UNIT

11 SESSION 1
LOCATED AT

Activity 1

Time to celebrate
Today we have a big celebration in our community, but we have
to organize all the things.
We have to think about the traditional food that we are going
to eat, and where are going to locate the food, the tables and
chairs. We explain why we chose this place.
We write in our notebook the details of the celebration and
we make a drawing of how the party is going to look.
What are we celebrating?
When I finish
this unit, I will
be able to:
-Respond
- appropriately
to instructions.

-Compare
- my cultural
practices in food,
clothing, housing
and entertainment
with those of English -
Speaking countries.

210 On going/En marcha

 11 UNIT

En marcha/On going 211

UNIT
11 SESSION 1

Activity 1

Step 1

Answer
Vocabulary I work with one of my classmates, and I ask to my partner the
following questions and I use the vocabulary presented on the left.
-- Lunchtime
-- Midnight --When do you eat tamales?
-- Midday --On what date of the year do you eat fiambre?
-- Middle age --In what moment of the day do you take a shower?
-- Century --When do you celebrate the independence day of
-- Noon Guatemala?
--When do you have vacations?
--When was the Second World War?
I write the answers in my notebook, now I switch partners. We take
turns in asking each other questions.
ra
guer
Tam
al 2da dial
Fiambre Baño en nes Mun
regadera Vacacio
Independencia

Step 2

Look out
-- I look up in my
dictionary for the
words that I don’t
know their meaning,
and I write them in
my notebook.
Comment
We illustrate in our own notebook the seasons, segments of the day
and public holidays. We write their names.
We share our work with the class and the teacher as well.
Step 3
My Activities
I write four sentences telling what I do in each season,
and three sentences telling what I do in each part of the day.
I follow the example. I analyze the prepositions I use.
I go to the school in the morning

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 SESSION 2
PREPOSITION OF TIME
11 UNIT

Activity 2
Watch it!
Step 4 -- I visit this website.
-- Here I can learn more
about the preposition
Study of time.
At, in and on are preposition of time, it use in that way: https://www.
youtube.com/
- Time of the day 4:00
At watch?v=Cfegr8Hm5h8
- Parts of the day at noon
- Days of the week On Tuesday
On - Dates on February 16th
- Public holidays on Holy Week
- Months in January
- Years in 2008
In - Seasons in the fall
- Long periods of time in a 100 years
- Concerning the future
I visit the website “watch it” to improve my knowledge. Vocabulary
Expression
Step 5 -- At the moment
-- At the weekend
Fill in the Blanks -- At that time
I fill the blanks using the preposition of time on, at or in. I can use -- At night
the study information and the vocabulary. -- At noon
I follow the example.
At night ___ fall ___ the middle age
___ Christmas Day ___ nine months ___ December
___ lunch time ___ Monday ___ 1981
___ Thursday ___ New Year ___ Christmas
___ December 31 st
___ 19 century
th
___ 7 o’clock
I work in my notebook and share my result with my classmates.
I write my own sentences with these prepositions.
About me
-- I use the vocabulary
Step 6 expression to write
a short paragraph
Underline about me.
I read the following sentences and underline the correct -- I can use the
preposition of time presented in the parentheses. preposition of time.
I work in my notebook.
The meeting is (at/in/on) 3:30.
I’m going to Zacapa (at/in/on) this weekend.
We often go to the beach (at/in/on) the summer.
Mother’s day is (at/in/on) the 10th of May.
Every year I go to my grandparent’s home (at/in/on) Christmas.

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UNIT
11 SESSION 3
PREPOSITIONS OF PLACE

Activity 3

Step 1

The Clutter
We observe the clutter in this bedroom. We can’t stay in this room,
so we are going to sort out all the things in their place.
We write in our notebook all the sentences that are necessary
to organize this bedroom.

Step 2

A Place
I listen to the phrases and I have to answer with the name of a place.
Follow the example. I use my own information.
-- It is five steps from my house…Don Jose’s store.
-- It is within walking distance to my house…
-- My house is in the middle of…
-- My house is in front of …
-- It is in the back of my house…

Step 3

Replace
I read the following statements and I replace the underlined words
with a synonym.
Listen to! I work in my notebook, and I follow the example.
-- Up Down In And Out -- It is five steps from me.
song.
It is close to me.
https://www.
youtube.com/ -- It is within walking distance of me.
watch?v=8DpevnLCNYc -- I am in the middle of María and Raquel.
-- I can see in front of me.
-- It Is at my back.

214 Tool backpack/Mochila de herramientas

PREPOSITIONS OF PLACE
SESSION 4
11 UNIT

Activity 4 Vocabulary

Prepositions of Place
-- Below
Step 4 -- Above
-- Under
Follow the Instructions -- In front of
I read the vocabulary Prepositions of Place. -- Opposite
-- Behind
I write in pieces of paper the following instructions, then I put it in a
-- Between
bag, all the students take one instruction. -- By
We form a circle with all my classmates and follow the instructions: -- Close to
-- I am next to my best friend. -- Next to
-- I am by the door. -- Beside
-- I am beside my teacher. -- In
-- I am between a boy and a girl. -- On
-- The blackboard is behind me.
I notice that preposition of place is written after the verb be, regardless
of tense.

Step 5

Paste
I bring to school magazines or newspaper.
I read the following sentences and paste a picture related with the
sentences.
-- The supermarket is next to the bank.
-- The dog is by the river.
-- The window is between the door and the chair.
-- The church is behind the school.
-- The school is opposite the supermarket.
Watch it!
-- The clock is above the table.
-- I follow this link.
-- Here I can learn
Step 6 the correct
pronunciation
Sketch of proposition of
I make in my notebook a sketch of my community and write 10 place.
sentences indicating where the places are. https://www.
I use prepositions of place. youtube.com/
I follow the link “watch it” to improve my knowledge. watch?v=Oi5LLhCUde4

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UNIT
11 SESSION 5
PREPOSITIONAL OF PHRASES

Activity 5

Step 1

Form
We use these words to form a sentence.
-- in / time. / will / I / come
-- mom / comes / Please / me. / with
-- we / what /This / about / is / need.
-- around/world./I/would/the/to/like/I/travel
-- have/by/moon./of/the/the/light/We/a/date
-- me/tells/door./out/He/the/of

Step 2

Phrase
I share with the group the phrases I know or I use in Spanish.
I comment with my group the function of a prepositional phrase.

Step 3

Read
I read the following prepositional phrases:
Investigate -- By the light of the moon.
-- I investigate five -- About what we need.
prepositional -- Out the door.
phrases, and bring -- In time.
them to the school -- Around the world.
tomorrow. -- With me.
-- Without excessively worrying.
I analyze if we have something like that in Spanish.

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PREPOSITIONAL OF PHRASES
SESSION 6
11 UNIT

Activity 6

Step 4

Analyze
I comment with my group what these prepositional phrases have
in common.
I notice that the prepositional phrases begin with preposition +
noun “or” pronoun “or” gerund “or” clause.

Step 5

Exchange
I exchange my prepositional phrases with one of my classmates.
I analyze them with the previous information; I copy them in my
notebook.
I underline the prepositional phrase and color the noun, pronoun
or gerund that follows the preposition and I indicate what the
meaning of the phrase is.

Step 6

Write
I use at least four prepositional phrases to write about my classmates,
and then I share my paragraph with the rest of the class.
I respect to my classmates while I listen to their paragraphs.
I visit the website “watch it” to improve my knowledge.

Watch it!
-- I visit this website.
-- Here I can continue
practicing about
prepositional phrases.
http://www.
englishexercises.org/
makeagame/viewgame.
asp?id=7100

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UNIT
11 SESSION 7
CONJUNCTIONS

Activity 7

Step 1

Join
I analyze and comment with my group, how can I join two
or more sentences?
I make a list of options.
As a group, we provide with two examples for each option.

Sentence 1

+ ?
Sentence 2

Step 2

Structure
We read the following sentences, we analyze if the sentences follow
the correct grammatical structure.

Pedro works a lot.

He is very tired.

We copy the sentence in our notebook and identify part by

part of the sentence, then, we write another sentence that
complements with the one we already have.

Step 3

Group Story
With the group we decide only on the name of a story.
Each member of the group writes any sentence or phrase.
We try to write a story with these sentences. We use words to
link and to make sense and sequence to them.
We share with the class the final version of our story.
We analyze the words we used to link.

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SUPERLATIVE FORM OF ADJECTIVES
SESSION 8
11 UNIT

Activity 8

Step 4
Watch it!
How many words? -- I follow this link.
With the following letters, I form all the conjunctions that I can. -- Here I improve my
pronunciation, and
u – r – o – n – f – b – d – t – e – a – y – c – s give me a short
explanation of
The conjunctions are words that join two words or a group of words
conjunctions.
(sentences). https://www.youtube.com/
I follow the link “watch it” to improve my knowledge. watch?v=C6B5nxWu0WY

Step 5

Match with a Line

I read the two columns, and I join with a line the column A
with column B, and underline the conjunction.
I use the vocabulary; I follow the example.
Vocabulary
A B
--And
I passed the exam Nor thin. --But
Roxana is tired Or bored --Yet
--For
The teacher was late But I study a lot. --Or
Karen is not fat Because the traffic was terrible. --Nor

The movie is interesting But happy.

I work in my notebook.

Step 6

Fill in the Blanks

I complete the following sentences with the appropriate
conjunction. I work in my notebook. Investigate
-- I search in internet
about all the
conjunction that
Paty works ____ studies at the same time.
I can find.
José loves to swim in the ocean, ___ only if the water is warm. -- I practice orally this
We can do our homework now ___ later. conjunction talking
Martín wants to study in The USA, ___ he is studying English. with my family and
friends.

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UNIT
11 SESSION 9
MY FOOD

Activity 9

Step 1

Breakfast
We bring to the classroom our breakfast, if we want to bring
something to share, we can do it.
Today all of us are going to share our breakfast.
While we eat, we present our food, why we like it, why we bring
this food and if we eat it often or just today.

Step 2

Traditional Food
I comment with my group all the traditional food that I know, and we
draw pictures of each type of food that we mentioned in the group.
We present the food drawings in a gallery of art created for me and
my classmates.

Research
-- I do some research
on the web about
what a healthy diet is.
Step 3
My Diet
I write a short paragraph about my diet, what I like to eat, what
I don’t like to eat. I mention in my paragraph, if it is healthy food
or not and also if it is a traditional food of my country.

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MY FOOD
SESSION 10
11 UNIT

Activity 10
Pronunciation
Pay attention to the
Step 4
way these words are
pronounced:
Read -- Would is pronounced
I read in silence AT BREAKFAST in the Telesecundaria book, wud.
Conceptos, 2nd grade, Vol. II page 54. -- How is pronounced
I comment with my group the general idea from the dialogue. hau.
I read the dialogue aloud, taking care of the pronunciation -- In breakfast and bread
section. is pronounced only the
I notice in the reading the ways I can use when I want to offer e not the a.
Fuente: Ministerio de Educación
food : de Guatemala, 2012.
Would + pronoun + like to + have/taste/eat + food + ?
When I want to accept or reject food I use this structure:
Yes/ok + thanks/please. -- no + thank you/I prefer some…
Vocabulary
Step 5 Food

Form --Fried Beans

--Scrambled eggs
I form two sentences with: Would you like to have …? And the
--Bread
following words, then I write the answer accepting and rejecting. --To pass
I work in my notebook and follow the examples. --Sugar
--To taste
A tortilla: Would you like to have a tortilla?- Yes, thanks.- No thank you --Eggs
Some milk:___________________________________________ --Orange juice
A cup of coffee:_______________________________________ --Lemonade
--Sugar
Some bread:__________________________________________
--Coffee
A sandwich: __________________________________________ --Milk
--Atole

Step 6

Food Album
I bring magazines and newspapers and make an album of food, At home
I paste the picture of the food and write its name in English. -- I practice orally the
I use the vocabulary. name of the food,
talking with my family
and friends.

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UNIT
11 SESSION 11
TRADITIONS

Activity 11

Step 1

Invent
We have the opportunity to create an activity or celebration that can
be repeated every year.
We think about what we would like to celebrate, like a tradition,
every year, in what way we would like to celebrate it.
We share our invention and its name with all my classmates.

Step 2

Share
I comment with my partner the tradition that my family and
community has.

Step 3

My Country
We make a presentation about the similar tradition that we have in
our country and other countries where English is spoken.
We tell the traditions that are different from one country to another.

Step 4

Study
I remember that a tradition is a custom that is passed from
generation to generation. It tells part of the history of our country
and allows us to be proud of our country.
In Guatemala live four different cultures. The four, share some
traditions and also have some others which are different.
This is part of Guatemalan cultural wealth.

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TRADITIONS
SESSION 12
11 UNIT

Activity 12

Step 5

Presentation
I pay attention to the presentation from each group.
I show respect to my classmates. Self Evaluation
I write in my notebook the main ideas. -- I check out my
participation in all
activities.
-- I assign myself a
score from 1 to 10.
-- I explain why I am
giving me that score.

At Home
-- I work the “Collage
of Words”.

Step 6

Write
I write a paragraph about the traditions that are still practiced,
and the tradition that have been lost in my country At Home
I write why I think that these traditions have been lost. -- I make the same
questions to some
I share my work with my classmates.
members of my
family: grandparents
Value Information or parents, someone
I visit the website watch it to improve my knowledge. older than me.
I answer the following questions:
-- How would our country be without traditions?
-- Why is important to know the history of our country?
-- What is the importance of traditions?
-- Do you think that our country is very different now than in
the past? Why?
I work in my notebook.

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UNIT
11 SESSION 12
Cont. Activity 12

COLLAGE OF WORDS
I illustrate the following words;
With the pictures, I create a collage and I place on the wall after
presenting it.
I use this vocabulary to work the next two projects.

Lunchtime On
Midnight And
Midday But
Middle age Yet
Century For
Noon Or
At the moment Nor
At the weekend Fried
At that time Beans
At night Scrambled
At noon Bread
Below To pass
Above Sugar
Under To taste
In front of Eggs
Opposite Orange juice
Behind Lemonade
Between Sugar
By Coffee
Close to Milk
Next to Pass the sugar
Beside Would you like to have…?
In What would you like to have?

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 ORAL PROJECT
SESSION 13
11 UNIT

Activity 13

The Four Cultures

Each group represents one of the Four Cultures that live in
Guatemala.
I investigate the traditions of the culture that I represent in my
group, and we are going to present them in the classroom,
I talk about:

-- Their traditions.
-- Their food.
-- Their clothes.
-- Their celebrations.

I can use special material for the presentation.

LADINOS
MAYA
GARIFUNA

XINCAS

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UNIT
11
Originalidad
Condición de ser novedoso
y único.
Proceso creativo
Diversos momentos por
los que se atraviesa para
producir una obra de arte.
Crítica de arte
Forma de análisis del
arte, valora la obra según
el contexto, momento,
características propias de la
obra y su técnica, así como
del portafolio del artista.
Preparativos
Para la presentación de
las obras individuales y en
equipos, se invitará a los
miembros de la comunidad
(autoridades educativas,
padres de familia, Invitados
especiales).
La presentación de lo
producido en el festival
de arte y cultura.
La comisión a cargo de
este proyecto, organizará
el programa de las
presentaciones, la ubicación
de las piezas que se
expondrán, así como del
orden y tiempo asignado
de forma individual y por
equipos, con el fin de que
todos demos a conocer
nuestras propuestas artísticas.
226 Work table/Mesa de trabajo
SESSIÓN 14
Project 11 Activity 14
Art and Culture festival,
Stage II
En mi comunidad
Nivel Aula: VCC
Preparación 30 minutos
¿Como participamos en un festival de arte y cultura?
Involucrándonos y participando en la actividad con una actitud propositiva,
responsable, cooperativa y creativa.
Antes del festival
Paso 1 240 minutos
Disponemos en consenso y con creatividad la utilización y la ubicación
de los recursos disponibles en el ambiente donde se realizará el festival.
Escenografía
Preparamos el espacio donde se presentarán las obras individuales
y/o colectivas.
Ensayo general
Realizamos uno o varios ensayos generales con todas las participaciones,
individuales y colectivas, con el vestuario completo y arreglos para las
presentaciones artísticas (se sugiere utilizar materiales reusables para elaborar
el vestuario y escenografía).
Calculamos el tiempo asignado para cada actividad según el programa
establecido.
Revisamos que el tiempo, las actividades y los materiales requeridos sean
los correctos y adecuados para evitar inconvenientes.
Proponemos el uso de música nacional en las danzas y gimnasias rítmicas.
Montaje de exposicion y/o galeria
Preparamos el espacio donde se ubicarán las piezas de arte.
Ubicamos creativamente, las piezas de arte con su ficha de descripción
correspondiente, según el programa.
Durante el festival
Paso 2 180 minutos
Presentación de productos
Acorde al programa, la comisión a cargo del proyecto se encarga de:
Brindar la bienvenida al público e invitados especiales.
Presentar el programa y los objetivos de la actividad.
Dirigir el Himno Nacional de Guatemala.
Coordinar la adecuada ejecución del festival.
 SESSION 15
11 UNIT

ActiviTY 15
En mi comunidad
Nivel Aula: VCC

Ruta de la salud
Con la orientación del facilitador realizo mi ruta de la salud. En esta oportunidad
flexionaré la ingle. Tradición familiar
Son costumbres que se
transmiten de generación
en generación. Se considera
Paso 3 60 minutos como propio de la familia.
Comentarios y observaciones del público
Las presentaciones serán sujetas a recibir comentarios y observaciones del
público asistente.

Ejemplos de posibles preguntas:

- ¿Cómo contribuye la obra propuesta a la mejora del arte y la cultura
de nuestra comunidad?
- ¿Cuál es el mensaje de la obra para la niñez y la juventud? Mi ruta de salud
- ¿Aborda de manera crítica la realidad? ¿Es complejo o es fácil Ingle
de percibir su mensaje? - Me siento sobre el suelo
- ¿Cómo fue el proceso para crear la obra? con la columna recta.
- ¿Qué materiales utilizaron para realizar la obra? - Flexiono las piernas
de modo que pueda
- Entre otras preguntas.
juntar las plantas de los
pies. Las rodillas deben
quedar en el aire.
Después del festival - Presiono los pies,
apoyando una mano en
cada uno.
Paso 4 60 minutos - Desciendo las rodillas
Informe final hacia el suelo y
Cada equipo de trabajo: mantengo la postura
Redacta un informe final que refleje de manera objetiva, los aspectos durante 30 segundos.
que implicaron el proceso creativo y la presentación del festival de arte
y cultura, teniendo en cuenta los proyectos 10 y 11.

Paso 5 30 minutos
Evaluación
Sitios Web sugeridos
¿Como evaluo mi trabajo?
- Ministerio de Cultura y
Con la orientación del facilitador: Deportes
Evalúo mi desempeño. - http://mcd.gob.gt
Solicito el modelo de la rúbrica a utilizar. - www.flickr.com
Registro mi trabajo y evaluación dentro de mi portafolio. - www.youtube.com

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UNIT
11 SESSION 16
QUIZ

Activity 16

Complete
I read the following sentences; I complete them using the
prepositions in the box.

Before – in – to – at – under – on – over – on

-- I brush my teeth ____ I go to bed.

-- I am going ___ the store.
-- A river was ____ a bridge.
-- The show begins ___ nine o’clock.
-- My teacher was born __ a Saturday __ February ___
eight o’clock.
-- The plane fly _____ my head.

I work in my notebook.
Draw
I read the following information.

Edgar, baby Rosa and his mom are in the kitchen. He is

drinking milk and eating bread. The milk is on the table and
the bread is in his hand.
Baby Rosa is on the floor, under the table, she is playing with
a doll.
The mom is cooking near the stove and the phone.

I draw it in my notebook.
I share the draw with my classmates.

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 SESSION 16
11 UNIT

Choose and Complete

I read the following sentences.

If – but – than – because – or – after

-- I was tired ____ happy____.

-- I will go, ____ you want ____.
-- I came late ____ traffic was terrific.
-- Cecilia is older ____ me ____.
-- The movie was buried ____ funny? Why?
-- We arrive ____ the class begins ____.

I write these sentences in my notebook and complete

them with the appropriate conjunction from the box.
I write a complement for each sentence.

Prepare
I observe the food items in the pictures and I use them
to write in my notebook menus for breakfast, lunch and dinner.

MILK

I remember, analyze and write my progress

90 a 100: I did it with excellence. Dark green

76-89: I succeeded. Light green
60-75: I can improve. Yellow
0-59: In process. Red

Mesa de trabajo/Work table 229