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    SECUNDARIA

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    SECUNDARIA

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    99 views194 pages

    Student's Book (1) - Comprimido

    Uploaded by

    Patt Hernandez
    SECUNDARIA

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
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    2M rect ty A ; lan Fee ees Aidee Armenta education Isabella Burman ‘macmillan @ Macmillan Education Compafiias y representantes en todo el mundo English Connect Student's Book 3 Disefio iustracién D.R. © Macmilan Publishers, SA.deC.V.2019 Texto DR. © Aidee Armenta e Isabella Burman 2019 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: Alcjandro Flores Development Editor: Mariana Pérez Diseflador: Bruno de Gante Concepto de portada: Colofin Disefio y Camunicacién S.C. Roberto Martinez Diseiio de portada: Colofén Disefioy Comunicacia S.C. Roberto Martino2, Alejandro Flores Fotografias de portada: OD=positphatos, Shutterstock cam Coneepto do disefio: Colotén Disorio y Comunicacion S.C. / Roberto Martinez Disofio y formacién: Oscar Quintana Angolos Macmillan Publishers, SA. de CY. Insurgentes Sur 1457, Piso 25, Insurgentes Mixcoac, Alealdia Benito Juarez, CP 03320 Gudad de México, México, Tal: (55) 5462 2200 celt@arupomacmilan.com \wevw_grupomaemiln.com wera macmilan com.mx \warw.maemilanongish.com \Miombro de ta Camara Nacional do la Industria Editorial Mexicana Regstro Num. 2275 Prohibid la reproduccién otransmisién parcial o total de esta obra por cualquier medio o matodo o en cualquier forma electronica 0 ‘mecénica, incluso fotocopia,o sistema para recuperar informacion Sin autorizacion por escrito dela eto Todios los derechos roservades conforme a a loy Impreso en Mexico mas A 169 2 mon a 688 e165 opming on z nis 2 eee pee ‘Anjo omything. hing Reposted speech ‘Sxpeesions to keep a conversation going or soking for -lanication king suggestions ‘empl recent tence ond tmperave fore Sipe nd complex entences nce conecting ommal and informal language sin des, examples explanations and details _Acotudes an eotions Connects: whan then, esies,and ower it Adverbs of tiene Sequencing words: fort ae, fr hat, nextel conjunctiva ons afer Speling ‘ou are going t.. Isow how ready youare Tisten to and evaluate deserptons of ‘merpectedatustions Interpret ganerl sense, main des, nd some deta, Aescribe unexpected events, now how ready youre | dest and review narrative texts read narrative texts and understand general sence main deo, and details eccrbe character. complete aed waite entences based 09 charcuart ecdons and feazaree, socalize your product. ‘se predees and sutis, ee eee You are going t.. now how ady youre ssleccinsiruction anual and evaluate ‘theicontent and structure inecpet instruction ‘write metuction, sit instnicive tests ow how ready youre somine telecon programe interpret guneral conse and some detain, Vocabulary Yeu are going to. ‘write nots about emotions andeaione to paricpatein an evehange of ev | ‘Non-webal Tengvage share expotions and ection, sodilise your product suse semantic maps, 2 me ee ace Pete orc pecs Sete tort 9599 Comme aes ai Pl Vocabulary Strategies "use bilingual dictionary Deen er rea © Communiestive Activity: Recre Siege Bodice — peer “ou a eins. Moisez ope eee madre vee Ren opine as een ee | kro 2 anton feraton | exe pe dere yeeros ern. | Sanus 2 Mlenetone Gu Sa ea Ll explain part vents. Sets core Ezz | == Gee BY Cr een Peep cE eee CSE tar ea nec cae ee ee eee ees eer eer = =a su | on ee eee ee ee } } = | —T . . staage peeps opr ee See ‘conversation. ae = ttre eons naa | ae . eigen pgeewsaina Adjects — ‘conversation about cultural habits. Elz. === emer = | inawhow sadyyouare, aw 1 Describing elings Fasting: select nd review poems | Pom elements "understand general sense, main ideas, wie | oF ererbanigiie ees Homophones | ndeome dei. Woe 2 ‘Describing onds Felines Aeseribe moods | “Topic secondary and ‘ete entences based on words and expressions ee | concluding sentences rane ‘a communicate mands, 1528) | lone secialize your product 384 Vorebulny Stateges BY Cle Chee erat SS 55.158 Opening 157-158 1 pass ol apt “Att controversies ‘atopic | ‘ing and Onthten her onthe ther | 160182 2 iyi options arcing ‘a Yet, my onion, Alasgpeeingronitocting ‘Merecuey Eoreheugh Commas shnecxarp, mes Sy | cotegece Pear pees a wo. Closure V2 Vocebulary stateges ‘review topic ofinterest in several sources. read tests and interpret geoera sense hey ‘ee, and detalls crcluate agcements or dcagreemants cout stogicofinterestto unite arguments parpte ina bate socialize your product. we synonyms. LO ee ee eee ae one ee Sc ee ee eee Caton cre, ws.78 eS vee ‘Whereas nat ass, though sae? urn rhs present starting proposes sume s personal position andanticpate thers pations. fer counterarguinans an Stead you pion duringadiscassizn, ecialie your product. se body language to earn words, © dct on eee eee ented Dear student, Welcome to English Connect! In English Connect 3 you will interact with different types of real-life texts in various contexts. You can take full advantage of activities that will improve your communicative skills in English. It contains challenging activities that will help you consolidate what you've learned in previous levels and give you the knowledge and skills to bbe successful in English. But to da this, ou first need to get to know your book. Your Student's Bod is divided into Modules that flow into each other to make you advance from structuring to cresting. The aim of each Module is to ‘build a language product step by step. Product Steps are focused in developing the necessary strategies for you to full specifies achievements. Prod Wel Sflep There can be three or four steps depes and the strategies that are developed on the complexity of the language product Each module has three sections: A diagnostic activity that will help Opening senso on know. You can also find a Class Planner to know what evidence you will collect. Development ™=2 ou reis: steps thatare focused on developing a linguistic product through. ‘communicative skills and strategies. Closure 22208222 ty Produce and actives © reflect on and eelf- assess your work You can also find several icons that will help you through your learning process: Cee. Every time you see this Reader box, go to your Reader and follow the instructions. Don't forget to bring your Reader to class. Gas Bvery time you se this OT Box ear ear ge RAE igen FO EAS use ICT tools. (Ye tery time you see this Glass GD icon, listen carefully. Make sure you understand the activity before you listen. ‘When you see this Glossary icon, use the Glossary at the Vocabulary Strategies section to leam new words © ‘Thisicon signals activities that develop thinking and study ckille. © wren you see this Portfolio icon, place your work in your portfolio binder, These tasks ‘This icon signals activities that develop local, will be useful to review and check your national, and global citizenship skills. ‘This icon signal activities that develop ‘emotional ckills. Self-assessment This label refers to an activity that will help you evaluate your progress in ‘each lesson. performance. © FOR VoUR PRODUCT rristabet refers to activities that will help you make your Final product step-by-step. ‘Step’s achievement Process Create og Conclusions Language skills box. You will find useful information about the use of English, strategies, and skills. i | il ih i Set Goals ‘Teamwork SSS Final Product Assessment {Set Goals] (aesmvone ‘You can also find a usefull Vocabulary Strategies section at the end of each module and a Bibliography section at the end of your Student's Book. It’s time to get started! —— (eee ea ep gion sat = IGT or Information and Communication Technology are tools that can help you create, store, and manage information while you are learning, You can use your own smartphone cr computer to help during the class time or at home. ‘These tools will help you approach different creative and thinking skills to improve your work. Here are some explanations and ideas on how to manage some common ICT tools. How to screen record a video You may want to capture your own videos to practice or present to your classmates. Most smartphones have a video recording app. [f not, you can dowmload one for free from any app store. How to use the autocorrect feature Sometimes while typing in a word processor on the computer we write incorrect words, Most smartphones and word processors include an autocorrect feature. If you want to start the autocorrect feature in English, there are several ways. Remember that spell-check is not always right. It is 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 wil find a language bar. Open it and click on “American English”. », 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. Click on "change" when you want to change to the suggestion and update the document. How to search for information on the Internet Doing an effective search for information online will help you to save time and to obtain what you need. You can use your computer or smartphone built-in search bar or go straight to the search engine you want. a Remember that you can have hundreds of web pages in a matter of seconds, so itis important to filer your search by: a, Keeping sirnple and specific when typing your first search word. The engine will give some suggestions that can help you specify your search. ». Clicking the options below the search bar (Web, Images, Maps, Shopping, More, etc) to help you be more specific, ¢. Reading the text preview for each site. 4. Separating those ideas you don't want to include by using hyphens. For example, if you are looking for cookies, but not web cookies, write: cookies web cookies. Browsing digital libraries: Digital libraries are collections of digital texte, \ibual and audio material, photographie, and other electronic material formats that can be accessed remotely by everyoody, This matertal can be read online lt your computer or smareghone. You can go ‘toyour search engine and stars by browsing these \oranos: a. World Digital Library at hotpe/weductes, mxtBgo b. Project Gutenberg at httpJ/mwmedutics. mov5gJ 6. pen Library at hotp://wmeeditice mn/Sg Fact-checking ‘The Internet is a place where you can find billions of web pages, for that reason, itis important to look for information relisbility. Fact-checking online information is more important than ever. Evaluate the sources by asking yourself: a, Who is the author and why is the information shared? Check it comes from a reputable source and that ts purpose is to provide factual information. . Is there any evidence of what is said? Check it includes factual information and not just opinions ¢. Does itinclude other sources? Check the information is backed up with other sources, like links. 4. What do other sources say about the same topic? Look for multiple sources to see what other sources say about the same topic. 10 © i paeily on i Ce : Listen to and evaluate descriptions of unexpected situations shared in an oral exchange. Interpret general sense, main ideas, and details. Describe unexpected events. participate in exchanges associated with information of oneself and that of others. ~ interpret and provide descriptions of unexpected situations in a conversation. ariiga He omnen asnialisat ie Salis contain ql, , Gear i ken yhivesrenvaniNht Opening 1. Work in pairs. Look at the pictures. What happened? Thy to describe the situation. Then answer the questions below. a. Doyou know how to make descriptions in English? , Are you ready to have a conversation in English? 2, When the module is over, you will come back to revisit these questions and assess your advance, Class Planner ‘You will collect these evidence throughout the module. Asa class, decide if you want to add something else to the list. mip , [see | Sei [iar a : Know how ready Semnins i youare. Listen to and evaluate descriptions of za ‘mexpected situations General notes about an unexpected situation p15 shared in an oral exchange. Davelopenane fy Interpret general sense, s5t05 about the main ideas and details p.17 main ideas, and details ‘A conversation organizer about an unexpected ato Describe unexpected event p.18 events ‘A presentation rehearsal about an unexpected event p.19 social Rehearse using a conversation organizer p, 22 Closure 11.42 = 8 Oral presentation about an unexpected event p. 23 e product self-assessment p.24 Other evidence: i Development Product Step (Y) You are going to decide on an unexpected situation. © 1, (J tisten to the conversation and answer the questions, Share your answers with a partner, Discuss what clues Jet you know the information. a, Where are the students? d. what happened to Gaby? . Do they know each other? @. How do they feel? ¢. What happened to David last weekend? 2 Listen to the conversation again. In pairs, identify and circle the speaker described in the sentence. a. David / Gaby lowers his / her voice to show disappointment. b. David / Gaby #21863 his / her voice to share something amusing. ©. David / Gaby / Both use informal language to share anecdotes, 3. Im pairs, discuss how each character feels using the words from the box. Saat characteristics disappointed amused sad frustrated suprised jn conversations, like the SS =. | youwse e T think Thelieve Gaby felt ‘volume you reach, | Pand felt amused because it was | | can help ac « frustrated funny experience, show feel because his eee jdentify what the team lost. speaker feels. bn a s Module 1 4 Work in small groups. Read the conversation and circle the expressions the speakers use to deny information. Look at the the examples. Gaby: Hey, guys, how was your weekend? David: Well... not good-Cdidn't do anything> Allie: Did you stay at home all weekend? David: Not exactly... hada basketball game on Saturday momning, but | EWwistédl my ankle just before the game hegan it was torally unexpected! | was walking to the court when | sipped. so | couldn play... and our team lose che maccht Gaby: Thats bad luck! Allie: Did you go to the doctor? David: There was no need Sefious but | couldn't go anywhere during te) Atgecken® What about you two? Gaby: | stayed home too. |had to lookafter my litle brother. Grandma was at the hospital and my parents were taking care of her But something funny happened.. David: Yeah? What? options are correct and why. a. I didn’t do anything 1 didn't do nothing. b. We couldn't eat none of them! \We couldn't eat any of them! ¢. I couldn't go anywhere. T couldn't go nowhere. Work in pairs. Read each pair of sentences and discuss which Gaby: | promised my brother wet! make cookies and ‘watch movies. Allie: And what happened, Gaby? Gaby: Well, when we were making the cookies, asked him to get the ja of sugar, but he gor the salt instead. We didn’t realize until we tried them! We couldnt eat any of them! David: Very funn! And what did you do? Gaby: We had no time to bake more cookies, so we ate popcom instead. What about you, Allie? Allie: Hmmm... On Saturday... pent We use any, anywhere, and anything in negative Sratementsto voi Re use of two negative wo example: together. For 1 didn't do anything. We | couddn'teat amy of them! Leoulant go anywhere. seed we use no. oF nating jn affirmative statements. 6 Efe m small groups, look at the pictures and predict what happened. Then listen to the conversation and discuss your answers. 13 Family and community e Ge Listen to and read the second part of the conversation. Discuss if your predictions from Activity 6, on page 13, were correct and what clues helped you understand the conversation. Allie: On Sacurday we planned to prepare lunch for my mom birthday, bt it all Went wrong! Gaby: Seriously? What happened? Allie: The plan was to ask my mom to take the cat to the vet while my brother and | cleaned the house. My dad was ini¢harge@f the food, so he was on his way to the supermarket when he got a flattir@ and couldrit buy anything! David: Oh no... so you didn't have a family meal? What happened? Alllie: We ordered pizza and we thought my dad. ‘would arrive in time to pay for it bur. Gaby: The pizza guy arrived and you had no money wo pay? My prediction was night | "The general idea of a happy birthday and an unexpected Stuation helped me understand the accident. Allies Exactly! David: And what happened? Allie: We asked the guy to Wait for a while, and then. my mom arrived and she paid. We had no choice bucto tell her thatthe pizza was to celebrate her birthday. Gaby: That’ 0 funny Was she upset? Allie: No, she wasn't. She was amused about what had. happened, but a litte bit worried about my dad... because hed never changed a orel David: That's really Funny Allies Its! Innagine the situation thanks to the images and | descriptions 8 Read the conversation in Activity 7 again and answer the questions. a. What happened? b. Whowas involved? . How does Alle sound? d._ How does Ali feel? Why? “5 Module 1 You are going to participate in an oral presentation about an. nasa final product. Think of an unexpected situation you have a. What happened? b. Who was Involved? c. How didyou feet? N 10 Work in pairs. Discuss the questions and write your answers below. a, Was it easier or more difficult to predict the events in the second part of the conversation? 'b. What strategies did you use to identify attitudes and emotions? ¢. Doyou think itis easier to understand details from a conversation when you anticipate the main ideas? Why? 11 Self-assessmemt check the aspects from the list that you can now do when listening to a conversation about unexpected events. Share them with a partner. can distinguish attitudes and emotions, I can use contextual clues to anticipate the topic and the purpose, I can distinguish acoustic features to identify emotions, Ifyou need help to review some strategies to listen to conversations, go back to Activities 2 and 6. can listen to and evaluate descriptions of unexpected situations shared in an oral exchange. Gs) 16 Family and community Product Step (2) You are going to write notes about the unexpected situation you chose. 1 > risten to a conversation between three students. Discuss as a class what sentence best describes the situation. Write the words you heard to justify your answer in your notebook, a. They are working on 2 project for a school event. D. ‘They ate working on a project fora class. 2 (f Read and listen to the conversation again and discuss the questions in pairs. ‘Ana: Hi, guys! Pete: Hi, Anal Did you bring the poster? ‘Ana: ‘The poster? Do you mean the poster for the cake stand? Wasit for today? Jessy: Ana, it'S for today. Me Garcia said yesterday that we had to bring the posters today He told us, “Have everything ready for tomorrow and that was yesterday, Ana. Then, | asked you if you could finish the poster at home and you said, “Yes, Jessy. Dont ‘worry, il finish it? Right, Pete? Pete: Err... wel ‘Ana: Hmmnmn... that’snot what | understood, I'm very sorry... thought thac we had to bring the poster tomorrow morning for the school festival. And, when you asked meif| could finish it, | didn't understand | had to bring it today. Besides, the festival is tomorrow right? a, What happened? b. How does Jessy feel? 3. Read the sentences. In pairs, answer the questions below. Read the Language skills box before you answer the questions. a. Which column shows sentences in direct speech and which in reported speech? b. When do you use direct speech and when do ‘you use reported speech? ¢. Which words change from one form to the other? Jessy: But chat’ not che poinc... Pete: Girls girls... let try to fig this, okay? Jessy: Right. What do you supgest? Pete: Mr. Garcia said that everything had to be ready at four However, he also told us that if we needed more time to finish the posters or ather matertals for our sand, we could use our lunch break What if we do that? Jessy: Okay! Good idea! Ana, you can design the new poster, We can add drawings or some magazines Cutouts and then show it to Mic Carcfa together with the rese of the materials for the stand at four. Is that okay? Ana: Sure Lets do it ¢. How does Ana feel? d. What does Pete st tis called reported speech. example: “Everything has dy at nin soe age i qverything had to be ready 2° sine, You can use the verD 4 vr ol for affirmative sentences ‘and ase for interrogative. Z “@o— 4 Work in small groups. Find and circle sentences in reported speech in the conversation from Activity 2, on page 16. questions below. Write some notes about the main events of the unexpected e the example as a model. Describe what happened and what © Look at the words in bold in the fragment of the conversation. Discuss as a class the Jessy: Ana, it S for today. Mr Garcia said yesterday that we had to bring the posters today. He told us, “Have everything ready for tomorrow? and that was yesterday, Ara, Then, | asked you Ifyou could finish the poster at home and you said, "Yes, Jessy. Donit worry, Il finish i” Right, Pete? Pete: Er... well. ‘Ana: Hmmm... that not what | understood. tm very sorry... thought that we had to bring the poster tomorrow morning for the school festival. ‘And, when you asked me if| could finih it, didnt. understand | had to bring it today. Besides, che festival is tomorrow, right? Jessy: But thats not the point... Pete: Girls girl... lets try to Fix this, okay? Jessy: Right. What do you suggest? a, which word can you use to add ideas? b, Which word can you use to contrast ideas? ¢. Which word can you use to express sequence? Pete: Mr. Garcia said that everything had to be ready at four. However, he also told us that if we needed ‘more time to finish the posters or other materials for our stand, we could use our lunch break. What if we do thar? PRT se different connectors tots wort depending ™ the information we want {2 share, add, or contrast ‘Use when or then to state sequence in an event that is connected to another one ‘Use besides or and, a i tion, more fr to coneast tO eas, for exarnple, Everybody twas happy for Anna. However, she didn’t Tonk pleased. 7 18 Family and community )——°. > 9 + — 7 Work in pairs. Choose one of the situations below. Use the questions to share an anecdote with your partner. Remember to use reported speech and connectors. 1. Have youworked ona echoo| project recentiy? 1. Have youever gone toa school event? 2. Was it eaay or difficutt to work with others? Why? 2. Whaidid you do at the event? 5. Did anything unexpected happen? Bo 3. Did anything unexpected happen? p Twas particpatngin | the Sclence fa q acher told me Kf I could stripe tonesrmecpe yen meyer ® = Module 1 "Work in pairs. Use the checklist to receive and provide feedback. ‘partner used in his / her conversation. ‘like then, when, but, besides, and, however. d speech and direct speech to especify what other peuple said. n chronological order. Use the feedback your classmate gave you and add more ur organizer on page 18. Then practice with a classmate retelling your one more time. The other day something really furwy happened when was at the school! 7 411 Self-assessment tn groups, answer the questions to give and receive feedback about your performance. a. Were the events in the conversation in order? b. Were events linked using connectors? . Did your partner use reported speech when relevant? 4. Which aspects does he/she need to improve? ‘To review more about language usage like reported speech and connectors, go to Activities 4 and 6. Tan interpret general sense, main ideas, and some details $5 20 Family and community e Product Step (3) You are going to use notes to have a conversation. 1 ({fP uisten to the conversation and answer the questions in small groups. Where are the speakers? How do you know? What is their relationship? What does Kim want to know? ‘What unexpected experience happened to Liz? What happened in the end? a. b c d, How does Liz sound? e ¥ g How did Liz and Clara react? 2. {fe Read and listen to the conversation again. In pairs, discuss what the phrases in bold are used for: to keep the conversation going or to ask for clarification. Kim: Hi, Liz How was the party ast Friday? Liz: Ofcourse, There was no way we could have known Liz: Hi, Kim, Well something really Funny happened that, How could we have folind olit before? Besides, Kim: |'m sorry, but | didn’t catch what you said, \we had a great time so nobody teased us about it. Liz: Oh, OK... Ijust said that something really funny happened at the party. Kim: Oh! What happened? Lz: A couple of days before the party, lara asked ef could go to the mall with her to pick adress for the party. However, | couldn’ go with him... sorry, with her, because | had other things 10 do. Besides, already had something co weat for the party. But guess what happened? Kim: Whar? Liz: She bought the same dress that | did! When ‘we met at the party we were wearing the same red dress. It was too funny! Kim: Oh no, did Clara think it was a Funny coincidence? 3 With a partner, discuss what the use of the phrases in bold is and complete the statements. a, We use to "buy time® and organize our ideas when speaking b. We use to ask for repetition because we didn’t understand something. cc. We use before repeating our message. : rN ; ‘Module 1 4, (@fp> Listen to the conversation again while looking at the pictures. Then discuss in pairs what body language corresponds to the conversation. 5 © ‘Work in pairs. Discuss and answer the questions. a. Did looking at the gestures while listening to the conversation help you understand better? Why? b, Does a conversation without gestures have the same effect as one that does? Why? © Work in pairs. Read the questions and discuss which group can be used to begin a conversation, and which to ask for details. 7. Work as a class. Go back to the conversation in Activity 2, on page 20, and look for words that express time. Can you think of similar words? ‘Adverbs of time are words that tell us swhen something happens For example: ‘yesterday, last nights the other day. 21 Family and community \———° ~~ 0 @ o LT workin pairs. use the notes you wrote in Step 2, _ complete the organizer. Rehearse your conversation about aber to add questions to ask details, phrases to repair 9 ©) in groups, discuss the questions and try to justify your ideas. Give examples of activities you did in this module. a. Do you feel you improved your performance by using different strategies when you speak? b. Which is your strongest area: describing events, giving more = a details, or using gestures? situation from your Reader, 10 Self-assessmemt Work in groups and discuss the questions. a. What strategy can you tse to repair the communication when you speak? b, What can you say when you don’t understand what the other person is saying? If you want to review how to ask for repetition or continue the story, go to Activity 3. _ Lean describe unexpected events. 22 e s Module 1 CLOSURE Participate in an oral presentation PROCESS 4 [__] 1made some general notes on the place, the people involved, and the unexpected ‘— situation I want to share with the group. 2 [_] 1 wrote about the main ideas and details from the unexpected situation Y'm going to share. 3 [__| organized the presentation in a conversation organizer. res You can record 4 |_|I rehearsed presenting an unexpected situation to she rebate) ee a classmate. —_— CREATE 5) Work in groups of four. Share your unexpected event with another group of classmates. Have your classmates ask questions about it 5 Asa class, vote on the most original experience, the funniest, the strangest, etc. 7. Prepare your oral presentation for a different group, class, or for the whole school. CONCLUSIONS 8, Work in groups. Read the questions and share your answers. a. Was it easy or difficult to write notes on the unexpected situation? b. Why do you think gestures are important when relating a personal experience? . Are you satisfied with your work? How could you improve it? d. Did you learn anything new about relating unexpected events? Family and community FINAL PRODUCT ASSESSMENT 9. work with your partner. Use the rubric to assess how well you did in the process or preparing and presenting your unexpected situation. Tcompleted all the steps Preparation _in the module to prepare my presentation. Iwas able to use all of oral the strategies 1 learned presentation through the module to make my presentation. Lalways listened to my classrnates’ feedback ‘Teamwork respectfully and used their comments to improve. SET GOALS Roy Tused some of the steps in the module to prepare my presentation. Tused some of the strategies Tleamed through the module to make my presentation. I sometimes listened to my classmates and not always used their comments to improve my work Tused a few of the steps in the module to prepare my presentation Tused a few of the strategies leamed in the module to make my presentation, rarely listened to my classmates and was disrespectful. Inever participated in the feedback. 10 Go back to the opening on page 11. Complete the activities again. add evidence to the Class Planner if necessary. ‘LL Reflect on your answers about the final product performance. In your notebook, make a list of things you can do to improve what was difficult to do in this module. TEAMWORK 12 Reflect on your interaction with your classmates. Check (¥’) the things you did. [__| always participated in the activities and gave my opinion. [_] melped my classmates to understand concepts when I could. {_] 1always listened respectfully to my classmates and never interrupted them rudely. eer a CUO RY er tes Wey ea 1. Go back to the conversation on page 13, Activity 4. Read it again and find the words below. Read the words in context and circle the best synonym for them. a. Weekend: 1. Monday and Tuesday b. Look after: 1. give food to 2. take care . Match: 1. game 2. festival 2. In pairs, choose another text from the Module and guess the meaning of difficult words by context. GLOSSARY ankle: (n) the part of the bottom of your leg where your foot joins your leg. concerned: (adj) worried about something. current: (ad}) happening or existing now. disappointed: (adi) unh=ppy because something that you hoped for and expected did not ‘happen. find out: (phr.v) to discover a fact or piece of information. fix: (v) to find a solution to a situation where things are not working well. flat tire: (exp) a flat tire does not have enough air init. go wrong: (2xp) used when a problem happens and causes the failure of something. in charge of: (exp) to have control over someone or something and are responsible for thern. Instead: (adv) used for saying that one person, thing, or action replaces another. jar: (n) a glass container with a lid and a wide top, 2, Saturday and sunday 3, Thursday and Friday 3. play with 2. graduation ‘Tey not toimmediately Took foran unknown word 8 ‘ietionary o sean Re ‘trough the text and guesé the meaning of the word ‘py context lower: (adj) below another thing of the same kind. pick: (v) to choose something from a group. aise: (v) to increase the level share: (\jto tell someone something slip: (v) ifyou slip, your feet slide accidentally and you lose your balance or fall over. slow dowm: (phr.v) to reduce the speed at which it happens survey: (n) 2 set of questions that you ask 2 large number of people or organizations tease: (v) to say something to someone in order tohave fun. twist: (v) to force something out of its original shape by turning it round. unexpected: (adj) something that is surprising because you did not expectit at all. wait: (v) to delay doing something until someone artives or until something else happens. wear: (v) to have something on your body as clothing, decoration, or protection 25 Social Learning Environment: tye athe nyitit rn Cea Select and review narrative texts _ Read narrative texts and understand general sense, main ideas, and details. _ Describe characters — Complete and write sentences based on characters’ actions and features. PTR TMC TA _ understand yourself and others. _ read fantasy or suspense literature to evaluate cultural differences. Is aceasta norstixe sera orp antas. A (os Bia ih ol rapes tiopaN nt Catso[0) 4 Opening Gheck (v/) the characteristics of narrative texts. {_) metuée author. [| include only main 4 characters. {__] meluée illustrations. = a Are about facts. {_] are about imaginative fiction Include descriptions. {_] include fictional characters. [_| melude details {_) ate non-fiction. (_] indudea setting When the module is over, you will come back to revisit this activity and assess your advance. You will collect these evidence throughout the module. As a class, decide if you want to add something else to the list. ‘Opening 1 23 +6 Development, 920 Closure an.a2 Other evidence: Know how ready you are. Select and review narrative texts. Read narrative texts and understand general sense, main ideas, and details. Describe characters. Complete and write sentences based on characters’ actions and features, Socialization of the product. Checklist of elements in a story p. 30 Select a story for a comic book p. 31 Organizer of main ideas and details p. 33 Cutout and draw pictures for a comic book p 34 Notes on the characters’ personalities and actions p. 35 List of describing words about the characters in the chosen story p.37 Opinions on the characters of the story p. 38 Paragraph about the characters’ actions p. 41 Ask and answer questions about the characters in the chosen story p. 41 Corrected version of the paragraph about the character's actions p. 42 Acomicbook p. 43 Self-assessment p. 44 27 28 Development Product Step (1) vou are going to look for stories to make your product. 1. Work in pairs. Look at the covers of two stories and discuss what you think they are about. WLI Libel / Cy The Picture of FORTUNATUS Dorian Gray PUTS CISA) SI ores #t by Oscar Wilde ‘ANONYMOUS 2. Work in small groups. Look at the covers in Activity 1 again. Discuss the differences between the elements in the covers and how they are distributed. Why do you think they are different? Complete the notes. 5 | Title Title Author: Author: Publisher: Publisher: Coments on ilusteations: Coments on illustrations: Other elements found: Other elements found! e 5 Module 2 3. Work in pairs. Read the back cover of The History of Fortunatus and His Two Sons and The Picture of Dorian Gray. Then discuss and answer the questions below. FORTUNATUS does not ‘remember being rie his father ‘wasted all their fortune when he ‘as a litte boy. When Fortunatus turns 18, he leaves home to seek his own fortune. He has a life full of great travels, adventures, and magic. Read to discover hhow he meets a goddess and how he gets to live his ife. Accompany ‘our hero and get to judge the eee at the home of Basil Hallward.a ‘well-known artist. Basil dicusses his latest painting with his offensively amoral friend Loni Henry Wotton. They are amazed by the beauty of the portait that perfectly eflects all the physical ‘splendor of Basil’s young friend Dorian Gray. Basil wants to stop Lord Henry from meeting Dorian, ashe is afraid Lord Henry willhave 2 bad influence on the young man, whohas a simple and beautiful nature, However, Lord Henry soon mects Dorian and leads him astray. Dorian then dedicates his life to hhedoniam, As the years go by, Dorian raysteriously preserves his splendid beauty and youth, But, hidden in his attic, Dorian has a dark secret. a, What are the stories about? b. Who would be interested in reading the stories? Why? ¢. What type of texts do you think they are? why? 4. What do you think is the purpose of the texts? Why? 29 Recreational and literary | ~*~ 4. Work in pairs. Read the definitions and discuss what fantasy and suspense features The History of Fortunatus and His Two Sons and The Portrait of Dorian Gray have. Give reasons for your answer, 5 Work in pairs. Discuss similarities and differences between the two stories. Decide which one you would prefer to read. | Ayedlte tread Portrait of Doran 5 ee Goay because t seems Lagree, but why don't like a very mysterious wwe look at the adventures character of Fortunatus? T like the =—_ comics thshotions. Work in pairs. Use the information from Activities 1 to 3 to make ents to look for in the story you will use for your product. 30 ‘ e : Module 2 7 Read again the back covers in Activity 3, on page 29. In pairs, think about how a book and comic book are different. Then discuss the questions. a. Why do you think one text is longer than the other? . which text seems simpler? why? ¢. Doyou think these kinds of differences are in the rest of the narrative? d. What other elements do you think a comic book uses to complement its narrative? ——. —_—_ | Lthink Fortunatus and tis pe I believe The Picture of ‘Two Sons's shorter because jy Portan Gray has fewer Hlsacomicbook | llastrations, ) —— Work in pairs. Look for stories etait You can use the stories from this ‘Ifyou can't look for stories in ader, or look for more stories at the eae ‘if available. Use the checklist you ‘your Reader to make 6, on page 30, to help you choose the (anaes product. 9. Self-assessment Work in small groups. Discuss the questions. @, What did you do in order to select and review a story? b. What did you find most difficult about selecting a fantasy or suspense text? c. What elements hepl you know what a text is about? If you need to review strategies to check a text, go to Activities 1 to 3. Tcan select and review narrative texts. 31 32 Recreational and literary = € Product Step (2) You are going to identify main ideas and details of the story you chose. 1. Work in pairs. Read an extract from the comic of The History of Fortunatus and His Two Sons and discuss the questions below. implore you sweet lady for thelove of God asist me to.get out ofthis wood. Fear not Fortunate Lan ‘he Goddess of fortune. andl shallconferone of my given powers toyou They are ‘wisdom riches strenght, heath, beauty, and long i: Then idesive riches so that! may never wantso log as ive countryyou aren ten pieces of ‘gold ofthe same nations coin wal uwaysbe available inthe purse. Takospecial care oft a. What is the story about? b. Whois the story talking about? Who else appears in the story? Is she a main character or a secondary character? where do the actions take place? e. What is happening in the story? x —e pc _— Modu oe @ > — yg Module 2 oO 2. Read the definition of main idea in the Language skills box. Write in the organizer the main {dea of the comic in Activity 1, on page 32. = 3) Work in pairs. Go back to the extract from the comic in Activity 1, on page 32, and look for two details that expand or support the main idea you wrote in Activity 2. Write them to complete the organizer. Share your answers with another pair. “the main idea js the most important {information of the text.Itis usually at the peginming, but itcan also be Cea 33 34 Recreational and literary —— J 5 Work in small groups. Analyze the pictures of the comic in Activity 1, on page 32, and discuss the questions. a, What do the pictures show? b. Whois a main character and who is a secondary character? c. Do the images help you understand the story? Why? d, Do the images add extra information about the story? How? ‘Work in pairs. Draw or cut out suitable pictures to go with your book about it, 7 Look at the fragments of the comic. In pairs, circle the characteristics you think Fortunatus shows. Share your answers with your partner. ~ a | think that Fortunatus i Oe aes ft — — i Lbelieve Fortunatus 8. In groups, read Fortunatus summary. Underline what Fortunatus said and circle what the goddess said. Fortunatus was hungry and lost in the woods of Picardy in France. He was attacked by a bea but luckily he was able to kill it; Then, afler a terrible night, when he woke up, he saw a beautiful, smiling lady and he asked for help. She was a goddess and decided to help Fertunatus. She said that she would offer him a gift. Fortunatus received a magical purse that will always have pieces of gold. Fortunatus said “Thank you. God bless youl”, Then, the goddess took him out of the woods. 9. Read the examples and discuss the questions below in pairs. a. Doboth examples mean the same? what is the difference? i | marks (")- 0 'b. what other changes do you notice in the sentences? the other hand, reported speech js used to repest what other people said without repeating the exact dialog. Self-assessment Think of the strategies you used to identify and write the details and characters of the story you chose. Use the table to evaluate how useful the strategies were. To look for main ideas and details in the text. ‘To identify main and secondary characters To know what each character said. Key: 1, Ie was very useful. 2. [didn’t find it useful, but I know how to use it. 3. [don't know how to use it. If you need to review strategies to identify main ideas and details, go to Activities 3 and 9. " Tean read narrative texts and understand general sense, main ideas, and details. 35 36 Recreational and literary Product Step (3) Vou are going to describe characters. 1. Work in pairs. Read the extract from The Picture of Dorian Gray and discuss the questions below. aege a. Underline the words that describe Dorian Gray. b. Circle the words that describe the way he acts. jorian, the radiantly ‘handsome, impressionable, and wealthy gentleman who never seemed to age, went into the zoom and removed the purple cloth from his portrait. He could see no change.The portrait was stil as old and horrible as always There was blood on the painted feet and hands, as if it had spilled from aa bright red spot over the portrait. Would this ‘mean that Dorian had to confess his crime? He laughed. Nobody would believe it.There was no proof that he had murdered Basil, Everything belonging to Basil had been destroyed, The death of Bsil Hallward was so irrelevant to Dorian chat he thought the mirror he was What is Dorian Gray like? What does the painting look like? How is the knife described? can you think of any characters from Mexican literature that share some characteristics with Dorian Gray? 2) Work in groups. Follow the instructions. 3) Read the Language skills box in pairs, find the participles in the text in Activity 1. Write a list in your notebook. looking at showed an untir vision of is soul, Still, he thought about the murder... Would the blame follow him until his death? Was he going, to confess? Never. There was only one piece of evidence left against him the portrait. And he ‘would destroy it. He used to be pleased to see the pormmaic getting old as he remained young. But then, it would not let him sleep. The portrait had brought melancholy to his life. Its memory ruined many moments of joy. Thats why he vould destroy it, He looked around and saw the ‘knife that had killed the painter who so skillfully ‘mirrored his beauty once. He had cleaned it many times, until there was no stan left on it, It was bright and clean. As it had killed the painter, it would destroy the painter's work and Stat once wuld ogee ee Cc» and he would be fiee. Words that describe people are called adjectives, and words that describe actions are called adverts. sometimes verbs can be used 3 adjectives they are called participles ‘qotuma verb into an adjective use the vero without conjugation, only added or ng. ° —/ Module 2 0. Se mn 4 (ee work in pairs. complete the description Pablo and Melissa give about Dorian Gray with the list of describing words from Activity 3, on page 36. Listen to compare your answers. Melissa: So, Pablo, what do you think of Dorian Gray? Melissa: You see? Horrible. Pablo: Well in my opinion, hes an Pablo: Well... fm not saying he's a good person, (@) character but the character and the way the author wrote Melissa: Interesting? Hea monster the story are fascinating, It gives me the chills Pablo: | think! know what you mean, but | stil chink. when the painting starts showing Dorian lies under that the story and che character are the surface. All of his crimes and misbehaviors are (b) reflecced in the (g) and Melissa: He’ (c) crazy! (hy face of his portrak, Throughout che story he transforms from being so we see what Dorian has really become, an (4) handsome ‘Melissa: Okay, Okay. | hate the character, but | guess and rich young man who doesnit recognize like the story too, his beauty, to. vain monster who behaves (e)_with everybody. Pablo: Yes.At the beginning, he has i alk but then he becomes (f) with beauty and begins to crazily pursue his own pleasure above all else. ‘Work in pairs. Make a list of describing words (adjectives and characters from the story you chose. Include their personalities list from Activity 3, on page 36 too, 6 Ef Listen to the conversation in Activity 4 again and discuss the questions as a class. a, What is Melissa's opinion about Dorian? b. What is Pablo's opinion about the story? ¢. How do Melissa and Pablo describe Dorian at the beginning of the story? d. What do they think about Dorian’s obsession with beauty and pleasure? 37 Recreational and literary = e 7 Work in pairs. Share your answers from Activity 6, on page 37, with your partner. Do you agree with Melissa and Pablo? You ave right, buet Pablo has a point because the way Dorian slonly changes into a monster is interesting. | Tagree with Melissa | “because Porian is a true monster He bills ‘To express views and opinions you L canuse the following Give your opinion about the characters expressions: .. Compare them with your classmate’s ‘Well, in my isons for your choices. opinion. think. ; ‘Well... ’mnot Well, in my opinion, Porian saying he is But Is arrogant because he oe ‘thinks he is better and more tae important than other people. ‘You are right but... Remember to always bbe respectful. Tagree because he alto behaves nidely 9, ©) work in groups. Discuss the questions. a. Why is it important to share your opinion with others? b, How can you improve your English after listening to your classmate's opinions? 10 Self-assessment Work in pairs. Discuss what you learned about describing characters. Use the table to check if you learned the strategies or not. strategy Er foto ‘We learned to recognize words ta describe persons and things We leamed to recognize words to describe actions. ‘We leamed to give our opinion. Ifyou need to review how to give your opinion or words to describe strategies, go to Activities 4 and 7. a I can describe characters. Module 2 Product Step “G) You are going to write and discuss about characters. 1 Read a fragment of The Picture of Dorian Gray and look at the words in bold. In small groups discuss the questions. ‘here was blood on the painted feet ‘The death of Basil Hallward was and banc, 2s if t had spilled from so irrelevant to Dorian that he thought a bright red spot over the portrait: Would the mirror he was looking at showed this mean that Dorian had to confess an unfair vision of his soul. Sail, he thought his crime? He laughed, Nobody would about the murder... Would the blame believe it‘ There was ne proof that he had: follow bien until his death? Was he going murdered Basi, Everything belonging to confes? Never. There was only one piece to Basil had been destroyed, of evidence left against him: the portrait. ‘And he would destroy it, Ho used to be pleased to see the portrait getting old as he remained young, But then, it would ‘not let him sleep. The portrait had brought melancholy to his life. ec Language ed Narrative tenses are used to tell stories, They are mostly past tenseS, put if the story ‘uses direct speed. a, Which words describe an action at the present time? other tenses can be included. Remember that simplepresetis e b. Which words describe events that are happening at the moment? used for perma situations simple past for past events: pend present perfect ons that stuation? for actions # ¢. Which words describe a past situation? fo ed in te past and condnue fn the present 39 Recreational and literary | ~*~ 2. Read the complete ending of The Picture of Dorian Gray and in pairs discuss and answer the questions below. ‘ebody would ever know about his monstrosity; he would be at peace. He took the weapon and drove it into the portrait in an attempt co destroy it.A cry and a crash ‘were heard. The cry was so horrible in its agony that the frightened servants woke up and went out of their sooms.Two gentlemen who were passing by stopped and looked up at he great house, They continued walking until they found a policeman and brought him back co the house. The policeman rang the bell several times, but there was no answer. Excepe for a light fiom cone of the top windows, the house was all dark. ‘Afier a time, he went to the portico and peered in," Whose house is that, Constable?” asked the ‘older of the two gentlemen, “Mz. Dorian Gray’, sir,” answered the policeman. The three looked Aisdaifblly at each other and walked away, Inside, the servants wore talking to cach ‘other in low whispers, Od Mrs, Leaf was crying and moving her hands repetitively: Francis was 35 ppale as death. After about a quarter of an hour, Francis and two other servants climbed upstairs. 48. a. What is Dorian Gray doing? They knocked, but there was no reply. They called out. Everything was sil. Finally after trying to force the door in vain, they climbed ‘onto the roof'and from there dropped down to the balcony. The window opened easily—it was old, When they entered, they found a splendid portmit hanging on the wall. It was a picture of their master Dorian Gray as they had last seen, him, in all the wonder of his exquisite youth and beauty. On the floor dhere was a dead man with a knife in his heart. Nobody recognized him. He looked awfal—old, weinkled, and disfigured ‘Only when they had noticed the rings on his fingers did they realize who it was b, What aspects of his personality are shown in the text? c. What happens to Dorian Gray? why? d. How does he look in the end? e. How do the servants enter Dorian’s room? [Chapter 2 To practice more how ta describe | characters you can go to your Reader Chapter 2 and describe ‘the characters in the story. OO, S, Module 2 ‘Write a paragraph about the characters from the story you chose. previous Steps. ea ertences ust ath a capital ideas and details on page 33. toed js and descriptions about the characters joa. To check ‘he speling you can ‘use a dictionary oF a glossary like the oneattheendof | ‘Work in pairs. Follow the instructions. about Student B’s characters. You can use the questions from sentences to answer to Student A's questions, 5 Identify the 2 spelling and 4 punctuation mistakes. Circle them and compare your answers with a classmate to check them. he policeman rang the bel several times, but there was no answer. except for a light from one of the top windows, the house was all, dark. After time, he went to the portico and peered in.”"Whose house is that, Constable?” asked the older of the two gentlemen.“ Mr. Dorian Gray's sir." answered the policeman ‘The three looked fisdatnfully at e€h other and walked aay, Inside, the servant were talking co eachother i Low HEH Old Mt, Leal ‘was crying and moving her hand repetitively esl et pale dil Nie eae quarter ofan hour, Francis and two other servants climbed upstin, They kxcebed, but there was no reply. they called out, 5 Everything was sil, Gx) 42 Recreational and literary = e k in pairs. Check the aspects in the table to provide and ROO) Cle e phs you wrote. Remember to comment and give pe SS a ‘The paragraph included describing words about the character and his /her actions, ‘The paragraph includes narrative tenses, “The paragraph had little to none spelling and punctuation mistakes. 9. Self-assessment Work in small groups. Discuss what you learned about writing sentences about a character's features and actions. Use the list and check what you learned. eared to write sentences to describe characters, Tearmed to write paragraphs to describe characters and its actions Tlearned to check spelling and punctuation in a paragraph. Ifyou need to review how to write and check paragraphs, go to Activities 3 to 5. Tcan complete and write sentences based on characters’ actions and features. e : Module 2 CLOSURE Share a comtc book to evaluate cultural differences PROCESS 1. [_| I selected and reviewed narrative texts, discussed about them, and reached a consensus to select one. 2 [_] 1 read narrative texts and understood general sense, main ideas, and details to identify the events in the story. 3 [__] I described characters of stories in relation to their personality and their actions. 4 |_| I completed sentences based on characters’ actions and features to write a paragraph ~~ about them. CREATE 5, Design your comic book. You can focus on one or more characters of the story. Make drawings for each panel of the comic and write the sentences that illustrate their personality and / or their actions under each one. 6 © Share your comic with the class. Discuss cultural similarities and differences between your story and Mexican stories and characters. CONCLUSIONS 7 Discuss in groups. a. Why did you choose that specific story? Explain. b. What strategies did you use to understand the texts? ¢. What can you improve about the way you write notes? d. Are you good at giving feedback? Is it easy for you to express yourself politely? 43 Recreational and literary ——. e FINAL PRODUCT ASSESSMENT 8. Work with the same group. Use the rubrics to assess your performance when sharing your comic to discuss cultural differences. The main idea and details The main idea anddetails Few main and supportive ae of the story are clearly of the story were mostof | ideas were clearly expressed. the time understandable, expressed. The organization of the ‘The organization of the text |The organization of the a text and the pictures and the pictures we chose text and the pictures were resign ‘we chose helped to ‘most of the time helped to badly chosen and made understand the story understand the story the story confusing. Everyone expressed thet 5. students participated | Fe students participated —_ opinion respectfully and : or some participated Discussion 7 expressing cultural 1 shared cultural differences rudely, expressing cultural on cultural differences between the differences Detween the comicand cine and Mexican culture, “ufst=nces between the (Mexican culture, stories einen eee nennma. cofnic and Mexican culture, and characters stories and characters. SET GOALS 9. Go back to the Opening activity on page 27. Complete the activity again. Add evidence to the Class Planner if necessary. 10 Reflect on your answers about your performance throughout the module and your product. In your notebook make a list of things you can do to improve what was difficult to do in this module. TEAMWORK ‘LL Reflect on your interaction with your classmates. Check (7) the things you did. always participated in the activities and gave my opinion. always listened respecifully to my classmates and never interrupted them rudely. helped my classmates to understand concepts when I could. eeu OUNCE BY CCC Cae ad STRATEGY: Prefixes and Suffixes 1 Look at the words in the box. Match the prefixes and suffixes to their meanings. eer d Ag P A prefix is a word impressionable remorseless resourceful unfair ppartadded 10 the | base word. A suffi a. less 4.not or no | isa word part that 5 jg added to the end b, ful 2. without | Seabase word. They c. un- 3. used to give the opposite meaning pothadd meaning - tothe base word | d. im. 4. full of | Gnd ean help you 2 Look for more words containing prefixes and suffixes in the understand a word better. texts in this Module. Write them in your notebook, include — their meanings. GLOSSARY at peace: (exp) ifyou are at peace, you do not feel angry, unhappy, etc. attempt: (n) an effort to do something. available: (adj) able to be obtained, taken, or used. be awed by something: (exp) to feel great respect for something. bell: (n) 2 metal object that makes a noise when its sides are hit. blame: (n) responsibility for an accident, problem, or bad situation. clever: (adi) good at achieving what you want. disdainfully: (adv) feeling or expressing that someone or something is not important and does not deserve any respect. each other: (pron) referring to all people in a group. engaged: (adj) if two people are engaged, they have formally agreed to get married. hidden: (adi) if something is hidden, most people do not know about it or understand it. judge: (v) to form an opinion about something after considering all the details or facts. lead someone astray: (exp) to make someone behave badly. meanwhile: (adv) at the same time. peer: (to look very carefully, especially because something is difficult to see. plot: (n) a series of related events that make up the main story in a book, movie, etc. remorseless: (adj) not feeling sad or guilty for having done something wrong. Tesourceful: (adj) good at finding effective ways to deal with problems risky: (adj) involving the possibility of danger, harm, or failure, seem: (v) to appear to be something, or to appear tohave a particular quality. spill: (v) to accidentally pour a liquid out of its container, stain: (n) a mark left accidentally on clothes or surfaces. still: (adj) quiet and calm, with nothing happening. unmoved: (adi) not feeling any emotion. wasted: (adj) something such as time or money that is wasted is not used effectively. whisper: (n) a quiet sound. wrinkled: (ad)) skin that is wrinkled has a lot of small lines on it. 45 46 oan ang ina) Select instructive texts and evaluate their content and structure Interpret instructions. Write instructions Edit instructive texts. - interpret and follow-up instructions. - interpret and write instructions to perform a simple experiment eo Ca ASEN evrnimieiniitt Opening 1 Look at the text and answer the questions below. eee eta Pere ine ana ea te a Materials + Acoin + Water + Aneyedropper Alcohol a. What are these instructions for? b. How many steps does it have? c. Where can you find a text like this? When the module is over, you will come back to revisit this activity and assess your ‘You will collect these evidence throughout the module. As a class, decide if you want to add something to the list. Opening 1 23 46 Development 78 9.20 Closure 11.42 Other evidence: Know how ready you are Select instructive texts, and evaluate their content and structure. Interpret instructions. Write instructions. Edit instructive texts. Socialization Look for an experiment p. 48 List of criteria p. 50 Apply strategies for better understanding of instructive texts p. 52 Identification of materials and quantities p. 53 List of actions for an instructive text p. 54 Questions about the chosen experiment p. 56 Steps for an instructive text p. 58 ‘Add graphic elements to make instructions clear p. 60. Checking the sequence of steps p. 62 Checking spelling of the steps p. 62 Editing information: adding and deleting ideas p. 63 Final version of the instructions p. 63 Write instructions to perform an experiment p. 64 Self-assessment p. 65 47 Development ack Step (1) You are going to select a science experiment. e As a class, look at the texts and discuss the questions below. EN i Dene! Science eta Put some water In the glass. Halfa glass of F2 Look att from the sli. water wllbe fine, ght travle slower through water than through alr Ae the ight asses through a? the glace of water It changes epeed and drectlon, making the pencllok ben. Explanation: The water does not spill because ‘the bag is made of plstic a polymer), which has the property ct being flexible So the plastic ‘sretches and creates a seal around the pencils, ‘hich prevents the water from escaping. resealable plastic bag pencils What to de: Take a resealable plastic bag and fil i two thirds of the way \with water Close the bag, Hold it up with one hand. With the other hand, push a pencil through the bag from one side to the other where it’ filed with water Repeat this wth more pencils. a, What are the texts about? 4. What similarities and differences are there . What is the purpose of these texts? between them? ©. Whete ate the experiments published? > How is the language in these texts different from other texts that you have seen in other classes or in previous modules? > ® —— ‘Module 3 Work in pairs. Look for and nent you are interested in. nguage skills can use some of ‘ese expressions to make suggestionsWhy done choose...2, What abouts! Let's choose / work with... ‘and some of these 7 com aban’ expressions for reaching, Ti eer eat Caeensus: Lets vet = ‘Which experiment ras ten, rs My favorite s.. (Chapter 3 "You can also go to your [Reader Chapter 3 to look at some science experiments, 3 Work in small groups. Read the questions. Scan the experiments in Activity 1, on page 48, and look for information to answer the questions. Justify your answers. a, What sections can you identify? Experiment 1: Experiment 2 Scanning is @ ‘b. What function do the pictures have? reading strategy a tolock uP Experiment or speaific Experiment 2: information. q ‘tneed to c. How are steps marked? ‘You don't nes read the whole experiment 1 text or understand _ Experiment 2 every d. ts the content well organized? Experiment 1 Experiment 2 . What other graphic elements could be useful to make the experiment easy to read? Experiment 1 Experiment 2 4 Share your answers to the questions in Activity 3 with the rest of the class. Discuss as, a class how graphical elements add to the text's meaning. 49 50 Academic and educational }—°.>— Oy —e eo n you have learned in Activities 1 and 3. Discuss with elements and other characteristics are important Use the criteria in Activity 5 to plan your own instructive text chose. 7 Self-assessment Use the checklist to assess how much you learned about how to evaluate instructive texts. Ican identify the topic and purpose of instructive texts. Tecan identify the structure of instructions, Tunderstand how illustrations help instructions to be clearer. 8 Self-assessment As a class, share what you checked. Discuss which aspects are easier for you to identify and which are the most difficult. Help each other to review the aspects that are difficult. If you need to identify topic, purpose, and structure of instructions, review Activities 1 and 3. Tean select instruction manuals and p 2 Read the Language Skills box. Then read the instructive text using the strategy suggested in the box. Discuss what the text is about. What you will’need Meiacyou SQnow slowly, pour hot water into the bowl ae earns a need — Make sure the spoons do: not fall over. ‘Then take a very Carefully observe smalportion of Pana ‘butter and put it ‘on the top of the Whatis‘goingon? Some materials are better at conducting heat than others. ‘This means that when they are in contact with heat, their temperature increases more quickly. As you can see in the ‘experiment, metal conducts heat faster than wood or plastic. if fact, metal isa very good conductor of heat. That is whya lot of kitchen pots. and pans are made of metal. 2 Work in pairs. Now, quickly scan the instructive text in Activity 1 to answer the questions in your notebook. a, What is the text about? b. What is the purpose of the text? ¢. How do the title and the pictures of a text help you predictits content? + A small bowl or cup (around 1/4 L) + Three spoons made of different materials: metal, wood, and plastic 10 g ofbutter 3 plastic beads + Hot water (around 200 ml) previewing is 2 reading strategy that enables readers to get a sense of ‘what the text is about ‘and how itis organized ‘before reading it closely ‘You have to use your previous knowledge to> See what you can learn, from the headnotes or other features ike pictures, read quickly to get an overview of the content ‘and organization. 51 Academic and educational 3. Read the text in Activity 1, on page 51, again. Circle the words you don’t know. 4, Work in pairs. Read the Language Skills box and use ‘yo understand unknown the strategies to make sense of the words you circled in yords you ca? ali Activity 3. Discuss which strategy works better for you. ‘a. Identify their part of =P (noun, pronoun, adjective nd 5 ©) asa ciass, share the words you circled and comment _verb,2averb, te) # what you think they mean. Then ask your teacher check the words that go them, to confirm your inferences or, if possible, look them. afarend Wa sul up in a dictionary, if available. = at eighip: — bp, Use dues in the text 22 Teireled pour and I think it is a verb infer the meaning from | because itis atter slowly and before hot water T guess it means to make water flow from one container into another. 1 Look at the Saovie lerents, bullet points, or other words that can help you infer the meaning. x —_—_——— T chose pot: I guess it is what you wse 4o cook because the text & giving examples aboutheat | transfer with objects in the kitchen. ‘Work in groups. Read the reference material of the experiment jal product. Follow the instructions to understand the information Discuss with your classmates which strategies are more usefull to 7 Locate the abbreviations for measurement units in the instructive text in Activity 1, on page 51, and classify them in the table. Kilogram titer 52 Look at the experiment you chose. Identify the materials and need to make it. Write the materials and quantities down. 9 Read the extract from the instructive text in Activity 1. Underline the verbs or action words. What you ewill'd 6" Now, slowly, pour hot water into the bowl Be carefull Do not handle hot water without the supervision of an adult, First, place the three spoons. ‘inthe bowl. ‘Make sure the spoons do. not fall over. Thentakea very

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