Choice English 2 Bloque 1 y 2

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Choice English 2 Bloque 1 y 2

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Choice English 2 Bloque 1 y 2

  1. 1. Àh ¡ A Dianna Dillon Student's Book E: « : K “ V íg “x y_ V V , lnêludês à
  2. 2. Nombre del alumno (a) Escuela Grupo Querido alumno (a) de secundaria: Este libro se entrega gratuitamente para tu formación, y es parte del esfuerzo que estamos haciendo el Gobierno de la República y los Gobiernos de los Estados para convertir la educación en la llave de las oportunidades y el éxito para ti y tu familia. Este libro es tuyo. Aprovéchalo y cuídalo. SEP SECRÉIARÍA DE EDUCACIÓN PÚBLICA . SOLIILWUO 01m DISTRIBUCIÓN GRATUITA, PROHIBIDA SU VENTA Maestra (o): Consulta los Libros de Texto de Secundaria en línea, en la siguiente dirección electrónica http: //libros. conaliteg. gob. mx/
  3. 3. JCQQ _ . . _ . _ _ Ôíãíín-álblllon _Q_ , ' 9:94? St'udieñt's Boo
  4. 4. TWO Stop and think for a moment and ask yourself these questions: In everyday life, when do you hear, see or read English? Can you understand everything you hear? Do you need to use English for anything? Who uses English? Think of all the things you do in your language. Now imagine doing them in English. too! Your new book, Choices 2 gives you the opportunity to do real and useful things in English. lt also makes you think about what you are doing and why you are doing it. so there are many questions for you to reflect on and answer. Choices 2 is filled with real-life activities like reading blogs. writing e-mails. talking about yourself and other people and learning about the world around you. Remember: the work you do this year is a reflection of you. Share your ideas and opinions and take every opportunity to learn from your teacher, your classmates and your mistakes! lt is important to be proud of your work and make an effort with everything you do whether you are working individually or with a team of classmates. More than anything. we want you to enjoy the experience of learning English. Best wishes. The Author
  5. 5. You have made an excellent choice! Choices 2 adopts an innovative approach to language teaching in which real-life interactions are at the heart of the learning process. Students are exposed to authentic examples of how language is used in everyday life, which mirrors the interaction they naturally have in their own language. They are then given opportunities to retiect on, and notice. not only what language is needed in order to achieve their purpose. but also the many other factors which result in successful and effective communication. With your support and the support of their peers, students will take an active role in their own learning process. bringing their own experience to the Classroom, sharing information. opinions and ideas and constantly constructing and reconstructing meaning from new experiences. With the idea of developing Iearner autonomy. students will be responsible for creating and maintaining a portfolio of their best and most representativa work throughout the year. They will also be involved in project work designed to create and consolidate a sense of teamwork, and to extend language practice in real. but student-driven. situations. I hope you enjoy teaching and learning together with your students this year! Best wishes. The Author THREE
  6. 6. Welcome to Choices 2. With this book. have fun exploring new ways of learning and experiencing English as it happens in the real world! lt is important to get to know your new book so take some time to look through it and find out how it works. 'This book is divided into five units: People Etlid animals Learn how to describe the habits and routines of people and animals, say what they look like and what they can do. Health and the body Learn how to give advice and make suggestions about health. ShODDlHQ and clothes Learn how to sell and buy clothes and acoessories. House and home Learn how to describe yours and other peoples homes. Past tintas Learn how to describe things that happened in the past. Each unit is divided into 10 lessons. The last lesson in each unit is a class project. You will spend one or two class periods on each lesson in the book. depending on the different types of activity you are doing. often. you will spend more class time and homewcrk time working on the projects.
  7. 7. The learning cycle The lessons follow a four-stage learning cycle. ACTIVATE CREATE EXPERIENCE REFLECT Stage 1 ACTIVATE Stage 3 HEFLECT The first stage of the lesson requires you to activate The third stage of the lesson allows you to reflect your previous knowledge of the language or of the on specific aspects of language. organization and world and relate it to your own real-life experiences. content which are used in the texts. Stage 2 EXPERIENCE At the next stage of the cycle you experience a real-life situation presented through either a written or a spoken text. The texts serve as a model for you to produce a similar text or conversation. Stage 4 CREATE At the final stage of the cycle. you are given the opportunity to create your own text or conversation individually. with a classmate or in small groups. ÀNNIÍQ . m. ¡cdhu! _______7. . çmgmpulnumdld enumerar-I'll' m3 Expodano¡ ' É! ' -nousunnuuuuuuotmnla'õ"*°""""' . .magnum-mw- ¡cum-vw- EÍOnIAÇPCoOC trama-mao As-nwuni-WW""
  8. 8. SIX Integrate lessons Within each unit there are also integrated learning sessions which allow you to combine your knowledge to carry out real-life tasks. You are encouraged to work with your classmates and use English to negotiate, motivate and create! nwmnoinpanmiam-mmmmnnnamuouuamun-«n »mina-ane r naun-acvwuuup-tuou-«mmuuamu-. çacmm . .nnmcmatmnuwoamuunpuwqmpv ”: :°'. _:: ..*'“”“""“'“””""°'°'"“”"“ Portfolio work During the year. as you complete different tasks. build a portfolio of your best work. You are responsible for creating and maintaining your portfolio and it is your choice what u, ... to include in it as it serves as a reflection of you and your f_ 7m achíevements. Choose if you want to keep your work in a “i “ t_ ' b box, folder or file. Personalize your portfolio and make it T p. unique! This portfolio icon ? E7 indicates Suggestions for work that you can include. Look at the example. Your portfolio is not only for written assignments but also for audio recordings or video recordings that you might do in the school year. uwmnuu-yw-«aauioo-eown-uav c¡ c. hny-¡vurwlhrmwiutn-ndqhdlhmn-¡hyamyvcnuh-Vmpai uumunmnnuxn-«nunuamuni-«nuyuu-nuam ¡Iveanyouwranthnwnucuvu-snnmnncaxcnyuampvunn hwwvvvrvm!
  9. 9. It is important to keep your work well-organized and well-presented. You should label and date all the tasks. both written and oral. and include first drafts and revised versions so you can really see your improvement. As you make progress and become more confident in English you can revisit and improve your work to make sure that your portfolio is something you are proud of! Project work Project work is another important feature of Choices. At the end of every unit there are project lessons in which you collaborate with your classmates to solve problems and produce an endproduct. You are given a choice of real-life tasks and are free to decide how to divide the work between the members of your team. The objective of project work is to establish connections between you. your school. and your community and your products should have a social purpose. SEVEN
  10. 10. m; "Ti f. E -. _.› : Tx . Choices, "' _ t, t o Pizizizil; na eu e iavvhravwtenuanuummnuu : women-annu- j-ossçaremuvqnnnmrumunwwuu Contents «mm-m 5 -baruvoinnmnetninunn 'GÍGHEÉÍ When you want to find a specific page. lesson or unit, use the contents section at the start of the book to help you. This section can also give you an idea of the tasks you do in each lesson. ÉCOIÚ wnwumartuuhbnnwmu mandava-renuncia: Pvocrqnmohammuh-vn¡ WÍIQIÉÇGV ihmunamunmmnâ¡ Denuncias-uniram¡ Wdmneinlnnnwuhnilhoanl »mountain-uniu ai¡ ven alex: : a s¡ i i Unit opener At the start of each unit there are colorful picture dictionaries with illustrated Vocabulary relating to the topic of the unit. You can use these at any moment to check your understanding of the key words from the unit. You will also find information about the unit: the unit purpose. the social practices of the language you are learning and its functions. There is also a brief description of some of the real-life tasks that you will be able to perform by the end of the unit.
  11. 11. Grammar reference There is a useful Grammar Reference section at the back of this book. You can find a cross reference to this section in the Refiect stage of each lesson which gives more information about language structures and forms. Each language point has extra practice exercises to help you concentrate on specific aspects. This Grammar Reference icon indicates the page where you can ñnd the information you need about a specific language point. m, Gmmmw Reference Íoucniuqnnn" no vv N¡ n¡ nn r- w nv 1 n in w inn na VNÃÉÍPVOIIÀÀíUGDÍMIVOM Dvitpomuàñolriaonanhel numpcnvnawulwuvw-uv _°""""""--úni›un~a eanhcvxrw__vwweuu. ›umawmwwvnnn 'rnwuumsneammnoen_vnmn ¡'4:°*°""~"| ^"= "°°'”<WWN_' hlllr-Mvnwwr-w-_wwi nmvcy__pwwunuwwnmmnnwnaawnuà *lúicioaarwc_naavvvnn ína~_›w ñ'°¡_”u- “dum, tnmnqvvqouituíwrnuenmrwomníwnmvmnyn 0va_. n~iaauwwamu1 üvIn-nnoàan-nmuunnnmíuwmnu vxnnr-ainhwo__vryinuvt e ' r f¡ L_ M. ” Mama-naum_ vnwonuouovaulnwrvauvuv : rumou- nr-unn ? nhnmjglrn ! ÍÍ-¡Íi . ,, , . . . , -.-! '-. -,¡“! ¡'U, ._ 'nn-I- pnuumynngrImu-mnwnamamruqltmuimu »madonna-acupuntura l _i5 . .. o- . . l “m "s" rncnrwnaaoaaevuwannmanuounnnw í ' vamu-vvuynrnng-_ygaabarviqqgül '°"""""'9."', _"_m-"'W'mma. , . __ . m, i N imail-armou í- "*"""%. muumm ¡¡ j. ... ... ... .. ím. ... ... .._ _É Iumnn1anna-mwmwv. _nnwmnu imaginaram-iu. , tcvueitvngaeenenv__mmmnvlvw Svunwmxnoivqir- mantem: : cwwonvüuvnmmuunuk_rupn_ nuno¡ lrwrrmruim-Iaamrrurnan ' lwwiIWqIVrInaorIMnIrmrr-rimnlm Audioscripts The audiosggipts for the oral texts and listening activities bw are at the back of the book. You can refeíto this section to clarify your understanding and to check your answers to speciñc exercises.
  12. 12. Monolingual and bilingue! dictionary entries There is a useful example of pages from both a monolingual and bilingual dictionary. Familiarize yourself with the organization and structure of a dictionary and how to use one. m n-nnnnuu-a-n-an-oaaugu-uunç-nganu-içcn-s uu. ..- mp. .- q_ s_- uumovuuvwb »manutencao-nao manero-damn: : _ amarga-ensinam em. : tl ahuunsunoacuunn-uuorruutuunanq-uaa 35713531": an¡ hhnnnuuiwiiunna-nuanu . -': '--? .=. .-'$5 : - : candura-naum recusa-urina. .- ruins-Own¡ i Aun-nudi-_A-anaun . d : :manua- ânlv II lwucnaonnannmnmnnui u' ' hq". v n ubuntu-durarem lrj-t-fã ; z l É à tMmIvn-n-anuU-vnuuw '^" ' I" _O_ _ anumuumnn Ignorar-ganharam_ abandona-non r i antena-Mundus: í! ) ¡mvnnanswuiauuamw-rornamanmnhunuuwmwn "lino-nnuvUbnay-nnavpuuuuutvn -. .qua-mg. . . ._u_. .._. -.. ... ... _.o- . ... ... ... _.. .-. ~_. 1p . ... ... .,. . -. _.. .._. ~.- choice words There is a word list for each unit at the back of the book. The pages contain useful strategies for learning and memorizing new Vocabulary.
  13. 13. Student CD-ROM Your CD-ROM has three main sections: Student audio CD. Multi-media activities (language games and karaoke songs) and Printable resources. Choices C D -R O M Student audio The CD contains all of the listening tracks from class. You can use it at home to practice your pronunciation or to listen again to activities you liked or want to practice. There is a track list for the audio tracks at the back of the book and also on the CD-ROM. Multi-media activities Songs and games help you learn and they're fun too! For every unit in your Student's book you have a song and five games on your CD-ROM. Listen to the songs and read along, or sing it yourself - karaoke style! There are also five fun games for every unit. These games are based on the language you are learning in class. ELEVEN
  14. 14. TW E LVE Printable resources There are two printable activities per unit, which are designed to consolidate the language covered in that unit. The activities vary in form and language content and offer a fun way to review at your own pace. They can be used in the classroom or at home for extra practice. Portfolio record sheet . me o! ptm ol work: Yypoolwork: mu: or rm! von-on: Roilecwn Portfolio record sheet . wi», ao I choose rms tem? There is also a Portfolio record sheet tor you to write comments about your choice of work and to keep a record of your progress over the school year. . wml m¡ | do wrll" . yum do! wunl to num** cWhatDdIk-. smrrvm 't7 orwmn . Now ou i um about my www v" 'M M” . wma prebkms ao I ? and
  15. 15. ll_, .1 FW_ by¡ 'fw l f¡ p. . ._ “VJ l 'kd/ L/ q' lL! l _ f? , "N "^'N1f'* ; l Ill I lc. . t. : To enable students to describe people and animals by making reference to their physical appearance. abilities and inabilities. and habits and routines - Giving and obtaining factual information of a personal and non-personal kind o Expressing ability and inability in the present - Describing people and animals Page Lesson Real-life task 18 Unit opener 20 1 Writing a student proñle for a school blog 22 2 Asking classmates about their abilities 24 3 Preparing a classified job advertisement 26 4 Writing a job application 28 5 Describing someone physícally 30 6 Creating a poster for a missing pet 32 7 Writing a classiñed advertisement for a pet 34 8 Talking about a pet you would like 36 9 Writing an informative text about dolphins 38 Project Keeping pets at home THIRTÉÉN
  16. 16. FOURTEEN Health and the Body um Pwmse: d' students tOFQÍVQQÕi/ ¡Óêiand make suggestionsaround; 7 7 7 7 ÍA Giving and fàctuadldinformatioh"bf aypersonal and. Social Practices: ' 'noriápersonal Kind' - Establishinsiand maitaíhing . social ooniltaçítsttt. ¡ o Discussinjgjgthe bodylánd one's health o Giving* advice ; - Manngtandeanswenng . errors suggestions Functinns* Page Lesson 42 1 Talking about health problems and giving Suggestions Having a conversation with a nurse Writing a paragraph about your personal worries Role playing and recording a radio show Writing a short letter asking for advice 52 Writing a doctors prescription Writing facts for an article about the human body 56 8 Having a conversation giving advice about health problems 58 Giving suggestions and advice to your classmates about their eating habits m Project Good eating habits Regal-life task
  17. 17. Page 62 64 66 68 70 72 74 76 78 80 82 Lesson To enable students to participate in conversations in which they compare, buy or sell a variety of items o Giving and obtaining factual information of a personal and non-personal kind 0 Carrying out certain transactions - Making comparisons and expressing degrees of difference 0 Buying and selling things Real-life task Unit opener 1 @mà-ODM Designing clothes for a male model Acting out a conversation in a clothes store Completing a fashion review Writing a paragraph about you and your style Comparing two stores Designing an advertisement for man's clothes Role-playing a conversation between a clerk and a customer Selling different items of clothing Creating a Summer Fun Catalogue page New school uniform FIFTEÉN
  18. 18. SlXTEEN Page 84 86 88 90 92 94 96 98 100 102 104 To enable students to describe their homes and learn about other people's homes 0 Giving and obtaining factual information of a personal and non-personal kind 0 Describing accommodation Lesson Unit opener 1 9 Project Real-life task Having a conversation between an estate agent and a customer Describing a house in a letter Talking about your home Writing a letter to request a bedroom make over Writing a short description about your favorite room Telling movers where to put items of furniture ln your home Writing an ad for a house or an apartment Finding suitable homes for different people Designing a hotel room and writing a description of it for a web page New building for your community
  19. 19. Page Lesson To enable students to describe past events in their lives and that of others - Giving and obtaining factual information of a personal and non-personal kind o Expressing ability and inability in the past o Expressing past events Real-life task 106 Unit opener 108 110 112 114 116 118 120 122 124 126 Page 1 28 1 30 i 35 1 43 1 49 1 50 1 51 1 Interviewing people about their abilities when they were younger 2 Giving a short presentation about a child prodigy 3 Creating a chat room 4 Writing about your dream Vacation 5 Interviewing an older person about their life when they were young 6 Writing a postcard about your dream Vacation 7 Preparing a biography about a famous person from the past 8 Preparing a play based on a story 9 Writing your autobiography Project Local news from the past Dictionary entry Choice words Grammar reference it»- l k_ ! l Audioscripts Reference material Bibliography CD-ROM: Activity menu and tracklist SEVENTEEN
  20. 20. 1 Uniti People and Animals 'lili "Ilan-leia 'iu : mala-il: :iispalziii: r. tícjciüif; agarra: :lili : trio-ml "fzlrinota ; lntiricilc- w ir: .la;3 r: li: ;r: ^ u Ezcsii mrçicllccl @irritam : lol: rlciiminllojg izrçluizl iniiwrirciifixn tlüjmãíllílllmtõ. :l6ÍlliÍlCK' : iai: - inclitllliíírk, zlíl" sttiblir: Oi : ;Lund-viral m: : àlt= ll¡-~G1:ih'f-“lR? Zl ill-ll# : me atelier: :
  21. 21. ln this unit: 0 Talk about your abilities 0 Talk about occupations Functions: o Write e-mails and lefters 0 Expressing ability and inability in the present 0 Describe pets 0 Describing people and animals o Read and write classified advertisements t) e? ? . 'r ' Ilmll z 1o pigs 13 hen 16 cat 11 piglet 14 chicks 17 kitten É 12 roosters 15 Qoats
  22. 22. TWÉNTY Activate 1a Look at the pictures and talk with a partner about the activities you like doing in your free time. g *v ~' e *ta* t( 1:4 x “j ""' , t il nã; »L _ . A J Expeñence 2a Look at the article. Where do you think the article comes from? Justify your answer. wwwschoolblogm Princetown “bgh Blog l -t r V* tm* " . F . vi Princetown High Blog Recent Lntries Tuesday, November 4th Journal Info New Faces in School By lee Majors lt is unusual at Princetown to welcome new students mid-semester, but we have two new faces in school this month. 'lhey are Andy Martins and Francesca Tribbiani. ' __ _a -l ? naum an . ; *tttclceat 1mm , Fill Salt ts Collin' 'n lãív32'v,1“¡" Crvartgc-r, ó " - . ç J. ; ' ' Culltn s 9th fc: cl V this' sgn _fkttcíy 'lim Name 4,_ - vcnv txrcll and lS u c_ tan Gl the tloustnn Rtídxtis. Hc ss """*""""'“9““°9 * ¡ Q); hu can play lltc *qultm ; and llti; sL-'ai-; rjpltt, :-ttzg, su wgtgh View Ruemíntrlcs Nchive _' -_: xC4t. ,,-d ubnul lz-; zztp ll th: : build, ltul l can't "WM sing su gut¡ xttahft su, mg lll Elm_ rjtsgu" . , , J Francesca comes from our ncigltbor state, Cotmecticut. Also a talcnted Elf? )- teertager, she can play the ; Jiano really well and can compose music. , l _ “that a coincldcnce, because Francescas 8th grade teacher is fxfrs. ;E ' V tlvatkins, our head music teacher. Francesca loves sittgirtg and she can sing everything from tango to jazz, but admits she can't sing opera! Welcome, Andy and Francesca! b Who do you think Lee Majors is? Who do you think his readers are?
  23. 23. - Read the article and answer the questions. Compare with a partner. 1 Are Andy and Francesca from the same country? 2 What are Andy's talents? Reflect É - Read the article again. Find and underline the sentences which refer to Andy ms and Francesca's abilities and inabilities. Complete the sentences. 1 Andy e play the guitar but he a sing very well. 2 Francesca a. sing jazz but she a sing opera. Create i s - Write a paragraph describing the abilities and inabilities of one of your friends in the class. Jessica can read m English but she can 't read m French. É - Write a profile about a new student for your school blog. include information about where he / she is from, his / her age, abilities and inabilities. E TWÊNTÀV-OÁNÉ. - Share your profiles with other students in the group. correct their profiles if necessary. Give them back. correct your own. e_
  24. 24. TWENTY› TWO Activate 1a Complete the ideas map with your talents. / ni¡ b Compare with a partner. Do you have the same talents? Expeñence 1›l| 2a Listen and complete the conversation. Compare with a partner. Then listen again and check. m Lily: Hey! Great music! I really like this singer. He a really well. Can you sing, Sue? Sue: Yes. a. Well. I think l can sing pretty well. I want to sing in Joe's band. f* f' Lily: Wow! Joe has a band? Can he sing. too? t ¡ _, .›- é Sue: Joe? Sing? Oh no. he can't! He's a terrible singer. but he a the guitar really well. (V He has a band called Catwalk! l Lily: Catwalk. ..that's cool! I a either but , , ' I a the piano. / Sue: Hey! Maybe you can play with us some time! Lily: Great idea! b Read the conversation again and answer the questions T (true) or F (false). 1 Sue and Lily can both sing. T F 2 Sue plays in a band. T F 3 Lily wants to play in Joe's band. T F 4 Joe is a talented musician. T F
  25. 25. * Reflect É . Read the conversation again and underline the questions used to ask about ability. mas Look at the questions you underlined and write them. 1 2 What do you notice about the form of can with different persons? NI - Listen to the conversation again, and practice saying these sentences. m He can sing really well. l think I can sing pretty well. l can't sing either. but I can play the piano. 77 Create a - Work in pairs. Look at the pictures and write the questions. Ask your partner the questions and complete the answers for you and your partner. Can you plot¡ the guitar? You: Your partner: You: You: Your partner: You: Your partner: _ ln your notebook, write five questions you want to ask about your classmates' abilities. Walk around the classroom asking the questions and write down their answers. Work in groups of four and share your results.
  26. 26. Integrate j: -|| 1a Listen to the conversations and use the background noise to help you decide the TWENWJOUR Toa occupations you think these people have. Write them under the correct picture. taxi driver dance teacher waitress singing coach pilot i b Which of these occupations would you like to have? Talk with a partner. 2a Read the classified advertisements and decide who is qualified to answer each one from the people in exercise 1. With a partner, justify your answers. «r N dlrlewliilzii" . el-ie Ariana Airáà Can ou fl helico ters and small Ianes? Executive Service y y p p needs drivers . . . . E d: 25.000 h h . vam ¡icense fm_ a" Elle xperience require ours in t e air vehldes required Starting salary: 545,000 p. a. can Robert pizu Tai_ 3310453 Application forms to: airman@ariana. com , x e " The city's number e e e [A s A 32833 On Stage / ,f , à s: e f, g é; . Ú one theater company e-~À= ,›~; -s, =-: âa«s›-ae~: z* is casting a modern* Waiters and waitresses needed dama' producmm' g3¡ for busy downtown restaurant Tap and modem s. . à¡ . dance essential. F13” Must work nights Maxmum age: 25 _ _ and be ñcxible l t* Resumos to: pheaven@food. com
  27. 27. b Which of the people in exercise 1 does not have the appropriate abilities to answer the advertisements? c Read the advertisements again and underline the words that helped you to understand them. Are any of the words similar in your language? 3a Look at the advertisements again and check the type of information that can be included. the name of the company address what kind of person is needed physical appearance l experience needed gl interests l special requirements e-mail contact minimum / maximum age l _l b What else can you include in a job advertisement? E7 4a Imagine you work for an opera company that is looking for singing coaches. Prepare a classified advertisement. Remember to include all the necessary information from exercise 3a. b Work in groups and exchange your classified advertisements. Can you suggest ways to improve them? TWENTYFIVE
  28. 28. TWENTY-SIX Uniti i Activate - What kinds of summer jobs do teenagers apply for? Work in small groups and write your ideas. Expeñenceu - Read the classified advertisement for a ü summer job. Work in Needed. .. pairs and discuss what kind of person is ideal for this job. Enthusiastic and talented teenagers (minimum age 14) tor summer camp 1005 1° WW WM' children aged between 5 and 10. Have. lots oi iun and the opportunity to meet new lnends. Contact: Jeff Fields at ¡etrsumcanrwíunmm - Read the three application letters and underline the abilities of each candidate. “Ow B fo: jellsumcampazfunxom. .. sob: : Dear Mr. Fields, My name is Carla Lopez and I'm 15 years old. I am very interested in working with Summer Fun Camps this year. I love children and I am very patient and responsible. I have four younger brothers so I have a lot of experience! I can swim and dance but 1 can't sing. I hope that this is not a problem. I am a very enthusiastic and fun person and I think I am hard-working. I look forward to hearing from you soon, Carla Lopez Feáruwy 91/7. s? ?oc/ mirar rÍi/ e. . Dear Mr. Êe/ Já, . Z am i9 and Z' am . study/ kg chi/ d psyc/ ¡o/ oj/ az' university. I t/ rínl' íz' i5 a Very inferesíirg Suéjecí. I Joni! /mre any experience «it/ r c/ IÍ/ Jren 44m! I thin( Z can / earn guiar/ y. I can drive and l' am an excel/ gnt' cool', Íoo. I am _good az' sports 5m! Z can't 5:35 or dance. I / ooé for-axar( to hear/ rg from you, Sam ñÚóéard
  29. 29. Dear Mr. Fields, _l am i6 and I love the Ldea of worldngyvíth children on a summer camp as l can singyery well and l really enjoy dancing. l can't act very well. l often babysit my neighbofs kids and wejalwaysdo fun thingstogether. l_am very responsibleand Iarn galwayspunçtual so I think I am a good candidate. l look fonivard to hearing from you soon, Mel M°Gregor Reflect Q 3a Look at the following sentences from the application letters. pm I can swim and dance but I can't sing. I can't sing or dance. b What do of the underlined words mean? c Write two sentences about your abilities using and, but and or. Create 4a Write an e-mail application for the summer camp job. Answer the questions below. Work in pairs and discuss your answers. How do you begin the e-mail? How do you rinish the e-mail? What information should you include? E b Write your e-mail. ln small groups, read each other's e-mail applications and check the language. Who do you think is the best person for the job? OOO-WCQ a Tozüelfsumcampígíilunxom ] sabiam: [Summer camp job ] T. ^.'ENTY~SEJEN
  30. 30. TWENTYJÉZGHT Activate 1a We use these words to describe people physícally. Can you put them into the correct categories? Use your dictionary to find the meaning of words you don't know. [brown short blue long taII black medium-height green medium-build chubby blondil eyes hair* body l l l l l l. J l l l b Which of these characteristics do you have? Expeñence 2a Read the e-mails about a new camp counselor for Summer Fun camps. Circle the picture of Jamie. Ooo-W : É B a L7 , É. : Tozlbobsumcampiã). .. ' Switch [Su mmcr camp counselor I l'_'i' x. Hi Bob, How is the summer camp going? I have a « é¡ '¡ new counselor for you. His name's Jamie _, i2; and he arrives tomorrow morning. Can you i ' y ' ' please pick him up from the airport? His i plane arrives at 10.00 from New York so t '. . _ , g don't be late! ' i1 Take care, 3°" OOo-ã Ê 'rm gerrsumcampru). .. Subject Re: Summer camp counselor b ' , q, Hi Jeff, Great news about Jamie! No problem às. K , about the airport pick up, but I have 5'# a few questions. What's Jamie's l ' J ^ last name? And more importantly, , what does he look like? l A * Best wishes, Bob
  31. 31. °°°W§ 5 7°! 3"** Bob! Sorry about that! It's Jamie Carson. He's 19 years old and he's easy to recognize. He's really tall and medium-build and he has short blond hair and big blue eyes. I hope you and Jamie enjoy working together. He's a great guy! Jeff - Read the e-mails again and answer the questions. 1 Why does Jeff write to Bob? 2 Why does Bob write to Jeff? E Reflect 7 - What does Bob ask about Jamie's physical appearance? g - Read the last e-mail again. Which words does Jeff use to describe Jamie's: m7 1 height? 2 eye color? 3 hair length? 4 hair color? 5 build? a . Look at the sentence below and circle the correct answer to the question. "um . ..he has short. blond hair and blg. blue eyes. Which adjective comes first: a) color? b) size/ length? Create _ Look at the photo of the other boy in exercise 2a. Write a description of him. [E00 He¡s medium-height and <3 43 4) -O He has o ã) É - Write a description of someone in your class. Read it to your classmates for them to guess who it is. ewwenwtnne
  32. 32. THIRTY Integrate 1a Work in small groups. Make a list of animals that people keep as pets. Compare your list with another group. Can you add to your list? LJ 'x 54h? , V - í: ads-iv: : 5'? , ' 71:3' 7717 7 - Ê 1: Í n ; Ti g. " : s / r r-ãs. : 7 C4- ' : r-ll 2a A woman is looking for her missing pet. Listen to the conversation and circle the pet m they are talking about. a g b 7/
  33. 33. ›| | What information in the conversation helped you to decide which pet was the correct answer? Listen again and write the key words that describe Fluffy. 704 *s v" 3 F5 «o 43 : e ai) n i r _ . ... :o Í) ! f o à 4' - Work in small groups and create a poster for a missing pet. Think about the information you want to include and make notes on the following. s' name of the pet à physical appearance: color. size. distinctive features character of the pet ' ' a reward for the person who finds the pet contact . A, Lost Beautiful cat called Flufty, 8 years old. Brown Mtb white ears and white paws, quite fat. Please call Mrs James 01 7776 3433 É - Draw your poster, including a picture of the missing pet, and present it to the rest of the class. ehmñwxíhe e
  34. 34. THIRTY›T'JVO Activate 1a What do you know about tarantulas? ln groups, make notes using the following ideas. Physical appearance Abílities Habits , " , / l . ' 3 '-9 "~ “E 4 1 z *v* / ›'.7”-"= Ci I p I _, Experience ' '- 2a Read this classified advertisement. Work in pairs and answer the questions. O OO [wwwíncndlypctscomm ] 3 I p E' 'u n ' 't1', n' a M We are looking for a new home for Betty, a beautiful Mexican Red-Legged tarantula. Bettys owners are moving to Canada. She IS two years old and i1 cm long. She is very attractive because her eight hairy legs have colorful black and red stripes. Betty has eight eyes. but she can't see very well. She is shy and she likes dark places so if is important to give her a place to hide, She can run very last but can't swim or jump. She can catch insects for her food and sometimes she calches small mice! She eats once a week. Betty is not dangerous. but she can bife. so be carelul and don't touch her a lot. If you like tarantulas, Betty ls the perfect pet for you! Tarantulas can live up to 30 years old so you can have a wonderful pel for life - help us find a home for Betty! 1 Where can you find this kind of advertisement? 2 What does the writer want to do? 3 What interesting information do you learn about tarantulas? 4 How does the writer make Betty sound like an attractive pel?
  35. 35. m7 underlined words refer to? She is two years old. Her eight hairy legs have colorful black and red stripes. Reflect g 3a Look at the sentences from the classified advertisement. Who or what do the It is important to give her a place to hide. map for your pet. General infonnation and physical characteristics: What animal is it? What is its name? How old is it? What does it look like? Create 4a Work in groups of three. Think of a pet you all find interesting and complete an ideas Abilities: What can it do? What can't it do? Geeneral information X», l t/ Abilities Daily routines: What does it eat? How often does it eat? How many hours does it sleep / play / exercise every day? Does it have any special needs? / E; b Write a classified advertisement for your pet to appear on a pet website. Make your pet sound appealing and include all of the information you collected in exercise 4a. THzñTY-THREE
  36. 36. THIRTYFCLJR Activate 1a Match the animals in the box with the words below. Compare with a partner. f lion dolphin dog donkey stubborn intelligent tierce loyal b Can you think of other animals with these characteristics? Expenence Ç›l| 2a Two people are in a petshop talking to a salesman. Listen to the conversation and 105 write the adjectives the people use to describe each dog. 1 nervous aggressive intelligent patient Ioyal friendly lazy a 7 T l_ i: ., _ k. . lfl' : Jigign n¡ V 11.23" 'w ! kr 3.1 - ›. à 3 'W 1 ! l t .1 , ' f A ~2 . I ' . M¡ v» › v' › *- a Springer Spaniel l ' “ L: "uz" M? c Dachshund "j f") . #251 bLabrador k_ ' 'à l. . , a , a a l v' x l ¡ v f; ~ u ' < a “t L1' * ' . p '¡^ Y' pVlíJ/ W Lg. .. n “ ' ' ; N 14.5_- g Basset hound d Irish setter 'l i "' em ¡- el l  'V' ii __ / *'4- "L Íubpr* fD b e colhe o erman
  37. 37. NI - Listen to the conversation again and answer the questions. Work in small 10s groups and compare your answers. 1 What do you think the relationship is between the people who are looking for a pet? 2 What information in the conversation helps you to decide? 3 What other information do you know about them from what they say? 4 Do you think that the dachshund is the best dog for them? Give your reasons. What are dachshunds like? What do dachshunds look like? EReñect_ - Answer the questions with information from the conversation. 1 Which question asks about physical appearance? 2 Which question asks about qualities or characteristics? fcmmeí É - Read the notes about an ideal pet. Think of a pet you would like to have and write notes about it. E; h i0 É; w w . / ru -O ? O : O â o F3 o My ; deal ; ef Beta lili/ r' easy ÍO faz” “a” “f” raca isn't expensíve. _Z don't need my parents' ¡Te/ P- p/ ¡yáka/ desc-r¡ íon¡ áeazzíífu/ red #AS wÍÍ/ i 7407/9 ó°dy' qua/ frias: aggreãõñ/ c ' “C45 14° / Íve 400% ? mkt Nínêbóõiõõóóõóãâióàãjõ ill/ lili - Work in pairs. Ask and answer questions about the pet you want. What are Beta fish like? What do Beta fish look like? THlRÍY-FÁIVE
  38. 38. 4Acüvaua - Write as much information about dolphins as you can, including details about their appearance, qualitres, where they live, and their habits. - Share your information with your classmates and add any extra information to your ideas map. Expeñencei A NI D Listen and read the poem. Underline the words that rhyme in each verse me What do you notice about the spelling of the words that rhyme? Written by Lisse Honeyman l live in the ocean, l have a long nose. l hunt for fish And swim with the fish. And dark, smiling eyes. As they swim past. I play with my friends, I love to chase boats l race to catch dinner. whenever l wish. And hear your surprise. i'm clever and fast. My body is large I leap and l jump. For me life's a game. Like a shark, long and gray. And call out to you, i'm happy and free. But my face is friendly, *Come swimming with me! You call me "dolphin". So don't go away! The ocean's so bluel' That's OK with me. l have two fiippers, My family lives Fins and a tail, Deep down below, But that doesn't mean Among the coral That l am a whale. Where people don't go. THlRTY-SIX - Work in pairs. Take turns to read a verse of the poem. Pay attention to your intonation and pronunciation. a. .
  39. 39. lReñectW - Read the poem again and put a check (J) next to the information that is included. The poem gives information about: a) the dolphin's physical appearance c) what the dolphin doesn't like b) the dolphin's habits and routines d) the dolphin's feelings - Answer the questions. 1 Who is talking in the poem? 2 Who is he talking to? 3 Is the general mood of the poem happy or sad? Justify your answers. 4 Can you think of a more interesting title for the poem? icmmel - Find information in the poem about the dolphins physical appearance and habits and routines and make notes. Add more ideas from the ideas map in exercise 1. ?2 phgsical appearance habits and routines t-Qluvlcü ÃTTÕ_ 'n' trLA-. .ucaobouu U k '. ..i$v«, ¡ LULLUJÕUMM l É - Use your notes to write a text about dolphins. Before you start, think of a title and how you want to organize the information. Decorate your work. - Exchange your paragraph with a partner and think about suggestions you could give to improve the information and the language. Talk about your paragraphs together. . . THlRTY-sÉvwü-ÊN
  40. 40. THlRTY-EIGHT l db Keeping Psls 'aii Horns To give information about pets and how to take care of them. To raise awareness about the responsibility of keeping pets. 3 sessions What do you want to produce? In order to communicate your information, what format do you think is most appropriate? Here are some ideas: p à 7 ~e~ » s_ j j" “ r ~ : e a brochure a 3 j . . . _ ° a poster t( ka); . l «z ' . ) N ¡ e an article i e a presentation i I p '¡ l_ í i/ j ; N l a-; , 641.' , __ à ou Who does what? Think about what you need to do and who the best people are to do each task. Remember to divide the responsibilitles evenly. Who is responsible for: o ñnding all the information you need for each animal? 0 deciding on the design and organization of the project? - illustrating the project? 0 writing the text? o checking the text? o presenting the project to the class? Who is your audience? What materials do you need? Make a list. / fl x.
  41. 41. l'. Do your project! a Find information about the pets that you want to include in your project: o habits and routines o likes and dislikes - special needs - food and eating habits - appearance (if relevant) b Decide where to get the information from: - school library - the Internet o encyclopedia - your teacher, friends and family C Decide on the structure and organization of your product: o color or black and white - size and shape - headings for each section 0 contents of each section d As a group. create your projects. Check your work. Before you present it, check your work. Can you improve it? Present your project to the class. Make sure you have all the materials you need for your presentation. Speak clearly and Ioudly. Give examples where necessary. Be prepared to answer questions from your audience. SELF-EVALUATION How do you evaluate your performance? Think about your role in this project. Put a check (J) in the correct category and evaluate your product and your own participation in the project. Excullurtt Very good Good Unsutislucloryr _r r ¡ x N Compared to the other groups, our end product is: I A , Our group work was: _ j* . f, My contribution towards the final product was: THzRTMNlNE
  42. 42. FORTY #GM-l 2 Unit Purpose: To enable students to give advice and make suggestions around the topic of health. eyes 5 elbow hair 5 arm legs 7 foot nose 3 hand Social Practice: Giving and obtaining factual information of a personal and non-personal kind Function: 0 Discussing the body and one's health 9 feet 1o shoulder 11 teeth 12 stomach
  43. 43. Social Practice: Establishing and maintaining social contacts Functions: 0 Giving advice o Making and answering offers and suggestions 13 headache 17 wheelchair ln this unit: o Talk about health problems and symptoms 0 Give advice about health problems o Read and write medical prescriptions o Talk about the human body o Make suggestions about healthy eating 21 fever 14 medicine 13 backache 22 broken arm 15 overweight 19 cold 23 cough 15 nurse 2o earache 24 stomachache FORTY-ONE
  44. 44. FORTYTVi/ O › ', T07 §" TW Activate 1a Match the health problems to the pictures. headache sore throat earache cough cold x l / r X g' f - l . Á / I _ , a / . l / i z a b c d e b Is anyone absent from class today because they are sick? Expenence 2a Listen to the conversation and put a check (J) next to the symptoms that Mrs. Johnson has. / _ k É l' ¡- . _ f_ 4 _i a sore throat red eyes a cough a headache a fever dizzy b Compare your answers with a partner. Then listen again and check. What other symptoms does Mrs. Johnson mention?
  45. 45. Reflect 3a Read the following sentence and circle the correct answer. I don't feel sick but I feel really dizzy. 1 To talk about illnesses. we can use a) I am. .. b) I feel. .. c) both 2 To ask about someones symptoms. we can use a) What's the problem? b) What's up? c) What's the matter? d) How are you? b Match the symptoms to the first part of the sentences. What do you notice? a headache sick dizzy a stomachache a sore throat hot/ cold Create 4a Look at the picture and complete the sentences with the appropriate symptoms. , a -t " ' 'Í' 'zw . He has He feels b Write sentences about how you feel right now. c Work in pairs. Imagine you are sick. Ask and answer questions with your partner about your symptoms. Be dramaticl Student l: What's the matter? Student 2: Oh, / feel terrible! !have a fever, a cold and a cough. Student 1: Shall I ca/ l the doctor? Student 2: No, thank you. FORTYTHREE
  46. 46. FORTYFOUR " ll TOS Activate 1a How do you ask how someone is feeling? Ask some of your classmates how they feel today and make a note of any symptoms they have. Expeñence 2a Sam is talking to the school nurse. Listen and complete the conversation. SCHOOL _ NURSE ' › 4.. .m School nurse: Come in. Hello Sam. What's the problem? Sam: I don't know. l don't feel well. School nurse: Do you feel ? Sam: Yes, and I'm a little School nurse: Really? Do you have a ? Sam: Yes. l do. And I have a . too. School nurse: I see. A lot of students are sick today. I think the cafeteria food might be the reason. Sam: Yeah. maybe it was a bad idea to eat three burgers yesterday. .. b What is the cause of Sam's illness?
  47. 47. Reflect 3a Look again at these sentences from the conversation. Does the word sick have the same meaning in both sentences? Do you feel sick? A lot of students are sick today. b Underline the questions the school nurse asks Sam. How many different ways can you find to ask about someone's symptoms? Compare with a partner. Create 4a Work in pairs. Imagine one of you is sick. Write a list of symptoms you have and think why you have them. Make some notes below. V. ) s e. l ! w ? Jr ir . *ê _ 1" _ ~. ra' _ . M-Va í n: - l l f' i i A l _Fx . - b Work in pairs. Look at the phrases in the box. Find out their meaning and include them in your conversation. These phrases give variety to your conversation. Do you want me to phone your family? That's a good idea. That would be nice. No, thank you. Do you want me to take you to the hospital? c Prepare a conversation between a patient and a nurse. consider the following points. 1 Where are you? At school or at a hospital? 2 What is the problem with the patient? 3 What symptoms does the patient have? 4 What is the reason for the problem? d Practice your conversation. Exchange roles and practice your conversation again. Perform your conversations for your classmates. FORTY-FIVE
  48. 48. Activate 1a Who do you ask for advice in the following situations? Discuss with a partner. You have a headache. You are a little overweight. You have too much homework. Expenence 2a Read about Mariana's situation and the advice that different people give her. Work in FORTYSlX small groups. Discuss what they say and decide which advice is the best. ooo www. mybloq. com, mx i" l l"? *l *fl lr I am Mariana, a typical 14 year old. l play lots of sports and l am a 14/* . E! member of two teams that play every weekend, both in my hometown i l and at other schools around the state. l need to study for some end of , í semester exams; I have no problem with math, but l find geography very difficult! also have a lot of homework and an Internet project that I need to hand in on Friday. I am worried because it is my 15"' birthday soon and I need to find a dress. I'm so stressed I don't know what to do. 3 days ago - i6 hours left to answer- 4 answers 7-' 7 *m* E lãrrrr"" “ 5 44 -r _ à › x( : ; . ;AÍ ~ 'fa' “L, v, q_ r _, di! ? -n. - l 't v. 'ç' 'l ' fi/ _À jgí/ / - ' , _ Mariana. Your Hi Mariana, don't Relax Mariana. Your You shouldn't play situation sounds worry. l know what : situation is very sports anymore, like mine. it is like to be really : typicaI. You should : because they take You should tell your 5 stressedJust try to do a little bit 3 up time. Your sports teachers how you ' download your É of everything, so you É teachers shouldn't feel - maybe they z projects straight ' should continue to expect you to play can help. And about f from the internet. _ play sports at the 3 every weekend! You the dress, you should E lt works for me! Your É weekend but É should concentrate definitely look on mom should buy concentrate on on your exams and the Internet. You can 3 your dress, not you. _ studying during the 3 your homework find anything there! S E week. Ask your mom E and forget about Í or your friends to everything else. help you find a dress. _I 3 days ago 3 days ago 2 days ago 2 days ago
  49. 49. - Read the advice each person gives again and answer the questions. 1 Which people suggest that Mariana should talk to an older person? 2 Which person suggests that Mariana should focus on one activity? 3 Which person ls in a similar situation to Mariana? 4 Which person, in your opinion, gives the worst advice? E Reflect f É . How do the people who write to Mariana give advice and suggestions? Write what me they say. “Tell your teachers. " "Look on the Internet. " "Try to do a little bit of everything. " "Don't continue to play sports. " "concentrate on your exams. " - What do you notice about the form of should and shouldn't in these sentences? ls it the same for all persons? You srgj tell your teachers how you feel. Your mom S__l1C_)_lJ_l_q buy your dress. not you. Your sports teachers @culggt expect you to play every weekend! You slgukfrit play sports any more. A' Create f* É - Think about your own issues and write a short paragraph about your situation. include information about your activities and your worries. 937515" 075776757?” o? ? CT ó (V . Work in pairs. Read about each other's situations and give advice. ? õíáfv-sévêü'
  50. 50. FORTY-EIGHT Activate 1a Do animals get sick like humans? ln pairs, discuss what health problems you think pets can have. Expenence 2a Mike is talking on a radio show about pet problems. Listen to the conversation and circle Mike's dog. “ll . ? O9 C : V WXDN RADIO f): Ir-ll b Answer the following questions. Then listen again and check. 709 1 What is Max Mills's job? 2 Why is Mike worried about his dog? 3 Does Max think the dog is sick?
  51. 51. Reflect , - How does Max give the following advice on the show? "Get home from work earlier and take your dog out more often. ” - What do you notice about the difference between the instruction and the suggestion? - Write two suggestions for someone with a headache. Create É - Look at the problems with other pets on Max's show. Work in groups of four. Discuss what the problems are and make notes of any advice you can give. Write the complete paragraph in your notebook. Problem fl C 1. l sad dog fat cai noisy parroi angry hamster - ln your groups, role play the radio show. Choose one group member to be Max, the radio presenter, and the other group members are the pet owners who call in with their problems. Use your notes from exercise 4a and go to the Audioscript section, page 144 to help you. Change roles. assentam; É - If possible, record your radio show to play for the rest of the class.
  52. 52. FeFTY Integrate 1a Do you read magazines? Which ones do you like? ba / ' A n Mvu_ l a à a. _Â »A 'É g5 . .y , x ; / í íxl_ *de . .- “d 10:2 *~ 2a Read the letters from an advice column in a teenagers' magazine. Write the missing names on Tina's replies. Compare with a partner. ? em 77m z warn' Ío 5,. o a# SC/ IOOÍ, I 9/0 x17' 50664#- fp - hm _ _ _ . a"? (i / afz/ p á-í/ 'Ê/ 50Uger, 56d 2?' ' . -,'_, ¡,¡_ wir vip/ vit¡ . m. 53/5 Iàem¡ (o QEQV. 717,9 Cofwñ i : nn-gm _'-. .›. '¡«J_n_. wii. mu» 5 zoa/ d Ido, O54' lapis/ RA_ a2/ . titan/ n. 'Im , ví/ mm . g, 'r, :_'4.r(rIi['. -- '/ // Í/ lp , af . .¡, ¡;_. ¡, , vinil/ ill z u) r¡ 'nn/ t . .iu/ I “t” yÂil-vey ' "W/ MWM f' "Nnwrvür A5.: 'n' : um: ,já r¡ . ..nn 'mi . mim, influir/ zum¡ ; JA-un Ijlf-*Il/ l/lr ¡141 : u-'Au/ .Ax 'Mm '- Ilm noz' f 4' ~ . me «o a s' 41 õ/ lou/ d Z do?
  53. 53. b Read the letters and Tina's replies. Do you agree with Tina's advice? What advice would you give? You should You should You should 3a Underline the phrases or expressions which give advice in Tina's letters. In your notebook, write the beginning of each phrase. Compare with a partner. Do all the phrases have the same meaning? óõóóódo E5656 b Match the problems to the appropriate advice. 1 I get sunburned easily. a Why don't you take some cough syrup? 2 I have a terrible cough. b Try eating more healthily. 3 I'm overweight. c How about using a new deodorant? 4 I have bad body odor. d Don't go out in the sun in the middle of the day. É c Think of a problem and write a short letter for Tina's advice column. Exchange your letter with a partner. Imagine you are Tina and answer your partners letter. Compare your letters and make any necessary corrections. assaz. ; 547 wo Pine Street g . Dear 77m, Best ais/ res, ' ” : larvas:
  54. 54. F I FTY› TWO Activate 1a Label the items from the first aid box using the words below. vapor rub cough syrup bandage antiseptic cream rubbing alcohol eye solution ñrst aid box b a fi) ? A d ' e y “UF J f l_ 'sax' _ 9 b With a partner, discuss what you can use each item for. Expenence ; au 2a Listen to the conversation and complete Dr. Morgan's prescription. Tl0 -ooo o o - o o c o › o o - o -O Samuel Morga” M-D- o o o . . o o ao . o o o . q o o o › o -O › o o › o o n o o › o eo : ~ Red Cross Hosplla' rf áPoon/ “u/ of' Bene/ Íncf (co/ Éh 57H17 > Cáíaííax. l x 250 "'73 1545/81( 'íífr ! ul-th water áefore each 0186/. Otoc are 000175' eo o . › o o o o ~ o ~ 0° o o o o › o o o o o › eo
  55. 55. l, Reflect , - Read the doctor's prescription again and underline the phrases that indicate quantity. 1 Which words does he use for quantities of liquid medicines? 2 Which words does he use for quantities of solid medicine? . Circle the correct option in the following sentences. 1 Take a piece / a spoonful of cough syrup. 2 Put two drops / two tablets of Otocure in a glass / a piece of water. 3 Take three Catarlux vifamín C tablets / spoonfuls of Vitamin C with a glass of water. l Create - Look again at the first aid kit in exercise 1a and match the phrases below. 1 two tubes of a vapor rub 2 a bottle of b bandages 3 two rolls of c eye solution 4 a jar of d antiseptic cream 5 a spoonful of e rubbing alcohol 6 a drop of f cough syrup É . imagine you are a doctor. Give your patient a prescription for a health problem. indicate the correct dose of medicine, tablets, drops or syrup the patient needs and any other advice you have. - Exchange your prescriptions with a partner. Correct his/ her work. Give it back and correct yours if necessary. IFTYÍTHREE _Em_ . ..mas
  56. 56. FlFTYFOUR Activate 1a Work in pairs. Look at the pictures and discuss with a partner which body parts people are using. l , r, ' ' l 4 _ l 6 'gTÍTÉÊÊKW l ("A *i3* l e! ” ' làle-a *às 'a i w sã; Ei *É* Á Em gi' b What other body parts do you know in English? Expenence 2a Read the internet article about the human body and complete the information using the numbers below. 20 2 50 2 200 100.000 2 32 206 1 .70 O OO © wwwhuman. .. _J The human body is a very interesting organism because it has so many different functions. lt consists of a head. neck. torso, (a) arms and (b) legs. The average height of an adult human is (c) meters. The body's most important organs include the heart and the brain. The human heart beats (d) times a day. The brain makes up Em) % of the bodys weight o and uses ía) % of its energy. *V g The body also contains over 600 muscles. l. You need to use (g) of them just to walk or run! l . , i 3;_ l The human skeleton consists of (h) J 1,', bones. su) °/ o of every bone is made of water. ;l - l l Adult humans have í (j) teeth. *a É_ . j
  57. 57. NI - Compare your answers with a partner. Then listen and check. m - Label the parts of the body mentioned in the first part of the article. b a d c e l Reflect l' - Look at these sentences from the article again and match the phrases below. The human body is a very interesting organism because it has so many different functions. The human body consists of a head, neck, torso, two arms and two legs. The body's most important organs include the heart and the brain. You need to use 200 of them just to walk or run. 1 and is used to give a reason. 2 comma (. ) is used to connect words or ideas. 3 because is used to give alternatives. 4 or is used to separate words in a list. - Look at the following sentences and answer the questions with a partner. Adult humans have 32 teeth. My foot hurts. a) What is the singular of teeth? b) What is the plural of foot? Create - Complete these Fantastic Facts about the human body. Use and, or, because or a comma (, ). 1 The human face has two eyes í two ears í a mouth. a a nose. 2 Humans have teeth í they need them to eat food. _u 3 You can use your arms to play tennis e to swim. 4 The legs have knees í feet. ?É É - Work in groups. Find and write some more facts for the article. Use your school library and the Internet for information.
  58. 58. FlFTY~SiX f' T12 , 'll 'H2 '~-u , T12 Activate 1a Match the health problems and the instructions. “ a cough See a nutritionist. a weight problem Go to the dentist. a toothache Take some aspirin and rest. a fever Have some cough syrup. Expeñence 2a James' friends are worried about him. Listen and put a check (J) next to James' symptoms. fa; 1 James feels ', g _ sick dizzy c “ Ç'- " 1 A hot cold l *à N¡ ¡ 2 James has 5x Z , f_ " . ' a headache a fever ' J a stomachache a sore throat b With a partner, answer the following questions. Then listen again and check. 1 James feels sick. T F 2 James thinks it's serious. T F 3 Lucy wants to go home. T F 4 Jill thinks James should see the school nurse immediately. T F Reflect 3a Listen to the conversation again and circle the different ways to give advice that are mentioned. 1 If I were you. I would go home. 4 If I were you. I wouldn't wait. 2 You should go to lhe doctor. 5 Go home and stay in bed. 3 The best thing for you is to call your parents.
  59. 59. b Read and circle the correct option. The expression 'll I were you, I would is used to a) give instructions. b) give advice. Create 4a Give advice for the following problems. Compare your ideas with a partner. 1 I have a headache. lf l were you. .. . /' Ow! My tooth _ y hurts! K , x 2 l feel sick. 3 I feel dizzy. 4 I have a toothache. b Work in groups of three. Have a conversation in which you give advice for the problems in exercise 1a or your own ideas. First, organize your ideas and then have your conversation. c Exchange your conversation with another group. Correct their work and make suggestions if necessary. Give it back and correct your own work. d Act out your conversation to the rest of the class. FWTYSEVEN
  60. 60. FIFTYElGHT Integrate 1a Do you think you are a healthy person? What do you do to stay healthy? 2a Read the article from the magazine Take Control. What aspect of health does the article focus on? Discuss in pairs. Breakfast is the most important meal of the day. Eating breakfast can help you do better at school because you can concentrate more and it improves your memory. lt gives you energy and makes you feel good all day. / Having chips, cookies, candy and soda for Iunch is bad for your teeth and your weight, and those loods do not give your body many nutrients. You should stay away from junk food. How about having a healthy Iunch with : Ágil: bread sandwiches, fruit, vegetables and yogurt? Bring your Iunch from home so you know what you are / Many of us need a SliãCi( in the middle of the morning or afternoon, but going to vending machines is not a good idea as they don't sell fresh food. Try preparing fresh snacks to take to school, the sports club or the park. Here are some ideas; celeiy sticks with peanut butter, cottage cheese and fruit, cereal bars, or chopped vegetables with a low fat dip. / yet: are thirsty whaít do you like to drink? Most people choose soda and other drinks with lots of sugar, _ l e equiva en¡ o eating a large chocolate dessem, Water and low-fat milk are definitely your best Options, and YOU Should dlmk them In large quantities all through the day. Don't wait until you are thírsty. Nowadays we don't have much time to eat dinner with our families and a lot of people eat in front of the television or grab a snack between activities. Studies show that the best thing is to eat dinner as a family at least three or lour times a week. When you eat with your family you eat better and you spend time together,
  61. 61. b Look at the section headings from the magazine and write them above the correct paragraph in the article. Justify your answers. Energy Boost Stay Hydrated Food and Family Start the Day with a Smile Smart Lunch c Do you follow any of the advice in the article? Discuss in pairs. 3a Write a menu of what you eat on a typical day and illustrate it. / Í/(rr/ Í / m/ / V/ @JFS _ ', ' m r/ /VjG/ LY/ [l/ /Í/ /Í 'a r' - / - @VJ 7 Í. ,a1 b Work in groups. Look at what your classmates eat. Make suggestions and give them advice about their diet. How about trying You shouldn't eat junk fresh snacks? food like hamburgers. FlFTi/ «NINE
  62. 62. To give information about food groups and how to make healthy eating Choices. To promote healthy eating habits. 3 sessions What do you want to produce? In order to communicate your information, what format do you think is most appropriate? Here are some ideas: 0 a brochure - a poster o an article o a presentation o other: Who does what? Think about what you need to do and who the best people are to do each task. Remember to divide the responsibilities evenly. Who is responsible for: o ñnding aII the information you need for each food group? o deciding on the design and organization of the project? o illustrating the project? 0 writing the text? o checking the text? o presenting the project to the class? Who is your audience? What materials do you need? Make a list. L_ *x rir/ ir 1%
  63. 63. Do your project! a Find information about the different types of food and eating habits that you want to include in your project: 0 What food groups do they belong to? - Why are they good or bad for you? - How much of each food should you eat? o Which foods are good to combine? - When should you eat and when should you not eat? b Decide where to get the information from: ' X - school library 7 / 0 the Internet o encyclopedia - your teacher. friends and family 0 Decide on the structure and organization of your product: j¡ - color or black and white “ - size and shape r . C o headings for each section - contents of each section f' d As a group. create your projects. Check your work. Before you present it, check your work. Can you improve it? Present your project to the class. ›_ t; Make sure you have aII the materials you need for your presentation. Speak clearly and Ioudly. Give examples where necessary. Be prepared to answer questions from your audience. SELF-EVALUATION How do you evaluate your performance? Think about your role in this project. Put a check (l) in the correct category and evaluate your product and your own participation in the project. Excwllnnl Vr-ry good Goorl Unsntialnctory' Compared to the other groups, our end product is: Our group work was: My contribution towards the final product was: SiXTY-ONE
  64. 64. _ y SlXTY-TWO 3 Unit Purpose: To enable students to participate in conversations in which they compare, buy or sell a variety of items. Social Practice: Giving and obtaining factual information of a personal and non-personal kind Function: 0 Making comparisons and expressing degrees of difference 1 blouse / blouses 5 tie / ties 9 Sunglasses 2 bell / belts 5 clerk / clerks 1o earring / earrings 3 pants 7 shorts 11 necklace / necklaces 4 suit / suits 8 customer / customers 12 cap / caps
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