Yes We Can

Time to Read When you see Development In this
this icon, it means that your section the unit topic

Unit Overview Start teacher will present a fiction or is developed. This is
There are 10 units in each with a unit overview to nonfiction story from the Big the longest section in
level of Yes, We Can! introduce the topic. Book. You do not have these every unit.
Big Books but your teacher will
show them to you.
Each unit
corresponds to
term 1, 2 or 3 of
the school year.
How Much Do I Know? This

section helps you to start
thinking about the topic and Listen to the audio. Complete the Worksheet for this unit.
how much you know about it.
Work in pairs. Complete the Product Template for this unit.
Work in groups. Keep this work in your portfolio.
Use the Picture Dictionary. Time for a story from the Big Book.
2
You can find an illustration of
the highlighted words in the Group Reflection You Final Product In the last
Picture Dictionary. will also carry out a final section you will present the
reflection on your team’s final product, such as a
collaboration. dialogue, poster or chart.
How Am I Doing? Halfway

through the unit you will do
an activity that will help you Self-evaluation Your work on the
reflect on your progress so far. Final Product and your reflection
will help you evaluate your progress
and performance in the unit.
Let’s Be Polite! 4 Let’s Sing Together! 36 Let’s Hear a Story! 60 Picture Dictionary 84
Let’s Enjoy Rhymes! 12 Let’s Ask Questions! 44 Let’s Discover Mexico! 68 Bibliography 89
Let’s Cook! 20 Let’s Learn About Let’s Make Product Template 90
Let’s Follow the Leader! 28 Our Body! 52 an Inventory! 76 Worksheets 100
3
Let’s Be Polite!
Unit Overview
Look and answer the questions.
Good morning, children!
• Are they at home?
• Are they at school? How are you?
Listen and point to the speaker. 2
Circle the pictures.
Who speaks ?
Who listens ?
Listen again and act out. 2
How Much Do I Know?

Circle your answers:
Do you know how to greet and say goodbye to people? Yes No
Do you know when to say please and thank you? Yes No
Do you understand written expressions? Yes No
Environment: Family and community

Social Practice: Explore and react to expressions of Achievements
greeting, politeness and farewell. • Participate in the exploration of greetings, politeness and farewell
Communicative Activities: Exchanges associated with expressions.
specific purposes. • Identify words and expressions.
Final Product: Poster with illustrated greetings, farewells • Participate in oral exchanges to greet, say goodbye and show politeness.
and expressions of politeness.
• Distinguish some written expressions.
4 Unit 1 Big Book: Hello, Goodbye and Thank You
Development
Draw yourself and write your name.
Hello .
How are you? Have a nice day.
Thanks, you too.
Fine, thank you.
Walk around the classroom and greet different classmates. Use the dialogue as a model.
Unit 1 5
Listen and number the situations. 4
Goodbye! Thank you! Sure! Hello!
Here you are.

Hi!
See you! A pencil, please.
Complete the dialogues using the phrases in the box.
Role-play the situations with a classmate.
In this unit, you will make a poster. Choose two classmates to form a team. Go to the
Product Template on page e 90.
90 Complete
Com the sections with the expressions from pages 4 to
6. See Step 1 on page 11.
6 Unit 1
Look at the situations and decide if the children are polite or impolite .
Give it to me! Move!

Excuse me.
Hey! Yes? Hey!
May I borrow your pencil?
Bye! Hi!
Goodbye! Sure! Hello!
Role-play the polite situations with a classmate.

How Am I Doing?
Move! Goodbye! Give it to me!
• I can identify my written name.
Hello! Please. Excuse me.
• I can greet and say goodbye.
Watch the video for greetings and farewells andd
role-play a similar dialogue with a classmate.
• I can be polite.
https://www.youtube.com/watch?v=Fw0rdSHzWFY&t=43s
Unit 1 7
Cut out and glue the situations in the correct category. 1
Greetings Farewell Courtesy
Role-play the situations with a classmate.
Work with your team. Continue completing the Product Template on page 90. See Step 2
on page 11.
8 Unit 1
Listen and point to the expressions. 5
Bye. Hello. Please. Hi. Thanks.

Choose two expressions and illustrate them.
Unit 1 9
Listen to your teacher and point to the situations.
1 2 3 4
Read the dialogues and number them.
Thank you, Peter! Have a nice day, Betty. Hello, Carla! May I borrow your book, Anna?
You’re welcome, Mary. Thanks Mom, you too. Hi, Peter! Sure, Peter.
Role-play a situation with a classmate. Use the dialogues as a model.
Work with your team and follow the suggestions to start preparing the Final Product.
1. Each member will choose an expression from the Product Template.
2. Illustrate the expressions on different sheets of paper. See Step 3 on page 11.
3. Your teacher will keep your work for the next lesson.
10 Unit 1
Make a posterer with
with illustrated
illu greetings, farewells and courtesy Final Product
expressions.
1. Work with your team.
2. Ask your teacher for the expressions you illustrated on
page 10.
3. Cut them out and glue them onto construction paper.
4. Display your poster so that everybody can see it.
5. Your teacher will keep your work in your portfolio.
Self-evaluation
Group Reflection
• Can you use expressions to greet and say goodbye?
• Did you work with a classmate
to make the poster? • Can you say please and thank you?
• Were you polite?
• Can you understand written expressions?
• Did you enjoy the activity?
Unit 1 11
Let’s Enjoy Rhymes!
Unit Overview
Listen to the rhyme and point to the pictures. 6
1 3 Teddy Bear
2 4 1. Teddy bear, teddy bear, turn around.
2. Teddy bear, teddy bear, touch the ground.
3. Teddy bear, teddy bear, touch your shoe.
4. Teddy bear, teddy bear, that will do.
Work with a classmate. Listen again and take turns acting out the rhyme. 6
Say what the rhyme is about and circle the picture

How Much Do I Know?
that shows the correct answer.
Share your answers with the class:
Do you listen to rhymes?
Do you know rhymes in English or in your
language?
Can you identify words that rhyme?
Environment: Literary and ludic

Social Practice: Listen to rhymes and tales in verse. Achievements
Communicative Activities: Literary expression • Explore rhymes or tales in verse.
Final Product: Text with illustrated children’s rhymes. • Listen to rhymes and tales in verse.
Big Book: Today Is My Birthday • Complete rhyming words in a text.
12 Unit 2 • Practice the pronunciation of rhyming words.
Development
Listen to the rhyme and clap. 7
Rain, Rain
Rain, rain, go away,
Come again another day.
Little Johnny wants to play.
Rain, rain, go away.
Never show your face again!
Listen again and circle the words that rhyme. 7
In this unit, you will make an illustrated rhyme poster. Choose two classmates to form a
team. Go to the Product Template on page 91. Write the titles of the rhymes from pages
12 and 13. See Step
p 1 on page 19. Then write two words that rhyme. Practice reading the
words aloud.
Unit 2 13
Listen to the rhyme and follow along. 8
Jump a Little
To play a rhyme game, go to
http://www.bbc.co.uk/schools/laac/words/dg3.shtml
Jump a little, one, two, ,

bed
Tap, tap, tap on one ,
three
Stretch a little, nod your ,
knee
Yawn a little in your .
head
Work in groups of three and match the pictures with the words. Say which words rhyme.
Work with a classmate. Say two pairs of words that rhyme in your language.
14 Unit 2
Listen to the poem and clap to follow the rhythm. 9
One, Two, Buckle My Shoe

One two,
Buckle my
rain away shoe
Three, four,
Knock at the
teddy door head
Work with a classmate. Listen again to the poem and complete it using the words in
the boxes. 9
Take turns saying the poem following the rhythm by clapping.
Work with your team. Go to the Product Template on page 91 and continue
completing it. Remember to read the words that rhyme aloud. See Step 2
on page 19.
Unit 2 15
Look and color the frames according to the code. Rhyme Illustration
One Potato
One potato, two potato,
Three potato, four,
Five potato, six potato,
Seven potato, more!
Listen to the rhyme and match the questions with the answers. 10
1. What is the rhyme about? 2. Who is the rhyme for? 3. How do you act out the
rhyme?
Cut out the rhyming words and play Memory. 2
16 Unit 2
Listen to the rhyme and follow along. 11
Listen again and tell a classmate the words that rhyme. 11
Humpty Dumpty
Humpty Dumpty sat on a wall.
Humpty Dumpty had a great fall.
All the king’s horses and all the king’s men
Couldn’t put Humpty together again!
Say who the rhyme is for (children or adults).
Work with your team. Go to the How Am I Doing?

Product Template on page 91 and • I can say some rhymes.
continue completing it. Remember • I can identify rhyming words.
y
to read the words that rhyme aloud.
• I can clap to follow the rhythm of a rhyme.
See Step 3 on page 19.
Unit 2 17
Listen and follow with your finger. 12
Fish Story
One, two, three, four, five.
Once I caught a fish alive.
Six, seven, eight, nine, ten.
Then I let it go again.
Work with a classmate. Circle the words that rhyme.
Say what the rhyme is about.
Draw a picture to illustrate the rhyme. Explain your drawing to another classmate.
Work with your team and follow the suggestions to prepare the Final Product.
1. Choose with the members of your team the rhyme you want to illustrate. Use the information from the
Product Template on page 91.
2. Decide who writes the rhyme on a sheet of cardboard and who illustrates it. See Step 4 on page 19.
3. Highlight the words that rhyme.
18 Unit 2
Final Product
Make an illustrated rhyme poster.
2. Check that your rhyme and illustration are clear.
3. Practice reading the rhyme aloud.
4. Present your illustrated rhyme poster to the class.
Self-evaluation
Group Reflection
• Was it easy to make the poster?
• Say a rhyme that you remember.
• Was the Product Template useful?
• Did you enjoy presenting your poster with your team? • Say words that rhyme.
Unit 2 19
Let’s Cook!
Read the
he recipe
recipe and mark () the correct Answer the questions.
photo. • 1. Do you like salads?
• 2. Do you like these ingredients in a salad?
Healthy Salad
Ingredients
• 1 tomato
Instructions
• 1 cucumber
• 1 lettuce
• salad dressing 1 Wash the vegetables.
2 Cut the vegetables. carrot onion orange
3 Toss the salad. Compare your answers with a classmate.

4 Add salad dressing.
How Much Do I Know?
Circle your answers:
Can you identify parts of recipes? Yes No
Can you follow recipes? Yes No
Can you spell number words in English? Yes No
Environment: Academic and educational

Social Practice: Follow a recipe Achievements
Communicative Activities: Interpretation and follow-up of instructions • Explore and recognize recipes.
Final Product: Illustrated recipe • Listen to a recipe.
Big Book: A Yummy Treat • Practice the pronunciation of words.
20 Unit 3
Development
Listen and point
p to the ingredients and
the steps. 13 Complete the recipe with a classmate.
Ingredients
Ingredients
1 of water
• 1 liter of water
5 spoons of Steps
• 5 spoons of sugar
oranges
• 4 lemons 1.
Steps the sugar into the
1. Pour the sugar into water and mix.
the water and mix. 2. Squeeze
2. Squeeze lemon juice juice into the water
into the water and mix. and .
Discuss the questions with a different classmate.

• Are the recipes similar? • What is the difference?
Read the recipes. Circle the title in , the ingredients in , and the steps in .
In this unit, you will make an illustrated recipe. Choose two classmates to form a team. Go
to the Product Template on page 92 and complete the sections with the ingredients and
steps from pages 20 and 21. See Step 1 on page 27.
Unit 3 21
Read the recipe and circle the correct answers.
• How many cups of hot water do you need?
Ingredients
• 2 cups of hot water
• How many cups of cold water do you need?
• 2 cups of cold water
• 1 box of Jelly
Steps
1. Mix the Jelly and hot water in a bowl.
2. Pour cold water into the mix.
3. Put the mix in the refrigerator.
• How many boxes of Jelly do you need?
Listen and mark () the words that appear in the Jelly recipe. 15
recipe ingredients lemonade water sugar lemons Jelly bowl
22 Unit 3
Look at the steps of the recipes and number them in the correct order.
Draw the final dishes.
Work with another classmate and tell him or

her the steps to prepare the dishes. How Am I Doing?
Work with your team. Go to the • I can recognize recipes.
Product Template on page 92. • I can identify parts of recipes.

Continue completing it with more • I can order the steps of a recipe.
steps from pages 22 and 23. • I can identify the final product of a recipe.
Unit 3 23
Cut out and complete the recipe. 3
Steps
aa n
n a
a Ingredients Peel the banana.
B
B aann • one banana
• one cup of vanilla ice cream
pplliitt • one cup of chocolate ice cream
SS • one cup of strawberry ice cream
• one cup of chocolate syrup
• three cherries
• whipped cream
Pour chocolate syrup. Put the cherries on top.
Work with a different classmate and take turns reading the recipe out loud.
Work with your team and follow the suggestions to start preparing the Final Product.
1. Choose with the members of your team a recipe from this unit or a different one to illustrate.
2. Write the ingredients for the recipe on a separate sheet of paper. Use the information from the Product
Template on page 92. See Step 3 on page 27.
24 Unit 3
Read the recipe and mark () the correct ingredients and instructions.
• loaf of bread
1. Cut
• 2 tortillas the bread.
• 3 slices of tomato Squeeze
• 4 slices of cheese 2. Wash the refried beans
• 1/2 cup of refried beans Spread onto the bread.
• 1/2 cup of milk 3. Add
the cheese.
Mix
4. Put
the molletes in the oven.
Pour
5. Bake for 5-7 minutes.
Discuss the questions.

• What is your favorite Mexican dish? • What are the ingredients to prepare it?
&% Work on the Final Product with your team. Write the steps for your recipe. Use the
information from the Product Template on page 92. See Step 4 on page 27.
Unit 3 25
Read the recipe and complete the steps using the verbs in the box.
Add Bake Put Spread
Ingredients
• 5 flour tortillas
• 1 cup of tomato sauce
• 1 cup of chopped ham
• 1 cup of shredded cheese
Steps
1. tomato sauce on
each tortilla.
2. ham and cheese.
3. the mini pizzas in
the oven.
4. for 5 minutes.
For healthy snack recipes, go to

Match the steps with the pictures. http://www.funology.com/category/
recipes/healthy-snacks-and-recipes/
Work on your Final Product with your team. Write the instructions and the steps of your
recipe on a big sheet of paper and illustrate it. See Step 5 on page 27.
26 Unit 3
Final Product
Make an illustrated recipe.
2. Check that the ingredients, steps and illustrations of
your recipe are correct.
3. Practice reading the recipe aloud and decide who is
presenting each part.
4. Present the recipe to the class.
Self-evaluation
Group Reflection • Can you identify parts of recipes?
• Did you work well in teams? • Can you listen to and follow recipes?
• Did you enjoy making the recipe?
• Did you eat what you prepared? • Can you spell number words?
Unit 3 27
Let’s Follow the Leader!
Unit Overview
Listen and point
p to the
actions. 18
Line up.
Sit down.
Open your books. Close your books.
How Much Do I Know?

Listen again
g and do the
Circle your answers: Yes No
actions. 18
Can you follow instructions? Yes No
Do you understand and follow public signs? Yes No
Work with a classmate. Can you create signs? Yes No
Take turns pointing to
the instructions and Environment: Family and community
Social Practice: Explore public signs Achievements
doing the actions. Communicative Activities: Exchanges associated with media • Participate in the exploration of public signs.
Final Product: Illustrated signs for the classroom • Follow public signs.
Big Book: Tim and Tom’s First Day at School • Participate in the creation of signs for the classroom.
28 Unit 4
Development
Look at the instructions and match them with their opposites.
Stand up. Open the door. Open your book. Put your hands down.
Close the door. Sit down. Put your hands up. Close your book.
Check your answers with a classmate. He
or she acts out an instruction and you do In this unit, you will make illustrated
the opposite. signs for the classroom. Choose two
classmates to form a team. Go to the
Discuss the questions in groups. Product Template on page 93 and
• Do you follow these instructions at school? illustrate three instructions. See Step 1
• Do you follow these instructions at home? on page 35.
• What other instructions do you follow?
Unit 4 29
Listen and mark () the instruction you hear. 20
1 2
Put the crayon

on the table. Stop! Take out your book. Point to the board.
3 4
Line up. Pick up the paper. Open the window. Look at the book.
5 6
Sit down. Close the door. Put your hands up. Put your colors away.
Discuss the questions with a classmate.

• Do you follow these instructions at school? To sing a song about following instructions
in the classroom, go to
• Is it important to follow instructions? http://www.sesamestreet.org/videos?vid=1714
30 Unit 4
Listen and point to the signs. 21
Listen again and match the signs with How Am I Doing?

the actions. 21 Circle your answers.
I can identify some signs. Yes No
Discuss the question with a classmate. I can follow some instructions. Yes No
I can give some instructions. Yes No
• Where can you see these signs?
Work with your team. Go to the Product Template on page 93 and illustrate three signs.
Unit 4 31
Look at the scene and discuss the
questions with your classmates.
• Where are the children?
• What do the signs mean?
Match the signs with their meaning.

a b c d e
No touching. Toilets No eating. No taking photos. Be quiet.
32 Unit 4
Work with a classmate. Cut out the actions and glue them in the correct place. 4
1 2 3
No running. Stop. Turn right.
4 5 6
No littering.
Draw an action or a sign in box 5.
Work with a classmate. Draw his or her action or sign in box 6.
Work with your team. Go to the Product Template

p on page
p 93 and illustrate three more
instructions and signs. See Step 3 on page 35.
Unit 4 33
Draw a sign to complete Signs Roulette.
Play Signs Roulette.

Instructions:
1. A student puts a paper clip on the center
of the circle.
2. The student holds the paper clip down on
the paper with the tip of a pencil.
3. The student spins the paper clip around
the pencil’s tip.
4. When the clip stops, the other
students mime the action and say
the instruction in English.
Work with your team and

follow the suggestions to
start preparing
p g the Final
Product.
1. Choose with the members of your
team the signs you want to illustrate
for your classroom. Use the information
from the Product Template on page 93.
2. Each member of the team illustrates the
signs on separate sheets of paper.
34 Unit 4
Final Product
Make signs for the classroom.
2. Check that the signs of your team are clear.
3. Practice saying the instructions aloud.
4. Present your illustrated signs for the classroom to
the class.
Self-evaluation
• Can you understand the purpose of

Group Reflection instructions and signs?
• Did your team choose the instructions together? • Can you follow instructions and signs?
• Did you all participate in making the signs?
• Can you create signs?
• Did you like playing together?
Unit 4 35
Let’s Sing Together!
Unit Overview
Listen and point to the shapes. 22
rectangle square circle triangle

Listen again and match the words with the
How Much Do I Know?
shapes. 22
Circle your answers.
I sing songs. Yes / No
Check your answers with a classmate. Take I identify rhyming words. Yes / No
turns pointing to the shapes and saying I identify and name objects, colors and animals. Yes / No
their names. I know how to play a memory game. Yes / No
I can make a memory game. Yes / No
Answer the question with a classmate.

• Which two words in Activity 1 rhyme?
Social Practice: Discover words in a children’s song Achievements
To play with shapes, go to Communicative Activities: Literary expression • Explore song.
http://www.sesamestreet.org/games?id=177 Final Product: Rhyming words for a memory game • Sing along songs.
Big Book: The Hokey Pokey • Follow reading.
36 Unit 5
Development
Circle the animals in and the objects in .
Sing a new verse of

the song. Choose an
animal.
In this unit, you will

make a memory game
with rhyming words.
Choose two classmates
to form a team. Go to
the Product Template
on page 94 and
Take turns pointing to the pictures and say animal or object. illustrate two words that
rhyme. See Step 1 on
Listen to the song and point to the pictures. 23 page 43. T
Listen again and sing. 23
Unit 5 37
Find and color.
dog
cat
bird
fish
Check your answers with a classmate. Take turns saying a color and saying the animal.
Listen and sing. 24
38 Unit 5
Look and complete the words.
How Am I Doing?
Listen and match the words that rhyme. 25 • I can recognize the topic and
purpose of a song.
Listen again and clap when the words rhyme. 25 • I can follow along a song.
• I can name objects, colors
Say two words to your classmate. He or she claps if they and animals.
rhyme. • I can identify words that rhyme.
Work with your team. Go to the Product Template on page 94 and illustrate two more
words. See Step 2 on page 43.
Unit 5 39
Color Mommy and circle Daddy.
Listen and follow along. 26
Cut out and glue the verses in order. 5.1
Underline the words that rhyme. 26
Sing and clap when the words rhyme. 26
40 Unit 5
Cut out and glue. 5.2
Discuss the questions with a classmate.

• What is the song about?
• Do any of the words rhyme?
Yes No
Work with your team. Go to the Product Template on page 94 and illustrate two more
words. See Step 3 on page 43.
Unit 5 41
Look at the pictures and circle the correct words.
Work with a classmate. First, draw a picture of a word that rhymes with each of the words
above. Then write the words and say them.
Work with your team and follow the suggestions to prepare the Final Product.
1. Choose with the members of your team the rhyming words you want to illustrate for your memory
game. Use the information from the Product Template on page 94. See Step 4 on page 43.
2. Each member of the team illustrates their rhyming words on separate index cards.
42 Unit 5
Make a memory game with rhyming words. Final Product
2. Check that your rhyming words cards are clear.
3. Read the rhyming words aloud.
4. Mix the cards and put them in rows upside down.
5. Play the memory game in your team.
Self-evaluation
Group Reflection
• Can you sing songs?
• Was it fun to make the memory game?
• Which problems did you have with the • Can you identify rhyming words?
memory game?
• Was the Product Template useful? • Can you name objects, colors and animals?
• Did you have problems? How did you
solve them? • Can you make a memory game?
Unit 5 43
Let’s Ask Questions!
Unit Overview
Look at the picture and name How Much Do I Know?
as many classroom objects as Mark Yes () or No ().
you can. I identify classroom objects.
I know the names of colors.
I ask and answer questions about classroom objects.
Work with another pair and
I know the difference between big and small.
compare your answers by
pointing and namingg the
classroom objects.

Social Practice: Understand questions to identify information Achievements
about objects in the classroom. • Explore and listen to questions.
Communicative Activities: Search and selection of information • Participate in the formulation of questions.
Final Product: Questions for a die. • Review writing.
Big Book: The Guessing Game Story
44 Unit 6
Development
Listen to the names of the classroom objects and point to them. 28
1 What is it? 2 What are they? 3 What are they? 4 What is it?
It’s a book. They are pencils. They are crayons. It’s a glue stick.
Listen to your teacher, repeat the questions and answer them.
Work with a classmate. Take turns asking and answering the questions.
In this unit, you will make a die with questions about classroom objects. Choose two
classmates to form a team. Go to the Product Template
p a on page 95 and write two questions
about classroom objects. See Step 1 on page 51.
Unit 6 45
5
Listen to your teacher and nod your head to answer Yes or shake your head for No.
1 Is it a pencil? 2 Are they crayons? 3 Are they crayons? 4 Is it a glue stick?

Is it a table? Are they chairs? Are they erasers? Is it a ruler?
Work with a classmate. Take turns asking and answering questions about the classroom
objects. Use the questions from Activity 3 as a model.
Work with a different classmate. Take turns asking and answering questions about the
classroom objects on this page. Use the questions from page 45 as a model.
Work with your team. Go to the Product

roduct Template
e on page 95 and write two more
questions. See Step 2 on page 51.
46 Unit 6
Listen and point to the crayons. 29
red
blue
yellow
green
orange
brown
Trace the lines and color the object.

What color is the table?
Check your answers with a classmate. Ask and It’s brown.
answer questions about the classroom

lassroom objects.
Use the example as a model. What color are the scissors? They’re red.
Unit 6 47
Circle the big classroom objects in and the small ones in .
big small
Listen and nod your head to answer Yes and shake your head for No. 30
How Am I Doing?
Work with a classmate and complete
p
the dialogue using Yes or No. • I can identify school objects.
A: Is the big marker blue? • I can name colors of objects.

B: . • I can recognize big and small objects.
A: Is the blue book small?
• I can ask and answer questions about objects.
B: .
Take turns asking and answering questions about the classroom objects. Use the previous
dialogue as a model.
48 Unit 6
Listen to the dialogue and draw the classroom object in the space provided. 31
Guess the object! Yes.

No.
Is it small? Is it blue?
Yes. No.
Is it a book?
Is it a pencil?
Is it yellow?
Work with a classmate. Choose a classroom object. Ask and answer

questions about it. Use the previous dialogue as a model.
Work with your team. Go to the Product Template on page 95

and write two more questions. See Step 3 on page 51.
Unit 6 49
Work with a classmate. Read the dialogue and Draw the classroom object.
underline the correct answers to complete it.
A: What / How color is it?
B: Brown.
A: Are / Is it small?
B: No.
A: Are / Is it big?
B: Yes.
A: Are / Is they books?
B: No.
A: Are / Is it a table?
B: Yes.
Go to https://learnenglishkids.britishcouncil.
org/en/word-games/school-things-1 and say
to a classmate which of these things are
in your classroom.
Work with your team and follow the suggestions to prepare the Final Product. 6
1. Choose with the members of your team the questions you want to include in your question die.
Use the information from the Product Template on page 95.
2. Use the die template from Worksheet 6. See Step 4 on page 51.
3. Each member of the team writes the questions and illustrates them. Do not include the answer.
50 Unit 6
Make a die with questions. Final Product

2. Check that your questions and illustrations are clear.
3. Glue the die template onto cardboard paper, cut it
out and assemble it.
4. Practice with your team reading the questions aloud.
5. Get together with another team and play with your dice.
Self-evaluation
Group Reflection
• Can you identify classroom objects?
• Did you enjoy the game? • Can you talk about the name, color and
• Did you think the Product Template was useful? size of objects?
• Was it easy to organize the Final Product? • Can you ask and answer questions
• Which was your favorite part? about classroom objects?
• Did you have problems? How did you solve them?
Unit 6 51
Let’s Learn About Our Body!
Unit Overview
Listen to the rhyme and point to the parts of the body. 32
Listen again and repeat the rhyme. 32
Work with a classmate. Stand up in front of

each other and say the rhyme pointing to your
body parts.
Point to other body parts you know.
How Much Do I Know?

Share your answers with a classmate:
Can you identify parts of the body?
Can you write the name of parts of the body?
Can you draw parts of the body?

Social Practice: Identify information about physical aspect. Achievements
Communicative Activities: Exchanges associated with information • Participate in the exploration of questions about the human
of oneself and of others body.
Final Product: Parts of the Body Poster. • Recognize names of parts of the body.
Big Book: I Am Unique • Share and complete written names of parts of the body.
52 Unit 7
Development
Listen and point to the parts of the body. 33
head shoulder
finger
arm
leg hand
knee
toe
foot
Work with a classmate. Take turns pointing to different parts of the body and saying
their names. To sing a song about parts of the face, go to
http://bussongs.com/songs/eyes-nose-mouth-ears.php
In this unit, you will make a parts of the body poster. Choose two classmates to form a
team. Go to the Product Template on page 96. Draw yourself and write the name of seven
body parts. See Step 1 on page 59. T
Unit 7 53
Color the hair and the eyes of the faces.
Read!
ime to
Tim
1 2 3
1 2 3
Work with a classmate. Ask and answer questions about each other's work and color the
faces. Use the dialogues as models.
A: What color is his hair? A: What color is her hair?

B: It's black B: It's blonde.
A: What color are his eyes? A: What color are her eyes?
B: They're brown. B: They're green.
54 Unit 7
Draw yourself and complete your ID.
Work in small groups

and share your
information with
your classmates.
Use the boy's
introduction as a
model.
How Am I Doing?
Share your answers with a classmate:
Mention five parts of the body.
What color are your eyes?
Hello. My name's Roberto. I'm five years old. What color is your hair?
My hair is brown and my eyes are black.
Work with your team. Go to the Product Template on page 96. Write the rest of the parts of
the body. See Step 2 on page 59. T
Unit 7 55
Read the questions and complete them with the corresponding body parts.
1. Where is your ?
2. Where are your ?
3. What color is your ?
4. What color are your ?
Read!
ime to
Tim
5. How many do you have?
Listen, check and point. 34
Work with a classmate. Write two questions to ask to another pair. Use the questions
from Activity 6 as a model.
1. ?
2. ?
5
56 Unit 7
Color by code the children's hair and eyes. Read the dialogue with a
a b c
classmate and guess who the
d e f Read!
boy or girl is.
ime to
Tim
A: She is a girl.
1 2
c B: Is her hair blonde?
a
a A: Yes, it is.
B: Are her eyes brown?
A: Yes, they are.
B: She is .
e
Choose a child and role-play a
dialogue. Use the previous one
Lula Rob
as a model.
3 4 b
d
Work with your team and follow
the suggestions to prepare the
Final Product. T
1. Draw the silhouette of a body on
a construction paper. Decide in your
f
team who is going to draw the body
parts. See Step 3 on page 59.
2. Your teacher will save your work for
Alex Ana
the next lesson.
Unit 7 57
Cut out and glue the names of the body parts. 7
Check your answers with a classmate. Point to the body parts and say their name.
Work with your team and follow the suggestions to finish the Final Product. T
1. Label the parts of the body with your classmates. Use the information of the Product Template from page 96. See
Step 4 on page 59.
58 Unit 7
Final Product
Make a parts of the body poster.
2. Check that your drawings and names are correct.
3. Practice with your team reading the parts of the
body aloud.
4. Display your poster and present it to the class.
Self-evaluation
Group Reflection • Can you identify the parts of the body?
• Did all the team like the poster? • Can you participate in short dialogues?
• Did you like your presentation to the class? • Can you write the names of parts of the body?
• Were the drawings and names clear to the class?
Unit 7 59
9
Let’s Hear a Story!
Unit Overview
Listen to your teacher and point to the parts of the book.
pictures
The mouse sees the lion.

The lion is sleeping.
The mouse is playing on the lion’s head.
1 2
author
cover
title text
page number
How Much Do I Know?
Answer the questions in pairs. Circle what you can do:
Can you name the parts of a book?
• What's the title of the story? Can you identify emotions in a story?
• Who's the author? Can you express how a story makes you feel?
• Do you know the story?

Social Practice: Listen to stories to associate them with feelings. Achievements
Communicative Activities: Understanding oneself and others • Explore books of tales.
Final Product: Mini book of emotions. • Listen to the reading aloud of tales and follow it.
Big Book: Jack and the Beanstalk • Recognize written names of emotions and feelings.
60 Unit 8
Development
Circle the titles of the books and underline the names of the authors.
Number the characters according to how they feel.

To create a story, go to
https://www.pbslearningmedia.
1. sad 2. excited 3. angry 4. scared 5. happy org/resource/sesame-
interactive-story-book-builder/
Check your answers with a classmate. Point to the characters story-book-builder-sesame-
street/#.WtoMz9MbPjA
and say how they feel.
Unit 8 61
Look at the characters and discuss how they feel in each scene.
The mouse sees the lion.

The lion is sleeping.
1 The mouse is playing on the lion’s head. 2
The lion wakes up. He’s angry. The lion catches the mouse.
3 The mouse is surprised. The mouse is scared. 4
Listen to the story and follow along. 35
Discuss the question with a classmate.

• How does the story make you feel?
In this unit, you will make a mini book about emotions. Choose two classmates to form a
team. Go to the Product Template on page 97. Draw three emotions and label them. See
Step 1 on page 67. T
62 Unit 8
Look at the characters and discuss how they feel in each scene.
The mouse says, “Let me go and I’ll The lion lets the mouse go.
help you.” The mouse is happy.
5 6
The lion is in trouble. He’s sad.

The lion is happy.
The mouse helps the lion escape.
7 8
Listen to the rest of the story and follow along. 36
Work with a classmate. Draw the feelings in the story. scared happy sad
Unit 8 63
Listen and act out the song. 37
How Am I Doing?
Mark () what you can do.
Draw an emotion on each face. Do not I can predict what a story is about.
I can say how a story makes me feel.
complete the sentences. I can identify emotions.
excited happy sad angry scared surprised
The lion is . The mouse is . The mouse is .
The lion is . The mouse is . The lion is .
Take turns pointing to the faces and guessing the emotions. Finally, complete the sentences.
Work with your team. Go to the Product Template on page 97 and write three more emotions
and illustrate them. See Step 2 on page 67. T
64 Unit 8
Cut out and assemble to make a story booklet. 8 Go to http://www.sesamestreet.org/
games?id=205 Look at the photos of the
children and say how they feel:
Read the story and complete the information. He's happy. He's angry. He's surprised.
Title of the story:
Number of pages:
Characters: , and
Do you like the story?
How does the story make you feel?
Compare your answers with a classmate.
Work with your team and follow the suggestions to prepare the Final Product. T
1. Decide with your team the character or characters you want to use for your mini book about emotions.
Use the information from the Product Template on page 97.
2. Decide who is going to prepare the cover of the mini book and the pages with the emotions.
3. Each member of the team starts working on their part on separate sheets of paper. See Step 3 on page 67.
Unit 8 65
Follow the lines and complete the emotions.
Ask a friend this question.
• How do you feel today?
Work with your team to finish the Final Product. T

1. Continue working on your mini book about emotions.
2. When the material is ready, put the pages in order and number them.
3. Write the names of the members of the team on the cover. Do not forget to write the title of the mini
book. See Step 4 on page 67.
66 Unit 8
Final Product
Make a mini book about emotions.
2. Check that your mini book has a cover, title, names
of authors and page numbers.
3. Practice with your team reading the mini book aloud.
4. Present your mini book about emotions to the class.
Self-evaluation
Group Reflection • Can you predict what a story is about?

• Was it easy to draw and illustrate emotions? • Can you listen to stories and identify emotions?
• Did you like presenting the mini book
to the class? • Can you write and illustrate emotions?
• Did you like your mini book?
Unit 8 67
Let’s Discover Mexico!
Unit Overview
Look and answer the questions.

1. Which country is this?
2. What color is the flag?
3. Can you name the animals?
Check your answers in

groups.
How Much Do I Know?

Can you identify maps, illustrations and texts?
Can you name some Mexican animals?
Can you draw a map of Mexico?
Can you draw some animals from Mexico?

Social Practice: Recognize information about Mexican flora and fauna, Achievements
with a graphic support. • Explore a topic about the Mexican natural
Communicative Activities: Exchanges associated with specific purposes world in illustrated materials.
Final Product: Information of the Mexican natural world for a map. • Explore the writing of names.
Big Book: Animals and Plants in Different Parts of Mexico
68 Unit 9
Development
$QLPDOVRI0H[LFR Many animals live in different parts of Mexico.

This is Mexico.
Jaguars live in the south
of Mexico.
3UDLULHGRJV live in the

north of Mexico.
%XWWHUÁLHV live in the west

N of Mexico.
&URFRGLOHV live in the

W E
east of Mexico.
These are just some examples of the

5 S animals that live in Mexico. 6
Work with a classmate. Point to the map and say which animal lives in the north, south,
east and west of Mexico.
Underline the text in red and circle the pictures in blue.

Unit 9 69
Listen and point. 39
chameleon monkey bat toucan owl

Find the Mexican animals and color them.
Check your
answers with
a classmate.
Take turns
saying the
names of the
animals and
pointing to
them.
In this unit, you will make a map of Mexico and some of its animals. Choose two
classmates to form a team. Go to the Product Template on page 98. Start completing the
information of some Mexican Animals. See Step 1 on page 75. T
70 Unit 9
Look and number.
1 = bear
2 = bat
3 = prairie dog
4 = toucan
5 = owl
Nuevo León
Look and match.
bear Zacatecas Zacatecas
owl Quintana Roo
toucan Estado de México
bat Nuevo León Estado de
México
prairie dog Chiapas Quintana
Roo
Answer the questions in pairs.
Chiapas
1. What’s the name of your state?
2. What animals can you find in your state?
How Am I Doing?
Circle the answer.
I can identify a map. Yes No
I can identify my state. Yes No
I know some animals in English. Yes No
I know where some animals live. Yes No
Unit 9 71
Cut out the information and complete the table. Use the map on page 71 to
help you. 9
Name Picture Lives in… Big/Small
butterfly Michoacán
big
bat Estado de México
Chiapas
It is a butterfly.
Check your answers with a classmate.
Use the example as a model. It lives in Michoacán. It is small.
Work with your team. Go to the Product Template on page 98 and continue completing the
information about some Mexican animals. See Step 2 on page 75. T
72 Unit 9
Listen to your teacher and draw the animal. Write the description of one more
animal. Go back to page 72 and use
the information from the table.
.
It is big.
.
It lives in Chiapas.
It is yellow and brown. .
Work with your team and follow the suggestions to prepare the Final Product. T
1. Decide with the members of your team the Mexican animals you want to include in your map. Use the
information from the Product Template on page 98.
2. Decide which member of the team is going to draw or copy the map of Mexico. Your teacher
can help you.
3. Each member of the team starts working on their part on separate sheets of paper. See Step 3 on page 75.
Unit 9 73
Find the Mexican animals in the picture and circle them.
To spot hidden animals, go to

http://www.sesamestreet.org/games?id=18225
Check your answers with a classmate.
Work with your team to finish the Final Product. T

1. Finish writing the information about Mexican animals for your Final Product.
2. Finish your map of Mexico and color the states where the animals live. See Step 4 on page 75.
74 Unit 9
Final Product
Make a map of Mexico and some of its animals.
2. Check that your map and information are clear and
correct.
3. Practice with your team reading the information aloud.
4. Present your map of Mexico and some of its animals
to the class.
Self-evaluation
• Can you identify maps, illustrations and texts?
Group Reflection • Can you read aloud information about animals in Mexico?
• Was it easy to draw the map and • Can you say and write the names of animals?
the animals?
• Did you like your presentation to • Can you make a map of Mexico and some of its animals?
the class?
Unit 9 75
Let’s Make an Inventory!
Unit Overview
In pairs, look and say.

• What part of the
house is this?
• Can you see anything
strange?
Look and color.
Belongs in
this room =
Doesn’t belong
in this room =
How Much Do I Know?

Write Yes (Y) or No (N).
I identify household objects.
I name household objects in illustrations.
I say what household objects are used for.
I identify similarities and differences in words.
Social Practice: Recognize information about household objects. Achievements
Communicative Activities: Exchanges associated with the environment • Explore information in illustrated materials.
Final Product: Illustrated inventory with household objects. •Listen and participate in the reading of names.
Big Book: The Country Mouse and the City Mouse •Share information.
•Explore the writing of words.
76 Unit 10
Development
Listen and point. 40
glass spoon
plate
fork
knife
pot
pan
Work with a partner. Say which objects you use to eat and color them.
Unit 10 77
Cut out and glue the utensils to eat. 10
glass
plate
spoon
fork knife
Write the words.
Take turns pointing and saying the names of the objects.
Draw your favorite food on the plate.
78 Unit 10
Draw the objects to eat, cook and clean in the categories below.
eat cook clean
Look and complete.
1. He has a broom to 2. They have a pot to 3. He has a fork to

. . .
Share with a classmate the objects you use.
In this unit, you will make a utensils inventory. Choose two classmates to form a team. Go to the
Product Template on page 99. Write and draw two utensils to eat. See Step 1 on page 83. T
Unit 10 79
Complete the table with words from this unit.
Words that begin with

Words that begin with b- Words that end with -n
a vowel (a, e, i, o, u)
Work in groups of three. Say two objects that How Am I Doing?

start with a p- and two objects that end with an • I can point to utensils when I hear
their names.
-n. Say if you use them at home.
• I can identify utensils in pictures.
• I can say what utensils are used for.

Work with your team. Go to the Product
Template on page 99 and add two utensils to
cook. See Step 2 on page 83. T Go to http://www.anglomaniacy.pl/livingRoomPictureTest.
htm and in pairs say which utensils they are. It's a
phone. It's a table.
80 Unit 10
Circle the text and the pictures .
Write the name of the objects to complete the chart.
Work with your team. Go to the Product Template on page 99 and add two utensils to
clean. See Step 3 on page 83. T
Unit 10 81
Look and match.
broom glass
pot fork
feather duster
Complete the sentences with the actions.

clean cook drink clean
1. We use a broom to . 3. We use a glass to .

2. We use a pot to . 4. We use a feather duster to .
Work with your team and follow the suggestions to start preparing the Final Product. T
1. Choose with the members of your team utensils from this unit or to write and illustrate.
2. Write and draw the utensils on a separate sheet of paper. Use the information from the Product
Template on page 99. See Step 4 on page 83.
82 Unit 10
Final Product
Make a utensils inventory.
2. Check that the names and illustrations of your
utensils are correct.
3. Practice reading the utensils inventory aloud
and decide who is presenting each part.
4. Present the utensils inventory to the class.

Self-evaluation
• Can you find and name objects of the house in illustrations?

Group Reflection
• Did you enjoy the activity? • Can you say what objects are used for?
• Did you know what the objects
• Can you write the names of objects in the house?
are used for?
• What is your favorite utensil? • Can you identify similarities and differences in words?
• Was the Product Template useful?
Unit 10 83
Unit 1
Hello! Good-bye! Excuse me. See you!
Unit 2
wall shoe rain horse door
84 Picture Dictionary
Unit 3
add
spread pour
squeeze
bake
wash
cut mix
Unit 4
Stop! Line up! Be quiet! No running.
Picture Dictionary 85
Unit 5
triangle circle pencil mommy sister
square rectangle book daddy brother
Unit 6 glue stick table scissors

ruler
marker
eraser chair
Unit 7
hair head, shoulders leg, knee ears, mouth
eyes, nose arm, hand, fingers feet, toes
Unit 8
angry excited happy sad surprised scared
Picture Dictionary 87
Unit 9
bear jaguar prairie dog crocodile butterfly
Unit 10
stove fork knife bucket broom
Bibliography
1. Barnett, Mac & Klassen, Jon (2017). Triangle (Shape Trilogy). 4. Dr. Seuss (2018). Dr. Seuss’s Book of Colors. Random House
Candlewick. Books for Young Readers.
2. Blackwood, Freya & Gleeson, Libby (2013). Banjo and Ruby Red. 5. Frazee, Marla (2014). The Farmer and the Clown. Beach
Little Hare. Lane Books.
3. Carlin, Laura & Davies, Nicola (2014). The Promise. 6. Surratt, Tereasa & Lukas, Donna (2018). The Forever Tree.
Walker Books. Crown Books for Young Readers.
Websites for Students

For practicing the order of letters in the alphabet, go to For practicing vocabulary related to school objects, go to
http://www.abcya.com/alphabet.htm https://learnenglishkids.britishcouncil.org/en/word-games/school-
things-1
For practicing rhyming words, go to
http://www.sesamestreet.org/games?id=302 For choosing a story to read, go to
http://www.sesamestreet.org/?id=1344
For preparing a healthy snack, go to
http://www.funology.com/category/recipes/healthy-snacks- To play a game to represent feelings, go to
and-recipes/ http://www.abcya.com/make_a_face.htm
For singing a song about following instructions in the classroom, For playing spotting the animals, go to
go to http://www.sesamestreet.org/videos?vid=1714 http://www.sesamestreet.org/games?id=18225
For practicing the vocabulary related to family, go to For reading some animal facts, go to
https://learnenglishkids.britishcouncil.org/es/node/17945 http://kids.nationalgeographic.com/animals/
For practicing vocabulary related to school objects, go to For playing a game with words endings, go to
https://learnenglishkids.britishcouncil.org/en/word-games/ https://www.education.com/game/ending-sounds-hopper/
school-things-1
89
Product Template
90 Unit 1
Product Template
Rhyme 1 Rhyme 4
Title: Title:
Words that rhyme: Words that rhyme:
Rhyme 2 Rhyme 5
Title: Title:
Rhyme 3 Rhyme 6
Title: Title:
Unit 2 91
Product Template
Names and quantities of ingredients Steps to prepare a dish
92 Unit 3
Product Template
Unit 4 93
Product Template
94 Unit 5
Product Template
Unit 6 95
Product Template
96 Unit 7
Product Template
Unit 8 97
Product Template
98 Unit 9
Product Template
Utensils to eat
Utensils to cook
Utensils to clean
Unit 10 99
100
Worksheet 1
Hi. Good morning. Excuse me.
Hello. Good morning. Yes?
Goodbye! Have a nice day! You’re welcome.

Thank you.
See you! Thanks, you too.
Unit 1 101
102
Worksheet 2
shoe play four bed
do door around day
head ground
Unit 2 103
104
Worksheet 3
Cut the banana and
Put the ice cream in a bowl. Pour whipped cream. put it in the bowl.
Worksheet 4
Unit 3 - Unit 4 105

106
Worksheet 5.2 Worksheet 5.1
I love my mommy.
ondon
London Yes, I do.
I love my mommy,
And she loves me, too.
lady Loves me too, loves me, too.
down I love my daddy.

Yes, I do.
I love my daddy,
Bridge And he loves me, too.
Loves me too, loves me, too.
Unit 5 107
108
Worksheet 6
Unit 6 109
110
Worksheet 6
Unit 6 111
112
Worksheet 7
nose ear
mouth eye
neck hair
Unit 7 113
114
Worksheet 8
Jack and the Beanstalk
Jack and Mom are helping the giant. Jack and Mom are poor. Jack is exchanging
8 Jack, Mom and the giant are happy. his cow for magic beans. Jack is surprised. 1
The giant is angry! Next morning, there is a big plant.

6 Jack is scared. Jack is very excited. 3
Unit 8 115
Mom is very angry. Mom and Jack are scared. The giant is
2 Jack is hungry and sad. talking to Mom and Jack. 7
There is a big castle and a giant. The giant is sleeping. Jack takes the money.
4 The giant is counting his coins. He’s happy. He is scared. 5
116 Unit 8
Worksheet 9
bear big
small crocodile
small Nuevo León
Unit 9 117
118
Worksheet 10
Unit 10 119
120

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Time to Read When you see Development In this

this icon, it means that your section the unit topic

How Much Do I Know? This

Work in groups. Keep this work in your portfolio.

How Am I Doing? Halfway

Listen and point to the speaker. 2

Circle the pictures.

Listen again and act out. 2

How Much Do I Know?

Environment: Family and community

How are you? Have a nice day.

Thanks, you too.

Fine, thank you.

Goodbye! Thank you! Sure! Hello!

Here you are.

See you! A pencil, please.

Complete the dialogues using the phrases in the box.

Role-play the situations with a classmate.

Give it to me! Move!

Hey! Yes? Hey!

May I borrow your pencil?

Goodbye! Sure! Hello!

Role-play the polite situations with a classmate.

Greetings Farewell Courtesy

Role-play the situations with a classmate.

Bye. Hello. Please. Hi. Thanks.

Read the dialogues and number them.

Role-play a situation with a classmate. Use the dialogues as a model.

Listen to the rhyme and point to the pictures. 6

Say what the rhyme is about and circle the picture

Environment: Literary and ludic

Listen to the rhyme and clap. 7

Listen again and circle the words that rhyme. 7

Jump a little, one, two, ,

One, Two, Buckle My Shoe

rain away shoe

teddy door head

Take turns saying the poem following the rhythm by clapping.

Cut out the rhyming words and play Memory. 2

Listen again and tell a classmate the words that rhyme. 11

Humpty Dumpty had a great fall.

All the king’s horses and all the king’s men

Couldn’t put Humpty together again!

Say who the rhyme is for (children or adults).

Work with your team. Go to the How Am I Doing?

Work with a classmate. Circle the words that rhyme.

Say what the rhyme is about.

3 Toss the salad. Compare your answers with a classmate.

Environment: Academic and educational

Discuss the questions with a different classmate.

recipe ingredients lemonade water sugar lemons Jelly bowl

Draw the ﬁnal dishes.

Work with another classmate and tell him or

Work with your team. Go to the • I can recognize recipes.

Product Template on page 92. • I can identify parts of recipes.

Pour chocolate syrup. Put the cherries on top.

Discuss the questions.

For healthy snack recipes, go to

Group Reﬂection • Can you identify parts of recipes?

Open your books. Close your books.

How Much Do I Know?

Look at the instructions and match them with their opposites.

Put the crayon