“[slelclolnidy Ce i a co OEM a) Susana PontonCHT 0) || editionPublisher Lauren Robbins Editors Simon Cupit, Imelda Vazquez Cordova, Joep van der Werff, Alisa Delgado Carrillo, Paulina Cruz Sanchez Authors Hilda Curwen, Susana Pontén Additional material by Mark Eccles Proofreading Jessica Melfi Series Design Rafael Tapia Cover Design Rafael Tapia Design Coordination Daniela Ibarra Millan Layout and DTP UDP Design Team Mlustration Nancy Méndez Cervantes, Javier Montiel, Marcos Paz, Aisel Wicab Iconography David Ramirez Photography © 2018 iStockphoto, © Fotolia 2018, Latinstack © 2017, © AFP 2018, © Getty Images 2018, © Other Images 2018 Production Adriana Poceros, Valeria Salinas, José Navarro The trademark University of Dayton Publishing is the property of University of Dayton. Unauthorized copying, reproduction, hiring, and lending prohibited. U.D. Publishing, S.A. de C.V., is the exclusive licensee of the University of Dayton Publishing brand. University of Dayton 300 College Park Dayton, OH 45469 Crossover 7 Activity Book First edition, 2012 First reprint of the first edition, 2013 Second reprint of the first edition, 2014 Third reprint of the first edition, 2015. Fourth reprint of the first edition, 2016 Fifth reprint of the first edition, 2016 Sixth reprint of the first edition, 2017 Second edition, 2018 First reprint of the second edition, 2019 D.R. @ U.D. Publishing, $.A. de C.V., 2011 Magdalena 211, Colonia del Valle, 03100, Ciudad de México Tel.: (55) 1087-8400 www.udpglobal.com ISBN $78-607-493-932-3 Member of the Camara Nacional de la Industria Editorial Mexicana Registration number 3263 All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior permission in writing of the publishers. Printed in Mexico/fmpreso en México Crossover 7 Activity Book Este libro se terminé de imprimir enSoo ee oe About the Series ..... Environment: Family and Communit Unit 4 Teens Volunteer ’ Unit 2 Silence Is Golden 19 Unit 3 Free-Time Activities .. ffl Unit 4 Going Place: 39 Environment: Recreational and Literai Unit 5 Fantastic Stories .. Unit 6 Predictions and Plans . Unit 7 Differences Are Good .. Environment: Academic and Educational Unit 8 Language Tools... — item TS. Unit 9 Discovering Your Body sires GS, Unit 10 Strength in Numbers ... sins, Grammar Referenc Glossary .. Bibliography somes a”SOS SS eee ee ee Dear Student, Welcome to Crossover! Crossover 2nd Edition is revised and updated especially for you! In your Activity Book, you will find interesting topics related to social practices of the language. * activities that allow you to learn by doing. + cultural information about other countries that you can compare to your ‘own experiences. + suggested multimedia resources to enrich your learning. About your Activity Book: Your Activity Book has ten units. Each unit is about a different topic and revolves around the creation of a unit product. Opportunities for Self-Assessment run through the unit to help you reflect an active participant in your learning process. At the front of your book you will find an About the Series section. This tells you about the most important features of your book and gives you useful tips for how to improve your language learning skills: listening, speaking, reading, and writing. At the back of the book you will find + a Grammar Reference to explain and check language rules and structures. The section includes alist of irregular verbs for easy reference, * aGlossary to help you with difficult words. The section includes a phonetic symbols table to help you with pronunciation. * a Bibliography section with source materials and suggested websites. We sincerely believe that Crossover will help you progress in English in a positive way. Are you ready to cross over into the English-speaking world? eeDey The Activity Book has been designed to be used together with the Reader. ‘The Reader contains ten authentic texts—some informative and some narrative. Each text introduces you to the topic and the language you will practice in the unit. The Reader includes prediction questions on the title page of each text to help activate your prior knowledge. Remember, there are four factors to consider as a good reader: you, the text, the reading strategies you use, and the purpose. ‘You need to think about how you interact with the text you are reading, and sometimes change your reading strategies to meet the challenges of that text. Cen fase idiomee sete Sees orev somes a”re The Activity Book The Activity Book offers ten units with materia | for three weeks of class and a fourth week for the presentation of the unit product and evaluation. Each unit starts with a Share What You Know section that allows students to activate prior knowledge and assess and reflect on previous knowledge of the unit social practices. All activities within each unit are associated with a specific way of using the language within one of these situations. You can see these social practices on the opening page of each unit. The social practice of each unit is what guides the content. For example, the social practice for Unit 3 is “Exchange compliments, likes, and dislikes in an interview.” Every activity in this unit leads you to explore, use, and reflect on this area. At the end of every class, you will have the chance to talk or write about the topic and evaluate your work against a checklist. Also, every unit contains activities that build to a final product. You will follow instructions for a number of steps in different lasses and collaborate with your classmates to complete them. At the end of each unit, you present your product to the class, A Product Assessment Checklist allows you to assess your performance and compare your ideas with others. Tips and Self Evaluation Checklists As you work through each unit, you will find other tips and Self-Check boxes associated with fluency and accuracy in speaking and writing skills. There are also tips for reading, listening, and pronunciation strategies, as well as checklists for how to write specific types of texts. All of these, together with Check What You Know boxes related to language, give you continuous opportunities to analyze and assess your own work. Check What You Know 1, What's your address? Parts ofspeedh Yen/| —__ tsteing for - poor ee eae 2, How old are you? athe werdsin ae Ustn forthe ‘Siuitestva the tx andthe man ponts sentences where Cock tins to outa theme they appea. Ths speak. vithout ying val help you to Cit parniopated toundestand decide what the confident ereywod. | words (nun, Clindused verb, o adiecive) elevant details 6 ee[ott ee Evidence Portfolio Throughout the unit and the steps of the product you have the opportunity to collect evidence of your learning and progress. Keep this work and anything else you think reflects your progress in your Evidence Portfolio. At the end of the year, you will have a full record of your year’s work. At this point, review your work and assess how you did. Use these questions to guide you: 1. Did you turn everything in? Ideas for your Portfolio: 2. Where did you see an improvement? + Decorate it. 3. What do you need to work on? + Add a contents page. 4. Which piece of work did you enjoy the most? + Divide it into separate chapters. 5. Which did you find most difficult and why? + Organize the content by type of text, Product Evaluation Different tools have been included to help you evaluate your participation in the unit product. Use these tools to help you reflect on your learning, and also on your attitude and collaboration. Self-Evaluation At the end of the unit, you can use all of this information to complete a self-assessment chart related to the social practice and learning outcomes of the unit. topic, or any other way you prefer. ce op ten pt ong teen Ican.. Very Well OK With Difficulty * give advice about volunteering. * ask for personal information. * give personal information. would like to improve I'm going to oes a”SOS Soe oe ee ee Other Features Finally, there are a number of other features in the book that will also help you learn. Ay + The Glossary at the back of the book contains keywords ”) from the Reader and the Activity Book. It gives a definition of each word and a Spanish transtation, as well as other helpful information, Remember to always try to deduce the meanings of words you don't know first. Use the Giossary to confirm your deductions. + Website suggestions of web pages and videos are provided for additional information on the topic. Use these for research, to learn more about a topic, and to learn how to develop your digital skills. To find mote physical aciwty suggestions visit hitgstwwrrhealthychldren.crgnglishagesstage! + The Grammar Reference section at the back of the book offers full explanations of grammar points covered in each unit. Use this section to. qn’ Audio icons indicate when there is a listening confirm rules you have already figured out and activity. Your teacher will use the Class CD for to learn more about the systems of English. these activities. 8 eeShare What You Know = In groups, discuss the questions about your community services ‘a. What community services do you use? b. Do you know anyone who works at a community, service? What do they do? . Can young people volunteer to work at community services in your area? * Think about your performance in the discussion and answer the questions. a. What language did you use to answer the questions? bb. Did you have any communication problems? Family and Community Environment Social Practice = Exchange views about a community service Achievements * Listen to and revise dialogues about community services » Understand general sense and main ideas » Exchange information about community services Product: Role play Step 1: Create a chart with information about community services Step 2: Write a list of questions and answers to ask for and give personal information Step 3: Write notes for a role play at a community service Step 4: Perform a role play at a community service Unit? + 9 oo,4. Read the text “Teens Volunteering” from the Reader, pages 5-16. 2 Read the questionnaire on pages 12-15 of the Reader. Write your answers in the chart. / 4 Me | 1 2 3 4 a) a a Total b.__| b_| b.__ e__|e__ do Ask four friends the questions from the Reader, pages 12-15. Fars oi spe Write their answers in the chart above. took carefully Rnerces” 4 Complete the chart with words from the Reader, pages 5-15. sentences whete they agpeat. Ths val help you dade what te word is (noun, voluntary volunteer verb, of adjective). responsible organize 5 Complete the sentences with words from the chart. a. Volunteers learn how to be for others. b. There are many different that encourage volunteering. ‘_— ¢. Volunteers can help ____sponsored walks or bike rides. Exdange Ramee 6 In groups, compare your answers to the questionnaire. Identify the tock tums to similarities and differences between your opinions. | _ speak |[Ciparvopats | 7 Use the Self-Check box to evaluate your participation. Think of confidently. a Dinduded ways to improve. (CT teevant deta.) 10 + Unit 1 "he" Ee‘Soe poat Read the sentences from “Teens Volunteering” in the Reader. Write if the sentences express A (advice) or P (possibility). a. Ithink everybody should volunteer, b. Also, 22% say they might volunteer throughout their lives.__ ©. You shouldn't volunteer to do something if you don't like i d. Youcan help in any number of ways. __ Complete the text with the words in the box. should can/might shouldn't \ Doing a Sponsored Bike Ride Why not organize a sponsored bike ride for your school? First, you » ask for permission from your teachers. Then you look for sponsors. People 2) give you money for every kilometer you ride or they 3) give you a fixed amount for finishing the ride. You 4) write their names on a list and the amount they have to pay. You 5 make the ride too long or people won't take part! Form your Product group. Read the statements and give advice or talk about possibilities. a. | love animals. b. I'm good with children. ¢. I care about the environment. d. I'm worried about the homeless. Analyze the activities on this page and underline the words in italics that best complete the rules. Check What You Know 1. We use should and shouldn't to give advice / express possibility. 2. We use can and might to give advice / express possibility. In your Product group, create a chart with information about community services. List on one column the type of volunteer work and on the other column the place. Keep your chart in your Evidence Portfolio for the Product. Unit 1° 14 some a”4 Look at the logo and say what you think UNICEF means. a. United Children Forward b. Union of International Children For Peace c. United Nations International Children’s Fund 2 Read the leaflet and discuss the questions in pairs. a. What age group is UNICEF responsible for? Bf b, Who has accepted the agreement? c. What specific types of problems concern UNICEF? UNICEF Every person under the age of 18 has rights. The United Nations Convention on the Rights of the Child agreement lists them. Almost every country in the world has accepted this agreement. Your rights The right to survival The right to protection The right to health care Your responsibility The right to food and water To make sure that the way You behave doesn’t stop others from exercising their rights. - The right to education The right to play The right to sports Your government's responsibility The right to opinions rights are The right to involvement in decisions that affect you To make sure that these rigl and that You are entitled to these rights whatever your race, religion, available to ode Geawarcel beliefs, and family background. parents and chi the convention. Source: Adepied kom wwuniceL out 3 Inyour group, write your own list of rights for teenagers in your country. Think about... * school » family = work Yes=¥ Get the main idea and cexdiange information Dl antopated the gene sense Dlsslected appropiate words and expressions Citoamiated and respanded to questions Cl consited notes to {© teemberinfermation. 4 Make a poster to present your teenage rights. Discuss what you could do to help other teenagers in your country. 5 Use the Self-Check box to evaluate your participation in the discussion. Think of ways to improve. 12 + Unie! he” Ee(GURSETAMY 1 Look at the photo and answer the questions. \stenngfor a, What is the person in the photograph doing? min Usten forthe b. What do you think he is talking about? Why? man pants soouta tiene 2_Listen QWEI and mark the sentences T (true) vnthout aying toundestand or F (false). ty werd. a. Adam wants to work on Saturday and Sunday. b. Adam is thirteen years old, c. Adam loves working with animals. __ d. Adam does not have permission from his parents tovolunteer,__ 3 Underline the correct options to complete the sentences. a. The people are speaking face to face / on the phone. b. The speakers are father and son/ don't know each other. c. Adam is bored / interested. d. The conversation is formal / informal. 4 Listen again and answer the questions. a. What are Adam's interests? b. What is Adam’s address? c. What is Adam's phone number? 5 Listen QE and complete the sentences. a. We always need young enthusiastic people. b. Now| need to know you have your parents’ permission. c. Now tell me about your interests, we can find the best place for you. d. | can only volunteer on weekends Ihave to do homework during the week. & Work in groups. Discuss if you are interested in the same volunteer work as Adam. Exchange points of view and give reasons for your opinions. Yoav Excdiange information Ditoxk tans to speak Ci partopated confident, induded ‘elevant deals 7 Use the Self-Check box to evaluate your participation in the discussion. ‘Think of ways to improve. Unit 1+ 13 oe oe1 Read the sentences from the phone conversation on page 13 and underline the verbs. a. Great! And, what's your address? b. How old are you? c. I'm only twelve years old. d. My phone number's 909 472 1200. e. What are your interests? f. I'm excited about this volunteer work, 2 Use the words in the box to complete the conversation. [name's What's. Are I'm It’s) Susie: Hello. Thanks for volunteering. 1) ‘Susie. What's your name? ‘Simon: My 2) Simon, nice to meet you. Susie: There is a meeting tomorrow. 3) you available? Simon: Sure, Suse: OK.4) your e-mail address, Simon? Siow: My address is simon12@mymail.com. Susie: Great! | can send you the location of the meeting by mail. Siow: Can you give me your phone number in case | have any questions? Susie: Sure, 5) 614.4544. 3. With a Product partner, look at your list of places to volunteer from your Evidence Portfolio. Make a list of personal information questions to ask someone interested in volunteering. set 4 Underline the verb we use to exchange personal information. How does it change and why? Check What You Know 1. What's your address? 2. How old are you? 3. I'm twelve. 5 Use the Check What You Know box to evaluate your questions. Keep your list of questions in your Evidence Portfolio for the Product. 14 © Unit 1 eeVolunteers required. ‘Should bekind and generous, and love animalst Write to Janet Dawes saying how you can help. children under #3 should apply with a parent or adult. Yee? Understand ‘general sense and main idea Dil started with a oven. Dilincded der idesin each rasan Ol finished with a dosing and a senate, 14 Main Street, Newtown, 4 Look at the ad and answer the questions. ‘a. What types of jobs can volunteers do at an animal shelter? b. What characteristics do volunteers need? Dear Ms. Dawes, |.arn #3 years old. | would like to help at the Ani imal Shelter becau: Nove dogs. | am worried. about the number ‘of dogs onthe ag andl want to help in any possible way. | have experience in caring for animals as | have two pet dogs and arabbit. | Jam very kind and patient, and | enjo: y physical exercise, | take dogs for walks, or lcan brush and feedthem, ‘My house is near the shelter, so I can help morning between 9:00 a.m, and 11:30 a. some Saturday afternoons, but not every week. Please let me know if there is any work available. Yours sincerely, Will Hurst ~@ 2 Read the ad and cover letter and complete the first row of the chart. ‘every Saturday .m. 1am able to help 3 Think of a type of volunteer work of interest to you. Make notes in the second row of the chart. 4 Write a letter asking for volunteer work in your area of interest. Remember to include all the information in the chart. 5 In pairs, exchange and correct your letters. Use the Self-Check box. 6 Write a final version of your letter. Keep your letter Fer help writing a cover lta, goto https. wtkihow.com Unit 1° 15 oe oe4. Work with a partner: Look at the ads for community service volunteer jobs and answer the questions. a. What type of work do volunteers do at each place? b. Why is this work important? ¢. Would you like to volunteer at these places? Why or why not? i Trash = Mectat Green Park removal 49:00 am. on Saturday, POW anS Teeter Bane Please tlonate clothes and toot JRipprotect | | Helping the homeless since S = on Saturday a ov Han, mionmeny || Call 321 5643. Over 13 ony [Evieaesraae 2 Work with a Product partner. Make notes in the graphic rede organizer about community service volunteer jobs. Use the list of jobs from your Evidence Portfolio. ‘sep Name of Community Service Type of Work Work Schedule 3 Work with your partner. Prepare a role play to ask for and give information about the volunteer job at a community service location. Student A: You work at a community service location. You will interview a volunteer and give him or her information about the job. Use the information in the graphic organizer and the list of personal information questions from your Evidence Portfolio to prepare for your role. Student B: You want to volunteer at the community service location. You are going to a volunteer job interview. Use the information in the graphic organizer and your cover letters from your Evidence Portfolio to prepare for your role, Yes=v Exchange information Ditock urns | 4 Work with your partner to practice your dialogue. Keep your notes in speak your Evidence Portfolio. Ditpariopated opin: 5 Use the Self-Check box to evaluate your participation in the role play. ‘devant detais | Think of ways to improve. used notes to remerrber Infermaticn, 6 With your partner, rehearse your role play for your class presentations. Focus on items in the Self-Check box. 16 + Unie 1 "he" EeRole Play 1. Present your role play to the class. Use the Self-Check box to evaluate your performance and those of your classmates. 2 Use the Product Assessment Checklist to evaluate your work on the Product. Product Assessment Checklist Please mark (/) the following items you feel you successfully completed with your presentation. Team Work: ___ I collaborated with my partner. __I was supportive and respectful to my partner. ___We shared the work equally. Content: ___ Igave valuable information on my topic. __I followed the dialogue without help. __Lused a variety of words and expressions. ____ I fluently took turns to speak. Organization: ___I began work promptly. ___Ihad all the previous material needed at hand. ___I completed the work on time. Complete the following statements: My strengths on this project were My challenges on this project were Changes I will make for the next project I will do are 3 Work in groups. Use the information in the Product Assessment Checklist to discuss your participation in the Product. Write a list of suggestions for future products.Self-Assessment Evaluate Your Attitude 41 Think about the attitudes you showed in this unit. Mark (¥) the options that best describe you. Lalways completed my work. | I showed respect for myself and others. | collaborated with my classmates. | participated actively in class. #/sie) | | | | I made my best effort. Look at the attitudes that you marked as How did you make this/these attitude(s) happen? Evaluate Your Progress 2 Look at the work in your Evidence Portfolio and add any other work you want to include in it. Then look at the Self-Check boxes. Think about your progress throughout the unit and complete the statements. a. During the unit, Icollected__out of __activities for my Evidence Portfolio. b. lalsoadded as evidence, because . ©. Inthe evidence activities and I can see | improved at d. Looking at my answers in the Self Check boxes, | realize | need to work on e. For the next unit, I'm going to , Evaluate Your Achievements 3 Choose from 1-3 to express how well you achieved this unit's learning outcomes. Reflect on your answers and write a comment or suggestion in the Reflection column. 3=Perfectly 2=OK 1=Withdifficulty ) Ican... Grade | listen to and revise dialogues about community services. | get the main idea from texts about | community services. | exchange information about community services.Unit 2 Share What You Know ® In groups, discuss the questions about free-time movies. a. What kind of movies do you like? bb, What was the last movie you saw? c. How do actors demonstrate feelings? ® Think about your participation in the discussion and answer the questions a. What language did you use to answer the questions? b. Did you have any communication problems? Silence Is Golden Family and Community Environment Social Practice * Compose dialogues and interventions for a silent short film Achievements * Understand the general sense and main ideas » Write lines and dialogues * Revise short silent films Product: Script for a Short Silent Film Step 1: Draw scenes and write sentences of a Short Silent Film Step 2: Make notes about characters Step 3: Write lines of dialogue Step 4: Add details to the scripts about the characters’ emotions and gestures : Present the script for a Short Silent Film Unit2 + 19 come alRead the script of the movie “A Trip to the Moon” on pages 17-27 of the Reader. 2 Complete the story map with information from the script. Setting Characters Beginning Middle End 3. Answer the questions about the script. a. How many astronomers agreed to go to the moon? b. What woke the astronomers up on the moon? c. Where did the Selenites take the astronomers? d. Where did the astronomers land when they returned to Earth? eiaebaaympyy” 4 Categorize the words from the script. Categ | astronomers capsule comet stars cannon lasting words Poon spaceship moon professor marines them People Celestial Bodies Methods of Transportation 5 Work in groups. Discuss the questions. a. What is the genre of the movie from the Reader? Do you like this Ye=7 kind of movie? Why or why not? Perform dialogues ices b. How do actors communicate with the audience in this type of movie? speak Do you think it is effective? Why or why not? |Diuses | ae 6 Look at the Self-Check box and evaluate your participation in \ soi.) the discussion. Think of ways to improve. 20 + Unie 2 "fe" Eee<== s3 @&38&8 8 8=—l 1. Read the sentences from the Reader and underline the verbs. Follow the example. a. Everyone is paying attention. b. People are working on the capsule. ©. The ship is cruising through space. d. The astronomers are exploring the moon. 2 Complete the sentences with the correct form of the verb to be. a. Barbenfouilis trying to impress the members of the Astronomy Club. b. The astronomers looking at the comet. They are asleep. c. The Selenites chasing the astronomers. d. The ship falling into the ocean. 3 Look at the pictures and write sentences to describe what is happening. Use the verbs in the box. (draw talk point laugh ) a. Heis b. Theyare 4 Work in Product groups. Think ofa story for a short silent film. rode 5 Draw pictures of four key scenes. Write a sentence for each scene. Keep your work in your Evidence Portfolio for the Product. ‘se 6 Look at the activities on this page and underline the correct options. You can find alot of olf sent fins fn the internet, heck What You Know 1, We form the present continuous with to be and the verb + ed / ing. SP 2. We use the present continuous to talk about actions happening now / daily routines. Unit2* 24 sows HS”Work in pairs. Answer the questions. happening in each a. What do you thin of the scenes? b. What are the movie genres? 2 Listen QUE to the conversation and number the movies in the order they are are mentioned. 3. Listen again and underline the correct adjectives. a. Lulu describes C-3PO as clever / intelligent/ annoying. b. Max describes C-3PO as annoying/ funny / kind, c. Max likes science fietion / fantasy// silent movies. d. Lulu’s favorite character is C-3PO / Gandalf/ Buster Keaton. e. Max has never seen Star Wars / The Lord of the Rings / a silent movie. f. Lulu describes Buster Keaton as hilarious / serious / clever. (PRAREHEATE! 4 1 iston Gua to the sentences from the conversation and underline the ane teog stressed words. Content words, a suchas 000n8 a. He's an annoying character. veibs, adjectives, ‘ ing! ‘ad SNS b. He is constantly complaining: ate suessid A ater c. Silent movies are boring! antes as d. He is absolutely hilarious. erghasies thei Importance. e. Some silent movies are also really tragic. 5 In pairs, practice saying the sentences. Use appropriate sentence stress. 6 In pairs, look at the pictures again and say which type of movie you would prefer to see and why. Talk about the following: = genre = story = characters Yes=v | Perform dialogues Chose cornectors 0 line sentences. Ohinduded approgriate detals and \ information, 7 Look at the Self-Check box and evaluate your use of language. ‘Think of ways to improve. 22 + Unit 2 he" EeSEE | 41 Work in pairs. Read the sentences. Underline the verbs that express hopes and desires. a. | want to see it one day! c. I'd like to see more silent movies. b. I want to be an actor one day. d. |hopetosee it in 3D. 2 Match the hopes in activity 1 with their reasons. ___ The special effects are cool. __Everybody says itis great. __It’s a great way to express feelings. __ There is a lot of emotion without any words! 3 Look at the characters from a movie. Write about their hopes or desires. Use the words in the box. (would ike hope want Man: | would like to dance. Woman: ED 4 Work in your Product groups. Think about the characters in your silent film. Make notes in the chart. Hopes/Desires/ a Reasons/Motivations Ambitions Character Name Product 5 Inyour group, write lines of dialogue for your characters. Have them express hopes, desires, and ambitions. Keep your notes in your Evidence Portfolio for your Product. iniedaeeg | & Look at the Self-Cheek box and evaluate your use of language. ee, Think of ways to improve. Diused padre 7 Look at the activities on this page and underline the correct option. sentences Dlused Check What You Know eee 1. We follow the verbs hope, would like, and want with sentences. verb + ing / to + verb. Unit2* 23 come ed”SZ 1 Make a list of different ways to promote a book or movie. Share your ideas with the class. 2 Inpairs, read the magazine report and answer the questions. a. Why is Harry Potter called a “phenomenon”? b. What does “the children’s book-to-film market has exploded” mean? ©. Who do blockbusters appeal to? d. Why are children’s books good source material for family movies? The Magic Touch Every country has bestsellers, but there is one ‘global literary phenomenon. That phenomenon is Hany Patter. Over 400 million Harry Potzer books have been sold in sixty-seven languages. However, there is another place where Potter has been particularly influential—Hollywood, The children’s book-to-film market has exploded. In 1997, only 20% of al books-to-films were based on books from the children's gente. In 2009, this figure was around 50%, Hollywood divides its audience into what it calls “four quadrants’: men, women, young (under twenty-five), and old. Although itis never certain what exactly appeals to members of each “quadrant,” a blockbuster film usually appeals to people in all four categories. Itis now recognized that the universal themes and flexible characters of children’s books provide ideal source material for successful family movies. We can expect many more adaptations in the future. 3. Ingroups, discuss what themes and genres appeal to members of Totead mace ee each of the four quadrants. vit itp Pa ranktcomi popul-cile berks uth move acapiatonst walter raves 4 Write a short dialogue. Choose which group you want to appeal to. 5 In groups, present your dialogue to the class. 24 + Unit 2 eeCEs 1 In pairs, discuss the elements of a good movie review. 2 Read the movie review and match the paragraphs to their purposes. commendation es details c. Provides basic information 0 Thor Ragnarok Thor is a new movie directed by Taka Waitt Chris Hemsworth gives an absolutely fantastic performance as the main character Even if you do not like powerful superheroes, you will nt find this a boring adventure. On the contrary, the fim has plenty of drama, For instance, there are many battle scenes as Thor bravely fights for hs place as ruler of Asgard. On top of this, te special effects represent cutting-edge technology On the whole, the fim is a noisy spectacle. However, the relationship between the superhero and his friends is heart-warming, In my opinion, you should not miss t! 3 Classify the words in bold in the review according to what they are used for. Summarize to sum up, 1) Add in addition, 2) On the other hand, 3) > Contrast 4) Support an Argument | For example, 5) Give an Opinion I believe, 6) Ginga” 4 Write a review about one of the following. Use the Writing Tip to Review guide you. ¥ Satswihtesc| —@ A movie * Abook ® A concert or festival VGeses.y 5 In pairs, exchange and correct your reviews using the Writing Tip. ‘egatve pons. 1 Gvsa 6 Write a final version of your review. Keep it in your Evidence Portfolio recente to evaluate your progress. Unit some a”SEE = 4 Read and complete the rules for How to Play Charades with the words in the box. How to Play Charad Charades isa traditional game for a 1) get-together. Rules and Tips Charades is 2) or phrase without speaking. Charades can be played with any word or phrase, but many people find that movie titles work best. Usually, charades is played by two teams. Each player acts out a phrase, and a 3) is used to track the time. Getting Started * Divide into two teams. * Write movie titles on slips of paper. * Give opposing team members their slips of paper to act out when it is their turn acting out a word (nose stopwatch mime square family finger When miming, use the following gestures: 1, Film: Pretend to use an old movie camera. 2, Book: Pretend to read 3. TV: Indicate a 4) aTV screen 4, Syllables: Lay down x number of fingers on your forearm (x = the number of syllables). To act out the first syllable, lay down one 5) on your arm, ete. Steps . Indicate to your team whether you are going to mime the ttle of a film, book, or TV show. 2. Indicate how many words are in the title Indicate which word you want to start acting 4, When someone calls out a correct word, point at them with one finger and touch your 6) with another. in the air for 2 Use the gestures described in the text to number the pictures. L 4 Perret 3 Work in your Product groups. Play charades. * Draw the scenes. Keep your notes and drawings in net details to the dialogues. your Evidence Portfolio. 26 » Univ 2 “He” "Ee 4 In your product groups, work on your script for a silent movie. Think about the emotions and gestures of your characters and add You can aeate a stonboard using wien stryboardthatcom,1 With your Product group, take out your movie script notes and drawing from your Evidence Portfolio. Make final adjustments to your scripts. 2 Present your movie script. 3. Make suggestions to the other groups to improve their movie scripts. ct Evaluation Rub Inadequat: Use of language | Uses a variety of Uses some variety _| Doesn't use a variety Score: vocabulary. Uses the | of vocabulary. Uses _| of vocabulary. Can't grammar of the unit | the grammar of the _| use the grammar of the with minor mistakes. | unit, but makes many _| unit correctly. mistakes. Content Had all the previous | Had most of the Didn't have all the Score: material needed. previous material previous material Completed his/her part | needed. Completed —_| needed. Couldn't correctly. his/her part of the complete his/her part work with difficulty. _ | of the work. Organization | Began work promptly | Didn’t start to work on | Didn't start to work on Score: and finished the work | time, but could finish | time, and consequently on time, the work on time, didn’t finish the work on time. Presentation | Led the discussion. | Participated in the _| Almost no Score: Participated discussion with some | participation. Only confidently. hesitation. Sometimes | answered when started the dialogue. | necessary and didn’t expand ideas. Comments: 4 Work in groups. Use the information in the Product Evaluation Rubric and the Self-Check box to discuss your participation in the Product. Give each other feedback on how you can improve. Ye=v Wiite dialogues Cllused appropriate words and exresions. Cltused aperopiste Fanguage for the audience, Dused appropiate intonation and attitude,Evaluate Your Attitude Think about the attitudes you showed in this unit and use the scale to evaluate yourself. Excellent <—____________ Needs improvement 5 4 3 2 1 How can | achieve a better fe Grade rade next time? prepared for class. tured in my work on time. paid attention during lessons. participated actively. worked well with other students. asked for help when needed. Evaluate Your Progress 2 Look at the Self-Check boxes and your Evidence Portfolio. Add any other work you want to include in it and answer the questions. a. How many activities did you collect from the Evidence Portfolio b. What other activities did you add as evidence? c. Which activities were easy to complete? d. Why? What do you need to work on? Evaluate Your Achievements 3 Choose from 1-3 to express how well you achieved this unit's learning outcomes. Reflect on your answers and write a comment in the Reflection column. 3=Perfectly 2=OK 1=Withdifficulty ) Ian... Grade Reflection |= understand the general sense and |_ main ideas. = write lines and dialogues. | = revise short silent films.Init 3 | Share What You Know = In groups, discuss the questions about free-time activities. a. What are the people doing in the pictures? b. Do you think free time fs important? Why? . What types of activities do you do on a regular basis? = Think about your performance and answer the question. a. What language did you use to answer the questions? . Did you have any communication problems? Family and Community Environment Social Practice Exchange compliments, likes, and dislikes in an interview Achievements » Listen to and revise likes and dislikes in the dialogues of an interview * Understand general sense and main ideas of dialogues * Express compliments, likes, and dislikes in written and oral dialogues Product: Dialogue about Likes and Dislikes Step 1: Make a free-time activities list of likes and dislikes Step 2: Make alist of questions about free-time activities Step 3: Create a dialogue about likes and dislikes Step 4: Present the dialogueSTE © 4 Read the text “Rest and Relaxation” on pages 30-39 of your Reader. Skiing fead wots qucty Answer the questions about the text “Rest and Relaxation.” to get the general ide, a. What is the purpose of the interview b. Where would you find an interview like this? 3 Find the numbers in the Reader and complete the graphic organizer. (61 one quarter threequarters 28 4 95.2 ) Main Idea Supporting idea = at. Sistyrone peroent of six to rinetoemyoarol. patios peorle § r two hours ourdoors. spend some of their free time outdoors. ~ Young people also like playing video games. The most popular | free-time activity is watching TV. 4 Write the names of sports or activities that go with the verbs in the chart. Look at the Reader, pages 30-39. tennis karate swimming 5 Make a list of your favorite activities. Use the verbs play, do, and go. 6 Work in groups. Share your ideas and choose your top five free-time Yes= 7 re Iespeecshiazand activities. dlites ; eae Ciscmoa What's your favorite activity? Doing karate. | ~ paints of view. Me, too! Let's put that at the top of the list. Di tok tes Disrowed 7 Look at the Self-Check box and evaluate your participation in eae the discussion. Think of ways to improve. 30 + Unit 3 "fe" EeBEEZ > . What do you like doing in your free time? e. Do you practice any sports? simple present? singular (he/she/if? b ¢. However, teens do not play these sports so often. d. A typical young person today plays video games, watches television, goes to the movies, and uses computers for non-homework activities. 41 Underline the verbs in the sentences from the Reader, pages 30-39. - Young people spend at least two hours every weekday outdoors. 2 In pairs, look at the sentences again and answer the questions. a. How do we form questions and negative statements in the b. What happens tothe verb in affirmative statements in the third-person 3 Complete the survey with the correct form of the verbs in the box. ( nothave play go do watch have Free Time Survey Q What 1) you your free time? ard 3) on the weekend, Q4) A: Yes, Ido. But 15) A121) tenis on essdags ard. Tareas, skateboarding with my friends television? much free. time. Je) lot of homework, 4 Form your Product group. Ask and answer questions about free-time activities you like doing. Make a personal list of likes and dislikes. sep) Whatdo you do..2 Do you like.. 5 Mark (¥) what we use the simple present for. Check What You Know ‘Seo post 1. To describe habits and routines [_] 2. Something we are doing now [] Keep your list in your Evidence Portfolio for the product, ‘You can use PowerPoint ot Word topresent your chart, Unit 3° 34 sows eS”S[555F59 — 1 Read the pyramid and circle the things that you like to do. 2 In groups, compare your results. Decide who has the most active lifestyle. The Activity Pyramid There are lots of reasons to get off the couch and start exercising! Playing sports and doing exercise improves health and fitness. It also helps you make friends and develops personal qualities, like cooperation and competitiveness. Look at the activity pyramid and see how you can get more active. Think of more activities you can do! You should... ‘computer games + spend less time sitting. + spend more time having fun with friends, Two or three times a week... swing + climb ropes + play and have fun + do pull-ups + go dancing + do karate or judo Every day... help around the house « walk + ride your bike + climb the stairs + spend time outside 3 With your group, make a weekly planner of physical activity. Use the information in the pyramid to help you. Tofind mere physical acity suggestions visit htpsifwan * Decide what and how much activity to do each day. healthier ongngh . i . doe staneltervines Present your ideas to the class, eens = Follow your weekly planner. fortens asp 32 + Unit 3 le” "EeqsteringipN 1 L.ook at the pictures and answer the questions. Look at pictures a, Whatare the people in the pictures doing? tegineaw teas, Doyou lke doing these things? Why or why not? c. How often do you do them? 2 Listen QF to the radio interview and mark the activities in the pictures that Scott (S) or Jess (J) like doing. 3 Listen again and underline the correct answers. a, Scott has too much / doesn't have enough free time. b. Jess / Scott plays video games. c, Jess /Scott enjoys rollerblading. d. Jess always / sometimes goes to the movies on the weekends. e. Jess thinks that watching TV can be relaxing/a waste of time. 4 Listen QE to the parts of the interview and number them in the correct order. a, Opening: __ b, Bod) . Conclusion: __ 5 Listen QUI and number the sentences in the order you hear them. a, We're going towash. __ b. We're going to watch, __ 6 In pairs, practice saying the words. Yes=v| —_a.ship, chip c. wash, watch = , Se b, share, chair d. match, mash lassie 7 Work in pairs. Discuss if you like or don’t like doing the things Speed, and Scott and Jess enjoy. premunceen, Ol detected liitrnesin | 8 Look at the Self-Check box and evaluate your use of language. ends Think of ways to improve. Unit 3° 33 come a”1 Read the sentences from the interview on page 32 and add the underlined words to the chart. a. [love hanging out with my friends. f. I hate studying! b. That is positive, g. That's impressive. c. would rather be rollerblading in the park. hI can’t stand studying either! d. Wow, that’s great! i. Lenjoy taking it easy with e. Great job! my friends. like, really like, prefer, | don't like, 2 Work in pairs. Match the questions and answers to create a dialogue. ‘Then practice the dialogue. What do you like doing in your free time? Why do you like soccer? Who is your favorite team? How much time do you spend outdoors each week? When do you relax? What types of movies do you like? ___ On Sundays. | love going to the movies. ___ Because it is exciting. | can’t stand slow sports. ___enjoy action films, but | prefer comedies. ____I like skateboarding, and I love soccer. ___ Ten to twelve hours. I'd rather be outside than inside. me eaoge tS Sea pout ___ Barcelona. They're great. | hate Real Madrid! Work in your Product group. Use your likes and dislikes list from your Evidence Portfolio to write questions about your group's regular free-time activities. Keep your questions in your Evidence Portfolio. Use the Self-Check box to evaluate your questions. Think of ways to improve them. Express compliments Diimates is of questons and sentences. Dilused words that lnk ideas, Oi determined the sequence of words. ) 5 Look at the activities on the page and answer the question. Check What You Know What words can we use to express likes and dislikes? 34 + Unit 3 "fe" Eee4. Read the report and answer the questions. a. Which section gives suggestions? b, Which section states objectives? c. Which section gives statistical information? {troduction According to the questionnaire, the most In this survey, we asked seventh and Page ae eer eee Vat ne eee iehth-grade students at the school what *this age is gaming or using social media. “free-time activities they enjoyed doing Nearly 90% of teens do this every day. |) © cach day. Some teenagers around this age However, watching TV and hanging out with = enjoy different outdoor or friends are also popular activities (80%), physical activities, but most spend a lot of time indoors doing sedentary activities. We make suggestions for : using free time based on the Recommendations results. 1. Teenagers should have a balance of indoor Brindings and outdoor activities. Only 40% of teens spend time outdoors each day. This can include anything from walking to school to participating in sports. 2. Teenagers should be more active. Popular Free-Yime Activities Conclusion Many adolescents enjoy physical activities, but don't do them often enough. Insummary, young people should spend less time on computers and find ways to be more active in their free time. 2 Circle two connecting words in the report that indicate contrast. 3 List four popular free-time activities and interview some classmates about how often they do them. Yoav |Unissandmin | 4 Use your findings to make notes under each heading. Write a report about Ditawded my free-time activities. Use the Self-Check hox to evaluate your perfomance. notes into deat secon. Dlcompsred and contasted - ideas, 5 In pairs, exchange and correct your reports. Use the Self-Check box. | Chtused format Write a final version and keep it in your Evidence Portfolio to evaluate \ your progress. [Introduction Findings Recommendations Conclusion (language. Unit 3° 35 coms a”4 Inpairs, look at the article and discuss what games are popular with children. -1 1 The Importance of Play 2 |< 2-2-2 er s||| Do you remember when you were a. Play is not just for children, but for | small child? What games did you play? teenagers and adults as well. It helps us Kicking a ball, jumping rope, or creating _leamm, itrelieves stress, anditmakesus || an imaginary world? Experts agree that __ more productive at school and at work. playing is important for children to Play isn’t a luxury—it is a necessity, So, develop into healthy adults. Here are five when youhave some free time, don't just }| ways that play benefits children: sit and watch TV, Engage in some 1. Play helps children develop their own _brain-stimulating play! | interests. 2. When they play, children leam how to make decisions and solve problems. 8. Children learn how to control their emotions, they play. 4, Play helps children make friends. 5, Play makes children happy! 36 + Unit 3 "He" "Eee such as anger and fear, when 2 Read the article and match the statements to the five benefits. . Climbing trees is scary, but fun! __ . Children laugh and joke when they play.__ . When I play, Ido what | like doing, not what | have to do._ |. We make the rules for the games we play. __ paeso . We all enjoy playing. If somebody is not happy, we change the game, __ 3 Read the list and mark (V) the reasons to play. a. Toleam__ c. Tobewith others___—e. Tocompete_ b. Tocreate__ d. To cooperate_ f. Tohave fun a Work in your Product group. Take out your lists of questions and answers from your Evidence Portfolio and add more questions to it about play. What games do you like? Why do you Tike them? CED Work with a partner from your Product group. Use your list of questions to create a dialogue about likes and dislikes. Keep your dialogue in your Evidence Portfolio for the product. aWith your Product group partner, decide which role each person will play (interviewer, interviewee}, what the purpose of the Ne=v dialogue is, and how many questions to include. Rehearse the dialogue. yes ieand i 2 Use your notes in your Evidence Portfolio to present the dialogue lexchanged points of ew. about likes and dislikes. Remember that you have to achieve the purpose you defined for your dialogue. Use the Self-Check box to evaluate your dialogue. 3. Use the Product Assessment Checklist to evaluate your work on the product. Product Assessment Checklist Group Presentation: Check the following items you feel you successfully completed with your presentation. ‘Team Work: ___ I collaborated with my partner. ___I was supportive and respectful to my partner. ___We shared the work equally. Content: __ I followed the purpose of the dialogue. ___lused a variety of words and expressions. ___ I fluently took turns to have a dialogue. ____lused non-verbal language to reinforce ideas. Organization: ___I began work promptly. ___ Thad all the previous material needed at hand. ___I completed the work on time. Complete the following statements: My strengths on this project were My challenges on this project were Changes I would make for the next project I will do are 4 Work in groups. Use the information in the Product Assessment Checklist to discuss your participation in the Product. Come up with a list of suggestions for future products.Self-Assessment fvaluate Your Attitude 1 Think about the attitudes you showed in this unit. Choose the option that best describes you. Then answer the question. During this unit, L.. Always Frequently Rarely Never completed the activities in my book. delivered tasks complete and on time. participated actively. was respectful to my classmates and teacher. made my best effort. ink of an example when you were respectful to your classmates or/and teacher. How did it make you and others feel? Why? Evaluate Your Progress 2 Look at the work in your Evidence Portfolio and add any other work you want to include in it. Then look at the Self-Check boxes. Grade your progress on the scale. Very good Very poor Quality of evidence Extra evidence added Self Check grades Improvement from previous unit Evaluate Your Achievements 3 Choose from 1-3 to express how well you achieved this unit's learning outcomes. Reflect on your answers and write a comment in the Reflection column. Perfectly With difficulty lean... | Grade | Reflection | listen to and identify likes and dislikes |_ in dialogues. * understand the general sense and main ideas of dialogues. ® express compliments, likes, and dislikes.Share What You Know = In groups, discuss the questions about vacations. a. What kinds of vacations are popular in your country? b, What plans do you have for your next vacation? c. What does the perfect vacation consist of? *» Think about your participation in the discussion and answer the questions. ‘a. What language did you use to answer the questions? b, Did you have any communication problems? Family and Community Environment Social Practice = Agree with others on a travel itinerary Achievements * Seek and consult information = Compare pros and cons of ideas and proposals * Build arguments to defend ideas and proposals ® Listen to and express pros and cons to come to anagreement Product: An Itinerary Step 1: Create a comparative chart with places to visit Step 2: Make a list of suggestions for activities Step 3: Write details about the activities to create an itinerary Step 4: Present the itineraryPeo sor rut eo oe 4 Read the text “A Travel Brochure” on pages 41-49 of the Reader. 2 Complete the fact file with information from the Reader, pages 41-49. FAC FILE Place: Activities in the summer: Activities in the winter Safety requirements: 3 Work in pairs. Write three of your favorite activities from the brochure in the Reader. Explain. a loeabalaryTP Prefixes, e3 Every pre has ‘tsownmeanng 4 Read the sentences from the Reader. Complete SP paced the definitions with the prefixes in the box. <} tener is Take the opportunity to disconnect from modern life. a 36600 Leaning : : to endty a prete Ail courses are designed to reconnect you with nature. isa great way . tp epand yeur vocabulary. te dis ) a, The prefix___means again, b. The prefix___ means not or away from. 5 Attach the correct prefixes from activity 4 to the words below. a ty b. Tike 6 In groups, discuss how adventure vacations differ from traditional vacations. Say which you prefer and why. |Ditooe wansto ‘speak, |Diistened to ideas and proposals. |Diistared \Ceaens, 7 Look at the Self-Check box and evaluate your participation in the discussion. Think of ways to improve. 40 + Unie 4 he MeeLearning Tip Reported Speech The reperting verd said does not Tequite an indirect, object: She said she was happy. 1 Look at the sample sentences from the Reader pages 41-49 and underline the verbs that change. Direct: adventure vacations. Reported: that ved adventure vacations. Direct: | can do many activities. Reported: He said that he could do many activities. Direct: | will visit again. Reported: She said that she would visit again. Direct: Itis a fantastic place. Reported: She said that it was a fantastic place. 2 Underline the correct options to report the sentences. a. Iwillenjoy it. She said that she will/ would enjoy it. b. I cannot believe how easy itis. She said she can / could not believe how easy its / was. c. It is agreat way to reconnect with nature. He said it is / was a great way to reconnect with nature. 3 Report the sentences. a. |willleave tomorrow. He said ¥ b, She is afraid of flying. c. Ican help you pack. 4 Work in pairs. Make a list of places your partner and you have visited. Ask your partner his or her opinion about some of the places. 5 Form your Product group. Consolidate information in a chart about different vacation spots. Make notes of pros and cons of the places you like most. Keep your chart in your Evidence Portfolio. Maria said that Acapulco was fantastic. 8 Look at the activities on this page and answer the questions. Gheck What You Know 1. What is the past tense of will and can? 2, Why do we use reported speech? Unit 4e 44 coatshi. The Lakes Resort 1. Relaxation 2, Exploration special + Yoga, massage, * Horse-riding, Cane and sauna cycling, and sauna — © 2nights © 3 nights 3. Fitness 4. Water Sports 5. Excitement + Tennis, gym, * Kayaking and * Paint-balling and sauna waterskiing. * 1 night *2nights + 2nights Visit www.thelakes.com or call (888) 555-4 ‘Stressed Words In languages such as English, stress occurs at regular intervals. The wards that are ‘more important ate stressed, Yes=¥ Come to an agreement used ‘connectors to link reasons and build axguients. Diemphasized words to get an fect. 42 Unit 4 he Me 1 Inpairs, look at the advertisement and discuss what it is about. Short activity breaks and package deals for the whole family for more information. 2 Listen Qi to a family asking about vacations. Circle the types of vacations the family asks about. a. tennis vacations. —_b, water sports. paintballing _d waterskiing 3 Listen again and write who each of the opinions belongs to: the son (S), the father (), the mother (M), or the daughter (D). More than one answer is possible. a. thinks that a yoga vacation is a bad idea. b. thinks she would like kayaking, but not waterskiing. a thinks horse-riding is a good idea. 4. thinks that the father isn’t very healthy. e. doesn't think the vacation idea is very good at first, but changes his mind. 4 Listen Qi to the sentences and decide which of the underlined sounds is stressed in each one. Write 1st or 2nd at the end of the sentences. a. Yes, I'd like to go kayaking, too! __ b. Running around a forest shooting people isn’t my idea of fun, _ c. I'll have the chance to beat you at tennis again.__ d. I'll call and ask for more details. __ @. It'll be fun to watch you two. 5 Work in your Product group. Decide on a vacation from your chart of vacation spots. Share your answers with the class. 5 Look at the Self-Check box and evaluate your use of language. Think of ways to improve.4 Read the sentences in the boxes from the conversation on page 42. Decide on the correct heading for each box. | Decisions Uncertainty Preferences 9 ) {® {@ Hmm. Im not sure. Td love to relax for the weekend call and ask for more details Hmm, maybe. We could try waterskiing and | don't want to go paint-baling Hang on a minute. kayaking! I ask them about instructors. | I don't know. } | tdlike the ocean view. Lets go paint-balling! 2 Number the sentences in the correct order to create a dialogue. 1 Can we go camping this weekend? ____OK, that’s a good idea. I'll pack our boots! ___ Hmm. I'm not sure, ___ Hang on a minute! | can’t swim! __Oh! Then we can go walking in the mountains. ___.Oh, come on! We could camp by the lake and swim. 3. Work in pairs. Make a decision about one of the vacations in the advertisement on page 42. Use the notes to guide you. Student A Student B Make a suggestion, —___. Express uncertainty. Why don't we Let's (See Box A, activity 1.) Make another suggestion, ————— Mi Make a decision. : Wer? > OK, so why don’t we, (See Box C, activity 1.) Work in your Product group. List suggestions about activities you can do at the vacation spots in your chart. Keep your work in your Evidence Portfolio. Look at the activities on this page and answer the questions. Use the Self-Check box to check your progress. Think of ways to improve. heck What You Know 1. Which phrases do we use to talk about future possibilities? Ye=v Buikd arguments Dused comecters to link reasons. Ditconwasted advantages and disadvantages 2, Which phrases do we use to express decisions? Unit 4° 43 coe es”REX © 1 Read the travel blogs in groups. Compare the texts. Think of the things that could go wrong on a vacation and propose ways to improve it. 2 Work in groups. Answer the questions. a. What did John do during his first few days in Australia? b. Why did the local people think John was strange? c. What different animals did John see in Australia? d. Why did Jen think her trip was going to be bad? e. Why was Stan embarrassed? Australia Our first few days in ‘Australia were too hot (high 30s), so it was a very sweaty start. We spent our first few days looking around Sydney, taking in the amazing Opera House, Harbor Bridge, and all of the city center. We saw hundreds of large bats, which were pretty amazing. All the locals probably thought we were very strange because we were looking at the trees for hours! ‘After a few exhausting days, we caught the train to the Featherdale Wildlife Park. There, we saw koalas, hundreds of Australian birds, and some gorgeous kangaroos and wallabies. We had an awesome day meeting the local wildlife. Johin Morrow, 18 Travel oe479970bem| (Acceted 0110/2010) nts ablog org! earia/Ausalaten South Males/Syney/G PHILADELPHIA TO MIAMI | knew it was going to bea bad trip because we were sitting on the runway in Philly for two hours. When we arrived in Miami (two hours late), the scene was § total chaos: about fifty people on our flight lost their bags! The terminal was full of unclaimed luggage, so you could not move. Sky Airways had only one person working at the lost luggage counter. Stan (the guy at the counter) was very nice. He told us he was “totally embarrassed” to work for ‘Sky Airways. Luckily, we were at the front of the line, so we only ended up waiting for an hour to file a claim. Jenjones, 20 3 Work in groups. Compare the travel experiences in the blogs. Make notes. ® How would you feel in each situation? * What would you do? 40 + Unie 4 he” Me Toread ablog about a vavellg teen, vist hits eenvavelinggo wordpress convabout ZCapilano Suspension Bridge ‘There's a lot to do: hiking, walking ® along the Treetops Trail, and wildlife ‘watching Open until 8 p.m. during the summer season. Admission: free (minimum 4.5 hours} ai S Would you lice fo spend a day with Sy || nature? Enjoy a day trip to the North Tawa Vannes ereaia Sightseeing, wildlife watching, cliffwalking, and picture taking are only a few things you can enjoy at: the Refuge for Endangered Wildife Admission: $5 (minimum 3 hours) ; ‘i ee WS Capilano Fish Hatchery Dunder Pier Restaurants cae eect ae ER DeT eee Hue bade eae RO CL IMEM 01 cryy great viens and eat a delcious feh lot! Admission: $10 (1 hour} Hino iste a TR a pages NY sie 1 Inpairs, read the sentences from the Reader and underline the verbs. fa. As he was riding home, he saw a sword in the center of a stone. b. While Kay was preparing for the fight, he noticed a message on the sword. 2 Work in pairs. Say which past-tense verb from the examples is regular. 3 Underline the correct options to complete the sentences. a. Arthur stayed / was staying with Ector when Uther was dying / died. b. Arthur didn’t have Kay’s sword, so he went / was going to find another one. c. While Kay was preparing / prepared for the fight, he noticed / was noticing a message on the sword. d. Arthur became /was becoming king of England, but many knights thought / were thinking he was too young. 4 Complete the summary with the correct form of the verbs in parentheses. One day, when Arthur 1) __was riding _ (ride) his horse, he decided to fight Pellinore, But Pellinore knocked him down. As Arthur : 2) ie) on the ground in great pain, Merlin came to the rescue and 3) (save) Arthur's life. He put Pellinore into adeep sleep and 4)__(take) Arthur into the forest to a hermit. The hermit. 5) (use) plants and magic medicine to save Arthur, 5 In groups, retell the legend of King Arthur. Take turns describing what happened. 6 Look at the activities on this page and match the verbs in the sentences to the definitions. Check What You Know 1. Kay was putting on his armor. __ Shorter, completed action in the past. 2. He asked Arthur for his sword. ___ Longer action in progress in the past. 7 Form your Product group. Choose a legend or fairy tale you all know. Make sure you save all your notes in your Evidence Portfolio. Unie 5° 54 sows da”1 Look at the pictures and answer the questions. a, What do you think happens in this part of the story? b. Who can you see in the pictures? (GUST 2 Listen Qiu to the story and underline the correct answers. ening tne fa, What is the name of the most powerful sword on earth? Sense how the 1) Pellinore 2) Excalibur 3) Guinevere speaker wants the Eten to fe b. What was Arthur's wedding gift? eat 1) The Holy Grail 2) Acastle 3) Around table for 100 knights erphase oF devon fie tone c. Who invaded England? grain 1), Morgan 2) Mordred 3) Lancelot dd, What happened to Arthur? 4) Heleftinaboat. 2) He died. 3} He killed Lancelot. (@eeesieY 3 Look at the Phonetic Symbols chart on page 116 and identify the /d/, //, The-ed ending and /rd/ sounds. Listen G4 to the sentences and write the sounds you hear. Fact the thee a. They walked to anearby lake. sitet sounds ‘th your parmer b. He immediately invaded England. dad ened eee c. Arthur rowed to the middle of the lake and took the sword from Hyou know the the hand, __ sounds, t wil help yeut accuracy and feng, 4 Match the two parts of the explanations. a. We pronounce -ed as /d/ after __ Aland I. Nee?) B- Wepronounce-ed as /t/ after ___unwoiced sounds (except /t), Crests c. We pronounce -edas /rd/ after ____ voiced sounds (except /d/). even Cicastes 5 In pairs, retell the end of the story using the past of the words in the box. sands Diets and ————— seuenced (walk row marry love invade return ) CEP fet : —. Climniores aa Stungtsand | 6 Look at the Self-Check box and evaluate your use of language. iuedness30 Think of ways to improve. 52 + Unit 5 "fe" "EeSs —SS Dit sequenced events, ‘1 Read the sentences and underline the adverbs. a. Arthur was extremely angry. Mordred immediately invaded England. Arthur felt terribly sad. Lancelot quickly retumed from exile. Arthur and Lancelot fought bravely. Arthur was badly hurt. s>epeaog 2 Insert an adverb from activity 1 into each of the sentences and rewrite them. a. Lancelot fell in love with Guinevere when they met. —Lancelot_ immediately fell in love with Guinevere when they met, _ b. The knights were surprised that Arthur was king. . Arthur was injured in the fight with Pellinore. d. Merlin took Arthur to the hermit. e. Mordred was jealous of Arthur. 3 Work in your Product group. Write sentences to describe events and characters in the story you chose. Use adverbs. The dragon was extremely terrifying. They danced happily. 4 Plan a Big Book for your group story. Think about the best way to express your ideas. Keep your plan in your Evidence Portfolio. = Include a title and subheadings. * Decide what illustrations you need. = Think about captions and speech bubbles. * Divide roles among members of your group. Check What You Know Look at the activities on this page and underline what adverbs do. 1. Describe adjectives and verbs. 2. Describe nouns. 5 Look at the Self-Check box and evaluate your use of language. Think of ways to improve. Unit 5 ¢ 53 sows eS”41 Read the text. g el cis 6x, Aesop was a slave who lived in the sixth century, nc in ancient Greece. He was also a storyteller who orally passed on a collection of fables. Fables are often used to teach morals. ‘The Lion and the Mouse A mouse woke up alion, and the lion got angry. The mouse promised to help the lion in any way possible if he let him go. ‘The lion langhed and let the mouse run away. Later, hunters caught the lion and tied him up. The mouse heard the lion's roars and freed him by gnawing through the ropes. ‘The Dog and the Bone A dog was carrying a bone over a bridge. When the dog looked down into the water, he saw his reflection and thought he saw another dog, He wanted the other dog’s bone, too, so he opened his mouth to bark at his reflection. Then the bone fell into the river, where it disappeared forever. Adapted from Aesop, The Complet SP> 2 In pairs, discuss the questions. a. Whatisa fable? b. Which are the key events in each one? — ial 3. Inpairs, underline the sentences that best describe the characteristice ofa fable. a. They useanimal characters ¢. They describe the setting of the story with human features 4. They help us understand human b. Theyare short nature and behavior. Tor6ad more 4 Read the fables above and match the morals to the stories. Discuss your answers. wee a. If youare greedy, you will risk what you already have. aesopfables Lem b. Little friends may prove great friends. 54 + Unit eh esoETE 0 tt—~—“SOSS 1 Complete the chart with elements from the story your Product group chose. step forest, castle... prince, queen. sword, magic wand... 2 Choose elements from the chart in activity 1 and make more detailed notes below. dulitaoaisald Set the scene: who, what, when, and where. _ Once upon a time... [HEY describe what happened. There was a great battle... Say how your legend or fairy tale en They killed the monster. They all celebrated. ‘3. Using all your information, write your story. Use the | aa ae notes, the Story Cheeklist, and the Reader for reference. (pepe 4 Exchange and correct your work with a member of your J iossn endig, ‘Product group. 5 Write a final version of your story. Keep it in your Evidence Portfolio to evaluate your progress.1 Label the parts of the story. Lithe Legend of King Arthur | Cigoai You willbe king Many years ago, when the king of England, Uther, was a young man, he met a princess called Igraine. She was so beautiful that he fell in love with her immediately. He loved her so much that he wanted to marry her. So he asked Merlin, a powerful wizard) for help, Afier some time, Merlin agreed to help him, but first Uther had to agree to Merlin’s demands. He demanded their first-born son in return’ for his help. Metin makes @ prediction. 2 Work in your Product group. Read aloud the stories from page 55 you saved in your Evidence Portfolio. 3 Compare stories and choose the best elements to combine into your Big Book. Make notes in the chart. past actions. Dilused story words and \ expressions.) 4 Inyour groups, write a final version of the text, Use the Self-Check box to correct your story. Share your opinions with your group and make suggestions on how to improve the story. 5 Make final decisions on where to include illustrations, captions, and speech bubbles, and put together your Big Book. Keep your Big Book in sia your Evidence Portfolio to present in class. 56 + Unit 5 "fe" Ee1 Present your Big Book to the other groups in the class. 2 Have a final exhibition in the classroom, the library, or another part of the school so other students have a chance to read your work. 3. Use the Product Evaluation Rubric to evaluate your work and participation on the product. lent Used descriptive Didn’t use descriptive | Didn't describe either language to describe —_| language to describe _| characters or setting, characters and setting. | characters and setting. | or both. Didn’t include Included a clear Included a beginning, | one of the following: a beginning, middle, and |a middle, and an end | beginning, a middle, or end of the story. of the story, but not —_| an end of the story. clearly defined. Use of language |Was able to describe | Was ableto describe | Wasn't able to describe Score: actions and write key | actions and write key _| actions and/or write events of the story with | events of the story key events of the story. some mistakes. with many mistakes but without affecting comprehension. Preparation Had all the materials _ | Had most of the Didn't have all the Score: needed. Completed his | materials needed. material needed. or her part correctly. | Completed his or her _| Couldn't complete his part of the work with | or her part of the work. difficulty. Organization | Began work promptly | Didn’t start to work on | Didn't start to work on Score: and finished tasks on | time, but could finish | time, and didn’t finish time. task on time. task on time. Total: ‘Comments: 4 Work in groups. Use the information in the Product Evaluation Rubric to discuss your participation in the Product. Come up with a list of suggestions for future products.* Self-Assessment Evaluate Your Attitude 1 Think about the attitudes you showed in this unit and use the scale to evaluate yourself. Excellent <____________ Needs improvement How can |achieve a better a Grade rade next time? prepared for class. turned in my work on time. paid attention during lessons. participated actively, worked well with other students. Evaluate Your Progress 2 Look at the Self-Check boxes and your Evidence Portfolio. Add any other work you want to include in it and answer the questions. a. How many activities did you collect from the Evidence Portfolio? b. What other activities did you add as evidence? . Which activities were easy to complete? |. Why? . What do you need to work on? Evaluate Your Achievements 3 Choose from 1-3 to express how well you achieved this unit’s learning outcomes. Reflect on your answers and write a comment in the Reflection column. ‘3=Perfectly 2=OK 1=Withdiffculty ) lean. [= select and revise classic tales. |= understand general sense and |_ main ideas. * compare variants of pronunciation and writing. | express key events orally = rewrite key events.Unit 6 Share What You Know = In groups, discuss the questions about future : 7 predictions. — a. What do you think you will do when you leave school? bb, What do you think other group members will do? cc, Howwill the place where you live be similar or different in ten, twenty, or fifty years’ time? = Think about your participation in the discussion and answer the questions. ‘a. Did you give your opinion? bb, Did you have any communication problems? Predictions and Plans Social Practice = Produce constructive forecasts for others Achievements = Review written forecast examples with the teacher’s guidance ® Listen and identify ways to express future actions = Ask and answer questions to understand forecasts ® Write sentences that express future tenses in order to compose a forecast, with the teacher’s guidance Product: Forecasts Step 1: Make notes about personal predictions and plans Step 2: Write sentences and make comparisons Step 3: Design a yearbook with forecasts Step 4: Display and present the forecastsFars ofSpeech We can use the same werd as| 08 2 rates Comic Book World The high-quality Batman stories Just keep coming! 1) In this issue, the artwork is superb again and the characters are dynamic and realistic. Batman goes against the Penguin and the Joker, who have taken Robin prisoner. Can Batman arrive in time to save his friend? *** 2) The Avengers team comes together to fight an alien force, which attacks the planet with a huge robot army. The comic is extremely colorful and there are some amusing texts. 3) The Hulk probably has all the best lines, but Iron Man is great as well. Even Spider-Man, who has become more of a film star these days, appears in it. "** ‘Superman is nothing when he is near kryptonite, and Lex Luthor has plenty of the precious crystal. Superman has to escape from Lex, but he needs some help. 4) He gets this from Lois Lane, his news reporter girlfriend. However, Lex has new friends from outer space who don't like Superman. 5) There are some atmospheric scenes in the darkness of the city that will keep you interested. Most of the action takes place in the moonlight. ** a. A sentence about the images and how they make us feel_ b. A sentence that refers to the dialogue in the story__ ©. Asentence that summarizes the story __ d. A sentence about the quality of the drawings and the story_ e. Asentence with information about another character __ 3 Make a chart in your notebook. Compare the three reviews and write their characteristics. | Characters Plot es | Setting Opinion 4 Write a one-paragraph review of a comic story you know. Follow the ideas in your chart and use the Self-Check box. Yes=v Interpret content Ditkeptmnyrevew ; . . ; shat 5 In pairs, exchange your reviews and correct any mistakes. Write a final Di menvones : sy ee version of your review. (pl ) & Keep it in your Evidence Portfolio to evaluate your progress. Unit7 + 75 aos a”WEE . — .| 1 In pairs, discuss what skills you need to create a comic. 2 Read the article and number the pictures in order. HOW TO CREATE A COMIC Everyone is an artist, and a fantastic way to express your ideas is by creating a comic strip. So, where do you start? First, decide on a topic What are you interested in? Choose something that inspires you and then sketch your characters, Make notes in words and drawings Think about their personalities and what they look like Now, write your story. How many panels do you need? (Tip: At first, keep your stories short. Maybe three panels are ‘enough—an introduction, a build-up, and a conclusion) Next, it is time to draw your borders and do the lettering. Use a ruler and pencil to draw panels on a piece of paper. You can make them different sizes or the same. Then write in your captions. Again, use a ruler to keep the lines straight. Now get drawing! Use a penail to sketch in a scene under each caption. Use the sketches of the characters you made earlier When you are happy with your drawings, go over them with ink Finally, draw word balloons around the letters. Congratulations—now you have your first comic! Soon you will be making more complicated stories. Don't forget to show it to your friends! 3 Read again and answer the questions. Toread more about a. Who can create comic strips? this topic wat tps vwamceatvebiog scorncomics!guide ~create-pubich comic What is important to think about when creating characters? _) be0k-71515975, _) c. What recommendation does the article give about the length of the story? d. What materials does the article mention? 4 Work in your Product group. Follow the tips in the article to create your comic. Keep your work in your Evidence Portfolio. seep 76 + Unit 7 "a" waneWork with another group. Share your comics with another group. Ye=v Exchange ition expressed my. preferences. Dlerpeessed my pointof ew ‘and listened tothatoftie others. Dlused examples todatity cenfusen, 2 Discuss with the other group their ideas about your work and your ideas about theirs. Use the Self-Check box to evaluate your discussion. 3 Present your comic to the class. Vote on the best comic. 4 Work in groups. Use the following Product Assessment Checklist format to evaluate your group's work on the product. Product Assessment Checklist Presentation Group: Check the following items you feel you successfitlly completed with your presentation. Team Work: ___ I collaborated with my group. ___ I was supportive and respectful of other team members. ___ We shared the work equally. Content: ___I did my share of the work correctly. ___I described the scenes of my comic without help. ___I used a variety of words and expressions. ___ I fluently took turns to present. Organization: ____I began the work promptly. ___Thad all the previous material needed at hand. ___ I completed the work on time. Complete the following statements: My strengths on this project were: My challenges on this project were: Changes I would make for the next project I will do are: 5 Work in groups. Use the information in the Product Assessment Checklist to discuss your participation in the product. Come up with a list of guidelines to follow on fature products.* Self-Assessment Evaluate Your Attitude 1 Think about the attitudes you showed in this unit. Mark (7) the options that best describe you. Look at the attitudes that you marked as “$ or , How can you improve in this/these aspect(s)? o ¢ “always completed my work ‘I showed respect for myself and others. | participated actively in class. I made my best effort. | | | I collaborated with my classmates. | | | te Your Progress 2 Look at the work in your Evidence Portfolio and add any other work you want to include in it. Then look at the Self-Check boxes. Think about your progress throughout the unit and complete the statements. ‘a. During the unit, collected __out of ___ activities for my Evidence Portfolio. b. Lalso added as evidence, because c. Inthe evidence activities and I can see | improved at d. Looking at my answers in the Self:Check boxes, | realize | need to work on e. For next unit, I'm going to Evaluate Your Achievem 3 Choose from 1-3 to express how well you achieved this unit's learning outcomes. Reflect on your answers and write a comment or suggestion in the Reflection column. (32 Perfectly 2=0K difficulty ) lean. | Grade | * give personal information, Teo aa SLFG cheeUnit 8 : Share What You Know In groups, discuss the questions about language learning. a. What do you think you need to be able to learn a language effectively? , b. What can you use a biligual dictionary for? f Pe, c. How do you use a dictionary? Think about your participation in the discussion and answer the questions. a. What language did you use to answer the questions? b. Did you have any communication problems? Social Practice + Write instructions to use a bilingual dictionary Achievements * Select and revise bilingual dictionaries » Understand the use of textual components of bilingual dictionaries Write instructions Edit instructions Product: A Manual : Make a list of the information found ina bilingual dictionary entry 2: Discuss how to use a bilingual dictionary and make notes Step 3: Organize notes into a manual and write a final version p 4: Display the manual and give feedbackAER Ceo ere teat 4 Read the text “Using a Bilingual Dictionary” on pages 93-103 of the Reader. 2 Find examples in the Reader, pages 93-103. a. Phonetic script for a word: b. Asynonym of litt Aphrasal ver d. An idiom: ° 2 Decide which section of the dictionary each person needs, Spanish to English or English to Spanish. @, What does embarrassed mean? b, How do you say cosa? ¢. How do you pronounce language? [romana fk 3. Look at the dictionary entries and complete the table Bish speling with the correct spellings of other words in US and Tha ae some British English and their translation. spelng dilernces | between American snd Bish Enis, | ie, ovourand trending. isimpentant to recognize the mst | cemmen ones center centre centro honor a) b) 3 metre @) e) favourite f) theater 2) h) 4 In groups, discuss strategies for learning and remembering new words in English. Write a list of strategies and keep them in your Evidence Portfolio. Yes=¥ Understand textual | components Olshowed curiosity and. interest |i gave feedback. Dist comrected and peer-corected. ) 5 Look at the Self-Check box and evaluate your participation in the discussion. Think of ways to improve your fluency. 80 + Units "de" "EeeSIZ © 1 Label the words of the sentence with the correct part of speech. Use the Reader, page 97, as a reference. noun adjective verb article eos agon Get sy a a) we 8 Cy A ‘bilingual’ dictionary ‘is’ [ay reference "book. u even® at eat One 2 Write the part of speech of the underlined words. a. We took an express train. b. lamrunning a marathon next month. | train every day. c. She wasn’t very hungry, so she only had a light snack. d. Turn on the light. | can’t see anything. e. Everyone left the building quickly when they heard the fire alarm. f. Turnleft at the next comer. Form your Product group. Look at dictionary entries on page 80, in the Glossary, and in a bilingual or monolingual dictionary. Make a list of the information you can find in each entry. Keep the list in your Evidence Portfolio. Write another example for each part of speech. Use your glossary to find words. Check What You Know Parts of speech Function Examples Verb Show actions or states be, go, Noun Name persons, places, things, or ideas table, dog, Adjective Describe nouns and pronouns pretty, old, Adverb Describe verbs, adjectives, and other adverbs |__ very, always, Preposition Indicate time, place, or position up, down, Pronoun Take the place of nouns he, she, Conjunetion Join words and phrases and, but, Units + 81 sows41 Number the paragraphs in chronological order. 2 Write a title for each paragraph. ‘a. Middle English (1100-1500) b, Late Modern English (1800-Present) c, Early Modern English (1500-1800) LI In 1066, Wiliam the Conqueror, the Duke of Normandy (part of modem France), invaded and conquered England, As a result, French became the language of the royal court and rich people. However, the lower classes continued to speak a type of English. This language, called Middle English, became dominant in Britain in the 14th century. Oo | During the Sth century, three Germanic tribes—the Angles, the Saxons, and the Jutes—invaded and stayed in Britain. These tibes spoke simile languages, ‘which developed into what we call Old English. Native English speakers today do not understand most Old English. However, half of the most common words in Modem Engish have Old Englsh origins. Toleatn more about this topic, sit hp. chltensuniversty. smanchestracukd learning activites! lenquagednerds tinaline- ofthe-englsh- language 82 + Unit 8 "He" "Eee meaning of each word. ‘The main difference between Early Modem English and Late Modem English is vocabulary. Late Modem = English has many more words. In the 19th and 20th centuries, the Industrial Revolution and technology created a need for new words. Also, the English language adopted words from many different countries. ‘ 3 In groups, follow the steps below. a. Find and underline the words you don't know. b. Based on the content, discuss the possible d, Varieties of English e. Old English (450-1100) Today, American English is extremely infuentil. US culture dominates cinema, television, popular music, trade, and technology. But there are many other varieties of English around the world. These include Australian English, New Zealand Engish, Canadian English, South Aican Engish, Indian English, and Ceribbean English oO Inthis period, many new words and phrases entered the language. The imention of printing meant hat there was ‘nowa common written language. Books became cheaper ‘and more people leamed to read. Speling and grammar became fixed, and in 1604 the frst Engish dicfonary was published. - ww & eee] 2 SZ Ss c. Select a bilingual dictionary and locate the words. Compare and discuss the real meaning with what you wrote.1 Inpairs, discuss the questions. a. In which countries do people speak Spanish as afirst language? b. Is the dialect the same in each country? Can you give examples of different words that mean the same thing? 2 Listen Qa to Jeff and Tony talking at a film festival and answer the questions. a. Which cities are the speakers from? b. Where are they now? semareetenmpy” 3 Listen again and match the American English words to the British Biss English equivalents. ee promncaon American English British English Twesemy, | a. cooked. queue __ apartment __ vacation can and te b. flat e. pants film _ trousers: US.aswol as © movie —_fholiday _ biscuit __ line gum srs Sever sh miancicn 4 Label the pictures with the American English words from activity 3. speech <—_ Practice saying the words in the chart in different ways. Use the Tolexn mae abeut Ins tercvativs:/ | phonetic chart on page 116 to help you. veanenscaml/st siteence- between bended areca englstv3063743 hi, from from fram last last lest here hn hur Ye=v Understand! textual component: Chidenstied and dassied \_ saunds & Listen Quai to the sentences and label the columns in activity 5 UK or US. 7 Look at the Self-Check box and evaluate your use of language. Think of ways to improve. Unit8¢ 83 sows dS”annoy 41 Question tags Wie use questen tags to deck that someting is tte otto ask for agreement. = 2 Ye=/ Use textual components Distated auestes, Cy intonaon went doom 0 a ty intonaton wentip toast \_ guesors 84 + Unit ee Read the sentences and underline the question tags. a. You're from London, aren't you? b. He is here, isn’t he? ¢. You don’t call them trousers, do you? Match the clarifications to the confirmations. a. These cookies are tasty, aren’t they? __Yes, heis. b. He is here, isn’t he? No, we don’t. c. Youdon't call them trousers, do you? __Yes, they are. d. British English and American English Yes, | am. don’t sound the same, do they? __No, they don’t. e. Youare from the US, aren't you? In pairs, complete the dialogue and practice saying it with your partner. aren’tthey itis don’tyou isn’tit Ido theyare ) Bor: You have a bilingual dictionary, 1) 2 Ginu: Yes, 2) . use it every day. Bor: They are very useful, 3) 2 Ginu: Yes, 4) . You can check spelling and pronunciation. Bor: Sometimes the spelling is confusing, 5) 2 Gini: Yes, 6) . There are different spellings for Britain and the US. | check the pronunciation with the phonetic script. Use the Self-Check box to evaluate your use of language. Work in your Product group. Take out the entry information list from your Evidence Portfolio. Discuss why and how we use the information in an entry and take notes in an outline. Keep the outline in your Evidence Portfolio. L Phonetic script @. To find out how to pronounce a word 'o Use the phonetic chart to sound out the symbols Look at the question tag activities on this page and underline the correct options. Check What You Know 1. If the main verb is positive, the question tag is positive / negative. 2. If the main verb is negative, the question tag is positive / negative.4 Read the essay and write the correct title. peepie I RAVEL a. Is English important for business? ngl isha" b. Why is it important to lear English? fri ma ¢. Do youneed English to travel? eo Lom Mexican and my frst language ic Spanish I epeak Spanich with my farniy and friends every day, However, at school I have to learn Engich for three hours every week Why is it important that I learn English? People epeak Engich all over the worl—more than any other language except Mandarin Chinese. English is the international language of business, science, technology, banking, medicine, and more. It can also be fun. A lot of great music is in English os well as movies end TV shows LT want to speak English because I want to travel to other countries and communicate. with people. T also have farnily in the US, and I want to have conversations uith them. for all of these reasons, I think Englsh is a Very important lnquage to learn. I aso think that learning Englch wil help me get a job when I leave school. Sn famil 2 Read the essay and write a list of reasons for learning English. people! nglis friends] sn business family eople | RA\ P r E P' li hiss ae nglish ishee friends[ sé : 3 In pairs, study the tips for writing an essay. convinsarions| LN WU: * Answer the question and focus on the topic. business *® Give your essay a clear structure: introduction, arguments, and conclusion. = Use appropriate connectors in order to add (also, and, plus), contrast (but, however), or give reasons (because, for this reason). 4 Write an essay to answer the question. Use the Self-Check box to evaluate your work. How can you improve your English? 5 In pairs, exchange and correct your work. Write a clean version of your essay. Keep it in your Evidence Portfolio to evaluate your progress. Unit 8 ¢ 85 soeSee 4. Work in your product group. ‘Take out your dictionary entry outlines from your Evidence Portfolio. Arrange your ideas for how a to use a bilingual dictionary into topics. Haute check meaning How to check pronunciation 2 Organize your notes for three topics in the charts. Make sure your group covers all the topics. Use the Reader pages 93-103 to help you. Topic Instruction Example Tip ——— SS Topic Instruction Example Tip ———S—> >= Sr Topic Instruction Example Tip 3 In your Product group, write a final version of your manual. Yes rite instrucions Combine your topics and notes. Ge MEEGM| 4 Organize your steps into'a logical order, Use sequencing wards, Chases imperatives, and abbreviations. say wadsto indicate order. First... Second... Then... Next... After that... Finally. Pa Look. Find. Open... Check. (Unauaons, ) | Dvad ete 5 Check with your Product group that the manual is complete. Use the Self-Check box. Save it in your Evidence Portfolio. 86 + Unie’ “He” "Eee1. Display your group's manual in the classroom. Walk around and read each other’s manuals. Ask and answer questions. 2 Use the Product Evaluation Rubric to evaluate your work on the product. (4-5 points) Explained clearly the | Explained some uses | Didn’t explain uses of a dictionary, {ofa dictionary, but not | clearly the uses of a and why and howto | clearly how to use it. | dictionary, or why and use it. how to use it. Use of language | Gave simple, clear Gave instructions, but | Gave confusing Score: instructions. Used sometimes confusing. | instructions. Didn’t sequencing words to | Used some sequencing | use sequencing words indicate order. words to indicate to indicate order. order. Preparation Had all the materials |Had most of the Didn't have all the Score: needed. Completed _| material needed. material needed. his/her part correctly. |Completed his/her _| Couldn’t complete his/ part of the work with | her part of the work. difficulty. Organization Began work promptly | Didn’t start to work on | Didn’t start to work on. Score: and finished task on _| timo, but finished task | time, and didn’t finish time. on time. task on time. ‘Comments: Total: 3 Work in groups. Compare your score in each of the categories. Give feedback to each other. Use the questions as guidance. a. Inwhat category did you have more points? b. Inwhat category did you have fewer points? ©. Which member of your team had the highest score in that category? Ask him/her for advice.* Self-Assessment Think about the attitudes you showed in this unit and use the scale to evaluate yourself. Excellent Needs improvement Lk Grade Howcan achieve a better grade next time? prepared for class. turned in my work on time. paid attention during lessons. participated actively. worked well with other students. asked for help when needed, Look at the Self-Check boxes and your Evidence Portfolio. Add any other work you want to include in it and answer the questions. a. How many activities did you collect from the Evidence Portfolio? b, What other activities did you add as evidence? ©. Which activities were easy to complete: . Why? fe. What do you need to work on? Choose from 1-3 to express how well you achieved this unit's learning outcomes. Reflect on your answers and write a comment in the Reflection column. 3=Perfectly 2=OK 1=Withdifficulty ) lean... Grade Reflection * select and revise bilingual dictionaries. * understand the use of textual components of bilingual dictionaries. | = write instructions. ® edit instructions.Unit 9 Share What You Know In groups, discuss the questions about your health and body. a. What do you do to stay healthy? b, How important is nutrition for you? c. What body systems do you know? Think about your participation in the discussion and answer the questions. a. What language did you use to exchange opinions? b. Did you participate with confidence? Social Practice Write notes to elaborate human body schemes Achievements * Revise and understand information about the human body systems Propose and answer questions about the human body systems Write notes to describe diagrams + Edit diagrams in teams and with the guidance of the teacher Product: Notes fora Human Body System Diagram p 1: Research and describe a body system > 2: Write a description of the process of a body system Write a scientific text of the process of a body system Create a diagram and notes p 5: Exhibit the diagram and notesDR a Cnty 1 Read the text “The Human Body” on. pages 105~115 of the Reader. 2 Use the Reader, pages 105-115, to complete the concept map about the body. Our bodies get nutrition through the a) d) ) i) system. system. system. system. It transforms Itinhales It filters. Ittransports b) 8) d into 8 : from and oxygen 2} * to our cells. 3 Complete the chart with the words in the box. Add more words to complete the chart. { skin heart nostrils kidneys mouth diaphragm stomach vein ES CUES 4. In groups, discuss which body system you think is the most important. Give reasons for your ideas. I think thatthe ...is most important because Ye=/ ; i The ...is more important than the ... because... Clecisnad |S Look at the Self-Check box and evaluate your participation in the ris ew Dieoatad discussion. Think of ways to improve. dated deubs, 90 + Unit 9 eeP= | (@eRARGTIN 1 Read the sentences and answer the questions. The passive In active sentences, the subject isdong the action. In passive sentences, the subject receives the action. The passve changes the focus from the doer of the action to thereceiver of the acto, see? Sopa to the digestive tract. Active:/Salivary glands hemicals| Passive: |Chemicals|are released by the|salivary glands|into the digestive tract. ‘a. What happens to the subject of the active sentence when the sentence changes to passive? b. How does the form of the verb change in the passive sentence? Read the sentences and mark if they are A (active) or P (passive). a. Fromall the oxygen that a human breathes, 20% goes to the brain._ The face is made up of 14 bones. _ Every day, 400 gallons of recycled blood are pumped through the kidneys. __ The human heart weighs less than a pound, __ The human liver performs over 500 function: epaes Rewrite the sentences about the body in the passive form. a. The heart, blood, and blood vessels form the circulatory system. The circulatory system is formed by the heart, blood, and blood vessels. b. The respiratory system controls breathing. Breathing ©. The digestive system transforms food into nutrients. Food d. The excretory system filters waste. Waste «. In the alveoli, oxygen replaces carbon dioxide. In the alveoli, carbon dioxide Form your Product group. Choose a body system from the Reader, pages 106-115. Describe it to each other, research more information, and take notes. Keep your notes in your Evidence Portfolio. Look at the examples of the passive voice on this page and underline the correct option. Check What You Know In the passive voice, the doer of the action is / is not important. sows dS”