ESCUCHA Y HABLA

2
PRELIMINARES
Esta publicación se terminó de imprimir durante el mes de junio de 2012.
Diseñada en Dirección Académica del Colegio de Bachilleres del Estado de Sonora
Blvd. Agustín de Vildósola; Sector Sur. Hermosillo, Sonora, México
La edición consta de 1,126 ejemplares.
COLEGIO DE BACHILLERES
DEL ESTADO DE SONORA
Director General
Mtro. Julio Alfonso Martínez Romero
Director Académico
Dr. Manuel Valenzuela Valenzuela
Director de Administración y Finanzas
C.P. Jesús Urbano Limón Tapia
Director de Planeación
Ing. Raúl Leonel Durazo Amaya
LISTENING AND SPEAKING
Módulo de Aprendizaje.
Copyright ©, 2011 por Colegio de Bachilleres
del Estado de Sonora
todos los derechos reservados.
Tercera edición 2012. Impreso en México.
DIRECCIÓN ACADÉMICA
Departamento de Desarrollo Curricular
Blvd. Agustín de Vildósola, Sector Sur
Hermosillo, Sonora. México. C.P. 83280
COMISIÓN ELABORADORA:
Elaborador:
Jesús Moisés Galaz Duarte
Revisión Disciplinaria:
Edna Elinora Soto Gracia
Corrección de Estilo:
Diana Patricia Lugo Peñúñuri
Apoyo Metodológico:
Jesús Moisés Galaz Duarte
Supervisión Académica:
Mtra. Luz María Grijalva Díaz
Diseño:
María Jesús Jiménez Duarte
Edición:
Cynthia Deyanira Meneses Avalos
Coordinación Técnica:
Claudia Yolanda Lugo Peñúñuri
Diana Irene Valenzuela López
Coordinación General:
Dr. Manuel Valenzuela Valenzuela

3
PRELIMINARES
Ubicación Curricular
HORAS SEMANALES:
03
CRÉDITOS:
06
DATOS DEL ALUMNO
Nombre: _______________________________________________________________
Plantel: __________________________________________________________________
Grupo: _________________ Turno: _____________ Teléfono:___________________
E-mail: _________________________________________________________________
Domicilio: ______________________________________________________________
_______________________________________________________________________
COMPONENTE:
FORMACIÓN PARA EL
TRABAJO
CAPACITACIÓN PARA EL
TRABAJO:
IDIOMAS (INGLÉS)

5
PRELIMINARES
Presentación .........................................................................................................................................................7
Mapa de asignatura..............................................................................................................................................8
BLOCK 1: CONSIDERING PRONUNCIATION AND LISTENING SKILLS..............................................9
Didactic sequence 1: Pronunciation...................................................................................................................10
• Tongue twister.............................................................................................................................................11
• What is word stress?...................................................................................................................................13
• Rules of word stress in English...................................................................................................................14
• Word stress .................................................................................................................................................18
Didactic sequence 2: Listening skills .................................................................................................................29
• Reading ......................................................................................................................................................29
• Telephone game.........................................................................................................................................31
• Listening skills.............................................................................................................................................32
• Listening skills are critically important part of successful communication................................................35
• Listening is an active process involving three parts...................................................................................38
• Tips for improving listening skills................................................................................................................40
• Discussion article: “what are the keys to being a good listener?”.............................................................42
• The definition of listening skills ...................................................................................................................44
• Crossword puzzle .......................................................................................................................................47
BLOCK 2: IDENTIFYING TYPES OF SPEECH .....................................................................................53
Didactic sequence 1: Demonstrative speech/process speech or dialogue .....................................................54
• Understanding speech ...............................................................................................................................61
• How to outline a demonstrative speech.....................................................................................................63
• How to give a demonstrative presentation.................................................................................................64
Didactic sequence 2: Persuasive speech or dialogue.......................................................................................81
• A persuasive speech ..................................................................................................................................83
• Persuasive speaking topic mistakes ..........................................................................................................84
• Persuasive speaking is very similar to persuasive writing .........................................................................89
• Persuasive speech outline explained .........................................................................................................91
Didactic sequence 3: Entertainment speech or dialogue..................................................................................97
• How to develop an entertaining dialogue or speech topic ......................................................................100
BLOCK 3: BUILDING HEALTHY HABITS...........................................................................................111
Didactic sequence 1: Informative speech........................................................................................................112
• Informative speech or dialogue ...............................................................................................................114
• Informative speech topics ideas...............................................................................................................119
Didactic sequence 2: Instructional speech ......................................................................................................128
• How to deliver an “instructional speech” .................................................................................................131
• Informative speech topics ........................................................................................................................133
Bibliography ......................................................................................................................................................143
Índice

7
PRELIMINARES
“Una competencia es la integración de habilidades, conocimientos y actitudes en un contexto específico”.
El enfoque en competencias considera que los conocimientos por sí mismos no son lo más importante, sino el uso
que se hace de ellos en situaciones específicas de la vida personal, social y profesional. De este modo, las
competencias requieren una base sólida de conocimientos y ciertas habilidades, los cuales se integran para un
mismo propósito en un determinado contexto.
El presente Módulo de Aprendizaje de la asignatura Listening and Speaking, es una herramienta de suma importancia,
que propiciará tu desarrollo como persona visionaria, competente e innovadora, características que se establecen en
los objetivos de la Reforma Integral de Educación Media Superior que actualmente se está implementando a nivel
nacional.
El Módulo de aprendizaje es uno de los apoyos didácticos que el Colegio de Bachilleres te ofrece con la intención de
estar acorde a los nuevos tiempos, a las nuevas políticas educativas, además de lo que demandan los escenarios
local, nacional e internacional; el módulo se encuentra organizado a través de bloques de aprendizaje y secuencias
didácticas. Una secuencia didáctica es un conjunto de actividades, organizadas en tres momentos: Inicio, desarrollo y
cierre. En el inicio desarrollarás actividades que te permitirán identificar y recuperar las experiencias, los saberes, las
preconcepciones y los conocimientos que ya has adquirido a través de tu formación, mismos que te ayudarán a
abordar con facilidad el tema que se presenta en el desarrollo, donde realizarás actividades que introducen nuevos
conocimientos dándote la oportunidad de contextualizarlos en situaciones de la vida cotidiana, con la finalidad de que
tu aprendizaje sea significativo.
Posteriormente se encuentra el momento de cierre de la secuencia didáctica, donde integrarás todos los saberes que
realizaste en las actividades de inicio y desarrollo.
En todas las actividades de los tres momentos se consideran los saberes conceptuales, procedimentales y
actitudinales. De acuerdo a las características y del propósito de las actividades, éstas se desarrollan de forma
individual, binas o equipos.
Para el desarrollo del trabajo deberás utilizar diversos recursos, desde material bibliográfico, videos, investigación de
campo, etc.
La retroalimentación de tus conocimientos es de suma importancia, de ahí que se te invita a participar de forma activa,
de esta forma aclararás dudas o bien fortalecerás lo aprendido; además en este momento, el docente podrá tener una
visión general del logro de los aprendizajes del grupo.
Recuerda que la evaluación en el enfoque en competencias es un proceso continuo, que permite recabar evidencias a
través de tu trabajo, donde se tomarán en cuenta los tres saberes: el conceptual, procedimental y actitudinal con el
propósito de que apoyado por tu maestro mejores el aprendizaje. Es necesario que realices la autoevaluación, este
ejercicio permite que valores tu actuación y reconozcas tus posibilidades, limitaciones y cambios necesarios para
mejorar tu aprendizaje.
Así también, es recomendable la coevaluación, proceso donde de manera conjunta valoran su actuación, con la
finalidad de fomentar la participación, reflexión y crítica ante situaciones de sus aprendizajes, promoviendo las
actitudes de responsabilidad e integración del grupo.
Nuestra sociedad necesita individuos a nivel medio superior con conocimientos, habilidades, actitudes y valores, que
les permitan integrarse y desarrollarse de manera satisfactoria en el mundo social, profesional y laboral. Para que
contribuyas en ello, es indispensable que asumas una nueva visión y actitud en cuanto a tu rol, es decir, de ser
receptor de contenidos, ahora construirás tu propio conocimiento a través de la problematización y contextualización
de los mismos, situación que te permitirá: Aprender a conocer, aprender a hacer, aprender a ser y aprender a vivir
juntos.
Presentación

8
PRELIMINARES
Listening and
speaking
Block 1:
Considering pronunciation
and listening skills.
Didactic sequence 1:
Pronunciation.
Listening skills.
Block 2:
Identifying types of
speech.
Demonstrative speech /
Process speech or dialogue.
Persuasive speech or
dialogue.
Entertainment speech or
dialogue.
Block 3:
Building healthy habits.
Informative speech.
Instructional speech .

Tiempo asignado: 15 horas
Considering pronunciation and listening skills.
Competencias profesionales:
1. Realiza comprensiones oral y auditiva de diversos tipos de texto en otro idioma.
2. Realiza comprensión escrita y de lectura de diversos tipos de texto en otro idioma.
3. Realiza expresión o producción oral en otro idioma.
4. Realiza interacción o producción escrita de diversos tipos de texto en otro idioma.
Unidad de competencia:
 Infiere la correcta utilización de elementos importantes en el idioma Inglés.
 Investiga y hace uso de elementos sencillos del lenguaje como son pronunciación, la habilidad de escuchar y el
propósito de esta destreza; en situaciones sencillas de socialización, recreación y laboral.
Atributos a desarrollar en el bloque:
Durante el presente bloque se busca desarrollar los siguientes atributos de las competencias genéricas:
4.1 Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o gráficas.
4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se
encuentra y los objetivos que persigue.
4.3 Identifica las ideas claves en un texto o discurso oral e infiere conclusiones a partir de ellas.
4.4 Se comunica en una segunda lengua en situaciones cotidianas.
4.5 Maneja las tecnologías de la información y la comunicación para obtener información y expresar ideas.
6.4 Estructura ideas y argumentos de manera clara, coherente y sintética.
7.1 Define metas y da seguimiento a sus procesos de construcción de conocimiento.
8.2 Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva.
10.3 Asume que el respeto de las diferencias es el principio de integración y de convivencia de los contextos loca,
nacional e internacional.

10
CONSIDERING PRONUNCIATION AND LISTENING SKILLS
Didactic Sequence 1.
Pronunciation.
Start Up Activity
1. Look at the cartoon. Could you guess what a “tongue twister” is? Discuss your answer with two partners.
2. Write your conclusion here:
_________________________________________________________________________________________________
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_________________________________________________________________________________________________
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Activity: 1

11
BLOCK 1
Get together in groups of three and practice the “Tongue-Twisters” given below.
Remember that a tongue-twister is a sequence of words that is difficult to pronounce
quickly and correctly. Even native English speakers find the tongue-twisters on this page
difficult to say quickly. Each member of the team takes turns to try pronouncing the
tongue twisters. Say them as fast as possible, but correctly!
A proper copper coffee pot.
Around the rugged rocks the ragged rascals ran.
Long legged ladies last longer.
Mixed biscuits, mixed biscuits.
A box of biscuits, a box of mixed biscuits and a biscuit
mixer!
Peter Piper picked a peck of pickled pepper.
Did Peter Piper pick a peck of pickled pepper?
If Peter Piper picked a peck of pickled pepper,
where's the peck of pickled pepper Peter Piper picked?
Pink lorry, yellow lorry.
Red leather, yellow leather, red leather, yellow leather.
She sells sea-shells on the sea-shore.
The sixth sick Sheik's sixth sheep is sick. [Sometimes described as the hardest tongue-twister in the
English language.]
Swan swam over the pond,
Swim swan swim!
Swan swam back again -
Well swum swan!
Three grey geese in green fields grazing.
We surely shall see the sun shine soon.
Now be creative and write you own tongue twister or if you have access to internet search for one.
________________________________________________________________________________________________
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________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Compare results with the rest of the teams. Then, memorize one the tongue twisters you analyzed and say it in
front of the class. Have Fun!
Activity: 1 (continuation)

12
Evaluation
Activity: 1
Product: Tongue twisters, group
discussion, questionnaire and
conclusions.
Score:
Knowledge
Conceptual Procedimental Attitudinal
Practices tongue twisters and
discusses strengths and
weaknesses of pronunciation in
teams.
Applies previous knowledge to
identify strengths and weaknesses
of English pronunciation.
Shows openness to feedback
provided by the teacher and
classmates.
Co-evaluation
C MC NC
Rating awarded by the teacher
How did your team do on the activity? Excellent ______ Good _____ Not good ______ Bad _____
Why do you think you were _____________? _____________________________________________
________________________________________________________________________________________________
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Were the tong twisters difficult to pronounce? Yes _____ No ______
Why? ____________________________________________________________________________________________
_________________________________________________________________________________________________
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What did you or your classmates do when you had pronunciation problems?
________________________________________________________________________________________________
Have you ever spoken to a native English speaker and have difficulties to understand him or her?
Yes ___ No ____
What do you do when that happens? _________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Do you want to understand English better? Yes _____ No _____
What do you think you have to do to understand English better? __________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Do you want to speak English clearly and confidently? Yes _____ No _____
What would you do to speak English clearly and confidently? _____________________________________________
_________________________________________________________________________________________________
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13
BLOCK 1
Development activities
What is “Word Stress”?
Word Stress refers to the process whereby particular syllables (or parts of words) are
stressed within a whole word. In general, Sentence Stress is more of a consideration for
overall fluency. Everybody wants to be able to speak English like a native speaker;
However, English pronunciation is always a big problem to many learners. Bad
English pronunciation may confuse people even if you use advanced English
grammar. We can use simple words and simple grammar structures that make
people understand you but we cannot use "simple pronunciation". On the other hand,
good English pronunciation will make people understand you easily and be willing to
listen to you!
You will say that we learn English just for communication; although we speak English with a strong accent, native
speakers can understand us, that's enough. But you should know it is not pleasant to listen to bad pronunciation! For
example, if you are watching T.V. you may want to change the channel when a journalist covers a person who speaks
English without good pronunciation, because that will make the reporter and sometimes even the interviewer feel
uncomfortable although both may be able to speak English fluently as well.
So, how to speak English clearly and confidently? There are two ways: practice and practice! First, practice speaking
each word clearly then, practice speaking each sentence clearly. Bad pronunciation can be a serious problem if it
negatively affects understanding, but we do not need to aim for native-speaker perfection. There is nothing wrong with
sounding foreign, but it is important to be intelligible.
Pronunciation is closely linked to the ear, and listening is a vital part of developing this area. Listening to a model on
tape, CD or video, or using your own voice as a model will be the most effective way of doing this. Teachers will call
upon you as a model, in some cases, very frequently. You need to recognize the value of being a native speaker of
English and adventure it. Reading individual words aloud will help you a lot, because if you catch a mispronunciation
you will be able to identify it.
English is not Phonetic
Always remember that English is not "phonetic". That means that we do not always say a word the same way that we
spell it. Some words can have the same spelling but different pronunciation, for example:
Audio: I like to read.
Audio: I have read that book.
Some words have different spelling but the same pronunciation, for example:
Audio: I have read that book.
Audio: My favorite color is red.
Another aspect you should keep in mind is that English alphabet consists of 26 letters, but it has double that number of
sounds: “52”. Knowing and recognizing the sounds will help you with good pronunciation. Of course, everybody knows
that good pronunciation helps our speaking. But do you know that good pronunciation also helps our listening?
How do you think this information affects your English pronunciation and listening skills?
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14
Rules of word stress in English.
There are two very simple rules about word stress:
1. One word has only one stress. That means that one word cannot
have two stresses. If you hear two stresses, you hear two words.
Two stresses cannot be one word. It is true that there can be a
"secondary" stress in some words. However, a secondary stress
is much smaller than the main [primary] stress, and is only used
in long words.
2. We can only stress vowels, not consonants.
These rules can help you understand where to put the stress; but don’t
forget that there are many exceptions. It is recommended to try to "feel"
the music of the language and to add the stress naturally ask your
teacher for help.
1st
RULE Stress on first syllable:
Rule Example
Most 2-syllable nouns PRESent, EXport, CHIna, Table
Most 2-syllable adjectives PRESent, SLENder, CLEVer, HAPpy
1. Two syllable words:
a) Noun/Adj. of 2 syllables: Stress 1st syllable:
Ex: Student, table, sticker, happy, random, courage.
Except: Machine, event.
b) Verbs of 2 syllables, stress 2nd syllable:
Ex: To admit, to intent, to construct.
c) Verbs of 2 syllables ending with OW, EN, Y, EL, ER, LE, ISH: Stress 1st syllable.
Ex: To open, to follow, to hurry, to struggle, to flatter, to finish.
2nd
RULE Stress on last syllable:
Rule Example
Most 2-syllable verbs to preSENT, to exPORT, to deCIDE, to begin
2. Two or three syllable words stress 3rd syllable counting backwards:
Ex: To celebrate, curriculum, to unify.
Except: To develop, imagine, banana.
English tip 1
There are many two-syllable words in English whose meaning and class change with a change in stress. The word
present, for example is a two-syllable word. If we stress the first syllable, it is a noun (gift) or an adjective (opposite
of absent). But if we stress the second syllable, it becomes a verb (to offer). More examples: the words export,
import, contract and object can all be nouns or verbs depending on whether the stress is on the first or second
syllable.
Word
Number
of
syllables
dog dog 1
green green 1
quite quite 1
quiet qui-et 2
orange or-ange 2
table ta-ble 2
expensive ex-pen-sive 3
interesting in-ter-est-ing 4
realistic re-al-is-tic 4
unexceptional un-ex-cep-tio-nal 5

15
BLOCK 1
3rd
RULE Stress on penultimate syllable (penultimate = second from end):
Rule Example
Words ending in –ic GRAPHic, geoGRAPHic, geoLOGic
Words ending in -sion and -tion teleVIsion, reveLAtion
3 suffixes:
a) Stress before CIV (consonant-I-vowel).
Ex: Australia, religious, physician.
b) Stress before IC.
Ex: Titanic, Panasonic, Pacific.
Except: Rhetoric, lunatic, catholic, arithmetic, politics, Arabic.
c) Stress on the following ending syllables: ADE, OO, OON, EE, EEN, EER, ESE, ISE, IZE, AIRE, SELF.
Ex: Pickaboo, millionaire, cocoon, analyze, engineer, themselves.
d) Stress before TION, TAL.
Ex: Tradition, continental.
4th
RULE Stress on ante-penultimate syllable (ante-penultimate = third from end):
Rule Example
Words ending in -cy, -ty, -phy and –gy deMOcracy, dependaBIlity, phoTOgraphy, geology
Words ending in –al CRItical, geological
4th
RULE Compound words (words with two parts):
Rule Example
For compound nouns, the stress is on the first part BLACKbird, GREENhouse
For compound adjectives, the stress is on the second
part
bad-TEMpered, old-FASHioned
For compound verbs, the stress is on the second part to underSTAND, to overFLOW
English tip 2
For a few words, native English speakers don't always "agree" on where to put the stress. For example, some
people say teleVIsion and others say TELevision. Another example is: CONtroversy and conTROversy.

16
Evaluation
Activity: 2 Product: Drawings and writing. Score:
Knowledge
Identifies strengths and
weaknesses through a listening
skills activity.
Practices listening skills and
identifies strengths and
weaknesses.
provided by the teacher and
classmates.
Auto-evaluation
C MC NC
Listen carefully and pay attention to the instructions. Identify the order given. The audio
will be played to you ONCE. Follow whatever you hear and make or do what is required.
After your listening exercise, your teacher will draw and write each sentence on the
board. Then, compare your work with your teacher and classmates’ drawings and
sentences.
Activity: 2

17
BLOCK 1
Focus on the following English vowels pronunciation table for Spanish speakers.
Identify and practice vowels in pairs and provide feedback to each other.
Letter Pronunciation Observations Examples
A
Ei
a) When it is tonic at the end of syllable or
followed by consonant and silent e.
b) Before mb, nci, ng, ste.
Fate, Agent,
Chamber, Ancient,
Change, Waste
O
a) Before l or ll.
b) Before or after w.
Already, water
A Before r. Far
E
I
When it is tonic at the end of syllable or followed by
consonant and silent e.
Scene, Me, The
E
In other words sometimes it sounds like open e and
others as closed French e sound.
Meridian, Meter
I
Ai
b) Before gh, ght, gn, ld, nd.
c) In some monosyllables and voices that
precede one or more consonants followed by
silent e.
Pine, Idol, Idle,
High; Night , Sign;
Mild, Find, I,
Biography
Globalize
License
I d) When it is not followed by silent e. Pin, Fin
Ae e) When it is followed by r. Sir; First
O
Ou
b) Before ld, lt, st.
Vote, open, bold;
bolt; most
O c) When it is not followed by silent e. Boy, toy
Ae
d) In the words of more than one syllable or
terminations tion.
Admiration
U
e) In some cases such as:
f) With the following verbs:
who; do; woman
to prove; to move;
to lose
U
Iu
Tune, Usual
U b) In the following words:
rule; bull; crude;
put; true
Iú
c) At the end of a strong syllable and when it is
preceded by a consonant followed by silent e.
pupil; tube; duty
I d) In some words such as: busy; building
Evaluation
Activity: 3 Product: Pronunciation practice. Score:
Knowledge
Analyzes the rules of
pronunciation and
communicates them to
classmates.
Determines and applies listening
skills and English pronunciation
skills.
Appreciates pair work and shows
openness to feedback provided
by the teacher and classmates.
Co-evaluation
C MC NC
Activity: 3

18
Write the stressed syllable with capital letters.
Word Stress Pattern
tea-cher
beau-ti-ful
un-der-stand
con-ti-nue
con-ti-nu-a-tion
black-board
Stress determines vowel pronunciation. Stressed syllables have the full vowel sound, and unstressed have reduced
vowels. Find on your dictionary 5 words and fill in the chart with their vowels sounds and patterns.
Word Vowel sounds Pattern
Banana
Photograph
Photography
Photographer
Work with a partner and practice pronunciation of stressed syllables.
de.SIGN a.BOUT AF.ter CA.na.da
graf.FI.ti in.DIF.fe.rent A.ri.zo.na a.VAI.la.ble
ca.fe.TE.ri.a LA.bo.ra.to.ry va.NIL.la u.ni.VER.si.ty
Evaluation
Activity: 4 Product: Word stress practice. Score:
Knowledge
Recognizes stressed words to
be practiced with a partner.
Applies his/her knowledge in oral
practice.
Shows ability and positive attitude
when listening to feedback.
Co-evaluation
C MC NC
Stressed syllables are longer, louder, and higher pitched. They have a full, clear vowel.
Unstressed Syllables are softer, shorter, with neutral pitch. Now In pairs, identify and
practice the following.
Activity: 4

19
BLOCK 1
Evaluation
Activity: 5 Product: Listening practice. Score:
Knowledge
Recognizes information through
a listening exercise.
Applies his/her listening skills when
identifying sentences.
when listening. Is opened to
feedback.
Auto-evaluation
C MC NC
Listen to the sentences attentively. Underline the sentence that you hear and then choose
the corresponding answer.
1. "Why doesn't he like the desert?" or "Why doesn't he like the dessert?"
a. It's too dry.
b. It's too sweet.
2. "What does he think of Europe?" or "What does he think of your rope?"
a. It's a wonderful place to go.
b. It's not strong enough.
3. "Is it elementary?" or "Is it a lemon tree?"
a. No, it's very advanced.
b. No, it's an orange tree.
4. "I like that greenhouse very much." or "I like that greenhouse very much."
a. Really? Can you see many plants there?
b. Really? I like the blue one.
5. "What does "eligible" mean?" or "What does "illegible" mean?"
a. It means qualified.
b. It means difficult to read.
6. "Tom likes pineapples." or "Tom likes pie and apples."
a. Yes, they are his favorite fruit.
b. Yes, he always eats them for breakfast.
Activity: 5

20
Evaluation
Activity: 6
Product: Presentation about the
chosen topic and evaluation rubric.
Score:
Knowledge
Recognizes information through
a listening exercise.
Applies his/her listening skills when
identifying word stress.
when listening words and Is
opened to feedback.
Auto-evaluation
C MC NC
Write on the line the syllable that you expect to be stressed for items 1-5. Then listen to
the audio and check your answers by identifying the correct stress.
1. Blackboard ________________________
2. Bluebird ________________________
3. Toothbrush ________________________
4. Bookstore ________________________
5. Keyboard ________________________
6. Read the note that's on the ________________
a. blackboard
b. black board
7. There's a lovely ___________ on the birdfeeder.
a. bluebird
b. blue bird
8. Sara works in a __________.
a. greenhouse
b. green house
Activity: 6

21
BLOCK 1
Evaluation
Activity: 7 Product: Word stress exercise. Score:
Knowledge
Practices word stress by
answering the exercise
Applies his/her knowledge by
answering a questionnaire.
and is opened to feedback.
Auto-evaluation
C MC NC
Choose the correct answer for the questions below.
1. Which 2-syllable word has a different stress pattern from the others?
a) Police.
b) Mother.
c) Student.
d) Money.
a) Career.
b) Shampoo.
c) Balloon.
d) Problem.
a) Cinema.
b) Saturday.
c) Umbrela.
d) Manager.
a) Potato.
b) Paragraph.
c) Computer.
d) Professor.
5. Which of these adjectives beginning with ‘un’ or ‘in’ has the stress on the final syllable?
a) Informal.
b) Unhappy.
c) Unfriendly.
d) Unemployed.
6. In which sentence does the speaker want to tell us that John’s car is not second hand?
a) John’s bought a new car.
b) John’s bought a new car.
c) John’s bought a new car.
d) John’s bought a new car.
Activity: 7

22
Evaluation
Activity: 8
Product: Crossword puzzle and
listening activity.
Score:
Knowledge
Analyzes information from an
audio. Orders, prepares and
presents puzzle to the class.
Applies his/her knowledge, when
answering a crossword puzzle.
Shows positive attitude when
listening and is opened to
feedback.
Auto-evaluation
C MC NC
Listen to the audio carefully and complete the crossword. Ask your teacher if you need
help for a "Hint" to get a free letter. (Once).
Across
1: She enjoys working on that __________.
4: That __________ is beautiful.
5: You can learn a lot from __________.
6: She enjoys working on that __________.
7: John has a __________ problem.
8: You can learn a lot from __________.
10: That __________ is beautiful.
11: How do you spell __________?
Down
2: Anna lives in __________.
3: Anna lives in __________.
7: John has a __________ problem.
9: How do you spell __________?
Word List:
dessert / desert / committee / comedy / Missouri / misery / Oregon / organ / history / his story / personal /
personnel
Activity: 8

23
BLOCK 1
Closing Activities
K-W-L Chart.
Before you begin your closing activity, fill in the following KWL chart with information you have learned
about pronunciation. Complete the third column after finishing this activity.

24
Evaluation
Activity: 9
Product: Crossword puzzle and
listening activity.
Score:
Knowledge
Analyzes information from an
audio. Orders, prepares and
presents puzzle to the class.
Applies his/her knowledge, when
answering a crossword puzzle.
Shows positive attitude when
listening and is opened to
feedback.
Co-evaluation
C MC NC
1. Listen to your teacher pronouncing each word. Then underline the stressed
syllable:
1 mother 2 America 3 computer 4 guarantee 5 paper
6 machine 7 answer 8 introduce 9 visitor 10 about
11 afraid 12 another 13 telephone 14 Japan 15 hotel
16 Hong Kong 17 animal 18 between 19 hairdresser 20 China
2. Choose 20 words from a dictionary and write with capital letters the stressed syllables.
3. Use the words you used on previous chart and practice pronunciation in pairs.
Activity: 9
Word Stress

25
BLOCK 1
Silent B
B is not pronounced when following
M at the end of a word.
Climb / crumb / dumb / comb
Silent C
C is not pronounced in the ending
"scle"
Muscle
Silent D
D is not pronounced in the
following common words:
Handkerchief / sandwich /
Wednesday
Silent E
E is not pronounced at the end of
words and usually makes the vowel
long.
Hope / drive / gave / write / site
Silent G
G is often not pronounced when
followed by an N
Champagne / foreign / sign / feign
Silent GH
GH is not pronounced before T
and at the end of many words
Thought / through / daughter /
light / might / right / fight / weigh
Silent H
H is not pronounced when following
W. Some speakers whisper the H
before the W.
What / who / when / where /
whether / why
Silent H
H is not pronounced at the beginning
of many words. Use the article "an"
with unvoiced H. Here are some of the
most common:
Hour / honest / honor / heir / herb
Pronounced H
H is pronounced at the beginning
of these common words. Use the
article "a" with voiced H.
Hill / history / height / happy /
hangover
Silent K
K is not pronounced when followed
by N at the beginning of a word.
knife / knee / know / knock /
knowledge
Silent L
L is often not pronounced before L, D,
F, M, K.
Calm / half / salmon / talk / balk /
would / should
Silent N
N is not pronounced following M
at the end of a word.
Autumn / hymn
Silent P
P is not pronounced at the
beginning of many words using the
suffix "psych" and "pneu".
Psychiatrist / pneumonia /
psychotherapy / psychotic
Silent S
S is not pronounced before L in the
following words:
Island / isle
Silent T
T is not pronounced in these
common words:
Castle / Christmas / fasten / listen /
often / whistle / thistle
Silent U
U is not pronounced before after G
and before a vowel.
Guess / guidance / guitar / guest
Silent W
W is not pronounced at the beginning
of a word followed by an R.
Wrap / write / wrong
Silent W
W is not pronounced with these
three pronouns:
Who / whose / whom
Study the following list of common letter combinations with silent letters. This list
contains most of the silent letters that give English as second language students,
difficulties.
Activity: 10

26
1. In pairs, search in a dictionary for at least three different words for each category presented above.
Silent
B
1.
2.
3.
Silent
H
1.
2.
3
Silent
P
1.
2.
3
Silent
C
1.
2.
3
Silent
H
1.
2.
3
Silent
S
1.
2.
3
Silent
D
1.
2.
3
Silent
H
1.
2.
3
Silent
T
1.
2.
3
Silent
E
1.
2.
3
Silent
K
1.
2.
3
Silent
U
1.
2.
3
Silent
G
1.
2.
3
Silent
L
1.
2.
3
Silent
W
1.
2.
3
Silent
GH
1.
2.
3
Silent
N
1.
2.
3
Silent
B
1.
2.
3
2. In pairs practice the stress with the words you used.
3. Prepare a power point presentation including the words with stressed syllables in capital letters and
appropriate pictures.
4. Include an audio recorder with the correct pronunciation of the words used in the presentation.
(Complete this final step by yourselves and record your voice).
Don’t forget the following word stress rules when working on your
product.
Group 1: Two syllable adjectives & nouns have the stress on the
first syllable.
Group 2: Words that can be used as verbs & nouns: the verbs take
the stress on the second syllable, while the nouns take it
on the first syllable.
Group 3: The suffix takes the stress with these 'foreign' suffixes.
Group 4: Words with the suffix '-ic', '-tion' have the stress on the
penultimate syllable.
Group 5: Words with the suffix '-ty', -phy' have the stress on the
ante-penultimate syllable.
Group 6: Compounds - adjective + noun - stress is on the second
element.
Group 7: Compounds - noun + noun - stress is on the first
element.

27
BLOCK 1
Instructions for listening and evaluating:
I. Pay attention to other teams finished recording and presentation.
II. Using the rubric bellow evaluate your team’s work and provide some feedback to improve it. Assign from 1 to
10 points (1 being the lowest mark) for each criterion.
III. Record your team’s evaluations and email the audio file to a person assigned by your teacher. Include specific
examples or comments to support your evaluation. Send a copy to your instructor; he/she will follow up with
her/his feedback.
Example:
You may say something like this. “Your clarity of speech is 4. I recommend that you speak a bit louder, I could not
make out the second sentence”, or “Your enthusiasm is 9: you sound very engaged in the task.”
Do not forget to include the following in your audio recording:
1. The name of the reviewer.
2. The name of the author of the original recording.
3. Total points assigned (out of ___).
4. Additional comments.

28
Criteria Description 1 2 3 4 5 6 7 8 9 10
Clarity of
speech:
Are some words hard to understand?
Do they mumble?
Are word endings or beginnings too quiet or unclear?
Enthusiasm:
Is their voice lively, interesting and enthusiastic or do you sound
bored?
Do they sound angry or too formal?
Does their tone express their feeling?
Listening skills:
Was the task clearly understood and directions followed
accurately?
Are all components there?
Accuracy
(grammar):
What word order, verb tense or word choice problems did you
notice?
Are there any other grammar mistakes?
Fluency:
Is their pronunciation smooth, or do they hesitate and pause a
lot?
Do they repeat words and start over a lot?
Do these pauses/hesitations interfere with their ability to
communicate?
Do they speak too quickly or too slowly?
Organization of
ideas:
Is their pronunciation clear and easy to follow?
Could anyone understand them?
Is their pronunciation coherent?
Content:
How relevant is the information they shared to the task?
Is the meaning of the words clearly demonstrated through audio
(note: only for the dictionary task)?
Is information complete?
Pronunciation:
How was your rhythm?
How was their word or sentence stress?
Did you notice any word stress problems? How was their
intonation?
Did you notice any problems with specific sounds?
Evaluation
Activity: 10
Product: Multi task activity, power
point presentation and evaluation
rubric.
Score:
Knowledge
Prepares and presents a power
point presentation to the class.
Applies pronunciation knowledge
with the team and presents rubric
about the work.
Values with a positive attitude
when listening and presenting
ideas. Is opened to feedback.
Co-evaluation
C MC NC

29
BLOCK 1
Listening skills.
Start Up Activities
Split up the class and work with a partner. Decide who is St (student) 1 and St 2. St 1
reads the news article to St 2, while St 2 displays poor listening behavior such as jiggle,
looking around, interrupting to ask questions and making inappropriate facial
expressions.
Activity: 1
Hunt for the true Mona Lisa begins
FLORENCE, Italy | Fri Apr 29, 2011 4:16am EDT
(Reuters) Researchers have begun their hunt for the remains of the woman
who might have been the model for Leonardo da Vinci's Mona Lisa, hoping
to unravel a mystery that has baffled art historians for over five centuries.
A team of experts armed with a special radar device descended this week on
a dilapidated convent in Florence where they believe the body of the woman
who modeled for da Vinci back in the 16th century is buried. The real Mona
Lisa, Italian art historians say, was Lisa Gherardini, the wife of a rich
Florentine silk merchant named Francesco del Giocondo who is thought to
have commissioned the portrait although there is no definitive proof of this.
The researchers say that if they can find her skull, they will be able to
reconstruct her face and compare it with the painting. The true identity of
Mona Lisa and her enigmatic smile have intrigued art lovers around the
world.
According to the Louvre museum in Paris, where the painting is on display, the portrait was likely painted in
Florence between 1503 and 1506 and could have been commissioned to mark one of two events: either when
Gherardini and her husband bought their house or when their second son was born. The key to solving the mystery
may lie at the Saint Orsola convent, a structure in central Florence almost reduced to ruins. Using radar equipment
which can identify objects underground, scientists are scanning the floor in the small church to pinpoint areas
where they may start digging for Gherardini's remains. "We have a document confirming the burial of Gherardini in
1542 here in the convent" said Silvano Vinceti, head of the National Committee for the Promotion of Historic and
Cultural Heritage. Researchers say Gherardini spent the last years of her life at the convent, looked after by her two
daughters who were nuns, and was buried there. "To be sure we have to find the DNA in her bones, and once we
have found that we can compare it with the DNA of her children who are buried at the Santissima Annunziata
convent," said Professor Francesco Mallegni, a paleoanthropologist.
Vinceti has been studying the painting for months and recently claimed to have found symbols hidden in the
portrait. He says Gherardini might have been an early model for the Mona Lisa but that da Vinci was also probably
inspired by the face of his young male apprentice, Gian Giacomo Caprotti, who some say was also his lover. It is
not clear how long the project to study Gherardini's remains will need before coming to any conclusion but some of
her descendants have already expressed skepticism. "Let her rest in peace. What could finding her remains
change to the charm of Leonardo's painting? To look for her bones seems a sacrilege to me," said one of them,
actress and writer Natalia Strozzi.
(Writing by Eleanor Biles and Silvia Aloisi; Editing by Steve Addison).

30
When you are done, St 2 then explains the article that was just read to him or her, back to St 1. This time, St 1 should
display positive listening skills, such as making eye contact, sitting still, making appropriate facial nods and taking
notes and waiting until the end to ask questions.
After finishing the activity review the article together, and identify things that St. 2 missed because he wasn't listening
closely. Discuss the activity and share your opinion with other pairs. This exercise will demonstrate you how important it
is to use proper listening behaviors to understand the message being conveyed.
Use the following rubric to evaluate your partner both good and bad listening skills.
Good listeners 4 3 2 1 Bad listening 4 3 2 1
1. Defer their judgment more controlled
listen for the other person Say
something new and useful.
1. “Tune out” the other person at the
beginning (i.e., become prejudiced
without giving the speaker a chance).
2. Pay most attention to content – do not
allow grammar or speaking skills to
supersede the substance of the
message.
2. Are quick to criticize grammar and /or
speaking skills. Attention is directed to
form rather than content.
3. Listen completely first then plan their
own response.
3. Spend the time getting ready to talk
instead of listening.
4. Have become more mature in their
listening habits – they listen for the
main idea the principle(s) being
presented.
4. Tend to listen mainly for facts. (i.e.,
expend their energy trying to memorize),
a grade school habit.
5. Separate facts from principles
concentrate on remembering
principles. They don’t worry about
committing all information to memory.
5. Try to outline or take in everything. Try to
remember everything. Misdirect their
attention to perfection.
6. Work at keeping attentive. They are
aware of their human tendency to fake
listening.
6. Fake attention, sometimes it’s an
unconscious habit. When they find
active listening is really hard work, they
try to avoid the work by faking.
7. Do one thing at a time. They realize
listening is a full-time job and they give
their full attention to listening.
7. Create distractions (i.e., try to do
something else while listening),
apparently believing hearing is listening.
8. 8. Have confidence that they will be
able to understand if they only listen
carefully and ask questions.
8. Give u too soon when they realize they
have to actively work at understanding
when listening.
9. Feel their honest anger, but control it
do not allow their emotional reactions
to govern their behavior. Their intellect
is more “in charge”.
9. Tend to get distracted by emotional
words; don’t control their attention or
emotional priorities consciously; and
sometimes lose their temper.
10. Keep their mental energies on the
subject by practicing listening
techniques.
10. Are not aware of the talking/listening
“speed limits” mismatch. Waste thought
power and get lost in tangential thinking.
Excellent 4 / Proficient 3 / Satisfactory 2 / Limited 1
Evaluation
Activity: 1
Product: Listening memory skills
develop practice and evaluation
rubric.
Score:
Knowledge
Applies comprehension and
listening memory skills in the
pair work.
Practices his/her oral and listening
skills by reading a text in pairs.
Collaborates and appreciates pair
work. Shows positive attitude
when listening and presenting
ideas. Is open to feedback.
Co-evaluation
C MC NC

31
BLOCK 1
Evaluation
Activity: 2
Product: Discussion, game and
flipchart with conclusions.
Score:
Knowledge
Identifies and applies his/her
listening and oral skills when
participating in a game and
presents solutions to listening
difficulties using a flipchart.
Applies, collaborates and shows
positive attitude when working in
group and is opened to feedback.
Collaborates and appreciates
team’s work and shows positive
attitude. Is open to feedback.
Co-evaluation
C MC NC
Telephone game.
Your teacher will take one of your classmates out of the
classroom. Then, the teacher will tell him/her a message related
to the lesson silently. The student comes back come to the
classroom and whispers the message to the classmate your
teacher assigned. This student repeats the action with the
classmate behind him/her.
The teacher determines when to stop the process and the last students is
asked to comment to the rest of the class what he/she was told.
Finally, compare the final message to the original.
Write here the final message.
Write here the original message.
Write what you think about your listening skills and your partner’s then share your ideas to the class.
What could have been done to make sure the story stayed the same all the game? Discuss it. Then, present and
explain your ideas using a flip chart in groups of four.
Activity: 2

32
Development activities
Listening skills.
Listening skills are very important. They help us with maintaining good relations with other people. They are also
important in business, workplace and classroom.
When you are in meetings or attending an important lecture, here too they play an important role so that you do not
miss out on the important points. Many people do not have good listening skills as they do not pay much importance
to it. As a result, they find their attention wavering away easily from the current conversation.
So, how to improve listening skills?
Here are 2 simple exercises to improve listening skills:
1. Whenever you are listening to somebody speak, make it a habit to give oral acknowledgments like 'I see', 'I
understand' etc. And then occasionally summarize in your own words what you understood of whatever was
said by the other person. Summarizing the conversation in your own words every now and then, helps you in
two ways; first thing, it keeps you actively involved in the conversation thus preventing your attention from
wandering away, secondly, it can help in preventing any misunderstandings because if you understood
something incorrectly then the speaker can correct you when you are repeating in your words what he/she has
said.
2. Ask questions: Ask questions whenever you need clarification for anything or you do not properly understand
what was said. Asking questions can help keep the conversation alive, prevent misunderstandings, and also
help in developing your listening skills.
There are a lot of factors which affect how much attention we can pay to the other person. The main thing to remember
is that the more actively involved you are in a conversation, the easier it is to pay proper attention to it. You can be
actively involved in any conversation by asking relevant questions, discussing your own point of view on the topic,
acknowledging and summarizing in your own words etc. The main purpose of all good exercises is to develop in you
the active listening.
Article Source: http://EzineArticles.com/845402

33
BLOCK 1
Evaluation
Activity: 3
Product: Flipchart and evaluation
rubric.
Score:
Knowledge
Analyzes an article, prepares
and presents in teams a
flipchart to be presented to the
class.
Applies and uses his/her previous
knowledge to present the team’s
ideas orally.
Collaborates and shows positive
attitude when working in group
and is open to feedback.
Co-evaluation
C MC NC
Discuss the previous article and elaborate a map with the information provided in groups.
Use the template below or one of your own to create the map. Then, present it to the rest
of the class using a flipchart. Finally, evaluate a team your teacher will assign you with
the rubric on next page.
Activity: 3

34
Effective listener rubric
Superior
5
Advanced
4
Proficient
3
Needs
Improvement
2
Unacceptable
1
Listens
responsibly
Demonstrates
thorough
understanding of
content and a mature
acceptance of
speaker’s right to
express challenging
or new viewpoints.
Consistently
demonstrates active
listening skills.
Demonstrates
extensive
understanding of
content and
routinely
demonstrates
active listening
skills.
Demonstrates
satisfactory
understanding of
content and
usually
demonstrates
active listening
skills.
Demonstrates
some
understanding of
content and
occasionally
demonstrates
active listening
skills.
Demonstrates
very little
understanding of
content and rarely
demonstrates
active listening
skills.
Listens to
gain
information
Interprets meaning
from auditory input
and accurately
summarizes the main
ideas to be applied to
a specific purpose or
task.
Extracts
supporting ideas
as well as basic
information from
auditory input
and uses the
information for a
specific purpose
or task.
Extracts basic
information from
auditory input
and uses the
information for a
specific purpose
or task.
Extracts
information from a
variety of auditory
input, but misses
some key points
critical to the
specific purpose or
task.
Fails to extract
sufficient
information from
auditory input to
participate in the
specific purpose
or task.
Listens to
analyze
information
Extracts and analyzes
relevant information,
identifies speaker’s
purpose and point of
view, evaluates for
validity and clarity,
interprets auditory
subtleties and
applies the
information for a
specific purpose or
task.
Extracts and
interprets
relevant
information,
identifies
speaker’s
purpose and
point of view,
distinguishes
auditory
subtleties and
applies the
information for a
specific purpose
or task.
Extracts most
relevant
information,
usually identifies
speaker’s
purpose and
point of view,
recognizes
obvious auditory
subtleties uses
the information
gained to
adequately fulfill
the specific
purpose or task.
Extracts basic
information,
identifies speaker’s
purpose and point
of view with
assistance, misses
many auditory
subtleties and
some key points
necessary to
complete the
specific purpose or
task.
Fails to extract
information,
unable to identify
speaker’s
purpose and point
of view, shows
little or no
evidence of
understanding
differences in
information.
Virtually all
analysis offered is
unsuccessful or in
error.
Listens to
follow
directions
Always absorbs
multi-step
instructions,
anticipates and
makes inferences
from these
instructions and
draws logical
conclusions.
Consistently and
effectively
follows clear
multi-step
instructions;
seeks
clarifications
when necessary;
and anticipates
or makes
inferences from
these
instructions.
Usually follows
clear multi-step
instructions;
seeks
clarification
when needed;
and anticipates
or makes
inferences from
these
instructions.
Sometimes follows
clear multi-step
instructions, but
generally needs
instructions
repeated if they
have not been fully
understood and
only occasionally
anticipates or
makes inferences
from these
instructions.
Rarely follows
multi-step
instructions/ often
requires
assistance or
needs to have
them repeated
before attempting
to carry them out.
Total score

35
BLOCK 1
A good listener is not only popular everywhere, but after a while he knows something.
- Wilson Mizner.
Listening skills are a critically important part of successful communication.
Most days we spend a lot of our time talking and listening.
Improving listening skills will not only help you at school but it will most likely improve your
relationships, both familiar and friendly.
There is a big difference between listening and hearing.
In conversation, listening and hearing are related but also very different. Hearing is the
physical act of words being detected by your ears. Listening is making sense of those
words and understanding their meaning.
Listening is a skill that can be improved with practice and there are many rewards for
developing your ability to listen.
It is common to be engaged in a conversation where everyone is competing to share their ideas and to be heard.
Improving our listening skills will not only help us, but enable us to help others.
What are the benefits of being a good listener?
Good listening skills will improve your ability to develop relationships and make you more productive in practically
anything you do. The ability to listen and clearly understand will allow you to:
1. Develop relationships to a deeper level.
2. Understand what is expected of you - at school, home and with friends.
3. Be a better team player.
4. Be an effective problem solver.
5. Better support people who need your help.

36
Answer the following questionnaire.
1. Has anybody ever gotten mad at you because you weren't listening to him/her? What
happened?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
2. How does it feel when someone won’t listen to your ideas or opinions?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
3. What are some reasons why people don't listen?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
4. What's wrong with not listening when someone is talking to you?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
5. How can not listening create hard feelings between friends?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
6. Is there a difference between hearing and listening? What is the difference?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
7. Have you ever had a bad misunderstanding because you didn't listen carefully or because somebody didn't
listen carefully to you?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
8. How can listening carefully help friendship?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
9. When somebody is not listening to you, what can you do to get them to listen?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Activity: 4

37
BLOCK 1
Novice 2 / 0 Apprentice 3 / 2 Proficient 4 / 3 Distinguished 5 / 4
Content/Knowledge
Structure
No structure
Confusing
Limited
Lacks continuity
Lacks precision
Good
Precise
Concise
Framework is well defined
Excellent Linkage
Content/Knowledge
Research
No evidence
Limited
Research
undertaken
Well
Researched
Excellent research
Acknowledgements made
Verbal:
Voice
Poor usage
Needs extensive
work
Clarity needs
work
Clear tone, pitch
appropriate
Excellent pause, pitch, tone
and pace used to aid
understanding
Verbal:
Language
Inconsistent
Shows limited
consistency
Concise
Appropriate for
audience
Excellent articulation of ideas
Clever use of language
Non-verbal:
Body language
Poor
No eye contact
Needs work
Limited eye
contact
Good use Eye
contact used
Used to enhance
performance and purpose
Non-verbal:
Notes
Reads from
notes entirely
Relies heavily
on notes
Limited use of
notes for
prompts
Use notes effectively
Non-verbal:
Use of technology
Not used Limited use Appropriate use
Excellent use
Adds meaning to
presentation
Non-verbal:
Audience response
Disengaged
Limited
engagement
Engaged
Engaged
High/active participation
Total
Evaluation
Activity: 4
Product: Power point and evaluation
rubric.
Score:
Knowledge
Prepares and presents in teams
a power point presentation and
an oral production for class.
Applies and uses his/her knowledge
presented in an oral performance with
the team’s ideas.
team’s work and shows positive
attitude by listening and
delivering team’s ideas. Is open
to feedback.
Co-evaluation
C MC NC
Discuss the answers of the questionnaire in groups of five. Then, present an oral report
(2/3 minutes) using a power point presentation as resource about the text you previously
read, “Listening skills are a critically important part of successful communication”.
Remember to integrate your conclusions in the presentation besides the text information.
Evaluate the activity with the rubric provided. Your teacher will assign a team to evaluate
to your own team.

38
Listening is an active process involving three parts.
1) Hearing.
This is the physical aspect of your body receiving and interpreting sounds. You
may hear these words as part of a conversation "... so I recommend selling ..."
and yet have no idea what it is you are meant to sell. Hearing is critical to
listening, but it is only the first part.
2) Understanding.
This is where your brain processes the words that you hear and derives meaning from
them in the context of the entire conversation. Not only do you develop understanding
of what you are hearing, information is communicated to you at this stage. In the
above example, you may now be aware that the person is talking about the future
profitability of an investment choice and that she thinks that it is in your best interests
to sell now.
3) Response.
Once you understand what you are hearing, the last part is responding. Responding
in a conversation shows that you have heard what was said and that you
understand the intent of the speaker. Responding may involve making a decision to
act on the information you have understood and perhaps replying with your opinion
or comments. Continuing with the example, you may now be in a position to agree
with the other person and act on the advice to sell. You may disagree and enter into
further conversation to dig deeper into the reasons why she is recommending
selling.

39
BLOCK 1
Here are some benefits you can get from improving your listening skills.
Truly hearing and understanding what is being said around you can have profound consequences on your success,
not just at work, but at home and while you are out with friends.
Remember, being a good listener is often considered
more important than showing people that you know
how to speak.
Perhaps the most important reason is to be able to win
friends and influence people. Good listeners are rare.
Develop your skills and your value as a friend or work
colleague will increase. They will help you to be
considered a brilliant conversationalist.
Good listeners can avoid saying the wrong thing and
appearing to be tactless.
To help soften harsh feelings. The most expressive
critic can often be subdued by a patient listener.
Letting someone else "talk themselves out" can often
be the solution to an otherwise tense situation.
To better understand people feelings. Do this by
encouraging them to talk about themselves then listen,
really listen to what they have to say.
To increase the other person's confidence and level of
interest in you. To be interesting and attractive to
others, first try be interested in what they have to say.

40
Tips for improving listening skills.
Listen carefully so that you will be able to truly understand the message being spoken by the other person. Listening
carefully will let you understand and be able to evaluate the information you are hearing. Try these tips when listening:
•You can't hear if YOU do all the talking. Don't talk too much.
•Think about the topic in advance, if possible. Be prepared to listen.
•Listen with empathy. See the situation from the other's point of view. Try to put yourself
in their shoes.
Be mentally and physically prepared to listen. Put other thoughts
out of your mind. Your attention will be diverted from listening if you
try to think of answers in advance.
•Avoid stereotyping individuals by making assumptions about how you expect them to
act. This will bias your listening.
•Listen to how something is said. Be alert for what is left unsaid.
•Make certain everyone involved gets an opportunity to voice their opinions. If you can
pull it off, don't let one person dominate the conversation. Ask questions that will involve
the quiet ones.
•Face those you are talking with, lean slightly forward, and make eye contact. Use body
to show your interest, concern.
Be courteous; don't interrupt. Take notes if you worry about
forgetting a particular point.

41
BLOCK 1
Novice 2 / 0 Apprentice 3 / 2 Proficient 4 / 3 Distinguished 5 / 4
Content/Knowledge
Structure
No structure
Confusing
Limited
Lacks continuity
Lacks precision
Good
Precise
Concise
Framework is well defined
Excellent Linkage
Content/Knowledge
Research
No evidence
Limited
Research
undertaken
Well Researched
Excellent research
Acknowledgements made
Verbal:
Voice
Poor usage
Needs
extensive work
Clarity needs
work
Clear tone, pitch
appropriate
Excellent pause, pitch, tone
and pace used to aid
understanding
Verbal:
Language
Inconsistent
Shows limited
consistency
Concise
Appropriate for
audience
Excellent articulation of ideas
Clever use of language
Non-verbal:
Body language
Poor
No eye contact
Needs work
Limited eye
contact
Good use Eye
contact used
Used to enhance performance
and purpose
Non-verbal:
Notes
Reads from
notes entirely
Relies heavily on
notes
Limited use of
notes for
prompts
Use notes effectively
Non-verbal:
Use of technology
Not used Limited use Appropriate use
Excellent use
Adds meaning to presentation
Non-verbal:
Audience response
Disengaged
Limited
engagement
Engaged
Engaged
High/active participation
Total
Evaluation
Activity: 5
Product: Power point or mind map
and evaluation rubric.
Score:
Knowledge
Analyzes, prepares and
presents a power point or a flip
chart and an oral presentation
for the class.
to present a product, orally in groups.
Collaborates and shows positive
Co-evaluation
C MC NC
In teams of four analyze all information you read on pages 30, 31 and 32 and come up
with main points and conclusions. Then, with the gathered information, elaborate an oral
report (2/3 minutes) using a power point presentation or a mind map on a flipchart.
Finally, present the product to your class and evaluate a team your teacher will assign
you with the rubric provided below. Be opened to feedback!
Activity: 5

42
Discussion article: “What are the keys to being a good listener?”
Listening is an activity that requires practice and concentration. Build up your listening skills be practicing each of these
components to listening.
1) Maintain eye contact and show you are interested in the conversation.
Looking out the window or playing with your hair can give the impression
that your mind is drifting away. Sit or stand reasonably still as fidgeting
is often taken as a sign of boredom or that you are bursting to "tell"
your side of the story.
2) Actually listen. Don't start thinking about your answer or
response to what you are hearing. Listen with the intention of
understanding.
3) Show your understanding of the speakers feelings with
appropriate physical gestures, for example, smile and laugh at funny
things, nod your head when you agree.
4) Don't interrupt the speaker, unless there is a piece of space junk coming right at her. Let the speaker finish what
they have to say. This does not always work as some speakers seem to lose all sense of time when they are talking
about matters close to their heart.
5) Use your body language to encourage the speaker, for example, lean toward the speaker to show her that you
want to hear more.
6) Take note of body language and facial gestures as what is not being said is often just as important as what is
being said.
7) Concentrate. Keep your mind focused on what is being said. If time is passing along and you are getting tired from
lack of movement, shift your position but keep tip #5 in mind when you do.
8) Respond by asking questions about the topic being discussed or by adding something to the discussion - if you
have a few more minutes, I invite you to read about additional listening skills or advanced skills.

43
BLOCK 1
Criteria
Does not
Meet
Meets
1 2 3 4 5
My team’s flipchart is concept specific and aligned with my subject standards.
My team’s flipchart is content related.
We have added a description and key words in the Flipchart
We have a Title with our names, the school, and lesson’s objectives.
We have made a synopsis the articles concept(s) before activity.
We have used notes to provide directions that require additional instruction.
Our flipchart is our original work and does have other team’s information.
The duration of our flipchart’s explanation does not exceed one period or session.
We have integrated multiple things in our flipchart.
We have proofed and edited for accuracy, appropriate grammar, and correct spelling.
Evaluation
Activity: 6
Product: Flipchart and evaluation
rubric.
Score:
Knowledge
Analyzes and orders
information to present it orally
to class. Prepares in teams a
flip chart to be presented in
class.
to present ideas in group orally, using
a flipchart.
team’s work. Shows positive
Co-evaluation
C MC NC
Discuss the previous article in teams of four and create a flipchart with the main ideas.
Present it to class and then evaluate a team your teacher will assign you with the rubric
provided below.
Activity: 6

44
The definition of listening skills.
By Lesley Barker, eHow Contributor.
Updated: February 09, 2011.
The Definition of Listening Skills thumbnail Communication is key to a healthy relationship.
To keep a relationship healthy, there has to be good communication. It doesn't matter if
the relationship is with an intimate, casual or business partner. The best way to be a
great communicator is to be a really good listener. This makes people feel respected
as well as understood.
I. Identification:
Listening skills are essential in the school, the family and the community at large. Careers in communications,
management, planning, sales, to name a few, rely on good listening skills. Listening, however, is more than just being
able to hear and understand what someone else says. Listening skills involve etiquette, asking for clarification, showing
empathy and providing an appropriate response.
II. Body Language:
Good listening skills include using body language that empowers the speaker. You should make eye contact with the
speaker. In a large auditorium or in a classroom, this means keeping your eyes looking at the speaker, not down or
gazing at some daydream. Keep your hands down, not folded across your chest. Sit up and look alert.
III. Respect:
People who have good listening skills show respect to the speaker by not interrupting him while he is talking. Even if
the speaker stutters or is slow to speak or select his words, being patient and restraining yourself from finishing his
sentences is a mark of a good listener.
IV. Comprehension:
Good listening skills depend on good comprehension. Demonstrate that you understand by restating what you think
you have heard. Then ask if you, in fact, did hear correctly. Ask questions that request specific clarification on points
that you are unsure about. Be cognizant of the length of time that you speak, making sure not to dominate or usurp the
conversation.
V. Response:
Good listening skills are measured by the response of the listener.
First, the response should validate the speaker with etiquette and
empathy. Next, it should show that the listener understands the
message. When the message has been adequately delivered and
received, the result should be an action or statement that
demonstrates that there has been a transaction between the
speaker and the listener.
Read more: The Definition of Listening Skills | eHow.com
http://www.ehow.com/about_5127470_definition-listening-
skills.html#ixzz1JK6H6Lra

45
BLOCK 1
Write your notes about the fist video.
Write your notes about the second video.
Watch the videos provided attentively and analyze the information about listening skills.
Then, follow the next steps to complete the activity.
a) In teams of four, discuss the situation of both videos.
b) Write your notes in the boxes provided.
c) Identify listening skills.
d) Create a role play emphasizing good and bad listening skills.
e) Present your role play to class and receive feedback
f) Evaluate a team assigned by your teacher with the rubric below.
Activity: 7

46
Role play rubric.
Criteria 4 Excellent 3 Proficient 2 Adequate 1 Limited
Participation in
Preparation and
Presentation
Always willing and
focused during group
work and
presentation.
Usually willing and
work and
presentation.
Sometimes willing
and focused during
group work and
presentation.
Rarely willing and
work and
presentation.
Presentation of
Character
Convincing
communication of
character’s feelings,
situation and motives.
Competent
communication of
situations and
motives.
Adequate
communication of
Limited
communication of
Achievement of
Purpose
Purpose is clearly
established and
effectively sustained.
Purpose is clearly
established and
generally sustained.
Purpose is
established but may
not be sustained.
Purpose is vaguely
established and may
not be sustained.
Use of Non-
Verbal Cues
(voice, gestures,
eye contact,
props, costumes)
Impressive variety of
non-verbal cues are
used in an exemplary
way.
Good variety of non-
verbal cues are used
in a competent way.
Satisfactory variety of
non-verbal cues used
in an acceptable way.
Limited variety of non-
verbal cues are used
in a developing way.
Imagination and
Creativity
Choices demonstrate
insight and powerfully
enhance role play.
Choices demonstrate
thoughtfulness and
completely enhance
role play.
Choices demonstrate
awareness and
developing
acceptably enhance
role play.
Choices demonstrate
little awareness and
do little to enhance
role play.
Evaluation
Activity: 7
Product: Video analysis, role play and
evaluation rubric.
Score:
Knowledge
Analyses videos and identifies
information about listening
skills. Creates a role play for the
class.
Applies and uses his/her knowledge,
to create a role play and present it to
class using information from videos.
Evaluates it with the rubric.
Collaborates, appreciates and
shows positive attitude when
working in groups and is
opened to feedback. Acts as a
team evaluating with the rubric.
Co-evaluation
C MC NC

47
BLOCK 1
English is everywhere! Where can we find it?
Can you find all the hidden words in this word search puzzle?
Words can go from left to right, from right to left, up or down. Good luck!
Songs Internet Films
BooksDictionaries Comics Posters
Signs Magazines TV programs

48
Closing Activity
Get together in groups of five or six and discuss of any time in your life you needed
someone to listen up to you. At the end, answer the following questions individually.
Who did you choose to talk to? ______________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Why did you choose this person? ____________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
What qualities did this person have that made him/her a good listener? ____________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
One of the members of the team should write all answers of previous questions on a flipchart. Be sure the final list
looks something like the following list:
a) Was patient, didn't rush me.
b) Let me talk, did not interrupt.
c) I know he or she would not gossip and would be confidential.
d) Was not judgmental.
e) Was calm, warm (body language, tone of voice).
f) I could trust the person.
g) Made good eye contact with me.
h) Nodded his or her head when I was talking.
i) Understood my feelings (i.e., "It sounds like you are feeling worried.").
j) Made sure he or she understood what I was saying by repeating back or summarizing what I said (i.e., "So let
me see if I understand. Your friend said she would call you back, but it's been three days and you haven't
heard from her.").
How did it feel to be listened to? _____________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Have you ever had an experience when you wanted to be listened to, but the other person was not a good
listener? __________ how did that feel? _______________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Activity: 8

49
BLOCK 1
What did that person do that made him or her a bad listener? ________________________________
_____________________________________________________________________________________
One of the members of the team should write all answers of previous questions on a different flipchart. Be sure
the final list looks something like the following list:
a) Interrupted, did not let me talk.
b) Used uninviting body language (harsh tone of voice, closed body posture, no eye contact).
c) Laughed at me.
d) Minimized what I was saying "All kids go through this. It's nothing to worry about." Or "You are only a teenager.
How stressful can your problems be?".
e) Advised or told me what to do without listening to me — "If I were you, I would …"
f) Put me down, insulted me "That's a stupid idea."
Why is it sometimes difficult for people to be good listeners? _____________________________________________
_________________________________________________________________________________________________
What are some possible barriers to listening? Some possible responses are:
a) Don't know how to listen
b) Don't have time to listen
c) Not understanding someone because of language, unclear messages, crying, etc.
d) Feeling tired or sick
e) Feeling distracted by other problems on his/her mind or by things going on in the background like a phone
ringing, baby crying, etc.
f) Wanting to "solve" the problem in order to be helpful
g) Wanting to redirect conversation about him/herself instead of staying focused on the person talking and
his/her story
Do you think people are always good listeners? ________________________________________________________
Why or why not? ___________________________________________________________________________________
_________________________________________________________________________________________________
Remember how important body language is to become a good listener. Body language includes body
movements, facial expressions, tone of voice and gestures. Making eye contact and facing your friend shows
them you are interested and paying attention. Some psychologists believe that 80% of what a person
communicates is through his or her body language rather than the words that come out of his or her mouth!
What do you think about this paragraph? Write your team’s conclusion here: _______________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

50
Self-Evaluation Rating Scale.
(9–10)
always
focused;
highly
motivated;
cooperated
with everyone
(7–8)
quite well
focused;
motivated to
do well;
cooperated
most of the
time
(4–6)
sometimes off
task; not
overly
motivated;
trouble
cooperating
some of the
time
(1–3)
often off-
task; very
little effort;
highly
uncooper
ative with
others
1. I helped the group review its task.
2. I contributed relevant ideas.
3. I stayed on topic.
4. I listened carefully to other group members’
ideas.
5. I was open-minded about different
interpretations.
6. I encouraged participation from all group
members.
7. I shared materials with my group.
8. I helped the group stay on task.
9. I contributed to questions asked of the group.
10. I did my share of the work to complete the
task.
11. I used my strengths to enhance the task.
12. I am proud of my contribution to the task.
13. My best contribution to the task was, because.
14. Write, two ways in which you will improve your performance.
Evaluate both flipcharts and those of a group your teacher will assign you
using the evaluation rubric below. Then, report your results, experiences
and comments to your teacher.

51
BLOCK 1
Group Work Rating Scale.
1. We clearly understood the task. always often sometimes rarely
2. We shared ideas openly always often sometimes rarely
3. We listened respectfully to each other’s ideas. always often sometimes rarely
4. We encouraged each other. always often sometimes rarely
5. We were motivated to do our best. always often sometimes rarely
6. We divided the workload fairly. always often sometimes rarely
7. We were on task during class preparation time. always often sometimes rarely
8. We worked out differences of opinion in an appropriate manner. always often sometimes rarely
9. We learned something meaningful during this task. always often sometimes rarely
10. We are proud of the outcome of this task. always often sometimes rarely
Evaluate each member of your team honestly based on the following criteria:
EFFORT (motivated to do well at task).
COOPERATION (shared workload, accepted suggestions).
ON TASK (stayed focused without reminders).
SUPPORTIVE (helped and encouraged other group members).
Name Mark Comment/Reason
(me)
Evaluation Scale (give each group member a mark out of ten):
(9–10) Always focused; highly motivated; cooperated with everyone.
(7–8) Quite well focused; motivated to do well; cooperated most of the time.
(4–6) Sometimes off task; not overly motivated; trouble cooperating some of the time.
(1–3) Often off-task; very little effort; highly uncooperative with others.
Evaluation
Activity: 8
Product: Questionnaire, flipcharts and
evaluation rubrics.
Score:
Knowledge
Identifies, analyzes and
restructures the elements
presented on the activity while
discussing in groups.
Applies his/her knowledge to answer
a questionnaire and elaborates a
flipchart to present it in class.
Prepares, analyses, and discusses
information from the questionnaire.
Prepares a flipchart for the class then
evaluates using rubrics.
Appreciates work and shows
positive attitude when listening
to their classmates. Shows
responsibility delivering the
products in a timely manner.
Co-evaluation
C MC NC

52

Tiempo asignado: 15 horas
Identifying types of speech.
Competencias profesionales:
1. Realiza comprensión oral y auditiva de diversos tipos de texto en otro idioma.
2. Realiza compresión escrita y de lectura de diversos tipos de texto en otro idioma.
3. Realiza expresión o producto oral en otro idioma.
4. Realiza interacción oral en otro idioma.
5. Realiza expresión o producción escrita de diversos tipos de texto en otro idioma.
Unidad de competencia:
Produce y se comunica de manera oral a través de la representación de diálogos o discursos sencillos en distingos
contextos.
Atributos a desarrollar en el bloque:
4.1 Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o gráficas.
4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se
encuentra y los objetivos que persigue.
4.3 Identifica las ideas claves en un texto o discurso oral e infiere conclusiones a partir de ellas.
4.4 Se comunica en una segunda lengua en situaciones cotidianas.
4.5 Maneja las tecnologías de la información y la comunicación para obtener información y expresar ideas.
6.4 Estructura ideas y argumentos de manera clara, coherente y sintética.
7.1 Define metas y da seguimiento a sus procesos de construcción de conocimiento.
8.2 Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva.
10.3 Asume que el respeto de las diferencias es el principio de integración y de convivencia de los contextos loca,
nacional e internacional.

54
IDENTIFYING TYPES OF SPEECH
Demonstrative speech/process speech or dialogue.
Start Up Activity
Evaluation
Activity: 1
Product: Discussion and flip chart
with conclusions.
Score:
Knowledge
Identifies the main idea in a
simple short text and
communicates it consistently
following steps.
Determines and applies previous
knowledge to identify the main idea
in a texts, conversation or speech.
made by the teacher and
classmates.
Co-evaluation
C MC NC
1. Read the following text in teams of four.
If you think of the English courses that as a student you’ve been required to take, for sure many of
those sessions have developed some skills that have established most of your communication
skills. On this Module we’ll focus essentially on one of the skills that should have been developed
in those courses: your Oral skill (Interpersonal Communication and Public Speaking). Not only
does this skill meet requirements, but it also molds you as a learner into well-rounded individuals
providing the assistance needed for life.
All of you should also acquire in order to have "the four English skills and necessary knowledge to be educated
individuals, life-long learners, and responsible citizens" as part of these capabilities for communication, the
opportunity to be able to:
 Organize and express ideas clearly and appropriately.
 Control standard use of written and oral communication.
 Appreciate alternative forms of expression, including art, dance, music, and literature.
 Distinguish between the medium and the message.
 Listen, observe, interpret, and understand others.
Now, if you think you are struggling as a student you’ll need:
• Encouragement and explicit instruction to develop your strengths and concentrate on your needs.
• A safe and encouraging environment to practice oral skills, especially if English is not your first language.
• Extra practice, a peer to work with, and support from the teacher before presenting.
• Don’t forget that well-chosen partners or team members will help you a lot; get together with students who
can model knowledge, skills and strategies at a level that is accessible and not intimidating.
2. Identify the main idea of the text. Write it here.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
3. Discuss the text with your team your teacher will check if you understood the text.
4. The team assigns a member to present the conclusions orally using a flipchart of all team ideas.
Activity: 1

55
BLOCK 2
Attach draw here.
Skills for Life.
Do you think a course in speech communication is needed as high school students? Would it be
useful to have one? The communication skills learned in the basic communication courses are skills
necessary for life. Pay attention to the graphic about the skills and qualities employers are looking
for in job candidates.
Employers rate new-hire skills.
Source: Job Outlook 2000, National Association of Colleges and Employers.
What’s more, these same employers rated communication skills as the #1 personal quality looked for in job
candidates. In addition, teamwork skills, leadership skills, and interpersonal skills all made it into the top
10.Regardless of your major or career choice, today's organizations are looking for people who can listen, write,
persuade others, demonstrate interpersonal skills, gather information, and exhibit well-developed communication
abilities. Taking a basic course in communication is the first step in making yourself more marketable in the
workplace.
Product and evaluation:
1. In pairs, discuss this paragraph and share your ideas with your classmates.
2. Make a drawing where you must represent the pair discussion.
3. Present and explain the drawing to the class.
4. Each pair will be evaluated with the rubric presented in the module by other classmates.
5. Your teacher will assign you a pair to do the assessment.
Activity: 2

56
IDENTIFYING TYPES OF SPEECH
Assessment Rubric for Drawing.
Performance
Indicator
1 2 3 4
Creativity and
Originality
Drawing is finished
but provides no
evidence of creativity
or originality or
relation with the
subject.
Drawing includes an
idea about the
subject, but lacks
originality and may
have imitated
someone else’s plan.
Drawing includes
some unique ideas
about the subject and
several resources
were used.
Drawing includes many
unique ideas and creative
use of resources
It has ideal administration
of the topic.
Effort and
Perseverance
Drawing is
incomplete.
Drawing is completed
with minimal effort,
work is somewhat
careless.
Drawing is complete
with good effort,
meeting all
requirements.
Drawing is complete with
substantial evidence of
effort, beyond what was
required.
Concept
Understanding
Drawing was created
but does not
describe the subject
at all.
Drawing was created
but it is unclear what
the subject is or why
is the idea presented
in such form.
Drawing was created
to honor the subject
and is presented on a
clear form.
Drawing was obviously
planned and created
based on the subject and
presents clear and
creative contributions to
the topic.
Total points
Evaluation
Activity: 2 Product: Drawing and rubric. Score:
Knowledge
Revises and practices reading.
Recognizes from the text the
main idea and uses it on a
dialogues or speech.
Applies his or her knowledge to
present in a drawing and in an oral
form his or her own ideas.
when drawing and presenting
ideas. He or She is opened to
feedback.
Auto-evaluation
C MC NC

57
BLOCK 2
In teams of three, take time to be the leader of the group and one by one
guides the activity of “peeling an orange”. You must explain the other two
members how to peel it but without talking; you can only use sign
language and body language.
Analysis:
Where you able to understand correctly your classmate’s demonstration?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Was the communication using signs or body language easy to organize?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Was the communication using signs or body language easy to follow?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
What was the hardest part?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Why?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
The team reads the following text.
Activity: 3

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