Inglés 1

1
Secretario de Educacin y Director de la Unidad de Integracin Educativa de

Nuevo Len
Ing. Jos Antonio Gonzlez Trevio
Subsecretaria de Educacin Bsica
Profra. Ramona Idalia Reyes Cant
Directora de Educacin Secundaria
Profra. Myrna Bertha Triana Contreras
Jefa del Departamento Tcnico de Educacin Secundaria
Dra. Anastacia Rivas Olivo
Academia de Ingls I
Dra. Bertha Alicia Guerrero Senz
Mtra. Diana Sanjuanita Villarreal Guajardo
Lic. Marina Escamilla Martnez
Profra. Esther Nohem Medelln Guerrero
Profr. Eleonardo Martnez Lizcano
D. R. Secretara de Educacin de Nuevo Len

Nueva Jersey 4038, Fraccionamiento Industrial Lincoln
Monterrey, Nuevo Len, Mxico
Agosto 2013
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Dear Teacher,
This workbook is exciting material that will help the students practice English. It is
focus on the National English Program of Basic Education. Here you will find activities and
tasks to motivate your students focus on the social practices of the language and to
different teaching environments. This workbook is a collection of activities created by the
English Department and some of them were found in the internet, at the end of the
workbook you can find the reference.
In the workbook, you will find:
An index.
Five units for the grade.
Interesting topics to help you develop the English class.
Sociocultural activities that the students can relate to their own experience, and
cultural information.
Rubrics for each unit.
Exams for each unit.
We at the English Department sincerely believe that the workbook will help you in the
teaching process in a positive way.
Dear students,
This workbook is specially made for you, so you can use, learn, create and have fun
with it. It is another proactive tool to acquire English as a Second language.
But remember that to learn any language, you must read, write, listen, and speak it.
You also have to invest time, effort and attention, as well as take risks when using the
language.
We sincerely hope you have a wonderful time and year!
The English Department
TABLE OF CONTENTS: FIRST GRADE

Unit I (Product A)...
Achievements
10
Goods and services
11
Structure of a dialogue
12
A dialogue (Booking a room in a hotel)..
13
Scenarios
14
Unit I (Product B).
15
Achievements
16
Verb forms (Past tense)....
17
Chutes and snakes..
18
Camping with friends
20
Reading (Sherry)..
21
Blackboard race.
22
Good story elements
23
The boy who cried wolf..
24
About the fable.
26
A song (The boy who cried wolf)....
27
Story time line
30
Questions like Enlace Exam.....
31
Rubric.
33
Unit II (Product A)..
34
Achievements
35
How to use guide words in a dictionary..
36
A web site activity (Bilingual dictionary)...
37
Abbreviations and grammar
39
5
Be a book detective..
41
Unit II (Product B)
42
Achievements
43
Reading comprehension.
44
Speech registers..
46
Connectors..
48
Reading comprehension (Radio program).
49
Expressions and their use..
50
52
Rubric.
54
Unit III (Product A).
55
Achievements
56
Song irreplaceable.
57
Predictions ..
58
Your future you...............................................................................................................
60
Unit III (Product B).
63
Achievements
64
A word map (Breathing).
65
Human systems
66
A graphic organizer for the respiratory process
67
Reading comprehension: All about inhaling
69
Time for a quick quiz.
74
Adjectives.
75
Comparatives.
76
Present simple
79
Read and do a C-MAP (Respiratory system)...
80
6
C-MAP CHART...
86
87
Rubric.
90
Unit IV (Product A).
91
Achievements
92
English expressions
93
Likes and dislikes..
96
Expressing indifference..
99
Leisure activities and adverbs of frequency
103
Unit IV (Product B)....
107
Achievements
108
Tips for teachers..
109
Song SWEET DREAMS MY L. A. EX Beyonce.
112
Song Waka Waka (This Time For Africa)
116
Song MELT WITH YOU J. Mraz
118
Watch the video on youtube and complete the gaps...
119
Song Ive Got a Girl
120
A Justin Bieber song..
123
125
Rubric.
129
Unit V (Product A)..
130
Achievements
131
Relative pronouns..
132
Reading strategies for reading comprehension Volcano..
133
Volcano diagram..
134
Volcano quiz
135
7
Volcano diagram labeling..
136
Volcano craft
138
Write about a scientific topic.
139
Science projects
141
Unit V (Product B)..
152
Achievements
153
Imperatives......................................................................................................................
154
Must or mustnt
155
Song Rules, Rules, Rules ...
156
Some warnings.
158
Rules.
160
Do and dont signs.
162
165
Rubric.
170
Unit I
First Grade
Social Practice of the Language
Understand and use information about goods and services
Environment
Familiar and community
Specific competency
Give and receive information for performing a community service
Product A
Acting out a dialogue
Achievements:
Identify topic, purpose and intended audience.
Predicts the general meaning from words and
expressions similar to those of the mother tongue.
Distinguishes expressions in oral exchanges.
Recognizes the composition of expressions in oral
exchanges.
Produces expressions to provide information.
Adjust volume and speed when constructing oral
texts.
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.
1. Something you can buy and take home and use is a

_________________.
2. Something you pay for someone to do for you is a

___________________.
3. Which word describes the picture?

a. Good
b. Service
4. Which word describes the picture?
a. Service
b. Good
5. If Riana got her hair cut, what would she be receiving?
a. Good
b. Service
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II.-Cut out pictures related with goods and services and paste them in the box.
Goods
Services
III. In the pictures below write s if a person provides a service.

Write g if a person sells goods.
____________
_______________
_______________
______________
IV. Choose an appropriate speech register based on goods or services, include

relevant details, expressions and follow the structure to design a dialogue.
Opening (How the dialogue begins).
Structure of a dialogue.
Body (The development of the topic).

Closure (The end of the dialogue).
12
V. Read the dialogue.

a) Predict words used to link ideas in a paragraph.
b) Answer the questions.
1. Where is the woman room in the hotel?

________________________________________________
2. What time is breakfast served in the morning?
________________________________________________
3. Where can the man get a free wireless Internet
connection?
________________________________________________
4. What is the cost for a refrigerator in the man's room?
________________________________________________
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VI. Read the text again and think about good service experiences you have had
when staying at a hotel or other travel accommodation.
A good service experience

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________
VII. Cut out scenarios, choose one scenario for your group. Bring photo to visualize
the guest better. (Guests are an elderly couple. One is blind.)
Scenarios
1. Greet two guests as they enter the hotel. (Guests are very hungry.)
2 .Greet three guests as they enter the hotel. (Guests are famous artists.)
3. Greet three guests as they enter the restaurant, and check their reservation.
(Guests have a last name that is difficult to pronounce.)
4. Greet a guest whos 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
Read and understand different types of literary texts of English
speaking countries
Environment
Literary and ludic
Specific competency
Read classic tales and write a short story based on them
Product B
Big Book
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.
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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
kissed
finished
helped
danced
fixed
worked
washed
invited
needed
planted
posted
started
tasted
visited
Present:
(Today,
now)
walk
play
dance
help
$ask
answer
finish
look
love
watch
cook
work
cleaned
saved
enjoyed
loved
II. Fill in the correct verb tense
Past
Tense:
(Yesterday,
last night,
last week)
walked
played
danced
helped
asked
answered
finished
looked
loved
watched
cooked
worked
1. The dog ____hungry last night.
2. He _____ dinner last week.
3. He_____ a book yesterday.
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III. Write the past tense of the following irregular verbs.
bring
write
sing
cut
Come
Run
teach
give
buy
Speak
read
do
swing
think
Tell
Know
swim
Sell
1. They / go/to/
the/ mall
2. The students/
are/ in the
school
3. My father/ is/
at/ work
4. She / eats/ my
hamburger
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
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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.
20
VII. Complete the sentences.

Yesterday evening I __________ to the movie
I ________ a very good film
It _________ Jack Nicolson
It___________ a about a gangster
He __________ another gangster in the head and kill him.
After the cinema, I went to Mc Donalds and ______ a hamburger.
I also ____ a milk shake.
I ______ to bed quite late:
However, I _______ up early this morning
I ____________ dressed quickly
And ____ at work early
I _________ the first person to arrive at work
It _______ very calm and peaceful.
I ______ my eyes for a few moments
And ____ back to sleep again!
When everybody else _______ there
I ______ up.
VIII. Read the text and complete on the lines (use the words in the box below).
Once upon a time there was a little girl named Sherry who loved to visit her
grandparents farm because there were so many interesting things to do. There
were trees to climb and ponds to explore. There were horses to ride and cows to
milk. There were sheep, pigs, ducks, geese, chickens, cats, and dogs to feed and
care for. There were fruits and vegetables to pick and eggs to gather. There was
cream to churn into butter and other food to prepare for cooking and eating. After
supper, there was always time to tell stories by the light of the coal oil lamp.
Once upon a time___ was a little girl Sherry who loved to
visit her grandparents farm because ___were so many
interesting things to do. There were___ to climb and ponds
_____explore.
There were horses to___ and cows to milk.____ were sheep,
pigs, ducks____, chickens, cats, and dogs__ feed and care
for.
____were fruits and vegetables ____pick and eggs to ___
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.
and
churn
food
gather
geese
named
of
ride
tell
there
there
there
there
things
to
to
to
trees
was
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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________________
Create your own

_______________
_______________
_______________
_______________
_______________
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Good story elements
Every good story is made up of different elements..
Remember: Authors
write in 1st person or
3rd person point of
view.
The elements or parts of a story are called:
Setting
Character
Who?
Where? Place
When? Time
Shepherd boy
Hillside
The plot is the storyline of the

book. It includes all of the
adventures, problems, and
solutions in which the characters
are involved
Theme
What is the message
or lesson in this
story?
Problem
What is the problem?
He kept crying wolf and now no
one believes him.
Events:
First To amuse himself he took a
great breath and sang out, "Wolf!
Wolf!
Second But when they arrived at
the top of the hill, they found no
wolf. The boy laughed at the sight
of their angry faces.
Third Later, he saw a REAL wolf
prowling about his flock. Alarmed,
he leaped to his feet and sang out
as loudly as he could, "Wolf! Wolf!"
But the villagers thought he was
trying to fool them again, and so
they didn't come.
"Nobody believes a
liar...even when he is
telling the truth!"
23
X. Read the fable and answer the questions.
The Boy Who Cried Wolf

The Aesop's story
By Locks Bob Hartman

There once was a shepherd boy who was
bored as he sat on the hillside watching the
village sheep. To amuse himself he took a
great breath and sang out, Wolf! Wolf! The
Wolf is chasing the sheep!
The villagers came running up the hill to help

the boy drive the wolf away. But when they
arrived at the top of the hill; they found no wolf.
The boy laughed at the sight of their angry
faces. "Don't cry 'wolf', shepherd boy," said the
villagers, " when there's no wolf!"
They went grumbling back down the hill.

Later, the boy sang out again, "Wolf! Wolf! The
wolf is chasing the sheep!" To his naughty
delight, he watched the villagers run up the hill
to help him drive the wolf away.
When the villagers saw no wolf they sternly
said, "Save your frightened song for when
there is really something wrong! Don't cry 'wolf'
when there is NO wolf!" But the boy just
grinned and watched them go grumbling down
the hill once more.
24
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 didnt come.
At sunset, everyone wondered why the

shepherd boy hadn't returned to the village
with their sheep. They went up the hill to find
the boy. They found him weeping.
"There really was a wolf here! The flock has
scattered! I cried out, "Wolf!" Why didn't you
come?"
An old man tried to comfort the boy as they
walked back to the village.
We'll help you look for the lost sheep in

the morning," he said, putting his arm
around the youth, "Nobody believes a
liar...even when he is telling the truth!"
25
XI. Activities after reading
A. Identify the main idea

( The main idea of a piece of writing is the central point the author tries to make
and supporting details are sentences supporting the main idea).
For example, many students can determine the moral of a fable. Teach them to
look for a big idea or message an author is trying to get across with their story.
The Boy Who Cried Wolf " Wolf Compare in the story do the animal characters
act more like real people?
B. Review the unknown words in the dictionary.
Use base words to determine the meanings of words.
Use context clues to determine the relationship between two or more words.
C. Circle the verbs in past tense in the story.
D. Dear Diary: Keep a diary as if you were a character in the story. Write down events
that happen during the story and reflect on how they affected the character and why.
E. Draw: Translate chapters into storyboards and cartoons; draw the most important
scene in the chapter and explain its importance and action.

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
26
XII. Read and listen to the song and circle the verbs in simple
past.
A song (The Boy Who Cried Wolf)
XIII. Answer the next questions and circle the verbs in the past tense.
.-Who are the characters?___________________________________________________

.-Where is the story?______________________________________________________
.- What happened (events of the plot)?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
.-How did it end? (Resolution)
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Copyright Commonwealth of Australia 2002. All Rights Reserved.
Disclaimer | Privacy Statement
27
XIV. Story Big Book
Materials Needed: Card stock, white paper, yarn, whole puncher, roll paper, markers &
ribbon.
Objective: To create a folding story Big book.
Begin to use a variety of resources (picture dictionaries, the Internet, books) and strategies
to gather information to write about a topic.
Use appropriate end punctuation (period and question mark) and correct capitalization of
initial words and common proper nouns (e.g., personal names, months)
Select a short story or create your own. Once you have selected your story, you can begin
creating the books.
For folding story books:
Use the card stock as the cover.
Place several sheets of paper between two sheets of card stock. (Be sure to hole punch
only one side of the card stock as it will be the cover.) If vertical, two holes punch the top
and the bottom. If horizontal, three whole punch the top and the bottom.
Take three inch pieces of yarn and begin tying the paper together. It will look like a Jacob's
Ladder.
Write your stories down and draw pictures if you wish. When completed, the book should
be folded up like a Jacob's Ladder.
For scroll books: Take a long piece of roll paper and write your stories and draw your
illustrations on it. Then roll it up and tie a ribbon around the scroll. You can inscroll the
story as you read it out loud.
28
Read your favorite book and look for the following information.
Title:______________________________________________________________
Author:____________________________________________________________
Illustrator:__________________________________________________________
What type of book is it? Fiction [ ] or
Non--Fiction [ ]
What genre of book is it?

Realistic Fiction [ ]
Science Fiction [ ]
Folk Tales [ ]
Autobiography [ ]
Historical Fiction [ ] Mystery [ ]
Fantasy [ ]
Informational Report [ ]
Biography [ ]
Poetry [ ]
What is the story about?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Who is your favorite character and why?
__________________________________________________________________
__________________________________________________________________
Here is a drawing of my favorite part of the book:
29
Draw a picture along with the description

What happens first in the story?
_______________________________
_______________________________
_______________________________
What happens next in the story?
_______________________________
_______________________________
_______________________________
What happens at the end of the story?
________________________________
________________________________
________________________________
http://www.thatresourcesite.com/Resources/templts/Detailed%20Long%20Book%20Report.pdf
30
EXAM UNIT I
UNIT I A
FIRST GRADE
Achievements:
I.
Identifies topic, purposes and intended audience
Read the dialogue and answer the next three questions
Hotel Castle Hill

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

much is the charge per night?
1.- What kind of topic is

this text?
a) a legend
b) a story
c) a dialogue
d) an article
2.-Whats the purpose of

the author?
a) Informative
b) Recreate
c) Persuasive
d) Argumentative
3.- Whos the intended

audience of the text?
a) The principals
b) The students
c) The doctors
d) The secretary
31
UNIT I B
FIRST GRADE
Achievements:
II.
III.
Uses know comprehension strategies.

o Predicts contents base on graphics and text components.
o Use different comprehension strategies (e.g. skimming,
scanning, adjusting speed and rhythm).
Formulates and answers questions in order to locate specific
information.
Look at the picture and answer question number 4.

Read the story and answer questions number 5 and 6.
4.- Look at the pictures and whats

text about?
a) The wolf is chasing the sheep!".
b) The Boy Who Cried Wolf.
c) The Villagers in the field.
d) The sheep and the wolf.
There once was a shepherd boy who was bored To amuse himself he sang out, "Wolf! Wolf! The Wolf is
chasing the sheep!"
The villagers came running to the top of the hill to help the boy drive the wolf away. But when they
arrived, they found no wolf. .
Later, he saw a REAL wolf prowling about his flock. Alarmed, he leaped to his feet and sang out as
loudly as he could, "Wolf! Wolf!" But the villagers thought he was trying to fool them again, and so they
didn't come.
At sunset, everyone wondered why the shepherd boy hadn't returned to the village with their sheep.
They went up the hill to find the boy.
"There really was a wolf here! I cried out, "Wolf!" Why didn't you come?"
An old man tried to comfort the boy as they walked back to the village.
5.- What is the message or lesson in

6.- What is the problem in this story?
this"We'll
story?
help you look for the lost sheep in the morning," he said, putting his arm around the youth,
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.
32
RUBRIC UNIT I
Criteria
Excellent
Good
Not good
I know the difference between Goods

and Services
I can identify if a person provides a
service or sells goods
I can use predictions to understand a
text.
I can identify the correct sequence of
events.
I can identify the opening, body and
closure of a dialogue.
Rubric to evaluate behavior
33
Unit II
First Grade
Understand and write instructions
Environment
Academic and Educational
Specific Competency
Write instructions to use a bilingual dictionary
Product A
Instructions manual to learn how to use a bilingual dictionary
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.
I. Review the alphabet prior to the following activity.
II. Answer the following questions:
Why do we use dictionaries? What are guides? How do we use them? Give at least 5
examples of a guide?
Guides are also words in dictionaries used to locate words alphabetically.
III. Write your name in large letters in a post it.
On the board write these groupings. Then ask the students to paste their names
under the appropriate alphabet grouping, no alphabetical order is needed at this
time. After this is done ask your students, Why did you put your names under the
letters you chose? After that tell the students to go in groups according to the
section, one section at a time, and put their names now in an alphabetical fashion.
A-C
D-F
G-J
K-M
N-Q
R-U
V- Z
IV. Now your students are going to work with Guide Words in a bilingual dictionary.
Complete the following exercise with a peer.
Directions: For each set of guide words, decide if the numbered words would be between
them on a dictionary page. Circle yes if they would be or no if they would not.
start-stop
1. study
2. stand
yes
yes
no
no
will-wonder
7. wild
8. wonders
yes
yes
no
no
blow-blue
3. bloom
4. block
yes
yes
no
no
ready-red
9. real
10. read
yes
yes
no
no
yes
yes
no
no
cheese-church
5. chase
6. chimp
36
V. Hand-in some English-Spanish, Spanish-English dictionaries to your students

they dont have to be from the same publisher.
Find each word below in your dictionary. Write the guide words and page number
for each word in the correct space.
Name of dictionary _______________________________________________________________
Dictionary Word
1. 1. giggle
2. 2. friend
3. 3. table
4. 4. teacher
5. 5. bottle
6. 6. soccer
7. 7. fence
8. 8. window
9. 9. shirt
10. 10. paper
Guide Word #1
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
Guide Word #2
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
Page #
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
VI. For each set of guide words, decide if the numbered words would be between
them on a dictionary page. Circle yes if they would be or no if they would not.
ball-bell
self-send
1. bull
yes
no
7. sell
yes
no
2. belt
yes
no
8. sent
yes
no
horse-house
early-earn
3. hose
yes
no
9. earnings
yes
no
4. hospital
yes
no
10. ear
yes
no
care-carry
5. car
yes
no
6. careful
yes
no
37
VII. Directions: Locate each word below in your dictionary. Write the guide words
and page number for each word in the correct space.
Guide Word #1 - Guide Word #2

1. play
2. school
3. desk
4. bus
5. class
6. office
7. pencil
8. study
9. book
10. ruler
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_______________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_______________
Page #
_____
_____
_____
_____
_____
_____
_____
_____
_____
______
Web site that contains the activities for the guide words in a bilingual dictionary:
www.learnnc.org/lp/pages/2850
VIII. Read the following dictionary entry and the labels of each part.
IX. Read the following dictionary entry and label the parts using the words from the
box.
Save /seIV/ (saves, saving, saved) Verb transitive and intransitive
1. ahorrar: to save money - ahorrar dinero
2. salvar: the safeguard saved me el socorristas me salvo.
3. guardar: to save a file- guardar un archivo.
4. to save ones breath (informal)- no gastar saliva (coloquial).
5. to save somebodys neck (informal)- salvar el pellejo a alguien (coloquial).
Collocation
pronunciation
entry
grammatical patterns
parts of speech
38
Write the following words under each category.

the, a, run, book, desk, she, finally, he, they, easily, sing, I, an, opera, play, seat,
joyfully, read.
ARTICLES
NOUNS
ADJECTIVES PRONOUNS
ADVERBS
VERBS
XI. Match the abbreviations and grammar labels with its corresponding meaning.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Abbr.
Adj.
Adv.
AmE
BrE
C
Conj.
Det.
Etc.
_____
_____
_____
_____
_____
_____
_____
_____
_____
American English
British English
Countable Noun
Abbreviation
Adjective
Adverb
Conjunction
determiner
somebody
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
Pl.
Pp
Pron.
Pt
Sb
Sing.
Sth
Symb
U
V
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
something
plural
etcetera
past tense
singular
uncountable noun
preposition
symbol
verb
pronoun
39
XII. Rewrite the paragraph, put capital letters where necessary.

japan. endless discovery.
discover a place so rich and full of majesty and wonder. a place that possesses a
picture perfect blend of ancient tradition and modern elegance. no place in the
world can offer a dreamscape of peace and ethereal beauty like japan. experience
for yourself our infinite possibilities.
XIII. Rewrite the paragraph, put capital letters where necessary.

my name is kahlil bombay. i can speak english now, but when i arrived in the us, i
only spoke chinese. that was only two years ago, but it feels like a long, long time!
my family and I lived in a small town in china, but when we came we lived in los
angeles. at first I was quite sad, I missed my friends and relatives over there. I
didnt speak English, so that was a big issue. fortunately i met my neighbors
children one was my age and she started helping me with the language. that was a
big relief and I started feeling more comfortable.
Read the two following entries and write on the line if they are intended for
children or for adults.
o reference book. Literature. A book that provides well-organized, extensive
information on a variety of topics. Dictionaries, encyclopedias, and atlases
are reference books
____________________________________________________________
o
reference books are ones you look at when you need specific information or facts
about a subject.
__________________________________________________________________
40
Be a Book Detective!!
Look through a book to gather your own grammar clues. Write the title and author of the book
below. Dont forget to write the page that you found your answer on. Happy hunting!
Book Title:______________________________________________________________________
Book Author:____________________________________________________________________
a three-syllable word p.____ What is it? ____________________________________________
a contraction p.____ What is it? __________________________________________________
a compound word p.____ What is it? ______________________________________________
a word with a silent e at the end p.____ What is it? ___________________________________
a word with a suffix that requires doubling the final consonant before adding the suffix p._______
a word with a suffix that requires dropping a silent e before adding the suffix p.______________
the longest word in the book p.____ What is it? ______________________________________
a word that includes the letters tion p.____ What is it? _________________________________
a four-syllable word p.____ What is it? _____________________________________________
a word that includes a silent letter other than e p.____ What is it? ________________________
an adjective p.____ What is it? ___________________________________________________
a word with a prefix p.____ What is it? ____________________________________________
a conjunction p.____ What is it? __________________________________________________
a sentence that includes a simile p.____ What is it? ___________________________________
rhyming words p.____ What is it? _________________________________________________
synonyms or antonyms p.____ What is it? __________________________________________
two examples of proper exclamation point use p.______________________________________
a proper noun p.____ What is it? _________________________________________________
three adverbs p.____ What is it? _________________________________________________
a word in italics p.____ What is it? ________________________________________________
a number written with words p.____ What is it? ______________________________________
four different pronouns p.____,____,____,____
http://www.thatresourcesite.com/Resources/reprts/book_detective.pdf
41
Unit II
First Grade
Interpret and express information published in diverse media
Environment
Familiar and Community
Specific Competency
Exchange opinions regarding the contents of a radio program
Product B
Plenary
42
Achievements:
* Identifies words used to link ideas.
* Detects speech register.
* Writes expressions to produce opinions.
* Answer questions to express opinions or points of
view about the contents of an oral text.
*Expands main ideas in an oral exchange.
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.
purpose / prps/ (purposes) 1. N-COUNT The purpose of something is the reason
for which it is made or done. [+ of] The purpose of the occasion was to raise money for
medical supplies.
audi-ence /:dIbns/ (audiences) 1. N-COUNT [ with sing or pl verb] The audience at a
play, concert, film, or public meeting is the group of people watching or listening to it. [+ of]
He was speaking to an audience of students at the Institute for International Affairs. 2. NCOUNT [with sing or pl verb] The audience for a television or radio program consists of
the people who watch or listen to it.
II. Answer these questions related to the definitions in the above exercise.
A) Theres a Justin Bieber concert in the Monterrey Arena.
Who is the audience? (the most logical answer is)
a) A group of old people
b) A group of babies
c) A group of teenagers
d) A group of adults
B) Theres a Beethoven concert in the University Auditorium.

Who is the audience?
a) A group of children ages 3-12.
b) A group of adults
c) A group of babies
d) A group of toddlers
C) Theres a Bely and Beto show in progress.
a) A group of moms and kids
b) A group of adults ages 45 to 55
c) A group of senior citizens
d) A group of dogs and cats
D) Theres conference about Menopause in Doctors Hospital Auditorium.
a) A group of men
b) A group of kids
Senior citizen
c) A group of women
d) A group of senior citizens
44
E) What is the topic of the following paragraph?

Some kids in Japan may not have to feed the fish in their
aquariums anymore. Thats 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
aquariums walls.
Taken from Scholastic Success with 4th grade
a) New aquariums
b) Robotic fish
c) Water
d) The power of light
F) What is the topic of the following paragraph?
During a 1992 storm, a ship lost thousands of plastic turtles, frogs, and ducks in the Pacific
Ocean. Since then, the toys have drifted thousands of miles. Some have shown up in the
ocean of Alaska. The toys trip helps scientist study how wind affects drifting objects.
Taken from Scholastic Success with 4th grade
a) The big storm
b) The great state of Alaska
c) Turtles in the sea
d) Drifting toys
G) What is the topic of the following paragraph?

Are you letting too much water go down the drain in your house? We
all know that its 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
th
Scholastic Success with 4 grade

a) How to comb your hair
b) Saving water
c) Shower
d) The world
45
SPEECH REGISTER
Speech register refers to different language styles called register, which are varied
according to the topic under discussion, the formality of the occasion and the medium
used (speech, writing or sign).
The appropriate language register depends upon
1. Static Register. It rarely or never changes. Frozen in time and content, e.g. the
Pledge of Allegiance, the Lords Prayer and the Preamble of the US Constitution.
2. Formal Register. It is used in formal settings and is one way in nature. It is
usually impersonal and formal. E.g. speeches, sermons, rhetorical statements and
questions, pronouncements made by judges.
3. Consultative Register. Standard form of communication. Professional discourse.
E.g. when strangers meet, communication between superior and a subordinate,
doctor and patient, lawyer and client, lawyer and judge, teacher and student and,
counselor and client.
4. Casual Register. Informal language used by peers and friends. Slang, vulgarities
and colloquialisms are normal. E.g. buddies, teammate, chats, e-mails, blogs and
letters.
5. Intimate Register. Communication is private. It is reserved for close family
members or intimate people: husband-wife, boyfriend and girlfriend, siblings,
parent and children.
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.
____________
______________
_______________
_____________
________________
________________
IV. Answer the following questions.

1. If you are in a church, what type of speech register is used between the preacher/ father
and the visitors?
_________________________________________________________________
2. If you are in a political event and you are listening to a candidate, what type of speech
register is he using?
__________________________________________________________________
3. If you are check-in a hotel, what kind of speech register would you use to address the
hotel receptionist?
_________________________________________________________________
4. You are talking to your little brother, what kind of speech register would you
use?__________________________________________________________________:_
______
5. If you are hanging-out with your best friends at the mall, what type of speech register
are you using there?
_________________________________________________________________
47
CONNECTORS
Also known as conjunctions, they are words that join together words or parts of a
sentence.
Joining words together:
I like baseball and soccer.
Joining parts of a sentence together:
I ran as fast as I could but I still didnt catch the bus.
The three most used conjunctions are and, or, and but.
Some other conjunctions may be: although, since, when, therefore, because, though,
where, whenever, if, unless, however, while.
Scholastic Guide to Grammar
V. Complete the following exercise with: and, or, but.

1. Michael ______________________ Lucy broke up several months ago.
2. Jennifer likes to cook Italian, Greek, Mexican _________ Japanese food.
3. You cant have it all, _______________________ you can still be happy.
4. Whats your favorite color? Blue ___________________________ pink?
5. I dont like Math _________________________________ I love Biology.
6. You have to choose between right ________ wrong everyday of your life.
7. I like Jorge a lot, ____________________ sometimes hes a bit grumpy.
8. An American breakfast will have eggs, ham, bacon, coffee, _____ toast.
9. I like strawberries _______________ cream. Its simply a delicious treat.
10. Do you like hip-hop music _______________________________ pop?
48
VI. Read the following script of a radio program and then answer the following
questions.
CAST
The Gunsmoke team
ANNOUNCER: George Walsh
SINGERS
GIRL
MAN 1
MAN 2
FX:
MUSIC:
ANNOUNCER:
Figure
ANNOUNCER:
MUSIC:
ANNOUNCER:
GUNSMOKE:
Dramatis Personae:
Matt Dillon, U.S. marshall
Doc, the doctor
Chester, Matts deputy
Brand, a bad guy
Stanger, Brands friend, another bad guy
Miss Kitty, Matts girl
Galloping hoofbeats approach gunshot!

Intro
Gunsmoke! Brought to you by L & filters. This is it! L & M is best MUSIC:
Around Dodge City and in the territory on West, theres just one
way to handle the killers and the spoilers and thats with a U.S.
marshall and the smell of Gunsmoke!
Theme Then behind announcer
Gunsmoke starring William Conrad, the transcribed story of
the violence that moved west with young Americaand the story of a man who moved with it.
Im that man. Matt Dillon, United States Marshal. The first man
they look for and the last they want to meet. Its a chancey job
and it makes a man watchful and a little lonely.
http://www.genericradio.com
1. What do you think the word CAST mean?

______________________________________________________________________
2. What does FX mean?
______________________________________________________________________
3. Who is the audience for this radio program?
______________________________________________________________________
4. Whats the topic about?
______________________________________________________________________
5. Do you know any radio programs similar to the one you have already read?
Can you name them?
_______________________________________________________________________
VII. Work in teams of 14, you are going to prepare a radio program no more than 10
minutes long. Think about one you listen to. For every activity there should be two
students.
49
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.
Im afraid I disagree.
I know, but
Sorry?
I see your point but
I didnt quite get that.
Youre absolutely right.
50
Some other expressions you can use to give your opinion.

a) I was impressed by
b) One aspect I found a little disappointing was
c) One possible flaw is that
Of course there are many ways to give your opinions when speaking English. The exact
English expression you use depends on how strong your opinion is.
Giving your opinion neutrally
I think
I feel that
In my opinion
As far as I am concerned
As I see it
In my view
I tend to think that
Giving a strong opinion
Im absolutely convinced that
Im sure that
I strongly believe that
I have no doubt that
Expressions for asking someones opinion
What do you think?
Whats your view?
How do you see the situation?
Whats your idea?
What are your thoughts on all of this?
Expressing disagreement
I dont think so.
No way,
Im afraid I disagree.
Not necessarily
Thats not always the case
Interrupting someone
Can I add something here?
Is it okay if I jump in for a second?
If I might add something
Sorry to interrupt but
http://www.english-at-home.com/speaking/giving-your-opinion
http://www.englishclub.com
51
EXAM UNIT II
UNIT II A
FIRST GRADE
Achievements:
Completes and writes sentences in order to organize them into a

sequence, from a model.
o Classify types of words in table (e.g., nouns, adjectives).
o Arrange sentences in a logical sequence.
o Upper and lower case letter.
I.- One of the following sentences is correct.

1. Circle the correct answer
a) Jack was moving to Texas. His train was leaving on Monday from penn
station in New York.
b) Jack was moving to Texas. His train was leaving on monday from Penn
station in New York
c) Jack was moving to Texas. His train was leaving on Monday from Penn
station in new york
d) Jack was moving to Texas. His train was leaving on Monday from Penn
station in New York
2. Arrange sentences in a logical sequence.

a) Her recital was perfect.
b) On Saturday morning Sue jumped out
of bed and ran downstairs to see if it was
time to go yet.
1) d, c, b, a, e
2) d, c, b, e, a
3) d, c, e, a, b
4) a, d, c, b, e
c) That night she couldnt sleep she was

so nervous.
d) Sue had her final piano lesson on
Friday morning before her first recital.
e) The moment was finally here and Sue
didnt make a single mistake.
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 didnt get it.
Yoda told my brother a joke but he

didnt get it.
a)
b)
c)
d)
Yoda and brother

told and get
he and it
my, it
UNIT II B
a)
b)
c)
d)
Yoda and brother

told and get
he and it
my, it
FIRST GRADE
Achievements:
Identify words used to link ideas.
7. He played the guitar, ____ he

sang wonderful songs.
8. I want a new TV ________the

one that I have is broken.
a)
b)
c)
d)
and
but
so
because
a)
b)
c)
d)
and
but
so
because
9. Cristina loves playing sports, _____ she is not very good at it.
a)
b)
c)
d)
And
But
Or
As well as
53
RUBRIC UNIT II
Criteria
Excellent Good Not good
I can search for information in an EnglishSpanish, Spanish-English dictionary.

I can identify the abbreviations and
grammar labels.
I know when to use capital letters.
I can identify the topic in a text.
I can identify conjunctions.
Peer Evaluation Rubrics: Every member in a team will evaluate his peers in
the same team.
Category
Contributions
Problemsolving
Attitude
Focus on the
task
Working with
Others
4 points
3 points
Routinely
provides useful
ideas
when
participating in
the group.
Actively looks
for
and
suggests
solutions
to
problems.
Usually
provides useful
ideas
when
participating in
the group.
Refines
solutions
suggested by
others.
2 points
1 point
Sometimes
provides useful
ideas
when
participating
in
the group.
Does
not
suggest or refine
solutions, but is
willing to try out
solutions
suggested
by
others.
Always has a Often has a Usually has a
positive attitude positive attitude positive attitude
about
the about
the about the task(s).
task(s).
task(s).
Rarely
provides
useful ideas when
participating in the
group. Refuse to
participate.
Does not try to
solve problems or
help others solve
problems.
Lets others do the
work.
Consistently
stays focused
on the task and
what needs to
be done.
Almost always
listens
to,
shares
with,
and
supports
the efforts of
others.
Rarely focuses on
the task and what
needs to be done.
Lets others do the
work.
Rarely listens to,
shares with, and
supports the efforts
of others. Often is
not a good team
player.
Focuses on the
task and what
needs to be
done most of
the time.
Usually listens
to, shares, with,
and
supports
the efforts of
others.
Focuses on the
task and what
needs to be done
some of the time.
Often listens to,
shares with, and
supports
the
efforts of others,
but sometimes is
not a good team
member.
Is often negative
about the 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.

1. Have you ever been in love? Are you in love now?
2. How do you imagine your future love(s)?
II. Listen to the song "Irreplaceable". Judging from the
words and/or the mood of the song, how do you think
the singer feels (happy, sad, angry, nervous, etc.)? And
then answer sections A to F
To the left, to the left
Everything you __________ in the box to the left
In the closet, that's my __________
Yes, if I ________________ then please don't touch
(Don't touch)
And keep talkin' that mess that's ___________
But could you walk and talk at the same time?
And, it's my name that's on that Jag
So remove your bags
Let me _____________
Standin' in the front yard
tellin' me how I'm such a _________
Talkin' 'bout, I'll never ever find a _____________
You got me ___________
[chorus:]
You must not know 'bout me
I could have another you in a minute,
Matter fact, he'll be here any minute, baby
I could have another you by tomorrow
So don't you ever for a second get to thinkin'
Youre irreplaceable
So go ahead and get gone,
Call up that chick, and see ______________
Oops, I bet you __________ that I didn't know,
What did you think, I was puttin' you out for
Because you was __________
Rollin' her around in the car that I bought you
Baby drop them keys
Hurry up before your ________________
Standin' in the front yard
Tellin' me how I'm such a fool
Talkin' 'bout, I'll never ever find a man like you
You got me __________
Youre irreplaceable
So since I'm not youre ____________
How about I'll be nothing, nothing
_______________?
Baby I won't shed a tear for you
I won't lose a wink of _________
[chorus:]
I could have another you in a minute
Matter fact, he'll be here in a minute, baby
'Cause the truth of the matter is
Replacing you is so easy, hey...
Mmmm... To the left, to the left
Everything you ______ in the box to the left
Don't you ever for a second get to thinkin'
Youre irreplaceable
[chorus:]
Matter fact, he'll be here in a minute, baby
(Baby hey yeah!)
[chorus:]
Matter fact, he'll be here any minute
You can _______ all your bags we're

___________
(You must not know 'bout me)
'Cause you made your bed now _________ in
it
(You must not know 'bout me)
Don't you ever for a second get to thinkin'
You're irreplaceable!
57
IV. Write the predictions for who will win this year's Super Bowl, or Soccer team etc .
Super bowl
Soccer team
__________________________________________________________________
V. Answer the questions below.

1. Do you think itll rain tomorrow? ___________________
2. Do you think youll get grade A this term?
____________________________________________
3. What will you do this weekend?
a) Study for exams
b) Go shopping
c) Sleep
d) Other
4. Do you think youll work for a big company? What company?

5. Do you think youll 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
VII. Write some predictions about the weather.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
VIII. Draw a picture of what you predict will happen next
Why do you think this will happen next?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
59
Your Future You"

IX. Imagine that you can travel through time into the future! It is 2025, twenty years
from today.
My________________, how youve grown! Take a few minutes to imagine and
answer some questions about.
1. How old are you in 2025? ______________________________
2. What year did you graduate from high school?______________
3. Is there anything else important that youd like
us to know about your "future you"?_______________________
X. Look at the example and then complete the sentences.

EXAMPLE
(drive) Will you drive on Sunday?
(A decision about driving is being made.)
1. The house is dirty. I (clean) _______ ________ it on Monday.
2. (Cook) _______ you ________ on Tuesday, please?

3. It looks like the washer is broken.
I (ask) _______ _______ a repair man to come on Wednesday.
4. Ok then, our group (meet) _______ ________ on Thursday.
5. Helga, (hike) _______ you _______ with us on Friday?

6.
If necessary, we (carry) _______ ________ the supplies in our car next Saturday.
7. John and Wes, (read) _______ you _______ to the children on Sunday?
60
XI. Write down sentences to make a forecast about a real or fictitious situation.
1.______________________________________________________________________
2.______________________________________________________________________
3.______________________________________________________________________
4.______________________________________________________________________
XII. Write words that express future tense.
XIII. Write questions about future situations.
1.- _____________________________________________________?
2.- _____________________________________________________?
3.- _____________________________________________________?
4.- _____________________________________________________?
61
Student Name ___________________

CATEGORY
Quality of Work
Provides work of
the highest quality.
Provides high
quality work.
Provides work that

occasionally needs
to be
checked/redone by
other group
members to ensure
quality.
Provides work that

usually needs to be
checked/redone by
others to ensure
quality.
Timemanagement
Routinely uses time

well throughout the
project to ensure
things get done on
time. Group does
not have to adjust
deadlines or work
responsibilities
because of this
person's
procrastination.
Usually uses time

well throughout the
project, but may
have procrastinated
on one thing. Group
does not have to
adjust deadlines or
work
responsibilities
because of this
person's
procrastination.
Tends to
procrastinate, but
always gets things
done by the
deadlines. Group
does not have to
adjust deadlines or
work
responsibilities
because of this
person's
procrastination.
Rarely gets things

done by the
deadlines AND
group has to adjust
deadlines or work
responsibilities
because of this
person's
inadequate time
management.
Focus on the
task
Consistently stays
focused on the task
and what needs to
be done. Very selfdirected.
Focuses on the
task and what
needs to be done
most of the time.
Other group
members can count
on this person.
Focuses on the
task and what
needs to be done
some of the time.
Other group
members must
sometimes nag,
prod, and remind to
keep this person
on-task.
Rarely focuses on
the task and what
needs to be done.
Lets others do the
work.
Preparedness
Brings needed
materials to class
and is always ready
to work.
Almost always
brings needed
materials to class
and is ready to
work.
Almost always
brings needed
materials but
sometimes needs
to settle down and
get to work
Often forgets
needed materials or
is rarely ready to
get to work.
Monitors Group
Effectiveness
Routinely monitors
the effectiveness of
the group, and
makes suggestions
to make it more
effective.
Routinely monitors
the effectiveness of
the group and
works to make the
group more
effective.
Occassionally
monitors the
effectiveness of the
group and works to
make the group
more effective.
Rarely monitors the

effectiveness of the
group and does not
work to make it
more effective.
Working with
Others
Almost always
listens to, shares
with, and supports
the efforts of
others. Tries to
keep people
working well
together.
Usually listens to,

shares, with, and
of others. Does not
cause "waves" in
the group.
Often listens to,

shares with, and
of others, but
sometimes is not a
good team
member.
Rarely listens to,

shares with, and
of others. Often is
not a good team
player.
62
Unit III
63
First Grade
Read and rewrite informative texts from a particular field
Environment
Academic and Educational
Specific competency
Write notes to describe the components of different human body
systems in a chart
Product B
Charts of human body system
64
Achievements:
Answer questions in order to give a description.

Structures and writes sentences.
Organize terms and descriptions into a table.
Writes sentences in order to write notes.
Verifies spelling conventions in order to edit notes.
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.
II. Complete the word-map related to breathing.

GASP
WHEEZE
BREATHE
CHOKING
II. These are the major human systems, do you know some of them?
Human systems
Digestive
Nervous
Cardiovascular
Endocrine
Lymphatic
Respiratory
66
IV. Circle the best answer for the following question.
* What system do we use to breathe?

a) Circulatory system
b) Digestive system
c) Urinary system
d) Respiratory system
V. Here we have a chart of the parts of the respiratory systems human beings have.
Can you recognize them?
67
VI. Read the following paragraph and complete the chart.

LUNGS
The lungs is the major organ that provides oxygen exchange. The lungs contain tiny bronquiol
alveoli, which is the site for absorption of oxygen and elimination of carbon dioxide. The
oxygenated blood is then sent back to the heart to provide tissue with the necessary oxygen.
The lungs also contain cilia that push foreign objects out of the lungs. This leads to coughing to
keep the lungs clear from bacteria, dirt and smoke. Smoking causes cells to die making it
difficult for lungs to clear.
RESPIRATORY SYSTEM
PARTS
FUNCTIONS
VII. Read carefully and complete the graphic organizer below with the
respiratory process.
A Look Inside the Lungs
68
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.
69
All About Inhaling

When you're walking your dog, cleaning your room, or spiking a volleyball, you probably don't
think about inhaling (breathing in) you've got other things on your mind! But every time you
inhale air, dozens of body parts work together to help get that air in there without you ever
thinking about it.
As you breathe in, your diaphragm contracts and flattens out. This allows it
to move down, so your lungs have more room to grow larger as they fill up
with air. "Move over, diaphragm, I'm filling up!" is what your lungs would
say. And the diaphragm isn't the only part that gives your lungs the room
they need. Your rib muscles also lift the ribs up and outward to give the
lungs more space.
At the same time, you inhale air through your mouth and nose, and the air
heads down your trachea, or windpipe. On the way down the windpipe, tiny
hairs called cilia (say: sill-ee-uh) move gently to keep mucus and dirt out
of the lungs. The air then goes through the series of branches in your lungs, through the bronchi
and the bronchioles.
Thank You, Alveoli!

The air finally ends up in the 600 million alveoli. As these millions of alveoli fill up with air, the
lungs get bigger. Remember that experiment where you felt your lungs get larger? Well, you
were really feeling the power of those awesome alveoli!
It's the alveoli that allow oxygen from the air to pass into your blood. All the cells in the body
need oxygen every minute of the day. Oxygen passes through the walls of each alveolus into the
tiny capillaries that surround it. The oxygen enters the blood in the tiny capillaries, hitching a
ride on red blood cells and traveling through layers of blood vessels to the heart. The heart then
sends the oxygenated (filled with oxygen) blood out to all the cells in the body.
70
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.
71
EXPLOSIVE EVENTS
VIII. Read the following paragraph and fill out the explosive events chart of the
breathing process.
Topic / Title: ___________________________________________
1. First this
happened,
2. This caused
3. That led to
4. Then
5. After that
6. This resulted in
72
IX. Read the text carefully and answer the questions.

Time for Talk
Your lungs are important for breathing . . . and also for talking!
Above the trachea (windpipe) is the larynx (say: lair-inks), which
is sometimes called the voice box. Across the voice box are two
tiny ridges called vocal cords, which open and close to make
sounds. When you exhale air from the lungs, it comes through the
trachea and larynx and reaches the vocal cords. If the vocal cords
are closed and the air flows between them, the vocal cords vibrate and a sound is made.
The amount of air you blow out from your lungs determines how loud a sound will be and how
long you can make the sound. Try inhaling very deeply and saying the names of all the kids in
your class how far can you get without taking the next breath? The next time you're outside,
try shouting and see what happens shouting requires lots of air, so you'll need to breathe in
more frequently than you would if you were only saying the words.
Experiment with different sounds and the air it takes to make them when you giggle, you let
out your breath in short bits, but when you burp, you let swallowed air in your stomach out in
one long one! When you hiccup, it's because the diaphragm moves in a funny way that causes
you to breathe in air suddenly, and that air hits your vocal cords when you're not ready.
Love Your Lungs

Your lungs are amazing. They allow you to breathe, talk to your friend, shout at a game, sing,
laugh, cry, and more!
And speaking of a game, your lungs even work with your brain to help you inhale and exhale a
larger amount of air at a more rapid rate when you're running a mile all without you even
thinking about it once.
Keeping your lungs looking and feeling healthy is a smart idea, and the best way to keep your
lungs pink and healthy is not to smoke.
73
Smoking
Smoking isn't good for any part of your body, and your
lungs especially hate it.
Cigarette smoke damages the cilia in the trachea

so they can no longer move to keep dirt and
other substances out of the lungs. Your alveoli get
hurt too, because the chemicals in cigarette
smoke can cause the walls of the delicate alveoli
to break down, making it much harder to breathe.
Finally, cigarette smoke can damage the cells of the lungs so much that the healthy
cells go away, only to be replaced by cancer cells. Lungs are normally tough and
strong, but when it comes to cigarettes, they can be hurt easily and it's often very
difficult or impossible to make them better. If you need to work with chemicals in an
art or shop class, be sure to wear a protective mask to keep chemical fumes from
entering your lungs.
You can also show your love for your lungs by exercising! Exercise is good for every
part of your body, and especially for your lungs and heart. When you take part in
vigorous exercise (like biking, running, or swimming, for example), your lungs require
more air to give your cells the extra oxygen they need. As you breathe more deeply
and take in more air, your lungs become stronger and better at supplying your body
with the air it needs to succeed. Keep your lungs healthy and they will thank you for
life!
*What else can you do with your lungs besides breathing?

_____________________________________________________________________________
_____________________________________________________________________________
__________
*How can you keep your lungs healthy?
_____________________________________________________________________________
_____________________________________________________________________________
__________
Reviewed by: Steven Dowshen, MD
Date reviewed: November 2009
Originally reviewed by: Laura Inselman, MD
74
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.
75
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. Lets 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
Short
Pretty
New
Bright
Black
Fat
Soft
Boring
Beautiful
Generous
Tall
Slow
Wet
happy
far
nasty
fat
small
long
ugly
old
dark
white
thin
hard
interesting
ugly
stingy
short
fast
dry
sad
near
nice
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) ________________
76
Comparative adjectives are to talk about the difference between two people, animals or things.
The word than often comes after the comparative adjective.
E. g.
1. I am taller than my little sister.
2. Big Bird is bigger than Mickey Mouse.
NOTE: To make the comparative of one-syllable adjectives, just add er

E.g.
short
tall
old
shorter
taller
older
But be careful with:

nice
white
nicer
whiter
77
NOTE: To make the comparative of two or more syllables, just add the word:
more + adjective
E. g.
difficult
more difficult
wonderful
more wonderful
But be careful with adjectives ending in y :

Happy
happier
Busy
busier
Ugly
uglier
XIII. Put the comparatives into the table.

SHORT
SHORTER
FUNNY
FAT
OLD
EASY
HAPPY
COLD
HEALTHY
ROMANTIC
BORING
INTERESTING
TASTY
BLUE
78
XIV. Look at the example and then complete the sentences using comparatives.
Sally / hungry / Mitt
Sally is hungrier than Mitt.
Elmo / red / Oscar the grouch
______________________________________________________
Dana / tall / Diane

_____________________________________________________
Kevin / crazy / Tom

__________________________________________________________
My mom / old / my dad.

__________________________________________________________
Whales / big / rabbits

__________________________________________________________
A cheetah / fast / a turtle

__________________________________________________________
President Pea Nieto / short / President Obama

__________________________________________________________
A koala / pretty / a rat

__________________________________________________________
79
XV. Now write on the lines some sentences comparing people from your family.
A) __________________________________________________________________________
B)___________________________________________________________________________
C) __________________________________________________________________________
D) __________________________________________________________________________
E) __________________________________________________________________________
Answers for lung chart exercise 11
PRESENT SIMPLE
The present simple is to talk about things that you do again and again.
E.g.
Rabbits run fast.
A rabbit runs fast.
Foxes hunt at night.
The Fox hunts at night.
I go to work from 8 to 4 every day.
My father goes to work from 6 to 2 every day.
We have tea at 5 pm.
Tom has coffee at 5 pm.
They drink water after exercising.
She drinks Gatorade after exercising.
Mary and John dance from 8 to 9 every day.
Carolyn dances from 8 to 9 every day.
80
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 Victors house.
f) Professor Hurtado ______________ (do / does) Physics experiments in his lab.
g)The heart ______________ (beat / beats) sixty-two times per minute.
h) Lungs _________________ (contain /contains) tiny alveoli.
i) Air ____________________ (travel / travels) to your body.
j) The heart ________________ (beat / beats) faster when a person is scared.
k) The heart ________________ (send / sends) blood around your body.
l) Every Friday the girls ___________ ( squezze / squezzes) fresh lemonade to sell and _________
(collect / collects) money for their field trip to Biopark Estrella.
XVII. Read the text and do a C-MAP.
Have you ever looked at the sky and thought about whether there are other people living
out there? Well, according to those scientists who study these things, there are no other
people, animals or plants like us out there in our solar system, because no other planet has
air like ours.
Why do we need air? Because we could not survive without the oxygen in the air that we
breathe. We could not take in the oxygen if we didn't have lungs.
What are lungs?
You have two lungs, which together form one of the

largest organs in your body.
The lung on the left is a bit smaller than the lung on the
right because it has to make room for your heart to fit in
your chest too. They need to be close together because
they work together.
Your rib cage goes around your lungs and heart to protect
them from damage. Your ribs also move when you breathe
in and out.
81
Below your lungs is the diaphragm (say dye-a-fram). This is a big muscle that works with
your lungs to get air in (inhale) and out (exhale).
You can feel how they work together.
1.
Put one hand on your chest and the other on the upper part of your tummy.
2. Now breathe in deeply. You will feel your chest and your tummy get bigger as the air
goes into your lungs.
3. When the diaphragm contracts (gets tighter) it pushes some of the organs in your
tummy down so that there is more space in your chest.
What lungs look like

Here is a diagram of the lungs.
If you could see them, they would look
pink and rubbery on the outside. Inside
they look a lot like sponges. Air comes
down the trachea (say trak-ee-a), or
windpipe, into two large tubes called the
bronchi (say bron-key). One bronchus (say
bron-kuss) goes into the left lung and the
other into the right.
Each bronchus is rather like the trunk of a
tree because it has what look like
branches and twigs growing from it. The smallest 'twigs' are called bronchioles (say bronkey-oles). They are so tiny that they are like hairs.
At the end of these bronchioles there are little bunches of alveoli (say al-vee-o-lie).
These are sacs, or little bags, full of air. There are about 600 million of them in your
lungs, so you can imagine how very tiny they must be and what a powerful microscope you
would need to look at them!
Each tiny alveolus (that's the name for one of them) is covered in even tinier blood
vessels called capillaries (say ca-pill-a-riz).
Each part of your lungs has an important role to play.
82
Breathing in
When you inhale, or breathe in, the air goes in through your nose or mouth. Little hairs
called cilia (say silly-a) inside your nostrils catch tiny particles of dust. If they don't
catch all of them, there are more cilia and mucus inside your trachea, which trap the dust
and stop it from getting into your lungs.
Your diaphragm flattens out (contracts), your ribcage lifts and the air goes through all
the little branches in your lungs to fill up the air sacs, or alveoli.
Oxygen goes through the walls of the alveoli and into the capillaries where the oxygen
enters the red blood cells in all the tiny blood vessels, which then carry the blood
towards the heart. The heart pumps all the oxygen-carrying blood to every cell in the
body.
Breathing out
As each red blood cell empties its load of
oxygen, it picks up carbon dioxide (say car-bon
dye-ox-eyed) from the cells and heads back to
the lungs.
The carbon dioxide is carried by the red blood
cells in the lungs' capillaries to the alveoli, where
it is emptied into the air that leaves the body
when you breathe out.
For you to exhale, or breathe out, the diaphragm
relaxes, muscles between the ribs relax and air
is pushed out of the lungs.
This air then goes up through all the bronchioles,
up the bronchi, up the trachea and out through
the nose or mouth.
83
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.
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.
Get plenty of exercise. It makes the muscles around your lungs work harder and makes
them stronger.
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.
84
When lungs don't work well

Some people have asthma. Sometimes when they get a cold or exercise hard, the tiny
tubes in their lungs get tighter and there is a lot more mucus. This makes it hard to get
air into the alveoli. They can become very short of breath and sometimes they need
medication to help their lungs work well. Our topics on Asthma can tell you more about it.
Illnesses like bronchitis (say bron-kite-us) and pneumonia (say new-mow-nee-a) also make
it hard for air to get into the alveoli.
When lungs don't work well, that means that there is not
enough oxygen getting round to all the cells of the body,
and the body systems don't work as well as usual.
- You feel short of breath.
- It feels like you don't have any energy and
can't do things.
- It feels like you just want to lie down
and rest or sleep.
Kids say
"When I was four I went to hospital. I had asthma and I had a special thing on my finger.
I had to breathe in a mask. My dad was reading to me."
"I've had pneumonia before. I was in hospital for 5 days. I had to have an oxygen mask
because my lungs would not work properly. They were all blocked up."
"I had food poisoning. I couldn't breathe and I had a mask and I couldn't eat. I was in
hospital for four weeks. It was really boring." Lizzie
"My house was on fire. My brother got me out but I was really coughing and I couldn't
breathe. I had to have a mask with oxygen and my chest hurt for a few days but I'm
alright now."
"My grandpop had cancer in his lungs and he died. He used to smoke a lot. I miss him." Carly
XVIII. Answer the following questions from the paragraph KIDS SAY
a) Why did one of the kids go to the hospital?
b) Who was in the hospital for four weeks?
c) Who is sad?
d) What illnesses can you have that involve lungs?
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.
XIX. Answer the question.

What advices does Dr. Kim give you?
86
87
EXAM UNIT III

UNIT III A
FIRST GRADE
Achievements:
Formulates and answers questions in order to understand

forecasts.
o Answer questions formulated to create forecast based
on current situations.
I.- Look at Jorges future life and answer the questions
3. Will Jorge become a rich

1. What career is Jorge going to
a)
b)
c)
d)
take?
He is going to be a engineer
He is going to be an engineer
He are going to be an engineer.
He going to be an engineer.
a)
b)
c)
d)
person?
Yes, he will.
No, he will.
No, he wont
Yes, she will
2. What will Jorge be doing in

2028?
a) He will build the tallest building in

the world.
b) He is going build the tallest
building in the world.
c) He built the tallest building in the
world.
d) He is building the tallest building in
the world.
88
UNIT III B
FIRST GRADE
Achievements:
Organize terms and descriptions into a table.

Verifies spelling conventions in order to edit notes.
o Check punctuations and spelling conventions.
o Punctuation.
II.- Read the passage below.

III.- Identify the errors in the underlined passages and then choose the appropriate
form in number 1 and 2.
IV.- Answer questions 3 and 4.
Everybody knows that some organs in the human body are necessary, for example, (1) for
survival you need your brain your heart your lungs, your kidneys...
One of the main jobs of the kidneys is to filter the waste out of the blood (2) How does the
waste get in your blood Well, your blood delivers nutrients to your body. Chemical
reactions occur in the cells of your body to break down the nutrients. Some of the waste is
the result of these chemical reactions. Some is just stuff your body doesn't need because
it already has enough. The waste has to go somewhere; this is where the kidneys come in.
4.
a) for survival; you need your brain, your heart, your lungs your kidneys
b) for survival: you need your brain your heart your lungs, your kidneys
c) for survival; you need your brain, your heart, your lungs your kidneys
d) for survival: you need your brain, your heart, your lungs, your kidneys
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 couldnt breathe without
a)
b)
c)
d)
this system. Which one is it?

skeletal
urinary
digestive
respiratory
7. Good thing you have strong

a)
b)
c)
d)
bones to protect you. Which

system is it?
muscular
skeletal
urinary
digestive
89
VI.
Read the chart, what would be the correct title for each column?
8. Organize terms and descriptions on a table.
__________
______________
______________
______________
clean blood
and send
liquid waste
to bladder.
largest single
organ; cleans out
poisons in blood
and takes
vitamins out of
the blood.
makes pancreatic
juice and insulin
to regulate blood
sugar.
storehouse for
liquid waste.
a)
b)
c)
d)
Kidneys, Liver, Pancreas, Bladder

Pancreas, Bladder, Kidneys, Liver
Liver, Pancreas, Kidneys, Bladder
Kidneys, Bladder, Liver, Pancreas
90
RUBRIC UNIT III

Criteria
I can use will to express predictions.

I can use expressions such as certainly,
probably and might.
I can express future plans and intentions.
I can recognize the parts of the human
respiratory system.
I can label the main elements in a diagram
I can do C-MAPS.
91
Unit IV
First Grade
Social practice of the language
Understand and produce oral exchanges related to leisure situations
Environment
Specific Competency
Exchange likes and dislikes in a dialog
Product A
Interview
92
Achievements:
Recognizes the speakers and listeners behavior that
supports the construction of meaning.
Requests clarifications.
Write sentences.
Formulates questions to clarify doubts.
Anticipates the general meaning to start a dialogue.
93
There's a whole range of English expressions you can use to talk about how much
you like or dislike something.
I. Now read and practice.
If you love something

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

"I don't mind doing the housework."
If you like something

"He quite likes going to the cinema."
"I like cooking."
If you don't like something

"She doesn't like cooking very much."
"He's not very fond of doing the gardening."
"I dislike wasting time."
Things to remember
If you really dislike something
Dislike is quite formal.
Fond of is normally used to
talk about food or people.
"I don't like sport at all."

"He can't stand his boss."
"She can't bear cooking in a dirty
kitchen."
"I hate crowded supermarkets."
"He detests being late."
"She loathes celery."
94
Grammar Note
To talk about your general likes or dislikes, follow this pattern:
like something or like doing something.

Common mistake
Be careful where you put very much or a lot. These words should go after the
thing that you like.
For example, "I like reading very much." NOT "I like very much reading."
II.-Brainstorming about things I like to do.
Weekends
Things I
like to do
At School
At Home
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).
Things I really like:
Things that are ok:
1)
1)
2)
2)
3)
3)
4)
4)
5)
5)
Things I dislike:
1)
2)
3)
4)
5)
Things I really dislike:

1)
2)
3)
4)
5)
97
V. Read the next vocabulary and write your own sentence.

Expressing Likes
a). I love chocolate.
I love playing football.
I love
b). I like animals
I like dancing.
I like
c). I fancy you.
I fancy reading
I fancy ________
d). I enjoy foreign films.
I enjoy
I enjoy running.
___________________________.
e) . I'm crazy about pizza.

I'm crazy about
_________
f).-I'm mad about Brad Pitt
I'm crazy about skiing.

.
I'm mad about singing
I'm mad about ________________________.
98
a) I hate spiders
I hate writing homework
I hate
b) I don't like spinach
I don't like
c) I don't fancy her.
I don't like being cold.
I don't fancy playing cards.
I don't fancy
d) I cant stand smoke.
I can't stand being late.
I can't stand
e) I can't bear lazy people.
I can't bear eating onions.
I can't bear _________________
f) I can't put up with Mike.

I can't put up with
I can't put up with lying.
____________
99
a) Do you mind if I open the window?
I don't mind.
b) Does it bother you if I smoke?
It doesn't bother me.
c) Do you want to go here or there?
It doesn't matter to me.
d) Which movie should we watch?
It makes no difference to me.
e) Which book do you like more?
It's all the same to me.
100
VI. Cut out the next words. Arrange the words in a question form. Paste them
in your notebooks.
101
102
VII. Complete the next table, ask and answer questions from the list given.
LEISURE
Do you like to watch
TV?
Yes, I like to watch TV.
Yes, I do.
watch TV
YES
No
read books
play soccer
basketball
baseball
cards
listen to music
play music
dance
No, I don't like to watch

TV.
swim
No, I don't.
go shopping
go to the movies
cook
eat at a restaurant
IX. What do these people like to do during their leisure time?
103
X. Unscramble the words.

Example:
s m w i _____swim
1. x s e e i r e c ____________.
2. n k t i ________.
3. l p a y a i o n p ______________.
4. o g l o g e b r i n d l r a l _____________.
XI. Find the missing letter and write the word.
Example:
c-lle-t st-mp- __collect stamps
1. g- -o t-e m-v-es _______________.

2. p-ay co-p-ter -a-e- _____________.
3. -o f-r a w-lk _______________.
4. ork in t-e ga-d-n _______________ .
5. g- su-f-ng ________________ .
6. m- - e sc-apb-o-s ____________ .
XII. Put the activities in alphabetical order.

Example:
1. ___exercise_
2. ___go to the movies
3. ___play chess
1. _________________________
2. _________________________
3. _________________________
104
XIII. Play the game "I like/I don't like... The focus is now on expressing likes
and dislikes of animals, fruits and vegetables.

Here's one way of playing (usually played in pairs):
You need a dice and counters. Jan-ken by saying "What do you like?" The first
player rolls the dice and moves forward that number. If a 3 is thrown then she says
"I like peas." or "I don't like peas.", whichever is true.
If a 4 is thrown, then the dice is thrown again and the child moves forward the
number thrown and expresses her like or dislike (unless she lands on the "I don't
like..." place).
If a 6 is thrown, then she throws the dice again and moves back the number thrown
and expresses her like or dislike (unless she lands on the "I like..." place.
The winner is the first child to reach the end with an exact number.
The 3 "I don't like..." and exact finish means that there is a good chance of moving
backwards in the game, therefore heightening the suspense and giving more
practice.
Go
forward
105
106
XIV. Read the dialog and then write your own dialog to express your likes and
dislikes.
Erick: Look at these ads, Oscar Do you like Extreme sports?

Oscar: They are fantastic! I love mountain biking a lot, and you?
Erick: Well, I dont like mountain biking but I like hiking a lot with my family
Oscar: Hiking? No, I dont like hiking, I prefer water sports, and I love kayaking!
Erick: Kayaking? What about exploring?
Oscar: Yes I love exploring too.
XV.In your notebook write sentences expressing likes and dislikes in a

dialogue.( Choose somebody to make the dialogue as an interview).
Organize sentences in a sequence.
Include details in main ideas.
Express points of view in favor and against. (agree or disagree).
Use non-verbal language.
Recognize the appropriate time to interrupt a speaker. ( Excuse me, What do

you mean? , I am not agreeing with., etc).
107
Unit IV
First Grade
Understand and express differences and similarities between cultural
aspects from Mexico and English-speaking countries.
Environment
Literary and ludic
Specific competency
Read and sing songs in order to identify human values in English
speaking countries and Mexico.
Product B
Recital
108
Achievements:
Recognizes main ideas in songs.
Formulates and answers questions about the
treatment of information.
Compares information using known expressions.
Signs verses and choruses of songs.
Detects rhythm, speed and intonation of songs.
109
I. Choose songs that are clear, make sense and do not contain a lot of unknown
vocabulary.
You may decide to pre-teach some key vocabulary.
II. Gap fills
Write out the song lyrics but leave gaps instead of some words. For example, gap
all the verbs or adjectives.
Students listen and fill in the missing words. They may need to listen two or three
times.
If you feel students will find this difficult, write the missing words randomly around
the text and so the students have an idea what they are listening out for.
III. Jumbled lines
Write out the song lyrics, but this time jumble whole lines and students have to put
them into the correct order while listening to the song.
You may wish to cut up the lines, to make the task easier for the students or get
them to cut up the sheet before the activity.
Students can work in pairs.
IV. Spot the mistakes

An easier activity:
Write out the lyrics of the song, but make about 20 mistakes e.g. change the tense,
write an opposite or synonym instead of the correct word. The students listen.
The first time ask them to underline the words that are different and the second (or
third) time actually write what they hear above the word or phrase that is wrong.
After each hearing they can check with each other in a mixed ability classroom
this ensures no-one is left behind and gets unmotivated.
After they have checked that they got the right words, ask them to go through and
see if the mistakes were words or phrases that were the same, similar or opposite
in meaning: a good focus on vocabulary and/or grammar.
Songs can be a good starting point for a discussion or a presentation.

110
V. Discussion of themes
Choose a song that deals with a topic of interest to your students (e.g. Imagine by
John Lennon which is about peace and brotherhood, Money by Pink Floyd or
Money Money Money by Abba etc), do a listening activity like a gap fill, then follow
up with a careful reading of the song and a discussion on its theme(s).
VI. Presentations
In most of the world a class of teenagers will be full of music fans. I have yet to find a
teenager who likes no music at all. By using the theme of music with children of this
age group, they will be more motivated than if the topic is of no interest to them.
Students can work individually, in pairs or small groups
They choose a favorite singer, group, musician, composer
They research (internet, magazines etc) the above
They produce a presentation which can cover the biography of their

chosen musician(s), their career. It can be a talk, a role play, interview,
sketch
They can use cassettes or CDs, posters, handouts to support their

presentation
This could also take a written form be produced as a poster, booklet,

magazine article ideas for using songs to teach grammar.
VII. Passive voice quiz
When working on the passive voice with your students, bring in a few wellknown songs (no matter whether in L1 or English) and ask: Who was that
song sung / written by? A great example of the passive voice in use and
also drawing in the students knowledge of the world.
Ask students to get into teams. In their teams they must come up with at
least 10 similar questions (they could do some research for homework)
about songs.
Organize a class quiz, where team members challenge each other with
questions like: Who were Satisfaction and Brown Sugar sung by? (Rolling
Stones) or they could bring in tapes/CDs (if this is possible) or sing a snippet
of the song and ask the questions.
111
For the teacher

Read the following instructions:
Cut the following lyrics into strips.
Work on your own, or with a friend.
Make the task EASIER for yourself by grouping all the phrases which are
identical.
Listen to the music and put the strips in order.
Play the song according to the level of your students. (ie: for struggling
students, play the song line by line, make it a little more difficult by playing the
song continuously and stopping only when requested, make it a much more
difficult by playing it continuously) .
Play the song according to your level, (ie: play the song line by line, or make it a
little more difficult by playing the song continuously and stopping only when
necessary, or to make it a much more difficult by playing it continuously).
Upper-intermediate students should play the song first, then try and arrange the
lyric strips from memory before listening to the song.
Instruct your students to listen to the music and put the strips in
order. (Students can make the task easier by grouping all the phrases which
are identical).
Recognizes main ideas in songs.
Compare how human values are expressed in songs of English speaking
countries and of Mexico.
Write down verses and/or chorus.
Sing songs with and without the help of written lyrics.
Topic, purpose and audience.
Text distribution: verses, stanzas and chorus.
Repertoire of words necessary for this social practice of the language.
Verb tenses: progressive forms, past.
Verb forms: past participle.
Antonyms.
112
SWEET DREAMS MY L.A. EX

Beyonce
Written by: Christian Karlsson / Pontus Winnberg / Cathy Dennis
Published by: Murlyn Songs AB-Universal Music Publ. Ltd. / Universal Music Publ.-Murlyn
Songs AB / EMI Music Publishers.
113
114
Instructions: Listen to the song and fill the gaps with

the missing nouns.
Practice: Nouns
Level: Pre-intermediate
Activity:
Gapped Worksheet
Language: Grammar & Vocabulary
by Beyonce
Published by: Murlyn Songs AB-Universal Music Publ. Ltd. /Universal Music Publ.-Murlyn
Songs AB / EMI Music Publishers
VIII. Complete the missing nouns in the song.
baby / dreams / effects / eight / ex / finger / gloves / light / man / planet / record / say
/ shoes / song / steam / things / tongue / turn
Verse 1
Hey hang your red ...................... up
Coz theres nothing left to prove now
Hey hang your red ...................... up
...................... no one cares but you
What ...................... are you from?
(You) Accuse me of ...................... Ive
never done
Listen to you carrying on
Cheating another love ......................
Chorus
If I were in your ......................
Id whisper before I shout
There you go playing that ......................
again
Find somebody else to talk about
If I were in your ......................
Id worry of the ......................
Youve had your ...................... now its
my ......................
Sweet ...................... my LA .........
Verse 2
You letting off full ......................
Till the ...................... comes back to you
now
Hey is it all it seems
Is it all you dreamed and more?
What ...................... are you from
(You) Accuse me of ...................... Ive
never done
Cheating another love ......................
Repeat Chorus
Middle_______
Does it make you feel a _____
Pointing the _______ just because
You can
I spell it loud and clear
____that ____s not welcome around here.
Repeat chorus: Middle
115
The Full Lyrics Answer Key

SWEET DREAMS MY L.A. EX
Beyonce
Published by: Murlyn Songs AB-Universal Music Publ. Ltd. / Universal Music Publ.-Murlyn
Songs AB / EMI Music Publishers.
Verse 1
Hey hang your red gloves up
Coz theres nothing left to prove now
Hey hang your red gloves up
Baby no one cares but you
What planet are you from
Accuse me of things Ive never done
Cheating another love song
Verse 2
You letting off full steam
Till the light comes back to you now
Hey is it all it seems
Is it all you dreamed and more?
What planet are you from
Accuse me of things Ive never done
Cheating another love song
Chorus
If I were in your shoes
Id whisper before I shout
There you go playing that record again
Find somebody else to talk about
If I were in your shoes
Id worry of the effects
Youve had your say now its my turn
Sweet dreams my LA ex
Repeat Chorus
Middle 8
Does it make you feel a man?
Pointing the finger just because you can
I spell it loud and clear
Baby that tongues not welcome around
here
Repeat Chorus
116
IX. Determine place, date and audience for which the songs will be
interpreted.
X. Compare information using known expressions.
XI. Find out in the dictionary meaning of unknown words and writes them on
your notebook.
"Waka Waka (This Time For Africa)"

Before you Listen to the first part find 3 phrasal verbs that match
the following definitions:
a) be ready to use again
b) get up after a fall
c) recover fromOooeeeeeeeeeeeeeeeehh
You're a good soldier

Choosing your battles
Pick yourself up
And dust yourself off
Get back in the saddle
...........................................
You're on the front line
Everyone's watching
You know it's serious
We are getting closer
This isn't over
The pressure is on
You feel it
But you got it all
Believe it
When you fall get up, oh oh
If you fall get up, eh eh
Tsamina mina zangalewa
Cuz this is Africa
Tsamina mina, eh eh
Waka waka, eh eh
This time for Africa
117
Teachers copy
"Waka Waka (This Time For Africa)
a)be ready to use again. DUST .... OFF
PICK... UP c)recover from GET BACK
You're a good soldier
Choosing your battles
Pick yourself up
And dust yourself off
Get back in the saddle
You're on the front line
Everyone's watching
You know it's serious
We are getting closer
This isn't over
The pressure is on
You feel it
But you got it all
Believe it
When you fall get up, oh oh
If you fall get up, eh eh
Cuz this is Africa
Tsamina mina, eh eh
Waka waka, eh eh
Listen to your God
This is our motto
Your time to shine
Don't wait in line
People are raising
Their expectations
Go on and feed them
This is your moment
No hesitations
Today's your day
I feel it
You paved the way
Believe it
If you get down get up, oh oh
When you get down get up,
eh eh
b) get up after a fall

Tsamina mina, eh eh
Waka waka, eh eh
Anawa a a
Tsamina mina, eh eh
Waka waka, eh eh
Tsamina mina, Anawa a a
Tsamina mina
Tsamina mina, Anawa a a
Tsamina mina, eh eh
Waka waka, eh eh
Anawa a a
Tsamina mina, eh eh
Waka waka, eh eh
This time for Africa]
Django eh eh
Anawa a a
We're all Africa
XIII. Listen to this and put

the sentences in order.
___This is your moment
___No hesitations
___Go on and feed them
___People are raising
___Their expectations
___I feel it
___Today's your day
___Believe it
___You paved the way
..............................................
If
you get down get up, oh oh
When you get down get up, eh eh

T samina mina zangalewa
T his time for Africa
T samina mina, eh eh
Waka waka, eh eh
A nawa a a
Waka waka, eh eh
[Lady Singing]
[ Voice:]
T samina mina, Anawa a a
T samina mina
T samina mina, Anawa a a
Waka waka, eh eh
nawa a a
Waka waka, eh eh
Django eh eh
nawa a a
We're all Africa
We're all Africa This time for Africa
We're all Africa
118
XIV. Listen and complete the gaps with the correct word.
MELT WITH YOU J. Mraz
119
XV. Watch the video and complete the gaps with the correct word:
http://www.youtube.com/watch?v=eFkmRp_G2uo&list=FLb2Suc7Febz5sdSprUYqYw&index=1&feature=plpp_video
Well you better _______ my sisters and brothers,
'cause if you do you can _______
there are _______ still calling _______ the years.
And they're all crying across the ocean,
and they're _______ across the land,
and they will ______ we all come to _________.
None of us are free.
None of us are free, one of us are __________.
And there are people still in __________,
and they just _______ see the ________.
If you don't say it's ________ then that says it _________.
We got try to ________ for each other, let our _________'s know that
we care.
Got to get the _________, send it out ________ and _________.
(Chorus)
It's a simple _________ we all need, just to hear and to see.
None of us are free, one of us is _________.
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.
120
Ive Got a Girl

Six, seven, eight, nine, ten
Lou Bega on a trip wont you all come in
With a little bit of this and a little bit of that
You can get what you see you can see what you get
And I bet that youre all a little bit excited
If you want an autograph, honey I can write it
Ive got girls worldwide on the planet
Some called Whitney and some called Janet
CHORUS
Ive got a girl in Paris Ive got a girl in Rome
Ive even got a girl in the Vatican dome
Ive got a girl right here Ive got a girl right there
And Ive got a girlfriend everywhere
Ive got a girl on the moon Ive got a girl on mars
Ive even got a girl that likes to dance on the stars
Ive got a girl right here and one right there
.
From Miami Beach to Beluga Bay
From the milky way to east L.A.
From saint Tropez to my home caf
Thats my way and I do it like day by day in
Africa - America - Europe and Australia
Asia - Canada - I take them all and marry her
India - Arabia - to the girls of Germany
All around the planet you can be my fantasy
CHORUS
.
You and me - no matter where you from baby No matter where you from baby - baby only you and me
121
Ive Got a Girl

Six, seven, eight, nine, ten
Lou Bega on a trip wont you all come in
With a little bit of this and a little bit of that
You can get what you see you can see
what you get
And I bet that youre all a little bit excited
If you want an autograph, honey I can write
it
Ive got girls worldwide on the planet
Some called Whitney and some called
Janet
CHORUS
(Complete the sentence with the name
of two cities)
Ive got a girl in .. Ive got a
girl in ..
Ive even got a girl in the Vatican dome
Ive got a girl right here Ive got a girl right
there
Ive got a girl on the moon Ive got a girl on
mars
Ive even got a girl that likes to dance on
the stars
Ive got a girl right here and one right there
(Complete the sentences with two places)
From Miami .. to Beluga Bay
From the milky way to east L.A.
From saint. Tropez to my home
..
Thats my way and I do it like day by day in
(Complete the sentences with

names of continents or countries )
- America - Europe
and ...
Asia - - I take them all
and marry her
- Arabia - to the
girls of ..
All around the planet you can be my
fantasy
CHORUS
Ive got a girl in Ive
got a girl in ..
Ive even got a girl in the Vatican
dome
Ive got a girl right here Ive got a girl
right there
Ive got a girl on the moon Ive got a
girl on mars
Ive even got a girl that likes to dance
on the stars
Ive got a girl right here and one right
there
You and me - no matter where youre
from baby No matter where youre from baby baby only you and me
122
XVI. Listen and fill-in the gaps with the correct word from the box.
Quit
Care
Be
Shout
Looked
Saying
Love
Broke
You know you ______(1) me, I know you _____(2)

Just ______(3) whenever, And I'll ____(4) there
You are my love, You are my heart
And we will never ever-ever be apart
Are we an item. Girl _____(5) playing
"We're just friends"
What are you ______(6)?
said theres another and ________(7) right in my
eyes
My first love _____(8) my heart for the first time,
XVII. Listen and order the following lines correctly.
XVIII. Listen and match with lines correctly.
123
(CHORUS) Baby, baby, baby ohh . (And RAP)
(Now I'm all gone)

Bieber Baby
Yeah, Yeah, Yeah
Yeah Yeah Yeah
(Now I'm all gone)
Yeah, Yeah, Yeah
Yeah, Yeah, Yeah
Justin
(Now I'm all gone)

Yeah, Yeah, Yeah
Yeah, Yeah, Yeah
Now I'm all gone, gone, gone, ooh
I'm gone
XIX.
Match words to their correct meanings.
XX. Can you answer the questions?
Who is Justin Bieber?_____________________________________________

What is this song about?___________________________________________
124
Justin Bieber
Baby lyrics
Ohh wooaah Ohh wooaah Ohh wooaah
You know you love me, I know you care
Just shout whenever, And I'll be there
You are my love, You are my heart
And we will never ever-ever be apart
Are we an item. Girl quit playing
"We're just friends"
What are you sayin?
said theres another and looked right in my
eyes
My first love broke my heart for the first
time,
And I was like
Baby, baby, baby ooh
Like baby, baby, baby noo
Like baby, baby, baby ooh
Thought you'd always be mine, mine
Baby, baby, baby oohh
Like baby, baby, baby ohh
For you,i would have done what ever
And I just cant believe we ain't together
And I wanna play it cool, But I'm losing
you
I'll buy you anything, ill buy you any ring
And I'm in pieces, Baby fix me
and just shake me til' you wake me from
this bad dream
I'm going down, down, down, down
And I just can't believe, my first love won't
be around
And I'm like,
Baby, baby, baby oooh
Baby, baby, baby oooh
Luda, When I was thirteen,

I had my first love
There was nobody that
compared to my baby
And nobody came between
us
or could ever come above
She had me going crazy
Oh I was stars truck
She woke me up daily
Don't need no Starbucks
She make my heart
pound[wwwhhhooo]
and skip a beat when I see
her in the street
and, At school, on the
playground
But I really wanna see her on the weekend
She know she got me dazing
Cuz she was so amazing
And now, my heart is breakin'
But I just keep on sayin'
Baby, baby, baby ohh

Like baby, baby, baby ohh
Baby, baby, baby ooh
Like baby, baby, baby oooh
(Now I'm all gone)
Yeah, Yeah, Yeah
Yeah Yeah Yeah
(Now I'm all gone)
Yeah, Yeah, Yeah
Yeah, Yeah, Yeah
(Now I'm all gone)
Yeah, Yeah, Yeah
Yeah, Yeah, Yeah
Now I'm all gone, gone, gone, ooh
I'm gone
125
EXAM UNIT IV
UNIT IV A
FIRST GRADE
Achievements:
Write sentences.
o Organize sentences in a sequence.
Formulates questions to clarify doubts.
o Sentences types
I.- Read the text 1 and 2 and decide the correct order of events.
Adam was training for the track race in his
middle school. He was to run in three races
alone and in one relay. He practiced each day.
The first thing he did was to stretch his muscles
and make sure his muscles were ready to run.
He stretched for ten minutes each morning.
Then, he would run up and down the stadium
steps three times before heading to the track.
After running up the stadium steps, Adam would
do twenty laps around the track. Finally, he
would run all the way home and eat a large
breakfast before showering.
2.- Choose the number that shows the

correct order of events.
a) I dont want to eat pizza again for a
long time.
b) I ate ten pieces of pizza.
c) Later that night, I got sick.
d) I felt very full.
1. b,d,c,a
2. b,d,a,c
3. c,d,b,a
4. c,d,a,b
1.- Place the events in the correct

sequence. Choose the letter that shows the
correct order of events.
___ Adam ran up and down the stadium
steps three times.
___ He took a shower.
___ Adam stretched his muscle for ten
minutes.
___ He ate a large breakfast.
___ Adam did twenty laps around the track.
___ He ran all the way home
a) 2,5,1,6,3,4
b),2,6,1,3,4,5
c) 2,6,5,3,4,1
d) 2,6,1,5,4,3
126
II.- Read the paragraphs and choose the correct question to clarify doubts.
Anna is in the kitchen with her colleagues during a break. She understands most of the
conversation. Suddenly, one of her colleagues says something and everyone starts
laughing. Her colleague used an unusual expression. Anna does not laugh because she
does not know the expression.
3.- What expression can Ana use to understand the expression?
a)
b)
c)
d)
Can you hear me?

Sorry! I dont understand. What does it mean?
Do you understand?
Could you repeat that please?
4.- What expression can Ana use to understand the expression?
Rahila: Okay, everyone, lets finalize our plans for the Sports Day... Lisa, Ron, Nick,
Didier, Wendy everyone, please pay attention!
Wendy: Sorry, Rahila didnt catch it ________________?
Rahila: I just said we should start discussing our plans for Sports Day... Did you talk to
Coach Andrews?
5.- What expression can Wendy use to catch the idea.
a)
b)
c)
d)
Can you hear me?

Sorry! I dont understand. What does it mean?
Do you understand?
Could you repeat that please?
127
UNIT IV B
FIRST GRADE
Formulates and answer questions about the treatment of
information.
Compares information using known expressions. Read 2
songs.
Achievements:
III.- Read the two songs and answer the questions 1-5
Imagine
1 ) Imagine there's no heaven
It's easy if you try
No hell below us
Above us only sky
Imagine all the people
Living for today...
Imagine there's no countries
It isn't hard to do
Nothing to kill or die for
And no religion too
Living life in peace...
2) You may say I'm a dreamer
But I'm not the only one
I hope someday you'll join us
And the world will be as one
3) Imagine no possessions
I wonder if you can
No need for greed or hunger
A brotherhood of man
Sharing all the world...
4) You may say I'm a dreamer
But I'm not the only one
I hope someday you'll join us
And the world will live as one
6.- In which paragraph of the imagine

song is related to human values?
a)
b)
c)
d)
Paragraph 1.
Paragraph 2.
Paragraph3.
Paragraph4.
La Dama de negro
1 ) S que llegar el da
en el que no haya herida
causada por el odio
de los que no son igual
2) Y s que duele soportar
que escueza tanto la soledad
por no vestir como ellos
y por ti misma pensar
3) Te enciendes tal que una flor
cuando suena tu cancin
le gritas en silencio al viento
que es libre tu corazn
Sin fronteras sin avin
sin credos ni religin
que no esclavicen al hombre
jams en nombre de un Dios
Ahh?
4) Si necesitas respirar
adems de aire libertad
y el heavy es tu bandera
siempre nos tendrs aqu
Y aunque cueste una eternidad
que te respeten por pensar
sigue adelante y lucha
no ests sola somos ms!!
7.- In which paragraph of La Dama de

negro song is related to human
values?
a) Paragraph 1.
b) Paragraph 2.
c) Paragraph 3.
d) Paragraph 4.
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8.- The phrase imagine there is no

countries according to the context
means:
a) The world with much population.
b) The world with people living in
peace.
c) Unpeace world.
d) Unfriendly world.
9. The phrase sigue adelante

y lucha of La dama de
negro song means:
a)
b)
c)
d)
Dont give up.

Stay in the same place.
Be friendly.
Give up.
10. According to the imagine song whos the intended audience?

a).-The lawyers.
b).- All the people in the world.
c).-The students.
d).-The author
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RUBRIC UNIT IV
Criteria
I can express likes and dislikes.

I can identify leisure time activities.
I can identify adverbs of frequency.
I can identify the message in a song
I can get the general meaning in the lyrics of a
song
I can determine place, date, and audience for
which the songs will be interpreted.
Holistic rubric to assess a final product

Criteria
Great
Good
Fair
Poor
(10-9)
(8-7)
Score
Content
(text)
Organization
(As asked)
Visuals
(Pictures)
Delivery
(Due time)
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Unit V
First grade
Produce texts to participate in academic events.
Environment
Academic and educational
Specific competency
Rewrite information to explain a graphic exhibition.
Product A
Exhibition about a Science Topic
131
Achievements:
Identifies and distinguishes types of
sentences that express main ideas within
paragraphs, using previously established
goals.
Uses various strategies in order to point out
relevant information.
Selects information in order to rewrite and
paraphrases sentences.
Organizes sentences to make a paragraph.
Points put and clarifies doubts in order to
edit notes.
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RELATIVE PRONOUNS
I.Practice the relative pronouns.
1.-Who / that ________ used for people [subject]
2.-Whom __________ used for people [Object]
3.-Which/ that _________ used for things
4.-Whose __________ used to show possession
5.-When _______ used to show time
6.-Where ________ used to show place
II. Rewrite using the suitable relative pronouns:
1.
I thanked the woman. She helped me.
2.
I saw the man. He closed the door.
3.
We are studying sentences. They contain adjective clause.
4.
I am using a sentence. It contains many adjectives.
5.
The man was Mr. Jones. I saw him yesterday.
6.
I liked the woman. I met her at the party.
7.
The man is standing over there. Ann brought him to the party.
8.
She lectured about a topic. I know little about it.
9.
I am reading a book. It was written by Jane Austine.
10.
I returned the money. I had borrowed it from my friend.
III. Write the correct relative pronoun.

1.
This is the city which the president was born.
2.
A widow is a woman who husband has died.
3.
I cannot stand the taste of milk who gets sour.
4.
Mary hates dresses where are too tight.
5.
It is the shop where sells childrens toys.
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VI. Read the text.

1.-Anticipate the general meaning
2.-Circle the new words.
3.-Underline key ideas in paragraphs.
4.-Distinguish the types of sentences used to express key ideas.
Volcano
A volcano is a place on the Earth's surface (or any other planet's or moon's
surface) where molten rock, gases and pyroclastic debris erupt through the
earth's crust. Volcanoes vary quite a bit in their structure - some are cracks
in the earth's crust where lava erupts, and some are domes, shields, or
mountain-like structures with a crater at the summit.
Magma is molten rock within the Earth's crust. When magma erupts through
the earth's surface it is called lava. Lava can be thick and slow-moving or thin and fastmoving. Rock also comes from volcanoes in other forms, including ash (finely powdered
rock that looks like dark smoke coming from the volcano), cinders (bits of fragmented
lava), and pumice (light-weight rock that is full of air bubbles and is formed in explosive
volcanic eruptions - this type of rock can float on water). Volcanic eruptions can cause
great damage and the loss of life and property.
The Word Volcano:
The word volcano comes from the Roman god of fire, Vulcan. Vulcan was said to have
had a forge (a place to melt and shape iron) on Volcano, an active volcano on the Lipari
Islands in Italy.
Extreme Volcanoes:
The largest volcano on Earth is Hawaii's Mauna Loa. Mauna Loa is about 6 miles (10 km)
tall from the sea floor to its summit (it rises about 4 km above sea level). It also has the
greatest volume of any volcano, 10,200 cubic miles (42,500 cubic kilometers). The most
active volcano in the continental USA is Mt. St. Helens (located in western Washington
state).
The largest volcano in our Solar System is perhaps Olympus Mons on the planet Mars.
This enormous volcano is 17 miles (27 km) tall and over 320 miles (520 km) across.
134
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.

Volcano Quiz Printout
Circle the right answer:

1. What is the name of molten rock that erupts from volcanoes?
MAGMA - LAVA - VENT
2. What is the name of molten rock within the Earth's crust?
MAGMA - LAVA - VENT
3. What is the name of the tube through which molten rock flows?
PARASITIC - CONDUIT - BASE
4. In which part of the Earth would you find a magma reservoir?
CRUST - PARASITIC - CONDUIT
5. Composite volcanoes are made up of layers of lava and ______.
CONDUIT - ASH - MAGMA
6. What is the name of a smaller vent-structure on the side of some volcanoes?
SUMMIT - MAGMA RESERVOIR - PARASITIC CONE
7. What is the name of the bowl-like opening of a volcano?
SILL - CRATER - ASH
8. Are ash clouds emitted from sills?
YES - NO
9. What is the name of an opening through which molten rock and gases escape from a
volcano?
CONDUIT - VENT - FLANK
10. The sides of a volcano are called its flanks.
YES - NO
136
VII.- Label the Volcano Diagram

Read the definitions, and then label the diagram below.
Definitions
ash cloud - an ash cloud is the cloud of ash magma chamber - a magma chamber
that forms in the air after some volcanic
contains magma (molten rock) deep within
eruptions.
the Earth's crust.
conduit - a conduit is a passage through
which magma (molten rock) flows in a
volcano.
side vent - a side vent is a vent in the side of

a volcano.
vent - a vent is an opening in the Earth's

crust - the crust is Earth's outermost, rocky surface through which volcanic materials
layer.
erupt.
lava - lava is molten rock; it usually comes
out of erupting volcanoes.
137
Volcano
VIII.- Fill in the blanks below using words from the word bank.
Word Bank:
Mars
crust
crater
miles
summit
rock
lava
cracks
Magma
Earth
volcano
erupts
A volcano is a place on the Earth's surface (or any other planet's or moon's surface) where
molten _______________________, gases and pyroclastic debris erupt through the
earth's _______________________. Volcanoes vary quite a bit in their structure - some
are _______________________ in the earth's crust where lava erupts, and some are
domes, shields, or mountain-like structures with a _______________________ (a circular
depression) at the summit.
_______________________ is molten rock within the Earth's crust. When magma
_______________________ through the earth's surface it is called
_______________________.
The largest volcano on _______________________ is Hawaii's Mauna Loa. Mauna Loa is
about 6 miles (10 km) tall from the sea floor to its _______________________ (it rises
about 4 km above sea level). It also has the greatest volume of any volcano on Earth,
10,200 cubic miles (42,500 cubic kilometers).
The largest _______________________ in our Solar System is perhaps Olympus Mons
on the planet _____________________. This enormous volcano is 17
_____________________ (27 km) tall and over 320 miles (520 km) across.
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.
5.-Produce a poster with illustrations (photographs, maps, drawings, charts, etc.)

to support the notes contents.
6.-Edit the notes and rewrite them on a card taking into account the font size so the
content can be easily read.
7.-Decide the order in which every chart will be presented with its respective
informative card.
8.-Display the exhibition to a selected audience in a previously agreed place.
9.-Draw pictures and write about your project.
141
Successful Science Fair Projects

(Science teacher, science fair organizer and judge)
A successful science fair project does not have to be
expensive or even terribly time-consuming. However, it
does require some planning and careful thought. Projects
become frustrating to students, parents and teachers
when they are left to the last minute and thus don't have
the chance to be as good as they possibly can. You can't
rush good science!
A Science Fair Project display usually asks that you

include certain sections. Your particular science fair rules
and guidelines may use slightly different words to
describe them, but be sure you address each of them as
you go through your project and then again as you write
it up.
Sections of a Science Fair Project

Title
Ideally the title of your project should be catchy, an "interest-grabber," but it should also
describe the project well enough that people reading your report can quickly figure out
what you were studying. You will want to write your Title and Background sections AFTER
you have come up with a good question to study.
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Background or Purpose
The background section is where you include information that you
already know about your subject and/or you tell your project
readers why you chose the project you did. What were you
hoping to find out from the project?
The Question (Or Selecting Your Subject)

Probably the most difficult part of a science fair project is
coming up with a good subject to research. I suggest to my
students that they:
A. think about WHAT INTERESTS them.
B. think of a TESTABLE QUESTION about the subject.
If you are doing a project about something that interests you, you will
likely enjoy the research more and stick with it long enough to get some good data.
Remember, you are being a scientist.
Scientists go to work each day because they are interested in what
they are studying and because they are curious to know the
answers to the questions they are researching.
If you are working to ANSWER A QUESTION, you will be doing
real research.
Other students who like sports have done experiments with the
equipment for their sport: Do new tennis balls bounce higher than old ones? Do
basketballs that are fully inflated bounce better than flatter ones? These projects
just require some tennis balls or basketballs, some volunteer "bouncers" and a
meter tape or meter stick!
There are many good sources for science fair project questions. The Neuroscience
For Kids Web Site has some neuroscience-related questions that might spark your
interest. Projects involving food - tasting, smelling etc - can be very simple to set
up yet also very interesting. "Can blindfolded people taste the difference between
...?" You can also get lots of ideas from science trade books, such as Janice Van
Cleave's books ("Biology for Every Kid" etc). If you browse through these books at
a store or library, they may give you some ideas for a project of your own.
143
Project Guidelines
Be sure to carefully read the project guidelines for your particular
science fair. Rules vary greatly from fair to fair in what is allowed,
both for safety and ethical/animal use considerations. Obviously,
experiments should not involve illegal substances or involve clearly
preventable danger to you or your research subjects.
Some situations may require clarification from your teacher and/or parents. For
example, suppose you were doing an experiment on the effects of caffeine (or
chocolate) on concentration or reflexes. Think about the possible consequences!
You would need to get permission before providing large amounts of high-caffeine
soda pop. Some science fairs discourage the use of food in experiments because
of food allergies. Again, check with your science fair guidebook or your teacher,
and be sure you clearly communicate to your (human) research subjects what you
will be asking them to consume so they can tell you if they have allergies.
Prediction or Hypothesis
As soon as you come up with a testable question, you will
probably instantly have a hypothesis (prediction) about what
the results will be from your testing. (Isn't the human brain an
amazing thing?!) It's a good idea to write this down before
starting, because it may change as you go about your
experimenting.
Materials and Methods

Once you have come up with a question that you can actually
test with materials at your disposal, you need to figure out how
to set up the tests. If you will have a survey for your
participants to fill out, get that written up and duplicated. If you
will need a chart to write down your test results, get it made. If
you take the time to make it look nice with a straight-edge, you can include the
actual chart or survey instrument in your project write-up. This really impresses the
judges!
Let your teacher or science fair coordinator know what your question is and how you plan
to go about testing it. They will likely have some good suggestions to save you lots of time
and trouble. Once you have their go-ahead, then make a list of your materials, gather them
up and GET STARTED! If you are really doing science, you will probably find that some
things don't go quite as you had predicted they would. You will have to
modify your research methods or even your original question. You may
have to add more materials to your list. My students often get
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?
145
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.
146
WATER CYCLE
MATERIALS:
pixie cup
baggy
tape
water
PROCESS:
Put a small amount of water in the pixie cup.
Put the pixie cup in a baggy and close the baggy.
Tape the baggy with the cup of water inside of it to a window that the sun comes in.
What happens? With the heat of the sun, the water evaporates from the cup which you
can not see and condenses on the inside of the bag into little water droplets. These
droplets eventually drip down to the bottom of the bag.
EXPLANATION:
This is what happens to the water in our creeks, streams, rivers, lakes and oceans. The
water evaporates into the air and rise with the heat of the sun. It condenses into small
droplets into what we see as clouds. When the droplets become to heavy, they fall to the
ground as rain or snow.
TORNADO IN A JAR
MATERIALS:
mayonnaise jar or a canning jar

clear liquid soap
vinegar
water
PROCESS:
Fill the jar about three-quarters full of water.
Put a teaspoon of the liquid soap into the jar.
Also, add a teaspoon of vinegar into the jar.
Tighten the lid and shake the jar to mix up the ingredients.
Now, swirl the jar in a circular motion.
The liquid will form a small tornado.
*If you want to get creative, you can also use food coloring to make the tornado have a
color and glitter to represent debris
EXPLANATION:
The swirling motion you give the bottle forms a vortex and is a easy way to create your
own tornado.
147
MAKE LIGHTNING
MATERIALS:
aluminum pie pan

small piece of wool fabric
styrofoam plate
pencil with a new eraser
thumbtack
PROCESS:
http://galeria.dibujos.net
Push the thumbtack through the center of the aluminum pie pan from
the bottom
Push the eraser end of the pencil into the thumbtack.
Put the Styrofoam plate upside-down on a table. Quickly, rub the
underneath of the plate with the wool for a couple of minutes.
Pick up the aluminum pie pan using the pencil as a handle and place it
on top of the upside-down Styrofoam plate that you were just rubbing
with the wool.
Touch the aluminum pie pan with your finger. You should feel a shock.
If you dont 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? Its 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.
148
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.
149
MELTING SNOW
MATERIALS:
a glass cup
thermometer
snow
PROCESS:
Fill the glass up with snow.
Place the thermometer in the glass filled with snow and take the temperature.
Write down the temperature on a piece of paper.
Bring the glass inside and wait until for about 5 minutes until the snow melts.
Now, take the temperature again. What happened?
EXPLANATION:
The temperature of the snow was much colder than the temperature of the melted snow or
water. Water freezes at 32 degrees. When the glass of snow was brought inside, the
temperature indoors was much warmer than 32 degrees and melted the snow. This is how
the melting process works!
WHAT IS LIGHTNING?
MATERIALS:
fluorescent light bulb

rubber balloon
PROCESS:
Turn all of the lights off in the room. (The darker the better!)
Rub the balloon on your hair for several seconds.
Then hold the statically charged balloon near the end of the light bulb. This will illuminate
the bulb.
Repeat the demonstration as many times as desired.
EXPLANATION:
When you rub the balloon on your hair, the balloon builds up an electrical charge (static
electricity). Touching the charged balloon to the end of the fluorescent light bulb causes
the electrical charge to jump from the balloon to the bulb. This is what illuminates the light
bulb.
Lightning is an electrical discharge within a thunderstorm. As the storm develops, the
clouds become charged with electricity. Scientists are still not sure exactly what causes
this, but they do know that when the voltage becomes high enough for the electricity to
leap across the air from one place to another, lightning flashes! Lightning can spark within
a cloud, from one cloud to another, from a cloud to the ground, or from the ground to a
cloud.
150
MAKE A WINDSOCK
MATERIALS:
sleeve of a large, old long-sleeved shirt
needle and thread
string
wire
small rock
PROCESS:
Cut one sleeve off an old long-sleeved shirt.
Bend the wire into a circle. Make sure it is the same size as the top of the sleeve.
Place the wire into the top end of the sleeve. Take the needle and thread and stitch it, so
the wire will stay in place.
You have just now made the mouth of the wind sock.
Now, place the rock in some cloth on one edge of the wire. Sew it on tight to hold it in
place.
Tie the string onto the wire opposite the rock.
Tie the other end of the string to a branch where it can move freely. The rock will keep the
windsock facing into the wind.
EXPLANATION:
Now, your windsock is working! Use a compass to find out which direction the wind is
blowing from.
EXAMINING COLORS
MATERIALS:
red, blue and yellow food color (primary colors)
1 cup of milk
dish soap
shallow and flat bowl or container
PROCESS:
Pour 1 cup of milk into the bowl.
Add 3 drops of red food color to one edge of the bowl.
Add 3 drops of blue food color 1/3 of the way away.
Add 3 drops of the yellow food color 1/3 of the way away.
Don't mix of jiggle the bowl.
Squeeze a drop of the dish soap in the center of the bowl.
Watch what happens!
EXPLANATION:
The dish soap does not mix with the milk. Instead, it floats on top and spreads over the surface. As
it spreads, it grabs the food color of the primary colors you dropped into it. Where the color meet,
the combine and form new colors. We call these colors, secondary colors!
Red + Yellow = Orange
Blue + Red = Purple
Yellow + Blue =
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PINWHEEL WIND COLLECTOR

MATERIALS:
pin, scissors, sharpened pencil with eraser and square piece

of construction paper (about 8.5" x 8.5")
PROCESS:
Lay the square piece of paper flat on a table and draw a line diagonally from each corner
to the opposite corner.
Mark the center of the square where the two lines cross and punch a small hole through it
with the pencil tip.
Cut along each line stopping about an inch from the hole in the center of the square.
Take the pin and punch a hole in the top left corner of each of the four flaps. (No two holes
should be next to each other.)
Pick up a flap at each punched corner and carefully curve it over toward the center hole,
securing it with the pin. Repeat this for the other flaps.
When all four flaps are held by the pin, carefully lift the paper without letting the flaps
unfurl.
Lay the pencil flat on a table and push the point of the pin into the side of the eraser.
EXPLANATION:
Now your pinwheel is complete! Pick up the pinwheel near the pencil point and let it catch
the wind. You will notice that the pinwheel only spins when the wind hits its center.
MAKE YOUR HAIR STAND UP
MATERIALS:
balloon
PROCESS:
Blow up the balloon and tie it.
Rub it against your hair on top of your head.
Watch what happens! Your hair will stick up!
This also happens when you take off your wool hat in the wintertime. You usually notice
static electricity in the winter when the air is very dry. During the summer, the air is more
humid. The water in the air helps electrons move off you more quickly, so you cant build
up as big of a charge.
EXPLANATION:
Why does this happen? Its because of static electricity! When you rub the balloon on your
hair, youre 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!
152
Unit V
First grade
Interpret and express everyday life instructions.
Environment
Specific competency
Understand and express specific warnings of public places.
Product B
Oral Warnings
153
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.
154
Practice in your notebook.

Imperative sentences
The imperative sentences give orders,
directions and advices.
Obligation: have to, has to:

He has to wear a uniform.
She has to follow the rules.
They have to do their
homework.
Permission: can, be allowed to:

He can practice a sport there.
He is allowed to receive visits once a
week
II. Complete the request using the imperatives from the box.
A. The car is very dirty,
_____________________________, please.
1. Clean it
B. There is too much air in this room,

______________________________.
2. Dont bother us
C. The dog is big and dangerous,

______________________________.
3. Wash it
D. Theres a big mess in that table,

______________________________
4. Turn it down
E. The garbage is in that bag next to the door,

__________________________________, please.
5. Pick them up
F. The T.V. is too loud,

__________________________________, please.
6. Close the window
G. The birds have eaten too much today,

___________________________________.
7. Dont play with it
H. We need to finish the homework,

___________________________________.
8. Take it out
I. The trip is next Friday,

___________________________________
9. Clean your shoes
J. The floor is clean,

___________________________________, please.
10. Dont feed them
K. Its too late and I want to sleep,

___________________________________, please.
11.Buy the tickets
L. The books are on the floor,

___________________________________
11. Turn off the lights

155
III.- Classroom rules contest (must or mustnt)
We wear uniform
We shout in the classroom
We do our homework
We leave the classroom without

permission
We arrive on time
We arrive late
We respect each other
We speak in Spanish all the

time
We listen when our teacher or

classmate is speaking
We disturb people who are

working
We enter and exit the room

quietly
We write or carve on your desk

or school property
We respect other peoples

opinions
We eat in the classroom
We participate in all classroom

activities
We use our cell phones in class
We call people by their proper

names
We interrupt each other
We treat everyone and their

property respectfully
We go to the toilet without

permission
We bring all the books and

materials needed for every class
We bring beverages to class
156
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.
157
Rules for homework - rules for a test

Rules during recess
There are even rules for dress
Learn each rule - that's my plan
All I have to do is follow every rule I know I can!
You're Not Allowed to Chew Gum in Class!
Chorus:
You're not allowed to chew gum in class
You're not allowed to chew gum in class
If you're chewing, get rid of it fast 'Cause you're not allowed to chew gum in class
No candy or chips - or sodas to sip.
No snacking at all - in the classroom or hall
theres absolutely, positively, no gum
Chew, chew, chewing in class
No seeds and no nuts No ifs, ands or buts.....
You may be wondering why it's not allow-wow-wow-wow-wowed
'Cause when you've got a wad of gum packed in your mouth
you look like a cud-chewing cow
Chorus
No candy or chips - or sodas to sip No snacking at all - in the classroom or hall
There's absolutely, positively, no gum chew, chew, chewing in class
It's so distracting to you and those a roun-oun-oun-oun-ound
When you're chewin' 'n chompin' 'n clickin' 'n poppin'
youre making such an ugly sound
Chorus
No seeds and no nuts - no ifs ands or buts.....
158
1.-Use the song, and paraphrase the message of some warnings.
V.- Careful? Where? Why?

Students work in groups of four and give one set of picture cards
and one set of text cards to each group of students.
1.- Tell students that they have to match the signs to their meaning.
2.- Produce a mini conversation.
159
VI.- Read the sentences about the students at your school. Then write sentences
using the modals from the box.
1.
2.
3.
4.
5.
6.
7.
8.
Have to
had to
doesn't have to
Has to
don't have to
didnt have to
Students with cars _______________ get parking permits.
I _______________ get a parking permit.
New students _______________ get an orientation.
A typical student ________________ come to school five days a week.
Students ____________ buy books.
I ________________ buy my books for this class.
Students _______________ wait in long lines to register for class.
I _______________ wait in a long line when I registered.
VII.- Read the rules about driving. Complete the sentences with must or must not.
1. You ____________ drive on the right side of the road in the United States
2. You ____________ drive over the speed limit.
3. You ____________ put money in the parking meters.
4. You ____________ park illegally.
5. Drivers ____________ drive too closely to the car in front of them.
6. Drivers ____________ pass a leading school bus.
7. Drivers ____________use their headlights at night.
VIII. What would you do in the next situations use must or musnt ? Make
statements about what you think these signs might mean.
160
IX.-Read the pool rules circle the words that indicate prohibitions.
X.- Write the rules of your classroom.
161
XI. Complete the next information.
162
XII. Read the comics and write down as many sentences in the
imperative as you can:
XII. Make Do and Dont signs.
163
164
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.
165
EXAM UNIT V
UNIT V A
FIRST GRADE
Achievements:
Uses various strategies in order to point out relevant

information.
Selects information in order to rewrite and paraphrase
sentences.
Organizes sentences to make a paragraph.
I.- Quickly look at the title, the picture, the repetitions of words and cognates and
tell us what the topic is about.
TORNADO ALERT
If you dont 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. Hes 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 arent followed by
a tornado.
As of 2011, the average advance time for a tornado warning was nearly 15 minutes,
according to the National Weather Service. Extending the warning period by even a few
minutes could save more lives if people acted. It pains meteorologists when those in
the path of a tornado do not heed their warnings.
Earlier this year, the National Weather Service began using much more dramatic language
in some tornado warnings. For example, it issued the especially strong caution below for
Wichita, Kan., at 10:27 p.m. on April 14.
1.- What the topic is about?

a) Recipe for a tornado
b) Tornado missing ingredient
c) Tornado warning
d) Tornado
166
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)
b)
c)
d)
compare/contrast
description
cause and effect
sequential order
VII.
Look at the chart about the Five Worst Hurricanes in U.S. History
HURRICANE
YEAR
STATES (S) HIT
Sea Island
Cheniere
Caminanda
Hurricane Katrina
(CATS)
Lake Okeechobee
Hurricane
Great Galveston
Hurricane
1893
1893
South Carolina, Georgia

Louisiana
3
4
1,000
1,100
2005
1,833
1928
Louisiana, Mississippi, Texas,

Alabama
Florida
2,500
1900
Texas
8,000
3.- Which of these hurricanes

had the strongest winds?
a) Sea Islands Hurricane, in
1893
b) Hurricane Katrina, in 2005
c) Lake Okeechobee
Hurricane, in 1928
a) Hurricane Katrina, 2005
CATEGORY DEATH
TOLL
4.- Which of these hurricanes hit

more states?
b) See Island
c) Hurricane Katrina
d) Great Galveston
e) Bridge Creek
167
UNIT V B
FIRST GRADE
Indicates causes and effects of warnings.
Associates warnings to particular situation.
Achievements:
III.- Look at the picture and choose a warning

5.- The Zoo keeper warning will be?
a)
b)
c)
d)
If you go to the zoo visit the lion.

If you eat feed the lion.
If you seat in the fence you will fall in.
Dont feed the lion
6.- If you feed the bird

a)
b)
c)
d)
It will fly away.

It will get sick and die.
It will eat.
It will go to sleep.
7.- If we dump all sort of garbage into

the river
a) The fish will die.
b) We can swim.
c) We will have more water.
d) The water will flow.
8.- Which of the following pictures warns you to stop smoking?
1.
2.
a)
b)
c)
d)
3.
4.
1
2
3
4
168
IV.-
Read the paragraph and choose the correct effect.
Due to their incredible force and unpredictability, floods can cause tremendous damage.
They can ruin houses, roads and buildings. Floods can take down trees and cause
mudslides. It often leaves mud, sand and debris behind. It can take months to clean up
after a flood.
9.- What is the EFFECT?
a) Floods can cause a lot of damage
b) Floods happen in many areas without warning.
c) Floods are strong and unpredicted.
d) Flood damage is devastating
V.- Read the following text.

Weather Forecaster: Good afternoon and welcome to the weather forecast. Let's take a look at the
weather outside now. What's it like? Well, it's currently raining and cloudy in southern Oregon while
northern Oregon is cold and clear. The sun is shining, but it's rather cold up here in the North! The
temperature is currently 45 degrees in the southern Oregon and only 30 degrees in the North.
Shall we see what the weather will be like tomorrow? Well, it will be rainy in the morning in southern
Oregon and windy in northern Oregon. In the afternoon, The South will see cloudy weather with some rain
later in the day. Northern Oregon will also see rain turning to snow and quite windy, with winds coming
from the North-East.
That's the weather forecast for this afternoon. Have a good day!
10.- What will the weather be like in southern Oregon tomorrow morning?
a)
b)
c)
d)
rainy
sunny
windy
cloudy
11.- What will it do tomorrow later in the day in southern Oregon?

a)
b)
c)
d)
rain
snow
be clear
sunny
12.- What direction will the wind come from in Northern Oregon?
a)
b)
c)
d)
North-East
North-West
South-East
South-West
169
VI.-
Read the story. Then choose the correct cause for the effect.
Yesterday, after playing with my hamster on the oor, I put him back into his cage. But, I
didnt close the lid tightly and he escaped. I didnt know he was loose until I saw something
run by my feet. I jumped up quickly and hit the lamp on the table next to me. The lamp fell
and crashed to the ground, making a loud noise. Soon, my dad was in the room upset that
he was awoken from his nap. I walked over to apologize when I stopped just in time. My
hamster was sitting in front of me, looking up, and smiling. I reached down to grab him,
and he took under the couch and into the kitchen. When I heard the scream, I knew my
mom had seen my pet. She scooped him into a colander and popped him back into his
cage. I tightly secured the top, and he was back in his home. I watched him play, and
thought for sure I saw him give me a little wink.
13.- My hamster escaped

a) Because the lamp fell and crashed the ground.
b) Because my dad was in the room.
c) Because I didnt close the lid tightly.
d) Because he jumped up quickly.
14.- My mom screamed
a) Because the hamster startled her.
b) Because my dad woke up.
c) Because the hamster escaped.
d) Because the lamp fell and crashed.
170
RUBRIC UNIT V
Criteria
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 mustnt
I can make Do and Dont signs.
I can express warnings.
171
Recursos Didcticos para el Fortalecimiento de la Educacin Secundaria

Cuaderno de Actividades para el Fortalecimiento de los Aprendizajes
Alineados al Plan y Programas de Estudio 2011
Articulacin de la Educacin Bsica
PRIMERA EDICIN, 2013-2014
D.R. Secretaria de Educacin de Nuevo Len
Control: DES/DT-I1-001-13
Coordinacin: Dra. Anastacia Rivas Olivo
Portada: Martn Alfonso Fras Martnez
Se imprimi en el Departamento Tcnico de Educacin Secundaria
Av. San Bernab No. 100, Col. Nueva Morelos, Monterrey, Nuevo Len
El tiraje fue de 500 ejemplares
MATERIAL DIDCTICO/Prohibida su venta
Todas las imgenes estn protegidas por las leyes de derecho de autor y fueron utilizadas en este cuaderno con fines educativos.
172

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Secretario de Educacin y Director de la Unidad de Integracin Educativa de

D. R. Secretara de Educacin de Nuevo Len

In the workbook, you will find:

Five units for the grade.

Interesting topics to help you develop the English class.

Rubrics for each unit.

Exams for each unit.

The English Department

TABLE OF CONTENTS: FIRST GRADE

Goods and services

A dialogue (Booking a room in a hotel)..

Unit I (Product B).

Verb forms (Past tense)....

Chutes and snakes..

Camping with friends

Good story elements

The boy who cried wolf..

About the fable.

A song (The boy who cried wolf)....

Story time line

Questions like Enlace Exam.....

Unit II (Product A)..

How to use guide words in a dictionary..

A web site activity (Bilingual dictionary)...

Abbreviations and grammar

Reading comprehension (Radio program).

Expressions and their use..

Questions like Enlace Exam.....

Unit III (Product A).

Your future you...............................................................................................................

Unit III (Product B).

A word map (Breathing).

A graphic organizer for the respiratory process

Reading comprehension: All about inhaling

Time for a quick quiz.

Read and do a C-MAP (Respiratory system)...

Questions like Enlace Exam.....

Unit IV (Product A).

Likes and dislikes..

Leisure activities and adverbs of frequency

Unit IV (Product B)....

Tips for teachers..

Song SWEET DREAMS MY L. A. EX Beyonce.

Song Waka Waka (This Time For Africa)

Song MELT WITH YOU J. Mraz

Watch the video on youtube and complete the gaps...

Song Ive Got a Girl

A Justin Bieber song..

Questions like Enlace Exam.....

Unit V (Product A)..

Reading strategies for reading comprehension Volcano..

Volcano diagram labeling..

Write about a scientific topic.

Unit V (Product B)..

Song Rules, Rules, Rules ...

Do and dont signs.

Questions like Enlace Exam.....

1. Something you can buy and take home and use is a

2. Something you pay for someone to do for you is a

3. Which word describes the picture?

III. In the pictures below write s if a person provides a service.

IV. Choose an appropriate speech register based on goods or services, include

Body (The development of the topic).