CAMBRIDGE PICT AEE IE ETT) Teacher’s Book > oy \ ee 7 M = Ss Ciclo 3 Lengua extranjera. Inglés Teacher's guideCAMBRIDGE UNIVERSITY PRESS University Printing House, Cambridge CB2 88S, United Kingdom One Liberty Plaza, 20th Floor, New York, NY 10006, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia 314-321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi~ 110025, India 79 Anson Road, #06-04106, Singapore 079906 ELT Trading, SA de CY, Insurgentes Sur 1196, piso 10, Tlacoquemécatl Del Vale, 03200, Giudad de México Cambridge University Pres is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research atthe highest international levels of excellence. vwrww.cambridge.org Information on t le: www.cambridgemx.org (© Cambridge University Press 2020 ‘This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. Odyssey Primary Teacher's Book 5 By Stefania Villarreal Riva Palacio Le6n David 2una Orellano Branch Director, Latin America North Daniel Hutchinson Learning Solutions Global Director Leon Diaz Sales Director Latin America North Liam Guyton, Publisher, Key Accounts Cruz Castro Learning Solutions Manager Jean Denise Salazar Publisher, Key Accounts Nelly Pérez Islas Managing Editor Luis B. Reynoso Géngora ‘Audio Production Pablo Guzman de la Cruz Cover and interiors design Pablo Guzmén de la Cruz Page layout Acknowledgements appear on page 128 First published 2020 20 19 18 17 16 15 14.13 12 11 10987654321 Printed in Mexico by Editorial impresora Apolo, S.A. de CV. ISBN 978-607-98332-4-4 i: {Additional resources for this publication at wwwicambridge org/delange Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not ‘guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printingbut Cambridge University Press does not ‘guarantee the accuracy of suchinformation thereafter. Programa Nacional de Inglés. Para alumnos en Educaci6n Basica. PRON! La produccién de estos materiales fue hecha por encargo de la Secretaria de Educacién Publica para usarse como material didactico en escuelas puiblicas de Educacién Basica. Impreso en México - Printed in Mexico Distribucién gratuita - Prohibida su ventaDrs Can DO See rtrd CMC Rec Familiar and Community Environment Sree ek er es Lesson t Lesson 2 Lesson 3 Lesson 4 Review / Product Evaluation Too! CUE Literary and Ludie Environment eens Lesson t Lesson 2 Lesson 3 Lesson 4 Review / Product Evaluation Too! UE CR Ce cred ea en Sea ter peasants Lesson 1 Lesson 2 Lesson 3. Lesson 4 7 Review / Product Evaluation Tool S@seges 2Sears Cece Rer cy Cee ay Se eee ert eT es eieoncis Lesson Lesson 2 Lesson 3 Lesson 4... Review / Product Evaluation Too! BRSege Ucn Literany and Ludic Environment Ee lieeeutlanis Chceadead pases peepee Lesson 6s er serene 8 Lessons... 70 m2 74 75 Lesson4 ...... Review / Product, Evaluation Toot Cees eu ed ee ete penne eens Lesson1 Lesson 2 Lesson 3 Lesson 4... Review / Product Evaluation Too! Sees saUO a er y LE Literary and Ludle Environment cal ener eet tee Fea’ Social Practice: Exchanges opinion about auclo news. gm Lesson 1 90 Lesson 4 14 Lesson 2 . 92 Lesson? ...... eesenensen 16 Lesson 3 98 Lesson 3 oeenit . 18 Lesson 4 aed ceceeens 98 Lesson 4 7 120 Review / Product... eo 98 Review / Product 122 Evaluation Too! 99 Evaluation Too! 123 Te aS TOM Oe ee an ad CN Ny eradeceetacbedt ones cores ee can! ee 102 Lesson 7 126 Lesson 2 108 Lesson 2 so 128 er .. 108 Lesson 3 Phenestesatethaeeed 130 Lesson 4... eeveee 108 Lesson 4 ae 132 Review / Product 7 10 Review / Product . _ 134 Evaluation Too! oa coo HH Evaluation Tool... - 195 Ged . EE acd Cee cad ‘Asshort, practical note on planning and timing. Being teachers, we know how time flies when preparing lessons and trying to accomplish our teaching goals as we lead ‘students to achieve their learning outcomes, fallin love with the targot language, follow on their progress and have a ‘magical group management to foster language and life skill, Therefore, and considering the above before going deeper Into the methodology that supports Odyssey, we want to share with you 2 practical reasons on the sequence the units {follow and on the time needed for each lesson. ‘Sequence of units: 10 units to be taught throughout the schoo! year in 40 weeks. Based on the social practice of the language and the learning outcomes each unit offers in the program, besides considering the student as an active participant and responsible for building learning strategies, we believe in taking students step-by step providing ‘confidence at communicating, then immersing in the language and tinaly, analyzing what the language offers so that fanguage and thinking skills can progress at the same time. Therefore we provide a mixture of learning environments that ‘besides bringing variety to your class, students can grow in the language as they go through the steps mentioned above ina natural way. ‘Timing: every unit offers 4 lessons, a review and product lesson and an evaluation page. Every lesson is to be taught In ‘a week because it also includes the Reader's book and working on subproducts. However, Odyssey was designed on providing flexibility for you to choose the order of units you would like to follow to adapt to your teeching needs. We just invite you to bear in mind that every unit lasts @ month and thatthe lesson plans suggested in this Teacher's book are ‘written in general terms as a set of stops which are there only as a tool but are not mandatory, 60 please feel free to use ‘and adapt the materials but above all, enjoy! 4 TABLE OF CONTENTSAccording to the dictionary, an Oayssey is an exciting journey. Inspired by this definition, the authors, editors, designers, and arists that participated in putting together this English course nave worked together to create engaging yet challenging activities aimed at rragering students’ imagination and to promoting earning in different ways. in our new Odyssey series, we give students the opportunity to be amazed by the wonders of our world on a dally basis! Skills The world is changing fast, and we need to help our students prepare to face the challenges of the 21" century and support them in building the skills that will nelp them succeed. Nowadays, there is an increasing emphasis on what students can do with information rather than on what they can memorize. The ability to work well with others, especially with others who might be very diferent trom ourselves, has also become more important. Based on recent research reiated to competencies, we have developed a pedagogical framework that adaresses eight main areas of competency divided into two major strands: Thinking and Learning Skills and Social Skis, Thinking and Learning Skills 1 | 2. Critical Thi 3. Information eineaty | “problem-solving, and Communication 7 | Decision-making Technology Literacy 1 Participating in creative Understanding links activities between ideas Using digital and online tools Creating new content from own ideas or other resources Evaluating texts, ideas and | Following safe online arguments practices — to protect yourself and your school Discovering & expressing : Synthesizing ideas and | Behaving appropriately to ‘own personal identity and thers online feelings through creative activities information| Identifying and prioritizing problems to be addressed Evaluating options I Asking effective questions ' | 4. Learning to Learn, | Self-efficacy, Study skills | Practical skills for « participating in learning Showing a positive mindset for learning | (Englsh) | Reflecting on and evaluating own learning success Identifying and articulating learning goals Identifying and using | effective learning techniques | Seeking help from other People or resources | Making notes, storing & retrieving information | Preparing for and taking j exams5. Communication 6. Collaboration | 7. Emotional Skills Using appropriate language/register for context Taking turns in shared activities Identifying and talking | about own emotions Listening to and respecting | Managing own emotions others’ contributions. | Managing conversations Overcoming own * Sharing ideas | Empathy & relationship language gaps : { skills: recognizing & : responding appropriately to other children’s ' emotional state Participating with { Taking personal appropriate confidence & ; responsibility tor own clarity contributions to a group task Supporting others to Managing the sharing of communicate successfully , tasks in a project i t Evaluating and responding | constructively to others’ | contributions or activities. Each time a student performs an activity, they build on their previous knowledge, abilities, and skils. This is a spontaneous process, which can make it difficult to separate these features into cifferent categories. Nevertheless, when students are exposed to different learning opportunities, itis important to focus on the development of one or more skills Involving students in language social practices that demand communicative interactions in diverse social environments promotes: + Use of real-ite English ‘+ The ability to keep on learning + Emotional self-control * Integration of basic knowledge * Integration of behaviors that tavor collaborative work: * Respect towards others * Appreciation of foreign languages and cultures The topic and purpose of each unit in Oaysseyis defined by a different Social Practice and each unit oursues the fulilment of a set of Learning Outcomes. Please see the Scope and Sequence for a more detailed description ofthis. 6 PRESENTATION | and Global competencies | Understanding personal responsibilities as part of ‘a group and in society including citizenship | Behaving consistently | with personal and social responsibilities | Showing leadership skills Understanding and | describing own culture | Understanding and | discussing global issues - environmental, political, [financial and social Understanding & managing career development options and | ecntucsCollaborative Work Oayssey aims to promote actual collaborative learning. Each time students work together to develop a product, they integrate what they learned in the prevous lessons and get the opportunity to work together as a team, By working collaboratively, they can share thelr strengths with others and develop their own weaker skills. They can also develop their interpersonal abilties as they leam to deal with conflict. We are convinced that by learning to work in a collaborative way helps students to participate actively in diferent tasks, and working as part of @ team is both challenging and motivating for students, and encourages them to acquire new knowledge and skils by facing and solving problems together Evaluation Recent pedagogical research has shown the importance of placing the student at the center of the learning process. Students should be active participants in their own learning which includes self and peer evaluation. Every lesson in Oayssey gives the students an opportunity to rellect on and evaluate what they have just learned and achieved. This a'so helps teachers to keep track of what needs to be reinforced in class as well as which students might need additional help with, For the above, we have included an evaluation too! at the end of every unit for self and peer evaluation on learning outcomes mainly, and an extra, unit evaluation in your Teacher's book to check language progress without losing sight of the functional approach in the methodology. ‘When designing the activities for the Odyssey series, we always kept the students firmly inmind, We believe that students should: actively participate in the learning process take part in real lfe-ike communicative activities, + develop their own ideas about the relationship between the language and its ‘communicative functions, ‘+ make decisions, accept responsibilities, and have an opinion about the activities related to the use and analysis of the language. analyze communicative practices around them to understand, explain, question, adapl, and correct them depending on the social sphore. ‘be exposed to new communicative situations, ‘work in groups, 19 learn about collaboration, negotiation, etc. evelop products where they use their prior knowledge, experiences, and interests be challenged by realistic life-like tasks. Mili, —~————— Remember that as a teacher you use language to transmit ideas. Build rapport with your students by listening to them and by communicating in an accessible way while using appropriate body language. Address your students by their names: this will make it easier for you to know where they stand so that you are able to best assist them and encourage them during the school year so that they improve their English. The following guide includes ‘examples of how you can work with the different activities and readings you wil find 1n Odyssey 5. Feel free to ‘adapt the activities to best suit your needs and those of your students. Keep in rind that "every head is a world” reach their language achievements, hb mor ‘ CEE 4 a ——— \ and taking his into consideration when planning yout lessons might make a big ctlrence in he way your students. 4iy Activity Book ‘Tho Activity Book contains ten interesting units with motivating developmentally appropriate activities. Each unit comprises four lessons. a Review and Product page ending with an Evalvation designed for students to ‘check an their progress based on the learning outcomes, inthe unit as wall as evaluating their communicative abilities when interacting with others. Atthe end of the ‘books, students can find a Picture Dictionary to facilitate understanding and use of the language. Just as an extra too! to engage students into working on researc’ing abilities as well as on critical thinking skills, we have included some ICT addresses in either the body of the unit or the Review section. Also. we suggest using whenever possible these links to offer variety in activities and tasks. The use of the suggested links Is not mandatory, therefore if Internet is not available. there is ne consequence or loss on the learning process af the language. A description of this component is inciuded on pages 10 and 11 in this book 8 COMPONENTS Reade! ‘The Reader offers 10 beauttuly lustrated reading selections, both narrative and informative and and glossary in each unit. This glossary includes key words presented in bo'd for easy identification which are found througrour the text, placed next to the corresponding glossary box which includes its base for and its definition Each reading has also been recorded to provige students with work on both, listening and reacing skils at the same time CAMBRIDGE A cortelation belween the Reader's Book and the Activity, ‘Book is flagged in every unit (pair lessons) with an icon called Enjoy reading! where students are invited to read certain pages in their Reader and then, answer questions and exchange ideas and opinions with their classmates. However, and as a key feature in Odyssey. please bear in mind that you can follow the suggested pian or recommend your students to use their Reader whenever becomes more convenient to your teaching needs.Bray Cres Teacher's Guide ‘The Teacher's Gude includes reduced Activity Book Pages and provides step-by-step lesson plans. The first page of each unit provides Reading Strategies to work with the unit reading selection. The second page maps the related materials, mentions the Social Practice, and lists the Leaming Outcomes that wil be covered in each unit, Adgitionally, the Teacher's Edition contains the audio scripts, the track list and the visual resources (included in the CD) list, a set of 10 extra evaluations, 1 per unit; a set of 30 cutout flashcards, Bibliography and Webography for teachers and an acknowledgements page. Class CD with audio activities and visual resources The Class CD provides every listening task included in the Activity book as well as every reading in the Reader's book. You can also find a sot of Visual Resources that can be photocopied, displayed on a computer screen, of projected on the board. We suggest using flashcards treoly and according to your teachin nocds and lesson pian. However, some ideas we can sharo is to use them to faciltate understanding of wores, extend vocabuiary. invite students to describe what they see. play memory games, build jigsaw texts (ral or writen) and most of all 10 provide variety in your class69 fg: ees pe wctnssceme cee [PO season petro 70 69 wi ansamnssntanehamsnanntien monn © ey [9 woemgnan mewn yn coum epee! Tiimsmateranarncenmcmenne corer © Seerraomimenn tienes Seconperebinemany Cernhoceganmmmmernnbncieaante mx Lessons ‘There are four two-page lessons in each unit. Fach page contains a complete didactic sequence comprised by thvee activities with enough material to be taught in one class. Each lesson pursues the achievement of one Learning Outcome by involving students in engaging yet challenging activities, At the end, each lesson gives students an opportunity 10 assess what they learned using different evaluation strategies. Every two lessons (pair lessons) you will ind an Enjoy reading! icon that correlates with a text (story oF fact) in the Reader's Book. This section also offers questions about the reading for students to answer and share with their classmates. In odd lessons you will ‘ind an icon where students are asked to assess their progress in an evaluation format where they can register their outcome and identity what they need to reinforce all, done under your supervision, The Learning Environment and the Social Practice that ‘rame each unit are clearly incicated under tne the corresponding tte. Also, every achievement, has been included at the right comer of each lesson. 10 UNIT WALKTHROUGHReview and Product ese Relevant activities linked to students’ interests and everyday ile allow them to use the language leamed in prevous lessons ICTs In every unit whether in the body of the unit or as So ‘a closing item to keep you updated in the unit's topic and help you improve your technological skils. — Product om © cement ct Throughout the unit, students work together in a collaborative way encouraging authentic communication ‘and bulding evidences that serve the purgose of scaffolding tools and engage students to produce a final evidence called product where they can use everything theyve learned so far and see how they've progressed as they increase language and lfe skills. Evaluation tools AA vatiety of evaluation instruments that help students become independent learners and to better understand their own learning process. Visual Resources (Class CD) Visual Resources contained in the Class CD can be Used as adaitional practice to reinforce the unit activities. They can be projected an the board, displayed on 2 ‘computer screen, or printed out, And as mentioned on page 9 we suggest using them freely and also for batter understanding of vocabulary, building knowledge, playing games, clarity doubts and even as evaluation tools having students describe or build sentences, ideas, written texts x exchanges where they can show what they can do in and with English. These visual resources are a great teaching too}, nScope~andiSequence) rr pares eorerry Unit 1 | Planning a surprise Learning Outcome ! | Planning Together | pp. 6-19 Explores and listens to j pp. 8-17 | Track 33 exchanges of expressions we! | use to organize events. | Social Practice | | Exchanges expressions to organize events. | unit 2 That really happened? Learning Outcome Amazing Anecdotes pp. 20-33 ‘* Explores personal and funny pp. 18-27 Track 34 anecdotes. Social Practice Tells shor, interesting anecdotes. Unit 3 Giving Directions Learning Outcome Where Do You Want To Go? pp. 34-45 ‘* Explores personal and funny | | pp. 28.37 Track 34 annectotes. | Social Practice Shares information to get around the ‘community. | Unit 4 lMustrated Guides, Learning Outcome | illustrated Guides pp. 46-59 + Explores illustrated guides. | pp. 38-47 Track 36 Social Practice | Follows information in an illustrated guide | to solve a problem, Unit 5 | The Stages We Go Through Learning Outcome } | Travel Logs pp. 76-85 + Explores short iravel logs. | pp. 48-57 Track 38 | Social Practice | Reads a travel lag to discover natural | aspects and cultural expressions. | x 12 SCOPE AND SEQUENCELesson 2 perernyy Lesson 4 omer Learning Outcome ‘Interprets expressions Used by the speakers Learning Outcome Learning Outcome Dialog to plan an event. | ¢Expresses and responds | #Takes the role of the to concems in short speaker in a dialog. i | dialogs. i ! | \ ! | I | | | | Learning Outcome Learning Outcome Learning Outcome Recording an anecdote. Analyzes different ‘Talks about a personal + Talks about a personal } aspects to talk about anecdote, anecdote. anecdotes. { Learning Outcome Learning Outcome | Learning Outcome | Recording an anecdote. | Analyzes different Talks about a personal | «Talks about a personal | | | aspects to talk about anecdote. anecdote anecdotes. Learning Outcome Learning Outcome Learning Outcome IMlustrated Guide. 4 Understands and follows *Understands and follows _*Writes instructions. j instructions in illustrated instructions in illustrated 4 guides guides. Learning Outcome | Learning Outcome Learning Outcome | Comparative Chart. | *Guided reading, | *Distinguishes natural aspects and cultural comparisons. expressions between ‘Writes descriptions and | Mexico and other i | countries. i I 1 ' 1 | 3Scopeand|Sequence) rr erry Familiar and Community Environment | Unit 6 | The Stages We Go Through —_| Learning Outcome | | This s Me | pp. 76-85 | Listens and explores physical | pp. 58-67 Track 38 | descriptions of known people. | Social Practice Describes and compares appearance and abilities at different ages. reece! Unit 7 | Role Play | Learning Outcome Role-Playing games | pp. 86-103, ‘Listens to and explores pp. 68-78 jacks expressions to accept or reject | requests. | Social Practice i | Accepts or rejects requests in role playing | | games. | | Unit 8 | Questionnaires Learning Outcome | | Questionnaires pp. 104-115, Explores questionnaires with | | pp. 78-87 Track 40 different types of questions. Social Practice | Registers information about a topic to make | a questionnaire. \ Familiar and Community Environment. unit 9 | The Age Underground | Learning Outcome News pp. 116-129 ‘Listens to and explores news pp. 88-97 Track 41 related to familiar contexts. Social Practice Exchanges opinions about radio news. | \ Academic and Educational Environment [Unit 10 | Cool Museums Learning Outcome ] What is That? pp. 103-141 ‘Explores museum label. | pp. 98-107 Track 42 : | soci Practice j | Gathers information about a topic to make | museum labels and set up an exhibition. Ca 14 SCOPE AND SEQUENCEeerery ene) ferrenry Carrey Learning Outcome | Learning Outcome Understands Understands: descriptions. descriptions Learning Outcome ‘Describes own physical appearance. [Timeline | i | | | | | | | | i 1 | Learning Outcome { Learning Outcome Learning Outcome Short Dialog for a Role- Exchanges expressions to | #Exchanges expressions to | Playing Game. ACEP OF reject requests, accept or reject requests. | ! ‘* Understands expr to accept or reject | reves | Learning Outcome | Learning Outcome | Learning Outcome | Reads questionnaires _| « Seeks and interprets ‘Writes questions on a | with different types of | information on a subject. | subject. | questions. | | i Questionnaire. | Learning Outcome | Learning Outcome Learning Outcome * Understands audio news. | +Understands audio news. | # Exchanges opinions. | | ! Learning Outcome Learning Outcome Learning Outcome | Museum Label. Looks for information | *Analyzes informative | «Writes information. | about a topic in different | texts. Shares information of | texts, museum labels 5Unit Contents Familiar and Community Environment Social Practice: Exchanges expressions to organize events. Learning Outcomes ‘* Explores and listens to exchanges of expressions we use 10 organize events. ‘* Interprets expressions used by the speakers. ‘+ Takes the role of the speaker in a dialog. @ Activate Prior knowieage 4. What events can you plan? 2. What do you know about planning events? 8. How do you plan events? 4, What events cid you plan in the past? Bech necources Top tips fo planning a successiul community event ftps awww sbequardian,comoluntary-sector- community-event Five tips on organizing an event for older pecpie: biths./www.heguardian.com/social-care-network/2016/ These websites have a good variety of vocabulary that students will find useful when planning and organizing events, |f students cannot have access to the websites, you may want to print out the lesson plan and activities from the first one or encourage students to look for the vocabulary words on a dictionary. Whenever possible, check the website addresses provided. You might be able to use their information for extra activities. One way to make use of these resources is by prompting informal discussions where students can practice their language ables related 10, the social practice of the language @ ouyssey Resources Reader: pages 6-17 Class CDs tracks 2-10 ctivty Book. page 112 Audio script: Teacher's Guide, pages 136-198 eacher’s Guide, page 150 ‘ss mentioned in pretminary pages, the folowing ideas to guide students on how to work ante aierent \ actives and tasks as well as wih the Corelated reading loxt and which comprise cach fsson in the unit, coud be teen as snp instructions to loon. However. ou intenon was to Keep each guiding suggestion easy, practical Short ard simpe for every teacher fo understand, folow and each he ain of the lesson plan a8 vel athe leering outcome. We also have included an adciional activity at some stages in the uit to suggest oer options to enrich and give vary ne lessons. Please fe! ree to flow the intuction guidelines as they are, errich tem wih your. om teas or eB new ones joy tl To tap into students’ prior knowledge, you could take a few minutes to ask the proposed questions on the @ Activate Prior Knowledge section 07 this page. You could also use the pictures included in the Visual Resources for this Unit and encourage students to say what they think the kids are doing 16 UNIT 4 Planning TogetherReading Strategies Narrative Planning a surprise! ()» {In this unit, students will learn how to plan an event using different expressions. They will also learn to interpret what speakers want to convey based on the expressions and tone of voice that they use Al this so that students can take the roie af a speaker in a dialog to organize an event, This unit’s Story will allow students to read @ short ‘work of fiction where a group of children plan an. event for one of their friends. You wil be able to invite sludents t0 retiect i they've expenenced similar things: ‘and encourage them to identity the way in which these characters plan their event. Students might be able to take ideas, expressions and other information fram this reading so that they can enrich their final product, ‘You will aso find some questions that can help students identity information that can help them enrich their final product Planning a Surprise ne QD incicates that there isan auso avalebe, You couid cnoose to play the Track and have students read along o” you may just choose 1o ask students to reac Silently oo take turns to read aloud, Choose whichever strategy best works for you and your students. Pernaps if your students are stil stuggiing with reating, you could have them listen to the recording and read before you ask them to ead independent fs you may already know. reading isan essential part of earring any language and itis also @ sequertil ski This means that each new ski helps the student master the sks ne of sh previously learned. Reacing develops the ming and expands vocabulary. It also provides students with exampies of grammar, spelling, vocabulary and ine use ofthe English language, which wil Help them express themselves better, invite your Students {0 find joy of reading, Trrougnout the unit you wil fina opportunities to airect your students to thei Readers book, You may choose to read at that moment oF do Sa wnen itis most appropriate and neneticil fer your class and your studens 7Learning Outcome: Expiores and listens to exchanges of expressions we use to organize events © OF tisten ana road the dialog. What ore the children planning? How do you know? Tell your partner. €D 2 You could ask What can you see? What are the chidren doing? and accept as many contributions they make. These kind of pre-listening activities can helo prepare students for the listening activity, it aiso gvves students the ‘opportunity for class discussion and interaction among students. You may want to tell students that you can play the track several times in order to reduce the possible anxiely they might feel regarding a listening activity After you have listened to and read the dialog, you could discuss the questions. You can ask them aloud and invite, volunteers to participate AK: Students are planning a picnic. Answers may vary. | know because they say We are planning apicnic. © YF Read the dialog in activity 1 again. Discuss what the underlined words ‘or phrases ate used for.Think about what other things you need 0 organize picnic and taking tums exchange these ideas with @ pariner. Remember to respect others when they speak and fo wait for your turn fo participate. ‘The first thing you might want to da is 10 ask students to identity the underlined words or phrases. You could elicit them and write them on the board. Then it might be ‘a good idea to explain that this task can be broker up into several smaller tasks. It is important that students understand what they are going to do Defore they get paired up. You could first discuss the purpose of the Sentences as a class and then have students discuss in pairs, AK: The underlined words are used to ask and give information about plans/Answers may vary 18 UNIT 1 Planning Together 0 Ay memm oe ree Seen Se TT © rman gen itste te omta pine se et Vins aoyrgetann a g tat yc we at © + g Work in groups. think of atime you went toa picnic or a similar event. Where did ‘you go? Who did you go with? What did you eat? What did you do? Depending on your class’ evel, you might need to explain the questions and even the question words, @ 9, where ~ is a place, whos a person, whats an objecithing. You may share an example 80 they can use it as a base for their ciscussion, ¢.9.| went to Chapultepec. | went with my mom. | ate bananas. | played soccer AK: Answers may vary. £.g. | went to a park. | went with my mom, | ate a sandwich. I ran and jumped. Additional Activity You can have students work in groups and set a time limit for them to come up with essentials they need. to consider in order to plan a picnic and then invite each group to share their ideas with the rest of the. class, They could also work on mentioning aifferent places in their community where they could have a picnic.Usten to two different conversations, Answer the questions. () 3 (D4 You could elicit from students what the conversation they listened to first was about (planning a picnic). Ask students if they think itis possible they might listen to other conversations about planning something. It might ‘help your students if you wrote the questions on the board and you played the tracks several times so they can identify elements that might allow them to answer the questions. AK: Dialog A’ 1a schoo! party, 2. A teacher and aii, 3. Teacher and student; Dialog 8: |. A gil and a oy, 2. Yes. , 3. decorations for the school party. © ey ] Listen to ond read the dialogs. what are the different and/or similar ways used to organize the event in both dialogs. Discuss with your classmates. €D3 G4 ‘You might want to give students something particular to focus each time you play the recording so they might tty to find that particular element as they read. e.g. Let's, listen and try to figure out what a student organizes with, a teacher for a school party. How is the conversation? (more formal) ‘AK: Answers may vary. E.g. They are both conversations to organize an event, One is more formal, the other one is more casualinformal += £2 In this unit, you wil pian an event * in groups. You may want to decide which events you want to organize ‘and write them down in your notebook. You may also want ~>, to share it with your family. 4.3) You may choose to brainstorm events with the whole Class to assist students who might not possess enough vocabulary 0: who might be 100 shy to speak aloud. Then, as students work in groups, you may want to walk around and try to identily students that might require further help. 0 1 erence commen tomer nan D> De © 8 memes manenin tr nr aterse ie ners 0 ae Surmaner walcorennagetenemcnmunsenenant a [Enjoy reacing! i el) i This Unit's reading isa story related to the topic of planring events. You could encourage students to quickly leaf through the pages looking at the pictures and make predictions. Remember that you can also play Track 33 and have students read along. Encourage students to answer the question in their Activity Book, pernaps while working with thoir product groups. Possible Changes and How to Face Them ‘Some students right nat know anything about how to organize events, perhaps their families do not Participate in big events or there may be families that do not celebrate any events at all. You can always assist your students by inviting other students io share their ideas or you can share your own. You could also focus on school events if iat is the oniy thing your students are familiar with. Most schoo!s have some celebrations, graduations or outings that you can perhaps link to the unit. its important that you listen to what your students say. 19Learning Outcome: Interprets expressions used by the speakers. oo IF listen fo the dialog. In pairs. discuss why the kids are excited. What do people feel when they say “they are excited’? €) 5 ‘You may bagin ths lesson by sharing with your students how you are feeting, you may want to use descriptive language, for example: It’s @ marvelous day! Everything's going well and i'm happy}. Then, you can invite some volunteers to share how they feel too. Its not easy 10 ‘monitor while students work in pairs, and its easy to lose Control of your class, make sure you show them a sign you wil use to signal for them to be quiet and stop what they are doing. This way you won't have to raise your voice. Once students get into pairs. encourage students todiscuss why the kids are excited. You may want 10 set some time for students to work with their partner and determine how people that “are excited” are fealing. You could walk around the ciassroom and make sure all sludents share their ideas with thelr partner. This might be ‘2 good opportunity 10 identity oars that work well together and those that don’, ‘AK: Answers may vary. £.g. They feel happy/ They want to be there. / They want (something) tonappen. /ete. 6 @ 4 § Uisten to the dialog in Activity 1 ‘again, Using your own words tell your teammates how you interpret the following expressions. D5 You may refer students to the Picture Dictionary on page 112, You could have volunteers read the expressions aloud. You can ask students to discuss their meanings with their partners, I necessary, you can ask students to write some notes in their natebooks. If you see struggling students, you could form groups by grouping some “stronger” students with "weaker" ones. ‘AK: Answers may vary. Eg, everything is almost done! we just need to finsh the detalis/ we stil ‘need to wait for something to get here. /1 can help you if you let me know. / Bye. 20. UNIT1 Planning Together 0 BN einen ee 08s Se OF resraeetsermmeuamsnmememron ©} F shore with your partner ideas to help the children organize their event. Write a short dialog using the expressions in Activity 2 ‘and others you may know. You may want fo go back to the dialogs on pages 8 and 9 to get some ideas for your dialog. Since you might stil be getting to know your students, you might not yet identify optima pairs, however. try to pair studerts based on what you have observed. You might wart to tell students that they can look back at the dialogs in this unt to look at structures and ideas, You may want to encourage them to mention elements that can help them organize an event. You could also brainstorm things that can be used to organize an event and write therm 6 the board, @.9. food, decorations (balloons, confetti napkins You can ask students to visit the suggested web page 10 read information about planning a picnic. You may want to encourage them to identity and write down words, expressions and other elements that can be useful for them.4) ¥ {@ Usten to the dialog. Work with a Partner to talk about how you know when it is your turn fo speak. Which are polite ways fo communicate? How do we know when if is our turn to speak? 6 Before you listen, you could ask students to share ‘examples of politeness or you might share some yourset, 9. please and thank you. You ray want to invite students t0 talk about how they know when they have to speak when they are talking in their mother tongue Answers may vary. E.g. | know itis my turn to speak because the other person stops talking and icoks at me. A polite way to communicate is to say please and thank you, 8 3 sten to and read to the dialog. Can you find words that can be used fo express ‘actions? Get together with a partner to share your answers and talk about the importance of using these words when ‘making plans and offering help. You may reter students to the Picture Dictionary on page 112. The purpose of this activity is for students to identity words that express actions (verbs) and their place in a sentence and how we use them to talk about what we did (actions) so that students can also realize that since planning is a series of actions, the only way to plan something is to talk about actions (or steps) to take to do so, AK: went, put, get (them) out, riding a bicycle, ride, 90, heip @ + 5 Work in groups. You can now use your notes from the previous subproduct session and choose an event from the ‘ones you wrote down. Taking turns, ‘exchange ideas on what you need ‘and how you can organize the event you chose. You may want fo visit the website to get more ideas. to organize your event and make notes. ae Students could now choose an event and brainstorm, elements they might need If resources are availabie, students could visit the web page lo get more ideas, Ot SS oestiecmereaero ee ‘Hom dow trom wenit mouth fo wpwak?” Gs 0 Season ae © 85 magnon tos eranrne yee mirtonie meat ete) You may want to encourage them to use a specific section in their notebooks to waite thair answers and ‘comments for this section. This way. they'? be able to look back and see what things have improved and what they stil might need to work ore onLearning Outcome: Takes the role of the speaker in adialog a $F Read and listen to the dialog. = @ ¥ People use different tones of voice to express what they feel, 0 you should focus on the tone of voice of each one of the characters to identity what they feel. How does the tone of voice change? What is the tone of voice the characters use? Discuss your answers with a partner. € 7 ‘You couid fist ask students to look at the picture and describe what they see. Then, you can explain that they are going to listen to a recording to listen to the tone of voice. You may want to exemplify "tone of voice”. Then, you could play Track 7 as many times as you consider necessary for students to be able to understand the tone af voice and to identity the feelings that are being ‘conveyed. You may want to invite volunteers to share their ideas and, if possible, encourage a short class discussion. ‘AK: Answers may vary. E.g, One of them sounds angrylunhappy. Even if they use polite words, the character doesn't sound happy, et. © __ F Work in pairs. Discuss the questions below and follow the instructions. You may need to review feelings and emotions vocabulary, you could do this using gestures or having volunteers mime the emotions. You could also refer them to the Picture Dictionary on page 112. Before you oair up students, you right want to give them a “purpose” for their discussion, in this case, you could tell them that they should reach an agreement for their conclusion at the end othe activity ‘AK: Answers may vary. You may sound rude. You might transmit the wrong message. © & & Work in groups. What do you think is more important the words and expressions you use or the tone of voice? Why? You could divide the class into groups. You may want to read the instructions aloud along with students and clarify in case of any doubts. You could ask students to discuss the questions with their group and encourage students to ‘support their answers, As they work, it would be a good 22. UNIT 1 Planning Together toe inmarstn ap teh karotier serene! © Ny verh aw cacme gncen enone tt © error nenamntcom enue mneat nema idea to monitor and make sure all students participate. If You may want to invite a volunteer from each group to share their ideas with the rest of the class, ‘AK: They are both equally important, although we should always try to watch our languago. Tip You may want to go over the tip and share some examples, e.g, say Thank you in a polite way and then say it again in a very rude way. Cail students’ attention to the fact that even though itis the same expression, your tone of voice made it sound rude/ rot polite.0 @ $F Usten to the dialog and pay attention to what Sam and Pablo ‘say. Work with a partner and discuss: How do Sam and Fabio feel? How do you know? Share your ideas with the class. (8 You may want to tell students that they are going to listen to another dialog and they have to think about how the characters feel and how they can know it. You could aliow some time for students (0 read the dialog before playing the recording. Then, you can play Track 8 as many times {88 you consider appropriate. Then, have volunteers 10 tell you Row Sam and Fabio feel and how they can know. Encourage as many students as possible to participate. Al Answers may vary. E.g, I think they feel excited because they are going to celebrate a birthday,/ because of how they sound, etc. © > 5 F Work in groups. Use ditterent tones, ‘of voice to read the conversation in Activity 4 aloud and reflect on how the message can change depending on the tone of voice you use. Think about the questions Fabio used and discuss. You could ask students to work in teams of 3, s0 each one. plays 2 different role, You may explain that they are going to take turns and read the conversation in Activity 4 aloud using different tones of voice. Then, you can allow some time for students to talk about the questions Fabio used to find out information about the event. How effective are the questions? © +5 Work in groups. You can now use your notes about the event you are planning from the previous subproduct session. Look at the questions in the lesson. What kind of questions do you need to ask to find out more information about on event? Write some questions and answers about your event. You can take turns to ‘ask and answer them aloud to see if they are useful, The questions can help you plan yout dialog tater x =) ‘You could now review what youhave been working wit and have eared so rs hat students ca come ve wih some question ton out mote formation abou ther chosen even Encourage tern look the questions in the conversations in this unit for helo and ideas, OME NS eeetncometet ngage ‘yor tno? fhore war daon wm eecioan Oe Pe ee ener ne mamnenenel Auman 0 Hi mics aetatleraarenentaan SpDanceeeawconnesonmconan” Czy oo ‘You may want to invite volunteers to share what they remember about the story before you continue reading, Remember that you could play the audio and ask students to read along. You may go over the question in the Activity Book and encourage students to answer them with their praduct group so that they can complement their product. Possible Challenges and How to Face Them Some students might not understand what the tone of voice is. If this happens, you can model a sentence for students using different tones of voice to show them how it is not just the words, but also the tone of your voice what helps you convey the meaning you want to. Encourage them to notice how itis not the same to ask for sornething using a neutral or polite tone of voice and doing the sarne being rude 23© ¥ @ kea2 and listen to the dialog. Work with a partner to discuss the following questions: Why does ‘yl introduce Mae to Jake? How important isi to introduce someone to others when talking to other people? When in a conversation, is it polite or not fo introduce someone ‘who comes with us fo the people we are talking to? () 9 You could ask students to work in pairs and pay attention to the questions in Activity 1. You can fist play Track 9 and ask a few questions about it Who are they? What are they talking about? to make sure students understand the general idea of the conversation. Then, you could ssk students to discuss the questions with their partners. You Could invite volunteers to share their ideas with the rest of the class. AK: Answers may vary Because Syl had told Jake about her cousin Mae wha can probably help him make a good present Itis important to introduce new people so they may participate in the conversations. 8. $F Make a list of expressions to greet, to introduce somebody and to say good-bye. Then, write questions about ‘organizing an event and invite a partner to answer them as you both make a dialog. Remember fo use the ‘expressions on your list to be polite, You could have students make the’ ists of expressions and then write the questions as instructed. Than, you may want to have students work in pairs and ask them to take turns to.ask and answer the questions so that they can make their dialog 0 °F tenton ninemsn ot nm apotin sev teary Soctthimtrpotsoommocuansonco meson tt x PEEEE © ta Ty minattnemera tine anna en: © tna tame oar You could have each pair get together with another pair and take turns to read the oialogs they created in Activity 2 aloud. Before starting the activity. you may wan! to remind students that thei tone of voice is important too. The purpose at the activity is for students, to start practicing cialogs to organize events. Once they have shared their dialogs, you cou'd ask students to analyse tneir dialogs and find similarities and differences betwen them. Encourage students to review their ‘work and answer the questions. If time. you may invite volunteers to read their dialogs aloud for the rest ot the class, AK: Answers may vary. Hello, hi, good bye, bye, this is... Questions: where can we...? when...? What time...? What. ° Work in groups, Share your dialogs cloud from Activity 2 with another pair and try to find similarities and differences, How polite were your dialogs? What could you ‘do become more polite?. Do you talk at the same time or do you take turns talk? Talk about the importance of taking turns to communicate. 24. UNIT 1 Planning Together | Additional Activity You may ask students to work in groups and draw their attention to the dialog in Activity 1. You could tell them that this time, they are going to use the dialog ‘as a model to create their own, First they can think of a reason why they need to introduce someone to, someone else and create a sirilar dialog. Then. thay could practice their dialog aloud. Finally, you could invite volunteers to act out their dialogs for the rest of the class,© @ fed and listen to the conversation. ™ Find what you can say to accept ‘an invitation. What do you say when you can't go somewhere?. What do you say when you propose something different?Are there any other expressions you may add? Which ones? Make some notes. Oo The purpose of this activity is for students to be exposed to expressions they could possibly use to reject an. invitation, You may want fo encourage them to identify the key phrases or words for this purpose. AK: Fm sorry, bart can meet...? Can you meet...? Maybe we © _ ¥ Work with a partner to share your ‘answers in Activity 4, Make a graphic organizer to classify the phrases you use when you accept an invitation, when you can't go somewhere, and when you Propose something different. You can have students work with a partner to share their answers from Activity 4. You car now ask students to make a graphic organizer and classity ther words or phrases. You inay want to craw one oF two examples of ‘graphic organizers (Vern diagram. mind map. etc.) to exemplty. You could invite a few volunteers to share their graphic organizers with the class. @ & = Work in groups. You can now use the otes from previous sessions fo write a dialog. Remember to include greeting expressions to be polite. Check for spelling, grammar and punctuation. Make the necessary changes for your dialog to be interesting. Write a final version of your dialog and take turns to practice it. G You may want to encourage students to review the dialogs: ss00n in this leseon so that they might organize their ideas to write their own dialogs. You may also want to determine. when and whore they wil present their dialogs, re | Of mer crttntoheconmaron wo pv con oy cae ‘hes oes wey pin tga way © Seccsteredmntromesm conan © VS ymeenpeormvconsertthe mtn nei ttre ‘Soom stag tees vices pregmrron te ale ‘Assess your progress! Yl It you chose to ask students to use a specific section in their notebooks to write their answers and comments for this section, you could ask them to do so now. You could also ask them to took back at what they wrote the last time they assessed their progress ‘and identify if something improved Possible Challenges and How to Face Them Some students might not understand when its their {urn to speak. You could have volunteers read a dialog aloud and point out how the end of a question cr a statement sounds so that they can identify when ‘tis their turn to speak 25With your product group. discuss the following: The purpose of this activity is for students to reflect and think about what they learned in this unit. Encourage: them to think about the product they worked on and the different uses of the expressions and phrases they learned and practiced in this unit. You could invite a volunteer {rom each group to share thelr ideas with the class. You could also share feedback on their work ang performances or elements you think they need to improve. Dialog to plan an event ‘The purpose of discussing these questions is for students to think about practical uses of their learning outside of the classroom. You may want to choose the interaction that might benefit your students the most. Try to guide students so that they realize that we can use English and its structures in many different ways and not just the way they learn itin the classroom, just lke their mother tongue! 26 UNIT 1 Planning Together Ratan Goad Alternative)Producty ‘Asan alternative product you could have students work to organize an event that you can actually bring to ife on a certain date during English class. For example, you could ask them to organize an open class where they can show other students and members of facuity andor even their parents their abilties to cornmunicate in Engiish or you ‘could encourage them to organize an English picnic (or something similar) where students will spend some time socializing only in Englishfobservation{Guide) The evaluation too! will allow you and your students to assess their progress in order to improve. Assessments can allow you to identity problem areas so that you can plan solutions to help your students fix those problems. Tne purpose of this observation guide is for students to work with a partner to come up with a short dialog that mimics what they worked on during this unit. As they have @ conversation using their dialog, students observe their partner and write the number they consider best represents their partner's pertormance on this task. You may want to go over the table and the scale along with students and clatify any doubts. Remind students that there are no correct or incorrect answers and that they should be as honest and objective as possible, this way, they might help their classmate improve and it can also help them improve. After they nave had their conversation, then the pairs can exchange what they recorded on the chart so that students can mark the "Me" section, You ‘could derronstrate how to share shor positive feedback, 2. | think you still need to work some more when you are the speaker in the dialog because sometimes you didn't know when it was your tun to tak. Finally, students can ead number 3 and, depending on what they discussed with their partner, choose the strategies they can use to improve. it might be important for you to walk around the Classroom as stuclents work So that you make take notes that you may use to assist struggling students Evaluation ‘Once you finish the Unit, you could use the ‘evaluation on page 150 and make photocopies that you may use to evaluate your students, Gxming © os srmit sted orien entra Came, (Sesteonen dig pn a ahage at ca aUnit Contents Literary and Ludie Environment Social Practice: Tells shor, interesting anecdotes. Learning Outcomes: Explore personal and funny anecdotes. + Analyze different aspects to talk about anecdotes, ‘Talk about 2 personal anecdote. @ activate Prior Knowledge 1. What stories do you like to hear? 2. What stories do you like to tel to others? 3. What stories do your family memibers share? Wnat is the best part about retelling an event? @ tech Resources Tella story or personal aneodote hito:iiearnengiishteens brishcourcil orglexamsy speaking-examstteltstory-or-personalanecdote ‘Accidents anecdote hitos:iwwa teachingenglish org.uW/artcle/accidents anecdotes: Whenever possible, check the website addresses provided. You might be abie to use their information {or extra activities. One way to make use of these resources is by checking the websites and choosing the| information you consider relevant so that you can adapt itfor your class and use it as an extra activity related to the social practice of the language. B odyssey Resources Reader: pages 20-33 Class CD: tracks 11-14 Pleture Dictionary: Activity Book. page 113 Audio script: Teachers Guide. pages 139-140 Evaluation: Teacher's Gude, page 151 Totap ino students pri knowledge. you could take afew minutes to ask the proposed questions onthe Activate Prior Knowledge section on this page. You could also use the pictures included in the Visual Resources for this Unit and encourage students to say what happening in he pictues and to share ideas about what his Uni might be about e.g. Maybe we wil eam about things het people citReading Strategies Narrative: That really happened? Qrr.00 Dae In this unit, students will expiore different fun anecdotes in order to understang how to retell an anecdcte oraly: this will allow them to order their deas so that they can share their own anecdotes, Jn this unit, students will read the story of a git who visits her aunt and uncle and experiences a sumer that will allow her to share anecdotes once she returns to School. You will be able to invite students to reflect it they've experienced similar things and encourage them to identity the events that become anecdotes, as well as the structure of anecdotes and the elements that make them Up. Students might be able to expand their understanding of the important elements for this units final product You will also find some questions that can help students, ‘identify information that can help them enrich their final product As it was mentioned before, reading is an essential part of learning any language and itis also a sequential skill. This means that each new skill helps the student master the skills he or she previously learned. Reading develops the mind and expands vocabulary. It also provides students with examples of grammar, spelling, vocabulary and the use of the English language, which will help thom express themselves better. Invite your students toffind joy of reading. Throughout the unit you will find opportunities to direct your students to their Reader's book. You may choose to read at that moment or do so when itis most appropriate and beneficial for your class land your students. Remember that you can always use the audio so that students can listen as they read along. 29Learning Outcome: Explores personal and funny anecdotes. FO Look atthe picts and tek wih - @ partner what you think the rocco ls about, You can begin by calling students’ attention to the picture and encouraging them to describe what they see. You couid form pairs and ask them to discuss with their partner what they think what happened in the picture and ‘what the anecdote is about. You could monitor students as they work and make sure all students are on task. Then, may want to invite a few volunteers to share their theories with the rest of the class. The purpose of this activity is to get students to start thinking about anecdotes: J things people might experience. AK: Answers may vary. © ry Read the anecdote. How does the * anecdote make you feet? Share and discuss your feelings with your partner. You could ask a volunteer to read the instructions. aloud. You may have students read individually or have volunteers take turns to read the text aloud. You may ‘efor students to the Picture Dictionary on page 113 before they read. You might also need to review feelings and emotions so they can complete the task. Choose strategy that works best for your class, e.g. flashcards with emotions (happy, sad, angry, scared, surprised), gestures, otc. You may invite volunteers to shara how the anecdote made them feo! with the rest of the class. It would be a good idea to share your ideas with the class as well © FF @ Work with a partner. Discuss the following questions. What are your favorite memories? Are there funny stories in your family? Which ones? Students can work with a pariner. Itis important to remember that students need to understand what they need to do before you pair them up, this way, they can use time for efficiently because they know what you expect them to do from the very beginning, You may want to remind students to speak in English. You could invite a few volunteers to share some of the'r exchanges with the rest of the class. While t doesn't need to be systematic, ‘tis important to have some “teedback time” every now and then after pair or work so students don't feel like they wasted their time. You may want to share some examples, 30 UNIT 2 Amazing Anecdotes Amazing Anecdotes 0 OF eam 0 meet ante nen Stqutolpaytme en item OF omer aiiracineearnmene to help students, e.g. One of my favorite memories is my Sth birthday. There was a big cake, My grandpa invented a funny dance too. Possible Challenges and How to Face Them Students might not be comfortable talking about thei own birthday experiences; this is why you may want to ask students to choose, as a class another type of anecdote, for example: first day of school, a friend's birthday party. a soccer matc, etc, This way, hey would be speaking about something they lke Additional Activity ‘As an additional activity, you could share a personal anecdote with your students. Then, you could invite them to think if they have had similar experiences and invite anyone who desires to share their anecdote with the rest of the ciass. Another possibilty could be talking about the best birthdays they have experienced in theic lives and explain why those birthdays were memorable.© Fx Workin pais. Read the graphic * organizer and discuss the questions with your partner. You can read the anecdote in Activity 2 again if you want to. ‘The ourpose of this activity 's for students to look at the cifferent elements that make up an anecdote, as well as ‘a way to organize these elements before (or even after) writing an anecdote. You can use the questions they Giscuss with a partner to clarify doubts and come up with their own ideas. You walk around the ciass while they discuss the questions and take same moments to listen to the language the pairs are producing, "AK: Answers may vary. E.g. 2. The graphic organizer shows sloments from the anecdote that are organized into categories. b. Yes, because an anecdote is ike a story. ¢. | would include some objects that make the anecdote funny, e.g. the cake, ¥ Exchange something funny that happened to you last week with a partner. You can first organize your ideas like in Activity 4 and see if it makes it easier for you to tell your anecdote. You may want fo elicit some ideas about why organizing their ideas in @ graphic organizer might help them better share their anecdote with their classmate, e.g. You can ‘write down the details and use the organizer to meke sure you dom forget them. You may want to encourage them to draw a graphic organizer before they interact in pairs. You could encourage them to iook at the anecdote Activity 2to get ideas on how to sharo their own, You could have volunteers share f they think the organizer helped or not and wry. AK: Answers may vary. GX x inthis unit, you will tet! and record Personal anecdotes in groups. You may want to decide how many anecdotes you want fo tell-Take tums fo share anecdotes with your group. You can make some notes or use graphic organizers = like the one on Activity 4 to order ex's) your ideas to fell your anecdotes. * You can tell students that they could use graphic, ‘organizers to order their ideas to share anecdotes with their group. You may want to tell them to keep written information for future sessions so that they can complete their product, 0 FO oman ctantanatepainetan © Sy emergsmmenra nen nether pena pe Sethe enema sons hon oe Oe econesetrercoee ee Sezsbanune naa aera ME sernnn miei COC Atthis moment you could ask students to use their Reader's book and read pages 20 to 27. You can decide to focus on the elements that you feel might benefit your students and suppor their learning during this unit, for example, elements in the narration. Students can discuss the question in their Activity Books in pairs. groups or as a class depending on your needs. It can give thern one more opportunity to Practice identifying the funny elements in an anecdote. Possible Challenges and How to Face Them ‘Some students might not be familar with some: vocabulary and this might make it more dificult for them to understand the anecdotes in this lesson, To soive this problem you could use diferent strategies: you could ask them to identlly the Unknown wards and form groups so that they can tay the guess the meaning from context or you could also have them look for the meaning of the words in their dictionaries or see if those words are incluged in their book's glossary.Learning Outcome: Analyzes diferent aspects to tak about anecdotes. 9° listen and read the anecdote. Then discuss the questions os class. @) 11 You may refer students tothe Picture Dictionary on page 113. To give students something specific to focus on whe listening, you could read the questions before playing the recording. This might help students identify specific elements, Somme students might feel worried because they dort understand every word, you could share strategies like “guessing words from context” or even ask them to Lndertine unknown words so that you may choose how to best come up with definitions, AK: Answers may vary. No, the intonation changes, it rises and lowers, because modulating our voice helps us transmit emotions © & identity and undertine words and *" expressions that you think are used 0 express surprise in the anecdote in Activity 1. Explain why you chose ‘them using your own words. Think why the element surprise is important in ‘anecdotes. ‘You may want 1 review the word “surprised’ you cout tel sludents to show you a surprised face. You might want to share wit students that some narrations include surprise elements to make them more inleresting. You right want, to share an exemple i you think the activity could be too challenging for your students, although you could rerrind them that there are no “definite” answers because itis also ‘about their perception, eg. Did you hear that noise”, you could write the phrase on the board and then say itin a surprised voice to convey meaning AK: Answers may vary Possible Challenges and How to Face Them ‘Somme students right not be familiar with some vocabulary and this might make it more dificult for them to understand the anecdote in this lesson. To solve this problem you could choose some words you think could be dificult for your students and get some pictures so that you can present the vocabulary before you bagin the lesson. 32 UNIT 2 Amazing Anecdotes 0 fp erioneareennsnmnencnmmegndent sca © 0 meyers snore etn manent mie Seeinromcom saver temo poner nena Additional Activity ‘As an additional activity, you could ask students to take turns to read the text aloud and practice the intonation the girl makes when sharing her anecdote. You could also include body and facial gestures so they act it out, If possible, you could piay Track 11 again and pause it so students follow the changes of intonation before they read the anecdote aloud Possible Challenges and How to Face Them Students might have trouble identifying changes Of intonation, so you could read the text aloud ancl exaggerate the story so students identify the change of intonation and words used to express surprise, You can ask students to visit the link on page 25 to read expressions to show surprise that they could use in their product,©) Te Read the anecdote again and make 4 list of words or expressions used to describe things, people or feelings. ‘Add some other words to describe you consider you could use later on your product. You may want to encourage students to identify describing words. You could snare some examoles of describing words before students work on the activity, @.g. small, long, dark, cold, red, green, happy. etc. ‘AK: long. chilly, leece, good. scared, pale black, big © $F # Work with your pariner.Talk about the words or expressions used fo describe things you wrote in Activity 3. Choose a graphic ‘organizer to separate them into different groups. You can ask students to work in pairs and go over the words or expressions they wrote in Activity 3, This time, they can draw a graphic organizer to classify them into itterent groups, e.g. how something looks. how it feels. what itis made of, how someone fee's, etc. Once they finish, you could ask a few pars to share their graphic organizers with the group AK: Answers may vary @ + x Workin groups. Write a list of the words or expressions you wrote in Activities 3 and 40 talk about something very surprising that happened to you.Then, share your stories and your lists with your classmates. ‘Some students might fee! tke this activity can be too challenging because they have to use words they might not be used to including in their sentences, reassure them that nobody is judging them and that one way to learn new things is to try them. You could tell them to write some short sentences about what happened to them where they include these words or expressions and use them as reterence, AK: Answers may vary. E.g. The power went off. Iwas dark and | was scared, Everything looked black | heard a noise. It sounded like a big animal was outside, Suddenly, the deor opened, | screamed very loudly, and my sister screamed too! @ x = Ingroups, discuss the questions. ‘You may want to guide this discussion so that your students can focus on one question at a time, this will allow them to reflect on their conclusions. a occa eereee neinoahiorenenras AE marmorrowrttcont tens acminaet Soe iiateer en ona ogame orm © Sa eanzuentncis anna meme mienteins © Sr nomeronunmeserans Amen me E crore werner? @ x = Work in groups. You can now use your Notes or graphic organizers from the previous subproduct session and include words and expressions to show surprise. Discuss and decide what other aspects ‘of words and expressions are important to include when felling an anecdote, for ‘example words to describe things. You can go back fo Unit 1 to remember how fo have a polite conversation.You > could also add these elements to ¢x “J your notes or graphic organizers, os ‘Students can now include words and expressions to show ‘Surprise to their work from the previous session. You may \Want to remind studerts that they wil be sharing these. anecdotes aloud, s0 itis important that they identity ways to make them interesting, funny and/or surprising Cee ae it ‘The purpose of this section is for students to reflect, ‘on the challenges they might be facing and to Identity something they could possibly do te help them improve. 33Learning Outcome: Talks about a persona! anecdote. DB x |@ Read the anecdote. Find the words that are used to connect sentences and place them on the mind map according to what they ore used for. You may refer students to the Picture Diationary on page 113, You can ask students to read the anecdote and think about the characters, details and the way the author expresses histher emotions inthe story, You could also let students become aware of the sequence of events in the anecdote. It might be a good idea to review words that connect sentences before you ask them to complete the ‘mind map, e.g. to show sequence: frst, then, next: 10 say that something happened atthe same moment: while; to say reason: because, etc. 'AK: {0 compare:as-as, (0 say something happened at the same moment: while; to say reason: because; 10 contrast: but; to exempiify:such as; to show sequence first, hen, OD octane amnemecantne SEieataareate wen gum gentownenmorce Additional Activity ‘As an additional activity, you could prepare an ‘anecdote to read aloud andor hand out to your class. This anecdote should have no ending. Form groups and have students come up with their own ‘endings for the anecdote and then encourage a volunteer from each group to read their ending aloud for the rest of the class. You can vote an the most surprising ending. Possible Challenges and How to Face Them Students might not be fariiar wih mind maps or how to use them to organize information. You could draw the mind map on the board and complete it withthe class. 34 UNIT 2 Amazing Anecdotes© x @ Ingroups, share your mind maps. iscuss why those words are important. You could divide the class into groups and ask students to share their mind maps with their teammates. You may want fo encourage students to first notice if they all agree on the words that they nave included in the rind ‘map, What you might want fo have students focus on is how these words help us connest sertences, so we can ‘rite more complex sentences which makes our stories, (narrations, speech, etc.) much more fiuent and natural You could ask them to tak about why these words are important. We suggest you invite volunteers to share their ideas withthe rest of the class. AK: Answers may vary 9e@ ‘$F Usten to the anecdote about a surprise celebration. Then, discuss the following questions: O12 O13 You could ask students to pay attention and listen tothe anecdote. You could play Track 12, which is a recording in which the voice is very flat and then play Track 13, Which isa recording wnere the speaker uses an average Intonation. speed, volume, etc. Then. you could ask students to discuss the questions. You may want to call their attention to how the way we speak (intonation, pacing, etc.) can either help or make it more dificult for someone to understand us. You could ask therm to think about how you can know if someone is angry or excited just oy listening to their voice. You may also read the Tip in the box and perhaps elicit examples from students You might want to remind them that its important to practice speaking so they can have a better intonation ‘and pronunciation and it's easier for others to understand them, You can also discuss the questions in open class. AK: -Yes, -the intonation, volume, speed, etc., Answers may vary, bul the second one, Answers may vary, because it's more natural Ox 5¢ Anecdotes are short interesting or fun stories about a real incident or person. What anecdotes can you fell? Share your ‘anecdotes in groups.qry to keep in mind the ways in which we use our voice to share our stories, the words we use to connect our ideas and the words and phrases you have, foamed to share personal experiences. The purpose of this activity is to give students the opportunity to have more oral practice and also apply some of the knowledge they have gained in these lessons. Othe ge peice penn ment Dewey hem wot parent 0 er meeps tnt AK: Answers may vary, {© + ¥ Workin groups, Discuss and make some Notes about the elements in this lesson that you can use to write sentences to {ell your anecdote. You can now use your notes or graphic organizers from the previous subproduct sessions and the elements from this lesson to write sentences to tell your anecdotes. 3 Remember that you will record ex 5 them later. 7 ‘You may want to elicit what students learned in this lesson {and invite them to share their ideas about how tney can use what they leatned on thelr product. Encourage them 0 00k at the elements in the lesson to write down the elements that will heip them complete their product. J Enjoy roading! PSTD Te > At this moment you could ask students to use their Reader's book and read pages 28-2, You could ask them to retell what they remember from the story, You cean discuss the question in their Activity Books and you could aiso ask them to identify other elements from this lesson, for example words to connect sentences in the reading,Learning Outcome: Talks about a personal anecdote, © $ FO Look at the pictures and work with partner to make predictions on what the anecdote is about. Give reasons fo explain your answers. You could draw students’ attention to the pictures in Activity 1 and ask them to describe what they sae. Then, you could divide the class into pairs and have students make predicitons on what the anecdote Is about, You ccan encourage students to give reasons to explain their answers. You may want to monitor students as they work and have them share as may details as they can. You could ask a few students fo share their ideas with the class and write them on the board, AK: Answers may vary © @ FP Now: iisten to the anecdote in Activity 1 and see if your predictions were correct. Order the pictures while you listen fo the anecdote. How did the girl express her emotions? Was she scared? How do you know? Does her voice change {8 she fells the story? What can you notice? Q) 14 You may want to tell students that they are going to listen to an anecdote and see if their predictions were correct or net, You could also ask students to order the pictures as they isten to the anecdote. You could play Track 14 once and ask students to iook al the board and see if their predictions were correct. You can play Track 14 so students can order the pictures. You can then go over the questions so that you can discuss them 2s a class and encourage students to share their ideas on how the git's voice changes as she tells the story AK: Top to bottom, leit to right: 4.1.6.3, 2.5 Additional Activity ‘As an additional activity, you could share an anecdote about an animal (or animals) with your students anc shen form groups and encourage students to come up with their own anecdote about animals. Next, you could ask a member from each group to share their anecdote with the rest of the class. 36 UNIT 2 Amazing Anecdotes 0 8 9 una 0 ROL ani © Me roa ngoon atc uta ts ona tna? \rtetemomeast ow een iene © £5 Work in groups. what do you think about the anecdote? Was it scary? Was ita funny anecdote? How did the gi! make you feel when listening to the story? You could have students work in groups. You could ask a volunteer to read the instructions aloud and make sure all students know what to do They could share their thoughts about the anecdote and what their feelings about it. You might want to remind students to speak in English. You may want to invite volunteers to share their opinions with the rest of the class. AK: Answers may vary. E.g.| liked the anecdote. | ‘don’t think it was scary. ttwas nice, more than funny, The girl made me feel happy.© FO # think ofan anecdote you may wont / "to write about. Look at the diagram ‘and complete it fo help you write your own anecdote. You could ask students to work individually and think of an anecdote they may want to share, Students could complete the diagram to help them write their own anecdote. You could brainstorm as a class before they begin to work on their own, AK: Answers may vary. © $F when you finish, read it aloud for your partner. Then, discuss: Did you use different tones of voice? When did you use them? How did you use them? What was the order of events that happened? Which characters did you include in your story? Was it easy to understand the ‘anecdote your partner told you? Why? You can ask students to use the information they wrote. inthe giagram in Activity 4 and read the anecdote for a partner. You could draw their attention to the questions. inthe instructions and discuss them. You may want to encourage students to think about the things that made it easy (oF not) to understand their partner's anecdote AK: Answers may vary, © 3 = Workin groups tou can now use the notes or graph organizes tom previous ‘sessions to write the final version of =a, your anecdotes. You may want to we outline the events first. Then think of how you can record them. Just audio? Audio and video? Plan how to record your eneedoles. Practice reading beforehand so that they are easier to record. Recor your anecdotes and bring it fo class. Play them for your classmates. Invite your classmates to share if they have ever experienced something similor. You can ask students to find thei teammates from the previous subproduct activities. You can ask them to take out their notes about the anecdote they chose so they ‘write a final version of their anecdote. Depending on the available equipment, students may record thelr anecdotes using audio or audio and video. They could practice reading their anecdote aloud so that it is easier to record If you and your students do not have the technology or resources to record their anecdotes, you may ask them to © 919 matron seyret taenon OF SRN RTS, © © V5 wen gounsouconnen ena omer gros gorau en ‘sean tesa linen abr trod yor rcaes discuss and determine how they wil present the retelling of their anecdote for the rest of the olass. You can provide any needed assistance, See ' you chose to ask students to use a specific section In their notebooks to write their answers and comments for this section, you could ask them to do so row. You ‘ould also ask them te look back at what they wrote the last time they assessed their pragress and identity if something improved. Possible Challenges and How to Face Them ‘You might need to present vocabulary before you begin working in this lesson, Students may share very simple sentences that do not include describing words. if this were to happen, you cauld write some of their ideas on the board and work with the whole {group to include some adjectives in order 1o make the sentences more interesting, 37With your product groups, reflect ond discuss the followin ‘The purpose of this actvity is for students to reflect and think about what they learned in this unit. Encourage them to think about the product they worked on and the different uses of the expressions and phrases they learned and practiced in this unit. You could invite a volunteer from each group to share their ideas with the class. You could aiso share feedback on their work and performances or elements you think they need to improve, rade Recording an anecdote The purpose of discussing these questions is for students to think about practical uses of their learning outside of the classroom, You may want to choose the interaction that might benefit your students the most. Try to guide eens Gorter enor set omic nsec matt 2 toeceyovmom oneness near? Gea) retin + pcg rectomrnone wstconmintys now 8) students go that they realize that we can use English and its structures in many different ways and not just the way they lean it in the classroom, just like their mother tongue! 38 UNIT 2 Amazing AnecdotesSend co-oveiteiion ec) The evaluation too! will allow you and your students to assess their progress in order to improve. Assessments can allow you to identify problem areas so that you can plan solutions to help your students fix those problems, ‘The purpose of this self and co-evaluation card is for students to use the skills they learned in this lesson to share an anecdote with a partner so that he or she might observe and listen carefully in order to be able to complete the "My partner's evaluation” section on this tool. You may want to go over the card and clarily any doubts. You may want to ask students to complete the "Self-evaluation card” before they look at how their partner's evaluated them. As students exchange information with thelr partners, you may want to ask them to think and reflect on why the evaluations might be very simiiar or very different. Remind them there are no right ©” wrong answers. You could invite volunteers to share if their partner's evaluation is similar to their self-evaluation and share their ideas to explain why this might nave happened. it might be important for you to walk around the classroom as students work so that you make take notes that you may use to assist struggiing students throughoul the school year. Evaluation ‘Once you finish the Unit, you could use the evaluation on page 151 and make photocopies that you may use to evaluate your students, 0 woe prt tg er nye cot Go en ] = 2 shearer 3 somomorna” 39Unit Contents Familiar and Community Environment Social Practice: ‘Shares information to get around the community, Learning Outcomes: = Explows cirections ‘+ Understands instructions to go from one place to ancther ‘© Gives directions. ‘+ Wites clrections @ Activate Prior Knowledge 4. What places do you know in your town er city? 2, What are you worried or concemed about? 8, What do you do when someone asks you for directions? @ tech resources Directions htto:/Aearnengishkids britisncounciLorg/en/word-games/ directions Giving directions http://learnengishteens britishcouncil org/skils/istening/ ‘elementary-a2-Istenng/giving-directions Whenever possible, check the website addresses. provided. You might be able to use thair information for extra activities, One way to make use of these resources is by checking the websites and choosing the information you consider relevant so that you can adapt it for your class and perhaps use it as an extra activity related fo the ‘social practice of the language. ® odyssey Resources Reader: pages 34.45 Class CD tracks 15-19 jcture Dictionary: Actuity Book. page 114 ‘Audio script: Teacher's Guide, pages 141-142 Test: Teacher's Guide, page 182 To tag into students’ prior knowledge, you could take a few minutes to ask the proposed questions on the @ ‘Actwate Prior Knowledge seotion on this page. You coula also use the pictures included in the Visual Resources for this Unit and encourage students to say what is happening in the pictures and to shere ideas about what this unt might be boul, e.g, Maybe something related to maps. 40 UNIT 3 Where Do You Want To Go?Reading Strategies Facts: Giving Directions Giving Directions In this unit, students wil explore how to ask for, give and folow drections from one place to the other so that they can Understand how to do it and come up with their own guide with a map and/or ilustrations and their directions that others can follow. In this unit, students will read some facts that relate to the social practice of the language. The information they will read about in ths fact wil alow students to expand their vocabulary and to broaden their understanding of how to ask for, write, give and follow directions. Students might be abie to Use some of the ideas and information trom the reading to complement their product for this unit You will also find some questions that can help students Identify information that can help thern enrich their final product. ‘As it was mentioned before, reading is an essential part of learning any language and itis a'so a sequential ski, When students read informative texts or facts as we usually call them, we allow students to develop their comprehension skils, we also allow them to build background knowledge and vocabuary of a specific topic that will low them to ‘complement their Engl language learning, Throughout the Unit you wil find opportunities to direct your students to their Reader's book. You may choose to read at that moment or do so when i is most appropriate and beneficial for your class and your students. Remember that you can always use the audio so that students can listen as they read afong, aLeaming Outcome: Explores drections. @ x & Read the conversation. Which words does the person use to give directions?Are person 8's directions easy to follow? Why? How do you get to a place you don't know? You could show a map before students begin working on the tasks and elicit what we can use maps for. You can refer students to the Picture Dictionary an page 114. You can choosa the best strategy for your class to read the conversation, You may want to ask each question so that students can share their answers and opinions. ‘Answers may vary, E.g, The person says turn right, urn left, we are here, continue straight, blacks, museum, next to, ete, J think the directions are hardjeasy to follow because (they are clear there are too many/ete.). A person asks for directions 10 find out how to get to a place. To get to a place | don't know | ask for directions! look at a map, ete, © FO ook at the map.trace the route person Aas to follow fo get to the museum. How does looking at a map can help you understand and follow instructions better? You can begin this activity by caling students attention to the map and eliciting what itis and what itis used for. Then, ‘you can tell students to pay attention to the conversation in Activily 1 to trace the route person A has to folow ta get to the museum. Onge students have done this, you can have them discuss as a class the question in the instruction: How does ‘ooking at a map can hep you undersand and follow instructions better? Accept as many contributions they ‘want to share and help them reflect on the importance of asking and giving directions. You can encourage students to ‘explain, as best as they can, how a map can help us flow directions better or you could share examples, e.g. because ‘you can \ook at where the streets are, eto ‘Answers may vary. © Fe eq Ingroups discuss the following: Why ate maps useful fools? When would you use maps? 42 UNIT 3 Where Do You Want To Go? Oe eRe rmiam an eee Oe emma ‘tis important that you make sure everyone understands the questions before they get into their groups. You ccan then encourage students to ciscuss the questions, with their teammates, Then, you may want to invite volunteers to share their ideas with the rest ofthe class, AK: Answers may vary. Additional Activity You could ask students to imagine there is a new student in their ciass. They can think of places do that the new student might need hep identifying in school You can ask students to discuss the question in pairs, {groups or you can do it as a whole group. You could also ask students to imagine that itis not just @ new student, but a student that comes from another city and share places that the student right find usofu,OF GO tisten to a person talking about places in a city of town. Work with a partner and talk about the places in your city of town. Does person mention some of them? Which ‘ones? What types of places from the ones the person mentions can be found in your community? Can ‘you find in your community any of the means of transport the person mentiones? Make some notes about them. (15 ‘You may want to review vocabulary of places in the city cr town such as: pharmacy, movie theater, grocery store, ‘schoo| brary, bakery, etc. You may tel ther that what they ‘Should try t0 focus on is on the places mentioned in the recording so thal they may figure out If they also exist in their ‘community, Answers may vary. LUsten to a person giving directions.Trace the route and compare it with a partner. Discuss the following questions: How did ‘you find following instructions? Easy or difficult? Why? Which words helped you follow directions? €D 16 ‘You may want to review some vocabulary for following rections such as turn (right/eft), exit, walk, straight ‘You could choose to pause the recording to allow students to trace the route, You could aiso remind them that you can lay the recording several times if tis needed, AK: Answers may vary © x F inthis unit, you will make a quick 4°} illustrated guide. Work in group: Read the dialogs in this lesson. Identity words and phrases to give directions, places in a city and means ‘of transportation, Write them in your notebook and organize them into the different categories. & ‘You may want to explain that the purpose of this quick llustrated guide they will make this unit isto get around their community or a neighborhood they choose. Since some students might struggle with the words and phrases: they have to identity, you coud help them come up with useful categories, e.g. restaurants, museums, stores, monuments, etc. 0 BM cannon ioe 0 nse rms tenement tains Xu Starr myremcrsaneesnanecone Oe © Fyntetmetencsaiamiiguanangon 1h Le ee Cx re l At this moment you could ask students to use their Reader's book and read pages 34-39. You can decide tofocus on the elements that you feel right benefit your students and support their learning during th unit. Aways encourage students to communicate ther ideas about the reading; in this case, you could inte them to share what they think about the characters or why they think the ‘events in the story have unfolded as they have so far. Possible Challenges and How to Face Them ‘Students may not be familar with ctferent means of transportation or places mentioned in Tracks 18 ‘and 16, So you could present this language before thy listen to the recording, For exampie: museum, movie theater, restaurant, grocery store, police station,nospital, post office, bus, car, bike, on foot ‘You could play the recording and have them mention the ones they do not know and nave students do their reseerch on what they are or you could be prepared with some flashards to show them the images and they ‘add these words ‘0 their lexicon,Learning Outcome: Understands instructions to go. from one place to anather, © @ Lsten to the conversation, Follow the route the person has to follow fo get to the post office. (17 ‘The purpose ot this activty is for students to practice the listening comprehension. You could challenge them not to read the corwersation although itis there. You could ask them to cover it with a sheet of paper and see how well they can do without reading. You may want to refer them to the Picture Dictionary on page 114 @ % & Read the dialog in Activity 1 again. “" Citele the words that mention places. Underline the words or abbreviations that indicate distance and compare with the ones you use in your native tongue. You could elicit places in 2 town or city. You could also write some abbreviations on the board, such as cm, in., ete ‘and encourage students to identity what they are, it nacessary, explain that they are aobreviations, You might, ‘eed to explain that in the USA, they don't use the metric system, 80 their measurement units are ciferent from the ones in Mexico. ‘AK: Circle: post office, school, grocery store, ibrary, ‘amusernent park. Undertine: 800 m and 200 mis. © $ Work with a pariner.You can use a map in this unt or from any other source. Take tums. Choose a starfing and an ending point.Pian the directions you'll give your partner. Ask your partner to trace the route, Did your partner get fo where you were planning? Why? Why not? (One strategy you could share with your students is for ther to frat dentify the starting and ending points, then they could trace the route they want to use to guide their classroom, Encourage them to identity let and right. nce they have done this, they could write short simpie sentences to expiain their directions. These are the ones they could use with their partners, Students can use eny map they choose, and ifthe resources are available, they could get one from the web. AK: Answers may vary. 44 UNIT 3 Where Do You Want To Go? OB sere necommter ior manasa biota © > # immaltnanrennsen omen © FDS a SS Additional Activity To practice intonation when ging instructions, you could have students Isten to Tack 17 and ask them to repeat as a class the instructions they hear. You could also civide the class into pairs so they take turns reading the conversation aloud. Possible challenges and how to face them ‘Students might not be famifar with some of the vocabulary that is necessary when asking for and/ Co giving directions, for exarnple some prepositions of place or ie, right and straight. One way in which you could solve this probiem would be by presenting or reviewing this vocabulary before you begin working on the book. You can do this with pictures and repetition or even with an activity where you get your students moving, For example, you could rearrange the tables. ‘You could form groups and then say some preposttions of place and have students place themselves as indicated in relation to the tables, chairs or anything else you indicate, for example: Students, get behind a desk. Get between two chars. Take two steps iol, et.__ listen to the dialog In Activity 1 ‘again, Circle the keywords or phrases as you listen that are used to give directions to go from one place to another. In pails, think of other words or phrases that are useful fo give directions. € 17 ‘You may want to elicit words and phrases used to give directions that students might know or remember. You could challenge students rot to look at the conversations in this lesson and to try to remember the words and phrases to give directions. AK: next to the... tum left, you cant miss it, Keep. ‘going straight again, turn right, keep walking. © F _. Work with a partner. Draw a map. —" You can copy one from the unit. ‘Then take turns to give directions to your partner. Your partner follows them on your map, Exchange roles. ‘Students may want to jook at the maps ard conversations in this unit to be able to complete the activity. You could allow them to draw their own maps if you think some students are Lup to the challenge. You could try to pair stronger students with weaker ones for this activity so that the stronger student might help his /ner peer with the expressions, ‘Answers may vary. ~ Fx Work in groups. You can now : Or: take out yours ofthe previous "Ss subproduct. Discuss how you can make directions easier to follow. Which words can you use? How can you organize these directions? Write words or phrases you think might be useful and important to understand and give directions to get fom one place to another in a clear way. You could go back to Unit 2 and look at different graphic organizers that could be useful ‘You may want to ask students to think about the directions, they have listened 10 and read so far. What can they notice ‘about the way they are organized? How can directions be clear? You may want to elicit ways to order information and tell students to remember the graphic organizers ‘rom Unit 2, SE © Hh cmenrvcmantenr ion cennanenaa tne, or eatin © FF Siciiptomamnanreerntyonmentense © Smemmnmeectrcrmenmemes, I oeremaelahaaceieraaeenanetinece! Saeee ete eee aera eens, Sc | «eee aude Kas) Before starting this section, you could ask students to ‘close their books and reflect on the diferent actities they have done so far. You may want to encourage them to toll you what they dd: understand instructions to go from place to place, otc. You could ask voluntears read the instruations and sentences aloud so thet you can clerfy any doubts. You can then ask siudents to mark the sentences according to hovr they feel and to write ‘something they think they need to work more on, You can invite volunteers to share this section with the class, in pairs or groups. If resources are available, you could ask students 10 visit the web page on page 34 to learn mare about giving directions.Learning Outcom @ < O Pea7 and tisten to the conversation. ~ “" Do people know each other? How do you know? Are they polite? Why? Share your ideas with the class. @ 18 You could ask students to mention if they know the cardinal points and if they do, elit them. If there is anyone that knows where north is, you could a'so have that student ‘show you. You may want to ask students to identity specific sections in the conversation that allowed the to discuss and answer the questions. ‘AK: Answers may vary. Susie and Mike know each other, but they don't know Pete. Susie and Mike and talking betore Pete interrupts. AL first, Susie and Mike aren't polite with each other because they are arguing. Pete is polite and they are polite with Pete © -¥F # vasedon the explanation susie gives, write the cardinal points. ‘Compare your work with a partner and explain how you followed the instructions to identity the cardinal points. What words in the conversation were useful to identity. them? Discuss this with your partner. ‘You right want to turn this nto a challenge. You can choose toask students te read or listen to the conversation or even ‘both. The challenge could be to be the first student to draw the cardinal rose with the cardinal points Susie mentions first. can draw a compass rose on the board and invite volunteers take turns to complete t. AK: Students draw a cardinal rose with north, south, east, and west (a bonus coutd be to include northeast) © F FO work with another partner. Look at the dialog and find the sentences in the conversation that are polite when asking for instructions. What other sentences could be useful ‘and polite to ask for directions? Is there just one way of asking for directions? What other ways could you think of? 46 UNIT 3 Where Do You Want To Go? Sone + 2 SSeS ee ! i 0 Scan acon You could elit from students what polte is and invite them, to share examples of politeness, e.g. saying please and thank you, You may want to remind them that we can also show politeness with other words and our tone of voice. Additional Activity ‘You coud bring a compass to class in order to identity the carcinal points where you are located. Then, you ‘could rearrange the classroom, form groups and have students come up with a series of directions within the classroom using the cardinal points. Next, you can have students take turns to foliow the directions they ‘came up with or you could also be the one that follows: the dreetions, You can ask students to vist the web page to read expressions thoy could use to give drections. You ccould encourage them to write down the ones they consider the most useful and share them with their classmates.