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Student’s Book B1.4
Fun In The Sun
SPEAKING • Social networks. • Activities at a Wedding (describing an image). • What people do at social gatherings (describing an image). • Things you had done in your life before other events in the past. • Problems which affect your community. • Make predictions. • Working for the community. • Culture shock.
WRITING • What’s your opinion on the internet, how often do you use it and to do what? • What were you doing yesterday at different times? • Some social events you have attended or some of the dates you have gone on. • Your dream wedding / a wedding you have attended / planning a wedding. • What will you do or be doing in 5 years? What do you think you will be doing in 20 years? • Things citizens could do to help improve some of the most common problems in their communities. • A special relationship you have had with one of your pets or the care you should provide for a pet.
READING • Changing families trends. • Being an asset to your community. • Intercultural etiquette. • Choosing the right pet. • The World Wide Web. • What is small talk?
• Going Dutch. • Wedding Traditions.
LISTENING • Understand and respond to statements or questions about changing family trends, community living, wedding ceremonies, intercultural etiquette, culture shock, globalization, pet care. • Understand and identify general ideas from a passage or conversation. • Understand and identify basic details from audio material. • Respond to questions about your intentions.
• Stative verbs. Present simple and present progressive. • Past simple and past progressive. • Present perfect and present perfect progressive. • Past Perfect and Past perfect progressive. • Future Simple with “will” & Future Progressive. • So / Such. • So / Neither. • Connectors.
VOCABULARY • Internet. • Small Talk. • Housing and family life. • Weddings. • Community Living.
WRITING Write texts about: • Someone’s experience on a business trip. • Communication problems with mobile devices. • Own driving experience. • Suggestions to become economically independent. • Safety rules one has to keep at work or school.
READING • Understand and identify general ideas in a written text. • Understand and identify specific ideas and details in a written text. Passages: • A Well-Planned Itinerary. • Job Description. • Driver’s License in Florida goes High-tech. • Wise Investments. • Stay Safe On-the-job. • Placing an Order (conversation script). • Guidelines for Effective Oral Presentations. • Getting your Money Back.
• The experiences you remember going through while seeking employment. • How you landed your first job. • Some of the duties and responsibilities you have at work and how you perform them. • The things you should/can do to lead by example, become employee of the month and get along with others at work. • The different job positions you or some of your family members have had in the past. • The business you would like to venture in as an entrepreneur and how you would make your business idea/plan innovative and catchy. • The industry you believe has the greatest impact in the world today. • Some of the favoring and not favoring issues you believe the global economy is facing these days.
READING • Seeking employment. • A person notifying another of their new job through a letter.
LISTENING • Understand and respond to statements or questions to make arrangements to leave on a business trip, leave or take a message, getting help at the Department of Motor Vehicles (DMV). • Understand and identify general ideas in a spoken conversation or passage. • Understand and identify specific ideas and details in a spoken conversation or passage. • Infer meaning from context and intonation.
GRAMMAR • Compound adjectives. • Phrasal Verbs. • Using auxiliaries to emphasize. • Prefixes and Suffixes. • Had better (not). • Would rather. • Passive voice with modals (review). • Passive voice with past modals.
• Two people having small talk about one’s new job. • Life at work. • A person being interviewed for a job. • Entrepreneurship. • Industries. • A newspaper article on one of the day’s headlines.
LISTENING • Understand dialogues about job/work related matters. • Understand words, phrases and sentences in specific points of a dialogue. • Understand words and phrases in specific points of a sentence. • Understand general statements and questions about job/work related matters. • Understand and respond to questions about job/work related matters. • Understand the main ideas of statements and ask appropriate questions to them.
GRAMMAR • Gerund (-ing) form. • Full and bare infinitives. • Future passive voice. • Conditional sentences type 3. • Past perfect. • Modal verbs + Present Perfect. • Time linkers. • Connectors.
VOCABULARY • Seeking employment. • Landing a job. • Duties and responsibilities. • At work. • Job positions. • Entrepreneurship. • Industries. • Global economy.
B1.2 Get That Job
Marco Común Europeo B1
B1.3 On The Clock SPEAKING
WRITING
GRAMMAR
B1.1 Living Social
Hold a conversation about: • Planning a business trip. • Own on-the-job travel experiences and habits. • Mobile communication technology. • Transit issues. • Workplace safety. • Banking transactions and investments. • Placing an order for supplies. • Expressing complaints, preferences and apologies.
SPEAKING • Unemployment and activities related to employment search. • Landing a job and things related to situations once employed (expressing purpose). • Everyday job/work related duties and responsibilities (future actions). • Situations at work and regret over past actions (unreal situations in the past). • Different job descriptions at the workplace and job/work related situations which happened at some point in the past. • Entrepreneurship and the risks and gains of starting one’s own business. • The processes and general works of the world’s industries. • Issues related to the global economy.
B1.4 Fun In The Sun SPEAKING
Can hold a conversation about: • Making leisure plans. • One’s favorite athlete or one they know of • One’s opinion about athlete’s salaries in sports. • Moments in sports (describing pictures). • Extreme sports (describing pictures). • Leisure activities other than sports.
LISTENING • Understand, write down sentences and answer questions about leisure and sports. • Understand, complete and create questions to sentences. • Understand, complete and answer questions to dialogues. • Understand sentences and questions to change to reported or direct speech.
WRITING Write texts about: • One’s favorite hobbies and pastimes. • An experience one has had as an athlete or player in a competition. • An athlete’s talents and athleticism of one’s choice. • A sport one would like to train for or has trained for before. • A sport’s team or athlete one knows of that has gone all the way in a competition. • The most exciting and dangerous sport one has ever tried or would like to and why • A game one grew up playing with either family or friends.
GRAMMAR • Defining relative clauses. • Non-defining relative clauses. • Reported speech (statements). • Reported speech (commands). • Reported speech (requests). • Reported speech (questions). • A lot, many, much & far + more (than).
VOCABULARY • Business trips. • Calling services. • On-the-job protection. • Banking and investment. • Complaints and refunds. • Purchases. • Ideas and proposals. • Complaints and apologies.
READING • Identify general ideas in a written text. • Identify specific ideas and details in a written text. Passages: • The use of one’s leisure. • A sport’s legend. • Getting scouted. • Training for sport. • Going all the way (dialogue). • Living on the edge.
VOCABULARY • Leisure activities. • Sportsmanship. • Sports and athlete scouting. • Sports and training. • Sports and championships. • Extreme sports and leisure. • Leisure activities other than sports.
Student’s Book B1.4
M . C. E . Marco
Común
A
Europeo
B
Fun in the sun
A1:
A1.1 A1.2 A1.3 A1.4
A2:
A2.1 A2.2 A2.3 A2.4
B1:
B1.1 B1.2 B1.3 B1.4
B2:
B2.1 B2.2 B2.3 B2.4
B1.4 Contents LESSONs 1 & 2:
Pag. 4-6
Leisure Fun: Leisure activities. Defining Relative Clauses (giving essential information about someone or something). The use of one’s leisure. 3 & 4:
8 - 10
Being a Good Sport: Sports and competition. Non-defining Relative Clauses (giving non essential information about someone or something). A Sport’s Legend. 5 & 6:
12 - 15
Getting Scouted: Athleticism. Reported speech: statements (talking about things that were said in the past). Getting Scouted. 7 & 8:
17 - 19
On Your Mark, Get Set, Go!: Sports and training. Reported speech: commands (talking about things that were ordered as commands in the past). Training for sport. 9 & 10:
21 - 23
Going All The Way: Being victorious in sports. Reported speech: requests (talking about requests made in the past). Going all the Way. 11 & 12:
25 - 27
Living On The Edge: Extreme sports and leisure. Reported speech: questions (talking about questions asked in the past). Living on the Edge. 13 & 14:
29 - 31
Fun and Games: Leisure activities other than sports. Quantifiers in comparisons (a lot more, much more). Entertainment: Then and Now. 15 & 16:
33 - 35
Music and Dance: Music and dance as leisure activities. So that (expressing purpose and intention). The Sounds of Modern Street Dance. REVIEW & PRACTICE
37
FEEDBACK
39
Congratulations As of this moment forth you will find yourself in the world of English learning as a second language, with which you will continue the path in pursuit of your goals. Bilingualism allows you to open borders and connect yourself with the world in social, occupational, cultural and educational aspects. Skool has focused on designing this teaching program based on scientific studies of human learning and using a methodology based on neuroscience, technological tools and stimulating teaching techniques to make learning English easy, fast and fun.
Juan Guillermo Ochoa Alarc贸n C.E.O.
INPUT
LESSON I will be able to:
1
“LEISURE FUN”
ObjectIVEs
• Talk about leisure activities. • Give detailed information about someone or something using defining relative clauses.
Word Bank: Fun Game Sport Hobby Pastime Match Contest Competition Player Athlete
Interests Relaxing Entertaining Worthwhile (To) be into (To) take up (To) take part in (To) take place in (To) try out (To) work out
Hangout Spare time Couch potato
(To) chillax (To) have a ball (To) give something a try
Grammar note: Defining Relative Clauses: Defining relative clauses give essential information about someone or something in a sentence. The following relative pronouns are used in defining relative clauses: who, which, whom, whose, that, where, when. Who, whom and which can be replaced by that. This is very common in spoken English. Whom is very formal and is only used in written English. You can use who/that, or omit the pronoun completely. In defining relative clauses it is possible to omit the relative pronoun when it refers to the object of the sentence. Commas are not used in defining relative clauses. Example: The contest (that) I entered was very entertaining. • The U.S is the country that hosted the World Cup that year. • Colombia was the team that scored 5 goals against Argentina on the road to the World Cup. • Carlos Valderrama is the athlete (whom) I’ve always wanted to meet in person. • He is one of the stars who played in the 1994 World Cup.
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In Context: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.
I usually just chillax at home on weekends. My cousin likes spending his spare time as a couch potato. He’s into watching T.V. and playing games online. Isabel had a ball when she went to the U.S last year. The handball courts used to be our favorite hangout spot at the park. They’ve always taken part in different types of contests. Jonathan had tried out for the school’s basketball team. He had given track and field a try when he was in high school. The countries that hosted the 2002 World Cup were South Korea and Japan. Baseball was the sport that I loved playing when I was a kid. Asia was the continent where the competition took place in. Parcheesi is the game my family and I play for fun when we are together. Lionel Messi was the soccer player who won the 2013 Golden Ball. My aunt Teresa is the one whose favorite hobbies are arts and crafts. Working out is the pastime which I consider the most worthwhile. Skool is the institute where I took my English course.
Reading Comprehension: “The Use of One’s Leisure” Even though our lives may seem busier than ever with work and other stuff, you’d be surprised to know that we actually have more leisure time on our hands these days than we did decades ago. In fact we get approximately an extra three quarters of an hour of free time a day contrary to what many might think to be a lot less and not more. Perhaps one of the reasons of this is because most people waste more than half of their free time watching T.V. The truth is that the way in which we spend our spare time dictates how much our interests in hobbies will be worthwhile to us. So if we want to really experience the enjoyment of this time we should give other activities a try. There are definitely more productive things to do than watching T.V. like sports, educational games and a number of other recreational activities that are more beneficial. One thing’s for sure: spending our free time as couch potatoes is not the best way to get something good out of leisure time. According to the text, are the statements True (T) or False (F)? 1. We have less leisure time nowadays than we did before. ( ) 2. Most people spend half of their spare time watching T.V. every day. ( ) 3. People believe to have less leisure time available nowadays than before. ( ) What words or expression from the text mean...? Things __________________________________________ Determine ______________________________________ Useful, favorable ________________________________
Listening: Write the sentences that you hear. 1. 2. 3. 4. 5.
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2
LESSON Now I can:
“LEISURE FUN”
ObjectIVEs
• Talk about leisure activities. • Give detailed information about someone or something using defining relative clauses.
Grammar Practice: Rewrite the sentences using relative pronouns. 1. Chris is my dance student. Last year she won her school’s dance competition. _______________________________________________________________________________ 2. The N.Y Giants football team won the Super Bowl in 2012. _______________________________________________________________________________ 3. I wanted to meet the athlete Roger Federer at the US Open. _______________________________________________________________________________ 4. We traveled to a mountain. The mountain is near Seattle. _______________________________________________________________________________ Complete the sentences by choosing the relative pronoun that best suits each sentence. which / that / whose / whom. 5. 6. 7. 8.
The players __________ I watched win the doubles match were Serena Williams and Venus Williams. The post card __________ I sent you was written on the beach in Maicao. Spain is the country __________ national team won the 2010 soccer World Cup in Africa. We spent our vacation in La Guajira, __________ is in the north of Colombia.
I ntegrated Skills: Writing: A. Guided Practice: Write a sentence using each of these words. 1. Spare time 2. Entertaining 3. Work out 4. Worthwhile 5. Hang out 6. Sport 7. Be into 8. Couch Potato
6
9. Try out 10. Pastime
7
B. Autonomous Practice Write about your favorite hobbies and pastimes.
Speaking: A. Guided Practice: 1. 2. 3. 4. 5. 6.
Ask Me! What games do you like to play besides sports? What do you do for fun besides games and sports? Are you a couch potato? What do you usually do in your spare time? Do you have any preferred hobbies? Are you into any sports?
B. Autonomous Practice: Role play: Get in couples. Make leisure plans for the weekend then act it out in front of the class. Use a separate sheet of paper to take notes.
Listening: Give complete, detailed answers to the questions you hear. 1. 2. 3. 4. 5.
Laugh and Learn
INPUT
3
LESSON
“BEING A GOOD SPORT”
ObjectIVEs
I will be able to:
• Talk about sports and competition. • Give additional non-essential information about people or things using non-defining relative clauses.
Word Bank: Teamwork Sportsmanship Win Loss Defeat Shutout Elimination Rookie Cheater Opponent
Team player Benchwarmer Supportive Encouraging (To) whine (To) suffer (To) defeat (To) bench (a player) (To) beat (an opponent ) (To) sweep (an opponent)
Blowout Sore loser Good/Bad sport
(To) win by a nose (To) win by a landslide (To) throw in the towel
Grammar note: Non-Defining Relative Clauses: Non-defining relative clauses give extra information about the person or thing we are talking about, but the additional information is not essential for the true meaning of the sentence. The non-defining relative clause is always separated by commas. Non-defining relative clauses can use most relative pronouns (which, whose, etc,) but they can’t use ‘that’ and the relative pronoun can never be omitted. • Mike Tyson, who was born in 1966, holds the record as the youngest boxer to win the WBC, WBA and IBF heavyweight titles. • Tyson, whose nickname was “Iron Mike”, successfully defended the world heavyweight championship nine times.
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In Context 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.
The head coach was very supportive of his team after their blowout loss in the finals. The track and field athlete swept his opponents with three straight wins in different competitions. The player has shown great sportsmanship and teamwork skills throughout the season. He has proven himself to be a good sport and team player. Despite having suffered an embarrassing defeat, the players received an encouraging speech from their captain. Knowing she had been defeated, the gymnast threw in the towel and abandoned the contest early. Even though he was beaten fairly, the boxer whined like a sore loser after the fight. The Yankees had been down eight runs by the time the manager decided to let the benchwarmers play. Michael Jordan, who was awarded NBA rookie of the year in 1985, played twelve seasons for the Chicago Bulls. The Boston Red Sox, which were shut out last night, have lost six consecutive games. LeBron James, who is one of the greatest basketball players of all times, was benched early for unsportsmanlike conduct. The rookie, whose team had been down most of the game, hit a grand slam to bring home the win. The defending champion, whom had never been defeated through elimination, was disqualified by the judges for being a cheater. The Super Bowl match, which was televised live around the world, was won by a landslide. The New York Giants, whose nicknames include “Big Blue” and the “G-Men”, won by a nose and beat the New England Patriots. Juan Pablo Montoya, who received the Indianapolis 500 rookie of the year award in 2000, was born in Bogota, Colombia.
Reading Comprehension: “A Sport’s Legend” Michael Jordan, whose sport’s career stretched from 1984 to 2003, is broadly considered the best basketball player ever to play in the NBA. Jordan, who played twelve seasons for the Chicago Bulls and two for the Washington Wizards, even played one year of professional baseball during that span. He led the Chicago Bulls to six championship titles and won the finals MVP award the same number of times. His 32,29 career points scored, which is an astonishing number, ranked as the third highest in NBA history. This former superstar also holds the NBA record for postseason scoring and average points scored per game. MJ’s long list of achievements just goes on and on. The icon, whom was given his own division of Nike, signed huge endorsement deals with companies such as Wheaties, McDonald’s, Gatorade and of course Nike. He was one of the most effectively marketed athletes of his generation. There is no doubt that Michael Jordan is one of a kind. Retired from playing sports and officially in his 50’s, this American former basketball superstar now entrepreneur is currently a majority owner and chairman of the NBA’s Charlotte Bobcats. He continues to have great influence in the sport of basketball and probably will for some time to come. According to the text, are the statements True (T) or False (F)? 1. Michael Jordan was nominated the NBA’S championship series most valuable player 6 times. 2. M.J plays for the Charlotte Bobcats. 3. Jordan was also a baseball player.
( ) ( ) ( )
What words or expression from the text mean...? Amazing, impressive _______________ Period, duration, course _______________ Widely, greatly, largely ________________
Listening: Fill in the gaps with the words you hear 1. 2. 3. 4. 5.
The boxer’s trainer ____________________ so his fighter wouldn’t _______________ a knockout. The coach’s halftime speech was very _______________ to the players who were on the brink of _______________. The __________ was a complete __________ with the __________ team ______________________________. A great ___________ has excellent _______________ and _______________ skills. The __________ showed he was a ____________________ when he _______________ for a more experienced player.
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outPUT
LESSON
4
“BEING A GOOD SPORT”
ObjectIVEs
Now I can:
• Talk about sports and competition. • Give additional non-essential information about people or things using non-defining relative clauses.
Grammar Practice: Complete the sentences with the correct relative pronoun.
Who / Which / Whose
1. The winning team, __________ won by a landslide, earned their third championship title. 2. Cristiano Ronaldo, __________ was born on Feb 5, 1985, serves as captain of the Portuguese national team. 3. Roger Federer, __________ fame has spread throughout the world, has been regarded by many as the greatest tennis player of all time. 4. The defending champion, ___________ was knocked out twice in the fight, lost to his opponent in six rounds. 5. The coach, ___________ experience speaks for himself, led his team to another championship win. 6. London’s Olympic Stadium, ____________ has a capacity of 80.000, served as the host for the 2012 summer Olympics and Paralympics. 7. The great Pelé, ____________ was named athlete of the century in 1980, is the fourth highest scoring soccer player in history. 8. Soccer players, ____________ train intensively to be physically fit, are among the world’s highest paid athletes.
I ntegrated Skills: Writing: A. Guided Practice: Write a sentence using each of these words. 1. Sore Loser 2. Rookie 3. Teamwork 4. Beat 5. Whine 6. Encouraging 7. Team Player 8. Win by a nose
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9. Win by a land slide 10. Supportive
11
B. Autonomous Practice:
Write about an experience you had as an athlete or player in a contest or competition.
Speaking: A. Guided Practice: 1. 2. 3. 4. 5. 6.
Ask Me!
Have you ever won a contest or competition by a nose? Have you ever been defeated by a landslide in a contest or competition? Have you ever thrown in the towel in a contest or competition? Are you a good sport or a sore loser? Do you have good sportsmanship and teamwork skills? Do you consider yourself to be an encouraging and supportive team player?
B. Autonomous Practice:
Talk about your favorite athlete or a famous one you know of. Use a separate sheet of paper to take notes.
Listening: Write an appropriate question to the statements you hear. 1. __________________________________________________________________________________ 2. __________________________________________________________________________________ 3. __________________________________________________________________________________ 4. __________________________________________________________________________________ 5. __________________________________________________________________________________
Laugh and Learn
5
INPUT
LESSON
“GETTING SCOUTED ”
ObjectIVEs
I will be able to:
• Talk about athleticism. • Talk about things that were said in the past.
Word Bank: Competitor Free agent Sports agent Sports scout Sports Contract
Talent Ability Tryouts Physical Spotlight
A-Game In the Zone Cream of the Crop
Performance Gifted Talented Determined Convincing
Remarkable (To) impress (To) convince (To) scout (an athlete) (To) catch one’s eye
(To) live up to one’s name (To) be signed by a team (To) be drafted by a team
Grammar note:
Reported Speech (statements):
We use the verbs say and tell to report what other person said. Examples: • Martha told me (that)* she wanted to talk to you. • His manager said (that)* he would be out of the courts for a few months. * (that) can be omitted from the sentence. We use reported speech to tell someone what another person said without using their exact words. Tenses, pronouns and possessive adjectives change accordingly in reported speech. Tenses, modal verbs and time expressions change as follows:
Direct Speech
Reported Speech
Present Simple
Past Simple
Present Progressive
Past Progressive
Past Simple Present Perfect Simple
Past Perfect Simple
Past Perfect Simple Past progressive Present Perfect Progressive
Past Perfect Progressive
Past Perfect Progressive
Modal Verbs: Can
Could
Will
Would
Must
Had to
Time Expressions:
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This afternoon
That afternoon
Today
That day
Tomorrow
The next day
Yesterday
The previous day
Last week
The week before
Next year
The following year
etc.
etc.
Note: The modal verbs should, could, would and might do not change. Direct speech:
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Trainer: The physical will be given on Monday.
Reported speech: He said that the physical would be given on Monday.
Direct speech: Coach: You’d better be ready, the tryouts are on Monday.
Reported speech: The coach told me that the tryouts were on Saturday.
In Context: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.
Michael Jordan is the basketball player who was the cream of the crop in his era. That is the athlete who was scouted for his ability to handle the ball very well. His performance, which had been remarkable, was very convincing. Kobe Bryant, who was in the zone the entire game, took the spotlight once again. The athlete lived up to his name and convinced the scout that he was a gifted player. The athlete was determined to get signed by a team and have a sports contract soon. The college player will be scouted by several professional teams. The free agent embraced the spotlight at the tryouts with his talented and remarkable performance. The scout told him that he had a remarkable talent. He said that he had been signed by the New York Red Bulls. She told him that his performance at the team tryouts had caught her eye. The sports agent said that his client was determined to get a new sports contract. The talented player told his college coach that he had been drafted by the New York Knicks. The team’s physician told the athlete that he had to pass the physical in order to be able to play. The free agent told the press that the reason for him not accepting the sports contract had been personal preference. 16. The competitor said that he was very impressed by his opponent’s game.
Reading Comprehension: “Getting scouted” In professional sports, scouts are trained talent evaluators who travel extensively for the purposes of watching athletes play their chosen sports and determining whether their set of skills and talents represent what is needed by the scout’s organization. Some scouts are interested primarily in the selection of prospects, young players who may require further development by the acquiring team but who are judged to be worthy of that effort and expense for the potential future payoff that it could bring. Other scouts concentrate on players who are already polished professionals whose rights may be available soon, either through free agency or trading, and who are seen as filling a team’s specific need at a certain position. Advance scouts watch the teams that their teams are going to play in order to help determine strategy. Many scouts are former coaches or retired players, while others have made a career just of being scouts. Skilled scouts who help to determine which players will fit in well with an organization can be the major difference between success and failure for the team with regard to wins and losses, which often relates directly to the organization’s financial success or failure. According to the text, are the statements True (T) or False (F)? 1. Why do scouts travel a lot? _____________________________________________________________________________________ 2. What do some scouts focus on other than acquiring talent for their organization? _____________________________________________________________________________________ 3. Why is a scout’s opinion or decision a crucial one for his organization? _____________________________________________________________________________________ What words or expression from the text mean...? Whether _______________ Worthy _______________
Prospect _______________
Listening: Fill in the gaps with the words you hear. Host: Good evening everyone and welcome to another episode of America’s favorite sports talk show ‘____________________’. Tonight we have a special guest on our show who possesses a _______________. This athlete has taken the ___________ in sport’s talk and news thanks to his _______________ which have _______________ of numerous __________ and their organizations. He’s an extraordinary ___________ with constant ____________________ on the field. So without further ado, please show a round of applause for the ___________ sport’s athlete Jonathan Castro. (APPLAUSE) Host: Good evening Jonathan and welcome to our show. It’s great to have you with us. J: Good evening Tom and thank you, it’s great to be here. H: So, Mr. “____________________” how do you do it? J: (LAUGHS) That’s gonna be a tough ____________________, but yeah, Tom, I just try to have fun out on the field. I don’t like to think about winning or losing and that helps to keep me _______________. H: Well, in that case I would say you seem to be having a ball out there. J: (LAUGHS) Yeah, Tom, I guess you could say that. H: You’ve __________ and __________ the league’s top teams that you are the man to have on their side. What are you gonna do when you become a __________ next year? Are you considering playing for a particular team? I mean, would you like _________________________? J: Well, Tom, to be honest I don’t really have a specific team in mind at the moment. I’m leaving it up to my _______________ to negotiate my _______________. Hopefully it’ll be one that’s __________. I’m __________ to play ball and that’s what counts. H: Well put, I must say. Thank you again for your time, Jonathan. J: Thank you. It’s my pleasure. H: We’ll be back after these messages.
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“GETTING SCOUTED ”
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LESSON
6
15
ObjectIVEs
Now I can:
• Talk about athleticism. • Talk about things that were said in the past.
Grammar Practice: Change the direct speech into reported speech. 1. 2. 3. 4.
Tom: I don’t like playing baseball. ___________________________________________________. Sue: I can’t stand losing a game. ___________________________________________________. Martin: We will play as hard as we can.______________________________________________. Coach: We haven’t won a game yet. ________________________________________________.
Change the reported speech into direct speech. 5. I told the scout that I had already made my choice.__________________________________. 6. My sports agent said that he was going to negotiate my new contract for me that day. ____________________________________________________________________________________. 7. Jonathan told me that he wanted to join the basketball team again the following year. ____________________________________________________________________________________. 8. He said that she had been training very hard to impress his coach. ____________________________________________________________________________________.
I ntegrated Skills: Writing: A. Guided Practice: Write a sentence using each of these words. 1. Competitor 2. Spotlight 3. Gifted 4. Impress 5. Catch one’s eye 6. Tryouts 7. Performance 8. Live up to one’s name 9. Cream of the crop 10. Remarkable
B. Autonomous Practice:
Write about your favorite athlete’s talents and athleticism.
Speaking: A. Guided Practice: 1. 2. 3. 4. 5. 6.
Ask Me!
Have you ever taken a physical for any reason? Do you know anyone who’s talented in a sport? Has someone ever caught your eye for any reason? Do you have any athletic abilities? Have you ever been in the spotlight for any reason? Are you gifted in anything?
B. Autonomous Practice:
Class Debate: Do you think professional athletes deserve the amount of money they get paid for playing a sport? Use a separate sheet of paper to take notes.
Listening: Answer the questions according to what you hear. 1. _________________________________________________________________________________________ 2. _________________________________________________________________________________________ 3. _________________________________________________________________________________________ 4. _________________________________________________________________________________________ 5. _________________________________________________________________________________________
Laugh and Learn
16
“O N Y O U R M A R K , G E T S E T , G O ! ”
INPUT
7
LESSON I will be able to:
ObjectIVEs
• Talk about sports and Training. • Talk about things that were ordered as a command in the past.
Word Bank: Judge Referee Commentator Gear Cleats Jersey Court Field Race track Finish line
Head start Training Strength Endurance Exuberant Enthusiastic Perseverant Vigorously (To) train (To) call off
Tip off Kick off Photo finish
(To) shoot hoops (To) come down to (To) come a long way
Grammar note: Reported Speech (commands) When we use the reported speech to talk about commands, the command verb changes to full infinitive (to + verb). Example: • My agent told me not to talk to the press until the contract had been signed. Observe that we use the verb ‘told’ to introduce the reported command, but the tense of the command itself does not change. The auxiliary don’t changes to not to in reported speech. Pronouns and possessive adjectives change accordingly. Direct speech: Tom: OK, guys, get into your gear!
Direct speech: Trainer: Come on, run eight laps around the track, now!
Reported speech: He told us to get into our gear.
Reported speech: The trainer told the athlete to run eight laps around the track.
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In Context 1. The judges told the drivers that the race track had been shut down due to the continuous rain and thunder. 2. The commentator said that the race had come down to a photo finish. 3. Tip off, which was originally scheduled for 6 o’clock, was pushed back to 6:30 given the overtime of the previous game played. 4. The race, which was nip and tuck all the way to the finish line, was won by a nose. 5. Last night’s match was called off because of the NFL’s players union strike. 6. Even though he was given a head start, he still lost the race. 7. The team had come a long way since the start of the season and now were exuberant in the final. 8. He’s always been very enthusiastic about shooting hoops. 9. The referee told the basketball player to check the ball. 10. The judges told the competitors to show their strengths and endurance on the court. 11. The coach told his team to train as hard as they could. 12. She told him to be on the field for training at 9 a.m. 13. The referee told the player to change his dirty jersey. 14. His teammate told him to tie his cleats properly. 15. The trainer told them to get their gear on and ready for kick off. 16. He told the team to play vigorously.
Reading Comprehension: “Training for sport” Athletic training is a crucial and essential means of getting oneself physically fit and prepared with the necessary strength, skills and endurance needed for one’s particular choice of sport. It takes great determination, discipline and perseverance in order to get where one wants to be in sports. Professional athletes train vigorously on and off the field, court or wherever the place is that they exhibit the results of their hard training and execute their talent. In some sport’s training, the old expression ‘no pain no gain’ definitely applies. Others can be less demanding in terms of physical strength, but they all require constant dedication and practice. There can’t be good results without some kind of physical sacrifice from one’s part. At the end of the day it’s all worthwhile. It just depends on how bad you want it. So, whether you like to shoot hoops, play baseball, or your hobby is some kind of sport which requires a great deal of physical training, keep in mind that for you to come a long way you have to ‘go hard or go home’. According to the text, are the statements True (T) or False (F)? 1. Athletic training is not very important for one to get apt to their sport. 2. Every sport requires the same amount of physical training. 3. Physical training, whether hard or soft, is beneficial in the long run. What words or expression from the text mean...? Way, method ___________________________________ Critical, decisive ________________________________ Suitable, apt ____________________________________
Listening: Write the sentences that you hear. 1. 2. 3. 4.
18
5.
( ) ( ) ( )
“O N Y O U R M A R K , G E T S E T , G O ! ”
outPUT
LESSON Now I can:
8
19
ObjectIVEs
• Talk about sports and Training. • Talk about things that were ordered as a command in the past.
Grammar Practice:
Rewrite the sentences in reported speech. Create a subject and object of your own. The first sentence is given as an example. 1. Don’t be late for training! The coach told us not to be late for training. 2. Put your gear on! _____________________________________________. 3. Pass the ball! _____________________________________________. 4. Get off the field! _____________________________________________.
5. Hit the showers! _____________________________________________. 6. Get in the zone! _____________________________________________. 7. Don’t let them score! _____________________________________________. 8. Find an open player! _____________________________________________.
I ntegrated Skills: Writing: A. Guided Practice: Write a sentence using each of these words. 1. Cleats 2. Jersey 3. Come a long way 4. Endurance 5. Head start 6. Call off 7. Shoot hoops 8. Gear 9. Come down to 10. Kickoff
B. Autonomous Practice:
Write about a sport you would like to train for or have trained for before.
Speaking: Choose the right option to complete the statement. A. Guided Practice: 1. 2. 3. 4. 5. 6.
Ask Me! Do you own a team or player jersey? Have you ever been given a head start in a race? Have you ever seen a race that came down to a photo finish? Do you train in any sport? Do you have the appropriate gear to train with? Do you like shooting hoops?
B. Autonomous Practice:
Describe the pictures. Give as many details as you can.
Listening: Answer the questions according to what you hear. 1. a. b. c.
What did Tom’s friends invite him to do? play baseball play tennis play basketball
2. Why was Tom able to go with his friends? a. because his game wasn’t until later b. because his game was cancelled
20
3. In their last race Chris had a/an a. advantage b. disadvantage 4. Who won the last race? a. Chris b. Tom
“G O I N G A L L T H E W A Y ”
INPUT
9
LESSON
ObjectIVEs
I will be able to:
• Talk about being victorious in sports. • Talk about requests that were made in the past.
Word Bank: Fan Crowd Spectator Underdog Champion Runner up Cheerleader Draw Victory Hat trick
Playoff Championship Victorious Unbeaten Undefeated Exhilarating Outstanding (To) huddle (To) embrace (To) cheer on
Nip and tuck Neck and neck Down to the wire
(To) root for (To) go wild (To) go all the way
Grammar note: Reported Speech (requests): When we use the reported speech to talk about requests, the verb changes to full infinitive (to + verb). We use the verb asked to introduce the reported request, but the tense of the request itself does not change. Pronouns and possessive adjectives change accordingly. In a negative request, use not to. Examples: • He asked me to root for his team tonight. • She asked me not to forget the tickets. Direct speech: Coach: Why don’t you give him a head start? Reported speech: He asked me to give him a head start.
Direct speech: Commentator: Now, could you comment on your victory? Reported speech: The commentator asked the athlete to comment on his victory.
21
In Context 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.
The reigning champ was embraced by his fans. The game came down to the wire and ended with an exhilarating victory by the underdogs. The New York Yankees remain unbeaten in the playoffs. The underdog came out victorious with an outstanding win against the reigning champ. The crowd went wild when the home team went all the way and won the championship. The cheerleaders’ presentation after the victory was exhilarating. It wasn’t surprising when the judges ruled the fight a draw since it had been nip and tuck the whole way. Despite losing, the spectators cheered on the runner up for his outstanding hat trick. The reporter asked the undefeated reigning champ to say a few words to the crowd. A fan asked him to sign his autograph for him. My brother asked me to root for his high school basketball team. The captain asked his team to huddle up for the final play of the game. He asked his coach to take him off the bench and put him in the game. The coach asked the referees to review the call. I asked him to accompany me to the playoff game. My brother asked me to lend him my cleats.
Reading Comprehension: “Going all the way” Commentator: Congratulations on another outstanding and exhilarating season. Not to mention of course tonight’s championship victory. How does it feel to go all the way and be victorious in two consecutive super bowls? Coach: Oh, it feels amazing. I still can’t believe it. We were nip and tuck throughout the whole game and it came down to the wire. The crowd absolutely went wild when we scored in the last minute. Commentator: After being undefeated in the regular season you ran into some trouble in the playoffs which made you the underdog tonight. Did you think you could pull it off at the end with the odds against you? Coach: Well, having been unbeaten in the regular season gave us the boost of confidence we needed going into the playoffs. We were determined not to be the runner up team and take it all no matter what the odds were against us. Again, even though we were neck and neck the whole game, we had no doubt in our minds and hearts that we’d come out victorious and become the reigning champs once more tonight. Commentator: What would you like to say to your fans here and at home watching? Coach: Thank you, thank you, thank you, and embrace it because this all wouldn’t have been possible without your unconditional support all year. Our fans cheered us on every second of the game and rooted for us the entire season, so they deserve to celebrate tonight as well. Commentator: Well, I was among the spectators myself and I have to say that it was definitely an exciting game tonight and you sure kept everyone on the edge of their seats. So, where do you go from here? Coach: I’m going to Disney Land! Woo-hoo! According to the text, are the statements True (T) or False (F)? 1. It was a very close game all the way to the finish. ( ) 2. The winning team was not expected to win. ( ) 3. The team always believed that they would win the game. ( ) What words or expression from the text mean...? Let alone ______________________________________________________ Encountered, came across _____________________________________ Excited and nervous, in suspense _______________________________
Listening: Write the sentences that you hear. 1. ________________________________________________________________________________ 2. __________________________________________________________________________________ 3. ____________________________________________________________________________________ 4. ____________________________________________________________________________________
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5. ________________________________________________________________________________
“G O I N G A L L T H E W A Y ”
outPUT
10
LESSON
ObjectIVEs
Now I can:
• Talk about being victorious in sports. • Talk about requests that were made in the past.
Grammar Practice: Change the requests into reported speech. (Create your own subject and object). 1. Can you train with me tomorrow? _________________________________________________________________. 2. Could you lend me your soccer ball? _____________________________________________________________. 3. Would you show me how to throw the Frisbee, please? _____________________________________________. 4. Can you take me to the game with you? __________________________________________________________. Change the reported speech into direct speech. 5. She asked me to cheer on her. __________________________________________________________________. 6. Paul asked us to play for his team. ________________________________________________________________. 7. The coach asked his team to huddle up. __________________________________________________________. 8. I asked her to meet me at the stadium an hour before the kickoff. ___________________________________.
I ntegrated Skills: Writing: A. Guided Practice: Write a sentence using each of these words. 1. Fan 2. Crowd 3. Outstanding 4. Cheer on 5. Go wild 6. Underdog 7. Down to the wire 8. Victory 9. Go all the way 10. Exhilarating
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B. Autonomous Practice:
Talk about a sports competition or game using the sports related vocabulary you have learned so far. Try to incorporate the reported speech as well.
Speaking: Choose the right option to complete the statement. A. Guided Practice: 1. 2. 3. 4. 5. 6.
Ask Me! Have you ever watched a game that came down to the wire? What foreign or local team in sports do you root for? Has your favorite team or athlete ever been the underdog in a competition? Has your favorite sports team or athlete ever gone all the way in a competition? Have you ever been at a sports event where the crowd went wild? Have you ever been a spectator at a championship game?
B. Autonomous Practice:
Describe the pictures. Use the vocabulary you have learned so far.
Listening: Write the sentences that you hear and complete them with one of the words below. Underdog / Went wild / Undefeated / Draw / Runner up. 1. 2. 3. 4. 5.
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Laugh and Learn
“L I V I N G O N T H E E D G E ”
INPUT
11
LESSON
25
ObjectIVEs
I will be able to:
• Talk about extreme sports and leisure. • Talk about questions that were asked in the past.
Word Bank: Fanatic Daredevil Thrill-seeker Skydiving Hang gliding
Base jumping Snowboarding Wingsuit flying Bungee jumping Fear
Ride or die No pain no gain Adrenaline junkie
Excitement Adrenaline rush Risky Unsafe Exciting
Thrilling Dangerous Extremely (To) climb (To) leap
(To) wipe out (To) live on the edge (To) be out of one’s mind
Grammar note: Reported Speech (questions) In reported speech the verbs asked, wanted to know and wondered are used to introduce reported questions. If a question is asked using a wh- word (who, what, etc.) we keep the question word. The grammar, however, changes to a normal positive sentence. If a question is asked using an auxiliary verb (are, is, do, have, will, etc.) then the reported question begins with if or whether. Tenses, pronouns and possessive adjectives change accordingly as in reported statements. Examples: • She asked me what time the kickoff was. • The sports agent asked me if I wanted to sign a contract with his team. • They wondered if they could come to the game with us. • The reporter wanted to know what time the press conference would start. Direct speech: What time did the game start? Reported speech: She wanted to know what time the game started. Direct speech: When will you be ready to play? Reported speech: He asked me when I would be ready to play.
Direct speech: Maria: “Are you going to play in tonight’s match?” Reported speech: Maria asked me if I was going to play in tonight’s match. Direct speech: Coach: “I wonder if you are you ready to come off the bench from your injury” Reported speech: The coach wondered if I was ready to come off the bench from my injury.
In Context 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.
The thrill seeker told me that he loved living on the edge. The base jumper said that he did it for the adrenaline rush. The daredevil said that he had broken several records. His mom told him to stop practicing such dangerous and risky sports. The fanatic asked me to climb the mountain with him. Extreme sports are absolutely exciting and thrilling. Although they are unsafe, extreme sports are full of excitement and adrenaline rush. Wingsuit flying requires leaping from a significant altitude and definitely a ride or die attitude. The spectator asked the base jumper if he was out of his mind. He wanted to know if the adrenaline junkie had any fears at all. The man wondered if the daredevil had ever wiped out before. The man wanted to know why base jumping was my favorite extreme sport. She asked me where I had tried bungee jumping. He asked her at what age she had started snowboarding. Josh wanted to know if I would ever try hang gliding. The instructor wondered if I had ever done skydiving before.
Reading Comprehension: “Living on the edge” If you are an athlete who lives for speed, excitement and adrenaline then you are most likely into extreme sports. Extreme sports, which can be very exciting, but extremely dangerous, stretch from bungee jumping, skydiving, hang gliding and even wingsuit flying to scuba diving, snowboarding and rafting, among many others. These thrill seekers or daredevils who love living on the edge and practicing one of these risky sports have been even called ‘adrenaline junkies’ because they tend to feed off the adrenaline rush it gives them. Many would say that these adrenaline fanatics are completely out of their mind with their no fear and ride or die attitudes. What some might see as thrilling others could see as nerve wrecking, totally unsafe and practically suicidal . Getting hurt practicing one of these extreme sports definitely takes the saying ‘no pain no gain’ to a whole other level. If you ever want to take up an extreme sport as a hobby, you are going to need a lot of courage and even more lunacy, of course. Answer the questions according to the text: 1. What mostly drives daredevils to practice extreme sports? _____________________________________________. 2. Why are they called adrenaline junkies? _____________________________________________. 3. What should you have if you’re interested in an extreme sport? _____________________________________________. What words or expression from the text mean...? Extend, expand ______________________________________________ Madness, insanity, craziness __________________________________ Stressful _____________________________________________________ Riding a raft, especially on rapids _____________________________
Listening: Answer the questions that you hear. 1. 2. 3. 4.
26
5.
“L I V I N G O N T H E E D G E ”
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LESSON
ObjectIVEs
Now I can:
• Talk about extreme sports and leisure. • Talk about questions that were asked in the past.
Grammar Practice: Change the direct speech to reported speech (questions).
Create your own subject and object.
1. Did you watch the soccer match last night? ______________________________________________ 2. What is your favorite pastime? ______________________________________________ 3. Have you tried skydiving before? ______________________________________________ 4. Do you know anyone who’s an adrenaline junkie? ______________________________________________
5. How do you spend your spare time? ________________________________________________ 6. Is anyone you know into any extreme sports? ________________________________________________ 7. Would you like to try surfing? ________________________________________________ 8. When do you usually work out? ________________________________________________
I ntegrated Skills: Writing: A. Guided Practice: Write a sentence using each of these words. 1. Fanatic 2. Adrenaline rush 3. Dangerous 4. Exciting 5. Be out of one’s mind 6. Daredevil 7. Excitement 8. Fear 9. Risky 10. Live on the edge
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B. Autonomous Practice:
Write about the most exciting and dangerous activity or sport you have ever tried.
Speaking: A. Guided Practice: 1. 2. 3. 4. 5. 6.
Ask Me! Would you consider trying an extreme sport? Do you like the feel of adrenaline rush? Do you know anyone who’s tried an extreme sport before? What kind of sports do you like? Do you like any extreme sports? Have you ever tried any extreme sports?
B. Autonomous Practice:
Describe the pictures. Say as much as you can about the pictures. Ask questions to create conversation. (Ex: Which extreme sport do you think is the most dangerous? exciting? thrilling? Which of these extreme sports would you consider giving a try?
Listening: Answer the questions that you hear. 1. 2. 3. 4. 5.
Laugh and Learn
28
“F U N A N D G A M E S ”
INPUT
13
LESSON
ObjectIVEs
I will be able to:
• Talk about leisure activities other than sports. • Use quantifiers in making comparisons.
Word Bank: Dice Rules Chess Checkers Dominoes Charades Pictionary Video games Board games Online games
Crosswords Jigsaw puzzles Fun Easy Boring Difficult Interesting (To) roll (To) lead (To) give up
For fun For enjoyment Recreational
(To) kill time (To) be on top (To) be (no) fun
Grammar note: Quantifiers & Comparisons: Quantifiers are words that tell us something about quantity. Although quantifiers are usually followed by a noun, some of them, like a lot, a little, much, many*, far, more, and less* can also be used in comparisons, before an adjective or before a noun phrase. Look at the examples below: • I find it a lot more entertaining. • I have much more fun playing soccer than I do playing baseball. • In Latin America soccer is much more popular than basketball. *Note: Many is never used with less nor adjectives. • I think it’s much more fun. • The crowd was far less enthusiastic than in the last game. • Our team performed a little better this season. • Jordan has had a lot more fans than any other basketball player. • I like swimming a lot more than dancing. • I think we enjoyed the movie much more than the kids. • There were a lot more people tonight than there were last night. • Don’t worry. You’ll have many more opportunities.
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In Context 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.
Jigsaw puzzles are much easier than crosswords. I usually play online games for fun in my free time. I play dominoes with my friends when I’m not busy to kill time. She never follows the rules of the game. I think playing charades is no fun. I was on top almost the whole game. She always gives up when she’s losing. Ray is the current leader with fifteen points. She told me that she thought swimming was a lot more fun. I said that I had much more fun playing soccer than I did playing baseball. I think chess is a much more interesting game. I asked him if he played chess a lot more than checkers. He said chess was a lot more difficult to learn how to play. She does a lot more jigsaw puzzles than crosswords in her spare time. He likes to play videogames much more than board games. Pictionary is a lot less boring than charades.
Reading Comprehension: “Entertainment: Then and Now” There have always been many interesting and fun ways to spend our free time other than getting involved in a sport – whether extreme or not. Board games for example have been around for a long time now and have given families and homes wonderful memories to keep. Past generations grew up playing games such as chess, checkers, Monopoly, Parcheesi, dominoes, charades and Pictionary among other popular family games. Of course there’s also going out to the mall, an amusement park, on a picnic, on a road trip with friends or family, and going for walks or swimming, among many other outdoor recreational activities people used to do and still do for their personal and family enjoyment. Nowadays and for some time now, video games have taken the place of these pastimes and a good percentage of the youth’s free time. The Internet has also made a huge difference in what both children and grown ups do with their spare time. Playing online games is a big hit these days with people of all ages. Whatever it is you’re into with so many possible fun activities and things to do there is no reason for one’s free time to be boring – and that’s for sure. According to the text, are the statements True (T) or False (F)? 1. Young people don’t use up a lot of their leisure playing video games. 2. Technology and the Web have had a big effect on what people do for their enjoyment. 3. There weren’t too many ways one could spend their free time in the past. What words or expression from the text mean...? Adults _______________ Adolescence _______________
Listening:
Aside, apart from _______________
Write the partial sentences that you hear and complete them with your own words. 1. 2. 3. 4. 5.
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( ) ( ) ( )
“F U N A N D G A M E S ”
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LESSON
31
ObjectIVEs
Now I can:
• Talk about leisure activities other than sports. • Use quantifiers in making comparisons.
Grammar Practice:
Complete the sentences using an appropriate quantifier. (Review the Grammar Note section in Lesson 13.) 1. It’s still very early. Can I sleep ____________________, mom, please? 2. The scout told him there wouldn’t be ____________________ opportunities like that one. 3. The doctor told me to eat ____________________ meat and more vegetables. 4. I think Parcheesi is kind of boring; chess is ____________________ challenging. 5. He had trained very hard; __________ harder than his opponent. That’s why he won. 6. We made too many mistakes; _______________ than in the last game. 7. Wingsuit flying is _______________ dangerous than surfing. 8. She said she found checkers ___________________ interesting than she had thought.
I ntegrated Skills: Writing: A. Guided Practice: Write a sentence using each of these words. 1. Kill time 2. Be no fun 3. Board game 4. Boring 5. Difficult 6. Crosswords 7. Dominoes 8. Interesting 9. Dice 10. Rules
B. Autonomous Practice:
Write about a game that you grew up playing with your family or friends.
Speaking: A. Guided Practice: 1. 2. 3. 4. 5. 6.
Ask Me!
What do you do for fun? What’s your favorite board game? Do you like doing jigsaw puzzles? What kind of games do you like playing? Have you ever played charades? Do you know how to play chess or checkers?
B. Autonomous Practice:
Describe the pictures. Say as much as you can about the pictures. Use the vocabulary you have learned so far. Ask questions to create conversation.
Listening: Answer the questions according to what you hear: 1. Does Victoria know how to play Parcheesi? _____________________________________________________________________________________ 2. Who’s currently winning the game? _____________________________________________________________________________________ 3. Does Victoria like board games? _____________________________________________________________________________________ 4. Does Victoria continue to try to play? _____________________________________________________________________________________ 5. What exactly is Justin trying to do? _____________________________________________________________________________________
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Laugh and Learn
“M U S I C A N D D A N C E ”
INPUT
33
15
LESSON
ObjectIVEs
I will be able to:
• Talk about music and dance as leisure activities. • Express purpose or intention using ‘so that’.
Word Bank: Artist Singer Dancer Choreographer Play Musical Choir A cappella Rehearsal Music Band
Solo Duet Pitch Artistic Theatrical In Sequence Coordinated (To) clap (To) chant (To) rehearse
Amp up Hit the pitch Steal the show
(To) boogie (To) get down (To) break dance
Grammar note: Expressing purpose with ‘so that’: To express purpose with ‘so that’ you generally need to use a modal verb. Examples: • She studied very hard for the test, so that she could get an excellent grade. • I always set my alarm clock twenty minutes ahead, so that I won’t be late for work. • The teacher separated the students during the test so that no one would cheat. • I made sure to bring an umbrella so that I wouldn’t get wet.
In Context 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.
She asked me if I liked break dancing. My dad wanted to know what time my dance rehearsal was. He said that he had boogied like never before at the club last night. I told my dad that my dance rehearsal was at 3 o’clock. Our choreographer told us to keep rehearsing. My vocal coach told me not to stop practicing. He asked me to teach him how to get down. She asked me to take her to a musical for her birthday. Singers are constantly exercising their vocals so that they’ll hit the perfect pitch. Choreographers vigorously train their dancers so that they can perform in sequence and be well coordinated. Artists rehearse dozens of hours before a concert so that they can steal the show with their performances. The audience endlessly clapped so that the music band could play one more song. The solo artist amped up his fans so that they could chant his songs. The duet performed a cappella so that they could close the concert with a theatrical ending. I prefer going to musicals a lot more than going to concerts. I’ve been to far more plays than I’ve been to concerts.
Reading Comprehension: “The Sounds of Modern Street Dance” Some of the most common hobbies and leisure activities are definitely dance and music. People love listening to their favorite genres that range from classical to the most modern types of music like techno or hip hop. The kind of music people are into these days will definitely depend on the generation they grew up in. In the 80’s Rock and Roll and Pop were very popular among music lovers and the generation of that era, and as we got into the 90’s hip hop and freestyle became more and more heard around the world. Since the new millennium, there have been several new sounds like electronic and trance that have taken their places as probably the most listened to by the younger generations. Aside from music, dance has also changed drastically throughout the years. Break dancing used to be the dance of the streets and the coolest way to boogie and get down. Today there are so many other modern ways of dancing, like Crunk or Shuffling. These dances have been choreographed and executed in sequence by some of the most coordinated dancers in the world. Their performances have been widely considered both artistic and theatrical. Answer the questions according to the text: 1. How has dance changed throughout the years? __________________________________________________________________________. 2. What would most likely be the reason for someone to be into a certain genre? __________________________________________________________________________. 3. What type of dance used to be the freshest way to get down? __________________________________________________________________________. What words or expression from the text mean...? A style or category of art, music or literature ___________________________________ An age group _______________________________________________________________ A distinctive period of time ___________________________________________________
Listening: Write the sentences that you hear. 1. 2. 3. 4.
34 5.
“M U S I C A N D D A N C E ”
outPUT
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LESSON
35
ObjectIVEs
Now I can:
• Talk about music and dance as leisure activities. • Express purpose or intention using ‘so that’.
Grammar Practice:
Rewrite the sentences using ‘so that’ to express purpose. (Remember to use a modal verb in the sentence.) 1. I rehearse every day because I want to perfect my technique. ______________________________________________________________________________________ 2. Dancers are trained by choreographers to dance in sequence and be well coordinated. ______________________________________________________________________________________ 3. Singers exercise their vocals in order to hit the right pitches when they sing. ______________________________________________________________________________________ 4. I woke up early because I didn’t want to be late for my rehearsal. ______________________________________________________________________________________ 5. I trained hard all this week to be ready for the big game on Saturday. ______________________________________________________________________________________ 6. His fans were chanting his song because they wanted him to sing it one more time. ______________________________________________________________________________________ 7. The daredevil wore lots of safety gear to not get hurt. ______________________________________________________________________________________ 8. The rehearsal was rescheduled to allow everyone to attend. ______________________________________________________________________________________
I ntegrated Skills: Writing:
A. Guided Practice: Write a sentence using each of these words. 1. Artistic 2. Break dance 3. Play 4. Musical 5. Chant 6. Clap 7. Concert 8. Theatrical 9. Solo 10. Duet
B. Autonomous Practice:
Write about an experience you had at a concert or a performance of some kind. Were you impressed? Who performed?, etc.
Speaking: A. Guided Practice: 1. 2. 3. 4. 5. 6.
Ask Me! What is your favorite music genre? Have you ever been to a concert? Have you ever watched a play or a musical? Do you like dancing? What kind of music do you like to dance to? Who is your favorite singer? What is your favorite music band?
B. Autonomous Practice:
Do you agree or disagree with the statements? Why? 1. 2. 3. 4. 5.
Most people prefer to dance to the type of music they like to listen to. Musicals and plays are very boring. Professional dancers must rehearse constantly. Listening to music is a good way to spend one’s spare time. Dancing is a good way to keep fit.
Listening: Write an appropriate question to the statements you hear. 1. _____________________________________________________________________________________________________ 2. _____________________________________________________________________________________________________ 3. _____________________________________________________________________________________________________ 4. _____________________________________________________________________________________________________ 5. _____________________________________________________________________________________________________
Laugh and Learn
36
Review & Practice Unity Unicorn United Union University
Sounds Great:
Hour Heir Honest Honor Honorable
Grammar: Change the direct speech to reported speech. 1. Don’t be late for training. _________________________________________________________________________ 2. What do you like to do in your spare time? _________________________________________________________________________ 3. I wonder if he has ever tried an extreme sport _________________________________________________________________________ 4. I’ve always wanted to take up English classes at Skool. _________________________________________________________________________ 5. Can you play with me, please? _______________________________________________________________________ 6. Did you enjoy the game? __________________________________________________________________
Vocabulary:
Match the words on the left with its synonym or definition: 1. Give up 2. Work out 3. Be into 4. Whine 5. Remarkable 6. Catch one’s eye 7. Call off 8. Shoot hoops 9. Risky 10. Be out of one’s mind
( ( ( ( ( ( ( ( ( (
) ) ) ) ) ) ) ) ) )
a. b. c. d. e. f. g. h. i. j.
Interested Cancel Crazy Play basketball Dangerous Attract attention Exercise Extraordinary Complain Quit
I ntegrated Skills: Writing:
A. Guided Practice: Complete the sentences with your own ideas. 1. Adrenaline junkies 2. Extreme sports 3. She’s into 4. I’ve always wanted to take up 5. The crowd went wild when 6. They’ve called off 7. The athlete was 8. I had a ball 9. I usually chillax 10. The competition took place in
37
B. Autonomous Practice: Write a letter to a friend telling him/her about a new hobby you’ve taken up recently.
Speaking: A. Guided Practice:
Guess it! – Follow your teacher’s instructions.
B. Autonomous Practice:
Choose a topic to speak about to the class for two minutes. Try to incorporate the vocabulary and structures you’ve learned so far. Take notes on main ideas, but don’t write out the entire speech. • Leisure activities you are into. • Your favorite team and athlete in sports. • A hobby you would like to take up. • A board game or other interest you have other than sports. • An exciting moment in sport’s history you can remember.
Reading Comprehension: “What’s your Idea of Fun?” It’s a fact that leisure activities have changed a whole lot with time. However, how we choose to use our free time is something of a personal interest. There have always been the traditional ways of spending our free time like watching television, playing board games, or practicing one of the many sports which have been around for years such as baseball, basketball, soccer, etc. Although these are definitely things that lots of people still do when not working or in school, nowadays new and more exciting ways of having fun have emerged. Today’s modern world of video games, for example, is one that has taken the place of the more traditional activities not only for children but even grown ups who have gotten into this sort of thing. Perhaps the most exciting ways for one to spend their leisure is taking up an extreme sport. Extreme sports have opened the way for thrill seekers and daredevils looking for an adrenaline rush. Some are extremely dangerous, but nothing’s too risky for those who love living on the edge. Answer the questions according to the text: 1. What type of people are into extreme sports? _______________________________________________________________________. 2. Where are people usually at when they’re not spending their free time? _______________________________________________________________________. 3. What have extreme sports done for those who love living on the edge? _______________________________________________________________________. What words or expressions from the text mean...? Come out, appeared ____________________________________________ Kind, type ________________________________________________________ Very much, a great deal of _______________________________________
Listening: Write down the sentences that you hear. 1. __________________________________________________________________________________________________________ 2. __________________________________________________________________________________________________________
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3. __________________________________________________________________________________________________________ 4. __________________________________________________________________________________________________________
Feedback
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Date of Assessment: _______________ Student: __________________________ Teacher: _____________________
Assessment Criteria Performance Understands and uses appropriate vocabulary to talk about: • Leisure activities • Sports and competition • Athleticism • Sports training • Victory in sports • Extreme sports and leisure • Leisure activities other than sports
Understands general ideas and details from written texts about the lesson topics. Understands and responds appropriately to questions in the reading exercises. Understands and responds appropriately to questions in the listening exercises.
Product Writes texts about: • One’s favorite hobbies and pastimes • An experience one has had as an athlete or player in a competition • An athlete’s talents and athleticism of one’s choice • A sport one would like to train for or has trained for before • A sport’s team or athlete one knows of that has gone all the way in a competition • The most exciting and dangerous sport one has ever tried or would like to try and why • A game one grew up playing with either family or friends
Can hold a conversation about: • Making leisure plans • One’s favorite athlete or one they know of • One’s opinion about athlete’s salaries in sports • Moments in sports (describing pictures) • Extreme sports (describing pictures) • Leisure activities other than sports
Expresses present, past and future events.
Pronounces clearly and uses an adequate intonation depending on the context.
Grade
Compromise Attendance and punctuality. Makes an effort to express his/her ideas and opinions in English when talking to classmates and teachers in and out of class. Practices outside of class which is evident by the increase of confidence, precision in grammar and written and oral fluency as well as in listening and reading comprehension.
E
VG
G
NR
Excellent
Very Good
Good
Acceptable
Needs to Reinforce
94% - 100%
86% - 93%
78% - 85%
59% - 77%
58% or less
Teacher’s Notes:
Required Improvement Description:
Recomendations:
Date of reinforcement and / or next check out: (DD/MM/AAAA): ____________________
Teacher’s Signature:
Student’s Signature
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A
notes
notes
Verbos Irregulares Infinitive Be Beat Become Begin Bet Blow Break Bring Build Burst Buy Catch Choose Come Cost Cut Deal Do Draw Drink Drive Eat Fall Feed Feel Fight Find Fly Forget Freeze Get Give Go Grow Hang Have Hear Hide Hit Hold Hurt Keep Know Lay Lead Leave Lend Let Lie
Simple Past Was/were Beat Became Began Bet Blew Broke Brought Built Burst Bought Caught Chose Came Cost Cut Dealt Did Drew Drank Drove Ate Fell Fed Felt Fought Found Flew Forgot Froze Got Gave Went Grew Hung Had Heard Hid Hit Held Hurt Kept Knew Laid Led Left Lent Let Lay
Past Participle Been Beaten Become Begun Bet Blown Broken Brought Built Burst Bought Caught Chosen Come Cost Cut Dealt Done Drawn Drunk Driven Eaten Fallen Fed Felt Fought Found Flown Forgotten Frozen Got, Gotten Given Gone Grown Hung Had Heard Hidden Hit Held Hurt Kept Known Laid Led Left Lent Let Lain
Infinitive Light Lose Make Mean Meet Pay Put Read Ride Ring Rise Run Say See Sell Send Set Shake Steal Shine Shoot Show Shut Sing Sink Sit Sleep Slide Speak Spend Spring Stand Stick Swear Sweep Swim Swing Take Teach Tear Tell Think Throw Understand Wake Wear Weave Win Write
Simple Past Lit Lost Made Meant Met Paid Put Read Rode Rang Rose Ran Said Saw Sold Sent Set Shook Stole Shone Shot Showed Shut Sang Sank Sat Slept Slid Spoke Spent Sprang Stood Stuck Swore Swept Swam Swung Took Taught Tore Told Thought Threw Understood Woke Wore Wove Won Wrote
Past Participle Lit Lost Made Meant Met Paid Put Read Ridden Rung Risen Run Said Seen Sold Sent Set Shaken Stolen Shone Shot Shown Shut Sung Sunk Sat Slept Slid Spoken Spent Sprung Stood Stuck Sworn Swept Swum Swung Taken Taught Torn Told Thought Thrown Understood Woken Worn Woven Won Written
Primera publicación 2014 Publicado por Asociación Colombia Bilingüe S.A.S. bajo la marca skooL®, English skooL® y/o skooL English Institute® © Copyright 2014 Asociación Colombia Bilingüe S.A.S. Todos los derechos reservados. Dirección proyecto: Juan Guillermo Ochoa Alarcón. Coordinación proyecto: María del Carmen Arellano Cano. Elaboración de contenidos: Jairo Olmedo Manchola Rueda. Edición: Paul Andrés Jaramillo Birmaher. Diseño y diagramación: Mario Andrés Gómez Morales. Asesoría en Comunicación: Lina Giraldo Gálvez.
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SPEAKING Can hold a conversation about: • The internal organs of the human body and their functions in the body’s systems. • Conventional and alternative medical treatments and approaches. • Overcoming obstacles (phobias, disability and addiction). • The relationship between health, nutrition and beauty. • Agriculture, urban farming and new technologies in food production. • Heroic actions regular people are capable of in adverse situations.
WRITING Can write texts about: • The function(s) of one of the organs of the human body. • What healthy / unhealthy habits you have. • Some injuries you’ve had. How you treated them. • What you would suggest people to improve their lifestyles. • Your personal ideas of what it means to be beautiful. • A thing or situation in your life when you felt a certain way. • The advantages and disadvantages of having a vegetable garden at home. • What it means to be a hero for you. Childhood heroes.
READING • Understand and identify general ideas in a written text. • Understand and identify specific ideas and details in a written text. Passages: • The Body’s Systems • Coming Down with Chickenpox
• Nutrition Facts Label • Beauty Ideals • New Generation Addictions • Parents Trust Nature Knows Best • Organic Food Festivals • Everyday Heroes
LISTENING • Understand and respond to statements or questions. • Understand and identify general ideas in a spoken conversation or passage. • Understand and identify specific ideas and details in a spoken conversation or passage. • Infer meaning from context and intonation. • React to what has been said.
GRAMMAR • Homophones • Compound adjectives • Phrasal verbs • Definite and indefinite articles • Quantifiers + of • Conditionals (general review) • Cleft sentences
VOCABULARY
B2.3 Law and Order Hold a conversation about: • Advertising and consumer awareness • Bargains and haggling • Saving habits • TV watching habits • Crime and Punishment • Politics and voting • Religion and spirituality • Great thinkers and philanthropists
WRITING Write texts about: • Description of a product or service you would like to offer. • A time you were able to get a great price for something after bargaining or haggling with the vendor. • Your spending and saving habits? • Your favorite TV show(s). • Your political ideas and opinions / a politician you admire / different forms of government rule. • Traditions originated from religious rituals in your country / Your view on the relationship between religion, politics and education. • Influential people in history.
READING • Understand and identify general ideas in a written text. • Understand and identify specific ideas and details in a written text. • Infer meaning from context. • React to the reading expressing agreement or disagreement. Passages: • Advertising Strategies • Open-air market • Effective Saving
WRITING Write texts about: • One’s dream vacation. • A memorable experience one has had at an airport or on a flight. • A memorable experience one has had on vacation at an all inclusive resort. • One’s dream cruise. • A time one has had on a beach somewhere with family or friends. • Some popular or famous sights one has visited in their country or abroad. • An experience one has had on vacation where the time went by really fast. • Popular and tourist sunspots or other popular destinations in one’s country.
• Stuck at an Airport • An All Inclusive Vacation • Cruising the Caribbean • Summer at the Beach • New York City Guided Tour • Time Flies • Travel and Tourism
LISTENING • Understand and respond to statements or questions. • Understand and identify general ideas in a spoken conversation or passage. • Understand and identify specific ideas and details in a spoken conversation or passage. • Can infer meaning from context and intonation. • Can react to what has been said.
GRAMMAR • Unreal past - Making wishes • Passive voice - present and past continuous • Should + present perfect • Present participles - participle clauses • Future planning • Clauses of result • Past wishes • Future wishes
VOCABULARY
• Internal organs and systems • Medical treatment • Nutrition Facts • Health and beauty • Phobias, disability and addiction • Alternative medicine • Food production • Natural phenomena and disasters
B2.1 Feed me beautiful
SPEAKING
SPEAKING Can hold a conversation about: • Vacation planning and booking • Being at an airport and traveling aboard a flight • Activities and things done at hotels and all inclusive resorts (describing pictures) • Activities and things done aboard cruises and ships (describing pictures) • Activities and things done while having fun in the sun at the beach (describing pictures) • Activities and things done while sightseeing on tours (describing pictures) • Vacation situations (agreeing or disagreeing) • A tourism advertisement for a vacation getaway (presentations)
READING • Understand and identify general ideas in a written text. • Understand and identify specific ideas and details in a written text. Passages: • Planning on Getting Away
B2.2 Hit the Road
Marco Común Europeo B2
• TV Match • Smuggling Wildlife; a serious criminal offense • Why should I vote? • World Religions • Quotes by great thinkers
LISTENING • Understand and identify general ideas in a spoken conversation or passage. • Understand and identify specific ideas and details in a spoken conversation or passage. • Can infer meaning from context and intonation. • Can react spontaneously to what has been said.
GRAMMAR • Comparing people and things • Natural Adjective Order • Third conditional (inverted form) • Stress in Nouns and Verbs • Let / Make / Have something be done (passive causative) • Either - or / Neither - nor
• Vacation planning • Airports and travel • Hotels and all inclusive resorts • Cruises and ships • Fun in the sun/beach • Sightseeing and tours • Vacation ending • Travel and tourism
B2.4 High-Tech SPEAKING
Can hold a conversation about: • Giving one’s opinion on technology and its uses. • Things done or said on a mission to space. • Alien life theories and beliefs. • Myths and legends. • Extraordinary minds and transforming moments. • Wild animals. • Natural disasters and Emergency protocols. • Communication and socialization in social networks.
WRITING Write texts about: • How technology has affected one’s life. • One’s opinion on space travel. • One’s (imaginary) description of alien life. • An unsolved mystery or an urban legend. • An extraordinary mind/person one considers the smartest in mankind. • One’s opinion on having wild animals as pets. • Natural disasters • How social networks affects our lives.
• Wildlife • Overpopulation • Socializing
LISTENING • Understand and respond to statements or questions. • Understand and identify general ideas in a spoken conversation or passage. • Understand and identify specific ideas and details in a spoken conversation or passage. • Infer meaning from context and intonation. • React to what has been said.
GRAMMAR • Expressing purpose for + (ing) • Future ability (Will + Be + able to) • Future perfect • Modal verbs: May, Might and Must (permission, possibility, obligation, assumptions or deductions). • Verb complements • Past perfect progressive • Get - Passive and Be - Passive constructions • Causative verbs
READING VOCABULARY • Advertising • Bargain • Saving • Law • Politics • Religion • Ideas
• Understand and identify general ideas in a written text. • Understand and identify specific ideas and details in a written text. Passages: • Use of Technology • Science or Fiction • Alien Life • Legends & Myths • High IQ
VOCABULARY • Technology and devices • Space talk • Planets, stars and galaxies • Myths and unsolved mysteries • Extraordinary minds • Life in the wild / Wild animals • Natural phenomena • Networking
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