Z5624 - 4Primaria Sunburst - Cuaderno de Actividades

Primary

Activity Book

Mario Herrera

Ciclo 2

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.

¡Conócelo, cuídalo y disfrútalo!

Distribución gratuita, prohibida su venta.

Primary

Activity Book

Catalogue Publication Data

Author: Mario Herrera Salazar Sunburst 4 Primary Activity Book First published 2019 Pearson Educación de México, S.A. de C.V., 2019 ISBN: 978-607-32-4894-5 Area: ELT Format: 20.5 x 27 cm Page count: 124

Managing Director: Sergio Fonseca ■ Innovation & Learning Delivery Director: Alan David Palau ■ Regional Content Manager - English: Andrew Starling ■ Publisher: Hened Manzur ■ Content Development: Susana Moreno ■ Content Support: Liliana Plata ■ Art and Design Coordinator: Juan Manuel Santamaria ■ Design Process Supervisor: Salvador Pereira ■ Layout: Claudia Morales ■ Cover Design: Factor02 ■ Illustrations : Marcela Gómez / A Corazón Abierto ■ Photo Credits : Shutterstock

Datos legales

First published, 2019 Second Reprint, 2021

ISBN PRINT BOOK: 978-607-32-4894-5

Cámara Nacional de la Industria Editorial Mexicana Reg. Núm. 1031

1 2 3 4 5 6 7 8 9 0 - 22 21 20 19

www.pearsonenespañol.com

All rights reserved. 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 the prior permission of the publisher.

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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

Contents This is Your Book

4 6

Unit 7

What Is the Purpose of Ads? Family and Community Environment Social Practice of the Language: To comment and compare advertisements Product: Ads 74 Unit 8 76 What Do Legends Tell Me About Other Cultures? Recreational and Literary Environment Social Practice of the Language: To read brief legends from dierent cultures to compare similarities and dierences Product: Illustrated Venn Diagram 84 Unit 9 86 What Do You Know About Mexican Food? Academic and Educational Environment Social Practice of the Language: To interpret and compare information in a graphic Product: Infographic 94 Unit 10 96 How Can We Help Others? Family and Community Environment Social Practice of the Language: To interpret and use expressions to oer and receive help Product: Dialogue 104 Glossary 106 Appendix 111 Irregular Verbs 121 Classroom Language for the Student 122 Suggested References for the Student 123

Unit 1

Can We Support Each Other? Family and Community Environment Social Practice of the Language: To exchange

concerns within a dialogue Product: Box of Concerns

14 16

Unit 2

What Do Pictures Tell Us? Recreational and Literary Environment Social Practice of the Language: To tell a story based on pictures Product: Story Based on a Picture 24 Unit 3 26 How Do We Take Care of Our Health? Academic and Educational Environment Social Practice of the Language: To give and follow instructions for health care Product: Poster 34 Unit 4 36 How Can We Share Personal Experiences? Family and Community Environment Social Practice of the Language: To share and compare personal experiences Product: Letter with Personal Experiences 44 Unit 5 46 What Do Our Everyday Activities Say About Us? Recreational and Literary Environment Social Practice of the Language: To describe daily activities for others to try to guess Product: Guessing Game Based on Descriptions 54 Unit 6 56 Why Is It Important to Ask Questions? Academic and Educational Environment Social Practice of the Language: To ask and answer questions to obtain information about a specic topic Product: Questionnaire to Obtain Information 64

Dear Student, This is your Sunburst Activity Book. We welcome you and invite you to enjoy it. The book has: Unit opener: You can see what the unit is about. There is information that tells you what you will be able to do at the end of the unit. Sunburst has 10 units and each unit has four lessons: During the first lesson you will be able to explore the theme. In the second and third lessons, with the aid of your teacher, you will examine, understand, and interpret dierent models that will lead you to semi-guided practice during the fourth lesson. This process will give you the opportunity to assess any doubt you may have for the creation of your product, which will be done gradually throughout the unit. Each lesson has four moments:

Reader: You will read some pages and answer a question.

Communicative activities

What Do You Know About Mexican Food?

2 Use words from the box to identify the aspects that are included in each section of the infographic.

Look at the infographic. Answer the questions.

Academic and Educational Environment

eYamples interesting Gacts historZ word origin preparation numbers headline introduction

This is one of the most diverse dishes in Mexican gastronomy . Almost every state in the country has its own version. Let’s find out some interesting facts about it. Preparation The corn dough is filled with a stew or fruit. Then, it is wrapped with the leaves of some plants. Finally, it is steam cooked. Social Practice of the Language To interpret and compare information in a graphic Achievements • ([plore illustrated te[ts about the inJredients in Mexican gastronomy. • Interpret Zritten inforPation in illustrated te[ts • :rite sentences that describe inforPation in an infographic. Product: Infographic

THE TAMALE Spongy and delicious pre-Hispanic food that is still alive

Tamal , from Nahuatl tamalli , means wrapped.

In pre-Hispanic times, it was used for religious rituals as offerings for the gods.

There are more than 500 varieties of tamales in Mexico.

Reader What were the most important foods in ancient Mexican cuisine? (pp. 101-105)

3 Circle words you don’t understand and create a glossary. Then, work with another pair to ask them for the words they included.

Did you know that… zacahuil is known as

Step 1

Infographic

the “king of tamales.” It is prepared in the Huasteca Potosina and Sierra Hidalguense. It is so big that 150 people can eat from one zacahuil!

FROM HERE AND FROM THERE: • Bearded Sinaloa shrimp • Colados Yucatán

• 8rite a list oG .eYican dishes and vote Gor one. • 'or homework, research inGormation about the dish Zou chose. Self-evaluation ReŰect upon the Gollowing questions: • 8hat did * do to eYplore illustrated teYts about the ingredients oG .eYican gastronomZ • 8hich oG the strategies helped me the most to get a general idea

cochinita pibil

• Uchepos • Green

Michoacán

milk and sugar

CDMX

pork meat and green tomato sauce

a 8hat is the theme oG the inGographic b 8hat is the purpose c 8ho is more likelZ to read it d )ow are images and teYt related e 8hat do arrows link

8hat can * do to improve

Lesson 1

Unit 9

Self-evaluation: You will reflect on what you learned in the lesson.

Product Step: You will work on the unit’s product collaboratively.

Portfolio: You will find specific instructions throughout the unit for activities that will help you practice what you learned to develop your product. Keep these activities in a portfolio.

Product: You will find some tips to check each of the steps you worked at the end of each lesson and put everything together to present the product and share it with your group.

Review: These exercises will show you how much you have learned during the unit.

Glossary: These pages can help you find the meaning of some words you don’t understand in the lesson. You can also use a dictionary.

Icons: These are the icons you will see at the end of each instruction in your book. They can help you understand what you need to do in each activity.

Reader

Pairs

Appendix

Teams

Glossary

Portfolio

Listen

Can We Support Each Other?

Look at the picture and answer the questions. 111

Social Practice of the Language To exchange concerns within a dialogue Achievements • ([plore dialoJues that e[press concerns • ([aPine the Zays to e[press concerns Zithin dialoJues • ([press concerns and respond to theP Zithin short dialoJues Product: Box of Concerns Family and Community Environment

a Where is the girl?

c How does she feel?

b What is she doing?

d How do you know?

2 Listen to identify the characters and how they feel. Then, decide together which name to write on each line. 2 a The boy’s name is . b The girl’s name is . c is feeling blue because she doesn’t understand Math. d says she can count on him to help her study. 3 Listen again. Color bars to indicate volume, draw arrows to indicate rhythm, and answer the question. 3 111

Andrea’s Second Intervention

Andrea’s First Intervention

Volume

Rhythm

Volume

Rhythm

What words did Andrea stress?

Lesson 1

4 Have you ever felt worried about school? Draw the situation. Then, show and explain your drawing to your teammates.

5 Discuss how you would help in each of the situations presented in the previous activity.

• What concerns do children in your coPPunity have" Time to Shine!

Reader :hy did 'avid feel sad" pp

Step 1

Box of Concerns

• Create a list of concerns most students in your class have. • Copy each item from your list on strips of paper. Self-evaluation Reect upon the following questions: • Which strategies did I use to explore the dialogue in this lesson?

• Which details did I notice? • Which details did I miss?

What can I do to improve?

Unit 1

Lesson

1 Read and analyze together the dialogue to identify its parts. Write them on the corresponding line.

body

closing

greeting

Hi , Aldo! Do you want to tell me what’s going on?

Well , I’m afraid my dog is sick and I don’t feel at ease . Why don’t you ask your parents to check how it is going? That is a great idea! Thanks for your help!

You’re welcome! Bye! 2 Listen and answer the questions together. 4

a Who is worried because he lost his uniform jacket? b Who is concerned about Sergio? c Who has an extra uniform jacket? 3 Work together to write a question for each statement. Follow the example.

a Q: A: Aldo isn’t at ease because he didn’t study for the exam. b Q: A: Ana is concerned about Sergio. c Q: A: Sergio is worried because he lost his jacket. Why isn’t Aldo at ease?

4 Complete the dialogue using your own ideas. Hi,

! Do you want to tell me what’s going on?

Well, , I’m afraid and I… hmm… I don’t feel at ease. 5 Read the dialogue from Activity 4 to analyze how each line sounds. Check ( ✔ ) the box that corresponds. Line The intonation goes… …up …down

✔

Hello! Are you OK?

✔

I’m fine, thank you, and you?

Reader +oZ did soPe children support 'avid" pp

6 On a sheet of paper, ask for your classmates’ concerns. Write the answers, too.

Step 2 • Write three questions that you can use to ask your classmates about their concerns. • Use color markers to copy them on cards. Self-evaluation Reect upon the following questions: • What did I do to examine ways to express concerns in this lesson? Box of Concerns

• Was it easy for me to do it? Why or why not?

What can I do to improve?

Unit 1

Lesson

1 Recall the dialogues in the previous lessons to fill in the chart. 111

Phrases to Express Concerns

page 6, Activity 2

Andrea:

page 8, Activity 1

Aldo:

page 8, Activity 2

Ana:

page 8, Activity 2

(Sergio)

2 Write the words or expressions your teacher will dictate. Then, use some of them to improvise a quick exchange.

a b c d e 3 Write a dialogue to express a concern and offer help.

4 Choose answers from the box to fill in the graphic organizer.

Ask the teacher.

I can help you clean it.

Just let it dry.

Turtles can survive without food.

I can explain it to you.

I will help you nd it; everything will be all right .

I spilled water on my book.

I didn’t understand the homework.

My turtle is lost.

Reader +oZ did 'avid support /ilian" pp

5 Work together to decide

which of the answers express empathy. Circle them.

Step 3 • Choose three of the concerns you wrote on page 7 and write phrases to express them. • Use color markers to copy them on cards. Self-evaluation Reect upon the following questions: • Which strategies did I use to express concerns in this lesson? Box of Concerns

• Did my classmates understand me? What can I do to improve?

11 Unit 1

Lesson

1 Work in pairs to start a dialogue. Establish contact and show empathy.

Hi! You look

2 Work together to write sentences that express concerns. Follow the example.

I don’t feel… how do you say?… er… at ease because I haven’t studied my speech for the ceremony.

3 Work together to decide how to respond to one of the concerns you wrote in the previous activity showing solidarity.

I totally understand, you can count on me.

4 Reread the examples provided in Activities 2 and 3. Analyze which phrases are used for the following purposes.

to express doubts about a word you don’t remember to show empathy and solidarity

5 Use the information you prepared on this and the previous page to practice a dialogue with your partner. 6 Present your dialogue to another pair. How was the other pair’s volume, rhythm, and tone?

Reader +oZ did the Jroup of friends help 5oberto" pp

They stressed the following words:

Rhythm

Volume

Step 4

Box of Concerns

• Propose three expressions to show solidarity and empathy. • Use color markers to copy them on cards. Self-evaluation Reect upon the following questions: • Do I feel condent to express concerns in a dialogue? Why or why not?

• Can I respond showing empathy and solidarity? How?

What can I do to improve?

13 Unit 1

Box of Concerns Do the following activities: • Have your cards with expressions on hand.

• Choose one classmate to work with. • Go to the front, take a strip of paper from the box of concerns, and read the concern. • Use the expressions from your cards to improvise a dialogue: § One of you will express the concern. § The other will express solidarity and support. • Have fun! Assessing My Learning Process Peer evaluation Get together with another pair to exchange feedback about your dialogues. Reect if… • wthe concern was clearlZ eYpressed. • wsolidaritZ and empathZ were shown. • wvolume, rhZthm, and intonation were appropriate. Self-evaluation 1 Answer. • How did I exchange concerns within a dialogue? • Which strategies did I use to show solidarity and empathy? 2 Look through the unit to recall what you have learned to learn, to know, and to do. 3 In your notebook, write what you think was dicult to achieve and what you can do to improve.

Review

1 Use an appropriate expression to write a concern.

2 Decide the ideal volume, rhythm, and tone to express the concern you wrote.

I would stress the following words:

Rhythm

Volume

3 Write a response to that concern showing solidarity.

4 Decide the ideal volume, rhythm, and tone to express the response you wrote.

I would stress the following words:

Rhythm

Volume

5 Rehearse your dialogue with a partner.

Unit 1

What Do Pictures Tell Us?

Recreational and Literary Environment

Social Practice of the Language To tell a story based on pictures Achievements • ([plore and listen to iPaJinary stories based on a picture. • 6uJJest stories Zith the aid of pictures

Look at the picture and share if you have similar pictures. Then, read the story. Best Friends When we went to El Chico, my friend Laura was very thirsty because the weather was very hot. Eventually, I saw a thermos water jar hung in a tree. I lled a glass of water and gave it to her. Finally, she seemed very relieved and I was very happy for her.

• 7ell stories based on iPaJes Product: Story Based on a Picture

2 Work together to answer the questions about the picture from the previous activity.

Where were the girls?

What were they doing there?

Which activities did they do there?

3 Compare your answers with the ones your classmates wrote.

16 Lesson 1

4 Listen to the dialogue and write the missing letters. Then, practice the dialogue with a partner. 5 Luis: Hi, Soa! Where did you go last ursday? So a: I went camping with Laura. We had a lot of f n! Luis: I will go next mon . Do I need to take an mbrella? So a: No, you don’t, but take special oes for climbing and at least ree t- irts.

5 Work with your partner to look for examples for each sound and write them down.

a th: b sh: c u:

• 6hare sounds you NnoZ froP other lanJuaJes that do not e[ist in 6panish Time to Shine!

Reader :hy did 6noZ :hite eat a poisoned apple? (pp. 17-21)

Step 1

• Show your pictures to your team. • Share when they were taken, who is in the pictures, where they were taken, and what was happening in each. • Select one of the pictures and write its description. Self-evaluation Reect upon the following questions: • Could I imagine stories based on pictures? • Which aspects were important for me to do so? What can I do to improve? Story Based on a Picture

17 Unit 2

Lesson

1 Look at the picture, read the story, and share with your class who you think is telling the story.

A Wonderful Day It was a beautiful summer day in the park. During those days, my cousins and I were on vacation. Santiago, my older cousin, was teaching us how to play soccer. We learned a lot from him. I felt very happy to be with them!

2 Listen and order an alternative story for the picture in the previous activity. 6 Although all of them are younger than me, we had lots of fun. It was great! Last summer, I went to visit my cousins. We went to the park and I taught them to play soccer.

3 Compare the beginnings and endings of both stories.

Ending

Beginning

Story 1

Story 2

4 Listen to the stories and circle the pictures related to them. 7

5 Share how the stories made you feel.

ashamed

bored

happy

angry

Reader :hy couldn’t +ansel and *retel help Rapunzel? (pp. 22-24)

anxious

tired

sad

nervous

disappointed

confused

stubborn

surprised

Step 2

Story Based on a Picture

• Write a list of events that are related to the picture you chose. Then, create a chart to classify them: Beginning/Middle/Ending. Self-evaluation Reect upon the following questions: • What did I do to explore imaginary stories based on pictures?

• Was it easy for me to understand them? What can I do to improve?

19 Unit 2

Lesson

1 Circle the expression that shows the beginning, underline the one that marks the middle, and draw a square around the one that announces the ending. 112

An Amazing Experience Last Sunday, the minibike competition took place in the city. Certainly, we were ready to start. I was feeling very nervous although I practice every day. I was sure I had an opportunity to win. Finally, I did it! I was on cloud nine! That’s why I will celebrate tomorrow.

2 Reread the text to fill in the chart.

Words or expressions I don’t understand in the story “An Amazing Experience”

Meaning

3 Write the sentences from the box in the timeline. 112 121

He will celebrate tomorrow.

The boy practices every day.

The competition took place last Sunday.

Past

Present

Future

4 Share if you have had a similar experience. 20

5 Reread the story in Activity 1 and answer the questions. a Why are the kids wearing helmets?

b Who are the men with the colored t-shirts?

c What is the man with the red t-shirt doing?

6 Read the following sentences and analyze which of these events may be part of the story from Activity 1.

a My best friend wished me good luck. b The trainers gave us security recommendations. c My grandparents will visit us this summer.

d My parents and siblings were there. e We prepared our rackets and balls.

Reader :hy did the little 0erPaid Zant to talN to a Zitch" pp

Step 3

Story Based on a Picture

• Create a list with phrases to start, mark transitions, and close stories. Copy them on recycled cardboards and post them around the classroom. Self-evaluation Reect upon the following questions: • Which details did I consider in this lesson to suggest stories with the aid of a picture? • Was I able to infer information that was not mentioned? How did I do it?

What can I do to improve?

21 Unit 2

Lesson

1 Look at the picture below. Fill in the chart with information from it.

Title:

When?

Beginning

Who?

Where?

Middle What happened?

What does he think/feel about the experience?

Ending

2 Answer the questions to add details to your story. a How is the weather like? b Who is the man?

c What are they doing? d How does the boy feel?

3 Work with your partner to write the story for the picture. Don’t forget to mark transitions.

4 Rehearse with a partner saying the story you wrote in Activity 3.

Useful Expressions

In case you need to restart aer hesitating…

In case you make a mistake…

… I mean,… … hmm, actually… … what I was trying to say is…

As I was saying,… Let’s start over… I’ll start again…

5 Tell your story to another partner. Use the checklist to assess each other. 112 Yes No Comments

Did my partner say the title? Did my partner use transitions? Was the volume OK? Did my partner transmit emotions?

Reader :hy do +ansel and *retel liNe to taNe photos" (p. 27)

Step 4

Story Based on a Picture

• Using what you learned in this lesson, practice saying your story to a classmate. Give and receive feedback. • If possible, record your partner’s reading; if not, write notes about it and le them. Self-evaluation Reect upon the following questions: • Did I feel condent telling a story based on a picture? Why or why not?

• Which aspects did I include? What can I do to improve?

23 Unit 2

Story Based on a Picture Do the following activities: • Observe your picture. • Mentally, review the beginning, the middle, and the ending. • Check useful phrases that are around the classroom. • Don’t be nervous; remember that if you hesitate or make a mistake, you can restart.

• Share your story with your friends! Assessing My Learning Process Peer evaluation Work as a whole class to do the following activities. • Debate to decide which were the three most interesting stories. • ReŰect on which aspects made them interesting. Self-evaluation 1 Complete the sentence. The strategies that I used to tell a story based on pictures were 2 Look through the unit to recall what you have learned to learn, to know, and to do. 3 In your notebook, write what you think was dicult to achieve and what you can do to improve.

Review

1 Paste a picture or draw one. Write a title.

2 Write a beginning for your story.

Use an appropriate expression to start: Describe time: Describe the place: Describe the people in the picture:

3 Write the middle explaining what was happening. Use transition expressions.

4 Write the ending telling how you feel or what you think of that experience.

5 Add extra details.

6 Tell your story to one of your classmates.

Unit 2

How Do We Take Care of Our Health?

Look at the picture and discuss the questions.

Social Practice of the Language To give and follow instructions for health care Achievements • ([plore instructions to taNe care of health • Interpret instructions • :rite instructions usinJ Jraphic support Product: Poster Academic and Educational Environment

a Have you ever got the u?

b How did you feel?

c What did you do?

2 Listen. Then, read the statements and discuss with your partner if they are true (T) or false (F). 8 a The woman is worried. b Her children have stomach ache . c The doctor recommends rest and to drink uids. d The fever may be relieved with a pill . e If children get worse, they should pay a visit to the doctor.

3 Decide with your partner which word fits each space. Listen to check.

avoid

sick

rest

worry

If you get

with

symptoms, don’t

too

much. Just stay home, get a lot of contact with other people. However, if you feel very sick, contact your doctor. , and

4 Match the columns and explain which details helped you know the answers.

radio health care center telephone conversation

a Instructions in Activity 2 b Instructions in Activity 3

26 Lesson 1

5 Work in teams to discuss which the flu symptoms and signs are. Use body language to show them to your class. 6 Circle the pictures that show symptoms and signs, and draw a rectangle around the ones that show instructions.

7 Analyze the instructions given to take care of the flu in the two dialogues. Discuss the differences with your class. British English American English —I think I caught the u.

—I think I caught the u. —Well, you should rest a lot. If you feel very bad, go to the drugstore and buy this medicine, its avor is terrible, but it will help you feel better.

—Well, you should rest a lot. If you feel very bad, go to the chemist’s shop and buy this medicine, its avour is terrible, but it will help you feel better.

• Which instructions are given for the flu in your country? Time to Shine!

Reader Does eating healthy mean only eating fruit and veJetables" pp

Step 1

Poster

• Check this and the previous page and create a list with words and expressions related to health care. Self-evaluation Reect upon the following questions: • Which strategies did I use to explore instructions to take care of health?

• Was I able to understand them clearly? What can I do to improve?

27 Unit 3

Lesson

1 Listen to some instructions to eat well and identify stressed words. Then, discuss how each made you feel. 10

b The stressed words are…

a The stressed words are…

It made me feel…

2 Listen and read. Detect pauses with your partner; draw a diagonal line (/) when you hear one. 11

Eat healthy and you will be a healthy person! Have you ever heard that we are what we eat? That’s totally true! Eat healthy foods that the earth provides such as fruits, vegetables, seeds, and whole grain cereals. You will certainly become a picture of good health!

3 Discuss which words from the previous activity have the following sounds; register them in the chart.

4 With your partner, reread the text in Activity 2 and answer. Which expression means in a very healthy condition ?

5 Look at the picture and, with your partner, discuss instructions for a healthy diet. Write them down. 113

Instructions for a Healthy Diet

Eat fruits.

Don’t eat candies.

6 Follow the instructions given in El Plato del Bien Comer during this month. Keep a record in your notebook of what you eat.

Reader What can you do to Jet the physical activity you need" pp

Step 2

Poster

• Describe your audience (who will see your poster) and dene your purpose (why you are designing the poster) on a sheet of paper. File the sheet in your portfolio. Self-evaluation Reect upon the following questions: • What did I do in this lesson to interpret instructions? • Which of these strategies was the most eective for me to understand them? What can I do to improve?

29 Unit 3

Lesson

1 Read the instructions and discuss with your team how each of them can help you be healthy.

Use relaxation techniques.

Think positively and be happy.

Eat a balanced diet.

2 Use the instructions from the previous activity to label each picture.

3 Give an instruction for each picture.

4 Answer the questions with your team. If we create a poster with health instructions… a who will read them? b what would be my objective?

5 Circle the theme that may be more useful for the people who will read your instructions.

How to brush my teeth

6 For homework, research information to clear up any doubts you may have about the theme you chose. 113

Reader +oZ iPportant is sleepinJ Zell to students" pp

Step 3

Poster

• Write a list of health topics and vote for one to work with. • Research information related to the topic and, on a sheet of paper, dra instructions for health care on the topic you chose. File them in your portfolio. Self-evaluation Reect upon the following questions: • How did the illustrations help me interpret instructions? • Was it easy for me to interpret instructions when being part of a team? Why or why not? What can I do to improve?

31 Unit 3

Lesson

1 Look at the pictures and choose the one that corresponds to the theme you selected. Write the instructions.

2 Write some other instructions using the information you researched.

3 Use connectors to order your steps. Check the information provided on page 113 in your book. 113

4 Follow the steps to create a draft for a poster. • Create an illustration that may help to understand each of your steps. • Write the title. • Write the instructions. • Use numbers or bullets to make instructions more precise. • Include any other graphic element (arrows, lines, etc.) that may be needed.

Reader Does being healthy mean a lot of sacrifices? pp

Step 4

Poster

• Create illustrations to clarify each of the instructions you draed. Self-evaluation Reect upon the following questions: • Which steps did I follow to write health instructions?

• Were any of them dicult for me to perfom? Which?

What can I do to improve?

33 Unit 3

Poster Do the following activities: • Take out the material that you will use for your poster. • Write the title. • Cut the illustrations you created and paste them. • Write instructions in a logical order. • Add graphic elements to make instructions more precise. • Post your poster in a place where everybody can see it. Assessing My Learning Process Peer evaluation Choose one of the posters designed by another team and try to follow the instructions they wrote. • On a sheet oG paper, write which aspects oG the poster helped Zou interpret and follow the instructions, and which of them can be improved. • Post Zour sheet beside their poster. • Go where Zour poster is posted to check the Geedback Zou receive Grom other classmates. Self-evaluation 1 Reect and complete. It was easier for me to give / follow instructions about health care because 2 Look through the unit to recall what you have learned to learn, to know, and to do. 3 In your notebook, write what you think was dicult to achieve and what you can do to improve.

Review

1 Work in pairs to decide which instruction may correspond to each picture. Write them down.

2 Discuss the answers of the following questions to identify audience and purpose.

a What is the objective of giving these instructions?

b Who are they for?

3 Order the instructions you wrote in Activity 1 using connectors.

4 Write a title for the instructions.

Unit 3

How Can We Share Personal Experiences?

Use previous knowledge to write the names of the parts of a letter. Listen to check. 12 a The tells when the letter was written. b The means “hello.” c The contains the message. d The means “goodbye.” e The

Social Practice of the Language To share and compare personal experiences Achievements • ([plore letters Zhere personal e[periences are exchanged. • Interpret personal e[periences in letters • :rite and reply to letters that narrate personal experiences. Product: /etter Zith 3ersonal ([periences Family and Community Environment

says who the author of the letter is.

2 Label the parts of the letter using the words from Activity 1.

May 28, 2018

Dear Liz, I’m writing you to tell you I visited my family in Guanajuato and I had a wonderful time with my cousins. How about your vacation? Write me soon. Lots of love, Olivia

3 Reread the letter and analyze how it is similar or different from letters written in your native language. Register your conclusions. Aspect English Native Language date You write the month, day, and year. You write the place, day, month, and year.

greeting

36 Lesson 1

4 Read the letter, determine the theme, and complete the sentence.

March 16, 2019

This letter is talking about a

Hi Aldo, I will be in your city next week. I’m very excited because I will be playing the bass in the music festival. I know you love music and I would like to invite you. I can give you tickets . Write back soon, Mario

festival.

Reader :hen Zas the ırst letter sent" pp

5 Listen and circle the emotions that show how Aldo feels. 13

March 18, 2019

sad

thankful

Hello Mario, It was great to hear from you. I would love to go to the music festival. Thanks a lot for the tickets. See you around, Aldo

worried

bored

happy

6 Reread the letters in

Activities 4 and 5. Circle the one that is a reply.

Step 1 • Check this and the previous page and, on a sheet of paper, create a list with words and expressions that can be used when writing letters. • Use a dictionary to add some more words to the list and le your sheet in your portfolio. Self-evaluation Reect upon the following questions: • Which aspect did I consider to explore letters? Letter with Personal Experiences

• Could I understand the personal experience they communicate?

What can I do to improve?

37 Unit 4

Lesson

1 Read the events in the chart and complete the headings for the columns. 114 121

Events that

in the Past

Last Saturday, in my birthday party,… … we played games. … we ate cake.

When the rst guest arrived… … my dad was decorating the house. … I was blowing balloons. … my mom was preparing the sandwiches.

2 Read the letters and contrast their themes. July 9, 2019 Hi Marco, Happy birthday! I hope you

July 11, 2019

Hello Danna, Thanks for writing. I had the best birthday party ever! Mom and Dad helped me prepare it. All my friends came and we played games and ate cake. I hope you can come next time. Keep in touch , Marco

are having a wonderful day. We couldn’t go to visit you this year, but I promise the next one we

will be there. Missing you, Danna

In this letter, Marco is

In this letter, Danna is

Marco for .

with Danna.

3 Reread the letters in this and the previous lesson. Write three sentences that express personal experiences.

• :hich phrases do you use to express personal experiences in your native lanJuaJe" Time to Shine!

4 Look at the pictures and follow the instructions. • Talk about school trips you have been on. Were they similar to the ones shown in the pictures? • Choose one to share in a letter.

5 Write the recipient of your letter and explain why you chose him/her. The recipient of our letter would be because .

Reader +oZ iPportant are letters noZadays" pp

Step 2 • Brainstorm personal experiences you would like to share and write them down on a sheet of paper. File it in your portfolio. • Decide who you will write the letter to. Self-evaluation Reect upon the following questions: • Could I interpret personal experiences expressed in letters? Letter with Personal Experiences

• Which aspects did I consider to do it? What can I do to improve?

39 Unit 4

Lesson

1 Write three events related to the experience you chose.

a b c

2 Order your events.

3 Add details to your events.

School Trip

4 Listen and say “Pause” every time a connector is used. 14 114

5 Use words and punctuation marks to link your events.

Reader +oZ do Ze structure a letter" pp

Step 3 • Mention at least three events related to the personal experience you chose. • Write at least one detail for each event. Self-evaluation Reect upon the following questions: • What did I do to write a letter that narrates a personal experience? Letter with Personal Experiences

• Was it dicult for me to do it? Why or why not?

What can I do to improve?

41 Unit 4

Lesson

1 Write a greeting and an opening for your letter.

2 Write an appropriate closing.

3 Read the letter and write a reply showing interest. 114

July 6, 2019

Hello , How’s everything? I’m writing you to tell you about my school trip. We went to the water park and it was amazing! We swam, we walked through a hanging bridge, and we took rides on the slides . How was yours? All the best,

4 Use the checklist to check punctuation in your letter.

Yes No

Did I use a comma aer the greeting? Did I use a comma aer the closing? Did I use periods to separate ideas?

5 Observe the information on the envelope. Address yours.

Olivia Lopez 302 Juarez St. Chetumal, Q.R. 77954 Mexico

Liz Medina 874 Popocatepetl Av. CDMX, 03330 Mexico

Reader Is ZritinJ letters a Jood thinJ" pp

Step 4

Letter with Personal Experiences

• Link your events to write the body of your letter. • Write an appropriate greeting and closing. Self-evaluation Reect upon the following questions: • Which aspects did I consider to reply a letter?

• Could I show interest? How did I do it?

What can I do to improve?

43 Unit 4

Letter with Personal Experiences Do the following activities: • Write a draft of your letter using the information you already have. • Check punctuation using the checklist from Activity 4 on page 43.

• Check that you use appropriate words to link your ideas using the chart from the Learning to Do section on page 114. • Check that your greeting and closing are appropriate for your recipient. • Do necessary adjustments and write a final version of your letter. • Address your envelope. Assessing My Learning Process Peer evaluation Ask two of your classmates to write in your notebook comments about your letter. Follow the example.

Name

I liked that you...

I suggest that you...

Rosa

gave a lot of details.

check your spelling.

Self-evaluation 1 Give your opinion. I think that sharing personal experiences through letters is

2 Look through the unit to recall what you have learned to learn, to know, and to do. 3 In your notebook, write what you think was dicult to achieve and what you can do to improve.

Review

1 Use the graphic organizer to plan a letter.

a Write the experience you would like to share in the yellow box. b Write three events related to the experience you chose in the green boxes. c Write details for each of the events in the blue boxes.

2 Write the body of your letter using appropriate expressions to link ideas.

3 Write a greeting and an opening.

4 Write a closing that shows interest.

Unit 4

What Do Our Everyday Activities Say About Us?

Social Practice of the Language To describe daily activities for others to try to guess Achievements • ([plore and listen to descriptions • Interpret descriptions • &oPpose descriptions and play at describinJ activities • 3lay at describinJ activities Product: *uessinJ *aPe %ased on 'escriptions Recreational and Literary Environment

Follow the reading.

a I do this activity in the kitchen. b I wear an apron to do it. c I always use water, soap, and a scrub sponge to do it. d I wear gloves to do it.

2 Answer the questions. a Which activities can be done in the kitchen?

b In which activities do you need to wear an apron?

c In which activity do you use water, soap, and a scrub sponge?

d In which activities do you need to wear gloves?

3 Read the description and guess the activity.

I do this activity in my

I need a

and a

I also need

The activity is:

4 Fill in the gaps.

The purpose of both descriptions on this page is to

. I think that the description in Activity 3 was written

for

because it includes pictures and has fewer words

than the one in Activity 1.

46 Lesson 1

5 Complete the descriptions with information of your own. 115 Wash the dishes (Where?) I do this activity . (When?) I do it . (What?) I use .

Do homework

(Where?) I do this activity

(When?) I do it in

(What?) I use

6 Write the differences between your descriptions and the ones you read on the previous page.

Reader 'o children in the

author’s neiJhborhood play sports at special facilities" pp

Guessing Game Based on Descriptions

Step 1

• Write a list of daily activities all of you enjoy doing. • Vote to choose two. Self-evaluation Reect upon the following questions: • Which aspects did I consider to explore descriptions?

• Could I identify their elements (place, time, tools, etc.)?

What can I do to improve?

47 Unit 5

Lesson

1 Write a question for each of the statements. Guess the activity. a I do this activity in the street. b I do it early in the morning and at night. c I wear sneakers and a jacket. d I always use a leash and take a waste bag. The activity is: 2 Reread the description on page 46, Activity 1, and the one in the previous activity. Write the phrases that are used in both descriptions.

a b c

3 Complete the following description using words from the box and phrases from the previous activity.

ball

park

sneakers

tools

I do this activity in the

I don’t use any

a t-shirt and

and

a hoop to play.

4 Share information about the activities that you like to do in the park.

5 Read the description and use the chart to classify words according to their function.

I do this activity at school. I do it during Science class. I wear plastic gloves. Small children enjoy doing it. I always use a small shovel and a blue watering can.

Words that Name Things

Words that Express Actions

Words that Tell Size, Color, or Material

6 Write the statement from the description that gives extra details.

Reader :hat else can children learn at PuseuPs" pp

Guessing Game Based on Descriptions

Step 2

• Write a list of questions that you can use to ask for details about descriptions. Self-evaluation Reect upon the following questions: • Which aspects did I consider to interpret descriptions?

• Could I understand all of them? What can I do to improve?

49 Unit 5

Lesson

1 Write a list of activities all of you do every day.

2 Vote for an activity you want to describe. Circle your choice in the previous activity.

3 With your team, decide which information to draw related to the activity you chose. Then, label your drawings.

Time

Place

Clothing/Equipment

Tools

Extra details

4 Organize the information you wrote in the previous activity. 115 a b c d e

5 Choose statements from the previous pages that you may use in your description.

a b c d

6 Write your description. Make sure language is appropriate for your classmates.

Reader 'o you ever participate in any of the faPily activities Pentioned in the te[t" pp

Guessing Game Based on Descriptions

Step 3

• Write information related to each of the activities you chose. • Organize the information in a chart. Self-evaluation Reect upon the following questions: • Could I compose descriptions?

• Which steps did I follow? What can I do to improve?

51 Unit 5

Lesson

1 Listen and write questions that you would use in each situation. 16 115 a You don’t hear what was said. b They speak too fast. c You need more information.

d You didn’t understand one of the words they said.

2 Explain what you would do for each request. 115 a Could you repeat, please? b Could you say that slowly? c Could you be more specic, please?

d What do you mean by (the word)?

3 Listen to the example. Then, use the checklist to rehearse your description.

Yes No

Did we check pronunciation of the words we are using? Are we speaking with an appropriate volume? Are we speaking uently and making appropriate pauses? Are we using gestures and body language?

4 Together with your class, read the following statements and circle an option to decide the rules you will follow to play. a We can ask 2 / 3 / 4 questions. b We have 1 / 2 / 3 opportunities to guess. c The time limit to guess will be 1 / 1:30 / 2 minutes. d If we don’t guess, other students may guess / the answer will be said. 52

5 Prepare some questions to play. a b c d e

6 Follow the instructions to play.

a Get in teams. b Number teams. c Team 1 will say their description and Team 2 will try to guess. d Follow the rules you established the previous session to make your guess. e When the guess is done, Team 2 will say their description and Team 3 will try to guess. f Continue the same way until all teams have participated.

• 6hare rules for JuessinJ JaPes you have played Time to Shine!

Reader 'oes the Zriter thinN that children have chanJed" pp

Guessing Game Based on Descriptions

Step 4

• Write the descriptions of the activities you chose. • Rehearse saying it using the checklist from Activity 3 on page 52. Self-evaluation Reect upon the following questions: • Was I able to play actively guessing activities others described?

• What strategies did I use? What can I do to improve?

53 Unit 5

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