Play and Play 5A

vit y Book
Acti
Susana Ramírez Félix
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El libro Play and Play 5, Activity Book fue elaborado en Editorial Nuevo México por el siguiente equipo:
Dirección General de Contenidos Coordinación Editorial

Antonio Moreno Paniagua Nelly Pérez-Islas
Dirección de Ediciones Edición
Wilebaldo Nava Reyes Susana Moreno Parada
Dirección de Investigación y Nuevos Desarrollos Mario Salgado Ruelas
Lino Contreras Becerril Colaboración Especial
Gerencia de Primaria María Ramírez Félix
Gabriel Hernández Valverde Corrección de Estilo
Gerencia de Arte y Diseño Mario Salgado Ruelas
Humberto Ayala Santiago Edición de Realización
Coordinación de Diseño Gabriela Armillas Bojorges
Carlos A. Vela Turcott Edición Digital
Coordinación Iconográfica Miguel Angel Flores Medina
Nadira Nizametdinova Malekovna Diseño de Portada e Interiores
Coordinación de Realización Beatriz Alatriste del Castillo
Alejo Nájera Hernández Diagramación
Fabiano Durand
Josefina Aguirre
Iconografía
Eliete Martín del Campo Treviño
Iván Navarro Juárez
Asistencia Iconográfica
Eva Ibarra Jiménez
Ilustración
Marcela Gómez Ruenes, Angélica Aurora Vázquez Cilia,
Alma Julieta Núñez Cruz, David Octavio Yáñez Rivas
y Archivo Santillana
Fotografía
Jesús Ordóñez Abrín, Shuttersrock Images,
Photostogo, Archivo Santillana y Photostock de México
La presentación y disposición en conjunto y de cada página de Play and Play 5, Activity Book, son
propiedad del editor. Queda estrictamente prohibida la reproducción parcial o total de esta obra por
cualquier sistema o método electrónico, incluso el fotocopiado, sin autorización escrita del editor.
© Susana Ramírez Félix

D. R. © 2010 por EDITORIAL NUEVO MÉXICO, S. A. de C. V.
Avenida Río Mixcoac 274, colonia Acacias, CP 03240, delegación Benito Juárez, México, D.F.
ISBN: 978-607-712-065-0
Primera edición: julio de 2011
Segunda edición: agosto de 2012
Miembro de la Cámara Nacional de la Industria Editorial Mexicana.

Reg. Núm. 3012
La producción de estos materiales fue hecha por encargo del Programa Nacional
de Inglés en Educación Básica de la Secretaría de Educación Pública,
para usarse como material didáctico en escuelas públicas.
Impreso en México • Printed in Mexico

Distribución gratuita • Prohibida su venta
recover P&P5-AB_LEGAL.indd 2 7/19/12 12:14 PM

Letter to the Student
Hello! Welcome to the world of Play and Play 5, a book through which you will learn
English in an easy and fun way by performing exciting activities and making nice products.
With Play and Play 5 you will be able to recognize and interpret expressions related to buying
and selling in classified advertisements; to identify and comprehend the topic and general idea
of news in audio format; to interpret and write notes related to everyday life; to comprehend
and ask for directions to walk from one place to another; to identify and practice specific sounds
in language games; and to record information on a topic to design a questionnaire.
The following symbols appear in each lesson of the book. They indicate the different ways
in which you should work:
This icon indicates that you have to look at something: a text, an illustration, or the
title of a text.
This icon indicates that you have to read a text in order to identify the general
message or specific information.
This icon indicates that you have to write some sentences or that you need to
complete information based on a model.
This icon indicates that you will listen to a conversation, a part of a text or a complete
text, in order to identify the general message or to identify specific information.
This icon indicates that you have to talk to your partners (in pairs or small teams)
in order to share your work with them and/or to do an activity together.
This icon indicates that you will have to sing along with a song.
This icon indicates that a text may contain some unknown words, so you can look
them up in the Picture Dictionary on pages 108 to 119 of this book, and/or in
a bilingual dictionary.
This icon indicates that you should choose —with your teacher’s help— a piece
of work to include in your portfolio.
So let’s start now! Let’s Play and Play!
THE AUTHOR
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Table of Contents
Unit 1
Page Product Page Final Product Social Practices Specific Competency
of the Language
1. Let’s Make 14 1. Classified Participate in Identify and
a Classified advertisement commercial interpret
Advertisement! transactions. transaction-related
8 Lesson 1 expressions in
10 Lesson 2 classified ads.
12 Lesson 3
2. Let’s Make a 22 2. Collage of Magical Read stories and Read legends of
Collage of Magical Objects legends aloud. interest to students
Objects! and stimulate
16 Lesson 1 creativity.
18 Lesson 2
20 Lesson 3
Product 1 Evaluation page 24
Unit 2
of the Language
3. Let’s Make 34 3. Museum Exhibition Participate in formal Look for and select
Museum Cards communicative information about a
Exhibition Cards! events. topic of interest to
28 Lesson 1 make cards and set
30 Lesson 2 up an exhibition.
32 Lesson 3
4. Let’s Make 42 4. Illustrated Listen to, read, and Identify and
Illustrated Notes Notes/News record information comprehend the
for a Mural Paper! from diverse media. topic and general
36 Lesson 1 idea of news in
38 Lesson 2 audio format.
40 Lesson 3
Unit 3
Page Product Page Final Product Social Practices Specific
of the Language Competency
5. Let’s Make a Word 54 5. Word Game Participate in To identify and
Game! language games practice specific
48 Lesson 1 with expressive and sounds in language
50 Lesson 2 aesthetic purposes. games.
52 Lesson 3
6. Let’s Make an 62 6. Brief Illustrated Read and record Identify and classify
Illustrated Guide! Guide information to solve a information from
56 Lesson 1 problem. an illustrated guide
58 Lesson 2 to solve a specific
60 Lesson 3 problem.
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Unit 4
of the Language
7. Let’s Make a 74 7. Message Mailbox Read and write Interpret and write
Message Mailbox! notes and letters. notes about everyday
68 Lesson 1 life.
70 Lesson 2
72 Lesson 3
8. Let’s Write 82 8. Descriptive Read and compare Read a short travel
Descriptive Phrases aspects of Mexico story (travelogues)
Phrases! (Travelogue) and English- in order to discover
76 Lesson 1 speaking countries. aspects of nature and
78 Lesson 2 cultural expressions
80 Lesson 3 particular to English-
speaking countries.
Unit 5
of the Language
9. Let’s Make a 94 9. Questionnaire Read and record Record information
Questionnaire! information about a topic to design
88 Lesson 1 to design a questionnaire.
90 Lesson 2 questionnaires and
92 Lesson 3 reports.
10. Let’s Make a Quick 102 10. Quick Guide to Follow and give Comprehend and ask
Guide to Give Walk from one directions to go to for directions to walk
Directions! Place to Another places. from one place to
96 Lesson 1 within the another.
98 Lesson 2 Community
100 Lesson 3
Regular Verbs page 106

References page 107
Picture Dictionary page 108
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Unit 1
Product 1. Let’s Make a Classified Advertisement!

In this product you will identify and interpret transaction-
related expressions in classified ads.
6
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Product 2. Let’s Make a Collage of Magical Objects!
In this product you will read interesting legends to
stimulate your creativity.
7
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Product 1
Lesson 1
Let’s Make a Classified Advertisement!
1. Look at the pictures and discuss with a partner: What kind of texts
are they? Now, write the name of each type of text under
its corresponding picture.
story book classified advertisement newspaper
2 2. Listen to the words and write them under the correct picture.
inline skates jeans bicycle puzzle

story books computer house tennis shoes
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3 3. Listen to the text. Then, complete the information below. Use the words
in red.
Hello, I’m Miguel and I will show you how

people buy and sell things. Buying and selling
things are common activities that people do
all around the world. People sometimes sell
things that they don’t need, but someone else
may use.
a) is when someone gets something by paying money for it.

b) is to give something to someone else receiving in return
money or its equivalent.
4. What are people doing? Look at the pictures. Read the information
from activity 3 and complete the sentences using the words “buying”
or “selling.”
He is books. She is pillows.
She is books. He is pillows.
5. Work in pairs. Use the information from the previous activity to talk
about what people are doing. Follow the example.
He is selling books.
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Product 1
Lesson 2
1. Look at the following classified advertisement and answer.
This classified advertisement is divided

in five parts, they are: 1) the name of the
product, 2) the picture of the product,
3) the _____________________ ,
4) the _____________________ and
5) the _____________________ .
2. The following classified advertisement is not in order, organize and

re-write it in the box.
10
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3. Read the information and
complete the classified
advertisement.
rosyross@mymail.com
5€
Teddy bear for sale!
http://www.
kidsinvictoria.com/
classifieds
4. Read the sentences and match them to the appropriate picture. Check
your work with the help of your teacher.
Nice classic tennis shoes for sale!
Used skates for sale!
Wonderful puzzles for sale!
Second-hand computer for sale!
Beautiful house for sale!
5. Work in pairs. Look at the underlined words in the previous activity.

Choose an option that completes the following sentence: We use the
underlined words to talk about…
a) size of the products

b) characteristics of the products
c) price of the products
Check your answer with the help of your teacher.
11
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Product 1
Lesson 3
4 1. Look at the pictures. Read the sentences. Then, listen and circle the
correct option.
This is a new computer.
These are used shoes.
These are second-hand books.
Discuss with a partner and answer:
Second-hand and ___________________ are synonyms.
5 2. Listen to the conversations. Then, match them to the appropriate picture.

Check your work with a partner.
A: I want to buy a house.

B: Look, this is a classified
advertisement for a house.
A: I need a pair of tennis shoes.

B: Look, I think these are your size.
A: I need to do exercise.
B: Why don’t you buy this bicycle?
Ask your teacher to

repeat the track.
12
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3. Look at the symbols. Then, write each symbol next to the
corresponding word.
$ € £ ¢ @
Pounds ________________
Dollars ________________
Cents ________________
Euros ________________
In the USA people use ________________.

In England people use ________________.
In Europe people use ________________.
This symbol is called “at” _____________. It is used in e-mail addresses.
4. Work in pairs. Read the words below. Then, find the abbreviation
of each word in the Reader’s Book – Informative Texts “Let’s Buy
Something!”
Write the abbreviations of the following words:
Street ________________
Avenue ________________
Look at the
Boulevard ________________
Reader’s Book!
Missouri ________________
Texas ________________
New York ________________
United States of America ________________
5. Work in pairs. Discuss the question below with a classmate. Then, check
your answer with the help of your teacher.
What do we use abbreviations for? __________________________________
13
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Product 1
Classified Advertisement
1. Make groups and distribute

your work.
2. Collect the material needed for 3. Make your product.

your product.
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4. Present your product to the class and
4. teacher
Present and talk about it.
5. How was your work? Circle a face.
My work
Working with my classmates
My final product
15
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Product 2
Lesson 1
Let’s Make a Collage of Magical Objects!
1. Work in pairs. Read the texts and match each definition to
the appropriate picture.
It is a brief story that contains a moral.

This kind of text often includes talking
animals or animated objects as the
principal or main characters.
It is a description that can be true or

imagined, of a connected series of
events. It has four basic elements:
development, conflict, climax, and
ending.
It is a narrative about mythical,

magical, and supernatural beings
or events. It is a narration of actions
that have certain qualities that give it
verisimilitude.
2. Work in pairs. Look at the pictures and discuss with a classmate:

What kind of texts are they?
Unit 2 Unit 2 Unit 1 Unit 5

News from The Legend of Talking about
Dinosaurs’ Lives Human
Kids for Kids How the Zebra
By Alonso Hernandez
By Karina Espinosa
Got Its Stripes Anatomy!

By Ademar Toledo
Adapted by Fanny Sanchez
17 17 5 53
P2_F_Readers book 5.indd 17 5/15/11 8:18 AM P2_NF_Readers book 5.indd 17 5/15/11 8:34 AM P1_F_Readers book 5.indd 5 5/15/11 8:13 AM
Now, go back to the pictures and select the front page that corresponds
to a legend.
16
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3. Use the information in the text “How the Zebra Got Its Stripes” in your
Reader’s Book – Narrative Texts (pages 5 to 15) and write the names of
the characters under the pictures. Use the words in the box.
Zeb witch
village people zebras
Look at your
Reader’s Book.
4. Where is Zeb? Look at the pictures and write the name of the place
where Zeb is. Use the information below.
a) Zeb is in a small village.

b) Zeb is in an old hut.
c) Zeb is in his village.
5. Work in groups of three. Look at the pictures in the previous activity and
find some differences between the village where Zeb lives and the village
where people live. Then, find similarities and differences between the
village where people live and the community where you live.
17
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Product 2
Lesson 2
6 1. Listen to the following texts and complete them with the words in the
box. Then, match the text to the corresponding pictures.
felt mistook was whispered liked looked began
Once upon a time, there a) ________ a white animal

that b) ________ like a mixture between a white
horse and a donkey or a mule; his name was Zeb.
Some people c) ________ him for a horse, even
though he was a little bit different.
http://www.
planetozkids.com/
oban/legends.htm
Zeb was very young and he d) ________ to be free,
to enjoy life and nature, to lie on soft grass, and
drink water from clear streams. He e) ________
happy with his life, however he felt lonely as he
didn’t have any friends that looked like him.
One day Zeb was wandering off into the village.

Most of the citizens f) ________ to stare at him and
g) _____________ about the way they could catch
him and try to domesticate him.
2. Read the texts in the previous activity and answer T (true) or F (false).
Follow the example. Check your answers with your classmates and the
teacher’s help.
a) Zeb was a horse. T F

b) Zeb was free and liked nature. T F
c) Zeb was happy because he did not have any friends. T F
d) Zeb arrived in a village where people lived. T F
e) Some people wanted to catch Zeb. T F
3. Work in pairs. Take turns to retell the first part of the legend.
18
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4. Work in pairs. Go back to the previous activities and discuss the following
questions: What do you think will happen next? Do you think people will
catch Zeb? Check your answer with the help of your teacher.
5. Work in pairs. Read the following text and answer the questions.
He started to think how his life would be if he were caught. Then, Zeb said,
“I have been free since I was born. I don’t want to lose my freedom.”
a) What is the meaning of “freedom”? __________________________________

b) Was Zeb free when he was born? ____________________________________
c) Is Zeb free now? ___________________________________________________
6. Look at the pictures. Listen to the texts and complete them with the
words in the box. Follow the example. Check your answers with your
7 classmates and teacher.
seen have has haven’t been
has
Zeb __________ been free since he was born.
Zeb has __________ wandering off into the

village all day and he has not __________ any
animals like him.
People __________ tried to catch Zeb since they

saw him for the first time.
Zeb said, “I have been to different places but

I __________ seen any animals like me.”
7. Work in pairs. Take turns to retell the previous parts of the legend. Use
the texts and the images.
19
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Product 2
Lesson 3
1. Look at the picture. Then, read the text and circle the animals that Zeb
has seen. Check your work with your group.
I have seen
animals such as
donkeys, horses,
and mules, but I
haven’t seen any
animals like me.
2. Work in pairs. Read the text in the previous activity and complete the
information:
The phrase _______________ is used to give examples.
The word _______________ is used to contrast ideas.
8 3. Work in pairs. Look at the picture and discuss: What is Zeb doing? Then,
listen to the text and underline the correct option. Check your work with
your group.
Zeb (was/were) very young and he (like/liked)

to be free, to enjoy life and nature, to lie on
soft grass, and drink water from clear streams.
He (feel/felt) happy with his life, however he
felt lonely as he didn’t (have/had) any friends
that looked like him.
4. Read the text in the previous activity and circle two words that are used
to connect similar or different ideas. Check your work with the help of
your teacher.
20
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5. Work in pairs. Look at the picture. Listen to the text and answer
the questions.
8
Zeb was very young and he liked to be free, to enjoy

life and nature, to lie on soft grass, and drink water
from clear streams. He felt happy with his life, however
he felt lonely as he hadn’t seen other animals like him.
a) What did Zeb like? ___________________________________________________

b) Why did Zeb feel lonely? ______________________________________________
8 6. Listen to the text again and focus on the letters in colors. Then, discuss
with a partner: Does the same letter always sound the same?
7. Read the text aloud with the help of your teacher and find other letters
that have different sounds.
8. Go to page 10 of “The legend How the Zebra Got Its Stripes” in the
Reader’s Book – Narrative Texts and write the name of the following
objects.
crystal magic magic

ball hat wand
9. Look at the pictures and complete the sentences. Use the information
from activity 8.
I’m a witch. This is my _______________.
He is a wizard. This is his __________________.
They are witches. These are their _____________________.
10. Work in pairs. Look at activity 9 and complete the information.

_________, your, ________, her, its, our, __________ are called
possessive adjectives. We use them to express possession.
21
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Product 2
Collage of Magical Objects

your work.

your product.
22
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4. teacher
Present and talk about it.
How was your work? Circle a face.
My work
My final product
23
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Product 1 Evaluation
1. Look at the following classified ads and answer the questions.
a) Who is selling a pair of inline skates? __________________________
b) How much is the pair of inline skates? _________________________
c) How can you contact John Stuart? ____________________________
d) What is Kate Blacksmith selling? ______________________________
e) Which of the products is new? ________________________________
2. Work in pairs. Choose a classified advertisement and take turns to ask

and answer questions about it: product, price, contact, and so on.
24
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1. Look at the pictures and match them to the corresponding text.
1. Once upon a time, there was a white animal that ( )

a. looked like a mixture between a white horse and a
donkey or a mule; his name was Zeb.
2. One day Zeb was wandering through the village. ( )

Most of the citizens wanted to catch him and try
to domesticate him.
3. Zeb ran for a long time until he saw an old hut, he

( )
b. wanted to find out what was there or who lived
there. He entered the place carefully, looking for
someone but nobody was there.
4. Zeb met an old woman who lived in the hut. Zeb ( )

felt afraid for a moment because he entered the
hut without permission.
c. 5. Zeb hit the wall and a bucket of black paint fell ( )

from a shelf onto his body; he was painted with
some black stripes on his white body.
6. The old woman made his stripes permanent and

she created more animals like Zeb for him not to ( )
feel lonely anymore.
d. 7. Finally, Zeb returned to his place with his new

friends. From then on, he wouldn’t be alone and ( )
feel lonely.
e. f. g.
2. Work in pairs. Look at the pictures from activity 1. Take turns to retell the
legend. You should also say what happens before and after each picture.
25
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Unit 2
Product 3. Let’s Make Museum Exhibition Cards!

this product you will look for and select information about
In th
topic of interest to create cards and set up an exhibition.
a top
26
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Product 4. Let’s Make Illustrated Notes for a Mural Paper!
In this product you will identify and comprehend the topic
pic
and general ideas of news.
27
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Product 3
Lesson 1
Let’s Make Museum Exhibition Cards!
1. Look at the following pictures and circle the sources where you can find
information about dinosaurs.
2. Work in pairs. Talk about other sources where you can find information
about dinosaurs. Check your work with the help of your teacher.
3. Go to the text “Dinosaurs’ Lives” in the Reader’s Book – Informative Texts

(pages 17 to 27) and write the name of each dinosaur.
Now, compare your work with a classmate and discuss: Which of the
previous dinosaurs is your favorite one? Why?
28
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9 4. Work in pairs. Look at the picture and discuss with your partner: What is
the text about?
Listen to the text and complete it with the words in the box. Check your
work with your classmates and with the teacher’s help.
disappeared lived appeared were
Dinosaurs a) ______________ on Earth around 230

million years ago. They b) ______________ on Earth for
approximately 160 million years. The word “dinosaur”
means scary lizard in Greek, because at the beginning
scientists thought that dinosaurs c) ______________ a
species of lizards. They d) ______________ mysteriously
around 60 million years ago.
9 5. Now, listen to and read the information again and choose the correct
option. Compare your answers with a partner.
1. The text is about… a) plants b) dinosaurs c) human beings
2. The text is part of… a) a story b) a poem c) an article
3. The text is written for… a) teachers b) students c) everybody
6. Work in pairs. Look at the verbs that you used to complete activity 4.
Discuss the meaning of each verb. Look up in a dictionary the meanings
of the words you do not know. Then, answer the question below.
Are the verbs in present, past or future? ________________________________
7. Use the verbs from activity 4 and complete the chart below. Check your
answers with the help of your teacher.
Verb in Simple Form Verb in Past Form

disappear
live
appear
be
8. Work in groups of three. Discuss: What is the difference between the last
verb (“be”) of activity 7 and the other verbs.
29
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Product 3
Lesson 2
10 1. Work in pairs. Listen to the texts and complete them using the past form
of the verbs in parentheses. Use a bilingual dictionary if necessary. Check
your answers with the help of your teacher.
Tyrannosaurus Oviraptor
It (be) ____________ one of the biggest The Oviraptor (exist) ____________ on this
carnivores on Earth. It (be) ____________ planet around 70-88 million years ago. It
14 meters long and 5-6 meters high, and it (live) ____________ in Mongolia and China.
(weight) ____________ around 5-7 tons. It It (look) ____________ like a bird but it
(eat) ____________ meat, especially of other could not fly. It was an omnivore (it
dinosaurs. (eat) ____________ both meat and herbs).
2. Look at the pictures. Read the sentences and match them to the
appropriate pictures. Check your work with your group.
It moved like a bird…
… so it looked like a rhino.
It had a very long neck and tail.
3. Work in pairs. Read the information from the previous activities. Then, discuss
the difference between the verb in red and the verbs in blue?
30
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4. Use the verbs from activities 1 and 2 and organize them in the
corresponding box. Follow the examples.
Regular Verbs Irregular Verbs

Simple Form Past Form Simple Form Past Form
weight have
exist eat
move find found
live steal stole
look swim swam
use used go went
hunt hunted be _____/were
5. Work in groups of three. Go to the text “Dinosaurs’ Lives” in the Reader’s

Book – Informative Texts (pages 17 to 27) and circle the verbs mentioned
in activity 4. Then, discuss the meaning of those verbs. Use a bilingual
dictionary if necessary.
6. Work in pairs. Look at the pictures. Unscramble the sentences. Follow the
example. Listen and check.
11
a) stole / other dinosaurs’ eggs / Oviraptors
Oviraptors stole other dinosaurs’ eggs.
_______________________________________________________
b) had / It / very big nostrils

_______________________________________________________
c) weighed / The Velociraptor / only about 15 kilograms…

_______________________________________________________
d) in large groups / lived / Brachiosaurus

_______________________________________________________
7. Work in groups of three. Read the text “Dinosaurs’ Lives” in the Reader’s
Book – Informative Texts (pages 17 to 27) and take turns to talk about
characteristics of the dinosaurs. Follow the examples.
A: The T-Rex ate other dinosaurs.

B: The Velociraptor lived in Mongolia.
31
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Product 3
Lesson 3
12 1. Read the following questions and match them to the appropriate answer.
Listen and check.
When did dinosaurs appear on It ate eggs.

Earth?
Because they hunted big dinosaurs.
Where did the T-Rex live?
They appeared around 230 million
What did the Oviraptor eat? years ago.
Why did the Allosaurus hunt It lived in North America, China, and
in large groups? probably in South America and India.
13 2. Listen to the following text. Then, complete the questions using the
information in the answers. Follow the example.
Styracosaurus
The Styracosaurus was an

herbivore dinosaur that lived
around 75 million years ago in
North America (around Canada).
It had four to six big horns. It
http://www.kidsdinos.
com
weighed 3 tons and was 5.5
meters long. It had a big nasal
horn; so it looked like a rhino. It
was a sociable dinosaur, because
it lived in large groups.
did the Styracosaurus _______

a) When _______ live ? It lived around 75 million years
ago.
b) Where _______ the Styracosaurus _______? It lived in North America.
c) How many big horns _______ the Styracosaurus _______? It had four to six
big horns.
d) What _______ the Styracosaurus _______ like? It looked like a rhino.
Compare your work with a partner. Then, check your answers with the help of
your teacher.
32
√P&P5-AB-P2.indd 32 3/29/12 7:37 AM

3. Read the following sentences. Then, go to the text “Dinosaurs’ Life” in
the Reader’s Book – Informative Texts (pages 17 to 27) and write the
name of the corresponding dinosaur next to each sentence.
• It moved like a bird but it could not fly. _________________________

• It was a sociable dinosaur, because it lived
in large groups. _________________________
• It ate carrion (dead animals) and herbs. _________________________
4. Read the information in the previous exercise and circle Yes or No

accordingly. Check your answers with your group. Follow the example.
a) The Oviraptor moved like a fish. Yes No

b) The Oviraptor could fly. Yes No
c) The Styracosaurus lived with other Styracosaurus. Yes No
d) The Avimimus ate meat. Yes No
e) The Avimimus ate plants. Yes No
5. Go back to activity 3 and answer: What are the words in red used for?
Choose an option.
a) to connect ideas b) to refer to actions c) to name something
6. Go to the text “Dinosaurs’ Life” in the Reader’s Book – Informative Texts

(pages 17 to 27), read the information about the dinosaurs and complete
the following box.
Carnivores Herbivores Omnivores
7. Work in groups of three. Discuss in group: What did the carnivores,

herbivores, and omnivores eat? Check your answer with the help of
your teacher.
33
√P&P5-AB-P3.indd 33 3/29/12 7:38 AM

Product 3
Museum Exhibition Cards

your work.

your product.
34
√P&P5-AB-P3.indd 34 3/29/12 7:38 AM

teacher and talk about it.
My work
My final product
35
√P&P5-AB-P3.indd 35 3/29/12 7:38 AM

Product 4
Lesson 1
Let’s Make Illustrated Notes
for a Mural Paper!
1. Work in pairs. Look at the PETER: Hey, guys! We have a special homework to do,
remember?
pictures. Discuss with a partner: BETTY: That’s right! We have to create a TV program.
PETER: Um... I don’t know what to do.
14 Where are the kids? What are

they doing? Listen and check.
Look at your
ALONSO: I think we should do something special, you
Reader’s Book. know? What about a news program?

PETER: A news program? That sounds great.
ALONSO: Yeah! Each of us will prepare a section and we
will present it like a news program. For example,
I will talk about national news.
BETTY: Great! I want to be in charge of the weather forecast.
ALONSO: Good! Well, let’s get going!
18 19
14 2. Listen to the conversation and write numbers 1 to 5 to organize it. Follow

the example.
PETER: Um… I don’t know what to do.

ALONSO: I think we should do something special, you know? What
about a news program?
PETER: A news program? That sounds great.
PETER: Hey, guys! We have a special homework to do, remember?

1
BETTY: That’s right! We have to create a TV program.
BETTY: Great! I want to be in charge of the weather forecast.

ALONSO: Good! Well, let’s get going!
ALONSO: Yeah! Each of us will prepare a section and we will present it

like a news program. For example, I will talk about national news.
14 3. Now, listen to the conversation again and choose the correct option.
1) The kids have to do… a) an exam b) a homework
2) The kids will create a… a) radio program b) TV program
3) The program will be about… a) news b) food
4) The kids will include… a) international news b) national news
Compare your work with a partner and with the help of your teacher.
36
√P&P5-AB-P3.indd 36 3/29/12 7:38 AM

15 4. The kids worked on their News Program, look at the picture and discuss
with a partner: Were the kids happy or sad? Listen and check.
15 Now, listen to the text and choose the correct option. Check your work with
your group.
Children work/worked very

hard preparing their news
program. Each of them choose/
chose a section, look/looked for
the information, and prepare/
prepared their speech. Everybody
is/was very enthusiastic, and they
always help/helped each other.
After a week of hard work, they
finally present/presented their
news program.
5. Read the previous text and answer Yes or No. Check your answer with
the help of your teacher.
a) Did the kids work in groups? Yes No
b) Did the kids read information to prepare their work? Yes No
c) Were the kids sad? Yes No
e) Did the kids finish their news program? Yes No
6. Work in pairs. Take turns to talk about what the kids did in order to
prepare their news program. Follow the examples.
A: The kids worked very hard.

B: The kids read information to prepare their news program.
37
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Product 4
Lesson 2
1. Go to the text “News from Kids to Kids” in the Reader’s Book – Narrative
Texts (pages 17 to 27) and write the title of the first news that the kids
16 presented.
Last May, the Mexican Ministry of

Education applied a special exam to
students in primary, secondary, and
high school education. The Mexican
Ministry of Education evaluated
the knowledge, competencies, and
abilities of students about subjects
such as Spanish, Mathematics,
and History, in order to obtain
information about the level of
academic achievement of the
students.
16 2. Listen to the news and read the text. Then, answer the questions.
a) What did the Mexican Ministry of education apply?
b) Who presented the exam?
c) What did the Mexican Ministry evaluate?

http://www.pitara.
com
d) What subjects were evaluated?
e) Why did the Mexican Ministry apply the exam?
3. Compare your work with a partner.
4. Discuss with your class: Did you present a national exam? When?
38
√P&P5-AB-P3.indd 38 3/29/12 7:38 AM

5. Look at the pictures and write the names of the animals. Then, look at
the animals and read the title of the text below and discuss: Why do you
think the animals are mentioned in the text? Read and check.
6. Work in pairs. Look at the picture and read the title of the news, then
discuss: What do you think the news is about? Listen and check.
17
17 7. Now, read the news and fill in the gaps using the past form of the verbs
in brackets. Listen and check.
A Huge Oil Spill
Last April 20th a big oily mess __________ (start) in the

coast of Louisiana. An explosion on a British platform
__________(cause) a disaster and the spill grew day
after day. In just two weeks, many dolphins, sea turtles,
and birds __________ (die) in the coastal waters of the
Gulf of Mexico. Many workers are still trying to clean
up the oil, but they said it is not an easy job.
8. Go back to the previous news, read it again and answer the questions.
a) Where was the oily disaster?

b) What animals died?
c) Who is trying to clean up the oil?
Work in pairs. Compare your work with a partner. Check your answer with
the help of your teacher.
39
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Product 4
Lesson 3
1. Read the title of the news and discuss: What do you think the texts
are about?
Sports
Childhood Obesity
The Mexican
Ministry of Mexico owns the 1st place
Education said that in childhood obesity. The
physical activities problem of childhood
have to be promoted in every obesity in Mexico is due to the fact that
school; so, next week a special children are exposed to deep-fried food,
contest named “Running for Your junk food and sugar-filled drinks. Besides
Health” will take place in several that, most children do not practice
Mexican schools. physical exercise.
2. Read the previous news. Then, match the questions to the corresponding
answers. Follow the example. Check your work with your group.
What did the Mexican Ministry of Education

promote in every school? In several Mexican Schools.
Where will the contest “Running for Your Because they consume deep-fried
Health” take place? food, junk food, and sugar-filled drinks.
When will the contest “Running for Your Physical activities.

Health” take place?
Next week.
Who has problems of obesity in Mexico?
Children.
Why do children have problems of obesity?
3. Work in pairs. Go back to the previous activity. Read the questions and
the answers. Then, write each question word in the corresponding place.
Follow the example. Check your work with the help of your teacher.
Question Word We use this word to ask about...

What something.
a place or position.
people.
time.
the reason for something.
40
√P&P5-AB-P3.indd 40 3/29/12 7:38 AM

4. Work in pairs. Look at the picture. Discuss with a partner: What is the
news about? Then, go to text “News from Kids to Kids” in the Reader’s
Book – Narrative Texts (pages 17 to 27) and write the title of the news.
The highest temperature in our city today

will be 23ºC and the lowest 14ºC.
Tomorrow will be mostly sunny in the

morning, with a chance of rain in the
afternoon. The highest temperature
expected 27ºC and the lowest, 10ºC.
Friday will be partly sunny in the morning,

then mostly cloudy in the afternoon. The
highest temperature expected will be
22ºC, and the lowest, 12ºC.
5. Listen to and read the previous news. Then, look at the pictures and
complete the sentences using the words in blue. Check your work in
18 groups.
It’s It’s It’s
6. Read the text from activity 4 and answer the questions.
a) How is the weather today?

b) How will the weather be tomorrow?
c) How will the weather be on Friday?
7. Work in pairs. Take turns to give the weather forecast. Follow the examples.
Then, in your notebook, write some sentences to give the weather forecast.
A: How will the weather be tomorrow?

B: It will be sunny in the morning and cloudy in the afternoon.
41
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Product 4
Illustrated Notes/News

your work.

your product.
42
√P&P5-AB-P3.indd 42 3/29/12 7:38 AM

My work
My final product
43
√P&P5-AB-P3.indd 43 3/29/12 7:38 AM

1. Complete the following texts using the verbs in brackets in the correct form.
Follow the example. Then, match the texts to the corresponding pictures.
T-Rex (Tyrannosaurus)
It __________
was (to be) one of the biggest carnivores on Earth.
It __________ (to be) 5-6 meters high and 14 meters long,
and it __________ (to weight) around 5-7 tons. It __________
(to eat) meat, especially of other dinosaurs. It __________
(to have) very small eyes, so it could not see its victims
clearly, but he could smell them because it had very big
nose holes.
Oviraptor
The Oviraptor __________ (to exist) on this planet around

70-88 million years ago. It __________ (to live) in Mongolia
and China. It __________ (to look) like a bird but it could
not fly. It __________ (to be) omnivore (it ate both meat and
herbs). It was 1.5 - 2 meters high and it weighed around
25-30 kilograms. It could run around 70 km per hour, so it
was one of the fastest species of dinosaurs.
Brachiosaurus
The Brachiosaurus __________ (to be) an herbivore dinosaur

that __________ (to live) in North America and Africa around
145-155 million years ago. It __________ (to be) one of
the tallest herbivores. It was 25 meters high and it weighed
around 30 tons. It resembled a giraffe.
2. Work in pairs. Read the texts and discuss the following questions:
a) Which dinosaur was a carnivore? ____________________
b) Which dinosaur was an omnivore? ____________________
c) Which dinosaur was an herbivore? ____________________
d) Which was the tallest dinosaur? ____________________
e) Which was the smallest dinosaur? ____________________
f) Which was the fastest dinosaur? ____________________
3. Work in pairs. Choose other dinosaurs from your Reader’s Book –

Informative Texts and talk about facts and characteristics about them.
44
√P&P5-AB-P3.indd 44 3/29/12 7:38 AM

1. Read the following news and answer the questions below.
A Huge Oil Spill Childhood Obesity
Last April 20th a big oily mess Mexico is in first place in levels
started off the coast of Louisiana. of childhood obesity around the
The disaster was caused by the world. The problem of childhood
explosion of a British oil platform obesity in Mexico is due to the
and the spill grew day after day. fact that children are exposed to
fried food, junk food, and sugar-
Dolphins, sea turtles, and a filled drinks. Besides that, most
variety of birds have been found children do not practice physical
dead in the coastal waters of the exercise.
Gulf of Mexico.
The Mexican government is
Many workers are still trying to trying to reduce childhood
clean up the oil, but it has not obesity by promoting drinking
been an easy job. water, eating fruits and
vegetables, and practicing
physical activities.
a) What happened in the Gulf of Mexico last April 20th?

___________________________________________________________________
b) What caused the mess in the Gulf of Mexico?
___________________________________________________________________
c) What effect can have the mess in the Gulf of Mexico?
___________________________________________________________________
d) What causes childhood obesity in Mexico?
___________________________________________________________________
e) How does the Mexican government want to reduce childhood obesity?
__________________________________________________________________
___________________________________________________________________
2. Work in pairs. Choose another piece of news from the text “News from
Kids to Kids” in the Reader’s Book – Narrative Texts. Write in your
notebook some questions about the news. Exchange your questionnaire
and answer the questions that your partner wrote.
45
√P&P5-AB-P3.indd 45 3/29/12 7:38 AM

Unit 3
Product 5. Let’s Make a Word Game!

In this product you will identify and practice specific sounds
in language games.
46
√P&P5-AB-P3.indd 46 3/29/12 7:38 AM

Product 6. Let’s Make an Illustrated Guide!
In this product you will identify and classify information from
an illustrated guide to solve a specific problem.
47
√P&P5-AB-P3.indd 47 3/29/12 7:38 AM

Product 5
Lesson 1
Let’s Make a Word Game!
19 1. Look at the pictures and discuss with a partner: What is the girl talking
about? Listen and check.
19 2. Read the following sentences. Listen to the texts and check (✓) Yes if the
sentence is correct and No if it isn’t. Check your answers with the help of
your teacher.
Yes No
a) Riddles are very clear.

b) Riddles are questions that have a funny answer.
c) Tongue twisters are like questions.
d) Tongue twisters are difficult to say.
e) Riddles and tongue twisters are language games.
3. Now, go to the Reader’s Book – Informative Texts. Read the texts in

pages 30 and 35. Then, discuss with a partner the following questions:
a) What is the difference between riddles and tongue twisters?

b) Which of those language games do you like more?
4. Work in groups. Think about and say some riddles and tongue twisters
that you know in your mother tongue.
48
√P&P5-AB-P3.indd 48 3/29/12 7:38 AM

20 5. Work in pairs. Look at the pictures in activity 6 and answer the question:
What are the texts about? Listen and check.
20 6. Listen to the track again and complete the texts. Use the words in the
box. Check your answers with the help of your teacher. Then, answer
the question in the first text.
ends am is live starts live can are
My name a) ___________ with an “A” Ants f) ___________ very small insects

and b) ___________ with a “T”. that g) ___________ in large groups.
I c) ___________ in a big colony. These groups are called colonies.
My mother is a queen, she d) _____ Ants are very hardworking insects. They
very clean. h) ___________ carry things seven times
I e) ___________ smaller than a bee, can heavier than their own weight.
you name me?
I am an ___________.
7. Read the previous texts and circle the correct answer. Check your work
with your classmates.
1. The ant is a ___________ insect. a) big b) small
2. Ants live ___________. a) in groups b) alone
3. Ants are very ___________ insects. a) strong b) weak
4. Bees are ___________ than ants. a) smaller b) bigger
8. Work in pairs. Go back to the text from activity 6 and answer the questions.
a) Are both texts similar? Why?

b) Which text is a riddle? How do you know?
9. Work in pairs. Go to the texts from activity 6 and take turns to talk about
facts of the ants. Follow the examples.
A: Ants are insects.

B: Ants live in colonies.
49
√P&P5-AB-P4.indd 49 3/29/12 7:39 AM

Product 5
Lesson 2
1. Work in pairs. Look at the pictures and write the name of the objects. Use
your bilingual dictionary if necessary.
21 2. Work in pairs. Read the following riddles and answer them, use the words
from activity 1. Listen and check.
Guess a word that rhymes with bat, Guess a word that rhymes with far,
It goes on your head, so it’s a __________. It’s a vehicle, so it’s a __________.
Guess a word that rhymes with bake, Guess a word that rhymes with cook,
It’s something delicious, so it’s a ________. You can read it, so it’s a __________.
21 3. Listen to the previous riddles and circle the words that rhyme.
4. Look at the pictures. Write the name of each image. Then, write in the
box the words that rhyme. Use the words from the riddles in activity 2.
Compare your work with a partner. Then, take turns to read aloud the
words that rhyme. Follow the example.
Cat rhymes with hat.
50
√P&P5-AB-P4.indd 50 3/29/12 7:39 AM

22 5. Work in pairs. Read the information on pages 30 and 35 of the text
“Language Games” in the Reader’s Book – Informative Texts. Then, listen
to the texts below and answer: What kind of texts are they?
How many cuckoos She sells seashells by the seashore.

could a good cook cook, The shells she sells are surely seashells.
if a cook could cook cuckoos. So if she sells seashells on the seashore,
I’m sure she sells seashore shells.
6. Read the previous tongue twisters. Then, look at the pictures and write
the words “cuckoo,” “cook” and “seashell” in the corresponding place.
This is a ______________. This is a ______________. This is a ______________.
23 7. Listen to the sentences. Look at the pictures and match the columns.
These are cuckoos.
These are cooks.
These are seashells.
8. Work in small groups. Look at activities 6 and 7 and discuss: What is the
difference between the sentences? Check your answer with the help of
your teacher.
9. Work in teams. Take turns to say the tongue twisters from your Reader’s
Book – Informative Texts (pages 36 to 39).
51
√P&P5-AB-P4.indd 51 3/29/12 7:39 AM

Product 5
Lesson 3
1. Work in pairs. Look at the pictures. Unscramble the words to form the
name of the things.
(lftue) ______________. (fhsi) ______________. (idhs) ______________.
24 2. Work in pairs. Listen to the following tongue twisters. Complete them

using the words from the previous exercise. Then, match the columns.
A Tudor who tooted the __________

tried to tutor two tooters to toot.
She fried fresh __________ and tried

a new __________. To make a new
__________, she fried fresh __________.
3. Work in pairs. Go back to activity 2, look at the words in red and answer:
• What do the verbs in red have in common? ____________________________
25 4. Work in pairs. Listen to the following tongue twister. Then, circle the words
that have the same ending sound that the words in red from activity 2.
Peter Piper picked a peck of pickled peppers.

Did Peter Piper pick a peck of pickled peppers?
If Peter Piper picked a peck of pickled peppers,
where’s the peck of pickled peppers Peter Piper picked?
5. Work in pairs. Take turns to say aloud the tongue twisters from the
previous activities.
52
√P&P5-AB-P4.indd 52 3/29/12 7:39 AM

26 6. Work in pairs. Look at the picture and discuss: What are the kids doing?
Listen and check.
c_c_oo
http://www.funbrain.
com/words.html
26 7. Listen to the conversation and choose the correct words that complete it.
Follow the example.
MARCO: Hi!
HILDA: Hello!
doing
MARCO: What are you 1) _______________? a) writing b) doing
LILY: We are 2) _______________ hangman. a) playing b) drawing
MARCO: Hangman? You have to guess words by

3) _______________ letters, right? a) reading b) saying
HILDA: Yes! We are 4) _______________ words from a) writing b) choosing

riddles and tongue twisters. Do you want to play?
Ask your teacher to

MARCO: Sure!
repeat the track.
8. Work in pairs. Look at the previous exercises and discuss:
• What is the meaning of the word “hangman”?

• Have you ever played “hangman”?
• Do you like this language game?
9. Work in small groups. Choose some words from the riddles and tongue
twisters in the Reader’s Book – Informative Texts (pages 29-39) and
play hangman.
53
√P&P5-AB-P4.indd 53 3/29/12 7:39 AM

Product 5
Word Game

your work.

your product.
54
√P&P5-AB-P4.indd 54 3/29/12 7:39 AM

My work
My final product
55
√P&P5-AB-P4.indd 55 3/29/12 7:39 AM

Product 6
Lesson 1
Let’s Make an Illustrated Guide!
1. Look at the pictures and discuss with a partner: What are the boys doing?
Choose an option:
a) playing b) studying c) talking
27 Listen and check.
27 2. Listen to the conversation and answer the following questions. Choose

the correct option.
1) How does Leo feel?
a) happy b) sad c) worried
2) What does Leo have to do?
a) a project b) a letter c) an exam
3) What subject is Leo’s project for?
a) Mathematics b) Science c) English
4) What object is Leo going to assemble?
a) a bike b) a plane c) a kite
Check your answers with a partner.
3. Work in pairs. Discuss the meaning of “flying object.” Name some flying
objects that you know. Ask your teacher for help if necessary.
56
√P&P5-AB-P4.indd 56 3/29/12 7:40 AM

28 4. Look at the pictures. Listen to the words, then, copy them under the
corresponding illustration. Then, compare your answer with a partner.
plastic bag string wooden sticks scissors

ruler scotch tape ribbon
5. Go to the text “Let’s Make a Kite!” in your Reader’s Book – Narrative

Texts (pages 29 to 39). Then, write the objects from activity 4 according
to the order in which they are used.
First, we use the _______________________.

Then, we use the ______________________.
After that, we use the __________________.
Later, we use the_______________________.
Afterward, we use the __________________.
Then, we use the_______________________.
Finally, we use the______________________.
6. Work in pairs. Use the information from the previous activity and take turns
to talk about the order in which the materials to make a kite are used.
57
√P&P5-AB-P4.indd 57 3/29/12 7:40 AM

Product 6
Lesson 2
1. Work in pairs. Look at the pictures and discuss with a partner: What are
the kids talking about? Listen and check.
29
LEO: Let’s make our kite! LEO: Then? DIEGO: After that, the sticks
DIEGO: Ok. First, the cross DIEGO: Then, the plastic bag are laid on the plastic
stick is tied about one is cut to fit the frame of diamond shape.
third of the way along the the kite.
main stick.
29 2. Work in pairs. Listen to the conversation again and write numbers 1 to 3

to order the pictures.
3. Work in pairs. Complete the following steps to make a kite. Use the verbs
“attach” and “fold” in the correct form. Listen and check.
30
Later, the edges are ______________ Then, the flying thread

over the stick frame. is ______________.
4. Work in pairs. Use the information from the previous activities and take
turns to talk about how a kite is made.
58
√P&P5-AB-P4.indd 58 3/29/12 7:40 AM

5. Work in pairs. Leo and Diego are going to make another object. Look at the
pictures and discuss: What are the kids going to make? Listen and check.
31
31 6. Listen to the conversation. Look at the pictures and write the name of the
materials that the boys need to make their pinwheel. Use the words in the box.
pencil with eraser scissors colored paper pushpin
7. Now, complete the steps to make a pinwheel. Use the verbs in brackets in
the correct form. Follow the examples. Listen and check.
32
Second, the square Third, the square ___ Fourth, the square
First, a square __________ (be/fold) __________ (be/fold) ________ (be/open).
is cut
___________ (be/cut). corner to corner. corner to corner again. The square has four
folds in it.
are
Fifth, four slits ____ Sixth, a pushpin Seventh, the pushpin Finally, the pushpin
cut (be/cut) along
______ __________ (be/insert) __________ (be/push) __________ (be/push)
the folded lines. into the tip of one into the center of the into the side of the
corner. Every other pinwheel. pencil eraser. Now, the
corner is folded into pinwheel is ready.
the center.
8. Make a pinwheel! Work in pairs. Take turns to talk about the previous
steps and create your own pinwheel.
59
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Product 6
Lesson 3
1. Work in pairs. Look at the pictures and discuss:
What are the kids talking about?
33
Try to support your

messages with gestures
and body language.
33 2. Listen to the conversation and complete it with the words in the box.
Then, listen and check.
helped tied formed attached assembled collected
PEPE: Hi, Leo.

LEO: Hello, Beto.
PEPE: Did you make your Science project?
LEO: Sure! I a) _______________ a kite!
PEPE: Wow! How did you do it?
LEO: It was very easy. Well, Diego b) _______________ me. First, we
c) _______________ the material. Then, I cut a plastic bag and
d) _______________ a flat plastic sheet. After that, Diego
e) _______________ two sticks to make a “t” form. Later, I made a
diamond shape with the plastic sheet and we f) _______________ the stick
frame. Finally, we made the kite’s tail using left-over plastic.
PEPE: Really? That wasn’t difficult.
LEO: No, and I love my kite.
3. Work in pairs. Look at the previous activity. Then, read the text “Let’s
Make a Kite!” in your Reader’s Book – Narrative Texts (pages 29 to 39)
and discuss the questions:
• What tense are the verbs in activity 2?

• What is the difference between the steps in the Reader’s Book – Narrative
Texts and the steps that Leo said in the conversation?
60
√P&P5-AB-P4.indd 60 3/29/12 7:40 AM

34 4. Work in pairs. Look at the pictures. Listen to the track and organize the
pictures. Write numbers 1 to 7 according to what you listen.
Look at your
Reader’s Book.
http://
enchantedlearning.
com/crafts/
34 5. Work in small groups. Check your work with another pair of classmates.
Then, listen again and check.
6. Work in pairs. Take turns to talk about the step to make a kite. Use the
information from activity 4.
61
√P&P5-AB-P4.indd 61 3/29/12 7:40 AM

Product 6
Brief Illustrated Guide

your work.

your product.
62
√P&P5-AB-P4.indd 62 3/29/12 7:40 AM

My work
My final product
63
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1. Read and complete the information below. Use the words in the box.
Tongue twister Riddle
A __________________________ is a type of question that describes

something in a confusing way, and usually has a funny answer.
A __________________________ is a sentence, a phrase or a paragraph

designed to be difficult to say, especially when we want to repeat it quickly.
2. Read the sentences and match them to the corresponding pictures.
This is a cuckoo.
These are cuckoos.
This is a cook.
These are cooks.
This is a seashell.
These are seashells.
3. Complete the following tongue twisters. Use the words in blue from the
previous activity.
How many ______________ She sells ____________ by the seashore.

could a good __________ cook, The shells she sells are surely _______________.
if a cook could cook cuckoos. So if she sells seashells on the seashore,
I’m sure she sells seashore shells.
4. Work in pairs. Take turns to say the tongue twisters from activity 3.
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1. Look at the pictures. Complete the steps using the words in the box.
Then, organize the steps, write numbers 1 to 4. Follow the example.
Finally Then First After that
After that, the plastic bag _______________, we have to

has to be cut to fit the frame cut the plastic bag to form a flat
of the kite. It should have a plastic sheet.
diamond shape.
________________, the sticks have to

________________, find wind be laid on the plastic diamond shape
and fly your kite! and fold the edges over the stick
frame.
2. Work in pairs. Look at the previous exercise and discuss:
• Why did you order the pictures in that way?

• What steps from the guide to assemble a kite are missing in exercise 1?
• What would happen if you didn’t follow in order the steps from a guide to
solve a problem or to assemble anything?
65
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Unit 4
Product 7. Let’s Make a Message Mailbox!

this product you will interpret and write notes related
In th
everyday life.
to ev
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Product 8. Let’s Write Descriptive Phrases!
In this product you will read a short story to discover
cultural expressions of English-speaking countries.
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Product 7
Lesson 1
Let’s Make a Message Mailbox!
35 1. Look at the picture and discuss with a partner: What is the boy thinking
about? Listen and check.
Ask your teacher to

repeat the track.
35 2. Listen again and complete the text with the words in the box.
personal job phone home parents’

school teachers’
We use notes for different purposes and in different places such as

a)______________, b) ______________, c) ______________, etcetera. There are
many kinds of notes: d) ______________ messages, e) ______________ notes
(reminders), f) ______________ notes, g) ______________ notes, job notes,
among others.
Work in pairs. Discuss with a partner: Do you think notes are useful? Why?
3. Work in teams. Discuss about the kind of notes that you use and the
places where you use them. Write some examples. Then, compare your
work with another group.
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4. Work in pairs. Look at the picture and discuss: What kind of text is it?
Then, listen to the conversation and check your answer.
36
Ask your teacher to

repeat the track.
36 5. Now, listen to the conversation and complete the message. Compare

your work with a partner.
36 6. Now, listen to the conversation again and unscramble the words to form
questions. Compare your work with a partner.
I / take / Can / a message

____________________________________________________________________?
you / Can / her / tell / to call / me / back /
____________________________________________________________________?
Look at the previous questions and discuss with a partner:questions:
• What are the questions used for?

• What word is used in both questions? What is that word used for?
36 7. Work in pairs. Listen to the conversation again and answer the following
questions:
• Who called Araceli? ________________________________________________

• Who took the message? ____________________________________________
• Have you taken a message similar to the one in activity 4? Talk about it.
____________________________________________________________________.
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Product 7
Lesson 2
37 1. Work in pairs. Look at the
picture and discuss: What
kind of text is it? Listen
and check.
37 2. Listen to the conversation and circle T for true or F for false.
Mr. Enriquez called Miss Torres. T F

Mr. Enriquez works in Watts and Lee. T F
Miss Torres works in Torres & Torres Supervisors. T F
Miss Torres does not have a phone number. T F
Miss Torres wants to talk to Mr. Enriquez later. T F
37 3. Now, listen to the conversation and complete the questions. Use the
words in the box. Then, listen again and match the columns.
could may could would can
My number is 877-983-773.
How a) ___________ I help you? This is Miss Torres. d) ___________ I speak

to Mr. Enriquez?
b) ___________ you like to leave a message?
Torres & Torres Supervisors.
Anything else?
Yes. Please tell him that I want to confirm
What’s the name of your company? my attendance to the meeting next
Monday.
c) ___________ you give me your phone
number? Yes. e) ___________ you ask him to call me
back as soon as possible?
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38 4. Listen to the conversation and complete the phone call note.
http://www.
my-thank-you-site.
com/kids-thank-you-
notes.html
5. Go back to the phone call note in activity 4 and answer the following
questions:
When did Miss Torres call Mr. Enriquez? _________________________________

What time was it? _____________________________________________________
38 6. Listen to the conversation. Unscramble the words to form questions.

Follow the example.
How can I help you?

SECRETARY: Star Company. a) ______________________? (can / How / you / help / I)
MR. REYES: This is Mr. Reyes. b) ______________________________________?
(I / to /May / speak / Miss Alanis)
SECRETARY: She’s out at the moment. c) _______________________________________?
(you / to leave / Would / a message / like)
MR. REYES: Yes. Please tell her that I’m calling from Torres & Torres Supervisors to
arrange a meeting for next Friday.
SECRETARY: OK. Anything else?
MR. REYES: Yes. d) _____________________________________________________?
(you / Could / before 9:00 p.m. / her / to call / ask / me / back)
Secretary: Sure. e)________________________________________________________?
(you / me / give / your / phone number / Could)
Mr. Reyes: My number is 555-839-99. Thank you.
Secretary: You’re welcome. Have a nice day.
7. Work in pairs. Role-play the previous conversation. One of you is the

secretary and the other one is Mr. Reyes. Write a phone call note similar
to the one from activity 4.
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Product 7
Lesson 3
1. Work in pairs. Look at the text and discuss: What kind of text is it? Read
the text and check your answer.
2. Go back to the text and write the words “opening,” “message” and
“closing” in the corresponding place.
3. Look at the note in activity 1 and answer:

• Who wrote the note? _______________________________________________
• Who was the note written to? It was written to _________________________
• Who does “I” refer to? It refers to ____________________________________
4. Work in pairs. Look at the following texts and discuss: What is the
difference between both notes? Then, read the text and complete
the information below.
“We” refers to: __________________ “She” refers to: __________________

“I” refers to: _____________________ “I” refers to: __________________
“You” refers to: __________________
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5. Work in pairs. Read the information on the left. Then, unscramble the
text and write the information in the space provided. Check your work
with the help of your teacher.
See you soon!
Lorena
I came to visit you, but nobody was at

home. Please, call me when you are
back.
Dear Alice,
6. Look at the previous note and choose the correct option:

1) Who wrote the note? a) Lorena b) Alice
2) Who was the note written to? a) to Lorena b) to Alice
3) What does Lorena want Alice to do? a) to call her b) to visit her
4) Who was at Alice’s home? a) Lorena b) no one
7. Look at the information below. Write a note to someone. Choose a

phrase from each box and write your note below.
Dear _________, I want to tell you

My dear _________, that _________
I love you very much.

you are a nice person.
you are my best friend.
you are the best teacher in the school.
Love,
Sincerely,
Yours truly,
Work in small groups. Share your note with your classmates and talk about it.
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Product 7
Message Mailbox

1. Organize
your work.

your product.
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My work
My final product
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Product 8
Lesson 1
Let’s Write Descriptive Phrases!
39 1. Look at the picture and discuss with a partner: What kind of images do
you see in the picture? What words do you think you will listen? Listen
and check.
39 2. Listen to the text and circle the correct option.
1) What’s the name of the narrator?
a) Julie
b) Julia
c) Lilia
2) What country is the narrator talking about?
a) England
b) Wales
c) Scotland
3) Why did the narrator go to that country?
a) because of her dad’s job

b) for a vacation
c) because of her job
4) What did the narrator see in the Scotland?
a) only lakes
b) only green forests
c) lakes and green forests
39 Listen and check.
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40 3. Work in pairs. Look at the pictures and discuss: What is Julia doing in
each picture? Listen and check.
40 4. Work in pairs. Listen to the first part of the text “My Trip to Scotland” and
organize the pictures in activity 3. Write numbers 1 to 4 according to what
you hear.
40 5. The following sentences correspond to each picture from activity 3. Listen

to the text and complete the information. Write the words in brackets in the
correct form. Then, write the letters under the corresponding illustration.
a) Scottish people have a very different English accent, they speak very fast,
and sometimes it’s difficult to understand them.
b) We 1) ___________ (stay) in a hotel in Edinburgh, the capital. During the

first day, we 2) ___________ (go) for a city tour. Firstly, we 3) ___________
(visit) Edinburgh Castle, a place where the Scottish kings ruled,
4) ___________ (live), and 5) ___________ (fight) against their enemies.
c) After that, we 6) ___________ (go) to the Museum of Childhood. In this

place you can see toys of every kind: moving toys, stuffed toys, paper
toys, toys from all around the world. I really 7) ___________ (enjoy) this
museum.
d) In the afternoon, we 8) ___________ (go) to a traditional restaurant in

Edinburgh. This restaurant has an interesting name: The Haggis House.
40 6. Check your answers with another group. Then, listen again and check.
Finally, explain what Julia is doing in each picture from activity 3.
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Product 8
Lesson 2
41 1. Work in pairs. Look at the picture and discuss: What is Julia doing? What
words do you think you will hear? Listen and check.
41 2. Now, listen to the text again and correct the mistakes. Follow the example.
told
My dad tell me that Haggis is a
Scottish dish containing sheep heart,
liver, and lungs, minced with spices,
and traditionally simmered in the
animal’s stomach. It’s a very strange
dish, but I want to taste a traditional
meal, so I try a little bit and I love it.
3. Work in pairs. Discuss with your partner: What is Julia talking about in the
previous text? Choose an option.
a) a traditional Scottish drink

b) a traditional Scottish dish
c) traditional Scottish clothing
42 4. Julia is talking about another dish that she tried in Scotland. Look at the
pictures, read the text and complete it with the words from the box. Listen
and check.
loved wanted asked was brought told
After eating haggis, I a) ___________ the waiter

to suggest a dessert. I b) ___________ him
I c) ___________ a traditional Scottish dessert.
So, the waiter d) ___________ me something
named “tablet.” It is made from sugar,
condensed milk, butter, and nuts. It
e) ___________ delicious. I f) ___________ it!
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43 5. Work in pairs. Look at the picture and discuss:
Where is Julia? Then, listen and check.
43 6. Work in pairs. The following text is not in the

correct order. Look at the pictures. Read the
text and write numbers 1 to 4 to organize it.
Listen and check.
The zoo is also the home of many endangered

animals such as Siberian tigers, pygmy hippos,
poison arrow frogs, and red pandas.
The following day, we went to the Edinburgh Zoo.
It’s a wonderful zoo for curious kids like me.
I saw many penguins there.
7. Work in pairs. Read the previous text and answer:

a) Where did Julia go? ________________________________________________.
b) What did Julia see? ________________________________________________.
c) Did Julia like the place that she visited? _______________________________.
44 8. Julia is talking about Scotland. Read the text and underline the correct
words. Listen and check.
Scotland is/was part of the United Kingdom, along with

England, Northern Ireland, and Wales. It is/was a European
country. Edinburgh is/was the capital of Scotland. People
from Scotland are/were called Scottish. They speak/spoke
English. Scotland is/was a beautiful country.
9. Work in pairs. Write a text about Mexico. Follow the example in the
previous exercise.
Mexico ____________ part of the American Continent. ____________ is the

capital of ____________. People from ____________ are called ____________.
They ____________ ____________. Mexico ________________________.
Share your work with another pair of students.
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Product 8
Lesson 3
1. Work in pairs. Look at the pictures and discuss: What can you see in each
picture?
1 2 3
45 2. Listen to the following sentences. Write the number of the illustration

next to the corresponding sentence.
a) I have been to different countries. ____

b) I have visited beautiful places. ____
c) I have met nice people. ____
46 3. Listen to the sentences and match them to the appropriate picture.
a) I have seen wonderful animals.
b) I have not been to Mexico.
4. Work in pairs. Talk about the things that Julia has done. Complete the
sentences. Use the information from the previous activities.
a) Julia has ___________ many countries.

b) Julia has ___________ wonderful animals.
c) Julia ___________ visited beautiful places.
d) Julia ___________ ___________ nice people.
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vit y Book

Susana Ramírez Félix

√P&P5-AB-P1.indd 1 3/29/12 7:34 AM

Dirección General de Contenidos Coordinación Editorial

© Susana Ramírez Félix

Miembro de la Cámara Nacional de la Industria Editorial Mexicana.

Impreso en México • Printed in Mexico

recover P&P5-AB_LEGAL.indd 2 7/19/12 12:14 PM

So let’s start now! Let’s Play and Play!

√P&P5-AB-P1.indd 3 3/29/12 7:34 AM

√P&P5-AB-P1.indd 4 3/29/12 7:34 AM

Regular Verbs page 106

√P&P5-AB-P1.indd 5 3/29/12 7:34 AM

Product 1. Let’s Make a Classified Advertisement!

√P&P5-AB-P1.indd 6 3/29/12 7:34 AM

√P&P5-AB-P1.indd 7 3/29/12 7:34 AM

story book classified advertisement newspaper

inline skates jeans bicycle puzzle

√P&P5-AB-P1.indd 8 3/29/12 7:34 AM

Hello, I’m Miguel and I will show you how

a) is when someone gets something by paying money for it.

She is books. He is pillows.

√P&P5-AB-P1.indd 9 3/29/12 7:34 AM

This classified advertisement is divided

2. The following classified advertisement is not in order, organize and

√P&P5-AB-P1.indd 10 3/29/12 7:34 AM

Nice classic tennis shoes for sale!

Used skates for sale!

Wonderful puzzles for sale!

Second-hand computer for sale!

Beautiful house for sale!

5. Work in pairs. Look at the underlined words in the previous activity.

a) size of the products

Check your answer with the help of your teacher.

√P&P5-AB-P1.indd 11 3/29/12 7:34 AM

This is a new computer.

These are used shoes.

These are second-hand books.

Discuss with a partner and answer:

Second-hand and ___________________ are synonyms.

5 2. Listen to the conversations. Then, match them to the appropriate picture.

A: I want to buy a house.

A: I need a pair of tennis shoes.

Ask your teacher to

√P&P5-AB-P1.indd 12 3/29/12 7:34 AM

In the USA people use ________________.

This symbol is called “at” _____________. It is used in e-mail addresses.

Write the abbreviations of the following words:

What do we use abbreviations for? __________________________________

√P&P5-AB-P1.indd 13 3/29/12 7:35 AM

1. Make groups and distribute

2. Collect the material needed for 3. Make your product.

√P&P5-AB-P1.indd 14 3/29/12 7:35 AM

5. How was your work? Circle a face.

Working with my classmates

√P&P5-AB-P1.indd 15 3/29/12 7:35 AM

It is a brief story that contains a moral.

It is a description that can be true or

It is a narrative about mythical,

2. Work in pairs. Look at the pictures and discuss with a classmate:

Unit 2 Unit 2 Unit 1 Unit 5

Got Its Stripes Anatomy!

√P&P5-AB-P1.indd 16 3/29/12 7:35 AM

a) Zeb is in a small village.