Z5650 - 5Primaria Sunburst - Cuaderno de Actividades

Primary

Activity Book Mario Herrera

Ciclo 3

Lengua extranjera. Inglés

Activity book

Estimada alumna, estimado alumno:

El Cuaderno de actividades que tienes en tus manos es el resultado del esfuerzo que realizan el gobierno federal, los gobiernos estatales, las maestras y los maestros para garantizar que todas las niñas, los niños y los adolescentes que cursan la educación básica en nuestro país cuenten con materiales educativos para construir su aprendizaje, y con ello alcanzar una educación de excelencia. Tu Cuaderno de actividades promoverá que te desarrolles integralmente, fomentará en ti el amor a la Patria y el respeto a todos los derechos; así reconocerás lo que te rodea, apreciarás tus fortalezas y sabrás lo que tu comunidad, México y el mundo necesitan y lo que puedes hacer por ellos. En el marco de la Nueva Escuela Mexicana, la equidad y la calidad son premisas de la educación. Este libro forma parte de los materiales educativos que se ofrecen para que, con el trabajo diario de maestras, maestros, autoridades y familias, alcances el máximo logro de aprendizaje y el fortalecimiento de los lazos entre tu escuela y tu comunidad.

Este libro ya es tuyo; es un regalo del pueblo de México para ti.

¡Conócelo, cuídalo y disfrútalo!

Distribución gratuita, prohibida su venta.

Primary

Activity Book

Catalogue Publication Data

Author: Mario Herrera Salazar Sunburst 5 Primary Activity Book First published 2020 Pearson Educación de México, S.A. de C.V., 2020 ISBN: 978-607-32-5226-3 Area: ELT Format: 20.5 x 27 cm Page count: 124

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

Datos legales

First published, 2020 First Reprint, 2021

ISBN PRINT BOOK: 978-607-32-5226-3

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

1 2 3 4 5 6 7 8 9 0 - 23 22 21 20

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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Programa Nacional de Inglés. Para alumnos en Educación Básica. Proni

La producción de estos materiales fue hecha por encargo de la Secretaría de Educación Pública para usarse como material didáctico en escuelas públicas de Educación Básica.

Impreso en México · Printed in Mexico Distribución gratuita · Prohibida su venta

Contents This is Your Book

Unit 6 56 How Can You Find and Share Information About a Topic? Academic and Educational Environment Social Practice of the Language: To gather information about a topic to make cards and set up an exhibit Product: Museum Cards 64 Unit 7 66 How Can You Talk About Your Appearance and Abilities? Family and Community Environment Social Practice of the Language: To describe and compare appearance and ability at different ages Product: Line Graph of Development 74 Unit 8 76 What Do You Want to Play Together? Recreational and Literary Environment Social Practice of the Language: To accept or reject requests in playing roles Product: Brief Dramatized Dialogue 84 Unit 9 86 How Can You Find Things Out About Others?

4 6

Unit 1

What Do You Want to Do Together? Family and Community Environment Social Practice of the Language: To exchange expressions to arrange meetings Product: A Plan to Meet 14 Unit 2 16

What Fun Thing Has Happened to You? Recreational and Literary Environment Social Practice of the Language: To tell short stories of interest Product: Recording of a Personal Anecdote

24 26

Unit 3

What Problem Can You Solve? Academic and Educational Environment Social Practice of the Language: To follow information from an illustrated guide to solve a problem Product: A Short, Illustrated Guide

34 36

Unit 4

Academic and Educational Environment Social Practice of the Language: To register information about a topic to create a questionnaire Product: Questionnaire

What Do You Think About the News? Family and Community Environment Social Practice of the Language: To exchange opinions about audio news Product: Questionnaire 44 Unit 5 46 How Can You Compare Your Country to Others? Recreational and Literary Environment Social Practice of the Language: To read a short travel story to discover natural aspects and cultural expressions Product: Comparative Chart 54

Unit 10 96 How Can You Explain How to Get Somewhere? Family and Community Environment Social Practice of the Language: To exchange

information to move around in a place Product: Quick Guide to Get to Places

104 106 111 121 122 123

Glossary Appendix

Irregular Verbs

Classroom Language for the Student Suggested References for the Student

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

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

Communicative activities

How Can You Compare Your Country to Others?

5 What do you expect to read about next in the story?

6 How did the boy or girl in the story feel? How would you feel on that trip?

Recreational and Literary Environment

1 Look at the picture and the title. Tell each other where you think the story happens and what happens in the story. 108

Social Practice of the Language To read a short travel story to discover natural aspects and cultural expressions Achievements • Explore short travel stories. • Complete a guided reading. • Distinguish and compare natural and cultural

7 Read the text again. Complete the diagram with examples and their descriptions from the text.

Bosphorus Bridge: very long

sea water

similarities and differences. Product: Comparative Chart

It was really late when we arrived at our hotel in Istanbul. I couldn’t believe the city

lights; so many and such different colors. In particular, I couldn’t stop looking at the Bosphorus Bridge. It is more than a thousand meters long! Below it I could see its changing lights reflected on the sea water. The city was much bigger than I could ever imagine. It felt like I could see for kilometers into the distance. Everything looked so flat, not like the mountains where I am from. Even though it was very late, I felt wide awake. I got up and just looked out of the window for hours. The next day my parents wanted to go to museums, drink Turkish coffee in little traditional cafés, visit mosques , and watch a folk -dance show. I was even more excited about the following day. We would go to see a camel dance. I was promised that the camels dance around each other a little and make people laugh. It sounded like a lot of fun to me! When I finally fell asleep, I had a very real dream. I was in a desert, and there was a man sitting in the middle of the desert playing a strange instrument, almost like a small guitar. Then a camel came out of nowhere. It was coming straight towards me, and it looked angry.

Nature

Buildings and structures

8 You can use your glossary to find the meaning of some words in the text. How else can you check the meaning of new words and phrases? 108 115

Reader How do you think India is different from Mexico? (pp. 53-55)

Step 1

• Work in small groups. What do travel stories include? • Write down five words or phrases from this lesson that you expect to find in travel stories. • Copy each word or phrase on strips of paper. Self-evaluation • Work in pairs. Say what you think about in this lesson. Comparative Chart

2 Read the story quickly and check your answers in Activity 1.

3 Read the story again check what is not included.

description of places description of feelings

description of time descriptions of people

4 Where can you find or read a story like this one?

Lesson 1

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

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

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

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

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

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

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

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

Reader

Pairs

Appendix

Teams

Glossary

108

Portfolio

Listen

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.

Lesson 1

6 Share what you can remember about the conversations in Activity 2. 7 Work in pairs. Put the lines in the right order.Then practice the conversation. 106

1 2

Federico: Hello! How are you? Paula:

G ood, thanks. I’m calling to tell you about a soccer game today at 3:00. A few of us are going to the park. Are you busy?

Federico: Ah… I’m sorry, but I’ve got my French class today. Paula: Bye! Federico: Definitely! Thanks for calling. Paula: What a pity! Hopefully next time!

8 Circle the way the kids finish the conversation. Do you know another expression to finish a conversation? 9 Work in pairs. Complete the conversation below with your own words.Then practice the conversation with your partner.

B: Good, thanks. I’m calling to tell you about a

today at

. A few of us are going to

. Are you busy?

A: Ah... I’m sorry, but I’ve got

today.

B: What a pity! A: Definitely! Thanks for calling. B: !

• What are the most popular activities for children in your town? Time to Shine!

Reader What do you think about the family rule? (pp. 5-7)

• Write down four activities you can do with friends after school. • Copy and illustrate each activity from your list on strips of paper. Self-evaluation (Check the box or boxes.) I can write four activities I can do with friends after school. I can copy and illustrate each activity from my list on strips of paper. I can tell my partner about a conversation from this lesson. Tip: If you need to see a conversation, go back to activities 3, 4, and 7. A Plan to Meet

Step 1

Unit 1

Lesson

1 Look at the picture. Discuss the questions. a Where is it and what are people doing? b Do you enjoy going there? c What do you usually do there?

2 Read the dialogue. How do they start the conversation? How do they end it? Are they friends? How do you know? What do they decide to do? Then complete with words from the box. 106

burger

come

doing

going

have

see

—Jamie! Hi! —Oh, hello, Yolanda. How are you? —I’m well, thanks, and you? What are you doing? —Great, thanks. I’m

to the mall now. And you?

—I don’t

any plans. What are you

at the mall?

—I’m going to the cinema at 5:30. Do you want to —I have a dentist appointment at 5:00, so I can’t. —How about earlier? We can eat out and have a —That sounds great! I just need to go and get my things. —Shall we meet here in 10 minutes? —Perfect, you now! —See you!

or something.

3 Work in pairs.Write in the chart what words or phrases you can use to start and end a conversation.

Start a Conversation

End a Conversation

4 Work in pairs. Read the conversation in Activity 2 changing the phrases to start and end. Use the phrases in the chart to help you.

106

5 Listen and circle the one that sounds friendlier. 5

111

Are you busy?

1 1 1 1 1

2 2 2 2 2

Did you know that we communicate lots of different messages with the intonation of our voice and body language? For information about this theme, go to page 111. 111

Do you want to join us? I’m sorry, but I can’t.

What a pity!

I would love to!

6 What happens to the voice to sound friendlier? Match the charts to the intonation. Practice reading the expressions in Activity 5.

friendly

unfriendly

Volume

Intonation

Volume

Intonation

Reader What activity do you think he will want to do next? (pp. 8-9)

7 Choose two expressions from Activity 5. Draw the body language you would use with each expression in your notebook.

Step 2

A Plan to Meet

• Write two expressions to start a conversation. • Write two expressions to end a conversation. • Use color markers to copy them on cards. Self-evaluation (Circle the correct word to complete.) • Hi is an expression to start / end a conversation. • Bye is an expression to start / end a conversation. Tip: If you are not sure, go back to Activity 2.

Unit 1

Lesson

What language can I use for invitations? For information about this theme, go to page 111. 111

1 When and how do you accept and reject invitations? 2 Work in pairs.What language can we use for invitations? Listen and then write Accept or Reject . 6 106 111

an Invitation

I’m afraid I’m busy. I can’t go this time. I’m sorry, I can’t.

That sounds great! Absolutely! I’ll be there! I would love to.

3 Can you remember any other phrases from previous lessons? Write one in each side of the chart.

4 Listen, read, and write a response. 7 a We are going hiking this weekend. Would you like to come? b I’m baking with my grandma this afternoon. Do you want to come to my house?

c We’re going to the mall tonight. Do you want to come with us? d We’re eating out for my birthday. Do you want to join us?

5 Write down four invitations to things you want to do. Practice asking and responding. Remember to use friendly body language and tone of voice. 106

We´re going hiking tomorrow. Do you want to come?

I would love to!

111

What aspects do I have to consider when arranging a meeting? For information about this theme, go to page 111.

6 What do you need to know to arrange to meet someone? Read and write one extra in each category. 111

Information About Activities

Words and Expressions

Are you busy? Do you want to join us? Would you like to come? I would love to! Absolutely! That sounds great!

going to the mall tomorrow

riding a bicycle at 5.00

Tone and Volume of Voice

Body Language

Not too soft or too loud.

Use arms to gesture.

Open body language that is friendly.

Reader What do you think they will do on their big do-nothing day? (pp. 10-12)

7 Work in pairs. Have a short conversation and arrange to meet after school.

Step 3

A Plan to Meet

• Write three phrases to ask someone if they want to do something together. • Write three phrases to respond to an invitation. • Use color markers to copy them on cards. Self-evaluation (Check the box or boxes.) I can write three phrases to ask someone if they want to do something. I can write three phrases to respond to an invitation. Tip: Invite a partner to do something and respond to your partner’s invitation. If you are not sure how to do it, go back to Activities 2, 3, and 4.

11 Unit 1

Lesson

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

Hi, Julio. How

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

We’re going to the park 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.

you tomorrow!

I’ll be there!

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

Making and accepting or rejecting an invitation Offering alternatives

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.

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

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

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

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

Step 4

A Plan to Meet

• Work in pairs. Use your strips of paper to take turns to invite each other to different 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.

13 Unit 1

A Plan to Meet Do the following activities:

• Have your cards with expressions on hand. • Choose one classmate to work with.

• Go to the front and take a strip of paper with an activity on it. • Use the expressions from your cards to improvise a dialogue: § Start the conversation with an introduction or greeting. § One of you will invite the other to an activity. § The other will accept the invitation, or reject it and offer alternatives. § One of you will end the conversation. • Have fun! Assessing my Learning Process Peer evaluation Ask two of your classmates to write in your notebook comments about your dialogue presentation. Follow the example.

Name

I liked that you...

I suggest that you...

use more expressions on your cards with phrases.

Katia

used good intonation.

Self-evaluation 1 Work in pairs. Say what you need to think about when having a conversation to plan to meet someone. 2 Look back through the lessons and check what you have learned to learn, to know and to do. After that, you can go to page 111 again and check. 3 In your notebook, write what you think was difficult to achieve. Check the tips given at the end of each lesson and explain how they may help you improve.

Review

1 Work in small groups.Decide on your four favorite activities that you enjoy doing with friends after school.Write 5 questions to invite 5 classmates to do different activities.Then have conversations with them and write their answers.

Question:

Answer:

Question:

Answer:

Question:

Answer:

2 Work in small groups.Tell each other about the plans you made with your classmates.

Unit 1

What Fun Thing Has Happened to You?

Social Practice of the Language To tell short stories of interest. Achievements • Explore fun personal anecdotes. • Analyze different aspects of storytelling. • Tell a personal anecdote. Product: Recording of a Personal Anecdote Recreational and Literary Environment

1 Look at the picture and the title.Tell each other what you think it is about. Where can you find stories like these? 106

Henry’s Hat

a Yesterday my class went to the zoo. We were all excited about seeing all the animals. I really wanted to see the pandas. b When we got to the zoo, I was happy that we went to see the pandas first. There was a baby panda and it was so cute! c I was looking at the baby panda when suddenly I felt someone taking my hat off my head. I thought it was one of my friends joking with me, but it wasn’t. I looked up and saw a monkey wearing my hat and laughing at me! d Finally, a zookeeper came and gave my hat back to me. Lots of people took pictures. There are even videos on the Internet now of the monkey wearing my hat! 2 Read and see what happens. Look at the underlined verbs.What tense are they in? Is the story about the present? Ask your teacher any words you don’t know. 3 Match the parts of the story with their descriptions. 112

How can you organize

112

Ending: It is the last part of the story and it tells us how the problem was solved. Climax: It is the part in the story where something exciting or a problem happens. Beginning: It is the first part of the story that gives us the background information. Development: It is the part that happens after the beginning.

your anecdote to make it more understandable? For information about this theme, go to page 112.

16 Lesson 1

4 Circle the words or phrases that have the same meaning as the first word in bold in the text in Activity 1.Why are these phrases important in stories?

a all of a sudden

b before I knew it

c after a while

5 Work together. Match the terms and things from the story.

112

a the most important person or animal in the story (protagonist) b other people or animals (secondary characters) c the place and time the story happens (setting) 1 the zoo, yesterday 2 a boy, Henry 3 monkeys, a zookeeper, other children 6 Tell your partner if anything similar has happened to you. 7 Think of your own personal anecdote and complete the chart.

Do you know how we call the characters in a story? Or what is the setting? For information about this theme, go to page 112. 112

Protagonist

Secondary Characters

Setting

• What is the funniest story a friend has told you? Time to Shine!

Reader What do you think is making the noise? (pp. 17-19)

8 Tell your group

• Work in small groups. How can you talk about a surprise? • Write down three expressions to talk about surprise. • Copy and illustrate each activity from your list on strips of paper. Self-evaluation (Check the box or boxes.) I can write three expressions to talk about surprise. I can say what different parts stories have. Tip: If you can’t remember the parts stories have, go back to Activity 3. why it is important to share personal experiences. Recording of a Personal Anecdote

Step 1

Lesson

1 Look at the pictures in Activity 2.Tell each other what you think will happen in the story.

2 Work in pairs. Read and listen to the story.Were you right in Activity 1? Is this a sad or funny anecdote? Who are the characters? 8 106 It was a sunny afternoon and I was at the park with

Pepper, our dog, and Grandma Lola. Pepper and I were running and playing, while Grandma Lola sat on a bench . We were all very happy. I was happy because grandma took us for ice cream. Pepper was happy because she could smell all the things that dogs smell in parks. Grandma Lola was happy because she came from the hairdresser’s .

All of a sudden it became dark. The sun disappeared. Then suddenly a big rain cloud came out of nowhere. We couldn’t believe it; it just started raining unexpectedly . We didn’t have an umbrella.

Grandma didn’t want her beautiful hair to get wet “Quick! Give me your schoolbag!” she ordered. She wore my schoolbag on her head!

Pepper also hates the rain, so I had to carry her home. The three of us looked so funny!

3 Reflect on the kinds of words we use in stories and circle the best answer. Happy, dark, big, wet, beautiful, funny are used to talk about actions / describe things.

4 Look at the underlined examples in the text.Answer the questions. 112

What words can you use to express when an action is performed? For information about this theme, go to page 112. 112

Which action goes on for a while? Which action happens quickly?

5 Read what happens to your voice when you tell a funny personal anecdote. Listen again and then, tell the anecdote in Activity 2 to your partner. 9 a There is a bigger difference in the sound of your voice. b There are more pauses. c There is a bigger difference in volume. d You speak at different speed(s). 6 When telling anecdotes, connectors help us express ideas clearly. Look at the examples and include them when you tell an anecdote. 112

a Grandma Lola was happy because she came from the hairdresser’s. b Pepper also hates the rain, so I had to carry her home. c Then suddenly a big rain cloud came out of nowhere. 7 When you tell a personal anecdote, you use your face, arms, and hands as essential parts of the story. Move your hands to explain, raise your eyebrows and shrug your shoulders to perform the actions you describe. Retell the anecdote in Activity 2 using body language.

112

Reader Would you do the same if you were in their situation? (pp. 20-21) Because and so connect reasons or results. Suddenly helps us to talk about an action that happened quickly.

Step 2 • Work in groups. Say what different kinds of words you need when telling a story. • Write three adjectives. Recording of a Personal Anecdote

• Write three words used to connect ideas. • Use color markers to copy them on cards. Self-evaluation (Write True or False).

• There is a bigger difference in volume when you tell a fun anecdote. • You can use past simple or past continuous to tell an anecdote. • Because and so are connectors to give a reason or result. • Adjectives help us describe the setting, characters, and actions. • Body language is how you use your face, arms, and body to tell an anecdote. Tip: If you are not sure of your answers, go back to Activities 3, 5, 6, and 7.

19 Unit 2

Lesson

ICT Box To watch a video and practice past tense, go to shorturl.at/uBDO3

106

1 Tell your partner the answer to the questions.

a Have you ever been to an amusement park ? b What do you want to do most at an amusement park?

106

2 Read the story.Who are the characters? Where does it happen?

Last summer, my friend Eugenia’s dad took us to an amusement park. I was so excited, because it was my first time. I couldn’t wait to go on all the rides . Her dad is very nice, and he gave us some money to buy food and drinks. I immediately bought some chocolate and soda. Then we went on our first ride. It was so fast! I was shaking when it stopped, so I got myself another soda. The second ride we went on wasn’t very fast, but it was really high. I didn’t look down. I was feeling funny in my stomach when we got off, so I bought some chips.

We were walking to the next ride when suddenly,

3 Work together.Write an ending for the story.

4 Practice reading your story. Decide together which words to say more loudly and where to pause.

5 Think of an anecdote you can tell your classmates.To help you, answer the questions.

• Where were you? • How does it begin? • Who else was there with you? • What were you doing?

• What happened? • What was the climax? • What happened in the end?

6 Share your story with your group. Help each other decide what describing words and connectors to add. 112

Some examples of describing words (adjectives) are: happy, sad, funny, fast, etc. Some examples of connectors are: so, because, then, next, finally, suddenly, etc. 112

Reader What do you think is going to happen next? (pp. 22-24)

Step 3

Recording of a Personal Anecdote

• Complete an improved outline for your own story using connectors and describing words. Self-evaluation (Check the box or boxes.) I included a beginning, development, climax, and ending in my anecdote. I told my anecdote in past tenses. I used more pauses, bigger difference in volume, and different speed. I used body language to make it more understandable. Tip: If you are not sure about your answers, go back to Activities 5 and 6, and retell your anecdote using the appropriate tools.

21 Unit 2

Lesson

1 Share your ideas for a personal anecdote you want to share in this lesson.

2 Write notes to tell your personal anecdote.Include: setting,characters,beginning, development,ending,etc.Draw a picture below.Then,tell your anecdote to your classmates as you show your drawing.

3 Listen to your partner’s anecdote. Give feedback by checking his or her performance. Use the chart below to help you.

Yes

Did he or she use language correctly? (past tenses, connectors, adjectives) Did he or she use body language to tell his or her anecdote? Was it interesting? Did he or she include a beginning, a climax, and an ending?

4 Work in groups. Give and receive feedback from your partners.

5 Think about the feedback you received and correct any aspects you need in your anecdote so that you can retell it in a better way.

6 Tell your anecdote again.Tell each other one thing you liked about each other’s stories.

Nice! I liked the describing words you used.

Good job! You spoke very clearly.

Reader Why do you think the kitten came back to visit Maria? (pp. 25-27)

Step 4

Recording of a Personal Anecdote

• Tell your story. • Give and receive feedback. Self-evaluation (Answer the questions.) • Did you tell your anecdote? • Did you give and receive feedback? • Did you correct your performance according to the feedback you received? Tip: If you answered No to any question, go back to Activities 3 and 4.

23 Unit 2

Recording of a Personal Anecdote Do the following activities: • Have all your cards with connectors, adjectives, and your outline ready. • Choose one classmate to work with. • Practice telling your stories to each other. Remember to use your voice in different ways and use body language to make it more fun. • Listen to each other’s stories. • When you feel ready, record your story. • Work with another pair and listen to your stories again. Assessing my Learning Process Peer evaluation Ask two of your classmates to write in your notebook comments about your story.

Name

I liked that your story...

Self-evaluation 1 Work in pairs. Say what you need to think about when sharing a personal anecdote. 2 Look back through the lessons and check what you have learned to learn, to know, and to do. After that, you can go to page 112 again and check. 3 In your notebook, write what you think was difficult to achieve. Check the tips given at the end of each lesson and explain how they may help you improve.

Review

1 Work in small groups. Look at the pictures and discuss what they show. Describe them.

2 Choose one of the pictures.Work together and tell each other an anecdote based on that picture. Make notes to help you.

3 Work with a different group and tell them your anecdote.

Unit 2

What Problem Can You Solve?

Social Practice of the Language To follow information from an illustrated guide to solve a problem. Achievements • Explore short illustrated guides. • Interpret information to follow steps. • Write instructions. Product: A Short, Illustrated Guide Academic and Educational Environment

Look at the instructions below. Discuss where you think you can find them. 107

How to Solve a Problem

1 First, identify what the problem is. 2 Then, think of different ideas that can be used to solve the problem. 3 After that, plan and draw a solution . 4 Next, build the solution.

5 Then, test it and see what is good and bad about it. 6 A fter testing the solution, repeat steps 3-5 to make it better. 7 Finally, share the solution.

2 Who do you think uses this process?

a a doctor

b an engineer

c a teacher

3 Work in pairs.Say how pictures can help us follow instructions.Match each picture with an instruction in Activity 1.

4 Work in pairs. Reflect on the words that help us to organize instructions. Look at the circled words in Activity 1. Do they help us organize the steps?

26 Lesson 1

5 Read the steps and compare them to the ones in Activity 1. Are they the same?

Identify the problem.

Think of different solutions.

Plan and draw a solution.

Build the solution.

Repeat steps.

Test the solution to identify good and bad aspects.

Share the solution with others.

6 Talk about the differences between Activity 1 and Activity 5.Which one is easier to understand?

7 What do you think can be built using this process? Add three more ideas of your own.

a a lighter bike

b a faster computer

c clothes that mosquitoes don’t bite

d a better car

d e f

Reader What are examples of daily life problems? (pp. 29-31)

Step 1 • Work in pairs. Say what things can be included in illustrated guides to make instructions easier to follow. • Write down five words or phrases used to organize and link instructions. • Copy each word or phrase on strips of paper. Self-evaluation (Write True or False.) • Illustrations and linkers ( first, then, next, after, finally ) help us understand instructions. Tip: If you are not sure of your answer, go back to Activities 3, 4, and 6. A Short, Illustrated Guide

Lesson

1 Work in pairs. Look at the diagram. Read the questions and take turns to ask and answer them.Write the answers below.Then write another question and answer it. 107

How to build a water filter

1 What can you see in the picture?

dirty water

peebles and rocks

2 What does a water filter do?

bottle top

3 How does it work?

coarse sand

fine sand

4 What is coarse and fine sand?

coffee filter

bottle lid bottle bottom

clean water

2 Work in pairs.Say how you think the water filter is made.Then read the steps and put them in the right order. 107

Cut a big plastic bottle in half. Fill the next quarter of the bottle with coarser sand.

Put a coffee filter over the opening of the bottle and replace the lid. Fill the bottom quarter of the top part of the bottle with fine sand. Make a small hole in the lid. Add small rocks to the third quarter of the bottle. Put the top half of the bottle upside down in the bottle half. You can now add dirty water to the bottom and wait for clean water to come out at the bottom.

3 Work in groups. Rewrite the steps in Activity 2 using linkers such as: first , then , next , after that , or finally , where appropriate.

4 Read the first step.What step from Activity 2 does it correspond? Choose two other steps and write them down in your own words.Then, illustrate them. Share with a classmate. 113

113

Do you know some tips for giving instructions? For information about this theme, go to page 113.

Put a coffee filter over the opening of the bottle and put back on

Step

the part used to close the bottle.

5 How long do you think it takes to get clean water? Make your own water filter and check.

6 Work in pairs. Read the questions usually asked about processes.Take turns to ask and answer the questions about the water filter.

a Where does this go? b What should I do next?

c Why do we need this? d How can I make it work?

7 Ask your group a question about an everyday process.Answer your classmates’ questions.

• What environmental problems are there where you live? Can you think of a solution? Time to Shine! A Short, Illustrated Guide

Reader Think of a problem.

Answer the questions in the Reader. (pp. 32-34)

Step 2

• Write down three questions you can ask about a process. • Copy the questions onto strips of paper. Self-evaluation (Check the box.) I can ask questions about a process. Tip: If you are not sure, go back to Activities 1 and 6.

29 Unit 3

Lesson

1 Work in small groups.Say what problem you think planting sunflowers can help to solve. 107

ICT Box To see more on instructions, you can go to shorturl.at/lmFKM and follow the steps.

a How can I help more birds and bees in my garden? b How can I keep bees away from my garden?

How to Plant Sunflowers

1 Put sunflower seeds in a wet paper towel. 2 Keep the paper towel in a plastic bag. 3 S eeds can be plante d when they begin to sprout . This can take two days or longer. 4 Plant seeds where they will get a lot of sun. Sunflowers need six hours of sunlight.

5 Plant seeds 2.5 cm deep and 15 cm apart. 6 Flowers should be watered once a week.

2 Is each instruction in the active or passive voice? Write A (active) or P (passive). 113

Why can we give instructions in different ways? For information about this theme, go to page 113. 113

3 Read the instructions and number the pictures.

4 Close your books.Work in pairs. In your notebooks write the instructions to plant sunflowers.Then go back to Activity 2 and check.

5 Tell your group if you have ever grown a plant from a seed. 6 Read sentence a and look at the crossed-out word.This word is extra. Read sentences b, c, and d to find the extra word in each and cross them out.Then write the questions like in a.

a The paper towel shouldn’t to be too wet. b You don’t have keep it in the sun, but if the plastic bag is warmer, the seeds will grow faster. c Yes, you can plant a sunflower in pot. d No, you don’t need to water to the sunflowers if it rains. How wet should the paper towel be? ✘

What verbs help us to express necessity or possibility? For information about this theme, go to page 113. 113

7 Work in pairs.What words can we use to talk about necessity in instructions? Write the words in the box on the line below. 113

should

don’t have to

can

need

don’t

need to

not necessary

completely necessary

Reader What is an action plan? (pp. 35-37)

Step 3

• Work in small groups. What words do you need to describe steps? • Write down four useful expressions to describe steps. • Copy and illustrate each expression on strips of paper. Self-evaluation (Check the box or boxes.) I know words to describe steps. I can write four expressions to describe steps. Tip: If you don’t remember the words, go back to Activities 1, 6, and 7. A Short, Illustrated Guide

31 Unit 3

Lesson

1 Tell your group some steps to solve the energy problem in the world.

2 Look at the illustration.What kind of energy does it use? What problem does it solve? 107

Energy

water

the sun

wind

heat

Problem

to lift

to heat

to pull

to turn

attachment allowing shaft to spin (made from sellotape)

pencil (shaft)

string

paper/plastic cup containing weights

3 Work in small groups.Look at the list of materials.How have they been used in the illustration? Write key words in your notebook. card paper cup pencil string tape 4 Read some of the steps to solve the problem. Use the verbs in the box to write 4 notes more.

tape

tie

use

1 Cut card. 2 Make blades with card and tape. Pencil between the cards.

5 Notice how you wrote the steps in Activity 4.With a partner, plan how to present the steps as an illustrated guide. Plan the pictures and steps on your notebooks.

6 Create an illustrated guide to build the lifting solution in Activity 2.

Reader When should you talk to someone about your problems? (pp. 38-40)

7 Help each other check your work for missing or extra words.

Step 4

A Short, Illustrated Guide

• Work in small groups. How can you describe a process? • Write down five steps. • Copy and illustrate each step onto a strip of paper. Self-evaluation (Answer the questions.)

• Can you describe a process? • Can you write down steps? • Can you illustrate the steps? Tip: If you answered No to any question, go back to Activities 4, 5, and 6.

33 Unit 3

A Short, Illustrated Guide Do the following activities:

• Have all your cards with connectors, useful expressions, questions, and steps ready. • Work in small groups. • Compare the expressions and steps you wrote. Choose the ones you want to use. • Write a final version of the steps and illustrate it. • Put your illustrated steps on the wall for other groups to read. • Read and compare other groups’ steps. Assessing my Learning Process Checklist Use the checklist to evaluate your classmates’ work. All the necessary steps are included.

The steps are presented in a logical order. Drawings are used to help explain the steps. The steps are easy to follow.

Self-evaluation 1 Work in pairs. Think of an easy everyday process. Give your classmate instructions. Listen and say if any step is not clear. 2 Look back through the lessons and check what you have learned to learn, to know, and to do. After that, you can go to page 113 again and check. 3 In your notebook, write what you think was difficult to achieve. Check the tips given at the end of each lesson and explain how they may help you improve.

Review

1 Work in pairs and discuss the steps to brush your teeth.Talk about materials needed and steps.Then read the steps below and put them in order.

Use a good toothbrush. Brush your teeth for two to three minutes. Rinse your mouth with water. Do not put water on your toothbrush. Put a small amount of toothpaste on your toothbrush. Brush your tongue. Rinse your toothbrush.

2 Work in pairs. Choose an activity you do everyday.Write and illustrate the steps.

3 Work with a different pair.Take turns to share your instructions.Listen and ask the other pair two questions about their instructions.

How/When/What should we How/When/What should we

? ?

Unit 3

What Do You Think About the News?

Family and Community Environment

1 What kinds of news stories do you enjoy listening to?

Social Practice of the Language To exchange opinions about audio news. Achievements • Listen to and explore news in familiar contexts. • Understand audio news.

2 Look at the different sections of the news.Which is your favorite section?

• Exchange opinions. Product: Questionnaire

c Science &

a Sports

b World news

d Business

e Arts

Technology

3 What kinds of news stories do think you can find in each section?

4 Listen and decide which section each news story is from. 10

5 Match the sentence halves. Listen and check.Tell each other what you think happens in each news story. 11 107 1 New factory

a have won the final game. b will give free concerts.

2 Scientists 3 The Eagles 4 The Museum of Fine Arts 5 Australian firemen

c are trying to stop wildfires. d will give hundreds of jobs. e have recorded sounds of planets and stars.

6 Listen again and notice how pauses,sound effects,word phrases,or numbers are used to show change of topic.Answer the questions. 11 • Are pauses used? • Are sound effects used? • Are phrases used? • Are numbers used?

36 Lesson 1

7 Listen and read the information.Then write Who , Where , What , or Details accordingly. 12

Mr./Mrs. Johnson new factory built

in town

will give hundreds of people jobs

Scientists

recorded sounds in space

NASA

planets and stars not quiet

The Eagles

won final game Star Stadium fans stuck in traffic for hours

everyone

can go to free concerts, plays, and ballet

Museum of Fine Arts

all Sundays this month

Firemen

trying to stop wildfires

Australia

wildfires have burned for more than week

8 Read, then listen again and check how the news is read.

a The speaker speaks quickly. b The speaker keeps the rhythm the same. c The speaker stresses the important words in each story.

Reader Could this newspaper be talking about your school? Why or why not? (pp. 41-43)

9 Work in small groups. Say which news story you want to know more about.

Step 1 • Write down five words or phrases from this lesson that you expect to find a lot in the news. • Copy each word or phrase on strips of paper. Self-evaluation (Check the boxes.) Questionnaire

I know different kinds of sections in the news. I know phrases that you can find in the news. Tip: If you are not sure, go back to Activities 2, 5, and 7.

Lesson

1 Listen to the news and discuss in what section this news would go in.Then read the article.How do you prefer to explore it? on the radio? in a written way? 13 107 Does Your Dog Love You? Science Has the Answer. Dogs and people have been friends for thousands of years, but for a very long time, scientists did not know how dogs felt towards humans. Experts at a university in Atlanta have tested dogs to find the answer. They said that dogs react more to the smell of humans than other pets. The smell of their owners actually gave dogs a happy feeling, which could be seen in a specific part of their brains. Other tests show that dogs also get happier when we talk to them in our “good dog” voice. They are also the only animals, except for monkeys, who look us in the eye and come to us for help when

they don’t feel safe. So, yes, it is real love!

2 Answer the questions about the article.

a What were scientists not sure about before? b Who did the tests? c What makes dogs happy?

d Which other animals are similar to dogs?

3 Who or what do the underlined words refer to? Why don’t we repeat the same words?

What words can you use to avoid repeating the nouns your referring to? For information about this theme, go to page 114. 114

4 What tense are the phrases in bold in? Why do we use it? 114

5 Work in pairs.Find words in the article that mean the same.Say if you know more words with the same meanings. a people b dogs c scientists

6 Read the sentences. Share examples of your own experiences about the sentences. a Scientists have done tests in order to see how dogs feel about their owners. b We know that dogs feel happier when they hear and smell their owners because there are changes in their brains. c Dogs come to us when they feel scared so that we can help them.

7 Tell each other what you think about the article on page 38.Then, read it aloud in turns as if you were reading the news.Would you change anything?

114

Do you think it is important to think about the news

before giving an opinion? For information about this theme, go to page 114.

8 Answer the questions in groups.Then say if the questions made you think about the article differently. 107 114

a Who is affected by this news? b What can we do to make a positive change? c When can this idea be a problem? d Why is it important for people to know this? e How else can we use this information?

• What kind of news is the most important where you live? Why? Time to Shine!

Reader How would you feel about the news if it was in your school? (pp. 44-46)

9 Are written news different to spoken ones? Discuss with your partner.

Step 2

Questionnaire

• Choose four questions to help you think about a news article. • Copy the questions onto strips of paper. Self-evaluation (Answer the questions.) • Are written news different to spoken ones? • Are pronouns used to avoid repetition? • Is present perfect used to talk about recent events? Tip: If you are not sure of your answers, go back to Activities 3 and 9 and to the Appendix on page 114.

39 Unit 4

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