Angela Llanas ® Libby Williams * Annette Flavel » Adriana Dopazo ry) macmillan me educationEstimada y estimado estudiante’ EI Gobierno de Reconailiaci6n y Unidad Nacional, a través del Ministerio de Educacién, con el propdsito de garantizar una Educacion gratuita y de calidad, en igualdad de oportunidades para todas y todos, se complace en compartirte la noticia que en este aio académico incorporaremos un nuevo recurso: el libro de texto y cuaderno de trabajo «Nicaragua Beyond Evolution! “7** Grade"», los cuales hemos elaborado cuidadosamente para enriquecer tu experiencia en el aprendizaje del idioma inglés. Nicaragua Beyond Evolution! 7% Grade, ha sido diseriado por expertos pedagogicos y linguistas con el objetivo de proporcionarte una experiencia de aprendizaje enriquecedora yamena. Estos libros de texto te ayudarén a mejorar tus habilidades gramaticales, el Vocabulario y la pronunciacién, y ademés te sumergiran en a cultura de un hablante de la Lengua Inglesa, permitiendote conocer diferentes realidades y perspectivas a través del idioma Los principales aspectos que podras encontrar en Nicaragua Beyond Evolution! son: contenidos significativos, contextualizados a nuestro pais, actividades colaborativas, recursos multimedia y evaluacién progresiva Como Ministerio de Educacién, siempre nos esforzamos por brindarte una educacion de calidad que te permita adquirr las habilidades necesarias para desempefiarse con éxito en un mundo cada vez més globalizado. Estamos comprometidos en apoyarte en este emocionante viaje de aprendizaje del inglés. Esperamos que disfrutes, aproveches al maximo estos libros de texto, y que cada pagina te acerque més a la fluidez en este idioma fs importante estar consciente que, en los proximos afios estos libros seran utilzado por otro estudiante, es por ello que te recomendamos que estos sean utlizados con responsabilidad, cuidandolos al maximo para que se conserven en buen estado. {Estamos seguros de que logrards grandes avances en tu dominio del inglés con Nicaragua Beyond Evolution! 7" Grade. Mucho éxito en tu aprendizaje! MINISTERIO DE EDUCACIONiS Ss = = = 6 ° = ® = ° So 2 a = O11 ali Commands Verb to be 12-14 2 Numbers Possessive adjectives 15-17 3 Good at, not good at Verb to be (interrogative, r 18-20 4 Countries, nationalities, occupations Wh- questions, articles *Pronunciation Reinforcement Boxes: Numbers (1-50), Nationalities Unit 2 - People and Situations EA 26-28 Days of the week, months Simple present, frequency adverbs 29-31 2 Lifestyle activities, time expressions Simple present with frequency adverbs 32-34 3 Family members, descriptions ‘Simple present (interrogative, negative) Je present (interrogative, short 35-37 4 Weekend activities ‘Simple present (interrogative, shor answers) *Pronunciation Reinforcement Boxes: Months of the year, Family members Unit 3 - Home Sweet Home 43-45 41 Bedroom furniture, prepositions There is / There are 46-48 2 Places at home There isn't / There aren't 49.51 3 Fumiture and home appliances Is there ...?/ Are there ...? 4 Classroom objects and furniture There is / There are question tags les, Compound nouns, and Consonant clustersUnit 4 - Local and Wider Community SS en 60-62 Places around town Direction and movement collocations Places around town, prepositional phrases (place) Means of transportation, verbs of motion (collocations) Describing adjectives for places Linking words and expressing desires 69-71 Boe RE [74 ‘Socto-emotional skils:Seftawareness EEiviacdde to Sn ee Te ee Pronunciation Reinforcement Boxes: Places, Would / Wouldn't Unit 5 - Places | Visited ee SS es ee 77-79 Prepositions of time, vacations _ Simple past affirmative (regular verbs) Places around town, prepositional phrases (place) ‘Means of transportation, verbs of motion (collocations) 86-88 4 Describing adjectives for places _Linking words and expressing desires 63-65 2) Questions to ask for directions 66-68 3 Sequence words Questions to ask for directions Sequence words Unit 6 - Around Nicaragua 94-96 1 Road signs Can / Can't ® 97-99 2 Synonyms ‘Must / Mustn't t i 400-102 3. Numbers (50-1000), adjectives Comparative adjectives é 103-105 4 Means of transportation Zero conditional zWelcome to Nicaragua Beyond Evolution! Get to know your book! Nicaragua Beyond Evolution! is a five-level course designed to emphasize on developing communicative strategies and real-life contexts that will support Nicaraguan students with the life skills they require during their education and in their life beyond, In your book, you will find: * grammar, vocabulary, reading, listening, speaking, and writing activities developed in every unit '* warm-up activities, self-assessment, collaborative and extension features included in all lessons. + language and skill boxes that provide information related to language use, spelling and punctuation, writing strategies, and more. * boxes with pronunciation reinforcement features with audio tracks plus a Pronunciation Guide at the end of the book. « socio-emotional skills activities that help you develop life skills and & have mote posite attitude toward yourself and the people around you Every time you want to access the digital Betipe rvactica 1ast resources, scan the QR code on this page or at the beginning of every unit: To start with the online practice test, please register using the QR code below. Important: Before starting the registration, we recommend that you get ready by having your email address to then select the cover of your book. Then type the password to access the material Esta presentacién es privada Password:BE7 ED httpi/edutics.mwxkt "a | Get started! TR Ifyou have any questions please contact us at mx.explico@macmillaneducation.com, where we willVocabulary Action Verbs Grammar: imperatives Recognizing key words Writing: Planning andideas WARM-UP 4. Follow the instructions and play Catch and Say! Fin Riga: © All the class stands up in a circle. Say your names out loud in turns. © Throw a ball to someone, and say the name of that classmate. The classmate catches the ball, throws it to another classmate, and says his / her name. © if the name is incorrect, the class shouts You're out, and the student sits down ? ‘© The winners are the students who make no mistakes. VOCABULARY 2 Match each picture with a verb from the box. Then check your answers in pairs. READING Read the class rules and circle the phrases you don't know, Walk around asking tour classmates ifthey know the meaning. Use a dictionary, ifnecessary.of every sentence and every new ine. ‘We use imperatives to ‘give orders and Go to the LANGUAGE GUIDE on page 24 Capitalize the fist leter GRAMMAR 4 Put the words in order to make sentences, 1 in/English / Speak /. Speak in Endish : 2 kind / Use / words / fecatask Dees 3 time/on/ Arrive / 4 recess / Eat / during / BRPTETE EW RESPEC yy 6 everyone /Listen/to/, 5 Complete the table with information from Activity 3. Speak nEndsh a). (2) @) @) (6) WRITING 6 Discuss the rules that your classroom needs. Then write five rules that you think are important.a mY) SPEAKING 10 Read the rules out loud and choose the ones you consider important MER Bc TEAM UP 8 Write the classroom rules on a large sheet of paper and paste it on the wall for you to ‘see the rest of the year. ‘SELF-ASSESSMENT Circle the box that best describes your performance in this lesson. Then talk about how ‘your pe ‘you can improve. 1 iknow where to use imperatives. Excellent Very well Well Need help 2 iknow when to use imperatives. (Excellent Very well ‘Well ‘Need help } 3 I understand classroom rules. Excellent Very well Well Need help S |ONAL SKILLS & |O Read each sentence and circle T (True) or F (False). 1 Rules help us be disorganized TF 2. Rules provide harmony. nh 3 Rules protect us. Tack )} Talk about why following rules is important.© analyze various texts to understand main points and details related to people's information. use common greetings, courtesy expressions, familiar social expressions, stress and intonation patterns appropriately in familiar and rehearsed activities to Participate in social and classroom situations. i) Ini mi ® use proper punctuation marks to exchange personal Oeste an Secon ree en information when writing short texts.Lesson 1 - Introducing myself Unit 1 Vocabulary: Commons i Grammar: Verd ‘0 J entiying main Listening: Speaking: Exchanging infor WARM-UP Simon says, raise your hand. “1 Follow the instructions and play Simon Says! H Stand up. Choose one student to come to the front and say an action, such as } Simon says, raise your hand; Simon says, touch your head; Simon says, raise your knee, etc # If the student in the front doesn’t say Simon says before the command, the rest of D__ the students don’t do the action. } © ifstudents don’t do the action when the student says Simon says, orif the students J) do the action when the students doesn’t say Simon says, they sit down. ® The winner is the last student standing. i VOCABULARY 2 ‘Match the pictures to the phrases below. ‘Open your book ¢ Turn to page 24, Copy the words, B Close your book. Work in pairs. f How do you spell that?LANGUAGE In informal language ‘and when speaking, we use contractions or short forms of verbs. (I am), youre (you are), ‘name's (name is), and ‘she's (she is) are some examples. Go to the LANGUAGE GUIDE on page 24 10 LISTENING Listen to the conversation and answer the questions. 1. Does the teacher know Jorge? 2 Is Custardoi a common last name? _ oo a 3 There are three greetings in the conversation. What are they? 4 What other greetings in English do you know? as GRAMMAR Read the conversation from Activity 3 and pay attention to the words in bold. Then underline the correct option below. Jorge: Good moming, Miss Sanchez. May| Mise Sanchez: Sorry. Can you repeat that, come in? ma student in this class. please? Miss Sanchez: Yes. Comein Youare anew Jorge: C-u-s-t-a-r-d-o- ‘student, right? What's your name? Mise Sanchez: Thank you. Sit down, Jorge. Jorge: Im Jorge Custardoi aati Miss Sanchez: OK. Firstname... Jorge. How Estela: Hello, Jorge. My name's Estela and he do you spell your last name? isLucas. Jorge: Custard Mise Sanchez: OK, everyone. Open your books and turn to page 6. 1 The correct form of the verb to be after lis am / are. 2. The correct form of the verb to be after you is are /is. 3 The correct form of the verb to be with it, she, and he is am /is 5 Complete the table with the correct form of the verb to be. ! (Qa a student. You @ Miss Sanchez He (3) Jorge. She (4) Tere. It (5) = my dog. You © ake, students. We (7) Sees Lupita and Jorge. They (Ge Mexican.Unit 1-11 WRITING G In your notebook, write a conversation similar to the one in Activity 4. Role-play it. ~~ 1 J) Walk around the classroom and introduce yourself to your classmates. Then make a list of the greetings you heard TRGB Heli rm Tania Hi, My name's Edgar. What's your name? ‘SELF-ASSESSMENT 8 Complete the graphic organizer about what you studied during this lesson. (Enaieh phrases | knew bef learned > SOCIO-EMOTIONAL SKILLS & I 9 Who are you? Complete with your information. 1 My name's 2 Im 10 e3 Can you give more information about yourself? Share. 1Lesson 2 - Sharing personal information Vocabulary Numbers Grammar: Possessive adjectives Ustening: Listening for specific information Speaking: Exchanging information using target language WARM-UP. | He's Pedro. | 1 Follow the instructions and play Say My Name. © Get into large groups. Everyone stands up in a circle. © in turns, introduce yourself and say the name of the classmate on your right © sit down if you don’t remember the name of your classmate © The last students standing win DX, Peyr vocanutany 2 43) Ay «| Listen to the numbers and complete. Then check, 1 on 9, ie SS Se 17 2 two 10 18 PRONUNCIATION Listen to part 1 and 3 ive < ole fio repeat the numbers. 7 12 __twelve , 13, 30 ae tea 5 13 __thrtewn Sh 30 6 14 30 Then listen to part 2 ‘and say what 7 15 __fifteen ro ‘number would Ie - be next 8 16 50 LISTENING (a 3 ¢fo5}p Listen to the interview between an officer and a student applying for a visa Complete the form. nn ee eens | | Name: o Age: | (2) sex:|| |mate | x |Femate | Address: u | rune. | (4) | 2 aod Me eeUnit 1-12 GRAMMAR 4 Read the sentences in the box. Then underline the correct option below. ‘What's your name? * My name's Sonia. » Her email address is rta@mail.com 1 Possessve adjectives ike my and your express a place possession 0 UAG' 2 To express something I possess, luse the word a my. b your Gibecnscets 5 Complete the table with the correct possessive adjectives. | (1) It (5) You 2) We (6) our He 8) You a She @ They (8) thew G Complete the conversation with words from the box. you * your * my + I'm © number « address Officer: Hello. What's (1) name? Is your name Sonia: (2)___ Sonia Martinez. Sonia? Officer: How old are (3)____? Sonia: |'m thirteen. Officer: What's your (4)__? Sonia: Loma Linda 49. Officer: And what's your phone (5) ___? Sonia: It's 43 67 84 32 and (6)___ email Yes, I'm Sonia address is sonimtz@twomail.com. Sonia Martinez. Officer: Thank you SPEAKING 7 Interview each other to get your personal information. 13WRITING 8B Use the information from Activity 7 to write the conversation you had with your partne SKILLS ‘After writing, @ classmate can check your work and you can check someone's Work Take tums giving and, receiving feedback. This isa geat way to lea from one’s mistakes. a TEAM UP 9 Share your conversation with another pair. Make any necessary changes. Starta class blog online Upload it to a blog if possible. to upload your work and hare vial You SELF-ASSESSMENT classmates, Upload your 4. Check (¥/) the phrase that best describes your performance in this lesson. conversation. If you need help to create a blog, jis ver: visit: edutios.mx/iAd ‘ | me. Use numbers to give personal information write my personal information. give my information in a conversation. ask others for their personal information. SOCIO-EMOTIONAL SKILLS & 11 Who are you? Complete with your information. 11m 2 I'm from 3 Ilivein 4 I'm (age) 12 (NPA) Whot other important Se information about you can you give? Discuss. We're Carlos and Ramén. We're from Managua, but we live in Mulukuku. We're 12 years old. 1" PaLesson 3 - Asking for and giving information Unit 1 about others Vocabulary: Goad a. ot aoed at Grammar: Verb to be (nterrogatve, negative Reading: Using cognates to understand a text Speaking: Exchange information using graphic support { ls yourname WARM-UP Mariana? 1 Follow the instructions and play My Mirror Name. © Write your first name on a piece of paper. © Go around and ask several classmates their names. When you answer, spell your name backwards, © Ty to guess the name of your classmates correctly. READING 2 Read the article and underline the words that are similar in your language (cognates). Discuss why they are useful to understand what you read. =, SKILLS ‘To get the general TEEN NEWS meaning of text, fn words that are far TWO NICARAGUAN STUDENTS WIN rato. icucind Wose INTERNATIONAL SCHOLARSHIP similar in your language ee tes). Congratulations to Melba Flores and Céstulo Rojas! Who are they? Two very talented and Soerates) dedicated young people! They/e interested in computer science. They have won scholarships fora specalized intemational couse in Leipzig, Germany. Thisis Melba ores. Whois she? She isa student ThisisCistulo Rojas. Whois he? He'sa student fom from Leén, She's twelve years old. She's very good Matagalpa. He'sthiteen. Ishe good at math? es, atscience. Her ambition isto bea spacescientis. very! He isnt intrested in space. Hs aspitation isto workin thearea of computer games. 3 Read the article again and circle the correct option. 1 Are they talented students? a Yes, they are. —_b No, they aren't, 2 Is Melba from Hermosillo? a Yes, sheis b No, she isn't. 3 Is Castulo seventeen? a Yes, he's b No, he isn’t 4 Ishe from Germany? a Yes, heis No, he isn't 5 Are they interested in computer science? a Yes, they are. _b No, they aren’t. 15GRAMMAR 4 Read the examples in the box and underline the correct option below. They're interested in the course. * She's very good at science. * Are they talen'-d students? + Is Melba from Hermosillo? «Is he good at math? 1 In affirmative sentences, the subject (|, she, they, Melba, etc.) goes before / af the verb to be. Go to the LANGUAGE GUIDE on page 24 2 In questions, the subject goes before / after the verb to be. 5 Read the examples from Activity 4 again and complete the table. I'm good at it. I'm not good at it. (1) Ara I good at it? 5 You're a student. You're not a student. 2 He's from Hermosillo. He's not from Hermosillo. (3) She's talented. She's not talented. = 3 Its interesting Its not interesting == We (6)___9"@__bad at speaking. We're not bad at speaking. (7) You (8) seventeen You're not seventeen, (9) They (10)__ American. They're not American. a = SPEAKING 6 One of you reads profile A and the other one reads profile B. When you finish, ‘ask each other questions about the person in the profile.WRITING 7 Inyour notebook, write the questions your partner asked you in Activity 6 and the answers you gave. | 0.8 wnnnathmus/mestourteam 26GRAMMAR 4 Read the sentences in the box and circle the verbs. Then answer the questions below. Toby works in the National Museum Diocles 1. Do the verbs you circled describe something that happens once or routinely? 2 Why do some of the verbs end with an -s or es and some don’t? 5 Complete the sentences with the correct form of the verb in parentheses. 1 Susana __(go) to Juarez Junior High 2 She sometimes (visit) the National Museum. 3 Theynever__s2e__ (see) dinosaur movies. 4 She and her mom always (eat) something in the museum cafeteria. 5 The cafeteria always (sere) great sandwiches. VOCABULARY 6 Complete the list of months with the help of a dictionary. Then read the Language box and ask each other the questions below. January (4) = qa) August = (2) September SS april (5) = (3) ee November June ») 1. When's your birthday? 2. What does your family do for your birthday? 3. When's your best friend's birthday? 4 What do you usually say to your best friend on his / her birthday? 5. What is your favorite day in the year? (goes), watch (watches). Go to the LANGUAGE GUIDE on page $1 LANGUAGE ‘You need ordinal ‘numbers in dates. To. ‘form them, add -th to ‘the name of the number (fourth). The exceptions are: One (first), two (second), three (third), five tt), eign (eighth, nine (ninth), and twelve (twelfth). in compounds, ‘make the last number an ordinal: twenty-one (wenty fst. PRONUNCIATION Listen to part 1 and repeat the months. Then listen to part 2 ‘and complete the statements, My birthday is on a) 234, My avorite day of the year is (2) 218. it the first day of spring.28 LANGUAGE Remember that we use the auxiliaries Do for |, ‘you, we, and they and Does for he, she, and it, and the verb in the simple form to make questions about routine activities. WRITING 7 Inyour notebook, write sentences about routine activities you and your family do on the days in the box. ‘on December 24" © every Wednesday * on summer vacation * most Saturdays * on September 16" SPEAKING {Ask each other questions about the routine activities from Activity 7. Include frequency adverbs. We always eat relleno naviderio. What do you do on December 24"? WRITING 9 In your notebook, write a questionnaire with ten questions about routine activities. What do you do on Sundays? TEAM UP 10 Use your questionnaire from Activity 9 to interview a classmate. Take turns ing and answering the questions. SELF-ASSESSMENT 11 Read the statements and underline the option that best describes you. 1 I can talk about my routines easily / well / with difficulty / only if | practice more. 2 | can ask about someone else's routines easily / well / with difficulty / only if | practice more. SOCIO-EMOTIONAL SKILLS & 412 Who are you? Complete with information about your favorite things. 1. My favorite day 2 My favorite month 3. My favorite routine activities: 4 My favorite things | do with friends / family: 13 f9 Share your answers from Activity 12, then make a list with the things you have in common, and write them in your notebook.Lesson 2° Writing about my routine activities Vocabulary: Lifestyle activites, time expression Grammar: Simple present with frequency adverb Reading: Cose-readng or spec information and detals / Understanding vocabulary in context Speaking: Produce a text using a model as quid haart WARM-UP 1 Follow the instructions and play What's in Here? © In pairs, one student says What's in here? and shows a schoolbag or pencil case. The other has one chance to guess what's inside, by asking five questions with Are /s there ...2 ® Exchange roles. The winner is the student with more correct guesses. READING 2 Read the email and underli things that you also do. (e)2 [8 wwnteshomal com my from _roberto@triendmail com nz Subject Greetings! VOCABULARY NGS B Read Robert's email again and circle the correct option. Remember you can use frequency adverbs like. 1 Diego's pen pal, Robert, ASEISE a frequently plays chess. b always does his homework after school. ‘Sometimes, rarely, of ‘Never to express how 2. Robert sometimes often you do an activity. a goes to the park b shares things on the phone with his friends oes sew 3 Robert usually 1% ote Heyy 5 snes a plays computer games at night. b plays soccer outside, 208 een likes s 4 He lit elke a sports. b his homework. 29GRAMMAR Read the sentences in the box and circle Yes or No. Adverbs like alvays, usualy, sometimes, and never express the frequency of an action, They answer the question How often.? 1 Watch, play, do, and check are action words, Yes No 2 We use action words in the simple present to talk about our lifestyle. Yes No 3 We use frequency adverbs, ike always, after the verbs. Yes No 4 The verbs change when we use them with he, she and it. Yes No Go to the LANGUAGE GUIDE on page 4! __ 55 Complete the table with verbs in simple present tense. We hang out with our friends He hangs out with his best friend. 1(1)__check _ my phone. She checks her phone. | feel energized after a game. Robert (2)__ energized after a game. really (3)____ sports He really likes sports They sometimes play videogames. ake @ You always text your friends She always (5) her friends. I never sleep in the kitchen, My dog usually (6) inthe (\_USTENING 6 {GOP Listen to the conversation and complete the schedule with the correct form of the verbs play, text, do, eat, watch, go, and help. Jato always (1) Ara usually (4) Jitio usually (5) Juio often (6) 7”) 30SPEAKING 7 In your notebook, write your own schedule with one activity for each day. Then describe your lifestyle lednesdays, usually watch TV in the afternoon. j on On Mondays, | always play soccer at 4:00 p.m. LANGUAGE Don't forget to start your ‘email with Dear_, /Hi____.Then you WRITING 8 In your notebook, write an email ike the one in Activity 2. Write five sentences about your lifestyle. Include frequency adverbs. Goa) TEAM UP need to wite an 9 © 4 © @ Share your emails with your partners. Make any necessary changes. ‘opening, a message, a ia anda closing. SELF-ASSESSMENT 10 Circle the number that best describes what you did. Number 1 is with difficulty and 5 is excellent. 1 I can describe my lifestyle with things | do 12345 2 can use simple present action words. 12345 3 I can use frequency adverbs. 12345 SOCIO-EMOTIONAL SKILLS LANGUAGE Prefixes are particles that cit Complete the sentences with a frequency adverb to express how often you hanee the meaning of a feel some emotions. In your notebook, write sentences about how often Word. Adding un: toa you feel unhappy and unsatisfied. word makes the meaning ‘opposite. For example, 11___feel happy. owetneren 21___ feel angry. satisfied - unsatisfied. You need to check your 31____ feel enthusiastic. eichonanyis aac | a eel od) the word exists. 51 feel 12 What makes you feel happy or sad? Share. 31Lesson 3 - Talking about my family Vocabulary: Family member Grammar: Simple present inte gati Reading: Predicting information u : Speaking: Formulate questions and jsualsuppot ay moms an architect. Her | name's Laura. She works ‘WARM-UP 1 Follow the instructions and play Non-stop Talk. ® Stand back-to-back in pairs. ® One of you talks non-stop about your family for 30 seconds, © When the teacher shouts Changel, it's the other student's turn © The winner is the student who says more things: VOCABULARY 2 Underline the correct options to complete the paragraph. READING 3 Look at Juanita’s family picture and share what family members you think they are. Then read the text to check your predictions. > @ a www.myblog.com.nz Em mo oe ete er ceerrane ‘not her father. He is her step-father, hes very alr and green eyes, like fae hese ner bo epee has ‘uncle, altho ‘He is medium height He & LISTENING 4 Listen to Juanita’s family description. Then, in your notebook, write the describing words you hear and complete the table below. rot very tal 32YORARRARY, PRONUNCIATION 5. Write the word for the family member described. Listen to and repeat 1. Awoman who is married to your father, but is not your mother: _ste-mother ___| the family members. What sounds do they 2.A man who is married to your mother, but is not your father: _________| have in common? 3 The mother of one of your parents: 1 aunt, father, ne ; daughter 4 The father of one of your parents: __ oA eee eee 5 The female child of one of your parents and his / her new partner: brother, cousin, uncle EG GRAMMAR G Read the examples in the box and answer the question below. 4e has red hair and green eyes. © 1h ‘© She has one half-brother. « They have lon 4 What is the form of the verb to have in the third person singular (he, she, and it)? 7 Complete the table with the correct form of the verb to have. Ae Don't forget that in third person singular negative TO} have straight hair par va nl My sister (2) curly hal. we add esto the auxiliary (do-does) and eas () ——— white hair. It's the mainveb ees ‘simple form (have). green eyes. They have My sisters (4) blue eyes. Do you (5)__________ blue eyes? No, I don't, Goto GUAGE Does your mother (6) dark hair? Yes, she does. cubeornee a Look at Diego's family tree and make sentences to talk about his family.34 “L3 LANGUAGE Remember that when you want to ask about the appearance of a person you can ask: What does he / she look lke? reve) SPrAKine 9 B4 Draw your own family treein your notebook. Then share your work and ‘ask each other questions about your families, Remember to show respect for the differences in your families Do all your family members live together? Is she your sister? How old is she? What does she | do? What does she look | like? What does she like? J @ @0 @® 10 Choose two members of your family, Write sentences about them in your notebook. weve) Amur a Share your sentences about your family members. ‘SELF-ASSESSMENT 12 Underline the option that best describes your performance. 1 can talk about my family very well / well / with more practice. 2 Ian talk about what my family members do very well / well / with more practi SOCIO-EMOTIONAL SKILLS & 413 Who do you admire? Think about a family member you admire. Tell a classmate about him / her 1 Who is he/she? 4 What does he / she do? 2 How oldis he/she? 5 Why do you admire him / her? 3 What does he / she look like? 14 Bp Who else do you admire? bss] Share. My sister's twenty. She's a college student. \ admire her because she works hard.Lesson 4 - Describing weekend activities Vocabulary: Week Grammar: S int h Reading: Speaking WARM-UP I know. Take a shower. 1 Follow the instructions and play Favorite Activities © In small groups, act out one activity you often do, You can give one clue to your classmates to help them guess your action, ‘ ‘© The winner is the student who guesses the activity fist. VOCABULARY 2 Check (/) the things you do with your family on weekends. go to the movies = 90 to a sports event wash the dog play sports LISTENING 3 « a Listen to the conversation and complete the information about the family activities mentioned. Discuss if you do those activities too or not, ~TAOONNIONL ADU slGRAMMAR 4 Read the examples in the box and underline the correct option below. Do you go to soccer games? * No, I don't. * | don’t go to soccer games. * 1 go to baseball games. # Does your older sister go too? * No, she doesn’t go to the movies. * She goes toa museum. LANGUAGE 4 To ask about someone's usual weekend activites we use Do you...?/ Are you...? ieee teat 2. When asking about a third person we use Do you...2/ Does she or he...? contractions of donot 3 No, Idon'tisa short/long answer. i oes pots 4 No, I{don’t go to soccer games is a short / long answer. ROO SeTANGIAGE 5 | go to baseball games affirmative / negative. GUIDE onpage#! _, 6 No, she doesn't go to the movies is affirmative / negative. 5 Complete the table with the missing words. Ido Short: No, | don't Do you clean the house? Soe Long: Yes, I clean the house Long: No, | don't clean the house. ) he/she pay SOME Yes. he/ she dos. Short: No, he /she (3) clad Long: Yes, he / she (4) sports. Long: No, he/ she doesn't play sports. Short: Yes, they (5) Short: No, they (6) Do they wash the dog? Long: No, they (8) Long: aes thes the dog. 6 Complete the interview with appropriate questions. Online = gx Cinema * Interview hs vas L | Gabriel Serra isa famous Nicaraguan movie director. We asked him about his weekends. Check out what he answered! ,WRITING 7 Take out your family tree from Lesson 3 and follow the instructions. 4 Write in your notebook five sentences about what you do and five about what you don't do with your family ‘onweekends, TEAM UP 8 Take turns interviewing your partner with the questions you prepared. Give details in the answer, and respect the differences in your families. Does your mother Yes, she cooks delicious ) cook on Sundays? food. | always help her. SELF-ASSESSMENT 9 Write Very confident, lam almost there, I have some questions, or It is still new to me for each topic in order to describe your performance. 1 | can ask others about their weekend activities. 2 I can use vocabulary for weekend activities. 3 Ican tell others about my weekend activities 4 | can use short answers and contractions in simple present. your notebook. 1 Do you sometimes feel proud of your family? When? e 2 Do you sometimes feel embarrassed by your family? When? proud @ confused 4 Does your family sometimes make you feel angry? When? @ vr? @ a] Fe ‘What is the best feeling you have with your family? Share. 37 3 Does your family sometimes make you feel confused? When?Schedule for a field trip Interpersonal Awareness Task: You will organize a field trip with your friends by using an electronic schedule, 11 Work in groups of four. To organize and propose a field trip for your group, ask each yxends? other about your pevonal (gaiameaeat ete are interesting interests. Write notes with ‘What kinds of activities your group members’ payer ties? answers in your notebook Do you like indoor or outdoor activ ‘What sports do you like? 2 Make a list of options for the field trip and agree on one for the group to do together SEE A Country 3 Once you have agreed on an option for the field trip, iT research where you can do it, ie TRE how much it costs, when it is timetable so you can open, and how to get there. ee all your schedules at the same time.Youcan 4 Now, in order to find a time for Use a progam oran app _the field trip, make a schedule ihe: htpsy/feanymcony/ of everyone's activities this month.5 Check again that the activity for the field trip you chose is available on the day and the time you can all do it. Then find out where everyone lives and how you will go to the field trip. G Take pictures of you and your friends during the field trip. Then share them with the rest of the class and explain what you are doing in each picture. SELF-ASSESSMENT RUBRIC 7 Circle the sentences in the table that best describe your performance. Do you understand — |t was difficult to talk how to develop and {0 ot/iers about their strengthen interests and share partnerships my interests with with others? therm | didn't contribute Ar much to my team’ Neffectiper, | PrOPOSA! | found it hard to add to the calendar as I'm usually disorganized. | didn’t listen to my group much. | found ithard to give my ideas. Itwas hard to talk but | finally understood. contributed to the proposal but | could have done more. I put some of my commitments on the calendar. | sometimes participated in group discussions and tasks 8 Complete with your ideas on how to improve. 1 Something to improve your attitude: ‘Asking questions was fine. Ineed to improve on giving longer answers when talking. Lenjoyed talking to others, finding out about their interests and sharing mine. |1was involved in the proposal and I made sure everyone | gave some good ideas to the team for ‘our team-building proposal. contributed. I put my I put my commitments on the commitments and ‘calendar and family family activities on activities too, the calendar and encouraged others, | participated in discussions and tasks and listened to my teammates. | participated as ‘much as | could in discussions and tasks. INTERPERSONAL AWARENESS: Noticing, interpreting, ‘and anticipating others’ 2. Something to improve your performance: 3 Someone who can help you improve. feelings by + saying or doing things to address others concerns.motional Skills IDENTITY Thank you Note Gratitude helps you focus on all the positive aspects of your life, like your health, your family, your friends, your house, and the possessions you may have. Itis particularly helpful when you feel sad. Sadness comes when you lose someone or something, so remembering who isstil with you and what yousstil have, gives you a positive look on life STEP BY STEP 1. Close your eyes and think of a person that you ‘admire, a person that is important, or a person. you want to say thank you to. 2 Write a short thank you note to that person. You can ask your classmates and teacher for help ifnecessary. T You can read more about gratitude here: edutics.mx/50s . Decide if you want to deliver the note to the person, if you want to keep it, or do something else. Discuss. 1 When do you say thank you? When a friend helps me When someone does a favor for me 2 How do you feel when someone says thank you to you? I feel happy. I feel geatSIMPLE PRESENT: AFFIRMATIVE The simple present tense is used to talk about routine activities, facts, and preferences. Itis formed with the simple form of a verb. We add ~s when the subject is he, she, o it, Here are some spelling rules. Inthe last coh the main rule MN, You can see some exceptions to verbs met, eee consonant “jy 3, verbs tak+s carry kiss +es have —has play+s carries crash +es go -goes study- fixes do-does stud +ies watch + es You run every day. She sleeps 10 hours. He watches TV at night We have alot of homework. FREQUENCY ADVERBS Frequency adverbs tll you how often something happens. Some common adverbs (from more frequently to less frequently) are: always, often, usually, normally, regularly, sometimes, occasionally, rarely, seldom, hardly ever, never. Place the frequency adverb before the action verb, but place it after the verb to be. You always shile —~ Lsually sit here aN She fg sometimes late oo He is never tired after soccer games, SIMPLE PRESENT: NEGATIVE / INTERROGATIVE To form negative sentences and questions, we use the auxiliary do. He, she, and it, go with the auniliary does. The negatives do not and does not can be contracted as don’t and doesn't, respectively. Negative: Subject + do / does + not + verb in simple form + complement. Question: Do / does + subject + verb in simple form + complement? Do you like pop music. No, | dont like i Does he have a dog? No, he doesn’t SIMPLE PRESENT TENSE: SHORT ANSWERS To give a short Yes / No answer use the subject + ‘auviliary (do, does, verb to be) in affirmative or negative form. When the answer is negative, use a contraction. Do you work here? Yes, I do/ No, | don’t. Does he live near? Yes, he does / No, he doesr ‘Are you happy? Yes, lam/No, I'mnot. Is she your sister? Yes, she is / No, she isn’t. Are they friends? Yes, they are / No, they arer ‘SIMPLE PRESENT TENSE: WH- QUESTIONS To ask for specific information about routines or personal information, use an appropriate question word, such as when, who, how, what, where, how often, etc. before the auxiliary (do, does, verb to be) ‘and complete the question as usual. ‘Action verbs: Wh- question + do / does + subject + verb in simple form + complement ? Verb to be: Wh- question + am / is / are + subject + complement ? When do you go to the When is your exam? supermarket? Who does he have dinner with? Where does she live? What do you do on weekends? How do you get to school? 41Is there a patio in your house? * generate ideas to organize and develop a paragraph by using pre-writing skills (graphic organizers, clusters, © use a wide range of descriptive, subject-specific, ice and academic vocabulary to make connections and ‘communicate ideas when talking about familiar topics. © use strategies such as re-reading, predicting, and word recognition to understand varied text types related to the house. * create an electronic presentation in English.Lesson 1 - Describing my bedroom Unit 3 Vocabulary: Bedroom furniture, prep Grammar: There's / There are Listening: Listening ( mai red, green, yellow, Speakin using target language purple, blue, and orange WARM-UP 1 Follow the instructions and play Color Chain. ® Get into groups of four, facing each other ® One of you begins by saying a color: The student on the right repeats the color and adds another. Continue the color chain © The student that repeats a color, makes a mistake, or takes too long to speak, sits down, © The winner is the last student standing, LISTENING fen to the conversation. Then circle T (True) or F (False). 1 Ben indicates a place for Carla to do her homework. 2 There is a bookcase in Carla's room. 3 There are two white lamps on the bedside table. 4 Theresa closet in the corner for clothes, 5 Ben is tidy. VOCABULARY 3 Look at Carla’s bedroom and label the objects. LANGUAGE Compound nouns are bed * bedside table + bookcase * chair * box » desk + lamp * poster fons haunt oF more words. They can be one word, for ‘example: bedroom (bed + room) or two separate words, for example: bedside table Go to the LANGUAGE GUIDE on page 58 4 Look at the picture of Carla's bedroom in Activity 3 and complete the sentences with the PRONUNCIATION words below. p Listen and repeat. i Then circle the 1 There isadesk ___ Carla's bedroom. ‘y stressed syllables. the desk. bedroom 2 There isa big bookcase Pe Rca ane 3 There are many books ____ the bookcase. poster bookcase 4 There isa box the bed, ws Bo doset 5 There are two posters the walls. nas aa 43GRAMMAR NESE 5 Read the examples in the box and underline the correct option below. You can make a noun Dlural by adding -s There are posters on the walls. © There's a big bookcase. (beds, tables). When a * There's a blue box under the bed. « There are two beds noun ends in s, ss, sh, ch, x, or2, add -es 1 We use there is for the existence of one / more than one thing (buses; bares, lunches). 2 We use there are for the existence of one / more than one thing. Go to the LANGUAGE 3 There's is the contraction or short form for there is / they are. ou e oN ES 4 In English, the adjective (color, number, quantity, or describing word) comes before / after the noun 5 The prepositions in, on, under, and next to tell us where / when something is located G Complete the table with there is or there are. Then circle the adjectives that describe the objects. ia ion (ay There is ‘an @fang@ lamp on the chest of drawers. Q) ‘two small lamps con the bedside table. @) a big closet next to the window. @ many blue sweaters _in the closet. (5) 2 yellow box under the bed. ‘answers and help each other correct your work. 1 e9 Underline the correct options to complete the description. Compare your (1) There's / There are a bed. There's (2) two /a bedside table (3) next to / on the bed. (4) There's / There are a lamp on the bedside table. There are (6) two posters /one TV on the wall. There's a bookcase (6) next to / under the bedside table There's a (7) chair / closet with clothes (8) on / init, There (9) is / are some boxes (10) under / on the desk.u-d WRITING 8B In your notebook, write three sentences using There is and three sentences using There are about things in your bedroom. Then draw the bedroom as you deseribed it TEAM UP 9 e Describe your bedroom to each other. Draw your partner's bedroom. Then compare your drawings. a closet next to the door, In my bedroom, there are family photos on my desk. SELF-ASSESSMENT 410 Circle the number that best describes your performance. Number 1 is with difficulty and 5 is easily. 1 can desctibe my bedroom: ism) 2 | can use bedroom vocabulary. 12345 3 can use there is and there are. 12345 4 Ican use in, on, under, and next to. fee eaas) 5 I can use adjectives before nouns 12345 SOCIO-EMOTIONAL SKILLS & 411 Look at the emotion words and complete the sentences. 1 Thereare______(numbep postiveemotons. happy @ -ns 2 There are (number) negative emotions. @ 3 Ife! when mat school cae i+) angry 4 Ifeel____when I'm in my bedroom, 8 stressed BDretaxed How do you feel today? Share. {feel happy when Im with my friends 4546 (6) >] 6 win fiensaoudhevats Lesson 2 - Describing my home Vocabulary, Places at Grammar: The h Reading: Using context toundersiand new vocabulary ( ‘Speaking: Exchanging information juage WARM-UP 1 Follow the instructions and play Spell It Out. © Get into groups of three. One of you starts spelling ‘an object / piece of furniture you can find in a bedroom. © The first one to say the complete word wins a point and goes next. The first student to get five points “ i} wins the game. READING 2 Read the profiles. then circle T (True) or F (False). Use a My name's Ken). 'm a student. 'm lpanese. lve na smal apartment in Tokyo wih my family My apartment is na modern building. There's a kitchen and a bathroom. There are two bedrooms. Thee ist a ining room oF alvng room. There isn laundry room either; for this reason, the washing main son the balcony [eel confortable in my apartment. ove. R's practical and there’ tle future SKILLS To deduce the meaning. ‘of a new word in a text, {ook at the words ‘around it. PRONUNCIATION Listen to and repeat the compound nouns. living room bedroom dining room bathroom nme ee yy name's Veronica, My fami ard lie in an od house in Matagapa, Nicaragua. There's a smal patio and abi garden at the back ofthe house. There ae chain the garden and theresa table on the patio ‘near the garden. We us the garden and the patio as an outdr ving ‘0m and ining room, There's asl porch on the front ofthe house: There aert any cai on ou font porch. Our bathroom smal There's a shower but ther sa bathtub. like to be in the garden and patio wth my frends. ove ving na house! 1 An apartment is a home building Tote 2. Alaundry room is a place to wash clothes. Taide 3 An outdoor place is next to a bedroom door inside a house, Thegaae 4 Abathtub is a large container you fill with water to take abath, © TF 5 A porch is a type of car. i F VOCABULARY 3 Match the places to their definition. 1 living room a Arroom with a table and chairs to sit down and eat 2 dining room b A room with armchairs or sofas to sit. 3 bathroom © Aroom where you cook. 4 kitchen A small area with grass and plants 5 garden © Aroom witha toilet, sink, and / or a place to take a bathL2- GRAMMAR Hs j 4 Read the examples in the box and complete the sentences below. TO ee names of rooms and There's a kitchen. * There isn’t a dining room. Objects at home in * There are two bedrooms. * There aren't any chairs English at edutes.m/ iM4 or edutics.mx/iko 1 The negative form of there is is__ 2 The negative form of there are is 3 is the contracted or short form of is not 4 is the contracted or short form of are not. LANGU 5 Complete the table with the missing words. ee In negative form, itis (ade Tete eT TNA] or = Sae contractions isn't (is not) at is there in the dining There (2)___a and arent (re not) 2 he ee ci room: Saale een orice What is there in the Thee (a) oe Go to the LANGUAGE erate’ There (3)___ atoll. ft GUIDE on page 58 How many apartments are There (5)____ten There (6)___any there in the building? apartments apartments, only offices. G Complete the ads with the correct form of there is / there are. VACATION RENTALS DOWNTOWN APARTMENT. kkk This downtown apartment is perfect for exploring the city. (6) an allin-one kitchen, eating and living area. (7) ___ one bathroom but (8) bedroom; you Enjoy this small beach house. (1) aathroom but (8) ___a you can sleep in the living area. (9 2 a kitchen and there is a tiny living room, iW ing area. (8). @ RAE a raohn sofa bed in the living area. It's cozy and cute. This is the perfect location for exploring the city. In the has three beds, Unfortunately, (3) pe ‘ploring the city. city, (10) many activites to enjoy. a laundry room, but (4) _ ‘a washing machine in the kitchen. (5) a bathroom in the house, but it is right next to the house. Have fun at the beach and relax with friends at this basic beach house.-l2 WRITING Gotothe LANGUAGE 7 Choose one of the vacation rentals from Activity 6 and write an email to a GUIDE on poge 58 friend describing it. Say what you like about it. LANGUAGE a To express your ce = preference fora home or There's a levoly vacation fr vent ‘apartment, inthis case wane poo ue een ‘a home, say | ike this pea house / apartment because... You can also What do you think about i” say, prefer this house / Love, apartment because... SPEAKING 8 Exchange information about your home with a partner. “ How many ) | Ilive in a house chairs are there? | There's a dining room with a table and chai. Pa TEAM UP ee 9 4 ed Talk about why you like to live in an apartment or in a house. SELF-ASSESSMENT 410 Answer the questions with the phrase from the box that best describes you. Very well. OK, aftersome practice. It's stil new tome. 4. How well can you describe your home? 2 How well can you name different rooms and objects in a house? 3 How well can you use there isn’t and there aren't? SOCIO-EMOTIONAL SKILLS & 44 Complete the sentences about you and your feelings. My favorite room at home is (1) -In this room there is / are @ feel (3)______in my favorite room. A room at home where | have special memories is (4) lee! (5) when | remember them. 12 e9 How do you usually feel at home? Share your answers. 48Lesson 3 - Describing furniture and home appliances Takeda TE a Grormardsthees 274 Speeking: Exh ro lat (Vico. is btony ) WARM-UP 1. Follow the instructions and play Guessing the word. ® Get together in small groups and divide each group into two teams (Team A & B), Team A thinks of a secret word related to a house and draws a line for each letter. © Team B guesses the word by calling out letters, Team A writes the letters that belong to the secret word in the correct places. If the letter is incorrect, Team A draws an X. © The team that guesses the word before getting three X wins the game. Teams take turns guessing the words LISTENING ce a 2 Listen to the conversation and underline the correct option. n listening activites, taking notes can help 1 Sam describes his real house / dream house. you understand ‘and remember what you jinary house / 2 itis an ordinary house / a smart house. ae eae 3 Anna is surprised / not surprised write the notes in your ‘own words. VOCABULARY 3 Listen to the conversation again and check (¥/) the things that there oY il) (wl 49Unit 3-13 y PRONUNCIATION Listen to and practice the consonant clusters, Jord - drawing i - fridge Ist] stove JpV - appliance aN fsmn/-smart (6 Go to the LANGUAGE GUIDE on page 58 50 GRAMMAR & Match the examples in the box to their explanations, als there a stove? No there isn’t. Are there any other smart appliances in the house? Yes, there are. 4 We use this form to ask about the existence of more than one thing. __ 2. We use this form to ask about the existence of one thing._ 5 Complete the table with the correct form of there is / there are. « there a : Singular idge? (2) , there is. No, there isn’ (3) there — ae the Plural any other smart (ay yes, are 2 oS appliances? 6 Compl te cmvesaon ith on or 0 wads Carlo: Hi, Paula Paula: Hi, how are you? What's your dream house like? Carlo: It’s nice. There (1) ‘two bedrooms, a bathroom, allving room and a kitchen, Paula: (2) Carlo: No, there (3) there a table in the kitchen? There's a big table in the dining room. Paula: Is there a garden? Carlo: Yes, (4) is a beautiful garden. Paula: Cool! And what’ the living room like? Carlo: It's big, There is a sofa, an armchair, and a coffee table. Paula: (5) there many windows in your house? Carlo: Yes, there (6) _ There's plenty of light. Paula: And (7) stairs? Carlo: No, (8) any stairs. There is only one floor, !love my dream house!SPEAKING 7 Read again Carlo's dream house in Activity 6 and make notes using the organizer. Then ask andl answer questions about it = — eve@) WhTING Think of your dream house. In your notebook, write three sentences about xyour dream house and three sentences about what there what there isn’t. Include some furniture and home apy ces. In my dream house there's oe \ 9 BRSEREEE Nake an organizer using the information from Activity 8. Then describe it by asking and answering questions. SELF-ASSESSMENT 410 Underline the option that best describes your performance in this lesson. but Ineeded 1 Describing my house in a conversation was really di my notes / easy to do. 2 The vocabulary about furniture and home appliances is new for me and I still need to study it / had some new words | know now / was easy and not new for me. easy to ask / I just need more practice asking /! still 3 | think that now find it difficult to ask questions with there is / are. SOCIO-EMOTIONAL SKILLS & Write how you usually feel at home. I feel happy when I celebrate my birthday at home. 1 I feel when there are many people at home. 2 feel! when | need to clean my room. 3 |feel______ when nobody is at home. 4 | feel when | can express my ideas at home,Lesson 4: Describing my classroom Vocabulary is and furniturt Grammar Listening: Listening for specficinformat Speaking: Exchanging information using target languag ving room, battwoom,... J WARM-UP z 41 Follow the instructions and play Lineups. ® In groups of five, line up. One student stays aside. Each student calls out the name of a room in a house. The student aside repeats them © Change the lineup and the student aside has to repeat the rooms in the new order. If the names are correct, the student gets in the line and a different student stays aside. Continue playing! f-\, VOCABULARY 2 teacher's desk lockers pencil case —_— = pee: | whiteboard binder schoolbag fy LISTENING Listen to the conversation again and underline the correct option. 1. In the classroom there is / isn’t a teacher's desk LANGUAGE 2. There is / isn't an English textbook for Miguel. To show possession of one owner, use “5 (the 3. There isa locker for each student / for the whole class to share. student's desk): For 4 In the students’ lockers there are books, pens, and school supplies / lunch several owners (plural) just add "(the students? boxes with food. cS) 5. The science teacher prefers to use a textbook / handouts and videos 52OO L4 > Unit 3 Read the examples in the box and underline the correct option below. LANGUAGE There is an extra textbook for me, isn’t there? Question tgs are more There are science textbooks, aren't there? ‘common in speaking than in writing. We can ‘add question tags like isn't there?, are there? 1. When the sentence is in the affirmative form, the question taq isin the affirmative to a statement to make There isn’t computer for every student, is there? There aren't lockers for everyone, are there? ‘ ita question. / negative form 2 When the sentence i in the negative form, the question tag isin the affirmative / negative form 5 Complete the table with the correct question tags. Singular There is a whiteboard, isn't there? ae fen'ta sche roy, Prarat Tete are computers, There aren't many students, a1 Gy tg he LANGUAGE @ ? there? GUIDE on page58 1 There is a computer lab in your school, 2 ___ three new students in our class, aren't there? 3 There isn'ta cafeteria at your school, 2 4 There aren't many books on the shelves, ? 5 There _ isn’t there? 6 There are there? NRITING 7 Inyour notebook, make an organizer with the things there are in your ideal classroom. ‘Then ask and answer questions about it using question tags. Inmy ideal classroom, thereis ... 53+L4 (/ Thereisn'ta ‘board, is there? ‘Totake the Onine Practice Test, go to: 54 8 e In your notebook, write sentences about the things that are different in your classmate’s ideal classroom from yours. Tn my ideal classroom there are., but in Juan's ideal clas are EAMuP 9 5) Share two or three things there are in your ideal classroom with the class. Answer your classmates’ questions about other things. = There are many posters on ) Cen the walls aren’t there? _| meas No, there isn’t. There is awhiteboard Yes, there are. ‘SELF-ASSESSMENT 10 Check (¥/) what you can do well now. 1 Use question tags. 2 Use new vocabulary for classroom objects SOCIO-EMOTIONAL SKILLS & 411 Write how you feel during your English class. I feel happy when there are games in my English class. 1 I feel when there are difficult exercises in my English class. 2 Iteel when there are surprise exams. 3 I feel when there's a conversation exercise. 4 Ifeel___when I can express my ideas in English 6... © ovices @.,, @ orborasses 12 Share more anecdotes about how you feel when you are at school.Electronic presentation Influencing others Task: You will make an electronic presentation with a proposal to create a green space at school. 1 Get into small groups. Brainstorm places at school where you can create a green space and the ideal characteristics of that space. Decide on the best proposal. 2 Make a list of all the benefits the school community can get from the green space, and what is necessary to create it. Research information to support your proposal 3 Organize the information in three parts: characteristics of the green space, benefits it can give to the school community, and what is necessary to build it 4 Look for images that can help explain your proposal. Include data in graphs or charts to demonstrate why your proposal is important. 5 Make an electronic presentation with the information you organized. Your presentation should have the following characteristics. G Decide who will give each part of the presentation and rehearse it. Learn the information so that you do not have to read it, and practice being enthusiastic by using a convincing tone of voice and gestures to get the audience interested, @ + Listtne My Community will use to sn arguments You je main ace is important gemonstrate your Breen SP: and possible. : 3 main ideas. + Be concise. List just " qnelude clear graphics and attractive images: | Make sure your information is organized in. sections. « Run the spelling / grammar check tool aa use a dictionary to correct your mistakes, necessary.Give your presentation to the class. Remember not to read and instead show an enthusiastic attitude to convince the class that your proposal is the best. After the presentations, discuss as a class which were the best ones according to the checklist. SELF-ASSESSMENT RUBRIC The information was organized and ‘the team explained it clearly. ‘The proposal was interesting, possible, andit showed benefits 142194 for the community. The presentation was enthusiastic and convincing. 8 Circle the sentences in the table that best describe your performance. It. was very difficult to was the) find information to se ar eeF suppor them Our proposal was vague ane the How effective wes, ective wos nt your prezentatlen? estood deat We used some attractive colors, How did you use but didn’t include think of proposals and Iwas easy to think of proposals, but we didn’t get enough information to convince others. We showed enthusiasm, but our information was not convincing and clear for everyone. We included some ‘graphics and pictures, but some of thern We had good ideas and information, but ‘we didn’t know how to convince others, It was interesting, but next time we need to summarize information better to be clear and convincing, We had adequate graphics and pictures, but we didn’t explain them very well Everyone participated and worked hard, but Wwe need to improve ‘We knew exactly what we wanted and we found interesting information to support our ideas and convince others. It was interesting, convincing, organized, and clear for our classmates. Our graphics and pictures helped us explain our ideas and our classmates understood our proposal. We had great organization: everyone participated actively and showed respect to all team members. visual materials? — graphics or pictures didn't support our to explain our ideas. proposal, Work wasn't Al the members distributed equally _ worked hard, but we How did you work andwe didn't have had constant as a team? much interest or arguments and our organization. enthusiasm. disagreements INFLUENCING eae 9 Complete with your ideas on how to improve. Noticing, interpreting, 1 Something to work better with others as a team: and anticipating others’ feelings by + understanding others! Interests and concems. 2 Something to improve your performance: + anticipating how others will react. «lktenng atertveh 3 Someone who can hel ip you improve. «saying or dong things to adeess others’ cones 1) ee eeSocio-emotional Skills © rie This activity helps you recognize anger and how you react to this emotion. You can learn what to avoid and how to calm down, Anger can be channeled and used to make great things, ike running long distances or creating a work of ar © | Discuss what makes you feel angry. Think of different situations and write some sentences. T Ht you want to learn more I fee when there are a lot of people talking at the same time trout buts cone I feel angry when there are people yelling at me your anger, you can watch the following, 2 Choose a situation that makes you feel angry and complete the map. video: edutics.mx/5J9 Things I say when I’m angry Wier 30h ee rr igo a EE ae \ / " Other emotions I feel when I’m angryLanguage Guide A compound noun is a noun that is made with two cor more words. ‘A compound noun is usually formed by noun + noun or adjective + noun, but there are other combinations. Each compound noun acts as a single word. There are three forms for compound nouns: Open: There isa space between words. busstop full moon —_ice cream tennis shoes cell phone Hyphenated: There is a hyphen between words. check-in long-term —_father-indaw one-sided well-being Closed: There is no space or hyphen between words. firefly whiteboard software airport snowball There is / There are s a phrase used to indicate the existence of someone or something. There is is for singular, and there areis for plural. There is a door in the bedroom. There are eight doors in the house. There is can be contracted as there’. There's a plastic table in the garden. We use There is / are + not o indicate the absence ‘of someone or something. It is common to use the. contractions isn’t (is not) and aren't (are not). There isn't a closet in my bedroom There aren't students in the school patio right now ‘To ask about the existence of someone or something, use the interrogative form of there is / there are. Put is or are before there to make a question. Is there a pen on your desk? Yes, there is a pen ‘on my desk Are there pictures in the book? Yes, there are many pictures in the book ‘We use them when we expect the listener to agree with our statement. When the statement is positive, ‘we use a negative question tag. If the statement is negative, we use a positive question tag. We can add question tags like isn’t there?, are there? to a statement to make it a question. Question tags are more common in speaking than in writing, There are five chairs, aren't there? ‘There is garden, isn't there? There aren't many books, are there? There isn't a sofa, is there?"© use proper connectors in compound sentences to write descriptive texts that includes place . sr eee Oro tures 1 prodhce descriptions, postcards, or brochures spontaneous and planned spoken interactions related to the community with accurate pronunciation, © show understanding of descriptive texts by extracting specific information related to cities and. communities worldwide. © create a travel guide blog about a place ‘around the worldUnit 4 Lesson 1 - Asking about places in a town Vocabulary: Places around town Grammar: Direction and m Reading: Under Speaking: Exchani = These books, that pen... } WARM-UP 1 Follow the instructions and play Point and Say In pairs, take turns to point at objects near or far from you and say this pen, those books, that backpack, these pencils, et ® You get a point for each correct item. You can't repeat objects. © The first one to get five points is the winner. © The winner is the last student standing, READING 2 Read to the conversation. Then mark the route to the concert hall on the map. Margarita: Excuse me, could you tell us the way to Man: Walk through the park to the Park Café. Go past Forbes Concert Hall, please? the café, walk around the little lake, and you'll see Man: Of course. Turn back. Go straight on until you the concert hall! You can’t miss it. There are reach Chestnut Street. There's a bank on the comer. enormous posters of Ricky Love outside. Turn left on Chestnut Street and go along the road Margarita: Ye the concert we're going to! to Cherry Avenue. Go up the hill and the park Forbes Concert Hall ison the left 9 Margarita: OK \\ Ih M1) ull 7 Pay 60VOCABULARY 3 Match the numbered places from the map on page 60 to their names. Then discuss if you can find these places in your neighborhood and what you can do in each one. _3_ movie theater _—__ hospital subway station 8 station —— church library GRAMMAR 4 Match the words to the pictures. Turn right at ) ee aU the stoplight. | 2 right b eal 3 up cna) 4 through vey j 5 around oo \ 6 left cee 5 Complete the second column with direction words according to the arrows. (1)G0 + straight fee i (2) Walk a the lake. (3) Turn. BS on Reagan Street. (4) Go - the hill G Underline the correct option to complete the directions. 1 Goalong the street to/left the church, 5 There's / There are a museum near 2 There's / There are two patks the park 3 Walk / You walk along the street. 6 Go along the street until / back you 4 Turn right on / across Central Avenue. get to the z00. SPEAKING iz Look at the map on page 62. Talk about the places you can see. Then ask and answer questions about how to get to some of the places. { Could you tell me the way to the mall? LANGUAGE We use imperatives to ive directions. Imperatives can sound rude in some contexts and we often add the word please. But we don't need to add please wien we give directions. LANGUAGE Notice that when we give directions, we use the imperative form: a verb in simple form with no subject (Go straight on).. Go to the LANGUAGE GUIDE on page 75 SKILLS Here are other useful Phrases to ask for directions. How do I get (0..? Whats the quickest way to get ‘o...? Could you tell me the best way to get to... 6162 novie theater Ny WRITING ‘8 Inyour notebook, write the directions to one of the places you talked about with your partner. Remember to say where you are starting from. TEAM UP 9 Show your directions to your partner and check each other's writing. SELF-ASSESSMENT 410 Complete the sentences about your own experience during this lesson. 41. What | found interesting in this lesson: 2. What I need to remember about this lesson: 3 What I need to practice: SOCIO-EMOTIONAL SKILLS & 411 Remember your goals from previous lessons. In your notebook, write about any possible obstacles on your way. My goal is to be better at speaking English My obstacles are that T feel insecure, and I don't have a dictionary. 12 ©} Do you think some of your recreational activities or hobbies are obstacles? Discuss.Lesson 2 - Unit 4 Vocabulary: Paces around tow ! a Grammar: Questions to ask for direction Can you tell me the way | Listening: identifying supporting ifort to the cafeteria? WA 1 Follow the instructions and play School Directions. © In small groups, sit in circles. Decide who starts. That student asks Could you tell me the way to...? about any place in school © The student on the right has to answer and then ask his / her question. Continue playing until all of you give directions. 2 Write the name of the place next to each definition. a grocery store Listen to the places and practice ‘saying them. a newsstand, an opticians a beauty salon 1 Astore where you can have your hair cut or get beauty treatments 2 Aplace that makes and sells glasses and contact lenses: 3 A stall in the street that sells newspapers and magazines:_ 4 hewwsstand, 4 Asstore where you buy bread and cakes: 5 A store that sells food usually packaged in bottles, boxes, and cans: 6 Astore where you can buy medicines as well as creams and tissues: & LISTENING 3 Listen to the conversation and answer the questions orally. 1 What does the girl say to explain that the café is not far away? 2 What additional information does she give to help the boy find the newsstand? 3 What extra information does the girl give to find the café at the end of the street? 63-L2 GRAMMAR 4. Read the questions in the box and match the columns below. How do I get to the famous Robot Café? * Where is it? ‘How far sit from here? 1 How far...? a asks about the position of a place, ee UANCUACE 2 Where...? bb asks for directions to a place UNE oe Ee 3 How do | get to...? ‘¢ asks about the distance to a place. 5 Complete the questions according to the answers. fT the beauty salon? Keep walking until you see a newsstand. Then turn right and it's on the left. 2 is the drugstore? It's near the subway station. 3 is it from here? It's about 400 meters down the road. G Write the questions you need to ask to get the answers. 1 It's a twenty-minute walk from here to Elm Street Go to the end of the street and the supermarket is right there, next to the church. The museum? It's on Lincoln Avenue. SPEAKING 7 Talk about the position of the places on the map below. Use the prepositions in the list. Where's the drugstore? The drugstore is on the right, next to.* Write a conversation between a tourist and a passer-by in your notebook. The tourist asks about how to get to two different places. * Use the three different types of questions you learned, and the iap below. = Se Vir ; SELF SSMENT 10 Complete the sentences according to your experience asking for and giving directions inthis lesson, 1 | got better at = 2 I need to work oF 7m 3 One thing | can do to improve 11 Write problems / obstacles that you experience when learning English. Are they problems with your attitude, or are they problems outside your control? nternal insecur External: I don’t have a dictionary 1 Internal (my attitud 2 External (circumstances) 12 PP vests mn inal on tr sat DcUnit 4 Lesson 3 - Asking about transportation Vocabulary: Means of transportation, verbs of mation (cllocations) Grammar: Sequence words Listening: listening for spec information ‘Writings Producing a ext using a model as aguide WARM-UP 1. Follow the instructions and play Spell a Place. In large groups, stand in a big circle. Throw a ball to someone in the circle and ask How do you spell bakery? © if the student spells it wrong, he / she sits down, Continue throwing the ball asking to spell places around town. The winner is the last student standing. VOCABULARY bakery 2 Label the pictures with words from the box. Then share other means of transportation you know. taxi © bus bicycle * car ® subway © skates 66 & LISTENING 3 Listen to the conversation and check (//) the places Daniela recommends. 1 200 4 town hall 2 public pool 5 monument 3 interactive museum 6 amusement park(6p partner the directions to get to the places that you checked (7). VOCABULARY 5 Complete the phrases with words from the box. spend * walking © takes © ride + take hee REND 4 It's within _ distance. 2 ____your bikes. 5 The bus journey_____ about 3 ____two or three hours there. ten minutes GRAMMAR 6 Read the sentences in the box and underline the correct option. 1 The words first, next, then, and after that express order / First, take a bus from the hotel to Bristol Street. movement les the i Fee totecas © 2 The word frst has to be at the beginning/in any Next Crop MeDICyoes ‘order in a sequence. off and after that, walk four blocks until you 3 Next, then, and after that can be used at the beginning reach the 200. of /at any place after first in a sequence. 7 Complete the instructions with sequence words. 1_____ take the subway. 2 get off at Gallery Station 3 ‘turn left out of the station 4 walk three blocks and you're there. SPEAKING 8 Follow the instructions to ask for and give directions using the map on page 68. I'm at the zoo. How do I get to the art gallery? i3- SKILLS When you take notes for specific information, write down key words that will help you remember the most important points. Don't write full sentences, Use abbreviations. Go to the LANGUAGE GUIDE on page 75 First, walk up to the corner of Allende and Independencia street. Next, turn rightUnit 4-13 I rs i a sea omnis Baten a /— — orange bus route T To record andedityour video, there are many ‘ree apps for phones ‘and tablets. Look up at +s & Follow the instructions to write the script for a conversation. + The conversations about a tourist asking someone about eight places of interest in yourhometown. AS: ‘some tips to make a ‘agroup decide onyour top three, good video with no + Decide where the conversation takes place (the professional resources ‘starting point to give directions). at edutics.my/iAt + Write the script. Act it out for the class or record it to show it, as you prefer. + Share your script. Make any necessary changes. _ Papve) TEAM UP 10 & 4g @ Discuss about the tourist attractions you can find in the top three favorite places you chose. SELF-ASSESSMENT 11 Underline the option that best describes you. Check your answers with your group from Activity 9. Do they agree with your answers? 1. Can you ask for directions? Very well / With some help / It's very difficult 2 Can you give directions? Very well / With some help / It’s very difficult. 3. Can you work well with others? Very well / With some help / It’s very difficult SOCIO-EMOTIONAL SKILLS & 12 Complete what you do when you find problems or obstacles. aa 3, How do you feel when you find an obstacle. Share. 68Lesson 4 - Traveling around Nicaragua Vocabulary: Describing adjectives fr places Grammar: Linking words and expressing desis ee Writing: Producing a text using a model as a guide f In my neighborhood there Reading: denifying words using visual suppor, infring information is dbockstors ander —_ WARM-UP 4 Follow the instructions and play In my Neighborhood. ¢ In large groups, stand in a circle, A student starts the game by saying: In my neighborhood there’s a bookstore. The student to his or her left repeats what the first student said and adds another place. © Continue playing adding more places in the area. The student who can’t remember the order or makes a mistake, sits down © The winner is the last student standing, = VOCABULARY 2 Read the words and definitions. Then match them. 1 amazing a with a very pleasant taste or smell delicious b something that has bright colors or a lot of different colors big ¢ cold, often in a pleasant way 2 3 4 colorful something surprising that is also very impressive 5 6 unique e large in size cool £ very special, unusual, or good READING 3 Read the blog entry and write in the checkbox the number of the correct description from the box. 4 What the writer would and wouldn't like to do in the place. 2 Description of the place. Feo a vai snccherneticom My Travel Diary Blog Exploring Nicaragua (s \We are in Puerto Salvador Allende in Managua now. {tsa waterfront area north of Managua. Its an amazing place, ‘There are many restaurants to taste diferent kinds of delicious food, shops, and a big waterpark. On the main road to the Pies, there are several “ees of life” They are colorful metal ‘trees. There is also an incredible park with many replicas of nearly every Catholic church in Nicaragua. The lake view is Unique. You see Momatombo volcano in the distance. There {sa.cool breeze in the evenings, soi better to come here at sunset Bs {would like to come here a second time, but | wouldn't like to come by bus again. It’s a long journey. ‘Next time we'll come by car! 69LANGUAGE We use linking words like and, so, and but to connect ideas. And connects two ideas that are related. But connects two opposing Ideas. And so is used to show the result. Go to the LANGUAGE GUIDE on page 75 LANGUAGE We use would lke to say want in a more polite way, especially when we are making an offer ora request. Go to the LANGUAGE GUIDE on page 75 GRAMMAR 4 Read the examples in the box and correct the rules with the words in bold. There are many restaurants, shops, and a great waterpark. ‘© There is a cool breeze in the evenings, so it's better to come here at sunset. * There are many things to see and do here, but it's impossible to do them all in one day! 1 We use the word ___ to show contrast. 2. We use the word to add information 3 We use the word to express a result or consequence. Underline the correct option in each sentence, 1 Traveling by train is very expensive, and / but / so it's better to go by bus. 2 You can visit the cathedral and / but /so the market in the afternoon. 3 The mall is very big, and / but / so many stores are closed. 4 There are many places to visit, and / so / but we don’t have much time. 5 There's a park but /so / and a mall at the end of this street. Complete the table with the correct form of would like / wouldn't like. \ O) ‘come here a second time. i You 2 visit the History Museum. He @) eat traditional dishes. © she @) swim in the lake. We 5) come by bus again. You (C) 0 to the hotel on foot. They {90 shopping Complete the sentences with would like or wouldn't like. 1Tomas___to visit the National Palace of Culture in Managua. He loves art! 2 We___togo to the History Museum on foot. It's very far from our hotel. 3Anna___________ to come with us. She's very tired. 4 There's a Nicaraguan restaurant on the next street. | to go and try gallo pinto.