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
1
Catalogue Publication Data
Author: Mario Herrera Salazar Sunburst 1 Primary Activity Book First published 2018 Pearson Educación de México, S.A. de C.V., 2018 ISBN: 978-607-32-4448-0 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: Susana Moreno ■ Content Support: Engeli Haupt ■ Art and Design Coordinator: Juan Manuel Santamaria ■ Design Process Supervisor : Salvador Pereira ■ Layout: Berenice Juárez ■ Cover Design: Factor02 ■ Illustrations: Ana García, Ximena García, Herenia González, Jaqueline Velázquez ■ Photo Research: Laura Manzur Soda ■ Photo Credits: Shutterstock Datos legales
First published, 2018 Third Reprint, 2021
ISBN PRINT BOOK: 978-607-32-4448-0
D.R. © 2018 por Pearson Educación de México, S.A. de C.V. Avenida Antonio Dovalí Jaime 70 Torre B, Piso 6, Colonia Zedec Edificio Plaza Santa Fe Alcaldía Álvaro Obregón, Ciudad de México, C. P. 01210
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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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.
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Contents This is Your Book
4 6
Unit 1
Hello! Family and Community Environment Product: Illustrated cards with greetings, farewell and courtesy expressions
14
Unit 2
16
It Rhymes! Recreational and Literary Environment Product: Word that rhyme for a pictorial le
24 26
Unit 3
Let’s Do It! Academic and Educational Environment Product: Illustrated instruction sheet for assembling a ying robot 34 Unit 4 36 Safe in the Street!
Family and Community Environment Product: Illustrated dictionary of signs
44 46
Unit 5
My Story! Recreational and Literary Environment Product: Illustrated story
54 56
Unit 6
My Week Academic and Educational Environment Product: Calendar with days of the week, hours of class and recess 64 Unit 7 66 Who Are You? Family and Community Environment Product: Card with personal information 74 Unit 8 76 How Do You Feel? Recreational and Literary Environment Product: Illustrated statements of feelings and states of mind 84 Unit 9 86 My Country! Academic and Educational Environment Product: Illustrated chart of animals 94 Unit 10 96 Community Workers Family and Community Environment Product: Names and illustrations of occupations 104 Picture Dictionary 106 Bibliographic References 114 Classroom Language for the Student 114 Cutouts 115 3
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.
4
Review: These exercises will show you how much you have learned during the unit.
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.
5
Hello!
You are going to... understand and exchange greetings and courtesy expressions.
1 When do you say “hello” to friends? 2 Listen and point. Who says “hello”? 2
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.
Lesson 1
6
• Identify purpose. • Indicate sender and receiver.
5 Listen and number the pictures. 3
6 Look and circle. Who talks? Who listens?
Hi, I'm Kevin.
• How do people say “hello” in a di erent language? Be Curious
Illustrated cards with greetings, farewell and courtesy expressions
Step 1 •Take 3 cards.
•Draw a boy or girl and a greeting on each card.
Self-evaluation • Can I say hello?
Unit 1
7
• Identify purpose. • Indicate sender and receiver. • Detect non-verbal language.
Lesson
1 What things do you need to use in class? 2 Read and underline the words you know.
You ’ re welcome.
Sure.
Thanks!
Hello. Can I use your scissors?
3 Listen and act out.
4
4 Classify the words.
hi hello bye sure can thanks
h i
b y e
c a n
s u r e h e l l o
• Detect similarities and di erences between words used in expressions. • Review repertoire of words and expressions.
8
5 Listen and number the pictures. Act out the dialogues. 5
Hello, Jackie!
Hello, Adam!
Good-bye!
Bye!
You ’ re welcome.
Sure.
Thank you.
Can I use your pencil, please?
Illustrated cards with greetings, farewell and courtesy expressions
Step 2 •Take a card. •Draw a boy or girl saying “please”. Self-evaluation •Can I say “thank you”?
Unit 1
9
• Review repertoire of words and expressions. • Be polite with other students.
Lesson 1 When do you say “please”? 2 Read and match the expressions.
Good morning!
Sure.
Bye!
Can I use your book, please?
Hello!
Thanks.
You ’ re welcome.
Good-bye!
3 Read the questions. Number the pictures. 1 Can I use your book? 2 Can I take your eraser? 3 Is this your pencil? 4 Can I use your scissors?
1
• Expand the expressions repertoire of greetings, farewells and politeness. • Reply to expressions of greeting, farewell and politeness with non-verbal language and expressions with which the student feels more confident. • Be polite with other students.
10
4 Look and circle.
Good afternoon / morning.
Good morning / night.
Good morning / night.
5 Listen, check and say. • Good morning! • Can I use your book? • Hello! • Thanks. • Good night!
6
Illustrated cards with greetings, farewell and courtesy expressions
Step 3 •Take 2 cards. •Draw a boy or girl saying “can I use your book?” Self-evaluation •Can I ask for something in class?
• Expand the expressions repertoire of greetings, farewells and politeness. • Be polite with other students.
11 Unit 1
Lesson
1 Complete the words.
Bye morning Hello You’re Thank Good thanks you welcome
Th a nk y ou !
H e ll o !
You ’ re w e lc o m e !
Good orning. m
G oo d-bye!
Th a nks!
Y o u ’ r e w e lc o m e !
For more practice visit: Englishexercises.org (2012). Retrieved from http://www.englishexercises.org/ makeagame/viewgame.asp?id=212 B ye !
• Complete exchanges with expressions to greet, say farewell and to be polite. • Understand direction of writing.
12
Time to Shine!
• How do we write? Tick two directions.
left to right
right to left
up
down
2 Trace.
Good morning.
Good afternoon.
Good night .
3 Complete the words. H ll . Can I use your book, pl ase? e e o
Sur . e
. a ou
Th nk y
Y ou ’re w lc me. e o
• Complete exchanges with expressions to greet farewell and to be polite. • Understand direction of writing.
13 Unit 1
Illustrated cards with greetings, farewell and courtesy expressions
1 Write greetings, farewell and courtesy expressions on your illustrated cards. 2 Use your cards to play Charades .
Can I take your pencil?
, re welcome!
You
3 Listen to others. Hold up a card. 4 Display the cards on the classroom wall.
Self-evaluation •Can I understand and exchange greetings, farewells and courtesy expressions?
14
Review
1 Complete the dialogues. Write words from the box. Bye Can Hello please you
welcome
Good morning,Alan.
Karla!
I use your
pencil,
?
Sure.
Thank
.
You’re
.
Good-bye!
!
2 Act out the dialogue.
Unit 1
15
It Rhymes!
You are going to... explore rhymes and stories in verse.
1 Do you like stories and rhymes about animals? Draw an animal from a story or rhyme you know.
horse
2 Read and listen. Circle the correct animal. 10 , What is the rhyme about?
horse
My Pet My horse is black , His name is Little Jack , Every now and then , We play with the brown hen .
hen
21
• Activate previous knowledge from images. • Distinguish topic, purpose and recipient. • Indicate sender and receiver. • Foster in students appreciation for literary expressions.
16 Lesson 1
3 Listen again and clap. 10 4 Underline the words that rhyme. 5 Complete the words below. b l
h
t h
J
6 Say the rhyme with a partner.
Words that rhyme for a pictorial file
Step 1 •Take 2 cards. •On one card, draw a hen. On the other card, draw the color black. •Write a word that rhymes on the back of each card. Write a word that rhymes on the back of each card.
Self-evaluation • Can I read and complete words that rhyme?
• Detect words that rhyme. • Complete words that rhyme. • Recognize rhythm and rhyme with sound resources. • Recognize that we write from left to right.
17 Unit 2
Lesson
1 Listen. Clap to the rhythm. 11 What animal is a surprise?
2
1
Our Pets My fish is purple, My brother has a turtle, My sister has a dog, And my cousin has a frog!
3
34
2 Underline the name of the rhyme. Circle the text blue. Circle the picture green. 3 Number the animals you see in the picture. Circle the words that rhyme.
dog
turtle
frog
• Recognize rhythm and rhyme with sound resources. • Identify changes in intonation. • See graphic and textual components. • Detect words that rhyme. • Clarify the meaning of words.
18
• What rhymes do children listen to in other places? Be Curious
4 Complete the words. Circle the letters that sound the same. There is a gr ee n fr og . I s ee a brown d og . The t ur tle is not p ur p le .
Words that rhyme for a pictorial file
Step 2 •Take a new card. Choose two animals that rhyme. •Draw one animal on each side of the card. Write the words.
Self-evaluation •Can I write and say words that rhyme?
19 Unit 2
• Notice composition of words. • Make correlations between parts of writing and orality.
Lesson
1 Look at the picture. What do you think the problem is?
Jumping on the b One fell off, And bumped his h
,
.
Mother called the doctor, and the doctor s “No more happy monkeys jumping on the b
,
!”
2 Listen and complete the missing words. Do the words rhyme? 12 3 Listen and act out the rhyme. Repeat the words that rhyme. 12
20
• Share concerns. • Repeat aloud words that rhyme and practice their pronunciation.
4 Color the words that rhyme. Say the rhyming words out loud.
purple
turtle
bed
Jack
hen
then
black
head
Words that rhyme for a pictorial file
Step 3 •Take 2 cards. • Write two words that rhyme from this lesson. Write one word on each side. •Make a drawing to help you remember the word. •Make another card if you have time. Self-evaluation •Can I repeat words that rhyme and practice their pronunciation? Make a drawing to help you remember the word. Write two words that rhyme from this lesson.
21 Unit 2
• Repeat aloud words that rhyme and practice their pronunciation.
Lesson
1 Complete the words.
I s ee a gr ee n b i rd. Or is it yell ow ? I kn ow a br own c ow . 2 Use different colors to circle words that rhyme. 3 Write the rhyming words.
turtle
Jack
Learn more rhymes: http://www.bbc.co.uk/learning/schoolradio/subjects/earlylearning/nurserysongs
• Compare similarities and di erences between words with and without rhyme. • Spell words that rhyme. • Promote respect among students by what others do and know how to do in English.
22
Time to Shine!
• Look at the words. Do they rhyme? h ead
s aid
b ed
• In English do letters in words always sound the same?
4 Play Let’s Collect Balloons.
5 Complete the words. Underline one letter that is different. p urple t urtle
23 Unit 2
• Complete words that rhyme. • Compare writing with others.
Words that rhyme for a pictorial file 1 Compare your cards with others. 2 Listen to others. Hold up a card. 3 Say a word that rhymes. 4 Display the cards on the classroom wall.
Self-evaluation •Can I explore rhymes and stories in verse?
24
Review
1 Color the rhyming words.
pet
black
hen
Jet
2 Look at the picture. What do you think the rhyme is about?
P t
I have a His name is Jet He is a horse, he is But when I sit on his back To go to town My legs are 3 Complete the story with words that rhyme. Write words from the box.
brown
black
pet
yellow
4 Act out the rhyme.
Unit 2
25
Let's Do It!
You are going to... read illustrated instructions to assemble an object.
Now it works!
2
1
I’m next.
That’s my favorite toy!
Then me!
Let’s play with my robot!
Let me try!
4
3
1 When do you need to follow instructions? Do your toys have instructions?
2 Listen, read, and point. 15 3 Circle the correct option.
a Tim is reading ...
b The instructions are for…
• Recognize topic, purpose and intended audience. • Connect experiences and knowledge with the reading. • Stay focused during the exploration of instruction sheets. • Detect, with graphic support, instruction sheets related to their daily lives. • Follow the text while listening to its reading.
26 Lesson 1
4 Look at a page from a website. Circle the title blue. Circle the materials green.
www.howtodoit.com
How to make a flying robot •Markers, crayons, or colored pencils • Scissors
• Glue • Straw • String
•Two beads •Cardboard •Robot cutout
Illustrated instruction sheet for assembling a flying robot
Step 1 •Take a piece of paper. •Leave a space at the top of the page.
•Use your picture dictionary on pages 106, 107 and 108 to help you draw pictures of the materials on the list.
Self-evaluation • Can I identify materials and instructions?
• Distinguish title, instructions and lists of materials. • Stay focused during the exploration of instruction sheets.
27 Unit 3
Lesson
1 Listen to the instructions. Write the numbers of the steps. 16
How to make a flying robot (Part One) Step 1 Color your robot with crayons or pencils. Step 2 Paste your robot onto cardboard. Step 3 Cut out your robot. Step 4 Cut two pieces of straw and paste them on the back of your robot. 2 How many steps are there? Circle the correct number. 1 2 3 4 3 Look at the word in green in the instructions. Circle the correct option. And is for 1 / 2 or more things or actions. 4 Now follow the steps! What do you think you need to do next? www.howtodoit.com
• Count steps of instructions. • Identify the meaning of words that bind expressions. • Anticipate steps.
28
5 Match the numbers to the words.
st
rd
nd
th
rst
third
second
fourth
6 Write the words. fi rst
second
third
fourth
Illustrated instruction sheet for assembling a flying robot
Step 2 •Take a piece of paper. •Copy the numbers 1-4 from Step 1 and draw an icon for each step.
Self-evaluation • Can I recognize numbers?
29 Unit 3
• Recognize ordinal and cardinal numbers. • Di erentiate the order of steps in a sequence.
Lesson
1 Continue to make your robot. Listen to the instructions. 17
www.howtodoit.com
How to make a flying robot (Part Two) Step 1 Cut a piece of string. Put it through the straws. Step 2 Tie a bead to each end of the string. Step 3 Hang your robot. Step 4 Pull the beads to make it y!
2 Circle the step that uses scissors. rst second third
fourth
3 Write the words next to the pictures.
cut a
hang your robot.
pull
tie a bead.
piece of yarn .
the string.
4 Follow the instructions and complete your robot.
30
• Review repertoire of words and expressions. • Compare writing of words.
5 Circle the boxes using the correct color. blue = materials red = instructions cut color pull bead hang string glue robot
tie
• Learn to make something new from something old. What can you make with things you have at home? Be Curious
Follow instructions and learn to make something: http://www.pbs.org/parents/crafts-for-kids/category/ learning/science/
Illustrated instruction sheet for assembling a flying robot
Step 3 •Take a piece of paper. •Copy the numbers 1-4 from Step 2 and draw an icon for each step. • Write the instruction words next to each icon.
Self-evaluation • Can I differentiate the order of steps?
31 Unit 3
• Distinguish title, instructions and lists of materials.
Lesson
1 Look at the picture. What is it? What do you think you need to make it? 2 Read and check what you need.
Materials • One small paper bag • Acrylic paint (any color you want) • Colored cardboard paper Paper Bag Monster
• Scissors • Markers • Glue
3 Listen, read and point. Number the steps. 18 Instructions ____ With a marker, mark where the eyes, nose and mouth are. ____ Glue the cardboard paper and complete the monster. 1 Paint the front and bottom of your paper bag with any color you want and let it dry. • When do we use the word “and”? Time to Shine!
3 Cut the colored cardboard paper to make the face. 5 Put your hand inside the bag and play with a friend.
• Order steps in a sequence. • Follow the text while listening to its reading. • Review repertoire of words and expressions.
32
4 Follow the instructions. • Find and circle the materials in the word search. • Label the materials.
paper
scissors
colored pencils
glue
paper
s c i s s o r s r c o l o r e d z x p e n c i l s w h b z l y s r n q i p a p e r y m
5 Complete the instructions with one of the words from the word search. How to make an animal mask 1 Take a piece of . 2 Draw an animal on it with
.
. Cut out the mask.
3 Cut eyes in it with
4 Use glue to paste string on the back. 5 Wear your mask!
• Search known letters. • Select words to complete steps. • Review repertoire of words and expressions.
33 Unit 3
Illustrated instruction sheet for assembling a flying robot 1 Complete your materials page.Write the names of the materials. 2 Write instruction words next to your first four steps. 3 Read and act out the instructions. 4 Display your robot and instructions on the classroom wall.
Self-evaluation • Can I read illustrated instructions to assemble an object?
34
Review
1 Color the materials blue and the instructions red. Match the instructions and materials needed.
2 Complete the instructions with the words in the box.
and cut
draw First
glue
How to make a mask •
take a piece of paper.
an animal on it with colored pencils.
• Second,
• Third,
eyes in it with scissors and cut out
the mask. • Fourth, use
to paste string on the back.
play with a friend!
•Now wear your mask
3 Act out the instructions.
Unit 3
35
Safe in the Street!
You are going to... understand street signs.
1 Why are there signs? What signs are there at your school or in your street? 2 Look at the picture. Circle the signs. 3 Look at the officer holding the Stop sign. Circle the correct answer. Who needs to stop?
Learn Hoe Elmo stays safe in the street: http://www.kidsafesa.com.au/elmo-stays-safe
• 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.
36 Lesson 1
Lesson
4 Listen to the song, read and point. 21 The officer says: Go! Go! Go! We, the children Walk, walk, walk! 5 Which sign does the officer use in the song? Circle the correct option.
GO
Go
Stop
6 Complete the words. Say and act the words. How does your voice sound different?
Illustrated dictionary of signs
Step 1 •Take one card. Draw an of cer with a Stop sign. Draw someone stopping. •Take another card. Draw an of cer with a Go sign. Draw someone walking. Self-evaluation • Can I listen and learn new action words?
• Indicate specific words to indicate actions when listening. • Distinguish intonation, volume, etc. • Discover the meaning of new words used to indicate actions, when listening. • Relate words with signs. • Complete the writing of words and numbers.
37 Unit 4
Lesson
1 Look at the pictures. Complete the words.
hospital school restaurant
2 Match each place to a sign. 3 Look at these signs. What do they mean? Tick the correct answer.
Silence
Pets
Running
No silence
No pets
No running
4 Listen and repeat. 22
• Relate words with signs. • Complete the writing of words and numbers. • Correspondence between parts of writing and orality.
38
5 Complete the words. Draw the signs.
School
No pets
Silence please
6 Practice saying the instructions.
Illustrated dictionary of signs
Step 2 •Draw a sign on a card. • Write the words for each sign. •Read your words and check that the letters are the same as above.
Self-evaluation • Can I read and complete signs for actions?
• Relate words with signs. • Complete the writing of words and numbers. • Formulation of words and statements.
39 Unit 4
Lesson
1 Look at the pictures. Where are they?
2 Listen and number the pictures. 23 3 Listen again and act out the dialogues. 23 4 Complete the words. What letters are missing? Do they sound the same? rest a ur a nt h o spit a l
sch oo l
• Look around you. Find out what other signs mean. Be Curious
• Associate sounds with letters. • Correspondence between parts of writing and orality. • Complete the writing of words and numbers. • Relate words with signs. • Compare similarities and di erences when writing.
40
5 Go to page 117. Paste the cutouts on the left if they are actions, or on the right if they are places.
Actions
Public Spaces
Illustrated dictionary of signs Step 3 • Draw a sign for a public space.Write the word below it. • Draw a second sign for a public space.Write the word below it. • Practice saying the words.
Self-evaluation • Can I read and complete signs for places?
41 Unit 4
• Classify signs according to their functions. • Formulation of words and statements.
Lesson
1 Look at the pictures. Where can’t you go now?
e
Cl__s__d o e
Op__n
2 Complete the words. Count the letters in each word.
3 Listen and repeat. 24 4 Complete the signs.
• Compare similarities and di erences when writing words. • Complete the writing of words and numbers. • Correspondence between parts of writing and orality.
42
Time to Shine!
• When you learn new words, it can help to learn opposites. For example, closed = NOT open Do you know any other opposites?
= NOT
=
5 Match the signs with their opposites.
No pets
No food
No running
6 Color all the signs you can find at a library.
43 Unit 4
• Review repertoire of words and expressions. • Classify signs according to their function.
Illustrated dictionary of signs 1 Use your signs to play Charades . 2 Listen to others. Hold up a sign. 3 Get in groups. Say where you can find signs. Write the meaning of the signs. 4 Display the cards on the classroom wall.Walk around the class and follow the signs.
Self-evaluation • Can I understand street signs?
44
Review
1 Match the pictures. Circle the hospital.
2 Look at these signs in a hospital. What do they mean? Write words from the box next to each sign.
No running
Silence please
No pets
Restaurant
Hospital
Unit 4
45
My Story!
You are going to... compare words in a children’s story.
1 What are your favorite stories? Do you know the stories of the people in the pictures? Color them.
2 Listen to their names and number them. Listen again and repeat. Circle the name of an animal. 27
Puss in Boots
Hansel and Gretel
Snow White
Jack
3 Look at the story!
Who is in the story? 28
4 Think of names for them. Write
Mommy Cat
their names in the boxes.
• Encourage students to adopt an attentive and interested attitude to explore stories. • Use formulas to encourage and introduce the reading of stories. • Activate previous knowledge to recognize characters, objects and places. • Associate the reading of names, characters, objects and places, with writing. • Classify names according to what they refer to.
46 Lesson 1
• 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. Be Curious
5 Look at the picture. Match the words and descriptions.
thing
house
names / people
candy
place
Hansel & Gretel
Illustrated story Step 1 • You are going to tell a story.
• Who is in your story? What place are they in? • Draw a picture of them and write their names. Self-evaluation • Can I identify people in a story?
• Activate previous knowledge to recognize characters, objects and places. • Associate the reading of names, characters, objects and places, with writing. • Classify names according to what they refer to.
47 Unit 5
Lesson
1 Think of the books you read. Do they have one story or many stories in them? Circle the correct word.
one
many
2 Look at two pages from a book. Does the book have more stories in it?
Snow White and the Seven Dwarfs
A beautiful princess lives in the forest with seven dwarfs . Her name is Snow White . She is very happy . One day , a bad witch comes to the house . What is that ? Anapple ! Snow White eats the apple .
25
24
3 Underline the name of the story. Color the illustration and circle the page numbers. 4 Let’s read! Listen and point. 29
• Encourage students to adopt an attentive and interested attitude to explore stories. • Identify what can be read. • Di erentiate between letters and numbers. • Use formulas to encourage and introduce the reading of stories
48
5 Complete the words. Circle something that isn’t a letter.
What is that ? An apple !
6 Listen again to what she says. Repeat. 30
Illustrated story Step 2
• What thing is important in your story? • Write the question:“What is that?” • Then draw the answer to the question. Self-evaluation • Can I differentiate between different kinds of letters?
49 Unit 5
• Di erentiate between letters and numbers.
Lesson
1 Look at the story. What do you think the story is about? The Dolphin and the Star
“Look!”, says Maria.
“Let's sh a golden star,” says Daniel.The children want a star.
“Let's help him.”
Now the children have a golden star and a new friend!
The children help the dolphin.
2 Let’s read! Listen and point. 31 3 Work in pairs, say if you like the story.
• Listen to a story. • Use formulas to encourage and introduce the reading of stories. • Encourage students to adopt an attentive and interested attitude to explore stories.
50
4 Stories have a beginning, middle and ending. Match the order. rst second third middle beginning ending Lesson
1 Look at the story.What do you think the story is about? The Dolphin and the Star
5 Circle the beginning of the dolphin story in
green. Circle the ending of the dolphin story in orange.
“Look!”, says Maria.
“Let's sh a golden star,” says Daniel.The children want a star.
“Let's help him.”
Now the children have a golden star and a new friend!
The children help the dolphin.
2 Let’s read! Listen and point. 31 3 Work in pairs, say if you like the story.
Illustrated story Step 3
• Listen to a story. • Use formulas to encourage and introduce the reading of stories. • Encourage students to adopt an attentive and interested attitude to explore stories.
50
• Your story begins with the people in your story. • In the middle of your story, they see a thing. • Draw the ending of your story. Self-evaluation SB1 AB U5.indd 50
01/04/18 9:32
• Can I identify the beginning, middle and ending of a story?
51 Unit 5
• Identify the text structure with support images: beginning, middle and ending.
Lesson
1 Read and listen.
28
2 Read the sentences. What do they describe? Number the pictures. 1 They are taking a bath. 2 They are jumping. 3 The little kitten is playing with yarn. 4 Leo is climbing a tree. 5 They are sleeping.
3 Circle the letters that are the same in the words.
taking
jumping playing
climbing
sleeping
4 Act out the pictures.
52
• Compare writing of words. • Detect some words that indicate actions in progress.
• Try to read in a quiet place so you can concentrate. Tell your group about your favorite place to read in. Time to Shine!
5 Complete the words. Listen and repeat.
32
The dolphin is jumping . The children are playing . The children are sleeping .
6 Spell i-n-g. 7 Write and draw one more action word from your Big Book.
• Spell words. • Improve pronunciation of words. • Detect some words that indicate actions in progress. • Review repertoire of words and expressions.
53 Unit 5
Illustrated Story
1 Add actions to
the middle of your story. Write and draw.
2 Look at each other’s stories. How are they different?
3 Act out your stories in groups.
Self-evaluation • Can I associate hours with numbers?
54
Review
1 Cut out the pictures on page 117. Paste them in the correct place.
People
Animal
Thing
2 Read the sentences. Draw each sentence.
The kitten is playing.
The children are sleeping.
Unit 5
55
My Week!
You are going to... interpret information about units of time, with support of a graph.
1 Look. Circle the correct option. This is a... story
calendar
manual
February
Monday Tuesday Wednesday Thursday
Friday
Saturday Sunday
22
23
24
25
26
27
28
School
School
School School
School
2 Why do people use calendars? 3 Does your family have a calendar at home? 4 What day is today? Circle the day of the week on the calendar. 5 How many days are there in a week? Write a number in the box.
Lesson 1
56
• Anticipate topic and purpose. • Identify components of a weekly calendar.
6 Listen and read. Listen again and sing. 34 weekdays Mon day Tues day Wednes day Thurs day Fri day 7 Complete the days of the week. 8 Write the days. Monday Tuesday
weekends
Satur day Sun day
Calendar with days of the week, hours of class and recess Step 1 • Make a calendar. You can use the cut out on page 115. • Turn your page on its side. Draw a picture at the top. • Write Monday and Tuesday above the rst two boxes. Self-evaluation • Can I identify different parts of a calendar?
• Can I write the endings of days of the week?
• Identify components of a weekly calendar. • Complete beginning or the end of the names of the days of the week. • Rewrite names of days of the week.
57 Unit 6
Lesson
1 Look and match. Circle the time of day. morning afternoon
night
2 Listen and read. Say the hours. 35
She has English class on Wednesdays at 10:00 o’clock.
Emily wakes up at 6:00 o’clock in the morning from Monday to Friday.
On Tuesdays, she takes Karate lessons at 4:00 o’clock.
On Saturdays, she goes to the park at 5:00 o ’ clock.
3 Read again. Underline the days of the week and circle the hours.
• Distinguish parts of the day. • Use previous knowledge. • Distinguish times and days of the week. • Associate times with numbers.
58
4 Read and match the pictures and the clocks. Circle the days.
wake up at 6:00 Monday to Friday
English class at 10:00 Wednesdays
Karate lessons at 4:00 Tuesdays
go to the park at 5:00 Saturdays
Calendar with days of the week, hours of class and recess Step 2 • Write three more days of the week on your calendar. • Draw your English class in the correct box. • Write the time of your English class. Self-evaluation • Can I associate hours with numbers?
• Rewrite names of days of the week. • Review repertoire of words and expressions. • Read and locate the hours on a clock. • Associate hours with the numbers. • Point out pictures of activities that are carried out on specific days and hours.
59 Unit 6
Lesson
1 Look and answer. Is your week the same or different?
Time / day
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
English class
school band
English class
English class
Morning
11.00 Recess Recess 11.00
Recess
Recess
Recess
school band
Afternoon
football
football
Evening
2 Underline the days of the week that Gina goes to school. Circle the days of the weekend. 3 Look at the calendar again and write the information. Gina has school band on and . Gina has recess at : every week day. Gina plays football on and . Gina sees her grandparents on . Gina plays football on Wednesday and Saturday .
• Locate school and weekend days in a calendar. • Distinguish periods of the day. • Recognize hours in periods of the day. • Identify written information on a calendar. • Rewrite names of days of the week. • Write numbers of hours, based on a model. • Review repertoire of words and expressions.
60
4 Complete the sentences about your week. I wake up at : on Monday to Friday. I have English classes on and
.
:
every week day.
I have recess at
on Saturday or Sunday.
I play
.
I see my family on
• Look at the text. Circle the correct option. • We write the first letter of days of the week and months of the year with lower case letters / CAPITAL LETTERS. Time to Shine!
Calendar with days of the week, hours of class and recess Step 3 • Write English class on your calendar. • Write the days of the weekend on your calendar. • Write recess and its time. • If you have time, write one more activity on your calendar. Self-evaluation • Can I rewrite days of the week?
• Write numbers of hours, based on a model. • Rewrite names of days of the week. • Identify days and hours in which there are routine activities at school to answer questions. • Review repertoire of words and expressions.
61 Unit 6
Lesson
1 Read the calendar. Cross out 5 extra letters. Listen to the activities and repeat. Match the activities and days you do them. Use your picture dictionary to help you. 36
art
P.E.
science maths
play with friends
Moonday
Tuessday
Wedernesday
Thurshday
Fraiday
Saturday
Sunday
2 Listen and repeat. Work in
What day is today?
pairs. Ask and answer. Listen and point. 37
Today is…
3 Listen and repeat. Work in pairs. Ask and answer. Listen and point. 38
What time is it?
It’s… o’clock.
• Point out pictures of activities that are carried out on specific days and hours. • Review repertoire of words and expressions.
62
4 Complete the words. Write at least three activities from the box on the days you have them. Write the times.
art
P.E.
science
maths
English
Monday
Tuesday Wednesday Thursday
Friday
5 Work in pairs. Ask about the activities from the box. Answer your partner’s questions. Art is on Tuesday at 9:00. When have we got… art ?
• Why are school routines important? How do they help you learn better? • What are your favorite school routines? Time to Shine!
• Do children in other countries have the same school activities? Find out more about children from other countries here https://learnenglishkids.britishcouncil.org/ en/your-turn/school Be Curious
• Identify days and hours in which there are routine activities at school to answer questions. • Review repertoire of words and expressions.
63 Unit 6
Calendar with days of the week, hours of class and recess 1 Write one or two more activities on your calendar. 2 Work in groups.Ask
When do you…?
each other questions about your activities.
3 Work in different groups. Find similarities and differences. 4 Display your
calendar on the classroom wall.
Self-evaluation • Can I interpret information about time?
64
Review
1 What time is it? Write numbers.
It’s
o’clock.
It’s
o’clock.
It’s
o’clock.
It’s
o’clock.
2 Complete the days on Mike’s calendar.
Mon_______ _______day Wednesday _______day Friday 8:00 English 8:00 English
5:00 football
5:00 football
9:00 visit grandparents
3 Look at the calendar and circle the correct answer.
Mike has English class in the morning / evening. Mike plays football in the morning / a ernoon. Mike visits his grandparents in the morning / evening.
Unit 6
65
Who Are You?
You are going to... exchange personal information about yourself and others.
My name is Monstee.
How old are you?
My name is Lynn. What is your name?
I’m six years old.
I’m Tom.
1
2
I’m Tim.
Iaam six, too.
Where are you from?
My favorite toy is my ball!
I am from Mexico!
What’s your favorite toy?
Let’s play!
4
3
1 Listen and point. 41 2 Listen again and circle. 41 is Lynn.
is Monstee. Monstee is 6/7 years old. Lynn is 6 years old too.
is from Mexico.
66 Lesson 1
• Recognize personal data. • Detect numbers in ages.
Lesson
3 How old are you? Write a number. I am _____ years old. 4 Listen and repeat. Complete the words. 42 What is your name? My name is . How old are you? I am years old.
Be Curious
• What personal information can you share online?
Ask your parents to help you register on the LearnEnglish Kids
website. Learn more here https://learnenglishkids. britishcouncil.org/en/user/ register/kids
Card with personal information
Step 1 • You are going to make a card with your personal information. •At the top write Name: •Write your name. • Write Age: •Write how old you are. Self-evaluation •Can I write my name and age?
• Complete questions and answers. • Repeat words to practice pronunciation. • Improve word tracing.
67 Unit 7
Lesson
1 Listen and point. Read again and match. 43
Hello, I’m Erik. I am six years old. I like dancing. My favorite color is red. Hi, I’m Anita. I’m seven years old. I like studying. My favorite color is green.
2 Underline the activities that Erik and Anita like doing. 3 Listen and match more activities. 44 eating ice cream playing soccer swimming
• Recognize personal data. • Identify preferences. • Point out and repeat words to practice pronunciation.
68
4 Circle the activities that you like doing. 5 Complete the words. Use your picture dictionary to help you. I like running . I like painting . I like rid my bicycle. I like read books. I like play with my toys. 6 Tick ( ) the activities that you like doing.
Card with personal information
Step 2 • Write two things you like doing on your personal information card.
Self-evaluation • Can I identify preferences?
69 Unit 7
• Improve word tracing. • Complete words from one of its parts.
Lesson
1 What do you know about your classmates? Tick ( )the answers. names ages
favorite activities
2 Look at the words. Circle the question words.
3 Listen and repeat. Write the question words. 45 What is your name? How old are you? Where are you from? What do you like doing?
My favorite toy is my doll.
What’s your favorite toy?
• Complete questions to get information. • Group words with similar words. • Promote diversity and inclusion in the classroom.
70
4 Does each word start with W or H? Write a letter. Then read and match. hat is your name? My name is Rita. ow old are you? I’m from Mexico. here are you from? I like playing soccer. hat do you like doing? I’m six years old.
Card with personal information
Step 3 • Where are you from? •Write your answer on your personal information card. Self-evaluation •Can I complete questions and answers to obtain information?
• Read questions aloud to recognize “question words”. • Complete words from one of its parts similarities. • Compare words.
71 Unit 7
Lesson
1 What does the question ask about? Read and tick ( ). How old are you? activity age
What do you like doing? activity age 2 Learn more about your classmates. Ask three friends questions. Write their answers.
I like eating ice cream.
Rita, what do you like doing?
Name
Age
Activity
eating ice cream .
Rita
6
• Read questions aloud to recognize “question words”. • Complete questions and answers to get information. • Promote diversity and inclusion in the classroom.
72
3 Listen and point. Then listen and mime. 46 I like dancing, dancing, dancing. I like dancing with my ngers. I like dancing, dancing, dancing. I like dancing with my hands. I like dancing, dancing, dancing. I like dancing with my arms. I like dancing, dancing, dancing. I like dancing with my legs. 4 Write the words. Draw a picture for the song.
I l
e danc
.
• We all learn in di erent ways. How do you like to learn? Circle your favorite actions. Time to Shine!
listening
speaking
seeing
writing
73 Unit 7
• Practice pronunciation. • Identifying learning preferences.
Card with personal information 1 Add any other information that you want to share about yourself. 2 Read your classmates’ cards. Find similarities and differences. 3 Say what you remember about your classmates’ cards. 4 Make a personal information tree with everyone’s cards.
Self-evaluation •Can I exchange personal information about myself and others?
74
Review
1 Complete the questions. W
is your name?
H
old are you?
W W
are you from?
do you like doing? 2 Complete the card with your information.
Name: Age:
years old
I am from I like
75 Unit 7
How Do You Feel?
You are going to... understand stories and relate them to personal experiences.
1 Look at the book below. Circle the correct answer. It is a … manual.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.
10
11
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 rst / last part. In the beginning, the Frog Prince feels.
• 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.
76 Lesson 1
Time to Shine!
• We use spaces to separate words. Without spaces words are very di cult to read. Read the sentences. Separate the words with lines /.
Afroglivesinapond.Heissad.Hewantstobeaprinceagain.
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”.
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 characters experiences and compare them with their own. • Notice the text structure with support images: beginning, middle and end. • Separate words into sentences.
77 Unit 8
Lesson
1 Look at the pictures. What do you think the story is about? 2 Listen to the story. Circle the title. 50 The Kitten Lily's Book
Lily loves reading.“The Frog Prince” is her favorite book.
One day she goes out to play. Lily is excited to be with her friends.
“Where is my book?” says Lily. She is worried.
Lily's kitten Kiki has the book under the bed. Now, Lily is happy to have her book back.
3 Circle the correct answer. The ending of the story is happy / sad . 4 Match the action words to the objects. Underline two of the action words in the story. read sleep play
• Recognize characters experiences and compare them with their own. • Clarify meaning of words which express actions with drawings. • Represent actions of characters with body language.
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