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
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.
An index.
Sociocultural activities that the students can relate to their own experience, and
cultural information.
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!
Achievements.
10
11
Vocabulary
12
14
17
Achievements.
18
Comics lesson.
19
21
Elements of a narrative
22
23
24
Vocabulary
25
26
Making inference.
27
28
29
Rubric
32
Unit II (Product A)
33
Achievements.
34
35
Natural disasters..
36
43
45
46
5
49
Achievements.
50
51
53
Smurfs talk
54
Writing a story
55
A writing plan..
56
57
Rubric
59
60
Achievements.
61
62
63
Hangman example..
64
66
67
68
Achievements.
69
70
72
73
Speaking time..
74
75
76
77
78
6
80
81
Vocabulary quiz..
83
86
Rubric
89
90
Achievements.
91
92
Sentences connectors..
94
95
Write biographies.
98
100
105
106
Achievements.
107
108
109
112
Write legends..
113
114
115
116
A Venn diagram..
117
120
Rubric
124
Unit V (Product A)
125
7
Achievements.
126
127
128
Management tips.
129
130
Bullying.
131
133
Bullying survey
133
135
136
137
138
139
Achievements.
140
141
Everyday activities
142
143
144
Adverbs of manner..
145
146
Providing instructions
147
148
149
150
151
Rubric
154
8
Unit I
Second Grade
Achievements
10
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?
11
blue
red
shoes
green cap
12
short
s
skirt
pink
jeans
jacke
can
t
sweate
mediu
larg
Cerulea
SIZE
COLOR
Wil
would
blue
smal
MODAL
CLOTHING
xcwhitemjioplktrmediumbndfwqaeeeextralargescksoppsmallshirt
humnsbathingsuitswinmortblueytrwrgreenerplklpsocksredcaplkjio
sacretytennisshoessizemnbvcxzpinkmyertdressbootswrtytrtrplkjuo
suitstrfghgftrertmnbvcoubootsqwasszxcviejacketcollarsplkmnhjeip
sweaterklopflipflopspurpletyrepopppytttqwertasdfghjklzxcvbnmd
12
____________________________
_______________________
____________________________
_______________________
___________________________
_________________________
___________________________
______________________
____________________________
____________________
_____________________________
_____________________
__________________________
_____________________
___________________________
________________________
13
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.
XI. Read about the comparatives and superlatives of adjectives. Ask your teacher if
you have more questions about them.
Taken from:
http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/regcom.htm
14
expensive ___________________________
modern __________________
big _________________________________
small ____________________
pretty _______________________________
blue _____________________
nice _________________________________
beautiful __________________
new _________________________________
old ______________________
tall__________________________________
short _____________________
ugly _________________________________
white ____________________
hot __________________________________
cold ______________________
dark __________________________________
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) _____________________________________________________________________________
15
XV. Draw a line between the picture and the correct word.
1. elephant
2. Cheetah
3. chimpanzee
4. tiger
5. blue whale
6. giraffe
16
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.
17
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.
18
Comics Lesson
Melissa Fennell
GRADE LEVEL: SHS 1 or 2
SKILLS:
TIME:
Class Period
MATERIALS:
OBJECTIVES:
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.
19
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.
20
Setting
Problem
Solution
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
Picture
Picture
Picture
21
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.
22
Yes No
Confirm
(Fantasy or
realistic story)
II. List three fantastic details that you could add to the story.
o
o
o
23
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)
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
24
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
Expressions
Oh!
No way!
Wow!
Bravo!
Help!
Zaz!
Boom!
Yippee!
By the way..
Finally
Later on
As soon as possible
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
25
_________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
26
_____________________________________________________________________________________
27
28
EXAM UNIT I
UNIT I A
Achievements
SECOND GRADE
Identifies main ideas in oral exchanges.
a) In a museum
b) In a school
c) In a store
d) In a zoo
a) A computer
b) A cell phone
c) An I-pod
d) An I-pad
a) Yes, he is.
b) No, he isnt.
c) Yes, they are.
d) No, they arent.
a) The price
b) The main characteristics
c) He doesnt give information.
d) He shows him another product.
29
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
30
a) Seymour Simon
b) Barbara and Ed Emberley
c) My moms
d) The student
a) Seymour Simon
b) Barbara and Ed Emberley
c) My moms
d) The student
31
RUBRIC UNIT I
Good catalogue and a comic strip.
CRITERIA
Grammar
AVERAGE
There are not
grammatical
mistakes on the good
catalogue/comic
strip.
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.
( 30 points)
Many items of
importance are
clearly labeled with
labels that can be
read from at least 3
ft. away.
(25 points)
Labels are too small
to view or no
important items
were labeled.
(10 points )
There are some
products illustrated
on the good
catalogue/ comic
strip.
(5 points)
There are few
products illustrated
on the 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.
(10 points )
Some subject
knowledge is clear.
Some information is
confusing,
incoherent or
flawed.
(5 points)
Subject knowledge
is not clear, the
whole information is
confused.
POINTS
(40 points )
Labels
The catalogue
illustrated its
products.
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)
(20 points)
Well researched
subject knowledge is
evident throughout.
The whole
information is clear,
appropriate and
correct.
(40 points )
( 30 points)
(25 points)
Total
32
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.
33
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.
34
I.
35
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
Snow squalls
Extreme cold
Extreme heat
Weather bombs
Wind chill
Humid
Avalanches
Floods
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
36
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
Cyclones
Monsoons
zebu.uoregon.edu/ph121/l15.html
www.mrdowling.com/612monsoon.html
37
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
Floods
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
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.
38
Oil spills
Fires
Building collapses
Chemical spills
Clear cutting
Deforestation
Global warming
Natural
Disasters
________________
________________
________________
________________
________________
________________
39
III. According to the definition recognize the natural disaster and write it
below.
IV. Create your own definition for Tornado, landslide, Volcano Eruption and Sand
storm.
Tornado:
________________________________________________________________________
________________________________________________________________________
Landslide:
________________________________________________________________________
________________________________________________________________________
Volcano Eruption:
________________________________________________________________________
________________________________________________________________________
Sand storm:
________________________________________________________________________
________________________________________________________________________
40
NATURAL DISASTERS
V. Write the correct word next to the picture.
avalanche earthquake
hurricane flood
tsunami
volcanic eruption
_____________________
____________________
________________________
________________________
_____________________
41
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.
2. earthquake
b. the large mass of snow that falls down the mountain side
3. hurricane
4. tsunami
5. volcanic eruption
6. avalanche
42
IX. What are these natural disasters? Write next to the pictures.
10
6
11
8
12
12
43
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
44
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.
45
CHANGE
XIII. Read the conversation cards and talk about them
Give examples.
46
Match
XIV. Match pictures and text
Biofuel
coal mine
control panel for heater or A/C
2
solar panel
wind turbine
10
11
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
48
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.
49
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.
50
I. How many different kinds of movie genres can you write in English?
..........................................................................................................................................................................
................................................
Sci-Fi________
Adventure______
Horror film_____
Love story_____
War film________
Historical ______
51
52
1. Action films
2. Adventure films
5. Horror films
6. Sci-fi films
7. War films
8. Westerns
53
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!
54
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.
55
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?
56
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.
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.
58
RUBRIC UNIT II
An instructor manual to face an environment emergency and a script for the dubbing of a
silent movie.
CRITERIA
Grammar
Labels
Subject
knowledge.
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.
(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.
(20 points)
The whole products are
designed on the products.
(10 points )
There are some
products designed on
the products.
(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.
(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.
(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.
(40 points )
( 30 points)
(25 points)
(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.
59
POINTS
Unit III
Second Grade
60
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.
61
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.
Place both hands on parts of body as they are mentioned. On second time speed
up, and get faster with each verse.
.
62
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.
63
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.
64
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
65
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/
67
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.
68
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.
69
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
Any device that applies or changes the direction of power force, or motion.
axle
power
pull
pulley
A wheel that has a groove in the rim where a rope can run and change the
direction of the pull.
push
screw
spring
tool
An instrument of work.
torque
wedge
To force an opening.
wheel
work
9. orwk________________
2. eswcr________________
10. rpweo______________
3. innelicd_______________
11. tionfric_____________
4. ylplue________________
12. macenih____________
5. eewdg_______________
13. ullp________________
6. exal_________________
14. phsu_______________
7. rocfe________________
15. loot________________
8. leehw________________
71
FRICTION
WORK
LEVER
WHEEL
FORCE
SCREW
LOAD
AXLE
PULL
TOOL
PUSH
MACHINE
POWER
WEDGE
TORQUE
SPRING
FULCRUM
PULLEY
72
Simple Machines
Work Bank
pitch
mounted
built
to
left
while
stick
Wrights
three
acxurate
Wright
aerospace
first
and
accoplishment
73
1.
3.
2.
4.
5.
6.
7.
74
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._______________________________________________________
Do the
crossword
4. VII.
Paragraph
explains
what yourpuzzle.
machine does.
1 2 3 4 5
5. Paragraph discusses how each simple machine
works in your machine.
1 2 3 4 5
75
76
Simple
Machine
Function of Machine
Benefits To Mankind
Inclined Plane
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.
77
Do The Research!
Simple Machines
______________________________________
______________________________________
______________________________________
______________________________________
2. Why do we use simple
machines?
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
78
XI. Directions: As a group, you have 20 minutes to write a brief story using the
words or variations of the words below.
lever
pulley
power
screw
wedge
spring
pull
push
inclined plane
force
machine
load
tool
friction
torque
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Powered by: The Online Teacher Resource (www.teach-nology.com)
79
XII. Read the text and Identify purpose and intended audience.
___________________________________________
80
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.
81
Data:
Lever
Pulley
Inclined Plane
Screw
Wedge
82
1. friction
2. inclined plane
3. force
4. axle
5. power
6. fulcrum
7. load
8. pulley
9. pull
A wheel that has a groove in the rim where a rope can run and
change the direction of the pull.
10. lever
11. screw
12. push
13. tool
14. spring
15. machine
An instrument of work.
16. wedge
17. wheel
18. torque
To force an opening.
19. work
84
SELF ASSESSMENT
Topic
How did I
do?
Not good
Good
Excellent
Researching and
collecting information
I collected some
information, but
only a small portion
of it was useful for
the topic.
I collected a lot of
good information
for my part of the
topic.
Sharing information
I shared lots of
useful information
with my team.
Participating in the
tasks
I participated less
than half the time on
any tasks or
assignments.
I participated in all
the tasks and
assignments.
Completing my tasks
I completed fewer
than half the tasks
assigned to me.
I completed all of
the tasks assigned to
me.
Listening to other
members of the group
I listened to other
group members
ideas and
suggestions, and
then decided if it
would help the
project to follow
them.
Co-operating with my
team
I argued with my
group members and
tried to get them to
do things my way.
I sometimes argued
with other group
members.
I discussed things
with other group
members without
arguing.
Having things go my
way is the only way
a group should
work.
In my group, I only
worked with my
friend.
85
SECOND GRADE
Identifies the stress of specific sentence parts.
1________
2 __________
3_______________
4___________
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
86
UNIT III B
Achievements:
SECOND GRADE
Selects and paraphrases sentences.
Organizes and links main ideas and the information
explaining them in a diagram.
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
87
Lid
Pitcher
base
8. _________
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
88
Labels
The design
of the
products.
Show the
oral
presentation.
Team work.
Topic of the
product.
Members
interacting
with the
product.
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.
(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.
(20 points)
The whole products are
designed on the products.
(10 points )
There are some
products designed on
the products.
(5 points)
There are few
products
designed on
the products.
(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.
(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)
(40 points )
Subject
knowledge.
( 30 points)
Some subject
knowledge is clear.
Some information is
confusing, incoherent
or flawed.
( 30 points)
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.
89
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.
90
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.
91
92
II .Read the sentences examples and Identify the verbs in past tense.
III. Make sentences using was and were, also use adverbs of time.
1.____________________________________________________________
2.____________________________________________________________
3.____________________________________________________________
4.____________________________________________________________
5.____________________________________________________________
6.___________________________________________________________
93
Result
However
On the other hand
On the contrary
By (in) comparison
In contrast
Comparison
Contrast
Order of importance
As a result
As a consequence
Therefore
Thus
Consequently
Hence
Reason
Similarily
Likewise
Also
The cause of
The reason for
a).___________________________________________________________________
b).___________________________________________________________________
c).___________________________________________________________________
d) ___________________________________________________________________
e) ___________________________________________________________________
f) ___________________________________________________________________
94
95
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.
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.
96
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.
97
Name:
______________________________________________________________________
Date of birth:
______________________________________________________________________
Birthplace:
______________________________________________________________________
Historical Context:
______________________________________________________________________
Family Facts:
______________________________________________________________________
Studies:
______________________________________________________________________
Proffesion: __________________________ Facts of Life: ______________________
Awards received:
______________________________________________________________________
Other Interesting facts:
___________________________________________________________________________
Date of death:
___________________________________________________________________________________
98
Instructions: Read the information related to the subject of reflection and then
answer the following questions:
What is a biography?
___________________________________________________
What elements have
news?_______________________________________________
All about me
1.-___________________________________________________________.
2.-___________________________________________________________.
3.-___________________________________________________________.
4.-___________________________________________________________.
5.-___________________________________________________________-
99
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
100
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.
101
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 did. 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
102
VIII. Use the information of Justin Bieber Biography, and answer the questions
below.
www.hiperfama.com -
103
Photo
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
105
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
106
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.
107
Schools in Mexico
___________________________
___________________________
___________________________
___________________________
___________________________
Schools is USA
______________________
______________________
______________________
_____________________
___
II. Write the similarities from Mexican schools and USA school.
1.________________________________________________________________
2.________________________________________________________________
3.________________________________________________________________
108
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.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______________
109
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.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
110
111
112
IV. Write two legends one from Mxico and the one from USA.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
113
____________________________________
____________________________________
____________________________________
V. Complete
aspects.
Compare
Mxico
USA
Paste a picture
about the topics.
Food
Music
Weekends
Sports
Flags
Holydays
114
115
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
116
117
IX. Read the next questions and answer with stories about your family.
4. Did our family ever move? From where to where, and when?
__________________________________________________________________
5. What places and traditions are important to our family?
__________________________________________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
__________
My traditions
118
119
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
120
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
NIT IV B
Achievements:
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.
121
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!
IV. Complete the comparison chart about school life in Australia and Mexico
according to the essay: Contrasts between Mexico and Australia.
33.
34.
122
8. _______________________.
a) Teachers are relaxed
b) Teachers are lazy
c) Teachers are very competent
d) Teachers are quiet
9. __________________________.
a) Not too much homework
b) Too much homework
c) A lot of homework
d) Not to easy homework
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
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
123
RUBRIC UNIT IV
Autobiography anecdote and a comparative chart.
CRITERIA
Grammar
Labels
Subject
knowledge.
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.
(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 )
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.
(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.
(40 points )
Well researched
subject knowledge is
evident throughout.
The whole
information is clear,
appropriate and
correct.
(40 points )
( 30 points)
Some subject
knowledge is
clear. Some
information is
confusing,
incoherent or
flawed.
( 30 points)
BELOW
There are some
more than four
grammatical
mistakes on the
autobiography
anecdote/ A
comparative
chart.
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.
(25 points)
Subject
knowledge is not
clear, the whole
information is
confused.
(25 points)
Total
124
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.
125
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.
126
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..
127
http://webb.nmu.edu/Webb/ArchivedHTML/UPCED/mentoring/docs/teachingstrategies.pdf
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.
128
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. _____________________________________________________________
129
I.
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.
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
130
III.
Define bullying.
Description
Physical Bully
Verbal Bully
Relational Bully
Cyber Bully
131
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.
132
VERBAL
SOCIAL
PHYSICAL
CYBER
Student 1
Student 2
Student 3
Student 4
Student 5
133
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 responsibility 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.
134
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
Yes
No
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?
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 ____
135
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.
How might Bryan feel when the kids at school are mean to him?
A. Angry
B. Smart
C. Strong
D. scared
bus
school
out shopping
street
Draw your own
picture.
party
park
stadium
make fun of me
by phone or
text
called me
names
hurt my body
Cry
Speak to
someone
Draw your
own picture.
137
SOLUTIONS
PROS
CONS
http://www.kidpower.org/bullying/
138
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.
139
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.
140
How do I . . . ?
How do I go about it?
How do you suggest I proceed?
Sequencing
Giving Instructions
First, (you) . . .
Then, (you) . . .
I would start by . . .
Next, (you) . . .
Lastly, (you) . .
To begin with,
Starting out
Continuing
After that,
The next step is to . . .
The next thing you do is . . .
Once you've done that, then . . .
When you finish that, then . .
Finishing
141
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.
DAILY ROUTINES
142
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
143
O K
O W L
O P
W N
O I
H T
W O C
M O T
N E
W H
H D
O W A
H E
M A
H C
W E
N S
O H
W H
O T
H T
H A
O B
N I
W S
N E
144
C
B
145
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)
146
As whole class. Write the instructions to wash your hands. Draw images. Add at
least one adverb of manner.
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.
147
148
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
5: Then / After
2: Then / Before
3: While / At same as
4: Next / Following
oints
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:
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.
149
150
EXAM UNIT V
UNIT V A
Achievements:
SECOND GRADE
Uses various strategies to point out information.
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.
152
UNIT VB
SECOND GRADE
Achievements :
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.
153
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
Yes
No
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.
Poster rubric.
CRITERIA
Grammar
Labels
Visual
appeal
Subject
Knowledge
AVERAGE
ACCEPTABLE
BELOW
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.
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.
20 points
Well researched;
subject knowledge
is evident
throughout. All
Information is
clear, Appropriate
& correct.
40 points
10 points
Some subject
knowledge is
evident. Some
Information is
confusing, incorrect
or flawed.
5 points
Subject knowledge is
Not evident.
Information is
confusing, incorrect,
or flawed.
30 points
25 points
POINTS
25 points
Labels are too small
to view or no
important Items were
labeled.
5 points
Significantly lacking in
color, detail,
neatness, &/or
professionalism.
TOTAL
155
156