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Transcript of INTERMEDIATE 5
a)Select characters from cartoons or movies to role-play.
b)Select a topic.
c)Use the useful expressions from pages 6, 18 and 30.
e)The evaluation is individual and everything; from content to pronunciation and from participation to costumes; will count towards your grade. What is a "word story"? A "word story" is a narrative description of past events. What´s anthropolgy?
What do you think a community research project is? Do you know someone who is a good storyteller?
Who is it?
What do they like to talk about? look on page 2 Activity 1A ANSWER 1) 2) 3) 4) Two police officers talking about a criminal at a police station. A (grand)parent talking to a little boy at home. Two friends talking about the latest issue of a magazine. A friend asking another friend about a movie he/she has just seen. After activity 1D Look at the list of 8 new words you have learned.
With your partner, ask each other "What does ____ mean?"
Explain in your own words without looking at the book. Write a short sentence with the definition of each verb. Vocabulary Builder What are the definitions of :
Kill a story =
Change a story = To make people stop telling the story. To tell a different version of the story, so that listeners don´t know which one is true. What did you learn? VOCABULARY FOCUS LISTENING It´s the study of cultures and society. It´s talking to local people about a topic. Talk to your partner:
What do you think the project will be about? look on page 4 Ask and answer box Her story talks about racial issues that existed in the past. If there was a booth like that in Peru, what stories do you think people could tell in this booth? What did you learn? LANGUAGE FOCUS Remember the difference between SIMPLE PAST and PRESENT PERFECT? Use SIMPLE PAST for actions that began and finished in the past.
It mentions actions that happened at a specific time. Use PRESENT PERFECT for actions that are true until this day. Sometimes they began and finished in the past, sometimes they are still happening until this day.
Sometimes, the time when it happened is not specific. Give me an example with "live in Surco" using SIMPLE PAST and PRESENT PERFECT.
Identify the structure. look on page 4 After 3D -Get in groups of 4.
-The teacher will give you a piece of paper.
-The teacher will give you a verb or word and you have to write a sentence with 10 words minimum. Say stop when you are ready. During 3C -(THINK-PAIR-SHARE) Switch partners in groups of four: You are going to interview your partner.
-Think about 4 questions according to the example on 3C (1 minute)
-In pairs, ask your partner in front and record the answers (2 minutes) (2 minutes)
-Turn your chairs to talk to the person next to you and report the answers. (2 mins.) (2 mins.) songs What did you learn? SPEAKING TELL ME CLASS, DO YOU BELIEVE IN GHOSTS? Look at the title on page 6.
When do you use this expression?
What do you think the story will be about? Activity 4C - THINK-PAIR-SHARE. Switch partners: In groups of 4.
1)Think about a scary story (1 min.)
2)In pairs, tell your partner about your story using the useful expressions (2mins) (2mins)
3)Share the story you heard with the person next to you. (2 mins) (2mins) http://www.online-stopwatch.com/bomb-countdown/full-screen/ What did you learn? Who used to tell you stories when you were little? What kind of stories did you like? look on page 7 Extra Speaking Make-up a story in groups of 4:
-Think about a funny or embarrassing situation and create your own story using the useful expressions on page 6.
-Without reading, everyone is going to tell a part of the story and everyone needs to use at least one useful expression.
-You have to choose one of the following options to start your story. a)Did I ever tell you about the time there was a lovely rose in my neighbor´s yard?...
What happened in the end was that I had to walk home.
b)Did I ever tell you about the time I lost my precious possession?...
In the end, they served dinner for everyone.
c)I´ll never forget the time when I went to ICPNA...
In the end, we got divorced. Activity A Look at the reading.
-Read in silence and tell me "What´s the moral of the story?"
-Circle any words you don´t understand or don´t know how to pronounce. Think-Pair-Share: Groups of 4.
1)Think in silence about the following question: "HAVE YOU EVER DONE SOMETHING THAT YOU WERE WARNED NOT TO DO?
2)In pairs, share your story with your partner in front.
3)Share the story you heard with person sitting next to you. What did you learn? UNIT 1, LESSON B GET READY TO READ READING What is the belief about carrying a rabbit´s foot in your pocket? What other things are believed to bring good luck?
Which ones are believed to bring bad luck? What is a monkey´s paw? Look on page 9.
Listen, then read in groups.
When finished, discuss in groups what happened in the story. Look at these words: What do you think the reading is about? (Discuss in groups)
-dangerous After 2A and 2B Close your books and answer the following questions to check comprehension. 1)How many people used the paw?
2)Why did the Sergeant throw it in the fire?
3)What were Herbert and his father doing before the Sergeant arrived?
4)What did the paw do for Mr. white?
5)What happened to the son? Compare answers in pairs.
What is the moral of the story? Think-Pair-Share
QUESTION: If you had 2 wishes what would they be and why? (No money $)
1)Think in silence for 1 minute.
2)In pairs, with the partner in front tell your wishes.
3)Share the information you heard with the person next to you. Finish activities on page 8 What does chronological mean? What time expressions or connectors can we use to write in chronological order? What tenses do we use to write about a story that happened in the past? We use SIMPLE PAST and PAST CONTINUOUS. Page 10, read in silence.
-What was the mistake? Why?
-What is the moral lesson? After 3A In groups of 4:
-Think about a negative experience at ICPNA where you made a mistake. Think about the moral lesson. (1 minute) -Everyone has 2 minutes to tell his story to the group. Choose a story and write 3 paragraphs (5 sentences each) about it with the group using time expressions in chronological order.
Remember to write the moral lesson. Switch papers with different groups and make corrections to the paper. WRITING: 3 PARAGRAPHS OF 5 SENTENCES EACH
-Use time expressions to write in chronological order.
-Write the moral of the story.
-Select 1 of these topics to write about:
a)A mistake you made choosing someone as a role model who turned out to be a bad person.
b)A mistake you made in a relationship with a boyfriend/grilfriend or husband/wife.
c)A mistake you made in a relationship with a family member/friend. Unit 2, lesson A Language Focus Review of passive voice:
What happens with the SUBJECT and the OBJECT? Formula:
BE (in the correct tense) + past participle Let´s practice: Switch from Active to Passive both in singular and plural.
a)People in China speak Chinese.
b)People in Canada speak English and French.
a)They are building a new elevator at ICPNA.
b)They are building new elevators at ICPNA.
a)Cinemark has cancelled a movie from the theater.
b)Cinemark has cancelled several movies from the theater.
a)The cafeteria gave a free glass of chicha to each student.
b)The cafeteria gave free quinua cookies to each student.
a)The teacher will give a chicken tamale to each student.
b)The teacher will give several chicken tamales to each student. Present:
a)Chinese is spoken in China.
b)English and French are spoken in Canada. Present Continuous
a)A new elevator is being built at ICPNA.
b)New elevators are being built at ICPNA. Present Perfect
a)A movie has been cancelled from the theater.
b)Several movies have been cancelled from the theater. Past
a)A free glass of chicha was given to each student.
b)Free chancay cookies were given to each student. Future
a)A chicken tamale will be given to each student.
b)Several chicken tamales will be given to each student. Look on page 17 about the vesta, then do activity C on page 16 Think-Pair-Share and Round Robin Pay attention to the following inventions In silence, think for 2 minutes on the invention that you think has made the biggest impact on society.
Use a minimum of 5 of the following sentences or other passive sentences when possible:
-It´s used by ...
-It was designed to ...
-They are made in ...
-They are purchased by ...
-It was invented so that ...
-It was invented in order to ...
-The world has become ...
- ... can be (verb) ...
Be ready to Share your story Share your ideas with the group, you will have 1 minute each.
Then select the best invention to report about. Speaking If your laptop crashes,
What would you do?
Who would you ask for help? Check on page 18 the expressions that talk about if you are able or not able to do something. First, try to identify which expressions talk about something you can do, and which expressions talk about something you can´t do. Tell me what kind of words are followed after each expression.
Check on activity B reading aloud. (2 minutes) Read again and check AGREE or DISAGREE.
-If you agree, think about your additional information on why you marked that.
-If you disagree, use an expression in BLUE and think about additional information. Think-Pair-Share
-In pairs, read ONLY the sentence where you marked agree to your partner with your extra information.
a)If you answer "I AGREE" use the same BLUE expression on activity B.
b)If you answer "I DISAGREE" use a different Blue expression. Number heads: In your groups of 4.
-1 pair will choose a number (1-8) on activity B to perform one of the conversations to the other pair. Pay attention because you will report about what you heard. In groups of 4: Create a story (BE CREATIVE)
Think about a situation where 1 person is having a problem and needs the help of their friends. For example:
-Your friend told his girlfriend he is going to make a romantic dinner for them, but he doesn´t even know how to make huevos revueltos.
-Your friend needs to fix his flat tire and change the oil of his car, but he doesn´t have any money.
-Your friend needs to prepare for a final exam.
-Your friend is going to get married and needs to learn how to dance.
-Your friends wants to date a girl but doesn´t know what to do in order to get her attention. Unit 3, lesson A Get ready to read Do you like shopping?
What kind of stores do we have?
What´s the store that you visit the most when you go shopping? Look on page 19 and individually mark your answer. Think about the reason why you chose that answer. In pairs, compare your answers and find out the reason why you have a similar or different answer. Be ready to report. Think-Pair-Share: groups of 4
1)Think about a positive or negative experience you had using technology for shopping. (1 minute) 2)In pairs, with your partner in fron you will have 2 minutes each to talk about your experience. 3) Share the information you heard with your partner sitting next to you. look on page 20 Unit 2, lesson B Reading In groups of 4, look at the following words and discuss what do you think the topic will be about:
-RFID (radio frequency identification chip)
-chekout lane Look on page 21:
-Listen and read.
-Then read in groups aloud and discuss with groups what the story is about.
-Afterwars, finish acitvities on page 20. Close your books and answer these comprehension questions individually: 1)When using RFID chips, what happens after you swipe your ID store card?
2)What does RFID stand for?
3)What are the benefits of using RFID chips, both when you buy food and when you pay for them)
4)What are the risks of using RFID chips? Think-Pair- Share
1)Think of a problem in daily life that could be solved with the right technology.
-What is the problem?
-What could you invent to solve it?
2)In pairs, share your idea with the person in front.
3)Share your partner´s information with the person sitting next to you. Writing What were the PROS and CONS about using RFID chips? What expressions can we use to talk about advantages and disadvantages? 1)One advantage is that...
2)Another benefit is that...
3)There are also disadvantages...
4)The downside to this...
5)Another drawback is... look on page 22 Groups of 4:
1 minute. Think in silence about other ways where you could use RFID chips (PROS and CONS). For example: thieves, criminals, animals, ex´s, restaurants, hospitals, etc. 2 minutes each, talk and share with your partner in front your idea. 2 minutes each, talk to the partner on the side and tell him what your heard. Choose the best idea and write 3 paragraphs about it, using the expressions shown on page 22. Switch papers in groups and correct each other´s papers. In groups prepare a comprehension question from your writing.
Then, read your ideas to the class.
When finished, ask a classmate the comprehesion question you created. VOTE FOR YOUR FAVORITE IDEA. Vocabulary Focus Look at the following adjectives:
Which adjectives do you think a person needs to become a lawyer/ an actor / a psychologist? -Look at the ad on page 26.
-What other two qualities do you think are necessary for the job? In groups of 4:
-Come up with the definition of each blue word.
-Ask in your groups:
A: "What does _(early riser)_ mean?"
B: An early riser is someone who wakes up early so he can be the first person at work.
-Be ready to report to class. -Then, write an example on the board. Example: My husband is an early riser, he always gets to his job before anyone else in the office. Which person do you think would be right for the job?
Which person do you think wouldn´t be right for the job? Look on page 27 and circle the correct name.
1)Raphael gets up early, so he is an early riser. Pay attention to the blue words.
Which adjectives would you use in a resume? Why?
Which adjectives you wouldn´t use in a resume? Why?
I would use the adjective early riser in a resume because it means that I´m punctual and that I´ll always come to work on time. listening Look at the pics on page 27 and tell me: What adjectives do you think would describe each one of them? Look at the adjective on A.
What do you think they mean? Now listen for gist:
1)What is the problem?
2)What are the possible solutions? Now, pay attention to the key words from the listening to answer activity C. In your groups:
-Discuss what is his personality like?
-What is her personality like? On the 2nd scenario:
What were their personalities like? What happened? Language Focus What´s an adverb? Adverbs describe verbs.
Adjectives describe nouns. In this lesson we´ll focus on adverbs of contrast, purpose and time.
In which category do the adverbs below belong to?
-whenever -so that -although
-even though -since -though
-because -when Adverbs of contrast:
-although Adverbs of purpose:
-since Adverbs of time:
-when Let´s look on page 28 On activity 3B:
What kind of person would say each sentence? Why? Number heads to explain Think-Pair-Share:
1)THINK and write 3 sentences using an adverb of purpose, an adverb of time and an adverb of clause from the chart on page 28.
2)When finished, in pairs share your sentences.
3)Share the information you heard with the person next to you. Number heads and be ready to report. In groups of 4 - 5:
-Create a dialogue using the adverb clauses from the chart on page 28.
-Think about one of these possible situations: a)You want to get a car. You need to decide if it´s going to be a new or used one. You only have a part-time job. You dad works for Primax and can get you a gas discount. You are also studying at San Marcos University and ICPNA. b)You want to go back with your ex. Your current boyfriend/girlfriend loves you to dead. Your ex is good looking but he/she is a heartbreaker and loves to party. Your current boyfriend/girlfriend is a professional and knows how to cook. Your ex is a psycho but is offering you a good job position at Ripley. You want to become a vet. You love animals. You know everything there is to know about animals. You are not very good with numbers. You are afraid of blood. Your uncle is a famous vet. Your don´t have a good memory, so last time you had a fish, you forgot to feed it and then found it a week later swimming upside down. Contest: Groups of 4
The teacher will say an adverb and you have to write a sentence that supports the use of that adverb. Speaking Look at these expressions.
When do we use them? Generally speaking...
For the most part...
As a rule... Think-Pair-Share: Look on page 30.
-Look at the questions in the box and answer them with your personal information using the blue expressions. UNIT 3, LESSON B READING First of all, have you noticed how you may have a little bit of each personality?
What expressions can we use to measure different amounts of personalities in a person? - a really SHY person
- a complete HOMEBODY
-such a POSITIVE person
-a bit TALKATIVE
-a bit of a SHY person Before you write, remember to do it in a chronological order:
-First of all
-Another reason is
-Last In the previous reading you have seen how the five elements can affect a person´s personality and preferences, including decoration, the lightning, the arrangement of furniture, the color, the food, the smells, the temperature and the plants.
If you had to decorate the ideal room for someone, how would you do it? Taking in consideration the person´s personality. In groups of 4:
-Think about your personality type for 1 minute in silence. -Then tell your partner in front about your personality for 2 minutes each. -Now think for 1-2 minutes in silence, what do you think would be the ideal room for your partner according to his personality. -Finally, share your ideas with the partner next to you. Example:
I think the ideal room for Ukiko would be... Number heads. -For this activity, first choose someone form the room you would like to write about. (Don´t write his or her name)
-Then write about what would be the ideal room for this person.
a)Write 3 paragraphs of 5 sentences each.
b)Start your writing with a general overview of the person´s personality. (Generally speaking...)
c)Try to give examples to support your ideas (She is a bit shy. One time she told about a party she went to. Then...) Writing: 3 paragraphs of 5 sentences each minimum.
-Write about the ideal room for you according to your personality. How would it be?
-First describe in general about your personality.
-Remember to give examples of personal experiences to support your ideas. Understanding the Five Elements:
1)If you had to make lunch for a metal person, what would you make?
2)Which job would you choose for a fire person? A secretary or a firefighter?
3)Water people would feel comfortable living with a roommate. Is this true?
4)Which person with which element would make an excellent parent?
5)Which person with which element would make an excellent mayor?