2pri 2B Be+l SML Alm C1

SHAPING MY
LANGUAGE
2
nd
GRADE
Elementary
Term 2
C9BVP2B2ALSL_FORROS.indd 1 9/2/19 10:36 AM

SHAPING MY
LANGUAGE
2
nd
GRADE
Elementary
Term 2
C9BVSLP2B2AL_P01.indd 1 8/5/19 5:50 PM

LET’S EDUCATE IN A DEEPER SENSE: SHAPING MINDS
How can we prepare our students to face the complexities of today’s constantly changing times and the uncertainty they
bring? How do we set up an educational innovation project that, apart from achieving cognitive development, leads students
to grow and develop in all dimensions? How can we teach students to be global citizens while, at the same time, individuals
rooted in their own realities? How do we connect them to their emotions so that they are capable of making assertive
decisions in life? Simply put... how do we shape beings?
All these questions have led us to design an educational model that connects English language acquisition with developing
students’ emotional awareness and worldview in an environment that encourages communication and participation to meet
the challenges of societal transformation.
In these pages, we present BE+Live, an unprecedented new proposal that centers on the current needs of students and
makes the educational process a meaningful and transcendental learning experience.
At BE+Live, we believe that changing education is the key to changing society for the better.
Content Director Ernesto Alonso Núñez Mejía
Editorial Manager Arturo Calderón López Editorial Design and Gil G. Reyes Ortiz
Production Manager
Editorial Coordinator Fernanda Patricia Mazón Gómez
Editorial Design Coordinator Pamela Izebel Garduño Cruz
Editors Alejandra Yadira Macías Muñoz, Claudia
Angélica De Anda Galindo, Agustín Flores Production Coordinator Gabriel Omar Hernández Martínez
Spada, Javier Ordóñez Guillén,
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Academic Consultants Laura Cortés, Mónica Peña, Jolanta
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Pedagogical Specialist Karime Pulido Ramzahuer

General Director José Carlos Dosal Montero
Impreso en Colombia / Printed in Colombia por Quad Graphics Colombia S.A.
All rights reserved. No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means without prior
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We have no control over the content of these websites or apps, which may change frequently, and we are not responsible for the content or the way
it may be used with our materials. Teachers and students are advised to exercise discretion when accessing the links.
D. R. © 2019. All rights reserved. This is a collective derivative work developed, published and licensed by Sistemas Educativos de Enseñanza S.A.
de C.V. Av. Río Mixcoac 274, Colonia Acacias. C.P. 03240, Ciudad de México, for BE+Live, part of Grupo Santillana, for all countries in Ibero-America
(Brazil, Spain, Argentina, Colombia, Chile, Peru, Uruguay, Paraguay, Bolivia, Venezuela, Panama, Nicaragua, Costa Rica, Honduras, Guatemala, El
Salvador, Dominican Republic, Puerto Rico and Portugal), in English, Spanish and Portuguese.
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ISBN 978-607-558-047-0
First Edition September 2019

This is my learning log
My name is
Paste yo
ur
and I am years old.
photo her
Here’s my favorite photo:
e!
e...
I really lik
I do not like...
This year
I want to.
..

Pr o m p t s We want you to interact with the activities. That’s why we
have designed two types of prompts. These are spaces for
you to write additional comments, extra information about
the things you are learning, special thoughts, or reflect on
your prosocial skills while having fun.
Paint!
t e n t - r el ate
on
C prompts d
Draw a cake.
Do so
me
H t ERE
hin
g
.

Disruptive
prompts
Play on ...or pas
te!
this page...
Paint a
happy face.
Use colors!
5

Table of
2 p. 14
18 Where do you fit in?
20 Step by step
22 Lesson 1
How do you fit in at school?
24 Week 1
34 Week 2

44 Lesson 2 66 Lesson 3
How do you fit in with your family? Where do you fit in with others?
46 Week 3 68 Week 5
56 Week 4 78 Week 6
88 Answering the Key Question

90 Souvenirs
91 Multicultural Map
93 96 To do list
C9BVSLP2B2AL_P01.indd 7 8/7/19 10:30 AM

What is in your SML Learning Log?
Opener What do I look like?
Here you can find the Key Question. It

Part 1 | 1p. 22
Lesson
How do
Part 2 | you fit in at school?
p. 34
Week 1 | p. 24
What
Weekare
2 |my hobbies?
is the language production guide

p. 34
Part 3 | p. 46
Lesson 2
Where
How dodo I live?
you fit in with your family?
used as the launch pad for the

Part
Week4 3| p.
| p.6046
Week 4 | p. 56
What do I do every day?
four skills of the language. The Key

Part 5 | 3p. 74
Lesson
Where
Part 6 do
| p.you
86 fit in with others?
Week 5 | p. 68
Question is closely related to the

Week 6 | p. 78
readings in your .
Opener
Opener
C9BVSLP2B2AL_P01.indd 16-17 16/05/19 12:24 p.m.
Where do For this term, you will follow the steps below to
solve the problem and answer the question: Where
do you fit in?
you
fit in? Form teams of three, and first choose a name
for your team. Then, select members to be the
Unit Outline
moderator, secretary, and narrator.
Analyze the problem and
Listen to each other. Talk about where you fit in
brainstorm possible solutions.
and how you know this.
Write a personal reflection of the
Throughout your Unit, you will solve a problem.
The first pages of the Unit include an

problem by making a list of possible solutions,
or theories. You will test the best ones and,
finally, you will decide which one is
the best.
introduction to the topic and the Key

Some people would say that our nationality, the The way you approach the problem and how Research how you can help others fit in.
language we speak, and the place where we grew up you solve it will help you define where you Write your conclusions, and list materials and
define where we fit in. There could be other factors belong! sources you need for your presentation.
that help us define it, such as our traditions, our likes
Question. Here you will find the weekly steps

and dislikes, or simply where our family and friends
are, and where we feel most comfortable. Each of us
has different reasons that make us feel we belong in Set in motion!
a certain place. Who knows? It could be a different Think of the people and things that are present in your
and questions to help you answer the

school, or city, or even a foreign country! everyday life. Make a drawing that includes everything that
makes you feel at home. It could be your friends, your family,
your house, or even the little things you see every day on your
way to school.
Key Question.
Describe your drawing to your classmates and explain why those
things make you feel at home.
Start planning your work for the next weeks. Use your to-do lists
to help you!
Done!
Unit Outline
18 19
Step by Step
Here we focus on explaining the steps you
will take to answer the Key Question in a fun
and meaningful way. A step-by-step walk-
through of your Unit.
Constructive Interaction
20 21

Witty Reading
This section connects to your
Awesome Reader and will help
you improve your reading skills.
Quick Language
Clever Writing This section will help you go
This section will guide you to over the grammar structures and
write different literary genres functions of the English language.
and useful daily texts.
Test Yourself
Sharp Speaking This section will give you
This section will give you a the practice you need to
chance to speak while playing get higher test scores.
or doing fun activities.
Consolidation
This section integrates the language introduced and
practiced throughout the weeks in the Unit. It will give you
the chance to reflect on what you have learned. You will be
prompted to ask a classmate and your teacher for feedback
on your progress. At the end of the Unit, you will complete
Souvenirs and explore a Multicultural Map of the world.

Read the S i g n s !
Throughout the weeks, you will find two types of skills boxes.
If you see this one, If you see this one,

you will do an you will reflect on
ill interesting activity to problems that affect
s
Sk r
help you grow as a you and the world.
o
P e r s o n al Agenda f
e
t h e fu t u r
person.
Adaptive Thinking Art

Collaboration Economy
Communication Politics
Creativity and Innovation Sustainability
Digital Skills Technology
Entrepreneurship Well-Being
Multicultural Awareness
Self-Awareness
You will also find these boxes:
Language Key You will also find research

Having problems understanding a language activities which will encourage
point? This box indicates you can find more you to discover new
information about the language point to make information and ideas.
sure you use it like an expert!
10

Month:
Monday Tuesday Wednesday Thursday Friday
11

Month:
12

Month:
13

C9BVSLP2B2AL_P01.indd 15
2 Theme: Knowing Myself
8/5/19 5:51 PM
Opener

Lesson 1
How do you fit in at school?
Week 1 | p. 24
Week 2 | p. 34
Lesson 2
How do you fit in with your family?
Week 3 | p. 46
Week 4 | p. 56
Lesson 3
Where do you fit in with others?
Week 5 | p. 68
Week 6 | p. 78
C9BVSLP2B2AL_PL02.indd 17 8/6/19 2:01 PM

Where do
you
fit in?
Throughout your Unit, you will solve a
problem by making a list of possible solutions,
or theories. You will test the best ones and,
finally, you will decide which one is
the best.
Some people would say that our nationality, the The way you approach the problem and how
language we speak, and the place where we grew up you solve it will help you define where you
define where we fit in. There could be other factors belong!
that help us define it, such as our traditions, our likes
and dislikes, or simply where our family and friends
are, and where we feel most comfortable. Each of us
has different reasons that make us feel we belong in
a certain place. Who knows? It could be a different
school, or city, or even a foreign country!
Unit Outline
18

For this term, you will follow the steps below to
solve the problem and answer the question: Where
do you fit in?
Form teams of three, and first choose a name

for your team. Then, select members to be the
moderator, secretary, and narrator.
Analyze the problem and
Listen to each other. Talk about where you fit in
brainstorm possible solutions.
and how you know this.
Write a personal reflection of the
problem.
Research how you can help others fit in.

Write your conclusions, and list materials and
sources you need for your presentation.
Set in motion!
Think of the people and things that are present in your
everyday life. Make a drawing that includes everything that
makes you feel at home. It could be your friends, your family,
your house, or even the little things you see every day on your
way to school.
Describe your drawing to your classmates and explain why those

things make you feel at home.
Start planning your work for the next weeks. Use your to-do lists
to help you!
D o ne !
19

Constructive Interaction
20

21

L Lesson 1
How do you fit in
at school?

Let’s welcome
Track
Read “Our New Classmate” in your

. Our New Classmate
our classmate! D o ne !
1 Look at the pictures. Match them to the
Reading Tip! words.
Look at the first page. What do think the

reading is going to be about? Discuss your 1. classmate
ideas with the person next to you. Then
share them with the rest of your class.
2. deaf
KEY WORDS
classmate
know
read
3. sign
2 Complete the organizer with things you can or cannot do. Draw a
line from the word in the box to the corresponding place.
hear play kickball read read lips speak use sign language
...
n ... I cannot
I ca
I don't
know if
I can ...
Witty Reading
24

3 Look at the characters' names and draw how you think they look.
Emmet Jonathan
Kelly Lilly
4 Talk to your classmate.

Lines of Research
• Stand up and find a classmate that is far Do you know what sign
away from you. language is? Would you like
to know its history?
• Try to tell your classmate what you can
and cannot do. You cannot talk but you
Research the history
may use signs and you can try to read of sign language.
their lips.
• What do you have in common? #KeyConcept
• How are you different? sign language
Week 1 Can make predictions about a story
25

Track
1 Listen and look. Then, circle David’s mom. David’s Mom
1 2 3
2 Look at the pictures and answer the questions using the

words in the box. KEY WORDS
blouse
blond blouse blue brown dress hair lilac brown
long pants pink short sweater white color
1. What is mom number two wearing? 4. What is mom number one wearing?
She’s wearing . She’s wearing

2. What is mom number three wearing?
She’s wearing .
3. What does mom number one look like? .
She has
Quick Language
26

We use adjectives to describe people's physical
appearance and the clothes they are wearing.
Adjectives commonly tell size, shape, age, Draw yourself as
and material.
a baby.
Example:
She has long, blond hair.
The word long describes the size of the hair, 3 Color the children’s clothes. Then, tell your
and the word blond describes the color. classmates what they are wearing.
4 Imagine that you and a classmate

areYourIdea
Sh
s
#
LIVE
are at a store. One of you loses a sT U DI
O
friend.
Student A: You are looking for your lost friend

at the store. Describe it to the security guard.
Student B: You are the security guard. Ask for

a description of the lost friend.
Week 1 Can describe people’s physical appearance and clothes
27

1 Read the letter. Circle the salutation and
closing, and underline the body.
Dear Jenny, INDFU

EM L
B
Hello! I’m excited that you are coming
to visit. My mom is getting a room ready
for you. We are going to have so much fun.
We can go swimming in the pool. We can
also play video games. What else do you
want to do? Hug someone you
Are you nervous about flying on a plane
alone? I can’t wait for you to get here!
really appreciate
with your full
Your cousin,
Jack
attention.
KEY WORDS
body 2 Answer the questions about the letter
closing in Activity 1.
write
1. Does the letter have the date?

2. Does it have a person’s name?

3. What closing does it have?

4. Does it have a signature?
Clever Writing
28

People write friendly letters to their friends
and family. You can write to people to share
news, to thank them, or even to invite them
somewhere. Always remember to include:
• The date: Write it in the upper right-hand

side of the page. Separate the day and the
year with a comma.
• A salutation: Write a comma after the name.
• The body: Indent the paragraphs.
• A closing: End the closing with a comma.
• Your signature: Sign your name under
the closing.
3 Ask someone older to write you a short letter. 4 Work in teams of four and discuss.
Paste their letter here. Point at the elements
with a classmate. • Think about a list of things or ideas that
you should keep in mind when writing
a letter.
• Make a complete checklist, using correct
capitalization and spelling.
Week 1 Can read a friendly letter and identify its elements and characteristics
29

KEY WORDS
coat
rack
scarf
1 Look at the picture. How

many items of clothing can
you name in 30 seconds?
• Work with two

2 Listen and answer the questions. classmates and time
Track
The Coat Rack yourselves.
Phillip Rachel Tony
1. Whose scarf is this?

It’s scarf.
2. Whose boots are these?

Hug yourself
They’re boots. very tight.
3. Whose gloves are these?

They’re gloves.
4. Whose coat is this?

It’s coat.
Sharp Speaking
30

3 Look at the pictures and match the kids with their possessions.
1. 2. 3.
WELL-BEING
Lucy Meg Steve
How do you feel
right now? Tired? 4 Look at the pictures again. Then, complete
Nervous? Tense?
or
Agenda f
r e and circle the correct answers.
Take five minutes
t h e fu t u
to meditate. Close
your eyes and 1. They’re sandals / dress.
take several deep
breaths. You’ll feel
more relaxed
and focused! 2. They’re shorts / sunglasses.
3. It’s scarf / T-shirt.

5 Play a matching game.
• Work with your classmates.

• Stand in a circle and put several pieces of clothing in a pile
in the middle of it.
• One of you takes something from the pile and asks whose it is.
• The rest of your classmates answer with the owner’s name.
areYourIdea
Sh
Example: Whose scarf is this?

s
#
LIVE
sT U DI
O
It’s Nina’s scarf.
Week 1 Can ask and answer questions about the ownership of different clothing items
31

Test Yourself
Listening - Part 4
Listen and color. There is one example.
Track
Test: Sam’s Classroom
Strategy: Remember to bring colored pencils to the test.
32

How do you fit Stepbyep
St
in at school?
al Reflec
on t
io
Per
Hopefully, you realize that there is no official list
n
that tells us where we belong. We all have different St e p 1
reasons to feel that we belong in certain places and

not in others.
Now you understand that we may not fit in the

same place as the rest of our classmates, best Do you fit in at all the clubs at school?
friends, or even our siblings. It all depends on who What is your favorite school subject?
we are and what our personalities are like. Does anyone else in your class enjoy this subject?
Where do you think you fit in most at school?
People close to us often feel like they don’t fit in
where they are. Talk to your classmates and find Compare answers with a classmate using a Venn
out where they feel that they belong and the diagram. Write both of your names on the lines
things that make them think this. and where each of you belong. Then tell about the
things that make both of you feel this way. In the
You may be surprised to find how the smallest middle, write the things you have in common.
things can make us feel at home.
BE Aware of Your Progress

Circle a face for each category.
According According to According to

Can I...? to me my classmates my teacher
make predictions about a story
describe people’s physical appearance and clothes
read a friendly letter and identify its elements
and characteristics
ask and answer questions about the ownership of
different clothing items
Consolidation Week 1
33

Let’s 1 Fill in the blanks as you read.
organize! 1. Emmet says

in sign language.
2. They invite Emmet to play .
3. Some students ask

about Emmet.
4. Emmet teaches his

some words in sign language.
INDFU
EM L
2 Read the sentences and circle whether they are
B
“True” or “False.”
1. Emmet is a student from a different country.

True False Focus on saying a
2. The name of Emmet’s teacher is Mrs. Smith.
True False
word and see if your
3. Raven doesn’t like to have a new classmate. classmates
True False
4. Emmet has short brown hair.
can guess it.
True False
5. Billy asks many questions.
True False
SELF-AWARENESS
You already know your first
KEY WORDS ill language, but how good are
s
Sk
feet P e r s o n al you with other languages?
hands Do you think you can
kickball
communicate in English
using sign language?
Witty Reading
34

3 Read and circle the correct answer.
1. Emmet is a new -.;,;. .

a. student b. teacher c. father
2. Emmet speaks with his -.;,;. .

a. feet b. lips c. hands
3. Speaking with your hands is

called -.;,;.
a. sign language b. signals c. mimics
4. Emmet is deaf. He cannot -.;,;..

a. speak b. hear c. see
5. Emmet can read -.;,;..

a. feet b. hands c. lips
areYourIdea
4 Draw yourself talking using sign language. 5 Work in teams and discuss.
Sh
s
#
LIVE
sT U DI
O
• Imagine you are in the same situation
as Emmet.
• What would you do?
• Do you think you could use To
lerance
sign language?
• Would you like to play with
other children?
Week 2 Can read a comprehension exercise and answer questions
35

1 Read and circle the names of people. 3 Look at the pictures 1-3. Complete each
sentence with the correct word from the box.
My Classmates 1 2 3
Hi! My name is Sally, and I love going to
school. Do you want to know why? It's
because of my classmates. Charlie is my
best friend, and he likes to study Math
and English, just like me, but his notes are He They She
not as good as my notes. Angie is the best
lunch partner, we always talk and laugh a
1. reads a book.
lot. Her sandwiches are delicious, and she
sometimes shares her food with me.
2. writes with a pencil.
My classmates are very friendly, and we
always have so much fun! What about
3. color with crayons.
your classmates?
4 Circle the correct answer.

KEY WORDS
1. reads books.
English
his a. We b. She c. They
possessive adjectives 2. book is open.
2 Read the sentences below, and circle the

a. Her b. They c. We
person the word in bold refers to. 3. write with a pencil.
a. He b. They c. She
1. He likes to study Math and English.
a. Sally b. Charlie 4. measure things with a ruler.
a. They b. He c. She
2. His notes are not as good as my notes.
a. Angie b. Charlie 5. pencil is broken.
a. It b. His c. They
3. We always talk and laugh a lot.
a. Angie and Sally b. Angie and Charlie 6. crayons are on the floor.
4. Her sandwiches are delicious.

a. Their b. We c. He
a. Charlie b. Angie
Quick Language
36

Language Key
We use personal pronouns to refer to people we mentioned before.
Example:
George is my best friend. He is tall and thin.
We use possessive adjectives to refer to people’s possessions.

Example:
Arthur is very tidy; his notebooks are very clean.
5 In teams of three, describe the children in the photos and

their possessions.
1 2 3
6 Draw yourself with your three favorite 7 Work in pairs, talk about your drawing.
possessions.
• Work with another pair and describe your
• Describe your drawing to a partner. classmate’s drawing to them.
• Use personal pronouns and • Ask and answer questions about your
possessive adjectives. classmate’s drawings.
Week 2 Can identify pronouns and write sentences about people
37

1 Draw yourself and a relative on vacation. beach camping family
Then, answer each question. Use some fishing forest relative swimming
words from the box.
1. Where are you? 4. What are you doing?

2. Are you having fun? 5. How do you feel?

3. Who are you with? KEY WORDS
camping Paste a used
fun
relative
postage stamp.

Clever Writing
38

2 Write a letter to a friend and tell them about
your vacation. When you finish, check your
letter with the checklist you wrote.
3 Work in teams.
MULTICULTURAL AWARENESS
• Write a letter to a real or an imaginary Imagine you are writing a letter to
someone who lives in a different
person using cartoon characters s
Sk
ill
P e r s o n al country. What would you ask? What
and titles.
details about your life do you think
• Make sure that what you write is logical. would be important to mention?
• When you finish, read your letter to the
rest of the class.
areYourIdea
Sh
s
#
LIVE
sT U DI
O
Week 2 Can write and revise a friendly letter by using a checklist
39

1 Read and check the words with the long a 2 Listen to the track and underline Track
sound. There is one example. the words with a long a sound.

Nate the Snake
Nate the Snake

Nate the Snake loves to skate.
play eight His favorite place to skate is on the lake!
He practices making a figure eight.
He skates all day. He doesn’t take a break.
The sun goes down. It’s getting late!
Nate skates home, but he makes a mistake.
There’s an old lady carrying a cake…
Uh, oh! Nate skates straight into the cake!
apple alarm Mmm … the cake tastes great!
KEY WORDS
lake
skates
snake
cake snake
skates
bag
lake water
Sharp Speaking
40

3 Match the pictures to the sentences 5 Work in teams of three and discuss.
below.
• Now that you’re familiar with the long a
sound, think of a different set of words
that have the same sound.
• Then, compare your answers with the
rest of the class.
• Write your list in the space below.
4 Complete the sentences with the words from

the box.
game lady rake vase
1. This nice helped me

when I fell.
2. I love to play this !

I always win!
3. Oh, no! I broke my mother’s .
4. Use the to gather
the leaves on the ground.
Week 2 Can identify and correctly pronounce words with a long a sound
41

Test Yourself
Reading and Writing - Part 4
Read this. Choose a word from the box. Write the correct word
next to the numbers 1–5. There is one example.
Yesterday, when I looked at the clock it was time for recess. So I invited our new
(1) to play with me and my friends. I used my (2)
to talk with Emmet because he is (3) .
Emmet can even read my (4) . Then, we went to the field and started
to play (5) . We all had a great time during recess.
Example
clock kickball socks deaf
classmate lips skates hands
Strategy: Read the whole text before answering.
42

St
in at school?
Do you feel you belong in more than one place with more than
one particular group of people or places?
Reflect on where you feel most comfortable, and then, write

your answer to the question, “Where do you fit in?” below.
al Reflec
on t
io
Per
n
St e p 2


read a comprehension exercise and answer questions
identify pronouns and write sentences about people
write a friendly letter, and revise it using a checklist

identify and correctly pronounce words with a long
a sound
43

L Lesson 2
How do you fit in
with your family?

Let’s meet
Track
Read “Our New Classmate” in your

. Our New Classmate
new friends! D o ne !
1 Unscramble the letters to complete the sentences

Reading Tip!
from the story.
Look at the illustrations while you
1. Emmet is tall with short, hair.
read. They will help you understand
and connect the words. wronb
2. He’s friendly and .
KEY WORDS yeas - iogng

please
sorry
3. I can read .
thank you
pils
2 Have you ever been so sick that
4. It’s time for .
you could not speak? How did you
communicate? Write your solutions creses
in the space below.
With my classmates With my teacher
With my friends
With my family
Witty Reading
46

3 Circle the word that completes each sentence. Drink Eat
1. It was Emmet’s first day in a new .

a. city b. school c. country
2. When his classmates found out he spoke with his

hands, they were .
a. curious b. angry c. confused

More Please
3. When Billy asked him if he could talk, .
a. Emmet didn’t answer
b. Mrs. Green answered for him
c. Emmet said yes
4. At recess, asked him to play kickball.

a. Billy b. Raven c. Lilly
Sorry Thank you
5. In the end, Natalie asked him to .
a. be on her team
b. be on a different team
c. teach them sign language
4 Get into small teams and think of five

good things you can say or do to welcome a
new student to your class. Draw one of
your ideas in the space on the right. Share
with the class and explain.
Ma ke a ge
to sho w t sture
hat you
are hungry
.
Week 3 Can show comprehension of the story by answering
a multiple-choice exercise
47

2 Look at the pictures and circle the correct word to
KEY WORDS complete each sentence.
clap
stomp
rub
Track
1 Listen, do the actions, and

sing along! When I’m Happy
1. 2. 3. 4. 5.
1. She feels before a test.

When I’m Happy
a. angry b. nervous c. sad d. happy
When I’m (happy), and I know it
2. He feels about his gift.
I (clap my hands).
When I’m (happy), and I know it a. lonely b. scared c. excited d. angry
I (clap my hands).
3. She feels because she saw a spider.
then I do something to show it. a. scared b. nervous c. sad d. excited
4. He feels because he lost the soccer game.
I (clap my hands).
a. angry b. nervous c. happy d. excited
. . . (mad) . . . (stomp my feet)
5. She feels because she dropped her lunch.
. . . (sad) . . . (rub my eyes)
. . . (hungry) . . . (eat a snack) a. happy b. excited c. scared d. sad
. . . (thirsty) . . . (take a drink)
. . . (tired) . . . (take a nap)
Quick Language
48

3 Write how you feel in each of the following situations. Language Key
Then, share with a classmate. There is one example. We use specific words to describe
feelings. They are called adjectives
angry excited lonely nervous sad scared and we generally use the verb to be
or the verb to feel before them.
1. You hear strange noises at night.

Examples:
I feel scared
noises at night.
when I hear strange
I am happy when I watch TV.
I feel sad when I see a hungry dog.
2. You have to talk in front of the class.
I feel when I have to talk in

front of the class.
3. Your little sister draws on your favorite toy.
I feel when my little sister draws
on my favorite toy.
4. None of your friends can come over to play.
I feel when none of my friends

can come over to play.
5. You get a big box in the mail.
d
I feel when I get a big box in
s c h ool a n
the mail. a new ds yet.
t e d n
6. You hear a dog bark loudly. I star t have frie o me!
I don’ dy talks t
I feel when I hear a dog bark loudly. N o bo
lerance areYourIdea
4 Everybody has feelings!

To Sh
s
#
LIVE
sT U DI
I th i n k
O
• Get into teams of three. diffic math is v

ult. I d e
• Read the two situations.
if I ca on’t kn ry
• Discuss how the people feel. proble n solve t o w
ms co h
• Think of three actions to make them feel better. rrect e
ly…
Week 3 Can describe and infer feelings in different situations
49

• Commas are used after a name in a greeting in a letter:
W rite a list
Dear Sara, of things that
• Commas are used to separate the day from the year in dates: you like about
June 10, 2016 yourself.
• Commas are used to list three or more items.
I like to swim, ride my bike, and play soccer.
• Commas are used to close in a letter:
Your cousin,
Juan
1 Read the letter on the left and write the missing commas.
Then, rewrite the letter and correct any other mistakes.
KEY WORDS
comma
greeting
rewrite
july 10 2016
dear mom
I am having a great time
with jack We’ve been
swimming in the pool
riding bikes and
playing video games I
miss you
love
Jenny
Clever Writing
50

2 Look at the pictures and list the items. Don’t
forget to use commas.
bat ball glove bicycle tricycle scooter
belt shirt pants shoes ruler eraser pen pencil
3 Get into teams of three or four. Imagine you are

areYourIdea
Sh
s
#
LIVE
magic wizards at a party. You need to say the sT U DI

O
magic formula to make everyone happy. Say

the following items as a list:
• The people in each person’s family

• The toys you want for your birthday
• Food in a good lunch
• Good things you do for your family
Week 3 Can apply the rules for the use of commas
51

1 Look at the pictures and complete the words.
1. ap KEY WORDS
feelings
hungry
thirsty
2. a 3 How do you feel today? Draw yourself and

describe your feelings to a classmate.
3. d
4. i d
Track
2 Listen and mark ( ) or (✗) on the

chart. Then, ask a friend.
How Do You Feel?
Greg and Your

Are you . . . Lisa You
Josh friend
tired?
hungry?
thirsty?
Sharp Speaking
52

4 Look at the pictures and answer 5 Quiz your classmate.
the questions using the sentences from
the box. • Make up four questions about the
listening activity “How Do You Feel?”
Yes, I am. No, I’m not. • Use a different type of question each time:
one true/false, one multiple choice, one
Yes, we are. No, we’re not.
short answer, and one fill-in-the-blank.
• Give your quiz to a classmate to answer.
1. Are you tired? • Grade your classmate’s answers.
INDFU
EM L
B
yo u r s e l f
D e s cri b e h o
o n e w
to someot kno w
2. Are you thirsty?
does n your full

y o u w it h
te n t i o n .
at
3. Are you sad?
ENTREPRENEURSHIP
Start a campaign in your school
ill promoting something you believe
s
Sk
P e r s o n al in. It could be to learn a new
language or start a club to learn
sign language.
Week 3 Can ask and answer yes/no questions to find out how their partner feels
53

Test Yourself
Listening - Part 1
Listen and draw lines. There is one example.
Track
Test: My Community
Strategy: Identify special features in each character before listening.
54

How do you fit Walk around your classroom and find a
classmate you do not know well. Ask them
Stepbyep
St
in with your to join your team. Every team needs to have

four to five members.
family? Choose a name for your team and assign the

following roles: moderator, secretary, and narrator.
During this week you’ve learned more about The moderator says whose turn it is to speak. The
yourself by finding out how to describe your secretary takes notes about what each person in
feelings in different situations. You’ve also talked the team says. The narrator shares what the team
about how to describe physical appearance and has discussed.
how to communicate. ro
up Work
!
Use the organizer below to remember
G
Team name the roles each team member has. St e p 3
Moderator
Narrator
Secretary


show comprehension of the story by answering a
multiple-choice exercise
describe and infer feelings in different situations
apply the rules for the use of commas to correct
punctuation mistakes in short texts and list
objects using commas
ask and answer yes/no questions to find out how
my partner feels
55

Let’s retell
the story! KEY WORDS
introduce
language
student
1 Match the pictures to parts of

the story.
1. The teacher introduces a new

student to the class.
2. Emmet speaks with his hands.
3. The teacher uses sign language.
4. Emmet is deaf.
5. The classmates are happy to

meet a new friend.
ADAPTIVE THINKING
Tell the class what other
ill languages (other than
s
Sk
P e r s o n al your own) you have
heard people use.
Witty Reading
56

2 Draw your favorite scene from the story.
3 Get into teams of four and play Bingo! You have

30 seconds to answer questions or do challenges.
The first one to complete the chart wins!
QUESTION: CHALLENGE:
What five things can a Find two people who can
deaf person do? speak sign language. Ask
your classmates!
QUESTION: CHALLENGE:
What can you do to Jump three times and
welcome a new student? say what makes you
Say three things. happy. Find photos in your
QUESTION: CHALLENGE: boo k of people using
different languages
What can a teacher
do to welcome a new
Find two people who
don´t like ice cream.
.
student?
Week 4 Can sequence the story and identify their favorite part
57

INDFU
EM L
1 Match the emotion to what you

Get a new pen and
B
would say if you felt that way.
1. happy a. boo, boo, boo

draw something
2. sad b. aw, aw, aw awesome here with
3. angry c. ha, ha, ha your full attention.
4. tired d. wiggle, jiggle
5. silly e. rats, rats, rats
6. sick f. oh, oh, oh
7. excited g. hee, hee, hee I feel happy when I wake
up! I always feel happy!
2 Choose five emotions and write the words on the

space on the right. Work with a classmate and explain
when you feel these emotions.
KEY WORDS
silly
sick
tired
Quick Language
58

3 Complete the following sentences with the It is important to know a lot of
situation that makes you feel this way. words to describe your feelings. Try
to memorize the following list of
1. I feel happy when I...
adjectives to describe feelings:
• angry • embarrassed • nervous

• bad • excited • sad
2. I feel excited when my mom...
• bored • fine • scared
• calm • good • sorry
• confused • happy • tired
3. I feel sad when my friends...
excited tired angry
silly s ad nervous
4. I feel nervous when... areYourIdea
4 Charades!
Sh
s
#
LIVE
sT U DI
O
• Get into teams of three or four.
5. I feel tired when I... • Each student writes a different
feeling on an index card.
• Place the cards in a pile face down
on a desk.
6. I feel good when my teacher... • Take turns choosing a card.
• Act out the feeling on the card.
• The rest of your team guesses the
feeling, saying: “You
7. I feel angry when my team... are .”
• When a student guesses correctly,
they tell a situation that makes
them have that feeling.
• After you finish, play with another
team!
Week 4 Can describe their feelings in different situations
59

1 Write a draft for a friendly letter to your teacher. Don’t forget
to use commas when needed.
2 Check ( ) the following sentences about your letter.
My items are easy to follow.
I can tell what my idea is.
My words make sense. They are used correctly.
I checked my spelling, grammar, punctuation,

paragraphs, and use of capitals.
3 Answer the questions.
1. Who is your letter to?
KEY WORDS
2. What is the first piece of information you wrote?
draft
friendly
pay attention
3. What is the second piece of information you wrote?
Clever Writing
60

4 Write the final version of your letter. Pay attention to the
comments you made on the previous page!
TECHNOLOGY
5 Letters, letters, letters!
areYourIdea
The means of communication

Sh
s
#
LIVE
Get into small teams sT U DI among people have changed a lot

O
r
throughout the years. And every
o
Agenda f
and discuss. t h e fu t u r
e
time, there has been a revolutionary
• Say if you write letters.
idea: first it was letters, then the
telephone, and then the Internet.
• Say if someone in your family
What technology do you use now
receives letters. for communicating?
• Say why you think people write letters.
When you finish, change teams and share

your answers.
Can write their own friendly letter using commas

Week 4 correctly
61

1 Look and recite the poem. 2 Listen and check ( ) the correct Track
answer. Then, number the picture

according to the descriptions.
People Are Different Mike, Alex, and Sal
People are different everywhere!
They have different faces! 1. Mike has short, black hair.
They have different hair.
It doesn’t matter Mike has long, black hair.
How different we are. 2. Sal has long, brown hair.
All of us are shining stars!
Sal has short, brown hair.
3. Alex has short, blond hair.
Alex has short, red hair.
3 Describe one of your classmates. Can

the rest of the class guess who you
are describing?
KEY WORDS
old
tall
young
Sharp Speaking
62

4 Color by number.
1
2
3
5 Color Key
1 = brown
4
2 = black
3 = blue
4 = green
7 6 5 = pink
6 = red
7 = orange
5 Look and circle.
1. She has (brown / black hair). 5. He has (blue / green) eyes.
2. He has (black / red) hair. 6. She has (blue / green) eyes.
3. She has (long / short) hair. 7. They look (sad / happy).
4. He has (long / short) hair. 8. They look (old / young).
lerance
To
6 Describe the classmate next to you.

Then, discuss the following:
• Are there any physical differences among your classmates?

• Do you think these differences should mark the way you
treat others? Why? Why not?
Week 4 Can describe people’s physical traits
63

Test Yourself
Speaking - Part 2
Strategy: Focus on prepositions of place.
64

St
in with your
family?
Now, it’s time to share your reflections on the question “Where do
you fit in?”.
Your team’s moderator will give turns to share your reflections. ro
up Work
!
Listen respectfully and take notes.
G
St e p 4
Your team’s secretary will take

Reflection 1 Reflection 2 Reflection 3
notes of what each member
mentioned. When everyone
presents their reflection, share
your notes with all the team,
following the secretary’s notes.


sequence the story and identify my favorite part
of the story
describe my own feelings in different situations
write my own friendly letter using commas
correctly, revise it, and make corrections
describe people’s physical traits
65

L Lesson 3
Where do you fit
in with others?

Let’s find what
Track
Read “Out of Sight” in your

. Out of Sight
we like! D o ne !
1 Draw what you like to see when you
go to a store.
Reading Tip!
Look only at the images, and guess what
details will be important in the story.
KEY WORDS
car
shopping
store
2 Label the following images using words

from the box.
pajamas race car security guard
Witty Reading
68

3 Look at the first page of the story. Circle the answer
you think is correct.
1. Where do you think they are going?

a. store b. school c. library
2. How does the boy look?

a. happy b. excited c. scared
3. How does the woman look?

a. excited b. worried c. happy
4. How old do you think the boy is?

a. six years old b. seven years old
c. eight years old
5. What do you think the story will be about?

a. a school day b. family vacations
c. going shopping
4 Get in groups of three, and act out the
following situation.
When Annie goes shopping for clothes, her

parents want to buy what they like and not Sh
areYourIdea
s
#
LIVE
what Annie likes. sT U DI
O
Lines of Research
Did you know that a lot of
people work in a store?
Research different occupations in

a store.
#KeyConcepts
occupations / stores
Week 5 Can make predictions about the story
69

Track
1 Read and listen to the track. Why does the boy go

to the store? A Visit to the Toy Store
A Visit to the Toy Store

Today we are visiting the toy store. One of my friends is having her birthday
party this weekend, and we are here to get her a present. She likes all the
toys and games I like, so I won’t have any problems choosing a toy for her.
I think the robot is a great present. I could play with her robot and my RC
car, but I also like the football; it is a very good present because we could
play with all our friends at recess. A bike would be an excellent present
for me, but my friend doesn’t like bikes because she doesn’t know how to KEY WORDS
ride them... I could teach her, and we could go to the park on our bikes. I bike
remember that she likes stuffed animals, too... don’t like
Oh no! I can’t decide... I like all these toys! park
2 Underline the expressions the boy uses to 3 Look at the toys.

express his and his friend’s toy preferences
in the story above. • Circle the ones you LIKE.
• Cross out the ones you DON’T LIKE.
• Underline your FAVORITE.
Quick Language
70

4 Match each toy with its correct definition.
Language Key
1. bike a. small human figure We use the verb like to express
something that we enjoy.
Because it is a verb, we have to
2. inline skates b. an activity with rules
conjugate it depending on
the subject.
3. ball c. a short word for bicycle
Examples:
4. doll d. type of roller skates We like video games.
Ethan likes bikes.
5. stuffed animals e. soft toys shaped like animals
When we want to express
something we don’t enjoy, we
6. game f. a round object used in sports use the auxiliary don’t/doesn’t.
5 Get into groups in a circle. Examples:

lerance
To
Take turns to say: They don’t like dolls.

Mark doesn’t like skates.
• Toys you like
• Toys you don’t like
• Your favorite toy
m e t h i ng
Draw sot you
tha nge.
ca n’t c h a
Week 5 Can identify different kinds of toys and classify them

according to preferences
71

To form the regular plural, add “s” to a
singular noun.
Say what you
can be better

singular plural
at with your
bike bikes
doll dolls full attention. EM
INDFU
L
B
puzzle puzzles
1 Read the text, and underline the 2 Each sentence has one mistake. Rewrite the
plural nouns. sentences correctly.
1. There is one bikes.
Look inside my toy box. I have many toys! I

have a baseball bat and a ball. I have some
wooden blocks and some plastic cars. I also
have a domino and many cards.
Look! I even have a teddy bear and small
2. There are three doll.
dinosaurs.
KEY WORDS
plural
3. There is two puzzle.
singular
regular
Clever Writing
72

3 Read and follow the instructions.
1. Look and label the pictures.

2. If there is an s at the end of the word, circle it.
4 Get in groups and play Simon Says.
Use the following sentences for the game,

in any order.
• Give me one pencil.
• Give me two pencils.
• Draw one circle.
• Draw three circles.
• Name one toy you like.
• Name one toy you don’t like.
Now, have another student give
the instructions.
Week 5 Can understand how regular plurals are formed and how to
correct mistakes in sentences
73

1 Work with a classmate . Check (✓) the food you like and cross (✗)
the food you don’t like. KEY WORDS
ice cream
Cookies Milk Fish Tomatoes milk
tomatoes
My friend
Me
Track
2 Listen and draw or cut out pictures to

decorate. I Like Ice Cream!
I like ice cream.

I like cake.
I like pizza on my plate.
I like cherries and peaches, too.
But I don’t like sandwiches.
How about you?
Sharp Speaking
74

3 Look at the picture.
• Color the foods you like in orange.

• Color the foods you don’t like in blue.
• Match the foods to their names.
milk
sandwiches
fish
cake
tomatoes
cookies
e fu n ny
M a k s.
4 Have a picnic.
Sh
areYourIdea
face
s
#
LIVE
sT U DI
O
• Get into groups and sit in a circle.

• Get ready to plan a picnic.
• Take turns saying what to include in your picnic.
• Then, tell the other groups your ideas.
ECONOMICS
Did you know that fruit is
cheap, healthy, and delicious?
or
Agenda f
t h e fu t u r e What other kind of food is
cheap and easy to find?
Week 5 Express preferences about food using like and don’t like
75

Test Yourself

Look at the pictures and read the questions. Write one-word
answers. There is one example.
Example
Where are the children? in the classroom
Questions
1 What is the teacher drawing on the board? a
2 How many people are there? There are people.
3 How many boys are there? There are boys.
4 What color is the teacher’s blouse? It’s .
Strategy: Remember to write no when any element of the sentence is false.
76

Where do you fit Stepbyep
resenta
pP t
io
St
Gro
n!
in with others? St e p 5
Think of how you fit in at home, at school, and with What can you do to make it easier for others to fit
your friends. What do you need to feel comfortable in? Imagine how you can help others feel included.
there? What do you share with your family, your In your teams, research ways you can help others
classmates, and your friends? What are the things fit in. What could you do to make others feel
you have in common? welcome and comfortable in new surroundings?
Complete the following chart with what you like and don’t like.
What do you do to help people fit in?
I fit in with... my family my classmates my friends
What we like
What we don´t like
What we do together
Can I...? to me my Classmates my teacher
make predictions about a story
identify different kinds of toys and classify
them according to preferences
understand how regular plurals are formed and
correct mistakes in sentences
express preferences about food using like and
don’t like
77

Let’s talk about 1 Draw objects you can find in each department.
department Toy
department
C lothes
department
Kids
department
stores!
DIGITAL SKILLS
Tell the class which
ill digital devices you can
s
Sk
P e r s o n al find in a store.
What is the most
common device a
store sells?
2 Read the sentences and circle “True” or “False.” Use

KEY WORDS the information in “Out of Sight.”
clothes
1. George is going to a sleepover party.
kids
shoes True False
2. George and his mom are going to look at the
EM
INDFU
L toys first.
True False
B
3. Mom tells George not to wander off.

Give away True False
a toy that 4. Mom shows George the pajamas with race cars.
False
you don’t True
5. Oliver wants to see the race cars in the toy
use anymore department.
with your full True False

6. When Mom does not see George, she gets worried.
attention. True False
7. The guard asks about George’s shoes.
True False
Witty Reading
78

3 Match the sentences about “Out of Sight.”
1. George goes to the store a. a friend from school.
2. They want to buy b.

with trucks.
3. George likes pajamas c. the security guard for help.
4. George sees d.

with his mom.
5. Mom asks e.

pajamas.
4 Complete the image and tell “Out of Sight” in your own way.
Week 6 Can identify details about the story and retell it
79

2 Complete with like, don’t like, or favorite.
Find your 1. I
favorite toy in inline skates.
the story. 2. My toy is the ball.
3. I
1 Listen to the track and sing Track
dolls.
along. My Favorite Games
4. My friend’s toys are race
My Favorite Games cars.
I like my toys, I don’t like to run.

I like my skateboard, I don’t like to fall.
I don’t like stuffed toys, and I like my horn.
But above all, but above all, KEY WORDS

I like my board games and my video games. board games
The games I play with you? favorite
I like them all! skateboard
3 Draw your favorite toy here.
Quick Language
80

4
4 Complete the puzzle.
3
1
You can use like or don’t like to talk about your
preferences. You can also use the word favorite
to talk about things or activities you really like. 2
Example: Across Down

My favorite food is pizza. 1. a round object used 3. an activity with rules
Her favorite game is chess. in sports 4. a small human figure
2. a short word for bicycle
5 Play Toy Bingo with your friends. Tell which

toy you like and which you don’t like.
Week 6 Can express preferences about toys and games
81

1 Think of your favorite place. Draw it here. Describe it
to a classmate and say why you like this place.
2 Write two sentences describing your drawing. 3 Read and check the sentences that
match your writing in Activity 2.
The plurals are correct.
My sentences are easy to read.
I used capital letters at the

beginning of the sentences.
I used a period at the end of

the sentences.
My spelling is correct.
KEY WORDS
hide-and-seek
nature
trails
Clever Writing
82

4 Think about the questions 1–4. Then, read My favorite place is the forest.
the paragraph on the right. What do you My favorite game is hide-and-seek. I like
like most about nature? Write it in the
to ride my bike on trails. I don’t like bees
space. Use your answers to questions 1–4
to help you.
or plants that make me itchy.
1. What is your favorite place?

2. What outdoor activity do you like
the most?
3. Do you like to ride a bike?
4. What outdoor activities don’t you like?
areYourIdea
Sh
5 Interview two friends about their
s
#
LIVE
answers to the questions below.

sT U DI
• First, you ask the questions. O
• Next, your friend answers.

• Then, your friend asks you the questions
and you answer.
1. What are your favorite toys?

2. What is your favorite game?
3. Do you like to ride a bike?
4. What toys don’t you like?
ART
Do you know that many
or children like painting
Agenda f
t h e fu t u r
e games? What is your
favorite one? Have you
ever made a class mural?
Week 6 Can write a short descriptive paragraph about their favorite

place in nature
83

1 Paste a picture in each frame to illustrate
KEY WORDS the words.
beans
sweets
peaches
Track
2 Listen and sing. Point to the pictures

as you listen and draw the missing
food. I Like to Eat
I Like to Eat
I like to eat. I like to eat lots of

pizza, beans, and peaches.
meat and peas and cheese. beans
sweets and green ice cream.
I like to eat. I like to eat …
Uh, oh! I can’t see my feet!
peaches
Sharp Speaking
84

Track
3 Listen and repeat. Match the pictures to their

names. Your lines cannot cross over the pictures!
I Like to Eat peas beans feet
green
meat peach
5 Food at home and at school.

areYourIdea
4 Organize the words from Activity 3. Write Sh
s
#
LIVE
the words in the column where they sT U DI

O
belong. Then, write two more “ee” words. • Get into pairs and tell what food
There is one example. you eat at home.
• Change pairs and tell what food
you eat at school.
ea ee
• Then, change pairs again. Tell
what food you like more: the
meat food at home or the food
at school.
Week 6 Can identify words with an /iː / sound and their spelling
patterns -ee and -ea
85

Test Yourself
Look at the pictures and read the questions. Write one-word answers.
1. Who doesn’t like drawing? the on the right
2. What can you see at the window? a
3. Where are the children? in the
4. What toy does only one student like? the
Strategy: Read the questions carefully before answering.
86

Where do you fit Stepbyep
St
in with others?
Now that you have researched and gathered information about how
you fit in with your family, your classmates, and your friends, share
what you have learned.
Write how you will present your information and what

materials you will use.
resenta
pP t
io
Gro
n!
St e p 6


Can I...? to me my Classmates my teacher
identify details about the story and retell it
express preferences about toys and games
write a short descriptive paragraph about my
favorite place in nature
identify words with an /iː / sound and their
spelling patterns -ee and -ea.
87

Answering the
Key Question
Now that all the teams have shared their information
and their presentations, it’s time to gather the most
common and important ideas. Write a summary of
the class conclusion. Do not forget to include the
points that are important to answer the question:
Where do you fit in?
What did you enjoy the most about the unit?
Consolidation
88

and Asse
Let’s check the steps you did during this Unit.

ry
ss
a
Summ
me
Did you miss any steps?
nt
St e p 7
Analyze the problem and brainstorm possible solutions.
Write down a personal reflection.
Work in teams and discuss possible ways to answer the question.
Choose a name for your team.
Select three people in your team to be moderator, secretary,

and narrator.
Listen to each other.
Talk about where you fit in and how you know this.
Research how you can help others fit in.
Write down your conclusions and make a presentation

for the rest of the class. Use different materials and
sources during your presentation.
89

Souvenirs
Now it’s time for you to reflect on what you learned. How
do others make you feel included? Where do you fit in with
others? Write your reflection in the following spaces.
How do I fit in at school? How do I fit in with my family?
Unit Reflection
90

i c u l t u r a l
Mult p
Look at the map and circle the places you learned
about during this unit. What do you know about
Ma those places now?
Europe Asia
North America
Africa
South America
Australia
AntarCtica
I learned a
bout...
91

Lines of Research
2
Lines of Research Language Key
The history of sign Personal pronouns and

language possessive adjectives
Occupations in a store Adjectives for feelings
Like / don’t like
92

For the parents:

Make sure your kid’s pronunciation is similar to the recording.
Grade them with a face: , or after the third attempt.
Week 1
Home C onnection 1 Track
Listen to “The Coat Rack” again and repeat the D o ne !

following fragments. Ask an adult at home to grade
Parent's signature
your pronunciation.
1. Whose scarf is this?

2. It’s Rachel’s scarf.
3. Whose gloves are these? Child's signature
Teacher's signature
Track
Week 1 D o ne !
Home C onnection 2 Parent's signature
Listen to “Nate the Snake” again and repeat the
your pronunciation.
1. Nate the Snake loves to skate.
2. He skates all day. Child's signature
3. It’s getting late!
Teacher's signature
Home Connection
93

Week 3
Listen to “How Do You Feel?” again and repeat the D o ne !

your pronunciation.
Parent's signature
1. Are you thirsty?
2. You can rest ten minutes.
3. Are you hungry?
Child's signature
Teacher's signature
Week 4
Listen to “Mike, Alex and Sal” again and repeat the D o ne !

your pronunciation. Parent's signature
1. Here’s a photo of my friends in the park.

2. She has long brown hair.
3. We always have so much fun together!
Child's signature
Teacher's signature

94

Week 5
Listen to “I Like Ice Cream” again and repeat the D o ne !

your pronunciation.
Parent's signature
1. I like ice cream.
2. I like pizza on my plate
3. But I don’t like sandwiches.
Child's signature
Teacher's signature
Week 6
Listen to “I Like to Eat!” again and repeat the D o ne !

your pronunciation.
Parent's signature
1. I like to eat lots of pizza.
2. I like to eat lots of meat and peas
and cheese.
3. Uh, oh! I can’t see my feet! Child's signature
Teacher's signature
Home Connection
95

To-do
list
Task Date
-.; / ;-. / .-
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96

To-do
list
Task Date
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97

To-do
list
Task Date
-.; / ;-. / .-
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-.; / ;-. / .-
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98

To-do
list
Task Date
-.; / ;-. / .-
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99

To-do
list
Task Date
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100

To-do
list
Task Date
-.; / ;-. / .-
-.; / ;-. / .-
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-.; / ;-. / .-
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-.; / ;-. / .-
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-.; / ;-. / .-
101

To-do
list
Task Date
-.; / ;-. / .-
-.; / ;-. / .-
-.; / ;-. / .-
-.; / ;-. / .-
-.; / ;-. / .-
-.; / ;-. / .-
-.; / ;-. / .-
-.; / ;-. / .-
-.; / ;-. / .-
-.; / ;-. / .-
-.; / ;-. / .-
-.; / ;-. / .-
-.; / ;-. / .-
102

To-do
list
Task Date
-.; / ;-. / .-
-.; / ;-. / .-
-.; / ;-. / .-
-.; / ;-. / .-
-.; / ;-. / .-
-.; / ;-. / .-
-.; / ;-. / .-
-.; / ;-. / .-
-.; / ;-. / .-
-.; / ;-. / .-
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-.; / ;-. / .-
103

To-do
list
Task Date
-.; / ;-. / .-
-.; / ;-. / .-
-.; / ;-. / .-
-.; / ;-. / .-
-.; / ;-. / .-
-.; / ;-. / .-
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104

We present BE+Live, an unprecedented new proposal
that centers on the current needs of students
and makes the educational process a meaningful and
trascendental learning experience.
At BE+Live, we believe that changing education is the

key to changing society for the better.
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SHAPING MY

C9BVP2B2ALSL_FORROS.indd 1 9/2/19 10:36 AM

C9BVSLP2B2AL_P01.indd 1 8/5/19 5:50 PM

Content Director Ernesto Alonso Núñez Mejía

Content Collaborators Ariadna Ixchel Méndez Hernández, Diana

Pedagogical Specialist Karime Pulido Ramzahuer

Impreso en Colombia / Printed in Colombia por Quad Graphics Colombia S.A.

© Sistemas Educativos de Enseñanza, S. A. de C.V.

First Edition September 2019

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C9BVSLP2B2AL_P01.indd 4 8/5/19 5:50 PM

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18 Where do you fit in?

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88 Answering the Key Question

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Here you can find the Key Question. It

is the language production guide

used as the launch pad for the

four skills of the language. The Key

Question is closely related to the

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The first pages of the Unit include an

introduction to the topic and the Key

Question. Here you will find the weekly steps

and questions to help you answer the

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If you see this one, If you see this one,

Adaptive Thinking Art

You will also find these boxes:

Language Key You will also find research

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Monday Tuesday Wednesday Thursday Friday

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Monday Tuesday Wednesday Thursday Friday

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Monday Tuesday Wednesday Thursday Friday

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Form teams of three, and first choose a name

Research how you can help others fit in.

Describe your drawing to your classmates and explain why those

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Read “Our New Classmate” in your

Look at the first page. What do think the

hear play kickball read read lips speak use sign language

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4 Talk to your classmate.

Week 1 Can make predictions about a story

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1 Listen and look. Then, circle David’s mom. David’s Mom

2 Look at the pictures and answer the questions using the

She’s wearing . She’s wearing

3. What does mom number one look like? .

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4 Imagine that you and a classmate

3. Some students ask

4. Emmet teaches his