Z5668 - 6Primaria Sunburst - Cuaderno de Actividades

Primary

Activity Book

Mario Herrera

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.

¡Conócelo, cuídalo y disfrútalo!

Distribución gratuita, prohibida su venta.

Primary

Activity Book

Catalogue Publication Data

Author: Mario Herrera Salazar Sunburst 6 Primary Activity Book First published 2020 Pearson Educación de México, S.A. de C.V., 2020 ISBN: 978-607-32-5229-4 Area: ELT Format: 20.5 x 27 cm Page count: 124

Managing Director: Sebastián Rodríguez ■ ELT English Lead: Anita Heald ■ Publisher: Hened Manzur ■ Content Development: Susana Moreno ■ Content Support: Liliana Plata ■ Proofreading: Michael Twomey ■ Art and Design Coordinator: Juan Manuel Santamaria ■ Layout: Claudia Morales ■ Cover Design: Factor02 ■ Photo Credits: Shutterstock

Datos legales

First published, 2020 First Reprint, 2021

ISBN PRINT BOOK: 978-607-32-5229-4

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

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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

Unit 6

How Can We Solve Problems Together? Academic and Educational Environment Social Practice of the Language: To review and select information to solve a problem Product: Poster with FAQs About a School Problem 64 66 What Is the Purpose of Warnings and Prohibitions? Family and Community Environment Social Practice of the Language: To understand Unit 7

4 6

Unit 1

Should I Listen to Others’ Suggestions? Family and Community Environment Social Practice of the Language: To exchange suggestions to buy or sell a product Product: Dialogue to Exchange Suggestions 14 Unit 2 16 How Can I Relate with Tales?

Recreational and Literary Environment Social Practice of the Language: To read fantastic tales Product: Illustrated Venn Diagram

and express warnings and prohibitions Product: Sketch to Express Warnings

Unit 8 76 What Do I Know About Customs Around the World? Recreational and Literary Environment Social Practice of the Language: To explain customs based on pictures Product: Comparison of Customs Based on Pictures 84 Unit 9 86 What Do You Know About Jobs? Academic and Educational Environment Social Practice of the Language: To register information to elaborate a report about a job or profession Product: Illustrated Report 94 Unit 10 96 What Is Important When Narrating a Sports Event? Family and Community Environment Social Practice of the Language: To narrate a sports event Product: Narration 104 Glossary 106 Appendix 111 Irregular Verbs 121 Classroom Language for the Student 122 Suggested References for the Student 123

24 26

Unit 3

How Do We Take Care of Ourselves? Academic and Educational Environment Social Practice of the Language: To write recommendations to avoid personal risk situations Product: Illustrated Report 34 Unit 4 36

What Can You Tell About an Interview? Family and Community Environment Social Practice of the Language: To analyze and discuss an interview Product: Discussion

Unit 5 46 How is Mexican Culture Similar or Different to Other Cultures? Recreational and Literary Environment Social Practice of the Language: To read historical accounts to compare cultural aspects from Mexico and other countries Product: Comic 54

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

4 Listen to the narration again and visualize what you hear; draw it.Then, use those drawings to tell a partner what happened in the game. 31

What Is Important When Narrating a Sports Event?

Social Practice of the Language To narrate a sports event Achievements • Explore narrations of sports events. • Understand general information and details of narrations of a sports event. • Narrate a brief fragment of a sports event. Product: Narration Family and Community Environment

1 Read and circle key words.Then, discuss with your class which event took place the day before. 110

5 Listen and analyze the narration with your partner. Follow the instructions. a Underline the sentences in which rhythm is faster. b Circle the one in which volume increases. c Draw a square around the one in which intonation is dierent. 32

110

EPIC LAST MINUTE GOAL! Yesterday in the stadium we lived breathtaking minutes at the end of the match…

Good job by Smith, he’s been playing absolutely fantastic football here over the last couple months. The 21-year-old rookie has been making great plays all season long. Watch him right here, he’s going into motion… the key is when they run these routes; they’d run into the linebackers. Look at him here! There he goes! He’s coming right down the line! An awesome touchdown by Smith!

2 Listen and read the narration.With your partner,fill in the flow map to analyze the sequence of events. 30 110 …wait a minute… McPherson, The Ginger Prodigy attacker, is getting into the penalty area; Armand, the defender, is following him but he’s slower. English supporters are surely getting nervous now; if they don’t score a goal, we’ll go to extra time. Thompson throws the ball to the edge of the penalty area. Jones crosses the ball to the center… I can’t breathe… McPherson strikes… Goal! This was absolutely an outstanding movement! Jones and McPherson played it well; the goalkeeper couldn’t do anything. Brilliant game played by the English team. French supporters must be disappointed ; in the 90th minute they are losing 2-3…

6 Discuss with your class the differences and similarities between the soccer narration and the football narration. Focus on the way they transmit emotions.

Reader Do you think you need to train hard to play in a tournament? (pp. 113-115) Narration

Step 1

• Write a list of sports. Choose one. • Create a repertoire of words and expressions related to that sport. Self-evaluation (Underline.) To explore narrations of sports events, I… …identified key words to anticipate the event. …analyzed the sequence of events. …determined the purpose. Tip: When you listen, try to visualize what you hear.

3 Discuss with your classmates the purpose of the narration from the previous activity.

Lesson 1

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.

Classroom Language for the Student: You can use this list of useful expressions to practice pronunciation. Irregular Verbs: You can refer to this list when in doubt about spelling.

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

108

Portfolio

Listen

Should I Listen to Others’ Suggestions?

1 Look at the pictures and share which type of snacks you prefer.

Family and Community Environment

Social Practice of the Language To exchange suggestions to buy or sell a product Achievements • Listen and explore suggestions in dialogues. •Understand expressions used by speakers. •Exchange suggestions in a dialogue. Product: Dialogue to Exchange Suggestions

2 Listen.Then, exchange impressions with a partner to answer the questions.

2 Who are speaking? What is the dialogue about?

3 Circle the product and the place for buying it that Leo suggested.

a Product

b Place

4 Share how you would feel if one of your friends made suggestions to you concerning your eating habits. 106

I would feel annoyed because they don’t like the food I eat.

I would feel pleased because they are concerned about my health.

Lesson 1

5 Listen again and draw vertical lines where you hear pauses.Then, pay attention to the interlocutors’ intonation and, in pairs, discuss how each of them speaks. Follow the example. 3 106 111

Which information can I get by paying attention to the speakers’ intonation? For information about this theme, go to page 111. 111

I think Alicia is euphoric when she mentions the chocolate ice cream.

—I’m very hungry. Let’s buy a snack. —Yes, Leo! It’s time for a delicious chocolate ice cream! —Are you sure, Alicia? I don’t think it’s very healthy for you to eat ice cream every day. —Why not? —I think it’s OK to eat junk food once in a while but not every single day like you do. Why don’t you try these cereal bars with dried fruits? —I don’t like dried fruits… —Well, then, you could try the ones with nuts; they are great! —You’re right, I should change my eating habits… I’ll buy one of those. —If you like it, you can buy a box in the supermarket, it’s much cheaper that way. —Thanks for caring for my health!

Reader What does Katherine suggest doing in order to get money? (pp. 5-7)

Which expressions are used to make suggestions? For information about this theme, go to page 111. 111

6 Reread the dialogue and circle the expressions used to make suggestions.What are they? 111

• Check this and the previous page and create a list of words related to suggestions. If necessary, review the information provided on page 111. • Use a dictionary to add some more words and expressions to the list. Dialogue to Exchange Suggestions

Step 1

Self-evaluation (Check the box or boxes.) How did I explore suggestions in a dialogue? I identified the speakers. I recognized the products. I paid attention to the speakers’ intonation.

Tip: It can be easier to explore suggestions if you identify phrases that introduce them such as: You should …, You could …, How about…? , or Why don’t you…? among others.

Unit 1

Lesson

1 Observe the material shown below.Draw what you would create with it. + =

2 Listen and read. Circle the expressions used to start the dialogue and underline the ones used to end it. 4 106 —Hi, Gabriel, are you OK? —Hello, Emilia, not really. It’s going to be my mom’s birthday and I have very little money to buy her a gi. —Have you thought about making her a gi? —I’m not good at cras. —You don’t have to be good! I’ve just seen a video on how to make wonderful design mugs . It’s very simple and cheap. I can help you if you wish. —What do I need? —You should buy a stainless steel mug; you might nd it in any kitchen supply store. —And what about the design? —Easy! You could buy some permanent markers at the stationery store and create a wonderful design. You may even include a message for your mom. —It sounds like a great idea! —Yes… I think I will start selling them. —How about you doing them and me selling? —We can have our own little enterprise ! I like that! I should go now, but I’ll see you tomorrow to help you make your mom’s gi and discuss our project. —Thanks a lot! Bye!

3 Reread the dialogue and fill in the graphic organizer.

Problem

Solution

Project

4 Listen to the dialogue from Activity 2 again.Write numbers to show how Gabriel felt when the conversation started (1), during (2), and at the end (3).

5 Circle who speaks first in each case.

person who gives a solution

a person who exposes a problem

a person who has an idea for a project

a person who oers to help in the project

Reader How did Lisa and Katherine advertise their product? (pp. 8-9)

6 Discuss.

• What would you suggest Gabriel to give his mother?

Step 2

Dialogue to Exchange Suggestions

• Choose a product you would like to give suggestions about. • Explain why you think it is a good product. Self-evaluation (Circle.) It was easy / difficult for me to identify the effect that Emilia causes in Gabriel during the conversation. It was easy / difficult for me to determine the turns to speak. Tip: If it was difficult to identify the effect caused in the interlocutor, remember to pay attention to the intonation as it can give you information about the way he or she feels.

Unit 1

Lesson

• Mention some eco-friendly products we all can use. Time to Shine!

1 Look at the picture and discuss with your team.

• What problem is the picture showing? • What are the consequences of this problem? • Which products would you suggest to solve it?

2 Listen to identify the suggestions. Circle them. 6 106 —Hi, teacher! I’m ready to go on the school trip. —Good morning, Aida! Did you bring your lunch inside a bag as I asked? —Of course! Here it is. —Wow! That bag is nice. —Is it eco-friendly ? —Yes! We shouldn’t use plastic bags anymore. This is a water-resistant paper bag, and wait to see what I have inside. —Show us! —These straws . —What is special about them? —They are biodegradable because they’re made out of bamboo. —Where can I buy them? —You might order them online, I strongly recommend you replacing plastic straws with them. —I’m thinking that we should produce some eco-friendly products and sell them ourselves. What do you think? —Count on us!

How can you ask for characteristics of products? For information about this theme, go to page 111. 111

3 With a partner, identify the expressions used in the dialogue and exchange impressions about them to fill in the chart. 111

Expressions to Ask for Characteristics of Products

Expressions to Indicate Characteristics of Products

4 In small teams, analyze the content of Aida’s expressions in the dialogue and compare it with the content of the expressions used by her classmates. Explain what the main difference is.

5 Scan the words in bold in Activity 2. Split each word into two parts, write them below, and look up their meaning.

Word

Part 1

Part 2

Meaning

6 Listen and identify the differences when a word is said on its own and when it is said as part of a sentence. Discuss them with a partner and write your conclusions. 7

Reader How did Lisa solve

the problem with her competitor? (pp. 10-12)

Step 3 • Use the questions asked in the dialogue from the previous page as a model to write ve questions about a product of your choice. Self-evaluation (Underline.) The strategy that helped me understand expressions used by the speakers was: • Comparing the content of expressions. • Segmenting words into parts to improve comprehension. Tip: If it is difficult for you to understand a speaker during a conversation, you can ask them to repeat what they said. Dialogue to Exchange Suggestions

11 Unit 1

Lesson

1 Look at the eco-friendly products.Draw a different one in the space provided.

2 Circle the option of your preference. We would like to exchange suggestions to buy / sell an eco-friendly product. 3 With your partner,choose a product from the ones that were presented.Think of the best five questions you can ask about it and write them down. 111

a b c d e

111

What is the dierence between open and closed questions? For information about this theme, go to page 111.

4 With your partner,decide which information may help you answer questions about the product you chose.Write notes following the example.

It can be purchased in the local market.

5 Circle one of the following questions to express alternatives in your dialogue. If I buy two, is it the same price? If I buy a box/package, is it cheaper? Do I nd it in the supermarket or should I buy it in a special store? Can I sell my product here or should I ask for permission?

6 Use the questions and the notes you wrote on the previous page to rehearse a dialogue to exchange information about your product with your partner. Monitor his/her pronunciation.

ICT Box If possible, use an online dictionary to check how words are pronounced. Click the sound icon after the word, listen and then repeat the word yourselves.

7 Establish dialogues with the pair that chose your product and the pair that presented the product you chose. Exchange suggestions. Be sure to include: • phrases to start and end a dialogue

Reader What did Lisa’s mom like particularly about the gift? (pp. 13-15)

• the questions you wrote in Activity 3, page 12 • the expression you chose from Activity 5, page 12 • words and expressions to make suggestions

Step 4

• Create a chart with expressions that you can use in your dialogue. Self-evaluation (Check the box or boxes.) To exchange suggestions about a product in a dialogue, I... asked questions to obtain more information about others’ products. Dialogue to Exchange Suggestions

gave information about my product. used alternatives to give suggestions.

Tip: If you are still not very confident to exchange suggestions in a dialogue, you may prepare notes with useful expressions and relevant information. Have them at hand in case you need them.

13 Unit 1

Dialogue to Exchange Suggestions Work in pairs to do the following activities: • Review your product description, questions, and expressions (modals and phrases) you filed in your portfolio. • Plan how you will start and end your dialogue. • Rehearse your dialogue including all the information you wrote.  Convey emotions by varying intonation.  Monitor pronunciation. • Once you’re ready, choose a partner to work with and present your dialogue in front of your class! Assessing my Learning Process Peer evaluation Get together with another pair to exchange feedback about your dialogues. Reect if… • …suggestions were exchanged. • …appropriate expressions were used. • …intonation was appropriate. Self-evaluation 1 Answer. • Did I exchange suggestions to buy or sell a product? • Which expressions did I feel comfortable using? 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. Check the tips given at the end of each lesson and explain how they may help you improve.

Review

1 Work in pairs. Illustrate a product you would like to give suggestions about.

2 With your partner, write notes to describe your product.

3 Circle the expressions used to start a dialogue and underline the ones to end it. Hi! See you! Bye! Hello! I should go now.

4 With your partner, decide which phrases you may use to give suggestions.Write them down.

5 With your partner, prepare three questions you can ask about a product. a b c

6 Write suggestions for the product you drew. a b c

7 Get with another pair and exchange suggestions.

Unit 1

How Can I Relate with Tales?

Social Practice of the Language To read fantastic tales Achievements • Explore fantastic tales. •Read tales. • Compare and contrast conduct, values, and settings. Product: Illustrated Venn Diagram Recreational and Literary Environment

1 To start exploring the tale, look at the picture and discuss with your class.

• What do you think is the theme of this tale? • Who was it written for? • Why did the author write it?

2 Continue exploring the tale. Look at the illustration, read the title, and together with your partner answer the question.

What is this tale about?

3 Listen and read the tale. Circle unknown words and work with your partner to define them by considering the context. 8 106

The Princess and the Pea by Hans Christian Andersen

There was once a prince who wanted to marry a real princess. But his mother, the queen, was very demanding and wanted nothing but the best for her son. One evening, a storm came on; rain poured down in torrents when a knock was heard at the door of the palace. It was a girl asking for shelter . She was all wet and her dress muddy; she looked awful. Yet she claimed to be a real princess. The queen, who didn’t believe she was a princess, went into the bedroom where the girl was going to sleep, took all the bedding off

and laid a pea on the bottom; then, she took 20 mattresses and laid them on top of the pea. The next morning, she asked the girl how she had slept. “Oh, very badly! Heaven only knows what was in the bed, but I was lying on something hard,” the princess said. Then they knew she had spoken the truth because nobody but a real princess could possibly have such sensitive skin. So, the prince took her for his wife. There, that is a true story.

16 Lesson 1

112

4 Work in pairs to fill in the flow chart with information from “The Princess and the Pea.” 112

Why is it important to understand the plot of a story? For information about this theme, go to page 112.

Beginning

Middle

End

Climax

• Mention other tales written by Hans Christian Andersen. Time to Shine!

5 Identify the message of the tale.

Reader What were roads like in Grid City? (pp. 18-19)

Step 1 • Share the tale you brought for homework with your team and vote for one to work with. • Read it and describe its plot in a graphic organizer. Self-evaluation (Check the box or boxes.) To explore the tale I read, I... Illustrated Venn Diagram

connected its theme with my previous knowledge. looked at the titles and images to predict its content. identified unknown words and expressions. It was easy / difficult for me to read the tale.

Tip: If it was difficult for you to read the tale, remember flow charts can help you a lot to sequence important information. Also, don’t forget to reflect on what you read.

17 Unit 2

Lesson

1 Listen and read the tale.With your partner, circle words and expressions that describe characters, objects, and places. 9 106

by Beatrix Potter The Tale of Peter Rabbit

Once upon a time there were four little Rabbits, and their names were: Flopsy, Mopsy, Cotton-tail, and Peter. They lived with their Mother underneath the root of a very big r tree. One morning, Mrs. Rabbit had to go out. She told her children that they could go into the elds or down the lane but never into Mr. McGregor’s garden. “Your Father had an accident there; he was put into a pie by Mrs. McGregor,” she explained. Flopsy, Mopsy, and Cottontail, who were good little bunnies, went down the lane to gather blackberries. But Peter, who was very naughty, ran straight away to Mr. McGregor’s garden and ate all his lettuce, French beans, radishes, and parsley. Mr. McGregor got extremely mad. “I will catch you!” he shouted and ran after Peter all over the garden. He caught

him but fortunately Peter managed to escape. He jumped out of a window and, terried, sat down to rest. He didn’t know the way

out. After a while, he began to wander about, he met some animals but none of them helped him. Peter was desperate and began to cry. Finally, Peter found the way out and slipped underneath the gate, and was safe at last. He ran home and when he arrived, he just opped down upon the nice soft sand in the rabbit-hole. His mother didn’t say anything; she put him to bed, and gave him a dose of chamomile tea. But Flopsy, Mopsy, and Cotton-tail had bread and milk and blackberries for supper.

2 Review the words used to describe places in the story.Then, with your partner, compare the place where the story develops with the place where you live. Fill in the Venn Diagram.

The place where the tale develops

The place where I live

3 Work in teams to share if you have ever gotten into trouble as Peter Rabbit did.

4 Work in pairs to recall why Peter Rabbit got into trouble.

5 Reread the fragment and discuss with your partner which sentence repeats the exact words Peter’s mother uses to give him her advice. 112

One morning, Mrs. Rabbit had to go out. She told her children that they could go into the elds and down the lane but never into Mr. McGregor’s garden. “Your Father had an accident there; he was put in a pie by Mrs. McGregor,” she explained.

112

What is the dierence between direct and indirect speech? For information about this theme, go to page 112.

6 Identify the punctuation marks used in the fragment from the previous activity. Reflect upon their function with your partner and write your conclusions.

Reader Why didn’t Mrs. Browse like Zellandine? (pp. 20-21)

Step 2

Illustrated Venn Diagram

• Draw the place where the action of the tale you chose takes place. Self-evaluation (Check the box or boxes.) I used the following strategies to understand the tale I read: Recognize words that describe characters, places, and objects. Identify the exact words that a character said. Analyze the function of punctuation marks. Tip: To enhance comprehension, always establish connections with your personal experiences.

19 Unit 2

Lesson

1 Look at the illustrations on this page and the ones on page 22. Exchange your impressions about them with your team.

106

2 Listen and read.

by Charles Perrault The Master Cat (Part 1) Long, long ago, there was a miller

rabbits ran into it and the cat pulled the string of the bag, and carried them off

who had three sons. When he died, he left his mill to the eldest son, his donkey to the second son, and his cat to the youngest, who had always been his favorite. The poor boy, with only one cat, wondered what he should do to get his bread. While he was sitting thinking about it, his cat jumped up on the table and touched him with his paw. “My dear master,” he said, “I will get you what you need to live. Only you must buy me a pair of boots and give me a bag.” The boy thought it was a wonderful thing to hear a cat talk. So, he took the cat to the shoemaker, and got him a pair of boots and gave him a nice large bag. Once the cat received what he wanted he put some lettuce leaves and ne parsley into his bag, went into a rabbit warren, and held the bag very quietly open, hiding himself behind it. Two little

to his master. Early the next day, the cat took his bag and went again into the warren to catch two more ne young rabbits. But instead of carrying them home, he walked to the king’s palace and knocked at the door. “I have brought a present to the king,” said the cat. The porter let him in, and when the cat came into the king’s presence he said, “My Lord Marquis of Carabas sends these rabbits to your majesty with his respects.” After visiting the palace, the cat went home and told his master all he had done. The miller’s son laughed; but every morning the cat caught a rabbit and carried

it to the palace with the same message.

112

What is the dierence between a main character and a secondary character? For information about this theme, go to page 112.

3 Work in pairs to fill in the chart writing one action in each column. 112

Main character

Secondary character

Narrator

4 Reread the tale from Activity 1. Share with your partner a similar experience you have had and describe it below. 112

112

How can you make connections with a text? For information about this theme, go to page 112.

Reader Do you see Mr. Browse’s love for

Zellandine in his words or in his actions? How? (pp. 22-24)

Step 3 • Share personal experiences you have had similar to the one of the tale you chose. • Choose one and create an illustrated sequence of the events. Self-evaluation (Number the strategies according to the importance they have for you to understand a tale.) Analyze the effects caused by illustrations. Classify narrator, main character, and secondary characters for their actions. Reread to check understanding. Tip: Creating mental images while reading will help you visualize the actions that take place in the story. 5 Share your experience with another team and discuss how the conducts, values, and settings are similar to or different from the ones described in “The Master Cat.” Illustrated Venn Diagram

21 Unit 2

Lesson

1 Listen and read. Discuss with your class how these sceneries are similar to or different from the ones where you live. 11 106

by Charles Perrault The Master Cat (Part 2) One day the cat went to see an ogre

was the matter. “Oh, your majesty,” said the cat, “my master the marquis was bathing, and someone has taken away his clothes.” The king ordered one of his attendants to ride back to the palace and get a suit of his own clothes for the marquis, “who has so often sent me gifts,” he said. And when they were brought, the cat took them to his master. The miller’s son looked quite like a gentleman in the king’s clothes, and when he went to thank his majesty for them, the king asked him to get into the coach and he would drive him home. The cat told the coachman to go to the Ogre’s castle, and when they arrived, he said, “Your majesty and the princess are welcome at the castle of my Lord Marquis of Carabas.” The king was delighted, for it was indeed a very nice castle. They sat down to a great feast, which the cat ordered to be served, and the king was so pleased with the miller’s son that he allowed him to marry his daughter

that lived nearby in a magnicent castle. “I heard,”

the cat said, “great Ogre, that you are so clever , that you can turn yourself into any creature you please.” “Yes, so I can,” said the ogre. “Dear me,” said the cat, “how much I should like to see your ogreship do it.” The ogre turned himself into a lion, and roared loudly. Then, he changed back into an ogre again. The cat praised him a great deal, and then said, “Can your ogreship become a small animal?” “Oh, yes,” said the ogre; and he changed himself into a little mouse. Immediately the cat ate him. Then, the cat ran home and asked his master to go and bathe in the river. The miller’s son obeyed; and while he was in the water, the cat took away all his clothes, and hid them. As soon as the king’s carriage came into sight, just as the cat had expected for he always drove in that direction, the cat began to cry very loudly, “Help for my Lord the Marquis of Carabas.” The king put his head out, and asked what

and made him a prince. And they lived happily ever after.

2 With your partner, discuss which values are guiding the cat’s conduct.Then, compare them with the values of someone you know.Write your conclusions.

3 Reread the two parts of the tale and, with your partner, identify the relationships among characters.Write them down and compare your answers with another pair.

ICT Box If possible, create an online forum to share your impressions about the tales you read in this unit.

4 In small groups, share how your own relationships are similar to or different from the ones in the story. Follow the example.

Reader What was dierent in the future? (pp. 25-27)

I have a father as the princess does.

5 Considering all the aspects you have analyzed, discuss with your class the similarities and differences between your conducts and values and the conducts and values in France during the 18th century as described in “The Master Cat.”

Step 4

• Describe the characters from the tale you chose. • Create a chart in which you compare the tale’s characters with the people involved in the experience you illustrated. • Decide the material you will use to create your Venn Diagram. Self-evaluation (Underline.) To compare and contrast conducts, values and settings, I… • compare the sceneries from the tale with mine. • compare the conducts and values from the tale with mine and the ones of the people I know. • compare relationships in a story with my own. Tip: When you read a story, try to find common ground, that will help you understand better! Illustrated Venn Diagram

23 Unit 2

Illustrated Venn Diagram Do the following activities: • Take out your material. • Analyze the evidence you filed in your portfolio. • In the center of the Venn Diagram, illustrate similarities between your experience and the tale you chose. • In the circles on each side, illustrate the differences. • Make sure to include details about the setting, characters, and plot. • Explain your diagram to your classmates! Assessing my Learning Process Peer evaluation Work as a class to do the following activities. • Debate to decide which were the three best diagrams. • Reect which aspects made them so good. Self-evaluation 1 Answer. • Did I enjoy reading fantastic tales? • Why or why not? 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. Check the tips given at the end of each lesson and explain how they may help you improve.

Review

Work in pairs to read the tale.

Once when a lion, the king of the jungle, was asleep, a little mouse began running up and down on him. This soon awakened the lion, who placed his huge paw on the mouse and opened his big jaws to swallow him. “Pardon, O King!” cried the little mouse. “Forgive me this time. I shall never repeat it and I shall never forget your kindness. And who knows, I may be able to do you a good turn one of these days!” The lion was so tickled by the idea of the mouse being able to help him, that he lifted his paw and let him go. The Lion and the Mouse by Aesop

Some time later, a few hunters captured the lion and tied him to a tree. After that, they went in search of a wagon to take him to the zoo. Just then the little mouse happened to pass by. On seeing the lion’s plight, he ran up to him and gnawed away the ropes that bound the king of the jungle. “Was I not right?” said the little mouse, very happy to help the lion.

2 Describe a personal experience that is similar to the one from the tale.

3 Work with a partner to tell him/her details about your experience. Don’t forget to describe where it took place.

4 With your partner, reflect on the similarities and differences between the values and conducts that are described in the story and the ones related to your personal experiences.Write your conclusions.

5 Work in small groups to share how the values and conducts from Ancient Greece were similar to or different from yours.

Unit 2

How Do We Take Care of Ourselves?

be able to download them. • Think carefully about what you say before you write something online. • Never share your passwords and keep your privacy settings as high as possible. • Don’t befriend unknown people and never meet up with people you’ve met online; remember not everyone is who they say they are. Finally, we advise you that, if you see something online that makes you feel unsafe or worried , leave the website right away and tell a trusted adult. Never underestimate the risks, always keep safe! Social Practice of the Language To write recommendations to avoid personal risk situations Achievements • Analyze how a text to give recommendations is written. •Plan the writing of recommendations. • Write recommendations to avoid a personal risk situation. Product: Illustrated Report Academic and Educational Environment

1 Look at the picture, read the title, and discuss the questions with your classmates. 107

Avoid Social Networking Risks

Nowadays in social networks, we can find many risks that may lead to unpleasant experiences. We must say that social networks per se are not the problem; the problem is not being able to notice the danger and not taking precautions. Children are exposed to stalking, theft of personal information, or blackmail, among other risks. So here is some advice you can follow to protect yourself: • Don’t post personal information (e.g., mobile number or addresses). • Think twice before posting pictures or videos of yourself if you don’t want people to see them and

• What is the theme of this text? • Who is it written for?

• What is its purpose?

2 Work in pairs to identify and circle key words. Then, predict its content. 3 Listen and read. Identify unknown words or expressions and work with your partner to define them.Write them below. 12

• What risks are you exposed to when using social networks? Time to Shine!

4 Scan the text to find bullets, words in bold, and words in italics. Discuss with your class why each of them is used.

26 Lesson 1

5 Reread the report and, with your partner, analyze its parts to fill in the flow chart. 113

113

What are the parts of a report? For information about this theme, go to page 113.

First Paragraph

Bullets

Last Paragraph

6 With your partner, review the recommendations given in the report.Agree on an example for each of the following cases.Write them down.

Direct Recommendation Polite Recommendation

Reader When does risk increase? (pp. 30-31)

Step 1 • Check this and the previous page and create a list with words and expressions related to risk situations. • Use a dictionary to add some more words and expressions to the list. Self-evaluation (Check the box or boxes.) The strategies that I used to analyze how a text to give recommendations is written were: Identify key words to anticipate the content. Analyze the function of typographic components such as bullets, italics, and bold words. Examine the sequence of the text. Compare types of sentences. Tip: Before you start reading the text, look at the illustrations or pictures and read the title; then, try to recall any previous knowledge you have about the theme. Illustrated Report

27 Unit 3

Lesson

1 Listen and read. In small groups, discuss what the purpose of the last sentence is. 13 107

Peer Pressure

www.teenshealth.org

Dealing with Peer Pressure

What is it? Peer pressure is when someone your age pushes you to do something. Why should you react? Sometimes what they request you to do may be harmful or risky for you; it might lead you in the wrong direction. What to do? • First, reflect if you feel certain about the request. • Then, think about the consequences of accepting the request. • Finally, choose what will make you feel safest and happiest, and not what others want you to do. Paying attention to your beliefs about what is right and wrong can help you know the right thing to do. It is very important to avoid high-risk situations!

2 Reread the report from Activity 1 and write letter patterns that are familiar for you, for example: sh , ing , etc. Compare with a partner and share how they are pronounced.

3 With your partner, reflect on the effects caused by using different fonts, colors, and letter sizes.Write your conclusions.

4 Discuss with your class what a risk situation is and give examples of risk situations that may be caused by peer pressure.Write them below.

5 Discuss with your partner which of the risk situations from the list you wrote you would like to give recommendations about.Write it down.

6 For homework,research information related to the situation you chose.Write notes on the lines below. 113

113

Which aspects should I consider when researching? For information about this theme, go to page 113.

Reader How can you diminish the risk of fires at home? (pp. 32-33)

Step 2

Illustrated Report

• Write a list of risk situations you may avoid and vote for one. • For homework, research the risk situation you chose and write notes on cards. Self-evaluation (Number the strategies according to the importance they have for you to analyze how a text to give recommendations is written.) Recognize different ways to write sentences according to their purpose. Analyze familiar letter patterns. Identify the effects of using different fonts, colors, and size of letters. It was easy / difficult for me to give examples of risk situations. Tip: Listen to others suggestions and connect what they said and what you read with your own experiences.

29 Unit 3

Lesson

1 Work in pairs.Agree on a title for a report that will give recommendations to avoid the risk situation you chose while working in Activity 5 on the previous page.

2 Look at the models provided on pages 26 and 28.With your partner, agree on five direct recommendations to avoid the risk situation you chose.Write them down.

113

What is the dierence between a direct and a polite recommendation? For information about this theme, go to page 113.

3 With your partner, agree on two polite recommendations to include in your report.Write them down.

4 Discuss with your partner which typographic components will be convenient to use when writing your report. Explain how you will use each of them.

113

What information is included in the

5 Work with your partner to write an introduction for your report. Make sure to use new vocabulary to describe the risk situation you chose and explain the importance of taking measures to avoid it.

introduction of a report? Read about this theme on page 113.

What are connectors used for? Go to page 113 for information about this theme. 113

6 Read the suggestions you wrote on the previous page. Discuss with your partner if you can link two suggestions. In case you do, rewrite them using connectors. 113

Reader What risks are there in the streets and when you play sports? (pp. 34-37) also

Step 3 • Write sentences to give recommendations on how to avoid the risk situation you chose. Self-evaluation (Underline.) To plan the writing of recommendations, we… …selected a risk situation. …decided what textual and typographic components to include. …dened types of sentences that will be used. …determined the order of the components. Tip: When you write, always choose a theme that is interesting and relevant for you. Illustrated Report

31 Unit 3

Lesson

1 Work with your partner to order the suggestions you wrote in the previous lesson following a logical sequence.Add more connectors if necessary.

2 To write your conclusion, decide with your partner how you will repeat to your audience the importance of avoiding the risk you chose.

113

What information is included in the

conclusion of a report? Go to page 113, to learn more about this theme.

3 Write a draft for your report using the information you wrote in this and the previous lesson.

113

What is a contraction? For information about this theme, go to page 113.

4 Work with another pair. Read their report and provide peer assessment in the chart below.

Yes No Comments

Their report is legible. Their report includes an introduction, recommendations, and a conclusion. Their recommendations are understandable. Connectors are used to link ideas. New vocabulary is included.

5 Use the checklist below for self-assessment. 113

Yes No

Did I check spelling of words containing unfamiliar sounds? Did I check the use of apostrophes for contractions? Did I start all my sentences with a capital letter? Did I end armative sentences with periods?

6 Make necessary adjustments and, on a sheet of paper, create a final illustrated version of your report.

Reader Can you avoid all risks? (pp. 38-39)

Step 4

Illustrated Report

• Write an introduction, a conclusion, and a title for your report. • Decide what graphic material you will use to illustrate your report and bring it for homework. Self-evaluation (Check the box or boxes.) I used the following strategies to write recommendations. Use new vocabulary. Select connectors to relate sentences. Order sentences into a logical sequence It was easy / difficult for me to assess my writing. Tip: Always listen attentively to any peer assessment you receive as others may notice details we cannot. ICT Box If possible, use a social media platform to share your recommendations with your friends.

33 Unit 3

Illustrated Report Do the following activities:

• Take out your graphic material. • Decide how to organize your report. • Use the evidence from your portfolio to write it; make sure to include:  appropriate typographic components and connectors  dierent types of sentences  words with tion, sh, and ing letter patterns  new vocabulary  attractive illustrations • Check:  order and legibility  spelling and use of apostrophes in contractions • Post your report on the classroom wall. Assessing my Learning Process Peer evaluation Choose one of the reports written by another team and assess it. • On a sheet of paper, write which aspects of the report helped you understand the suggestions they made and which of them can be improved. • Paste your sheet beside their report. • Go where your report is pasted to check the feedback you receive from other classmates. Self-evaluation 1 Reect and complete. It was easy / di cult for me to write a report with suggestions on how to avoid a personal risk situation 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. Check the tips given at the end of each lesson and explain how they may help you improve.

Review

1 Work in pairs to think of a risk situation you have avoided in the past.Write an appealing title that suggests the need to avoid it.

2 Work with your partner to describe the risk situation you chose and explain the importance of taking measures to avoid it.

3 With your partner, write five recommendations for somebody to avoid it.

4 With your partner, decide how you will repeat to your audience the importance of avoiding the risk you chose.

5 Draw an illustration for your report.

Unit 3

What Can You Tell About an Interview?

Social Practice of the Language To analyze and discuss an interview Achievements • Explore interviews. • Understand general information and some interview details. •Discuss opinions about interviews. Product: Discussion Family and Community Environment

1 Look at the pictures and share what you know about this theme.

2 Listen and answer the questions with your partner.

• Who is the interviewer?

• Where are they?

• What might be the reason for the interview?

3 Listen and read.With your partner, identify the beginning, the body, and the ending of the interview.Then, tell which the text pattern is.

114

Which text patterns do you know? For information about this theme, go to page 114.

107

114

—Good morning, classmates! Today, Jim Robins is visiting our school. Please Jim, tell us about yourself. —Hi, everybody! I’m studying robotic engineering and I will start to teach robotic classes here in your school. —That sounds great! So, can you start by telling us what a robot is? —It’s an automatic device that performs functions that living beings normally do. —When was the rst robot created? —The rst robot, Unimate, was created in the 1950s by George Devol. —I can’t believe the rst robot was created the year my grandpa was born! What was it used for? —It was used in the car industry to perform tasks that were dangerous for people. —What are robots used for today? —They are used for all sorts of automation projects; I could go on and on about it, but if you want to know more, you’re all invited to my robotic classes. —I’m sure you’ll have lots of students in your course. Thanks for being here. —Thanks for your invitation; it has been a pleasure.

36 Lesson 1

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