Beats! 5 Primary Activity Book by EDILAR

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Lengua extranjera. Inglés Activity book

Estimada alumna, estimado alumno: El Cuaderno de actividades que tienes en tus manos es el resultado del esfuerzo que realizan el gobierno federal, los gobiernos estatales, las maestras y los maestros para garantizar que todas las niñas, los niños y los adolescentes que cursan la educación básica en nuestro país cuenten con materiales educativos para construir su aprendizaje, y con ello alcanzar una educación de excelencia. Tu Cuaderno de actividades promoverá que te desarrolles integralmente, fomentará en ti el amor a la Patria y el respeto a todos los derechos; así reconocerás lo que te rodea, apreciarás tus fortalezas y sabrás lo que tu comunidad, México y el mundo necesitan y lo que puedes hacer por ellos. En el marco de la Nueva Escuela Mexicana, la equidad y la calidad son premisas de la educación. Este libro forma parte de los materiales educativos que se ofrecen para que, con el trabajo diario de maestras, maestros, autoridades y familias, alcances el máximo logro de aprendizaje y el fortalecimiento de los lazos entre tu escuela y tu comunidad. Este libro ya es tuyo; es un regalo del pueblo de México para ti.

Nombre

Grado

Escuela

¡Conócelo, cuídalo y disfrútalo! Maestro (a)

Distribución gratuita, prohibida su venta.

Primary

Activity Book

Princetown - Correo del Maestro Editorial Coordinator Author

Óscar Díaz Chávez Sally Marshall

Editorial Assistant

Jean D Ruanova

Copy Editor

Jean D Ruanova

Content Designers Servicios Editoriales (Pablo Guzmán de la Cruz, Martha Berenice Hinojosa Rodríguez) Cover Designer Photo on cover Audio Recording

Servicios Editoriales (Pablo Guzmán de la Cruz) Shutterstock.com Luis Benito Reynoso Góngora Correo del Maestro Miembro de la Cámara Nacional de la Industria Editorial Reg. Núm. 2817

ISBN:

978-607-8747-03-0 Rights Reserved © 2020 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 First published 2020 First reprint 2021 The presentation and layout of Beats! 5 Primary Activity Book are property of the publisher. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without written permission of the Publisher.

Programa Nacional de Inglés. Para alumnos en Educación Básica. Proni La producción de estos materiales fue hecha por encargo de la Secretaría de Educación Pública para usarse como material didáctico en escuelas públicas de Educación Básica. Impreso en México · Printed in Mexico Distribución gratuita · Prohibida su venta

Esta obra se terminó de imprimir en diciembre de 2021, en los talleres de Corporación en Servicios Integrales de Asesoría Profesional S.A. de C.V. con domicilio en Calle E No. 6, Parque Industrial Puebla 2000, C.P. 72225, Puebla, Pue.

Welcome to

Primary

Hi, dear friend, Welcome to 5th 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! 5 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

Where interesting and fun questions encourage you to think about what you already know about a topic and wake up curiosity to learn something new.

Here you will work on activities and tasks that mix what you already know with the new concepts you are learning to practice and polish your skills at using English in a fun and interesting way! Along the pages you will find key words in bold (words presented in a darker black color than the rest) and highlighted as well, that are frequently used in English and which are also illustrated in the Picture Dictionary found at the end of your book to help and improve understanding.

Each unit includes three "CREATE" skills as you improve and find new ways to communicate in English. Work together with others on building your product using your creativity and your social skills which improves your communication skills in.

VAssesment - Think and Reflect is

not a test; it is a the ending task in every unit that invites you to think about and reflect on what you’ve learned so far, see your progress and identify what you need to practice more to improve understanding and your skills at using English. There is also a final task to share and exchange with a partner, where you will think about and reflect on how you can use what you’ve learned in your daily life and in different situations to the ones presented in your book.

VReading time, invites you

to read along a specific story or fact in your Reader’s book which is correlated to the topic you are working on in the unit. But bear in mind that you can read the texts in your Reader’s book anytime you wish to do so without the need of waiting for a Reading time to show up in your lesson.

V The Picture Dictionary at the end of your book illustrates the bold, highlighted words included in each unit to help improve understanding. You will find the number of the correlated page inside parenthesis, next to each word. V An End-of School Year diploma is the closing page in your book. This diploma is for you to build on as you finish every unit and keep a record of your progress, coloring each medal according to the following: V Whole medal= when your performance is very good V Color half of the medal = when you need a little more practice V Color a small piece of the medal= when you need a lot more practice after finishing the course with a beating progress!

Components 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 because every reading has been recorded on a CD. Each story and non fiction text, has been carefully chosen for them to correlate with the units in the Activity Book. Look at the following correlation:

Correlated to Unit 1 in the Ab

Correlated to Unit 2 in the Ab

Correlated to Unit 3 in the Ab

Correlated to Unit 4 in the Ab

Correlated to Unit 5 in the Ab

Correlated to Unit 6 in the Ab

Correlated to Unit 7 in the Ab

Correlated to Unit 8 in the Ab

Correlated to Unit 9 in the Ab

Correlated to Unit 10 in the Ab

The stories and non fiction texts are beautifully illustrated and offer a glossary which makes reading more interesting and fun! V Glossary Each reading includes glossary boxes with key words and their definition to help you understand and enjoy what you are reading. The words included in each glossary box are found on the same page where the box is and presented in bold for easy identification.

The Audio CD is used by your teacher but meant to help you improve your communication skills in English when listening and / or speaking with others because the activities included in the audio CD provide models to practice pronunciation, intonation and stress in the language. The CD also includes a set of fixed images that your teacher will use throughout the school year to make your learning more meaningful and enjoyable.

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

Pairs

rtfol Po io

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

V 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.

V 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.

Track

Show

& Tell

V Listening activity, where you'll work on communication, pronunciation, stress and intonation of the language. V 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. V Review, a specific page where you revisit the contents in the unit and reinforce what has been learned so far through activities that foster reflection on what you know and on what you may need more practice.

Contents To the Student 3 Meet your Book 4 Unit 1 Getting together

Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell - Organize an event Assessment 1 - Think & Reflect Unit 2 Fantastic short stories!

10 12 14 16 18 19 20

Exchanges expressions to organize events

Explores fun and personal anecdotes

Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell - Record or tell and anecdote Assessment 2 - Think & Reflect

Unit 3 Solving problems

Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell - Short Illustrated Guide Assessment 3 - Think & Reflect Unit 4 Great news!

30 32 34 36 38 39 40

Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell - An Interview Assessment 4 - Think & Reflect Unit 5 Reject and accept requests

40 42 44 46 48 49 50

Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell - Dialogs Assessment 5 - Think & Reflect

50 52 54 56 58 59

Follows an illustrated guide to solve a problem

Exchanges opinions about audio news

Accepts or rejects requests in role plays

20 22 24 26 28 29

Unit 6 Enjoying museums!

Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell - Museum cards Assessment 6 - Think & Reflect Unit 7 Great skills!

60 62 64 66 68 69 70

Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell - Age progression line Assessment 7 - Think & Reflect Unit 8 Beautiful country

70 72 74 76 78 79 80

Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell - Comparative Diagram Assessment 8 - Think & Reflect Unit 9 Questions, questions?

80 82 84 86 88 89 90

Gathers information about a topic to make museum cards and set up and exhibition

Describes and compares appearances and abilities at different ages

Reads a short travel log to discover natural aspects and cultural expressions

Registers information about a topic to make a questionnaire

Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell - A Quiz Assessment 9 - Think & Reflect Unit 10 Following directions

Exchanges information to go around a place

90 92 94 96 98 99 100

Lesson 1 100 Lesson 2 102 Lesson 3 104 Lesson 4. Review 106 Show & Tell - City Guide 108 Assessment 10 - Think & Reflect 109 Extra Evidences 1 - 10 110 Picture Dictionary 115 Bibliography 125 Webography 126 Diploma 127

Lesson 1

Getting together • • •

Explores and listens to expressions used to organize events. Interprets expressions used by speakers. Becomes a speaker in a conversation.

How do you organize events? 1.

Listen, what are Sara and Harry talking about? How can you tell? Write some ideas or words on the lines below to answer the question and share with a partner.

Track

Listen

Pairs

Work with a partner. Listen to the conversation and share ideas on the event the kids are organizing. Make notes using the questions below to gather information on the event. Can you organize a similar event using the notes? Exchange ideas with other pairs.

Track

Pairs

Listen

What? Where? Time? Extra information:

In teams, share ideas on the two events you heard about in this part of the lesson. Are both events planned in the same way? Are the kids together or at a distance? How do you know? Can you plan events at a distance and have good results?

Exchanges expressions to organize events.

Group

Family and Community Environment

Read these expressions. In which situations do we hear or use them? How do you know? Share ideas with your partner.

• • • 5.

Sounds good. What time?

• •

Read

Pairs

See you on Saturday. Great. Thanks!

Where shall we meet? Pairs

Work in teams. Look at the pictures. Can you organize an event in any of these places? What kind of event would you do? Exchange ideas and write a plan on the lines below. Look back in the lesson for words or expressions that can help you organize the event. Exchange information with others teams.

Swimming pool

Adventure park

Write

Skating rink

Step 1 Exchanges to organize an event

•

What about organizing an event with your classmates? Let's start! In this unit, you will work in small groups and create a dialog where you will exchange ideas to organize an event. Decide how many classmates in your team. Work with the same team throughout the unit to create the dialog. Share ideas with your teammates on events you all would like to organize and agree on one. Exchange expressions and clue words that can help you to start planning the event and write the down. Save your notes for the next Create session.

Reading

T i me Facts

Track 23 Let's Celebrate! Read pages 6 to 10. When do you get together with others to celebrate? What is important when you want to celebrate something? How do you celebrate Independence Day?

Unit 1

Lesson 2

• Interprets expressions used by speakers.

What do you need to make an event fun for everyone? 1.

Look at what the kids are saying. What event are they planning? How do you know? Let’s or ganiz a party. e

s . Jenkin It’s Mrs ay on birthd y. Thursda

Let’s have games in the classroom.

Look

Who can bring a cake?

What about a gift for her?

With a partner read the following activities. Check the ones you think the kids will do to plan the event. Why did you choose them? • Decorate the classroom

• Bring sandwiches and cookies

• Bring a cake

• Buy a purse

• Organize races

• Buy a necklace

Pairs

• Play board games

Listen and check your answers for activity 2. Did you hear any words or expression in the conversation kids used to talk about organizing an event? Write them and exchange your notes with a partner. Do you use the same expressions in your native tongue?

Exchanges expressions to organize events.

Track

Pairs

Listen

Family and Community Environment

Work in pairs. Read the following expressions and with your partner, build a dialog to organize a birthday event. Share with others. Did you do the same dialog?

Pairs

Let’s celebrate your birthday with a party.

Why don’t

What about

How about

You're planning a beginning of the school year party in your classroom. Get in teams of four and make a list of suggestions to share with others. Then, write a message or email Write Group on a piece of paper asking the rest of your classmates to share their ideas. www.email.com

These are our ideas for the beginning of year party. Tell us what you think.

Exchange emails with another team. Finally, decide which ideas are good for the event you are all planning. Did all teams use the same expressions at giving suggestions? Share your final list of ideas with the rest of the group and have fun at planning the event.

Step 2 Exchanges to organize an event

•

Let's continue creating a dialog to organize an event with your teammates. With your original team, look at the notes from the last Create session and using the expressions and clue words you already have, take turns to ask and answer questions about ideas you all have on organizing the event. Decide who starts asking, who answers, who continues the exchange and who finishes it and write down these questions and answers to start creating your dialog. Add any new expression to your questions and answers to plan a great event. Save your work for the following Create session.

Reading

T i me Facts

Track 23 Let's Celebrate! Read pages 11 to 14. In which celebrations do you decorate your house? What do you do when you can't accept an invitation?

Unit 1

Lesson 3

• Becomes a speaker in a conversation.

What kind of events do you prefer? 1.

Which celebrations do you enjoy most? Ask 3 classmates and find out which event is their favorite one and how they organize it. What did you ask to find out? Write your questions and answers on the lines below. Work in pairs. Share and compare your notes in Activity 1. Now, exchange ideas on what you did to find out the information from your classmates; who started the conversation with each one? Who finished it? How did you know when to speak or to listen?

Pairs

With your partner, work on the following conversation. One of you pretends to be Daisy and the other one Jack. Can you guess what they are talking about and complete the conversation? Try out and have fun! Daisy: Hi Jack! I’m having a Halloween party on the 31st at my house. Would you like to come? It starts at . Jack: I’d love to. Thank you. Daisy: me organize the party? Jack: Sure. Daisy: My mom’s going to make a Halloween . Jack: And how about some Halloween ? I’ll bring them. Daisy: Good idea. Jack: Who else are you going to invite? Daisy: invite everyone in the class. I’ll invite all the girls. Can you invite the ? Ask them to bring and to share. Jack: OK. Daisy: And remember everyone has to wear costumes. Jack: OK. I’ll tell them. See you around!

Group

Now, listen and check your guesses. Were you correct? What is different from the dialog you created? Who started and who finished the conversation? Share with others and have fun!

Exchanges expressions to organize events.

Track

Listen

Pairs

Family and Community Environment

Group

Work in groups of 4. Discuss with your group the following events and choose one to organize. Now you know several expressions to help you plan the event. But this time, build a conversation and decide how everyone can be part of it and help to plan the event. • A trip to a museum to help with a school project. • A small party at someone’s house to welcome a new student. • A trip to the movies. • A Valentine’s Day party. • A family picnic or barbecue. • A visit to a farm or zoo to work on a school project.

With your teammates, take turns and make notes on a final plan to organize your event. Then, invite other teams to your celebration.

Write

Step 3 Exchanges to organize an event

•

Let's keep on building this exchange, our product. With your original teammates, bring out the dialog you started writing last Create session to organize the event you and your team chose. Together, organize one final list with all the details and things you need for your event and include them in your conversation to organize the event. Taking turns, have everyone in the team participate in the conversation as you all share ideas to build up the plan for the event. Enrich your original conversation and agree on who starts, continues and finishes but allow everyone to participate. At the end, check the order, the intonation and tone you and your teammates use.

Reading

T i me Facts

Track 23 Let's Celebrate! Read pages 15 to 18. Do you celebrate with fireworks? Why? What is the next thing you are going to celebrate?

Unit 1

What do you do when planning an event? How do you organize it? How do Pairs Write you ask others for help? Exchange answers with a partner. Revisit the unit to look for expressions and clue words that you can use in your exchange and write them on the lines below. Did your partner use the same expressions? Compare.

Work in pairs. Order the conversation and add some questions and answers about what Nancy may need for this event. Your questions and answers are part of the ordering, too.

Pairs

Yes, Nancy, I’d love to. Is it this Saturday? Great. Thanks. Hello Helen. Would you like to come to my party? No, it’s on Friday the 5th. At 4 o’clock. What time does it start?

Share your conversation in activity 2 with another pair. Compare the expressions and ideas they added to their conversation. How different are the dialogs? Discuss these differences or similarities with them.

Pairs

Family and Community Environment

Look at the pictures and choose one. Walk around asking who chose the same event and get together in a team. Share your ideas taking turns at participating in a conversation and decide on how to make this event more fun.

Use the expressions below and with your team write down a conversation showing how you organized the event you chose in Activity 4.

I’ll bring something

How about?

Why don’t we decorate?

Let’s have

Look

Write

Unit 1

Exchanges to organize an event

•

Show & Tell

Invite your classmates to the event you organized with your working team. Take out the conversation you wrote last Create session and go over the dialog with your teammates having everyone participate as you all present your conversation in this Show and Tell session. Invite your classmates to ask you questions about your event and answer their questions. Listen to all the other team’s conversations and ask them some questions as well. With the help of your teacher, choose one event from the ones presented that you can all have in school and invite your family and friends to come to that event and see how well you communicate in English.

Extra Product Evidence If you want to work on another project related to exchanges on how to plan an event, go to page 110, Extra Product Evidence 1 Organize a Science Fair and have fun!

Assessment 1 1.

Think and Reflect

Let's reflect! Answer the questions to assess your learning progress. a) What elements do you need to consider when planning an event with your friends?

b) What elements do you consider make an event fun for everyone?

c) Which expressions do you use when organizing an event with others?

Work in pairs. Think about and exchange ideas with your partner on what else can you plan or organize besides events? What other events could you organize now?

Links Access the web page to read about games you can play at different events: https:// www.care.com/c/ stories/4243/20birthday-partygames-for-kids/

Good job!

Lesson 1

Fantastic, short stories! • • •

Explores fun and personal anecdotes. Analyses how to talk about anecdotes. Tells anecdotes.

How can you tell an anecdote is funny? 1.

Look at the pictures and discuss with your class what you think about each one. What does each one tell you? Are they funny or strange? Why?

Work with a partner. Read and listen. Which of the pictures above is the anecdote about? How can you tell?

Track

Group

Pairs

Shelly: Guess what happened to me last night. I was in the kitchen at home making pancakes for supper when suddenly my hair got stuck in the mixer! Brian: Ow! Shelly: Fortunately, Mom disconnected the mixer very quickly before I lost all my hair! I’m never making pancakes again!

An anecdote is a short story about a person or incident that usually makes people laugh. Think and share an anecdote about you or someone you know with your group. Listen to others and check if all anecdotes are funny.

Explores fun and personal anecdotes

Read

Pairs

Ludic and Literary Environment

Work in small groups. Read about what you need to tell an anecdote. Look at the words and expressions in bold and complete the statements with your own ideas. Check with other groups in your class.

Group

Read

To tell an anecdote you need to: a) Get the attention of the listeners: Guess what happened to last night. b) Set the scene: in the kitchen at home pancakes. c) Describe the most important event of the anecdote: Suddenly hair got stuck in the mixer! d) Make a loose or funny comment: never making again!

Listen to the anecdote and write notes under the headings. Then, think about Group the anecdotes: Do you find them funny? Do you or someone you know has had an experience like this? Share and discuss your experiences with your group.

Listen

Get the attention of the listeners Set the scene Describe the main event Make a closing comment

Step 1 Recording an anecdote -when possible, or telling it, is a fun way to let others know something interesting or funny that happened to you. So, let's start! In this unit, you will tell or, if possible, record an anecdote. Decide how many classmates in your team, but remember that you will work with the same team until the end of this unit to either tell or record an anecdote. Browse through the lesson and talk with your teammates about the expressions or phrases you find that express surprise. How can you tell or identify these expressions? Ask your teammates what can make someone feel surprised? Make notes about these expressions and ideas and include other you and your team might remember or know in your notebook. Save your notes for the next Create session.

ading Tim

•

Suggestions to record or tell an anecdote

Stories

Track 24 You'll never believe what happened Read pages 19 to 23. Have you been invited to something similar? What do you think will happen next?

Unit 2

Lesson 2

• Analyses how to talk about anecdotes.

How can you tell an anecdote is interesting? 1.

Look at the people in the pictures. What kind of anecdote do you think each child is telling? How can you tell? Share your ideas with your class and say which anecdote you would like to listen to and state your reasons.

Listen to Patricia tell an anecdote. Do you find it interesting or funny? What called your attention? What do you think about her voice and tone when telling the anecdote? ir ack Exchange ideas with a partner on how important or not it is for people to use Tr 8 Pa s a correct tone and stress when telling an anecdote.

Now, read the anecdote. Is it more interesting to read it or to listen to it? What makes the difference? Find words that express what kind of anecdote Paty is telling Group and use them to share your ideas and findings with your classmates. Do they feel or think like you? Patricia: Something ghastly happened to me last night. Herman: What happened? Patricia: I was on my way to the movies. My granny had just given me an umbrella. It was raining so I had my umbrella with me. There was a stiff wind. Suddenly my new umbrella blew inside out! All the spokes broke! My mom and dad and my brother roared with laughter, but I was very upset. I had to dump my umbrella into a trashcan. I don’t know what I’m going to tell my granny!

Analyses how to talk about anecdotes

Look

Read

Ludic and Literary Environment

What really makes an anecdote interesting for you when listening to it? Number the following characteristics from 1 (least) to 4 (most) according to how important each one is for you. Then, exchange points of view with your group stating your reasons. What do others think?

Group

a) Using different tones of voice when telling an anecdote. b) Words that express what the anecdote is really about. c) Stressing words to emphasize important moments in the anecdote. d) Facial gestures to accompany the message of the anecdote.

Work in teams of 4. Exchange ideas on what an interesting anecdote is for each one of you. Think of an anecdote about you or someone else to tell your team and make it as interesting as possible and remember to consider the elements in activity 4. Listen to each member in your team and when finished, write his/her name and what characteristic Group made the anecdote interesting. Share your opinion with your team, does everyone think alike? NAME

CHARACTERISTIC

Step 2 Suggestions to record or tell an anecdote Let's keep working on telling or recording an anecdote.

ading Tim

Get together with the same teammates you worked with last session. Bring out the notes you wrote in your notebook. Taking turns, think and tell your teammates a personal and funny anecdote you can think of. In agreement with your teammates, decide on one anecdote and analyze each element in it and how you can make it more interesting and fun when telling it to others. Make notes and save for the next Create session.

•

Stories

Track 24 You'll never believe what happened Read pages 24 to 27. How does Liam feel? How does Dale feel? How do you think you would feel?

Unit 2

Lesson 3

• Tells anecdotes.

How can you attract people’s attention when you tell an anecdote? 1.

Listen and number the pictures in the correct order. Then, check and compare with your classmates. Which picture is the funniest for you? Why?

Listen again and pay close attention to the words in the anecdote. Which words tell you the sequence of actions in the anecdote? What words express surprise? Write them on the lines below. Are there any other words that attracted your attention in the anecdote? ack Tr 9 Does the speaker change the tone or volume when using these words? Share your ideas and words with a partner.

Track

Listen

Work in pairs and use the pictures in activity 1 to tell the anecdote. Remember the elements that you need to make it really interesting for others. Have fun!

The three children went on a picnic with their family…

Tells anecdotes

Pairs

Ludic and Literary Environment

When telling an anecdote, do we refer to present or to past experiences? Read the Read following sentences and continue the anecdote but give it a different ending. Go back to the previous page and look at the pictures in activity 1 for help. Exchange with a partner and compare your anecdotes. During the picnic, we went running and hiking. Then we went away to play. And then we went to paddle in the river. • Can you identify the words that tell us that the anecdote already happened? • Can you identify the words that tells us what happened next in the anecdote?

In small groups, agree on a topic from the box. Taking turns, organize what you're going to say and who is going to say what. Make notes in your notebook and tell the anecdote to each other. A funny thing happened… … on our picnic. … when we went to the movies on the weekend.

Group

… on our way home from school yesterday. (or something else of your choice)

Share the anecdote you and your group chose in activity 5 and retell it to the rest of the class.

Step 3 Suggestions to record or tell an anecdote Let's keep working on telling or recording an anecdote.

Links

exams/tell-story-orpersonal-anecdote

ading Tim

Get together with the same teammates you worked with last session. Bring out the notes from the last Create session. Use them to write an anecdote and to plan what each member will say. Taking turns, rehearse telling the anecdote to your teammates. Think about how you will make it interesting. If possible, think about how, where and Access the web page to increase when you will record your anecdote. If you your knowledge and can, record the anecdote, listen to it and practice on creating check for it to sound interesting. If you anecdotes. can’t do the recording, rehearse again https:// and decide when and where you will learnenglishteens. present the anecdote. Put your recording britishcouncil.org/ away for the last Create session. exams/speaking-

•

Stories

Track 24 You'll never believe what happened Read pages 28 to 32. Were you expecting the ending? What other unexpected ending can you think of for this story?

Unit 2

Imagine you want to become a professional anecdote teller. What would you do to make people laugh or be interested in your anecdote? Exchange your ideas with a partner.

Work in teams. Read and try to complete this anecdote with your own words. Write them on the blanks and check with your class as you take turns to read it aloud.

Pairs

Read

I must you about the time there was a mouse in my house. I was in the living room with my family watching television. , I saw something out of the corning of my eye. I looked again. It was a small mouse! My brother Eduardo saw it too and up from the sofa and ran out of the room. He came back with a broom and started trying to hit the , which was now behind the television. Then Jack hit a vase of flowers with his broom. It and broke. Now Eduardo, Mom and Dad were nervous and . In all the chaos, the mouse ran out into the yard. I’ve never seen such a fuss about a tiny, little mouse!

Ludic and Literary Environment

Number the sentences in the correct order. Check with a partner and retell the anecdote in the correct order.

Pairs

I was crossing the road when I dropped my schoolbag. You’ll never guess what happened to me yesterday. All my notebooks, pens and pencils fell out onto the road. He picked up all my things and gave them to me. A car stopped and a man got out. It reminded me how very kind people can be! Then he drove away before I had time to thank him properly.

Work in teams. Agree on a topic and write the funniest anecdote you can create Gr p in your notebook. Organize the team for everyone to participate at telling the anecdote to your class. Which anecdote was the funniest? Write it on the lines below.

Unit 2

Show & Tell

Record or tell an anecdote

•

Let's present your work to your classmates. Work with your team. Bring out the recording of your anecdote. If you couldn’t record it, remember to tell it in front of the group as you and your teammates take turns. Listen respectfully to others as they present their recording or their anecdote. When going back home, share your anecdote with your family and friends and invite them to think about an anecdote and to share it with you. You can even help your family and friends learn some words in English. Have fun! Finally, in the space below, draw or paste a scene to show the anecdote you recorded or told your class about.

Extra Product Evidence If you want to work on another project related to anecdotes, go to page 110, Extra Product Evidence 2 Story Telling Show and have fun!

Assessment 2 1.

Think and Reflect

Let's reflect! Answer the questions to assess your learning progress. a) What elements make an anecdote funny and interesting?

b) Which element that makes anecdotes interesting do you like the most? Why?

c) What do you think anecdotes can teach people?

d) Write down surprising elements you can include in an anecdote.

e) With a partner, take turns sharing the surprising elements you wrote down while using an appropriate tone of voice. Have fun!

Think about the elements that are important to make an anecdote interesting and fun and reflect on how you can use these elements in other daily speaking activities; for example: can you use them when presenting something in front of your class? Or maybe, in a phone conversation? Exchange ideas with your partner and think about all possibilities where this learning is useful. You will be surprised!

Good job!

Lesson 1

Solving problems. • • •

Explore illustrated guides. Understand information to follow steps. Write instructions.

How can the pictures that illustrate instructions help you understand them? 1.

What can you do when you need to do something but you don't know how to do it? Think of all the alternatives and discuss your ideas with the whole class.

Imagine you're taking a gift to a party, but your Mom doesn't have time to wrap it. Read the guide. Is it easy to follow? Why? Why not? Do you know another way to do it? How? Share your ideas with a partner.

How to wrap a gift 1.

2. 3.

4. 5.

on some Put the gift upside down ure how much as me d wrapping paper an r carefull y in you need. Cut the pape straight lines. over the top of the Pull the paper carefull y with sticky tape. box and stick it together d the top edge Turn the gift over and fol in the edges and down, and then the fold stick them down. edge in and stick it Finall y fold the bottom in place. on the top of Fix a bow and a gift tag your gift.

Group

In groups, discuss and answer the questions. 1.

Who might use this guide?

2. How many steps are there in this guide? 3. How many illustrations are there? 4. How do you know the order of the steps? 5. What are the arrows used for? 6. Do you think you could wrap a gift using this guide?

Follow an ilustrated guide to solve a problem.

Pairs

Academic and Educational Environment

An illustrated guide shows you how to do something. Look at the underlined words. What do they tell you? Share your ideas in pairs. Look at the illustrated guide in the previous page and see if you can find words with similar function.

Pairs

• Put the gift on the wrapping paper. • Stick it togther. • Fix a bow on top of the gift.

Look at the illustrated guide. What problem does it solve? Write a title. Then, exchange.

Secondly, put some lettuce and two slices of tomato and some pieces of chicken on top of the slice of toast.

Put a slice of toast on top and add more lettuce, tomato and some bacon.

Add salt and pepper and put the last slice of toast on top. Press down!

In pairs, compare the two illustrated guides in this lesson. Think about: What elements are present in both guides.

First, arrange 3 slices of toasted bread in a row and spread mayonnaise over 1 side of each slice.

The situation they solve.

How you can identify the sequence in ea ch guide.

Pairs

rences in The diffe e. each guid

Talk about what you found with the rest of the class and how these elements in an illustrated guide help you solve a situation.

Step 1 Short Illustrated Guide

•

In this unit, you will make a short illustrated guide. Let's start! Work in small groups. Think about what illustrated guides do for you and share your ideas with your teammates. Then, look in the unit and find all illustrated guides. With your teammates, explore and identify elements and words that are common in all the illustrated guides you saw. Write a list of these elements in your notebook for the following Create session.

Reading

T i me Facts

Track 25 How to solve the problem Read pages 33 to 37. Do you think we need to protect the environment? How do you protect it?

Unit 3

Lesson 2

• Understand information to follow steps.

What is the importance of following steps? 1.

Have you ever played this game? How do you know the order of squares you have to jump to? Do you like this game? Share your experiences with the class.

Work in pairs. Read the illustrated guide and determine the most important things to consider when you want to skip a stone.

Pairs

• How do you know what order to follow?

How to skip a stone 1.

First, choose a light flat sto ne that fits in the palm of you hand.

2. Second, hold the stone between your thumb and middle finger with your ind ex finger placed like this. 3. Next, stand facing the water at and angle, and pu ll your arm back ready to thr ow. You can crouch down if you like. 4. Pull your wrist back and then flick it forwards as yo u throw the stone. 5. Finall y, watch your stone skip over the water. Our record is 19 skips!

Group

Discuss the questions below in groups. Do you think it is important to follow the steps in order? Why?

Follow an ilustrated guide to solve a problem.

Family and Community Environment

This illustrated guide is not in order. Number it in the correct order. Then, compare with a classmate. If your answers are different, discuss and determine which is the correct order. Finally, listen and check.

How to make a paper airplane After that, fold the plane in half toward you.

Track

First, second, then, next, after

that and f inally are sequencing

Second, unfold the paper and fold the top corners into the center line.

words you can use to show the order of steps.

First, fold the paper in half vertically. Then, fold the top edges to make triangles. Finally, hold the plane like this to fly it. Next, fold the wings down. Make sure they are exactly the same size.

In groups, write five questions about how to make a paper plane in your notebook. Then ask another group your questions.

With a partner, try making the plane following the guide with no order. Did it work? Now, follow the correct steps and test it out! What makes the difference?

Group

Step 2 Short Illustrated Guide

•

Let's continue making the illustrated guide. Get into your teams and bring out your notes from last session. Go over the notes with your teammates and share ideas on common situations where people use guides with instructions to solve a problem. Agree on one of these situations and following your notes start writing what your guide will include. You can look for illustrated guides in this unit again if you need to remember the common elements to include in a guide. Next, share ideas on possible instructions your guide will include and write them down in your notebook for the following session. Research any information you need. Write sentences to describe the steps you want to include in your guide.

Reading

T i me Facts

Track 25 How to solve the problem Read pages 38 to 42. Which of the things mentioned in the reading do you do? What steps do you consider to be the most important?

Unit 3

Lesson 3

• Write instructions.

How can you tell instructions are easy to follow? 1.

Sometimes communities suffer from environmental problems and planting trees can be part of the solution. What environmental problem do trees help solve? Share your ideas with the class.

What do you need to plant a tree? Work in small teams and complete a simple illlustrated guide on how to plant a tree. Read the information below. Which steps can be useful for your guide? Why? Circle the letter and tell your reasons to your team. a) Walk or use a bus whenever possible.

b) Place the tree in the middle of the hole. Make sure the top of the ‘root ball’ is level with the ground.

c) Make sure your parents have energy efficient light bulbs in your house.

d) Dig a hole at least twice as wide as the roots of the tree, and the same depth.

e) Fill the hole with water. If there is still water there after 24 hours, find another palce for your tree!

f) Turn the lights off when you leave the room.

g) Select a place to plant your tree. The tree needs light, room to grow and good soil. Pairs

Now, work with a partner and order the steps. Write the number in the box next to the step.

Follow an ilustrated guide to solve a problem.

Group

Family and Community Environment

Look

Look at these drawings. They are the two missing steps of how to plant a tree. In small groups write the text to go with the drawings.

In pairs write out all the steps in your notebook in the correct order. Draw pictures to go with the steps.

Read the checklist. Does your finished guide have everything it should have? If not, add what's missing.

Read

Checklist

Does the guide have a title? Is the information correct? Is the language correct? Is it easy to follow the sequence etc.)? (with numbers or sequence words, with it? go to ure • Does each step have a pict • Are the illustrations clearly connected to the texts?

• • • •

Pairs

Step 3

Short Illustrated Guide

•

Let's continue working on your guide. Get into your teams and take out your notes from the last session and read to your teammates the instructions you wrote for the illustrated guide you want to make. With your teammates agree on the number of steps you want to keep in your guide. Remember it is a short illustrated guide. Next, order the instructions and choose the materials you want to use to make your guide; paper, cardboard, etc. Illustrate each step in your guide and when finished, use the checklist in activity 6 to revise your work. Save your guide for the Show & Tell session.

Links Access the web page to read an illustrated guide on how to plant a tree and other interesting facts about trees that you can share with others: http://www. kidsface.org/pages/ plant.html

Reading

T i me Facts

Track 25 How to solve the problem Read pages 43 to 46. What steps can you take to help the environment at home? At school?

Unit 3

Which of these texts goes with the picture? After that, add the ears and the tail and the fourth leg. To continue the drawing, add the eyes and the mouth, and draw one front leg. Next, draw the lower jaw, adding the beard and lower chest.

Work in groups. Write instructions to set the time on your watch. You can use the words to help you. Illustrate the instructions. Then, share your instructions with the rest of the class. first

turn

pull out

then Keep unwind

after that push

Group

finally crown rotate time

Academic and Educational

Sometimes we have family or friends living in another part of the world and we want to get in touch with them. Do you know how to make an international phone call from any part in Mexico? Read the steps in the guide and order them to learn how to make an international phone call.

How to make an international phone call from Mexico 1. 2. 3. 4. 5.

Enter “1” on the keypad. Enter the phone number. Enter “00” on the keypad. Enter the area code. Press the phone’s call button to complete the call.

Work with a partner. Some people in a nearby community want to plant some flowers and fruit trees but they don't speak your language and they really want to plant Write these trees. How can you help them? Do you think an illustrated guide can solve the problem? Create a guide to solve this problem and then, share it with others in your class.

Unit 3

Show & Tell

Short Illustrated Guide

•

Let's present your work to your classmates. Get together with your teammates and place your illustrated guide on the board or if you are presenting in front of your class, walk around the room showing your guide as other team members talk about it. Remember to mention what problem your illustrated guide helps to solve. Invite your classmates to ask questions about your guide and be ready to answer them. Do the same when other teams present and learn from their guides.

Extra Product Evidence If you want to work on another project related to how illustrated guides can help solve problems, go to page 110, Extra Product Evidence 3 Handcraft Shop and have fun!

Assessment 3 1.

Think and Reflect

Let's think and reflect! Complete the information below to assess your learning progress. a) Circle the elements an illustrated guide should include to offer a solution to a problem. numbers

sequence words

illustrations steps

orders verbs in the past

questions

bullets problem

title

b) Illustrate two ways to order the steps included in an illustrated guide.

c) Write three examples of verbs you could use in an illustrated guide.

d) What is more important, to illustrate the actions or the objects in an illustrated guide? Draw an example.

Think about and exchange ideas with your partner on the kind of situations where illustrated guides can be helpful to solve problems? Write your ideas on the lines below.

Good job!

Lesson 1

Great news! • • •

Listens and explores news related to familiar and common contexts. Understands audio news. Exchanges opinions.

How do news impact people’s life? Look at the picture. What do you think has happened? Share your ideas with a partner.

Pairs

• How or where can you find out more information about what happened?

Listen and find out the following. Make some notes and then exchange ideas with a partner. Where does this information come from? • • • • • • •

What happened? Where? When? What happened to the children? Was anybody hurt? When are classes going to start again? What type of audio did you listen to?

News provide all kinds of information and it is one of the most important ways in which anybody can be informed of what is happening in your city, country and other parts of the world. Think about these questions and discuss with your class. Do you ever: • Read the news in the newspaper? • Listen to the news on the radio? • Watch the news on the television? • What kind of news do you prefer?

Track

Exchanges opinons about audio news

Pairs

Family and Community Environment Group

Juanita is a Grade 5 student at The Bell Elementary School. Look at the pictures and, in groups, talk about the news from her point of view. Do you think news on the radio or the TV have a point of view? Why?

Listen to the interview on the radio. Who is talking? How do you know? How does this interview helped people learn more about the fire? In pairs, talk about what new things they learned about the fire from the interview.

Listen to the interview again.

Track

Pairs

• Why do you think the firefighter pauses before agreeing the fire was caused by human error? • Why do you think he speaks so fast when he says that it wasn’t a serious fire at all? • When listening to the news on the radio, what do you think catches the attention of the listener? Do they mention the flames? the smoke? the heat? How does this happen?

Step 1 Let's start working on developing a survey for this unit's product. A survey is a list of questions that we use to find out specific information from a particular group of people. Work in teams. Discuss what makes news interesting and important in peoples lives. Think about the different kinds of news you hear, read or watch and discuss why interviews usually take part in news programs. Finally, think about what makes an interview interesting for everyone, do people need to use a special language, words or expressions? Write down ideas shared in your team. Save your work for the next session.

ading Tim

•

A Survey

Stories

Track 26 The Trophy Read pages 47 to 51. Why do people listen to the news on the radio?

Unit 4

Lesson 2

• Understands audio news.

What can you do to better understand when listening to audio news? audio news? 1.

What type of news can you hear on the radio? What do you do when you don't understand something that is said on the radio? Listen and complete the questions to ask your classmates about the event in the picture.

What

When

Where

How many

Who

Why

Ask a classmate about the news item. Have you heard about this or maybe, something similar on the radio? Share it with your class.

Listen to the news item again. In pairs, exchange ideas on what you understood from the news you heard. Then, write some ideas using key words from what you remember that can tell what the news is about. Look at the example. An annual Book Fair...

Track

Exchanges opinons about audio news.

Pairs

Track

Pairs

Family and Community Environment

Pairs

Work in pairs. Look at the information in the box. Say what it is, what it is for and the type of information you can gather.

Tick the boxes that represent the person’s opinion. 1) Do you like events at school? Love them

They are ok

I dislike them

2) Out of these events, which would you like to see at school? Book Fair

Pop music concert

Kermesse

3) How many days would you like to enjoy the event? one

two

three

4) When would you like to have the event? Monday

Thursday

Friday

5) What food would you like to enjoy at the event? no food

tamales

nachos and french fries Pairs

5. 6.

Survey a partner. Tick the boxes that represent his or her opinion.

Work in groups. Discuss the questions.

Share the survey results with the class. Tally the answers with your teacher and find out what your group prefers. 1. Who else could answer the survey in Activity 4? 2. What questions would you add? Why? 3. How can a survey

Step 2 Let's continue building a survey. Get into your teams. Bring out the notes you wrote last time and go over the ideas you shared about interviews. Agree with your team on the news you would all like to ask people’s opinion about and who you want to ask in particular to answer this survey. Write as many questions as you can and add words and expressions you and your team may think useful for your survey. Save your notes for the following Create session. Reflect: how can you tell you can understand audio news? What do you do when you don’t understand?

ading Tim

•

A Survey

Stories

Track 26 The Trophy Read pages 52 to 56. What type of information can you hear in audio news? How does this information help you understand news without looking at pictures?

Unit 4

Lesson 3

• Exchanges opinions.

What do you need to express an opinion about news? 1.

Look at the picture. What do you think you are going to hear about on the radio? Discuss with your class.

Complete the survey and tally the results with your group. 1.

What topics do you like to hear about on the radio? a) Science b) Politics c) History d) Economics

2. What is your opinion about science topics? e) I love them. f) They are okay. g) I don’t like them. 3. What do you think about scientific experiments? h) I love them. i) They are okay. j) I don’t like them. 4. What is one interesting scientific experiment you would like to hear about on the news? 5. What is your opinion about scientists making clones of animals?

Listen to the conversation. In your notebook, make notes so that you can explain what the audio is about to someone else. Do you think it is news? Why?

In pairs discuss what you heard, and talk about what you think of this scientific adventure. What makes it important enough to be on the news? You can use expressions like the ones below to express your opinion.

I think...

I don’t agree.

In my opinion…

Exchanges opinons about audio news.

Listen

That’s a great idea!

Track

Pairs

Family and Community Environment

Work in pairs. Read this article. Exchange opinions with your partner. Remember the expressions you can use to express your opinion. Then, as a class discuss the questions.

Read

Pairs

Scientists think that both lions and tigers could be in danger of extinction in the not too distant future. So several years ago they created two new species by mixing the genes of the two animals. The result was ligers and tigons. Now they are considering increasing this program of scientific animal inter-breeding by creating a cross between an elephant and a rhino, two other species in danger of extinction. While some people are in favor of this experiment, many others are not. What do you think? Is it a good idea or not? • Can this be considered news? Why? How can you find out more information about this topic? What kind of information could you collect using a survey?

Links Access the web page if you want to read some current news: https://learnenglishkids. britishcouncil.org/newsletter

A Survey

Let's finish our survey.

ading Tim

Work with your team and agree on keeping the news your worked on last session or if you prefer to change to a more recent news. Whatever you decide you can use some of the questions you have already collected to write the first draft of a survey to find out people’s opinion about the news. Finally, exchange ideas and opinions about what can make the questions for your survey better and agree on one final survey that can let you collect other’s opinion about your chosen news. Save your work for the Show and Tell session. How easy or difficult is it for you to express opinions?

•

Step 3

Stories Track 26 The Trophy Read pages 57 to 60. What are the differences between the news on the radio and on the television?

Unit 4

Read the following news. What happened and why did it happen? Can you think everyone can learn from this news? Which ideas in the news give you exact information? Work with a partner asking different questions and exchange opinions about how this kind of accidents can be prevented. A car crashed into a school bus yesterday at nine in the morning.The accident happened just outside Kirkford Elementary school on Oak Street. ’It’s a busy road and unfortunately there are frequent accidents there,’ said Mr. James, the principal. ‘But luckily,’ he continued, ‘there were no children on board and nobody was hurt.’ A police spokeswoman said that the accident happened because the car was going too fast. She explained that efforts would be made to make the road safer in future.

Which of these photos illustrates the news in activity 1. How can you tell? Work in teams of three. Choose one of the pictures below and another one in this lesson. Create a short, interesting and funny news that can catch the attention of everyone. Write it in your notebook and share it with the rest of your group. Remember to consider who, what, when, why and how it happened, Enjoy!

Write some questions for a survey to gather ideas to improve road safety outside of Kirkford Elementary school. What

2. When

3. Where

4. Why

5. Was

Family and Community Environment

Read the news item and write 5 questions about it that you could use in a survey to ask people's opinion about the event. The annual Community Art Fair takes place this weekend in the town square. Local school children and residents are displaying their work this year. There will be paintings in a wide variety of styles, so something for everyone! At 4 o’clock, Teresa Diaz, the famous artist, will be judging the portrait competition and awarding the prizes. Come along and bring your parents. There will be food and music, too. 1.

2. 3. 4. 5.

Read this short article and write 4 different opinions about it, two in favor and two against. Then as a class share your opinions and discuss the questions. Authorities announced that the summer vacation period for school children will now be just three weeks. ‘Children need to be in school for more time to learn successfully,’ said a spokesperson.

Favorable opinions:

Unfavorable opinions:

• Do you think these opinions could be heard on the news? Why?

Unit 4

Show & Tell

A Survey

•

Let's present your work to your classmates. Get together with your teammates and get out your questionnaire from last session. Check for the questions to be correct. Practice reading your news and questions in your survey and decide who and how you will present this survey in front of your classmates. Be prepared to answer questions for clarification. Put up your survey on board and invite classmates to answer it. Then, discuss the answers and exchange opinions about the information and news you presented. You can tally the results and see what your group’s general opinion is. Listen to the other teams’ news items and answer their surveys. Together with your teacher see what topics you and your classmates find the most interesting and if your opinions are similar or very different.

Extra Product Evidence If you want to work on another project related to interviews, go to page 110, Extra Product Evidence 4 The news on the radio and have fun!

Assessment 4 1.

Think and Reflect

Think and reflect! Read the questions and answer. a) Think about what makes audio news interesting for the listener. What elements do you consider important for audio news to attract people’s attention?

b) How do you explore and analyze news that you heard or read to obtain more details or information?

c) Think about the different ways or strategies you use to understand information in audio news. What do you do to understand something you listen is not clear to you? How do you solve this?

d) What can we use surveys for? e) How important are the following elements when you make a survey? Write a (✓). 1 = Not important 5 = Very important f) Exchange your answers from letter e in groups. Elements Know what you want to find out Questions with options Questions about opinions Your own opinion Topic of the survey

With your partner, think about how you can use questionnaires and information you hear on the news in your daily activities. How can you help your school, your family and community with what you learned in this unit? Write them down.

Good job!

Lesson 1

Reject and accept requests • • •

Listens and explores exchanges with expressions to accept or reject requests. Understands expressions to accept or reject requests. Exchanges expressions to accept or reject requests.

What do you do when someone asks for help? 1.

Who do you usually ask for help in your everyday life? What type of help do you often ask for? Share your ideas with your classmates.

Look at the picture. Guess what the conversation is going to be about. Share your ideas with a partner.

Listen to the conversation and answer the questions with a partner. • • • •

Pairs

Track

Pairs

What’s the relationship between the two people speaking? What does the boy need? Does he get help? Why are they speaking loudly?

Now listen to this conversation. Is it similar or different to the one in activity 3? How can you tell? Exchange ideas with your partner.

In teams, discuss Luisa's answer to her father's request. How does she accept or reject to help?

Accepts or rejects requests in role plays.

Track

Group

Ludic and Literary Environment

Work in teams. Read the phrases below and think when or how you can use them. Make notes in your notebooks and then share your ideas with your team. Yes, of course.

I’m sorry.

Here you go.

Just a minute. I can’t just now.

Read the dialogs. Which one do you prefer? Does Sue's dad accept or reject her request? Act out the dialogs with a partner. Remember what you learned in Unit 2 about telling anecdotes: tone of voice, intonation and stress can make your dialog more interesting.

Group

Read

Write

Pairs

Mom: Answer the phone, please, Juan!

Sue: Dad, can you give me fifty pesos, please?

Juan: Of course, Mom… Hello? Mom. It’s Aunty Mabel.

Dad: What for?

Mom: Who?

Sue: I want to go to the movies.

Juan: Aunty Mabel!

Dad: No. I’m sorry. You can’t go to the movies on a Thursday!

Mom: Oh! OK. I’m coming.

Sue: Da-aa-d-!

Step 1 Dialogs Let's start creating a dialog, which is the product in this unit.

ading Tim

Work in teams. In this unit you will create a short dialog to accept or reject a request. Think about situations where you usually make a request. Share and write down all ideas and add words and expressions you already know and use to ask for something. Save your work for the next product session.

•

Stories

Track 27 The Story of Philemon and Baucis Read pages 61 to 65. How do the characters make requests? How do you know if the requests are accepted or rejected?

Unit 5

Lesson 2

• Understands expressions to accept or reject requests.

How do you ask for help? 1.

When people ask for your help, do you usually offer to help? Can you think of occasions when you can't or won´t help? Share examples with the class.

Read the conversation and answer the questions with a partner. Exchange ideas with another pair. • • • • •

Which words are used to make the first request? Which words refuse the request? What are the reasons for refusing? What words are used for the second request? What words are used to agree to the second request? Can I borrow your bicycle?

It has a flat tire and I can’t find my pump.

No, I’m sorry. I can´t lend it to you now.

Would it be possible for me to use your skateboard instead?

Why not?

Sure! If you promise to return it this evening, no problem.

Read the dialog in activity 2 again and write the words and expressions in the correct box. Request

Pairs

Accepts or rejects requests in role plays.

Rejects

Accepts

Pairs

Ludic and Literary Environment

Work in pairs. One of you wants to borrow something from the other. Complete the graphic to prepare your conversation.

Pairs

Student A

Student B

Request

Agree or Refuse (with reasons)

End the conversation.

Rehearse your conversation with your partner.

Act it out to the class.

Pairs

Step 2

Let's continue with this unit's product, a dialog. Get into your teams and bring out the notes from last session. Go over the requests and the list of words and expressions you use to ask for something. With your teammates decide on a request you want to use in your dialog and write a few questions using the words you know to make your request. Finally, write down answers for accepting and rejecting the request. Save your work for the next session. Think and Reflect: How do you feel when someone rejects a request you make? How do you react to it?

ading

Tim

•

Dialogs

Stories Track 27 The Story of Philemon and Baucis Read pages 66 to 70. What would you say to the travelers if they made you the same request?

Unit 5

Lesson 3

• Exchanges expressions to accept or reject requests.

Why do you accept or reject a request? 1. 2.

Does the teacher ever ask for your help? Do you accept or reject? As a class, give examples. Read the dialogs. Check ( ) the ones where a request is accepted. Cross out ( ) the ones that reject a request. Then, tell a partner how you decided.

Boy: Can I go out and play?

Dad: Yes of course. Have fun.

Mom: No you can´t. You haven’t done your homework yet.

Girl: May I watch television?

Girl: Can I borrow your eraser?

Boy: Sorry. I don’t have one.

Mom: Could you wash the dishes today, Jack?

Boy: Will you do my homework for me? I have to go to soccer practice now.

Older sister: No, of course I won’t. It’s your homework, not mine.

Read the conversations again. Discuss the questions below in groups. What are the requests? What reasons are given for not saying yes? Are any of the requests unreasonable? Which? Why?

Boy: Sure, Mom. No problem!

Accepts or rejects requests in role plays.

Group

Ludic and Literary Environment

In pairs look at the photos (pictures). Talk about the situations. What is being requested? Talk about possible answers.

5. 6.

Choose one of the situations and write a conversation.

Pairs

Act out the conversation with the right stress, intonation, volume, and gestures and don't forget facial expressions.

Step 3 Let´s finish the dialog! Get into your teams. Bring out your notes from last session. Read the questions you wrote in your notebook to your team. Use them to write short dialogs to reject or accept a request. Practice reading them within your team and organize the role plays for every member to participate. Save your dialogs for the Show & Tell session.

ading

Tim

•

Dialogs

Stories

Track 27 The Story of Philemon and Baucis Read pages 71 to 74. What are good reasons to refuse a request like the ones in the story? Which are bad reasons to refuse the requests? Do you think the story has a lesson? Why?

Unit 5

Work with a partner. Choose a box and taking turns ask, accept or reject the request. You can use all the requests if time allows.

pass towel

close door

lend bicycle

do homework

watch television

Write this conversation in the correct order. Then, read it aloud to a partner and check if they are the same or different. Decide on one of them and changing the request build a new dialog. You can accept or reject. Sure Mom. There’s somebody at the door. Can you open it please? Can I speak to your mother for a moment, please. Hello, Uncle Sidney. Yes, she’s upstairs. I’ll go and get her.

Write

Pairs

Ludic and Literary Environment

What can you use these phrases for? Write five mini dialogs where you use these phrases. Then, in groups share your work. Sorry I can’t just now.

Sure.

Of course.

Write

Yes. Here you go.

Sorry, I don’t have one.

Unit 5

Show & Tell

Dialogs

•

Let's act out your dialogs to your classmates. Get together with your teammates. Bring out the dialogs you created and worked on last session. Rehearse your dialogs again. Remember to include gestures, facial expressions, sound effects, etc. Act out your conversation to your classmates and watch your classmates’ conversations.

Extra Product Evidence If you want to work on another project related to dialogs, go to page 110, Extra Product Evidence 5 Accepting or rejecting? Have fun!

Assessment 5 1.

Think and Reflect

Think and reflect! Read the questions and answer. a) What are some words you can use to ask for something?

b) Write down three requests you usually reject.

c) Can you think of a request you have asked and has been accepted? What was it?

d) What can a person say to reject a request in a nice way?

e) This person is rejecting a request. What can you say about the way the person rejects the request?

With your partner, think about situations in your community where you can accept a request to help people with something they need. And also, think about situations where you definitely need to reject a request. Illustrate one of the situations in a separate sheet of paper and share it with your class.

Good job!

Lesson 1

Enjoying museums! • • • •

Explores museum cards. Uses multiple sources to research information about a topic. Analyzes informative text. Writes information in museum cards.

What are museums? 1.

Museums are important buildings that store and exhibit many different objects of great value. But how can visitors learn about the objects in a museum? How do museums provide information to visitors? Discuss your ideas with your group.

There are different kinds of museums. Every object in a museum has an identification card. What information can you see on it? Read the following cards and decide which museums exhibit these objects. How can you tell?

Transport Museum

Anthropology Museum

Space Museum

A Coelacanth The first coelacanths lived on earth 350 million years ago, before the dinosaurs. Scientists thought that coelacanths were extinct. They thought had died out about 80 million years ago. However, in 1938 a fisherman found a live one off the coast of South Africa. The coelacanth is a living fossil.

Work in small groups. Discuss: • • • •

Natural History Museum

Read

Pairs

Art Museum

The Rocket was the world’s first passenger train. It was built in 1828 by George Stephenson, who couldn’t even read or write or write until he was eighteen. The Rocket was steam powered and could travel at 46 k.p.h.

Group

the importance of museums. why museum cards are necessary. what sort of information a museum card contains. what can you learn from museum cards.

Gathers information about a topic to make museum cards and set up an exhibition.

A pre-Columbian Mesoamerican artifact, this skull is carved out of quartz. Like other skulls from the Aztec and Mayan cultures, this skull was believed to have special powers.

Academic and Educational Environment

Work in pairs. Make notes about the order of the information on museum cards.

Use the notes you made to write this information in a logical order in your notebook. Then compare with a partner and say what helped you order the card.

Pairs

Read

Pairs

There were three astronauts aboard. Apollo 1 took off from the Kennedy Space Center on April 16th, 1972. This is the Apollo 16 module. The Apollo 11 space module splashed down into the Pacific Ocean 290 hours 37 minutes and 6 seconds after its liftoff from the Kennedy Space Center. It landed on the moon’s surface 11 days, 1 hour and 51 minutes later.

Step 1 Museum Cards

•

In this unit, you will make museum cards to set up a museum exhibition. Let's start! Get into groups and decide what type of Museum Exhibition your group wants to set up. Talk aboutthe objects you want to exhibit. Make a list of them and write out questions on what you want to find out about each object. Finally, gather your ideas and questions and decide on the number of objects you will exhibit and organize the team for every member to search for information, and bring it to the next session. Put your work away for the next product session.

Reading

T i me Facts

Track 28 The Founding of Tenochtitlan Read pages 75 to 79. What cultures from your country can you find in a museum? How can people know what the different cultures are?

Unit 6

Lesson 2

• Uses multiple sources to research information about a topic. • Analyzes informative texts.

What can you learn about in museums? 1.

Where do you normally research information for your school projects? Talk about the different sources where you can find information. Which source of information does this text come from?

Listen and read the text and underline the information that you would include in a museum card on ¨The First Flushing Toilet.

Listen

Track

Five thousand years ago, the Mesopotamians and other civilizations had toilet seats with holes in them. The waste was carried away by water that ran under the seats. Centuries later, this idea was adapted by an English inventor called John Harington. He drew a toilet with a seat with water flowing underneath. But his toilet was never actually made because everyone thought the idea was too amusing. It wasn’t until 1775 that the first real flushing toilet was made by Alexander Cumming, yet another English inventor. His design was special because he invented an S-shaped pipe that lay below the toilet bowl. It prevented waste from flowing back into the bowl. Our toilets today are still made in a very similar way.

Compare and exchange with a partner the information you underlined as important. Tell him or her why you think the information is important. Next, look at these sentences. Can they be included in museum cards? Why? Write some more examples of sentences that can be included in museum cards in your notebooks. • Toilets are still made in a similar way. • The waste was carried away by running water • The idea was adapted by an English inventor.

Gathers information about a topic to make museum cards and set up an exhibition.

Pairs

Academic and Educational Environment

Work in pairs. Use the information in the box to write a museum card on:

Pairs

The invention of safety matches Only choose information that is relevant to you. Then, you can share it with others.

When: 1844 Inventor: Gustaf Eric Pasch Material for the match: wood and a mix of chemicals For the box: Red phosphorus and powdered glass. Before 1844 matches were very dangerous. They could catch fire easily. Nowadays instead of matches we often use lighters.

Compare your card with another pair's card. Did you both include the most important information? Explain how you chose the information and what other sources could you go to for more information on the topic?

Group

Step 2 Museum Cards

•

Let´s get on making the museum cards for the exhibition. Get into your teams and bring out your notes from the last session. Also, bring out and share the information you brought on the objects for your exhibition. Gather all the information your team brought and ask what sources they researched. Be sure to have consulted reliable sources and in doubt, consult again. Finally, read all the information you have and exchange points of view on Some museums what you will include on each card to have web pages identify the objects in your exhibit. where you can Think and Reflect: Do you think that find interesting information, for summarizing the most important example: https:// information on a card is a good www.si.edu/kids learning strategy?

Links

Reading

T i me Facts

Track 28 The Founding of Tenochtitlan Read pages 80 to 84 . Why do we remember and retell legends? Why do we keep ancient artifacts in museums?

Unit 6

Lesson 3

• Writes information in museum cards.

Why do you think museums are important? 1.

Are museums important to young people? Why? Why not? Discuss with your classmates.

Read the two museum cards. Discuss them in pairs. Which card is accurate? Which is not? How can you tell?

Pairs

This is a picture of Moctezuma’s headdress. It’s made of peacock feathers. Moctezuma was the last emperor of the Mexica. He invited the Spaniards into Tenochtitlan and gave them many gifts. This headdress was given to Cortes when Moctezuma surrendered Tenochtitlan to him in approx. 1628.

The Emperor Cuauhtemoc was the last emperor of the Aztecs. When Cortes and the Spaniards arrived, he knew that they were a great threat to the Aztec Empire. He opposed Moctezuma’s plan to allow them into Tenochtitlan. When his cousin Cuitlahuac succeeded Moctezuma, Cuautemoc fought against the Spaniards. He became emperor – it is thought at age 20 - after Cuitlahuac died. He continued to fight Cortes until the Spaniards tortured and executed him in 1525.

With a partner, make notes about the inaccuracies you find in the cards in activity 2. Research the correct history and discuss them.

Gathers information about a topic to make museum cards and set up an exhibition.

Pairs

Write

Academic and Educational Environment

Pairs

In pairs, rewrite the inaccurate museum card, using the information you researched.

Display your cards and practice presenting them by reading them aloud to your class.

Step 3 Museum Cards

•

Let's get our museum cards ready for the exhibition. Get together with your teammates. Go over the ideas you wrote from the first session and agree with your team on what objects each one will bring or make, but anything that you may want to exhibit, must offer a museum card with all details included. Decide on what kind of materials your team will use to produce the museum cards and organize how many cards each member will write and bring to the Show & Tell session. Remind them to bring the object as well next class.

Reading

T i me Facts

Track 28 The Founding of Tenochtitlan Read pages 85 to 88 . Do you think ruins can teach us things just like museums do? Why?

Unit 6

Look at the information. How can you use it to make a museum card? Explain your ideas to a partner.

Pairs

It probably ate leaves from the top of the trees. Leaves were the main diet of many plant-eaters. It used its scissor-like teeth to slice up leaves before swallowing them. The Psittacosaurus had a birdlike beak.

Design a museum card with the information. Then, compare it in groups and explain why you chose to organize your information as you did.

Academic and Educational Environment Pairs

Work in pairs. Think about an invention you think is interesting and research information about it. Write some sentences in your notebook.

In pairs, write a museum card for an exhibit about the invention you chose. Include a drawing or picture.

Share your museum card with another pair. What did you learn from their card? Exchange ideas about the invention.

Pairs

Unit 6

Museum Cards

•

Show & Tell

Let's get ready for the exhibition! Work with your teammates. Bring out all the objects for the exhibition. Check that there are no mistakes on your museum cards. Practice presenting your information by reading the cards aloud. Display your cards at the front of the class. Present your museum exhibits to your classmates and be prepared to answer questions about it. Enjoy your classmates’ museum exhibits and read their museum cards too.

Extra Product Evidence If you want to work on another project related to making museum or informative cards, go to page 110, Extra Product Evidence 6 A museum about my school and enjoy building it and sharing with everyone in the school!

Assessment 6

Think and Reflect

Rubric 1.

Read, think and reflect on the following questions. 1. Where can you find information about the objects in a museum exhibition? 2. What elements should a museum card include? 3. Choose which can be good sources of information for different projects. books encyclopedias a blog on the Internet a teachera government website

magazines brochures social media a University website

4. Exchange ideas with a partner and explain your reasons. 5. Answer the question with your partner. What are museum cards for?

With your partner, think, reflect and share other ways in which you can use museum cards. Just remember that a museum card offers well-searched and specific information about people, places and things. When finished, exchange your ideas with others in your class.

Good job!

Lesson 1

Great skills! • • •

Listens to and explores descriptions of the physical appearance of known people. Understands descriptions. Describes own physical appearance.

Why do you think people like to talk about the way they look? 1.

Talk about who you look like with your classmates. You can use these questions for help. Who do you look like? • Your mother? • Your father? • Someone else in your family?

Read the descriptions and write the names of the people under the photographs. Then, exchange answers with a partner. Share your strategy. Are your answers the same? If not, discuss and determine which is the correct answer.

Read

• Joanna’s average height. She’s skinny. She has black hair. It’s curly. • Teresa’s short and a little bit plump. She’s pretty and has long brown hair. It’s straight. • Diana is quite tall. She’s slim. She has shoulder length hair. It’s fair and wavy. • Magda isn’t very tall. She has thick shiny black hair. It’s quite long.

Work in pairs. Can you identify the describing words in the sentences in activity 2? What do they describe? Classify the describing words according to what they describe.

With your partner, add other words you know to the words you classified in activity 3.

Describes and compares apperances and abilities at different ages.

Pairs

Family and Community Environment

•

When describing someone or something, we use descriptive words that we call adjectives, like the ones on page 70. But something to keep in mind when describing someone physically, is to always say nice things about that person.

Work in pairs. Describe one of the boys in the photographs. Can your partner guess which boy you're describing? Now, is your turn to guess.

Write a description of one member of your family. Then, share it with a partner.

Pairs

Step 1 Age progression line Let's start producing the product for this unit: an age progression line.

baby

toddler

now

ading

Tim

An age progression line, is a timeline that describes what you could or couldn’t do at different ages (look at the example at the bottom of the page). Now that you know what the product in this unit is, get into groups and share your ideas on how you plan to create it. Agree on the ages and actions you want to describe in the timeline. Think and decide with your team how you want to make this product: one per member or chose one team member and make a progression line for that person only. Take notes on the decisions and save your work for the next session.

•

Stories Track 29 The Curious Case of Kaitlin and the Cookies Read pages 89 to 93. Why do we describe people? How do we usually describe people?

Unit 7

Lesson 2

• Understands descriptions.

What things can you describe about a person? Track

What do you remember about you as a small child? What could you do? What couldn't you do? Talk about it as a class.

The kids are looking at an old photograph album. Listen to the conversation. Find out and in your notebook, make some notes about: • how old Alex was in each of the photographs. • what he looked like in the different photographs. • what he said he could or couldn’t do.

Discuss your answers with a partner. Did you understand the same things? Why do you think the kids were looking at the album? baby

Pairs

toddler

In pairs, compare what you could do when you were a baby, a toddler and an older child with what Alex could do.

When I was four I could swim.

now

Describes and compares apperances and abilities at different ages.

When I was four I couldn’t write, but I could when I was six

Pairs

18 Pairs

Family and Community Environment

Bring photographs of yourself at a different age. Get out your photographs. Work in groups. Order your photos from the oldest to the newest. Show them to your friends and talk about what you looked like and what you could do at those different ages.

In teams of 5, chose one photo each and mix them. Put the photos face down and take one each. Taking turns describe the photo and try to guess who the owner is. Have fun!

Group

Order the photos you used in activity 6 from the oldest to the newest. Come up with one sentence to describe what the student in the photograph looks like and one to describe something that he/she could or couldn't do.

Step 2 Age progression line Let's continue with our age progression line.

ading Tim

Get into your product teams and read the notes you wrote last session to remind everyone about the ages and activities you decided to describe in the timeline. Write down as a list or use a graphic organizer to include the age and a short description of how you looked, what you could and couldn’t do at that precise age. Do the same for every age you are including in your line. Bring photos that represent the different ages to paste on your timeline next session and decide which material you want to use to make your final product. Think and reflect: Why is it important to give detailed information when describing something or someone to others?

•

Stories Track 29 The Curious Case of Kaitlin and the Cookies Read pages 94 to 98. How can you talk about someone when you don't know that person's name? Can you use descriptions? What type of descriptions can you use?

Unit 7

Lesson 3

• Describes own physical appearance.

How do you describe yourself? 1.

In groups talk about what you look like now and how you have changed over the years.

Read the description. In groups discuss the meaning of the words in bold. Make some notes in your notebooks.

Group

Harry was a big bouncy baby with chubby cheeks. He was very strong. He could walk before he was a year old. When he was three, he wasn’t chubby anymore. He was thin and wiry. He was an athletic child and loved climbing on the furniture and jumping off it. His hair was light brown and curly. His eyes were green.

This is a photo of Harry when he was six. He was medium height and slim. He was learning karate. He could break a brick with his bare hands but he couldn’t read a book. Harry always liked sports better than reading! Harry lost interest in karate by the time he was 8 and preferred to spend his time reading and watching television!

This is Harry today. He’s 11 years old. His hair is much darker than it was. He’s tall and thin. He’s quite serious-looking. He takes after his Dad.

In groups, share your notes from activity 2. Choose some key phrases and draw a timeline to show how Harry has changed in your notebooks. Include the different ages mentioned.

Take turns to talk about the differences and similarities you had or have with Harry.

Describes and compares apperances and abilities at different ages.

Group

Family and Community Environment

Look at words to describe girls' hairstyles. Can we apply any of these words to boys hairstyles? Share your ideas with your group. bangs

pony tail

braids

bunches

central parting

crew cut

Work in pairs. Use this questionnaire to find out about your partner.

Pairs

What was your hair like when you were younger?

How would you describe your body type now?

What sort of things were you good at when you were a young child?

What sort of things are you good at now that you weren’t good at before?

Step 3 Age progression line Let's finish this unit's product and start getting ready to present it.

ading Tim

Get into your product teams. Bring out your materials and carefully draw a progression line and mark the ages you decided to describe. Paste your photos or drawings in age progression with the youngest on the very left (beginning of your line). Decide along with your teammates on the number of sentences you want to write under each photo and what you will describe: appearance? abilities?, etc. When finished writing, share your work with your team. Finally, put everything away for the Show and Tell session.

•

Stories Track 29 The Curious Case of Kaitlin and the Cookies Read pages 99 to 102. Besides people and abilities, what other things can we describe? Why are descriptions useful?

Unit 7

Look at the pictures and write the names.

Look

Who is tall and skinny?

Who has shoulder-length curly hair?

Who is a little plump?

Who wears glasses and is average height?

Who has straight, fair hair?

Chelo 2.

Diego

Manuel

Choose one of the pictures in activity 1 and write 4 sentences to describe the person. Then, take turns to describe the picture you chose to a partner and see if he or she can guess which picture it is.

Tere

Pairs

Family and Community Environment

Describe the people in these photographs.

In groups, write some sentences to describe a teammate. Then, share it and see if they can guess who you described.

Unit 7

Group

Show & Tell

Age progression line

•

Let's present your work to your classmates. Get into your groups. Make sure you have your age progression line ready to present to your classmates. Take turns to show your pictures and talk about yourself at the different stages of your development. Be ready to answer questions. Listen to the other presentations and ask respectful questions.

Extra Product Evidence If you want to work on another project related to age progression, go to page 110, Extra Product Evidence 7 What a celebrity! Have fun!

Assessment 7 1.

Think and Reflect

Read, think and reflect on the following. Answer on the lines and then share with a partner. a) Write down five things that can be described.

b) Write down five words you can use to describe people and five words you can use to describe objects. Then, exchange with a partner. People

Things

c) Order the descriptions in the timeline. past

She is 11 years old. Her hair is long now. She can run, hop, skip and walk.

present

She didn’t have any hair. She was 1 year old. She crawled to move.

d) What are the advantages or disadvantages of using an age progression line?

With your partner. Think about how you can use descriptive words when interacting with others in your daily life. Exchange ideas with your partner and then, with others in your classroom.

Good job!

Lesson 1

What places do you like to visit?

Town

Beautiful country. • • •

•

City

Look at the picture. What place in Mexico are we going to read about?

Explores brief travel logs. Makes a guided reading. Distinguishes and expresses similar and different natural aspects and cultural expressions between Mexico and other countries. Writes sentences with descriptions and comparisons.

Beach

Look

Veracruz

Read and talk about the answers in pairs.

Read

Pairs

www.blog.com

Our Easter vacation by Rosario (5th Grade) We arrived in the Port of Veracruz at midday on Saturday 15th. The first thing we did was drive to Boca del Rio, because we were all starving. We sat at a table with a view of the ocean and ate red snapper and listened to groups playing typical Veracruz music. After that we drove back, parked the car and walked along the Malecon looking at the handicrafts. Dad bought Mom a hammock because she’d always wanted one. Pancho and I spent a lot of time watching the ships. I think ports are very exciting!

1. 2. 3. 4.

The next morning Pancho and I wanted to go swimming so we all went to the beach at Punta Mocambo. I enjoyed swimming there -but I kept an eye out for sharks! That afternoon after another fish lunch, we went to the Aquarium. Did you know it’s the largest aquarium in Latin America? We saw every type of fish, barracudas, nurse sharks, and giant manta rays. There were sea turtles and manatees too. The highlight of the whole trip was swimming with the dolphins! You have to keep your legs really straight and the dolphins push you really fast.

What is the text about? Who is it written for? What does the writer describe? What similar things have you experienced?

Have you had personal experience about people telling you of their travel experience? What did they tell you? Share with the class.

Reads a short travel log to discover natural aspects and cultural expressions

Ludic and Literary Environment

Read the following statements. Discuss in pairs what they describe.

Pairs

• Dates, times, places • They write about things in the order they happened. • They usually contain opinions about he places visited and include personal comments. • They use informal language because they are often written for people the writer knows. Pairs

Work in pairs. Look at these pictures. Imagine you went to Acapulco. Choose a date. Using the pictures to come up with ideas about what you did and what you saw. Think of some personal comments. Make some notes and a first draft below.

Write a short classroom blog in your notebooks. Get into groups and take turns to share it aloud.

Group

Step 1 Comparative Diagram

•

Let's start this unit's product, a comparative diagram to compare natural and cultural aspects between two places. Work in small teams. Use the pictures on the book to describe places people may visit. Discuss the natural and cultural places people can visit in your community or that you know. Write everything down. Talk about what you can see and do at all the places on you wrote down.

Reading

T i me Facts

Track 30 Four Days in July Read pages 103 to 107. Have you ever stayed in a hotel? Have you ever gone on a tour? Share your experience.

Unit 8

Lesson 2

• Makes a guided reading.

What things do you do when you travel? 1.

Read this diary entry and in pairs discuss and answer the questions.

Write

Pairs

1. What is the diary writer describing? 2. How does the things described by the writer make you feel? 3. How can you identify the things that the writer did?

Dan Wilson’s Diary entry Monday 15th We‘ve just spent a week in Mexico! We spent two days in Mexico City before going to the beach. The first day we went to the Papalote children’s museum. It’s a hands-on museum and you can do a look of cool things like technological experiments. We saw a film there about the Big Bang – you know about the beginning of the universe. After that we went to Chapultepec Park which is really close. There’s a lake there. Dad took us rowing on the lake. There’s a zoo there, too but we didn’t have time to visit. We did go on the Big Dipper. It’s called the Montaña Rusa there. The next day we went to a place on the outskirts of the city called Tio Pepe’s farm. You learn about farming there and there’s a petting farm with baby chicks and little lambs. We made our own lunch. We made pizzas and they tasted really good. On the night of the 2nd we went to Xochimilco. Every year they have a celebration for the Day of the Dead on the canals there. Xochimilco is beautiful - full of trees and flowers

In small groups write some sentences about places of interest to visit in your area. Include places of natural beauty, places of entertainment and places of cultural interest.

Share your ideas with the class. Which places sound best?

Reads a short travel log to discover natural aspects and cultural expressions

Write

Group

Ludic and Literary Environment

Now scan this diary entry and determine what are the natural aspects the writer talks about and what are the cultural ones. Then, exchange ideas with a partner. Have you visited a similar place? Share your experience.

Pairs

Dairy extract from Rodrigo Rodriguez Sunday 5th Just got back from New York this morning. What did I like best? Well, the American Museum of natural history was really great. I liked the 28 meter long model of a blue whale best. Then we went to the Wildlife Center in Central Park. It’s a conservation zoo. I liked the seal exhibit best. And I like the way they didn’t have large animals because keeping large animals in captivity is cruel! I think that’s so right! After the Wildlife Center we went on the vintage carousel in Central Park. All the horses (57 of them) are hand-painted. It’s really beautiful! Of course we went to see the Statue of Liberty before we came back. But there were a lot of people there. You couldn’t get near it! The statue I really liked was the Alice in Wonderland statue. You climb all over that one and it’s a lot of fun. I particularly liked that because I’ve read the book and seen the movie! On the 4th we watched the Independence Day celebrations! There were lots of flags and parades! And then we had a great barbecue.

5. 6.

Group

Read through both diary entries again, and underline the personal comments that say something about the feelings and opinions of the writers. Exchange ideas in groups and explain your answers.

Group

In groups, complete this comparative chart to compare the diary writer's trips.

Museums Places with animals Places of natural beauty Festival of cultural interest Statues and carousels Water activities

Mexico City Papalote

New York

Step 2 Comparative Diagram

•

Let's go on with the next step to create your comparative diagram. Get into your teams. Take out your work from the previous session. Look at the list of places and decide which two you can compare. Research these two places to find out more information about them. Make a set of notes for each place. Make sure your notes describe the places. Put your work away for the next product session.

Reading

T i me Facts

Track 30 Four Days in July Read pages 108 to 112. Why do you think there are guides to different places? Why do people take buses? At a new place, what do you think is better, asking a local person or reading a guide? Why?

Unit 8

Lesson 3

• •

Distinguishes and expresses similar and different natural aspects and cultural expressions between Mexico and other countries. Writes sentences with descriptions and comparisons.

What things do you like about culture? What things do you like about nature? 1.

Which archeological sites have you visited? Do you find them interesting? Why? Why not? Discuss with the whole group.

Look at this diagram. Discuss in pairs the type of information it gives.

archeological site Teotihuacan In Mexico Building started around 2000 years ago Pre-Colombian people. Monumental buildings Annual festival to celebrate the spring equinox

religious and ceremonial center connection with worship of the sun and moon gods built by ancient peoples, whose name, religious beliefs and language we don´t know Thousands of people visit every year

Stonehenge In England Building started around 5000 years ago Prehistoric people Monumental stones Site covers around Annual festival to celebrate the summer solstice

3. 4.

Find and circle words used to make descriptions in the diagram.

In pairs, discuss the question: What type of information is in the overlapping part of the circles?

Look at the pictures. Write sentences to describe each in your notebook.

Listen to the conversation and follow the information in the diagram. What are the people in the conversation doing when they speak of the two places? Share your ideas with a partner.

Oaxaca

Pairs

Reads a short travel log to discover natural aspects and cultural expressions

Merida

Pairs

Track

Pairs

Ludic and Literary Environment

Exchange descriptions with a partner. Read about the cities and write sentences to describe them in your notebooks.

Oaxaca Oaxaca is a colonial city with approximately 400,000 inhabitants. It has hundreds of churches and monasteries. Two famous colonial buildings are the Santo Domingo Church and the Basilica de la Soledad. Oaxaca is a beautiful city with an attractive central square. Every year there is a festival called the Guelaguetza. It is held in the summer and features Oaxacan music and dance. From the city you can easily make day trips to the archeological sites of Monte Alban and Mitla, centers for the Zapotec civilization. Also from here you can easily get to coastal resorts like Huatulco and Puerto Escondido.

Pairs

Merida Merida is a colonial city of approximately 950,000 people. It is full of beautiful colonial buildings, including the cathedral de San Ildefonso - the oldest church in the Americas. It can get incredibly hot in Merida, so it’s good to go swimming in one of the many cenotes around the city. Cenotes make great natural swimming pools. A popular festival in Merida is the Merida Fest. Every January it celebrates the founding of the city with dance, theater, music, poetry reading and art. Merida is the perfect city from which to explore Mayan archeological sites like Uxmal and Chichen Itza. You can also get to the coastal resorts of Cancun and Cozumel easily from the town.

Use your sentences from activities 6 and 7 to compare the two cities in your notebooks.

Pairs

Step 3 Comparative Diagram

•

Let's go on with the comparative diagram. Get into your teams. Get out the information you researched last time. Write sentences to describe cultural aspects and sentences to describe natural aspects of the two places. You will use them to make the comparisons in your diagram, Decide what kind of diagram you are going to use to present your information in. Plan your diagram on a piece of paper. Check that you have included all the information your need and it is in the correct section. Make a clean version of the diagram on a large piece of construction paper. Practice presenting the information orally using your diagram. Put your diagram away for the Show and Tell session.

Reading

T i me Facts

Track 30 Four Days in July Read pages112 to 117. What do you think makes visiting a new place a perfect experience? Why?

Unit 8

Number the sentences in the correct order to make a blog entry. www.blog.com

Fifth grade Blog by Jose My grandparents live there. We went to Cuernavaca on the weekend. We drove straight to their house, collected them and went to the central square to hear some music. When the concert was over it was late so we went back to my grandparent’s house for supper The next day we went swimming in El Rollo. My grandfather took us there in his car. We stayed there all day and swam. It was great.

In pairs, talk about the information you learned from the blog. Make some notes and exchange ideas with another pair.

Pairs

Ludic and Literary Environment

Read

Read and complete the diagram with the information. Green Wood is pleasant wooded area 5 kilometers from the small town of Pickford. There’s family accommodation available in wood cabins. The cabins are self catering and there’s an all purpose store at the site. You can go fishing in the River Trent that runs through the area. It’s an ideal spot to go hill walking. Pine Forest is a lovely place to stay. It’s 25 kilometers from the coastal town of Oysterville. There are mobile homes for rent here. It is self catering, but the nearest store is in Oysterville. There’s a lake for swimming and boating and it is a good place to go walking.

Green Wood

Pine Forest

Similarities

Unit 8

Show & Tell

Comparative Diagram

•

Let's present your work to your classmates. Get together with your team and bring out your diagram on construction paper. Decide how you will present your diagram. Try to make sure all teammates participate in the presentation. Fix your diagram on the board. Present your work and be ready to answer questions. Listen to your classmates' presentations and ask questions respectfully.

Extra Product Evidence If you want to work on another project related to comparisons between countries, go to page 113 Extra Product Evidence 8 A contest about the United Nations. Interesting and fun!

Assessment 8 1.

Think and Reflect

Think and reflect! Read the questions and answer. a) Think about what makes travel logs interesting to the reader. What elements are important in travel logs to attract people's attention?

b) Write down one or two strategies you use when you read that help you understand the text.

c) How did you identify similarities and differences in this unit?

d) What strategies do you use to compare Mexico to other countries?

e) Work with a partner. In your notebooks, make a diagram to compare the strategies you used in this unit.

Work with a partner. Think about how you can use descriptions and make comparisons in your daily activities. a) What are two elements you can describe from your community?

b) What can you compare those two elements to?

c) What are other topics or situations in which you could use a diagram to compare two different elements like the ones in this unit?

Good job!

Lesson 1

Questions, questions? • •

How can you register information to make a quiz?

• •

Explores questionnaires with different types of questions. Reads questionnaries with different types of questions. Researches and interprets information about a topic. Writes questions about a topic.

Do you ever do quizzes? Where do you find them? Talk about the quizzes you do with the class.

In pairs, answer the mini-quiz. Discuss each question and come up with an answer. Don't worry if you don't know the exact answers.

Pairs

1. When was plastic first made? 2. How many plastic bags are given away by supermarkets every year? 3. Where does unwanted plastic end up? 4. How many years does it take for plastic to break down? 5. How much plastic is recycled each year?

Read the text to check your answers. Did you get them all right? With your partner, talk about what the purpose of the quiz in activity 2 can be.

Read

Pairs

The first plastic was made in 1907 by a man called Leo Baekeland. He was an immigrant to the US from Belgium. The material immediately became very popular. Now there are many different types of plastic. One type of plastic is used to make supermarket bags. Nowadays, supermarkets give 17 billion of them away every year. Most of these are thrown away. In fact only 9% of the world´s plastic is recycled. Most of it ends up in landfills or in of the ocean. The problem with plastic is that it takes ages to decompose in landfills or in water. It can take up to 1000 years for plastic to decompose. It’s also very toxic. Soon there will be more plastic in the sea than fish!

With your partner, read the text again and answer these questions. Then, discuss the following: Do this kind of quizzes need you to look for information before you answer them? Why? What happens after you read information related to the topic of the quiz? Was Baekeland born in the United States? Is plastic waste toxic? Does it decompose quickly? Are most supermarket bags recycled?

Registers information about a topic to make a questionnaire.

Pairs

Lesson 2

• Researches and interprets information about a topic.

How can you classify ads in a newspaper? 1.

What do you already know about these topics? Share your knowledge with your classmates.

How do you make chocolate chip cookies?

Which is the highest mountain, the longest river, the deepest ocean, etc. in the world?

What is the connection between birds and dinosaurs?

Where would you go to find more detailed information on these topics?

Read this text about spiderlings. Work in pairs. Say what it´s about, and what main information it gives. You can make some notes in your notebooks. Baby spiders hatch out of tiny spider eggs. Before this happens though, the mother spider makes a silk mat. She lays lots of tiny eggs on the silk mat. Then she covers the eggs to make an egg sack. Some spiders hide their egg sacks to keep them safe. Some mother spiders prefer to carry them with them. There is a tiny baby spider in each egg sack. When they are ready the spiders break out of their eggs. The spiderlings all hatch at the same time and leave the egg sack together.

With your partner, write other questions you would like answered about a spider's life.

In pairs, look in the table of contents and check what you think are the best places to find the information you need. Talk about your answers with another pair. The world of spiders Table of contents Spider webs Catching food Eating Living underwater

Pairs

Registers information about a topic to make a questionnaire.

Hairy monsters Spiders under attack Spider escape tricks Spider eyesight Lifespan Different spider varieties

Group

Academic and Educational Environment

Read this quiz. Try to answer it with a partner. Then find the information you don't know in the text. 1. 2. 3. 4. 5. 6.

Pairs

When did scientists discover Pluto? What did they think it was? Is Pluto still called a planet? What is the surface temperature? What is Charon? How much of Pluto is ice?

When astronomers first discovered Pluto in 1930, they called it the ninth planet. But later in 2006 the decided it wasn’t a planet really. It was a dwarf planet. Pluto is very cold because it´s a long way away from the sun. The temperature on the surface is -229 degree c. A third of it is made up of ice. Pluto has five moons. The biggest is called Charon.

Look at the example. Then write more information that you could put in information cards in your notebooks.

Astronomers discovered Pluto in 1930

Step 2 A Quiz

•

Let's work on the quiz, once more. Get into your product teams. Bring out the work you did last product session. Within your group, reach an agreement on which of the topics you want to write your quiz on. Research the topic. Make sure you find some interesting information you think will be new to many of the people doing the quiz. Write the information you find in cards or something similar so that you can start to classify it. Write the first draft of questions to go with your topic. Put everything away for the next product session.

Reading

Links You can access the web page below to try out some quizzes that might work as inspiration https://www.tate. org.uk/kids

T i me Facts

Track 31 Quiz Mania Read pages 122 to 126. Do you think quizzes can help you study or learn something new? Why?

Unit 9

Lesson 3

• Writes questions about a topic.

How can you make an ad more interesting? 1.

Which of these topics do you find more interesting?

Pick one of the topics and write 4 or 5 questions of things you would like to know.

Registers information about a topic to make a questionnaire.

The oldest eating utensil is the spoon. The first spoons were shells. The first handle was added to the spoon by the ancient Egyptians in 1000 BC. The handles were made of ivory or wood. Knives have been used for hunting and eating since prehistoric times. Our ancestors killed their food and cut it up for eating. These knives were sharp and dangerous so in 1669 Louis XIV of France made sharp knives illegal, and blunter, wider knives were invented. Forks are a comparatively new invention. The century’s people ate with fingers, spoons and knives. Forks appeared in Venice in the 11th century, but really became popular in the 16th century with Catherine de Medici, who believed it was unhygienic to eat with the same fingers with which you blew your nose.

Gladiators were fighters in ancient Rome. They fought each other, condemned criminals or wild animals. They fought until one of them accepted defeat or was killed for the entertainment of the crowd. It was a very popular sport. The fighting took place in amphitheaters. The origins of the games go back to the fourth century BC. Most of the gladiators were slaves from the different countries the Romans conquered. The gladiators were much admired and some of them became very famous, like sports stars today. They fought with swords, spears, short javelins and shield. They wore helmets and body armor for protection.

Academic and Educational Environment

3. 4.

Read your topic and see if you can find the answer to your questions.

Find someone who didn't read the same text. Ask them your quiz questions. Give them the answers they don´t know. Then, exchange roles. Write down the things you didn't know.

In your notebook, write a quiz questions for the text you read, using your original questions as a basis. Pairs

Step 3 A Quiz

•

Let's continue with the quiz. Get together in your teams. Get out your first draft of your quiz questions. Check those questions and write more to make a ten question quiz. Make sure everyone in the team knows the answers. Use a marker pen to write your questions clearly on a large piece of construction paper. Put your quiz away for the Show and Tell session.

Reading

T i me Facts

Track 31 Quiz Mania Read pages 127 to 130. What are the question words you can find in a quiz? What is the next quiz you want to do? Why?

Unit 9

Use the words to make questions. How many planets in the solar system Which nearest planet the earth Why earth the ‘blue planet’ Who first man space What meteorite

Answer the quiz question in activity 1. Then, compare your answers with a partner. Where could you find more information to answer these questions?

Complete these questions. Then, compare with a partner. How did you choose the question words? 1.

Pluto very cold?

plastic decompose quickly?

Leo Baekeland a citizen of the USA?

green house gases and acid rain toxic to human beings?

some dinosaurs have feathers?

Pairs

Academic and Educational Environment

You have the following questions. Look in this book's table of contents and find where you should look for the answers. Then, in groups take turns to explain how you determined your answers.

Group

How did ancient Egyptians eat their soup? Who invented in the microwave oven? How many stars are there in our galaxy? Where does the Quetzal live? When did the Emperor Cuitlahuac die?

The Book of Interesting Facts

Look at the information. Write a short quiz in your notebooks. Then, exchange your quiz with a partner and answer your partner's quiz. The Mayan Indians built an enormous empire that extended throughout parts of what is now Mexico, Guatemala and Honduras. The empire was at its most powerful between 300 and 800 AD, before it collapsed and was taken over by the Toltecs. Noble Mayan men wore elaborate headdresses decorated with quetzal and macaw feathers. The more important the person, the bigger his hat was. Mayan women wore simple dresses. Every Mayan city- state had its own royal family. The Maya worshipped the jaguar. Mayan warriors had headdresses out of jaguar skins to make them fierce and strong like that animal. The Maya wrote in hieroglyphics, which is picture writing. They created their own books written on bark or animal skins. The Spaniards burned most of these books when they conquered the area in the early 1500s.

Unit 9

Show & Tell

A Quiz

•

Let's present your work to your classmates. Get into your team. Check your quiz, make sure you have question marks at the end of all your questions. Make sure everyone in your group know the answers to the questions. Put the construction paper with your quiz up at the front of the classroom so that everyone can see the questions. Try your quiz out on your classmates. Your classmates can work in pairs or groups to answer the quiz and then share their answers with the class. Be prepared to give correct answers to the quiz if necessary. Participate in the other teams’ quizzes. You can quiz other people with your questions. See who knows about the topic you researched.

Extra Product Evidence If you want to work on another project related to using questionnaires, go to page 110, Extra Product Evidence 9 Find out the best present for a 6th grader and enjoy sharing with them as they leave school. Remember next year you will be a 6th grader!

Assessment 9 1.

Think and Reflect

Think and reflect! Read the questions and answer. a) Think about questionnaires. What elements do you consider important to make a useful questionnaire? b) How do you figure out the different kinds of information you can obtain from different types of questions? c) Write the information you can find out with each question word. Question word

To ask about

d) Think about the different ways or strategies you use to research and interpret information about a topic. How do you know what information to look for? What do you to put it into your own words?

e) Write down the question words you remember.

Exchange ideas with a partner. a) When else do you use questionnaires to find out specific information? b) How can questions help you organize your ideas and information? c) What are two other situations in which questionnaires can be useful?

Good job!

Lesson 1

Which are your favorite places in your community? 1. 2.

Following directions. • •

Explores directions. Understands directions to get from one place to another. Describes the surrounding environment as reference to go from one place to another. Offers directions. Writes directions to get from one place to another.

• • •

How do you get to places when you don't know the way? Talk about the different things you could do. Share your ideas with your classmates. Track 21 Pairs Do you know how to use a map? Listen and mark the route. Compare your route with a partner.

Butcher nue e v A n l o inc

’s

reet

st Pickford

The House

treet Green s

ore t s d a e r B

Read

Read the directions. Find the toy store and label it on the map. There’s a toy store in Green Street. Go out of the house and turn right. Walk along to the crossroads. Turn left into Green Street. The toy store is just past the bread store. You can’t miss it.

100

Check with a partner. Share your strategy.

Exchanges information to go around a place

Pairs

Family and Community Environment

How do I get to the stationer’s?

Where’s Lincoln Avenue?

It’s next to the butcher’s. It’s just past the bread store Look

Look at Max's map. It shows the stores around his house. Look at the things Max and his friends want to buy. In pairs ask for and give directions to the different places.

We need muffins. Where’s the bakers?

Pairs

Things we need Muffins – the baker’ Construction paper – stationer’s Lemons for lemonade – greengrocer’s Cocktail sausages - butcher’s Paper plates and napkins – corner store

Walk along to the crossroads.

Go outside and turn left

Turn right into Lincoln Avenue

Pairs

Look at the expressions. With a partner talk about what they are for and how you know. Discuss when you use each expression.

We need… How do I get to the…?

Group

Mark another store on the map. Write directions from Max's house. Then, take turns to exchange your addition in groups.

Step 1 City Guide This unit's product is a city guide. Let's start!

ading

Tim

Get into teams. Look through this lesson and make a list of all the expressions to ask for and give directions. Then, talk about the places you need or want to visit in your daily life with your teammates. Make another list with these places. Put your lists away for the next product session.

•

Stories

Track 32 The Map Read pages 131 to 135. When was the last time you saw a map? Did you use it? What did you use it for?

Unit 10

101

Lesson 2

Who can give directions? Why? 1.

Do you always walk to places? How else do you get a round? Who can you ask for directions? Talk about how you get around the neighborhood with your classmates.

Listen, read and find out: Who are the children talking to. Check the correct photograph.

Listen to the conversationagain. Write the words they use to ask for directions and the words to give directions under the correct column.

Ask for directions

102

Pairs

Exchange your answers in pairs.

Exchanges information to go around a place

Track

22 Track

Give directions

Could you tell us how to get to the Natural History Museum?

Listen

Go one... two... and get off at the third stop.

Family and Community Environment

5. 6.

In groups, talk about the words that you can use to talk about moving around a city or town. Look at the example.

Group

walk Track

Listen to the conversation again and mark the route on this map.

In groups of three have a similar conversation. Use the conversation you heard as an example. Decide where you want to go and how to give and ask for directions.

Group

Excuse me. Could you tell us how to get to…

Step 2 City Guide Let's continue with your city guide.

ading

Tim

Get into your team and get out your lists from the last session. Go through this lesson and add new expressions to the list. Think about the area around your school and choose five places of interest that you could go to that are no further than five kilometers around your school. Talk about how to get to those places from your school gate and make notes. Put everything away for the next product session.

•

Stories Track 32 The Map Read pages 136 to 140. Can you read a map or do you prefer to listen to directions? Do you think you could give directions to someone else? Why?

Unit 10

103

Lesson 3

What do you think are some of the most important things to consider when you ask for or give directions? 1.

Where is your school in relation to the village, town or city it's in? Is it in the north, south, west or east? Or is it in the middle? Talk about the location with your classmates.

Read this description and talk about what the underlined words mean in pairs. Make some notes. Then, get together with another pair and exchange ideas. Come up with definitions for the words.

Washington Elementary School is in the north west of the Martinsville, on Remington Street. It’s on the outskirts of the town. The school is located in a residential area, although there is a motorcycle factory just down the road. It’s quite easy to find the school because it’s just south of Highway 25. The traffic is very heavy on the highway but in the area around the school there isn’t a traffic problem and the roads are quiet. There’s a good bus service in the area. The nearest bus stop is just one block away.

Pairs

In pairs discuss the question. What does the text describe? How are the things described similar or different to your school area?

Ask and answer about your own school in groups.

Group

Where the nearest…? bus stop candy store stationer’s park café

I don’t know. There isn’t one

104

Exchanges information to go around a place

Pairs

Family and Community Environment

In groups, talk about the area your school is located in. Make notes.

Group

Work in pairs. Use your notes to write a short description of where your school is located and what the area around it is like.

Compare your descriptions with another pair. Make any necessary changes and additions.

Pairs

Step 3 City Guide Let's continue with the city guide. We're almost finished!

ading

Tim

Get into your teams and get out your material. In your notebooks, plan a map of the area around your school, use your list with places to show them on the map. Get a very large sheet of paper or something similar and do a final copy of the map around your school area. Make sure the school, important streets and places are labeled correctly, and include important bus routes. Using your map, think how you would give directions from your school gate to all those places. Write down a short guide with directions to those places. Put it all away for the final Show and Tell session.

•

Stories Track 32 The Map Read pages 141 to 144. What fun places can you find using a map of your neighborhood? What places do you think should appear on a "perfect" map? Why?

Unit 10

105

Number the conversation in the correct order. On the right. Yes

1 Where’s the book store? Go out and turn left. Then take the first road on your right. It’s on Juarez Street. And it’s next to the toy store. How do you get to Juarez Street?

106

Look at the conversation in activity 1 and draw the map.

Look at the signs. What do they mean? Discuss it in pairs and reach an agreement. Check with the rest of the class.

Family and Community Environment

Read these directions. Look at the map. Where do the people want to go? How do you know? It’s not far. Go out into the street and turn right. Walk along Victoria Avenue to the second crossroads and turn left into Avenue America. Then turn first left and it’s next to book store.

Look at the map again and write directions from the school to the skating park.

Unit 10

107

City Guide

•

Show & Tell 10

Let's present your work to your classmates. Get into your teams. Write a list of the places on your map on the board. Fix your map beside the list on the board. Ask your classmates to ask one question to each member of your team about how to get somewhere. Each member of the team should answer their question and show the route on the map as they describe it. When it’s another team’s turn, study their list and ask directions to different places. Or you may also act out a dialog where you ask and give directions using the directions you wrote in your guide. Now, you can use the map and your knowledge to help the people around you.

Extra Product Evidence If you want to work on another project related to giving directions, go to page 114, Extra Product Evidence 10 Going on a school visit and have fun!

108

Assessment 10 1.

Think and Reflect

Think and reflect! Read the questions and answer. a) Which of these elements do you think are important when giving directions? Draw a cross (✗). Knowing the way

saying what you can buy there

saying landmarks

saying words like: across from and next to

mentioning the bus stop saying the name of the street

using the words left, right or straight

b) Write down one more thing you think is important when giving directions.

c) Write down one phrase you can use when you don’t understand directions.

d) Write down two questions that you can use to ask for directions.

Work with a partner. Exchange ideas to answer the questions. a) What situations in your daily life could you need to ask for directions? b) Imagine this situation: Someone asks for directions, you don’t know the way. What do you do? c) What people from your community could benefit from using a city guide?

Good job!

109 109

EXTRA PRODUCT 1 EVIDENCE The products offered in this section are optional to the ones included in every unit. However, please feel free to change it or to use it, and follow the steps you have performed at working on other products. There are two must-follow steps: 1. To work in teams. 2. To do research on every chosen product to make it more

interesting for everyone who participated in building the product

Organize a Science Fair

EXTRA PRODUCT 2 EVIDENCE Story Telling Show

110

EXTRA PRODUCT 3 EVIDENCE Handcraft Shop

EXTRA PRODUCT 4 EVIDENCE The news on the radio

Glossary

111

EXTRA PRODUCT 5 EVIDENCE Accepting or rejecting?

EXTRA PRODUCT 6 EVIDENCE A museum about my school

112

EXTRA PRODUCT 7 EVIDENCE What a celebrity!

EXTRA PRODUCT 8 EVIDENCE A contest about the United Nations

Glossary

113

EXTRA PRODUCT 9 EVIDENCE Find out the best present for a 6th grader

EXTRA PRODUCT 10 EVIDENCE Going on a school visit

114

UNIT 1

Picture Dictionary

skating rink (11)

celebration (14)

conversation (10)

event (11)

party (12)

barbecue (15)

costume (14)

board games (12) Picture Dictionary

115

UNIT 2

mixer (20)

116

pancakes (20)

upset (22)

funny (20)

scene (21)

spoke (22)

vase (26)

hiking (25)

UNIT 3

water (32)

wrap (30)

flick (32)

fold (33)

guide (30)

crouch (32)

edge (33)

dig (34) Picture Dictionary

117

UNIT 4

118

judge (47)

display (47)

accident (46)

paintings (47)

road (46)

firefighter (41)

extinction (45)

smoke (41)

UNIT 5

loudly (50)

the movies (51)

reject (54)

flat tire (52)

borrow (52)

upstairs (56)

dishes (54)

pass (56) Picture Dictionary

119

UNIT 6

120

toilet (62)

emperor (65)

space module (61)

steam (60)

matches (63)

s-shaped (62)

passenger (60)

fisherman (60)

UNIT 7

curly (70)

tall (70)

photograph album (72)

toddler (72)

chubby cheeks (74)

bare hands (74)

braids (75)

bangs (75) Picture Dictionary

121

UNIT 8

122

aquarium (80)

petting farm (82)

supper (86)

cabin (87)

mobile home (87)

wildlife (83)

exhibit (83)

hand-painted (83)

UNIT 9

eating utensil (94)

gladiator (94)

spider web (92)

planet (93)

surface (93)

plastic (90)

hatch (92)

aluminum (91) Picture Dictionary

123

UNIT 10

124

map (100)

crossroad (101)

sign (106)

highway (104)

residential area (104)

outskirts (104)

bus stop (104)

factory (104)

Bibliography The following books are recommended for children just like you, children who want to read more about fantastic stories and also, learn more about things that happen around us. 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. You can find them printed or digital, but we suggest visiting your school library and, or the public library in town to find a larger variety of books to read. If you are interested in some of the following titles, ask your teacher to help you find them. These suggestions are published by many different editorial houses, but it is for sure that you will enjoy reading any version you may find available. So...start your journey and keep enjoying! 1. Robert Luis Stevenson, Island published in 1881. is one of the best fantastic books to read. Here you will see how buccaneer Captain Flint, finds the key to a fortune: a map that will lead him to the mysterious Treasure Island. But throughout his journey he has to fight villains, wild beasts and deadly savages that try to impede him from reaching the stash of gold. A great classical story to read! 2. Wildworks Inc & National Geographic Kids Animal Jam Activity Book, National Geographic Society, 2018 3. E Nesbit, written in 1902. Five Children and It Here you will read about great adventures that 5 children: Cyril, Anthea, Robert, Jane and their baby brother live through when they go digging in the gravel pit and find an ancient sand fairy who they adopt as a pet and grants them a daily wish but never know all the trouble wishes can bring. So find out and have fun as you read about all these adventures! 4. Nicholas Thomas Cook Penguin Canada, 2003 The Extraordinary voyages of Captain James Cook, which narrates in a fantastic way, the three world voyages made by the greatest sea explorer of all time, James Cook during the 1770s. So get on board and travel along with Cook as he sails through unknown southern seas, the eastern Australian coast and around New Zealand. Enjoy discovering many Pacific islands and exploring both, the Arctic and Antarctic. Be amazed on how geography grows and find out why Captain Cook is considered a celebrity and a legend.

Bibliography

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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. https://www.learnenglishkids.britishcouncil.org https://learnenglishkids.britishcouncil.org/short-stories https://learnenglishkids.britishcouncil.org/category/grammar/ grammar-phrasal-verbs-prepositions-particles-0 https://www.metmuseum.org/art/online-features/metkids/ https://www.tate.org.uk/kids www.hsph.harvard.edu www.funbrain.com/grade/3

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I can use English to organize an event.

I can give directions in English. I can write a quiz about a specific topic in English.

I can use English to tell an anecdote.

I can compare places and cultural and natural aspects in English. I can describe physical appearance and abilities in English.

I can write an illustrated guide in English.

I can give my opinion about news I hear in English.

I can research information in English and make museum cards.

I can make requests and accept or reject them in English.

I need to practice

Date

Teacher

Good job!

Primary

127

128

Nombre

Grado

Escuela

¡Conócelo, cuídalo y disfrútalo! Maestro (a)

Distribución gratuita, prohibida su venta.

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Activity Book Primary

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Activity Book

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Lengua extranjera. Inglés Activity book

Beats! 5 Primary Activity Book

Articles inside

Bibliography

Assessment 10 - Think & Reflect

Lesson 2

Assessment 9 - Think & Reflect

Lesson 3

Assessment 8 - Think & Reflect

Lesson 4. Review

Lesson 4. Review

Assessment 7 - Think & Reflect

Lesson 3

Lesson 4. Review

Assessment 6 - Think & Reflect

Lesson 3

Assessment 5 - Think & Reflect

Lesson 2

Lesson 3

Show & Tell - Dialogs

Assessment 4 - Think & Reflect

Lesson 3

Lesson 4. Review

Unit 2 Fantastic short stories

Lesson 3

Lesson 3

Assessment 3 - Think & Reflect

Lesson 4. Review

Lesson 2

Assessment 1 - Think & Reflect

Show & Tell - Organize an event