Sunburst secondary 3 activity book

8Family and Community Environment Social Practice of the Language: To talk about cultural habits of different countries Product: Conversation 22 Unit 2 Recreational and Literary Environm

Activity Book

1

learning English This book is for you to enjoy every activity with the guide of your teacher and accompanied by your classmates You will explore interesting themes that will provide you with opportunities to develop your skills and gradually be able to communicate effi ciently Here you will fi nd information about other cultures, amusing reading selections and overall you will have the chance

to share your own experiences and create fabulous products using a second language.

Do your best and have fun!

3

How Does Culture Infl uence our Habits? 8

Family and Community Environment Social Practice of the Language: To talk about cultural habits of different countries

Product: Conversation 22 Unit 2

Recreational and Literary Environment Social Practice of the Language: To read poems

Product: Inventory of Emotions to Recite a Poem 38 Unit 3

Academic and Educational Environment Social Practice of the Language: To interpret and write instructions to perform a simple experiment

Product: Instructions for an Experiment 54 Unit 4

Family and Community Environment Social Practice of the Language: To exchange emotions and reactions caused by a television show

Product: Interview 70

Unit 5

Recreational and Literary Environment Social Practice of the Language: To guess and formulate hypotheses about past events

Product: “Riddle Solving” Game 86

4

Social Practice of the Language: To write agreements

or disagreements to participate in a debate about art

Product: Debate 102

Unit 7

Family and Community Environment

Social Practice of the Language: To interpret and

provide descriptions of unexpected situations in a

conversation

Product: Oral Testimony 118

Unit 8

Recreational and Literary Environment

Social Practice of the Language: To read fantasy or

suspense literature to evaluate cultural differences

Product: Comic Strip 134

Unit 9

Academic and Educational Environment

Social Practice of the Language: To write a brief

report on a historical event

Product: Report on a Historical Event 150

Unit 10

Family and Community Environment

Social Practice of the Language: To discuss concrete

actions to address youth rights

Product: Public Discussion 166

Appendix 168

Glossary 189

At the end of each unit, you will fi nd:

How Does Culture Influence our Habits?

Family and Community En vironment

Social Practice of the Language

To talk about cultural habits of different countries

Achievements

• Negotiate the topic of a conversation.

• Exchange propositions and opinions to initiate a conversation.

• Formulate and answer questions to go deeper into the conversation.

• Use strategies to keep a conversation going about cultural habits and also conclude it.

1 In pairs, discuss which habits mentioned in the text seem a bit strange to you.

2 In small teams, talk about punctuality in your countr Use the following questions as a guide W rite another y

question about the topic.

• Are people usually punctual?

• How long can you wait for a person without thinking they are late?

• Does punctuality change depending on the situation?

• Are you unpunctual?

•

3 Are there any habits in your countr y that foreigners might consider weird? Mak e a list below and share it within a small team.

If you want to know about other un usual habits in different countries, go to the link provided.

to strengthen and consolidate your knowledge, you should now complete the

activities on page 16 in your Reader’s Book These activities will help you develop

your reading comprehension skills as well as reflect on the topic Most of the

activities will require discussion with your classmates.

1 Work in pairs to read the text and underline the thr

ee propositions that seem mor e interesting to you 189

Use words and expressions that determine qualities or properties. Reader’s Book

For homework, read pages 12-15 from the Reader’s Book.

Interesting Facts About Eating Habits Around the World

2 Work in pairs to write a sentence to describe the qualities of the pr

opositions you underlined; then, express an opinion for each Follow the example

not insult their host.

•  Do you know other interesting eating habits? Share them with your class

Time to Shine!

• In India, it is acceptable to eat with the right hand, while using the left hand is considered an insult to one’s host

• Slurpingshows that you are enjoying them. noodles in Japan is encouraged because it

• In China, burping is not considered rude; on the contrary, it can be a sign of appreciation and that you are completely satisfied.

• In Japan and India, people don’t leave food on their plates to honor their hosts and to express they enjoyed the meal; while in China, it means that y

ou were not well fed.

• In Chile, people never eat with their hands; thealways use y

cutlery

• People in Thailand never take the fork to their mouth; they always use the spoon The fork is only used to push food from the plate to the spoon

• When drinking tea in Britain, the spoon should never touch the sides of the cup to avoid the tinkling sound it produces

• In Ethiopia, people practice gursha, a tradition of

hand-feeding each other; this practice is done to build trust and social bonds between those sharing the food.

Now it’s time to participate in a conversation about cultur

al habits of different countries

Before you do so, go through the following steps individually:

• Prepare your arguments.

Have you included reasons? Evidence? Examples?

• Prepare strategies to take the floor naturally.Have you identified the facts that ar

e known by you and your inter locutor?

Do you recall any previous exchanges about the theme you will talk about?

• Be ready with useful words and expressions.Have you prepared expressions to repair a false start?

Do you have a wide repertoire of words and expr essions related to the theme?

Have you practiced appropriate expr essions to interrupt your interlocutor and to end the conversation?

• Recall strategies to participate during the conversation.Prepare phrases to engage other pair of classmates in your conversation.

Use your notes to maintain control of what is said.

Be ready to formulate questions based on what your inter

locutor says and to answer his/

her questions.

Listen carefully to detect information gaps in the participation of others.

• Say your propositions and opinions with adequate volume, rRehearse prosodic resources and non-verbal language.

hythm, and intonation

Experiment with different facial expressions, body movements, and gestur

es Don’t forget

to establish eye contact with your inter

locutor.

• Participate in the conversation.

Get together with your partner and shar

e your propositions and opinions.

After a while, invite another pair to join and lear

n from each other!

Ask your teammates to give you feedback about the par

ticipation you had during the conversation Follow the example.

Conversation

Name I liked very much that you…

I suggest that you…

Ana always listened attentively to everybody. prepare a wider repertoire of

words and expressions.

Assessing My Learning Pro cess

1 Leaf through the pages of this unit and choose the thr ee activities that helped you the most to develop your English skills Follow the example.

1 4 I learned new vocabulary words.

2 Use the graphic organizer to identify each subpr oduct that led you to present your product Reflect upon your r esults following the example.

Step 1 (p 12)

The subproduct in this session w as :

a list of cultural habits and

a description of the chosen habit.

Aspects I liked: I liked to learn about my classmates’

interests.

Aspects to improve: We must take into account everybody’s opinions.

Unit opener: It will introduce you to the theme

of the unit You will fi nd a question that will

guide your refl ections throughout the activities

and a sentence that will tell you what you will

be able to do when you fi nish it.

Reader’s Book: This page has

suggestions to take advantage

of your readings.

Three lessons: Each one has activities that

will prepare you to work on the elaboration

of your product At the end of each lesson, you will fi nd a page with instructions In that same page, you will also fi nd a chart that will help you evaluate the skills and abilities you

attained during the lesson.

Product: You will fi nd tips to

present your product. Assessing My Learning Process: This will allow you to identify your

achievements and how you attained them.

6

Words to Determine Qualit ies

or Properties (page 17, activity 2)

Interrupting an Interlocuto r Appropriately

Use adjectives to describe nouns:

Colorful dolls are used in Guatemala t o sleep without

worries.

Use adverbs to modify adjectives:

In China, burping is surprisingly accepted.

To become an active listener and speaker, you must learn how to interrupt y

our interlocutor to get more information

or fill in gaps The following strategies may be useful:

• When you don’t understand what is being said, you may say:

- Excuse me, what do you mean?

- Excuse me, it’s not really clear t o me.

• When you have a slight idea but you are not sure, you may paraphr

ase your interlocutor’s words:

- In other words, you would like t o say that…

- As far as I understand, you mean that…

• When you want to add information to what your interlocutor is saying:

- Would you mind if I just say something her e?

- I have a point to add…

• When you don’t agree to what it is being said:

- I’m sorry for the interruption, but…

- I’m sorry to interfere, but…

• When you think your interlocutor is omitting important information:

- Just a moment! What about…?

- Wait a minute! What about…?

our interlocutor is saying?

- Do you really think so?

- Do you believe that?

1 opinion unusual, lovely, wonderful

2 size short, tall, big

3 physical quality thin, blonde, muscular

4 shape round, triangular, square

6 color red, yellow, purple

7 origin Indian, Japanese, Mexica n

8 material plastic, wood, metal

9 type general, specific, three-side d

10 purpose eating, sleeping, greeting

168 Unit 1

Appendix

A fact is a piece of information that can be

verified:

E.g.: According to research, taking a 30-minute

nap is highly beneficial for your health.

An opinion is a personal point of view that

cannot be verified

E.g.: I think that taking a nap is a waste of time.

An argument states a point of view together with

a reason or set of reasons that support it Use words such as because, since, or as to link the point of view to the reason.

E.g.: I think that alfresco naps are not good

because they may affect children’s health.

You may build an argument by giving examples and providing evidence.

Examples: provide details and help to catch your interlocutor’s attention.

E.g.: When it is very cold in my country, many

children get sick.

Evidence: gives strength to the argument by providing statistics or experts’ opinions.

E.g.: According to physicians, low temperatures

diminish the immune system response.

Tips to Participate in a Conversation (page 11)

Differentiating Facts from Opinions

(page 14, activity 4)Differentiating Facts from Opinions Supporting Arguments with Examples and Evidence (page 10, activity 4 / page 11, activity 6)

Skills

Tips to Participate in a Conversation

Learning to Learn

When you participate in a conversation, it is ver

y important to be respectful and polite toward your interlocutors Always make them feel you are paying attention and giving importance to what they are saying Here are some tips:

•   When you start a conversation, refer to a fact known by your i

nterlocutor and, if possible, bring up a  previous exchange you have had.

•   If you notice that he/she is not understanding what you are 

saying, you may repair this false start  with expressions such as I mean…, In India, no…in China, etc.

•   Use notes to help you recall relevant information you may use 

during the conversation so that you  may avoid gaps.

•   Listen carefully to your interlocutor and if you identify gaps,

 take notes so you can fill them in  politely.

169

Unit 1

Appendix

1 Language: This section presents

structures and useful phrases you may

Glossary: The words

in bold and orange indicate that their meaning is at the back of your book

It includes instructions that will guide your reading during that week

Appendix: Go to

the Appendix to fi nd relevant information

Portfolio: It indicates

the activities that you will have to fi le

Be proactive and create your own Class Glossary In each unit you will have the opportunity

to learn new vocabulary words to communicate more effectively in English Use your

creativity and, with your teacher’s guidance, create a Class Glossary in which you will

choose which terms to include!

2 Learning to Learn: It gives you tips for you to

become a life-long learner.

3 Skills: It includes information and suggestions to develop the four skills of language learning: reading, writing, listening, and speaking.

During the activities in each of the lessons, you will fi nd the following

icons and boxes.

8

168

Learning to Learn

Do I consider everybody’s opinion when working in teams? (p 169)

Reader’s Book

What are three possible solutions for the problem presented on pages 6-8?

• Do the hand gestures from Activity 5 have the same meaning around the world? Give an example.

Time to Shine!

168

7

Infl uence our Habits?

Family and Community Environment

Social Practice of the Language

To talk about cultural habits of diff erent countries

Achievements

• Negotiate the topic of a conversation

• Exchange propositions and opinions to initiate a conversation

• Formulate and answer questions to go deeper into the conversation

• Use strategies to keep a conversation going about cultural habits and also conclude it

Product: Conversation

Analyze the pictures and answer the question.

8

1 Draw details to show how you perform each of the following activities Then, work in pairs

to compare your drawings.

2 Work in teams Reflect and answer.

Engage students with the theme of the unit and have them connect it with their personal

experience / Extend their repertoire of words and expressions about cultural habits

3 Match the columns and use the words in sentences 189

9

Unit 1

rectangle around evidence that supports a reason 169

Express their points of view

Reader’s Book

What do you think about the habits mentioned on these pages?

Siestas

For a thousand years, people in Spain have held the tradition of an afternoon nap According to sleep experts, many people’s bodies get tired

during early afternoon, so taking a nap is

a cultural habit that now extends to some other

countries such as the US and UK where it

is called a “power nap.”

Alfresco Naps

In Norway and some other Scandinavian countries, it is a widespread habit to leave babies, as young as two weeks old,

outdoors to nap in freezing temperatures

People in those countries believe that fresh air

prevents young children from getting sick

Bedtime Prayers

In Mexico, prayer time

is common before bed

Prayer as meditation, embraces silence,

spirituality, and solitude producing a calming eff ect

on the mind According to case studies done at Harvard Medical School, meditation is considered

a very healthy habit as its quietness can promote sleepiness and good rest

Dozing in Public

Inemuri is a very

common practice among Japanese people You can see people dozing

in public places or even during a meeting at work This practice is not criticized as it shows that a person is tired from hard work but is still willing to take part in what

is happening around them

Worry Dolls

Indigenous people in Guatemala who have worries that prevent them from sleeping well use “worry dolls” made of pieces

of wood and yarn They tell the doll their concerns and then put it under their pillow

According to a Mayan legend, in this way, the person can get a deep and restful sleep

5 Work in pairs to exchange your points of view about the sleeping habits described in the

text from the previous activity.

Sleeping Habits

Around the World

10 Unit 1

6 Work in pairs Write an argument to support one of the points of view you gave in

Activity 5 169

7 Write a piece of evidence to support the argument you gave in the previous activity.

8 Write an example to support the argument you stated in Activity 6

9 Get in teams to share your propositions and points of view.

Learning to Learn

Do I know how to participate

in a conversation in English?

(p 169)

Support their points of view with reasons, examples, and evidence / Take the fl oor naturally

Get in pairs and do the following activities:

• Go back to page 9 to recall which habits you mentioned as an answer to the Time to

Shine! question Write a list including at least fi ve habits Copy it on a sheet of paper and

fi le it in your portfolio.

• From the list you wrote, individually choose the habit that interests you the most On a

sheet of paper, write reasons, examples, and evidence to build an argument to explain to

your partner why you chose this habit

• Use the information from the previous activity to discuss with your partner Come to

an agreement to determine what cultural habit you will talk about based on common

interests Once you have done so, fi le your sheet in your portfolio.

• For homework, research how people perform that activity in diff erent countries around the

world Write down your notes on a sheet of paper.

Determine what cultural habit they will talk about, based on common interests

How can I improve?

• Can I exchange propositions and points of view to initiate a conversation?

Yes

No

How can I improve?

12 Unit 1

1 Work in pairs to listen and decide in which country each greeting is performed Then, label the pictures 2

Express and interpret propositions and opinions

Reader’s Book

For homework, read pages 9-11 from the Reader’s Book

2 Work in pairs Write a sentence to describe each of the pictures from the previous activity

using the words provided Follow the example 189

In Mexico, two women greet with a kiss on the cheek.

3 Write an opinion for each of the greetings Follow the example

I think it is interesting that in Mexico the way of greeting is

determined by the gender.

and underline an opinion Then, compare

answers with a partner 3 169

Distinguish between facts and opinions, creating links

to previous knowledge / Interrupt the interlocutor appropriately and at the proper time

• Do you know other greetings from around the world? Share them with your classmates

Time to Shine!

— Hi! How are you?

— Fine! Have you done the research

about greetings in diff erent countries?

— Yes, I watched a documentary

program online…

— Sorry for the interruption, but I think you

shouldn’t believe everything you see

online

— You’re right, but I obviously assessed

the source, and I found out it was the

result of some serious research done

by a British university I learned lots of

interesting things, for example, that

in India and Thailand they use a similar

hand gesture to greet

— Would you mind if I just say something here?

— Go on please

— I read that in Tibet they use the same

gesture, but monks also show their

tongues while doing it

— Really? Why do Tibetan monks do that?

— They do so to show they are not the reincarnation of Lang Darma, a malevolent king that ruled Tibet in the 9th century and…

— As far as I understand, you mean that people in Tibet feared that king

— Yes, historians say that he ordered all the monasteries to be closed;

that’s why Tibetan monks fear his reincarnation

— Wow! I think it’s amazing to realize how culture and history give shape to daily habits

Reader’s Book

How important are our hands for everyday communication?

5 Work in pairs Write the three phrases that were used to interrupt in the conversation from

the previous activity.

6 Work in teams to share the opinions you wrote in

Activity 3 168

interrupt

14 Unit 1

Formulate questions based on what has been said by the interlocutor /

Recall propositions to answer the interlocutors’ questions / Modify questions

according to the reactions of the interlocutor

7 Work in pairs to fill in the blanks with suitable phrases Then, listen and check

monks stick out their tongues to show that they are

not the reincarnation of an evil king?

— Yes, that was what I said

— I read an article in which they explain it diff erently

— Did you assess the source? Mine was very serious

— Sorry, I didn’t mean to be rude

— It was written by a well-known anthropologist; he explains that monks used to do that

to show they were not reciting black magic mantras

— Wow! Maybe we should continue researching to learn which of the two versions is

more accurate

— That’s a great idea!

8 Work in pairs to analyze the statements in the right column and match them to the left

column.

answer based on a proposition previously said

question modifi ed according to interlocutor’s reaction

question based on what the interlocutor previously said

9 Work in pairs to invent a greeting; give it a meaning.

10 Work in teams to perform the following activities.

15

Unit 1 15

Unit 1

Work individually to perform the following activities:

• Based on the information you researched for homework, write at least three propositions

about the habit you chose Copy them on a sheet of paper and fi le it in your portfolio.

• Write your opinion about each of the propositions you wrote Be

sure to include examples and evidence to support them Copy

them on a sheet of paper and fi le it in your portfolio

How can I improve?

• Can I formulate and answer questions to go deeper into the conversation?

Yes

No

How can I improve?

16 Unit 1

Habits Around the World

2 Work in pairs to write a sentence to describe the qualities of the propositions you

underlined; then, express an opinion for each Follow the example 168

A surprisingly common habit in India is that

they eat their food with the right hand.

I think that it may be difficult for left-handed people to eat there and not insult their host.

• Do you know other interesting eating habits? Share them with your class

Time to Shine!

• In India, it is acceptable to eat with the right hand,

while using the left hand is considered an insult to

• Slurping noodles in Japan is encouraged because it

shows that you are enjoying them

contrary, it can be a sign of appreciation and that

you are completely satisfi ed

• In Japan and India, people don’t leave food on their

plates to honor their hosts and to express they

enjoyed the meal; while in China, it means that you

were not well fed

• In Chile, people never eat with their hands; they

• People in Thailand never take the fork to their mouth; they always use the spoon The fork is only used to push food from the plate to the spoon

• When drinking tea in Britain, the spoon should never touch the sides of the cup to avoid the tinkling sound it produces

• In Ethiopia, people practice gursha, a tradition of

hand-feeding each other; this practice is done to build trust and social bonds between those sharing the food

Reader’s Book

For homework, read pages

Detect information gaps in the participation of others.

Reader’s Book

Are wedding parties the same around the world?

India, Ethiopia, and some Middle Eastern countries But, you don’t need to go that far, here in Mexico we use our hands

to eat tacos!

Which ones?

one, and that custom is not exclusive from India, it’s also common in some other countries

using the hands

cutlery?

Whenever you want See you!

habits around the world

hopefully we can go on talking about this later

4 Analyze the conversation from the previous activity and answer

participation of the other?

18 Unit 1

Verify adjective order when using some of them to describe a single entity / Develop basic

control of what is said in order to avoid information gaps / Arouse the interlocutor’s interest

by means of the use of words and expressions that determine qualities or properties /

Engage others in a conversation / Detect information gaps in the participation of others /

End a conversation with expressions that show politeness and cordiality

6 Work in pairs Use the information you wrote in Activities 2 and 5 to write notes to

participate in a conversation about eating habits around the world

7 Work in teams to share your points of view Be sure to arouse

your interlocutors’ interest by using words and expressions that

determine qualities.

8 Work with another team.

it in

5 Look at the adjectives in bold from the conversation in Activity 3 and write them in

the correct column Then, write two more examples to describe the propositions you

underlined in Activity 1 168

19

Unit 1

• Can I use strategies to keep a conversation going about cultural habits?

Yes

No

How can I improve?

Work individually to perform the following activities:

• Go back to page 16 to recall the propositions and opinions you wrote.

• Use words and expressions to determine the qualities of the propositions you wrote

Remember they should arouse your interlocutor’s interest.

• Verify the order of the adjectives you used in your sentences.

• Write notes to participate in a conversation.

Product

20 Unit 1

1 In pairs, discuss which habits mentioned in the text seem a bit strange to you.

2 In small teams, talk about punctuality in your country

Use the following questions as a guide Write another question about the topic.

they are late?

If you want to know about other unusual habits in different countries, go to the link provided.

https://bit.ly/2KMuJMu

ICT Box

You have already fi nished reading “Are our Habits Completely ‘Normal’?” In order

to strengthen and consolidate your knowledge, you should now complete the

activities on page 16 in your Reader’s Book These activities will help you develop

your reading comprehension skills as well as refl ect on the topic Most of the

activities will require discussion with your classmates

22 Unit 1

Product

22 Unit 1

Now it’s time to participate in a conversation about cultural habits of diff erent countries

Before you do so, go through the following steps individually:

• Prepare your arguments.

Have you included reasons? Evidence? Examples?

• Prepare strategies to take the fl oor naturally.

Have you identifi ed the facts that are known by you and your interlocutor?

Do you recall any previous exchanges about the theme you will talk about?

• Be ready with useful words and expressions.

Have you prepared expressions to repair a false start?

Do you have a wide repertoire of words and expressions related to the theme?

Have you practiced appropriate expressions to interrupt your interlocutor and to end the

conversation?

• Recall strategies to participate during the conversation.

Prepare phrases to engage other pair of classmates in your conversation

Use your notes to maintain control of what is said

Be ready to formulate questions based on what your interlocutor says and to answer his/

her questions

Listen carefully to detect information gaps in the participation of others

• Rehearse prosodic resources and non-verbal language.

Say your propositions and opinions with adequate volume, rhythm, and intonation

Experiment with diff erent facial expressions, body movements, and gestures Don’t forget

to establish eye contact with your interlocutor

• Participate in the conversation.

Get together with your partner and share your propositions and opinions

Aft er a while, invite another pair to join and learn from each other!

Ask your teammates to give you feedback about the participation you had during the

conversation Follow the example.

Conversation

Ana always listened attentively to everybody. prepare a wider repertoire of words and expressions.

1 Leaf through the pages of this unit and choose the three activities that helped you the

most to develop your English skills Follow the example.

2 Use the graphic organizer to identify each subproduct that led you to present your

product Reflect upon your results following the example.

Step 1 (p 12)The subproduct in this session was :

a list of cultural habits and

a description of the chosen

Step 2 (p 16)The subproduct in this session was : Aspects I liked: Aspects to improve:

Step 3 (p 20)The subproduct in this session was : Aspects I liked: Aspects to improve:

Conversation

3 In your notebook, write a short reflection that includes your achievements during this unit

and the things you may do to improve.

23

Unit 1

from Reading Poetry

Analyze the pictures and answer the question.

Recreational and Literary Environment

Social Practice of the Language

To read poems

Achievements

• Select and explore poems

• Understand general sense, main ideas, and some details

1 Work in teams Look at the picture and answer the questions.

2 Reread the poem from the previous activity in silence and circle the words and expressions you know Define them using your own words.

3 Draw an animal you would like to write a poem about Then, show your drawing to a partner and explain to him/her why you chose it.

Value knowledge and familiarity with the topic / Relate their own repertoire of words and expressions with poems

from Reading Poetry

Reader’s Book

For homework, read pages 17-21 from the Reader’s Book

came across one of them?

• Mention some other English-speaking poets you know

Time to Shine!

25

Unit 2

The poem has

a In “What distant deeps or

is followed by a(n)

syllable

b In “Did he who made the Lamb

make thee?” a(n) syllable is followed by a(n)

syllable

4 Work in pairs, listen to the poem, and describe how it makes you feel.

5 Listen again and fill in the blanks with words from the box Then, choose a word to say a

sentence 7 189

dare thy thine sinews thee anvil

6 Work in pairs to analyze the structure of “The Tyger.” 171

Connect with their emotions / Contrast rhythm in verses

Reader’s Book

What is the poem “The

Crocodile” about?

Tyger Tyger, burning bright,

In the forests of the night;

What immortal hand or eye,

In what distant deeps or skies

What the hand, dare seize the fi re?

And what shoulder, and what art,

And when thy heart began to beat,

What dread hand? and what dread feet?

What the hammer? what the chain,

In what furnace was thy brain?

Dare its deadly terrors clasp!

When the stars threw down their spears And water’d heaven with their tears:

Did he smile his work to see?

Tyger Tyger burning bright,

In the forests of the night:

What immortal hand or eye, Dare frame thy fearful symmetry?

The Tyger by William Blake

The Tyger

26 Unit 2

7 Work in teams Read the poem from Activity 5 and answer the questions to analyze its

content

8 Work in teams Rehearse the stanza your teacher assigns you.

Identify types of sentences / Read and reread poems / Use diversity of communication

strategies / Enjoy and appreciate reading

9 Enjoy reading your stanza in front of your group

In this unit, you will elaborate an inventory of emotions that will help you recite a poem In

order to prepare it, get in small teams and do the following activities:

• Share the poems you brought:

• Fill in the following chart with the information of the poems you chose

• Copy the chart on a sheet of paper and fi le it in your portfolio

How can I improve?

• Can I understand general sense, main ideas, and some details?

Yes

No

How can I improve?

28 Unit 2

Reader’s Book

For homework, read pages 22-24 from the Reader’s Book

Identify high-frequency words and adjectives / Create

mental images based on the reading of poems

1 Work in pairs to listen and read Circle the reflexive pronoun, underline relative pronouns,

and draw a rectangle around the comparative adjective 8 170 189

2 Work in pairs to look for the whole poem and read it Draw the mental images you created

while reading it

Fragment from The Raven by Edgar Allan Poe

Startled at the stillness broken by reply so aptly spoken,

“Doubtless,” said I, “what it utters is its only stock and store

Caught from some unhappy master whom unmerciful Disaster

Till the dirges of his Hope that melancholy burden bore

Of ‘Never—nevermore’.”

But the Raven still beguiling all my fancy into smiling,

Straight I wheeled a cushioned seat in front of bird, and bust and door;

Then, upon the velvet sinking, I betook myself to linking

Fancy unto fancy, thinking what this ominous bird of yore—

Meant in croaking “Nevermore.”

This I sat engaged in guessing, but no syllable expressing

To the fowl whose fi ery eyes now burned into my bosom’s core;

This and more I sat divining, with my head at ease reclining

On the cushion’s velvet lining that the lamp-light gloated o’er,

But whose velvet-violet lining with the lamp-light gloating o’er,

She shall press, ah, nevermore!

• What is “The Raven” about?

Time to Shine!

29

Unit 2

Notice homophones / Classify clusters of letters that correspond to the same sound / Make connections within texts using explicit and implicit information.

3 Listen and read the poem Underline the homophones and analyze them to fill in

the blanks 9 170

The Phony (anonymous)

It has been nearly an hour

our minds are not more in peace

Piece by piece we’re getting sour,

our fears continue to increase

The scene is getting familiar,

we have seen it many times

Our thoughts are loose and peculiar

it’s a phony, as he just mimes

belonging to us

no fi ghtingsomething separated from the main part

that happens in one place past participle of see

4 Work in pairs Listen again and fill in the chart Then, answer the questions 10

Words with Vowel Clusters that Sound like “u” Words with Vowel Clusters that Sound like “i”

5 Get in teams to read the poem from Activity 3 again and fill in the graphic organizer Then,

share your answer to the question 171

Have you ever lived a situation in which you felt this way?

Reader’s Book

Has your opinion of poetry changed? How?

30 Unit 2

Infer main ideas based on details / Listen to and recite a poem to convey emotions.

6 Work in pairs Read the poem and underline important details to infer the main idea

If I Could Tell You by W.H Auden

Time will say nothing but I told you so

Time only knows the price we have to pay;

If I could tell you I would let you know

If we should weep when clowns put on their show,

If we should stumble when musicians play,

Time will say nothing but I told you so

There are no fortunes to be told, although,

Because I love you more than I can say,

If I could tell you I would let you know

The winds must come from somewhere when they blow,

There must be reasons why the leaves decay;

Time will say nothing but I told you so

Perhaps the roses really want to grow,

The vision seriously intends to stay;

If I could tell you I would let you know

Suppose the lions all get up and go,

And all the brooks and soldiers run away;

Will Time say nothing but I told you so?

If I could tell you I would let you know

The main idea of this poem is that the writer

7 Listen to the poem and use the space below to show how it makes you feel 11

8 Work in teams to recite “If I Could Tell You.” Be sure to convey emotions.

31

Unit 2 31

Remember that in this unit you will elaborate an inventory of

emotions that will help you recite a poem In order to continue,

get together with your team and fi ll in the chart:

• Copy the chart on a sheet of paper and fi le it in your portfolio.

How can I improve?

• Can I describe moods?

Yes

No

How can I improve?

32 Unit 2

Refl ect on and respond to questions to infer moods

/ Recall moments and memories to recognize

feelings / Express personal answers / Associate

their own moods with those expressed in poems

1 Work in teams to listen and read the poem Answer the questions

Reader’s Book

For homework, read pages 25-27 from the Reader’s Book

The Road Not Taken by Robert Frost

And sorry I could not travel both

And be one traveler, long I stood

And looked down one as far as I could

To where it bent in the undergrowth;

And having perhaps the better claim,

Because it was grassy and wanted wear;

Though as for that the passing there

Had worn them really about the same,

And both that morning equally lay

In leaves no step had trodden black

Oh, I kept the fi rst for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back

I shall be telling this with a sigh

Somewhere ages and ages hence:

Two roads diverged in a wood, and I—

I took the one less traveled by,

And that has made all the diff erence

How did the author feel about not being able to travel both roads?

How did you feel while reading the poem?

2 Think of a situation in which you felt the same way as the writer of “The Road Not Taken.”

Describe it on the lines below.

3 Work in pairs to share your experience; explain how you felt

How did the author feel about not being able to travel both roads?

How did the author feel about his choice?

How did the author feel about the possibility of taking the other way later on?

33

Unit 2

Analyze the eff ect that punctuation marks and uppercase letters have on the wording of sentences to convey feelings / Write sentences to describe moods / Organize sentences into paragraphs to describe feelings and emotions

4 Listen to the poem from Activity 1 again and then read it aloud

punctuation marks and uppercase letters

5 Work in pairs to fill in the chart You may use the phrases provided or similar ones.

“I felt quite joyful because that description moved me very much.”

“That image was so impressive…”

“I was so compelled about…”

6 Organize the sentences you wrote in the previous activity

in short paragraphs to describe how “The Road Not Taken”

made you feel.

34 Unit 2

Enjoy and appreciate reading.

7 Work in teams Choose one poem from this unit and analyze its structure

8 Analyze how this poem makes you feel and state your opinion about it.

• Which are the most eff ective ways to

convey emotions while reading poetry?

Time to Shine!

10 Present to your class Be sure to convey emotions.

Form

The poem has

check the meaning of unknown words?

understand implicit and explicit information?

take details into account to infer the main idea?

pay attention to punctuation and capitalization to

make pauses and stress intonation?

use prosodic resources to convey emotions?

use body language while reading/reciting?

35

Unit 2

Remember that in this unit you will elaborate an inventory of

emotions that will help you recite a poem In order to continue, get

together with your team and do the following activities:

• Select one of the three poems you analyzed

• Individually, on a sheet of paper, write some questions to fi nd out

how that poem makes your teammates feel

• Ask the questions to your teammates, listen to their answers,

and write them down to create your inventory of emotions File the sheet of paper in your

portfolio.

• On a sheet of paper, create a checklist to assess yourselves while reciting the poem

you chose Make sure to convey the feelings you wrote in your inventory File it in your

How can I improve?

• Can I write sentences based on words and expressions that communicate moods?

Yes

No

How can I improve?

36 Unit 2

Reader’s Book

37

Unit 2

Written by Patricia Oliver

An informative text about how to

read poetry 46

Are You Scared

of Poetry? Don’t Be!

Try a traffic train / I change my chocolate chip.

Improve his shining tail, And pour the waters of the Nile

On every golden scale!

You have already fi nished reading “Are You Scared of Poetry? Don’t Be!” In order to

strengthen and consolidate your knowledge, you should now complete the activities

on page 28 in your Reader’s Book These activities will help you develop your reading

comprehension skills as well as refl ect on the topic Most of the activities will require

discussion with your classmates

38 Unit 2

38

Product

Now it’s time to recite your poem in front of your class Get together with your team and do

the following activities:

• Check your inventory of emotions.

Are you taking into account punctuation marks and capitalization to make pauses and

stress intonation?

Are you all aware of the mood of each stanza?

Are you using prosodic resources to convey those emotions?

Are you using non-verbal language to intensify the eff ect?

• Assess yourselves using the checklist you fi led in your portfolio.

Listen attentively to each of your teammates and write comments to improve

• Check the list of aspects that you can improve.

Rehearse for the last time taking into account those aspects

• Recite your poem If possible, present to other groups in your school.

Get involved as much as you can and have fun!

Ask your teammates to give you feedback about the performance you had during the

preparation and presentation of your poem Follow the example from Unit 1, p 22.

Inventory of Emotions

to Recite a Poem