When do you do this activity? c) At what time of day do you do this activity?

d) Do you do this activity at home? e) What do you need to do this activity?

4. In small groups, look at the questions and answers in activity 3 and

individually think about another daily activity everyone does. Play a guessing game with your teammates and see who can guess the activity first.

Describe daily activities as a game.

Group

Ludic and Literary Environment

5. Work in pairs. Read the description. Can you guess the activity?

Pairs

What helped you decide?

For this activity you use a stick with a round head with strings on it. You do this activity on a court and try to hit a ball over a net. Two or four people do this activity at a time.

6. In small groups choose one of the pictures. Work together to write a description

Group

of an activity based on the picture without saying what the activity is. Read the description to the rest of the class. Can they guess what the activity is?

Step 2 A guessing game based on descriptions

group wrote. 3. Together, think of three daily activities. 4. As a team, write short descriptions without mentioning what the activity is. 5. Check that the three descriptions have enough clues to make this guessing game possible. If they don’t, improve them. If they do, put them away for the next Create session.

ading Tim

1. Work with your teammates. 2. Bring out the list of activities and questions your

• Let's continue with the product.

Stories Track 44 Anne of Green Gables Read pages 66 to 69

Unit 5

Lesson 3

• Describes activities as a game.

Where do people usually play guessing games? Who do they play them with? 1. Talk about what you see in the pictures and the activities you use these things for. Think of other things people use in their everyday activities.

2. With a partner discuss which of these elements help you describe

Pairs

an activity. Together try describing an activity using these ideas. When you do it

How long the action takes

Type of person (child, teenager, adult) Special equipment

Place

Final product

3. Working in pairs, think of a daily activity. Play with another pair. Give just two clues from the list in 2, and then the other pair should ask questions to guess the activity. Have fun!

Everyone can do this.

Do you need special equipment? You do it in the kitchen.

Describe daily activities as a game.

Pairs

Ludic and Literary Environment Track

4. Listen and read. Working with a partner, find the phrases the speakers

Pairs

use to ask for clarification or repetition to help them understand. Do you think Shelly clarifies Ken's doubts well? Discuss your findings with another pair. Shelly: Ken: Shelly: Ken: Shelly: Ken: Shelly: Ken: Shelly: Ken:

You do this activity every day except on the weekend. You mean you do it five times a week, not every day? Yes…er… you do it on school days. You do it with a lot of other people. Stop! Do you do it with friends or people you don’t know? I mean you do it with friends and people you know, but don’t know very well. Do you need special clothes? No. Well…Yes. You are wearing special clothes anyway, but you don’t need them for this activity. Oh! Do you need special equipment for this activity? Well, you don’t exactly need it, but you often have special equipment, like ropes and ball and things. I know! The activity is playing in the playground at school!

5. Work with a partner. Sit

Pairs

back to back. Draw a daily activity in the space provided. Don't show your picture to your partner. Is it an inside You have no clues! activity? Can you guess what your partner's activity is?

Bring: - construction paper - colored pencils, crayons or markers Step 3

A guessing game based on descriptions

3. 4. 5. 6.

guessing games in the unit. Talk about the differences between the games (clues, mime, written descriptions, etc) Work together to decide which guessing game you want to play for you final product. Decide how you are going to explain your guessing game to the rest of the class. Plan how you are going to demonstrate your game after the explanation. Put away any material you need for your game until the next Show and Tell session.

Unit 5

ading Tim

1. Work with your teammates. 2. Go through the unit and make a group list of the different

• Time to go on with the final step in making the product for this unit

Stories Track 44 Anne of Green Gables Read pages 70 to 74

Lesson 4 1. Read the description in pairs. Ask and answer the questions. You’re playing outside. You’re pedaling on two wheels. You are on a special dirt road at the park. There’s a helmet on your head. Your clothes are bright. When someone crosses the path, you can use your bell so they know you are coming.

a) b) c) d) e) f)

Where are you? Are you walking? What type of road are you on? What are you wearing? What can you do if someone crosses the path? What’s the activity?

2. In pairs, take turns to think of an activity and use the questions to play a guessing game.

a) b) c) d) e) f)

Where do you do the action? When do you do it? How often do you do the action? Do you need any special equipment? Who can do this activity? Do children do this thing?

3. Listen to and read the description. Can you guess the activity? Check your answer with the rest of the class.

Pairs

You use this small object to do a fun and natural activity. lt’s like a spade but much smaller. lt isn’t square and it isn’t round. lt’s sort of oval but longer. lt is silver at the bottom, but the handle is made of wood. The activity where you use this tool needs dirt, water and a pot and usually, a seed. This object is a shovel and we use it to plant a seed and for other activities in a garden.

1. What’s the activity?

Track

Ludic and Literary Environment

4. Write descriptions without mentioning the activity.

Unit 5

A game of riddles based on descriptions

Show & Tell

• To complete the product for Unit 5: 1. Get into your teams. 2. Explain to the class how your 3.

4. 5. 6.

guessing game works. http://www.vocabulary. cl/Lists/Daily_Routines. Demonstrate the guessing htm (vocabulary on daily game by playing it in your activities) product team at the front of the class. Then as a team play the game with the rest of the class guessing. Play the other groups’ guessing games. Think of other places and situations in which you can play your guessing game. Who else can you invite to play your game? Play your game outside the classroom too.

Assessment 5 1. How can you show your understanding of the following achievements? How can

you use them out of the classroom? Write your answers on the lines and discuss with your group. Now, I can… a) Explore and listn to descriptions, because I am able to

b) Interpret descriptions, because I am able to

c) Make descriptions and describe activities as a game, because I am able to

d) Describe activities as a game, because I am able to

2. Work in pairs. Discuss with your partner how you felt when you started Unit 1 and

how you feel now after you finished the unit. Discuss the questions and write down your ideas so that you can remember what you have learned so far. Why do you think it is useful to learn how to describe activities? Are you able to describe your daily activities? Who can you share your daily activities with? What words do you consider useful when you are describing daily activities? How can questions help you describe daily activities?

Good job!

Unit 5

Lesson 1

Let`s ask him • • •

Defines aspects on a topic of interest. Asks questions to obtain information. Chooses information to answer questions about a topic.

What makes a topic interesting? 1. As a class, look at the

pictures. Read the bubbles. What topics are mentioned? Do the topics interest you? What other topics interest you?

I like science and you?

My favorite topic is animals.

Do you like movies and TV?

2. Read and listen to the conversations. Decide with a partner what topics

the children are talking about. Do these topics interest you? Which topic interests you most? Conversation 1 Maria: What sort of movies do you like? Max: Adventure ones, you know, with superheroes. What about you? Maria: I like watching television. I like all those series; you know the funny ones with the American kids in them. Conversation 2 Ana: Have you tried doing experiments at home? Julian: What kind of experiments? Ana: There are hundreds of them on the Internet. Julian: Do you do them alone? Ana: No, I do them with my brother. Of course my mom doesn’t like the mess. Conversation 3 Elias: Did you know the universe is infinite? Diana: Yes. How many stars are there in the universe? Elias: Billions and billions.

3. Find the words in the conversations that mean the following. Compare your answers with a partner.

type

a program in episodes

by oneself

dirty and disorganized

having no end

Make and answer questions to get information about a specific topic.

Pairs

Track

Academic and Educational Environment Pairs

4. Choose one of these topics. Then, walk around asking questions to find

someone who is also interested in the same topic. Once you find your partner discuss the topic you both chose.

•

Wild animals: ask them questions about their favorite type of wild animal.

•

Space: ask them questions about their favorite planet or star.

5. Keep working with your partner. Look back at the conversations on the

Pairs

previous page. Then write the conversation you had in exercise 4 in your notebooks. Exchange the conversation with another pair. Check each other's work.

Step 1 A questionnaire to obtain information. Remember during this section we create the product of the unit. For this purpose, we work in small groups applying previous knowledge and learning from others as we communicate in English. The product in this unit is a questionnaire to obtain information about a topic of interest for you and your teammates.

Reading

1. Get into teams. 2. As a team decide on topics that you all find

interesting. 3. Negotiate the topic you want to work on for your product. 4. Think of questions you would like to ask about your topic. Start making a group list of questions. Decide what type of information you want to find out. 5. Put your things away until the next Create session.

T i me Facts

Track 45 Do you have a question? Read pages 75 to 79

Unit 6

Lesson 2

• Asks questions to obtain information.

Who would you ask if you wanted to find out information about a topic you that interests you? 1. Work in small groups. What would you like to know about Mars? Think and write your questions on the lines below, share them with the rest of your group and compare. Can someone answer Group any of the questions?. Can anyone answer the questions?

2. What do you already know about Mars? Read and listen to the

Pairs

Track

conversation and then with a partner, discuss the new things you found out about it. Did you find the answers to any of the questions you wrote in number 1? Which ones? Sarah: Teacher: Sarah: Teacher: Sarah: Teacher: Sarah: Teacher:

How far away from Earth is Mars? About 225 million km. Why does Mars look red? Because the surface has a lot of iron oxide in it. Which is the nearest planet to Mars? Planet Earth! Is there any life on Mars? We don’t know. Probably in the past there was life in Mars many years ago. Listen to the questions one by one. Does the voice go up or down? Circle the correct arrow. Look back at the questions. Can you see a difference? Take turns with a partner to ask aloud the questions you wrote.

a) How far away from Earth is Mars? b) Why does Mars look red? c) Which is the nearest planet to Mars? d) Is there any life on Mars?

Make and answer questions to get information about a specific topic.

Questions that have Yes / No answers, intonation goes

Questions that have long answers, intonation goes

Track

Academic and Educational Environment

4. Animals are another topic of interest. Work with a partner. Look at the

Pairs

5. Now go around the class asking your classmates and/or the teacher

Pairs

picture. Talk about what you already know about alligators. You can write down what you already know.

for the answers to the questions. Be careful to use the correct intonation. Make notes in your notebooks. Are alligators the same as crocodiles? Where do they live? How big are alligators? Is an alligator dangerous? What do alligators eat? How long do alligators live?

Pairs

6. Now go back to your partner and compare the answers you have found. Step 2 A questionnaire to obtain information.

• Let's continue with the product 1. Get in your teams. 2. Check that everyone still agrees on the topic you chose. 3. Look at your list of questions from last time. Are there any more questions you would like to add? Decide on which are the most interesting questions. Keep a list of these questions for use in your final product rtfol Po io 4. Put your things away for the next Create session.

Reading

T i me Facts

Track 45 Do you have a question? Read pages 80 to 84

Unit 6

Lesson 3

• Chooses information to answer questions about a topic.

What are good places to look for information on a topic?

1. Discuss with your class what different sources of information are available to you. Which ones do you prefer and why? Which sources do you find easier and more interesting to work with?

2. Imagine you are doing a project on Christopher Colombus and you have a book

about him and his life. Where would you look for the following information in this books? Write down your answers and discuss with your group how you figured them out.

Contents page Chapter 1 Chapter 2 Chapter 3 Chapter 4 a) b) c) d)

Early Years

Page 5

Planning the trip to Asia.

Page 31

Discovering the New World Page 52 Later years

Page 75

When and where was he born? When did he die? What was it like at sea? When did he go on his first trip?

3. Keep working in small groups and research the answers to the questions in activity 2. Write them in your notebooks.

4. As a class talk about the answers and where you found them. Discuss how

important it is to know when a source is good and the information correct. How can you know this? Write the sources you used to find the answers.

Make and answer questions to get information about a specific topic.

Group

Academic and Educational Environment

5. Work with a partner. Read and listen to the text and answer the questions.

Track

Young rivers How do rivers start? Some start when glaciers melt. Others start when water flows out of lakes. Another way for a new river to start is when water just comes up out of the ground. In mountainous areas, new rivers flow rapidly down steep slopes. They become bigger and bigger when it rains. The water of these new mountain rivers carves a V-shaped valley in the land.

What is the text about? Do all rivers start in the same way? How are valleys formed?

6. Individually, write two more questions about the text in your notebook.

Pairs

You can browse through the previous lessons to follow patterns or models.

7. Go around the class and try out your questions on your classmates. Step 3 A questionnaire to obtain information.

• Let's continue work on the product for this unit. 1. Work in your teams. 2. Take out the questions that you wrote down the last Create session. 3. Talk about how you are going to present your Reading questionnaire to the rest of your class. 4. Divide and organize the questionnaire among your teammates for each one to look for specific information to answer the questions. 5. Each member of the team can look for the answers where they want. (encyclopedia, on the internet, etc.) Make a note of the answers. Work as a team to create an answer key for your questionnaire.

Unit 6

T i me Facts

Track 45 Do you have a question? Read pages 85 to 88

Lesson 4 1. Work in pairs. What would you like to know about the woolly mammoth?

Pairs

Write 6 questions for a questionnaire. .

2. Try your questionnaire on another pair. Can they give you the answers? Talk about where you could find any information you still don't know.

3. Work in pairs. Find answers to these questions by researching the information.

•

When did the triceratops live?

•

Was it a carnivore or a herbivore?

•

How much did it weigh?

•

How did it protect itself?

•

What part of the world did it live in?

Pairs

Academic and Educational Environment

4. In pairs choose one of these topics. Research interesting information. Create a questionnaire so that your classmates can learn about the topic you chose.

Saturn

Mont Everest

Pairs

a panda

5. Work with a pair who chose a different topic. Try out your

questionnaire on them. Give them any answers they don't know.

Pairs

6. Tell the class what you learnt about the topic by answering the questionnaire

Unit 6

A questionnaire to obtain information.

Show & Tell

• To complete the product for Unit 6: 1. Get together with your teammates. 2. Bring out your questionnaires and answers.

3. Write out a final version of your questionnaire on a large sheet of construction paper.

4. Check that you have the answer key. 5. Take turns in asking the class a question from your

questionnaire. When your classmates give the right answer say ‘correct’. When no one can answer give them the answer using the answer key if necessary.

6. Display your questionnaires around the school so other classes can try to answer them.

7. You can look back at the question words you practiced in Unit 5 to come up with more questions about topics you are interested in.

8. Remember that you can share your knowledge with your friends and family, can they tell you something else you didn’t know about your topic?

Assessment 6 1. How can you show your understanding of the following achievements? How can

you use them out of the classroom? Write your answers on the lines and discuss with your group. Now, I can…

a) Define aspects on a topic of interest, because I am able to

b) Ask questions to obtain information, because I am able to

c) Choose information to answer questions about a topic, because I am able to

2. Work in pairs. Discuss with your partner how you felt when you started Unit 6 and

how you feel now after you finished the unit. Do you think that knowing how to ask questions is important? Why? What kinds of things can you find out if you know which questions to ask? In what other situations could you use what you learned in this unit? Write down important ideas that can help you remember the answers to these questions and what you learned. What do you think are the most important aspects to remember when researching? Write them down too so that you can always look back at them when you need to.

Good job!

Unit 6

Lesson 1

Letters to be in touch! • • •

Explores letters that talk about personal experiences. Interprets personal experiences in letters. Writes and answers to letters with personal experiences.

How do people send messages to each other? 1. Discuss with your class. Talk about the letters you get, who they are from and why people send them.

Group

2. Read the letter and find out: Who's the letter addressed to?

Who's the letter from? What's the letter about? Discuss in small groups.

Cuernavaca 18th June, 2018 Dear Susie: How are you? It’s a long time since I saw you. Some friends are coming to Cuernavaca for the weekend this Saturday. Can you come, too? We’re going to swim, and have a barbecue in the garden on Saturday. We’re going to sleep in tents in the garden on Saturday night, and most people’s parents are picking them up at lunch time to drive them home. Can you come? Please say “yes!”. You know my number. Love from Jessica. Pairs

3. Answer the questions. Check your answers with a partner. a) What does Jessica write on the top right-hand-side of the letter?

b) How does Jessica start her letter? c) What polite question does she ask? d) How does she close her letter?

Share and compare personal experiences.

Family and Community Environment

4. Read this letter with a partner. Then, talk about the differences

Pairs

between this letter and the letter on Page 70 .

Fresno 197 Colonia Xochitl Gustavo A. Madero 12024, CDMX July 3rd, 2018

Hi Granny: Thank you very much for the money you sent me for my birthday. I’m going to buy a new video game with it. I had a great time at my party. All my friends from school came. We played loads of games. Then we had my birthday cake (carrot cake - Mom wanted the cake to be healthy)! After that we watched a movie. It was a Super Rat movie. I love Super Rat movies! Wish you had been here. Hugs and kisses, Antonio

5. In small groups, talk about the three reasons Antonio had for writing the

Group

letter. Which of the two letters you've read so far is more personal? How can you tell? Then, make a list of the things that are different in a letter in English and a letter in your mother tongue.

Step 1 A letter describing personal experiences

Tim

1. Work in small groups. 2. Talk about how people start and finish letters. 3. Are there any special words or expressions that you

Remember that in this section we make the product of the unit where we use what we know, learn from others as we have fun. This time, the product is a letter that describes personal experiences. • To work on this Unit's product: ading

Stories

notice in these letters? 4. Talk about how letters are ordered. How do you write the date? 5. Make a list of the words and expressions that are part of letters, the way one organizes a letter and details that called your attention. Write these details on a group list or chart. 6. Put everything away for the next session.

Track 46 You'll never believe what happened! Read pages 89 to 94

Unit 7

Lesson 2

• Interprets personal experiences in letters.

What personal experiences can you write about in a letter?

1. How do you feel when you receive a letter? Do you think other people feel

different? What does the envelope of the letter tell you about the letter before you open it? Look at the pictures and share ideas with your classmates.

2. Read and listen to this extract from a letter and decide whether

Track

it is about a personal experience or an answer to another letter. Underline the clues in the letter. Share your ideas with a partner. That sounds terrifying!!! Why didn’t you go and tell the zookeeper? Good thing you got out quickly! Pity you didn’t have a camera with you. I bet the gorilla was as surprised as you were! He probably thought you were a baby gorilla! Ha! Ha! And where was your uncle? Why didn’t he help you? Anyway, be careful next time, and don’t go off by yourself! I’ll see you on...

3. Work in pairs and talk about what the letter was about. Pick out the

Pairs

words that made it possible to picture the experience in the letter. Answer the questions in pairs. Then, share your answers with another pair.

a) Where was the person referred to at the time of the incident?

b) Who was the person with? c) What do you think happened?

d) Why didn’t the person take a picture?

e) What does the writer think the gorilla thought?

f) What age do you think the person who writes the letter is? g) How does the letter make you feel? h) What feeling does the person transmit in the letter?

Share and compare personal experiences.

Pairs

Family and Community Environment

4. Read and listen to the letter. Discuss in pairs: What's the purpose

Track

Pairs

of the letter? Is it describing a personal experience or something else? How is it different from the letter on page 72? Practice reading it aloud and watch your intonation. Dear Auntie Alice: I was just watching television when I remembered I never wrote to say how happy I was to see you and Uncle Erick last time you came to visit us. How rude of me! My only excuse is that I have been very busy at school. We have to do a lot of homework this year. I was doing my history homework when I decided to write you! I guess a lot of homework is good for us, but it doesn’t leave me much time to write letters! Anyway, please forgive me, and I hope to see you at Dad’s 40th birthday next month. Wow, 40! Poor Dad! He’s getting old. See you soon. Love, Manuel

And for actions that started and finished in the past, we use this form:

I was watching TV yesterday. They were singing a song last night.

Look at the dif ference! When

we describe things happening at the moment, we use:

I am watching TV now.

They are singing a song now. And for actions that started and f inished in the past, we use a specif ic form:

I watched TV yesterday.

They sang a song last night.

Pairs

5. In pairs, read the information in the box. Go back to the letter in activity

4. Look for the sentences that describe activities that were going on in the past and are still happening. Find sentences that describe activities that started and finished in the past. Share and check with another pair.

Step 2

• Let's continue with the product for this unit.

A letter describing personal experiences

1. Get together with your teammates. 2. Bring out the group lists you wrote last Create session. 3. Work together to talk about personal experiences that you could describe in a letter. 4. Make a list of these personal experiences to use next time. 5. Save your work for the following Create Session.

ading

Tim

Stories

Track 47 You'll never believe what happened! Read pages 95 to 98

Unit 7

Lesson 3

• Writes and answers to letters with personal experiences.

When do you send or receive letters? 1. Work in small groups. How would you start to describe a personal experience

Group

in a letter? Talk about different ways we can describe personal experiences.

When I got there... The funniest thing happened the other day! I must tell you what happened yesterday.

2. Work in pairs. Read and listen to this letter. Circle the beginning

Pairs

Track

and ending to the letter and underline the phrase that introduces the personal experience. Discuss how the writer was feeling when he wrote the letter. How can you tell? Sunday, 23rd October 2018 Dear Cousin, Hi! How’s it going? Everyone here is fine. Hope you all are, too. You won’t believe what happened yesterday. I was playing soccer for the school and I scored a hat trick! Yes! Really. I scored all three goals! I scored the first goal in the first five minutes! Then, I scored another goal ten minutes later. Everyone thought that was it, but I scored the last goal three minutes before the final whistle! We won the inter-school championship. I was so happy! And now everyone at school calls me Mauricio Messi! What do you think of that? Write soon! Looking forward to hearing from you. Your cousin, Mauricio (Messi for short!)

3. Look back at Mauricio's letter. Find the three words that join sentences

together. Write them and compare with a partner. Use each one to complete idea about the letter. a) When I read the letter, I felt . b) First, I read the letter, I answered it. c) I did some research for history homework, I didn’t find the answer to the last question. Work with a partner. Go back to the letters on pages 72, 73 and the one on this page and complete the chart below. Characteristic Who writes the letter? Who is the letter for? When did the person write the letter? What is the feeling the letter expresses?

Pairs

Share and compare personal experiences.

Letter on page 72

Letter on page 73

Letter on page 74

Family and Community Environment

5. Working together, decide what’s wrong with the letter. Rewrite it correctly. dear beto thank you for the invitation to your party im sorry but i wont be able to come i failed my math test my parents are furious and wont let me go to any party for a month i hope you have wonderful time and I wish I could be there happy birthday felipe Pairs

6. Write an answer to the letter on Page 74. Remember how to start and end a letter.

Make it interesting and show how you feel. Exchange with a partner to check your work.

7. Make any changes or corrections and share it with the rest of your group

Pairs

as you read aloud and listen to other letters. Did someone else write the same kind of answer? Find out and have fun!

Step 3 A letter describing personal experiences

• Let's continue work on the product.

3. 4. 5. 6.

ading Tim

lists from last session. Remind yourselves of all the personal experiences you talked about last time. Choose one to write about in a letter for your product. As a group write a first draft. Decide who you want to address the letter to and how you want to end it. Choose a secretary and dictate the final version of the letter, checking that you have all the correct elements in it. Save your letter for the Show and Tell session.

1. Work with your teammates and bring out your

Stories

Track 46 You'll never believe what happened! Read pages 99 to 102

Unit 7

Lesson 4 1. Label the letter with words from the box. Date

Closing phrase

Addressee

Address

Writer

Opening greeting

Adressee

Samantha Gray 6 Leap Road, Sometown Paris, TX 15 May, 2018

Dear Jackie, How are you? I am very good. I didn’t write earlier because I was busy. I like my new home. It is a beautiful apartment. I have a big bedroom with a great view I love that I can see the park. I helped mom paint the bedroom walls yesterday. We chose a light purple color. I met a very nice boy yesterday. His name is James and lives next door. He is in my class at school. James is very good at Math and Science. He likes animals just like we do. He has a dog and a cat. He says he wants to be a vet when he grows up. I think I really want to be a writer. Do you want me to send you the story I am writing when it’s finished? It’s an animal adventure. Write back soon. I am looking forward to hearing all your news. Love, Samantha

2. Look at the letter in number 1 and answer the questions with a partner. a) Who’s the letter addressed to?

b) When did the person write it?

c) What did Samantha want to tell Jackie?

d) Was Samantha happy or sad when she wrote the letter?

e) What does Samantha want Jackie to do?

Family and Community Environment

3. Write notes about a funny or interesting personal

experience you had. Write a letter describing the experience to someone in the class. Remember you need the date, an opening greeting, a closing phrase and all other elements you now know are part of a letter. Use the space below to write a first draft. Then, write your final draft on a separate sheet of paper.

4. Deliver your letter. Open the letter you receive. Read it and write an answer.

Unit 7

A letter describing personal experiences 1. Get together with your teammates. 2. Bring out the final version of the letter you wrote for the product.

3. Check the letter includes all elements. 4. Practice reading the letter aloud, taking turns.

5. Now read the letter to your classmates. 6. Answer their questions about the personal experience in the letter.

7. Display your letter with the other letters on the classroom walls.

8. Agree with your teammates and choose a

letter from the wall. Write an answer to it.

Show & Tell

Assessment 7 1. How can you show your understanding of the following achievements? How can

you use them out of the classroom? Write your answers on the lines and discuss with your group. Now, I can… a) Explore letters that talk about personal experiences, because I am able to

b) Interpret personal experiences in letters, because I am able to

c) Write and answer to letters with personal experiences, because I am able to

2. Work in pairs. Discuss with your partner how you felt when you started Unit 7 and

how you feel now after you finished the unit. Make some notes answering the following questions: Why is it important to know how to write letters? In what other situations can you use the language you learned and practiced in this unit? Why is it important to know how to express your emotions? When can you use letters to communicate in English?

Good job!

Unit 7

Lesson 1

Beautiful legends from the past • • •

Explores children’s legends. Participates in the reading of legends. Compares the components in the writing of legends.

What is a legend? 1. Which Mexican legends do you know? What are they about? Share your knowledge with the rest of the class.

2. Work in small groups.

Group

Look at the pictures. What do you know about them? Where are they from? Discuss and guess.

3. Work with a partner. Read and listen to the legends. Were you right?

Write the country of origin on the blank. Underline the words you don't understand and work with your partner to figure out their meaning. Then, share with the rest of your group.

This country is at sea level. It is protected from the sea by a wall called a dike. One day a little Dutch boy was walking by the wall when he saw there was a hole in it. The sea was coming through the wall. That was dangerous! The little boy stuck his finger in the hole to save Holland. But the hole got bigger. The little Dutch boy stuck his whole hand in the hole, but the hole still got bigger and bigger. The little Dutch boy had to stick his arm in the hole. Soon the boy’s arm froze in the cold water of the North Sea. But he stayed there bravely until people came to help him and mend the dike. The little Dutch boy was a hero. He nearly lost his arm, but he had saved Holland.

Pairs

Iztaccihuatl is a beautiful princess, daughter of the Emperor of the Aztecs. Popocatepeltl is one of the Emperor’s best warriors. When Popo and Izta meet, they fall in love. The Emperor, who adores his daughter, tells Popo that he can marry Izta after fighting his enemy tribe and winning the war. Popo accepts and promises Izta to come back and marry her. Another warrior, who didn’t like Popocatepetl tells Izta that Popo died during the battle. In that moment, Izta dies of grief just as Popo returns with victory. Popo starts to cry, takes the body of Izta and places it on the top of one mountain; then, he goes to the next mountain, sits at the top holding a torch and watching over her body. Soon, Popo dies too and the torch puts out its fire, becoming the smoke that comes out from the volcano almost every day.

4. Which legend do you like best? Why? Do they teach you values? Discuss and share your ideas and reasons with your group.

Track

Read short legends from diferent cultures to compare the components.

Ludic and Literary Environment Pairs

5. Answer the questions about The Little Dutch Boy. Then, compare your answers with a partner.

a) What problem does Holland have?

b) c) d) e)

What is a dike? What did the little Dutch boy notice? What did he do? Do you think he was brave or silly? Why? Pairs

6. In pairs, talk about the two legends in this lesson. How do the legends

make you feel? How would you describe the main characters? Why? Use the words below to help you describe the characters and fill in the chart. brave silly

unwise quick thinking

good citizen weak

Popocatepetl & Iztaccihuatl Characters

bad

The Little Dutch Boy Characters

Step 1 An illustrated diary of legends

Remember to work in small groups to make the product of the unit. You will apply what you already know and keep learning from others. This time, the product is an illustrated diary. In this session, you will: ading 1. Get into small groups. 2. Write the date in your notebook. 3. Talk about the places where the two legends in this Tim lesson took place. Stories Track 47 4. Describe the places. Make notes about the places in Legends from your notebooks. around the world 5. Put your notebooks away for the next Create session. Read pages 103 to 106

Unit 8

Lesson 2

• Participates in the reading of legends.

What other legends do you know from different countries? 1. What do you know about this legend? Have you seen it on television? Have you seen a movie about it? Talk about the legend as a class. Make notes on the board.

Track

2. Listen to part of the legend. Make notes about the three events

Pairs

mentioned as you listen. Check your notes with a partner and share which event is the most interesting for you.

3. Illustrate the notes you wrote in activity 2. Show your pictures to a partner

Pairs

and talk about what happened.

1 82

Read short legends from diferent cultures to compare the components.

Ludic and Literary Environment

4. Work in pairs. Look at the pictures and number them to make a legend.

5. Read the legend with your partner. Were you right? Correct your

Pairs

answers if necessary.

The Legend of Zheng Many years ago, Zheng lived in the mountains of grabbed him. He carried Hau off to his cave at the Vietnam. Zheng was a dragon. top of the highest mountain in Vietnam. The dragon’s name was Zheng and he was the One day a boy called Hau broke a very expensive “Truth Dragon”. Zheng kept children who told lies vase. His mother was very upset. “Who broke my in his cave until they learned to be truthful and not vase?” she asked Hau. “The dog,” said Hau. to tell lies. His mother didn’t believe him. Hau was a liar. He always told lies. Two week later, Zheng flew over the mountains with Hau, and left him at the front door That afternoon Hau was playing on the mountain of his house. Hau never told lies again! near his home. Suddenly a dragon flew down and

6. Discuss with a partner. Then, share your answers with your group.

Pairs

a) Why do we tell legends in past? b) Who do you think is the main character in the legend in activity 5? Why?

c) Fables always teach morals. Do legends always teach values? Why do you think so?

Step 2 An illustrated diary of legends

choose one character. 4. Working together with your team, write a description of that character. 5. Go back to the list of places you wrote last session and look for the place where your legendary character came from. 6. Save your work for the following Create session.

ading Tim

1. Work with your team. 2. Write today’s date in your notebooks. 3. Go back to the legends in this unit and as a team,

• Let's get on with the product for this unit.

Stories

Track 48 Legends from around the world Read pages 107 to 111

Unit 8

Lesson 3

• Compares the components in the writing of legends.

How can one know when a story is a legend? 1. As a class, talk about the

legends you know, where they come from, and why you like or dislike them.

2. Listen to and read the legend below. Talk about the legend

Track

Pairs

with a partner. Work together to answer the questions.

The Legend of the Cempasuchil Flower Xochitl and Huitzilin were two young Aztecs. They lived in a village at the foot of a mountain. They always played together. They liked to collect wild flowers and take them up to the top of the mountain to offer them to Tonatiuh, the sun god. Tonatiuh liked flowers very much and always made the sun shine down on them. When Xochitl and Huitzilin grew up, they fell in love. But Huitzilin was a warrior and had to go away with the Aztec army and fight. He never came home. He died during battle. Xochitl was very sad and climbed up the mountain to ask Tonatiuh to help her. Tonatiuh turned Xochitl into a beautiful cempasuchil flower. That day, a hummingbird flew down and lovingly touched the flower. It was Huitzilin, who Tonatiuh turned into a hummingbird. Thanks to Tonatiuh, Huitzlilin and Xochitl will always be together as long as hummingbirds and cempasuchil flowers exist.

a) b) c) d) e) f) g)

Who were Xochitl and Huitzilin? Where did they like to go? What did they do there? Why did Huitzilin go away? Did he come back? How did Tonatiuh help Xochitl? Why will Xochitl and Huitzilin always be together?

3. Read this personal experience. What legend did it remind the speaker about? Underline the words that join ideas. Talk about your answers in small groups. It was the Day of the Dead. We put cempasuchil flowers on our ofrenda in the yard as we do every year. I was playing in the yard when I saw something very beautiful. A humming bird appeared and flew straight over to the ofrenda where the cempasuchil flowers were. It flew right up to the most beautiful flower, which was in the middle of the ofrenda, and buried its beak in the flower. I thought “There’s Huitzilin, and at last, he found Xochitl!”

Read short legends from diferent cultures to compare the components.

Ludic and Literary Environment

4. Read the description and look at the picture. Is it correct? Draw a picture or paste a cutout to illustrate what the description really says.

The people of Aztlan in the North of modern-day Mexico had to leave their lands. The god Huitzilopochtli, who was the Sun and War god, told them to build a new city where they found an eagle sitting on a cactus and eating a snake. The people of Aztlan traveled for many days until they saw the eagle. There they built their new city, which they called Tenochtitlan.

5. Work in pairs. Write a short story in your

Pairs

notebook, about two of the people who left Aztlan on the journey to found Tenochtitlan. Include as many details as possible (places they passed by, people they encountered, etc.). Check with your partner on how well you connect ideas and share your 'legend' with another pair.

Bring: - construction paper - colored pencils Step 3

An illustrated diary of legends 1. Get in your working teams and bring out your materials and notebook.

• Let's continue working on the product. 2. Fold the sheet of construction paper in four. Cut the 3. 4. 5. 6.

ading

Tim

Stories pieces to make a 4-page diary. On the first page, copy the date when you worked on Track 47 Legends from Step 1 and the notes you wrote about the legendary around the world place (notes are in your notebook). Read pages On the second page in your diary, copy the date when 112 to 116 you worked on Step 2 and the notes you wrote in your notebook, about your legendary character. Now, on page 3 of your diary, write today’s date and draw an illustration for your legend. Make it interesting and “eye-catchy”. Save your work for the Show and Tell session.

Unit 8

Lesson 4 1. Work in pairs, A and B. A reads the legend in box A. B reads the legend in

Pairs

box b. Take time to make sure you understand your legend. When you are ready, read your legend aloud to the other pair. Does the other pair understand? Box A Leprechauns are magical little creatures who live in Ireland. Many, many years ago they found a lot of gold hidden all over the country. They collected the gold and put it into a large pot. They hid the pot at the end of the rainbow. Over the years, many people looked for the Leprechaun’s gold, but they could never find it. Even today people want to find the gold, but they can’t find the end of the rainbow!

Box B Many, many years ago England needed a new king, but no one was right for the job. Merlin, the wizard, had an idea. He put a sword in a stone. The person who could pull out the sword would be the next king of England. But no one could pull it out! Then one day a fifteen year old boy called Arthur pulled out the stone! He became England’s new king!

Ludic and Literary Environment

2. Work with a partner. Read the legend below. It is one of many American legends

found in "Legends of Paul Bunyan" first published in 1947 by Harold Felton. Draw 3 pictures to describe the legend and compare with other pairs. Paul Bunyan was a very tall lumberjack or wood cutter. He was always hungry. He was very strong and big. Once, he rolled over so many trunks during his sleep that he caused an earthquake. Since then, Paul and his blue ox Babe walked around the USA cutting down trees to help people build houses and making sure people would be able to farm again.

3. Get together in small groups and choose a Mexican legend and a legend

Group

from another culture from this unit. Compare them. In what ways are they similar? In what ways are they different? Think of characters, setting, events, values, etc.

Unit 8

An illustrated diary

Show & Tell

• In this final step, do the following: 1. Work in your team. 2. Bring out the diary you worked on last Create session.

3. Check for illustrations and texts to be big, clear and clean.

4. Remember that you can go back

Find more information and have fun as you visit:

https://fancyshanty.com/

popular-myths-and-legendsfor-kids-9-12-years-old/

to Unit 2 if you need help with the structure of a story and you can look at Unit 5 if you need help to describe actions.

5. Organize and divide the description into parts for

every teammate in your small group to participate.

6. Show you diary to you classmates as you read your

description aloud to them. Remember to make your description interesting changing tones and rhythms when reading.

7. Finally, write today’s date on the last page of your

diary, and write down your classmates’ reactions to your illustrated diary.

8. You can now also use your illustrated diary of a legend to share your legend with friends and family!

Assessment 8 1. How can you show your understanding of the following achievements? How can

you use them out of the classroom? Write your answers on the lines and discuss with your group. Now, I can…

a) Explore children’s legends, because I am able to

b) Participate in the reading of legends, because I am able to

c) Compares the components in the writing of legends, because I am able to

2. Work in pairs. Discuss with your partner how you felt when you started Unit 8 and how you feel now after you finished the unit. Talk about what you already knew about legends, what you hoped to learn, what you learned and the uses you think you can give to this new knowledge.

What I knew before I started the unit

What I expected and wanted to learn in this unit

What I learned in this unit

Good job!

How I can use this new knowledge

Unit 8

Lesson 1

Delicious, typical food! • • •

Explores illustrated texts about Mexican Cuisine. Interprets written information in illustrated texts. Writes statements that describe information for infographics.

What makes Mexican food so delicious? 1. What's your favorite

type of food? Tell a friend what you like to eat at main meals, and what you like to have in your lunch box.

2. In pairs read the text and find the ingredients in the pictures.

Pairs

Check your answers with another pair. Molletes are very popular breakfast dish in Mexico. Most children love molletes. A mollete is a bread roll cut in half with refried beans and grated cheese on it. You put the roll under the grill until the cheese melts. Chop tomato, onion, and a little chili on the top.

3. With your partner, answer the questions. a) b) c) d)

Pairs

What is a popular breakfast dish in Mexico? Who loves molletes? What do you put on top of the bread roll? What do you do with the tomato, onion, and the chili?

4. What are the words? They're all in Lesson 1 of this unit. a) b) c) d) e)

You put your sandwich and drink in it. When you cut it your eyes water. It isn’t a vegetable. It’s a fruit. It’s bread but it isn’t a loaf of bread. When cheese is rubbed into tiny little pieces.

Interprets and compares information in an infographic.

Academic and Educational Environment

5. Read about the Mexican sandwich. In small groups discuss which sentences give

a general description and which sentences describe specific characteristics. Share your ideas with the class. A torta is a Mexican sandwich. Children like to find a torta in their lunch boxes! A torta is a bread roll cut in half. The bread roll has mayonnaise spread on it. Then there’s the filling. This torta has ham in it and a slice of cheese. It has lettuce and two slices of tomato, too. Yummy! Delicious! Pairs

4. In pairs, answer the questions.

a) What is the filling of the torta in activity 5? b) What other fillings can tortas have? c) What are your favorite torta fillings?

7. Listen. Circle the

Track

Mexican dish being described. Check your answer with a partner.

Step 1 An infographic on Mexican food

• Let's start this unit's product! Remember to work in teams, learn and

share and have fun! 1. Work in teams. 2. Look at the Mexican dishes in this lesson. Talk about the ingredients and how to make these dishes. Write a list of the dishes, steps and ingredients in your notebooks. 3. Write questions about the information you wrote on the list: which dish uses which ingredient? Where can you find / buy the ingredient? And other questions you think of. 4. As a team, decide on two dishes you want to work on. 5. Decide in your group who will search for more information on these dishes. Organize yourselves on who will search for more information on these dishes; who will bring photos or illustrations and the materials to work on the infographic for next session. 6. Save your work and plan for the following Create session. Unit 9

Reading

T i me Facts

Track 48 Mexican Food and Diet Read pages 117 to 121

Lesson 2

• Interprets written information in illustrated texts.

What can you learn about food from illustrated texts? 1. As a class, imagine you are talking to

children from another country. What would you tell them about Mexican food? Which dishes would you tell them about?

2. Listen to the text and number the pictures in the right order.

Track

Check your sequence with a partner.

Guacamole

3. Answer the questions. Compare your answers in small groups. a) b) c) d) e)

What do you do first to make guacamole? How do you prepare the avocado? What herb do you use? What do you put on the guacamole at the end? How many ingredients are there in guacamole?

Interprets and compares information in an infographic.

Group

Pairs

Academic and Educational Environment Pairs

4. Look at the picture. What does it show? What do you know

about this Mexican dish? Do you like it? Discuss with a partner.

5. Look at the information in the chart. Answer the questions

Group

about each type of mole. Share your answers in groups. Ingredients

Mole poblano

Lard, onions, garlic, tomatoes, tomatillos, sesame seeds, almonds, peanuts, raisins, prunes, plantains, coriander seeds, star anise, cinnamon, bread, mulatto chiles, ancho chiles, pasilla chiles, chipole chiles, Mexican chocolate, sugar, chicken broth, salt Mole chilhuacles chiles, gua jillo chiles, pasilla chile, negro ancho chile, chipotle chile, garlic, almonds, peanuts, cinnamon, peppercorn, cloves, raisins, bread, plantain, pecan, tomatoes, tomatillos, thyme, oregano, celery, carrots, sesame seeds, burnt tortilla, chocolate, chicken broth, salt Mole mulato chile, pasilla chile, ancho chile, prunes, Xiqueño xoconostle, tomato, plantain, sesame seeds, pine nuts, almonds, nuts, hazelnuts, raisins, onion, cloves, cinnamon, chocolate, sugar, star anise, tortilla, bread, chicken broth, lard, black pepper, salt

• • • • • •

When people traditionally eat it parties and celebrations

weddings and celebrations

parties and celebrations

Where does it come from? What are the ingredients? When do people traditionally eat this dish? Have you tried the dish? Are all moles the same? What differences can you mention?

Step 2

An infographic on Mexican food

• Get together with your teammates and continue with the product

Reading

for this unit. 1. Gather the information and pictures of Mexican food your team brought. 2. Choose pictures for your final product. 3. Together, write a final description in your notebook, of the dishes you chose: ingredients, where to find them, the origin of the dishes and all the interesting information you all found. 4. Write the steps the cooks follow to make the dishes. 5. Make a comparative chart for the dishes you chose (you can follow the example of the chart in activity 5). 6. Save your work for the next Create session.

T i me Facts

Track 48 Mexican Food and Diet Read pages 122 to 125

Unit 9

Lesson 3

• Interprets written information in illustrated texts.

What dishes would you recommend to visitors to your country? 1. Work in small groups.

Group

What do you think should be on an infographic about Mexican food? Write down your ideas. When you have finished talk about your ideas with the rest of the group.

2. Work in pairs. Look at the picture. Name all the ingredients you can

Pairs

see. Circle the words in the box that you think are important for an infographic on this dish.’

cilantro tomato onion apples lettuce pork strawberries corn

3. Discuss with a partner which of these action words (verbs) you would need for an infographic describing how to make this dish.

chop

mix

cook

heat

add

serve

mash

melt

beat

grate

Interprets and compares information in an infographic.

Pairs

Academic and Educational Environment

4. Read and listen to the instructions. Work with a partner to decide what

Track

dish you think this makes. Together make a list of the ingredients.

1. 2. 3. 4. 5.

Boil the chicken. Heat oil in a skillet. Mix onions and pepper in the blender. Put the chicken and mixture into the skillet.

Then cook and add the maize. Work together to design and produce a simple infographic with this subject and the title below. Decide how you will place the words and the pictures and how you will make it clear which words go with which pictures. Use the provided space to organize your ideas. Make the final infographic on a separate sheet of paper. Ingredients to make pozole

Step 3 An infographic on Mexican food

• Let's continue with the next stage of the product.

Get together with your teammates and do the following: 1. Bring out the materials to make your infographic on Mexican food. 2. Organize your sheet of construction paper to include the informative text and illustrations. 3. Gather the information and illustrations your teammates brought on the dishes you chose. 4. Write informative sentences and paste the illustrations on the sheet of construction paper. 5. Make sure your sheet of construction paper includes the title: Infographic on Mexican Food. 6. Save your work for the Show and Tell Session. Unit 9

Reading

T i me Facts

Track 48 Mexican Food and Diet Read pages 126 to 130

Lesson 4 1. Look at this infographic. Student A find out about the first people to make

chocolate and Moctezuma's chocolate drinking habits. Student B find out about how chocolate spread around the world and what place Switzerland has in the history of chocolate. Then tell your partner what you found out.

The history of chocolate The Aztecs and Mayas were among the first civilizations to make chocolate. They made a hot spicy drink with crushed coca and chile. They called it chocolatl.

Hernan Cortez tried chocolate in Mexico. He liked it a lot. He took a few beans back to Spain and added sugar. Soon all the world wanted the hot sweet drink.

Aztec emperor drank a lot of hot chocolate. People say Moctezuma drank 10 cups a day!

For years and year everyone just drank chocolate. So when did people start eating it? In 1819 the first chocolate bars were made in Switzerland!

Academic and Educational Environment

2. Look at the picture and answer the questions. Look at the words in the box if you need help. Aztec Maya and Inca tribes corn dough and fillings

tamales banana leaves or corn husks chicken, meat, vegetables, fruit

a) What is this popular Mexican dish?

b) Who invented it, first?

c) What is the dish made of?

d) What filling do people use?

e) How is the snack cooked?

3. Write the questions for each answer. a)

tamales? The Aztecs, Mayas and Incas did.

them? They ate them when they were away fighting in wars.

today? Yes, they are still very popular.

tamales? On stalls in the street, in markets, supermarkets and grocery stores.

Unit 9

An illustrated diary

Show & Tell

• In this final step, do the following: 1. Get together with your teammates. 2. Bring out your infographic and check that it

includes every detail that you all found about the dishes you chose.

3. Take turns to show your infographic to your group as you talk about the food, the ingredients the dishes need, where they come from and the steps to make them.

4. Display your infographic on the wall inside or

outside your classroom, so that everyone can look at it and learn from it.

5. You can share your infographic with your friends and family and even use it to prepare the dishes you chose!

Assessment 9 1. How can you show your understanding of the following achievements? How can

you use them out of the classroom? Write your answers on the lines and discuss with your group. Now, I can…

a) Explore illustrated texts about Mexican Cuisine, because I am able to

b) Interpret written information in illustrated texts, because I am able to

c) Write statements that describe information for infographics, because I am able to

2. Work in pairs. Discuss with your partner how you felt when you started Unit 9 and

how you feel now after you finished the unit. Talk about what new skills you learned and how they can help you express yourself in English. Think about what you can do with what you learned in this unit. How can it help you communicate with someone who only speaks English? Why? Write down your ideas.

Good job!

Unit 9

Lesson 1

Giving a helping hand! • • •

Explores expressions used in dialogs to ask for and offer help. Examines ways to offer and ask for help. Exchanges expressions used to ask for and offer help.

Would you help someone who needs a hand? How can you help people in need? 1. Discuss with your group. Talk about the people who help you when you need help. Do you help other people? Look at the pictures and talk about what you think is happening. Who offers help? Why? What for?

Track

2. Work with a partner. Listen and answer. Which picture in activity 1

corresponds to the dialog? Write similar dialogs for the other pictures in your notebooks and roleplay in front of your group. This dialog corresponds to picture a) What happens? b) Who is asking for help? c) Who is offering help? d) What words or expression are used to offer help?

3. Listen and answer the questions. Check with a partner and then,

Track

with your group.

a) b) c) d) e)

Who’s offering to help? What does he want to help with? What goes wrong? Why does it go wrong? Why do you think the boy’s Mom pauses for a long time before speaking at the end of the conversation?

4. Work in small groups. Discuss how your parents feel when you do something similar or something wrong. Explain why you think they feel like that.

100

Interpret and use expressions to ask for and to offer help.

Family and Community Environment

5. Listen. In pairs discuss if the conversation is about offering

Track

Pairs

or asking.

a) Is the conversation about asking for help or offering help?

b) What expressions do they use in the conversation?

c) Who speaks slower? Why? d) Why do you think the other person speaks faster?

6. Read and listen to the conversation again. Check your answers with a partner.

Track

Then, role play the conversation paying attention to speed and tone. Lady: Guy: Lady: Guy: Lady: Guy: Lady:

Could you help me, please? Yes. Can you carry this bag for me? Sure. Will you carry it to the bus stop for me? Yes, of course. Thank you very much.

Step 1 A box full of help!

and expressions related to offer or asking for help. 3. Make a list of the expressions in your notebooks. 4. Together with your teammates, classify the expressions: the ones offering help and the ones, asking for help. 5. Save your notes for the next Create session.

Tim

1. Get into small groups. 2. Browse through the lesson again and look for words

This is the last product in this school year and as in previous units, you’ll work in teams and enjoy using English to see how well you understand and communicate with others. This time, the product is a collection of expressions for asking and offering help. • Now let's start working on the product for this unit. ading

Stories

Track 50 The End of Year Party Read pages 131 to 135

Unit 10

101

Lesson 2

• Examines ways to offer and ask for help.

How can you ask someone to help you? Group

1. Work in small groups. Look at the pictures. Do you always ask for help

when in need? Are there situations when you don't accept help? Discuss when accepting or not accepting help is correct. Think of other situations and then, share with your classmates.

Pairs

2. In pairs listen to the conversation and answer the questions. a) b) c) d) e)

Track

Who’s speaking? Family members, strangers or friends? How do you know? Who’s offering help? Why? What’s the answer?

3. Read this conversation. Answer the questions in small groups.

Group

Share your ideas with the rest of the class.

Liza: Pete: Liza: Pete:

a) b) c) d) e) f)

102

i, Pete. What are you doing? H I’m washing the dog, Liza. Do you need some help? Yes, please. You hold him and I’ll wash him.

Who’s speaking? How do you know? Who’s offering help? Why? What’s the boy’s answer? How is this conversation different from the one you heard in number 2?

Interpret and use expressions to ask for and to offer help.

Family and Community Environment

4. Look at the picture with a partner.

Pairs

Where are the people? Do you think they know each other? Is one of them asking or offering help? Now, share your ideas with the rest of your group.

5. Now, read the conversation and talk about

Pairs

the answers to the questions with your partner. Man: Could I have some water, please? Waiter: Certainly sir. Man: Thank you. Waiter: Would you like to order now? Man: Yes, please. I’d like a soup with vegetables and a ham and cheese sandwich. Waiter: Excuse me sir. I didn’t understand the first dish. Could you please repeat your order? Man: No problem. A soup with vegetables and a ham and cheese sandwich, please. Waiter: Thank you so much, sir. Now I got it. I’ll be right back with your soup.

a) b) c) d)

How does the man ask for help? How does the waiter answer? How does he offer to take the order? Why do you think the expressions sound different from the expressions in the other dialogues?

Step 2 A box full of help!

time, focus on expressions that ask for help and add them to your previous list. 3. Choose a graphic organizer to write these expressions (chart, mind map, etc.). 4. Save your work for the following Create session.

ading Tim

1. Bring out the lists you wrote last Create session. 2. Go through the dialogs in this lesson, and this

• Let's continue with the product. Work with your team and:

Stories

Track 49 The End of Year Party Read pages 136 to 139

Unit 10

103

Lesson 3

• Exchanges expressions used to ask for and offer help.

How do you know when someone needs help from you or others? Group

1. When do you offer help to people?

Think of specific situations. Tell your classmates about them. When do you accept help? How do you feel when people help you? Exchange personal stories in groups. Pairs

2. Work in pairs. After reading the explanation about may and can, talk about the best way to complete the dialogs.

We use can and may when we

Boy:

are of fering help.

We use can with friends and family

We use it in informal situations. We use may with people in

authority who we don’t know.

We use it in formal situations.

Girl:

ops! I can’t answer O this message. How do you say“pésame” in English? Let me see, I help you.

Clerk: I help you? Customer: Yes, please. I don’t understand the discount on this merchandise. What does it mean?

3. Listen to the phrases. Work with a partner. Take turns to repeat them

using the correct facial expressions and body language. After reading the explanation, in pairs decide which sentences are used in formal situations and which are used in informal situations. Write (F) formal or (I) informal.

• • • • • • • • 104

Can I help you? Could you help me, please? Can you carry this bag for me? Will you carry it to the bus stop, please? Do you want me to help you? Do you need some help? Could I have some water, please? Would you like to order now?

Interpret and use expressions to ask for and to offer help.

( ( ( ( ( ( ( (

) ) ) ) ) ) ) )

We use could

and would in more formal situations.

Track

Family and Community Environment

4. Work in pairs. Think of a situation to ask for or offer help. Write a

Pairs

conversation to go with the situation. Use expressions from activity 3 on page 104 to help you.

5. With your partner, illustrate your conversation.

Pairs

Do it in different squares as a comic strip in your notebook. Share with other pairs

6. Now role play the conversation in front of the

Pairs

class without reading it. Remember to use body language and facial expressions. Make it interesting by varying your intonation and rhythm.

Bring: - small white cards - red ink or red colored pencil - blue ink or blue colored pencil - one small box (cereal, shoe, tissue paper, cookies) - sticky tape or glue. Step 3

1. Bring out your lists from the last Create session. 2. Browse through the lesson and look for expressions 3. 4. 5. 6.

that offer help. Add them to the previous list in your notebook. Go over both lists in your notebooks. Decide with your teammates on how many expressions you want to include in your final product. In your team, decide what you want your Help Box to look like. Work together to write cards with expressions that ask for help and expressions that offer help. Choose different color cards for asking for and offering. Save your work and your box for the last Create session.

ading Tim

• We have almost finished with our product.

A box full of help!

Stories

Track 49 The End of Year Party Read pages 140 to 143

Can you help me, please? May I help you?

Unit 10

105

Lesson 4 1. Read these sentences. Decide with a partner if they are asking for help or offering help.

1. Can I help you do that?

Asking

Offering

2. Could you help me with this exercise?

Asking

Offering

3. Will you carry these plates into the kitchen?

Asking

Offering

4. Do you want me to carry your bag?

Asking

Offering

5. Do you need some help?

Asking

Offering

6. Can I help you with those books?

Asking

Offering

2. Work in pairs. Choose two phrases from activity 1 and take turns

Pairs

to ask for or offer help and allow your partner to reply. Change roles and continue.

3. Work in pairs. Work out a dialog and write it. Exchange dialogs with

another pair. Can you suggest improvements for the other pair's dialog?

106

Pairs

Family and Community Environment

4. Read the sentences with a partner look at the clues and answer them.

Answers may vary.

a) Can I help you wash the dishes? (accept nicely)

b) Do you want me to help you with the words for the spelling test? (refuse politely)

c) Could you get that book for me? I can’t reach it. (agree nicely)

d) Will you help me to pick up your toys? (agree in a familiar way)

e) Shall I take the dog out for you?

(refuse politely)

5. With a partner, look at the picture. Imagine a conversation.

Pairs

Bring: - Markers, sticky tape,

stickers, glue, glitter or whatever you want to use to decorate your box.

6. Role play your conversation to the rest of the class.

Pairs

Unit 10

107

Show & Tell 10

A box full of help!

• In this final step, do the following: 1. Get together with your teammates. 2. Work together to decorate your Help Box. 3. Shuffle the cards and put them in a pile face-down beside the box.

4. In your group, practice playing with the cards. Sit in a circle

around the box. One person takes the first card from the top of the pile, reads the expression and turns to the person next to them in the circle. Using the expression on the card they ask for or offers help. The teammate makes a suitable reply. Put the card into the box so it is not used again. The next person in the circle turns over the next card and the game continues until all the cards are in the box.

5. Now, in your group, move to another group’s box and play the game again, using their cards and making up different miniconversations.

6. Now that you’ve been practicing how to ask for and offer help,

you can make an effort to offer your help at home or with your friends if they need it. Can I help you?

108

Sure! I need help with my homework.

Assessment 10 1. How can you show your understanding of the following achievements? How can

you use them out of the classroom? Write your answers on the lines and discuss with your group. Now, I can… a) Explore expressions used in dialogs to ask for and offer help, because I am able to

b) Examine ways to offer and ask for help, because I am able to

c) Exchange expressions used to ask for and offer help, because I am able to

2. Work in pairs. Discuss with your partner how you felt when you started Unit 10 and

how you feel now after you finished the unit. Talk about what new skills you learned and how they can help you express yourself in English. Think about what you can do with what you learned in this unit. How can it help you communicate in English? In what situations can it be useful? How do you think this language can help you improve? Write down your ideas.

Good job!

Unit 10

109

Extra Evidences The following evidences are correlated to two main areas: - Reader’s Book: every text in your reader is correlated to a specific unit in this book. Therefore, we have provided one question for each reading text to engage you to reflect and discuss with a partner or in small groups what you think about and how you can use what you read in your daily activities to become a better person and communicator in English. You can use the lines to write ideas or do it in your notebook, as you wish. - Unit Product: an option to the suggested product of each unit where you follow the same steps found in each Create session as you and your teammates build sub-products which by the end of the unit, are put together to make the chosen product: the one included in each unit or the one suggested in this section. And even if time allows for it, you may be able to make both products and have more evidences of your progress at learning English.

Unit 1 - Evidences So you want to be a television script writer - Fact What are the most important things to consider in a conversation? How can you write a dialog?

Alternative product for unit 1 Suggestions to overcome worries and concerns Write your worries and concerns in cards anonymously. Work with your group to propose suggestions to overcome the worries and concerns. •

110

Remember we have provided the following lines for you and your team to organize the steps you are to follow to make three sub-products and then, the final product to present and share with your class.

Unit 2 - Evidences The Photograph- Story Why do you think people say that a picture is worth more than a thousand words?

Alternative product for unit 2 Photograph to illustrate a short story Choose a short story and take a photograph to illustrate it. You can also use existing pictures from magazines, newspapers or other sources to create a picture that tells your chosen short story.

Unit 3 - Evidences Keep Healthy- Fact What is the importance of being healthy?

Alternative product for unit 3 Plan for a better health Make a plan where you include actions and steps to take to have a healthier lifestyle. Write steps and ideas to change your habits and improve your health.

Evidences

111

Unit 4 - Evidences The Ads! Ads! Ads!- Fact Why do you think we use ads to sell things? What makes them effective?

Alternative product for unit 4 Mass media Ads Choose a product to advertise and come up with a TV or radio commercial to act out for your classmates. Be convincing so that they get your product!

Unit 5 - Evidences Anne of Green Gables- Story How do you think the ideas about the things boys and girls can do have changed in the recent years?

Alternative product for unit 5 A Diary of Activities What activities do you do at home? What activities do you do at school? What activities do you do somewhere else? What do you need to perform this activities? How, when and why do you do them? Write down all this information (and more if you want to) in the form of a diary so that you can talk about your daily activities with your classmates.

112

Unit 6 - Evidences Do you have a question?- Fact Why are questions great research tools?

Alternative product for unit 6 Presentation about an interesting topic Research a topic and create a presentation to share with your classmates so that they can learn about your chosen topic.

Unit 7 - Evidences You’ll never believe what happened!- Story Why do you think people enojoy sharing their experiences with others?

Alternative product for unit 7 A postcard letter for a pen pal Select an interesting experience and make an illustration to represent it. Then, write a letter on the back to briefly share your experience with a person in a foreign country.

Unit 8 - Evidences Legends from around the world- Story Why do you think all cultures have legends? What do you think makes them similar or different?

Alternative product for unit 8 A play about a legend Choose a legend. Read it and understand it. Rewrite it using your own words. Decide how you could turn it into a short play. Rehearse it and make all necessary preparations. Present your play about a legend to your class. Evidences

113

Unit 9 - Evidences Mexican food and diet- Fact What makes the diet and food of each country different or special?

Alternative product for unit 9 Illustrated Mexican recipe Select a Mexican dish and research its ingredients and preparation. Remember to find out the utensils you need to use to prepare it. Make an inforgaphic with the ingredients, utensils and steps to prepare the dish. You can even prepare your dish and present it along with your illustrated recipe. Don’t forget to share!

Unit 10 - Evidences The End of Year Party- Story What are the benefits of helping others? How do you decide when to offer your help? How do you choose who to ask for help?

Alternative product for unit 10 ‘How can I help?’ poster Choose a situation in which you could offer your help. You could also choose more than one. Write down all details about the situation and about how you can help. Create a poster to show how you would offer your help and/or when others can ask you for help. Remember that helping others is something we can all do and it can make us feel good about ourselves.

114

Picture Dictionary

I’m worried. I have a problem!

Can I borrow your costume for the party?

Bullying provokes bad feelings.

Wow! Skateboarding is a dangerous sport!

Picture Dictionary

115

116

This is a nice photo frame.

What a lovely wedding celebration.

They like to climb mountains.

The storm was really bad.

Great way to exercise.

Junk food is not good for our health!

This is a First Aid Kit. There is one at school.

They are teenagers. They are between 13 and 15 years old.

Picture Dictionary

117

118

A bunch of toys.

I can play the keyboard.

This is my sister’s doll house.

This letter is old but I can read it.

Look! He’s pretending to climb a ladder.

I wear an apron when I cook.

He left the shovel in the garden.

We ride the bus to school every day.

Picture Dictionary

119

This is a real old person. There are lots of wrinkles on the face.

That person really sweats a lot!

These planets are part of our Solar System.

Crocodiles are bigger than alligators.

120

This cage is full of parrots.

These are seeds for the parrots.

These stones are from the river.

He is rollerblading on the street.

Picture Dictionary

121

122

Robin Hood used a bow and arrow to hunt for food.

This is a good cook.

I don’t like spider webs.

This sword is very old.

I love mushrooms in soups and salads.

This skillet belongs to my grandma.

My favorite snack is a Mexican corn on the cob.

Guava is my favorite fruit.

Picture Dictionary

123

124

These are the sticky notes for the messages.

Please twist your ribbon like this.

I like to play games with a bean bag.

He’s very good at blowing up balloons.

Bibliography

These books are recommended for children between 8 and 10 years old, just like you. When reading them, you increase your knowledge in English. Some of these books are classic and others are more modern, but they are easy and fun to read and you can learn a lot more about topics that are just for you! Best Friends for Frances by: Russell Hoban, illustrated by: Lillian Hoban - (Harper & Row, 1969) . George and Martha by: James Marshall - (Houghton Mifflin Company, 1972) 2030: A Day in the Life of Tomorrow’s Kids by: Amy Zuckerman and Jim Daly, illustrated by: John Manders - (Dutton, 2009) The Facts and Fictions of Minna Pratt by: Patricia MacLachlan - (Harper & Row, 1988) Where the Mountain Meets the Moon Paperback by: Grace Lin (Hachette Book, Co, 2011) The One and Only Ivan Paperback by: Katherine Applegate (author) & Patricia Castelao (illustrator) (Harper Collins, 2015)

Bibliography

125

Webography The following links have been selected as a suggestion for you to visit, have fun, learn and improve your English and digital skills. When possible, surf the Net supervised by an adult, a family member or your teacher. Learning about things, places and people www.hsph.harvard.edu Games to think and interact in English www.funbrain.com/grade/3 Great activities to practice reading and writing http://kcds3.blogspot.com/ Extensive reading. by Graham Stanley. www.teachingenglish.org.uk/extensive.shtml Reading aloud, by James Houltby. www.teachingenglish.org.uk/think/ www.teachingenglish.org.uk/article/story-booksclassroom Mary Glasgow Magazines. www.link2english.com Burlington Books. www.burlingtonbooks.com Black Cat. www.blackcat-cideb.com Don’t guess! Learn how things work www.howstuffworks.com

126

Primary

Congratulations!

You are a:

“SUPER STUDENT”

Date

Teacher

Good job!

127

128

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. ¡Conócelo, cuídalo y disfrútalo!

Distribución gratuita, prohibida su venta.

Activity Book Primary

Primary

Activity Book