Z5599 - 2Primaria Sunburst - Cuaderno de Actividades

Primary

Activity Book Mario Herrera

Ciclo 1

Lengua extranjera. Inglés

Activity book

Estimada alumna, estimado alumno:

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

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

¡Conócelo, cuídalo y disfrútalo!

Distribución gratuita, prohibida su venta.

Primary

Activity Book

Catalogue Publication Data

Author: Mario Herrera Salazar Sunburst 2 Primary Activity Book First published 2018 Pearson Educación de México, S.A. de C.V., 2018 ISBN: 978-607-32-4450-3 Area: ELT Format: 20.5 x 27 cm Page count: 120

Managing Director: Sergio Fonseca ■ Innovation & Learning Delivery Director: Alan David Palau ■ Regional Content Manager - English: Andrew Starling ■ Publisher: Hened Manzur ■ Content Development: Canda Machado ■ Content Support: Leticia Alvarez, Luz María Olivares ■ Art and Design Coordinator: Juan Manuel Santamaria ■ Design Process Supervisor: Salvador Pereira ■ Layout: Erika Fernández ■ Cover Design: Factor02 ■ Illustrations: Ana García, Ximena García, Gerardo Sánchez, Víctor Sandoval, Ismael Vázquez, ■ Photo Research : Laura Manzur Soda ■ Photo Credits: Shutterstock

Datos legales

First published, 2018 Third Reprint, 2021

ISBN PRINT BOOK: 978-607-32-4450-3

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.

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

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

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

Contents How to use your book

4 6

Unit 1

What Great Manners! Family and Community Environment Product: Classroom Rules Poster

14 16

Unit 2

Rhyme Time! Recreational and Literary Environment Product: Illustrated Rhymes

24 26

Unit 3

Growing Plants Academic and Educational Environment Product: Illustrated Instructions for Planting Seeds

34 36

Unit 4

I See Signs! Family and Community Environment Product: Illustrated Signs for your School

44 46

Unit 5

Poems! Recreational and Literary Environment Product: Verses in Poems

54 56

Unit 6

On the Farm! Academic and Educational Environment Product: Farm Products Survey

64 66

Unit 7

My Hobbies! Family and Community Environment Product: Illustrated Graph About Hobbies

74 76

Unit 8

Stories! Recreational and Literary Environment Product: Illustrated Sentences for a Mural

84 86

Unit 9

The Americas! Academic and Educational Environment Product: Map Puzzle of the Americas

94 96

Unit 10

Maps! Family and Community Environment Product: My Community Map

104 106

Picture Dictionary

Bibliographic References Classroom Language

114 114 115

Cutouts

Dear Student, This is your Sunburst Activity Book. We welcome you and invite you to enjoy it.

The book has:

Unit opener: You can see what the unit is about. There is information that tells you what you will be able to do at the end of the unit. Four lessons: Each lesson has activities that will help you achieve a final product.

Self-evaluation: Here you can reflect on what you have learned during the lesson.

Portafolio: Each lesson also has, at the end, instructions that will help you practice what you learned during the lesson so you can develop the product. Keep these exercises in a portafolio.

Product: You will find some tips to present the product and share it with your group.

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

Plant

the se

eds in

the s oil.

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

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

Read

Act

Look

Draw

Big Book

Make

Game

Sing

Check

Numbers

Talk

Glue

Circle

Underline

Pairs

Go to

Color

Group

Write

Point

Cut out

Listen

Portfolio

What Great Manners!

You are going to… use greetings, farewells, and courtesy expressions.

1 Look at the pictures. Where are they? What do they say?

Cindy

. .

Hello,

Good night, Good night,

Thank you,

Hi,

You’re welcome.

a When do you say “hello”, “good night” or “thank you”? 2 Listen and number. 2

3 Complete the dialogues in Activity 1. 4 Listen again and circle the answer. 2 1 Cindy and Kevin are friends. 2 Cindy and Kevin are in the classroom. 3 Tania lends a pencil to David. 4 Tania and David are in the park.

Yes No Yes No Yes No Yes No Yes No

5 Tom and his mom are at home.

• Identify participants and purpose in a dialogue. • Identify place and moment in which dialogues happen.

Lesson 1

5 Circle three words you use every morning to say hello . Hello Good-bye Hi Good morning Good night 6 Circle two words you say at night when you go to sleep. Hello Good-bye Hi Good morning Good night 7 Complete the dialogue with the words in the box. Thank you How Good-bye Hi happy T OM : Hello, Sarah! are you? S ARAH : , Tom. Very well, thank you. And you? T OM : I’m very ! I have a new toy robot. S ARAH : Wow! That’s great! T OM : , Sarah. Good-bye! S ARAH : , Tom! 8 Work with a friend. Act out the dialogue.

Classroom Rules Poster

Step 1 • On a piece of paper draw and write what you say when you enter the classroom. Self-evaluation • Do I know what to say when a friend helps me?

• Point to greetings, farewells, and courtesy expressions. • Distinguish turns of participation in a dialogue.

Unit 1

Lesson

1 Write three things you can do with a friend. a b c 2 Work in pairs. Look and point. Who is saying good-bye ?

Hello, Lynn!

Hi, Tom! This is my dog!

Good-bye, Luis!

Bye. Nice to see you!

Can you help me, please?

Sure!

Thanks

3 Listen and number the pictures in Activity 2. 3

• Anticipate greetings, farewells, and courtesy expressions according to non verbal language • Point to greetings, farewells, and courtesy expressions. • Invite students to show interest and respect to their classmates’ work.

4 Classify the expressions.

Courtesy Expressions

Greetings

Farewells

Good-bye Hello Please Hi Good morning

Thank you Good night Nice to meet you 5 Look at the pictures. Use the phrases in Activity 4 to complete the sentences. When we meet a new friend we say: Nice Every morning we arrive to the classroom and say: Good

Classroom Rules Poster

Step 2 •Write a list of courtesy expressions. Self-evaluation •Do I know when to say “please” and “thank you”?

• Point to greetings, farewells, and courtesy expressions. • Distinguish turns of participation in a dialogue. • Choose, using graphic support, greetings, farewells and courtesy expressions according to intended audience and diverse communicative situations. • Classify words and courtesy expressions.

Unit 1

Lesson

1 Look at the pictures and answer. Where are the children?.

2 Match the phrases to the pictures in Activity 1. 1 Say hello and good-bye. 2 Say please and thank you. 3 Raise my hand. 4 Keep the classroom clean. 3 Listen and complete . 4 please hello thank you raise good-bye keep Hello. My name is Gloria. I’m eight years old. I like school. I have rules in my school. I say 1 and 2 to my classmates. I’m polite and say 3 and 4 . I 5 my hand when I want to talk and I 6 the classroom clean.

• Classify, using visual support, words, and courtesy expressions. • Match non verbal language with words and expressions

4 Color the classroom rules.

Wait for my turn.

Don’t push.

Be polite.

Say, Please and Thank you .

Don’t interrupt.

5 Listen to the Rules for a School in New Zealand . Answer the questions. 5 2 1 Are the rules similar in your school? 2 Which rules are dierent? 6 Work in pairs. Draw more balloons with some rules you would like to have in your school.

Classroom Rules Poster

Step 3 •Draw a picture of you following a classroomn rule. Self-evaluation •Do I know the classroom rules at school?

• Compare and contrast words and expressions. • Classify words and courtesy expressions.

11 Unit 1

Lesson

1 Read and complete the expressions. Good morning! May Nice

You’re

What do you say …?

1 When you meet a new friend.

2 To your teacher every morning.

This is Ken.

to meet you, Ken!

Miss Laura.

Good morning, children!

3 When a classmate helps you.

4 When you ask for permission.

Thank you!

May I open the window?

welcome!

Yes, you

2 Work in groups. Mime the courtesy expressions in Activity 1.

• Choose, using graphic support, greetings, farewells, and courtesy expressions according to intended audience and diverse communicative situations.

3 Write a number for each picture. 1 Ask for permission. 2 Say please and thank you. 3 Say good-bye. 4 Say hello.

Lend me your car, please.

Here you are.

Thank you!

May I go out?

Bye, Mom.

Hi, Tim!

Hello, Lynn!

4 Read the expressions. Choose one and draw it. May I…? Good morning Good night

• Borrow something from a classmate. Don’t forget to use courtesy expressions. Time to Shine!

13 Unit 1

• Match no verbal language with words and expressions.

Classroom Rules Poster Materials

• Carboard paper • Colored pencils Steps 1 Get into groups and discuss the classroom rules.

2 Work with your classmates to write a list of courtesy expressions and classroom rules. 3 Make a poster with three of the classroom rules on the list. 4 Label the classroom rules on your poster. 5 Display the poster on the classroom wall. 6 Read the courtesy expressions out loud to the class. Self-evaluation • What do you say when you arrive at school?

• What do you say when someone helps you?

• I know how to be polite.

Review

1 Look at the picture. Complete the dialogue. M ELISSA : girls. S UE : Good Melissa. This is Clara. M ELISSA : Nice Clara. C LARA : you Melissa. M ELISSA : me your book, please. S UE AND C LARA : Sure! M ELISSA : Wow! It’s fantastic! . S UE : You’re . M ELISSA : girls! S UE AND C LARA : Good-bye Melissa. 2 Write two sentences. 1 When you ask for pemission.

2 When you ask for help.

• Ask your classmates when their birthday is. Say, Happy birthday! to them. Be Curious

Unit 1

Rhyme Time!

You are going to… read rhymes and stories in verse.

1 Look at the picture. Circle the answers. a What are they ?

shoes gloves boxes green blue purple

b What color are they? c How many are they?

one

two

2 Read and underline the words that rhyme.

Little Betty Blue Little Betty Blue Lost her favorite shoe. What can Little Betty do? Give her another To match the other. Pick the one that is blue So she may walk with two!

3 Listen. Check ( 4 ) the correct picture. Compare the answers with a friend. 6

• Anticipate topic, purpose and intended audience by reading the title and previous knowledge. • Distinguish textual componentes (rhyming words). • Reflect on the purpose of images.

16 Lesson 1

4 Match the pictures to the words.

5 Listen to the rhyme. What is the rhyme about? 7 6 Work with a friend. Write a word from the box to complete the rhyme. grass blue sweet another eat pass

Thank you, pretty cow, that makes Lovely milk to soak my bread. Do not chew the ugly

That grows on the mountain

But the yellow flowers

So they make your milk so

Rhymes

Step 1 • Write two verses using words that rhyme. Self-evaluation • Can I identify rhyming words in a verse?

17 Unit 2

• Discover the meaning of words. • Identify rhyming words.

Lesson

1 Read about Matt and his dog, then number. How many stanzas are there? How many verses are there in each stanza?

verse verse verse verse verse

Stanza 1

Matt is a boy He has dog.

He also has a cat Which is black. His name is Tack.

Stanza

verse verse

How beautiful they are! He takes them in the car.

Stanza

verse verse verse

Stanza

Look, What a big bat! Can’t take it in the car Because we’re driving far.

2 Match the pictures to the corresponding stanza.

• Identify stanzas and verses. • Practice pronunciation of verses. • Match images to stanzas and verses.

3 Read and underline the words that rhyme.

Look, a pair of llamas Eating bananas Wearing a pair of pajamas.

Look at the doves, Wearing gloves. There are three, On a tree!

4 Work with a friend. Look at the pictures and complete the words.

5 Match the words that rhyme in Activity 4.

Rhymes

Step 2 • On a piece of paper write two words that rhyme and illustrate them. Write a verse with the words. Self-evaluation • Can I identify a stanza from a verse in a rhyme?

19 Unit 2

• Identify rhyming words. • Complete words based on one of its parts.

Lesson

1 Listen and complete the verses. 8

Sunburst Ring Make a circle Put on your cap Come and

A Big Fellow! Hey, ho, hey! A big, big fellow In a T-shirt that’s Hey, ho, hey!

Make a circle Come and sing In the Sunburst

2 Read Sunburst Ring again. Answer the questions. 1 How many stanzas are there? 2 How many verses are in each stanza? 3 How many words are in each verse? 3 Work in groups. Practice saying the rhymes out loud. • Use your hands and feet to add some movements to your rhyme. Show the moves to your class. Time to Shine!

• Complete verses with words that rhyme. • Practice pronunciation of verses. • Contrast the writing of verses (number of words words that rhyme).

4 Listen and point.

c d 5 Listen and repeat. Then write the word under each picture. 9 ll

Rhymes

Step 3 • On a piece of paper write a rhyme of two stanzas. Self-evaluation • Do I know how to complete a stanza with words that rhyme?

• Practice pronunciation of rhyming words. • Identify rhyming words. • Contrast the writing of verses.

21 Unit 2

Lesson

1 Look at the pictures. Which place do you like the most? Do you know where these places are located?

2 Underline the words about these places. beach, view, delicious, tall, sea, beautiful, city, lovely, nice, wall, little, quiet, sky, mountain, sunny, sun, pretty 3 Choose the correct word to complete the verse. That is my city / mountain It’s really big / pretty , Come on! Let’s have a ride / car I have a new house / bike ! 4 Write a title for the rhyme. 1 10

• Contrast the writing of verses (number of words that rhyme). • Identify textual componenets (title).

My quiet friend The Mountain, you never speak to me, you touch the sky and sometimes the sea. The sun hides behind you 5 Read the rhyme about one of the places in Activity 1. Circle the words that rhyme.

and together enjoy the view. My old friend The Mountain Someday we’ll go to the zoo!

6 Complete the rhyme about one of the places in Activity 1. My friend The

The

7 Work in pairs. Share your rhyme.

• A Haiku is a Japanese poem formed by 17 syllables only. • Listen to your teacher reading the Haiku out loud. What is it about? Do you like it? Be Curious

23 Unit 2

• Identify words to complete a paragraph. • Complete a rhyme using a model.

Rhymes Materials

• Carboard paper • Colored pencils Steps 1 Check your stanzas have words that rhyme. 2 Glue the rhyme with the rhyming words on the cardboard. 3 Make a poster that shows the stanzas. 4 Illustrate the rhyme. 5 Display the rhyme on the classroom wall. 6 Read the rhyme out loud to the class.

Self-evaluation Choose the words that rhyme to complete the poem.

Look at the dogs / cats, Wearing hats / pajamas, There are two / three, On a tree! • I know how to rhyme words.

Review

1 Write a rhyming word. dove sing three

clap shoe 2 Choose the correct word to complete the rhyme.

When I see the doves / moon , I think of my gloves / cars they are blue / beautiful like my shoe. Every time I clap they stand on my cap / book. At night when I sing, the doves dance and form a circle / ring. At three they fly to sleep on a fl ower / tree!

3 Work in pairs and say the rhyme.

Unit 2

Growing Plants

You are going to… give and follow instructions to plant seeds.

1 Circle where you can find instructions.

2 Look. What is it? a A story

b Instructions to plant seeds

How to Plant Seeds

Instructions 1 Put the soil in the pot. 2 Make a hole in the soil. 3 Put the seed in the hole and cover it with more soil. 4 Water the soil. 5 Put the pot in a sunny place.

Materials • seed

• soil

• pot

• water

• sun

3 Listen and find the words. Say them out loud. 11

• Anticipate content by looking at the title, images, and previous knowledge. • Identify parts of the text.

26 Lesson 1

4 Write the words in the correct places.

Illustrations Materials Instructions

Leaf Pattern

1 Draw a triangle. 2 Cut it out. 3 Fix your triangle on a leaf. 4 Wait four days.

• Paper and pencil • Scissors • A paper clip • A tree with leaves Paper and pencil A paper clip A tree with leaves

5 Follow the instructions to make a leaf pattern, Share it with your class. 6 Write M for materials and I for instructions.

Illustrated Instructions for Planting Seeds Step 1

• In groups of four, write the list of materials you need to plant a seed or plant. Talk about where you want to put your plant. Self-evaluation • Can I identify parts of a text?

• Recognize textual components. • Identify parts of text. • Dierentiate the list of materials from instructions.

27 Unit 3

Lesson

1 Look at the pictures. Match with a partner. 1 Put the soil in the pot. 2 Make a hole in the soil. 3 Plant the seed in the soil. 4 Water the seed with your watering can. How to Plant Seeds

2 Work in pairs. Tell your partner how to plant a seed. Make a in the soil. Put the in the pot. 1 2

• Bring illustrated instructions to class. Have the class guess what the instructions are for by looking at the pictures. Time to Shine!

• Identify words that indicate instructions. • Complete instructions.

3 Listen to the instructions. In pairs, put them in order. 12

4 Listen and sing. 13 Seeds and pots,

The soil and the sun, Are material words. Learn them – It’s fun! Plant and water, And cut and stand, Are instruction words. We understand!

Illustrated Instructions for Planting Seeds

Step 2 • In your groups, write the instructions for planting a plant or seed. Self-evaluation • Can I remember the steps to plant a seed or plant?

• Choose the right action while listening to instructions. • Identify the material needed to make an experiment.

29 Unit 3

Lesson

1 Read and listen. Sing! Put the soil in the pot One, two, three. Put the soil in the pot, Just like me.

Make a hole in the soil One, two, three Make a hole in the soil, Just like me. 2 Look at the pictures. Write the materials you see.

3 Complete the instructions. Say them with a partner.

1 2 3

a hole in the

the seed with your watering

the pot in the

• Practice pronunciation of words and instructions. • Identify and rewrite list of materials. • Complete instructions with one or more words.

4 Look at the sentences. Circle the correct answer. 1 Sentences start with … a lower-case letters: c. b capital letters: C . 2 Sentences end with … a a period: . b comma: ,

5 Write the sentences correctly. 1 then plant the seed in the pot

2 water the plant

6 Read. What are the first three steps when you plant a plant? Talk about it with a partner. Plant Your Pot Plant in the Yard Put the plant in the hole. Make a hole in the soil in the yard. Water your plant. Put soil around your plant. Illustrated Instructions for Planting Seeds Step 3 • In your groups, illustrate your instructions. Tell your teacher where you will put your plant. Self-evaluation • Can I put instructions in order?

• Compare similarities and dierences in instructions. • Identify the order of instuctions in a sequence.

31 Unit 3

Lesson

1 Look at the cut outs on page 115. Cut them out. Glue them in the right order.

Take the

Make a hole in the In the yard.

Put the

out

of the

in the hole.

Put around your plant.

Water your plant with a

2 In pairs, complete the instructions. 3 Check your answers with another pair. Talk about why plants are important.

• Identify order of instructions in a sequence. • Rewrite names of materials.

4 Look at the pictures. Write the words.

5 Have a Spelling Bee contest using the words in Activity 4. 6 Write the sentences correctly. Circle the first word in each sentence.

Make a hole in the soil.

make a hole in the soil put the seeds in the soil cover the seeds with soil watch the seeds grow

• Investigate how to grow plants in water. It’s easy and fun! Be Curious

• Rewrite the names of materials. • Check punctuation and use of capìtal and lower- case letters.

33 Unit 3

Illustrated Instructions for Planting Seeds Materials • Cardboard paper • Colored pencils Steps 1 Write the title at the top of the cardboard paper. 2 Make a list of the materials. 3 Draw the steps. 4 Write the instructions under each picture. 5 Check your writing carefully. 6 Plant the seeds. 7 Put your plants in your classroom and around the school. Enjoy!

Self-evaluation • I know how to follow and give instructions to plant a plant.

Review

1 Write the names of the materials.

2 Write the sentences correctly. 1 plant the seeds in the soil 2 put the pot in a sunny place 3 make a hole in the soil 4 Plant the seeds in the soil.

water the seed with your watering can 5 put the soil in the pot 3 Act out the instructions in the correct order.

Unit 3

I See Signs!

You are going to… produce signs for public spaces.

1 What signs do you see at school?

2 Draw a picture of one sign that you know. Tell a partner what it is for and where you can see it.

• Try to find two signs that are dierent. Find their meaning. Share with the class. Be Curious 3 How can signs help us? Share with the class.

36 Lesson 1

• Discover purpose and intended audience.

4 Listen and check the correct sign. In pairs, talk about where you can see these signs. 16 B OY : Where can we cycle? G IRL : Look at the sign. B OY : Which sign? G IRL : The green sign. B OY : The one with the arrow? G IRL : No! The one with the bicycle! B OY : Oh, Great! Come on!

5 Listen and look at the sign. Circle T for (True) or F for (False). 17

1 They are in a book store. T F 2 The sign has a red circle and a red line. T F

Quiet please.

Illustrated Signs for Your School

Step 1 • Form groups of four. Think of some signs you can use in school. Write the messages. Self-evaluation • Can I understand a sign by its location and picture?

37 Unit 4

• Understand the meaning of a sign by noticing its location and looking at the image.

Lesson

1 Where can you find these signs? Match. Check with a partner.

Don’t walk on the grass.

Don’t feed the monkeys.

2 Work in pairs. Design a sign for your classroom. Think of the message, color and illustration. Draw a picture.

• Identify some of the characteristics of a sign by name. 3 What did you put in your sign? Show it to the class and describe it. 38

4 Look at the signs. Complete the messages. In pairs, talk about where you can find these signs.

Children

Walk! Don’t

crossing.

Throw the in the trash can.

your hands.

5 Talk about where you can put these signs in school. 6 In pairs act out scenes with the signs.

Illustrated Signs for Your School

Step 2 • In your groups, read the messages you wrote. Decide which ones can help you in the classroom. Draw the illustrations. Self-evaluation • Can I interpret signs and follow instructions?

39 Unit 4

Interpret the text in signs to follow instructions.

Lesson

1 Look at the signs. Talk about what they mean and how they help us.

2 Look at the texts. Draw a sign for one of them.

3 In groups, talk about your signs and where you can put them to help.

• Use model signs to make own indications to do or stop concrete actions.

4 Listen and point. Play a game with the signs. 18

5 Listen again. Follow the instructions with your finger. 19

Illustrated Signs for Your School

Step 3 • Get into your groups. Look at your signs and color them. You may change them if you prefer dierent signs. Self-evaluation • Can I give and follow instructions?

41 Unit 4

Give oral instructions so others can follow them.

Lesson

1 Look at the signs. Complete the instructions. Check with a partner. 1 Don’t the birds. 2 Don’t on the grass. 3 Don’t on the stairs. 4 le . 2 feed

2 Draw one of these signs. Where can you put it? Put your material away.

No soccer balls in the playground.

• Complete written instructions. • Compare written instructions with others. • Use previous models to create new signs.

3 Read what the officer says. Circle the missing word.

climb

Don’t

the trees. Go Don’t

on the grass. walk eat

Don’t

the trash in

the trash can. Throw Take

the ducks. watch feed

4 Listen and sing along. Complete the sentences. 21

In the park, You have to be, As good, as good, As you can be!

Don’t

on the flowers. throw trash on the miss the . They’re all around!

ground.

• Write three instructions using correct punctuation. Time to Shine!

43 Unit 4

• Point out specific words. • Review use of capital and lower-case letters.

Illustrated Signs for your School Materials • Construction paper • Scissors • Colored pencils and markers Steps 1 Work in groups. 2 Choose your signs and where to put them. 3 Check the illustrations and words. 4 Finish drawing the signs and coloring. 5 Place your signs in your classroom or around the school.

Self-evaluation • I know how to make signs for public spaces.

Review

1 Look at the signs. What do they mean? Write.

2 Match the characteristics of the sign to the parts.

message illustration colors

Don’t walk on the grass.

3 Draw a picture of your favorite sign. Write the message.

Unit 4

Poems!

You are going to… change verses in a children’s poem.

1 Work in pairs. Look at the title and the pictures. What is the poem about?

What’s the weather like? Windy and cold, Hot and sunny. The weather changes And it’s not funny! Some days it’s snowing, Some days it’s cold. When the wind’s blowing, My body feels old!

Stanza 1

Stanza 2

2 Look at the poem. Answer the questions. Tell a partner the answers. 1 How many stanzas are there? 2 How many verses are in each stanza? 3 Listen and read the poem. 22 23 26

• Anticipate theme, purpose and target by looking at the title and using previous knowledge. • Identify textual components.

46 Lesson 1

4 Listen to the poem. Listen and circle words that rhyme. 24

A Friend in the Snow It’s snowing! Let’s go out to play! I’m a little snowman, short and fat! Here are my buttons, here is my hat. Marbles for my eyes and a carrot for my nose, I wear a bright blue scarf when it snows!

5 Read the poem and find the meaning of the words with a partner. Match.

6 Circle the stanzas and underline the verses. Read a verse to a partner. Verses from Children’s Poems Step 1 • Work in groups of three. Go to page 117 and cut out the verses. Take turns reading them out loud. Self-evaluation • Can I identify stanzas, verses and words that rhyme?

• Discover the meaning of words. • Identify stanzas and verses. • Identify words that rhyme.

47 Unit 5

Lesson

1 Listen and draw a picture for the poem. 25

A Sunny Day A sunny day, A yellow ball, A golden eye, Smiles down on us all, From up in the sky.

2 Listen again. Do all the verses sound the same? How are they different? Say the verses using the same intonation. 25 3 Use the words to change the verses. Read them to a partner.

orange nose puppy Looks hat I’m a little , short and fat! Here is my , here is my puppy

An ball. down on us all. 4 Find the words that rhyme and spell them with a partner.

• Learn one of the poems in the unit by heart and say it to the class. Time to Shine!

• Recognize changes in intonation. • Practice spelling and pronunciation of words that rhyme.

5 Complete the poem. Circle the words that rhyme. With a partner, say how they are different from words that don’t rhyme. A sunny , yellow ball, A golden , down on us all, From up in the 6 Listen and read the poem. Write two verses that rhyme. Share with a partner. 26

Clouds in Spring I can see lots of things, Looking at the clouds in spring.

I can see a crocodile, I can see its head. I can see lots of things, Looking at the clouds in spring.

I can see a giant, I can see his legs.

Verses from Children’s Poems Step 2 • In your groups, put the verses in order. Make a list of the verses. Go to page 54 for help. Self-evaluation • Can I can complete verses orally.

49 Unit 5

• Identify stanzas. • Identify words in verses.

Lesson

1 Listen and point. Match the words that rhyme. Say the words that rhyme with a partner. 27

2 Complete the poem. Practice saying the poem out loud using different intonations.

I sail the ocean in my yellow b

Looking for gold at the rainbow’s end. It’s cold, I’m wearing my blue c

Hello rainbow, will you be my friend?

• Identify words that rhyme. • Practice changes of intonation.

3 In pairs, choose the words to complete the poem. Listen and check your answers. 28

that play away hat

Goodbye, Hat! It’s windy today. Scary Spider comes out to p In a blue and red sweater, And a black and white h

That the wind blows a

Look at t

Good-bye, hat!

4 In pairs, count the words in each verse. How many words rhyme? Write the words that rhyme.

Verses from Children’s Poems Step 3 • In your groups, write the verses and draw the pictures for your poem. Self-evaluation • Can I complete verses with words that rhyme?

51 Unit 5

• Compare the writing of verses. • Choose words to complete written verses.

Lesson

1 Choose a word to complete the poem. Listen and check your answers. Listen again and read out loud. 29

Spring Spring, spring, Good-bye snow,

Now it’s time to watch, the flowers blue / grow. Spring, spring, Bees on trees / green, Listen for the buzz, Of honeybees.

2 Write a stanza from one of the previous poems. Read it to a partner.

• Find an important poet from your country. Share one of his/her poems with the class. Be Curious

• Choose a word to complete written verses. • Rewrite words in verses and stanzas.

3 Read and listen to the poem. Write the missing words. 26 23

There was an old man with a

A serpent ran into his

But he played day and

Till the serpent took , And avoided that man with a ute.

4 Read the poem again. Write two verses that rhyme. Check the space between words. Read them to your partner.

5 In groups, talk about which poems you like.

53 Unit 5

Rewrite words in verses.

Verses from Children’s Poems Materials • Cut outs • A sheet of paper Steps 1 Gather your cut out verses. 2 Look for the words that rhyme. 3 Put the verses in the correct order. 4 Glue them to the paper. 5 Illustrate the poem. 6 Take turns reading your poem to another group.

Self-evaluation • I know how to change verses in children’s poems.

Review

1 Look at the poem. Underline the title in green. Circle the stanzas. Underline the verses in blue.

What’s the weather like? Windy and cold, Hot and sunny. The weather changes, And it’s not funny! Some days it’s snowing, Some days it’s cold. When the wind’s blowing, My body feels old!

2 Now find the words that rhyme and write them.

cold old

3 Read a stanza aloud to the class. Use different intonation.

Unit 5

On the Farm!

You are going to… write questions to obtain information about farm products.

1 Circle the animals you know. The animals in the picture live on a farm / in a city.

2 Listen and point.

• Anticipate content based on previous knowledge and illustrations.

3 This book is about… a Life in the city. b Life on a farm. 4 We can find answers to our questions in… a A book. b The store. 5 Match the words to the parts of the book.

Lesson

cover

back cover

title

author

Farm Products Survey

Step 1 •Draw three animals that live on a farm. Write their names. Self-evaluation • Can I say the name of the animals on a farm?

57 Unit 6

• Identify parts of a book. • Identify purpose and intended audience.

Lesson

1 Read the page of the book and match the products to the animals.

On the Farm! Animals give us many things.

Cows give us meat and milk.

Pigs give us meat.

Hens give us eggs.

Bees give us honey

And we harvest carrots and potatoes.

• Identify footnotes and textual components. • Compare words and parts of the text to check the content.

What do cows give us? Cows give us meat and milk. 2 Read again. Circle the answers.

Pigs give us ham, bacon and meat.

What do pigs give us?

Honey

3 Listen and say the questions. 31

• What other products can you find on a farm? Be Curious

Farm Products Survey

Step 2 • For each animal you drew in Step 1, draw what they produce. Write the name of the products. Self-evaluation • Can I understand questions about animal products?

59 Unit 6

• Answer questions with one word.

Lesson

1 Read about farm products and check in the table below.

This egg is white. It is small.

This potato is

yellow. It is small.

This carrot is orange.

Look at

Honey

the honey. It is yellow. Yummy!

orange

yellow

white

egg potato honey

2 Work in pairs. Ask questions and answer.

What color is the carrot?

It’s orange.

3 Complete the questions about farm products. Write the answer. 1 What color is the carrot?

color is the

Honey

• Identify characteristics of products. • Answer questions about characteristics of products.

• Say one big animal on the farm. Say a small one. Time to Shine!

small

big

4 Read the questions. Circle the question words. Write the question marks. 1 What is it 2 Where does milk come from 3 What color is the carrot 4 What do pigs give us 5 Read about a farm. Circle the correct answer. 32 2 1 Where do ham and bacon come from? The pig. The bees. 2 Where do carrots and tomatoes come from? The farm. The store. 3 What do bees give us? Potatoes. Honey. ?

Farm Products Survey

Step 3 • Look at activities 4 and 5 and write similar questions about the animals and the products in your drawings. Self-evaluation • Can I write questions about dierent products and their characteristics?

61 Unit 6

• Identify characteristics. • Identify question words and question marks.

Lesson

1 Unscramble the words to make questions. Then answer. 1 Where / grow / do / ? / apples

2 grow / ? / potatoes / Where / do

3 What / pigs / ? / do / give / us

4 do / give / bees / ? / What / us

2 Listen and circle the correct picture in each row. 33 1 Tomatoes are round and red. 2 Milk is white.

3 Chickens are small.

4 Corn is yellow.

• Organize words to make questions. • Complete questions to obtain information.

3 Work in pairs. Ask and answer about the farm. Read and answer.

Are tomatoes red? Yes, they are. No, they aren’t.

Is it big? Yes, it is. No, it isn’t.

Is it small? Yes, it is. No, it isn’t.

Are carrots orange? Yes, they are. No, they aren’t.

4 Unscramble the words to make questions. 1 Is / yellow / corn / ?

2 tomatoes / Are / red / ?

3 Are / small / chickens / ?

5 Work in pairs. Ask and answer the questions in Activity 4.

63 Unit 6

• Answer closed questions based on a model. • Rewrite answers to closed questions.

Farm Products Survey Materials • Pencil • Sheets of paper Steps 1 Work in groups of 3. 2 Use the pictures you made about the animals and their products, 3 Draw another picture if you want. 4 Write questions to obtain information about farm products. 5 Check spelling and word order. 6 Play a game. Ask and answer questions in teams. Self-evaluation • Can I write questions to obtain information about products in the country?

Review

1 Read the story On the Farm! Circle the products in the story. 32 2

2 Write the answers.

1 Do bees give us honey?

2 What do cows give us?

3 Complete the questions. 1

do hens give us?

2 Are cows

or small?

color are tomatoes?

Unit 6

My Hobbies!

You are going to… exchange personal information.

1 These are some hobbies. Circle your favorite and tell a friend. I like building models.

reading painting playing music

singing making models

playing soccer

2 These are more hobbies. Listen and number the pictures. 34

3 Circle the correct answer. Spell the children’s names. 1 Paula is 8 / 7 years old. 2 Carlos is 8 / 9 years old.

• Identify personal information while listening. • Recognize written names and numbers. • Spell names.

4 Match the hobbies to the pictures.

1 cycling

2 skateboarding

5 Ask two classmates what their favorite hobby is.

My favorite hobby is cycling.

What’s your favorite hobby?

Name

Hobby

6 Share your information with the class.

Illustrated Graph About Hobbies

Step 1 • Work in groups of three. Write a list of ve hobbies (use the pictures in the lesson). Self-evaluation • Can I write my friends’ names and hobbies?

67 Unit 7

• Match pictures of hobbies with short descriptions. • Link lists of personal information to classmates

Lesson

1 Listen and circle the correct hobbie. 35

1 soccer

2 singing

3 swimming

2 Read and choose the correct answer. 1 What does Raj play?

I’m Raj. I’m from India. I play cricket.

He plays cricket. He plays soccer. 2 What does Ana play? She plays baseball. She plays hockey. 3 What does Pablo play? He plays polo. He plays soccer.

I’m Ana. I’m from Canada. I play hockey.

I’m Pablo. I’m from Argentina. I play polo.

3 Work in pairs. Give information about yourself. What do you like? I like playing basketball.

• Identify names of hobbies while listening • Answer questions about personal information. • Contrast hobbies between one’s country and foreign countries using images.

4 Look at the chart and complete the sentences.

playing baseball

dancing skateboarding

Karla Rubén Alfonso

4 4

4 4 4

8 8

1 Karla likes dancing and 2 Ruben doesn’t like 3 Alfonso and Karla like

. 5 Answer the questions using the information in Activity 5. 1 Does Karla like skateboarding? Yes. No. 2 Does Ruben like playing baseball? Yes. No. 3 Does Alfonso like dancing? Yes. No. 6 Read about famous people. Do you have something in common with them? 6 36

Illustrated Graph About Hobbies

Step 2 • Draw a similar chart in your notebook. Interview three classmates and ll in the chart. Do you like...? Self-evaluation • Can I understand questions about personal information and hobbies?

69 Unit 7

• Answer questions with one word.

Lesson

1 Work in pairs. Underline the question words. A: Hi! What’s your name? B: I’m Laura.

A: How old are you? B: I’m seven years old. A: Where are you from? B: I’m from Mexico. A: What’s your hobby? B: I like dancing.

Name: Laura Age: 7

Country: Mexico Hobby: dancing

2 Act out the dialogue. 3 Work in pairs. Complete the questions. Write the answers. 1 ’s your name?

old are you?

are you from?

’s your hobby?

• Ask questions about personal information. • Complete questions about personal information.

4 Choose the correct question for each answer. 1 Where are you from? / What’s your name? I’m Roberto. 2 What’s your hobby? / Where are you from? I like playing hockey. 3 What’s your name? / How old are you? I’m eight years old. 5 Unscramble the words to make questions. you / baseball / like / Do / playing / ? / 1 Do / you / video games / playing / like / ? / 2 like / playing / Do / you / soccer / ? / 3

Illustrated Graph About Hobbies

Step 3 • Work in groups of three. Ask and answer questions and take notes. • What’s your name? How old are you? Where are you from? Do you like…? What’s your favorite hobby? Self-evaluation • Can I ask and write about my friends’ personal information?

• Recognize composition of questions about hobbies and personal information.

71 Unit 7

Lesson

1 Ask three classmates their hobbies. Color in the bar chart.

8 7 6 5 4 3 2 1 0

Dancing Soccer

Drawing

2 Look at your graph. Write the hobbies your friends like. Friend 1 likes Friend 2 likes Friend 3 likes

3 Listen and circle the numbers you hear. 37

• What is the dierence between ordinal and cardinal numbers? Be Curious

• Revise the writing and numbering of cardinal and ordinal numbers. • Compare answers about personal information.

4 Match the cardinal numbers with the ordinal numbers. Check with a friend.

2nd

3rd

8th

7th

1st

8 9th

5th

6th

10th

4th

5 Circle the correct word. Listen and check your answers. 38

1 Where / How old are you? 2 What / Where is your hobby? 3 How / What is your name? 4 Where / What are you from?

6 Work in groups. Ask and answer questions and complete the chart.

Name Age Country

Hobby

• Revise the writing and numbering of cardinal and ordinal numbers. • Identify questions about personal information.

73 Unit 7

Illustrated Graph About Hobbies Materials • Construction paper • Colored pencils • Ruler Steps 1 Write a list of five hobbies. 2 Interview some classmates. Ask them Do you like …? 3 Make notes. 4 Draw a bar graph using your notes. 5 Share your graph with the class.

• Look at the graphs in the classroom. See what the most popular hobby in the class is. Time to Shine!

Self-evaluation • Can I exchange personal information?

Review

1 Look at the chart. Complete with information about yourself.

Name Helen Country Mexico Canada Age seven eight Hobby cooking playing the drums Luis

2 Complete the text with information from Activity 1. Luis is from and Helen is from . Helen likes . Luis likes and he is years old. 3 Write questions for each answer. 1 He is eight years old. 2 Argentina.

Unit 7

Stories!

You are going to… read stories in order to compare emotions.

1 Work in groups. Talk about your favorite books. 2 Look at the pictures. The children are... 1 reading a book. 2 following instructions.

What’s the title of this book?

Who’s the author?

Stories from Mars.

Look! There’s a space ship on the cover.

Jim Red.

Oh! It looks good.

Yes. Let’s start!

3 Listen and follow. 39 4 Read and match.

1 The name of the book is… 2 The author of the book is… 3 There’s a spaceship on…

a the cover.

b Stories from Mars.

c Jim Red.

• Activate previous knowledge to anticipate topic, purpose and intended audience. • Identify title and author.

76 Lesson 1

5 Read. Use the color key to circle the parts of the story.

Title Beginning of the story Middle of the story

End of the story Illustration Page numbers

Stories From Mars

Zodiac is a good brother. He says. “Come and play with me, Star!” It’s good for brothers and sisters to share.

Zodiac Cosmo lives on Mars. Zodiac Cosmo is a happy boy. He likes playing and having fun. Zodiac has a new Galaxy Spinner. Whizz, Whizz, Whizz! Wow! Look at those colors! Zodiac’s sister, Star, doesn’t have a galaxy spinner. She’s sad . She wants to play, too.

How I feel Step 1

• Work in pairs. Read Stories From Mars. On a sheet of paper, draw Zodiac and Star playing together. Write how they feel. Self-evaluation • Can I identify components in a book?

77 Unit 8

• Identify parts of the book. • Identify graphic and textual components.

Lesson

1 Read the beginning of the story. Circle the correct answer. Ricky is happy tired sad

“The wind is blowing ! It is raining. I am cold and hungry.” “Come in!”, says Ricky.“Let’s have some tea and cookies!” Sammy and Ricky are drinking tea and eating cookies. Now Sammy is warm and happy.

A Happy Solution on Mars Ricky is a racoon. He lives on Mars, too.Today, he is resting ; he is tired. Knock, knock, knock! There is someone knocking at the door. Look! It is Sammy, the squirrel. “Hi, Ricky”, says Sammy. “Sammy!”, says Ricky.“What’s the matter?”

2 Work in pairs. Read the rest of the story. Underline the end. 3 Is it a happy or a sad story? Why? Tell a friend.

• Identify the beginning, middle and end of a story. • Find the meaning of words in a Picture Dictionary. • Identify characters by their name.

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