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Academia de Inglés I
2
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.
3
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.
4
TABLE OF CONTENTS: FIRST GRADE
Achievements………………………………………………………………………………………………………………… 10
Structure of a dialogue…………………………………………………………………………………………………… 12
Scenarios………………………………………………………………………………………………………………………… 14
Achievements………………………………………………………………………………………………………………… 16
Reading (Sherry)……………………………….……………………………………………………………………………. 21
Blackboard race………………………………………………………………………………………………………………. 22
Rubric…………………………………………………………………………………………………………………………………. 33
Achievements………………………………………………………………………………………………………………… 35
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Be a book detective……………………………………………………………………………………………………….. 41
Achievements………………………………………………………………………………………………………………… 43
Reading comprehension…………………………………………………………………………………………………. 44
Speech registers…………………………………………………………………………………………………………….. 46
Connectors…………………………………………………………………………………………………………………….. 48
Rubric…………………………………………………………………………………………………………………………………. 54
Achievements………………………………………………………………………………………………………………… 56
Song “irreplaceable”………………………………………………………………………………………………………. 57
Predictions …………………………………………………………………………………………………………………….. 58
Achievements………………………………………………………………………………………………………………… 64
Human systems……………………………………………………………………………………………………………… 66
Adjectives………………………………………………………………………………………………………………………. 75
Comparatives…………………………………………………………………………………………………………………. 76
Present simple………………………………………………………………………………………………………………… 79
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C-MAP CHART….…….………………………………………………………………………………………………………. 86
Rubric…………………………………………………………………………………………………………………………………. 90
Achievements………………………………………………………………………………………………………………… 92
English expressions………………………………………………………………………………………………………… 93
Expressing indifference………………………………………………………………………………………………….. 99
Achievements………………………………………………………………………………………………………………… 108
Rubric…………………………………………………………………………………………………………………………………. 129
Achievements………………………………………………………………………………………………………………… 131
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Volcano diagram labeling……………………………………………………………………………………………….. 136
Achievements………………………………………………………………………………………………………………… 153
Imperatives....................................................................................................................….. 154
Rules………………………………………………………………………………………………………………………………. 160
Rubric…………………………………………………………………………………………………………………………………. 170
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Unit I
First Grade
Environment
Familiar and community
Specific competency
Give and receive information for performing a community service
Product A
Acting out a dialogue
9
Achievements:
Identify topic, purpose and intended audience.
Predicts the general meaning from words and
expressions similar to those of the mother tongue.
Distinguishes expressions in oral exchanges.
Recognizes the composition of expressions in oral
exchanges.
Produces expressions to provide information.
Adjust volume and speed when constructing oral
texts.
10
I.- Brainstorm all the good and services that the students know and write them on the
board. From the list, make the differences between the goods and services, and read the
descriptions of goods and services and complete the questions below.
a. Good
b. Service
a. Service
b. Good
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II.-Cut out pictures related with goods and services and paste them in the box.
Goods Services
12
V. Read the dialogue.
13
VI. Read the text again and think about good service experiences you have had
when staying at a hotel or other travel accommodation.
VII. Cut out scenarios, choose one scenario for your group. Bring photo to visualize
the guest better. (Guests are an elderly couple. One is blind.)
Scenarios
1. Greet two guests as they enter the hotel. (Guests are very hungry.)
2 .Greet three guests as they enter the hotel. (Guests are famous artists.)
3. Greet three guests as they enter the restaurant, and check their reservation.
(Guests have a last name that is difficult to pronounce.)
4. Greet a guest who’s walking down the lobby while you are doing your housekeeping.
5. Greet a guest who calls from Room 2365 to order for room service.
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Unit I
First Grade
Environment
Literary and ludic
Specific competency
Read classic tales and write a short story based on them
Product B
Big Book
15
Achievements:
Uses know comprehension strategies.
Recognizes the general meaning from some details.
Formulates and answers questions in order to locate
specific information.
Expresses personal reactions to literary text, using
known oral expressions.
Retells events using images.
Organizes sentences into a sequence of actions.
16
I. There are 3 ending sounds for past tense words. Listen to the teacher and repeat
the vocabulary. The regular verbs end in “ed” with the past tense. Look at the
samples and practice in your notebook.
walked
invited cleaned
kissed
needed saved
finished
planted enjoyed
helped
posted loved
danced
started fixed
tasted worked
visited washed
Present:
II. Fill in the correct verb tense
(Today,
now)
walk
play Past
dance Tense:
(Yesterday, 1. The dog ____hungry last night.
help
ask last night,
answer last week)
finish walked
look played
danced 2. He _____ dinner last week.
love
watch helped
cook asked
work answered
finished
3. He_____ a book yesterday.
looked
loved
watched
cooked
worked
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III. Write the past tense of the following irregular verbs.
8. 9. 10. 11.
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V. Change the following paragraph to the simple past.
After lunch I play with my pet dog. I dance with him. I train him to fetch the ball. I
cook him some chicken and use cookies because he is always hungry. I love my
dog and always smile when we run around the park! I like having a pet dog so
much!
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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VI. Directions: Read each verb and change them to simple past tense.
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VII. Complete the sentences.
VIII. Read the text and complete on the lines (use the words in the box below).
Once upon a time there was a little girl named Sherry who loved to visit her
grandparents’ farm because there were so many interesting things to do. There
were trees to climb and ponds to explore. There were horses to ride and cows to
milk. There were sheep, pigs, ducks, geese, chickens, cats, and dogs to feed and
care for. There were fruits and vegetables to pick and eggs to gather. There was
cream to churn into butter and other food to prepare for cooking and eating. After
supper, there was always time to tell stories by the light of the coal oil lamp.
Once upon a time___ was a little girl Sherry who loved to and there
visit her grandparents’ farm because ___were so many churn there
interesting things to do. There were___ to climb and ponds food there
_____explore. gather things
geese to
There were horses to___ and cows to milk.____ were sheep, named to
pigs, ducks____, chickens, cats, and dogs__ feed and care of to
for. ride trees
tell was
____were fruits and vegetables ____pick and eggs to ___ there
There was cream to ____into butter and other______ to
prepare for cooking ___eating. After supper, there______
always time to _____stories by the light of the coal oil lamp.
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IX. In teams: Write down the correct past tense of the words. Do you change the
word, or add ‘ed’/’d’?
watch____________
play_____________
kiss______________
wash____________
close_____________
clean_______________
cook________________
paint________________
walk________________
open________________
_______________
_______________
_______________
_______________
_______________
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Good story elements
Remember: Authors
Every good story is made up of different elements.. write in 1st person or
3rd person point of
view.
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X. Read the fable and answer the questions.
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Later, he saw a REAL wolf prowling
about his flock. Alarmed, he leaped to his
feet and sang out as loudly as he could,
“Wolf! Wolf! But the villagers thought he
was trying to fool them again; and so
they didn´t come.
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XI. Activities after reading
• ( The main idea of a piece of writing is the central point the author tries to make
and supporting details are sentences supporting the main idea).
• For example, many students can determine the moral of a fable. Teach them to
look for a “big idea” or “message” an author is trying to get across with their story.
• “The Boy Who Cried Wolf " Wolf” Compare in the story do the animal characters
act more like real people?
D. Dear Diary: Keep a diary as if you were a character in the story. Write down events
that happen during the story and reflect on how they affected the character and why.
E. Draw: Translate chapters into storyboards and cartoons; draw the most important
scene in the chapter and explain its importance and action .
F. Draw:
E. Changetranslate
the Climax.
chapters
Choose
intoone
storyboards
part of the
and
story
cartoons;
that reached
draw the
a climax.
most important
If
scene in thedifferent
something chapterhad
andhappened
explain itsthen,
importance
how would
and action.
it have affected the outcome?
Websites:
http://www.kico4u.de/english/topicotw/boyread.htm
Narration of text to read along; has lang arts activities at the end.
http://www.schoolexpress.com/storytime/storyboy.php
Site to download book online and coloring book version to print out.
http://www.friendsofed.com/extras/1590592077/cartoon.html
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XII. Read and listen to the song and circle the verbs in simple
past.
A song (The Boy Who Cried Wolf)
XIII. Answer the next questions and circle the verbs in the past tense.
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XIV. Story Big Book
Materials Needed: Card stock, white paper, yarn, whole puncher, roll paper, markers &
ribbon.
Begin to use a variety of resources (picture dictionaries, the Internet, books) and strategies
to gather information to write about a topic.
Use appropriate end punctuation (period and question mark) and correct capitalization of
initial words and common proper nouns (e.g., personal names, months)
Select a short story or create your own. Once you have selected your story, you can begin
creating the books.
Place several sheets of paper between two sheets of card stock. (Be sure to hole punch
only one side of the card stock as it will be the cover.) If vertical, two holes punch the top
and the bottom. If horizontal, three whole punch the top and the bottom.
Take three inch pieces of yarn and begin tying the paper together. It will look like a Jacob's
Ladder.
Write your stories down and draw pictures if you wish. When completed, the book should
be folded up like a Jacob's Ladder.
For scroll books: Take a long piece of roll paper and write your stories and draw your
illustrations on it. Then roll it up and tie a ribbon around the scroll. You can inscroll the
story as you read it out loud.
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Read your favorite book and look for the following information.
Title:______________________________________________________________
Author:____________________________________________________________
Illustrator:__________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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Draw a picture along with the description
What happens first in the story?
_______________________________
_______________________________
_______________________________
http://www.thatresourcesite.com/Resources/templts/Detailed%20Long%20Book%20Report.pdf
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EXAM UNIT I
1.- What kind of topic is 2.-What´s the purpose of 3.- Who´s the intended
this text? the author? audience of the text?
a) a legend a) Informative a) The principals
b) a story b) Recreate b) The students
c) a dialogue c) Persuasive c) The doctors
d) an article d) Argumentative d) The secretary
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UNIT I B FIRST GRADE
There once was a shepherd boy who was bored To amuse himself he sang out, "Wolf! Wolf! The Wolf is
chasing the sheep!"
The villagers came running to the top of the hill to help the boy drive the wolf away. But when they
arrived, they found no wolf. .
Later, he saw a REAL wolf prowling about his flock. Alarmed, he leaped to his feet and sang out as
loudly as he could, "Wolf! Wolf!" But the villagers thought he was trying to fool them again, and so they
didn't come.
At sunset, everyone wondered why the shepherd boy hadn't returned to the village with their sheep.
They went up the hill to find the boy.
"There really was a wolf here! I cried out, "Wolf!" Why didn't you come?"
An old man tried to comfort the boy as they walked back to the village.
5.- What is the message or lesson in 6.- What is the problem in this story?
this"We'll
story?help you look for the lost sheep in the morning," he said, putting his arm around the youth,
a) He went back to the hill all alone.
"Nobody believes a liar...even when he is telling the truth!"
a) The boy is a good people. b) The villagers came running up the
b) The Wolf is chasing the sheep!" hill.
c) Nobody believes in the c) The boy kept crying wolf and now
villagers. no one believes him.
d) Nobody believes a liar...even d) He went grumbling back down the
when he is telling the truth!" hill.
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RUBRIC UNIT I
Criteria Excellent Good Not good
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Unit II
First Grade
Environment
Academic and Educational
Specific Competency
Write instructions to use a bilingual dictionary
Product A
Instructions manual to learn how to use a bilingual dictionary
34
Achievements:
Locate and reads the definitions of words both in English
and Spanish.
Understands the use of upper case letters, lower case
letter and abbreviations in a dictionary.
Completes and writes sentences in order to organize
them into a sequence, from model.
Removes and/or adds information to edit an instructions
manual.
35
The goal of this lesson is to learn how to use guide words in a dictionary.
Why do we use dictionaries? What are guides? How do we use them? Give at least 5
examples of a guide?
IV. Now your students are going to work with Guide Words in a bilingual dictionary.
Complete the following exercise with a peer.
Directions: For each set of guide words, decide if the numbered words would be between
them on a dictionary page. Circle “yes” if they would be or “no” if they would not.
start-stop will-wonder
1. study yes no 7. wild yes no
2. stand yes no 8. wonders yes no
blow-blue ready-red
3. bloom yes no 9. real yes no
4. block yes no 10. read yes no
cheese-church
5. chase yes no
6. chimp yes no
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V. Hand-in some English-Spanish, Spanish-English dictionaries to your students
they don´t have to be from the same publisher.
Find each word below in your dictionary. Write the guide words and page number
for each word in the correct space.
Name of dictionary _______________________________________________________________
VI. For each set of guide words, decide if the numbered words would be between
them on a dictionary page. Circle “yes” if they would be or “no” if they would not.
ball-bell self-send
horse-house early-earn
care-carry
5. car yes no
6. careful yes no
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VII. Directions: Locate each word below in your dictionary. Write the guide words
and page number for each word in the correct space.
Web site that contains the activities for the guide words in a bilingual dictionary:
www.learnnc.org/lp/pages/2850
VIII. Read the following dictionary entry and the labels of each part.
IX. Read the following dictionary entry and label the parts using the words from the
box.
the, a, run, book, desk, she, finally, he, they, easily, sing, I, an, opera, play, seat,
joyfully, read.
XI. Match the abbreviations and grammar labels with its corresponding meaning.
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XII. Rewrite the paragraph, put capital letters where necessary.
my name is kahlil bombay. i can speak english now, but when i arrived in the us, i
only spoke chinese. that was only two years ago, but it feels like a long, long time!
my family and I lived in a small town in china, but when we came we lived in los
angeles. at first I was quite sad, I missed my friends and relatives over there. I
didn´t speak English, so that was a big issue. fortunately i met my neighbor´s
children one was my age and she started helping me with the language. that was a
big relief and I started feeling more comfortable.
Read the two following entries and write on the line if they are intended for
children or for adults.
o reference books are ones you look at when you need specific information or facts
about a subject.
__________________________________________________________________
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Be a Book Detective!!
Look through a book to gather your own grammar clues. Write the title and author of the book
below. Don’t forget to write the page that you found your answer on. Happy hunting! ☺
Book Title:______________________________________________________________________
Book Author:____________________________________________________________________
◊ a word with a suffix that requires doubling the final consonant before adding the suffix p._______
◊ a word with a suffix that requires dropping a silent e before adding the suffix p.______________
◊ a word that includes the letters tion p.____ What is it? _________________________________
◊ a word that includes a silent letter other than e p.____ What is it? ________________________
http://www.thatresourcesite.com/Resources/reprts/book_detective.pdf
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Unit II
First Grade
Environment
Familiar and Community
Specific Competency
Exchange opinions regarding the contents of a radio program
Product B
Plenary
42
Achievements:
43
I. Look at the definitions from the Collins Cobuild Advanced Dictionary.
top-ic / tapIk/ (topics) N-COUNT A topic is a particular subject that you discuss or write
about. The main topic for discussion is political union.
pur- pose / pͽrpәs/ (purposes) 1. N-COUNT The purpose of something is the reason
for which it is made or done. [+ of] The purpose of the occasion was to raise money for
medical supplies.
II. Answer these questions related to the definitions in the above exercise.
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E) What is the topic of the following paragraph?
Some kids in Japan may not have to feed the fish in their
aquariums anymore. That´s because they may choose to buy
robotic fish instead. Robotic fish are little fish robots powered by
light. The light causes the fish to move around inside the
aquarium. A special design keeps the fish from bumping into the
aquarium´s walls.
a) New aquariums
b) Robotic fish
c) Water
d) The power of light
During a 1992 storm, a ship lost thousands of plastic turtles, frogs, and ducks in the Pacific
Ocean. Since then, the toys have drifted thousands of miles. Some have shown up in the
ocean of Alaska. The toys´ trip helps scientist study how wind affects drifting objects.
Are you letting too much water go down the drain in your house? We
all know that it´s important not to waste water. But most of us use a
lot more water than we think. Try these two simple ways to cut your
water consumption. First, try taking a shower instead of a bath.
Showers use a lot less water. You should also turn off the tap while
you brush your teeth. Turn it on again to rinse.
Taken from
“Scholastic Success with 4 grade”
th
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SPEECH REGISTER
Speech register refers to different language styles called register, which are varied
according to the topic under discussion, the formality of the occasion and the medium
used (speech, writing or sign).
1. Static Register. It rarely or never changes. Frozen in time and content, e.g. the
Pledge of Allegiance, the Lord´s Prayer and the Preamble of the US Constitution.
46
III. After reading the different types of speech registers, look at the following
pictures and write on the line what kind of register they are using in that context.
1. If you are in a church, what type of speech register is used between the preacher/ father
and the visitors?
_________________________________________________________________
2. If you are in a political event and you are listening to a candidate, what type of speech
register is he using?
__________________________________________________________________
3. If you are check-in a hotel, what kind of speech register would you use to address the
hotel receptionist?
_________________________________________________________________
4. You are talking to your little brother, what kind of speech register would you
use?__________________________________________________________________:_
______
5. If you are hanging-out with your best friends at the mall, what type of speech register
are you using there?
_________________________________________________________________
47
CONNECTORS
Also known as conjunctions, they are words that join together words or parts of a
sentence.
The three most used conjunctions are and, or, and but.
Some other conjunctions may be: although, since, when, therefore, because, though,
where, whenever, if, unless, however, while.
6. You have to choose between right ________ wrong everyday of your life.
8. An American breakfast will have eggs, ham, bacon, coffee, _____ toast.
48
VI. Read the following script of a radio program and then answer the following
questions.
CAST
http://www.genericradio.com
5. Do you know any radio programs similar to the one you have already read?
Can you name them?
_______________________________________________________________________
VII. Work in teams of 14, you are going to prepare a radio program no more than 10
minutes long. Think about one you listen to. For every activity there should be two
students.
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VIII. Write the expressions according to their use.
I know but…
I love to…
Wait a minute.
Could you repeat that?
Yeah, but…
I like the idea.
That might work for some people.
I´m afraid I disagree.
I know, but…
Sorry?
I see your point but…
I didn´t quite get that.
You´re absolutely right.
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Some other expressions you can use to give your opinion.
a) I was impressed by
b) One aspect I found a little disappointing was
c) One possible flaw is that
Of course there are many ways to give your opinions when speaking English. The exact
English expression you use depends on how strong your opinion is.
Expressing disagreement
Interrupting someone
http://www.english-at-home.com/speaking/giving-your-opinion
http://www.englishclub.com
51
EXAM UNIT II
a) Jack was moving to Texas. His train was leaving on Monday from penn
station in New York.
b) Jack was moving to Texas. His train was leaving on monday from Penn
station in New York
c) Jack was moving to Texas. His train was leaving on Monday from Penn
station in new york
d) Jack was moving to Texas. His train was leaving on Monday from Penn
station in New York
52
II.- Help Yoda to order the sentence.
3. Choose the correct 4. Choose the correct one.
one.
a) Hit the ball I can. a) Help you I can.
b) The ball hit I can. b) Help you can I.
c) I can hit the ball. c) Can help you I.
d) Hit can I the ball. d) I can help you.
5. Which two words are pronouns? 6. Which two words are verbs?
Yoda told my brother a joke but he didn´t get it. Yoda told my brother a joke but he
didn´t get it.
a) Yoda and brother
b) told and get a) Yoda and brother
c) he and it b) told and get
d) my, it c) he and it
d) my, it
9. Cristina loves playing sports, _____ she is not very good at it.
a) And
b) But
c) Or
d) As well as
53
RUBRIC UNIT II
Criteria Excellent Good Not good
Peer Evaluation Rubrics: Every member in a team will evaluate his peers in
the same team.
Category 4 points 3 points 2 points 1 point
Contributions Routinely Usually Sometimes Rarely provides
provides useful provides useful provides useful useful ideas when
ideas when ideas when ideas when participating in the
participating in participating in participating in group. Refuse to
the group. the group. the group. participate.
Problem- Actively looks Refines Does not Does not try to
solving for and solutions suggest or refine solve problems or
suggests suggested by solutions, but is help others solve
solutions to others. willing to try out problems.
problems. solutions Lets others do the
suggested by work.
others.
Attitude Always has a Often has a Usually has a Is often negative
positive attitude positive attitude positive attitude about the task(s).
about the about the about the task(s).
task(s). task(s).
54
Unit III
First Grade
Social practice
Participate in language games to work with specific linguistic aspects.
Environment
Literary and ludic
Specific competence
Participate in language games to recognize and comprehend future
tense in forecasts.
Product A
Forecast
55
Achievements:
Recognizes future verbs forms within
sentences.
Classifies sentences by the types of future
verbs from found in them.
Compares sentences that express future
situations to ones which express past and /or
present situations.
Formulates answers questions on order to
understand forecasts.
56
I. Answer the next questions.
57
IV. Write the predictions for who will win this year's Super Bowl, or Soccer team etc.
Super bowl
Soccer team
__________________________________________________________________
5. Do you think you’ll buy a car next year? Why/ Why not? ________________
58
VI. Choose questions from above or write 5 of your own survey questions below.
Then talk to four students & write their responses.
Try to get students to answer with words such as certainly, probably, might etc
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
59
“Your Future You"
IX. Imagine that you can travel through time into the future! It is 2025, twenty years
from today.
6. If necessary, we (carry) _______ ________ the supplies in our car next Saturday.
7. John and Wes, (read) _______ you _______ to the children on Sunday?
60
XI. Write down sentences to make a forecast about a real or fictitious situation.
1.______________________________________________________________________
2.______________________________________________________________________
3.______________________________________________________________________
4.______________________________________________________________________
61
Student Name ___________________
CATEGORY 4 3 2 1
Quality of Work Provides work of Provides high Provides work that Provides work that
the highest quality. quality work. occasionally needs usually needs to be
to be checked/redone by
checked/redone by others to ensure
other group quality.
members to ensure
quality.
Time- Routinely uses time Usually uses time Tends to Rarely gets things
management well throughout the well throughout the procrastinate, but done by the
project to ensure project, but may always gets things deadlines AND
things get done on have procrastinated done by the group has to adjust
time. Group does on one thing. Group deadlines. Group deadlines or work
not have to adjust does not have to does not have to responsibilities
deadlines or work adjust deadlines or adjust deadlines or because of this
responsibilities work work person's
because of this responsibilities responsibilities inadequate time
person's because of this because of this management.
procrastination. person's person's
procrastination. procrastination.
Focus on the Consistently stays Focuses on the Focuses on the Rarely focuses on
task focused on the task task and what task and what the task and what
and what needs to needs to be done needs to be done needs to be done.
be done. Very self- most of the time. some of the time. Lets others do the
directed. Other group Other group work.
members can count members must
on this person. sometimes nag,
prod, and remind to
keep this person
on-task.
Preparedness Brings needed Almost always Almost always Often forgets
materials to class brings needed brings needed needed materials or
and is always ready materials to class materials but is rarely ready to
to work. and is ready to sometimes needs get to work.
work. to settle down and
get to work
Monitors Group Routinely monitors Routinely monitors Occassionally Rarely monitors the
Effectiveness the effectiveness of the effectiveness of monitors the effectiveness of the
the group, and the group and effectiveness of the group and does not
makes suggestions works to make the group and works to work to make it
to make it more group more make the group more effective.
effective. effective. more effective.
Working with Almost always Usually listens to, Often listens to, Rarely listens to,
Others listens to, shares shares, with, and shares with, and shares with, and
with, and supports supports the efforts supports the efforts supports the efforts
the efforts of of others. Does not of others, but of others. Often is
others. Tries to cause "waves" in sometimes is not a not a good team
keep people the group. good team player.
working well member.
together.
62
Unit III
63
First Grade
Environment
Academic and Educational
Specific competency
Write notes to describe the components of different human body
systems in a chart
Product B
Charts of human body system
64
Achievements:
65
I. Read the following definition and try to guess what the meaning of the
word
BREATHE is.
BREATHE: To take air, oxygen into the lungs and expel it, inhale and exhale.
GASP
WHEEZE
BREATHE
CHOKING
II. These are the major human systems, do you know some of them?
Digestive
Nervous
Cardiovascular
Human systems Endocrine
Lymphatic
Respiratory
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IV. Circle the best answer for the following question.
V. Here we have a chart of the parts of the respiratory systems human beings have.
Can you recognize them?
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VI. Read the following paragraph and complete the chart.
LUNGS
The lungs is the major organ that provides oxygen exchange. The lungs contain tiny bronquiol
alveoli, which is the site for absorption of oxygen and elimination of carbon dioxide. The
oxygenated blood is then sent back to the heart to provide tissue with the necessary oxygen.
The lungs also contain cilia that push foreign objects out of the lungs. This leads to coughing to
keep the lungs clear from bacteria, dirt and smoke. Smoking causes cells to die making it
difficult for lungs to clear.
RESPIRATORY SYSTEM
PARTS FUNCTIONS
VII. Read carefully and complete the graphic organizer below with the
respiratory process.
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From the outside, lungs are pink and a bit squishy, like a sponge. But the inside contains the
real lowdown on the lungs! At the bottom of the trachea (say: tray-kee-uh), or windpipe, there
are two large tubes. These tubes are called the main stem bronchi (say: brong-kye), and one
heads left into the left lung, while the other heads right into the right lung.
Each main stem bronchus (say: brong-kuss) — the name for just one of the bronchi — then
branches off into tubes, or bronchi, that get smaller and even smaller still, like branches on a big
tree. The tiniest tubes are called bronchioles (say: brong-kee-oles), and there are about
30,000 of them in each lung. Each bronchiole is about the same thickness as a hair.
At the end of each bronchiole is a special area that leads into clumps of teeny tiny air sacs called
alveoli (say: al-vee-oh-lie). There are about 600 million alveoli in your lungs and if you
stretched them out, they would cover an entire tennis court. Now that's a load of alveoli! Each
alveolus (say: al-vee-oh-luss) — what we call just one of the alveoli — has a mesh-like
covering of very small blood vessels called capillaries (say: cap-ill-er-ees). These capillaries
are so tiny that the cells in your blood need to line up single file just to march through them.
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All About Inhaling
When you're walking your dog, cleaning your room, or spiking a volleyball, you probably don't
think about inhaling (breathing in) — you've got other things on your mind! But every time you
inhale air, dozens of body parts work together to help get that air in there without you ever
thinking about it.
As you breathe in, your diaphragm contracts and flattens out. This allows it
to move down, so your lungs have more room to grow larger as they fill up
with air. "Move over, diaphragm, I'm filling up!" is what your lungs would
say. And the diaphragm isn't the only part that gives your lungs the room
they need. Your rib muscles also lift the ribs up and outward to give the
lungs more space.
At the same time, you inhale air through your mouth and nose, and the air
heads down your trachea, or windpipe. On the way down the windpipe, tiny
hairs called cilia (say: sill-ee-uh) move gently to keep mucus and dirt out
of the lungs. The air then goes through the series of branches in your lungs, through the bronchi
and the bronchioles.
The air finally ends up in the 600 million alveoli. As these millions of alveoli fill up with air, the
lungs get bigger. Remember that experiment where you felt your lungs get larger? Well, you
were really feeling the power of those awesome alveoli!
It's the alveoli that allow oxygen from the air to pass into your blood. All the cells in the body
need oxygen every minute of the day. Oxygen passes through the walls of each alveolus into the
tiny capillaries that surround it. The oxygen enters the blood in the tiny capillaries, hitching a
ride on red blood cells and traveling through layers of blood vessels to the heart. The heart then
sends the oxygenated (filled with oxygen) blood out to all the cells in the body.
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Waiting to Exhale
When it's time to exhale (breathe out), everything happens in reverse: Now it's the diaphragm's
turn to say, "Move it!" Your diaphragm relaxes and moves up, pushing air out of the lungs. Your
rib muscles become relaxed, and your ribs move in again, creating a smaller space in your chest.
By now your cells have used the oxygen they need, and your blood is carrying carbon dioxide
and other wastes that must leave your body. The blood comes back through the capillaries and
the wastes enter the alveoli. Then you breathe them out in the reverse order of how they came
in — the air goes through the bronchioles, out the bronchi, out the trachea, and finally out
through your mouth and nose.
The air that you breathe out not only contains wastes and carbon dioxide, but it's warm, too! As
air travels through your body, it picks up heat along the way. You can feel this heat by putting
your hand in front of your mouth or nose as you breathe out. What is the temperature of the air
that comes out of your mouth or nose?
With all this movement, you might be wondering why things don't get stuck as the lungs fill and
empty! Luckily, your lungs are covered by two really slick special layers called pleural (say:
ploo-ral) membranes. These membranes are separated by a fluid that allows them to slide
around easily while you inhale and exhale.
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EXPLOSIVE EVENTS
VIII. Read the following paragraph and fill out the explosive events chart of the
breathing process.
Topic / Title: ___________________________________________
1. First this
happened, 2. This caused…
…
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IX. Read the text carefully and answer the questions.
Your lungs are important for breathing . . . and also for talking!
Above the trachea (windpipe) is the larynx (say: lair-inks), which
is sometimes called the voice box. Across the voice box are two
tiny ridges called vocal cords, which open and close to make
sounds. When you exhale air from the lungs, it comes through the
trachea and larynx and reaches the vocal cords. If the vocal cords
are closed and the air flows between them, the vocal cords vibrate and a sound is made.
The amount of air you blow out from your lungs determines how loud a sound will be and how
long you can make the sound. Try inhaling very deeply and saying the names of all the kids in
your class — how far can you get without taking the next breath? The next time you're outside,
try shouting and see what happens — shouting requires lots of air, so you'll need to breathe in
more frequently than you would if you were only saying the words.
Experiment with different sounds and the air it takes to make them — when you giggle, you let
out your breath in short bits, but when you burp, you let swallowed air in your stomach out in
one long one! When you hiccup, it's because the diaphragm moves in a funny way that causes
you to breathe in air suddenly, and that air hits your vocal cords when you're not ready.
Your lungs are amazing. They allow you to breathe, talk to your friend, shout at a game, sing,
laugh, cry, and more!
And speaking of a game, your lungs even work with your brain to help you inhale and exhale a
larger amount of air at a more rapid rate when you're running a mile — all without you even
thinking about it once.
Keeping your lungs looking and feeling healthy is a smart idea, and the best way to keep your
lungs pink and healthy is not to smoke.
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Smoking
Smoking isn't good for any part of your body, and your
lungs especially hate it.
Finally, cigarette smoke can damage the cells of the lungs so much that the healthy
cells go away, only to be replaced by cancer cells. Lungs are normally tough and
strong, but when it comes to cigarettes, they can be hurt easily — and it's often very
difficult or impossible to make them better. If you need to work with chemicals in an
art or shop class, be sure to wear a protective mask to keep chemical fumes from
entering your lungs.
You can also show your love for your lungs by exercising! Exercise is good for every
part of your body, and especially for your lungs and heart. When you take part in
vigorous exercise (like biking, running, or swimming, for example), your lungs require
more air to give your cells the extra oxygen they need. As you breathe more deeply
and take in more air, your lungs become stronger and better at supplying your body
with the air it needs to succeed. Keep your lungs healthy and they will thank you for
life!
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a) The respiratory system is made up of the trachea, the lungs, and the: __________________
b) When you breathe in air, you bring oxygen into your lungs and blow out: ________________
c) What is the name of the tiny air sacs in your lungs?__________________________________
d) ________________ is not good for your lungs.
e) The tiny hairs that keep mucus and dirt out of the lungs are called: ____________________
f) As you breathe, this contracts and flattens to give your lungs room to fill up with air:
_____________________________________________________________________________
XI. Write the parts of the respiratory system, in the correct place.
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Adjectives describe people, animals, things, etc. In the sentence: It was a sunny day. “sunny” is an
adjective. In the sentence: I love blue jeans. “Blue” is the adjective. Let´s give you a few other
examples: My silly sister is always laughing. “Silly” is the adjective.
The red coat is so expensive. “red” is the adjective.
There are many adjectives, e.g.
Big small
Short long
Pretty ugly
New old
Bright dark
Black white
Fat thin
Soft hard
Boring interesting
Beautiful ugly
Generous stingy
Tall short
Slow fast
Wet dry
happy sad
far near
nasty nice
fat thin
XII. Circle the adjectives you find in this runitalltogether paragraph. Write them on
the lines.
Wheniwasyoungiusedtowatchtherainandthebeautifulcolorfulrainbowafterwardshaveyouwat
chedtheharrypottermoviesfullofexcitingscenesandwonderfulscenariosrichinlanscapespoorh
ermioneshegotmarriedtotheredhairronweasleydidyouseelunawhoseemedalwaysseriousan
dsadweretheweasleyspoorornotbutasalwaysharrywasalwaysbrightandfunwithallhisfriendsa
ndhadagenerousheartkindandtendersoftandnothardlikevoldemortblackdarl
a) _______________ b)________________
c) _______________ d) ________________
e) _______________ f) ________________
g) _______________ i) ________________
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Comparative adjectives are to talk about the difference between two people, animals or things.
The word “than” often comes after the comparative adjective.
E. g.
nice nicer
white whiter
77
NOTE: To make the comparative of two or more syllables, just add the word:
more + adjective
E. g.
Happy happier
Busy busier
Ugly uglier
SHORT SHORTER
FUNNY
FAT
OLD
EASY
HAPPY
COLD
HEALTHY
ROMANTIC
BORING
INTERESTING
TASTY
BLUE
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XIV. Look at the example and then complete the sentences using comparatives.
_____________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
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XV. Now write on the lines some sentences comparing people from your family.
A) __________________________________________________________________________
B)___________________________________________________________________________
C) __________________________________________________________________________
D) __________________________________________________________________________
E) __________________________________________________________________________
PRESENT SIMPLE
The present simple is to talk about things that you do again and again.
E.g.
I go to work from 8 to 4 every day. My father goes to work from 6 to 2 every day.
They drink water after exercising. She drinks Gatorade after exercising.
Mary and John dance from 8 to 9 every day. Carolyn dances from 8 to 9 every day.
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XVI. Complete with the correct form of verbs.
a) Sarah ______________ (swim / swims) early in the morning from Monday to Friday.
b) Tony the Tiger _____________ (eat / eats) Frosted Flakes every day, because they are great!!!
c) My sister, Emma, _____________ (take / takes) piano classes from 3 to 5 pm, she ___________
(love / loves) them.
d) The doctors _____________ ( use / uses) antibiotics to fight infections.
e) My friends usually ______________ (watch / watches) NFL games on Victor´s house.
f) Professor Hurtado ______________ (do / does) Physics experiments in his lab.
g)The heart ______________ (beat / beats) sixty-two times per minute.
h) Lungs _________________ (contain /contains) tiny alveoli.
i) Air ____________________ (travel / travels) to your body.
j) The heart ________________ (beat / beats) faster when a person is scared.
k) The heart ________________ (send / sends) blood around your body.
l) Every Friday the girls ___________ ( squezze / squezzes) fresh lemonade to sell and _________
(collect / collects) money for their field trip to Biopark Estrella.
What are lungs? You have two lungs, which together form one of the
largest organs in your body.
The lung on the left is a bit smaller than the lung on the
right because it has to make room for your heart to fit in
your chest too. They need to be close together because
they work together.
Your rib cage goes around your lungs and heart to protect
them from damage. Your ribs also move when you breathe
in and out.
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Below your lungs is the diaphragm (say dye-a-fram). This is a big muscle that works with
your lungs to get air in (inhale) and out (exhale).
You can feel how they work together.
1. Put one hand on your chest and the other on the upper part of your tummy.
2. Now breathe in deeply. You will feel your chest and your tummy get bigger as the air
goes into your lungs.
3. When the diaphragm contracts (gets tighter) it pushes some of the organs in your
tummy down so that there is more space in your chest.
At the end of these bronchioles there are little bunches of alveoli (say al-vee-o-lie).
These are sacs, or little bags, full of air. There are about 600 million of them in your
lungs, so you can imagine how very tiny they must be and what a powerful microscope you
would need to look at them!
Each tiny alveolus (that's the name for one of them) is covered in even tinier blood
vessels called capillaries (say ca-pill-a-riz).
Each part of your lungs has an important role to play.
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Breathing in
When you inhale, or breathe in, the air goes in through your nose or mouth. Little hairs
called cilia (say silly-a) inside your nostrils catch tiny particles of dust. If they don't
catch all of them, there are more cilia and mucus inside your trachea, which trap the dust
and stop it from getting into your lungs.
Your diaphragm flattens out (contracts), your ribcage lifts and the air goes through all
the little branches in your lungs to fill up the air sacs, or alveoli.
Oxygen goes through the walls of the alveoli and into the capillaries where the oxygen
enters the red blood cells in all the tiny blood vessels, which then carry the blood
towards the heart. The heart pumps all the oxygen-carrying blood to every cell in the
body.
Breathing out
As each red blood cell empties its load of
oxygen, it picks up carbon dioxide (say car-bon
dye-ox-eyed) from the cells and heads back to
the lungs.
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Look after your lungs
1 Don't smoke and keep away from others who smoke. Lungs do not like cigarette smoke - it
can damage them, and cause disease and even death.
2 Stay out of the workshop if someone is using chemicals, as some can damage your lungs.
Remind mum she should wear a mask and have windows open if she is using some chemicals,
like when she is cleaning the oven or using drain cleaner.
3 Get plenty of exercise. It makes the muscles around your lungs work harder and makes
them stronger.
4 If there is a fire in your home or school, stand well back from the fire as breathing
smoke can be bad for your lungs. Have you noticed how firemen wear special masks when
they are fighting fires? The heat from smoke can burn the tiny bronchioles in your lungs
and some chemicals that are made when plastics and other material burn in a house fire
can be poisonous.
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When lungs don't work well
Some people have asthma. Sometimes when they get a cold or exercise hard, the tiny
tubes in their lungs get tighter and there is a lot more mucus. This makes it hard to get
air into the alveoli. They can become very short of breath and sometimes they need
medication to help their lungs work well. Our topics on Asthma can tell you more about it.
Illnesses like bronchitis (say bron-kite-us) and pneumonia (say new-mow-nee-a) also make
it hard for air to get into the alveoli.
When lungs don't work well, that means that there is not
enough oxygen getting round to all the cells of the body,
and the body systems don't work as well as usual.
Kids say
"When I was four I went to hospital. I had asthma and I had a special thing on my finger.
I had to breathe in a mask. My dad was reading to me."
"I've had pneumonia before. I was in hospital for 5 days. I had to have an oxygen mask
because my lungs would not work properly. They were all blocked up."
"I had food poisoning. I couldn't breathe and I had a mask and I couldn't eat. I was in
hospital for four weeks. It was really boring." Lizzie
"My house was on fire. My brother got me out but I was really coughing and I couldn't
breathe. I had to have a mask with oxygen and my chest hurt for a few days but I'm
alright now."
"My grandpop had cancer in his lungs and he died. He used to smoke a lot. I miss him." Carly
XVIII. Answer the following questions from the paragraph “KIDS SAY”
c) Who is sad?
85
Dr Kim says:
Every person breathes all the time. Breathing is so important that you don't
have to spend all your time thinking "breathe in, now breathe out" - your body
does that automatically. Take care to exercise your lungs and keep them away
from harmful things, especially cigarette smoke.
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87
EXAM UNIT III
88
UNIT III B FIRST GRADE
Organize terms and descriptions into a table.
Achievements: Verifies spelling conventions in order to edit notes.
o Check punctuations and spelling conventions.
o Punctuation.
Everybody knows that some organs in the human body are necessary, for example, (1) for
survival you need your brain your heart your lungs, your kidneys...
One of the main jobs of the kidneys is to filter the waste out of the blood (2) How does the
waste get in your blood Well, your blood delivers nutrients to your body. Chemical
reactions occur in the cells of your body to break down the nutrients. Some of the waste is
the result of these chemical reactions. Some is just stuff your body doesn't need because
it already has enough. The waste has to go somewhere; this is where the kidneys come in.
4.
a) for survival; you need your brain, your heart, your lungs your kidneys…
b) for survival: you need your brain your heart your lungs, your kidneys…
c) for survival; you need your brain, your heart, your lungs your kidneys…
d) for survival: you need your brain, your heart, your lungs, your kidneys…
5.
a) How does the waste get in your blood? Well, your blood delivers nutrients to
your body.
b) How does the waste get in your blood. Well, your blood delivers nutrients to
your body.
c) how does the waste get in your blood? Well, your blood delivers nutrients to
your body?
d) How does the waste get in your blood! well, your blood delivers nutrients to
your body.
6. Your body couldn´t breathe without 7. Good thing you have strong
this system. Which one is it? bones to protect you. Which
a) skeletal system is it?
b) urinary a) muscular
c) digestive b) skeletal
d) respiratory c) urinary
d) digestive
89
VI. Read the chart, what would be the correct title for each column?
90
RUBRIC UNIT III
Criteria Excellent Good Not good
I can use will to express predictions.
I can do C-MAPS.
91
Unit IV
First Grade
Environment
Familiar and community
Specific Competency
Exchange likes and dislikes in a dialog
Product A
Interview
92
Achievements:
93
There's a whole range of English expressions you can use to talk about how much
you like or dislike something.
"I love eating ice-cream." If you neither like nor dislike something
"I adore sun-bathing."
"I don't mind doing the housework."
Things to remember…
If you really dislike something
Dislike is quite formal.
"I don't like sport at all."
Fond of is normally used to "He can't stand his boss."
talk about food or people. "She can't bear cooking in a dirty
kitchen."
"I hate crowded supermarkets."
"He detests being late."
"She loathes celery."
94
Grammar Note
Common mistake
Be careful where you put very much or a lot. These words should go after the
thing that you like.
For example, "I like reading very much." NOT "I like very much reading."
Weekends
Things I
like to do
At School At Home
95
III. Read the next information and write your own leisure activities and write
them in your notebook.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
96
IV. Write your five most important likes and dislikes (pictures and/or words).
1) 1)
2) 2)
3) 3)
4) 4)
5) 5)
97
V. Read the next vocabulary and write your own sentence.
Expressing Likes
I love .
I like .
I fancy ________ .
I enjoy ___________________________.
98
a) I hate spiders . I hate writing homework .
I hate .
I don't like .
I don't fancy
I can't stand
99
a) Do you mind if I open the window? I don't mind.
e) Which book do you like more? It's all the same to me.
100
VI. Cut out the next words. Arrange the words in a question form. Paste them
in your notebooks.
101
102
VII. Complete the next table, ask and answer questions from the list given.
LEISURE
Do you like to watch watch TV YES No
TV?
read books
Yes, I like to watch TV.
play soccer
Yes, I do.
basketball
baseball
cards
listen to music
play music
dance
No, I don't like to watch
TV. swim
go to the movies
cook
eat at a restaurant
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X. Unscramble the words.
Example:
s m w i _____swim
1. x s e e i r e c ____________.
2. n k t i ________.
3. l p a y a i o n p ______________.
4. o g l o g e b r i n d l r a l _____________.
1. _________________________
2. _________________________
3. _________________________
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XIII. Play the game "I like/I don't like... The focus is now on expressing likes
and dislikes of animals, fruits and vegetables.
You need a dice and counters. Jan-ken by saying "What do you like?" The first
player rolls the dice and moves forward that number. If a 3 is thrown then she says
"I like peas." or "I don't like peas.", whichever is true.
If a 4 is thrown, then the dice is thrown again and the child moves forward the
number thrown and expresses her like or dislike (unless she lands on the "I don't
like..." place).
If a 6 is thrown, then she throws the dice again and moves back the number thrown
and expresses her like or dislike (unless she lands on the "I like..." place.
The winner is the first child to reach the end with an exact number.
The 3 "I don't like..." and exact finish means that there is a good chance of moving
backwards in the game, therefore heightening the suspense and giving more
practice.
Go
forward
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106
XIV. Read the dialog and then write your own dialog to express your likes and
dislikes.
Oscar: They are fantastic! I love mountain biking a lot, and you?
Erick: Well, I don’t like mountain biking but I like hiking a lot with my family
Oscar: Hiking? No, I don’t like hiking, I prefer water sports, and I love kayaking!
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Unit IV
First Grade
Environment
Literary and ludic
Specific competency
Product B
Recital
108
Achievements:
109
I. Choose songs that are clear, make sense and do not contain a lot of unknown
vocabulary.
Write out the song lyrics but leave gaps instead of some words. For example, gap
all the verbs or adjectives.
Students listen and fill in the missing words. They may need to listen two or three
times.
If you feel students will find this difficult, write the missing words randomly around
the text and so the students have an idea what they are listening out for.
Write out the song lyrics, but this time jumble whole lines and students have to put
them into the correct order while listening to the song.
You may wish to cut up the lines, to make the task easier for the students – or get
them to cut up the sheet before the activity.
An easier activity:
Write out the lyrics of the song, but make about 20 mistakes e.g. change the tense,
write an opposite or synonym instead of the correct word. The students listen.
The first time ask them to underline the words that are different and the second (or
third) time actually write what they hear above the word or phrase that is wrong.
After each hearing they can check with each other – in a mixed ability classroom
this ensures no-one is left behind and gets unmotivated.
After they have checked that they got the right words, ask them to go through and
see if the mistakes were words or phrases that were the same, similar or opposite
in meaning: a good focus on vocabulary and/or grammar.
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V. Discussion of themes
Choose a song that deals with a topic of interest to your students (e.g. Imagine by
John Lennon which is about peace and brotherhood, Money by Pink Floyd or
Money Money Money by Abba etc), do a listening activity like a gap fill, then follow
up with a careful reading of the song and a discussion on its theme(s).
VI. Presentations
In most of the world a class of teenagers will be full of music fans. I have yet to find a
teenager who likes no music at all. By using the theme of music with children of this
age group, they will be more motivated than if the topic is of no interest to them.
When working on the passive voice with your students, bring in a few well-
known songs (no matter whether in L1 or English) and ask: Who was that
song sung / written by? A great example of the passive voice in use and
also drawing in the students’ knowledge of the world.
Ask students to get into teams. In their teams they must come up with at
least 10 similar questions (they could do some research for homework)
about songs.
Organize a class quiz, where team members challenge each other with
questions like: Who were ‘Satisfaction’ and ‘Brown Sugar’ sung by? (Rolling
Stones) or they could bring in tapes/CDs (if this is possible) or sing a snippet
of the song and ask the questions.
111
For the teacher
112
SWEET DREAMS MY L.A. EX
Beyonce
Written by: Christian Karlsson / Pontus Winnberg / Cathy Dennis
Published by: Murlyn Songs AB-Universal Music Publ. Ltd. / Universal Music Publ.-Murlyn
Songs AB / EMI Music Publishers.
113
114
Instructions: Listen to the song and fill the gaps with
the missing nouns.
by Beyonce
Written by: Christian Karlsson / Pontus Winnberg / Cathy Dennis
Published by: Murlyn Songs AB-Universal Music Publ. Ltd. /Universal Music Publ.-Murlyn
Songs AB / EMI Music Publishers
baby / dreams / effects / eight / ex / finger / gloves / light / man / planet / record / say
/ shoes / song / steam / things / tongue / turn
Verse 1 Verse 2
Hey hang your red ...................... up You letting off full ......................
Coz there’s nothing left to prove now Till the ...................... comes back to you
Hey hang your red ...................... up now
...................... no one cares but you Hey is it all it seems
What ...................... are you from? Is it all you dreamed and more?
(You) Accuse me of ...................... I’ve What ...................... are you from
never done (You) Accuse me of ...................... I’ve
Listen to you carrying on never done
Cheating another love ...................... Listen to you carrying on
Cheating another love ......................
Chorus
If I were in your ...................... Repeat Chorus
I’d whisper before I shout Middle_______
There you go playing that ...................... Does it make you feel a _____
again Pointing the _______ just because
Find somebody else to talk about
If I were in your ...................... You can
I’d worry of the ...................... I spell it loud and clear
You’ve had your ...................... now it’s ____that ____´s not welcome around here.
my ...................... Repeat chorus: Middle
Sweet ...................... my LA .........
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The Full Lyrics Answer Key
Beyonce
Verse 1 Verse 2
Hey hang your red gloves up You letting off full steam
Coz there’s nothing left to prove now Till the light comes back to you now
Hey hang your red gloves up Hey is it all it seems
Baby no one cares but you Is it all you dreamed and more?
What planet are you from What planet are you from
Accuse me of things I’ve never done Accuse me of things I’ve never done
Listen to you carrying on Listen to you carrying on
Cheating another love song Cheating another love song
116
IX. Determine place, date and audience for which the songs will be
interpreted.
XI. Find out in the dictionary meaning of unknown words and writes them on
your notebook.
117
XIII. Listen to this and put
Teacher’s copy the sentences in order.
___This is your moment
"Waka Waka (This Time For Africa) ___No hesitations
a)be ready to use again. DUST .... OFF b) get up after a fall ___Go on and feed them
PICK... UP c)recover from GET BACK ___People are raising
___Their expectations
___I feel it
You're a good soldier Tsamina mina zangalewa ___Today's your day
Choosing your battles This time for Africa ___Believe it
Pick yourself up Tsamina mina, eh eh ___You paved the way
And dust yourself off ..............................................
Waka waka, eh eh If you get down get up, oh oh
Get back in the saddle
You're on the front line
Tsamina mina zangalewa When you get down get up, eh eh
Everyone's watching Anawa a a T samina mina zangalewa
You know it's serious Tsamina mina, eh eh T his time for Africa
We are getting closer Waka waka, eh eh T samina mina, eh eh
This isn't over Tsamina mina zangalewa Waka waka, eh eh
The pressure is on T samina mina zangalewa
This time for Africa
You feel it A nawa a a
Tsamina mina, Anawa a a T samina mina, eh eh
But you got it all
Tsamina mina Waka waka, eh eh
Believe it
When you fall get up, oh oh
Tsamina mina, Anawa a a T samina mina zangalewa
If you fall get up, eh eh Tsamina mina, eh eh T his time for Africa
Tsamina mina zangalewa Waka waka, eh eh [Lady Singing]
Tsamina mina zangalewa [ Voice:]
Cuz this is Africa
T samina mina, Anawa a a
Tsamina mina, eh eh Anawa a a T samina mina
Waka waka, eh eh Tsamina mina, eh eh T samina mina, Anawa a a
Tsamina mina zangalewa Waka waka, eh eh T samina mina, eh eh
This time for Africa
Tsamina mina zangalewa Waka waka, eh eh
Listen to your God
This time for Africa] T samina mina zangalewa
This is our motto
Django eh eh nawa a a
Your time to shine
T samina mina, eh eh
Don't wait in line Tsamina mina zangalewa
Waka waka, eh eh
People are raising Anawa a a T samina mina zangalewa
Their expectations T his time for Africa
Go on and feed them This time for Africa Django eh eh
This is your moment T samina mina zangalewa
No hesitations nawa a a
Today's your day This time for Africa
I feel it
We're all Africa
You paved the way We're all Africa
Believe it This time for Africa
If you get down get up, oh oh
When you get down get up, We're all Africa This time for Africa
eh eh
We're all Africa
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XIV. Listen and complete the gaps with the correct word.
119
XV. Watch the video and complete the gaps with the correct word:
http://www.youtube.com/watch?v=eFkmRp_G2uo&list=FLb2Suc7Febz5sdSprU-
YqYw&index=1&feature=plpp_video
(Chorus)
It's a simple _________ we all need, just to hear and to see.
None of us are free, one of us is _________.
None of us are free.
now I swear your __________ isn't too hard too find,
None of us can find it on our own.
We've got to join together in _______, heart and mind.
So that every soul who's ________ will know they're not alone.
(Chorus)
If you just look around you,
your gonna see what I say.
Cause the world is getting ________ each passing day.
Now it's time to start making _________,
and it's time for us all to _________,
that the truth is __________ real bright right ________ our eyes.
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I’ve Got a Girl
CHORUS
I’ve got a girl in Paris I’ve got a girl in Rome
I’ve even got a girl in the Vatican dome
I’ve got a girl right here I’ve got a girl right there
And I’ve got a girlfriend everywhere
CHORUS
……………….
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I’ve Got a Girl
122
XVI. Listen and fill-in the gaps with the correct word from the box.
123
(CHORUS) Baby, baby, baby ohh …………………………. (And RAP)
124
Justin Bieber
Baby lyrics
Ohh wooaah Ohh wooaah Ohh wooaah Luda, When I was thirteen,
You know you love me, I know you care I had my first love
Just shout whenever, And I'll be there There was nobody that
You are my love, You are my heart compared to my baby
And we will never ever-ever be apart And nobody came between
us
Are we an item. Girl quit playing or could ever come above
"We're just friends" She had me going crazy
What are you sayin? Oh I was stars truck
said theres another and looked right in my She woke me up daily
eyes Don't need no Starbucks
My first love broke my heart for the first She make my heart
time, pound[wwwhhhooo]
and skip a beat when I see
And I was like her in the street
Baby, baby, baby ooh and, At school, on the
Like baby, baby, baby noo playground
Like baby, baby, baby ooh But I really wanna see her on the weekend
Thought you'd always be mine, mine She know she got me dazing
Baby, baby, baby oohh Cuz she was so amazing
Like baby, baby, baby noo And now, my heart is breakin'
Like baby, baby, baby ohh But I just keep on sayin'
Thought you'd always be mine, mine
For you,i would have done what ever Baby, baby, baby ohh
And I just cant believe we ain't together Like baby, baby, baby noo
And I wanna play it cool, But I'm losing Like baby, baby, baby ohh
you Thought you'd always be mine, mine
I'll buy you anything, ill buy you any ring
And I'm in pieces, Baby fix me Baby, baby, baby ooh
and just shake me til' you wake me from Like baby, baby, baby noo
this bad dream Like baby, baby, baby oooh
Thought you'd always be mine, mine
I'm going down, down, down, down
And I just can't believe, my first love won't (Now I'm all gone)
be around Yeah, Yeah, Yeah
Yeah Yeah Yeah
And I'm like, (Now I'm all gone)
Baby, baby, baby oooh Yeah, Yeah, Yeah
Like baby, baby, baby noo Yeah, Yeah, Yeah
Like baby, baby, baby ooh
(Now I'm all gone)
Thought you'd always be mine, mine Yeah, Yeah, Yeah
Yeah, Yeah, Yeah
Baby, baby, baby oooh Now I'm all gone, gone, gone, ooh
Like baby, baby, baby noo I'm gone
Like baby, baby, baby ooh
Thought you'd always be mine, mine
125
EXAM UNIT IV
UNIT IV A FIRST GRADE
I.- Read the text 1 and 2 and decide the correct order of events.
Adam was training for the track race in his 2.- Choose the number that shows the
middle school. He was to run in three races correct order of events.
alone and in one relay. He practiced each day.
The first thing he did was to stretch his muscles a) I don´t want to eat pizza again for a
and make sure his muscles were ready to run. long time.
He stretched for ten minutes each morning. b) I ate ten pieces of pizza.
Then, he would run up and down the stadium c) Later that night, I got sick.
steps three times before heading to the track. d) I felt very full.
After running up the stadium steps, Adam would
do twenty laps around the track. Finally, he 1. b,d,c,a
would run all the way home and eat a large 2. b,d,a,c
breakfast before showering. 3. c,d,b,a
4. c,d,a,b
1.- Place the events in the correct
sequence. Choose the letter that shows the
correct order of events.
a) 2,5,1,6,3,4
b),2,6,1,3,4,5
c) 2,6,5,3,4,1
d) 2,6,1,5,4,3
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II.- Read the paragraphs and choose the correct question to clarify doubts.
Anna is in the kitchen with her colleagues during a break. She understands most of the
conversation. Suddenly, one of her colleagues says something and everyone starts
laughing. Her colleague used an unusual expression. Anna does not laugh because she
does not know the expression.
Rahila: Okay, everyone, let’s finalize our plans for the Sports Day... Lisa, Ron, Nick,
Didier, Wendy — everyone, please pay attention!
Rahila: I just said we should start discussing our plans for Sports Day... Did you talk to
Coach Andrews?
127
UNIT IV B FIRST GRADE
III.- Read the two songs and answer the questions 1-5
Imagine La Dama de negro
1 ) Imagine there's no heaven 1 ) Sé que llegará el día
It's easy if you try en el que no haya herida
No hell below us causada por el odio
Above us only sky de los que no son igual
Imagine all the people
Living for today... 2) Y sé que duele soportar
Imagine there's no countries que escueza tanto la soledad
It isn't hard to do por no vestir como ellos
Nothing to kill or die for y por ti misma pensar
And no religion too
Imagine all the people 3) Te enciendes tal que una flor
Living life in peace... cuando suena tu canción
le gritas en silencio al viento
2) You may say I'm a dreamer que es libre tu corazón
But I'm not the only one Sin fronteras sin avión
I hope someday you'll join us sin credos ni religión
And the world will be as one que no esclavicen al hombre
jamás en nombre de un Dios
3) Imagine no possessions Ahh?
I wonder if you can
No need for greed or hunger 4) Si necesitas respirar
A brotherhood of man además de aire libertad
Imagine all the people y el heavy es tu bandera
Sharing all the world... siempre nos tendrás aquí
Y aunque cueste una eternidad
4) You may say I'm a dreamer que te respeten por pensar
But I'm not the only one sigue adelante y lucha
I hope someday you'll join us no estás sola somos más!!
And the world will live as one
6.- In which paragraph of the “imagine “ 7.- In which paragraph of “La Dama de
song is related to human values? negro” song is related to human
values?
a) Paragraph 1. a) Paragraph 1.
b) Paragraph 2. b) Paragraph 2.
c) Paragraph3. c) Paragraph 3.
d) Paragraph4. d) Paragraph 4.
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8.- The phrase “imagine there is no 9. The phrase “sigue adelante
countries” according to the context y lucha” of La dama de
means: negro” song means:
a).-The lawyers.
b).- All the people in the world.
c).-The students.
d).-The author
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RUBRIC UNIT IV
Criteria Excellent Good Not good
I can express likes and dislikes.
(10-9) (8-7) 6 5
Content
(text)
Organization
(As asked)
Visuals
(Pictures)
Delivery
(Due time)
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Unit V
First grade
Environment
Academic and educational
Specific competency
Rewrite information to explain a graphic exhibition.
Product A
Exhibition about a Science Topic
131
Achievements:
132
RELATIVE PRONOUNS
I.Practice the relative pronouns.
133
VI. Read the text.
1.-Anticipate the general meaning
2.-Circle the new words.
3.-Underline key ideas in paragraphs.
4.-Distinguish the types of sentences used to express key ideas.
Volcano
A volcano is a place on the Earth's surface (or any other planet's or moon's
surface) where molten rock, gases and pyroclastic debris erupt through the
earth's crust. Volcanoes vary quite a bit in their structure - some are cracks
in the earth's crust where lava erupts, and some are domes, shields, or
mountain-like structures with a crater at the summit.
Magma is molten rock within the Earth's crust. When magma erupts through
the earth's surface it is called lava. Lava can be thick and slow-moving or thin and fast-
moving. Rock also comes from volcanoes in other forms, including ash (finely powdered
rock that looks like dark smoke coming from the volcano), cinders (bits of fragmented
lava), and pumice (light-weight rock that is full of air bubbles and is formed in explosive
volcanic eruptions - this type of rock can float on water). Volcanic eruptions can cause
great damage and the loss of life and property.
Extreme Volcanoes:
The largest volcano on Earth is Hawaii's Mauna Loa. Mauna Loa is about 6 miles (10 km)
tall from the sea floor to its summit (it rises about 4 km above sea level). It also has the
greatest volume of any volcano, 10,200 cubic miles (42,500 cubic kilometers). The most
active volcano in the continental USA is Mt. St. Helens (located in western Washington
state).
The largest volcano in our Solar System is perhaps Olympus Mons on the planet Mars.
This enormous volcano is 17 miles (27 km) tall and over 320 miles (520 km) across.
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V. Formulate and write questions in your notebook concerning the information in a
text.
Volcano Diagram
A volcano is a place on the Earth's surface (or any other planet's or moon's surface) where
molten rock, gases and pyroclastic debris erupt through the earth's crust. Volcanoes vary
quite a bit in their structure - some are cracks in the earth's crust where lava erupts, and
some are domes, shields, or mountain-like structures with a crater at the summit.
Magma is molten rock in the Earth's crust. When magma erupts through the earth's
surface it is called lava.
The largest volcano on Earth is Hawaii's Mauna Loa. Mauna Loa is about 6 miles (10 km)
tall from the sea floor to its summit (it rises about 4 km above sea level). It also has the
greatest volume of any volcano, 10,200 cubic miles (42,500 cubic kilometers).
The largest volcano in our Solar System is perhaps Olympus Mons on the planet Mars.
This enormous volcano is 17 miles (27 km) tall and over 320 miles (520 km) across.
135
VI. Answer the quiz.
3. What is the name of the tube through which molten rock flows?
PARASITIC - CONDUIT - BASE
9. What is the name of an opening through which molten rock and gases escape from a
volcano?
CONDUIT - VENT - FLANK
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VII.- Label the Volcano Diagram
Definitions
ash cloud - an ash cloud is the cloud of ash magma chamber - a magma chamber
that forms in the air after some volcanic contains magma (molten rock) deep within
eruptions. the Earth's crust.
conduit - a conduit is a passage through side vent - a side vent is a vent in the side of
which magma (molten rock) flows in a a volcano.
volcano.
vent - a vent is an opening in the Earth's
crust - the crust is Earth's outermost, rocky surface through which volcanic materials
layer. erupt.
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Volcano
VIII.- Fill in the blanks below using words from the word bank.
Word Bank:
A volcano is a place on the Earth's surface (or any other planet's or moon's surface) where
molten _______________________, gases and pyroclastic debris erupt through the
earth's _______________________. Volcanoes vary quite a bit in their structure - some
are _______________________ in the earth's crust where lava erupts, and some are
domes, shields, or mountain-like structures with a _______________________ (a circular
depression) at the summit.
138
Volcano Craft
139
.
140
1-Write notes in your notebook to fill-in cards.( You can use them to show the fair science
project).
2.-Check cards to present a graphic exhibition fair project.
3.-Read texts and classify the information.
4.-Rewrite the classified information to make notes for the presentation.
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Successful Science Fair Projects
Title
Ideally the title of your project should be catchy, an "interest-grabber," but it should also
describe the project well enough that people reading your report can quickly figure out
what you were studying. You will want to write your Title and Background sections AFTER
you have come up with a good question to study.
142
Background or Purpose
If you are doing a project about something that interests you, you will
likely enjoy the research more and stick with it long enough to get some good data.
Remember, you are being a scientist.
Other students who like sports have done experiments with the
equipment for their sport: Do new tennis balls bounce higher than old ones? Do
basketballs that are fully inflated bounce better than flatter ones? These projects
just require some tennis balls or basketballs, some volunteer "bouncers" and a
meter tape or meter stick!
There are many good sources for science fair project questions. The Neuroscience
For Kids Web Site has some neuroscience-related questions that might spark your
interest. Projects involving food - tasting, smelling etc - can be very simple to set
up yet also very interesting. "Can blindfolded people taste the difference between
...?" You can also get lots of ideas from science trade books, such as Janice Van
Cleave's books ("Biology for Every Kid" etc). If you browse through these books at
a store or library, they may give you some ideas for a project of your own.
143
Project Guidelines
Some situations may require clarification from your teacher and/or parents. For
example, suppose you were doing an experiment on the effects of caffeine (or
chocolate) on concentration or reflexes. Think about the possible consequences!
You would need to get permission before providing large amounts of high-caffeine
soda pop. Some science fairs discourage the use of food in experiments because
of food allergies. Again, check with your science fair guidebook or your teacher,
and be sure you clearly communicate to your (human) research subjects what you
will be asking them to consume so they can tell you if they have allergies.
Prediction or Hypothesis
Once you have come up with a question that you can actually
test with materials at your disposal, you need to figure out how
to set up the tests. If you will have a survey for your
participants to fill out, get that written up and duplicated. If you
will need a chart to write down your test results, get it made. If
you take the time to make it look nice with a straight-edge, you can include the
actual chart or survey instrument in your project write-up. This really impresses the
judges!
Let your teacher or science fair coordinator know what your question is and how you plan
to go about testing it. They will likely have some good suggestions to save you lots of time
and trouble. Once you have their go-ahead, then make a list of your materials, gather them
up and GET STARTED! If you are really doing science, you will probably find that some
things don't go quite as you had predicted they would. You will have to
modify your research methods or even your original question. You may
have to add more materials to your list. My students often get
144
discouraged by this, but actually it is a good thing. This is how science really
works!
Keep good notes of the things you have tried and plan to include even the
"didn't-works" and "mess-ups" in your project report. Be sure to try your experiment
several times to be sure you have enough data to make a logical conclusion. If you tell me
that one brand of cereal gets soggier in milk but you've only tried each cereal in one cup of
milk, I would suspect that maybe it was a fluke; you need lots of "trials" (generally at least
3; the more, the better) for believable data. Remember, too, that you want to keep all of
the experimental factors (variables) the same except the one you are testing. In the cereal
experiment, it wouldn't be fair to all of the cereals if you left one brand in milk for one
minute and tried the others after two minutes or something like that. Again, GET
STARTED EARLY on carrying out your project. You can't still be doing the experiment the
day before the project is due and expect to have a first-class write-up!
In science fair projects as in life, "a picture is worth a thousand words." Plan to take
pictures of the materials you used and of the experiment as it is being carried out. If you
get started early, you will have time to have the pictures developed and include them as
part of your report. (Or if you are lucky and your school has cameras that will take pictures
and put them right into the computer, you will have time to learn how to do that and print
them out for your report.)
Results or Data
The results section is where you tell your reader the actual numbers (or
other data) that you got as you were doing the experiment. (In the tennis
ball experiment, this would be a table with the different brands of balls and
the actual heights each of them bounced on each trial.) You might also
include a graph, if your data lends itself to it. But you do not tell your
interpretation of the data - that's for the last section.
Conclusion
In the conclusion you finally get to tell your readers what you found out from the
experiment, or how you interpret your data. Students often like to use this section to
expand upon how much they liked doing the experiment (and how wise the teacher was to
require such a good assignment!) or how much they learned from it ... but really this
section should be focused on what you learned about your original question and
hypothesis. For example, DID cheaper cereals get soggier in milk faster?
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The Display
Project displays tend to be another source of great frustration to students,
teachers and parents ... but they don't have to be! Again, what you need to do is
PLAN AHEAD and then THINK OF YOUR AUDIENCE. Remember that they
weren't there when you did the experiment, so what seems obvious to you will not be
obvious to them unless you make it extremely clear.
TORNADO IN A BOTTLE
MATERIALS:
2 2-liter clear plastic pop bottles (empty and clean)
water
duct tape or you can purchase a Tornado Tube at the Weather Wiz Kids®
Store that will connect the 2 2-liter bottles together
PROCESS:
Fill one of the bottles two-thirds full of water.
Take the Tornado Tube and twist it on the first bottle. Then, grab the second bottle
and attach it to the Tornado Tube.
Or use duct tape to fasten the two containers. Make sure to tape tightly to make
sure that no water will leak out when you turn the bottle over.
Turn the tornado maker, so that the bottle with the water is on top. Swirl the bottle
in a circular motion. Most tornadoes form counter-clockwise in the Northern
Hemisphere. A tornado will form in the top bottle as the water rushes into the
bottom bottle.
*If you want to get creative, you can also use food coloring to make the tornado
have a color and glitter to represent debris.
EXPLANATION:
The swirling motion you give the bottle forms a vortex and is a easy way to
create your own tornado.
SUCK AN EGG INTO A BOTTLE
MATERIALS:
glass bottle with a long, narrow neck (an apple cider jug
works well)
boiled egg
matches
PROCESS:
Put the empty bottle on a table.
Peel the boiled egg.
Light a match and drop it into the bottle. Repeat about three or four times.
Quickly put the egg over the mouth of the bottle.
EXPLANATION:
What happens? The lit match heats the air inside the bottle. When air is heated it expands
and takes up more room. As the heated air expands, some of it escapes out of the bottle.
When the matches go out, the air inside the bottle cools and contracts, which takes up less
room. This creates a lower pressure inside the bottle than outside the bottle. The greater
pressure outside the bottle forces the egg to get sucked into the bottle.
*To get the egg back out of the bottle, tilt the bottle and blow air into it. Make sure you get
out of the way, because the egg will shoot out.
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WATER CYCLE
MATERIALS:
pixie cup
baggy
tape
water
PROCESS:
Tape the baggy with the cup of water inside of it to a window that the sun comes in.
What happens? With the heat of the sun, the water evaporates from the cup which you
can not see and condenses on the inside of the bag into little water droplets. These
droplets eventually drip down to the bottom of the bag.
EXPLANATION:
This is what happens to the water in our creeks, streams, rivers, lakes and oceans. The
water evaporates into the air and rise with the heat of the sun. It condenses into small
droplets into what we see as clouds. When the droplets become to heavy, they fall to the
ground as rain or snow.
TORNADO IN A JAR
MATERIALS:
PROCESS:
Fill the jar about three-quarters full of water.
Put a teaspoon of the liquid soap into the jar.
Also, add a teaspoon of vinegar into the jar.
Tighten the lid and shake the jar to mix up the ingredients.
Now, swirl the jar in a circular motion.
The liquid will form a small tornado.
*If you want to get creative, you can also use food coloring to make the tornado have a
color and glitter to represent debris
EXPLANATION:
The swirling motion you give the bottle forms a vortex and is a easy way to create your
own tornado.
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MAKE LIGHTNING
MATERIALS:
PROCESS:
http://galeria.dibujos.net
Push the thumbtack through the center of the aluminum pie pan from
the bottom
Pick up the aluminum pie pan using the pencil as a handle and place it
on top of the upside-down Styrofoam plate that you were just rubbing
with the wool.
Touch the aluminum pie pan with your finger. You should feel a shock.
If you don’t feel anything, try rubbing the Styrofoam plate again.
Once you feel the shock, try turning the lights out before you touch the
pan again. Check out what you see! You should see a spark!!
EXPLANATION:
Why does this happen? It’s all about static electricity. Lightning
happens when the negative charges, which are called electrons, in the
bottom of the cloud or in this experiment your finger are attracted to the
positive charges, which are called protons, in the ground or in this
experiment the aluminum pie pan. The resulting spark is like a mini
lightning bolt.
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SODA BOTTLE VOLCANO
MATERIALS:
roll of mint Mentos (type of candy)
clear 2-liter bottle of Coke (diet works better)
PROCESS:
Go outside to an area where you have a lot of room. This experiment is messy!
Open the bottle of soda carefully. Position the bottle on the ground, so that it will not tip
over.
*Diet soda works better than regular soda. Plus, diet doesn't leave a sticky mess.
Unwrap the roll of Mentos. The goal is to drop the Mentos into the bottle at the same time,
which is very tricky. One method is to roll a piece of paper into a tube just big enough to
hold the loose Mentos. Put a card under the roll and on top of the bottle top, so you can
pull the card and the candies will just drop in at once.
Drop all of the Mentos into the bottle at the same time and then move out of the way just
as quick as you can.
Watch the eruption!
EXPLANATION:
Why does this happen? Water molecules attract to other, linking together to form a tight
mesh around each bubble of carbon dioxide gas in the soda. When you drop the Mentos in
the soda, the gelatin and gum arabic from the dissolving candy break the surface tension.
Each Mentos candy has thousands of pits on the surface. These tiny pits are called
nucleation sites, perfect places for the carbon dioxide bubbles to form. As soon as you
drop the Mentos in the soda, bubbles form all over the surface of the candy. Couple this
with the fact that the candies are heavy and sink to the bottom of the bottle and you're just
asking for an explosion. When all this gas is released, it literally pushes all the liquid up
and out of the bottle in an amazing blast.
CREATE EVAPORATION
MATERIALS:
hand sanitizer
PROCESS:
Pour some hand sanitizer on your hands and rub your hands together, as if you were
washing your hands.
Your hands are now wet, so do your hands feel cooler? Answer: Yes!
After waiting a few seconds, are your hands now dry? Answer: Yes!
The hand sanitizer evaporated off your hands and your hands felt cool, therefore
evaporation is a cooling process!
Repeat the steps above, but this time move your hands through the air. This simulates the
wind. Do your hands feel even colder now? Answer: Yes!
EXPLANATION:
What happens? Again, evaporation is a cooling process and adding wind to the picture
makes evaporation happen faster. This makes your hands feel even colder. This is why we
have a "Wind Chill" factor. The wind causes moisture on your skin to evaporate at a faster
rate, therefore making you feel colder.
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MELTING SNOW
MATERIALS:
a glass cup
thermometer
snow
PROCESS:
Fill the glass up with snow.
Place the thermometer in the glass filled with snow and take the temperature.
Write down the temperature on a piece of paper.
Bring the glass inside and wait until for about 5 minutes until the snow melts.
Now, take the temperature again. What happened?
EXPLANATION:
The temperature of the snow was much colder than the temperature of the melted snow or
water. Water freezes at 32 degrees. When the glass of snow was brought inside, the
temperature indoors was much warmer than 32 degrees and melted the snow. This is how
the melting process works!
WHAT IS LIGHTNING?
MATERIALS:
PROCESS:
Turn all of the lights off in the room. (The darker the better!)
Rub the balloon on your hair for several seconds.
Then hold the statically charged balloon near the end of the light bulb. This will illuminate
the bulb.
Repeat the demonstration as many times as desired.
EXPLANATION:
When you rub the balloon on your hair, the balloon builds up an electrical charge (static
electricity). Touching the charged balloon to the end of the fluorescent light bulb causes
the electrical charge to jump from the balloon to the bulb. This is what illuminates the light
bulb.
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MAKE A WINDSOCK
MATERIALS:
sleeve of a large, old long-sleeved shirt
needle and thread
string
wire
small rock
PROCESS:
EXPLANATION:
Now, your windsock is working! Use a compass to find out which direction the wind is
blowing from.
EXAMINING COLORS
MATERIALS:
red, blue and yellow food color (primary colors)
1 cup of milk
dish soap
shallow and flat bowl or container
PROCESS:
Pour 1 cup of milk into the bowl.
Add 3 drops of red food color to one edge of the bowl.
Add 3 drops of blue food color 1/3 of the way away.
Add 3 drops of the yellow food color 1/3 of the way away.
Don't mix of jiggle the bowl.
Squeeze a drop of the dish soap in the center of the bowl.
Watch what happens!
EXPLANATION:
The dish soap does not mix with the milk. Instead, it floats on top and spreads over the surface. As
it spreads, it grabs the food color of the primary colors you dropped into it. Where the color meet,
the combine and form new colors. We call these colors, secondary colors!
Red + Yellow = Orange
Blue + Red = Purple
Yellow + Blue =
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PINWHEEL WIND COLLECTOR
MATERIALS:
PROCESS:
Lay the square piece of paper flat on a table and draw a line diagonally from each corner
to the opposite corner.
Mark the center of the square where the two lines cross and punch a small hole through it
with the pencil tip.
Cut along each line stopping about an inch from the hole in the center of the square.
Take the pin and punch a hole in the top left corner of each of the four flaps. (No two holes
should be next to each other.)
Pick up a flap at each punched corner and carefully curve it over toward the center hole,
securing it with the pin. Repeat this for the other flaps.
When all four flaps are held by the pin, carefully lift the paper without letting the flaps
unfurl.
Lay the pencil flat on a table and push the point of the pin into the side of the eraser.
EXPLANATION:
Now your pinwheel is complete! Pick up the pinwheel near the pencil point and let it catch
the wind. You will notice that the pinwheel only spins when the wind hits its center.
MATERIALS:
balloon
PROCESS:
Blow up the balloon and tie it.
Rub it against your hair on top of your head.
Watch what happens! Your hair will stick up!
This also happens when you take off your wool hat in the wintertime. You usually notice
static electricity in the winter when the air is very dry. During the summer, the air is more
humid. The water in the air helps electrons move off you more quickly, so you can’t build
up as big of a charge.
EXPLANATION:
Why does this happen? It’s because of static electricity! When you rub the balloon on your
hair, you’re covering it with little negative charges. Now that each of the hairs has the
same charge, they want to repel each other. In other words, the hairs try to get as far away
from each other as ible. The farthest they can get is by standing up and away from each
other. Talk about a bad hair day!
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Unit V
First grade
Environment
Familiar and community
Specific competency
Understand and express specific warnings of public places.
Product B
Oral Warnings
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Achievements:
Adjust volume, tone and intonation to emphasize
warnings.
Understands conditional and non-conditional
warnings.
Requests information to confirm the
understanding of warnings.
Indicates causes and effects of warnings.
Associates warnings to particular situations.
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Practice in your notebook. Obligation: have to, has to:
II. Complete the request using the imperatives from the box.
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IV. Sing the song Rules, Rules, Rules
Rules in the classroom - rules in the hall
Rules in the lunchroom - you could never count them all
Rules during line up - on a fire drill
Each and every day I'll try to follow them all
Yes, I will!
Rules for homework - rules for a test
Rules during recess
There are even rules for dress
Learn each rule - that's my plan
All I have to do is follow every rule -
I know I can!
Spoken:
No eating is allowed in class.
That includes snacks, candy, and especially gum chewing.
You must listen when others students in the classroom are speaking.
When it's time to line up, students will line up in size place order.
No talking during a fire drill.
Line up quickly, quietly, and most importantly, silently.
Each student must bring two sharpened pencils to school each and every day.
There will be no calling out in class.
Raise your hand, wait to be chosen, and then you may speak.
Students will read silently to themselves.
No talking or whispering during silent reading.
Rules in the classroom - rules in the hall
Rules in the lunchroom - you could never count them all
Rules during line up - on a fire drill
Each and every day I'll try to follow them all
Yes, I will!
Spoken:
Fighting is not permitted in school - ever.
No fighting in the classroom, hallway, lunchroom, or school yard.
All students are required to wear sneakers in the gymnasium.
Check your spelling on all written work
including homework, class work, and reports.
You must always write your heading on all papers.
Be sure to include your name and date.
You must show all your work when computing math problems.
The answer alone in not sufficient.
Book reports must be at least ten pages long,
single spaced, and include a bibliography.
Each time you leave the classroom, you must take a pass.
When finished eating, empty your lunch tray, disposing of recyclables
appropriately
The work "Homework" means home-work - it must be done at home, not in school.
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Rules for homework - rules for a test
Rules during recess
There are even rules for dress
Learn each rule - that's my plan
All I have to do is follow every rule -
I know I can!
Chorus:
You're not allowed to chew gum in class
You're not allowed to chew gum in class
If you're chewing, get rid of it fast -
'Cause you're not allowed to chew gum in class
No candy or chips - or sodas to sip.
No snacking at all - in the classroom or hall
there’s absolutely, positively, no gum
Chew, chew, chewing in class
Chorus
Chorus
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1.-Use the song, and paraphrase the message of some warnings.
Students work in groups of four and give one set of picture cards
and one set of text cards to each group of students.
1.- Tell students that they have to match the signs to their meaning.
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VI.- Read the sentences about the students at your school. Then write sentences
using the modals from the box.
VII.- Read the rules about driving. Complete the sentences with must or must not.
1. You ____________ drive on the right side of the road in the United States
2. You ____________ drive over the speed limit.
3. You ____________ put money in the parking meters.
4. You ____________ park illegally.
5. Drivers ____________ drive too closely to the car in front of them.
6. Drivers ____________ pass a leading school bus.
7. Drivers ____________use their headlights at night.
VIII. What would you do in the next situations use must or musn´t ? Make
statements about what you think these signs might mean.
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IX.-Read the pool rules circle the words that indicate prohibitions.
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XI. Complete the next information.
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XII. Read the comics and write down as many sentences in the
imperative as you can:
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XIII.- Express warnings particular to public places.
o Select a situation or event in which it is convenient to convey a warning to prevent
a problem.
o Structure the sentences to convey warnings appropriate to the selected place.
o Organize sentences to state a warning.
o Create a notice with the warning.
o Practice the announcement of the notice.
o Publish the announcement.
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EXAM UNIT V
I.- Quickly look at the title, the picture, the repetitions of words and cognates and
tell us what the topic is about.
TORNADO ALERT
If you don’t want to get hit by a tornado, you can rely on the
improved accuracy of tornado warnings. Unfortunately, getting
people to pay attention to those warnings remains another
twister challenge.
In the 1980s, a warning preceded just one in four tornadoes.
Today, the National Weather Service puts out an advance
warning for three out of every four tornadoes.
“And if we look only at the 100 or 200 strongest tornadoes each
year, 90 to 95 percent of them are warned in advance,” said
Harold Brooks. He’s a research meteorologist at the National
Severe Storms Laboratory in Norman, Okla.
Of course, there are plenty of false alarms: Three in every four warnings aren’t followed by
a tornado.
As of 2011, the average advance time for a tornado warning was nearly 15 minutes,
according to the National Weather Service. Extending the warning period by even a few
minutes could save more lives — if people acted. It pains meteorologists when those in
the path of a tornado do not heed their warnings.
Earlier this year, the National Weather Service began using much more dramatic language
in some tornado warnings. For example, it issued the especially strong caution below for
Wichita, Kan., at 10:27 p.m. on April 14.
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II.- Read the new paragraph and answer the question.
Tornadoes are the most violent storms to strike the United States. As a result, the
National Weather Service has implemented a warning system. The National Ocean
and Atmospheric Administration (NOAA) Weather Radio issues Tornado Watches,
Tornado Warnings, Severe Thunderstorms Watches, and Severe Thunder Storm
Warnings.
Tornado Watches tell listeners that a tornado could possibly hit their areas and to
stay on alert for storms. Tornado Warnings let people know that a tornado has
been form and they should head to their safety areas.
2.- Which organizational pattern did the author use for this passage?
a) compare/contrast
b) description
c) cause and effect
d) sequential order
VII. Look at the chart about the Five Worst Hurricanes in U.S. History
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UNIT V B FIRST GRADE
1. 2. 3. 4.
a) 1
b) 2
c) 3
d) 4
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IV.- Read the paragraph and choose the correct effect.
Due to their incredible force and unpredictability, floods can cause tremendous damage.
They can ruin houses, roads and buildings. Floods can take down trees and cause
mudslides. It often leaves mud, sand and debris behind. It can take months to clean up
after a flood.
Weather Forecaster: Good afternoon and welcome to the weather forecast. Let's take a look at the
weather outside now. What's it like? Well, it's currently raining and cloudy in southern Oregon while
northern Oregon is cold and clear. The sun is shining, but it's rather cold up here in the North! The
temperature is currently 45 degrees in the southern Oregon and only 30 degrees in the North.
Shall we see what the weather will be like tomorrow? Well, it will be rainy in the morning in southern
Oregon and windy in northern Oregon. In the afternoon, The South will see cloudy weather with some rain
later in the day. Northern Oregon will also see rain turning to snow and quite windy, with winds coming
from the North-East.
That's the weather forecast for this afternoon. Have a good day!
10.- What will the weather be like in southern Oregon tomorrow morning?
a) rainy
b) sunny
c) windy
d) cloudy
a) rain
b) snow
c) be clear
d) sunny
12.- What direction will the wind come from in Northern Oregon?
a) North-East
b) North-West
c) South-East
d) South-West
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VI.- Read the story. Then choose the correct cause for the effect.
Yesterday, after playing with my hamster on the floor, I put him back into his cage. But, I
didn’t close the lid tightly and he escaped. I didn’t know he was loose until I saw something
run by my feet. I jumped up quickly and hit the lamp on the table next to me. The lamp fell
and crashed to the ground, making a loud noise. Soon, my dad was in the room upset that
he was awoken from his nap. I walked over to apologize when I stopped just in time. My
hamster was sitting in front of me, looking up, and smiling. I reached down to grab him,
and he took under the couch and into the kitchen. When I heard the scream, I knew my
mom had seen my pet. She scooped him into a colander and popped him back into his
cage. I tightly secured the top, and he was back in his home. I watched him play, and
thought for sure I saw him give me a little wink.
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RUBRIC UNIT V
Criteria Excellent Good Not good
I can identify and use relative pronouns.
I can anticipate the general meaning in a text.
I can identify the key ideas in paragraphs.
I can distinguish the types of sentences used
to express key ideas.
I can label the main elements in a diagram
I can identify and use imperatives.
I can identify and use “must” and “mustn´t”
I can make “Do” and “Don´t” signs.
I can express warnings.
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Recursos Didácticos para el Fortalecimiento de la Educación Secundaria
Cuaderno de Actividades para el Fortalecimiento de los Aprendizajes
Alineados al Plan y Programas de Estudio 2011
Articulación de la Educación Básica
PRIMERA EDICIÓN, 2013-2014
D.R. © Secretaria de Educación de Nuevo León
Control: DES/DT-I1-001-13
Coordinación: Dra. Anastacia Rivas Olivo
Portada: Martín Alfonso Frías Martínez
Se imprimió en el Departamento Técnico de Educación Secundaria
Av. San Bernabé No. 100, Col. Nueva Morelos, Monterrey, Nuevo León
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