Z5651 - 5Primaria Sunburst - Guía para el docente

Primary

Teacher’s Guide Mario Herrera

Ciclo 3

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.

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Primary

Teacher’s Guide

Catalogue Publication Data

Author: Mario Herrera Salazar Sunburst 5 Primary Teacher’s Guide First published 2020 Pearson Educación de México, S.A. de C.V., 2020 ISBN: 978-607-32-5227-0 Area: ELT Format: 20.5 x 27 cm Page count: 160

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

Datos legales

First published, 2020 First Reprint, 2021

ISBN PRINT BOOK: 978-607-32-5227-0

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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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

Contents Introduction to the course

5 8

Course Components Pronunciation Guide

12 13 14

Useful Expressions in the Classroom

Scope and Sequence

Unit 1

What DoYou Want to DoTogether? Family and Community Environment

Unit 2

What FunThing Has Happened toYou? Recreational and Literary Environment

Unit 3

What Problem CanYou Solve? Academic and Educational Environment

Unit 4

What DoYouThink About the News? Family and Community Environment

Unit 5 How CanYou CompareYour Country to Others?

Recreational and Literary Environment

Unit 6

How CanYou Find and Share Information About aTopic?

Academic and Educational Environment

Unit 7

How CanYouTalk AboutYour Appearance and Abilities?

Family and Community Environment

Unit 8

What DoYou Want to PlayTogether? Recreational and Literary Environment

103

Unit 9 How CanYou FindThings Out About Others?

115

Academic and Educational Environment

Unit 10 How CanYou Explain How to Get Somewhere?

127

Family and Community Environment

Audio Scripts Worksheets

139 146 156 157 160

Worksheet Answer Key Activity Book Answer Key

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. Each of the 10 units approaches one of the three learning environments following an alternate sequence with an increasing complexity level. However, you can taylor the use of the units according to the needs and reality of your classroom and students. 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

Reader 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.

What Do You Want to Do Together?

Unit Overview

Family and Community Environment Communicative Activity Exchanges associated with specific purposes

Reader “Let’s Do Something!” pp. 5-16, Track 38

Social Practice of the Language To exchange expressions to arrange meetings.

Achievements • Explore and listen to conversations where people arrange meetings. • Interpret expressions used by speakers. • Assume the role of a speaker in a conversation.

A story about a family spending time together 38

Written by John Jackson

Audio Tracks 2-7

Vocabulary • I’m afraid • appointment • eat out • going hiking • going • mall • practicing • What a pity!

Social Practice of the Language To exchange expressions to arrange meetings

Unit 1

Product A Plan to Meet

Learning to Learn Your voice: intonation

Evaluation tool Observation Guide

Learning to Know Present continuous to talk about plans and arrangements

Photocopy the observation guide provided on page 30 and use it to evaluate a group of four students at a time. Worksheet As an extra activity, you can use the Worksheet on page 146.

Learning to Do Friendly invitations

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 each lesson you will find a Reader box with a question that sets a goal to develop your students’ reading strategies. In order to answer that question, you could read the pages indicated during the class or assign them for homework. The questions are formulated in a way that will help students practice the Social Practice of the Language of the unit and exercise a broad variety of skills such as predicting, inferring, and sequencing.

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 • To enrich their vocabulary, encourage students to create a class glossary in which they will include all the terms they think may be useful for them.

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;

Course Components

Lesson

Differentiated Instruction For this activity you can use the Group Based on Goals strategy to allow stronger students to write their own dialogue, not relying so much on the one that is provided. 5. Present your dialogue to another pair. When you have checked most of students’ work, you can ask them to act out their dialogue to another pair. Ask students if they remember the volume bar and grid. Tell them they are going to listen to each other and complete it according to what they sound like. You can provide a model by reading a part of the dialogue with a student and then eliciting how they would complete the chart for you. Differentiated Instruction For this activity you can use the Group Based on Goals strategy allowing struggling students to work together and read the dialogue instead of acting it out. To practice and develop the students’ digital abilities, encourage them to do the activity suggested in the box. Ask students if they were right about the family’s big do-nothing day. Elicit some ideas. You can also elicit general responses to the story. Ask students what their families would do on a day of doing nothing. Product: A Plan to Meet In this lesson, students will put their strips of paper with useful expressions for arranging to meet into use. They will use them to improvise conversations. You could play some music for them to relax and feel less self-conscious when speaking. You could first model the activity with a student or ask a pair of volunteers to act out a dialogue. Ask students to work in pairs and take turns to invite each other to meet using their strips of paper. Monitor and offer praise. Make note of errors to provide feedback and corrections to the whole class after the activity. Ask students to give each other feedback about their body language and intonation. Self-evaluation You could read the statements in the box together to make sure everybody understands what they need to self-evaluate. If necessary, go back to some of the previous activities so that students understands what each statement refers to. Read the tip provided and make sure to offer individual support to those students who detected areas of opportunity.

Have them work in pairs and practice saying the dialogue. You could have a choral drilling to encourage shy students to participate more confidently. 2. Look at the description of the different parts of the conversation. Number them in the correct order. Read out each description one by one. Paraphrase where needed or provide another example to clarify meaning. Then ask students which one happens first, and ask them to give you an example for each one from the dialogue. Write the numbers on the board for students to check their answers. Differentiated Instruction For this activity you can use the Think-Pair-Share strategy trying to form pairs in which one of the students may tutor the other. Be sure to highlight the contributions of both students. 3. Work in pairs. Practice reading the dialogue. Pay attention to the intonation and volume you use to sound friendly. First ask students to listen and repeat the lines in the dialogue, or choose two strong students to read the dialogue first. Then divide students into pairs and ask them to practice reading the dialogue with friendly intonation and volume. Monitor and correct pronunciation. If there are any errors being repeated, ask the class to stop and first drill the correct pronunciation before letting them practice the conversation again.

Lesson

4 Rehearse a dialogue to arrange to meet. Use the expressions in Activity 1 to help you. Change the underlined parts.

1 Read the dialogue.What are they talking about? Complete the dialogue with your own words and practice saying it with your partner. 106

5 Present your dialogue to another pair. How was the other pair’s volume and intonation?

Hi, Julio. How

I’m well, thanks. It’s my birthday tomorrow!

We’re going to the park after school. Would you to come?

That’s great!

are you doing?

How about later? We’re going to eat out in the mall at 6:00. Do you want to us then?

I would love to, but I’m I’m practicing piano with Jan.

ICT Box You can use an app to record your voice and check your pronunciation. An example is Learn English Kids: Playtime.

you tomorrow!

I’ll be there!

Reader Did their day go as you predicted? (pp. 13-15)

2 Look at the description of the different parts of the conversation. Number them in the correct order.

Step 4

A Plan to Meet

Making and accepting or rejecting an invitation Oering alternatives

• Work in pairs. Use your strips of paper to take turns to invite each other to dierent activities. • Give and receive feedback. Self-evaluation (Check the box or boxes.) I can invite a friend to different activities. I can give and receive feedback. Tip: Use the cards with expressions to have a conversation and plan to meet after school. If you are not sure, go back to Activity 1.

Starting a conversation Ending a conversation

3 Work in pairs. Practice reading the dialogue. Pay attention to the intonation and volume you use to sound friendly.

13 Unit 1

Achievement Assume the role of a speaker in a conversation. Teaching Guidelines • Start a conversation with introductions and greetings. • Accept or reject invitations. • Offer alternatives. • Start and end conversations.

Achievement Assume the role of speaker in a conversation. Teaching Guidelines

• Respect turn taking conventions. • Regulate intonation and volume. Development

How do you arrange to meet friends? Write on the board: How do you arrange to meet friends? Invite a pair of volunteers to the front. Ask them to imagine that they are free this afternoon and want to do something. Ask them to act out how they arrange to meet. 1. Read the dialogue. What are they talking about? Complete the dialogue with your own words and practice saying it with your partner. 106 This activity will provide support and serve as a model for the productive activity later in the lesson. Ask students to look at the picture and guess what they are talking about. Then divide students into pairs and ask them to write in the missing words. After you have allowed students to compare answers with other groups, elicit the missing words from the whole class. Encourage everyone to shout out the correct answer.

• Respect turn taking conventions. • Regulate intonation and volume. Development

4. Rehearse a dialogue to arrange to meet. Use the expressions in Activity 1 to help you. Change the underlined parts. In this activity, students will practice the essential learning outcomes from the unit. They will start a conversation, accept or reject invitations, offer alternatives, and end a conversation. All the time, they will respect turn taking conventions and regulate intonation and volume. They will use the dialogue given on the previous page. Ask them to work in pairs and rewrite the underlined parts of the dialogue with their own ideas. You can do the first one together as a class. Monitor closely and provide corrections. Make sure to also offer praise as you monitor, not only for accurate language use, but also for the ideas students contribute.

Unit 1 • Activity Book p. 13

26 Unit 1 • Activity Book p. 12

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; • Activity Book answer key provided 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.

We walked away slowly, not taking our eyes o the kitten. Before we knew it, his mother took him in her mouth and carried him away proudly.

“Maybe they have a home already,” said Gabriel.

“Maybe,” I said, “but let’s go get them some milk just in case.” So, that summer, Gabriel and I took out milk and sh and any delicious scraps we could nd and le in behind my garden.

We never found out where the cats really lived, but Brownie the kitten always came to visit us when Maggie wasn’t out in the garden. A few months later, I even woke up one night because I had a furry little visitor at my bedroom window.

Even though he couldn’t say it, I knew that he was thankful that we got him out of that hole.

furry: adj. covered in animal hair

scraps: n. food that is left over after a meal

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 48

You may use this section as a reference in case you want to check phonological and pronunciation aspects.

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

Useful Expressions in the Classroom 49

You may use these expressions every day in the classroom to help your students be more familiar with the English language. They have also been recorded in case you want to check phonological and pronunciation aspects. You could use Tongue Twisters ( She sells sea shells by the sea shore ) a nd songs lyrics, and you could suggest your students to record the new expressions they learn and then listen to themselves or to their classmates. This may greatly improve their pronunciation skills. 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.

Scope and Sequence

Unit 1 What DoYou Want to Do Together? Family and Community Environment

Communicative Activity Exchanges associated with specific purposes Social Practice of the language To exchange expressions to arrange meetings

Achievements 1. Explore and listen to conversations where people arrange meetings. 2. Interpret expressions used by speakers. 3. Assume the role of a speaker in a conversation.

Teaching Guidelines 1. Analyze ways to start a conversation and take turns. Compare face- to-face and remote conversations. Infer the topic with words and expressions used by speakers. Analyze language formulas to start and end a conversation. Expand vocabulary by clarifying meaning of unknown words and expressions. Define the meaning of action words. 2. Infer the topic with words and expressions used by speakers. Analyze language formulas to start and end a conversation. Expand vocabulary by clarifying meaning of unknown words and expressions. Define the meaning of action words. Compare tone, volume, and rhythm of speakers. Recognize speakers’ behavior and attitudes. Relate the meaning of expressions to body language. 3. Decide what to say. Monitor body language and features of pronunciation. Listen to and respond to what the other speaker says. Evaluate what needs to be known. Establish details about events. Start a conversation with introductions and greetings. Accept or reject invitations. Offer alternatives. Start and end conversations. Respect turn taking conventions. Regulate intonation and volume.

Unit 2 What Fun Thing Has Happened toYou? Recreational and Literary Environment Achievements 1. Explore fun personal anecdotes. 2. Analyze different aspects of storytelling. 3. Tell a personal anecdote.

Communicative Activity Exchanges associated with specific purposes Social Practice of the Language To tell short stories of interest

Teaching Guidelines 1. Activate previous knowledge to recognize topic, purpose, and audience. Appreciate body language. Analyze story structure: beginning, climax, development, and ending. Determine the elements in anecdotes: narrator, protagonist, secondary characters, setting. Ask about words and expressions that express surprise or expectation to incorporate in their own vocabulary repertoire. Make connections with personal experience. Promote recognition and valuing the telling of a personal experience. 2. Compare adjectives and verb tenses. Investigate the meaning of new words and phrases. Value the importance of connectors in storytelling. Analyze features of pronunciation in the telling of fun anecdotes. 3. Choose an anecdote to share. Say phrases and short sentences using appropriate tenses. Use adjectives and connectors to enrich an anecdote. Make the most of body language and features of pronunciation. Recognize the positive aspects of effort by students to tell a story.

Scope and Sequence

Unit 3 What Problem CanYou Solve? Academic and Educational Environment Achievements 1. Explore short illustrated guides. 2. Interpret information to follow steps. 3. Write instructions.

Communicative Activity Interpret and follow instructions Social Practice of the Language To follow information from an illustrated guide to solve a problem Teaching Guidelines 1. Analyze textual components and key words to determine purpose and audience. Evaluate patterns used to link and organize information. Determine the function of graphic components. Associate graphic and textual components. Anticipate the topic based on graphic and textual components. 2. Ask questions to analyze content. Use contextual clues to infer meaning of words. Interpret actions illustrated in graphics and associate them to steps. Contrast the order of steps in a sequence. Ask questions to understand how to follow steps. Analyze sentence types used to describe steps or instructions. Reflect on how steps are written. Follow steps or instructions to check understanding. 3. Define audience and purpose. Analyze which and how many steps are needed to solve chosen problem. Write sentences that describe steps and reflect how steps are connected. Use their repertoire of words and expressions to write steps. Write steps and a draft. Define textual and graphic components to include and how to link them to steps. Analyze absence or presence of unnecessary words.

Unit 4 What DoYou Think About the News? Familiar and Community Environment Achievements 1. Listen to and explore the news in familiar contexts. 2. Understand audio news. 3. Exchange opinions.

Communicative Activity Exchanges associated to media Social Practice of the Language To exchange opinions about audio news

Teaching Guidelines 1. Predict or anticipate information using contextual clues and key words. Identify sound resources: pauses, sound track, and sound effects. Evaluate rhythm, pace, and sounds used by the speaker. Identify pauses that indicate a change in topic or idea. Understand information related to basic questions and some details. Reflect on the type of words used to indicate who is talking (pronouns). Contrast expressions to link reasons or ways. 2. Check meaning of words and expressions to expand own vocabulary repertoire. Identify ways to talk about the same event or thing. Analyze the content of news by asking and answering basic questions. Compare expressions used to describe events (Some/ Japanese/30 officers have expressed their total/complete/support.) and to add details. Determine when there is uncertainty. 3. Decide what they want to say. Reflect on what they need to know to express opinions. Offer examples of open expressions used to exchange opinions. Exchange expressions about the content of news. Ask for clarification. Monitor the use of expressions to start and end conversations. Respond to body language. Respect turn taking. React to speakers’ opinions and regulate pace and volume when speaking.

Scope and Sequence

Communicative Activity Understanding of self and others Social Practice of the Language To read a travel story to discover natural aspects and cultural expressions

Unit 5 How CanYou CompareYour Country to Others? Recreational and Literary Environment Achievements 1. Explore short travel stories. 2. Complete a guided reading. 3. Distinguish and compare natural and cultural similarities and differences. 4. Write sentences with descriptions and comparisons.

Teaching Guidelines 1. Anticipate content based on images and titles. Analyze topic, audience, and purpose. Compare common elements and structures of a travel story. Link stories and personal experiences or emotions. 2. Provide reading strategies. Analyze ways of checking meaning of new words and phrases. Reorder paragraphs of a story. Use diagrams to contrast actions according to time and place that they are carried out. Reflect on the author’s decisions reflected in a text and their effect on the reader. Organize natural aspects and cultural expressions with diagrams. 3. Use expressions to write about their own cultural expressions and natural aspects. Elaborate on descriptions, based on group contributions. Compare natural aspects and cultural expressions. Reformulate expressions when there are false starts or a lack of understanding. Promote opportunities for students to evaluate their preconceived ideas about other cultures and to discuss how what they have learned has changed these. 4. Write descriptive and comparative sentences following a model. Use a variety of resources to deal with uncertainty (asking the teacher, using a dictionary, asking other members of the team, etc.). Complete a diagram or chart with similarities and differences in natural aspects and cultural expressions. Review information to determine relevance. Check spelling by comparing words with others. Communicative Activity Search for and select information Social Practice of the Language To gather information about a topic to make cards and set up an exhibit Teaching Guidelines 1. Contrast function and purpose. Link the topic to personal interests. Retell the order in which information is presented. 2. Select topics for an exhibit. Choose appropriate reference sources from a list. Explore important printed resources to answer questions that guide information searches. 3. Understand the topic and general idea and check the meaning of words. Compare uses and forms to express passive structures. Select main ideas related to the topic of the exhibit. 4. Select and discard information according to relevance for an exhibit. Order main ideas into hierarchy to create cards. Paraphrase main ideas in writing. Organize sentences into a paragraph. Check spelling.

Unit 6 How CanYou Find and Share Information About a Topic? Academic and Educational Environment Achievements 1. Explore museum cards. 2. Look for information about a topic in different texts. 3. Analyze informative texts. 4. Record information. 5. Share information of museum cards.

Scope and Sequence

Communicative Activity Exchanges related to oneself and others Social Practice of the Language To describe and compare appearance and ability at different ages Teaching Guidelines 1. Ask questions that help to determine who and what is being talked about. Discover new words and expressions to expand vocabulary repertoire. Reflect on previous knowledge and experiences. Determine order in which information and details are presented in descriptions. 2. Ask questions to check understanding. Analyze expressions used to describe people and abilities and reasons for explaining these. Distinguish general information from details. Reflect on the use of connectors to link information. Paraphrase information to ask for clarification of meaning and expand repertoire of words and expressions. 3. Share relevant information and some details. Use questions for clarification and a more detailed understanding. Focus on the rhythm and intonation of expressions.

Unit 7 How Can You Talk About Your Appearance and Abilities? Family and Community Environment Achievements 1. Listen to and explore appearance of familiar people.

2. Understand descriptions. 3. Describe own appearance.

Unit 8 What DoYou Want to Play Together? Recreational and Literary Environment

Communicative Activity Ludic expression Social Practice of the Language To accept or reject requests in playing roles

Achievements 1. Listen to and explore expressions used to accept or reject requests. 2. Understand expressions used to accept or reject requests. 3. Exchange expressions used to accept or reject requests.

Teaching Guidelines 1. Anticipate topic and purpose using contextual clues and

characteristics. Ask questions to deal with uncertainty. Identify modality. Identify intonation and attitude. Recognize behaviors of speakers and listeners that help build meaning. Identify who makes and who receives a request. 2. Activate previous knowledge. Anticipate general meaning through non-verbal clues. Check meaning of words and expressions. Analyze expressions: sentence type and tenses. Examine use of words and expressions that connect ideas. Record key words and ideas in a diagram to record relevant information. Paraphrase words and expressions to check understanding. 3. Choose topics and situations for requests as well as attitudes of participants. Propose repertoire of words and expressions. Ask and answer questions to request and contribute information. Use notes to record information that needs to be remembered. Intervene in short dialogues with confidence and relevance.

Scope and Sequence

Communicative Activity Exchanges associated to specific purposes Social Practice of the Language To register information about a topic to create a questionnaire Teaching Guidelines 1. Anticipate topic, using contextual clues. Compare questionnaire structures. Link purpose of questionnaire to audience. Classify questions according to form and topics. 2. Categorize questions according to function. Practice intonation and rhythm of questions and parts of questions. Compare position of auxiliaries in relation to tense and affirmative or negative aspect. Use strategies to distinguish between different meanings of words that are written the same. 3. Select reference sources to search for information according to chosen topics. Use an index, titles and key words to recognize relevant information. Interpret visual resources that support content. Assess main ideas and select information to create questionnaires. 4. Explore alternatives to write questions, based on the topic and audience. Include details in questions to make them more precise. Review spelling and punctuation conventions. Promote the handing out of questionnaires so that others can answer students’ questionnaires.

Unit 9 How Can You Find Things Out About Others? Academic and Educational Environment Achievements 1. Explore questionnaires with different question types. 2. Read questionnaires with different question types. 3. Look for and interpret documentary information about a topic. 4. Write questions about a topic.

Communicative Activity Exchanges associated to the environment Social Practice of the Language To exchange information to move around in a place

Unit 10 How CanYou Explain How to Get Somewhere? Family and Community Environment

Achievements 1. Explore directions. 2. Understand directions to get from one place to another. 3. Describe the immediate environment as a reference point. 4. Give directions. 5. Write directions to get from one place to another.

Teaching Guidelines 1. Differentiate between who gives and who follows directions. Analyze ways in which visual resources can be used when giving directions. Expand vocabulary repertoire about places and means of transportation. Evaluate purpose of directions. 2. Think of questions while listening to improve understanding. Ask questions to check understanding. Compare expressions that talk about places and points of reference. Classify expressions and abbreviations to indicate distance. 3. Use previous knowledge on giving directions. Express personal location and that of others using cardinal points and other references. 4. Ask for others’ attention assertively and politely to ask for directions. Improve pronunciation of widely used words and expressions. Practice different ways of giving and asking for directions. 5. Select the starting point and destination. Write sentences to indicate how to get somewhere. Ask questions to add necessary details. Verify directions by tracing a route on a map.

What Do You Want to Do Together?

Unit Overview

Family and Community Environment Communicative Activity Exchanges associated with specific purposes

Reader “Let’s Do Something!” pp. 5-16, Track 38

Social Practice of the Language To exchange expressions to arrange meetings.

Achievements • Explore and listen to conversations where people arrange meetings. • Interpret expressions used by speakers. • Assume the role of a speaker in a conversation.

A story about a family spending time together 38

Written by John Jackson

Audio Tracks 2-7

Vocabulary • I’m afraid • appointment • eat out • going hiking • going • mall • practicing • What a pity!

Social Practice of the Language To exchange expressions to arrange meetings

Unit 1

Product A Plan to Meet

Learning to Learn Your voice: intonation

Evaluation tool Observation Guide

Learning to Know Present continuous to talk about plans and arrangements

Photocopy the observation guide provided on page 30 and use it to evaluate a group of four students at a time. Worksheet As an extra activity, you can use the Worksheet on page 146.

Learning to Do Friendly invitations

Lesson

Differentiated Instruction For this activity you can use the Gather Background Information strategy to make all students feel included. As you monitor, ask shy students what activities they like doing, and use these as an example before you elicit more answers from the class. 2. Listen to two conversations and circle the activity the children want to do together in the picture in Activity 1. Then answer the questions. 2 You could explain that students will listen to two conversations. Ask them to pay attention to the activity they refer to. Play track 2. Ask then to look at the drawings in Activity 1 to choose the activity from those. Have them circle the correct one. Then read the questions together and make sure students understand the words. Elicit the aspects they noticed. Play track 2 again and pause after each conversation to check answers. 3. Work in pairs. Reflect on how the conversations happen and complete the sentences. 3 This activity is to analyze ways to start a conversation and take turns. Read the two sentences out loud and ask students to predict the correct answer. Then play track 3 and pause it after each question, eliciting if it is a question or a statement. You can then ask students why they think we use questions in conversations, and emphasize that questions are important to participate and take turns in conversations. 4. Listen to the first conversation again and write B (Brenda) or H (Hector). 4 Ask students to listen again and label the lines according to who says each line. Then ask students to practice reading the lines in pairs. Differentiated Instruction For this activity you can use the Use Your Own Words strategy to challenge stronger students. Ask students who finish first to retell the dialogues in their own words. 5. Tell each other who usually invites you to do things with you after school. Help students to start producing sentences and communicating in English. If they don’t know a word or phrase, provide vocabulary and correct pronunciation as necessary.

What Do You Want to Do Together?

1 Work in pairs.What activities can you see in the picture? What do you like doing after school with friends?

Social Practice of the Language To exchange expressions to arrange meetings. Achievements • Explore and listen to conversations where people arrange meetings. •Interpret expressions used by speakers. •Assume the role of a speaker in a conversation. Product: A Plan to Meet Family and Community Environment

2 Listen to two conversations and circle the activity the children want to do together in the picture in Activity 1.Then answer the questions. 2 a Are the conversations in person or by telephone? Conversation 1 is . Conversation 2 is b How do you know? 3 Work in pairs. Reflect on how the conversations happen and complete the sentences. 3 a Brenda starts the conversation with Hector by asking him a question / telling him about a football game. b Paula starts the conversation with Federico by asking him how he is / telling him about a soccer game. 4 Listen to the first conversation again and write B (Brenda) or H (Hector). 4 Do you want to come? I would love to. What time? We’re meeting at the park at 3:00.

5 Tell each other who usually invites you to do things with you after school.

6 Lesson 1

Achievement Explore and listen to conversations where people arrange meetings. Teaching Guidelines • Analyze ways to start a conversation and take turns. • Compare face-to-face and remote conversations. Development What do you want to do together? Write on the board: What do you want to do together? You can ask students to imagine it is after school or weekend, and then 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. 1. Work in pairs. What activities can you see in the picture? What do you like doing after school with friends? To get students to activate previous knowledge, ask them to describe the activities in the picture. You can first elicit the activities from the whole class. Model the activity first. Then ask students to work in pairs and tell each other what they like doing after school with friends. Elicit some answers.

Unit 1 • Activity Book p. 6

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