Z5623 - 4Primaria Sunburst - Guía para el docente

Primary

Teacher’s Guide Mario Herrera

Ciclo 2

Lengua extranjera. Inglés Teacher´s guide

Estimado(a) maestro(a):

La Guía Didáctica que tiene en las manos es el resultado del esfuerzo realizado por el gobierno federal y los gobiernos estatales, para garantizar que los(as) alumnos(as) que cursan la asignatura de Lengua Extranjera. Inglés puedan acercarse al conocimiento y dominio de una lengua diferente a la materna y, con sus orientaciones, alcanzar una educación de excelencia. Los materiales educativos que conforman el paquete didáctico le ayudarán a que los(as) estudiantes de esta asignatura logren familiarizarse, conocer, comprender y comunicarse en Inglés como lengua extranjera. Esta Guía didáctica contribuirá también a su formación docente, pues en ella encontrará recomendaciones metodológicas y disciplinares para generar mejores ambientes de enseñanza y aprendizaje de la lengua inglesa; además, cuenta con un disco que contiene modelos orales e imágenes jas que le apoyarán en su quehacer docente.

Le deseamos éxito.

Distribución gratuita. Prohibida su venta.

Primary

Teacher’s Guide

Catalogue Publication Data

Author: Mario Herrera Salazar Sunburst 4 Primary Teacher’s Guide First published 2019 Pearson Educación de México, S.A. de C.V., 2019 ISBN: 978-607-32-4900-3 Area: ELT Format: 20.5 x 27 cm Page count: 160

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 ■ Layout: Alberto Vega ■ Cover Design: Factor02 ■ Photo Credits: Shutterstock

Datos legales

First published, 2019 Second Reprint, 2021

ISBN PRINT BOOK: 978-607-32-4900-3

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

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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

Dear Teacher,

Welcome to Sunburst . We planned and designed this book to provide you with interesting social situations that will engage your students in learning English as a second language. We selected different contexts within the learning environments that may be attractive, and in which your students will naturally use the language to communicate. Sunburst aims towards communicative interaction using the language as a cognitive and reflexive tool. At the end of this cycle, your students will be able to express and exchange ideas, talk about themselves and their emotions, give information about others, build up knowledge, organize their thoughts, and reflect on the new language. Here you will find suggestions on how to work each of the activities provided in 10 units. Reading skills will also be developed with activities designed for the Reader. You will also find opportunities to develop research abilities and cooperative work with your students which will enhance critical thinking skills and, very important, they will learn to learn, learn to know, and learn to do .

Thank you in advance for your enthusiasm and commitment. We really hope that you and your students will enjoy Sunburst .

Sincerely, The Authors

iii

Contents Introduction to the course

Course Components Pronunciation Guide

viii

xii

Useful Expressions in the Classroom

xiii xiv

Scope and Sequence

Unit 1

Can We Support Each Other? Family and Community Environment

T6A

Unit 2

What Do PicturesTell Us?

T16A

Recreational and Literary Environment

Unit 3

How Do WeTake Care of Our Health? Academic and Educational Environment

T26A

Unit 4

How Can We Share Personal Experiences?

T36A

Family and Community Environment

Unit 5 What Do Our Everyday Activities Say About Us?

T46A

Recreational and Literary Environment

Unit 6

Why Is It Important to Ask Questions? Academic and Educational Environment

T56A

Unit 7

What Is the Purpose of Ads? Family and Community Environment

T66A

Unit 8 What Do LegendsTell Me About Other Cultures?

T76A

Recreational and Literary Environment

Unit 9

What DoYou Know About Mexican Food? Academic and Educational Environment

T86A

Unit 10

How Can We Help Others?

T96A

Family and Community Environment

Audio Scripts Worksheets

T112 T116 T127

References

Introduction to the Course

The Learning Experience Nowadays the learning process should be focused on the development of skills and abilities in students that may help them solve problems creatively and respond to daily situations applying what they know. Objectives are no longer isolated but integrated and lead students to accomplish this goal. Students should be able to develop the ability to adapt and continue learning by themselves throughout their lives ( learning to learn ). Students should also be conscious that they are part of a community and they should contribute with these skills, always guided by democratic values. Our role is to provide them with a learning environment in which they may be able to have significant experiences that can help them develop the skills they need. Specifically, in a second language acquisition process, they should have opportunities to communicate and interact in real-life situations. For that purpose, Sunburst series has focused on building an appropriate context for their age interests, choosing relevant materials; this gives students the chance to perform social practices, interacting among themselves and with their teacher, who will act as a guide to reach specific achievements. Activities are designed to help them through this process, practicing the four language abilities (reading, writing, listening, and speaking) to express ideas, organize their thoughts, develop critical thinking, and participate in cultural interactions in different learning environments:

Each lesson offers a wide range of guided and semi- guided activities that model what students have to do to finally prepare the product of the unit, which reflects their accomplishment according to the social practice of the language. The role of the teacher is to facilitate and support students, making them feel confident. Collaborative learning is a key element so it is very important to build a respectful atmosphere where your students can commit to work together towards achieving common goals. Collaborative learning helps you and your students identify strengths and the areas of opportunity for each. Organization Sunburst is organized into 10 units. We suggest that each of them should be covered in 12 sessions. Each unit is divided into 4 lessons (see the suggested table below.) Each lesson is planned to cover two 50-minute classes. Each lesson will guide students to develop the skills they need to acquire the language. Also, at the end of every lesson, students will self-evaluate to find out which their achievements and areas of opportunity are. At the end of the four lessons, the book provides guidelines for the product and activities that guide them to perform peer evaluation and self-assessment. After Lesson 4, the book provides instructions for the product presentation and a Review.

• Family and community environment • Recreational and literary environment • Academic and educational environment

Suggested lesson schedule for teaching a unit

Session 1

Session 2

Session 3

Week 1

Lesson 1

Lesson 2

Week 2

Lesson 2

Lesson 3

Week 3

Lesson 4

Reading Activity

Week 4

Product Preparation Product Presentation

Review

Introduction to the Course

Features

Unit Overview At the beginning of each unit, you will find a Unit Overview with useful information for the teacher: the social practices of the language, the environment, and the expected achievements. It also suggests what resources you need and the language that is covered in the unit. Finally, it contains references to the Reader story and the Evaluation Tool you can use in each unit.

Unit Question Each Unit Opener includes a question that arises students’ interest and curiosity toward the theme of the unit. You will return to this question at the end of the unit, as a part of the self-evaluation process. Always try to make your students reflect upon the way their answers to this question had changed after working on the activities of the unit. Lesson Questions Each lesson will start with a question that is focused on the skills and abilities that students will develop while working on the activities of each specific lesson. You will ask this question at the beginning of the lesson; at this moment, you may accept inferences, opinions, answers expressed through body language and gestures, or even Spanish in case it involves vocabulary. Leave the answer opened until the end of the lesson when you will have the opportunity to ask the question again; this time, your students will surely surprise you with the expected answer.

Can We Support Each Other?

Unit Overview

Family and Community Environment Communicative Activity Exchanges associated with specific purposes

Reader “Don’t Worry. Count on Me!” pp. 5-16, Track 34

Social Practice of the Language To exchange concerns within a dialogue

Achievements • Explore dialogues that express concerns. • Examine ways to express concerns within dialogues. • Express concerns and respond to them within short dialogues.

A story about friends helping one another 34

Written by James Andrew

Audio Tracks 2-4

Vocabulary • all right • at ease • concerned • count on • feeling blue • worried

Unit 1

Learning to Learn Body language

Product Box of Concerns

Learning to Know Models to express concerns and respond showing solidarity

Evaluation tool Observation Guide

Photocopy the observation guide provided on page T15A and use it to evaluate each student individually throughout each lesson. Use it at the end of each week to provide students with feedback that may help them attain the achievements. Worksheet As an extra activity, you can use the Worksheet on page T116.

Learning to Do Volume, rhythm, and tone

T6A

Introduction to the Course

Features

Developing your class You might find the following suggestions useful while developing the lesson in the classroom: • Rhyming words: Clap each time words rhyme and encourage students to do the same every time they hear them. • If your students are restless, make four groups and name each group with a similar word, for example, bat, rat, cat, hat. Make sure each group recognizes their name. Say each word slowly. When the group with that name listens to the word, they stand up. If they listen to the word again, they sit down. Say the words faster and faster each time. You can play this game for 3 minutes, more or less. It will help with discrimination of sounds. • Pronunciation and repeating activities: When students need to repeat a word or expression to practice how it is pronounced, have them say it in different voices, for example, whispering, or in a loud voice, “singing”, in a “tiger’s” voice, etcetera. Appendix You will also find in some of the activities an Appendix icon which includes a page number. Every time you find it, check with your students the information provided on the corresponding page in the Activity Book. This information may refer to Language aspects (Learning to Know), to the development of Skills (Learning to Do), or to the development of self-directed Learning skills (Learning to Learn). In this Teacher’s Guide we suggest how to approach it in each specific case: Sometimes students will infer the information and the Appendix will only reinforce their knowledge; in other cases, it will provide structures or expressions for them to use in the development of their social practices, or finally, it will give them tips or suggestions on how to perform a task.

Time to Shine! This activity will give students the opportunity to reflect upon the way they learn by contributing with extra information related to the theme of the unit. It is also important to mention that the knowledge is continually recycled, so as you start to advance, you will find activities that were developed previously. There are suggestions so students can transform these Time to Shine! activities into significant experiences that will allow them to be more responsible for their learning process. Evaluation Tool At the end of each unit, there is an evaluation tool, which may help you evaluate your students individually. This tool has been adapted to cover the achievements that your students should reach, so we hope the tool we designed makes evaluation a lot easier for you. Reader In the second session of each lesson you will find the Reader box which includes a question that sets a goal to develop your students’ reading strategies. In order to answer that question, they should read the pages indicated for homework. These questions are formulated in a way that will help students exercise a broad variety of skills such as predicting, inferring, sequencing, etc., for which you will find suggestions in this Teacher’s Guide.

vii

Course Components

• On-line references to encourage students to go beyond their books, using technology; • Critical thinking and practice problem solving abilities; • Cross-curricular activities; • Cooperation activities which promote different ways of interaction; • Language structures that will be familiar to students in real-life situations; • Reflection on students’ learning process; • Pair or work-group activities; • A step-by-step process to elaborate the product, result of the skills developed in each of the lessons; • Reader icon that links the activity to the text; • A self-evaluation box easy to use; • Time to Shine! activities; • Appendix divided in: Learning to Learn, Learning to Know, and Learning to Do sections; • A Glossary that can be used to practice the new vocabulary and play word-games. • A list of irregular verbs

Activity Book The activities in each lesson follow a sequence that goes from controlled activities to semi-controlled ones and free practice. This is to promote a gradual development of students’ skills. The book has 10 units, with 4 lessons each, to be divided into two sessions, plus the product development and a review. Every unit includes: • A Unit Opener which includes the environment, the social practice of the language, the expected achievements, and the product; • Activities that foster the practice of the four skills;

viii

Course Components

Lesson

words in the dialogue that contain those sounds (Thursday, month, three, shoes, t-shirts, fun, umbrella) and have students repeat after you, making sure they pronounce correctly. Finally, have them practice the dialogue in pairs. 5. Work with your partner to look for examples for each sound and write them down. Organize the class into pairs. Read instructions aloud and explain that they can use electronic devices or a dictionary to perform the task. If they don’t have access to an online dictionary, you may draw the phonetic signs for each sound on the board so they are able to look them up in a printed dictionary. Monitor while they work and, when they have finished, invite pairs to share their answers by writing them on the board. Read the statement in the Time to Shine! box encouraging different students to share their knowledge. Discuss the question related to the text from the Reader. First, ask students who poisoned the apple (Snow White’s stepmother) and why she did it (she was jealous of Snow White’s beauty). Ask them why Snow White didn’t know she was in danger and ate the apple (the queen was disguised). Product: Story Based on a Picture In this unit, students will tell a story based on a picture. In this lesson, they will select the picture they will work with to tell their story. Organize the class into teams, read the first and second instructions aloud, and give them some time to share information about their pictures. Monitor while they work to encourage them to speak in English as much as possible providing vocabulary they may need. After some time, read the third instruction and explain to students that they will work with that picture the rest of the unit so they should have it with them during their English classes. Invite them to write its description on a sheet of paper. This activity will be your first evidence in this unit; ask students to file it following the procedure you prefer. Self-evaluation Read the questions aloud to make sure students know what each of them refers to. Tell them to review the activities they performed in this lesson to answer and identify their areas of opportunity. Finally, encourage them to suggest ways in which they may improve. What do you take pictures of? Invite students to answer the question in English using the words they learned during this lesson.

to explain words they may not know (thirsty, hung, relieved). Finally, ask them: Who is telling the story? Have them point at the girl with the white hat. 2. Work together to answer the questions about the picture from the previous activity. Organize the class into pairs. Read the instructions and the questions aloud; make sure students understand what they should do and what the questions are asking for. Explain to them that based on what they see in the picture, they must use their imagination to answer. Be sure to provide vocabulary they may need and to write the new words on the board so that all students can see them. Some words they may need are: forest, camping, swim, climb, play, games . You may also suggest that they use a dictionary. Give them some time to answer and monitor to offer help when required. 3. Compare your answers with the ones your classmates wrote. Invite all pairs to read their answers aloud so they can compare them with the ones their classmates wrote. For homework, ask students to bring three of their favorite pictures; they can be printed or, if possible, they can bring electronic devices to work with them during the next session. Differentiated Instruction Activity 1: Use the Stimulate Student Senses Strategy to have them connect with the text before reading it. Tell them to close their eyes and imagine they are in a forest and that the day is very hot. Have them imagine what they see, smell, listen, and feel. Then, have them open their eyes and share their sensations. Activity 3: Use the Bubble Map Strategy to invite students to brainstorm vocabulary they will use to perform this activity. Draw a circle in the middle of the board and write as a title: Activities I Do with my Friends or Family . Encourage them to say words in English by using a dictionary or an electronic device to look them up.

What Do Pictures Tell Us?

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? Soa: 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? Soa: No, you don’t, but take special oes for climbing and at least ree t- irts. Th th sh th sh u u

Recreational and Literary Environment

Social Practice of the Language To tell a story based on pictures Achievements š ([plore and listen to iPaginary stories Eased on a picture. š 6Xggest stories Zith the aid of piFtXres.

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.

š 7ell stories Eased on iPages. Product: Story Based on a Picture

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

thanks, Math, bath, theme dish, sh, push, short bus, lunch, run, summer

a th: b sh: c u:

š 6hare soXnds yoX knoZ froP other langXages that do not e[ist in 6panish. Time to Shine!

2 Work together to answer the questions about the picture from the previous activity. (Possible answers)

Reader Why did 6noZ White eat a poisoned apple? (pp. 17-21)

Step 1

Where were the girls?

What were they doing there?

Which activities did they do there? They swam, climbed, and played games there.

• 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

The girls were in the forest.

They were camping.

3 Compare your answers with the ones your classmates wrote.

17 Unit 2

16 Lesson 1

Achievement

Explore and listen to imaginary stories based on a picture.

Teaching Guideline

Teaching Guidelines

• Follow the reading of stories based only on an image. • Imagine oral texts based on a picture.

Differentiate specific sounds that do not exist in their native language.

Development 4. Listen to the dialogue and write the missing letters. Then, practice the dialogue with a partner. 5 Tell students that they will listen to a conversation that the girl from the previous session has with another friend. Have them take a look at the activity and ask: What is the girl’s name? (Sofia) and What is she talking about? (her experience camping with her friend Laura). Explain that this time they will listen to differentiate specific sounds that do not exist in their native language and that they should try to fill in the blanks with the missing letters. Play Track 5 for them to work on the task. Check by inviting volunteers to write the words on the board. Next, give students a few minutes to read the dialogue. Ask: Do you identify the sounds that don’t exist in your native language? (yes) Which ones? (th [ ș ], sh [ ݕ ], u [ ݞ ]). Read the

Development What do you take pictures of?

Ask students the meaning of the word picture and tell them to take into account previous knowledge to answer. If they don’t have enough vocabulary to explain, have them use mimicry. Write on the board the question: What do you take pictures of? and elicit students’ answers. 1. Look at the picture and share if you have similar pictures. Then, read the story. Draw students’ attention to the picture and ask one volunteer to describe it. Have them share if they have pictures that show experiences with their friends and invite them to give details. Then, to have them follow the reading of stories based only on an image, read the story aloud. As you read, use body language

Unit 2

T17

Unit 2

T16

Teacher’s Guide A comprehensive guide that contains plenty of suggestions and information to successfully guide students through their learning process, such as: • Daily plans with a step-by-step description on how to guide students to perform each of the activities included in their books; • Answer key provided in a reproduction of the Activity Book and at the end of the Guide; • Instructions on how to handle the Unit Question and Lesson Questions; • Suggestions per lesson and per unit on how to work with the Reader; • An evaluation tool per unit that corresponds to the aspects to be assessed; • An introduction of the program which explains the methodology to be used and how the components are linked to create appropriate environments to perform the social practices of the language; • A scope and sequence section which gives an overall view of each of the units; • A pronunciation guide to help the teacher with the phonetics of the English language (included in the audio CD);

• A list of useful expressions in the classroom to make teacher and students more confortable with the language (included in the audio CD); • Audioscripts of the audios used in the books; • Ten photo-copiable worksheets to sum up the contents of each unit. CD It includes authentic material recorded with different pronunciations for the listening and reading activities to help students: • improve pronunciation; • practice listening skills and language abilities. • Track list for a quick reference. It also includes PDF files with: • 60 flashcards with the vocabulary used; • 10 appendix pages from the Activity Book; • 10 evaluation tools; • 10 worksheets, one per unit, that may help you expand your work.

Course Components

Reader It includes 10 texts (both fact and fiction) that will expand on the Activity Book’s topics and real-life situations so students get further practice. Specifically, the texts: • Promote reading through appropriate material for students’ age and interests; • Present models to review social practices of the language; • Practice critical thinking and problem-solving skills; • Develop reading skills; • Stimulate creativity and imagination; • Provide new vocabulary words; • Foster research skills. After each text, you will find some activities through which students can develop and somehow test their reading skills.

Nowadays, technology is another skill to be mastered in society and, therefore, to be addressed in the classroom. In order to help students with their tech development in English, this section introduces an Information and Communication Technology (ICT) box with a link to a text, video, activity, or other multimedia or interactive materials that will help students not only develop their ICT skills and practice English, but also reflect upon the unit’s topic or a related topic.

Of course! Look at this one. Do you remember? We went scuba diving .

However, the prince told us that the witch was coming. It was going to be dangerous, so we had to go. Here in this picture we are saying goodbye to them. We felt disappointed because we couldn’t assist them, but we continued our journey. Do you have more fascinating pictures, Gretel?

Eventually, we saw a little mermaid holding a young man in her arms. His ship sank, but the little mermaid saved him. She was taking him up to the surface. She looks like she is in love with him.

scuba diving: n. swimming under water using equipment with oxygen

fascinating: adj. very interesting

Unit 2

Course Components

Differentiated Instruction Strategies

• Jigsaw: It is a fast, effective way to cover new information; it decreases student workload and encourages collaboration. • Mini Lesson: It offers a quick reminder of a theme that has already been taught before to students who need it. • Open-ended Questions/Statements: It lets every student, regardless of their ability, to approach the theme. • Speedometer: It allows struggling students to use a kinesthetic response to show whether they accomplished a goal. • Stimulate Student Senses: It is a great way to stimulate students’ response and engage them with a theme. • Task Card: It differentiates goals depending on students’ interests and abilities. • Think-Pair-Share: It is a great way to use peer tutoring; always try to form pairs in which both may contribute in a different way to attain the achievement. • Three-minute Pause: It exercises students’ summarizing.

• Bubble Map: It organizes describing attributes of something; great for visual students. • Choral Response: It is an excellent way of overall assessing without singling students out. • First of Five: It helps shy students start participating. • Flow Map: It shows sequencing, orders, time lines, cycles, and relationships between stages and sub- stages of events. • Four Corners: It helps shy or struggling students give an opinion and kinesthetic students to relax. • Gather Background Information: It helps you include all your students in a way in which they feel you care about them. • Group Based on Goals: It differentiates tasks by giving different objectives to students depending on their interests, abilities, or knowledge. • Individual Respond Card: It helps shy or struggling students participate without the fear of being heard. • Individualized Feedback: It helps struggling students develop a task with more support and guidance.

Pronunciation Guide 44

Consonants p

Vocals and diphthongs iː see

pen bad tea did cat get

/pen/ /bæd/ /t iː / /d ɪ d/ /k æ t/ / g et/

/s iː /

happy

/ ' hæpi/

i ɪ

sit

/s ɪ t/ /t e n/ /kæt/

d k

ten cat

e æ ɑ ɑ ɔː

father

/ 'fɑ ð ə (r)/

g t ʃ

chain jam fall van thin this see zoo shoe vision

got

/t ʃ e ɪ n/ /d ʒ æm/

/ gɑ t/ (British English)

saw

d ʒ

/s ɔː / /p ʊ t/

put

/ fɔːl / /væn/ /θ ɪ n/

ʊ u

v θ ð

actual

/ ' æ ktʃ u əl /

too cup

/t uː /

uː

/ð ɪ s/ /si ː / /zu ː / / ʃ u ː /

/ kʌp / / fᴈː (r)/ / ə'baʊt /

s z

fur

ᴈː

about

say

/s eɪ /

eɪ

go go

/ ' v ɪʒ n/ /hæt/ /mæn/

/ gəʊ / (British English) / goʊ / (American English)

ʒ h

əʊ oʊ

hat

man now sing leg red yes wet

my boy now near hair pure

/m aɪ / / bɔɪ / / naʊ /

aɪ ɔɪ

n ŋ

/na ʊ / /s ɪŋ / /le g / /red/ / j es/ /wet/

aʊ

l r j

/ nɪə (r)/ (British English) /h eə (r)/ (British English) / pjʊə (r)/ (British English)

ɪə

eə ʊə

xii

Useful Expressions in the Classroom 45

These expressions are for you. Practice them before class to gain more confidence.

Classroom Language for the Teacher Act out. Mime. Ask questions. Check the spelling. Check the punctuation. Check your partner’s work. Check your work. Clap.

Repeat. Review your work. Settle. Calm down. Sing.

Sit down. Stand up. Take out your homework. Take out your pencils. Take out your notebook. Take turns. Talk. Think of…

Come to the board. Come to the front. Complete the sentences. Copy this. Count. Describe. Do this exercise as homework. Follow the instructions. Help your partner. How are you today?

Work in pairs. Work in trios. Work in groups of four. Work on your own. Write in your notebook. Write on the board. Write some sentences. Classroom Language for the Student

Identify. Line up. Listen carefully. Look at the flashcards. Look at the pictures. Look at the board. Look. Name. Open your books. Pay attention. Play.

Can I borrow a pencil? Can I borrow an eraser? Can I have a piece of paper? Can you repeat that? Excuse me.

Good morning. Good afternoon. Hello / Hi

Point. Show. Read aloud. Read. Remember to do your homework. Remember to pay attention. Remember to show respect. Repeat the words.

How do you say? How do you spell? I don’t understand. May I go to the bathroom? Please Speak slowly. Thank you.

xiii

Scope and Sequence

Unit 1 Can We Support Each Other? Family and Community Environment

Communicative Activity Exchanges associated with specific purposes Social Practice of the Language To exchange concerns within a dialogue

Achievements 1. Explore dialogues that express concerns. 2. Examine ways to express concerns within dialogues. 3. Express concerns and respond to them within short dialogues.

Teaching Guidelines 1. Anticipate general meaning from contextual clues. Identify speakers and turn taking. Compare acoustic characteristics within dialogues. Evaluate if the concerns expressed within the dialogues are shared in their own culture. Recognize the structure of dialogues from their own conversation routines. 2. Ask questions to determine theme. Link concerns to people who express them. Rephrase/Repeat expressions to analyze the sound chain. Compare elements in expressions to establish patterns that can be used in statements that express concerns. Organize possible answers to different concerns. Dictate words and expressions to widen repertoires and reinforce spelling. 3. Establish initial contact and empathy with others. Express concerns. Explore expressions to continue the conversation after receiving responses or to express doubt when speaking. Respond to concerns showing empathy and solidarity. Verify rhythm and stress patterns in words.

Unit 2 What Do Pictures Tell Us? Recreational and Literary Environment Achievements 1. Explore and listen to imaginary stories based on a picture. 2. Suggest stories with the aid of pictures. 3. Tell stories based on images.

Communicative Activity Literary expression

Social Practice of the Language To tell a story based on pictures

Teaching Guidelines 1. Follow the reading of stories based only on an image. Imagine oral texts based on a picture. Differentiate specific sounds that do not exist in the native language. Compare ways to begin and end stories. Express emotions conveyed by a story. 2. Classify events in stories depending on the moment in which they occur. Reread to clarify the meaning of words and expressions. Contrast temporal relations between events based on the tenses used. Make connections with personal experiences. Make inferences based on different aspects of a picture. Select plausible events to complement a story. Link stories and images. 3. Choose creative titles for stories. Use expressions to continue telling the story in case of a mistake. Enrich events by adding details that describe images more vividly and by making inferences based on them. Use strategies to restart after hesitating. Use transitions to continue telling a story. Adjust tone, volume, and intonation to transmit emotions.

xiv

Scope and Sequence

Unit 3 How Do We Take Care of Our Health? Academic and Educational Environment Achievements 1. Explore instructions to take care of health. 2. Interpret instructions. 3. Write instructions using graphic support.

Communicative Activity Interpretation and follow-up of instructions Social Practice of the Language To give and follow instructions for health care

Teaching Guidelines 1. Use contextual clues to contrast where and through which means the instructions are given. Compare the objectives of graphic resources and symbology in instructions. Evaluate common elements in instructions and effects caused by listening or watching them. Identify differences in the way instructions are expressed in different countries. 2. Detect sounds and prosodic resources that help to segment the sound chain. Classify words according to their sounds and learn expressions to widen repertoires of words. Classify instructions depending on actions. Link instructions with the graphic material representing them. Reorder words to form instructions. Express instructions from physical representations. Follow instructions. 3. Select theme of instructions depending on audience and purpose. Write instructions from graphic resources. Design graphic resources linked to instructions. Use strategies to clear up doubts when writing. Organize instructions in logical sequences. Adjust textual resources to make instructions more precise. Communicative Activity Exchanges associated with information about oneself and others Social Practice of the Language To share and compare personal experiences Teaching Guidelines 1. Compare letter elements. Establish differences between writing letters in English and in the native language. 2. Use strategies to determine theme. Classify letters whether they are replies or not. Identify emotions conveyed by the way events are described. Compare ways to express events in past tense. Contrast letters about personal experiences with letters about other themes. Recognize language formulas and sentences that express personal experiences. 3. Select recipients and events to be narrated. Define the order to narrate events. Include greetings and opening formulas. Write sentences that describe personal experiences. Detail events including information about facts and the emotions they cause. Use connectors and punctuation marks to establish progression in the letter. Choose appropriate closing formulas depending on the recipient. Reply to letters about personal experiences showing interest to maintain the communication. Write recipient and sender information. Check punctuation.

Unit 4 How Can We Share Personal Experiences? Family and Community Environment

Achievements 1. Explore letters where personal experiences are exchanged.

2. Interpret personal experiences in letters. 3. Write and reply to letters that narrate personal experiences.

Scope and Sequence

Communicative Activity Recreational expression Social Practice of the Language To describe daily activities for others to try to guess

Unit 5 What Do Our Everyday Activities Say About Us? Recreational and Literary Environment Achievements 1. Explore and listen to descriptions. 2. Interpret descriptions. 3. Compose descriptions and play at describing activities. 4. Play at describing activities.

Teaching Guidelines 1. Follow the reading of descriptions about daily activities without mentioning the name of the activity. Suggest plausible alternatives to infer a daily activity. Contrast the purpose and audience for which the descriptions are intended. Establish differences between the way in which daily activities develop in their culture and in other cultures. 2. Ask questions about different aspects shown in descriptions. Compare sentence structure in descriptions. Complete descriptions using given repertoires of words and expressions. Organize words and expressions depending on the function they have in descriptions. 3. Select activities to be described. Classify ideas about aspects involved in the activities. Organize information from general to specific in order to compose a description. Examine ways to express descriptions depending on described aspects. Write descriptions using a wide repertoire of words and expressions. Determine rules to play at describing and guessing activities. 4. Rehearse saying the descriptions to adjust intonation and fluency. Ask and answer questions to go deep into descriptions. Suggest activities taking into account the descriptions. Ask for clarification when something is not understood. Use strategies to clarify information. Communicative Activity Search and selection of information Social Practice of the Language To ask and answer questions to obtain information about a specific topic Teaching Guidelines 1. Choose topics that arouse curiosity and interest from a list with visual resources. Use key words to recognize topics and widen word repertoires. Explore aspects of a topic in a graphic organizer. Clarify meaning of unknown words. Analyze ways to name aspects. 2. Analyze question intonation. Compare questions with other types of sentences. Examine question words. Ask questions about aspects of a topic based on a model. Practice pronunciation of words in questions. Classify types of questions. Clarify meaning of words. Check intonation when reading questions. 3. Analyze textual organization. Examine text structure. Recognize key words. Ask questions from a model. Answer questions with chosen information.

Unit 6 Why Is It Important to Ask Questions? Academic and Educational Environment Achievements 1 . Define aspects about a topic of interest. 2. Ask questions to obtain information. 3. Choose information that answers questions about specific aspects of a topic.

xvi

Scope and Sequence

Unit 7 What Is the Purpose of Ads? Family and Community Environment

Communicative Activity Exchanges associated with media Social Practice of the Language To comment and compare advertisements

Achievements 1. Explore ads. 2. Understand ads. 3. Write information.

Teaching Guidelines 1. Contrast purpose and audience for ads. Compare similarities and differences in the distribution and use of graphic and textual elements. Classify advertised products into categories. Recognize use and size of typography and punctuation. Interpret abbreviations and signs that indicate price. Evaluate the effect of ads on readers. Reflect about the different ways to spread product information in their own culture. 2. Use strategies to reinforce comprehension. Contrast ways to synthesize information. Ask questions to obtain information from ads. Establish links between sounds and a graphic representation. Check the reliability of ads by asking yes or no questions. 3. Select products and relevant characteristics for ads. Write prices, characteristics, phone numbers, e-mails, and special promotions. Organize information for ads. Complete sentences to form ad content. Select graphic resources to elaborate an ad. Check spelling and punctuation. Communicative Activity Understanding oneself and others Social Practice of the Language To read brief legends from different cultures to compare similarities and differences Teaching Guidelines 1. Activate previous knowledge to anticipate content. Follow a read- aloud. Analyze legend structure. Review the function of graphic and textual components. Express personal experiences and emotions related to the content of a legend. 2. Create images from what is being heard. Organize sequence of events in a legend. Use different strategies to define new words and expressions. Classify types of characters (main and secondary) from their actions. Contrast speech characteristics of the narrator and characters. Compare structures of expressions in the present and the past. 3. Select aspects to compare. Compare characteristics of characters, settings, objects, etc. Express similarities and differences orally. Dictate and write how an aspect in a legend is similar or different in various cultures. Relate similarities and differences to create descriptions. Check spelling and punctuation. Adjust graphic and typographic resources in descriptions. Create images to illustrate a comparison.

Unit 8 What Do Legends Tell Me About Other Cultures? Recreational and Literary Environment

Achievements 1. Explore children’s legends.

2. Participate in the reading of legends. 3. Compare the components in legend writing.

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Scope and Sequence

Unit 9 What DoYou Know About Mexican Food? Academic and Educational Environment Achievements 1. Explore illustrated texts about the ingredients in Mexican gastronomy. 2. Interpret written information in illustrated texts. 3. Write sentences that describe information in an infographic.

Communicative Activity Exchanges associated with specific purposes Social Practice of the Language To interpret and compare information in a graphic

Teaching Guidelines 1. Anticipate theme, purpose, and audience from graphic and textual components. Distinguish the relation between visual and written information. Establish textual organization patterns. Ask questions about new words and expressions to include them in their repertoires. Recognize graphic connectors and determine the information they link. 2. Understand general sense from visual and graphic information. Listen to the reading of textual information and establish links with visual information. Classify ways to express present tense. Compare ways to express descriptions. Ask questions to check understanding. 3. Choose key words. Order words in a sentence. Link words and sentences using connectors. Organize sentences in a paragraph. Check use of capital and lowercase letters and punctuation. Create an infographic to present information. Include graphic resources for descriptions.

Unit 10 How Can We Help Others? Family and Community Environment

Communicative Activity Exchanges associated with the environment Social Practice of the Language To interpret and use expressions to offer and receive help

Achievements 1. Explore dialogues containing expressions to offer and ask for help. 2. Examine ways to offer and ask for help. 3. Exchange expressions used to offer and ask for help.

Teaching Guidelines 1. Use contextual clues to compare situations in which help is asked for and given. Establish the relationship between participants. Contrast elements that are part of the structure of dialogues. Differentiate tone, pace, and volume effects between the person receiving help and the one asking for it. Generate ideas about the function of silences. 2. Detect known words and expressions as indicators to segment the sound chain. Paraphrase the reason to ask for help. Compare the composition of questions and answers in exchanges to ask for and offer help. Review ways to accept or reject help. Classify expressions to offer and ask for help, considering courtesy and empathy. Compare ways to demonstrate attention, support, and gratitude in different cultures. 3. Select situations to exchange expressions of help. Plan what it is going to be said and solve doubts about words and expressions. Offer and ask for help, and adjust gestures, body language, and facial expressions to convey meaning. Explore solutions to communication problems. Adjust pronunciation of specific sounds in words to improve comprehension.

xviii

Can We Support Each Other?

Unit Overview

Family and Community Environment Communicative Activity Exchanges associated with specific purposes

Reader “Don’t Worry. Count on Me!” pp. 5-16, Track 34

Social Practice of the Language To exchange concerns within a dialogue

Achievements • Explore dialogues that express concerns. • Examine ways to express concerns within dialogues. • Express concerns and respond to them within short dialogues.

A story about friends helping one another 34

Written by James Andrew

Audio Tracks 2-4

Vocabulary • all right • at ease • concerned • count on • feeling blue • worried

Unit 1

Learning to Learn Body language

Product Box of Concerns

Learning to Know Models to express concerns and respond showing solidarity

Evaluation tool Observation Guide

Learning to Do Volume, rhythm, and tone

T6A

Lesson

questions aloud one by one, and elicit answers. For the third one, encourage them to check the words on page 111 so they can answer (worried). 2. Listen to identify the characters and how they feel. Then, decide together which name to write on each line. 2 Before working in this activity, tell students to open their books to page 106 to check the words in the Glossary that correspond to this unit. Ask volunteers to read definitions aloud and use mimicry to clarify the meaning of each term. Then, have them go back to page 6, organize the class into pairs, and explain that they will listen to a conversation between the girl in the picture and one of her friends. Tell them that they should pay attention to their names and identify how each of them feels. Play Track 2 and give pairs some time to exchange information. Finally, encourage them to answer writing the names of the kids on the lines provided. Play the track again to check and invite them to identify two of the terms they have just learned (feeling blue / count on). Learning to Do 111 Ask students to go to page 111 and draw their attention to the Learning to Do section. Encourage them to explain what volume and rhythm are by looking at the pictures (the level of sound / the speed: fluency or pauses). Explain that the tone refers to the way you stress some words. Show all three elements by reading the sentence (The way we speak may communicate messages) using different volume, tone, and rhythm. Finally, ask them the questions inviting them to exaggerate volume, tone, and rhythm. 3. Listen again. Color bars to indicate volume, draw arrows to indicate rhythm, and answer the question. 3 To have students compare acoustic characteristics within dialogues (volume, tone, and rhythm), explain that you will play Track 3 but that this time they should focus on the way the girl speaks in each of her interventions. Explain that they should color the bars to indicate the volume and draw an arrow in the speedometer to indicate the rhythm. Then, they must write the words she is stressing. Check by drawing the bars and speedometer on the board and inviting volunteers to answer. Differentiated Instruction Activity 3: Use the Jigsaw Strategy to encourage collaboration. Organize the class into teams and assign each team only one of the three parts of the task. Invite teams to share their answers with the class so that everybody may write them in their books.

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 š ([plore dialogXes that e[press FonFerns. š ([aPine the Zays to e[press FonFerns Zithin dialogXes. š ([press FonFerns and respond to theP Zithin short dialogXes. Product: Box of Concerns Family and Community Environment

a Where is the girl?

c How does she feel?

at school

worried

b What is she doing?

d How do you know?

studying

because of her expression

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 Lucas Lucas Andrea Andrea

Andrea’s Second Intervention

Andrea’s First Intervention

Volume

Rhythm

Volume

Rhythm

Math, don’t understand

What words did Andrea stress?

6 Lesson 1

Achievement

Explore dialogues that express concerns.

Teaching Guidelines

• Anticipate general meaning from contextual clues. • Identify speakers and turn taking. • Compare acoustic characteristics within dialogues.

Development

What worries you? Write on the board: What worries you? Mime worried for students to understand and elicit answers. At this point, you may allow some Spanish words to help them feel more confident to express themselves, but always provide them with the words or phrases in English and have them repeat after you. Learning to Learn 111 Before working on Activity 1, go to page 111 in the Activity Book and draw students’ attention to the pictures and words in the Learning to Learn section. 1. Look at the picture and answer the questions. To anticipate general meaning from contextual clues, draw students’ attention to the picture. Ask the

Unit 1

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