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Secretario de Educacin y Director de la Unidad de Integracin Educativa de Nuevo Len Ing. Jos Antonio Gonzlez Trevio Subsecretaria de Educacin Bsica Profra. Ramona Idalia Reyes Cant Directora de Educacin Secundaria Profra. Myrna Bertha Triana Contreras Jefa del Departamento Tcnico de Educacin Secundaria Dra. Anastacia Rivas Olivo

Academia de Ingls II Dra. Bertha Alicia Guerrero Senz Mtra. Diana Sanjuanita Villarreal Guajardo Lic. Marina Escamilla Martnez Profra. Esther Nohem Medelln Guerrero Profr. Eleonardo Martnez Lizcano

D. R. Secretara de Educacin de Nuevo Len Nueva Jersey 4038, Fraccionamiento Industrial Lincoln Monterrey, Nuevo Len, Mxico Agosto 2013
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Dear Teacher,

This workbook is exciting material that will help the students practice English. It is focus on the National English Program of Basic Education. Here you will find activities and tasks to motivate your students focus on the social practices of the language and to different teaching environments. This workbook is a collection of activities created by the English Department and some of them were found in the internet, at the end of the workbook you can find the reference.

In the workbook, you will find:

An index. Five units for the grade. Interesting topics to help you develop the English class. Sociocultural activities that the students can relate to their own experience, and cultural information.

Rubrics for each unit. Exams for each unit.

We at the English Department sincerely believe that the workbook will help you in the teaching process in a positive way.

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: SECOND GRADE Unit I (Product A). Achievements. Catalogs word map. Vocabulary Comparatives and superlatives. Unit I (Product B). Achievements. Comics lesson. Create a comic strip Elements of a narrative Recognizing fantasy story.. Writing the story events in order. Vocabulary A writing activity (Fantasy)... Making inference. Comic story organizer Questions like Enlace Exam.... Rubric Unit II (Product A) Achievements. Environmental emergency research. Natural disasters.. Natural disasters work sheet.. Ways to prevent pollution. Lets talk about climate change. 9 10 11 12 14 17 18 19 21 22 23 24 25 26 27 28 29 32 33 34 35 36 43 45 46
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Unit II (Product B). Achievements. Cinema (Movie genres) Key (Films genre vocabulary).. Smurfs talk Writing a story A writing plan.. Questions like Enlace Exam.... Rubric Unit III (Product A).. Achievements. Body parts song. Rules for Hangman game Hangman example.. Hangman word game Super teens Hangman.. Unit III (Product B) Achievements. Simple machines vocabulary Word search (Simple machines)..... Simple machines reading completion Speaking time.. Design a compound machine.. Crossword (Simple machines). Simple machines function and benefits.. Research about simple machines.

49 50 51 53 54 55 56 57 59 60 61 62 63 64 66 67 68 69 70 72 73 74 75 76 77 78
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Reading comprehension worksheet (Simple machines).................................................... . Project (How a machine works). Vocabulary quiz.. Questions like Enlace Exam.... Rubric Unit IV (Product A).. Achievements. Play snakes and ladders (Adverbs of time)... Sentences connectors.. The aspects of autobiography. Write biographies. Reading comprehension (Justin Bieber biography) . Write your biography. Unit IV (Product B).. Achievements. Comparing and contrast schools (Mexico and USA schools) Comparing Halloween and the Day of the Dead Significance of altar items.. Write legends.. Chart to describe cultural aspects (Mexico and USE). Compare and contrast Independence Day (Mexico and USA) Reading comprehension (The Declaration of Independence).... A Venn diagram.. Questions like Enlace Exam..... Rubric Unit V (Product A)

80 81 83 86 89 90 91 92 94 95 98 100 105 106 107 108 109 112 113 114 115 116 117 120 124 125
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Achievements. Before the round table. Topics for round table Management tips. Read the story and write the topic.. Bullying. Bullying an epidemic in the U. K. Bullying survey Check list on cyber bullying Reading comprehension (Bullying).. What do you think about bullying? (Speaking activity)...... Bullying solutions (Group discussion)... Unit V (Product B). Achievements. Giving instructions sequence.. Everyday activities Activities vocabulary match.. Word search (Daily routines).. Adverbs of manner.. Circle the adverbs of manner.. Providing instructions Cameron the relay machine (Reading).................................................................... Instructions for making the snack Stripy Tigers. Group discussion scoring table Questions like Enlace Exam.... Rubric

126 127 128 129 130 131 133 133 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 154
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Unit I

Second Grade

Social Practice of the Language Understand and express information related to goods and services. Environment Familiar and community Specific Competency Offer and understand suggestions in order to buy or sell a product. Product A Good catalogue.

Achievements Anticipates the general meaning and main ideas by listening to familiar expressions. Identifies main ideas in oral exchanges. Searches for confirmation in an oral exchange. Produces expressions to argue or object. Adjusts tone, rhythm, and intonation in producing oral texts.

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I. Brainstorm. What catalogs have you seen or read? Have you ordered something from a catalog? II. What information do catalogs have to include? Complete the word map.

CATALOGS

III. Read the following dialog and underline the size, cross out the color and circle what they are looking for. Clerk: Can I help you? Customer: Yes, Im looking for a blouse? Clerk: What size would you like? Customer: Medium, please. Clerk: And what color would you prefer? Customer: Do you have a dark blue. Clerk: Yes we do. Let me get it for you. Im sorry we dont have that size available at this store, would you like me to order it. IV. Draw what the customer is looking for?

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V. Write the following words in the correct category.

Categorize the following vocabulary

blue

red

shoes

green cap

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short s

skirt

pink

jeans

jacke t

can

Wil l

would

sweate r

mediu m

larg e

Cerulea n

blue

smal l

SIZE

COLOR

MODAL

CLOTHING

VI. Circle the words you find in this runitalltogether paragraph.

xcwhitemjioplktrmediumbndfwqaeeeextralargescksoppsmallshirt humnsbathingsuitswinmortblueytrwrgreenerplklpsocksredcaplkjio sacretytennisshoessizemnbvcxzpinkmyertdressbootswrtytrtrplkjuo suitstrfghgftrertmnbvcoubootsqwasszxcviejacketcollarsplkmnhjeip sweaterklopflipflopspurpletyrepopppytttqwertasdfghjklzxcvbnmd


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VII. Write the correct word on the line.

____________________________

_______________________

____________________________

_______________________

___________________________

_________________________

___________________________

______________________

____________________________

____________________

_____________________________

_____________________

__________________________

_____________________

___________________________

________________________
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VIII. Write 5 sentences using the vocabulary seen in exercise 6.


a)____________________________________________________________________________ b)____________________________________________________________________________ c)____________________________________________________________________________ d)____________________________________________________________________________ e)____________________________________________________________________________

IX. Survey 10 of your classmates asking them: what their favorite color is, what their favorite piece of clothing. Then make a graph and socialize your findings.

X. In teams of 4, compose a song to sell garments to use as an advertisement in a radio program.

XI. Read about the comparatives and superlatives of adjectives. Ask your teacher if you have more questions about them.

Comparatives are used to compare two things. You can use sentences with than, or you can use a conjunction like but. Comparatives

Jiro is taller than Yukio. Yukio is tall, but Jiro is taller.

Superlatives are used to compare more than two things. Superlative sentences usually use the, because there is only one superlative. Superlatives

Masami is the tallest in the class. Yukio is tall, and Jiro is taller, but Masami is the tallest.

Taken from:

http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/regcom.htm

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XII. Write the comparative of the following adjectives. cheap ___________________ modern __________________ small ____________________ blue _____________________ beautiful __________________ old ______________________ short _____________________ white ____________________ cold ______________________ expensive ___________________________ big _________________________________ pretty _______________________________ nice _________________________________ new _________________________________ tall__________________________________ ugly _________________________________ hot __________________________________ dark __________________________________

XIII. Look at the pictures and write sentences comparing them.

Cambden Nora Alice Tracy a) ______________________________________________________________________________ b) ______________________________________________________________________________ c) ______________________________________________________________________________ d) ______________________________________________________________________________ XIV. Now write 5 sentences about your friends or family using the comparatives. a) ______________________________________________________________________________ b) ______________________________________________________________________________ c)______________________________________________________________________________ d) _____________________________________________________________________________ e) _____________________________________________________________________________

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XV. Draw a line between the picture and the correct word.

1. elephant

2. Cheetah

3. chimpanzee

4. tiger

5. blue whale

6. giraffe

XVI. Complete the paragraph with the right superlative. Of the animal kingdom there are some species that are quite unique. The cheetah is the ______________ mammal in the world with speeds up to 120 km / hour. The elephant is the ______________ land mammal in the world. The chimpanzee is one of the ___________ creatures. The giraffe is the _____________ animal, but the blue whale is the ___________ mammal in the Earth.

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Unit I

Second Grade Social Practice of the Language Read and understand different types of literary texts from Englishspeaking. countries

Environment Literary and Ludic. Specific Competency Read fantasy literature and describe characters. Product: B Comic Strip.

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Achievements

Uses strategies to support the understanding of narratives. Anticipates the general meaning and main ideas from details. Distinguishes explicit from implicit information. Formulates and answers questions to distinguish and verify specific information. Describes characteristics and abilities.

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Comics Lesson
Melissa Fennell
GRADE LEVEL: SHS 1 or 2 SKILLS: TIME: MATERIALS:

Reading, Listening, Speaking Class Period Sentence Unscramble Worksheet, Comics with dialogue erased

OBJECTIVES:

To increase student interest To encourage students to use English creatively To practice writing

PROCEDURE:
Introduction / Warm up (10 minutes) Ask SS Which comic characters do you like the most? It can be any character. If you know the character, you can make a comment about it (conversation). If you dont, then you can ask the student to teach it to you. Activity one: Sentence Unscramble (7 minutes) Show SS a comic with the text in the speech bubbles erased. Put the comic strip below in the wrong order. SS sort out the order of the sentences. Then, they fill in the speech bubbles. Activity two: Make your own comic (20-30 minutes) SS choose from a selection of different comics (or JTE/ALT could offer only one comic) and fill in the (empty) speech bubbles with their own conversation. Activity three: Presentation (10 minutes) In groups, SS exchange comics and read them Sample exercises First of all, it is important not to throw away the comic sections of newspapers (especially for colored comics) so that one will have an abundance of comic strips to use in class for a variety of activities, such as those described below.

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Activity 1 The teacher cuts apart the individual panels of a comic strip and puts them in an envelope. The students (either individually or in groups) then are asked to arrange the pieces into the proper sequence to tell the story, either in written form or as a speaking exercise. For more advanced learners, the task can be made more difficult by giving a different panel to each student in a group and asking students to describe to the rest of the group what is on their panels. The students should not show their pictures to each other until they have figured out the correct order for the panels. Activity 2 In a variation of the first exercise, the teacher removes the speech or thought bubbles of the comic strips, hands out copies of both the comic strip and the text of the bubbles to the students. The students' task is to figure out the proper order of the speech or thoughts. Activity 3 The teacher hands out a comic strip from which the last panel is cut out. Students are asked to continue the story and come up with an ending. Similar to the first activity, this can be a writing or speaking exercise and can be organized as either an individual or a group activity, depending on the needs of the students. (Naturally, the first exercise could be continued with this exercise as well; however, this way is more challenging than having to continue a story that already has a conclusion). A follow-up for this exercise could be that the students act out their stories in class. After acting out a story, they could continue it as a role-play activity. Role-plays are useful for providing the teacher with feedback on how well the students learnt the new language (grammar, vocabulary, etc.). Besides, this activity reduces Teacher Talking Time and facilitates the speech of the students. It is generally true that people are less inhibited to talk when they have a personality "to hide behind," so when they play a role, they tend to forget about the surrounding circumstances (i.e., the classroom or the presence of the teacher). Activity 4 Another interesting (and slightly more complex) exercise is to organize students into groups and give them a written story with missing information. First the groups should discuss what might be missing from the text. Then the teacher gives them a comic strip version of the text. They must fill in the blanks in the written story by describing what they see in the pictures. After that, they are asked to think of speech and/or thought bubbles for the comic strip. Naturally, as a follow-up activity, they can act it out and continue the story as a role-play. The variations of these kinds of activities are almost endless. They can be combined with other activities, or used as supplementary material.

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Create a Comic Strip


I often use comic strips for students to retell a story. There are many ways to do this. First I have students fold paper in half like a hotdog and then fold it two more times like a letter. This creates six boxes. I always have students write at least one to two students per box. Then they can draw pictures with the characters having think bubbles or talking bubbles. Describe what Describe what happens in the happens in the beginning of the story. beginning of the story. Describe what Describe what happens in the happens in the end middle of the story. of the story. Title and author and comic strip Characters creator (student name) Problem Solution

Describe what happens in the middle of the story. Describe what happens in the end of the story.

Setting Reflection on the story or have students critique and give their opinion.

Another type of comic strip is similar. Have students fold a piece of paper like an accordion 2-3 times. This is good practice using sequencing words when retelling a story. Have students complete the following in each box.

Picture

Write about what happens first in the story.

Picture

Write about what happens next.

Picture

Write about what happens then in the story.

Picture

Write about how the story ends.

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Draw a Favorite Picture


I have given students a story map to retell the story. I have used the maps from the book Catching Kids Up. They are very simple but provide good practice for students. When students finish the story map they can draw a picture of their favorite part of the story. I pull out the watercolor paints or pastels and let them go. Sometimes just the novelty of a new medium motivates kids!!!

Elements of a Narrative
Plot: the sequence of events that take place in a story. Setting: the time and place in which the events of a story take place. Characterization: the methods used to present the personality of a character in a narrative. Direct--the author describes the character. Example--She was a large woman with a large purse. Indirect--the reader judges what the character is like based on what they say or do, or what other characters say about them. Example--We believe the narrator of "The Tell-Tale Heart" is crazy because he talks nervously and frequently repeats himself. Atmosphere: the general mood or feeling established in a piece of literature. Atmosphere is created through word choice and pacing. Word Choice--the author uses words that make the reader feel a certain way. A spooky atmosphere is created in "The Tell-Tale Heart" through the use of words like "hideous," "marrow," "chilled," and "nervous." Pacing--the author controls the speed at which we read through sentence length, punctuation, repetition of words and other techniques.

Point of View: who is narrating the story (2 main types: First Person, Third Person) First person: the narrator uses "I" to tell the action, and is involved in the story. Third person: the story is told from a perspective outside the story. The characters are referred to by name, or as he, she or they. Conflict: the central problem that drives the action of a story. Internal: The conflict happens in a character's mind. A character with a guilty conscience is an example of internal conflict. External: The conflict happens between characters, or between a character and some outside force, like nature. Sherlock Holmes pursuing a criminal is an example of external conflict.
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Recognizing fantasy story


I.-Read the story, as you read, use the checklist below to make notes about the realistic and fantastic details you find. Then use the chart below to analyze your observations. Whats the main idea? _____________________________________________________ Whats the plot? __________________________________________________________ Whats the setting? ________________________________________________________ Characters?______________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Whats the atmosphere?____________________________________________________ Point of view? ____________________________________________________________ Whats the conflict? _______________________________________________________ Question? Yes No Look back at details Confirm (Fantasy or realistic story) Are some of the places unlike places in the real world? Do unusual events occur? Write details about the places in the story. Write details about events in the story. Write details about characters in the story.

Do some characters have traits or abilities that real people dont have?

II. List three fantastic details that you could add to the story.

o o o

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III. Write a paragraph with series of sequence events. Think about the time when you or friend you know found something that was lost. And describe orally the storys events in order. List in time sequence the steps used to find the object.

Beginning (Introduction) __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Middle (Body) __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ End (Resolution) __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

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IV. Write the brief descriptions for the characters and the events.

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________


V. Detect words and expressions used to describe physical features of characters, and describe physical characteristics, abilities, and actions to discover characters. Character curious bossy gentle loving wild messy neat joyful smart calm mean rude polite quiet honest brave funny sad giving caring selfish friendly shy proud busy lazy responsible helpful Abilities and actions Physical characteristics Fat Thin Plump Chubby Tall Short Body parts Medium high Blond hair Brown hair Black hair White hair Short Long Big Small Eyes Nose Mouth Ears Head Legs Arms Colors Curly hair Wavy hair Straight hair

Expressions Oh! No way! Wow! Bravo! Help! Zaz! Boom! Yippee! By the way.. Finally Later on As soon as possible

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VI. Put sentences into paragraphs. VII. Use the verbs in past perfect. Choose topical comics and cartoons to use as a base for introducing a class discussion on current news of the day/week VIII. Write a short realistic description of something you did. Then rewrite the description so that it becomes in fantasy.

_________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

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IX. Making inferences (reading between lines).


Determine the episode/s to be included in the comic strip. Main idea from details. Think about the title, the illustrations, and what you have read so far.

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This story takes place ____________________________________________. The main character of the story is _______________________________ who ______________________________________________________________. The problem in the story is when __________________________________. The problem is solved when _______________________________________. Tell what you think will happen next or what you will learn.

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EXAM UNIT I
UNIT I A Achievements SECOND GRADE Identifies main ideas in oral exchanges.

I. Read the dialog below and answer the questions. Salesman: May I help you? Client: Yes, how much is this I-pad? Salesman: Its 829 dollars. Client: Its too expensive. Salesman: Yes, but its the best I-pad nowadays. Client: Oh, really? Whats so good about it? Salesman: First of all, the brand is Apple, you are getting your moneys worth, this one has the retina display, it is finger print resistant, with 264 pixels per inch it has the chip dual-core A6X with quad-core graphics, it weighs 652g and it has WIFI + 3G. And finally is has 64 GB. What more could you ask? Client: Hmm Im not sure Salesman: If you buy it this month youll have a 15% rebate or if you rather pay with credit card there is a 12 month no interest. Client: Ok, Ill buy it.

1. Where are the people? a) In a museum b) In a school c) In a store d) In a zoo

2. What is the client going to buy? a) A computer b) A cell phone c) An I-pod d) An I-pad

3. Is the client sure about his purchase? a) Yes, he is. b) No, he isnt. c) Yes, they are. d) No, they arent.

4. What information does the salesman give in favor of the I-pad? a) The price b) The main characteristics c) He doesnt give information. d) He shows him another product.

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UNIT I B Achievements:

SECOND GRADE Describes characteristics and abilities. Anticipates the general meaning and main ideas from details.

II. Read the text about a super hero and then fill out the chart. Aquaman - Orin, the born King of Atlantis. Aquaman has gone through many incarnations though most know him as either a crew cut blonde in an orange and green tunic or a wild-haired bearded one-armed warrior. Orin has great strength as one would expect of someone who can withstand the pressures of the deep. He also has the telepathic ability to communicate with all underwater sea life. He considers himself the ruler of the 70% of planet Earth that is covered by water.

5.Abilities

6. Physical characteristics

5. Aquamans abilities are: a) blonde wearing an orange and green tunic. b) great strength, and telepathic c) ruler of the Earth d) king of Atlantis

6. Aquamans physical characteristics are: a) blonde wearing an orange and green tunic. b) great strength, and telepathic c) ruler of the Earth d) king of Atlantis

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I. Look at the book cover and answer the questions below.

7. Whos the author? a) Seymour Simon b) Barbara and Ed Emberley c) My moms d) The student

8. Who drew the illustrations? a) Seymour Simon b) Barbara and Ed Emberley c) My moms d) The student

9. What would be another title for this front cover? a) Apple computers and IOS b) How to work with my computer c) How to let live the computer d) How to draw in the computer

10. Who is the intended audience for this book? a) The flying robot b) Children c) Teenagers d) The mouse and the turtle

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RUBRIC UNIT I
Good catalogue and a comic strip. CRITERIA Grammar AVERAGE There are not grammatical mistakes on the good catalogue/comic strip. (40 points ) Labels All items of importance are clearly labeled with a label that can be read from at least 3 ft. away. (20 points) The whole products are illustrated on the good catalogue/ comic strip. (20 points) Show the oral presentation. Team presentation. Topic of the product. Subject knowledge. The whole team members showed their good catalogue/ comic strip. (10 points ) Two members showed the good catalogue/ comic strip. (5 points) Just one student showed the good catalogue/ comic strip. ( 30 points) Many items of importance are clearly labeled with labels that can be read from at least 3 ft. away. (10 points ) There are some products illustrated on the good catalogue/ comic strip. (25 points) Labels are too small to view or no important items were labeled. ACCEPTABLE There are two or three grammatical mistakes on the good catalogue comic strip. BELOW There are some more than four grammatical mistakes on the good catalogue comic strip. POINTS

The catalogue illustrated its products.

(5 points) There are few products illustrated on the good catalogue/ comic strip.

(20 points) Well researched subject knowledge is evident throughout. The whole information is clear, appropriate and correct. (40 points )

(10 points ) Some subject knowledge is clear. Some information is confusing, incoherent or flawed. ( 30 points)

(5 points) Subject knowledge is not clear, the whole information is confused.

(25 points)

Total

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Unit II

Second Grade Social Practice of the Language Understand and write instructions. Environment Academic and Educational. Specific Competency Understand and write instructions to face an environmental emergency. Product: A Instruction manual to face an environmental emergency.

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Achievements Clarifies the meaning of unknown terms in order to broaden and refine vocabulary. Understands and points out the order of components, useful information and main ideas of an emergency manual. Writes and classifies sentences in order to create sequences of instructions. Removes, add and/or changes information to edit an instruction manual.

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I.

Investigate what is an environmental emergency, and what kind of environmental emergencies they know.

An environmental emergency is a sudden onset disaster or accident resulting from natural, technological or human-induced factors, or a combination of these, that cause or threaten to cause severe environmental damage as well as loss of human lives and property. This term is coming into increasingly common usage as the link between disasters and the environment becomes better understood. It relates to the interface between disasters, human life and health, and the environment. In general, environmental emergencies distinguish between three scenarios: (1) classic environmental emergency (also referred to as technological or industrial accidents); (2) sudden on-set natural disaster with major negative impacts on human life and welfare and on the environment; and (3) complex emergencies with major environmental impacts (more commonly known as conflict or war).

Classic environmental emergencies Environmental emergencies in the narrow sense are technological or industrial accidents and usually involve some type of hazardous material and can occur at any location where these materials are produced, used or transported. Common locations include pesticide storage sites, hospitals, railway marshalling yards, and numerous different industrial manufacturing sites. While radiological and biological emergencies are typically excluded as they require a different specialized response, large forest and wild land fires are generally included in this definition as they are often human -induced and can create serious humanitarian suffering, as was clearly the case in the haze covering south east Asia in 1997 and 1998. Natural disasters
Large sudden-onset natural disasters, such as floods, hurricanes, earthquakes and volcano eruptions can have big negative impacts on human health and the environment. Examples of how secondary impacts have caused further death and suffering are: Floods causing landslides, earthquakes resulting in fires in refineries, volcano eruptions leading to petrol stations explosions, gas exploration works resulting in mud volcanoes and typhoons sinking ferries containing large quantities of hazardous pesticides.

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Complex emergencies In situations of complex emergencies, such as in Somalia, Darfur (Sudan) and Iraq, the break-down of authority, looting, and attacks on strategic industrial installations can all cause environmental emergencies. For example, the bombing of the fuel storage tanks of a power station in Lebanon, led to a spill in the Mediterranean of 15,000 tones of heavy fuel oil. Natural disasters Tornadoes Blizzards Hurricanes Cyclones Monsoons Earthquakes Forest fires Floods Snow squalls Extreme cold Extreme heat Weather bombs Wind chill Humid Avalanches And many more

Tornadoes
Tornadoes can occur in the periods between June and October. The classification system of Tornadoes is called the Fujita Scale and can range from 1 (mildest) 5 (severe). Differ from hurricanes in the fact that strongest pressure of the storm is inside, where in hurricanes is outside. Tornadoes are convergent meaning they come together in a funnel. Tornadoes happen in tornado alley usually in the mid- east, where warm tropical air near the surface is met with cool air at top. Green brown in color. Sound like a train when the tornado occurs. weathereye.kgan.com//twister_small.jpg
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Blizzards Hurricanes A major snowstorm Characterized by the following: - High wind speed - Duration of 4 hours or more - 20 +cm. of snow - Blowing snow - Low visibility home.att.net/ ~hasting/IMAGES/blizz96.gif Usually have the following: - 2 strong parts with an eye in the center. - Usually only occur in the Atlantic, and Caribbean - Are arranged along a mesoscale event - Usually can be from small to very heavy.
www.1.ncdc.noaa.gov/.../hurricanes1950-1996.gif

Cyclones These normally have the following: - In the Pacific area, they do not occur in the Caribbean or Atlantic - They are usually counterclockwise in the Southern Hemisphere and the storms up in Northern Hemisphere are clockwise. zebu.uoregon.edu/ph121/l15.html

Monsoons Usually you will find: - In Asian and Eastern parts of Africa. - Usually the climate is a very long period of dry weather found by a short period of very wet weather. - People can be killed during monsoons. www.mrdowling.com/612monsoon.html

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Snow Squalls Snow Squalls are: - Brief but powerful snowstorms that can occur from the lakes in the northern midwest and the central Canada around the great lakes. - Can follow same qualities as blizzards. cimss.ssec.wisc.edu/goes/misc/990212.ht ml

Forest Fires Earthquakes Earthquakes are: - Shaking and trembling - Caused along the fault lines - Two types: can be a sub-duction, or one that glides. - A Richter scale is used to determine magnitude from 0.0 -9. http://www.mala.bc.ca/~ earles/dehydration-earthquakesnov02.htm Forest Fires can be: - Made by humans being very inattentive to the situation around them. - Can be made naturally from nature or pests like the pine beetle. - Can be made by weather, i.e.: wind and lightning www.vancouver.cbc.ca/.../churns/b cfires.html

Floods

Avalanches These basically occur when there are warmer temperatures at the top of a hill followed by cooler temperatures down lower followed by unstable snow packs.

Floods can be caused by: - Weather storms - Backed up sewage or storm drains from leaves and other products. - Negligence of humans. http://miami-geologylll.tripod.com/flood_home.htm

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Natural disasters caused by humans

Oil spills

Fires Building collapses Clear cutting

Land slides from logging Chemical spills Contamination of the drinking water

Deforestation
Natural Disasters

Global warming

What are natural disasters? Natural Disasters are events that can change the entire shape of the earth and kill many people depending on where, when and how they present. They are completely normal because is a reaction of the planet, of nature indeed. But sometimes the human being produces these natural disasters by polluting the planet and not taking care of the nature. II. Write the name of the Natural Disaster according to the picture, and write it with a coloured pencil.

________________

________________

________________

________________

________________

________________
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III. According to the definition recognize the natural disaster and write it below.

a) The earth dries because of the lack of rain ____________________ b) After an Earthquake the Sea goes out of its edge _______________ c) Because of a heat wave, the forest burns down ________________

d) The snow goes down the mountain and destroys everything. _______________________________________________________
e) When it rains for a long period and water accumulates devastating a town or city. _______________________________________________________ f) The earth shakes hardly and produces cracks and sometimes Tsunamis. _______________________________________________________

IV. Create your own definition for Tornado, landslide, Volcano Eruption and Sand storm. Tornado: ________________________________________________________________________ ________________________________________________________________________ Landslide: ________________________________________________________________________ ________________________________________________________________________ Volcano Eruption: ________________________________________________________________________ ________________________________________________________________________ Sand storm: ________________________________________________________________________ ________________________________________________________________________

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NATURAL DISASTERS
V. Write the correct word next to the picture. avalanche earthquake hurricane flood tsunami volcanic eruption

_____________________

____________________

________________________

________________________

_____________________

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VI. Try to write adjectives, nouns, verbs, etc. that can be related to the disasters. 1. avalanche: snow, 2. earthquake: shake, 3. hurricane: wind, 4. flood: water, 5. tsunami: sea, 6. volcanic eruption: mountain,

NATURAL DISASTERS
VII. Look at the sentences and underline the word than can be the name of a natural disaster. 1. 2. 3. 4. Two skiers were killed in the avalanche. Their house was destroyed in the previous earthquake. If a volcanic eruption occurs, the mountain explodes and sends fire and smoke. The tsunami that destroyed everything on the coast happened in Indonesia in 2004. 5. Most of the buildings were under flood water after the heavy rain. 6. The hurricane was so strong that it even uprooted trees.

VIII. Match the definitions with the words. 1. flood 2. earthquake 3. hurricane 4. tsunami a. a storm that has very strong winds b. the large mass of snow that falls down the mountain side c. a very large amount of water that covers an area d. a sudden shaking of earths surface

5. volcanic eruption 6. avalanche

e. a very large wave caused by earthquake f. explosion of the mountain

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IX. What are these natural disasters? Write next to the pictures.

10 6 11

8 12

12

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X. Match the natural disasters in the previous exercise with the definitions. Write their numbers next to the texts.
a lot of water covers the land

Snow slides down a mountain

strong winds travelling in spiral. a sudden bright light in the sky.

huge ocean wave destroying the beach.

uncontrollable fire mainly in summer.

a storm with very strong winds.

rocks and ground slide down.

a long time when there is not enough rain.

Bursting, suddenly with a very loud noise.

a sudden strong shaking of the Earth.

XI. Complete the sentences with the suitable word. 1. We couldnt ski, because there was an _____________________ on the mountain. 2. If there is a bad ______________ in a town the people have to travel by boat! 3. People in this country build very strong houses, because they sometimes have ________________. 4. When there is an __________________, hot lava comes down the volcano. 5. You mustnt stand under a tree when there is _______________________. 6. A ___________________ brings very strong winds and a lot of rain. 7. There was a loud _____________________ in a car park yesterday and everyone ran into the buildings.

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XII. MATCH 1. Throw trash in the proper places. 2. Reuse bags and containers. 3. Choose paper over plastic for your party. 4. Eat organic food. 5. Dont buy products in aerosol spray cans. 6. Reduce, reuse and recycle 7. Use non-toxic cleaning materials. 8. Use energy-saving light bulbs. 9. Plant more trees and vegetation. 10. Keep the volume of your T.V., music low. 11. Avoid burning trash 12. Dont smoke. 13. Buy biodegradable products. 14. Try using natural fertilizers and pesticides.

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Lets talk about CLIMATE

CHANGE
XIII. Read the conversation cards and talk about them

What is climate change? Is it the same as global warming? Think about it and explain in your words to the class.

Do you believe in climate change? If so, why do you think it is happening? Discuss in group.

Some people claim climate change is just part of a natural cycle and that it is not man-made. What do you think?

What dangers are threatening our lives and our planet? Discuss in group & make a list.

Should we be worried about climate change? Explain. Are you worried?

Do you think climate change can be stopped? What should be done?

Scientists predict that the ice caps will melt. What affect could this have on life on Earth?

Cutting carbon emissions is an often used phrase. What does it mean and how can it be achieved?

Do you use environmentally-friendly products? Have you gone green? Give examples.

Whats a carbon footprint? How big is yours?

Have you changed your lifestyle to save our planet and prevent climate change? What have you done?

Do you or your family drive an eco car? Why or why not? Give examples of such cars.

How can it be reduced?

Are governments doing enough to combat climate change? Name some measures that have been so far.

The world is addicted to oil. Are there any alternatives to oil? Make a list of energy sources and their effect on nature.

What do you know about the Kyoto Protocol? What happened in 2009 in Copenhagen?

Could climate change destroy life on Earth? Discuss a best-case and a worstcase scenario.

Coal is still a widely used source of energy worldwide. Is it more or less polluting than oil? Is there a future for coal?

Should poor developing countries be asked to make similar efforts as wealthy, industrialized countries? Give your view.

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Match XIV. Match pictures and text Biofuel coal mine control panel for heater or A/C dam - hydroelectric power plant 2 1

heavy industry
incandescent light bulb nuclear power plant petrol station or gas station recycling could save the world solar panel 4 3

wind turbine

10

11

Useful links & resources http://en.wikipedia.org/wiki/Climate_change http://climatechange.custhelp.com/cgi-bin/climatechange.cfg/php/enduser/std_alp.php (FAQ) http://en.wikipedia.org/wiki/Carbon_capture_and_storage http://www.epa.gov/climatechange/ http://www.epa.gov/climatechange/kids/index.html (nice and informative site for kids) 47 http://en.wikipedia.org/wiki/Kyoto_protocol http://en.wikipedia.org/wiki/Copenhagen_Climate_Talks Al Gores movie An Inconvenient Truth is great to introduce and discuss this topic.

What is it?

What is it like?

concept

Example

Ilustrations

Ilustrations

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Unit II

Second Grade Social Practice of the Language Interpret and express information published in diverse media. Environment Familiar and Community. Specific competency Write dialogues and interventions for a silent short film Product B Script for the dubbling of a silent short film.

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Achievements Anticipates the general meaning and main ideas from previous knowledge and non-verbal language. Writes expressions to produce oral exchanges. Exemplifies main ideas in an oral exchange. Rephrases expressions produced during an oral exchange.

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I. How many different kinds of movie genres can you write in English?
.......................................................................................................................................................................... ................................................

II. Match the pictures & the genres : Comedy_______ Horror film_____ Historical ______ Sci-Fi________ Love story_____ Adventure______ War film________

Cartoon ______ Western ________

III. Answer the following questions: 1) Whats your favourite genre? Why? _______________________________________________ _______________________________________________ 2) a genre you love : ______________________________ 3) a genre you really hate : _________________________ 4) a genre you never watch : ________________________

5) Whose your favourite actor / actress? And why? _______________________________________________ _______________________________________________


6) How often do you go to the cinema?

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IV. Read the following definitions and find the genre: 1. They usually include high energy, big-budget physical stunts and chases, possibly with rescues, battles, fights, escapes, destructive crises (floods, explosions, natural disasters, fires, etc.), non-stop motion and spectacular rhythm and pacing. _______________________________ 2. They are usually exciting stories, with new experiences or exotic locales, very similar to or often paired with the action film genre. They can include searches or expeditions for lost continents, "jungle" and "desert" epics, treasure hunts, disaster films, or searches for the unknown. _______________________________ 3. They are developed around the sinister actions of criminals, particularly bankrobbers, who operate outside the law, stealing and murdering their way through life. ______________________________ 4. They take a historical or imagined event, mythic, legendary, or heroic figure. _______________________________ 5. They are designed to frighten and to invoke our hidden worst fears, often in a terrifying, shocking finale, while captivating and entertaining us at the same time. _______________________________ 6. They are often quasi-scientific, visionary and imaginative - complete with heroes, aliens, distant planets, impossible quests, improbable settings, fantastic places, great dark and shadowy villains, futuristic technology, unknown and unknowable forces, and extraordinary monsters. ________________________________ 7. They are often paired with other genres, such as action, adventure, drama, romance, comedy (black), suspense, and even epics and westerns, and they often take a denunciatory approach toward warfare. They include stories of military operations, and training. _________________________________________ 8. They are one of the oldest, most enduring genres with very recognizable plots, elements, and characters: six-guns, horses, dusty towns and trails, cowboys, Indians, etc. __________________________________________

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1. Action films

2. Adventure films

3. Crime or detective films

4. Historical films or Epics

5. Horror films

6. Sci-fi films

7. War films

8. Westerns

Info adapted from www.filmsite.org & www.greatestfilms.org Cliparts from + 220 000 Cliparts MicroApplication ( CD rom)

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V. Match the pictures with the correct expression.

1. Im in love. 2. I dont want to play anymore. 3. Im so happy. 4. This pillow is so soft. 5. Buuuu Im so sad. 6. Exercising is fun. 7. Mmmm ice cream is my favorite. 8. I love to play with my teddy bear. 9. Whats your name? 10. My perfume smells nice. 11. I like to bake cakes. 12. I dont want to talk to you! 13. Building blocks. Wow! 14. This flower is for you!

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Writing a Story VI. Study the following pictures and write a composition in about 150 words. You may use the writing plan at the back to help you. You need to begin your story with the following sentence: Something strange and unbelievable happened on me last weekend.

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A Writing Plan Picture 1 -Where were you and your friend? -Why did you go there with your friend? -What was your friends name? -What happened? Picture 2 -What did you and your friend see? -Why did you go inside? -What happened? -What did you and your friend feel? Picture 3 -Who was the old man? -What did you see inside the big house? -What happened? -What did you and your friend feel? Picture 4 -Was there anyone inside the house? -What happened then? -What did you ask the old man? -What did you and your friend feel? Picture 5 -What did you and your friend do then? -Did you hear any strange noise? -Did anything strange or unbelievable happen? Picture 6 -What happened then? -What did you see/find? -What did you and you friend do at the end? -What did you and your friend feel?

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EXAM UNIT II
UNIT II A Achievement: SECOND GRADE Removes, add and /or changes information to edit an instruction manual.

I. Read the text and then answer the two questions below.
An environmental emergency is a sudden onset disaster or accident resulting from natural, technological or human-induced factors, or a combination of these, that cause or threaten to cause severe environmental damage as well as loss of human lives and property. This term is coming into increasingly common usage as the link between disasters and the environment becomes better understood. It relates to the interface between disasters, human life and health, and the environment. In general, environmental emergencies distinguish between three scenarios: (1) classic environmental emergency (also referred to as technological or industrial accidents); (2) sudden onset natural disaster with major negative impacts on human life and welfare and on the environment; and (3) complex emergencies with major environmental impacts (more commonly known as conflict or war). Environmental emergencies in the narrow sense are technological or industrial accidents and usually involve some type of hazardous material and can occur at any location where these materials are produced, used or transported. Common locations include pesticide storage sites, hospitals, railway marshalling yards, and numerous different industrial manufacturing sites.

1. From paragraph 1, what information can be eliminated?

2. Read the 3rd. third paragraph, what subtitle would you put?

a) An environmental emergency is a a) Classic environmental emergencies sudden onset disaster or accident resulting b) Natural disasters from natural, technological or human- c) Complex emergencies d) Tornado emergencies induced factors, or a combination of these.
b) This term is coming into increasingly common usage. c) It relates to the interface between disasters, human life and health, and the environment. d) An environmental emergency can cause or threaten to cause severe environmental damage as well as loss of human lives and property.
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UNIT II B Achievement:

SECOND GRADE Anticipates the general meaning and main ideas from previous knowledge and non-verbal language.

II. Look at the movie posters and then answer the questions below.

3. What genre does the movie Die Hard belongs to? a) Comedy b) Horror c) Action d) Love 5. What is the main purpose of comedy? a) To make people laugh b) To make people cry c) To make people sob d) To make people get angry 7. Of the three movie posters, which one is a comedy? a) Die Hard b) The Notebook c) Ted d) Neither one of them.

4. Who are the main characters in the movie The Notebook? a) John McClanne and twelve terrorists b) Ted, the teddy bear, and a friend c) A girl and a boy d) Cyborgs and aliens 6. Horror movies should be a) Romantic b) Scary c) Hilarious d) Informative

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RUBRIC UNIT II
An instructor manual to face an environment emergency and a script for the dubbing of a silent movie. CRITERIA Grammar AVERAGE There are not grammatical mistakes on the products. ACCEPTABLE There are two or three grammatical mistakes on the products. BELOW There are some more than four grammatical mistakes on the products. (25 points) Labels are too small to view or no important items were labeled. POINTS

Labels

(40 points ) All items of importance are clearly labeled with a label that can be read from at least 3 ft. away.

( 30 points) Many items of importance are clearly labeled with labels that can be read from at least 3 ft. away.

The design of the products.

(20 points) The whole products are designed on the products.

(10 points ) There are some products designed on the products. (10 points ) Two or three members of the team work Showed the oral presentation, the names of the team work, the topic of the product and Interacted with the product.

Show the oral presentation. Team work. Topic of the product. Members interacting with the product.

(20 points) The whole members of the team work showed the oral presentation, the names of the team work , the topic of the product. The whole members interacted with the product.

(5 points) There are few products designed on the products. (5 points) Just one student of the names of the team work showed the oral presentation, the team names, the topic of the product and Interacted with the product.

Subject knowledge.

(40 points ) Well researched subject knowledge is evident throughout. The whole information is clear, appropriate and correct.

( 30 points) Some subject knowledge is clear. Some information is confusing, incoherent or flawed.

(25 points) Subject knowledge is not clear, the whole information is confused. (25 points)
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(40 points )

( 30 points)

Unit III

Second Grade

Social practice of the language Participate in language games to work with specific linguistic aspects. Environment Literary and ludic. Specific competency Participate in language games in order to identify sentence rhythm, stress, and intonation. Product A Hangman game.

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Achievements Identifies the stress of specific sentence parts. Reads and writes sentences to practice rhythm, intonation, and stress. Contrasts the stress of words, both on their own and within sentences.

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I. Read the song the students identify the body parts, acting out and sing it.
As a warm up sing the song Head and shoulders knees and toes.

Head, shoulders, knees and toes, Knees and toes. Head, shoulders, knees and toes, Knees and toes. And eyes, and ears, and mouth, And nose. Head, shoulders, knees and toes, Knees and toes. And eyes, and ears, and mouth, And nose. Head, shoulders, knees and toes, Knees and toes. You will be continuing with the others body parts. (Repeat, getting faster each time).

Place both hands on parts of body as they are mentioned. On second time speed up, and get faster with each verse. .

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Hangman game
Rules For Hangman Word Game
Introduction

Hangman is a popular word guessing game where the player attempts to build a missing word by guessing one letter at a time. After a certain number of incorrect guesses, the game ends and the player loses. The game also ends if the player correctly identifies all the letters of the missing word. Hangman is a classic paper and pencil game. NUMBER OF PLAYERS: 2 (or more). 1 must be the executioner, and 1 or more letter guessers.

WHAT'S NEEDED TO PLAY? A pencil and some paper are needed to play the game.

SET UP: Either prints out some pre-prepared hangman pages or draw a simple gallows and write out the alphabet above or below the gallows.

HOW TO PLAY: Choose one person to be the executioner. That person will think of a word or short phrase and mark out blanks (short lines) for each letter of each word. Separate words with a slash, a fairly wide gap, or place words on separate lines. Then another player will guess a letter. If that letter is in the word(s) then write the letter in everywhere it would appear, and cross out that letter in the alphabet. If the letter isn't in the word then add a body part to the gallows (head, body, left arm, right arm, left leg, right leg). The player will continue guessing letters until they can either solve the word (or phrase) or all six body parts are on the gallows.

TO WIN: The executioner wins if the full body is hanging from the gallows. The guesser(s) wins if they guess the word before the person is hung.

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HANGMAN EXAMPLE: Here is an example of a hangman game in progress. The phrase is Happy Birthday, so 5 blank spaces were marked out for Happy, and below that, 8 blank space were marked out for birthday. Three correct guesses were made: A, R and T. Three incorrect guesses made: S, E, and M. Three body parts were added for the 3 incorrect guesses.

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II. Choose a word write a line for each letter of the word in the box below. If a letter is guessed correctly, write on the line, If a letter is guessed wrong, draw a body part.

ABCDEGGHIJKLMNOPQRSTUVWWXYZ

1. The lesson usually ________ at 9:00 a.m. ___ ____ ___ ____ ____ ____ . 2.-They are not watching TV. They are ________ their homework. ___ ____ ___ ____ ____. 3. Tom is ________ to music. ___ ____ ___ ____ ____ ____ ___ ____ ___ . 4. My mother is singing and _________ tea. ___ ____ ___ ____ ____ ____. 5. She ________ English every morning. ___ ____ ___ ____ ____ ____ ____. 6. My mother is singing and _________ tea. ___ ____ ___ ____ ____. 7. The lesson usually ________ at 9:00 a.m. ___ ____ ___ ____ ____.

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Hangman word game.


III.-Think a word, under above of the hangman games, write a number of dashes( ___) that equal the number of letters in the word ( for example, if your word is house you would write ___ ___ ___ ___ ___). Your opponent then tries to guess your words by guessing letters. If your opponent guesses a letter correctly, fill in the corresponding dash with the letter, if your opponent guesses wrong; add a body part of your hangman, starting with a head. Usually the student guessing the word, gets 6 chances (head, body, two legs two arms). As they guess letters, use the alphabet under each game to cross them off, if the opponent guesses the word before the hangman is completed, they win and get the next turn.

Paper Games for Kids from www.PrintActivities.com IV. Write sentences to participate in language games. Suggest and complete sentences. Break up sentences to observe the difference in word stress when words are isolated and when they are in a sentence. V. Dictate sentences. Read sentences aloud to practice rhythm, stress, and intonation. Identify stress of pronouns and/or contractions in the students sentences.
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Super teens Hangman


VI. To save a man from hanging, you must discover the sentence by guessing the letters.

Determine number of teams, players, and turns of participation. Establish rules for the Hangman game using sentences. Propose and select, secretly within each team, a list of sentences with different rhythms, intonation, stress, and with/without contractions. Write the sentences. Revise that sentences comply with grammar, spelling, and punctuation conventions. Play Hangman. Read the sentences aloud at the end of each round to practice their rhythm, stress, and intonation.

guesses:

guesses:

Sentence:

Sentence:

guesses:

guesses:

Sentence:

Sentence:

VII. Play the hangman game on line and print it out as homework.
Web site to play the hangman game on line. http://www.bellaonline.com/code/hangman/listsites.asp http://www.isaacdurazo.com/the-hangman-game/

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Unit III

Second grade Social practice of the language Read and rewrite informative texts from a particular field. Environment Academic and educational. Specific competency Rewrite information to explain how a machine or device works. Product B Poster about the operation of a machine or device.

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Achievements Selects and paraphrases sentences. Organizes and links main ideas and the information explaining them, in a diagram. Rewrites sentences in order to give explanations.

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1. Practice the next vocabulary on your notebooks and draw the action. Simple Machines Powered by: The Online Teacher Resource (www.teach-nology.com) force friction fulcrum inclined plane lever load machine axle power pull pulley push screw spring tool torque wedge wheel work Exerting pressure or influence over object or substance. The act of a surface or an object rubbing against each other. The support on which a lever turns or is helped in moving or lifting something. A plank or plane surface put at an angle to a horizontal surface. A bar which rests on a fulcrum. Amount of work a machine is expected to perform. Any device that applies or changes the direction of power force, or motion. Bar on which a wheel turns. Strength or force that can be exerted on other bodies. To move, usually with force or effort. A wheel that has a groove in the rim where a rope can run and change the direction of the pull. To move something away by pressing against it. Cylinder with a ridge winding around it. It's a simple machine. Something that produces action, a moving force. An instrument of work. A force that causes rotation. To force an opening. A round frame that turns on a pin or shaft in its middle. An effort in doing or making something.
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Simple Machines: Word Scramble

II. Unscramble the words below: 1. relev________________ 2. eswcr________________ 3. innelicd_______________ 4. ylplue________________ 5. eewdg_______________ 6. exal_________________ 7. rocfe________________ 8. leehw________________ 9. orwk________________ 10. rpweo______________ 11. tionfric_____________ 12. macenih____________ 13. ullp________________ 14. phsu_______________ 15. loot________________

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III.-Directions: All words are positioned left to right.


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FRICTION FORCE PULL POWER FULCRUM

WORK SCREW TOOL WEDGE PULLEY

LEVER LOAD PUSH TORQUE

WHEEL AXLE MACHINE SPRING

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Simple Machines

IV. Read and complete the next reading.

Work Bank
pitch while Wright mounted stick aerospace built Wrights first to three and left acxurate accoplishment

To say simply that the ____________ Brothers invented the airplane doesn't begin to describe their many ____________. Nor is it especially ____________. The first fixed-wing aircraft -- a kite ____________ on a ____________ - was conceived ____________ flown. almost a century before Orville and Wilbur made their ____________ flights. The ____________ were first to design and build a flying craft that could be controlled ____________ in the air. Every successful aircraft ever ____________ since, beginning with the 1902 Wright glider, has had controls to roll the wings right or ____________ ____________ the nose up or down, and yaw the nose from side to side. These ____________ controls -- roll, pitch, and yaw - let a pilot navigate an airplane in all three dimensions, making it possible to fly from place ___________ place. The entire ____________ business, the largest industry in the world, depends on this simple but brilliant idea.

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V. Talk in pairs about machines, products and appliances.

1.

2.

3.

4.

5.

6.

7.

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VI. Label the products above with their names and then write sentences about them using the adjectives below: long-lasting, fragile ,easy-to-use, convenient, comfortable, reliable, cool, inexpensive, up-to-date, out-of-date, useful, efficient, fast Example: My refrigerator is long-lasting. Ive had it for 10 years.

1._______________________________________________________ 2._______________________________________________________ 3._______________________________________________________ 4._______________________________________________________ 5._______________________________________________________ 6._______________________________________________________ 7._______________________________________________________

VII. Design a Compound Machine.

1. Design a machine that uses all six


simple machines. Your machine should do something useful, like wash a pet snail or scratch your back.

After you were finish your compound machine by teams complete the next checklist. SCORING CHECKLIST 1 (Very bad) 2(bad) 3( Good) 4(Very good) 5 (Excellent)
1. All six simple machines are included in your compound machine. 1 2 3 4 5 2. Each simple machine is used correctly. 1 2 3 4 5 3. Each simple machine is labeled on diagram. 1 2 3 4 5

2. Draw, color, and label a diagram of your machine. 3. Label each simple machine. Accompany your diagram with written explanation of what your machine does and how each simple machine works in it.

4. Prepare a presentation for the class. Display your diagram on poster board and explain what your machine does and how each simple machine works to, make your compound machine function.

Do the crossword puzzle. 4. VII. Paragraph explains what your machine does. 1 2 3 4 5
5. Paragraph discusses how each simple machine works in your machine. 1 2 3 4 5
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VIII. Write the functions of machine and benefits to mankind.

If Simple Machines Weren't Around... Simple Machines

Simple Machine Inclined Plane

Function of Machine

Benefits To Mankind

Lever

Pulley Screw Wheel-and-axle Wedge Which simple machine has had the greatest impact on mankind? Explain in detail. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

IX. Directions: Research the topic indicated to the right and answer the questions below based on that topic.

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Do The Research! Simple Machines

Topic: Simple Machines


______________________________________ 1. What is a simple machine? ______________________________________ ______________________________________ ______________________________________

______________________________________ 2. Why do we use simple machines? ______________________________________ ______________________________________ ______________________________________

3. Name six simple machines.

______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________

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XI. Directions: As a group, you have 20 minutes to write a brief story using the words or variations of the words below.

lever screw inclined plane tool

pulley wedge force friction

power pull spring push machine load torque

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________
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XII. Read the text and Identify purpose and intended audience.

Write the main ideas. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Answer the questions to confirm understanding.

Reading Comprehension Worksheet Simple Machines Tom prepared to show off his latest creation for his local science fair. His robot was intelligent, but not mobile. Sammy his robot, could not walk up steps or move his arms up and down. Tom used a series of pulleys to help Sammy's arms move. When a single pulley was pulled by Tom, Sammy's arms would be raised. Tom found this to be difficult to use. Tom added weights to the opposite end of the pulleys. When Tom pushed a switch, Sammy would raise his arms. The only problem with this was that his arms would stay up after the switch was pushed. Tom built Sammy what he called "Power Shoes." When Sammy had his Power Shoes on, a lever would continuously rotate and allow him to climb over surfaces up to one foot in height.
1. Who is Sammy? ___________________________________________ 2. What are Sammy's limitation? ___________________________________________ 3. What do Power Shoes help Sammy do? ___________________________________________ 4. What types of simple machines does Sammy use in order to be mobile?

___________________________________________

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XIII. What's so simple about these SIMPLE MACHINES?


Problem: What are the names and different functions of the six most common simple machines? Hypothesis: _________________________________________________. Materials: The class will supply the materials for this one! Procedure: Part A: 1. You should have been told by your teacher to bring in a broken appliance or toy. Ask your teacher to get the classes collection out for you. 2. Using the back of this sheet you will put the name of the material under which simple machine(s) it has in its design. Remember these compound machines which can be made up of many different types of simple machines. One material could be listed as being composed of more than one type, sometimes all six, simple machines. 3. You will get a day or two to make sure you examine every material brought into class. A Lab write-up is due just for part A one-week after part A is completed.

Part B: For the next part of the Lab you will have five days. You must with one partner design a model, using three or more of the simple machines studied.
1. This part will count for a test grade you must produce seven materials to communicate your product. Two drawings of your model with all the simple machine parts labeled. B) A List of the materials you would use to build your machine. C) A Cost analysis of how much each part would cost and of how much the total machine will cost you to make. Also an estimated retail price of how much you would sell this to the public for. D) You must make an advertisement (brochure, magazine-like ad poster) that promotes your product. E) You must also due a customer analysis. This tells you who would most likely buy your product and where they live. F) You must also calculate how many of these you would have to sell to make one million dollars ($1,000,000). 2. Dont waste times get to work, there is plenty to do.

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Data: Lever Wheel & Axle Pulley Inclined Plane Screw Wedge

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XIV. Write information to explain how a machine or a device works.

Make a poster of how does a machine Works. First, choose a machine or device. Then, select information from various sources. Write explanations about its operation. Add illustrations to the explanations. Edit the explanations and write a clean copy on a poster. Final, ask for permission to display the posters in different places of the school.

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Simple Machines Vocabulary Quiz Worksheet


XV. Directions: Match the vocabulary words on the left with the definitions on the right.

1. friction 2. inclined plane

Bar on which a wheel turns. Exerting pressure or influence over object or substance. The support on which a lever turns or is helped in moving or lifting something. The act of a surface or an object rubbing against each other. Strength or force that can be exerted on other bodies. A plank or plane surface put at an angle to a horizontal surface. To move, usually with force or effort. A bar which rests on a fulcrum. A wheel that has a groove in the rim where a rope can run and change the direction of the pull. To move something away by pressing against it. Amount of work a machine is expected to perform. Something that produces action, a moving force.
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3. force

4. axle 5. power 6. fulcrum 7. load 8. pulley

9. pull

10. lever 11. screw 12. push

13. tool

Any device that applies or changes the direction of power force, or motion. Cylinder with a ridge winding around it. It's a simple machine. An instrument of work. A round frame that turns on a pin or shaft in its middle. A force that causes rotation. To force an opening. An effort in doing or making something.

14. spring 15. machine 16. wedge 17. wheel 18. torque 19. work

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SELF ASSESSMENT

Topic

How did I do?

Not good

Good I collected some information, but only a small portion of it was useful for the topic. I shared a little bit of information with my group. I participated less than half the time on any tasks or assignments. I completed fewer than half the tasks assigned to me.

Excellent I collected a lot of good information for my part of the topic. I shared lots of useful information with my team. I participated in all the tasks and assignments. I completed all of the tasks assigned to me. I listened to other group members ideas and suggestions, and then decided if it would help the project to follow them. I discussed things with other group members without arguing. Our group made fair decisions as much as we could.

Researching and collecting information

I did not collect any information related to the topic.

Sharing information

I did not share any information with my group. I did not participate in any of the tasks or assignments. I did not complete any of the tasks assigned to me.

Participating in the tasks

Completing my tasks

Listening to other members of the group

I did not listen to other members of the group; I did things my own way.

I did not listen to other group members ideas or suggestions very often.

Co-operating with my team

I argued with my group members and tried to get them to do things my way. Having things go my way is the only way a group should work.

I sometimes argued with other group members.

Making fair decisions

In my group, I only worked with my friend.

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EXAM UNIT III


UNIT III A Achievement: I. Label the games. SECOND GRADE Identifies the stress of specific sentence parts.

1________

2 __________

3_______________

4___________

1. This game is_____________. a) a crossword b) scrabble c) Mario bros. d) a Word search 3. This game is_____________. a) a crossword b) scrabble c) Mario bros. d) a Word search

2. This game is_____________. a) a crossword b) scrabble c) Mario bros. d) a Word search 4. This game is _____________. a) a crossword b) scrabble c) Mario bros. d) a Word search

II. Answer. 5. Which of the sentences and questions below have a rising intonation? w) Can I help you? x) Sit down, please. y) How many sisters do you have? z) Theres a spider in the classroom. a) w and x b) x and y c) w and y d) y and z

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UNIT III B Achievements:

SECOND GRADE Selects and paraphrases sentences. Organizes and links main ideas and the information explaining them in a diagram.

III. Read the text and answer the questions.

Mixer

Blender

Toaster

Coffee maker

This electric appliance has three parts: a pitcher, a blade and a base. The pitcher is made of glass or plastic and its function is to hold the food that is to be crushed, cut or chopped. The base holds the motor that makes the appliance work and it has buttons that indicate the type of process and speed you want to use. The blade is the most important, delicate and dangerous part in this appliance. It is usually formed by two or four very sharp and small knives that cut, chop and even liquefy food depending on the speed settings. You must always be careful when handling the blade in this appliance because you can cut yourself. And dont forget to always put the pitcher on the base before starting the process to keep the food in the appliance. 6. Whats the name of the appliance described? a) Mixer b) Blender c) Toaster d) Coffee maker 7. How do you know the appliance is electrical? a) Because its very sharp. b) Because it says it is an electrical .appliance c) Because it has three parts. d) Because the pitcher is made of glass.

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IV. Complete the flow chart about: a blender

Put the base on a flat surface

Secure the pitcher into place.

Lid Pitcher

Put small quantities of food inside the pitcher.

base

Plug in the blender

8. _________

Press the start button to start the process

Unplug the blender Press the 9. ______ button when the mix you need is ready.

8. ________________. a) Put on the lid on the pitcher b) Press the stop button c) Add the food you like d) Mix the food

9. ________. a) Start b) Stop c) Cord d) Plug

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RUBRIC UNIT III


Hangman game and a poster of how a machine works. CRITERIA Grammar AVERAGE There are not grammatical mistakes on the hangman game/ the poster of how does a machine works. ACCEPTABLE There are two or three grammatical mistakes on the hangman game/ the poster of how does a machine works. BELOW There are some more than four grammatical mistakes on the hangman game/ the poster of how does a machine works. (25 points) Labels are too small to view or no important items were labeled. (5 points) There are few products designed on the products. (5 points) Just one student of the team work showed the oral presentation, the team names, the topic of the product and Interacted with the product. (25 points) Subject knowledge is not clear, the whole information is confused. (25 points)
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POINTS

Labels

(40 points ) All items of importance are clearly labeled with a label that can be read from at least 3 ft. away.

( 30 points) Many items of importance are clearly labeled with labels that can be read from at least 3 ft. away. (10 points ) There are some products designed on the products.

The design of the products.

(20 points) The whole products are designed on the products.

Show the oral presentation. Team work. Topic of the product. Members interacting with the product.

(20 points) The whole members of the team work showed the oral presentation, the team names, the topic of the product. The whole members interacted with the product.

(10 points ) Two or three members of the team work Showed the oral presentation, the team names, the topic of the product and Interacted with the product. ( 30 points) Some subject knowledge is clear. Some information is confusing, incoherent or flawed. ( 30 points)

(40 points ) Subject knowledge. Well researched subject knowledge is evident throughout. The whole information is clear, appropriate and correct. (40 points )

Unit lV

Second grade Social practice of the language Understand and produce oral exchanges related to leisure situations. Environment Familiar and community. Specific competency Share personal experiences in a conversation. Product A Autobiographical anecdote.

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Achievements Seeks confirmation. Enunciates personal experiences spontaneously. Organizes sentences in am sequence. Adapts verbal and nonverbal patterns of behavior for a specific audience. Anticipates the general meaning and main ideas to keep a conversation going. Uses direct and indirect speech to share personal experiences.

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I. Play Snakes & ladders. Its a classic students board game. It is played between 2 or more players on a playing board with numbered grid squares. On certain squares on the grid are drawn a number of "ladders" connecting two squares together, and a number of "snakes" or "chutes" also connecting squares together. The size of the grid (most commonly 88, 1010 or 1212) varies from board to board, as does the exact arrangement of the chutes and the ladders: both of these may affect the duration of game play.

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II .Read the sentences examples and Identify the verbs in past tense.

Yesterday I was at the video games. Last week I was at the Mall. Four weeks ago they were in France. Last night I went to the movie. Three years ago my brother was studying English. Two days ago you were at the concert.

III. Make sentences using was and were, also use adverbs of time.

1.____________________________________________________________ 2.____________________________________________________________ 3.____________________________________________________________ 4.____________________________________________________________ 5.____________________________________________________________ 6.___________________________________________________________

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IV. Read the information below. Sentence connectors are used to link ideas from one sentence to the next and to give paragraphs coherence. Sentence connectors perform different functions and are placed at the beginning of a sentence. They are used to introduce, order, contrast, sequence ideas, theory, data etc. The following table lists useful connectors. Logical / sequential order

Order of importance

Firstly, secondly, thirdly etc Next, last, finally In addition Furthermore Also At present / presently

Most / more importantly Most significantly Above all Primarily It is essential / essentially

Contrast

Result

However On the other hand On the contrary By (in) comparison In contrast

As a result As a consequence Therefore Thus Consequently Hence

Comparison

Reason

Similarily Likewise Also

The cause of The reason for

Write the connectors in some sentences

a).___________________________________________________________________ b).___________________________________________________________________ c).___________________________________________________________________ d) ___________________________________________________________________ e) ___________________________________________________________________ f) ___________________________________________________________________

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V. Read the aspects of Autobiography

Autobiography is the type of writing in which authors tell about events in their own lives.

Characters are well developed in detail and are true-to-life. They are revealed by what people in a story do, think, and say; what other say about them; and how others interact with them.

Characterization is the authors development of characters. It is the way in which a writer reveals a characters personality. The writer may do this by telling us what the character says, thinks, or feels; by telling us what other characters think or feel about the character; or by telling us directly what the character is like.

Setting is described vividly.

Details are interesting. Writers of autobiographies use objective and subjective details and anecdotes to tell their life stories.

Anecdotes are short, often humorous, stories that enliven writing and illustrate a point.

Chronological order is the order in which real-life events occur and the order in which most writers of autobiographies tell their stories. Often events are arranged from childhood to adulthood.

Point of View is the perspective from which an autobiography is written. Since autobiographies are written by their subjects, they are told from the first-person point of view and use the pronouns I, me, and mine. Readers experience events through the writer's eye-- knowing only what they think and feel about any given experience.

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An autobiography is told from the writers perspective, or point of view. The first-person point of view reflects only the writers thoughts, feelings, opinions, and biases. The thirdperson point of view can be used to reflect the opinions, feelings, thoughts, and biases of multiple characters.
Third-person limited point of view is limited to the experience and consciousness of single character. Third-person omniscient point of view is told by an all-knowing narrator who understands and can reveal the thoughts and feeling of all characters.

Author's Purpose is the author's reason for writing. Authors of autobiographies often want to make sense of events in their lives and to communicate an important personal statement about life. They may also want to give credit to people who influence them. Controversial individuals often write autobiographies to explain or justify their actions.

Humor Autobiographies often use short, humorous anecdotes (stories) to enliven the story and illustrate a point. Some humor is verbal (jokes or play on words), some physical (slapstick humor), and some require readers to use their imagination. There are some standard criterion a for creating humor: One criterion is to use material that is outrageous. Another is to focus on the unexpected. Some authors take advantage of the fact that their readers enjoy situations in which the authors make fun of things that the readers themselves find annoying, such as homework.

Irony is an expression of the opposite of what is expected or the opposite of what is meant. Example: Shut up and listen to me, he roared. . This particular kind of irony is humorous because it casts light on a persons foibles (minor flaws; weaknesses) in a gently teasing way. There are three types of Irony:

Verbal Irony: is when someone says the opposite of what they mean. Situation Irony: is when what happens is very different from what is expected. Dramatic Irony: is when the reader knows something that one or more characters dont know.

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Descriptive details create a picture with words that appeal to one or more of the five senses sight, sound, touch, taste, or smell. Sight: the writer gives a clear picture of what he looks like and how he moved. Touch: the simile comparing Alec to the sunrise suggests tremendous emotional warmth. Sound: there is a sound of respect in his voice.

Prefix is a word part added at the beginning of a word. It changes the meaning of the word to which it is added. Example: unwound and impatient. Un and im are both prefixes meaning not. Unwound means to reverse the process of winding up and impatient means not patient. Other prefixes that mean not are in-, non-, and mis-.

Drawing Conclusion Strategic readers draw conclusions when they take small pieces of information about the characters or events and use them to make a broad statement .

1.-Write in your notebook What you think about an specific topic using connectors? 2. Look up for a character you would like to know about and write his or her biography using connectors. 3. Look at http://www.ompersonal.com.ar/omexercise/contenidotematico.htm, http://www.englisch-hilfen.de/en/grammar/if_type1.htm and http://www.agendaweb.org/, and then write five exercises about tag questions.

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Use the following information to write the biography.


Name: ______________________________________________________________________ Date of birth: ______________________________________________________________________ Birthplace: ______________________________________________________________________ Historical Context: ______________________________________________________________________ Family Facts: ______________________________________________________________________ Studies: ______________________________________________________________________ Proffesion: _________________________ Facts of Life: ________________________ Awards received: _____________________________________________________________________ Other Interesting facts: ______________________________________________________________________ Date of death: ______________________________________________________________________

Name: ______________________________________________________________________ Date of birth: ______________________________________________________________________ Birthplace: ______________________________________________________________________ Historical Context: ______________________________________________________________________ Family Facts: ______________________________________________________________________ Studies: ______________________________________________________________________ Proffesion: __________________________ Facts of Life: ______________________ Awards received: ______________________________________________________________________ Other Interesting facts:
___________________________________________________________________________ Date of death: ___________________________________________________________________________________

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Instructions: Read the information related to the subject of reflection and then answer the following questions: What is a biography? ___________________________________________________ What elements have news?_______________________________________________

Vl. Write some sentences to share personal experiences.

All about me
Who you are in life Based on facts and research! What life means to you Your feelings, both past and present. What your outlook on the future is Usually based on one event.

1.-___________________________________________________________. 2.-___________________________________________________________.

3.-___________________________________________________________.
4.-___________________________________________________________. 5.-___________________________________________________________-

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a). Organize sentences into a sequence. Before During After

VII- Read the Justin Bieber Biographies. (Circle the verbs in past tense, and underline the connectors).

Reading Comprehension Text From: http://www.justinbiebermusic.com Picture From: http://www.sevensidedcube.net Justin Bieber Biography

An old soul is the last thing you would expect to find inside Justin Bieber. But all it takes is one listen to the 15 year-old soul-singing phenomenon to realize that he is light years ahead of his manufactured pop peers. After posting dozens of homemade videos on YouTube in 2007, where the multi-talented Bieber put his impeccable spin on songs from artists like Usher, Ne-Yo and Stevie Wonder, Justin racked up over 10,000,000 views purely from word of mouth. I started singing about three years ago, says the Canadian native who grew up an only child in Stratford, Ontario. I entered a local singing competition called Stratford Idol. The other people

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in the competition had been taking singing lessons and had vocal coaches. I wasnt taking it too seriously at the time, I would just sing around the house. I was only 12 and I got second place. In an effort to share his victory with his loved ones, Justin began posting his performance footage online. I put my singing videos from the competition on YouTube so that my friends and family could watch them, he says. But it turned out that other people liked them and they started subscribing to them. Thats how my manager found me. He saw me on YouTube and contacted my family and now Im signed! Seven months after Justin started posting his videos online, former So So Def marketing executive Scooter Braun flew the then 13-year old singer to Atlanta, GA to meet with his elite colleagues. As if Justins natural singing talent wasnt enough to impress Scooters inner circle, Braun knew Bieber was also a self -taught musician who plays the drums, guitar, piano and trumpet. Right when we flew into Atlanta, Scooter drove us to the studio and Usher was there in the parking lot, remembers Bieber. That was my first time ever being out of Canada so I went up to him and was like, Hey Usher, I love your songs, do you want me to sing you one? He was like, No little buddy, just come inside, its cold out.

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All it took was a short time online for Usher to realize he was in the company of a future superstar. A week later Usher flew me back to Atlanta, says Bieber. I sang for him and his people and he really wanted to sign me then and there but I still had a meeting with Justin Timberlake who also wanted to sign me. It turned out Ushers deal was way better. He had L.A. Reid backing him up and Scooter had a lot of really good connections in Atlanta. I always tease Usher now and remind him how he blew me off the first time we met. In October of 2008, Justin Bieber officially signed to Island Records. His debut album, My World is an intimate look into the mind of a budding young renaissance man. With production from star hit men like The Dream and Tricky Stewart who produced Umbrella for Rihanna and Beyonces smash, Single Ladies (Put A Ring On It), Justin has everything he needs to achieve pop supremacy. His first single, One Time produced by Tricky, is about one of Justins favorite topics, puppy love. Usher joins Justin on First Dance where the two share versus on a song that Bieber describes as, A slow groovy song that people can dance to. On the Midi-Mafia produced Down to Earth Justin digs deep to talk about growing up. Bigger finds the teenaged singer maturing at a steady rate, while motivating his listeners to strive for their goals. Im looking forward to influencing others in a positive way, says Justin. My message is you can do anything if you just put your mind to it. I grew up below the poverty line; I didnt have as much as other people d id. I think it made me stronger as a person it built my character. Now I have a 4.0 grade point average and I want to go to college and just become a better person. A virtually untapped well of natural artistic talent, Justin Bieber is primed to be a solid force in music for many years to come. I think older people can appreciate my music because I really show my heart when I sing, and its not corny, he says. I think I can grow as an artist and my fans will grow with me. And just think, hes just getting started. Justin Bieber Biography By: Have Fun Teaching

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VIII. Use the information of Justin Bieber Biography, and answer the questions below.

www.hiperfama.com -

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IX. Read the next activities and write your Autobiography.

Select some personal experiences. Write sentences to express the personal experiences. Check that sentences are understood when said and heard. Organize sentences into a text to put together the autobiographical anecdote. Practice the enunciation of autobiographical anecdotes. Establish turns of participation. Have a conversation about autobiographical anecdotes. Order your information. Use linking words and formal vocabulary. Use correct formal language, complete sentences, no slang, no contractions or exclamations. History of a lifetime Must cover entire life. Most important facts and events of someones life.
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Contains anecdotes, memories, trips and cherished moments. Is about another person. Make connections to books or works they read by. Connect books they read by connecting it to another book (text-to-text). Connect to something in their own life (text to self). Autobiographical writing. Captures certain highlights or meaningful moments in ones past. Contemplation of the meaning of that event at the time of the writing of the memoir. Much more emotional and connects the writer to someone or something that had and impact on their life.

Photo __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

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Unit lV

Second 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 short literary essays in order to compare cultural aspects from English-speaking countries and Mexico. Product B Comparative chart

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Achievements

Distinguishes between examples and explanations from main ideas. Formulates and answers questions about literary essays. Compares information using antonyms. Writes sentences to describe cultural aspects.

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I. Write the differences between USA Schools and Mexican schools.

Comparing and contrast schools.

Schools in Mexico
___________________________ ___________________________ ___________________________ ___________________________ ___________________________

Schools is USA ______________________ ______________________ ______________________ _____________________

___

II. Write the similarities from Mexican schools and USA school.

1.________________________________________________________________ 2.________________________________________________________________ 3.________________________________________________________________

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You will be learning about the Day of the Dead and comparing it to Halloween. Take vocabulary cards given by your teacher. As you hear the words in the lesson, you hold them up.

III. Compare the Halloween in USA and The Day of dead in Mxico.

_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

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Read the text and summarize what you have learned about The Day of the Dead.
In small groups, list what makes Halloween distinct for each category. Then, write anything you knows about the Day of the Dead.

_________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

El Da de los Muertos began as a pre-Columbian celebration and was greatly influenced by the Spanish. It is a ritual honoring the dead and has been practiced for nearly 3,000 years by pre-Hispanic groups such as the ancient Maya, Aztec, and Toltec. These groups occupied Mexico, Guatemala, and Belize. When the Spaniards arrived, they tried to convert the Aztecs to Catholicism, which meant they had to destroy this ritual, but the Aztecs refused to let this sacred ritual die. In pre-Hispanic times, el Da de los Muertos was celebrated in August. When the Spanish could not destroy the holiday, they moved it to November 1st (All Saints Day) and November 2nd (All Souls Day) to make the ritual more Christian. Today it is celebrated more in smaller towns than in the cities. This tradition is slowly fading. (Do you think the same thing is happening with holidays and traditions in the U.S.?) Events Families go to the cemetery and decorate the graves with flowers. They build ofrendas in the homes with gifts for the deceased.

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111

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IV. Write two legends one from Mxico and the one from USA.

___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________

____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________
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V. Complete

the chart write sentences to describe cultural

aspects.

Compare

Mxico

USA

Paste a picture about the topics.

Food

Music

Weekends

Sports

Flags

Holydays

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VI.- Compare and contrast Independence day in Mxico and independence day in USA.

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ACTIVITY
Ringing of bells play an important part in many patriotic celebrations. Using the colors of the Mexican flag (red, white, green) or the American flag (red, white, blue), string jingle bells on yarn to make necklaces. (Save for culminating celebration to ring and say Grito de Dolores as the festivities begin.) At the primary level, this activity may be included at a student-directed learning center. Research the patriotic celebrations of other countries and record results on a Venn Diagram, comparing the celebrations with festivities in Mexico or the U.S. These Venn Diagrams can be saved and used in a broader unit that looks at the traditions and cultures of other countries. VII. Read the next paragraph, circle the main idea, and answer the question below.

Schools in Mexico Schools in Mexico

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A Venn diagram helps you compare two things. VIII. Compare Mexicos climate to that of Canada. In the outer circles, write things about them that are different. In the center circle, write things that are alike. Then summarize the differences and similarities on the lines below.

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IX. Read the next questions and answer with stories about your family.

Mexican Family Traditions. 1. Where was our family from originally? _______________________________________________________________ 2. When grandmother or grandfather was my age, where did they live and what was it like there?____________________________________________________ 3. When you were my age, where did you live and what was it like There?

4. Did our family ever move? From where to where, and when? __________________________________________________________________ 5. What places and traditions are important to our family? __________________________________________________________________

American family traditions

_____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ __________

My traditions

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One thing I liked about my country tradition is

Another thing I liked about my country tradition is

One thing Iike about ___________________ traditions is (country)

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EXAM UNIT III


UNIT IVA Achievements: SECOND GRADE Enunciates personal experiences spontaneously. Uses direct and indirect speech to share personal experiences.

I. Put the pictures in the correct sequence according to the paragraph below.

2 1
Saturday & Sunday

5 Hello. This is Sophie. Im Canadian and I live in Vancouver. My parents used to go sailing by themselves every weekend. I was too young to go with them. The first time they took me along, it was very windy and the boat went very fast. I got all wet, but I was too busy puling ropes to care about that. It was such an exciting experience. 1. The correct sequence of pictures is: a) 5, 2, 3, 1 and 4 b) 5, 3, 2, 4,and 1 c) 2, 1, 4, 5 and 3 d) 2, 3, 5, 4, and 1

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II. Read the texts and then decide which one is a joke and which one is an anecdote. 1. Why is 6 afraid of 7? Because 7 8 9 2. We were very nervous, because we really wanted to win, so we decided to start with a song that was very popular at the time. Then I realized everyone was looking at me and I just froze. I couldnt sing nobody made a sound. 4. A man came up to the front desk of an airline company and asked: How long does it take to get to Madrid? The clerk replied: Just a minute The man said: Thank you

3. Im Tom. I can tell you about the first time I flew on a plane, when I was 10. I used to go to my uncles house a lot. He had a small plane and one day he took me with him. It was a great experience although the plane moved a lot and I felt a bit dizzy. It was an unforgettable experience. 2. Which are jokes? a) 1 and 2 b) 3 and 4 c) 2 and 3 d) 1 and 4 NIT IV B Achievements:

3. Which are anecdotes? a) 1 and 2 b) 3 and 4 c) 2 and 3 d) 1 and 4

SECOND GRADE Write sentences to describe cultural aspects. Distinguishes between examples and explanation from main ideas. III. Read the following essay and then answer the questions below.

_____________________________
I was fortunate enough to be chosen for a student exchange to Mexico. I spent three months living with a real Mexican family and attending a local high school. It has been one of the most rewarding experiences in my life. In this essay I will compare and contrast some aspects of school in Mexico and Australia. There are many similarities in school life between Mexico and Australia. In Australia most students wear school uniforms and Mexican students also wear it. Both school days are divided into classes marked by the bell. One major difference however, is that in Australia the kids are the ones who change classrooms, while in Mexico the students stay in the same room and the teachers change. During the breaks, Mexican girls get together and chat and boys play sport, just in the same way girls and boys do in Australia.
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However, the choice of sports is different. In Australia we play Aussie Rules football in the winter and cricket in the summer. In contrast, in Mexico they play soccer all year round. The most difficult difference for me to get used to was the timetable. In Mexico we started school at 7 am I had a really hard time with that as it was very different from the 9:00 am start time in Australia! Nevertheless classes finished earlier than at home so we were finished by 1:00 pm. In Australia Im at school until 3:00 pm. I made the mistake of thinking my teacher was relaxed like Mr. Fitzgerald, my teacher at home. On the contrary, Mexican teachers are strict. In Mexico we get a lot of homework, while in Australia we only get a little bit. In conclusion, I experienced many similarities and differences in school life between Mexico and Australia. As an exchange student, adapting to the differences is the fun part of the experience. From the book All Ready!

4. What would be a title for the text youve read? a) Contrasts between Mexico and Australia b) Boys and girls c) What Australians and Mexicans play d) Mexican and Australian teachers 6. Of the underlined words, which are comparing words? a) Nevertheless, while, also b) However, while, c) In contrast, both d) In the same way, also

5. What are the main cultural aspects the essay speaks about? a) School in Mexico and Australia b) Free time in Mexico and Australia c) Timetables d) Subjects

7. Of the underlined words, which are contrasting words? a) Both, also b) However, while, in contrast c) In the same way, also d) As, both

IV. Complete the comparison chart about school life in Australia and Mexico according to the essay: Contrasts between Mexico and Australia.

33. 34.

SCHOOL LIFE IN MEXICO AND AUSTRALIA Australia Mexico Kids change classrooms 35. School starts at 9:00 36. Teachers strict Lots of homework

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8. _______________________. a) Teachers are relaxed b) Teachers are lazy c) Teachers are very competent d) Teachers are quiet 10.________________________. a) Kids dont move from classroom to classrooms b) Teachers dont change classrooms c) Kids change classrooms d) They only have one teacher per room

9. __________________________. a) Not too much homework b) Too much homework c) A lot of homework d) Not to easy homework 11. ___________________________. a) School starts late in the morning b) School starts early morning c) School finishes late in the afternoon d) School finishes at 7 am

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RUBRIC UNIT IV Autobiography anecdote and a comparative chart.


CRITERIA Grammar AVERAGE There are not grammatical mistakes on the autobiography anecdote/ A comparative chart. ACCEPTABLE There are two or three grammatical mistakes on the autobiography anecdote/ A comparative chart. BELOW There are some more than four grammatical mistakes on the autobiography anecdote/ A comparative chart. POINTS

Labels

(40 points ) All items of importance are clearly labeled with a label that can be read from at least 3 ft. away. (20 points) The whole members of the team work showed the oral presentation, the team names, the topic of the product. The whole members interacted with the product.

Show the oral presentation. Team work. Topic of the product. Members interacting with the product.

( 30 points) Many items of importance are clearly labeled with labels that can be read from at least 3 ft. away. (10 points ) Two or three members of the team work Showed the oral presentation, the team names, the topic of the product and Interacted with the product. ( 30 points) Some subject knowledge is clear. Some information is confusing, incoherent or flawed. ( 30 points)

(25 points) Labels are too small to view or no important items were labeled.

(5 points) Just one student of the team work showed the oral presentation, the team names, the topic of the product and Interacted with the product.

Subject knowledge.

(40 points ) Well researched subject knowledge is evident throughout. The whole information is clear, appropriate and correct. (40 points )

(25 points) Subject knowledge is not clear, the whole information is confused.

(25 points)

Total

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Unit V

Second grade Social practice of the language Produce texts to participate in academic events. Environment Academic and educational. Specific competency Write points of view to participate in a round table. Product A Round Table.

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Achievements Uses various strategies to point out information. Selects and organizes information to write sentences with personal opinions. Writes paragraphs that express individual points of view. Solves doubts and offers feedback to edit points of view.

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Before the round table


What Is It? Round Table and Round Robin are cooperative learning strategies in which students take turns contributing answers in a group. Round table is usually completed in written form; round robin in oral form. How Do You Use It? The teacher poses a question or a task that has many possible answers such as listing the items the settlers needed to make the trip West or all possible pairs of numbers that total a given number. In round table there is usually one piece of paper and one pen for each group. One student makes a contribution and then passes the paper and pen to the student seated to the left. The pen and paper literally go around the table. The teacher should monitor the groups to determine that they have adequate time to generate answers. Once the groups have completed the task, each group shares its collective responses with the whole class. Round robin is an oral counterpart of round table. Students simply take turns stating answers or ideas, without recording them. Round robin can be used with children too young to write or when participation is the goal of the activity.

Roundtable
Roundtable structures can be used to brainstorm ideas and to generate a large number of responses to a single question or a group of questions.
Faculty poses question. One piece of paper and pen per group. First student writes one response, and says it out loud. First student passes paper to the left, second student writes response, etc. Continues around group until time elapses. Students may say "pass" at any time. Group stops when time is called.

The key here is the question or the problem you've asked the students to consider. It has to be one that has the potential for a number of different "right" answers. Relate the question to the course unit, but keep it simple so every student can have some input. Once time is called, determine what you want to have the students do with the lists...they may want to discuss the multitude of answers or solutions or they may want to share the lists with the entire class. 1. Teacher poses a problem with many possible answers such as How can we show respect in our classroom? 2. Students make a list on one piece of paper, each writing one of the possible answers and then pass the paper to the next person. The paper literally goes round the table..

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Bill Aims To Limit Cell Phone Use rivers http://www.youtube.com/watch?v=2eInuu2O3Yw

1. Select the Civic and Ethical topic. A question with multiple possible answers, a
topic for writing, or a task with many steps or solutions. (The teacher can agree with the students and choose another topic). 1. Responsibility 2. Democracy

Ask the students for more topics and continue the list.

2. The class is divided into teams (The number of teams is up to the teacher) the teams take a topic. 3. Investigate and read about the topic.

Steps for the Strategy


1. Choose a project, a question with multiple possible answers, a topic for writing, or a task with many steps or solutions. 4. One sheet of paper and one pencil is passed around the group. Each student writes an answer or part of the topic, taking about the same amount of time. 3. Students coach one another when a partner has difficulty. 4. Students provide appropriate praise or constructive criticism when necessary.

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Management Tips
1. Use only one sheet of paper and pencil per group. 2. Provide questions with multiple answers. 3. Set a standard amount of time for each person to share. 4. Display the amount to time in some way (wall clock, Teach Timer, etc.) 5. A sheet defining the responsibilities of each partner may be helpful when first using this strategy with students. 6. Model good coaching for the students, including the difference between coaching and giving the answer, including constructive feedback. 7. Use heterogeneous groups created by the teacher.

INSTRUCTIONS This is a Co-operative learning. You pass a sheet of paper around the table taking it in turns to write a sentence. Listen to your teacher instructions when the teacher gives the signal, gives the paper and pen to the student on his/her left. The paper and pen literally go around the table, thus the name: Roundtable. You need to write 5 sentences describing bullying and the types. You will work as a group, taking it in turns to write a sentence. However the whole group must agree on each sentence before you can write it down.

1. _____________________________________________________________ 2. _____________________________________________________________ 3. _____________________________________________________________ 4. _____________________________________________________________ 5. _____________________________________________________________

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I.

Read the story and write the topic.

David woke up and frowned. He didn't want to go to school today. He knew that today would be a bad day, just like every other day. David came down the steps for breakfast and sat down at the table. "Hey," his older brother growled, "that's where I'm sitting!" and he pushed David out of the chair. "You better learn to stay off my chair. David walked to the bus stop. All of the students in the neighborhood waited together, including some big

fifth-graders who always picked on him. "Hey, you," called one of them. "Where did you get that stupid hat?"
He grabbed the hat off David's head. "Look at this piece of trash," he called to his friends, and he threw David's hat into the trash can. David finally made it to class. As he sat down at his desk, he saw one of the girls in his class point at him and whisper something to her friend. Her friend laughed and told the girl next to her. She laughed too and ran to tell another girl. David felt his face getting red as he sat down and stared at his desk. For lunch, David usually ate with his friend, Tran, but today Tran was absent. David walked over to a table with

an empty chair and started to sit down. "You can't sit here," a boy at the table said. "This seat is saved." David
walked to another table but the boys there said, "We don't want you here. Go away." David ended up eating by himself. At recess that afternoon nobody asked David to play, so David stood watching the others. Suddenly, one girl ran up and called David a name. Other boys and girls nearby started teasing David too. David was so upset that he just wanted to disappear.
http://www.ncpc.org/topics/bullying/teaching-kids-about-bullying/bullying-grades-2-3

II.

After reading the text answer the following questions.

1. Give a topic to the text ________________________________________________________

2. What is the main idea?


_______________________________________________________

3. Answer the Following Questions. Write the answers in your notebook.


What are some of the feelings you have when you are bullied by someone? List 6. a. b. c. d. e. f. _________________ _________________ _________________ _________________ _________________ _________________

What do you have, that bullies want so badly? List at least 6 things.
Why are Bullies-Bullies? a. b. c. d. e. f. _________________ _________________ _________________ _________________ _________________ _________________
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III.

Define bullying.

1. What do you think is happening here?

2. What makes you think so? 3. How do you think the boy to the right feels? Why? 4. What should the boy to the right say in this situation? 5. What would you do or say if you were the only observer of this situation? 6. How could this situation be resolved?

The 4 major types of bullies are as follows. Write a description of each one of the 4 kinds of bullying. Type of Bully Description

Physical Bully Verbal Bully

Relational Bully

Cyber Bully

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Types of bullying write some examples.


Physical Bully Verbal Bully Relational Bully Cyber Bully

http://www.stopbullying.gov/what-is-bullying/definition/index.html

Read the following behaviors and decide which ones are bullying and which ones are not. Check the ones that are bullying behaviors.

Making fun of somebody's look. Chasing away younger kids when they want to play on the swings. Accidentally bumping into someone in the hallway. Calling people names because of the color of their skin. Making the other kids play the game your way.

Teasing someone about the clothes he or she wears. Telling someone that the hat he's wearing doesn't look good on him. A group of kids won't let you sit with them at lunch even though there's room. Telling someone that he or she is not being nice. Joking with people by "putting them down".

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Listen and fill in the spaces.

Bullying an epidemic in the U.K.


Bullying in British schools has _________ epidemic levels. Last week, Englands Commissioner for Children said nearly every child was _________ by the problem. Education ministers are keen to reverse the worrying trend, especially as today is the start of Anti-Bullying Week. Politicians are thinking about _________ the parents of bullies up to $1,700. Schools minister Jacqui Smith said: This will send a strong message to parents that schools will not _________ a failure to take responsibility for bullying. Other proposals give teachers the right to restrain students through _________ force where necessary. Ms. Smith said: Bullying should never be tolerated in our schools, no matter what its _________. She added that: Children must know what is right and what is wrong. She said children must know what will _________ if they cross the line. She spoke after many _________ cases of violence in schools. Twelve-year-old bullies have slashed their _________ with knives and used iron bars to beat students unconscious. One child was told she would be dead meat if she returned to school. It _________ many of Britains schoolchildren are more interested in tormenting and _________ other students than learning. VOCABULARY: Circle any words you do not understand. In groups, pool unknown words and use dictionaries to find their meanings.

IV. Bullying Survey.


Survey 5 people to see if they have been bullied and put a brief description of the type of bullying in the box. For example if the bullying was social, print the typespreading rumors, excluding...

VERBAL Student 1 Student 2 Student 3 Student 4 Student 5

SOCIAL

PHYSICAL

CYBER

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After completing the bullying survey, respond to the following questions:

1. How many individuals took the survey? _________________________________ 2. How many males?_____________ How many females?____________________ 3. Did anyone respond that has never been bullied? ______________________ 4. What was the most frequent type of bullying? __________________________ 5. Provide your opinion as to why this type of bullying the most:

_________________________________________________________________________ _________________________________________________________________________ 6. What type of bullying occurred the least? ______________________________ 7. Why do you think this type of bullying doesnt happen as often as the others? __________________________________________________________________ _________________________________________________________________________ 8. In your opinion, what can be done to eliminate the bullying? _________________________________________________________________________ _________________________________________________________________________ Listening activity for the teacher.
Bullying an epidemic in the U.K. Bullying in British schools has reached epidemic levels. Last week, Englands Commissioner for Children said nearly every child was affected by the problem. Education ministers are keen to reverse the worrying trend, especially as today is the start of Anti-Bullying Week. Politicians are thinking about fining the parents of bullies up to $1,700. Schools minister Jacqui Smith said: This will send a strong message to parents that schools will not tolerate a failure to take re sponsibility for bullying. Other proposals give teachers the right to restrain students through reasonable force where necessary. Ms. Smith said: Bullying should never be tolerated in our schools, no matter what its motivation. She added that: Children must know what is right and what is wrong. She said children must know what will happen if they cross the line. She spoke after many recent cases of violence in schools. Twelve-year-old bullies have slashed their victims with knives and used iron bars to beat students unconscious. One child was told she would be dead meat if she returned to school. It appears many of Britains schoolchildren are more interested in tormenting and injuring other students than learning.

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Read the behavioral statements and check under yes or no to indicate whether or not you engaged in the behavior. If you answer Yes to any of the statements, answer the questions listed below the table. Be truthful! Behavior
Have you sent through a computer or cell phone a text message about an embarrassing secret about someone? Have you sent or posted a gross image/picture of someone online or by cell phone camera? Have you used profanity or angry language with someone through a cell phone or computer? Have you bombarded someone with hurtful and mean emails, text messages, etc.? Have you used a cell phone or computer to spread malicious gossip, rumors, and lies? Have you sent mean and ugly emails? Have you used cell phones or computers to play cruel jokes on someone? Have you used cell phones or computers to threaten anyone, making them fear their safety? Have you used a computer to pretend you are someone you are not in order to get a student in trouble?

Yes

No

If you answered Yes to any of the above questions, answer the following questions: Do you understand you are being hurtful, you are disobeying the Golden Rule, you may be doing something against the law, and you are making our school less peaceful and unsafe? Yes _____ No ____ Do you agree to stop cyber bullying: (check one) Yes _____ No ____

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http://www.stitchinc.org/

Reading comprehension
Bryan doesn't like going to school anymore. He is tired of being bullied. Some of the bigger boys at school are mean to him. They push him to the ground. They hide his books. They call him names. They are bullies . When things get really bad, Bryan tells his mom he is sick. You should stay home and rest, Mom says. You'll feel better tomorrow. Then Bryan gets to stay home. He reads books. He watches television. He eats what he wants. He is not scared. You should tell someone you are getting bullied at school, says Bryans best friend, Link. But Bryan is scared. He doesn't want to tell an adult. That will make things worse, Link, says Bryan. You dont go to my school. You have no idea how mean these guys can be. You cant keep missing school, says Link. Your grades will fall. You will be in trouble at home. And besides, you don't want to be in the seventh grade forever, do you?" Bryan thinks Link is probably right. He will tell his mom about the bullies today when she gets home from work. He will see what happens. Underline the correct answer. Why doesn't Bryan like going to school anymore? A. his best friend does not go there B. the work is hard C. the kids are mean D. he wants to read books at home How might Bryan feel when the kids at school are mean to him? A. Angry B. Smart C. Strong D. scared What do the mean kids do to Bryan? A. they call him names. B. they push him to the ground C. they steal his money D. they hide his bookbag What does it mean to be bullied? A. not to have friends at school B. to have a lot of work C. to have people say and do mean things to you D. no to like school
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What do you think about bullying?


Write your opinin.

Circle where you have been bullied. You can choose more than one or draw your own picture.

school street

bus

out shopping Draw your own picture.

park How were you bullied?

party

stadium

make fun of me

by phone or text

called me names

hurt my body

draw your own picture.

What did you do?


Stay away from where I was bullied

Cry

Speak to someone

Hit the bully

Draw your own picture.

Who did you bullied?

Did you tell someone you were bullied?

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BULLYING SOLUTIONS: Do you agree with these solutions to stopping bullying in schools? Discuss the pros and cons of each with your partner(s).

SOLUTIONS
All classrooms should have web cameras so parents can monitor their children. Children who often misbehave should be told to leave the school forever. Parents of bullied children can sue the bullys parents. Teachers should receive better training to understand bullies and stop them. Parents of bullies should be named and shamed in local newspapers. Parents must pay a fine for all incidents of their childs bullying. Well-behaved children can suggest punishments for badly behaved children. Teachers who cannot control their classrooms should be fired. Bullies should be put in special childrens prisons.
What do you think?

PROS

CONS

http://www.kidpower.org/bullying/

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Unit V

Second grade
Social practice of the language Interpret and express everyday life instructions. Environment Familiar and community. Specific competency Understand and give instructions to perform everyday life activities. Product B Poster with instructions to perform an everyday activity.

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Achievements

Adjusts volume, intonation, and tone to emphasize or alter instructions. Understands and requests instructions to perform an activity. Writes sequences of enunciation to give instructions. Uses linguistic resources to ensure the understanding of instructions. Produces instructions spontaneously.

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Giving Instructions Sequence


Do you know how to give instructions in English? How to make a cup of tea? How to search for a topic on index? How to make a call on your mobile? Or listen to your favorite music? There are two parts to give instructions: the sequences and the actions.

Asking for Instructions


How do you (do this)? What is the best way to . . . ? What do you suggest? What is the first step? How do I . . . ? How do I go about it? How do you suggest I proceed?

Giving Instructions
First, (you) . . . Then, (you) . . . Next, (you) . . . Lastly, (you) . .

Sequencing
Before you begin, (you should . . .) The first thing you do is . . . . I would start by . . .

The best place to begin is . . .


To begin with,

Starting out
After that, The next step is to . . . The next thing you do is . . . Once you've done that, then . . . When you finish that, then . .

Continuing
The last step is . . . The last thing you do is . . . In the end, When you've finished, When you've completed all the steps,

Finishing

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Everyday activities
Hi, My name is Susan. I am ten years old. I am Portuguese and I live with my mother, my father and my brother in Lisbon. The day starts about 7 oclock, when dad and mom get up. We usually have breakfast at 8 oclock. I like to eat cereal with milk and a toast. After breakfast my brother and I brush our teeth. We all leave the house by 8.30. Dad goes to work. He is a doctor. Mum, my brother and I walk to school then my mother catches the bus to her work place. She is a shop assistant. I always have lunch at school. My mom picks me up from school at 18.30. Sometimes we go to the shops and if we are lucky we play with our friends in the park before we do our homework.

Decide whether the following sentences are T (true) or F (false) . 1. The text is about a ten- year old girl. 2. She lives in a flat in north-west Scotland. 3. Susan gets up at 7 oclock. 4. All the family has the breakfast together. 5. School finishes at a quarter past five. 6. She likes fish and salad. 7. At weekends she goes to the ballet. Answer the following questions in your notebook
Who is Susan? Who does she live with? What time does she get up? What does she have for breakfast? How does she go to school? What does she do after school? What time does the family have dinner? When does she do ballet? Is her father a teacher?
How many connectors do you remember? Write them down here. __________________ __________________ __________________ __________________ __________________ __________________

DAILY ROUTINES

Underline all the connectors you can find in the text.

What does she do at weekends?

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Match the activities and the pictures. Then find them in the word search:
WATER THE PLANTS DO HOMEWORK PLAY THE VIOLIN BE TEXT FRIENDS GET UP LISTEN TO MUSIC PLAY TENNIS EMAIL GET DRESSED WATCH TV PAINT GO TO SCHOOL SLEEP BRUSH TEETH WALK THE DOG SURF THE INTERNET SET THE TABLE HAVE LUNCH WASH UP RIDE A BIKE HAVE BREAKFAST STUDY READ

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DAILY ROUTINES WORDSEARCH

T S

O K G K

I I U

A L

L V

U E

O W L Y I A L K T H E D O G R O L F T T L D G S T

O P H Z U F

P S A P P A I

A I A D K H L

H K R O W E M O

W N I S S

O I

H T T C L S E T T S

W O C T S A F K A E R B E V A H T L

M O T R R U T P T P A Z U L P E H G X R S

N E G S P L G A F Z G R H O P H

W H T H R Y I L F T U G S E S D

H D A R X L A N E A G D I D K E C Y N

O W A S C A T K A E K I B A E D I R

H E E L R S K I U X E B P D R P T F

M A P S R E L U T E E E G E S N N G N R

H C O H O T L E F R T K V G Z E U A

W E A N H H E D A U S I L N S H U

N S T C S P C A

W H T E E H L O D P T D S T

H T E T A B L E T X V S A I

H A I F E T

N I N E

W S

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What do you do every day that needs instructions to be printed?


Brainstorm as a group to generate a list of daily activities where you provide instructions.

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Circle the adverb of manner.


James, a golfer, was playing a round golf the other day when he accidentally hit his ball into a hole off the golfing greens. James made an accidental shot. Unexpectedly, an angry gopher appeared. The gopher angrily pushed the ball out of its hole. The gopher complained loudly. The gopher made a loud complaint. The ball hit him hardhardly on the head. James could hardly believe that a gopher was making its home on the golf course. Normally, James has good eyesight. However, he didn't see well this time because his ball did land anywhere near the golf green. In any language, a person must give and follow directions whether it is in a cab, when explaining a process, or giving instructions

In English, the imperative form is the command form of a sentence. The imperative is most often used when giving directions or giving instructions. Do your homework. Study for the test. Pay attention in class. All these are imperative sentences. Forming the imperative is very simple. Verb conjugations follow the normal pattern, but the subject of the sentence (you) is dropped. You do your homework becomes do your homework. For negative sentences, do not is added too before the verb. Do not sleep in class.

British English: cab

American English: _______________

Read the following sequence to watch a video. Can you put them in the correct sequence? Enter the numbers 1 through 7 in the fields provided.
Sequencing - Watching a Video (7 Steps)

_____ Sit down and watch the video. _____ Push the "play" button. _____ Select a video at home or at a store _____ Rewind the video when it is over. _____ Take the video out of its case. _____ Return the video to the store or put it away _____ Pop the video into the Blue- ray.

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As whole class. Write the instructions to wash your hands. Draw images. Add at least one adverb of manner.

Dont forget to wash your hands

Brainstrorm ideas of some daily activities where instructions can be given. Write some places where this can happen; school, home, street, park, and some verbs Use the chart below. PROVIDING INSTRUCTIONS USING TECHNOLOGY Who might provide this instructions? What verbs they might use?

Choose one daily activity and write the instructions to perform this activity. Make a poster with these instructions.

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Understanding Story Sequence In the story below, pay particular attention to the order of events within the passage. There are many signal words that can indicate the order of events. Read the following entry and then order the events at the bottom of sheet with the numbers 1-6; based on sequence of events that took place.

Cameron the Relay Machine


Cameron was a star swimmer at Eldred Middle School. He had been swimming competitively since he was five years old. He was to swim in three events and one relay at the meet on Tuesday. As always, Cameron had his signature bowl of spaghetti and meatballs before preparing for the meet. He also always has a Rice Krispies bar immediately following his warm up routine. When he prepares for a meet, the first thing that he does is stretch his muscles and warm-up by running in place, immediately after stretching. Then, he does ten push-ups followed by a run-up and down the middle school bleachers. Cameron swam well. He placed first twice and got a third place in the 500 meter butterfly stroke. He truly dominated the relay getting his team a two lap lead by the time he got out of the water.

Place the events in order (1 being first) by using 1-7:


____ ____ ____ ____ ____ ____ Cameron ate a Rice Krispies bar. Cameron ran-up and down the bleachers. He did push-ups. Cameron won his first swimming event. Cameron ate meatballs and spaghetti. He stretched his muscles.
www.teachnology.com

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Stripy Tigers Here are Carries instructions for making the snack called Stripy Tigers. For each stage of the process choose the correct linking word or expression from the options below.
http://downloads.bbc.co.uk/worldservice/learningenglish/howto/how_to_080827_process2_activity.pdf

1. ______________ cut as many slices of bread as you need - white bread is best. Not too thin or it will end up soggy. 2. ______________ grill some rashers of bacon. 3. ______________ the bacon is grilling; break 2 eggs in to a bowl. 4. ______________ add about 142 milliliters of milk and beat the milk and the eggs together. 5. ______________ dip the bread in to the bowl of eggs and milk and leave for a few seconds to soak up the mixture. 6. ______________ heat some oil in a frying pan 7. ______________ take the bread out of the bowl and put it in to the frying pan 8. ______________ golden brown on both sides take it out of the frying pan. Eat while it's hot, topped with the rashers of bacon. If you don't like bacon, try spreading on some jam or tomato ketchup!
1: At firstly / To begin with 2: Then / Before 3: While / At same as 4: Next / Following 5: Then / After 6: After youve done this / After do this 7: When the oil is hot / While the oil is hot 8: Once the bread is / Finally

oints 4

Description In order to receive a 4-point score during the discussion, the student must: Demonstrate an understanding of ethic topic. make at least two relevant statements. Respond appropriately at all times. Ask at least two questions relating to the topic being discussed. In order to receive a 3-point score during the discussion, the student must: demonstrate an understanding of ethic topic. achieve the performance standard on two of the remaining three elements.

2 1 0

In order to receive a 2-point score during the discussion, the student must: achieve the performance standard on two of the four elements. In order to receive a 1-point score during the discussion, the student must: achieve the standard on one of the four elements. In order to receive a 0-point score, the student discussion will show no evidence of any of the elements associated with the standard.
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Group Discussion Scoring Table Question Discussed: ___________________________________________ Date: ________________________________________________________ Discussion Time: minutes ________________________________________ Teacher: _____________________________________________________ Students:_____________________________________________________ 1. 2. 3. 4. 5. 6. _________________________________________________ 1. 2. 3. 4. 5. 6. Student used Core Democratic Values Student made a statement about the issue that was accurate and relevant. Student asked questions that were on the subject being discussed. Responded Appropriately Invited the contributions of others. Acknowledged statements of other students in the discussion. Tactfully challenged the accuracy, logic, relevance, or clarity of statements made by others. Summarized points of agreement and disagreement. Responded Inappropriately Made irrelevant/distracting statements. Interrupted Monopolized the discussion. Engaged in personal attacks. Rating for Responded Appropriately Final Score

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EXAM UNIT V
UNIT V A Achievements: SECOND GRADE Uses various strategies to point out information.

I. Look at the pictures and predict the topic of the reading.

1. The topic is: a) Friends and students b) Why do bullies act that way? c) Throwing away notebooks. d) Gossip and flooding II. Read the article and identify the topic of each paragraph. Bullies usually pick on someone because there is something different about the victim, e.g. they may be physically different, wear different clothes or like different music. There are several reasons why bullies pick on people: Some bullies are looking for attention, and they think bullying is a way to be popular. Other bullies are insecure. They want to feel important, and when they pick on someone else, it makes them feel powerful. Some bullies come from families where everyone is angry and shouts all the time, and they think it is a normal way to act. Some bullies pick on their victims for no reason at all. The good news is that bullies can learn to change their behavior: Teachers can help bullies understand that their behavior benefits nobody. Other kids can set an example by treating everyone fairly and with respect. Schools can stop bullying by suspending or expelling bullies. Taken from the book: Yes, we can! 2. The topic of the first paragraph is: a) What a bully is. b) Someone different c) Favorite clothes and music d) Victims 3. The topic of the second paragraph is: a) Attention and time b) Why bullies do that c) Families and anger d) Teachers and schools
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III. Read the following human rights articles from the United Nations and answer questions 40 and 41 Art. 1 All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.

Art. 2 Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, color, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-governing or under any other limitation of sovereignty.

Art. 3 Everyone has the right to life, liberty and security of person.

Art. 4 No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in all their forms.

4. A nine-year old boy is working in a factory without any pay nor rights to social security. He doesnt see his mom or father, he is living in the factory. According to the human rights from the United Nations, which right is being denied to the nine-year old boy? a) Art. 1 b) Art. 2 c) Art. 3 d) Art. 4

5. The abbreviation Art. Stands for? a) Art b) Human rights c) Assessment right time d) Article

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UNIT VB Achievements :

SECOND GRADE Understand and request instruction to perform an activity.

IV. Look at the pictures and then choose a sentence that best describes the picture.

G 7. For pictures E, the correct sentence is: a) Time to take a shower. b) Time to go to school. c) Mom prepares breakfast. d) The alarm clock rings.

6. For picture A, the correct sentence is: a) Time to take a shower. b) Time to go to school. c) Mom prepares breakfast. d) The alarm clock rings. 8. For picture C, the sentence is: a) Go back to your house. b) Brush your teeth. c) Wake up. d) Have breakfast.

V. Now predict what other instructions come after each picture. 9. For picture A the instruction that comes after is: a) Get up. b) Sit down and watch TV. c) Go to school. d) Do homework and play. 11. For picture C, the following instruction is: a) Go back and sleep. b) Take a class. c) Dont forget to play Candy Crush. d) Dont forget to floss. 10. For picture B, the following instruction is: a) Get dressed and comb your hair. b) Go out and protest. c) Evacuate immediately. d) Do homework and play.

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RUBRIC UNIT V
Write points of view about a Civic or Ethical topic to participate in a round table. CRITERIA COMPETENT DEVELOPING IMPROVEMENT TOTAL 20 POINTS 16 POINTS EACH 12 POINTS EACH EACH Spelling Spelling is correct Some problems with Many problems 20 conventions. most of the time spelling. with spelling. Write simple Can write ____ Can write ____ Can write ____ 16 sentences to simple sentences simple sentence has simple sentence write giving opinion. problems to give an doesnt give personal opinion. opinion. opinions. Write Write opinions Write opinions using Write opinions 12 opinions using some some synonyms with using synonyms using synonyms. mistakes. often with synonyms. mistakes Write Complex Complex sentences There are no 12 complex sentences are are used but there Complex sentences used correctly few errors in the use sentences based on with appropriate of dependent and personal dependent and independent opinions independent clauses. clauses It has a topic Missing one of the I do not have a 12 Write a sentence. following: it has a topic sentence paragraph It has details. It topic sentence. It and a conclusion. that has a conclusion. has details. It has Its missing expresses It is writing on conclusion. It is details. points of topic and writing on topic and view. expresses a point expresses a point of of view. view. TOTAL

154

Use this rubric to assess yourself.

Yes
Learning Outcomes Self assessment Use various strategies to point out information. Selects and organizes information to write sentences with personal opinions Writes paragraphs that express individual points of view. Solves doubts and offers feedback to edit points of view.

No

Poster rubric. CRITERIA


Grammar

AVERAGE
There are no grammatical mistakes on the poster. 40 points All items of importance are clearly labeled with A label that can be read from at least 3 ft. away. 20 points Very colorful, neat, Detailed, inviting, professional, & eye-catching. 20 points Well researched; subject knowledge is evident throughout. All Information is clear, Appropriate & correct. 40 points

ACCEPTABLE
There are 2 or 3 grammatical mistakes on the poster. 30 points Many items of importance are clearly labeled with labels that can be read from at least 3 ft. away. 10 points Requires more color, Neatness, &/or details. 10 points Some subject knowledge is evident. Some Information is confusing, incorrect or flawed. 30 points

BELOW There are more than 3 grammatical mistakes. 25 points Labels are too small to view or no important Items were labeled. 5 points Significantly lacking in color, detail, neatness, &/or professionalism. 5 points Subject knowledge is Not evident. Information is confusing, incorrect, or flawed. 25 points TOTAL

POINTS

Labels

Visual appeal

Subject Knowledge

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Recursos Didcticos para el Fortalecimiento de la Educacin Secundaria Cuaderno de Actividades para el Fortalecimiento de los Aprendizajes Alineados al Plan y Programas de Estudio 2011 Articulacin de la Educacin Bsica PRIMERA EDICIN, 2013-2014 D.R. Secretaria de Educacin de Nuevo Len Control: DES/DT-I2-001-13 Coordinacin: Dra. Anastacia Rivas Olivo Portada: Martn Alfonso Fras Martnez Se imprimi en el Departamento Tcnico de Educacin Secundaria Av. San Bernab No. 100, Col. Nueva Morelos, Monterrey, Nuevo Len El tiraje fue de 500 ejemplares MATERIAL DIDCTICO/Prohibida su venta
Todas las imgenes estn protegidas por las leyes de derecho de autor y fueron utilizadas en este cuaderno con fines educativos.

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