e \ / ad | 1 Ce = Secondary TPC SE Arps 4) Richmond Student's Book[Q Richmond‘There are 10 units in each level of Yes, We Can! Each unit corresponds to term 1, 20r 3 of the school year. ; Tee, UoGmtisns © Listen to the audio. 4b Werk in pairs. BB work in groups. ® Use the Glossary. How Much Do I Know? This section helps you to start thinking about the topic and how much you know about it. Unit Overview Start with a unit overview to introduce the topic. Development In this section the unit topic is developed. This is the longest section in every unit. =) complete the Mind Map for this unit IB Complete the Worksheet for this unit. © Complete the Collection of Evidence Template for this unit. A add the evidence to your portfolio.You can find the meaning of the highlighted words ce in the Glossary (pp.137-147). Final Product in the last section you will present the final product, such as a dialogue, poster or chart. Reflection You will also carry out a final reflection on your team's collaboration. Self-evaluation Your work on the Final Product and your reflection will help you evaluate your progress and performance in the unit. i How Am I Doing? Halfway through the unit you will do an activity that will help you reflect on your progress 50 far. Gontents irermpl) Cam2 irerm}3} @ Talking about Services. 4 | @Making Predictions 44 | @ Discussing Comic Strips 74 @ Creating a Storybook 14 | G@The Body's Systems 54 @ Giving Oral Presentations 84 © Using Bilingual @ interviewing 64 | @Where Should We Go? 94 Dictionaries 24 @ Analyzing Silent Movies 34 Collection of Evidence Template 104 | Bibliography 148 Language Reference 125 | Worksheets 149 Glossary 137. | MindMaps 171Exchanges associated with | Exchange opinions about a Listening and review dialogues specific purposes community service. about community services f * Get the main idea. * Exchange information about community services. Acting out a dialogue Reader: Just Garbage? Listen and number the places. Then discuss. @1 $f 1. Are there places like these in your community? 2. Which ones do you go to? and keene Listen again and discuss the questions. @1 & 1. What's the girl's problem in Dialogue 1? 2.15 the boy in Dialogue 2 having breakfast or lunch? 3. What is the person in Dialogue 3 asking for? 4. How will the cashier help the client in Dialogue 4? [The above are examples of services you pay for. = Go online and read about public services, these are free services the government provides. {i hitp://nrww.privacysense.net/terms/public-sector/ Discuss what kind of services are free in your ‘community. Who provides them? Who uses them? Circle the answers. 1. Was it easy to understand the dialogues? Yes. Partially. No. 2. Did you get the main idea the first time? Yes. Partially. No. 3. Could you have a dialogue like this in English? Yes. Partially. No. Discuss the interactions involving community services that you could role-play for your Final Product. Ab] Unit 1(Development ) 1 Listen to an extract of a conversation and discuss the questions. @2 i 1. Where are the people? 2, What do people buy there? 2 Listen to the whole dialogue and discuss. @3 4 1. What are the boy and girl looking for? 2. Do they find it? 3. Are the people talking face-to-face or on the phone? How do you know? Listen again and write R (Rob), L (Lisa) or C (clerk). @3 » Write which of the above expressions are used in the situations below. - Greeting someone: i 2. Offering a service: 3. Expressing what you need: 4. Indicating where something is: > Complete the dialogue with the expressions above. {ijt morning. to Magic Videos. B: thank you. Ah you? B: the thriller section. A: That'sB Listen and circle the correct options. @)4 1. The speakers are... a) friends.) colleagues at work.) a clerk and a client. 2. The womanis... a) friendly. b) indifferent. c) rude, » Number the lines to form a dialogue. Then listen again and check. + fit Woman: Sure. What time? Boy: 20 dollars... here you are. |_ Woman: Good aftemoon. Welcome to X-press Cinemas. ____ Boy: Good afternoon. Can thave[_] four tickets to see Surviving in the Ocean, please? ___ Boy: Thanks. ___ Woman: Thank you. Enjoy the moviel Boy: The 6:15 show, please. ___ Woman: OK, four tickets to see Surviving in the Ocean at 6:15. That's 20 dollars, please. » Number the underlined expressions in Activity 3 according to their purpose. 1. say what you want to buy. 4, say the time you want tickets for. 2. say how much something is. 5. pay for something 3. show a friendly attitude. > Use the vocabulary and phrases above to write a similar dialogue about the information below. ip uss Ee Romance Ceo ue on tat4 Listen and mark (7) the store where the dialogue takes place. @s Af » Listen again and answer the questions. @s Ai 1. What is the client looking for? 2. What size? — 3. Does she buy it? » Match the phrases from the dialogue with their meanings. 1. "I'm looking for a sweater.” It fits too close to the body. 2."Can I try it on?" __ She's trying to find a piece of clothing, 3. "Does it fit you?" She wants to know if the size is right. 4."NNo, I think it's too tight.” She wants to put it on to see if it fits. > In pairs, write a similar dialogue using the items of wea the Glossary 1 on page 138. Go to Language Reference 1.] on page 126 if needed. & 5 Read and discuss the questions. i Don’t throw away old clothes! You can donate clothes for victing of disasters, poor people ‘or otphanages. fAsk on go otline to find the tight places. dust remember! The clothes you i ~ TCE en cieentoscin RUNNION 1. What do you do with clothes you don't use? — — 2. Do you know places in your community where you can donate them? 3. Would you like to volunteer in a place like this? Why? > Discuss the community services that could be the setting for the dialogue for your .al Product. Choose three and complete the Collectio to help you plan your Final Product. @ unit jence Templa6 Read and underline the place where you would find this kind of text. @ At the movies At a restaurant Ata café Wraps Your fvorie fling wrapped up in a flour toritta and served with french fries or fresh voget ables: Appetizers Chicken Caesar 6.80 X [Hor wings 6.50 & [J ohicken or steak Fajica sa & 3 Morrarella Sticks 5.45 3} Sandwiches 5 & Onion Rings 4.50 & Hamburger 450 K Cheeseburger 5.00 > Salads and Soups 3 3 BAGH Cheeseburger 5.80 K Taco Salad large tortilla, Bifior K — i : « chicken, tettce, Oil, cheese and sous Aeilen Chicken Piles om s evecare wih our spelal delicious salsa a0 3} Beverages 3 « Caesar Salad lettuce, prrrmesan cheese, « Water 1.50 & erly croutons and our delicious dressing! oe SS served with gate ast 780 SJ L_]temonade 20S ‘Soup of the Day cup 295 ps 180 eet 305 Coffee or Tea 1.40 > Listen to the conversation and write B (Boy) or G Girl) according to what they order. Then answer the questions. @e {it What are they having? Breakfast, lunch or dinner? How do you know? 7 Write W (Waiter) or C (Client) on the lines. Underline the words in each phrase that you can replace. ____ I'd like to have the mozzarella sticks. I'd like the soup of the day. __ Can I have the steak fajita wrap, please? Ill hove a glass of lemonade. Would you like anything to drink? May | take your order? [1Go online and watch the clip. a https://vimeo.com/56096936 Discuss with your classmate what 0 SS is, if your community has a service like this, and the kind of dialogues that might take place there. ear ea (what have you learned so far? Do you feel more confident about discussing services? Have you learnt more phrases for dialogues about services? What do you still need to learn?8 Look at the words and mark (7) the place that relates to all three of them. » Listen and answer the questions. @7 1. Where does the dialogue take place 2. How do you know? 3. What does the gitl need? ® Read the phrases below and mark (/) which ones you could use to join a sports center. fit eg Thelp you? ) (‘sen like to (nets Ineed to join?) borrow a book. Do you have a Yes, you can keep it for two weeks. proof or residence? itis vali if it has your photo. Can | take it home Just a photo ID and a certificate of health, (is school ID OK? ) Thanks! WO Discuss as a class. fit 1. Where do you need your ID? I'll go to see the doctor then. 2. What ID is valid in Mexico? moe B8T) 3. What Is the proof of residence you can use In Mexico? pp. 9-10 » Review the places, expressions and vocabulary that you have seen in this unit. Complete Mind Map | on page 173. This will help you prepare for your Final Product. #2) With your classmate, reread your Collection of Evidence Template and choose the community service for your Final Product. Then reread your Mind Map and choose the expressions and vocabulary you can use in your Final Product dialogue. {iit Unit 1 aTi Listen to the dialogues and discuss the questions. @)s (it 1. What does the man in Dialogue 1 need? 2. What does the boy in Dialogue 2 want? > Listen again and mark (/) the chart. @s # Hi. Good evening, Sir. Can | have your full name, please? What's your name? Formal ) | Informal > Match the expressions from the dialogues with their purpose. 1. Can | have your full name? Greet someone informally. 2. Good evening, Sir. Show a friendly attitude. 3. Hi. Ask for personal information. 4, Can I spend o night here? Ask for help. 5. I'm looking for a puppy. Greet someone formally. 6. Have a good night. Express what you need. > With your classmate, review the community service that will be the setting for your Final Product. Decide who will play each role in the dialogue. ## 12 Say an appropriate phrase according to each situation. Go to Language Reference 1.2 on page 126 if needed. 48 A 2. You are a bus driver and arrive at your destination. Say something ier and see a friendly to the passengers. 4. You are carrying heavy shopping bags. You have to take them to your car. 3. You are at an animal shelter. You want to adopt @ dog. 5. You are volunteering at a soup kitchen. Offer soup to a persor [21Go online and explore the polite words and phrases. https://wnew. macmillandictionary.com/us/thesaurus-category/american/polite-words-and-expressions Discuss if you could use these in the situations above. fi. —~y Unit 1Gru: We have chicken soup. ____ Girt: Here it is. Enjoy your food! _|_ Man: Good evening. Git: Good evening, Sir. ___ Man: What could I eat tonight? ____ Man: Mmm, sounds good. Man: Thanks. Max: Yes, | would like a scoop of chocolate ice cream, please. ___ Gin: Would you like ice cream for dessert? » Listen and check your answers. Then practice saying the dialogue. @» 4 14 Listen to the phrases and write where you would hear them. Write A (Animal shelter), C (Community dining room) or 6 (Both places). @10 1. May I help you? _ 4, Can | have more bread? — 2. Would you like ice cream for dessert? 5. Thank you very much. 3.1 like to adopt a cat, please. 6 Good evening. a » Listen again and write A (Angry), £ (Enthusiastic) or P (Polite). Then say the phrases aloud. @)10 1. Fa 3 4. 5s 6. Read the phrases aloud using different tones of voice. i = Good morning. Welcome to the animal shelter, I'd like two scoops, please. Please fill out this torm first. I'd like to donate these books May | offer you some soup? weno v Go to Worksheet | on page 151 and practice acting out a dialogue for your Final Product. & #8 4) [21Go online and watch a scene of the movie The Pursuit of Happyness’. Then reflect on the questions. @} https: //youtu. be/S6AYEXZUVFY Do you know people who have no homes? gro BSD Is there a place in your community that helps them? bee) Would you like to volunteer in a place like that?15 Complete the dialogue using the words in the box. donate inventory help ‘Thanks —_ water Woman: Good afternoon. May | you? Max: Id like to some things for the earthquake victims * Wowan: Great! What are they? Max: Ihave some bottles of , clothes and blankets. Wowan: Thank you: Man: What else can I do to help? = Wowan: Could you help us packing? Donations Maw: Sure. | can pack and make an . here Woman: for volunteering. Here’s your change. » Listen and check your answers. @)11 16 Imagine you want to volunteer at an animal shelter. Talk to the person in charge. Complete the dialogue using the one in Activity 15 as a model. {i %: Good lf 8 vat ike to May | 2 A: Great! Why ? B: Because | A: What ? B: I could and , A: Could you ? B: Sure. | can ? < A: Thanks for volunteering. \ > Work with your classmate to review your Collection of Evidence, Mind Map and the = dialogues that you have seen in this unit. Work together to write the dialogue for your Final Product. Check the spelling and punctuation. Discuss the intonation you will use. —~ey Unit 1Before you begin your presentation, review as a pair the process you followed throughout the unit to get to this point. 1. Choose situations related to community services. Page 7 2. Analyze and collate phrases and vocabulary for dialogues. voge 7 CINAIED, rages %)1, cage 10 CS 3. Choose the community service for your dialogue. ‘1 Act out a dialogue. £% Page 9. 4. Decide on the roles of each speaker. Page 10. 5. Practice acting out a dialogue. Page 11. i 6. Use the ideas to write the dialogue. Page 12. 7. Practice the dialogue in pairs. Check that the sentences are understood when spoken and listened to 8. Act out the dialogue for the class. You may also record it and upload to a social media of your choice. 9. Finally, listen to your classmates’ feedback. Reflection 1. Did you leam how to ask for and give information about community services? 2. Was it easy to choose the situation for the Final Product? 3, Was It easy or difficult to make up the dialogue for the Final Product? 4, What was your role? 5. Did you like acting in front of your class? 6. What can you learn from watching your fap SOD classmates act out their dialogues? ae Self-evaluation Reflect on the following aspects of your Final Product presentation. + I can select appropriate words and expressions for different situations. Yes. Alittle. No. + I can write sentences to give and recelve information. Yes. A litte. No. + [can act out a dialogue related to a service. Yes. A litte. No. + can moderate my tone of voice to express emotions. Yes. A little. No.Literary expression | Read classic tales. * Select and review classic tales, * Understand general sense and main ideas. + Compare variants of pronunciation and 1 writing. # Express key events orally * Rewrite key events. 1 uct: Creating a storybook for lower-level students (big book) Reader: The Miser and His Gold Discuss which fairytale each image comes from. Number the descriptions according to the pictures. 1. This story is about a girl who eats a potsoned apple and falls asleep. 2. This fairytale is about a boy whose wishes come true: 3. This fairytale is about a girl who visits her sick grandmother. 4, This story is about a servant girl who goes to a dance. Discuss in groups. ; What fairytales and classic stories , _ do you rier? Discuss with a classmate. 4f Which ones do you stil have? 1. Which of these fairytales do you know? 2. Which was your favorite as a child? 3. Can you write the title of a fairytale in English? Choose one tale that you could use for your Final 14 Uni(Development ) 1 Label the parts of the story using the words in the box. #8 authors illustration text subtitle title Te GE MOP, | Le FeYews: (i eee ‘Once upon a time in the 5 eee north of Germany there was town named Hamelin, The - and industrious people, and as the years went by, they became very rich. ‘One day the town was invaded! by a plague of rats. The terrified! citizens went to the mayor's house for help, but nobody knew what to do. "We need help!” said the mayor in despair, Suddenly, a tall thin man appeared with a hat and a —_. flute. “T can help,” he said, “but Cos. you.” “Whatever te, y c, we will pay,” replied ¢ ayor. i » Do the tasks in pairs. 4 1. Which part of the text above is in the biggest type and why? 2. Underline the dialogues in the story. How do you recognize them? Is it the same in Spanish? 3. How much can you infer from the picture? 4. Why are illustrations important in stories for younger learners? [lWatch the story online if possible. Discuss as a class. ry joo 0 SOD hittps://youtu.be/VOHd-lulfRs amo 1. What happens at the end? 2. What value is this fairytale teaching? 3. How can you be grateful in your lite?2 Unscramble the title and guess what the fairytale is about. Then skim the story and check. Fisherman His The Wife and. by Jacob and Wilhelm Grimm ‘Once upon a time a fisherman and his wife lived in a small, dirty, grey shack near the ocean. One day while he was out fishing, the fisherman caught a big fish. Tt was a beautiful colourand nearly a metre long. The fish said to him, “Please let me live. Tam an enchanted prince. Put me back in the water and let me go.” ‘When the fisherman arrived home, his wife asked, “Did you catch anything today?” “Yes,” said the man, “caught a big fish, but he told me that he was an enchanted prince, so Lapologised and [et him go.” “And what did you ask for in return?” said the woman. “Nothing,” said the fisherman. “Nothing! shouted his wife angrily. "Go back to the ocean at once!” *But what should I ask for?” said the fisherman. > Listen and follow the story. Then number the events in order. @12 i > Discuss. $b Do you think the fisherman did the right thing? What would you do? Why? > Find the following words with British English spellings in the story. Then compare the American and British spellings of these words. mene Eimnee apologize color ainy: meter [1 Go online and read some more examples of American and British English. dj hnttps://leamenglish.ritishcouncil.org/en/quick-grammar/oritish-english-and-american-english Discuss which ones you have seen before and which ones are new for you. Think about the kind of English you will use for your Final Product and why. i Unit 23 Guess what the fisherman is going to ask for. Then scan the text and check. "You should ask for a nicer house,” said his wife. “Go back and find the fisht” So the fisherman went back to the beach and called out to the fish. “Enchanted fish! T caught you, but [let you go. Now my wife wants a favour in return, We live in a small, dirty hut, Please, give us a cottage.” The fish suddenly appeared in front of the fisherman. "You will have it,” said the fish, and swam away. When the fisherman arrived home, he found his wife in a beautiful cottage. But after a couple of weeks, the woman exclaimed, “This cottage is too small. Goand ask the fish fora palace.” The fisherman went back to the ocean and said to the fish, “Now my wife wants to live in a palace,” “She will have it” replied the fish. And when the fisherman returned home he found his wife in front ofa large palace with a big garden and numerous servants. The next morning the woman told the fisherman, "With this palace, we should be the king and queen of this land.” ‘The fisherman returned to the ocean and said sadly to the fish, "Now my wife wants to be a queen.” “Go home. ‘Your wife is back in the poor, dirty hut.” said the fish, and disappeared forever. » Find and underline the most important events in the whole story (the key events). iit » Complete the chart using the key events in the story. Ait > Discuss as a class. 4 1. How do you think the characters felt at the end of the story? 2. "Greed is a selfish and excessive desire for more of something (such as money) than is needed.” Why do you think people are greedy? 3. What is the lesson of this story? » iscuss the events in the classic tale you will write about for your big book. You can also go online to make the final decision. Then complete the Collection of Evidence Template to help you plan your Final Product. @ Unit 2 w-4 Complete the mind map about the stories you have read so far. Use the definitions in the boxes to help you. Be The setting The resolution i iso is where the Miter is A ch the problem is Ses aout) Bima a guile la) lea OM MLCy ‘A conflict iso problem for © character in the story. Conflict Conflict > Go to Mind Map 2 on page 175 and complete it in your teams to plan the key events in your Final Product and how you will illustrate them. *=) 4h Compare your mind map with other teams and tell each other about the fairytale you chose. With respect, point out the parts of the mind map that are not clear for you. Listen to what your classmates have to say about your mind map. > Go to Language Reference 2.1 on page 127 to find tips on how to retell stories. Then retell one of the fairytales in the past. 4b exci tt What have you learned about the structure of fairytales so far? What do you stil need to learn? Can you use past tenses to recount stories? Do you know what illustrations you could include? ~~ Unit 25 Complete the sentence about fairytales. 1.. Fairytales usually begin with this line: “ atime...” » Read an extract from a fairytale and identify the conflict. @ a Rumpelstiltskin ‘by Jacob and Withelm Grimm ‘Once upon a time there was a poor fill who had a beautiful daughter. One day the miller said to the king, “My daughter can spin Sta into Old,” The king replied, “Bring her to my palace tomorrow.” ‘When the miller’s daughter arrived, the king took her into a room full of straw, gave her «a Spitting Wheel and said, “Now get to work! You will spin all the straw into gold before tomorrow morning.” The miller’s daughter cried and cried because she had no idea how to spin straw into gold. ‘While she was crying, a little man appeared in the room. He said to her, “Good evening. Why are you crying?” The miller's daughter answered, “Oh! I have to spin all this straw into gold and [don't know how.” “What will you give me,” asked the little man, “if I do it for you?” “My HEERIAEE,” said the miiller’s daughter: The little man took the necklace, sat in front of the wheel and started spinning, Ina short time, all the straw had become gold. > In pairs, write questions about this part of the fairytale. Follow the model. {ft |. who are the characters? 2, Which one. is greedy? 3. Nhat is the miller’s daughter talert? » Take turns asking and answering the questions you wrote. {i > Go to Language Reference 2.2 on page 127. Then find in the text above an example of an action in progress. u Unit 2 EL6 Read the sentences and answer the questions. fi While she was crying, a little man appeared in the room. The little man took the necklace and sat down. 1. Which sentence describes consecutive past actions? 2. Which sentence describes an interrupted action in the past? > Go to Language Reference 2.3 on page 127. Then circle the correct verbs to complete the next part of the fairytale. > The king opened / was opening the door and laughed when he saw / was seeing the gold. While a scrvant was bringing / brought more straw, the king said / was sayingto the miller’s daughter, “Do the same tonight with this straw and you will be my queen.” The miller’s daughter was answering / answered, “Yes, my king,” ) butagain she didn’t know what to do. Suddenly, the little man appeared again and offered / was offering his help. “But this time, when you become queen, you will give mc your first child,” he said. pn > Number the paragraphs in order to discover the ending. Then listen and check. @ @13 The queen cried so much that the little man said, “Ifyou can j ules my name within three days, you may Keep your child.” But he ‘The miller’s'daughter became queen and had a child. The little man said; "Now give anc what you promised.” “knew she'd never guess his hame. * — ee BP Jee the third day the tite That night a SeRvat was watking in man appeared again and, the forest when he saw the little man demanded her baby, Butthe | dancing around a fire and singing, idee acs Nea yeuersy Sa “Pm ugly and bad and short and } take him, because'l know your thin, my name is Rampelstiltskin.” \ name is Rumpelstiliskin.” The servant quickly returned and ‘The lite man gotangry and told the queen. ort disappeared foreveR ee ee “a [1 Go online and watch a classic story. Discuss in your teams if you would techniques in your Final Product. 4} hteps://woew youtube.com/watch?v=We2 XxyNF4Qk Notice the different illustrations for each setting. Pay attention to the way the narrator uses different voices and intonation for different characters. Unit 2 ~ sacl to use these3. servant, forest, Rumpelstiltskin’s name < a a 7 Ask and discuss the questions. fi} 1. What did you like about this fairytale? qme ned 2. What did you dislike about it? 3. What would you change about the story? Why? 4. Can you make up an alternative title for the story? » Look at the pictures and use the words to retell the fairytale orally. Si 4. Rumpelstiltskin, angry, disappear » Write sentences to retell the fairytale. # 48 Unscramble these questions about the fairytales in the unit. Then answer them in pairs. 4 1. were the characters / very greedy? / In which two tales 2. his daughter / What did / the miller say / could spin from straw? 3. Where did / find his wife / when he retumed home? / the man 4, his flute? / the man played / What happened when 5, appeared? / the miller’s daughter crying / Why was / when the little man 6. What type / the town? / invaded / of plague ® Look at the images and write the titles of the stories to which each one relates. Then take turns retelling the story of your choice. > In your team, review the information about the fairytale you decided to retell for your Final Product. Review your Collection of Evidence Template and your Mind Map. Then follow the steps in Worksheet 2 to create your big book. 3 4h > Discuss. Ai Which fairytale did you like the best? Why? What books do you like to read? Why is reading for pleasure important? \z] Unit 21 Create a big book for lower-grade students. {fib Before you begin your presentation, review with your group the process you followed throughout the unit to get to this point. 1. Choose a classic story to retell Page 14 2. Make a draft of the illustrations for your story and check your comprenhension of the events. Page 17 O 3. Practice useful language for retelling stories. Page 16, Page 18 TNA. roge 19 CEALNEMID, Page 20 4. Order the key events and describe the illustrations. Page 18 2) 2 5. Create and illustrate a big book based on a classic story. Page 22 6. Now, rehearse reading the fairytale out loud and practice pronunciation. 7. Read the fairytale to students from the lower grades and then donate the big book for the school library. You can also go to an orphanage and share your story with the children. GNOOKS OG the Thrge Bet Reflection 1. How did you feel working with your team members? 2. Was it easy to decide how to divide up the work? 3. What do you find difficult about working in a team? 4, Do you find it easier to work in a team or alone? 5, Did you prefer writing or illustrating the big book? 6. Did the younger students like the big book? Self-evaluation During my Final Product presentation, |... + read and understood a classic tale. + identified the key events in the story. + contributed to rewriting a story. + created illustrations, + read aloud a [AiUsing Bilingual Dictionaries Environment: Academic and educational BT Rasy pee Cy Tey Interpretation Write instructions to use a * Select and review bilingual dictionaries. and follow-up of bilingual dictionary. * Understand the sense of textual instructions components of bilingual dictionaries. * Write instructions. * Edit instructions. Final Product: Writing an instruction manual to : > explain how to use a bilingual dictionary Recedars Only words] I Read the definitions. Then mark (v) the picture of the bilingual dictionary. A bilingual dictionary — translates words from one language to another. A monolingual dictionary ~ uses the same language for the word and its definition. 4 See fecineatad sain feta ied > Write the number of the appropriate dictionary next to each statement. Where can | find meaning I'd like to see a photo of “Surreptitious”? for “philanthropy”? | just a hedgehog. | don’t really What is that in have my laptop here. know what one looks like Spanish? Pee Sores Reflect and mark (/). 1. How often do you read instruction manuals? —_ Often. Sometimes. Never. 2. Could you give someone instructions on how to use a dictionary? Yes, No, mma — > Do the following tasks in teams. {ih = Select several dictionaries you will use to prepare your Final Product. Explore each one in your team. Compare the differences between each one. Then discuss which one you would like to use, —~\eg Unit 3(Development ) 1 Read the definitions. Then label the parts of the dictionary using the words in red. 1. Entries appear in bold in alphabetical order. 2. Arabic numerals (1,2,3...) indicate the subentries. 3. Roman numerals (|, Il, Ill) indicate a change in the part of speech within an entry. 4. The phonetic transcription is located between slashes /.../ 5. The abbreviations in italics stand for parts of speech 6. The guidewords indicate the first and last word on each page. 7. The symbol ~ is a placeholder for the main entry in examples. 8. The abbreviation “e.g.” introduces an example. 9. The words or phrases in square brackets [...] show synonyms or collocations. 10. The words between < > show the forms of the entry (irregular conjugations, irregular plurals, etc.) 11. The translation of the word appears in a different language than the entry. guidewords > pull-pumpkin, > pull /pot/ 1.1. tug] tirén ©.g.: You have to give the door a good ~ 2A poreey TiétZa'e.g.: She has always felt the ~ of the stage... Iv. 1. {to draw] tirar de, jalar e.g.: The dog was pulling the sleigh. 2. {to take out] sacar ¢.g.: He pulled a blanket from the drawer. : pulp /pSip/ | n. 1. [of frutt] pulpa 2. [of paper, wood] pasta 3. [substance crushed or beaten] puré e.g.: The tomatoes have been crushed to @ pulp. Il v. reducir a una pasta a 4 = [160 online and do the tasks on a separate sheet of paper. 4 fitt https://www.wordreference.com/es/translation.asp 1, Search the word key. 2. Listen to the pronunciation and write the phonetic transcription of the word. 3. Choose and write two definitions and two examples of the use of each meaning. 4. Your instruction manual for your Final Product will include examples. In your teams, choose the words, definitions and abbreviations you will include. Unit 3 BiDoE 2 Listen, repeat and complete the English alphabet. @14 B Listen to the words on the recording and write them under the appropriate guidewords. @15 1. risen-rob 3. robber-rollerblade —_5. seagull-seal 7. seam-seat 2. popurri-pormenor 4. porte-poseer 6.librarlicenciado 8. liceo-ija 4 Take turns spelling the following English words. Then number them in alphabetical order. 4& repetitious repetition Fepentance repercussion repertoire repellent repentant repel repent » Complete the dictionary page with the numbers of entries above. Then discuss the questions. repel-repetitious m2 [nipel] <> vt 1.(ward off) rechazar , PHYS Tepeler 3. (disgust) repugnar [r'pelont] Le repelente m Ieadj Tepugnante ____In'pent] L.vi form amrepentirse Il. vt artepentirse de [rtpentants} no pf arrepent! mm [ro'pentont] df arrepentido, -a 1. Was it an easy task? Why? [ricpa'kajan, Am:-pa] mteper cusion F ‘repotware, Am: -otwasr] 1 reper toriom [reprtyfan, Am:-a' n repeticién f [reprtifas, Am: 2-1 ad), repett- “Hive [ripetstiv, Am: “petativ] af repetiti ¥0,-8 2. What do you do when the first letter of the word is the same as the other? 3. What do you do when the second letter is the same? : 4, What type of dictionary is it? How do you know? ~~ Unit 35 Match each part of speech with its definition. Then listen and check. @16 sca) Pe 1. adjective @. names a person, place, thing or state 2. adverb b, replaces a noun or noun phrase 3. article c. describes a verb, adjective or adverbs 4. conjunction d. describes a noun 5. noun ¢. describes an action or existence 6. preposition {Joins words, phrases or clauses with each other 7. pronoun g. is used before a noun; it can be definite or indefinite 8. verbs h, describes the relationship between a noun and another noun, verb or adverb 6 Find and circle the abbreviations for the parts of speech. Go to the Language Reference 3.1 on page 128 if needed. You will need this information for your Final Product. below /balou/ prep. 1. debajo de 2. [less than] inferior a but /bot/ conj. 1. pero 2. [clarifying negative statement] sino fast /iest/ | adj. 1. [speedy] rapido, répida 2. [watch, clock] adelantado I! adv. 1. [quickly] répidamente 2. firmemente Ill v. ayunar lock /lak/ In. 1. certadura 2, mechén Il v. cerrar mine /maja/ I pron. mio, mia, mios, mias II n. mina Ill v. excavar the /9/ art el, la, los, las » Write the abbreviation for the part of speech of each word in bold. The diamond mine is no longer in use. Hocked the door and went to work. . Tigers run fast. The lock of my suitcase Is broken This is not your book. It’s mine. Some people fast for 40 days before Easter. Avena C1 Go online and do the test on parts of speech. Report your results to the class. 4h hittp://weew.myenglishpages.com/site php_files/grammar-exercise-parts-of-speech.php 7 Go to Worksheet 3 on page 155. Then decide in your team how you will include pronunciation in the instruction manual for your Final Product. B) 4 44 Unit 3 E-8 Read the words and their definitions. Discuss their meaning in Spanish. {ei and conj. connects words and phrases lungs n. organs that help creatures backwards adv. in the direction that is breathe behind you mammals n. animals that are born In prep. inside or within a place from their mother's body Interesting adj. engaging, fascinating ‘them pron. a word used for referring to a group mentioned before until ady. up to a particular place Intime lay v. to put, set down live adj. having life > Read the text and decide which word in Activity 8 completes each blank. Then write the parts of speech on the lines using abbreviations. 43 @ What are (1)_N. _? How do you know that a creature isa mammal? Here are some tips: all female mammals have mammary glands; both males and females have ‘hair, SEREGANMS, (2) __four-chambered HEA. Most mammals give birth to (3) animals; there are only five species of mammals that (4) ges. Mammals can live on land, in the ocean and 9) the air. Regardless of where they live, they breathe air through (6) not gills Here are some (7) facts about mammals, Ifyou would like to learn more about (8). , there is a. ___ lot more information on the Internet. + No two #ébiral have the same pattern of stripes. + The trunk of an 6léphaiit can hold up to cight liters of water. *% KaRYARGOS arc unable to walk (9) % Wiis can’t roar (10) __they are about two years old. & RABBIS cannot vomit. * Male HOBKE’S can go bald. > Go to Mind Map 3 on page 177 and complete it individually. Then compare your Mind Map in your team, Decide which of the steps from the Mind Map you want to include in your Final Product. Write a draft version of your instructions. =) 3 While you complete the mind map, make sure you choose three main steps to use a bilingual dictionary. How do you look for an entry? Can you choose the first definition you find? Is the part of speech important? Peer What have you leamed about the use of dictionaries so far? To prepare your manual, i's important to clarity and understand what you still need to know about bilingual dictionaries and writing manuals. In your team, reflect on your needs, then go to flip://www.spanishclcl.conn to find out more about bilingual dictionaries and to iites\//vw stepoint com/ 7-tips-for-wniting-an-etfective-tnstraction-manual/ to research instruction manuals. ~By Unit 3 nes® Read the definitions. Then classify the words accordingly. country man mountain Mount Everest Nadia ocean Pacific Simon Uruguay — woman a. Common nouns refer to a category of items. We write them using lowercase letters. b. Proper nouns are the names of specific items. We write them using capital letters. Common Nouns Proper Nouns. 10 Circle the parts of the manual using the color key. Qe e— capital letters at the ee -punctuation marks Pe + -capital letters for beginnings of sentences proper nouns Do a little research. For example, Browse through Start by asking y urself compare the Collins, Oxford and the dictionary *What kind of dictionary Macquarie dictionaries, before you buy it! do | need?" » On a separate sheet of paper, copy the chart below. Then classify all the words from the manual in alphabetical order according to their parts of speech. 4 Ins f ered ene eer (ere ona > Imagine you don’t understand the meaning of some words in the manual above. Number the instructions to search for the meaning of words you don’t understand. #4 Decide which meaning makes sense in the context of the headline. Find the entry in the dictionary using the guidewords. Read all the meanings of the word. Decide on which words in the headlines you don’t understand. » Search for the meaning of the words in the dictionary of your choice. Follow the instructions. 4 Unit 3 B-TI Look at the situations below. Discuss the meaning of the word “time” in each scene. {i Do you know what time it is? How many times do I have to explain it? How time flies! » Number the definitions according to the pictures above. ( time /tajm/ | n. 1. tlempo|_}2. (clock) hora[_] 3. (occasion) vez|_]1I v. cronometrar > Complete the instructions on how to find the right definition for an entry with many meanings. {i Lookup Decide Search Do Check Try to deduce the meaning of the unknown word from the situation (context). what part of speech the word is in this situation the word and identify the appropriate part of speech in the dictionary. for the meaning that fits the situation. whether your deduction was correct. see e no the same for the other situations. 12 Read the definitions of “play” and write an example for each. $i play /plev/ | n. a theatrical performance, e. lly. 1. to take part in a. game, e: 2, to make music with an instrument, e.g.: 3, to take part in a dramatic presentation, e.g.: (1Go online to explore the components of an instruction manual. 4 hteps://wnmw.wikihow.com/Create-a-User-Manual uss in your team which components you want to include in your Final Product. 4b ~\Bay Unit 3‘1B List the bilingual dictionary features from the box in alphabetical order. Write an example for each. Go to Language Reference 3.1 and 3.2 on page 128 if needed. ‘abbreviations phonetic transcription Arabic numerals examples — guidewords abbreviations; adj. adv. n. 1. 2. 3. 4. 5. > Discuss how we use each dictionary feature. c b LC ‘14 Read and match parts of sentences and put them in the right order. Then write them ‘on the lines. 4h (Examples) the part of speech of the word.) _ Guidewords (Phonetic transcriptions ) (Roman numerals) (help us pronounce ) (show us the different meanings) (the entry faster.) (the abbreviations ) (help us identity) (of the same word.) (for the use of the word. ) (establish a-context) (athe word. ) help uslocate ) (“Arabic numerals ) show us the different parts of speech as, me Baa pp: 36-40 2. 3. 4. 5. 6. > Look at the instructions you drafted on page 28. Put them in the order you will write them in your Final Product. 4h > Go to the Collection of Evidence Template on page 109. Choose nine instructions for your Final Product and write them in the Template. Then follow the instructions. 4 @ 1. Make sure all sentences begin with a verb (imperative form) with the first letter in uppercase. 2. Check that sentences finish with a period. 3. Check the spelling of all words. Unit 3 Ey‘IS Listen and underline Ron’s problem. @17 a. Ron doesn’t understand an English word. b. Ron Is looking for the translation of a Spanish word. > Listen and mark (7) the things you need to do to look up a word. (18 When you want to look up a word in English turn / right section fd guess / meaning isl know / alphabet gel establish / context Cc flip pages 1 find / abbreviation Ol use quidewords Oo check / pronunciation [| read all the meanings OO decide / part of speech il > Number the steps you marked above in the order in which you do them. iit > Write the complete sentences. Go to Language Reference 3.3 on page 128 if needed. w to use a bilingual dictionary > Refer back to the words you decided to include, your instructions from the Mind Map and Collection of Evidence Template. Review the decisions you made about including pronunciation in Worksheet 3 and the components of your instruction manual on page 25. Create your Instruction Manual in your team for your Final Product. 4b ~y Unit 31 Present your instruction manual to explain how to use a bilingual dictionary. 4 Before you start your presentation, review as a team the process you followed throughout the Unit to get to this point. 1. Select and explore dictionaries. Page 24 2. Choose words, definitions and abbreviations to include in your instruction manual. Page 25, Page 27 @QEPiEr Meccan 3. Decide how to address pronunciation in your instruction manual. Page 250) B 4. Practice and draft instructions. Page 28%) 3 5. Explore the components of an instruction manual. Page 30 GI 6. Put in order the instructions. Page 31 7. Draft and edit an instruction manual. Page 31 @, Page 32 8. Display your manuals at a school assembly or event. Answer any questions and expand your instructions orally. Reflection 1. How did you feel working with your team members? 2. Was it easy to decide how to divide up the work? 3. What do you find difficult about working in a team? 4, What did you learn from the members of your team? Self-evaluation Reflect on the following aspects of your Final Product. + I can confidently use bilingual dictionaries. + Ican clearly explain how to use bilingual dictionaries. + Ican draft and order instructions. + [know and can select the components of an instruction manual. Unit 3 ELAnalyzing Silent Movies Environment: Family and community Rad eure aired Peed Exchanges associated | Compose dialogues and * Review short silent films. with media interventions for a silent short film. | « Understand the general sense and main ideas. * Write lines and dialogues. Final Product: Writing a script for a short silent film Reader: The Great Train Robbery 1 Look at the scenes and answer the questions. 4 1. Do you know who Charlie Chaplin was? 2. Have you ever seen one of his silent films? Did you like it? Go online and watch fragments of some silent movies. Discuss with a classmate. 4 hetps://wwrw youtube. com/watch?v=UF9qeQ4Rvzk 1. Do you think silent movies stimulate the imagination? 2. Can you imagine the possible dialogues? Mark (7) the options. 1. How often do you go to the movies? Often. 2. Is it easy for you to understand dialogues in English movies? Often. 3. Could you write a dialogue for the scenes above? Yes. ~|y Unit 4(Development 1 Look back at the scenes on page 34. Play a game! {if 1, Get into pairs. 2. Put a counter on the space marked Start: 3. Toss a coin. If you get heads, move one space. Il you get tails, move two spaces. 4, Read the question or sentence in each space and complete the task 5. If you complete the task correctly, remain in that box and wait for your next turn. 6. lf you don't complete the task correctly, you miss a tum. 7. Continue taking turns until one player gets to the Finish. Where are the characters? a) ata foir b) ina mall ina zoo ‘When does the story take place?| a) 10 years ago b) nowadays ©) acentury ago Brave, gentle, funny and clever are words to describe __ a) the girfriend ) the villain How many characters ‘re there in the story? Ae all the characters equally important? Is the girftiend frightened by the How do you know? What's the conflict What happens at the of the story? beginning of the story? ‘Mean, selfish and angry are words to describe «) the girlfriend b) the villain ©) Charlie Chaplin What happens at the end of the story? Oo Get In the team that you will work with to create your Final Product. Go online and watch short = silent films. Together, choose one that you can write a script for. hnttps://www.youtube.com/watch?v=OV7u4GwOM20 hittps://www.youtube.com/watch?v-=mpjfy BKSHIQ https://www.youtube.com/watch?v=Z|Yq_7LVDk a BHHD https:/fwww.youtube.com/watch?v=Uf9qeQ4Rvzk pp. at Unit 42 Mark (/) the emotions that the mime is expressing. Use the Glossary on page 141. 4 iL te anger surprise fear sadness frustration happiness fear | happiness fear happiness » Playagame! ii @ ‘shame! 1. Get into teams of eight. ! envy 2. Look up the words in the Glossary on page 141. 3, Assign a word to each member of the team. ‘love 4, Get together with another team. 5. Take turns miming and guessing the words. (suffering: ‘Pride frustration B Match each scene with the corresponding word. frightening melodramatic comic hima 9. ise"4 Read the words and predict what the movie is about. bread free line man mannequin » Number the descriptions according to the scenes. {it ___ The manager removes the other mannequin. The man understands why the line doesn’t move up. __ The man wonders why it is taking so long to move up the line. A young man wants some bread for free. He goes to the end of a line to wait for his tun to get some bread. __ The manager of the store removes a mannequin. The man doesn’t understand what's happening. ___ The man races to the store that is giving out free bread just as the store closes for the day. ___ He stands behind two men, but he doesn’t realize that they are mannequins. > Discuss the questions about the movie in pairs. {fit Who wants some food? What happens to the man? Does he get what he wants? How does he feel at the end? > Go to Worksheet 4 on page 157 and complete the activities. This will prepare you to write a script for your Final Product. 4 ip Unit 4 E-5 Number the dialogues according to the scenes. {it You are free now.) { Now you will never ) (No! Please let me go. You are my hero. love anyone... > Look and match the questions with the answers, Go to Language Reference 4.1 on page 129 if needed. 1. Why does the man kidnap the woman? He might be the man she loves. 2. Why does he tie her to the railroad tracks? Because he might want to marry her. 3. Who rescues the woman? Because she might not love him. > Ona separate sheet of paper, write dialogues for these scenes. ji A 6 Make questions for each answer using the words. {iit Interviewer: do / do / you /? / what / want / to ‘Archaeologist: | want to go back to the pyramid and find the treasure. Interviewer: But the mummy is there. What are you going to do? Archaeologist: it / am / going / fight / 1 / to). Interviewer: the / mummy / need / fight / ? / do / what / you / to / find / to Archaeologist: | need to find the magic sword. Interviewer: it/? / is / Where Archaeologist: Itis in the mummy's tomb. > Imagine what each character in the movie might be feeling. Observe their body language and discuss their emotions. Then write short exchanges using speech bubbles. What might they want to say? se [How Am I Doing? J Compare your dialogues with another pair. Respectfully, give opinions about their dialogue and make suggestions if necessary. Listen to their feedback and make the suggested changes. Discuss how you can use these suggestions to write an appropriate, interesting dialogue for the Final Product. ~\Bay Unit 47 Read the definition. Then write the genre of each movie plot. it ——— genre /sanra/ n. one of the categories, based on form, style or subject matter, into which artistic works are placed. For example, movies are categorized into the following genres: action, comedy, draraa, historical, science fiction, horror, musical, weslern, animation and romance. ‘The Maze Runner (2014) ‘Thomas wakes up trapped in a ‘maze with a group of other boys; he has no memory of the outside world. Thomas hopes to find a ‘way to escape by putting together fragments of his past with clues he discovers in the maze. Annabelle (2014) A dollmaker and his wife welcome a nun and several girls from a shuttered orphanage into their home, where they soon become the target of the dollmaker’s possessed creation, Annabelle. Little Fockers (2010) ‘The father of the family, Jack Byrnes, wants to choose a successor. Does his son-intaw, the male nurse Greg Focker, have what it takes? ‘The Wizard of Oz (1939) Dorothy Gale gets earried away toa magical land bya tornado. Here she begins her journey to meet the wizard who is the only person who can help her return home. Titanic (1997) A boy and a girl from different social backgrounds meet during the unfortunate first journey of the ship Titanic. c G L Coco (2017) Miguel dreams of becoming an accomplished musician like his idol, Ernesto de la Cruz. Desperate to prove his talent, Miguel finds himself in the stunning and colorful Land of the Dead following a mysterious chain of events, effects. Q19 sound effects /sawnd afekts/ pin. all the sounds in.a movie other than dialogues and music & Read the definition. Then listen and mark (/) the scene that matches the sound > Get in your team for your Final Product. Complete Mind Map 4 on page 179 with ideas and short notes to start preparing your script. =) 4A Unit 4 Ei® Read and number the descriptions of the scenes in order. {et noo Me see ce ORC ceutm a omen Gore 10 Circle the appropriate text for each scene. Spee’ aa > app a - fe) iene BScenl voung man, please leave 8 Diet uee nt Sains my students out. >» Ona separate sheet of paper, write the dialogues for each scene using the ideas above. Decide who says what. Scene | Teacher: Once upon a time, there was... Girl |: I'm bored] Let’s go to the river. Girl 2: Good ideal ~~ Unit 4Mer Ree ora Re ROR Ue Ree aac ACCME URI n rea ge cirt The teacher Is reading a boring story persia raz L | eres | Read the definition. Then look at the example of a script and discuss the questions. 43 script \skript\ n. the written text of a stage play, screenplay or I broadcast; specifically: the text used in a production or a performance ae description ‘Scene 1 EXT. IN THE PARK NEAR A RIVER. EARLY IN THE MORNING. ———— ‘A TEACHER is sitting on the grass with @ book in her hands. THE STUDENTS are sitting behind her. (TEACHER: |(Reading aloud)|Once upon a time... | GIRL 1: (Whispering to her friends) I'm bored! Let’s go to the rivei GIRL 2: (Whispering) Good ideal Character Dialogue 1. What do the abbreviations INT. and, EXT. mean? 2. Which of the two use capital letters, the scene descriptions or the scene directions? 3. When do we write the names of characters in capital letters? 4. Where does the information about the tone of voice, mood, gestures, etc.? ‘I2 Write the script for the rest of the scenes on pages 40 and 41. {if 00 oD an Ge Unit 4 E- » Go to Language Reference 4.2 to review the steps in the writing process. This will be useful for your Final Product.‘1B Read the definition and dub the silent film Going! Going! Gone! (1919). 4h dub \dat\ v. 1 toadd (sound effects or new dialogue) to a movie or to a radio or television, production —usually used with the preposition in 2 to provide (a motion picture film) with a new soundtrack and especially dialogue in a different language 3 to make a new recording of (sound or videotape already recorded); also: to mix: (recorded sound or videotape from different sources) into a single recording Suggestion: For this activity, ideally you should work in small teams. 1. Make sure everybody has the same copy of the final script. .. Check spelling and punctuation. Assign the roles of the characters. |. Practice reading aloud. Ask your teacher for help, if needed . Have someone read the description of the scenes aloud. . Have the characters say the dialogue Practice several times so that the speed and the volume are synchronized with the display of each scene NawaYN A TEACHER is sitting on the grass with a THE GIRLS leave THE TEACHER book in her hands. THE STUDENTS are and run to the river. sitting behind her. Hey! Stop splashing water on my face! I'm bored! Let's go to the river. ‘M4 Get in your teams to work on your Final Product. Review the notes for your Final Product that you created on the Mind Map. Then complete the Collection of Evidence Template on page 111. Finally, use the ideas and notes from both of these to write your script. Refer back to the Worksheet to review how to layout a script. 4) @ iit ~\ej Unit 4I Write a script for a short silent film. 4} Before you begin review with your team the process you followed throughout the unit to get to this point. 1. Review silent films. Page 35 GI 2. Learn how to layout a silent movie script. Page 37 & 3. Practice writing dialogues. Ruge'3s 4. Plan a story map for your short silent film. Page 39 7) 4 5. Practice writing a silent movie script. Page 41 CARE, Page 42 6. Draft and structure a silent movie script. Page 42 @ 7. Now practice reading the dialogues aloud, together with the scenes. 8. Record the dialogues, making sure they are synchronized with the scenes. Then present the film with the recording of your script to your class. Altematively, do a "live" reading while playing your clip OPTIONAL: Go online and use free video editing software to edit the clips you used and add your dialogue https://www.lifewire.com/best-free-vicleo-editing- software-programs-4128924 Upload your finished version to a video sharing website such as www.vimeo.com or www.youtube.com or www.dailymotion.com Reflection 1. Did you enjoy recording your script for a short silent film? 2. How difficult was it to think of the dialogue for existing scenes? 3. How difficult was it to adjust the speed and volume of the dialogues to the scenes? 4, How confident do you feel when talking in English? Self-evaluation Write three things you learned about writing scripts and performing dialogues for your Final Product. Then compare In pairs. Unit 4 EBLMaking Predictions Environment: Literary and ludic Perr) ees Pad feted Recreational expression ed Produce constructive forecast for others. + Review samples of written forecasts. « Listen and identify ways to express future actions. + Ask and answer questions to understand future forecasts. * Write sentences that express future to create forecasts. [Final Product: Writing a prediction for others Reader: What Will Become of Our Future? ‘I Read the texts and discuss where they might appear. Ai © It is going to be warm and sunny tomorrow. No rain is forecast. @ Horoscopes Your charismatic personality will attract many people to you. You will influence your leo classmates this week. @ The Eagles are playing the Tigers tomorrow. "We've ‘trained really hard and we have a great team. We're going to have a great season," said Greg Stevens, the Eagles coach. ain =: Student: Pedro Lopez Teacher: Miss Anna Pedro ts an excellent student. He warks very wall in teams and always helps his dassmates. [think he will study something related to math tn the future, He will probably volunteer for a ‘community sarvice because he always looks for ‘ways to help others. » Write the number of the text that these people would read. {it 1. soccer fans 3. "Leos" 2. the general public 4a student / parent 2 In this unit you will make forecasts about a classmate's future. Get into small teams that you will work with to create your Final Product. Try to work with students you haven't worked with before. A Introduce yourself to your group. Share some of your likes, dislikes and hobbies. ~~ Unit 5 ema ee rer Read and reflect on the questions below. 1. Do you know what a forecast is? 2. Can you make a sentence about the future in English? 3. Do you know how to use the modal will? 4. Are your predictions usually accurate? How do you know?(Development ) 1 Read the conversation and discuss the questions below. {iit Is it going to rain on Tuesday? No, It isn’t. Its going to rain on Saturday. So, it’s going to be hot on Tuesday and Wednesday? » Read the examples of weather forecasts and do the tasks. (i It is going to rain on Saturday. Is it going to rain on Tuesday? Is it going to be sunny? No, it’s going to be cloudy. 1. What phrase do we use to make a weather forecast? 2. What changes can you notice in the question? 3. Underline the verb and the adjectives that describe the weather. » Complete the forecast for Zacatecas. ## On Monday, the maximum temperature is going 10 be 26°C and the lowest It _is going To be Hot _ and sunny. [J Make a prediction about the weather tomorrow in a city == in another country. Go online to check your prediction. https://www.accuweather.com/en/world-weather2 Listen to the dialogue and discuss the questions. @20 1. Where is Chris going? 2. How long Is he going to stay there? 3. Who Is helping him with the weather forecast? > Listen again and complete the weather forecast for Mexico City. Go to Language Reference 5.1 on page 130 if needed. You will use this language for your Final Product. @)20 The weather is going to be very changeable in Mexico City next week. On B Play agame! fi 1. Look at the map and give a weather forecast. For example: It is going to snow in this place, but it isn’t going to be windy. Your classmate has to guess the city. 2. If-your classmate can’t guess, give him or her more clues: The maximum temperature is going to be... 3. When your classmate guesses, switch roles and play again scuss. 4h 1. Who do you think prepares weather forecasts? 2. When do we need to know the weather forecast? 3. What other jobs involve making predictions? Ej Unit 54 Talk about the Olympic Games. Then complete the first two columns of the chart. 4 Na ary Pa eae eats) > Go to Language Reference 5.2 on page 130 if needed. You will use this language for your Final Product. » Read and complete using the present, past or future form of each verb in the box. Then listen and check your answers. @)21 be (choose host start take Watch the Olympic Games began over 2700 years ago in Olympia, Greece. The Games as part of a religious festival. They ‘SRGIET the king of the gods, Zeus. People came from all over Greece. The best athletes jparticipalad and lots of people The Games took place every four years. The first modern Olympics were held in Athens, Greece in 189%. This multi-sport event continues today and sfil place every four years. Every country chooses its best athletes to participate. wo. ‘The athletes Gif for a long time. The International Olympic Committee @ host country and city. Tokyo the 2020 Olympic Games. The theme __ “Discover Tomorrow” t Fis » Answer the questions. 1. When will the next Olympics fake)plaee? = 2. Who will H6St them? 3. What will the theme of the 2020 Games be? >» Now complete the third column of the chart in Activity 4. Aft pas5 Listen and number the steps from 1 to 7. @)22 School Olympics Sign up now! You can become a super athiete! Swimming 50 meter Freestyle! “Things to do. ___sigh up the athletes to participate. ___ make a ist of materials. choose the date and time. assign responsibities to each committee member, choose the. events for your Olympics. ____ make postersto advertise the event __|__ form an O¥ympic commitiee. > Read and predict what event they will participate in. Go to Language Reference 5.2 on page 130 if needed. This language can help you write your Final Product. {it Hi! My name is Marla. 1 go to the pool three times a week. I don't swim fast, but I like diving. TH My nameis Lola. | belong to a sports club. | like lifting weights. I'm also very good at boxing. | think Marla will take part in the @iviig event. She probably won't take part in the swimming competition because she doesn’t swim fast. I’m Pedro. | love alll kinds of sports, but swimming is my favorite. They say 1 swim really fast. \'m Frank. 'm a runner. I can run for a long time, but not very fast. » Get into your teams. Go to the Collection of Evidence Template on page 113 and complete it. This will help you to start to collect information for your Final Product. @ Ai Coe“ Discuss in your team Can you make sentences about the future using wil and going to? What Is hard for you to understand and do? What is easy? How can you help each other to complete the forecasts for your Final Product? sy Unit 56 Match the speech bubbles with the scenes below. Then draw the missing scene. {i a ural homework. Im not Pen a Mr a Pace} to bove it Peeeurhe » Answer the questions according to the pictures. 1. Why isn’t the gir in Picture 4 going to finish her homework? 2.Why is Sue going to like the dress? > Unscramble the questions. Use uppercase letters and punctuation marks. 1. is / to /fall down / an / the / going / why / boy /? 2. quiet / is going to / if / happen / the / doesn’t / what / couple / keep / ? 3. rain / why / Is / going / soon / it / to /? » Answer the questions on a separate sheet of paper. Unit S$ EBL7 Read the predictions. Then answer the questions. 1. How will the kids take classes? 2. Why won't people meet in person? 3. How will the traffic problem be solved? 4, Do you agree with some of these predictions? Which ones? > Compare your answers with a classmate, Discuss how you feel about each prediction. 4 » Reflect on the use of if in the sentences in bold in Activity 7. Then go to Language Reference 5.3 on page 130. You may use this language for your Final Product. [ Goentine and read the headlines in this article about the year 2030. Then discuss the “== questions. http://www. mybusiness.corn/8-predictions-for-2030/ 1. Which predictions do you agree with? 2. If you could change one, which one would you change? Why? 8 Do a class survey. Mit In pairs, write three Yes / No questions about the predictions in Activity 7. Walk around the class asking the questions to the classmates and recording the answers on the chart. At the end, volunteers will dictate sentences with the results of the survey. Another student will write the results on the board. ert Answers NUN ed —~\ay Unit 5® Read the notes and discuss predictions about these people's future using the ideas below. Maria loves spending time Pedro lives ina small with her family, especially town in the north of Paola always listens to -with her younger Mexico. others and people trust brothers He is an excellent ar one Wel ever er bad word to anyone. Her fovarite student He stedies hard an ‘rachool she enjoys her Engish class Hudies hard and closs is computer science and she ‘themost Whenever she can she goes "eAds alot. Pedro is also ver ‘always tries to come up with new ‘online to sur? the net and find out Pedro is also very goed with Goa Wu ae inen ou more dbout the language and people People and always tries 1 incmEnged-ceeckingocones find ways foelp thom an online gore! ai Invent a new technology other cultures > Write your predictions for these people. > Complete Worksheet 5 on page 159 to help you prepare predictions for your Final Product. By mm THD 38-6 W Play a game! sit re 1. Form teams of four students. 2. On small sheets of paper, write a prediction for each team member. Make sure the message Is positive and respectful 3. One student begins by reading a prediction for the team members to say who they think itis for. 4. The person who guesses, reads his or her prediction. 5. Continue until all the team members have read their predictions. 6. At the end, say whether you agree with the predictions written for you and why. Unit 5 E-TI Read Emma's post and complete the chart. {it ‘My name is Emma. I'm 13 years old. I'm friendly and responsible. | study «@ [ot and usually get good grades. | love fo read and wile slories. Next month 'm going to enler a writing contest. | also like helping people and | would like to became a teacher. Next week I'm going to stay after class to help my classmates prepare for their midierm exams. In my free time 1 play basketball and take swimming classes bul I'm nol reclly good at sporls. I know | will never become a pro of parlicipale in competitions, bul doing exercise will help me stay healthy and fit In my next post, I'm going fo include some of my stories for you fo comment on. Personality Values Interests Free-time activities Plans for the future > Ona separate sheet of paper, write predictions about Emma's future. 4 In 5 years! time, Emma will... / is going to... Ih \O years’ time, she'll... / is going to... [1Go online and watch the clip. Then discuss the questions. 4 hittps://leamenglishkids.britishcounciliorg/en/grammar-videos/kittys-dream-job 1. What job will Kitty do? 2. Where willl she live? 3. What will she eat every day? 4. Why will that be a problem? > Get Into your teams. Work with the classmate you worked with for the Completion of Evidence Template. @ 4h Review the information together. Then review the information on Worksheet 5 on page 159. Discuss other information about him / her then complete Mind Map 5 on page 181. This will form the basis of your Final Product. Review your forecast with your team and make any necessary changes. Check your spelling and punctuation. Then check your grammar using the Language Reference on page 130. ‘As a team, write your final versions. —~\y Unit 51 Write a forecast. it CEES Before you begin, review with your team the process you followed throughout the unit to get to this point. 1. Develop language for making predictions. Pages 46, 47, 48 and 50 2. Explore facts about a classmate and formulate predictions based on those facts. Page 48 @ 3. Use knowledge of your classmatte’s hobbies and interests to make short term predictions and leam more about him / her. Page 51 4. Collate the information about your classmate to write a profile and a series of predictions about him / her. Page 52 i) s fimo OEOT 5. Review language to minimize errors. pp: 62-6 Page 52 6. Now display your forecasts and present them to the class. Invite your classmates to say if they agree and why or why not. OPTIONAL: Display the forecasts at an event for parents. Allow parents to discuss the predictions and share their ideas, Reflection 1. Did you enjoy writing a profile and predictions about a classmate? Why or why not? 2. What was the hardest/easiest part of creating the Final Product? 3. What was the most interesting thing you leamed from writing the forecast? 4, What plans do you have for your future? Write two different ways to write predictions. 1. 2 Reflect on the following aspects of your Final Product. |-can say what | think will happen in the future. Yes. Alittle. Cente ne maitimioniniierecrito 500] Alte | can see the value of reviewing my work and Yes. Alittle. creating a final version.The Body's Systems Environment: Academic and educational Social Practice Communicative Activities Pied Search and Write notes to elaborate * Review and understand information about selection of human body schemes. the human body systems. information * Propose and answer questions about the human body systems. * Write nates to describe human body systems. * Edit diagrams in teams and with a guidance of a teacher. Final Product: Making a chart of the human body system | Reader: Every Breath You Take 1 Discuss what each diagram shows. {ijt > Draw lines to match the person, the purpose and the type of chart they would use, PE teacher to learn about the human body in detail simple diagram of the heart secondary to explain the procedure to a labeled chart of the skeletal school student heart surgery patient and muscular systems heart to brainstorm general information a concept map surgeon about human body systems of each system medical to show what parts of the body detalled diagrams of all systems and student students use during exercise parts of the human body Cee | Circle the options. sf 1, How much do you know about body systems? Ican identify them. | can explain them. 2. Do you like to do scientific research? Yes. No. 3. Do you find it easy to select appropriate information from scientific sources? Yes. No Discuss the body systems in Activity 1 and choose one to work on for your Final Product. —~\y Unit 6(Development Listen and label the parts of the skeletal system using the information you hear and the words in the box. @)23 foot shinbone kneecap skull neck spine pelvis thighbone ribs toes 2 Take the quiz on the skeletal system. > Write three more questions about the skeletal system. Then discuss your questions as a class. 4a \ \ 1, The skeletal system includes. La @) bones b) nerves ©) muscles 2. There are ... bones in a human body. a) 200 b) 188 ©) 206 3. Another word for backbone is a) heel b) spine ©) neck 4, The bones that are part of a leg are ... @ thighbone, kneecap, foot) spine, heel, toe _c) neck bone, spine, thighbone 5. The smallest bone in your body is in your... a) finger b) ear ©) nose 6. Shinbone is connected to ... a) backbone b) thighbone ) foot bone 2-9'q-5 DF 'g-£'9-Z'D-1 > Discuss these questions about the chart for your Final Product. #it 1. Do you find charts like the one in Activity 1 helpful for studying? 2. Which sources of information could you use to create a chart like this for the body system you selected before: picture dictionary, encyclopedia, biology textbooks or websites? 3. What information would you include in your chart? Unit 6 EL3B Read about and underline each part of the skeletal system. Then circle the function of each part. @ The skeletal system consists of bones, muscles, \j6ints) and ligaments. Your bones hold you up and help you move. They also give your body shape and protect ij other parts of your body, such as your brain. Gi The parts of your body that bend are where two bones connect. They are called joints. Your joints help you move, too. Shoulders, BIBOWus and lWirists are joints. You also need muscles to move and to stand. The muscles are attached to your bones. They pull on the bones to move them. Ligaments hold your bones together. They're strong and they Stretch! They're like big 4 Play a game! Go to Language Reference 6.1 on page 131 if needed. 4 1, Make teams of 5-6 students. 2. Each student writes the name of a part of the skeletal system on a strip of paper. Students put them on a desk and mix them up. 3. Then students take turns picking up a strip of paper and giving clues for other team members to guess the body part. 4, Every student who guesses correctly gets a point. The student with the most points at the end fs the winner. (1 Go online and find five more facts about the bones. ttps://wwaw.ibji.com/ did: you-know-8-interesting-facts-obout-bones ~g Unit 65 Read the text quickly and underline the best answers for the questions. @ 1. Who is this text most appropriate for? Scientists / Athletes / High school students 2. Where would you probably find it? In a Scifi novel / an anatomy textbook / a bilingual dictionary > Read again and write the numbers of the phrases in the box to complete the text. {i} [ 1. smooth muscles 2. striated muscles 3. cardiac muscle 4. muscular system » Answer the questions. 4 1. What is the function of muscles? 2. What muscles control our breathing? 3. Which muscle can’t you control? » Look at the underlined sentences in the text. Then circle the correct options below. Go to Language Reference 6.2 on page 131 if needed. 1. They express facts / the causes or doers of facts. 2. They all use the verb to be / the verb to have as an auxiliary verb > pmed 3. The main verbs are in the infinitive form / past participle form. pp. 65-69 6 Complete the sentences using the verbs in the box in the passive voice. {fit protect store activate 1, When food enters the mouth, salivary glands immediately 2. Normally, you cannot feel the liver, because it by the rib cage. The liver filters the blood coming from the digestive tract before passing it to the rest of the body. 3. The gallbladder is a hollow, pear-shaped structure located under the liver. A yellow-brown digestive enzyme produced by the liver in this organ, Unit 6 ee7 Listen to the doctor. Take notes about the respiratory system in your notebook. @)24 {it > Listen again and unscramble the words related to the respiratory system. @)24 - gtiaerhbn . ertahca gusnl aehnii Isnaa sssgpaae . xlache ew aena > Complete the sentences using the words above. {ii 1. When we breathe in air, we When we breathe out air, we Taking air in and out of your lungs is The air moves from your nose to the . After that, it goes through the sua YN .. Next, it goes through two tubes to your > Label the parts of the diagram about the passage of air through the body. {ei nose: [2 In preparation for your Final Product, begin your research about the body “* system you selected. Go online and find interesting facts about it. Then write the ideas on Mind Map 6 on page 183. http://weww ducksters.com/science/biology/humanbody php In addition, you can research in your biology textbook, in an encyclopedia or in a picture dictionary. Discuss what graphic components you would use to present this information. —~\y Unit 68 Read the text and answer the questions in your notebook. MMe en tne csouel keel Kom} human body. If is faster and more powerful than the fastest and most powerful computer. ene ecm mecca day than all the phones in the world. Doing Corel Ma) Mel ol Menuet Val Reg} ‘When you do exercise, your blood flows and Lefton =i crore M a nericle* =o LN Me:= cole} acdoleccneeanell see lay 1. Which is faster: a human brain or a computer? 2.What does the brain do better than all the cell phones in the world? 3, How can you become a smarter person? 4. Which is the biggest part of the brain? » Complete the chart according to the text. Use the Language Reference 6.3 on page 131 if needed. Ceol a err eR eR Con Rear Cona faster fastest oT bigger high highest smart smartest complex more complex powerful most powerful ® Unscramble the questions in your notebook and answer the quiz. ii 1. the heaviest / the human / what / in / body / is / organ / ? 2. which / the longest / is / bone / in / body / the human /? 3.18 / heart / bigger: / or / whose / a blue whale’s / a human's /? 4. important / is / what / the most / the cerebrum / function / of / ? 5. the fastest / sense /is / human / which /? > Listen and check your answers. @25 [2 Go online and review ideas of charts and presentations of human body systems. Get ‘= inspired and decide on the type of chart you would use for your Final Product presentation. hittps://wwaw pinterest.com.mx/pin/775604367045801149/ Unité Ei-© Discuss what you know about the heart and the circulatory system. {ijt > Look at the diagram of the heart and read the notes. Then answer the questions. Blood corries nutrients and oxygen to all parts of the body and carries away waste materials cand carbon dioxide. Left atrium: Right atrium Left ventricle Right ventricle 3 é Tees is circulatory system: blood around the heart, the blood eae vessels and the blood 1. What does the heart do? 2. What are the names of the two types of tubes that carry the blood? 3. What are the main parts of the heart? 4, What are the main parts of the circulatory system? 5. What's the function of the blood? ~\eay Unit 6‘i Read and unscramble the tips. Make sure you begin each sentence with a capital letter and end it with a period. Hi! the My heart is in excellent shape, and I’m very healthy, as you can see. Follow my tips and be like me! - day / every / exercise / do . fruit / vegetables / and / fresh / of / eat /a /lot x 3. / of / water / drink / lot 4. activities / relax / do / to 5. twice / your /least / day / at / teeth / brush / a > Rewrite these tips using correct spelling, proper punctuation, apostrophes and capital letters. 4 - dont eat to much . dont eet junk food litk candy and chips . dont spend a lot of time in front of de computer . dont wash more than an hour of TV each day . dont dreank sodas Yuaweno Put the tips for a healthy heart in the correct columns. a freer] 12 Go to Worksheet 6 on page 161 for a model of editing sentences. You will find it useful when editing your Final Product chart. By 4 ‘TB Use the notes on Mind Map 6 and the research on the chart you selected (p. 59) to connect all the information in preparation for your Final Product. Go to Collection of Evidence Template on page 115 and do your first draft. (gs @ 4 Unit 6 E-‘4 Look at the diagram of the digestive system. Read the notes and number the parts of the digestive process in order from 1-6. UT Oe LINN) 5 fF] Pe ean Rue) a small intestine ~ long tube that breaks down food; consists oF pancreas, liver and gallbladder fi er tube that pushes the food from the | large intestine ~ long tube that eliminates waste, consists of: | 1. colon ~ hardens waste 2. rectum - waste passes through 3. anus - waste exits stomach - breaks |_] down and stores 7A some of the food, back of the throat sends it to small to the stomach i intestine nose - smells the food / mouth ~ food to begin the process enters the body [_ ] ‘tongue pushes food from the back of tongue to your stomach large intestine is a short tube; it includes 2 organs: the anus and rectum small intestine builds up the food; it gets help from the appendix stomach breaks down the food and sends it to large intestine > Make the corrections on a flow chart on a separate sheet of paper. Using the notes on the diagram, add or remove information. Include punctuation and capital letters. {i 4 > Go back to your draft in the Collection of Evidence Template (p. 61) and look for mistakes. Make the necessary corrections. Use the ideas from the activity above and Worksheet 6. $b » Now work on your final version of the chart for the Final Product presentation. i ley Unit 6I Make a chart of a human body system. 4 Before you begin your presentation, review as a team the process you followed throughout the unit to get to this point. 1. Select a system of the human body. Page 4 CETTE, Page 55 2. Do some research and choose information from various sources. Page 58 3. Write notes to explain the components of the chart Page 58 he 4. Select an appropriate chart to organize the information. Page 59 GI 5. Use graphic resources to connect the components and their notes. Page 61 O 6. Edit the contents of the chart to produce the final product. Page 61 [B, Page 62 7. Now decide on what each team member will say during the presentation. pn BSD 8. Display the charts in a visible place and give your presentation. han 9. Finally, listen to feedback from your audience. Reflection 1. How cooperative was your team in dividing up the tasks? 2. How did you feel doing research about the body's systems? 3. How did you feel editing your teammates’ work? 4. What was the easiest/most difficult part of the task? 5. What did you find most interesting? 6. Which presentation did you consider the most interesting and creative? Why? Self-evaluation Reflect on the following aspects of your Final Product presentation, 1. can name different body systems. Yes. Alittle 2. 1can explain how some organs work. Yes, Alitle. 3. I-can ask questions about body systems. Yes. Alittle 4. Presenting Information In front of the group... Is easy for me. |_| is hard for me. Unit 6 EeInterviewing Environment: Family and community er acu eared eet Exchanges Exchange compliments, likes | * Listen to and review likes and dislikes associated with | and dislikes in an interview. | in the dialogues of an interview. information of * Understand general sense and main ideas ‘oneself and of of dialogues. others + Express compliments, likes and dislikes in written dialogues. * Express compliments, likes and dislikes ina dialogue Final Product: Carrying out an interview about leisure activities | Reader: Tell Us About Yourself I Use the Glossary on page 144 and look up words for the label the photos. > Listen and check. @26 2 Listen and match the faces with the correct expressions. €)27 Be quiet! Come here! Who knows? Just a minute, please. eo Ca oe & Mark (/) the correct options. 1. | know how to express likes and dislikes in English. Yes. No. 2.1 can understand the main ideas of dialogues. Yes. No. 3. | can make questions about someone's likes and dislikes. Yes. No. eg tne?(Development ) 1 Predict the main idea of the dialogue using these words and phrases. club hike mountains and forest using ropes _ weekends > Listen and check. @28 » Listen again and complete what the people say. @)28 We So, all the club members spending weekends at adventures, |{ Weall__ {We all love the home. don't they? watching TV! st > Underline in the texts above the expressions people use to say what they like or dislike. » Read the sentences with enjoy, hate, like, love and dislike. Then mark (7 or x) the structures in the chart. 4 1.1 enjoy playing tennis. 3. She hates watching TV. He enjoys tennis He hates American football. 2. We like / love climbing. 4. She dislikes / doesn’t like swimming. We like / love to climb and rappel. They dislike / don’t like to go hiking We like / love the outdoors. They dislike / don’t like the cold weather. enjoy /hate Z like / love dislike 2 Play a game! fit 1. Think of the things you love, like, dislike and hate. Write them on a piece of paper, but not in order: washing clothes, avocados, swimming, hot weather. 2. Read your list to a classmate. Your classmate guesses how you feel about each thing: You hate swimming. You dislike hot weather. 3. Listen and say how many sentences were correct: Two were correct. Then your classmate uses this information and tries again. 4. When your classmate has all the sentences right, switch roles and play again. 5. Remember to be respectful of your classmate's ideas when you play the game. [J Go online and listen to some more leisure activ are new for you. {ii} https://www. youtube.com/watch?v=Ame4RWCSZ0U Now choose with your classmate the leisure activity for your Final Product interview that you will do together. You can use ideas on page 64 and 65 as well Unit 7 Ei3B Look at the pictures and discuss what they tell you about Anna. £3. ere [ “revnitiendbook com } oo ig Hey! I see you love sports! Yeah, you can say that. | ike lifting weights and playing football. Like many Brits, I’m a Liverpool fan. They are a very popular team in England. My family are fons, too. We watch all their games on TV. I know the team. It's very good. But my family hates soccer so watch it. Listen, maybe we can meet at the gym? Sure, but I hate swimming, so don’t expect me to go into ‘the pool! You hate swimming? Why? | love it! Because I'm afraid of the water. Look Anna, | need to ask you a favor. | know you like to ook... Can you help me prepare @ surprise party? Sure, give me a call > Read the questions and underline the parts of the profile that give you the answers. {i 1. What sport does Anna hate? Why? 3. What does Anna like doing? 2. Does Anna's friend like swimming? 4, What favor does Anna's friend ask her? Look at the sentences and write BE (British English) or AE (American English). The team are very popular. . The team is very populer. . My family is really into soccer. _ My family are really into football. AweNa’y 4 Read what these people say. Then number the function of each linking word in bold. 1. giving a reason 2. connecting similar ideas _ 3. connecting opposite ideas Hike swimming and playing. Hove sports, but I hate lifting weights. | don’t like parties because there Is too much noise. [Go online and find out about the hobbies of three famous people. Write some = sentences about their leisure activities. In pairs, share your findings. {iit ttp://thefw.com/10-celebrity-hobbies-that-might-surprise-yous ~l -§ Listen and label the photos of Alan and Gareth. @29 » Listen again and circle the correct options. @29 Auw: Hey/ Hi, Gareth, Do you want to go to Valle de Bravo on the weekend? Gareva: Hmm. I’m not sure... What would we do there? Aun: Oh, there's plenty to do! We could climb / swim, for example, and / but sail, You like sailing, right / don't you? Goaera: Well / No, Hike to sail, but | hate cold water / weather. It's really cold in Valle, isn’t it? Aun: Yes, itis cold, but that’s no / bad excuse. just try not to fall into the water! You don’t want to stay home the whole weekend, do you? Gaaera: No, I don’t. But can’t we do something else? » Discuss what places near where you live you could recommend to Gareth. 4 6 Match each expression with the appropriate face. (1) Oh, no! That can't be true. Wow! That's great! fa » Listen and check. Go to Language Reference 7.1 on page 132 if needed. @30 4484 > Discuss in pairs. 4 mo BOD For your Final Product, choose a person you would like to interview. Is ita person ~~ pp. 77-8 you know, a celebrity or a fictional character? Give reasons for your answer. Unit 7 ee7 Underline the main idea for each situation. Choosing a workshop Planning an excursion Chatting with a friend Checking exam results Doing homework Looking for a summer job » Number the lines in order to form dialogues. Then listen and check. 31 1 You still have two weeks to decide, don’t you? What do you like to do? Yes, that’s right. Hmm, I'm not sure. | like cooking, but | also like making clothes. z So, where are we going to go? Yes, that's a good idea. ‘And we can eat those great quesadillas there. To Teotihuacan, | think. | like visiting archeological sites. You always think about food, don’t you? 3 Yes, | love canoeing and hiking. OK, Pedro, tell me... Do you like being outdoors? Yes, | can organize a soccer team! And you also play soccer, don’t you? > Write F (formal) or / (informal) for each dialogue. 4 > Go to Worksheet 7 on page 163 and play the game. You will find formulating questions useful in your Final Product interview. By 4 CEE Read and mark (/). We have brainstormed We have decided who leisure activities. ‘we want to interview. ‘We have chosen the leisure We have practiced making activity for our interview. questions about leisure activities. Discuss. ‘What else do we need to do to in preparation for the interview? Unit 78 Look at the mind maps. Write about Alan and Monica. What do these friends have in common? What makes them different? riding a bike oe T Q” GDL ot a ® CS dues t © baking cupcakes cay faking L. 10 ) 2 Alan loves playing the drums, but Monica hates loud music. loud music » Complete the dialogue with information about Alan’s likes and dislikes. Then listen and check. a bike accident _noisy and dirty every weekend with some friends people and animals A; So... you like playing the drums... 8: | had B: Oh, yes. love itt A; Oh, no! That's horrible, And what do you ‘A: When do you play? take photos of? B: i Be ‘A: Who do you play with? A: I don't think you like taking photos of dogs! You don’t like dogs, do you? B: No, not really. They're Bo A: Why don’t you like riding a bike? Write a similar dialogue about Monica’s likes and dislikes. 4 v Go to Mind Map 7 on page 185 and make plans for your Final ime as Product. Brainstorm ideas together. ) rr ipp: 82-86 Unit 7® Look at the text and discuss What type of text is this? Where might you find a text like this? Can you predict the main idea of the text by reading the title? > Read the interview and underline arguments in favor of and against social networking ot sites, using the color code. 4 eee, - in fovor Social Media—should we love it or hate it? He meh time a day do you spend on social networking sites? Do you have a favorite site? How many friends do you have on that site? Mest teenagers would answer “Lots,” “Yes" and “Many” to these questions. But have you ever thought about whether these sites are good for you? Are they Safe? ‘What fi8M@ are you taking by using them? Today Tam talking to Natalia and Eddie, two students from Julio Verne secondary school in Veracruz Jacaranda: Weleome and thank you for coming to talk to me. Natalia: Thank you for having us. J: Natalia, you love your social networking page, don't you? N: Yes, i's great. I's a perfect way t© keep in touch with my friends, Exddie: L agree, 1 also like communicating with people that way. J: But don'tyou think it can be dangerous? the questions. 4 ‘Se - against : don’t think so. In my opinion, it’s very GREGG that anything bad could happen. N; I disagree, I don’t think i's so simple. We need to be careful. Some strangers might use our information to rob our houses or to bother us, J: What would you recommend? Ni Let’ see... you shouldn't 88 your full name on it, E: But how will your friends find you? N; Your real friends know your where you live and other personal information J: Well, yes, that's tre... But are all these people really your friends? Do you know all of them? N; Hmm... No, some are just friends of my friends. E: Some just know your name and ‘want tof your page JSo, can you tell me what else we can do to protect ourselves from ‘unwanted "friends"? E:1 think... by Jocaranda Ruz > Imagine that you are Eddie or Natalia. Continue the interview, giving more arguments in favor of or against using social networking sites. 4 {it Ithink/ don't think... agree / disagree. In my opinion... I'm not sure... > Listen to the interview. Then act it out, paying special attention to pronunciation, pauses and intonation. @33 it 770 Listen and complete the captions. @34 doeshe don’tyou sit ten (He doesn’t enjoy loud “| music, 2 > Read the captions, underline the statements (S) and circle the question tags (QT). if » Match the phrases with the question tags. Go to Language Reference 72 on page 132 if needed. Af 1. She doesn’t dance well, aren't you? 2. Paul likes swimming, did he? 3. My mom is very strict, does she? 4, Alfred didn’t help at all, don’t they? 5. You are angry,... Isn’tshe? 6. They have a lot of money,....__ doesn’t he? > Listen and repeat, imitating the intonation. @)35 ‘TH Play a game! 4h 1. On a piece of paper, write an affirmative or negative sentence about imaginary likes or dislikes: You hate snakes. You love drinking coffee. 2. Give the paper to your teacher and form four teams. 3. Teams take turns sending someone to choose a piece of paper and mime the situation. 4. The other team members have to guess what the situation is and confirm the information: You hate snakes, don’t you? 5. Teams win a point for each correct guess. » In preparation for your Final Product interview, go to Collection of Evidence Template on page 117 and complete it. Use ideas on Mind Map 7 and Worksheet 7. @ it u 7‘T2 Read the parts of the dialogue and discuss the questions. $8 = Hello, how are you? - I'm fine. Thank you. How are you? - Good. Thank you for coming = Thank you for the opportunity. - So, tell me. Why do you want to help us in the summer? - I don't have any plans to go away and | don't want to stay home and watch TV. - Wonderful. Tell me, what do you enjoy doing? = Ilike playing with kids. | love organizing plays. - Plays? - Yes, a theater play. Kids love acting, don’t they? Yes, they do. | like this idea a lot. When can you come and meet the kids? - Any time next week. - Great, come back on Monday and we will plan everything. = Thank you very much. - Thank you. I'll see you next week. - Bye, then. cee 1. Is the dialogue formal or informal? 4. What specific information do we learn about 2. What are the main parts of the dialogue? the people? 3. What does each part include? 5. What's the main idea of the dialogue? > Read and choose a situation and make up a dialogue. Use the selection of words and phrases given for each situation. 4 48 | You want to go to the movies with your friends, but you don’t know what movie to see. well notsure Doyou? horror /romantic movies Doyou great 7 You are not sure what elective class to take this year. You ask your teacher for hel excuse me Idon’tknow carpentry —enjoydoing = makingthings typing boring J} You are going to spend the weekend with your friends. You are planning some activiti WE going camping — Hmm / Let’s see cold weather right? drink hot chocolate > Go back to the Collection of Evidence Template and check that your questions are appropriate to the topic, purpose and audience. Then practice your =a interview in front of the class. Listen to your classmates’ feedback. 4 mes ~ Unit 71 Carry out an interview about leisure activities. {8 Before you begin your interview, review with your classmate the process you followed throughout the unit to get to this point. 1. Choose a leisure activity that interests you. Page 65 GI 2. Decide who you want to interview and why. Page 67 3. Set the place and day for your interview. Write draft questions and answers. Page 69 i) 7 4. Compose final interview questions and answers for your interview. Page 68 By Page 71 @ 5. Read the questions and answers several times and edit them to make sure that they are clear. Page 72 6. Now choose the role of the interviewer and the interviewee. Meet at the place you chose at the right time and carry out your interview. OPTIONAL: Record the interview and share with your classmates and family. Reflection Self-evaluation 1. How do you feel about interviewing and being interviewed? 2. How easy do you find speaking in public? 3. Do you feel comfortable interrupting + asked / answered questions. someone and giving your opinion? 4. Do you respect other people's points of view? During my Final Product interview, |... ‘+ was the interviewer / interviewee. + spoke clearly / not clearly enough.Discussing Comic Strips Environment: Academic and educational Star uae ca aed re eee Understanding Read comics to discuss * Select and revise comic strips in English. oneself and others | cultural expressions. * Interpret content in comic strips. + Exchange opinions about cultural expressions in a discussion. Final Product: Holding a discussion Reader: The Toothpick Warriors ‘T_ Look at the comic book covers and label them using the words in the box. Western Horror Romance Superhero Comedy 2 Read the speech (SU bubbles and write [Nevada ene Mara eer) Pesca very big fish! Wow! Tan Perea att SiN Mid tae ey fen Mog the number of the lisa ripsali ray Peake ice Gee ates comic strip that Mele ) ee re you, cowboy each one is from. PEM neues Mer Discuss with a classmate. Renee ri) 1. Do you read comics in your own language? eee Meniu nicl |] 2. How many do you know? 3. Do you have a favorite one? 4. What makes comics different from books? Unit 8 etre Veto of a really cruel pharaoh! Ke lived more than two thousand years ago. Careful, Dr. Barnes! It Teese ectia dara