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ENGLISH BOOK LEVEL 3

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Are you learning English as a second language?Everything you need is included in English for Everyone: Level 3: Intermediate, Course Book—it's a. Are you learning English as a second language?English for Everyone: Level 3: Intermediate, Practice Book makes learning English easier. English for Everyone is an exciting and comprehensive self-study course for adults learning English as a foreign language. This course is a.


English Book Level 3

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Dear students, Welcome to Viewpoints, the new English program for .. Zambrano Marcelo Salazar Ch. TEACHER´S BOOK- LEVEL 3 ISBN. Level 3 | Prepare! is a lively 7-level general English course with The Level 3 Student's Book engages students and builds vocabulary range with motivating. Do you want to learn English effectively? We have a special book for you. The book is written in three levels. You can learn English for your level when you read .

Copyright American English adaptation, published by Pearson Education, Inc. Copyright by Pearson Education, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher. Ministerio de Educacin del Ecuador, Av. Amazonas N y Atahualpa Quito, Ecuador www.

Suggested procedures Point out the communicative function to be practiced and play the audio. Practice the exchanges chorally, using backchaining to help students with overall rhythm and intonation see Techniques, page ix. Read the instructions for Exercise B and model the role-play teacher-student, student-student, etc. Have students practice in pairs or groups, with each student practicing each role one or more times. To help students internalize and gain uency with the language, assign new partners and have students practice again; alternatively, have students stand and practice, changing partners several times say, for example, Practice with at least four other students.

Call on one or more pairs or groups to stand and perform for the class. If helpful, you may want to have students write out the conversation after the oral practice. Practicing grammar The Grammar focus charts present the grammatical forms or structures taught in a unit. The Grammar focus presentations are always followed by Discovering grammar. This section invites students to learn grammar inductivelythat is, to gure out the main grammar rules by themselves.

Discovering grammar is followed by the Practicing grammar section, which consists of several practice exercises that enable students to produce the relevant grammatical form or structure presented in the Grammar focus chart.

Suggested procedures Read the grammar chart heading aloud, or call on a student to read it. Explain or elicit any new grammatical terms. Have students read the examples, either silently or aloud. Tell them to pay particular attention to the parts in boldface. The Learn to learn sections are designed to help students become better language learners.

This section presents general learning strategies as well as specic strategies for reading, listening, speaking, writing, and vocabulary acquisition. Students are then given a task with which they can practice applying the learning strategy.

Suggested procedures Read the strategy aloud or call on a student to read it. Elicit or explain how the strategy is helpful. Tell students that they will now practice using the strategy. Read or call on students to read the task instructions. Model or elicit one or more answers if needed. Then have students complete the task. After checking the task, ask students if they found the strategy helpful.

Elicit when and where they could apply this strategy. Recycle the strategy whenever applicable: Recycle by reminding students of the strategy, eliciting how to perform it, and asking students to practice applying it. By repeatedly applying the strategy, students will internalize it. Teen talk. There are a variety of types of Listening exercises in Postcards. All include the structures, functions, and vocabulary in focus. Audioscripts may highlight a telephone conversation, an extract from a radio program, an interview, or a recorded continuation of the storyline featuring the main characters.

Each listening is accompanied by a simple task such as completing a chart or answering comprehension questions. Some tasks ask students to listen for specic information, while others encourage them to listen for gist rather than at word level. Suggested procedures Set the context of the Listening. Ask warm-up questions to generate interest.

Make sure that students understand the instructions and task. Always have students read over the questions, chart, etc. Elicit or explain any new words in the task. Play the audio once for students to grasp the general idea. Ask a few simple comprehension questions. Play the audio again once or twice and have students complete the answers to the task as they listen.

If students still have difculty completing the task after a third listening, play the audio once more and stop at key points where students need to record information. Check the answers to the task. Replay the audio if helpful. The Teen talk sections are designed to let students talk about topics of interest in a casual, relaxing manner with little or no teacher intervention. While many of the activities in Postcards focus on accuracy, Teen talk focuses primarily on teen-to-teen communication.

It gives students a chance to pay less attention to form and more attention to getting their ideas across in English. Suggested procedures Read or have students read the instructions, then quickly chorus the Useful language. Follow with a teacher-student or student-student model of the beginning of the discussion. Assign groups and let students discuss. Walk around and monitor as students work.

You may occasionally need to mediatefor example, to encourage shy students to give their opinions but avoid correcting or offering language help unless asked.

When students have nished, call on several students to share their thoughts and ideas on the topic with the class. Your turn. The importance of reading cannot be overestimated.

It gives condence and motivates learning. It provides context for new language and serves as a model for writing. Most important of all, it is a stimulus for ideas and discussion.

The reading texts in Postcards are varied in type and length and are often adapted from authentic sources such as brochures, newspapers, and magazines.

English for Everyone Course Book Level 3 Intermediate | DK UK

Suggested procedures Ask a few general warm-up questions to set the context of the reading. Elicit the title and ask questions about the photographs. Ask students to predict what the reading will cover. Have students read the instructions and questions or task, explaining any new vocabulary words therein. Make sure students understand what they are to do. Have the students read the text silently once or twice to themselves. Alternatively, play the audio or read the text aloud the rst time with the students following along in their books, then let them read the text again silently.

Encourage students to guess the meaning of new words and expressions as they read. Have the class do the comprehension task, either individually or in pairs. The Your turn section personalizes a topic and allows students to apply recently learned language. The activity may be oral or written. Follow standard procedures for pair, group, or writing activities. Check the answers. Elicit or explain the meanings of any key vocabulary items. If helpful, have the students do a nal conrmation reading of the text.

Writing tasks have a twofold purpose: The detailed lesson notes give guidance for handling specic writing tasks. Suggested procedures There is often a model reading or set of questions that will help guide students through the Writing exercise. Encourage them to consider the model as they think about and then write their paragraph s. Help students brainstorm about what kind of content they might include in their writing. You may wish to do this as a class, in groups, or in pairs.

Encourage students to make notes or an outline before they begin writing. If helpful, review the relevant paragraph structure with your students; for example: Encourage them to check a dictionary for the spellings of new words.

After students have nished their writing, have them exchange papers with a partner and mark their partners work using the Peer editing checklist on page Then have students take back and correct their writing before turning it in to you. You may wish to have students use the following correction symbols when marking each others work: Each begins with a Test-taking tip to help students learn strategies for doing their best on tests. The Progress check tasks are divided into three sections: Grammar, Vocabulary, and Communication.

There is also a Now I can. To calculate student scores on the Progress checks, simply total the number of possible points per section the number of items minus the examples.

Then divide the number of correct responses by the total number of points. For example, on a test with 63 possible points, a student answered 46 correctly. Divide 46, the number of correct responses, by 63, the number of possible points. Optional Sections The following are optional sections that can be done with or after units. Suggestions as to teaching procedure and when to complete each activity are listed at the optional point of use.

You may wish to use all of these activities or just a few, depending on your situation and student needs. Games are found after Units 2 and 5 of the Student Book. The Games are designed to practice relevant grammar and vocabulary in a relaxed and fun format. They provide students with the opportunity to consolidate language while having fun.

Projects are found after each game. These Projects provide students with the opportunity to produce a piece of work based on their own input and ideas, while at the same time consolidating and expanding on the language they have learned.

English Book 3-Teacher 300913

Project work fosters creativity, learner independence, and cooperation with other students. Make sure that you and the students can give sufcient time to each Project. Some may be completed in one or two class hours, while others are longer-term assignments. Wide Angle on the world. Putting it together is a photostory activity that occurs at the end of odd-numbered units Units 1, 3, and 5. It features the main characters and consolidates previously learned language with a predicting and listening activity.

Follow standard listening activity procedures. You may want to extend this section by treating the photostory text as a dialogue with chorusing and pronunciation work, pair or group practice, and dramatic enactment. The photographs and dialogue can also be used to discuss American life and culture and compare it with students own.

Progress checks. Wide Angle readings come after every third unit. Each expands on a theme from previous units. Wide angle offers additional integrated practice in reading, speaking, listening, writing, vocabulary development, and learning strategies. Fun with grammar. The Progress checks are found after every two units Units 2, 4, and 6. They give students a chance to measure their progress on a regular basis. Throughout the units, students are referred to the Fun with grammar activities located in the back of the Student Book.

These grammar-based competitions are designed to be fun while at the same time allow for review and reinforcement of unit content. The Fun with songs section is found at the end of the Student Book. These song projects provide an opportunity for students to take a break and relax, listen to and discuss music and musicians, and gain a greater appreciation and understanding of English songs.

Focus on culture. A logical learner will benet from activities involving deductive and inductive thinking, classication, rules, and processes. Students with a high degree of linguistic intelligence are talented at extracting meaning from text and using language to express meaning. They tend to be good at learning languages and generally have an afnity for writing, reading, summarizing, giving speeches, and other language-based activities.

Students with a high degree of interpersonal intelligence have a developed sensitivity to others and learn well through social interactions. Pair and group work, collaborative learning, interviewing, writing dialogues, and reecting on social situations presented in dialogues are examples of activities helpful to an interpersonal learner. A student who is self-reective and sensitive to his or her own feelings tends to have a high degree of intrapersonal intelligence. Independent work, self-assessment, self-reection, personalizing, journal-writing, and thinking about ones personal reaction to situations and topics will be of benet to the intrapersonal learner.

Focus on values. Focus on culture pages are found at the end of the Student Book. These readings allow students to gain cross-cultural understanding through the study of other cultures and comparisons with their own. Each Focus on culture spread includes discussion and writing practice. Background notes in this Teachers Edition present in-depth information on U. Relevant information from the notes can be shared with students to increase their cross-cultural understanding. Focus on multiple intelligences.

Recognizing that students have a variety of learning styles and abilities, teaching suggestions in this Teachers Edition include notes on activities with a strong focus on multiple intelligences. These activities will benet students with natural afnities for specic intelligences and related learning styles.

At the same time, focusing on different intelligences can help all students explore and further develop a wider range of learning modes. The intelligences highlighted in the teaching notes are: Students with a strong kinesthetic, or bodily, intelligence will learn well when engaging in activities involving motor skills.

Activities such as hands-on projects, games, total physical response exercises TPR , and the acting out of dialogues and scripts with movement and gestures stimulate kinesthetic intelligence.

Making or using pictures, diagrams, graphic organizers, maps, symbols, photos or videos, etc. Students with this type of intelligence will be stimulated by activities involving soundpronunciation and intonation work, listening exercises, songs, jazz chants, etc. As the classroom is one of the best places to help young people develop values and character, each unit of the Teachers Edition includes notes focusing on values.

The characters and situations presented in the dialogues and photostories are modeled after real teens and thus present numerous opportunities for reection on appropriate and inappropriate behavior. Focus on values notes provide suggestions on how to help students recognize and react to implicit and explicit values, attitudes, and behavior in dialogues and photostories.

Cross-curricular activities. The Teachers Edition includes Cross-curricular activity suggestions for each unit of the Student Book. These activities encourage students to useand sometimes expandtheir knowledge of social studies, science, literature, and the arts while practicing English.

Parents play a fundamental role in the education of their children. The more they get involved and encourage their children to work at home, the better results students achieve. Grammar reference. The Grammar reference section found at the end of the Teachers Edition provides in-depth grammatical.

English for Everyone Course Book Level 3 Intermediate

The Grammar reference section provides any necessary grammatical information the teacher needs to successfully teach the unit grammar.

Depending on the level and prior knowledge of students, the teacher may wish to share or elicit some or all of this extra grammatical information in class. Unit and Quarterly tests. Photocopiable Unit and Quarterly tests every three units , as well as their answer keys, are found at the end of the Teachers Edition. The answer keys specify the total number of possible points for each test: To calculate student scores, simply divide the number of correct responses by the total number of possible points.

For example, on a test with 50 possible points, a student answered 45 correctly. Divide 45, the number of correct responses, by 50, the number of possible points.

Student self-evaluation checklists. A photocopiable Student self-evaluation checklist is found at the end of the Teachers Edition. You may copy and give this to students after each unit so that they may reect on and assess their own progress. Certicate of completion. The Certicate of completion at the back of this Teachers Edition may be photocopied and given to students at the successful completion of this course. The certicate serves as a concrete symbol of the effort and progress the student has made in his or her English study.

Vocabulary 1 Personal information Read the information. Then complete the form with your own information. Write some of the words from Exercise A in Harry Potters family tree. Friends A. Read the words and look at the pictures. Write names below the pictures where appropriate.

Have students open their books. Hold up your book and point to the personal information form for Exercise A. Say Read Kathleens personal information. Have students repeat the following, working on pronunciation as needed: Kathleen Hudson is 13 years old.

Her zip code is one-oh-three-oh-three. She lives in the United States. Her phone number is two-one-two, ve-ve-ve, three-ve-eight-six. Her e-mail address is kat thats k-a-t one-two-three at mail dot com. Call on individual students to answer the following questions: What is Kathleens last name? Hudson How old is she? New York What state does she live in? New York Whats her zip code? Model the activity by writing your real or ctitious personal information on the board. Have students complete the form with their own personal information.

Walk around to monitor and help as students write. Extension Assign pairs. Have students study their information while you write the following questions on the board: Whats your rst name?

Whats your last name? How old are you? Whats your street address? What city do you live in? What state do you live in? Whats your zip code? Whats your phone number? Whats your e-mail address? Tell students to exchange books and ask and answer the questions. Partners should check that the information given matches what was written. Hold up your book and point to the family words.

Point to and read these aloud as students say each after you. Work on pronunciation, repeating difcult items as needed. Point to Harry Potters family tree. Ask questions to familiarize students with the tree and related family words. Ask, for example, Who are Harry Potters parents? Lily Evans and James Potter Who are his grandparents? Evans and Mr. Potter What is his aunts name?

Petunia Evans What is his uncles name? Vernon Dursley What is his cousins name? Dudley Dursley Is Dudley an only child? Then assign pairs and have students work with a partner to label Harry Potters family tree. Walk around to monitor as students work. Check by calling out names from the family tree and asking the persons relationship to Harry; for example, ask Whos James Potter?

Harry Potters father Whos Vernon Dursley? Harry Potters uncle Answer key Mr. Point to and read the friends vocabulary aloud as students say the words after you.

Work on pronunciation as needed. Check students understanding of the terms by asking questions such as This person lives near you. What do you call this person? Read the instructions aloud. Model the activity by asking a student about several of his or her friends, then having the student write their names in his or her book; for example, ask Whats a classmates name?

Whats your best friends name? Check by eliciting several names from different students for each of the relationship words. Multiple intelligences focus: Call on a student to read the instructions aloud. Then hold up your book. Point to each command, read it aloud, and have the class repeat after you.

Say each command again, have students repeat, then model performing the command. Have students perform the command after you. You may want to practice this activity before class so that you have clearly different gestures for similar commands, such as imagine, think, and guess. Then say each command again in random order and have students act it out with you. Continue until you feel students have learned the actions that go with each command. Then assign pairs, indicating which student in each pair is Student A and which is Student B.

Pointing, say Youre a pair. Youre Student A. Youre Student B. Model performing the activity with a student. Then call on a pair to stand and model it for the class. Have students do the activity in pairs. To check, have the class close their books. Act out the commands in random order and have the class say them aloud. To make this more fun and challenging, pick up the speed of your actions as you proceed. Point to and read the phrases aloud as students listen and repeat.

Ask students to study the pictures for a minute. Then have students cover the words and look at the pictures. Quickly chorus the vocabulary again, repeating difcult items as necessary. Point to and read the instructions aloud. Next, elicit questions students could ask with these words and the rst phrase, wake up. What time do you wake up? Does your family wake up at 6: When does your mother wake up? Why do you wake up at 6: Model the activity with a student by asking him or her each of the questions.

Assign pairs and encourage students to give extended answers when possible. Walk around to monitor and help. Check by asking questions and calling on different students to answer; for example, What time do you wake up on school days, Karen?

What about you, Luis? Mika, what about you? Tell students to close their books. Have students form a group of four with another pair. They will take turns telling the group all they can remember about their partners everyday activities; for example, Suzanne wakes up at 6: Then she.

Encourage students to go quickly and see who remembered the most details. Take turns. Student A, act out a command from Exercise A. Student B, guess the command. Act out at least three commands each. Grammar 5 Nouns A. Write two more examples for each category. Category months days of the week classroom objects colors countries rooms of a house places in a town occupations.

Match them with at least two nouns from the box. What words begin with capital letters in Exercise A? Give one more example for each. India , 1. Have students look at the chart. Read each category and example aloud and have students repeat. Elicit or explain the difference between a common noun places, people, or thingsthese usually start with a small letter and a proper noun the name of a particular place, person, or thingthese usually start with a capital letter.

Elicit other examples of proper nouns for places, things, and people. Have students work individually. Check by eliciting several answers for each category. Read the instructions. Elicit or explain the meaning of adjective a word used to describe a noun. Tell students that adjectives usually come before nouns. Elicit the meanings of any adjectives that might be unfamiliar. Point to the example and tell students that there are several possible answers.

Elicit several answers for number 1. Have students work individually to complete the exercise. Check by eliciting several answers for each item. Answer key Answers will vary. Elicit or explain the meaning of pronoun a word that can stand for a noun that was already mentioned or understood. Explain that some pronouns are used as the subject of a sentence I, you, he, it, etc.

Write the following on the board and tell students to refer to it if necessary when. They like Have students work individually to ll in the object pronouns. Check by calling on different students. Write the answers on the board.

Elicit or explain the meaning of simple past form the verb form used to talk about completed actions. Have students work individually before comparing their answers with a partner. Elicit the simple past tense forms from individual students and write them on the board. Chorus the base form and past tense forms. Tell students to study the past tense forms for a minute. Then tell students to close their books and quickly elicit the past tense forms at random; for example, Take? Be sure to keep up the pace by overlapping as you go through the verbs.

Elicit or explain the meaning of rst-, second-, and third-person pronouns. Elicit one answer for each column. Have students compare their lists with a partner before you elicit the answers. Answer key First person: I, we Second person: Ask students to close their books. Write the following on the board: Where the book? The book on the table. Where the books? The books on the desk.

Elicit the correct form of be and ll in the blanks. Cross out The book and The books from the answers and elicit the subject pronouns. It, They Elicit or explain the meaning of preposition. Read the instructions and example aloud. Elicit items in the classroom that students could ask about and write them on the board. Try to make sure there are both singular and plural nouns. Ask two students to stand and model the activity using items on the board. Assign pairs and have students practice.

To check, call on several pairs to ask and answer about items in the classroom. You may also want to describe where items are and then have students guess the items; for example, say Its on the wall.

Its above the board. Have students repeat. If helpful, review months and ordinal numbers by writing dates on the board; for example: Elicit and chorus the dates, working on syllable stress and pronunciation. Call on a pair to model asking and answering. Have students ask and answer in pairs. Walk around to monitor. To check, call on different pairs to perform each exchange. Then chorus each of the expressions, eliciting the meanings of any that might be unfamiliar.

Elicit possible responses from individual students. Write these on the board and have students use them to ll in the blanks. Answer key 1. You, too. Have students look at the pictures as you chorus the statements. Provide further examples and chorus with the class; for example, This is my pen. These are my pens. Thats a window. Those are windows. Read the instructions and chorus the example with the class. Model with a student, taking As role.

Be sure to show switching roles. Ask and have the student ask about items that are both near and far away. To check, have a student ask about an item in the classroom and call on students who are nearby and farther away to answer. Have students stand and practice saying goodbye with several other students.

Encourage them to use several different expressions, responses, and gestures. Be sure to encourage students to use these expressions at the end of this class and following classes! Communication 11 Ask and answer questions A. Listen to the questions and the answers. Wheres the balloon? Its under the table. Its behind the computer. Where are the CDs? Theyre in the bag. Theyre on the bag.

Its above the table. Its in front of the TV. Ask where four classroom objects are. Use prepositions of location in your answers. Whats todays date? Its February 13th. What time is it? Its twelve oclock. What day is it? Its Wednesday. What year is it? Its Whens your birthday? Its on November 8th. Ask and answer the questions in Exercise A. Give true answers. Take care. Write the appropriate response below each expression in Exercise A.

A response can be used to respond to several expressions in Exercise A. Point to two things that are near you and two things that are far from you. Ask your classmate what the objects are. Switch roles. For example: Whats this? Its a ruler. What are those on the teachers table? Those are dictionaries. Learning goals Communication Describe someones personality Grammar Review of the simple present Possessive pronouns: Vocabulary Personality traits.

My names Alex Romero. Im 15 years old. Im a member of Teen Scene, a drama and music group. I play the guitar. Im easygoing, and Im not shy! Im Joseph Sanders, but my nicknames Joe. Im also Diane, my sister, says Im a bookworm because I enjoy reading. I love books. Alex and I are best friends, but were opposites. Hes easygoing, but Im a little serious. Alex is pretty popular with girls. Im Lori Hudson. Im Diane, Karen, and I are friends.

Were all in Teen Scene. Were also in Green Fire, a dance and music group. Im shy, except when Im performing. My mom tells me Im very competitive. I always try to be the best. Im Diane Sanders, and Im 14 years old. My brother Joe and I are very different.

Im outgoing and friendly, but hes quiet and studious. Hes also really smart. My names Karen Jackson, and Im I love Broadway! I go to a lot of shows. Im also outgoing and friendly, like Diane. Thats why we click. Skills Identify people from descriptions Listen for specic information to complete a chart. Background notes Many communities in the United States have organizations that give young people a chance to put on musical and dance performances.

Membership in such groups is usually limited to a certain age range, such as ages nine to thirteen or fourteen to eighteen. These groups are often sponsored by local religious or philanthropic associations, college outreach programs, or social service agencies.

Under the guidance of an older supervisor, the teens take charge of all aspects of the performances: Group members typically put on two or three shows a year. These young people also take trips to see professional performances and enjoy other social activities together.

Community groups give teenagers something exciting and meaningful to do with their free time. Hold up your book, point to the pictures, and ask questions about them. For example, ask How many people are there?

Which one do you think he is? Point to the picture of Alex and ask What adjectives does Alex use to describe himself or his personality? You may want to teach or elicit the meanings of these words now. Alternately, you may want to wait until after students have had a chance to read the paragraphs and make guesses as to their meanings. Introduce yourself to the class. Write these sentence starters on the board: My names.

I like pizza. I dont like loud music. Point out that Hi is more casual than Hello. Have students say these sentence starters after you as a whole class or in groups. In addition to their names, have students tell you at least one thing they like and one thing they dislike. Tell them that the characters in Postcards will introduce themselves today. Read the unit title aloud. Pointing to Alexs introduction, say Read along as you listen to Alex and his friends.

Encourage students to guess the meaning of new words as they read. Play the audio. Have students read the proles again silently. Hold up your book, point to the directions, and read them aloud. Read the rst item and elicit or explain the meaning of director. Call on a student to read the answer. Tell students to try to answer these questions without looking back at the text. Elicit the answer to the second item from the class. Have students work individually or in pairs to complete the exercise.

Play the audio as students read the introductions again and check their answers. Elicit the answers by reading the sentence clues aloud and calling on students to give the names of the characters. As you elicit the answers, check understanding of other vocabulary in the introductions, such as drama group, nickname, bookworm, opposites, pretty, popular, performing, Broadway, click, and challenging.

Also teach the meanings of the personality adjectives if you have not yet done so. Call on a student to read the directions. Ask students to read through the adjectives and denitions. Then ask the class which words are new to them; elicit or explain their meanings. Call on a student to read the rst word and its denition. Then read the second word aloud and elicit its denition. Have students work in pairs to complete the exercise. Elicit answers by reading each adjective and calling on a student to give the denition.

Tell students that they will work with a partner in this exercise. Holding up your book, point to the example exchange and say You and your partner will take turns talking about your personalities. One of you will be Student A and the other Student B. Read the example exchange aloud and have students repeat it after you.

Model the activity with a strong student. Lets talk about ourselves using the adjectives in Exercise 3. With the student, go down the list and take turns explaining how each adjective applies or doesnt apply to you; for example, Im kind of serious, but Im not very quiet. How about you? Pair students.

You may want to give explicit instructions; for example, say Maria, work with Jose. Maria, youre A; Jose, youre B. To check, call on one or more pairs to perform in front of the class. Read the directions aloud. Group students. You can do this by telling two student pairs in Exercise B to get together; for example, Maria and Jose, form a group with Laura and Ken.

You might also ask students to form random groups of four or ve by themselves. Model the activity; for example, say Shes outgoing and fun. Shes not very quiet and not shy at all. Who is she? Ask the class to guess who this student is.

Walk around, encouraging students and helping as needed. To conclude the exercise, have a group present in front of the class and ask other students to guess who the group members are describing. Have students complete Workbook Exercises Hold up your book and point to the Learn to learn section.

Explain, in L1 if necessary, that learning strategies help students learn faster and more easily. Read the strategy line and explain or elicit the meaning. Call on students to read the directions and adjectives aloud. Elicit the opposites pair studious and lazy. Make sure you have enough dictionaries for students to use.

Alternately, preteach the meanings of lazy, talkative, boring, and the prex un. Have students work individually or in pairs to complete the activity. Lesson 2 CreativeIdeasinHistory 1. Listen to the dialog and fill in the blanks with the Simple Past tense form of the verbs. Use the Word Bank. Then complete the grammar chart below. Take turns asking and answering questions.

Yes, he did. Yes, they did. GoddardDid Did 30 Regular past tense endings Associating images to words to facilitate word recognition and retention WARM UP books closed did last week.

Get them in pairs. You could ask them to give you examples of facts they know from their history class. Have students look at the pictures beforehand and ask if they recognize anybody. Do not translate or explain any grammar. Just help them get the topic and the individuals the audio deals with. Ask them to sit in pairs and assign each student one of the characters so that they pay attention only to that part.

Make sure students them listen to the dialog with their books closed. Then blanks using the verbs in the Word Bank. Help them with Listen to the dialog once again. This time have them pay attention to the pronunciation of regular past tense endings. Review the past tense ending pronunciation patterns. Have them repeat chorally and individually. Pronunciation Play the audio for them to listen to the pronunciation activity, you may also ask students to come up with possible questions using some of the verbs studied.

This is a very important moment of the lesson. It is a moment for interaction. Ask the students to work in pairs and use the images inventions and linguistic information names of inventors depicted on the page as sources of information, and to use the factual information they have acquired along the unit.

Did John Pemberton There are many possibly combinations both for yes and for no answers. Tell students to work in pairs. They take turns to ask and answer questions about an inventor. It is central to emphasize the importance of asking and answering questions.

Lesson 2 CreativeIdeasinHistory 31 Complete this encyclopaedia entry with the verbs in the past tense form. Use the Word Bank and the pictures to help you. Bring some samples of encyclopedia entries, show them to your students and ask them where they were taken from. Have students determine the type of information they may if they were going to write an encyclopedia entry about one of the inventors they have studied.

Then ask them who Mark Zuckerberg is and any other information about him or Facebook they may have. Ask them to write down the information in order to be able to compare it at the end when they have done the following activity.

Afterwards, refer them to the book to read about information. Ask them to compare the information found with that they had collected beforehand, and to report what new knowledge they got. Then ask students to look at the pictures in the text and see what each action may represent. Tell them to associate those pictures with the verbs in the Word Bank and write the corresponding one next to each picture in the Simple Past tense form.

Once they answers. Have a group discussion to check their work. Ask students what new strategy they have learned. Explain what they did and ask them to make drawings for the same and other words so that those students who are visual learners do an activity that suits them.

Tell them to register this strategyintheirnotebookandgivemoreexamplesofhowto use it. Finally, you may start directing the students towards the grammar focus by saying things Mark Zuckerberg did or chart and complete it with information previously studied. Help the students with the answers. Clarify possible doubts. You may ask students grammar chart accordingly. Read the following statements. Correct them in affirmative or negative form.

Go over the example for the exercise so that students understand when to use the auxiliary verb and when to use the verb in the Simple Past form. When peer correction. Review the information about inventors and inventions so that students get the facts right.

Check their answers on the board to clarify any doubts that may still remain. Once students have chosen an inventor or invention, they need to establish the most important information they will present to their classmates. This is a good opportunity for the teacher to circulate among the groups to help them interact in English. Students need to consider that they need to point out the importance of the inventor or the purpose of the invention.

Show the students the use of sentences with the preposition to and a verb phrase to express purpose or reason. You can go over the example to do this. Goddard rockets. Zuckerberg college to work in his company.

Negative Ideas Zuckerberg Immanuel Nobel dynamite.

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Time Expressions yesterday week month year four days I found very interesting information. They a website called Facebook. Complete this encyclopedia entry with the verbs in the Simple Past tense form. Facebook co-creator University.

He on a social network site with some college roommates. The site b c college to work in his company. The site d more than million users. Project Stage 2 Vocabulary Strategy Associate images with words to facilitate word recognition and retention. Reflect on Grammar PastTense verbs indicate that events or conditions began and ended in the past. Thomas Alva Edison created rockets. Mark Zuckerberg did not leave college early. Read this text quickly. Then match the following items to the paragraphs they belong to.

Reading Strategy the topic by looking into sets of related words and ideas. Lesson 3 a. Peopleallovertheworldhaveworkedreallyhardtohelp and technology. There are numerous great minds of scientistsandinventorswhohavecontributedtosolving even soda drinks. Edison worked for many years with electricity to improve the quality of the light bulb.

He produced much more durable light bulbs which could last up to thirteen hours. Edison also worked on reliable electric lighting systems to help with the supply of electricity in neighborhoods and cities. A secretary named mixture of white tempera paint that she had at home. She used her formula to correct her typing mistakes her for the magical liquid. She patented her formula and called it Liquid Paper.

InventionsAllAround Word Bank electricity waves drink thirsty tempera durable paint refreshing data transmit lightning mistakes 1.

Make lists of words under the following household items. Lesson 3 InventionsAllAround Planning Learning Goals Indicators Vocabulary and Structures Strategies This lesson will enable students to apply skimming and scanning techniques in reading comprehension and to follow models to produce a text. Skims through a passage to determine the topic. Scans for specific details in a reading passage.

Writes an encyclopedia entry by following a model. Vocabulary Coca-Cola liquid paper radio white-out Looking into sets of related words and ideas to activate previous knowledge Getting familiar with the text before reading for details Scanning a text to look for details related to wh-question words WARM UP books closed Give students a list with words such as: Tell students to categorize those words according or any other criterion.

Pre-Reading 1. Make lists of words under the following items. You may begin by asking students words associated with eachoneoftheitems.

Theideahereisthatstudentspre-view some of the vocabulary in the reading, so let them associate the words freely and have them justify their answers. You may encourage them to think of the relationship between the words and the object they are associated with. For example, the word thirst is associated with the soda because people drink sodas when they are thirsty, that is,to their thirst. This word association activity also helps to establish the topic of the reading as well as some of its details.

At this point, you can refer students to the Reading Strategy for them to understand the purpose of the activity, which is to activate previous knowledge about the topic by looking at sets of related words and ideas, so they will understand that reading is not a linear but an interactive activity in which the more the reader knows, the easier it will be to read. While-Reading 2.

Then match the following household items to the paragraphs they belong to. Students will develop the matching exercise in order to determine what the paragraphs are about or the ideas they contain which are important for the overall comprehension of the reading.

Tell students that skimming is used to determine the general ideas of texts and paragraphs. You can also connect the previous activity with this one, in the sense that the vocabulary they came across before appears in the paragraphs carrying important information.

Ask students the reasons for their matching. You may go back after reading and, based on each paragraph, correct their associations in activity 1. Post-Reading activity 3. Go back to the text to answer these questions. Once students are familiar with the ideas in each paragraph, they can work on the details.

Refer students to the Reading Strategy, ask them to read it and explain to you what they understand by it. Pre-Writing 4. Label this encyclopedia entry. In the case of encyclopedia entries, the information is divided into 5 parts. Ask what an encyclopedia entry is for them to determine what type of information is usually included in encyclopedia entries.

Then ask them to do the matching exercise. Encyclopedia entries have pictures, EXTRA IDEAS You may bring some encyclopedia entries that have parts missing so that students have to provide the missing information regarding the inventor, the invention, or other relevant data.

While-Writing 5. Write an encyclopedia entry about one of the inventions or inventors presented in the unit. Share your entry with the class. Go to the Writing Strategy and ask students what they understand by it. Talk to them about the importance of following models.

Point to each one of the parts of the entry and show how each of them contributes to the meaning of the overall text. Make sure students know how to proceed to write their entries in terms of the information they will include. Have students work in pairs to write their encyclopedia entries. Provide them with assistance as they require it. Finally, have them share their entries.

Give students the following checklist so that they make sure their entry contains the most relevant information. Yes No event. Yes No My entry has relevant information and examples. Yes No Makesurestudentshavethedataandthematerialtoprepare their PowerPoint presentation.

Have them rehearse their presentations so that you have a chance to coach their oral production. Remind students that encyclopedia entries are a good model to structure and present information. Make sure students have all the information regarding their encyclopedia entries.

Reading and Writing StevenPaulJobs 3. Who improved the quality of light bulbs? Where did NikolaTesla patent the radio? What did John Pemberton invent? Why did Pemberton sell his drink? A Croatian immigrant named Nikola Tesla patented the radio in the toys and microwave ovens use waves to work properly. Pemberton thought his drink did not have the healing properties he businessmen for them to sell as a drink to quench He also addedthe phrase that goes with every Coca-Cola advertisement.

Mention relevant information. Name examples. Americancomputerdesigner and businessman. Together computer by introducing the Apple computer in He has developed other computer-related hardware creations was the iPhone in Reading Strategy quickly looking for words and phrases relevant information that answer wh-questions scanning. Thomas Alva Edison improved it a.

Answers may vary. I believe in cooperative work. I respect the fact that people think different. Gap Activity Student A goes to page Student B goes to page Lesson 4 AccidentalInventions 1.

Speaking Strategy Integrate idiomatic expressions into your daily vocabulary. Key Expressions Ring a bell: Sandra and Martin: Who solved it then? I must admit it. Sandra was b it. She can do several things at a time. I have. It was no biggie. I d it after reading the manual very carefully. I told you guys that getting the phone to work was not e at all. Did you study for the test?

You just need to get wise to the material. I totally agree. Complete the conversation among Sandra, Martin and Monique by using the idioms above. Lesson 4 AccidentalInventions Planning Learning Goals Indicators Vocabulary and Structures Strategies This lesson will enable students to use daily idioms related to being creative Defines idiomatic expressions. Uses idiomatic expressions in daily conversations.

Gives an oral presentation. Evaluates cooperative work. Vocabulary a light bulb moment get wise to the brains behind Integrating idioms into daily vocabulary WARM UP books closed Have students read the title of the lesson. Ask them if they know of any accidental inventions or give them some example: Then have students tell them to share the answers with their classmates to them role-play the dialog. Tell them they felt these values were upheld. It is possible that there were moments in which these values were not respected a positive side to it, instead of starting blaming it on each doing their work and how they solved the possible causes nature of their answers.

You may also encourage students to talk about group work and its relationship with matters that go beyond school life.

Gap Activity Tell students that communication is a collaborative activity and the aim is to bridge the gaps in conversations. There is information about some inventions to ask about and provide.

Read the following ideas about working collaboratively. Grade them in order of importance from 1 the most important to 5 the least. Tell students that group work is fundamental to learning. Tell them that the idea of the exercise is to learn from each other and the experience of working together. The activity is not intended to make people feel bad.

Have them complete the activities individually and then share their about their agreements or disagreements. Then you can add up their scores to see if there is some sort of tendency in students when rating the items. This information can be used to establish some possible patterns in the way students responded to the group work experience. Read the following information about the Answer the questions that follow. Ask students if they know of any online encyclopedias. Then they can share.

Have students go over the tips in Give your Presentation and Useful Expressions and keep them in mind. Have them go to their actual projects and see if they took these ideas into consideration. Organize the groups so that they proceed with their presentations. Tell students that this is an oral production exercise that demands from them a good command of ideas for the sake of clarity in their presentations. You may suggest ways to go about the presentations: Europe, America, Latin America.

Share Your Project ShareYourProject Real Communication 2. Read the following information about the history of encyclopedias. Answer the questions that follow. Discuss your experience. The oldest encyclopedia is accredited to a historian called Pliny the Elder. In such as history or literature. Where does the word encyclopedia come from? What does encyclopedia mean?

Did encyclopedias begin as a single book? Did encyclopedias evolve? It means general knowledge. Yes, they began as a single book. Yes, they evolved as a collection of several volumes.

Why did you make that block of ice? I need you to go to the bakery. I want to help my mom real some extra power to my skateboard.

I got stopped by the police. Comic JiffyJeff 1. So, he used his toys to help his mom as quickly as he could.

He had creative ideas to do his duties quickly. Read and listen. Comic JiffyJeff Read and listen. Do the same with the expression running errands. You can combine the ideas above in expressions like: Ask students if they help at home and how they do it.

Have students read the comic. Then answer the following questions: Once students have understood the meaning of the comic, behavior. At this point you may list some possible household chores such as making the bed, running errands, doing the laundry, orcleaning. Askstudentshowtheyfeelabouttheseactivities and encourage them to give their opinions.

Finally, go over the moral of the story and discuss the importance of using our talents creatively and responsibly. Quiz Time Tell students that the quiz is a moment for them to think about how much they have learned.

It is also a moment to think of possible re-teaching activities in order to clarify possible doubts. Listen to the short biographical lecture about George Eastman. Check the option that completes each statement. Tell students to read the questions and the possible answers so that they can anticipate what the listening exercise will be about. They can anticipate and answer based on the wh-word used. Besides that, they will also be able to pay audio twice and then check the answers.

Complete the following encyclopedia entry. Use the correct verb form. Remind students about the purpose of the Word Bank: They also need to pay attention to the sentences since some of them are negative. Ask wh-questions for the following bits of information about famous inventors and inventions.

Use the question word in parentheses. Tell students that they need to write the questions based on the particular wh-word which is in parentheses. They will need to apply their knowledge of how to structure interrogative sentences. Self- Evaluation Have students read the Self-Evaluation chart. Tell them to complete it and share the answers with their classmates based on their performance along the unit. Tell students to go back to their notebooks and activity books, so that they have them exemplify the descriptors.

Glossary Have students read the Glossary. Tell them to pay attention For example, they need to pay attention if the word is a noun, a verb or an adjective. They also need to know if the words have synonyms or antonyms. Self-Evaluation Now I can VeryWell A Little talk about some breakthroughs in science and technology. Quiz Time 1. Listen to this short biographical lecture about George Eastman. Where did George Eastman live?

What did Eastman develop in ? Who b. Where Wilhelm Roetgen discovered X-rays in his laboratory in Germany. What James Naismith invented the game of basketball. When Frank Henry Fleer invented bubble gum in Thomas Alva Edison Thomas Edison did not a the light bulb. He b a better light bulb and c neighborhoods and cities. Edison d other inventions such as the phonograph and automatic telegraphy. Edison e working on his inventions until the day he died. What did Naismith invent? When did Fleer invent bubble gum?

A-E braille: The World Wide Web became a breakthrough technology. Thescientist dynamite: He did not envision the F-J glucose test: She got K-O launch: P-Z patent: The oven waves heated our lunch. Glossary Colloquial Expressions To be the brains behind: To get wise to: To have a light bulb moment: To have a one-track mind: Not to be rocket science: To ring a bell: To come across: Unit 1 GlossaryActivities 1.

Find eight words from Unit 1. Write the category each word belongs to n, adj, adv, v. Label the following pictures. Complete the following sentences with words and expressions from the glossary.

He his new invention at the science fair. Catches the gist of a recorded text by associating it to a corresponding graph. Follows a text transcript to identify specific words in a recording.

Understands the meaning of a number of expressions present in a recorded text based on the context in which they appear. Identifies the chronological order of a number of events, accounted for in a recorded text, by paying attention to connectors of sequence and time conjunctions. Identifies details in a narrative by answering wh- questions. Reading Can understand short, simple texts on concrete matters which consist of high- frequency words. Can identify general topics in a reading as well as detailed information by applying reading techniques such as skimming and scanning.

Uses vocabulary knowledge to aid reading comprehension. Uses words with similar meanings to summarize information from a reading. Answers wh-questions to help with comprehension of details in a text. Identifies the main elements of a narrative: Oral Expression Can give a short presentation on a Gives an account of a vacation experience in the form of a personal narrative.

Oral Interaction Can give or ask for information on general knowledge topics. Uses idiomatic expressions to talk about traveling experiences. Written Can write clear and well-structured general information texts. Maps the events of a narrative into a story map. Pay little for renting a yacht. Take pictures of our waterfalls. R your bike to tour the park.

Do e surrounded by nature. Set up your tent in the middle of the forest. Enjoy nature without leaving your life behind. Complete the following brochures with the corresponding words. Use the pictures as clues. Listen and select the picture that best matches the conversation. Then listen again to complete the grammar chart. Key Expressions Fit the bill: Was there?

Yes, there was. Were there? Yes, there were. Lesson 1 VacationTime Planning Learning Goals Indicators Vocabulary and Structures Strategies This lesson will enable learners to learn basic vocabulary about free time activities and venues and grammar structures so that they can exchange information about vacation activities in the past. Identifies the gist of a recording by associating it to the corresponding picture. Identifies specific details from a recording by completing sentences and following the audio script.

Describes places. Describes vacation and leisure activities. Past Progressive to describe durative vacation activities which were occurring at a certain time or for some time in the past.

Vocabulary ride, hike, swim, relax, exercise, camp, forest, trail, waterfall, tour, park, camping site, swimming pool, gym, sleep, take pictures, trip, activities Learning new words by playing with them Associating words with pictures 2. Initially, ask students what words related to vacation and recreational venues they would expect in the audio by looking at the pictures. Then have them listen to gain a general understanding of the audio. Next, tell them they are going to listen to the same text again, but this time they are the resort such as the existence of trails, waterfalls, a gym or a swimming pool.

You may play the audio and model the of the audio again so that they decide which is the vacation destination being described. Once students select the advertisement corresponding to the description, elicit some of the ideas and write them on the board so that students have a head start when completing the grammar chart.

Play the audio several times on Grammar chart. Check everybody has completed it correctly. Tell students to look at the Nature Trails brochure, another vacation destination. Ask why they think it is called Nature Trails and if they would like to go there on vacation.

Have them read the text and tell you what they think the recreational park has. Clarify that the text describes what WARM UP books closed Show students pictures of famous vacation destinations you thinktheymightknowsomethingabout.

Askstudentswords that describe these places. Give them some vocabulary so that they match certain activities such as camping or swimming with vacation destinations.

Have an opinion poll with the students in order to determine the activities they are more familiar with or the activities they like doing on vacation. Tell students to look at the pictures and read the information below each one of them.

Then draw their attention to the words that are illustrated with pictures. Make sure they understand what those words mean by asking them to mime the actions. Then say the words and ask them to repeat, correcting pronunciation mistakes. After that, ask them to say where they would do such or such activity, for example: Finally, ask them to work individually to match the words with the vacation venues. Check answers as a whole class. After that, refer students to the Vocabulary Strategy.

Propose to continue playing something like hangman, miming or any other game. Listen and match each person with the picture described. Tell them to save their information for later. Divide the listening task between student A and B. Student A will listen for the picture description and student B will pay attention to the reasons people had for sharing that particular picture.

Grammar chart by listening to the narrative again. Give some extra examples of actions in the Past Progressive form so that students have a better idea of this particular tense. You may think of further practice activities such as unscrambling sentences or completing a cloze text. Explain to the students that this form is used when narrating picture or over a period of time: I was setting up the tent. Mark was riding his bike the whole time among other uses. Then have them complete the paragraph and read their answers.

After that, answers. Solve any possible sources of confusion. Complete this phone call between Peter and grandma about his family vacation. Have students read the exercise silently. Ask them the Past Progressive forms of the verbs for the paragraph. Have students complete the assignment. Then call on several pairs to role-play the dialog for the class.

Ask students to say which sentences mention something time. Then help them focus on ideas about a vacation narrative. Encourage students Have students select the best stories based on the facts that make them really interesting.

Hello, grandma! This is Peter. I am calling you from Orlando. Hello, Peter. How was your trip to DisneyWorld? We arrivedat the hotel this morning; there were many attractions.

I went straight to the pool. I swim a most of the time. It is not surprising to me that you decided to swim all the time, you have always loved the pool.

What about your parents? My parents were tired and went to bed. They sleep b all morning. I am sure they were exhausted after that long trip.

And how is your sister? My sister had her new camera with her, so she take c pictures all over the place. When you phoned this afternoon, we tour d the hotel, so we answer e the phone in our room at that moment. Mom pick up f the phone when you hung up. I understand you are full of fun activities to do. I hope you continue to have a great time. All right!

Bye, grandma. Bye, grandson. NatureTrails is a recreational park that is changing for its visitors. Today there are clean waterfalls, safe camping areas and great hiking trails. It is located very close to the small town of Altoona.

Grammar and Vocabulary 5. Think of a vacation experience each one of you remembers well. When I was little, once we went to the beach. There was a hut and there were many giant umbrellas. Was Antonio? Yes, he was. Yes, they were. Lucy 3. Mark 4. Then complete the grammar chart on the next page.

I broke my arm I crashed into a tree. I was falling my sister was trying to get hold of me. The paramedics arrived 1. After that b. We walked to the base of the rock 2. I slipped and fell 3.

They took me to the hospital 4. A few minutes later e. I crashed into a tree 5. Then Listening Strategy Pay attention to sequence connectors to determine the order of events. Label the pictures. Lesson 2 ExtremeVacation 2. Listen again and match the sentence with the sequence connector used in the audio. Word Bank while when Word Bank a.

Use sequence connectors. At that moment my sister was trying to get hold of me but I dragged her down. Lesson 2 ExtremeVacation Planning Learning Goals Indicators Vocabulary and Structures Strategies This lesson will enable learners to share a personal narrative about a vacation event, providing the event mentioned.

Connects events in a narrative using connectors of sequence. Narrates a story using conjunctions of time. Summarizes a story. Structures Time conjunctions when and while Sequence connectors at the beginning, later, after that, at that moment Vocabulary climb, crash, slip, fall, cast, high up, get hold, break, drag down, shake, paramedics Listening for specific words WARM UP books closed Bring pictures of verbs that are used to describe accidents such as: Have students help you create a short story with these verbs 1.

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