Page 8 - @ccess 1 Student´s Book

Multimedia resources
Throughout the activities, you will find two multimedia resources with different icons:

IT Practice 2 storIes To TEll
Ludic and literary environment
Social language practice: Read classic tales.
Warm-up stage In this practice, you will make a big book to share.
1. Read the following list of short stories and mark the ones that can be
This icon provides classified as classic tales with an ✘ . f) Voices in the Park
Things I know. Planning our product d) Little Red Riding Hood i) The Frog King Listen to • Identify the main parts of a dialogue: theme, setting,
3. Look at the chart below. Read the activities you will complete in this unit in order
suggested websites. a) Loch Ness Monster g) The Lost Thing
b) Hansel and Gretel
to produce a dialogue. Remember to tick each activity as soon as you finish it.
h) Cinderella
c) King Arthur and the Knights
of the Round Table
W ARM-UP STAGE
Week 1
purpose, interlocutors and attitude.
e) Robin Hood
dialogues.
BUILDING STAGE
2. Think about some classic tales you would like to read.
• Find clues to decide how to participate in the dialogue
(voice, volume, speed, speech register, setting, tone).
• Decide where you can find them. Week 2 Learn how to • Locate key words to express main ideas.
• Formulate questions to ask for information.
IT Visit the following links to read some classic tales. participate in • Create your own expressions using different types of TRACK 2
a dialogue.
session 1 Little Red Riding Hood: http://goo.gl/8d9pP6 Week 3 • Produce the sentences you will use in the dialogue.
sentences.
BUILDING STAGE
Hansel and Gretel: http://goo.gl/1126RV
Cinderella: http://goo.gl/YRdYS4
The Frog King: http://goo.gl/zeMdvj
expressions for
• Rehearse your dialogue.
the dialogue. Glossary on
• Read the following chart about the possible addresses for the Prepare nearby • Revise your sentences.
page 182
CLOSURE STAGE-SOCIALIZATION
big book you're going to make and add another one.
• Select one for your big book and write it down in the space below. • Assess the process and product.
Week 4
dialogue.
Possible addressees Characteristics Perform your
• They do not have enough books. This icon gives you the
Children in an orphanage • They enjoy stories. 4. Read along as you listen to the conversation. TRACK 2
• They want to learn English.
• They have some books, but not in English. session 2
Children from a school nearby • They need them to learn English. Then, the office employee scans your cue to play a CD track
Martha: Hi, Anna! What a surprise!
papers and takes a photo of you. That’s it!
How’ve you been? You’ll get your ID in the mail a few days
Anna: Hello, Martha! I’m fine, thank you. What later. The membership fee is 10 dollars.
about you? Anna: Thank you! It was great to bump into (your teacher will play it).
Anna: I want to join the basketball team, so I’m documents to sign up for the team. Thanks
26 Studentʼs Book / Practice 2 Martha: I’m fine too. So what’s up? you. I’ll go home and come back with my
looking for information about it.
a lot.
Martha: Really? Did you know I'm a player? Martha: You’re welcome. I play on Mondays
Anna: I didn’t know! I would have asked you, and Wednesdays. It would be great if we Theme. Purpose. Interlocutors. Setting
instead of coming all the way here. So, what were teammates. I look forward to it.
do I need to do to join?
Martha: It’s pretty simple. You just have to bring Anna: Great! I’ll make sure to pick up that
schedule, it will be fun.
your school ID, proof of your address, and a Martha: Alright! See you soon then.
medical certificate. Then, you have to Anna: Sure, thanks again. Bye.
fill out a sign-up form and can choose the
schedule that´s best for you. schedule (n.): horario
fee (n.): cuota
Studentʼs Book / Practice 1 11
Activity sequence
Activities in practices are numbered and organized in a three-stage sequence that allows the
elaboration of a language product:
Warm-up stage
3. Look at the chart below and read the activities you will complete in this practice
as you finish it.
in order to make a big book. Remember to tick each activity as soon
Week 1
W ARM UP STAGE
Warm-up stage: where you
Select and review • Recognize graphic and textual organization.
• Identify author(s).
classic tales.
will find a schedule with steps Everyone who seeks finds • Recognize topic, purpose and addressee.
f) Voices in the Park
• Reach agreements on selection criteria.
g) The Lost Thing
and activities to develop Practice 3 Social language practice: Write instructions to use a bilingual dictionary. Week 2 BUILDING STAGE
h) Cinderella
Academic and educational environment
i) The Frog King
In this practice, you will learn how to write an
• Anticipate content based on graphic and
textual components.
a language product. instruction manual to use a bilingual dictionary . • Determine number and order of key events.
• Use different comprehension strategies.
• Recognize general meaning and locate key events.
Understand
Warm-up stage general meaning • Value reading as a leisure activity.
and main ideas.
1. Read the following set of instructions. Week 3 • Compare variants of pronunciation and writing.
• Classify sounds represented by different letters.
How to use this bilingual dictionary
• Consider differences between British and
American spelling.
Things I know. Planning our product » Identify the two main sections of the dictionary: Spanish-English and English-Spanish. events orally. BUILDING STAGE Schedule
» Make sure the word you are looking for is spelled correctly.
» Go to the right section according to the language of the word you are looking up.
» Look for the pages that begin with the first letter of the word you are looking up.
» Find the word by using the first letter of the word, then the second, the third,
Express key
• Express personal reactions and opinions about events.
et cetera. Remember dictionaries are organized in alphabetical order.
• Retell events based on illustrations.
» When you find the word you were looking up, pay close attention to the following
• Form questions to locate specific information.
• Express actions in progress and past actions.
Week 4
- Bold letters: indicating a new word and its correct spelling.
- Abbreviations: indicating if a word is a noun, an adjective, a verb, and so on.
details:
- Italics: pointing out the abbreviations.
negritas
italics (n.):
» Read and select the information you need. bold (n.): Rewrite key CLOSURE STAGE SOCIALIZATION There is an extra
• Rewrite sentences and key events.
cursivas
events.
• Put events in sequence.
» Write down the information you select.
schedule you can
session 1 » Put the dictionary back where it belongs. photocopy at the
• Exchange texts to check conventions.
• Assess the process and the product.
2. Complete the following sentences by filling in the blanks with the best answer.
a) The previous instructions explain how to use a . Studentʼs Book / Practice 2 27
I. dictionary II. telephone III. electrical device end of your book
b) These instructions are addressed to: .
I. preschool kids II. secondary school students III. primary school teachers
c) Instructions have a . on page 181.
II. title and images III. title, steps and ingredients
I. title and steps
44 Studentʼs Book / Practice 3
Student’s Book 7