Sunburst primary 4 activity book

Sunburst Activity Book Primary Activity Book www.frenglish.ru Primary 1st Grade www.frenglish.ru Primary Activity Book www.frenglish.ru Portadilla SB PRIM AB.indd 6/29/18 12:47 PM www.frenglish.ru Contents This is Your Book Unit Can We Support Each Other? Family and Community Environment Social Practice of the Language: To exchange concerns within a dialogue Product: Box of Concerns 14 Unit 16 What Do Pictures Tell Us? Recreational and Literary Environment Social Practice of the Language: To tell a story based on pictures Product: Story Based on a Picture 24 Unit 26 How Do We Take Care of Our Health? Academic and Educational Environment Social Practice of the Language: To give and follow instructions for health care Product: Poster 34 Unit 36 How Can We Share Personal Experiences? Family and Community Environment Social Practice of the Language: To share and compare personal experiences Product: Letter with Personal Experiences 44 Unit 46 What Do Our Everyday Activities Say About Us? Recreational and Literary Environment Social Practice of the Language: To describe daily activities for others to try to guess Product: Guessing Game Based on Descriptions54 Unit 66 What Is the Purpose of Ads? Family and Community Environment Social Practice of the Language: To comment and compare advertisements Product: Ads 74 Unit 76 What Do Legends Tell Me About Other Cultures? Recreational and Literary Environment Social Practice of the Language: To read brief legends from different cultures to compare similarities and differences Product: Illustrated Venn Diagram 84 Unit 86 What Do You Know About Mexican Food? Academic and Educational Environment Social Practice of the Language: To interpret and compare information in a graphic Product: Infographic 94 Unit 10 96 How Can We Help Others? Family and Community Environment Social Practice of the Language: To interpret and use expressions to offer and receive help Product: Dialogue 104 Glossary 106 Appendix 111 Irregular Verbs 121 Classroom Language for the Student 122 Suggested References for the Student 123 Unit 56 Why Is It Important to Ask Questions? Academic and Educational Environment Social Practice of the Language: To ask and answer questions to obtain information about a specific topic Product: Questionnaire to Obtain Information 64 www.frenglish.ru F01 Sunburst AB 4Primary MX XXXXX.indd 16/10/18 11:56 Dear Student, This is your Sunburst Activity Book We welcome you and invite you to enjoy it The book has: Unit opener: You can see what the unit is about There is information that tells you what you will be able to at the end of the unit Sunburst has 10 units and each unit has four lessons: During the first lesson you will be able to explore the theme In the second and third lessons, with the aid of your teacher, you will examine, understand, and interpret different models that will lead you to semi-guided practice during the fourth lesson This process will give you the opportunity to assess any doubt you may have for the creation of your product, which will be done gradually throughout the unit Each lesson has four moments: What Do You Know About Mexican Food? Look at the infographic Answer the questions THE TAMALE Spongy and delicious pre-Hispanic food that is still alive In pre-Hispanic times, it was used for religious rituals as offerings for the gods Tamal, from Nahuatl tamalli, means wrapped There are more than 500 varieties of tamales in Mexico Bearded Colados Uchepos Green Use words from the box to identify the aspects that are included in each section of the infographic a b Academic and Educational Environment examples interesting facts history word origin preparation numbers headline introduction Social Practice of the Language To interpret and compare information in a graphic Achievements • Explore illustrated texts about the ingredients in Mexican gastronomy • Interpret written information in illustrated texts • Write sentences that describe information in an infographic Product: Infographic This is one of the most diverse dishes in Mexican gastronomy Almost every state in the country has its own version Let’s find out some interesting facts about it Preparation The corn dough is filled with a stew or fruit Then, it is wrapped with the leaves of some plants Finally, it is steam cooked FROM HERE AND FROM THERE: • • • • Reader: You will read some pages and answer a question Communicative activities Did you know that… zacahuil is known as the “king of tamales.” It is prepared in the Huasteca Potosina and Sierra Hidalguense It is so big that 150 people can eat from one zacahuil! Sinaloa shrimp Yucatán cochinita pibil Michoacán milk and sugar CDMX pork meat and green tomato sauce d c f e h g Circle words you don’t understand and create a glossary Then, work with another pair to ask them for the words they included Reader What were the most important foods in ancient Mexican cuisine? (pp 101-105) Infographic Step • Write a list of Mexican dishes and vote for one • For homework, research information about the dish you chose Self-evaluation Reflect upon the following questions: a What is the theme of the infographic? • What did I do to explore illustrated texts about the ingredients of Mexican gastronomy? b What is the purpose? • Which of the strategies helped me the most to get a general idea? c Who is more likely to read it? d How are images and text related? e What do arrows link? 86 4 What can I do to improve? Lesson Unit Self-evaluation: You will reflect on what you learned in the lesson 87 Product Step: You will work on the unit’s product collaboratively www.frenglish.ru F01 Sunburst AB 4Primary MX XXXXX.indd 16/10/18 11:56 Complete the dialog ue using your own ideas —Hi, Read the dialogue from Activity Follow the example to represent your partner’s line sounds how Line How does it sound? Hello! Are you OK? I’m fine, thank you, and you? Your Partner’s Line Portfolio: You will find specific instructions throughout the unit for activities that will help you practice what you learned to develop your product Keep these activities in a portfolio ! Do you want to tell me what’s going on? , I’m afraid and I… hmm… I don’t feel at ease —Well, How does it sound? Reader On a sheet of paper, ask for your classmates’ concerns Write the answers, too How did some children support David? (pp 8-9) Box of Concerns Step • Write three questions that you can use to ask your classmates concerns about their • Use color markers to copy Self-evaluation them on cards uct Pr d Reflect upon the followi ng questions: • What did I to examin e ways to expres s concerns in this lesson? • Was it easy for me to it? Why or why not? Poster for tivities: u will use lowing ac that yo Do the fol out the material Take What can I to improv e? • Unit ster your po the title terial • Write phic ma order your gra logical ons • Paste ons in a instructi instructi to make • Write elements graphic • Add e cis ce where in a pla poster see it dy can ess more pre your • Post everybo the ng Proc to follow and try y Learni er team ssing M Asseev by anoth ou aluation signed helped y sters de ed the po e poster e improv one of ects of th f them can b Choose y wrote hich asp h o ons the write w d whic instructi from f paper, tions, an t o ruc ee nst receive sh e i • On a r ack you ollow th ste db d f ee po an their ck the f interpret t beside d to che our shee r is poste • Post y ur poste here yo s • Go w ssmate other cla because h care out healt luation ons ab Self-eva e instructi complet ow, / follow ct and arn, to kn to give le me to Refle arned sier for have le It was ea hat you hat you and w ecall w ve o r hie it t he un ult to ac hrough t as diffic Look t think w hat you w to d rite an ok, w r notebo ve In you to impro can Peer Work in Write thepairs to decid e which m down instruct ion may Review corresp ond to each pic ture Product: You will find some tips to check each of the steps you worked at the end of each lesson and put everything together to present the product and share it with your group 34 Discus s purpos the answers of e a Wha t is Order the Write a lowing jective of giving ions yo the ins u wrot questio these for? instruct title for the fol the ob b Who are they e in Ac ns to ide ntify au dience instruct tivity and ions? using co nnecto rs Review: These exercises will show you how much you have learned during the unit Glossary Unit all right adv okay at ease adv relaxed concerned adj worried count on phrasal verb to depen d on someone or somet in a difficult situation hing, especially truction s feeling blue informal feeling sad or withou t hope Unit worried adj unhappy becau se you 35 keep thinking about a problem Unit anxious adj very nervous Glossary: These pages can help you find the meaning of some words you don’t understand in the lesson You can also use a dictionary Icons: These are the icons you will see at the end of each instruction in your book They can help you understand what you need to in each activity Appendix Pairs Glossary Teams Listen Portfolio ashamed adv feeling sorry becau se bored adj impatient becau se of something you did you think something is not interesting disappointed adj unhappy becau se something you hoped happen for did not stubborn adj determined not to chang e tired adj feeling that you want 106 to sleep or rest Glossary Reader www.frenglish.ru F01 Sunburst AB 4Primary MX XXXXX.indd 16/10/18 11:56 Can We Support Each Other? Look at the picture and answer the questions 111 Family and Community Environment Social Practice of the Language To exchange concerns within a dialogue Achievements • Explore dialogues that express concerns • Examine the ways to express concerns within dialogues • Express concerns and respond to them within short dialogues Product: Box of Concerns a Where is the girl? c How does she feel? b What is she doing? d How you know? Listen to identify the characters and how they feel Then, decide together which name to write on each line a The boy’s name is b The girl’s name is c is feeling blue because she doesn’t understand Math d says she can count on him to help her study Listen again Color bars to indicate volume, draw arrows to indicate rhythm, and answer the question 111 Andrea’s First Intervention Volume Andrea’s Second Intervention Rhythm Volume Rhythm What words did Andrea stress? Lesson www.frenglish.ru M01 Sunburst AB 4Primary MX XXXXX.indd 16/10/18 11:59 Have you ever felt worried about school? Draw the situation Then, show and explain your drawing to your teammates Discuss how you would help in each of the situations presented in the previous activity Time to Shine! • What concerns children in your community have? Reader Why did David feel sad? (pp 5-7) Box of Concerns Step • Create a list of concerns most students in your class have • Copy each item from your list on strips of paper Self-evaluation Reflect upon the following questions: • Which strategies did I use to explore the dialogue in this lesson? • Which details did I notice? • Which details did I miss? What can I to improve? Unit www.frenglish.ru M01 Sunburst AB 4Primary MX XXXXX.indd 16/10/18 11:59 Lesson Read and analyze together the dialogue to identify its parts Write them on the corresponding line body closing greeting —Hi, Aldo! Do you want to tell me what’s going on? —Well, I’m afraid my dog is sick and I don’t feel at ease —Why don’t you ask your parents to check how it is going? —That is a great idea! Thanks for your help! —You’re welcome! Bye! Listen and answer the questions together a Who is worried because he lost his uniform jacket? b Who is concerned about Sergio? c Who has an extra uniform jacket? Work together to write a question for each statement Follow the example a Q: Why isn’t Aldo at ease? A: Aldo isn’t at ease because he didn’t study for the exam b Q: A: Ana is concerned about Sergio c Q: A: Sergio is worried because he lost his jacket www.frenglish.ru M01 Sunburst AB 4Primary MX XXXXX.indd 16/10/18 11:59 Appendix Learning to Learn (page 23, activity 5) Maintain your listeners’ attention § Use appropriate volume while you speak § Watch your body language § Maintain eye contact § Vary your rhythm and tone Learning to Know (page 20, activity 3) Use past tense in stories When we tell stories, we usually use past tense It is very easy, look: Who? verb in past (indicates the action) extra details My friends and I walked to school yesterday To make the past tense of regular verbs, the ending -ed is added to the infinitive fill – filled climb – climbed play – played learn – learned For irregular verbs, check the list of verbs on page 121 Learning to Do Tell stories (page 20, activity 1) Example Useful Expressions When? Last weekend, Who? my family and I Where? went to the amusement park It was a… The other day / Yesterday / Last summer, week… When we went to… Middle What happened? We rode the roller coaster four times Certainly, While, Although, During Ending What does he think/feel about the experience? It was fantastic! I already want to go back! Finally, In the end, In conclusion, Eventually, Beginning 112 Unit www.frenglish.ru Z01 Sunburst AB 4Primary MX XXXXX.indd 112 16/10/18 12:08 Appendix Learning to Learn Clearing up doubts (page 31, activity 6) Whenever you have doubts, you may put into practice your research skills: Write a question for your doubt Check sources (dictionaries, books, reliable online articles) to find the answer Learning to Know If you don’t find it, ask a specialist (page 29, activity 5) Imperatives for instructions We use imperatives to tell people to or not to things § Use the infinitive form of the verb to write your instructions: Wash your hands § In case it is negative, add don’t at the beginning: Don’t eat junk food Learning to Do (page 32, activity 3) Using connectors If your instructions follow a specific order, use: first then next after meanwhile finally If they don’t follow a specific order, you may use: and also as well as moreover too additionally Unit 113 www.frenglish.ru Z01 Sunburst AB 4Primary MX XXXXX.indd 113 16/10/18 12:08 Appendix Learning to Learn (page 42, activity 3) Show interest When you reply a letter, it is very important to show your recipient that you are interested in keeping the communication You may use the following phrases: Thank you for your letter It’s great to hear from you What wonderful news about… I can’t wait to… Write back soon, Keep in touch, Learning to Know (page 38, activity 1) Simple past and past progressive § Simple past expresses events that started and finished in the past My friends and I played soccer in the beach last summer § Past progressive expresses events that developed at a specific time in the past We were swimming when my sister arrived Learning to Do (page 41, activity 4) Establish progression If you want to… You can use: tell when the event happened then, during, while give examples for example, such as, for instance add information and, also, too contrast on the contrary, otherwise, but separate elements in a series a comma (,) separate different ideas a period (.) 114 Unit www.frenglish.ru Z01 Sunburst AB 4Primary MX XXXXX.indd 114 16/10/18 12:08 Appendix Learning to Learn (page 52, activity 1) Communicating effectively Whenever you don’t understand something, it’s important that you express it so you can communicate effectively with others You may use these questions to ask for clarification: • What you mean by ? • Could you say that slowly? • Could you repeat, please? • Could you give us an example? • Could you be more specific, please? You may use the following strategies to clarify: • Give examples • Repeat in a slower pace • Check pronunciation and repeat • Stress certain words • Use body language and gestures to explain the meaning of a word Learning to Know Learning to Do (page 47, activity 5) (page 50, activity 4) Wh- questions Describing an activity to be guessed To ask for details, use these questions: Time When? Place Where? Things What? People Who? Procedure How? When you prepare material for a guessing game, you don’t want your opponent to guess easily, so… How would you make a description? Start with general aspects and little by little start being more specific: E g.: • I this activity in the evening (many activities are done in the evening) • I don’t use any tools (many activities don’t need tools to be done) • I it in the sports center (we start being specific, we may think of a sport) • I it with my team (we can drop out sports that are not played in teams) • I wear a uniform and shin guards (fewer sports are done using shin guards… Now you can guess, maybe… playing soccer?) Unit 115 www.frenglish.ru Z01 Sunburst AB 4Primary MX XXXXX.indd 115 16/10/18 12:08 Appendix Learning to Learn Learning to Know Text patterns (page 60, activity 2) Pronunciation: Things You Must Know Dictionaries have a pronunciation guide that may help you to know how each word sounds Before using it, there are some things you must know: • There are 21 consonants but there are less sounds because letters like c and k or c and s can have the same sound depending on their position in a word You must also consider that if two consonants combine, they produce a different sound, for example: ch or sh • There are five vowels: a, e, i, o, and u but sometimes the y sounds like one of them Vowels are pronounced in many different ways depending on their position in a word and on their combinations • Dictionaries break up words into syllables Try to pronounce each syllable at a time when you practice the pronunciation of words Learning to Do (page 62, activity 3) Description Gives characteristics, features, and examples Signal words: for example, such as, looks like, consists of Problem & Solution Describes a problem and suggests a way to solve it Signal words: problem, issue, solution, idea Sequence Tells the order in which events occur Signal words: first, after, then, next Cause & Effect Explains something that makes something else happen Signal words: so, because, as a result, consequently Compare & Contrast Tells what is alike and what is different Signal words: similar, same, both, unlike (page 63, activity 4) Asking open and closed questions • Open questions start with Wh-question words and have long answers Gorillas subject are verb to be organized in families way How are gorillas organized? Wh-question verb subject word (way) to be Gorillas are organized in families They subject live verb in Africa place Where Wh-question auxiliary word (place) (present) They live in Africa they live? subject verb • Closed questions start with the verb to be or an auxiliary, and have short answers Gorillas subject are verb to be Are verb to be gorilas subject 116 herbivores herbivores? They subject Yes Do auxiliary (present have 32 teeth verb (present) they subject have verb 32 teeth? Yes Unit www.frenglish.ru Z01 Sunburst AB 4Primary MX XXXXX.indd 116 16/10/18 12:08 Appendix Learning to Learn Learning to Know (page 70, activity 3) (page 73, activity 5) Being a smart customer Checking punctuation and spelling Ads use many different strategies to convince consumers to buy, but remember: Not everything they show and say is necessarily true Not all options are good for you Checking punctuation in ads § Use a period to end sentences § Don’t use a period if it is a phrase or key word § Use an exclamation mark for sentences that show a strong emotion § Use a question mark to end questions Before you ask your parents to buy you something, always ask yourself: Checking spelling Do I really need that product? § Use online tools Do I have reliable information about it? Is it safe? Is it good for my health? Learning to Do § Use a dictionary § Create a list of letter combinations and their sounds so you can easily recall how they are written (E.g.: In this unit you learned i (ai) as in size, and ee (i) as in cheese) (page 72, activity 3) Using persuasive techniques in ads The purpose of advertising is to convince customers that your product is exactly what they need Some strategies they use are: Link the product with emotions and sensations Show celebrities § Showing happy people drinking soda = If you drink this soda, you will be happy § Flowers and perfume = If you use this perfume, your will smell like flowers § A famous soccer player wearing soccer sneakers = If you use these sneakers, you will be an excellent soccer player Give § Whole milk rich in calcium and protein for daily essential nutrients information about = If you drink this milk, you will be healthy the product Unit 117 www.frenglish.ru Z01 Sunburst AB 4Primary MX XXXXX.indd 117 16/10/18 12:08 Appendix Learning to Learn Learning to Know (page 80, activity 3) (page 76, activity 1) Comparing Characteristics of legends We look at the similarities between two things, people, or situations E.g.: • Both King Solomon and Merlin are wise men • Solomon must make a difficult decision, also Merlin Connectors: like, both…and, similarly, likewise, also, too, as, in the same way, as well Contrasting We look at the differences between two things, people, or situations E.g.: • Merlin is very old, unlike Sinbad who is younger • Merlin is a magician, while Solomon is a king Connectors: in contrast, unlike, although, despite, while, but, however, on the other hand brave people regarded as history traditions adventures Legends famous events or people magical or fantastic events very old stories Learning to Do (page 77, activity 4) (page 79, activity 6) Using adjectives in descriptions Differentiating present and past tenses Adjectives help us give additional details about people, places, things, or ideas In English, an adjective always goes before the word it is describing E.g.: The wise king took a difficult decision not The king wise took a difficult decision 118 Present: Talks about actions happening now, habits, or general truths Auxiliaries: do, does Time Expressions: every day, always, sometimes, never, etc Past: Talks about things that happened before the time we are talking about them Auxiliaries: did Time Expressions: yesterday, ago, last, before, etc Unit www.frenglish.ru Z01 Sunburst AB 4Primary MX XXXXX.indd 118 16/10/18 12:08 Appendix Learning to Learn (page 90, activity 2) Tips for creating infographics Identify your audience § Define their interests Keep it simple § Write clear and concise sentences Show things visually § Choose interesting images Make it easy to view § Use attractive fonts and colors for your graphic organizers Write a striking headline § It will certainly attract your readers Learning to Know (page 89, activity 4) Recognize present tense Use verb to be (am, is, are) to show state of being E.g.: All tamales are delicious Use “there is” and “there are” to show existence E.g.: There are many varieties of tamales Use simple present to show habits or general facts • Add an “s” to the verb if your subject is the third person singular E.g.: My mom prepares delicious pozole • If your subject is plural, you don’t need to add an “s.” E.g.: My mom and my grandma love to cook Present Tense Learning to Do Use present progressive to show actions that are happening in the moment you are speaking E.g.: My father is preparing a delicious atole (page 89, activity 5) (page 90, activity 4) Writing descriptions Using connectors Use superlatives Use sensory words Connector and or but for so Use addition condition contrast reason effect Use plenty of adjectives Example You add salt and pepper Do you prefer tacos or sopes? I like chili, but I don’t like it too hot I can’t eat this for it is very spicy You should heat it so it boils Unit 119 www.frenglish.ru Z01 Sunburst AB 4Primary MX XXXXX.indd 119 16/10/18 12:08 Appendix Learning to Learn (page 100, activity 1) Tips to “read” body language • Lip biting = stress • Turn up = happiness • Turn down = sadness, disapproval • Look directly at you = interest • Blinks = disconfort Mouth Posture • Closed posture = unfriendliness • Open posture = friendliness Learning to Know Eyes Arms and • Crossed arms = defensive Hands • Hands on hips = aggresiveness • Tapping fingers = impatience (page 100, activity 3) Ask for Help If you don’t mind, I really need your help with • I wonder if you could help me with this • Could you help me for a second? • Can you give me a hand with this? • Can I ask you a favor? • Could you spare a moment? • Give me a hand with this • Lend me a hand with this • I need some help Learning to Do More courteous Expressions to ask for and offer help Offer Help • May I offer you my help? • Would you like me to ? • May I help you? • Do you need help? • Can I help you? • Do you want me to ? • Let me help you with • I will help you with • I will give you a hand (page 102, activity 3) Writing a dialogue to ask for or offer help Consider the relationship between the participants Choose appropriate language 120 Write a greeting Say “Hello.” Write the body of the dialogue § Ask for or offer help § Accept it or reject it § Show gratitude Write a farewell Say “Goodbye.” Unit 10 www.frenglish.ru Z01 Sunburst AB 4Primary MX XXXXX.indd 120 16/10/18 12:08 Irregular Verbs Infinitive Simple Past Past Participle Simple Past Infinitive Past Participle be was / were been let let let begin began begun make made made blow blew blown mean meant meant bring brought brought put put put buy bought bought read read read catch caught caught ride rode ridden choose chose chosen run ran run did done say said said draw drew drawn see saw seen drink drank drunk sleep slept slept eat ate eaten speak spoke spoken feel felt felt spend spent spent fight fought fought spread spread spread find found found sting stung stung get got gotten swim swam swum give gave given take took taken go went gone teach taught taught have had had tell told told hear heard heard think thought thought hide hid hidden understand understood understood hold held held wear wore worn know knew known write wrote written 121 www.frenglish.ru Z01 Sunburst AB 4Primary MX XXXXX.indd 121 16/10/18 12:08 Classroom Language for the Student 45 Can I borrow a pencil? /Can I borrow an eraser? Can I have a piece of paper? Can you repeat that? Excuse me Good morning /Good afternoon Hello / Hi How you say…? How you spell…? I don’t understand May I go to the bathroom? Please Speak slowly Thank you 122 www.frenglish.ru Z01 Sunburst AB 4Primary MX XXXXX.indd 122 16/10/18 12:08 Suggested References for the Student U1 Katz, O (2013) Body Language, Intuition & Leadership! Surviving Primary School London: CreateSpace Independent Publishing Platform U2 “Past Simple – Sentences.” British Council http://learnenglishkids.britishcouncil org/en/grammar-practice/past-simple-sentences (accessed June 22, 2018) U3 “Imperatives.” British Council http://learnenglishkids.britishcouncil.org/en/ grammar-practice/imperatives (accessed June 22, 2018) U4 “Past Simple vs Past Progressive Tenses Grammar Game – Snakes & Ladders Game Online.” English Media Lab http://www.englishmedialab.com/ GrammarGames/New_Snakes_%20Ladders/Past_tenses.html (accessed June 22, 2018) U5 “Questions.” British Council http://learnenglishkids.britishcouncil.org/es/archivedword-games/make-the-sentences/questions (accessed June 22, 2018) U6 Bowen, T (1995) The Pronunciation Book: Student-Centered Activities for Pronunciation Work Massachusetts: Addison Wesley Publishing Company U7 Knight, E (2012) Punctuation Celebration New York: Palgrave US U8 Unknown (2012) Robin Hood London: Pearson Education U9 Dahl, R (2013) The Twits London: Puffin Books U10 “How to Understand Body Language in Different Cultures.” British Council https:// www.britishcouncil.org/voices-magazine/how-understand-body-languagedifferent-cultures (accessed october 2, 2018) Glossary 123 www.frenglish.ru Z01 Sunburst AB 4Primary MX XXXXX.indd 123 16/10/18 12:08 124 www.frenglish.ru Z01 Sunburst AB 4Primary MX XXXXX.indd 124 16/10/18 12:08 www.frenglish.ru www.frenglish.ru Sunburst Activity Book Primary Activity Book Primary 1st Grade