GET AHEAD !2 Student BookGet Ahead! 2 Stuclant Book de Margarita Dueiiac Kierell y Laura Alicia Meza Martine: ce ecitd y publics porRics de Tints, S.A. de CV. DR. ORs de Tinta. SA de GV. Morelos 16, Centre, Médico, Giudsd de México, €.P 06040. Teléfono (85) 51402997, ext. 31957 wweuricedtints com Primers echcién, 2019 ISSN 978-607-8495-47-4 Direccicn editorial Ma. Geargine Adame Moreno: Coordinacicn editorial Artura Cruz Pérez (Coordinacién de dicate © iconografia S. Gabriele Bedillo Heméndes (Coordinacicn avtaral y decarrolle editorial Letra Cardinal Hustradores Arturo Bleck Fonseca, Jorge Mufioz, Misael Garcia Figueroa, y Berenice Dafne Corte: DiexGet pen an neo ‘athe dahon Nat agi niet 3483 nda eter pride rprdcin Fai SS cpt esa Sioanate the dal hac Aegina ‘es archivos enero de oe rmsece yh ley pcan un ro ban rps emeral coogetes Lines echo dnpecin ce tospemvedoee sh dere enn dCs oo denen. aun nt Serena “Ears Sase SaINDEX Unit 1 Environmental Emergencies . Unit 2 Public Service Announcements ............ . 26 Unit 3 Reading Plays Review Units 1-3... Term Test 1... Unit 4 Complaints . Unit 5 This is How It Works... Unit 6 Anecdotes. . Unit 7 The News .. * » ¥ Raviews United? gigs siaieas tanened peed UI SEE Term Test 2 Unit 8 Literary Essays, . Unit 9 Round Table Discussions ..... 4 Unit 10 Improvising Monologues Review Units 8-10 .... Term Test 3 Language Reference Glossary Strategies Summary .... Digital Skills Summary . Resources:for: Students sroncnics naoneereTe 190 RN TTIEE Ec oacasramennesmnmunnemmomacemnel 02Pad foe cy Penis TABLE OF CONTENTS BTels lo tld Produces instructions ‘Academic and Interprets and follows to prepare for an Educational instructions. environmental emergency. Expresses support Family and ‘Conducts exchanges | 314 solidarity in the associated with Community, eae een face of an everyday: pO PU PORSE: problem, Recreational and aay Literary Expression Reads plays. Family and raricpeta my Expresses complaints ‘Community mermanges asc mtd | bout a product. wath the environment. . Paraphrases ‘Academic and searches for and Information to explain Educational selects information. the operation of a machine,TABLE OF CONTENTS Dear Pre Ted Portfollo Evidence Pret tao) » Uist with names of environmental emergencies. Posters with * Instructions to prepare instructions for an emergency. * Graphic resources, + Selects and reviews Instruction sheets, + Reads and understands Instructions, + whites instructions, + Edits instructions. + Graphic resources for the situation chosen, + List of strategies for prosodic features. + Expresses reasons to support a cause. + Contrasts effects of prosodic features ‘and non-verbal language. Public Servics sant pect tae Pits nearest orl Announcement. + Script with sound effects, + List with plays selected. + Chooses and reviews short plays + Table with emotions + Reads short plays. generated by a play. Dramatic Reading + Reads plays aloud. + Recommendations to read aloud. * tstens to andreviews cmptamts | sy wih reasons ta * Understands general sense, main Semple. pisiomes, ideas, and detalled Information about | * Table with expressions. | Expressing ; + sketches with notes complaints ‘complaints. + Makes and expresses complaints. a ety lena, + Selects and reviews materials. + Reads and understands information. + Writes Information. + Edits texts. * List with sentences. * Notes. infographie * Graphic resources,Pra Family and Community Fett Ta et eis Participates in exchanges associated with information about self and others. TABLE OF CONTENTS prt le to dia ‘comments on ‘own and others’ ‘experiences In a conversation eS Participates In ‘Compares the same eae exchanges associated | piece of news in with the media. different publications. Recreational and Understands oneseit | Reads short Iterary essays to contrast Literary and others. cultural aspects. Participates in Discusses points of Academic and exchanges associated | view to participate Educational with specific na round table purposes. discussion. Improvises a Recreational and Literary Takes part ina form of artistic expression. monologue on a topic of Interest.TABLE OF CONTENTS eeu * Listens to and revises conversations about personal experiences. * Understands general sense, main ideas, and details. + Shares personal experiences in a conversation, * Revise and understand information about human body systems. + Propose and answer questions about human body systems. + Write notes to describe human body systems. + Edit diagrams in teams and with the guidance of the teacher. Portfollo Evidence hart with personal experiences, List with questions, selected plece of news. + Notes with information that answers basic questions, Project (Final product) Autobiographical anecdote Comparative Table + Reviews short literary essays. + Reads and understands the general sense, main idea(s), and detalls in literary essays. * Describes and compares cultural aspects. * Revises and salects Information from Civics and Ethics Education texts, + Understands general sense and main Ideas. + Discusses pomnts of view when participating in a round table discussion. * Questions and answers on content of essays, * Sentences to describe cultural aspects. List of topics. ‘cards with personal points of view. + Recommendations for monitoring the use of prosodic features, Table with comparisons. Round Table + Revises genre of monologues. + Presents a monelegua + Gives and recelves feedback. List of stratagles to use body language. List of topics for the monologues. + Rules to play. Game: improvising Monologues 7]INTRODUCTION = Welcome to [OR ENT) — 2 This book aims to help you learn English in a dynamic and practical way, so that when you finish, you can communicate basic social and academic purposes in English. By the end of this level, you should be able to understand main ideas in spoken and written texts related to areas you are familiar with You will also be able to interact in situations where English is neaded and davelop the ability to express your ideas and improvise when necessary. Prepare to Get Ahead and become more successful in English by using this educational package. Get Ahead 2 Components for the student: Student Book A comprehensive guide and practice book that will guide you to leam English in the classroom or at home. Reader A collection of stories, essays, articles, and other types of text that will complement what you learn in class through interesting content.INTRODUCTION ‘Your Student Book contains 10 units on different topics. Each unit has different sections Unit Cover The title of the unit, the objectives, and a question to get into the topic. — — Get Going Activities to start learning and practicing Get Moving Tasks to learn more and practice language. Stop and Think A section with activities to reflect on culture, learning language points, learning to learn, leaming to be, and / or working te her. Get Ahead A section that guides you to put together the evidence of your learning developed in the unit and present it te others. Reading Corner Questions and activities to do in your Reading Book. Quick Check A short test to check what you have learned. Self Assessment A section where you reflect on your achievements. Throughout the units, you will find different Icons that can help you make a better use of the different sections and / or give you an Indicatlon of the type of activities available. This icon indicates that the activity can or should be conducted in pairs, This is used to indicate work in groups This icon tells you there is a recorded track to listen to. The number of the track will tell you which audio script to read in the section Audio Scripts. This icon indicates work that you should save as evidence of your learnil nd as information that will be useful for creating your final project or product in the Get Ahead section. When you see this icon, it means that the activity will be useful for presentating of your work near the end of the unit. You can check the Get Ahead! page to find out what the presentation will be about and to understand how this information could help. [=]‘e) I Culture Stop TUES) INTRODUCTION You will find interesting cultural aspects to learn or discuss in class. These are brief recommendations on how or when to integrate information technology in your learning process. & This icon recommends when to start reading the corresponding text for the unit, This icon will direct you to work on different sections of the Reading Corner page so that you can relate the content of the reader to the content in the unit. mo >) This icon will direct you to 4 language summary that can be useful =) for understanding how specific aspects of the language work. S When you find a word in this color, check its meaning in the glos- sary at the end of the book (page 181) You will find tips or additional information than can help you improve your performance. There are three review units and tests so that you can consolldate your knowledge. At the end of your book there are different useful sections. Language Reference Glossary Strategles Summary Digital Skills Summary Resources for Students. In this section, you will find support for learning the language of the unit. In this section, you will find the definition of the words highlighted in the unit. This is a quick guide about how to study or learn in very general terms. Use it as often as you can! Use this quick guide to know more on how technology can support your work, Use these recommendations on sources to support your studies as you work though the content. There are ideas of printed or online material that can make learning more interesting and fun. Learn as much as you can and enjoy your book! 10 Sincerely, The AuthorsENVIRONMENTAL EMERGENCIES What do we do fee Cig alah s-1| ead select and review instruction sheets. read and understand instructions. write instructions. edit instructions, You will produce You will interpret and instructions to prepare follow instructions for an environmental emergency. Unit Project:) Posters with instructions Academic & Educational WAcademic & Educational (eLEWT) BOING 1. Discuss with a classmate: What do you understand by the phrase “environmental emergency”? Glve some examples of environmental disasters that cause emergencies. 2. Use the words In the box to complete the definition of Environmental Emergency. [ conflict danger ecosystem live people substances According to the United Nations Office for The Coordination of Humanitarian Affairs (UN - OCHA), an environmental emergency is the result of a natural disaster or 1—______. This event brings serious 2 ito 3a the waythey4__—— because there might be dangerous 5__-_——— in the environment, or because there is significant carnage to the 6____ of the place. 3. Work with a classmate. Discuss: What are good sources for learning what to do In case of an environmental emergency? Why? Consider the options below and organize them from more rellable (1) to not rellable at all (4). a Magazine article reporting on an event £ b Instruction manual from an appropriate 4 a organization ee 4 © Ads on TV or social media —— ie d Information you hear from friends or relatives 12 © &UNIT1 disasters and environmental emergencies and follow the instructions. Read the names of events a-j below and their definition in parenthesis. Briefly try to explain each event in your ewn words. N Decide if the events are caused by Nature (N) or Human Activity CH). Write N or H on the lines and listen to the recording ta check your answers, a chemical spill (accidental release of substances) — b drought (unusually jong periods without rain, water is scarcey___ © earthquake (unexpected movements of the Earth's surface) —___ d extreme weather (extreme cold, heat or other conditions) = _ e flood (accumulation of water) f hurricane (severe tropical storms) g landslide / mudslide (movement of masses of rock and earth down a slope) h oil spill (accidental release of ail-based products) _ | tsunami (big waves that smash into the sea shore) __* J wildfire (fire that spreads over an ecosystem) 3 Listen again if necessary to answer the question: What is the main [6 FET] cone @ Work with a classmate. Listen to an expert talk about natural 225 @ difference between a natural disaster and an environmental emergency? Write the answer in your notebook. 2ee . Working In small groups, draw an organizer like this In your © «yr & notebook and fill It In with names of environmental emergencies. @ Listen to the recording to check your answers. more likely to happen where | live less likely to happen this could never happen e + In your group, choose one of the events to develop a poster with instructions for an environmental emergency throughout the unit. Academic & Educational 13Academic & Educational Teed] GOING UNIT 4 6. Have a quick look at the emergency guldes. Which natural disaster or environmental emergency are they for? Choose the correct answer from the box, There Is an extra option you do not need. | an earthquake a flood a wildfire near your home ‘What to do in case of_ ‘What to do in case of. 1 2 Prepare documents Identify sate a and essential areas inside and 8 belongings in outside the place . case you have to you are in, evacuate. Close windows and Organize supplies vents in your home. in convenient locations. Collect water in Don't leave the large containers and building during keep them around the event. your home. Monitor reports Stay calm during the event in the safe area. Evacuate quickly Evacuate if when instructed to necessary. Don't by authorities. run, Walk. + Compare your answers with a classmate. ,©. < + Work in groups and discuss: What is the purpose of these instruction » ®. guides? Are they useful? Why?,/ Why not? What is the function of the iustrations? Do section 1 on the Reading Corner Page (p. 23) 5d 14UNIT 1 STOP AND THINK STOP AND THINK about... - language 1. Reflect on the language used In the guides on page 14. Work with on a dassmate and answer the questions: 1 How many examples of commands can you find? 2 Why are most sentences in the guides written as commands? + Check your answers as a class. (uowsuae rr ie) PAGE re Self 1. Connect the content of environmental emergencies to real life. Fallow the Instructions: 1 Insmall groups discuss: What type of person should help others in an emergency? What characteristics does he/She have to have? 2. Consider the following requirements for a person who can help others during an emergency. Which of these do you have? Are you 2 goad candidate ta help athers in an environmental emergency? Discuss your answers with your classmates A person who can help others in an emergency. is trained for the job. can stay focused under stress. pays attention to others. notices different things happening around them. remembers important information. follows instructions from authorities. 3 Share conclusions from activities 1 and 2 with the rest of the class. u ia) Academic & EducationalAcademic & Educational @fEMT _ MOVING 1. You will Isten to a radio program where an expert on emergency ¢ 2h (@) response explains what to do In case of a chemical spill. Fi Work with a classmate and circle the words you think you might hear. danger industrial school emergency common uncommon substances problems organic control accident rack 08 . @ Listen to the audio and check your predictions. mack 2. ({4i) Usten to the beginning of the Interview again, Number the steps In the correct order. IN CASE OF A CHEMICAL SPILL... —. ___ Control the spread v fj & % ——— Inform others ——— Make the area hygienic and safe again * Work in small groups. Discuss: Which words helped you identify egh the sequence of the steps? + In your group: Think of a better illustration for each step, Make a drawing and share it with the class. Explain why your illustration is a better option. 16UNIT1 (ef E WT) movine 3. @ Listen to the last part of the Interview and complete the following paragraph. Step 3 Clean up.1 to clean the affected area and makeit safe again. This is a very dangerous task 2 for many substances you need special protection and is necessary 3 others collected, and others neutralized. 4. special equipment to clean. Knowledge about how to handle each chemical some substances need to be washed, powders and salt should never go down the drain. If you're not sure what the correct procedure is, 5 experts. for example it is important because 1 Understanding what an environmental emergency Is. 2 Listing different environmental emergencies. Work with a classmate and decide together which word/phrase from your answers to this activity can be substituted for: to wait for the Reflect on your progress. How easy or difficult are the following tasks for you? Mark (/) the correct box. 3 Understanding the main ideacs) when reading or listening ta steps to follow in case of an environmental emergency. 4 Sequencing Instructions to follow In case of an environmental emergency. + If you found things that are difficult for you to do, talk to your teacher and your classmates for suggestions on how to improve. a 3) Academic & EducationalAcademic & Educational oY E eT] movine 5. Choose the correct Illustration (A-C) and phrases (a-d) to complete the steps In the poster below. a Do not play with substances or treat them lightly. UNIT 1 b Information on labels is important for users as it will help them decide if protection is necessary. ¢ Accidental mixing of substances, such as nitric acid waste with organic materials, can cause an explosion d First, use appropriate protective equipment. Then, collect waste of same kind in appropriate containers, and finally, label them. What to do to prevent a chemical spill Store Safely 1 [Illustration __] [expand information] | Safe storage helps prevent accidents the ¢ [instruction] First, put chemicals in safe containers. Next, make sure containers have clear labels that indicate it they are dangerous. Finally, keep them in secure cabinets and lock them with a key! a [explanation] 2 [5 a [examples] The label should say things such as “do not mix with water", Icons indicating biohazard or poison are very useful Use carefully 3 [illustration ] [instruction] 4f ] Dispose 5 [illustration ___] Appropriately [expand information] After using chemical substances, it is important to keep work areas clean. [instruction] 6[ | [explanation] We have to separate and label waste as chemical substances may react if they are mixed together. [example] JEL + Compare answers with another pair and discuss: Where would you ¢ (Bry find this poster? is it useful/practical? Why? / Why not? —_ ra Do sections 2 and 3 on the Reading Corner page. (p. 23) 5d 18UNIT: [6 ET] MOVING 6. Work In small groups and analyze the following essential 85) Instructions for an emergency. Discuss: /n what order would you write them In a poster? Which ones would you illustrate? Why? What other graphic resources (beside illustrations) should an Instruction guide for this Information Include? ‘What to do in case of a flood Move to higher ground. Evacuate if necessary. Stay informed. Don't drive through flood water. Don't walk through flood water. Stay away from electronics. Turn off the gas. Turn off electricity. + Work in small groups. Think about the environmental © 8) eo emergency you chose for Activity 5 page 13 and brainstorm ideas on the essential instructions to follow. Write them down in your notebook. 7. Choose three steps from the box In Activity 6. In your notebook, expand the Instructions following the order proposed in the graphic organizer below. What to do in case of a flood [Step # - main instruction] [expand on instruction] + [explanation] + [example] 8. Exchange Instructions with a classmate. Check your classmate’s Instructions using the following checklist. The instructions... Yes Not always | Need work are in a logical order. are clear and easy to understand. ‘explain why they should be followed. ‘have clear examples. + Review your text and decide what changes you need to improve it. + Write a final version of the instructions. ee 9. In small groups, follow the instructions from activities © ©! 7 and 8 to write a set of Instructions for the emergency you chose In Activity 5 page 13. Academic & Educational ©Academic & Educational UNIT1 STOP AND THINK STOP AND THINK about language 1. Analyze the following structure and write three examples In your notebook about what to do before, during, and after an earthquake. To express generic importance or urgency we can use the following structure: important dangerous essential itis to + [verb] + complement. « Find examples of this structure in the poster on page 18 (Activity 5). Check the instruction set you wrote in Activity 9, page 19. Do you have sentences with this structure? If you don’t, can you include one or more? 2. Analyze the following paragraph and complete the (Gamer) punctuation rules. Write the correct symbol In the space PaG6-08 provided. First, put chemicals in safe containers. Next, make sure containers have clear labels that indicate if they are dangerous. Finally, keep them in secure cabinets. Lock them with a key! period exclamation mark comma capital letters RULE SYMBOL | Use (a / an) 1 ater sequence words. 2 —_ at the baginning of a sentence, 3 —____ at the end of a sentence, 4 —___ to emphasize the importance of an Idea * Compare answers with a classmate. Discuss: When you write, what tools can you use to make sure the spelling of words is correct? + Check the text for the instructions you wrote in Activity 9, page 19 and check that punctuation and spelling are correct. oe ieUNIT 1 STOP AND THINK STOP AND THINK about... learning Review the design of the posters of Activity 6, page 14 and Activity 5,page = oe 18 with the following checkilst. — Scale: 3= excellent 2=OK 1=Needs work awildfire (p24) 1 illustrations are clear, useful and | an earthquake | a chemical spill Poster: What to do in case of... Fen (p18) attractive. 2 Distribution of steps and/or Information make the poster useful and easy to follow. are attractive and easy to read. 4 Types of letters usad In the text are easy to read F ‘Types of letters used In the title Work in small groups. Compare answers with your classmates. i ‘ Prepare the design of a poster for the set of instructions © ®) * you wrote for Activity 9, page 19. Chose illustrations, organization of content, and types of letters. When your final version is ready, use the checklist above to review your work. .. In preparation to share your poster with the rest of the class, analyze { ga)! It by discussing the following questions with your classmates: 1 Can everyone read your poster if it is displayed on the wall? (That is, is the size of the poster appropriate far your classroom?) 2 What are the most important things in the posters you want your classmates to notice? 3 How are you guiding their attention to that? 4 What questions could they ask about your information? How would you answer them? After the discussion, make changes to your poster if you think it is necessary. "| Academic & Educational== Preparing Academic & Educational AHEAD eon 1. Work In groups. Review the steps you have followed to create a poster on what to do In case of an environmental emergency. (BS) | activity 5, page 13. [stor eromnents ®& Activity 6, page 19 ee or emuctions for the (GS) activity 9, page 19 Set of instructions (erandech (| Actus page wath ilustrabions and desir, You will use the final version of your poster for a presentation In class. Presenting 1. Display your posters on the classroom walls. 2. Walk around and read them. Prepare questions about the content for your classmates (E.g. Why shouldn't people run? Where did you get your Information? Is It a good idea to call 911 at one point? etc.). . Stand by your poster and answer any questions your classmates may have. . Ask questions about other posters. . If possible, find a place around the school where your posters can be displayed permanently to help Inform others on what to do In case of an ‘emergency. Have a class vote on where to display the posters. paw Reflecting on my Progress ote a 1. Think about the work you have done throughout the unt and for the poster you presented. In your notebook, finish the following sentences. 1 When reading instructions the easiest thing was. 2 When writing instructions the easiest thing was... 3 Working in teams to create the poster was. 4 If| make a poster again, | will.. + Ifyou found things that are difficult for you to do, talk to your teacher and your classmates for suggestions on how to improve. 22UNIT 1 reading CORNER 4 PEWT] ve rady to read 9. ‘1. What do you know about droughts? E 2. How possible are droughts In the area you live In? TOPEWT] into the text 1. In your notebook, draw a concept map of the environmental emergency of the text and fill It In, Follow the example. How do we prepare for them? [OWE] together 1. Work in groups. © 2°, List a number of places that frequently experience droughts. b List a number of actions you cor people in your community) can take to prepare for a drought © Share your lists with the class and cornpare them. How similar or different are they? Academic & Educational 23Academic & Educational UNIT 1 CHECK! 1. Complete the following sentences so that they are complete and correct. 1 An environmental emergency happens when 2 Atsunami can be defined as 3 Anil spill can be defined as 4 Agood poster that tells us what to do in case of an emergency should include. a b 2. Complete the following Instruction poster with the correct options. Use capital letters when writing your answers If necessary. | donot next pack suchas take cover I What to do in case of a tornado First, 1 _________an emergency kit with supplies as scon as you hear the tornado alarm. 2 protect your home. This is important to prevent glass from breaking or doors from opening Then,3______—_in the lowest area of your home or ina shelter. Places 4 basements or cellars are always good 5 ____leave the shelter until instructed to by authorities. 24UNIT1 Mark () the correct box. select and review Instruction manuals for environmental ‘emergencies Graphic elements In a poster with Instructions Ican easily identify — | | can generally main | Identify the purpose the purpose and Idea of a manual decide haw useful It will be. know when and | of a manual and sources are reliable. | rellable sources. 0 decide how useful It will be. iknow some O self ASSESSMENT ts difficult for me to Identify the purpose of a manual and decide how useful It will be, I dort know when sources are reliable or nat. @ lean determine Most of the time, the importance of can determine different places of Information in an Instruction manual | information in an ‘quite easily: O Ican identify and use | can generally graphic elaments that | identity and use make an Instructl uide affective quite easily. guide effective, O ‘the Importance of different pleces of Instruction manual 0 on | graphic elements that make an instruction O rts hard for me to determine the importance of different pleces of inforrnation in 3n Instruction manual 0 It's hard for me to Identify and use graphic elements that make an Instruction guide effective. Tean write Instructions, expand ‘on thern, explain, lean write and give examples to | | sometimes add make them easy to | explanations and understand. examples. instructions that are easy to understand O I find it difficut to write Instructions, expand on them, explain and give examples. O ean recognize ai use correct spelli and punctuation the texts 1 write quite easily. nd | Mast of the time, ng, ‘the texts I write, O can recagnize and in use corract spalling and punctuation in O itis difficult for me to recognize and use correct spelling and punctuation in the ‘texts I write O Academic & Educational 25Family & Community PUBLIC SERVICE Pee) ers TES Myer Cl| PI dita announcements? express interest for a problem contrast effects of prosodic. features and non-verbal language. define ways to express yourself depending on the audience. [ —] —— ‘You will express: a You will conduct support and solidarity exchanges associated in the face of an ee with specific purposes. everyday problem. | Unit Project:} Public Service Announcement (PSA) w a“ (SENT) 1. Discuss In groups: What do you think a public service announcement is? 2. Read the following definition of Public Service Announcement and complete It by using the words from the box. | action audio importance message problems short Public Service Announcement (PSA) Any 1__________ that invites people to gain awareness, reflect and take 2 on everyday 3 faced by a community. PSAs show the 4 ‘of a problem and invite people to change. This can be done in the form of print ads, videos, 5 , social-media messages, etc. PSAS are normally 6 and direct, and they can be accompanied by thusi¢, sound, or visual effects. 3. Read the following Information and circle the most Important words. a ‘Work with a classmate and discuss the reasons for your cholces. How similar or different were they? We can think of PSAs as commercials in different media, but instead of trying to “sell” products or services, they try to inform and educate people. The final objective of a PSA is to make communities better by disseminating short and convincing messages that invite them to reflect and change. The campaign “Te gustaria vivir asi?” which was a government effort in Mexico to promote concern for clean ocean water, provides good examples of PSAs. Look it up! + Discuss as a class: Did you fearn something new about PSA's from ¢ O°, this text? Where can you jearn more? Family & Community 27(ef EMT] cone untr2 + Listen to a PSA from a radio broadcast. What Is the everyday problem : It talks about? Mark (} the correct answer. —s 1 There are wery few shelters for dogs. gs — 2 People should not have pets. 2s 3 Dogs should have responsible owners. a + Compare answers with a classmate and discuss: What other problems do PSAs talk about? Are there specific examples you can think of? TRAD . (aa) Listen again and complete the Information about the PSA. ‘1 Main message 2 Sound effects g 3 Target audience 5. What Image would you use for a poster ta represent the PSA you Just heard? Mark (v’) the best option. + Compare answers with a classmate and discuss: Why dfd you choose that image? What effects do you think they have an a person? What key phrase/information should go with this image? 6. Read the following extract from an article. Underline the Information that was used In the PSA. According to the American Society for the Prevention of Cruelty to Animals (ASPCA), in the United States, about 3.3 million dogs end up in animal shelters every year. Even after increasing efforts to promote adoption, nearly 770,000 shelter dogs will be euthanized each year. ‘Owners are responsible for a life, so they must spend time, energy and money on a pet, and they should provide love and respect as well. ri is) a € a ~ ry oO Family & Community + Compare answers with a classmate. Discuss: Where could you find reliable information about the dog population where you live?UNIT 2 loferT GOING 7. The following Is an extract of an Interview with the creator of the PSA you heard In Activity 3 on page 27, Read and answer the questions below. I decided to spend time developing the PSA because of my own experience. I found Drago, my dog, in the street. He was thin, dirty, and afraid of everything, He had an ID tag, and I called the owners. The woman said that she didn’t want him anymore. She said her three children were very mean to the dog and lost interest in taking care of it once Christmas was over. I couldn't believe it! I started reading about similar cases. At the dog shelter, they told me this happens very often: parents give dogs to their children as presents and then, everyone in the family loses interest and they abandon them, or start mistreating them, which is maybe worse! I want parents or people who think pets are nice presents to be more responsible. An animal is helpless, but it has rights. Someone has to be their voice and try to send a message to the community. That's why I decided to start the campaign “Pets Are not Toys.” 1 Why was Drago in the street? 2 Why didn’t Drago’s owners want hinn anymore? 3 What was the woman's reaction? 4 What does she expect from the campaign “Pets are not toys”? + Work in small groups and discuss: Do you agree with this person? ¢ (Sx) What's your opinion about this problem? 1 like/dislike this cause Well, in my because... | agree/disagree with experience... you, because... 50, "4. Do section 1 on the Reading Cot Family & CommunityFamily & Community w ° UNIT 2 STOP AND THINK STOP AND THINK about Culture 1. Write the following everyday problems In the correct box. Some problems can go In more than one box! a Bullying f Peer pressure b Cheating on exams g Communication with parents/children © Mental health h Using cellphones in the classroom di Healthy screen time | Literacy e Inclusion | Water conservation Happens at school Happens at home Happens in the community Work with a classmate and compare your answers. .". . + Worlen groups and choose one problem you ae gies Ma) (ES interested in supporting and that you will develop a PSA to share as the unit project. Explain the reasons behind your choice. language Which of the following phrases are OK for a teen audience and which are better for serlous adults? Write T for Teens and A for Adults. It is wrong to give a dog as a present. — It's not cool to give dogs as presents. — Please guys, let's do something about this! _— Listen to what dogs have to say. _ | 2 3 4 It's time to do something about this. — 5 6 Let's listen to what dogs have to say. oe ‘Work in groups. Compare your answers and discuss the reasons ¢_ for your choices. Discuss: Why do -in general- teenagers and adults prefer different types of language?UNIT 2 [6 CEILT) MOVING 1. Work with a classmate. Read the PSAs below and discuss with your ¢ Va classmate the following questions. 1 What issue or problem does each PSA talk about? 2 Who are the posters addressed to? 3 Which campaign has @ stronger message? Why? 4 Which issue would be more important to address in your community? Why? This is not inclusive! - Let's allow access to the more than 20 million le with physical disabilities. They deserve our attention and we can 5 do something. Let's tell dutts that we care. ‘We all want to go places! > Is this a break this his life? Teenagers in the US spend 6.5 day in front of a screen. we do it? Is it time well sp + Compare your answers with a classmate. Discuss: Which campaign has a stronger message? Why? . A group of students used the following resources to plan the PSA's In Activity 1. Work In small groups and assess why and how they used each of the resources. Write your conclusions In your notebook. US census website Articles on the issue Conversations with people affected by the issues Research on teenagers’ habits A photo database Share your conclusions with the class. Discuss: What actions do you eo o can need to follow for the unit project? What resources do you need? Family & Community 31(oY EMT) ovine uniT2 3. Work with a classmate and analyze the Information In the PSAs In Activity 1, page 31. Copy forms like the following Into your notebook and complete the essential Information for each of the posters. Problem: Main message: Attention Grabber: The catch phrase Catch phrase: Let’s take care of our minds! Graphic resources: coe & Work in groups and plan the essential information for Eea™ @) ® the unit project. You can use a similar format to the ones in this activity. Choose graphic resources according to the impact you want to create. 4. Work with a classmate. Go back to review the PSA's you have seen ‘$0 far In this unit. Find one phrase to match the Intentions below and write them on the lines. 8 1 Invite others to reflect and have empathy. Family & Community 2 Invite others to take action. 3 Show the size of the problem with facts. mS ~werhng iigruupe/braintorrorpraore een & use in your PSA. Write a list and add more expressions to it as you advance in the unit. 5. Reflect on your progress. Mark () what you can do now. 1 Understand the main idea of a PSA. os 2 Explain my reasons for choosing a problem/cause to support. ___ 3 Plan the main information for a PSA oy 4 Choose the correct language for my target audience. 2s Work with a classmate and discuss the reasons for your answers. If there is something you have a problem with, talk to your teacher and your classmates about suggestions on how to revise and learn the information you need.uniT2 (ef E WT) movine 6. @ Read and listen to the radio broadcast of PSA B on page 31. Pay attention to the underlined sentences and write the tone the speaker Is using. Choose the correct word from the box. | skeptical optimistic neutral doubtful Script Voice Sound effect @- How long do you spend in front of @ | tarviewer sounds from the screen? street a ee ees Teenager, 1 sounds from the eae street © Even If they dont know Its [eenaGerS an voice, Teenager-2 | instrumental music inthe Us spend mors than 6 hours a inthe background day In front of a screen. [Think about itisthis what we want | So op unane instrumental music todo all the time? roan Inthe background © What do we get from that screen | instrumental music time?_Anything? ~~ inthe background Fim serious. lots thinkaboutit..and | weting to change | No music then, let's do somathing about It. Let's take cara of our minds! i eee TRACK oF Listen to the recording again to check your answers. Work in small groups and discuss: How do speakers communicate (28 emotion? How do sound effects help the message? 7 Work with a classmate. Imagine you will record a video for the PSA." In Activity 6 (starting In sentence “c”). In your notebook, plan the gestures and correct body language for the PSA sentences by writing notes for a script. Follow the example given. ‘Gestures and body Sentence rere acsieal Reasons c ‘The expression Is neutral or serious because the Information Is important. Take turns practicing reading the PSA with the help of your notes. This will be good practice for when you present your PSA to the rest of the class. Family & Community 33foe WT] movine uniT2 8. Look at two examples and write the correct arrow In sentence c. Does the Intonation ralse (7) or fall ()? , a How long do you spend in front of a screen? —__" b ..two hours a day? ‘¢ What do we get from that screen time? ‘Work in pairs and change the intonation - of the sentences. Read them aloud ai discuss: How different is the effect they cause? Cece 9. Look at two examples that mark the stressed words In a sentence. Use IInes ‘to mark the stress In the last sentence. a Teenagers|in the|US spend|more than|6 hours}alda in|frontlof alscreen, jet’s|think|aboutlit b I'm serious, ‘¢ And then let's do something about it. Re STA es s Reece ss Work in pairs and change the stress in the sentences. Read them aloud and discuss: How different is the effect Get Smarter! they cause? PASE e + Work in groups. © gam? wo Write a list of strategies you can use to convey the tone you will need for the unit project. n Eraey Do sections 2 and 3 of the Ad main idea. Reading Corner (p.38). Pager | i Family & Community =UNIT 2 STOP AND THINK STOP AND THINK about... learning 1. Copya table like the one below In your notebook and use Fd = It to organize the Information you have generated so far for the unit project. Make sure to choose sound effects that help you project the right message to your target audience. Script Voice Sound effect Develop the poster that will accompany the PSA for the unit project. Make sure to use the graphic resources you chose in Activity 3, on page 32. Practice reading your PSA so that your tone projects the emotions you want to communicate to your audience. being together Work with a classmate. Brainstorm examples of natural reactions or consequences of supporting a cause through a PSA. Write your Ideas In the correct group. There Is an example done for you. Positive People will be informed + Compare your answers in small groups. — os, a * Discuss: How could you prepare for the negative consequences of supporting a cause? Family & Community 35Family & Community UNIT 2 STOP AND THINK STOP AND THINK about Self 1. What do you want to do as a follow up to this unit? Mark (’) the option(s) that are true for you. Make a PSA about something | am interested in. Commit more to the cause the PSA I created with my peers. Learn mare about the prablem in my PSA. Communicate with organizations that have experience with the cause | want to support + Find more causes to support in my school or in my community. ‘Other. * Work as a class with your teacher and discuss: What can you do as a class to communicate important messages from your PSAs to a wider audience? Are there any causes you wish to support throughout the school year? learning Look at the following chart about the features of a good PSA. « a Use It to check the PSA you created as the unit project in Activity 1, on page 35. Feature of the PSA ‘cause to support clear not very clear confusing Main message clear not very clear confusing Expression of the show's emotion ere neutral or speaker when needed My. confusing pore support the mostly suppert the | Interfere with the message message message a support the mostly suppert the | Interfere with the message message message + Analyze your results and make changes to your PSA if you think it is necessary. + In your groups, discuss the best way to give feedback to others using this chart. w aUNIT 2 Ie AHEAD Preparing 1. Work In teams. Prepare and revise the Information you have prepared throughout the unit. Activity 1, page 30. Cause to support and reasons Essential information with graphic Activity 3, page 32. resources Activity 5, page 32. List with expressions List of strategies you can use to Activity 8, page 34. convey tone Final version of your PSA with Activity 1, page 35. pund erracts Gee You will share the final verslon of your PSA with your classmates. Presenting 1. Display your PSA posters on the walls. 2. Decide the order of presentations. 3. Listen to the PSA's from your classmates, As you listen, use a copy of the chart from page 36 to evaluate your classmates. 4. Ask questions about the PSAs your classmates present. 5. Asa group, decide how you could distribute your PSAs so that they reach a larger audience (e.g. If the target audience for your PSA Is parents, could you display your posters In the school entrance where they can see It? Could you present your full PSA In a parents’ meeting?) Reflecting on my Progress ‘1. Think about your work throughout the unit and the PSA you created. Copy and finish the following sentences In your notebook. Writing the script for my PSA was, Preparing the tone of the presentation was. Choosing sound effects for the PSA was. The best thing about my PSA poster was. The most challenging thing about the presentations was. Family & Community 37reading CORNER UNIT 2 wa fofELT) ready to read — B L ad _. Prepare to read an article about writing PSAs. Working with a dassmate fill In the first two columns of the table. K w L What! wantto find What! learned by What | know aie reading the article Family & Community w © LOWELT) into the text ‘Check If the Ideas you wrote In columns 1 and 2 are similar or different to ‘the article Creating Effective PSAs. Fill In the last column of the above table with information from the article. foUelt together ‘Compare the Information in the last column with other classmates. Decide ‘together: What /s the most useful tip for writing PSAs cited In the article? Discuss In groups: Did you find out all you wanted to know? ¢ , ‘Where could you find more Information about creating effective PSAs?UNIT 2 quick 1. Answer the questions. |) 1 Whatis a PSA? 2 What are two important characteristics of a PSA? Not Everyone Can go to School 25% of children in the US will grow up not knowing how to read. It’s time to change that! + Donate to our cause to help us send teachers to every corner of the country. Volunteer and teach others to read and write. Help us motivate students to stay in school. We all can make a difference! 2. Read the following PSA and answer the questions. | What issue or problem does the PSA talk about? 2 What is the attention grabber? 3 What is listed in the bullet points? s 5. Compare your answers In Activity 2 and discuss how you would ("ya re-wrlte the main message In the PSA In Activity 2 using your own words. Family & Community 39self ASSESSMENT UNIT 2 Think about the things you have learned and practiced In this unit. Mark (’) the correct box. 5 ° lean easily explain || can explain the I find it difficult to Express ‘the reasons to reasons to support a | explain the reasons reasons to support a cause to cause to athers. ‘to support a cause support a others. ‘to others. ae O O Q I can plan the I can plan the find it difficult to Plan essential | 9ssential Information | essential information | plan the essentlal information eee cone fora PSA. information for a fora PSA extra detalls an PSA. gocdidess — (_) O © | can hear and [ican hear and its hard for meta Analyze produce adifference | understand the hear and produce the effects In tone to achlawe differance In tone differences In tone in of tone in effects in sentences. | which achieves effects | sentences. expressions O In sentences. C) O I can easily use body | | can use body It's difficult for me to language to support | language to support | use body language Use of body ‘the message of a ‘the message of a ‘to support the language PSA PSA message of a PSA. Ieanadaptthepsa | can adapt most of | tts hard forme Adapt message depending | the PSA message ‘to adapt the Psa. languageto | on the audience | depending on the message depending the target want to reach. audience | want to on the audience | audience (| = C) | wanttoreach. si = I can write 2 script I can write a script It's difficult for me to z a yi foraPSA detailing | foraPsAdetalling | writeascriptfora — pairs sound effectstobe | soundeffectstobe | PSA detailing sound 8 psa) | used that create used. effects to be used. S good impact on : peered 0 O 5choose and review short plays read short plays. read plays aloud, You will read plays. You will experience literary expression 41iS LERT) ™ GOING = |. Work in small groups. Discuss: Do you like theater? Why?/ Why not? ¢ 2. —= Have you ever seen a play? If the answer Is yes, which ane(s)? 2. Read statements from students who are talking about plays. Write the genre each student refers to on the lines below. There Is an extra genre you do not need. comedy tragedy tragicomedy historical musical drama qyMisrta: Love the theatre, yesterday I went to see 2 play where most ofthe story was Bo told with songs and dancing, There were many actors onstage! = _________ Ken: [also like the theatre, but I prefer plays like "Richard III” where they represent real important past events, you know? — Marvin: I think that the best plays are those where ordinary people have a conflict, and you can relate to their suffering in different situations. ——— Selena: Well, not for me. [ like plays about ordinary people, but I prefer if they make me laugh and have a happy ending. ——— _ Karen: I’ve only seen one play in my life. It was about a very important man who died ane his fate affected many people. + After checking answers discuss with a classmate: What type of ox audience is more cammon for each genre? 3. Label the pictures of actors on stage with one of the genres from Activity 2. * Work in groups. Compare answers and then discuss: Which genre ¢ 8= Recreational & Literary do you like the best? Why? F * Brainstorm titles of plays you would like to read in English = and write a list in your notebook. Check your local library or try sites like httpy//www.lazybeescripts.co.uk/ to consider different options. 5 nNUNIT3 loferT GOING o 4 wi Read and listen to an extract from a play. Complete the chart. [Interior of « castle, Macbeth just came back from war and tells kis wife, Lady Macbeth, about it} MACBETH Oh, my wife! We won the battle! But that is not the only good news I have for you! Banquo and Imet three witches. They said I could get a great noble title: Thane of Cawdor! (casually) That sounds fantastic, my love. But it can't be true! Cawdor has a Thane. Cawdor had a Thane! King Dunean discovered the Thane of Cawdor isa traitor. He will come here tamorrow to give me the title (surprised and happy) The king will come! You'll be the Thane of Cawdor! The witches were right! They also said, “Here is Macbeth, the future ng!” King! Strange, but lucky prophecy. You will be king! We must make it happen. The King is coming here, right? You must help your own destiny happen. [Lady Macbeth gives Macbeth a dagger} (worried) Oh, no! Are you talking about...? You can’t be serious, woman! meee + Work in pairs and compare your answers. ,: * Discuss: What information in the text helped you decide on the answers? How do the actors know what intonation to give each line? Recreational & Literary 43(ef EMT] cone uniT3 5. Read the text again. Working In palrs, discuss and write the answers .°.0y to the following questions. ‘1 What is the relationship between Macbeth and Lady Macbeth? 2 What is the relationship between Macbeth and Banquo? 3 What is the role of the witches in the play? ‘Working together, decide the order of importance of the following characters: King Duncan, Banquo and Lady Macbeth. 6G. Work with a classmate and discuss the emotion that each of the » Tl following lines should project and why. Write your conclusion on the line. 1 The witches were right! 2 | will become King! 3 We must make it happen. 4 Are you talking about...? Share your answers in small groups. + With your classmate, read expressions 1-4 aloud trying ta show the correct emotion. Make sure your gestures match the emotion. Tevckor 2. Listen to the extract from Macbeth and follow the Instructions: Use urea 1 Play the recording again and repeat each line after you hear them. 2 Work in pairs and practice dramatic reading with the scene. Exchange roles and practice the dialogue one more time. Recreational & Literary =) Do Section 1 of the Reading Corner page. (p. 53) 5d ace [an]1 UNIT 3 STOP AND THINK STOP AND THINK about... «eantguiaige 1. Work In groups. Review the text on page 43, Activity 4, and | ©%. discuss the function of the different punctuation marks: Which symbols Indicate pauses? Which change the intonation? After that, write a phrase or sentence from the play that Is an example of the following: 1 Use of ellipsis to generate suspense. 2 Quotations marks to repeat what someone else said. 3 Use of exclamation mark to show surprise. my = ct E wi 3 u learning Reflect on your progress so far. How confident do you feel to do the following? Mark (w} the correct box. Very Not confident confident 1 Identifying the genre of a play ar a scene of a play. 2 Understanding the main Idea of a play or a scene. 3 Reading lines of a play showing emotion. 4 Using body language as I read a line in a play. If you marked “not confident” in one or more of the options, ask your teacher for help or pay especial attention in the activities that follow in this unit so that you can get more practice and more confidence! Recreational & LiteraryUNIT 3 EMT MOVING L @ Read and listen to the scene from the play ‘Sending a Man to the Moon.” Work with a classmate and discuss the following questions. 1 What is the relationship between Lauren and Steve? 2 What is the topic of the play? 3 What is the genre of the play? 4 How many different emotions can you identify in the voices of the actors reading this play? [interior of an auport. SteveJs sitting down reading the newspaper: Lauran 1s walking by him while looking at her notebook} Lauren: Staal Is that you? Oh - my good high-school friand! Lock at you! You look great! steve: ¢happy but embarassed). HI Lauren, Wow! You look good too. It's been a long time! ‘Lauren: Tell me, how are you? Old you end up working in fashien asyou always wanted? steve: Yas! frm so happy! | design uniforms. And you? Lauren: Life Is math, Steve. So..1 work with numbers. |am working at NASA. You know? The aerospace agency...We want to send a man ta the maon! Fa) Steve: NO! THIS IS Incradibia. Lauran, we are working on the sama project! The Apolo 1 Lauren (isughingy: What?! No...a fashion designer? steve: Of course! Astronauts nead suits, dent they? we created sults to protect the astronauts from radiation and from extreme weather. 8 3 Lauren: Oh, | see now! This Is a huge project, so many things are needed. | am making calculations for the trajectory of the space ship. Steve: Ismvt it amazing that we both work on this Important project? Lauren: It's a surprising coincidence, but this mission needs mary people: engineers, nutritionists, doctors, software experts...the ilst goes on. steve Ca Bit doubtful: | Just don’t know, Lauren. De you think we can make It? Can we really put a man on the moon? Lauren [Moves to face the audlence and! oOks to the horizon, finishes the phrase with emotion and certainty? It's 1969, Stave. Anything Is possible, Technology has advanced so much. And | am sure this team of 400,000 people can make this happen! Still working in pairs, listen again and circle the words or phrases where volume or stress of words change to project emotions. p] Recreational & Literary aUNIT (ef E WT) movine 2. .. Work In small groups and brainstorm more tips to read Match the sections from the scene of the play “Sending a Man to the Moon” to thelr correct function. Section A SectionB Section C 1 Set the scene: introduce the characters and the situation 2 Develop details for the audience. 3 Close the scene: prepare the audience for what follows. Compare your answers with a classmate. (°.5y maecko8 (a) Listen to a student reading the last line of the play with a &» director. Working with a classmate, discuss and write the answer to the following questions: 1 Why is the student reading the line? 2 What is her main problem? 3 What advice does the drama teacher give? a b c Revise the list with plays you started on page 42. Discuss these questions in groups: Are there other plays you wish to add? is there one you can choose to read to your class as part of your final project? ® Ti ‘] - a play aloud In front of an audience. Once you finish, write the tips In your notebook In the order you would follow them. Use the example below to help you. Tips 40 read 9 play aloud 1 Read the scene ane eure you underetand the general Idea. Recreational & Literary [|foe WT] movine mae 5. In your notebook, draw a chart like the one suggested below and complete ‘the list of emotions projected In each character's turn In the scene of the play on page 46. surprised and happy + Compare your charts in groups. Discuss: How do you feel about the scene of the play? Does it make you happy, interested, hopeful, bored? , or other 6. Work In groups of three. Follow the Instructions. © (py ‘1 Choose a letter for each of you: A, B, or C. 2 Aand B: Read the lines in the script on page 46 with the roles of Lauren and Steve, 3 C: Use the chart below to check your classmates’ reading. Mark ¢v’) the corresponding column. 4 Change roles so that everyone has a chance to use the evaluation chart to dive feedback to each other. 5 Check the scores your classmates gave you, Discuss the reasons for each mark. Classmate A Classmate B Mast of yes | Mast of | Needs the time the time | work Recreational & Literary 5 ©onrg (6 QE WT] movine 7. In your notebook, draw a chart like the one suggested below @) @ and complete the list of emotions shown In each act of the play you have chosen to read aloud as a final project. Write your feelings about each scene In the second column. = — Emotions in the play What | felt-as a reader happiness, anger curlosity _ * Compare your charts in groups. ) Do sections 2 and 3 of the reading corner page. ®e° 8. Working In groups, prepare to read the play you have chosen te © ya your classmates by following these Instructions. Discuss the main idea of the play you chose and your favorite/least favorite parts. Assign roles of the play to different readers. Use the chart you just wrote in Activity 7 to agree on the emotions that each character has to show. s Review the tips you wrote in Activity 4, page 47 and work together to = follow them to rehearse the reading of the play. § Use the evaluation chart in Activity 6 page 48 to give each other feedback = after the rehearsal. 3 Ccetiarste rs 5 een heh iten cat 3 aE MA ere Teer g @ & 4Recreational & Literary 2. Work In groups and analyze the following aspects of the play you UNIT 3 STOP AND THINK STOP AND THINK about language 1. Label the parts of a script with their correct name and function. a Dialogue or line Cwhat the character ie of says) b Directions to [Interior of an airport. Steve is sitting indicate how to down reading the newspaper. Lauren’ O read (or act out) is walking by him looking at her the line. notebook] © Stage directions (the context of LAUREN (2) the scene and Stevel Is that you? Oh my good high) indication of what ‘school friend! Look at you! You look the audience can great! see) dd Name of the STEVE (happy but embarrassed) O character who Hi, Lauren! Wow! You look good too! O speaks It’s been a long time! + Compare your answers in pairs. es * Discuss with the class: How do stage directions and notes in brackets °™" contribute to the development of the actions in a play? will read as a unit project by discussing the following questions. 1 How are the lines of different characters signaled? 2 Are stage directions provided? If so, what is the format? 3 Are there directions to read independent lines? Why or why not? 4 How easy or difficult is it to understand the emotion that lines should project? + Share the main points of your discussion with the class. ai iUNIT 3. STOP AND THINK STOP AND THINK about... ...Self Do activity 1 Individually to find out If you can express emotion when read- Ing aloud. Then, In Activity 2, work with your class to create a graph that shows the score of the class. Can you express emotion when you read aloud? Take this quiz to find out! Circle the correct option. a lalwaysread at | = Yes.| try to b Not always. It «I cant. | try, but its the same speed. keep constant | depends onthe Impossible, speed. content. 2 Imake pauses | a | have problems | b the punctuation © I need to breathe! when. pronouncing a | indicates, word 3 Ivary the volume |= Inatice people |b the phrases show | « someone tells ma of my reacing canthearme. | differantintention or | they can't hear: when. emotion. 4 The expression of | 2 never changas. |b changes alot.ismile | maychangeor | my face. or frown depending | not - | have no on what | read. Idea. + add up your score. a= 1 point; b = 2 points, ¢ = O points. + If your score is 7 - 8: you must be great at projecting emotion. If your score is 4-6! you can still improve! Keep practicing. If your score is 0-3: ask for help, yau can do many things ta improvel ° . Work as a class and draw a graph that shows the result of the class. "9, When you finish, discuss the questions below. What do the scores show? What can you do asa class to improve results? Z a % e Ss = g @