Beats! 3 Primary Activity Book

Activity Book Primary

3

Primary

Activity Book

Nombre

Grado

Escuela

Maestro (a)

Primary

Activity Book S al l y Ma r s h a l l

1

Princetown - correo del Maestro editorial coordinator

Jean Denise Salazar Wolfe

author

Sally Marshall

editors

Stefanía Villarreal Riva Palacio Brenda K Zarzoza López

editorial assistant

Jean Denise Ruanova Salazar

content designers

Servicios Editoriales (Pablo Guzmán de la Cruz, Martha Berenice Hinojosa Rodríguez)

digital layout

Servicios Editoriales

cover designer

Servicios Editoriales (Pablo Guzmán de la Cruz)

Photo research

Servicios Editoriales

art

Servicios Editoriales (Olivia Lizbeth González Hernández)

PhotograPhy

Shutterstock.com

Photo on cover

Shutterstock.com

audio recording

Luis Benito Reynoso Góngora correo del Maestro Miembro de la Cámara Nacional de la Industria Editorial Reg. Núm. 2817

isBn:

Pendiente Rights Reserved © 2021 Princetown - correo del Maestro, s.a. de c.v.

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to

Primary

Hi, dear friend, Welcome to 3rd grade where you’ll have wonderful new learning experiences in your native tongue and in English, too!

We invite you to discover, think, do and create in English as you work individually, in pairs, in small teams or with all your classmates in situations where you will exchange personal information, ask and understand what others want and need; talk about expectations you all have; learn how to ask for clarification when not understanding something and the best part of all, is seeing your own progress at learning and using English and helping others in their learning process, too!

During this school year, you will also read and enjoy different fictional texts where your imagination can take you to invent new situations and create stories to share and enjoy with others. You will also read informative texts about other places and cultures to learn and even compare experiences, traditions, legends and many other interesting facts especially in countries where English is the official language.

So prepare yourself to discover, think, do and create in English as you go along Beats! 3 enjoying learning, working and sharing in and out of the classroom what you can do in, and with English,at your own rhythm and beat!

Lots of luck and fun!

The Author

3

Meet your book VV

This section appears at the beginning of a lesson offering interesting and fun questions on different topics to awake your curiosity and activate previous knowledge.

VV

This section for you to integrate what you already know with new concepts as you work on meaningful activities where language aspects and communication come together.

VV

Each unit includes three "CREATE" sessions where you’ll work on building the unit’s product step-by step developing and using your creative and social skills as you learn and work in a collaborative way with others.

VAssesment V is different to testing;

therefore, what you’ll find on this page is a specific evaluation that agrees with the contents and achievements in the unit.

Nothing to fear but an opportunity to see your own progress and work a little more on whatever you may need to improve.

VV You will also share with a partner a coevaluation where both of you can exchange points of view, needs and wants and see your progress as you provide each other with feedback to overcome possible mistakes and become better users of English.

4

VReading V time, is the section

that invites you to look at specific pages in your Reader’s book and enjoy a fact or a story that agrees with the topic and contents of the unit you are working at that moment.

VV A Picture dictionary included at the end of your book to help understanding vocabulary and expressions in an easier way. Each page also offers you two blank spaces for you to build your own pictionary.

VV An End-of School Year diploma is also found at the end of your book for you to share and show everyone how well you understand and communicate in English and the diploma you got for finishing the course with a beating progress!

VV You will find different links to interesting Web pages throughout your book that offer you extra fun activities to keep on learning in an enjoyable way.

VV A correlated section to the Reader’s book where you’ll find a simple but engaging question for you and your classmates to exchange ideas and thoughts about what you read and how useful the information can be to you and others.

A suggested, extra product for you to choose the one you prefer to do or even, do both: the one in the unit and this one. They are both, great evidences of your progress at learning English.

5

The Reader’s Book is a collection of fiction and non-fiction texts for you to enjoy and improve your vocabulary, reading and listening skills. Each story and non fiction text, has been carefully chosen for them to correlate with the units in the Activity book.

The stories and non fiction texts are beautifully illustrated and offer a glossary which makes reading more interesting and fun!

VV Glossary Each reading includes glossary boxes with key words that will help you understand the lesson. Each word included in the glossary box can be identified on the same page where the box is. The key word is presented in bold for easy identification. The glossary box shows the meaning according to the context where the word is presented in the lesson.

6

This material will help you understand English in a better and easier way when listening and / or speaking with others, because the listening activities included in the audio CD provide pronunciation models to practice pronunciation, intonation and stress in the language in a fun way. The scripts for each audio track have been included in your teacher’s book, the Teacher’s Guide.

The CD also includes a set of fixed images that your teacher can share with you and your classmates to make your learning more meaningful and enjoyable.

Primary

Primar

y

1

dive

15

chick

Throughout the lessons, you will find the following icons which will tell you what to do in the activities.

Group

Pairs

rtfol Po io

Track

VV Group and teamwork, where you and your classmates work as a whole group or in small teams.

VV Pair work, where you and a partner work together on specific activities such as dialogs, written messages, co-evaluations and other interesting and fun activities.

Show

& Tell

VV A portfolio is a collection of evidence that shows your skills and what you are learning in the language. Create a portfolio with written evidences of what you are able to do with and in English every time you encounter this icon or when ever you want to save an evidence of your work.

VV Listening activity, where you'll work on communication, pronunciation, stress and intonation of the language.

VV Product sessions, where you and your teammates build, in three different sessions, a final and specific product to enjoy and apply what you learned so far in the unit and share it with your group as you present it in a Show & Tell Session.

7

Contents To the Student 3 Meet your Book 4 Unit 1 Let’s Talk About the Future Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell Assessment Unit 2 Let’s Sing!

Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell Assessment Unit 3 Follow Instructions and Do It! Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell Assessment Unit 4 Messages in Public Ads Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell Assessment Unit 5 Interesting Fables Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell Assessment

8

10 10 12 14 16 18 19 20 20 22 24 26 28 29 30 30 32 34 36 38 39 40 40 42 44 46 48 49 50 50 52 54 56 58 59

Unit 6 Questions, questions?

Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell Assessment Unit 7 I need some things from the shop Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell Assessment Unit 8 Great stories, great cultures!

Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell Assessment Unit 9 Beautiful sounds!

Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell Assessment Unit 10 Let’s celebrate!!

Lesson 1 Lesson 2 Lesson 3 Lesson 4. Review Show & Tell Assessment

60 60 62 64 66 68 69 70 70 72 74 76 78 79 80 80 82 84 86 88 89 90 90 92 94 96 98 99 100 100 102 104 106 108 109

Evidences 1 & 2 110 Evidences 3 & 4 111 Evidences 5 & 6 112 Evidences 7 & 8 113 Evidences 9 & 10 114 Picture Dictionary 115 Bibliography 125 Webography 126 Diploma 127

9

Lesson 1

1

Let’s Talk About the Future • • •

Listens to expressions related to hopes and expectations.

Participates in oral exchanges.

Understands the contents of a dialog.

What expectations do you have for this school year?

And, what do you hope for this school year to be?

1. Look and read. What do you think the children are talking about? Tell a partner.

Auditions for the

School Play Do you want to be in the school play?

Come to the auditorium after school on Wednesday.

2. Listen and read. Were you right in number 1? Underline which phrases

Track

2

express the girls' expectations. How can you tell?

Millie:

ey! I’d like to be in the play. I hope to be an actress H in the future.

Hilary: Go to the auditions and try hard.

Millie: Yes. I’m going to try to get a part. It’ll be fun!

Hilary: I bet you will get in! You are good at acting, so I expect to see you in the play.

Millie: Oh, I hope so!

3. Share your answer and talk about it with a partner. Then, tell the rest of your group.

10

Shares expectations in a dialog.

Pairs

Family and Community Environment Track

4. Listen again. Talk about the conversation and use the questions below • • • •

2

to exchange opinions.

How can you tell which girl is excited about participating in the play?

What does she have to do to expect to be in the play?

Do you hope to be an actor or actress in the future, too?

What do you hope to be?

What do you expect to be able to do at the end of this school year in your English class? airs P

5. Read, answer and exchange points of view with your partner. a) Are school plays fun?

b) What kind of plays do you like: stories, horror, fiction?

c) Would you like to participate in a play?

Bring: 2 sheets of colored construction paper in 2 different colors.

Step 1 Mobile with expressions of hope and expectations In this section, we work with a partner or in small groups to make a product where we apply what we know and what we learned throughout the unit; products help you see your progress and how well you use English to communicate with others. To make a product we work during 3 sessions throughout the unit. Every unit has its own specific product but they all are fun to make and share with others. This time, the product is a mobile with expressions of hope and expectations.

• To make this mobile, you need to: 1. Decide how many teammates to work with.

2. Find the expressions that show hopes and

expectations in this lesson and make a list of them in your notebooks.

3. Bring out the 2 sheets of colored construction paper.

4. Cut three rectangles of colored construction paper (5cm x 8 cm).

5. Save your work for the next session.

Reading

T i me Facts

Track 43 Dialogs – Fact 1 Pages 6-9

Unit 1

11

Lesson 2

• Participates in oral exchanges.

How easy or difficult is it to start a dialog with someone? irs

1. Work with a partner. Look at the pictures and answer the questions.

Pa

a) Who's the boy talking to? b) What do you think they are talking about?

Do you like music?

Come and ol band. join the scho

Track

2. Listen and talk about Teddy's hopes and expectations with a

3

Pairs

partner. Do you have any expectations similar to Teddy's?

a) There’s a band at Teddy’s b) Teddy wants to be in the school c) His dad thinks the band sounds like

. . .

3. Discuss with your classmates which phrases express the speakers' expectations.

Underline them. Then, use them to tell your group what expectations you have for this school year.

a) What Teddy wants to do. b) What Teddy does.

Teddy: There’s a band at school.

Dad: Is there?

Teddy: I want to be in it.

Dad: Oh? Teddy: I think I’ll play a drum.

Dad: Sounds like fun!

Teddy: Yes. I want to have a go! It’ll be great!

Dad: You can play the drum well. I bet you get in!

12

Shares expectations in a dialog.

Family and Community Environment

4. Listen to the conversation and work in pairs.

Decide what the conversation is about, who the first speaker is and why the conversation ends. Why do you think one of the speakers is talking loudly?

Track

4

Pairs

a) The first speaker is the boy / girl. b) The conversation is about some photographs / a circus. c) The conversation ends when the bell rings / the science class begins. d) You speak loudly / softly when you want someone to listen to you.

5. Listen again and match each expression to the one with a similar meaning.

Track

4

a) I hope they’re OK.

I disagree with you

b) No, it isn’t!

Wait for me a bit longer

c) I’ll be ready in a minute.

I hope they are good enough

Step 2 Mobile with expressions of hope and expectations

• Let's continue with our product, this time you will:

Reading

1. Get together with your teammates.

2. Bring out your materials from your last Create session.

3. With your teammates, find new expressions you all

T i me

learned in this lesson and add them to the group’s previous list of expressions. Take turns to read them aloud.

4. Together, cut more rectangles of colored construction paper and agree in the color each one of you will cut.

5. Make a hole on the center top of each rectangle.

6. Save the group’s work for the next session.

Facts

Track 43 Dialogs – Fact 1 Pages 10-13

Unit 1

13

Lesson 3

• Understands the contents of a dialog.

What expressions do you commonly use in a dialog?

1. Look at the picture. Complete the dialog with words and phrases from the box.

Do you want to be in the school choir?

Come to the choir audition after school on Friday with Mrs Robin.

Where? In the Auditorium At what time? At 3 o’clock. want

Mom: Jack: Mom: Jack: Mom: Jack: Mom: Jack: Mom:

try out

going to

bet

Hello Jack!

Hi Mom. Nice day at school? es, it was great! I Y to do an after-school activity this year. What do you think?

I think that sounds like a good idea.

So I’m go to an audition. It’s on Friday.

What are you going to audition for?

I’m going to

for the choir.

h, sweetie! I O you get in. You have a great singing voice.

Track

2. Listen and check. Then, individually, decide what after school activity you

would like to do. Think what your hopes and expectations are. Write notes here.

3. Work in pairs and role play a conversation. Your partner is a parent, and you are the son or daughter. Tell your parent the after-school activity you want to do and what you expect. Then change roles.

14

Shares expectations in a dialog.

rtfol Po io

5

Family and Community Environment

4. Work with a partner. Look at the pictures and using all of them, write a short

Pairs

conversation in your notebooks. Then, exchange your conversation with another pair as you talk and compare the expectations in the conversations you both wrote.

Come camping in Bluebell Woods.

You need a sleeping bag.

Bring food to share.

Let´s Camp!

Bring: - A wire coat hanger.

- 2 meters of yarn (any color).

Step 3

Mobile with expressions of hope and expectations

• Let's work on our product one more time. This time you will need to:

Reading

1. Get into your groups and bring out your notes and

paper rectangles.

2. With your teammates agree on dividing the following tasks within your team:

• •

Copy the expression from the group list into different colored paper rectangles.

Cut the yarn in different lengths of 5 cm to 20 cm, one for each rectangle.

T i me Facts

Track 43 Dialogs – Fact 1 Pages 14-17

3. Work together to tie a length of yarn through each hole.

4. Tie the rectangles with the expressions on them onto a coat hanger to make a mobile.

5. Put away your group mobile for the final session.

Unit 1

15

Lesson 4 1. Look at the picture. Exchange ideas with a partner of what you think the

Pairs

conversation is about. Then, write the expectations you think the girl has.

2. Number the sentences in the correct order to make a conversation.

I am. They’re starting dancing classes at school!

Hello Tamsin. You look excited.

Well, let’s speak to Miss Rutherford tomorrow.

Miss Rutherford. I’d really like to go. It´ll be great.

Oh! Who’s teaching the classes?

3. Work with a partner. Use the conversation in activity 2 and choose an

Pairs

after-school activity you both would like to do. Write a conversation and share it with the rest of your group. Is there another conversation similar to yours?

: : : : :

16

Family and Community Environment

4. Work with a partner. Use the following phrases to make a conversation

Pairs

expressing hopes and expectations. Exchange, compare and discuss your conversation with another pair.

• Hurry up! It’s time to

Of course you can.

• Can I borrow your

I’ll be ready in five minutes.

go to the swimming class. goggles?

• I want to practice diving today.

• I’d like to be in

the diving team.

I bet you’ll get in. You’re very good at diving.

Let’s go! I’d like to do diving, too.

5. Write four sentences expressing your hopes and expectations about this

Pairs

school year. Then, exchange and discuss with a partner.

.

.

.

.

6. Work in small groups of 5 as minimum. Write a short dialog where each one of you participates taking turns to express your expectations for this school year. When finished, role play the dialog in front of your class and exchange ideas with the rest of the group. You can make a list of all the expectations the group has and check what you accomplished at the end of the school year.

Unit 1

17

Mobile with expressions of hope and expectations

Show & Tell

• In this final step, do the following: 1. Work with your teammates.

2. Bring out your mobile.

3. In your team talk about the expressions on the mobile. Together, think about mini conversations using these expressions.

4. Practice the mini conversations with other members of your team.

5. Take turns to stand by your mobiles and have a conversation with your teammates, using the phrases on your mobiles.

6. Display your mobile in the class. Whenever you have a moment, use the expressions on your mobile to have conversations expressing your hopes and expectations.

18

1

Assessment 1 1. How can you show your understanding of the following achievements? How can

you use them out of the classroom? Write your answers on the lines and discuss with your group.

Now, I can… a) Listen to and understand expressions related to hopes and expectations, because I am able to

b) Participates in oral exchanges, because I am able to

c) Understands the contents of a dialog, because I am able to

2. Work in pairs. Discuss with your partner how you felt when you started Unit 1 and

how you feel now after you finished the unit. Talk about what you already knew, what you wanted to learn or expected to learn and what you finally learned. Exchange ideas and suggestions on how to learn and how to organize your study better. Use the chart below to write your ideas and draw a face expressing how you feel.

What I knew before I started the unit

What I expected and wanted to learn in this unit

What I learned in this unit

How I feel now that I finished the unit

Good job!

Unit 1

19

Lesson 1

52

Let’s Sing!

• • •

Listens to song lyrics.

Identifies parts in a song (verses and stanzas).

Participates in singing songs.

Do you like to sing songs?

What type of songs do you like to listen to?

1. Listen to the song. What's it about? Circle the right picture.

Track

6

Discuss what the song is about with your classmates.

2. Work with a partner. Is this a song for children or for adults?

Pairs

How do you know? Exchange your reasons.

3. Work in small teams. Listen to the song again. Make a list of the words you recognize in the song. Do you remember the sentences where these words are present? Taking turns tell your teammates. Sing along using the words on your list.

4. Listen to the song again. Sing along.

Track

6

5. Work in small teams. How do you feel when singing a song?

Do you like to sing? Or do you prefer listening to songs? Discuss with your teammates.

20

Sings songs.

Track

Group

6

Literature and Ludic Environment

6. Listen and read. Underline words that rhyme.

Track

7

Five little ducks Went swimming one day Over the hill and far away Mother duck said “Quack, quack, quack, quack.”

But only four little ducks came back.

7. Work with a partner. Say the words. Write them in the correct

Pairs

column. Which words rhyme? day

quack

back away backpack hey

may Jack say black

8. Listen to the song. Which words are stressed? Why? Five, four, three, two, one

Ducks

Step 1

1. Work in small teams. Decide the number of teammates in 2.

3.

4.

5.

your group.

Write a list of rhyming words from the song in this lesson.

Include the name of the song, too.

Think of other songs you may know in English and write the names in your notebook. Include the rhyming words in these songs, too and write them in your list.

Share your songs and words with your teammates. Write in your notebook one list of all the songs and rhyming words your teammates mention.

Save your work for the following Create session.

Unit 2

ading Tim

e

Remember this section is for you to share, keep on learnig and work with others as you have fun. This time, you will produce a classroom concert; and for this session, you will need to:

Re

Classroom concert

Stories Track 44 The Star of the Show Pages 19 - 23

21

Lesson 2

• Identifies parts in a song (verses and stanzas)

How easy is it to imagine stories from what songs say?

1. Look at the pictures. Guess what the song is about. Tell a partner.

1

2

3

2. Read the paragraphs of the song below and look at the pictures in

activity 1. Which part of the song describes each picture? Write the number of the picture next to the corresponding paragraph. Then, listen to the song and check the order. Are you correct?

Track

8

The Duck and the Kangaroo (

(

(

) Please give me a ride on your back!

Said the Duck to the Kangaroo.

I would sit quite still, and say nothing but “Quack!”

The whole of the long day through! ) Said the Duck to the Kangaroo Good gracious! How you hop!

Over the fields and the water too, As if you would never stop! ) So away they went with a hop and a bound, And they hopped the world three times around.

And who so happy, oh who – As the duck and the kangaroo?

By Edward Lear (adapted)

3. Read the information in the box and answer. Check with a partner.

A verse = one line A stanza = a group of lines Title = the name of the song

a) b) c) d) e)

22

Writer = the person who writes a song.

Capital letter = A, B, C….

Small letter = a, b, c….

How many stanzas does the song have?

How many verses does the song have?

Who wrote the song?

What’s the title of the song?

Every verse in the song, starts with a capital / small letter.

Sings songs.

Pairs

Literature and Ludic Environment

4. Work with a partner. Complete the words and practice saying them aloud. Does the missing letter always sound the same? Circle the words where the initial letter sounds the same. Find these words in the song on page 22.

Pairs

water

went

wood

who

whole

world

5. Rewrite the song with capital letters in the correct places. Check with your classmates. Take turns and read each verse aloud.

diddle, diddle, dumpling, my son john. went to bed with his trousers on. one shoe off and one shoe on. diddle, diddle, dumpling, my son john.

6. Work in teams. Listen to your teacher and complete the dictation.

Group

Correct the song. Invent a rhythm and sing along. fiddle,

, flumping my brother bob,

went to

with his T-shirt

one sleeve up and I love his

.

down,

shirt. it is brown!

Step 2 Classroom concert 1. Get together with your teammates.

2. Bring out your notebooks and read all the songs you

Re

• Let's continue the product. This time you will:

ading Tim

e

included on your list.

3. Decide which song you all prefer to work with and prefer for this concert.

4. Make sure everyone has a copy of the song.

Identify stanzas and verses.

5. Taking turns, practice reading the song aloud and save your work for the following session.

Stories Track 44 The Star of the Show Pages 24 - 28

Unit 2

23

Lesson 3

• Participates in singing songs.

How can songs change your mood?

1. Look at the picture. Guess what the song is about.

2. Work with a partner. Complete the song lyrics with rhyming words from

Pairs

the box. Read it aloud and tell your partner how the song makes you feel.

law

rule

sun

yard

bus

night

Chorus

Chorus

We have to go to school.

For children that’s the .

So, hurry up. Don’t make a fuss but go and get on the !

At school, we work real hard before recess in the But recess is for fun,

At school, we have to write!

There’s homework every !

We have to read and count and draw!

And sometimes homework seems like a !

Chorus

!

When we play under the

3. Work in small groups. Read the information in the box and Chorus = Verses

answer. Then listen, sing and tell your teammates how the song makes you feel. Does everyone in your team feel the same way?

in a song that

a) What is a chorus?

after every

b) How many times do we repeat the chorus in this

we repeat stanza.

song?

c) How does the song make you feel?

24

Sings songs.

!

Track

Group

9

Literature and Ludic Environment

4. Talk about school with your

friends. Use the song on page 24 for ideas. Follow the example.

I come to school on the school bus.

I read one book a month!

5. Work in three groups. In your groups decide if you're going to perform the chorus, stanza 1 or stanza 2 of the song on page 24. Work as a team and mime the words of the chorus or stanza you chose. Practice chanting your section with your body movements. The whole class works together to present the song. Have fun!

Group

Step 3 Classroom concert 1. Get into your groups.

2. Open your notebooks and check for everyone in your 3.

4.

5.

6.

Re

• Let's work on the product one more time. This time you will:

ading Tim

e

team to have the song you chose to work with.

Decide whether you want to sing the song together, or divide it for each one to sing a part.

Practice the song until you all know the words.

Decide what gestures and / or dance moves you want to perform when singing the song and rehearse it.

Put away your notebooks and remember the lyrics and moves for the last session of this product.

Stories Track 44 The Star of the Show Pages 28 - 32

Unit 2

25

Lesson 4 1. In small groups. Talk about songs you know. Tell your friends about the title, the

singer. Sing the chorus to them. Can you remember a verse or stanza from the song? What words rhyme in the song? Write this information on the lines below.

Ask your teacher for any help you may need.

Title of the song: Author: Number of stanzas:

Number of verses:

Rhyming words: Track

2. Listen and read. Find words that rhyme. Practice the song

10

Pairs

with a partner.

round

sound

bright

night

Wolfie the Werewolf, goes out at night

.

When the moon is full and bright He howls at everyone

round

A horrid, horrid scary

sound

!

3. Work in small groups. Answer and discuss the questions with your teammates and then, with the rest of your group.

a) What’s the song about?

b) Why doesn’t Wolfie the Werewolf go out in the day?

c) What happens when the moon is out and round?

d) How does this song make you feel?

e) Who does he howl at?

26

Group

Literature and Ludic Environment Pairs

4. Work with a partner. Look through the unit or remember words that rhyme with the following. Use the words in a sentence, put them together and write a song. Have fun!

5. Work with a partner. Correct the spelling in. Check with another pair

Pairs

of classmates.

on the weekend, I like to go and play in gladstone park. i play with all the kids I know. i play until it’s dark! then my sister sue and I go home and watch TV, because I cannot tell a lie – we love TV – sue and me!

6. Discuss with a partner.

• • • • •

Pairs

Do you like songs?

Why? Why not?

Which is your favorite song?

How do you feel when you listen to your favorite song?

Unit 2

27

Show & Tell

Classroom Concert

2

• In this final step do the following: 1. Work with your teammates.

2. Have a final rehearsal with your group.

3. Decide on the order of the songs in the

concert with your teacher and the other teams.

4. Write the order of the songs on the board.

5. With the rest of the class, help your

teacher create an ending song for the concert. Go back to the notes you wrote for the product in unit 1. Take the expressions about hope and expectations and write a song with two or three stanzas on this topic for everyone in your group to participate.

6. Perform the concert. Invite families and friends. Applaud all the teams’ songs.

Have fun!

Find more information and have fun as you visit: https://learnenglishkids. britishcouncil.org/en/category/ topics/traditional-songs

28

Assessment 2 1. How can you show your understanding of the following achievements? How can

you use them out of the classroom? Write your answers on the lines and discuss with your group. Now, I can… a) Listen to song lyrics and understand what they express, because I am able to

b) Identify parts in a song such as verses and stanzas, because I am able to

c) Participate in singing songs, because I’m able to

d) Find rhyming words in a song, because I’m able to

e) Create and write a new song using words that rhyme, because I’m able to

2. Work in pairs. Discuss with your partner how you felt when you started Unit 2 and

how you feel now after you finished the unit. Talk about how you can integrate what you knew before starting the unit, what you wanted to learn or expected to learn and what you finally learned in unit 2. Exchange ideas and suggestions on how to better at studying. Use the chart below to write your ideas and draw a face expressing how you feel.

What I knew before I started the unit

What I expected and wanted to learn in this unit

How I feel now What I learned in that I finished the this unit unit

Good job!

Unit 2

29

3

Lesson 1

Follow Instructions and Do It! • • •

Explores instructions to make an object.

Understands illustrated instructions.

Participates in the writing of instructions.

What do you use instructions for?

1. Read the information below and discuss with your class what it is,

Track

11

who it is for and what it is for. How can you know?

Do you want to make a rain stick?

Materials cardboard tubes construction paper glue scissors colored markers sticky tape aluminum foil funnel rice or birdseed

Instructions: 1. Choose one color of construction paper and decorate it.

2. Put glue on the cardboard tube and glue the construction paper onto it.

3. Use the scissors to cut out two circles to cover the ends of the cardboard tube.

4. Cover one end of the tube. You can put glue onto the circle you cut and glue it onto the end. Then, secure it with sticky tape.

5. Take some aluminum foil and make it into a shape similar to your cardboard tube. It has to be shorter than your tube.

6. Put the aluminum foil inside the tube.

7. Use the funnel to pout rice or birdseed into the tube. Don’t fill more than 1/2 the tube.

8. Use the other circle to cover the other end of the cardboard tube. Secure it.

9. The rain stick is ready. Turn your tube from side to side and listen to the sound of falling rain!

2. Look at the pictures and decide which picture can be used to illustrate the

instructions. In pairs, exchange your answer and say what helped you figure it out.

What other pictures can help you follow the instructions? Tell your partner.

3. Work in groups. Discuss the questions. a) b) c) d)

30

Group

Where do you find instructions?

How do instructions help you put something together?

What is the importance of the list of materials?

What happens when you don't have instructions to make something?

Follows and produces the steps in an instruction manual to make an object.

Academic and Educational Environment

Pairs

4. Work with a partner. Look at the instructions in activity 1 again and find the

underlined words. What are they for? Make some notes to explain it with your partner. Then, get into groups and take turns to explain what the words are for.

Did you understand the explanation? Did you agree?

A statement is a sentence that describes a fact.

5. Read the information in the box. Find and circle

one sentence to exemplify each type of sentence in the instructions in activity 1. Then, exchange answers with a partner and explain how you were able to figure it out.

An imperative is a sentence giving a command. It usually starts with an action.

An interrogative is a sentence which asks a question.

How to make a marshmallow sling!

Look at the picture that shows the sling! Use three popsicle sticks or four sticks for a more powerful sling. Tie them together tightly with elastic bands. Put one stick under and put another one over the sticks you tied together.

Use three more elastic bands to fix them in place or use four elastic bands to make the sling stronger. Put a marshmallow on the top stick at the open end, press it down, let go and tell a friend to catch it and enjoy!

Group

6. Work in groups. Talk about the sentences you see in instructions to make

things. What is the most common type of sentence in instructions? Why?

Step 1 Set of instructions Remember that in this section, you work in teams to make a product using what you already know as you keep learning from each other. This Reading time, the product is a set of instructions.

1. Work in small groups.

2. Think about different products you would like to make and write them down in your notebooks.

3. With your teammates, choose one of the objects in number 2 and make notes on what you need to do it: a list of materials, a sequence of instructions, illustrations, etc.

4. Save your work for the next session

T i me Facts

Track 45 Be Creative!

Read pages 33 to 37.

Unit 3

31

Lesson 2

• Understands Shares the information illustratedininstructions. museum cards..

How do instructions help us do something?

1. What do you think the children are talking about?

2. Listen to the conversation and check the things you hear.

Track

12

3. In groups use the pictures to guess what the children want to make

Group

and how they are going to make it.

4. Read and listen to

the information here.

In pairs discuss the questions: What is

the text for? What elements let you know the answer?

Pairs

32

Track

13

a) b) c) d) e) f) g) h) i) j)

1

Put 3 of a cup of water into a bowl.

1 Add 3 of a cup of glue.

Put in 3 drops of food coloring.

Mix together with a spoon.

Leave for 2 minutes.

Add a little more water.

Pour in 1 teaspoon of laundry whitener.

Mix with your hands.

Squeeze out the water.

Your slime is now ready. Store it in a plastic container.

Follows and produces the steps in an instruction manual to make an object.

Academic and Educational Environment

5. Work in groups. Identify the words that tell you

Group

what to do in the instructions in activity 4. Do you know what they 4 mean? Take turns to act out the words for your teammates to guess. Then, discuss what these words have in common and the information they give you.

6. Read and listen to the information in the box and work in pairs. Student A, looks at the instructions to make slime on page 32. Student B asks how to make slime. Continue the conversation and remember to use the correct type of numbers.

When we write

instructions, we use cardinal numbers to order the

steps:1…..2……3, etc.

When we give

Pairs

Track

instructions orally, we

14

use ordinal numbers to

order the steps: First…..

Second…..Third, etc. We

also use Next…...Then……

Finally, etc.

Bring: - A sheet of white construction paper, colors and markers.

Step 2 Set of instructions

• Let's continue with our product. This time you will: 1. Get together with your teammates.

2. Comment on the object you chose in Step 1 and

go over the notes you wrote in your notebook last session.

3. Discuss what you need to know in order to make your instructions and write it down. Include all the important elements for instructions. You can also make some notes that remind you about the type of sentences you need to use to make instructions.

4. Talk about the materials you need for your object.

Make a list in your notebook.

5. Keep your work for the following session.

Reading

T i me Facts

Track 45 Be Creative!

Read pages 38 to 42.

Unit 3

33

Lesson 3

• Participates in the writing of instructions.

Where can you find instructions?

1. Look at the notes. Who are the notes for? Who do you think wrote them? What was the intention of the writers? Tell a partner.

d Janet make your be ur Yo . when you get up ble ta breakfast is on the in the kitchen. Don’t g. forget to feed the do . ur ho I’ll be back in an

Dear Sam: Thank you for coming to my birthday party. And thank you very much for the beautiful oil paints you gave me. I love them.

Joanna

1. Get an ordinary sheet of paper.

2. Fold it in half lengthwise.

3. Open up the paper.

4. Fold the top corners into the center fold.

2. Work with a partner. Order instructions to make a paper hat.

Track

15

Pairs

Write the number. Then, listen and check.

1

Second Step:

Fold the paper in half lengthwise.

Fourth Step:

Fold the left and right corners to the center.

First Step:

Get a piece of rectangular paper.

Fifth Step: Fold up the bottom of the flap along the base of the triangle.

Third Step: Fold the paper in half again from the top to the bottom.

Seventh Step: Like Step 5 fold up the bottom flap.

Finally: Your hat is ready, so put it on!

Sixth Step:

Turn over the paper.

3. Circle the correct option and tell your classmates why you chose that option.

The sentences in Number 2 show:

34

Follows and produces the steps in an instruction manual to make an object.

a) Materials

b) Instructions

Academic and Educational Environment

4. Work in groups. Look at the pictures. Complete the list of materials.

Group

Meterials: 1 plastic bottle scissors water

5. Keep working with your teammates. Now, use the materials and the pictures to

write the list of instructions. You can use the words in the bubbles for help if you need to.

cut fold bend give find push put throw

Step 3 Set of instructions

• Let's work on our product one more time. This time you will:

Reading

1. Get together with your teammates and bring out your 2.

3.

4.

5.

6.

notes and the list you wrote on the construction paper.

Decide how many instructions you need for your object and write notes in your notebook.

Check your instructions and copy them carefully onto the construction paper under the list of materials.

Be careful to copy them correctly.

Draw pictures showing what to do in each instruction, step by step.

Color the illustrations.

Save your work for the last session of the product.

T i me Facts

Track 45 Be Creativ!

Read pages 43 to 46.

Unit 3

35

Lesson 4 1. Look at the pictures. What do they show? Make notes to explain the order in which you need to do things to make this object.

First..

Second...

2. Get together with a partner. Take turns to share the instructions you ordered

Pairs

in activity 1. Do you agree? Work together to determine the correct order for the instructions.

3. With your partner, write the materials and instructions in the correct order so that someone else can make this object.

36

Pairs

Academic and Educational Environment

4. Work in pairs. What can you do with these actions and these materials?

Pairs

Make a list of materials and write down instructions to make an object you want with what you see in the pictures. Draw your final object too.

Find more information and have fun as you visit: https://www.easypeasyandfun. com/crafts-for-kids/

5. Exchange instructions with another pair. Explain how you chose

your actions and materials to make the object. If possible, follow your classmates' instructions to make the object.

Unit 3

37

Set of instructions

Show & Tell

• In this final step do the following: 1. Get together with your teammates and work on the last step of this product.

2. Bring out the sheet of construction paper with the materials and instructions you and your teammates worked on last Create session.

3. Display your poster of instructions on the classroom wall.

4. Take turns with your teammates to come out to the front of the classroom and show your classmates how to make your final product.

5. Listen to everyone else’s instructions. as you look at their poster.

6. In agreement with your teammates, choose one set of instructions. Organize yourselves to make the object as homework. Bring it the following class to show to everyone.

7. To show others how useful it is to follow instructions out of the classroom, you can go back to Unit 2 and talk about the steps you followed to organize a concert and do the same to organize an exhibition of the objects all the teams in your group built. Invite families and friends and share with them how important it is to follow instructions when making something, and of course, do this in English!

38

3

Assessment 3 1. How can you show your understanding of the following achievements? How can

you use them out of the classroom? Write your answers on the lines and discuss with your group.

Now, I can…

a) Explore instructions to make an object, because I am able to

b) Understand illustrated instructions, because I am able to

c) Participate in the writing of instructions, because I’m able to

d) Interact with others and organize materials and instructions to make an object, because I am able to

2. Work in pairs. Discuss with your partner how you felt when you started Unit 3 and

how you feel now after you finished the unit. Talk about how you can integrate what you knew before starting the unit, what you wanted to learn or expected to learn and what you finally learned in unit 3. Exchange ideas and suggestions on how to better at studying. Use the chart below to write your ideas and draw a face expressing how you feel.

What I knew before I started the unit

What I expected and wanted to learn in this unit

What I learned in this unit

Good job!

How I feel now that I finished the unit

Unit 3

39

Lesson 1

4

Messages in Public Ads • • •

Explores ads located in public spaces.

Understands messages found in ads located in public places.

Writes statements for an ad or message.

What kind of ads can you see in public places?

When and why are these signs useful?

1. Look at the picture. What does it show? Have you ever visited a place like this?

Discuss with your classmates.

2. Listen to the conversation and cross out the signs you hear in it.

Track

16

Check with a partner.

3. Use the pictures to help you answer the questions and check with a partner. a) b) c) d) e)

Where are the boy and his mom going?

Who’s asking all the questions?

Who’s answering the questions?

Why are people lining up?

Do people go in through the exit?

f) Can you take photographs in the aquarium? g) What other places do you know where you cannot take pictures?

40

Interprets messages found in adds located in public places.

Family and Community Environment

4. Look at the signs inside and outside the aquarium. What do they tell you? What do you think is more important and interesting: the text, the color, the pictures?

Discuss your points of view with a partner.

Don’t touch the glass Parking lote

5. Are the signs in aquariums and zoos in your hometown similar to the ones in

activity 1? Are there any differences? Tell your group what differences you see.

6. Work with a partner. Discuss which of the following

Pairs

messages are expressed in the signs.

• Visit the gift store.

We have books, posters and model animals on sale.

• Danger! This animal is dangerous.

• No littering.

• Don’t feed the animals.

Step 1

Signs

As in previous units, you will work in teams and build a product using what you already know as you have fun and learn from others. This time, you will produce some signs to convey important messages. Let’s start creating your own signs, you will need to: adin

1. Work in teams. Decide how many teammates to

work with.

2. Look through the lesson with your teammates and make a list of the signs you find in it.

3. Write the characteristics and the intention of each sings (pictures, information, colors, etc.)

4. Save your group’s work for the next lesson.

Re

g

T i me Facts

Track 46 Signs and Advertisements Read pages 47 to 51

Unit 4

41

Lesson 2

• Explores ads located in public spaces.

What kind of messages do we find on public signs?

1. What is this sign telling people?

Why do you think the road is closed? Tell a partner.

2. Listen to and read the newspaper article and share your ideas

Track

17

with others. Use the questions in the box as a guide.

What are the police doing?

What caused the problem?

What are the police doing?

How long will the problem last?

Park Lane is closed until Wednesday.

This is because the storm on Friday night blew down several trees and the road leading out of Timsbury Village towards Hills Ridge is blocked. The local police are diverting all traffic around the village by the Ashford Road until the road is cleared again.

3. Work with three classmates. Complete the sentences with words from the box.

Check with other teams. trees

blocked

wind

diverted

closed

drive

The other day, a storm hit Timsbury Village. During the storm, the blew down some that the route; so, the police the road and traffic around the village by the Ashford Road. Then, after a few days, the road gets cleared and people can to Hills Ridge through Timsbury Village again.

42

Interprets messages found in adds located in public places.

Family and Community Environment

4. Read the information in the box. Write the

conversation correctly in your notebook and check with a partner.

Dad: Boy: Dad: Boy: Dad: Boy:

stop why look at the sign, you can’t swim here. oh, i see. there are crocodiles in green lake. crocodiles wow where i want to see a crocodile

5. In pairs, design a sign to go with the conversation

in 4. Show it to your classmates and ask for their Pairs opinion. Are the signs all alike or different?

Discuss where you can find this kind of signs

When do you use capital letters in English?

# To begin a sentence. # After a period.

# In proper names (people’s names, places, countries, nationalities, languages and specif ic things).

# With the personal pronoun “I”.

# In days of the week,

months and holidays.

We use exclamation marks

(!) at the end of a sentence that shows surprise,

excitement, or gives us a warning.

School Mall Zoo

Step 2

Signs

• Let's continue with our product, this time you will: 1. Work with your team.

2. Bring out your notes from the last Create session and

Reading

add the new signs you find in this lesson.

3. Choose a place and the signs you want to make for it (an aquarium, the school, a mall, a zoo, etc.) Remember some signs in public places advertise things for sale and inform about special events.

T i me Facts

Track 46 Signs and Advertisements Read pages 52 to 55

Unit 4

43

Lesson 3

• Understands messages found in ads located in public places.

Are signs useful?

1. Complete the questionnaire and discuss the importance of signs in public places with your classmates.

Think of a large public park in your neighborhood.

1. Are there signs to help people find the park?

2. Are there signs to show where the entrance is?

3. Does the park close at night?

4. Is there a sign telling people the opening and closing times of the park?

5. Are there games for children to play on in the park?

6. Are there signs telling people where they can find the games?

7. Do they sell snacks and drinks in the park?

8. Are there signs showing where they sell the snacks?

9. Are there signs showing where people can throw their trash in the park?

10. Are there signs showing people where they can find public bathrooms in the park?

Yes Yes Yes

No No No

Yes

No

Yes

No

Yes Yes

No No

Yes

No

Yes

No

Yes

No

2. Work with a partner. Using your completed questionnaires, think of five signs

Pairs

3. In groups unscramble the words to make park signs. Talk about the pictures

Group

a neighborhood public park needs. Write a list in your notebook and share it with your group. you think the signs need.

a) way park This the to.

b) morning the opens in Park 9 o’clock at.

c) play the to Follow path the area.

d) grass on the walk Don’t.

e) on Don’t ground garbage the throw.

44

Interprets messages found in adds located in public places.

Family and Community Environment

4. In groups talk about what's wrong with these signs.

Don’t feed the animals

Bring your dog! We are pet friendly

Group

Turn right to the bathrooms

5. In pairs look at the words and phrases in the box

Visit our gift shop

Pairs

and talk about what the signs would look like.

Exchange ideas with another pair.

Play Area Snacks for Sale Keep your Park Clean Don’t walk on the grass

6. Choose a sign in your school that you like. What do you

like about it? (Information, design, color, illustration). Tell the class why you think that sign is good.

Bring: - a sheet of construction paper - pencils, colors, markers - glue and materials for decorating your sign Step 3

Signs 1. Work with your team and lay out all the material the members of your group have brought to make signs.

2. Work together to decide which of you is going to make which sign for the public place you chose last lesson.

3. In consultation with your friends, design the signs, deciding on suitable messages and illustrations.

4. Make the signs.

Reading

T i me Facts

Track 46 Signs and Advertisements Read pages 56 to 60

5. Together check the signs to see if you all think they are good signs.

6. Put your groups signs away for the final session.

Unit 4

45

Lesson 4 1. Circle where you would see these signs.

In a mall In a park In a street

In a zoo At a hospital At a drug store

In a museum In a school At a restaurant

2. Correct the writing on the signs.

DANGEROUS

WATCH OUT

DON’T THROUGH

PLEASE FEED THE ANIMALS

CHILDREN CROSSING

GARBAGE ON THE FLOOR

3. Look at the picture. Write a sign to warn people.

46

Family and Community Environment

4. Work with a partner. Look at the sign. Discuss what the words you can

Pairs

read mean. Where do you think you would find this kind of sign?

What's the importance of the illustrations?

1. A word that informs people of a warning: 2. When people cannot go into that place: 3. Not to walk in that place:

5. Discuss what the sign

means with your group.

6. Match the sign to the message. Look at the following website to see other signs.

Wash your hands before eating.

No shouting!

Careful! Children crossing!

Please don’t feed the ducks.

7. Complete the messages with words from the box.

No

Use

Wash

Raise

Don’t

https://bit.ly/2RSu9kC

your hands after using the bathroom. run on the stairs. talking in the library. your hand to ask a question. a helmet when riding your bicycle.

Unit 4

47

Signs

• In this final step do the following:

Show & Tell

1. Get together with the teammates you worked with 2.

3.

4.

5.

6.

48

in the 3 previous sessions to make signs.

Bring out your signs.

Come to the front of the class and tell your classmates which public place you designed your signs for.

Take turns to tell your classmates about each sign.

Fix your signs on the classroom wall so that everyone can see them or place them around the school for others to learn from these signs.

After everyone in your class saw the signs, take them out and place them in different parts of the school for everyone else to learn more about public signs. You can organize yourself with other classmates and give instructions on where to place them. If you need to remember expressions or specific words on how to give instructions or directions go back to unit 3 and review them.

4

Assessment 4 1. How can you show your understanding of the following achievements? How

can you use them out of the classroom? Write your answers on the lines and discuss with your group.

• Now, I can… a) Understand signs in public places, because I’m able to

b) Understand the words on signs, because I am able to

c) Understand how words on signs work with images, because I’m able to

d) Design and write signs that people will understand, because I’m able to

2. Work in pairs. Discuss with your partner how you felt when you started Unit 4

and how you feel now after you finished the unit. Talk about how you can use public signs to make your school or neighborhood better for others. Compare what you knew about public signs at the beginning of the unit with what you know now. Exchange ideas and suggestions on this topic and take notes on the lines below.

WHAT I KNEW ABOUT PUBLIC SIGNS

WHAT I NOW KNOW ABOUT PUBLIC SIGNS

Good job!

Unit 4

49

55

Lesson 1

Interesting Fables • • •

Explores illustrated sequences of a fable, which is not in order.

Listens to the fable of an illustrated sequence.

Orders illustrated sequences in a fable.

Why are fables interesting and important?

Pairs

1. Look at the pictures. Work out the story with a partner.

Three days!

Oh, no!

2. Now, listen and read the fable. Were you correct?

Track

18

How the Camel got his Hump (Adapted from the original by Rudyard Kipling)

A long, long time ago camels didn’t have humps. There was a very lazy camel who sat in the desert all day long and said “Humph!” But the ox, the horse and the dog worked very hard and said: “Come and work with us, camel,” but the lazy camel just said “Humph!” The ox and the horse and the dog were very angry. They went to see the Genie of the Desert.

“What’s the matter?” he asked.

“The camel won’t work!” said the ox.

“He just sits on the sand,” said the

horse. “He just says ‘Humph,’” said the dog.

So, the Genie of the Desert gave the camel a hump! “This is your hump!” he said.

“Humph!” said the camel. “No! Hump!” said the Genie of the Desert. “Your hump stores water. Now you can work for three days without stopping!”

“Three days!” shouted the lazy camel.

“Oh no!” And since that day all camels have humps and work very hard!

3. Discuss what you like and don't like in the fable above with your group.

Give reasons to support what you like and don't like.

50

Explores illustrated sequences of a fable, which is not in order.

Literature and Ludic Environment

4. Work with a partner. Talk about the pictures and number them

Pairs

in the correct order to make a fable.

The Fighting Cocks

and the Eagle by Aesop.

5. With a partner, use the pictures to order the fable in

the correct sequence. Look at the information in the box and answer.

The defeated rooster is very sad, and walks away.

One day two roosters fight.

But suddenly, an eagle flies down and carries the proud rooster away.

When one of the roosters wins he is very proud and sings “Cock-a-doodle-doo!”

After that the defeated rooster lives happily ever after with the hens and the baby chicks.

Pairs

Read and circle the correct options. .

Fables are stories for

.

The characters are

.

children / adults/ both. normally

people / animals.

Fables are stories that

end with a joke / moral.

6. What do you think is the moral of the two fables in this lesson?

Step 1

Unit 5

ading Tim

e

Remember to work in teams. This time, you will make a game using series of pictures. You will need: 1. Decide how many teammates to work with.

2. Talk about how the stories are easier to follow because of the illustrations.

3. Together, make notes….etc.

4. In your group talk about games you could create based on ordering illustrations to make a story. Portfolio

Re

Game with illustrated sequences

Stories Track 47 The Snake in the Cup Read page 61 to 65.

51

Lesson 2

• Listens to the fable of an illustrated sequence.

What do you imagine when you listen to a fable?

What is more interesting for you: listening or reading a fable? Why? 1. Look at the picture, the characters and what they are doing. What do you think the fable is about?

Tell your group and listen to other's ideas.

2. Listen to the fable. Then use the questions below

Track

19

and exchange your ideas with a partner. Check your answers with another pair.

1. When the story starts, what time of year is it?

2. Why is the ant smarter than the grasshopper?

3. What happens when you don’t prepare for bad weather?

4. What is the moral of the story?

5. Which sentence is more interesting to you and why: the first sentence or the last sentence in the fable?

3. Discuss with a partner. Then, with

Pairs

others in your group. a) Why do you think Aesop chose a grasshopper and an ant as the characters in his fable? b) Do you think the author chooses animal characters in fables according to their characteristics as animals?

52

Explores illustrated sequences of a fable, which is not in order.

Literature and Ludic Environment Track

4. Read and listen again to the fable. Circle the words that sound similar in

19

your language. Do these words help you to understand the fable?

It was a lovely sunny, summer day. A grasshopper was playing his mandolin and singing a song. He saw an insect. It was an ant. The ant had a heavy leaf with food on his back. “Come and sing with me,” said the grasshopper.

“I can’t,” said the ant. “I’m collecting food for the winter. You should collect food for the winter, too.” “Forget the winter,” said the grasshopper.

“It’s summer now and there’s a lot of food.” The ant shook his head, and went away. The grasshopper played another melody on his mandolin and started to sing again.

The winter came. There was no food for the grasshopper. He was very hungry! But the ant and his friends had a lot of food. Then the grasshopper knew he should have collected food for the winter. The moral of the story is think of the future, and prepare for days of necessity.

5. Read the sentences. Number the pictures.

Match the sentences with the correct picture.

1. It was a cold winter day. The

rabbit and the penguin were going to a party.

2. The rabbit was wearing a very pretty, summer dress!

3. The penguin was very warm.

He was wearing a hat and scarf!

4. But the rabbit was very cold!

Step 2 Game with illustrated sequences 1. Work with your teammates.

2. Bring out the notes you wrote last Create session.

3. Look through the lesson for new pictures to add to the

Re

• Let's continue with the product. This time you will:

ones you chose last session.

ading

e

Tim

4. Choose the pictures you want to use to write a fable

Stories Track 47 The Snake in the Cup Read pages 66 to 70

next session; write a list of the characters and the sequence of the pictures. Do this in your notebook.

5. Decide who will bring the materials to make the picture sequence for the game. rtfol Po io 6. Save your work for the next Create session.

Unit 5

53

Lesson 3

• Listens to the fable of an illustrated sequence.

Can we find morals in other stories besides fables?

1. Work in groups. Look at the pictures. Do you know the fable?

Put the pictures in the right order. Then tell the story.

2. Listen, read and underline the stressed words. With a partner, exchange how you feel as you listen and read the fable. Then, read the text aloud to your partner with the correct stress to transmit what you feel.

Track

20

It was a beautiful, sunny day. So, the Town Mouse decided to visit his cousin in the country. The Country Mouse lived in a pretty little wood. The birds were singing. The bees were buzzing. The flowers were beautiful.

The Town Mouse was very happy.

3. Work in small groups and decide what you think the moral of the fable is.

54

Explores illustrated sequences of a fable, which is not in order.

Literature and Ludic Environment

4. Work in groups. Taking turns invent your own version of

Country Mouse

The Town Mouse and the Country Mouse. Look at the phrases in the Word Box to help you. Write it in your notebook.

Town Mouse simple meal ears of corn

5. You need pictures to illustrate your version of the story.

invitation to town

Make notes about the pictures you need.

delicious meal

vicious cat happy to be home again

6. Now draw and color your pictures.

7. Rehearse telling your fable, using your illustrations.

8. Tell your version of the fable to another group.

Remember: It is important to make a story sound interesting.

Practice telling the fable, pausing after each sentence, making the story sound exciting or frightening where necessary.

Stress the important words. Use gestures and have fun!

Bring: Blank cards, colors, markers or even crayons.

Step 3 Game with illustrated sequences Let’s work on the product one more time. Remember to keep working with your same teammates until you finish the unit’s product. This time you will: markers, etc., and the notes you wrote in your notebook last session.

Re

1. Together bring out all your materials: cards, colors,

Tim

e

2. As a team, look at the pictures and list of characters

you chose last session. Agree with your teammates on the fable to write.

3. Make and color the illustrations for the fable.

4. Write the moral of the fable you and your teammates wrote.

5. Save your work for the last Create session of this product.

rtfol Po io

ading

Stories Track 47 The Snake in the Cup Read pages 71 to 74.

The Portfolio icon reminds you to keep the written notes you make in the Create sessions in a safe place to use them whenever you need to refresh, reinforce or improve ways to communicate better with others because they are evidences of your progress!

Unit 5

55

Lesson 4 1. Work with a partner. Talk about the pictures. What order do you think the

Pairs

pictures should follow to make a story? Talk about the story. Tell the story to another pair. Are your stories the same? How are they different?

CROCKY THE CROCODILE

2. What is the moral of Crocky the Crocodile fable? Share your ideas with your group.

3. Answer the questions. Discuss your answers with the rest of the class.

1. From the fables in this unit, what do the characters have in common?

2. In what way are all fables educational?

3. Are fables usually stories for children or adults?

56

Literature and Ludic Environment

4. Work with a partner. How many words can you find in the game puzzle?

Pairs

Say a sentence with each word as you find them. a

d

o

g

a

s

g

e

d

b

t

t

s

i

c

k

e

o

j

i

f

h

c

l

c

a

n

d

y

e

z

r

n

h

o

y

5. Working with your partner, look at the pictures and create a short fable, using the words in the game puzzle. Include a moral in your fable.

Pairs

You can visit the following Website and learn more about fables

https://bit.ly/2Eq9ktQ

6. Illustrate your fable.

Unit 5

57

Game with illustrated sequences

Show & Tell

• In this final step do the following:

1. Get together with your teammates.

2. Gather and make sure you and your teammates 3.

4.

5.

6.

58

have all the pictures necessary to play your picture sequence game.

Work together to arrange your cards on a table, desk or the floor. Make sure they are out of sequence.

Invite another group to come and look at your cards. Give them enough time for them to explore and predict the sequence they may give your picture cards. *Remember you can always go back to unit 1 and look at the expressions we use to predict something.

Take turns with your teammates to tell the visiting group your fable so they can listen to your story and then put the fable in order and retell it.

The first group to retell the story is the winner of the first round. Continue until all the stories have been put in order and retold.

5

Assessment 5 1. How can you show your understanding of the following achievements? How

can you use them out of the classroom? Write your answers on the lines and discuss with your group.

• Now, I can… a) Listen and understand fables in English, because I’m able to

b) Look at pictures in disorder and order them correctly to tell a fable or story, because I am able to

c) Listen to the fable of an illustrated sequence and understand it, because I’m able to

d) Order illustrated sequences in a fable, because I’m able to

e) Understand morals in fables, because I’m able to

2.

Work in pairs. Discuss with your partner how you felt when you started Unit 5 and how you feel now after you finished the unit. Talk about how important it is to understand the message in a fable or a story and compare it with messages and warnings you find in public signs. Are they the same kind of messages? Do they provoke the same effect on people? Exchange ideas and suggestions on how you can improve understanding messages and take notes on the lines below.

WHAT I KNEW ABOUT FABLES

WHAT I NOW KNOW ABOUT FABLES

Good job!

Unit 5

59

6

Lesson 1

Questions, questions?

• • •

Explores illustrations related to science.

Participates in the writing of questions to look up information.

Asks questions

How do pictures help you understand science experiments better?

1. Look at the pictures. What question do you think this science experiment answers?

Share with your group.

a) b) c) d)

What happens when you mix oil with water?

Does plastic float?

Is it easy to clean up polluted water?

When does water freeze?

2. Look at the pictures again. Write materials or step under the corresponding picture. Check with a partner.

3. Work in teams. Listen and follow the experiment in the pictures.

Then answer these questions with your teammates. a) What do you need from the yard? b) What kind of trash can you use in this experiment? c) Where do you put it? d) Why do you need rubber gloves? e) What is a colander? f) How do you remove the trash from the water? g) What’s the water like at the end of the experiment? h) Why is the result of this experiment important for our day to day life?

60

Recognizes and asks questions to look for information on a specific topic.

Track

21

Group

Academic and Educational Environment Pairs

4. Work in pairs. These are pictures from two different experiments. They are

mixed up. Write the number of the corresponding question in the pictures.

Question 1: How do flowers in a vase, ‘drink’ water?

Question 2: How do you grow a bean in a cup? ( ) clean water

( ) food coloring

( ) a wet kitchen towel ( ) colored flowers

( ) a dried bean ( ) wait for six hours

( )a growing plant

5. Work with a partner. Use the pictures to describe the experiments step by step.

6. With your partner, choose one of the experiments in the lesson and write

Pairs

Pairs

the instructions to go with the pictures.

Step 1 Poster with curious questions

• Work in product teams to create a poster of questions for people curious about a scientific topic. In this session you will:

1. Get into teams for this unit´s product.

2. Work together to create a three-column chart

for your team, to classify materials and steps for each of the three experiments.

3. Look back at the questions in activity 3.

Work together to write questions about the experiments on page 61. rtfol Po io 4. Put your team’s questions away for use in the next session.

Reading

T i me Facts

Track 48 Why is the sky blue?

Read pages 75 to 79

Unit 6

61

Lesson 2

• Listens to and understands questions.

What kind of things interest you? What kind of questions do you ask about?

1. Discuss with a partner which picture represents each of the words in the list.

Pairs

peel pour float heavy light

2. The pictures show steps in an experiment. Describe what you see to a partner.

Pairs

What does the experiment show?

3. Why do you think the unpeeled orange floats in the glass? Discuss with your group. ack 4. Now, listen to a conversation about the experiment above. Were you right Tr 22 about your thoughts?

5. Read and answer. Which are questions? Which are statements? Write Q for question and S for statement. Check with a partner.

a) b) c) d)

Pour water into the glasses.

Peel one of the oranges.

Which orange is heavier?

Put one orange in one glass and the other in the other glass. e) Why does the unpeeled orange float?

62

Recognizes and asks questions to look for information on a specific topic.

Academic and Educational Environment

6. Work in teams of 4. Read and answer the questions in the chart.

Then, write Short answers and Long answers in the corresponding column. Find help in the box. Discuss the answers with your group.

page 62, easy? b) Are you surprised with the result of the experiment? c) Do we peel both oranges for the experiment? d) Does the peeled orange float?

a) What do we need for the

b) c) d) e)

questions to find

information about

something, answers

a) Is the experiment on

When we ask

experiment?

Where do we put the oranges?

How many oranges do we need?

Which orange is heavier?

Why does the heavier orange float?

can be short or

long. Short answers are: Yes or No and

nothing extra. Long answers, explain the information

they give as an answer.

7. Read and answer the questions. Check with your group. Finally, listen and check.

Track

23

a) Where do we write the question mark (?) in a question?

b) Which words are “Question words”?

c) What kind of answer do we get when we use verb to Be (is/are) or helping verbs like do/does in a question? d) When we use ‘do’, is the subject singular or plural? e) When we use ‘does’, is the subject singular or plural?

Step 2 Poster with curious questions

• Let's continue with our product. This time you will:

Reading

1. Get together with your teammates.

2. Research simple scientific experiments on the internet if

3.

4.

5.

6.

possible. Use the following link to do some research. If this cannot be done, you can always consult books in the school library, your Science book or in this lesson. https://bit.ly/2zZVeLJ Work together to choose one experiment.

Get out the questions your group wrote last Create session. tfo Write similar questions about the experiment Por lio you just chose.

Put your work away for next time.

Unit 6

T i me Facts

Track 48 Why is the sky blue?

Read pages 80 o 84

63

Lesson 3

• Participates in the writing of questions to look up information.

• Asks questions.

Why do we use different intonation in questions?

1. Complete the steps in the experiment with materials from the list. Check with

Group

your group and discuss the similarities and differences between the materials.

Make a rainbow in a jar.

You need: • 1 jar • 1/4 glass blue dishwashing liquid • 1/4 glass olive oil • 1/4 glass rubbing alcohol • 1/4 glass light corn syrup • Food coloring (red, blue, green)

Step 2 Carefully pour the dish down the side of the jar.

Step 1 Make a purple layer by mixing 1/4 jar of light corn with 1 drop of blue and 1 drop of red food coloring. Carefully pour it into the bottom of your jar.

Step 3 Mix 1/4 jar of water with 2 drops of green food coloring and carefully pour it down the side of the .

Step 4 Gently pour 1/4 jar oil down the side of your jar.

Step 5 Mix 1/4 jar of rubbing with 2 drops of red coloring and pour it in carefully.

2. Work with your partner and complete the questions with the words below. Then, find the answers in the experiment in activity 1. Discuss the answers with your partner and exchange with another pair.

Why

Do

What

a) We use how many when we can count things; eg.: How

many steps can you count in the experiment?

We use how much when we

can’t count things; eg.: How

much water do we need for the experiment?

d) e)

How much

do you need to do this experiment?

b) c)

How many

need?

steps are there? red food coloring do you the colors mix?. do the colors stay

separated?

3. Write a short description of the result of the experiment on the lines below. Why do you think this happens?

64

Recognizes and asks questions to look for information on a specific topic.

.

4. Listen and tell a partner how you hear the intonation in each question.

Academic and Educational Environment Pairs Track 24

Write the words up or down next to each question depending on how you hear the tone of the voice. Listen again and check. Take turns and practice the correct intonation with your partner and answer the questions.

a) b) c) d) e) f)

What do you need to do this experiment?

How many steps are there?

Bring: - A piece of construction paper - Colored pencils and markers.

How much red food coloring do you need?

Do the colors mix?

Why do the colors stay separated?

Is syrup heavier than olive oil?

5. Work in small groups. Write the questions in the correct order in the chart.

Group

Follow the example and think of other questions to ask the rest of your group.

Question word

Helping word do/ does/don’t / doesn’t

Subject

Action word (verb)

Complement

Why

does

olive oil

float

on dish soap?

a) b) c) d) e)

does / on dish soap/ Why / olive oil / float /? prove / What/ the experiment/ does /? olive oil/ do / How much /you need /? the layers / mix / Do /? experiment / Which/ you/ do/ prefer /?

Step 3

Poster with curious questions

• Let's work on the product one more time. This time you will:

1. Get together with your teammates.

2. Together, study the experiment you chose last session and 3.

4.

5.

6.

decide how to illustrate the steps of the experiment.

Illustrate each step and stick your pictures in order on a large piece of construction paper to show the experiment.

Correct your questions from last time if you need to and tfo then write them out on strips of colored construction Por lio paper. You may need to write more questions.

Stick them onto the correct places above each illustration.

Put your group´s poster away for the final session.

Unit 6

Reading

T i me Facts

Track 48 Why is the sky blue?

Read pages 84 to 88

65

Lesson 4 Pairs

1. Work with a partner. Look at the experiments in the unit and answer these questions.

1. Do you need a colander for the experiment on the polluted water?

2. How many steps are there in that experiment?

3. What happens when you mix oil and water?

4. How much rubbing alcohol do you need to make a rainbow in a jar?

5. Why does the heavier orange float?

6. How long does it take for flowers to change color?

2. Work in teams of 4. Look at the experiments in the unit again and complete the

questions with a question word from the box. Answer and add a question mark to write the question correctly. Look at the example. Check with your group.

How many

a)

What

b) c)

What

Why

How

Which

do you need to put in the water to make an egg float ? jars do you need in the rainbow experiment

do you need food coloring for the colored flowers experiment

d) e)

66

is heavier: corn syrup or rubbing alcohol in the rainbow experiment do you grow a bean in a cup

Academic and Educational Environment

3. Look at the pictures and complete the descriptions of the steps to get a rainbow as you answer the questions. Then, compare with other classmates in your group.

a) What do

b) What do we put inside the glass?

We put in a .

c) After we get the room dark, what do we do?

We take the flashlight and send the light to the inside the .

d) Why do we need a flashlight for this experiment?

Because we need the the flashlight produces to get a .

we need to start the experiment?

We need a glass filled with

e) How many colors does a rainbow have?

It has colors, which are:

and

.

f) Do you like rainbows?

g) Is a rainbow easy to see all year round?

4. Work with a partner. Order the questions and discuss your answers

Pairs

with your group.

a) the white flowers / Why / color / change / do/ we add / coloring / food / when /?

b) difficult / is / polluted water / to clean /?

c) the experiments / you / do / in the unit / like /?

d) does / why / float / the heavier orange /?

Unit 6

67

Poster with Curious Questions

Show & Tell

• As a group, decide whether you need to add anymore questions to your poster. If you do, add them.

1. Work together to write out the answer key in one of your

notebooks or on a card. Don´t put it on the poster.

2. Display your poster. With your group go around reading other groups’ questions and trying to answer them by looking at the illustrations.

3. When your group thinks they have answered all the questions on a poster, find the group that created the poster and have them check your answers with their answer key.

4. Finally, discuss with all your class the importance of experiments and how they can do good or harm our lives. *Remember that experimenting also includes: predicting results, registering information, sequencing and ordering steps and results to follow instructions and a process. You can also inform of what you are doing making posters or signs, such as warning signs and work in teams to conclude on results which can sometimes, give a message of how good or bad the experiment can be. And the most important thing is to question every step in the experiment. So you can always consult previous units to refresh what you have learned and use this knowledge to communicate better in English.

68

6

Assessment 6 1. How can you show your understanding of the following achievements? How can

you use them out of the classroom? Write your answers on the lines and discuss with your group.

• Now, I can… a) Explore illustrations related to science, and understand them, because I’m able to

b) Listen to and understand questions about science, because I am able to

c) Work together with others to think, create and write questions to ask about a topic on science, because I’m able to

d) Do some research on different resources to answer questions about science, because I’m able to

2. Work in pairs. Discuss with your partner how you felt when you started Unit 6

and how you feel now after you finished the unit. Talk about how important experiments are; why we need to write out questions on the topic; why one should follow steps and the way to organize information to give results. Do we follow instructions when working on an experiment? Do experiments give messages to people? Do we need to make specific signs when working on experiments?

Exchange ideas and suggestions on how you can integrate what you have learned in the course so far to communicate better in English. Take notes on the lines below.

WHAT I KNEW ABOUT EXPERIMENTS

WHAT I NOW KNOW ABOUT EXPERIMENTS

Good job!

Unit 6

69

7

Lesson 1

I need some things from the shop • • •

Listens to dialogs expressing what one wants.

Understands and expresses wants or needs.

Writes a message asking for what one needs.

Which specific words or phrases do you use to ask for something you want or need? ack

1. Work with a partner. Read, listen and answer.

Tr

25

Pairs

a) Who is Jamie talking to? b) What does Jamie need? c) What word does Jamie use to express what he needs?

d) How does the conversation start? e) How does the conversation end?

Jamie: Mom: Jamie: Mom: Jamie:

Hi Mom. Hello Jamie. Are you OK? Yes, but I need a glass of water!

OK. Here you go.

Thank you!

2. Wendy is going on vacation to the beach. Look at the pictures and circle

Pairs

3. Read and listen to the conversation. Write the names of the speakers.

26

the ones you think show what Wendy needs and wants for the beach.

Check with a partner.

Check with a partner. Close your book and act out the conversation with a partner.

: : : : : : :

70

ad! I need a new swimsuit.

D A new swimsuit? OK, Wendy.

And I want some goggles, please Dad! OK, Wendy.

And I’d like a new sunhat, please Dad! But you already have three sun hats!

You don’t need a new one. No, I’m sorry, Wendy!

Oh!

Understands and shares expressions to obtain what one needs.

Track

Pairs

Family and Community Environment

4. Read the conversation in activity 3 again. What does Wendy actually need

Pairs

and what does she want? How do you know and what is the difference?

Discuss with a partner.

5. What gestures and facial expressions do you think Wendy makes in the

conversation? What gestures do you think her father makes? Show your partner.

See if your partner agrees. Close your book and act out the conversation Pairs again communicating with words, gestures and facial expressions.

putting hands together

moving finger saying no

6. Think of things that you need or want. Work in pairs. One of you is a mom or dad. Have a conversation where you tell your mom and dad what you want and need. Your mom or dad can decide how to respond. Don't forget to use gestures and facial expressions as well as words.

Pairs

Step 1 Message expressing needs and wants

• Remember this is the moment in the unit when you apply what you've learned so far

e

Re

as you work in teams, to make the product of the unit. This time, the product is a message where you will express needs and wants. In this session, you will: 1. Work together is small teams. ading 2. With your teammates, look through the lesson and make a list of the phrases used to express needs and wants.

Tim 3. Taking turns, tell your teammates the kind of things you Stories want to have or need to have for school, for an extra Track 49 Charly has activity, etc. Listen to what the other members in your Chickenpox team want or need.

Read pages 89-93 4. Make one list of the most common things you and your teammates want or need.

5. Save your work for the next session.

Unit 7

71

Lesson 2

• Listens to dialogs expressing what one wants.

• Understands and expresses wants or needs.

What expressions do you use to ask for things in a polite way?

Track

1. Listen, read and match. Check with a partner and role play the conversations.

A

B

Vicky: Gerardo: Vicky: Gerardo: Annie: Luke: Annie: Luke:

Hi, Gerardo.

Hello, Vicky.

Let me borrow your highlighter, please.

Sure, Vicky. Here.

Pairs

Hey, Luke.

Yes Annie?

I need a cell phone. Can I borrow yours?

I’m sorry, Annie, but I don’t have one.

C

Jamie: Ben and Bob: Jamie: Ben and Bob:

Hey guys.

Hello Jamie.

Do you need a ball? Would you like to borrow this?

Oh! Yes, please! Thank you!

2. Find words in the conversations that mean the following and write them on the lines. Check with your group.

a) b) c) d)

An informal way to address friends (boys and girls).

A felt-tipped fluorescent pen used to color text. It’s often yellow.

An informal expression meaning yes.

A word that means “get something from someone, intending to give it back after a short time”.

3. Work with a partner. Read the conversations again and underline the phrases that refer to wants or needs. Write W or N according to the intention.

72

Understands and shares expressions to obtain what one needs.

27

Family and Community Environment

4. Work with a partner. Listen, read and role play. Use a polite tone.

Track

Pairs

28

Speak louder when necessary. Watch your pronunciation!

a) b) c) d) e) f)

Dillon: I’d like a book of Aesop’s fables, please. Do you have one?

Katie: I’m sorry, I don’t.

Dillon: Oh! I love his fables!

Katie: But I have a book of Rudyard Kipling’s stories.

Dillon: I’m sorry. What did you say?

Katie: Rudyard Kipling. He wrote some great stories.

Do you want to look at it? g) Dillon: Yes, let me see. Thank you!

5. Now, answer and write. Who do the words refer to?

Write Dillon, Katie, Aesop or Rudyard Kipling.

a) b) c) d) e)

I you I his he you me you

6. Listen and read the following tongue twisters. Circle the words that

have the short "I" sound and cross out the words with the "I" long sound.

Then, repeat and have fun with a partner.

Hi, I like the bright highlighter.

The bright highlighter, I like.

Track

29

His kid is Kipling. Yes, it is!

Yes, it is. Kipling is his kid!

Step 2 Message expressing needs and wants

• Let's continue with our product. Get together in your team, and:

ading Tim

e

Create session.

2. Think about different situations where you ask for things you need or want. Who and when do you ask for them?

Share your ideas with your teammates.

3. With your teammates, choose one situation, the person and the time to ask for the things you need or want.

4. Write this information in your notebook and save it for the following session.

Re

1. Bring out the list you and your teammates wrote last

Stories Track 49 Charly has Chickenpox Read pages 94-97

Unit 7

73

Lesson 3

• Writes a message asking for what one needs.

Do you write messages to ask for things you need or want?

Is there someone in particular you write messages to?

Pairs

1. Work in pairs to invent a conversation between two people. a) b) c) d)

One person wants or needs something. What?

Can the other person help or does he want to help? Yes No Think about how you are going to begin and end your conversation.

What phrase could you use if you don’t understand what the person is saying?

2. Keep working with your partner. Write your conversation and the names of the speakers before each exchange.

3. Act out your conversation to another pair. Is the conversation clear?

Hi, Jane. Can I borrow your red pen?

Sure, here it is.

74

Understands and shares expressions to obtain what one needs.

Pairs

Pairs

Family and Community Environment

4. Work in teams. Read the messages and answer.

Dad,

Roland,

Mom

I need your signature for school tomorrow.

The permission letter for our school trip is on the kitchen table! Can you sign it please?

I’d like you to clean your room when you get back from school. And I want you to do it properly!

Please let me borrow your video camera. I need it for a project at school tomorrow.

Please, please!

Thank you, Dad

Love you, Paulina (XOXO)

Thanks, Kalinda

a) Who are the messages for? b) Who are the messages from? c) How do the messages start? d) How do the messages finish? e) What does Kalinda want?

f) What does Paulina want?

g) Dad wants Roland to do something. What two phrases does he use?

5. Work in pairs. Plan your message, write it in your

Pairs

notebook and then, read it aloud to another pair.

• Who are you writing to?

• What do you want?

Bring: - a sheet of paper - some sticky-notes Step 3 Message expressing needs and wants

3.

4.

5.

6.

wrote last Create session (situation, who you ask for the things you need or want and the time to do so).

Role play the dialog with your teammates.

Now, each one of you in your team, write a short message like the ones you wrote in this lesson asking for what you need or want. Do this, on sticky-notes.

On your large sheet of paper, draw a large fridge door.

Save your drawing and your messages, for the final product.

ading Tim

e

1. Bring out your notebook and materials.

2. Write out a short dialog based on the information you

Re

• Let's work on the product one more time. Get in your team and:

Stories Track 49 Charly has Chickenpox Read pages 98-102

Unit 7

75

Lesson 4 1. Work in groups of three. Read the items in the box. You want, would like or need the things in the box. Choose a role and write a message saying what you want and give reasons. Exchange with other small groups and check how many classmates asked for the same object you chose. highlighter

ruler

new sneakers

• Mom:

• Dad:

• Sis:

2. Work with a partner. Read the sentences, think and discuss what words are missing.

a) Here go. b) I’d to read that book. It sounds interesting. c) I an eraser. d) I’m really sorry, I don’t have any cookies. e) Let see that message, please. f) Please can I your pen?

3. Write the beginning and ending of this conversation.

Fred: Vicky: Fred: Vicky:

76

Hello Fred.

Let me borrow your marker pen, please.

Pairs

Family and Community Environment

4. Number the conversation in the correct order.

Would you like to borrow mine?

Hey Ralph.

My cell phone doesn’t work. I need to charge it.

Yes Cindy?

No problem, Cindy. Here you go.

Yes, please!

5. Write the conversation in the correct order. Write the names of the speakers. :

:

:

:

:

:

?

6. Write a message for the fridge door. You want to go skating in the afternoon and you need some money.

To f ind more about the dif ference on how to ask for

something you want and for something you need, visit https://www.

myfloridacfo.com/

mymoney/games/ needs-vs-wantsgame.html

Unit 7

77

Message expressing needs and wants

Show & Tell

7

• In this final step, do the following: 1. Work with your teammates and bring out the materials you 2.

3.

4.

5.

78

made in the last Create session.

Check the messages you wrote and invent three more for your ‘fridge door’. This time decide who they are to and from, what the person wants or needs.

Stick your messages on the fridge door and stick up your ‘door’ on the classroom wall. If you can’t find sticky-notes, write your messages on small pieces of paper and paste them to your fridge door.

Walk around reading other teams’ messages Remember to use the knowledge you acquired in previous units, for example: public signs are messages, too. You can go back to unit 4 and check on what messages you find in the signs illustrated in the unit. What’s the difference between a message on a public sign and the message you wrote to put on the refrigerator’s door? Exchange points of view with a partner.

Assessment 7 1. How can you show your understanding of the following achievements? How can

you use them out of the classroom? Write your answers on the lines and discuss with your group.

• Now, I can… a) Listen to dialogs expressing what one wants, because I’m able to

b) Understand and express wants or needs, because I am able to

c) Exchange expressions to obtain what I need, because I’m able to

d) Write a message asking for what I needs, because I’m able to

2. Work in pairs. Discuss with your partner how you felt when you started Unit 7

and how you feel now after you finished the unit. Discuss the importance of understanding how to express what one wants or needs in a message. What does one need to write out a clear message? Do we write messages to everyone? How can we use a message in English outside the classroom? Exchange ideas and suggestions on how to become better at communicating in writing in English.

Take notes on the lines below.

WHAT I KNEW ABOUT EXPRESSING NEEDS IN A MESSAGE

WHAT I NOW KNOW ABOUT EXPRESSING NEEDS IN A MESSAGE

Good job!

Unit 7

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8

Lesson 1

Great stories, great cultures!

• • •

Explores the content of a story.

Interprets the content of a story.

Records a story.

What stories from other countries have you read or seen on TV or at the movies? What did you learn about the other cultures?

1. Work with a partner. Look at the pictures closely. Which country do they come from? Can you tell who the character is? Do you know something about these stories and characters?

Pairs

2. Read the title of the story: The Diamond Necklace Theft.

What type of story to you think it’s going to be? a) A fairy story b) A fable

c) A detective story

3. Listen to and read the story. Underline the words that give you

Track

30

a clue where the story is from. Share the words.

Dr. Watson knocked on the door of 221 Baker Street in London.

Sherlock Holmes opened the door. ‘A thief stole the Duchess of Bedford´s diamond necklace last night,’ he said to Sherlock Holmes. ‘Oh, the poor Duchess!’ said the famous private detective. The Duchess of Bedford wants YOU to find the thief,’ said Dr. Watson. ‘She doesn´t want an ordinary detective from Scotland Yard.’ Ok,’ said Sherlock Holmes

and he put on his famous hat.

Let’s go and find the thief and the necklace.’ ‘Where was the necklace when the thief took it?’ ‘It was in her bedroom,’ said Dr. Watson. ‘Then we look for clues in the duchesses’ bedroom,’ said Sherlock Holmes. ‘We look for fingerprints too.’

Dr Watson always helped Sherlock Holmes. He put on his black bowler hat and followed Sherlock Holmes out of the house into the street.

4. Work with a partner. Look back at the story and choose the best option. a) Can you now say where the story comes from?

The USA

Australia

Great Britain

b) A police officer who tries to catch criminals is: analyst

80

thief

Reads short stories to share points of view about cultural expressions.

detective

Pairs

Literature and Ludic Environment

5. Read the information in the box. Go back 6.

to the story on page 80 and label the three main parts in it. Check with a partner.

Keep working in pairs. There are two main characters in the story. Find out about the two characters in the story and fill in the chart below with your findings.

Pairs

The introduction of the story presents the characters and

the location. The main body of

Pairs

the story shows how the story develops. The conclusion of the

story describes what happens at the end of the story or episode.

Characters

Information

7. What do the phrases tell us? Circle C (character) or A (action). a) Knock on the door: b) She doesn’t want an ordinary detective:

c) We look for clues

C

A

C

A

C

A

Step 1 Recorded Story

ading Tim

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In this unit you are going to record a story in English that describes something about Mexican culture.

• Let's get started. In this session, you will: 1. Get into small groups for this Create session.

2. In your group talk about things in Mexican culture which would make good stories for you to record or perform at school (A story about the day of the Dead, for example, or an imaginative story like ‘The Magic Tamal’).

3. Work together to make notes on the stories you have talked about. Include the main characters, the location, and the main events in the stories.

4. Save your work for the following Create session.

Stories Track 50 Alibaba and the 40 Thieves Read pages 103-107

Unit 8

81

Lesson 2

• Interprets the content of a story.

What do people need to explore and interpret the content of a story? Imagination, experience?

1. How do you decide which books you want to read? Number the reasons in number of importance for you (1-6). Share with a partner.

Books that make me laugh.

Books that tell me a made-up story.

Books that are not fiction.

Books that are about mysteries.

Books that have characters I want to be like.

Books about things I experience in my life.

2. Listen to the conversation and answer the questions with a partner. Then,

Track

31

exchange your points of view with your class.

1. What does Dennis prefer to read, fiction 2.

3.

4.

5.

6.

or non-fiction?

Do you like the same type of books that Dennis likes?

What is your partner’s favorite type of books?

What kind of topics does Dennis enjoy reading?

What does he like to feel when he reads a book?

How do you like to feel when you read a book?

3. Read the note in the box. Complete the sentences with that, which, who or whose. Answer with real information about you. Share with your group.

We use that and which to

give more information about a thing. We use who to give more information about a

person or group of people.

We use “whose” to show possession.

82

I like books that The last book

I read was

I like characters My favorite authors, are authors books

Reads short stories to share points of view about cultural expressions.

Literature and Ludic Environment

Track

4. Listen to and read the two extracts and underline the describing words.

32

Pairs

The first one in each text, has been done for you. Compare with a partner.

Katy ran into the dining room.

She had one red sneaker on and no shoe on the other foot.

She was wearing her old jeans with a large hole in the knee.

They were her favorite jeans.

She had Snooky, her little dog, in her arms.

Her mother looked at her!

“You’re late, Katy,” she said. “And where is your other sneaker? Take Snooky out into the yard, put on your other shoe and come and sit down for lunch!”

“Yes, mom,” said Katy. “I’m sorry I’m late!”

Ferdy’s taking his dog for a walk. Ferdy’s very short.

Timmy, his dog, is enormous! Ferdy often says “I don’t take Timmy for a walk. Timmy takes me!”

Ferdy has Timmy’s favorite frisbee with him.

“Come on, Timmy! He says. “It’s time to play frisbee!” Ferdy throws the frisbee across the park. Timmy barks happily and runs after it! Ferdy whistles loudly. “Bring it back, Timmy!” he shouts.

Timmy runs back with the frisbee in his mouth.

“Good dog, Timmy!!” says Ferdy.

Look at the way we write

5. Work with a partner. Read the notes in the box and

texts in a story according to

compare the two stories. Write answers for each story in your notebooks. Share with the rest of your group. a) What is the location of the story? b) What words suggest sounds in the story? c) What do you think is more interesting: a narration or when the character speaks directly?

who speaks.

When the narrator tells the

story, e.g.: Katy ran into the

dining room.

When the characters speak directly, their words are

6. How would the stories in activity 4 be different if

in inverted commas, e.g.:

they were Mexican stories? What changes would they have? Discuss with your group.

“I don’t take Timmy for a walk. Timmy takes me!”

Step 2

Recorded Story 1. Get together with your teammates and bring out

3.

4.

5.

ading

your notes.

Look back at the stories in this lesson. See how they Tim include describing words, narration, direct speech and Stories words that suggest sounds.

Track 50 Alibaba and In agreement with your teammates, decide whether you 40 Thieves want to write the story you chose last Create session Readthepages 103 to 107 in the present or the past.

Work together to write an outline of the story: characters, events, actions, values, narration and direct speech, the location of the story and the sounds that you could include when you are recording or presenting the story.

Save your work for the next session.

e

2.

Re

• Let's continue with our product. This time you will:

Unit 8

83

Lesson 3

• Records a story.

IsWhat do you think is more interesting: a recorded story or a version of the story on Internet and why?

1. Which countries do these stories come from? Guess and choose from the list.

Pairs

Share your answers with a partner.

China Peru Russia Germany The USA Arabia Chile

2. Work in teams and discuss. What do books (or stories on television) teach

Group

3. Read and complete the following summary of a book-TV series, with words

Pairs

you about other countries and other cultures? Can you think of a TV series that comes from a book that you like or watch? from the box. Write a title for the text. Check with a partner. (Taken and adapted from https://www.imdb.com/title/tt1884856/plotsummary)

quiet girl

TV fun

Bear adventures

modern

Masha and the Bear are heroes of Russian folklore. Children love… they are traditional characters, in the series they are different and live in the world. world. The series tells us…… who can’t sit still in a place for a minute in guy that loves comfort, peace and Bear and Masha have a lot of and together.

4. Listen and check your answers. Were you and your partner correct?

Track

33

5. How do you and your teammates consider this Russian story? Is it interesting,

boring, funny? How does it make you and your teammates feel? Is there a similar story in your native tongue? How would you change the characters to make this story more Mexican? Share your ideas with the rest of your group and find out how others think and feel about this story.

84

Reads short stories to share points of view about cultural expressions.

Literature and Ludic Environment

6. Work in teams of three. Read the story with your teammates. What do you learn about British culture from this story? How would the story be different if it were a Mexican story?

It was the 24th of December: the night before Christmas. Peter and his sister Wendy were very excited. They were writing letters to Father Christmas. Peter wanted Father Christmas to bring him a new watch, some story books, and a desk for his bedroom.

Wendy wanted Father Christmas to bring her a princess dress, a tablet and a new lamp for her room. The two children finished their letters and put them into envelopes. They addressed them to Father Christmas, The North Pole. ‘Hurry children!’ said their mother. ‘Father Christmas will be collecting the letters soon!’

The three of them walked to the post box on the corner and posted the letters. Wendy was worried. ‘Will they get to the North Pole in time?’ ‘Of course,’ said her mother. Then they heard a sound. Ting-a-ling-a-ling! ‘Listen. That’s Father Christmas now!

He’s coming to get your letters! We mustn’t see him, so let’s run home before he gets here. And you need to have supper now because you must go to bed early. It’s Christmas Day tomorrow and there will be a lot of presents to open!’

The secret to reading aloud, is to make the story interesting.

Read the story to yourself f irst, so that you can read f luently. Then read aloud.

Narrator: Imagine that you are talking to someone.

Characters: Speak fast when the character is excited. Speak slowly when the character is puzzled or nervous.

7. Practice recording the Peter

and Wendy Christmas story.

8. Listen to your recording. Talk with your teammates about how you can make it

better. When you all agree on the needed changes, erase the recording and try again.

Step 3 Recorded Story

1. Let's work on the product one more time. This time you will:

3.

4.

5.

6.

ading Tim

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2.

story you wrote in the last Create session.

Write a short, simple but fun draft of your story considering all the elements. Remember to include an introduction, the main body and the conclusion.

Make sure you have everything you need for recording or performing your story (including the things you need to make sounds).

Decide the roles of each teammate and who the narrator is going to be.

Rehearse your story and then record it. (If you couldn’t record it, just rehearse and be sure you are not missing a thing).

Check the recording and put it away for the last session of this product.

Re

1. Get into your groups and bring out the outline of the

Stories Track 50 Alibaba and the 40 Thieves Read pages 113-117

Unit 8

85

Lesson 4 1. In pairs answer and discuss the questions. Then, exchange your answers with another pair.

• What is the name we give the person who writes stories?

• How do we call a person or an animal that have a role in a story?

• What do you call a story which people listen to but don´t read?

• What word describes the name of a story?

• What do you call the part of the story that appears between “ “?

• What do we call the person who tells the story?

2. What is your favorite story? Write the title and the author on the book.

3. Complete the information chart about your favorite book?

The main characters:

The set (location):

What happens:

Why it is your favorite book:

86

Pairs

Literature and Ludic Environment

4. Tell your classmates about your favorite book.

5. Work in small groups. Take turns and discuss what your favorite book is.

Group

6. In you group write a Mexican version of the Peter and Wendy Christmas

Group

Does it show a different culture from your own culture? What is different or similar in the books you and your teammates prefer?

story choosing a location in Mexico.

Unit 8

87

Recorded Story

Show & Tell

• In this final step, do the following: 1. Get into groups with your teammates.

2. Get out the recording of your story or, get

prepared to perform in front of an audience (your group or others).

3. With your teammates, make sure your story is short and includes cultural expressions in English to give the audience the opportunity to interpret and discuss after your presentation.

4. Play the recording or present your story to the audience.

5. Listen to all the other groups’ stories and as a class discuss the cultural elements in the stories. *Remember that listening to others and sharing points of view gives you great opportunities to learn new concepts and especially when you are communicating and working hard to make it better in a new language like English. Listen with respect and pay close attention to what others say. Take notes and use the expressions you learned from them in your daily life. This will make learning and understanding English easier. You can reuse, for example, the songs included in unit 2 to look for cultural expressions or you can surf the Internet or browse books for other traditional or new songs in English to find native expressions to learn and to communicate in a better way in English.

88

8

Assessment 8 1. How can you show your understanding of the following achievements? How can

you use them out of the classroom? Write your answers on the lines and discuss with your group.

Now, I can… a) Explore and understand the contents of stories, because I’m able to

b) Interpret cultural differences in stories, because I am able to

c) Recognize the difference between narration in stories and direct speech, because I’m able to

d) Talk about stories from my own culture and compare with those of different cultures, because I’m able to

e) Work with friends to record stories and make them sound interesting, because I’m able to

2. Work in pairs. Discuss with your partner how you felt when you started Unit 8

and how you feel now after you finished the unit. Discuss the importance of understanding, exploring and sharing stories from other cultures with others using correct expressions in the language we are learning. Also, ask your partner how important is it to add expressions, sounds and intonation to make the story you're sharing more interesting? Exchange ideas and suggestions on how to make it easier to understand stories in English when you listen to them on a recording or to others in a conversation or a talk. Take notes on the lines below.

Good job!

Unit 8

89

9

Lesson 1

Beautiful sounds!

• • •

Explores illustrated monographs of musical instruments.

Reads and understands information from the reading aloud of illustrated monographs.

Participates in designing and writing information in a graphic organizer about musical instruments.

What is a monograph? What makes them interesting?

1. Can you play an instrument? Do you know the names of these instruments?

Write the number of the picture next to the name. Share answers with your group.

1

piano

2

tambourine

3

triangle

4

recorder

5

violin

2. What do you know about guitars? Read the monograph and answer the questions.

Check with your classmates.

The History of the Guitar Guitars are one of the oldest instruments in the world.

The name ‘guitar’ comes from the ancient Greek word ‘kitara’.

In the 1800s a man called Antonio Torres Jurado made the first classical guitar like the guitar in picture 1. And, in 1951, Leo Fender invented the first electric guitar, (picture 2). That’s the type of guitar many pop singers use today.

1

a) Where does the name ‘guitar’ come from?

b) Why was Antonio Torres Jurado important?

c) Who invented the electric guitar? d) Did the information in the monograph help you answer the questions?

90

Finds and includes information in a graphic.

2

Academic and Educational Environment

3. Make a chart in your

Wind Instruments

notebook with 3 columns and classify the instruments on page 90, activity 1. Check with a partner.

4. Work in pairs. Listen and

Track

34

String Instruments

Pairs

Percussion Instruments

My favorite instrument is the .

complete the ideas.

5. Look at the Venn diagram; it

helps us compare and contrast information. Work in pairs and classify the information for Dan and Betty. Use the questions as a guide.

a) b) c) d) e) f)

I love playing the

What do Dan and Betty like?

What’s Dan’s favorite instrument?

Why? What’s Betty’s favorite instrument?

Why? What do Dan and Betty don’t like?

Dan Likes to play the recorder.

Because he can play real tunes.

Loves wind instruments.

.

Similarities They like music They don’t like string instruments.

Betty Likes to play thetriangle.

Because it sounds pretty and it’s easy to play.

Loves percussion instruments.

Step 1 Graphic organizer Remember to enjoy working in teams as you design you’ll design a graphic organizer about musical instruments. So,

1. Decide on the number of teammates in your small 2.

3.

4.

5.

6.

group.

Talk about the instruments you like and take notes of everyone’s preferences.

As a team, choose two or more instruments to start working on your graphic organizer.

Browse through the lesson and write a list of characteristics and words related to the instruments your group chose to work on.

As a group plan more research about instruments, divide the work among your teammates and bring your research into the next Create session.

Save your notes for the following session.

Reading

T i me Facts

Track 51 Musical Instruments Read pages 117 to 121

Unit 9

91

Lesson 2

•

Reads and understands information from the reading aloud of illustrated monographs.

How can we make a monograph more interesting and useful?

1. Read this monograph. The information is not all correct. Check ( you think are right. Write a ( answers in class.

) the sentences ) beside the ones you think are wrong. Discuss your

The piano is a stringed instrument.

The Bombo legüero is from Peru.

Castanets come from Spain.

Tambourines are percussion instruments.

They invented the marimba in England.

Track

2. Listen and check your answers in activity 1. Correct the wrong information.

35

Underline the stressed words. Practice the sentences with a partner.

a) b) c) d) e)

over there, is a a stringed instrument. come from Bombo legüero is from from Peru. tambourines are instrument is a They the marimba in long time ago.

not . , not instruments. .

3. Work with a partner. Read and circle the words that are easy to understand

Pairs

because they look the same as in Spanish. Is your native tongue different to Spanish? Do the words look the same in your own tongue?

The Bodhrán is a drum used in Ireland. It is 25 to 65 centimeters in diameter. The drum has goatskin on one side. There is no goatskin on the other side. There are two wooden crossbars there, instead. The player holds the crossbars and hits the goatskin side with a small drumstick.

The Bodhrán evolved from the tambourine in the 19th century. It is a popular instrument in Ireland.

4. Are there any musical instruments in your region similar to the Bodhrán or to the Bombo Legüero? What are their names? How do they sound? What do they look like? Discuss with your group.

92

Finds and includes information in a graphic.

Pairs

Academic and Educational Environment

5. Work in pairs. Read the information in the box.

Then, point and make sentences. Share with others in your group. Follow the examples.

Pairs

We use “This is a…” for singular objects close to you.

We use “That is a…” for singular objects further away from you;

We use “These are…” for plural objects close to you.

We use “Those are…” for plural objects further away from you.

6. Write your sentences on the lines below and add characteristics of the instruments.

Look!

a) That is a cello. It is big and sounds very strong in an orchestra.

Step 2 Graphic organizer

• Let's continue with the product. Get in your teams and: 1. Bring out your notes from the last Create session.

2. Read aloud the information each one in your

team brought about the instruments you chose to work on and take notes.

3. Gather the information and work together to write out one final description of the instrument or instruments your group chose.

4. Decide the kind of graphic organizer you want to use for the description and the materials you need to bring the following session.

5. Save your notes for the next Create session.

Reading

T i me Facts

Track 51 Musical Instruments Read pages 122 to 125

Unit 9

93

•

Lesson 3

Participates in designing and writing information in a graphic organizer about musical instruments.

How are monographs different from or similar to graphic organizers? airs

1. Which type of music do you like best? Why? Talk about the music you like

P

with a partner.

2. Can you make music without musical instruments? Circle the objects you see

Pairs

in the pictures in the text. Discuss with a partner how the instruments work.

Musical instruments are expensive. Trash is not! With a little imagination, you can make great musical instruments from trash. For example, get an empty plastic bottle and don’t throw away the top! Fill half of the bottle with stones or beans. Put on the top and shake it. Plastic bottles with stones in them make great maracas! Another idea comes from the kitchen and you don’t have to cook! Just hold two spoons with one finger between them and hit the spoons against your knee rhythmically. They sound great! What about pots and pans? They make perfect drums! And your kitchen at home is full of musical possibilities. Just look around!

3. Work in small groups. Fill in the graphic organizer below with information

from the text. Then, add your own ideas. Share and compare your charts with other groups. Discuss the importance of musical instruments even if you make them from recycled materials.

Materials

94

Bottles and caps

Finds and includes information in a graphic.

Instrument

Type of sound

Group

Academic and Educational Environment Pairs

4. Work with a partner. Read the questions and find the answers in the monograph.

a) Why are the bagpipes wind instruments?

b) Why is the musician’s arm important?

c) Which pipe is the chanter?

d) How are the pipes at the top different from the chanter?

The bagpipes are a popular instrument in Scotland. Bagpipes are wind instruments. There is a blowpipe. The player blows into this and the bag fills up with air. The air is squeezed out by the musician’s arm when he is playing. The chanter is the pipe that makes the music. The pipes at the top of the instrument make base notes and tenor notes.

5. Listen and check your answers. Talk about the instrument. Is there

Track

36

any similar instrument in your culture?

6. Look at this other type of graphic organizer. We call it Mind map. With your

partner, find all the musical instruments in the unit, classify them and use the information you already know to fill in the mind map. Follow the examples.

Bagpipes

Scottland

Wind Africa

Musical instruments

String

Percussion

Wood + animal skins Drums

Bodharan

Bring: - A large sheet of construction paper.

- Colored pencils.

- Markers.

Step 3

Graphic organizer

• Let's work on the product one more time. Get together with your

Reading

teammates and:

1. Bring out the the description of the musical instrument or instruments your group wrote last Create session.

T i me

description on a piece of construction paper. Then help each other to illustrate the musician instrument or instruments your group chose.

3. Save your work for the last session of this product.

Track 51 Musical Instruments Read pages 126 to 130

2. Work together to draw a graphic organizer for your

Facts

Unit 9

95

Lesson 4 1. Work with a partner. Read, answer the questions and fill in the chart below.

Pairs

Cymbals are percussion instruments. They are discs made from copper or bronze. They have straps. The player holds one cymbal in each hand by the straps.

The player bangs the cymbals together to make music. When you rub the cymbals together it makes a quiet sound. When you open your arms wide, and hit the cymbals together it makes a loud sound. You can make the cymbals make a vibrating sound by hitting them hard and them holding them apart for a long time. The word ‘cymbal comes from the Latin word ‘cymbalum,’ which means bowl.

• Do you think “cymbals” is a good name for the instrument?

• Why?

Type of instrument

Made from

To make a loud sound

To make a soft sound

Origin of the name of the instrument and meaning

2. Draw a Venn diagram in your notebook and choose another instrument from the unit to compare. Check with a partner.

3. Work in small teams. Read the clues. What are the words? a) b) c) d) e)

96

A guitar, a harp and a mandolin are all this type of instrument.

A drum is this type of instrument. So is a triangle.

The bagpipes and a recorder are this type of instrument.

This is a string instrument. They play it in Veracruz.

Kids bang it and shake it. It has ten letters!

Academic and Educational Environment

4. Look at the instruments with a partner. Talk about what type of instruments

they are and how you play them. Is there a band in your school? What instruments from the one you already know are part of the band?

Would you like to be in a musical band? Share your answers with another pair.

Pairs

5. As a class, talk about your favorite types of music. Do a class survey on the board.

Which type of music is most popular in your group? Then, work in pairs to create a graphic to show the results.

6. Work with a partner. Complete the monograph below. Then you can look back in the lesson and check if you are right.

*If possible, visit the following Websites to learn more about

music, musical instruments and

how to make some of them from recycled materials:

https://bit.ly/2HyaKn7

https://bit.ly/2HKJEq9/

Unit 9

97

Graphic Organizer

Show & Tell

• In the final step, do the following: 1. Get into your group with your teammates.

2. Bring out the graphic organizer you wrote on the sheet of construction paper.

3. Take turns in your group, and practice at explaining the instrument you chose as you give the information about it.

4. Take turns to come to the front of the classroom and explain your graphic organizer on the instrument or instruments you chose, the illustration and any other information you and your teammates included on your description.

5. Place your graphic organizer on the classroom wall, so that everyone can come up and learn more about musical instruments.

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9

Assessment 9 1. How can you show your understanding of the following achievements? How can

you use them out of the classroom? Write your answers on the lines and discuss with your group.

Now, I can… a) Look at illustrated monographs of musical instruments and understand them, because I’m able to

b) Listen to other people read information about musical instruments and understand it, because I am able to

c) Design a graphic organizer, because I’m able to

d) Illustrate information about musical instruments clearly, because I’m able to

e) Group instruments by type, because I’m able to

2. Work in pairs. Discuss with your partner how you felt when you started Unit 9 and

how you feel now after you finished the unit. Discuss how music influences our daily lives and how it can help people develop strategies to recognize different sounds.

Ask your partner how music can help us learn English better in relation to its intonation and stress. Do you think music can really help us? Exchange ideas and suggestions on this topic and take notes on the lines below.

Good job!

Unit 9

99

Lesson 1

10

Let’s Celebrate!

• • •

Listens to short descriptions of activities performed at a party or celebration using pictures.

Understands descriptions of activities.

Describes activities using pictures.

How important is it for you to celebrate important events with a party?

Pairs

1. What celebrations do these pictures show? Tell a partner.

2. Listen and number the pictures in the order you hear the activities.

Track

37

Group

Follow the example. Check with your group.

1

3. Work with a partner. Listen again and circle the answer. Take turns

Track

37

Pairs

and describe what you see in the pictures. Do you celebrate your birthday with a party?

a) Who is the girl talking to?

1. a friend 2. a guest at the party.

100

Describes activities performed at a party or celebration.

b) What’s the reason for the

phone call?

1. to give an invitation to the party 2. to describe something that happened.

Family and Community Environment

4. With a partner complete the sentences with the words in the box. Then together, find the action words and underline them. Follow the example. soda piñata

a) b) c) d) e) f)

sandwiches presents

cake ball

My brother and his friends played with a They hit the .

They ate and drank My mom cut the .

My little brother blew out the He opened his .

candles

ball

.

. .

5. Work with a partner. Talk about which activities happened inside and which

outside. Write the activities in the correct columns. Talk about your favorite inside and outside activities at parties. inside

outside

blew out the candles

played with a ball

6. Listen to your teacher and write the words in your notebooks like the example.

Pairs

Check with a partner and read them aloud as you spell each word. c-a-n-d-l-e-s

p-l-a-y-e-d

Step 1

Audio descriptions

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Re

This is the last product in the school year. Remember to work in teams, and use what you already know. This time the product is an audio description of a celebration.

• For this session, you will work in small groups, as usual. ading 1. Work together to look through the lesson and find the different celebrations. What other celebrations can you think of? Make a group list.

Tim Stories 2. Write a list of activities you can do in the celebrations Track 52 you mentioned before.

Dad, this is 3. Share your lists with your teammates and agree on Not Good!

Read pages o f t r l one final list.

Po io 131 to 135 4. Save your list for the next session.

Unit 10

101

Lesson 2

• Understands descriptions of activities.

What activities do you like to do at celebrations and why?

1. Work with a partner. Talk about the pictures. What do you think

Track

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Pairs

the people are celebrating? Read the text, listen and check.

Practice reading it aloud with a partner.

On this day, we decorated the house with Mexican flags, big red balloons, and small green and white lights. We ate a delicious pozole and Mom made an enormous cake. Then we danced and sang with the mariachis.

They were fantastic! Uncle Beto told funny jokes. At 11 o’clock we watched the grito on television. We saw the fireworks, too! They were great! I love this celebration! It is one of my favorites and it’s always exciting!

2. Work with a partner and find describing words like "big red" to describe

Pairs

balloons, in the text. Then look at the picture and work together to describe the things at this celebration. Write the describing words in your notebook to use them whenever you need them. Share your ideas with another pair.

3. Which of the two celebrations on this page do you enjoy more and why?

Think about your favorite celebration and describe it to your group so that everyone can picture what this celebration was like.

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Describes activities performed at a party or celebration.

Group

Family and Community Environment

4. Number the pictures in the order you hear the descriptions.

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Pairs

Check with a partner.

5. Read about this celebration and guess what it is. Then in pairs think of a

Pairs

brief description of another celebration. Can the class guess what it is?

This celebration is on the last day of April.

There are big parties in schools all over Mexico. We don’t work hard. We play fun games and eat special snacks.

Step 2 Audio descriptions

• Let's continue the product. Get together with your teammates and:

3.

4.

5.

6.

ading Tim

e

2.

celebrations.

Work together with your group to choose a celebration you all like to describe and record for your final product.

Work together to think of words to describe the things related to your celebrations. Make a group list of these describing words.

Write a list of activities that happen in the celebration you chose.

Organize your team to look for more information in books, magazines or on the internet for the next rtfol Create session.

Po io Save your lists for the next session.

Re

1. Bring out your group list and add to your list of

Stories Track 52 Dad, this is Not Good!

Read pages 136 to 139

Unit 10

103

Lesson 3

• Describes activities using pictures.

Where can you find ideas to help you organize an event? What kind of materials do you think help you organize a celebration?

1. Work with a partner. Listen to this description of a celebration. Use the

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40

Pairs

pictures to help you understand and discuss what you think this event is and how important it is in the life of people.

2. Work in pairs. Now, describe the celebration to your partner using the pictures 3.

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to help you. Then, change roles. You can also describe the celebration together to another pair.

Work in small groups. Have you ever been to a wedding? Take turns and talk about what happens in weddings in your hometown or even in the country.

Then, exchange with the rest of the class.

Describes activities performed at a party or celebration.

Pairs

Group

Family and Community Environment

Group

4. Work in small teams. Agree on a celebration and write a short description

in your notebooks including all details to make it more interesting and fun.

When finished, share your description with the rest of the group. Did any other team choose the same celebration? What did they plan for it?

Track

5. Work in pairs. There are different ways to express the same idea.

41

Pairs

Read sentences "a" and complete sentences "b" to make both sentences, express the same meaning. Look at the example. Listen and check.

a) There was a lovely wedding cake at the party. b) The people had a lovely wedding cake . a) Her dress was very beautiful. b) She had

.

a) The flowers were pink and white b) There

.

a) There was a great band. b) The

.

a) It was a fantastic party. b) The

.

Bring: - Magazines.

- Pictures.

- A large sheet of construction paper.

- Colored pencils or markers.

- Recorder or phone with a recording application.

6. Work in small groups. Look back at the pictures of the wedding celebration

Group

on page 104. Try describing the celebration more fluently and in greater detail.

Work together to practice your oral description. Finally describe the wedding to another group. Listen to their description.

Step 3 Audio descriptions

• Let's work on the product one more time. Get into your teams and

ading Tim

e

group to work on.

2. Look through the magazines to find pictures to illustrate your work. If you can’t find pictures, work as a team to draw and color some.

3. Work together to paste your illustrations onto a sheet of construction paper and rehearse what you are going to say about the celebration on the recording.

4. Put your work away for the Show and Tell session.

Re

1. Bring out the information and the materials for your

Stories Track 52 Dad, this is Not Good!

Read pages 140 to 144

Unit 10

105

Lesson 4 1. Work in pairs. Look at the pictures and describe what is happening.

Pairs

2. Think of the last party you went to. Make brief notes describing the party and what you did.

3. Get into small groups and use your notes to describe the party to the rest of the group.

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Group

Family and Community Environment

4. Listen to this description of a celebration. In pairs answer

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42

Pairs

the questions and exchange your ideas.

• How did Jenny celebrate her birthday?

• Would you celebrate your birthday in the same way as Jenny did?

• What activities did the kids do at the party?

• Did the kids get any presents, too or only Jenny?

• Was there any particular situation or problem in the event?

• How did they solve this problem?

• What other situations can happen at birthday parties?

• Are birthday parties common in your neighborhood and / or school?

5. As a class retell the story in your own words and use the pictures for help.

Unit 10

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Audio description

Show & Tell 10

• In the final step, do the following: 1. Work with your teammates.

2. Take out the team’s sheet of construction

paper. Look at the pictures describing the celebration you chose.

3. Have a final rehearsal with your team of what you are going to say on the recording. If recording is not possible, remember you can always present it “alive” in front of your class and bring music or make sounds to set the environment for your presentation.

4. As a team, record your description of the celebration, taking turns to describe what is happening in the different pictures.

5. Display your construction sheet of paper that includes the photos and play your recording to the class.

6. Listen to other teams present their descriptions and find out about all the other celebrations. *As this is the last product in this school year, you can gather all your 10 products and with the help of your teacher and the rest of the class you all can organize an End-of School Year Exhibition where the whole group presents all the products, invites families and friends and shows how well you can all exchange, present and transmit messages and ideas to others using what you have learned so far in English.

Also remember you can always browse previous lessons to find expressions or specific words you may not remember at the moment and that you may need to communicate with others. And the best of all, see how well you’ve progressed at learning and using English!

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Assessment 10 1. How can you show your understanding of the following achievements? How can

you use them out of the classroom? Write your answers on the lines and discuss with your group. a) Listen to and understand short descriptions about celebrations, because I’m able to

b) Understand descriptions of activities common in celebrations, because I am able to

c) Describe activities using pictures, because I’m able to

d) Talk about parties and celebrations, because I’m able to

e) Use describing words to make your description more interesting, because I’m able to

2. Work in pairs. Discuss with your partner how you felt when you started your English

classes this school year and how you feel now after you have almost finished the course. Discuss how learning another language influences the way you live and think and how it can help people build a better way to communicate with others. Discuss and exchange ideas with the rest of your group about how our culture is different from English speaking countries, how they celebrate similar events in other places in these countries and plan an event to celebrate you are about to finish this school year. Take notes of ideas on the lines below and with the help of you teacher, gather the ideas and plan the celebration, invite your family and friends to celebrate with you and do this in English and with a lot of beat! Show everyone your progress and how good you all are at communicating in English! Congratulations!

Good job!

Unit 10

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Extra Evidences The following evidences are correlated to two main areas: Reader’s Book: every text in your reader is correlated to a specific unit in this book. Therefore, we have provided one question for each reading text to engage you to reflect and discuss with a partner or in small groups what you think about and how you can use what you read in your daily activities to become a better person and communicator in English. You can use the lines to write ideas or do it in your notebook, as you wish.

Unit Product: an option to the suggested product of each unit where you follow the same steps found in each Create session as you and your teammates build sub-products which by the end of the unit, are put together to make the chosen product: the one included in each unit or the one suggested in this section. And even if time allows for it, you may be able to make both products and have more evidences of your progress at learning English.

Unit 1 Evidences Dialogs - Fact How important is it to be clear, polite and specific when communicating with others?

Alternative product for unit 1 Card with expressions of hope and expectations Make a card for someone special in your group hoping for the best for your friend throughout this school year.

•

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Remember we have provided the following lines for you and your team to organize the steps you are to follow to make three subproducts and then, the final product to present and share with your class.

Unit 2 Evidences The Star of the Show - Story •

Being a star is not always related to singing or dancing. You can be a star in anything. What characteristics and abilities make a person become a star?

Alternative product for unit 2 Discover the Star in You! Prepare for an ability show where you can demonstrate what you are good at: singing, jumping, telling jokes, reciting, etc.

Unit 3 Evidences Be Creative - Fact How can we help ourselves and others become more creative and smart?

Alternative product for unit 3 An envelope for my 3rd grade memories Make a big paper envelope with two pieces of cardboard, yarn or glue, decorate it and save memories such as wrapping paper, notes, stickers, even dried flowers from your friends in this school year.

Remember this is a suggestion but you can have many more ideas to make a handcraft.

Evidences

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Unit 4 Evidences Signs and Advertisements - Fact What kind of signs and advertisements will be the best to help your neighborhood become safe and clean to attract visitors to it?

Alternative product for unit 4 Caring Signs for my Neighborhood Think about specific places in your neighborhood that you want people to take care of: a garden, a park, a little hill, any place and make signs inviting neighbors to do it.

Unit 5 Evidences The Snake in the Cup - Story How can you be sure you can trust someone you consider a friend?

Alternative product for unit 5 Make Your Own Story - Memory game With your teammates create a story, divide it in 10 scenes and illustrate each scene on small, 5 x 5 cm cards. Draw 2 exact sets to make a memory game for everyone to play and build a sequence as each player turns up the cards.

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Unit 6 Evidences Why is the Sky Blue? - Fact What scientific discoveries can you think of that you use every single day in your life that helps you stay healthy?

Amazing Facts of Everyday Objects Choose everyday objects such as, soap, toothpaste, body cream and find out surprising and strange facts about them. Collect information with your teammates and present the information in a fun way for everyone to learn amazing facts of everyday objects.

Unit 7 Evidences Charlie has Chickenpox - Story How can we prevent diseases and take care of ourselves and others?

A Secret Friend With your teammates, write a message each expressing every week something personal such as what you need, want, like or dislike; but don’t write your name on it. Make it interesting and different every time. Put it in a bag and have each one draw a message trying not to get the one you wrote. Taking turns, read the message aloud and try to find who wrote it. By the end of the month, you can perform this activity again but this time, with your whole group. Once you find your secret friend, present him/her to the rest of the group saying what he/she needs and wants.

Evidences

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Unit 8 Evidences Ali Baba and the Forty Thieves - Story What can you do to help and convince someone who misbehaves and commits bad actions, try to become a good person?

Wow, what a Soap Opera!

With your teammates invent a soap opera divided in 4 scenes to be performed to the whole group; one per week. Choose the scene, characters and plot. It can be funny, musical, a drama or even a horror one. Organize it for every team member to participate and allow each scene to last 5 minutes at the most. Every week each team presents the corresponding scene to the whole group and on the 4th presentation have the class predict what the ending of each soap opera will be. Try to come up with an unexpected ending for everyone to say: Wow, what a soap opera! If someone can record the soap operas, that would be a great evidence to show families and friends.

Unit 9 Evidences Musical Instruments -Fact How can you tell the saying “Music calms beasts” is true? How can music help us calm down in situations where we may be very angry or nervous?

Tell me more!

With your teammates choose a strange activity or sport. Find out as much information as you can about this activity and choose a graphic organizer to include the information but don’t write or say what it is. When the time comes to present your information, allow for the group to guess. If they can’t come up with the correct answer, then, tell everyone what it is for the class to learn about this activity.

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Picture Dictionary Choose two words in each unit that are interesting or difficult to remember. Illustrate the words and write a sentence with each one to make your own Pictionary.

Unit 1

I like to go camping in the woods.

He dives into the pool.

There is a lot of people on the street.

I love to sing in the school choir.

Picture Dictionary

115

Unit 2

116

The dog has a long tail.

Look! The kangaroo is big and the duck is small.

My friends and I sing in a band.

We stay in line to get up on the school bus.

Unit 3

Watch out! The iron is hot!

Fold the paper in three.

This is a tin can. I like to collect cans.

We use food coloring for cakes and handcrafts, too.

Picture Dictionary

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Unit 4

118

The aquarium is huge!

You can see these signs in public places.

We need to keep our street clean.

The shark makes me feel afraid and nervous.

Unit 5

I like to make gestures when I listen to fables.

This is a healthy meal.

I don’t like ants. They can bite you!

I love to work in teams.

Picture Dictionary

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Unit 6

120

The cake has four layers.

The yellow duck floats on water.

We use a colander to drain food.

The rainbow has seven colors.

Unit 7

I like to read books in a library.

I love to eat chocolate chip cookies.

I don’t like stairs, they make me feel tired.

I need to take the school bus to go to school.

Picture Dictionary

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Unit 8

122

We need money to buy toys.

The story is about a treasure.

I love to read stories with my grandma.

This book doesn’t have a cover.

Unit 9

My mom loves to play the castanets.

The guitar has six strings.

People in Veracruz like to play the marimba.

This Scottish instrument has a blowpipe and a bag. It’s name: bagpipe.

Picture Dictionary

123

Unit 10

124

You see fireworks at national celebrations.

There are candles on the cake.

That music band at the party sounds great.

The wedding was very romantic.

Bibliography

These books are recommended for children between 8 and 10 years old, just like you. When reading them, you increase your knowledge in English.

Some of these books are classic and others are more modern, but they are easy and fun to read and you can learn a lot more about topics that are just for you!

Best Friends for Frances by: Russell Hoban, illustrated by: Lillian Hoban - (Harper & Row, 1969) .

George and Martha by: James Marshall - (Houghton Mifflin Company, 1972) 2030: A Day in the Life of Tomorrow’s Kids by: Amy Zuckerman and Jim Daly, illustrated by: John Manders - (Dutton, 2009) The Facts and Fictions of Minna Pratt by: Patricia MacLachlan - (Harper & Row, 1988) Where the Mountain Meets the Moon Paperback by: Grace Lin (Hachette Book, Co, 2011) The One and Only Ivan Paperback by: Katherine Applegate (author) & Patricia Castelao (illustrator) (Harper Collins, 2015)

Bibliography

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Webography The following links have been selected as a suggestion for you to visit, have fun, learn and improve your English and digital skills.

When possible, surf the Net supervised by an adult, a family member or your teacher.

Learning about things, places and people www.hsph.harvard.edu Games to think and interact in English www.funbrain.com/grade/3 Great activities to practice reading and writing http://kcds3.blogspot.com/ Extensive reading. by Graham Stanley. www.teachingenglish.org.uk/extensive.shtml Reading aloud, by James Houltby. www.teachingenglish.org.uk/think/ www.teachingenglish.org.uk/article/story-booksclassroom Mary Glasgow Magazines. www.link2english.com Burlington Books. www.burlingtonbooks.com Black Cat. www.blackcat-cideb.com Don’t guess! Learn how things work. www.howstuffworks.com Consulting Dictionaries http://en.oxforddictionaries.com/definition Consulting Tips to keep healthy http://www.healthforkids.com.uk

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Primary

Congratulations!

You are a:

“SUPER STUDENT”

Date

Teacher

Good job!

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128

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.

Activity Book Primary

3

Primary

Activity Book