Estimada alumna, estimado alumno: EI Cuaderno de actividades que tienes en tus manos es el resultado del esfuerzo que realizan el gobierno federal, los gobiernos estatales, las maestras y los maes- tros para garantizar que todas las nifias, los nifios y los adolescentes que cursan la educacion basica en nuestro pais cuenten con materiales educativos para cons- truir su aprendizaje. y con ello alcanzar una educacién de excelencia. Tu Cuaderno de actividades promovera que te desarrolles integralmente, fomen- tara en ti el amor a la Patria y el respeto a todos los derechos; asi reconoceras lo que te rodea, apreciaras tus fortalezas y sabras lo que tu comunidad, México y el mundo necesitan y lo que puedes hacer por ellos, En el marco de la Nueva Escuela Mexicana, la equidad y la calidad son premisas de la educacién. Este libro ha sido seleccionade por los docentes de tu escuela, de entre las distintes opciones que la Secretaria de Educacién Publica pone a su dis- posicién y forma parte de los materiales educativos que se ofrecen para que, con el trabajo diario de maestras, maestros, autoridades y familias, alcances el maximo logro de aprendizaje y el fortalecimiento de los lazos entre tu escuela y tu comu- nidad. Este libro ya es tuyo; es un regalo del pueblo de México para ti. iConécelo, cuidalo y disfrutalo! Distribuci6n gratuita, prohibida su venta Macmillan Educ macmilan education Student’s Book RT est Manuel LUNA Adriana DEL PASO Macmillan fBlock 1 Welcome. astern etter oc Social Learning Environment: Family and Community Communicative Activity: Exchanges associated with media Social Practice of the Language: Exchange emotions and reactions caused by a television program. Product: interview Opening........ . Development Stage 1: Examine television programs... Development Stage 2: interpret general sense and some deta... Development Stage 3: Write notes about emotions and reactions to participate in an exchange of views... Development Stage 4: Share emotions and reactions. . Closure. . Assessment... Glossary. Social Learning Environment: Academic and Ecucetionel Communicative Activity: Interpretation and follow up oF instructions Social Practica of the Language: Interpret and write instructions to perform a smple experiment. Product: Instructions For an experiment Opening, Development Stage 1: Select instruction manuals and evaluate their content and structure. Development Stage 2: Interpret instructions. Development Stage 3: Write instructions. Development Stage 4: Edit instructions. Closure. ssc. Assessment... Glossary . ie Social Learning Environment: Recreational and literary Communicative Activity: Literary expression Social Practice of the Language: Read poems. Product: Emetions inventory Opening... .. , es AS 4 Development Stage 1: Select and review poems... Ab Development Stage 2: Uncerstand general sense, main ideas, and seme deals... a9 Development Stage 3: Describe emitions. 5B Development Stage 4: Write sentences based on words and expressions that communicate emotions. Closure. . Assessment... Glossary . Block 2 vnie BE Social Learning Environment: Acaderric and Educational Communicative Activity: Seerch and selection of information Social Practice of the Language: Write a brie report on ahistorcal event. Product: History report Opening......... Development Stage 1: Select and review descriptions of historical events, . Development Stage 2: Understand the content of historical events.. Development Stage 3: Writ brief reports. eee Closure... ene Assessment Glossary... vue \ Social Learning Environment: Recreational and Literary Communicative Activity: Recreational expression Social Practica of the Language: Gues: and formulate hypotheses about past events. Product: Enigmas inventory Openit Development Stage 1: Choose a past event. Development Stage 2: Describe enigmatic events. ecient eet eae riddles that ester past events Gosure..... 2... : 4 Assessment Gossary, 9s Communicative Activity: Exchanges associated with information of oneself and that of others Social Practice of the Language: Interpret and provide descriptions of unexpected situations in a conversation. Product: Oral testimony Ope 9% Development Stage 1: Listen to and evaivate descriptions of unexnected situations shared in an oral exchange. .... eee Development Stage 2: Intepret general sense, main ideas, and details. -101 eee ee ee 107 Closure. . alco = 109 Assessment .. 110 Glossary... 21Block 3 unit pes 12 Social Learning Environment: Recreational and Literary Communicative Activity: inderstanding onesolr and others Social Practice of the Language: Read fantasy or suspense literature to evaluate cultural diferences. Product: Comic strip Onan Development Stage 1: Select and review narraive texts. 14 Development Steve 2: Read narrative texts ard Understand general sense. main ideas, and details peel Develooment Stege 3: Describe characters. 13 Develooment Stage 4: Complete and write sentences based on characters’ actions and features. WwW Closure. ... 131 Assessment 132 Glossary... 133 wie Social Learning Environment: Farrily and Community ‘Communicative Activity: Exchanges associated with specific purposes Social Practice of the Language: Talk about cukural habits of ifferent countries. Product: Conversation Opentigettessassvement ..fEmemoser Development Stage 1: Negotiate topic for a conversation about cultural hatts.....136 Development Stage 2: Exchange proposals and ‘opinions to open aconversation. .....138 Development Stage 3: Ask and answer questions to go deeper in a conversation........142 Development Stage 4: Use strategies to keep going ‘and conclude a conversation atout ccutural habits. keels Closure, Pec ieceges 80 Assessment o.oo se ceee ieee oe 51 Glossary. . 152 on Social Learning Environment: Academic and Educatonal Communicative Activity: Handing information Social Practice of the Language: Write agreements or disagreements to participate in 2 debate on one of the fine arts Product: Arguments for a debate Opening. Me Pen fe My I Development Stage 1: Review a topic of interest in different sources. 155 Development Stage 2: Read texts and interpret ‘general sense, key ideas, and detals. ..150 Develooment Stage 3: Evaluate agreements or disagreements abouta topic of interest to write argumen's. 165 Development Stage 4: Participate in a debate. 168 OBO ce Me ET ocoscoscses Assessment m2 Glossary 13 unegty sevsseeveeee 174 Social Learning Environment: Family and Community ‘Communicative Activity: Exchanges assaciazed with the environment Social Practice of the Language: Discuss concrete actions ta address youth rights. Opening... . - 7s Development Stage 1: Present starting proposals. ...176 Development Stage 2: Assume a personal position and anticipate others’ positions 180 Development Stage 3: Offer counterarguments ‘and defend ther position during a discussion 193 Closure, coe 136 Assessment. ...ccccseeseeesensreseesee es TB? Glossary 198 Bibliography . 189 Welcome to Come Together 3! Come Together is a secondary course that gives you the opportunity to interact with English in different contexts. Your Student’s Book contains ten units divided intro three blocks that flovr into each other. Each block s intended to progressively take you from Familiar situations and interactons to more complex practices. Unit Walk-through Each unithas 3 or 4 Learning Stages that help you get the skis you need to achieve the leaning outcomes. Avvariety of reading and listering materials es well as challenging activities are the tools you need to build \yp — your learning process. == Glossary and Vocabulary Theres a wide variety of texts that include highlighted words and a dictionary icon. This icon wil refer you to the Glossary at the end of the urit. The words init are presented in a monolingual dictionary-like Format like ya words in alphabetical order, explicit word categories (1, aaj, adv, etc.), verbs in base form (not conjugated), and nouns in singular. The format of the words was made to help you get familiar with dictionary use skills Aicoee Which are vital for learning a new language ly qm a + Senay tench te om et For your Final Product activities are milestones that guide you through the necessary steps to complete the Final Products. —— Sklls and Language boxes help you understand some formal aspects of the language or provide advice and skils and strategies related to particular topics.Ways to Reflect on Your Learning Come Together offers several ways to keep track of your learning process and to reflect on your achievements and the aspects that you need to improve. Astossment Exchange emotions and Initial Assessment Intermediate Assessment Assessment 2 > Activate your previous knowladge Assess and reflect about your Evaluate your accomplishments and reactions caused by a television and get familiar with the new progress after completing those of your peers at the end of a challenges. milestones in your progress. each unit. Features Come Together 3 offers special features to help you through your learning process: acs Bo0 This con appears in activities where you scsay THs icon appears at several moments have to discuss with your classmates. haste} to suggest ways to use your Reader to 2] extend your knowledge. “Gh, Every time you see this Class CD icon, listen 005” carefully to an audio track. Make sure you The Skills and Language boxes highlight understand the activity before you listen. important information that helps you develop awareness to formal aspects of When you see this glossary icon, use the language, critical thinking, sccial abilities, alossary at the end of the unt to learn and summarize learning points. the new words highlighted in yellow. When you see this icon, you will find a This icon indicates exercises that can be suggestion to use technology for further included in your portfolio to keep evidence practice. of your progress. Family and Community Exchanges associated with media Interview c tiOpening Let's start together ‘1 Work in pairs. Check (7) the TV programs you like to watch. Feel free to add other options. Gre eure eens bene CO) documentaries 0 Initial Assessment Read the sentences and write the words that best describe how you normally act (alvays, usually, sometimes, never). 11 watch TV programs 21 tak about TV programs. 3 My feolings change when Iwatch TV programs ai feel comfortable sharing my opinions and reactions in a conversation. 5 lam__________ comfortable asking someone questions about their feeings. 6 hve participated in an interview. Macmillan Educatio Ey Family and Community Unit Examine television programs. 1. Work in pairs. Read the conversa the questions. Julio: Hi Ménica! Why do you look so tired? Ménica: Oh, hi, Julio! I went to bed really late last night because [ was watching the Chef finals on TV. Julio: By yourself? Monica: No. It is a family show for all ages. We really watching it together at home. Thave never watched that progran. What is it Juli about? Ménica: It is a reality show where several contestants participate in cooking challenges. The winners get money to open their own restaurant. I watch it because it is exciting and I learn about cooking. Julio: I see. I don't really like reality shows. I prefer ‘to watch sports programs. I like to listen to expert sports. give their opinion about soccer and baseball games. I always watch Sportex on Channel 19. Monica: Sportex is good, but I prefer On Sport on Channel 42 because there are also anchorwomen, not only men, and 2s the(/taleWbu can read the MI to leam the results of all the games. 1. Which type of programs does Ménica like? Why? 2 Which type of programs does Julio like? Why? 3 Doyou know other TV genres? Monica likes Chef Challenge | because she likes to leam about: cooking, Development n and underline the TV genres that are mentioned. Then discuss Julio: Mmm, that’s interesting. I'l watch it some time, Do you like watching series on TV? I love action series in English and action movies in Korean Ménica: Can you speak Korean? Wow! T didn’t know ‘Julio: I don't, but I read the subtitles. Ménica: That's true. programs have subtitles. Even soap operas! But I dont like them, Too much drama! They make me feel sad. I prefer comedy programs. And you? Julio: Me too! Comedy programs are the best! I like Mr, X. Te makes me laugh a lot. Ménica: Yeah, that show is teally amusing. Tt has young actors because it is for teenagers. They speak just like us! By the way, co you like documentaries? Teo. Julio: Some of them, I guess. Tt depends on the subject. I lke documentaries about traveling and ‘other countries. But I think documentaries about nature are boring! Some are hard to understand because they use formal language. I have to confess that I love watching cartoons even though they are for children Julio likes sports programs because he likes the opinions anchors give about soccer and baseball games.2 Analyze the expressions from the descriptions of TV shows in Exercise 1 to complete the categories below. Add two more words for each category. People Age group Elements 3 Read the conversation in Exercise 1 again and circle the expressions used to examine TV shows. Then work in small groups to classify them according to their use. Stating Characteristics Expressing Likes / Dislikes 4 Read the Skills box and discuss with a partner the purpose of each TV Show. Explain. news TVseries documentary dfama_—_reelity show TV programs have different purposes. Most of them aim to inform, educate, entertain, surprise, create controversy, criticize, etcetera. This is why they provoke dfferent emotiong\ané re: i f2| Family and Community For your Final Product 5 Think about your Favorite program. Identify its genre, its purpose, and some basic characteristics. You are going to work with this program for the rest of the unit to prepare yourself for an interview. Names The Adventures of Ta . Itisa situation comedy. La! Genre: situation comedy. ene Characteristics: this about ‘the everyday life of a regular . teenager and the challenges ete she has to face. Its purpose —_— istoentertain. Intermediate Assessment 6 Underline the option that best describes what you can do. I can identify different TV genres very well / partially / with difficulty 2. I can descrise basic characteristics oF a TV program very well / partially / with difficulty. 3. I can identity the purpose of a TV program very well / partialy / with aifficuley, 7 Ifyou need help, you can improve by reading TV program reviews in English-speaking magazines. 8 According to their language register, programs are classified in formal, neutral and informal. Read the definitions and the examples in the following chart and complete the information. Language Register Formal Consultative or Neutral Casual or Informal is Hae Professional Ituses less formal standard | It is used with friends, settings, like interviews. This Definition register uses standard English. Slang isnever used and contractions are rare. English. The toneis respectful | coworkers, or family. Use but may be more casual. Siang | of slang, contractions, and sometimes is used, informal grammar is common. documentsarizo, local news, realty shows, Genre Example: ° oe Rds meat ties Uni 19 Work in pairs. Read the following TV programs briefs and discuss with your partner what the general sense of each program is and the language register you think people use in each program. Underline the details that support your decision. My favorite TV program is a science program. There is an old professor who goes over the latest news elated to scence, He talks about all kinds of interesting topics rom astronomic breakthroughs to the world of microbiology. He explairs everything ina clear way, so you urderstand everything. There is a section in which the professor answers questions addressed by the audience. | realy tke watching this progran! Language Registe General sense: UP Adeaie Tet Pant otrs My favorite TV program is a singing contest. Auditions are held in different cites to select the singer. The best ones sing in the show every week. They have to face different challenges lke singing 2 duet wit ther idols Atthe end of cach program, the audience cals tovote for thei fevorit singer, The judges in the program vote too. The one who gets fewer votes has to leave the show. Itis very exciting! Language Register: General sense: 10 WP Write a brief for the program you selected. Make sure you state the general sense and add some details to enrich your description. Intermediate Assessment favorite TV program's s iris asituation comedy about the everyday e chalenges 7 life of araqular teenager and the eects Ilike tt becauee itisa show for ‘teenagers andl vecavee tie really funl called The Adverntures of 11 Write E (Excellent), W” (Well), or WY (Not Yet) for each of the statements below according to your performance. 1 I canidentify fanguage register in a TV program. 2. I can describe the general sense of a TV program. 3. Ican examine TV programs and identify several details. 12 Ifyou answered NY get together with a partner who answered £ and ask hint or her For tips totmprove: fe] Family and Community Unit Interpret general sense and some details. Development Work in pairs. Listen to a Fragment of the TV program The Adventures of Tina and discuss what is happening, who is participating, and what their relationship is. Use the questions as a guide. 1 Who is Tina taking to? 2 Are they taking Face to face? 3° Why is Tina scared? 2 Workin groups. Now that you understand the general sense of the TV program, read the conversation and decide which sound effects and nonverbal language elements help transmit Tina’s Feelings. fey, Sandy. I liked the program a lot. Did you like it too? es, I was very scared at the heginning. The gitl looked agree, and the sound of the storm and the noises outside her door were SEI. I think the girl will find something terrible when she opens the door. Sandy: True. The girl who plays Tina acts very well. The way she speaks transmits f@a. And her expressions were so good! You could see fear all over her face. Pablo: What do you think will happen to her? Do you have any theories? ‘Sandy: I don't know. I don't have any theories. ‘Tm SiROU8 to find out. TV programs use different resources to achieve their purpose, Depending on the kind of program, they can use music, sounds, special effects, sceneries, props, etcetera, Actors’ performance is also important to create a successful drame program. 3. Work in pairs. Read the following pairs of sentences? Do they mean the same? How are they different? Pablo: Have you got any theories? ‘Sandy: No, | haven't got any theories.cS my) 4 WD Road and listen tothe second part ofthe program The Adventures of Tina, and write the underlined sound effects and descriptions of nonverbal language below the function you think they have. ‘door banging Tina: Oh no! I'm going to hide under my bed! (scared tone of voice). Laura: Are you sure someone is outside your room? That's crazy. Maybe it is just the wind (more calmed tone of voice). {sound of wind whistling Tina: Yes, yes. Itis probably the wind. I will open the door very slowly (more calmed tone of voice), ‘suspense musi 00 hi in Laura: Don't be scared. Go for it! Tina: Here we go. ‘qulping and heart beating Tina: Danko! It's you! (félig¥@ and hapoy tone of voice) You scared me silly doo! [doa Biiifg and barkina] Background audiance voices Awwww!] Narrator: Thanks for watching another episode of The Adventures of Tina. | They show Tina's ‘They show feelings. actions. 5 8! Work in pairs. Listen to the TV program fragment again, Figure out the meaning of the Following ‘words, Use the sound effects and the characters tone of voice as clues to infer the meaning. {2 seuesiy } (= entra ) 6 Work in groups of three. Role-play the TV program scene in Exercise 4. Try to represent the nonverbal language and reproduce the sound effects. Reflect on hows aéting and sound! effects have an impack ‘on your appreciation of the program. | Family and Community For your Final Product 7 Wi complete a notecard about your favorite TV program. Write the general sense of your program and the purpose of the resources that are used in it. My favorite TV program fe The Adventuress My foarte TV progjamis of Tina, ‘The general sence of the program is to ‘tell the story of a regular teenage girl and vie oroblems and challenges she has toface, Recources Resources: Theyuse very realistic sceneries, exciting music, and great acting. 7 Purpose: The sceneries represent: Tinas ‘Purpose hase, hor choo, a big park and some other places. Tre music uaually reflect Tinas mood. The actress who plays Tina | expresses alikinds of emozionsin avery naturalway. © Work in small groups. With the information you wrote in your notecard, share your impressions about your Favorite TV program. ‘A: lng program the mathtactormakze wily faces and he's really funny. Byliimty program, there ls music, terefleots how actors feel. Giinmy program, thereare alot cf sound effects, There are exaggerated noises that are very ‘um. Intermediate Assessment 9 Check (7) the table with the answer that best describes your performance. Concept Very well Well Not well I can identify the general sense in a TV program. |Lcan identify the resources that a TV program uses. | can identify the purpose of sound effects in a TV program. | can interpret general sense and some details of a TV program. 10 If you checked in the Not well column, get together with A partnar- who checked the Vary well coivimn and ask him / her to help you improve. unit) ” iyWrite notes about emotions and reactions to participate Unit in an exchange of views. Development 1 8 Work in pairs. Read and listen to the interview about the TV program The Adventures of Tina. Then scan the text and circle words that describe feelings or reactions. Discuss which are positive and which are negative. Paty: Can you answer some questions about Paty: Which episodes do you like best? a TV program? Jason: In my opinion, the episodes with Tina's dog, Jason: Sure. Danko, are the best. They're entertaining. Paty: Do you like The Adventures of Tina? {feel iSSPGHHIEEY when Danko doesn’t appear. Jason: Just a little. I believe some episodes are Paty: Do you like the episodes where Tina is at interesting, but others are BOFiRG. school? Paty: Which episodes are boring? Jason: Yes! I believe her adventures at school Jason: T don't like the episodes with Tina's friend, are BREIEIRg! And they make me laugh. Hany. I think he’s SRTOgiRg. 2 Classify the words you circled in Exercise 1 inthe table. Describing how people feel Describing how something is 3 Read the Language box. Then work with a partner to make sentences about TV programs and how they make you feel. Use the sentence stems and the verbs From the box. entertain interest captvate surprise amaze axcite_ disappoint 1. This TV programis .. 2. [feel ... when | watch... rs eo Ra Documentaries are captivating and [feel bored when | watch the news. lam interested indosumentaries but reality showsare entertaining | Family and Community 4 Work in pairs. Go back to the interview in Exercise 1 and circle the expressions Jason uses to begin his opinions. Then use those expressions to start your sentences from Exercise 3 and share them with another pair. You can use phrases like / think. in my opinion, and I believe to express your personal apinions and reactions caused by a TV program. il nae te 5 GH Make a graphic organizer with the foalings and reactions that the TV program you salected provokes. Read the example. My favorite TV program My favorite TV program is: j entertaining makes me feel: i roving entertained i surprising moved H exciting surprised Y inepiring excited searing Inspired soared motivated motivating My favorite TV program is: My favorite TV program makes me feel: LE ///) / Ly, - Macmittan-fducation Uni 1IRM etrox ee rcber beuc ycte: ev erira 1 ices mete fir e helifor vedirorwe stern cxercie So My favorite TV program is The Adventures of Tira Wea comedy. Inmy opinion, its funny, envertaining, interesting, and realiotig \When Iwatich The Adventures of Tira, feel entertained and inePlucd. Stage 4 disagree with. Discuss your reasons. Claudia: What's your favorite program? Bruno: Hmm ... I guess Vampire Teens. Claudia: Why is Vampire Teens your favorite program? Bruno: It's really exciting. There's a lot of suspense. Claudia: What's it about? Bruno: It's about two groups of teenagers that are vampires, but one group is evil and the other one is good. Every episode is EAipEivabifig! I never Hig an episode. Claudia: Do you like watching movies? Bruno: No, I don't ... uh ... at least not on TV because movie channels have too many commercials. The interruptions are annoying. I get really frustrated. Claudia: Do you like documentaries? Bruno: Yes, I do ... you see... for example, documentaries about wild animals are fascinating. You learn so much. I am always Sffl#8Y by what some of these animals can de Share emotions and reactions. Development 1 Work in groups. Find one opinion you mostly agree with it Claudia: What's your opinion about reatity shows? Bruno: I think some are inspiring like singing competitions. You see people SEHVE their dreams, but I don’t tike others. Claudia: Why don’t you like some reality shows? Bruno: Well... because they sometimes [HEAES people and thats not nice. Claudia: All that is very interesting. Thanks, Bruno. Intermediate Assessment 7 Circle the option that describes how well you did on each aspect of this stage. | I did very well I did well I need help Goto I tried to use adjectives used tives || used some adjecti Used many adjectives || used some adjectives | Ttp to ard ang Using adjectives with with -edand—ing | with-ed end -ing wed a pee, endings endings to describe endings to describe Sodings to descr: Page 16. to describe a 7V my favorite Brercise 3 my favorite my Favorite program nee He TV program but program. program. Toe ecefuvad Using expressiansto | |used exoressions to | LUsed some pears Page 17, ng exeressnsto | ured xoresonsto | rescore iogve exnessinsiogne | 98,7. gvemy oping olve my onl my opinion. my opinion, [described the | described the I described the Describing feelings | fedlings and reactiors | feelings and reactions | feelings and reactions | Page 17-18, and reactions that a | TV programs provoke | TY procrams provoke | TV programs provoke | Exercise 5 TV program provokes | in me without looking | inme looking at my |in me only looking at | and 6 at my notes. notes at times. my notes. 8 IFyou circled a statement in the third column, go to the Exercises in the fourth column to review that aspect. | fe] Family and Community 852 A: ciscgree with Bruno. He finds documentaries exciting and] think they are boring, B:| agree with Bruno, Documentaries about wildanimals are exciting and interesting. 2 2 Now, listen to the interview from Exercise 1 and circle the expressions (pause fillers) that Bruno uses when he is thinking about his answers. Discuss with a partner the purpose of those expressions. 5.) Read the Sills box and listen to the conversation again paying attention to Bruno's tone of v Discuss in small groups which are Bruno's strong opinions. Your tone of voice transmits emotions and you can use volume to help give intensity to those emexions. Rase your volume a litle 10 express a strong opinion or emiction and keep a neutral volume when emotions are not too intense. 4 Work in pairs to role-play the conversation in Exercise 1. Decide who will be Bruno and who will be Claudia. Review the tips below bofore you start and try to follow thom. When you finish, exchange roles. ‘© Remember to make a pause when there is a pause filler. ‘* Remember to raise your voice volume when opinions and reactions are strong, But don't shout! £29 x vi jouneawaterng manese B:No, [don't ...uh... ableactnoton TV. Unit 1 Mmre ee 5 Go back to the conversation in Exercise 1 and underline the questions Claudia asked. Then answer the questions below and compare them with 2 partner. 1. Which questions ask for specific information? Wrte them down, 2 Which questions are used to check information? Write them down. 3 What makes questions different from affirmative and negative sentences? 6 Read the answers and write the questions, My Favorite TY program is The Book (lub. = .—__. » S be +. No, I don't like watching the news. 3 The show is about a group ef friends who read zdventure books. 4 The program takes place in a secondary school in Mexico City deka eT ey te 7 $i think of gvastions you can ask to getinformation about favorite TV programs. Write the questions in the Ferm. Interview Form question 1 Question 2: ) " Question S: ) Question 4: Family and Community they used the correct structure for questions ey q they used a variety of Wh- and Yes | No questions ey iety q their spelling is correct ee B (J they used a question mark CO the questions are clear and concise ® Work in pairs. Review your notes from previous steps and make sure you have all the tools to participate in an interview about TV programs. Intermediate Assessment 10 Read the statements and check (/) the option that describes your performance in this lesson. My Achievements == With difficulty | With some help Without fail I know when to use a pause filler. raised a litle bit my voice to express a strong opinion, | Formulated questions for an interview. have the tools to participate in an interview about TV programs. ‘V1 IF you did not do well in the achievements above, review Exercises 2, 3, 5, and 6. You can ask your teacher for guidance if you are still having difficulties. Unit 1Closure Final Steps 1 GB Work in small groups. Take turns asking your partners the questions you prepared for your interview. Listen carefully to your partners’ answers and take notes related to his / her performance to give feedback. 2. Share your notes with your partners so they can improve their performance. Collect your evidence 3 Now that you have described your favorite TV program and your emotions, opinions, and reactions towards it, you're ready to participate in an interview. Work in pairs and rehearse it so that you are comfortable to present it to the class. Socialize Now that you rehearsed your interview to feel more comfortable, present it to the class. Pay attention to the others’ interviews and ask any follow up questions you may have. Discuss as a class. What was the most difficult thing for you when you expressed your emotions and reactions about a TV program? What were the most interesting reactions about a TV program thet your classmates shared during the interview? Self-assessment Now that you have participated in an interview, evaluate how well you did on your Final Product, answer the questions. Did you use new expressions to ask and answer questions in your interview? Could you express your emotions and reactions in your own words? How well did you answer the questions your classmates. asta a esi ta 4 yOu pridderstand, the questions? enki Assessment Formative Assessment 1 Read the sentences and complete them with the words from the box that best describe you. always usually sometimes _ never 1 Feel comfortable sharing my opinions end reactions in a conversation. lam comfortable asking someone questions about their feelings. Ihave participated in an interview. Now that you have finished this unit, check (V) the answer that best describes your performance. Acknowledge the aspects that you need to improve. ‘My Performance Examine television programs. Interpret general sense and some details. Write notes about emotions and reaciions to participate in an exchange of views. Exchange emotions and reactions caused by a TV program. key TIstil need help. 2 It's noteasy, but Icandoit. 3 candoitvery wel. 4 Ican help others. Peer Assessment 3 Get together with classmates you worked with as a group during the unit and tell each other how well you performed as part of a team. Choose the statement that best describes your performance according to your classmates. Do | help my partners? a) Inever try to help. b) Ihelp but with no enthusiasm. ¢) Uhelp but | dont let anybody help me. 4) Thelp as much as I can. How do | participate in oral exchanges like interviews or conversations? a) | refuse to participate. ) | participate very litle. <) | participate actively. 4) | participate so much that | don't let others speak. How do you give feedback to your partners? 2) Idon’t give feedback to my partners. 'b) Lam very rude when | give feedback. don't try to be helpful when I give feedback. 6) I try to help when | give feedback. 4 Work as a class and review your answers. Discuss them t dur teacti for qvidance ‘on how you can improve where you need help. ftacr titan 1Words in this glossary are arranged in alphabetical order; they include explicit word categories, the verbs are in base form and nouns in singular to help you get farriliar with dictionary use skils achieve (v)- to succeed in doing or having what you planned or intended, usually after a lot of effort ‘amazed (ad)) ~ very surprised anchor (n) ~ someone who presents a television rogram annoying (ad) ~ making you Feel slightly angry or impatient anxious (adj) - wanting something very much, especially when this makes you nervous, excited, or impatient boring (adj) - not at all interesting, and making you feel impatient or dissatistied captivating (adj) - very interesting or attractive in a way that takes all your attention challenge (n) - somathing that needs lot of skil, ‘energy, and determination to deal with or achieve disappointed (adj) ~ unhappy because something that you hoped for did not happen enjoy (v} — to get pleasure from something exciting (adj) - interesting and full of action, espacially when you do not know what is going to happen next fear (n)— the feeling that you have when you are frightened Foreign (adj) ~ from another country, or in another country humiliate (v)— to make someone feel very ‘embarrassed and ashamed miss (v)— to fal to be present for something, or to not be ina place when someone else's thers pant (v) — breathing very loudly with your mouth ‘open, for example when you have been running or exerdsing relieved (adj) ~ happy and relaxed because something bad has not happened or because a bad situation has ended ‘scary (adj) ~ making you feel frightened squeaky (adj) — making 2 short high no'se terrified (adj) — extremely frightened ticker (n) — the line of text that moves across the lower part of a screen in a TV program You can use this space to make your own glossary with words from the unit. Family and Community Macmillan Stage 2 Tete eae rao Areas CU eng rat a Ptr EU acta Social Practice of the Language: Interpret and write instructions to perform a simple experiment. Tae Social Learning Environment: Academic and Educational Communicative Activity: Interpretation and follow-up of instructions Product: Insinations orn efits Cillan Educatig, Unit 2Opening Let's start together 1 Work in groups. Discuss the questions. Do you like to read instruction manuals or do you prefer to try and do things by yourself? What type of information is included in instruction manuals or texts? ‘What experiment would you like to do? Initial Assessment In this unit you wil write instructions to perform a simple exneriment. Discuss in small groups the following questions. Do you think kis easy or difficult to read an instruction manual in English? Why? ‘What elements do instruction manuals generally have? Do you know reference material about experiments? Do you think kis easy or difficult to wirite sentences in English? Why? What mistakes can you correct when editing sentences in English? Macmillan Ec Academic and Educational Select instruction manuals and evaluate their content Unit and structure. Development 1 Work in pairs. Read the instructions for an experiment and find each of the elements in thelist. What element is missing? Discuss. ‘emon juice and other acidie liquids can be used as invisible ink, If you write with any of them, you can’t see what you wrote, but when you heat the invisible text the carbon compounds of the acidic liquid break down, the ink turns dark, and the written message can be read. 4 % ‘Materials: * acotton swabs © 3 samples of aciaic liquids (lemon juice, orapefruit juice, vinegar) © 3 sheets of paper © 1 lamp or candle J Instructions: First, laBB| each of the sheets of paper with the name of the liquid you will use on it. Second, use a cotton swab to ure on each sheet of paper and use a aifferent cotton swab for each liquid. Next, let the messages tify end notice ifthe text is vsibe. Finally, turn the lamp on or light the candle and hd each sheet of paper Be fesurs: dlose toit. In all three cases, the ink becomes ' invisible when it dries, but when Tips: esied, ie raestage turns Oe ~ Ifyou use'a lamp, wait for the light bulb Br iiecomes vale. to heat. Don't place the paper too close or directly on the light bulb or candle because corer it could burn, Different acidic liquids work as invisible ink because they have carbon compounds that react to heat. ————— Science For You * 27 as (J Allist of things you need. (JJ The steps you need to Follow in order. CD Pictures that illustrate each step. (J) Extra information to do the experiment correct. (Information about what will happen and why. Unit 2 i]2 Work in pairs. Look at the missing pictures for the experiment in Exercise 1 and discuss how they help to understand and do the experiment. a0 A: With the pictures | now Texts with instructions to perform experiments are better understand what cotton swaris. | when they: explain the purpose of the experiment, B: I think lunderetand the tell us the materials we need, give steps to follow, orderbetter, ‘explain the results and include pictures to help us understand the procedure and information. 3 Read the instructions fragment from the invisible ink experiment again. Circle all the words that are used instead of numbers to help you know the order of the steps. cd a See acl nl llar } | Academic and Educational For your Fingl Product 4 Work in small groups to gather instruction manuals for experiments to choose one. You can use any of the experiments in this unit if you want. 5 GHinyour groups, check which instruction manuals have the elements you identified in exercises 1 to 3 so that you can choose one that is helpful and clear. Use the list below asa quide, ‘The experiment has a list of materials we need. oO 2. The instructions use numbers or words to indicate the order of the steps. oO 3 There are explanations about the results and tips to do the experiment. OO 4 Ithas pictures that help understand the information, (_] 6 Write your selected experiment and share with the class, Our experiment: Intermediate Assessment 7 Work in pairs. Can you name elements that can help you select an instruction manual that is clear and helpful? Make a list in your notebook. 8 Review Exercises 1 to 3 to check your list. I you are not sure what to put in your list get together @ partner who knows the answer and review the elements together. Macmi an Unit 2 reyUnit Interpret instructions. ry r ey J Development ‘1 Work in small groups. Look at the pictures and the names of sections in the text and discuss what you 2 Read the text again and circle all the words that you understand because they are similar to words in think the experiment is about. your mother tongue. Compare your words with a partner. Do you understand the text better now? Another strategy to deduce the Experiment with Density SAAN F Matera | meaning of the text is Finding words that are similar in your mother tongue. 3 Look at the list of materials from the instructions in Exercise 1 and discuss with a partner what you * Adean 1L plastic bottle + 10 drops of food coloring + 250 ml water (1 ¢ approximately) + An effervescent antacid tablet think the:endariined letvers rasan; + 750 ml cooking oil (3 c approximately) + Aflashlight il is Jigtitet than water, so it FIS8S to the surface. The salt in the antacid tablet is heavier than water, and sinks to the bottom making the lava lamp work. Ey \. “ IL paste bot. + Aceanitplastc + 250 ml water (capproxinetes) + 750 ni cookingol Bcaperoxirateh) + 10 drops of food coloring + Anefiervescert antacid tablet Step 1: First, Step 5: Finally, turn on the flashlight (Bill the water into and place it under the bottle. Watch the bottle. the red bubbles {1 Experiments require exact measurements. Measurement Units are usually presented in abbreviations, so tis necessary to understand what these adbreviations represent. For example, [for liter or tbsp. for tablespoon. If you find measures in the Engjish system, make sure you know the corversion in the metric system. (1 mile = 166 kilometers, for example). - When you add the ol, I'stays above the water because the water is denser and they don't mi. - When you add the food coloring, it sinks to the bottom and it mixes with the water. - When you add the effervescent antacid tablet, it Step 2: second, pour the ol into the bottle until ts almest full Step 3: Next, add drops to the bottom and dissolves in the water. ‘ten drops of red - When the tablet dissolves, it creates colored gas food coloring slowly. bubbles. These bubbles float to the top of the bottle. - Now you have a lava lamp! Step 4: Then, take half of the effervescont The salt dissohes, and the oll returns to the top antacid tablet and because of the different densities ofthe liquid, drop it nto the bottle. making a colortul show for your eyes. Science For your Final Product 4. Take out the experiment you selected with your group. Read it and look for pictures and words similar toyour mother tongue to help you understand it better. Discuss vour doubts with your group. PRE Ue Garter Hides of kext. Macmillan Education Reading quickly and noticing ‘graphic elements can help you ate =] Academic and Educational Unit 2rs A 5 Identity the necessary materials in the text of your experiment and make the list that you wi include in your Final product instructions. Use abbreviations. Haters Materials: i + Adan iL plastic bottle . + 250 miwaver (leapproximataly) . M + 750 micooking oll (Se approximately) iy + IO drops of food coloring . + Afiashight . 6 Work in pairs. Read the Results section of the density experiment aaain and answer the questions together. Results: ‘When you ada the ot stays above the water because the water denser and they donit mix. : itmixes with the water . ‘dd the food coioring, It sinks to the bottorn and , : oa ‘addthe effervescent antacd tablet, tdrops the bettom and dissolves in the te When the tablet dlsolve.t creates colored gas bubbles. Tse bubbis oat to the Pp of the bottle, Now you havea lava larnp! 1 Each sentence expresses an action and its result. Tell each other each action and its result. 2 What word helps you express the relation between action and result? =] Academic and Educational oy) Ue Adall Tt bore. tat 7 W identify actions and effects in the text of your experiment and make allist with the ideas you wi need to express your results when you write your instructions. Action: Hold the paper below a candle. Effect: The heat revea’s the written message. Action Effect Intermediate Assessment 8 Underline the option that describes best how you interpret texts with instru 1 Luse pictures and find words that are similar in my mother tongue. a) Yes, and that helps me understand the meaning better when | read. b) | pay attention to them, but I don’t understand how that helps me. | never pay attention to that. 2. I know what an abbreviation is and what to do when | find one. a) Yes, l understand their use and | look for those I don't understand. b) | understand their use but | usually don’t know what they mean ) I don’t know what they are used for or what they mean. 3. Lunderstand the main actions and their results in instructions for experiments 2a) Yes, and that helps me understend the experiments | read. b) | sometimes understand but itis dificult to do it without help. ©) | am not sure what an action and a result are. 9 IFyour answers in Exercise 8 are b or c, get together with a partner who answered a and see if he / she can help you. If you still have questions, ask your teacher what exercises From the lesson you can do agai Unit 2Unit Write instructions. Development ‘1. Read the instructions for an experiment. Identify what elements are in the text using the checklist below. Share your conclusions with a partner. Fire Balloon Experiment “1 large balloon Protective glasses ter “Nance 07 2 secont, take a Fist, put on your 3 Nod, ask a partner to 4 Then use the lighter protective glasses balloon. BIGH it a hold the balloon at to light the candle. to protect your and fi@ the end with arm's length. jee turn vleweor Eee 5 after igniting the balloon, candle, hold it approximately 30 cm below the balloon, =a Ey 6 ciatuaty tte ‘When the balloon warms ‘Air expands when it is heated. The balloon pops ‘the distance until the up, it pops even if the flame because the air inside it expands and it does not ‘balloon paps. ‘does not touch it directly. have enough space. Tips > Make sure everybody near the experiment uses protective gasses. > Bofore starting the experiment, StfBt@li the balloons. > BowWBHE the candle after ezch use, > Pick up all the balloon pieces after finishing the experiment. Sclence 1. The experimenthas a lst of materials. oO 2. There is information about the results of actions. _} 3 The instructions are written in sequence and use numbers or words to indicate it. (_) 4. The pictures help understand the instructions. =] Academic and Educational 2) Read and listen to the conversation, Discuss the purpose of the questions Pedro makes about the experiment. Ana: liked a lot the experiment I read. Pedro: What's the purpose of the experiment? Ana: Oh, it is an experiment to demonstrate that air ‘expands with heat. Pedro: Interesting! Show me the text. What sections does it have? ‘Ana: Look. There's a section with materials, a section with instructions, a section with the results, and ‘another one with the conclusions. Oh, and there’s an extra section with tips. Pedro: What materials do you need to do the experiment? ‘Anat Just two large balloons, a tighter, a candle, and protective glasses. Pedro: How many steps are there in the instructions? Ana: There are six steps in the instructions. The steps are really simple. Pedro: Really? What do you do first? ‘Ana: Veell, first you put on protective glasses to protect your eyes from pieces of the balloon that will pop. For your Final Product Pedro: What are the next steps? ‘Ana: You have to blow up the balloon and tie the end. Then, another person holds the balloon and holds it ata safe distance. Next, another person has to light the candle and hold it near the balloon. Finally, you have to hold the candle as close as possible to the balloon without touching it and wait. Pedro: What's the result of the experiment? Ana: The balloon pops! Pedro: Why does the balloon pop? ‘Ana: The conclusions explain that the flame heats tthe air inside the balloon. The air expands with heat ‘and the ballocn pops because air doesn't have enough space. Pedro: How many pictures does the text have? ‘Ana: It has four pictures to help understand what you have to do. Pedro: All right. I'm curious to see if the balloon really pops. Let's try to do it when we have a chance. 3 work in groups. answer the questions about the experiment you are working with. This will help you define how you will organize your instructions and what steps to describe. I nants o What materials slo you mec fo do the experiment? Howe many steps are therein the instrnctions? i What. de you do first? What are the next steps? What is the reset? Macmillan baucation Unit 24 Read the experiment in Exercise 1 again. Circle the words and and because. Answer the questions with a partner For your Titi @ age tad 1 Which of the words you circled is used to add similar information in a sentence? 6 Werk in grougs. Write sentences with instructions for your experiments with the help of your 2. Which of the words you circled s used to explain the cause of something? answers from Exercise 3. Include sentences with the actions and results in your table from Stage 2. 5 The pictures below illustrate the experiment in Exercise 1. In your own words, write sentences with instructions to explain each picture. Try to use and and because, 1 2 Blow the balloon and tie the end 4 The balloon pope because Education Macmillan Education Academic and Educational Unit 27 WBuse your sentences as a guide to help you write the instructions for your experiment on a sheet of paper. Add your list of materials from Stage 2. 8 Work in pairs. Use the questions in Exercise 2.as a model to ask each other questions about the instructions from Exercise 7. Make a note if you can’t answer a question. a0 What ie the purpose of the experiment? Y may, i What: materials do you went | Sp fete tre arae tative, ates Beadle, anc proreeeive Bases, N How many otepe are the in the Inatructionie? } ‘ ——— i “THBte, ate.2ix,atens in the inetructione. ‘The etepe are really simple, >» ooo ! What islehe rectle? } r¢ > Notes Intermediate Assessment 9 Check (7) the statement that reflects your results from Exercise 8. Thave no notes. | answered all the questions because my instructions have all the necessary elements. (“} 2. Ihave one or two notes because | forgot some things in my instructions. oO 3 Ihave three or more notes because | did not include many important things. oO 110 Your notes from Exercise 8 will help you identify what is missing in your instructions. Add what you didn't include. Macmillan Academic and Educational 1 “st Stage 4 Edit instructions. Development Read the text and check that all sentences end with a period (.) and begin with a capital letter. IF not, make the necessary corrections. How to make an electromagnet First, Ip the COEF wire tightly around the ‘S€FBW and leave a tal of about 7cm at each end Cut off the extra ig with scissors Second, Giff the ends of the tails to make tiny [60S that can fit around the ends of the battery Next, Gtt@H one loop to the positive pole of the battery and the other loop to the negative poleto secure the loops to the battery Use electrical tape Finally to test your electromagnet, try to pick up paper clips, @@X8, or other small metal objects with the wire-wrapped part ofthe screw. try picking up several clips Attempt at several distances and write down your observations Alter you write a text, itis very important to very the spelling of words and check that all sentences end with a period and begin with a capital letter. Work in pairs. Read the text in Exercise 1 again and answer the questions. Read the Skills box tocheck your answers. What punctuation mark goes after the words used to order steps (first, next, etc.J? When do you need to start a new paragraph? ‘After the words we use to indicate the order of steps with instructions, we need to add a comma. When you write instructions, divide each step or topic by starting a new paragraph so that your ideas are clear. h CK Macmi an Unit 2 Py3. Take out your instructions from Stage 3 and check the spelling of the words you used with the help of your Glossary on page 43. F there are words that are not in the Glossary, ask your teacher for guidance. 4 Verify that you wrote the sentences in the correct order using words to indicate the sequence. Check the punctuation and correct it if necessary. 5 GP Write your corrected instructions and indicate what pictures you will add to illustrate them. Intermediate Assessment 6 Explain to a partner what you learned about punctuation and capital letters to improve a text. IFyou are not sure of your answer, review Exercises 1 to 3. Macmillan Educ Closure Final Steps 1 GBiWork in small groups. Share your instructions to give and receive feedback, Use the checklist below tohelp you evaluate your classmates’ texts. 2 Gluse the feedback you received to make the necessary changes and improve your draft. Write ‘your final version in your notebook. Add the pictures you decided previously. Collect your evidence 3. Inthis unit you selected and read an instruction manval, you used it to plan and write your own instructions for an experiment, and you edited your instructions with the help of your classmates. Now you are ready to share your work. Socialize If possible, copy your instructions and pictures on construction paper: Present and explain your instructions to other classmates or the complete class. Display your work in the classroom. Discuss as a class with your teacher. What could you do to make your instructions more adequate for children, teenagers, or adults? Discuss in groups. Did the pictures you used help the class understend the instructions for your experiment? Did most of your classmates understand the steps you wrote to do the experiment? Self-assessment Read the sentences and underline those that describe the instructions to perform an experiment that you wrote for this unit. My instructions are divided in sections that indude materials, steps, and results. My instructions were disorganized and cid not have enough information My instructions have pictures that ilustrate the steps to felon ; [ My instructions still need graohic elements and / or pictures 16 be elena) llan fAssessment Formative Assessment Now that you have completed this unit, answer again the questions from the Opening. When you finish, compare your answers with those on page 26 and notice your progress. Do you think i is easy or difficult to read an instruction manual in English? Why? What elements do instruction manuals generally have? Do you know reference material about experiments? Do you think & is easy or difficult to wirite sentences in English? Why? What mistakes can you correct when editing sentences in English? Peer Assessment 2 With the help of a clossmate you worked with during the unit, choose the answer that best describes you. 1 When others gave me feedback to improve, a)I didn't lkeit and didn’t use i. b)I considered it and applied what was useful. 2 When I worked with partners, a) tried to participate actively b)I dd most of the things alone, 3 When other classmates presented their instructions, a)| listened and found things | could use. b)I was litle bored. “To work better and learn more in collaboration with others, ck to improve and don't be offended by it. Also, rticipate in group activities as much as you can. If you listen attentively when others share their work, you can. Jearn from them and practice respect. Mag Academic and Educational Words in this glossary are arranged in alphabetical order; they include expiicit word categories, the verbs are in base form and nouns in singular to help you get Familiar with dictionary use skils, attach (v) — to fasten or join one thing to another blow out (v) —to extinguish with a short rush of breath blow up (v)~ to fil something with air or ges burn (v) - to damage or destroy something with fire ‘copper (n) ~ 3 chemical element that is @ red-brown ‘metal. It is used especially for making wire or pipes ‘url (v) =to form a curved or round shape dry (v) —to remove the water from scathing by wiping it, heating it, or blowing air onto it electrical tape (n) ~ a long thin band of plastic that Is sticky on one side and is used for insulating electrical wites Float (v) - to rest or move slowly on the surface of 2 liquid and not sink heat (v) ~ to make something hot hold (v) ~ te cerry something using your hands or arrrs label (v) ~ to put a piece of paper or cther material ‘on an object to aive information about it light (v) ~ to make somathing start ta burn ight (adi) — not weighing much lighter (n) ~ a small container that produces a flame loop (n) — round shape or curve made by alline curling back towards itself pop (v) - to break open, apart, or into pieces usually from impact or from pressure from within pour (v)— to make a liquid or substance flow out ofa container that you are holding rrise (v) - that moves uoward or to a higher position screw (n)~a thin pointed piece of metal that is used for Fastening one thing to another stretch (v) - to pull something to make it longer or wider tack (n)~ 2 short pin with a large, round top that you ccan use to fix a piece of paper to a surface temporarily tie (v) ~ to make a knot, usually using a piece of string orrope ‘wire (n)— a long thin piece of metal like a thread ‘wrap (v) ~ to cover something by putting something ‘such as paper or cloth around it You can use this space to make your own glossary with words from the unit. Macmi ant