Course Components
Lesson
words in the dialogue that contain those sounds (Thursday, month, three, shoes, t-shirts, fun, umbrella) and have students repeat after you, making sure they pronounce correctly. Finally, have them practice the dialogue in pairs. 5. Work with your partner to look for examples for each sound and write them down. Organize the class into pairs. Read instructions aloud and explain that they can use electronic devices or a dictionary to perform the task. If they don’t have access to an online dictionary, you may draw the phonetic signs for each sound on the board so they are able to look them up in a printed dictionary. Monitor while they work and, when they have finished, invite pairs to share their answers by writing them on the board. Read the statement in the Time to Shine! box encouraging different students to share their knowledge. Discuss the question related to the text from the Reader. First, ask students who poisoned the apple (Snow White’s stepmother) and why she did it (she was jealous of Snow White’s beauty). Ask them why Snow White didn’t know she was in danger and ate the apple (the queen was disguised). Product: Story Based on a Picture In this unit, students will tell a story based on a picture. In this lesson, they will select the picture they will work with to tell their story. Organize the class into teams, read the first and second instructions aloud, and give them some time to share information about their pictures. Monitor while they work to encourage them to speak in English as much as possible providing vocabulary they may need. After some time, read the third instruction and explain to students that they will work with that picture the rest of the unit so they should have it with them during their English classes. Invite them to write its description on a sheet of paper. This activity will be your first evidence in this unit; ask students to file it following the procedure you prefer. Self-evaluation Read the questions aloud to make sure students know what each of them refers to. Tell them to review the activities they performed in this lesson to answer and identify their areas of opportunity. Finally, encourage them to suggest ways in which they may improve. What do you take pictures of? Invite students to answer the question in English using the words they learned during this lesson.
to explain words they may not know (thirsty, hung, relieved). Finally, ask them: Who is telling the story? Have them point at the girl with the white hat. 2. Work together to answer the questions about the picture from the previous activity. Organize the class into pairs. Read the instructions and the questions aloud; make sure students understand what they should do and what the questions are asking for. Explain to them that based on what they see in the picture, they must use their imagination to answer. Be sure to provide vocabulary they may need and to write the new words on the board so that all students can see them. Some words they may need are: forest, camping, swim, climb, play, games . You may also suggest that they use a dictionary. Give them some time to answer and monitor to offer help when required. 3. Compare your answers with the ones your classmates wrote. Invite all pairs to read their answers aloud so they can compare them with the ones their classmates wrote. For homework, ask students to bring three of their favorite pictures; they can be printed or, if possible, they can bring electronic devices to work with them during the next session. Differentiated Instruction Activity 1: Use the Stimulate Student Senses Strategy to have them connect with the text before reading it. Tell them to close their eyes and imagine they are in a forest and that the day is very hot. Have them imagine what they see, smell, listen, and feel. Then, have them open their eyes and share their sensations. Activity 3: Use the Bubble Map Strategy to invite students to brainstorm vocabulary they will use to perform this activity. Draw a circle in the middle of the board and write as a title: Activities I Do with my Friends or Family . Encourage them to say words in English by using a dictionary or an electronic device to look them up.
What Do Pictures Tell Us?
4 Listen to the dialogue and write the missing letters. Then, practice the dialogue with a partner. 5 Luis: Hi, So a! Where did you go last ursday? So a: I went camping with Laura. We had a lot of f n! Luis: I will go next mon . Do I need to take an mbrella? So a: No, you don’t, but take special oes for climbing and at least ree t- irts. Th th sh th sh u u
Recreational and Literary Environment
Social Practice of the Language To tell a story based on pictures Achievements š ([plore and listen to iPaginary stories Eased on a picture. š 6Xggest stories Zith the aid of piFtXres.
1
Look at the picture and share if you have similar pictures. Then, read the story. Best Friends When we went to El Chico, my friend Laura was very thirsty because the weather was very hot. Eventually, I saw a thermos water jar hung in a tree. I lled a glass of water and gave it to her. Finally, she seemed very relieved and I was very happy for her.
š 7ell stories Eased on iPages. Product: Story Based on a Picture
5 Work with your partner to look for examples for each sound and write them down.
thanks, Math, bath, theme dish, sh, push, short bus, lunch, run, summer
a th: b sh: c u:
š 6hare soXnds yoX knoZ froP other langXages that do not e[ist in 6panish. Time to Shine!
2 Work together to answer the questions about the picture from the previous activity. (Possible answers)
Reader Why did 6noZ White eat a poisoned apple? (pp. 17-21)
Step 1
Where were the girls?
What were they doing there?
Which activities did they do there? They swam, climbed, and played games there.
• Show your pictures to your team. • Share when they were taken, who is in the pictures, where they were taken, and what was happening in each. • Select one of the pictures and write its description. Self-evaluation Re ect upon the following questions: • Could I imagine stories based on pictures? • Which aspects were important for me to do so? What can I do to improve? Story Based on a Picture
The girls were in the forest.
They were camping.
3 Compare your answers with the ones your classmates wrote.
17 Unit 2
16 Lesson 1
Achievement
Achievement
Explore and listen to imaginary stories based on a picture.
Explore and listen to imaginary stories based on a picture.
Teaching Guideline
Teaching Guidelines
• Follow the reading of stories based only on an image. • Imagine oral texts based on a picture.
Differentiate specific sounds that do not exist in their native language.
Development 4. Listen to the dialogue and write the missing letters. Then, practice the dialogue with a partner. 5 Tell students that they will listen to a conversation that the girl from the previous session has with another friend. Have them take a look at the activity and ask: What is the girl’s name? (Sofia) and What is she talking about? (her experience camping with her friend Laura). Explain that this time they will listen to differentiate specific sounds that do not exist in their native language and that they should try to fill in the blanks with the missing letters. Play Track 5 for them to work on the task. Check by inviting volunteers to write the words on the board. Next, give students a few minutes to read the dialogue. Ask: Do you identify the sounds that don’t exist in your native language? (yes) Which ones? (th [ ș ], sh [ ݕ ], u [ ݞ ]). Read the
Development What do you take pictures of?
Ask students the meaning of the word picture and tell them to take into account previous knowledge to answer. If they don’t have enough vocabulary to explain, have them use mimicry. Write on the board the question: What do you take pictures of? and elicit students’ answers. 1. Look at the picture and share if you have similar pictures. Then, read the story. Draw students’ attention to the picture and ask one volunteer to describe it. Have them share if they have pictures that show experiences with their friends and invite them to give details. Then, to have them follow the reading of stories based only on an image, read the story aloud. As you read, use body language
Unit 2
T17
Unit 2
T16
Teacher’s Guide A comprehensive guide that contains plenty of suggestions and information to successfully guide students through their learning process, such as: • Daily plans with a step-by-step description on how to guide students to perform each of the activities included in their books; • Answer key provided in a reproduction of the Activity Book and at the end of the Guide; • Instructions on how to handle the Unit Question and Lesson Questions; • Suggestions per lesson and per unit on how to work with the Reader; • An evaluation tool per unit that corresponds to the aspects to be assessed; • An introduction of the program which explains the methodology to be used and how the components are linked to create appropriate environments to perform the social practices of the language; • A scope and sequence section which gives an overall view of each of the units; • A pronunciation guide to help the teacher with the phonetics of the English language (included in the audio CD);
• A list of useful expressions in the classroom to make teacher and students more confortable with the language (included in the audio CD); • Audioscripts of the audios used in the books; • Ten photo-copiable worksheets to sum up the contents of each unit. CD It includes authentic material recorded with different pronunciations for the listening and reading activities to help students: • improve pronunciation; • practice listening skills and language abilities. • Track list for a quick reference. It also includes PDF files with: • 60 flashcards with the vocabulary used; • 10 appendix pages from the Activity Book; • 10 evaluation tools; • 10 worksheets, one per unit, that may help you expand your work.
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