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Secretario de Educación y Director de la Unidad de Integración Educativa de Nuevo LeónIng. José Antonio González Treviño

Subsecretaria de Educación BásicaProfra. Ramona Idalia Reyes Cantú

Directora de Educación SecundariaProfra. Myrna Bertha Triana Contreras

Jefa del Departamento Técnico de Educación SecundariaDra. Anastacia Rivas Olivo

Academia de Inglés I

Dra. Bertha Alicia Guerrero SáenzMtra. Diana Sanjuanita Villarreal GuajardoLic. Marina Escamilla MartínezProfra. Esther Nohemí Medellín GuerreroProfr. Eleonardo Martínez Lizcano

D. R. © Secretaría de Educación de Nuevo LeónNueva Jersey 4038, Fraccionamiento Industrial LincolnMonterrey, Nuevo León, México Agosto 2013

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Dear Teacher,

This workbook is exciting material that will help the students practice English. It is

focus on the National English Program of Basic Education. Here you will find activities and

tasks to motivate your students focus on the social practices of the language and to

different teaching environments. This workbook is a collection of activities created by the

English Department and some of them were found in the internet, at the end of the

workbook you can find the reference.

In the workbook, you will find:

An index.

Five units for the grade.

Interesting topics to help you develop the English class.

Sociocultural activities that the students can relate to their own experience, and

cultural information.

Rubrics for each unit.

Exams for each unit.

We at the English Department sincerely believe that the workbook will help you in the

teaching process in a positive way.

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Dear students,

This workbook is specially made for you, so you can use, learn, create and have fun

with it. It is another proactive tool to acquire English as a Second language.

But remember that to learn any language, you must read, write, listen, and speak it.

You also have to invest time, effort and attention, as well as take risks when using the

language.

We sincerely hope you have a wonderful time and year!

The English Department

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TABLE OF CONTENTS: FIRST GRADE

Unit I (Product A).………………………………………………………………………………………………………….. 9

Achievements………………………………………………………………………………………………………………… 10

Goods and services………………………………………………………………………………………………………… 11

Structure of a dialogue…………………………………………………………………………………………………… 12

A dialogue (Booking a room in a hotel)………………..………………………………………………………… 13

Scenarios………………………………………………………………………………………………………………………… 14

Unit I (Product B)……………………………………………………………………………………………………………. 15

Achievements………………………………………………………………………………………………………………… 16

Verb forms (Past tense)……..………………………………………………………………………………………….. 17

Chutes and snakes………………………………………………………………………………………………………….. 18

Camping with friends……………………………………………………………………………………………………… 20

Reading (Sherry)……………………………….……………………………………………………………………………. 21

Blackboard race………………………………………………………………………………………………………………. 22

Good story elements……………………………………………………………………………………………………… 23

The boy who cried wolf………………………………………………………………………………………………….. 24

About the fable………………………………………………………………………………………………………………. 26

A song (The boy who cried wolf)…………………..……………………………………………………………….. 27

Story time line………………………………………………………………………………………………………………… 30

Questions like Enlace Exam...…………………………………………………………………………………………….. 31

Rubric…………………………………………………………………………………………………………………………………. 33

Unit II (Product A)………………………………………………………………………………………………………….. 34

Achievements………………………………………………………………………………………………………………… 35

How to use guide words in a dictionary………………………………………………………………………….. 36

A web site activity (Bilingual dictionary)………………..………………………………………………………. 37

Abbreviations and grammar…………………………………………………………………………………………… 39

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Be a book detective……………………………………………………………………………………………………….. 41

Unit II (Product B)…………………………………………………………………………………………………………… 42

Achievements………………………………………………………………………………………………………………… 43

Reading comprehension…………………………………………………………………………………………………. 44

Speech registers…………………………………………………………………………………………………………….. 46

Connectors…………………………………………………………………………………………………………………….. 48

Reading comprehension (Radio program)………………………………………………………………………. 49

Expressions and their use……………………………………………………………………………………………….. 50

Questions like Enlace Exam...…………………………………………………………………………………………….. 52

Rubric…………………………………………………………………………………………………………………………………. 54

Unit III (Product A)…………………………………………………………………………………………………………. 55

Achievements………………………………………………………………………………………………………………… 56

Song “irreplaceable”………………………………………………………………………………………………………. 57

Predictions …………………………………………………………………………………………………………………….. 58

“Your future you”............................................................................................................... 60

Unit III (Product B)…………………………………………………………………………………………………….…… 63

Achievements………………………………………………………………………………………………………………… 64

A word – map (Breathing)………………………………………………………………………………………………. 65

Human systems……………………………………………………………………………………………………………… 66

A graphic organizer for the respiratory process……………………………………………………………… 67

Reading comprehension: “All about inhaling”………………………………………………………………… 69

Time for a quick quiz………………………………………………………………………………………………………. 74

Adjectives………………………………………………………………………………………………………………………. 75

Comparatives…………………………………………………………………………………………………………………. 76

Present simple………………………………………………………………………………………………………………… 79

Read and do a C-MAP (Respiratory system)…..………………………………………………………………. 80

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C-MAP CHART….…….………………………………………………………………………………………………………. 86

Questions like Enlace Exam...…………………………………………………………………………………………….. 87

Rubric…………………………………………………………………………………………………………………………………. 90

Unit IV (Product A)…………………………………………………………………………………………………………. 91

Achievements………………………………………………………………………………………………………………… 92

English expressions………………………………………………………………………………………………………… 93

Likes and dislikes…………………………………………………………………………………………………………….. 96

Expressing indifference………………………………………………………………………………………………….. 99

Leisure activities and adverbs of frequency…………………………………………………………………… 103

Unit IV (Product B)…………………………………………………………………………………………………..…….. 107

Achievements………………………………………………………………………………………………………………… 108

Tips for teachers…………………………………………………………………………………………………………….. 109

Song “SWEET DREAMS MY L. A. EX” Beyonce……………………………………………………………….… 112

Song “Waka Waka (This Time For Africa)………………………………………………………………………… 116

Song “MELT WITH YOU – J. Mraz”…………………………………………………………………………………… 118

Watch the video on youtube and complete the gaps…….……………………………………………….. 119

Song “I’ve Got a Girl”……………………………………………………………………………………………………… 120

A Justin Bieber song…………..…………………………………………………………………………………………… 123

Questions like Enlace Exam...…………………………………………………………………………………………….. 125

Rubric…………………………………………………………………………………………………………………………………. 129

Unit V (Product A)………………………………………………………………………………………………………….. 130

Achievements………………………………………………………………………………………………………………… 131

Relative pronouns………………………………………………………………………………………………………….. 132

Reading strategies for reading comprehension “Volcano”…………………………………………….. 133

Volcano diagram…………………………………………………………………………………………………………….. 134

Volcano quiz…………………………………………………………………………………………………………………… 135

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Volcano diagram labeling……………………………………………………………………………………………….. 136

Volcano craft…………………………………………………………………………………………………………………… 138

Write about a scientific topic…………………………….…………………………………………………………… 139

Science projects……………………………………………………………………………………………………………… 141

Unit V (Product B)……………………………………………………………………………………………………….…. 152

Achievements………………………………………………………………………………………………………………… 153

Imperatives....................................................................................................................….. 154

Must or mustn´t……………………………………………………………………………………………………………… 155

Song “Rules, Rules, Rules” ………………………………………………………………………………………….….. 156

Some warnings………………………………………………………………………………………………………………. 158

Rules………………………………………………………………………………………………………………………………. 160

Do and don´t signs…………………………………………………………………………………………………………. 162

Questions like Enlace Exam...…………………………………………………………………………………………….. 165

Rubric…………………………………………………………………………………………………………………………………. 170

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First Grade

Social Practice of the LanguageUnderstand and use information about goods and services

EnvironmentFamiliar and community

Specific competencyGive and receive information for performing a community service

Product AActing out a dialogue

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Unit I

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Achievements: Identify topic, purpose and intended audience. Predicts the general meaning from words and

expressions similar to those of the mother tongue. Distinguishes expressions in oral exchanges. Recognizes the composition of expressions in oral

exchanges. Produces expressions to provide information. Adjust volume and speed when constructing oral

texts.

I.- Brainstorm all the good and services that the students know and write them on the board. From the list, make the differences between the goods and services, and read the descriptions of goods and services and complete the questions below.

1. Something you can buy and take home and use is a _________________.

2. Something you pay for someone to do for you is a ___________________.

3. Which word describes the picture?

a. Good b. Service

4. Which word describes the picture?

a. Service b. Good

5. If Riana got her hair cut, what would she be receiving? a. Good b. Service II.-Cut out pictures related with goods and services and paste them in the box.

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Goods Services

III. In the pictures below write “s” if a person provides a service. Write “g” if a person sells goods.

____________ _______________ _______________ ______________

IV. Choose an appropriate speech register based on goods or services, include relevant details, expressions and follow the structure to design a dialogue.

Opening (How the dialogue begins).

Structure of a dialogue. Body (The development of the topic).

Closure (The end of the dialogue).

V. Read the dialogue.

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a) Predict words used to link ideas in a paragraph.b) Answer the questions.

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1. Where is the woman room in the hotel? ________________________________________________

2. What time is breakfast served in the morning? ________________________________________________

3. Where can the man get a free wireless Internet connection? ________________________________________________

4. What is the cost for a refrigerator in the man's room? ________________________________________________

VI. Read the text again and think about good service experiences you have had when staying at a hotel or other travel accommodation.

A good service experience_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_________________________________________________

VII. Cut out scenarios, choose one scenario for your group. Bring photo to visualize the guest better. (Guests are an elderly couple. One is blind.)

Scenarios

1. Greet two guests as they enter the hotel. (Guests are very hungry.)

2 .Greet three guests as they enter the hotel. (Guests are famous artists.)

3. Greet three guests as they enter the restaurant, and check their reservation.(Guests have a last name that is difficult to pronounce.)

4. Greet a guest who’s walking down the lobby while you are doing your housekeeping.

5. Greet a guest who calls from Room 2365 to order for room service.

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First Grade

Social Practice of the LanguageRead and understand different types of literary texts of English

speaking countries

EnvironmentLiterary and ludic

Specific competencyRead classic tales and write a short story based on them

Product B Big Book

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Unit I

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Achievements: Uses know comprehension strategies. Recognizes the general meaning from some details. Formulates and answers questions in order to locate

specific information. Expresses personal reactions to literary text, using

known oral expressions. Retells events using images. Organizes sentences into a sequence of actions.

I. There are 3 ending sounds for past tense words. Listen to the teacher and repeat the vocabulary. The regular verbs end in “ed” with the past tense. Look at the samples and practice in your notebook.

Past Tense:(Yesterday, last night, last week)walkedplayeddancedhelped

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invitedneededplantedpostedstartedtastedvisited

walkedkissed

finishedhelpeddancedfixed

workedwashed

cleanedsaved

enjoyedloved

 

Present: (Today,

now)walk play dancehelp ask answer finish looklovewatchcookwork

askedansweredfinishedlooked lovedwatchedcookedworked

III. Write the past tense of the following irregular verbs.

bring sing come teach buywrite cut run give Speakread swing tell swim Selldo think know

1. They / go/to/ the/ mall

2. The students/ are/ in the school

3. My father/ is/ at/ work

4. She / eats/ my hamburger

5. 6. 7.

8. 9. 10. 11.

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II. Fill in the correct verb tense

1. The dog ____hungry last night.

     2. He _____ dinner last week.

        3. He_____   a book yesterday.

12. 13. 14. 15.

After lunch I play with my pet dog. I dance with him. I train him to fetch the ball. I cook him some chicken and use cookies because he is always hungry. I love my dog and always smile when we run around the park! I like having a pet dog so much!

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V. Change the following paragraph to the simple past.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

VI. Directions: Read each verb and change them to simple past tense.

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VII. Complete the sentences.

Yesterday evening I __________ to the movieI ________ a very good filmIt _________ Jack NicolsonIt___________ a about a gangster He __________ another gangster in the head and kill him.After the cinema, I went to Mc Donald´s and ______ a hamburger. I also ____ a milk shake.I ______ to bed quite late: However, I _______ up early this morningI ____________ dressed quicklyAnd ____ at work early

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I _________ the first person to arrive at workIt _______ very calm and peaceful.I ______ my eyes for a few moments And ____ back to sleep again! When everybody else _______ thereI ______ up.

VIII. Read the text and complete on the lines (use the words in the box below).

Once upon a time there was a little girl named Sherry who loved to visit her grandparents’ farm because there were so many interesting things to do. There were trees to climb and ponds to explore. There were horses to ride and cows to milk. There were sheep, pigs, ducks, geese, chickens, cats, and dogs to feed and care for. There were fruits and vegetables to pick and eggs to gather. There was cream to churn into butter and other food to prepare for cooking and eating. After supper, there was always time to tell stories by the light of the coal oil lamp.

IX. In teams: Write down the correct past tense of the words. Do you change the word, or add ‘ed’/’d’?

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Once upon a time___ was a little girl Sherry who loved tovisit her grandparents’ farm because ___were so many interesting things to do. There were___ to climb and ponds _____explore.

There were horses to___ and cows to milk.____ were sheep, pigs, ducks____, chickens, cats, and dogs__ feed and care for.

____were fruits and vegetables ____pick and eggs to ___ There was cream to ____into butter and other______ to prepare for cooking ___eating. After supper, there______ always time to _____stories by the light of the coal oil lamp.

andchurnfood

gathergeesename

dof

ridetell

there

theretheretherethings

tototo

treeswas

Good story elements

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watch____________ play_____________ kiss______________ wash____________ close_____________

clean_______________cook________________paint________________walk________________open________________

Create your own

___________________________________________________________________________

Every good story is made up of different elements..Remember: Authors write in 1st person or 3rd person point of

view.

The elements or parts of a story are called:

CharacterWho?

Setting

Where? Place

 When? Time

The plot is the storyline of the book. It includes all of the adventures, problems, and

solutions in which the characters are involved

ThemeWhat is the message or lesson in this story?

Shepherd boy Hillside

ProblemWhat is the problem?

He kept crying wolf and now no one believes him.

Events:First To amuse himself he took a great breath and sang out, "Wolf!

Wolf!Second But when they arrived at the top of the hill, they found no wolf. The boy laughed at the sight of their angry faces.Third Later, he saw a REAL wolf prowling about his flock. Alarmed, he leaped to his feet and sang out

as loudly as he could, "Wolf! Wolf!" But the villagers thought he was trying to fool them again, and

so they didn't come.

"Nobody believes a liar...even when he is

telling the truth!"

X. Read the fable and answer the questions.

The Boy Who Cried Wolf The Aesop's story

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By Locks Bob HartmanThere once was a shepherd boy who was bored as he sat on the hillside watching the village sheep. To amuse himself he took a great breath and sang out, “Wolf! Wolf! The Wolf is chasing the sheep!”

The villagers came running up the hill to help the boy drive the wolf away. But when they arrived at the top of the hill; they found no wolf. The boy laughed at the sight of their angry faces. "Don't cry 'wolf', shepherd boy," said the villagers, " when there's no wolf!"

They went grumbling back down the hill. Later, the boy sang out again, "Wolf! Wolf! The wolf is chasing the sheep!" To his naughty delight, he watched the villagers run up the hill to help him drive the wolf away. When the villagers saw no wolf they sternly said, "Save your frightened song for when there is really something wrong! Don't cry 'wolf' when there is NO wolf!" But the boy just grinned and watched them go grumbling down the hill once more.

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Later, he saw a REAL wolf prowling about his flock. Alarmed, he leaped to his feet and sang out as loudly as he could, “Wolf! Wolf! But the villagers thought he was trying to fool them again; and so they didn´t come.

At sunset, everyone wondered why the shepherd boy hadn't returned to the village with their sheep. They went up the hill to find the boy. They found him weeping. "There really was a wolf here! The flock has scattered! I cried out, "Wolf!" Why didn't you come?" An old man tried to comfort the boy as they walked back to the village.

We'll help you look for the lost sheep in the morning," he said, putting his arm around the youth, "Nobody believes a liar...even when he is telling the truth!"

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XI. Activities after reading

Websites:http://www.kico4u.de/english/topicotw/boyread.htmNarration of text to read along; has lang arts activities at the end.http://www.schoolexpress.com/storytime/storyboy.phpSite to download book online and coloring book version to print out.http://www.friendsofed.com/extras/1590592077/cartoon.html

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A. Identify the main idea

( The main idea of a piece of writing is the central point the author tries to make and supporting details are sentences supporting the main idea).For example, many students can determine the moral of a fable. Teach them to look for a “big idea” or “message” an author is trying to get across with their story.“The Boy Who Cried Wolf " Wolf” Compare in the story do the animal characters act more like real people?

B. Review the unknown words in the dictionary.

Use base words to determine the meanings of words.Use context clues to determine the relationship between two or more words.

C. Circle the verbs in past tense in the story.

D. Dear Diary: Keep a diary as if you were a character in the story. Write down events that happen during the story and reflect on how they affected the character and why.

E. Draw: Translate chapters into storyboards and cartoons; draw the most important scene in the chapter and explain its importance and action.

E. Draw: translate chapters into storyboards and cartoons; draw the most important scene in the chapter and explain its importance and action.F. Change the Climax. Choose one part of the story that reached a climax. If something different had happened then, how would it have affected the outcome?

XII. Read and listen to the song and circle the verbs in simple past.

A song (The Boy Who Cried Wolf)

XIII. Answer the next questions and circle the verbs in the past tense.

.-Who are the characters?___________________________________________________

.-Where is the story?______________________________________________________

.- What happened (events of the plot)? ________________________________________________________________________________________________________________________________________________________________________________________________________________________

.-How did it end? (Resolution) ______________________________________________________________________________________________________________________________________________________________________________________________________

Copyright © Commonwealth of Australia 2002. All Rights Reserved.Disclaimer | Privacy Statement

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XIV. Story Big Book

Materials Needed: Card stock, white paper, yarn, whole puncher, roll paper, markers & ribbon.

Objective: To create a folding story Big book.

Begin to use a variety of resources (picture dictionaries, the Internet, books) and strategies to gather information to write about a topic.

Use appropriate end punctuation (period and question mark) and correct capitalization of initial words and common proper nouns (e.g., personal names, months)

Select a short story or create your own. Once you have selected your story, you can begin creating the books.

For folding story books:

Use the card stock as the cover.

Place several sheets of paper between two sheets of card stock. (Be sure to hole punch only one side of the card stock as it will be the cover.) If vertical, two holes punch the top and the bottom. If horizontal, three whole punch the top and the bottom.

Take three inch pieces of yarn and begin tying the paper together. It will look like a Jacob's Ladder.

Write your stories down and draw pictures if you wish. When completed, the book should be folded up like a Jacob's Ladder.

For scroll books: Take a long piece of roll paper and write your stories and draw your illustrations on it. Then roll it up and tie a ribbon around the scroll. You can inscroll the story as you read it out loud.

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Read your favorite book and look for the following information.

Title:______________________________________________________________

Author:____________________________________________________________

Illustrator:__________________________________________________________

What type of book is it? Fiction [ ] or Non--Fiction [ ]

What genre of book is it?

Realistic Fiction [ ] Science Fiction [ ] Historical Fiction [ ] Mystery [ ] ] Folk Tales [ ] Autobiography [ ]

Fantasy [ ] Biography [ ] Poetry [ ] Informational Report [ ]

What is the story about?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Who is your favorite character and why? __________________________________________________________________

__________________________________________________________________

Here is a drawing of my favorite part of the book:

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Draw a picture along with the descriptionWhat happens first in the story? _____________________________________________________________________________________________

What happens next in the story? _____________________________________________________________________________________________

What happens at the end of the story? ________________________________________________________________________________________________

http://www.thatresourcesite.com/Resources/templts/Detailed%20Long%20Book%20Report.pdf

EXAM UNIT I

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UNIT I A FIRST GRADE

Achievements: Identifies topic, purposes and intended audience

I. Read the dialogue and answer the next three questionsHotel Castle Hill

1.- What kind of topic is this text?

a) a legendb) a storyc) a dialogued) an article

2.-What´s the purpose of the author?

a) Informativeb) Recreatec) Persuasived) Argumentative

3.- Who´s the intended audience of the text?

a) The principalsb) The studentsc) The doctorsd) The secretary

UNIT I B FIRST GRADE

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Receptionist: Good afternoon, Castle Hill

Hotel. May I help you?

Mrs. Robinson: Yes. I´d like to book a

room, please.

Receptionist: Certainly. When for,

madam?

Mrs. Robinson: April the 23rd.

Receptionist: How long will you be staying?

Mrs. Robinson: Four nights.

Receptionist: What kind of room would you

like, madam?

Mrs. Robinson: Er.. doubles with bath. I´d

appreciate it if you could give me a room

with a view over the beach.

Receptionist: Certainly, madam. I´ll just

check what we have available… Yes, we

have a room on the 5th floor with a really

splendid view. Mrs. Robinson: Fine. How

much is the charge per night?

Receptionist: Would you like breakfast?

Mrs. Robinson: No, thanks.

Receptionist: It´s eight y four euros per night.

Mrs. Robinson: That´s fine.

Receptionist: Who´s the booking for, please,

madam.

Mrs. Robinson: Mr. and Mrs. Robinson, that´s

R-O-B-I-N-S-O-N.

Receptionist: Okay, let me make sure I got that:

Mr. and Mrs. Robinson: Double with bath for

April the 23rd, 24th and 25th. Is that correct?

Mrs. Robinson: Yes it is. Thank you.

Receptionist: Let me give you your

confirmation number. It´s: 83766385. I´ll repeat

that, 83766385. Thank you for choosing Castle

Hill Hotel and have a nice day. Good bye.

Mrs. Robinson: Goodbye.

Achievements: Uses know comprehension strategies.o Predicts contents base on graphics and text components.o Use different comprehension strategies (e.g. skimming,

scanning, adjusting speed and rhythm). Formulates and answers questions in order to locate specific

information.

II. Look at the picture and answer question number 4.III. Read the story and answer questions number 5 and 6.

4.- Look at the pictures and what´s text about?

a) The wolf is chasing the sheep!".b) The Boy Who Cried Wolf.c) The Villagers in the field.d) The sheep and the wolf.

5.- What is the message or lesson in this story?

a) The boy is a good people.b) The Wolf is chasing the sheep!"c) Nobody believes in the

villagers.d) Nobody believes a liar...even

when he is telling the truth!"

6.- What is the problem in this story?

a) He went back to the hill all alone.b) The villagers came running up the

hill.c) The boy kept crying wolf and now

no one believes him.d) He went grumbling back down the

hill.

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There once was a shepherd boy who was bored To amuse himself he sang out, "Wolf! Wolf! The Wolf is chasing the sheep!"

The villagers came running to the top of the hill to help the boy drive the wolf away. But when they arrived, they found no wolf. .

Later, he saw a REAL wolf prowling about his flock. Alarmed, he leaped to his feet and sang out as loudly as he could, "Wolf! Wolf!" But the villagers thought he was trying to fool them again, and so they didn't come.

At sunset, everyone wondered why the shepherd boy hadn't returned to the village with their sheep. They went up the hill to find the boy.

RUBRIC UNIT I

Criteria Excellent Good Not good

I know the difference between “Goods” and “Services”I can identify if a person provides a “service” or sells “goods”I can use predictions to understand a text.I can identify the correct sequence of events.I can identify the opening, body and closure of a dialogue.

Rubric to evaluate behavior

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First Grade

Social Practice of the LanguageUnderstand and write instructions

EnvironmentAcademic and Educational

Specific CompetencyWrite instructions to use a bilingual dictionary

Product AInstructions manual to learn how to use a bilingual dictionary

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Unit II

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Achievements: Locate and reads the definitions of words both in English

and Spanish. Understands the use of upper case letters, lower case

letter and abbreviations in a dictionary. Completes and writes sentences in order to organize

them into a sequence, from model. Removes and/or adds information to edit an instructions

manual.

The goal of this lesson is to learn how to use guide words in a dictionary.

I. Review the alphabet prior to the following activity.

II. Answer the following questions:

Why do we use dictionaries? What are guides? How do we use them? Give at least 5 examples of a guide?

Guides are also words in dictionaries used to locate words alphabetically.

III. Write your name in large letters in a post it.On the board write these groupings. Then ask the students to paste their names under the appropriate alphabet grouping, no alphabetical order is needed at this time. After this is done ask your students, “Why did you put your names under the letters you chose?” After that tell the students to go in groups according to the section, one section at a time, and put their names now in an alphabetical fashion.

A - C D - F G - J K - M N - Q R - U V- Z

IV. Now your students are going to work with Guide Words in a bilingual dictionary. Complete the following exercise with a peer.Directions: For each set of guide words, decide if the numbered words would be between them on a dictionary page. Circle “yes” if they would be or “no” if they would not.

start-stop 1. study yes no 2. stand yes no

will-wonder 7. wild yes no 8. wonders yes no

blow-blue 3. bloom yes no 4. block yes no

ready-red 9. real yes no10. read yes no

cheese-church

5. chase yes no 6. chimp yes no

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V. Hand-in some English-Spanish, Spanish-English dictionaries to your students they don´t have to be from the same publisher.

Find each word below in your dictionary. Write the guide words and page number for each word in the correct space.Name of dictionary _______________________________________________________________

Dictionary Word Guide Word #1 Guide Word #2 Page #1. 1. giggle ____________ ____________ ____________2. 2. friend ____________ ____________ ____________3. 3. table ____________ ____________ ____________4. 4. teacher ____________ ____________ ____________5. 5. bottle ____________ ____________ ____________6. 6. soccer ____________ ____________ ____________7. 7. fence ____________ ____________ ____________8. 8. window ____________ ____________ ____________9. 9. shirt ____________ ____________ ____________10. 10. paper ____________ ____________ ____________

VI. For each set of guide words, decide if the numbered words would be between them on a dictionary page. Circle “yes” if they would be or “no” if they would not.

ball-bell

1. bull yes no

2. belt yes no

horse-house

3. hose yes no

4. hospital yes no

care-carry

5. car yes no

6. careful yes no

self-send

7. sell yes no

8. sent yes no

early-earn

9. earnings yes no

10. ear yes no

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VII. Directions: Locate each word below in your dictionary. Write the guide words and page number for each word in the correct space.

Guide Word #1 - Guide Word #2 Page #

1. play _____________ - _____________ _____ 2. school _____________ - _____________ _____ 3. desk _____________ - _____________ _____ 4. bus _____________ - _____________ _____ 5. class _____________ - _____________ _____ 6. office _____________ - _____________ _____ 7. pencil _____________ - _____________ _____ 8. study _____________ - _____________ _____ 9. book _____________ - _____________ _____ 10. ruler _______________ - _______________ ______

Web site that contains the activities for the guide words in a bilingual dictionary: www.learnnc.org/lp/pages/2850VIII. Read the following dictionary entry and the labels of each part.

IX. Read the following dictionary entry and label the parts using the words from the box.

Save /seIV/ (saves, saving, saved) Verb transitive and intransitive 1. ahorrar: to save money - ahorrar dinero2. salvar: the safeguard saved me – el socorristas me salvo.3. guardar: to save a file- guardar un archivo.4. to save one´s breath (informal)- no gastar saliva (coloquial).5. to save somebody´s neck (informal)- salvar el pellejo a alguien (coloquial).

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Collocation pronunciation entry grammatical patterns parts of speech

Write the following words under each category.

the, a, run, book, desk, she, finally, he, they, easily, sing, I, an, opera, play, seat, joyfully, read.

ARTICLES NOUNS ADJECTIVES PRONOUNS ADVERBS VERBS

XI. Match the abbreviations and grammar labels with its corresponding meaning.

1. Abbr.2. Adj.3. Adv.4. AmE5. BrE6. C7. Conj.8. Det.9. Etc.

a) Pl.b) Ppc) Pron.d) Pte) Sbf) Sing.g) Sthh) Symbi) Uj) V

_____________________________________________

__________________________________________________

American English British EnglishCountable NounAbbreviationAdjective AdverbConjunction determiner somebody

something plural etcetera past tense singular uncountable noun preposition symbol verb pronoun

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XII. Rewrite the paragraph, put capital letters where necessary.

japan. endless discovery.discover a place so rich and full of majesty and wonder. a place that possesses a picture perfect blend of ancient tradition and modern elegance. no place in the world can offer a dreamscape of peace and ethereal beauty like japan. experience for yourself our infinite possibilities.

XIII. Rewrite the paragraph, put capital letters where necessary.

my name is kahlil bombay. i can speak english now, but when i arrived in the us, i only spoke chinese. that was only two years ago, but it feels like a long, long time! my family and I lived in a small town in china, but when we came we lived in los angeles. at first I was quite sad, I missed my friends and relatives over there. I didn´t speak English, so that was a big issue. fortunately i met my neighbor´s children one was my age and she started helping me with the language. that was a big relief and I started feeling more comfortable.

Read the two following entries and write on the line if they are intended for children or for adults.

o reference book. Literature. A book that provides well-organized, extensive information on a variety of topics. Dictionaries, encyclopedias, and atlases are reference books____________________________________________________________

o reference books are ones you look at when you need specific information or facts about a subject.__________________________________________________________________

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Be a Book Detective!!

Look through a book to gather your own grammar clues. Write the title and author of the book below. Don’t forget to write the page that you found your answer on. Happy hunting! ☺

Book Title:______________________________________________________________________ Book Author:____________________________________________________________________

◊ a three-syllable word p.____ What is it? ____________________________________________ ◊ a contraction p.____ What is it? __________________________________________________

◊ a compound word p.____ What is it? ______________________________________________

◊ a word with a silent e at the end p.____ What is it? ___________________________________

◊ a word with a suffix that requires doubling the final consonant before adding the suffix p._______

◊ a word with a suffix that requires dropping a silent e before adding the suffix p.______________

◊ the longest word in the book p.____ What is it? ______________________________________

◊ a word that includes the letters tion p.____ What is it? _________________________________

◊ a four-syllable word p.____ What is it? _____________________________________________

◊ a word that includes a silent letter other than e p.____ What is it? ________________________

◊ an adjective p.____ What is it? ___________________________________________________

◊ a word with a prefix p.____ What is it? ____________________________________________

◊ a conjunction p.____ What is it? __________________________________________________

◊ a sentence that includes a simile p.____ What is it? ___________________________________

◊ rhyming words p.____ What is it? _________________________________________________

◊ synonyms or antonyms p.____ What is it? __________________________________________

◊ two examples of proper exclamation point use p.______________________________________

◊ a proper noun p.____ What is it? _________________________________________________

◊ three adverbs p.____ What is it? _________________________________________________

◊ a word in italics p.____ What is it? ________________________________________________

◊ a number written with words p.____ What is it? ______________________________________

◊ four different pronouns p.____,____,____,____

http://www.thatresourcesite.com/Resources/reprts/book_detective.pdf

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First Grade

Social Practice of the LanguageInterpret and express information published in diverse media

EnvironmentFamiliar and Community

Specific CompetencyExchange opinions regarding the contents of a radio program

Product BPlenary

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Unit II

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Achievements:

* Identifies words used to link ideas.* Detects speech register.* Writes expressions to produce opinions.* Answer questions to express opinions or points of view about the contents of an oral text.*Expands main ideas in an oral exchange.

I. Look at the definitions from the Collins Cobuild Advanced Dictionary.

top-ic / tapIk/ (topics) N-COUNT A topic is a particular subject that you discuss or write about. The main topic for discussion is political union.

pur- pose / pͽrpәs/ (purposes) 1. N-COUNT The purpose of something is the reason for which it is made or done. [+ of] The purpose of the occasion was to raise money for medical supplies.

audi-ence /Ɔ:dIbәns/ (audiences) 1. N-COUNT [ with sing or pl verb] The audience at a play, concert, film, or public meeting is the group of people watching or listening to it. [+ of] He was speaking to an audience of students at the Institute for International Affairs. 2. N-COUNT [with sing or pl verb] The audience for a television or radio program consists of the people who watch or listen to it.

II. Answer these questions related to the definitions in the above exercise.

A) There´s a Justin Bieber concert in the Monterrey Arena. Who is the audience? (the most logical answer is)a) A group of old peopleb) A group of babiesc) A group of teenagersd) A group of adults

B) There´s a Beethoven concert in the University Auditorium. Who is the audience?a) A group of children ages 3-12.b) A group of adultsc) A group of babiesd) A group of toddlers

C) There´s a Bely and Beto show in progress.Who is the audience?a) A group of moms and kidsb) A group of adults ages 45 to 55c) A group of senior citizensd) A group of dogs and cats

D) There´s conference about Menopause in Doctor´s Hospital Auditorium.Who is the audience?a) A group of menb) A group of kids Senior citizenc) A group of womend) A group of senior citizens

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E) What is the topic of the following paragraph?

Some kids in Japan may not have to feed the fish in their aquariums anymore. That´s because they may choose to buy robotic fish instead. Robotic fish are little fish robots powered by light. The light causes the fish to move around inside the aquarium. A special design keeps the fish from bumping into the aquarium´s walls.

Taken from “Scholastic Success with 4th grade”

a) New aquariumsb) Robotic fishc) Waterd) The power of light

F) What is the topic of the following paragraph?

During a 1992 storm, a ship lost thousands of plastic turtles, frogs, and ducks in the Pacific Ocean. Since then, the toys have drifted thousands of miles. Some have shown up in the ocean of Alaska. The toys´ trip helps scientist study how wind affects drifting objects.

Taken from “Scholastic Success with 4th grade”a) The big stormb) The great state of Alaska c) Turtles in the sead) Drifting toys

G) What is the topic of the following paragraph?

Are you letting too much water go down the drain in your house? We all know that it´s important not to waste water. But most of us use a lot more water than we think. Try these two simple ways to cut your water consumption. First, try taking a shower instead of a bath. Showers use a lot less water. You should also turn off the tap while

you brush your teeth. Turn it on again to rinse.

Taken from “Scholastic Success with 4th grade” a) How to comb your hairb) Saving water c) Showerd) The world

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SPEECH REGISTER

Speech register refers to different language styles called register, which are varied according to the topic under discussion, the formality of the occasion and the medium used (speech, writing or sign).

The appropriate language register depends upon

1. Static Register. It rarely or never changes. Frozen in time and content, e.g. the Pledge of Allegiance, the Lord´s Prayer and the Preamble of the US Constitution.

2. Formal Register. It is used in formal settings and is one way in nature. It is usually impersonal and formal. E.g. speeches, sermons, rhetorical statements and questions, pronouncements made by judges.

3. Consultative Register. Standard form of communication. Professional discourse. E.g. when strangers meet, communication between superior and a subordinate, doctor and patient, lawyer and client, lawyer and judge, teacher and student and, counselor and client. 4. Casual Register. Informal language used by peers and friends. Slang, vulgarities and colloquialisms are normal. E.g. buddies, teammate, chats, e-mails, blogs and letters.

5. Intimate Register. Communication is private. It is reserved for close family members or intimate people: husband-wife, boyfriend and girlfriend, siblings, parent and children.

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III. After reading the different types of speech registers, look at the following pictures and write on the line what kind of register they are using in that context.

____________ _______________ ________________

______________ _____________ ________________

IV. Answer the following questions.

1. If you are in a church, what type of speech register is used between the preacher/ father and the visitors? _________________________________________________________________

2. If you are in a political event and you are listening to a candidate, what type of speech register is he using? __________________________________________________________________

3. If you are check-in a hotel, what kind of speech register would you use to address the hotel receptionist? _________________________________________________________________

4. You are talking to your little brother, what kind of speech register would you use?__________________________________________________________________:_______

5. If you are hanging-out with your best friends at the mall, what type of speech register are you using there? _________________________________________________________________

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CONNECTORS

Also known as conjunctions, they are words that join together words or parts of a sentence.

Joining words together:

I like baseball and soccer.

Joining parts of a sentence together:

I ran as fast as I could but I still didn´t catch the bus.

The three most used conjunctions are and, or, and but.

Some other conjunctions may be: although, since, when, therefore, because, though, where, whenever, if, unless, however, while.

Scholastic Guide to Grammar

V. Complete the following exercise with: and, or, but.

1. Michael ______________________ Lucy broke up several months ago.

2. Jennifer likes to cook Italian, Greek, Mexican _________ Japanese food.

3. You can´t have it all, _______________________ you can still be happy.

4. What´s your favorite color? Blue ___________________________ pink?

5. I don´t like Math _________________________________ I love Biology.

6. You have to choose between right ________ wrong everyday of your life.

7. I like Jorge a lot, ____________________ sometimes he´s a bit grumpy.

8. An American breakfast will have eggs, ham, bacon, coffee, _____ toast.

9. I like strawberries _______________ cream. It´s simply a delicious treat.

10. Do you like hip-hop music _______________________________ pop?

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VI. Read the following script of a radio program and then answer the following questions.

CAST

The Gunsmoke team Dramatis Personae:ANNOUNCER: George Walsh Matt Dillon, U.S. marshallSINGERS Doc, the doctorGIRL Chester, Matt´s deputy MAN 1 Brand, a bad guy MAN 2 Stanger, Brand´s friend, another bad guy Miss Kitty, Matt´s girl

FX: Galloping hoofbeats approach… gunshot!MUSIC: IntroANNOUNCER: Gunsmoke! Brought to you by L & filters. This is it! L & M is best MUSIC: Figure ANNOUNCER: Around Dodge City and in the territory on West, there´s just one way to handle the killers and the spoilers – and that´s with a U.S. marshall and the smell of –Gunsmoke!MUSIC: Theme… Then behind announcer—ANNOUNCER: Gunsmoke – starring William Conrad, the transcribed story of the violence that moved west with young America—and the sto- ry of a man who moved with it. GUNSMOKE: I´m that man. Matt Dillon, United States Marshal. The first man they look for and the last they want to meet. It´s a chancey job and it makes a man watchful – and a little lonely.

http://www.genericradio.com

1. What do you think the word CAST mean?______________________________________________________________________

2. What does FX mean?______________________________________________________________________

3. Who is the audience for this radio program?______________________________________________________________________

4. What´s the topic about?______________________________________________________________________

5. Do you know any radio programs similar to the one you have already read?Can you name them?_______________________________________________________________________

VII. Work in teams of 14, you are going to prepare a radio program no more than 10 minutes long. Think about one you listen to. For every activity there should be two students.

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VIII. Write the expressions according to their use.

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I know but… I love to… Wait a minute. Could you repeat that? Yeah, but… I like the idea. That might work for some people. I´m afraid I disagree. I know, but… Sorry? I see your point but… I didn´t quite get that. You´re absolutely right.

Some other expressions you can use to give your opinion.a) I was impressed byb) One aspect I found a little disappointing wasc) One possible flaw is that

Of course there are many ways to give your opinions when speaking English. The exact English expression you use depends on how strong your opinion is.

Giving your opinion neutrally“I think…”“I feel that…”“In my opinion…”“As far as I am concerned…”“As I see it…”“In my view…”“I tend to think that…”

Giving a strong opinion

“I´m absolutely convinced that…”“I´m sure that…”“I strongly believe that…”“I have no doubt that…”

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Expressions for asking someone´s opinion

“What do you think?”“What´s your view?”“How do you see the situation?”“What´s your idea?”“What are your thoughts on all of this?”

Expressing disagreement

“I don´t think so.”“No way”,“I´m afraid I disagree.”“Not necessarily”“That´s not always the case”

Interrupting someone

“Can I add something here?”“Is it okay if I jump in for a second?”“If I might add something…”“Sorry to interrupt but…”

http://www.english-at-home.com/speaking/giving-your-opinionhttp://www.englishclub.com

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EXAM UNIT II

UNIT II A FIRST GRADEAchievements: Completes and writes sentences in order to organize them into a

sequence, from a model.o Classify types of words in table (e.g., nouns, adjectives).o Arrange sentences in a logical sequence.o Upper and lower case letter.

I.- One of the following sentences is correct.

1. Circle the correct answer

a) Jack was moving to Texas. His train was leaving on Monday from penn station in New York.

b) Jack was moving to Texas. His train was leaving on monday from Penn station in New York

c) Jack was moving to Texas. His train was leaving on Monday from Penn station in new york

d) Jack was moving to Texas. His train was leaving on Monday from Penn station in New York

2. Arrange sentences in a logical sequence.

a) Her recital was perfect.

b) On Saturday morning Sue jumped out

of bed and ran downstairs to see if it was

time to go yet.

c) That night she couldn´t sleep she was

so nervous.

d) Sue had her final piano lesson on

Friday morning before her first recital.

e) The moment was finally here and Sue didn´t make a single mistake.

1) d, c, b, a, e2) d, c, b, e, a3) d, c, e, a, b4) a, d, c, b, e

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II.- Help Yoda to order the sentence.3. Choose the correct

one.a) Hit the ball I can.b) The ball hit I can.c) I can hit the ball.d) Hit can I the ball.

4. Choose the correct one.

a) Help you I can.b) Help you can I.c) Can help you I.d) I can help you.

5. Which two words are pronouns? 6. Which two words are verbs?Yoda told my brother a joke but he didn´t get it.

a) Yoda and brotherb) told and getc) he and itd) my, it

Yoda told my brother a joke but he didn´t get it.

a) Yoda and brotherb) told and getc) he and itd) my, it

UNIT II B FIRST GRADE

Achievements: Identify words used to link ideas.

7. He played the guitar, ____ he sang wonderful songs.

a) and

b) but

c) so

d) because

8. I want a new TV ________the one that I have is broken.

a) and

b) but

c) so

d) because

9. Cristina loves playing sports, _____ she is not very good at it.a) Andb) Butc) Ord) As well as

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RUBRIC UNIT II

Criteria Excellent Good Not good

I can search for information in an English-Spanish, Spanish-English dictionary.I can identify the abbreviations and grammar labels.I know when to use capital letters.I can identify the topic in a text.I can identify conjunctions.

Peer Evaluation Rubrics: Every member in a team will evaluate his peers in the same team.Category 4 points 3 points 2 points 1 pointContributions Routinely

provides useful ideas when participating in the group.

Usually provides useful ideas when participating in the group.

Sometimes provides useful ideas when participating in the group.

Rarely provides useful ideas when participating in the group. Refuse to participate.

Problem-solving

Actively looks for and suggests solutions to problems.

Refines solutions suggested by others.

Does not suggest or refine solutions, but is willing to try out solutions suggested by others.

Does not try to solve problems or help others solve problems.Lets others do the work.

Attitude Always has a positive attitude about the task(s).

Often has a positive attitude about the task(s).

Usually has a positive attitude about the task(s).

Is often negative about the task(s).

Focus on thetask

Consistently stays focused on the task and what needs to be done.

Focuses on the task and what needs to be done most of the time.

Focuses on the task and what needs to be done some of the time.

Rarely focuses on the task and what needs to be done. Lets others do the work.

Working withOthers

Almost always listens to, shares with, and supports the efforts of others.

Usually listens to, shares, with, and supports the efforts of others.

Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

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First Grade

Social practiceParticipate in language games to work with specific linguistic aspects.

EnvironmentLiterary and ludic

Specific competenceParticipate in language games to recognize and comprehend future

tense in forecasts.

Product AForecast

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Unit III

58

Achievements: Recognizes future verbs forms within sentences. Classifies sentences by the types of future verbs

from found in them. Compares sentences that express future

situations to ones which express past and /or present situations.

Formulates answers questions on order to understand forecasts.

I. Answer the next questions.

1. Have you ever been in love? Are you in love now?2. How do you imagine your future love(s)?

II. Listen to the song "Irreplaceable". Judging from the words and/or the mood of the song, how do you think the singer feels (happy, sad, angry, nervous, etc.)? And then answer sections A to F

To the left, to the leftTo the left, to the leftTo the left, to the leftEverything you __________ in the box to the leftIn the closet, that's my __________Yes, if I ________________ then please don't touch(Don't touch)And keep talkin' that mess that's ___________But could you walk and talk at the same time?And, it's my name that's on that JagSo remove your bagsLet me _____________Standin' in the front yardtellin' me how I'm such a _________Talkin' 'bout, I'll never ever find a _____________You got me ___________

[chorus:]You must not know 'bout meYou must not know 'bout meI could have another you in a minute,Matter fact, he'll be here any minute, babyYou must not know 'bout meYou must not know 'bout meI could have another you by tomorrowSo don't you ever for a second get to thinkin'You’re irreplaceable

So go ahead and get gone,Call up that chick, and see ______________Oops, I bet you __________ that I didn't know,What did you think, I was puttin' you out forBecause you was __________Rollin' her around in the car that I bought youBaby drop them keysHurry up before your ________________Standin' in the front yardTellin' me how I'm such a foolTalkin' 'bout, I'll never ever find a man like youYou got me __________

You’re irreplaceable

So since I'm not you’re ____________How about I'll be nothing, nothing _______________?Baby I won't shed a tear for youI won't lose a wink of _________

[chorus:]You must not know 'bout meYou must not know 'bout meI could have another you in a minuteMatter fact, he'll be here in a minute, babyYou must not know 'bout meYou must not know 'bout meI could have another you by tomorrowSo don't you ever for a second get to thinkin''Cause the truth of the matter isReplacing you is so easy, hey...

To the left, to the leftTo the left, to the leftMmmm... To the left, to the leftEverything you ______ in the box to the leftTo the left, to the leftDon't you ever for a second get to thinkin'You’re irreplaceable

[chorus:]You must not know 'bout meYou must not know 'bout meI could have another you in a minuteMatter fact, he'll be here in a minute, babyYou must not know 'bout meYou must not know 'bout meI could have another you by tomorrowSo don't you ever for a second get to thinkin'(Baby hey yeah!)

[chorus:]You must not know 'bout meYou must not know 'bout meI could have another you in a minuteMatter fact, he'll be here any minute

You can _______ all your bags we're ___________(You must not know 'bout me)'Cause you made your bed now _________ in it(You must not know 'bout me)I could have another you by tomorrowDon't you ever for a second get to thinkin'You're irreplaceable!

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IV. Write the predictions for who will win this year's Super Bowl, or Soccer team etc.

Super bowl

Soccer team__________________________________________________________________

V. Answer the questions below.

1. Do you think it’ll rain tomorrow? ___________________

2. Do you think you’ll get grade A this term? ____________________________________________

3. What will you do this weekend?

a) Study for exams b) Go shopping c) Sleep d) Other

4. Do you think you’ll work for a big company? What company?

5. Do you think you’ll buy a car next year? Why/ Why not? ________________

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VI. Choose questions from above or write 5 of your own survey questions below. Then talk to four students & write their responses.

Try to get students to answer with words such as certainly, probably, might etc

VII. Write some predictions about the weather.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

VIII. Draw a picture of what you predict will happen next

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Why do you think this will happen next?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

“Your Future You"

IX. Imagine that you can travel through time into the future! It is 2025, twenty years from today.

My________________, how you’ve grown! Take a few minutes to imagine and answer some questions about.

1. How old are you in 2025? ______________________________2. What year did you graduate from high school?______________ 3. Is there anything else important that you’d like

us to know about your "future you"?_______________________

X. Look at the example and then complete the sentences.EXAMPLE (drive) Will you drive on Sunday?

(A decision about driving is being made.)

1. The house is dirty. I (clean) _______ ________ it on Monday.

2. (Cook) _______ you ________ on Tuesday, please?

3. It looks like the washer is broken.

I (ask) _______ _______ a repair man to come on Wednesday.

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4. Ok then, our group (meet) _______ ________ on Thursday.

5. Helga, (hike) _______ you _______ with us on Friday?

6. If necessary, we (carry) _______ ________ the supplies in our car next Saturday.

7. John and Wes, (read) _______ you _______ to the children on Sunday?

XI. Write down sentences to make a forecast about a real or fictitious situation.

1.______________________________________________________________________

2.______________________________________________________________________

3.______________________________________________________________________

4.______________________________________________________________________

XII. Write words that express future tense.

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XIII. Write questions about future situations.1.- _____________________________________________________?2.- _____________________________________________________?3.- _____________________________________________________?4.- _____________________________________________________?

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Student Name ___________________ 

CATEGORY 4 3 2 1Quality of Work Provides work of

the highest quality.Provides high quality work.

Provides work that occasionally needs to be checked/redone by other group members to ensure quality.

Provides work that usually needs to be checked/redone by others to ensure quality.

Time-management

Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.

Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.

Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.

Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management.

Focus on the task

Consistently stays focused on the task and what needs to be done. Very self-directed.

Focuses on the task and what needs to be done most of the time. Other group members can count on this person.

Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.

Rarely focuses on the task and what needs to be done. Lets others do the work.

Preparedness Brings needed materials to class and is always ready to work.

Almost always brings needed materials to class and is ready to work.

Almost always brings needed materials but sometimes needs to settle down and get to work

Often forgets needed materials or is rarely ready to get to work.

Monitors Group Effectiveness

Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective.

Routinely monitors the effectiveness of the group and works to make the group more effective.

Occassionally monitors the effectiveness of the group and works to make the group more effective.

Rarely monitors the effectiveness of the group and does not work to make it more effective.

Working with Others

Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.

Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

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First Grade

Social Practice of the LanguageRead and rewrite informative texts from a particular field

EnvironmentAcademic and Educational

Specific competencyWrite notes to describe the components of different human body

systems in a chart

Product BCharts of human body system

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Unit III

67

Achievements:

Answer questions in order to give a description. Structures and writes sentences. Organize terms and descriptions into a table. Writes sentences in order to write notes. Verifies spelling conventions in order to edit notes.

I. Read the following definition and try to guess what the meaning of the word BREATHE is.

BREATHE: To take air, oxygen into the lungs and expel it, inhale and exhale.

II. Complete the word-map related to breathing.

II. These are the major human systems, do you know some of them?

Digestive Nervous Cardiovascular Endocrine Lymphatic Respiratory

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BREATHE

GASP

WHEEZE

CHOKING

Human systems

IV. Circle the best answer for the following question.

* What system do we use to breathe?

a) Circulatory systemb) Digestive systemc) Urinary systemd) Respiratory system

V. Here we have a chart of the parts of the respiratory systems human beings have. Can you recognize them?

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VI. Read the following paragraph and complete the chart.

LUNGS

The lungs is the major organ that provides oxygen exchange. The lungs contain tiny bronquiol alveoli, which is the site for absorption of oxygen and elimination of carbon dioxide. The oxygenated blood is then sent back to the heart to provide tissue with the necessary oxygen. The lungs also contain cilia that push foreign objects out of the lungs. This leads to coughing to keep the lungs clear from bacteria, dirt and smoke. Smoking causes cells to die making it difficult for lungs to clear.

RESPIRATORY SYSTEM

PARTS FUNCTIONS

VII. Read carefully and complete the graphic organizer below with the respiratory process.

A Look Inside the Lungs

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From the outside, lungs are pink and a bit squishy, like a sponge. But the inside contains the real lowdown on the lungs! At the bottom of the trachea (say: tray-kee-uh), or windpipe, there are two large tubes. These tubes are called the main stem bronchi (say: brong-kye), and one heads left into the left lung, while the other heads right into the right lung.

Each main stem bronchus (say: brong-kuss) — the name for just one of the bronchi — then branches off into tubes, or bronchi, that get smaller and even smaller still, like branches on a big tree. The tiniest tubes are called bronchioles (say: brong-kee-oles), and there are about 30,000 of them in each lung. Each bronchiole is about the same thickness as a hair.

At the end of each bronchiole is a special area that leads into clumps of teeny tiny air sacs called alveoli (say: al-vee-oh-lie). There are about 600 million alveoli in your lungs and if you stretched them out, they would cover an entire tennis court. Now that's a load of alveoli! Each alveolus (say: al-vee-oh-luss) — what we call just one of the alveoli — has a mesh-like covering of very small blood vessels called capillaries (say: cap-ill-er-ees). These capillaries are so tiny that the cells in your blood need to line up single file just to march through them.

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All About Inhaling

When you're walking your dog, cleaning your room, or spiking a volleyball, you probably don't think about inhaling (breathing in) — you've got other things on your mind! But every time you inhale air, dozens of body parts work together to help get that air in there without you ever thinking about it.

As you breathe in, your diaphragm contracts and flattens out. This allows it to move down, so your lungs have more room to grow larger as they fill up with air. "Move over, diaphragm, I'm filling up!" is what your lungs would say. And the diaphragm isn't the only part that gives your lungs the room they need. Your rib muscles also lift the ribs up and outward to give the lungs more space.

At the same time, you inhale air through your mouth and nose, and the air heads down your trachea, or windpipe. On the way down the windpipe, tiny hairs called cilia (say: sill-ee-uh) move gently to keep mucus and dirt out of the lungs. The air then goes through the series of branches in your lungs, through the bronchi and the bronchioles.

Thank You, Alveoli!

The air finally ends up in the 600 million alveoli. As these millions of alveoli fill up with air, the lungs get bigger. Remember that experiment where you felt your lungs get larger? Well, you were really feeling the power of those awesome alveoli!

It's the alveoli that allow oxygen from the air to pass into your blood. All the cells in the body need oxygen every minute of the day. Oxygen passes through the walls of each alveolus into the tiny capillaries that surround it. The oxygen enters the blood in the tiny capillaries, hitching a ride on red blood cells and traveling through layers of blood vessels to the heart. The heart then sends the oxygenated (filled with oxygen) blood out to all the cells in the body.

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Waiting to Exhale

When it's time to exhale (breathe out), everything happens in reverse: Now it's the diaphragm's turn to say, "Move it!" Your diaphragm relaxes and moves up, pushing air out of the lungs. Your rib muscles become relaxed, and your ribs move in again, creating a smaller space in your chest.

By now your cells have used the oxygen they need, and your blood is carrying carbon dioxide and other wastes that must leave your body. The blood comes back through the capillaries and the wastes enter the alveoli. Then you breathe them out in the reverse order of how they came in — the air goes through the bronchioles, out the bronchi, out the trachea, and finally out through your mouth and nose.

The air that you breathe out not only contains wastes and carbon dioxide, but it's warm, too! As air travels through your body, it picks up heat along the way. You can feel this heat by putting your hand in front of your mouth or nose as you breathe out. What is the temperature of the air that comes out of your mouth or nose?

With all this movement, you might be wondering why things don't get stuck as the lungs fill and empty! Luckily, your lungs are covered by two really slick special layers called pleural (say: ploo-ral) membranes. These membranes are separated by a fluid that allows them to slide around easily while you inhale and exhale.

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EXPLOSIVE EVENTSVIII. Read the following paragraph and fill out the explosive events chart of the breathing process.

3. That led to…

4. Then… 5. After that…

6. This resulted in…

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1. First this happened,…

2. This caused…

Topic / Title: ___________________________________________

IX. Read the text carefully and answer the questions.

Time for Talk

Your lungs are important for breathing . . . and also for talking! Above the trachea (windpipe) is the larynx (say: lair-inks), which is sometimes called the voice box. Across the voice box are two tiny ridges called vocal cords, which open and close to make sounds. When you exhale air from the lungs, it comes through the trachea and larynx and reaches the vocal cords. If the vocal cords are closed and the air flows between them, the vocal cords vibrate and a sound is made.

The amount of air you blow out from your lungs determines how loud a sound will be and how long you can make the sound. Try inhaling very deeply and saying the names of all the kids in your class — how far can you get without taking the next breath? The next time you're outside, try shouting and see what happens — shouting requires lots of air, so you'll need to breathe in more frequently than you would if you were only saying the words.

Experiment with different sounds and the air it takes to make them — when you giggle, you let out your breath in short bits, but when you burp, you let swallowed air in your stomach out in one long one! When you hiccup, it's because the diaphragm moves in a funny way that causes you to breathe in air suddenly, and that air hits your vocal cords when you're not ready.

Love Your Lungs

Your lungs are amazing. They allow you to breathe, talk to your friend, shout at a game, sing, laugh, cry, and more!

And speaking of a game, your lungs even work with your brain to help you inhale and exhale a larger amount of air at a more rapid rate when you're running a mile — all without you even thinking about it once.

Keeping your lungs looking and feeling healthy is a smart idea, and the best way to keep your lungs pink and healthy is not to smoke.

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Smoking

Smoking isn't good for any part of your body, and your lungs especially hate it.

Cigarette smoke damages the cilia in the trachea so they can no longer move to keep dirt and other substances out of the lungs. Your alveoli get hurt too, because the chemicals in cigarette smoke can cause the walls of the delicate alveoli to break down, making it much harder to breathe.

Finally, cigarette smoke can damage the cells of the lungs so much that the healthy cells go away, only to be replaced by cancer cells. Lungs are normally tough and strong, but when it comes to cigarettes, they can be hurt easily — and it's often very difficult or impossible to make them better. If you need to work with chemicals in an art or shop class, be sure to wear a protective mask to keep chemical fumes from entering your lungs.

You can also show your love for your lungs by exercising! Exercise is good for every part of your body, and especially for your lungs and heart. When you take part in vigorous exercise (like biking, running, or swimming, for example), your lungs require more air to give your cells the extra oxygen they need. As you breathe more deeply and take in more air, your lungs become stronger and better at supplying your body with the air it needs to succeed. Keep your lungs healthy and they will thank you for life!

*What else can you do with your lungs besides breathing?____________________________________________________________________________________________________________________________________________________________________*How can you keep your lungs healthy?____________________________________________________________________________________________________________________________________________________________________Reviewed by: Steven Dowshen, MDDate reviewed: November 2009Originally reviewed by: Laura Inselman, MD

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a) The respiratory system is made up of the trachea, the lungs, and the: __________________b) When you breathe in air, you bring oxygen into your lungs and blow out: ________________c) What is the name of the tiny air sacs in your lungs?__________________________________d) ________________ is not good for your lungs.e) The tiny hairs that keep mucus and dirt out of the lungs are called: ____________________f) As you breathe, this contracts and flattens to give your lungs room to fill up with air: _____________________________________________________________________________

XI. Write the parts of the respiratory system, in the correct place.

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Adjectives describe people, animals, things, etc. In the sentence: It was a sunny day. “sunny” is an adjective. In the sentence: I love blue jeans. “Blue” is the adjective. Let´s give you a few other examples: My silly sister is always laughing. “Silly” is the adjective. The red coat is so expensive. “red” is the adjective. There are many adjectives, e.g.

Big smallShort longPretty uglyNew old

Bright dark Black white

Fat thinSoft hard

Boring interestingBeautiful ugly

Generous stingy Tall shortSlow fastWet dryhappy sadfar nearnasty nicefat thin

XII. Circle the adjectives you find in this runitalltogether paragraph. Write them on the lines.

Wheniwasyoungiusedtowatchtherainandthebeautifulcolorfulrainbowafterwardshaveyouwatchedtheharrypottermoviesfullofexcitingscenesandwonderfulscenariosrichinlanscapespoorhermioneshegotmarriedtotheredhairronweasleydidyouseelunawhoseemedalwaysseriousandsadweretheweasleyspoorornotbutasalwaysharrywasalwaysbrightandfunwithallhisfriendsandhadagenerousheartkindandtendersoftandnothardlikevoldemortblackdarl

a) _______________ b)________________

c) _______________ d) ________________

e) _______________ f) ________________

g) _______________ i) ________________

Comparative adjectives are to talk about the difference between two people, animals or things. The word “than” often comes after the comparative adjective.

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E. g.

1. I am taller than my little sister.

2. Big Bird is bigger than Mickey Mouse.

NOTE: To make the comparative of one-syllable adjectives, just add “ –er”

E.g.short shortertall taller old older

But be careful with:

nice nice r

white whiter

NOTE: To make the comparative of two or more syllables, just add the word:

more + adjective

E. g.

difficult more difficult

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wonderful more wonderful

But be careful with adjectives ending in “ y “:

Happy happ ier

Busy bus ier

Ugly ugl ier

XIII. Put the comparatives into the table.

SHORT SHORTER

FUNNY

FAT

OLD

EASY

HAPPY

COLD

HEALTHY

ROMANTIC

BORING

INTERESTING

TASTY

BLUE

XIV. Look at the example and then complete the sentences using comparatives.

Sally / hungry / MittSally is hungrier than Mitt.

Elmo / red / Oscar the grouch______________________________________________________

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Dana / tall / Diane

_____________________________________________________

Kevin / crazy / Tom

__________________________________________________________

My mom / old / my dad.

__________________________________________________________

Whales / big / rabbits

__________________________________________________________

A cheetah / fast / a turtle

__________________________________________________________

President Peña Nieto / short / President Obama

__________________________________________________________

A koala / pretty / a rat

__________________________________________________________

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XV. Now write on the lines some sentences comparing people from your family.

A) __________________________________________________________________________

B)___________________________________________________________________________

C) __________________________________________________________________________

D) __________________________________________________________________________

E) __________________________________________________________________________

Answers for lung chart exercise 11

PRESENT SIMPLEThe present simple is to talk about things that you do again and again.

E.g.

Rabbits run fast. A rabbit runs fast.

Foxes hunt at night. The Fox hunts at night.

I go to work from 8 to 4 every day. My father goes to work from 6 to 2 every day.

We have tea at 5 pm. Tom has coffee at 5 pm.

They drink water after exercising. She drinks Gatorade after exercising.

Mary and John dance from 8 to 9 every day. Carolyn dances from 8 to 9 every day.

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XVI. Complete with the correct form of verbs.a) Sarah ______________ (swim / swims) early in the morning from Monday to Friday.b) Tony the Tiger _____________ (eat / eats) Frosted Flakes every day, because they are great!!!c) My sister, Emma, _____________ (take / takes) piano classes from 3 to 5 pm, she ___________ (love / loves) them.d) The doctors _____________ ( use / uses) antibiotics to fight infections.e) My friends usually ______________ (watch / watches) NFL games on Victor´s house.f) Professor Hurtado ______________ (do / does) Physics experiments in his lab.g)The heart ______________ (beat / beats) sixty-two times per minute.h) Lungs _________________ (contain /contains) tiny alveoli.i) Air ____________________ (travel / travels) to your body.j) The heart ________________ (beat / beats) faster when a person is scared.k) The heart ________________ (send / sends) blood around your body.l) Every Friday the girls ___________ ( squezze / squezzes) fresh lemonade to sell and _________ (collect / collects) money for their field trip to Biopark Estrella.

XVII. Read the text and do a C-MAP. Have you ever looked at the sky and thought about whether there are other people living out there? Well, according to those scientists who study these things, there are no other people, animals or plants like us out there in our solar system, because no other planet has air like ours.Why do we need air? Because we could not survive without the oxygen in the air that we breathe. We could not take in the oxygen if we didn't have lungs.

What are lungs? You have two lungs, which together form one of the largest organs in your body.

The lung on the left is a bit smaller than the lung on the right because it has to make room for your heart

to fit in your chest too. They need to be close together because they work together.

Your rib cage goes around your lungs and heart to protect them from damage. Your ribs also move when

you breathe in and out.

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Below your lungs is the diaphragm (say dye-a-fram). This is a big muscle that works with your lungs to get air in (inhale) and out (exhale). You can feel how they work together.

1. Put one hand on your chest and the other on the upper part of your tummy. 2. Now breathe in deeply. You will feel your chest and your tummy get bigger as

the air goes into your lungs. 3. When the diaphragm contracts (gets tighter) it pushes some of the organs in

your tummy down so that there is more space in your chest.

What lungs look likeHere is a diagram of the lungs.

If you could see them, they would look pink and rubbery on the outside. Inside they look a lot like sponges. Air comes down the trachea (say trak-ee-a), or windpipe, into two large tubes called the bronchi (say bron-key). One bronchus (say bron-kuss) goes into the left lung and the other into the right.

Each bronchus is rather like the trunk of a tree because it has what look like branches and twigs growing from it. The smallest 'twigs' are called bronchioles (say bron-key-oles). They are so tiny that they are like hairs.

At the end of these bronchioles there are little bunches of alveoli (say al-vee-o-lie). These are sacs, or little bags, full of air. There are about 600 million of them in your lungs, so you can imagine how very tiny they must be and what a powerful microscope you would need to look at them!

Each tiny alveolus (that's the name for one of them) is covered in even tinier blood vessels called capillaries (say ca-pill-a-riz).Each part of your lungs has an important role to play.

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Breathing in

When you inhale, or breathe in, the air goes in through your nose or mouth. Little hairs called cilia (say silly-a) inside your nostrils catch tiny particles of dust. If they don't

catch all of them, there are more cilia and mucus inside your trachea, which trap the dust and stop it from getting into your lungs.Your diaphragm flattens out (contracts), your ribcage lifts and the air goes through all the little branches in your lungs to fill up the air sacs, or alveoli.Oxygen goes through the walls of the alveoli and into the capillaries where the oxygen enters the red blood cells in all the tiny blood vessels, which then carry the blood towards the heart. The heart pumps all the oxygen-carrying blood to every cell in the body.

Breathing outAs each red blood cell empties its load of oxygen, it picks up carbon dioxide (say car-bon dye-ox-eyed) from the cells and heads back to the lungs.

The carbon dioxide is carried by the red blood cells in the lungs' capillaries to the alveoli, where it is emptied into the air that leaves the body when you breathe out.

For you to exhale, or breathe out, the diaphragm relaxes, muscles between the ribs relax and air is pushed out of the lungs.

This air then goes up through all the bronchioles, up the bronchi, up the trachea and out through the nose or mouth.

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Look after your lungs1 Don't smoke and keep away from others who smoke. Lungs do not like cigarette

smoke - it can damage them, and cause disease and even death.

2 Stay out of the workshop if someone is using chemicals, as some can damage your lungs. Remind mum she should wear a mask and have windows open if she is using

some chemicals, like when she is cleaning the oven or using drain cleaner.

3 Get plenty of exercise. It makes the muscles around your lungs work harder and makes them stronger.

4 If there is a fire in your home or school, stand well back from the fire as breathing smoke can be bad for your lungs. Have you noticed how firemen wear special masks when they are fighting fires? The heat from smoke can burn the tiny

bronchioles in your lungs and some chemicals that are made when plastics and other material burn in a house fire can be poisonous.

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When lungs don't work wellSome people have asthma. Sometimes when they get a cold or exercise hard, the tiny tubes in their lungs get tighter and there is a lot more mucus. This makes it hard to get air into the alveoli. They can become very short of breath and sometimes they need medication to help their lungs work well. Our topics on Asthma can tell you more about it.Illnesses like bronchitis (say bron-kite-us) and pneumonia (say new-mow-nee-a) also make it hard for air to get into the alveoli.

When lungs don't work well, that means that there is not enough oxygen getting round to all the cells of the

body, and the body systems don't work as well as usual.

- You feel short of breath.

- It feels like you don't have any energy and can't do things.

- It feels like you just want to lie down and rest or sleep.

Kids say "When I was four I went to hospital. I had asthma and I had a special thing on my

finger. I had to breathe in a mask. My dad was reading to me." "I've had pneumonia before. I was in hospital for 5 days. I had to have an oxygen

mask because my lungs would not work properly. They were all blocked up." "I had food poisoning. I couldn't breathe and I had a mask and I couldn't eat. I was

in hospital for four weeks. It was really boring." Lizzie "My house was on fire. My brother got me out but I was really coughing and I

couldn't breathe. I had to have a mask with oxygen and my chest hurt for a few days but I'm alright now."

"My grandpop had cancer in his lungs and he died. He used to smoke a lot. I miss him." Carly

XVIII. Answer the following questions from the paragraph “KIDS SAY”

a) Why did one of the kids go to the hospital?

b) Who was in the hospital for four weeks?

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c) Who is sad?

d) What illnesses can you have that involve lungs?Dr Kim says:

Every person breathes all the time. Breathing is so important that you don't have to spend all your time thinking "breathe in, now breathe out" - your body does that automatically. Take care to exercise your lungs and keep them away from harmful things, especially cigarette smoke.

XIX. Answer the question.

What advices does Dr. Kim give you?

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EXAM UNIT III

UNIT III A FIRST GRADE

Achievements: Formulates and answers questions in order to understand

forecasts.

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o Answer questions formulated to create forecast based on current situations.

I.- Look at Jorge´s future life and answer the questions

1. What career is Jorge going to take?

a) He is going to be a engineerb) He is going to be an engineerc) He are going to be an engineer.d) He going to be an engineer.

2. What will Jorge be doing in 2028?

a) He will build the tallest building in the world.

b) He is going build the tallest building in the world.

c) He built the tallest building in the world.

d) He is building the tallest building in the world.

3. Will Jorge become a rich person?

a) Yes, he will.b) No, he will.c) No, he won´td) Yes, she will

UNIT III B FIRST GRADE

Achievements: Organize terms and descriptions into a table. Verifies spelling conventions in order to edit notes.

o Check punctuations and spelling conventions.

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o Punctuation.

II.- Read the passage below.III.- Identify the errors in the underlined passages and then choose the appropriate

form in number 1 and 2.IV.- Answer questions 3 and 4.

Everybody knows that some organs in the human body are necessary, for example, (1) for survival you need your brain your heart your lungs, your kidneys...

One of the main jobs of the kidneys is to filter the waste out of the blood (2) How does the waste get in your blood Well, your blood delivers nutrients to your body. Chemical reactions occur in the cells of your body to break down the nutrients. Some of the waste is the result of these chemical reactions. Some is just stuff your body doesn't need because it already has enough. The waste has to go somewhere; this is where the kidneys come in.

4.a) for survival; you need your brain, your heart, your lungs your kidneys…

b) for survival: you need your brain your heart your lungs, your kidneys…

c) for survival; you need your brain, your heart, your lungs your kidneys…

d) for survival: you need your brain, your heart, your lungs, your kidneys…

5.

a) How does the waste get in your blood? Well, your blood delivers nutrients to your body.

b) How does the waste get in your blood. Well, your blood delivers nutrients to your body.

c) how does the waste get in your blood? Well, your blood delivers nutrients to your body?

d) How does the waste get in your blood! well, your blood delivers nutrients to your body.

6. Your body couldn´t breathe without this system. Which one is it?

a) skeletalb) urinaryc) digestived) respiratory

7. Good thing you have strong bones to protect you. Which system is it?

a) muscularb) skeletalc) urinaryd) digestive

VI. Read the chart, what would be the correct title for each column?

8. Organize terms and descriptions on a table.

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__________ ______________ ______________ ______________

clean blood and send

liquid waste to bladder.

largest single organ; cleans out poisons in blood

and takes vitamins out of

the blood.

makes pancreatic juice and insulin to regulate blood

sugar.

storehouse for liquid waste.

a) Kidneys, Liver, Pancreas, Bladderb) Pancreas, Bladder, Kidneys, Liverc) Liver, Pancreas, Kidneys, Bladderd) Kidneys, Bladder, Liver, Pancreas

RUBRIC UNIT III

Criteria Excellent Goo Not good

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d

I can use will to express predictions.

I can use expressions such as “certainly, probably and might”.

I can express future plans and intentions.

I can recognize the parts of the human respiratory system.

I can label the main elements in a diagram

I can do C-MAPS.

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First Grade

Social practice of the languageUnderstand and produce oral exchanges related to leisure situations

EnvironmentFamiliar and community

Specific CompetencyExchange likes and dislikes in a dialog

Product AInterview

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95

Achievements:

Recognizes the speakers and listeners behavior that supports the construction of meaning.

Requests clarifications. Write sentences. Formulates questions to clarify doubts. Anticipates the general meaning to start a dialogue.

There's a whole range of English expressions you can use to talk about how much you like or dislike something.

I. Now read and practice.

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If you love something

"I love eating ice-cream.""I adore sun-bathing."

If you like something

"He quite likes going to the cinema.""I like cooking."

If you neither like nor dislike something

"I don't mind doing the housework."

If you don't like something

"She doesn't like cooking very much.""He's not very fond of doing the gardening.""I dislike wasting time."

If you really dislike something

"I don't like sport at all.""He can't stand his boss.""She can't bear cooking in a dirty kitchen.""I hate crowded supermarkets.""He detests being late.""She loathes celery."

Things to remember…

Dislike is quite formal.

Fond of is normally used to talk about food or people.

Things I like to do

Weekends

At Home At School

Grammar Note

To talk about your general likes or dislikes, follow this pattern:

Common mistake

Be careful where you put very much or a lot. These words should go after the thing that you like.

For example, "I like reading very much." NOT "I like very much reading."

II.-Brainstorming about things I like to do.

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like something or like doing something.

III. Read the next information and write your own leisure activities and write them in your notebook.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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IV. Write your five most important likes and dislikes (pictures and/or words).

Things I really like:

1)

2)

3)

4)

5)

Things that are ok:

1)

2)

3)

4)

5)

Things I dislike:

1)

2)

3)

4)

5)

Things I really dislike:

1)

2)

3)

4)

5)

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V. Read the next vocabulary and write your own sentence.

Expressing Likesa). I love chocolate. I love playing football.

I love .

b). I like animals I like dancing.

I like .

c). I fancy you. I fancy reading

I fancy ________ .

d). I enjoy foreign films. I enjoy running.

I enjoy ___________________________.

e) . I'm crazy about pizza. I'm crazy about skiing.

I'm crazy about _________ .

f).-I'm mad about Brad Pitt I'm mad about singing

I'm mad about ________________________.

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a) I hate spiders . I hate writing homework .

I hate .

b) I don't like spinach . I don't like being cold.

I don't like .

c) I don't fancy her. I don't fancy playing cards.

I don't fancy

d) I can’t stand smoke. I can't stand being late.

I can't stand

e) I can't bear lazy people. I can't bear eating onions.

I can't bear _________________

f) I can't put up with Mike. I can't put up with lying.

I can't put up with ____________

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a) Do you mind if I open the window? I don't mind.

b) Does it bother you if I smoke? It doesn't bother me.

c) Do you want to go here or there? It doesn't matter to me.

d) Which movie should we watch? It makes no difference to me.

e) Which book do you like more? It's all the same to me.

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VI. Cut out the next words. Arrange the words in a question form. Paste them in your notebooks.

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VII. Complete the next table, ask and answer questions from the list given.

LEISUREDo you like to watch TV?

Yes, I like to watch TV.

Yes, I do.

No, I don't like to watch TV.

No, I don't.

watch TV

read books

play soccer

basketball

baseball

cards

listen to music

play music

dance

swim

go shopping

go to the movies

cook

eat at a restaurant

YES No

IX. What do these people like to do during their leisure time?

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X. Unscramble the words.

Example:

s m w i _____swim

1. x s e e i r e c ____________.

2. n k t i ________.

3. l p a y a i o n p ______________.

4. o g l o g e b r i n d l r a l _____________.

XI. Find the missing letter and write the word. Example:

c-lle-t st-mp- __collect stamps

1. g- -o t-e m-v-es _______________.

2. p-ay co-p-ter -a-e- _____________.

3. -o f-r a w-lk _______________.

4. –ork in t-e ga-d-n _______________ .

5. g- su-f-ng ________________ .

6. m- - e sc-apb-o-s ____________ .

XII. Put the activities in alphabetical order. Example:

1. ___exercise_

2. ___go to the movies

3. ___play chess

1. _________________________

2. _________________________

3. _________________________

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XIII. Play the game "I like/I don't like... The focus is now on expressing likes and dislikes of animals, fruits and vegetables.

Here's one way of playing (usually played in pairs):

You need a dice and counters. Jan-ken by saying "What do you like?" The first

player rolls the dice and moves forward that number. If a 3 is thrown then she says

"I like peas." or "I don't like peas.", whichever is true.

If a 4 is thrown, then the dice is thrown again and the child moves forward the

number thrown and expresses her like or dislike (unless she lands on the "I don't

like..." place).

If a 6 is thrown, then she throws the dice again and moves back the number thrown

and expresses her like or dislike (unless she lands on the "I like..." place.

The winner is the first child to reach the end with an exact number.

The 3 "I don't like..." and exact finish means that there is a good chance of moving

backwards in the game, therefore heightening the suspense and giving more

practice.

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Go forward

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XIV. Read the dialog and then write your own dialog to express your likes and dislikes.

Erick: Look at these ads, Oscar Do you like Extreme sports?

Oscar: They are fantastic! I love mountain biking a lot, and you?

Erick: Well, I don’t like mountain biking but I like hiking a lot with my family

Oscar: Hiking? No, I don’t like hiking, I prefer water sports, and I love kayaking!

Erick: Kayaking? What about exploring?

Oscar: Yes I love exploring too.

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XV.In your notebook write sentences expressing likes and dislikes in a dialogue.( Choose somebody to make the dialogue as an interview).

Organize sentences in a sequence.Include details in main ideas.Express points of view in favor and against. (agree or disagree).

Use non-verbal language.

Recognize the appropriate time to interrupt a speaker. ( Excuse me, What do you mean? , I am not agreeing with…., etc).

First Grade

Social practice of the languageUnderstand and express differences and similarities between cultural

aspects from Mexico and English-speaking countries.

EnvironmentLiterary and ludic

Specific competency

Read and sing songs in order to identify human values in English speaking countries and Mexico.

Product B

Recital

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Unit IV

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Achievements:

Recognizes main ideas in songs. Formulates and answers questions about the

treatment of information. Compares information using known expressions. Signs verses and choruses of songs. Detects rhythm, speed and intonation of songs.

I. Choose songs that are clear, make sense and do not contain a lot of unknown vocabulary.

You may decide to pre-teach some key vocabulary.

II. Gap fills

Write out the song lyrics but leave gaps instead of some words. For example, gap all the verbs or adjectives.

Students listen and fill in the missing words. They may need to listen two or three times.

If you feel students will find this difficult, write the missing words randomly around the text and so the students have an idea what they are listening out for.

III. Jumbled lines

Write out the song lyrics, but this time jumble whole lines and students have to put them into the correct order while listening to the song.

You may wish to cut up the lines, to make the task easier for the students – or get them to cut up the sheet before the activity.

Students can work in pairs.

IV. Spot the mistakes

An easier activity:

Write out the lyrics of the song, but make about 20 mistakes e.g. change the tense, write an opposite or synonym instead of the correct word. The students listen.

The first time ask them to underline the words that are different and the second (or third) time actually write what they hear above the word or phrase that is wrong.

After each hearing they can check with each other – in a mixed ability classroom this ensures no-one is left behind and gets unmotivated.

After they have checked that they got the right words, ask them to go through and see if the mistakes were words or phrases that were the same, similar or opposite in meaning: a good focus on vocabulary and/or grammar. 

Songs can be a good starting point for a discussion or a presentation.

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V. Discussion of themes

Choose a song that deals with a topic of interest to your students (e.g. Imagine by John Lennon which is about peace and brotherhood, Money by Pink Floyd or Money Money Money by Abba etc), do a listening activity like a gap fill, then follow up with a careful reading of the song and a discussion on its theme(s).

VI. Presentations

In most of the world a class of teenagers will be full of music fans. I have yet to find a teenager who likes no music at all. By using the theme of music with children of this age group, they will be more motivated than if the topic is of no interest to them.

Students can work individually, in pairs or small groups

They choose a favorite singer, group, musician, composer

They research (internet, magazines etc) the above

They produce a presentation – which can cover the biography of their chosen musician(s), their career. It can be a talk, a role play, interview, sketch

They can use cassettes or CDs, posters, handouts to support their presentation

This could also take a written form – be produced as a poster, booklet, magazine article ideas for using songs to teach grammar.

VII. Passive voice quiz

When working on the passive voice with your students, bring in a few well-known songs (no matter whether in L1 or English) and ask: Who was that song sung / written by? A great example of the passive voice in use and also drawing in the students’ knowledge of the world.

Ask students to get into teams. In their teams they must come up with at least 10 similar questions (they could do some research for homework) about songs.

Organize a class quiz, where team members challenge each other with questions like: Who were ‘Satisfaction’ and ‘Brown Sugar’ sung by? (Rolling

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Stones) or they could bring in tapes/CDs (if this is possible) or sing a snippet of the song and ask the questions.

For the teacher

Read the following instructions:

Cut the following lyrics into strips.

Work on your own, or with a friend.

Make the task EASIER for yourself by grouping all the phrases which are identical.

Listen to the music and put the strips in order.

Play the song according to the level of your students.  (ie: for struggling students, play the song line by line, make it a little more difficult by playing the song continuously and stopping only when requested, make it a much more difficult by playing it continuously) .

Play the song according to your level, (ie: play the song line by line, or make it a little more difficult by playing the song continuously and stopping only when necessary, or to make it a much more difficult by playing it continuously).

Upper-intermediate students should play the song first, then try and arrange the lyric strips from memory before listening to the song.

Instruct your students to listen to the music and put the strips in order.  (Students can make the task easier by grouping all the phrases which are identical).

Recognizes main ideas in songs.

Compare how human values are expressed in songs of English speaking countries and of Mexico.

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Write down verses and/or chorus.

Sing songs with and without the help of written lyrics.

Topic, purpose and audience.

Text distribution: verses, stanzas and chorus.

Repertoire of words necessary for this social practice of the language.

Verb tenses: progressive forms, past.

Verb forms: past participle.

Antonyms.

SWEET DREAMS MY L.A. EX BeyonceWritten by: Christian Karlsson / Pontus Winnberg / Cathy DennisPublished by: Murlyn Songs AB-Universal Music Publ. Ltd. / Universal Music Publ.-Murlyn Songs AB / EMI Music Publishers.

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Instructions: Listen to the song and fill the gaps with the missing nouns.

Practice:     Nouns Level:  Pre-intermediate

Activity:      Gapped Worksheet Language:   Grammar & Vocabulary

by BeyonceWritten by: Christian Karlsson / Pontus Winnberg / Cathy DennisPublished by: Murlyn Songs AB-Universal Music Publ. Ltd. /Universal Music Publ.-Murlyn Songs AB / EMI Music Publishers

VIII. Complete the missing nouns in the song.

baby / dreams / effects / eight / ex / finger / gloves / light / man / planet / record / say / shoes / song / steam / things / tongue / turn

Verse 1Hey hang your red ...................... upCoz there’s nothing left to prove nowHey hang your red ...................... up...................... no one cares but youWhat ...................... are you from?

(You) Accuse me of ...................... I’ve never done

Listen to you carrying onCheating another love ......................

ChorusIf I were in your ......................

I’d whisper before I shoutThere you go playing that ......................

againFind somebody else to talk about

If I were in your ......................I’d worry of the ......................

You’ve had your ...................... now it’s my ......................

Sweet ...................... my LA .........

Verse 2You letting off full ......................

Till the ...................... comes back to you now

Hey is it all it seemsIs it all you dreamed and more?

What ...................... are you from(You) Accuse me of ...................... I’ve

never doneListen to you carrying on

Cheating another love ......................

Repeat ChorusMiddle_______

Does it make you feel a _____Pointing the _______ just because

You canI spell it loud and clear

____that ____´s not welcome around here.Repeat chorus: Middle

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The Full Lyrics Answer Key

SWEET DREAMS MY L.A. EX

Beyonce

Written by: Christian Karlsson / Pontus Winnberg / Cathy DennisPublished by: Murlyn Songs AB-Universal Music Publ. Ltd. / Universal Music Publ.-Murlyn Songs AB / EMI Music Publishers.

Verse 1Hey hang your red gloves upCoz there’s nothing left to prove nowHey hang your red gloves upBaby no one cares but youWhat planet are you fromAccuse me of things I’ve never doneListen to you carrying onCheating another love song

ChorusIf I were in your shoesI’d whisper before I shoutThere you go playing that record againFind somebody else to talk aboutIf I were in your shoesI’d worry of the effectsYou’ve had your say now it’s my turnSweet dreams my LA ex

Verse 2You letting off full steamTill the light comes back to you nowHey is it all it seemsIs it all you dreamed and more?What planet are you fromAccuse me of things I’ve never doneListen to you carrying onCheating another love song

Repeat Chorus

Middle 8Does it make you feel a man?Pointing the finger just because you canI spell it loud and clearBaby that tongue’s not welcome around hereRepeat Chorus

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IX. Determine place, date and audience for which the songs will be interpreted.

X. Compare information using known expressions.

XI. Find out in the dictionary meaning of unknown words and writes them on your notebook.

"Waka Waka (This Time For Africa)"Before you Listen to the first part find 3 phrasal verbs that match the following definitions:a) be ready to use againb) get up after a fallc) recover fromOooeeeeeeeeeeeeeeeehh

You're a good soldierChoosing your battlesPick yourself upAnd dust yourself offGet back in the saddle...........................................You're on the front lineEveryone's watchingYou know it's seriousWe are getting closerThis isn't over

The pressure is onYou feel itBut you got it allBelieve it

When you fall get up, oh ohIf you fall get up, eh ehTsamina mina zangalewaCuz this is AfricaTsamina mina, eh ehWaka waka, eh ehTsamina mina zangalewaThis time for Africa

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Teacher’s copy

"Waka Waka (This Time For Africa)a)be ready to use again. DUST .... OFF b) get up after a fall PICK... UP c)recover from GET BACK

Tsamina mina zangalewaThis time for AfricaTsamina mina, eh ehWaka waka, eh ehTsamina mina zangalewaAnawa a aTsamina mina, eh ehWaka waka, eh ehTsamina mina zangalewaThis time for AfricaTsamina mina, Anawa a aTsamina minaTsamina mina, Anawa a aTsamina mina, eh ehWaka waka, eh ehTsamina mina zangalewaAnawa a aTsamina mina, eh ehWaka waka, eh ehTsamina mina zangalewaThis time for Africa]Django eh eh Tsamina mina zangalewaAnawa a a

This time for Africa

We're all Africa

You're a good soldierChoosing your battlesPick yourself upAnd dust yourself offGet back in the saddleYou're on the front lineEveryone's watchingYou know it's seriousWe are getting closerThis isn't overThe pressure is onYou feel itBut you got it allBelieve itWhen you fall get up, oh ohIf you fall get up, eh ehTsamina mina zangalewaCuz this is AfricaTsamina mina, eh ehWaka waka, eh ehTsamina mina zangalewaThis time for AfricaListen to your GodThis is our mottoYour time to shineDon't wait in linePeople are raisingTheir expectationsGo on and feed themThis is your momentNo hesitationsToday's your dayI feel itYou paved the wayBelieve itIf you get down get up, oh ohWhen you get down get up, eh eh

XIII. Listen to this and put the sentences in order.___This is your moment___No hesitations ___Go on and feed them___People are raising___Their expectations___I feel it___Today's your day___Believe it ___You paved the way..............................................If you get down get up, oh oh When you get down get up, eh ehT samina mina zangalewaT his time for AfricaT samina mina, eh eh Waka waka, eh ehT samina mina zangalewaA nawa a aT samina mina, eh eh Waka waka, eh ehT samina mina zangalewaT his time for Africa [Lady Singing][ Voice:]T samina mina, Anawa a aT samina minaT samina mina, Anawa a aT samina mina, eh eh Waka waka, eh ehT samina mina zangalewa nawa a aT samina mina, eh eh Waka waka, eh ehT samina mina zangalewaT his time for Africa Django eh eh T samina mina zangalewa nawa a a This time for Africa

We're all Africa This time for Africa

We're all Africa This time for Africa We're all Africa

XIV. Listen and complete the gaps with the correct word.

MELT WITH YOU – J. Mraz

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XV. Watch the video and complete the gaps with the correct word:

http://www.youtube.com/watch?v=eFkmRp_G2uo&list=FLb2Suc7Febz5sdSprU-YqYw&index=1&feature=plpp_video

Well you better _______ my sisters and brothers,'cause if you do you can _______there are _______ still calling _______ the years.And they're all crying across the ocean,and they're _______ across the land,and they will ______ we all come to _________.

None of us are free.None of us are free.None of us are free, one of us are __________.None of us are free.

And there are people still in __________,and they just _______ see the ________.If you don't say it's ________ then that says it _________.We got try to ________ for each other, let our _________'s know thatwe care.Got to get the _________, send it out ________ and _________.

(Chorus) It's a simple _________ we all need, just to hear and to see.None of us are free, one of us is _________.None of us are free. now I swear your __________ isn't too hard too find,None of us can find it on our own.We've got to join together in _______, heart and mind.So that every soul who's ________ will know they're not alone.

(Chorus) If you just look around you,your gonna see what I say.Cause the world is getting ________ each passing day.Now it's time to start making _________,and it's time for us all to _________,that the truth is __________ real bright right ________ our eyes.

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I’ve Got a Girl

Six, seven, eight, nine, ten Lou Bega on a trip won’t you all come in With a little bit of this and a little bit of that You can get what you see you can see what you get

And I bet that you’re all a little bit excited If you want an autograph, honey I can write it I’ve got girls worldwide on the planet Some called Whitney and some called Janet

CHORUSI’ve got a girl in Paris I’ve got a girl in Rome I’ve even got a girl in the Vatican dome I’ve got a girl right here I’ve got a girl right there And I’ve got a girlfriend everywhere

I’ve got a girl on the moon I’ve got a girl on mars I’ve even got a girl that likes to dance on the stars I’ve got a girl right here and one right there And I’ve got a girlfriend everywhere ……………….From Miami Beach to Beluga Bay From the milky way to east L.A. From saint Tropez to my home café That´s my way and I do it like day by day in

Africa - America - Europe and Australia Asia - Canada - I take them all and marry her India - Arabia - to the girls of Germany All around the planet you can be my fantasy

CHORUS……………….

You and me - no matter where you from baby - No matter where you from baby - baby only you and me

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I’ve Got a Girl

Six, seven, eight, nine, ten Lou Bega on a trip won’t you all come in With a little bit of this and a little bit of that You can get what you see you can see what you get And I bet that you’re all a little bit excited If you want an autograph, honey I can write it I’ve got girls worldwide on the planet Some called Whitney and some called Janet

CHORUS(Complete the sentence with the name of two cities)I’ve got a girl in ……………….. I’ve got a girl in ………………..I’ve even got a girl in the Vatican dome I’ve got a girl right here I’ve got a girl right there And I’ve got a girlfriend everywhere

I’ve got a girl on the moon I’ve got a girl on mars I’ve even got a girl that likes to dance on the stars I’ve got a girl right here and one right there And I’ve got a girlfriend everywhere

(Complete the sentences with two places)From Miami ……………….. to Beluga Bay From the milky way to east L.A. From saint. Tropez to my home ………………..That´s my way and I do it like day by day in

(Complete the sentences with names of continents or countries ) …………………- America - Europe and ………………... Asia - ………………- I take them all and marry her…………………… - Arabia - to the girls of ………………..All around the planet you can be my fantasyCHORUSI’ve got a girl in ………………… I’ve got a girl in …………………..I’ve even got a girl in the Vatican dome I’ve got a girl right here I’ve got a girl right there And I’ve got a girlfriend everywhere

I’ve got a girl on the moon I’ve got a

girl on mars

I’ve even got a girl that likes to dance

on the stars

I’ve got a girl right here and one right

there

And I’ve got a girlfriend everywhere

You and me - no matter where you’re

from baby -

No matter where you’re from baby -

baby only you and me

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You know you ______(1) me, I know you _____(2) Just ______(3) whenever, And I'll ____(4) there You are my love, You are my heart And we will never ever-ever be apart 

Are we an item. Girl _____(5) playing "We're just friends" What are you ______(6)? 

said there’s another and ________(7) right in my eyes My first love _____(8) my heart for the first time,

XVI. Listen and fill-in the gaps with the correct word from the box.

Quit Care Be Shout Looked Saying Love Broke

XVII. Listen and order the following lines correctly.

XVIII. Listen and match with lines correctly.

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(CHORUS) Baby, baby, baby ohh …………………………. (And RAP)

(Now I'm all gone)  Justin Bieber ‘Baby’Yeah, Yeah, Yeah Yeah Yeah Yeah (Now I'm all gone) Yeah, Yeah, Yeah Yeah, Yeah, Yeah 

(Now I'm all gone) Yeah, Yeah, Yeah Yeah, Yeah, Yeah Now I'm all gone, gone, gone, ooh I'm gone

XIX. Match words to their correct meanings.

XX. Can you answer the questions?

Who is Justin Bieber?_____________________________________________

What is this song about?___________________________________________

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Justin BieberBaby lyrics

Ohh wooaah Ohh wooaah Ohh wooaah You know you love me, I know you careJust shout whenever, And I'll be thereYou are my love, You are my heartAnd we will never ever-ever be apart

Are we an item. Girl quit playing"We're just friends"What are you sayin?said theres another and looked right in my eyesMy first love broke my heart for the first time,

And I was likeBaby, baby, baby oohLike baby, baby, baby nooLike baby, baby, baby oohThought you'd always be mine, mineBaby, baby, baby oohhLike baby, baby, baby nooLike baby, baby, baby ohhThought you'd always be mine, mine

For you,i would have done what everAnd I just cant believe we ain't togetherAnd I wanna play it cool, But I'm losing youI'll buy you anything, ill buy you any ringAnd I'm in pieces, Baby fix meand just shake me til' you wake me from this bad dream

I'm going down, down, down, downAnd I just can't believe, my first love won't be around

And I'm like,Baby, baby, baby ooohLike baby, baby, baby noo Like baby, baby, baby ooh

Thought you'd always be mine, mine

Baby, baby, baby ooohLike baby, baby, baby nooLike baby, baby, baby oohThought you'd always be mine, mine

Luda, When I was thirteen, I had my first loveThere was nobody that compared to my babyAnd nobody came between usor could ever come aboveShe had me going crazyOh I was stars truckShe woke me up dailyDon't need no StarbucksShe make my heart pound[wwwhhhooo]and skip a beat when I see her in the streetand, At school, on the playgroundBut I really wanna see her on the weekendShe know she got me dazingCuz she was so amazingAnd now, my heart is breakin'But I just keep on sayin'

Baby, baby, baby ohhLike baby, baby, baby nooLike baby, baby, baby ohhThought you'd always be mine, mine

Baby, baby, baby oohLike baby, baby, baby nooLike baby, baby, baby ooohThought you'd always be mine, mine

(Now I'm all gone)Yeah, Yeah, YeahYeah Yeah Yeah(Now I'm all gone)Yeah, Yeah, YeahYeah, Yeah, Yeah

(Now I'm all gone)Yeah, Yeah, YeahYeah, Yeah, YeahNow I'm all gone, gone, gone, oohI'm gone

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EXAM UNIT IVUNIT IV A FIRST GRADE

Achievements: Write sentences.o Organize sentences in a sequence.

Formulates questions to clarify doubts.o Sentences types

I.- Read the text 1 and 2 and decide the correct order of events.

Adam was training for the track race in his middle school. He was to run in three races alone and in one relay. He practiced each day. The first thing he did was to stretch his muscles and make sure his muscles were ready to run. He stretched for ten minutes each morning. Then, he would run up and down the stadium steps three times before heading to the track. After running up the stadium steps, Adam would do twenty laps around the track. Finally, he would run all the way home and eat a large breakfast before showering.

1.- Place the events in the correct sequence. Choose the letter that shows the correct order of events.

___ Adam ran up and down the stadium steps three times.___ He took a shower.___ Adam stretched his muscle for ten minutes.___ He ate a large breakfast.___ Adam did twenty laps around the track.___ He ran all the way home

a) 2,5,1,6,3,4b),2,6,1,3,4,5c) 2,6,5,3,4,1d) 2,6,1,5,4,3

2.- Choose the number that shows the correct order of events.

a) I don´t want to eat pizza again for a long time.

b) I ate ten pieces of pizza.c) Later that night, I got sick.d) I felt very full.

1. b,d,c,a2. b,d,a,c3. c,d,b,a4. c,d,a,b

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II.- Read the paragraphs and choose the correct question to clarify doubts.

Anna is in the kitchen with her colleagues during a break. She understands most of the conversation. Suddenly, one of her colleagues says something and everyone starts laughing. Her colleague used an unusual expression. Anna does not laugh because she does not know the expression.

3.- What expression can Ana use to understand the expression?

a) Can you hear me?b) Sorry! I don’t understand. What does it mean?c) Do you understand?d) Could you repeat that please?

4.- What expression can Ana use to understand the expression?

Rahila: Okay, everyone, let’s finalize our plans for the Sports Day... Lisa, Ron, Nick, Didier, Wendy — everyone, please pay attention!

Wendy: Sorry, Rahila — didn’t catch it — ________________?

Rahila: I just said we should start discussing our plans for Sports Day... Did you talk to Coach Andrews?

5.- What expression can Wendy use to catch the idea.

a) Can you hear me?b) Sorry! I don’t understand. What does it mean?c) Do you understand?d) Could you repeat that please?

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UNIT IV B FIRST GRADE

Achievements: Formulates and answer questions about the treatment of information.

Compares information using known expressions. Read 2 songs.

III.-Read the two songs and answer the questions 1-5

Imagine La Dama de negro1 ) Imagine there's no heaven It's easy if you try No hell below us Above us only sky Imagine all the people Living for today... Imagine there's no countries It isn't hard to do Nothing to kill or die for And no religion too Imagine all the people Living life in peace...

2) You may say I'm a dreamer But I'm not the only one I hope someday you'll join us And the world will be as one

3) Imagine no possessions I wonder if you can No need for greed or hunger A brotherhood of man Imagine all the people Sharing all the world...

4) You may say I'm a dreamer But I'm not the only one I hope someday you'll join us And the world will live as one

1 ) Sé que llegará el díaen el que no haya heridacausada por el odiode los que no son igual

2) Y sé que duele soportarque escueza tanto la soledadpor no vestir como ellosy por ti misma pensar

3) Te enciendes tal que una florcuando suena tu canciónle gritas en silencio al vientoque es libre tu corazónSin fronteras sin aviónsin credos ni religiónque no esclavicen al hombrejamás en nombre de un DiosAhh?

4) Si necesitas respirarademás de aire libertady el heavy es tu banderasiempre nos tendrás aquíY aunque cueste una eternidadque te respeten por pensarsigue adelante y luchano estás sola somos más!!

6.- In which paragraph of the “imagine “ song is related to human values?

a) Paragraph 1.b) Paragraph 2.c) Paragraph3.d) Paragraph4.

7.- In which paragraph of “La Dama de negro” song is related to human values?

a) Paragraph 1.b) Paragraph 2.c) Paragraph 3.d) Paragraph 4.

8.- The phrase “imagine there is no countries” according to the context means:

a) The world with much population.

9. The phrase “sigue adelante y lucha” of La dama de negro” song means:

a) Don’t give up.

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b) The world with people living in peace.

c) Unpeace world.d) Unfriendly world.

b) Stay in the same place.c) Be friendly.d) Give up.

10. 11. According to the imagine song who´s the intended audience?

a).-The lawyers.

b).- All the people in the world.

c).-The students.

d).-The author

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RUBRIC UNIT IV

Criteria Excellent Good

Not good

I can express likes and dislikes.

I can identify leisure time activities.

I can identify adverbs of frequency.

I can identify the message in a song

I can get the general meaning in the lyrics of a song

I can determine place, date, and audience for which the songs will be interpreted.

Holistic rubric to assess a final product

Criteria Great

(10-9)

Good

(8-7)

Fair

6

Poor

5

Score

Content (text)

Organization (As asked)

Visuals (Pictures)

Delivery

(Due time)

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First grade

Social practice of the language Produce texts to participate in academic events.

Environment Academic and educational

Specific competency Rewrite information to explain a graphic exhibition.

Product AExhibition about a Science Topic

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Unit V

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Achievements:

Identifies and distinguishes types of sentences that express main ideas within paragraphs, using previously established goals.

Uses various strategies in order to point out relevant information.

Selects information in order to rewrite and paraphrases sentences.

Organizes sentences to make a paragraph. Points put and clarifies doubts in order to edit

notes.

RELATIVE PRONOUNSI.Practice the relative pronouns.

1.-Who / that ________ used for people [subject]

2.-Whom __________ used for people [Object]

3.-Which/ that _________ used for things

4.-Whose __________ used to show possession

5.-When _______ used to show time

6.-Where ________ used to show place

II. Rewrite using the suitable relative pronouns:

1. I thanked the woman. She helped me.

2. I saw the man. He closed the door.

3. We are studying sentences. They contain adjective clause.

4. I am using a sentence. It contains many adjectives.

5. The man was Mr. Jones. I saw him yesterday.

6. I liked the woman. I met her at the party.

7. The man is standing over there. Ann brought him to the party.

8. She lectured about a topic. I know little about it.

9. I am reading a book. It was written by Jane Austine.

10. I returned the money. I had borrowed it from my friend.

III. Write the correct relative pronoun.

1. This is the city which the president was born.

2. A widow is a woman who husband has died.

3. I cannot stand the taste of milk who gets sour.

4. Mary hates dresses where are too tight.

5. It is the shop where sells children’s toys.

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VI. Read the text.1.-Anticipate the general meaning2.-Circle the new words.3.-Underline key ideas in paragraphs.4.-Distinguish the types of sentences used to express key ideas.

Volcano

A volcano is a place on the Earth's surface (or any other planet's or moon's surface) where molten rock, gases and pyroclastic debris erupt through the earth's crust. Volcanoes vary quite a bit in their structure - some are cracks in the earth's crust where lava erupts, and some are domes, shields, or mountain-like structures with a crater at the summit.

Magma is molten rock within the Earth's crust. When magma erupts through the earth's surface it is called lava. Lava can be thick and slow-moving or

thin and fast-moving. Rock also comes from volcanoes in other forms, including ash (finely powdered rock that looks like dark smoke coming from the volcano), cinders (bits of fragmented lava), and pumice (light-weight rock that is full of air bubbles and is formed in explosive volcanic eruptions - this type of rock can float on water). Volcanic eruptions can cause great damage and the loss of life and property.

The Word Volcano:The word volcano comes from the Roman god of fire, Vulcan. Vulcan was said to have had a forge (a place to melt and shape iron) on Volcano, an active volcano on the Lipari Islands in Italy.

Extreme Volcanoes:

The largest volcano on Earth is Hawaii's Mauna Loa. Mauna Loa is about 6 miles (10 km) tall from the sea floor to its summit (it rises about 4 km above sea level). It also has the greatest volume of any volcano, 10,200 cubic miles (42,500 cubic kilometers). The most active volcano in the continental USA is Mt. St. Helens (located in western Washington state).

The largest volcano in our Solar System is perhaps Olympus Mons on the planet Mars. This enormous volcano is 17 miles (27 km) tall and over 320 miles (520 km) across.

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V. Formulate and write questions in your notebook concerning the information in a text.

Volcano Diagram

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The largest volcano on Earth is Hawaii's Mauna Loa. Mauna Loa is about 6 miles (10 km) tall from the sea floor to its summit (it rises about 4 km above sea level). It also has the greatest volume of any volcano, 10,200 cubic miles (42,500 cubic kilometers).

The largest volcano in our Solar System is perhaps Olympus Mons on the planet Mars. This enormous volcano is 17 miles (27 km) tall and over 320 miles (520 km) across.

VI. Answer the quiz.

Volcano Quiz Printout

1. What is the name of molten rock that erupts from volcanoes? MAGMA - LAVA - VENT

2. What is the name of molten rock within the Earth's crust? MAGMA - LAVA - VENT

3. What is the name of the tube through which molten rock flows? PARASITIC - CONDUIT - BASE

4. In which part of the Earth would you find a magma reservoir? CRUST - PARASITIC - CONDUIT

5. Composite volcanoes are made up of layers of lava and ______. CONDUIT - ASH - MAGMA

6. What is the name of a smaller vent-structure on the side of some volcanoes? SUMMIT - MAGMA RESERVOIR - PARASITIC CONE

7. What is the name of the bowl-like opening of a volcano? SILL - CRATER - ASH

8. Are ash clouds emitted from sills? YES - NO

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9. What is the name of an opening through which molten rock and gases escape from a volcano? CONDUIT - VENT - FLANK

10. The sides of a volcano are called its flanks. YES - NO

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VII.- Label the Volcano Diagram

Read the definitions, and then label the diagram below.

Definitions

ash cloud - an ash cloud is the cloud of ash that forms in the air after some volcanic eruptions.

conduit - a conduit is a passage through which magma (molten rock) flows in a volcano.

crust - the crust is Earth's outermost, rocky layer.

lava - lava is molten rock; it usually comes out of erupting volcanoes.

magma chamber - a magma chamber contains magma (molten rock) deep within the Earth's crust.

side vent - a side vent is a vent in the side of a volcano.

vent - a vent is an opening in the Earth's surface through which volcanic materials erupt.

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Volcano

VIII.- Fill in the blanks below using words from the word bank.

Word Bank:

Marscrustcratermiles

summitrocklava

cracks

MagmaEarth

volcanoerupts

A volcano is a place on the Earth's surface (or any other planet's or moon's surface) where

molten _______________________, gases and pyroclastic debris erupt through the

earth's _______________________. Volcanoes vary quite a bit in their structure - some

are _______________________ in the earth's crust where lava erupts, and some are

domes, shields, or mountain-like structures with a _______________________ (a circular

depression) at the summit.

_______________________ is molten rock within the Earth's crust. When magma

_______________________ through the earth's surface it is called

_______________________.

The largest volcano on _______________________ is Hawaii's Mauna Loa. Mauna Loa is

about 6 miles (10 km) tall from the sea floor to its _______________________ (it rises

about 4 km above sea level). It also has the greatest volume of any volcano on Earth,

10,200 cubic miles (42,500 cubic kilometers).

The largest _______________________ in our Solar System is perhaps Olympus Mons

on the planet _____________________. This enormous volcano is 17

_____________________ (27 km) tall and over 320 miles (520 km) across.

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Volcano Craft

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.

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1-Write notes in your notebook to fill-in cards.( You can use them to show the fair science project).2.-Check cards to present a graphic exhibition fair project.3.-Read texts and classify the information.4.-Rewrite the classified information to make notes for the presentation.

5.-Produce a poster with illustrations (photographs, maps, drawings, charts, etc.) to support the notes contents.6.-Edit the notes and rewrite them on a card taking into account the font size so the content can be easily read.7.-Decide the order in which every chart will be presented with its respective informative card.8.-Display the exhibition to a selected audience in a previously agreed place.9.-Draw pictures and write about your project.

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Successful Science Fair Projects

(Science teacher, science fair organizer and judge)

A successful science fair project does not have to be expensive or even terribly time-consuming. However, it does require some planning and careful thought. Projects become frustrating to students, parents and teachers when they are left to the last minute and thus don't have the chance to be as good as they possibly can. You can't rush good science!

A Science Fair Project display usually asks that you include certain sections. Your particular science fair rules and guidelines may use slightly different words to describe

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them, but be sure you address each of them as you go through your project and then again as you write it up.

Sections of a Science Fair Project

Title

Ideally the title of your project should be catchy, an "interest-grabber," but it should also describe the project well enough that people reading your report can quickly figure out what you were studying. You will want to write your Title and Background sections AFTER you have come up with a good question to study.

Background or Purpose

The background section is where you include information that you already know about your subject and/or you tell your project readers why you chose the project you did. What were you hoping to find out from the project?

The Question (Or Selecting Your Subject)

Probably the most difficult part of a science fair project is coming up with a good subject to research. I suggest to my students that they:

A. think about WHAT INTERESTS them. B. think of a TESTABLE QUESTION about the subject.

If you are doing a project about something that interests you, you will likely enjoy the research more and stick with it long

enough to get some good data. Remember, you are being a scientist.

Scientists go to work each day because they are interested in what they are studying and because they are curious to know the answers to the questions they are researching.

If you are working to ANSWER A QUESTION, you will be doing real research.

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Other students who like sports have done experiments with the equipment for their sport: Do new tennis balls bounce higher than old ones? Do basketballs that are fully inflated bounce better than flatter ones? These projects just require some tennis balls or basketballs, some volunteer "bouncers" and a meter tape or meter stick!

There are many good sources for science fair project questions. The Neuroscience For Kids Web Site has some neuroscience-related questions that might spark your interest. Projects involving food - tasting, smelling etc - can be very simple to set

up yet also very interesting. "Can blindfolded people taste the difference between ...?" You can also get lots of ideas from science trade books, such as Janice Van Cleave's books ("Biology for Every Kid" etc). If you browse through these books at a store or library, they may give you some ideas for a project of your own.

Project Guidelines

Be sure to carefully read the project guidelines for your particular science fair. Rules vary greatly from fair to fair in what is allowed, both for safety and ethical/animal use considerations. Obviously, experiments should not involve illegal substances or involve clearly preventable danger to you or your research subjects.

Some situations may require clarification from your teacher and/or parents. For example, suppose you were doing an experiment on the effects of caffeine (or chocolate) on concentration or reflexes. Think about the possible consequences! You would need to get permission before

providing large amounts of high-caffeine soda pop. Some science fairs discourage the use of food in experiments because of food allergies. Again, check with your science fair guidebook or your teacher, and be sure you clearly communicate to your (human) research subjects what you will be asking them to consume so they can tell you if they have allergies.

Prediction or Hypothesis

As soon as you come up with a testable question, you will probably instantly have a hypothesis (prediction) about what the results will be from your testing. (Isn't the human brain an amazing thing?!) It's a good idea to write this down before starting, because it may change as you go about your experimenting.

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Materials and Methods

Once you have come up with a question that you can actually test with materials at your disposal, you need to figure out how to set up

the tests. If you will have a survey for your participants to fill out, get that written up and duplicated. If you will need a chart to write down your test results, get it made. If you take the time to make it look nice with a straight-edge, you can include the actual chart or survey instrument in your project write-up. This really impresses the judges!

Let your teacher or science fair coordinator know what your question is and how you plan to go about testing it. They will likely have some good suggestions to save you lots of time and trouble. Once you have their go-ahead, then make a list of your materials, gather them up and GET STARTED! If you are really doing science, you will probably find that some things don't go quite as you had predicted they would. You will have to modify your research methods or even your original question. You may have to add more materials to your list. My students often get discouraged by this, but actually it is a good thing. This is how science really works!

Keep good notes of the things you have tried and plan to include even the "didn't-works" and "mess-ups" in your project report. Be sure to try your experiment several times to be sure you have enough data to make a logical conclusion. If you tell me that one brand of cereal gets soggier in milk but you've only tried each cereal in one cup of milk, I would

suspect that maybe it was a fluke; you need lots of "trials" (generally at least 3; the more, the better) for believable data. Remember, too, that you want to keep all of the experimental factors (variables) the same except the one you are testing. In the cereal experiment, it wouldn't be fair to all of the cereals if you left one brand in milk for one minute and tried the others after two minutes or something like that. Again, GET STARTED EARLY on carrying out your project. You can't still be doing the experiment the day before the project is due and expect to have a first-class write-up!

In science fair projects as in life, "a picture is worth a thousand words." Plan to take pictures of the materials you used and of the experiment as it is being carried out. If you get started early, you will have time to have the pictures developed and include them as part of your report. (Or if you are lucky and your school has cameras that will take pictures and put them right into the computer, you will have time to learn how to do that and print them out for your report.)

Results or Data

The results section is where you tell your reader the actual numbers (or other data) that you got as you were doing the experiment. (In the tennis ball experiment, this would be a table with the different brands of balls and the actual heights each of them bounced on each trial.) You

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might also include a graph, if your data lends itself to it. But you do not tell your interpretation of the data - that's for the last section.

Conclusion

In the conclusion you finally get to tell your readers what you found out from the experiment, or how you interpret your data. Students often like to use this section to expand upon how much they liked doing the experiment (and how wise the teacher was to require such a good assignment!) or how much they learned from it ... but really this section should be focused on what you learned about your original question and hypothesis. For example, DID cheaper cereals get soggier in milk faster?

The DisplayProject displays tend to be another source of great frustration to students, teachers and parents ... but they don't have to be! Again, what you need to do is PLAN AHEAD and then THINK OF YOUR AUDIENCE. Remember that they weren't there when you did the experiment, so what seems obvious to you will not be obvious to them unless you make it extremely clear.

TORNADO IN A BOTTLE MATERIALS:

2 2-liter clear plastic pop bottles (empty and clean) water duct tape or you can purchase a Tornado Tube at the Weather Wiz

Kids® Store that will connect the 2 2-liter bottles together

PROCESS:Fill one of the bottles two-thirds full of water.Take the Tornado Tube and twist it on the first bottle. Then, grab the second bottle and attach it to the Tornado Tube.Or use duct tape to fasten the two containers. Make sure to tape tightly to make sure that no water will leak out when you turn the bottle over. Turn the tornado maker, so that the bottle with the water is on top. Swirl the bottle in a circular motion. Most tornadoes form counter-clockwise in the Northern Hemisphere. A tornado will form in the top bottle as the water rushes into the bottom bottle.*If you want to get creative, you can also use food coloring to make the tornado have a color and glitter to represent debris.

EXPLANATION:The swirling motion you give the bottle forms a vortex and is a easy way to create your own tornado. SUCK AN EGG INTO A BOTTLE

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MATERIALS: glass bottle with a long, narrow neck (an apple cider jug works well) boiled egg matches

PROCESS:Put the empty bottle on a table.Peel the boiled egg.Light a match and drop it into the bottle. Repeat about three or four times. Quickly put the egg over the mouth of the bottle.EXPLANATION:What happens? The lit match heats the air inside the bottle. When air is heated it expands and takes up more room. As the heated air expands, some of it escapes out of the bottle. When the matches go out, the air inside the bottle cools and contracts, which takes up less room. This creates a lower pressure inside the bottle than outside the bottle. The greater pressure outside the bottle forces the egg to get sucked into the bottle.*To get the egg back out of the bottle, tilt the bottle and blow air into it. Make sure you get out of the way, because the egg will shoot out.

WATER CYCLE

MATERIALS:

pixie cup baggy tape water

PROCESS:

Put a small amount of water in the pixie cup.

Put the pixie cup in a baggy and close the baggy.

Tape the baggy with the cup of water inside of it to a window that the sun comes in.

What happens? With the heat of the sun, the water evaporates from the cup which you can not see and condenses on the inside of the bag into little water droplets. These droplets eventually drip down to the bottom of the bag.

EXPLANATION:

This is what happens to the water in our creeks, streams, rivers, lakes and oceans. The water evaporates into the air and rise with the heat of the sun. It condenses into small droplets into what we see as clouds. When the droplets become to heavy, they fall to the ground as rain or snow.

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TORNADO IN A JAR

MATERIALS:

mayonnaise jar or a canning jar clear liquid soap vinegar water

PROCESS:Fill the jar about three-quarters full of water.Put a teaspoon of the liquid soap into the jar. Also, add a teaspoon of vinegar into the jar.Tighten the lid and shake the jar to mix up the ingredients.Now, swirl the jar in a circular motion. The liquid will form a small tornado. *If you want to get creative, you can also use food coloring to make the tornado have a color and glitter to represent debrisEXPLANATION:The swirling motion you give the bottle forms a vortex and is a easy way to create your own tornado.

MAKE LIGHTNING

MATERIALS:

aluminum pie pan small piece of wool fabric styrofoam plate pencil with a new eraser thumbtack

PROCESS: http://galeria.dibujos.net

Push the thumbtack through the center of the aluminum pie pan from the bottom

Push the eraser end of the pencil into the thumbtack.

Put the Styrofoam plate upside-down on a table. Quickly, rub the underneath of the plate with the wool for a couple of minutes.

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Pick up the aluminum pie pan using the pencil as a handle and place it on top of the upside-down Styrofoam plate that you were just rubbing with the wool.

Touch the aluminum pie pan with your finger. You should feel a shock. If you don’t feel anything, try rubbing the Styrofoam plate again.

Once you feel the shock, try turning the lights out before you touch the pan again. Check out what you see! You should see a spark!!

EXPLANATION:Why does this happen? It’s all about static electricity. Lightning happens when the negative charges, which are called electrons, in the bottom of the cloud or in this experiment your finger are attracted to the positive charges, which are called protons, in the ground or in this experiment the aluminum pie pan. The resulting spark is like a mini lightning bolt.

SODA BOTTLE VOLCANO

MATERIALS: roll of mint Mentos (type of candy) clear 2-liter bottle of Coke (diet works better)

PROCESS: Go outside to an area where you have a lot of room. This experiment is messy! Open the bottle of soda carefully. Position the bottle on the ground, so that it will not tip over. *Diet soda works better than regular soda. Plus, diet doesn't leave a sticky mess.Unwrap the roll of Mentos. The goal is to drop the Mentos into the bottle at the same time, which is very tricky. One method is to roll a piece of paper into a tube just big enough to hold the loose Mentos. Put a card under the roll and on top of the bottle top, so you can pull the card and the candies will just drop in at once.Drop all of the Mentos into the bottle at the same time and then move out of the way just as quick as you can.Watch the eruption!

EXPLANATION:

Why does this happen? Water molecules attract to other, linking together to form a tight mesh around each bubble of carbon dioxide gas in the soda. When you drop the Mentos in the soda, the gelatin and gum arabic from the dissolving candy break the surface tension. Each Mentos candy has thousands of pits on the surface. These tiny pits are called nucleation sites, perfect places for the carbon dioxide bubbles to form. As soon as you drop the Mentos in the soda, bubbles form all over the surface of the candy. Couple this with the fact that the candies are heavy and sink to the bottom of the bottle and you're just

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asking for an explosion. When all this gas is released, it literally pushes all the liquid up and out of the bottle in an amazing blast.

CREATE EVAPORATION

MATERIALS: hand sanitizer

PROCESS: Pour some hand sanitizer on your hands and rub your hands together, as if you were washing your hands.Your hands are now wet, so do your hands feel cooler? Answer: Yes!After waiting a few seconds, are your hands now dry? Answer: Yes!The hand sanitizer evaporated off your hands and your hands felt cool, therefore evaporation is a cooling process!Repeat the steps above, but this time move your hands through the air. This simulates the wind. Do your hands feel even colder now? Answer: Yes!

EXPLANATION:

What happens? Again, evaporation is a cooling process and adding wind to the picture makes evaporation happen faster. This makes your hands feel even colder. This is why we have a "Wind Chill" factor. The wind causes moisture on your skin to evaporate at a faster rate, therefore making you feel colder.

MELTING SNOW

MATERIALS:

a glass cup thermometer snow

PROCESS:Fill the glass up with snow. Place the thermometer in the glass filled with snow and take the temperature.Write down the temperature on a piece of paper.Bring the glass inside and wait until for about 5 minutes until the snow melts. Now, take the temperature again. What happened?EXPLANATION:

The temperature of the snow was much colder than the temperature of the melted snow or water. Water freezes at 32 degrees. When the glass of snow was brought inside, the temperature indoors was much warmer than 32 degrees and melted the snow. This is how the melting process works!

WHAT IS LIGHTNING?

MATERIALS:

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fluorescent light bulb rubber balloon

PROCESS: Turn all of the lights off in the room. (The darker the better!)Rub the balloon on your hair for several seconds. Then hold the statically charged balloon near the end of the light bulb. This will illuminate the bulb.Repeat the demonstration as many times as desired.EXPLANATION:

When you rub the balloon on your hair, the balloon builds up an electrical charge (static electricity). Touching the charged balloon to the end of the fluorescent light bulb causes the electrical charge to jump from the balloon to the bulb. This is what illuminates the light bulb.

Lightning is an electrical discharge within a thunderstorm. As the storm develops, the clouds become charged with electricity. Scientists are still not sure exactly what causes this, but they do know that when the voltage becomes high enough for the electricity to leap across the air from one place to another, lightning flashes! Lightning can spark within a cloud, from one cloud to another, from a cloud to the ground, or from the ground to a cloud.

MAKE A WINDSOCK

MATERIALS: sleeve of a large, old long-sleeved shirt needle and thread string wire small rock

PROCESS:

Cut one sleeve off an old long-sleeved shirt.Bend the wire into a circle. Make sure it is the same size as the top of the sleeve.Place the wire into the top end of the sleeve. Take the needle and thread and stitch it, so the wire will stay in place. You have just now made the mouth of the wind sock.Now, place the rock in some cloth on one edge of the wire. Sew it on tight to hold it in place.Tie the string onto the wire opposite the rock.Tie the other end of the string to a branch where it can move freely. The rock will keep the windsock facing into the wind.

EXPLANATION:

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Now, your windsock is working! Use a compass to find out which direction the wind is blowing from.

EXAMINING COLORS MATERIALS:

red, blue and yellow food color (primary colors) 1 cup of milk dish soap shallow and flat bowl or container

PROCESS:Pour 1 cup of milk into the bowl. Add 3 drops of red food color to one edge of the bowl.Add 3 drops of blue food color 1/3 of the way away. Add 3 drops of the yellow food color 1/3 of the way away. Don't mix of jiggle the bowl.Squeeze a drop of the dish soap in the center of the bowl.Watch what happens!

EXPLANATION:The dish soap does not mix with the milk. Instead, it floats on top and spreads over the surface. As it spreads, it grabs the food color of the primary colors you dropped into it. Where the color meet, the combine and form new colors. We call these colors, secondary colors! Red + Yellow = OrangeBlue + Red = PurpleYellow + Blue =

PINWHEEL WIND COLLECTOR

MATERIALS:

pin, scissors, sharpened pencil with eraser and square piece of construction paper (about 8.5" x 8.5")

PROCESS: Lay the square piece of paper flat on a table and draw a line diagonally from each corner to the opposite corner.Mark the center of the square where the two lines cross and punch a small hole through it with the pencil tip.Cut along each line stopping about an inch from the hole in the center of the square. Take the pin and punch a hole in the top left corner of each of the four flaps. (No two holes should be next to each other.)Pick up a flap at each punched corner and carefully curve it over toward the center hole, securing it with the pin. Repeat this for the other flaps. When all four flaps are held by the pin, carefully lift the paper without letting the flaps unfurl.Lay the pencil flat on a table and push the point of the pin into the side of the eraser.

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EXPLANATION: Now your pinwheel is complete! Pick up the pinwheel near the pencil point and let it catch the wind. You will notice that the pinwheel only spins when the wind hits its center.

MAKE YOUR HAIR STAND UP MATERIALS:

balloon

PROCESS:Blow up the balloon and tie it.Rub it against your hair on top of your head.Watch what happens! Your hair will stick up!This also happens when you take off your wool hat in the wintertime. You usually notice static electricity in the winter when the air is very dry. During the summer, the air is more humid. The water in the air helps electrons move off you more quickly, so you can’t build up as big of a charge.

EXPLANATION:Why does this happen? It’s because of static electricity! When you rub the balloon on your hair, you’re covering it with little negative charges. Now that each of the hairs has the same charge, they want to repel each other. In other words, the hairs try to get as far away from each other as ible. The farthest they can get is by standing up and away from each other. Talk about a bad hair day!

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Unit V

First grade

Social practice of the language Interpret and express everyday life instructions.

Environment Familiar and community

Specific competency Understand and express specific warnings of public places.

Product BOral Warnings

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Achievements:

Practice in your notebook.

II. Complete the request using the imperatives from the box.

A. The car is very dirty, _____________________________, please.

B. There is too much air in this room,______________________________.

C. The dog is big and dangerous,______________________________.

D. There’s a big mess in that table,______________________________

E. The garbage is in that bag next to the door,__________________________________, please.

F. The T.V. is too loud,__________________________________, please.

G. The birds have eaten too much today,___________________________________.

H. We need to finish the homework,___________________________________.

I. The trip is next Friday,___________________________________

J. The floor is clean,___________________________________, please.

K. It’s too late and I want to sleep,___________________________________, please.

L. The books are on the floor,___________________________________

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Imperative sentences

The imperative sentences give orders, directions and advices.

1. Clean it

2. Don’t bother us

3. Wash it

4. Turn it down

5. Pick them up

6. Close the window

7. Don’t play with it

8. Take it out

9. Clean your shoes

10. Don’t feed them

11.Buy the tickets

Permission: can, be allowed to:

He can practice a sport there. He is allowed to receive visits once a week

Obligation: have to, has to:

He has to wear a uniform.She has to follow the rules.They have to do their homework.

Achievements:

III.- Classroom rules contest (must or mustn’t)

We wear uniform We shout in the classroom

We do our homework We leave the classroom without permission

We arrive on time We arrive late

We respect each other We speak in Spanish all the time

We listen when our teacher or classmate is speaking

We disturb people who are working

We enter and exit the room quietly

We write or carve on your desk or school property

We respect other people’s opinions We eat in the classroom

We participate in all classroom activities We use our cell phones in class

We call people by their proper names We interrupt each other

We treat everyone and theirproperty respectfully

We go to the toilet without permission

We bring all the books andmaterials needed for every class We bring beverages to class

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IV. Sing the song Rules, Rules, RulesRules in the classroom - rules in the hallRules in the lunchroom - you could never count them allRules during line up - on a fire drillEach and every day I'll try to follow them all Yes, I will!Rules for homework - rules for a testRules during recessThere are even rules for dressLearn each rule - that's my planAll I have to do is follow every rule - I know I can!

Spoken:No eating is allowed in class.That includes snacks, candy, and especially gum chewing.You must listen when others students in the classroom are speaking.When it's time to line up, students will line up in size place order.No talking during a fire drill.Line up quickly, quietly, and most importantly, silently.Each student must bring two sharpened pencils to school each and every day.There will be no calling out in class.Raise your hand, wait to be chosen, and then you may speak.Students will read silently to themselves.No talking or whispering during silent reading.Rules in the classroom - rules in the hallRules in the lunchroom - you could never count them allRules during line up - on a fire drillEach and every day I'll try to follow them all Yes, I will!Spoken:Fighting is not permitted in school - ever.No fighting in the classroom, hallway, lunchroom, or school yard.All students are required to wear sneakers in the gymnasium.Check your spelling on all written workincluding homework, class work, and reports.You must always write your heading on all papers.Be sure to include your name and date.You must show all your work when computing math problems.The answer alone in not sufficient.Book reports must be at least ten pages long,single spaced, and include a bibliography.Each time you leave the classroom, you must take a pass.When finished eating, empty your lunch tray, disposing of recyclables appropriatelyThe work "Homework" means home-work - it must be done at home, not in school.

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Rules for homework - rules for a testRules during recessThere are even rules for dressLearn each rule - that's my plan All I have to do is follow every rule - I know I can!

You're Not Allowed to Chew Gum in Class!

Chorus:You're not allowed to chew gum in classYou're not allowed to chew gum in classIf you're chewing, get rid of it fast - 'Cause you're not allowed to chew gum in classNo candy or chips - or sodas to sip.No snacking at all - in the classroom or hallthere’s absolutely, positively, no gum Chew, chew, chewing in class

No seeds and no nuts - No ifs, ands or buts.....

You may be wondering why it's not allow-wow-wow-wow-wowed'Cause when you've got a wad of gum packed in your mouthyou look like a cud-chewing cow

Chorus

No candy or chips - or sodas to sip -No snacking at all - in the classroom or hallThere's absolutely, positively, no gum chew, chew, chewing in class

It's so distracting to you and those a roun-oun-oun-oun-oundWhen you're chewin' 'n chompin' 'n clickin' 'n poppin'you’re making such an ugly sound

Chorus

No seeds and no nuts - no ifs ands or buts.....

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1.-Use the song, and paraphrase the message of some warnings.

V.- Careful? Where? Why?

Students work in groups of four and give one set of picture cards and one set of text cards to each group of students.

1.- Tell students that they have to match the signs to their meaning.

2.- Produce a mini conversation.

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VI.- Read the sentences about the students at your school. Then write sentences using the modals from the box.

Have to had to doesn't have toHas to don't have to didn´t have to

1. Students with cars _______________ get parking permits.2. I _______________ get a parking permit.3. New students _______________ get an orientation.4. A typical student ________________ come to school five days a week.5. Students ____________ buy books.6. I ________________ buy my books for this class.7. Students _______________ wait in long lines to register for class.8. I _______________ wait in a long line when I registered.

VII.- Read the rules about driving. Complete the sentences with must or must not.1. You ____________ drive on the right side of the road in the United States2. You ____________ drive over the speed limit.3. You ____________ put money in the parking meters.4. You ____________ park illegally.5. Drivers ____________ drive too closely to the car in front of them.6. Drivers ____________ pass a leading school bus.7. Drivers ____________use their headlights at night.

VIII. What would you do in the next situations use must or musn´t ? Make statements about what you think these signs might mean.

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IX.-Read the pool rules circle the words that indicate prohibitions.

X.- Write the rules of your classroom.

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XI. Complete the next information.

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XII. Read the comics and write down as many sentences in the imperative as you can:

XII. Make Do and Don’t signs.

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XIII.- Express warnings particular to public places.

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o Select a situation or event in which it is convenient to convey a warning to prevent a problem.

o Structure the sentences to convey warnings appropriate to the selected place.o Organize sentences to state a warning.o Create a notice with the warning.o Practice the announcement of the notice.o Publish the announcement.

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EXAM UNIT V

UNIT V A FIRST GRADE

Achievements: Uses various strategies in order to point out relevant

information. Selects information in order to rewrite and paraphrase

sentences. Organizes sentences to make a paragraph.

I.- Quickly look at the title, the picture, the repetitions of words and cognates and tell us what the topic is about.

TORNADO ALERT If you don’t want to get hit by a tornado, you can rely on the improved accuracy of tornado warnings. Unfortunately, getting people to pay attention to those warnings remains another twister challenge.In the 1980s, a warning preceded just one in four tornadoes. Today, the National Weather Service puts out an advance warning for three out of every four tornadoes.“And if we look only at the 100 or 200 strongest tornadoes each year, 90 to 95 percent of them are warned in advance,” said Harold Brooks. He’s a research meteorologist at the National

Severe Storms Laboratory in Norman, Okla.Of course, there are plenty of false alarms: Three in every four warnings aren’t followed by a tornado.As of 2011, the average advance time for a tornado warning was nearly 15 minutes, according to the National Weather Service. Extending the warning period by even a few minutes could save more lives — if people acted. It pains meteorologists when those in the path of a tornado do not heed their warnings.Earlier this year, the National Weather Service began using much more dramatic language in some tornado warnings. For example, it issued the especially strong  caution  below for Wichita, Kan., at 10:27 p.m. on April 14.

1.- What the topic is about?

a) Recipe for a tornadob) Tornado missing ingredientc) Tornado warningd) Tornado

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II.- Read the new paragraph and answer the question.

Tornadoes are the most violent storms to strike the United States. As a result, the National Weather Service has implemented a warning system. The National Ocean and Atmospheric Administration (NOAA) Weather Radio issues Tornado Watches, Tornado Warnings, Severe Thunderstorms Watches, and Severe Thunder Storm Warnings.Tornado Watches tell listeners that a tornado could possibly hit their areas and to stay on alert for storms. Tornado Warnings let people know that a tornado has been form and they should head to their safety areas.

2.- Which organizational pattern did the author use for this passage?

a) compare/contrastb) descriptionc) cause and effectd) sequential order

VII. Look at the chart about the Five Worst Hurricanes in U.S. History

HURRICANE YEAR STATES (S) HIT CATEGORY DEATH TOLL

Sea Island 1893 South Carolina, Georgia 3 1,000Cheniere

Caminanda1893 Louisiana 4 1,100

Hurricane Katrina (CATS)

2005 Louisiana, Mississippi, Texas, Alabama

5 1,833

Lake Okeechobee Hurricane

1928 Florida 4 2,500

Great Galveston Hurricane

1900 Texas 4 8,000

3.- Which of these hurricanes had the strongest winds?

a) Sea Islands Hurricane, in 1893

b) Hurricane Katrina, in 2005c) Lake Okeechobee

Hurricane, in 1928a) Hurricane Katrina, 2005

4.- Which of these hurricanes hit more states?

b) See Islandc) Hurricane Katrinad) Great Galvestone) Bridge Creek

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UNIT V B FIRST GRADE

Achievements: Indicates causes and effects of warnings. Associates warnings to particular situation.

III.-Look at the picture and choose a warning5.- The Zoo keeper warning will be?

a) If you go to the zoo visit the lion.b) If you eat feed the lion.c) If you seat in the fence you will fall in.d) Don´t feed the lion

6.- If you feed the bird

a) It will fly away.b) It will get sick and die.c) It will eat.d) It will go to sleep.

7.- If we dump all sort of garbage into the river

a) The fish will die.b) We can swim.c) We will have more water.d) The water will flow.

8.- Which of the following pictures warns you to stop smoking?

1. 2. 3. 4.

a) 1b) 2c) 3d) 4

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Due to their incredible force and unpredictability, floods can cause tremendous damage. They can ruin houses, roads and buildings. Floods can take down trees and cause mudslides. It often leaves mud, sand and debris behind. It can take months to clean up after a flood.  

9.- What is the EFFECT?a) Floods can cause a lot of damageb) Floods happen in many areas without warning.c) Floods are strong and unpredicted.d) Flood damage is devastating

V.- Read the following text.

Weather Forecaster: Good afternoon and welcome to the weather forecast. Let's take a look at the weather outside now. What's it like? Well, it's currently raining and cloudy in southern Oregon while northern Oregon is cold and clear. The sun is shining, but it's rather cold up here in the North! The temperature is currently 45 degrees in the southern Oregon and only 30 degrees in the North.

Shall we see what the weather will be like tomorrow? Well, it will be rainy in the morning in southern Oregon and windy in northern Oregon. In the afternoon, The South will see cloudy weather with some rain later in the day. Northern Oregon will also see rain turning to snow and quite windy, with winds coming from the North-East.

That's the weather forecast for this afternoon. Have a good day!

10.- What will the weather be like in southern Oregon tomorrow morning?

a) rainyb) sunnyc) windyd) cloudy

11.- What will it do tomorrow later in the day in southern Oregon?

a) rainb) snowc) be cleard) sunny

12.- What direction will the wind come from in Northern Oregon?

a) North-Eastb) North-Westc) South-Eastd) South-West

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VI.- Read the story. Then choose the correct cause for the effect.

Yesterday, after playing with my hamster on the floor, I put him back into his cage. But, I

didn’t close the lid tightly and he escaped. I didn’t know he was loose until I saw something

run by my feet. I jumped up quickly and hit the lamp on the table next to me. The lamp fell

and crashed to the ground, making a loud noise. Soon, my dad was in the room upset that

he was awoken from his nap. I walked over to apologize when I stopped just in time. My

hamster was sitting in front of me, looking up, and smiling. I reached down to grab him,

and he took under the couch and into the kitchen. When I heard the scream, I knew my

mom had seen my pet. She scooped him into a colander and popped him back into his

cage. I tightly secured the top, and he was back in his home. I watched him play, and

thought for sure I saw him give me a little wink.

13.- My hamster escapeda) Because the lamp fell and crashed the ground.b) Because my dad was in the room.c) Because I didn´t close the lid tightly.d) Because he jumped up quickly.

14.- My mom screameda) Because the hamster startled her.b) Because my dad woke up.c) Because the hamster escaped.d) Because the lamp fell and crashed.

RUBRIC UNIT V

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Criteria Excellent Good

Not good

I can identify and use relative pronouns.I can anticipate the general meaning in a text.I can identify the key ideas in paragraphs.I can distinguish the types of sentences used to express key ideas.I can label the main elements in a diagramI can identify and use imperatives.I can identify and use “must” and “mustn´t”I can make “Do” and “Don´t” signs.I can express warnings.

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Recursos Didácticos para el Fortalecimiento de la Educación SecundariaCuaderno de Actividades para el Fortalecimiento de los Aprendizajes

Alineados al Plan y Programas de Estudio 2011

Articulación de la Educación Básica

PRIMERA EDICIÓN, 2013-2014D.R. © Secretaria de Educación de Nuevo León

Control: DES/DT-I1-001-13

Coordinación: Dra. Anastacia Rivas Olivo

Portada: Martín Alfonso Frías Martínez

Se imprimió en el Departamento Técnico de Educación Secundaria

Av. San Bernabé No. 100, Col. Nueva Morelos, Monterrey, Nuevo León

El tiraje fue de 500 ejemplares

MATERIAL DIDÁCTICO/Prohibida su ventaTodas las imágenes están protegidas por las leyes de derecho de autor y fueron utilizadas en este cuaderno con fines educativos.

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