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2 nd Theme:

Knowing
OUR SELVE S
Grade Project::
ALALBOUT
bimester 1 ME

Teacher’s Guide
Universal Understanding: As we grow to
recognize our uniqueness, we learn to accept and
care for others.
Essential Question: What makes you unique?
Unit 1: My School
Value: Honesty

BE2 U1 BL TCH Intro 00.indd 1 14/06/12 17:19


Sistema UNO has been developed by a multidisciplinary team of 50 educational
experts from 12 countries in Latin America (Mexico, Brazil, Spain, Argentina,
Colombia, Chile, Guatemala, Peru and Venezuela, among others).
Grupo Santillana has been working on the project for 10 years, researching,
piloting, designing, exploring, and listening to thousands of students, teachers
and directors throughout the region.
The result is Sistema UNO, a new and completely innovative educational
proposal for schools, built around 21st Century parameters and oriented
towards a shared vision for leadership, new practices, quality, and profound
improvement… in short, for a better education.

PRODUCTION TEAM

General Content Director Layout


Antonio Moreno Paniagua Julieta López
Research and Development Directors Illustrations
Noemí Valencia de Trainor Rogelio Bonilla, Marcela Alejandra Calderón,
Mary Yonker Mima Castro, Mariano Epelbaum, Marcela
Teacher’s Gómez, Guillermo Graco, Felix León,
2
Grade
nd
Guide Editorial Director
Marcela Lescarboura, Alejandra Lunik,
Elementary Ángela Ortiz
bimester

1 Valeria Rodríguez do Campo


BE Managing Editor
Units 1 and 2
Susana Moreno Parada Photography
© Latinstock México
Art and Design Coordinator © Photos.com
Espiral BE Teachers BL.indd 3 6/14/12 11:49 AM

Gil G. Reyes Ortiz © Thinkstock.com


The BE textbook is a key Design Coordinator Cover Photography
component, and serves as a core Juan Manuel Santamaría © Photos.com
organizer of all the programs
and projects that make up Sistema UNO Assistant Editor
Sistema UNO. It focuses on the Diana Mathes
development of skills, while Collaborators
simultaneously allowing learners José Manuel Cerezo, Sarah Fash, Trudy
to acquire the second language A. Freer, Jennifer Farrington, Jane Govoni,
in a meaningful and natural Maite Malagón, Patsy Mills, D. Chaplin
manner. This book is integrated O’Grady, Jenny Rohd-Thomsen, David
into Sistema UNO as a whole in Sánchez, Ana Uguina, Valerie Wright, BE derives from the following original series:
order to guide our work towards Spotlight, developed for Sistemas Educativos de
Cristina Zarzuelo
the future. Enseñanza, S.A. de C. V.
Science, developed by Santillana Educación S.L.
and Richmond Publishing, S. A. de C. V.

RIGHTS

D. R. © 2012 This is a collective work developed by Sistemas Educativos de Member of the Cámara Nacional de la Industria Editorial Mexicana.
Enseñanza S. A. de C. V., Av. Río Mixcoac 274, Colonia Acacias. C. P. 03240, México, Reg. Núm. 3616
D. F., for Sistema UNO of Grupo Editorial Santillana for all countries in Iberoamérica
Impreso en México / Printed in Mexico
(Brazil, Spain, Argentina, Colombia, Chile, Peru, Uruguay, Paraguay, Bolivia, Venezuela,
Panama, Nicaragua, Costa Rica, Honduras, Guatemala, El Salvador, Dominican All rights reserved. No part of this book may be reproduced, stored in a
Republic, Puerto Rico and Portugal), in English, Spanish and Portuguese. retrieval system or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise, without prior permission
ISBN: 978-607-723-139-4 in writing of the publishers.
First Edition: June 2012

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# 1

PAGE 6

PAGE 7
PAGE 4

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three

00 BE1-U1 REC Introduction.indd 3 6/12/12 6:09 PM


Theme: Knowing Ourselves

Andrés Fonseca
1st grade
Argentina

Alessan
dr
Lavagn o
ino
6 th grad
e
2 Guatem
ala

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four

00 BE1-U1 REC Introduction.indd 4 6/12/12 6:09 PM


Valen
tín V
3 rd gra ota
d
Argen e
tina

Kristin
a
Maldon
ado
1 st grade
3
Argenti
na

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five

00 BE1-U1 REC Introduction.indd 5 6/12/12 6:09 PM


people become all sorts
of things when they grow
up. some people play music,
while other people work
with animals. some people
become famous film
directors. what do you
enjoy doing? what would you
like to be when you grow
up? remember, what you are
doesn’t define you; it is who
you are that is important!

tightrope walker

Do heights scare you? Can you climb a ladder? Can you go to the top Áoor of a
building? Tightrope walking is an art in the air! Tightrope walkers walk across a
rope high above the ground. Philippe Petit is a famous French tightrope walker.
He walked between the Twin Towers of the World Trade Center in New York
in 1974. The length between the buildings was 61 meters. He was 417 meters
above the ground. He walked on the wire and then he sat down on it!

rescue worker

Im
Imagine working in a very small space.
4 Im elp
Imagine going underground to help
som
somebody.

Lo
Los Topos de Tlatelolco is a rescue e
gro
group. They are from Mexico. If a
dis ue
disaster hits, it is their job to rescue
pe
people! Sometimes, they have to climb
un
under buildings. They helped rescue cue
pe
people from the 1985 earthquake ke in
Me
Mexico City. They travelled to New ew
Yo
York when the Twin Towers fell.

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six

00 BE1-U1 REC Introduction.indd 6 6/12/12 6:09 PM


miner

Are you afraid of the dark? Can


you sleep with the lights off? People
that work in mines are called miners.
They work in the dark. They have to
go underground. Some miners wear
helmets with a Áashlight.
filmmaker Some miners mine coal that is used
for energy. There are others that look
Do you love making the impossible for copper, which is used to make
possible? Do you love stories? Do you jewelry. and cooking utensils.
like magic? Maybe you should work in
the movies!

George Méliès was a French illusionist.


An illusionist is someone that performs
magic tricks. He was also a Àlmmaker.
His Àlm “A Trip to the Moon” was made
in 1902. It is a black and white silent
Àlm. The most famous scene is when the
spaceship hits the Man in the Moon. It
lands in his eye!
what do i want to be when i grow up? why?

5
draw pictures illustrating your profession here.

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seven

00 BE1-U1 REC Introduction.indd 7 6/12/12 6:09 PM


A hobby is an interest or an activity that you do for fun! A hobby is
something that you do outside of school or work. There are many
different hobbies. Some people like to play a sport. Some people like
to paint. Some people like to go camping. Some people like to grow
gardens. Let’s take a look at some strange and funny hobbies.

Dennis Havlena makes his own Do you like eating toast? Jens
instruments! Dennis’s hobby is Veerbeck is from Germany. His
to make instruments out of all hobby is to collect toasters. He
sorts of things. He has his own has 600 toasters. Some of these
site where he shows you how toasters are very expensive!
to make instruments. It is cheap Jens oldest toaster is from 1920.
JOKE and easy! He has made his own He made an online museum for
What is the drums, guitars and bagpipes. his toasters.
difference
between a Àsh
and a piano?
You can·t tuna
Àsh!
What is
Julian Beever is a chalk my hobby?
artist. His hobby is to
6 draw on the street. He is
well known throughout
Europe. He often draws Draw a picture illustrating
3D images that people your hobby.
can interact with. His
pictures look real. Beever
had a book published
called Pavement Chalk
Artist. This book shows
photographs of his work
from all over the world.

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Masks are used for costume parties. Masks are used in performances.
Masks are used for disguise! There are different types of masks from all
over the world. In Greece, masks are used in theater shows. In Africa,
masks are used in religious rituals. In Mexico, masks are used in dances.
What do I need?
A paper plate, things to decorate your mask with: glitter, sequins and
feathers, colored pencils or crayons, eyeglasses, elastic cord, scissors,
hole-puncher and glue

1. Place the eyeglasses in the middle of the paper plate. Draw an outline
around the eye areas.
2. Draw a design around the outline of the eye area that you marked. It is up to
you how big you want your mask to be and what you want it to look like.
3. First, cut out the holes for your eyes. Then, cut around the design, following
your design.
4. Now it is time to decorate your mask! You can color it in, glue on feathers, and 7
add sequins. Make it your special creation.
5. Use the hole-puncher to punch one hole on either side of the
mask. Tie the elastic band through one hole and measure it to
¿t around your head. Cut the elastic and tie the band through
the other hole.
6. Your mask is ready! Put on your mask and show
everybody your creation.

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Unscramble the letters for each picture. Then find the
words in the word search!

wejryel stertoa

inmer skma

mmakerfil quakethear

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ten

00 BE1-U1 REC Introduction.indd 10 6/12/12 6:09 PM


Dear Teacher, ar,
of a ne w sc ho ol year. During this ye
t
mes you to the star ester. These them
es have
The BE Team welco on e fo r ea ch bi m
universal themes, ional developmen
t on the
BE will cover five ns id er ab le em ot ill
been formulated
to encourage co
an d pr om ot e va lues. The themes w
oduce
t, as well as to intr
part of the studen s.
ed at in de pt h in all subject area
be lo ok eive
es cu se s on how students perc
se fo
eme, Knowing Our
lv , mediate
This bimester’s th tio ns hi ps w ith th e people in their im
l as on their rela ire the relevant kn
owledge
themselves, as wel stig at e an d ac qu nd
ents will inve d the people arou
surroundings. Stud ou t th em se lv es an
ering questions ab
by asking and answ tiv ities.
em , an d al so by doing reflective ac u and
th
in co ns ta nt co m munication with yo
last year, we kept erefore, we have in
corporated
Over the course of ur fe ed ba ck . Th
to receive yo
were very pleased
the materials.
some changes to e BE sections into the w
eeks
co nt en ts of th
ve distributed the a Speaker appears
at the
For example, we ha ill fi nd th at th e BE
the unit, so you w . We have also chan
ged the
corresponding to en ta l M at h pa ge k.
end of each week,
along with a M
th e un it in fo ur stages, one per wee
hout
developed throug
Project, so it will be ial.
yo u w ill enjoy th is bimester’s mater
We are sure that lo ve to hear from you.
Please
ns , w e w ou ld
mments or questio
If you have any co an email.
ea k to yo ur co ns ultant or send us
sp

Best wishes,
The BE Team
no.com
teachers@sistemau

2 11:00 AM

IN TRO 11
INTRO
NTRO
TR 1

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Contents

Letter to the Teacher INTRO 11


Contents INTRO 12
Sistema UNO Framework INTRO 14
Sistema UNO Methodology INTRO 16
Characteristics of an UNO Classroom INTRO 18
BE and the Common European Framework of Reference INTRO 19
System Components INTRO 20
How to Teach Each Section INTRO 22
The Didactic Sequence INTRO 25
Teaching Tips INTRO 26
Teacher’s Workshop: Meaningful Learning INTRO 27
Icons INTRO 28
Calendar INTRO 29
CD Tracks INTRO 30

Unit 1
My School

T19 Week 1

Be a Reader T19
Be a Speaker T45
Project T54

12 INTRO

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Knowing Ourselves

Be Literate
Week 2

T59
T59
Be a Speaker T77
Project T86

T89 Week 3

Digital Book T89


Be a Speaker T93
Project T104

Week 4
T107
Be a Writer T107
Be an Artist T117
Be a Speaker T121
Project T130

Audio Script T135

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Sistema UNO Framework

Sistema UNO has two programs BE (the English program) and SE (the Spanish program) with three key elements:
professional development, external and internal assessments, and digital environment. These programs are connected
through the transdisciplinary themes. These themes were developed analyzing UNESCO’s Five Pillars of Education: learning
to know, learning to do, learning to be, learning to live together, and learning to transform oneself and society. Sistema
UNO selected the common elements in each pillar and created five transdiciplinary themes.

In addition, students will explore and reinforce a value in each theme. Each theme has a definition of the key concepts
students will learn as they progress through school.

Transdisciplinary Themes
Bimester 1 Bimester 2 Bimester 3 Bimester 4
Bimester 5
KNOWING KNOWING OUR LETTING OTHERS KNOWING OUR
KNOWING OTHERS
OURSELVES PLACE AND TIME KNOW WORLD

In Knowing In Knowing In Letting Others In Knowing Our In Knowing Others


Ourselves, students Our Place and Know students World students students inquire
focus on self Time students develop an explore the impact about societal
knowledge (spiritual, investigate the awareness of the of science and decision-making
social, physical and interconnectedness interdependence technology on structures and
mental health). between of people, living the growth and functions in local and
They explore and communities and and non-living development of global communities.
express their own civilizations locally things in natural human societies They study the way
feelings, beliefs and and globally. environments. They in their respective these structures and
values and those They link these learn about the rights environments. their functions are
of others. They understandings and responsibilities in They study the interconnected and
learn about their to their own sharing our planet’s interactions between the manner that
personal rights and personal histories. finite resources. these societies and decisions are made.
responsibilities. They They analyze how They inquire into the physical and They explore how
inquire about their major discoveries, the different ways biological world. these structures
culture and personal explorations and communities They examine the express their ideas
relationships with migrations have negotiate, collaborate challenges they may and values. They
their families, impacted their or solve conflicts to face as a result of investigate how
groups of friends, lives and their ensure equal access. these interactions. economic and
communities. communities. They They appreciate the They inquire how political activities
explore how the Arts aesthetics of the humans used their impact society and
reflect those historic natural world. understanding of the environment.
events. scientific principles
and laws to advance
civilization. They
express their ideas
and different points
of view about the
scientific world.

Honesty Respect Caring Responsibility Trustworthiness

14 INTRO

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In each bimester, the students will learn specific skills and
contents, and will relate them to the transdisciplinary
theme through the universal understanding and the
essential question. The universal understandings are
statements summarizing universal ideas that go beyond
time and space. These ideas allow students to find
meaning and integrate skills to real life situations. Studentss
explore them through essential questions. An essential
question is open-ended and motivates students to
inquire about the universal understanding. The question
is addressed throughout the bimester and culminates in a
project.

There are three types of project: case studies, challenge-


based learning and personal projects. The case studies
analyze past events and relate them to a current situation.
In the challenge-based learning projects, students identify
a problem in their community, create an action plan to
solve it, and then they implement it. The personal project
is an internal analysis of self-reflection that motivates the
students to create a project to solve the conflict.

Bimester 1

Transdisciplinary Theme
Knowing Ourselves

Universal Understanding
As we grow to recognize our uniqueness, we learn to accept and care for others.

Essential Question
What makes you unique?

Unit 1: My School
As for the specific content in Unit 1, we will read about school activities, locations and workers.
Project: All about Me

Unit 2: My Friends and I


Unit 2 is about the importance of friendship in our lives and in the community.
Project: Expressing our Feelings

Value:
Honesty is being truthful and straightforward, being sincere and genuine. Honesty is an important value in a friend.
For this reason, children need to understand the importance of telling the truth, of being open and trustworthy.

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Sistema UNO Methodology Week 4: there are group presentations and classroom
consensus. The whole class sits in a circle as each
The methodology behind Sistema UNO is eclectic, group presents its project. A student is assigned
meaning that the system incorporates a variety of to take notes on the different presentations. This
methods and approaches. Here you will find a summary. is followed by a class discussion on the different
projects and how they addressed the issue.
Inquiry After the presentations comes a summary. First a student
presents his/her notes on the different presentations.
The inquiry approach allows students to seek their own Then, the teacher summarizes the projects, and explains
knowledge, resolve any doubts they may have and to how they are related to the curriculum. All projects in BE
solve problems. Students are engaged in activities that are follow the constructive interaction approach. The final
open-ended, student-centered ands on. Effective inquiry is stage is action. The whole class votes on the project they
more than just asking and answering questions. Students
want to do. Students then put it into effect in their school
need to find answers to their questions by investigating
the issue or exploring the concepts. Then, they convert the and community.
information they learned into useful knowledge. Teachers
guide students throughout this process. The activities in BE Bloom’s Taxonomy
foster the inquiry approach.
Benjamin Bloom developed a theory of learning in according
Recommended reading: to which students acquire skills in a specific order. Lorin
http://www.thirteen.org/edonline/concept2class/inquiry/ Anderson, a former student of Bloom, later adapted the
index.html taxonomy. BE follows the new version of the taxonomy in
the didactic sequences. The lower levels of the taxonomy—
remembering, understanding and applying—are found in
the Build-up and the Core Teaching stages. Students achieve
the higher levels of the taxonomy in the Wrap-up stage.
Students practice what they have learned. Practicing will lead
to the higher steps of analyzing, evaluating, and creating. This
implies guiding students through different practice activities,
Constructive Interaction until they gradually become independent. This process is
referred to as scaffolding.
The constructive interaction approach promotes critical
thinking, self-analysis, inquiry and teamwork. There are five
stages to this approach: Creating

individual moment
group discussion and designing the project Evaluating
group presentation and class consensus
action
summary Analyzing

The five stages are distributed as follows:


Week 1: for the individual moment, students are Applying
presented with a problem, question or issue. They
think about it, write their ideas individually, and share
them with their assigned groups.
Understanding
Week 2: there is another individual moment
followed by the group discussion and the stage in
which they design the project. Students work in their
Remembering
groups. They share their thoughts on the subject.
After they have read their responses, each group has
a discussion and reaches the action stage in which Bloom’s Taxonomy of learning. Adapted from: Bloom, B.S. (Ed.) (1956)
Taxonomy of educational objectives: The classification of educational goals.
they create a project that can best address the issue. Handbook I, cognitive domain. New York; Toronto: Longmans, Green.
The final step is research to develop the project.
Recommended reading:
Week 3: all of the groups work on finishing their
http://projects.coe.uga.edu/epltt/index.
projects. php?title=Bloom%27s_Taxonomy

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Multiple Intelligences In BE, specific differentiated activities are described in the
Howard Gardner’s framework of intelligences is well Teacher’s Guide.
accepted in the educational world. According to Gardner,
there are at least eight intelligences. Everyone uses them Recommended reading:
to a certain degree, but some are more developed than http://www.readingrockets.org/article/263/
others. Each intelligence can be stimulated with specific
activities, so that a person can grow in that area. The
intelligences are:

z bodily-kinesthetic: good body control and fine motor


skills
z interpersonal: sensitive to other’s moods, feelings and
motivations
z intrapersonal: sense of self, able to understand and CLIL: Content and Language Integrated Learning
access one’s own feelings The CLIL approach sustains that language should be
z linguistic: sensitive to language, meanings and the taught in the context of other subjects, which can be
relationship of words school subjects like science and math, or other meaningful
content such as human values or ecological awareness. A
z logical-mathematical: focused on abstract thinking,
CLIL syllabus is not grammar-based; instead, the language
counting and organizing
knowledge is taught inductively around subject content.
z musical: sensitive to rhythm, pitch and intonation. You By the same token, CLIL teachers correct students when
can remember tunes and rhythms easily they make errors with the content material. In a CLIL
z naturalist: sensitive to nature and environment classroom, language errors are corrected when they
z visual-spatial: keen observer and able to think in three impede understanding or when students make the same
dimensions mistakes repeatedly, to avoid fossilization of errors. The
CLIL approach is at the heart of the BE system.
In BE, specific MI activities are incorporated into the
Student’s Book and expanded upon in the Teacher’s Guide. Recommended reading:
http://www.teachingenglish.org.uk/clil
Recommended reading:
http://www.infed.org/thinkers/gardner.htm

Repetition and Guided Practice


Differentiating Instruction Learning a second language takes time. An important
Differentiating instruction allows students with different foundation for language acquisition is the familiarity with
language abilities, interests or learning needs to develop, simple words and sounds. Repetition and guided practice
use and understand the concepts taught. It allows are important because they provide this foundation, as
students to take greater responsibility for, and have well as enable students to avoid common inaccuracies and
ownership of, their own learning as they peer teach and form good habits. According to behavioral psychology,
work cooperatively. making frequent mistakes is conducive to forming bad
habits. Furthermore, the students’ native language should
There are four primary strategies for differentiating never be used. These are some of the guiding principles in
instruction, each directed to an area of learning. The first the BE a Speaker section.
is to differentiate the content or topic of instruction by
adapting the knowledge, skills and attitudes students
should learn. The second is to differentiate the process
or activities by varying the learning strategies to provide
appropriate methods for students to explore the concepts.
The third is to differentiate the complexity of the product
that students must create to demonstrate mastery of
the concepts. The fourth is to differentiate instruction
by manipulating the look and feel of the classroom
environment.

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Characteristics of an UNO Classroom

Classroom Environment
1. The universal understandings, essential questions, and
values for each bimester are posted in the classroom.
2. Clear rules est ablished by the students are posted and
observed. Students respect the rules.
3. The physical classroom environment promotes
learning. All decorations are related to a learning
outcome.
4. Teacher displays student work.
5. Seating configurations promote cooperation and
teamwork.
6. The language being studied is the only language
spoken in class.

Instruction
7. The teacher relates what the students are learning to
the universal understanding and value of the bimester.
8. The teacher uses inquiry-based instruction and
cooperative learning strategies.
9. The lessons have build up, core teaching and wrap-up
phases.
10. The teacher consistently praises students that reach
the established expectations.
11. The teacher adapts instruction to meet the needs of all
students.
12. The teacher allows students to discover principles and
13. Students speak more than the teacher does.
rules through practical examples.
14. The teacher emphasizes high-level vocabulary use.
15. The information students are learning is related to their
daily lives and surroundings.
16. Students explore multiple intelligences through
activities.
17. The teacher uses digital media, diagrams, pictures,
drawings, and body language to communicate
meaning.
18. Students can express what they have learned in spoken
and written forms, and can apply new knowledge
through different activities.
19. The teacher presents the students with frequent
opportunities to review the material with questions,
role-plays, graphic organizers, think-pair-share
exercises, debates and summaries.
20. The teacher motivates and challenges students
by asking questions that require high level, critical
thinking.

Assessment
21. At the beginning of the class, students tell the teacher
what they learned in the previous class. At the end of
the class, students tell the teacher what they learned
that day.
22. The teacher constantly assesses students’
understanding through formative assessments.
23. Students link new learning to previously taught
subjects.

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BE and the Common European Framework of Reference
The Common European Framework of Reference for languages (CEFR) describes what a learner is supposed to be able to
do in reading, listening, speaking and writing at each level.
A – Basic Speaker, B – Independent Speaker, and C – Proficient Speaker.
The table below describes the equivalency of BE grades with the CEFR levels. The Cambridge ESOL exams written for each
of these levels are indicated.

Can understand and use familiar everyday expressions and very basic phrases aimed at the
A1 satisfaction of basic needs. Can introduce him/herself and others and can ask and answer questions
Beginner about personal details such as where he/she lives, people he/she knows and things he/she has. Can
interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

Can understand sentences and frequently used expressions related to areas of most immediate
relevance (e.g. very basic personal and family information, shopping, local geography, employment).
A2
Can communicate in simple and routine tasks requiring a simple and direct exchange of information
Elementary on familiar and routine matters. Can describe in simple terms aspects of his/her background,
immediate environment and matters in areas of immediate need.

Can understand the main points of clear standard input on familiar matters regularly encountered in
work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where
B1
the language is spoken. Can produce simple connected text on topics that are familiar or of personal
Pre-Intermediate interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons
and explanations for opinions and plans.

Can understand the main ideas of complex text on both concrete and abstract topics, including
technical discussions in his/her field of specialisation. Can interact with a degree of fluency and
B2
spontaneity that makes regular interaction with native speakers quite possible without strain for
Upper Intermediate either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on
a topical issue giving the advantages and disadvantages of various options.

Taken from: http://www.cambridgeesol.org/exams/exams-info/cefr.html


B2 FCE

KET B1 PET

A2

A1

BE BE BE BE BE BE BE BE BE
1st 2nd 3rd 4th 5th 6th 7th 8th 9th

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System Components
BE is divided into nine sections: The sections are distributed into weeks, so each week
begins with a new section.
1. BE a Reader: Students read different texts centered
around a theme. Different reading strategies are The Teacher’s Guide
covered in each unit.
The Teacher’s Guide:
2. BE Literate: Students expand on the knowledge from
z reproduces all pages of the Student Book.
the previous section. They speak, read, and write,
z contains the answers to the exercises in the
practicing concepts and vocabulary they have seen
before. Student Book.
z gives step-by-step instructions on how to set up
3. BE a Writer: Students’ writing skills are developed
through guided, step-by-step practice. each activity.
z tells you when to use online materials.
4. BE a Speaker: Students practice pronunciation and
z provides you with extra activities to stimulate
spelling while consolidating the vocabulary from
previous sections. This section includes the BE Fluent multiple intelligences.
pages, which are done for homework on Thursdays.
5. BE an Artist: Music and visual arts are the two parts You can use the Teacher’s Guide to prepare your classes
contained in this section. and/or to refer to during class. Feel free to adapt it to
your own teaching style.
6. The Project: This section develops a task step-by-step
that integrates what students learn throughout the unit.
Types of Se
ntences

A sentence
is a group of
complete ide words that exp
a. There are resses a
different typ
Connecting Some senten es of senten
ces give inf ces.
These senten orm ation.
A Listen ces end wit
and point to h a period (.).
what Jaime My name is
Track 9 and David Maggie.
like and do
not like. Some senten
ces ask for inf
These senten ormation.
ces end wit
What is you h a question
r name? mark (?).
Some senten
ces express
end with an feelings. Th
exclamation ese sentences
That is beau point (!).
tiful!
Watch out!
All sentences
start with a
capital letter
A Read
.
the sentences
and decide
1. How old what types
are you of sentences
they are.

2. School
is fun

Key Words

bikes 3. Mario
likes to help
dolls the teacher
inline skates
puzzles
B Copy and co
race cars mplete the
sentences wit
roller skates 84 h the corre
Knowing Our ct punctua
selves tion.
scooter
skateboard BE2 PRIM
BIM1 ST PLIEG
O 6.indd 84

B Find out wh stuffed anim


at a classm als
58 ate does no toy
Knowing Our
selves
t like. 11/06/12 18:56

BE2 u2 PRIM
BIM1 ST PLIEG
O 5.indd 58

11/06/12 19:00

Practicing
y is
fun! A hobb
t you do for are many
names. activity tha work. There
with their an int erest or an oo l or le like
characters A hobb y is
outside of sch
rt. Some pe op
A Match the that you do to play a spo grow
Ebony something people like ople like to
Mario ere nt ho bbies. Some go cam pin g. Some pe bb ies.
diff like to ny ho
me people ange and fun
to paint. So k at some str
’s take a loo
gardens. Let
Li-Lei
Jens
eating toast?
Do you like . His
na makes his
own from Germany
Matt Dennis Havle is Veerbeck is sters. He
Naseem ho bb y col lec t toa
! Dennis’s bby is to these
instruments all ho
rs. Som e of
ments out of has 600 toaste expensive!
to make instru own very
s. He has his toasters are m 1920.
sorts of thing you ho w ste r is fro
shows oldest toa
site where he ap Jens online museu
m for
ments. It is che He made an
to make instru made his own
and easy! He
has
s his toasters.
s and bagp ipe .
JOKE drums, guitar
What is the
difference
Àsh
between a
and a piano?
correct answ
ers.
You can·t tun
a What is
en, circle the Àsh! my hobby?
estions. Th
B Read the qu is a chalk
Julian Beever
story? d. Naseem bby is to
1. Who is
telling the artist. His ho
c. Li-Lei stre et. He is
b. Ebony draw on the trating
ture illus
6
rio? throughout
a. Mario r use for Ma well known Draw a pic
es the autho en draws y.
er word do d. you Europe. He oft yo ur hobb
2. What oth c. I t people
b. he 3D images tha
with. His
a. she can interact
k real. Beever
s art? d. Matt pictures loo
3. Who like c. Li-Lei published
b. Mario
had a book
ent Chalk
a. Ebony rec ess ? called Pavem
like to do at d. play ist. Thi s bo ok shows
the students c. learn
Art
of his work
4. What do photogra ph s
b. draw r the world.
a. read from all ove 5/30/12 11:00
AM

selves
32 Knowing Our 13/06/12 19:49

(2).indd 6
REVISTA 1-2

20 INTRO BE2 PRIM


BIM1 BL PLIEG
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BE2 U1 BL TCH Intro 00.indd 20 14/06/12 11:01


Audio CDs
There is only one version of CD per unit, used by both the
teacher and the student. It includes:
z the in-class material, including readings, songs and BE

a Speaker audio.

Photo
hoto Cards
Generic support material for your class that can be used:
z to explain or review vocabulary.

z to play games.

z to activate previous knowledge before you start

a new activity.
The backs of the Photo Cards contain extra phonics and
fluency practice activities.

Online Bank
In the Teacher’s Guide, you will find notes when there is
extra instructional material that corresponds to the page
which can be found on the digital platform.

Research Online
The Magazine
The Teacher’s Guide also contains
BE Informed is a self-standing component of BE. The magazine
references to links, posted on the digital
consists of age-appropriate articles, including up-to-date
platform, to interactive games and
information, which students will find both interesting and
articles related to lesson material.
motivating. The texts are of different lengths, and the design is
like that of popular children’s magazines. In addition, QR codes are included for
It is intended for fun reading, so there are no related greater interaction with the technology
g gy
activities. It can be read aloud and discussed in class, or component of BE.
students may read it at home (possibly over several days).

#1
Feel free to explain unknown vocabulary. Remember, the
magazine is an opportunity for reading and not necessarily
a time for teaching.
We have included a permanent section, Let’s Imagine, in
collaboration with Sistema UNO students. The content is
related to the Transdisciplinary Theme of the bimester.

Unscramble the
letters for each pictu
words in the word re. Then find the
search!

wejryel
stertoa
8
PAGE 6

inmer
skma

mmakerfil PAGE 4
quakethear PAGE 7
AM
5/30/12 10:58

REVISTA 1-2 (2).indd


8

5/30/12 11:00 AM
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REVISTA 1-2

INTRO 21

BE2 U1 BL TCH Intro 00.indd 21 14/06/12 11:01


How to Teach Each Section
BE a Reader

Reading
BE a Reade
r 1

WEEK
This section provides a step-by-step approach to
developing reading skills and vocabulary. If you follow the
directions from each section of the Teacher’s Guide, you
will cover the goals of the course. This section:
z introduces the text with activities that develop oral

language and concepts about printed texts.


z introduces the vocabulary words before reading the

text.
z involves students in pre-reading activities, such as

making predictions about the story and “reading” the


pictures in the story.
z includes activities that target the three proficiency

Reading
levels: beginning, intermediate and advanced.
z contains suggestions to introduce and practice two

reading comprehension skills. These suggestions can


UNIT

also be found online. 1


03/06/12 15:57

z provides opportunities for the development of oral

fluency and reading comprehension by reviewing and BE2 PRIM


BIM1 ST PLIEG
O 2.indd 19

checking the text.


z includes activities for different modalities of learning,

multiple intelligences, and closing activities involving


personal response.
ALE

z involves students in literary response activities by


NOT FOR RES

having them complete graphic organizers.


I think sch
ool is grea
I learn toge t! My classm
ther. We al ates and
school is a so play toge
happy plac ther. Our
e.

g
Connectin

Track 8
they speak. Unit 1 · My
students as
BE2 PRIM School
31
d point to the
BIM1 ST PLIEG
O 2.indd 31

A Listen an
in second grade.
Hi! My name is
Naseem.
I am BE Literate 03/06/12 15:58

What is your nam


e? grade, too!
I am in second
The purpose of this section is to help students increase
ita.
My name is Lup
their language and vocabulary skills in a natural learning
environment. This section:
z provides opportunities for oral language development

and fluency.
z exposes students to models of standard and academic
cher. Her
That is my tea
English.
rss oldd.. rk.
I am seven yea name is Mrs. Cla
Co
ou??
How old are you ! nnecting
Shee is my teacher, too
A Listen
z exposes students to grammar, language mechanics,
rs old, too! and sing. Tra
I am seven yea ck 9

I Need a Ru
ler
and writing exercises in a variety of activities.
Today I need
z provides reading-only, listening-only and dual-
a ruler,
A ruler, a ru
ler.
Today I need
To measure
a ruler, processing opportunities to encourage the
a plant.

e
My frientod agiv
yo urs elf cla
es
ssmate.
me a ruler,
development of comprehension skills.
to introd uc
he dialogue
z includes key vocabulary lists.
B Use the A ruler, a ru
ler.
es
lves
M y fri end gives me
selv
urse
60 Knowing Our a ruler. 11/06/12 19:03

I measure a
plant. z focuses students’ attention on a particular mechanical
BE2 PRIM
BIM1 ST PLIEG
O 4.indd 60
B Sing the so
ng again us
ing these ob
skill directly presented in the text.
jects.
z gives students the opportunity to apply the vocabulary

and skills of the lesson while they compare and


a pencil – to
write down
my name contrast learning and their personal experiences.
a crayon –
to draw a gra
y cat
a pair of sci
ssors – to cu
t pictures ou
t
an eraser
– to erase mi
stakes

64 Knowing Our
selves

BE2 PRIM
BIM1 ST PLIEG
O 4.indd 64

22 INTRO
O
11/06/12 19:03

BE2 U1 BL TCH Intro 00.indd 22 14/06/12 11:02


BE a Speaker BE a Writer
The objective of the activities in the BE a Speaker section is z Allows students to increase writing skills in a guided,
to make students better speakers of English. The emphasis organized, step-by-step way.
is on pronunciation and auditory discrimination. The audio z Includes graphic organizers for systematic
powers the class activities, ensuring that models of native brainstorming and development.
speakers dominate students’ experience. This section:
z provides recordings of native speakers of American BE an Artist
English as a model for students to reproduce correct z Starts with a song to promote musical intelligence.
pronunciation.
z Develops art skills as well as lexical growth.
z follows a determined weekly progression of activities

culminating with students pronouncing and using key


words correctly in context:
The Project
Monday: Listening, pronunciation and spelling The Project is developed throughout the unit, per week.
activities for the week’s key vocabulary. But in the last week, students share what they have
learned in relation to the universal understanding.
Tuesday: Auditory recognition of usage of the words in
context.
Wednesday: Spelling bees and activities focused on the
correct written form of the words.
ressin g
Thursday: Students demonstrate their pronunciation Exop
ur Feelin
gs
A Read and answer the o
achievements of the week for parents/guardians. In- questions:
1. How can you sho
class practice consolidates correct usage of the words. w others the things you
like about your self?

Friday: Multiple Intelligences activities and Be Sharp


quizzes.

Sing Along 2. How can you app


reciate the good things
of other people?

A Listen and sin


g. Track 20

School Is Fun!
g.
drawing and paintin
Some students like games.
pro blems and
Some students like g.
running and jumpin
Some students like B Read and follow the inst
spelling their names. ructions.
And others like
1. Get together as
ool is fun! a group.
School is fun! Sch Geometric Shapes Vide
2.o2Take turns read
ts are here to learn, to learn. ing your answers.
Studen
ool is fun! 3. Create a plan and
School is fun! Sch a project on what you
are going to do in
to learn! order to show
Students are here others what you like and
that you appreciate
the good things of oth
Piet Mondrian was a Dut er people, come to an
ch painter. agreement.
He used rectangles in his
90 painKnow
tings.
ies in the box. A rectangle is a geomet ing Ourselves
ain. Use the activit ric shape. Other
B Sing the song ag g geometric shapes are squa
ging reading and writin res, circles, and
dancing and sin new things triangles. Mondrian used BE2 u2 PRIM BIM1 ST
P
PLIEGO 6.indd 90

ghing lea rni ng solid black lines in


playing and lau his paintings. He also used
primary colors. 14/06/12 10:58

The primary colors are


red, blue, and yellow.

A Paint your own


Mondrian painting.
Supplies
Steps
Arts

• white paper
1. Draw straight lines
to form a • red, yellow, and
rectangle. Use the blac
k marker blue paint
and the ruler to draw
your • black marker
rectangle.
• ruler
s
118 Knowing Ourselve 2. Use the primary colo
rs to
14/06/12 10:34
paint in different rect
angles.
BE2 PRIM BIM1
BL PLIEGO 8.indd
118
3. Remember to sign
your painting !

B Share your Mondrian


painting with the clas
s.

Unit 1 · My School
119

BE2 PRIM BIM1 BL PLIEG


PLIEGO 8.indd 119

14/06/12 11:26

INTRO 23

BE2 U1 BL TCH Intro 00.indd 23 14/06/12 11:31


The Digital Library Assessment
The Digital Library includes one digital book per unit, The assessment consists of four parts:
for a total of eight digital book per grade. They are tied z BE Sharp: periodic quizzes, part of the BE a Speaker
to the unit themes and help students build literacy skills section.
through reading selections with controlled vocabulary. z BE Ready: a monthly test to help students see their
The digital books contain audio and images, and can be strong and weak areas.
projected in the classroom.
z BE Smart: a test given each bimester to check whether

students have internalized the material covered in


class.
z BE Prepared: an extra exam designed to help students

prepare for the Cambridge exam designated for their


level. We present four BE Prepared exams the following
way: 1st and 2nd, 3rd, 4th and 5th, and 6th.

Apart from formal written assessments, you can assess


your students in a variety of ways. Assessment processes
can include:
z Thorough analysis of children’s work, including

homework.
z Informal oral evaluation as students are working.

z Observation and systematic record-keeping of learners

during everyday classroom activities.


z Keeping a portfolio with a collection of children’s work.

z Self-assessment by the learners themselves.

5/28/12 11:29 AM
z Discussion between the teacher and students about
Sec2:3
BE 2 thematic 1 cover.indd

work produced.

BE 2 thematic 2 cover.indd
Sec2:3

5/28/12 11:23 AM

Digital Book
A Read the story. Phonics

B After reading the story What do you like best Building Words
at school?, complete the sentences with the What can you build up from the word art?
correct word:
1. Add a consonant at the beginning: p, c, d, t or two consonants:
BE 2 thematic 1 cover.indd Sec2:3 5/28/12 11:29 AM

1. I like to big and small sm, st, sp.


a bc a bc a bc a bc a bca bc a bc a bc a bc a
Language

numbers.
b b
a) add and subtract b) multiply and divide c) count c part, c
2. I like to read about many subjects . d d
e e
a) magazines b) books c) notes
f f
3. I like art . g g

a) the most b) the least c) the best n bc a bc a bc a bc a bca bc a bc a bc a bc n

4. I like animals, especially cute puppies. 2. Now, change the final consonant to k.

a) all kinds of b) many c) some


a bc a bc a bc a bc a bca bc a bc a bc a bc a
b b
5. I like to about other people and their c park, c
cultures. d d
a) read b) draw c) learn e e
f f
C What do you like the best at school? Write. g g
n bc a bc a bc a bc a bca bc a bc a bc a bc n

90 Knowing Ourselves Unit 1 · My School 91

BE2 PRIM BIM1 BL PLIEGO 6.indd 90 13/06/12 19:56 BE2 PRIM BIM1 BL PLIEGO 6.indd 91 13/06/12 19:57

24 INTRO

BE2 U1 BL TCH Intro 00.indd 24 14/06/12 11:02


The Didactic Sequence

The material in the Teacher’s Guide is not divided into


classes, with the exception of BE a Speaker. The advantage
is that you can cover as much material as you like in each
class. The following stages in the class are: 1. Build up, 2.
Core Teaching, and 3. Wrap-up.

1. Build-up
The build-up itself is a two-phase section. It begins with
a warm-up so the transition from the first-language
environment to the English setting is gradual. This
can be done through any light-hearted activity, such
as welcoming the students and asking about their
weekend or a recent school activity, playing an engaging
game, playing a segment of Discovery Education that
students enjoyed before, or singing a song they know.
Warm-ups normally last 5 to 15 minutes. Once students
are comfortable and relaxed in their English-language
surrounding, the build-up section prepares them for the
learning of the day. During this stage, students should
activate their previous knowledge about the topic, as well
as linguistic knowledge (especially vocabulary) that they
will need for the tasks that follow. You can find the build-
up stage in the book in sections like “Introduce the Theme,”
“Theme-Related Vocabulary,” and “Frontload Vocabulary.”
In the story sections, the “Predicting” task is an example
of a build-up activity. In other words, if you follow the
instructions in the Teacher’s Guide, you will cover the
build-up stage sufficiently. The build-up stage can consist
of one or more activities and its duration is flexible.

2. Core Teaching 3. Wrap-up


After warm-up and build-up, students are ready for the This stage also includes two phases. There is a back-up
main teaching points of the day. The tasks below the section where students practice using the new language
reduced pages in the Teacher’s Guide for a unit are core or the new concepts, and they personalize and internalize
teaching points. Core teaching can include a review of the material seen in the core-teaching stage. Practice
previously seen material, a new concept, or a combination tasks can be found in the right-hand bars on the Teacher’s
of both. It can consist of any combination of written work, Guide pages for each unit, where you will also find links
listening, reading, and speaking. The core teaching stage to practice materials online. Then, a wrap-up ensures that
will take up the largest amount of time in class. students finish the day’s work in a relaxed and friendly
atmosphere. Activities can link to the specific content that
you have taught that day, or they can be general review
activities, or they can be fun games.

How to Plan Your Class


Sistema UNO follows the Backward Design to plan. First
you read the universal understandings, the essential
question and the value you will be working throughout
the bimester. Then you analyze the project and all the
assessments to identify the skills and concepts that need
to be taught in order for the student to be successful.
Finally, you read the didactic sequence and select the
learning activities that will meet the requirements the
students need to know so they can thrive in the projects
and in the assessments.

INTRO 25

BE2 U1 BL TCH Intro 00.indd 25 14/06/12 11:02


Teaching Tips
Working with Others
z Learn from others. Are there teache
rself rs in the
Organizing You ledge that grow
forever,” school who seem to have time for eve
rything
t se ed s of kn ow ession. and are in a great mood, too? Ask the
“Teachers plan ou s qu ot es about our prof secrets and incorporate some of the
m for their
on ym
is one of many an eat job, but it ca
n also be tiring
own routine. On the other hand, avo
m into your
te ac he r is a gr that they are
Being a So me teachers feel bad habits. If there is a teacher who
id copying
co ns um in g. nal skills will
and time- ur s. G ood organizatio complains, you may want to avoid
constantly
m an y ho thy is
working too d ef fo rt, and staying heal him or her.
e an ere are z Share tasks.
A typical example of an urgent
help you save tim a hi gh level every day. H
or m at task is getting photocopies. Could
essential to perf you organize
th at m ay work for you: copying duty with a group of teache
some tips rs? Maybe
teachers can take turns taking care
of all copying
tasks and distribute the photocopies
to the
teachers, so that most teachers can
Time Management focus on
more important tasks.
Avoid procrastination. Try to do thin
z
gs
ortu nity . Don ’t save
when you have the opp
do the m tod ay.
tasks for tomorrow if you can
will be
The longer you wait, the more chores Stay Healthy
pending. Are you taking care of your body? We
often tell our
z Estimate how much tim
e a task will take students how to stay healthy, but do
r. If it takes we really take
before you write it on your calenda care of ourselves the same way? It sou
nds like a
get it
ten minutes, why not do it today and cliché, but good habits really do help
your body and
over with? If it takes several hou rs, the task mind stay in good shape.
deserves a place on your calendar. z Rest. Make
sure you get enough sleep every
z Praise yourself for finish
ing a task; allow night. Take a nap in the afternoon if
your body
yourself a break or a treat! requires it. The last hour of your day
should
z Use your time wisely. Ide
ntify time wasters be relaxing; don’t check homework
or do your
and avoid doing those tasks. For som
e people financial administration right before
ny hours, going to
time-wasters are watching TV for ma bed!
on social
while others spend too much time z Eat well. Hav
e breakfast, lunch and dinner
s whe re you can
networking. What are the area every day. Healthy snacks are a gre
at treat. For
life?
save time without losing quality of example, you can say to yourself, “No
w I’ll call
z Set goals. Identify the mo
st important things the parents on my list, and then I’ll
focus on sit down with
you want to achieve each week, and a cereal bar and a cup of tea.”
reaching those goals. For example,
if you need z Drink water.
Avoid excess coffee and sodas, and
k on it,
to write a quiz, set time aside to wor drink cool refreshing water instead
. As you take
eth ing else.
even if it means not doing som a sip, imagine the purifying water clea
nsing your
z Prioritize. Sometimes we
are in a hurry to body from the inside.
But are
do what is urgent in that moment. z Do exercis
e. Your body needs a way to get rid
nt? Try
those urgent activities really importa
of
surplus energy and possible frustrat
ion. Exercise,
to identify whether an activity is imp
ortant whether walking, dancing, swimming
ortant or another
or just urgent, and focus on the imp activity, will help you channel that
energy. It
activities. feels good to release some physical
energy
z Identify quality time. Wh
at activity is rather than all the mental energy you
’t you spend at
essential for you; what activity don school every day.
ing coffee
want to live without? Maybe it’s hav
or cuddle
with your best friend once a week,
ht, or
time with your son or daughter at nig Organize Your Stuff
Tuesday.
watching your favorite TV sho w eve ry Find your system. Some teachers use
, an agenda
If you miss your quality time activity
you will to schedule their activities. Some use
sticky notes
feel bad about it for a long time. Mak
e sure not on their Teacher’s Guide. Others put
notes on the
to miss it. refrigerator, or use a calendar on the
ir computer, cell
phone or tablet. As long as you hav
e a system that
works, you will be able to deal with
your workload
better. At least you won’t have to kee
p all the chores
in your mind. Planning makes you feel
more relaxed.

26 INTRO

BE2 U1 BL TCH Intro 00.indd 26 14/06/12 11:02


The Holistic Curriculum: Teaching Both Rote Learning Instruction
Sides of the Brain z Previous knowledge is not taken into account.
z The material has no connection to the students’ lives.
Sistema UNO curriculum is designed to develop both
sides of the brain by differentiating instruction to ensure
z The material is not necessarily related to what
students learn through their learning styles and by students have studied before.
developing their multiple intelligences. Students are z The material is taught in isolated, disconnected pieces.
motivated to inquire about the issues that are important to Meaningful Learning Instruction
them.
Research has indicated that there are some brain functions z Previous knowledge is activated with advance
that take place on both sides of the brain, but each organizers, pictures, questions and answers, etc.
hemisphere takes care of distinctive aspects of the same z Students can relate the material to real life objects,
function. The table below shows the primary functions of events or experiences.
each hemisphere: z The material has a connection to what they studied
before.
Left Hemisphere z The material is structured to follow an order from
simple facts to more complete understanding; from
z Follows logical thought. recognition, through understanding, to analysis.
z Likes words and numbers.
z Follows sequences. In a changing world, students need to be able to think
z Is rational; looks for reasons. critically and relate the information to what they already
z Is analytical. know. It is crucial to teach through meaningful instructions
z Is objective; looks at issues from different points so they can analyze different perspectives of an issue in a
of view. holistic manner by using both sides of the brain.
z Looks at the parts of something.
Recommended reading to whole-brain learning
Right Hemisphere http://frank.mtsu.edu/~studskl/hd/hemispheric_
dominance.html
z Follows a random order.
z Likes images, rhythm and color.
z Follows intuition.
z Is artistic; uses imagination.
z Synthesizes; is subjective; takes feelings into account
when making decisions.
z Is holistic; looks at things as a whole.
http://www.thethinkingbusiness.com/brain_zone/brain-tour
How does this relate to teaching?

In order for students to use the functions in both


hemispheres, they need to learn how to think and process
information in different ways. According to Bromley (1995),
the mind arranges and stores new information in an
orderly manner related to prior knowledge.
“Theories of Learning in Educational Psychology”
Therefore, teachers need to teach new information Š––’ǣȀȀ™™™ǤŽ‹ˆ‡…‹”…Ž‡•Ǧ‹…Ǥ…‘Ȁ‡ƒ”‹‰–Š‡‘”‹‡•Ȁ
in a meaningful way instead of rote learning. Rote …‘•–”—…–‹˜‹•Ȁƒ—•—„‡ŽǤŠ–Ž
learning means when students learn information out of
content and are required to copy, repeat and memorize.
Meaningful learning is when students are presented new
information and are asked to relate it to what they already
know. The table below describes the characteristics of a
rote learning instruction versus a meaningful learning
instruction.
Reference:
Bromley, K., Irwin-DeVitis, & Modlo, M. Graphic Organizers.
New York: Scholastic Professional Books, 1995.

INTRO 27

BE2 U1 BL TCH Intro 00.indd 27 14/06/12 11:02


Icons

Teacher’s Guide
Home Direct Dictionary
Connection Instructions Tips

Literary
Assessments Pacing
Elements

Writing Reading an Research


Strategies Image Online

Intelligences

Interpersonal Logical / Mathematical Verbal / Linguistic

Bodily / Kinesthetic Visual / Spatial Musical

Naturalist Intrapersonal

Resources
Photo
Video Cutouts
Cards

Online
CD E-books
Bank

Competencies
Developing Emotional Intellectual
Literacy Development Abilities

Learning
Metacognition
Strategies

28 INTRO

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Calendar September

S M T W T F S
Sunday Monday Tuesday Wednesday Thursday Friday Saturday

INTRO 29

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CD Tracks

Week 1

Track 1. BE Second Grade Copyright Sistema UNO 2012

Track 2. The Pledge of Allegiance

Track 3. Reading: Fun at School

Track 4 – 7. Be a Speaker: Week 1

Week 2

Tracks 8. Listening: Dialogue between Naseem


and Lupita

Tracks 9. Song: I need a ruler

Tracks 10. Listening: School Workers

Tracks 11 – 15. BE a Speaker: Week 2

Week 3

Tracks 16 – 19. BE a Speaker: Week 3

Week 4

Track 20. Song: School is Fun

Tracks 21 – 25. Be a Speaker: Week 4

30 INTRO

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Reading
BE a Reader 1

WEEK

UNIT

1
BE2
BE2 PRIM U1 BL
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12/06/12 08:44
2nd Grade Lesson Planner
Unit 1 - Week 1
Value: Honesty
Theme: Knowing Ourselves
Universal Understanding: As we grow to recognize our uniqueness, we learn to accept and care for others.
Essential Question: What makes yyou unique?
q

Pages Functions Key Vocabulary

T19-T44 ΠIdentifying people. add


ΠIdentifying school supplies and their use. art
ΠIdentifying school locations. class
Œ Identifying the author’s point of view. crayon
ΠDrawing conclusions. field trip
grade
instruments
BE a Reader

math
music
name
paint
plant
playground
read
recess
school bus
watercolors

T45-T53 ask
book
crayons
grades
BE a Speaker

instruments
math
paint
plant
play
read
recess
school bus
sing
travel
watercolors

T45-T53 ΠWork as a group to come to a conclusion.


Session 1

ΠOrganize ideas and create a project.


Project

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(English) Language Development Skills Support

Listening Multiple Intelligences


ΠListen to obtain information.
ΠFollow directions. ΠBodiy / Kinesthetic T32
ΠMusical T37
Speaking ΠVisual / Spatial T39
ΠSpeak clearly and at an appropriate pace.
ΠReacount experiences in a logical sequence.

Reading
ΠMatch oral words to printed words.
ΠRecognize and use knowledge of spelling patterns.
ΠDecode multisyllable words.

Writing
ΠRecognize and use the correct word order in sentences.
ΠIdentify and correctly use various parts of speech.

ΠConnect and relate words with different sounds and spelling in different tasks. Multiple Intelligences
ΠUse the vocabulary in context.
ΠVerbal / Linguistic T47, T49
ΠBodiy / Kinesthetic T48,
T50, T51

ΠRespond to questions with appropriate elaboration.


ΠExpress ideas in an appropriate and clear way.

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Unit Objectives:
My School
Discuss school subjects.
Identify and describe school
activities.
Identify school workers and
locations.
Identify school supplies and
their uses.
Express personal preferences.

Materials
chart paper

NOT FOR RESALE

BE Honest
20 Knowing Ourselves

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Enduring Understanding KWL Chart Introduce the Theme


Write the enduring understanding for Divide a piece of chart paper into three Track 2
this bimester on the board: As we grow columns. Label them: What you know,
Tell students that they will learn about
to recognize our uniqueness, we learn to What you want to learn and What we
school in this unit. Have students
accept and care for others. learned.
open their books to pages 20 and 21.
Read the sentence out loud and discuss Ask students what they know about Have them point to the teacher and
its meaning with students. their uniqueness and how they accept the students in the photo. Ask them
and take care of others. Write their to describe what the teacher and the
Ask What does uniqueness mean?
responses in the first column. Ask students are doing. Play the audio and
Explain that it is something special that them what they would like to learn have students listen to the rhyme. (See
you can do. Ask students what it means and complete the second column. Student Book page 21.) Repeat the
to accept and care for others. Throughout the unit, make sure you rhyme line by line. Then have students
answer your students´ questions. At repeat the Pledge of Allegiance after
the end of the unit, complete the third you: I pledge allegiance to the flag of
column of the chart with the class. the United States of America and to the
Republic for which it stands, one Nation
under God, indivisible, with liberty
and justice for all. Explain that this is
a traditional salutation to the United
States flag, and that children often
recite it at school.

T20 Knowing Ourselves

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Track 2

Reading
The Pledge of Allegiance
We recite every day.
We hold our hands to our hea
rts
To show we mean what we
say.
Teacher calls one student
To hold the flag up high,
As the class makes a promis
e
That begins with the word
“I.”

I will learn to talk about


NOT FOR RESALE

school subjects
school locations
school activities
school preferences

Knowing Ourselves
Unit 1 · My School 21

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Theme-Related Vocabulary
Assess student language levels related Enquire about students’ personal
to the theme by pointing to pictures preferences by asking open-ended
in the book and asking students to questions: What is your favorite school
identify different people and objects in subject? What do you like to do
the picture. at recess?
Point to classroom objects on pages 20
and 21, or around the classroom, and
have students identify these objects by
asking What is this?
Point to the teacher on the page and
have students identify her by asking
Who is she?
Point to the whole classroom and have
students identify it as a school location
by asking What place is this?
Point to individual students and ask
them their names: What is your name?

Unit 1 · My School T21

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Key Words
Key Vocabulary
crayon school bus
instruments watercolors
plant
crayon

watercolors

school bus

Answers may vary.


Predicting
Answer the questions.
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plant
1. What will this story be about?
2. What does the title of the story tell
you?
3. What clues do the Key Words
instruments provide to what might happen in
the story?
4. What fun things will the students do
at school?
22 Knowing Ourselves

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School Time Frontload Vocabulary Predicting


Display School Photo Cards that Point to the pictures in the Key Words Answer the questions.
show locations and supplies, one at section and have students name the
Explain to students that prediction is
a time. Ask students to identify the items illustrated. Read the words
guessing what the story is going to
school supplies and school locations and have students track the words
be about. Divide the class into pairs.
on the cards. Tell students that school with their fingers. Then, display the
Ask the questions and allow students
supplies are things they usually use at School Photo Cards and spell the
to think about their answers. Have
school. Explain that school locations are corresponding words on the board.
students discuss their answers with
places they go to in the school. Then,
their partners. Then invite pairs to share
display the cards one more time and
their answers with the class. Ask the rest
have students show a thumbs-up if the
of the class to show a thumbs-up if they
photo is a school supply and a thumbs-
agree with each answer.
down if it is a school location.

T22 Knowing Ourselves

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Track 3

Reading
Multiple Intelligences
Visual / Spatial

School Art
Distribute drawing paper. Ask
students to think about their favorite
school subject. Have them draw
an illustration that represents their
favorite class. Encourage them
to label their picture with words,
phrases, or a simple sentence
explaining why.
NOT FOR RESALE

by Tatiana Sildus
Illustrated by Alejandra Lunik

My name is Naseem. I am in second grade.


I have many friends in my class. My friends
and I like school.

Unit 1 · My School 23

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Picture Read the Story Inquiry Chart


Have students look through the pages Display the chart titled What We We Know about School. Next, have
of the story with you. Hold up your Know about School/What We Want to students share with their partner what
copy of the book and point to each Know about School at the front of the they would like to know about school.
page. Make sure students are following classroom. Have students share with a Ask several students to share their
along. Help students point to and name partner what they already know about answers with the class. Record their
pictures of school supplies and school school, using school-related vocabulary. responses in the column titled What We
activities that are seen on each page: Then ask several students to share their Want to Know about School. Post the
He has a book. She is adding numbers. answers with the class. Record their completed chart in the classroom
If students are unfamiliar with any of responses in the column titled What
the words, have them repeat the words
with you as they point to the pictures
Discuss this page
explaining why.
Beginning Intermediate Advanced
Echo Read the Story
Track 3
• (Point to the teacher.) • In what grade is Naseem? • Why do you think
Play the track or read the story line by Who is this? • What do Naseem and his Naseem and his friends
line, and have students track the words • (Point to the friends like? like school?
with their fingers as they echo each line. watercolors.) What are • Do you like school? Why?
these?

Unit 1 · My School T23

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Key Vocabulary
art math read
class music recess
crayon name school bus
field trip paint watercolors
grade plant
instruments playground

Reading Comprehension
Skills and Strategies

Author’s Point of View


Discuss personal pronouns with
students before this activity. Explain
that all stories have a narrator.
Sometimes, the narrator is an
outside observer and uses pronouns
such as he, she, him, her, they, and
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them. Sometimes, the narrator is


also a character in the story and
uses pronouns such as I, me, my,
and mine. When the narrator is an
This is my friend. Her name is Ebony. She is
outside observer, the author is using
good at adding numbers on the board. She likes
the third-person point of view to
tell the story. When the narrator is math. We count numbers in math. We learn to
a character, the author is using the add and subtract, too. Sometimes we play store
first-person point of view to tell and pretend to buy and sell things.
the story. Help students identify
pronouns that show the author’s 24 Knowing Ourselves

point of view for this story.


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Discuss this page

Beginning Intermediate Advanced

• (Point to the girl.) • What school subject does • Why is it important


Who is this? Ebony like? to learn to add and
• Is she writing numbers • What do students do subtract?
or letters? in math? • How do the students
• (Point to the crayon.) • (Point to the crayon.) play store?
What is this? What is this?
• Is this math class or • What subject do you like?
recess?

T24 Knowing Ourselves

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Reading
Reading Comprehension
Skills and Strategies

Drawing Conclusions
Explain to students that they
draw conclusions when they take
information about a character or
event and they make a statement,
or conclusion, about that character
or event based on that information.
Help students look through the
paragraphs and draw conclusions
about the characters and/or events.
Explain that sometimes you need to
pay close attention to the details so
that you can figure some things out.
For example, point to the paintings
behind Mario on this page, and ask:
Who do you think painted these? How
do you know?
NOT FOR RESALE

This is Mario. He likes art. He likes to draw


and paint animals. We use colored pencils
and crayons for art. Sometimes we paint with
paintbrushes and watercolors.

Unit 1 · My School 25

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Discuss this page

Beginning Intermediate Advanced

• (Point to Mario.) • What does Mario like • What do you think


Who is this? to paint? Mario is going to paint?
• Is Mario painting a • What do you like to • How do you think
picture or adding paint? Mario feels when he is
numbers? • What school supplies do painting?
• (Point to the pencil.) the students use for art • How do you feel when
What is this? class? you paint? Why?

Unit 1 · My School T25

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Reading Comprehension
Skills and Strategies

Author’s Point of View


Remind students that all stories have
a narrator. Help students indentify
pronouns on this page that show the
author´s point of view for the story.
For example, point out the pronouns
used on this page: she, we, our,
us, and your and tell students that
the narrator is both a character in
the story and an outside observer.
Sometimes, the narrator is also
a character in the story and uses
pronouns such as I, me, my, and mine.
When the narrator is an outside
observer, the author is using the
third-person point of view to tell the
NOT FOR RESALE

story. When the narrator is a character,


the author is using the first-person
point of view to tell the story
This is Li-Lei. She likes to read books. We have
lots of books in our classroom. Our teacher reads
to us every day. There are many interesting
books in the school library, too. What is your
favorite book?

26 Knowing Ourselves

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Discuss this page

Beginning Intermediate Advanced

• (Point to the smiling • What are the girls doing? • Why is it important to
girl.) Who is this? • Where do students go to read every day?
• What is Li-Lei reading? find interesting books? • What is your favorite
• Do the students look for • What is your favorite book? Why?
interesting books at the book?
library or on the school
bus?

T26 Knowing Ourselves

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Reading
Reading Comprehension
Skills and Strategies

Drawing Conclusions
Remind students that they draw
conclusions when they take
information about a character or
event in a story and they make a
statement, or conclusion, about
that character or event based on
that information. Help students look
through the paragraphs they are
reading and draw conclusions about
the characters and/or events.
NOT FOR RESALE

This is Matt. He likes to go on field trips.


Matt likes to see new things. Our class takes
the school bus. We visit different places during
our field trips. We learn a lot.

Unit 1 · My School 27

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Discuss this page

Beginning Intermediate Advanced

• (Point to the • What school activity • Why is Matt happy?


boy holding the does Matt like? • Why do you think he
backpack.) Who is • What do students do likes to see new things?
this? when they go on field • Is this place like your
• (Point to the school trips? playground?
bus.) What is this?
• What places have you
• Where are the students visited during your field
going? trips? What did you
learn?


Unit 1 · My School T27

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Reading Comprehension
Skills and Strategies

Author’s Point of View


Help students identify pronouns
on this page that show the author’s
point of view for this story (I, our, we,
it). Then, ask students to determine
whether the narrator is a character
in the story, an outside observer, or
both.

My classmates and I like to help our


teacher at school. We water our plant every
week. We feed our fish in the aquarium.
We also take care of our small turtle. It is
20 years old!
NOT FOR RESALE

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Discuss this page

Beginning Intermediate Advanced

• (Point to the fish.) • How often do the • How do Naseem and his
What are these? students water their friends help their teacher
• (Point to the turtle.) plant? at school?
What is this? • Where do the fish live? • What do you and your
• (Point to the plant.) • How old is the turtle? classmates do to help
What is this? in your classroom?
• Are the students
watering the plant or
the turtle?

T28 Knowing Ourselves

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Reading
Reading Comprehension
Skills and Strategies

Drawing Conclusions
Help students look through the
paragraphs they are reading and draw
conclusions about the characters. For
example, you may ask: Do you think
Naseem and his classmates are helpful
to their teacher? How do you know
that they are helpful to their teacher?
Encourage such responses as: They
water the plant, feed the fish, and take
care of the turtle.
NOT FOR RESALE

I like to play with friends at recess. We


play on the playground. The playground has
a slide and some swings. Sometimes we play
games. Hopscotch is our favorite game.

Unit 1 · My School 29

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Discuss this page

Beginning Intermediate Advanced

• (Point to the • Where do Naseem and • What games can the


playground.) Is this his friends play? students play on the
a playground or a • When do they play? playground?
classroom? • What is your favorite
• What is their favorite
• (Point to the girl game? game? How do you
playing hopscotch.) play it?
What is she playing?
• (Point to the slide.)
Is this a swing or a
slide?

Unit 1 · My School T29

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Reading Comprehension
Skills and Strategies

Author’s Point of View


Help students identify pronouns on
this page that show the author’s point
of view for this story (my, I, we). Then,
ask students to identify a sentence
on these pages that shows that the
narrator is a character in the story, an
outside observer, or both.

NOT FOR RESALE

My friends and I like music. We listen to


music and learn songs. Sometimes we play
instruments, like drums. We have fun in
music class.

30 Knowing Ourselves

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Discuss this page

Beginning Intermediate Advanced

• Is this music class or art • What are the students • What is your favorite
class? doing? musical instrument?
• (Point to the triangle.) • What is Naseem playing? How do you play it?
Is this a triangle or • What do the students • Do you think music class
a piano? learn in music class? is fun? Why?
• (Point to the drum.)
What musical
instrument is this?

T30 Knowing Ourselves

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Reading
Reading Comprehension
Skills and Strategies

Drawing Conclusions
Help students look through the
paragraphs they are reading and draw
conclusions about the characters. For
example, you may ask: How do you
know that Naseem and his classmates
like music? Encourage such responses
as: They listen to music, learn songs,
play instruments, and have fun in
music class.
NOT FOR RESALE

I think school is great! My classmates and


I learn together. We also play together. Our
school is a happy place.

Unit 1 · My School 31

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Character Map Personal Response


Track 3
Explain to students that main
characters are the most important Review characters, school locations, draw a picture and write a sentence
people in the story. Pass out a sheet of and school activities from the story, about the part of the story he or she
paper to each student. Have them write referring to the Student Book as liked best. Invite students to share their
“Characters” at the top of their paper. necessary. Ask individual students to pictures and sentences with the class
Then have them draw a circle in the tell you which parts of the story they and read their sentences. Then, help
center of the page and write the title liked best and to show those pages them place the pictures they drew in
of the story. Ask students to draw one to the class. Then, have each student sequential order to retell the story. Fill
line from the circle for each of the main in any parts of the story for which there
characters in the story. Then have them are no pictures.
Discuss this page
draw one of the main characters at the
end of each line. Ask students to label
Beginning Intermediate Advanced
each character with his or her name.
• What are Naseem and • What does Naseem • Why does Naseem think
his friends doing? think about school? that school is great?
• Are the students happy • What do he and his • What do you and your
or sad? classmates do together? friends do at school?
• What kind of place is • Is your school a happy
this school? place, too? Why?

Unit 1 · My School T31

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Practicing

Key Vocabulary
A Match the characters with their names.
field trip recess
grade school Mario Ebony
play sing
read travel
Li-Lei

Multiple Intelligences Naseem Matt


Bodily / Kinesthetic

Mime and Guess


Mix up School Photo Cards that show
school activities. First, model the
game for students. Pick a card without
showing it to the class. Mime the
school activity shown. Have students
guess what activity you are miming. B Read the questions. Then, circle the correct answers.
Divide the class into groups. Distribute
the same number of cards to each 1. Who is telling the story?
group, face down. Have groups take
NOT FOR RESALE

a. Mario b. Ebony c. Li-Lei d. Naseem


turns miming and guessing the school
activities on the cards. 2. What other word does the author use for Mario?

a. she b. he c. I d. you

3. Who likes art?

a. Ebony b. Mario c. Li-Lei d. Matt

4. What do the students like to do at recess?


a. read b. draw c. learn d. play

32 Knowing Ourselves

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Practicing
A Match the characters with their The practice activities on this page are
names. designed to review and reinforce the
concepts learned in the BE a Reader
B Read the questions. Then, circle section. They can be completed in the
the correct answers. classroom or students can complete
them at home.
Read the directions aloud and have
students read along with you. Explain Always make sure students have
and model the directions. understood the concept (or concepts)
Then, have students complete the being practiced before completing
page as independent class work or the activities. If the activities are done
homework. during class time, have students work
individually or in pairs, and if they
are done at home, be sure to check
answers in the next class. Ask individual
students or the group as a whole to
provide the answers, and write them on
the board if possible.

T32 Knowing Ourselves

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Checking

Reading
Reading Comprehension
Choose the correct answers. Skills and Strategies
1. What place does Naseem describe in the story?

a. a store b. a school c. a park Cause and Effect


2. In what grade is Nasseem?
Help students look through the
a. first grade b. second grade c. third grade paragraphs they are reading and find
3. Who likes field trips?
cause-and-effect relationships. For
example, ask What causes a cactus
a. Li-Lei b. Ebony c. Matt to survive in the desert? What causes
4. What does Naseem like to do at recess? camels to survive in the desert? Elicit:
A cactus stores water in its trunk,
a. read books b. play with friends c. sing songs
has wax to prevent evaporation, and
5. How do students travel on field trips? spines to stop animals. A camel has
a. by school bus b. by car c. by plane double eyelashes to keep out the
sand, stores fat in its humps, and can
raise its body temperature.

Comparing and Contrasting


Help students compare and contrast
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BE Honest the desert with the tundra and how


the different desert animals survive.
Why is it important to be
honest? Ask How’s the desert similar to the
tundra? How’s it different? How are the
ways desert animals survive different
from the ways tundra animals survive?
How are they the same?

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Checking Act It Out Language Structure


Use the story vocabulary to practice
Choose the correct answers. Divide the class into groups. Choose a
word blending with initial consonants.
page from the story for each group to
Have students point to each of the Tell students: I’ll say the sound and the
act out. Then have each group act out
questions as you read them aloud. Ask rest of the word from the story. You
their page in front of the class. Have the
students to answer the questions. Allow put the word together. Listen to me,
class guess which page each group is
them time to think about their answers /s/ ing. Do you know what this word
acting out.
and have them share their answers with is? Continue with field (/f/ ield), trip (/t/
the class. rip), school (/s/ chool). Write the words
on the board as students pronounce
them. Then, have volunteers read the
words again, first by saying the initial
sound and then by saying the entire
word.

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Drawing Conclusions

Read Fun at School and answer.

1. Who do you think painted the animals? How do you know?


(page 25)

Mario. He likes art. He likes to draw and paint animals.

2. Do you think Li-Lei is a good reader? Why? (page 26)

She likes to read books.

3. Do you think Naseem and his classmates are helpful to their


teacher? How do you know? (page 28)

They like to help their teacher. They water their plant. They

feed their fish in the aquarium and take care of their turtle.
NOT FOR RESALE

4. How do you know that Naseem and his classmates like


music? (page 30)

They listen to music and learn songs. Sometimes they play

instruments. They have fun in music class

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Reading Comprehension Skills and


Strategies
Drawing conclusions
Read Fun at School and answer.
Have students read the story and
answer the questions. Have them notice
that they can draw conclusions when
they take information about a character
or event in a story and they make a
statement based on that information.
Ask students to share their answers
with a partner.

T34 Knowing Ourselves

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Phonics

Reading
A Read the rhyme. Using color pencils underline the words that
start with p.

I think painting and playing are a perfect occupation.

I paint my school that is a happy place.

The picture I paint gives me a happy face.

I paint my pets and plants–and then

At the playground, how I play with my friends.

Pencil, paper, and paint are all you need

To create a pretty piece –so let’s proceed.

B Draw a picture of what you like to do at school. Draw five


words that start with p in your picture. Share with a partner.
NOT FOR RESALE

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Reading Comprehension Skills and


Strategies
Phonics
A Read the rhyme. Using color B Draw a picture of what you like
pencils underline the words that to do at school. Draw five words
start with p. that start with p in your picture.
Share with a partner
Read the rhyme with students, have
Have students draw what they like to
them notice and underline the words
do at school and include the drawing
that start with p.
of five words that start with p in their
picture. Have them share it with a
partner.

Unit 1 · My School T35

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Retelling

Key Vocabulary
A Use the pictures to talk about what Naseem does at school.
add read
books school
learn songs
paint subtract
play watercolors

NOT FOR RESALE

36 Knowing Ourselves

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Retelling
A Use the pictures to talk about
what Naseem does at school.
Tell students that to retell means to say
the story in their own words. Read the
directions aloud. Point to each picture
and ask a student to describe what each
character is doing.

T36 Knowing Ourselves

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Reading
B Write a paragraph about what Naseem likes to do at school. Multiple Intelligences
Musical
read books play with friends paint with watercolors
learn songs add and subtract “If You’re Happy and You Know It”
Teach the song “If You’re Happy and
You Know It” to students. Then, replace
the original verses with school-related
activities, such as write a story, paint a
picture, etc. Encourage students to use
motions to act out each verse of the
song. For example: If you’re happy and
you know it, read a book. (Open hands
as if reading a book.)
NOT FOR RESALE

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BE2 PRIM BIM1 BL PLIEGO 3.indd 37 12/06/12 08:46

B Write a paragraph about what


Naseem likes to do at school.
Read the phrases in the box and have
students read along with you. Then
have students use the phrases to write
a paragraph about what Naseem likes
to do at school. If necessary, write the
first few sentences on the board to help
students.

Unit 1 · My School T37

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Reflecting

Key Vocabulary
crayon school bus A Tell a classmate what you like about school.
instruments watercolors B Draw a picture of one thing you like to do at school.
plant

Answers will vary.

NOT FOR RESALE

38 Knowing Ourselves

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Reflecting
A Tell a classmate what you like B Draw a picture of one thing you
about school. like to do at school.
Discuss the activity with students. Ask Have students draw a classroom activity
students what are some of the things they enjoy. Once they have finished,
that make them like school. Write their encourage them to share their pictures
responses on the board. with a classmate.

Targeting Proficiency Levels

Beginning Intermediate Advanced

Have students label Have student label Have students draw


their drawings using a their drawings using a and write sentences
simple phrase. complete sentence. explaining why they like
that activity.

T38 Knowing Ourselves

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Reading
Match the sentences with the pictures. Multiple Intelligences
Visual / Spatial
1. Mario is good at drawing animals.
School Art
Distribute drawing paper. Ask
students to think about their
2. Ebony is good with numbers.
favorite school subject. Have them
draw an illustration that represents
their favorite class. Encourage them
to label their picture with words,
phrases, or a simple sentence
3. Our class takes the school bus. explaining why.

4. Li-Lei likes to read books.


NOT FOR RESALE

5. We feed the fish.

6. We take care of our turtle.

Unit 1 · My School 39

BE2 PRIM BIM1 BL PLIEGO 3.indd 39 12/06/12 08:46

Practicing
Match the sentences with the The practice activities on this page are
pictures. designed to review and reinforce the
concepts learned in the BE a Reader
Read the directions aloud and have
section. They can be completed in the
students read along with you. Explain
classroom or students can complete
and model the directions.
them at home.
Then, have students complete the
page as independent class work or Always make sure students have
homework. understood the concept (or concepts)
being practiced before completing
the activities. If the activities are done
during class time, have students work
individually or in pairs, and if they
are done at home, be sure to check
answers in the next class. Ask individual
students or the group as a whole to
provide the answers, and write them on
the board if possible.

Unit 1 · My School T39

BE2 U1 BL TCH PLIEGO2.indd 39 13/06/12 20:06


Practicing

A Complete the sentences with words from the box.

playground books art library watercolors swings

1. Mario likes art .

2. He paints with watercolors .

3. Li-Lei likes to read books .

4. There are many books in the library .

5. We play on the playground .

6. The playground has some swings .

B Draw a picture of yourself doing something you like and another


doing something you do not like. Then, complete the sentence
NOT FOR RESALE
below each picture. Answers will vary.

I like to I do not like to

40 Knowing Ourselves

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Practicing

A Complete the sentences with The practice activities on this page are
words from the box. designed to review and reinforce the
concepts learned in the BE a Reader
B Draw a picture of yourself doing section. They can be completed in the
something you like and another classroom or students can complete
doing something you do not like. them at home.
Read the directions aloud and have Always make sure students have
students read along with you. Explain understood the concept (or concepts)
and model the directions. being practiced before completing
Then, have students complete the the activities. If the activities are done
page as independent class work or during class time, have students work
homework. individually or in pairs, and if they
are done at home, be sure to check
answers in the next class. Ask individual
students or the group as a whole to
provide the answers, and write them on
the board if possible.

T40 Knowing Ourselves

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Home Connection

Reading
Make a booklet about the story.

1 4

By
NOT FOR RESALE

2 3

Unit 1 · My School 41

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Home Connection
Make a booklet about the story.
Students use this page to make a
booklet about the story. Have students
assemble the booklet by folding along
the gray lines. Help them retell the story
using one sentence on each booklet
page. Explain to students that they will
draw and color the story scenes in the
booklet at home. Then, they will use
the booklet to share the story with their
family members.

Unit 1 · My School T41

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T42

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T43

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T44

BE2 U1 BL TCH PLIEGO2.indd 44 BE2 PRIM BIM1


13/06/12 20:06
Speaking
BE a Speaker 1

WEEK

UNIT

1
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BE2BIM1
U1 BLBL PLIEGO
TCH 3.indd 45
PLIEGO2.indd 45 12/06/12
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20:06
Word List

ask play
book read
crayons recess
grades school bus
instruments sing
math travel
paint watercolors
plant

Stand in a circle with all your group. A classmate says a word


from the vocabulary, the partner at his/her right has to repeat the
word, and then substitute a letter from that word to form another
word, for example: cap, cap-rap, rap-ran, ran-can, can-car and
so on... The player that makes a mistake gets out of the circle. The
last player to stay, wins!
NOT FOR RESALE

46 Knowing Ourselves

BE2 PRIM BIM1 BL PLIEGO 3.indd 46 12/06/12 08:46

Spelling Activities
These activities review vocabulary too! Later on, you might have students
words that students have studied volunteer to be the leader. Alternatively,
previously. You can do them during the you can march and say the words like a
Warm-up, Build-up or Wrap-up stage of drill sergeant.
the class. Follow the same procedure for all
the words.
Cheerleader Chants
Ask students to give you some words.
On one day you can ask students for
their favorite words, another day for
difficult words, words that they can
spell, and so on. Write the words in
random order and position on the
board.
Then, point to a word and spell it aloud
as if you were a cheerleader. Have
students repeat the spelling and your
intonation. You can even move your
arms and jump like a cheerleader and
students can copy the movements,

T46 Knowing Ourselves

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Word List

Speaking
A Listen. Track 4
Key Vocabulary
ask play
Listen and point. Track 4
book read
15 1 8 14 6 crayons recess
grade school bus
instruments sing
math travel
paint watercolors
plant

ask book crayons grades instruments


2 7 3 12 4
Multiple Intelligences
Verbal / Linguistic

Be Creative
Have students stand up in a circle.
paint plant play
Ask for a volunteer to come to the
math read
center of the circle. Say one of the
9 5 11 13 10 words from the Key Vocabulary.
NOT FOR RESALE

Have the student use his / her body


to represent the word. The rest of
the students will imitate and repeat
the word. Ask another student to
come to the center. Repeat the
recess school bus sing watercolors
procedure.
travel

B Listen and number. Track 5


C Listen, point and repeat. Track 5
Unit 1 · My School 47

BE2 PRIM BIM1 BL PLIEGO 3.indd 47 12/06/12 08:46

A Listen. B Listen and number. C Listen, point and repeat.


Track 4 Track 5 Track 5
Make sure students have their books Explain to students they will hear the Play Track 5 again. Pause the recording
closed. Have them close their eyes. Play list of words again, but in a different after each word and have individual
Track 4. order. Have students write the number students point to and repeat the words.
in the box by the picture in the order To vary the activity, have students
Listen and point. they hear it. Play Track 5. Monitor and repeat the word in a variety of ways:
Track 4 check. Check answers on the board. whispering, shouting, making an animal
noise after saying the word, etc.
Have students open their books to page
47. Play Track 4 again. Have students
point to the words as they hear them.
Give the students freedom if they want
to repeat the words.

Unit 1 · My School T47

BE2 U1 BL TCH PLIEGO2.indd 47 13/06/12 20:06


Words in Context

Multiple Intelligences A Listen. Track 6


Bodily / Kinesthetic
Listen and point. Track 6
Be Creative
Photocopy the sentences, cut them
out and stick them around the
class. Read out a sentence and have
individual students find the sentence. Birds sing in the morning.
Can I ask you a question?
This is my favorite Harry Potter book.
I have good grades in English.
I take the school bus to school.
I paint with my watercolors.
I want to travel by plane.
I water my plant every day.
Math is my favorite subject.
My sister colors with crayons.
Paty likes to read a lot.
Sue wants to play the violin.
NOT FOR RESALE

We eat our lunch in recess.


We use paint in art class.
What musical instruments can you play?

B Listen and underline the word. Track 7


C Listen and match the sentences to the pictures. Track 7
48 Knowing Ourselves

BE2 PRIM BIM1 BL PLIEGO 3.indd 48 12/06/12 08:46

A Listen. B Listen and underline the word. C Listen and match the sentences
Track 6 Track 7 to the pictures.
Track 7
Make sure students have their books Explain that they will hear the
closed. Have them close their eyes. Play sentences again, but in a different Have students look at the pictures
Track 6. order. Tell students they have to around the sentences. Explain that
underline the word in the sentence. they are going to listen to the track
Listen and point. Play Track 7. again, and match to the picture
Track 6 that corresponds with the sentence.
Monitor and check.
Have students open their books
to page 48. Have them look at the
sentences. Play Track 6. Students will
hear a sentence with the word in
context, and then the word itself. Have
students point to the sentences as they
hear them.

T48 Knowing Ourselves

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Spelling Our Words

Speaking
A Listen and write. Track 4
Key Vocabulary
ask play
book read
crayons recess
grade school bus
instruments sing
math travel
paint watercolors
plant

Answers will vary.


Multiple Intelligences
Verbal / Linguistic

Be Creative
Write the letters of the alphabet
on separate paper squares to make
letter cutouts. Form them into a
stack with the letters facing down.
NOT FOR RESALE

Divide the class into three teams.


One by one, have each team take
one letter cutout from the stack. Ask
each team to think of a word that
starts with that letter. Assign a point
for every correct answer.

read
Materials
Unit 1 · My School 49  paper squares
 beans to play Bingo

BE2 PRIM BIM1 BL PLIEGO 4.indd 49 12/06/12 08:47

A Listen and write. Have students turn their books the


right way around. Explain that students
Track 4
should write the words they hear
Have students open their books to according to a color sequence. Tell them
page 49. Explain that they will write the to write the first word red, the second
words they hear in the first blue, the third green, and repeat.
column. Play Track 4. Monitor and
Play Track 4. Monitor and check.
check. Check answers.
Have students turn their books upside
down. Explain that they will write the
words they hear in the second
column, except that this time they have
to clap before and after writing the
word. Play Track 4 and have
students do the activity.

Unit 1 · My School T49

BE2 U1 BL TCH PLIEGO3.indd 49 13/06/12 20:07


Using Our Words

Multiple Intelligences
A Unscramble the letters and write the words.
Bodily / Kinesthetic

Be Creative A P L Y
K A S O B O K
Have students make a grid with nine P L A Y
spaces. A S K B O O K
Ask students to write nine words
from the Key Vocabulary in the grid.
T M A H
Tell them that all the six words have N S I G
A R E D
to be different. M A T H
S I N G R E A D
Call out the words, one by one, in no
particular order. Each time students
hear a word that is in their grids,
T A N L P A G R D E S I P A N T
they put a bean on top of it. When a
student has beans on all nine of the G R A D E S P A I N T
words in their grid, he / she calls out P L A N T
bingo! L T E V R A C R E E S S A C R O Y N S

T R A V E L R E C E S S C R A Y O N S
NOT FOR RESALE

S I N T M E R U N T S
H S C O O L S B U

S C H O O L B U S

I N S T R U M E N T S

Write the missing word watercolors .


B Color the four-letter words in blue.
Color the words with more than five letters in purple.
50 Knowing Ourselves

BE2 PRIM BIM1 BL PLIEGO 4.indd 50 12/06/12 08:47

r
A Unscramble the letters and write B Color the four-letter words in
the words. blue.
Have students open their books to page Explain that they have to color all the
50. Ask them to look at the pictures and four-letter words in blue. Monitor and
the scrambled words. check. Ask individual students to read
Explain that they should use the out the answers.
pictures to help them unscramble the
words. Tell them to write their answers Color the words with more than
in the boxes. Do the first word as an five letters in purple.
example (ask). Monitor and check.
Tell them to color all the words that
have five letters or more purple.
Write the missing word.
Monitor and check. Ask individual
Ask students to discover which word, students to read out the answers.
from the list on page 50, is missing.
Have them look at page 50 if they need
to. Have students write the word on the
line: watercolors.

T50 Knowing Ourselves

BE2 U1 BL TCH PLIEGO3.indd 50 13/06/12 20:07


BE Sharp

Speaking
A Listen and write. Track 5
Key Vocabulary
ask math recess
1. book 9. recess book plant school bus
2. math 10. watercolors crayons paint sing
plant
grade play travel
3. 11. sing
instruments read watercolors
4. read 12. play
5. school bus 13. travel
6. instruments 14. grades Multiple Intelligences
7. paint 15. ask Bodily / Kinesthetic
8. crayons
Be Creative
B Tell a partner your favorite word. Draw your partner’s word. Write the Key Vocabulary words
scattered across the board. Place
two chairs in front of the board with
a fly swatter on each. Divide the
class into two teams. Have a student
from each team sit on a chair with
Answers will vary.
their backs to the board. Say a word
NOT FOR RESALE

out loud. The first person to turn


around and hit the word gets a point
for his / her team. Students may
only hit once. If neither student hits
the correct word, have two more
students participate.

Materials
Unit 1 · My School 51 two fly swatters

BE2 PRIM BIM1 BL PLIEGO 4.indd 51 12/06/12 08:47

A Listen and write. B Tell a partner your favorite


word. Draw your partner’s
Track 5
word.
Have students open their books to
Divide the class into pairs, A and
page 51. Tell them to write the word
B. Have student A tell B his or her
they hear in the space provided. Play
favorite word. Student B draws that
Track 5. Monitor and check.
word. Then student B tells A his or her
To check, ask different students to favorite word, and A draws.
come to the board and write the
This activity is to promote speaking
word.
among students.

Unit 1 · My School T51

BE2 U1 BL TCH PLIEGO3.indd 51 13/06/12 20:07


Be Fluent Track 5

Listen and say. Ask a family member to grade your pronunciation.

1 2 3

4 5 6

7 8 9

10 11 12
NOT FOR RESALE

13 14 15

Excellent Good More


Work Practice Parent’s Signature
52 Knowing Ourselves

BE2 PRIM BIM1 BL PLIEGO 4.indd 52 12/06/12 08:47

r
Listen and say. Ask a family Have the parent/guardian play the
member to grade your track. Each word is pronounced twice.
pronunciation. (On the Student Book pages, the words
The BE Fluent activity on this page is are represented by pictures.)
designed for students to demonstrate
their pronunciation abilities to their They must pause the recording after
parents/guardians. The activity is to the second pronunciation of the word.
be completed at home.
The child must pronounce the word
It is essential that you explain the as it’s pronounced on the recording.
process clearly and carefully to
students, so they can explain it to The parent/guardian grades the
their parents/guardians. Demonstrate pronunciation (by checking one of
the process to students if necessary. the three faces under the
The process is as follows: corresponding pictures) according to
how similar it was.

The parent/guardian then signs the


relevant page to confirm the activity
has been completed. In-class practice
will further consolidate correct usage of
the words.

T52 Knowing Ourselves

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T53

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ALALBOUT
A Read and answer the questio
questions: ME
1. What makes you unique?

2. What are you good at?

NOT FOR RESALE 3. What are you not good at?

B Read and follow the instructions.


1. Get together as a group.
2. Take turns reading your answers.
3. Discuss the answers together and come to an agreement as a group.
4. Write down the group agreement.

54 Knowing Ourselves

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Project - All about Me Group Discussion


Week 1
Individual Moment B Read and follow the instructions.
Have each student read what he or she
A Read and answer the questions. wrote to his/her group. Then the group
Ask students to think about the come to an agreement and writes it
following questions. Each question is down.
stated separately so the students can
write their response for each question.

T54 Knowing Others

BE2 U1 BL TCH PLIEGO3.indd 54 13/06/12 20:07


Project
NOT FOR RESALE

Unit 1 · My School 55

BE2 PRIM BIM1 BL PLIEGO 4.indd 55 12/06/12 08:47

Unit 1 · My School T55

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T56

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T57

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T58

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BE2 PRIM BIM1 B
Language
BE Literate 2

WEEK

UNIT

1
BE2 PRIMBE2 U1 BL
BIM1 BL TCH PLIEGO3.indd
PLIEGO 4.indd 59 59 13/06/12 08:47
12/06/12 20:07
2nd Grade Lesson Planner
Unit 1 - Week 2
Value: Honesty
Theme: Knowing Ourselves
Universal Understanding: As we grow to recognize our uniqueness, we learn to accept and care for others.
Essential Question: What makes yyou unique?
q

Pages Functions Key Vocabulary

T59-T78 ΠAsking personal questions. booklet name


ΠDescribing yourself and others. classmate need
ΠIdentifying and describing school activities, crayon nurse
school workers and locations. cut nurse’s office
ΠIdentifying and describing school supplies. draw pencil
erase principal
eraser principal’s
food server office
BE Literate

give report
have ruler
letter scissors
librarian talk
library teacher
list work
measure write

T77-T85 brother erase pencil


BE a Speaker

cafeteria name principal


cut letter ruler
draw library scissors
eight nurse teacher

T86-T87 ΠWork as a group to come to a conclusion.


Session 2

ΠOrganize ideas and create a project.


Project

BE2 U1 BL TCH PLIEGO3.indd 60 13/06/12 20:07


(English) Language Development Skills Support

Listening Video 1
ΠListen to obtain information. Multiple Intelligences
ΠFollow directions.
ΠVerbal / Linguistic T61
Speaking ΠBodily / kinesthetic T65
ΠPara-phrase information. ΠVisual / Spatial T67
ΠRetell story. ΠNaturalist T69
ΠSpeak clearly and at an appropriate pace.
ΠIdentify and correctly use singular possessives.
ΠMake one-self understood when speaking by using English grammatical forms and sounds.

Reading
ΠRecognize and use knowledge of spelling patterns.
ΠRestate facts and details in the text.
ΠFollow two-step written directions.

Writing
ΠCreate readable documents with legible handwriting.
ΠIdentify and correctly use singular possessives.
ΠRecognize and use the correct word order punctuation and capitalization when writing.
ΠCapitalize all proper nouns and words at the beginning of sentences.

ΠConnect and relate words with different sounds and spelling in different tasks. Multiple Intelligences
ΠUse the vocabulary in context.
ΠVerbal / Linguistic T79 , T80
ΠLogical / Mathematical
T81, T82
ΠBodily / Kinesthetic T83

ΠWork as a group to come to a conclusion.


ΠOrganize ideas and create a project.

BE2 U1 BL TCH PLIEGO3.indd 61 13/06/12 20:07


Connecting

Key Vocabulary
A Listen and point to the students as they speak. Track 8
grade my
he name Hi! My name is Naseem.
her she What is your name? I am in second grade.
his years old
I I am in second grade, too!
My name is Lupita.

I am seven years old.


That is my teacher. Her
How old are you?
name is Mrs. Clark.
I am seven years old, too!
She is my teacher, too!
NOT FOR RESALE

B Use the dialogue to introduce yourself to a classmate.


60 Knowing Ourselves

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Frontload Vocabulary
Write the word I on the board. Point B Use the dialogue to introduce Then have them use the dialogue as a
to yourself and say: I am the teacher. yourself to a classmate. model to introduce themselves, using
Write the word my on the board. Show their own information.
Divide the class into pairs and have
students something that belongs to
them speak the parts of Naseem and Walk around as students are talking and
you—for example, a book—and say:
Lupita. monitor the activity.
This is my book. Repeat the procedure
using the words he, she, his, and her, as
Targeting Proficiency Levels
you point to a boy and a girl in the class.
She is a girl. This is her crayon.
Beginning Intermediate Advanced
Connecting
A Listen and point to the students Have students chorally In pairs, have students Have pairs adapt and
as they speak. read the dialogue with take turns reading each memorize the dialogue.
Track 8 you. Then, pair them part in the dialogue. Then, have them share
with more advanced Then, have students more information about
Ask students to identify the main students and have introduce themselves to themselves (favorite
character from the story. Tell students them use the a classmate. Finally, have school subject, country
that they will hear Naseem and a friend dialogue to introduce students introduce you of origin, etc.).
talking about their name, grade, and themselves. Assist to a classmate.
age. Play the audio and have students students as necessary.
point to the characters as they speak.

T60 Knowing Ourselves

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Focusing

Complete the sentences. Multiple Intelligences


Verbal / Linguistic
I He She My His Her

Language
Introductions
Distribute a piece of cardboard (1 per
1. My name is Lupita. student), scissors, popsicle sticks (1
per student), and glue. Have students
2. I am in second grade. draw two people, cut them out, and
label each drawing with a name.
Help students glue each cutout to a
3. His name is Naseem. popsicle stick. Divide the class into
small groups and ask them to use
4. He is seven years old. their popsicle-stick people to practice
making introductions.

5. She is their teacher.

6. Her name is Mrs. Clark .


NOT FOR RESALE

Unit 1 · My School 61

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Focusing Targeting Proficiency Levels

Complete the sentences.


Beginning Intermediate Advanced
Read the directions aloud. Have
students point to and read the words
Complete the activity Have students discuss Have students complete
in the box. Complete the first sentence
with the whole group. their answers with a the activity individually.
together with students. Ask who the
Then, have students partner and copy them Then, have them write
name belongs to (Lupita). Then, ask
copy the answers on on their notebook a sentence with each
who Lupita is (the girl in the photo).
their notebook pages. pages. Then, ask them word from the list.
Discuss additional sentences, as
to write two additional Have students share
necessary.
sentences using the their sentences with a
possessive form. partner

Unit 1 · My School T61

BE2 U1 BL TCH PLIEGO3.indd 61 13/06/12 20:07


Applying

Key Vocabulary
A Ask your classmates questions. Find someone who …
brother letter
1. is eight years old.
classmate report
eight seven Answers will vary.
fifth sister 2. is seven years old.

3. has a name that starts with the same letter as yours.

Materials
blank paper 4. has a brother or sister in fifth grade.

B Write two or three sentences about your classmates. Report back to


the class.

NOT FOR RESALE

62 Knowing Ourselves

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Scaffold Language
Ask volunteers to describe themselves by B Write two or three sentences they collected. Go around checking
saying their name, age, and whether they about your classmates. and helping students when they have
have a brother or a sister. As students problems. Encourage volunteers to read
Read the directions with the class. Once
share their descriptions, write any related their sentences aloud.
the students have had time to talk to
vocabulary words on the board. Elicit
their classmates, ask them to write two
from students the meaning of each word
or three sentences using the information
and, when discussing age, write the
corresponding number on the board.
Targeting Proficiency Levels
Applying
A Ask your classmates questions. Beginning Intermediate Advanced

Give students time to walk around the Discuss the questions Have students work Ask students to think of
room and complete the activity.Model with the group. Make in pairs. One asks the two or three additional
the questions beforehand if necessary: a chart with students’ questions and the other questions to ask
Are you eight years old? Are you seven responses. Encourage records the answers. classmates and write
years old? Does your name start with students to choose a Then, have students use the answers in more
(p)? Does you have a brother or a sister name from the lists on the information to write detailed sentences.
in fifth grade? Encourage volunteers to the board to complete simple sentences about
read their sentences aloud. a sentence. their classmates.

T62 Knowing Ourselves

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Practicing

A Match the words in the top row with the corresponding Multiple Intelligences
words in the bottom row. Logical / Mathematical

Language
I he she Favorite Subject Chart
Display the results from the “Favorite
School Subject” survey or do a quick
survey and tally students’ responses.
his hers my Invite students to make a bar graph
with the class’ fi ndings on a chart
B Answer the questions with complete sentences. paper. Have students title their graphs
“Our favorite School Subject.” Remind
Example: What grade is Naseem in? He is in second grade. students to use labels.
1. What grade are you in?

Answers will vary.

2. What is your teacher’s name?


NOT FOR RESALE

3. How old are you?

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Speaking Portraits Practicing


Distribute blank paper. Have each A Match the words in the top row The practice activities on this page are
student draw a picture of themselves with the corresponding words in designed to review and reinforce the
talking to his or her best friend. Ask the bottom row. concepts learned in the BE Literate
students to label the picture with their section. They can be completed in the
respective names and ages. Ask them B Answer the questions with classroom or students can complete
to create speech bubbles that include complete sentences. them at home.
a sentence about something they like Read the directions aloud and have
Always make sure students have
(i.e., “I like writing. What do you like?” “I students read along with you. Explain
understood the concept (or concepts)
like reading books.”). Display portraits and model the directions.
being practiced before completing
around the classroom. Then, have students complete the
the activities. If the activities are done
page as independent class work or
during class time, have students work
homework.
individually or in pairs, and if they
are done at home, be sure to check
answers in the next class. Ask individual
students or the group as a whole to
provide the answers, and write them on
the board if possible

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Connecting

Key Vocabulary
A Listen and sing. Track 9
a
biome give pleaded
an
breeze measure
polluting
I Need a Ruler
crayons
cease needprecious
Today I need a ruler,
cut
endangered pencil
sullying
draw
fleas ruler A ruler, a ruler.
erase scissors Today I need a ruler,
eraser write To measure a plant.

My friend gives me a ruler,


A ruler, a ruler.
My friend gives me a ruler.
I measure a plant.

B Sing the song again using these objects.

a pencil – to write down my name


NOT FOR RESALE

a crayon – to draw a gray cat

a pair of scissors – to cut pictures out

an eraser – to erase mistakes

64 Knowing Ourselves

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Frontload Vocabulary Connecting


Display School Photo Cards that
A Listen and sing. B Sing the song again using these
show school supplies, one at a time.
objects.
Hold up the ruler photo card and say: Track 9
This is a ruler. Say it with me. This is a Help students sing the song once again
Have students find the word ruler on
ruler. Ask students if they know what a using the words in activity B.
the page. Ask them to point to the word
ruler is and what it is used for. Ask them
and say it out loud. Repeat with the rest
to demonstrate its use to a partner.
of the school supplies in part B. Then,
Repeat the procedure with the rest
play the track and have students listen
of the items: pencil, crayon, scissors,
and follow along in their books. Play
eraser.
the song again and have students sing
along.

T64 Knowing Ourselves

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Focusing

Multiple Intelligences
Complete the sentences. Bodily / Kinesthetic
a an
Relay Race

Language
Take students outside the classroom
1. I need a ruler.
and divide the class into four lines.
Have each line run a relay race holding
2. I need a crayon. a small, non-pointed school supplies,
such as erasers, crayons, paper, and
3. I need an eraser. glue sticks. Each student in a line
should hold a different school supply.
4. He gives me a pair of scissors. After a student completes a run, he or
she asks the next student what item
5. He gives me a pencil. he or she is holding. When the student
responds correctly, he or she can
6. She needs a book. begin to run. Continue this procedure
until all groups complete the relay.
7. She gives me a pen.

8. She gives me a notebook.


NOT FOR RESALE

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Focusing Targeting Proficiency Levels

Complete the sentences. Beginning Intermediate Advanced


Read the directions aloud. Together,
identify the school supplies that begin Complete the activity Have students work in Have individual
with a vowel and that are singular. with the group. Then, pairs to complete the students complete the
Explain that we use an in front of have students copy activity. Then have them activity. Have students
words that begin with a vowel and the sentences on their copy the sentences on write sentences using
are singular. Then, identify the school notebook pages. their notebook pages. additional school
supplies that do not begin with a vowel. supplies.
Explain that we use a in front of words
that do not begin with a vowel and are
singular. Write the rules on the board
and have students copy them on their
notebook pages

Unit 1 · My School T65

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Applying

Key Vocabulary
A Write a list of supplies you need for school.
bind
biome pleaded
breeze
booklet polluting
cease
list precious Answers will vary.
endangered
supplies sullying
fleas

B Draw and color pictures of the objects on your list.


C Write a sentence describing each school object.

NOT FOR RESALE

66 Knowing Ourselves

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Scaffold Language
Display School Photo Cards that B Draw and color pictures of the C Write a sentence describing each
show school supplies. Have students objects on your list. school object.
choose a card and say the name of the
Ask students to make and color their Encourage students to write a sentence
supply. Have students use the school
own drawings of the school supplies to label each of their pictures. For more
supply on their Photo Card to answer
they need for school. advanced students, invite them to write
the question What do you need? Then,
more descriptive sentences such as:
ask students why they need that school
I need a pencil to write. I use it to write
supply. If necessary, prompt students
Targeting Proficiency Levels good stories.
with a sample answer: I need a pencil to
write stories at school.
Beginning Intermediate Advanced

Display School Photo Have students work Encourage individual


Cards that show in pairs to label their students to write more
supplies as a resource pictures with one simple descriptive sentences
for students and write sentence. such as I need a pencil
sentences on the to write. I use it to write
board describing each good stories.
supply. Have students
make their own.

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Practicing

A Complete the sentences with words from the box. Multiple Intelligences
a an Visual / Spatial

Language
School Supply Game
1. I write my name with a pencil. Distribute index cards (6 per student).
Have students draw a school supply
2. I paint with a paintbrush. on each card. Pair students and have
them play Memory. Have students
put all their cards face down and
3. I correct mistakes with an eraser.
take turns flipping over two cards at
a time. Each time a student flips the
4. I have a fish in a bowl. cards, he or she needs to name the
school supply. If the supplies match,
5. I eat an apple for lunch every day.
they get to keep that pair of cards.
The student with the most cards wins.

B Check yes if it is possible or no if it is not possible


to do what each sentence describes.
Yes No

1. He draws a happy face with a pair of scissors. 


NOT FOR RESALE


2. I write my dog’s name with a ruler.


3. She draws a picture with a crayon.


4. She plays music with an instrument.


5. I measure things with a ruler.

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Practicing
A Complete the sentences with The practice activities on this page
words from the box. aredesigned to review and reinforce
the concepts learned in the BE Literate
B Check yes if it is possible or no if section. They can be completed in the
it is not possible to do what each classroom or students can complete
sentence describes. them at home.
Read the directions aloud and have
Always make sure students have
students read along with you. Explain
understood the concept (or concepts)
and model the directions.
being practiced before completing
Then, have students complete the the activities. If the activities are done
page as independent class work or during class time, have students work
homework. individually or in pairs, and if they
are done at home, be sure to check
answers in the next class. Ask individual
students or the group as a whole to
provide the answers, and write them on
the board if possible.

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Connecting

Key Vocabulary
A Listen and point to the correct person. Track 10, Video 1
am/is nurse
cafeteria nurse’s office
food server principal
have/has principal’s office
librarian talk/talks
library work/works

Materials
School Photo Cards
photos of school workers
chart paper
tape
marker
drawing paper (1 sheet paper
per student
ribbon
NOT FOR RESALE

Preparation
Take photos of school workers doing their
jobs (librarian putting books away, etc.).
Write “Our School Workers” on chart paper.

See the audio-visual material to


further explore the theme of this page.
B Talk about what the people above do.
68 Knowing Ourselves

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Frontload Vocabulary Connecting


Display School Photo Cards that A Listen and point to the correct B Talk about what the people
show school workers. Introduce the person. above do.
different school workers and what Track 10 Have students form pairs and identify
they do. Then, tell students that they
the school worker who carries out each
will identify the school workers in their Play the track and have students listen
task.
school. Show a photo of one of the and point to the school worker. See
workers. Tape the photo to the Our page for the audio script. Watch the video to further study the
School Workers Chart. Tell students the correspondence between the title given
person’s name, job title, and a brief Targeting Proficiency Levels to workers and the activity they do.
description of that person’s duties.
Write the information next to each
Beginning Intermediate Advanced
photograph. Store the chart for further
use Do Activity B as a Have pairs ask and Have students
group. Record student answer the questions brainstorm other tasks
responses for Activity with simple sentences. each of these school
B on the board. Have Have students copy workers might do. Ask
students copy the the answers on their them to write new
answers on their notebook pages. sentences using those
notebook pages. tasks.

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Focusing

Complete the sentences with the correct words. Multiple Intelligences


Verbal / Linguistic
1. I am a principal. ( am / is )

Language
School Workers Poem
2. The nurse works in the nurse’s office. ( work / works ) Write the following poem on the
board or on chart paper. Teach the
3. I am a librarian. I talk about books. ( talk / talks ) poem to the class. Distribute drawing
paper. Then, have students copy the
4. She is a food server. ( am / is ) poem and illustrate it.
A big red book is in the library.
5. The principal has many papers on her desk. ( have / has ) I want to know what it’s about.
So the librarian, very quietly, helps me
check the new book out.

Multiple Intelligences
Naturalist
NOT FOR RESALE

Saying Thanks with Flowers


Tell students that plants and flowers
are sometimes given as a way to say
thanks. Encourage students to bring
a flower or a plant to school. Use
BE Honest a ribbon to arrange all the flowers
If I enjoy what I do, I am honest with myself.
into a bouquet. Have students give
the bouquet to a worker from your
school.

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Focusing Targeting Proficiency Levels

Complete the sentences with the


correct words. Beginning Intermediate Advanced
Read the directions aloud. Ask students
Complete the Have students work Have individual students
to point to the words am and is at the
activity with the with a partner to complete the activity in
end of the first sentence and read them.
whole group. Record complete the activity. writing. Then, ask them
Write the words on the board and
student responses Then, ask them to write to write new sentences
explain that we use am to talk about
on the board. Then, new sentences using using these words: am,
ourselves and is to talk about someone
have students copy each of these words: is, are, work and works
or something else. Follow a similar
the rules and the am, is, A.
procedure for the other word choices.
complete sentences in
Have students complete the sentences.
their notebooks.

Unit 1 · My School T69

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Applying

Key Vocabulary
A Visit the nurse’s office, the principal’s
cafeteria nurse’s office
food server principal office, the cafeteria, and the library with
librarian principal’s office your teacher. Find out the names of the
library school workers school workers in each of these places.
nurse teacher
B Write a paragraph about one
of the school workers.

Materials
chart paper
marker
index cards
tape
drawing paper

Preparation
Write the job names of the school workers
at your school on index cards. (1 per
student, can be repeated. Should match
NOT FOR RESALE

Answers will vary.


chart from page T54.)

70 Knowing Ourselves

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Scaffold Language

Display the Our School Workers Chart. students ask each worker questions Write their responses on a chart as soon
Distribute the index cards. Have students about his or her job. Also ask them as you return to the classroom.
read their cards and come up, one at a makes them unique.
Model a brief paragraph about one of
time, to match their index card with the
B Write a paragraph about one of the school workers, thinking aloud as
word on the chart. Tape their card on
the school workers. you make decisions about how to write.
top of the word on the chart. As you do
Have students write their paragraphs
this, remind students of the names of the Targeting Proficiency Levels
on a separate sheet of paper.
workers, their positions, where they work,
and what their duties are.
Beginning Intermediate Advanced
Applying
Discuss the duties of Discuss the duties of Have students write a
A Visit the nurse’s office, the each school worker each school worker with paragraph about one
principal’s office, the cafeteria, with the group. Have the group. Then, have of the school workers.
and the library with your teacher. students write the students write two or Ask students to read
name of one school three sentences about their paragraphs to the
Read the directions with the class. Tell
worker on top of their one of the school group.
students that they will be visiting some
paper. Ask them to workers. Have students
school workers. Walk around the school
make a list of that share their sentences
and have school workers introduce
worker’s duties. with the group.
themselves to the class. Then have

T70 Knowing Ourselves

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Practicing

A Match the school locations with the pictures.

Language
cafeteria

nurse’s

library

office

B Complete the sentences with words from the box.


nurse food server office library
NOT FOR RESALE

1. The food server works in the cafeteria.

2. The librarian works in the library .

3. The nurse works in the nurse’s office.

4. The principal works in the office .

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Practicing
A Match the school locations with The practice activities on this page are
the pictures. designed to review and reinforce the
concepts learned in the BE Literate
B Complete the sentences with section. They can be completed in the
words from the box. classroom or students can complete
Read the directions aloud and have them at home.
students read along with you. Explain
Always make sure students have
and model the directions.
understood the concept (or concepts)
Then, have students complete the being practiced before completing
page as independent class work or the activities. If the activities are done
homework. during class time, have students work
individually or in pairs, and if they
are done at home, be sure to check
answers in the next class. Ask individual
students or the group as a whole to
provide the answers, and write them on
the board if possible.

Unit 1 · My School T71

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Home Connection

Write a or an before each word.


Remember to use a if the word does not begin with a vowel
and is singular. Example: a school.
Remember to use an if the word begins with a vowel and is
singular. Example: an object.

1. a ruler

2. a pencil

3. an eraser

4. a pet
NOT FOR RESALE

5. an instrument

6. a song BE Honest
How can you be honest at school
and with your friends?
7. an aquarium

72 Knowing Ourselves

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Home Connection
Write a or an before each word.
Read the text aloud and have
students listen to you. Then go over the
example. Invite students to write a or an
on the lines provided.

T72 Knowing Ourselves

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T73

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T74

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Home Connection

Guessing Game

Language
NOT FOR RESALE

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Home Connection
Have students cut out and assemble
their cube to use as a die. Ask students
to form pairs. Have one student roll
the die on the desk or table while the
other one asks What is this?, as he or
she points to the face-up picture of a
school supply. If the student responds
correctly, he or she rolls the die again. If
not, the next student takes a turn.

Unit 1 · My School T75

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T76

BE2 U1 BL TCH PLIEGO4.indd 76 BE2 PRIM BIM1


13/06/12 20:08
Speaking
BE a Speaker 2

WEEK

UNIT

1
BE2 PRIM
BE2 BIM1
U1 BLBL PLIEGO
TCH 5.indd 77
PLIEGO4.indd 77 12/06/12
13/06/12 08:48
20:08
Word List

brother library
cafeteria nurse
cut pencil
draw principal
eight ruler
erase scissors
name teacher
letter

A Form two teams in your group. Name your team. One of your
partners goes to the front of the class and uses his body to represent
a word from the vocabulary, you have to guess what word it is, and
make a correct sentence.

B The other team takes a turn to guess, and so on. The group that
guesses more words is the winner!
NOT FOR RESALE

78 Knowing Ourselves

BE2 PRIM BIM1 BL PLIEGO 5.indd 78 12/06/12 08:48

Impromptu spelling
Give each student a piece of paper with
a two-by-five grid on it, like this:
Spelling Bonus Chart

During a class, when you see a word


that students have already studied, ask
a random student to spell the word. If
she spells the word correctly, mark off,
stamp or put a star on one square in
the grid. The student that fills the grid
with ten marks first gets a bonus point
on the test, or another reward. You may
see that students will volunteer to spell
a word, so that they can get their bonus
faster!

T78 Knowing Others

BE2 U1 BL TCH PLIEGO4.indd 78 14/06/12 11:33


Word List

Key Vocabulary
A Listen. Track 11
brother library
Listen and point. Track 11 cafeteria nurse

Speaking
10 5 15 11 14 cut pencil
draw principal
eight ruler
erase scissors
name teacher
letter

brother cafeteria cut draw eight


8 6 1 7 3
Multiple Intelligences
Verbal / Linguistic
R
ARTHU
Be Creative
Divide the class into pairs. Make two
erase letters library name nurse
sets of copies of the words from the
lesson for each pair. Have them play
9 2 13 12 4 Memory.
NOT FOR RESALE

pencil principal ruler scissors teacher

B Listen and number. Track 12

Listen, point and repeat. Track 12


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BE2 PRIM BIM1 BL PLIEGO 5.indd 79 12/06/12 08:49

A Listen. B Listen and number. Listen, point and repeat.


Track 11 Track 12 Track 12
Make sure students have their books Explain that they will hear the list of Play Track 12 again. Have students listen
closed. Have them close their eyes. Play words again, but in a different order. to each word. Pause the recording after
Track 11. Have students write the number in the each word and have individual students
box next to the picture in the order point to and repeat the words. To vary
Listen and point. they hear it. Play Track 12. Monitor and the activity, have students repeat the
Have students open their books to page check. word in a variety of ways: whispering,
91. Play Track 11 again. Have students Check answers on the board. shouting, making an animal noise after
point to the words as they hear them. saying the word, etc.

Unit 1 · My School T79

BE2 U1 BL TCH PLIEGO5.indd 79 13/06/12 20:08


Words in Context

Key Vocabulary
A Listen. Track 13
brother library
cafeteria nurse Listen and point. Track 13
cut pencil
draw principal
eight ruler
erase scissors principal letters brother name eight
name teacher I write with my pencil.
letter May I borrow your ruler?
I love my brother.
Erase the board.
library Cut the cake, please. teacher
Multiple Intelligences
My pet’s name is Sombra.
Verbal / Linguistic
I can borrow books from the library.
Be Creative Cut the paper with scissors.
Mr. Adams is our teacher.
Divide the class into small groups. erase nurse
Let’s drink a soda in the cafeteria.
Give each group a set of letters.
How many letters are there in the alphabet?
Have students use the letters to
Miss Jones is the principal in our school.
write the word. Then have them
NOT FOR RESALE

glue the word in their notebooks. Draw an ant and color it brown.
Ask them to share their words with cut My sister is eight years old.
draw
the rest of the class. My mom’s a nurse.

cafeteria pencil scissors ruler


Materials
paper B Listen and underline the word. Track 14

C Match the sentences to the pictures.


80 Knowing Ourselves

BE2 PRIM BIM1 BL PLIEGO 5.indd 80 12/06/12 08:49

A Listen. B Listen and underline the word. C Match the sentences to the
pictures.
Track 13 Track 14
Have students look at the pictures.
Make sure students have their books Explain that they will hear the
Ask them to match the pictures to the
closed. Have them close their eyes. Play sentences again, but in a different order.
corresponding sentences.
Track 13. Tell students they have to underline the
Monitor and check.
word in the sentence. Play Track 14.
Listen and point.
Track 13
Have students open their books to
page 80. Ask students to look at the
sentences. Play Track 13 again. Students
will hear a sentence with the word in
context, and then the word itself. Have
students point to the sentences as they
hear them.

T80 Knowing Ourselves

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Spelling Our Words

A Write the words in alphabetical order. Multiple Intelligences


Logical / Mathematical
eight ruler draw cut name erase
letters nurse brother library scissors Be Creative
cafeteria pencil teacher principal
Divide the class into two teams. Copy
1. brother 6. erase 11. pencil the words onto a piece of paper and
cut out the individual words. Give a
2. cafeteria 7. letters 12. principal
set to each team. Have them put the

Speaking
3. cut 8. library 13. ruler words in alphabetical order. The first
4. draw 9. name 14. scissors team to finish wins.
5. eight 10. nurse 15. teacher

B Write…
1. the words that start with a p.

pencil principal
2. the words that end with an e.

erase name nurse


NOT FOR RESALE

3. the words with a repeated consonant.

letters scissors
4. your favorite word.

Check with a partner.

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BE2 PRIM BIM1 BL PLIEGO 6.indd 81 12/06/12 08:50

A Write the words in alphabetical B Write…


order.
Divide the class into pairs and have
Have students open their books to them write the words according to the
page 81. Ask them to put the words in instructions. Monitor and check.
alphabetical order. Monitor and check.
Check with a partner.
Have students check their answers in
pairs. Then, have different pairs say
their answers out loud performing an
action while they repeat the word, for
example, standing on one leg, rubbing
their head, dancing, etc.

Unit 1 · My School T81

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Using Our Words

Key Vocabulary
A Find the words from page 79 in the word search.
brother library
cafeteria nurse P R I N C I P A L J
cut pencil I L O E I G H T V E
draw principal D R A W A B C D E F
eight ruler C A F E T E R I A R
erase scissors N A M E A E R A S E
name teacher I R U L E R M A N S
letter L E L E T T E R S U
N U R S E N U C U T
C T O L I B R A R Y
D R S C I S S O R S
P E N C I L P O I Y
Multiple Intelligences
M T T E A C H E R R
Logical / Mathematical
What’s the missing word? name
Be Creative
B Listen and draw. Track 15
Form the words from the key
vocabulary with the letter cutouts, and
clip the letters of each word together.
Divide the class into five teams and
NOT FOR RESALE

give each team three sets of clipped- (a nurse in the


together letters. As soon as a team (eight pencils) (student’s name)
cafeteria)
finishes unscrambling the words, one
member comes to the front to stick its
words up on the board.

C Match the titles to the pictures.


Materials
my name a nurse in a cafeteria eight pencils
sets of cutout letters to form
words from the key vocabulary 82 Knowing Ourselves

tape
BE2 PRIM BIM1 BL PLIEGO 6.indd 82 12/06/12 08:50

A Find the words from page 79 in B Listen and draw. C Match the titles to the pictures.
the word search.
Track 15 Have students match the
Have students open their books to corresponding title to each picture.
Play Track 15. Pause after each
page 82. Ask them to look at the words Have some volunteers read the answers
sentence, giving students time to draw.
on page 79 and find them in the word out loud.
Encourage students to use a variety of
search. Monitor and check.
colors. Check the answers by having
individual students draw on the board.
What’s the missing word?
Tell students that one word was missing
from the crossword puzzle. Encourage
them to discover which word it is
(brother). Have them look back to page
79 if needed. Have them write the word
on the line. Ask a volunteer to come to
the board and write the missing word.

T82 Knowing Ourselves

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BE Sharp

Key Vocabulary
A Find the mystery words.
Code: brother library
11 12 13 cafeteria nurse
3 4 5 6 7 8 9 10
1 2 cut pencil
F G H I J K L M draw principal
A B C D E
eight ruler
19 20 21 22 23 24 25 26 erase scissors
14 15 16 17 18
S T U V W X Y Z name teacher
N O P Q R

Speaking
letter

Multiple Intelligences
p r i n c i p a l Bodily / Kinesthetic

16 18 9 14 3 9 16 1 12 Be Creative
t e a c h e r n u r s e Ask different volunteers to come to
the front and give commands: Jump!
20 5 1 3 8 5 18 14 21 18 19 5
Raise your hand! Stand on one leg!
As they say the commands, they do
r u l e r c u t
NOT FOR RESALE

the action themselves so everybody


18 21 12 5 18 3 21 20 understands what they have to do.
Help the volunteers with the
commands if they have problems
Check with a partner. remembering words.
B Write five mystery words using the code. Discover and say your
partner’s words.

Unit 1 · My School 83

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A Find the mystery words. B Write five mystery words using


the code. Discover and say your
Have students open their books to page
partner’s words.
83. Ask them who the man is and what
they think a detective does. Explain Ask students to write five mystery
that they must use the secret code in words. Tell them to use the notebook
order to find the missing words. Ask pages in their books. Explain they can
volunteers to explain how the code use any of the words from previous
works. Help if necessary. lessons. Have them exchange their
words with a partner and solve them.
Check with a partner. Then have them say the words. Have
Divide the class into pairs. Ask students some students read their words out
to swap books and check each other’s loud. This activity promotes speaking.
answers. After students have finished,
call on volunteers to write the words on
the board.

Unit 1 · My School T83

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Be Fluent Track 12

Listen and say. Ask a family member to grade your pronunciation.

1 2 3

4 5 6

7 8 9

ARTHUR

10 11 12
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8
13 14 15

Excellent Good More


Work Practice Parent’s Signature
84 Knowing Ourselves

BE2 PRIM BIM1 BL PLIEGO 6.indd 84 12/06/12 08:50

Listen and say. Ask a family Have the parent/guardian play the
member to grade your track. Each word is pronounced twice.
pronunciation. (On the Student Book pages, the words
are represented by pictures.)
The BE Fluent activity on this page is
designed for students to demonstrate They must pause the recording after
their pronunciation abilities to their the second pronunciation of the word.
parents/guardians. The activity is to be
The child must pronounce the word
completed at home.
as it’s pronounced on the recording.
It is essential that you explain the
The parent/guardian grades the
process clearly and carefully to
pronunciation (by checking one of
students, so they can explain it to their
the three faces under the
parents/guardians. Demonstrate the
corresponding pictures) according to
process to students if necessary. The
how similar it was.
process is as follows:
The parent/guardian then signs the
relevant page to confirm the activity
has been completed. In-class practice
will further consolidate correct usage of
the words.

T84 Knowing Ourselves

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8:50

T85

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ALALBOUT
A A
Answer th
the questions:
ti
ME

1. How can we show others that you respect what they are feeling?

2. How can you create a safe space to show your feelings in the
classroom?

NOT FOR RESALE

B Discuss and write.

1. Get together as a group.

2. Take turns reading your answers.

3. Create a plan and a project on how you can create a safe space
to show your feelings in the classroom, come to an agreement.

86 Knowing Ourselves

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Project All about Me Group Discussion


Week 2
Individual Moment B Discuss and write.
Have each student read what he or
A Answer the questions. she wrote to his/her group. Then the
Ask the following questions and each group comes to an agreement of what
student writes his or her own answer. project they are going to do to ensure
that everybody feels special in the
classroom.
Action
After students have finished their
project, they have to implement it, and
this can vary by group.

T86 Knowing Others

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Project
NOT FOR RESALE

Unit 1 · My School 87

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Unit 1 · My School T87

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T88

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Language
Digital Book 3

WEEK

UNIT

1
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20:08
2nd Grade Lesson Planner
Unit 1 - Week 3
Value: Honesty
Theme: Knowing Ourselves
Universal Understanding: As we grow to recognize our uniqueness, we learn to accept and care for others.
Essential Question: What makes yyou unique?
q

Pages Functions Key Vocabulary

T89-T92 ΠIdentifying the author, plot and main ideas of add


Digital Book

a story. all kinds of


ΠReading comprehension. art
ΠPhonics. count
learn
subtract
the best

T93-T103 circle
family
flowers
fruit
fun
BE a Speaker

home
laugh
leaves
painter
rectangle
root
school
stem
sunlight
triangle

T104-T105 ΠWork as a group to come to a conclusion.


Session 3

ΠOrganize ideas and create a project.


Project

BE2 U1 BL TCH PLIEGO5.indd 90 13/06/12 20:08


(English) Language Development Skills Support

ΠIdentify the author of a story.


ΠIdentify the plot and mains ideas of a story.

ΠConnect and relate words with different sounds and spelling in different tasks. Multiple Intelligences
ΠUse the vocabulary in context.
ΠLogical / Mathematical T95,
T97, T99
ΠVisual / Spatial T96
ΠVerbal / Linguistic T98

ΠRespond to questions with appropriate elaboration.


ΠExpress ideas in an appropriate and clear way.

BE2 U1 BL TCH PLIEGO5.indd 91 13/06/12 20:08


Digital Book
Key Vocabulary
add
biome learnpleaded A Read the story.
breeze
all kinds of subtract
polluting
B After reading the story What do you like best
cease
art the best
precious
endangered
count sullying at school?, complete the sentences with the
fleas correct word:
BE 2 thematic 1 cover.indd Sec2:3 5/28/12 11:29 AM

1. I like to a big and small


numbers.

a) add and subtract b) multiply and divide c) count

2. I like to read b about many subjects .

a) magazines b) books c) notes

3. I like art c .

a) the most b) the least c) the best

4. I like a animals, especially cute puppies.

a) all kinds of b) many c) some


NOT FOR RESALE

5. I like to c about other people and their


cultures.

a) read b) draw c) learn

C What do you like the best at school? Write.

Answers will vary

90 Knowing Ourselves

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What do you like best at school?


A Read the story. B After reading the story What do
you like best at school?, complete
Read the story What do you like best at
the sentences with the correct
school? with students. Use the book to
word.
explain that stories have titles, authors,
and illustrators. Point to the title and Read the instructions with the students
tell students that the title is the name and ask students to complete the
of the story. Point to the author and exercise with the words given in their
tell students that the author is the books. Have students read the words in
person who writes the story. Point to the box and complete the sentences.
the illustrator and tell students that the
C What do you like the best at
illustrator is the person who creates the
school? Write
pictures in the story.
Ask students to write about what they
like the best at school.

T90 Knowing Ourselves

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Phonics

Building Words

What can you build up from the word art?


1. Add a consonant at the beginning: p, c, d, t or two consonants:
sm, st, sp.
a bc a bc a bc a bc a bca bc a bc a bc a bc a

Language
b b
c part, c
d d
e e
f f
g g
n bc a bc a bc a bc a bca bc a bc a bc a bc n

2. Now, change the final consonant to k.

a bc a bc a bc a bc a bca bc a bc a bc a bc a
b b
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c park, c
d d
e e
f f
g g
n bc a bc a bc a bc a bca bc a bc a bc a bc n

Unit 1 · My School 91

BE2 PRIM BIM1 BL PLIEGO 6.indd 91 12/06/12 08:50

Phonics
Building Words
What can you build up from the
word art?
Read the instructions together with
students and have them come up with
words that incluye the word art. Adding
consonants at the beginning, such as p,
c, d, t or two consonants: sm, st, sp.
Then ask them to change the final
consonant to k.

Unit 1 · My School T91

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T92

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Speaking
BE a Speaker 3

WEEK

UNIT

1
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20:09
Word List

circle painter
family rectangle
flowers root
fruit school
fun stem
home sunlight
laugh triangle
leaves

Form two teams in your group. Name your team. One of your
partners makes a statement about a word from the vocabulary
for you to guess, for example, I live in a tent, I wear feathers as a
hat, and I like to dance like this... What am I? and uses his body to
represent it, you have to guess what word it is, and make a correct
sentence.
The other team takes a turn to guess, and so on. The group that
guesses more words is the winner!
NOT FOR RESALE

94 Knowing Ourselves

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Magic Spelling Spelling Stompers


Have all students hold out a hand and Write some words on the board, or
“give them” a handful of snowflakes use the words on this page. Say the
each (this is really just make-believe; word and have students spell it. Have
you mime giving each child a handful students stomp their feet for each letter.
of something). Have students spell Tell students to start with the left foot
words that you write on the board. Tell (a good way to reinforce left and right),
students that the snowflakes will be like this:
ready to fall from the sky when students
Teacher:
spell a word correctly. After spelling a
Let’s spell the word brother. Start with
word students toss their snow into the
your left foot. Ready? 3-2-1, Spell!
air. They can use their hands and arms
to let the snow fall. Students:
You can do the same for making rain,
B (stomp their left foot)
or shaping ghosts, or anything that
R (stomp their right foot)
students can come up with.
O (stomp their left foot), etc.

T94 Knowing Ourselves

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Word List

A Listen. Track 16
Key Vocabulary
circle painter
Listen and point. Track 16
family rectangle
3 13 2 6 9 flowers roots
fruit school
fun stem
home sunlight
laugh triangle

Speaking
leaves
circle family flowers fruit fun

12 8 14 11 10
Multiple Intelligences
Logical / Mathematical

Be Creative
Ask students to stand up. Count from
home laugh leaves painter rectangle 1 to 50 with students. One… Toss
1 15 7
the ball to a student. Have him / her
5 4
say two and toss the ball to another
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student, who continues counting.


The ball can go around the class in
any order. Continue till you reach the
number 50, and then go backwards
roots school stem sunlight triangle
(49, 48, 47…) until you get back to 1.

B Listen and number. Track 17


Listen, point and repeat. Track 17 Materials
Unit 1 · My School 95 a soft ball

BE2 PRIM BIM1 BL PLIEGO 6.indd 95 12/06/12 08:51

A Listen. B Listen and number. Listen, point and repeat.


Track 16 Track 17 Track 17
Make sure students have their books Explain that they will hear the list of Play Track 17 again. Pause the recording
closed. Play Track 16. Students will hear words again, but in a different order. after each word and have individual
each word. Then play the Have students write the number in students point to and repeat the words.
track again. the box next to the picture in the order To vary the activity, have students
they hear it. For example, the first word repeat the word in a variety of ways,
Listen and point. they hear is roots. for example, whispering the word,
The number in the box, therefore, shouting, making an animal noise after
Track 16
is 1. Play Track 17. Monitor and check. repeating, etc.
Have students open their books to page Check answers.
95. Play Track 16 again. Have students
point to the words as they hear them.

Unit 1 · My School T95

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Words in Context

Multiple Intelligences A Listen. Track 18


Visual / Spatial
Listen and point. Track 18
Be Creative
Divide the class into four teams. Draw
four columns on the board. Ask a circle family flowers
member of each team to come to the
board and give each one a piece of
chalk or a board pen. Say a word, and
have each of the students draw that fruit fun home
word. The student to draw a clear and
correct picture first wins a point for
his/her team.
laugh leaves painter

NOT FOR RESALE rectangle roots school

stem sunlight triangle

B Listen, spell and circle the correct word. Track 19


1. stems / flowers 6. roots / plant 11. sunlight / sun

2. root / stem 7. home / school 12. rectangle /

3. fruit / flower 8. fun / laugh triangle

4. school / laugh 9. circle / rectangle

5. painter / flower 10. brother / family

96 Knowing Ourselves

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A Listen. B Listen, spell and circle the correct


Track 18 word.
Track 19
Have students close their eyes and
listen to the recording. Play Track 18 Explain that students will hear the
twice. sentences again in a different order.
Have them choose and circle the word
Listen and point. they hear.
Track 18
Have students open their books to
page 96. Ask them to look at the
sentences. Play Track 18 again. Have
students point to the sentences as they
hear them.

T96 Knowing Ourselves

BE2 U1 BL TCH PLIEGO6.indd 96 13/06/12 20:09


Spelling our Words

A Unscramble the letters and write the words.


Key Vocabulary
circle painter
leaves family rectangle
flowers roots
fruit school
fruit fun stem
home sunlight
laugh triangle

Speaking
home leaves

triangle

Multiple Intelligences
sunlight Logical / Mathematical

Be Creative
painter
Divide the class into three teams and
give each five sets of cutout letters
flower to form five words from the key
vocabulary. Each team should spread
NOT FOR RESALE

out its letter cutouts.


rectangle
Tell teams they need to form the
words in alphabetical order. The first
circle team to finish all the words wins.

family
Materials
B Get together with a partner. Share your words. sets of cutout letters to form
Unit 1 · My School 97 words from the key vocabulary

BE2 PRIM BIM1 BL PLIEGO 7.indd 97 12/06/12 08:51

A Unscramble the letters and write B Get together with a partner.


the words.
Divide the class into pairs. Have them
Have students open their books to page work together and compare answers.
97. Have them unscramble the letters. In the same pairs, have students write
Tell them to use the background where three or four more scrambled words.
the letters are Have them exchange the words with a
as a clue. different pair.

Unit 1 · My School T97

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Using Our Words

Multiple Intelligences A Cut out the words on page 101. Listen and fill in the blanks
Verbal / Linguistic with the correct words.

Be Creative
My cat makes me laugh . She’s very funny.
Divide the class into three teams,
and hand each team one or two old A plant needs water and sunlight .
magazines. Tell the students you are
going to dictate words, and that they My family and I are going on vacation to the beach.
should form the words. The team that
first shows you the correctly spelled It’s fun . A triangle , a circle , and a rectangle
word gets a point. When they finish,
students can glue the words onto are geometric shapes.
their notebook pages.
I always help my mom at home .

Materials Roses are flowers . They have


old magazines, safety scissors, glue
a long stem .

roots
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Trees have strong and

many leaves .

Bananas and apples are fruit . We learn math at school .

Frida Kahlo is a painter .

Check your answers with a partner.


98 Knowing Ourselves

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A Cut out the words on page 101.


Have students turn to page 101 and cut
out the words. Have them turn back
to page 98. Read the sentences aloud,
including the missing words.
Pause after each sentence, giving
students time to paste in the
correct word.

Check your answers with a


partner.
Have students work in pairs and say
their answers to each other.

T98 Knowing Ourselves

BE2 U1 BL TCH PLIEGO6.indd 98 13/06/12 20:09


BE Sharp

Key Vocabulary
A Work with a partner. Look at the pictures and complete the puzzle.
7 circle home roots
Across P family
flowers
laugh
leaves
school
stem
1 a
1 F a m i l y fruit painter sunlight
2
10 fun rectangle triangle
n
t T

Speaking
8 9 e r
3
3 2 L a u g H F r u i t 11 Multiple Intelligences
e o a S Logical / Mathematical
12 a 13 m n t
4
C v R e c t a n g l e Be Creative
4
i e o l m
Give each student a number card.
5 e
r S c h o o l Have students come to the front of
c t the class and tell each other their
6
7
5 F l o w e r s numbers. As they compare numbers,
e Down they should be gradually arranging
8 9 themselves into a line, organized
10 in numerical order. Divide the line
NOT FOR RESALE

6
into teams of four or five students:
numbers 1 to 5 are one team and so
11
on. Mix the number cards and give
12
them out to each student again, ask
13
students to line up in order. The first
team to line up in order is the winner.

B Check your answers with two more friends.

Materials
Unit 1 · My School 99 cards with numbers 1 to…
(depending on the number of
BE2 PRIM BIM1 BL PLIEGO 7.indd 99 12/06/12 08:51
students in your class)

A Work with a partner. B Check your answers with two


more friends.
Divide the class into pairs. Explain the
meaning of across and down. Have Have pairs get together with another
students look at the pictures in order pair. Have them check each other’s
to complete the puzzle. Monitor and answers. Go over the answers with the
check. class. Remember the objective of this
activity is to encourage students
to speak.

Unit 1 · My School T99

BE2 U1 BL TCH PLIEGO6.indd 99 13/06/12 20:09


BE Fluent Track 17

Listen and say. Ask a family member to grade your pronunciation.

1 2 3

4 5 6

7 8 9

10 11 12
NOT FOR RESALE

13 14 15

Excellent Good More


Work Practice Parent’s Signature
100 Knowing Ourselves

BE2 PRIM BIM1 BL PLIEGO 7.indd 100 12/06/12 08:51

Listen and say. Ask a family Have the parent/guardian play the
member to grade your track. Each word is pronounced twice.
pronunciation. (On the Student Book pages, the words
are represented by pictures.)
The BE Fluent activity on this page is
designed for students to demonstrate They must pause the recording after
their pronunciation abilities to their the second pronunciation of the word.
parents/guardians. The activity is to be
The child must pronounce the word
completed at home.
as it’s pronounced on the recording.
It is essential that you explain the
The parent/guardian grades the
process clearly and carefully to
pronunciation (by checking one of
students, so they can explain it to their
the three faces under the
parents/guardians. Demonstrate the
corresponding pictures) according to
process to students if necessary. The
how similar it was.
process is as follows:
The parent/guardian then signs the
relevant page to confirm the activity
has been completed. In-class practice
will further consolidate correct usage of
the words.

T100 Knowing Ourselves

BE2 U1 BL TCH PLIEGO6.indd 100 13/06/12 20:09


Cutouts, p. 98

fun family sunlight leaves school home


laugh triangle flowers painter
roots rectangle stem fruit circle

Speaking
NOT FOR RESALE

Unit 1 · My School 101

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Unit 1 · My School T101

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BE2
BE2U1 BL TCH
PRIM PLIEGO6.indd
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20:09 08:51
T103

BE2 U1 BL TCH PLIEGO6.indd 103


12/06/12 08:51 13/06/12 20:09
ALALBOUT
ME
Create your project.

NOT FOR RESALE

104 Knowing Ourselves

BE2 PRIM BIM1 BL PLIEGO 7.indd 104 12/06/12 08:51

Project All about Me


Week 3
Group discussion

Create your project.


The different groups work on creating
their project. While doing this, monitor
and help students when necessary.

T104 Knowing Ourselves

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Project
NOT FOR RESALE

Unit 1 · My School 105

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Unit 1 · My School T105

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T106

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4

Writing
BE a Writer

WEEK

UNIT

1
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20:09
2nd Grade Lesson Planner
Unit 1 - Week 4
Value: Honesty
Theme: Knowing Ourselves
Universal Understanding: As we grow to recognize our uniqueness, we learn to accept and care for others.
Essential Question: What makes yyou unique?
q

Pages Functions Key Vocabulary

T107-T116 ΠDescribing a personal profile. age


ΠDescribing preferences. capital letter
ΠDescribing others. exclamation
ΠIdentifying types of sentences. family
ΠIdentifying and discussing punctuation marks. first name
BE a Writer

interests
mind map
home
information
last name
mark
period
personal
point
profile
question

T117-T120 ΠIdentifying primary colors. circle learn rectangle


ΠIdentifying preferences. dancing painter singing
BE an Artist

drawing painting solid line


fun playing spelling
games primary color square
dumping problems triangle
laughing reding writing

T121-T129 ΠIdentifying primary colors. alligator hand


ΠIdentifying preferences. ambulance bed
BE a Speaker

ants belt
apple hen
cat pen
dance ten
fan tent

T130-T131 ΠWork as a group to come to a conclusion.


ΠOrganize ideas and create a project.
ΠPresent and share the project.
Session 4
Project

BE2 U1 BL TCH PLIEGO6.indd 108 13/06/12 20:09


(English) Language Development Skills Support

Listening Multiple Intelligences


ΠListen to obtain information.
ΠFollow directions. ΠIntrapersonal T108
ΠVerbal / Linguistic T110,
Speaking T112
ΠSpeak clearly at an appropriate pace.

Reading
ΠState the purpose in reading.
ΠRestate facts and details in the text to clarify and organize ideas.
ΠDistinguish initial sounds in words.

Writing
ΠCapitalize words at the beginning of sentences.
ΠRecognize and use the correct word order in sentences.
ΠCapitalize all proper nouns and words at the beginning of sentences.

ΠIdentify geometric shapes. Video 2


Multiple Intelligences

ΠLogical / Mathematical
T119

ΠConnect and relate words with different sounds and spelling in different tasks. Multiple Intelligences
ΠUse the vocabulary in context.
ΠVerbal / Linguistic T123,
T125, T126, T127
ΠBodily / Kinesthetic T124

ΠRespond to questions with appropriate elaboration.


ΠExpress ideas in an appropriate and clear way.

BE2 U1 BL TCH PLIEGO6.indd 109 13/06/12 20:09


Personal Profile

Key Vocabulary
information
personal
profile

Multiple Intelligences My name is Katie Mayer.


Intrapersonal I am in second gra de. I am
seven years old. My family
My Special Person lives at 10 Oak Street,
Tell students about a special person Chicago, Illinois. I have a
o
in your life. As you talk, write the brother and a sister. I als
sentences on the board: My special have a cat. I like to rea d
person is (name). He (or She) likes books abo ut animals.
… Then, have students think about
a special person in their life (parent,
friend, sibling, etc.). Ask students Answer the questions.
to write a few sentences about that 1. Who wrote this paragraph? How do you know?
person. After students have finished
NOT FOR RESALE

their sentences, distribute drawing


Katie Mayer. Her name is on the first line.
paper and have students draw a
picture of their special person. 2. What is the first piece of information the writer includes?

Her name.

Materials 3. What is the second piece of information?

chart paper
marker Her grade at school and her age.
index cards
tape 108 Knowing Ourselves

drawing paper
BE2 PRIM BIM1 BL PLIEGO 7.indd 108 12/06/12 08:52

Access Prior Knowledge Personal Profile Sound It Out


Explain to students that they will be Answer the questions. Explain to students that all words have
reading and writing personal profiles. sounds and that these sounds blend
Explain to students that they are
Write “Personal Profiles” on a sheet of together to make words. Tell them that
going to read a personal profile, which
chart paper. Ask students: Who knows some words begin with vowel sounds
presents information about a person.
what a personal profile is? If necessary, (a, e, i, o, u) and some words begin with
Read the profile aloud. Then, have
ask what personal and profile mean, consonant sounds (a letter other than
students read along with you. Read
separately. Write students’ answers a, e, i, o, or u). Choose one of the words
aloud question 1 and have individual
on the chart paper. Then, clarify from the personal profile and write it
students read aloud questions 2 and 3.
the information they give you by on the board. If the word begins with
Have volunteers answer.
confirming or further explaining their a vowel sound, have students raise
responses. both hands. If the word begins with a
consonant sound, have students raise
one hand. Have them continue with
additional words from the profile.

T108 Knowing Ourselves

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Writing a Personal Profile

Key Vocabulary
age interests
Personal profiles give information about a person. You can write
family last name
a profile about yourself or about another person. Remember to
first name mind map
include this information about the person: home school
• first and last name • home information
• school • family
• age • interests

A Complete a mind map about yourself. Answers will vary.

Age School

Writing
Name
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Home Interests

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Review the Personal Profile Writing a Personal Profile


Display the Personal Profile from the A Complete a mind map about
previous page. Read the Personal Profile yourself.
with the class. As you read, point out
Read the information in the box to the
the details in the text that define it as a
class. Copy the mind map on the board.
personal profile.
Explain to students that a mind map
is used to organize thoughts before
writing a paragraph.

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Writing a Personal Profile

Key Vocabulary B Write a personal profile about yourself.


age interests
family last name
first name mind map
home school
information

Multiple Intelligences
Verbal / Linguistic

Guessing Game
Play a guessing game in groups. Let
students know that the answers are
words related to the information in
a personal profile. Use these clues:
1) Place where you live. (home) 2)
How old you are. (age) 3) What you
like to do. (interests) 4) You have two:
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first and last. (names) 5) Place where


you go to learn. (school). The group
with the most correct guesses is the
winner. Model the first clue.

Materials
biographies of famous people

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Famous Person Profile


B Write a personal profile about Divide the class into pairs and hand
yourself. out biographies of famous people.
Have each pair use the information
Ask students to help you make
from the biography to write a
sentences using the mind map. Write
personal profile of a famous person.
these sentences on the board. Highlight
Invite volunteers to share their
the present-tense verbs in the profile.
famous person’s “personal profile”
Explain that these sentences are in
with the class.
the present tense because they show
a situation or an activity that is true at
the present time. Emphasize that most
personal profiles are written in the
present tense.

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Practicing

Write a personal profile about a friend.


Example: Her name is Rosa Flores. She is in second grade. She …

Writing
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Practicing
Write a personal profile about The practice activities on this page are
a friend. designed to review and reinforce the
Read the directions aloud and have concepts learned in the BE a Writer
students read along with you. Explain section. They can be completed in the
and model the directions. classroom or students can complete
them at home. Remind the students to
Then, have students complete the
write about their friends’ uniqueness.
page as independent class work or
homework. Always make sure students have
understood the concept (or concepts)
being practiced before completing
the activities. If the activities are done
during class time, have students work
individually or in pairs, and if they
are done at home, be sure to check
answers in the next class. Ask individual
students or the group as a whole to
provide the answers, and write them on
the board if possible.

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Types of Sentences

Key Vocabulary
capital letter A sentence is a group of words that expresses a
exclamation point complete idea. There are different types of sentences.
period Some sentences give information.
question mark These sentences end with a period (.).
sentence My name is Maggie.
Some sentences ask for information.
These sentences end with a question mark (?).
Multiple Intelligences What is your name?
Verbal / Linguistic Some sentences express feelings. These sentences
end with an exclamation point (!).
Learning about Nature That is beautiful!
Take students for a walk around Watch out!
the school campus. Have students All sentences start with a capital letter.
observe the plants and animals
around school. Ask each student A Read the sentences and decide what types of sentences they are.
to write three sentences based on 1. How old are you
what they see: a sentence giving
information about a plant or animal; a
This sentence asks for information. How old are you?
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sentence about their feelings toward


2. School is fun
that plant or animal; and
a question about something they
would like to learn about nature. This sentence expresses feelings. School is fun!
3. Mario likes to help the teacher

This sentence gives information. Mario likes to help the teacher.


B Copy and complete the sentences with the correct punctuation.

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How Sentences Are Formed Types of Sentences


Remind students that letters are put A Read the sentences and decide B Copy and complete the sentences
together to form words, and that words what types of sentences they are. with the correct punctuation.
are put together to form sentences.
Read the information in the box to the Monitor students during the activity.
Write three simple sentences on the
class. Write the sample sentences on Make sure they are using correct
board: a statement, a question, and an
the board. If possible, write the end spelling and punctuation.
exclamation. Point to each sentence
punctuation using a different-colored
and read it aloud with expression.
chalk or marker. Ask students what is Mechanics Review
Explain that these are all sentences, but
different about each sentence. Write
that each is a different type. Point to Write several, simple incorrect
the words period, question mark, and
the end punctuation in each sentence. sentences (missing a capital letter and
exclamation point on the board. Ask
Have students share what they think punctuation) on the board. Explain
students to identify each punctuation
might be different about each of the to students that in each sentence
mark in the sentences from the
sentences. there are some mistakes. Have them
examples. Read the information again
copy the sentences in their notebook
and have students read along with you.
pages and correct the sentences. Have
volunteers share their answers with
the class. Discuss the answers together,
explaining the importance of capital
letters and correct punctuation.

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Practicing

A Complete each sentence with the correct punctuation.

! . ?

1. What is your dog’s name ?

2. I have two dogs .

3. Dogs are great !

4. Do you like my dogs ?

5. How many dogs do you see ?

Writing
6. We have two dogs in my house .
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Practicing
A Complete each sentence with the The practice activities on this page are
correct punctuation. designed to review and reinforce the
concepts learned in the BE a Writer
Read the directions aloud and have
section. They can be completed in the
students read along with you. Explain
classroom or students can complete
and model the directions.
them at home.
Then, have students complete the
Always make sure students have
page as independent class work or
understood the concept (or concepts)
homework.
being practiced before completing
the activities. If the activities are done
during class time, have students work
individually or in pairs, and if they
are done at home, be sure to check
answers in the next class. Ask individual
students or the group as a whole to
provide the answers, and write them on
the board if possible.

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Practicing
CHECKLIST
B Write about your favorite pet or toy. Use a period, an exclamation
In each unit we will focus on the point, and a question mark.
characteristics students need to Example: Toy cars are fun!
improve. Then, they will continue
to work on that characteristic Answers will vary.
throughout the school year.
After the class finishes the task, have
students work in pairs. Each pair
reads each other’s paper and asks
themselves these questions::
• Do words make sense?
• Are ideas clear?
• Did you check your spelling and
grammar?
Each student makes
recommendations to their partner on Now, check your writing and mark ():
how to improve their writing. Then,
the students rewrite the paper. That 1. My words make sense. I
becomes their final draft..
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use them correctly.

2. My ideas are clear.

3. I checked my spelling and


grammar, punctuation and
capitals.

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Checklist Practicing
The checklist identifies the B Write sentences about your The practice activities on this page are
characteristics of good writing, which favorite pet or toy. Use a period, designed to review and reinforce the
are: an exclamation point, and a concepts learned in the BE a Writer
question mark. section. They can be completed in the
ideas
classroom or students can complete
organization Read the directions aloud and have
them at home.
voice students read along with you. Explain
word choice and model the directions. Always make sure students have
sentence fluency understood the concept (or concepts)
Then, have students complete the
conventions. being practiced before completing
page as independent class work or
the activities. If the activities are done
homework.
during class time, have students work
individually or in pairs, and if they
are done at home, be sure to check
answers in the next class. Ask individual
students or the group as a whole to
provide the answers, and write them on
the board if possible.

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T115

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T116

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13/06/12 20:11
BE an Artist 4

Arts
WEEK

UNIT

1
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BIM1
U1 BL TCH
PLIEGO 8.indd 117117
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20:11
Sing Along

Key Vocabulary
A Listen and sing. Track 20
dancing painting

School Is Fun!
drawing playing
fun problems
games reading
jumping singing Some students like drawing and painting.
laughing spelling Some students like problems and games.
learn writing Some students like running and jumping.
And others like spelling their names.

School is fun! School is fun!


Materials Students are here to learn, to learn.
School is fun! School is fun!
chart paper
Students are here to learn!
marker
drawing paper

B Sing the song again. Use the activities in the box.


Preparation
dancing and singing reading and writing
Write the phrase “Our Favorite School
Activities” on chart paper. playing and laughing learning new things
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See online bank: Multiple Intelligences:


Musical

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Frontload Vocabulary Sing Along Sound It Out


Encourage students to talk about A Listen and sing. Tell students that rhyming words have
their favorite school activities. Elicit the same sound at the end of the word.
verbs like reading, drawing, writing, Track 20
Provide a few simple examples such
playing, singing, adding, and subtracting. Read the directions aloud. Then read as men/hen, cat/mat, red/bed, school/
Display School Photo Cards that aloud the words to the song and have pool and write them on the board.
show school activities, as students students read along with you. Tell them Have students repeat these rhyming
mention their favorite activity. Write this song is about fun things to do at pairs. Play the track again and explain
their responses on the Our Favorite school. Play the track and have students to students that they need to listen for
School Activities Chart. Use tally marks listen to the song. Then play the track words that have the same end sounds.
to indicate repeating choices. Have again and have students sing along. After listening, have them share
students give reasons as to why these rhyming words with the class. Write
are their favorite school activities. B Sing the song again. these words on the board.
Play the track several times and have
students mime some of the actions
from the box.

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Geometric Shapes Video 2

Key Vocabulary
circle rectangle
geometric shapes solid line
Piet Mondrian was a Dutch painter.
painter square
He used rectangles in his paintings. primary colors triangle
A rectangle is a geometric shape. Other
geometric shapes are squares, circles, and
triangles. Mondrian used solid black lines in
his paintings. He also used primary colors. Multiple Intelligences
The primary colors are red, blue, and yellow. Logical / Mathematical

A Paint your own Mondrian painting. Shape Count


Supplies Tell students that they are going

Arts
Steps • white paper to make a shape picture graph.
• red, yellow, and Distribute chart paper and markers.
1. Draw straight lines to form a
blue paint
Ask students to count the number of
rectangle. Use the black marker
squares and rectangles painted on
and the ruler to draw your • black marker
their Mondrian artwork. Model how
rectangle. • ruler
to make a picture graph using these
2. Use the primary colors to shapes. Have students make their
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paint in different rectangles. own graphs.

3. Remember to sign your painting!

Materials
sample of a Piet Mondrian painting
white paper
red, yellow, and blue paint
B Share your Mondrian painting with the class. black marker
ruler
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Review Vocabulary Geometric Shapes


Explain to students that they will be A Paint your own Mondrian Ask students to show their pictures
using shapes to create artwork. Hand painting. to the class and name the colors they
out a sheet of blank paper to each used.
Read the title and the paragraph aloud
student. Review the names of basic
and have students read along with
shapes (rectangle, square, circle, and ABC Order
you. Display a photo of Piet Mondrian’s
triangle) and have students practice
work. Point out the shapes, colors, and Review the alphabet with students.
drawing each of these shapes. Ask
black lines in the photo (or in the art Explain that in order to put words in
students to label their shapes.
near the paragraph) as you read. Tell alphabetical order, the first step is to
Watch video 2 to discover and discuss students that they are going to make look at the first and second letters of
the use of geometric shapes in art. their own Mondrian painting. Distribute each word. Write the following words
art materials and have students draw on the board: red, blue, yellow, square,
their rectangles in pencil first. Next, circle, rectangle, and triangle. Underline
have them trace their rectangles with the first and second letters of each word
black marker. Finally, ask students to in a different-colored chalk or marker.
use primary colors to complete their Guide students through the process
artwork. of putting the words into alphabetical
order using the first two letters of the
B Share your Mondrian painting word. Provide students with additional
with the class. words from the Key Vocabulary and
have them practice independently.

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T120

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13/06/12 20:11
Speaking
BE a Speaker 4
WEEK

UNIT

1
BE2 PRIM
BE2BIM1
U1 BLBL PLIEGO
TCH 8.indd 121
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13/06/12 08:53
20:11
Word List

alligator hand
am bed
ambulance belt
ants hen
apple pen
cat ten
dance tent
fan

A Form two teams in your group. Name your team. One of your
partners goes to the front of the class and uses his body to represent
a word from the vocabulary, you have to guess what word it is, and
make a correct sentence.

B The other team takes a turn to guess, and so on. The group that
guesses more words is the winner!
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Spelling up to 100
On a large sheet of poster or craft
paper, create a class bar graph. On the
vertical axis, mark off the spaces by tens
from 0 to 100. On the horizontal axis,
write all the students’ names.
Dictate six words, following this model:
1. book, b-o-o-k, book, b-o-o-k.
Choose words that students are very
familiar with. When you finish the
dictation, have students correct one
another’s work. They should give two
points for each correctly spelled word.
The maximum score is 10; students can
make one “free” mistake.
If a student gets a 10, fill in one square
on his or her bar on the chart. When
a student reaches 100 (i.e., after ten
10s), give him or her a “diploma,” a free
homework pass, or another reward.

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Word List

Key Vocabulary
A Listen. Track 21
(Short a sound) (Short e sound)
Listen and point. Track 21 Short a sound alligator cat bed pen
5 14 9 am dance belt ten
ambulance fan hen tent
ants hand
alligator am ambulance apple

10 2 3

Multiple Intelligences
Verbal / Linguistic
ants apple cat

Speaking
11 6 7 Be Creative
Divide the class into two teams. Give
each team the same set of cutout
dance fan hand letters. Have a volunteer from each
Short e sound team come to you. Whisper a word to
8 12 13 them. The volunteers should run to
their teams, and the teams should form
the word as fast as possible. When the
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word is finished, the students shout


bed belt hen
Ready!
4 15 1

pen ten tent Materials


two identical sets of cutout
B Listen and number. Track 22
letters to form words from the key
Listen, point and repeat. Track 22 vocabulary
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A Listen.
B Listen and number. Listen, point and repeat.
Track 21
Track 22 Track 22
Make sure students have their books
Tell students they will hear the list of Play Track 22 again. Pause the CD after
closed. Play Track 21. Students will hear
words again, but in a different order. each word and have individual students
the words. Play the track one more
Have students write the number in the point to and repeat the words. To vary
time.
box next to the picture in the order they the activity, have students repeat the
Listen and point. hear it. For example, the first word they word in a variety of ways, for example,
Track 21 hear is tent. The number in the box they whispering the word, shouting, making
write next to tent, therefore, is 1. Play an animal noise after repeating it, etc.
Have students open their books to page Track 22.
123. Play Track 21 again. Have students Monitor and check. Check the answers
point to the words as they hear by having students say their answers
them. Encourage them to notice the aloud.
difference between the short sounds a
and e.

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Words in Context

Key Vocabulary
A Listen. Track 23
(Short a sound) (Short e sound)
alligator bed Listen and point. Track 23
am belt Alligators live in the jungle.
ambulance hen I am in second grade.
ants pen The ambulance is white and blue.
apple ten Ants are insects.
cat tent
Apples are good for you.
dance
The cat is black.
fan
hand Let’s dance.
Turn on the fan.
My hand is small.
I sleep in my bed.
Multiple Intelligences My dad wears a belt.
Bodily / Kinesthetic A hen lays eggs.
I need a blue pen.
Be Creative My sister’s ten years old.
Ask students to stand up. Explain The tent is red.
that you are going to say something
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and perform an action. If what you


say and the action coincide, students
should copy the action. If you say
something and do something
B Listen, spell and underline. Track 24
different, they should not move:
(Touch your head.) This is my head. Match the underlined words to the
Child in second grade
(Students touch their heads.) pictures.
(Touch a girl.) This is a boy. (Students C Draw a picture for the sentence with no
don’t move.)
photo.
(Touch the girl again.) This is a girl.
(Students touch any girl that is 124 Knowing Ourselves

standing close to them.)


BE2 PRIM BIM1 BL PLIEGO 8.indd 124 12/06/12 08:53

A Listen. B Listen, spell and underline. C Draw a picture for the sentence
Track 23 Track 24 with no photo.
Explain that there is a picture missing
Have students close their eyes and Explain that they will hear the for one of the sentences. Have students
listen to the recording. Play Track 23. sentences, and the word again, but in a find the sentence and draw the missing
different order. Tell students they have picture.
Listen and point. to underline the word in the sentence.
Play Track 24.
Have students open their books to
page 124. Ask students to look at the
Match the underlined words to
sentences. Play Track 23 again. Students
the pictures.
will hear a sentence with the words in
context. Have students point to the Have students look at the pictures and
sentences as they hear them. match their underlined words to them.

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Spelling Our Words

A Listen and write. Track 22 Multiple Intelligences


Verbal / Linguistic

Be Creative
Play Hangman with the words.

Materials
magazines, scissors, glue

Speaking
Answers may vary.
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A Listen and write.


Track 22

Have students open their books to


page 125. Explain that they will write
the words they hear in the first column.
Play Track 22. Monitor and check. Check
answers.
Have students turn their books upside
down. Explain that they will write the
words they hear in the second column,
except that this time have boys write
the even-numbered words and girls the
odd-numbered ones. Play Track 22 again.
Have students turn their books the right
way around. Distribute the magazines.
Play Track 22 and have students cut out
the letters from the magazines in order
to spell the words. Have them do this
for five of the words only. Monitor and
check.

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Using our Words

Key Vocabulary
A Listen and circle in red the words with the short a sound.
(Short a sound) (Short e sound) Track 25
alligator bed
am belt 1. bed am ambulance
ambulance hen 2. alligator belt ants
ants pen
3. hen apple pen
apple ten
cat tent 4. cat ten dance
dance 5. tent hand fan
fan
B Draw four words with the short e sound.
hand

Multiple Intelligences Answers may vary.


Verbal / Linguistic

Be Creative
Divide the class into four teams. Have
each team sit in a different area of the
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classroom. Each team starts with 20


points.
Say different words. When you say a
word with a short a sound, all the girls
should stand up. If a boy stands up or
a girl remains seated, their team loses
a point. Likewise, when you name a
word with a short e sound, only the
boys should stand up. When you say
Write the words under the drawings.
Words! everybody stands up.
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A Listen and circle in red the words B Draw four words with the short e
with the short a sound. sound.
Track 25 Model the short e sound. Have students
draw four pictures to represent words
Have students open their books to
that have the short e sound. Monitor
page126. Play Track 25 and have
and check. Have students display their
students circle the words. Check
pictures.
answers by having students repeat the
short a words in a robot-like voice.
Write the words under the
drawings.
Divide the class into pairs. Have
students exchange books and write the
words under their partner’s pictures.
Monitor and check.

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BE Sharp

A Write the word that fits the shape. Multiple Intelligences


Verbal / Linguistic
apple bed fan ambulance ant
hand hen pen alligator
Be Creative
Write the longest word from the
lesson on the board. Organize
a m bu l an c e he n students into small teams and have
them make as many words as possible
using the letters from the word. For
example: ambulance – an, camel, can,
app l e hand pe n name, cab, cable, bean, came, clue, ace,
lace, man, male, meal, etc. The team

Speaking
with the most words wins.

an t
f an
be d
a l l i ga t o r
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Apple.
B Get into a line and play Telephone.
• The first student chooses a word.
• He / She whispers the word to the
next student.
• The last student in the line says
the word.
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Write the word that fits the


A B Get into a line and play
shape. Telephone.
Have students open their books to page Read the instructions and make sure
127. Have them write the words from students understand them. Have
the box into the correct shape. students play the game.
If the last student gets the word
wrong, find out who made the mistake
by asking what each student heard,
starting with the last student. The
student who made the mistake, goes to
the end of the line.

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BE Fluent Track 22

Listen and say. Ask a family member to grade your pronunciation.

1 2 3

4 5 6

7 8 9

10 11 12
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10
13 14 15

Excellent Good More


Work Practice Parent’s Signature
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Listen and say. Ask a family Have the parent/guardian play the
member to grade your track. Each word is pronounced twice.
pronunciation. (On the Student Book pages, the words
are represented by pictures.)
The BE Fluent activity on this page is
designed for students to demonstrate They must pause the recording after
their pronunciation abilities to their the second pronunciation of the word.
parents/guardians. The activity is to be The child must pronounce the word
completed at home. as it’s pronounced on the recording.
It is essential that you explain the The parent/guardian grades the
process clearly and carefully to pronunciation (by checking one of
students, so they can explain it to their the three faces under the
parents/guardians. Demonstrate the corresponding pictures) according to
process to students if necessary. The how similar it was.
process is as follows: The parent/guardian then signs the
relevant page to confirm the activity
has been completed. In-class practice
will further consolidate correct usage of
the words.

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T129

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ALALBOUT
A Read and follow the instructions.
instructio ME
1. Sit together as a group. Take turns to present your project.
2. One of you will summarize the presentations.
3. Vote on which project you will do for the rest of the school year
to show others what you like and that you appreciate the good
things of other people, come to an agreement.

B Now, listen to your teacher’s feedback. Take notes if necessary.

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Project All about Me Summary


Week 4
B Now, listen to your teacher’s
Group presentation
feedback.
A Read and follow the instructions. You need to summarize what was
Students sit in a circle and present presented and explain why it was
their product. One student is chosen to important to do this project. You must
summarize the projects presentation relate the project to the story and the
at the end of the session. Then, unit’s content.
students vote on which project they
will do for the rest of the school year to
ensure everybody feels special in the
classroom.

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Project
NOT FOR RESALE

Unit 1 · My School 131

BE2 PRIM BIM1 BL PLIEGO 9.indd 131 12/06/12 08:55

Unit 1 · My School T131

BE2 U1 BL TCH PLIEGO8.indd 131 13/06/12 20:12


T132

BE2 U1 BL TCH PLIEGO8.indd 132 13/06/12 20:12


T133

BE2 U1 BL TCH PLIEGO8.indd 133 13/06/12 20:12


T134

BE2 U1 BL TCH PLIEGO8.indd 134 13/06/12 20:12


Audio Script Track 8 – Dialogue between Naseem and Lupita
See page T60
Track 1 – BE Second Grade Copyright Sistema UNO 2012
Track 9 – Song: I Need a Ruler
Track 2 – The Pledge of Allegiance
See page T64
See page T21
Track 10 – School Workers
Track 3 – Story: Fun at School See page T68
See pages T23 to T31 I am the school principal.
I work in the principal’s office.
Track 4 – Be a Speaker Week 1
I have many books and papers on my desk.
ask math recess
I am the school nurse.
book paint school bus
I work in the nurse’s office.
crayons plant sing
I hope that these students do not have a sore throat!
grades play travel
instruments read watercolors I am the school librarian.
I work in the library.
Track 5
I like to read and talk about books to students.
1. book 6. instruments 11. sing
I am a food server.
2. math 7. paint 12. play
I work in the school cafeteria.
3. plant 8. crayons 13. travel
I am putting this tray of fruit in the refrigerator.
4. read 9. recess 14. grades
5. school bus 10. watercolors 15. ask Track 11 – Be a Speaker Week 2
Track 6 brother erase pencil
cafeteria letters principal
Birds sing in the morning. Sing
cut library ruler
Can I ask you a question? Ask
draw name scissors
This is my favorite Harry Potter book. Book
eight nurse teacher
I have good grades in English. Grades
I take the school bus to school. School bus Track 12
I paint with my watercolors. Watercolors
1. library 6. letters 11. draw
I want to travel by plane. Travel
2. principal 7. name 12. scissors
I water my plant every day. Plant
3. nurse 8. erase 13. ruler
Math is my favorite subject. Math
4. teacher 9. pencil 14. eight
My sister colors with crayons. Crayons
5. cafeteria 10. brother 15. cut
Paty likes to read a lot. Read
Sue wants to play the violin. Play Track 13
We eat our lunch in recess. Recess
I write with my pencil. Pencil
We use paint in art class. Paint May I borrow your ruler? Ruler
What musical instruments can you play? Instruments I love my brother. Brother
Erase the board. Erase
Track 7
Cut the cake, please. Cut
Instruments. What musical instruments can you play? My pet’s name is Sombra. Name
Instruments I can borrow books from the library. Library
Sing. Birds sing in the morning. Sing Cut the paper with scissors. Scissors
Ask. Can I ask you a question? Ask Mr. Adams is our teacher. Teacher
Book. This is my favorite Harry Potter book. Book Let’s drink a soda in the cafeteria. Cafeteria
Grades. I have good grades in English. Grades How many letters are there in the alphabet? Letters
School bus. I take the school bus to school. School bus Miss Jones is the principal in our school. Principal
Watercolors. I paint with my watercolors. Watercolors Draw an ant and color it brown. Draw
Travel. I want to travel by plane. Travel My sister is eight years old. Eight
Plant. I water my plant every day. Plant My mom is a nurse. Nurse
Math. Math is my favorite subject. Math
Track 14
Crayons. My sister colors with crayons. Crayons
Read. Paty likes to read a lot. Read Cut. Cut the cake, please. Cut
Play. Sue wants to play the violin. Play Draw. Draw an ant and color it brown. Draw
Recess. We play and eat our lunch in recess. Recess Erase. Erase the board. Erase
Paint. We use paint in art class. Paint Letters. How many letters are there in the alphabet? Letters
Library. I can borrow books from the library. Library

Audio Script T135

BE2 U1 BL TCH PLIEGO8.indd 135 13/06/12 20:12


Brother. I love my brother. Brother Track 20 – Song: School is Fun
Pencil. I write with my pencil. Pencil See page T118
Cafeteria. Let’s drink a soda in the cafeteria. Cafeteria
Track 21– Be a Speaker Week 4
Principal. Miss Jones is the principal in our school. Principal
Teacher. Mr. Adams is our teacher. Teacher Short a sound apple fan
Nurse. My mom is a nurse. Nurse alligator cat hand
Name. My pet’s name is Sombra. Name am dance Short e sound
Eight. My sister is eight years old. Eight ambulance bed hen
Ruler. Use your ruler to draw lines. Ruler ants belt pen
Scissors. Cut the paper with scissors. Scissors pen ten tent
Track 15 Track 22
1. Draw eight pencils. 1. tent 6. fan 11. dance
2. Write your name. 2. apple 7. hand 12. belt
3. Draw a nurse in a cafeteria. 3. cat 8. bed 13. hen
4. pen 9. ambulance 14. am
Track 16 – Be a Speaker Week 3
5. alligator 10. ants 15. ten
circle home painter
Track 23
family laugh rectangle
flowers leaves roots Alligators live in the jungle. Alligators
fruit school sunlight I am in second grade. Am
fun stem triangle The ambulance is white and blue. Ambulance
Ants are insects. Ants
Track 17
Apples are good for you. Apples
1. roots 6. fruit 11. painter The cat is black. Cat
2. flowers 7. sunlight 12. home Let’s dance. Dance
3. circle 8. laugh 13. family Turn on the fan. Fan
4. triangle 9. fun 14. leaves My hand is small. Hand
5. stem 10. rectangle 15. school I sleep in my bed. Bed
My dad wears a belt. Belt
Track 18
A hen lays eggs. Hen
The moon looks like a silver circle. Circle I need a blue pen. Pen
I love my family. Family My sister is ten years old. Ten
My favorite flowers are daisies. Flowers The tent is red. Tent
What is your favorite fruit? Fruit
Track 24
I have fun on the beach. Fun
My mom works at home. Home alligators, a-l-l-i-g-a-t-o-r-s, alligators
My dog makes me laugh. Laugh am, a-m, am
The gardener sweeps up the leaves. Leaves ambulance, a-m-b-u-l-a-n-c-e, ambulance
Picasso is a famous painter. Painter ants, a-n-t-s, ants
My window is a rectangle. Rectangle apples, a-p-p-l-e-s, apples
This plant has long roots. Roots cat, c-a-t, cat
What time do you go to school? School dance, d-a-n-c-e, dance
My plant has a long stem. Stem fan, f-a-n, fan
Plants need sunlight. Sunlight hand, h-a-n-d, hand
How many sides are there in a triangle? Triangle bed, b-e-d, bed
belt, b-e-l-t, belt
Track 19
hen, h-e-n, hen
1. flowers, f-l-o-w-e-r-s, flowers pen, p-e-n, pen
2. stem, s-t-e-m, stem ten, t-e-n, ten
3. fruit, f-r-u-i-t, fruit ent, t-e-n-t, tent
4. school, s-c-h-o-o-l, school
Track 25
5. painter, p-a-i-n-t-e-r, painter
6. roots, r-o-o-t-s, roots 1. bed, am, ambulance
7. home, h-o-m-e, home 2. alligator, belt, ants
8. laugh, l-a-u-g-h, laugh 3. hen, apple, pen
9. circle, c-i-r-c-l-e, circle 4. cat, ten, dance
10. family, f-a-m-i-l-y, family 5. tent, hand, fan
11. sunlight, s-u-n-l-i-g-h-t, sunlight
12. triangle, t-r-i-a-n-g-l-e, triangle

T136 Audio Script

BE2 U1 BL TCH PLIEGO8.indd 136 13/06/12 20:12

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