Ingles 1.Pdf

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

Subsecretaria de Educación Básica Profra. Ramona Idalia Reyes Cantú

Directora de Educación Secundaria Profra. Myrna Bertha Triana Contreras

Jefa del Departamento Técnico de Educación Secundaria Dra. Anastacia Rivas Olivo

Academia de Inglés I

Dra. Bertha Alicia Guerrero Sáenz Mtra. Diana Sanjuanita Villarreal Guajardo Lic. Marina Escamilla Martínez Profra. Esther Nohemí Medellín Guerrero Profr. Eleonardo Martínez Lizcano

D. R. © Secretaría de Educación de Nuevo León Nueva Jersey 4038, Fraccionamiento Industrial Lincoln Monterrey, Nuevo León, México Agosto 2013

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.

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

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

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

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

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

Unit I

First Grade

Social Practice of the Language Understand and use information about goods and services

Environment Familiar and community

Specific competency Give and receive information for performing a community service

Product A Acting out a dialogue

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.

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.

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

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.

Unit I

First Grade

Social Practice of the Language Read and understand different types of literary texts of English speaking countries

Environment Literary and ludic

Specific competency Read classic tales and write a short story based on them

Product B Big Book

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.

walked cleaned invited kissed saved needed finished enjoyed planted helped loved posted danced started fixed tasted worked visited washed

Present: II. Fill in the correct verb tense (Today,

now) walk play Past dance Tense: (Yesterday, 1. The dog ____hungry last night. help ask last night, answer last week) finish walked look played danced 2. He _____ dinner last week. love watch helped cook asked work answered finished 3. He_____ a book yesterday. looked loved watched cooked worked

III. Write the past tense of the following irregular verbs. bring sing come teach buy write cut run give Speak read swing tell swim Sell do think know

1. They / go/to/ 2. The students/ 3. My father/ is/ the/ mall are/ in the at/ work school

4. She / eats/ my 5. 6. 7. hamburger

8. 9. 10. 11.

12. 13. 14. 15.

V. Change the following paragraph to the simple past.

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!

______

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

VII. Complete the sentences.

Yesterday evening I ______to the movie I ______a very good film It ______Jack Nicolson It______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 morning I ______dressed quickly And ____ at work early I ______the first person to arrive at work It ______very calm and peaceful. I ______my eyes for a few moments And ____ back to sleep again! When everybody else ______there I ______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.

Once upon a time___ was a little girl Sherry who loved to and there visit her grandparents’ farm because ___were so many churn there interesting things to do. There were___ to climb and ponds food there _____explore. gather things geese to There were horses to___ and cows to milk.____ were sheep, named to pigs, ducks____, chickens, cats, and dogs__ feed and care of to for. ride trees tell was ____were fruits and vegetables ____pick and eggs to ___ there 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.

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

watch______play______kiss______wash______close______

clean______cook______paint______walk______open______

Create your own

______

Good story elements

Remember: Authors Every good story is made up of different elements.. write in 1st person or 3rd person point of view. The elements or parts of a story are called:

Setting The plot is the storyline of the Theme Character book. It includes all of the What is the message Who? Where? Place adventures, problems, and or lesson in this solutions in which the characters story? When? Time are involved

Problem "Nobody believes a What is the problem? liar...even when he is Shepherd boy He kept crying wolf and now no telling the truth!" Hillside 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.

X. Read the fable and answer the questions. The Boy Who Cried Wolf The Aesop's story By Locks Bob Hartman

There 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.

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!"

XI. Activities after reading

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

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

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) ______

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.

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:

Draw a picture along with the description What 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

UNIT I A FIRST GRADE

Achievements:  Identifies topic, purposes and intended audience

I. Read the dialogue and answer the next three questions Hotel Castle Hill Receptionist: Good afternoon, Castle Hill Receptionist: Would you like breakfast?

Hotel. May I help you? Mrs. Robinson: No, thanks. Mrs. Robinson: Yes. I´d like to book a Receptionist: It´s eight y four euros per night. room, please. Mrs. Robinson: That´s fine. Receptionist: Certainly. When for, Receptionist: Who´s the booking for, please, madam? madam. Mrs. Robinson: April the 23rd. Mrs. Robinson: Mr. and Mrs. Robinson, that´s Receptionist: How long will you be staying? R-O-B-I-N-S-O-N. Mrs. Robinson: Four nights. Receptionist: Okay, let me make sure I got Receptionist: What kind of room would you that: Mr. and Mrs. Robinson: Double with bath like, madam? for April the 23rd, 24th and 25th. Is that correct? Mrs. Robinson: Er.. doubles with bath. I´d Mrs. Robinson: Yes it is. Thank you. appreciate it if you could give me a room Receptionist: Let me give you your with a view over the beach. confirmation number. It´s: 83766385. I´ll repeat Receptionist: Certainly, madam. I´ll just that, 83766385. Thank you for choosing Castle check what we have available… Yes, we Hill Hotel and have a nice day. Good bye. have a room on the 5th floor with a really Mrs. Robinson: Goodbye. splendid view. Mrs. Robinson: Fine. How much is the charge per night?

1.- What kind of topic is 2.-What´s the purpose of 3.- Who´s the intended this text? the author? audience of the text? a) a legend a) Informative a) The principals b) a story b) Recreate b) The students c) a dialogue c) Persuasive c) The doctors d) an article d) Argumentative d) The secretary

UNIT I B FIRST GRADE

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.

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.

"There really was a wolf here! I cried out, "Wolf!" Why didn't you come?"

An old man tried to comfort the boy as they walked back to the village. 5.- What is the message or lesson in 6.- What is the problem in this story? this"We'll story? 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!"a) He went back to the hill all alone. a) The boy is a good people. b) The villagers came running up the b) The Wolf is chasing the sheep!" hill. c) Nobody believes in the c) The boy kept crying wolf and now villagers. no one believes him. d) Nobody believes a liar...even d) He went grumbling back down the when he is telling the truth!" hill.

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

Unit II

First Grade

Social Practice of the Language Understand and write instructions

Environment Academic and Educational

Specific Competency Write instructions to use a bilingual dictionary

Product A Instructions manual to learn how to use a bilingual dictionary

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 will-wonder 1. study yes no 7. wild yes no 2. stand yes no 8. wonders yes no blow-blue ready-red 3. bloom yes no 9. real yes no 4. block yes no 10. read yes no cheese-church

5. chase yes no 6. chimp yes no

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 self-send

1. bull yes no 7. sell yes no

2. belt yes no 8. sent yes no

horse-house early-earn

3. hose yes no 9. earnings yes no

4. hospital yes no 10. ear yes no

care-carry

5. car yes no

6. careful yes no

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/2850 VIII. 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 dinero 2. 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).

Collocation pronunciation entry grammatical patterns parts of speech 38

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. _____ American English 2. Adj. _____ British English 3. Adv. _____ Countable Noun 4. AmE _____ Abbreviation 5. BrE _____ Adjective 6. C _____ Adverb 7. Conj. _____ Conjunction 8. Det. _____ determiner 9. Etc. _____ somebody

a) Pl. _____ something b) Pp _____ plural c) Pron. _____ etcetera d) Pt _____ past tense e) Sb _____ singular f) Sing. _____ uncountable noun g) Sth _____ preposition h) Symb _____ symbol i) U _____ verb j) V _____ pronoun

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. ______

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

Unit II

First Grade

Social Practice of the Language Interpret and express information published in diverse media

Environment Familiar and Community

Specific Competency Exchange opinions regarding the contents of a radio program

Product B Plenary

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.

purpose / 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 people b) A group of babies c) A group of teenagers d) 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 adults c) A group of babies d) A group of toddlers

C) There´s a Bely and Beto show in progress. Who is the audience? a) A group of moms and kids b) A group of adults ages 45 to 55 c) A group of senior citizens d) 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 men b) A group of kids Senior citizen c) A group of women d) A group of senior citizens

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 aquariums b) Robotic fish c) Water d) 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 storm b) The great state of Alaska c) Turtles in the sea d) 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 hair b) Saving water c) Shower d) The world

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.

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? ______

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?

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. marshall SINGERS Doc, the doctor GIRL 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: Intro ANNOUNCER: 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 story 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.

VIII. Write the expressions according to their use.

 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 by b) One aspect I found a little disappointing was c) 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…”

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-opinion http://www.englishclub.com

EXAM UNIT II

UNIT II A FIRST GRADE Achievements:  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. 1) d, c, b, a, e b) On Saturday morning Sue jumped out 2) d, c, b, e, a of bed and ran downstairs to see if it was 3) d, c, e, a, b 4) a, d, c, b, e 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.

II.- Help Yoda to order the sentence. 3. Choose the correct 4. Choose the correct one. one. a) Hit the ball I can. a) Help you I can. b) The ball hit I can. b) Help you can I. c) I can hit the ball. c) Can help you I.

d) Hit can I the ball. 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. Yoda told my brother a joke but he didn´t get it. a) Yoda and brother b) told and get a) Yoda and brother c) he and it b) told and get d) my, it c) he and it d) my, it

UNIT II B FIRST GRADE

Achievements:  Identify words used to link ideas.

7. He played the guitar, ____ he sang wonderful songs. 8. I want a new TV ______the one that I have is broken. a) and b) but a) and c) so b) but d) because c) so d) because

9. Cristina loves playing sports, _____ she is not very good at it. a) And b) But c) Or d) As well as

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 point Contributions Routinely Usually Sometimes Rarely provides provides useful provides useful provides useful useful ideas when ideas when ideas when ideas when participating in the participating in participating in participating in group. Refuse to the group. the group. the group. participate. Problem- Actively looks Refines Does not Does not try to solving for and solutions suggest or refine solve problems or suggests suggested by solutions, but is help others solve solutions to others. willing to try out problems. problems. solutions Lets others do the suggested by work. others. Attitude Always has a Often has a Usually has a Is often negative positive attitude positive attitude positive attitude about the task(s). about the about the about the task(s). task(s). task(s).

Focus on the Consistently Focuses on the Focuses on the Rarely focuses on task stays focused task and what task and what the task and what on the task and needs to be needs to be done needs to be done. what needs to done most of some of the time. Lets others do the be done. the time. work. Working with Almost always Usually listens Often listens to, Rarely listens to, Others listens to, to, shares, with, shares with, and shares with, and shares with, and supports supports the supports the efforts and supports the efforts of efforts of others, of others. Often is the efforts of others. but sometimes is not a good team others. not a good team player. member.

Unit III

First Grade

Social practice Participate in language games to work with specific linguistic aspects.

Environment Literary and ludic

Specific competence Participate in language games to recognize and comprehend future tense in forecasts.

Product A Forecast

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 left [chorus:] To the left, to the left You must not know 'bout me To the left, to the left You must not know 'bout me Everything you ______in the box to the left I could have another you in a minute In the closet, that's my ______Matter fact, he'll be here in a minute, baby Yes, if I ______then please don't touch You must not know 'bout me (Don't touch) You must not know 'bout me And keep talkin' that mess that's ______I could have another you by tomorrow But could you walk and talk at the same time? So don't you ever for a second get to thinkin' And, it's my name that's on that Jag 'Cause the truth of the matter is So remove your bags Replacing you is so easy, hey... Let me ______Standin' in the front yard To the left, to the left tellin' me how I'm such a ______To the left, to the left Talkin' 'bout, I'll never ever find a ______Mmmm... To the left, to the left You got me ______Everything you ______in the box to the left To the left, to the left [chorus:] Don't you ever for a second get to thinkin' You must not know 'bout me You’re irreplaceable You must not know 'bout me I could have another you in a minute, [chorus:] Matter fact, he'll be here any minute, baby You must not know 'bout me You must not know 'bout me You must not know 'bout me You must not know 'bout me I could have another you in a minute I could have another you by tomorrow Matter fact, he'll be here in a minute, baby So don't you ever for a second get to thinkin' You must not know 'bout me You’re irreplaceable You must not know 'bout me I could have another you by tomorrow So go ahead and get gone, So don't you ever for a second get to thinkin' Call up that chick, and see ______(Baby hey yeah!) Oops, I bet you ______that I didn't know, What did you think, I was puttin' you out for [chorus:] Because you was ______You must not know 'bout me Rollin' her around in the car that I bought you You must not know 'bout me Baby drop them keys I could have another you in a minute Hurry up before your ______Matter fact, he'll be here any minute Standin' in the front yard Tellin' me how I'm such a fool Talkin' 'bout, I'll never ever find a man like you You can ______all your bags we're You got me ______(You must not know 'bout me) You’re irreplaceable 'Cause you made your bed now ______in it So since I'm not you’re ______(You must not know 'bout me) How about I'll be nothing, nothing I could have another you by tomorrow ______? Don't you ever for a second get to thinkin' Baby I won't shed a tear for you You're irreplaceable! I won't lose a wink of ______

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? ______

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

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.

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.

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

Student Name ______

CATEGORY 4 3 2 1 Quality of Work Provides work of Provides high Provides work that Provides work that the highest quality. quality work. occasionally needs usually needs to be to be checked/redone by checked/redone by others to ensure other group quality. members to ensure quality. Time- Routinely uses time Usually uses time Tends to Rarely gets things management well throughout the well throughout the procrastinate, but done by the project to ensure project, but may always gets things deadlines AND things get done on have procrastinated done by the group has to adjust time. Group does on one thing. Group deadlines. Group deadlines or work not have to adjust does not have to does not have to responsibilities deadlines or work adjust deadlines or adjust deadlines or because of this responsibilities work work person's because of this responsibilities responsibilities inadequate time person's because of this because of this management. procrastination. person's person's procrastination. procrastination. Focus on the Consistently stays Focuses on the Focuses on the Rarely focuses on task focused on the task task and what task and what the task and what and what needs to needs to be done needs to be done needs to be done. be done. Very self- most of the time. some of the time. Lets others do the directed. Other group Other group work. members can count members must on this person. sometimes nag, prod, and remind to keep this person on-task. Preparedness Brings needed Almost always Almost always Often forgets materials to class brings needed brings needed needed materials or and is always ready materials to class materials but is rarely ready to to work. and is ready to sometimes needs get to work. work. to settle down and get to work Monitors Group Routinely monitors Routinely monitors Occassionally Rarely monitors the Effectiveness the effectiveness of the effectiveness of monitors the effectiveness of the the group, and the group and effectiveness of the group and does not makes suggestions works to make the group and works to work to make it to make it more group more make the group more effective. effective. effective. more effective. Working with Almost always Usually listens to, Often listens to, Rarely listens to, Others listens to, shares shares, with, and shares with, and shares with, and with, and supports supports the efforts supports the efforts supports the efforts the efforts of of others. Does not of others, but of others. Often is others. Tries to cause "waves" in sometimes is not a not a good team keep people the group. good team player. working well member. together.

Unit III

First Grade

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

Environment Academic and Educational

Specific competency Write notes to describe the components of different human body systems in a chart

Product B Charts of human body system

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.

GASP

BREATHE WHEEZE

CHOKING

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

 Digestive  Nervous  Cardiovascular Human systems  Endocrine  Lymphatic  Respiratory

IV. Circle the best answer for the following question.

* What system do we use to breathe? a) Circulatory system b) Digestive system c) Urinary system d) Respiratory system

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

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

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.

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.

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.

EXPLOSIVE EVENTS

VIII. Read the following paragraph and fill out the explosive events chart of the breathing process. Topic / Title: ______

1. First this happened, 2. This caused… …

3. That led to…

4. Then… 5. After that…

6. This resulted in…

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.

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, MD Date reviewed: November 2009 Originally reviewed by: Laura Inselman, MD

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.

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 small Short long Pretty ugly New old Bright dark Black white Fat thin Soft hard Boring interesting Beautiful ugly Generous stingy Tall short Slow fast Wet dry happy sad far near nasty nice fat thin

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

Wheniwasyoungiusedtowatchtherainandthebeautifulcolorfulrainbowafterwardshaveyouwat chedtheharrypottermoviesfullofexcitingscenesandwonderfulscenariosrichinlanscapespoorh ermioneshegotmarriedtotheredhairronweasleydidyouseelunawhoseemedalwaysseriousan dsadweretheweasleyspoorornotbutasalwaysharrywasalwaysbrightandfunwithallhisfriendsa ndhadagenerousheartkindandtendersoftandnothardlikevoldemortblackdarl 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.

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 shorter tall taller old older

But be careful with:

nice nicer

white whiter

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

E. g. difficult more difficult wonderful more wonderful

But be careful with adjectives ending in “ y “:

Happy happier

Busy busier

Ugly uglier

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 / Mitt Sally is hungrier than Mitt.

Elmo / red / Oscar the grouch ______

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

______

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 SIMPLE

The 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.

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.

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 like Here 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.

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 out As 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.

Look after your lungs

1 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.

When lungs don't work well Some 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?

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?

EXAM UNIT III

UNIT III A FIRST GRADE  Formulates and answers questions in order to understand Achievements: forecasts. o Answer questions formulated to create forecast based on current situations.

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

3. Will Jorge become a rich 1. What career is Jorge going to person? take? a) Yes, he will. a) He is going to be a engineer b) No, he will. b) He is going to be an engineer c) No, he won´t c) He are going to be an engineer. d) Yes, she will 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.

UNIT III B FIRST GRADE  Organize terms and descriptions into a table. Achievements:  Verifies spelling conventions in order to edit notes. o Check punctuations and spelling conventions. 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…

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 7. Good thing you have strong this system. Which one is it? bones to protect you. Which a) skeletal system is it? b) urinary a) muscular c) digestive b) skeletal d) respiratory c) urinary d) digestive

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

8. Organize terms and descriptions on a table.

______

clean blood largest single makes pancreatic storehouse for and send organ; cleans out juice and insulin liquid waste. liquid waste poisons in blood to regulate blood to bladder. and takes sugar. vitamins out of the blood.

a) Kidneys, Liver, Pancreas, Bladder b) Pancreas, Bladder, Kidneys, Liver c) Liver, Pancreas, Kidneys, Bladder d) Kidneys, Bladder, Liver, Pancreas

RUBRIC UNIT III

Criteria Excellent Good Not good

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.

Unit IV

First Grade

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

Environment Familiar and community

Specific Competency Exchange likes and dislikes in a dialog

Product A Interview

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.

If you love something

"I love eating ice-cream." If you neither like nor dislike something "I adore sun-bathing."

"I don't mind doing the housework."

If you like something

"He quite likes going to the cinema."

"I like cooking."

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."

Things to remember… If you really dislike something Dislike is quite formal. "I don't like sport at all." Fond of is normally used to "He can't stand his boss." talk about food or people. "She can't bear cooking in a dirty kitchen."

"I hate crowded supermarkets." "He detests being late." "She loathes celery."

Grammar Note

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

like something or like doing something.

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.

Weekends

Things I like to do

At School At Home

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

______

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

Things I really like: Things that are ok:

1) 1)

2) 2)

3) 3)

4) 4)

5) 5)

Things I really dislike: Things I dislike: 1) 1) 2) 2) 3) 3) 4) 4) 5) 5)

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

Expressing Likes a). 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 ______.

98 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 ______

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.

100

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

101

102

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

LEISURE Do you like to watch watch TV YES No TV? read books Yes, I like to watch TV. play soccer Yes, I do. basketball

baseball

cards

listen to music

play music

dance No, I don't like to watch TV. swim

No, I don't. go shopping

go to the movies cook

eat at a restaurant

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.

Go forward

105

106

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.

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).

107

Unit IV

First Grade

Social practice of the language Understand and express differences and similarities between cultural aspects from Mexico and English-speaking countries.

Environment Literary and ludic

Specific competency

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

Product B

Recital

108

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.

109

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.

110

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

111

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.  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.

112

SWEET DREAMS MY L.A. EX Beyonce Written by: Christian Karlsson / Pontus Winnberg / Cathy Dennis Published 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  Activity: Gapped Worksheet  Level: Pre-intermediate  Language: Grammar & Vocabulary

by Beyonce Written by: Christian Karlsson / Pontus Winnberg / Cathy Dennis Published 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 1 Verse 2 Hey hang your red ...... up You letting off full ...... Coz there’s nothing left to prove now Till the ...... comes back to you Hey hang your red ...... up now ...... no one cares but you Hey is it all it seems What ...... are you from? Is it all you dreamed and more? (You) Accuse me of ...... I’ve What ...... are you from never done (You) Accuse me of ...... I’ve Listen to you carrying on never done Cheating another love ...... Listen to you carrying on Cheating another love ...... Chorus If I were in your ...... Repeat Chorus I’d whisper before I shout Middle______There you go playing that ...... Does it make you feel a _____ again Pointing the ______just because Find somebody else to talk about If I were in your ...... You can I’d worry of the ...... I spell it loud and clear You’ve had your ...... now it’s ____that ____´s not welcome around here. my ...... Repeat chorus: Middle Sweet ...... my LA ......

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The Full Lyrics Answer Key

SWEET DREAMS MY L.A. EX

Beyonce

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

Verse 1 Verse 2 Hey hang your red gloves up You letting off full steam Coz there’s nothing left to prove now Till the light comes back to you now Hey hang your red gloves up Hey is it all it seems Baby no one cares but you Is it all you dreamed and more? What planet are you from What planet are you from Accuse me of things I’ve never done Accuse me of things I’ve never done Listen to you carrying on Listen to you carrying on Cheating another love song Cheating another love song

Chorus Repeat Chorus If I were in your shoes I’d whisper before I shout Middle 8 There you go playing that record again Does it make you feel a man? Find somebody else to talk about Pointing the finger just because you can If I were in your shoes I spell it loud and clear I’d worry of the effects Baby that tongue’s not welcome around You’ve had your say now it’s my turn here Sweet dreams my LA ex Repeat 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 again b) get up after a fall c) recover fromOooeeeeeeeeeeeeeeeehh

You're a good soldier The pressure is on Choosing your battles You feel it Pick yourself up But you got it all And dust yourself off Believe it Get back in the saddle ...... When you fall get up, oh oh You're on the front line If you fall get up, eh eh Everyone's watching Tsamina mina zangalewa You know it's serious Cuz this is Africa We are getting closer Tsamina mina, eh eh This isn't over Waka waka, eh eh Tsamina mina zangalewa This time for Africa

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XIII. Listen to this and put Teacher’s copy the sentences in order. ___This is your moment "Waka Waka (This Time For Africa) ___No hesitations a)be ready to use again. DUST .... OFF b) get up after a fall ___Go on and feed them PICK... UP c)recover from GET BACK ___People are raising ___Their expectations ___I feel it You're a good soldier Tsamina mina zangalewa ___Today's your day

Choosing your battles This time for Africa ___Believe it Pick yourself up Tsamina mina, eh eh ___You paved the way And dust yourself off ...... Waka waka, eh eh Get back in the saddle If you get down get up, oh oh Tsamina mina zangalewa When you get down get up, eh eh You're on the front line Everyone's watching Anawa a a T samina mina zangalewa You know it's serious Tsamina mina, eh eh T his time for Africa We are getting closer Waka waka, eh eh T samina mina, eh eh This isn't over Tsamina mina zangalewa Waka waka, eh eh T samina mina zangalewa The pressure is on This time for Africa A nawa a a You feel it Tsamina mina, Anawa a a But you got it all T samina mina, eh eh Tsamina mina Believe it Waka waka, eh eh When you fall get up, oh oh Tsamina mina, Anawa a a T samina mina zangalewa

If you fall get up, eh eh Tsamina mina, eh eh T his time for Africa [Lady Singing] Tsamina mina zangalewa Waka waka, eh eh [ Voice:] Cuz this is Africa Tsamina mina zangalewa T samina mina, Anawa a a Tsamina mina, eh eh Anawa a a T samina mina Waka waka, eh eh Tsamina mina, eh eh T samina mina, Anawa a a Tsamina mina zangalewa Waka waka, eh eh T samina mina, eh eh This time for Africa Tsamina mina zangalewa Waka waka, eh eh Listen to your God T samina mina zangalewa This is our motto This time for Africa] Django eh eh nawa a a Your time to shine T samina mina, eh eh Tsamina mina zangalewa Don't wait in line Waka waka, eh eh People are raising Anawa a a T samina mina zangalewa Their expectations T his time for Africa Go on and feed them This time for Africa Django eh eh This is your moment T samina mina zangalewa No hesitations nawa a a Today's your day We're all Africa This time for Africa I feel it You paved the way We're all Africa Believe it This time for Africa If you get down get up, oh oh When you get down get up, We're all Africa This time for Africa eh eh We're all Africa

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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 that we 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

CHORUS I’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 (Complete the sentences with Lou Bega on a trip won’t you all come in names of continents or countries ) With a little bit of this and a little bit of that …………………- America - Europe You can get what you see you can see and ………………... what you get Asia - ………………- I take them all and marry her And I bet that you’re all a little bit excited …………………… - Arabia - to the If you want an autograph, honey I can write girls of ……………….. it All around the planet you can be my I’ve got girls worldwide on the planet fantasy Some called Whitney and some called CHORUS Janet I’ve got a girl in ………………… I’ve got a girl in ………………….. CHORUS I’ve even got a girl in the Vatican (Complete the sentence with the name dome of two cities) I’ve got a girl right here I’ve got a girl I’ve got a girl in ……………….. I’ve got a right there girl in ……………….. And I’ve got a girlfriend everywhere I’ve even got a girl in the Vatican dome I’ve got a girl right here I’ve got a girl right I’ve got a girl on the moon I’ve got a there And I’ve got a girlfriend everywhere girl on mars

I’ve even got a girl that likes to dance I’ve got a girl on the moon I’ve got a girl on mars on the stars I’ve even got a girl that likes to dance on I’ve got a girl right here and one right the stars I’ve got a girl right here and one right there there And I’ve got a girlfriend everywhere 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. You and me - no matter where you’re From saint. Tropez to my home from baby - ……………….. That´s my way and I do it like day by day in No matter where you’re from baby - baby only you and me

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

Quit Care Be Shout Looked Saying Love Broke

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,

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 Bieber Baby lyrics

Ohh wooaah Ohh wooaah Ohh wooaah Luda, When I was thirteen, You know you love me, I know you care I had my first love Just shout whenever, And I'll be there There was nobody that You are my love, You are my heart compared to my baby And we will never ever-ever be apart And nobody came between us Are we an item. Girl quit playing or could ever come above "We're just friends" She had me going crazy What are you sayin? Oh I was stars truck said theres another and looked right in my She woke me up daily eyes Don't need no Starbucks My first love broke my heart for the first She make my heart time, pound[wwwhhhooo] and skip a beat when I see And I was like her in the street Baby, baby, baby ooh and, At school, on the Like baby, baby, baby noo playground Like baby, baby, baby ooh But I really wanna see her on the weekend Thought you'd always be mine, mine She know she got me dazing Baby, baby, baby oohh Cuz she was so amazing Like baby, baby, baby noo And now, my heart is breakin' Like baby, baby, baby ohh But I just keep on sayin' Thought you'd always be mine, mine

For you,i would have done what ever Baby, baby, baby ohh And I just cant believe we ain't together Like baby, baby, baby noo And I wanna play it cool, But I'm losing Like baby, baby, baby ohh you Thought you'd always be mine, mine I'll buy you anything, ill buy you any ring And I'm in pieces, Baby fix me Baby, baby, baby ooh and just shake me til' you wake me from Like baby, baby, baby noo this bad dream Like baby, baby, baby oooh Thought you'd always be mine, mine I'm going down, down, down, down And I just can't believe, my first love won't (Now I'm all gone) be around Yeah, Yeah, Yeah Yeah Yeah Yeah And I'm like, (Now I'm all gone) Baby, baby, baby oooh Yeah, Yeah, Yeah Like baby, baby, baby noo Yeah, Yeah, Yeah Like baby, baby, baby ooh (Now I'm all gone) Thought you'd always be mine, mine Yeah, Yeah, Yeah Yeah, Yeah, Yeah Baby, baby, baby oooh Now I'm all gone, gone, gone, ooh Like baby, baby, baby noo I'm gone Like baby, baby, baby ooh Thought you'd always be mine, mine

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EXAM UNIT IV UNIT 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 2.- Choose the number that shows the middle school. He was to run in three races correct order of events. alone and in one relay. He practiced each day. The first thing he did was to stretch his muscles a) I don´t want to eat pizza again for a and make sure his muscles were ready to run. long time. He stretched for ten minutes each morning. b) I ate ten pieces of pizza. Then, he would run up and down the stadium c) Later that night, I got sick. steps three times before heading to the track. d) I felt very full. After running up the stadium steps, Adam would do twenty laps around the track. Finally, he 1. b,d,c,a would run all the way home and eat a large 2. b,d,a,c breakfast before showering. 3. c,d,b,a 4. c,d,a,b 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) 2,5,1,6,3,4 b),2,6,1,3,4,5 c) 2,6,5,3,4,1 d) 2,6,1,5,4,3

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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 negro 1 ) Imagine there's no heaven 1 ) Sé que llegará el día It's easy if you try en el que no haya herida No hell below us causada por el odio Above us only sky de los que no son igual Imagine all the people Living for today... 2) Y sé que duele soportar Imagine there's no countries que escueza tanto la soledad It isn't hard to do por no vestir como ellos Nothing to kill or die for y por ti misma pensar And no religion too Imagine all the people 3) Te enciendes tal que una flor Living life in peace... cuando suena tu canción le gritas en silencio al viento 2) You may say I'm a dreamer que es libre tu corazón But I'm not the only one Sin fronteras sin avión I hope someday you'll join us sin credos ni religión And the world will be as one que no esclavicen al hombre jamás en nombre de un Dios 3) Imagine no possessions Ahh? I wonder if you can No need for greed or hunger 4) Si necesitas respirar A brotherhood of man además de aire libertad Imagine all the people y el heavy es tu bandera Sharing all the world... siempre nos tendrás aquí Y aunque cueste una eternidad 4) You may say I'm a dreamer que te respeten por pensar But I'm not the only one sigue adelante y lucha I hope someday you'll join us no estás sola somos más!! And the world will live as one

6.- In which paragraph of the “imagine “ 7.- In which paragraph of “La Dama de song is related to human values? negro” song is related to human values? a) Paragraph 1. a) Paragraph 1. b) Paragraph 2. b) Paragraph 2. c) Paragraph3. c) Paragraph 3. d) Paragraph4. d) Paragraph 4.

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8.- The phrase “imagine there is no 9. The phrase “sigue adelante countries” according to the context y lucha” of La dama de means: negro” song means: a) The world with much population. a) Don’t give up. b) The world with people living in b) Stay in the same place. peace. c) Be friendly. c) Unpeace world. d) Give up. d) Unfriendly world.

10. 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 Good Fair Poor Score

(10-9) (8-7) 6 5

Content (text)

Organization (As asked)

Visuals (Pictures)

Delivery

(Due time)

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Unit V

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 A Exhibition about a Science Topic

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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.

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RELATIVE PRONOUNS I.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 meaning 2.-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

Magma is molten rock in the Earth's crust. When magma erupts through the earth's surface it is called lava.

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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VI. Answer the quiz.

Volcano Quiz Printout

Circle the right answer:

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

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 magma chamber - a magma chamber that forms in the air after some volcanic contains magma (molten rock) deep within eruptions. the Earth's crust. conduit - a conduit is a passage through side vent - a side vent is a vent in the side of which magma (molten rock) flows in a a volcano. volcano. vent - a vent is an opening in the Earth's crust - the crust is Earth's outermost, rocky surface through which volcanic materials layer. erupt. lava - lava is molten rock; it usually comes out of erupting volcanoes.

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Volcano

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

Word Bank:

Mars summit Magma crust rock Earth crater lava volcano miles cracks erupts

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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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 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.

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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.

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.

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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.

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

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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 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?

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The Display Project 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 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.

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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.

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 debris EXPLANATION: The swirling motion you give the bottle forms a vortex and is a easy way to create your own tornado.

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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.

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.

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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 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.

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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:

 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.

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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:

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 = Orange Blue + Red = Purple Yellow + Blue =

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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.

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 B Oral Warnings

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Achievements:  Adjust volume, tone and intonation to emphasize warnings.  Understands conditional and non-conditional warnings.  Requests information to confirm the understanding of warnings.  Indicates causes and effects of warnings.  Associates warnings to particular situations.

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Practice in your notebook. Obligation: have to, has to:

Imperative sentences He has to wear a uniform. She has to follow the rules. The imperative sentences give orders, They have to do their homework. directions and advices. Permission: can, be allowed to:

He can practice a sport there. He is allowed to receive visits once a week

II. Complete the request using the imperatives from the box.

A. The car is very dirty, 1. Clean it ______, please.

B. There is too much air in this room, 2. Don’t bother us ______.

C. The dog is big and dangerous, 3. Wash it ______.

D. There’s a big mess in that table, 4. Turn it down ______

E. The garbage is in that bag next to the door, 5. Pick them up ______, please.

F. The T.V. is too loud, ______, please. 6. Close the window

G. The birds have eaten too much today, ______. 7. Don’t play with it

H. We need to finish the homework, ______. 8. Take it out

I. The trip is next Friday, ______9. Clean your shoes

J. The floor is clean, ______, please. 10. Don’t feed them

K. It’s too late and I want to sleep, ______, please. 11.Buy the tickets

L. The books are on the floor, ______11. Turn off the lights

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III.- Classroom rules contest (must or mustn’t)

We wear uniform We shout in the classroom

We leave the classroom without We do our homework permission

We arrive on time We arrive late

We speak in Spanish all the We respect each other time

We listen when our teacher or We disturb people who are classmate is speaking working

We enter and exit the room We write or carve on your desk quietly or school property

We respect other people’s We eat in the classroom opinions

We participate in all classroom We use our cell phones in class activities

We call people by their proper We interrupt each other names

We treat everyone and their We go to the toilet without property respectfully permission

We bring all the books and We bring beverages to class materials needed for every class

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IV. Sing the song Rules, Rules, Rules Rules in the classroom - rules in the hall Rules in the lunchroom - you could never count them all Rules during line up - on a fire drill Each and every day I'll try to follow them all Yes, I will! Rules for homework - rules for a test Rules during recess There are even rules for dress Learn each rule - that's my plan All 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 hall Rules in the lunchroom - you could never count them all Rules during line up - on a fire drill Each 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 work including 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 appropriately The work "Homework" means home-work - it must be done at home, not in school.

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Rules for homework - rules for a test Rules during recess There are even rules for dress Learn 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 class You're not allowed to chew gum in class If you're chewing, get rid of it fast - 'Cause you're not allowed to chew gum in class No candy or chips - or sodas to sip. No snacking at all - in the classroom or hall there’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 mouth you look like a cud-chewing cow

Chorus

No candy or chips - or sodas to sip - No snacking at all - in the classroom or hall There's absolutely, positively, no gum chew, chew, chewing in class

It's so distracting to you and those a roun-oun-oun-oun-ound When 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 to Has 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 States 2. 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. 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  Uses various strategies in order to point out relevant Achievements: 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 tornado b) Tornado missing ingredient c) Tornado warning d) 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/contrast b) description c) cause and effect d) 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 1,000 Cheniere 1893 Louisiana 4 1,100 Caminanda Hurricane Katrina 2005 Louisiana, Mississippi, Texas, 5 1,833 (CATS) Alabama Lake Okeechobee 1928 Florida 4 2,500 Hurricane Great Galveston 1900 Texas 4 8,000 Hurricane

3.- Which of these hurricanes 4.- Which of these hurricanes hit had the strongest winds? more states? a) Sea Islands Hurricane, in b) See Island 1893 c) Hurricane Katrina b) Hurricane Katrina, in 2005 d) Great Galveston c) Lake Okeechobee e) Bridge Creek Hurricane, in 1928 a) Hurricane Katrina, 2005

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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 warning 5.- 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) 1 b) 2 c) 3 d) 4

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IV.- Read the paragraph and choose the correct effect.

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 damage b) 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) rainy b) sunny c) windy d) cloudy

11.- What will it do tomorrow later in the day in southern Oregon?

a) rain b) snow c) be clear d) sunny

12.- What direction will the wind come from in Northern Oregon?

a) North-East b) North-West c) South-East d) 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 escaped a) 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 screamed a) Because the hamster startled her. b) Because my dad woke up. c) Because the hamster escaped. d) Because the lamp fell and crashed.

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RUBRIC UNIT V

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 diagram I 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 Secundaria Cuaderno de Actividades para el Fortalecimiento de los Aprendizajes Alineados al Plan y Programas de Estudio 2011 Articulación de la Educación Básica PRIMERA EDICIÓN, 2013-2014 D.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 venta Todas las imágenes están protegidas por las leyes de derecho de autor y fueron utilizadas en este cuaderno con fines educativos.

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