4 ( rity | ‘Connect \ Teacher's Guide e@ macmillanar Ts Connect Teacher's Guide CA Katherine Jean Manson macmillan ‘educationMacmillan Education Compafiias y representantes en todo el mundo English Connect Teacher's Guide 3 ‘Text, dsefo ¢ fustracién D.R. © Macmillan Publishers, SA. deC.V.2019 ‘Texto: Katherine Jean Manson Macmillan es una marca regisirada Primera edicién Directora Editorial: Claudia Arancio Gerente de Creacién de Contenidos: Adana Alcala Commissioning Editor: Adriana Alcala Coordinador do Disono: Alojandro Flores Development Editor: Mariana Pérez Diseflador: Bruno de Gante Concepto de portada: Colofén Disefioy Camunicacién S.C. | Roberto Ma Disefio de portada: Colon Disefio y Comunicacién S. 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Tel (55) 5482 2200 et@grupornacmillan.com wera gropomacnillan com ‘wave maemitan.com. mx waa macmilanenglsh com Miembro de la Camara Nacional dela Industria Editorial Mexicana Rogistro Num. 2275 Prohibida la reproduccién o ransmisién parcial total de esta obra por cualquier ‘medio 0 método 0 en cualauer forma elecirénica 0 mecanica, mcuso fotocopia, sistema para recuperarinformacién sin autorizacién por escrito de la editorial ‘Todos los derechos reservados conforme ala ley Impreso on Méxicoes errs en ee ee eee Ee a eros pee Pees Pobet sp tena == —— Diagnostic assessment; Activating previans mowed ———— eS Connectors: when, he, bese, terpreting general sense, ain ideas, ond ond, house bat some deals 12.43 Unit Contents and Opening 2 Repornad speech Socal the prc, SY ee ee eee ee es eee er See | Pane dette Laneunge oo caoea Leider Diagnontcssessment, Activating previous 78:29 Unit Contents and Opening ace a | Say semen Selecting ond viewing marae fo 2 Direct and reported speech Charecess aes eS een general sense, main ideas, and dota. eee Tae sre charset Comeleting and writing senence based on sn acsins haracters actions and features Module 3 soci! teaming Environment Academic and Educational © eee ee nen aeaay eer Nene ne (a eer experiment 49 Unit Content and Opening Degen ecm ape = a ae eee ee ao simple present ene nd Sequencing we: i i ofr ‘een ore aes ‘nterpreting ines _Conjunctions: nous once, aftr Welding instructions, seling Elling instruct ats Seeing the prot. 62 Assessment Tool. er Brain Fbric Idemtiying cognatesContents. ee Pe ee ee ee = aaa 270 vaitconnt a ‘Dag seamen Acting oes aia Imowledige (RR itetiterticcraes Veorarecenes amingteerson roam a rch and amen ra 2 i iecempen English Interpreting general sense end some details, coplenatons and dete Bis ee eo Aaj nd eng ee man cachet vase ee [ona ae Ce ee Pee cn en ee ee er See ee 2 eat re er ty Ee ‘eevements ‘iagnonticassesmen; Activating previous 85.7 unlt Contents and Opening pee a ‘de i ions of his = Sa ‘ance Eget ‘Understanding the content ofictria texts, “Adverbe of manner Edingrepar, ‘Sofiia the pred 102 Aseessment Teel. Questennsie ‘Using bilingual dictionary eee Product: laventory of = Achievements peer ET ey Inewtg En ee Sas ne] usin fain = Destinys wr aE ==— = ana. et pote 9 aries tate ei) | Cheer Sang oe ‘isuallsing bey word Module 7 social Learning Environment: Family and Community + Social Practice: Talking about cultural habits of different countries © Communicative Actvigy Exchanges aecociated with epecifie purposee © Product A com Ebest Vecsey -eeramene sabia: | maura agintcenemmen cng (BR) cece cognate Mpegs ait we | tani a chugs and onins operaCe ee eee (CRU eet etc | reteensenien core Usingatrateges to keep going as conclude a sat 4 | jaieeieteae Acces convertion sbout cular! habit (Gone Seilicing he pret. 267 ——_Asstemont To: Graded Scale ‘aing word mage Cee te ed ey is unit Contents and cpening Siem 5 ieee sana mete | 2 Panphaingmin ideas) | Pom elenent war (eas 3 esringrons Feng: Deseing mood emt etd ve eshte cS oe Te s ‘concluding sentences Festi ‘that communicate mocds. (ee ae ee 156 Anesonet Tol Sle Serhan Chat Going ors inca ee ee ee en re es eee ee eee tanguage ‘Vocabulary inferroation « Product Debste 4157-188 unit Contents ad Cpening “As controversies “Reviewing a toric ofinterestin several sources, eles Dee Ovdeenke ee scent eng pense Lanyon | Tas ita Nowe can ‘Evaluating agreements or disagreements about a ‘snc eee fuesredtbas | arepagins ee eg a Using synonyans| ee ‘iagronc aarersment; Activating previous 175-176 nit Contents ae Opening ate ES etiss Civng advice, expreseing relevant reasons ee wom clone e299 | audo Sgt “a0 nck “resenting strting proposals, ‘Ascoming personal postion and anticipate ‘ther’ prsitions fering counterarguments and defend tir “poston dunng a dcuseon, Sodaizing the product.English Connect 3is a secondary series that helps students consolidate language skills and develop competencies through a hande-on approach to a wide variety of texts, meaningful activities, and the development of language products This series helps you make your classroom an attractive and exciting place for learning so that all students can have opportunities to share their experiences and ‘knowledge about reading, writing, and oral strategies in the English language. By doing so, they will identify inguitic agpects and uses of English as well as similarities and differences between English and their mother tongue, Structure English Connect 3 draws upom the real-life experiences of ‘your students. The modules were sorted thinkingin functional perspective ofthe approach: starting from expresingin simple, familar context, performing in social interactions to participatingin debates and dscuscions. BY doing this, nudents can develop the socal practices of Ianguage through a smooth transition between modules. English Connect 3 consists of ten modules. Fach module is sot in one of three social leaming environrnants Family ‘and community, Recreational and literary, or Academic and educational), As studants are not native speakers of the English language, we have to provide different contexts to promote the use of English in different situations, sand foster the active participation of leamers through personalization and the use ofthe linguistic competencies of the language in a variety of environments ‘This book is divided into ten modules that can be sorted out into three blocks. The material in this course is planned for 420 core hours that can be supplemented with content material provided in the Class CD additionsl resources, Nevertheless, iti the teacher's knowledge and acsossment of the group that will wigger the necessary activities to get ctudents involved in the leaming process, Every module is divided into Opening, Development and Closure, The Opening section includes a short activation of previous knowledge about the social practice, e general diagnostic ascasement for studente to understand what ‘ther otarting point is, and a planner for students to know what the steps of their learning progress ae. Product Steps Each module includes three to four product steps (Development), the collection of evidence to prepare the socialization of the product (Closure) and a self-assessment section. The steps focus on achievements such aa exchanging points of view, searching for information, expressing key evens, giving a presentation, making descriptions, or editing tens, Every step includes a product activities that articulates the module's contents as part of stops FORVOUR PRODUCT. ‘ao, English Connect 3 has been written to take into account students’ diferent learning needs For this reason, each product step contains activities that promote the davelopment of competencise, These knowledge, attinides, and sll are tranaferable to new situations, and etudenta can Jeam and develop them indifferent ways and ina wide variety of learning environments 8 ® 8 Components Being real Local, national, and global citizenship chile and ackmewiedgemont. Being a leamer —Learning and thinking skills. Being me Introspection, self-awareness and ‘emotional skills, Student’s Book Sections # An Introduction that welcomes students and explains the general features of their Student's Books and how touseit. ‘+ A How to Use (CT section that includes recommendations: about the use of technology. ‘Ten modules, each containing an Opening section, three to four product steps, Closure section, and 2 Vooabulary ‘Strategy section which includes strategies and the module's glossary. + ABibliography that offere a list of printed and online reference sites for leamers to research, Features & The Reader box suggests « moment Biieeegte, where a reading of the corresponding RMSE ender chapter can happen and includes prompts focused on extended practice Fe gasggpy) The ICT box provides suggestions about BepepSi ibe. how to use technology in specific activities,Presentation'for,teachers 370 he Glossary icon is found in some activities, sand itindicates that students can go to a specific Vocabulary Strategies page to lock up the meaning of new ‘words contained in that specific activity or toleam vocabulary strategies. Gi te cass cD icon indicates when theres audio cnt ily and ae ok track tpl. © ronvourPRovUcr The penftiicon suspect activities that are useful to review the learners’ performance and growth. They are steps activities that build up for the product, Reader English Connect Reader 3is specifically designed to provide ctidents with exciting and enjoyable stories that will help leamers develop their reading comprehension otrategics. ‘The communicative activities and social practices of the language in the Rexder are closely related to those developed in the Student's Book You will find eleven texts in the Readar. Learners have the opportunity to participate in meaningful reading experiences to extend their ‘knowledge on the topics. These texts are divided into two ‘types Literary or fitional stories: Classical literature stoties that ‘teach cultural and cocial values of both Mexico and English-epeaking countrioe. Informative texts: texts with factual information about social studies and science based around various situations ‘where the socis] practices of the Language can be seen in context. Students will ind key words noted at the bottom of each age. Teacher’s Guide Ench module of the Teacher's Guide mirrors the corresponding Student's Book sections, product steps, and activities, We included for your consideration a series of notes on how to spproach the material in the Student's Book. Navartheless itis up to you to edapt the product steps ‘tm meat your students’ noods. Sections «Detailed Contents pages etailed Presentation for Teachers of the series and, ite components, ‘Instructions on how to use the Class GD and ICT’ lass. + Assessment Guidelines for the different types of evaluation forms proposed in the series + A complete Bibliography of reference material. ‘A Module Opener for each module to provide an overview of the cocial practices, communicative activitise, achievements, and goals to be developed in the module. + Suggested teaching notes for each product step of the Student's Book, as well as the Answer Key to activities. + Photocopiable Assessment Teols for the teacher or students ‘after each module to perform continuous assessment on. the development of the learners. + Audio Szrpts for all ofthe listening activities. ‘+A Thack List of the Glass CD with the complete list ofall tracks including the component and the page where you find the activities that use audio tracks. Features Reader The Reader box prompts to uee the Reador chapter that corresponds to each module when the reading or the ctivities are considered to provide extra help. POI ‘The Language skils box includes explanations about the information in the Student's Bock conceming the use ‘of English, in order to help you guide your students to notice rules and concepts they are using to answor the activities. Media Resources ‘This Modia Resources box suggests when you can use the additional recources provided on the Class CD. ens ‘The Selfassessment box includes instructions for students to complete the Sel-ascessient activity at the fend of the product steps oultural Note ‘The Cultural Note box includes important information. ‘about authors and cultural aspects related to a text or cctivity,How to access your Class CD Additional resources ‘Tom the CD follow these steps: 1 Insert the GD in the dise tray of your computer ‘orin an extemal GD drive connected to it. 2. Goto My Computer and right-click en the (CD / DVD-RW drive (any letter frorn D}. 3, Right-click and hold on the English Cormect lass CD icon, 4. Select ‘Open’ on the displayed Menu. '5, Right click on the folder you want to see (Cintroduction” or Additional Resources”) Audio Tracks Computer 1. Open your computer's media player. 2, Select the English Connect Class GD Audio Tracks icon ‘and double click on it to display the list of tracks. 3. Click en the track you want to reproduce, co player 4. Insert the GD onthe disc tray of your CD player 2. Press play on the track you wan to eprouce aeta SEag art oh Class CD ‘The English Connect Class (D3 includee: 1 ‘Audio tracks for the Student's Book and Reader activitien ‘These recordings are tend by both native and non-native English speakers. When to use the tracks is indicated in all daree components: the Student's Book, the Reader, and the Teacher's Guide. ‘An Introduction, the Contents Page, the Clase CD Track List, and a Read Me document for you ta understand how to use this material and how it relates to other components of the series. It also inchades teaching notes fon how you can use the posters for different class levels. ‘Additional matarial:"The English Cormect Clase CD. contains additional material to provide further practice for your etudents, Itcan be accessed on computers, and external CD drives connected to a computer. 1. Communicative Expressions fiasheards. Eight sets of expressions and prompts te promote communication, ‘You can use the Communicative Expressions flashcards for productive activities, pair work, or group work. 1. Useful Vocabulary lasheards. Ten flasheards containing ‘useful English vocabulary for all levels. You can use the Useful Vocabulary flashcards to review vocabulary fron previous modules and school years. ‘¢, Posters. One per module. They are designed for the needs of each module, but you can also use thern indopondently of the Suudent's Bock for activities aimed at other specific purposes that respond to the needs you detect in your students during monitoring and assessment.Diagnostic assessment English Connect 3 nciudce an Opening section bafore each module thathelp students and the teacher to ascecs ‘their starting point. Make as many notes as possible during the Opener, promote interaction, and register all the information you need to plan the mid-term and long-term goals of your class. Continuous assessment ‘This course has ta primary continuous assessment threads, one designed for gathering evidence of the learners’ work and progress, and another for providing thoteacher with aceaeement tools. For the leamer. Throughout the product steps, the portfolio icon €2) suggests activities that students can putin a portfolio binder for ther to check their progress when the ‘teacher deems it necessary. The evidence become models and production stages where the ckille and knowledge from the module articulate in the creation ofa final product. For the teacher and the student. The teacher's Assessment Tools wil help you keep a racard of both the students’ progress and the global outcome of their performance, Assess students’ outcomes by making one photocopy per student snd filling ther in according to the instructions and euggested criteria. Keeping score of each ‘activity is cuggested to give you an idea of how well students are performing and which Ianguage ckill hat to be reinforced, You might build your portfolio binder or teaching diary using these tools, Self-assessment Students can self-evaluate themselves when they are asked toreflect on their leaming process after each product step and the final product to see if they have acquired the abilities and knowledge practiced in # module. This is & very good opportunity to teach them responsibility for their own learning and motivate them to improve. ‘After completing a product step, students are asked to ‘complete a series of activities for self-assessment where they will answer questions, use rubrics, or reflect to identify what they should have leamed and what they actually achieved. ‘As the Create section of the final product requires working with classmates to consolidate knowledge and. skills together, there is @ discussion in groups in the Final ‘product performance section of the Closure. Have them work together and monitor their discussion. Tell the class itis essential to be open to constructive criticism and listen. to others with respect. Monitor their work but donot intervene unless learners find it difficult to be sensitive and respectful. ‘After the discussion, you may have students go back to. their answers for the first four product steps and check if they have made any advances after their first assessment. ‘Then have them identify the areas of opportunity their answers indicate, After this reflection, ask students to think bout actions they could take to improve these areas and to register them as objectives in their Set Goals section.10 ICT of Information and communication technology ar= ‘tole that can help you and your studente ereate, store, and manage information. You can use your oun emartphone cor computer to help during the class time or at home. How to screen record a video ‘Most smartphones have a video recording app. fnot, you ccan download one for free from any app store 1. Ifyou are using a emartphone, first tap the 1b To start recording, tap the “record” button «Binal, te stop the recording, tap the’“stop” button, df you are using your computer, look for the Menu and type the word “camera into the search bar ‘2. Glick the “camera button” and the camera app will open onthe screen, £ Click the ‘video’ icon to start recording and the stop" fcon to stop recording «5 If your computer doss not have a built-in camera, connecta webcam using a USB cablo to an available port on you PC. How to use the autocorrect feature IF you want to start the autocorrect feature in English, there sre several ways. Remember that spell-check is not always right. Itis important to read the options before you make ‘changes in your texts. a. Language: Using your word processor, go to the bottom. left side of your screen, You will find a language bar Open it and click on American English. 'b, Spelling and grammar check: If you want to run a full spelling and grammar check, go to the ‘Review? tab. Click the “Spelling and Grammar” command and a pane will open on the right. It will show you suggestions. (Glick on “change” when you want to change to the suggestion ond update the document. How to search for information on the Internet emember that you can have hundreds of web pagesin a matter of seconds, soit is important to fler your search by, a. Keeping simple and specific when typing your first search word, The engine wil give some suggestions that can help you specify your search, ’ Glicking the options below the coarch bar (Web, Imagee, ‘Mape, hopping, More etc) t help you be more specific. «Reading the text preview for each site. 4d Separating those ideas you don’t want toinchide by using hyphens. For example if you ate looking for cookies, but not web cookies, write: cookies web cookies. Using online dictionaries ‘When you are using a dictionazy online i is important to consider that: 2, You chould always uce an English English dictionary in order to improve your voeabulary. b. Different from paper-based dictionaries, online dictionaries can give you additional information for example, the pronunciation of the word using sound; other web pages related to the words or topic; links to other words; translator, ete Browsing digital libraries ‘Digital libraries are collections of digital texts, visual and lis wat, tesegracheyand oy elected mater fez tat carb coral waite by evaryony Vou cay gp to your soul engine andl sar by beowting thee brace ‘2, World Digital Library at http/wwrw.edutics.mx/5g0_ , Project Gutenberg at http://www.edutics.mx/5z) c Open Library at http://www.edutics.mx/5¢3 Fact-checking Theintemetisa place winee you can in ilons of web ages, for tat reacen, tis mpertant to look for information ‘relinbility, Fact-checking online information is more iipartant than ver: vals thn nares by aang youl + Whois the author and why isthe information shared? CGieck it comes fot arepitebe tourer and tat te purpos: ito provide factual information. ble thore any evidence of what sca? Chock itintudes factual information end not jst opinions. « Doeeit include other sources? Check the information is tacked up wth other sources, ike inks. 1L Whatdo other sources say about De tama opi? Leak formmiple somess to ve what other sources 63) about ihe same topicReference material ‘* Cameron, L. Teaching Languages to Young Learners. Cambridge, Cambridge University Press, 2001. ‘= Crystal, D The Cambridge Encyclopedia of Language. Cambridge, Cambridge University Press, 2011. + Harmer, Jeremy. How to Teach English. Upper Saddle River, NJ., Pearson ESL, 2008. ‘+ Marcland, Brude, Lessors from Nothing, Cambridge, Cambridge University Press, 1998. ‘* Lewis, Gordon. Teenagers. Oxford, Oxford University Press, 2007. ‘+ Nutall, Christine. Teaching Reading Skills n a Foreign Language. Oxford, Macmillan Education, 2005. ‘* Seymour, David & Popova, Maria. 700 Classroom Activities. Oxford, Macrnillan, 2008. Online resources « haps//wer«onestopenglich.com/ ‘Macrailan’s resource site for English language teachers, «* http:/Awwurteachingengtish.org.uk BBC and the British Council’ site for classroom materials and teacher developrent + httpy//communityeflelassroom.com/ A community of teachers to share resources and discuss methodology. «« herpey//www.coa.int/en/web/cormmon.european-framework reference languages ‘The Common European. Gramework of References for Languages. Reference works consulted to make this book « Pullan, Michel y Maria Langworthy. Towards a Naw End: New Pedagogies for Deep Learning, Seattle, Collaborative Impact, 2013 ‘+ Hamner, remy. The Practice of English Language Teaching, Harlow, Pearson Educational Limited, 2001 ‘+ Nunan, David, Designing tasks for the communizative classroom, Cambridge, Cambridge University Press, 1989, ‘+ Secretaria de Educacién Pablica, Acuerdo nitmero 22/12/16 por # que se emiten las Reglas de Operacién del Prograrna para ta Inelusin y la Equided Education para el ejercicio fiscal 2017, México, Diaria Oficial de la Pederacién, 28 de diciembre de 2016. «* Secretaria de Educacién Pablica. Lengua Extranjera. Ingles en escuelas piblicas de educacign bisa del Sistema Eucativo Nacional Acuerd 12/10/17. Aprendizaje cave para la educocién integral. ‘+ Socrotaria de Educacién Publica, Propuesta curricular para la educccién abligatoria 2016, México, SEP, 2016. ‘+ UNESCO, Leaming to live together. Education polices and realities in the Asia-Pacific, Paris-Bangkok, UNESCO, 2014. i+ Answer questions about unexpected situations Ahoutthe socal practice ‘Ask end answer questions of eaes what the students starting point. Derform a diagnostic evauaticn Tisten to and evauate + Anticipate topic puspase and intended audience based cm contestul ches, desaiptions of snespected «+ Distnguch atatudes and emcticns ‘Shintons shared in * Biehiate register and aeooti characters (eg higher speed or tone et) nora exchange 1 Notice cymeactic festuee ofthe Eng language, absense of couse negates (ce: they dnt gnanyuhar: thy had wo tine tie). + Eyplam end model forethers how to uc strategic. Interpret general sense.maia + Interpret conterfual clues ‘ean and detalls * Distnguish ways fo desorbe unexpected stutios [6g the, saw a person tho ‘was reseed. / Weer azut lame ho.) + Compare tect and indirect speech eg. ts, "Sp!" He akad we tostop ee), 1 Analyze changes in sje according t situation or contest. ‘Ve sdvantage of repertoes of words and express to construct meaning, ¢ broluas patcpanteintensone ¢ Mlntfy sala deas and information that expands, axes, or expe chem ‘Recognize atratepee ured reformulate iaese adjust volume nd opeed, snd egotaie meaning 1 Delerminesaquence of sentances {Exchange opilons stout thet on earning and that of ethers include tre and quantity adjectives and adver in description Change fam direct speech to indirect speech and vice ves, { Modklatespeed shyt, diction, and itonaton. {Tse stnteie to reformulate eas and pair communication breakdown leg: Toe taou Faw t's called, is Dis hed of hehe pushes the water owe efaruer. + Spontaneously produce descriptions of unexpected situations {Have cxchanges ofmenvetoal language + Evaluate thar performance. Collet sidence ofthe leering proces. 1 Sccaize the results f the profact with the class and other lasses 1 Asses their performance aghast the mule 1 Set geal forthe nert module Social Learning tnvironment: Family and community SY Tempra Ue ate UL) Final productOpening 1 wn pe: oo he ltt Wha happenee to sre te satan ‘Then etnwe ihegdesins below 1 boyeutnow how mate econ nt? 1s Acjouredythves aetna ap? 2, want modo ovr 30 wl coma back ev thea queen nd sete our ade loss Sanner Merron teoetoias fore ‘Activity 1 students that when the module Class Planner ‘+ irmay betmportant to clarity is over, they will come backto =» ‘It would be a good idea to read that unexpected situations are this diagnostic section and revisit the Glass Planner with the ‘not always funny. You may ask ‘what they have learned so far, students so that they know what students how they felt speaking 4s expected of them. You may {in Engtish. Be aware thatsome Activity 2 ‘organize the class in groups students may feelembarmased, ‘This is form of self-assessment _—_or plenary andask them what ‘You could motivate them by ‘and reflection. Encourage ‘topics they're interested in and ‘making thera feet cornfortable students to make an honest ‘what thelr expectations of the and letting them know that all reflection so that they can work. module are, Suggest that they skills need practice As much as. oni during the module. You ‘may include other evidence they practice they will notice ‘may encourage them to justify or during the module ‘heir improvement. Remind explain their decision.Step (] Development share thelr reasons and ideas Development © with a short explanation, Product Step |) You are going te decide on an unexperted situation. © Refer students to the Vocabulary Strategies section on page 25 in ‘their books to learn how to cope ‘with new vocabulary. Answers: a.David b Gaby c. both Activity 3 ‘© You may want to go through ‘the Words in the wordpool s0 that students geta clear and ‘homogeneous idea of what they mean, You may remind them to use the examples as a reference, 2» (> sen tne coneston ap np, ey ance he Spek dsc inte meee, Monitor the activity and help if yt te cso mgt ‘necessary with some adaitional a ‘exomples that are similar to the audio fle ytd ch hart fig ti wes ————— Its suggested that you a5 me \* licit the meaning of certain Sed pSinreno ‘i ‘sound characteristics ea ‘in speech applied toa 0 i particular expression or é = ‘dea, This idea may be done {in pairs or small groups even as a whole class. ‘Activity 1 answers: + Gee voumay remind eudens ——_aatsehool yes. «He that they need to listen beyond ‘twisted his ankle. @. she the words, to the expressions, tnfstakenly baked cookies tone, context sounds, other ‘with saltinstead of sugar, voices, andsoon.ifstudentshave David is disappeinted, Gaby is ‘trouble answering the questions amused. you may help them with clues and ideas. ‘Activity 2 # Ge you may have students read the Language skills bor first ‘You can encourage students to 14& ‘Module 1 4, Work in ial ous, Rd the convertion nid cle the extn the pete fo ‘en ntaraion Lok arte the eaten came ete & QP nema oxy ott ptr and pede wht hapa Tn an bo Activity 4 ‘© students may start by looking for all the negative sentences In order to delimit the sentences that need to be analyzed. You ‘may ask students to complement ‘their discussion by specifying ‘the things that are denied by the ‘chosen expressions, Monitor the activity and help [f neceseary ‘with clues and ideas. a Ididn't do anything. D.teouldn't play, <. nthe end, twas nothing serious ‘but couldn't go anywhere during the weekend. d. We didn't realize until we tried them! © We-couldn't eat any ofthem! f. we had no time tobake more cookies, $s Module 1 Activity 5 ‘© Remind students thatitis important to justify or explain ‘their decisions, When itis done, ‘you may invite students to read ‘the Language skills box in order ‘to verify the use of the negative ‘words. tight be helpful to walle around and monitor helping children, answers: a. Ididn'tdo anything. b. We couldn't eat any of them, ¢ Teouldn't go anywhere, ‘You may give students a set ‘of “wrong” sentences that ‘would require the use of the ‘expressions. After reading the box, students may ty to correct the previous sentences, That would be a great idea as long as ‘they use the expressions in the box. nett 6 + Ge stwoustbe goo tea sphave totents ognize he hasations by telng the tory sce een yin ent sa it te ofthe expressions fom the Language sels bor and ‘he examples tom previous aed. Walk ound and nei, supporting students Sassi 1516 Family and community Family and community 4 Orunpinneaweancant arena naan moa unis & from ety Son pags 1, ware comactand wha tue bape oe ‘se hyde Teel Activity 7 (is suggested to work Ast with only Ustening and use the reading for verification and ‘even at ye ‘Activity 6,you may want stadenta to exchange their ests and /oryou may havea whole dass ascussion about the sftuaton tn the conversation Sou may expand by lseuming ‘whether something like this has happened to your students Activity 8 Most of this activity may have been mentioned during the discussion in Activity 7. Then, the purpose of this activity is mainly ‘to ongenize the information for further use, You may link this in sequence with Activity 7. Monitor the activity. Answers: a. Dad got a Mat ure, plaza artived and they had no ‘money, mom had to pay for her surprise pizza. », Dad, Mom, Allie and her brother, pizza detivery guy choppy d. Sad because her surprise party was ruined, but atnused atthe situation,‘Module 1 You plage prtonten a ompmeenaton aout un ja tal rors otanunegered tnt you he el your classes ta ots Une Atv © m2 10 Wonk in puis Daca the qeatins and wre our newer below 4 Selfaxtetament choc ho specs hot tht you cent wen Hang ‘acon te unexpected ees Saree wha pure. yeu ned he o ev ste oes lat crveenton 0 ck Tem Activity 9 + © Fonyour propuct ‘you may help students choose a sftuatlon with sufficient elements to develop along the module. Monitor the activity and help if int, photocopy, or display the Unexpected situations poster for students to brainstorm more ideas necessary with the expression of their ideas. You can use this. activity as portfollo evidence. Have students work on a geparate piece of paper if necessary, about unexpected events, $s Module 1 ‘Unexpected Situations Divide the class in pairs or groups. To introduce students ‘to the chapter, you may ask ‘them to open their Readers to ‘the cover pages 10-11, Focus students’ attention to the ‘picture and elicit what they ‘think the textis about. Encourage students to use English. You could read the activation question outloud and have students discuss it. ‘Itmight be helpful to monitor the activity. Asa class, elicit, answers and write some of ‘them on the board, Invite the students to read the chapter ‘naivigually, m gtowps, i ‘palrs, or out loud. Monitor and provide assistance Activity 10 ‘© You may start in pairs and ‘then form groups to share their results, You may expand by discussing other situations where ‘we may use prediction and anticipation, Activity 11 tna self-agsesernent the most important thing is an honest reflection that may lead to further leaming. You may highlight this fact to students. ufthere are doubts, you may suggest them to go back to activities 2 and 6 as instructed and then come back to this self-assessment, 1:18 Step (2 Family and community = e * pod Spf) orgy we tse the maneesutin gouco. SSS SSS A Tye wntog ona pects en. Thee mda ft fc 2, QP reed sistent the const pln end sc te qastons eps ap Re ric! Dayo eu he ome er: Rpm Wt 800 ge! meatoremiperaa tide Se 0 Aetvty 1 Aatty 2 + Gee voumay sort with © Ge vou may want to work with s alacuslon about general senting and check anaes with teamvork unexpected situlons, reading. oul be a god tea This mayhelpstodentspreckt to yea the questions fat so the situation inthe conversation that sudents now are ooking they wil iste tot isimportant fo. You may listen as many that student just thet times as necessary, However anewers wit thelr notes, Is euggested not toisten roe than three tmesin order to promote the development of listening skills. Answers: a. ana forgother part of the teamwork for the day. b. She's angry c-tmbarrassed. d. He suggests to ask for more time to finish the whole work. Its suggested students read the box before they continue to Activity 3. After reading ‘the Language skills box you may write sentences on the Doard to be transformed into reported speech. There are many ways to practice them: a competition game, tum taking, role-playing, ete Activity 3 ‘© You may start by answering the questions and focus mainly on ‘their mistakes. Instead of just giving the right answers you may go through the characteristics (oryou may read again the Language skills box) so that students discover the right ‘answer, You may work in pairs {inorder to follow the process: ‘through peer conection. Walk arcund and monitor, supporting students when necessary,‘Module 1 4 Woo in seal poup ed ance sentences in epee spec inthe onwratin fmn ‘ei aon pas 3 Activity 4 ‘© You may ask students to revert the eentences to direct epeech, ‘You may refer students to the examples and alicit some sentences, They can write thera on the board and you can help ‘them by correcting any mistake or doubt about direct epeech. ‘Monltor the activity. Activity 5 + © For your propuct A euggestion would be for the students to wilte as many detalle ‘as possible so to have material ‘to develop in further activities. ‘This activity focuses on the participation of other people in the chosen unexpected situation. ‘Monitor the activity and encourage students to use mainly reported speech. You can use this, $s Module 1 activity as portfolio evidence. “Have students work on a separate piece of paper if necessary. Activity 6 ‘+ ‘This is a topic that students have seen in previous years, nevertheless, Its a topic than can be difficult to cope with. It is recommended you do 1 previous practice activity ‘pethaps using information from. ‘the conversation in activity 2 and have students change the sentences into reported speech. ‘Then, you may have students othe act wetis neues 2) mnnt or photorpy the ‘Unrgectel suai set vocabulary flasheard to provide students with ‘vocabulary for their notes. ‘After teadng you may ask student to register the information ofthe box mn a graphic organizer or other different format ke a tte, using examples from the conversstion, You may use the class discussion to add examples, analyze forms and functions and explore alternatives 19Family and community 5 e * 7, Workin pam Choom ane a the suo low se the questions share aan ‘Wihyeur pater ebemer uve ped speck aa aorta i Lisanne | ne Seer (sete Cont Activity 7 Activity 8 * Youmay akterate roles or + © Forvour propuct exchange pale so thatstudents This activity will permit students practice both roles of the to define the central and definite two conversations. You may details ofthe chosen unexpected encourage stadents to use situation. You may encourage reported speech and not to students to ask question to forget that the module is sbout -—their partners so that they may unexpected situations. Monitor ‘discover missing Information or the activity and help fnecessary. deals. 1f ime allows, you may (20) ‘change palrs and repeat In order ‘to get more feedback. Monitor ‘the activity and help if necessary. ‘You can use this activity as portfolio evidence. Have students ‘work on a separate piece of paper ifnecessary.S (Module 1 to geta tlcher feedback for ‘everyone. It might be helpful to walk around and moniter ‘helping children. You can use ‘this activity as portfolio evidence. Have students work on a separate plece of paper if necessary. ‘activity 11 ‘You may encourage students to try to keep the best of both forms of assessment: the individual reflection and the group feedback. Monitor the activity and help If necessary with the expression of their ideas, 11 Self assessment in groupe anon te qutions toe md re odin est seer pentome 6 Diya at epee apr ih “reve maceabout argue ogee reputed spec ad oon. 29 Activity 9 + © Fonvour propuct Tis activity may be linked in sequence to Activity & However, you may want tozeview your classrocm policies for feecback before starting the activity You may encourage students not to ln themselves to the checklist but to give actual comments stout their partners work ‘You can use this activity as portfolio evidence. Have students ‘work on a separate piece of paper Ifnecessary. Activity 10 + © Fonyour propuct ‘This activity may be linked in sequence to Activity 9, students may repeat the sequence role play, feedback and modifying of information a couple of times ‘with different partners in order 21Step (3 Family and community . Activity 2 . © Qe This activity may be tink act Step (3) Youre gong wwe ote to hve canreon in sequence with Activity 1. Students may try to classify the ‘expressions without reading ‘the text (you may be even ‘write them on the board) ana = ‘hen use the whole script as a means to confirm their answers. ‘You may then verify answers in 2) QP need sd sen the contest pn. np encase wha the pe inte scghicie clue ponyersanion: Nou! eel fr tolep te conreranion yy ar oer Salinton ‘may address discrepancies in (© sien one convertion ond anew gents n sa pe. Pera gzoups or with the whole lass, re Ov ih bpp Actas tre Iftime is an issue, you may keep this activity as apart of the whole class discussion in Activity 2 ‘The purpose is basically to set ‘the meaning of the expressions Asan extension you may ack students to remember and share 5, Wt putes di wa th sot prin ld wn come he ata ‘other words expressions that they ad Ege ad ‘may use for expressing a similar ‘meaning, Monitar the activity wee bcc Answers: owen ee ngestng cu ra as bi o2 ‘Activity 1 answers: © Ge vou may startairecty ‘@, At school. Because they tall ‘with the listening and without ‘about Inst Friday. b. They are contextuallzing go that students friends. ¢. aboutthe party get all the information they of Friday d. amused. need from the conversation. She and Clara wore the If there are group members same dress. f They laughed ‘with different fens, you may take-out the situation and the opportunity and combine had fun. g. They didn't ming those students. A combination having the same dress like this might lead to a development of argumentation and justification skills,& ‘Module 1 4 Guenther nn whe eae ees Tie ces pals ‘wth cope a come, 6 Wonk input ‘convener and whch tk Workin pes Dic dame the gation te quests aed discus whic gap cae used ea ‘pete 70, ant oo fr wor epee Lin Gu You hk Aetty 4 © GB res ouggested acting your Sfodents wo Jus ther answers wn deseripdon ofthe body ‘agin sb ete steno, you ray ask send toguemorevenrlepiay the conversation wit the “wrong” bendy language to se how that ould inuenoe communication Aatty 5 + @ Acuggestion wouiave for the students to Justify thelr Ideas with examples of “rghit” ‘and “wrong” gestures in order to see the result. You may ask volunteers to express their results or you may close with a ‘whole class conversation about the topic. If this Is the ease It ‘would be important to keep as natural as passible instead of only reading the answers, Activity 6 ‘© In this activity itis important that students justify their answers. Such justification may be made ‘with alternative examples or even, by role-playing a conversation ‘with the wrong function. Activity 7 '» For this activity you may work ‘with scanning instead of reading ‘the whole text in detail, However, ooking for similar words is an ‘smportant part of the process as that Would glve students more flexibility of expression. You ‘may invite students to read and discuss the Language skills tox {inorder to look for similar ‘words in the conversation. ‘You may read outloud the ‘Language skills box and ask students to come up with ‘other examples of adverbs ‘You can also ask them to use the examples in other sentences for them to practice the usage. 23Family and community Family and community e Student B 9D rrgmamcuc putes ny ety ve ean in a Saha uecyom tito 1 Selfascestment wn groupe an cuss quate you wanton fo open oon ey go 9 ACHR Activity 8 Have students work on a separate + © Forvour Propuct piece of paper if necessary, Even ifstudents are writing the seript of the conversation, itis Media Resources Jimportant that they test it only Print or photocopy the Talking as an expected interaction and to about unexpected situation be open to any possible changes ‘Communicative Expressions {in the actual conversation, ‘A flashcards to help students ‘Monltor the activity and help structure thelr conversation, ifnecessary with ideas and coherence. You can use this activity as portfolio evidence. 24 Activity 9 + QD This activity intended as 2 romentof group reflection tm the activities done so fa. You may promote a respect conversation tht focus onthe questions they wit ask each other Monitor the acy and Tapas Reader - ‘Unexpected situations Eoplain to students that they are golng to read the chapter agzin. Students may practice retelling the story from the chapter to reherse telling about an unexpected event. Iemay be helpful to ask volunteers to give feedback. Self-assessment Activity 10 ‘You may start with an individual reflection before fonming the groups in order to have two different levels of reflections and assessment. Ifstudents have doubts you may ask them to go back to Activity 3 as itis instructed before actually helping them,e Closure ° S Module 1 CLOSURE Tesora areas nt ese 2 Chartered usb ein tn 23 CD tocesnisd the presentation in cocwerstion neni her (o{shemel peg erpd nae Sasa. cure Have your danas tk queens weet onthe ost oral experienc, the emia te stan conctusions PROCESS Before proceeding with the Activity 1 product, you may profit this ‘© This part of the process was moment to review the work developed as part of step 1. done eo far. Before proceeding with the product, you may profit this Activity 3 ‘moment to review the work © This part of the process was done 90 far. developed as part of Step 4 Before proceeding with the Activity 2 product, you may profit this ‘© This part of the process was rmioment to review te work developed as part of Step 2. Gone so far. s Module 1 Activity 4 This partof the process was developed as partof steps 2 and 4 Befere proceeding with the produc, you may prof ‘his moment to review the work done 60 far Refer students tothe How to {Use IGT section in thir books onpages 89. CREATE Activity 5 + Students will share thelr conversations playing all roles, so in the end there will be four unexpected situations, Monitor ‘the activity etivity 6 You may want to have the groups to dhoose one unexpected situation, which then may be shared to the class. Then the lass may vote for their favorite. Promote a sense of respect in all activitie, Activity 7 + You may highlight that the actual ‘presentation fs the same with one or mote interlocutors, However ‘the responses and questions will come from different people, CONCLUSIONS Activity 8 ‘+ You may lead students to reflect on any posstble changes they ‘would Implement to thelr ideas ‘ased on the results of the activities, 25Family and community \— 26 Family and community 5 e * ‘FINAL PRODUCT ASSESSMENT 3 wk hor pre. ie i ae sen ely Int prom eg eds your ueapeced aon rovenion | ie enmecurenence | eptnsenedie Sram | treapecnetdres | leoneeerogrtenoie! Soc toma” ‘make my presentation. “Ome presen, my presentation comnts” nessa orn a sevens 1 co sar ering an page 1: Compt te anion hn Adee athe "1 ntact nya sneer tot he apo peormane inj staboo rate at ‘liege ou anda ebayer wars ioe Se sme, reamwont ete tcent naps ony ca [El tipster ener FINAL PRODUCT ASSESSMENT ‘Activity 9 ‘Ie would be advisable to review your classroom feedback poli before starting this activity: Even if students need to follow the rubric for feedback, it would be ‘ok to be open to other elements that might lead to a better work in the future, Monitor the activity SET GOALS ‘Activity 10 + tis important for students to go back to the Opening questions and the Class Planner and review what they have leamed up to this point You could have them review the activities and their evidence Individually and then share thelr conclusions in groups. ‘Monitor the activity and write notes about their advance. Activity 11 ‘© Itwould be necessary to remind students that this activity is ‘personal and requires an honest reflection, You may ask some volunteers to share their results ‘with the class so that everyone ‘eneflte from them. Monitor the activity, Students might need ‘to be helped to define feasible ‘goals and actions, It would be ‘important to promote that the ‘notes in the notebook are written as cleally as poselble so to go ‘ack to them ata later me, TEAMWORK Activity 12 ‘© Once students finish this activity, ‘st would be a good idea to have students share thelr answers with partners they have worked during ‘this module,Questionnaires or surveys are sets of questions which are intended to examine the degree to which students have experienced learning They can be used as a diagnostic tool or to receive feedback on the teaching / leaning process, Instructions: 1 Determine the goal of using the questionnaire as an evaluation instrument 2 Once you have a goal, write ten questions and have students answer them (orally or in writing). 3: Write your final comments or notes on the result of the questionnaire. Questions: 1 10 © Macmillan Publishers, S.A. de C.V. 2020, Only for teaching purposes. (27)“Activate previous + Ask an answer qorstions of what students krow about suspense and fntary stores, Inowedge abeutthe + Ask and answer questions to efecton eee performance socal practice. Ferfomadagrestic catuaticn, Select and ceew ‘Reflect on how language varies depending.on th tpi, purpose cmavate tt tnd form cf comaranicaton + Ieentiypublicstion information (tle, suthor publisber. et), ‘ Conse tepie purpoge end intardd audience {eins pttera a teatual organization, ‘a poposil tat baip achieve conzsnzus, ‘Retest on the rescurcas wed by the author and illuststr te preduce various effectin the tex that tient the reader. 1 Use aferent strategie to urderetan the devolopment cf ations. * Ken tenses and verb forme in peragraphs (present and pect pefect, gerund past pparteple conditional, + Racogaiae main charatero secondary character) or incidental characte) ‘ ndlete detail ftteadas behaviors fo) and necogaze dec and indirect speech, ‘explain strategies to understand and idanfy nerds and expressone. Exess personal encione to tex Contest ther own reparaie of word and exprescions with chat ofthe nematve tet Seles: appropiate asjecties and adverb to davaribe character, Hsten teopblons of there to tecoguae diffrent interpretations ‘ Reflecton their on perfomance and that af thers Complete andwite + Anewer questions o> deteribecharscer. sentences laced on. Make palagraphs based cn sentences Gharactes'acans-and | + Desctie physkal characterises sls, and ations of haraeers ‘features Check epeling and pancrastin, {Give and ceive fatbac, Sodalisingthe final + Caleccendance ofthe leaming proces, product (Gress 5 nal proce Sodas theesults ofthe product with the css and ether lasses, Assess thelr perfomance throoghout the module, Sei goals forthe next modal Social Learni rere Camu enue CU] Bye a Oe ne UL Final productOpening Opening 4 Gah) the carci f arate as, Cie ae udonya Dineen: See eileen Dette Ofna Clrnsatesecaptson Dnacercetenncen CO) nutece Dace tn Distr sci 2. Wham mele pr wom bck et i aya tes yosraarnee ‘cass Planner ‘wu will hese nese rughost the alu As css declan want a mating ele te Activity 1 ‘© students may check as many ‘characteristics as they want. Itis ‘suggested you don't interfere in this process since they will come back and review what they have leamed.If there are students {in your class that haven't rend narrative stories, elicit some titles of lassie storles. You could post the titles of the stories, books or ‘comic books students mention on the board so to encourage them te hc ir arse he yy 8 peau ‘to look for these books. Monitor theactiviy, Activity 2 + Remind students that when the ‘module is over, they will came back to this diagnostic section and revisit what they have earned so far Class Planner ‘© Stwould bea good idea to read ‘the Class Planner with the students so that they know what {s expected of them. You may organize the class in groups or plenary and ask thei what toples they/te interested in and what their expectations for this module are, Suggest that they may ‘include other evidence during the module. (x 8 SsStep (] Development Development Product Step (I) roxaregeng to lok jrsois to make your product aC SAC FORTUNATUS POPC ier 2, Wen asmal grups Lok comes Actin apn. Di {elena che coven aw ny te Satated Why mpc no mts a Activity 1 ‘+ Make sure students are familiar ‘with the vocabulary before starting this activity, This activity can be done individually, but ‘working in pairs would be a good idea, If appropriate, model the activity with another book, Ideally one that most of them ‘know. Monitor the progress of the activity. Help only if necessary so that the conversation flows. 30 i colin a You may elicit the answers from volunteers, ‘Activity 2 + Ibis 3 good idea to form groups that combine students with cifferent skills and interests. You ‘may want to etict the meaning of the words In the list go to avotd ‘common false cognates (e.g publisher), Remind students that they need to focus not only on the content of the cover, but also on the visual aspects of the books.5 Wk in pad te bck coe Testy rats ti San ad ‘hericurof Daas Ceo eas name th quctns ble Activity 3 ‘© The stories are classics of the English llterature; therefore students may already know one orboth books, If that is the case you may organize a conversation about their previous experience ‘with the story. For a deeper discussion, reading should start Individually and then shift to paits or small groups. You may insist on the importance of S (Module 2 Cultural Note Forbunatus Is 2 medieval folk story thet was widely circulated in Europe. That is the reason it was published in different formats, like tales, children’s stories, and plays. itis believed it was frst published in London in 1740, The Picture of Dorian Gray was a Gothic novel written by Oscar Wilde. Wilde was an Irish poet ‘and playwright in the early 118908. For more information on Oscar Wilde, you can visit: ‘hup//wwunedutles ias/Sxs L ‘Module 2 Justifying their answers (why) since thatis what will enrich the conversation. You could adda brainstorming session with the whole group so to see objective and subjective aspects of the books ‘hy to lead students to a real justification with answers that go beyond the evident. ‘Refer students to the Vocabulary Strategies section on page 45 in their books to learn how to cope with new vocabulary. 31Recreational and literary . e Recreational and literary —*, e = Acuvtty 5 Tes suggested that you group i win pn edt et cw ey nd tp ai he students who are eager tozead Mena arnt noo ver dinierwit doe dhnee == not regular reader. The easy way ‘evanescent Js to choose 8 story ftom the ones momentos cytes ink ‘included in this module. However femua ane ee stwould be more Interesting and enticing to have thenn look for » ‘their stories. Activity 6 + © Forvour Proouct Depending on the sze of your clase, you may decide to work this activity in small groups rather than pais. necessary, ask students toreed Activity 1 feoeeccyeccnperc and Activity 3 as a reminder of the characteristics and the ‘nformation to look for, When dling the checlist, remind students that most books and stories wil include the ‘formation they are looking for but sometimes ina way ‘ats less evident. ay this tie students may have an idea ofthe OOOO0000 story they want to use for their final product. Remind them to be objective and make sure it Activity 4 work, Monitor the progress of the complies withthe characteristics + Before beginning this activity, activity. Help only necessary 80 they need, You can ce this you may want to elicit some chat the convereation flows Ett activity ae pertfollo evidence. characteristics of the two answers from volunteets, try to Have students work on a separate stories (characters, plot, genze, complete as many similarities piece of paper if necessary. publication date). A good idea and differences as possible. Make ‘would be to invite students to sure all students agree with draw two columns with the each addition and respond to headings ‘similarities and any questions before moving on. “aiiferences", students may start You may use any disagreement this activity individually and to create an improvised debate then you may askthem towork about that particular point in pairs in order to enrich theirinthe Sack come Rtn 3,08 pe 29 s ‘Module 2 sti tow how bok wd 3 Self “ei api Lok for ses a i Yous tha sores erin (OQ you need seri tte chek tot Atte 403. Activity 7 ‘© You may use the questions for a whole class conversation Instead of answering them individually. You can invite them to give examples to support their Reader ~The ‘Masque of the Red Death Divide the class in palrs or ‘groups. To introduce students tm the chaprer, you may ask them to open their Readers to the cover pages 20-21. Focus students’ attention to the pleture and elielt what they think the textis about, Encourage students to use s Module 2 ‘English. You could read the activation question cut loud and have students discuss it, ‘tmight be helpful ta monitar ‘the activity. As a class, elicit answers and write some of ‘them on the board. Invite the students to read the chapter individually, in grougs, in ‘pairs, or out loud. Monitor and ‘provide assistance Activity & + © Fonyvour propuct 11s suggested that you make sure students have clear that stories can actually be bath fantasy and suspense. A clear and thorough explanation about ‘thetr decisions would be very conventent for revision. Activity 9 Tt would be a good dea to start vwith an individual reflection and self-assessment and then join a small group in order to contrast and enrich. After iscussing the questions in groups, you may Invite some vyolunteers to share their reflections with the whole class. Refer students to Activities 1-3 if they feel their ‘performance needis to be reinforced. It is recommended ‘you monitor this relnforcement. 3334 Recreational and literary Product Step (2) rouse gin dei mainiden end dese he rary youdese e * «¢-Fortunatus encounters the Goddess of Fortune who gives him a present. 4 Wen in pi. Rend am xtc hr the comic of The Hey of ocr a Hh Sn Whacchapenegiathe sty? Activity 1 ‘© While students work on the tak, Invite them to underline the Information that helped them answer the questions. It would be a gpod idea to encourage students to develop their own answers to the questions instead of just reading the text. Once they have finished, you may ellett answers from volunteers. As a ste aman nt csi ‘complement you may ask them ‘to read the text and say where in the text they found the information, Answers: 2A poor young man leaves hhis house in order to seek fortune. .Fortunatus c. Goddess of Fortune 4. Woods of Pleardy, FranceL ‘Module 2 2 Revd the defini of rai ete Lage sl bx: Wie in he tna eran Lotte come Atty om page 2 pate 32, ad look fr two deals that expander supper the wi ‘Activity 2 ‘+ You may start this activity by asking students if they remember how to recognize the main {dea ofa text, Review if necessary The activity needs to be in pairs, but it would be a good idea to start individually so that each student ‘can decide thelr own main ideas. ‘You may check as a whole class activity asking volunteers to share their results. Activity 3 * You may discuss with the students the appropriate reading suaategles to find details in paragraphs, If appropriate, you ‘may medel the activity with another text from Step 1 to demonstrate how to find the detalls. Students may need lume to discuss thelr answers and reach a consensus about the details to register in the organizer. For condluding, they will share their results with other ‘groups. They may see the text from different perspectives. You ‘may want to allow them some ‘time to add details to their own organizer. Encourage students to paraphrase the detalls and main {ideas in their discussions instead cof just reading the text. Itis important to monitor the activity and help if necessary. Activity 4 + © Fonvour propuct ‘You may want to start this activity by asking some questions about what they did inthe First part oftheir Final Product. tis convenient to work in pois or {nssmall groups. You could lead ‘the students to write down the main ideas and details of the story they chose inthe frst part ofthis product. tis important to monitor the activity and help ifneeded, You can use this activity a portfolio evidence. Have students work on a separate piece of paper if necessary. CO ‘You may read the box asa lass. After reading it, you could ask them If they use any strategy to find the ‘main idea and details in a ‘ext. It could be a good idea ‘to keep in mind that even if the comic books don't have fa paragraph they etlll have main ides and details, 35Recreational and literary . e Recreational and literary} ®, © inthis module You can use this activity as portfolio evidence 3 wh naa op Anan pet coma 2a id Have students work on a separate —_ piece of paper if necessary. & matron tty et ewe? 4 phnetape sate + You may want to present the cay orn pa eee ree re so cnesn Toa dn ore activity is to relate the pictures 7 Ahnentafel ea to the emotiona in ther. You ™ = can ask them to read the sample language outloud and elicit some answers from the students, Remind them that the ‘word because is udes to explain reasons, It would be good to remind students that this is ‘based on their own interpretation ‘and so there are no wrong: answers. Invite palts to flnd ‘consensus in the interpretation of ree Have pea tation 6 ee et Ratt yn wh ei ce wt the pictures, butit would be good ‘to encourage discussion if there sae pet ne pte ears lee ‘appears to be a disagreement, had by bua tt Keck he a bk RE Ts Tepe tacronle rca ts fasey a et Ie ded fo el She wo 3 goa ‘You may want to ask students to Jjustigy their ideas with elements from the fragments of the comic. S “Activity 8 + This excercise is for the Activity 5 Activity 6 students to begin to identity the + youmay wanttostart witha + @) FORVOUR PRODUCT diferent waye in which speech whole class conversation about would be a good idea to atk fg presented, Iti a good idea che things they can see in the students a new reading of the to guide them to notice the pictures. would be convenient story focusingon key ideas snd differences. You could link this tolead stidents to forns only details whose image would make activity with the next one and on the pictures soto separate the stony clearer Invitestudents with the Language skills box that hat they know with and ro use magazines, markers, tc talks about reported speech, without them. so they can produce the visuals for thelr story. You may polnt out that students fellow the structure of the comic as they are using it9 Reed he eames an daca th estonia a pus lameness Ferro ee heb yong roe thane ewe Self allah aie caine ceosiaets sme Tink of estes yu ado ty a we he dale nd you nad rin sap oy an and cg Aca ae. Activity 9 ‘+ By this time students may recognize reported and direct, speech, however for the sake of larity you may want to ask them ‘with different colors. It would be interesting to focus not only ‘on the grammar characteristics, Dut also on the effect they have on the reading of the story. If necessary review the details of direct and indirect speech, but it would be a good idea to focus fret on what they already know. Activity 10 + © Foryour propuct Sfadents may need to understand that this time they are looking for details elated to what characters say and do, students may want to ‘work this activity in pals so that one students quetes indirect speech and the other using reported S Module 2 ‘speech In order to compare the effect and decide for the most convenient to use in their notes, Students may want ta work from ‘memory without actually reading ‘thelr story again, However, ¢ final revision of their work would advisable, You can use this activity as portfolio evidence. “Have students work on a separate ‘piece of paper if necessary. Direct and indirect speech ‘was studied In Module 1, tis recommended you give a quick reminder on the topic's basics like the structme, ver ‘transformation and quotation ‘mark usage. Its important to explain that In comics there isa blended style of direct speech in speech bubbles and sometimes indirect speech when mentioning ‘what is happening. Emons Activity 11 (Once the reflection i done and the table has been completed it ‘would be interesting to develop awhole dass reflection that ‘would enrleh the work of all the students, Ifthe students feel their performance wasn't what they expected, refer them to Activities 3 and to reinforce ‘what Was Jearned in this step, tls recommended you monitor their reinforcement process 3738 Step 3 Recreational and literary : e * Product Step (3) vouoregsinydescive dace ‘Wop Mead tert mn Te Perf En Gaya cs he quetions ei, 5; Rea the Lenguge son pl Sin the parpae Activity 1 ‘to read the text where they found ‘© While students work onthe task, —‘the information. Invite them to underline the Information that helped th: Activity 2 answer the questions Itwould © ‘It would be important to be a good idea to encourage precise that they need to look students to develop their own for descriptions of Dorian Gray answers to the questions instead. ‘and not descriptions of other of just reading the text. Once characters, You mnay point out they have finished, you may elicit. _that actions can also be described. answers from volunteers. As a ‘with phrases, but this activity complement you may ask them focuses on adverbs. It would be a good idea to monitor the activity so to solve any possible confusion between adverbs and adjectives in time | tanguageskils Parelfpes can be Used as adjectives but in a lightly different form, The present patticpl ng) verbs are tostiy used to describe a situation person or thing, For example, The oer coaster de was really ightenig! ast partiples are used to talk about how someone fs, for example, We vated for three hours inthe airport We were abeottely toed Activity 3 * Students may get confused ‘between a participle used as, an action verb and a participle ‘used as an adjective You should ‘monitor or model a few examples on the board to make sure the students understand the difference These words can be ‘used in future activities where students describe the characters or situstions happening. vadtaraouce CD) int posacy aay the Seperate ee beeen fee eer edeL ‘Module 2 4: Qe werk nga canta dept tata st Do Gy wh Sette dscns hey 3 onpgr an nes cop Yor cae o. eth trek tno stat CS as = ary (ier ‘ern pi Mae eto esenbing weds ajc nd ‘rm he Ac 3 on pan Sts ceca nee penn 6: QP tsen teconrenen in Achy apie dicen he unto se ace Aetty 4 + Ge semayte a good idea to sek tudents to ty to aoawer the activity before Istenlng just based on what they now about the story Before stening itis important to caf that students vl write heir own words and not necesaly the words in the conversation, A suggestion oul be for stunts to work Individually stand hen jn ' partner. That way they will be able to create their own image of the characters. Te ight be ‘helpful to walk around and monitor helping students, Activity 5 . 6 FOR YOUR PRODUCT The alm of thie activity is for students to use what they have Jeamed about adjectives. tis recommended you go back to $s Module 2 the list that students made in Activity 3, or read again the text in Activity 1 toget ideas on how to describe a character. You have students work in pair to help ‘each other add more words to ‘thelr descriptions. Activity 6 + Gener unesoonx Would bea good idea to do the activity in small groups and use the whole cass activity to share thelr conclusions. would be advisable students take notes while Iistening Monitor the activity and bap if messy. Make eure students are using the expressions trom the box. or the revision, you may want tele answers from volunteers and also play the CD agaln in order to seen a a, Answers: @. She thinks he is a vain ‘monster, who behaves cruelly with everyone. b, That it isan interesting story. handsome and rich, he has itll d.They think it makes Dorian crazy. 39Recreational and literary Recreational and literary - e * 2 Wok np Share ou awe ra Athy 6m age 37, th Your pte Do senate oa Tageeentibldooe 9) Q vere goepe och qustons 10 Selfastessment Wor in puiee Duss what you eared abou ecrbing cancer, ‘rete leche fy arn stg {ap edo ogy oan on sien 9 Activity 7 + aks sure students engngein ‘You could have volunteers a real conversation about the nite the peakers opinions Giaracters and about Melisa: on the board while tstening, and Pablo’ opinion. students crafter playing the Class CD ray need tobe remind that it agp. You may have students isonly an opinion and so tere Practice role-playing Melissa reno correct ancwers in the and Pub. activity Monitor the activity and help if necessary. Activity 8 + © Fonvour propuct ‘You could tell students that they ‘may use the opinions they have read s0 far asa reference, but you may want to remind ther ‘hey are supposed to express new and individual opinions about the characters in the story they chose. You can use this activity as portfolio evidence, Have students ‘work on a separate piece of paper ‘fmeressary ‘Media Resources ‘You may print or photocopy the Giving Opinions (Communicative Expressions 8 ‘flashcards to help students Gigcuss thelr opinions, Activity 9 + @ vu may remind them that hiss a reflection onthe Ieaming proces. You may want tostarthe actvty naval joln smal group to ascues the {questions and finish wit a whole lass conversation eae Activity 10 ‘You may want to clarify that students will evaluate what they learned about deserdbing characters. It would be a good. idea to remind them that they need to be honest about ‘the things they need to review sso that they can be included {in future activities. You may ‘have them return to Activities 4and7Step (lj « Product Step (@) roa. goin towne and dss about cheers. Testi ples ‘at ack edn sheer de eal Greens Uemstete ee ‘hin 1a Nth mad Gerona ceicem ‘meted eat Activity 1 ‘© Irwould be a good idea to do the reading part individually so that everyone reads and thinks without external influences, and then join the groups for discussing the questions. You ‘may want to clarify that some actions might be past for the reader but present for the narrator. Monitor the activity and help if necessary. ren Te Pte ara yank thew in i na groups past, past continuous, and past perfect simple If the story includes direct speech, other tenses can also be used. Narrative tenses help identity the sequence of events in. telling a story in the past. Effective storytelling does not always invalve a description of events in the onder they occurred, but ‘a description that creates Interest and suspense, L ‘Module 2 acest tee tier oad “sniue ate be ee aa Ae won ey eae ronment ‘isin any foes ll ‘reo h ‘Narrative tenses forms GSP simple present CPI Direct speech quotations. Peano) “I am the cause of this poverty’ he said Fe simple past FR events in story Enya) Fortunatus left and almost immediately started to work on a a ‘Venetian ship. Past continuous answers: Background to story 2. was, had, would b. was Gratiana, Theodorus, looking, was going ¢. had and Fortunatus were ‘murdered, had been destroyed, sitting at a poor had brought dinner. ‘Narrative tenses are used. uy Events before other totella story about past events in the past events, They are usually the following tenses: simple ‘There was no proof that he had murdered Basil fo 41Recreational and literary Recreational and literary 2 end ihe compte creel The Pee Dean Gray ant in pleut a ower Activity 2 ‘© You can invite students to answer the questions Indlvidually and then compare thelr answers ‘with a partner Remind them ‘to confirm the location of the information that helped them answer the questions. Monitar thelr progress and help if necessary, When most pairs have completed their discussion, you may elicit answers from 42 volunteers inviting students to comment on their reactions to the ending of the story. Masque of the Red Death Explain to students that they are going to read the chapter again, (tis suggested you have students draw a graphile organizer with the names of ‘the different characters of the story. You may draw a sample on the board. Ask thet to complete it with information from the characters. Let them compare their organizers with a classmate. It may be helpful ‘to ack volunteers to complete the organizer on the board ‘with their ideas. cultural Note “The Picture of Doran Gray was strongly criticized because itexplored the vice and ‘moral decay of Victorian society. During that age, Victorian people believed in the beauty and perfection of the body. That is the reason the eternal beauty of Dorian and becoming an immoral character shocked ‘many people. By the end of the novel, Gray ends killing himself and becoming a deformed creature, thus showing the degeneration of Victorian era, ‘To learn more about the literature in this ra, you can visit: htp//www. edutles.mx/Sx0Sloe yung, poor beast, Inloe sith Benn Gray Danan ress pth rand ‘ell tail after Acring the alana of sone Wy 2 opting nt 4 puncotion wee. lc cam and compat you anes wh Scum teched be, ‘aioe at Activity 3 by having groups giving a + © Forvour Propuct short presentation about thelr would be important to make story and its characters. This sure that students write about alternative can also be linked to the story and not only asummary Activity 4. Monitor their progress ofthe story. Students don'tneed and help itnecessary. You can use toread theirstory again for this this activity as portolio evidence activity, but it would be advisable Have students work on a separate co have tat hand for quoting plece of paper if necessary or verlfying information from their notes, You may transform this into an interactive activity S Module 2 CO in English copa eters ate manly used in names, days, months some abbreviations, and to begin sentence oF speee, Periods, exclamation, and question marke are considered ending punctustion marks because they close a sentence or an tea Students may need help todentity speling and punewtion mates, Therefore, ts recommended you monitor tus acuvy, Activity 4 + © Forvour propuct Or this activity, students may ‘use the paragraph from the previous activity as a reference for answering the questions Students may need tobe ‘reminded that they need to use adjectives and adverbs for descriving the characters and ‘thelr actions, Walle around end monitor supporting students when necessary It is advisable not to interrupt the flow of the conversation, You can use this activity 88 porttotio evtence. Have studeta work on a separate plece of paper if necessary, Activity 5 ‘+ Suggest students to read carefully, focusing on the words, ‘and not on the understanding of the text. Walk around and ‘monitor, supporting students when necessary. 43Recreational and literary Recreational and literary 9 Self assessment Wor noma ou Diane wha yeu learnt eet wlio stercce [Dh en tacts deci [Cee ear tdci etn: tered ocesketing and prc Activity 6 + © Forvour Propuct would be advisable to review your classroom feedback policies before starting this activity students may need to be reminded that they are only marking the mistakes, not conecting them (that comes in the next activity). 1t would bea 00d idea to repeat the activity vwith different student ‘combinations so to get different {ideas and corrections. You can Use this activity ag portfolio evidence. Have students work on a separate piece of paper if necessary. Refer students to the How to Use ICT section in thelr books on pages 8-9, Activity 7 + © Fonvour propuct would be advisable to review your classroom feedback policies before starting this activity The ‘instruction says, "ask the teacher forhelp’. However, it would be advisable to Insist frst on the use ofthe glossary ora dictionary, if available, and "use" the teacher nly ns a lat resource You cxn ‘use this activity as portfolio evidence Have students work oma separate plece of paper sfmecescany Activity 8 + © Forvour propuct Itight be @ good idea to review your classroom feedback policies before starting this activity You may need to ask students to give comments about the paragraph as partof thelr feedback instead of just focusing on the contents of the table. Monitor the activity students might find it atrcutt to express certain ideas or opinions, help if necessary oe aches nar ee eaten fecicmcia Scion Ea acne apa eaten beyond. Closure * s Module 2 CLOSURE Cpt nd evened nine tt eid bt he ac ace 2D) eaten ate an dented er en in ent ta ety 51D ct hse at no othe prtonaiy and hel acts, © comin ec don cc ion ie cure 5 Desi eur crf eo You ca run om net oe characte of he ty Mae drawing LHe ote Ae ” © @ ste yt wiht de Din si wt ate couctnstons PROCESS Before proceeding with the ‘Activity 1 product, you may profit this ‘+ This part of the process was moment to review the work developed as part of step 1. done so far Before proceeding with the product, you may profit this Activity 3 ‘moment to review the work This part of the process was tone 60 far, developed as part of Step 3. ‘Before proceeding with the ‘Activity 2 product, you may profit this ‘+ ‘This part of the process was, moment to review the work developed as part of Step 2 done so far. s Module 2 Activity 4 * This part of the process was developed as part of Step 4 Before proceeding with the ‘product, you may profit this ‘moment to review the work done 60 far. CREATE Activity 5 + This is the most creative part of ‘the product. It would be a good ‘dea to promote the use of different forms and techniques for Mlustrating thelr eomie. It ‘would be important to lead students to focus on the most relevant aspects of the story. ngage > @ witewa ve mparancta swans Wat Bens ea cls, sera a alate comparison with Mexican stores ane characters. Consider cresting a ilery or another inceractve sett forstulens to share Sheircomice with ei lan CONCLUSIONS Activity 7 ‘You may use this conversation acility as a last reflection, Lead students 10 reflect on any possible changes or perspectives ‘they could implement to their Sdeas It would be important to promote a balanced distribution of the conversatlon go that everyone can partiolpate and express their ideas. 45Recreational and literary \— ~— Recreational and literary FINAL PRODUCT ASSESSMENT 2: Wi wit he nme rou. et iis ee Soar permanent Your fee | anemia ser coms 9 Gannett operng seme om Fe: ech Pana Freese, 2. Camel the atryagin. a enon 10 ant en your arewer aout our perbrnance hoagtou! he mate and your pede tn jor autsick main i of gs you can dot noe what was ie Teamwonn 1 nate en your nercon with our mates, Check he tngs yoo FINAL PRODUCT ASSESSMENT ‘Activity 8 ‘Ie would be advisable to review your classroom feedback poli before starting this activity. Even if students need to follow the rubric for feedback, it would be ok to be open to other elements that might lead to a better work in the future, It might be helpful ed ps ty arin need rae ‘to walk around and monitor helping students. SET GOALS Activity 8 You could ask your students to answer again the Opening activity ‘and the Class Planner. Ask ther tw reflect on the things they now ‘know. Its also a good Idea to promote a real reflection about ‘personal ways to linprove the things they don't consider themselves good at. It would be important ta go around the class helping students to express their ‘thoughts. ‘Activity 10 + An alternative would be tolink ‘this activity to Activity 11.1t ‘would be important tolead students to reflect about their ‘work with all the class and not only with those with whom they ‘worked In the activities of the module. TEAMWORK Activity 11 ‘+ An altemative would be to link this activity to Activities 9 and 10. ‘Tt would be necessary to remind students that these activities are ‘personal and require an honest reflection,TY yeaa TART) Rubrics are scoring tools used to grade the quality of each criterion in a more precise way. If shared with students, they can help them understand the assessment of their performance, Instructions: 1 Determine and list the criteria to be graded and write them on the first column. 2 Describe in detail and write the first quality assessment for each criterion, starting with the “Excellent.” 3 Discuss the results with your students. Cre fontesrty eons ar] Reecoha enc © Macmillan Publishers, §.A. de C-¥., 2020. Only for teaching purposes. 47cy “Activate previous nowwedge ‘heut the socal practice Fesform a diagnostic evalation Selec instructive toxin and evaluate thelr content and “terprt instructions, Sodiabzing the final product Social Learning ‘+ ASLen answer questions of uhat students now about instructive texts. Howmanyice sere? 2, tn tm mete oro wl cone back to ete cy ed ste our Sane loss tanner eres Scwcene cn ‘gy esngi ew age Seemegtams Saas oe ‘Activity 1 ‘back to this diagnostic section ‘their expectations of the module ‘+ This activity may start ‘and revisit what they have are. Suggest that they may Individually as the pre-task yearned so fat Include other evidence during reflection itis, however it would the module, be interesting to open it toa Class Planner small groupseven wholeclass «it would bea good idea ta read. conversation that would enrich ‘the Class Planner with the the scope of the class, students 60 that they know what 4s expected of them. You may ‘Activity 2 ‘organize the clase in groups or + Remind students that when the plenary and ask them what topics ‘module is over, they will come ‘they're interested in and whatstep @ oa Development Development © Answers: Product Step (B) vow ore going tsetec a sceacecperinent. $F Sonate coe epee colic pitanadh 4 Row tence i tr eee: ‘Activity 1 ‘scanning and other reading ‘+ This activity can be used as the strategies. t might be helpful to Introduction to the Step by letting walk around and monitor helping students follow theinstructions _— student. Refer students to the and perform the experiments Vocabulary Strategies section on before answering the actual [page 66 in their backs to lea ‘questions. Depending on your ‘how to cope with new vocabulary. group, it would be » good iden to do the activity in small groups before proceeding to the whole dass discussion, This would be 4 good opportunity to review (50)Os & ‘Module 3 Activity 2 + © Forvour Propuct Make sure students use the expressions from the Language skill box during their conversation, stadents might need support understanding the experiments, You can use this activity as portfolio evidence. Refer students to the How to {Use ICT section in their books on pages. Tunlght be a good dea to ‘present these expressions beforehand. Waite them on the board and point out what they are for. Have a couple of volunteers talk about their preference about ‘the experiments using the expressions ftom the board. $s Module 3 ‘The Magic of Science Divide the class and ask students to open their Reader ‘to pages 30-31. Focts their attention to the picture and liett what they think the text As about, Read the acivation question out loud and have students discuss it. As a class, elicit anawers and write some of them on the board, Activity 3 You can give students limited time {for this activity so to promote the use of the scanning strategy. Underlining the information would ‘be useful for Justifying student's ‘answers. You may point out that it 4s Lmportant to ask students for the location of the information, Scanning a reading strategy that involves reading quickly through a text to find specific information. ttis suggested you always understand the information you want to Took up in the text before you approach it. This strategy is very useful to get the general [dea of a text, Activity 4 + @ You cou ask the groups to share ther answers students tay need tobe reminded that the focus sto alscuss the funelonalty of the graphical, clements 51Academic and educational . e ‘Heademicand educational | e * of the actual experiment. rt ‘would be a yood idea to remind ‘hem that if the erteria are ight ‘they should be followed and ‘the experiment is the one to be adapted. Monitor the activity and help ifneceseary You can use thls acivity as portfollo evidence. Have students work on a separate piece of paper if necessary, Activity 7 Belnga moment for self-assesernent It would be important to promote an. Pree perce Stone paren leon ss ‘You may ask volunteers to jittery tons sate te results oftheir ei self-assessment so that Create tnt everyone could benef fom Dict [DD tendvin eskaentcn their ideas. tight be helpful to walk around and monitor 4 Selfassessment a cles sate wha you chcta, heat wes apc ae eset helping students. te peuiient a vhibuwinern ai inno w wee Ajeet sin pt pep so rai tr elit Activity 8 oman ‘This activity can be connected ; to Activity 7: the individual B ovippaplbardhegessise reflection can be extended into ‘pairs and then into a whole class conversation, From Activity 5 activity and help if necessary. ‘ihe discussion, you may + © Foryvour propuct However, it would be important generate a list of goals and sralnstorming tight be not to interrupt the flow of the strategies to Improve the suggested for the palts to start conversation. You can use this seaults, After the Instructed ‘working but they might need sctivity as portfolio evidence seview of Activities 1 and3, help keeping focus on the task Have students work ona separate _ students may go back to the Ie would be important to clarity plece of paper if necessary, self-assessment s0 to see if that they are not deciding something changed. the actual plctures for thelr Activity 6 experiment, butonly the kindof + @} FORYOUR PRODUCT graphical elements that would Students might feel they need to bbe convenient. Monitor the adapt their criteria to the needsstep @) Product Step (2) rouse ging explore trace tes 4 ted ie Langage Sex Then ed th aan eat singe ag ger in Fer Fonductio) 2 Wen in it Naw ley sea he src et ‘nA oun tiequnsons in you ntebock. ow doce ie aed he pert te ap Activity 1 ‘+ You may ack students for their Idea of previewing befure reading the Language skills Lox or the activity. It might simplify the development of the activity. After reading and discussing ‘the text, you may lead a short conversation about how previewing help In the process of reading the text. In-your eup, which spoon gets hotter? A wooden spoon, a plastic spoon, or a metal spoon? You may also ask about what the students ‘see in the pictures and ‘what is happening, or have them read the headnotes and subtitles. & ‘Module 3 Activity 2 ‘+ It would be a good idea to lead ‘students to go beyond the evident; eg ft is not only the ‘experiment, but what they Jeam from it. You may ask some volunteers to share their answers and briefly discuss any disagreements, Monitor the activity and help if necessary. aes Answers: Soot a instructions for a science erate | experiment b-leam about come | heat transfer c. thetitle reviewing is a useful technique or strategy for students to activate their previous knowledge. In this case, you may want to use the common ‘knowledge about heat transfer by asking questions eforehand. You may ask, Ifyou are drinking hot chocolate and there is a spoonAcademic and educational ‘Heademiic and educational \—° e * 3 Rend the at ety on pute 1a. Cie the Eo ‘eed ou dort hw OS aunitmmewntsitcennyncrcstin |Saraee ‘etry 2 acters eigy won a or, ry be mt es 5: Ass uss he war you ced nd comment 2 Sontag Sopreim byt eimai) Shand caus hem a hee sass ee Sroraypamcicaraamcin — ‘entaanaga roam Soul fee inl eceenerenen am onenenr iene itoutphgtsanjsnating— pucsoutthe cone “Men htoisettentivyne — Sunetesdacunne eee — fet Tima eer ecsbey Sie opaitiandiaist: | Eelam cnt dng euen naa Sagaimestonig | Seeacerasl dicayaasans | avamarauaine 54 speech are, Invite them, to use the identification of parts of speech. If available, use a dictionary. Ifthe students are getting acquainted with English, i's better to use the finding lues in the text strategy, Itis also important to use other strategies like looking for cognates or activating previous knowledge. Activity 5 + @ telstmponant tointston stating the activity aprlying the strategies frm the previous actvten an tying to guess the rheaning ofthe words You may wantto go around the aseroom alvng hint and dens for sueanrmENeay Activity 6 + © Forvour propuct sfudents may have already read ‘the text for the final product at the time of selecting it However, t would be important to promote the sequence established by the instructions of the activity Activity 7 © Ihwould be interesting to lead a ‘whole class discussion about the importance of these units answers: milligram ~mg; gram -g; Kilogram —Kg; mnfliliter— ml; Iter—1‘Aci 9 cod cas which weds as ad nde agrees ete Activity 8 + © Fonvour propuct ce they Ldentty the quantities, would be interesting to expand the activity and make the whole list of materials for their experiment. This cous sino funetion to evaluate the Ceasiilty of he experiment 20 to make any possible changes in time It would be important to promote a nice exchange af & ‘Module 3 ‘opinions between the students. ‘You can use this activity as portfollo evidence Have students ‘work on a separate plece of paper ifnecessary. Activity 8 ‘+ some students may have trouble disilnguishing actions verbs from state verbs or may have trouble seeing the action in a negative vverb (since there is no action), ‘Once they have a list of the verbs, you may direct them to the Language skills box in order ‘to understand the absence of subject and its meaning. You may. verify comprehension during a ‘whole class discussion, It might ‘be helpful to walk around and monitor helping students, Cro ‘The imperative form of verbs is used to give Instructions, orders, advice, ‘wamlngs, or commands, 4y base form means the verb without conjugation, ‘for example, Place the three ‘spoons. Imperative verbs do not have a grammatical subject Uecause It Is Implied the subject is "you", Activity 10 +» students are probably familiar with the content of this activity if that is the cave, you may want to expand it to understand the difference between orders and facts. You may point out that although both are expressed ‘in simple present, they express different things. ris a good idea to ask therm for thelr answers ‘and to complement the excercise with examples of their own. ‘You can start by giving yourselt anexample 55Academic and educational . e ‘Heademiic and educational \—° e . comma after first, next, and {finally when they introduce the sentence, Activity 12 + You may ask students to go {iret to the Language skills box inorder to know what are the sequence words they are looking for. Activity 13 Gummpcanavemencemrscnes, \Eoes * We suggested in havepalan ce See students exchanging their points of view. Monitor the activity aud elpitnecesary “ " Perens fy Sitemeter {ant ing or pet a aching prone beac ‘Activity 14 Chev estan penser vate tens on Itwould be advisable to review {Cs et eect edn ‘your classroom feedback Be Ste policies before starting this g activity Students willeomplete the checklist, but it would be Ose See sg0od to tell them they are free to include any other tespectul adi wena aac = Aiea 36 Sts pratt pita eg Sat ieetae anemia | senor testy ena begs eee + © Fonyour propuct ne of the most important Miyacanenscom (eamemenned ackvivas the experlment in thelr own. any Tanguage is inking @ voumay want tostart sousaecvemimcas:, | Eee aeetnces Sere euliisjmee | coe oe in inbyawee detente orca Eanes arutaetc fomiearseuewiye (fetes epic Eoneast somata paliveliaieedias. [eee aetel aaa aces ccimergeaieghorctppe — |feaatantsieeel ngs cite or naa sua arent mee interchangeably. Use* & ‘Module 3 Product Step (3) vouere going t write imation 5 Wen pin tat ee ine ur bo Sere. caecum Der numa see ¢ Elwin Activity 1 Activity 2 ‘+ is cuggested to let otudents You may want to insist on read the text only once and the fact that the focus of the then retell It to thelr partner. If questions should be to learn there are doubts or hesitations more than what we know and students may go back tothe text, not only toleama lot of what. read it and try again. Once they ‘we already know. It would read it successfully, students be enriching that students may go through a final reading to ty to answer the questions verlfy vocabulary and any other ‘without golng back to the text details missing You can walk. in order to check memory and around and monitor, supporting, ‘comprehension, students when necessary. ‘Media Resources Print or photocapy the Milk Coloring Experiment Useful ‘Vocabulary flashcard to ‘practice making questions ‘to get information about an expertinent, S7Academic and educational . e ‘Heademiic and educational \—° e . questions without going back to the text. Walk around and 3 Wen pa ello he irons smonitor, supporting students when necessary, ‘Activity 5 + © Fonvour propuct sChnlght be important that questions are adapted to the new experiment if they are not compatitie, but asking for Bierce peta thesame tind of infomation, Bees Sees ~ students might need some hep defining the compat o the Rane eee aqustons othe experiment ou eee 2 an use is acy sponta eae ores evidence Have students work aaa apn pie ‘Activity 3 ‘+ iis ouggested tolink this activity —_‘nto the liquid detergent, to Activity 2. You might alternate roles of siudent A and 5, Itcan de Activity 4 done after each question answered + It would be convenient to keep on and sentence completed. ‘working with the same pairs so to gain continuity. The questions Answers: need tobe answered by the text a after you cutout your beat in Activity 1, however It might ‘bse the index card and your be fine if they require certain scissors ¢, the boaton the interpretation. You might suggest ‘water. d, dip the toothptek that students try to answer the 58e © Module 3 ° ° Rome safizzee! ; reboot Ses sca niece wn x econ a 1 Uhura diene tears nt 3 head the farmer rom he experienc th Langvoge cil to. Gece he sp cortencee {indanderne tn compar snsesor en Might ‘Activity 6 ‘+ Itmightbe a good idea to go frst to the Language skils box on page 57 and then focus on the activity itselE You may need to specify that in this case 8 sentence is not only indicated by a period but by 2 complete idea (5+V+). Answers: a. There are two sentences perinstruction. b. There are (in the house). Nevertheless, the structure remains the same. On the other hand, complex sentences are made up of an Independent clause (cimple sentence) and one or more dependent clauses connected tn it, for example: We had breakfast while we waited at the aiport Dependent dausee can't stand alone as a sentence because their meaning is incomplete, Activity 7 + You may suggest students to go ‘back to the Language skills box ‘before doing the activity. One alternative, in case students have difficulty finding the complex ‘sentences, isto highlight first the ‘connectors and then underlining ‘the sentences. Go around the ‘dlassroom and help if needed. two simple sentences and two complex sentences. CoC ‘A simple sentence has asubject,a veranda complement ($14) ‘Aslmple sentence also ‘known as an independent Cause, because it can stand by itself. These sentences 59Academic and educational ‘Heademiic and educational \—° e * 8: Wie complex seterees by fing te sentences heb wh connects you hihi In certy on page 7 compare the new entnec wdc _ Wie tg fo your inst tar alow he etescons Yetintatans yea om Vig 2 etree « Uscoweto wa sos Sr ‘Activity 8 answers: ‘+ ifstudents hove dittculty 2, Fill the container near to deciding the right connector to the top with water after you use, you may ask them to go cut out your boat. b, Now back to the Language skills box that the boat is on the water, on page 57 and make a list of the dip the toothpick into the connectors with their meanings liquid detergent. ¢ once you itis important to be attentive to ‘have the figure ofthe boat, the needs of the students while make a pointed nose anda doing the activity. small gap behind liken the ‘first picture, 60 Activity 9 + © Fonvour propuct Some of the actions may be a simple sentence. Itis a goed ‘dea to promote a creative usage of the fanguiage in order to add details to be presented as complex sentences. t'students ‘have trouble creating complex sentences, 2 suggestion isto ask ‘them to write sil the actions in sirmple sentences then see what connectors could be used to Joln the sentences and finaly try agaln writing the sentences. Monitor the activity soto see if any students need your help. You can-use this activity as portetio evidence. Have students work oma separate piece of paper sfmeceseany. ‘Media Resources ‘Print or phatocapy the Convections Currents Experiment ‘poster to practice ‘writing instructions.