Sunburst primary 4 activity book

Sunburst

Activity Book

Primary

Activity Book

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Primary 1st Grade


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Primary

Activity Book

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Contents
This is Your Book

4

Unit 1
6
Can We Support Each Other?
Family and Community Environment
Social Practice of the Language: To exchange
concerns within a dialogue
Product: Box of Concerns
14
Unit 2
16
What Do Pictures Tell Us?
Recreational and Literary Environment
Social Practice of the Language: To tell a story
based on pictures
Product: Story Based on a Picture
24
Unit 3
26
How Do We Take Care of Our Health?
Academic and Educational Environment
Social Practice of the Language: To give and
follow instructions for health care
Product: Poster
34
Unit 4

36
How Can We Share Personal Experiences?
Family and Community Environment
Social Practice of the Language: To share and
compare personal experiences
Product: Letter with Personal Experiences
44
Unit 5
46
What Do Our Everyday Activities Say About Us?
Recreational and Literary Environment
Social Practice of the Language: To describe
daily activities for others to try to guess
Product: Guessing Game Based on Descriptions54

Unit 7
66
What Is the Purpose of Ads?
Family and Community Environment
Social Practice of the Language: To comment
and compare advertisements
Product: Ads
74
Unit 8
76
What Do Legends Tell Me About Other Cultures?
Recreational and Literary Environment
Social Practice of the Language: To read brief
legends from different cultures to compare
similarities and differences

Product: Illustrated Venn Diagram
84
Unit 9
86
What Do You Know About Mexican Food?
Academic and Educational Environment
Social Practice of the Language: To interpret and
compare information in a graphic
Product: Infographic
94
Unit 10
96
How Can We Help Others?
Family and Community Environment
Social Practice of the Language: To interpret and
use expressions to offer and receive help
Product: Dialogue
104
Glossary
106
Appendix
111
Irregular Verbs
121
Classroom Language for the Student
122
Suggested References for the Student
123

Unit 6

56
Why Is It Important to Ask Questions?
Academic and Educational Environment
Social Practice of the Language: To ask and
answer questions to obtain information about a
specific topic
Product: Questionnaire to Obtain Information 64

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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 first
lesson you will be able to explore the theme. In the second and third
lessons, with the aid of your teacher, you will examine, understand, and
interpret different models that will lead you to semi-guided practice during
the fourth lesson. This process will give you the opportunity to assess any
doubt you may have for the creation of your product, which will be done
gradually throughout the unit. Each lesson has four moments:

1

What Do You Know
About Mexican Food?
1

Look at the infographic. Answer
the questions.

THE TAMALE
Spongy and delicious pre-Hispanic
food that is still alive
In
pre-Hispanic
times, it was
used for religious
rituals as
offerings for
the gods.

Tamal,
from Nahuatl
tamalli, means
wrapped.

There
are more than

500 varieties
of tamales

in Mexico.

Bearded
Colados
Uchepos
Green

2

Use words from the box to identify the aspects that are included in
each section of the infographic.
a

b

Academic and Educational Environment
examples
interesting
facts
history
wordorigin
preparation
numbers
headline
introduction

Social Practice of the Language
To interpret and compare information in a graphic
Achievements
•Exploreillustratedtextsabouttheingredientsin

Mexican gastronomy.
• Interpretwritteninformationinillustratedtexts.
• Writesentencesthatdescribeinformationinan
infographic.
Product: Infographic

This is one of the most diverse dishes in
Mexican gastronomy. Almost every state
in the country has its own version. Let’s
find out some interesting facts about it.
Preparation The corn dough is filled
with a stew or fruit. Then, it is wrapped
with the leaves of some plants. Finally,
it is steam cooked.

FROM HERE AND FROM THERE:
•
•
•
•

Reader: You will read
some pages and
answer a question.

2

Communicative
activities

Did you
know that…
zacahuil is known as
the “king of tamales.” It is prepared
in the Huasteca Potosina and Sierra
Hidalguense. It is so big that 150
people can eat from one
zacahuil!

Sinaloa
shrimp
Yucatán
cochinita pibil
Michoacán
milk and sugar
CDMX
pork meat and green tomato sauce

d
c

f

e

h

g

3

Circle words you don’t understand
and create a glossary. Then, work with
another pair to ask them for the words
they included.

Reader

What were the most
important foods in ancient
Mexican cuisine? (pp. 101-105)

Infographic

Step
1

•WritealistofMexicandishesandvoteforone.
•Forhomework,researchinformationaboutthedishyouchose.
Self-evaluation
Reflectuponthefollowingquestions:

a Whatisthethemeoftheinfographic?

•WhatdidIdotoexploreillustratedtextsabouttheingredientsof
Mexicangastronomy?

b Whatisthepurpose?

•Whichofthestrategieshelpedmethemosttogetageneralidea?

c Whoismorelikelytoreadit?
d Howareimagesandtextrelated?
e Whatdoarrowslink?

86

4
4

WhatcanIdotoimprove?

Lesson 1

Unit 9

Self-evaluation:
You will reflect on
what you learned
in the lesson.

3

87

Product Step:
You will work on
the unit’s product
collaboratively.

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4

Complete the dialog

ue using your own ideas.

—Hi,

5

Read the dialogue from
Activity 4. Follow the
example to represent
your partner’s line sounds
how
.
Line

How does it sound?

Hello! Are you OK?
I’m fine, thank you, and
you?
Your Partner’s Line

6

Portfolio: You will find specific
instructions throughout the unit for
activities that will help you practice what
you learned to develop your product.
Keep these activities in a portfolio.

! Do you want to tell
me what’s going on?
, I’m afraid
and I… hmm… I don’t
feel at ease.

—Well,

How does it sound?

Reader

On a sheet of paper,
ask for your
classmates’ concerns.
Write the
answers, too.

How did some children
support David? (pp. 8-9)

Box of Concerns

Step

2
•Write three questions
that you can use to
ask your classmates
concerns.
about their

•Use color markers to copy

Self-evaluation

them on cards.

uct
Pr d

Reflect upon the followi

ng questions:
•What did I do to examin
e ways to expres

s concerns in this lesson?

•Was it easy for me to

do it? Why or why not?

Poster

for
tivities:
u will use
lowing ac
that yo
Do the fol out the material
Take

What can I do to improv

e?

•

Unit 1

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logical
ons
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• Add
e.

9

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Peer

1

Work in
Write thepairs to decid

e which
m down
instruct
.
ion may

Review

corresp
ond to
each pic
ture.

Product: You will find some
tips to check each of the steps
you worked at the end of each
lesson and put everything
together to present the product
and share it with your group.

34

2

Discus
s
purpos the answers
of
e.
a Wha

t is

3

4

Order
the

Write a

lowing

jective

of giving

ions yo

the ins

u wrot

questio

these

for?

instruct

title for

the fol

the ob

b Who
are they

e in Ac

ns to ide

ntify au

dience

instruct

tivity 1

and

ions?

using co

nnecto

rs.

Review: These exercises will
show you how much you
have learned during the unit.

Glossary

Unit 1

all right
adv. okay
at ease
adv. relaxed
concerned
adj. worried
count on
phrasal verb to depen
d on someone or somet
in a difficult situation
hing, especially

truction

s.

feeling blue
informal feeling sad
or withou

t hope

Unit 3

worried
adj. unhappy becau
se you

35

keep thinking about

a problem

Unit 2
anxious
adj. very nervous

Glossary: These pages can help you
find the meaning of some words you
don’t understand in the lesson. You can
also use a dictionary.
Icons: These are the
icons you will see
at the end of each
instruction in your
book. They can help
you understand what
you need to do in
each activity.

Appendix

Pairs

Glossary

Teams

Listen

Portfolio

ashamed
adv. feeling sorry becau
se
bored
adj. impatient becau
se

of something you did

you think something

is not interesting
disappointed
adj. unhappy becau
se something you hoped
happen
for did not

stubborn
adj. determined not
to chang

e

tired
adj. feeling that you
want

106

to sleep or rest

Glossary

Reader

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Can We Support
Each Other?
1

2

Look at the picture and answer
the questions. 111

Family and Community Environment
Social Practice of the Language
To exchange concerns within a dialogue
Achievements
• Explore dialogues that express concerns.
• Examine the ways to express concerns within
dialogues.
• Express concerns and respond to them within
short dialogues.
Product: Box of Concerns

a Where is the girl?

c How does she feel?

b What is she doing?

d How do you know?

Listen to identify the characters and how they feel. Then, decide together
which name to write on each line. 2
a The boy’s name is

.

b The girl’s name is

3

.

c

is feeling blue because she doesn’t understand Math.

d

says she can count on him to help her study.

Listen again. Color bars to indicate volume, draw arrows to indicate
rhythm, and answer the question. 3 111
Andrea’s First Intervention

Volume

Andrea’s Second Intervention

Rhythm

Volume

Rhythm

What words did Andrea stress?

6

Lesson 1
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4

Have you ever felt worried about school? Draw the situation. Then,
show and explain your drawing to your teammates.

5

Discuss how you would help in each of
the situations presented in the previous
activity.

Time to Shine!
• What concerns do children in
your community have?

Reader

Why did David feel
sad? (pp. 5-7)

Box of Concerns

Step
1

• Create a list of concerns most students in your class have.
• Copy each item from your list on strips of paper.

Self-evaluation
Reflect upon the following questions:
• Which strategies did I use to explore the dialogue in this lesson?
• Which details did I notice?
• Which details did I miss?
What can I do to improve?

Unit 1

7

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Lesson
1

Read and analyze together the dialogue to identify its parts. Write them on
the corresponding line.
body

closing

greeting

—Hi, Aldo! Do you want to tell me what’s going on?
—Well, I’m afraid my dog is sick and I don’t feel at ease.
—Why don’t you ask your parents to check how it is going?
—That is a great idea! Thanks for your help!
—You’re welcome! Bye!

2

Listen and answer the questions together.

4

a Who is worried because he lost his uniform jacket?
b Who is concerned about Sergio?
c Who has an extra uniform jacket?

3

Work together to write a question for each statement. Follow the example.
a Q: Why isn’t Aldo at ease?
A: Aldo isn’t at ease because he didn’t study for the exam.
b Q:
A: Ana is concerned about Sergio.
c Q:
A: Sergio is worried because he lost his jacket.

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4

Complete the dialogue using your own ideas.
—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 to analyze how each line sounds. Check
(✔) the box that corresponds.
Line

The intonation goes…
…up

…down

✔

Hello! Are you OK?
I’m fine, thank you, and you?

6

On a sheet of paper, ask for your
classmates’ concerns. Write the
answers, too.

✔

Reader

How did some children
support David? (pp. 8-9)

Box of Concerns

Step
2

• 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 express concerns in this lesson?
• Was it easy for me to do it? Why or why not?
What can I do to improve?

Unit 1

9

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Lesson
1

Recall the dialogues in the previous lessons to fill in the chart.

111

Phrases to Express Concerns

2

page 6, Activity 2

Andrea:

page 8, Activity 1

Aldo:

page 8, Activity 2

Ana:

page 8, Activity 2

(Sergio)

Write the words or expressions your teacher will dictate. Then, use some of
them to improvise a quick exchange.
a
b
c
d
e

3

Write a dialogue to express a concern and offer help.

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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 find it; everything will be all right.

I spilled water
on my book.
I didn’t understand
the homework.

My turtle is lost.

5

Reader

Work together to decide
which of the answers express
empathy. Circle them.

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

Box of Concerns

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
Reflect 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?

Unit 1

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Lesson
1

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

Hi!
You look

2

.

Work together to write sentences that express concerns. Follow the
example.

I don’t feel… how do
you say?… er… at ease
because I haven’t studied
my speech for the
ceremony.

3

Work together to decide how to respond to one of the concerns you wrote
in the previous activity showing solidarity.

I totally
understand, you
can count on me.

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4

Reread the examples provided in Activities 2 and 3. Analyze which
phrases are used for the following purposes.
to express doubts
about a word you don’t
remember
to show empathy and
solidarity

5

6

Use the information you prepared on this and the
previous page to practice a dialogue with your
partner.
Present your dialogue to another pair.

Reader

How did the group of
friends help Roberto?
(pp. 13-15)

How was the other pair’s volume, rhythm, and tone?
They stressed the following words:
Volume

Rhythm

Box of Concerns

Step
4

• Propose three expressions to show solidarity and empathy.
• Use color markers to copy them on cards.

Self-evaluation
Reflect upon the following questions:
• Do I feel confident to express concerns in a dialogue? Why or why not?
• Can I respond showing empathy and solidarity? How?
What can I do to improve?

Unit 1

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t
c
u
d
r

P
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.
Đ The other will express solidarity and support.

ã Have fun!

Assessing My Learning Process
Peer evaluation

Get together with another pair to exchange feedback about your dialogues.
Reflect 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 difficult to achieve and what you
can do to improve.

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Review
1

Use an appropriate expression to write a concern.

2

Decide the ideal volume, rhythm, and tone to express the concern you
wrote.
I would stress the following words:
Volume

Rhythm

3

Write a response to that concern showing solidarity.

4

Decide the ideal volume, rhythm, and tone to express the response you
wrote.

I would stress the following words:
Volume

5

Rhythm

Rehearse your dialogue with a partner.

Unit 1

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What Do Pictures
Tell Us?

Recreational and Literary Environment

1

Look at the picture and share if
you have similar pictures. Then,
read the story.

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 filled a glass of water and gave
it to her. Finally, she seemed very
relieved and I was very happy for her.
2

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

Work together to answer the questions about the picture from the previous
activity.

Where were the
girls?

What were they
doing there?

Which activities
did they do
there?

3

Compare your answers with the ones your classmates wrote.

16

Lesson 1
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4

Listen to the dialogue and write the missing letters. Then, practice
the dialogue with a partner. 5
Luis:

Hi, Sofia! Where did you go last

ursday?

Sofia: I went camping with Laura. We had a lot
of f
Luis:

n!

I will go next mon

. Do I need to take an

mbrella?
Sofia: No, you don’t, but take special
climbing and at least

5

ree t-

oes for
irts.

Work with your partner to look for examples for
each sound and write them down.
a th:
b sh:

Time to Shine!

c u:

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

Reader

Why did Snow White eat a
poisoned apple? (pp. 17-21)

Story Based on a Picture

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
Reflect 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?

Unit 2

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Lesson
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!
2

Listen and order an alternative story for the picture in the previous
activity. 6
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.

3

Compare the beginnings and endings of both stories.
Ending

Beginning

Story 1

Story 1

Story 2

Story 2

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4

Listen to the stories and circle the pictures related to them.

5

Share how the stories made you feel.
happy

ashamed
bored
angry
anxious
sad
tired
nervous
disappointed
confused
surprised
stubborn

7

Reader

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

Story Based on a Picture

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
Reflect 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?

Unit 2

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Lesson
1

Circle the expression that shows the beginning, underline the one that
marks the middle, and draw a square around the one that announces
the ending. 112

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.
2

Reread the text to fill in the chart.

Words or expressions
I don’t understand in the story
“An Amazing Experience”

3

Write the sentences from the box in the timeline.

Meaning

112

121

He will celebrate tomorrow.
The boy practices every day.
The competition took place last Sunday.
Past

4

Present

Future

Share if you have had a similar experience.

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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?

6

Read the following sentences and analyze which of these events may be
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)

Story Based on a Picture

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
Reflect 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?

Unit 2

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Lesson
1

Look at the picture below. Fill in the chart with information from it.
Title:

When?
Beginning

Who?
Where?

2

Middle

What happened?

Ending

What does he
think/feel about
the experience?

Answer the questions to add details to your story.
a How is the weather like?
b Who is the man?
c What are they doing?
d How does the boy feel?

3

Work with your partner to write the story for the picture. Don’t forget to mark
transitions.

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4

Rehearse with a partner saying the story you wrote in Activity 3.
Useful Expressions

5

In case you make a mistake…

In case you need to restart after
hesitating…

… I mean,…
… hmm, actually…
… what I was trying to say is…

As I was saying,…
Let’s start over…
I’ll start again…

Tell your story to another partner. Use the checklist to assess each other.
112

Yes

No

Comments

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)

Story Based on a Picture

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
file them.
Self-evaluation
Reflect upon the following questions:
• Did I feel confident telling a story based on a picture? Why or why not?
• Which aspects did I include?
What can I do to improve?

Unit 2

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