Lengua extranjera. Inglés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 nifias, los nifios y los adolescentes que cursan la educacién basica en nuestro pafs cuenten con materiales educativos para construir su aprendizaje, y con ello alcanzar una educacién de excelencia, Tu Cuaderno de actividades promoverd que te desarrolles integralmente, fomentara en ti ef amor a la Patria y el respeto a todos los derechos; asi reconoceras lo que te rodea, apreciaras tus fortalezas y sabras 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 educacién. 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 maximo 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 iConécelo, cuidalo y disfriitalo! Distribucién gratuita, protActivity Book Susana Ramirez Félix Marco Tulio Vazquez Rodriguez Carlos Andrés Prado Garcia aaPlay & Play Connections. Primary 6, Activity Book, fue elaborado por Educa Inventia S. A. de C. V. Participaron en esta edicién: Ediicién: Adrién Pliego Asistencia editorial: Jair Emmanuel Pifia Martinez Coordinacién general de arte y disefio: Gustavo Rivas Romero Coordinacién de disefo: Judith Sanchez Durdn y Sergio Salto Gutiérrez Disefio de interiores y cubierta: Carlos Garcia Ortega Diagramacién: Juana Carlos Micete Fotografia: gettyimages.com y fondo Norma: Iconografia: Equipo de disefto Norma: llustracfones: Gustavo del Valle Sotelo, Victor Eduardo Sandoval Ibafiez y fondo Norma Autoria por comisién y encorgo de la editorial: Carlos Andrés Prado Garcia “El sello editorial “Greenwich” esta licenciado por Carvajal, S. A. de C. Vs a favor de Educa Inventia S. a, de C. V. D. R. © Susana Ramirez Félix y Marco Tulio Vazquez Rodriguez D. R. © 2020 Educe Inventia, S.A. de C. V. Av. Rio Mixcoac 274, piso 4*, colonia Acacias, C. P. 03240. Alcaldia de Benito Juérez, Ciudad de México Primera edicién: mayo de 2020 Reservados todos los derechos conforme a Ia ley. El contenido y los disefios integros de este libro se encuentran protegidos por las Leyes de Propiedad Intelectual. La adquisicién de esta obra, cutoriza Unicamente su uso de forme particular y con cardcter deméstico. Queda prohibide su repreduccién, transformacién, distribucién y/o transmision, ya sea de forma total o parcial, a través de cualquier forma y/o cualquier medio conocido 0 por conocer, con fines distintos al autorizado. Miembro de la Cémara Nacional de la Industria Editorial Mexicane Registro niimero 3074 ISBN: 978-607-13-1045-3 Programa Nacional de Inglés. Para alumnos en Educacién Basica. PRON! La produccién de estos materiales fue hecha por encargo de la Secretaria de Educacién Pablica para usarse como material didactico en escuelas piblicas de Educacién Basica. Impreso en México - Printed in Mexico Distribucién gratuita - Prohibida su venta Este libro se terminé de imprimir en el mes de noviembre de 2020, en i Servicios Profesionales de impresién S.A. de CV. calle Mimosas 31, } Col, Santa Maria Insurgentes, C.P. 06430 México, DF. oHThis is your Activity Book Welcome to the world of Play and Play Connections Primary 6 Activity Book, a book through which you will learn English in a fun way by doine different activities and by participating in different social practices of the language. This book is divided into ten units, Each unit ‘contains three lessons and closes with © Reader's ‘Connection and en Evaluation page. Let's take a look at other things you will find: ‘On this page you will find the title of the unit, the socicl practice cf the language you will be working on, the earning outcomes, and couple of questions ‘that will activate your background knowledge. These two questions are for you to think. discuss, ‘and share ideas about ‘whet you think the topic of the unit Is about. Teeleraremtecye aera @) CA siverojct opcture fom the CD. ‘The octivtis oe called Big Picture Actives, BPAS. ‘aur tachet ll let youl wen You have bo work wth thor. Ieonography ‘Simple icons have been included in each activity to help you understand better what you are going to do. This Icon meens that you are going to work individually. This icon indicates that you are going to ‘work with ¢ classmete, This icon indicates that you are going to work in groups, This icon means that you are going to listen toc conversation, @ story, or c text. Other sections In order to increase your knowledge, cultural ‘background, and digital skils, you will find the following sections in eech unit In this section you will discover Interesting cultural facts and traditional features of your own ‘end other countries, In this section you will practice your digital sills by looking for specialized web sites, downloading videos ond songs, and gathering information from different digital sources. In this section you will reflect on the ‘oy the English language works. - ESESGHS, This icon indicates that you ore a) Sving to complete on activity thet £1 willbe stored in your Portfoin, This section is just for Connecting you you! It includes questions that will give you the ‘opportunity to express your likes ond dislikes, ‘andto reflect on your everyday If. Product stk st (OROFOFO) ‘The product is divided into four steps. Steps 1,2 ond 3.will guide you to plan end prepare your product. Step 4 will guide you to present your final product. In ecch step, you will find three main stages: Planning, Hands oni and Looking ahead. Self-Evaluation At the end of each lesson, you will find a self- evaluation section with a list of achievements. You will dacide which ones you are sure have accomplished and which ones you need more practice in. Glossary In this section you will ind the meaning cf the highlighted words.Sees poredesles Reader's Connection ee nt Fees persia Pee ee eee Reader's Connection eee Seen Witt eee eee Tio eee tee ee Lesson? 6 Leston2 o Lesson 2 n Reader's Connection 15 Evaluation 6 ene eee Poiana eS eel eee eee ee eee ae q a een Letcr 96 Reader's Connection 9 eel Perea ener ecrcsea Lesson 102, Lesson 2 105 Lesson 108 Reader's Connection im Evaluation cr ee enter econ Perens eee nony Product: Comic a a ray fa ars o Seer = panes = 7 Bibliography and Web references 8Let’s exchange suggestions CoM WA ete dere [ha tf 2 Where do people usually buy and sell things? > What kind of things do you buy? eee eee ee Rec cs eeu Reece tere cat rt Cenc Re eet eames ee eae ers. Work in pairs. Look at the picture and take turns answering the questions. Then listen to the conversation and check if your predictions were correct. Where do you think these people are? What are they doing? What do you think the general idea is? Work in pairs. Discuss with your classmate: How do you identify places and products mentioned in a conversation? Listen to the conversation again. Identify places and products mentioned by the speakers. Saiss cirri: Good afternoon, Madam. Welcome to Jenny's Fashion. My name is Brenda, How can help you? Mes. Brows: Hi Brenda! Thank you very much. We're looking for a nice sweater. Saves cts: Mmm... We have different models and sizes. What about this black sweater? ‘Aun: 'm not sure. What do you think, Mom? Mes, Brown: It's too formal. | don't think it will really suit you. How about that one? Aue: The yellow one? Mes. Browne: Yes. It looks very cool. Sars cLenk: Let me show it to you. What's your size? Aune: Small Saurs ctsni: Here you are. AunesThank you! Mrs. Brown: It's beautiful. Why dontt you try it on? Aune: Hmm... | think the size is fine. Ill take it. Sa.es cienc:Perfect! Do you want to see anything else? Au :Yes, please. I'm looking for a dress. ‘Saves eter: Very good! We have long and short dresses. Which one would you like? Aue: I think @ short one would be perfect. It’s for a party in the beach. Sauts ctsnecOh, I see. What about this one? It is a charming flowery cotton dress. And it Is your size. Mes. Brown: Wow! It's lovely! Connecting you AviweYes! I'll try it ont What do you like to buy when you ‘Sars cisni: Great! Let me take you to the dressing —_—_go to.a clothing store? Discuss the rooms. onswer with a partner.ae Family and Community QS _ > Workin small teams. Take turns to discuss the questions below. Give reasons for your answers. a. What's the seller's attitude like? e. Who started the conversation? What b. What's the buyers’ attitude like? expressions did she use to start a ¢. Do you think their attitude (sellers and conversation? buyers) was right? Why? f, Who ended the conversation? What d. Does the seller's attitude help her to sell? expression(s) did she use to end the Why? conversation? portant to use the words thank Eulture: Politeness ppuckone all around the world. Iti seing polite can lp y you to Connection _ you and please whenever you want to buy something. 5} maintain @ good communication channel. 4 4. Work in pairs. Go back to the conversation in Activity 2 and read and analyze the phrases in green. Then, circle the correct option that completes the idea. Give reasons for your answer. The sentences are used to... a, make complaints. b. make comparisons ¢. make suggestions Language ages ign Go to the Language Connection section, on page 125, to lea more about the ‘expressions used to make suggestions. Portfolio, Connection 6. Work in small teams. Read the conversations in the text “Buying and selling products” on pages 7-17 of your Reader's Book. Identify expressions to make suggestions. You can add these expressions to the list you did in the previous activity. 7. Work in small teams. You are going to create a conversation similar to the one you listened to in Activity 1. Follow these steps: «a. Identify who the speakers will be in your dialogue. You can also check the conversations in your Reader's Book, pages TAT. b. Decide where your conversation will take place. . Choose the products you are going to buy or sell. d. Decide who is going to be the seller and who the client. ©. Decide the price of the products you are going to buy or sell £. Write down your conversation. Check that the words and expressions you used are correct. 9. Rehearse your conversation and present it to the class.Exchanging suggestions to buy Bi or sella product | Planning & | ® > sy should write end t g Inv dris UE YOR gue LO exchaNGe k rehearse 3 SOY or salle product) Work with your team. Now, you should take turns suggestion you should decide OF \ to discuss the following questions: a tot eng ospece oF 4 “Where does the dialogue will tale place? inside or ouneed to {€istore i/o cafeteria or in on Giving cities? ss i > bw materials cy mt What products are you going to sell or buy? | eo your oreenbers wi bes How many people will participate in the e pra ey a dialogue? i yeu many sentences oF YO%".) || When you nish discussing your deos, choose | By SGislogue are You 90199 4. from this lesson words andexpressionsthatyou = | y think con be useful for yourcialogue. Make alist. | | scenes in your notebook and compare your work with g a other classmates, When you finish discussing your ideas, you should choose from this lesson expressions that wear BL Ro {yous thinke can be useful For your dialogue. Make PD Looking ahead ee rine: siiGiver Casitas Vodecntedermrencns In Step 2 (page 1)the frst draft of your = ke ‘ dialogue. So, think about the information. \ What-about this one? | you want to include in yourconversation. How about that one? ; Remember that you should choose aplace, Why dorit vou try this or? Ke » —_Gptodluct and the price of the product Do youwant to see anything else? E || You can check Activities 5 and 6 for more , Se ee ae examples. 5 he A Sy 7 D ; Lesson 1 — Self-Evaluation : ‘Check (V) what you learned in this lesson, >» sem || _* anticipate the general sense of a conversation. Activity + recognize places and products. Activity 2 identify speokers and the way they talk to each a Activity 3 analyze how conversations begin and end. Aetivity 3 play the role of the speaker. Activity 7rd Work in pairs. Look at the picture and say where you think these people are. What kind of things can you buy in a shop like that? What makes you think that? Share your ideas with another pair of students. Did you have similar/different opinions? Listen to the conversation and check if your predictions were correct. Work in small groups. Listen to the conversation again and circle the correct options. Discuss with your classmates the reasons for your answers. Then, take turns to answer the questions: Where are they? What are they buying/selling? 1. Harry and Camille are looking for... a. science books . science c. comic books 2. The book Starship Troopers costs... . 50 dollars b. five dollars c. 15 dollars 3, The sales clerk invites Harry to buy the book... a. |, robot b. The Martian Chronicles . The Bicentennial Man and Other Stories 4, Harry will pay for... a. one book. b. two books. c. three books. 5, The author of the book that Camille is going to buy is.. a. Margaret Peterson b. Margaret Atwood c. Margaret Parkinson 6. The total Harry and Camille have to pay is... . 14 dollars. b, 40 dollars. c. 44 dollars. ‘Work in pairs. Listen to the conversation Connectin. again and discuss how the tone, pauses, ‘onnecting you and intonation of the speakers are What differences can you identify in like. Do you think that the tone and the pronunciation of the numbers 15 intonation of the sales clerk is similar to and 50? What about 14.and 40? How Harry's? Why? Do you think the speakers many syllables does each number have? Discuss your ideas with a partner. use proper tone and intonation?4. Werk in pairs. Listen to the conversation in Activity 1 and read the dialogue. Circle the expressions used to make suggestions to buy or sell a product. Discuss with your classmate: How do you know those expressions are used to make suggestions to buy or sell a product? Saurs cise: Why don't you take a look at that shelf? There are lots of books on sale, starting from only three dollars. Ls Three dollars! Wow! What a bargain! Come on, Harry! Let's see what we can find. Savrs cutre: And, if you buy three books, you get one for free. Haves Hey Camille, why don't we buy the three books together? | pay two and you pay one. Comite: But who is going to keep the free book? Harry: We can share it. Came: Okay, deal! Seies cieme What about |, Robot? It's one of our best sellers. Hane Sounds good. What's the price? s os Five dollars. Haner: Very good! I'l take it, Comite: And, I'l buy this one, Found, Haney: Who's the author? Cawiur: Margaret Peterson Haddix. She has written more than 30 books for children and teenagers. Hovey: Oh, see. Hey! What about this one? Camis: The Martian Chronicles? Are you serious 6. Workin small teams. Read the conversations in the text “Buying and selling products” on pages 7-17 of your Reader's Book. Identify expressions to start and end a conversation. You can add these expressions to the list you did in Unit 1.STEp Check (v) the steps you have followed up to this point. Exchanging suggestions to buy or sell a product | wrote a list of expressions | learned in Lesson 1 to exchange suggestions to buy or sell @ product. | know the place (store) where the diclogue will take place. know whe my teammates cre going to be. Planning = \ ide ont wnithis decide ot yourinal ipete poe val pats coker will be aver i rehearse YOUr of each sp wil lace where YO “The place w conversation. Looking ahead inSieps (page Fh yousnoaedi your cictegue Thee ee eee eee eee eee check that the spelling and punctuation are correct. Check the speling ofthe expression fo exchange suggestionsto buy or sell a product that you wrote in your list. sete gl GP oa Work with your team. You should read the list of words and ‘expressions you wrote in Step Then edd the expressions you lecmed in this lesson. For example: Why dont we buy, Why dont dou take a look at You can check Activity 4.0n page 10 ‘@s well as the conversation in your Reader's Book pages 7-17, for more: examples, Next, you can decide what items ‘you will pretend to sell or buy in the conversation. Finally, you should write the first draft of your disiogue. tap Lesson 2 — Self-Evaluation Check (¥) what you learned in this lesson. Jam able to. anticipate the general sense of a conversation. recognize places and products, ‘compare the use of tone, pauses, and intonation. analyze how conversations begin and end. Fs Need een | es Activity Activity 2 Activity 3 Activity 5 Aa A A A A A » play the role of the speaker. Activity 5Ed 1. Work in pairs. Write the name of the following items and say the name of the store or shop. where you can buy them. Follow the example. Youcan buy a delicious cake in a bakery. HON LAMEEOEaaE k I m. n °. 2. Work in pairs. Take turns talking about the products you can buy in the following places. Ask questions like: What can you buy in a bookstore? Have you ever bought anything in a bookstore? After that, in your notebook write a list of the things you can buy in those places. You can use this list to check the product you will buy or sell in your conversation. S&S 8. Work in pairs. Think about the shops and stores that are near your house or school. What do you buy in those places? Share your ideas with other classmates.[rani and commnny Q_% Work in small teams. Go back to the conversation you listened to in Lessons 1 and 2. Talk about the questions in those conversations used to ask for price and size, and to offer help and make suggestions. Analyze the questions and write them down in the corresponding place. You can also check the conversations in your Reader's Book, pages 7-17. Asking for the Asking for the Offering Making price size help suggestions 7 zs sine Now, decide which of the questions in the previous activity can be included in the conversation you will present as a final product. Take turns to discuss about why you should or shouldn't include those questions. Lesson 3 — Self-Evaluation ‘Check (/) whet you learned in this lesson. | am abet aS + take the role of the speaker. Be Actives 4,5 ond 6 « ask for different products to obtain information. Activity 6 ‘Acti 6 Activities 4,5 and 6 + monitor my pronunciation. + identify and respect turns for specking.Exchanging suggestions to buy or sell a product Check V)the steps you have) followed up to this point. ccs Check (V) the steps you have followed up to this point, edited ond corrected the | know what items we will pretend arene first draft | wrote in Step 3, to sell and buy in the conversation, Ihave a list of words ond expressions earned from Lessons 1 and 2. | have the first draft of the dialogue, received comments and recommendations from my classmates about my werk, I made some changes to my sentences and | am ready to write the final version, ae sje on the fllowing aspects" } > , you shoul oe ee Sis wth YOU SES oat yOUt } | Who is 9010S sochers to : conversation” ye other ls. SSO Now you should write the final version : > Ate Yous on ofthe ine PEST, portal: of the conversation you edited in i the paula keep Your fia fi Step 2: Then, you can rehearse your a ; conversation. Consicer the body Tanguage you should use according to the expressions you are saying, Present your conversation to your class. Do not i. ® ee Sto ak eae Workin groups. Now, you should edit the frst draft a of the conversation you wrote in Step 2: Remember that you can use words and expression from this lesson as well. Be sure that you are using words and ms (expressions correctly. Thea, you ean exchange your | daft with another croup ond help them to edit their »work, Do not forgetto pay attention to the comments m, they make cbout yourworkandwntesomenotes, Go back to the questions on page 5. What new things did you leon about ‘exchanging suggestions to buy or sell a product? Deere { a MON) Pe Reflect on these questions: + What is the most important thing that you leamed from this product? Heniagenead suite Vadifaucetmieree 1 time? Why? In Step 4you should write the tmalverson oF Po whacstepe ofthe proc did you ‘your conversation. Don't forget to bring the recommendations you received from your find most enjoyable? How did you fee! working with classmates. your classmates?e 4. After reading the text “Buying and selling products” in your Reader's Book, complete the following chart with words and expressions that you think can be useful in each situation. EMyacnceelnc nace tas ines losninelsnas! ina boo Eten eelnc nace tas Ceemcheenckenucicns eneenetes sna Qe % Workin groups. Toke turns to answer these questions: a. Do you use the same words and expressions to buy and sell products in different stores with different people? b. What did you learn after writing these words and expressions?1 Wor in pairs. Look at the pictures and describe the situations. What are the people doing? Where are they? What kind of products can you buy in each store? eo 2. Write some questions and expressions that the people in each of the previous situations 3. Work in pairs. Choose a situation from Ac can use. | } Situation 1 Situation 2 Situation 3 ose ity 1. Create a dialogue using the words, questions, and expressions you wrote in Activity 2. Rehearse your dialogue and role-play it. Do not forget to use body language as well. Check the information in Activity 6, page 13, to get tips about using body language.Let's read fantastic tales! | > What is a fantastic tale? > What kind of characters participate in these stories? Ceci ences ecu Ces Compare similarities and differences of conducts, values, and scenarios SUC hos(2% Read the story with a partner. When you fi Lesson u 1. Workin groups. Look at the pictures. What do you see in each one? What do you think the story will be about? Share your ideas with other classmates. , share your personal opinions about it. : Kris' Magical Summer One hot summer day Kris visited his grandparents but just like every regular kid, he got bored and started exploring their house. To his HiSm there wasn't anything to see, He went downstairs and found an old carpet in his grandfather's basernent. ‘What's this?” He asked himself. "Allof g sudden, the carpet started floating in the air and a deep, loud voice came from the carpéttand said, "Hi! How can | help you?" Kris jumped in surprise and asked, 'Are you @ magic carpet?” The carpet answered, “Yes, what is your wish my master?” Kris thought, “This is no state-of-the-art carpet.” Kris told the carpet, “I wish to fly off into an exciting adventure.” So, he jumped on the carpet and they flew out the window. First, they flew all over Kris' neighborhood. He could see all of his friends riding bikes and playing soccer. “Where do you want to go my master?", the carpet asked. "Lwish to go someplace where there's lots of snow”, soid Kris. Puff! They flew high up into the sky and landed in the North Pole. “Hey, | can see polar bears.", said Kris. After that, they flew to a place where it was very cloudy. Kris was baffled. “I can't see anything’, he said. "We are on top of Mount Everest”, the carpet said. "Wow, this is the best place to visit ever’, said Kris. Then, they flew to @ tropical forest. It was very hot and humid and full of trees. "Where ‘are we now?", asked Kris. "We are in the Amazon Rainforest:", the carpet answered. Finally, they flew back home. The carpet landed in his backyard and Kris got off. “Wow” What an amazing adventure!” 3. Work in pairs. Read the following statements. Are they true or false? Explain to your partner why you think each statement is either true or false. Kris was visiting his parents’ house. He found an old magic bottle in the basement. He took a trip cround the world on the magic carpet. ‘One of the places he visited was the Amazon. The magic carpet belonged to his grandfather.Ludic and Literary a & 4. Work in pairs. Analyze the story using the following questions. a. Who are the characters in the story? b. Where does the story take place? c. What is the story about? 4d. What happened that made the story interesting? Look for the characteristics of each of the elements that make up a story. Talk with your partner about how each element can be identified in a story. 5. Go to your Reader's Book and read the story “Aladdin and the Magic Lamp” on page 22. Work in groups. Look for the characters, setting, plot, conflict and theme of the story. Fill in the boxes with the information. Discuss the importance of these five elements. Theme Characters Plot Setting Con Collages ore a group of pictures or images that tell « story. It can be a sequence of events or a series of photos of the same people doing different things to help you represent it & 6. Work in pairs. Use the collage to retell the story Kris’ Magical Summer. When you finish, discuss with your partner how the collage helped you retell the story.SOO DOOD GDOGOOD OO CGD Planning oY} spats rit your make CONS } ie mour teacher, YOU + Crete Ya Secs oY aeciseon : ake . eee materials do YOu need toms te CO to work npc gosPe ou going use Ne er ' email Og In Step 2 you are going to pick « theme for your Looking ahead OTC. STED Workin small groups. You should talk | ‘about the following ideas: p What type of collage are you N going to make? : What type oF Images are you going to use in your collage? Does a collage help you write.c ston? Why ot why not? Make a list with the ideos in your notebook and discuss them with your collage and look forimages and cut-outs in. ‘classmates. | rewspapers and magazines. | “ “ a Lesson 1 — Self-Evaluation Check (/) what you learned in this lesson. lam able to... ~ connect previous knowledge ond ant content based on images. ipate analyze and identify the elements of a story. + re-read a story to analyze it and check comprehension. acti Activity 5 Activities and EL ©,Lesson 2 Listen to and read the story with @ partner. When you finish, share your personal opinion about it. The Boy in the Forest Long time ago there was a boy who lived in a vast forest. His house was up in a tree. His name was Rauru. His mother and father passed away when he was a child, so he only had a fairy that took care of him. Her name was Saria and wherever Rauru went, Saria followed. Once he was in the forest picking berries he heard a noise. It sounded like music. He followed the sound and went into a cave with strange engravings inside. There was a funny looking elf playing a magical flute. The elf said, "Hey there, stranger." He had avery strange mask on. Rauru asked, "Who are you?" The elf said, "My name is Tingle. Would you like to try my mask on? So, Rauru put on Tingle's mask and as.soon as he put it on, he couldn't take it off. He started feeling funny and he felt the need to dance. Tingle let out an evil laugh and said, "This mask makes people want to dance until they can't dance no more.” Tingle played his flute and Rouru danced and danced, He told Tingle, "Please Tingle, | can't dance no more, let me go.” Tingle did't want to let him go. You see, Tingle didn't have ony friends. This was the only way he could have visitors in his cave. Rauru told him, “If you let me go | will be your friend!” Tingle smiled and stopped playing the flute. "Do you promise?" asked Tingle. “Yes, | promise!”, said Rauru, From that day on, Rauru, Saria and Tingle became best friends. Workin groups. How do you imagine the forest where Rauru lived? Individually, draw a collage of the forest and show your work to the rest of your group. Take turns to describe all the things you included, how you came up with your ideas, and write a description in your notebook. \tuse, Fantastic stories reflect all the customs, traditions, beliefs and Values of o culture. That is the reason why you can find many stories round the world with such different content and topics. Work in pairs. Answer the following questions: 1. What fantastic stories are famous in your country? What type of characters do they usually involve? :. What are the usual topics in those stories? Why do you think a country’s customs and traditions are reflected in these stories? aoe2 4. Work with a partner. Analyze the story and identify the narrator, main character, and secondary characters. Write some of their main characteristics below. Eee 5. Sequencers are words that organize your wi cand last. Use sequencers when giving instructions, descr Write three sentences below using these words. ing and speaking, words like first, next, then, 19 a process, or telling a story. ©. Work in groups. Analyze the story “The Boy in the Forest". Discuss with your classmates the actions in the story. Use the organizer to classify the actions in first, next, then, and last. ‘When you finish, discuss your answers with other classmates.STED Collage Check (¥) the steps you have fellowed up to this point. know what materials I'm going to use to make the collage. I know whe Lam going to work with. know what | am going to use the collage for. Looking ahead In Step 3 you cre going to start making you collage: Lesson 2 — Self-Evaluation Check (¥} what you learned in this lesson. use an organizer to order the sequence of events. en ‘tivity 6 classify the narrator, main character, and secondary characters by their actions. compare character behavior and values with my ‘own and with other people's. analyze the actions in a story and use sequencers to retell a story. 4 4 4 ol 4 4 a a a a a A Activity 5 Activity 3 Activity &setting. Discuss with your classmates: How important are these words when telling a story? The House at the End of Willow Street There was a house at the end of Willow Street that all the kids in the neighborhood feared. It was more than 100 years old, it was run down and it looked very at night. The neighbors used to say, “That house is by the spirit of old lady Winchester’s husband.” Kip and his friends Matt and Veronica wanted to investigate the house. One dark night, they took their flashlights and went inside. When they came in, they saw that everything was full of dust and covered with spider webs. The floor boards were and old, creepy pictures were hanging from the walls. Matt said, "Their eyes seem to follow us across the rooms.” They heard a noise coming from the basement. The hairs on the back of their necks stood up. Matt felt very frightened and almost ran out of the house. Kip and Veronica, ran downstairs to see what it was and to their surprise it wasn't a ghost. Kip and Veronica went upstairs and told Matt, “Don't worry, it was just a big owl.” They alll had a big laugh and left the house. 2. Workin pairs. Analyze the story and answer the following questions. a. How old is the house on Willow Street and what it looks like? b, What did the neighbors say about the house? ¢. Who were the children that went to the house and why they went there? d. Describe two situations that happened inside the house. 3, Work in pairs. Look at the picture of the house in the story. How would you describe it? How does it make you feel? Do you think haunted houses reclly look like the one in the picture inside and out? Why do you think all haunted houses are always depicted like that? 4, Work in pairs. The following paragraphs are the introduction and conclusion of the story. Write your personal opinion on how the story is introduced and how it is concluded. Is it exciting? Is it boring? Does it make you want to continue reading? When you finish, compare your answers with another pair of classmates. There was c house at the end of Willow Street that all the kids in the neighborhood feared. It was more than 100 years old, it was run down and it looked very creepy at night. The neighbors used to say, “That house is haunted by the spirit of old lady Winchester’s husband." Kip and Veronica went upstairs and told Matt, “Don't worry, it was just a big owl." They all had a big laugh and left the house.Ludic end Literary 25 5, Work in pairs. Answer the following questions. 1. Who is the ghost of the house on Willow Street? 2. Who is Kip? 3. Who are Matt and Veronica? . & ©. Work in pairs. Re-write the dialogues below using quotation marks. Look at the example. The neighlbors used to say, “That house Is haunted by the split of old lady Winchester’s husband" a. The pirate said look at that treasure b. Who do we have to save asked the fireman. c. Lily said let's go to the park after school. 4. Did you find the ghost asked Mrs. Fisher. ¢. Love eating ice cream said the little boy. Go to the Language Bortfolio, Connection page 125, to learn more Connection section, on ‘about punctuation. Lesson 3 — Self-Evaluation ‘Check (V) what you learned in this lesson. ~ analyze in a text, identify and use expressions to describe a character, an object, andasetting = ie + distinguish ond use the correct punctuation to fea quote a character in a story. © analyze the actions in a story and use sequencers pee to retell a story. ey9999999909099 Check (/} the steps you have followed Up to this point. I know what ideas I'm going to represent in my collage. I know what story I'm going to represent Ineny collage, C Lknow where fm going to make my eallage, C) I decided to write a brief description of my collage. Planning your te ae e ‘continue wate gcse chee rae cre sng tock nal pro 12 99ine ‘ When an‘ ie yarents OF the final Pro ‘ per yet Go over the images or drawings you clready. ‘compiled with your classmate or.group to check you dont need to look for more! Gheck that you have all the materials you need to make your collage (scissors, ler, glue, tape, markers or crayons, and ‘pencils). Write the first draft of your cleseription. Then exchange your work with another group and ay cttention to the comments they make about ‘your waiting and take some notes. a a Looking ahead Bees eer fore: to bala (iereienseyou ressnat eee aoe Check (7) the steps you have followed up to this point. | received comments and recommendations from my classmates about the description of my college. I made the necessary changes to my description and I'm ready to write the final version. Write the fincl version of your description ‘and take the material you are|going fo use to make the collage. Begin pasting the images, cut outs, and drawings yeu collected! either ‘on the cardsoard or on the wall [whichever place you chose to present the collage). When you finish, present your collage to the rest of the cless. Dont forgetto use the description you wrotelin case you need help fo remember some detclls: Each student in the group can give thelr own interpretation of their collage End of unit self-evaluation Reflect on these questions: * How did you feel working with Xe 3 oO O Go back to the questions on page 17 What is your opinion about fantastic literature? ‘What is the most important thing that you learned from this product? What would you de different next time? Why? What did | find most enjoyable throughout the unit? What story did | enjoy reading the most? your classmates?1. Work in groups of three to four. After reading the text “Aladdin and the Magic Lamp" in your Reader's Book, pages 22 to 31, take turns to discuss the questions below. Find i inform: in the text to support your answers: + Where is the setting of the story? + What is the theme? j + What is the plot? + What is the conflict in the story? + Who is the narrator? + Who is the main character? + Who are the secondary characters? QB] _ 2 Work in groups. Analyze the characters and talk about their characteristics and personality traits. Talk about how you came to your conclusions on each character.1. Rewrite the sentences with the correct punctuation. a. Mom said you should go to bed early b. can't find my phone said Brenda angrily. c. Where's Warren going asked mom. d. My grandma said oh my that's a lovely vase. (© 2. Write the definition of the elements of the story in the space they belong. Conflict 3. Work in groups of four. After reading the text “Aladdin and the Magic Lamp” in your Reader's Book, pages 22 to 31, use sequencers to tell the story.» What is an interview? > What is the purpose of an interview? Social practice of the language: After finishing this unit, you will be able to:‘ Ae 4. Work in pairs. Look at the picture and discuss with your partner: Where are they? What are they doing? Then, look at the conversation and answer: What kind of conversation do you think you will listen to? Listen to the conversation and check your inferences. ‘Sanpy Taywoe (lnrerviewer): Hello, Tanmay! Welcome to our show! ‘Tanmay: Thank you for inviting me, Sandy. ‘Sayor Tavion: It's my pleasure. Tell us, Tanmay, what do you do? “Tavs Well, | call myself a software and cognitive developer because | love developing with cognitive computing and artificial intelligence. I'm an author, Ive written a book and I'm ‘working on another one. Savoy TayLor: Wow. Do you go to school? ‘Tanay: Well, 'm home-schooled. t'm in grade 8 going to grade 9 now. Sanby Tanne And, you have this YouTube channel where you teach people, right? What is it about? Who is your target audience? ‘Tonsav: Yes, it’s called Tanmay Teaches. It has over 144 videos and 22,000 subscribers. | love to teach about computing, programming, math, and science. Sanov Tayton: Great! What do you think about homeschooling? Tay: | believe homeschooling has a lot of advantages and it's great for kids who want to get into specific subjects. Sanpy Tartor: What about school life? Do you miss the school social life? ‘Tay avs Oh, well, | was in regular school until grade six. So, | still have my friends from school. Sanoy Tavton: Tanmay, thank you very much for being here. You are a complete inspiration. Adapted from: https:/news.itu.int/artificial-intelligence-improve-lives/ 2. Work in small groups. Go back to the conversation. Identify key words about: Who is been. interviewed? (interviewee) Who is the interviewer? What are they talking about? Based ‘on that information, answer: What's the purpose of the interview? Who do you think the intended public is? What makes you think that?ren to the conversation ‘again and take turns to discuss the following questions. 3, Work in groups. @. Who is Tanmay Bakshi? b, Who is Tanmay talking to? How do you know? Where are they? Are they in a school, in the street, or in a studio? How do you know? d. How do contextual clues (noise, time, place, interviewee and interviewer's appearance) help you get the purpose of an interview? . What do you think about the interview? Is it interesting? Why? f. What do you think about Tanmay Bakshi? g [may odeomnn ES Connecting you To give a general opinion about an interview, you can use expressions like: I think that the interview / interviewee / interviewer. 1 believe that In my opinion, To give a positive opinion you can use » expressions like: Hoved the way he talked... ike when he saic! To give a negative opinion you can use expression like: That was not their best moment, was it? I don't think she knew the answer. Work in pairs. Go back to the interview in Activity 1 and complete the following chart. Pay attention to the expressions you have to identify below. Then go to your Reader's Book (pages 35-45) and look for more expressions to write ‘on your chart. Then, answer: Why is it important to use these expressions inen | interview? Expressions used to start an interview Pees ulture: fon. One way of knowing about other cultures is by listening to or watching interviews. "Have you ever listened to a foreign person talking about his/her country? If someone interviewed you, what would you say about your culture? Share your ideas with your ‘classmates. a. What is the interview about? b, What do you think about the interview? 5. Go to your Reader's Book, pages 35-45. Choose an interview, read it, and analyze it. Then take turns to discuss the following questions:199909900990 090909 Discussion about an interview sTEe . Planning 1 a ine a styou should ors Yo . disc gecide on the follow a Yourfinal Brody material fo" YO" final . fee eee discuss De you rllowing questions: i duc rabers willbe in YOu Where else can you find interviews, + om besides the ones you read inthislesson ear el ‘and in your Reader's Book” What: do you need to consider when choosing an interview? Al Se Are you going to work with other teams » Looking ahead to carry out the discussion about an 4 a interview? ] InStep2youshouldwilte allstof words and |} When youfinish, you should select from this proses to express opinions. Thus, you can think [+ lesson words and expressions that you think ‘about what information you want to include: = ‘are useful for analyzing an interview (you in your work You should read the interviews take Activity 4 as an exemple) ond carry inthis unit and in your Readers Book and fing outa discussion abot it. You shoule make information that you can include in yourlist.For || | @listin your notebook and share-your work example: | with ether classmates, How many people + Hello! Wetcome'to our show! i: ‘will participate in the diclogue? When you: Thank you for inviting mel finish ciscussing your ideas, you con choose = How old are you? from this lesson words and expressions that = tesmy pleasure? || yoisthink can be useful for yourdilogue ~ What do youd? Youshould meke ost in your notebook What about schoo! 4) | and compare your work with other + Thanfeyou very much for befng hee! © | aaassmates. ar = a Lesson 1 — Self-Evaluation Cheek (v) what you learned in this lesson. + use my previous knowledge to identify the topic eR of an interview. + value contextual clues to anticipate the purpose ees | ofaninterview. + review key words and expressions to identify ae addressee and purpose. = value the expressions to start and to end on regen interview.é ey Py 1. Work in pairs. Look at the pictures. What do you think you will hear in the interview? What makes you think that? Mention some ideas and words, and discuss your ideas with a 8 partner, Listen and check your inferences. . Listen to the interview again. Then analyze it and identify the opening, body and closing. Compare your work with a classmate. After that, discuss what you think about the interview. What is the interviewee's attitude like? How do you know? Janes Grant (lereeviewer): Good evening everyone. Today, I'm pleased to have ‘Charlie in our studio. Hello, Charlie! Thank you for this interview. Cuantic: Hello, James. It is my pleasure. James Grawr: Tell us, Charlie. What's the meaning of HELP? Cunnuie: HELP means Hope Encouragement Love Peace. HELP is an association that helps Orphan kids, Jawes Geawr: How did you come up with this idea? ‘Cusnuies HELP was born in 2008, after my brother volunteered at an orphanage in Jordan. During his stay in that country, he realized that many orphan kids didn't have shoes, clothes, or enough blankets. | was eleven at that time and | got so impressed and moved that | decided to send some flé6ee blankets. Jawes Gran: Did you buy those blankets? Cvmuir: Actually, | made one of them from a kit and | invited my friends to make others. Soon, we had made 50 blankets, and we sent them to the orphanage. James Geant: Amazing! Do you think you helped those kids? Cuianss: I'm sure we did. The orphanage sent back a photo of a kid with one of the gifts. When | saw it, | said: “Oh my gosh, | made that blanket and now it's helping someone!” James Grawr: | believe it was rewarding. ‘Curanuies Pretty much! A few months later, with the help of my family and friends, | could raise some money too. That's how HELP was born. James Grane: Wonderful job, Charlie. | think this is one of the kindest initiatives you can do. I'm glad to meet a person like you. Congratulations! i ‘Chianti: Thank you. Oh! By the way, we are planning to open HELP chapters all around the USA James Grant: Wonderful news!3. Work in pairs. Listen to the interview again. Identify and contrast changes in: intonation, rhythm, volume, and tone. Discuss with your partner why you think these features are important in our everyday oral communication. 4, Werk in small groups. Listen to the interview again. Take turns to discuss these questions: What's the general idea of the conversation? What supporting details can you find? Then, circle the general idea and underline the supporting details. Give reasons for your answers. «G, The meaning of HELP is Hope Encouragement Love Peace. b. It’s an interview of a girl who created an association called HELP that helps orphan kids. ¢. Charlie was inspired by his older brother who volunteered at an orphanage in Jordan. 5. Work in small groups. Go back to the interview in Activity 1. Analyze it and identify three additional supporting details (you already underlined two in Activity 4). Then, discuss with your classmates: What is the difference between the general idea and the supporting details? 6. Work in groups. The following is an example of parophrased information from the interview. Read it and analyze it. Then, choose other parts of the interview and paraphrase them. Write your notes in your notebook. eee with one of the gifts. using one of the blankets | sent. 7. Work in small teams. Go to your Reader's Book, pages 35-45, Read and analyze the conversations. Take turns giving your n about them. Check the section Connecting you on page 31 to see some ideas so as to express your opinions.Check (V) the steps you have followed up to this point. wrote a list of words and expressions from the interview | analyzed in Lesson 1 know who I'm going to work with. I know where to find an interview. oc) | @\ | Planning | should uae | chet ip of yourteacher yo a following aspec we tne turns oF en on Ee ig p {eer corti ascuston ORE ape TD Looking ahead In Step 3 you should edit your list of words and expressions ‘to cnalyze and discuss cn interview. That means that ‘you are going to read your sentences and check thatt the spelling and punctuation are correct. Think about what ‘other things you should check in your lst Petipa Pay Check (V} what you lecrned in this lesson. Lam able to... + analyze the structure of cn interview and its organization. contrast changes in intoncti and tone. n, rhythm, volume. contrast general and specific information. + paraphrase key ideas, + analyze expressions to support or reject opinions. Discussion about an interview Lesson 2 — Self-Evaluation Ii this step you should read the list oF Words and expressions you wrcke in Step 7. You con ade the: expressions you learned in this I lesson (see examples at the interview im Activity 2) and the ones you 4 chose frem the interviews in your Reader's Book. You can also ade ‘expressions to support or reject an pinion like the ones mentioned to the right of Activity 7: Do not forget to include expressions to start cad endo discussion as well as courtesy expressions. You can go back to the Activities in Lessons { and|2iF necessary. eee ee = Activity 2 la & Aa A A & & & 4 & & A tivity 3 Activity 4nd 5 Activity 6 tivity 7@ Look at the picture. Discuss with « partner: What do you think the interview you are 2 going to read is about? Check your inferences. Identify and circle the opening, body and Closing of the interview. Then take turns to read the interview as the interviewer and the interviewee, ureeviewers Welcome to our show. Tonight, in our special section Stride Rate, we will meet a very special girl. Winter! Thank you for being here with us. \Wovrer: Thank you for the invitation. iuerenviewer: So, you are an athlete, aren't you? Wien: Yes. Irun Irenviewer: Why do you like to race? ‘Wanvren: My family likes to race, jwrenviewers | know you are part of a non-profit association called Team Winter. Can you tell us about it? ‘Wovte: Sure. When | was 6 years old, | run a 10K. That day, my family and I raised $1,100 in donations for cancer research. That's how Team Winter was born inereeviewen:Wow. And, have you helped many people? Worew Yes. In 2008, my dad was diagnosed with cancer. | was nine years old, and | competed in a triathlon where I swam, cycled, and ran. We raised more than $100,000 for cancer awareness and research. Jiyrenviewers | believe it was hard for you. I'm so sorry to hear that. Worse: It was, But it also made me stronger. And, today more than 200 athletes are part of this association. Ivveaviewer: [think you must be proud of yourself. You do an amazing and caring job. Congratulations! And, thank you for your time. Wott: No problem. And, if some day you want to join us in one of our races, Ill be pleased to see you there. lnyrenviewer: Thank you! Adapted from: https://healthykidsrunningseries.orgFamily and Community [ey gS 2, Read the interview again. Take turns to discuss the questions below. You can go back to the squares next to Activity 3 on page 31, and Activity 7 on page 34 to check expressions to give opinions about an interview. a. What is the interview about? b. What do you think about the interview? 5. Work in small teams. Read the interview again. Identify words that sound similar to the ones below. Then, take turns to discuss the questions: How are those words similar/different? Why is it important to listen carefully to interviews? These ~ this / ran - run / thing - think / there - where / face - race / thorn - born Lesson 3 — Self-Evaluation » evaluate the parts of an interview to be discussed. ‘Activity 1 . * analyze ways of expressing opinions. Activity 3 *sabethe teens rennctintoininel | am pega Discussion about an interview ; c 5 Check (/] the steps you have followed Check (/) the steps you hove Yet 4 iS up to this point. followed up to this point. | knew what information from the interview: ledited and corrected the e that I chose | will diseuss about. eeeeore arate C} I hove a list of words and expressions Tetaretietteion'sond | c Heamed from Lessons 1 and 2. recommendations from my | reo! the interviews in my Reader's Book elossmates about my work. CO) to add words and expressions to my list feta tomnachanges 01007 work and lam ready to Cc Vite te nalvecion nnin 8 aa B ‘the following ay should deelde onthe F200 Now, You sno ue with Youre wor? aspect ing to hele YOU gg or teacher ‘Workin groups. Now, you should write “re you 3379 ME Encl prose” |. thefinal version of your list of words and gothe presentation Final draft in your 4) expressions. After that, you should take tums Remember to KeeP Y" “to discuss the interview you chose. Listen portfolio. ae carefully to your classmates’ opinions. Use aT ‘an appropriate tone of voice and intonation Ce uel ‘soem y vwhen expressing, accepting, or rejecting opinions e ©2225 Workin groups. n this step, you should edit the \ first draft of thelist of worés and expressions you : Go back RO ors cn pce 20. “urete in Step 2. Remember that you can use words What new ideas do you have about and expression from this lesson os well. Then you 4 interviews? should exchange your draft with another grouband help them to edit their work, Pay ottention to the ‘ : ‘comments they make about your work and write End of unit some notes. eer a op Reflect on these questions: , u | Whatisthe most important thing thet you leerned from this (mmm Looking ahead Qa) me ! What would you do differently In Step 4 you should write the final version of your next time? Why? E list of words and expressions. Remember that this ‘ist will help you support your arguments during the discussion of the interview you chose. You should also choose the interview to be discussed. Make sure that the members of you team agree with the selection. What did you find most enjoyable throughout the unit? What interview did you enjoy ‘analyzing the most? How did you feel working with your classmates?