Beats 1 - Versión Alumno - Correo del Maestro - Conaliteg 2021-2022 by EDILAR

Activity Book Secondary

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Secondary

Activity Book

5/17/21 1:41 PM

Estimada alumna, estimado alumno: El Cuaderno de actividades que tienes en tus manos es el resultado del esfuerzo que realizan el gobierno federal, los gobiernos estatales, las maestras y los maestros para garantizar que todas las niñas, los niños y los adolescentes que cursan la educación básica en nuestro país cuenten con materiales educativos para construir su aprendizaje, y con ello alcanzar una educación de excelencia. Tu Cuaderno de actividades promoverá que te desarrolles integralmente, fomentará en ti el amor a la Patria y el respeto a todos los derechos; así reconocerás lo que te rodea, apreciarás tus fortalezas y sabrás lo que tu comunidad, México y el mundo necesitan y lo que puedes hacer por ellos.

Nombre

En el marco de la Nueva Escuela Mexicana, la equidad y la calidad son premisas de la educación. Este libro forma parte de los materiales educativos que se ofrecen para que, con el trabajo diario de maestras, maestros, autoridades y familias, alcances el máximo logro de aprendizaje y el fortalecimiento de los lazos entre tu escuela y tu comunidad.

Grado

Este libro ya es tuyo; es un regalo del pueblo de México para ti.

Escuela

¡Conócelo, cuídalo y disfrútalo! Maestro (a)

Distribución gratuita, prohibida su venta.

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Secondary Activity Book S al l y M a r s h a l l

Princetown - Correo del Maestro Editorial Coordinator Author Senior Editor

Jean Denise Salazar Wolfe Sally Marshall Verónica B. Prieto Beracoechea

Editorial Assistant

Jean Denise Ruanova Salazar

Copy Editor

Stefania Villarreal Riva Palacio

Content Designers Digital layout Cover Designer Photo research Art

Servicios Editoriales (Pablo Guzmán de la Cruz, Martha Berenice Hinojosa Rodríguez) Servicios Editoriales Servicios Editoriales (Pablo Guzmán de la Cruz) Servicios Editoriales (Javier Gómez Rodríguez, Andrea Martínez García) Servicios Editoriales (Olivia Lizbeth González Hernández, Francisco Alejandro Domínguez Maldonado)

Photography Shutterstock.com Photo on cover Shutterstock.com Audio Recording

Luis Benito Reynoso Góngora Correo del Maestro Miembro de la Cámara Nacional de la Industria Editorial Reg. Núm. 2817

ISBN: 978-607-9034-76-4 Rights Reserved © 2018 Princetown - correo del maestro, s.a. de c.v. Av. Reforma No. 7 Int. 403, Cd. Brisa Naucalpan Estado de México, México C.P. 53280 Tels. 53-64-56-70 / 53-64-56-95 correo@correodelmaestro.com www.correodelmaestro.com First published: 2018 First reprint: 2019 Second reprint: 2020 Third reprint: 2021 Printed in Mexico The presentation and layout of Beats! 1 Secondary Activity Book are property of the publisher. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without written permission of the Publisher.

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BEATS! 1 TO THE STUDENT Dear Student:

Welcome to Beats! This series is a fun way of learning English in which your interests and needs have been highly considered. Did you know that today English is the language mostly used in science, technology, the arts, communication, sports, recreation and global business? Through English you will be able to communicate with people from all continents and by speaking English not only will you become a more competent professional but you will also be able to get a better paid job in the future. VV Beats! has specially been designed to help you. In this book you will be able to relate what you are taught to your own lives. You will learn about other cultures, listen to interesting conversations and read engaging stories. You will be able to discover, practice and learn how to discuss about your favorite topics in English, how to express your opinions, how to prepare for and give school presentations and how to use different sources of information in English to obtain information of your interest. VV You will also be involved in the creation of fun, motivating products that will allow you to collect evidence of and evaluate your progress. VV And remember, learning a language is a process and to ensure success you should try the following tips: 1. Take one step at a time, keep going, and don´t give up. 2. Don´t be afraid of making mistakes. Mistakes are a natural part of the process of learning. 3. Participate actively in all the activities. 4. Try to use English as much as possible. If you practice you will learn faster. 5. Ask for help when necessary. Your classmates or your teacher will help you out. Raise your hand when something is not clear. There are no silly questions when studying a foreign language. We really hope you enjoy this book. Good luck!

III

Contents

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Review Show time 3 Instructions to Use Bilingual Dictionaries

III IV VI 9 9 13 17 21 22 23 24 25 25 29 33 37 38 39 40 41 41 45 49 53 54

Evaluation

Assessment

Unit 4 Silent Films

57 57 61 65 69 70 71 72 73 73 77 81 85 86 87 88

To the Student Contents Meet your Book

Unit 1 Community Services Lesson 1 Lesson 2 Lesson 3 Lesson 4 Review Show time 1 Asking and Offering a Community Service (Role Play) Evaluation Assessment

Unit 2 Reading Classic Tales Lesson 1 Lesson 2 Lesson 3 Lesson 4 Review Show time 2 Making a Big Book Evaluation Assessment

Unit 3 Using Dictionaries

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Review Show time 4 Writing a Script for a Silent Short Film Evaluation Assessment

Unit 5 Let‘s Talk About the Future Lesson 1 Lesson 2 Lesson 3 Lesson 4 Review Show time 5 Forecasts Evaluation Assessment

Contents

Unit 6 Expressing Likes and Dislikes Lesson 1 Lesson 2 Lesson 3 Lesson 4 Review Show time 6 Writing a Dialog about Likes and Dislikes Evaluation Assessment

Unit 7 The Human Body Lesson 1 Lesson 2 Lesson 3 Lesson 4 Review Show time 7 Make a Chart of a Human Body System Evaluation Assessment

Unit 8 A Great Adventure! Lesson 1 Lesson 2 Lesson 3 Lesson 4 Review Show time 8 Writing a Travel Itinerary Evaluation Assessment

Unit 9 Comics, Comics! Lesson 1 Lesson 2 Lesson 3 Lesson 4 Review Show time 9 A Discussion about a Comic Evaluation Assessment

Unit 10 An Oral Presentation Lesson 1 Lesson 2 Lesson 3 Lesson 4 Review Show time 10 An Oral Presentation Evaluation Assessment Grammar Reference Scripts Bibliography / Webography Irregular Verbs

89 89 93 97 101 102 103 104 105 105 109 113 117 118 119 120 121 121 125 129 133 134 135 136 137 137 141 145 149 150 151 152 153 153 157 161 165 166 167 168 169 174 190 191

Meet Your Book VV DISCOVER - This section appears at the beginning of a lesson. The vocabulary and contents in it, is aimed at awaking your curiosity and at activating previous knowledge.

VV THINK AND DO - This section is presented in two pages, where you can apply your knowledge by doing meaningful activities which help to consolidate Evaluation different language aspects, grammar and key vocabulary by completing activities, charts, diagrams, etc.

VV CREATE - Each unit includes three "CREATE" sections. Here, you will work on the unit's product which has been divided into three steps. These steps, are perfect for you to fully develop and use your creative and social skills as you work in a collaborative way to produce a final product.

VV ASSESSMENT - As part of the learning process, evaluation at this stage takes an important place. You will find an assessment page at the end of every unit, in which you will be able to see the goals you reached as well as to describe and express how you feel about these results.

Meet Your Book

VV GLOSSARY - Throughout the units, you will find Glossary boxes, with key words that will help you understand the lesson. Each word included in the glossary box can be identified on the same page where the box is. The key word is presented in purple color for easy identification. The glossary box shows the meaning according to the context the word is presented in the lesson.

VV TIPS - The Tips Boxes include information on the English language; culture, facts and other interesting aspects of it to help you learn English in an easier and enjoyable way.

VV LINKS - The suggested links to Websites included in the lessons, offer additional practice of the language as well as extended vocabulary on the topic of the unit.

VII

Meet Your Book VV READER'S BOOK - The Reader's Book is a collection of stories, tales and non fictional texts adapted for you to improve your vocabulary, reading and listening skills. Each story and non fiction text, has been carefully chosen for them to correlate to the units in the Activity book. The stories and non fiction texts are beautifully illustrated. At the end of every text, we have included a comprehension check section to work with vocabulary and general understanding.

VV AUDIO CD - The Audio CD contains all the conversations, songs, and other listening activities to accompany the Activity Book as well as the stories included in the Reader's Book. This material will help you not only to develop comprehension skills by providing you with pronunciation models necessary to a complete acquisition of the English language but also to practice pronunciation. The scripts for each audio track have been included in this Teacher’s Guide.

Throughout the lessons, you will find the following icons which will tell you what to do in the activities.

Group and teamwork, where you and your classmates work as a whole group or make smaller ones.

Pair work, where you and a partner work together on specific activities such as dialogs, written messages, co-evaluations and other interesting and fun activities.

Portfolio

VIII

Listening activity, where you'll work on communication, pronunciation, stress and intonation of the language.

Product sessions, where you and your teammates build in 4 different steps a final and specific product to enjoy and apply what you learned so far.

A portfolio is a collection of evidence that shows your competence and what you are learning. Create a portfolio with evidence of all your written work in every unit and when suggested. You may want to use a folder or similar to keep all your work in it.

Community Services

TT Listen and revise dialogs about community services. TT Get the main idea.

Lesson

Family and Community Environment

TT Exchange information about community services.

and match the illustrations with the type of community 1 Look service below.

1. Entertaining elderly people at a retirement home. 2. Raising money for an international organization. 3. Removing plastic waste. 4. Volunteering in a community farm. 5. Taking care of stray animals waiting for adoption.

Exchanges associated with specific purposes. Exchange views of a community service.

Lesson

Listen to the dialog and underline the correct options. 2 Give reasons for your answers.

1. The speakers are: students / company employees / retired people. 2. They are at:

on the street / at a party / school

3. They sound:

sarcastic / motivated / pessimistic

4. They use:

casual / technical / formal language.

3 Listen again and answer the questions.

1. What is Ann and her friends planning to do? 2. Who is her plan directed to? 3. How does Paul express he can contribute to the project? 4. How does Ann react to Paul’s ideas?

4 Match the expressions with their uses. 1. For instance …

Check understanding.

2. Would you like to joins us?

Indicate that you will participate.

3. Do you mean that …?

Provide an example.

4. Count me in!

Find out if you can do something.

5. Can you make it?

Invite someone to be part of something.

Glossary

for instance: (n) Another way to say: for example

Unit 1 · Commmunity Services

Family and Community Environment

the expressions in activity 4 to complete the following 5 Use sentences. 1. “We might entertain old people at the retirement home. , we could choose a funny play and perform it.“ 2. A: I’m going to write a plan of how to raise the money? B: you are going to give us the places we can go to? 3. A: Do you want to be part of our team, John? B: Sure. ! 4. We´re planning to visit different hospitals.

5. Let’s meet again next week. ?

three casual words from the conversation, which indicate 6 Write approval. c

of three ideas to encourage people to become more 7 Think environmental friendly. Write notes on the lines. Then, share your ideas with the class.

Exchanges associated with specific purposes. Exchange views of a community service.

Lesson

1 Asking and Offering a Community Service (Role Play) Session I

Check your Progress

Go to page 23. Read statement 1 and mark your progress according to your performance in the lesson.

Throughout the school year, you will produce evidences that will show you how much you have learned and progressed in English. You’ll work in small teams as you enjoy researching, exchanging and registering information as well as applying what you know to daily life interests. So, start enjoying! In this unit you will write a dialog asking for and providing a community service, and by the end of the unit, you and your teammates will role play it in front of the group. So in this session, do the following: 1. Get together in teams of five. With your classmates, make a list in your notebooks of the different community services you studied in this lesson. (activity) 2. Write a 3-column table in your notebook and include the following headings (one in each column). ss First column: Type of community service. ss Second column: Questions about this service. ss Third column: Useful expressions and sentences. 3. Now, complete the first column in your chart. Save your work. You will use it in a second Product session.

Reading Time!

R Read ead pages 8 20toto10 23from fromthe theReader’s Reader’sBook. Book.Then, Then,discuss discusswhat whatyou youread readasasaagroup. group. Is there something interesting, funny, boring or sad that you would like to share with with others? your Could classmates? you identify Can you the name main characters? the title of the text and what it is about?

Unit 1 · Commmunity Services

Lesson

Family and Community Environment

1 Discuss the questions. 1. Have you ever adopted a pet from an animal shelter or done volunteer work there? 2. Have you ever raised money for a charity or community cause? 03

Listen to the dialogs and number the pictures in order.

Listen again and check (ü) the background noises you hear. Explain what other noises might be heard in the places above. Dialog 1: dogs barking ( )

cats meowing ( )

birds singing ( )

Dialog 2: car claxons ( )

announcement ( )

trains running ( )

4 Circle the correct options. 1. The two conversations are ... a. over the telephone

b. on-site

2. The teen in conversation two wants to raise money for ... a. an international organization

b. a community party

3. The boy and the girl want to adopt a ... a. cat

b. dog

4. The shelter assistant and the tickets clerk are both ... a. polite

b. rude

Glossary

on site - (adv) at the place where a business or activity happens

Exchanges associated with specific purposes. Exchange views of a community service.

Lesson

2 5 Match the following expressions from the dialogs with their use. VV Hi there! / Hello. / Good morning.

Asking for a service

VV We’d like to see the puppies, please.

Giving someone something

VV I'm not sure.

Being polite

VV Here you are.

Greeting

VV Would you like to see the puppies or the kittens? / Would you like to make a single contribution or donate every month?

Expressing doubt

VV Have a nice journey/day. / Please. / Thank you.

Offering options

6 Order the dialog at a public video library Old movies, please. I like this one. How long can I keep it? Hi! I’d like to borrow a romantic movie. It's for a movie afternoon at the retirement home. 15 days. Would you like to see old movies or the new releases? Awesome! Come this way, please.

Unit 1 · Commmunity Services

Family and Community Environment

doing volunteering work at a community farm. You need 7 You're to borrow a shovel and a bucket for your work. With a partner, create your owm dialag. Use the words in the box for help. Do you need…

to borrow

Here you have..

please

the following connecting words in the conversation with 8 Match their uses. 1. If

It is used before giving the reason for something.

2. Then,

It used to indicate a condition.

3. Because

It is used to show a sequence of actions.

9 Complete the following dialogs with the connectors above.

some e to take v a h l il w s our friend want to collect all you and y u , o e y o Z r: Mothe ith you w s g a b beach. big from the e g a rb a g use these that ’t want to n o d I d n d not too m. A o small an to know, mo I re a y e : th Zoe bags strong. e school s r. Smith, th M sk a ks? He use u o on’t y of his sac d e y d h m n W so a u n Mother: the garde to lend yo gardener aves from le e th t c e oll them to c . ery strong we use v re a em after they th sh a w l e’l him. d idea. W em back to at’s a goo th h T e iv g , Zoe: them and a! Good ide Mother:

Exchanges associated with specific purposes. Exchange views of a community service.

Lesson

2 Asking and Offering a Community Service (Role Play) Session II

Check your Progress

Go to page 23. Read statements 2 and 3. Mark your progress according to your performance in the lesson.

In this second session of the product, you will write some questions to use in a dialog about asking and offering a community service. Follow the steps and continue working with your teammates. During this Session you will: 1. Get together with your teammates and take out the chart you made in Session I. (page 12) 2. Choose one of the Community Services listed in the first column. 3. Decide on the questions to use in a dialog about this Community Service, use the dialogs in this lesson as a model. (activities 2, 6, 7, 9) 4. Check that your questions are structured correctly and if you need to, make changes. 5. Write the corrected questions in the second column of your chart. Save your work. You will use it in the following Product session.

Reading Time!

Read pages 20 to 23 from the Reader’s Book. Then, discuss what you read as a group. Read pages 11 to 14 from the Reader’s Book. Then, discuss what you read as a group. Is Is there something interesting, funny, boring or sad that you would like to share with there something you would like to share with others? others? Could you identify the main characters?

Unit 1 · Commmunity Services

Lesson

Family and Community Environment

1 Look at the picture and discuss the questions with your partner.

1. Where are they? 2. Who are they? 3. What are they talking about?

Now, listen to the conversation and complete the sentences.

4. The girl wants . 5. There are musical movies for teens in the store.

again and write C (for Costumer) and A (for Assistant) 3 Listen next to the expressions below.

: May I help you? : Can I see some CDs of musicals for teens? : We have two. Which one would you like? : I'm not sure, because it isn't for me. It's for the Community Day festival. My class is doing a musical. : How nice! You can change it, if you bring the receipt. : No problem. I'll take it then.

Exchanges associated with specific purposes. Exchange views of a community service.

Lesson

3 * Which modal verbs are used in the dialog when offering help, asking for something or requesting a possibility? a. Can and may

b. Would and may

c. Can and would.

* Which modal verb is used in the dialog to offer options? a. May

b. Would

c. Can

the conversations with your own words. Use 4 Complete expressions from the unit. Assistant:

you?

Customer:

Yes, the latest movies by ? .

Assistant:

Yes. I have like?

Customer:

It’s for a present. I change it my friend has it?

Assistant:

No problem. You can change it you bring the receipt.

Customer:

Ok! , then.

Assistant:

Here’s you receipt. Pay at the cashier’s. come back to get your movie.

Glossary

cashier -(n.) a person handling payments and receipts in a shop, bank or business.

Unit 1 · Commmunity Services

Family and Community Environment

Listen and draw a falling arrow (j) if the final intonation goes 5 down and a rising arrow (l) if it goes up. 1. May I help you?

2. Which one would you like?

3. Can change it?

and complete the dialog. Then, act it out with a partner. 6 Listen Pay attention to the intonation of the questions. Assistant: Good morning! May I help you?

Glossary

on sale - (n) a. the act of selling something at a reduced price. b. the exchange of goods, services, or property for a little amount of money

Woman: Yes. I’d like to see those watches, please. Assistant: Sure. They’re really nice and they’re . Which one would you like? Woman: Mm… Can I the green one, please? Assistant: Of course. Woman: It’s really nice. How much is it? Assistant: Only 75 dollars. And it has a five year . Woman: Great. I’ll take it, then. Assistant: Are you going to pay or with a credit card? Woman: Cash.

7 Match these key words with their meanings.

on sale try on warranty cash

if a product is defective the company will repair or replace it. money in the form of coins or banknotes. at a reduced price put on clothes or jewelry to see how it looks on you.

Exchanges associated with specific purposes. Exchange views of a community service.

Lesson

3 Asking and Offering a Community Service (Role Play) Session III

Check your Progress Go to page 23. Read statement 4. Mark your progress according to your performance in the lesson.

Up to now, you have worked on making a chart and completing it with different Community Services and questions about it. This time you will work with your teammates and create a dialog to finish this unit’s Product. During this session you will: 1. Get together with your teammates and take out the chart you worked on the previous Product Sessions. 2. Read the questions and check them one more time. 3. Complete the third column in your chart with the different expressions you learned in this unit that will help you answer the questions. 4. Now, write a dialog using the questions in the second column of your chart about asking and offering a Community Service. You may go back to the pages in this unit and look for examples. (activities 3, 5, 7) 5. Organize your dialog and give it a logical structure. Make it meaningful and interesting so everyone understands the Service you are offering or asking for. 6. Ask your teacher for help and review your dialog. Make any necessary corrections. 7. Finally, practice your dialog using the correct pronunciation and intonation. (activity 5) Save your work. You will use it in one last Product session in this unit.

Reading Time!

Read pages 15 20 to 19 23 from the Reader’s Book. Then, discuss what you read as a group. Is there something you interesting, would like funny, to share boring with or sad yourthat classmates? you would What likewas to share the most with others? Could interesting part you of identify this reading? the main characters?

Unit 1 · Commmunity Services

Lesson

Family and Community Environment

the best options and circle the word that best completes 1 Choose the dialog. Man:

Good morning. Rialton Hotel May / Would I help you?

Woman: Y es. I'd like / Would you like to reserve a room for two nights for August 22nd. Man:

Sure May I / I'd like to have your name, please.

Woman: Laura Meyer.

the situations and choose one. Then, write a short dialog 2 Read about it in your notebook. VV A woman wants to cash a check at the bank. VV You want to buy three entrance tickets for an Amusement Park. VV A man wants to reserve a table for two people at the Carlton Restaurant. VV A teenage girl wants to buy tickets for the Sunshine Circus.

one of the four situations and write a dialog in your 3 Choose notebook that includes the following elements:

* Greetings * Expression(s) offering help. * Saying what you want/would like. * Options to choose from. * Expressions to close the conversation. out the dialog you wrote. Pay attention to turns to speak and 4 Act intonation of questions.

Exchanges associated with specific purposes. Exchange views of a community service.

1 Asking and Offering a Community Service (Role Play) Final Session

Check your Progress Go to page 23. Read statement 5. Mark your progress according to your performance in the lesson.

As you learned during this unit, a dialog is a conversation between two or more people and it is time for you to show your work. Remember that acting out and practicing a dialog in English will help you improve pronunciation and expressions you learned. Go on and role play it to your group. 1. Get together with your teammates and bring out your notebook with the final version of the dialog you wrote about the service you are offering or asking for. 2. Take 5 minutes to practice your dialog. Do not forget to check pronunciation and intonation. 3. Take turns to role-play your dialog in front of the class. 4. Listen to other team’s work and be respectful. Congratulations! This is a great evidence of how well you are doing at learning and communicating in English. Save your written work in your Portfolio.

Reading Time!

Before you continue with the next unit, visit the Grammar Reference section on page 169 to clarify, review and reinforce the grammar learned in this unit.

Unit 1 · Commmunity Services

Beats!

Secondary • Evaluation Instrument Unit 1

Name Dates: L1 L2 L3 Evaluation Instrument - Rubric

LN Grade

your progress as you finish each lesson wrtitting and check ( 1 Evaluete that mentions your performance so far in the unit. During this unit I...

Excellent

Good with minor difficulties

Needs improvement

) in the column

Not satisfactory

1. Listen and revise dialogs about community services. (p.12)

2. Get the main idea. (p.16)

3. Use and apply expresions in dialags. (p.16)

4. Exchange information about community services. (p.20)

5. Use correct information when asking with a service. (p.22)

2 Use the results to decide on strategies to follow to improve your work. 23

Assessment Assessment Let's reflect! Write a check (✓) next to each one of the achievements you accomplished. Cross out (✗) the ones you didn't accomplish and ask your teacher for help. Now I can … T Identify conversations about community services. T Identify expressions used to ask for or provide services. T Use different expressions to ask for or provide a service. While I worked on the product for this unit (role play for asking and offering a community service), I: T Participated actively. T I was able to include new expressions practiced in the lessons. T I paid attention to intonation patterns when using questions. T I felt more confident and fluent than at the beginning of the unit Read the emotions in the box. Write the ones which describe how you feel with the result you obtained in your assessment. Then, complete the idea. I feel Happy

Excited

Angry

Disappointed

Sad

Interested

Curious

Co-evaluation the name of the teammates you worked with to make this unit’s Product. Then, read the * Write achievements in the first column and write a value for yourself and for each member of your team. Finally, add the values. Values: 1 = Agree 2 = Disagree 3 = Needs Practice Yourself Accepted the assigned tasks. Contributed positively to group discussions. Completed work and helped others when needed. Worked well with other teammates Was a valuable member of the team. TOTAL

Unit 1 · Community services

Lesson

Reading Classic Tales

TT Select and revise classic tales. TT Understand general sense and main ideas. TT Compare variants of pronunciation and writing.

Recreational and Literary Environment

TT Express key events orally. TT Rewrite key events.

at the illustrations on the book covers, read the titles and 1 Look match the books with the extracts below.

VV Once upon a time, an old carpenter carved a puppet in the shape of a boy. He liked it so much that he wished it were a real boy. A fairy heard his words and turned the puppet into a child. 3

VV Long ago, England was ruled by wicked Prince John. He collected money from the people, so much, that most of them became very poor. But an outlaw and his band would steal the money from the sheriff and give it back to the people. 4

Glossary

rightful -(adj) - according to the law

VV Suddenly a mysterious stone magically appeared outside St. Paul’s Cathedral in London. There was a message on it that said that whoever pulled the sword from the stone was the rightful King of Britain. 1 VV The King invited the fairies to the party. Each one gave the child a magic gift. But suddenly one of the fairies who had not been invited appeared in the room and said, “When the princess is fifteen she will prick herself with a spindle and die.” 2

the following questions and answer them in your 2 Read notebook. Then, make a survey with the rest of your classmates and register their answers. you like to read stories as a child? * Did What of books do you read now? * What kind is your favorite book or author? *

Literary expression. / Read classic tales.

Lesson

1 3 Label the book with words from the box.

Story Summary A beautiful girl, Snow White, lives in the forest in the house of seven dwarfs to hide from her stepmother, the wicked Queen. The Queen is jealous because she wants to be the most beautiful woman in the kingdom and Snow White is more beautiful than her. One day while the dwarfs are at their diamond mine, the Queen arrives at the cottage dressed as an old beggar and makes Snow White bite into a poisoned apple. When the dwarfs arrive home, it's too late to save Snow White. They place her in a glass coffin in the woods and mourn for her. A prince passing by, arrives at the cottage and awakens her from the wicked Queen's spell with "love's first kiss." graphic component

title

textual component

author

4 Match the words with their definitions.

VV The title of a story is …

the person who wrote the story.

VV The author of a story is …

the written texts.

VV The graphic components in a story are …

the name of the story.

VV The textual components are …

the pictures.

Unit 2 · Reading Classic Tales

Recreational and Literary Environment

the summary of the story on page 26 and complete the 5 Read sentences below. 1. The story is about . 2. It is ideal for .

Complete the chart with information about two books you 6 have read. Then, design the cover for each one of these books on a separate sheet of paper. Title

Author

Topic

with a partner. Share and compare your charts and covers. 7 Work Then, discuss these questions. 1. Which of the books your partner mentioned would you like to read? 2. Which book do you think is the most interesting? Why?

Literary expression. / Read classic tales.

Lesson

1 Making a Big Book Session I Throughout this unit, you will collect evidence such as a list with key events, dialogs about the comprehension of a tale and rewritten sentences as you make a Big Book for children. During this session do the following:

Check your Progress

1. Get together in teams of five. With your classmates, brainstorm different stories you know and would like to include in your product. If you prefer, you may also write an original story. (activity 1) 2. Choose a story you want to work with or if you choose to create an original story, think about the main topic and the characters and give them interesting characteristics. 3. Complete the graphic organizer to start having a better idea of your product. Make sure you complete it with enough information. (activity c)

Go to page 39. Read statements 1 and 2. Mark your progress according to your performance in the lesson.

Title of the Story Characters (and their characteristics, the role each one plays in the story: villain, main character, etc.).

Main events / Plot First: Next: Then: Last:

Setting (WHERE)

Setting (WHEN) ss How long will it take for the story to happen? ss What time of year? Summer / Fall / Winter / Spring ss When will it take place? Past / Present / Future ss Other important details:

Illustrations you might need:

Key ideas:

Remember to save your work. You will use it in a second Product session.

Reading Time!

Read pages 22 to 25 from the Reader’s Book. Then, discuss what you read as a group. Is there something interesting, funny, boring or sad that you would like to share with others? Could you identify the main characters?

Unit 2 · Reading Classic Tales

Lesson

Recreational and Literary Environment

1 Discuss in pairs. What is your favorite children's story? at the illustrations. Predict the content of the story and 2 Look number the pictures in order.

3 Read and listen to the story to check your predictions.

Jack and the Beanstalk Jack lived with his mother in a little house in the country. They were very poor. One day they did not have anything to eat and Jack’s mother said, “Take the cow to the market and sell her.” Jack took the cow to the market and sold her to an old man. He did not have any money and gave Jack five magic beans for the cow. Jack ran home. He showed his mother the beans. She was very angry and threw the beans out of the window. That night, while Jack and his mother were asleep the beans started to grow. They grew higher and higher. The next morning Jack looked out of the window and saw the beanstalk grew right up into the sky. Jack climbed up the beanstalk and saw a castle. He ran into the castle and heard enormous footsteps. Jack hid behind the door in the kitchen. A giant came into the kitchen with a magic hen, but didn't see Jack. He put the hen on the table and said, ‘Lay little hen, lay.’ The hen laid big golden eggs. Then, the giant ate an enormous breakfast, put his head on the table and went to sleep. Jack took the magic hen, ran out of the castle and climbed down the beanstalk. The giant woke up and chased after Jack. When Jack got to the bottom, he cut down the beanstalk with an axe. The giant crashed to the ground and died. Jack kept the hen. His mother was very happy. They had lots of big golden eggs and lived happily ever after.

KE (Key Event) next to the sentences that express 4 Write important events in the story. 1. The old man gave Jack five magic beans for the cow.

[ ]

2. Jack ran home.

[ ]

3. He showed his mother the beans.

[ ]

4. The beanstalk grew right up to the sky.

[ ]

5. Jack hid behind a door.

[ ]

6. The hen laid golden eggs.

[ ]

7. Jack took the magic hen, ran out of the castle and climbed down the beanstalk.

[ ]

8. When he got to the bottom, he cut down the beanstalk.

[ ]

9. His mother was happy.

[ ]

Glossary

beanstalk - (n) the stem of a bean plant, proverbially fast growing and tall.

Tips

When reading a story or listening to a classmate reading it

ssEnjoy the experience. ssRemember not to read too fast and to pay attention to the correct pronunciation.

Literary expression. / Read classic tales.

Lesson

the story again and find the past tense of the following 5 Read verbs. Circle and write them in the correct place. Finally, underline the negative forms in the past too. Present

Past

Present

live

are

show

take

climb

start

sell

chase

give

crash

throw

die

see

Glossary

quarrel - (n) : an angry argument or disagreement: a reason to disagree with or argue about something.

Past

grow have go steal cut

1. How do regular simple past tense forms end? In 2. What are the simple past tense forms of the verbs that do not finish in ed called? 3. What auxiliary verb is used to form the negative simple past tense form? 4. What is the contraction of did not? 5. What is the form of the main verb after de auxiliary verb did not?

6 Look at the picture, read the title of the fable and predict what it is about. One Nut and Two Boys Two little boys were playing together near a nut tree. Suddenly, one of the boys saw something on the ground. It was a nut. Before he could pick it the other boy took it. The first boy demanded, “Give me the nut. It’s mine. I saw it first”. The other boy replied, “It’s mine because I took it”. The two boys started to quarrel. Just then a tall boy came that way. Upon seeing the quarrel between the boys, he thought for a little while and said, “Give me the nut and I’ll settle your quarrel”. He split the nut into two parts. He took out the fruit-seed. He gave one half-shell to one boy and the other half-shell to the other. He put the fruit seed into his mouth and said, “Thank you. This is for settling your quarrel”.

Unit 2 · Reading Classic Tales

Recreational and Literary Environment

Listen to the fable and read along. Check your predictions 7 and circle what you think is the best moral for it.

VV Do not quarrel with a friend. VV When two people quarrel someone else gains. VV There is always someone who solves our problems.

the summary of the fable with the words from box. 8 Complete Then, order the sentences. each boy a half–shell the solution keep the nut on the ground

The two boys wanted to . He gave and ate the seed himself. A tall boy told the boys he had to their problem. Two boys were playing when they saw . 09

and sort out the words in red in the story, according to 9 Listen their pronunciation. as in the

as in think

as in feel

Look for two more words in the story with the same letter groups and pronunciation patterns. Write them on the lines. VV / d /

VV / θ /

VV / iː /

Look up three words with the same letter groups in a dictionary. Give them to a classmate to write their corresponding phonetic symbols. Save your work in your portfolio.

Literary expression. / Read classic tales.

Lesson

2 Making a Big Book Session II

Check your Progress

Go to page 39. Read statement 3 and mark your progress according to your performance in the lesson.

1. Get together with your teammates and bring out the graphic organizer you completed during Session I. 2. Exchange new ideas on how to improve the story you will write. Remember to listen to your teammates’ ideas with respect and contribute with your own if necessary. 3. Decide on the different types of illustrations to use in the story and divide the tasks equally. One or two of you could be in charge of the illustrations and the rest could write short paragraphs of the story in their notebooks. (activity 2) 4. Check for the sequence of the written story and for writing conventions. (activity 3) 5. Correct and make changes as you need. Save your work. You will use it in a third Product session.

Reading Time!

Read pages 26 to 30 from the Reader’s Book. Then, discuss what you read as a group. Is there something you would like to share with others? What can you tell about the story so far?

Unit 2 · Reading Classic Tales

Lesson

Recreational and Literary Environment

Read the story and check ( ✓ ) the sentence that best 1 summarizes it. 1. It is the story of an old man who lived on a farm for 20 years and liked to sleep. 2. It is the story of an old man who met some little men and invited them to live on his farm. 3. It is the story of an old man who drank some magic liquor and slept for 20 years.

Thomas Nast [Public domain], via Wikimedia Commons

2 Read the next story and discuss with a partner a good title for it.

Glossary

barrel - (n) : a round, usually wooden container with curved sides and flat ends.

Once upon a time there lived a farmer with his wife, his children and a dog called Wolf. His name was Rip Van Winkle. One day, while he was hunting with Wolf he felt tired and slept for some hours. When he woke up, he looked around and saw a strange little man a few meters from him. He was carrying a heavy barrel. He asked Rip to help him. They walked for some time and finally they arrived at a cave. He entered the cave and saw four little men similar to the man with the barrel. They were drinking some liquor. They offered Rip some and he accepted. After some time, he felt sleepy and closed his eyes. When he opened them he noticed he had a long white beard. He called Wolf but it never came. Rip decided to go back home. When he arrived in the village, everything looked different. Some strange people were coming out of his house. Suddenly Rip saw a woman who looked familiar. She was talking to a neighbor and saying: “My father went hunting one day and never returned.” Rip Van Winkle realized that the woman was his daughter. He had slept for 20 years! Rip Van Winkle went to live on his daughter’s farm for the rest of his life and when he went to the village he always told the children his strange story.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

Literary expression. / Read classic tales.

Lesson

3 3 Read the story again. Then, choose the correct answer. VV The pronoun He on line 8 refers to: a) the little man

b) Rip Van Winkle

VV The pronoun They on line 8 refers to: a) Rip Van Winkleand the little man

b) The four little men

VV The pronoun He on line 10 refers to: a) the little man

b) Rip Van Winkle

VV The pronoun They on line 12 refers to: a) Rip Van Winkle and the little man

b) The four little men

VV The pronoun She on line 21 refers to: a) Rip Van Winkle’s wife daughter

b) Rip Van Winkle’s

the following words with their American English spellings in 4 Find the tale on page 33. British English

American English

metre

Glossary

neighbor

neighbor (n): a person who lives next to or near another person

realise

at the table above and complete the sentences to compare 5 Look the British and American English spellings. 1. The letters -or in American English sometimes change to - in British English. 2. The ending letters -ter change to - in British English. 3. The final letters -se in British English change to - in American English.

Unit 2 · Reading Classic Tales

Recreational and Literary Environment

the story again and analyze the underlined sentences. Then 6 Read choose the correct option. 1. All the sentences refer to past finished actions / past actions in progress. 2. They all use a simple present / simple past form of the verb to be as auxiliaries.

Glossary

trap - (n) a device that is used for catching animals.

3. The auxiliary was is used with singular / plural pronouns. 4. The auxiliary were is used with singular / plural pronouns. 5. The auxiliary forms was and were are followed by an ing / ed form of the main verb.

the following story and answer the questions in your 7 Read notebook. Underline the parts of the story where you found the answers.

The lion was the king of the jungle. All the animals were scared of him because he was fierce. One morning, he was taking a walk in the jungle. He often took morning walks and enjoyed the fresh air. But that day, he did not see a net hidden under some plants. He walked into it and could not get out. It was a trap. He could not eat breakfast or lunch or dinner. Soon, he was very hungry and sad. Suddenly, he saw a little mouse. She was hiding under a rock. ‘Please’ he said, ‘Please,

VV Who was taking a walk in the jungle? VV What happened to him?

help me out!” Immediately, the mouse got near the lion. ‘What’s the matter? She asked. ‘I can’t get out!’ he said. The mouse had an idea. “My teeth are strong. I can cut the net!’ She worked for hours and hours and the lion watched. Finally, she said, ‘You are free, lion’. Come out of the net.’ The lion was very happy and grateful, and said, ‘I’m big and strong but you are very intelligent! Please, be my friend.’ And the lion and the mouse were friends ever after.

VV Who saw him? VV What did she do? VV What was the lion’s reaction?

Look at the first two pages of the Big Book The Lion and the 8 Mouse and underline the correct options. *B ig Books contain stories for children / teenagers. *T he illustrations, the text and the size of the book are small / large.

He often took morning walks and enjoyed the fresh air. But that day, he did not see a net hidden under some plants. He walked into it and could not get out.

The lion was the king of the jungle. All the animals were scared of him because he was fierce. One morning, he was taking a walk in the jungle

in pairs. Choose two extracts from the story and design 9 Work two more pages of the Big Book above. Literary expression. / Read classic tales.

Lesson

3 Making a Big Book Session III

Check your Progress

Go to page 39. Read statement 4 and mark your progress according to your performance in the lesson.

1. Get together with your teammates and bring out the graphic organizer you made in the last Product session. 2. Discuss as a group about any changes you could do to improve your work. You may take a look at the examples in this unit. 3. Organize the pages for your big book. Use the book plan below to help you. Adapt it to be at least 6 pages long. (activity 8) 4. Make sure your story has a logical structure and that it includes an opening, a body and a closure. Check for the illustrations to describe the story. 5. Ask your teacher for help and make any necessary corrections. 6. Use some cardboards and start writing your story and placing the illustrations on them according to your book plan. Book Plan

Page 1

Page 2

Page 3

Page 4

Page 5

Page 6

Page 7

Page 8

Save your work. You will use it in a second Product session.

Reading Time!

Read pages 31 to 35 from the Reader’s Book. Then, discuss what you read as a group. Is there something you would like to share with others? What type of story is it? Can you name the characters?

Unit 2 · Reading Classic Tales

Lesson

Recreational and Literary Environment

characteristics of these types of stories 1 onWritethethecolumns. Then, give two examples of each one. Characteristics

Examples

Fairy Tales

Legends

Fables

2 Write 2 examples of words that have these sounds. / d /

/ θ /

/ iː /

the sentences. Use the progressive form of the past of 3 Complete the verbs in parenthesis. VV While Rip Van Winkle rabbits. (hunt) VV A strange little man a heavy barrel. (carry) VV The four little men some liquor. (drink) VV Some strange people of his house. (come out) VV Rip Van Winkle’s daughter to a friend. (talk)

Complete the story of The Princess and the Frog with the correct past 4 form of the verbs in parentheses. Then, listen and check your answers.

One day a princess (walk) in the forest. Suddenly she (see) a frog. It (swim) in a pond and looked very pretty. Suddenly the frog (speak) to the princess. She was very surprised. The princess liked the frog very much and (go) to the pond every day to visit it. One day while the princess and the frog (talk), the frog asked her for a kiss. While the princess (kiss) the frog, it turned into a handsome prince. The prince told the princess the story of the witch: one day while the prince (sleep) in his castle a witch cast a spell on him. The princess (marry) the prince and they lived happily ever after. Literary expression. / Read classic tales.

2 Making a Big Book Final Session

Check your Progress

Go to page 39. Read statement 5 and mark your progress according to your performance in the lesson.

As you learned during this unit, a story is a narrative text that tells us about fictional events and that includes graphic and textual components. Now, go ahead and share with the rest of your group the story you wrote for the Big Book you made and read it aloud. Remember that reading aloud in English will help you practice pronunciation and fluency as well as the expressions you learned in this unit. Now, 1. Get together with your teammates and bring out the final version of the story you wrote and your Big Book. 2. Decide who will read the different parts in the story. Do not forget about pronunciation and intonation. 3. Take turns to read aloud and present your book to the class. 4. Listen to other team’s work and be respectful.

Reading Time!

Read pages 20 to 23 from the Reader’s Book. Then, discuss what you read as a group. Before you continue with the next unit, go to page 170 and review the most important Is there something interesting, funny, boring or sad that you would like to share with grammar points in the Grammar Reference section. others? Could you identify the main characters?

Unit 2 · Reading Classic Tales

Beats!

Secondary • Evaluation Instrument Unit 2

Name Dates: L1 L2 L3 Evaluation Instrument - Descriptive Valuation Scale

LN Grade

your progress as you finish each lesson wrtitting and check ( 1 Evaluete that mentions your performance so far in the unit. During this unit I...

Excellent

Good with minor difficulties

Needs improvement

) in the column

Not satisfactory

1. select and revise classic tales (p.28)

2. understand the general sense and main ideas. (p.28)

3. compare varients of pronuntation and writing. (p.32)

4. express key events orally. (p.36)

5. rewrite key events. (p.38)

2 Use the results to decide on strategies to follow to improve your work. 39

Assessment Assessment Let's reflect! Write a check (✓) next to each one of the achievements you accomplished. Cross out (✗) the ones you didn't accomplish and ask your teacher for help. Now I can … T Use comprehension strategies when reading a story. T Recognize the general meaning from pictures and some details. T Formulate and ask questions in order to find specific information. T Express personal expressions to literary texts. T Retell events using images. T Organize sentences into a sequence of actions. During the planning and performing of this unit's product I... T Participated actively. T I was able to include new expressions practiced in the lessons. T I paid attention to intonation patterns when using questions. T I felt more confident and fluent than at the beginning of the unit. T Contributed with observations and points of view. T Expressed my personal opinions and listened to and respected others. Read the emotions in the box. Write the ones which describe how you feel with the result you obtained in your assessment. Then, complete the idea. I feel happy

excited

angry

disappointed

sad

interested

curious

Co-evaluation T Reflect on the work you did with your teammates in this unit's product and answer: If you were doing this product again, what would you do differently to improve your work? How could your team work more effectively next time?

Unit 2 · Reading Classic Tales

Lesson

Using Dictionaries

TT Select and revise bilingual dictionaries. TT Understand the use of textual components of bilingual dictionaries.

Academic Academic and Educational and Educational Environment Environment

TT Write instructions. TT Edit instructions.

1 Look and match. 1. bilingual dictionary 2. monolingual dictionary 3. encyclopedia 4. picture dictionary 5. online dictionary 6. dictionary entry 7. manual

2 Read the information and check how many uses dictionaries have. A dictionary is a reference book about words. It lists the words in alphabetical order in the form of headwords (the words about which information is given). It is important to make a distinction between a dictionary, and an encyclopedia because they contain different information. An encyclopedia contains information about the world (things, people, places, and ideas) and a dictionary gives information about words and language. So, what do people in general use dictionaries for? VV To look up unknown words when listening or reading. VV To confirm the meanings of partially known words. VV To look up unknown words needed to speak or write. VV To look up spelling, pronunciation, meaning and grammar of words. VV To confirm the spelling, pronunciation, meaning, etc of known words. VV To check that a word actually exists. VV To find a different word to use instead of a known one (a synonym). VV To correct errors and mistakes.

Discuss these questions with a partner. 3 Write your conclusions in your notebook. 1. Do you ever use dictionaries? 2. Do you use them in class or at home? 3. What do you use them for?

Interpretation and follow-up of instructions. / Write instructions to use a bilingual dictionary.

Unit 3

Lesson

1 at the pictures and answer the questions in your notebook 4 Look then, discuss your answers with a partner. bilingual dictionary

Tips

In this unit you will be asked to look for information several times. So remember that… ssif you are curious and interested in obtaining information you will learn lots of new things. sstwo heads think better better than one, so if you cooperate and integrate during class work you will learn more easily and have more fun.

online dictionary

monolingual dictionary

picture dictionary VV Which dictionary can you use to find the English word for aprender? VV Which dictionary can you use to learn the meaning of the English word research? VV Which dictionary is ideal for young children? VV Which dictionary can you use if you have access to the Internet?

to Linda and Jack talking about a bilingual dictionary. 5 Listen Match the parts she mentions with their definitions. Compare your answers with a partner.

The visual representations of the words included in the dictionary.

All the words in bold letters, listed in alphabetical order with their corresponding information within a dictionary.

Two words usually printed at the top of the page of a dictionary to indicate the first or last entry on that page.

1. Entries

2. Guidewords

3. Graphic Components

Unit 3 · Using Dictionaries

Academic and Educational Environment

to what Jack and Linda are saying. Read the statements 6 Listen and choose the correct options to complete the information.

Discuss your answers as a group.

1. The phonetic symbols show the pronunciation / spelling of a word. 2. The Roman numbers show a new pronunciation / meaning of a word. 3. Abbreviations show what grammatical function(s) / different meanings a word has.

this dictionary entry and write the numbers from the 7 Analyze descriptions in the correct place. Check your answers as a group. 1

seal /siːl/ I n. foca: I saw a seal in the aquarium II sello: a seal with one’s intials III v. sellar: the document was signed and sealed by both governments. - to s. up v.

1. entry- the word with all its information 2. subentry- an entry listed under a main entry 3. part of speech- the function of the word: n. noun; v. verb; adj. adjective; adv. adverb, prep. preposition, conj. conjunction 4. first translation 5. second translation 6. third translation

Glossary

phonetic symbol - (n) a written character used in phonetic transcription to represent a particular speech sound. Roman number - (n) the letters used by the Romans to represent numbers.

7. example of use- the word used in sentences. 8. graphic component- illustration

and photocopy a page of a bilingual dictionary of your 8 Choose choice. Paste it on a sheet of paper and label it with their names.

Interpretation and follow-up of instructions. / Write instructions to use a bilingual dictionary.

Lesson

1 Instructions to Use Bilingual Dictionaries Session I

Check your Progress

Go to page 55. Read statement 1 and mark your progress according to your performance in the lesson.

In this unit as you did previously, you will work in teams to achieve a final Product. This time, you will write a set of instructions to use a bilingual dictionary. Remember to work cooperatively with others, share your ideas and respect other's ideas as well and enjoy what you do! By the end of the unit, you and your teammates should have finished the product and present it to the rest of your group. During this session you will: 1. Get together in teams of five. With your classmates, look and analyze different dictionaries and determine their differences and similarities. Write these observations in your notebook. 2. Choose the dictionary you will use, and remember you will keep using it until you finish the product. (activity 4) 3. Choose 10 words and write them in your notebook alphabetically. Remember to save your work. You will use it in a second Product session.

Reading Time!

Read pages 38 to 41 from the Reader’s Book. Then, discuss what you read as a group. Is there something interesting, funny, boring or sad that you would like to share with others? Can you name the title of the text without looking at it?

Unit 3 · Using Dictionaries

Lesson

Academic and Educational Environment

the text with the words from the box. Circle all the new 1 Complete words you find and write them in your notebook. Then, work with a partner and look for them in a dictionary.

The early history of dictionaries The modern term “dictionary” comes from the Latin word dictionarium. But there is a synonym for the word dictionary which comes from Greek, known as a lexicon; which means a “book of words”. The earliest lexicographers were monks. During the seventh century, these monks in church libraries making notes the margins of their hand-lettered books. In those days, all the were written in Latin. So the better educated monks wanted to make sure that other monks who read the books understood what certain words meant. The term “dictionary,” in one of its Latin forms (dictionarius or dictionarium), was then used by an English man, John Garland. did not arrange the words in order but in groups according to subject. In the seventeenth century, some monks started making lists of those Latin glosses and translating them into English. Monks in other countries also compiled Latin-French, Latin-Italian, Latin-Spanish glossaries.

worked ( ) books ( ) alphabetical ( ) he ( ) the ( ) and ( ) in ( )

Listen and check your answers answers as a class.

Interpretation and follow-up of instructions. / Write instructions to use a bilingual dictionary.

Lesson

2 following definitions and write the abbreviations 3 ofReadthethecorrect part of speech next to each word in the box in exercise 1.

Verbs (v.) describe actions, conditions, or experiences. Nouns (n.) name people, places, things or states. Pronouns (pron.) replace nouns or noun phrases. Adjectives (adj.) describe nouns. Adverbs (adv.) describe verbs, adjectives or adverbs. Articles (art.) are used before nouns, they can be definite or indefinite. Conjunctions (conj.) join words, phrases or clauses. Prepositions (prep.) are used with nouns, pronouns or noun phrases to show direction, location, or time.

dictionaries, including bilingual dictionaries are 4 Modern organized alphabetically. Read the words in the boxes and

write them in alphabetical order. Then, use a bilingual dictionary and write the translation of the words in Spanish. Follow the example.

entry

words

listen

dictionary

pronunciation bilingual

photocopy guidewords

online graphic

bilingual - bilingüe

10.

Unit 3 · Using Dictionaries

Academic and Educational Environment

the following instructions and do this fun activity to practice 5 Read your dictionary skills. 1. Work in groups of six. 2. Use a dictionary for each pair of students. 3. Look at the cards below and find a word in the English section of a bilingual dictionary that fits each of the given clues. There may be more than one possible answer. Write the word in English and its translation into Spanish on the lines in the cards. If the word has more than one meaning, choose one to translate. 4. Compare your answers with the other players in your group. 5. In pairs write one sentence with each of the English words you found to exemplify their meaning. 6. Take turns reading the sentences aloud to your group.

un that Find a no h the starts wit Prefix dis

English: Spanish:

Find a word that begins and ends with the letter g.

English: Spanish:

Find an adjective that starts with the letter a and has minimum five letters

English: Spanish:

dverb Find an a s with that start r s. the lette

English: Spanish:

Find a wor with th d that starts e lette r w an that ca d n be u s ed as a verb a nd as a noun.

English: Spanish:

Find a preposition that starts with the letter f.

English: Spanish:

Interpretation and follow-up of instructions. / Write instructions to use a bilingual dictionary.

Lesson

2 Instructions to Use Bilingual Dictionaries

Check your Progress

Go to page 55. Read statement 2 and mark your progress according to your performance in the lesson.

Session II During this session, you will: 1. Get together with your teammates and bring out the words you wrote in your notebook in the previous Product session. 2. Find the meaning of the words you chose, check the phonetic symbols in each definition and write all this information next to each word in your notebook. (lesson 1, activity 7-lesson 2, activity 3) 3. Locate and mark the different components of a dictionary entry. 4. Check your work with your teammates. Save your work. You will use it in a next Product session.

Reading Time!

Read pages 42 to 45 from the Reader’s Book. Then, discuss what you read as a group. Is there something you would like to share with others? Do you have any questions on the topic so far?

Unit 3 · Using Dictionaries

Lesson

Academic and Educational Environment

Listen to Jack and Linda. Circle the sentence that best summarizes his ideas. 1. He now knows how to use a bilingual dictionary. 2. He needs more time to learn how to use a bilingual dictionary. 3. He cannot use a bilingual dictionary because he does not know the phonetic symbols. 4. He read a manual to learn how to use a bilingual dictionary.

Glossary

according (prep) : as stated, reported, or recorded by (someone or something) : as directed or required by (rules, directions, etc.)

to the conversation again and order the strategies Jack 2 Listen mentions to use a bilingual dictionary.

I use the dictionary guidewords to find the page with the word. I check how the word is pronounced. I do not read all the meanings of all the words on the page. I just look for the word I want according to its spelling. 1 I underline the unfamiliar word in a text. I specifically focus on the meaning of the word according to its context or part of speech.

you know any other strategies to use a bilingual dictionary? 3 Do Write them in your notebook. Then, share them with a partner.

Interpretation and follow-up of instructions. / Write instructions to use a bilingual dictionary.

Lesson

3 the user guide Jack wrote with the words in the box. 4 Complete Check your answers in pairs. section capitalize symbol guide abbreviations

Dictionaries – User Guide 1. Read the introduction section. It will explain important information such as the and pronunciation symbols. 2. Learn the guide to pronunciation. The pronunciation of a word is placed between slashes (//). A stress mark (´) precedes the strongest syllable in a word. Most dictionaries include a pronunciation key with each and a word that exemplifies its sound. 3. Find the of the dictionary with the first letter of your word. 4. Read the words to help you find the word you are looking for in the right letter section. 5. Scan down the page for your word. 6. Read the definition. If the word has more than one meaning, the dictionary will tell you the most common one first, how to pronounce it, how to it (when it is a proper noun) and what part of speech it is.

the verbs in these sentences from the user guide 5 Underline above. Then read the information about the imperative form. the guide to pronunciation. down the page for your word. the definition.

* We frequently use the Imperative Form to tell someone how to do

something. It is very common to see the Imperative Form in Manuals and Recipe Books.

* To form the imperative you use the infinitive form of the verb without ‘to’ For example: Stop. Go on, etc.

o make a negative imperative you use ‘do not’ or ‘don’t’ in front of the * Tverb: Don’t touch. Don’t look back.

Unit 3 · Using Dictionaries

Academic and Educational Environment

the affirmative and negative verbs in exercise 2 that can 6 Circle help you write a manual for using a bilingual dictionary and write them on the lines.

With your partner, use these verbs to write sentences in 7 the Imperative Form that tell the instructions for using a bilingual dictionary.

together with another pair of students and share your work. 8 Get Take turns reading the instructions aloud and check pronunciation and writing conventions.

Interpretation and follow-up of instructions. / Write instructions to use a bilingual dictionary.

Lesson

3 Instructions to Use Bilingual Dictionaries

Check your Progress

Go to page 55. Read statement 3 and mark your progress according to your performance in the lesson.

Glossary

writing conventions (n) the set of rules we follow to write a text in a clear, meaningful and correct way.

Session III During this session you will: 1. Get together with your teammates and bring out the definitions you wrote in the previous Product session. 2. Exchange ideas with your teammates on how to use a dictionary. Now, write the steps you need to follow when using a dictionary. If you need to, go back to the pages in this lesson to check on how to write instructions. Remember that instructions use imperative sentences. (activity 8) 3. Check writing conventions in your list of instructions. Write the final list on a large piece of construction paper. 4. Read your instructions one more time to check punctuation and spelling and make any necessary changes. 5. Illustrate your work with the different components and elements that a bilingual dictionary provides in a definition. Save your work. You will use it in the final Product session.

Reading Time!

Read pages 46 to 49 from the Reader’s Book. Then, discuss what you read as a group. Is there something you would like to share with others? Which was the most interesting part of this reading?

Unit 3 · Using Dictionaries

Lesson

Academic and Educational Environment

1 Complete the paragraph with the words from the box. words language encyclopedia world dictionary information A is a reference book about . It lists the words in alphabetical order in the form of headwords (the words about which information is given). It is important to make a distinction between a dictionary, and an because they contain different . An encyclopedia contains information about the (things, people, places, and ideas) and a dictionary gives information about words and .

2 Look at the pictures and complete the information.

1. A gives the definitions of the words of one language in that same language. 2. A translates the words of one language into another. 3. A uses illustrations to show the meaning of words. 4. An is accessible via the Internet.

3 Match the words with the definitions. 1. phonetic symbols 2. part of speech 3. first translation second translation third translation 4. example of use 5. subentry 6. graphic component

an entry listed under a main entry the word used in sentences illustration of a word (not always) symbols to show how a word is pronounced when a word has more than one meaning the function of the word

Interpretation and follow-up of instructions. / Write instructions to use a bilingual dictionary.

3 Instructions to Use Bilingual Dictionaries Final Session

Check your Progress

Go to page 55. Read statement 4 and mark your progress according to your performance in the lesson.

As you learned during this unit, there are many types of dictionaries and they are all offer and include by graphic and textual components. Using a bilingual dictionary can be a little different than using a monolingual dictionary. It is now time for you to show and compare the instructions your team wrote on how to use a bilingual dictionary to with the other teams in your group. Remember that reading aloud in English will help you practice pronunciation and fluency, so now go on and present your work to the rest of your group. To conclude this product: 1. Get together with your teammates and bring out the final version of your instructions. 2. Take 5 minutes to practice reading and to decide who will read the steps to follow when using a bilingual dictionary. Do not forget about pronunciation and intonation. 3. Take turns to read aloud and present your work to the class. If necessary, explain the graphic components you used in your work. 4. Listen to other team’s work and be respectful. 5. Once everyone presented their work, display the instructions on the classroom walls.

Reading Time!

Before you continue with the next unit, go to page 171 and review the most important grammar points in the Grammar Reference section.

Unit 3 · Using Dictionaries

Beats!

Secondary • Evaluation Instrument Unit 3

Name Dates: L1 L2 L3 Evaluation Instrument - Questionnaire

LN Grade

your progress as you finish each lesson wrtitting and check ( 1 Evaluete that mentions your performance so far in the unit. During this unit I...

Excellent

Good with minor difficulties

Needs improvement

) in the column Not satisfactory

1. Select and revise bilingual dictionaries. (p.44) 2. Understand the use of texual components of bilingual dictionaries. (p.48) 3. Write instructions. (p.52) 4. Edit instructions. (p.54)

2 Answer the questionnaire to evaluate your performance. VV What aspects of your performance can be evaluated? Ability to … 1. 2. 3. 4. 5. VV What were your strengths? VV What areas do you need to improve? VV How would you evaluate your overall performance? Excellent Good Borderline Unsatisfactory VV Use the results to decide the strategies and improve your work.

Assessment Assessment Let's reflect! Write a check (✓) next to each one of the achievements you accomplished. Cross out (✗) the ones you didn't accomplish and ask your teacher for help. Now I can … T Select and revise bilingual dictionaries. T Understand the use of textual components of bilingual dictionaries. T Write instructions. T Edit instructions. During the planning and performing of the final product, I... T participated actively. T used a bilingual dictionary to learn the meaning of unknown English words. T used a bilingual dictionary to learn how to say new words in English. T identified and understood the different information in a bilingual dictionary. T wrote instructions to show others how to use a bilingual dictionary. T used the information in the lessons to complete the task. T felt more confident and fluent than at the beginning of the unit. Read the emotions in the box. Write the ones which describe how you feel with the result you obtained in your assessment. Then, complete the idea. I feel happy

excited

angry

disappointed

sad

interested

curious

Unit 3 · Using Dictionaries

Silent Films

TT Revise silent short films. TT Understand the general sense and main ideas.

Lesson

Family and Community Enviroment

TT Write lines and dialogs.

1 Read and complete the text with the words in the box. es, mime and . In silent films gestur h no spoken wit film t appears at a is tha t film tex d nt A sile is a piece of printe the story. A title card s. log title tell dia film, to show the adventure, various points of the film genres: drama, were different silent re the s, film n der Similar to mo , etc. , horror, science fiction osphere so action, Music created the atm always had live music. s film film wanted nt sile the of gs Showin derstand and feel the un ld cou a . that the theaters usually had neighborhood movie and n tow all Sm sion so it. to transm age and facial expres ze langu asi ph em screen. to on g had win ors Silent film act y were feeling and sho understand what the ld cou ce ld ien cou aud we e the aus that s very important, bec s ting of these films wa wa set film the s, the film s ere ay’ wh As in tod like the time or place information about it, interpret important or poor. characters were rich taking place, or if the

character's body romance dialogs pianist cards audience emotions

2 Look at the pictures and match with the words on the right. 1. Audience 2. Live music 3. Mime and gestures

at the scenes of these two silent short film below and 3 Look complete the table. Then, compare your answers with a partner.

Settings

Characters

4. Title card

Feelings

is your favorite kind of film? Write a list of some of your favorite 4 What movies in your notebook. Then, share with a partner.

Exchanges associated with media. / Compose dialogs and interventions for a silent short film.

Lesson

1 at the scenes below and discuss with a partner what this 5 Look short film is about. Write your conclusions in your notebook. 1

these questions in your notebook. 6 Answer Discuss with a partner: What do you think happens next? 1. How do the boys feel in the first scene? 2. Why do you think the boys look surprised? 3. What do they decide to do? 4. Why do you think they run away from the basement?

7 Look at the scenes and underline the correct option. * Film genre:

Glossary

scene - (n) a single situation or unit of dialog in a play. This is an action scene. basement - (n) a part of a building that is below the level of the ground. The boys run away from the basement.

Unit 4 · Silent Films

a) comedy

b) action

c) horror

d) adventure

* Topic: a) two boys make a scary discovery in a basement. b) two boys decide to explore the basement. c) two brothers are alone at home. * Audience:

* Purpose of the film:

a) adolescents and adults

a) teach something

b) small children

b) entertain

c) all audiences

c) inform about something

Family and Community Enviroment

the scenes with the dialogs. Work in teams of three and 8 Match justify your answers. _ No, please, don’t tie me up. I haven’t done anything wrong! Let me go home!

( ) 1

_ ...so the boy and girl returned safely home. And that’s the end of the story. Did you like it? _ Yes, very much. I’d like to find a chocolate house one day…Good night, dad. _ Sweet dreams, Sam.

( )

_ Why are you doing this to me? WHY? _ I don’t know. You tell me. This is your dream not mine…

_ Hi, Sam. How are you? I was waiting for you. Would you like to come inside? I’ve prepared something special for you.

Tips

When watching a movie from and English speaking country: ssEnjoy it and also try to learn about other cultures. ssNotice and appreciate different cultural expressions. ssLearn about values and behavior of people from English speaking countries.

Write in your notebook the genre, topic, audience and 9 purpose of this short film.

Exchanges associated with media. / Compose dialogs and interventions for a silent short film.

Lesson

1 Writing a Script for a Silent Short Film

Check your Progress

Go to page 71. Read statement 1 and mark your progress according to your performance in the lesson.

Session I The product in unit 4 is a written script for a silent short film and as usual, you will work in small teams as you and your teammates do some interesting research on silent films to help you plan, organize and design a written script for a silent short movie. By the end of the unit, you will share your work with the rest of your classmates as you learn from others and have fun at the same time. Let's start by doing the following: 1. Get together in teams of six. Think about different silent movies you may have seen. If you don't know any, do some research on the Internet about the most popular ones, or visit www.filmsite.org/silentfilms2.html and choose one. Write the name of two or three examples in your notebook. (activity 1) 2. Do some research on the films you and your team chose and bring the information for the following Product session. 3. In your notebook, write the name of the movie, what it is about, the characters, who was the director and producer and don't forget the year when the film was produced. Remember to save your work. You will use it in a second Product session.

Reading Time!

Read pages 52 to 56 from the Reader’s Book. Then, discuss what you read as a group. Is there something interesting, funny, boring or sad that you would like to share with others? Can you name the title of the text and what it is about?

Unit 4 · Silent Films

Lesson

Family and Community Enviroment

at the scenes below and circle the title you think describe 1 Look what the film might be about. An Abandoned House

The Ball Game

A Terrible Discovery

Playing with your Brother

the script and choose the sentence from the box to 2 Read complete the ideas. Write the letter on the correct line. Look at

the words in parenthesis and tell a partner what you think they mean or do in a film script.

Mark: Ready? Jim:

I'll catch the ball this time...you'll see.

Mark: (surprised) Oh, no! The ball is inside the abandoned house. Let's jump in and get it. Jim:

(looking afraid) Mm...it's scary.

Mark: OK. You stay here. I'll go. Jim:

Go really quicklly,

Jim:

Mark! Where are you? Why do you take so long?

a) It was opened. b) I sometimes hear noises from there. c) They were all $100 bills. d) It went through the window. e) before Mom sees us

Mark: (whispering into his brother's ear) I saw something...The ball was under an old table and there was a bag on it. . I looked inside and there was a lot of money! . Jim:

(surprised) Oh, what shall we do?

3 Listen to the script and check your answers with a partner.

Exchanges associated with media. / Compose dialogs and interventions for a silent short film.

Lesson

2 the dialog on page 61 into 5 parts so they match the 4 Divide scenes. Use different colors. Look at the example. with another pair and discuss what you think the boys will 5 Work do next. Write notes in you notebook. and complete the scripts for the next scenes with the 6 Read adverbial phrases in the box. Write P (place), T (time) or M (manner) next to each adverbial phrase. all night on the table

very well from our window

Scene 6 Jim: Let’s call the police. Mark: Before that, let’s see if someone goes to the house. Jim: How are we going to do that? Mark: We’ll watch . [ ] Jim: We can’t stay up . [ ] Mark: Yes.

Glossary

Scene 7 The following night… Jim: Mark, look! Two men are . [ ]

jewels - (n): a valuable stone (such as a ruby or diamond) that has been cut and polished and used on jewelry (bracelet, necklace, etc.).

so loudly inside the house

Scene 8 Mark: I can’t see . [ ] Let’s go to the garden. Scene 9 In the garden… Mark: Look! They have lots of jewels . [ ] Jim: Let’s call the police! Mark: Shh…don’t speak [ ] They may hear us. 8

with a partner and discuss how the story ends. Write and 7 Work illustrate the final scene on a sheet of paper. Then, share with the rest of the class.

Unit 4 · Silent Films

Family and Community Enviroment

8 Look at the scenes below and answer: what happened to the couple?

9 Complete the scripts for each scene with the sentences in the box. Scene 1 Beth: S am and I are going out for dinner. Rose: Sure Rose. I’ll tell Mike. We might go to the new Thai restaurant on Park Street. They say it’s excellent. Beth: Sounds good. Rose: Shall we meet at the restaurant? Beth: Rose: Wonderful! Around 7? Beth: Seven is perfect. See you then. Scene 2 Rose: Mike: Rose: Mike:

T We might go out together. . T We may pick you up at your house. . T Our car! It’s not there! T Hi! How are you?

eth and Sam are inviting us out for dinner B That’s nice! . No, we are not taking the car. They are picking us up at seven. OK.

Scene 3 Rose: O h, look Mike. Here they are. Beth: Mike: Fine, thanks for picking us up.

T I have the car outside.

Scene 4 Mike: Oh, no! Rose: What’s the matter? Mike: Rose: Oh, no! It’s been stolen!

Listen and check your answers. Then, act out the dialog.

Form groups of three and discuss what you think happens next. Write your ideas in your notebook and draw and write a final scene.

Exchanges associated with media. / Compose dialogs and interventions for a silent short film.

Lesson

2 Writing a Script for a Silent Short Film

Check your Progress

Go to page 71. Read statement 2 and mark your progress according to your performance in the lesson.

Session II 1. Get together with your teammates and bring out the information you researched on silent movies. 2. Share your information with your teammates and choose one silent movie to work on. 3. Organize the plot, characters and write short dialogs for each character in your notebooks. Remember a silent movie has no sound at all so only cards with expressions take part in this type of movies. (activity 2) 4. Check that the dialogs and interventions comply with grammar, spelling and punctuation conventions. Remember to use modals and phrases that help to express the character’s emotions. (activities 7, 10) 5. When writing your scenes, go ahead and check the grammar reference section to remember about the types of sentences you can use. Save your work. You will use it in a third Product session

Reading Time!

Read pages 57 to 60 from the Reader’s Book. Then, discuss what you read as a group. Is there something you would like to share with others? Do you have any questions on the topic so far? What is the most interesting part of the reading so far?

Unit 4 · Silent Films

Lesson

Family and Community Enviroment

at the scenes and take turns 1 Look describing them.

and complete the dialogs. Then, write the correct number 2 Read of the scenes. Scene On Friday… Amy:

Is your boyfriend Tom coming?

Olivia:

Yes, he is. He’s going to dress-up as Batman.

Amy’s dad:

Are you ready girls?

Olivia and Amy: Yes we are dad!

Glossary

dress up - (v):to put a custom on for a special occasion or party such as Halloween. costume - (n): the clothes worn by someone (such as an actor) who is trying to look like a different person or thing.

Amy’s dad:

You look fabulous. Jump in.

Scene Amy:

Look, Olivia! There’s a costume party on Friday.

Olivia:

Really? What time is it?

Amy:

At 7:00 and there will be a special prize for the best costume. Shall we go?

Olivia:

Sure. It will be fun.

Scene Amy:

What are you going to wear?

Olivia:

I’m going to dress up as Cleopatra. What about you?

Amy:

I was thinking of dressing-up as a super-heroine, for instance Wonder Woman but I’m not sure yet.

Olivia:

That´s a cool idea!

Amy:

L isten, Olivia. Why don’t you come to my house and we dress up there? I’ll talk to my dad so that he can take us to the party.

Olivia:

Great!

3 Listen and check your answers. 4 Act out the scenes.

Exchanges associated with media. / Compose dialogs and interventions for a silent short film.

Lesson

3 the sentences and write the missing connectors to complete 5 Read the rule. I was thinking of dressing up as a super heroine, for instance, Wonder Woman but I’m not sure yet. Why don’t you come to my house, and we dress up there? I´ll talk to my dad, so that he takes us to the party. We use the connector

to express

addition contrast exemplification purpose

at the scenes and complete the script with the sentences 6 Look below plus a suitable connector from the box. Then act out the 1. and (x2) 2. but

dialogs in groups.

a) your left rear light is not working.

3. so that 4. for instance

Glossary

rear - (n) : the part of an object that is opposite to or away from the front part : the back part of an object.

c) pay this ticket at the Town Hall.

b) you might spoil your costumes. d) we are already late

e) you finish quickly

Amy’s dad:

h, no! We have a flat tyre but don’t worry. I have a O spare one in the trunk.

Amy:

We can help you (1) [ ] .

Amy’sdad: I’m not sure if it is a good idea. (2) , [ ] Amy: We’ll be careful dad, don’t worry. Forty minutes after… Amy: Oh, no! I have a stain on my costume! Olivia: And my hands are all dirty. Police Officer: Good evening sir. Amy’s dad: Good evening officer. Was I driving too fast? Police Officer: You were not, ( 3 ) [ ] I’m afraid I´ll have to give you a ticket. Amy’s dad: Will it take long? The girls are going to a school party (4) [ ] Police Officer: It will take a minute. Get your light repaired, (5) [ ] as soon as possible. Good evening and drive safely.

Work in groups of four. Check your answers and act out 7 the dialogs.

Unit 4 · Silent Films

Family and Community Enviroment

8 Look at the last scenes of the movie below and answer the questions. 1. What happened to Amy at the costume party? How did she feel? 2. What did Olivia do? Why did she do it? 3. Who do you think is the angry Batman looking at her? 4. How do you think the girls felt when they returned home?

the script for the scenes in your notebook. Act out the 9 Write scenes using the appropriate body language. Adequate volume and speed to make them sound real.

Exchanges associated with media. / Compose dialogs and interventions for a silent short film.

Lesson

3 Writing a Script for a Silent Short Film

Check your Progress

Go to page 71. Read statement 3 and mark your progress according to your performance in the lesson.

Session III 1. Get together with your classmates and bring out the dialogs you wrote in the previous Product session. 2. Use the dialogs to put together the script and add the descriptions of the setting, sound effects and other important details that correspond to each scene. 3. Read your script one more time to check for punctuation and spelling and make any necessary changes. Ask your teacher for help. 4. Now, use miming to express what your script is about and remember to write short expressions on pieces of construction paper to show between scenes or for the audience to follow the plot in the silent movie. (activities 7, 9) 5. If possible, record music or sound effects to accompany your silent movie. Remember: no words except written but sound effects to provoke different feelings in the audience. Save your work. You will use it the final Product session.

Reading Time!

Read pages 61 to 63 from the Reader’s Book. Then, discuss what you read as a group. Is there something you would like to share with others? Which was the most interesting part of this reading?

Unit 4 · Silent Films

Lesson

Family and Community Enviroment

how the silent movie on page 63 continues. Match the 1 Look scenes with the correct dialogs and complete them with the sentences in the box.

A Mike: H ello? Is that the Police Office? [ ]

1. It might be from the police. 2. You might like to go to a movie premier tomorrow night. 3. I want to report a stolen car. 4 We might walk around the neighborhood.

B Mike: I can’t believe it! Rose: Look there’s a note on the windshield. [ ] Let´s see what it says

We are really sorry. We took your car last night. My wife and I had an emergency and had to drive to the hospital. [ ] The tickets are here. Thank you! D

in pairs. Look at the final scenes and write the 2 Work script in your notebook.

C Rose: [ ] We might see the car somewhere. Mike: I don’t think we will Rose. Let’s go inside.

Hope you enjoyed the movie!

Exchanges associated with media. / Compose dialogs and interventions for a silent short film.

4 Writing a Script for a Silent Short Film

Check your Progress

Go to page 71. Read statement 3 and mark your progress according to your performance in the lesson.

Final Session In this unit, you did some research and learned about films, especially about silent films. Nowadays, sound effects play a very important role in this industry and you have the knowledge and abilities to talk about how films have changed throughout time. In this last Product session, you will present your short, silent film, so: 1. Get together with your teammates and bring out the final version of the script you wrote remember that if you chose to present a video or print the scenes of the film you should have them ready too. 2. Present your work to the class. The film and the recording or the pictures and act out your dialogs. 3. Watch and listen to other team’s work and be respectful. 4. Allow your classmates to make suggestions for improving your work and take notes. Congratulations! This is a great evidence of how well you are doing at learning and communicating in English. Save your written work in your Portfolio.

Reading Time!

Before you continue with the next unit, go to page 172 and review the most important grammar points in the Grammar Reference section.

Unit 4 · Silent Films

Beats!

Secondary • Evaluation Instrument Unit 4

Name Dates: L1 L2 L3 Evaluation Instrument - Anecdotal notes

LN Grade

your progress as you finish each lesson wrtitting and check ( 1 Evaluete that mentions your performance so far in the unit. During this unit I...

Excellent

Good with minor difficulties

) in the column

Needs improvement

Not satisfactory

1. Revise silent short films. (p.60)

2. Understand the general sense and main ideas. (p.64)

3. Write lines and dialogs. (p.68 and p.70)

the following template to write anecdotal notes about your performance during this 2 Use unit. Include the following information: 1. Date of the observation: 2. Your name: 3. Place of the observation: 4. Objecives: 5. Detailed description of the performance:

3 Use the results to decide on strategies to follow and improve your work. 71

Assessment Assessment Let's reflect! Write a check (✓) next to each one of the achievements you accomplished. Cross out (✘) the ones you didn't accomplish and ask your teacher for help. Now I can … T revise silent short films. T understand the general sense and main ideas in a silent film. T write lines, dialogs and interventions for the characters in different scenes. T ask and answer questions to understand content. During the planning and performing of the final product 3... T participated actively in brief dialogs. T was able to include new expressions practiced in the lessons. T used body language according to the verbal language I used. T paid attention to intonation patterns when using questions. T used body language according to the verbal language I used. T felt more confident and fluent than at the beginning of the unit. Read the emotions in the box. Write the ones which describe how you feel with the result you obtained in your assessment. Then, complete the idea. I feel Happy

Excited

Angry

Disappointed

Sad

Interested

Curious

Unit 4 · Silent Films

Let´s Talk About the Future

TT Revise samples of written forecasts. TT Listen and identify ways to express future actions.

Lesson

Recreational and Literary Environment

TT Formulate and respond questions to understand forecasts.

and number the newspaper extracts according to the 1 Read section they belong to. 1 Science and Technology

2 Sports

3 The Weather 5 Entertainment

4 Horoscope According to the strong box office sales and the opinion of our expert Full Moon will get the Oscar for Best Movie tonight. The Oscar for best actor will surely go to Ralph Finder, and Julia Meyers will probably win the Oscar for best actress.

An Interplanetary Internet. According to experts from NASA people from Earth will reach Mars by the early 2030s and one of the first things they’ll do is set up an Internet connection with Earth.

Temperatures will reach 21C (70F) in the South East tomorrow, eight degrees higher than expected at this time of year. But don’t get too excited; this warm weather will not last long.

A good week for Aquarians. You will receive news that will make you happy. Avoid arguing with your family.

The New Jersey Kicks will play the Philadelphia Bears on Saturday at the Waterfront Stadium. The odds are that the New Jersey Kicks will win.

2 Listen and check your answers. 3 Read and answer.

1. These extracts include information about . 2. What auxiliary verb is used to express a prediction? 3. Is the form of the auxiliary the same for all persons? 4. What form do verbs have after the auxiliary?

Recreational expression. Produces constructive forecasts for others.

Lesson

1 the extracts on page 73 again and complete these 4 Read sentences. Write the number of the extract next to each one. VV Someone who likes soccer will probably read extract

VV Someone who believes in fortune telling will probably read extract

VV Someone who likes space travel will probably read extract VV Someone who is movies fan will probably read extract

VV Someone who’s planning a day out will probably read

the verbs in the extracts which indicate future predictions. 5 Circle Then, answer the questions. 1. What auxiliary verb is used to express a prediction? 2. Is the form of the auxiliary the same for all persons? 3. What form do verbs have after the auxiliary?

the following predictions about cities in the future with 6 Complete the verbs from the box.

Glossary

pedestrian - (n): a person who is walking in a city, along a road, etc.

recycle

supply

collect

move

deliver

prohibit use

have

build

1. Future cities such efficient public transportation that people will not bother to drive their cars. 2. They the wind, hydrogen and the sun as energy sources. 3. Laws the use of fossil-fuel burning cars. 4. Authorities cycle and pedestrian paths all through the city grid. 5. Organic farms within walking distance from the cities residents with locally produced foods. 6. Building rooftop systems rainwater to save energy and keep water clean. 7. City governments will treat and wastewaters into irrigation systems. 8. Many people to cities on other planets. 9. Drones food and other items instead of people on motorbikes.

Unit 5 · Let’s Talk About Future

Recreational and Literary Environment

7 Read the instructions and play tic-tac-toe with a partner. In your notebook, draw a tic-tac-toe grid and write one verb from exercise 6 in each square. Take turns choosing a verb and say the correct prediction sentence. If your sentence is correct write your initial in that square. The student who writes three initials in a row (vertically or diagonally) wins the game

Complete the lyrics of the song with words from the box. 8 Then, listen, check and sing along. wonderful (x3)

know

cry

roses

What A Wonderful World I see trees of green, red too. I see them bloom, for me and for And I think to myself, what a world.

you

myself

Glossary

bloom - (v): to produce flowers: when flowers start growing

I hear babies , I watch them grow, They’ll learn much more, Than I’ll ever know. And I think to , What a world. Yes, I think to myself, What a world. Oh Yeah!

in groups of four and discuss the question. Write your 9 Work conclusions in your notebooks and share them with the rest of the class.

VV How can we do to contribute to make a wonderful world?

Recreational expression. Produces constructive forecasts for others.

Lesson

1 Forecasts Session I

Check your Progress

Go to page 87. Read statement 1 and mark your progress according to your performance in the lesson.

In this unit, you and your team will work on writing a dialog about forecasts. A forecast is a prediction that can describe many situations such as weather, economics and our lives and we use them to say what you expect to happen in the future. While making your product, you will be writing sentences to describe possibilities and predictions and build a dialog using these ideas and sentences. By the end of the unit, you and your team will be able to present your dialogs to the rest of your group and learn from others as well. So let's start with session I; and as usual, please follow the steps mentioned below: 1. Get together in teams of five. With your teammates, brainstorm ideas about future situations. 2. Write a list of these situations in your notebooks and a short paragraph explaining why you think these situations are important. (activity 1) 3. Check for spelling, grammar and punctuation conventions and make any necessary corrections. Remember to save your work. You will use it in a second Product session.

Reading Time!

Read pages 66 to 69 from the Reader’s Book. Then, discuss what you read as a group. Is there something interesting, funny, boring or sad that you would like to share with others? Can you name the title of the text and tell what it is about?

Unit 5 · Let’s Talk About Future

Lesson

Recreational and Literary Environment

1 Read these questions and discuss them with a partner. 1. Is it easy to predict someone’s future? Why? 2. What do you need to know to make predictions?

2 Listen to the conversation and take notes of Ronnie’s answers.

VV How is your life now? VV Who do you live with? VV Who is your best friend? VV How many languages do you speak? VV What transportation do you usually use? VV How often do you travel to other countries?

the paragraph about Ronnie. Use the cues in the 3 Complete questionnaire. Ronald his parents and Nicole. Sophie best friends. He only English. Although he at school, he speak it well yet. He never countries but he would like .

Recreational expression. Produces constructive forecasts for others.

Lesson

2 to the conversation again and complete Sophia’s 4 Listen predictions.

In 20 years you with your parents and your sister anymore. You probably live and in Spain. Sam and I being your best friends. And of course, you your bike all the time. You a super sports car and you it to me!

the sentences and write P (for present) if the sentence 5 Read describes someone’s information now and F (for future) if they refer to a prediction.

Present Continuous Simple Future Present Simple

1. Ronald lives with his parents and his sister

2. He is studying Spanish at school.

3. He does not speak Spanish well yet.

4. In 20 years Ronald will probably live and study in Spain.

the sentences in Activity 5 and complete the rule with 6 Analyze the tenses in the box. describe facts about someone’s life at present we can use the * To or the tense. make long-term predictions about someone’s life we can use the * To tense.

about you? Answer this questionnaire with your 7 How information. Then, exchange your notes with a classmate and write predictions for each other. 1. How is your life now? 2. Who do you live with? 3. Who is your best friend? 4. How many languages do you speak? 5. What transportation do you usually use? 6. How often do you travel to other countries?

Unit 5 · Let’s Talk About Future

Recreational and Literary Environment

the notes about Emma and write a paragraph about her. 8 Read Use the verbs in the box. study live (x2) want visit be (x2) take

Emma Chinchilla /15 years old /./ She / small town near Sausalito, CA / uncle and aunt /./ She / Riverside High School / . / favorites subjects / music and art /./ In / afternoon / ballet lessons / . / She / to become famous / big city / Russia.

9 Complete Emma’s prediction about her life in 20 years. You probably (move) to a big city, maybe London and (become) a professional ballet dancer. You (not stay) in London because somebody (offer) you a job at the Russian Bolshoi ballet company. You (travel) to Russia many times and (marry) a very handsome ballet dancer.

Read Emilia’s profile and write about her life in 20 years.

Glossary

handsome - (adj): to have a pleasing or attractive appearance.

“My name’s Emilia. I’m 14 years old. I live in Madrid, Spain. I love taking pictures, traveling and looking at magazines of wild animals. There are not many wild animals in my city. I always take my camera with me and sometimes I take very good shots. My teacher says I should organize a

Tips

photography exhibition.

Take turns reading your predictions and comment on those of your classmates.

ssBe encouraging when giving comments. ssSuggest ways of improving it in positive and gentle ways.

Recreational expression. Produces constructive forecasts for others.

Lesson

2 Forecasts

Check your Progress

Go to page 87. Read statement 2 and mark your progress according to your performance in the lesson.

Session II This is the second session on this product. 1. Get together with your teammates and take out the notes you wrote in the previous Product session. 2. Choose only one of the ideas you wrote about future situations, which will help you write a dialog and predict the future of your classmates. 3. Write sentences describing these situations. If necessary, go back and check the activities you did in this unit. (activities 5, 6, 8) 4. Check punctuation and grammar conventions in your sentences and make sure you are using the Simple Future to describe them. 5. Ask your teacher for help and make any necessary changes. Save your work. You will use it in the next Product session.

Reading Time!

Read pages 70 to 73 from the Reader’s Book. Then, discuss what you read as a group. Is there something you would like to share with others? Do you have any questions on the topic so far?

Unit 5 · Let’s Talk About Future

Lesson

Recreational and Literary Environment

Look at the pictures and check (ü) the sentence which best 1 describes each one.

He fell into the sewer.

They are painting a picture.

He is going to fall into the sewer.

They painted a picture yesterday.

He is falling into the sewer.

They are going to paint a picture.

She’s getting into the water.

They’re not going to see a horror movie.

She’s going to get into the water. She’s not going to get into the water.

2 Listen and check your answers. 3 Write one prediction for each picture.

They’re going to see a horror movie. They saw a horror movie.

Glossary

sewer - (n): a pipe that is usually underground, used to carry off water and sewage sewage - (n): waste material (such as human urine and feces) that is carried away from homes and other buildings in a system of pipes

Recreational expression. Produces constructive forecasts for others.

Lesson

3 the pictures and predictions on page 81. Then, read and 4 Analyze circle the correct options for the rules. VV All the predictions refer to immediate predictions based on evidence / long term predictions based on experiments or technology. VV To make predictions about things that are going to happen in an immediate future we use the auxiliary will / verb to be in the present + going to. VV The form ‘be in the present + going to’ is the same / different for all the pronouns. VV The pronouns ‘he / she / it’ use the form is going to / are going to. VV The pronouns ‘you / we / they’ use the form is going to / are going to. VV The negative form of ‘is / are + going to’ is is / are not + going to / not + is / are + going to.

Use the evidence in the next sentences to write predictions. 5 Use the information from the boxes to write affirmative and negative sentences.

take a trip

use his car

play the finals

make a left turn

get a ticket

1. Mr. Suarez is carrying two suitcases to his car.

2. Mrs. Myers is driving behind a man in a red sports car. His left indicator light is flashing.

3. Miranda is driving too fast. A police officer is right behind her.

4. Erick is getting on the train.

5. The Giants were eliminated yesterday.

6 Read the predictions and mark (ü) your answers. In the future…

Agree

Disagree

People will have robots at home. Robots will be as common as computers. Robots will replace computers. Robots will tell jokes, dance and sing to entertain us. Robots will cause problems.

7 82

Listen to the next interview and compare your predictions with those of a scientist.

Unit 5 · Let’s Talk About Future

Recreational and Literary Environment

the following questions from the interview on page 82. 8 Analyze Then, read the statements and circle the correct option. VV Will people have robots at home? VV Will housework become easier if people use robots? VV What other things will computers do? VV What will happen if robots replace computers?

9 Read and choose the correct option VV To ask inverted questions with Yes/No answers we use the following form: a) Will + subject + simple form of the verb b) Question word +will + subject + simple form of the verb VV To ask information questions (Wh questions) we use the following form: a) Will + subject + simple form of the verb b) Question word +will + subject + simple form of the verb VV To ask questions to make forecasts based on present situations we use: a) the connector and b) the connector if

Unscramble the following questions about predictions for the next 50 years. 1. go to / humans / Will / the moon / ? / a vacation / for / 2. Will / if science / live longer / people / ? / new discoveries / makes / 3. rule / the world / Will / one government / ? / 4. place / will / colonize first, / Which / the moon / or / humans / Mars? / 5. will / work / from? / Where/ people / 6. What / nutrition pills / will happen / eat / if people / food? / instead of /

Work with a partner and write a prediction about his or her future. Then, draw your prediction. Answer these questions in your notebook. Then, discuss your answers with a partner. 1. Is it easy to predict someone’s future? Why? 2. What do you need to know to make predictions?

Glossary

instead of - (adv): expression used say that one thing or person is chosen when another is not chosen or something cannot be done, etc.

Recreational expression. Produces constructive forecasts for others.

Lesson

3 Forecasts

Check your Progress

Go to page 87. Read statements 3 and 4. Mark your progress according to your performance in the lesson.

Session III This is the third session on this Product and you are almost finished. Follow the next steps to continue working on it: 1. Get together with your classmates and take out the sentences you wrote in your notebooks in the previous Product session. 2. Make sure the sentences describe future situations. (activities 4, 5, 6) 3. Write questions for each of the sentences you wrote. If necessary, go back to the pages in this last lesson to see some examples. Remember your questions must be in the future. (activities 8, 9) 4. Use the questions and the answers you have, and write a dialog with them. Make sure it is organized and it follows a logical order. 5. Check that your dialog describes forecasts about you and the other members of your team. 6. Finally, check punctuation and grammar conventions and make any necessary corrections and changes. Save your work. You will use it in the last Product session.

Reading Time!

Read pages 74 20 to 77 23 from the Reader’s Book. Then, discuss what you read as a group. Is there something you interesting, would like funny, to share boring with or sad others? that Which you would was the likemost to share interesting with others? part of this Could reading? you identify the main characters?

Unit 5 · Let’s Talk About Future

Lesson

Recreational and Literary Environment

1 Write a prediction for the year 2040 for these newspaper sections. VV Science and Technology VV Sports

2 Work with a partner and play a game. VV Use the words in the grid to write 6 questions about the future. VV You can use each word only once. VV The words with a question mark always go at the end. VV The first pair to write the six questions correctly (including spelling and punctuation) will be the winner. will

the

win

What will happen

Mandarin

become

cars

than humans?

fly?

language

will

our planet?

soccer

become

intelligent

the

become

visit

whales

aliens

What will happen

extinct?

will

USA

will

the

computers

world?

the

international

World Cup?

Read the information about Joao and predict his life for the 3 next 20 years. I’m Joao. I live in Ouro Preto a small town in Brazil. Every day after school, I practice tightrope walking, which is the art of walking along a thin wire or rope. I also like doing juggling tricks. But I only perform in front of my brother and sister because I’m a bit shy.

Recreational expression. Produces constructive forecasts for others.

5 Forecasts Final Session

Check your Progress

Go to page 87. Read statement 5 and mark your progress according to your performance in the lesson.

As you learned during this unit, it is possible to predict the future based on scientific evidence and technology but also based on what we know about someone. It is now time for you and your teammates to present your Product so go on and follow these steps: 1. Get together with your teammates and take out the final version of the dialog you wrote. 2. Act out your dialog to the rest of the class. Do not forget about pronunciation and intonation. 3. Listen to other team’s work and be respectful. 4. Once everyone presented their work, discuss as a class the forecasts and dialogs everyone presented. 5. Discuss as a group if you agree or not with the forecasts other teams presented and justify your opinions. Congratulations! This is a great evidence on how you are progressing at learning and communicating in English. Save your written work in your Portfolio.

Reading Time!

Before you continue with the next unit, visit the Grammar Reference section on pages 173-174 to clarify, review and reinforce the grammar learned in this unit.

Unit 5 · Let’s Talk About Future

Beats!

Secondary • Evaluation Instrument Unit 5

Name Dates: L1 L2 L3

LN Grade

Evaluation Instrument - Self-evaluation and Peer evaluation card

your progress as you finish each lesson wrtitting and check ( 1 Evaluete that mentions your performance so far in the unit. Outstanding My

My peer

Good My

My peer

) in the column

Satisfactory My

My peer

Poor My

My peer

1. R evise samples of written forecast. (p.76)

2. L isten and identify ways to express future actions. (p.80)

3. F ormulate and respond questions to understand and forecast. (p.84)

4. W rite sentences that express future to create forecast. (p.84)

5. Discuss and justify opinions. (p.86)

2 Use the information above to help each other improve your weak areas. 87

Assessment Assessment Let's reflect! Write a check (✓) next to each one of the achievements you accomplished. Cross out (✘) the ones you didn't accomplish and ask your teacher for help. Now I can … T Identify and understand texts in which forecasts are made. T Recognize future verb forms within sentences and their uses. T Compare sentences that express future situations from those which express present ones. T Produce and read a forecast. During the planning and performing of the final dialog I… T participated actively. T was able to include new expressions practiced in the lessons. T paid attention to intonation patterns when reading forecasts. T felt more confident and fluent than at the beginning of the unit. T showed a critical and self-critical constructive attitude to evaluate my work and my classmates’ strengths. Read the emotions in the box. Write the ones which describe how you feel with the result you obtained in your assessment. Then, complete the idea. I feel Happy

Excited

Angry

Disappointed

Sad

Interested

Curious

Co-Evaluetion Reflect on the work you did with your teammates in this unit's product and answer: If you were doing this product again, what would you do differently to improve your work? How could your team work more effectively next time?

Unit 5 · Let’s Talk About Future

Expressing Likes and Dislikes

TT Listen to and revise likes and dislikes in the dialogs of an interview. TT Understand general sense and main ideas of dialogs.

Lesson

Familiar and Community Environment

TT Express compliments, likes and dislikes in written dialogs. TT Express compliments, likes and dislikes in a dialog.

1 Look and match. 1 wrestling

2 fencing

3 bungee jumping

4 singing

5 swimming

6 snowboarding

7 hockey

8 fashion designer

Read these questions and answer in your notebook. 2 Then, discuss your answers with a partner. 1. Where can you practice extreme sports? 2. Why are they dangerous? 3. Can other activities, besides extreme sports, be dangerous too? 4. Which ones and why? 5. What other activities besides fashion designing requiere creativity?

Exchanges associated with information of oneself and of others. Exchange compliments, likes and dislikes in an interview.

Lesson

1 23

3 Listen to the conversation and underline the correct option. The interview is about some teens’ free time activities / favorite sports. The purpose of the interview is to get information for a travel / school magazine. The information from the interview will be read by students / the general public. The language in the interview is formal / informal.

again and complete the information. Then share your 4 Listen answers with your class. VV David likes:

VV Wendy likes:

VV Both don’t like:

Complete this chart with your information. 5 Then, interview a classmate.

C = like

Tips

ssWhen a noun refers to a group of people (collective noun), in the UK they see it as a plural noun and use plural verb forms with it (e.g. My favourite team are Manchester United), whereas in the US, they see it as a singular noun and use singular verb forms with it (e.g. My favorite team is Manchester United).

Sports

T = don’t like You

Your partner

basketball soccer baseball cycling (other …) Music Rock Salsa Pop Rap (other …) Other free time activities watching TV dancing painting singing reading (other …)

6 Tell the group about what you now know about your partner. 90

Unit 6 · Expressing Likes and Dislikes

Familiar and Community Environment

Glossary

7 Read the sentences and complete the rule. I like to dance – I like fencing. - Wendy likes fencing too. - We like going to the movies.

fencing (n): - :the art or sport of fighting with swords

I don’t like watching TV. - Wendy doesn’t like snowboarding. - We don’t like violent sports. Do you like fencing? Does David like dancing? Yes I do. / No I don’t. Yes he does. / Not really. / No, he doesn’t. ssWhen expressing general preferences the verb like is used in the same way as the rest of the verbs in the simple present. ssWith the pronouns I, You, We, They we use like for the affirmative form and for the negative. ssWith the pronouns He, She, It we use for the affirmative form and for the negative. ssWe form questions by using: + I, you, we, they + like + activity + ? and + he, she, it + like + activity + ? ssWe answer questions using the same auxiliaries as for the questions.

Look at the pictures and complete the sentences. 8 Then, listen and check.

INGRID

HARRY

My name is Harry and I have a twin sister. Her name is . We are similar in some ways but different in others. For example, we both cycling. Then, I like but I reading. Ingrid is just the opposite, she but she swimming. She also a lot. I singing very much because I’m very bad at it.

with a partner. Take turns asking and answering questions 9 Work to check your answers. Write your questions and answers in your notebooks.

A: Does Harry like swimming? Yes, he does

Share your information with another pair.

Tips

When sharing information with others: ssbe enthusiastic when talking. ssshow interest in their comments.

Exchanges associated with information of oneself and of others. Exchange compliments, likes and dislikes in an interview.

Lesson

1 Writing a Dialog about Likes and Dislikes Session I

Check your Progress

Go to page 103. Read statement 1 and mark your progress according to your performance in the lesson.

In this unit, you and your teammates will produce a dialog about a leisure activity. To do this, you will choose an activity, write questions and answers about it and finally, produce a dialog to role play in front of your group. Let's start today as usual following these steps: 1. Get together in teams of five. Choose at least 3 leisure activities you all know and write their names in your notebook. 2. Make notes in your notebooks describing the activities with as many details as you can. (activities 1, 5) 3. Share your notes with your teammates and listen to their descriptions. Write down one text, gathering the points of view of everyone in your team to describe the activities you all chose. For the following Product session, bring information on the chosen leisure activities besides of what you wrote today. 4. Decide on how you will present your dialog. You can use pictures or a video to show your class the activities you are talking about and the reasons you like them or not. Remember to save your work. You will use it in a second Product session.

Reading Time!

Read pages 80 to 83 from the Reader’s Book. Then, discuss what you read as a group. Is there something interesting, funny, boring or sad that you would like to share with others? Can you name the title of the text and tell what it is about?

Unit 6 · Expressing Likes and Dislikes

Lesson

Familiar and Community Environment

Glossary

abroad: - (adv.) - in or to a foreign country or countries. exchange program: (n) A program in which students from a school study abroad at another partner institution.

Work in groups of three and discuss the questions. 1 Write your conclusions in your notebook. 1. What is a student exchange program? 2. What are the advantages of studying abroad? 3. Where would you like to go for a student exchange program?

the phrases in the box to complete the students’ answers in 2 Use a long distance interview for a student exchange program. 1. I’m thinking of being a vet 2. sometimes I go cycling with my friends. 3. I’m a nature lover 4. take ballet lessons 5. reading ecotourism magazines 6. looking at fashion magazines

NOW TELL ME ABOUT YOUR LIKES AND DISLIKES

ORSON POWELL

BRIGITTE ARNAUD

SUSANA CAPURRO

CANADA

FRANCE

ARGENTINA

I like hockey and would like to become a pro in the future. I also love hiking because ( ). I don’t like reading very much although I enjoy ( ). I was very happy to know that your recreational program includes optional sports as well as different hikes and outings.

I love dancing and ( ) three times a week. My teacher says I have the abilities to become a professional ballet dancer. However, ( ) because I love animals. If I join your program, I would like to get advice from your career counselors so as to know what is better for me.

I love drawing and ( ). I would like to be a fashion designer someday. I don’t like sports although I ( ). I would really like to join the optional fashion design tutorials you offer in your current program so as to start learning about fashion design.

Exchanges associated with information of oneself and of others. Exchange compliments, likes and dislikes in an interview.

Lesson

2 3 Go back to page 93 and write the words in bold. Analyze the connectors in the previous exercise and answer 4 the questions. 1. Which ones indicate addition? and . 2. Which ones connect two opposite ideas an express contrast? and . 3. Which ones express the reason for something? and .

5 Complete these profiles with the corresponding connectors.

LIAN YONG CHINA

MALAI DASGUPT INDIA

I like all martial arts my favorites are Kung Fu Chi Kung. I also like doing Chinese calligraphy it helps develop your concentration your patience. I don’t like American football I don’t understand its rules very well. 25

to the descriptions and check your answers. Then, work 6 Listen with a partner and take turns reading the profiles. your own profile about your likes and dislikes to send 7 itWrite to Essex High School in your notebook. Include a photograph. Then, share it with your class.

I like chatting with my friends on the computer in the evening. my parents say I see them all morning I always have things to tell them. I’m not really a sports person. , last year I entered a school 200 meter race and won the third place. I might start training to see how far I can get.

Unit 6 · Expressing Likes and Dislikes

Familiar and Community Environment

to the radio interview and discuss the questions 8 asListena group. Then, write your answers in your notebook.

What extreme sports do you know? Would you like to practice any of them? Which one? Why? 26

9 Listen again and complete the expressions. 1. say paragliding? 2. Can you ? 3. you mean? 4. train ? 5. Congratulations! You are , aren't you?

Read the following complements and discuss them with a partner. Use them to write a dialog in your notebook. VV You look nice... VV What a lovely... VV I like / love your... VV You look amazing! VV That (thing) looks great on you!

Read and analyze the following information about tag questions. Then, circle the correct option to complete the rule. VV We use question tags to repeat / confirm the information in the statements. VV The tense of verbs in the statements and the question tags is different / the same. VV Affirmative statements are followed by affirmative / negative question tags.

Complete the next question tags. 1. “You once had an accident when landing,

didn’t you

?”

2. “Paragliding lessons are expensive,

?”

3. “You love all kinds of extreme sports,

?”

Work in pairs. Use the cues and the question tags to confirm information about them. 1. , aren’t you? (age) 2. , don’t you? (likes) 3. , isn’t it? (house location)

Glossary

paragliding: - (n)a sport in which a person jumps from a high place (such as a cliff or an airplane) and uses a special kind of parachute to float down to the ground.

Exchanges associated with information of oneself and of others. Exchange compliments, likes and dislikes in an interview.

Lesson

2 Writing a Dialog About Likes and Dislikes

Check your Progress

Go to page 103. Read statements 2 and 3. Mark your progress according to your performance in the lesson.

Session II 1. Get together with your teammates and bring out the notes you wrote in the previous Product session. 2. Write some questions you may want to ask about the activities you chose. (activities 1, 11, 12) 3. Decide on which role you want to take in the dialog. Interviewer or interviewee. 4. Check that the questions you wrote are appropriate for the topic and that they comply with grammar, spelling and punctuation conventions. Remember to use questions tags. 5. Write answers for each question and make sure they match with the ideas you want to express. Try to use connectors, to solve doubts about the activities and to be spontaneous. Ask your teacher for help and make any necessary corrections. Remember to save your work. You will use it in a third Product session.

Reading Time!

Read pages 84 20 to 86 23 from the Reader’s Book. Then, discuss what you read as a group. Is Is there there something something about interesting, this story funny, that boring caught or your sadattention? that you would Whichlike do you to share thinkwith is the others? most interesting Could you part identify of thisthe story main so characters? far?

Unit 6 · Expressing Likes and Dislikes

Lesson

Familiar and Community Environment

1 Discuss these questions as a group. VV What type of reading materials do you know? VV What is your favorite one?

2 Look at the pictures and use the words in the box to label them.

1 novel

2 short stories

3 poems

4 comics

5 magazine

3 Read the questions in exercise 1 again and write your answers. VV VV

with a partner. Discuss your answers and write your 4 Work partner’s preferences on the lines.

Exchanges associated with information of oneself and of others. Exchange compliments, likes and dislikes in an interview.

Lesson

3 * To talk about likes and dislikes, you can use these expressions

Expressing likes:

Expressing dislikes:

Don’t like / Dislike

Love

Hate

Enjoy

Detest

I’m crazy about

I can’t stand

VV Remember that when we use these expressions we use a verb in –ing form. I like listening to music. I hate asking questions.

the chart. Walk around and ask your classmates about 5 Complete their favorite reading materials. Use the expressions above. Do you like to read? What do you like reading? Name

Novel

Short stories

Poems

Comics

1 2 3 4 5

6 Write sentences about your findings. 1. 2. 3. 4. 5.

Unit 6 · Expressing Likes and Dislikes

Magazines

Familiar and Community Environment

Read the dialog and order it. Then, listen and check 7 your answers. Practice the dialog with a partner.

Interviewer

Interviewee

VV Excuse me. I’m doing a survey about reading habits. Could you answer a few questions?

A. For example, I don’t like to read novels because they’re too long.

VV For my literature class. VV Do you like to read? VV Can you explain that? VV I see. What about audio books? VV What a coincidence! The girl I spoke to before this interview gave me exactly the same answer. Now, one last question. Do you like poetry? VV Well, thank you very much for your time.

B. I like poems very much but reading poetry books is not something I spend a lot of time on. C. What is the survey for? D. Hmm, it depends. E. Er… do you mean books you listen to? I’ve never used them. I prefer to read short stories or comics. F. You’re welcome. G. Ok, go ahead.

with a partner. Use the information in the boxes to write 8 Work an interview with Bob Rodriguez, a snowboarding expert. Follow the instructions below. nstructions for the * Iinterviewer:

for the * Instructions interviewee:

* Include and use:

VV Introduce yourself. Say who you work for. VV Say the purpose of the interview. VV Ask clear questions. VV Close the interview

VV Answer the questions with verbs from the lesson. VV Expand your main ideas when possible.

VV Questions about the sport VV Question tags.

About Bob Rodriguez Place of birth: Spain Residence: USA (since he was 4 years old) Occupation: Snowboarding Teacher Titles: Won the FINA World Aquatics Championship.

Exchanges associated with information of oneself and of others. Exchange compliments, likes and dislikes in an interview.

Lesson

3 Writing a Dialog about Likes and Dislikes

Check your Progress

Go to page 103. Read statement 4 and mark your progress according to your performance in the lesson.

Session III 1. Get together with your teammates and bring out the questions and answers you wrote in the previous Product session. 2. Organize your questions in the form of a dialog. Remember to include an introduction to it. 3. Verify the interventions of both the interviewer and interviewee. Use expressions you've learned throughout this unit. (p. 95 activities 9, 10) 4. Read the dialog several times to verify its order and make sure all the questions are answered clearly. Expand your main ideas when possible. 5. Check for spelling, grammar and punctuation conventions and make any necessary corrections. 6. Practice the dialog with and without reading the questions and answers until it sounds as natural as possible. Save your work. You will use it the final Product session.

Reading Time!

Read pages 87 to 91 from the Reader’s Book. Then, discuss what you read as a group. Is there something you would like to share with others? Which was the most interesting part of this reading?

100

Unit 6 · Expressing Likes and Dislikes

Lesson

Familiar and Community Environment

the interview. Use the symbols to express the 1 Complete interviewee's opinion. Gloria:

I 'm doing a survey for Popstar Magazine. Could you answer a few questions about your music preferences?

Lionel:

Sure.

Gloria:

rock music?

Lionel:

Well, I

Gloria:

What about classical music?

Lionel:

Gloria:

And Latin American pop?

Lionel:

Gloria:

Do you like rap?

Lionel:

No, I don't. I

it very much. . My favorite composer is Mozart.

listening to Juanes and Julieta Venegas. rap.

Read the sentences and decide if these collective nouns are 2 used in American or British English. 1. The government are making a decision. 2. The government is making a decision. 3. The jury is not yet decided on a verdict. 4. Our team are at the bottom of the league.

the connectors in the box to complete the following 3 Use sentences. Although However as well as because and 1. Jane loves dancing wants to become a ballet teacher. 2. The pet store sells cats and dogs, lizards and birds. 3. I’ve been running for an hour. , I’m not tired. 4. it was raining, we went for a walk. 5. We didn’t go to the party it was raining.

4 Complete these sentences with the correct question tag. 1. You like fish, ? 2. She didn’t do the homework, ? 3. My brother was late this morning, ? 4. Mariana plays football, ? 5. Thomas doesn’t like music, ?

Exchanges associated with information of oneself and of others. Exchange compliments, likes and dislikes in an interview.

101

6 Writing a Dialog about Likes and Dislikes Final Session

Check your Progress

Go to page 103. Read statement 5 and mark your progress according to your performance in the lesson.

During this unit, you learned some characteristics of a dialog and tips to continue a conversation; whether you may like or dislike the topic. It is now time for you to show the rest of your class the dialog you wrote about some leisure activities you like and dislike. Go on and present your work to your group, be open to answer questions from your classmates. 1. Get together with your teammates and bring out the final version of the dialog you wrote as well as the pictures or videos of the leisure activity you will be showing to your class. 2. Present your work to the class as you role play your dialog in front of the group. 3. Watch and listen to other team’s work and be respectful. 4. Allow your classmates to make questions about the activity you are presenting in your dialog as well as to give you feedback on how to improve your work. Congratulations! This is a great evidence of how well you are doing at learning and communicating in English. Save your written work in your Portfolio.

Reading Time!

Before you continue with the next unit, read and complete the Grammar Reference section on page 175.

102

Unit 6 · Expressing Likes and Dislikes

Beats!

Secondary • Evaluation Instrument Unit 6

Name Dates: L1 L2 L3 Evaluation instrument - Rubric

LN Grade

Evaluete your progress as you finish each lesson wrtitting and check ( 1 that mentions your performance so far in the unit. During this unit I

Excellent

Good with minior difficulties

) in the column

Need improvement

Not satisfactory

1. Listen to and revise likes and dislikes in the dialogs of an interview. (p.92)

2. Understand general sense and main ideas of dialogs. (p.96)

3. Express compliments, likes and dislikes in written dialogs. (p.96)

4. Express compliments, likes and dislikes in a spoken dialog. (p.100)

5. O rganize and carry out an interview. (p.102)

2 Use the results to decide the strategies to follow and improve your work. 103

Assessment Assessment Let's reflect! Write a check (✓) next to each one of the achievements you accomplished. Cross out (✗) the ones you didn't accomplish and ask your teacher for help. Now I can … T recognize the speakers’ and listeners’ language when talking about likes and dislikes. T ask and answer questions about likes and dislikes. T ask for clarifications. T organize and carry out an interview During the planning and performing of the final product, I... T Participated actively T I was able to include new expressions practiced in the lessons. T I paid attention to intonation patterns when using questions. T I felt more confident and fluent than at the beginning of the unit. Read the emotions in the box. Write the ones which describe how you feel with the result you obtained in your assessment. Then, complete the idea. I feel Happy

Excited

Angry

Disappointed

Sad

Interested

Curious

104

Unit 6 · Expressing Likes and Dislikes

Lesson

The Human Body

TT Revise and understand information about the human body systems. TT Propose and answer questions about the human body systems.

Academic and Educational Environment

TT Write notes to describe human body systems. TT Edit diagrams in teams and with the guidance of the teacher.

1 Look and match. 1 4

2 3

Main System

Organs

Functions

Corrum volupta tioreic to

consequi doluptat quid •

Corrum volupta tioreic to consequi

consequi doluptat quid •

doluptat quid que nem facea sum

assimet veliant. •

doluptat quid que nem facea sum assimet veliant.

6 Heart Human Body

Corrum volupta tioreic to consequi

Human Body System Scientific Magazine

Corrum volupta tioreic to consequi assimet veliant.

•

Corrum volupta tioreic to consequi doluptat quid que nem facea sum assimet veliant.

Anatomy Textbook Human Body Organ

Search and selection of information. Write notes to elaborate human body schemes.

105

Lesson

1 2 Look at the illustration and underline the correct options.

It is a picture / chart / graph. You will probably find one in a history / biology / physics book.

Read the text and decide on a title for it. Give reasons for 3 your choice.

Glossary

joints - (n) a place in your body where two bones are connected. waste - (n) unwanted matter or material of any type. anatomy - (n) the scientific study of the body and how its parts are arranged. chart - (n) a drawing that shows information in a simple way. component - (n) a part that combines with other parts to form something.

106

The human body is a scientific marvel. It consists of many parts and systems that work to carry out the different body functions. The most important human body systems are: 1. T he skeletal system - It includes all of the bones and joints in the body and is the hard and strong framework in it. It provides support and protection for the soft tissues that make up the rest of the body. 2. T he muscle system - It is responsible for the movement of the human body. Attached to the bones of the skeletal system are about 700 named muscles. Without muscles, we cannot walk, jump, run, smile or even talk! 3. T he digestive system - Mouth, esophagus, stomach, liver, small intestine and large intestine are part of the digestive system. Our digestive organs break down the food to provide our body energy and raw materials. 4. T he circulatory system - It is responsible for transporting nutrients, water and oxygen throughout the entire body and carrying away wastes such as carbon dioxide that body cells produce. It consists of three major parts: the heart, the blood and the blood vessels. 5. T he nervous system - Brain, spinal cord and nerves are part of the nervous system. Our nervous system carries electrical signals around our body. We need this system to see, hear, think and react. 6. The respiratory system - Lungs, trachea, nose and diaphragm are part of the respiratory system. The respiratory system allows us to breathe. These systems working together are the ones that make us a perfect living machine. So, the next time you think, I’m not good, stop and remember: YOU ARE A LIVING WONDER!

Unit 7 · The Human Body

Academic and Educational Environment

the poster of the Respiratory System. Then, complete 4 Analyze the statements that describe the functions of some organs. Use the verbs in parenthesis.

RESPIRATORY SYSTEM

Nose Trachea Lungs

Diaphragm

1. The nose , and the incoming air. (warm, filter, moisturize) 2. The trachea the air to the lungs. (conduct) 3. The lungs oxygen into the body and carbon dioxide from it. (bring, remove) 4. The diaphragm and relaxes to help the air go in and out of the lungs. (contract)

Listen and check your answers. Then, work with a partner 5 and take turns reading the statements about the organs

in the respiratory system and their functions.

Search and selection of information. Write notes to elaborate human body schemes.

107

Lesson

1 Make a Chart of a Human Body System

Check your Progress

Go to page 119. Read statement 1 and mark your progress according to your performance in the lesson.

Session I In this unit, you and your team will do some research on a particular body system to identify and select information to make a chart about it. By the end of the unit, you and your teammates will present your chart in front of your group. Which body system do you consider more important or interesting? During this session you will: 1. Get together in teams of five. With your classmates, make a list of the different human body systems. 2. Choose one body system you would like to work on and write its name in your notebook. (activity 3) 3. Discuss with your teammates different types of information sources, such as the Internet, books or encyclopedias, where you could find information about the body system you chose and write them down. 4. Consult the sources you chose and take notes. Don't forget to bring them for the next session. 5. Make sure your notes include a description of the system and the organs in it. Remember to save your work. You will use it in a second Product session.

Reading Time!

R Read ead pages 92 6 20toto995 23 from from thethe Reader’s Reader’s Book. Book. Then, Then, discuss discuss what what you you read read as as a group. a group. Is there something interesting, funny, boring or sad that you would like to share with your with others? classmates? others? Could youCan identify you name the main the title characters? of the text and tell what it is about?

108

Unit 7 · Human Body Schemes

Lesson

Academic and Educational Environment

the chart and label it according 1 Analyze to the code.

T = title TC = text component PC = pictorial component

The Digestive System ( )

1 2

1. mouth

2. tongue 3.

4. pancreas 5. liver

6. small intestine 7. 8. stomach

9. large intestine

10.

Listen to the conversation and check your answers. 2 Then, complete the missing information on the chart. the questions. Then compare your answers with a 3 Answer partner.

1. Who are the speakers? 2. Where are they? 3. What are they talking about? 4. Who has not finished the homework?

Search and selection of information. Write notes to elaborate human body schemes.

109

Lesson

the information about some of the organs of the 4 Read digestive system.

1 2

Glossary

chew - (v) to crush food into smaller softer pieces with the teeth so that it is easier to swallow. upper - (adj.) the top part of something. nutrient - (n) any substance that plants or animals need in order to live and grow.

1. The mouth. Digestion begins here. When food enters the mouth and the chewing process begins, salivary glands are activated. 2. The liver. Normally, you cannot feel the liver, because it is protected by the rib cage. Its main job is to filter the blood coming from the digestive tract, before passing it to the rest of the body. 3. The stomach. It is located on the left side of the upper abdomen. Proteins are processed there and digestive chemicals are synthesized in it. 4. The small intestine. It is a tubular structure of about 6 meters long. 90% of the nutrients and minerals for the body are absorbed in this organ.

in pairs. Take turns reading the questions and answering 5 Work them with information from the text above. Then, write the information in your notebooks.

1. When are salivary glands activated? 2. How is the liver protected? 3. Where is the stomach located? 4. Where are proteins processed? 5. Where are most nutrients and minerals absorbed?

110

Unit 7 · The Human Body

Academic and Educational Environment

the information on the previous page to produce a chart of 6 UtheseDigestive System. Follow the steps below. VV Write the title for the chart. VV Draw or paste a picture of the system. VV Research and add one more organ to the chart.

(Graphic component)

Main Organs

Function(s)

It chews food and secretes saliva.

7 Share your charts with other classmates. Search and selection of information. Write notes to elaborate human body schemes.

111

Lesson

2 Make a Chart of a Human Body System

Check your Progress

Go to page 119. Read statement 2 and mark your progress according to your performance in the lesson.

Session II 1. Get together with your teammates and take out the notes you prepared during Session I 2. Read all the notes you wrote and check for spelling and grammar conventions. 3. On a piece of paper, make a diagram like the one on page 111 in this Activity Book. Make sure to include the different organs of the system you chose. (activity 1) 4. Review your work and make sure it is complete. Remember to save your work. You will use it in the following Product session.

Reading Time!

Read pages 96 20 to 99 23 from the Reader’s Book. Then, discuss what you read as a group. Is Is there there something something you interesting, would likefunny, to share boring withor others? sad that Doyou youwould have any likequestions to share with on the others? topic so Could far? What you identify was the the most main interesting characters? part of the reading?

112

Unit 7 · Human Body Schemes

Lesson

Academic and Educational Environment

the text quickly and take turns 1 Read asking and answering these questions. VV Where was it taken from? VV What is it about? VV What is the topic of the quiz? VV What prizes are mentioned? VV Who is the sponsor?

2 Read carefully the statements and answer the quiz. https://free.teens.clothing.com.us/contest/questionnaire/answer

Free Teens

FREE TEENS QUIZ How much do you know about the human body?

Win a cool T-shirt and two tickets for Saturday’s ‘Splash’ concert. Answer the quiz, complete the form with your information, prin it and drop it in one our boxes at the entrance of our store. 1. Is the number of human bones higher at birth than at adulthood?

True

False

2. Is your sense of taste more sensitive than your sense of smell?

True

False

3. Is the brain more active during the day than during the night.

True

False

4. Does eating lots of fatty foods ensure a healthier skin?

True

False

5. Is enamel the hardest substance in the human body.

True

False

6. Is the liver is one of the busiest organs in the body.

True

False

7. Is the most important function of the skin to regulate body temperature?

True

False

FREE TEENS, THE STORE WHERE ALL TEENS MEET!!!

Listen and check your answers. Then, compare your results 3 with a partner.

Search and selection of information. Write notes to elaborate human body schemes.

113

Lesson

the colors of these rules for the comparative and the 4 Use superlative forms to underline the adjectives in the quiz. Comparative and Superlative Adjectives The comparative form 1. O ne syllable adjectives form their comparatives by adding ‘-er’ at the end. 2. Two syllable adjectives ending in ‘y’ form their comparatives by dropping the ‘y’ and adding ‘-ier’ at the end. 3. Two-syllable adjectives not ending in ‘y’ and three or more syllable adjectives form their comparatives by using the word more + the adjective. The superlative form 1. One syllable adjectives form their superlative by adding ‘-est’ at the end. 2. Two syllable adjectives ending in ‘y’ form their superlatives by dropping the ‘y’ and adding ‘-iest’ at the end. 3. Two or more syllable adjectives not ending in ‘y’ form their superlatives by using the word ‘most’ + the adjective. VV To learn more about Comparatives and Superlatives go to the Grammar Reference page 171.

the notes for a chart about Human Body Facts. Use 5 Complete the comparative and superlative forms of the adjectives in

Glossary

lung - (n) one of the two organs that people and animals use to breathe air. muscle - (n) a body tissue that can contract and produce movement. skin - (n) the outer layer of tissue that covers the body of a person or animal.

114

parentheses. Then, share your answers with a partner.

Human Body Facts The (small) bone in the human body is in the ear. It’s only 2.8 millimeters long.

When you get up in the morning you are (tall) than when you go to sleep.

Your left lung is (small) than your right one.

With evolution, the human brain has become (complex)

The (strong) muscle in the human body is the jaw muscle.

The (important) functions of the skin are to regulate the temperature of the body and to protect it from germs.

Unit 7 · The Human Body

Academic and Educational Environment

6 Make a chart of human body facts. VV Work with a partner and do some research about other human body facts in your biology book or on the Internet. VV Choose the facts you consider the most interesting or funny. VV Make a chart with them. like the one on page 114. Use the template below VV Include the title. VV Describe the facts and illustrate them; check on grammar and spelling VV Share your chart with other pairs.

Search and selection of information. Write notes to elaborate human body schemes.

115

Lesson

25 3 Make a Chart of a Human Body System

Check your Progress

Go to page 119. Read statements 3 and 4. Mark your progress according to your performance in the lesson.

Session III 1. Get together with your teammates and read and edit the notes you wrote in your notebook during Session II 2. Adjust language according to your audience. (activities 2, 5) 3. Write a final version of your paragraph. Ask your teacher to help you and make the final corrections. 4. Use graphic resources to illustrate your notes. (activity 5) 5. Prepare a set of questions about the different body systems and write the answers too. Check spelling, grammar and punctuation. 6. Organize these questions and answers in a logical sequence and write a dialog with them. Remember to save your work. You will use it in the final Product session.

Reading Time!

Read pages 100 to 103 from the Reader’s Book. Then, discuss what you read as a group. Is there something you would like to share with others? Which was the most interesting part of this reading?

116

Unit 7 · Human Body Schemes

Lesson

to part of an anatomy class, label the chart and write 1 aListen title for it.

Academic and Educational Environment

(Title)

2 Work in groups of three and compare your answers. 3 Listen to the class again and answer the questions.

1. What is the brain tissue like? 2. What is the brain part of? 3. What is it protected by? 4. How many parts does it have? 5. What are they called? 6. What functions does the cerebrum deal with? 7. What is the cerebellum responsible for? 8. What activities does the brain stem control?

4 Take turns asking and answering the questions. Search and selection of information. Write notes to elaborate human body schemes.

117

7 Make a Chart of a Human Body System

Check your Progress

Go to page 119. Read statements 5 and 6. Mark your progress according to your performance in the lesson.

Final Session As you learned during this unit, our body has different systems, each with its own specific function and characteristics. During this unit, you gathered and chose specific information about one of the different body systems and, it is now time for you to show your work to the rest of your classmates. Remember that giving a presentation helps you to practice pronunciation and fluency as well as the expressions you learned in this unit. Go on and present your work to your group. 1. Get together with your teammates and bring out the final version of the chart of a human body system you made. 2. Make sure the graphic resources such as pictures, illustrations and other diagrams describe all the different aspects of the text in your chart. 3. Decide who will read the different information to the rest of the class. Do not forget about pronunciation and intonation. 4. Take turns to present your work to the class. Remember to explain all the graphic components you used in your work and be ready to answer any questions your classmates may ask you. 5. Listen to other team’s work and be respectful. 6. Once everyone presented their work, display your charts on the classroom walls. 7. Discuss as a group the functions of the systems presented and ask and answer questions to clarify doubts. Use the questions you wrote in Session III as a guide.

Congratulations! This is a great evidence of how well you are doing at learning and communicating in English. Save your written work in your Portfolio.

Reading Time!

Before you continue with the next unit, read and complete the Grammar Reference section on pages 176-177.

118

Unit 7 · Human Body Schemes

Beats!

Secondary • Evaluation Instrument Unit 7

Name Dates: L1 L2 L3 Evaluation instrument - Checklist

LN Grade

Evaluete your progress as you finish each lesson wrtitting and check ( 1 that mentions your performance so far in the unit. Now I can...

Yes

) in the column

1. Revise and understand information about the human body systems. (p.108)

2. Analyze graphic and textual components and establish their relation. (p.112)

3. Propose and answer questions about the human body systems. (p.116)

4. Write notes to describe human body systems. (p.116)

5. E dit diagrams in teams and with the guidance of the teacher. (p.118)

6. O rganize terms and descriptions and spot and clarify doubts. (p.118)

2 Use the results to decide on strategies to follow to improve your work. 119

Assessment Assessment Let's reflect! Write a check (✓) next to each one of the achievements you accomplished. Cross out (✘) the ones you didn't accomplish and ask your teacher for help. Now I can … T r ead and understand the content of information about a human body parts or systems. T propose and answer questions about the body systems. T structure and write notes and sentences to describe human body systems. T organize terms and descriptions. T produce a chart of a human body system. During the planning and performing of the final product, I... T participated actively. T was able to include new expressions practiced in the lessons. T paid attention to intonation patterns when using questions. T spotted and clarified doubts. T felt more confident and fluent than at the beginning of the unit. Read the emotions in the box. Write the ones which describe how you feel with the result you obtained in your assessment. Then, complete the idea. I feel Happy

Excited

Angry

Disappointed

Sad

Interested

Curious

120

Unit 7 · -The Human Body

Lesson

A Great Adventure!

TT Seek and consult information. TT Compare pros and cons of ideas and proposals.

Family and Community Environment

TT Build arguments to defend ideas and proposals. TT Listen and express pros and cons to come to an agreement.

1 Look and match. 1

4 itinerary 3 beach

8 tent 1 jungle

10 cabin 9 ferry

7 lake 5 airplane

the sentence with your own information and share it 2 Complete with a classmate. My favorite place for a vacation is because I like/can 32

Listen to the conversation. Then, discuss the questions 3 with a partner and answer them in your notebook. 1. Who are the speakers?

Student's own answers.

Glossary

itinerary - (n) a detailed plan or route of a journey. tent - (n) a movable shelter, usually made of a strong cloth supported by poles and held in position by ropes fixed to the ground. ferry - (n) a boat or ship for taking passengers and vehicles across an area of water. desert - (n) a large, dry are where there is very little rain and few plants.

Student's own answers.

2. What are they talking about? 3. What travel option do the children discard? 4. What do they want to do?

Listen again and check your answers. Then, share 4 them with the rest of the class.

2 mountain 6 desert

Exchanges associated with the environment. Agree with others a travel itinerary.

121

Lesson

1 Write a check (ü) next to the information sources mentioned in 5 the conversation on page 121.

6 Read the following extracts and answer the questions. VV Big cities are okay but we don’t want to go on city tours … VV Besides we did all that last year when we went to Rome. VV … we don’t want to go on city tours, or go to museums,… VV Instead, we could do something more exciting! VV So, you and your sister have already been researching? VV Also, you can go whale watching … but 1. Which word expresses a contrast? besides and or 2. Which words indicate addition? instead 3. Which word expresses a result? so also 4. Which words express options? an

the conversation. Use the words from the previous 7 Complete activity. Father:

he children were discussing about our next vacation. T Also , they researched about places to go.

So Mother: Oh! , what do they want to do? Father:

They would like to go to Hawaii.

Also Mother: T hat’s not a bad idea. We have never been there. , my aunt Tina lives there, remember? We could visit her! Father:

but I know that you and I had originally thought of going to Washington.

Besides in Hawaii Mother: I t’s going to be very cold in Washington. , it’s going to be warm and sunny. 33

122

8 Listen and check your answers.

Unit 8 · A Great Adventure!

Family and Community Environment

Discuss with a partner these travel options. Choose the ones you 9 like and discard the ones you do not like.

HIGH SKYES TRAVEL

MAYAN CULTURE TOUR - TIKALGUATEMALA Save $125 on Acapulco Vacation Packages HIGH SKYES AIRLINES VACATIONS

San Miguel de Allende MEXICAN MAGIC TOWN starting at $79/night SUMMER SOCCER CAMP (Cuernavaca, Morelos) 1 week with the best soccer coaches.

In your notebook, write the reasons for your choices. Use the words you learned on the previous page whenever possible. Share your work with the rest of the class. Work with another partner and choose one of the travel options in exercise 9. Research about transportation and accommodation facilities for this place and complete the chart. Type of…

Advantages

Transportation

Student's own answers.

Glossary

travel - ((v) to go from one place to another on a trip, usually over a long distance. advantage - (n) a condition that helps you or gives you a greater chance of success. accommodation - (n) a place to live or stay, especially on holiday.

Disadvantages

Accommodation

Exchanges associated with the environment. Agree with others a travel itinerary.

123

Lesson

1 Writing a Travel Itinerary

Check your Progress

Go to page 135. Read statement 1 and mark your progress according to your performance in the lesson.

Session I In this unit, you and your teammates will choose a place to visit and write out a 4-day travel itinerary. As usual, you'll work in teams and by the end of the unit, you will share your travel itinerary with the rest of your group. Let's start: 1. Get together in teams of five. With your classmates, make a list of the most popular places people visit in your country. 2. Express your preferences and say why you like or dislike a place. Come to an agreement with your teammates and decide on one place you find interesting. (activity 2) 3. For the following class, you must do some research about the place you chose, including: what activities you can do there; how to get to this place; types of accommodation and any other features you may find. 4. Decide on the different sources you will use to get this information and write a list in your notebooks.. Remember to save your work.You will use it in a second Product session.

Reading Time!

Read pages 104 to 107 from the Reader’s Book. Then, discuss what you read as a group. Is there something interesting, funny, boring or sad that you would like to share with your classmates? Can you name the title of the text and tell what it is about?

124

Unit 8 · A Great Adventure!

Lesson

Family and Community Environment

1 Look at the pictures and discuss these questions with your class. VV Do you recognize these destinations? VV Do they look like good places to go on vacation? 1 2 3

the descriptions below with the pictures. Then, share your 2 Match answers with your class. 2 Only a short train ride from one of the world’s greatest and most visited monuments (Machu Picchu), Cusco a beautiful colonial city in central Peru, makes an ideal vacation for anyone with a sense of adventure. 3 Come to Whistler, Canada, ski some of the fastest and most beautiful mountains in North America. This world-class resort is a winter paradise. Enjoy fresh air, exercise and excellent international food from around the world. 1 Enjoy hot and sunny days. Take photographs of rhinos, zebras, lions and elephants. Drive past beautiful world-renowned vineyards. If you are a nature lover and love animals, this safari in Kruger Park, South Africa is the vacation for you. 34

3 Listen to the conversation and underline the correct options. 1. Helen and Richard discuss: when to go on vacation / the advantages and disadvantages of some travel destinations. 2. The travel options they mention are in the: same / different countries. 3. At the end of the conversation they: reach / don't reach and agreement.

Glossary

vineyard - (n) a piece of land on which grapevines are grown.adventure - (n) an unusual, exciting, and possibly dangerous activity, trip or experience.

Exchanges associated with the environment. Agree with others a travel itinerary.

125

Lesson

2 4

Work with a partner. Listen to the conversation again. What are some advantages and disadvantages of traveling to the places mentioned? Complete the chart.

Destination

Advantages

Disadvantages

Whistler, Canada

Cusco and Machu Pichu, Peru

South Africa

do you think these people would 5 Where choose to travel? Write your answers in

your notebook and justify them. Then, share your answers with the rest of your class.

1. A family with two children? 2. A business man? 3. A group of high school students? 1

the sentence extracts and match the underlined expressions 6 Read with their meanings. 1. ‘We really should send ours!’

5 asks for approval.

2. ‘It sounds fantastic.’

4 expresses doubt.

3. ‘The safari, definitely!’

7 expresses disapproval.

4. ‘Are you sure? You’ve always said you...

1 expresses a strong suggestion.

5. ‘Don’t you agree, Richard?

3 indicates no doubt.

6. ‘I would much rather go to Whistler.’

2 indicates approval.

7. ‘That’s not good, Richard.’

6 indicates strong preference.

Now, listen to the expressions and check your answers. 7 Then, practice with a partner using the correct emphasis and volume to create the desired effect.

126

Unit 8 · A Great Adventure!

Family and Community Environment

8 Classify the travel options from the box in the correct column. Where to go

the beach the mountains the desert the jungle a city

How to travel

Where to stay

What to do

a hotel a cabin a friend’s house a tent a cabin

by plane by bus by train by boat by ferry

water sports photograph wildlife sightseeing shopping

9 Complete the dialogs with the expressions in the box. don’t you agree

Are you sure

I would much rather

definitely

A: I think Hawaii is the best don’t you agree option, ?

A: H ow about swimming in the pool?

B: Y es. I think so. It’s a lovely place.

B: I would much rather swim at the beach.

A: Which tour sh al

l we take?

B: T our number 2, definitely ! It’s the most inte resting.

B: I don´t think so. It´s going to be too cold over there.

by plane

by train

water sports

a cabin

the mountains

by boat

photograph

a cabin

the jungle

by ferry

shopping

a city

a friend’s house

by bus

sightseeing

a hotel

the desert

wildlife

? Are you sure B: ive. I think it’s too expens

uess what? We’re going on A: G a tour to the Amazon jungle.

a tent

A: Let’s go by plane.

Read and listen to the four conversations and match them with the pictures.

A: I think sleeping in a tent is the best option!

the beach

B: Really?

A: W hat about going to the beach? B: It sounds fantastic!

t A: L et´s buy tickets for the nex ferry! B: Are you sure? Do we have time to get to the terminal?

A: Yes. We have plenty of time.

Work with a partner. Express your opinion about the travel options in the chart using the expressions in this lesson.

Exchanges associated with the environment. Agree with others a travel itinerary.

127

Lesson

2 Writing a Travel Itinerary

Check your Progress

Go to page 135. Read statement 2 and mark your progress according to your performance in the lesson.

Session II 1. Get together with your teammates and bring out the information about the place you chose in the previous Product session. 2. Discuss and define as a team which information is relevant for your product and discard the rest. 3. Take notes of the proposals and new ideas. (activities 2, 3) 4. Make a chart with the information you collected and compare it with the information your teammates brought. (activity 4) 5. Make a final chart agreeing on the characteristics and activities you want to include in the 4-day travel itinerary. 6. For the following Product session you will bring pictures, drawings or magazine cutouts to illustrate what you all wrote in the chart. Save your work. You will use it in the following Product session.

Reading Time!

Read pages 108 to 111 from the Reader’s Book. Then, discuss what you read as a group. Is there something you would like to share with others? Do you have any questions on the topic so far? What was the most interesting part of this story so far?

128

Unit 8 · A Great Adventure!

Lesson

Family and Community Environment

with a partner and discuss these questions. Write your 1 Work answers in your notebooks.

VV What different types of summer camps do you know of? VV What do you think are the advantages and disadvantages of going to a summer camp?

to the dialog and complete the itinerary. Use the 2 Listen sentences in the box. 1. Introduction to choreography. 2. Dinner at a local restaurant. 3. Instructor’s Welcomea show. 4. Return to Los Angeles. 5. Dance instruction: warm-up, technique and across the floor exercises. 6. Closing International dance night. 7. Free Time or Optional activities.

Tips

An itinerary is a detailed plan for a journey that contains a list of places to visit, the things that will be done, and the time when different activities will take place.

PLACE: Encinitas, California DURATION: 6 Days

ITINERARY CAMP NAME: Dance! Design! Direct!

DAY 1 Morning: - Arrival at Encinitas camp form Los Angeles, CA. - Cabin assignment (by age and gender) Afternoon: Show your talent workshop Evening: Dinner at camp dining room - ( 3 )

DAY 4 Morning: - Dance instruction: warm-up – technique and across the floor exercises Afternoon: Choreography class (Designing and rehearsing a dance routine) - Free Time or Optional Activities Evening: - ( 2 ) - Attend a ballet performance at the Encinitas Arts Theater

DAY 2 Morning: - Dance instruction: warm up, technique and across the floor exercises Afternoon: - ( 1 ) - Free Time or Optional Lessons (yoga, guitar, acting, hairdressing /make-up lessons) Evening: Dinner at the camp dining room.

DAY 5 Morning: - ( 5 ) Afternoon: Choreography Class (Directing a dance routine) - Free Time or Optional Activities Evening: - Dinner at camp dining room. - International Dance Night Rehearsal

DAY 3 Morning: - Dance instruction – warm-up, technique and across the floor exercises Afternoon: - Choreography (Performing a famous choreography) - ( 7 ) Evening: - Dinner at camp dining room. - Folk dance show.

DAY 6 Morning: - Dance instruction: warm-up, technique and across the floor exercises Afternoon: Choreography Class (Presenting a dance routine) - Free Time or Optional Activities Evening: - Dinner at camp dining room - ( 6 ) DAY 7 Morning: Swimming at Encinitas beach Afternoon: ( 4 )

Exchanges associated with the environment. Agree with others a travel itinerary.

129

Lesson

with a partner. Read the information below and design a 5-day camp itinerary. 3 Work Use cut-outs or drawings to illustrate it. For more than a century, girls and boys from all over the world have found friendship, confidence and adventure at Lakeside Camp in New York. The grounds include access to Lake George, where you can spend from four to seven days sailing, waterskiing, paddle boarding, canoeing, and swimming. There are plenty of land-based activities, too, including rock climbing, archery and other outdoor sports, or workshops and classes in art, theater and dance. Even shy kids gain lifelong pals in their cabins (divided by age and gender), a bond that grows from nights spent in rustic bunk beds and getting silly at special events like Carnival Day or Pirate Day. During Free Time, campers can also choose activities like outdoor cooking or photography among others.

ITINERARY CAMP NAME: DAY 3 PLACE: Morning: DURATION: Afternoon: Evening DAY 1 Morning:

DAY 4 Morning:

Afternoon:

Evening:

Evening

DAY 2 Morning:

DAY 5 Morning:

Afternoon:

Evening

4 Share your itinerary with another pair. 130

Unit 8 · A Great Adventure!

Family and Community Environment

to the conversation and complete it. Then, check your 5 Listen answers with a partner. Stuart:

Are you going anywhere this summer?

Brian:

a summer camp in the mountains Yes. I’m going to .

Stuart:

That

Brian:

We’re going to stay . at a cabin

Stuart:

Cool! And how are you going to travel?

Brian:

We are going there . by bus

Stuart:

Are you going with your family?

Brian:

No, I’m going with Nick and Josh.

Stuart:

Really ? I went with Josh to New York last year. He’s a really nice guy.

Brian:

Why don´t you come with us?

Stuart:

I don’t think so . I have to study.

Brian:

Are you sure ? You can study when we get back.

Stuart:

Let me think about it.

sounds fantastic

! Where are you going to stay?

with a partner and act out the conversation. Use body 6 Work language and the correct stress and intonation. your summer vacation. Include the following information. 7 Plan Use information from the previous pages or your own.

My summer vacation plans Place:

Accommodation:

Length:

Activities:

Transportation:

People going with you:

in groups of four. Tell your classmates about your plans 8 Work and take notes about theirs.

1. Name:

2. Name:

3. Name:

Plans:

Exchanges associated with the environment. Agree with others a travel itinerary.

131

Lesson

3 Writing a Travel Itinerary Session III

Check your Progress

Go to page 135. Read statement 3 and mark your progress according to your performance in the lesson.

1. Get together with your teammates and read the final chart you made in your notebook during Session II. 2. Discuss and express the advantages and disadvantages of the proposals and reach to an agreement on what to include in your itinerary. (p. 126 activity 4) 3. Write an itinerary that includes the activities for the 4-day travel you are planning. Check for grammar, spelling and punctuation conventions. Use the planner below. (activity 3) 4. Write a final version of the itinerary and ask your teacher to check your work. Make the final corrections. 5. Use the different graphic resources you and your teammates brought to illustrate your work. Remember to save your work. You will use it in the final Product session. ITINERARY CAMP NAME:

Reading Time!

PLACE: DURATION:

DAY 1 Morning:

DAY 2 Morning:

Afternoon:

Evening:

DAY 3 Morning:

DAY 4 Morning:

Afternoon:

Evening:

Read pages 112 to 117 from the Reader’s Book. Then, discuss what you read as a group. Is there something you would like to share with others? Which was the most interesting part of this reading?

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Unit 8 · A Great Adventure!

Lesson

Family and Community Environment

with a partner. Read about the following destinations and 1 Work choose one.

Visit Sidney and have the best vacation ever!

Are you looking for a different vacation? Come to CAIRO!

Come to Beautiful Bali – Indonesia

Don’t miss the Opera House, surrounded by the waters of Sydney harbor. Go up the Sydney Tower and have breathtaking 360-degrees views of the city. Walk around Chinatown a neighborhood full of Asian markets and restaurants. Go snorkeling at Green Island marine national park and sail on a glass bottom boat. And last but not least take a tour to the Blue Mountains and watch wildlife including koalas, kangaroos and exotic parrots.

For many travelers, the Pyramids of Giza, along with the Sphinx, are the sole purpose of a visit to Cairo. But the city has much more to offer. You can explore the stunning reality of the Egyptian desert and its amazing landscapes. Ride a camel with the Bedouin people or go four-wheel driving in the sand dunes or take a cruise along the Nile. It is all up to you. Remember to pack light clothing as it can get incredibly hot.

The number of things to do in Bali will amaze new visitors and keep long-time travelers coming back for more. The natural attractions include miles of sandy beaches (many are well-known amongst surfers), active volcanoes over 3,000 meters (10,000 ft.) high fast flowing rivers and sacred caves. You can also live the cultural heritage of the island, which is visible everywhere in over 20.000 temples, in many colorful festivals and ceremonies.

2 Write a 3 day itinerary for one of the destinations from exercise 1.

Student's own answers.

DAY 2 Place:

Morning

Duration: Afternoon Evening DAY 1

DAY 3

Morning

Afternoon

Evening

Exchanges associated with the environment. Agree with others a travel itinerary.

133

8 Writing a Travel Itinerary

Check your Progress

Go to page 135. Read statement 4 and mark your progress according to your performance in the lesson.

Final Session As you learned during this unit, traveling requires planning many different aspects. During this unit, you worked on your abilities to gather and choose specific information about a place, to discard proposals based on information and to define sources to find out about the advantages and disadvantages of destinations, transportations and accommodations. You also created a travel itinerary for a destination and it is now time for you to show your work to the rest of your classmates. Remember that giving a presentation with the aid of visual elements such as charts or posters helps you to show your work in a better way. Go on and present your work to your group. 1. Get together with your teammates and bring out the final version of the itinerary you wrote. 2. Make sure the graphic resources such as pictures and illustrations in your chart describe all the different aspects of your itinerary. 3. Decide on who will read the different information in your Product. Do not forget about pronunciation and intonation when you are practicing.

DAY 1 Morning:

DAY 2 Morning:

4. Take turns to present your work to the class. Remember to explain all the graphic components you used in your work and be ready to answer any questions your classmates may ask you.

Afternoon:

5. Listen to other team’s work and be respectful.

Evening: DAY 3 Morning:

Evening: DAY 4 Morning:

Afternoon:

Evening:

Reading Time!

6. Once everyone presented their work, display your travel itineraries on the classroom walls. 7. Discuss as a group all the itineraries.

Congratulations! This is a great evidence of how well you are doing at learning and communicating in English. Save your written work in your Portfolio.

Before you continue with the next unit, read and complete the Grammar Reference section on page 178-179.

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Unit 8 · A Great Adventure!

Beats!

Secondary • Evaluation Instrument Unit 8

Name Dates: L1 L2 L3 Evaluation Instrument - Questionnaire

LN Grade

your progress as you finish each lesson wrtitting and check ( 1 Evaluete that mentions your performance so far in the unit. During this unit I...

Excellent

Good with minor difficulties

Needs improvement

) in the column

Not satisfactory

1. Seek and consult information. (p.124) 2. Compare pros and cons of ideas and proposals. (p.128) 3. Build arguments to defend ideas and proposals. (p.132) 4. Listen and express pros and cons to come to an agreement. (p.134)

135

Assessment Assessment Let's reflect! Write a check (✓) next to each one of the achievements you accomplished. Cross out (✗) the ones you didn't accomplish and ask your teacher for help. Now I can … T use different sources to collect information about travel destinations. T express and discuss the pros and cons of different ideas and proposals. T convey my emotions and interpret others’. T interpret body language. T reach agreements to design a travel itinerary. During the planning and performing of the final product, I... T participated actively. T spotted and clarified doubts. T promoted respect and collaboration. Read the emotions in the box. Write the ones which describe how you feel with the result you obtained in your assessment. Then, complete the idea. I feel Happy

Excited

Angry

Disappointed

Sad

Interested

Curious

Co evaluation Reflect on the work you did with your teammates in this unit's product and use the evaluation on page 135 to do it. Then, answer: If you were doing this product again, what would you do differently to improve your work? How could your team work more effectively next time?

136

Unit 8 · A Great Adventure!

Lesson

Comics, Comics!

TT Select and revise comic strips in English. TT Interpret content in comic strips.

Recreational and Literary Environment

TT Exchange opinions about cultural expressions in a discussion.

at the comic strip scenes and match them with these 1 Look descriptions. Write the number in the box. 1. It’s scary.

2. It belongs to a love story.

4. The character has super powers.

3. It is funny.

5. The characters lived in the Old American West.

with a partner and discuss these questions. Write your 2 Work conclusions in your notebook. 1. Do you ever read comic strips? Which ones? 2. What comic strip characters do you know? 3. What characteristics do they have? 4. Are there any comic strips created in your country?

Understanding oneself and others. Read comics to discuss cultural expressions.

137

Lesson

1 3 Match the comic strip genres with their definitions. In these comics the characters usually wear capes and masks and use their extraordinary abilities to protect humanity.

1. Horror

Tips

Comics and graphic novels have textual components and graphic components. Textual components are the words that represent what characters say or think in each scene. Graphic components are the pictures that illustrate the scenes.

2. Funny animals

These comics feature characters such as zombies, monsters, and vampires and have creepy illustrations.

3. Western

These comics involve stories about love and relationships. These comic strips usually involve characters that do not have special powers. They are everyday people who face dangerous situations and many times fight criminals.

4. Romance 5. Superheroes

These comics feature animals as main characters.

6. Action/Adventure These comics tell dramatic stories about cowboys, gunfighters outlaws, and Native Americans of the American Old West frontier.

the next expressions and match them with the correct comic 4 Read scenes from the previous page. Share your answers with a partner. Let´s get out of here! Hurry up! Get on your horses.

This is a job for a real HERO!

Ok human! Now you follow us! Oh no! Zombies are attacking the city!

I’m the happiest girl alive--!

5 Number the scenes in order. 4

A special day Those birds are up way too early!

Rocky's going to be surprised when he hears how I learned to play Happy Birday!

ZZZZ

By Betty Hacker

Ricky and Rocky

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Unit 9 · Comics, Comics!

It´s MY special day and that's NOT how I want it to start!

Tweet Tweet Chirp | Chirp

Go awa y!

Recreational and Literary Environment

Tips

6 Match the components with their names. 3

Tweet Tweet Chirp | Chirp

ZZZZ

By Betty Hacker

Go awa y!

Title Author

5 A special day

It´s my special day and thats not how I want it to start!

Ricky and Rocky

Speech balloon Thought bubble Onomatopoeic word

7 Write the number of the components in the correct place. 2

No one better be watching!

3 1

What? You got separated from your family?

PEEP

I said GGRROWL!

A comic strip has different components: Title – The name of the comic strip Author – The person who creates the comic strip Panel – a single drawing in the multiple-panel sequence of a comic strip. Speech balloon – a balloon that contains what the a character says. Thought bubble – a bubble that contains what the character thinks. Onomatopoeic word – a word that imitates a natural sound.

GGRROWL!

8 Answer these questions. 1. What is the character´s behavior in the scenes of the comic strip? compassionate surprised intimidating 2. What is funny and unusual about the bear's behavior? That he helps the duckling.

Work with a partner. Create a final panel for the comic strip. 9 Use a sheet of paper. What do you think happened next?

Include onomatopoeic word(s), speech balloons and thought bubbles.

Share your panels with another pair and compare your ideas.

Understanding oneself and others. Read comics to discuss cultural expressions.

139

Lesson

1 A Discussion About a Comic Session I

Check your Progress

Throughout this unit, you will work on writing, identifying and expressing your opinions about ideas or beliefs used in comic strips to prepare for a class discussion about it. By the end of the unit, you and your teammates should have finished the product and organize a class discussion. 1. Get together in teams of six. Copy the chart below in your notebooks.

Go to page 151. Read statement 1 and mark your progress according to your performance in the lesson.

Comic strip title and page

What is it about?

Important information (behavior of the characters / genre of the comic strip)

2. Discuss what type of information you could write in each column. State your reasons and make notes. (activities 1, 3) 3. Choose two comics you would like to work on. Remember to save your work. You will use it in the final Product session.

Reading Time!

Read pages 118 to 121 from the Reader’s Book. Then, discuss what you read as a group. Is there something interesting, funny, boring or sad that you would like to share with others? Could you identify the main characters?

140

Unit 9 · Comics, Comics!

Lesson

Recreational and Literary LiteraryEnvironment and Ludic

the comic strip and discuss as a 1 Read group which value it reflects. Merry Christmas, everyone! Open your present!

No they're not each is full of love and appreciation for my wonderful friends.

Mine´s empty

Is that not the best gift ever?

So´s mine

They‘re empty boxes, Laura

It‘s certainly… Economical

Yes it is, honey

I took out all the love and appreciation. Want the box back?

the comic strip again and underline the correct option for 2 Read each statement. Then, check your answers with a partner. VV In panel 1 Laura’s friends look: surprised / grateful / amused. VV In panel 2 Laura looks: surprised / amused / offended. VV In panel 3: Emma looks grateful / surprised / amused.

Glossary

comic strip - (n) a short series of funny drawings with a small amount of writing, often published in a newspaper. e amused - (adj) showing that you think something is funny. e genre - (n) a particular subject or style of literature, art or music. western - (n) a genre based on stories about life in the west of the US in the past. onomatopoeia - (n) the naming of something with a word whose sound suggests the thing itself.

Bill looks disappointed / amused / grateful. Stan looks grateful / amused / offended.

as a group who uses sarcastic words in the dialog and 3 Discuss what they mean.

Understanding oneself and others. Read comics to discuss cultural expressions.

141

Lesson

2 39

Listen to some friends discussing the comic strip from 4 the previous page and write their names next to their opinions. did not like the way Laura showed her love for her friends. thinks that Laura used an original way of expressing her love. thinks that both friends’ comments are partially correct.

and match the expressions from the dialog with their 5 Read meaning. 1. Why do you say that? 2. Don’t you think that …? 3. What did you think of …? 4. What is your opinion? 5. What about you? 6. Really? VV Ask for points of view: , , and . VV Question stands: , , and .

6 Complete the conversation with the expressions from exercise 5. Jack:

the film Luisa?

Luisa:

Well, I’m not sure.

Jack:

Luisa:

I liked the plot but I didn’t like the ending.

Jack:

? I thought it was great. that leaving the last scene to your imagination was a really good idea?

Luisa:

May be. Jennifer?

Jennifer: I loved it.

7 Listen and check your answers. Then, practice with a partner.

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Unit 9 · Comics, Comics!

Recreational and Literary Environment

in pairs. Use the expressions on the previous page to 8 Work express your points of view about this comic strip about family values. What is funny about the situation? Teddy! Time for dinner!! I´m doing an essay on values

This hour is nonnegotiable

I need examples of oppressive values that hold people down Sit!

Family values!

Got it!

9 Write the dialog you used to express your ideas.

Work in groups. Discuss the questions and write your conclusions on the lines. 1. How important is it to express your love and appreciation for others? Why?

2. In what different ways can you express appreciation and love?

3. Would you be offended if someone gave you an empty box as a present?

Understanding oneself and others. Read comics to discuss cultural expressions.

143

Lesson

2 A Discussion About a Comic Session II

Check your Progress

During this session you will: 1. Get together with your teammates and bring out the chart and notes from the previous Product session. 2. In order to participate in a class discussion, you must prepare notes and have clear ideas on the topic, but you must also be able to use phrases and ask appropriate questions to clarify and express your points of view. Make a list of the phrases and questions you learned in this lesson in your notebooks. (activities 1, 2)

Go to page 151. Read statements 2 and 3. Mark your progress according to your performance in the lesson.

3. Use the phrases and questions to discuss as a team the ideas or beliefs expressed in the comic strip you chose and write them in your notebooks. Check and compare your work with the concepts you learned in this lesson. (activities 5-8) 4. Discuss the expressions you chose and take notes of proposals and new ideas. Check grammar, spelling and punctuation conventions. Remember to save your work. You will use it in the following Product session.

Reading Time!

Read pages 122 to 125 from the Reader’s Book. Then, discuss what you read as a group. Is there something you would like to share with others? Do you have any questions on the topic so far? What was the most interesting part of the reading? How do the characters feel?

144

Unit 9 · Comics, Comics!

Lesson

Recreational and Literary Environment

1 Underline the best definition for the term ‘cultural differences’. 1. The different needs, attitudes, priorities and behavior of different social groups. 2. The different dressing codes and languages around the world. 3. The different educational systems in schools and universities in different countries.

Look and analyze these comic scenes. Discuss them with 2 your class. Great hunt! Let's go eat!

Hang on! I have to post this on my wall...

Hi sweetie, how was school today?

You can read all about it on my blog, dad.

Glossary

at the comic scenes again and answer the questions. Check 3 Look your answers with a partner. In which scene… VV do the speakers belong to different generations? VV does one of the characters use a term which does not belong

dressing code - (n) a set of rules about clothing and appearance in a school or place of work. ex The school's dress code does not permit you to wear shorts. attitude - (n) the way you feel about something or someone, or a particular feeling or opinion. ex Start your day with a positive attitude. behavior - (n) a particular way of acting.

to his time?

Understanding oneself and others. Read comics to discuss cultural expressions.

145

Lesson

Tips 4

Explicit information: direct, clearly expressed facts. Implicit information: implied or suggested but not clearly stated facts.

Read the definitions and write I (for implicit) or E (for explicit) next to each sentence. 1. Scene 1 – One of the men talks about a social network. 2. Scene 2 – The girl mentions the way she communicates with friends. 3. Scene 2 – One of the men wants to eat something. 4. Scene 3 – The girl’s father finds his daughter´s answer illogical.

with a partner and discuss the questions. Then, write your 5 Work conclusions in your notebooks. 1. What is your favorite subject at school? 2. Why do you like it?

6 Read the comic strip. Then, unscramble the questions. ELLIOT

They say all great men are dead!

It's so difficult to remember all these facts and dates!

I must be the exception!

Why do we have to study all this history, Miss Crowley?

Because those who don´t know history are condemned to repeat history class! ha, ha, ha

1. class / are / students / the / what / having / ? / 2. funny / comment / about / Elliot's friend / what's /?/ 3. Elliot's / history / what's / with / problem /?/ 4. teacher / the / famous quote / does / what / to answer / use / ?/

7 Answer the questions in the previous exercise in your notebooks. 146

Unit 9 · Comics, Comics!

Recreational and Literary Environment

Listen to the conversation about the comic strip 8 and complete the sentences.

1. read the comic strip first. 2. The three friends thought the story is . 3. Rita liked the scene where a student makes a . 4. Jeff and Clara think that the scene was the best.

9 Complete the conversation with expressions from the box. Rita:

I ’ve already read the comic strip and I loved it. it is very funny.

What I mean is that...

Clara: Funny? ? Rita:

, one of Elliot´s friends makes a very funny joke.

Jeff:

But the teacher doesn't get angry with him.

Rita:

o, she does not. And then she also makes a joke when she N answers Elliot.

Let me show you. Why do you say that?

Clara: Rita:

For instance...

. This is the scene. What about?

Clara: It’s really funny.

Work with a partner and act out the conversation. Pay attention to the falling (L) intonation of the expressions. Read the comic strip below and write 3 comprehension questions about it in your notebook. Ready! Are you ready to go to the cafateria?

I find it hard to study in the cafeteria!

So much chatter, so many people I recognize!

There are so many distractions here!

There's so much activity!

How about you Arnold? Are you able to study?

Work with a partner and give your opinion about the comic strip. Use the expressions and questions you learned and write your conclusions in your notebook.

Understanding oneself and others. Read comics to discuss cultural expressions.

147

Lesson

3 A Discussion About a Comic Session III

Check your Progress

1. Get together with your teammates and bring out the chart, an enlarged photocopy of the scene of the comic you chose and the notes from the last two Product sessions.

Go to page 151. Read statements 4 and 5. Mark your progress according to your performance in the lesson.

2. Make a list in your notebooks of the phrases and questions to express and ask for opinions you studied in this lesson. (activity 9) 3. Use the phrases, expressions and information you learned during this unit to fill in the chart below. Remember to justify your opinions. 4. Write a short paragraph summarizing the information in the chart and include the ideas and opinions most of your teammates agree with. (activity 12) 5. Read the paragraph one last time and check for any grammar or spelling mistakes. Ask your teacher to help you and make the final corrections. 6. Write a final version of the paragraph. This will help you make your argument in the discussion you will hold with the rest of your class. Title / Author

Genere

Topic or value(s) expressed

Good points

Bad Points

Group´s overall opinion

Remember to save your work. You will use it in the following Product session.

Reading Time!

Read pages 126 to 129 from the Reader’s Book. Then, discuss what you read as a group. Is there something you would like to share with others? Which was the most interesting part of this reading?

148

Unit 9 · Comics, Comics!

Lesson

Recreational and Literary Environment

1 Match the concepts with the components of a comic strip. 1. Title

A balloon that contains want the a character says.

2. Author

A single drawing in the multiple-panel sequence of a comic strip.

3. Panel 4. Speech ballon

A bubble that contains what the character thinks. A word that imitates a natural sound.

5. Thought bubble

The person who creates the comic strip.

6. Onomatopoeic word

The name of the comic strip.

the panels below to create your own comic strip. Remember 2 toUseinclude all the different components.

Understanding oneself and others. Read comics to discuss cultural expressions.

149

9 A Discussion About a Comic Final Session

Check your Progress

As you learned during this unit, a comic strip is made by many elements and it helps the author to transmit ideas, values and other thoughts. During this unit, you also worked with your partners on the analysis of a comic strip and were able to identify positive and negative points in them, as well as recognizing its genre, topic and values, but most importantly, you learned specific expressions to give opinions using specific phrases for it. Now, it is time for you to show your work and what you learned to the rest of your classmates by participating in a class discussion about comics. This will help you to practice pronunciation and fluency, as well as to exchange ideas and express your points of view. Go on and set up a date with your teacher to have this class discussion with your group.

Go to page 151. Read statement 6 and mark your progress according to your performance in the lesson.

1. Get together with your teammates and bring out the final version of the paragraph you wrote, as well as the chart you made in the last Product session. 2. Decide who will read it to the rest of the class. Do not forget about pronunciation and intonation when you are practicing. 3. Take part in the discussion and read your work to the rest of your classmates. Be ready to answer any questions your classmates may ask you. 4. Listen to other team’s work and be respectful when providing them your feedback and stating your opinions and points of view. 5. Once the discussion is over, write a short summary of it.

Congratulations! This is a great evidence of how well you are doing at learning and communicating in English. Save your written work in your Portfolio.

Reading Time!

150

Read pages 20 to 23 from the Reader’s Book. Then, discuss what you read as a group. Before you continue with the next unit, read and complete the Grammar Reference Is there something interesting, funny, boring or sad that you would like to share with section on page 180. others? Could you identify the main characters?

Unit 9 · Comics, Comics!

Beats!

Secondary • Evaluation Instrument Unit 9

Name Dates: L1 L2 L3

LN Grade

Evaluation Instrument - Self-evaluation and Peer evaluation card

your progress as you finish each lesson wrtitting and check ( 1 Evaluete that mentions your performance so far in the unit. Outstandingmt Me

My peer

Good Me

) in the column

Satisfactory My peer

My peer

Poor Me

My peer

1. Select and revise comic strips in English. (p.140) 2. Interpret content in comic strips. (p.144) 3. Exchange opinions about cultural expressions in a discussion. (p.144) 4. Expressed points of view clearly. (p.148)

5. Used examples to clarify confusions. (p.148) 6. Questioned stands based on common sense. (p.150)

2 Use the information above to help each other improve your weak areas. 151

Assessment Assessment Let's reflect! Write a check (✓) next to each one of the achievements you accomplished. Cross out (✗) the ones you didn't accomplish and ask your teacher for help. Now I can … T identify the components in a comic strip. T understand and interpret the content in comic strips in English. T exchange opinions about the contents in a comic strip. T exchange opinions about cultural expressions in a discussion. During the planning and performing of the final product I... T participated actively. T spotted and clarified doubts. T identified positive and negative points in a text. T promoted respect and collaboration. Read the emotions in the box. Write the ones which describe how you feel with the result you obtained in your assessment. Then, complete the idea. I feel Happy

Excited

Angry

Disappointed

Sad

Interested

Curious

Co-evaluation Reflect on the work you did with your teammates in this unit's product and use the evaluation on page 151 to do it. Then, answer: If you were doing this product again, what would you do differently to improve your work? How could your team work more effectively next time?

152

Unit 9 · Comics, Comics!

Lesson

An Oral Presentation

TT Select information. TT Read information.

Academic Environment

TT Rehearse giving a presentation. TT Give a presentation.

1 Look and match. 3

1 6

speaker pictures

index cards

audience

pie chart

podium bar graph

2 Read these questions and discuss them with your group. 1. Have you ever attended or given an oral presentation? 2. What was it about? 3. Did the speaker(s) / you use any visual materials?

3 Match the pictures with the corresponding sources of information. 1. web page – www. lingdiv /e x a m ples/stl 2. Britis h Ency c lo 3. Natio pedia nal Ge ograph map ic 4. Text book b y Alan Nash

The Importance of Language Diversity.

Alan Nash Exchanges associated with specific purposes. Present information about linguistic diversity.

153

Lesson

1 and complete the uses of the question words. Use the 4 Read words in the box. Information questions usually take question words: what, where, when, why, who, and how.

How choice place What people occasion

Who is used to refer to . Where is used to refer to a or location. When is used to refer to a time or an . is used to refer to a specific thing or object. Which refers to an alternative or . refers to the way or form something is done.

Glossary

podium - (n) a small, stage that someone stands on in order to be seen by a group of people. graph - (n) a drawing that shows lines or curves formed with tow sets of measurements. language - (n) a system of communication by speaking, writing or making signs that can be understood. diversity - (n) the condition or fact of being different and varied.

the questions the girl in the previous activity wrote to 5 Unscramble guide her search of information. 1. does / Linguistic Diversity / what / mean / ? / 2. language / important / diversity / why / is / ? / 3. some / examples / what / of / linguistic / are / diversity / ? / 4. most / are / the / world / the / spoken / what / languages / in / ? /

6 Read the language facts and write the corresponding questions. 1.

The term ‘mother tongue’ means the first language you learn as a child. 2.

About 400 million people use English as their first language. 3.

Mandarin is the language that has the most native speakers. 4. Spanish is the official language in 20 countries.

turns reading and answering the questions in the previous 7 Take exercises.

154

Unit 10 · An Oral Presentation

Academic Environment

the text below and complete the 8 Read diagram. An oral presentation is a talk to show, describe, or explain something to a group of people. Making a good oral presentation is an art that involves attention to the needs of your audience, careful planning, and attention to delivery. The audience Some basic questions to ask yourself about an audience are: 1. Who will I be speaking to? 2. What do they know about my topic already? 3. What will they want to know about my topic? 4. What do I want them to know by the end of my talk? By basing the content of your presentation on your answers to these questions, you can make sure that you are in tune with your audience. Planning As a general rule, when planning your presentation research the topic, list the information you want to include, give your presentation a simple and logical structure and include plenty of examples. Include an introduction in which you outline the points you intend to cover and a conclusion in which you go over the main points of your talk.

Who they are

Delivering People vary in their ability to speak confidently in public, but everyone can learn how to improve their presentation skills by applying a few simple techniques. The main points to pay attention to in delivery are the quality of your voice, your rapport with the audience, the use of notes and visual aids. Voice quality involves attention to volume, speed and fluency, clarity and pronunciation. Rapport with the audience involves attention to eye contact, sensitivity to how the audience is responding to your talk and what you look like from the point of view of the audience. These can be improved by practicing in front of one or two friends or video-taping your rehearsal. Your notes should always be written large enough for you to see without moving your head too much. Visual aids help to make a presentation more lively. They can also help the audience to follow your presentation and help you to present information that would be difficult to follow through speech alone.

Research

3) What they

Audience 3) What them to know

What they want to know

5) Oral presentations Rapport with audience Delivering

9 Work with a partner and share your information. Exchanges associated with specific purposes. Present information about linguistic diversity.

155

Lesson

1 An Oral Presentation

Check your Progress

Go to page 167. Read statement 1 and mark your progress according to your performance in the lesson.

Session I Throughout this unit, you will be working in teams doing research, exchanging information and registering your ideas to do an oral presentation about a topic of your interest. In order to do this presentation, you must prepare notes and have clear ideas on the topic, to express your points of view and report the data you find. By the end of the unit, you and your teammates should have finished the product and organized an Oral Presentation. 1. Get together in teams of five. With your teammates, suggest and discuss different topics you find interesting. Write them in your notebooks and give opinions about them. 2. Choose a topic and make a diagram like the one on page 155 to guide you. 3. Write a set of questions to begin with your research. (activity 5) 4. Select sources of information for your topic. You may use dictionaries, encyclopedias, the Internet, text books or any other source you think is important. 5. Organize and divide the topic equally. 6. Make notes in your notebooks and decide on other relevant information you want to include. Remember to save your work. You will use it in a second Product session.

Reading Time!

156

Read pages 130 to 133 from the Reader’s Book. Then, discuss what you read as a group. Read pages 6 to 9 from the Reader’s Book. Then, discuss what you read as a group. Is there something interesting, funny, boring or sad about what you read that you Is there something interesting, funny, boring or sad that you would like to share would like to share with your classmates? Can you name the title of the text and tell with others? what it is about?

Unit 10 · An Oral Presentation

Lesson

Academic Environment

and listen along. Underline the words you don’t 1 Read understand. Then, look them up in a dictionary. The History of English The history of the English language started with the arrival of three Germanic tribes the Angles, the Saxons and the Jutes, who invaded Britain during the 5th century AD. They came for what today is Denmark and northern Germany. They pushed the inhabitants of Britain who spoke a Celtic language to express your points of view and what is now Wales, Scotland and Ireland. The Angles came from “Englaland” and their language was called “Englisc” - from which the words “England” and “English” are derived.

Scootland Germanic invasions of the 5th century

Englisc Language

JUTES ANGLES

Wales

BRITAIN

Old English The invading Germanic tribes spoke similar languages, which in Britain developed into what we now call Old English. Old English did not sound or look like English today. However, about half of the most commonly used words in Modern English have Old English roots. Old English was spoken until around 1100.

SAXONS

England

Middle English In 1066 the Normans invaded England and brought with France them a kind of French, which became the language of the Royal Court, nobility and business classes. For a period the lower classes spoke English and the upper classes spoke French. In the 14th century English became dominant in Britain again, but with many French words added. This language is called Middle English.

Germany

Modern English Towards the end of Middle English, a sudden change in pronunciation, the Great Vowel Shift1, started, with vowels being pronounced shorter and shorter. From the 16th century the British had contact with many peoples from around the world and many new words and phrases entered the language. English Around the World In global terms, the spread of English began in 16th century, when the language became a tool of imperial expansion, and end up by gaining a special place in the history of a significant number of countries. This was what happened in the USA and Canada, but also in other colonial areas, like Australia, India, different parts of Africa and India, where English became the official language.

Read the questions and answer them in your notebook. 2 Then, share them with a partner. VV What happened in the fifth century? VV What were the names of the tribes? VV What language did they speak? VV How many periods does the English language have? VV How did the pronunciation of the English Language change in modern English? VV Why did English become the official language in other countries and parts of the world?

Glossary

tribe: a group of people, often of related families, who live together, sharing the same language, culture, and history. roots: - (n) family origins, or the particular place someone comes from. nobility - (n) the class or group of people who have a high social rank.

Exchanges associated with specific purposes. Present information about linguistic diversity.

157

Lesson

Work with a partner and read the text again. 3 Create a timeline about the most important events in the English language history.

5th century AD

Old English

Middle English

Modern English

"TODAY"

the definitions on the right. Analyze the text on page 157 4 Read and match the terms with their definitions. 1. Title

An alphabetical list, with meanings, of words that are difficult in a text or book.

2. Graphics

A comment at the bottom of a page, referring to a specific part of the text on a page.

3. Glossary

A name given to a book, article, play, or other work.

4. Foot note

The information in the form of diagrams, maps, graphs, pictures, and symbols used in books or magazines.

5 Answer the questions about the text on the previous page. 1. What is the title of the text?

2. In what section can I find the meaning of the word nobility?

3. What extra information does the footnote provide?

4. What kind of graphic aid does the text include?

Read the statements and write I for Implicit or an E for Explicit 6 information. VV English originated during the Germanic tribes invasions.

VV The words England and English derive from Germanic words.

158

VV English has gone through many changes.

VV It is difficult for English people today to understand Old English.

VV During the Norman invasions language was a way of identifying social classes.

VV Middle English incorporated many French words.

Unit 10 · An Oral Presentation

Academic Environment

to the presentation and number the graphic components in 7 Listen the order they are mentioned by the speaker. Then discuss the

questions with your class.

Tips

Language composition of Australia 11% 6% 2% 2%

English Chinese Otalian

79%

Other Unspecified

VV Is the language of the presentation formal or informal? VV How do you know? Give some examples to justify your answer.

Listen to the following extracts from the presentation 8 and match them with their uses.

1. I would like to add …

Extend information to clarify ideas. 2. As I was saying … Invite the audience to 3. And let me say something else, formulate questions or make comments. 4. Now, I would like to hear your Make explicit reference comments. to the topic of the 5. Any doubts, so far? investigation. Use expressions to bring up a topic.

to Alan Nash’s presentation again and take notes on the 9 Listen information of the topics in the box.

Index cards are cards with words that help you remember presentation. They will aso help you to: ssmake eye contact with the audience. ssconcentrate on your gestures and body language. ssmove freely during a presentation. How do you make them? 1. Write one main idea per card. 2. Use bullets under the main idea to list the supporting ideas. 3. Number the cards to remember the order to use them. 4. Mark where you are going to use visuals or other materials for your presentation. 43

VV Purpose of presentation and introduction VV Languages at the end of the 20th century in Australia today Example: Why should language genocide be avoided?

Work in groups of 5. Choose one part of the presentation each, from the box and practice saying it. Take turns delivering your part. Exchanges associated with specific purposes. Present information about linguistic diversity.

159

Lesson

2 An Oral Presentation

Check your Progress

Go to page 167. Read statement 2 and mark your progress according to your performance in the lesson.

Session II 1. Get together with your teammates and take out the notes and information you gathered in the previous Product session. 2. Individually, read your notes to your teammates and organize them in a logical sequence to structure the content of your presentation. 3. Write a draft of your presentation. Remember to be clear and concise, and to write and speak briefly and to the point. If there is a specific terminology, write a glossary to avoid using colloquial language. (activity 10) 4. Check for spelling, punctuation and contents with your teacher. 5. Look through the lessons in this unit and make a list of useful expressions to use in your presentation. 6. Prepare note cards using the tips on page 159 and discuss as a team the graphic resources to use to make your presentation more interesting. Include graphs, maps, or other visuals related to your topic. Remember to save your work. You will use it in the following Product session.

Reading Time!

Read pages 134 to 139 from the Reader’s Book. Then, discuss what you read as a group. Is there something you would like to share with others? Do you have any questions on the topic so far? What was the most interesting part of the reading so far? Which of the acronyms used in this reading do you use?

160

Unit 10 · An Oral Presentation

Lesson

Academic Environment

1 Read the words below and discuss what topic they all refer to. eye contact gestures facial expressions

body posture

Listen to the first part of a presentation and complete the 2 information.

Topic: Meaning: Examples: Importance:

to the complete presentation and write C (for correct) and 3 Listen I (for incorrect) next to the pictures below.

Exchanges associated with specific purposes. Present information about linguistic diversity.

161

Lesson

3 46

Listen to the presentation again and complete 4 the chart below. Dos

Don’ts

Body posture

Stand

Don’t lean

Hands and arms posture

Keep

Don´t fold

Eye contact

Shift your

Don´t look

Facial expressions

Unfreeze

Don´t solidify

5 Work with a partner and check your answers. the introduction of the presentation from page 161 and 6 Read number the prosodic features according to the underlined parts. Girl: G ood morning class. Today I’m going to talk about one important aspect of speaking in public, called non-verbal language (1) Who can tell me what the term means?

Glossary

body posture - (n) a position of the body, or the way in which someone holds the body when standing, sitting, of walking. non-verbal - (adj) not using spoken language. lively - (adj) full of energy and enthusiasm; interesting and exciting.

Boy: Using your hands to mean something. Girl: G reat! (2) That’s a very good example. Non-verbal language includes those aspects of communication, like hand gestures, facial expressions, body postures (3) and others that do not involve the use of spoken language. Now, why is non-verbal language important when giving a presentation for example? Boy: It makes it more interesting. Girl: E xactly! (4) Non-verbal language can make your presentations more interesting, lively and clear. Some experts say that non-verbal language can make up to 90% (5) of all communication. Isn’t that amazing? (6) Pace: and Volume and stress: , and Intonation:

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Unit 10 · An Oral Presentation

Academic Environment

7 Look at the graph and complete it with the words in the box. World's languages are dying

Child

Experts say that, half of the world's 7,000 languages may be extinct by the end of this century. People lose the ability to speak their local language, as well as the cultural knowledge these languages hold, when they switch to global languages, such as English.

Percent of languages 57%

Vulnerable Extinct home

Parents Grandparents Who speaks the language

Safe

Spoken by all generations

Most children, but only at home

Definitely endangered

Children no longer learn the language at

Severely endangered

; parents may understand but don´t speak it to children, they only speak it with each other

Criticaly endangered

Grandparents are the youngest speakers; they speak it infrequently

Since 1950, no left

Grandparents speakers

How languages disappear Current status of world's languages and the path to extinction

Source: McClatchy Washington Bureau, Ethnologue: Languages of the World, UNESCO Graphic: Judy Treible, Melina Yingling

in groups. Choose one question and answer it. Present the 8 Work answer to your group. VV What are the advantages and disadvantages of adopting a global language? VV What examples of languages which are in danger of extinction are there in your country? VV How do you think these languages could be saved? VV Do you think it is important to save them? Why?

Exchanges associated with specific purposes. Present information about linguistic diversity.

163

Lesson

3 An Oral Presentation

Check your Progress

Go to page 167. Read statement 3 and mark your progress according to your performance in the lesson.

Session III 1. Get together with your teammates and bring out the paragraph, note cards and graphic resources you worked on in the previous Product sessions. 2. Read your paragraph one more time and edit it if necessary. Add or correct any necessary information. Bring in some construction paper and the materials you will use to give your presentation. Do not forget to bring your note cards and to add any corrections. 3. Assign a part of the presentation to each team member. 4. Practice reading the presentation individually and as a team and help each other to correct pronunciation and intonation. 5. Remember to include expressions you learned throughout this unit and to apply the non-verbal language to make your presentation interesting. Remember to save your work. You will use it in the final Product session.

Reading Time!

Read pages 140 to 142 from the Reader’s Book. Then, discuss what you read as a group. Is there something you would like to share with others? Which was the most interesting part of this reading?

164

Unit 10 · An Oral Presentation

Lesson

Academic Environment

about bilingualism and complete the pie charts according 1 Read to the information in the text. Bilingualism Bilingualism is the ability to speak two languages. In Canada,11.9% of the population speaks a language other than English or French at home. In the United States 22% of school-age children (between ages 5-17) speak a language other than English at home. In the European Union 56% of their population are bilingual. Worldwide, it is estimated that there are as many bilingual children as there are monolingual children (10). Sometimes bilingualism is a necessity, parents may not be fluent in the dominant language spoken in the community. Therefore, the child may learn one language at home and another at school. But sometimes bilingualism is a choice, and parents may wish to expose their child to another language, even if they do not speak a second language themselves.

bilingual 56% monolingual 44%

Work with a partner and choose one of the texts (A or B). 2 Then, write questions to obtain the missing information.

Take turns asking each other questions and completing your texts.

Text A Our planet has people and there are between 6,000 and 7,000 different languages. A few languages are spoken by hundreds of millions of speakers, such as English or Chinese, but most are spoken by only a few thousand, or just a handful of speakers. In fact, of the world’s languages are spoken by just 4% of the people. And only some 225 languages are spoken in Europe. Most of the world’s languages are spoken in Southeast and South America. Questions 1.

Text B Our planet has over 7 billion people and there are between different languages. A few languages are spoken by hundreds of millions of speakers, such as, but most are spoken by only a few thousand, or just a handful of speakers. In fact, 96% of the world’s languages are spoken by just 4% of the people. And only some languages are indigenous to Europe. Most of the world’s languages are spoken in Southeast Asia, India, Africa, and South America. Questions 1.

Exchanges associated with specific purposes. Present information about linguistic diversity.

165

10 An Oral Presentation Final Session

Check your Progress

Go to page 167. Read statement 4 and mark your progress according to your performance in the lesson.

As you learned during this unit, an oral presentation describes and explains a topic. During this unit, you worked with your partners on the analysis of important information about a topic, planned a presentation and were able to organize ideas and information in a simple and logical way, but most importantly, you learned specific expressions and phrases to deliver this information. Now, it is time for you to show your work and what you learned by presenting your work. This presentation will help you to speak confidently in public, apply simple techniques for public speaking, pay attention to the quality of your voice and rapport with the audience, practice pronunciation and fluency, as well as to express ideas and your points of view on a topic. Go on and set up a date with your teacher to have your presentations. 1. Get together with your teammates and bring out the final version of your presentation and all the visual aid you need for it and which you made in the last Product session. 2. Deliver the presentation to the rest of your classmates. Be ready to answer any questions your classmates may ask you. 3. Listen to other team’s work and take notes so you can ask questions about their presentations. Be respectful when providing them your feedback and stating your opinions and points of view. 4. Once all the presentations are over, share and discuss as a class how you felt about this experience.

Congratulations! This is a great evidence of how well you are doing at learning and communicating in English. Save your written work in your Portfolio.

Reading Time!

Remember that you can read and consult the Grammar Reference section for this unit on page 181.

166

Unit 10 · An Oral Presentation

Beats!

Secondary • Evaluation Instrument Unit 10

Name Dates: L1 L2 L3 Evaluation Instrument - Descriptive Valuation Scale

LN Grade

your progress as you finish each lesson wrtitting and check ( 1 Evaluete that mentions your performance so far in the unit.

I am able to...

Always

Usually

Sometimes

) in the column

Never

1. Select information. (p.156)

2. Read information. (p.160)

3. Rehearse giving a presentation. (p.164)

4. Give a presentation. (p.166)

2 Use the results to decide on strategies to follow to improve your work. 167

Assessment Assessment Let's reflect! Write a check (✓) next to each one of the achievements you accomplished. Cross out (✗) the ones you didn't accomplish and ask your teacher for help. Now I can … T use different sources of information when planning a presentation. T read and understand information according to my purpose. T prepare notes and graphic material to enhance a presentation. T use different expressions to make my points clear. During the planning and performing of the final product, I... T was able to include new expressions practiced in the lessons. T participated actively. T spotted and clarified doubts. T promoted respect and collaboration. Read the emotions in the box. Write the ones which describe how you feel with the result you obtained in your assessment. Then, complete the idea. I feel Happy

Excited

Angry

Disappointed

Sad

Interested

Curious

Co-evaluation Reflect on the work you did with your teammates in this unit's product and use the evaluation on page 167 to do it. Then, answer: If you were doing this product again, what would you do differently to improve your work? How could your team work more effectively next time?

168

Unit 10 · An Oral Presentation

Grammar Reference UNIT 1 VVMODAL VERBS (MAY, CAN, WOULD) VVWHEN EXCHANGING INFORMATION ABOUT SERVICES … »»you can use the modal verbs may or can to ask to offer help, to ask for something and to ask about a possibility. »»you can use the modal verb would to express what you want or to offer options. VVCONNECTORS (IF, OR, AND, THEN) Connectors are used to link ideas. If is used to introduce a condition: Or is used to give options to choose from: And is used to express addition Then can be used to express sequence VVINTONATION RULES FOR QUESTIONS. »»Questions that begin with a Question Word (What, Where, When, How much, Which etc.) have a final falling (l) intonation »»Questions that begin with an Auxiliary Verb (Would. Can, May, Do, Does, etc.) have a final rising (j) intonation

Grammar Reference

169

UNIT 2 VVTHE SIMPLE PAST TENSE When writing a narrative story the main events are usually expressed using the Simple Past form of the verbs. There are regular and irregular Simple Past Tense Forms. »»Regular past forms add d or ed to the base form of the verbs: decide – decided or discover – discovered »»Irregular past forms are sometimes completely different form their base forms or exactly the same as their base forms but do not ad d or ed. buy – bought, see – saw or put – put VVFOR A COMPLETE LIST OF IRREGULAR VERBS GO TO PAGE 191 IN THIS BOOK. VVTHE PAST PROGRESSIVE TENSE It is used to describe scenes or to talk about actions that were in progress at a given time in the past: Singular past progressive forms use the auxiliary was + the ing form of the main verb. The sun was shining, Plural past progressive forms use the auxiliary were + the ing form of the main verb. They were coming out of the house.

170

UNIT 3 VVTHE IMPERATIVE FORM »»We frequently use the Imperative Form to tell someone how to do something. It is very common to see the Imperative Form in manuals, and recipe books. »»To form the imperative you use the simple form of the verb without ‘to’. »»To make a negative imperative you use ‘do not’ or the contracted form “don’t” in front of the verb.

Grammar Reference

171

UNIT 4 VVMODAL VERBS (MAY, MIGHT) »»All the auxiliary verbs except be, do and have are called modals. Modal verbs cannot act alone as the main verb in a sentence. They are always followed by the base form. We use the modal verbs may and might to express future possibilities : I may go to the movies on Saturday. He might travel to Australia next year. We also use may to express hopes and desires: May you have a long and happy marriage. VVADVERBS »»We can use adverbs to make information more interesting. They can tell when, how, where, to what extent something happened. »»They are words that modify… Verbs: He stopped suddenly. Adjectives: They were really scared. Other adverbs: He behaved extremely well. VVCONNECTORS (AND, BUT, SO THAT, FOR INSTANCE). »»Connectors are words which combine two words, phrases and sentences together. and expresses addition.but expresses contrast.so that expresses purpose.for instance indicates exemplification.

172

UNIT 5 VVFUTURE WITH WILL »»We can use will to make general predictions (guesses about what will happen in the future). »»Will keeps the same form for all subjects.

VVFUTURE WITH BE GOING TO »»Be going to is usually used to make near future predictions based on some evidence. STATEMENT

NEGATIVE

QUESTION

am going to go. ‘m

am not going to go. ‘m

He She It

is going to go. ‘s

He She It

is not isn’t going to go. ‘s not

We You They

are going to go. ‘re

We You They

are not are going to ‘re not

Am I going to go?

he she it

going to go?

Are

we you they

going to go?

Grammar Reference

173

VVTHE SIMPLE PRESENT TENSE »»We can use The Present Simple Tense to describe the function of something. »»We form the present tense using the base form of the infinitive (without the TO). »»In general, in the third person we add ‘S’ in the third person. Subject

Verb

The Rest of the sentence

I / you / we / they

speak / learn

English at home

he / she / it

speaks / learns

English at home

»»The spelling for the verb in the third person differs depending on the ending of that verb: 1. FOR VERBS THAT END IN -O, -CH, -SH, -SS, -X, OR -Z WE ADD -ES IN THE THIRD PERSON. go – goes catch – catches wash – washes kiss – kisses fix – fixes buzz – buzzes 2. FOR VERBS THAT END IN A CONSONANT + Y, WE REMOVE THE Y AND ADD -IES. marry – marries study – studies carry – carries worry – worries 3. FOR VERBS THAT END IN A VOWEL + Y, WE JUST ADD -S. play – plays enjoy – enjoys say – says

174

UNIT 6 VVEXPRESSING LIKES AND DISLIKES When expressing general preferences the verb like is used in the same way as the rest of the verbs in the simple present. With the pronouns I, You, We, They we use like for the affirmative form and don’t like for the negative With the pronouns He, She, It we use likes for the affirmative form and doesn’t like for the negative. We form questions by using: Do + I, you, we, they + like + activity + ? and Does + he, she, it + like + activity + ? We answer questions using the same auxiliaries as for the question. VVCOLLECTIVE NOUNS When referring to groups of people, collective nouns are treated differently in American and British English. i.e. The audience are very quiet - British English The audience is very quiet - American English VVCONNECTORS Connectors are words that link words, phrases or sentences to connect ideas in a logical way. Some connectors express addition, others express contrast, and others state the reasons for something. The connectors and and as well as indicate addition (of words, phrases, clauses or sentences) The connectors however, but and although express contrast. The connectors because and so as to introduce the reason for something.

Grammar Reference

175

UNIT 7 VVACTIVE VS PASSIVE VOICE – PRESENT TENSE In English, many sentences use the active form of the verb to state facts. The performer of the action comes first and is the subject of the verb that follows. The receiver of the action is the object of the verb, and it comes after the verb. i.e. The hard palate separates the oral cavity from the nasal cavity (performer) (receiver) When we want to describe facts but we want to focus more attention on the receiver of the action than on the performer we use the passive voice. In this case, the receiver of the action becomes the subject of the verb and the performer becomes the object of the verb and is placed after the preposition by or in many cases not even mentioned. i.e. This disease is caused by a virus. (receiver) (performer) The Statements in Present Simple Tense (Passive) »»make emphasis on the facts. »»include the word by when they mention what or who caused the facts. »»use the verb to be as an auxiliary verb. »»have their main verbs in the past participle form.

176

VVCOMPARATIVE AND SUPERLATIVE FORMS The comparative form is used to compare two things. Comparative sentences use the following pattern. i.e. Noun (subject) + verb + comparative adjective + than + noun (object) At birth the number of human bones is higher than at adulthood. The superlative form is used to compare three or more things. Noun (subject) + verb + the + superlative adjective + noun (object) Enamel is the hardest substance in the human body VVCAPITALIZATION »»We capitalize the beginning of a sentence. »»We capitalize the pronoun “I”. »»We capitalize proper nouns: specific people, places, and organizations. »»We capitalize days of the week, holidays, and months of the year but not seasons. »»We capitalize countries, languages, and nationalities. »»We capitalize major words in titles, outlines and charts.

Grammar Reference

177

UNIT 8 VVCONNECTORS – ALSO, BUT, BESIDES, SO, OR, INSTEAD The following connectors express different concepts. Also and besides are used to express addition. But is used to express contrast. So indicates a result. Or and instead express option. VVCOMPARATIVE FORMS OF ADJECTIVES When two things are being compared we use the comparative form of the adjective. To form the comparative we use…

178

SYLLABLE ADJECTIVES: ADD –ER

cheap – cheaper fast - faster

SYLLABLE ADJECTIVES ENDING IN CONSONANT-VOWEL-CONSONANT, DOUBLE THE LAST CONSONANT AND ADD –ER

big – bigger thin - thinner

SYLLABLE ADJECTIVES NOT ENDING IN –Y USUALLY ADD MORE

pleasant – more pleasant modern - more modern

2 SYLLABLE ADJECTIVES ENDING IN –Y CHANGE THE –Y TO I AND ADD –ER

noisy – noisier happy - happier

3 OR MORE SYLLABLE ADJECTIVES ADD MORE

expensive – more expensive comfortable – more comfortable

IRREGULAR COMPARATIVE FORMS

good – better bad – worse far – farther or further

VVPREPOSITIONS ON, IN AT We use the preposition on before a specific day. We use the preposition in before a month, a year, a part of the day. We use the preposition at before a place.

Grammar Reference

179

UNIT 9 VVEXPRESSIONS TO ASK FOR POINTS OF VIEW, QUESTION STANDS OR CLARIFY CONFUSION. Asking for points of view: What did/do you think of … Questioning stands: W hy do you say that?, Don’t you think that …?, What about...? Clarifying confusion: What I mean is that …, For instance …, Let me show you... VVCOMIC STRIP COMPONENTS. Title: The name of the comic strip. Author: The person who creates the comic strip. Panel: a single drawing in the multiple-panel sequence of a comic strip. Speech balloon: a balloon that contains want the a character says. Thought bubble: a bubble that contains what the character thinks. Onomatopoeic word: (Bang, “Cheep, cheep”) a word that imitates a natural sound.

180

UNIT 10 VVWH QUESTIONS When we are looking for specific information we use Information Questions. These types of questions usually take question words. Form information questions with a question word (what, why, where, when, who, whose, which, how) we use the following word order: Question word + auxiliary verb + subject + main verb. Where is the new mall located? VVPROSODIC RESOURCES Are those elements of language like volume (loud or soft), clarity (how clear), stress (emphatic or neutral), intonation (rising or falling) or pace (fast or slow) that help you express your emotions, your intention and the emphasis when speaking.

Who they are

Audience

4) List information

Research

2) What they know

3) What them to know

Planning

5) Structure your presentation

What they want to know Oral presentations

Delivering

of 6) Quality voice

Rapport with audience

and 7) Notes visual aids

Grammar Reference

181

Unit 1 TRACK 2 ∙ P10 TRACK 3 ∙ P13 TRACK 4 ∙ P17 TRACK 5 ∙ P19 TRACK 6 ∙ P19

Unit 2 TRACK 7 ∙ P29 Jack and the Beanstalk TRACK 8 ∙ P31 One Nut and Two Boys. TRACK 9 ∙ P31 TRACK 10 ∙ P37

Unit 3 TRACK 11 ∙ P42 TRACK 12 ∙ P43 TRACK 13 ∙ P45 The early history of dictionaries TRACK 14 ∙ P49

182

Unit 4 TRACK 15 ∙ P61 TRACK 16 ∙ P63 TRACK 17 ∙ P65

Unit 5 TRACK 18 ∙ P73 An Interplanetary Internet TRACK 19 ∙ P75 TRACK 20 ∙ P77 What A Wonderful World TRACK 21 ∙ P81 TRACK 22 ∙ P82

Unit 6 TRACK 23 ∙ P90 TRACK 24 ∙ P91 TRACK 25 ∙ P94 TRACK 26 ∙ P95 TRACK 27 ∙ P99

Scripts

183

Unit 7 TRACK 28 ∙ P107 TRACK 29 ∙ P109 TRACK 30 ∙ P113 TRACK 31 ∙ P117

Unit 8 TRACK 32 ∙ P121 TRACK 33 ∙ P122 TRACK 34 ∙ P125 - 126 TRACK 35 ∙ P126 TRACK 36 ∙ P127 TRACK 37 ∙ P129 TRACK 38 ∙ P131

184

Unit 9 TRACK 39 ∙ P142 TRACK 40 ∙ P142 TRACK 41 ∙ P147

Unit 10 TRACK 42 ∙ P157 The History of English TRACK 43 ∙ P159 TRACK 44 ∙ P159 TRACK 45 ∙ P161 TRACK 46 ∙ P161 - 162

Scripts

185

READER´S BOOK 1

2 The Book of Beasts

We can make a Difference

Dictionaries

Adapted from the story by Edith Nesbith

Beats!

TRACK 1 ∙ P6 - 19 We Can Make a Difference

Beats!

21 Unit 2

TRACK 2 ∙ P20 - 35 The Book of Beasts

4 The Kid

Beats!

37 Unit 3

TRACK 3 ∙ P36 - 49 Dictionaries

A Confusing Future

By Charles Chaplin

Talking With the Stars

The Kid (Silent movie - 1921) Genre: Comedy-Drama Directed by: Charles Chaplin Produced by: Charles Chaplin Main Characters The tramp The kid The mother

Beats!

51 Unit 4

TRACK 4 ∙ P50 - 63 The Kid

Beats!

65 Unit 5

TRACK 5 ∙ P64 - 77 A Confusing Future

Beats!

TRACK 6 ∙ P78 - 91 Talking With The Stars 9

The Human Body

Comics, a World of Fun!

The Tinkle of the Goat Bells

Exhibition

An Indian Tale

79 Unit 6

55 54

EDDIE is a comic strip that narrates the adventures of some adolescents who live in Stony Hill. Some of the main characters in the series are: Eddie Andersen, a typical teenage boy, attending high school, participating in sports, and dating. Mr. Sawyer, the principal of Stony Hill High School where Eddie is a student. Vilma Sanders a very kind hearted girl who lives next door and is in love with Eddie. She is always ready to help people with their problems. Rita Adams one of Eddie´s classmates. Like her best friend Vilma, she is in love with Eddie and constantly competes for his affections. Finally Ricky Muller, Eddie’s main rival, particularly for Rita's affections. Though they are ultimately good friends, he does not understand why girls prefer to date Eddie.

Beats!

93 Unit 7

TRACK 7 ∙ P92 - 103 The Human Body Exhibition 10 56

Beats!

131 Unit 10

TRACK 10 ∙ P130 - 143 Language Use in Social Media

186

Beats!

TRACK 8 ∙ P104 - 117 The Tinkle of the Goat Bells

Language Use in Social Media

130

104

105 Unit 8

118

Beats!

TRACK 9 ∙ P118 - 129 Comics, a World of Fun!

119 Unit 9

Bibliography / Webography

Books Suggestions * The Cambridge encyclopedia of language. Cambridge University Press. * Merriam-Webster's Collegiate Dictionary (11th ed.) (2005). * Murphy, R. (2005). English Grammar in Use. Cambridge: Cambridge University Press.

Unit 1 https://globalvolunteers.org/usa/ http://www.wisegeek.com/what-are-the-different-typesof-community-service.htm

Unit 2 http://www.eastoftheweb.com/short-stories/Collections/ ClasFair.shtml http://www.kidsgen.com/fables_and_fairytales/

Unit 3 https://www.thoughtco.com/how-to-use-bilingualdictionaries-1372757 http://esl.fis.edu/learners/advice/dic.htm

Unit 4 http://www.filmsite.org/silentfilms.html https://www.octaneseating.com/es/history-of-silentmovies

Unit 5 https://www.englishgrammar.org/talking-future/ https://dictionary.cambridge.org/es/gramatica/gramaticabritanica/future-present-continuous-to-talk-about-thefuture-i-m-working-tomorrow

Unit 6 https://www.englishgrammar.org/sentence-connectorsexercise-2/

Unit 7 http://easyscienceforkids.com/human-body/ http://www.bbc.co.uk/science/humanbody/body/index. shtml?lifecycle

Bibliography / Webography

187

Unit 8 https://www.template.net/business/itinerary-templates/ trip-itinerary-template/ https://study-uk.britishcouncil.org/planning/traveltransport

Unit 9 http://www.madehow.com/Volume-6/Comic-Book.html https://www.wikihow.com/Write-a-Simple-Comic-Strip

Unit 10 http://learnenglishteens.britishcouncil.org/exams/ speaking-exams/oral-presentation

Other Interesting Websites * http://learnenglishteens.britishcouncil.org * https://dictionary.cambridge.org/es/gramatica/ gramatica-britanica/about-verbs/table-of-irregular-verbs * https://dictionary.cambridge.org/es/ * https://www.merriam-webster.com

188

Irregular Verbs

Infinitive

Simple Past

Past Participle

arise

arose

arisen

was / were

been

beat

beaten

become

became

become

begin

began

begun

bet

bet/betted

bite

bit

bitten

bleed

bled

blow

blew

blown

break

broke

broken

bring

brought

build

built

buy

bought

catch

caught

choose

chose

chosen

come

came

come

cost

creep

crept

cut

deal

dealt

did

done

draw

drew

drawn

dream

dreamt/dreamed

drink

drank

drunk

drive

drove

driven

eat

ate

eaten

fall

fell

fallen

feed

fed

Irregular Verbs

189

Infinitive

190

Simple Past

Past Participle

feel

felt

fight

fought

find

found

fly

flew

flown

forget

forgot

forgotten

forgive

forgave

forgiven

freeze

froze

frozen

get

got

give

gave

given

went

gone

grind

ground

grow

grew

grown

hang

hung

have

had

hear

heard

hide

hid

hidden

hit

hold

held

hurt

keep

kept

kneel

knelt

know

knew

known

lead

led

learn

learnt/learned

leave

left

lend

lent

let

lie

lay

lain

lose

lost

make

made

Infinitive

Simple Past

Past Participle

mean

meant

meet

met

pay

paid

put

quit

quit/quitted

read

ride

rode

ridden

ring

rang

rung

rise

rose

risen

run

ran

run

say

said

see

saw

seen

sell

sold

send

sent

set

sew

sewed

sewn/sewed

shake

shook

shaken

shine

shone

shoot

shot

show

showed

shown/showed

shrink

shrank/shrunk

shrunk

shut

sing

sang

sung

sink

sank

sunk

sit

sat

sleep

slept

slide

slid

sow

sowed

sown/sowed

speak

spoke

spoken

spell

spelt/spelled

spend

spent

Irregular Verbs

191

Infinitive

192

Simple Past

Past Participle

spill

spilt/spilled

split

spoil

spoilt/spoiled

spread

stand

stood

steal

stole

stolen

sting

stung

stink

stank/stunk

stunk

strike

struck

swear

swore

sworn

sweep

swept

swim

swam

swum

take

took

taken

teach

taught

tear

tore

torn

tell

told

think

thought

throw

threw

thrown

understand

understood

wake

woke

woken

wear

wore

worn

Nombre

Grado

Este libro ya es tuyo; es un regalo del pueblo de México para ti.

Escuela

¡Conócelo, cuídalo y disfrútalo! Maestro (a)

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