Z5560 - 1Primaria Sunburst - Guía para el docente

Primary

Teacher’s Guide Mario Herrera

Ciclo 1

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 1 Primary Teacher’s Guide First published 2018 Pearson Educación de México, S.A. de C.V., 2018 ISBN: 978-607-32-4449-7 Area: ELT Format: 20.5 x 27 cm Page count: 156

Managing Director: Sergio Fonseca ■ Innovation & Learning Delivery Director: Alan David Palau ■ Regional Content Manager - English: Andrew Starling ■ Publisher: Hened Manzur ■ Content Development: Susana Moreno ■ Content Support: Engeli Haupt ■ Art and Design Coordinator: Juan Manuel Santamaria ■ Design Process Supervisor: Salvador Pereira ■ Layout: Berenice Juárez ■ Cover Design: Factor02 ■ Photo Credits: Shutterstock

First published, 2018 Second Reprint, 2020

ISBN PRINT BOOK: 978-607-32-4449-7

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

1 2 3 4 5 6 7 8 9 0 - 21 20 19 18

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.

Pearson Hispanoamérica Argentina ■ Belice ■ Bolivia ■ Chile ■ Colombia ■ Costa Rica ■ Cuba ■ República Dominicana ■ Ecuador ■ El Salvador ■ Guatemala ■ Honduras ■ México ■ Nicaragua ■ Panamá ■ Paraguay ■ Perú ■ Uruguay ■ Venezuela

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 Big Books. 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 .

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

Sincerely, The Authors

iii

Contents Introduction to the course

Course Components Pronunciation Guide

viii

xii

Useful Expressions in the Classroom

xiii xiv

Scope and Sequence

Unit 1

Hello

T6A

Family and Community Environment

Unit 2

It Rhymes!

T16A

Recreational and Literary Environment

Unit 3

Let's Do It!

T26A

Academic and Educational Environment

Unit 4

Safe in the Street!

T36A

Family and Community Environment

Unit 5

My Story!

T46A

Recreational and Literary Environment

Unit 6

My Week!

T56A

Academic and Educational Environment

Unit 7

Who AreYou?

T66A

Family and Community Environment

Unit 8

How DoYou Feel?

T76A

Recreational and Literary Environment

Unit 9

My Country's Animals

T86A

Academic and Educational Environment

Unit 10

Community Workers

T96A

Family and Community Environment

Audio Scripts Worksheets

T107 T112 T120 T121

Bibliographic References

Diploma

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 not longer isolated but integrated and lead students to accomplish this goal. Students should be able to develop the ability to adapt and continue learning by themselves throughout their lives ( learning to learn ). Students should also be conscious that they are part of a community and they should contribute with these skills, always guided by democratic values. Our role is to provide them with a learning environment in which they may be able to have significant experiences that can help them develop the skills they need. Specifically, in a second language acquisition process, they should have opportunities to communicate and interact in real-life situations. For that purpose, Sunburst series has focused on building an appropriate context for their age interests, choosing relevant materials; this gives students the chance to perform social practices, interacting among themselves and with their teacher, who will act as a guide to reach specific achievements. Activities are designed to help them through this process, practicing the four language abilities (reading, writing, listening, and speaking) to express ideas, organize their thoughts, develop critical thinking, and participate in cultural interactions in different learning environments:

Each lesson offers a wide range of guided and semi- guided activities that model what students have to do to finally prepare the product of the unit, which reflects their accomplishment according to the social practice of the language. The role of the teacher is to facilitate and support students, making them feel confident. Collaborative learning is a key element so it is very important to build a respectful atmosphere where your students can commit to work together towards achieving common goals. Collaborative learning helps you and your students identify strengths and the areas of opportunity for each. Organization Sunburst is organized into 10 units. We suggest that each of them should be covered in 12 sessions. Each unit is divided into 4 lessons (see the suggested table below.) Each lesson is planned to cover a 50-minute class. 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 are their achievements and which their areas of opportunity. At the end of Lessons 1-3, the book provides guidelines for the product and a self-evaluation. After Lesson 4, the book provides instruction for the product presentation and a Review.

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

Suggested lesson schedule for teaching a unit

Session 1

Session 2

Session 3

Week 1

Lesson 1

Lesson 2

Week 2

Lesson 2

Lesson 3

Week 3

Lesson 4

Reading Activity

Week 4

Product Preparation Product Presentation

Review

Introduction to the Course

Features

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

Warm Up suggestions They include chants, songs and games. However, feel free to use whichever activity you find useful; more over, you can also repeat the ones your students like the most. When the warm-up activity suggests a song, bear in mind the following: • Introduce the song using mime, TPR or cards to convey the meaning. • Play the audio once and give students a chance to listen while you model the sentences. • Play the audio once again and ask students to repeat and imitate you. Wrap Up suggestions As above, this is a fun way to reinforce what was learned during the lesson. Use the activities you feel more comfortable with. Here’s a suggestion: • Words and letters: Write on the board the new vocabulary. Write the first letter with one color and the last letter with another color. This will help students to visually distinguish which words have the same letters at the beginning and at the end. It can also help them to recognize, identify and reflect on how words are formed.

Hello!

Unit Overview

Social practices of the language • Understand and respond to expressions of greeting, politeness and farewell.

Big Book 1, It’s School Time, pp. 2-7

It’s School Time

Family and community environment • Exchanges associated to specific purposes.

by Lucía Lañado

Good morning, Lucy!

Expected Outcomes • Explore expressions of greeting, politeness and farewell. • Recognize words. • Respond to expressions of greeting, farewell, and courtesy. • Distinguished writing expressions.

Hi, Mom!

Visual Resources • Hello, good morning, thank you, please, good afternoon, good night, good-bye

2 UNIT 1

SB1 BB U1.indd 2

4/4/18 10:14 AM

Language Hello! Hi! Good morning. Thanks! You’re welcome. please, by, good-bye, sure, one, two, three, four, five. My name is…, Can I use…?

At the end of the unit you can have a reading session with your students and discuss the story; you can use the questions suggested on the Big Book, on page 32.

Worksheets If you have time, use the worksheet provided on page T112. They are fun activities and they are related to the unit.

Extra material construction paper, index cards, crayons, colored pencils, glue stick

Final Product Illustrated cards with greetings, farewells and courtesy expressions.

T6A

M01 Sunburst TG 1 MEX 44497.indd 5

4/24/18 12:07 PM

Warm Up and Wrap Up Activities Sunburst suggests activities you can use for opening and for closing your English lessons. For this cycle, we suggest activities that can become a routine because routines give children more confidence. These activities can also be adapted and used to practice what was taught in the previous lessons, to introduce the new lesson, or to learn vocabulary in a fun way. The warm-up activities are a useful icebreaker, too.

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.

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 to evaluate your students individually. This tool has been adapted to cover the achievements that your students should reach, so we hope this tool we designed makes evaluation a lot easier for you.

Be Curious

We know many of your students may have different cultural backgrounds so these tasks will allow them to share with their classmates a little bit of themselves. These activities will guide students to reflect upon the diversity of cultures and be aware of the differences between their contexts and the world.

vii

Course Components

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

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 student’s skills. The book has 10 units, with 4 lessons each, to be divided into three sessions, plus the product development and a review. Every unit includes: • A Unit Opener which includes the social practice of the language, a reading text or a listening activity. • Activities that foster the practice of the four skills (with less emphasis on the writing skills for Cycle 1); • Teaching guidelines to reach the Achievements of the unit;

viii

Course Components

Lesson

1 Look at the book below. Circle the correct answer.

Time to Shine We use spaces to separate words. Without spaces words are very difficult to read. Read the sentences. Separate the words with lines /. Copy the story of the Frog Prince on the board, but without spaces. Ask students to try and read it. Ask them why it is difficult. Tell students that we also use spaces to show when we pause between words when we speak. Read the story slowly and ask students to draw lines to indicate spaces. Ask volunteers to draw lines on the board. 6 Complete the words. Ask students to trace the words. Ask them to compare their words with the person sitting next to them. 7 The end of a story is the last part of the story. Draw the end of “The Frog Prince”. Ask students if the story has a happy or sad ending. Ask them to illustrate it in the box.

Time to Shine!

How Do You Feel?

• We use spaces to separate words. Without spaces words are very dicult to read. Read the sentences. Separate the words with lines /.

Ask students what kind of a book it is. Ask them why. (There are no steps, the pictures are of characters.)

You are going to... understand stories and relate them to personal experiences.

1 Look at the book below. Circle

Afroglivesinapond.Heissad.Hewantstobeaprinceagain.

the correct answer. It is a … manual.

5 Imagine you are a frog like in the story. How do you feel? Circle your answer. He is happy She is sad 6 Complete the words. 7 The end of a story is the last part of the story. Draw the end “The Frog Prince”. Answers may vary.

2 What is the story about? Circle the title. Point to the Frog Prince. Write pictures, text and title on the board. Have students look at the storybook on page 76. Ask What is this? As you point to the title. Have students answer. Do the same with the rest of the elements. Have students answer the exercise as a class. 3 Listen and point. 49 Pay Track 49 and ask students to follow along in their books. 4 Circle the correct option. Go over the sentences with the class. Have volunteers complete the sentences. You can ask students to predict what happens next in the story. Wrap Up Remind students the meaning of happy , sad and angry . Tell students they will act out the story using the different feelings. Divide students by rows or work groups. Have students read a sentence of the story as you point to them. Read the story as a class using different intonations. 52 Play track 52. Have students listen while you mime the song. Ask them what feelings are mentioned in the song. Play the track again and encourage them to sing.

story book.

A frog lives in a pond. He is sad. He wants to be a Prince again.

He kisses a princess.

With a true-love kiss I can become a prince again.

Answers may vary.

2 What is the story about? Circle the title. Point to the Frog Prince. 3 Listen and point. 49 4 Circle the correct option. The beginning of a story is the first / last part. In the beginning, the Frog Prince feels.

Illustrated statements of feelings and states of mind Step 1 •Draw the sad Frog Prince. •Draw the happy Frog Prince. Self-evaluation • Can I recognize how characters feel?

• Recognize titles and images. • Activate previous knowledge to predict topic and purpose. • Notice the text structure with supporting images: beginning, middle and end. • Point out illustrated characters when hearing their name. • Detect, with graphic support, experiences of others reflected in stories.

• Recognize characters experiences and compare them with their own. • Notice the text structure with support images: beginning, middle and end. • Separate words into sentences.

76 Lesson 1

77 Unit 8

Big Book 2: Jack and the Magic Closet 54

SB1 AB U8 AV.indd 76

17/04/18 5:48 p.m.

SB1 AB U8 AV.indd 77

17/04/18 5:48 p.m.

Ask students what kind of things they can find inside their closet. Elicit a few answers. Take out the Big Book and open it on page 14. Ask students what Jack is doing. Have them describe what they see. Play the track. Go through the pages as the audio advances. Pause on page 16. Ask How does Jack look? Happy? Sad? Worried? Scared? Ask students what they think Jack will find inside the closet. Elicit a few answers. Tell students they will listen to the rest of the story the next class. Illustrated statements of feelings and states of mind Step 1 Ask students to draw the happy Frog Prince on a card and write “happy” below their drawing. Ask students to draw the sad Frog Prince on a card and write “sad” below their drawing. Self-evaluation If students have completed today’s activities successfully, they can tick the boxes. Wrap Up Have students look at each other’s endings to the story and decide if the Frog Prince looks happy or sad. Play Track 52 and ask students to listen and mime to the song.

Expected Outcomes Recognize characters experiences and compare them with their own. Notice the text structure with support images: beginning, middle and end. Separate words into sentences. Materials Activity Book p. 77, Big Book 2, CD tracks 52, 54, a story book, paper, coloring pencils or crayons Warm Up Ask students to try to remember the story of the Frog Prince. Ask them what happens at the beginning of the story. (He is sad, he wants to be a prince again.) Ask them what happens in the middle. (He meets a princess). Ask them what happens in the end. (He is a prince again.) 5 Imagine you are a frog like in the story. How do you feel? Circle your answer. Let students imagine anything. Both answers are correct, but ask them to try and tell you the reason.

Expected Outcomes Recognize titles and images. Activate previous knowledge to predict topic and purpose. Notice the text structure with supporting images: beginning, middle and end. Point out illustrated characters when hearing their name. Detect, with graphic support, experiences of others reflected in stories Materials Activity Book p. 76 , CD tracks 49, 52, Flashcards 14- 20 on CD Warm Up Play hangman with the words bedtime story . Explain to students the concept of bedtime . Ask the class if they like to read before going to sleep. Tell students they will read the first part of The Frog Prince , a popular bedtime story. Ask students if they are familiar with this story. Elicit a few answers.

Unit 8 T77

Unit 8

T76

SB1 TCH U8.indd 76-77

4/23/18 10:54 AM

Teacher’s Guide A comprehensive guide that contains plenty of suggestions and information to successfully guide students through their learning process, such as: • Daily plans with a step-by-step description on how to guide students to perform each of the activities included in their books; • Answer key provided in a reproduction of the Activity Book; • A Warm Up and a Wrap Up for each session that will help teachers open and close the lessons with interesting activities including songs, chants and games; • Suggestions per lesson and per unit on how to work with the Big Books; • 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: • Flashcards for useful vocabulary words in the units; • An evaluation tool; • Instructions for the evaluation tool; • Diagnostic rubrics; • 10 worksheets, one per unit, that may help you expand your work Primary Audio CD & Resources

Course Components

Big Books Big Books are a flexible resource that can be used throughout the course. They can be used to present the topic, reinforce concepts or to close a unit. We suggest you use them with the CD to help with pronunciation and intonation. Each level has two Big Books. Big Books are designed to present linguistic resources and contents of the program in a natural way. Besides using them in the planned sessions, you may use them whenever you need an additional activity or for additional practice, especially if students like the text. They can be presented using different strategies (keep in mind that the guide presents you with suggestions on how to use them, but you have the final word and can use them as you see fit. A lot depends on your students and what they need to help them learn.). • Before showing the corresponding text to students, present a situation similar to that in the book so students begin thinking about it and relate it to their own experiences and knowledge. Have students work in pairs or small groups to share their ideas with the whole group, they can also imagine a scene and draw it.

• Show the title, sub-title (if there is one) and illustrations on the title page and ask students to predict what the story is about. Allow them to speculate and accept all ideas. • You can show students the text and illustrations and ask if they know anything about the topic. • Ask one or two questions related to the text, so students listen for the answers or can infer them. • Ask students to work in pairs or trios; give each pair or group the printed text. Have them scan to find specific information as quickly as possible. • Once students have become familiarized with the text, ask them to summarize the text briefly using their own words in English (or their own language) orally. • Put the text on construction paper or cardboard and cut out the sentences so students can put the text in order. Have students work in pairs for this activity.

Wow! Am I dreaming? No! Someone’s singing.

– Monsters! Are you good or bad? – We are good, but you are bad! You made Mom feel sad.

M03 Sunburst Big Book B 1 MEX 44718.indd 16-17

4/23/18 11:04 AM

Course Components

Game Bank Young students love games. However, it is important to maintain control in class while students play. Before you begin any game, keep this in mind: • Remind students of classroom rules. • Emphasize that they must wait their turn. • Explain that students who shout a lot will not be taken into account (a certain level of noise is acceptable during play). • Always use the same signal to indicate that the game is over. It’s a good idea to have a poster or use a hand sign for this purpose (for example, hands in the air), • Use these phrases in games: It’s your turn. That’s right. That’s wrong. Raise your hand when you finish . Before you begin any activity you should make sure that students clear the floor of their belongings. Remind them not to leave pencils or other objects on the floor. If the room is small, we suggest playing in the yard. This will change the dynamics of your class. The most important thing is for accidents to be avoided when doing any type of activity. Hot Potato : Have students form a circle. Crumple up a sheet of paper or use a soft ball and throw it to a student, while saying a word in English. The students must throw the ball to another student and say a different word in English. You may use specific categories or words that begin with a specific letter, etc. Students who do not say a correct word, must sit down. The last one standing wins.

Colors and numbers : Ask students to form a circle. In the center of the circle, on the floor, put different objects, some of the same color. For example, two red pens, three blue books, one yellow pen, etc. Say to a student: red pen . The student counts and says how many red pens there are. Repeat with different students and objects. Miming : Divide the group into two or more teams. Have one student from each team come to the front of the class and whisper a word or phrase to both of them to mime/act out for the rest of the students to guess. The first team to answer is the winner. Playing this game in pairs (even from opposite teams) helps children understand that a game should be played for fun. Follow the Leader : Mime the following actions, while you say them out loud: open your book, close your book, and any other command you think appropriate. Give the commands. Students carry out the actions. Repeat the commands faster. Follow this procedure for as long as students are having fun. For variety you can play music and/or march at the same time. Numbers, Numbers : You need a soft ball or a paper ball. Say one! and throw the ball to a student; the student says the next number: two! This student throws the ball to another for him/her to say the next number, and so on. Continue the activity until all the numbers students know have been said. To make it more challenging speed up the pace as the game progresses.

Pronunciation Guide 66

Consonants p

Vocals and diphthongs L ڴ see

pen bad tea did cat get

/pen/ /bæd/ /t L ڴ / /d ɪ d/ /k Ķ t/ / g et/

/s L ڴ /

happy

/ ' hæpi/

i ɪ

sit

/s ɪ t/ /t e n/ /kæt/

d k

ten cat

e æ ɑ ɑ ƥ ڴ

father

/ Iɑ ð ə (r)/

g t ԙ dٕ v θ f

chain jam fall van thin this see zoo shoe vision

/t ԙ e ɪ n/ /dٕ æm/

got

/ Jɑ t/ (British English)

saw

/s ƥ ڴ / /p օ t/

/ Iƥ ڴ l / /væn/ /θ ɪ n/

put

օ u

actual

/ ' æ ktԙ u əl /

too cup

/t u ڴ /ֺ

u ڴ

ð s z

/ð ɪ s/ /si ڴ / /zu ڴ / / ԙ u ڴ /ٕ

/ kֺ p / / IȺ ڴ (r)/ / ə EDօt /

fur

Ⱥ ڴ

about

say

/s Hɪ /

Hɪ

/ ' v ɪٕ n/ /hæt/ /mæn/

go go

/ Jəօ / (British English) / JRօ / (American English)

əօ Rօ

hat

man now sing leg red yes wet

my boy now near hair pure

/m Dɪ / / Eƥɪ / / nDօ /

Dɪ ƥɪ

n І

/na օ / /s ɪІ / /le g / /red/ / j es/ /wet/

Dօ

l r j

/ nɪə (r)/ (British English) /h Hə (r)/ (British English) / pMօə (r)/ (British English)

ɪə

Hə օə

xii

Useful Expressions in the Classroom 67

Classroom Language for the Teacher Act out. • Actúa. Mime. • Haz con mímica. Ask questions. • Haz preguntas. Check the spelling. • Revisa la ortografía. Check the punctuation. • Revisa la puntuación. Check your partner’s work. • Revisa el trabajo de tu compañero. Check your work. • Revisa tu trabajo. Clap. • Aplaude. Come to the board. • Pasa al pizarrón. Come to the front. • Ven al frente. Complete the sentences. • Completa las oraciones. Copy this. • Copia esto. Count. • Cuenta. Describe. • Describe. Do this exercise as homework. • Haz este ejercicio de tarea. Follow the instructions. • Sigue las instrucciones. Help your partner. • Ayuda a tu compañero. How are you today? • ¿Cómo estás el día de hoy? Identify. • Identifica. Line up. • Haz fila. Listen carefully. • Escucha cuidadosamente. Look at the flashcards. • Mira las tarjetas. Look at the pictures. • Mira las ilustraciones. Look at the board. • Mira el pizarrón. Look. • Mira. Name. • Nombra. Open your books. • Abran sus libros. Pay attention. • Pongan atención. Play. • Juega. Point. • Señala. Show. • Muestra. Read aloud. • Lee en voz alta. Read. • Lee. Remember to do your homework. • Recuerda hacer tu tarea. Remember to pay attention. • Recuerda poner atención. Remember to show respect. • Recuerda mostrar respeto.

Repeat the words. • Repite las palabras. Repeat. • Repite. Review your work. • Revisa tu trabajo. Settle. • Serénate. Calm down. • Cálmate. Sing. • Canta. Sit down. • Siéntate. Stand up. • Ponte de pie.

Take out your homework. • Saca la tarea. Take out your pencils. • Saquen sus lápices. Take out your notebook. • Saquen sus cuadernos. Take turns. • Túrnense. Talk. • Habla. Think of… • Piensa en… Work in pairs. • Trabajen en parejas. Work in trios. • Trabajen en tríos. Work in groups of four. • Trabajen en grupos de cuatro. Work on your own. • Trabaja tú solo. Write in your notebook. • Escribe en tu cuaderno. Write on the board. • Escribe en el pizarrón. Write some sentences. • Escribe algunas oraciones. Classroom Language for the Student Can I borrow a pencil? • ¿Me puedes prestar un lápiz? Can I borrow an eraser? • ¿Me puedes prestar una goma? Can I have a piece of paper? • ¿Me pueden dar un pedazo de papel? Can you repeat that? • ¿Puede repetir? Excuse me. • Disculpe. Good morning. • Buenos días. Good afternoon. • Buenas tardes. Hello / Hi • Hola How do you say? • ¿Cómo se dice? How do you spell? • ¿Cómo se escribe? I don’t understand. • No entiendo. May I go to the bathroom? • ¿Puedo ir al baño? Please • Por favor Speak slowly. • Hable más lentamente. Thank you. • Gracias.

xiii

Scope and Sequence

U nit 1 Hello! Family and Community Environment

Communicative Activities Exchanges associated with specific purposes. Understand and respond to expressions of greeting, politeness and farewell. Teaching Guidelines 1. Identify purpose. Indicate sender and receiver. Detect non-verbal language: gestures, postures, etc. 2. Detect similarities and differences between words used in expressions. Review repertoire of words and expressions. 3. Complete exchanges with expressions to greet farewell and to be polite. Reply to expressions of greeting, farewell, and politeness with non-verbal language and expressions with which the student feels more confident. Expand the expressions repertoire of greetings, farewells and politeness. Be polite with the other students. 4. Observe directionality of writing: left/right, up/down. Find similarities and differences between words: beginnings, endings, quantity and variety of letters, etc. Evaluation • Find evidence such as: lists with greeting, farewell and courtesy expressions. Pictures of polite expressions. • Descriptive Valuation Scale.

Achievements 1. Explore expressions of greeting, politeness and farewell.

2. Recognize words.

3. Respond to expressions of greeting, farewell, and courtesy.

4. Distinguished writing expressions.

Product Illustrated cards with greeting, farewell and courtesy expressions

Time to Shine (Learn to learn) How do we write?

Be Curious (Critical thinking) How do people say “hello” in a different language?

Unit 2 It Rhymes! Recreational and Literary Environment Achievements 1. Explore rhymes and tales in verse. 2. Listen to the reading of rhymes and tales in verse.

Communicative Activity Literary Expression Understand rhymes and stories in verse.

Teaching Guidelines 1. Activate previous knowledge from images. Distinguish topic, purpose and recipient. See graphic and textual components. 2. Clarify the meaning of words. Detect words that rhyme. Complete words that rhyme. Recognize rhythm and rhyme with sound resources. Identify changes in intonation. Share concerns. 3. Repeat aloud words that rhyme and practice their pronunciation. Spell words that rhyme. 4. Recognize that it is written from left to right and top to bottom. Notice composition of words. Make correlations between parts of writing and orality. Compare similarities and differences between words with and without rhyme. Complete the writing of words that rhyme. Review repertoire of words and expressions. Compare with others writings. Evaluation • Find evidence such as: selection of rhymes and stories, list of words that rhyme. • Anecdotal record Be Curious (Critical thinking) In English do letters in words always sound the same?

3. Explore pronunciation.

4. Write rhymes and tales in verse..

Product Words that rhyme for a pictorial file

Time to Shine (Learn to learn) What rhymes do children listen to in other places?

xiv

Scope and Sequence

Unit 3 Let’s Do It! Academic and Educational Environment

Communicative Activities Interpret and follow instructions. Read illustrated instructions for assembling an object. Teaching Guidelines 1. Recognize topic, purpose and intended audience. Detect, with graphic support, instruction sheets related to their daily live. Keep the attention during the exploration of instruction sheets. Distinguished title, instructions and lists of materials. Count steps of instructions. Identify the meaning of words that bind expressions. Recognize ordinal and cardinal numbers. Differentiate the order of steps in a sequence. 2. Follow the text while listening to its reading. Keep the attention. Connect experiences and knowledge with the reading. Anticipate steps. 3. Compare writing of words. Search known letters. Select words to complete steps. Order steps in a sequence. Establish correspondences between the writing and reading of words. Review repertoire of words and expressions. Evaluation • Find evidence such as: list with steps, drawings and illustrations. • Assessment rubric

Achievements 1. Explore instruction sheets.

2. Participate in reading instructions.

3. Participate in writing instruction sheets.

Product Illustrated instruction sheet for assembling a flying robot

Time to Shine (Learn to learn) When do we use the word “and”?

Be Curious (Critical thinking) Learn to make something new from something old.

Unit 4 Safe in the Street! Family and Community Environment Achievements 1. Explore signs used in public spaces.

Communicative Activities Exchanges associated to communication media. Interpret public signs.

Teaching Guidelines 1. Identify purpose, sender and receiver. Recognize the value of signs to participate in the life of the community. Anticipate the utility to follow signs with graphic support. 2. Indicate specific words to indicate actions when listening. Distinguish intonation, volume, etc. 3. Discover the meaning of new words used to indicate actions, when listening. Associate sounds with letters. Relate words with signs. Classifying images of signals according to their function. 4. Compare similarities and differences when writing words. Complete the writing of words and numbers. Correspondence between parts of writing and orality. Formulation of words and statements. Review repertoire of words and expressions. Evaluation • Find evidence such as: follow directions from signs, list of words, color signs. • Observation guide

2. Identify words spoken aloud.

3. Explore signs and words related to them.

4. Participate in the writing of names of words related to signs.

Product Illustrated Dictionary of Signs

Time to Shine (Learn to learn) When you learn new words, it can help to learn opposites.

Be Curious (Critical thinking) Look around you. Find out what other signs mean.

Scope and Sequence

Unit 5 My Story! Recreational and Literary Environment

Communicative Activities Recreational expression Compare words in a children’s story

Teaching Guidelines 1. Encourage students to adopt an attentive and interested attitude to explore stories. Identify where they can read and where not. Differentiate between letters of numbers and punctuation. Identify the text structure with support images: beginning, middle and denouement. 2. Activate previous knowledge to recognize characters, objects and places. Associate the reading of names, characters, objects and places, with writing. 3. Review repertoire of words and expressions. Spell words. 4. Classify names according to what they refer. Compare writing of words. Detect some words that indicate actions in progress or to replace others. Group similar words from a writing. Evaluation • Find evidence such as: scene selection, chart of assorted names and illustrations. • Checklist Be Curious (Critical thinking) Read a children’s story in a book or online. Try to remember the people and things in the story. Tell the class about what you read. Communicative Activities Exchanges associated to specific purposes. Interpret information about units of time, with support of a graph. Teaching Guidelines 1. Anticipate topic and purpose. Identify components of a weekly calendar. Locate school and weekend days in a calendar. Distinguish periods of the day. Recognize hours in periods of the day. 2. Use previous knowledge to recognize hours and days of the week. Differentiate hours from days of the week. Complete beginning or the end of the names of the days of the week. Point out on a calendar days of the week when hearing their name. Associate hours with the numbers. Read and locate the hours on a clock. 3. Point out pictures of activities that are carried out on specific days and hours. Identify days and hours in which there are routine activities at school to answer questions. Complete, with graphic support, answers to questions about hours and days of the week. Play to ask and tell the time. 4. Identify written information on a calendar. Rewrite names of days of the week. Confirm the absence or presence of unnecessary letters in script names for days of the week. Write numbers of hours, based on a model. Review repertoire of words and expressions. Evaluation • Find evidence such as: weekly calendar scheme, list of the names of the days of the week. • Observation guide Be Curious (Critical thinking) Do children in other countries have the same school activities?

Achievements 1. Explore stories.

2. Listen to reading stories aloud.

3. Practice the pronunciation of words.

4. Review the writing of a story.

Product Illustrated Story

Time to Shine (Learn to learn) Try to read in a quiet place so you can concentrate. Tell your group about your favorite place to read in. Unit 6 My Week! Academic and Educational Environment

Achievements 1. Explore weekly calendars.

2. Listen to the reading aloud of information about hours and days of the week. 3. Participate in the exchange of questions and answers for information about units of time.

4. Check writing.

Product Calendar with days of the week, hours of class and recess

Time to Shine (Learn to learn) Importance of school routines.

xvi

Scope and Sequence

Unit 7 Who Are You? Family and Community Environment Achievements 1. Explore information about data and personal preferences. 2. Listen and acknowledge questions for information.

Communicative Activities Exchanges associated with information of oneself and of others. Give information on personal data, likes and preferences. Teaching Guidelines 1. Recognize personal data. Detect numbers in ages. Identify preferences. 2. Clarify the meaning of words. Complete questions and answers to get information. Point out and repeat words to practice pronunciation. Provide feedback so that the students can ask polite questions. 3. Compare words such as (which one is long, which one is short, etc.). Group words from their similarities. Improve word tracing. Complete words from one of its parts. Read questions aloud to recognize "question words". Evaluation • Find evidence such as: list with information that will include the card, register of personal data. • Illustrated card of self and peer assessment

3. Review writing questions and answers

Product Card with personal information

Time to Shine (Learn to learn) We all learn in different ways. How do you like to learn?

Be Curious (Critical thinking) What personal information can you share online?

Unit 8 How DoYou Feel? Recreational and Literary Environment Achievements 1. Explore illustrated children’s books.

Communicative Activities Understanding oneself and others. Understand tales to relate with personal experiences. Teaching Guidelines 1. Recognize and draw images and titles. Activate previous knowledge to predict topic and purpose. Notice the text structure with support images: beginning, middle and denouement. 2. Clarify meaning of words which express actions, with graphic support. Point out illustrated characters when hearing their name. Recognize characters experiences and compare them with their own, using expressions to show shared experiences. Detect, with graphic support, experiences of others reflected in stories. Represent actions of characters with body language. 3. Recognize and spell words expressing states of mind. Separate words in sentences. Compare similarities and differences between statements. Complete statements. 4. Detect absences or unnecessary presence of letters when writing words. Verify readability of writing of words from reading aloud. Review codes of words and expressions. Evaluation • Find evidence such as: statements that express states of mind, drawings or illustrations. • Self-assessment

2. Follow the reading aloud of a tale.

3. Explore writing statements.

4. Assessment statements script.

Product Illustrated statements of feelings and states of mind Time to Shine (Learn to learn) We use spaces to separate words. Without spaces words are very difficult to read.

Be Curious (Critical thinking) What other feelings can you have?

xvii

Scope and Sequence

Unit 9 My Country's Animals Academic and Educational Environment Achievements 1. Explore illustrated materials about living beings.

Communicative Activities Search and selection of information. Ask questions to obtain information on a topic of nature. Teaching Guidelines 1. Activate previous knowledge. Encourage their curiosity to learn more about interesting living things. Identify characteristics and graphical layout of charts. Establish a relationship between graphics resources and writing. 2. Distinguish questions by their intonation. Clarify meaning of words of questions. Answer closed questions about living beings with sight words. Complete questions. Point out pictures to answer questions about characteristics of living beings. 3. Recognize composition of words. Identify words when writing questions. Make correlations between parts of writing and reading. Review repertoire of words and expressions. Produce and interpret their own writings. Make questions about unknown expressions. Evaluation • Find evidence such as: graphic organizer with living beings, questions and answers. • Picture Journal Be Curious (Critical thinking) Learn more about animals where you live and in other countries. Communicative Activities Exchanges associated with the environment. Describe and interpret information about people of the community and their activities. Teaching Guidelines 1. Anticipate theme from previous knowledge and images. Recognize intended audience. Identify parts of books. Indicate names of objects, clothing, and tools. Link images of occupations and professions with their name. Discover cultural differences in occupations and professions. 2. Complete statements to describe people. Classifying images of occupations and professions of places of the community. Point out images of occupations and professions when hearing their name. Share information from visual and auditory stimuli. Evaluation • Find evidence such as: graphic organizers with occupations and professions, drawings or illustrations. • Questionnaire Be Curious (Critical thinking) Why do we think of some occupations more for women or men?

2. Participate making questions.

3. Explore writing questions and answers.

Product Illustrated chart of animals

Time to Shine (Learn to learn) We can use charts to help us read and write information clearly.

Unit 10 Community Workers Family and Community Environment Achievements 1. Explore illustrated materials, with information about occupations or professions.

2. Participate in the oral expression of information.

3. Explore writing of words.

Product Names and illustrations of occupations

Time to Shine (Learn to learn) Most words that end in –er and –ist are names of people.

xviii

Hello!

Unit Overview

Social practices of the language • Understand and respond to expressions of greeting, politeness and farewell.

Big Book 1, It’s School Time, pp. 2-7

It’s School Time

Family and community environment • Exchanges associated to specific purposes.

by Lucía Lañado

Good morning, Lucy!

Hi, Mom!

Visual Resources • Hello, good morning, thank you, please, good afternoon, good night, good-bye

2 UNIT 1

SB1 BB U1.indd 2

4/4/18 10:14 AM

Language Hello! Hi! Good morning. Thanks! You’re welcome. please, by, good-bye, sure, one, two, three, four, five. My name is…, Can I use…?

At the end of the unit you can have a reading session with your students and discuss the story; you can use the questions suggested on the Big Book, on page 32.

Worksheets If you have time, use the worksheet provided on page T112. They are fun activities and they are related to the unit.

Extra material construction paper, index cards, crayons, colored pencils, glue stick

Final Product Illustrated cards with greetings, farewells and courtesy expressions.

T6A

Lesson

1 When do you say “hello” to friends? Use gestures: ask students when they say hello to friends? Provide an example that you act out. In the morning, when I get to school, I say hello to friends. Ask students for more examples. Ask them to act out their situations and provide language. Kevin says hello to friends when he plays football. 2 Listen and point. Who says “hello”? 2 Play the track and stop after each character speaks. Ask students to point to the character who speaks with their finger. Play the track once more and this time have students repeat after each character. 3 Use the cutouts on page 119. Work in groups. Listen and act out. Ask students to cut out the different characters on page 119. Then, ask them to work with three classmates and choose a character (Tim, Alex, Lynn or the dog). Tell them to listen one more time and then, practice the dialogue together. The aim is for students to use non-verbal communication to act out the dialogue, and for students who feel confident enough to read the dialogue. Have

Hello!

You are going to... understand and exchange greetings and courtesy expressions.

Answers may vary.

1 When do you say “hello” to friends? 2 Listen and point. Who says “hello”? 2

Tim says hello.

Hello! My name’s Tim.

Hi! I’m Alex.

Good morning, friends.

3 Use the cutouts on page 119. Work in groups. Listen and act out. 3 4 Circle the word that is different. Hi. / Thanks. / Hello. / Good morning.

several groups come to the front and act out the dialogue. Praise students: Very good! Excellent!

Lesson 1

• Identify purpose. • Indicate sender and receiver.

3 Listen and number the pictures. 3 Introduce numbers 1 to 3. Draw them on the board and have students repeat. Have some students come to the front and draw the numbers. Ask students to look at the pictures. Have them say what they think each picture represents (Good morning, hello, thanks) . Play the track and ask students to number each picture after they hear the sentence. Check the answers with the group. 4 Circle the word that is different. Read the words aloud. (Hi. Thanks. Hello. Good morning.) Write the words on the board: Hello. Hi. Finally, have students circle the different word and “read” the greetings.

M01 Sunburst AB 1 MEX 44480.indd 6

23/04/18 6:47 p.m.

Expected Outcomes Identify purpose. Indicate sender and receiver.

Materials Activity Book, p. 6, CD tracks 2, 9, crayons or pencils, scissors Warm Up Say, Hello, children. Hello! Wave your hand and encourage students to reply the same way. Point to yourself and say, My name’s … Point to students and ask, What’s your name? Encourage them to complete the sentence, Hello, my name’s … Ask students to open their books to page 6. Point to the illustration and say, Look. This is Tim. Say “Hello” to Tim . Repeat with the other characters (Alex and Lynn). Point to the dog. Say, Look at the dog. Its name is ... Elicit a name from the students. Say “Hello” to…

Wrap Up Song: Hello/Goodbye 9

This is a nice way to introduce more numbers. Write the numbers from 1 to 10 on the board and have students repeat the numbers after you. Play the track and have students listen to the song. Don’t ask them to sing; give students a chance to get familiar with the song. Play it one more time and ask students sing if they are ready. Play it one more time and encourage students to sing and wave, following the rhythm. If your students do not sing, it’s okay. Remember that at this stage, students have to get familiar with the language.

Unit 1

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