Student book segundo medio KET by Francisco Ibarra

STUDENTâ&#x20AC;&#x2122;S BOOK Unit 1 Unit 1: Class 1 Classroom Language: A. Copy this chart in your notebook. Translate the meaning of each sentence. English

Spanish

Can you repeat.

___________________________.

I have a question.

___________________________.

What does ____ mean?

___________________________.

How do you say______?

___________________________.

How do you pronounce _____?

___________________________.

Can you go back?

___________________________.

Can I have a paper?

___________________________.

Can you help me?

___________________________.

Can we work in pairs? I donâ&#x20AC;&#x2122;t understand.

___________________________.

10.

___________________________.

B. Practice with Sentence Stems. Sentence Stem: I think ________________ goes with _________________. I think the shape is _____________________. I think circle means ____________________.

Triangle - Square - Circle.

Unit 1: Class 2 Objectives: You will learn To Be positive and negative. You will learn different emotions and feelings.

Contract Nombre: _______________________________________________________. Nota: Estás en el nivel que elegiste si eres capaz de lograr las habilidades hablar y escribir en inglés, sin ayuda. Gramática: Mínimo (Nota: 4,0)

En nivel (Nota: 5,0)

Excelente (Nota: 6,0 -7,0)

To Be

- Has memorizado To Be positivo para todos los pronombres. - Eres capaz de hacer y responder preguntas cerradas con To Be.

-Has memorizado To Be positivo y negativo para todos los pronombres. -Eres capaz de hacer hacer y responder preguntas cerradas.

-Has memorizado To Be positivo y negativo ´para todos los pronombres. -Eres capaz de hacer y responder preguntas cerradas. -Puedes crear más de 2 preguntas abiertas.

To Have

-Has memorizado To Have Got en las formas positiva y negativa para todos los pronombres.

-Puedes hacer preguntas cerradas con To Have Got.

-Tienes entre 2 y 5 preguntas abiertas memorizadas con To Have Got.

-Puedes crear más de 5 preguntas abiertas con To Have Got.

-Sabes el uso correcto de To Be y To Have Got para 16-20 características físicas.

-Sabes el uso correcto de To Be y To Have Got para 21-25 características físicas.

Características Físicas: To Be – To Have (diferencia)

-Sabes el uso correcto de To Be y To Have Got para 10-15 características físicas.

Vocabulario Ocupaciones

6 memorizadas

7 memorizadas

8-9 memorizadas

Posesiones personales

5 memorizadas

6-7 memorizadas

8-9 memorizadas

Características físicas

6-9 memorizadas

10-15 memorizadas

16-20 memorizadas

Actividades del fin de semana

4 memorizadas

5-7 memorizadas

8-10 memorizadas.

Speaking Ocupaciones

Puedes describir las ocupaciones de ti mismo y de tu familia.

Puedes hacer y responder preguntas cerradas sobre las ocupaciones de otras personas.

Puedes hacer 5 preguntas abiertas sobre ocupaciones de otras personas.

Características físicas

Puedes describir las características físicas de ti mismo/a y las de tu familia.

Puedes hacer preguntas cerradas sobre características físicas de otras personas.

Posesiones

Puedes describir 6 posesiones en tu casa.

Puedes hacer preguntas cerradas sobre las posesiones de otras personas.

Puedes hacer 5 preguntas abiertas sobre las posesiones de otras personas.

Activity 1 How many emotions can you think of? Sentence Stem: I think this face isâ&#x20AC;Ś

Activity 2A: Match the word to the face Sentence Stem: I think ______ goes with this faceâ&#x20AC;Ś

1. Sleepy 2. Disappointed 3. Bored 4. Hungry, 5. Angry 6. Happy 7. Sad 8. Worried 9. Annoyed.

Activity 2B: Partner Memorization Activity A. Work in pairs. Student A gives student B an emotion in Spanish. Student B gives the word in English. B. Continue until you have seven words memorized.

Activity 2C: Copy in notebooks words in English and Spanish

To Be (ser/estar) Use: To describe people or things. It can be a place of origin, an age, an occupation, an emotion or an adjective. I am (+) We are (+) You are (+) You are (+) He/She/it is (+) They are (+) Examples: I am from Chile You are Chilean. He is a student.

We are 15 years old. They are tall.

Negative To be:

I am not (-) You are not (-) You aren’t He/She/It is not (-) He/She/It isn’t

We are not (-) We aren’t You are not (-) You aren’t They are not (-)

Example: I am not from China. You aren’t Chinese. She isn’t a teacher.

We aren’t 70 years old. They aren’t short.

Vocabulary A. Work in pairs. Student A gives pronouns and student B responds with corresponding To Be verb. B. Switch.

Activity 3: Speaking Activity A. Brainstorm in your notebook words which describe you.

Spanish

English

B. Tell your partner about yourself. Sentence stem: I am…..

C. Share with the class what your partner said. Sentence Stem:

He said he is… She said she is…

Activity 4: Final Writing Activity A. Write 4 things about yourself (2 positive and 2 negative). 1. _____________________________________________________________________. 2. _____________________________________________________________________. 3. _____________________________________________________________________. 4. _____________________________________________________________________. B. Write 4 things about your best friend (2 positive and 2 negative). 1. _____________________________________________________________________. 2. _____________________________________________________________________. 3. _____________________________________________________________________. 4. _____________________________________________________________________. C. Write 2 things about the teacher (1 positive and 1 negative). 1. _____________________________________________________________________. 2. _____________________________________________________________________.

Contract Check-In A. Partner work. Testing. B. Student A asks Student B about emotions: Student A saying the Spanish Word and Student B says the corresponding English word. C. Student A asks Student B about To Be: (Student A says pronouns and Student B says corresponding To Be (+) To Be (-)). D. Switch and repeat B and C.

Unit 1: Class 3 Objectives: You will learn open and closed questions with To Be. You will memorize seven occupations. You will learn about the use of articles A, An.

Activity 1: Tell your partner two things that describe you using To Be. Contract Check-In A. Partner work. Testing. B. Student A asks Student B about emotions: Student A saying the Spanish Word and Student B says the corresponding English word. C. Student A asks Student B about To Be: (Student A says pronouns and Student B says corresponding To Be (+) To Be (-)). D. Switch and repeat A2 and A3. E. Make a list of the things you donâ&#x20AC;&#x2122;t have memorized.

Activity 2A: Match Sentence Stem: I think ____________ (English word) goes with picture __________ (Number)

Vocabulary 1. Cook.

2. Flight attendant

3. Engineer

4. Electrician

5. Tour guide

6. Architect

7. Stay at home mom/dad

8. Housekeeper

9. Business owner

1 (one)

4 (four)

2 (two)

3 (three)

5 (five)

6 (six)

8 (eight)

9 (nine)

7 (seven)

Testing: Partner Memorization Activity A. Partner work. Testing. B. Student A asks student B occupations vocabulary in Spanish and student B gives the word in English. C. Switch. D. Repeat until you have at least seven words memorized.

Activity 2B: Copy in notebooks English word with Spanish Translation Articles: A: Goes in front of all nouns which start with consonants. Example: A doctor, A lawyer, A tree, A chair. An: Goes in front of all nouns which start with vowels. Example: An octopus, An elephant, An umbrella. Question: What are the articles for the above occupations? Sentence Stem: I think the correct article is…

To Be: Closed Questions Closed Questions: Used to ask something specific. Can only be answered with yes or no. Formula: S + To Be + Describer. Question

Answer

Am I a student?

Yes I am. No I am not.

Are you a student?

Yes I am. No I am not.

Is she/he a student?

Yes she/he is. No she/he isn’t.

Are we students?

Yes we are. No we aren’t.

Are they students?

Yes they are. No they aren’t.

Activity 3: Game-Bingo A. Draw a 3 by 3 square box. Write in Closed To Be questions. Example: Is your mother a/an, Is your father a/an, Is your best friend a/an, Are you a/an. B. Ask other students the questions. They respond: C. Yes + S + am/is/are or No + S + am not/ isn’t /aren’t. D. If the students answer Yes + S + am/is/are, then mark an x. First person to get all x’s wins. You can only mark 1 x per student.

To Be: Open Questions Open Questions: Used to ask for general information. It can have multiple answers. You have to use a Wh-Question Word. Formula: Wh + To Be + Subject + (Complement)

What am I?

I am a student.

What are you?

You are a student.

What is he?

He is a student.

What is she?

She is a student.

What are we?

We are students.

What are they?

They are students.

Wh-Question Words They are used to ask for general information. They are used for different things: What

To ask for a thing (many options).

Which

To ask for a thing (few options).

When

To ask for time.

Where

To ask for place.

Why

To ask for reason.

How

To ask for manner.

Writing A. Write answers for these Open Questions: Question

Answer

0. Where do you live?

I live in Santiago.

1. What do you do?

I…

2. How old are you?

I…

3. Who is your best friend?

My…

4. When is your birthday?

My…

5. Where were you born?

I…

6. Why are you studying English?

Because…

7. Which is your favourite subject?

My…

8. How tall are you?

I…

9. What is your mother’s name?

My…

Activity 4: Grammar Practice A. Write the answer for the following sentences: Question 0. Am I a student?

Answer Yes, I am.

1. Are you a boy? 2. Is your father an electrician? 3. Is your mother an accountant? 4. Are we happy? 5. Are they angry? 6. Are you bored? 7. Is your classmate hungry? 8. Is it sunny? 9. Am I intelligent?

B. Complete with a Wh-Question Word or To Be: Wh-Question Words What - Which - When - Where - Why - How - Who

Question

Answer

0. Are you a student?

Yes, I am.

1. __________ you from?

I am from Chile.

2. __________ you?

I am fine.

3. __________ it raining?

No, it is sunny.

4. __________ you studying?

Because I want to learn.

5. __________ your best friend?

My best friend is Juanito.

6. __________ you happy?

Yes, I am very happy.

7. __________ the test?

The test is on Friday.

8. __________ Juan a good friend?

Yes, he is.

9. __________ do you live?

I live around the corner.

Contract Check-In A. Go to the contract and check grammar section. Look at the To Be part. B. Write down in a piece of paper 2 questions for the teacher. C. Before leaving, give the piece of paper to the teacher.

Unit 1: Class 4 Objectives: You will learn To Have using British and American English. You will learn Physical Features and Personal Possessions. *You must have eight Physical Features and eight personal Possessions memorized

Activity 1: Hook “Lito is a happy student. He lives in Santiago, he has got a dog but he hasn’t got a cat. He also has got an iPod with his favorite music. He loves hip hop and reggaeton. He likes to dance too. He also has got a girlfriend. She is tall and has got brown hair.”

A. Answer: Is Lito a boy? Is he a teacher? Is he happy? Is he short?

Activity 2: Internet Group A. Look up online how to conjugate verbs in British English and American English. What is the difference? B. Share the information with the class.

Activity 3: Physical Description

7. 8.

10.

11.

Category

12.

Physical Feature

Height Weight Skin Color Hair Style Hair Length Hair Color Facial Features Other Features

Word Bank: Short, Medium Height, Tall, Skinny, Slim, Thin, Average, Overweight, Fair, Tanned, Dark, Straight, Wavy, Curly, Short, Medium Length, Long, Blonde, Brown, Black, Beard, Mustache, Glasses, Young, Old, Pretty, Handsome, Unattractive. A. Sort the words in the correct categories. B.Copy down in your notebooks.

To Be for Descriptions You can use To Be to describe someone. use it with Adjectives. I am

We are

You are

He/She/It is

They are

Activity 4: Vocabulary A. Mark with a circle the words from the word bank that are adjectives. B. Mark with a rectangle the words from the word bank that are nouns.

Speaking: A. Get in pairs. B. Tell your partner 5 things that describe them. Do not use your notebook lo find vocabulary. Do it using only your memory.

Activity 5: Writing A. Write 3 sentences using To Be to describe people. It can be a family member or someone you know. Sentence 1 must be positive; sentence 2 must be negative; sentence 3 must be a question. Use different adjectives. 1. (+) ______________________________________________________________________. 2. (-) ______________________________________________________________________. 3. (?) ______________________________________________________________________.

To Have for Descriptions You can use To Have to describe someone. Use To Have with Nouns. American: I have

We have

You have

He/She/it has

They have

I have got

We have got

You have got

He/She/it has got

They have got

British:

Examples: I have brown eyes.

I have got brown eyes.

She has black hair.

She has got black hair.

To Have Got Negative To make a sentence with To Have Got negative you have to add not after Have. For example: I have got brown eyes

I have not got blue eyes. I havenâ&#x20AC;&#x2122;t got blue eyes.

To Have Got Question. To make a sentence with To Have Got a question you have to switch the subject and Have. For example: I have got brown eyes

Have I got brown eyes?

Activity 6: Writing A. Write sentences using To Have Got to describe someone (You can think of your friends or family for this activity). B. You need a positive sentence, a negative sentence, and a question. 1. (+) __________________________________________________________________. 2. (-) ___________________________________________________________________. 3. (?) __________________________________________________________________.

Grammar A. Look at the picture. You can use to be and To Have Got to describe someone. There are six sentences that describe the girl in the picture.

To Be (+ adjective)

To Have Got (+ noun)

1. She is beautiful

a) She has got glasses.

2. She is blonde

b) She has got blonde hair.

3. She is intelligent

c) She has got green eyes.

Activity 7: Speaking A. Ask your partner What does he/she look like? Your partner answers. B. Your partner asks you. Describe the picture using To Have and Have Got. Image A:

Image B:

Activity 9: Grammar A. Complete using am/is/are (+/-) or Have Got/Has Got (+/-). 0. The girl is pretty.

5. He __________ nice.

1. I __________ ready.

6. The cat __________ blue eyes.

2. The teacher __________ short hair.

7. We __________ happy.

3. The flowers __________ red.

8. She __________ my friend.

4. The woman __________ fair skin.

9. Students __________ straight hair.

Contract Check-In A. Get in pairs. B. Check the grammar section of the contract. C. Student A gives pronoun, student B gives corresponding To Be form. D. Student A gives Physical Feature word in English, Student B gives corresponding word in English or Student B describes someone important to them. E. Switch.

Unit 1: Class 5 Objectives: You will learn Present Simple Questions (Open and Closed with To Have Got). You will learn suggestions. You will learn weekend activities.

Activity 1: Hook

Contract Check-In A. Get in pairs. B. Student A tests Student B about: ● Emotions. ● Occupations. ● To Be conjugations. ● To Have Got conjugations. ● Eight Physical Features. C. Switch

Grammar Present Simple Have Got/ Closed Question Positive

Closed Question

They have got CDs and magazines.

Have they got CDs and magazines?

Formula: Subject + have/has + got + object

Formula: Have/has + subject+ got + object. Answer: Yes + S + have/has Answer: No + S + haven’t/ hasn’t

Activity 1: Writing A. Write 3 closed questions about what your partner has in his/her bag. Example: Have you got a magazine in your backpack? Your partner answers. Closed Question

Open Question

Have you got a magazine in your bag? Yes, I have./ No, I haven’t.

What have you got in your bag? I have books and money.

B. Speaking Exercise: Partner A: What have you got in your bag? Partner B: I have got a/an… Activity 2: Vocabulary

Watch television

Go to the movies

Go out with friends

Go shopping

Go dancing

Chat with friends

Play computer / video games

Listen to music

Play sports

Spend time with family

Study

Grammar Why don’t/why doesn’t You can use why don’t/why doesn’t for invitations or suggestions. Subject

Structure and Example

I - you - we - they

Why don’t + Subject + Verb + (Complement) Why don’t we watch television?

he - she - it

Why doesn’t + Subject + Verb + (Complement) Why doesn’t he go to the movies?

Activity 3: Pictionary A. Get in pairs. B. Student A draws a weekend activity. Student B guesses that activity saying: Sentence Stem: Why don’t we…

Grammar Present Simple Structure Present Simple is used for permanent actions and states in the present time. This is the structure: Subject + Verb + Complement S + V + C Examples: I study at RAMS.

I walk to school.

I live in the center.

I like ice cream.

I listen to rock music.

I hate insects.

I have a brother.

Activity 4: Writing A. Write six sentences in Present Simple giving the following information: Where you live. Your brothers and sisters. A food you like. The music you listen to. Something you hate. An activity you like to do. B. Share with your partner. C. Write down what you remember from your partner’s list. D. Share with the class.

Activity 5: Grammar A. Complete using Have Got or Has Got according to the subject. 0. I have got a red backpack.

5. He __________ a lot of friends.

1. You ___________ a nice jacket.

6. They __________ black hair.

2. He __________ a dog.

7. She __________ blue eyes.

3. We __________ a good teacher.

8. You __________ a green book.

4. She ___________ an excellent job.

9. You __________ good classmates.

B. Answer the following questions with Yes, he has / No, he hasn’t, or an Open Answer. Question 0. Has he got a red pencil?

Answer Yes, he has.

1. Have you got a yellow marker? 2. What have you got in 3. Has she got a red book? 4. What have you got in your pocket? 5. Have we got black pens? 6. Have you got brown eyes? 7. Has she got long hair? 8. What have you got in your table? 9. Where have you got that backpack? C. Complete using why don’t or why doesn’t according to the subject. 0. Why don’t we go for a walk?

4. __________ he write the homework?

1. __________ you go out?

5. __________ we go dancing?

2. __________ you finish your homework.

6. __________ you play sports?

3. __________ she study for the test?

7. __________ hes listen to music?

1.6 Ket Book 1.7 Ket Book Hook:

1.8 Listening Comprehension Ket Book 15

Contract Check Nota: Estás en el nivel que elegiste si eres capaz de lograr las habilidades hablar y escribir en inglés, sin ayuda. Gramática: Mínimo (Nota: 4,0)

En nivel (Nota: 5,0)

Excelente (Nota: 6,0 -7,0)

To Be

- Has memorizado To Be positivo para todos los pronombres. - Eres capaz de hacer y responder preguntas cerradas con To Be.

-Has memorizado To Be positivo y negativo para todos los pronombres. -Eres capaz de hacer hacer y responder preguntas cerradas.

-Has memorizado To Be positivo y negativo ´para todos los pronombres. -Eres capaz de hacer y responder preguntas cerradas. -Puedes crear más de 2 preguntas abiertas.

To Have

-Has memorizado To Have Got en las formas positiva y negativa para todos los pronombres.

-Puedes hacer preguntas cerradas con To Have Got.

-Tienes entre 2 y 5 preguntas abiertas memorizadas con To Have Got.

-Puedes crear más de 5 preguntas abiertas con To Have Got.

-Sabes el uso correcto de To Be y To Have Got para 16-20 características físicas.

-Sabes el uso correcto de To Be y To Have Got para 21-25 características físicas.

Características Físicas: To Be – To Have (diferencia)

-Sabes el uso correcto de To Be y To Have Got para 10-15 características físicas.

Vocabulario Ocupaciones

6 memorizadas

7 memorizadas

8-9 memorizadas

Posesiones personales

5 memorizadas

6-7 memorizadas

8-9 memorizadas

Características físicas

6-9 memorizadas

10-15 memorizadas

16-20 memorizadas

Actividades del fin de semana

4 memorizadas

5-7 memorizadas

8-10 memorizadas.

Speaking Ocupaciones

Puedes describir las ocupaciones de ti mismo y de tu familia.

Puedes hacer y responder preguntas cerradas sobre las ocupaciones de otras personas.

Puedes hacer 5 preguntas abiertas sobre ocupaciones de otras personas.

Características físicas

Puedes describir las características físicas de ti mismo/a y las de tu familia.

Puedes hacer preguntas cerradas sobre características físicas de otras personas.

Posesiones

Puedes describir 6 posesiones en tu casa.

Puedes hacer preguntas cerradas sobre las posesiones de otras personas.

Puedes hacer 5 preguntas abiertas sobre las posesiones de otras personas.

WORKSHOP UNIT 1 Class 1 Classroom Language: A. Copy this chart in your notebook. Translate the meaning of each sentence. English

Spanish

Can you repeat.

___________________________.

I have a question.

___________________________.

What does ____ mean?

___________________________.

How do you say______?

___________________________.

How do you pronounce _____?

___________________________.

Can you go back?

___________________________.

Can I have a paper?

___________________________.

Can you help me?

___________________________.

Can we work in pairs? I donâ&#x20AC;&#x2122;t understand.

___________________________.

10.

___________________________.

B. Practice with sentence stems. Sentence stem: I think __________ goes with __________. I think the shape is ___________. I think circle means ___________.

Triangle - square - circle.

Class 4 Grammar - Can: Refer to Unit 1 - class 8. Grammar: Create your own superhero and draw it on a piece of cardboard or white paper. You have to complete the sentences according to your superhero.

Name: ____________________ He/She is _______________. He/She isn’t _______________. He/She is a _______________. He/She isn’t a _______________. He/She has got _______________. He/She hasn’t got _______________. He/She can _______________. He/She can’t _______________.

Unit 2 Unit 2 - Class 1. Objective: By the end of the class you will be able to: 1. Remember 5 countable nouns/ 5 uncountable nouns 2. Use I have got with Countable/ Uncountable 3. Ask how much/ how many 4. Ask questions about price using How much is for singular How much are for plural *Find these objectives in the contract

Contract Nombre: _______________________________________________________. Gramática:

Countable / non countable

Mínimo (Nota: 4,0)

En nivel (Nota: 5,0)

Excelente (Nota: 6,0 -7,0)

-Puedes nombrar 10 sustantivos countable/uncountable .

-Todos los anteriores y:

-Eres capaz de usar sustantivos countable y non countable en oraciones que empiezan con: -There is... -There are... -I have got… -I want

-Eres capaz de usar sustantivos contables y no contables en preguntas que empiezan con: -Is there... -Are there... -Have you got...

-Eres capaz de usar la gramática correspondiente dependiendo de si es: -Countable singular. -Countable plural. -Uncountable. How much / how many

There is / there are

-Conoces el uso de how much y how many.

-Eres capaz de crear oraciones usando there is y there are.

-Todos los anteriores y:

-Eres capaz de crear oraciones usando how much y how many con la gramática correcta dependiendo de si es countable o uncountable.

-Eres capaz de diferenciar how much y how many.

-Todos los anteriores y:

-Eres capaz de crear oraciones negativas usando there is y there are.

-Eres capaz de crear preguntas usando there is y there are.

-Eres capaz de responder preguntas que contienen how much/how many.

-Eres capaz de responder preguntas usando there is/there are. Some / any

-Eres capaz de crear oraciones usando some y any.

-Eres capaz de crear oraciones negativas usando some y any.

-Todos los anteriores y: -Eres capaz de crear preguntas y peticiones usando some y any. -Eres capaz de responder preguntas usando some/any.

Vocabulario Countable/ non countable

2 contables y 2 no contables.

5 contables y 5 no contables.

6 contables y 6 no contables.

Cuidado Personal

3-4 memorizadas

5-6 memorizadas

7-9 memorizadas

Ropa

3-4 memorizadas

5-6 memorizadas

7-9 memorizadas

Food

3-4 memorizadas

5-6 memorizadas

7-9 memorizadas

Tiendas y productos

3 memorizadas

4-5 memorizadas

6+ memorizadas

Speaking Shopping

-Puedes describir lo que hay en una tienda. -Puedes preguntar precios.

-Todos los anteriores y:

-Puedes preguntar lo que hay en una tienda.

-Puedes hacer y responder preguntas sobre cantidades.

-Puedes responder preguntas sobre precios. -Puedes describir cantidades de distintos items.

Part I: Countable/Uncountable Grammar Countable noun Countable nouns can be counted and have singular and plural forms. They exist as separate and individual units. Ex: A chair - Chairs. Uncountable noun Uncountable nouns cannot be counted nor used in the plural form. Ex: Air or water. Is chair countable or uncountable? _____________ Is furniture countable or uncountable? ___________

Strange Examples of Countable/ Uncountable: Uncountable Furniture Chocolate Fruit Bread Paper Money Time

Countable Piece(s) of furniture/ table/ chair Piece(s) of chocolate Piece(s) of fruit Piece of bread/ slice of bread Piece of Paper Dollars, coins, pesos Hours, minutes, seconds

Activity I: Grammar A. Divide the nouns into countable and uncountable. paper - pencil - house - time - furniture - cat - hair - money - bread - time - wine - wood - money - egg - milk - hours - tea - pen - dress - apple - fruit - piece of furniture

Sentence stem: I think _______ is countable/uncountable.

Countable

Uncountable

Grammar Countable/ Uncountable nouns Countable

Uncountable

Singular: is. a/an.

Example: I have got a chair. I want an egg. The chair pencil is blue.

No Singular No Plural No a/an No S No are

Plural: Are. “S” at end

Example: I have got two chairs. I want two eggs. The pencils are blue.

Only is

Example: I have water I want juice. The coffee is hot.

Activity II: Grammar Step 1: Underline UC if countable/ C if countable. Step 2: For only countable (C) nouns change: singular → plural / plural → singular. Sentence Stem: I think the correct sentence is…

Clues: Singular: a/ an OR is (if describing something) Plural: s OR are (if describing something) 1. 2. 3. 4. 5. 6. 7. 8.

I have two chairs. (C / UC) _________________________________________________. I want some water. (C / UC) ________________________________________________. The shirt is yellow. (C / UC) ________________________________________________. I have a piece of paper. (C / UC) ____________________________________________. I have 3 eggs. (C / UC) ____________________________________________________. The house is big. (C / UC) _________________________________________________. The shampoo is expensive. (C/UC) __________________________________________. I like coffee. (C / UC) _____________________________________________________.

Activity III: Speaking/Writing A. Write five personal possessions. B. On a separate piece of paper write five sentences. Countable: Singular- I have got a/an Plural- I have got ________s Uncountable: I have got _______ C. Crumple up the paper and throw it. D. Find a new one. E. Walk around and try to find the owner of the new paper asking “Have you got a/an, Have got you ___s, Have you got”.

Part II: How much/ How many A. How many = Cuántos/cuántas B. How much = Cuánto/cuánta How much is used for uncountable How many is used for countable Countable: How many chairs are there? (How many + nouns + are there?) Uncountable: How much water is there? (How much + noun + is there?)

Activity I: Grammar Instructions: Fill in using: much/ many/ is/ are. Countable: many/are Uncountable: much/is Examples: How much water is there. How many apples are there. 1. 2. 3. 4. 5. 6.

How __________ soda is there? How __________ bottes are there? How __________ coffee __________ there? How __________ pencils __________ there? How __________ CD’s __________ there? How __________ shampoo __________ there?

B. How much For Shopping When shopping always ask “How much” when you want the price. ($) Never “how many” ● Example: How much is the shirt? OK ● Example: How many is the shirt? X

Grammar: Singular: How much is the shirt?

Plural: How much are the pants? Uncountable? How much is the water?

Activity II: Writing Instructions: What do you want for your birthday? Write down five questions about price ($) for five items you want. Example: How much is the polo shirt? (Countable singular) How much are the jeans? (Countable plural) How much is the perfume? (Uncountable) 1. _________________________________________________________________________. 2. _________________________________________________________________________. 3. _________________________________________________________________________. 4. _________________________________________________________________________. 5. _________________________________________________________________________. Contract Check In: A. Partner A: Names 5 countable and 5 uncountable nouns. B. With the following nouns (apples, computer, pieces of paper, coffee, shirt, shampoo) say: 1. How much __________ is there? (UC) How many __________ are there? (C)

2. How much is __________? How much are __________?

C. Partner B writes down mistakes Partner A makes. D. Switch. E. Show mistakes and write one sentence in Spanish about: ● Which contract objectives you missed. ● What you need to study.

Unit 2 - Class 2. Objective: By the end of the day you must: ● Be able to correctly say There is/ There are (depending on the noun). Memorize 5 stores with 3 corresponding products in each. *Find these objectives in the contract

Part I: There is/ There are Grammar

There is / There are. They are used to express that something exists or that something is on a location. There is (Singular) → There is a man. There is an egg. There is 1 house.

There are (Plural) → There are three computers. There are people outside.

Grammar: There is + a/ an/ 1 + noun.

Grammar: There are + nouns

Activity I: Speaking (as a whole class) A. Repeat classroom vocabulary the teacher points to. B. Identify whether it is: -There is + a/an -There are + nouns

Grammar There is/ There are with Countable/ Uncountable. There is (Singular) → There is a man. There is an egg. There is 1 house.

There are (Plural) → There are three computers. There are people outside.

Grammar: There is + a/ an/ 1 + noun.

Grammar: There are + nouns

Uncountable → There is water Grammar: There is + noun (No a/an/-s only is)

Activity II: Grammar Fill in: ● ● ● ●

Singular Countable → There is a Singular Countable → There is an Plural Countable → There are Uncountable → There is

Lito’s mother bought a fardo. __________ thirty shirts and __________ twenty pants. She goes to the feria to sell them for three hours. At the feria ________ many stands. Next to Lito’s mother’s stand________ fish stand and ________ fruit stand. The fish stand smells really bad. So she takes a walk. She sees that ________ ice cream stand. At the ice cream stand ________ ice cream. ________ cones too. She buys an ice cream.

Part II: Shops Activity I: Vocabulary A. Write the definition of the following words: Concept

Definition

1. Department Store 2. Supermarket / Grocery store 3. Pharmacy/Chemist 4. Bookshop 5. Newsstand / Newsagent 6. Electronic store

Activity II: Relay Race A. Make teams. B. Decide the shape that represents your teams (square, circle, triangle, star). C. Get in lines. D. 1 at a time: ● walk to the board. ● cross out a products . ● write it in the correct store. ● draw your team shape to get a point. E. Give the marker to the next person in line. F. If you run or pause for more than three seconds you lose a point. Department Store

Newsagent/ Newsstand

Pharmacy/ Chemist

Electronic Store

Bookshop

Supermarket/ Grocery Store

Conclusion: A. Copy all products down. B. Ensure you have three in each columns. C. Ensure you have 8 in pharmacy, 8 in the grocery store and 8 in department store. Contract Check In A. Independently fill in the chart without using notes or book. Stores

Product 1: Product 2: Product 3: B. Independently mark C (countable) or UC (uncountable) on the different products. C. Partner A says: “In a/an _________ there is a/an; there are _______.” (store) (product) Example: In a department store there are clothes.

● ● ● ●

Singular Countable → There is a Singular Countable → There is an Plural Countable → There are Uncountable → There is

D. Partner B gives points. ● 1 point if store matches products. ● 1 point if grammar correct. E. Switch. F. Students who get 10+ points get stamps. G. Write a small journal entree about. ● How many stores memorized. ● How many mistakes you made in there is/there are. ● What you need to study.

Unit 2 - Class 3. Objective: ● By the end of this class you will be able to use there is/ there are in negative and questions. ● By the end of this class you will be able to name 8 clothes.

SPR: Emotions A. Draw a face. B. Pass to the person in front of you with your left hand, and receive from the back with your right hand. C. Show your partner the face and tell them the emotion. D. Keep passing.

Contract Check In: Countable v. Uncountable A. Partner A: Name different objects from last class. B. Partner B: Tell if object is countable/ uncountable. Say (1) There is a/an (2) There are ____s (3) There are ____ for each item Partner A names. C. Switch.

Conjugate the following items with There is/ There are. Countable Singular: apple/ table

Countable Plural: apples/tables

Uncountable: water

Part I: There Are Negatives Grammar There is / There are (-) To make a there is or there are sentence negative, you only need to add not after the verb To Be. There is one banana.

There is not one banana.

There are three students.

There are not three students.

Negative contractions In informal speech you can use contractions for the negative forms. You only need to add “n’t” to the end of the word. is not → isn’t . are not → aren’t.

Activity I: Your Dream Room A. What is there in your dream room? 1. _____________________. 2. _____________________. 3. _____________________.

What isn’t there in your dream room? 1. _____________________. 2. _____________________. 3. _____________________.

B. Label C (Countable), UC (Uncountable). C. Write in sentences with There is/isn’t - There are/aren’t. 1. _______________________________________________________________________. 2. _______________________________________________________________________. 3. _______________________________________________________________________. 4. _______________________________________________________________________. 5. _______________________________________________________________________. 6. _______________________________________________________________________.

Help: Countable Singular There is a/an + noun There isn’t a/an + noun

Countable Plural There are/aren’t + nouns

Uncountable There is/ There isn’t

Part II: Clothing Where do you buy clothes? _____________________________________________.

Activity I: Matching Match the clothing item to the word. A. Use the Sentence Stem: I think number _______ goes with _______ (clothing). Piece of clothing

Word

T-shirt. One.

Tie. Two.

Skirt. Three.

Shoe. Four.

Jeans. Five.

Coat. Six.

Dress. Seven.

Socks. Eight.

B. Write down in your copybook. Activity II: Memorization A. B. C. D. E. F.

Partner A: Says word in Spanish (looking at book). Partner B: Says corresponding word in English (without looking at book). Write down how many correct. Switch. Partner B: Says word in Spanish (looking at book). Partner A: Says corresponding word in English (without looking at book). Do a second round and see if achieved more words.

Part III: Questions Is there/ Are there Grammar There is / There are (?) To make questions using There is and There are you only need to change the order of the words. There is a table → Is there a table? There are three students → Are there three students? There is / There are: Answers The answers to these questions are very simple: Is there a table? → Yes, there is / No, there isn’t. Are there three students? → Yes, there are / No, there aren’t.

Activity I: Draw your closet. A. Draw twelve items in your closet. Draw here

A. Partner A: Guess items in closet by asking: ●

Countable Singular: Is there a/an __________?

●

Countable Plural: Are there __________?

●

Uncountable: Is there __________?

B. Partner B: Answers: Yes there is/are. No there isn’t/ aren’t.

C. Switch. Contract Check-In A. Partner A: Says clothing in Spanish. B. Partner B: Says corresponding word in English. C. Write down mistakes. D. Switch. E. Write a sentence about whether your completed the objective.

Unit 2 - Class 4. Objective: By the end of this class you will be able to use some and any to talk about non-specific quantities in phrases and questions.

Contract Check In: Contract Check In Objectives: 1-Student will be able to name 5 countable objects and 5 uncountable objects. 2-Student will be able to say I have with the correct grammar. Countable Singular: I have a/an + object.

Countable Plural: I have +object + s.

Uncountable: I have + object.

3-Student will be able to say there is/are with the correct grammar. Countable Singular: There is a/an + object.

Countable Plural: There are + object + s.

Uncountable: There is + object.

4- Student will be able to name 4-5 stores. Instructions: Partner A tests partner B (partner A looks at book, partner B doesn’t). A. Objective 1: Partner B: names 5 countable and 5 uncountable objects without looking Partner A: writes down any mistakes.

B. Objective 2: Partner A: says apple, water, chair, furniture, money. Partner B: says I have + ___________ correctly (refer to chart). Partner A: writes down any mistakes.

C. Objective 3: Partner A: says computers, bread, juice, soda bottle, tables. Partner B: says There is/are + __________ correctly (refer to chart). Partner A: writes down any mistakes.

D. Objective 4: Partner B names 4 stores. Partner A checks.

E. Give mistakes. F. Switch.

Part I: Vocabulary Brainstorm Activity I: Personal Care Products Matching A. Where can you buy these products? __________________________.

B. Match. C. Use the sentence Stem. Option 1: “I think number___________is __________.” (picture number)

(English word)

Ex: “I think number 2 is a razor.”

Option 2: “I think__________means____________.” (Spanish word)

(English word)

Ex: “I think pasta de dientes is toothpaste.”

Vocabulary Razor - Perfume - Cream - Toothpaste - Shampoo - Deodorant - Make up - Soap Medicine - Band aid.

One

Two

Six

Seven

Three

Four

Eight

Nine

Five

Ten

Activity II Partner Memorization  Partner A: Says word Spanish  Partner B: Says word English.  Partner A: Writes down words partner B doesn’t remember.  Switch.  Repeat until all words memorized.

Part II: Some/ Any Grammar

Some It is used to express non-specific quantities and in positive/affirmative statements. Positive/Affirmative Statements (+)

Some

Countable + Plural

There are some apples on the table.

Uncountable (Singular)

I’ve got some money in my bag. Request (?)

Countable/Uncountable

Can you give me some apples? Can you give me some money?

Any It is used to express non-specific quantities in: ● Negative Statements. ● Questions when you are not sure if item exists. (Examples: Have you got any _____, Is there any ______, Are there any _____) Negative Statements (-) Countable/Uncountable

They haven’t got any apples. They haven’t got any money.

Any Question (?) Countable/Uncountable

Are the any apples? Have you got any money?

Activity I: Writing and Sharing. Instructions: Create sentences and questions below using some and any. *Do not use the same noun more than one time Share with your partner. Write down any mistakes your partner makes, and tell them. A. Create three positive sentences which apply to you. Example: I want some pants. I want ________________________________________________________________________. I have ________________________________________________________________________. I would like ____________________________________________________________________. B. Create three negative sentences which apply to you. Example: I wouldn’t like any pants. I don’t want ___________________________________________________________________. I don’t have ___________________________________________________________________. I wouldn’t like __________________________________________________________________. C. Create three questions for your partner. Example: Do you have any pants? Do you want __________________________________________________________________. Do you have __________________________________________________________________. Would you like _________________________________________________________________. Activity II: Grammar and writing

A.Complete the sentences using some and any. 0. We don't have any milk. 1. I bought __________ hamburgers for dinner. 2. They have __________ videos in that shop. 3. She doesn't want __________ water. 4. Have you got ________ crackers? 5. Can I have __________ apples, please. 6. I haven't got __________ money. 7. They're doing an exam. Don't make __________ noise. 8. Is there ________water? 9. She tried on __________ new shoes yesterday. Activity III: Speaking

A. Draw three personal care products in your shopping bag. B. Guess what is in your partner’s bag. Example: Partner A: Have you got any toothpaste?” Partner B: No, I haven’t Partner B: Have you got any shampoo? Partner A: Yes, I have got some.

Unit 2 - Class 5. Objectives: By the end of class today they will be able to -Name ten foods. -Say how much food they have with a little (uncountable), a few (countable), a lot (both) POP QUIZ Instructions: On a separate piece of paper do the following activities. 1. Sort the words between uncountable and countable. (10 points) Money, cheese, bottle of water, fruit, furniture, paper, dollar, piece of paper, time, table. 2. Write “I have + -----“ correctly for the following items. (3 points) A. Apple. B. Five tables. C. Coffee. 3. Write “There is/ There are correctly” for the following items. (3 points) A. Fruits. B. Soda. C. Three pants. 4. Write four stores. (4 points) 1. _______________ 2. _______________ 3. ________________ 4. _______________ 5. Write the vocabulary word for the following pictures. (10 points)

1. ____________________

2. ____________________

3. ____________________

4. ____________________

5. ____________________

6. ____________________

7. ____________________

8. ____________________

9. ____________________

10. ____________________ Total Correct: Score x 7 / 3 = Grade.

Part I: Food Vocabulary Activity 1: Brainstorm and Sort Food A. Brainstorm and food for the following categories Fruits

Vegetables

Meats

Grains

Dairy

Junk Food

Where can you buy food? _________________________ Activity II: Memorize A. Partner A: close book and recite as many foods as you can. B. Partner B: Write down the food Partner A remembered. C. Partner B close book and recite as many foods as you can. D. Partner A: Write down what partner B remembered. E. Study the foods you missed, and repeat. F. Stop when you have memorized at least 10. Activity III: Countable or Uncountable A. On the board write C for countable foods and UC for uncountable foods. B. Copy in notebooks.

Part II: A little, A few, A lot of Grammar Quantifiers There are some words that can express quantities. A few for countable nouns.

● ●

She needs a few books for school. There are a few apples.

*You can only use There are since it is countable. A little for uncountable nouns.

● ●

We have got a little money for vacation. There is a little butter in the refrigerator.

*You can only use There is because it is uncountable. A lot of for countable and uncountable nouns.

● ● ●

I eat a lot of apples. There is a lot of shampoo at home. There are a lot of bananas.

*is → uncountable (There is a lot of juice). are → countable (There are a lot of cookies).

Activity I: Writing and Speaking What is in your kitchen? A. Write down 8 foods there are in your kitchen. 1. _________________

2. __________________

3. _________________

4. ________________

5. _________________

6. __________________

7. _________________

8. ________________

B. Label C (countable) or UC (uncountable).

C. Create 8 sentences about what is/isn’t in your kitchen. Examples: There is a little water in my kitchen. There are a few apples in my kitchen. In my kitchen there are a lot of crackers. Sentence Stems:

There is a little… There isn’t a little There are few… There aren’t a few There is a lot of… There are a lot of………..

1. __________________________________________________________________________. 2. __________________________________________________________________________. 3. __________________________________________________________________________. 4. __________________________________________________________________________. 5. __________________________________________________________________________. 6. __________________________________________________________________________. 7. __________________________________________________________________________. 8. __________________________________________________________________________. Activity II: Grammar A. Complete the sentences using a little or a few. 0. She has got a little milk. 1. He drank __________ water. 2. Andy has __________ friends. 3. We saw __________ people at the restaurant. 4. There is __________ petrol in his car. 5. There are __________ bottles on the table. 6. There are __________ hotels in this town. 7. I want to eat ___________ bread. 8. Cindy has only __________ flowers. 9. There is only ___________ food in the refrigerator.

Activity III: Writing A. Work in pairs. B. Write in your notebook a shopping list of things you would want at a party. C. Use the following sentence stems. Use a little, a few, a lot of. ● We want… ● We would like… ● We need… D. Present it to the partners next to you. E. See what is similar and what is different.

WORKSHOP UNIT 2 Unit 2 - Class 1. Activity I: Instructions: Write what you would do if you had your own country. Use the sentence stems. Two examples of each. You may use a dictionary or ask your teacher. You have ten minutes. Sentence Stem 1: In my country I would + verb

Sentence Stem 2: In my country, my rules would be + S

Example: In my country I would put televisions on every corner. Example: In my country I would make all food free.

Example: In my country, the rules would be (1) No school. (2) Everything free.

Grammar: There is, There are There is, There are = Hay. Look at the examples. What is the difference? When do we use is? When do we use are? There is __________ There are __________ There is a chairs. There is an apple. There are two chairs. There are two apples. Formula: Singular: There is + a/an + noun Plural: There are + noun + s Uncountable: There is + noun Activity II: Write four sentences with There is or There are inside the classroom. Example: There is one teacher inside the classroom. There are forty students inside the classroom. 1. ___________________________________________________________________________. 2. ___________________________________________________________________________. 3. ___________________________________________________________________________. 4. ___________________________________________________________________________. Grammar: How Much, How Many How much: Used with uncountable nouns.

How many: Used with countable nouns.

Example: How much water is there? How much sugar is there? How much paper is there?

Example: How many chairs are there? How many students are there? How many pieces of paper are there?

Activity III: A. Look at the noun. B. Sit if How Much is used. (Uncountable) C. Stand if How Many is used. (Countable)

Activity IV Part I: A. Choose ten items. Make eight sentences about what is in your country. Example: In my country there is one river. There are three mountains. There are no schools. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ B. Draw a picture that matches your country.

Part II A. You have been banished from your country. Find a new one. Create questions to ask classmates to find a new country. Example: Are there schools? Is there a river? How many schools are there? How much food is there? Create six questions. 1. ___________________________________________________________________________. 2. ___________________________________________________________________________. 3. ___________________________________________________________________________. 4. ___________________________________________________________________________. 5. ___________________________________________________________________________. 6. ___________________________________________________________________________. B. Go around and ask your classmates. Choose the best country. Choose carefully, because you must remember at least 3 things from the country you chose.

Reading: Mark the correct alternative according to the reading. 1. The Blue House I live in a blue house. It is nice and clean. It is close to the lake. I live with my family. We like living in our house. 1) What adjectives are used to describe the house? A. nice and green. B. clean and blue. C. dirty and nice.

2) Who does the writer live with? A. his friends. B. his pet. C. his family.

3) Does the author like his house? A. yes. B. no. C. no information.

Unit 2 - Class 2. Activity I Imagine you are going to be alone on a desert island. What would you need to take with you? Tell your partner four things. Sentence Stems: Countable Singular: I would need a/an Countable Plural: I would need noun+s Uncountable: I would need Activity II A. Student with â&#x20AC;&#x153;startâ&#x20AC;? card reads question. B. Student with corresponding answer, reads their answer, and then the follow up question. C. Continue like a chain as fast as you can! Activity III: A. Make three lines Countable Singular, Countable Plural, Uncountable. B. Go up to the board and write a noun(s). C. The group with the most correct wins!!!!! Activity IV A. Create a name for your group. Then pick 3 nouns from each category on the board (countable singular, countable plural, uncountable). (9 nouns in total) B. Write them down and create a shop that sells those products (in secret). C. Each group individually comes up in front of the class and acts out what each product is. (Example: If you have a toothbrush you might act out brushing your teeth). D. The other two groups guess the products. E. Every time someone guesses the correct product their group gets a point. F. The group with the most points wins. DANGER You can only get a point if you: -Use is there/ are there correctly when asking the question. (Review sentence stems below) -Guess by raising your hand, and waiting for the group (or the teacher) to call on you. Sentence Stems: Countable Singular: Is there a/an + noun Countable Plural: Are there + noun + s Uncountable: Is there + noun

Reading: Mark the correct alternative according to the reading. 2. The Soccer Game. I like playing soccer. Every Saturday, I play with my friends. We play for two hours. It is a lot of fun. I like scoring goals. 1) How many hours is the soccer game? A. 90 minutes. B. 2 hours. C. 1 hour.

2) Which day of the week does the author play? A. Saturday. B. Sunday. C. Funday.

3) What does the writer enjoy? A. passing. B. scoring. C. shooting.

Unit 2 - Class 3. Sort out the list into countable and uncountable nouns. Activity I Sentence Stem: I think ______ is countable/ uncountable. *If you disagree say: “I disagree, I think ____ is______.” Balloons - orange juice - paper napkins - prizes - ice-cream - cheese - paper - paper clips - bread - salad - nuts - pasta - rolls - butter - fruit - a box of chocolates - a roll of tape - tomatoes - flowers - packets of crisps - mineral water - rice - soft drinks - cake Countable nouns Party hats

Uncountable nouns Spaghetti

Grammar Some/ Any Grammar: Some is for positive sentences and questions. Any is for negative sentences and questions with Is there, Are there, Do you have…. Examples: I have some candy. Can you pass me some candy? I don’t have any candy. Is there any candy? Many/Much Grammar: How much is for uncountable nouns How many is for countable nouns. Examples: How much water do you have? How much water is there? How many candies do you have? How many candies are there? A little /A few Grammar: A little is for uncountable nouns. A few is for countable nouns. Examples: I have a little water. I want a few candies. A lot of Grammar: A lot of is for countable and uncountable nouns. Examples: There is a lot of water. There are a lot of candies. Several Grammar: Several is for countable nouns. Example: I have several cups of rice.

Activity II A. In Partnerâ&#x20AC;&#x2122;s play Tik, Tak, Toe. B. Partner A is X Partner B is O C. Each partner has 60 seconds to write down a sentence with the word they choose. D. If you succeed you can mark an X/O on that word. E. You loose your turn if you cannot create a sentence before the teacher yells SWITCH. F. First partner to get three in a row screams FINISHED. Then they have to recite their three sentences to the class. If all correct they get a prize! Sentence stems: I have, I want, I need, I would like, There is, There are Do you have, Do you want, Do you need, Would you like, Is there, Are there

any

many

a little

much

a few

some

a lot of

a little

several

Reading: Mark the correct alternative according to the reading. 3. School I go to school every weekday. It is close to my house. I learn many interesting things. I can also see my friends. I like school. 1) Is my school close to the writerâ&#x20AC;&#x2122;s house? A. yes. B. no. C. no information.

2) What does the writer do at school? A. exercise. B. learn. C. teach.

3) On which of the following days is the writer at school? A. Saturday. B. Wednesday. C. Sunday.

Unit 2 - Class 4. Writing: Write the plural form of the words. What is the secret word?

Writing: Sort the words according to their plural ending.

Reading: Mark the correct alternative according to the reading. 4. My Favorite Food My favorite food is pasta. It is delicious. I like both red sauce and white sauce. My mom cooks good pasta. She makes it once a week.

1) Who cooks the pasta? A. mom. B. dad. C. Tayshawn.

2) Who likes pasta? A. mom. B. the author. C. Tayshawn.

3) What kinds of sauce do I like? A. red and blue. B. purple and green. C. white and red.