WRITTEN ENGLISH COMMUNICATION 2

1,678 views

Published on

FORMACIÓN PARA EL TRABAJO CUARTO SEMESTRE

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
1,678
On SlideShare
0
From Embeds
0
Number of Embeds
19
Actions
Shares
0
Downloads
113
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

WRITTEN ENGLISH COMMUNICATION 2

  1. 1. 2 PRELIMINARES Esta publicación se terminó de imprimir durante el mes de diciembre de 2010. 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 1,012 ejemplares. COLEGIO DE BACHILLERES DEL ESTADO DE SONORA Director General Mtro. Jorge Luis Ibarra Mendívil Director Académico Profr. Julio Alfonso Martínez Romero Director de Administración y Finanzas C.P. Jesús Urbano Limón Tapia Director de Planeación Mtro. Pedro Hernández Peña WRITTEN ENGLISH COMMUNICATION 2 Módulo de Aprendizaje. Copyright ©, 2010 por Colegio de Bachilleres del Estado de Sonora todos los derechos reservados. Primera edición 2010. Impreso en México. DIRECCIÓN ACADÉMICA Departamento de Desarrollo Curricular Blvd. Agustín de Vildósola, Sector Sur Hermosillo, Sonora. México. C.P. 83280 COMISIÓN ELABORADORA: Elaborador: Edna Elinora Soto Gracia Revisión Disciplinaria: Viridiana Vidal Trasviña Corrección de Estilo: Diana Patricia Lugo Peñúñuri Apoyo Metodológico: Jesús Moisés Galaz Duarte Supervisión Académica: Luz María Grijalva Díaz Equipo Técnico RIEMS Diseño: Joaquín Rivas Samaniego María Jesús Jiménez Duarte Grupo Editorial: Cynthia Deyanira Meneses Avalos Coordinación Técnica: Claudia Yolanda Lugo Peñúñuri Diana Irene Valenzuela López Coordinación General: Profr. Julio Alfonso Martínez Romero
  2. 2. 3PRELIMINARES Ubicación Curricular COMPONENTE: FORMACIÓN PARA EL TRABAJO CAPACITACIÓN PARA EL TRABAJO: IDIOMAS (INGLÉS) HORAS SEMANALES: 04 CRÉDITOS: 08 DATOS DEL ALUMNO Nombre: _______________________________________________________________ Plantel: __________________________________________________________________ Grupo: _________________ Turno: _____________ Teléfono:___________________ E-mail: _________________________________________________________________ Domicilio: ______________________________________________________________ _______________________________________________________________________
  3. 3. 4 PRELIMINARES
  4. 4. 5PRELIMINARES Presentación.................................................................................................................................................................................................7 Mapa de asignatura......................................................................................................................................................................................8 BLOCK 1: THE WORLD WE LIVE IN ......................................................................................................9 Didactic Sequence 1: Everything about food.....................................................................................................10 • Food vocabulary .........................................................................................................................................11 • Request with would and will .......................................................................................................................23 • Imperatives..................................................................................................................................................25 • Sequence adverbs......................................................................................................................................31 Didactic Sequence 2: My Vacation.....................................................................................................................41 • Adverbs of quantity.....................................................................................................................................43 • Means of transportation vocabulary...........................................................................................................45 • Indirect questions........................................................................................................................................47 • Will – Going to.............................................................................................................................................49 • Modal for necessity and suggestions ........................................................................................................52 Didactic Sequence 3: Our Environment.............................................................................................................61 • Environment Vocabulary.............................................................................................................................62 • First Conditional Sentences........................................................................................................................65 • Vocabulary for making suggestions ...........................................................................................................66 BLOCK 2: FEELINGS AND EMOTIONS ...............................................................................................71 Didactic Sequence 1: Long time no see!...........................................................................................................72 • Past continuous ..........................................................................................................................................73 • Present Perfect continuous.........................................................................................................................83 • Biographies.................................................................................................................................................88 Didactic Sequence 2: What do you think? .........................................................................................................89 • Participles as adjectives .............................................................................................................................89 • Adjectives for art vocabulary ......................................................................................................................93 • Movie genre vocabulary..............................................................................................................................95 • Relative clauses ..........................................................................................................................................97 Didactic Sequence 3: A Visit to ........................................................................................................................102 • Ailments and illnesses vocabulary ...........................................................................................................103 • Expressions for hypothesizing..................................................................................................................105 • Tag Questions...........................................................................................................................................108 • Idioms........................................................................................................................................................110 • Body language..........................................................................................................................................112 BLOCK 3: KNOW HOW OF TECHNOLOGY.......................................................................................119 Didactic Sequence 1: Speculating about.........................................................................................................120 • Unreal Conditional Sentences ..................................................................................................................122 Didactic Sequence 2: She said that .................................................................................................................130 • Reported Speech......................................................................................................................................131 Didactic Sequence 3: Getting into technology.................................................................................................136 • Comparing time periods...........................................................................................................................138 • Inventions and Inventors...........................................................................................................................139 • Time contrast ............................................................................................................................................141 • Describing Technology.............................................................................................................................143 • Social networks.........................................................................................................................................147 • Bibliography ..............................................................................................................................................151 Índice
  5. 5. 6 PRELIMINARES
  6. 6. 7PRELIMINARES “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 Written English Communication 2, 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 cuando el docente lo indique, 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 laboral o en su preparación profesional. 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
  7. 7. 8 PRELIMINARES WRITTEN ENGLISH COMMUNICATION 2 Block 1 The World We Live in Didactic Sequence 1: Everything about Food Didactic Sequence 2: My Vacation Didactic Sequence 3: Our Environment Block 2 Feelings and Emotions Didactic Sequence 1: Long Time no see! Didactic Sequence 2: What do you think? Didactic Sequence 3: A Visit to… Block 3 Know How of Technology Didactic Sequence 1: Speculating about… Didactic Sequence 2: She said that… Didactic Sequence 3: Getting into Technology
  8. 8. The World We Live In 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 oral en otro idioma. 5. Realiza expresión o producción escrita de diversos tipos de texto en otro idioma. Unidad de competencia:  Solicita y da información referente a actividades vacacionales, lugares y alimentos; identifica problemas ecológicos y propone soluciones. 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 en los contextos local, nacional e internacional. Time assigned: 20 hours
  9. 9. 10 THE WORLD WE LIVE IN Didactic Sequence 1. Everything about Food. Start up activities Evaluation Activity: 1 Product: Ice breaker puzzle. Value: Knowledge Factual Procedural Attitude Identifies vocabulary, spelling, and facts about previous knowledge. Practices vocabulary, spelling and facts about food. Shows independence and interest when practicing previous knowledge. Auto-Evaluation C MC NYC Obtained Value: How much do you know about food vocabulary? Answer the crossword puzzle. RESTAURANTS AND FOOD 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Activity 1: Speaking Down 1. A place where people can sit around and drink alcoholic beverages in a restaurant. (3) 2. A drink that many people have with dessert. (6) 3. Something you use to cut meat. (5) 4. Another word for a drink. (8) 6. The noon meal. (5) 7. Something you might need to get into a busy restaurant. (11) 9. Someone who serves you food. (6) 10. The morning meal. (9) 12. Something, usually sweet, that you eat after dinner. (7) 14. The evening meal (6) 16. The total amount that you have to pay for a meal. (4) Across 2. Someone who makes food in a cheap restaurant. (4) 4. A meal between breakfast and lunch. (6) 5. Someone who makes food in an expensive restaurant. (4) 8. This describes what you can eat at a restaurant. (4) 11. Something you eat before the main meal. (9) 12. If everybody pays for their own food then you go_____________. (5) 13. A side dish with lettuce and other vegetables. (5) 15. What the cook places your food on. (5) 16. A meal where you help yourself from a table with a variety of dishes. (6) 17. Long, stringy food. (7) 18. Something you give your waiter if the service is good. (3) (Number in parenthesis means letters of the answer) Lanternfish worksheets © 2005
  10. 10. 11 BLOCK 1 Evaluation Activity: 2 Product: Vocabulary review. Value: Knowledge Factual Procedural Attitude Identifies vocabulary, spelling, and facts about previous knowledge. Applies vocabulary, spelling, and previous knowledge about food. Shows independence when applying previous knowledge. Auto-Evaluation C MC NYC Obtained Value: Write the name under the picture. _______________ ___________________ _________________ __________________ _______________ ___________________ _________________ __________________ _______________ ___________________ _________________ __________________ Activity: 2 Fill in the blanks with words from the box. Chef – cook – dessert – dinner – dishwasher – waiter – lunch - salad- soup – breakfast – brunch – tip- appetizer The person who serves your food is called a ___________________. The person who cooks your food is called a ____________________ if it is a cheap restaurant or a _____________________ if it is an expensive restaurant. A ___________________ is somebody who washes dishes. If the food and service is good, people usually leave a __________________. Most people eat ____________________ after they wake up. Around noon people have their midday meal, or _____________________. And ___________________ is the meal that people eat in the evening. However, sometimes, especially on Sunday, people like to sleep in, so instead of having breakfast, they eat a meal between breakfast and lunch called ______________________. At lunch or dinner sometimes people order a snack before the meal called an ________________________. A __________________ or a ___________________ is often served alongside the main meal. After dinner, people sometimes treat themselves to ___________________. Activity: 2a
  11. 11. 12 THE WORLD WE LIVE IN Development activities Look over the dishes, answer the questions, and discuss them with classmates. Popular Ethnic Dishes Lebanese Kibbee American Brazilian Feijoada Mexican Mole Thai Prawn African Bobotie Hamburger tom yam Which of these dishes have you ever tried? ____________________________________________________________ Write two popular dishes in your country: ___________________________, _________________________________ What ethnic dishes can you find in your city? ___________________________________________________________ Activity: 3 What’s it made of? Match the ingredients needed to cook the ethnic dishes presented above. Write the name of the dish below the corresponding ingredients. (Use the dictionary if needed). 1 2 3 _________________________ ______________________________ _______________________________ 4 5 6 _________________________ ______________________________ _______________________________ Activity: 3a - Chicken or turkey - Different kinds of chili - Sesame seeds - Ground beef of lamb - bulgur - parsley - Patties of ground meet - Lettuce - tomato - buns (bread) -shrimp -lemongrass -mushrooms - cilantro -Minced beef -Curry powder -golden raisins - Pork - black beans - spices and garlic
  12. 12. 13 BLOCK 1 Evaluation Activity: 3 Product: Ingredients vocabulary. Value: Knowledge Factual Procedural Attitude Identifies food – specifically ethnic dishes. Recognizes ethnic dishes and writes about dishes in her/his community. Shows initiative and interest when acknowledging about ethnic dishes. Auto-Evaluation C MC NYC Obtained Value: Pair practice. Read the dialogue and answer the questions. Then act out the dialogue with your partner and discuss the answers. Diego: I would like to go out to dinner on Friday, would you like to come? Alex: Yes, Where would you like to go? Diego: Well, what do you think of Japanese food? Alex: I like it, but most of the dishes I like are prepared with raw fish specially sushi and I’m not in the mood to eat that. Diego: I’m not either; seafood is dangerous this time of the year. Alex: Hmm. How do you like Sonora food: “carne asada”? Diego: Oh, I like it a lot. I like “salsa” and “guacamole” also. Alex: I do, too. I know a nice “Carne Asada” restaurant, it’s called La Parrilla Sonorense”. Diego: Oh, I’ve always wanted to go there. Alex: Great! Let’s make plans for Friday then. 1. What does Diego invite Alex to do? ________________________________________________________________ 2. What kind of foods do they talk about? ________________________ and ________________________________ 3. Where do they finally decide to go? _______________________________________________________________ 4. Have they both been there before? ________________________________________________________________ 5. What do you prefer, “sushi” or “carne asada”? ______________________________________________________ Activity: 3b What ethnic dishes can you find in your city? Write two of these dishes and their ingredients. Activity: 3c Name: _______________________________________ Ingredients: ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ___________________________________ Name: _______________________________________ Ingredients: ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ __________________________________
  13. 13. 14 THE WORLD WE LIVE IN Read and learn the food groups in the FOOD PYRAMID. Activity: 4 Write the food group that each picture belongs to and what they provide. ____________________ ____________________ _______________ ______________________ _________________ ____________________ ____________________ _______________ ______________________ _________________ What group is missing? _____________________________________________________________________________ Activity: 4a
  14. 14. 15 BLOCK 1 Evaluation Activity: 4 Product: Food list. Value: Knowledge Factual Procedural Attitude Verifies knowledge of the food guide pyramid and the basic food groups in order to plan nutritious meals. Applies information of the food guide pyramid and its groups to classify them in categories. Shows initiative and interest when acknowledging about food guide pyramid and the basic food groups. Auto-Evaluation C MC NYC Obtained Value: With the help of your teacher write each of the ingredients from exercise 3a and 3c in the corresponding food group. Complete the table with other ingredients that you know. Use your dictionary if necessary. Grains Vegetables Fruits Meats Dairy Products Bulgur Parsley Beef Activity: 4b
  15. 15. 16 THE WORLD WE LIVE IN Evaluation Activity: 5 Product: Reading comprehension. Value: Knowledge Factual Procedural Attitude Classifies and selects information about the food guide pyramid and the basic food groups. Reads information of the food guide pyramid and the basic food groups to answer questions. Appreciates acquired information about the food guide pyramid. Auto-Evaluation C MC NYC Obtained Value: Read the article, look at the food pyramid, answer the questions and discuss them with your partners. The Food Pyramid You have already studied food vocabulary in a pyramid when you were in first semester, remember? Now we are going to study the “Food Pyramid” as a guide to understand how to eat healthy. The spaces in each group represent suggested percentage of the diet, for example, the vegetable section is bigger than the meat and poultry section therefore more vegetables are suggested in our daily diet. Water plays a very important part in our nutrition because it dilutes toxic wastes in the body and transports fuel to the working tissues. That’s why water is the base of the pyramid.  Bread, fortified cereals, rice, pasta and other foods made from grain are carbohydrates that provide the body with “fuel.” Use whole grain rice, flour, and pasta. Look for the word “whole” on the package.  Veg & Fruit are an essential part of a healthy diet. They have been found to prevent some cancers & heart disease. They provide us with fiber which aids digestion. They provide essential vitamins and minerals. Use more fruit for sweeten up desserts and instead of sugar.  Meat, poultry, fish and eggs provide the necessary Protein that builds and repairs the body. Use lean cuts of meat, remove the white fatty parts. Add nuts or seeds to salads and cereals.  Calcium is an essential mineral, found in dairy products (cheese group), that affects our bones and teeth. Use reduced fat or low fat ingredients such as low fat cheese or skim milk.  Fat and Sugars are a necessary part of a healthy diet, in small quantities, and the right kind of fat! That’s why they are recommended to be used in moderation and are at the top of the pyramid. Fats are found in foods like milk, cheese, meat, fish, and eggs. Try to use healthy oils (fat) they usually come from unrefined products such as fish, nuts, avocado, seeds, and olives. A balanced diet is one that includes all the food groups. 1. Which of the tips of the article do you already follow? ________________________________________________ _________________________________________________________________________________________________ 2. What do you eat in a typical day? _________________________________________________________________ _________________________________________________________________________________________________ 3. Why do you think that fats and sugars should be used in moderation? _________________________________ _________________________________________________________________________________________________ 4. Do you use more fat than healthy oils? ___________________________________________________________ 5. Do you think that you eat healthy food? ___________________ Why? ___________________________________ _________________________________________________________________________________________________ Activity: 5
  16. 16. 17 BLOCK 1 Evaluation Activity: 6 Product: Reading comprehension continuation. Value: Knowledge Factual Procedural Attitude Selects information and uses dictionary to look for new words. Applies information about the food guide pyramid and searches for new words meaning in the dictionary. Shows interest when acknowledging new information and words. Auto-Evaluation C MC NYC Obtained Value: Dictionary use. Read the pyramid passage and check your dictionary for words you don’t know. Word Your guess Dictionary meaning 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Activity: 6 Read the article and look at the food pyramid. Then check ( ) True or False. For the statements that you marked false, write the correct information. True False 1. It is better to eat foods that are high in protein than vegetable 2. Fruits and Vegetables prevent dangerous diseases 3. Breads and cereals are a good source of minerals 4. Healthy oils come from whole grains 5. It is recommended to eat excess of fat and sugar Correct information: __________________________________________________________________________________________________ _________________________________________________________________________________________ Activity: 6a
  17. 17. 18 THE WORLD WE LIVE IN Keep track of everything (servings) you eat and drink in a day. Include which food groups they belong to as well as fat, sugar and calorie amounts. Be sure to put your daily goals for each day! Activity: 7 Compare your table with your partners’ one. Do you think their diet is balanced? Activity: 7a
  18. 18. 19 BLOCK 1 Evaluation Activity: 7 Product: Report. Value: Knowledge Factual Procedural Attitude Organizes questions and then integrates the results in the graph. Practices making questionnaire’s questions; discusses results with other teams, and reports results. Shows interest when keeping track of what he/she eats in a day and share information with classmates. Auto-Evaluation C MC NYC Obtained Value: Team work. Make teams of three. Answer the questions and then ask them to your partners. Write down the answers. Questions You Student 1 Student 2 1. How many servings of protein did you have? 2. How many servings of grains did you have? 3. How many servings of vegetables did you have? 4. How many servings of dairy products did you have? 5. How many servings of fruits did you have? 6. How many servings of sugar and fats (junk food or refined products) did you have? Activity: 7b Discuss the answers with other teams and gather information. Make a graph with the results here and then present it in class. Activity: 7c
  19. 19. 20 THE WORLD WE LIVE IN Evaluation Activity: 8 Product: Written paragraphs. Value: Knowledge Factual Procedural Attitude Classifies information to complete charts with his/her own information. Reports information from his/her own experience. Shows initiative when working in basic exercises. Auto-Evaluation C MC NYC Obtained Value: Complete the charts. Activity: 8 In which food group would you find the following? sausages: ________________________ chocolate : _______________________ yoghurt: __________________________ pasta: ___________________________ pears: ___________________________ Which food group is best for giving us…? calcium: _________________________ instant energy: ___________________ protein : __________________________ vitamins and minerals: _________________________ long lasting energy: __________________________ Write a paragraph about the most horrible food you’ve ever had. What was it and why did you dislike it so much? Write a paragraph about the best food you’ve ever had. What was and why did you like it so much?
  20. 20. 21 BLOCK 1 Evaluation Activity: 9 Product: A collage. Value: Knowledge Factual Procedural Attitude Orders a collage clarifying and visualizing ideas about food groups. Creates a collage to visualize and clarify ideas about food groups by using authentic material. Shows initiative when working in satisfying exercises of collage’s creativity using authentic material. Auto-Evaluation C MC NYC Obtained Value: Make a collage with cut outs of packages or boxes of assorted food products. Activity: 9 Then divide the products’ ingredients into the correct food groups and list them on a separate sheet of paper. Present it to your teacher. Activity: 9a
  21. 21. 22 THE WORLD WE LIVE IN Pair work. Answer and ask the questions to your partner. Write down the answers. Questions You Partner 1. Do you order food at your home? 2. How often do you eat at restaurants? (times a week) 3. What is your favorite restaurant? 4. What is your favorite fast-food restaurant? 5. Do you prefer to eat in a fast-food restaurant or in a restaurant? 6. Do you usually leave a tip? Activity: 10 Write in a paragraph the differences between your partner and you. Example: I eat at restaurants two times a week but my partner (name) never eats at restaurants. I order… __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ Activity: 10a Ordering food in a Restaurant One of the most important tasks in English is ordering food when you go to a restaurant. There are basic forms and questions, as well food vocabulary that you can use in places where people speak English.
  22. 22. 23 BLOCK 1 Practice vocabulary on restaurants: http://www.esl-lab.com/vocab/v-restaurant.htm Evaluation Activity: 10 Product: Perform written and oral exercises. Value: Knowledge Factual Procedural Attitude Identifies the new theme: At a restaurant, uses information to make and answer questions. Applies information to write a paragraph, forms and answers questions. Collaborates with his/her partner on the activities developed by pairs. Co-Evaluation C MC NYC Obtained Value: Read the conversation and answer the questions. At a Restaurant Waiter: Welcome to Antico's. Here are your menus. Today's special is grilled salmon. I'll be back to take your order in a minute. . . . Waiter: Are you ready to order? Customer 1: I'd like the seafood spaghetti. Waiter: And you? Customer 2: I'll have a hamburger and fries. Waiter: Would you like anything to drink? Customer 1: I'll have a coke, please. Waiter: And for you? Customer 2: Bring water, please. Waiter: OK. So that's one seafood spaghetti, one hamburger and fries, one coke, and one water. I'll take your menus. . . . Waiter: Here is your food. Enjoy your meal. . . . Waiter: How was everything? Customer 2: Delicious thanks. Waiter: Would you like anything for dessert? Customer 1: No, bring the bill (check) please. 1. What is the special of the day? ____________________________________________________________ 2. What did customer 1 order? ______________________________________________________________ 3. What did customer 2 orders? ______________________________________________________________ 4. Did someone order coffee for drink? _______________________________________________________ 5. Did they like the dishes? __________________________________________________________________ Did they have dessert? ___________________________________________________________________ Activity: 10b Modal verbs WOULD and WILL for requests What would you like to eat? I’d like grilled chicken. I’ll have the special of the day. What would you like to drink? I’d like lemonade, please. I’ll have tea. Would you like anything else? Yes, please. I’d like dessert. No, thank you. That will be all. Contractions I will = I’ll I would = I’d Role-play activity. Form teams of three and act out the dialogue. Change roles. Activity: 10c
  23. 23. 24 THE WORLD WE LIVE IN Pair work. Read and discuss with your partner the vocabulary relevant to a restaurant. Match numbers: waiter’s request to guest’s response, guest’s request to waiter’s response. 1. What can I do for you? 2. Can I help you? 3. Can I take your coat? 4. Have you booked a table? 5. How many are you? 6. Would you follow me, please? 7. Can I take your order, sir/madam? 8. What would you like to start with? 9. What would you like to drink? 10. What would you like for dessert? 11. How would you like your steak? (rare, medium, well done) 12. Do you want a salad with it? 13. What kind of dressing? 14. Anything to drink? 15. Do you want a dessert? 16. The burgers are very good. 17. Sorry, the hamburgers are off. 18. Is everything all right? 19. Did you enjoy your meal? 20. Are you paying together? 21. May I show you to a table? 22. If you wait, there'll be a table for you free in a minute. 23. Do you want vegetables with it? 24. Why don't you try the pizza? 25. It'll take about 20 minutes. Activity: 11 1. A table for two, please. 2. May we sit at this table? 3. The menu, please. 4. What's on the menu? 5. Do you want fish? 6. What's Irish Stew like? 7. We're not ready yet. 8. The steak for me, please. 9. Can you bring me the ketchup, please? 10. A salad, please. 11. I'll have the same. 12. That's all, thank you. 13. Can I have the bill (AE: check), please? 14. This is on me. 15. Here you are. 16. The rest is for you. 17. Have you got wine by the glass? 18. I'd prefer red wine. 19. Please bring us another beer. 20. Could I have chips (AE: French Fries) instead of salad? 21. What can you recommend? 22. Please bring me the check with my coffee. 23. I think you've made a mistake Waiter to Guest Guest to waiter Example: 7 - 7 21 - 16 ____________________ _____________________ ____________________ _____________________ ____________________ _____________________ ____________________ _____________________
  24. 24. 25 BLOCK 1 Evaluation Activity: 11 Product: Recognition of imperatives. Value: Knowledge Factual Procedural Attitude Verifies and identifies vocabulary meaning and grammar point with resource materials. Applies word analysis skills to recognize restaurant vocabulary and use of imperatives. Collaborates with his/her partner on the activities developed by pairs. Co-Evaluation C MC NYC Obtained Value: Write some pair of sentences from the previous activity. Waiter to Guest Guest to waiter Example: 7-7 Can I take your order Sr.? 21-16 What can you recommend? We’re not ready yet. The burgers are very good. ___________________________________________ _________________________________________________ ___________________________________________ _________________________________________________ ___________________________________________ _________________________________________________ ___________________________________________ _________________________________________________ ___________________________________________ _________________________________________________ ___________________________________________ _________________________________________________ ___________________________________________ _________________________________________________ ___________________________________________ _________________________________________________ Activity: 11a Find “Imperatives” in activity 10b and activity 11 and write them down. ____________________________________________ ______________________________________ ____________________________________________ ______________________________________ ____________________________________________ _________________________________________________ ____________________________________________ _________________________________________________ ____________________________________________ _________________________________________________ Activity: 11b Imperatives are verbs used to give orders, commands, warning, and (if you use "please") to make a request. Instructions. Imperatives are also used to give instructions: cook, peel, bake, etc. Requests. You can also use the imperative to make a request, but you should use a polite word before the verb: For example: Please take a seat. Please bring me the check. Please wait here. Please don’t smoke here. Notes: Note that an imperative sentence does not require a subject; the pronoun "you" is implied.
  25. 25. 26 THE WORLD WE LIVE IN Evaluation Activity: 12 Product: Written dialogue. Value: Knowledge Factual Procedural Attitude Integrates vocabulary used in the block. Practices a communicative activity using food and restaurant vocabulary by writing a dialogue using his/her own information. Creates his/her own dialogues based in vocabulary and grammar studied. Auto-Evaluation C MC NYC Obtained Value: Write a dialogue in a restaurant. Use imperatives and restaurant vocabulary from activity 11. Then answer the questions. Waitress: Customer Waitress: Customer: Waitress: Customer: Waitress: Customer: Waitress: Customer: Waitress: Customer: Waitress: Customer: Waitress: 1. Is it a fast food restaurant? ______________________________________________________________________ 2. Did the customer order healthy food? _____________________________________________________________ 3. Did the waitress use polite words? ________________________________________________________________ 4. Did the customer live a “Tip”? ____________________________________________________________________ 11b. Find “Imperatives” in activity 10b and activity 11 and write them down. ____________________________________________ _________________________________________________ ____________________________________________ _________________________________________________ Activity: 12
  26. 26. 27 BLOCK 1 Pair work. You are a customer (A) in a restaurant. Choose what you want to order from the menu, your partner is the waiter/waitress (B), write a dialogue. Then act out the dialogue changing roles. Ordering in a Restaurant A: B: A: B: A: B: A: B: A: B: A: B: A: B: A: B: Activity: 13 Fill in the form; later bring the check to the customer. Activity: 13a SONORA SANDWICHES No. 062753 Date _________________________________ Sonora Sandwiches MENU Starters Chicken Soup $2.50 Salad $3.25 Sandwiches - Main Course Ham and cheese $3.50 Tuna $3.00 Vegetarian $4.00 Grilled Cheese $2.50 Piece of Pizza $2.50 Cheeseburger $4.50 Hamburger deluxe $5.00 Spaghetti $5.50 Drinks Coffee $1.25 Tea $1.25 Soft Drinks - Coke, Sprite, Root Beer, coffee, etc. $1.75 ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ Thank you! Total ________________
  27. 27. 28 THE WORLD WE LIVE IN Evaluation Activity: 13 Product: Menu. Value: Knowledge Factual Procedural Attitude Identifies vocabulary and grammar point to be used in the construction of dialogues and to fill in checks or bills. Practices a communicative activity using food and restaurant vocabulary introduced in the block by writing dialogues, menus, and bills. Demonstrate appropriate treatment of politeness and respect to classmates. Co-Evaluation C MC NYC Obtained Value: Create a menu, choose what you want to order and write a dialogue. Ordering in a Restaurant A: B: A: B: A: B: A: B: A: B: A: B: A: B: A: B: Activity: 13b MENU
  28. 28. 29 BLOCK 1 Evaluation Activity: 14 Product: Report. Value: Knowledge Factual Procedural Attitude Comprehends unfamiliar words using context clues and prior knowledge. Uses new vocabulary to label pictures and answers the questions. Integrates vocabulary to be used in real situations. Auto-Evaluation C MC NYC Obtained Value: Choose words from the box to answer the questions in each picture that shows a restaurant problem. In a separate paper write your experiences and problems you have had in a restaurant and present it to your teacher. Activity: 14 1. What does he want? _________________________ 2. How does he feel? Why? _________________________ 3. What’s annoying her? _________________________ 4. What’s annoying him? _________________________ 5. Why is he shocked? _________________________ 6. Why is he surprised? _________________________ 7. What’s that on my glass? _________________________ 8. What’s she’s thinking? _________________________ 9. What happened? _________________________ lipstick, glass, angry, man, bill, laughing, overcharge, service, expensive, teen, eating, restaurant, menu, spilling, mess, coffee, pizza, fly, soup, cigarette, smoke, shocking, coughing
  29. 29. 30 THE WORLD WE LIVE IN What do you know about cooking instructions? Match verbs in column A with information from column B. Ask your teacher for help and use your dictionary. A B 1. bake ( ) "to soften a mixture by stirring it with a spoon or a beater until it gets light and fluffy" 2. beat ( ) "to cook meat on each side until it turns light brown" 3. boil ( ) "to cook at a high temperature, usually in an oven" 4. brown ( ) "to mix with a spoon, whisk, or beater using a fast motion" 5. cream ( ) "to heat a liquid until it gets very hot and bubbles" 6. fry ( ) "to cook in a liquid at a low temperature on a stovetop" 7. flour ( ) "to add flavor to food using spices, such as salt and pepper" 8. grease ( ) "to fry briefly with a small amount of oil in a skillet" 9. marinate ( ) "to mix ingredients in a blender until they turn into a liquid" 10. preheat ( ) "to cover a pan with a thin layer of flour" 11. puree ( ) "to cover a pan with oil, butter, or shortening" 12. sauté ( ) "to heat an oven to a certain temperature before baking something" 13. season ( ) "to soak uncooked food in a liquid for a period of time to add flavor" 14. simmer ( ) “cook on a hot surface using oil" Activity: 15 What cooking utensils and appliances do you use for the cooking instruction verbs? Write a verb under each picture. ________________ ________________ ________________ ________________ ________________ Activity: 15a
  30. 30. 31 BLOCK 1 Evaluation Activity: 15 Product: Reading comprehension. Value: Knowledge Factual Procedural Attitude Identifies sequence adverbs and food vocabulary as well as the directions to follow when writing a recipe. Applies sequence adverbs, ingredients and directions vocabulary when matching and answering questions. Demonstrate understanding of basic cooking instructions. Auto-Evaluation C MC NYC Obtained Value: Read the conversation and answer the questions. Preparing a snack Charles: What is your favorite sandwich? Frederick: Oh, it’s a sandwich with beans, cheese, tomato, and onions. I call it “BEANWICH”. Charles: Mmm! I’ve never heard of that! How do you make it? Frederick: Well, first, you take two slices of bread and spread beans on them. Then put a slice of cheese on top of the beans. Finally put a slice of tomato and an onion ring over the cheese and put the other slice of bread on top. Yum! Charles: It sounds good! Frederick: Yes, I eat it as a snack at home or bring it to school for recess time. Charles: Good idea! Besides it is easy to make. I’ll bring a “beanwich” tomorrow. Frederick: Bring two. See you tomorrow! 1. What is Frederick’s sandwich name? ______________________________________________________________ 2. What is the first step to make a “beanwch”? ________________________________________________________ 3. What is the second step to make a “beanwich”? ____________________________________________________ _________________________________________________________________________________________________ 4. What is the last step to make a “beanwich”? _______________________________________________________ _________________________________________________________________________________________________ 5. When does Frederick eat a “beanwich”? _________________________________________________ Activity: 15b Write down the “Sequence Adverbs” found in the dialogue. ______________________________________________________________________________________ ___________________________________________________________________________________________________ Activity: 15c Sequence Adverbs Sequence words or adverbs also known as “Order Words” are used when you want to tell someone how to do something that must be done in steps and each of these steps should be done in specific order, they are used in manuals, stories, recipes, etc. First After that Then Finally Next Last
  31. 31. 32 THE WORLD WE LIVE IN Look at the recipe for “Lime and cilantro roasted chicken breasts”. Order the sentences from 1 to 6. Add a sequence adverb to each step. Preparation: _______ Combine the oil, lime juice, salt, pepper, garlic, and cilantro in the plastic container. _______ Bake for 25 to 35 minutes, or until chicken registers 165° on an instant read thermometer. _______ Marinate for about 2 to 4 hours. _______ Heat oven to 375°. _______ Put chicken in a large plastic covered container. _______ Arrange chicken, skin-side up, in a baking pan previously greased. Complete the list of ingredients: •4 chicken breast halves •1/4 cup of ____________________________________________ •juice of ______________________________________________ •1/2 teaspoon _________________________________________ •1/8 teaspoon _________________________________________ •3 _________________________________________, finely minced •1/4 cup chopped fresh cilantro Activity: 16 Create your own recipe; write your ideas on this organizer to help you plan it. Name of the Recipe: Ingredients: Steps: 1. 2. 3. 4. 5. (Continue adding as many steps as you need) Conclusion: (If it is a family recipe, if you can change ingredients, when can you serve it and how you think your recipe will turn out) Activity: 16a
  32. 32. 33 BLOCK 1 Activity: 16 Product: A recipe. Value: Knowledge Factual Procedural Attitude Identifies vocabulary as well as the directions to follow when writing a recipe. Writes out a recipe based on the models he/she learns in class through vocabulary and language functions on instructions. Values the usage of the language in real life, integrating new vocabulary and grammar to his/her knowledge. Auto-Evaluation C MC NYC Obtained Value: Let’s write down a recipe. Use the information in the previous organizer and write your recipe. Draw the dish or paste a photograph to make it more interesting. Activity: 16b
  33. 33. 34 THE WORLD WE LIVE IN Closing activities Evaluation Activity: 17 Product: Questionnaire. Value: Knowledge Factual Procedural Attitude Identify vocabulary learnt when studying the pyramid to answer questionnaire. Applies acquired knowledge to answer questionnaire. Shows responsibility with classmate in activities performed in pairs. Co-Evaluation C MC NYC Obtained Value: Pair work. Answer the questions, exchange books and with the help of your teacher evaluate your partner. The food pyramid suggests that we eat a varied diet. Which type of food should you eat the most of each day? __________________________________________________________________________________________________ 2. How many servings of breads, rice, pasta, and other starchy foods should you eat each day? _______________ 3. How many servings of vegetables should you eat each day? ___________________________________________ 4. How many servings of fruit should you eat each day? __________________________________________________ 5. How many servings of milk, cheese, and yogurt should you eat each day? ________________________________ 6. How many servings of meat, fish, beans, and nuts should you eat each day? _____________________________ 7. What food group do raisins fit into in this pyramid? ____________________________________________________ 8. What food group does peanut butter fit into in this pyramid? ____________________________________________ 9. Name two foods that belong to the vegetable food group. _______________________________ and _______________________________. 10. What foods are the least nutritious and should be the smallest part of your diet? __________________________________________________________________________________________________ PRODUCT Evaluation Max. Value. Student points. Questions 20 Activity: 17 Recommended web pages Play in the “Interactive Pyramid” and learn about the variety of food a person should eat: http://kidshealth.org/parent/nutrition_fit/nutrition/pyramid.html www.hooah4health.com/.../pyramidinteractive.htm
  34. 34. 35 BLOCK 1 Evaluation Activity: 18 Product: Food group drawing. Values: Knowledge Factual Procedural Attitude Verifies knowledge of the food guide pyramid and the basic food groups. Applies knowledge of the food guide pyramid in order to answer questions. Shows initiative when working in basic creative exercises. Auto-Evaluation C MC NYC Obtained Value: Write the name of the food group beside the “Food Rainbow. Activity: 18 Pair work. Discuss with your partner and answer the questions. What food group is mostly used in Mexican Dishes? ____________________________________________ What food group is mostly used in Chinese Dishes? _____________________________________________________ What food group is mostly used in Indian Dishes? _______________________________________________________ What food group is mostly used in Argentinean Dishes? __________________________________________________ What food group is mostly used in Thai dishes? _________________________________________________________ What food group is mostly used in American Dishes? ____________________________________________________ What food group do you use when you cook a meal? ____________________________________________________ Activity: 18a We’ve already studied the food groups in a food pyramid and a food rainbow, in a separate paper draw the food groups in a different figure. Present it to your teacher Activity: 18b
  35. 35. 36 THE WORLD WE LIVE IN Evaluation Activity: 19 Product: Favorite food drawing. Values: Knowledge Factual Procedural Attitude Organizes information and vocabulary introduced in the block to write a report. Writes a report based on the models he/she learns in class through vocabulary and language functions. Shows initiative when working in exercises of creativity. Auto-Evaluation C MC NYC Obtained Value: Draw a picture of your favorite food and write about it. Describe what it looks like, what it tastes like, why you like it, when you eat it, who makes it, and other things about it. Activity: 19
  36. 36. 37 BLOCK 1 Evaluation Activity: 20 Product: Vocabulary task. Value: Knowledge Factual Procedural Attitude Understands how will guests respond to questions in a restaurant. Applies word analysis skills to recognize restaurant vocabulary. Shows openness to the feedback given by the teacher. Auto-Evaluation C MC NYC Obtained Value: Fill in the blanks, choose words from the box. Check your answers with your teacher. In a Restauran Principio del formulario 1. We'll take a of draft with four glasses, please. 2. I think we are all ready to . 3. We read the on our way through. 4. I think we'll get an order of garlic bread to . 5. I like my steak so that there is a little pink in the middle. 6. Do you have any to dip the chicken fingers in? 7. Everything is thank you. 8. I can't eat another . 9. We'll have coffee while we look at the dessert . 10. You can put it all on one , thanks. Final del formulario Activity: 20 bill – bite – delicious – medium rare – menu – order – pitcher – sauce – special board - split
  37. 37. 38 THE WORLD WE LIVE IN Evaluation Activity: 21 Product: Questionnaire. Value: Knowledge Factual Procedural Attitude Recognizes vocabulary, nutrition information, categories of vegetables, fruits, and other foods. Demonstrates his/her knowledge of vegetables, fruits, and other foods. Shows initiative and interest when answering questionnaires. Auto-Evaluation C MC NYC Obtained Value: How much do you know about vegetables, fruits, and other food? Read each statement below. Circle True if you think the statements tells a correct fact about food. Circle False if you think the statement is incorrect. 1. A plain baked potato is almost 100 percent fat free. True False 2. Blueberries are native to South America. True False 3. The best liquid to drink is water. True False 4. Tomatoes and potatoes are in the same food family. True False 5. One serving of a vegetable or fruit is 1 cup. True False 6. Eating ice cream raises your body temperature. True False 7. Brazil is the world's largest producer of grapefruits and oranges. True False 8. Potatoes contain little water. True False 9. Sweet potatoes and yams are the same vegetable. True False 10. Strawberries are part of the rose family. True False © 2000 by Education World®. Education World grants users permission to reproduce this page for educational purposes. Activity: 21
  38. 38. 39 BLOCK 1 Evaluation Extra Activity Product: Questionnaire. Extra Value: Knowledge Factual Procedural Attitude Recognizes the amount of water when keeping track in a format. Practices answering questionnaires, discusses results with other classmates, and reports results. Shows interest when keeping track of the amount of water he/she drinks and when sharing information with classmates. Auto-Evaluation C MC NYC Obtained Value: Follow instructions. After a month present a report to your teacher. Extra Activity
  39. 39. 40 THE WORLD WE LIVE IN “Fast Food” nutritional table There are various ways to measure nutritional value; girls and women need to consume an average of 2,200 calories every day, while boys and men need an average of 2,800 calories. Fast food is bad food. That's pretty much common knowledge these days. The majority of the foods served at fast food restaurants contain an insane amount of calories, tons of fat including the very evil trans-fat (saturated fats), and are high in pretty much everything else that you'd want your food to be low in. Long story short, it's the kind of food you want to avoid eating. Consult this table every time you eat in a “Fast Food Restaurant”.
  40. 40. 41 BLOCK 1 Didactic Sequence 2. My Vacation. Start up activity Evaluation Activity: 1 Product: Diagram. Value: Knowledge Factual Procedural Attitude Identifies vocabulary, spelling, and facts about previous knowledge. Practices vocabulary, spelling and facts about daily activities. Collaborates with classmates when working in teams. Auto-Evaluation C MC NYC Obtained Value: Team work. In teams of 4 complete the diagram with activities you like to do on vacations. Ask your partner: What do you like to do on vacations? Which activity do you like the best? ___________________________________________________________________ Do you need a lot of money for this activity? ___________________________________________________________ Activity: 1 What I like to do on vacations
  41. 41. 42 THE WORLD WE LIVE IN Development activities Evaluation Activity: 2 Product: Reading comprehension. Value: Knowledge Factual Procedural Attitude Identifies adverbs of quantity to talk about problems in a city. Read a dialogue to determine answers to the problems in the city. Shows initiative when working in basic exercises. Auto-Evaluation C MC NYC Obtained Value: Read the conversation and answer the questions. Practice the dialogue with a partner. Taxi driver: Are you new here? Tourist: Yes, I am on vacations. Taxi driver: How long have you waited for the taxi? Tourist: For a long time, in fact, I was waiting for the bus. Why is there never a bus when you want one in this city. Taxi driver: There aren’t enough buses on this route. Tourist: I’m thinking on complaining in the corresponding department. Taxi driver: Good idea. You should say that we need more subway lines, too. Tourist: Yes, there should be more public transportation in general. Taxi driver: And fewer cars! There’s too much traffic. It’s getting impossible for us to drive around the city. Tourist: Stop in the next corner, please. Taxi driver: By the way, do you know someone at the department of tourism? Tourist: No, but I am the person in charge of the department of public transportation. Taxi driver: Uuups! 1. What’s the taxi driver first question? _________________________________________________________________________________________________ 2. What’s the tourist’s first complain? _________________________________________________________________________________________________ 3. What is the tourist thinking on doing? _________________________________________________________________________________________________ 4. What other problems did the taxi driver mention? _________________________________________________________________________________________________ Activity: 2
  42. 42. 43 BLOCK 1 Evaluation Activity: 3 Product: Adverbs task. Value: Knowledge Factual Procedural Attitude Identifies transportation and other public services vocabulary, as well as adverbs of quantity. Practices vocabulary and applies adverbs of quantity in statements about transport problems in his/her city or state. Appreciates the opportunity to develop grammar structure s in a meaningful situation. Auto-Evaluation C MC NYC Obtained Value: Read the adverbs of quantity and use them to complete the statements about transportation problems in the state of Sonora. Then complete the statements about the city you are living in. Compare with partners. Adverbs of quantity With countable nouns With uncountable nouns There are too many cars. There is too much traffic. There aren’t enough buses. There isn’t enough parking. We need more subway lines. We need more public transportation. 1. There are ____________________________ police officers in Navojoa. 2. There should be ________________________ cars in Hermosillo. 3. There is ______________________ public transportation in Pueblo Yaqui than Magdalena. 4. The Government needs to build ____________________Highways in Sonora. 5. There should be __________________________ noise in Rocky Point. 6. We should have __________________________ public parking garages in Nogales. 7. There is ________________________ air pollution in the city. 8. There are _______________________ cars parked on Nainari Street. 9. There aren’t _______________________ buses on the route Caborca-Pitiquito. 10. There is _________________________ traffic in Agua Prieta. 1. The city needs to provide more ___________________________________________________________________ 2. We have too many _____________________________________________________________________________ 3. There’s too much ______________________________________________________________________________ 4. There should be fewer __________________________________________________________________________ 5. We don’t have enough __________________________________________________________________________ 6. There should be less ___________________________________________________________________________ Activity: 3
  43. 43. 44 THE WORLD WE LIVE IN Evaluation Activity: 4 Product: Report. Value: Knowledge Factual Procedural Attitude Identifies transportation problems in a city in an authentic material. Suggests possible solutions to his/her city’s transportation problems. Values the opportunity given to suggest solutions to a city’s transportation problems. Auto-Evaluation C MC NYC Obtained Value: Bring articles from a newspaper about transportation problems in your city, post it here and write possible solutions. Then in a separate paper write a report about “Transportation in my city” and present it to your teacher. Activity: 4 Helpful phrases People should… The city needs to… There should be more… We need fewer… There isn’t/aren’t enough…
  44. 44. 45 BLOCK 1 Evaluation Activity: 5 Product: Transport vocabulary. Value: Knowledge Factual Procedural Attitude Identifies means of transportation vocabulary. Recognizes means of transportation and applies vocabulary to his/her real context. Shows wiliness t when working with classmates. Co-Evaluation C MC NYC Obtained Value: Pair Work. Write the names of the means of transportation. Then answer the questions and discuss with your partner. 1. _____________________ 6. _____________________ 2. _____________________ 7. _____________________ 3. _____________________ 8. _____________________ 4. _____________________ 9. _____________________ 5. _____________________ 10. _____________________ 1. Have you used these kinds of transportation? ______________________________________________________ 2. What kind of transportation do you usually use? ____________________________________________________ 3. Name three kinds of transportation that you use most often? __________________________________________ _________________________, ___________________________________. 4. What unusual forms of transportation are there in your city or country? _________________________________ _________________________________________________________________________________________________ Activity: 5
  45. 45. 46 THE WORLD WE LIVE IN Evaluation Activity: 6 Product: Chart. Value: Knowledge Factual Procedural Attitude Organizes a graphic presentation about the interpretation of the results in the graph. Practices means of transportation vocabulary, discusses results with other teams, and reports results. Collaborates with classmates in the activities when he/she has the chance to develop fluency. Co-Evaluation C MC NYC Obtained Value: Team Work Survey. Talk to four classmates, ask them about transportation. Write the answers in the chart. Question Name _________________ Name _________________ Name _________________ Name _________________ 1. How do you get to school?  Walk  Take public transportation  Drive  Other 2. How much does public transportation cost? 3. How long does it take you to get to school? 4. In your opinion is public transportation good in your city or town? Why or Why not? 5. Your question: Activity: 6 Discuss question one with other teams. Count the students who walk to school, take public transportation, etc. Make a graph and present it in class. Activity: 6a
  46. 46. 47 BLOCK 1 Evaluation Activity: 7 Product: Question and answer task. Value: Knowledge Factual Procedural Attitude Identifies indirect questions when reading a dialogue. Practices a dialogue, answers the questions and forms “Indirect questions”. Shows initiative and interest when working in basic exercises. Auto-Evaluation C MC NYC Obtained Value: Read the dialogue, answer the questions and underline the “Indirect questions.” Vicky: Excuse me. Could you tell me where the bus station is? Man: There’s one on Lincoln St., across from the duty-free shop. Vicky: Thank you. Do you know what time it opens? Man: It should be open now. It opens at 9:00 A.M. Vicky: Good. Can you tell me how often the buses leave for the city? Man: You need to check at the counter in the bus station. Vicky: OK. And just one more thing. Do you know where the restrooms are? Man: Right behind you, ma’am. See that sign? Vicky: Oh. Thank you very much. 1. What opens at 9:00 A.M.? _______________________________________________________________________ 2. Where is it located? _____________________________________________________________________________ 3. Does the man know how often the buses leave for the city? ___________________________________________ Activity: 7 How to form indirect questions Wh questions with be/do/did Indirect questions Where is the drugstore? Do you know where the drugstore is? When did flight 55 arrive? Can you tell me when flight 55 arrived? What time does the bus leave? Could you tell me what time the bus leaves? Do you know Can you tell me + WH question + noun + be or a verb? Could you tell me Write “Indirect Questions” using these WH-questions. Then compare with a partner. 1. How much does the book cost? ___________________________________________________________________ 2. Where is the nearest bus stop? ____________________________________________________________________ 3. How can I get to the airport? ______________________________________________________________________ 4. How often do the buses come? ___________________________________________________________________ Activity: 7a
  47. 47. 48 THE WORLD WE LIVE IN Practice listening comprehension: www.esl-lab.com/trip1/trip1.htm Evaluation Activity: 8 Product: Identification of places. Value: Knowledge Factual Procedural Attitude Identifies places and writes indirect questions. Recognizes places to visit and forms “Indirect questions”. Collaborates in a respectful manner with classmates when working in teams. Co-Evaluation C MC NYC Obtained Value: Team work. Look at the pictures, make up and write a sentence describing each one of them. Have your classmates guessed which picture you are describing. Picture number Example: Many people visit this place to ski. 1. ___________________________________________________ 2. ___________________________________________________ 3. ___________________________________________________ 4. ___________________________________________________ 5. ___________________________________________________ Activity: 8 1 2 3 4 5 3 Make indirect questions to the answers. Example: Do you know where Chichen Itza is? Yes, it is in Mexico in the state of Yucatan. 1. _____________________________________________________________________________________________? It takes only 100 kilometers to get from Hermosillo to Kino Bay. 2. _____________________________________________________________________________________________? The one day Disneyland park ticket is $72.00 3. _____________________________________________________________________________________________? Aspen Colorado is a nice place to ice ski. 4. _____________________________________________________________________________________________? You can get to the statue by using the Statue of Liberty - Ellis Island Ferry system. Activity: 8a
  48. 48. 49 BLOCK 1 Read the dialogue and answer the questions. Sophia: I’m so excited! We have two weeks off! What are you going to do? Victoria: I’m going to work for one month. Do you have any plans? Sophia: Well, my parents have rented a condominium in Rocky Point. I’m going to take long walks along the beach every day and do lots of swimming. Victoria: Sounds great! Sophia: Say, why don’t you come with us? Victoria: I can’t. I need to save some money. Sophia: Why do you need money for? Victoria: I’m going to go somewhere for vacations with my sister. She says that we are going to look for a nice place to visit. Sophia: You should search for information on a travel information web page. Victoria: Ok Sophie I’ll do that. Enjoy your vacation at Rocky Point. 1. Why is Victoria going to work on vacations? ________________________________________________________ 2. What is Sophia going to do on vacations?__________________________________________________________ 3. What is Victoria going to do after working? _________________________________________________________ 4. What are you planning for your next vacations? _____________________________________________________ _________________________________________________________________________________________________ 5. What places have you visited in the state of Sonora? ________________________________________________ _________________________________________________________________________________________________ 6. What places would you like to visit? _______________________________________________________________ _________________________________________________________________________________________________ Activity: 9 Think about your next vacation. Write answers to the questions. If you already have plans use, BE GOING TO. If you don’t have fixed plans, use WILL. 1. How are you going to spend your next vacations? ____________________________________________________ __________________________________________________________________________________________________ 2. When are you going to take your vacations? ________________________________________________________ __________________________________________________________________________________________________ 3. How long are you going to be on vacations? ________________________________________________________ __________________________________________________________________________________________________ 4. What are you going to do? _______________________________________________________________________ __________________________________________________________________________________________________ 5. Is anyone going to travel with you? ________________________________________________________________ Activity: 9a
  49. 49. 50 THE WORLD WE LIVE IN Evaluation Activity: 9 Product: Conversation. Value: Knowledge Factual Procedural Attitude Identifies the use of “will” and “be going to” for making vacation plans. Applies “be going to” and the modal” will” to express future vacations and travel plans. Demonstrate understanding when expressing future tense. Auto-Evaluation C MC NYC Obtained Value: Complete the conversation with appropriate forms of BE GOING TO or WILL. A: Have you made any vacation plans? B: Well, I’ve decided on one thing – I ______________________ go camping. A: That’s great! For how long? B: I ________________________ be away for a week. A: So, when are you leaving? B: I’m not sure. I _______________________ probably leave around the end of the month. A: And where ______ you ____________ go? B: I haven’t thought about that yet. I guess I ______________ go to Aconchi. A: That sounds like fun! B: Yeah. Maybe I __________________ go hiking and do some fishing. But for sure I _______________________spend most of the time in the thermal waters. A: I didn’t know about the thermal waters in Aconchi. B: Yes, The main attraction is “El Agua Caliente de Aconchi”. A: What is that about? B: It consists of spring thermal water with a temperature of 59 °C. A: How exciting! Maybe I ___________ plan my next vacation there. What do I need to go camping? B: You have to bring a tent and a sleeping bag, these are the two essential thinks you shouldn’t forget. A: Ok, you tell me when you come back. Activity: 9b Remember that we have studied the future tense to make plans you have decided on using: BE GOING TO I’m going to the beach. For making possible plans before making a decision using: WILL I’m not sure. Maybe I’ll go camping. Making plans for the Future using WILL and BE GOING TO
  50. 50. 51 BLOCK 1 What items should or must I take on my vacation? Choose and write the item in the corresponding box. Camping Vacation abroad Activity: 10 many cloth – lantern – spare batteries – passport – dissolving soap – traveler’s checks – tent – cash – camping shower – plane ticket - back pack - identification card - arm chair– Visa - first aid kid - hotel reservations - sleeping bag - coffee maker - lot of luggage - fishing rod - formal cloth - I pod - cookware - volleyball - sunglasses - camera - map Write sentences with items (from the box) that you should/must take to your vacation. Example: I must bring my tent to go camping. 1. ________________________________________________________________________________________________ 2. ________________________________________________________________________________________________ 3._________________________________________________________________________________________________ 4. ________________________________________________________________________________________________ 5. ________________________________________________________________________________________________ 6. ________________________________________________________________________________________________ Activity: 10a
  51. 51. 52 THE WORLD WE LIVE IN Evaluation Activity: 10 Product: Modals practice. Value: Knowledge Factual Procedural Attitude Identifies “Modals” for describing necessity and giving suggestions. Applies “Modals” for describing necessity and giving suggestions for traveling and taking vacations. Integrates new vocabulary to his/her knowledge and shares it with partner. Co-Evaluation C MC NYC Obtained Value: Pair work. Read and practice the dialogue with your partner. Underline the “Modal Verbs”. Victoria: Hi Gus! You just came back from vacations. Can you tell me a little about Mexico City? Gus: Sure I can. What would you like to know? Victoria: Well, what’s a good time to visit? Gus: I think you can go anytime. The weather is always nice. Victoria: Oh, good! And what should I see there? Gus: Well, you should visit the National Museum, go to the Palace of Fine Arts, Frida Kahlo’s “Casa Azul”, Templo Mayor. Victoria: What else? Gus: Oh, you shouldn’t miss the Pyramid of the Sun in Teotihuacan, it’s one hour from the city. It’s very interesting. Victoria: It all sounds really exciting. What advice can you give me? Gus: You should buy a round-trip plane ticket and you must get a passport. Victoria: Thank you Gus. Your information will help me and my sister to plan our trip to Mexico city. Activity: 10b Modals for necessity and suggestion Describing Necessity Giving Suggestions You have to get a passport. You ought to go to “Casa Azul”. You must get a visa to go to USA. You should visit the Pyramids. You need to take a tent. You’d better take spare batteries. You don’t have to bring cookware. You shouldn’t forget a lantern. Complete the sentences about things to do in Hermosillo. Use a Modal (change to negative form if necessary) and a verb from the box. 1. You _______________ _______________ Hermosillo. 2. You _______________ _______________ “El Cerro de la Campana”. 3. You _______________ _______________ “Carne asada”. 4. You _______________ _______________ shopping at “Plaza Galerias”. 5. You _______________ _______________ a walk at UNISON campus. 6. You _______________ _______________ a morning at MUSAS. Activity: 10c miss spend see go visit try
  52. 52. 53 BLOCK 1 Evaluation Activity: 11 Product: Report. Value: Knowledge Factual Procedural Attitude Identifies “Modals” for describing necessity and giving suggestions. Applies “Modals” for describing necessity and giving suggestions for traveling and taking vacations. Collaborates with classmates when working on reading and writing a report. Co-Evaluation C MC NYC Obtained Value: Team work. Get in teams and read the passage. Answer the questions discuss with your partner, write a report and present it to your teacher. Must and mustn’t of transportation These are the names of some public and private means of transport: 1) Car – taxi – van – lorry - bus – coach 2) Motorbike – bicycle 3) Airplane, helicopters, Notice that you drive all the vehicles in line number 1, but you ride the ones in line number 2. All drivers on the road are called motorists, while walking people are pedestrians. You must have a driving license to drive a car, but you don't have to have one to ride a moped. Motorists should stop whenever they see people standing at a pedestrian (zebra) crossing. You can say you drive to school, to the supermarket etc., or that you go by car. On the other hand, you can say you walk there, or go on foot. If you use public transport, you must pay the fare (bus/train/taxi fare). If you can take/catch a train or a bus, you mustn't get on without a ticket. If you take a taxi, you should also give the driver a tip. In big cities you often have an underground. Riding in an airplane is a great way to travel because it is fast and easy. Some people fly to their vacation destination and others fly for business. Plane tickets should be purchased online, by phone, or by using a travel agency. The prices of tickets vary, so you should check around and research all your options. If you're flying for vacation, you should plan your trip several months ahead of time so you can get the best deal. You might want to compare vacation packages that include your plane ticket, hotel room, and rental car. Information taken from: http://www.elcivics.com/lifeskills/airline-travel-1.html and www.nspeak.com/newbasic/lesson5/index.htm 1. What mean of transport do you usually use? _______________________________________________________ 2. When you drive a car the first thing that you must do is: ______________________________________________ 3. When people are standing at a pedestrian crossing, what should the motorists do? ______________________ ______________________________________________________________________________________________ 4. Must you get a ticket before taking a bus in your city? _______________________________________________ 5. Should you give a taxi driver a tip in your country? ___________________________________________________ 6. Must you always buy your plane tickets online? _____________________________________________________ 7. What should you do to get the best deal when buying a plane ticket? __________________________________ _________________________________________________________________________________________________ Activity: 11
  53. 53. 54 THE WORLD WE LIVE IN Evaluation Activity: 12 Product: Question practice. Value: Knowledge Factual Procedural Attitude Identifies questions to be made when buying tickets to travel. Reads and discusses questions to Apply them to the answers given. Values new structures used in real situations and integrates them to her/his knowledge. Auto-Evaluation C MC NYC Obtained Value: Read the questions and discuss them with your teacher. Then write the correct QUESTION for the ANSWER given. 1. _____________________________________________________________________________________________? Yes, it's 10% cheaper if you have you International Student Card. 2. _____________________________________________________________________________________________? The charge is 60 dollars for a round trip. 3. _____________________________________________________________________________________________? No, we'll put them in the bus' baggage compartment. 4. _____________________________________________________________________________________________? No, they leave from North Station. 5. _____________________________________________________________________________________________? Yes, there are three stops before the station. 6. _____________________________________________________________________________________________? Yes, if it's not expired you'll get 70% of the ticket price back. 7. _____________________________________________________________________________________________? If you buy your ticket one week in advance, it'll be 20% cheaper. _____________________________________________________________________________________________? No, it's a direct bus. Activity: 12 Questions for “Buying tickets” (Train, Airplane, Bus) How much is the ticket? Can I get a student / senior discount? Do I have to bring my bags on the bus? Does the bus stop anywhere before the central bus station? Do you have a schedule I could look at? Can I get a refund (= money back) for an unused ticket? Can I get a discount if I buy my ticket in advance? Do I have to change buses? Do trains to Mexico City leave from this station?
  54. 54. 55 BLOCK 1 Pair work. Plan your DREAM VACATION around the world, in your country or in your state. Discuss these questions and make notes with your partner. Where are you going to start from? Where are we going to stay? What time of the year should we travel? What are we planning to do and see there? How are we going to travel? How much money do we have to take? What places should we visit? What do we need to take with us? How long should we spend in each place? What kind of cloth should we take? Notes Activity: 13 Recommended web pages: Information and Video guidebooks: http://www.travelchannel.com/Places_Trips Interesting places in USA: http://www.travelinformation.com/ Places in Sonora : http://www.gotosonora.com/ Photographs: http://www.esl- galaxy.com/themeworksheets/generalknowledge/World%20Land%20Marks.pdf Mount Rushmore: http://www.elcivics.com/mount-rushmore.html
  55. 55. 56 THE WORLD WE LIVE IN Evaluation Activity: 13 Product: Report. Value: Knowledge Factual Procedural Attitude Integrates and reinforces grammar and vocabulary by writing a report. Applies and reinforces grammar and vocabulary studied by writing a report as well as searches for information on the web. Values new structures used in real situations and integrates them to her/his knowledge. Auto-Evaluation C MC NYC Obtained Value: Write a report about the vacation you planned with your partner in the previous page. (Use vocabulary, useful phrases, grammar studied in the sequence, and search the recommended web pages for information and pictures). Post your report here. Activity: 13a Take turns and read your draft aloud to your partner Activity: 13b
  56. 56. 57 BLOCK 1 Closing activities Evaluation Activity: 14 Product: Indirect questions. Value: Knowledge Factual Procedural Attitude Relates questions to answers from a dialogue booking a hotel room. Applies previous knowledge to match questions and answers. Writes indirect questions. Collaborates with responsibility when working in basic exercises. Auto-Evaluation C MC NYC Obtained Value: Read the questions in the left column and match the best answers to the right column. Write the dialogue. Then change the questions in the left column to “Indirect questions”. In a Hotel 1. How can I help you? ( ) No, it is included in the price of your room 2. When will you be visiting? ( ) Yes, we have a safe behind the front desk 3. How long will you be staying? ( ) I need to book a room 4. How will you be paying for this room? ( ) Three days and two nights. 5. Must I pay extra for breakfast? ( ) With a Visa card 6. Is there anywhere to store my valuables? ( ) July 8th and 9th Dialogue Agent: Customer: Agent: Customer: Agent: Customer: Agent: Customer: Agent: Customer: Agent: Customer: Indirect questions. 1.________________________________________________________________________________________________ 2.________________________________________________________________________________________________ 3.________________________________________________________________________________________________ 4.________________________________________________________________________________________________ 5.________________________________________________________________________________________________ 6.________________________________________________________________________________________________ Activity: 14
  57. 57. 58 THE WORLD WE LIVE IN Evaluation Activity: 15 Product: Report. Value: Knowledge Factual Procedural Attitude Identifies means of transportation vocabulary and searches for information. Applies vocabulary studied and searches for information on the web. Shows creativity by writing a report and openness by using technology to search for information. Auto-Evaluation C MC NYC Obtained Value: Write about different means of transportation; when, why, and how they are used. Post photographs. You’ll find information and pictures in the following web page: http://www.elcivics.com/esl_transportation_1.html Activity: 15
  58. 58. 59 BLOCK 1 Evaluation Activity: 16 Product: Advice practice. Value: Knowledge Factual Procedural Attitude Identifies “Modals” for describing necessity and giving suggestions. Applies “Modals” for describing necessity and giving suggestions for traveling and taking vacations. Demonstrate understanding of basic instructions and ask for clarification to his/her teacher. Auto-Evaluation C MC NYC Obtained Value: Complete the advices use modals for necessity or suggestion. Then compare your answers with your classmates. 1. You ________________________ get a passport to travel to USA. 2. You ________________________ bring formal cloth to go camping.(negative) 3. You ________________________ bring a sleeping pack to go hunting. 4. You ________________________ buy a round-trip plane ticket. 5. You ________________________ hotel reservations. 6. You ________________________ pack too many clothes to go camping. (negative) 7. You ________________________ get a vacation. 8. You ________________________ check the weather. 9. You ________________________ carry lots of cash. (negative). 10. You ________________________ traveler’s checks. 11. You ________________________ forget to bring spare batteries to go camping. 12. You ________________________ take a lot of luggage. (negative) 13. You ________________________ check your visas. 14. You ________________________ carry your wallet in your backpack. (negative) 15. You ________________________ take identification with you. Activity: 16 Give advice to a person who is planning to visit your city. Example: You should bring an umbrella when you come to Nogales. 1. ______________________________________________________________________________________________. 2. ______________________________________________________________________________________________. 3. ______________________________________________________________________________________________. 4. ______________________________________________________________________________________________. 5. ______________________________________________________________________________________________. Activity: 16a
  59. 59. 60 THE WORLD WE LIVE IN Evaluation Activity: 17 Product: Report. Value: Knowledge Factual Procedural Attitude Integrates and reinforces grammar and vocabulary by writing a report. Applies and reinforces grammar and studied vocabulary by writing a report. Shows creativity by writing a report and appreciates the use of structures to be used in a real context. Auto-Evaluation C MC NYC Obtained Value: What advice can you give to someone who is planning to visit your country? Include information about transportation, accommodations, places to visit, dining and pictures. Write a report and post it here. Activity: 17
  60. 60. 61 BLOCK 1 Didactic Sequence 3. Our Environment. Start up activity Evaluation Activity: 1 Product: Questionnaire. Value: Knowledge Factual Procedural Attitude Identifies facts about previous knowledge. Applies previous knowledge about “Environmental Problems”. Shows independence when applying previous knowledge. Auto-Evaluation C MC NYC Obtained Value: How much do you know about “Environmental Problems”. Choose the best answer and then discuss with your partners. 1. What do you call the rain that contains chemical waste and causes damage to plants and animals? a) Smog b) Acid rain c) Monson rain d) Season Rain 2. What is the term used to describe a substance that can be broken down and eaten up by microorganisms like bacteria? a) Compound b) Environment friendly c) Biodegradable d) Recycled 3. We all know that the Kaziranga sanctuary is a place where rhinos can live safely away from hunters. What is the term used for such careful use and protection of nature? a) Biofriendly b) Ecofriendly c) Degradation d) Conservation 4. What is the natural environment of a living organism called? a) Habitat b) Surroundings c) Environment d) Biosphere 5. Most of the oil that we use is imported into our country from other nations. The oil is carried in huge sea going tankers. Sometimes these tankers get damaged and the oil leaks into the oceans and seas. What is such an accidental discharge of oil into water bodies called? a) Water pollution b) Oil spill c) Oil leak d) Tanker leak 6. What is the process of collecting, processing and reusing waste materials called? a) Recycling b) Reworking c) Reusing d) Reprocessing 7. Name the phenomenon because of which the earth’s atmospheric temperature is increasing causing widespread environmental changes? a) Seebeck effect b) Greenhouse effec c) Geothermal effect d) Biothermal efect 8. What is a substance that dirties the air, water or ground – thereby harming the living organisms called? a) Pesticides b) Non-biodegradable c) G Pollutant d) Environmental friendly 9. What is the term used for the pollution and damage caused by release of heated water into rivers and lakes that can harm animal and plant life? a) Thermal pollution b) Geothermal pollution c) G Bothermal Pollution d) Isothermal Pollution 10. Have you heard that the ultraviolet radiations from the sun may cause skin cancer? Can you tell me which layer of the earth’s atmosphere protects the earth from these dangerous ultraviolet radiations of the sun? a) Stratosphere b) Ozonosphere c) G Lonosphere d) Troposphere Activity: 1
  61. 61. 62 THE WORLD WE LIVE IN Development activities Evaluation Activity: 2 Product: Recognition. Value: Knowledge Factual Procedural Attitude Recognizes vocabulary related to ecological problems. Applies vocabulary and his/her knowledge about ecological problems. Appreciates interesting acquired information about environmental problems. Auto-Evaluation C MC NYC Obtained Value: Team work. Learn “Pollution Pre-reading vocabulary” and discuss it with your partners. Answer the questions. Word Meaning acid rain noun Acid that contains harmful chemicals that collect in the atmosphere when fossil fuels are burned carcinogen noun A substance that has been linked to causing one or more types of cancer Contaminated adj. Has come in contact with organisms or substances that cause disease developing country noun A nation that is working towards becoming more economically and socially advanced domestic waste noun Garbage that is produced by people in a household dumping verb Placing waste in an area that is not appropriate ( ex. dumping chemicals in oceans) industrial adj. Related to the advancement of the economy pesticides noun Chemicals that are sprayed on crops to prevent insects from destroying them pollutant noun Something that causes damage to the environment pollution noun The contamination of the environment sewage noun Waste that humans put down drains smog noun Air pollution caused by a reaction between chemicals in the atmosphere and sunlight sustain verb Support toxic chemicals (toxins) noun Poisonous materials that can cause disease 1. Trash thrown away at every home is called _________________________________________________waste. 2. This is a form of precipitation that contains harmful chemicals _________________________________________ 3. These are used to protect plant fields from insects: _________________________________________________ 4. Waste matter that contaminates the water, air, and soil: ______________________________________________ 5. Air pollution by a mixture of smoke and fog: ________________________________________________________ Activity: 2
  62. 62. 63 BLOCK 1 Evaluation Activity: 3 Product: Reading comprehension. Value: Knowledge Factual Procedural Attitude Classifies and selects information about environmental problems. Reads information about environmental problems to answer questions. Appreciates interesting acquired information about environmental problems. Auto-Evaluation C MC NYC Obtained Value: Team work. Take turns and read paragraphs. Discuss the reading, and answer the questions. Water, Air and Soil Contamination Pollution is an environmental concern for people throughout the world. One university study suggests that pollutants in the water, air, and soil cause up to 40 percent of the premature deaths in the world's population. The majority of these deaths occur in developing countries. Water in many third world countries is contaminated with toxic chemicals, also known as toxins. In many regions the water that is used for drinking, cooking, and washing is the same water that is used for dumping sewage and hazardous waste. Most developing countries cannot afford water treatment facilities. Approximately 80% of infectious diseases in the world are caused by contaminated water. Air pollution is a growing problem throughout the world. Indoor air pollution is one of the leading causes of lung cancer. Families in developing countries use open stoves for cooking and heating their homes. These homes do not have proper ventilation. The smoke, which is full of chemicals and carcinogens, gets trapped inside where families eat and sleep. Outdoor pollution also causes disease and illness, especially in industrial cities such as Beijing, China, where cancer is the leading cause of death. Acid rain, results mainly from the coal powered factories, which produce inexpensive goods for North American and European consumers. Soil pollution is also a major concern, both in industrial and developing countries. Pollutants such as metals and pesticides seep into the earth's soil and contaminate the food supply. Soil pollution causes major health risks to entire ecosystems. This type of pollution reduces the amount of land suitable for agricultural production and contributes to global food shortages. Dumping of industrial and domestic waste products produces much of the world's soil pollution, though natural disasters can also add to the problem. Farmers in poor nations grow food in contaminated soil both to earn a living and to avoid starvation. As more people move to urban centers, premature deaths caused by pollution are expected to increase worldwide. Today, the developed nations who achieved their wealth at the expense of the environment will be held accountable for protecting the earth's resources for future generations. ESL English Club 1. According to the article, what causes 40% of the world's premature deaths? _____________________________ 2. What causes the “Global food shortage”? __________________________________________________________ _________________________________________________________________________________________________ 3. What is the main reason people die of waterborne illnesses? __________________________________________ 4. Which is the main cause of lung cancer in third world countries? ______________________________________ 5. Which is NOT mentioned as a source of soil pollution? Choose two and underline them. a) Dumping of wastes b) Use of pesticides c) smoke from factories d) acid rain Activity: 3
  63. 63. 64 THE WORLD WE LIVE IN Evaluation Activity: 4 Product: Brief repot. Value: Knowledge Factual Procedural Attitude Classifies and selects information about environmental problems. Reads information about environmental problems to match words and complete statements. Shows initiative and interest by writing about ecological problem in actual time. Auto-Evaluation C MC NYC Obtained Value: Match the words in column A with words in column B. Use the same words to complete the statements. Column A Column B Oil __________________________ Rain Exhaust __________________________ Spill Catalytic __________________________ Fumes Ecological __________________________ Disaster Greenhouse __________________________ Layer Acid __________________________ Effect Ozone __________________________ Warming Global __________________________ Converter 1. I think that the smoke from factories is more dangerous to the atmosphere than the _______________________ from cars. It contributes to ________________________ which can destroy forests. 2. I don’t believe that there is a hole in the _________________________________________ because I can’t see it. 3. I like the fact that the ________________________________________ is making the planet hotter. I like hot weather so I don’t think that _______________________________________ is a problem. 4. I think the ___________________________ in the Galapagos Islands was a preventable ___________________. Activity: 4 What ecological disaster do you remember? Why do you remember it in particular? ______________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ ________________________________________________________________________________________________ Activity: 4a

×