Here are the key details from each paragraph:
Paragraph 1:
- The Guinness Book of Records started as a book with answers to questions people found difficult.
- Sir Hugh Beaver came up with the idea to make a book with these answers.
- The first book was published in 1951 and became very .
Paragraph 2:
- Guinness representatives contact people around the world about their amazing events and facts.
- They determine claims to be the fastest, highest, etc.
Paragraph 3:
- Guinness receives thousands of applications each year.
- teams verify the records and them.
- The process is and has authorization and publicity.
Paragraph 4:
- Not all
Karana was stranded alone on an island off the coast of California. She had to learn to survive in the wilderness without tools or other people. Some of the challenges she faced were finding food, building shelter, and keeping wild animals from stealing her stored supplies. To protect her food, she built a fence using strong seal sinew instead of kelp, since animals would gnaw through kelp. The passage discusses Karana's struggles and resourcefulness in overcoming challenges to survive alone in the wilderness.
Reading Street - Unit 1 - Week 2 Powerpointbkmeyers
1) The document provides an overview of lesson plans and activities for a unit on how nature can challenge us, focusing on the story Thunder Rose.
2) It includes plans for building oral language and vocabulary, reading comprehension, word analysis, research on natural disasters, and centers focusing on spelling, conventions, and vocabulary.
3) The lessons aim to teach students about challenges posed by nature like tornadoes, snow, ice, and wildfires through class discussions, reading, research, and creative activities like telling tall tales.
Reading Street Unit 1- Week 5 Teacher Power Pointbkmeyers
This document provides a lesson plan for a unit on immigration. It includes daily activities focused on developing oral language skills and content knowledge about the challenges immigrants face in a new country. Each day covers vocabulary, reading comprehension strategies, and spelling/writing conventions. Students discuss immigrant experiences, vocabulary words, and passages about Ellis Island. The goal is for students to understand the hardships of immigrating and establishing new lives in a foreign land.
This document provides a lesson plan for a unit on immigration. It includes daily activities focused on developing oral language skills and content knowledge about the challenges immigrants face in a new country. Each day covers vocabulary, reading comprehension strategies, and spelling/grammar practice. Students learn about immigration through Ellis Island, discussions, videos and the story "Ten Mile Day" about building the transcontinental railroad.
Reading Street - Unit 1 - Week 4 Powerpointbkmeyers
This document provides lesson materials for a unit on Satchel Paige, including comprehension questions, vocabulary words, and discussion prompts. It introduces Satchel Paige and some of the challenges he faced as an African American baseball player. Key points covered include defining vocabulary words like "barrier" and "hostility," discussing how people overcome challenges through traits like ambition and discipline, and summarizing parts of Paige's biography. The document guides students through various reading comprehension and language arts activities related to Satchel Paige's life and career.
Reading Street - Unit 1 - Week 1 Powerpointbkmeyers
This document provides an overview of the content and activities for a 5-day unit on the book The Red Kayak. Each day focuses on building vocabulary around the theme of courage, discussing the story through a concept map and comprehension questions, and practicing spelling, grammar, and other literacy skills. Day 1 introduces the vocabulary word "courage" and has students start a concept map. Day 2 continues exploring courage and building the concept map. Day 3 reviews famous failures that showed courage. Day 4 relates the story to social studies concepts. Day 5 reviews the key concepts from the unit.
This document provides listening and reading comprehension tips for the TOEFL ITP exam. It offers several strategies for listening such as reading questions before the recording, listening for signal words, and determining a conversation's purpose. It also gives tips for the reading section like skills assessed in questions, sample questions, and online practice resources. Structured writing tips are presented including skills like subject-verb agreement, parallel structure, and pronoun reference. The document aims to help exam takers improve their TOEFL test-taking skills.
Best practices in Co-Teaching - WorkdaySpiro Bolos
This document outlines an agenda for a co-teaching workshop. It includes an introduction, a review of co-teaching approaches, lunch, sessions on visual and language strategies, and time for application and reflection. During the language strategies session, various techniques are presented to help students develop vocabulary, summarize information, and connect new concepts to prior knowledge across disciplines. These include methods like concept circles, word sorts, and the SOMEONE WANTS BUT SO framework.
Karana was stranded alone on an island off the coast of California. She had to learn to survive in the wilderness without tools or other people. Some of the challenges she faced were finding food, building shelter, and keeping wild animals from stealing her stored supplies. To protect her food, she built a fence using strong seal sinew instead of kelp, since animals would gnaw through kelp. The passage discusses Karana's struggles and resourcefulness in overcoming challenges to survive alone in the wilderness.
Reading Street - Unit 1 - Week 2 Powerpointbkmeyers
1) The document provides an overview of lesson plans and activities for a unit on how nature can challenge us, focusing on the story Thunder Rose.
2) It includes plans for building oral language and vocabulary, reading comprehension, word analysis, research on natural disasters, and centers focusing on spelling, conventions, and vocabulary.
3) The lessons aim to teach students about challenges posed by nature like tornadoes, snow, ice, and wildfires through class discussions, reading, research, and creative activities like telling tall tales.
Reading Street Unit 1- Week 5 Teacher Power Pointbkmeyers
This document provides a lesson plan for a unit on immigration. It includes daily activities focused on developing oral language skills and content knowledge about the challenges immigrants face in a new country. Each day covers vocabulary, reading comprehension strategies, and spelling/writing conventions. Students discuss immigrant experiences, vocabulary words, and passages about Ellis Island. The goal is for students to understand the hardships of immigrating and establishing new lives in a foreign land.
This document provides a lesson plan for a unit on immigration. It includes daily activities focused on developing oral language skills and content knowledge about the challenges immigrants face in a new country. Each day covers vocabulary, reading comprehension strategies, and spelling/grammar practice. Students learn about immigration through Ellis Island, discussions, videos and the story "Ten Mile Day" about building the transcontinental railroad.
Reading Street - Unit 1 - Week 4 Powerpointbkmeyers
This document provides lesson materials for a unit on Satchel Paige, including comprehension questions, vocabulary words, and discussion prompts. It introduces Satchel Paige and some of the challenges he faced as an African American baseball player. Key points covered include defining vocabulary words like "barrier" and "hostility," discussing how people overcome challenges through traits like ambition and discipline, and summarizing parts of Paige's biography. The document guides students through various reading comprehension and language arts activities related to Satchel Paige's life and career.
Reading Street - Unit 1 - Week 1 Powerpointbkmeyers
This document provides an overview of the content and activities for a 5-day unit on the book The Red Kayak. Each day focuses on building vocabulary around the theme of courage, discussing the story through a concept map and comprehension questions, and practicing spelling, grammar, and other literacy skills. Day 1 introduces the vocabulary word "courage" and has students start a concept map. Day 2 continues exploring courage and building the concept map. Day 3 reviews famous failures that showed courage. Day 4 relates the story to social studies concepts. Day 5 reviews the key concepts from the unit.
This document provides listening and reading comprehension tips for the TOEFL ITP exam. It offers several strategies for listening such as reading questions before the recording, listening for signal words, and determining a conversation's purpose. It also gives tips for the reading section like skills assessed in questions, sample questions, and online practice resources. Structured writing tips are presented including skills like subject-verb agreement, parallel structure, and pronoun reference. The document aims to help exam takers improve their TOEFL test-taking skills.
Best practices in Co-Teaching - WorkdaySpiro Bolos
This document outlines an agenda for a co-teaching workshop. It includes an introduction, a review of co-teaching approaches, lunch, sessions on visual and language strategies, and time for application and reflection. During the language strategies session, various techniques are presented to help students develop vocabulary, summarize information, and connect new concepts to prior knowledge across disciplines. These include methods like concept circles, word sorts, and the SOMEONE WANTS BUT SO framework.
Teacher training workshop for English teachers featuring lots of tips and practical ideas on how to use educational technology #EdTech to teach current events in the #ESL classroom.
This document provides a lesson plan on vocabulary words that will be encountered in the novel "Island of the Blue Dolphins". The lesson plan includes standards, an overview describing how vocabulary will be taught and differentiated for different students, and a review of the vocabulary words. Pictures are provided to help illustrate each word's meaning. The vocabulary words include: headland, companions, pursued, lessened, bow, seeping, lacking, fiber, idly, dozed, tides, and sandspit. References are listed at the end.
This document outlines a presentation on teaching nonfiction reading. It begins by defining goals such as exploring strategies for pairing nonfiction and fiction texts and brainstorming how to integrate nonfiction into existing fiction units. It then discusses defining nonfiction, reviewing Common Core standards, and the importance of teaching nonfiction to prepare students for college and careers. Various nonfiction text types and mediums are presented. Strategies like the before-during-after approach and pairing fiction with nonfiction texts on similar themes are explored as ways to teach nonfiction.
This document provides an overview of lesson plans and activities for a week of instruction related to the story "The Ch'i-lin Purse". It includes:
1) Daily lessons that involve reading passages from the story, discussing vocabulary words, completing comprehension questions and activities, and practicing language conventions.
2) Lessons focus on comprehension skills like compare and contrast, identifying symbols, analyzing suffixes, and determining word meanings from Greek and Latin roots.
3) The week culminates in a review of these skills and concepts, and a weekly test and spelling test.
The document outlines the daily schedule and lessons to guide a week of instruction centered around the themes and skills presented in the story "The Ch
Twwl to improve the quality of our creative writing for language paper 1 q5 2mrbunkeredu
The document provides guidance and examples for a creative writing exam question. It includes:
- Examples of exam questions that require either describing a picture or writing a story opening.
- Tips for writing creatively such as using senses, varied vocabulary, proper spelling and punctuation, and organized paragraphs.
- Reminders about timing, planning, and checking work before the end of the exam.
- A word bank and sentence starters to help generate creative writing for the assigned task.
This document provides lessons and tasks related to discovering personal challenges. It includes:
1) Tasks that ask students to identify phrases, remember challenges they faced, watch a video and answer questions about challenges, and think about how oral reports are used and organized.
2) A reading about Daedalus and Icarus with comprehension questions about the myth. Students are asked to identify challenges the characters faced and compare them to their own.
3) Follow-up tasks that require students to analyze the myth further through timelines, illustrations, agreeing or disagreeing with statements and more close reading.
The document aims to help students discover personal challenges through examining a Greek myth and comparing the trials of the characters
This document provides materials for a lesson on the natural resources of Africa. It includes an introduction noting Africa's diversity in natural resources. Students will analyze charts showing the major natural resources produced in different African countries. They will also complete a case study on conflict diamonds in Africa, including reading a text and creating concept maps. The lesson aims to teach students about Africa's natural resource diversity and the relationship between conflict diamonds and civil wars in some African nations.
A Long Way Gone: Memoirs of a Boy Soldierrachelkcole
This document provides materials for a lesson on conflict diamonds and child soldiers in Sierra Leone. Students will analyze how natural resources impacted Sierra Leone's prosperity and their own role in the conflict diamond issue. The lesson includes tasks to understand global citizenship, examines images and a map related to conflict diamonds, discusses the memoir A Long Way Gone about a boy soldier, and considers current international efforts and individual actions to address the problems. Students can choose to create a rap/poem, write a letter, or conduct research on conflict diamond sales.
This document provides instructions and prompts for student journals to be completed during the first 9 weeks of school. It explains that journals will be completed during the first 5 minutes of each class and are worth 100 points each semester. Entries must be at least 3/4 of a page long and include the journal number, date, and title in the top corner. Some entries may include a practice multiple choice question. The document then provides examples of 15 journal entry prompts focused on goal setting, organization, open response practice, parts of speech review, and more.
This document provides information and instructions for a lesson on conflict diamonds in Sierra Leone. It begins with key objectives of analyzing natural resources and their role in a country's prosperity. Students will take notes in their interactive notebooks on conflict diamonds and watch a documentary on the topic. They will then have a choice of assignments, such as writing a rap or poem about conflict diamonds or conducting research on whether Dubai stores sell conflict diamonds. The goal is for students to understand how diamonds have impacted Sierra Leone and be engaged global citizens.
This document discusses strategies for effective reading instruction. It begins by outlining the stages of a typical reading lesson as pre-reading, while-reading, and post-reading. Several vocabulary development strategies are then described, including concept definition mapping, semantic feature analysis grids, and Frayer models. Comprehension strategies like directed reading-thinking activity, anticipation guides, story maps, and comparing/contrasting are also outlined. The document concludes by matching these strategies to the appropriate stages of reading instruction.
This document discusses the history and techniques of reading. It covers:
- The origins of written language in hieroglyphics in ancient Egypt and logographs in Sumer over 5000 years ago.
- How reading has evolved from early writing systems to modern reading of English texts using the alphabet and punctuation.
- Different approaches to academic reading such as skimming, scanning, intensive reading, and extensive reading.
- Popular techniques for effective reading like SQ3R and note-taking methods including the Cornell Method, outlining, mind mapping, charting, and the sentence method.
This document provides an overview of stances, signposts, and strategies for reading and comprehending nonfiction texts. It introduces the concept of adopting a questioning stance by asking what surprised the reader, what the author assumed they already knew, and what challenged, changed or confirmed their existing knowledge. Signposts like contrasts, extreme language, numbers, quotes and unknown words are identified. Fix-up strategies like possible sentences, KWL charts, genre reformulation and posters are presented to help students comprehend difficult texts. The workshop aims to give teachers tools to help students actively read and think critically about nonfiction on their own.
This slide show looks at teaching language in order to teach subject content using CLIL methodology. It also includes preparation for a CLIL science lesson for primary school.
This document discusses using concept-based teaching and technology to teach about literature and concepts like change within ecosystems. It provides examples of how teachers can develop concept maps to explore concepts within novels and use tools like podcasts, photo journals, and vodcasts to demonstrate student understanding. Students might analyze how the main character and setting change in a book about Japanese internment during WWII or explore how changes in weather patterns can alter landforms. Vocabulary and group presentations are used to solidify understanding of key concepts.
This document provides guidance on effective note-taking techniques. It emphasizes that note-taking promotes active listening, provides an accurate record of information, and helps with learning. Good notes are organized, distinguish main points from details, include examples, and allow for self-testing. The document recommends listening for key words and main ideas, abbreviating when possible, focusing on concepts not verbatim text, and reviewing notes after class. Effective note-taking is a skill that improves with regular practice.
This document provides guidance on effective note-taking strategies for academic success. It emphasizes that note-taking promotes active listening, provides an accurate record of information, and helps with learning and studying. Good notes are organized, distinguish main points from details, include examples, and allow for self-testing. The document recommends listening for key words and main ideas, abbreviating when possible, and reviewing notes after class. Effective note-taking requires practice and developing a system that works for the individual note-taker.
The document discusses implementing a "metacurriculum" to promote deeper levels of understanding in middle years students through thinking moves, routines, and professional learning for teachers on developing critical thinking skills while engaging parents through information forums. Context is provided on the school's early, middle, and later years as well as examples of thinking routines and moves to cultivate intellectual passions and transfer of learning.
This document discusses Content and Language Integrated Learning (CLIL) and summarizes Jim Cummins' theories of BICS and CALP. It begins by explaining that BICS refers to basic interpersonal communication skills needed for everyday social interactions, while CALP involves more advanced cognitive academic language needed for learning subjects in school. Next, it provides examples of language used for different subject areas like science, math, and history. Finally, it outlines the four stages of a sample CLIL science lesson on the life cycle of frogs, emphasizing vocabulary development, sequencing, and using activities to reinforce communicative skills.
Cohesive devices are linguistic elements like words or phrases that link different parts of a text together and help achieve unity. They show relationships between sentences like addition, contrast, comparison, sequence, and consequence. Common cohesive devices include conjunctions, pronouns, and lexical repetition. Cohesive devices help texts hang together as a coherent whole and improve readability and comprehension.
This document provides an overview of English comprehension and composition skills, including reading comprehension, essay writing, and paragraph writing. It discusses four language skills - listening, speaking, reading, and writing. It defines different types of reading like skimming, scanning, intensive reading, and extensive reading. It also explains the process of writing an essay, including choosing a topic, outlining, writing a thesis statement, writing the introduction, body, and conclusion. Finally, it discusses what a paragraph is and provides examples of topic sentences, supporting details, and concluding sentences.
Teacher training workshop for English teachers featuring lots of tips and practical ideas on how to use educational technology #EdTech to teach current events in the #ESL classroom.
This document provides a lesson plan on vocabulary words that will be encountered in the novel "Island of the Blue Dolphins". The lesson plan includes standards, an overview describing how vocabulary will be taught and differentiated for different students, and a review of the vocabulary words. Pictures are provided to help illustrate each word's meaning. The vocabulary words include: headland, companions, pursued, lessened, bow, seeping, lacking, fiber, idly, dozed, tides, and sandspit. References are listed at the end.
This document outlines a presentation on teaching nonfiction reading. It begins by defining goals such as exploring strategies for pairing nonfiction and fiction texts and brainstorming how to integrate nonfiction into existing fiction units. It then discusses defining nonfiction, reviewing Common Core standards, and the importance of teaching nonfiction to prepare students for college and careers. Various nonfiction text types and mediums are presented. Strategies like the before-during-after approach and pairing fiction with nonfiction texts on similar themes are explored as ways to teach nonfiction.
This document provides an overview of lesson plans and activities for a week of instruction related to the story "The Ch'i-lin Purse". It includes:
1) Daily lessons that involve reading passages from the story, discussing vocabulary words, completing comprehension questions and activities, and practicing language conventions.
2) Lessons focus on comprehension skills like compare and contrast, identifying symbols, analyzing suffixes, and determining word meanings from Greek and Latin roots.
3) The week culminates in a review of these skills and concepts, and a weekly test and spelling test.
The document outlines the daily schedule and lessons to guide a week of instruction centered around the themes and skills presented in the story "The Ch
Twwl to improve the quality of our creative writing for language paper 1 q5 2mrbunkeredu
The document provides guidance and examples for a creative writing exam question. It includes:
- Examples of exam questions that require either describing a picture or writing a story opening.
- Tips for writing creatively such as using senses, varied vocabulary, proper spelling and punctuation, and organized paragraphs.
- Reminders about timing, planning, and checking work before the end of the exam.
- A word bank and sentence starters to help generate creative writing for the assigned task.
This document provides lessons and tasks related to discovering personal challenges. It includes:
1) Tasks that ask students to identify phrases, remember challenges they faced, watch a video and answer questions about challenges, and think about how oral reports are used and organized.
2) A reading about Daedalus and Icarus with comprehension questions about the myth. Students are asked to identify challenges the characters faced and compare them to their own.
3) Follow-up tasks that require students to analyze the myth further through timelines, illustrations, agreeing or disagreeing with statements and more close reading.
The document aims to help students discover personal challenges through examining a Greek myth and comparing the trials of the characters
This document provides materials for a lesson on the natural resources of Africa. It includes an introduction noting Africa's diversity in natural resources. Students will analyze charts showing the major natural resources produced in different African countries. They will also complete a case study on conflict diamonds in Africa, including reading a text and creating concept maps. The lesson aims to teach students about Africa's natural resource diversity and the relationship between conflict diamonds and civil wars in some African nations.
A Long Way Gone: Memoirs of a Boy Soldierrachelkcole
This document provides materials for a lesson on conflict diamonds and child soldiers in Sierra Leone. Students will analyze how natural resources impacted Sierra Leone's prosperity and their own role in the conflict diamond issue. The lesson includes tasks to understand global citizenship, examines images and a map related to conflict diamonds, discusses the memoir A Long Way Gone about a boy soldier, and considers current international efforts and individual actions to address the problems. Students can choose to create a rap/poem, write a letter, or conduct research on conflict diamond sales.
This document provides instructions and prompts for student journals to be completed during the first 9 weeks of school. It explains that journals will be completed during the first 5 minutes of each class and are worth 100 points each semester. Entries must be at least 3/4 of a page long and include the journal number, date, and title in the top corner. Some entries may include a practice multiple choice question. The document then provides examples of 15 journal entry prompts focused on goal setting, organization, open response practice, parts of speech review, and more.
This document provides information and instructions for a lesson on conflict diamonds in Sierra Leone. It begins with key objectives of analyzing natural resources and their role in a country's prosperity. Students will take notes in their interactive notebooks on conflict diamonds and watch a documentary on the topic. They will then have a choice of assignments, such as writing a rap or poem about conflict diamonds or conducting research on whether Dubai stores sell conflict diamonds. The goal is for students to understand how diamonds have impacted Sierra Leone and be engaged global citizens.
This document discusses strategies for effective reading instruction. It begins by outlining the stages of a typical reading lesson as pre-reading, while-reading, and post-reading. Several vocabulary development strategies are then described, including concept definition mapping, semantic feature analysis grids, and Frayer models. Comprehension strategies like directed reading-thinking activity, anticipation guides, story maps, and comparing/contrasting are also outlined. The document concludes by matching these strategies to the appropriate stages of reading instruction.
This document discusses the history and techniques of reading. It covers:
- The origins of written language in hieroglyphics in ancient Egypt and logographs in Sumer over 5000 years ago.
- How reading has evolved from early writing systems to modern reading of English texts using the alphabet and punctuation.
- Different approaches to academic reading such as skimming, scanning, intensive reading, and extensive reading.
- Popular techniques for effective reading like SQ3R and note-taking methods including the Cornell Method, outlining, mind mapping, charting, and the sentence method.
This document provides an overview of stances, signposts, and strategies for reading and comprehending nonfiction texts. It introduces the concept of adopting a questioning stance by asking what surprised the reader, what the author assumed they already knew, and what challenged, changed or confirmed their existing knowledge. Signposts like contrasts, extreme language, numbers, quotes and unknown words are identified. Fix-up strategies like possible sentences, KWL charts, genre reformulation and posters are presented to help students comprehend difficult texts. The workshop aims to give teachers tools to help students actively read and think critically about nonfiction on their own.
This slide show looks at teaching language in order to teach subject content using CLIL methodology. It also includes preparation for a CLIL science lesson for primary school.
This document discusses using concept-based teaching and technology to teach about literature and concepts like change within ecosystems. It provides examples of how teachers can develop concept maps to explore concepts within novels and use tools like podcasts, photo journals, and vodcasts to demonstrate student understanding. Students might analyze how the main character and setting change in a book about Japanese internment during WWII or explore how changes in weather patterns can alter landforms. Vocabulary and group presentations are used to solidify understanding of key concepts.
This document provides guidance on effective note-taking techniques. It emphasizes that note-taking promotes active listening, provides an accurate record of information, and helps with learning. Good notes are organized, distinguish main points from details, include examples, and allow for self-testing. The document recommends listening for key words and main ideas, abbreviating when possible, focusing on concepts not verbatim text, and reviewing notes after class. Effective note-taking is a skill that improves with regular practice.
This document provides guidance on effective note-taking strategies for academic success. It emphasizes that note-taking promotes active listening, provides an accurate record of information, and helps with learning and studying. Good notes are organized, distinguish main points from details, include examples, and allow for self-testing. The document recommends listening for key words and main ideas, abbreviating when possible, and reviewing notes after class. Effective note-taking requires practice and developing a system that works for the individual note-taker.
The document discusses implementing a "metacurriculum" to promote deeper levels of understanding in middle years students through thinking moves, routines, and professional learning for teachers on developing critical thinking skills while engaging parents through information forums. Context is provided on the school's early, middle, and later years as well as examples of thinking routines and moves to cultivate intellectual passions and transfer of learning.
This document discusses Content and Language Integrated Learning (CLIL) and summarizes Jim Cummins' theories of BICS and CALP. It begins by explaining that BICS refers to basic interpersonal communication skills needed for everyday social interactions, while CALP involves more advanced cognitive academic language needed for learning subjects in school. Next, it provides examples of language used for different subject areas like science, math, and history. Finally, it outlines the four stages of a sample CLIL science lesson on the life cycle of frogs, emphasizing vocabulary development, sequencing, and using activities to reinforce communicative skills.
Cohesive devices are linguistic elements like words or phrases that link different parts of a text together and help achieve unity. They show relationships between sentences like addition, contrast, comparison, sequence, and consequence. Common cohesive devices include conjunctions, pronouns, and lexical repetition. Cohesive devices help texts hang together as a coherent whole and improve readability and comprehension.
This document provides an overview of English comprehension and composition skills, including reading comprehension, essay writing, and paragraph writing. It discusses four language skills - listening, speaking, reading, and writing. It defines different types of reading like skimming, scanning, intensive reading, and extensive reading. It also explains the process of writing an essay, including choosing a topic, outlining, writing a thesis statement, writing the introduction, body, and conclusion. Finally, it discusses what a paragraph is and provides examples of topic sentences, supporting details, and concluding sentences.
The document provides a detailed lesson plan for teaching students how to write a descriptive essay. The lesson includes objectives, subject matter, materials, and procedures. It begins with an introductory video and discussion to motivate students. Students then practice applying descriptive techniques by writing paragraphs based on the video. The teacher reviews guidelines for descriptive essays and has students analyze a sample. Students conclude by writing their own descriptive essays, applying the guidelines they learned.
Comprehension Skills-Reading Skills,Types,Barriers and overcoming ways to it. It help all listeners to understand the importance of reading skills in day to day life and in education and also helps to the students who are preparing for competitive exams by approaching coaching classes.
The document contains a scheme of work for an English language class. It outlines 11 chapters to be covered from January to August, with topics including likes and dislikes, occupations, animals, inventions, and computers. Each chapter includes learning outcomes, activities, educational emphasis, vocabulary, grammar, and sound system focus. Activities involve discussions, role-plays, reading comprehension, and writing exercises.
This document provides three activities to teach students about making inferences:
1. Using comic strips with blank speech bubbles to have students infer what is being said.
2. An activity distinguishing between facts and inferences from a story by sorting sentences into two columns.
3. Having students make inferences about the definition of an unfamiliar vocabulary word from example sentences containing the word.
March 24 writing in conversation classesdiegofresco
Basic word-, sentence-, and paragraph-level writing activities that are easily extended into conversation activities. These exercises emphasize output, active vocabulary and student-centered learning.
Teacher Standard 5 - Adapting teaching for all learnersDavid Rogers
This document contains a series of posts by David E Rogers on adapting teaching to meet student needs. It discusses assessing students, supporting literacy and numeracy, engaging students through place-based learning, using images and questions to spark curiosity, and the importance of feedback. It also addresses challenges in adapting schemes of work and how to promote a love of learning geography through fieldwork, current events and using multiple senses.
sample only LC1 TEXT AS CONNECTED DISCOURSE.pptxLINDASXEROX
This document provides an overview of the key concepts around text as a connected discourse, including the objectives to describe a written text as connected, cite the importance of a well-written text, and create a short well-written paragraph. It discusses what reading and text are, and defines discourse. It also outlines the key properties of a well-written text, including organization, coherence and cohesion, appropriate language use, and proper mechanics. Examples are provided to illustrate these different properties.
August 22, 2013, Pearson iLit Presentation on Common CoreEducation Week
This document describes strategies for promoting comprehension of informational text within the Common Core State Standards. It discusses using a lesson cycle that includes a comprehension canopy with an overarching question, essential vocabulary words, critical reading of texts in groups, and team-based learning with comprehension checks and knowledge application activities. It provides examples of how to teach vocabulary through close reading texts, vocabulary maps, and developing comprehension through explicitly teaching strategies and having students apply them to texts.
ME Eng 7 Q3 1301_PS_Key Events During the Period of Emergence.pptxanalynclarianes3
- The document provides information about key events during the Period of Emergence in Philippine literature from 1935-1945. It discusses how writers during this time consciously created a national literature and gained mastery of the English language. Notable writers from this period aimed to explore social consciousness, craftsmanship, and local color in their works. Important organizations for writers were also founded, such as the Philippine Book Guild and Philippine Writer's Guild. The Period of Emergence greatly influenced modern Philippine literature until it was interrupted by the Japanese occupation during World War 2.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
1. FREE COPY
NOT FOR SALESTUDENT´S BOOK - DÉCIMO GRADO - EGB
Level
ENGLISH
A2.1
ENGLISH-A2.1-DÉCIMOGRADO-SUBNIVELSUPERIOR-EGB
Educación General Básica - Subnivel Superior
2. 4
CLIL
• Amazing Facts around the
World
• Some Countries and their
Records
• The GuinnessWorld Records
• Success
• Odd Jobs and Occupations
• Career Choices of the Future
• Career Choices in the Job
market
• CreativeThinking
• Inspiring Young People
• A Life of Achievements
• Inspirational Lifelong Learners
• Stories of Success
Goals
You will learn how to
• talk about landmarks and
compare them.
• make comparisons in terms of
superiority.
• write profiles.
• have an informal dialog
making comparisons.
• listen for specific details.
You will learn how to
• talk about occupations and
professions.
• make predictions and plans
regarding career choices.
• read graphs and tables to help
your reading comprehension.
• write a career prospect.
You will learn how to
• talk about achievements.
• describe people’s personal
characteristics and abilities.
• use reference words to aid
reading comprehension and
achieve cohesion in writing.
Grammar
• Comparatives and Superlatives • CompoundWords
• Future tense predictions and
intentions with “will” and plans
with “going to”
• Present Perfect tense
• Time Expressions with the
Present Perfect tense
• Past Participle forms of regular
and irregular verbs
Skillsandstrategies
Vocabulary: making groups of
words around a central concept
Grammar: paying attention to
adjectives that double their last
consonant
Reading:
• using graphic organizers to
summarize information
• identifying cognates
Listening: paying attention to
specific details by focusing on
words you know
Speaking: keeping
conversations going by using
informal expressions
Vocabulary: discriminating word
parts to find the meaning of a
compound word
Reading: transfering
information from graphs and
texts to aid comprehension
Speaking: building
conversations using sets of ideas
or formulaic expressions as cues
Writing: developing texts
following key concepts or ideas
to focus the content of the
message
Vocabulary: associating words
with pictures
Pronunciation: linking words to
help people produce connected
speech
Listening:
• categorizing information to
aid in comprehension
• using charts to transfer
information
Reading: using reference words
to keep track of ideas
Writing: using reference words
as cohesive devices in texts
Project
A Personal Profile A Poster Presentation ATimeline Presentation
UNIT
4
UNIT
5
UNIT
6
VP3Preliminares.indd 5 19/05/2016 04:17:49 p.m.
3. UNIT
TheWorldistheLimit
uuGeneral Objective
You will be able to make comparisons about
places and people.
uuCommunication Goals
You will learn how to
• talk about landmarks and compare them.
• make comparisons in terms of superiority.
• write profiles.
• have an informal dialog making
comparisons.
• listen for specific details.
uuCLIL
• Amazing Facts around theWorld
• Some Countries and their Records
• The GuinnessWorld Records
• Success
Vocabulary
• Vocabulary related to the degrees of the
adjective
• Words about geographical landmarks such as
rivers, mountains, cities and countries.
Grammar
• Comparatives and Superlatives
uuIdioms and Colloquial Expressions
• To be a class act
• To be head and
shoulders above
• To go places
• To find one’s match
• I’ll go for
• Here you are
• Not to be in the
same league
uuProject
A Personal Profile
You will work in groups to create a profile of a
famous athlete or sports celebrity.
4
Discuss:
• What’s the longest river in the world?
• What’s the highest mountain in your
country?
• Does your country hold any world
records?
• Are there people who hold world
records in your country?
VP3Unidad4.indd 47 20/05/2016 09:00:04 a.m.
4. Vocabulary Strategy Make groups of words around a central
concept to help you remember vocabulary.
Key Expressions
I’ll go for: I’ll choose… Here you are: Take it.
Lesson 1
AmazingFactsAroundtheWorld
1. Put the words in their corresponding category. Use the Word Bank below.
2. Complete these facts. Use some of the words in exercise 1.
a. The is the highest mountain in
South America.
b. is the longest river in the United
States.
c. Mount is the highest mountain
in the United States.
d. The is the longest river in Egypt.
A: Hi, buddy. Can I help you?
B: Sure. I am looking for an encyclopedia, about daily things like, which is bigger, Mars
or Earth?
A: Let me see. I have an encyclopedia of the universe. Look, here it is. Here you can find
facts like this, look: it says that Earth is bigger than Mars.
B: That’s great. But what about an encyclopedia of the world’s most interesting
landmarks. Do you have one?
A: Well, here. Look, I have this book. It says, for example, that Mount Everest in Asia is
higher than Mount Kilimanjaro in Africa. Brazil, for example, is the largest country in
SouthAmerica, but it is smaller than theUnited States in NorthAmerica.
B: Do you have anything else?
A: Yes,thisbookisaboutthesmallestthingsonEarth.Look,itsaysherethattheBrazilian
gold frog is the smallest one. Look, this frog is more interesting than other varieties.
What do you think?
A: Well, I’ll go for the world landmarks encyclopedia.
B: That’s a great choice. Here you are.
Word
Bank
3. Read and listen to the conversation. Then complete the grammar chart on page 49.
} Mountains } Rivers } Countries } Planets
Everest
Aconcagua
Amazon Mexico Venus
Speaking
Strategy
To keep informal
conversations going,
use expressions like
you know, look, like
this, etc.
• Brazil
•Venus
• Amazon
• Aconcagua
• Mexico
• United States
• McKinley
• Mars
• Nile
• Missouri
• Everest
• Earth
48
VP3Unidad4.indd 48 4/22/16 11:25 AM
5. Machu Picchu Madrid Mount Everest Jerusalem
Grammar and Vocabulary
a.
b.
c.
d.
e.
4. Make sentences comparing landmarks.
• Get together as a group. Decide on a famous sports person
you would like to write about.
E.g. Lionel Messi is more famous than Iglesias in Barça Football
Club. Rafael Nadal is more popular than Roger Federer.
Project Stage 1
Speaking Strategy
Recombine known elements
in a new way.
Word Bank
Mercury is smaller than the Earth.
REFLECT ON GRAMMAR
Basic
Adjectives
Comparative
Adjectives
Comparative
Sentences
Basic
Adjectives
Comparative
Adjectives
Comparative
Sentences
*big
high
large
*good
*bad
bigger
higher
larger
better
worse
•The Earth is bigger
than Mars.
• Brazil is
than the United
States.
interesting
dangerous
expensive
beautiful
more
interesting
dangerous
expensive
beautiful
•This frog is
than
other varieties.
To make comparisons add to one-syllable
adjectives.
Notice: Use the particle in comparative
sentences.
To make comparisons with two or -syllable
adjectives, use the basic adjective between the words
and .
5. Make your own informal dialog.
A: Hi, buddy.What can I do for you?
B: Well, I’m looking for...,
you know, things like that.
A: Let me see. Here I have this
book about….
Look, here it says that…
is bigger/taller/higher/better/worse
than…
B: Well, yes, that’s really interesting.
But…
A: That’s a great choice. Here you are.
PLANET
diameter
RIVER
length
MOUNTAIN
height
CITY
population
COUNTRY
size
Mercury
4,900 km
Mississippi
6,275 km
Kilimanjaro
5,891 m
Montreal
3,401,000
Argentina
2,766,590 km2
Earth
12,800 km
Amazon
6,400 km
Aconcagua
6,962 m
Bogotá
6,834,000
Brazil
8,511,960 km2
Saturn
125, 000 km
Nile
6,650 km
Everest
8,848 m
Tokyo
32,450,000
China
9, 596,960 km2
I think Machu
Picchu is more
relaxing than
Mount Everest.
Yes, I agree, but I
think Mount Everest
is more interesting
than Machu Picchu.
6. Think of two places. Talk to your partner about them. Use the Word Bank.
• exciting
• interesting
• relaxing
• popular
49
VP3Unidad4.indd 49 4/22/16 11:26 AM
6. 1. is the most peaceful country in the world.
2. is the most popular business destination.
3. has the oldest population around the world.
4. has the cleanest air in the world.
5. has the most expensive cell phone plans.
Grammar Strategy
• Pay attention to adjectives that double
their last consonant, like big / bigger.
•Two-syllable adjectives ending in –y
follow the rules of one-syllable
adjectives Friendly / friendlier.
Lesson 2
SomeCountriesandTheirRecords
1. Locate these countries on the map.
a. Finland
b. Iceland
c. Japan
d. The United States
e. Canada
REFLECT ON GRAMMAR
Basic
Adjectives
Superlative
Adjectives
Superlative Sentences
Basic
Adjectives
Superlative
Adjectives
Superlative Sentences
old
clean
fast
long
*good
*bad
oldest
cleanest
fastest
longest
best
worst
Japan has the
around the world.
Finland has
air in the world.
interesting
famous
dangerous
amazing
popular
expensive
the most
interesting
famous
dangerous
amazing
popular
expensive
Canada has the
.
Iceland is
in the world.
Add to one-syllable adjectives for their
superlative form. Always use the article in
superlative sentences.
Use the article and the word before two or
-syllable adjectives to make superlative sentences.
2. Listen to some record announcements. Write the country for each one of the records
you hear. Then listen again and complete the grammar chart below.
Listening
Strategy
Pay attention to
specific details
by focusing on
words you know.
3. Listen again and complete the sentences below.
a. Iceland has
b. The USA is
c. Japan has
d. Canada is
e. Finland is
one of the biggest fishing industries in Europe.
Iceland
Canada
50
VP3Unidad4.indd 50 23/05/2016 12:21:40 p.m.
7. Grammar and Vocabulary
4. Unscramble these sentences.
a. Asia/is/the/richest/country/in /Brunei/./
b. tourists/for/Mexico/is/one/of/the/?/most/destinations/popular/
c. Mexico/has/some/most/famous/is/of/./the/in the world/also/sites/historical
d. Oslo/expensive/the/is/most/city/in/Europe/./
e. interesting/the/is/most/Egypt/?/one/of/Africa/in/countries
Compare two
sports people.
• Write the facts you have about this famous athlete. Compare this person with the rest of the people
doing the same activity.
• Give the reasons this person excels in this particular field.
E.g. Kobe Bryant is the fastest basketball player. He is not very tall, so he can move faster than other players.
Project Stage 2
Compare several
countries. Include
comparative
and superlative
sentences.
Go to a shop
and order a
book. Keep the
conversation
going.
Make a
sentence with
the superlative
of “good.”
Make a
comparison
with the word
“high.”
Compare
two rivers.
Give an
example with
the superlative
of “amazing.”
Make a negative
sentence with
the superlative
of “friendly.”
What are the
most interesting,
relaxing and
popular places in
your country?
Make a
comparison
with the word
“long.”
Compare
two planets.
Talk about
some world
records.
Make a
sentence
with the
comparative
of “large.”
Ask a question
with the
superlative of
“famous.”
Ask a question
with the
comparative of
“happy.”
Compare
two cities.
5. It’s play time. Listen to your teacher for the game instructions. Take turns tossing a coin
(Heads = 1; Tails = 2). Follow the instructions on each card.
Brunei is
Is Mexico one of
Mexico has
Oslo is
Is Egypt
1 2 3 4
5
12
13
6
11
14
7
10
15
8
9
16
51
VP3Unidad4.indd 51 16/03/2016 12:05:15 p.m.
8. 1. Find words that are similar in English and Spanish in the text.
ENGLISH SPANISH TYPE OF COGNATE
idea idea true
humanidad true
popular true
adjudicación true
verify true
proceso true
licencia true
claims *clamores false
The Guinness Book of Records began as
a book …
The Guinness representatives…
Adjudication teams…
Some records are not always
extraordinary…
The company does not accept…
The Guinness Book
of World Records
In 1951, Sir Hugh Beaver came across
the idea of finding the answers to a
series of questions that most people
had difficulty answering, so he
thought that a book containing the
answers to those questions would
be beneficial for humanity. After a few years, the first
“Guinness Book of World Records” appeared on the market
and became very popular.
The Guinness Book of World Records is a publication that
is constantly looking for amazing events and facts around
the world. The Guinness representatives contact people or
organizations in many countries to determine their claims
to be the fastest, the slowest, the highest, the shortest, the
most or the least in who they are, or what they do.
Each year the company receives thousands of applications,
and different adjudication teams verify the records and
certify them. The adjudication process is relatively easy and
has almost instant authorization and publicity together with
a license to use the Guinness World Record logo.
The company has a record of the records which are not
always extraordinary events. Something as simple as the
longest motorbike, the largest robot dance, or the smallest
telephone is part of the book of records published every
year. However, the Guinness World Records does not accept
certain claims. For example, records involving
animal cruelty or bodily harm in human subjects are
not acceptable.
Reading Strategy
Use graphic organizers to
summarize key information.
Reading Strategy
Identify cognates: words that look
similar in English and Spanish.
These words may be true when
their meanings coincide, but they
may be false if their meanings are
different.
idea: idea (true cognate)
*claim: afirmación (false cognate)
Lesson 3
GuinnessWorldRecords
2. Read the text and summarize each
paragraph.
52
VP3Unidad4.indd 52 16/03/2016 12:05:16 p.m.
9. Reading and Writing
4. Complete this paragraph about the “Guinness Book of Records.” Use the true cognates
in Spanish as a guide to fill in the blanks with the corresponding word in English.
GuinnessWorld Records Limited
3rd Floor, 184-192 Drummond Street,
London,
NW1 3HP, United Kingdom.
Dear AdjudicationTeam,
My name is Luis Sánchez. I am from Perú,
South America. I am writing to you because I
think I must have a world record. I studied for
my algebra class for 14 hours. I solved around
250 exercises. I want your record because I
want recognition for my dedication to my
studies.
At the moment, I am studying for an English
test. I am good at languages too. Recently, I
bought a grammar book at a bookstore and
did many grammar exercises. The next day, I
was the fastest student to solve the exercises
the teacher gave us.
I look forward to hearing from you.
Sincerely,
Luis Sánchez
3. Answer the following questions based on the information in the text.
a. Who created the “Guinness Book of Records?”
b. What is the publication about?
c. How do people contact the organization?
d. What is the procedure for record adjudication?
e. What kinds of records do they not certify?
Obtaining a world record is not a long . People write to the
GuinnessWorld Organization to tell them about their .
The Adjudication team members the type of record. If
it satisfies all the requirements, they give the person or the organization an
record that allows them to have the GuinnessWorld
Record and logo. Sometimes the adjudication teams do
not find some proposals . For example, when they involve
animal cruelty or bodily harm in individuals.
5. Writing. Use the letter on the left to write a similar petition for a record with your own ideas.
Word
Bank
• idea
• proceso
• licencia
• verificar
• instantáneo
• aceptable
Guinness World Records Limited
3rd Floor, 184-192 Drummond Street,
London,
NW1 3HP, United Kingdom.
Dear AdjudicationTeam,
.
.
.
I look forward to hearing from you.
Sincerely,
(personal information)
(reasons for writing)
(give examples of your achievements)
53
VP3Unidad4.indd 53 4/22/16 11:26 AM
10. Lesson 4
FindingOne’sMatch
Reflect on Values
Always Sometimes Never
¾¾I value other people’s talents.
¾¾I work towards excellence.
¾¾I recognize the value of achievement.
Gap Activity
Student A goes to page 88.
Student B goes to page 91.
a. To be a class act…
1. To be really good
2. To have a good show
3. To be the worst
b. To go places…
1. To travel a lot
2. To be successful
3. To be unstable
1. Read the letter and complete the statements below. Guess the meaning of the
expressions from the context. Then listen and check.
Dear mom,
I want to thank you for the football you sent William on his birthday. Now he is thirteen and is a class act
in his soccer practice; his skills with the ball are really good. In school he is doing fine; he is one of the most
intelligent students in his class. Moreover, he claims he is going places in his studies. He is now very good with
numbers, reads very fluently and gets excellent grades. He says his teachers tell him he is head and shoulders
above his class, as all his answers are right. We always talk to his teachers because we want him to stay out
of trouble and behave well. Most teachers say he does. They say it is difficult to find his match in most class
activities. Most of his classmates do not do so well in their subjects. We should not be this proud of our son,
but he does like his school these days. Sometimes we wonder if the school is not in his league.You know he
does everything apparently without much effort; he definitely needs a challenge.
Love,
Emma
2. Complete these dialogs with the idioms.
c. To be head and shoulders above…
1. To be taller
2. To have less talent
3. To be the best
d. To find one’s match…
1. To find an opponent
2. To find somebody with equal talent
3. To find a good friend
e. Not to be in one’s league…
1. To be better
2. To compete against others
3. To be of inferior quality
Conversation 1
A: What do you think of Shakira?
B: Well, she is .
Conversation 2
C: Can we compare the Olympic Games with any
other sport tournament?
D: Well, there is not a tournament like the
Olympic Games. Other tournaments are
.
Conversation 3
E: I am really tall. I want to join the basketball team.
F: Certainly, you’ll .
Conversation 4
G: Rafael Nadal is one of the best tennis players in
the history of tennis. He is the number one player
today.
H: I know. He is definitely
the rest.
54
VP3Unidad4.indd 54 16/03/2016 12:05:17 p.m.
11. Give your Presentation
• Summarize the main facts about your celebrity.
• Use adjectives in their comparative or
superlative forms to describe your celebrity.
• Find interesting or new ideas about the person
you are profiling.
ShareYourProject
Useful Expressions
• Our celebrity is … He/She is tall/short/young/old
• He/She is the… He/she became famous as a…
2. Profile Writing
1. Discuss your experience.
Read the following ideas about working collaboratively. Grade them in order of importance
from 1 (the most important) to 5 (the least). Be ready to support your answers.
participate actively listen to others help one another
take on responsibilities do the activities
Profile Checklist
Yes/No Lines
Yes Biographical information
Interesting facts
Appropriate use of adjectives
3. Read the profile. Mark the items the writer took into consideration (yes/no) and the lines
where you can find then.
Daniel Jacob Radcliffe was born on July 23rd, 1989 in London, England. He
became an actor very early in his childhood.
He reached stardom with his role as the young magician Harry Potter in
2001. Recently Daniel participated as an actor in a play in a LondonWest
End theater. He got very good reviews on his acting. He says that his favorite
Harry Potter book is Harry Potter and the prisoner of Azkaban. Daniel is
one of the richest young actors in England, but he is also one of the most
generous as he donates money to different charity organizations regularly.
Profiles are biographical pieces of information about people. However, they require more information than
the usual personal details about people’s lives. Moreover, they have to be interesting so that the reader wants
to know more about the people you want to profile.
A profile has to show the personality of the person.You can add some short stories or anecdotes.You also
want to show the very best of a person, so you should pay special attention to the adjectives you use.
Be careful, don’t exaggerate with the use of superlatives. Readers don’t like when people are head and
shoulders above the rest. Finally, be very honest with the information you are giving. People may find
erroneous information and doubt people’s sense of integrity.
1.
2.
3.
4.
5.
6.
7.
8.
Real Communication
55
VP3Unidad4.indd 55 23/05/2016 12:23:14 p.m.
12. Which of these
planets is the
biggest?
Mercury
Earth
Saturn
Is a day longer
onVenus or the
Earth?
Which is the
hottest planet in
the Solar System?
Give the missing
adjective here:
• Good
•
• Best
6,962 m is the
height of:
Mount
Everest
Kilimanjaro
Aconcagua
What is the most
expensive city in
Europe?
Which country is
the most popular
destination
for business
meetings?
Make a
comparison with
expensive.
Who is one of
the most famous
actors in the
“Harry Potter”
movie series?
Make a
comparison with
the adjective
old.
Give an example
with:
to be a class act.
Give the
comparative form
of high.
What is the
largest city in
your country?
Give the missing
adjective:
•
• worse
• worst
Which one of
these idioms means
to be successful?
to be a class act
to find one’s
match
to go places
Mention the best
tennis player in
your country.
Give the
superlative form
of hot.
Is the word
popular a true or
a false cognate?
Which is the most
peaceful country
in the world?
Which river
is longer, the
Amazon or the
Nile?
Which country
has the cleanest
air?
What is the tallest
mountain in the
world?
What is the
oldest city in your
country?
1
2345
6
7 8 9 10
1112131415
16 17 18 19 20
212223
2425
Play with your partners.
• The first one to reach the end of the journey wins.
• Toss a coin to move your counter on the grid.
• If your answer is incorrect, you miss a turn.
Game
PlayTime
56
VP3Unidad4.indd 56 16/03/2016 12:05:19 p.m.
13. Quiz Time
Self-Evaluation
Now I can... VeryWell OK A Little
¾¾Talk about and compare landmarks such as mountains, cities and countries.
¾¾Write a profile of a sports celebrity.
¾¾Use graphic organizers to summarize key information from a reading.
a. .
b. .
c. .
d. .
e. .
Lima, Peru
Area: 2664 km²
Population:
7,605,742
Date Foundation:
January 18th, 1535.
Santiago, Chile
Area: 641 km²
Population:
5,428,590
Date Foundation:
February 12th, 1541.
Buenos Aires,
Argentina
Area: 202 km²
Population:
2,891,904
Date Foundation:
February 3rd, 1536.
Word
Bank
• To be a class act
• To go places
• To be head and
shoulders above
• To find one’s
match
• To not be in
one’s league
Usain Bolt is a Jamaican athlete with an impressive career as a sprinter. From a very early
age he was a (a) when he first showed his running talent.
He was always (b) his running companions. In 2004,
he became a professional sprinter and started breaking records. In 2008, he participated
in the Olympic Games in Beijing, did not (c) as he
won three gold medals in sprinting events. People consider him an amazing runner, and
they say other runners are not (d). He does not want to
retire yet. He feels he can still (e) in his career.
3. Complete the paragraph with the idioms in this unit. Use the Word Bank.
1. Complete the paragraph with the comparative or superlative forms of the adjectives under the lines.
The GuinnessWorld Records recently announced a list with the (a) additions to the records
this year. Earlier in the year a Chinese man claimed he was the (b) person on Earth, but a
Mexican businessman proved he was (c) than the Chinese guy. Something similar happened
to a Brazilian girl who said she was the (d) person in the world, but theWorld Records
adjudication team found aVenezuelan boy who was (e) than the Brazilian girl.
(new)
(tall)
(tall)
(short)
(short)
2. Read the information about these cities. Then write comparative or superlative sentences. Use the
Word Bank.
Word Bank
• large
• small
• old
• young
• interesting
• popular
• attractive
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14. Glossary
A-E
adjudication: n. the act of solving
a legal dispute. The court will
adjudicate our rights to protest.
amazing: adj. causing an
unexpected reaction in a person
(syn. astonishing, stunning; ant.
boring, unimpressive)
clerk: n. a person whose job is to
sell goods or services in a store.
The clerk sold us the most recent
collection of encyclopedias.
cognate: n. words that have similar
spellingsintwolanguages,buttheir
meanings may or may not coincide.
Inthefirstcase,onecantalkabouta
true cognate or when the meanings
do not coincide, a false one.
customer: n. a person who buys
goods or services from a business
(syn. buyer, consumer; ant. seller,
vendor)
diameter: n. measurement of the
distance through the center of
something from one side to the
other.
Colloquial Expressions
To be a class act: To be good at
something.
To go places: To be successful
at one activity.
To be head and shoulders
above:To be superior to other
members of the same kind.
To find one’s match:To find
somebody with equal talent or
quality.
To not be in one’s league:
To be of inferior or lower quality.
I’ll go for…: I’ll choose…
Here you are:Take it.
Everest: n. the highest mountain
above the sea level in the world
with a height of 8,848 m. It is
located in the Himalayas on the
border between China and Nepal.
F-J
fulfill: v. to do or perform as an act
of duty (syn. satisfy).The director
fulfilled his promise and gave us a
day off.
Gold frog: n. the smallest frog
in the Southern hemisphere. It
measures 9.8 mm. It can be found
in the Brazilian rainforest.
Guinness Records: n. the world’s
most famous organization in
charge of recording amazing facts
and activities from people around
the world. The Guinness Records
organization published a list with the
most recent sports achievements.
K-O
Kilimanjaro: n. the highest
mountain in Africa with a height of
5,895 m. It is located in the north of
Tanzania.
landmark: n. an important
structure or location that marks a
particular place. The Eiffel Tower is
the most famous landmark of Paris.
P-Z
profile: n. brief set of data to
represent the characteristics
or descriptions of a person or a
product. I updated my Facebook
profile this morning.
record: n. an official proof of
top performance. The officials
adjudicated the record to the
baseball player.
requirement: n. a condition or
requisite necessary for something
to happen (syn. requisite, demand;
ant. nonessential)
Activities on page 96
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