Estimado(a) alumno(a) El libro de texto gratuito que tienes en las manos és él resultado del esfuerzo que tealizan e| Gobierno de la Repiblica y los goblernos estatales para garantizar que todas las nifias, nifios y jévenes que cursan la educacién basica en nuestro pais, y que estudien la asignatura de Lengua Extranjera. Inglés, cuenten con materiales ‘educativos para apoy ar su aprendizaje, y con ello ser usuarios de la lengua inglesa. Este libro del Programa Nacional de Inglés (PRONI) forma parte de los materiales educativos que se ofrecen a la comunidad escolar para que, con el trabajo diario de maestras, maestros, directivos y padres de familia, en tu escuela sea posible la familiarizaci6n, el contacto y el dominio del inglés como lengua extranjera, lo que permitird que tu formacion sea cada vez mas sblida paraacceder a nuevas y diversas experiendias de aprendizaje. Este libro es tuyo, jcondceloy disfritalo! Distribucién gratuita Prohibida su venta,Yulene Galera » Maribel Dosal EDITORIAL TRILLAS (6) MéxicoGatalogacién en Ia fuente catera, wriene Side by side 5 < activity book / Muariber Bosal Mexico : Tilias, 2013. 127 p : ool. ;20. x 27 om 00s 978-607-17-3713-1 4, Inghes - Estudio y ensefanca -€stuctantes Exranjers. 2. Coucacion prima, ( Dosa, Mare, coat ft, D- s7zen27022¢83 kc-uus7ean.as SIDE DY SOC 5. ActAmy Do0K sa ae ect. ringuna parte ge esis obra puede ser (mdupenco e! tpoaplseD, la granscan O cualquier sislems de recuperacion y saimacensmiento de informacion). ‘sh consenumient por escrito dat editor Derechos reservados © 2019, Coston Trias, 5 A de CV. Onesion Aamntstrama, ‘Au Pi Chasnsbussco 583, (Col al. Peco Maris Anaya, © F05340, Cuma.ce Newco Te), 38854285 FAX 36041564 churubusco@ irtas ns (S08 978-€07-17.5715-1 mpreso en Mexico Printed in mienico Esta coe se! 1.31 de jut de 2019, en fos tameres ce Imprenta Ajusco, 5. A de CU, Bee TTXW Programa Nacional de Inglés. Para alumnos en Educaci6n Basica. PRONI La preduecién de estos materiales fue hecha por encargo de la Secretaria de Educacién Pablica para usarse como material diddctico en escuelas pblicas de Educacién Basica, Impreso en México Printed in Mexico Distribucién gratulta - Prohibida su ventaTABLE OF CONTENTS Letter to the student Icons 5 Module 1 | Need, | Want, | Wish! bal hal Reading book “Mysterious Notes” (identify and understand expressions to gat what one needs), Module 2 Read Me a Fable! Reading book “Grandma's Stories” (Uisten to stones to order them), Module 3 How Are You? Reading book “Human Communication and Language” (Share expectations in acialogue). Module 4 This Is the Story Of... Reading book “‘Kite’s Stories” (Read brief stories to share opprecations obout cultural exprossions) Module 5 The Events Reading book “The New Kid” (Describe octiitiesin a celebeationor party). Module 6 Sing With Me! Reading book “The Day We Became Famous” (Ging songs), Module 7 | Love Music! Reading book “Representing Information Visually” (Find ond interpattinfermation in & graphic rescurce), Module 8 All About Ads Reading book “History of Advertising” (interpret messages in advertisements). Module 9 My Instruction Sheet Reading book “What Is a User Manual?” (Giveand receiveinstructions to maka an object). Module 10 Animals Are Great! Reading book “The Secrets of Mars’ Identify andosk questions to look for information about o specific topic). Picture Dictionary 116 Bibliography 122 cut-outs 124ai arom leit le)= Mellor We welcome you to Side by Side 3. You are about to begin anew challenge: learning English! Throughout this activity book you will learn how to communicate with your classmates and the people ‘around you, you will understand interesting concepts, use new words, work in teams and everything in a fun way. So, let's start... there's so much to discover! These 10 modules are divided into 3 lessons each. In each Lesson 2 you will find an intermediate assessment. On this part, you will have to work on some activities to know how good has been your progress and on which areas you need to work. Also, at the end of the module you will have to make a final product, but don’t worryl you will have worked it along the activities. Finally, ‘the last part of the module will consist of a self-assessment chart thar will let you think how have you done. To reinforce the vocabulary and concepts on each module, you will be working as well with a Readers Book, which has several stories: some of them will give you information and others are adventure stories full of excitement and fun. Allover the book you will see different icons that will et you know what you have to do in each activity. But don't worry, we will be side by side tohelp you on this new adventure! Are youready?a> GE w& 1*SGPxX ge Thisicon means you will have to workwith a partner. Sometimes youwill choose it, sometimes the teacher will choose it for you. But the important things that you practice witha partner. Thisicon means you will have to work in groups, the teacher will tell you in which part of the activity and which one isyour team. This folder means that you will cary on this activity onyour notebook, And don’t forget to keep it safe inyour special folder. Whenever you see this icon it means it istimeto take out your Readers Book and so you can enjoy the informative and literary text that will ‘expand your vocabulary and give youan example of the social practices that you are working on. Yes! This means you will listen toa track, the teacher will play it for you, so pay attention! Thisicon means there is animage, which ison the CD, thatwill be projected by the teacher and youwill have toobserve before starting an activity. This icon means youwill have to go to the cut-out section and cutan element to paste it on the correspanding poge. Whenever you see this puzzle piece, it means that you are working on a step to complete the final product of each module. Each module has its own product. This isa special project that you willcary on throughout the whole module. Thislittle test meansit is time to reflect and to practice with all the new knowledge. Whenever you see these letters, it means that there are somewords ‘ontthat activity that you can find in the picture dictionary. Through the book you will find this icon, it indicates that you could surf in the web for more songs, activities and features.[ Yekone Br gro Om you wart og | aga ta quess your dassmates names ‘Look im your Readers for this story. You willlearn different ways of expressing what you need with your family. & DD ook at the teacher and the students in the picture and discuss the 2D 6 questions below. What does the girlin the picture wont? What do the people in the conversations want? Listen to the conversation and put the dialogues in the correct order. Practice the conversation with a partner. Conversation 1 Conversation 2 I need to clean up my room! Idon't know, [like drama! Ihave to go to the dentist. Drama? No! Let's watch Iwant to goto the zoo. ‘comedy. What kind of movie Anos te hale iyo, would youlike towatch? Ok, children, tell me, what are your plans for the week? Conversation 3 What doyou need, Samuel? Mom! I need some help, please! I don’t understand my homework. Don't worry. Let's doit together. ee eeeos AD @ Complete the chart with notes from the conversations in Activity 2. Conversation. Who speaks? [ Where are they? | How do they feel? 1 school 2 Two friends 3 worried BB work in pairs and look at the picture. Who seems to be worried? Why? — | | That would be great! aea & DB Go back to activity 4 and complete the conversation between Luis and Laura using the words on the box. Compare your answer with a partner. % Doyouwant me to help you? * |'mvery worried! | have an exam next class. &BD work in pairs. Read the following situations and decide in which ‘ones you can ask for or offer help. Check (your selections. You last your keys.( ) You like your naw shoes.( ) You have long hair.(_ ) You don't understand i adifficult subject.( ) * You forgot todo your homework.( ) You lovewatchingTv.(_ ) a 4 A Compare your answers in Activity 6 with another pair of students. ® Inyour notebook, write a list with at least 5 situations where you — can ask for or offer help.(aw 2 @D Listen to 3 more requests and offers and complete them with % ‘the missing information. Compare your answer with a partner. Conversation 1 Miguel: Hey John! Can I borrow your ? John: Of course. Miguel: Thanks J.! Conversation 2 Julio: Mom, [want some for my cereal! Mom: Sorry baby, we don’t have any. Conversation 3 Customer: Hi Miss, I aglass of soda, please! Waitress: , we don't have soda. a DB Work with a partner. Complete the chart using conversations in Activity 1. i i Conversation Beginning i Ending 1 Hey 2 3 Sorry Your idea Your classmate’s idea Understands ondex presses desires or needs(ma) Les rd a D Read the following OFFERS (0) and REQUESTS (R) in different contexts. Write O or R in the checkbox of each conversation. A B Mom: It’s dinner time! Dad: Hello Tom! How was school? Boy: I'm not very hungry mom! Tom:Oh, it was hard! | have alot Mom:What would you like for of homework! dinner? Dad: I need you to finish Boy: Just cereal! homework, Tom! Mom: Just cereal? Ok! Tom: Ok, Dad, I will do it CJ this afternoon. CJ c D Waiter: Is everything okwith Dad: Hi darling! your food? Girl: Hi dad! Can I ask you a favor? Customer Yes, the burger is delicious! pad: Sure. What is it? Waiter: Would you like anything Girk Could you take me to the library? to drink? Dad:Sure, I'll take after lunch. Customer: | want more soda, please! — ee Waiter; Sure! C) C) BB Underline in green the phrases used to make a request and their 6 answer, and underline in blue the phrases used to make offers and ‘their answers in the conversations in Activity 3. Listen to the audio and check your answers. 2D Use the sentences youcircein Activity 3 to complete the columns. below. Discuss with a partner if the ideas refer to a desire or a need. In this expression the idea is... Desire Needs Iwant some soda, please.ow aD Work with a partner. Look at the pictures and discuss: What is @ the problem? W Match the columns. a) Lolawants an ice-cream. She needs to convince hermother. é b) Roberto needs to go to the doctor. He wants to be at home. ‘ D Complete the sentences with one of the verbs in parenthesis. al acherry ice-cream. (want/ need) b) Willy to go to the doctor, her belly hurts. (needs / wants) ©) Doyou to go to the movies? (want / need) dl to go to the park. (want/ need) e) Juan the one that looks old. (needs / wants) 2D Look at the following list. Write N if it is a need or Dif it is a desire. Compare your answers with another pair of students. I need to go to the dentist Iwould like togo on vacation I would like a chocolate cake I would like a new toy I need to do my homework I need to take my pet to thevet| aw 2 D Complete the sentences with and, or, but. Compare your answers with a partner. @) I need to go to the doctor, first 1 need to call him. b) Do you want to go to the movies to the theatre? c) Hewants pasta pizza for dinner. PB BD inyour notebook make a list of words and phrases in the conversations in lesson 1 and lesson 2 to express needs and desires. preter! [: eee D Look at the picture and complete the conversation. eR Db Read and complete the chart with a tick (“) or a cross (x). To complete the conversation I... used correctly words and phrases to start orend a conversation. used expressions to say what I need or want. used a proper tone and volume of voice. used bady language to communicate what Iwant. ' Cee heenon ED BD Look at the pictures and Gircl®in green the ones you need and with blue ‘the ones you want or wish. Pe am, SS xe B Complete the sentences with your choices from Activity 1. a) Ineed b) Iwant & DB Work in pairs. Look at the expressions in column 1 and match them with the people in column 2. Discuss who (A or B) should say ‘Thank you’, “You're welcome’ or ‘Yes, please!’ to finish the conversation, Practice ‘the conversations. 1 2 ®) A: Can I borrow your sharpener? Astudent anda teacher. B: Sure, no problem ©): May Igo to the bathroom? A mother and her child. B: Of course Mary. 9 : A: I'm hungry! Tworfriends. B:Would you like. a hamburger? SD Compare your answers in Activity 3 with another pair of students. Then, discuss how you can express the same ideas of the expressions in bold with your own words.SSSON 3 5 Look at the beginning of some conversations and complete with your own ideas. a) Excuse me, b) Hello, c) How areyou? d) Good Morning BSB Exchange books with a partner. Mime one situation and ask your B partner to guess which situation it is. Remember to be clear with your body language. BD work in pairs and complete the conversations with words from the box. B Noproblem * my grades + Hello * takeyour pencil * study more | Conversation 1 A How are you? B: I'm worried about Ineed to Conversation 2 A: Excuse me.Can | ? B: Sure, . - a D Work with a partner. Use the previous conversations as.a model to express ‘the following ideas. Write your conversations in your notebook. a) I need a new jacket. b) She wants to go out of the classroom. c) They don’t want to go to school. CLT tLun TESS a D Look at the messages and complete the chart. Compare your answer with a partner. Dear Emma, Thank you for Sharing your book with me, Do you want to go fo the park after class? Bye, Samantha - Whowrites What do they . ae _ thenote? — need or want? tee 2 Your idea marToe Note Materials: Steps: BD choose one situation from your list in Lesson 1, Activity 7 to develop your final product. BB write a list of phrases to express needs or desires based on the situationyou chose in Step 1. BD think of details you con include in your final note. Use the chart in Lesson 3, Activity to helpyou. BD write your note on a piece of poper. Exchange itwith a classmate and take turns tooffer help based on the note. Circle the correct option to answer the questions. 1, Canyou understand dialogs about needs or desires? Yes No 2. Canyou identify phrases to express needs or desires? Yes No 3. Canyou use phrases to express needs or desires? Yes No 4.Canyouwrite a note toexpress needs or desires? Yes No Discuss with a classmate if the objectives in this module can helpyou become a better member of your family and community.Social Practice: Pee hE cg a) Ces Ludic and Literary Look in your Readers for this tory, My ‘You will arn more vocabulary. & Look at the pictures of the fables on this page and discuss the following questions. What animals canyou see in the pictures? Where doyou think they are? Listen to one of the fables an he corresponding image. Compare your answerswith a partner. & Work in pairs. Read the sentences and underline the correct option. ® The fable is about. .. A fox that flattered A fox ond acrow that acrow to get some food shared a piece of cheese This fable is for. .. The animals in the woods Children ae(m2, Ze listen to the fable again and number the pictures 1-3 in the order 6 you hear them. = On page 123 you will find a ‘web link to read different fable. Nee” Nee” [Explore ilusrated sequences of o fable h disorder“@ DP isten to the fable and underline the conect title. a) The Lion and the Mouse b) The Boy who Cried Wolf “@ DD isten again and complete the chart with information about the fable. aboy said “Wolf, wolf” ‘© D isten to the fable The Lion and the Mouse and answer the questions. a) Who are the characters of the fable? b) Where are they? GS D listen to the fable again. in your notebook make pictures in the correct B® sequence to ilustrate it. Compare your pictures with a partner.jaa) $< [pp took at the scenario of two fables. Go to page 127. Cut and paste the corresponding characters in each fable. Message: One good action Message: Nobody belives a liar, & Dwor with a partner and complete the message for the fables in Activity 1. Compare with another pair of students. SDB istento the fable The Ant and the Grasshopper and underline the & correct option to complete the sentences. Compare your answers with a partner. a) The fable is about hard work / helping friends. b) The fable message (moral) is perseverance wins the race / there isa time to work anda time to play.wa 6D ‘Work with a partner. Listen again and read. Put the paragraphs in the correct order. No. | The Ant and the Grasshopper - When the winter came, the grasshopper had no food and found itself dying of hunger while he saw the ants distributing the corn __and grain they stored during the summer. “Why not come and sing with me?”’, asked the grasshopper to the | ant. “lam helping to store food for the winter”, said the ant, “and I : fecommend you todo thesame”. | ‘Why bother about winter?” said the grasshopper. “We have plenty of food’. But the ant continued working. © Onan autumn day an ant was drying out the grain she had stored 1 up during the summer. Meanwhile a grasshopper was chirping and _ Singing loud. ei 3 sic : Then the grasshopper realized it is best to prepare for days of need. : There is a time for work and a time for play. eS Work in pairs, Look at the bold phrases in the fable in Activity 4 and complete the chart. | | Present, fob = : ~ future, : The Ant andthe fas Grasshoper , Another fable & DB Choose a fable from this lesson. In your notebook copy the chart in Activity 5 and complete it with the fable you chose. p jmnc enn ges eR eeCe 2 D Match the fables’ moral (message) with the characters. Compare your Bye with a partner. » Lf Donot trust flatterers There is time forwork Nobody believes a liar, and time for play evenif he tells the truth x D Read the fables “The Golden Egg” and “The Fox and the Grapes”. Go to Page 127. Cut and paste the correspanding image for each fable. @) The Golden Egg Onceupon a time there was acloth merchant who owned a hen whichlaid: golden agg every day. But he wos not satisfied He wanted to get allthe golden eggs from his hen at one single go. So, he decided to kill the hen and take cut all the eggs. To his surprise, there were no eggs. Before, hislife was going on wall with one egg aday, but now, he started becoming poorer and poorer because of his greed “Those who have plenty want more-and so lose al they have” ) The Fox and the Grapes ‘One afternoon a Fox saw a bunchof grapes hanging from a tall bench. ‘Just what Ineed fo quench my thirst”, [he thought. The Fox jumped to get the grapes, but he missed them. Again, he ‘tried to reach them, but he failed. Finally, he gave up and turned away saying: *They're probably sour, anyway”, “It’s easy to despise what you can't haveSa frery Discuss the following questions with your group and answer them usil DD pecuss thet asaguee. -” a @) Which has been your favorite fable so far? My favorite fable is b) Whatis the moral in your favorite fable? The moral is ©) Why did you like the fable you chose? | liked it because Which has been your Mmm, I think “The Ant favourite fable so far? and the Grasshoper”” Because it teaches you that it's important to be hardworking. How about you? &B DBD Discuss with a classmate what you think about your progress in this module so far. Use the questionnaire to help you and complete the chart with notes. How well can you... i Reasons identify characters, objects, actions and _ places in a fable? order pictures of a fable in the correct sequence? ‘the morale of a fable?m2) a peste) I) “@ DD Work in pairs. tisten tothe fable “The Rabbit and the Turtle”and answer the questions. & a) Who are the characters? b) What happened in the story? ©) Did you like the fable? Why? ‘Work with a partner. Listen again and number the images 1-3 in ZB the order you hear them. a & D Write the sentences from the box that best describe each image in Activity 2 He was laughing at the ,, Therabbitslept longer ,. i ran he thmz) sd 3 E) GieBthe best moral in the fable of The Rabbit and the Turtle. a) Fast will aWwoys beat slow b) Perseverance wins the race and steady & DB Work in pairs and discuss which values from the box (or athers you know) best describe the characters in the fable. Then, complete the % chart with your ideas. i perseverance * tolerance * determination j lazy * overconfident * pretentious The Turtle showed... i The Rabbit was...SD Compare your answers in Activity 5 with another pair of classmates. Then, discuss which values are important to have and why. ) Values: % “ b) Characteristics: . B [BD inyour notebook make alist of the fables in this module. Write the name of the characters and the values that they showed. oe] BD choose a fable from this module and practice saying it. Fallow the guidelines: a) Use body language to make your message clear. ©) Include changes in your voice depending on the characters. c) Keap the rhythm when you speak. d) Present your fable to your class.Game of Illustrated sequences — tl GX a aD Choose a fable you know and like. In your notebook, answer the questions in Lesson 1, Activity 8 about the fable you chose. 2 BBB inyour notebook, complete a similar chart to the one in Lesson 2, Activity 5 for the fable you chose. id ép Inyour notebook, draw a sequence of at least 3 images for the fable you chose. Remember to show the information from your charts in Steps 1 and 2 in your images. Then, cut the images and paste them on pieces of cardboard. BD Work with another pair of classmates. Place your images in disorder on your desk. Take turns to tell your fable with the help of your charts in Steps 1 and 2. Your classmates need to put the images in the correct order. ; you think about your success in achieving the objectives in this module. 1. Which activities in this module you did to... .»fead orlisten to fables? .. identify elements in fables? .» order images for o fable? jiscuss the following questions with a classmate to help 2. Which activities were the most difficult todo? Why? 3. What can you do to help you improve your performance in the activities you found difficult? Circle the strategy you think will helpyou most. a) Continue practicing at home b) Review the material in the book again ©) Ask your teacher and classmates for extra help a at‘Community —— Look in your Readers for this informative text. ‘You will learn different ways of communication. Look at the pictures and complete the conversation with the phrases below. Hey! What's up? How are you? ‘Good morning, teacher. BBD Discuss the folowing questions. @) Where are the people in the pictures? 6) Whatare they doing? €) Do they say ‘Hello’ (greet) the same way?us GI & BB took at the pictures and complete the conversations with words from the box. Good morning Mr, Pérez. Bye mom! Canyou tell me the time? Good morning, Julio. Have a good day. “6? [0 isten to the conversation 1 and 2 and put them in the correct order in the chart. Compare your answer with a partner. Order Conversation 1 Rosy: Can Igo to Marina's house? Mom: Alright, but be home by 6! Rosy: Hi, mom, [wanted toask you something, Mom: Yes, darling, what do you need? Rosy: Ok, mom. See you later! Mom: Take care, honey! Have fun! expressions related fowT Order Corwersation 2 Boy: Thanks a lot sic Security Man: No problem, young man. Boy: Hi, Sir. Good morning. Iwas wondering if you could help me. Security Man Sure! What can I do foryou today? Boy: I can't find thevideo games store, could you tell me where it is? security Man: Of course! Itis in aisle number 4, right next to the hat sauces. @D Listen again to the conversations in Activity 4. and complete the sentences below with the numbers of the conversations 1 or 2. @) Conversation is formal. b) Conversation is informal. Complete the chart below with the underlined expressions in the aD conversations in Activity 4. Formal Informal Beginning Hi, Mom! meant egeecehott Ending = Thanks alot, sir. a In your notebook copy the chart in Activity 6 and complete it with more B expressions from the conversations in this lesson. ee eens~~ ee & J) 100k at the pictures and match them with the words in the box below. Discuss the questions below. a) Howdo you feelwhen you get something that you want? b) How do youfeelwhen you don't get what you want? A angry ® happy * surprised scored * sad * excited & BV ote tums and mime the feelings and ask your partner to guess what the feeling is. —, bo > S$) eee ’ itn B® BD took at the pictures c,0 and € in Activity 1 and discuss with a partner. @) What might they be talking about? 6) How do you think they feel? Cealt B D Match the pictures with the corresponding sentence. Compare your answer with a partner. (_) The movie will come out soon! () Geography is my favorite subject. (_) [hope not to fail the test. (_) Llove fantasy stories. (_) I wish I could pass the exam. Ce Dp listen to the conversations and match them to the pictures. Conversation: is about picture Conversation 2 is about picture ow D Listen again and pay attention to the emotions of the speakers. Complete the statements about the conversations in Activity 4. ) How does the person in conversation 1 feel? b) How does the person in conversation 2 feel? eee nooOD ssons ® BBD ook at the pictures and complete the sentences belowwith words from the box. Compore your sentences with a different pair of classmates. team * this stadium rity Boy: Can we come to 1 towatch the match tomorow? Mom: I'm not sure we can honey! Boy: Please, please. My favorite 2 is going to play. Mom: Ok, 3 not to finish work late, ee cee eewT Wermadiote Assessment & D Complete the dialogue in the picture in box A. Expressions in lessons 1 and 2 will helpyou to complete your work. Mom, could you buy me avideo game, please? OK, Ihope you get good grades! D Draw the picture for the dialogue in box B. Remember to include gestures that match the dialogue. 2 Dp Compare your dialogue with a partner. Take turns and act it out. Use dear body language and changes in your voice to make your message clear, complete the chart with a tick (7) if you did it. If not, go back tolessons 1 and 2 and review. To complete the dialogue I... understood the purpose and participants in a dialogue. undestand the importance of body language to make an idea clear. understood the importance of the changes in the tone of my voice to make my intention clear. ee noCry Complete the dialog with one of the pictures or your own ideas. per tethe Rlng = 7 eters etnaNT D Look at the situations in the pictures. Choose one to prepare a dialogue. The fair isin town butjust — Youreturn froma very ‘You don't know how forafew days. long trip andmeet your toget to the science Youwant to go but you best friend again. museum andask have to ask for permission a police officer to from your mom. help you. D Follow the conversations in this module to help you. Make a short script for your dialogue in the space below. QED Actyour conversation for the class. a Remember to use clear body language and change tone in your voice. Cd[EE 4 movite Materials: of 1 lI 3 Qf) Ads two more expressions for each columnin the chart you completed in Lesson 1, Activity 7. a Choose some expressions from your chart in Step 1 and inyour notebook = & DD croose sme expresions from your chortin step ondin your rote Zz &D Write the lines of your conversation on pieces of cardboard to make amobile, Use the diagram in Lesson 3, Activity 1 to help you. 42 D Work with another pair of students. Take turns to practice your conversation with the help of your mobile. Remember to use body language and change your tone of voice like you did in Lesson 3, Activity 4. 12 &/D) Perform your conversation to the dass with the help of your mobile.os 8 [REESE icietre correct option to answer the questions. 1. Canyou understand dialogs about expectations? yes No 2. Can you identify phrases to express expectations? Yes No 3. Can you use phrases to express expectations? Yes No Discuss with a classmate if the objectives in this module can help you become a better member of your family and community.Social Practice: Leer El fey shard eee) ip e J oe ol a sid e — : Neyo! Mam TERR remy ola ea [Look in your Readers for this story. You will learn more vocabulary. B& _D wook at the cover of the books on this page. Underline the best option for each question. What typeof books are they? a) textbooks —_—b) story books Oinstructives Who are these books for? 9) children b) adults ) teachers & B) match the stories with the corresponding title. Compare your answers with a partner. a) “Susy and Puffy” b) “The Ogre and the Swamp” ©) “The Princess and the diamond”’wD CD listen andCircléithe story you listen. “CF EB listen to the story again and put the paragraphs in the correct order &% & in column A. Compare your answers with a partner. A B One day a brave knight fought the dragon with his magic sword to win the diamond. He defeated the dragon and climox could get the diamond. When the knight saw the princess he sald ‘Oh what a beautiful princess’. The princess saw the knight and said ‘Oh ending Pm in love’. They got married and lived happily ever after. She was very sad all the time because she couldn’t leave the tower because a big bad dragon was the guardian of the development princess and a diamond. Once upon a time there was a beautiful princess who lived clone in big tower. ‘I wish somebody comeandrescueme’ 4 beginning shes Read the story in Activity 4 again. Match the parts of the text with the definitions. beginning establish the problem development something important happens climax gives the conclusion of the story ending presents the main characters(ua ED D Write the name of the participants in the story in the correct place. Use the words from the box. Knight * Dragon * Princess = Narrator = The tower | BBD complete the chart with words from the box about The princess and the diamond. * livesinacastle * fought the dragon F il * is big and dangerous * hasasword | is very strong and brave » is the maincharacter is the quardian of the castle The princess The knight The dragon The tower Is really beautiful er ol a oe[DD tisten to the story. Look at the pictures and write the names of the characters. B DB) work witha partner and answer the following questions. aD % a) What did Susy and Puffy do together? b) When did they make snow angels? ©) Was Susy a happy or asad girl? d) What did Puffy love doing? e) Do you have a pet? What do you do together? Complete the chart with information about the two stories from this Module. Then, discuss the questions below. ‘Scenario (place) Values Susy and Puffy friendship ieee nce ond ie Afar away tower a) Which story did you like more? Why? 6) Which was your favorite part? Why?ua ED (XB [BD read the story of susy and Puffy again and¢ircléthe correct option to complete the sentences below. Once upon a time there was a small white cat who loved hiding. Susy was a pretty and happy girl who smiled all the time. Thoy were always together. When it snowed, they went out and made “snow angels” and snow men, dnd even chased edch other. One day Puffy went missing. Susy couldn't find him. She went outside looking for him, but she didn't find Puffy. She sat in front of tho fire to warm herself while sho thought of places where he could bo! In the end, she heard a noise, she picked up a pot from the flooy dnd there he was! Puffy wds trying to getout. ~ e 2 o) We use she instead of the name of a girl/ boy b) We use he instead of the name of a gir “boy. ©) We use who to refer toa thing/ person. & Dp Work in pairs, Read the sentences and cross out the corresponding answer. Compare your answers with another pair, @) The princess is always joking, he / she is really funny. 6) This is the girl who / what has a beautiful pet. ) That is the knight she / who saved the princess. @) The knight is very strong. She / Heis very brave. e) Susy is the girlwhat / who is always happy.wh “GF ED uisten to sound effects of a stor Gree the picture of the story you think corresponds to the sounds. Om page 123 wil find a web link to read S D listen to the full story and complete with a character from the box. B Ogre = Goat * Narrato a) : Once upon a time there was an ogre who lived alone in aswamp. b) :One day he said'I feel really lonely, !want to have afriend’. ¢ :‘Hello, what’s your name?” qd) :I'm Goat. Can you help me find my mom? e) “Of course | will’. & D Practice saying the story and remember to use sound effects. Dy RESD compete the story with phrases from the box. One doy * “‘Youwill find love’ = Intheend- } Once bupone atime « He found iafortune talar a) there wos a Kingwho lived alone ina big palace. He had servants but no friends. b) he decided to leave his kingdom and look for adventures. ©) He waswalking neor a river when suddenly who told him d) Whenhewascoming back to his castle, he found avery beautiful woman and fell in love. , they lived happily ever after. B Complete the following chart with the story of The Lonely king in Activity 1. Characters Scenario Goodorbadactions Characteristics B Discuss with a classmate what you think about your progress in this module so far. Use the questionnaire to help you and complete the chart with notes. How well can you... i Reasons identify the beginning, development, climax an ending ina story? Identify characters and information about them ina story? identify the scenario and values ina story?(ua) ED oe D Work in pairs. Listen to the sound effects to the story Three Brothers and check the pictures as you listen. Look at the example below. Then, discuss @ witha partner what type of story it is and underline it in the bax. eo legend = fable = story Work in pairs. Listen to the complete of story Three Brothers and 2 discuss the questions below. a) Who are the main characters? b) Where does the stary happen? ¢) What did the characters find?WE & B Work in pairs. Read the story Three Brothers again and brainstorm ideas for a possible ending. Three Brothers “This is the story of three brothers whe loved adventures, One beautiful moming they went to their favorite mountain. “They got there riding a horse. When they got to the top, they eter api eek lee costae beautiful river. Raul saich “Look! It’s gold!” ‘Sam saick “No, tt looks like a magic lamp! Why don't we shake it?” _ Tom seid “No, we need te rub it } 0 that: a genic comes out”, ‘So, they rubbed tt carefully and it started torain heavily. Indeed a genie came out. They were really ‘excited and scared at the same time. “The genic asked: “Whe woke meup?”. The three brothers looked at ear et hee bot onscreen knew what tosay... g& D Work in pairs and discuss the questions. @) How can you produce the special sound effects from the story Three Brothers? Which objects or parts of your body would you use? 6) Which sound effects would you use for your possible ending? ©) How would you make those sounds? How can we produce the sound effect for a thunder? Mmm, maybe we could wave a piece of foil paper= DB Copy the story Three Brothers inyour notebook with instructions for the sound effects. Share your script with your classmates and compare who has the best descriptions of sound effects. BD Work in groups of three. Read the story out loud. Follow the guidelines. a) Choose a role: narrator, one of the characters, or sound effects master. b) Narrator and characters: Change your tone of voice to show different emotions depending on your lines. ©) Sound effects master: Use your body or objects to create the sound effects at the appropriate time of the story. Select one of the stories in this module. Read it in groups, using sound effects and changes in the tone of voice depending on the character.oe © [FERED An audio story _ wie 28D Choose one story you know and like. In your notebook, make a similar chart to the one you did in Lesson 1, Activity 7 about the main characters in your story. _ PZRIP) inyour notebook, make a similar chart to the one you did in Lesson a, Activity 3 about your story. TZRBD brainstorm ideas for special sound effects that you can use in your story. In your notebook, write a script with the sound effects like the one you did in Lesson 3, Activity 5. If possible, record your story with sound effects. ADD take turns to share your story with the class with the help of your script or recording from Step 3. Follow the guidelines in Lesson 3, Activity 6. 2p Have a class vote on the 3 stories with the best sound effects. a CIEE: Discuss the following questions with a classmate to help you think about your success in achieving the objectives in this module. 1. Which activities in this moduleyou did to... .~ fead short stories? +» understand short stories? .» tella short story with sound effects? 2. Which activities were the most difficult todo? Why? 3. What can you do to help you improve your performance in the activities you found difficult? Circle the strategy you think will help you most. a) Continue practicing at home. b) Review the material in the book ai ©) Ask your teacher and classmates for extra help. eo or PNHappy birthday dear Juan, z E é a Look in your Readers for this story. You will learn more vocabulary about different events. & D Match the name of the party from the box with the correct ® picture. Then, discuss the questions below. Birthday party = Wedding = Day ofthe dead * Graduation party — + : = ae a) Which parties doyou like going to? Why? b) When was the last time you went to a party? Did you like it? Why or why not? ‘Whech parties do youth Wy? Because | oleays get Tore bithdey porting, going to? prsent sepa ory birt D Listen to Santiago and Uriel talking about a party. Answer the questions. Compare your answer with a partner. a) What kind of party was it? b) Did they have a good time? fan) { so } Usten te brief descapnons of acelebroton or party with image support. 5ms) & D Work in pairs. In your notebook, classify the vocabulary from Activity 3 into objects and actions. a 5) Discuss the questions about the actions in Activity 4. y a) Which actions are better to do in groups or individually? Why? b) Which actions are better todo indoors or outdoors? Why? Which actions ore Dancing and better to doin singing. groups? Because it's more fun to do that whet ‘with friends. sD PgEw & BB atch the words in the box with the correct picture. Then, discuss which of these people you would invite to a party and why. Family * Friends * Classmates = Teachers * Neighbors a Look at the notes with information about a party. Discuss if you think ‘the party was fun or not and why. rg tartnct Pa Ques parceard SP pod ard HS odo Be por OE & D In your notebook make a list of celebrations in this lesson and others that you know. Select one celebration from your list and make notes like the ones in Activity 7 for food, quests, etc. = eee eesons 6 D Look at the words, Cross the one that does not belong to the set. a) cake present ee pinata b) sing dance balloon play ©) game costume eat hat d) drink friend eot dance ® B Match the two columns. Compare your answer with a partner. Presents Colorful Costume Tiring Ca as Fun Exciting Dandi ng Delicious BD wook at the pictures and write 2 characteristics to describe them. rah Ce D listen to the audio and write the missing letters according to the sound. Then, take turns to say aword related to parties letter by letter. fel a fel fale Jan! ‘lof fat BCD FL GP.ovZ SXPractice saying the following words related to celebrations. Check the chart in Activity 4 tohelp you remember sounds and names. PAULL CAKE C-0-0-K E-X-C-I-T-I-N-G R-L-D-E & D In your notebook, write 5 words from this module related to parties. B Work in pairs and take turns to say your words letter by letter. Ce Look at the pictures and discuss what you think the people are saying & and which pictures are probably related to a celebration or party. Then, listen to the audio and check if your ideas were right or not. oe D Listen again and complete the conversations with the words from the box. &% _ beautiful « big » happy = delicious = pink — 1, Girk I feel so ! Tlove you so much! Man; I loveyou too! You look in that white dress! 2. Boy:Oh my God! What's this? Mom: It looks so !T think isa new video game! 3. Girk Mmm, it smells grandma! Grandma: I know, turkey is ready! 4. Teacher: Hello Linda! Your dress is so ! and shiny! = Girt Thanks teacher, my mom did it for me.& D Work in pairs. Practice the conversations with a partner. Check the tone B and the intonation in every situation. & Read the following description of an activity at a party and discuss which activity you think itis. Thi activity ig done at birthday parties. It usually - Guang wie ” blindfold and a stick, They use the stick to hit an object. When the object ie broken, candies fall to the floor and everybody rune to grab them. ee D Choose an activity that normally happens at a celebration or party and write a short description like the one in Activity 10. Remember not to include the name of the activity. ae D Exchange your description in Activity 1 with another pair of classmates. Read the description and take turns to say the activity your classmates described.D Complete the chart with the vocabulary reviewed in lessons 1 and 2. Celebrations Objects Activities People Characteristics x< DB Go to page 127. Cut and paste the pictures in the corresponding place. Cake Hat Sing Present Candles BD Discuss with a classmate what you think about your progress in this module so far. Use the questionnaire to help you and complete the chart with notes. Howwellcanyou... Reasons write notes with information about acelebration? write a short description of an activity inacelebration?A BD complete the senteces with the words from the box. exciting « enormous » colorful » delicious « beautiful — a) Tlove dancing at parties, itis so ‘ b) The Halloween costume was so ,itwas blue, pink, and yellow. ©) Chocolate cake is itis my favorite one. d) That pihata is , itis bigger than the other one. @) My mom loves weddings, she thinks they are romantic and > BB isten and repeat the sentences, Put more emphasis to the bold words, Practice the pronunciation saying them. a) Itis my birthday party! 5) Love singing. c) This is my favorite cake. d) Come dance with us. e) let's ride together. J) Here are your presents. B® BD take tums saying these sentences by putting more emphasis on the words in bold like you did in Activity 2 ) This is awedding dress, b) They love cooking. ) They are having a birthday party. d) Itwas a colorful pifiata. @) They like dancing Salsa, eee eesmc), .»: B D In your noteboook make a list of your favorite activities at parties. Compare your work with a partner. Se Dp Listen to Santiago talking about a recent celebration. Answer the questions. a) What was the event? b) Where was it? Ce D listen again and Circlé)the image Santiago mentions in his description, Compare your answers with a partner. D Read Santiago's description about the celebration. Look at the underlined phrases. Lost weekend there was a party in my house. It was 0 birthday party. All my family went to the party, It wax my brother's birthday party, Lalso invited some friends. There was c my foworite. We sang ond my cousins danced a lot, they love dancing. Everybody had fun. My brother got a lot of presents and we ate a lot of candiI, sssons | 3 D Match the underlined phrases in Activity 7 with the ones with similar meaning in the chart below. Phrase In the text... Everybody had a good time We hada party My brother received a lot of presents All my family was at the party We had chocolate cake & D Read the following information and discuss which words in the description in Activity 7 you would emphasize to make the description more interesting. Circle your selections. Wren we sped Enoish, we norms putmore empiass on words to rake a deseriphon more interesting, for example ‘tre people involved, the location, 1h ‘echons they dd tre objects they used We cleo erephauze the characteristics OF the people, planes, actions and olyests. PAPO VIFIPVADIFITIVAIGD . = Cees© SRE an audio description Materials: Steps: & td D Select a celebration or party from the list you wrote in Lesson 1 Activity 8. Remember to make notes about food, quests, etc. Rw DB Use the notes you wrote in Step 1 to write a full descrition of the celebration you selected as you did in Lesson 2 Activity 10. & 7 B Decide which words or phrases you should put more emphasis. to make your description more interesting as you did in Lesson 3 Activity 9. & Take turns to read your description or share your recording with the class. Try quessing which activity your classmates described. &8/B) Hove a class vote on the 3 most interesting descriptions. 8 EB sat assezimer Circle the correct option to answer the questions. 1. Canyou listen toand understand dialogues with descriptions? Yes No 2. Can you identify activities based on descriptions? yes No 3. Can you describe activities based on images? Yes No Discuss with a classmate if the objectives in this module can help you become better at describing activities.6 Z w Then, underline the correct answer for the questions below. 6 % Social Practice: Bile Ludic and Literary Look in your Readers for this story. You wi learn more vocabulary about songs. listen to.a song and check (’) the picture that corresponds to the song. What is the song about? numbers Whodo you think would like to listen to the song? children letters grandparents Read and listen to the song and sing along. Pay attention to the rhyming words. There were five in a bed And the little one said “Roll over, rollover” So they all rolled over And one fell out There were four ina bed And the little one said “Rollover, roll over’ Five ina Bed So they all rolled over Andone fell out There were three ina bed And the little one said “Rollover, roll over’” So they all rolled over And one fell out There were two ina bed And the little one said “Roll over, roll over” So they all rolled over And one fell out There was one ina bed And the little one said “Good night!”. F LUsten bo ees of songs. ee ee”@bD Listen to.a song jour colors) and write the name of the color they mention. = witelawe inttotarete different songs. » Green ) | ° T\» Red CS [DD tisten again and complete the song with the name of a color that rhyme from Activity 3. This is the color song This is the color song come onand sing along. come onand sing along. Evenif you sing it wrong Even if you sing itwrong sing it loud and sing it strong. sing it loud and sing it strong. At the end of every line At the end of every line say the color that could rhyme. say the color that could rhyme. there’s a few you might notkmow —_there’s. a fewyou might not know it gets harder asyou go. it gets harder as you go. I feel new when I see I feel serene when I see Istay inbedwhen I see 4 ‘ 4 é Topen the door (sshhh) when I see , é J itisten again and sing along. = Ree TERT CLINTme) {D9 match the words that rhyme from the song in Activity 6, song know line strong go new red bed green along blue : serene wrong thyme “@& BD tisten to the song and follow as you clap. Pay attention to intonation and the pauses that you have to make. & 2 3 4 Bringer family finger, finger, where are you? Here 1am, here lam How do you do? finger, finger, where are you? Here lam, here lam How do you de? finger, finger, where are you? Here lam, here lam How do you de? finger ‘finger, where are you? Here lam, herelom How do you da? finger, finger, where are you? Here lam, here Lom How do you do? &/P) Inyournotebook make a list of the songs in this lesson and the rhyming B Diryeu in each song. Compare your list with another pair of students.[ID Read the title. Discuss with a partner. What part of the body a does it mention?Circlthe corresponding picture. Do your ears hang low? ” ‘aa BD wor in pairs. Listen to the music. Underline the words that rhyme and CS create a song using some of the questions. @ =~ On page 123 you will find a webs link tolisten to ‘ditient sores. Do yourears hang low? Do youreors hang high? Do they reach up to the sky? Do they droop when they'rewet? Do the stiffen when they’ re dry? Canyou traffic light your neighbor With a minimum of labor? BD Practice saying the rhyming words you underlined in the song in Activity 2 and classify them in the chart below. Discuss with a partner if you know other words that you can add to the chart. sky = Compare your answer with a partner. Jal Bt laborDD listen to the song andGirelaithe correct option. The song is about... ‘family friends pets x DB Go to page 127. Cut and paste the song extracts in the correct place. Title Chorus 1 Verse Chorus 2 DB Look at the songs in this module and answer the following questions. ‘What is the title of a song you like from this Module? Which is your favorite part in the song that you like? Why? What is the title of song you like from this. Module? Which is your favorite part in the song that ‘you like? Why?we BD took at the picture. Color the left part in green and the right part in orange, “@ DB isten and complete the song with the words from the box. | lefthand * fight foot * leftfoot * righthand © You put your right foot in You put your out You put your right foot in And you shake it all about You do the hokey pokey And you tum yourself around That's what it’s all about You put your left foot in You put your left foot out You putyour in Andyou shake it all about You do the hokey pokey And you turn yourself around That's whatit’s all about The hokey pokey You put your right handin You put your right hand out You put your in And then you shake it all about You do the hokey pokey And you turn yourself around That's what it's all about You put your in You put your left hand out You put your left hand in And then you shake it all about You do the hokey pokey And you turn yourself around That's what it’s all about. =MW {DD sing the song in Activity 8 in pairs. Follow the guidelines. Student A Student B Sing the second verse of the ‘song. Include movements to go with the part. Sing the first verse of the song. Include movements to go with the part. Student A and B Sing the chorus together De Lloes {complete the pairs with the rhyming words. Green High Neighbor DB Choose a song you liked from Lessons 1 or 2. Complete the boxes below. Title Verse Chorus & DB In pairs sing the song you chose in Activity 2 as you clap. D Discuss with a classmate what you think about your progress in this module so far. Use the questionnaire to help you and complete the chart with notes. How well can you... Reasons identify rhyming words? identify the parts of a song? arrange turn taking to sing a song?we) @D Listen to the song I had a little nut treeand number the pictures in the order you hear them. Pq z oO DB Listen again and check if you put the images in the correct order. Underline @B ‘the words that rhyme in the song. Compare your work with a partner. Thad alittle nut tree A B c D Ihadalittlenut The King of Her dress was Isaid, “so faira tree,nothing Spain's daughter madeof crimson, princess never would it bear but ‘came tovisit me, jet black was did I see, I'll give asivernutmeg - andall for the her hair, she you all the fruit anda golden sake of mylittle askedmeformy from my littlenut pear, nut tree. nutmeg and tree.” my golden pear, & BD In pairs. answer the questions. Do you have a favorite tree, plant or fruit? Which one is it? Whatis 50 special about it? Asin the song, do you share the fruit or tree with someone?Ce D en to the song. Select the correct option. The song is about. .. RX» oe DB Listen again and read. Look at your teacher and pay attention @ to the movements that go with the song. My little frog Iwent to the forest on an autumn day to search for my frog whose name was Rog. Croac, croac, he made. Croac, croac, my green frog. Croac, croac, he swam like a big clam! Tsager Gavera D Read the song again and match the columns. Compare your answers with a partner. 1, Whois Rog? a) He swam like a big clam. 2. What color is Rog? b) He is my frog. 3. Where did I go to search for my frog? c) Iwent to the forest. 4. How did Rog swim? d) went on an autumn day. 5. When did I go to the forest? @) Isabel Galera. 6. Who is the author of the song? J) Heis green.lms) Ei) D Follow the guidelines to practice the song “my little frog”. * Think of movements that gowith the song. * Practice together lyrics and movementswith your group. Show your choreography to another group of classmates. 2 D In your notebook make a list of the songs in this module. Draw pictures in B the spaces below for 3 songs in your list. Show the pictures to a partner but don't say what song is each picture about and ask your partner to guess the song. Change roles, eetwl 4 We we if aca imore song you liked from this module or another song that you know to the list you made in Lesson 1 Activity 8. Practice saying the rhyming words in the song you added to the list. B&B «BD Decide in your group whowill sing the fist verse and who will sing the chorus. Also think of movements you could include for your part of the song, as you did in Lesson 2 Activity g. Practice the song and movements together with your group. SB BD moke a picture in a cardboard to illustrate the song you selected instep 1. You can use one of the pictures you made in Lesson 3 Activity 8 or make a newone if it is necessary. Present your picture to the class and ask them to guess what the song is. & D Once the class knows the songyou selected, perform your song to your classmates as you practice it in step 2. Remember to include the movements you practiced. &&% B ake o vote on the best 3 performances in the class. a EEE) Discuss the following questions with a classmate to help you ‘think about your success in achieving the objectives in this module. 1. Which activities in this module you did to... listen to songs? .. identify parts of a song? Sing songs? 2. Which activities were the most difficult todo? Why? 3. What can you do to help you improve your performance in the activities you found difficult? Circle the strategy you think will help you most. @) Continue practicing at home. = 5) Review the material in the book again. c) Ask your teacher and classmates for extra help.Social Practice: eeu Nas ede Coated eet ee Modu eS: 6 Look in your Readers for this informative text. You will learn different ways of representing | " CS D Listen and label the images with the words from the box. Then answer 2 the questions below. ® tambourine * guitar * drum * flute j a) Which of these musical instruments would you like to play? b) Why? ‘Which of these musical instruments would you like to play? zDB Go to page 127. Cut and paste the musical instruments to illustrate the monographies below. Horp Trumpet Triangle Saxophone It is o metallic . : and beautiful Itis a beautiful Itisasmall instrument. It instrument with Itis o metallic strings and made — instrument which ofwoodandvery uses air to produce big.Itisametallic its sound. Itis instrument small so, itis easy metollic takes alot of instrument thatis practice to learn easytoplayand — haw ta playit. tocarry. Itis part It needs air to ofthe percussion produce its sound een girto tocony. family. so itis considered produce. partof the wind family. B DB Look at the following musical instruments and write their names using ‘the words from the box. Then, complete the chart on the following page. violin = drum » clarinet = =Ba D Listen to the following musical pieces and discuss the questions e with a partner. — a) Do you knew what type of music is it? b) Have you heard this music before? Where? On page 123 you will find a web ‘Sure! It is bandal Tink to listen to different musical CS DBD Listen again to the musical pieces. Pay special attention to the instruments they use in each piece. Choose one of the instruments you listen in the musical pieces to complete the chart. Compare your chart witha partner. Do you know what type of music is it? instruments, Number Instruments Family Materials 1 3 BD inyour notebook copy the chart in Activity 7. Make a list of musical instruments in this lesson and complete the chart. Compare your chart witha partner.D Listen to the music and discuss with a a partner what type of music it is. Then, write the name of the country they belong to. Mexico * Argentina * Spain sei oe DB Listen to a teacher talking about one of the music types in Activity 1. Discuss with a partner the question below. a) Which picture from Activity 1is the teacher talking about? 2 BD Listen again and complete the sentences below. a) isthe music from Argentina. 6) People listen to itin and 2 3 and are the main instruments played inTango. d) Tangois ‘ond [like it. «= & Bb Inyour notebook, draw the instruments mentioned in the history & ‘of Tango. Compare your picture with a partner. eee ren as@ DB Look at the history of flamenco and match the parts of the text with a picture. @) Flamencais the traditional music in Spain, a country in Europe. 6) This is a regular quitar with six strings. That Guitar over there is a flamenco guitar with seven strings. ) People listen to flamenco in special occasions like festivals and parties. Flamenco dancers wear beautiful red and black dresses, Hamenco is beautiful and I really like it because is part of an amazing culture. & D Work in pairs read the text again and answer the questions. Compare @ your answers with another pair of students. a) Whereis Spain? b) What is the main musical instrument in flamenca? c) When do people dance flamenco? d) Doyou like flamenco? e) Why? Why not? a Discuss with a partner if you would like to listen to flamenco. eee tee Leswr ED &% D Look at the example from the text and complete the sentences. This is a guitar. That is a guitar. is an accordion. is an accordion. isapiano. isa piano. e D Complete the following chart with the information about Tango and Flamenco. What What are the typeof (Where lit instruments played? What songs do you ne is aes "What materials and Time and place know of this type it? “ family do they belong of music? 4 to? Flamenco Guitar, wood, strings. Parties and Tango Argentina festivals. eee te oraww) D Read the following text about a type of music and answer the questions below. 4 Mariachi music s the traditional music in Mexico, a country in America. The main instruments played with Mariachi are ‘guitars, violin and trumpets. People listen to Mariachi at parties and Garibaldi a square in the center of Mexico, Mariachis wear black suits and bg hats, a) What type of music is it? b) Where isit from? ©) What are the instruments played? d) What are the materials and the family of the instruments played? e) When andwhere do they play this type music? DB Discuss with a classmate what you think about your progress in this module so far. Use the questionnaire to help you and complete the chart with notes. How well can you... Reasons identify musical instruments? identify the materials and the family of musical instruments? find information about types of music ina text? S' ere ee eneDD listen to the foll the corresponding ti a) Thisis a guitar. story of a musical instrument and select 6) Thisisa piano, Ce DB Listen again and complete the chart with the missing information, Instrument Category Country Parts (A ED 100k at the guitar diagram and complete it with the name of its parts. = ‘On page 123 you ‘will find o web linkto listen to different musical Instruments, Pomiclpate in the designand wittng information af @ muskal Instrument graph.ae D Read the information about the piano. Check the mistakes marked by a teacher and discuss with a partner how to correct them. Write the % corrected version of the text below. Compare your version with another pair of students. = This is a piano — ‘the piano Is an instrument with strings It comes from italy and it is made of wood its parts are top keyboard pedals and music rack- m = Using information of the text in Activity 4 and complete the diagram of the piano. Ce ee ea ee ee reM7 ice} D Read the following chart with information of 2 musical instruments. Use this information to complete the monographies. below. Family Category Country Parts Material mouth Trumpet wind Egypt piece, finger buttons, bell Violin strings Italy neck, F holes, T- Finger buttons “Cit Ge The trumpet is an instrument that The violin is an instrument comes from - It belongs to the family of . Its parts are and it’s made of . It is played in mariachi It is played in classical music and in music, }0ZZ and rock music. Some mariachi music. Some famous songs famous songs with this instrument are with this instrument are and : and ®& BD make a picture for the violin in Activity 6. Compare your chart with another pair of students, [DD exchange your text with a partner and check punctuation. eee ee ee eellmz| | 5 A graph — “OS Steps: oT D Compare the list you wrote in Lesson 1 Activity 8 with o partner. In pairs add one more instrument to the list. & iia B With your partner select a type of music in which is played the instrument you selected in step 1 and answer the questions in the chart in Lesson 2 Activity 9. & Bp inyour notebook write a draft for a paragraph using the information you got in steps 1 and 2. Check punctuation and CAPITAL letters. Write a final version and make a picture to illustrate your monography. You can use the texts in Lesson 3 Activity 6 as a model. &D Make a picture to illustrate your monography. 2D Share your monography with another pair of students. a CEE) Check (/) the objectives from this module that you can do. Module objectives » Read illustrated texts about musical instruments. ( « Understand information in illustrated texts about musicalinstruments, ( ) « Write an illustrated text about musical instruments.(_ ) Discuss the questions below with a classmate. Are the abilities you developed in this module useful to help you... 1. ...dearn more about musical instruments? 2. ...understand illustrated texts? 3. ...explain information to others?(G55E FESTIVAL ‘Look in your Readers for this informative text. ‘You will earn about the history of ads. & D Work with a partner and discuss.Where can you see these images? @ B Look at the pictures and match the images with the correct sentences. aes ee A. Welcome to the market B. Best shoes in the world €No cellphone D. Recycle — {ss )wo ED & BD Look at the posters with a partner decide if it is an AD (A) or a SIGN (5). &® Write A or Sin the checkbox. Discuss with a partner which ad or sign you like and why. Which ad or sign do youlike? (wen?) Bacause I like dolls! care Of nalire 1 rg a BB rind 3 ads or 3 si Ins ina magazine, cut and paste them on your notebook.‘Complete the ad with the phrases from the box and compare witha partner. Best shoes in the world! * 40% discount! Super comfortable * Goeverywhereyouwant * Walk to your destiny S&B Brainstorm products or services that you can promote with ads. B Then, write a list in your notebook, FR Seberedvcr 1 (ss ) Cee ee ee eeWE eS D Look at the ads and discuss the questions below. a) Which ad promotes a product? Which product is it? b) Which ad promotes a store? What kind of store is it? ©) Which ad offers discounts? How much is the discount? d) Which phrases in the ads are used to attract the viewers’ attention (slogans)? How effective are they? oe eras(us ED a Dp Look at the ads and complete the chart with notes to answer the questions. Discuss which ad will probably have the biggest impact on its audience and why. SUPER-DOS will make ypur dog SUPE Talk to a teacher ora friend! Adi Ad2 What is the purpose of the ad? Who will probably findthe ad To promote dog food interesting? Who will probably find the ad interesting? Students at school Which slogan is used in the ad? & BD Cutan ad froma magazine and write 3 questions about it inyour a] notebook. Ask your questions to a partner.(ue GD a D Look at the slogans from some ads and discuss the questions. _— a) Which product, service, store or place do the slogans probably promote? Why? b) Which slogan is the most attractive? Why? T think slogan 1 promotes amuseum use in some museums you can ‘You're probably right! play andlearn atthe — rig sometime, & BB Look back at the ads in this module and brainstorm slogans that could Rg make the ads more attractive. Choose one ad and write your slogan inyour notebook. oe eee eas& Discuss which 3 of the following points should be included in the ad. Check (+) your selections. The address ( ) Aslogan ( ) The price ( ) Aphone number ( ) Thenameofthe place ( ) Best timetovisit ( ) eS DB Brainstorm ideas for the points you chose in Activity 1 and complete the ad. Write your ideas on the lines. Exchange your ad in Activity 2 with another pair of classmates. Evaluate each other's work. Use the questionnaire to help you and complete the chart with notes. How well can your classmates... Reasons select important information to include inanad? write an attractive ad? LUnderstond messages nods and signs.ae) & D Look at the ad and discuss the questions below. a) What is the ad promoting? b) Which slogans are used in the ad? ) Which images could make the ad more attractive? DB Find expressions in the ad that mean: you your be seeyou for otue & Bthink of other examples of expressions like the ones in Activity 2. Write them in your notebook. Compare answers with a partner. 4% [BQ complete these slogans from ads using the words from the box. Then, discuss which images could be used to reinforce the message in each slogan. sole * healthy * adopt a) Eat fruits and vegetables to stay b) Come toour annual and get 50% off. Cc) Help these animals find a home, them. 8 BD Choose one of the slogans in Activity 4. Write it on the line and draw an image that could be used to reinforce this message in an ad. Slogan: Dee eet LcdWN x D Go to page 125. Cut and paste the ad and discuss the questions below. a a) Which information could be included in the ad? Why? b) How effective are the slogans? why? c) How attractive are the images? why? SBD compare your answers in Activity 6 with another pair of students, Brainstorm ideas to make the ad better. Make a new version of the ad in the space below.