Sunburst primary 4 activity book

Recreational and Literary Environment Social Practice of the Language: To tell a story based on pictures How Do We Take Care of Our Health?. Academic and Educational Environment Social

Activity Book

Primary

Contents

This is Your Book 4

Can We Support Each Other?

Family and Community Environment

Social Practice of the Language: To exchange

concerns within a dialogue

What Do Pictures Tell Us?

Recreational and Literary Environment

Social Practice of the Language: To tell a story

based on pictures

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

How Can We Share Personal Experiences?

Family and Community Environment

Social Practice of the Language: To share and

compare personal experiences

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

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

specifi c topic

What Is the Purpose of Ads?

Family and Community Environment Social Practice of the Language: To comment and compare advertisements

What Do Legends Tell Me About Other Cultures?

Recreational and Literary Environment Social Practice of the Language: To read brief legends from diff erent cultures to compare similarities and diff erences

What Do You Know About Mexican Food?

Academic and Educational Environment Social Practice of the Language: To interpret and compare information in a graphic

How Can We Help Others?

Family and Community Environment Social Practice of the Language: To interpret and use expressions to off er and receive help

Irregular Verbs 121

Classroom Language for the Student 122

Suggested References for the Student 123

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 do at the end of the unit.

Sunburst has 10 units and each unit has four lessons: During the fi rst

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 diff erent 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?

Step 1

1 Look at the infographic Answer the questions

examples interesting facts history word origin preparation numbers headline introduction

a

b c

e f

g

h

d THE TAMALE Spongy and delicious pre-Hispanic

food that is still alive

This is one of the most diverse dishes in Mexicangastronomy.Almost every state

in the country has its own version Let’s find out some interesting facts about it.

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. 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:

• Bearded Sinaloa shrimp

• Colados Yucatán cochinita pibil

• Uchepos Michoacán milk and sugar

• Green CDMX pork meat and green tomato sauce

Did you know that…

zacahuil is known as

the “king of tamales.” It is prepared Hidalguense It is so big that 150 people can eat from one

zacahuil!

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.

—Hi, ! Do you want to tell me what’s going on?

—Well, , I’m afraid

and I… hmm… I don’t feel at ease.

5 Read the dialogue from Activity 4 Follow the example to r

epresent how your partner’s line sounds

Hello! Are you OK?

I’m fine, thank you, and you?

Your Partner’s Line How does it sound?

6 On a sheet of paper, ask for your classmates’ concerns Write the

• Write three questions that you can use to ask your classmates about their

concerns

• Use color markers to copy them on cards

Self-evaluation

Reflect upon the following questions:

• What did I do to examine ways to expr

ess concerns in this lesson?

• Was it easy for me to do it? Why or why not?

What can I do to improve?

Box of Concerns

9

Unit 1

1 Work in pairs to decide which instr

uction may cor respond to each pictur

e

Write them down.

2 Discuss the answers of the following questions to identify audience and

purpose.

a What is the objective of giving these instructions?

b Who are they for?

3 Order the instr

uctions you wr ote in Activity 1 using connectors.

4 Write a title for the instr

adj unhappy because you k

eep thinking about a problem

Work in pairs to decide which instr

uction may cor respond to each pictur

e

Review

Poster

Do the following activities:

• Take out the material that you will use for your poster.

• Write the title.

• Paste your graphic material.

• Write instructions in a logical or

der.

• Add graphic elements to mak

e instructions more precise.

• Post your poster in a place wher

e everybody can see it

interpret and follow the instructions, and which

of them can be improved.

• Post your sheet beside

their poster.

• Go where your poster

is posted to check the feedback you receive

from

other classmates.

Self-evaluation

1 Reflect and complete.

It was easier for me to

give / follow instructions about health car

e because

2 Look through the unit to recall

what you have learned to learn, to know,

and to do.

3 In your notebook, write what you think was difficult to achieve

and what you

can do to improve.

34

Portfolio: You will fi nd specifi c

instructions throughout the unit for activities that will help you practice what you learned to develop your product

Keep these activities in a portfolio.

Product: You will fi nd 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.

Review: These exercises will

show you how much you have learned during the unit.

Glossary: These pages can help you

fi nd 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 do in

each activity.

AppendixGlossaryListen

PairsTeamsPortfolio

Reader

Andrea’s First Intervention

Andrea’s Second Intervention

Can We Support Each Other?

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

a Where is the girl?

b What is she doing?

c How does she feel?

d How do you know?

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

Family and Community Environment

4 Have you ever felt worried about school? Draw the situation Then,

show and explain your drawing to your teammates

the situations presented in the previous

your community have?

• Create a list of concerns most students in your class have

• Copy each item from your list on strips of paper

Self-evaluation

Refl ect 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 do to improve?

Box of Concerns

1 Read and analyze together the dialogue to identify its parts Write them on

the corresponding line

body closing greeting

— 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!

a Who is worried because he lost his uniform jacket?

b Who is concerned about Sergio?

c Who has an extra uniform jacket?

A: Sergio is worried because he lost his jacket

Why isn’t Aldo at ease?

Lesson

4 Complete the dialogue using your own ideas

—Hi, ! Do you want to tell me what’s going on?

and I… hmm… I don’t feel at ease.

(✔) the box that corresponds

I’m fine, thank you, and you? ✔

classmates’ concerns Write the

• Write three questions that you can use to ask your classmates about their

concerns

• Use color markers to copy them on cards

Self-evaluation

Refl ect upon the following questions:

• What did I do to examine ways to express concerns in this lesson?

• Was it easy for me to do it? Why or why not?

What can I do to improve?

Box of Concerns

1 Recall the dialogues in the previous lessons to fill in the chart 111

Phrases to Express Concerns

page 6, Activity 2 Andrea:

page 8, Activity 1 Aldo:

page 8, Activity 2 Ana:

page 8, Activity 2 (Sergio)

them to improvise a quick exchange

4 Choose answers from the box to fill in the graphic organizer

Ask the teacher I can help you clean it Just let it dry

Turtles can survive without food I can explain it to you

I will help you fi nd it; everything will be all right

I spilled water

on my book.

I didn’t understand the homework.

My turtle is lost.

which of the answers express

empathy Circle them

Reader

How did David support Lilian? (pp 10-12)

Step 3

• Choose three of the concerns you wrote on page 7 and write phrases to

express them

• Use color markers to copy them on cards

Self-evaluation

Refl ect upon the following questions:

• Which strategies did I use to express concerns in this lesson?

• Did my classmates understand me?

What can I do to improve?

Box of Concerns

1 Work in pairs to start a dialogue Establish contact and show empathy

I don’t feel… how do you say?… er… at ease because I haven’t studied

my speech for the ceremony.

I totally understand, you can count on me.

example

in the previous activity showing solidarity

Lesson

phrases are used for the following purposes

to express doubts about a word you don’t remember

to show empathy and solidarity

previous page to practice a dialogue with your

partner

How was the other pair’s volume, rhythm, and tone?

Step 4

• Propose three expressions to show solidarity and empathy

• Use color markers to copy them on cards

Self-evaluation

Refl ect upon the following questions:

• Do I feel confi dent to express concerns in a dialogue? Why or why not?

• Can I respond showing empathy and solidarity? How?

What can I do to improve?

Box of Concerns

Pr duct

Box of Concerns

Do the following activities:

• Have your cards with expressions on hand

• Choose one classmate to work with

• Go to the front, take a strip of paper

from the box of concerns, and read the concern

• Use the expressions from your cards to

improvise a dialogue:

§ One of you will express the concern

§ The other will express solidarity and support

• Have fun!

Assessing My Learning Process

Peer evaluation

Get together with another pair to exchange feedback about your dialogues

Refl ect if…

• …the concern was clearly expressed

• …solidarity and empathy were shown

• …volume, rhythm, and intonation were appropriate

Self-evaluation

1 Answer

• How did I exchange concerns within a dialogue?

• Which strategies did I use to show solidarity and empathy?

2 Look through the unit to recall what you have learned to learn, to know,

and to do

3 In your notebook, write what you think was diffi cult to achieve and what you

can do to improve

Volume Rhythm

wrote.

wrote.

I would stress the following words:

I would stress the following words:

Review

1 Look at the picture and share if

you have similar pictures Then,

read the story.

What Do Pictures Tell Us?

activity

Where were the

girls? What were they doing there? Which activities did they do

there?

Best Friends

When we went to El Chico, my friend

Laura was very thirsty because the

weather was very hot Eventually, I saw

a thermos water jar hung in a tree

I fi lled a glass of water and gave

it to her Finally, she seemed very

relieved and I was very happy for her.

Social Practice of the Language

To tell a story based on pictures

Achievements

• Explore and listen to imaginary stories based

on a picture.

• Suggest stories with the aid of pictures.

• Tell stories based on images.

Product:Story Based on a Picture

Recreational and Literary Environment

4 Listen to the dialogue and write the missing letters Then, practice

Sofi a: I went camping with Laura We had a lot

of f n!

mbrella?

climbing and at least ree t- irts

each sound and write them down

a th:

b sh:

c u:

Step 1

• Show your pictures to your team

• Share when they were taken, who is in the pictures, where they were

taken, and what was happening in each

• Select one of the pictures and write its description

Self-evaluation

Refl ect upon the following questions:

• Could I imagine stories based on pictures?

• Which aspects were important for me to do so?

What can I do to improve?

Story Based on a Picture

• Share sounds you know from other languages that do not exist in Spanish

Time to Shine!

Reader

Why did Snow White eat a

poisoned apple? (pp 17-21)

1 Look at the picture, read the story, and share with your class who you think

is telling the story.

A Wonderful Day

It was a beautiful summer day in the park

During those days, my cousins and I were

on vacation Santiago, my older cousin, was teaching us how to play soccer We learned a lot from him I felt very happy to be with them!

Although all of them are younger than me, we had lots of fun

It was great!

Last summer, I went to visit my cousins.

We went to the park and I taught them to play soccer

Story 1 Story 1 Story 2 Story 2

Lesson

4 Listen to the stories and circle the pictures related to them 7

Reader

Why couldn’t Hansel and Gretel help Rapunzel? (pp 22-24)

Step 2

• Write a list of events that are related to the picture you chose Then,

create a chart to classify them: Beginning/Middle/Ending

Self-evaluation

Refl ect upon the following questions:

• What did I do to explore imaginary stories based on pictures?

• Was it easy for me to understand them?

What can I do to improve?

Story Based on a Picture

happy ashamed bored angry

anxious sad tired nervous disappointed confused

surprised stubborn

1 Circle the expression that shows the beginning, underline the one that

marks the middle, and draw a square around the one that announces

An Amazing Experience

Last Sunday, the minibike competition took place in the city Certainly, we were ready

to start I was feeling very nervous although

I practice every day I was sure I had an opportunity to win Finally, I did it! I was

on cloud nine! That’s why I will celebrate tomorrow.

Words or expressions

I don’t understand in the story

He will celebrate tomorrow The boy practices every day

The competition took place last Sunday

Lesson

5 Reread the story in Activity 1 and answer the questions

a Why are the kids wearing helmets?

b Who are the men with the colored t-shirts?

c What is the man with the red t-shirt doing?

part of the story from Activity 1

a My best friend wished me good luck

b The trainers gave us security recommendations

c My grandparents will visit us this summer

d My parents and siblings were there

e We prepared our rackets and balls Reader

Why did the little Mermaid want to talk to a witch? (pp 25-26)

Step 3

• Create a list with phrases to start, mark transitions, and close stories Copy

them on recycled cardboards and post them around the classroom

Self-evaluation

Refl ect upon the following questions:

• Which details did I consider in this lesson to suggest stories with the aid of

a picture?

• Was I able to infer information that was not mentioned? How did I do it?

What can I do to improve?

Story Based on a Picture

1 Look at the picture below Fill in the chart with information from it

Middle What happened?

Ending What does he think/feel about

the experience?

a How is the weather like?

b Who is the man?

c What are they doing?

d How does the boy feel?

transitions.

Lesson

4 Rehearse with a partner saying the story you wrote in Activity 3

Let’s start over…

I’ll start again…

112

Did my partner say the title?

Did my partner use transitions?

Was the volume OK?

Did my partner transmit emotions?

Reader

Why do Hansel and

Gretel like to take photos?

(p 27)

Step 4

• Using what you learned in this lesson, practice saying your story to a

classmate Give and receive feedback

• If possible, record your partner’s reading; if not, write notes about it and

fi le them

Self-evaluation

Refl ect upon the following questions:

• Did I feel confi dent telling a story based on a picture? Why or why not?

• Which aspects did I include?

What can I do to improve?

Story Based on a Picture

Pr duct

Story Based on a Picture

Do the following activities:

• Observe your picture

• Mentally, review the beginning, the

middle, and the ending

• Check useful phrases that are around

the classroom

• Don’t be nervous; remember that if you

hesitate or make a mistake, you can restart

• Share your story with your friends!

Assessing My Learning Process

Peer evaluation

Work as a whole class to do the following activities

• Debate to decide which were the three most interesting stories

• Refl ect on which aspects made them interesting

Self-evaluation

1 Complete the sentence

The strategies that I used to tell a story based on pictures were

2 Look through the unit to recall what you have learned to learn, to know,

and to do

3 In your notebook, write what you think was diffi cult to achieve and what you

can do to improve

1 Paste a picture or draw one Write a title.

Use an appropriate expression to start:

Describe time:

Describe the place:

Describe the people in the picture:

expressions.

Review

1 Look at the picture and discuss

a The woman is worried

b Her children have stomach ache

c The doctor recommends rest and to drink fl uids

d The fever may be relieved with a pill

e If children get worse, they should pay a visit to the doctor

9

avoid sick rest worry fl u

much Just stay home, get a lot of , and contact

with other people However, if you feel very sick, contact your doctor

Social Practice of the Language

To give and follow instructions for health care

Academic and Educational Environment

a Have you ever got the fl u? b How did you feel? c What did you do?

5 Work in teams to discuss which the flu symptoms and signs are

Use body language to show them to your class

around the ones that show instructions

Step 1

• Check this and the previous page and create a list with words and

expressions related to health care

Self-evaluation

Refl ect upon the following questions:

• Which strategies did I use to explore instructions to take care of health?

• Was I able to understand them clearly?

What can I do to improve?

Poster

Discuss the differences with your class.

—I think I caught the fl u

— Well, you should rest a lot If you feel very bad, go to the chemist’s shop and buy this medicine, its fl avour is terrible, but it will help you feel better

—I think I caught the fl u

— Well, you should rest a lot If you feel very bad, go to the drugstore and buy this medicine, its fl avor

is terrible, but it will help you feel better

Reader

Does eating healthy

mean only eating fruit and

vegetables? (pp 29-31)

• Which instructions are given for the fl u in your country?

Time to Shine!

The stressed words are…

It made me feel…

.

discuss how each made you feel.

Eat healthy and you will be a healthy person! Have you ever heard that we are what we eat? That’s totally true!

Eat healthy foods that the earth provides such as fruits, vegetables, seeds, and whole grain cereals You will certainly become a picture of good health!

register them in the chart

Which expression means in a very healthy condition?

Lesson

5 Look at the picture and, with your partner, discuss instructions for a

Step 2

• Describe your audience (who will see your poster) and defi ne your

purpose (why you are designing the poster) on a sheet of paper File the

sheet in your portfolio

Self-evaluation

Refl ect upon the following questions:

• What did I do in this lesson to interpret instructions?

• Which of these strategies was the most eff ective for me to understand

them?

What can I do to improve?

Poster

Instructions for a Healthy Diet

Eat fruits Don’t eat candies.

Keep a record in your notebook of what you eat.

Reader

What can you do to get the physical activity you need? (pp 32-34)

1 Read the instructions and discuss with your team how each of them can

help you be healthy

Use relaxation techniques.

Think positively and be happy.

Eat a balanced diet.

Lesson

4 Answer the questions with your team

If we create a poster with health instructions…

a who will read them?

b what would be my objective?

instructions

Reader

How important is sleeping well to students?

(pp 35-37)

Step 3

• Write a list of health topics and vote for one to work with

• Research information related to the topic and, on a sheet of paper,

draft instructions for health care on the topic you chose File them in your

portfolio

Self-evaluation

Refl ect upon the following questions:

• How did the illustrations help me interpret instructions?

• Was it easy for me to interpret instructions when being part of a team?

Why or why not?

What can I do to improve?

Poster

How to wash my hands

How to brush my teeth

1 Look at the pictures and choose the one that corresponds to the theme

you selected Write the instructions

Lesson

Does being healthy

mean a lot of sacrifi ces?

(pp 38-39)

• Create an illustration that may help to understand each of your steps

• Write the title

• Write the instructions

• Use numbers or bullets to make instructions more precise

• Include any other graphic element (arrows, lines, etc.) that may be

needed

Step 4

• Create illustrations to clarify each of the instructions you draft ed

Self-evaluation

Refl ect upon the following questions:

• Which steps did I follow to write health instructions?

• Were any of them diffi cult for me to perfom? Which?

What can I do to improve?

Poster

Pr duct

Poster

Do the following activities:

• Take out the material that you will use for

your poster

• Write the title

• Cut the illustrations you created and

paste them

• Write instructions in a logical order

• Add graphic elements to make instructions

more precise

• Post your poster in a place where everybody can see it

Assessing My Learning Process

Peer evaluation

Choose one of the posters designed by another team and try to follow the

instructions they wrote

• On a sheet of paper, write which aspects of the poster helped you

interpret and follow the instructions, and which of them can be improved

• Post your sheet beside their poster

• Go where your poster is posted to check the feedback you receive from

other classmates

Self-evaluation

1 Refl ect and complete

It was easier for me to give / follow instructions about health care because

2 Look through the unit to recall what you have learned to learn, to know,

and to do

3 In your notebook, write what you think was diffi cult to achieve and what you

can do to improve

1 Work in pairs to decide which instruction may correspond to each picture

Write them down.

purpose.

a What is the objective of giving these instructions?

b Who are they for?

Review

1 Use previous knowledge to write

the names of the parts of a letter

Listen to check.

12

a The tells when the

letter was written.

b The means “hello.”

c The contains the

message

“goodbye.”

e The says who the author of the letter is

How Can We Share Personal Experiences?

May 28, 2018Dear Liz,

I’m writing you to tell you I visited my family in Guanajuato and I had a wonderful time with my cousins How about your vacation? Write me soon

Lots of love,Olivia

written in your native language Register your conclusions

date

Social Practice of the Language

To share and compare personal experiences

Achievements

• Explore letters where personal experiences are exchanged.

• Interpret personal experiences in letters.

• Write and reply to letters that narrate personal experiences.

Product:Letter with Personal Experiences

Family and Community Environment

You write the month, day, You write the place, day,

4 Read the letter, determine the theme, and complete the sentence

Step 1

• Check this and the previous page and, on a sheet of paper, create a list

with words and expressions that can be used when writing letters

• Use a dictionary to add some more words to the list and fi le your sheet in

your portfolio

Self-evaluation

Refl ect upon the following questions:

• Which aspect did I consider to explore letters?

• Could I understand the personal experience they communicate?

What can I do to improve?

Letter with Personal Experiences

March 16, 2019

Hi Aldo,

I will be in your city next week I’m very

excited because I will be playing the bass in

the music festival I know you love music and I would like to invite you I can give you tickets

Write back soon,Mario

March 18, 2019Hello Mario,

It was great to hear from you I would love to go to the music festival

Thanks a lot for the tickets

See you around,Aldo

This letter is talking about a festival

Activities 4 and 5 Circle the one that is a reply

1 Read the events in the chart and complete the headings for the columns

114 121

Events that

Last Saturday, in my birthday

party,…

… we played

games

… we ate cake

When the fi rst guest arrived…

… my dad was decorating the house

… I was blowing balloons

… my mom was preparing the sandwiches

July 9, 2019

Hi Marco,Happy birthday! I hope you are having a wonderful day We couldn’t go to visit you this year, but I promise the next one we will be there

Missing you,Danna

July 11, 2019Hello Danna,

Thanks for writing I had the best birthday party ever! Mom and Dad helped me prepare it

All my friends came and we played games and ate cake I hope you can come next time

Keep in touch,

Marco

In this letter, Danna is

Marco for

In this letter, Marco is

with Danna

express personal experiences

Time to Shine!

Lesson