Z5669 - 6Primaria 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.

Distribución gratuita. Prohibida su venta.

Primary

Teacher’s Guide

Catalogue Publication Data

Author: Mario Herrera Salazar Sunburst 6 Primary Teacher’s Guide First published 2020 Pearson Educación de México, S.A. de C.V., 2020 ISBN: 978-607-32-5230-0 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: Liliana Plata ■ 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: 978-607-32-5230-0

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

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www.pearsonenespañol.com

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher.

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

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

Dear Teacher,

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

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

Sincerely, The Authors

Contents Introduction to the course

5 8

Course Components Pronunciation Guide

12 13 14

Useful Expressions in the Classroom

Scope and Sequence

Unit 1

Should I Listen to Others’ Suggestions?

Family and Community Environment

Unit 2

How Can I Relate withTales? Recreational and Literary Environment

Unit 3

How Do WeTake Care of Ourselves? Academic and Educational Environment

Unit 4

What CanYouTell About an Interview?

Family and Community Environment

Unit 5

How is Mexican Culture Similar or Different to Other Cultures? Recreational and Literary Environment

Unit 6

How Can We Solve ProblemsTogether? Academic and Educational Environment

Unit 7 What Is the Purpose of Warnings and Prohibitions?

Family and Community Environment

Unit 8 What Do I Know About Customs Around the World? 103 Recreational and Literary Environment Unit 9 What DoYou Know About Jobs? 115 Academic and Educational Environment Unit 10 What Is Important When Narrating a Sports Event? 127 Family and Community Environment Audio Scripts 139 Worksheets 146 Worksheet Answer Key 156 Activity Book Answer Key 157 References 160

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’s 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.

How is Mexican Culture Similar or Dierent to Other Cultures?

Unit Overview

Recreational and Literary Environment Communicative Activity Understanding oneself and others Social Practice of the Language To read historic accounts to compare cultural aspects from Mexico and other countries

Reader “Clash of Cultures,” pp. 53-64, Track 39

Achievements • Explore brief historical accounts. • Read historical accounts.

Historical accounts about Mexico and European cultures 39

• Express similarities and differences of historic and cultural aspects between Mexico and other countries. • Compare historic and cultural aspects between Mexico and other countries.

Audio Tracks 19-20

Written by Ismael Centeno

Social Practice of the Language To read historical accounts to compare cultural aspects from Mexico and other countries

Vocabulary • beckoned • cavalry • cheered • deities • old-fashioned • swift • tempest • vessels

Unit 5

Product Comic

Evaluation tool Peer and self-evaluation cards

Learning to Learn Improving pronunciation

Photocopy the cards provided on page 78 and use them for students to evaluate themselves and others.

Learning to Know Parts of a comic

Worksheet As an extra activity, you can use the Worksheet on page 150.

Learning to Do Asking questions

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

with their partner. Tell them to choose one and use the lines to describe it. Monitor while students work to offer help if required. Differentiated Instruction For this activity you can use the Flow Map Strategy to help visual learners visualize their personal experience before they describe it with words. 5. Share your experience with another team and discuss how the conducts, values, and settings are similar to or different from the ones described in “The Master Cat.” You may organize the class into teams by joining two pairs together. Give them some time to share details about their experiences. Monitor while they work to provide them with vocabulary they may need. Finally, invite volunteers to use indirect speech to share what their classmates told them. Ask students if they think actions can show love or only words show love (words like “I love you”). Then, ask them how Mr. Browse shows his love for his daughter and have them discuss it in groups of three. After the discussion, have them share their ideas as a class. Product: Illustrated Venn Diagram In this lesson, students will establish connections between the tale they chose and a personal experience, and they will create an illustrated sequence of this experience. Read instructions aloud and explain to students they should create a sequence just as the one they did in Activity 4. Tell them not to forget to portray details of the setting. Monitor while they work to check. This activity will be your third evidence in this unit; ask students to file the list following the procedure you prefer. 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 students understand what each statement refers to. Read the tip provided and make sure to offer individual support to those students who detected areas of opportunity. What types of characters are there in a story? Ask students the question and this time invite them to answer recalling what they learned in this lesson. Explain to them that there are some other classifications, but the one they learned is the easiest.

Differentiated Instruction For this activity you can use the Individual Response Card Strategy to encourage everybody to participate. Tell students to write their impressions about the pictures from pages 20 and 22 on a sheet of paper. Then, ask them to hand the papers back to you so you may read their impressions aloud for the class to listen. 2. Listen and read. 10 106 You may ask one volunteer to read the title. Explain that this tale is also known as the “Puss in Boots.” Then, invite students to identify glossary words and check their definitions on page 106. Finally, play Track 10 for them to follow the reading in silence. Invite students to suggest words or expressions for the class glossary. Learning to Know 112 Ask the question from the box and elicit students’ prior knowledge; encourage them to go to the Appendix if needed. 3. Work in pairs to fill in the chart writing one action in each column. To have students classify the narrator, main character, and secondary character for their actions, you may organize the class into pairs and draw their attention to the chart. Explain that they have to write the name of the characters from “The Master Cat” in the headings of the first two columns and then they must write one action each of them performed. Monitor while pairs work and check by drawing the chart on the board and inviting volunteers to write the answers. Finally, ask them: Who is missing? (the antagonist). Explain he has not appeared… yet.

Lesson

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

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

106

2 Listen and read.

112

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

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

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

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

Reader Do you see Mr. Browse’s love for

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

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

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

it to the palace with the same message.

112

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

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

Main character

Secondary character

Narrator

21 Unit 2

Achievement

Read tales.

Teaching Guidelines

• Reread to check understanding. • Establish connections with personal experiences and create images.

• Analyze effects caused by illustrations. • Classify narrator, main character, and secondary characters for their actions. Development What types of characters are there in a story? Write the question on the board and elicit answers from your students; encourage them to use previous knowledge. 1. Look at the illustrations on this page and the ones on page 22. Exchange your impressions about them with your team. You may organize the class into teams, give them some time to look at the pictures on this page and page 22, and have them analyze the effects caused by them and share their impressions. Monitor while teams work to encourage them to speak in English all the time.

Development

Learning to Learn 112 Ask the question from the box and elicit students’ prior knowledge; encourage them to go to the Appendix if needed. 4. Reread the tale from Activity 1. Share with your partner a similar experience you have had and describe it below. You may tell students to reread the first part of “The Master Cat” to check understanding. Ask volunteers to explain in their own words what happened (the cat used his cleverness, intelligence, and intuition to solve a problem). Then, invite students to establish connections with a personal experience in which they had to solve a problem in a clever way, and share it

Unit 2 • Activity Book p. 21

Unit 2 • Activity Book p. 20

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.

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 45

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 46

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 Should I Listen to Others’ Suggestions? Family and Community Environment Achievements 1. Listen and explore suggestions in dialogues. 2. Understand expressions used by speakers. 3. Exchange suggestions in a dialogue.

Communicative Activity Exchanges associated with specific purposes Social Practice of the Language To exchange suggestions to buy or sell a product

Teaching Guidelines 1. Anticipate general sense. Identify speakers and the way they speak. Recognize places and products speakers are exchanging suggestions about. Compare use of pauses and intonation between speakers. Determine turns to speak in a sequence. Reflect about the way in which exchanges start, develop, and end. 2. Compare content of expressions. Identify the effect caused in the interlocutor. Discriminate expressions to ask for or indicate characteristics of products. Differentiate sound patterns in context and in isolated words. Segment words to improve comprehension. 3. Play the role of an interlocutor. Monitor word pronunciation and groups of enunciation. Ask about different products to obtain more information. Use alternatives and counter-alternatives to suggestions.

Unit 2 How Can I Relate with Tales? Recreational and Literary Environment Achievements 1. Explore fantastic tales. 2. Read tales. 3. Compare and contrast conduct, values, and settings.

Communicative Activity Literary expression Social Practice of the Language To read fantastic tales

Teaching Guidelines 1. Activate previous knowledge to predict theme, purpose, and audience. Anticipate content based on titles and images. Identify and define new words and expressions. Analize the structure of tales. Recognize different ways to start and end tales. Relate tales with personal experiences. 2. Reflect about what has been read. Value words and expressions used to describe a character, an object, or a setting. Reread to check understanding. Analyze effects caused by illustrations. Contrast the setting of tales with familiar settings. Use a graphic organizer to sequence events. Establish connections with personal experiences and create images. Classify narrator, main character, and secondary characters for their actions. Recognize punctuation marks used in dialogues. Differentiate direct speech from indirect speech in dialogues. 3. Answer questions about relationships among characters. Compare characters’ conducts and values with their own and those of people they know. Compare and contrast relationships in a story and their own.

Scope and Sequence

Unit 3 How Do We Take Care of Ourselves? Academic and Educational Environment

Communicative Activity Interpretation and follow-up of recommendations Social Practice of the Language To write recommendations to avoid personal risk situations Teaching Guidelines 1. Activate previous knowledge to identify theme, purpose, and audience. Analyze the function of textual and typographic components. Examine parts and sequence of a text. Anticipate content from key words. Broaden vocabulary. Compare types of sentences that express direct or polite recommendations. Recognize different ways to write sentences. Analyze familiar letter patterns in words. Recognize effects produced by typographic changes. 2. Select a personal risk situation. Decide what textual and typographic components to include. Determine the order of textual and graphic components in the text. Analyze how to write sentences. 3. Use new vocabulary. Define types of sentences that will be used and how to write them. Order sentences into a logical sequence. Select appropriate connectors to relate sentences. Use words with familiar letter patterns. Write a title for the report. Read recommendations to confirm understanding and legibility. Check spelling of words containing unfamiliar sounds. Check use of apostrophes.

Achievements 1. Analyze how a text to give recommendations is written.

2. Plan the writing of recommendations. 3. Write recommendations to avoid a personal risk situation.

Unit 4 What CanYou Tell About an Interview? Family and Community Environment Achievements 1. Explore interviews. 2. Understand general information and some interview details. 3. Discuss opinions about interviews.

Communicative Activity Exchanges associated with media Social Practice of the Language To analyze and discuss an interview

Teaching Guidelines 1. Use previous knowledge to determine the theme of an interview. Assess contextual clues to anticipate the reason of the interview. Identify key words and expressions to determine audience and purpose. Analyze the structure of the interview and the pattern of textual organization. Identify expressions used to start and end an interview. 2. Paraphrase key ideas. Contrast changes in rhythm, volume, and intonation. Contrast general information with details that broaden or exemplify it. Evaluate differences in words with minimal sound changes. Compare expressions with direct and indirect speech. Register new words and expressions to broaden vocabulary. 3. Analyze forms to express opinions in favor and against. Select a part of the interview to give opinions about it. Compose opinions. Define rules of participation. Start and end a discussion with expressions of courtesy. Express opinions respecting turns. Listen attentively to others’ points of view. Assess appropriate moments to give a turn to speak. State evidence to justify opinions. Refute opinions respectfully and responsibly. Use an assertive tone of voice and persuasive body language.

Scope and Sequence

Communicative Activity Understanding oneself and others Social Practice of the Language To read historical accounts to compare cultural aspects from Mexico and other countries Teaching Guidelines 1. Activate previous knowledge to anticipate the theme. Analyze theme, purpose, and intended audience. Evaluate the function and purpose of graphic and textual components. 2. Compare natural, historical, and cultural aspects in Mexico and other countries. Paraphrase sentences that describe actions of people in different cultures. Analyze words and expressions needed to respectfully describe other cultures. Make connections with personal experiences. Read aloud to practice and improve pronunciation. 3. Ask and answer questions about a historical account in different tenses. Classify actions that are done or not done nowadays. Express similarities and differences in different ways. 4. Write questions and answers about the texts. Write sentences that include meaningful natural, historical, and cultural aspects of an account. Paraphrase actions to transform them into a comic. Check comprehension in comic panels. Check spelling and punctuation.

Unit 5 How is Mexican Culture Similar or Different to Other Cultures? Recreational and Literary Environment Achievements 1. Explore brief historical accounts. 2. Read historical accounts. 3. Express similarities and differences of historic and cultural aspects between Mexico and other countries. 4. Compare historic and cultural aspects between Mexico and other countries.

Unit 6 How Can We Solve Problems Together? Academic and Educational Environment Achievements 1. State a problem. 2. Choose information to answer questions. 3. Register and organize information.

Communicative Activity Search and selection of information Social Practice of the Language To review and select information to solve a problem

Teaching Guidelines 1. Name school problems to find a solution for them. Define aspects linked to a problem. Ask about different aspects of a problem. 2. Recognize how text features are organized in a book to find specific information. Analyze text structure. Select information from key words. 3. Register information that answers questions with the support of graphic resources. Organize information according to its relevance and pertinence. Paraphrase information. Check spelling of specialized vocabulary and words with letter patterns that are not common in the native language. Verify and compare the use of determiners. Review that commas are used to separate ideas and periods to introduce a new theme.

Scope and Sequence

Communicative Activity Exchanges associated with the environment Social Practice of the Language To understand and express warnings and prohibitions

Unit 7 What Is the Purpose of Warnings and Prohibitions? Family and Community Environment Achievements 1. Listen and explore warnings announced in public places. 2. Understand general sense and main ideas of warnings. 3. Express warnings.

Teaching Guidelines 1. Activate previous knowledge to identify theme. Establish reason or purpose of warnings and prohibitions. Perceive differences of pauses and intonation and the effect that they cause on the listeners. Question who the intended audience is. Anticipate content from key words and expressions. 2. Anticipate general sense from contextual cues and key words. Determine action, conduct, or reason that gives rise to warnings and prohibitions. Clarify the meaning of new words in repertoires. Compare lexical differences between British and American English. Contrast conditional warnings, non-conditional warnings, and prohibitions. Determine the sequence of enunciation. Reflect about beginnings and endings of warnings and prohibitions. Analyze expressions of warnings. Clarify new words and expressions and broaden repertoire. 3. Decide which action, conduct, or reason to emphasize in warnings and which repertoire to use. Write sentences to express warnings. Order warnings into sequences. Recognize, repair mistakes, and adjust. Adopt an appropriate tone of voice. Use expressions to clarify meaning. Use non-verbal language. Use strategies to show assertiveness and be sensitive to the effects on the recipients. Identify the effects warnings may have.

Communicative Activity Ludic expression Social Practice of the Language To explain customs based on pictures

Unit 8 What Do I Know About Customs Around the World? Recreational and Literary Environment Achievements 1. Explore and select pictures about customs in different cultures. 2. Describe and contrast details. 3. Explain customs based on pictures.

Teaching Guidelines 1. Observe characteristics of elements used in pictures. Establish connections with personal experiences. Recognize emotions and sensations. Define a repertoire of words and expressions that can be used based on the elements shown in pictures. Formulate questions about what is observed. 2. Answer questions to define aspects that will be described. Analyze expressions used to compare and contrast. Write expressions to describe similarities and differences. Write expressions to explain similarities and differences. Order expressions into a sequence using connectors. Identify information that is seen in the pictures. 3. Use expressions that indicate the beginning of an explanation. Monitor prosodic resources to ensure clarity. Share relevant information. Control amount and order of information. Use or repeat expressions to gain time. Use expressions that indicate the end of an explanation.

Scope and Sequence

Unit 9 What DoYou Know About Jobs? Academic and Educational Environment Achievements 1. Gather information about jobs or professions. 2. Explore reports about activities. 3. Write information about jobs and professions to make a report.

Communicative Activity Exchanges associated with specific purposes Social Practice of the Language To register information to elaborate a report about a job or profession Teaching Guidelines 1. Explore illustrated texts about jobs and professions. Recognize text patterns. Analyze purpose and audience. Make inferences about images. Identify main ideas and their sequence. Differentiate main and secondary ideas in paragraphs. Contrast cultural differences about the way in which work activities are developed. Justify the selection of information for the reports considering the audience. 2. Recognize parts of a report. Identify main ideas and their sequence. Ask and answer questions about jobs or professions. Assess which type of information is presently available and which needs to be broadened. Read title and anticipate content. Paraphrase descriptions of jobs or professions to verify comprehension. Classify information for reports. 3. Complete writing models with information about jobs and professions. Compare ways to present the information in reports and their effects. Choose appropriate connectors to relate sentences to each other. Decide the graphic resources that will be used. Write titles for reports. Check spelling. Communicative Activity Exchanges associated with information about oneself and others Social Practice of the Language To narrate a sports event Teaching Guidelines 1. Determine the purpose of a narration. Anticipate the narrated event from key words and previous knowledge. Analyze the sequence of events. Visualize what is heard. Value cultural differences in the transmission of emotions. 2. Paraphrase key ideas to control comprehension. Answer basic questions about an event. Broaden repertoires of words and expressions related to sports activities. Detect changes in intonation, rhythm, volume, and tone, and their purposes. Compare expressions to describe emotions. Contrast general information with details that broaden or exemplify. Classify expressions to share emotions and allow others to interact. Analyze resources to add intensity to actions. 3. Start the narration with greeting expressions. Propose general information about the event. Describe actions that happen in the event. Include intensifiers to describe actions. Use body language and prosodic resources to transmit emotions. Regulate speed and volume. End the narration with farewell expressions.

Unit 10 What Is Important When Narrating a Sports Event? Family and Community Environment Achievements 1. Explore narrations of sports events. 2. Understand general information and details of narrations of a sports event. 3. Narrate a brief fragment of a sports event.

Should I Listen to Others’ Suggestions?

Unit Overview

Family and Community Environment Communicative Activity Exchanges associated with specific purposes

Reader “How I Got the Money,” pp. 5-16, Track 35

Social Practice of the Language To exchange suggestions to buy or sell a product

Achievements • Listen and explore suggestions in dialogues. • Understand expressions used by speakers. • Exchange suggestions in a dialogue.

A story about a new enterprise

Written by Valeria Johns

Audio Tracks 2-7

Vocabulary • annoyed

• concerned • enterprise • mugs • once in a while • pleased • stationery store • straws

Social Practice of the Language To exchange suggestions to buy or sell a product

Unit 1

Learning to Learn Conveying emotions through intonation Learning to Know • Modals • Phrases for making suggestions

Product Dialogue to Exchange Suggestions

Evaluation tool Checklist Photocopy the checklist provided on page 30 and use it to evaluate students. Worksheet As an extra activity, you can use the Worksheet on page 146.

Learning to Do Ask for characteristics of products

Lesson

2. Listen. Then, exchange impressions with a partner to answer the questions. 2 Play Track 2 for students to listen the dialogue. Then, you can organize the class into pairs and have them exchange impressions on who the speakers are and what they are talking about. Check orally. Differentiated Instruction For this activity you can use the Choral Response Strategy to encourage shy or struggling students to participate by saying the answers aloud. 3. Circle the product and the place for buying it that Leo suggested. To have students recognize places and products speakers are exchanging suggestions about, you may draw their attention to the pictures and have them circle the product that Leo suggested Alicia to buy as well as the place he suggested where to buy it. If you consider it necessary, you may play the track again to check the answers. 4. Share how you would feel if one of your friends made suggestions to you concerning your eating habits. As students will focus their attention on intonation and emotions during the next session, you may have them anticipate by connecting the dialogue they listened to with their personal experience. Organize the class into small teams, read instructions aloud, and give them some time to share their answers while you monitor walking around to encourage them to speak in English all the time. Ask one person from each team to share their conclusions with the class.

Should I Listen to Others’ Suggestions?

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

Family and Community Environment

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

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

2 Who are speaking? What is the dialogue about?

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

a Product

b Place

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

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

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

Lesson 1

Achievement

Listen and explore suggestions in dialogues.

Teaching Guidelines

• Anticipate general sense. • Identify speakers. • Recognize places and products speakers are exchanging suggestions about. Development

What phrases or expressions would you use to make suggestions? Write on the board: What phrases or expressions would you use to make suggestions? Elicit answers by inviting students to recall previous knowledge. 1. Look at the pictures and share which type of snacks you prefer. To anticipate the general sense of the dialogue students will listen to, you may draw their attention to the pictures. If necessary, explain that a snack is a small amount of food that is eaten between meals. Read instructions aloud and invite them to share their preferences supporting them with reasons.

Unit 1 • Activity Book p. 6

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