Prohibida su venta. English 1 Progress - Keep On Workbook for the English Center COORDINACIÓN. 1a Edición, 2012 Gobierno del Estado de Aguascalientes

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2 English 1 Progress - Keep On Workbook for the English Center COORDINACIÓN Gabriela Orona Zermeño Valeria Alvarez Borrego DISEÑO DE ACTIVIDADES José Alberto Álvarez Sandoval Mónica Cristina Ramírez Caballero Norberto Luna Ponce Yinnia Ivonne Rodríguez Medina 1a Edición, 2012 Gobierno del Estado de Aguascalientes Derechos Reservados Instituto de Educación de Aguascalientes Carretera a San Luis Potosí No. 601 Fracc. Ojocaliente. C.P Tel iea@aguascalientes.gob.mx CORRECCIÓN DE ESTILO Lázaro S. Suárez Álvarez Madreen Alethia Williams EDICIÓN Ma. Elena Gutiérrez Díaz DISEÑO PORTADA Laura Rivas Urquieta La presente edición es propiedad del Gobierno del Estado de Aguascalientes. Se prohíbe su reproducción sin permiso por escrito del titular de los derechos. Impreso en México Distribución gratuita para los alumnos de Secundarias Técnicas y Generales de planteles públicos del Estado. Prohibida su venta

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5 Table of Contents Audio station Unit 1 1 A Jacket catalogue B Superheroes Unit 2 2 A A heat stroke B What is a movie? Unit 3 3 A Hangman B Computer parts Unit 4 4 A My favorite anecdotes B From asparagus to zuchini Unit 5 5 A How to help an elderly person cross the street B It s time to clean Reading and writing station Unit 1 1 A Goods catalogue B Stories and more stories Unit 2 2 A What to do B Silent films Unit 3 3 A Mime it B iphone for me Unit 4 4 A I found a crab B Sweet sixteen vs. Fiesta de quince años Unit 5 5 A Bullying B Music in my cell phone... 73

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7 Multipurpose station Unit 1 1 A Matching clothes and adjectives B The philosopher s stone Unit 2 2 A Fire!!! B Act it out! Unit 3 3 A The word train B How to use a DVD player Unit 4 4 A Anecdotes B Slap it Unit 5 5 A What would you do B Delicious hot cakes Video station Unit 1 1 A I want it! B My story Unit 2 2 A Emergency plan B Watching a horror movie! Unit 3 3 A Word stress B My cellphone! Unit 4 4 A The wonder years B Mexican and american traditions Unit 5 5 A Bullying B Cafe zoom

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11 Unit 1 A Specific competency: Offer and understand suggestions in order to buy or sell a product. Before listening Jacket catalogue 1. Look at the jackets shown in the catalogue and their prices. Leather jackets a b c d $ 350 $ 428 $ 540 $ 290 e f g h $ 800 $ 285 $ 430 $ 700 i j k l $ 642 $ 470 $ 300 $ Write T(true) or F (false) according to the jacket s catalogue. 1. Jacket a is more expensive than jacket h. 2. Jacket f is cheaper than jacket l. 3. Jacket b is lighter than jacket i 4. Jacket d is more formal than jacket g 11

12 knowing about the language Regular adjectives: Number of syllables Adjective Comparative 1 syllable old older Ending with y ugly uglier Ending in consonant-vowel-consonant thin thinner 2 or more syllables modern more modern beautiful more beautiful than Complete the sentences with the correct comparative form of the adjectives in parentheses. 1. Jacket c is (cheap) than jacket h. 2. Jacket a is (pretty) than jacket j. 3. Jacket k is (expensive) than jacket f. 4. Jacket e is (fashionable) than jacket k. 5. Jacket h is (big) than jacket b. While listening 4. Listen and read. Underline the words that describe the jackets. track 0 1 I need a new jacket. My brown jacket is very old. The right pocket is uglier than the left pocket and the left sleeve is lighter than the right sleeve. I would like to buy a new black leather jacket, more beautiful than my brown one. My sister Lenny showed me a catalogue. Jacket f is cheaper than jacket l and jacket c is more fashionable and modern than jacket g. I don t know which one to choose. 12

13 5. Work in pairs. Listen and practice the conversation. track 0 2 Uriel: Lenny, thanks for the catalogue, but I m not sure about what jacket to choose. Lenny: Uriel: Lenny: Uriel: Lenny: Mmm, let me see. Which jacket do you like? I liked jacket i, but I think it is a bit expensive. What do you think? I think jacket f is cheaper. Look at it! Yes, you are right, but I also think jacket g is very fashionable. What about jacket c? It is better than jacket g. It is more fashionable and more modern than jacket g. Uriel: You re right! It is a bit expensive but I ll buy it! It s perfect! After listening 6. Answer the following questions according to the previous dialogue. 1. What jacket did Uriel like first? 2. Why did Lenny suggest jacket f instead of jacket i? 3. Why did Uriel also like jacket g? 4. Why did Lenny suggest jacket c instead of jacket g? 13

14 Superheroes Specific competency: Read fantasy literature and describe characters. Unit 1 B Before listening 1. Read the following abilities. 1. Mystical powers 2. Breathe underwater 3. Excellent acrobats 5. Martial arts expert 4. Fly at an amazing speed 6. Aim with accuracy 7. Expert in demolition 8. Super human strength 2. Match the abilities from the previous exercise to their corresponding images, as in the example. c a b 4 d e f h i 14

15 While listening 3. Listen to the descriptions and complete the missing information in the boxes. track THOR He lifts a huge hammer and has Super human strength THE HULK He changes from a human form to a green monster, he can 3 4 BLACK WIDOW She is an expert in the field of She is agile, strong and fast. CAPTAIN AMERICA He with his indestructible shield. 5 6 NICK FURY He is a super-spy and an and vehicles. HAWKEYE He is able to shoot arrows while falling, he is an 7 8 LOKI He is a villain and has telepathic and IRON MAN His intelligence is above genius, he can with his powerful armor. 15

16 After listening 4. Work in pairs. Fill in the dialogue using the comic strip pictures. Then, share answers with your classmates. One morning... Finally... knowing about the language Conditionals If I were..., I would... Examples: If I were Hawkeye, I would shoot arrows. If I were Hulk, I would breathe underwater. 16

17 What would you do if you were a superhero? 5. In pairs, complete the sentences. Follow the example. 1. Thor / lift If I were Thor, I would lift a huge hammer. 2. Hulk / change If I Hulk, I would 3. Black Widow / jump If I were, I jump 4. Captain America / aim 5. Iron Man / fly 6. Answer the following question. Then, share answers with your classmates. If you were a superhero, what abilities would you have? If I were... 17

18 A heat stroke Specific competency: Understand and write instructions to face an environmental emergency. Heat stroke results from prolonged exposure to high temperatures usually in combination with dehydration which leads to failure of the body s temperature control system. Unit 2 A Before listening 1. Circle the image that represents the word or phrase on the left. Check your answers with your classmates. 1. rapid heartbeat a b 2. fan a b 3. seizure a b 4. death a b 5. absence of sweating a b 6. shaded place a b 7. the elderly a b 8. strange behavior a b 18

19 While listening 2. Listen to the audio. Fill in the instruction manual with the words or phrases from the box. track 0 4 shaded place the elderly seizures rapid heartbeat strange absence of sweating fan death How to help someone suffering from heart stroke Symptoms: If you see someone that has been under the sun for a long period and has a temperature of over 104 f (40 C), 1), confused behavior, 2) and breathing, an 3), 4) or coma. track 0 5 If a heat stroke is not treated adequately, it may result in permanent organ damage or even 5) track 0 6 People that are at highest risk are infants, 6) and athletes but anyone is susceptible. You will need: track 0 7 An air conditioned or 7). Cool water. A 8) or something to fan with. Ice packs. Towels. Optional items: A sheet. A bathtub 19

20 3. Continue listening to the audio and number the steps in order from 1 to 6. track 0 8 Procedure: a)step : d)step : Apply cool water to the victim s body or drape him or her with a cool wet sheet. If you re near a bathtub fill it with cool water but not ice cold which would send the victim into shock and sit or lay the victim down in it. Make sure his or her face is clear of the water. b)step : Place ice packs wrapped in towels in the victim s armpits and between his or her thighs. c)step : Direct the fan to blow onto the victim s wet skin or manually fan the victim. This promotes evaporation of the moisture, which helps cool the body. Remove the victim s clothing and lay him down or sit him. e)step : Cooling the heat stroke victim is the first and most important thing you can do. Get him or her out of the heat either into an air conditioned or into a shaded area immediately. Remove the victim from heat stroke immediately. f)step : If there are bystanders nearby ask one of them to call 911. If not, call 911 as soon as you can as you proceed with cooling the victim. Notice: Calling 911 is similar to calling 066 in Aguascalientes when you have an emergency. Did you know? The best way to treat heat stroke is to prevent it. Stay hydrated, wear hats and light-colored loose clothing and avoid alcohol, coffee, and tea in hot weather. After listening 4. Work in pairs. Answer the following questions. Then, share answers with your classmates. Have you ever suffered from heat stroke? What did you do to face that emergency? 20

21 Unit 2 B Specific competency: Write dialogues and interventions for a silent short film. What is a movie? A movie is a story, play or information recorded on film to be shown in the cinema and on television. Before listening 1. Label the films according to the categories in the boxes. animation action horror drama While listening 2. Listen to the audio and write the numbers to identify the order of the recorded sounds. track 0 9 a. b. c. d. 21

22 knowing about the language Types of Sentences Declarative Interrogative Exclamatory A declarative sentence makes a statement and ends with a period. An interrogative sentence asks a question and ends with a question mark (?). An exclamatory sentence shows strong feelings and ends with an exclamation mark (!). Example: Bella is a human. Example: Are you ready? Example: I m a grown man! 3. Work in pairs. Listen to the following expressions from famous movies. On the line, mark each sentence below with D for Declarative, I for Interrogative or E for Exclamatory. track 10 Movie Expressions Type of sentence 1. To infinity and beyond! Toy Story 2. Bullseye, are you with me? 3. My name is Mavis. Hotel Transylvania 4. Are you going to stay in the castle? 5. You did this! The Twilight Saga Breaking Dawn 6. I was born to be a vampire. 7. Let s go and find the penguins! Madagascar 8. Could you excuse me for a moment? 22

23 4. Complete the dialogues using any of the expressions that make sense from exercise 3. You ll be part of my family now Let s go and find them. Yes, I think your dad really started to like me

24 Hangman Specific competency: Participate in language games in order to identify sentence rhythm, stress and intonation. Unit 3 A Before listening 1. Choose the correct option for the following definitions A sound produced in speaking and singing. a) noise b) voice c) whistle One who hangs a condemned person. a) Word train b) Tic-tac-toe c) Hangman A group of words forming an expression. a) period b) sentence c) syllable The emphasis placed on a syllable or musical note. a) word stress b) rhythm c) intonation A person who plays a game. a) joker b) player c) gambler Accepted orders which say how things are going to be done. a) commercials b) announcements c) rules 24

25 knowing about the language Intonation: It is the variation of tone during speech: the sound of your voice rises or falls. Intonation is used to differentiate specific situations: statements, commands, questions, etc. Rising intonation: The tone rises at the end of the sentence. Falling intonation: The tone falls at the end of the sentence. Statements: It s raining. John is here. (falling intonation) Commands: Close the door. Open the window. (falling intonation) Questions: Do you think it is funny? Can you speak Chinese? (rising intonation) While listening 2. Play the CD (Intonation Part 1) and repeat the sentences. track 11 Examples Sentence types 1. My classmates are there. statement 2. Take your pencil. command 3. Did you bring your laptop? question 4. I left my car at home. statement 5. Hurry up with your task. command 6. Will she come to the meeting? question Intonation 3. Now, in pairs, play the CD again (intonation Part 2 ) and draw the corresponding arrow according to the intonation. up down. track 11 Sentence Intonation 1. I m fine, thanks. 2. Come in, please. 3. Does she have the key? 4. I have two tickets. 5. Close your books. 6. Will you come to the party? 25

26 After listening Hangman game Instructions: 1. Work in pairs. Practice saying the following sentences with your classmate and indicate a rising or falling intonation in the chart. 2. Compare your intonation with that of the original audio. (Intonation Part 3 ) Sentence 1. We will leave at 2pm. 2. My parents have a big dog. 3. Can she bring her i-pod? 4. Don t be late. 5. Pay attention. 6. Does your friend have an ? 7. Will you bring your brother? 8. I have to go now. Intonation If the intonation is correct, it is all right. If the intonation is incorrect, then, draw a circle (representing the head) on the noose on the first error. On the second error, draw the body. On the third and fourth errors, draw arms. On the fifth and sixth errors, draw legs. On the seventh and eighth errors, draw feet head body right arm left arm right leg left leg right foot left foot Once the body is complete, the game is over. The player with less intonation errors WINS the game. 26

27 Unit 3 B Specific competency: Rewrite information to explain how a machine or device works. Before listening Computer parts 1. Label the computer parts with the words in the bubbles. printer mouse monitor speakers system unit CD or DVD drive keyboard

28 Understanding how your computer works While listening 2. Listen to the audio and match the computer parts with the correct description. Follow the example. track laptops a. Case, monitor, keyboard, mouse and speakers. 2. desktop computers b. You use it to type information into your computer. 3. parts of a typical desktop computer c. You can listen to music and watch movies with this device. 4. the case or system unit 5. CD or DVD drive 6. monitor d. e. f. They let you to hear everything, from arriving in your program to music on your favorite CD. They are small lightweight machines. They are larger machines to use at a desk or table. 7. mouse 8. keyboard 9. printer 10. speakers g. h. It contains the electronic brain of the computer. It looks like a TV, and it lets you see programs, pictures and documents. i. You can click, select and move what you see on your screen. j. You can make a paper copy of what displays on your monitor. knowing about the language CAN is one of the most commonly used modal verbs in English. It can be used to express ability during a specific event. Example: I can drive a car. 28

29 After listening 3. Put a check mark in the boxes of those things you CAN do with the computer parts according to the information in exercise 2. Take it everywhere Install software programs Click, select and move Make a paper copy 1. mouse 2. laptop 3. CD or DVD drive 4. printer 4. Choose two computer parts and rewrite their descriptions using CAN, as in the example. Computer Parts Description Illustration Can print copies from the 1. Printer. text and images seen on the monitor Work in pairs. Answer the following question and share it with your classmate. 1. Do you think it is useful to know how a computer works? Why? 29

30 Before listening My favorite anecdotes Specific competency: Share personal experiences in a conversation. Unit 4 A 1. Circle your favorite memories when you were a child or younger. Draw two more memories in the empty boxes. Playing with friends Going to the beach Camping Celebrating birthdays Going to the fair Travelling Going to school Eating with my family Visiting relatives Being in a farm Cleaning the house Playing sports Celebrating Christmas Family reading 30

31 What is an anecdote? An anecdote is a short amusing or interesting story about a real incident or person. While listening 2. Listen to anecdote 1. Number the memories Johnny mentions from 1 to 5 in the order that you hear them. track 1 3 a. Each year my mom would bake me a different kind of cake. b. When I was two years old she made a postman paddle cake. c. You get presents and you get lots of attention. d. On my tenth birthday she made me a football cake. e. On my eighth birthday my mom made like two circles that she kind of linked together so it was like a figure of eight. 3. Listen to anecdote 2. Underline the information heard in the audio. Then, check answers with other students. track The water was warm. 2. He had beautiful towels. 3. After bathing he jumped on his dad s bed. 4. He used a special shampoo. 5. He played with all his toys. 6. The bathroom was big and comfortable. 4. Listen to anecdote 2 again and put a checkmark next to thetoys Johnny used to play with. track soldiers 2. robots 3. octopuses 4. cars 5. dinosaurs 6. alligators 7. lions 31

32 5. Work in pairs. Listen to anecdote 3 and complete the statements using the words below. Then, check answers with other classmates. track 1 6 judo race skipping ping pong 1. First of all, I thought about ; I started when I was two years old. 2. I also did as a kid and this clip is of the competition I entered when I was just trying to do it. 3. Let s move on to some footage of me playing with my mother. 4. This is a little bit of footage of me taking part in that. Look at me go, run Johnny run! After listening 6. Answer the following questions. Then, share the answers with your classmates. Are Johnny s anecdotes similar to yours? Why are those memories you circled in exercise 1 so special? 32

33 Unit 4 B Specific competency: Read short literary essays in order to compare cultural aspects from English-speaking countries and Mexico. From asparagus to zucchini Before listening 1. Find the hidden words in the word search grid, as in the example. cheeseburgers cranberries chips garlic tea red wine countries cultures traditional d c n s t t h u l m r y z c h e e s e b u r g e r s n i n o p a r s t u d x t v p x q c m n e y o w v r q s d p o n g a r l i c a c x y d u z f b j b n q d c c r a n b e r r i e s i e c u l t u r e s k b u t g k q s r h i n l w r o i n t i r i f m q v u l h o s p t y e v n u z g x z n j c r n s m g l e o s b a a p h k f n q d t m u i l 33

34 While listening 2. Work in pairs. Listen to the audio and complete the text with the words in the box. track 1 7 amazing growing regions fresh accurate widely different popular imported traditional American food The (1) view outside the United States (U.S.) that Americans survive on cheeseburgers, cokes and French fries is as (2) as the American popular view that the British live on tea and fish & chips, and the French on red wine and garlic. In a country with (3) climates and many fruit and vegetable (4) such as (5) grapefruit, oranges lemons, melons, cherries, peaches or broccoli, iceberg letucce, avocados and cranberries do no have to be (6). The second advantage America has enjoyed is that immigrants have brought with them, the (7) foods of their countries and cultures. The variety of foods and styles is (8). Whether Armenian, Danish, French, German, Greek, Italian and Mexican traditions are now at home in the U. S. A third trend is that as a result of nationwide health campaigns, Americans in general are eating a much lighter diet instead of heavy and sweet foods. knowing about the language Antonyms are the words that have opposite meanings. Examples: good = bad wet = dry light = dark up = down 34

35 3. Match the words on the left with their antonyms on the right. 1. popular a) narrowly 2. accurate b) unsurprising 3. widely c) unpopular 4. fresh d) exported 5. imported e) inaccurate 6. amazing f) old 4. Fill in the diagram with the similarities and differences between American and Mexican food. American food Mexican food Differences Differences Similarities 35

36 How to help an elderly person cross the street 1. Label the pictures with the expressions in the boxes. Specific competency: Write points of view to participate in a round table. Unit 5 A Approach the elderly person. Listen for oncoming vehicles. Look both ways. Keep the pace the elderly person sets. Cross with caution

37 2. Listen to the audio and fill in the blanks using the words from the box. track 1 8 crossing assistance intersection traffic Approach rush drivers elderly How to Help an Elderly Person Cross the Street. Instructions: 1. (1) the elderly person and ask her if she requires (2). Introduce yourself and ask how you can help. She may direct you to take her hand or to help her with her packages. 2. Check that the road is clear of (3). Don t jaywalk (*). If you re at a traffic light, wait for the pedestrian signal before you enter the intersection. If you re at a pedestrian (4), look both ways to ensure that no cars are approaching. If there are, wait until they pass before crossing. 3. Once you enter the (5), keep your eyes and ears open to ensure that no traffic is approaching. If the (6) person isn t able to get across the street before the light changes, signal to the (7) in the intersection so they ll give you a little more time. You should also signal oncoming traffic at pedestrian crossings so they ll see you crossing the street. 4. Walk slowly and keep the pace the elderly person sets. Don t (8) him; this increases the possibility of a fall. (*) jaywalk = to cross a street outside of marked cross-walks and not at a corner, and/or against a signal light. knowing about the language When we talk about a possible future condition or situation, we use the present simple, and for the possible future result of this condition, we use WILL + base verb. Examples: present simple future will If you help elderly people to cross the street, they will appreciate your assistance. If you rush an elderly person, this will increase the possibility of a fall. 37

38 3. Work in pairs. Read the advice from the following chart, indicate if you agree or disagree with them and express your opinion about each of them. No. Advice agree disagree My opinion 1. If you approach an elderly person, you will help her with her packages. x I agree with this advice because elderly people require assistance If you check that the road is clear of traffic, you will cross the street on the corner. If you are at the traffic light, you will wait for the pedestrian signal before you enter the intersection. If you are at a pedestrian crossing, you will look both ways to ensure that no cars are approaching. If the elderly person isn t able to get across the street before the light changes, you will signal to the drivers so they ll give you a little more time. If you help an elderly person cross the street, you will keep the pace she sets and walk slowly. 4. In pairs, complete the following sentences with your own ideas. Example: If you help elderly people, it will be a rewarding experience for you. 1. If you, you will. 2. If you, you will. 38

39 Unit 5 B Specific competency: Understand and give instructions to perform everyday life activities. Before listening It s time to clean! 1. In pairs, discuss the following questions. What activities do you do at home every day? Do you think cleaning your room is an easy activity? Why? While listening 2. Listen to the first part of the audio. Number the words in the same order as they are mentioned in the audio. Follow the example. track 1 9 a. music b. tape c. duster h. spray freshener d. organization 1 g. a clock f. a vacuum e. a piece of paper and pen 3. Match the words to the corresponding images in exercise 2, as in the example. 39

40 4. Listen to the second part of the audio and number the steps in the correct order. Follow the example. track 2 0 How to clean your room a) Step 1 Identify specific things to be done or objects to be organized books, trash, clothing items and clean by category. Play music while you clean. It ll make time pass more quickly. b) Step Focus on one area at a time and clean it, before moving to the next one. Start in one corner and move out from there. c) Step Remove your bedding and put on new sheets. Get the dirty dishes, old socks, and any dead things out from underneath. d) Step Set time limits and make a game out of it, betting on yourself. e) Step Dust all surfaces and vacuum the carpet. Spray some air freshener. Done! f) Step Separate dirty clothes from clean which should be folded and put away or hung up. g) Step Post a to-do list on the door, making a visual reference that targets tasks so you don t forget anything. This confers a sense of achievement. 40

41 After listening 5. Look at the information from the previous exercise and rewrite the steps of how to clean your house with short sentences, as in the example. Identify specific objects Step 1 Step 2 Focus on Set Step 3 41

42 Step 4 Post Remove Step 5 Step 6 Separate Dust Step 7 42

43 6. Work in pairs. Write how you clean your room in three steps. Share answers with other pairs. Step 1 Step 2 Step 3 43

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47 Unit 1 A Specific competency: Offer and understand suggestions in order to buy or sell a product. Goods catalogue 1. Complete the name of the following clothing items T- sh rt. sh rts j ns s cks sw t r bl s h t dr ss t nn s sh s sc rf j ck t sk rt h gh h ls sh rt sw ms t knowing about the language Making suggestions Would you like...? Why don't you...? You could... What about...? How about...? I suggest you to... Offering alternatives to suggestions I'd like that, but... Sorry. How about...? I'd prefer... That sounds good, but... I'd love to but... 47

48 2. In pairs, use the expressions from the knowing section and the words from exercise 1 to make short conversations, as in the example. A: Would you like to buy a shirt? B: I d like that, but a sweater would be better. 3. Read the following dialogue with a classmate. Student A: Student B: How much is the short dress? It s $ 180 pesos. A: What colors do you have? B: We have them in green, yellow and red. A: Do you have a medium sized red dress? B: Yes, we do; but I think the yellow one suits you better. Would you like to order one from our catalog? A: Yes, please. I want the yellow one and my sister is going to buy the green one next month B: You should tell her to buy it now; they re half price! A: Great! Let me call her and I ll tell you later. See you! B: Bye! 4. With your classmate, create your own dialogue. Change the item price, size and color. Make suggestions and respond to those suggestions. price size color $ 210 pesos small green $ 70 pesos medium yellow $540 pesos large red Student A: Student B: A: B: A: B: A: B: 48

49 Unit 1 B Specific competency: Read fantasy literature and describe characters. Stories and more stories! 1. Draw the pictures according to the text in the comic strip. Then, share your work with your classmates. Close encounters of the fun kind! Once upon a time, somewhere far, far away... I m so bored!!! I wonder if I ll ever travel... What s that?!! WOW!! Of course!! Do you want to travel with us to other worlds through space? A strange spaceship had landed only a few meters away from them......and off they went... 49

50 2. Read the short stories and match them to the corresponding comic strips in the next page. Story 1 They are at the bookstore. He wants a book for his pet. The first book is boring and the second one is scary. Finally, they find an interesting book to read. Story 2 They are in the kitchen. She doesn t know why he is making so many sandwiches. Then, he reads a newspaper in the living room. Story 3 He looks at the snow through the window and then walks around the Christmas tree. Suddenly, he finds Jon, looks him in the eyes, gives him a hug and starts crying. 50

51 a) Story b) Story c) Story 3. Work in pairs. Fill in the speech bubbles with what you think the characters are saying. Then, share answers with another classmate. 51

52 1. Read the following instruction manual. What to do! Specific competency: Understand and write instructions to face an environmental emergency. Unit 2 A What to do in case of fire at school 1. Do not panic 2. The principal activates the alarm 3. Do not run 4. Do not push 5. Stay calm 6. Follow your teacher s instructions 52

53 2. In pairs, look at the following images and write the instruction in each case. Then, share answers with other classmates. What to do in case of an earthquake 3. Work in pairs. Fill in the chart, as in the example. Then, share answers with your classmates. Actions to protect yourself When? Why? 1. Stay calm. In case of fire Because you can provoke more panic in others Keep tuned to weather information. Avoid tall structures and metal equipment. 4. Find shelter immediately. 5. Avoid low places Stay away from doors, windows and outside walls. Keep flashlights with extra batteries handy. 8. Follow a fire evacuation route. 53

54 Silent films 1. Find the words in the word search and circle them. Specific competency: Write dialogues and interventions for a silent short film. Unit 2 B 1. synchronized 2. mimic 3. title cards 4. motion 5. mute 6. gestures 7. sound 8. overact D X P N Y T Y M B Q U O T V F C S L C I M U T E O V E R A C T I T L E C A R D S G C F T K Z Z M X L P O U U V O M E I S O U N D R W H C M K R X G E S T U R E S G Y F S Y N C H R O N I Z E D N W G K J Z W Q M O T I O N O R P G Z V I D K G N D T Y Q G Z D R U S A V C E Z M U H V C U Z T P T E V K I S Q M C K J R N K W P G X K L E W C V J T J C N O C B M I M I C J E S W O L G S Z O A M Y O L M D M A W X F H M H V J V C Q H I L O M O O 2. Number the pictures with words from the exercise above. a) b) c) d) e) f) g) h) 54

55 3. Read the text in pairs. Student A reads the first paragraph and student B reads the second one. The story of silent films A silent film does not have any recorded sound. The old silent films dialogues were transmitted through muted gestures, mime and title cards. Body language and especially facial expressions were often exaggerated and they were considered overacting in regular films. One of the most popular actors in silent films was Charlie Chaplin and the most representative films were the science fiction film Metropolis and Nosferatu, which is considered the best horror movie of the silent era. When people watch a silent film at home, it may be very quiet but in theaters, live music usually accompanied the films. The idea of combining motion pictures with recorded sound is very old, but because of the technical challenges involved, synchronized dialogue was only made practical in the late 1920s. After the release of The Jazz Singer in 1927 with Al Jolson, popular productions of silent films have decreased. 4. Complete the chart with information from the previous text, as in the example. Characteristics of a silent film Resources to transmit dialogues Most popular actor Most representative silent films Beginning of decrease in silent films -It doesn t have recorded sound. 55

56 knowing about the language A Film has: - Topic: The main idea of the movie. - Setting: The place where the story is developed. - Intended audience: To whom the movie is directed (adults, children, teenagers). - Genre: The category of film: (action, horror, cartoon.) 5. Look at some scenes of the silent cartoon The Pink Panther and complete the information required. Scene 1 Scene 2 Scene 3 2. Setting: 1. Genre: 4. Topic: 3. Intended audience: 6. Work in pairs. Write the script of the silent cartoon in exercise 5. Follow the example. Then, act it out. Scene 1 Come with me my friend. I invite you to a fabulous boat trip. Big nose man: Pink Panther: Scene 2 Big nose man: Pink Panther: Scene 3 Big nose man: Pink Panther: 56

57 Unit 3 A Specific competency: Participate in language games in order to identify sentence rhythm, stress, and intonation. Mime it! 1. Imagine you have a lot of money or that you are a very extreme person (a person who takes risks doing certain activities or sports). Answer the following question: What are you doing right now? Try to write uncommon fun activities. I am climbing Mount Everest. Example: I am walking on the moon. I am fighting big monsters. Now, write your own activities: knowing about the language Sentence Stress We do not say every word with the same stress or force in a sentence. Some words are STRESSED (loud) and other words are weak (quiet). We make the important words BIG and the unimportant words small. Example: I am WALKING on the MOON. (WALKING and MOON are the important words in this sentence.) 57

58 2. Rewrite your sentences from exercise 1 indicating sentence stress as in the example: I am WALKING on the MOON Team work. Take turns reading your sentences from exercise 2 with the correct stress. The rest of your classmates decide if the sentences were read correctly or not. 4. Team work. Instructions: Mime it! 1. Cut out your sentences from exercise Put all the papers together facing down. Mix them. 3. Take turns miming the activities. Choose one of the papers facing down and mime the activity in one minute for the others to say the complete sentence correctly. The person who wrote the activity being mimed must be in silence. 4. The student who guesses the most activities correctly WINS. wi ne r n 58

59 Unit 3 B Specific competency: Rewrite information to explain how a machine or device works. iphone for me! What do you know about iphones? 1. Work in pairs. Discuss and agree on the answer of the quiz below. 1. An iphone is: a) an old product. b) a very new product. c) a recycled device. 3. An iphone sends: a) letters b) packages c) s 2. It is: a) a tablet. b) a mobile phone. c) an ipod. 3. You can control it with: a) a remote control. b) your voice. c) the touch of your finger. 59

60 2. Read the text and check your answers from exercise 1. The iphone 1 An iphone is a revolutionary product that combines three products 2 into one: 3 It s a great mobile phone, the best ipod we have ever created. It 4 delivers the internet in your pocket with the best , web browsing 5 search and maps applications on a mobile phone. An iphone can take photos 6 with a higher resolution camera that can record video at 480p. Besides, it plays 7 music, sends texts, and receives visual voic . It also has a big screen with 8 an excellent resolution. At the heart of the phone, there is a revolutionary 9 multitouch user interface that lets you easily control everything with just 10 the touch of a finger. 3. Underline the following words in the previous text and circle their meaning according to the context. Line Word (s) Meaning 1. 3 the best a) bueno b) el mejor c) regular 2. 4 delivers a) encuentra b) descubre c) entrega 3. 5 search a) cargador b) transformador c) buscador 4. 9 easily a) fácilmente b) difícilmente c) hábilmente knowing about the language On the top = The uppermost part, point, surface, or end. At the bottom = The deepest or lowest part. Turn off = To stop the operation or activity. 60

61 4. Draw lines from the iphone characteristics to the corresponding pictures. 1. One of the first things you notice about the iphone is its simple design. a) 2. One of the left side of the iphone, you find the up and down volume buttons. b) 3. On the top, there is the sleep button and the round headset jack. c) 4. At the bottom there is a speaker and a microphone. d) 5. To turn off the iphone, press and hold the button on the top. e) 61

62 5. Work in pairs, Label the parts of the iphone using the words in the boxes and the information from exercise 4. Then, share answers with other pairs. speaker headset jack volumen button ring/silent switch microphone sleep/wake button touchscreen

63 Unit 4 A Specific competency: Share personal experiences in a conversation. I found a crab 1. Label the pictures with the words from the box. Follow the example. crab sand beach habitat castle habitat 2. Write the words from exercise 1 in the corresponding place according to the description, as in the example. Description 1. Sea animal with 10 legs. Word 2. Medieval building. 3. The home of an animal. habitat 4. Touristic place. 5. Large amount of small grains of rock or coral found on beaches. 63

64 3. Read Uriel and Lenny s conversation about Uriel s anecdote. Uriel: Lenny: Uriel: Lenny Uriel: Lenny, let me tell you a great experience I had yesterday at the beach. I was making a sand castle when I saw a little crab coming out of the sand. Really? And then what happened? Did it bite you? No, crabs are not dangerous. My mom always says Crabs are very dangerous. Did you catch that crab then? No, I didn t. My dad told me they had to live in their habitats, so I let it go. knowing about the language Direct speech: It is what a person says or thinks literally and it has quotation marks ( ). Example: Peter: Crabs are not dangerous. Indirect speech: It is when you report what a person said not in a literal way. It does not have quotation marks ( ). Example: Peter said that crabs were not dangerous. Notice: In indirect speech, the main verb changes from present to past. Example: are were 64

65 4. Change the following sentences from Direct Speech (D.S.) to Indirect Speech (I.S.) Example: (Direct Speech) Monique: I have to take my camera. (Indirect Speech) Monique said that she had to take her camera. 1. (D. S.) Uriel: The beach is beautiful. (I. S.) 2. (D. S.) Lenny: I go to the beach in the morning. (I. S.) 3. (D. S.) Mom: Crabs are very dangerous. (I. S.) 4. (D. S.) Dad: Crabs have to live in their habitats. (I. S.) 5. (D. S.) Your friend: She makes fantastic sand castles. (I. S.) 5. In pairs, write a conversation about a personal experience you have had. Use direct and indirect speech, as in the exercise above. S1: Let me tell you about an experience I had in the past. I was S2: Really? And then what happened? S1: S2: S1: when I Work in pairs. Role-play the conversation from exercise 5. 65

66 Specific competency: Read short literary essays in order to compare cultural aspects from English-speaking countries and Mexico. Sweet sixteen vs Fiesta de quince años 1. Complete the sentences with the words on the birthday cake. Unit 4 B mass candle guests escort ballroom waltz tiara 1. A is kind of a crown. 2. The are the people entertained in one s house. 3. A is a molded mass of wax with a wick that gives light. 4. An is someone who accompanies a person often for security. 5. is a dance in which a couple moves in a regular series of three steps. 6. A is a large hall for dancing. 7. People go to every Sunday to pray. 66

67 2. Work in pairs. Read both texts aloud and underline the words from the box below. waltz mass escort candle tiara guests ballroom Fiesta de quince años In Latin America we celebrate Fiesta de Quince Años when a girl reaches the age of fifteen. The celebration begins with a Thanksgiving mass where the teenager wears a formal dress and receives a tiara which symbolizes her passage to maturity. She arrives to the church accompanied by her parents, godparents, and a court of honor formed by pairs of girls and boys. After that, guests gather for a reception to honor the Quinceañera in a ballroom. She usually dances a traditional waltz with her court of honor. Other attractions of the event are The Last Doll based on a Mayan tradition, the Shoe Ceremony where her father replaces her flat shoes to high heels and the dance between father and daughter. At the end of the celebration guests listen to music, dine, chat, and dance. Sweet sixteen Sweet sixteen parties are popular in the United States and Canada to celebrate a girl s sixteenth birthday. The celebration starts when the birthday girl introduces each couple of the court of honor and walks in with her escort wearing flat shoes. As a gift to the audience she, along with her court of honor, presents 1 or 2 dance routines: one slow song and one fast song. Then, the father and godfather crown her with the tiara and change her flat shoes to high heels. The father escorts her to the dance floor and presents her to the world as a young woman. Next, he dances with his daughter. After that comes the candle lighting ceremony where the 16 candles representing the people who have made a difference in her life are lit, and the audience sings Happy birthday to the birthday girl. Finally, guests dance, dine and chat. 67

68 knowing about the language Example: Present simple tense indicates an action in the present time which is not finished. This can be habitual action. I You We They dance in the ballroom. He She It dances in the ballroom. 3. Circle the correct option. 1. The Quinceañera and her parents arrive/arrives to the church together. 2. The father crown/crowns her daughter with a Tiara. 3. The 16 candles represent/represents the people who have made difference in the girl s life. 4. When the ceremony start/starts the girl wear/wears flat shoes. 68

69 4. Write Fiesta de Quince Años or Sweet Sixteen on the lines according to the previous information. There can be more than one correct answer. 1. The celebration begins with a Thanksgiving mass: 2. The girl presents two dance routines as a gift to the guests: 3. The father changes her flat shoes to high heels: 4. The Last Doll is one of the attractions of the event: 5. Candles are lit to honor important people in her life: 5. Work in pairs. Complete the following chart with the information from exercise 2. Celebration 1 Celebration 2 Similarities Differences Differences

70 Bullying Specific competency: Write points of view to participate in a round table. Unit 5 A Some of the most common forms of bullying involve physical intimidation, verbal and sexual insults, mental and racial abuse. Students who want and need friends often bully innocent students for the attention that comes with being feared. 1. Match the words to the corresponding images. 1. high self-esteem a. 2. insult b. 3. laugh c. 4. punch d. 5. angry look e. 6. nail biting f. 70

71 2. Number the images based on the information in the pieces of text below. Then, choose one of them to work with in the following exercise. 1 Self- esteem is important but difficult to get. You are a very important person. You matter! You are important to your parents, teachers and relatives. 3 When someone laughs at you, say nothing, and look at them in the eye angrily. They want to fight you so they can beat you. If you don t fight, they can t win. 2 Don t insult someone who has insulted you. Bullies do it every day and if you are not good at doing it, they may use what you said against you. 4 You should always tell a parent, teacher or principal if you are bullied. Do not keep quiet. 5 Do not walk alone in the school. Bullies hide behind any corner. Move among the other kids with your head held high, scanning for threats. 6 Body language is very important. Do not look at your feet when you walk. Do not bite your nails. Do not walk with your hands in your pockets. 7 Wait for them to punch you. You can then say it was in self defense. Never say He started it!, use the word self-defense or say I feared for my safety 8 If they make fun of something you do or something you wear, do not change your habits. This will only show them they have power over you. a b c d e f g h 71

72 3. Summarize the suggestion chosen in the previous exercise, as in the example. Write it on the line. Example: The best way to stop bullying once it has begun is to teach your child to ignore it. Tell the bully to stop in a loud, authoritative voice and then walk away. A bully needs a reaction to continue the bullying, and ignoring the threats is one way to take away that power. It is important to never bully back. Stop the bullying and ignore the threats. 4. Work in pairs. Write some suggestions to prevent bullying from ocurring in school. Then, share your answers with the rest of your classmates. 72

73 Unit 5 B Specific competency: Understand and give instructions to perform everyday life activities. Music in my cell phone 1. Circle the definition that matches to the picture on the left. Follow the example. a. To copy files from CD to CD or from computer to CD. b. To copy files from CD to a CD player. a. A button to turn on the cell phone. b. A narrow aperture to plug a device, like the cell phone charger. 1.Burn a CD 2. Cell phone outlet a. To insert or connect something. a. It is used to transfer electricity. b. To turn on a machine. b. It is used to transfer data between devices and computers. 3. Plug 4. USB cable/ cord a. To print information from a computer. b. To store data on a computer or on a storage device as a CD. a. A cable that connects the computer to the headphones. b. A narrow aperture to insert some devices like the USB. 5. Save 6. Computer slot a. To follow the course of something. b. To play music on the computer. a. To hold or press something firmly with your hands or fingers. b. To point your finger to a particular direction. 7. Keep track 8. Hold on 73

74 2. Work in pairs. Take turns reading to each other the steps below. How to Add Music to a Cell Phone Almost all new cell phones are able to keep and play music files. Having music available on your cell phone is a great way to listen to your favorite songs without the need for an extra music player. Step 1 Save your favorite songs on your computer, burn songs from a CD to your computer s music player or download songs to the music player from websites. Step 2 Keep track of where you save your music; this saves time when you load it to your cell phone. Step 3 Plug the USB cable into the outlet on the phone. Plug the other end of the cable into an open USB slot on your computer. Step 4 Open My Computer or Computer from your Start menu. Double click on the cell phone s icon in the open window. Step 5 Open the folder you saved the music in. Right click on the music file or files you want to place on the phone. To select more than one file, hold down the Control Key while you click on the files you want to transfer to your cell phone. Select Copy from the menu that appears when you right click the highlighted files. Step 6 Click on the phone s folder window opened in Step 4. Right click in the middle of the window and select Paste from the menu. Once the transfer is complete, remove the USB cord and listen to the music on your phone. 74

75 3. According to the reading in exercise 2, answer the questions from the first column of the chart under the corresponding picture, as in the example. How to add music to a cell phone a) b) c) d) e) f) Step 1 What do you have to do with your favorite songs? Step 2 Save them on the computer What do you have to do to save time? Step 3 What do you have to do with the USB cable? Step 4 What do you have to do on the cell phone s icon? Step 5 What do you have to do to select more than one file? Step 6 What do you have to do with the USB cord? 75

76 4. Work in pairs. Explain briefly the last three steps of How to add music to a cell phone. You can use words from the box. remove click select paste listen open transfer copy Step 4 Step 5 Step 6 76

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78 .

79 Unit 1 A Specific competency: Offer and understand suggestions in order to buy or sell a product. Matching clothes and adjectives Material: - Scissors Clothes cards Adjective cards. *Note: Material available on the net INTRANET and also in the Answer Key. How to play: 1. Work in pairs. 2. Mix the adjective cards. 3. Mix the clothes cards. 4. In turns, choose two clothes cards and one adjective card. 5. Make a comparative sentence using the cards previously chosen. Example: The suit is more expensive than the scarf. 7. Write your sentences on the board or on a piece of paper. 8. The student who makes the most correct sentences wins! 79

80 The philosopher s stone Specific competency: Read fantasy literature and describe characters. Unit 1 B Before playing 1. Look at the illustrations on the next page. What do you think the story is about? 2. Cut out the illustrations on the next page. Read each box carefully and paste the illustrations in the corresponding place. 1. Harry Potter was left on the Dursleys porch when he was a one year-old baby. 2. Voldemort, considered the most evil and powerful dark wizard in history, killed Harry s parents. 3. The Dursleys hid many letters from Harry, which told him he was accepted at Hogwarts, the prime magic school in England. 4. Hagrid, the person who left Harry with the Dursleys, helps Harry taking him shopping. He buys all the things Harry would use at school. 5. Harry Potter meets his two friends: Ron and Hermione. Together they fight for the Philosopher s Stone. 80

81 a) b) c) d) e) 81

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83 3. In pairs, complete the following chart. Name of the story: Main idea of the story: Characters mentioned: Place: 83

84 4. In pairs, write a short description of the following characters, as in the example. Then, share answers with other classmates. Example: * Harry Potter is young. Example: * Ron Weasley is young too and has red hair. *His hair... * * His eyes... * * His nose... * * He has the ability of... * * Voldemort is evil and... * * * * 84

85 Unit 2 A Specific competency: Understand and write instructions to face an environmental emergency. Before playing Fire!!!! 1. Read the instruction manual and match the images to the text. Follow the example. In case of fire in your home Make a family fire-escape plan and keep your escape routes free of obstructions. Practice this plan with your family: a b c d 1. Stay calm. 2. Sound a warning. 3. If you awaken to a smoke-filled room, crawl below the smoke to safety. 4. Check the doors to see if they are warm. A warm door may mean that there is a fire on the other side. Do not put your head against the door, you can get burned. Do not grab the doorknob, always use the back of your hand. 5. Use an alternate exit, if possible. 6. When you can t get out by your escape route because it is blocked, open or break the window and try to get out or call for help. 7. Get everyone out; wrap children in blankets. If necessary, don t take time to get dressed. 8. Close the doors behind you as you evacuate. This will slow down the fire. 9. If it is safe to do so, turn off all appliances as you leave. Do not come back for your belongings. 10. If your hair or clothing should catch on fire, smother the flames with a towel, blanket or other thick material, or stop, drop and roll out the flames. Get medical attention as soon as possible. 11. Call 066 for help from a safe location. Do not delay. f g h i e k j 85

86 knowing about the language Prepositions are words that describe the relationship between different words in a sentence. Here are some examples: below up in with against by behind down 2. Choose the correct preposition according to the instruction manual in exercise You should crawl the smoke to safety. a) by b) for c) below 2. It is dangerous to put the head the door because you can get burned. a) behind b) against c) down 3. You should smother the flames a towel if your hair catches on fire. a) up b) with c) in Material: Game board: Firefighters! 1 game board. 18 cards with questions and options for answers. 1 die *Note: Material available on the net INTRANET and also in the Answer Key. How to play: Play in pairs. 2. The team leader reads the questions and checks the answers. The answers are given at the bottom right side of the cards. 3. One of the players rolls the die. 4. Players answer the question. If the answer is correct, move that number of spaces on the game board. If the answer is incorrect you can t move forward. 5. The first pair to reach the fire station in the game Wins! 6. Continue playing to find out who comes in second, third, and fourth place.

87 Unit 2 B Specific competency: Write dialogues and interventions for a silent short film. Act it out! Before playing 1. Match the following words to their corresponding images. 1. bat a. 2. flying b. 3. wings c. 4. upside down d. 5. fall in love e. 6. cave f. 7. hanging g. 8. worm h. 87

88 2. Choose the best answer based on the pictures below. Then, share your answers with your classmates The story takes place: a) at the school b) at the forest c) at the beach 2. The characters are: a) an elephant and a lion b) a cat and a dog c) a bird and a bat 3. What kind of story is it? a) comedy b) melodrama c) suspense 4. The topic of the story is: a) The bird and the bat are good friends. b) The bird is angry at the bat. c) The bird and the bat are bored. 5. At the end of the story: a) the bird and the bat stay together. b) the bird finds a worm and flies away. c) the bat hangs upside down alone. 88

89 3. Work in pairs. Fill in the spaces with the words from the box. Then, role-play the story. a) afraid b) he c) world d) you e) bat f) love g) just h) worm i) Bella j) survive k) bat l) Edward m) wings n) special

90 The word train Specific competency: Participate in language games in order to identify sentence rhythm, stress, and intonation. Unit 3 A Before playing 1. Read the following list of words and separate each one with a /.The first two have been done for you. table/egg/gasolineearthhappyyellowwitchhennovemberrockkitten knowing about the language Word stress In English, we do not say each syllable with the same force or strength. In one word, we accentuate ONE syllable. We say one syllable very loudly (big, strong, important) and all the other syllables very quietly. Examples: computer photograph Japan 2. Read the words aloud agin and underline the stressed syllable as in the first two words from the previous exercise. table/egg/gasolineearthhappyyellowwitchhennovemberrockkitten Material: Game The word train - 24 cards *Note: Material available on the net INTRANET and also in the Answer Key. How to play: 1. Team work. Choose the team leader. 2. Give 3 cards to each student. 3. The student who has the word mum starts the game by pronouncing the word and making a sentence using that word. Example: My mum is beautiful. 4. The team leader decides whether the sentence is correct or not. 5. The rest of the students take turn clockwise. The next one puts a card that starts with the last letter of the previous word and makes his/her own sentence. If the player does not have the appropriate word card, he/she loses his/her turn. 6. The game continues until all the word cards have been placed on the table. The end of the Word Train Game is the word game. 7. The player who runs out of cards first is the winner! 90

91 Unit 3 B Specific competency: Rewrite information to explain how a machine or device works. How to use a DVD player Before playing 1. Find the hidden words in the Word Search Puzzle. control tray DVD button press take close open z q d u p i f b d q w w d v d h u u t e s o l c l t j v a p r e s s t q x m k y g v n o m l o p e n o x n g s n f o v v p k g l o r t n o c e k v s z p t r a y n 91

92 2. Cut out the pictures on the next page. Then, in pairs, read the following instructions and paste the pictures in their corresponding boxes. There could be more than one correct answer. How to use a DVD player 1. Make sure you have the remote control on hand. 2. Press the Open button on the remote and the tray where you place a DVD will extend outward from the machine. 3. Take your DVD and place it label-up in the tray. 4. Close the slot by pushing the tray or using the remote control. 5. Press the Play button on the remote and adjust the volume. 92

93 a b c d e f g h 93

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95 3. Complete the instructions below by using the information in exercise 2. How to use a DVD player sure you the remote control on hand. (1) (2) the open button on the remote and the tray where you place a (3) DVD will extend outward from the machine. your DVD and (4) (5) it label-up in the tray. (6) the slot by pushing the try or using the remote control. the play button on the remote and (7) (8) the volume. knowing about the language Example: A connector is a word used to join words, phrases or sentences. Have the remote control on hand and then press the open button. 4. Rewrite the instructions on How to use a DVD player in order using the following connectors. First, Then, After that, Next, Finally, 95

96 Before playing Anecdotes Specific competency: Share personal experiences in a conversation. Unit 4 A 1. Circle the emotions in the following boxes, as in the example below. angel body fear dance sadness sing anger radio joy hands jump surprise disgust drink heavy regret feel complete change shame 2. Label the following pictures with the words you circled in exercise

97 For your information: An anecdote is a brief story about something interesting or funny in a person s life. knowing about the language Adverbs of time tell us when an action happened. Examples: A year/month/week ago, a funny anecdote happened to me. I went to Altaria and I fell down the stairs... Last night/friday,/ a scary anecdote happened to me. I was in my bedroom and I heard somebody scream... Tell me an anecdote! Material: -A set of 8 cards with different situations related to anecdotes. *Note: Material available on the net INTRANET and also in the Answer Key. How to play: 1. The team leader gives each student a card. 2. Each student takes turns to read the situation and tells the rest of the group his/her personal anecdote. 3. Once everybody has told the anecdote, change the cards and start again. 4. Chose one of your classmates anecdotes and complete the following information. My classmates name: Title: When did it happen? Place: What happened? How did your classmate feel? 97

98 Material: Slap it! Specific competency: Read short literary essays in order to compare cultural aspects from English-speaking countries and Mexico. Although the three countries that make up North America (Mexico, Canada and the U.S.) are physically close, Mexico is simply a different country than its northern neighbors. Mexico has a different history and thus a different culture and ways of doing and seeing at things. Unit 4 B - 2 picture cards - 30 information cards *Note: Material available on the net INTRANET and also in the Answer Key. How to play: 1. Choose the group leader. He/she reads the information cards, checks answers (based on the Answer Key), and scores the points for each team. 2. Divide the group in two teams and provide them with a whole set of information cards (both sets, as well as the group leader set, should be arranged in the same order). English-speaking countries 3. Cut out the picture cards (Mexico and Englishspeaking countries) and the information cards. 4. Place the picture cards in the middle of the table. 5. The leader and one volunteer from each team take the first information card. Volunteers follow the leader while he/she reads it aloud. 6. Encourage volunteers to slap the picture card of the country where they think the information belongs (If both students slap the same picture, the one who slaps it first will be the winner) The leader determines if the answers are correct or not, and keeps a record of points for each team: one point for each correct answer. The team with the most points wins the game.

99 1. Do you...? c) Give your best friend the wrong answers. c) Walk to the opposite side. Unit 5 A Specific competency: Write points of view to participate in a round table. Material: What would you do? - A set of 8 cards with different situations *Note: Material available on the net INTRANET and also in the Answer Key. How to play: 1. Students work as a group and there will be a group leader. 2. The group leader reads the situation cards and the possible actions for each situation while students follow him/her along in their books. 3. In their books, students choose an answer from the ones provided and write on the lines why they would do that. Example: If I see a street mime who starts to mimic my actions, I would walk to the opposite side because it is embarrassing for me. 4. As a group students agree on one answer. a) Decide not to go. a) Tell her she looks good, even though the dress is not beautiful. 5. Do you...? 1 2 b) Call your parents and try to convince them to let you go. b) Tell her she looks good but later you ask someone else with more sensitivity to tell her the truth. c) Go, and tell them later. c) Tell her to return the awful dress. She can look better, and you ll help her. After school, your friends (boys and girls) want you to go to a house where the parents won t be. 3 A car in your neighborhood has an alarm so sensitive that sneezing near it activates it, and it sounds forever Do you...? a) Try to ignore it even at 3:00 A.M. b) See if someone is actually stealing the car and call the cops. 6. Do you...? a) Refuse to let him/her copy your homework. b) Allow your best friend to copy. c) Attempt a rational discussion with the car s owner. You re at a nationally-televised football game. Suddenly, the camera is on you! You get out of the store and realize the It s your chance for a few seconds of cashier gave you an extra $20 in change. nation-wide fame! Do you...? a) Act cool and ignore it. b) Turn and smile politely. 7. Do you...? a) Tell the teacher immediately or later. b) Let it pass. c) Turn and make the silliest face you can think of. c) Don t tell the teacher, but tell the boy later you saw him and you re disappointed. Your best friend asks you if she looks good You did all your homework, stayed up late, didn t watch TV even though The Big in her new dress. Bang Theory was on. (And she doesn t look good! (You love The Big Bang Theory ) Now, your best friend wants to copy your homework Do you...? a) Go home. Hooray! An extra $20. It s the cashier s fault, after all. b) Slip the $20 back on the counter by the cashier. 8. Do you...? a) Ignore him. c) Give the money back to the cashier so she can put it back into the cash register. b) Play along to the amusement of others. It s test time. You see a boy who has the highest grades in the class looking at the girl s test next to you. You see a street mime who starts to mimic your actions. 99

100 1. Do you...? a) Decide not to go. b) Call your parents and try to convince them to let you go. c) Go, and tell them later. 2. Do you...? a) Try to ignore it even at 3:00 A.M. b) See if someone is actually stealing the car and call the cops. c) Attempt a rational discussion with the car s owner. 3. Do you...? a) Act cool and ignore it. b) Turn and smile politely. c) Turn and make the silliest face you can think of. 4. Do you...? a) Go home. Hooray! An extra $20. It s the cashier s fault, after all. b) Slip the $20 back on the counter by the cashier. c) Give the money back to the cashier so she can put it back into the cash register. 100

101 5. Do you...? a) Tell her she looks good, even though the dress is not beautiful. b) Tell her she looks good but later you ask someone else with more sensitivity to tell her the truth. c) Tell her to return the awful dress. She can look better, and you ll help her. 6. Do you...? a) Refuse to let him/her copy your homework. b) Allow your best friend to copy. c) Give your best friend the wrong answers. 7. Do you...? a) Tell the teacher immediately or later. b) Let it pass. c) Don t tell the teacher, but tell the boy later you saw him and you re disappointed. 8. Do you...? a) Ignore him. b) Play along for the amusement of others. c) Walk to the opposite side. 101

102 Delicious hotcakes Specific competency: Understand and give instructions to perform everyday life activities. Unit 5 B knowing about the language How to say measurements: 1/2 1/4 1/8 1 1/ half a quarter an eighth one and a half Before playing 1. Work in pairs. Choose one of the charts given below (Student A / Student B). Ask your classmate the missing amounts in your chart. Example: A: How much sugar do I need? B: You need a 1/ 4 cup. Student A: Student B: Amounts Ingredients Amounts Ingredients 1. 2 cups flour 1. flour 2. sugar 2. ¼ cup sugar 3. 1 teaspoon baking powder 3. baking powder 4. salt 4. a pinch salt 5. ¼ cup oil 5. oil 6. unsalted butter 6. 1 tablespoon unsalted butter 7. 1½ cup milk 7. milk 8. maple syrup 8. a bottle maple syrup 102

103 Delicious Hotcakes 2. Cut out the strips of paper from page 105 and paste them in the correct order. Then, share answers with your classmates

104 3. In pairs, write the steps to make a sandwich. Use the words in the box, if needed. Share answers with other pairs. take mayonnaise add ham bread put cheese serve First, 1. Then, 2. Next, 3. After that, 4. Finally,

105 Finally, serve it on a plate and add maple syrup. Then, mix the flour, sugar and salt (dry ingredients). After mixing the dry ingredients, add oil and milk. First, sift the flour with the baking powder. In a hot pan melt a tablespoon of butter and put 3 tablespoons of the mixture. One cooked on one side, flip it over to be cooked on the other side. 105

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109 Unit 1 A Specific competency: Offer and understand suggestions in order to buy or sell a product. Before watching the video I want it! 1. Look at the following clothing catalogue and write the corresponding description. Xara s Collection 1. $ $80 3. $ $ $ $ $ $240 nice dress fantastic tie one color shoes sharp suit cute top great jacket nice jeans fun skirt 109

110 A good suit gives you confidence While watching the video 2. Listen to the dialogue and tick the correct answer. 1. What does Penny buy when she is stressed out? a) a fun top and a cute skirt b) a cute dress c) a cute top and a fun skirt 2. What does Penny suggest Sheldon to buy? a) a green jacket b) one color suit c) nice jeans 3. What does Sheldon think about the cost of the suit? a) It s cheap b) It s a good price c) It s a lot of money 4. What does Penny mean by saying: Why don t you pick what you like? a) choose what you like b) open what you like c) collect what you like 5. How does Sheldon describe the first suit he tried on? a) pretty sharp b) very cute c) great suit 6. Does Sheldon like the suit Penny suggested? a) Yes, he does b) No, he doesn t c) I don t know knowing about the language Examples: Some adverbs of degree are: a lot of = very much pretty = very The dress costs a lot. That blouse looks pretty good. 110

111 3. Look at the following clothing item and describe it. Use a lot of and pretty. $ After watching the video 4. Choose three clothing items from the first box and draw them in the catalogue. Describe them by using words from both boxes, as in the example. dress top suit jeans tie shoes skirt jacket nice one color fantastic great sharp s Collection 1. nice suit $ 350 $ $ $ 5. Work in pairs. Write a dialogue suggesting a friend to buy clothing items from the catalogue in exercise 4. Use the expression Why don t you buy...? Use a lot of and pretty. A: B: A: B: A: B: 111

112 Before watching the video My story Specific competency: Read fantasy literature and describe characters. Unit 1 B 1. Answer the following questions. 1. Have you ever watched any of the movies The Lord of the Rings? 2. Which one(s) did you watch? 3. Did you like it/them? Why? knowing about the language Setting: the time and place in which the action of a book, film, etc. occurs. Character: a person represented in a play, film, story, etc. 2. Predict the story by looking at the image on the right. The title of this movie is The fellowship of the ring. 1. What do you think it is about? 2. What is the setting? Place: Time: 112

113 3. Draw a line to match the characters to their physical features. a) He is corpulent and his pride is his beard. He handles five different types of axes. 1 Gandalf b) White-haired. Most times he displays his power by using fire. 2 Aragon c) Tall, dark and thin, with shaggy dark hair, grey eyes and a stern pale face. 3 Gimli 4. Write the words below on the lines according to their definition. a) dank b) journey c) safe d) riddles e) trouble 1. free from danger or injury. 2. traveling from one place to another. 3. difficult and often amusing questions to which one must guess the answer. 4. cold and humid. 5. disturbance, problem. 113

114 While watching the video 5. Fill in the blanks with the correct words from the box. dank journey safe riddles trouble Gandalf: One stage of your Gimli: Ethoras? There is not short distance! is over, another begins. We must travel to Ethoras at all speed. Aragon: We hear of in Gonham, it goes ill with the king. Gandalf: Yes, and that will not be easily cured. Gimli: Gimli: 2 1 Then we have run all this way for nothing! How we can leave those poor hobbits here in this horrid, dark,, tree infested, (trees moan) 3 Aaaaaah! Very charming! quite charming! Forest! Gandalf: It was more than mere charms that brought Merry and Pippin to Fango. A great power has been sleeping here for many long years. The coming of Merry and Pippin will be like the falling of small stones that starts an avalanche in the mountains. Aragon: In one thing you have not changed dear friend. Gandalf: Mmmmhh! 4 Aragon: You still speak in. Gandalf: Ha, ha, ha! A thing is about to happen that has not happened since the elder days. The Ents are going to wake up and further, they re strong. Gimli: Strong? Oh that s good! Gandalf! So, stop your fretting master dwarf, Merry and Pippin are quite in fact; they re far safer than you are about to be. 5 Gimli: This new Gandalf is more grumpy than the old one. After watching the video 6. Answer the following questions. 1. Where are Gimli, Aragorn and Gandalf going? 2. What did they say about the king? 3. What is Gimli scared of? 4. What does Gandalf say about the ents? 114

115 7. Work in pairs. Imagine and write the dialogue for the next movie scene. 115

116 Before watching the video Emergency plan Specific competency: Understand and write instructions to face an environmental emergency. Unit 2 A 1. Read the four emergency situations and select a solution from the box below. Write the answer in the empty spaces. fire extinguisher lifesaver duck, cover and hold splint 1. You are riding on a boat to see El Cristo Roto and you aren t wearing a lifejacket. You slip, lose balance and fall into the water. You can t swim. You need a to avoid drowning. 2. You are working at the office and one of your workmates throws a lit match into the wastebasket. It quickly catches on fire and everyone runs out the of building. You need to stay calm and a in order to put it out. 3. Your best friend and you are riding your bikes to school. Suddenly, a big dog scares your friend and he crashes. You can see he has a broken bone. You need to the broken bone and immobilize it. 4. You are having dinner with some friends in a quiet restaurant. Everything is calm but, suddenly, things start to shake and bounce around. You can feel the ground moving under your feet. It s an Earthquake!!! You must find a safe spot and 116

117 While watching the video 2. Answer the following questions by choosing the correct option.share your answers with your classmates. 1. Where is Badu putting the heavy box? a) In the middle of the shelf. b) At the bottom of the shelf. c) On top of the shelf. 2. Why isn t this a good idea? a) Because it will be difficult to bring down. b) Because it may fall and injure someone. c) Because Badu is not strong. 3. These are some of the contents of the Little Girl s Emergency Bag: a) Flashlight, gasoline, mineral water, hammer. b) Matches, blanket, radio, bandages. c) Batteries, mineral water, a bag of rice, First Aid Kit. 4. During an earthquake, it is important to do this: a) Duck (get down), cover (go under a table or desk) and hold on. b) Run out as fast as you can. c) Turn off the lights. 5. During an earthquake, stay away from: a) Buildings and people. b) Buildings and electrical wires. c) Buildings and little animals. 6. After an earthquake, avoid electric shocks by: a) Turning off the main electric switch. b) Using a flashlight. c) Using your matches. 7. After an earthquake: a) Go back into your house. b) Turn the lights on. c) Stay outside and expect aftershocks. 8. After an earthquake: a) Go to your emergency meeting place. b) Go to the emergency room in the hospital. c) Go to your bedroom. 117

118 After watching the video Be ready for a real emergency 3. In pairs, choose two possible emergencies from the box below and make a plan for them. Discuss and write them down in the spaces provided. Then, share answers with your classmates. forest fire hurricane spill flood tornado In case of: Step 1: Emergency 1 Step 2: Step 3: In case of: Step 1: Emergency 2 Step 2: Step 3: 118

119 Unit 2 B Specific competency: Write dialogues and interventions for a silent short film. Watching a horror movie! Before watching the video 1. Draw lines to match words to the corresponding pictures, as in the example. 1. horror movie a. 2. popcorn bucket b. 3. laugh c. 4. hide his eyes d. 5. scream e. 6. spill f. 7. get scared g. 8. comedy h. 119

120 While watching the video 2. Play the video and fill in the chart with the information requested. Main idea: Place: Genre: (comedy, melodrama, horror) Type of language: (verbal or non-verbal) Intention of actions: (funny,tragic, melodramatic) knowing about the language Can is used to express ability and possibility. The negative form is "can't". Examples: I can speak English. (Ability) Learning a language can be a real challenge. (Possibility) 3. Work in pairs. Play the video again and create a dialogue between Mr. Bean and his friend. If possible use can or can t, as in the example. Then, share anwers with your classmates. I can make you laugh in 3 seconds. 120

121 After watching the video 4. In pairs, role-play the dialogue. 121

122 Before watching the video Word stress Specific competency: Participate in language games in order to identify sentence rhythm, stress, and intonation. Unit 3 A 1. Write the names of the images in the corresponding spaces. Use the words in the box, as in the example. 1. p a s s e n g e r anchor cabin cordage life belt life jacket rudder passenger suitcase captain

123 knowing about the language In words with only one vowel sound the stress is in the whole word. Example: SUN, LIFE, MAP. In compound words the stress is in the first word. Example: SEATbelt, RAINcoat, SUNlight While watching the video 2.. Listen to the first part of the video and cross out the letter with the correct answer. a) Pronouncing two parts of each word louder, longer and at a higher pitch. How do we stress words? b) Pronouncing the whole word louder, longer and at higher pitch. c) Pronouncing a part of a word louder, longer and at a higher pitch. 3. Watch the second part of the video, listen to the keywords and sentences. Write the keywords in the chart, use capital letters in the stressed syllable of the word. Follow the example. Keywords Sentences 1. STEAMboat Jennifer worked on a steamboat. 2. The steamboat was beautiful. 3. Jennifer wore a uniform. 4. Jennifer worked at the purser s station. 5. There was an interesting scenery along the river. 4. Work in pairs. Play the video again and pronounce the words in exercise 3 correctly. 123

124 5. Let s play! How to play the game: 1. Work individually. 2. Watch the third part of the video. 3. Write down the words in the following chart. Use capital letters to write the stressed syllable, as in the example. 4. Share answers with other students. 5. Play the last part of the video to check answers. The student with the highest score WINS! WORDS POINTS 1. PASSenger FINAL SCORE: 124

125 Unit 3 B Specific competency: Rewrite information to explain how a machine or device works. Before watching the video 1. Answer the following questions. My cellphone! 1. Do you have a cellphone? 2. When did you get your first cellphone? 3. What do you know about the iphone 4s? 2. Circle the image that corresponds to the word or phrase on the left. Compare your answers with your classmates. 1. scroll a b c 2. orientation lock a b c 3. screen a b c 4. arrow a b c 5. tab a b c 6. main bar a b c 125

126 While watching the video 3. Look at tip 1. Choose the best answer. The man is... a) looking for a web page more quickly. b) freezing an image. c) getting to the top more easily. 4. Look at tips 1 and 2. Complete the spaces for the operation of the iphone 4s. Use the words from the box. a) screen b) arrow c) button d) bar Tip 1. Going to the top of the web page or document more quickly. Tap the little (1) (where the time is) at the top of the (2) when you re in the middle of the search. Tip 2. Orientation lock. (To prevent the documents or images from flipping) On the home screen, just double tap the middle (3), this will be like your running upscreen, scroll over to the left to find the little (4). Tap that arrow that says portrait orientation locked or unlocked. Lock it. 126

127 5. Order the next images (1 to 4) to exemplify the steps for Tip 2. two times a b c d 6. Look at tip 3. Number the steps to save a picture from the web. Follow the example. a. Hold the picture down for a couple of seconds. b. You can click that picture and set it as your wallpaper, it to someone or whatever you want to do. c. Several selections appear. d. In your albums you will see the picture that you saved. e. Save the image and now go back to your photos folder. f. 1 Go to the web site where the picture you want to save is. 127

128 Before watching the video The wonder years Specific competency: Share personal experiences in a conversation. Unit 4 A 1. Unscramble the words on the lines. 8. o-l-s-e 7. e-n-c-l-i-e-s 1. g-i-n-t-h 6. l-d-h-o The Wonder Years 2. a-l-e-e-v 5. r-w-d-o-l 4. s-m-s-i 3. o-m-h-e 128

129 While watching the video 2. Answer the following questions about the video. 1. Is Kevin sad or happy? 2. Why do you think so? 3. How does Cara feel? 4. How do you know it? 5. Does Cara look comfortable with Kevin? 6. What makes you think so? 3. Play the video again and order the following statements. The first example is given for you. a. ( ) I want to stay. b. ( ) Nothing s wrong. c. ( ) I m sorry. 1 d. ( ) It s too bad. e. ( ) We can still see each other. 129

130 knowing about the language Direct speech: It is what a person says or thinks literally and it has quotation marks ( ). Examples: 1. Kevin: I don t know. 2. Kevin: I have to be with Cara. 3. Kevin: I can drive up. Indirect speech: It is when you report what a person said, not in a literal way. It does not have quotation marks ( ). Kevin said that he didn t know. Kevin said that he had to be with Cara. Kevin said that he could drive up. Notice: In Indirect speech, the main verb changes from present to past and the pronoun changes to be coherent. After watching the video 4. In pairs, change the following sentences from direct to Indirect speech. Follow the example. Cara: It s too bad. Cara said that it was too bad. Indirect speech 1. Cara: Nothing s wrong. Indirect speech 2. Kevin: We can still see each other. Indirect speech 3. Kevin: I want to stay. Indirect speech 4. Kevin: I m sorry. Indirect speech 5. Write an anecdote from your childhood. Then, share it with a classmate. When I was a child, I Then, Finally, 130

131 Unit 4 B Specific competency: Read short literary essays in order to compare cultural aspects from English-speaking countries and Mexico. Before watching the video Mexican and American traditions 1. Write the opposites of the following words. mother son grandmother nephew aunt While watching the video 2. Watch the first part of the video and underline the title that best fits from the list below. 1. Bullying: Mexico & USA. 2. Children s day: Mexico & USA. 3. Traditional families: Mexico & USA. 4. Baby sitting: Mexico & USA. 131

132 3. Watch the second part of the video. Then, put the following parts of sentences in the correct order. The first answer is given for you. a. ( ) because it is the best way to raise children b. ( ) fathers traditionally have provided for their children c. ( ) and it is essential for the survival of our civilization. d. ( ) Mothers nurse children and e. ( 1 ) We encourage marriage f. ( ) through hunting, gathering and farming. After watching the video 4. Work in pairs. Write three similarities and three differences you find in traditional families in Mexico and in the United States. Then, share answers with your classmates. Mexico United States Differences Similarities Differences 132

133 Unit 5 A Specific competency: Write points of view to participate in a round table. Before watching the video Bullying 1. In pairs discuss these questions. 1. Have you ever suffered bullying? 2. What did you do? 2. Read the definition of the three main kinds of bullying. Physical bullying It includes any physical contact that would hurt or injure a person. Verbal bullying It is name-calling, making offensive remarks, or joking about a person s religion, gender, ethnicity, socioeconomic status, or the way they look. Cyberbullying It is done by sending messages, pictures, or information using electronic media, computers ( and instant messages), or cell phones (text messaging and voic ). 3. Look at the following bullying actions and write them in the corresponding category. Spreading Rumors Pushing Being racist Intimidating Saying mean things on the internet Calling names Texting insults Hitting Physical bullying Verbal bullying Cyberbullying 133

134 knowing about the language Bully: A person who is habitually cruel or mean, especially to smaller or weaker people. Target: Is the person suffering bullying. Bystander: People who see, hear, or know about bullying. While watching the video 4. Work in pairs. Watch three different stories of bullying and complete the following information. Story 1 1. Write the kind of bullying you see: 2. Circle the bullying action(s) the target boy suffers: 3. How did the bystander help? a) Texting insults b) Hitting c) Pushing a) He pushed the bullies. b) He called and adult. c) He changed the color of his hair. 1. Write the kind of bullying you see: Story 2 2. Circle the bullying action(s) the target boy suffers: 3. Who is the bully in this story? a) Intimidating b) Saying mean things over the internet. c) Sending offensive images. a) Sam b)becca 1. Write the kind of bullying you see: Story 3 2. Circle the bullying action(s) the target boy suffers: 3. Circle the place where the agression takes place: a) Being racist b) Spreading rumors c) Calling names a) On the street b) In the bus c) At school 134

135 After watching the video 5. Work in pairs. Discuss and write rules to stop bullying, as in the example in the Take Action! box. Then choose one, cut it out and paste it on the wall. Take Action! Report your experience to your parents, teacher, or other trusted adults. Support the target if you witness bullying and let the bullies know that their behavior is not acceptable. Rules to stop bullying 135

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137 Unit 5 B Specific competency: Understand and give instructions to perform everyday life activities. Before watching the video Cafe zoom 1. Look at the following list of ingredients. Ingredients cheese tortillas ketchup water lemons bread / buns beef patties sugar Select the ingredients you need to make: Lemonade Hamburgers Quesadillas While watching the video 2. Look at the list of ingredients. 2 cups of your favorite fruit 1 teaspoon of vanilla 1 sliced banana 2 scoops of orange sherbet honey ¾ cup of milk some sliced banana ½ cup of peanut butter ½ cup of milk ½ cup of orange juice 2 cups of your favorite fruit juice Select the ingredients you need to make these smoothies: Banana Orange Frost Frozen Fruit Peanut Butter Surprise 137

138 3. Watch the Peanut Butter Surprise again. Number the steps in the correct order. Then, add some honey, you can use as much as you like. Add some sliced bananas too. Then, put a teaspoon of vanilla into the blender with the peanut butter. First, take half a cup of peanut butter and pour it into a blender. Finally, serve and enjoy! Then, put in three quarters of a cup of milk. After watching the video GROARRRRRR! Blend all the ingredients together. 4. Work in pairs. Write the instructions for the Banana Orange Frost. First, Finally, 138