Beats! 6 Primary Activity Book by EDILAR

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6 Activity Book Primary

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Primary

Activity Book

Ciclo 3

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:

978-607-8747-00-9 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! 6 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.

Primary

to Hi, dear friend, Welcome to 6th 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! 6 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 highlited 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 V - 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 V 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.

VV 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. VV 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: VV Whole medal = when your performance is very good VV Color half of the medal = when you need a little more practice VV 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! VV 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.

Round up

Safe

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

Pairs

rtfol Po io

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

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

VV 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

VV Listening activity, where you'll work on communication, pronunciation, stress and intonation of the language. VV Product sessions, where you and your teammates build, in three different sessions, a final and specific product to enjoy and apply what you learned so far in the unit and share it with your group as you present it in a Show & Tell Session. VV 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 The Country Fair

Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell Assessment Unit 2 Fantastic and Magic

10 12 14 16 18 19 20

Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell Assessment Unit 3 Let’s be safe

20 22 24 26 28 29 30

Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell Assessment Unit 4 An interesting celebrity!

30 32 34 36 38 39 40

Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell Assessment Unit 5 Countries, culture and traditions

40 42 44 46 48 49 50

Listens and explores suggestions in dialogs

Reads fantastics stories

Writes instructions to avoid a risky situation

Analyzes and discusses an interview

Explains customs using pictures

Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell Assessment

50 52 54 56 58 59

Unit 6 Solving problems!

Revises and selects information to solve a common problem

Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell Assessment Unit 7 Narrating a great event!

60 62 64 66 68 69 70

Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell Assessment Unit 8 My country and its history

70 72 74 76 78 79 80

Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell Assessment Unit 9 What do they do?

80 82 84 86 88 89 90

Narrates a sporting event

Reads historical tales to compare cultural aspects between Mexico and other countries

Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell Assessment Unit 10 Careful!

Understand and express warnings and prohibition

90 92 94 96 98 99 100

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

Lesson 1

The County Fair • • •

Listens and explores suggestions in dialogs. Understands expressions speakers use to make suggestions. Exchanges suggestions in a dialog.

How can one have fun at a fair? 1.

Look at the pictures and tell your classmates what you think this lesson will be about. Use the questions to express your ideas.

Group

Do fairs come to your town? What kind of fairs are they? What do you like about fairs?

Listen and discuss with your group. What can you do at a fair?

Group

Track

Sean: Look! I can see the rides and games. Martha: I want to see the animal competitions. Sandy: We can’t miss the pie and cake contests. Roberto: The food is the best, corn dogs, popcorn, cotton candy! Martha: Everything is great but we must buy the tickets to get in, so hurry up and let’s get in line.

In pairs look at the picture and say the kind of booth you see. Then discuss the questions.

Pairs

a) What booth would you visit at a fair? b) What would you sell at a fair? c) What would you sell at a school event?

Listens and explores suggestions in dialogs

Family and Community Environment

Sean and his friends from school are at the fair. Listen to their conversation and roup write the name of the child under the corresponding suggestion. Look at the G example. Which suggestion do you like best? Discuss in groups and say why. I get sick on the Ferris Wheel.

Let’s make a plan.

Girls go on merry go round, boys go on the pendulum!

Let’s go to the bumper cars.

Track

I bought your tickets for the rides.

Sean’s Dad.

Look at the Pictionary of fair rides, choose some to describe to your partner. Why did these rides call your attention? Use the dialog below to help you talk about the fair rides.

Balloon Bumper Hurricane Pirate ride boats ship A: Which is your favorite ride? B: I don’t really know but I think it’s the A: Have you ever been on the B: No, what’s it like? A: I think it’s B: I suggest that we should try the A: Yes, I’d like that. Let’s go buy the tickets!

Roller coaster

Round up

Tea cups

? . .

Step 1 A list of suggestions

•

In this unit you will make a list of suggestions that you will use to plan a booth to sell food at a School Fair. Work in small teams. With your teammates take turns to suggest places where you can play games, eat something and have fun. Write down the places you mention. Next, you can take turns to suggest the kind of activities you can do in each place and the food you can eat. Choose a way to order your suggestions, look at our example. Places

Suggested place Activities

Food

Suggested place Activities

Food

Suggested place Activities

Food

Reading

T i me Facts

Track 26 Fairs; Then and Now Read pages 6 to 10. Why do you think people enjoy going to fairs? What kind of things can you buy in a fair?

Unit 1

Lesson 2

• Understands expressions speakers use to make suggestions.

In what kind of booth can you see animals at a fair?

Look at the pictures and discuss with your group. Animals can win prizes at the fair. a) Where can people win prizes at a fair? b) Why do you think these animals won a prize? c) What games can you suggest people play at a fair? d) What can people win at fairs?

Listen to and read the dialog. Circle all the expressions that include horses. What do you think they mean? Take a guess. Share and compare your ideas with a partner.

Pairs

Track

Sean, Roberto, Martha and Sandy have gone to see the animals. Martha: Look at those colts! They are so beautiful! Roberto: What are colts?, they look like horses. Sandy: Hold your horses, mister. They are young boy horses. Martha: What does “hold your horses mean”? Sandy: It means stop! Roberto: Those girls are our age and they are dressed like cowgirls! Sandy: That’s because they are cowgirls. Sean: Why don’t we meet them? Martha: No, don’t be silly. Sean: I’m just horsing around. I suggest we get some food, I’m starving. Sandy: You will just have to wait, we all know you eat like a horse. Roberto: All these horse expressions make me dizzy, let’s go eat, please. Sandy: Yes, I’m hungry, too.

Work in groups. Act out the conversation in activity 2 with your partners. Do you have expressions in your native tongue that relate to animals? Share your ideas with your teammates and then, with your class.

Understands expressions speakers use to make suggestions.

Group

Family and Community Environment

How about…?

Why don’t we…?

I suggest…

Maybe we should…

Pairs

Identify a suggestion in the dialog in activity 2. Then look at the expressions here. What differences and similarities can you find? Discuss in pairs.

Pairs

In pairs, take turns to ask the questions and make suggestions to answer them. You can use the phrases from activity 4. a) What could we eat today? b) When should we do our homework? c) Where should we go on the weekend? d) How can we have fun this afternoon?

Group

Work in groups. Think of other questions to ask for suggestions and take turns to give suggestions to answer them. Look a the questions in activity 5 for help.

Step 2 A list of suggestions

•

Let's continue working on your product. Work in your team. Bring out the information on the place, activities and food you wrote in your notebook last session. Go over the information and think about questions to ask for suggestions you can ask your teammates about the place, food and activities you all chose. Write your questions in your notebook and taking turns, ask and offer suggestions. Look at the vocabulary in this lesson for help. Write notes on the answers they give you. Save your work for the next Create session.

Reading

T i me Facts

Track 26 Fairs; Then and Now Read pages 11 to 13. Do you like to go on rides? Which are your favorite rides?

Unit 1

Lesson 3

• Exchanges suggestions in a dialog.

What do booths have to look like to attract buyers? roup

In groups, discuss the differences between the first two booths and the last booths. G Where do you think they are from? What kind of food are they selling? What food would you suggest a friend to try? Then, share your answers with the rest of the groups.

Listen to the conversations and identify the booths where you can get the people in the conversation mention.

Read the exchanges and answer the questions in pairs.

Track

Pairs

Dialog 1

Dialog 2

Dialog 3

A: What should we order? B: I don’t know. Why don’t we ask what they have? A: Good idea. Do you have hamburgers? C: Sure, how many do you want?

A: Welcome to our enchilada stand. May I suggest today’s special? B: Hello. Yes, please. A: Excellent, today’s special is mole enchiladas. Would you like to try them? B: Yes, please.

A: What kind of taco do you suggest? B: I suggest all of them, but you should definitely try the beef taco. A: Great! Then I’ll have one beef taco, please.

1. How can you get food suggestions when ordering something from food booth? 2. Are there other places where people might suggest food? Which ones? 3. Who would you suggest different kinds of food to?

In groups of four, read the conversation and underline the suggestions you find. What can you suggest people to eat in your hometown?

Group

Sean: Let’s go straight to the hamburger booth. I’m starving! Roberto: Hold on! Girls, what do you want? Sandy: Couldn’t we get pizza? With lots of cheese? Martha: Well, I’d rather eat some tacos with lots of hot sauce. Roberto: I have an idea. Why don’t we buy hamburgers, tacos, a pizza and hot dogs so we can divide them and share Sean: That’s a great idea. Maybe we could get two burgers, and cut them in half. Sandy: And if we get a whole pizza, I suggest we cut it into fourths. Martha: I don’t think we can divide a taco, but dividing the hamburgers and pizza sounds like a good idea.

Exchanges suggestions in a dialog

Family and Community Environment

Read the conversation in activity 4 again, underline the phrases used to accept suggestions and circle the ones to reject them.

Look at the desserts available at the fair. In pairs, write a short dialog to ask for and make suggestions about which dessert to choose. Look at the dialogs and phrases in this lesson and previous lessons for help. You can use the phrases provided here.

I’m not sure.

What about…?

Would you like…?

I prefer…

Pairs

Do you think we could…?

That sounds like a good idea.

Cake

Cupcakes

Role-play your dialog. Take turns to ask for and make suggestions.

Step 3 A list of suggestions

•

Let's get to work on our product one more time. Work with your team. Bring out your work from previous Create sessions. In agreement with your teammates, make a graphic organizer and classify all the expressions you wrote in your notebook in the two previous sessions. Go over the classification: you can classify expressions you may use for buying or referring to food, other places, to making suggestions, etc. Check your categories with your teammates and save them for the next session.

Reading

T i me Facts

Track 26 Fairs; Then and Now Read pages 14 to 18. What type of food do you like to eat at "fiestas" or fairs? What do you think makes fairs fun?

Unit 1

Work in pairs. Taking turns, ask the questions to your partner. Write the answers in your notebooks and at the end, exchange and compare them. Do you both think similarly? 1. 2. 3. 4.

Pairs

How many different kinds of food can you buy? What food can you suggest people sell at a food both? What kind of food can you buy at school? What kind of booth can you and your classmates put up at a School Fair too sell food?

Work in pairs. Choose one of your suggestions from question 4 activity 1 and write a short dialog suggesting to sell that food.

Pairs

: you

: partner

3. 4.

Role-play your dialog to another pair and listen to theirs.

Make a list of food that you can find in a school fair and in your house. The words in the box can help you. School Fair Tamales

Group

House Jamaica drink

Work in pairs. Share and compare your list in activity 4. Choose your favorite food at a fair and tell your partner why you prefer it.

Pairs

Family and Community Environment

Read the conversation below. Some kids are planning a School Fair and are organizing the food they are selling at their booth. Identify the suggestions they ask for or give and write them down.

a) Should we get pizzas? b) Mom could make spaghetti c) Why don’t we make a salad for the adults. d) How about lemonade for everyone? e) Maybe we should have cake f) Yes, they have good ones at the bakery around the corner.

Pairs

SUGGESTIONS

Should we get pizzas?

a) No,we already have hot dogs. b) Everyone likes spaghetti. c) Yes, adults love salad. d) Sure, why not. Sodas are full of sugar. e) I agree, but let’s buy it. f) I’ll download the music and decorate the living room.

Read the conversation in activity 6 again. Answer the questions. Read your answers out-loud to your group.

Group

a) What things are the kids still missing for their booth? b) What things can you suggest so that their booth sells a lot of food?

Exchange your ideas in groups.

-- Bring: -- Flash cards. -- Colors..

Group

Unit 1

Show & Tell

Buying food at the School Fair

•

Let's put together what you and your teammates did in previous sessions and plan a booth to sell food at a School Fair, using the information you gathered. To plan correctly, use your work from the Create sessions to make and ask for suggestions to decide on the food you are going to sell. Take turns to suggest how you are going to sell the food and how much you want to charge for it. You can also look at the suggestions you wrote down in the Review section for ideas.

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 1 and follow instructions.

Draw different types of food that you are going to sell on flash cards, and draw something to drink on other cards. etc. Set up your booth in the classroom using desks and the wall (if you can). Practice buying and selling your food. Make suggestions so that others can try different foods. These expressions will help. Can I have a , please? Yes, please. No, thank you. How much is/are the Sure! What’s my total? Here you are!

Would you like to try…? $XX pesos each. Would you like to try the ? They are delicious! That will be $XX pesos total. Thank you

We suggest… Have fun! And in agreement with your teacher and the school authorities plan a real School Fair and this can help to collect some money and earn for your graduation from 6th grade.

Assessment 1

Think and reflect

Let's reflect! Follow the instructions to assess your learning progress. 1.

How can you show your understanding of the following achievements? How can you use them out of the classroom? Write your answers on the lines and discuss with your group. a) Write two expressions you use to buy something. b) Write one expression to sell something. c) Write three products you can buy or sell and that you can ask for or make suggestions. d) Write two different things for which you can ask for or make suggestions.

Now, think of the following questions and write down your opinon. Exchange ideas with a partner. a) When and where can you give or ask for suggestions? b) Why can asking for or giving suggestions be useful? c) You learned expressions and ways to buy and sell things at a fair: how to build a booth to buy and sell food or goodies and how to suggest ideas on buying and selling things. Which suggestions or expressions do you like best from this unit that you can use in other situations? Which are other situations in which you can give suggestions?

Work in pairs. Exchange ideas and suggestions on how to improve the way you learn and how to organize your worked on your product. Then talk about when and where you can make and ask for suggestions to buy or sell a product in your daily life.

Good job!

Lesson 1

What is a fantasy story? 1.

Fantastic and Magic • • •

Explore and read fantasy stories. Read stories. Compare similarities and differences between local behaviors, values and settings and those of other countries.

Look at the pictures and the title of the story. As a whole group, discuss and answer the questions. 1. 2. 3. 4.

Group

Who was the king that had the knights of the round table? What do you think is happening in picture a? Look at picture b. What do you think this story is about? Look at picture c. Where do you think this story took place?

The Sword in the Stone

In pairs, read the following summary of the story. Then read the words discuss the kinds of stories where you can see them. Look up their meanings if necessary.

Pairs

Many years ago, a baby son was born to a King and queen in one of the kingdoms of England. There was war in the land and they worried that something could happen to Arthur, their baby. They decided to send the baby to a safe place. The king’s advisor, Merlin the wizard, took him away to his friend William’s family who had a farm. “Don’t pamper Arthur”, he told them. “He needs to grow up strong. Put him to work and I will come by to give him lessons”. And so, year after year, Arthur grew strong. He helped with all the chores and loved his lessons with his dear teacher, Merlin, especially when Merlin used his magic staff to explain something. Years later, when the king died, his last words to Merlin were, “help Arthur become king”. It was decided that the new king would be the winner of a tournament. Merlin sent Arthur to be a squire, he helped the knights with their shields and armour. One day coming back from the river, he saw a sword stuck in a big stone. Thinking it belonged to one of the knights, he pulled it out. Golden letters on the sword said “whoever pulls this sword from the stone is the real king of England. It was a magic sword! Everybody came running but nobody believed that he had pulled it out, so Merlin put the sword back into the stone and invited all the knights and Lords to try again. Nobody could pull it out, so Merlin asked Arthur to try once more. Arthur pulled it out easily and everobody fell to their knees. “Long live King Arthur”, they cried. And so his new journey began. kingdom

advisor

tournament

squire

staff

In groups, talk about the magical object mentioned in the story. What makes it magical? Do you know other stories with similar magical objects? Share them with your classmates.

Reads fantastic stories

Ludic and Literary Environment

Pairs

A story has various components. Read what they mean, find them in the story in activity 2. Then, share your answers with a partner. Next, think of a story you and your partner know and and write a sentence that shows the component of that storyin the boxes.

Beginning. - These are the sentences that start off the story, usually one or two. Characters. - These are the people in the story. Problem. - All stories have a problem that has to be solved. Resolution. - This is the way the characters solve the problem Ending. - This is the final line and conclusion of the story

In pairs discuss and write, Have you ever had a problem or an obstacle? How did you solve it? What was the outcome (the ending)? Problem: Resolution: Outcome (ending):

Pairs

Step 1 You are going to make a collage about a magical object for your product in this unit. Work in groups. Talk about fantasy stories that you know. Who are the characters? What do they do? Where does the story take place? What are the magical objects in the story? What do the characters do with the magical objects? Choose two fantasy stories where there is one or more magical objects. Make a table where you write down the similarities and differences between the characters, actions, magical objects and settings of both stories in your notebooks. Put them away for next session.

Links You can also access https://www. shortkidstories.com/ story_category/ fantasy/ to read some fantasy stories and get more ideas for your product.

ading Tim

•

Collage about a magical object

Stories Track 26 The Black Knight Read pages 19 to 23. Why do you think there are legends about knights and magic?

Unit 2

Lesson 2

• Read stories.

What stories do you like to read? 1.

Listen to the conversation and answer the questions. Then, exchange answers with the rest of the class. 1.

Track

How do you know when something is described?

2. What is described in the conversation? 3. What words are used to describe objects or people? 4. What are describing words for?

Listen to the conversation again and discuss the questions in pairs. Make notes as you listen so you can share your opinion. 1.

Pairs

Track

Why did Merlin and Arthur have a conversation?

2. Who narrates the story? 3. What did you learn about Arthur with this conversation?

Group

Exchange your ideas with another pair.

Take turns to exchange with the rest of the class your points of view. Did you all agree? What was different or similar in your views?

Reads fantastic stories.

Ludic and Literary Environment

Work in pairs. Talk about the sequence of events mentioned in the conversation. Read the sentences and take turns to describe the pictures.

1. 2. 3. 4. 5.

Pairs

Arthur thought that he and William’s son Ben were twins. Merlin took Arthur to his friend William’s farm. Arthur’s parents died. There was war in the land because everybody wanted more land. Merlin sent Arthur to the tournament as a squire.

Use the sentences in activity 5 to order the sequence. Exchange answers in groups.

Step 2 Collage about a magical object Let's continue working on this unit's product.

ading Tim

Work with your team. Discuss what you learned about Arthur and the relationships there are between him and other important characters in his life. Take out your notes from the previous session. Choose one of your stories. Identify the main character and other characters in the story you chose. Discuss the relationships there are between the main character and the rest of the characters. Draw a graphic to show these relationships in your notebooks. Put it away for future use.

•

Stories Track 26 The Black Knight Read pages 24 to 28. What do you think made the knights powerful? Do you think King Arthur was wise? Why?

Unit 2

Lesson 3

•

Compare similarities and differences between local behaviors, values and settings and those of other countries.

What do you like the most about stories? 1.

Listen to and read the text. Then, with a partner, circle and discuss the words you don't know. Share with the whole group until you agree on the meanings.

Everything was so fast!

dward, William’s oldest son took Ben and I as squires. But at the tournament, Ben bullied me. Edward made me do all the hard work; polish his armour and his shield, brush his horse, get water for his bath and get food Ben didn’t do anything. That made me feel terrible. I wished I had Merlin’s staff so I could do everything with a swoosh! Then the next day, Ben pushed me out of the tent, “go get water from the river”, he shouted. I took a big bucket and walked to the river. There was a pretty girl getting water too. Her smile was sweet and she asked my name, I told her I was Arthur, “I’m Guinevere, which noble family is yours?” I couldn’t tell her the truth, so I said I was Edward’s squire. She looked sad, but was still nice to me. We walked back together talking and laughing until she went to her tent.

Pairs

Track

As I continued, I saw a rock with something sticking out of it, it was a beautiful sword! Some squires were watching. Merlin had told me, “ Arthur, if you find anything strange, do what your heart tells you”. So, I pulled the sword out. The squires ran away shouting and before long everyone was around me looking angry. I looked at the sword, It had a shiny long blade with a silver handle with golden letters that said “whoever pulls this sword from the stone, is the rightful king of England. Suddenly, Merlin was there, calming the knights and Lords. He put the sword back into the stone and told everyone to try pulling it again.They all tried, even Ben!, but the sword wouldn’t move. So, he turned to me and told me to try. “He’s just a servant”, yelled Ben. And I got the courage to try again and it slipped right out with a swoosh. And so, here I am. I hope Merlin comes back soon. I never found Guinevere, she probably still thinks I’m a squire.

In pairs discuss the questions. Then, share your answers with the rest of the class.

Pairs

What different types of relatonships can one person have? What is a friendship? What is a familiar relationship? What relationships can you find between Arthur and the rest of the characters mentioned in activity 1? 5. Do you have similar relationships? Tell your partner. 1. 2. 3. 4.

Group

In groups, talk about the words we can use to describe characters, settings and objects. Write down your ideas. Share them with the class.

Read the text in activity 1 and circle the words that describe objects. Exchange with a partner.

Reads fantastic stories.

Ludic and Literary Environment

Many years ago, the Aztec empire had a social structure that included Lords (tecuhtli) nobles ( pipiltin), commoners (macehualtin), serfs and slaves. There were also different types of warriors with names like the jaguars , the eagles and so on. When there was war, these warriors were fierce.

Many years ago, England had a social structure that included aristocrats, (relatives of the King or Queen like Dukes), nobles and commoners. There were also Lords and knights who had large pieces of land and serfs who lived and worked the lands. When there was war, the knights were fierce warriors. Today people are proud of their English ancestry.

Pairs

Work with a partner. Discuss the similarities and differences of these two great cultures and share with the group.

Today, people are proud of their Aztec ancestry.

What similarities and differences can you find between the two warriors? Discuss them in groups and write down your ideas in your notebooks. You can discuss the ideas in the speech bubbles or discuss your own. A knight’s helmet and an Aztec warrior’s head dress

A knight’s armour and an Aztec warrior’s animal skin body cover

Behavior in wars

Pride in their ancestry

Social structure

Different types of warriors

Step 3 Collage about a magical object Let's continue working on your product.

ading Tim

Work with your team. Think about the sword that king Arthur took from the stone, Why is it special? Then talk about the story you chose. What are the magical objects in your story? What makes them special? Use words to describe the objects in the story you chose and to say what makes them special. Make a list with these special or magical objects and write a short description about each. You can use these questions for help: What makes it special or magical? Who can use it? Why? Does a character give it to another character? What is the purpose of the object? What does it look like. Then, choose one object and think about the ways you can illustrate all the descriptions you can make about that object. Make sure all your descriptions are clear and accurate so that they are easier to illustrate. Decide where you will get the pictures and drawings. You will need them to put together your final product. Bring them all for the final session.

•

Stories Track 26 The Black Knight Read pages 29 to 32. What do you think it was like being a knight of the round table?

Unit 2

Look at the magic items and write a description for each. Then, get together with a partner and take turns to read your descriptions aloud. Can you guess the object that your partner is describing?

Work in pairs. Choose a story you both know and complete the information. Then, exchange your work with another pair aloud. 1. 2. 3. 4. 5.

The main character or protagonist: A secondary character: A support character. He or she helps the story develop: Who is the narrator? What are some important relationships in the story?

Pairs

Ludic and Literary Environment

Work in pairs. Choose a story you know that has a magic object. Draw a scene from Pairs that story with the magic object. Then, compare your drawing with your partner. Take turns to say what is similar and what is different between your drawings.

Pairs

With a partner, write the expressions below in the correct box. Characters

a young prince A magic collar There was a beggar A sailor named... A magic ring A flying broom A large fluffy dog. A magic lamp

Choose one of the objects from activity 6. Write some sentences to describe it and make a drawing. Share your work in groups.

Magical objects

Once long ago And so, they walked home. a wizard’s hat a ring Roger a cauldron a queen a girl Group

-- Bring: -- A piece of cardstock -- Glue, markers, magazines or pictures for cutouts. Unit 2

Show & Tell

The collage!

•

Let's present your work to your classmates. Get together with your team and take out all your cut outs and your description of your magical object. On a large piece of construction paper, place your cut outs in various ways. When you find the design that you all like, start pasting the cut outs. Use markers to add the descriptions you wrote. Share with the rest of the class and explain where your ideas came from. Don’t forget to mention what the object does and what makes it magic.

Extra Product Evidence If you want to work on another project related to anecdotes, go to page 110, Extra Product Evidence 2 and follow instructions.

Assessment 2

Think and reflect

Let's reflect! Follow the instructions to assess your learning progress. 1.

Choose a fantasy story. Write one or two sentences to describe the following: a) The main character: b) The magical object: c) The beginning of the story: d) The problem in the story: e) The resolution of the story: f) The ending:

Now, think of the following questions and write down your opinon. Exchange ideas with a partner. a) What other kinds of objects can you describe with what you learned in this unit? b) Why can describing objects, people and places be useful? c) How can you use descriptions in your daily life? d) How can you share what you learned out of the classroom?

Good job!

Lesson 1

Let’s be safe • • •

Revises instructions to avoid risky situations. Plans how to write instructions. Writes instructions to avoid risky situations.

What are some dangerous things that can happen to you at an ecological park or similar place? 1.

Work in pairs. Look at the pictures and the poster of the ecological park of Celestun. Describe the pictures. Then, discuss the questions with your class.

Pairs

WELCOME TO CELESTUN

This is a Special Reserve of the Ria Celestun Biosphere. At the Jaltun stop Take the boat to different parts of the Ria and visit : The Pink Caribbean Flamencos Sanctuary The Mangroves of Dzinitun The Baldiosera Springs

Rules are for your safety! • Keep your hands inside the boat at all times. • Do not feed the birds. • Do not jump out of the boat when landing. • Walk carefully on the way to the springs. • Do not jump into the springs to swim. • Use plenty of mosquito repellent. • Wear a hat to protect your face from the sun.

• Have you ever been to an ecological park? • What was it like? • Did anything happen to you or your family members?

Work in pairs. Read the poster and discuss the questions. Write your ideas in your notebooks. Then, share your ideas with another pair, do you agree? How did you come up with your answers?

Pairs

1. Why is the title bigger? 2. Why is the description in bold? 3. Why are the rules in red?

In groups, read the following statements and discuss your opinions. 1. 2. 3. 4.

Group

The purpose of this poster is to attract people who are driving along the road. The safety rules are there so that you don’t hurt yourself. The places you can visit are very dangerous. When people read the poster, they won’t want to visit the park.

Writes instructions to avoid a risky situation.

Academic and Educational Environment

Work in pairs Listen to Nicte-ha and her brother Aapo answer the questions. Share your answers with another pair.

Track

• What are the children doing? • Why do you think they do it? • What do you think about what Nicte-ha and Aapo say?

Subtitle

Group

Work in groups. Discuss and determine what parts of the poster these labels refer to. How can you know? Share your ideas with the rest of the class. Heading

Instructions

Title

Conclusion

Work with a partner. What does it mean when someone tells you you shouldn't do something? Read the poster again and identify what visitors should and Pairs shouldn't do. What lets you know the answers? Make some notes in your notebook.

Step 1 Illustrated Report

•

In this unit you will make an illustrated report. Let´s begin. Work in teams. Start working on your product by talking with your teammates about important words or expressions that you learned in this lesson. What words or expressions can you use in instructions? Write them down in your notebooks. Put your words and expressions away in a safe place so you can use them in the next session.

Reading

T i me Facts

Track 27 Better safe than sorry Read pages 33 to 37. How do you stay safe while on the streets? Why is your safety important?

Unit 3

Lesson 2

• Plans how to write instructions.

What are some important things to consider while you are cooking in the kitchen? How do you stay safe? Track

Look at the picture and predict what is happening. Then, listen and see if your predictions were accurate.

Work with a partner. Look at the kitchen below. Discuss and choose the things can put you at risk. Explain the reasons why. Share your discoveries with the group.

Circle the words you can use to write instructions to stay safe in the kitchen. don’t have to pond keep

dog

must mountain

shouldn’t instructions stay have to couch

mustn’t should

Write 4 instructions about the picture in activity 2 using the words you chose in activity 3 and the clues. knife fire water blender smoke oven stove

Write a title for your instructions and your instructions on a separate sheet of paper and display it on the classroom walls. Read your classmates' work out loud.

Plans how to write instructions.

Academic and Educational Environment

Look at the pictures below. Then, write five things that you should or shouldn't do in a kitchen.

7. 8.

In pairs, share and compare your sentences. Then, talk about the differences between the expressions: should/shouldn't, must/mustn't and have to /don't have to. Make notes. Share your ideas with the class.

Pairs

Group

Step 2 Illustrated Report

•

Let's continue working on your product. Work with your team. With your teammates, discuss some situations that might be dangerous or put you at risk. Make a list. Choose one situation from your list. This is the situation your illustrated report will be about. Make some notes that explain the reasons why this situation might put you at risk and ideas about what you can do to avoid the risk. Determine if you need to find out more information and decide how you will do it. You need to gather all the necessary information for the next session. Keep everything in a safe place for future use.

Links Access the following web page to read more about risk taking and risky situations. You can use what you learn to make your list or use it to complement it. https://www. bbc.co.uk/ learningenglish/ features/6-minuteenglish/ep-180531

Reading

T i me Facts

Track 27 Better safe than sorry Read pages 38 to 42. Do you ride a bike? Where do you ride it? How do you stay safe while riding a bike?

Unit 3

Lesson 3

• Writes instructions to avoid risky situations.

Why can some activities be dangerous? What is the importance of following instructions? 1.

Work with a partner. Read about another activity that you can do at an adventure park in Yucatan. What does the word suggestion mean? How do is a suggestion different from a rule? Why do you think there are suggestion in this brochure?

Pairs

Fun activities for kids We are planning adventures just for you!

(but your parents can join us too)

Zip Lining Imagine: You are flying on a zipline high above the jungle floor. You are watching the trees, birds and spider monkeys at your own level. You are diving off the platform sitting on a comfortable seat while zipping.

You should wear a helmet and gloves. You shouldn’t wear a dress or a skirt. You should comfortable pants or shorts. You shouldn’t wear sandals. You should wear shoes or tennis shoes and socks. 6. You shouldn’t reach out to trees or animals. 7. You shouldn’t take photos. 8. You shouldn’t jump off the platform without supervision. 1. 2. 3. 4. 5.

In groups, look at these sentences and discuss their intention. What gives you clues about the intention? Then, share your ideas and your own examples with the rest of the class. 1. 2. 3. 4.

“Get out of the pool,” he yelled. “Don’t jump!”, he ordered. “I like snorkeling”, she said. “I don’t like, swimming”, she said. Give some of your own examples:

Suggestions:

Writes instructions to avoid risky situations

Group

Academic and Educational Environment

Work with a partner. What happens when you change suggestions into rules? Choose at least two positive suggestions and two negative suggestions and turn them into rules. Then, discuss what happens. Share with the rest of the class.

Listen to and read the dialog. What happened? What can you do in a similar situation?

Track

Pedro’s Accident Nicte-ha: Are you sure that you cut your hand on the coral reef? Pedro: I thought it was a shark and I started swimming to the shore. Aapo: When he got out, he was coughing and crying. Pedro: It’s hurting and it’s bleeding. Nicte-ha: Let’s get you some first aid. Aapo: Yes, coral cuts can get infected very easily.

Work with a partner and number the first aid instructions in the correct order.

Pairs

Scrub the cut with soap and water and rinse well. If an infection develops, take an oral antibiotic for five days. Rinse again with water and hydrogen peroxide. Apply and antibiotic ointment and cover with a bandage.

Group

In groups, discuss the questions. Share with your teacher. a) Do instructions need to be written in a specific order? b) Why?

Step 3 Illustrated Report

•

Let's continue working on your product. Work with your team. Bring out your notes about the situation you chose. Write rules, instructions or suggestions that you can share with someone for the situation you chose so that they are not at risk. Use the words you have learned so far. Keep them in a safe place for use in the last session.

Reading

T i me Facts

Track 27 Better safe than sorry Read pages 43 to 46. How do you get to school? How do you stay safe on your way to school? How do you stay safe when you ride a bus?

Unit 3

Look at the picture and say what happened.

Write five rules of how you should behave at school so that something like what happened in the picture above doesn't happen.

Exchange your rules with a partner and see if you agree.

Pairs

Academic and Educational Environment

Work with a partner. Look at the picture. Talk about the situation where a kid like you could be at risk. Share your ideas with another pair.

Pairs

1.5 m

Think of other things that you have to do to stay safe at a fair. Make a poster with rules for the fair. The words in the speech bubbles can help you. must

ride

bumper cars

Rules for the fair!

flying chairs

arms

keep

crash

have to

mustn’t

don’t have to

-- Construction paper -- Markers 6.

Share your work with the rest of the class.

Unit 3

Show & Tell

Illustrated Report

•

Let's present your work to your classmates. Work with your team. Take out all the information and instructions about the situation you chose. Decide how you are going to write your report and how you are going to illustrate it. Think about the things you learned and how they allowed you to come up with your instructions. Don’t forget to write the title and to order the information in a clear way! You can use construction paper to organize the sections of your report, write it down and illustrate it in a way that you can present it to your classmates. As a team, give your report to the whole class.

Extra Product Evidence If you want to work on another project related to how illustrated guides can help solve problems, go to page 111, Extra Product Evidence 3 and follow instructions.

Assessment 3

Think and reflect

Let's reflect! Follow the instructions to assess your learning progress. a) Answers the questions. Check (✔) the words you can use to write rules.

should

could

must

mustn't

have to

don't have to

b) What words can you use to make suggestions?

c) What are the differences between suggestions and rules?

d) How can instructions or rules help you stay safe?

e) How can pictures help you follow instructions?

Now, think of the following questions and write down your opinion. Exchange ideas with a partner. a) When are instructions or rules useful?

b) Where can you see instructions or rules in your daily life?

c) What rules or instructions keep you safe on a daily basis?

d) Why is it important to understand the meaning of rules and instructions in English?

Lesson 1

An interesting celebrity! • • •

Explores Interviews. Understands general information and some details in an interview. Discusses opinions about interviews .

What is an interview? 1.

Look at these pictures of an all-girls rock band group and answer the questions with your group. What do you think is happening in each picture?

Look at the pictures again. Exchange ideas and answer these questions in pairs.

Group

Look

Pairs

a) What different types of media do you know? b) What media do you use to find out about your favorite artists? c) Which is the media you use most? d) Would you rather listen to an interview on the radio or watch one on TV, why? e) What kinds of things do you like to know about your favorite bands or artist? f) Have you ever seen an interview? If so, where?

Interviews can happen in different places! Why do you think people give interviews in different places? What place would you choose for an interview? Where would you interview your favorite artist? Discuss in groups.

Analyzes and discusses an interview.

Group

Family and Community Environment

Pairs

Listen to the TV interview and discuss the questions in pairs.

Track

Adele: Hello fans of the Vietnamese rock band Purple-Blue! I’m here interviewing them before their concert in Mexico City. Can you tell us a little about yourselves? What do you like to do when your not on tour? Ivanna: Well, I’m Ivanna. I’m the lead singer! I like to bake when I’m not singing. Sun: Hi, I’m Sun! I’m the guitarist. I love to dance. Jen: I’m Jen, the drummer. I read in my spare time. Melly: and I’m Melly, the bass player. I never stop playing! Adele: How did you all come together to form a band? Jen: We all went to school together. Sun and I know eachother since 6th grade! Ivanna: Yea, but we didn’t have our first album until we were in high school. That’s when our silver record for the hit song, “The Big Bang” Adele: Wow. Well, you must be eager to go out and play. Thank you very much for giving us this time. Good luck! a) b) c) d)

What do you think are the parts of an interview? What information can you get during an interview? Can you guess where an interview took place? Why? Do you think that the way in which you finish an interview is important? Why? How could you finish an interview with your idol?

Step 1 Discussion

•

Let's start gathering our information for this unit's final product. Work in teams. Talk with your teammates about the most important elements in interviews. Discuss the types of things you can learn from interviews and why these things can be interesting. Look back at the lesson and find the words and expressions you think are important for an interview. Write them down in your notebooks. Keep this information for later use.

Reading

T i me Facts

Track 28 Tell your story Read pages 47 to 51. Do you follow any outstanding young people? What do you like about them? Who would you like to interview?

Unit 4

Lesson 2

• Understands general information and some details in an interview.

Why do you think people listen to or watch interviews?

Listen to the interview. Then, read the questions and discuss the questions below in pairs.

Pairs

Track

Adele: Good evening, tonight we are interviewing the Korean group BVT . They are here in Mexico to give three concerts. Why don’t we start with your names? T: Well, three of us have letter names. I’m T, this is V, and that thin boy is B. Jin: Adele: Kim: T: Adele: T and Jin: Jin:

I’m Jin and this is Kim. Where are you from? All of us are from Busan, it’s the second biggest city in South Korea. And it’s very beautiful You should come to visit. Why did you come to Mexico? Because of our fans! We have thousands of them here And we can speak a little bit of Spanish, Si? Tu mucho bonita!

And we want to sing and rap for them

We love Mexico! We want to visit everything and everywhere!

Adele: Oh, I can hear your fans calling you to the stage. Can we continue after the show? All boys :

Sure, of course.

a) What information did you learn about the boys? b) What did you learn about their country? c) What would you ask them?

Group

Work in groups. Think about the following: Sometimes their conversation changed tones, 1. What do you think they are proud of ? 2. What are they happy and excited about?

Family and Community Environment

Listen to the after show conversation and tell a partner what you understood about the artists families. Then, share what you could say in an interview about you and your family. You can use the questions below for inspiration.

Pairs

Track

When were you born?

Where were you born?

How did your parents meet?

When did they leave? Where do you live now?

Read the excerpts from the newspaper and, in pairs, think about what the artists really said. Write it in the speech bubbles. Then, share with the rest of the class. “The

They told our reporter that the audience in Mexico City was incredible.

Pairs

“Sorry

e the y had to They apologized becaus raphs. tog au sign hundreds of

Step 2 Discussion

•

Let's continue working on your product. Get into your teams. Talk about the different types of people that can be interviewed and the topics for interviews. Think about something that you think is important in this world that your want to know more about, it can be anything. Then, decide what type of person you would need to interview to find out more information about this topic. In your notebooks, write down the things you already know about the topic you chose and the things you want to find out. Decide where you will look for the interviews that can give you information about the topic and the format of the interviews. Watch, read or listen to the interview that you chose and make notes that you will bring to the next session.

Reading

T i me Facts

Track 28 Tell your story Read pages 52 to 56. What questions do you want to ask someone else? What questions do you want to answer about yourself? What person close to you would you like to interview?

Unit 4

Lesson 3

• Discusses opinions about interviews.

How do you share your opinion with others? 1.

Read the excerpts of the interview and the kids opinions. Are they all positive? Who gives negative opinions about the group? Who gives positive opinions? Discuss as a class.

Carla: I think it’s sweet that she likes to bake, no? Enrique: Really? She looks too young to be baking. Susi: Oh come on! all of us like to bake, and we’re in 6th grade! Nacho: In my opinion they are all exaggerating. I don’t believe the drummer reads in her spare time. Enrique: I agree, look at them they look very young. Susi: I don’t think so, guys. I believe that they are older, they met in 6th grade. You boys are just jealous. Carla: I think that their music is great.

Now, read the opinions about the group BVT and discuss the kids opinions in groups. How similar or different are these opinions to their previous ones? Enrique: Nacho: Carla: Susi: Carla: Carla and Susi: Nacho: Enrique: All:

Look! It’s the BVT interview! Now THAT’S an incredible group! I love the way they chose their names! So unique. No, really? I think it would be like calling us A to D kids. It seems to me that they are all very charming. I loved that they tried to learn some Spanish In our opinion, they are all very handsome I think that has nothing to do with anything! Why don’t we organize a roundtable discussion at school ? Great!

The kids are sharing their opinion. What expressions do they use to start the opinions? Make some notes and share with a partner.

Group

Analyzes and discusses an interview.

Pairs

Family and Community Environment

Work in pairs. Read the excerpts again and now identify and discuss how they refute some of the opinions.

Pairs

Work with a partner. Give an opinion for a statement, Then your partner must refute it. Example: Statements

1. I think all schools should ban uniforms.

2. Foreign music groups are the best!

3. Schools in Mexico should have cafeterias.

Opinions A: I agree. We should all wear what we want. B: I don’t think so, we should all look the same; no differences.

A: I think it’s because they have better technical support. B: Oh come on! We have hundreds of great groups and all kinds of music! A: B: A:

4. Your own statement

Step 3 Discussion

•

Let's continue working on your product. Get into your teams. Take out your work from the previous sessions and your notes about the interview. Talk about the interviews you watched, read or listened to. Share your opinions about the interview. Write them down. Choose the interview or parts of the interview that you are going to talk about on your final step of the product. Make notes so that you remember what you will present to the rest of the class. The interview and your opinions. Put everything away for the las product session.

Reading

T i me Facts

Track 28 Tell your story Read pages 57 to 60. Do you like to imagine your future? Why?

Unit 4

Write four different places where an interview can happen.

Think of a famous person you want to interview. Write some questions that you could ask that person.

In pairs, take turns to pretend that you are the famous person your partner wants to interview and answer the questions. Write down the answers in your notebook. Then, exchange roles.

Pairs

Family and Community Environment

Now, write your interview questions and the corresponding answers below.

Work in groups. Take turns to act out your interview. Make some notes while you listen to your teammates.

In groups, take turns to share your opinion about your teammates interviews.

Unit 4

Group

Show & Tell

Discussion

•

Let's present your work to your classmates. Get into your teams and take out all your notes from previous lessons. Practice what you are going to say. Remember that you can always say more than what you wrote. Present your topic and the interview to your classmates. Then, share your opinions about the interview. You can even invite your classmates to share their own opinions.

Extra Product Evidence If you want to work on another project related to interviews, go to page 111, Extra Product Evidence 4 and follow instructions.

Assessment 4

Think and reflect

Let's reflect! Follow the instructions to assess your learning progress. 1.

Complete. a) How can you start a discussion? b) How can you know it is your turn to speak? c) Write some ways you can offer positive opinions. d) What can you say when you don’t have the same opinion? e) How can you end a discussion?

Now, think of the following questions and write down your opinion. Exchange ideas with a partner. a) What can you learn from interviews? b) Where can you see interviews in your daily life? c) What interesting person from your community do you want to interview? d) What are other things you can do with questions in your daily life? e) How important are these elements in a discussion? Write a cross (✘). 1= Not important - 5 =extremely important Elements:

Know information about the topic. Have an opinion. Share only positive opinions.

Lesson 1

Countries, culture and traditions • • •

Explores and selects images about customs in different cultures. Describes and compares details. Explains customs using pictures.

What is culture?

Group

These are images of three different cultures. Discuss with the whole group. Describe what's in the pictures.

Work with a partner. Some of the pictures show people from Australia, others from India and others from Mexico. Discuss which ones represent each country. How can you know? Then, talk about what things, besides food, represent culture. Write down your ideas.

Explains customs using pictures

Pairs

Ludic and Literary Environment

Work in pairs. Decide where these dishes are from. Why does food represent culture? Share opinions with your class.

Masala Chai. (tea and spices) Naan (flatbread) Vindaloo (meat and hot curry) Samosas(fried stuffed pastry) Rogan Josh (lamb and spiced gravy) Rice

Chiles rellenos (stuffed chiles)

Pavlova (meringue cake with whipped cream and fruit)

cheese, sausage meat etc)

Kangaroo steaks and hamburgers

Beans (boiled or fried)

Rice ( red or white) Enchiladas (tortilla halves with stuffing and sauce)

Work in pairs. Ask and answer about the images on the previous page. Use these ideas.

What is that? (pointing) What are they doing? Why are they smiling? Are they eating with their fingers? Have you ever tried How was your experience?

Tacos ( rolled tortillas with meat,

Lamingtons(cake dipped in chocolate and coconut)

Lentils

Meat pies (with gravy mushrooms and cheese)

Pairs

I think it’s a (use the lists above) . They are ! Because they are eating Yes, it’s normal Yes, I have. No, I haven’t. Well, the food was (great/delicious/awful/terrible)

Read and listen to the dialogs. Write the country they are talking about. Then, share with the class what clues gave you the answer.

A: “Hey! this curry is hot!” B: Add some rice to it. A: I want a hamburger! B: No! Cows are sacred in this country, Use your naan.

A: Really? The unesco declared it a World Cultural Heritage? B: Not just the enchiladas, but everything on the table! A: So, what does that mean? B: That the whole world knows that our cuisine is the best!

A: No! Absolutely not! I will not even try a kangaroo steak! B: Ok, ok (laughing) How about a meat pie? A: No, I think I want something sweet. B: Waiter! Can we have two Pavlovas please.

Step 1 In this unit you will make a chart with pictures and descriptions to comapre customs and traditions. Work in teams. Think about and dicuss what culture is. What words can you use to describe it? Make a list of words and expressions that can represent or talk about culture. Food is one example you can take from this lesson, think of other things that represent culture and write them down. Keep the information for the next session.

Links Access the web page to read about culture and see if your description is correct. Complement it if necessary https:// kids.kiddle.co/Culture

ading Tim

•

Comparing customs and traditions using pictures

Stories

Track 29 Rolling X Three Read pages 61 to 65. Are there any "rolling" competitions in your community?

Unit 5

Lesson 2

• Describes and compares details.

What things define your culture? 1. 2.

Do you think dance is part of culture too? Why? Share your ideas as a class. Look at the pictures of traditional dances from Mexico, India and Australia. What elements can you compare? Discuss with your class. MEXICO

INDIA

AUSTRALIA

Danza de concheros

Panthi

Aboriginal Pairs

Work in pairs. Look at the following descriptions. Talk about them and decide the dance that they describe. Write sentences to describe the dances in your notebooks.

They wear feathers on their head piece.

They use sandals while dancing.

They wear seed shells on their ankles.

They dance barefoot.

They paint their body for decoration

They dance with sticks in their hands.

Work in groups. Exchange your descriptions with your teammates. Then, talk about the similarities and differences between the three dances.

Read the informative paragraph. With a partner, talk about the similarities and differences mentioned in the text.

Group

Pairs

Dancing in all cultures is of great importance. It is an activity where everyone joins in, bonds and most of all keeps people connected to their culture. It helps with physical fitness, coordination, and it’s a lot of fun! In Mexico there is a dance named Jarabe tapatio where woman wear beautiful dresses that look like butterflies when they twirl around. In India they dance a style of dance named Odissi, where they imitate the gods. In Australia they have Boosh dancing, a mix of Irish and British folklore dance. In boosh dance all the couples dance the same steps.

Explains customs using pictures

Ludic and Literary Environment Pairs

Look at the pictures and take turns to describe what you see.

Have you ever presented a dance at school? Which one? Why do you think there are some celebrations at school where you dance? Exchange ideas with your class.

In pairs, exchange ideas about how you can explain a traditional Mexican dance to a person from a different culture. You can make notes in your notebooks.

Take turns to share your explanations with the rest of the class.

Pairs

Group

Step 2 Let's organize what we know! Get into your teams. Take out your work from the previous session. Think about the things you can compare between two or more countries. What questions can you ask? Write down questions that you can ask to find out more information about customs and traditions of different countries so that you can compare them with your own. You can make a list of countries you could compare. Keep your work for the next session.

ading Tim

•

Comparing customs and traditions using pictures

Stories

Track 29 Rolling X Three Read pages 66 to 70. Are there parties or events for kids in your community? What do you do in those events or parties? Do you play any collecting games? What do you collect? How do you win?

Unit 5

Lesson 3

• Explains customs using pictures.

How can you share your culture with others? 1.

Food and dance are culture, but what about sports? Do you think sports can represent a culture? Why? Share your ideas as a class. Then, look at these pictures. How many differences can you find? Share them with the group.

Rugby : 15 players

American football: 11 players

Read the text. Then read the underlined words and determine how these words describe the pictures. Discuss with your classmates. In Australia the national sport is rugby. It is a contact sport because as you can see, they tackle each other to stop the ball from moving forward. There is another game called American football which is very similar. It is played in the United states. The idea, in both games is to score more points than the other team. There are a lot of similarities to American football, but, take a closer look! They don’t use any helmets. In fact they don’t wear any safety gear. You can only pass the ball to another teammate at the side or behind you, never in front of you. This seems strange.

3. 4.

In pairs, find and underline other words that you think are important to describe the pictures. Share them with the rest of the class. Explain your reasons. Track 14 Pairs Listen to the dialog. In pairs, look at the pictures and discuss the questions.

Why does Roberto compare the sport they are watching? What elements make Roberto think about a different sport? Do you think Roberto's comparison is related to his own culture? Why?

cricket bat

Explains customs using pictures

helmet

batsman

cricket ball

Look

Ludic and Literary Environment

Work in pairs. Make a list of characteristics of soccer. Then, take turns to talk about the similarities and differences between soccer and one of the sports mentioned in this lesson. Finally, discuss the question as a class.

Pairs

a) Number of players b) Equipment c) Name some teams

• 6.

Do you think soccer is part of your culture? Why? Discuss the questions in groups.

Group

a) What do you do during recess at school? Do you play soccer? What other things do you do? b) Do you think kids in other countries do similar things? Why? c) Choose another country and think about the things kids from that country do during recess, what sports they play, the foods they eat, etc.

Exchange your ideas with your class. Make notes.

Step 3 Comparing customs and traditions using pictures Let's continue working on your product.

ading Tim

Get into your teams. Choose the country and customs or traditions that you are going to compare. Identify the questions that you need to answer in order to compare them. Decide how and where to research to answer the questions. Look for images to illustrate the elements that you are going to compare. You need to bring them to the last product session. In your notebooks, make the first draft of a comparative table that you will use to talk about the similarities and differences between the customs or traditions you chose. Keep your work for the final product session.

•

Stories Track 29 Rolling X Three Read pages 71 to 74. What do you do with empty boxes? In which traditions or events in your community do you wear costumes?

Unit 5

Listen to and read the description of the food. Then, discuss the question and follow the instructions below in pairs.

Pairs

Track

This table has interesting food. Hm... Let’s take a look. Now let’s have a taste. Yummy, yummy... This is very spicy, it has curry, tumeric, ginger and other spices. I see that there is no beef dishes here! That is probably because cows are sacred in the country. Ah… but that naan bread, is so delicious, especially with the rice and lentils. And of course, some Masasla chai tea. -Where is the food from? Write some sentences about a food you like and that you know well. Then, write some sentences to mention similarities between the food you chose and the one you read about. Next, write some sentences to mention differences betweent the food you chose and the one you read about.

Get together with another pair and take turns to exchange your comparisons aloud.

Pairs

Ludic and Literary Environment

Pairs

Look at the picture and describe it in pairs.

Work in groups. Write a description of the dance in activity 3. Then, write a description of a dance you do in your community or school.

Group

In groups, write 5 sentences to talk about similarities and differences between the dances and how you think they represent different cultures.

Group

-- Construction paper -- Glue

Take turns to share the similarities and differences with the rest of the class.

Unit 5

Comparing customs and traditions using pictures

•

Show & Tell

Let's present your work to your classmates. Get into your teams. Prepare your presentations. Take out the pictures or illustrations that you are going to use. Decide if you are going to copy your comparative table or write sentences to compare the customs or traditions. In construction paper or any other material you want to use you can paste your pictures or illustrations. Practice comparing different aspects of the pictures. You can use your comparative table for guidance or you can also write some more sentences to help you. Present your project to the whole class.

Extra Product Evidence If you want to work on another project related to dialogs, go to page 112, Extra Product Evidence 5 and follow instructions.

Assessment 5

Think and reflect

Let's reflect! Follow the instructions to assess your learning progress. 1.

Answer the questions. a) Write three things that make you think about culture, customs or traditions. b) How can you talk about similarities and differences? c) What things can you compare between different cultures and traditions? d) How can you use pictures to talk about culture? e) What can you explain about culture or traditions using this picture?

Now, think of the following questions and write down your opinion. Exchange ideas with a partner. a) Where can you see culture or traditions in your daily life? b) How can sharing culture or traditions help you learn more about the way people live in other places? c) What are the most interesting elements from your culture? d) What is a fun tradition from your community? What can people from other cultures would learn about you with this tradition?

Good job!

Lesson 1

Solving problems! • • •

Poses a problem. Chooses information to answer questions. Registers and organizes information.

What is a problem? 1.

What problems does your school have? Do you talk about these problems? Discuss with the whole group.

Work with a partner. Look at the sign outside the Rey Yupanqui School. Compare your list with the list in the sign. a) b) c) d)

Announces

First day of school: August 21st, 8:00am. Parents: We need your help! As usual, every year we ask parents to help prepare the school for your children. We need To paint the desks Fix the windows Fix the doors Clean the classrooms in general Clean the bathrooms

Work with the whole group. Answer the question orally.

Group

Magdalena: Every year the classrooms are dirty. Ixchel: Last year all our dads fixed the windows and the doors. Natalia: And our moms cleaned the bathrooms! Tonatiuh: Why don’t we help our parents this year? Andres: Let’s analyze these problems and find solutions! Ixchel: That’s a great idea Andres. Magdalena: Let’s start with the bathrooms. How do you know that the kids tare talking about problems?

Pairs

How many problems are the same? How many problems does the community help to solve in your school? Does your school ask parents to help? How do they help? Do students help too? How?

Primary School Rey Yupanqui

Group

Revises and selects information to solve a common problem

Academic and Educational Environment

Pairs

Work with a partner discuss the table. Write sentences to describe the problems in your own words using this information. The kids are writing to their classmates describing the school’s problems Problem

What it looks like

How it affects us

What we can do

Bathrooms

No toilet paper. Toilets are dirty. No soap or towels. No mirrors ???

We don’t feel comfortable in the bathrooms. It affects us in the classroom

Organize families to donate toiletries and time to clean the bathrooms and have toiletries in the classroom as needed.

Classroom

The floors have garbage and dust. Some paint is falling off the walls

The classrooms look messy. We can get sick.

Help parents clean at the beginning of the year, then we clean up after every class. Get wastebaskets!

Dear Classmates, Let’s help make our school better. If we work as a team, we can do it. These are a few problems Thank you, Magdalena, Ixchel, Natalia, Andres, and Tonatiuh.

Pairs

Look at the question words and discuss and determine what you can use each word for. what

who

how many

why

how

how much

when

Step 1 FAQ’s about a problem at school

•

Let's start working on this unit's product. Work in teams. With your teammates talk about the problems you previously discussed as a whole class. Write down the ones you consider the most important ones. Then, choose one of the problems and write some questions that you can use to find out more information about this problem in your notebooks. You can look back at the question words in this lesson for help. Think about people you can ask or sources of information to answer these questions. Keep your work for the next step.

Reading

T i me Facts

Track 30 Can you help? Read pages 75 to 79. What do you do to help the environment? Do people in your community worry about the environment? What do you think your community could do?

Unit 6

Lesson 2

• Chooses information to answer questions

Where do you find information to answer questions? Pairs

Work in pairs. Look at the catalogue and answer the questions. The students at Rey Yupanqui are investigating how to solve their problems. This is what they have found.

School Supplies We have all the Guide products you need BIG DISCOUNTS!

to start off the year: Your school will look like you have always wanted it to look.

• What type of text are the students looking at? • How can this help them solve their problems? • What do they need to do with this information so that it can help them solve the problems at school?

Listen to and read the dialog. Discuss the purpose of the conversation the students are having. Andres: Natalia: Tonatiuh: Ixchel: Magdalena: Andres: Tonatiuh:

We need money for the things in the catalogue. We can have bake sales every month! And the boys can have car washes every month. I’ll write to the mothers to send cakes, pies, and cookies. We have to ask the Parents’ Association first. That’s right, they already do a lot of things for the school. I know! Let’s read their manual.

Revises and selects information to solve a common problem

Track

Academic and Educational Environment

Read the document. Answer the questions using the information in the document. Parents’ Association Manual Exchange answers in pairs.

How you can support your children’s school Preparing for the start of the school year

Problem: The desks are scratched and dirty Solution: Help us paint the desks. (lunch provided after work!) Problem: Maintenance workers need help with the classrooms. Solution: Join the cleaning brigade for one week before classes (party on last day) Preparing for special events: The Parents’ Association is in charge of organizing the food, decorations, and games for the students on special holidays such as: Independence Day, The annual Posada, Children’s Day, End of year ceremony. Supporting street safety We always need help with before and after school street crossing safety. The effect of our support is a happy student community all year round.

a) What are the problems at school? b) What are the solutions? c) What is the Parents' Association in charge of? d) What do they always need help for?

Exchange answers in pairs.

Pairs

Step 2 FAQ’s about a problem at school

•

Let's continue working on your product. Work with your team. Take out your questions and their answers. Exchange them with your teammates. Make some notes using all the information you got in your notebooks. Think of possible solutions to the problem you chose and write down some more questions that you will research and answer for the next session. If there is a Parents’ Association in your school, you could try to look for a way to interview some members to see what they do to solve problems. Keep your work for the next session.

Reading

T i me Facts

Track 30 Can you help? Read pages 80 to 84. How does your school take care of the environment? What can you do so that your school helps the environment even more?

Unit 6

Lesson 3

• Registers and organizes information.

What problems do you want to solve? 1.

Mirrors, soap, and towels in the bathrooms.

Hot water! Curtains on all windows!

Pretty wallpaper for the girls’ bathrooms

Group

Work with the whole group. Talk about the following: What would you do to the bathrooms and classrooms in your school? These phrases may help.

Bulletin boards in all classrooms, fresh paint for the walls!

Heaters for the classrooms in the cold season

Fans for the classrooms in the hot season.

Work in groups. Look at this manual and discuss the problems and solutions.

Group

Parents’ Association Manual How you can support your children’s school

Preparing for the start of the school year

Revises and selects information to solve a common problem

Academic and Educational Environment

Pairs

Work with a partner. Look at the table of information that the kids made from their notes. Ask answer. What information can you find out from this table? Write some questions and answers that you can answer with the table.

Things we need

How to get it?

How often?

Toilet paper

School supplies guide, Parents’ Association? (just once)

Once a month.

School supplies guide. Money from the bake sale. School supplies guide. Money from the bake sale. Parents Association Money from the bake sale. Parents Association. Money from the bake sale. Parents Association. Money from the bake sale. Parents Association. Money from the bake sale. School supplies guide. Money from the bake sale. School supplies guide. Money from the bake sale.

Once a month?

Soap Hand towels Paint Brooms Mops Cleaning Cloths Soap dispenser Towel dispenser

Who is in charge? Natalia, Ixchel and parents’ association. Magdalena

Three times a year. Three times a year.

Natalia and Ixchel. Andres and Tonatiuh. Andres and Tonatiuh. Andres and Tonatiuh. Andres and Tonatiuh.

Once a year

Magdalena

Once a Year

Natalia and Ixchel.

Once a month Once a year. Twice a year?

Step 3 FAQ’s about a problem at school

•

Let's continue working on your product. Work with your team. Take out your new questions and their answers. Exchange them with your teammates. Add more notes using all the information you got in your notebooks. Think of possible solutions to the problem you chose. Decide how you will present your frequently asked questions of problems and solutions to your group. Keep your work for the next session.

Reading

T i me Facts

Track 30 Can you help? Read pages 84 to 89. If you could invent something to help your community and the environment, what problem do you think your invention could solve? Is it important for young people to worry about the environment? Why?

Unit 6

Work with a partner, Discuss the meaning of these problems, then classify them by school areas. Some problems can be in more than one area. Share.

Pairs

The floors are dirty, the windows are dirty, the whiteboards are scratched, the desks are scratched, the playground is dirty, there is no toilet paper, there are no trash bins. There are no towel dispensers, there is no soap, the water is cold. The paint is falling off the walls, there is no cafeteria, …(you add more) Classrooms The floors are dirty The paint is falling off the walls.

Bathrooms The floors are dirty The water is cold.

Listen to and read the dialog and answer the question.

Whole school There is no drinking water

Track

Ms. Benotto, the principal of The Rey Yupanqui school is talking to Tonatiuh, Andres, Natalie, Magdalena and Ixchel. Ms. Benetto: I have heard many good things about your project. Tonatiuh: Thank you, Ms. Benetto, Natalia: We need some help. Ms. Benetto: Really? Magdalena: Yes: We can’t find the Parents’ Association members. Ms. Benetoo: That’s your problem? Andres: Yes, We want to have bake sales to get money for supplies and… Ms. Benetto: I understand, you want their help, right? Ixchel: If they give out letters, the moms will also help us with cakes and stuff. Ms. Benotto: We don’t have a new Parents’ Association yet, kids.There’s a new one every year. Tonatiuh: Ohhh! Now what can we do? Ms. Benotto: I will help you! You have been very proactive these last few days and I agree with everything you want to do, Natalia: Really? Ms. Benotto: Yes, now, I must tell you that the school fixes many of the problems you found. Magdalena: Really? Yes, but we always welcome help, especially from kids like you! All kids: Ah shucks, really? Oh,my. Why did the kids decided to have that conversation with Ms. Benotto?

Academic and Educational Environment

Work with a partner. Write three to five questions to find out what others think could be done in bathrooms and classrooms in your school.

Pairs

4. 5.

With the help of your teacher, go and ask your questions to others in your school. Write their answers in your notebooks. Organize your information. Share your findings with the rest of the class.

-- Cardboard -- Markers

Unit 6

Show & Tell

FAQ’s about a problem at school

•

Let's present your work to your classmates. Work with your team. Prepare your presentations with the frequently asked questions about a problem at school that you worked on throughout this unit. Decide how you will present them, you can make a brochure, a poster or anything else you want. Put together all your information for your presentation. Add illustrations if you want to. Practice presenting your product. Present your product to your classmates. Comment on their solutions and share other solutions if you have them. You can use your product and everything you learned to identify problems in other places and to find solutions, you can present your product to other students and teachers at school and you can also share it with family members. If there are problems in the place where you live, for example, you can use the same strategies to propose solutions to the problems.

Extra Product Evidence If you want to work on another project related to making museum or informative cards, go to page 112, Extra Product Evidence 6 and follow instructions.

School Problem & Solution

Assessment 6 1.

Think and reflect

Complete. a) Write the question words you know. b) Write the information you can find out with each question word. Question word

To ask about...

c) Write three questions to ask about problems at school. d) Write three ways to answer questions about problems at school. e) What strategies did you use to find information to answer questions about problems in your school?

Now think of the following questions. Exchange ideas with a partner. a) How can asking questions about school problems help you in your daily life? b) In which other situations could you ask questions to solve problems? c) How can knowing how to find information help you in your daily life?

Good job!

Lesson 1

Narrating a great event! • • •

Explores narratives of sporting events. Understands general information and details in narratives of a sporting event. Narates a short segment of a sporting event.

What sports do you like? Which one is your favorite? 1.

Discuss as a whole group. Do you know the names of the sports items?

Work in pairs. Discuss what items are used for each sport. How do you know? Tell your partner if you play any of these sports or if you like to watch them. Share your favorite teams too.

Read and listen to these commentaries. Which sport are they commenting? Discuss in groups. Explain how you figured out the answers. tennis

Group

basketball

cricket

baseball

Pairs

Group

Track

soccer

1. Narrator: Raul Portiz (Mex.) … with three minutes left in the game, Marquez is running with the ball moving it forward quickly into the path of Pardo, but Oh! Wilson kicks it right through his legs! Is that a penalty? No, just a warning from the referee. The ball is back in play, now Ochoa takes it and is steering it quickly towards Medina! Wow!... He takes it and is zigzagging through the Spanish defense! Just too exciting! Oh. No! there are too many defensive players! Ochoa needs to pass it to someone! Who? But here comes Little Pea on the right, takes the pass and shoots straight to the goal… Goooooool! Oh… oh! What genius! What a team! What a golden goal!… unbelievable!

2. Narrator: David Hinkle (USA, invited) Here we are at the Monterrey Stadium and The Sultans are taking on those Red Devils. They have their helmets and mitts It’s the seventh Inning and there’s the pitch, it’s a ground ball. Looks like he was trying to put the ball to the right side but, it’s ball one… And here’s Marco, up to bat. Swing and miss! Strike 1. That was quite a swing, Oh, strike two, and I’m guessing, yes... strike three. He’s out… Oh gosh! Here we are at the bottom of the ninth inning. There’s the swing by Adrian and that shot is going to the fans! That’s three home runs for the boys from Monterrey. And a win! What a delightful game!

Narrates a sporting event

Family and Community Environment

Listen and read the commentaries again. Discuss the questions in pairs.

Pairs

Track

What is the purpose of these narrations? What words do you think are really important when narrating a sporting event? Who do you think is more excited about the game? Why do you think he is more excited?

Listen to the commentaries one last time. Make a small drawing to represent what you imagine as you listen. Then, exchange and explain your images in pairs.

Discuss the question. How does the narration help you imagine what is happening?

Pairs

Track

Step 1 Narration of a sporting event

•

Let's start working on your product for this unit. Work in teams. Share with your teammates all the sports you know. Make a list of possible sporting events that you could talk about. Write what you know about the sports and events you wrote down in your lists. Keep your notes in a safe place for the next session.

Reading

T i me Facts

Track 31 The Chariot Race Read pages 89 to 93 . Do you like races? What type of races do you like? What sports events do you enjoy?

Unit 7

Lesson 2

• Understands general information and details in narratives of a sporting event.

What sports do you watch on TV or listen to on the radio?

Look at the picture and make predictions to answer the questions below. Where is the game taking place? What’s the weather like? What sport are they playing?

Listen to and read the broadcast and determine if your predicitons were correct. Exchange your answers with a partner.

Pairs

Look

Track

Mike: For those of you who just turned on your televisions, this is the end of the Mexican Baseball League. Here we are, at the end of September and it has been a wild ride. And it’s still hot here in Monterrey. Ted: This championship game between the Sultans and the Red Devils is worth it. This is the seventh game and they are tied 3-3. It’s really exciting! Mike: So, what happened while I was gone, Ted? Ted: Well, we are nearing the end of game; we are at the end of the ninth inning. The Sultans are batting and all the bases are full and loaded. The game is still 4-4 and the crowd is going wild! Everyone is standing on this hot, sunny day. This is amazing! Mike: Yes, it’s so exciting! But tense, you can cut the air with a knife. Ted: Here comes Rodríguez to the plate, ready to bat. Oh my Gosh! This is too intense! Mike: The pitcher comes up to the mound. He gives the catcher a signal and he pitches… Ted: This is it, Mike. That ball is going out of the stadium. Wow! Look at that ball go! Mike: It going, going, gone! Incredible! Unbelievable! Ted: The players are not even running from base to base, this is one of the best home runs I’ve seen. Mike: The Sultans! The new National Champions!

In groups talk about how you can know when someone is excited. Are the broadcasters in activity 2 excited? How can you know? Identify expressions that show excitement and share them with the rest of the class. Why are Mike and Ted excited about this game?

Narrates a sporting event

Group

Family and Community Environment

Do you remember describing words? What are they for? Discuss with your class. Then, read the broadcast in activity 2 and find all the describing words you can.

In pairs, exchange the describing words you found. How can these words change a sentence? Can they make you feel something different? Why?

Work with a partner. Look at the question words below. Write one question with each word that can be answered with the information in activity 2. Look at the example: Who is battling? who

what

when

where

Pairs

Look

Pairs

why

Now, identify the main idea and details in the narration. Did the question words help you find them? Tell your teacher why.

Exchange your work in groups.

Step 2 Narration of a sporting event

•

Let's continue working on your product. Work in teams. Take out your work from the previous session. Choose a sporting event. Your narration will be about this sport. Write some basic questions that you have to answer in order to talk about the sporting event you chose. Look at the information in this lesson for help. Discuss how you will get the answers to these questions. You will need the answers for the next session. You could all agree to watch a game and write down the information you consider important and that you could use for your narration. Keep everything in a safe place for the next session.

Reading

T i me Facts

Track 31 The Chariot Race Read pages 94 to 98. Do you think a good narration can make a sports event more interesting? Why?

Unit 7

Lesson 3

• Narates a short segment of a sporting event.

Why do you think people enjoy watching or listening to sporting events? 1.

Work with the whole group. Listen to and read the text and discuss the information you learned from it.

Track

It’s Saturday! And because you asked for it, it’s soccer day! We welcome you to the fourth game of the season. And I, Raul Portiz, always at your service, will be narrating the game for the Blue Cross and America United teams, from this lovely stadium in Mexico City. There must be about 80,000 fans here today. The America United team is wearing their yellow uniform and the Blue cross team, of course their typical blue. Our boys may not be as tall as the European Teams, but just look at their strength!

Work with a partner. Exchange ideas about all the things that can happen during a soccer game. Write some ideas below.

Listen to and read the game. How are the ideas you wrote down in activity 3 and the events in the text similar or different? Exchange ideas in groups.

Group

Attention! The ball is in play, Rafa Marquii takes the ball and runs right down the center field, passes it to Omar Brave. Oh! He loses the ball to Reyes. Reyes passes to Alonzo, Alonso passes it back, it seems they are dancing…. Brave takes it back! He lifts the ball. Blanco jumps to try and stop it but … it’s a goal! Goal! Goal! What a start to the game! America United is up by one. There come the Blue Cross players. Pardo is running down the left field and passes it to Little Pea. Full concentration! Little Pea passes to Simansky and there’s a penalty, penalty! And its… not marked as a yellow card. No matter, Simansky is zipping right down the center he pulls a dummy on Marqii, and he places it. Finish it! Finish it! Yes, goal! Goooal!

Narrates a sporting event

Track

Family and Community Environment

Pairs

Track

Work with a partner. Listen to and read. Then discuss the questions.

1. What effect do you think the underlined words have? Why? 2. How does the tone of voice and the intensity of the narrator affect what you imagine? 3. What other words do you know that can make a narration more intense? 4. How does a broadcast start and end? It’s near the end of the second half. The teams have both been on the offensive and we are still tied. Things are quite difficult. They look very tired but still running fast. Reyes has the ball and is trying to pass to Marquii; really? He’s too far away. He passes to Alonso, Alonso to Marquii who has broken free, thank goodness! He pushes past two more players and passes to Reyes. The fans go quiet, it’s really intense! Reyes passes to Brave, the ball is lifted into the air! It’s in! Gooooal! America United have taken the game. Well, that’s it for us folks. We hope you enjoyed this incredible game as much as I did. I shall see you right on time for the next season. Portiz, over and out.

Work in groups. How do you imagine Portiz, the commentator in the previous activity looked like when he was narrating the event? Take turns to read parts of the text aloud as you use your body to recreate how you think he acted.

Group

Step 3 Narration of a sporting event

•

Let's continue working on your product. Take out your work from the previous session. Exchange your answers to the questions about the sporting event you chose. Think about and discuss what you learned in this lesson, what is important when you narrate an event? Work with your teammates to come up with a list of important words and expressions that you need to use in your narration. Make another list where you include expressions you can use to provoke emotions. You may begin planning your narration. If possible, write a first draft of your narration using the answers to your questions and words and expressions you came up with. Keep everything in a safe place for the final session.

Reading

T i me Facts

Track 31 The Chariot Race Read pages 99 to 102. Have you ever watched the Olympic Games? Are there athletes from your country that you like to cheer for? Even when there was no TV or radio, people narrated sports events, why do you think this happened?

Unit 7

Imagine you are a Narrator now. Fill in the blanks with things that will bring emotion to your spectators. The last game of the championship is taking place in (Your home town) , the weather today is (emotion) and (climate) .The (best or most amazing) team; the (Your soccer team) is playing against the American United. And the score is tied at (number of goals) . The (Your home team) are close to making a goal. The crowd is (emotion) . (Your favorite player) kicks the ball into the air and (emotion) its in! Gooooal!

Identify the main idea and details in the narration and write them down.

Read your narration from activity 2 to a partner. Then, share the main idea and details.

Pairs

Family and Community Environment Pairs

Choose one of the situations and write a short narration. You can use activity 1 for help.

Read your narration. Can you add anything to make it more intense? Ask for the opinion of a classmate if you feel like it.

Practice reading your narration in groups. Remember to use your voice and body language to transmit emotion.

Unit 7

Group

Narration of a sporting event

•

Show & Tell

Let's present your work to your classmates. Work with your team. Take out all the information about the sporting event you chose. Write the final draft of your narration. Ask your teacher for help if necessary. Remember that you have to use your voice and body to transmit emotion. Decide how you are going to do this. Determine how you are going to narrate the sporting event to your classmates. Practice your narration. You can bring some pictures or other elements to your presentation. Present your narration to your class. Using your voice and body to communicate ideas is a great way to become more proficient when using the English language. Remember the skills you learned in this unit and apply them anytime you can. Next time you watch your friends play a sport or even next time you play a board game with your family you can practice narrating the events as they unfold.

Extra Product Evidence If you want to work on another project related to age progression, go to page 113, Extra Product Evidence 7 and follow instructions.

Assessment 7 1.

Think and reflect

Answer the questions. a) How can you identify the main idea in a narration? b) What are examples or details in a narration? c) Write down two things that can help people understand your feelings when you read a sports narration aloud. d) Why are details important in a sports narration?

Now think of the following questions. Exchange ideas with a partner. a) What other events can you narrate in your daily life? b) In which other situations can it help to show emotions and use a correct intonation when you speak?

Take turns to describe how you feel today. Draw a picture to represent what your partner described. What can your partner improve when describing emotions?

Good job!

Lesson 1

What is history? What historical events do you know? 1.

• •

•

Explores short historical events. Expresses similarities and differences of historical and cultural events between Mexico and other countries. Compares historical and cultural events between Mexico and other countries.

Work with the whole group. Look at the pictures. What will this lesson be about? What things do you know about the 1950s and 1960s?

MEXICO 2.

My country and its history

ENGLAND

UNITED STATES

Work with a partner. Read the story. Share with your partner if the picture helps you understand the descriptions better and why.

Pairs

Carlos Miguel has two friends, Billy Jones from the USA and Julian Lee from England. He communicates with them by internet. “Ask your grandparents about their childhood,” he told them. Julian’s grandparents told him that when they were going to school in the 1950s, all students had to wear a uniform. They even had to wear a tie! Kids wore uniforms to school since the 1600 and 1700s. It has been a long tradition. It is still the same, but the uniforms aren’t so formal. Billy’s grandparents went to public school in the US in the 1950s and they never wore a uniform. “We didn’t even have schools in the 1700s We were a new nation. The first American public schools that taught academic subjects were opened in the 1930s and they definitely did not wear uniforms “Only kids that went to private schools wore uniforms and to this day, nobody in public schools wears them. The first minister of education José Vasconcelos started obligatory public education in Mexico but uniforms were not obligatory. In Mexico, uniforms weren’t obligatory in elementary schools until the late 1950s. “I liked them, it was much better because you didn’t ruin your clothes”, his grandpa explained. Students in Mexico still wear uniforms in public schools and most private schools.

Reads historical tales to compare cultural aspects between Mexico and other countries.

Ludic and Literary Environment

1. 2. 3. 4.

Pairs

Read the text in activity 2 again. Discuss and answer the questions in pairs.

What do you think is the purpose of the text? Where could you find information about the 1950’s and 1960s? Who could tell you more about the 1950s and 1960s? How similar or different do you think countries were in the 1950s and 1960s? Pairs

Work in pairs. Use your own words to rewrite these sentences from the text.

Kids wore uniforms to school since the 1600 and 1700s. It has been a long tradition The first minister of education José Vasconcelos started obligatory public education in Mexico but uniforms were not obligatory. He communicates with them by internet. “Ask your grandparents about their childhood,” he told them.

Ask teachers or other adults to tell you about their schools. Make some notes. Was school similar or different? Exchange ideas in groups.

Step 1 Comic about a historical event For this unit, you will create a comic about a historical event.

ading Tim

Get into teams. With your team, discuss the words and expressions that you can use to talk about the past and about historical events. Make a list with these words and expressions. Talk about the comics you know. What do they look like? Do they have pictures and text? Work together to write a list of ideas about ways to make a comic. Look for information in different sources if necessary. Keep your work in a safe place for future use.

•

Stories

Track 32 Vela Walks Again Read pages 103 to 107. Do you think dinosaurs are interesting? Why?

Unit 8

•

Lesson 2

Expresses similarities and differences of historical and cultural events between Mexico and other countries.

What is history? What historical events do you know? 1.

Work with the whole group. Read what Carlos Miguel and his classmates have discovered about life in the 1950s and 1960s. Then, discuss the question.

MEXICO T hey discovered that many things were similar in all three countries, People got their milk delivered by the milkman, for example, but the means of transportation might have been dif ferent. In the States it arrived in a milk truck,

ENGLAND

in England it came in a milk float or a horse-drawn cart. If you lived in a city in Mexico, you might have heard the whistle of the milkman on a motorcycle. If you

USA

lived in a town, you got it from the beautiful donkey. Today, you get your milk at the supermarket in all three countries. Well, you can still get milk at little grocery stores or “tienditas” in Mexico because some are still around, especially in small towns.

What similarities and differences are there between the three countries?

Work with a partner and discuss. Imagine that you live in the 1950s. How do you prefer to get your milk? Why? Why do you think the way we get milk changed? Share one statement each with the whole class.

Reads historical tales to compare cultural aspects between Mexico and other countries.

Pairs

Ludic and Literary Environment

Pairs

Work in pairs, read their grandparents stories and come up with some questions you can answer with the text. Before World War II people bought most of their groceries from local farmers, litt le grocery stores around the corner or from “t ienditas” as they were called in Mexico. A few grocery chains had start ed up but they hadn’t had much success. A ft er the World War II, people in England st ill had their food rat ioned. Rat ioning meant that families could only buy a certain amount of meat, milk, butt er, flour or sugar. T his was because the war had left them with very litt le. T hey used rat ion books to buy their food. Supermarkets began to take over in the US in the 1950s and in England aft er 1954 when rat ioning was stopped. It wasn’t unt il 1958 that supermarkets became popular in Mexico. Today, farmer’s markets have appeared in towns all over the US and England and in Mexico the “t ianguis” visits most neighborhoods once a week.

Group

Work in groups. Exchange your opinions about the information in the texts in activity 1 and activity 3 and then discuss the questions below. • What things that were done in the past are not done anymore? • How did things change? • How are things similar or different now than in the past?

Step 2 Comic about a historical event Let's continue working on this unit's product.

Work with your team, talk about different events in the past that you find interesting, choose one for your comic Come up with questions that you can ask to find more information about a historical event. Think about big and You can access the small details, for example: What happened? following web page What people were there? How were they to read some history dressed? etc. Remember that details will topics you can use for your product. make it easier to create your comic. https://www. Together with your team create a graphic historyforkids.net/ with questions and their answers about the historical event you chose. Keep your work in a safe place for future use.

Links

ading Tim

•

Stories

Track 32 Vela Walks Again Read pages 108 to 112. What do you know about dinosaurs? How did you learn about them? How do you feel about dinosaurs coming back to life?

Unit 8

Lesson 3

•

Compares historical and cultural events between Mexico and other countries.

Why is history so important to a country? 1.

Listen to and read the monologue. Then, come up with some questions about the and discuss them with a partner.

Track

Children of today and children in the 1950s and 1960s played with different and similar toys. Look at what the grandparents had to say about their childhood toys.

Carlos Miguel’s Grandfather (Mexico): “High t ech. games weren’t around, but our toys that we could even make ourselves like the spinning tops and slingshots. W e all loved the yo-yos and had nat ional compet it ions! Chut es and ladders and lott ery were favorit es for part ies. T here were lots of wooden toys like truck and buses. T he plast ic wrest lers came out in the 1960s. T hose were my favorit e. My sist er had a collect ion of plast ic paper mache paint ed dolls and all girls had t ea sets. I could go on forever, but now these toys are considered arts crafts” and don’t get me start ed on the games we played! I declare war against….”

Listen to what Billy's grandpa says and use your own words to write some sentences about it.

Reads historical tales to compare cultural aspects between Mexico and other countries.

Track

Ludic and Literary Environment

Pairs

Work with a partner. Read the paragraph and then come up with some questions you could ask your grandparents about the toys they played with. Julian’s Grandmother (England): W e didn’t have all those gadgets you have now when I was young . T imes were changing but we st ill played with the same things from the past like dolls. My brother had cap guns and the regular play-doh. My favorit e toys were the Spirograph and the View-Mast er, with that I felt I could travel the world. Today, you have virtual reality glasses.

Group

Make a list of toys played with in the 1950s and a list of toys played with today. Exchange ideas in groups. 1950's Toys Yo-yo Lottery

Today's Toys Lottery

Step 3 Comic about a historical event Let's continue working with your product.

ading Tim

Work in teams. Take out your work from the previous session. Now, use all your information to make a chart that includes all the natural, historical and cultural aspects of the event you chose. If necessary, write more questions or look for information. Remember that you will use this information to make your comic, so include details that will help you. Plan how you are going to make your comic. You could begin write some ideas of what each square in your comic will contain (illustrations and sentences). Decide on the materials you’ll need too. Remember to check grammar, spelling and punctuation. Keep your work in a safe place for the last session.

•

Stories

Track 32 Vela Walks Again Read pages 113 to 116. What historical moments, people or things would you like to see again? Do you think it would be nice to see it as a computer augmented hologram? Why?

Unit 8

Pairs

Work in pairs. Discuss the questions and write down your ideas. How do you think the way people listen to music has changed? Why?

Get together with another pair and exchange your ideas. Talk about the things that used to be true in the past but that are no longer true or no longer happen.

Draw a picture to represent how people listened to music in the past and another one to represent how people listen to music now.

Pairs

Draw

Ludic and Literary Environment

Look at the pictures of the toys and games from the 1950s. Circle the ones that are still used today.

Hopscotch

Toy cars

Jacks

Etch a sketch

Pirinola

Yo-yo

Dollhouse

View-master

Wooden horses

Work in groups. Discuss and make a list of things that are still the same as in the past. Why do you think these things are still the same? Do you think they can change in the future? Why?

Group

Unit 8

Comic about a historical event

•

Show & Tell

Let's present your work to your classmates. Get into your teams. Take out all your information and your materials to make your comic. Make your comic. Make sure to include clear drawings and text. Remember you are going to present it to the rest of the class, so you could glue your comic onto a large piece of construction paper. Check grammar, spelling and punctuation. Ask your teacher for help if necessary. Make sure that the drawings and information you included retells the historical event. Decide how you will present your comic. Who will speak first? Who second? etc. Don’t forget to include a title. Present your comic strip. Answer any questions your classmates’ might have. You can then place your comics on different school walls so that others can learn about these historical events. Asking and answering questions and putting ideas into charts like you did on previous steps, is a good way to organize information to create something. You can use these techniques for other projects and subjects too.

Extra Product Evidence If you want to work on another project related to comparisons between countries, go to page 113 Extra Product Evidence 8 and follow instructions.

Assessment 8

Think and reflect

1. Answer the questions. a) What elements can you compare between Mexico and other countries? b) Write five examples of words that you can use to talk about the past. c) Write three examples of questions that you can ask to find out information about a historical event. d) Why is it important to write ideas using our own words?

Now think of the following questions. Exchange ideas with a partner. a) Who, outside of school, can you share your comic with? b) How can comics help you review and remember history? Why? c) Why is it important to be able to talk about the past in English?

Complete the diagram with your partner using the ideas you exchanged.

I think ...

We agree on...

My partner thinks ...

Good job!

Lesson 1

What do they do? • • •

Collects information about jobs or professions. Explores reports about activities. Writes information about jobs and professions to make a report.

What do you want to do when you grow up? 1.

Work as a whole group. Look at the pictures and read the descriptions. Discuss which picture represents each description. School for Skilled Technicians! Jobs With a Bright Future (It’s never too early to start thinking!) For younger students who care about their future Some of our careers: (all are offered for both boys and girls)

Electrician

Carpenter

Solar Energy Technician

Baker

Do you like making things with your hands? Carpentry is perfect. You will be trained in all skills, from building houses to making furniture. Some of our graduates have become famous. Electricity is a powerful force. Only skilled professionals should work with it. We can teach you how to work with electricity safely. You will learn how to maintain and repair electrical systems. After you graduate, you can find opportunities all over the world or even start your own business. This clean technology career will help you get the skills that contribute to a healthier planet and a better future for everyone. Our courses will help you become a skilled technician who can install and maintain photovoltaic systems that capture the sun’s rays. Lots of job opportunities here! This career is in high demand all over the world. You will learn bread-baking, desserts, cake, muffin, cookie baking, cake decoration, and pastry arts. You become skilled in chocolate confections, centerpieces, make and decorate wedding cakes and many more. You will be qualified to work at any high-end restaurant, bakeries or open your own business.

Share with your partner if you find any of these professions interesting and why.

Work with a partner. Discuss what the questions below.

Pairs

1. What is the text for? 2. Where do you think you could find a similar text? 3. What words can you use to describe a job or profession? Find some ideas in the text and underline them.

Academic and Educational Environment

Group

Get together with another pair and exchange ideas. Discuss the meaning of the words you underlined. Why do you consider they describe a job or profession? What other thing can these words be used for?

What jobs or professions do you know? Write some jobs or professions that you consider are representative of your country.

Get together with a partner and exchange the jobs and professions you came up with. Then think about how you can describe some of these jobs or professions. Describe at least two. Share your descriptions with the rest of the class.

Pairs

Step 1 Illustrated Report

•

Now it is time to begin working on this unit's product, an illustrated report about jobs and professions. Get into teams. Share the jobs and professions you know. Make a chart to include these jobs and professions. Before you make your chart, decide how you want to classify them. Put your chart away and keep it in a safe place for the next session.

Links You can access the web page to read about some of the jobs many kids dream about having when they grow up https://kids. nationalgeographic. com/videos/bestjob-ever/

Reading

T i me Facts

Track 33 What a job! Read pages 117 to 121. What jobs or professions do you think are the most interesting? What do you think about the jobs you read about?

Unit 9

Lesson 2

• Explores reports about activities.

What do you think reports are? What can we use them for? 1.

Work as a whole group. Do you know these professions? What are they? What do the people in these professions do?

Work with a partner. Read the title and subtitle of the report and predict what it is about.

Listen to and read the report. Then, in pairs talk about the purpose of this report. How does the author present her ideas?

Pairs

Track

Pairs

Report on Professions What do they really do? By Carmen Miranda I asked different people about their professions. I also asked kids who knew them. Teacher: Prof. Daniel Basurto. I believe that I help students to get knowledge and skills. I try to encourage and inspire them so that they do their best. You see, school isn’t only about academic learning, it’s also about social learning and I hope that I have a positive effect on them. His students: He makes the classes fun and he is funny. He listens to us and he always tells us how well we are doing. He says things like” Good job”. He makes us want to learn.

Veterinarian: Vet. Angelina Martinez. Well, my profession is great! I treat all kinds of pets and farm animals too. I do what doctors and dentists do for humans I also teach owners how to prevent problems for their animals. Her clients: She is incredible with my Flossy. It’s almost like she can understand what the dog is saying. She also has a staff who bathe them and cut their hair.

Nurse: Francisco Gomez: Well here at school I take care of kids when they aren’t feeling well and call your parents. At the hospital I carry out the doctor’s’ instructions, care for patients, and give them their medicines. A student: Our nurse is incredible; he calls our parents and makes sure we are ok at school. Sometimes, when we have the flu shot campaigns, he gives us a lollipop.

Academic and Educational Environment

Use your own words to explain what the author of the report says about the three different professions. The Teacher The Vet The Nurse

Get together with a partner and exchange your work from activity 3. Take turns to ask each other questions about the professions. You can use the questions below as a guide.

What is the name of the profession?

Why do people choose this profession?

Pairs

Where do they do this job?

What do people do?

Who do they work with?

Work in groups. Think of a job or profession that you know well. Then, take turns to ask each other questions about the profession you chose. Make an effort to answer the questions your teammates ask.

Group

Step 2 Illustrated Report

•

Let's continue working on this unit's product. Work in teams. Take out your chart of jobs and professions. Add any other jobs or professions you want. Think about the information you want to find out so that you can include it in your report. Discuss it with your teammates. Write down questions that you can use to collect this information. Look for information for the next session. Keep everything in a safe place for future use.

Reading

T i me Facts

Track 33 What a job! Read pages 122 to 126. What work do your parents, grandparents or caretakers do? Do you think those jobs are interesting? Why?

Unit 9

Lesson 3

• Writes information about jobs and professions to make a report.

What can you do to find out more information about a topic? How do you share it with others? 1.

Work as a whole group. Discuss. What do you think these professionals do?

Agricultural Engineer

Farmer

Agricultural Biologist

Read the paragraph and identify the linking words. In groups, talk about what these words are for. How do you know? Share your ideas with the rest of the class.

Group

One would think that engineers design and build stuff but, an agricultural engineer works closely with farmers in order to help them improve the production of their harvest. For example, they help farmers decide if they should buy sprinklers or use water trucks so that they can make the best decision. Or which is the best type of fertilizer for their soil.

Work in pairs, read the sentences and choose the one you like best. Write a sentence to explain why. Then, share and discuss with the whole class. Answer the questions below.

Group

The agricultural engineer studies the soil of the farm and recommends the best type of fertilizer. 2. After a soil study has been made, the agricultural engineer makes her recommendation. 1.

Which one did you choose? why? Which one is more formal? Which one is better for you age group?

Academic and Educational Environment

Pairs

Read the report. Then, in pairs discuss what is missing.

• Choose two pictures for this report. Circle them. Biologists are scientists who study life. They investigate and explore what things govern all living animals and plants. They have known for years that we have been harming our environment and our soils. Biological farming is becoming very popular and important. These biologists believe that we have to maintain a balance between the three aspects of the soil; the physical, chemical and biological to sustain life. These scientists believe that the growing amount of cancer and other children’s diseases is linked to how we are treating

our eco-systems. We now know that we have caused damage by using pesticides in the past and we need to be careful of how we treat our farms today. Agricultural biologists work with agricultural engineers and farmers to find the best natural organic fertilizers that have millions of organisms which recycle nutrients in the soil that sustain life. Scientists are promoting classes for people to understand that the food they eat must come from soil that is nutritious and healthy so that we all can be healthy.

With your partner, choose a title from the box to give to your report. Present your work to your class and give reasons why you chose the title you gave your report. Make notes in your notebook about details others mention. Increasing awareness Past mistakes Working together

Biological farming The Science of farming Food and Farming, It’s Science! Science and food

Step 3 Illustrated Report

•

Let's continue working on this unit's product. Work with your group. Take out the information you researched using your questions. Exchange the information with your teammates and write down everything you consider important for your report. Discuss how you are going to illustrate your report.

Reading

T i me Facts

Track 33 What a job! Read pages 127 to 130. What job would you like to have? What do you have to study for that job?

Unit 9

Look at the pictures. In pairs, talk about the profession that deals or takes care of them. How do you know?

Now, with your partner write some sentences to explain how they do their jobs.

Exchange ideas with the rest of the class.

Pairs

Academic and Educational Environment

In pairs, write a short report about one of the professions in the previous page. Choose one. In your notebooks, write down some questions that you can use to find out more information. Answer the questions.

Use your information to write a report with your partner. Remember to include a title and an illustration. Share it with the rest of your class.

Unit 9

Pairs

Show & Tell

Illustrated Report

•

Let's present your work to your classmates. Get into your teams. Take out all your information and your materials for your illustrated report. Put your illustrated report together. Remember to include a title. Order the paragraphs in a logical sequence. Check grammar, spelling and punctuation. Decide how you will present your illustrated report, who will read what information? Present your illustrated report. Answer any questions your classmates’ might have. You can then place your illustrated reports on different school walls so that others can learn about these jobs and professions. While making this report, you practiced skills that will help you any time you want to research a topic. Any time you need, you can make a chart to include your ideas and then use it to make questions so that you can look for specific information for a report. You can share your report with your family and friends. You can even share it with someone that performs one of the jobs and professions to see what they think about the information you included!

Extra Product Evidence If you want to work on another project related to using questionnaires, go to page 114, Extra Product Evidence 9 and follow instructions.

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Assessment 9

Think and reflect

Let's reflect! Follow the instructions to assess your learning progress.

Complete. a) Write three important elements of a report. b) What is the main idea of a text? c) What kind of details can you include in a report? d) Why is it important to write details in a report? e) Why are illustrations useful in a report? f) Draw a check (✔) next to the elements an illustrated report should include.

A title

Facts

An opinion

Main idea

The name of the author

Details

Opinions

Pictures or drawings

Now, think of the following questions. Exchange ideas with a partner. a) When or where can writing an illustrated report be useful? b) What can you use a report for in your daily life? c) What people outside of school could use an illustrated report about jobs or professions for?

Good job!

Lesson 1

Careful! • • •

Listens and explores warnings in public places. Understands the general sense and main ideas in warnings. Expresses warnings.

What is a safety place? How do you keep safe? 1.

Look at the pictures. In groups, discuss how you can stay safe in these places. Make some notes in your notebook and then discuss with the whole class.

Work with a partner. Look at the signs. What signs do you think you can see in each place in activity 1? Who should follow them? Explain your reasons.

Pairs

COVER YOUR HAIR

CAMERA IN USE 100

Understand and express warnings and prohibitions.

Family and Community Environment

Work with a partner. Look at these safety hazards. Say what the hazard is. 1. 2. 3. 4. 5. 6.

If people throw litter on the sides of roads, cars can skid, and provoke accidents. On smaller roads, if cars have to share the road with horsedrawn carts, there can be accidents. Sometimes when there is construction in a city, the workers don’t warn drivers properly and cars go into the work area. Sometimes, when workers are filling potholes in the streets, there are no warning signs for drivers and cars fall in. Sometimes, if you look up, you can see thousands of electrical lines together on one electric post. Some bicycle riders ride in front of the traffic causing congestion and accidents.

Look at these words. In which country do you think they are used? freeway

motorway

car park

cinema

theater

movie theater

theatre

parking lot

USA: UK:

Work with a partner. Read the sentences in activity 3. Decide which warning signs you would set up in the area of the hazards. Write the sentence number below the sign.

Step 1 Warnings Let's start working on this unit's product.

ading Tim

Get into teams of four. You are going to make a list of warnings and signs. You can copy or modify the ones you have in this lesson. Add more that your team can invent and you believe are needed. Put your work away for the next lesson.

•

Stories Track 34 Banana splits Read pages 131 to 135. Do you practice any sports? Which ones? What things do you have to be careful with when you practice sports?

Unit 10

101

Lesson 2

• Understands the general sense and main ideas in warnings.

What is the difference between a safety measure and a safety hazard? 1.

Work as a whole group. Discuss. What type of safety measures do you have at school? Have you ever had to use them? Why are they important?

Listen to and read the teacher's announcement. Then discuss the questions in pairs. You can write down your ideas in your notebooks.

Pairs

Track

Mr. Basurto: Good morning kids. Today we have received new safety guidelines for the school and new signs to put up. 1.

Let’s start at the beginning, how you get to school. For those of you who walk to school, stay on the sidewalk! Cross to school only at school crossings. Don’t bring cell phones to school. If parents or visitors need to talk to me they must register at the front desk.

2. Now, about the hallways, we know that they are a bit narrow, so make sure that you always walk, don’t run, don’t push, don’t eat or drink in the hallways. If there’s an earthquake, you still need to walk. You can eat in the playground at recess. 3. In the playground, listen to and respect the teachers on duty. Follow their instructions the first time they give them. The playground is a ‘No Bullying’ area. Respect your schoolmates. Only play in the designated areas. If a ball or something goes out of the area, one student should go for it. After the bell rings walk back to your classrooms, don’t run. Don’t litter the playground. 4. If the earthquake and fire alarm goes off, follow the instructions on the signs to the emergency exit as we do when we have a drill. Get out of your desks, walk calmly to the hallway and follow the instructions on the walls. We will discuss this more later. • What kind of messages does Mr. Basurto share? • Do you think they are important? Why? • Why does Mr. Basurto make an announcement? • What guidelines do you folllow?

102

Understand and express warnings and prohibitions.

Family and Community Environment

Work with a partner. Look at these signs. Where do you see them? Why are they in those places? Write down your ideas.

In groups, exchange your ideas. Then, think about the words or phrases that are part of the signs. What do they mean? Are they all the same? Which signs must you follow? Which signs ask you to be careful? How do you know? What does forbidden mean?

Pairs

Group

Step 2 Warnings Let's continue working on this unit's product.

ading Tim

Work with your team. Bring out your list of warning signs from the previous lesson. Now talk about what the signs are for and include that in your list. Next, talk about who should follow those signs and add that to your list too. Put your work away for the next session.

•

Stories Track 34 Banana splits Read pages 136 to 140. What kind of warning signs are there around your school? What kind of warning signs can you find at a zoo? Where else can you find warning signs?

Unit 10

103

Lesson 3

• Expresses warnings.

Why should you pay attention to warnings? 1.

Has there ever been a natural disaster in your area of Mexico? What was it like? What did you learn? Share your ideas with the rest of the class.

Work with the whole group. Read the paragraph and say what it is about. Next, read the underlined sentences. How are they related to staying safe? Natural disasters during the last 30 years in Mexico have taught us that is is very important to be prepared for any type. Students in schools today have fire and earthquake drills. Thanks to modern technology we know when a hurricane is going to land up to a week before it actually happens. We even know exactly

where the most damage will take place. Local governments know when it’s best to send an emergency radio broadcast to save lives. The national earthquake alarm will give you up to a minute to get out of a building before an earthquake hits. We can not predict fires but we can know how to act in case of one.

Work with a partner. Listen to and read the radio broadcast. Answer using your own words.

Pairs

Track

This is a radio broadcast alert. Hurricane Veronica will be hitting the west coast of Mexico between Cuyutlán and San Juan de Alina in 7 hours. This is a mandatory evacuation announcement. Go to your closest shelter. Shelters are open in Colima and buses leave every hour. This is not a drill. Be aware of flash floods and severe floods. Some areas may experience mudslides. Follow the emergency evacuation signs. I repeat this is not a drill. 1. How does this broadcaster make you feel? 2. What do you think is more effective, an oral warning or a visual warning? Why?

104

Understand and express warnings and prohibitions.

Family and Community Environment

Pairs

Work with a partner. Look at these warning signs in case of a disaster. What things are similar? Which are different? Why do you think they are different? Why is it important to follow these signs? Exchange ideas.

Choose a natural disaster and write an emergency radio broadcast. Use activity 3 as an example. Write on a separate piece of paper. This is an emergency radio broadcast. There was / There is a/an… • Practice your broadcast and read to the whole group.

Step 3 Warnings Let's continue working on this unit's product.

ading Tim

Work with your team. Bring out your work from the previous session. Now talk about what the words and expressions you can use to give warnings, make warning signs or forbid something. Next, talk about who should follow those signs and add that to your list too. Start talking about how you want to present your warnings. Are you going to make signs? Are you going to make a list of warnings? What are the warnings going to be about. Write your ideas in your notebooks. Put your work away for the next session.

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Stories Track 34 Banana splits Read pages 141 to 144. Is it important to follow warning signs? Why?

Unit 10

105

Work in groups. Talk about the most important warnings you think kids your age should follow. Write them down. Then, choose one and design it on a separate sheet of paper. Share with the rest of the group.

Answer the questions. What kind of signs would you place in: 1. The school hallways? 2. What kind of signs would you put at the entrance of the school? 3. The school playground?

Look at the suggestions below. Write some warnings people should follow during an emergency. Then, exchange ideas with a partner. Before the flood Watch the weather report. Decide if you can stay in your house. Have clean water. Be prepared to evacuate the house if needed, keep an emergency kit. Put important documents in a plastic bag. Go to a shelter if you can.

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During the flood

Pairs

After the flood

Listen to battery operated Check your house and radio to keep informed. belongings if the local Find high ground. authorities say it’s safe Avoid walking where to. Don’t step on or touch water is in movement. Do electrical cables. Don’t eat not go near any electrical food which got wet with output, like cables. Stay the water from the flood. close to your family.

Family and Community Environment

What are these public places? Work in pairs to write warnings for these public places.

Share your work with another pair. Work together to design a warning for one of the public places. Share with the rest of the group.

Unit 10

Pairs

Group

107

Show & Tell 10

Warnings

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Let's present your work to your classmates. Work with your team. Bring out your work from the previous session. Decide how you will present your warnings. Consider including some safety measures and some safety warnings. Prepare your presentation. Don’t forget to include the place the public place where you would see this warning. Present your warnings to your classmates. Share your work with the rest of the class.

Extra Product Evidence If you want to work on another project related to giving directions, go to page 114, Extra Product Evidence 10 and follow instructions.

108

Assessment 10

Think and reflect

Let's reflect! Follow the instructions to assess your learning progress.

Complete and answer the question. a) Write three warnings you commonly see. b) Draw one sign you can see at school.

c) Write two ways in which you can stay safe at school. d) Why is it important to understand warning and prohibitions in English?

Now, think of the following questions. Exchange ideas with a partner. a) What situations in your daily life do you have to pay attention to warnings? b) What kind of prohibitions are there around your community? c) Why should all people pay attention to and obey prohibitions?

Good job!

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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. However, here are three easy steps you can follow: 1. Work in teams. 2. Research every chosen product to make it more interesting

for everyone who participates in building the product. 3. Write a plan to organize the steps you and your teammates

will follow to make the product on the lines below.

EXTRA PRODUCT 1 EVIDENCE

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

Fair (10)

Rides (10)

Corn dogs (10)

Food booth (14)

Cowgirls (12)

Dessert (15)

Colt (12)

Dizzi (12)

Win (12) Picture Dictionary

115

UNIT 2

116

Fantasy (20)

Sword (20)

Wizard (20)

Tournament (20)

Knight (20)

Tent (24)

War (23)

Bucket (24)

Chores (20)

UNIT 3

Bandage (35)

Coral reef (35)

Helmet (34)

Oinment (35)

Zip-lining (34)

Scrub (35)

Brochure (34)

Shore (35)

Protect (30) Picture Dictionary

117

UNIT 4

118

Band (40)

Interview (40)

Fans (41)

Newspaper (43)

Guitarist (41)

Bass player (41)

Concert (41)

Record (41)

Drummer (41)

UNIT 5

Culture (50)

Rugby (54)

Dance (54)

Head piece (52)

Spicy (56)

Gravy (51)

Pastry (51)

Customs (51)

Barefoot (52) Picture Dictionary

119

UNIT 6

120

Community (60)

Catalogue (62)

Parents’ Association (62)

Broom (65)

Dirty (61)

Garbage (61)

Messy (61)

Toilet paper (65)

Dispenser (65)

UNIT 7

Sports items (70)

Team (70)

Narrator (70)

Broadcast (72)

Swing (70)

Path (70)

Referee (70)

Championship (72)

Pitcher (72) Picture Dictionary

121

UNIT 8

122

Milkman (82)

Supermarket (82)

Arts craft (84)

Toy (84)

Whistle (82)

Childhood (84)

Milk truck (82)

Spinning top (84)

Gadget (85)

UNIT 9

Furniture (90)

Nurse (92)

Soil (94)

Farm (95)

Design (94)

Harvest (94)

Sprinklers (94)

Fertilizer (94)

Diseases (95) Picture Dictionary

123

UNIT 10

124

Natural disaster (104)

Public place (107)

Safety measures (102)

Warning sign (101)

Hazard (101)

Pothole (101)

Congestion (101)

Litter (101)

Drill (102)

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

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.shortkidstories.com/story_category/fantasy/ https://www.bbc.co.uk/learningenglish/features/6-minute-english/ep-180531 https://kids.kiddle.co/Culture https://www.historyforkids.net/ https://www.thebalancecareers.com/topkids-dreamjobs-2062280 http://kcds3.blogspot.com/ https://learnenglishkids.britishcouncil.org/es/short-stories www.blackcat-cideb.com https://spaceplace.nasa.gov

I can understand and follow warning signs in English.

I can understand and give suggestions in English.

I can use English to talk about jobs and professions.

I can use English to describe a magical object.

I can express ways to avoid risky situations in English.

I can talk about historical events in English.

I can use English to narrate a sports event. I can write questions and answers about a school problem in English.

I can use English to compare cultures.

I can understand an interview and interview someone in English.

I need to practice

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