Z5600 - 2Primaria 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 2 Primary Teacher’s Guide First published 2018 Pearson Educación de México, S.A. de C.V., 2018 ISBN: 978-607-32-4451-0 Area: ELT Format: 20.5 x 27 cm Page count: 156

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First published, 2018

Datos legales

ISBN PRINT BOOK: 978-607-32-4451-0

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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 Additional Activities Pronunciation Guide

viii

xii

Useful Expressions in the Classroom

xiii xiv

Scope and Sequence

Unit 1

What Great Manners!

T6A

Family and Community Environment

Unit 2

Rhyme Time!

T16A

Recreational and Literary Environment

Unit 3

Growing Plants

T26A

Academic and Educational Environment

Unit 4

I See Signs

T36A

Family and Community Environment

Unit 5

Poems!

T46A

Recreational and Literary Environment

Unit 6

On the Farm!

T56A

Academic and Educational Environment

Unit 7

My Hobbies!

T66A

Family and Community Environment

Unit 8

Stories!

T76A

Recreational and Literary Environment

Unit 9

The Americas!

T86A

Academic and Educational Environment

Unit 10

Maps!

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 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 Recommendations for the teacher to specifically apply while teaching this unit. Finally, it also contains references to the Big Book and the worksheet you can use as an additional 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.

What Great Manners!

Unit Overview

Social practices of the language • Use greetings, farewells and courtesy expressions in a dialogue.

Big Book 1 Rules for a School in New Zealand , p. 2-7

Rules for a School in New Zealand

Family and community environment • Exchanges associated with a specific purpose.

by Stefania Villarreal

Expected Outcomes • Revise exchanges of greeting, farewell and courtesy expressions in short dialogues. • Assume the role of a receiver and a sender to exchange greetings, farewells and courtesy expressions. • Participate in the writing of classroom norms for the coexistence.

Visual Resources CD Flashcards: Good morning, hi, bye, listen to me, look at me, raise your hand, please, thank you

UNIT 1

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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.

Language This is Alice, Nice to meet you, Alice! Hello, Sarah! How are you? Hi, Tom. Very well, thank you. And you? I’m very happy! I have a new robot toy. Wow! That’s great! Thank you, Sarah. Good-bye! Bye Tom! Can you help me, please? Lend me your car, please? Here you are.

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 Cardboard paper, colored pencils, crayons, sheets of paper, scissors, glue

Final Product Classroom Rules Poster

T6A

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. The last tracks of your CD are songs and chants for these activities.

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

• 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; • 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;

viii

Course Components

I See Signs!

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!

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.

Answers may vary.

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

• 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.

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?

36 Lesson 1

37 Unit 4

• Discover purpose and intended audience.

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

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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; • Evaluation tools (two games) • 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.

Charlie is on the bus. His backpack is open. His book and key are not there! He is sad.

The street sweeper is sweeping the street. He sees a book and a key on the ground. He picks them up. He opens the book and reads Charlie Smith. The street sweeper knows Charlie Smith. He takes the book and key with him. 27

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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.

Tic-Tac-Toe : draw a 9 square grid on the board and use vocabulary or grammar (question words, there is/there are, colors, etc.) in the unit you wish to review. Divide students in two teams and have each team choose the X or the O to play. Every time the team says a sentence correctly, you erase the word and write the corresponding symbol on the square (X or O). You can ask questions such as: What does your mother do? How old are you? Etc. Spelling Bee : Do this with the whole group or in two or three teams. Choose words and have students spell When a student misspells a word, they must sit down. The game ends when only one team has at least one person still standing. Give the team a prize. Variation : Form pairs. Student A says a word. Student B spells the word. 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. Line Up According To : Divide classroom into 3 or 4 teams. Explain that they must line up in order using only English to communicate with each other. Teams caught cheating will have to sit out the round. When a team finishes, the person at the front of the line puts their hand up and you check that they are in the right order. Give one point to the first successful team. You can ask students to line up according to height, shoe size, birthday, time they woke up this morning, time they went to bed last night, number of brothers and sisters, number of pets, etc.

Pronunciation Guide 68

Consonants p

Vocals and diphthongs iː see

pen bad tea did cat get

/pen/ /bæd/ /t iː / /d ɪ d/ /k æ t/ / g et/

/s iː /

happy

/ ' hæpi/

i ɪ

sit

/s ɪ t/ /t e n/ /kæt/

d k

ten cat

e æ ɑ ɑ ɔː

father

/ 'fɑ ð ə (r)/

g t ʃ

chain jam fall van thin this see zoo shoe vision

/t ʃ e ɪ n/ /d ʒ æm/

got

/ gɑ t/ (British English)

saw

/s ɔː / /p ʊ t/

d ʒ

/ fɔːl / /væn/ /θ ɪ n/

put

ʊ u

v θ ð

actual

/ ' æ ktʃ u əl /

too cup

/t uː /

uː

/ð ɪ s/ /si ː / /zu ː / / ʃ u ː /

/ kʌp / / fᴈː (r)/ / ə'baʊt /

s z

fur

ᴈː

about

say

/s eɪ /

eɪ

/ ' v ɪʒ n/ /hæt/ /mæn/

go go

/ gəʊ / (British English) / goʊ / (American English)

ʒ h

əʊ oʊ

hat

man now sing leg red yes wet

my boy now near hair pure

/m aɪ / / bɔɪ / / naʊ /

aɪ ɔɪ

n ŋ

/na ʊ / /s ɪŋ / /le g / /red/ / j es/ /wet/

aʊ

l r j

/ nɪə (r)/ (British English) /h eə (r)/ (British English) / pjʊə (r)/ (British English)

ɪə

eə ʊə

xii

Useful Expressions in the Classroom 68

These expressions are for you. Practice them before class to gain more confidence.

Classroom Language for the Teacher Act out. • Actúa. Mime. • Haz con mímica. Ask questions. • Haz preguntas. Check the spelling. • Revisa la ortografía.

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.

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.

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

Unit 1 What Great Manners! Family and Community Environment Achievements 1. Revise exchanges of greetings, farewells and politeness expressions in short dialogues. 2. Assume the role of a receiver and a sender to exchange greetings, farewells and politeness expressions.

Communicative Activities Exchange greeting, farewell and courtesy expressions in dialogues.

Teaching Guidelines 1. Identify participants and purpose of a dialogue. Identify contextual factors such as time of day. Value attitudes and body language. Identify turns. Predict courtesy expressions through body language. Point to words. Compare similarities and differences among words and expressions. 2. Choose, with graphic support, courtesy expressions for senders and communication situations. Classify courtesy expressions. Contrast with graphic support, courtesy expressions and body language. Associate non-verbal language with words and expressions. Take turns in dialogues. 3. Point to illustrated courtesy expressions. Associate expressions with pictures. Dictate words to complete sentences. Read courtesy expressions with teacher's help. Agree on classroom rules. Evaluation • Find evidence such as: lists with greeting, farewell and courtesy expressions. Classroom rules. Pictures. • Anecdotal notes Be Curious (Critical thinking) Students find out about other students' birthdays and use courtesy expressions.

3. Participate in the writing of classroom norms for the coexistence.

Product Classroom Rules Poster

Time to Shine (Learn to learn) Students practice courtesy expressions with peers.

Unit 2 Rhyme Time! Recreational and Literary Environment Achievements 1. Explore illustrated rhymes and tales in verse. 2. Listen to and participate in the reading of rhymes and tales in verse.

Communicative Activities Literary Expression Understand rhymes and stories in verse.

Teaching Guidelines 1. Anticipate topic, purpose and receiver through titles and previous knowledge. Identify textual components. Reflect on the use of pictures. 2. Discover the meaning of words. Identify words that rhyme. Express emotions or opinions. Relate stanzas and verses. Practice pronunciation of verses. Identify stanzas and verses. 3. Compare spelling of words. Complete words. Contrast similarities and differences in verses. Complete verses with rhyming words. Write verses. Relate letters and sounds. Evaluation • Find evidence such as: rhyming words, texts, pictures. • Descriptive valuation scale Be Curious (Critical thinking) Students discover a Japanese poem and express their opinion.

3. Write verses.

Product Illustrated Rhymes

Time to Shine (Learn to learn) Students use movement to say their rhymes emphasizing rhythm.

xiv

Scope and Sequence

Unit 3 Growing Plants Academic and Educational Environment

Communicative Activities Interpret and follow instructions. Follow and give instructions to grow a plant.

Teaching Guidelines 1. Anticipate contents through previous knowledge, title and instructions. Identify parts of the text. Differentiate instructions and materials. Recognize graphic components (bullets) and textual components (headings). 2. Identify words in instructions. Complete instructions. Select pertinent instructions after listening to opinions. Follow instructions to perform an experiment. Practice pronunciation. 3. Identify and rewrite names. Complete instructions. Compare similarities and differences in instructions. Identify the order in a sequence. Ask to solve doubts. Check punctuation, capital letters and small-case letters.

Achievements 1. Explore illustrated instructions.

2. Understand and say instructions.

3. Participate in the writing of texts of experiments.

Product Illustrated Instructions for Planting Seeds

Evaluation • Find evidence such as: lists of materials, instructions • Peer-evaluation card Be Curious (Critical thinking) Students find out how to grow plants in water.

Time to Shine (Learn to learn) Students bring an illustrated manual and predict what it is by looking at the pictures

Unit 4 I See Signs! Family and Community Environment Achievements 1. Explore different signs and signals in public spaces.

Communicative Activities Exchanges associated to communication media. Produce signs and signals for public spaces.

Teaching Guidelines 1. Discover purpose and receiver. Clarify the meaning of signs through pictures and their location in public spaces. Recognize characteristics, such as colors, silhouettes, etc. 2. Interpret text in signs and follow instructions. Use signs as models to create signs and instructions. Give instructions to others. 3. Write instructions after a model. Complete instructions. Compare with other's writing. Point to specific words. Review small and upper- case letters.

2. Identify words when spoken out loud.

3. Examine signs and words related to them.

4. Participate in writing names related to signs and signals.

Product Illustrated Signs for your School

Evaluation • Find evidence such as: text for signs, pictures. • Evaluation rubric

Time to Shine (Learn to learn) Students discover the importance of punctuation.

Be Curious (Critical thinking) Students find out about two different signs and find out their meaning.

Scope and Sequence

Unit 5 Poems Recreational and Literary Environment Achievements 1. Explore illustrated rhymes and tales in verse. 2. Listen to and participate in the reading of rhymes and tales in verse.

Communicative Activities Ludic Expression Change verses in a poem for children

Teaching Guidelines 1. Activate previous knowledge to predict topic and purpose. Recognize graphic and textual components (verses, stanzas). 2. Discover the meaning of words. Differentiate verses and stanzas. Distinguish rhyming words. Recognize changes in intonation. Practice spelling and pronunciation of rhyming words. Complete, orally, incomplete verses. 3. Recognize words in verses. Compare written verses (number of words, rhyming words, etc.)

3. Complete written verses

Product Verses in Poems

Evaluation • Find evidence such as: poems, verses for children • Descriptive valuation scale

Time to Shine (Learn to learn) Students learn a poem and say it by heart.

Be Curious (Critical thinking) Students find out about famous poets in their countries and share one poem with the class.

Unit 6 On the Farm Academic and Educational Environment Achievements 1. Explore illustrated books for children about country products. 2. Participate in questions and answers about the country and its products.

Communicative Activities Exchanges associated to specific purposes Write questions to get information about country products.

Teaching Guidelines 1. Anticipate contents through previous knowledge and illustrations. Identify covers, title, contents and back cover. Determine purpose and receiver. Distinguish graphic resources and text. Compare words and text to check contents. Identify components such as title, paragraph, etc. 2. Identify characteristics of products. Understand questions about the country. Answer questions about characteristics of products: What color is it? Is it big? etc. Evaluation • Find evidence such as: country products, questions. • Checklist Be Curious (Critical thinking) Students find out what other products are produced on a farm.

3. Review writing questions to get information.

Product Farm Product Survey

Time to Shine (Learn to learn) Students identify big and small animals on a farm.

xvi

Scope and Sequence

Unit 7 My Hobbies Family and Community Environment Achievements 1. Review how personal information and pastimes are written. 2. Understand questions about personal information and hobbies. 3. Participate in writing questions about personal information and pastimes.

Communicative Activities Exchange information about personal information. Give personal information.

Teaching Guidelines 1. Identify when listening, personal information: name, age, country of residence, etc. Spell names. Recognize writing and numbers in ages. Relate personal information with their peers'. Associate pictures of pastimes with a brief description. Clarify meaning of words in an illustrated bilingual dictionary. 2. Answer questions about personal information. Recognize names of pastimes and hobbies. Identify differences in pastimes in other cultures with graphic support. Answer questions with one word. Ask questions about personal information following a model. Complete questions about personal information. 3. Recognize structure of questions about pastimes and personal information. Compare answers and questions about personal information. Write personal information. Select and rewrite names of hobbies to ask and answer. Write, following a model, questions about hobbies. Review names and cardinal and ordinal numbers.

Product Illustrated Graph About Hobbies

Evaluation • Find evidence such as: surveys and results. • Questionnaire

Time to Shine (Learn to learn) Students learn how to interpret a bar graph and how to make one.

Be Curious (Critical thinking) Students find out the difference between ordinal and cardinal numbers.

Unit 8 Stories Recreational and Literary Environment Achievements 1. Explore illustrated storybooks.

Communicative Activities Understand about themselves and others. Read stories to compare feelings.

Teaching Guidelines 1. Activate previous knowledge to predict topic, purpose and receiver. Identify parts of a book. Recognize graphic components in a book. 2. Understand the structure of a text (beginning, climax, end.) Find the meaning of words in an illustrated dictionary. Identify beginning sentences: Once upon a time... Recognize characters by their name. Express creativity to represent actions. 3. Compare actions and feelings of characters with theirs. Express feelings about actions and characters. Share questions and answers about feelings. Express sympathy. 4. Identify words in sentences. Recognize words with capital letters. Complete sentences about characters and their actions. Complete list of actions. Compare words. Review use of capitals and small-case letters. Verify how words can be divided.

2. Listen and follow the reading of a tale.

3. Compare feelings after reading a story.

4. Participate in writing sentences.

Product How I Feel

Evaluation • Find evidence such as sentences and pictures. • Evaluation rubric Be Curious (Critical thinking) Students analyze which words have a capital letter.

Time to Shine (Learn to learn) Students analyze how they feel and make a graph.

xvii

Scope and Sequence

Unit 9 The Americas Academic and Educational Environment Achievements 1. Explore illustrated maps of the American continent with specific information (language, money, flag).

Communicative Activities Research and select information. Register information about Geography with graphic support. Teaching Guidelines 1. Recognize topic, purpose and receiver. Identify graphic components (lines, colors) and text components (abbreviations). Locate regions in a map of America. Point to countries when listening to their information. 2. Identify words and expressions when said. Identify a country in a map after listening to the information. Recognize cognates. Say names of countries and nationalities to practice pronunciation. 3. Write names of regions and countries in America after a model. Rewrite specific information about America. Complete sentences with specific information about America. Complete graphs with specific information about countries in America. Review capitals and small-case letters. Evaluation • Find evidence such as lists and information of countries in America. • Questionnaire

2. Understand information after reading aloud.

3. Participate in writing information.

Product Map Puzzle of the Americas

Time to Shine (Learn to learn) Students produce written information about peers.

Be Curious (Critical thinking) Students find out about food.

Unit 10 Maps Family and Community Environment Achievements 1. Explore illustrated diagrams or maps. 2. Exchange information about locations in the community.

Communicative Activities Exchange opinions about their environment. Understand and register information about locations in the community.. Teaching Guidelines 1. Recognize the purpose of plans. Differentiate graphic and textual components in a map. Recognize locations by their name. Differentiate natural and built environment. Distinguish symbols and relate them with names. 2. Clarify meaning in an illustrated bilingual dictionary. Point to names after reading them. Complete questions. Answer questions and give information. 3. Classify words according to their meaning. Compare how words are written. Find similarities and differences in words in English and their mother tongue (similar letters, combination of letters, etc.) Complete maps with names of different locations. Review writing. Evaluation • Find evidence such as: table with names of locations, pictures. • Control checklist Be Curious (Critical thinking) Students find out about the different services in the community.

3. Write information about the community.

Product My Community Map

Time to Shine (Learn to learn) Students ask and answer about places in their community.

xviii

What Great Manners!

Unit Overview

Social practices of the language • Use greetings, farewells and courtesy expressions in a dialogue.

Big Book 1 Rules for a School in New Zealand , p. 2-7

Rules for a School in New Zealand

Family and community environment • Exchanges associated with a specific purpose.

by Stefania Villarreal

Visual Resources CD Flashcards: Good morning, hi, bye, listen to me, look at me, raise your hand, please, thank you

UNIT 1

SB2 BBA U1 EF.indd 2

4/4/18 1:37 PM

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 Cardboard paper, colored pencils, crayons, sheets of paper, scissors, glue

Final Product Classroom Rules Poster

T6A

Lesson

encourage students to say who they see, where they are and what they are doing. Encourage students to answer the question in a) . Have them look at the photos and elicit the specific moment when to use hello, good night, and thank you. Tell the class you are going to play a recording about the children in the photos. Ask students to look at the picture as they listen carefully. 2 Listen and number. Play Track 2 again, pausing after each line. Tell students to point to each character as they listen. After each pause ask, Who is speaking? Have them answer with the boy, the girl, the mom, or the characters name if mentioned. Play the track again and have students number the pictures in the order they hear them. Check the answers orally. 3 Complete the dialogues in Activity 1. Have students complete the dilaogues in Activity 1. Play Track 2 if necessary to check their answer. Check the dialogues and ask students to write the name of the speakers on the line that corresponds. 4 Listen again and circle the answer. Read out the questions. Ask students to listen carefully. Play Track 2 and have students circle yes, or no . Review the answers as a class. For sentence 1 (yes) say, Cindy and Kevin are friends. Sentence two Point to the first picture and say, Cindy and Kevin are in the classroom. (no). Sentence 3 say, number 3, Tania lends a pencil to David. (yes). Pay attention to students and in case they need help point to the picture. Continue doing the same with sentences 4 (no) and 5 (yes). Praise students’ effort saying Excellent!, Well done! or Try harder. Play the track again in case students need to check their answers. Wrap Up Tell students they are going to listen to a song. Play Track 65 . Mime every one of the greetings and fareweels throughout the song. Encourage them to follow your movements. Have students listen and perfom the song after you. Play the song a few more times and encourage students to join in with the chorus and movements. When students are comfortable singing the chorus, encourage them to nod their heads to the good manners and shake their fingers to the bad actions in the song.

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?

In the park, at home, at school Hello, Hi, Good night, Thank you, You’re welcome.

Cindy

Tom

Tania

. .

Hello,

Good night, Good night,

Thank you,

Kevin

Mom

Hi,

You’re welcome.

a When do you say “hello”, “good night” or “thank you”? 2 Listen and number. 2 “Hello” greeting; “Good Night” at night; “Thank you” when I receive something.

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

M01 Sunburst AB 2 MEX 44503.indd 6

4/24/18 6:20 PM

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

Materials Activity Book p. 6, CD, Tracks 2 and 65

Warm Up Say hello to the class by waving your hand. Say, Hello, class. Hello! How are you? It’s nice to see you. Model these patterns to the class. Have students repeat after you. Say, My name is… . Invite volunteers to greet the class using this model. Show the book and say: Look. This is Sunburst, our English book. Hello, Sunburst! Have studentssay Hello Sunburst! 1 Look at the pictures. Say, Please, open your books to page 6 . Havestudents look at the Photos. Use the questions to elicit what they do when they meet a new friend and the vocabulary they use to greet or say goodbye. Ask a student to help you to act in front of the class. Thank the students helped you doing so. Point to each photo in turn and

Unit 1

6 Circle two words you say at night when you go to sleep. Point to the illustration on page 7 in Big Book 1. Elicit the phrases the children say when they leave the school. Invite volunteers to read the phrases while the class follows along. Have students choose the correct phrases ( Good-bye, Good night ). Check answer orally. 7 Complete the dialogue with the words in the box. Read out the words in the box and have students point to them. Have students repeat after you. Act out each one of the prompts and have volunteers to identify them. Ask students to complete the sentences in the dialogue. Walk around the class encouraging and helping where needed. Copy the sentences on the board and invite students to come up and complete the sentences. Correct if needed and give positive feedback. 8 Work with a friend. Act out the dialogue. Read out the dialogue in activity 7 line by line and have students practice it. Have students stand up and act out the dialogue in pairs. Walk around and monitor, helping with pronunciation and intonation as necessary. Switch roles and repeat. Ask two volunteers to demonstrate the activity for the rest of the class. Check pronunciation and provide help if necessary. Classroom Rules Poster Step 1 Tell students they are going to prepare a Classroom Rules Poster. Elicit the courtesy expressions they use every morning when they enter the classroom. Write them on the board. Have volunteers write them on the board. Ask students to use a piece of paper to draw themselves greeting the teacher and their classmates, and label it. Encourage them to check spelling and punctuation from the board. Self-evaluation If students have completed today’s activities successfully, they can check the box. Wrap Up Ask students to write their name, and what they learned. Use the following prompt: Today I leaned... Before they leave class deposit the piece of paper in a folder. So you can record the daily progress of the students.

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 robot toy. S ARAH : Wow! That’s great! T OM : , Sarah. Good-bye! S ARAH : , Tom! 8 Work with a friend. Act out the dialogue. How Hi happy Thank you Good-bye

t, Thank you, You’re ome.

Classroom Rules Poster

Step 1 •In 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

M01 Sunburst AB 2 MEX 44503.indd 7

4/24/18 6:20 PM

Expected Outcomes Value attitudes shown by sender and intended audience and the use of non-verbal language. Distinguish turns of participation in a dialogue. Materials Activity Book p. 7, CD, Track 57, crayons, paper, Big Book 1, Rules for a School in New Zealand pp. 2-3 Warm Up Tell students they are going to listen to a song. Play Track 57 . Have students listen. Play the song a few more times and encourage students to sing along. When students are comfortable singing the song, encourage them to mimic the corresponding emotions as they sing.

5 Circle three words you use every morning to say hello.

Point to the illustration on page 3 in Big Book 1. Elicit the phrases the children say when they arrive to school. Invite volunteers to read the dialogues while the class follows along. Have students choose the correct phrases ( Hello, Hi Good morning ). Check answers orally.

Unit 1

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