Journey to english 3 by Luis Rios

JOURNEY TO ENGLISH

Carmen Navarro

INCLUDES

AUDIO CD

JOURNEY TO ENGLISH

Carmen Navarro

Editorial Esfinge, S. de R.L. de C.V. Esfuerzo 18-A Col. Industrial Atoto, C.P. 53519 Naucalpan, Estado de MĂŠxico

Directora editorial: Rosa María Núñez Coordinación editorial: Carmen Falcón Diseño de portada: Luis Ríos Diseño de interiores: Luis Ríos Lectora: Ellen Bennett Corrección: María Amparo Jiménez Ilustraciones: Grupo Pictograma, Guillemo Calderón, Jesús Enrique Gil de María y Campos, Moovil ilustración, Antonieta Castro. Fotografía: Martín Avilés, Elmer Homero, Milagritos Creativos, Archivo Esfinge. Diagramación: Alma Ruiz, Luis Ríos, Berenice Hinojosa

Agradecimientos: • Bombero Martín Veloz del Heroico Cuerpo de Bomberos de Naucalpan • Prof. Pedro Mendieta Mayén y Profa. Julia Garduño Henríquez de la Esc. Sec. Ofic. 199 “Manuel Tolsá” • a todos los chicos y chicas que participaron en las fotografías del libro. Journey to english 3

La presentación, disposición y demás características de esta obra son propiedad de Editorial Esfinge, S. de R.L. de C.V. Queda prohibida la reproducción o transmisión total o parcial, mediante cualquier sistema o método electrónico o mecánico de recuperación y almacenamiento de información, sin la autorización escrita de la editorial. Primera edición: 2010

Impreso en México Printed in Mexico

Introduction

UNIT

ONE

Memories pUrpose

• To enable you to discuss memories and describe actions that happened when other actions were in progress.

Social practice • Giving and obtaining factual information of a personal and non-personal kind.

You will learn • How to ask for and give information about past memories, and how to describe what people were doing at a certain moment in the past.

Tasks you will perform Reading, listening, writing and talking about • holidays (vacation) • history • anecdotes • people’s life

• e-mails • letters • conversations • articles • interviews

My Portfolio Aim: To keep a record of my work and progress in English. Task: To create and maintain a space where I can collect the best of my work. I decide what assignments I keep—recorded and written texts— according to the following criteria:

For the assignments I decide to keep in my portfolio, I present and organize them adequately:

• • •

•

I enjoyed creating them. I find the topic interesting. I want to make a new and improved version maintaining the same content. I want to go deeper, add new features or extend the content. I think they really show my progress in English. I considered them a challenge for my skills.

• • •

• • • • •

I keep my drafts and final version so I can see my progress over time. I write down the date and the number of each version. I write down the name and number of the corresponding lesson. I file them in chronological order. I make a front cover for this unit —Unit 1 – Memories— including a list of my selected works. I use a space exclusively for my portfolio —a box, a large folder, a ring binder, a file, etcetera.

To organize and maintain my portfolio, I can use a format to follow up on my assignments. (Format suggested on page 240) lent My portfolio is something I’m proud of, so I create it and continually maintain itEx incel good shape!

Self Evaluation

Excellent

I can imporve

I needpractice

Excellent I can imporve Imonee redpractice

re Aim: To evaluate my progress in English so I can improve my mo performance. Task: To reflect on my performance and skills sod I can make an honest judgment of them. I nee more practice

I can ask for and give information about past events such as holidays —others’ and mine. I can describe what people were doing —others and myself— at a certain moment in the past. I can discuss memories and describe actions —others’ and mine— that happened when other actions were in progress. I can use regular and irregular verbs with the help of my dictionaries. I can structure my speech and writing using elements for sequencing (first, second, after that, before, then, next, finally) and adding elements (and, commas). I can express myself by finding other ways to say things. I can correctly pronounce with the help of recordings, dictionaries, my teacher and classmates. I can understand and use time expressions (last year, a month ago, on Monday, yesterday, etcetera). I can use words that add information and identify people and things (who, which, where). I can choose the appropriate kind of text according to my purpose and audience (letter, e-mail, article, diary entry, etcetera). I can get the main idea of a text when listening to it or reading it. I can make and check predictions based on illustrations, titles and format. I can infer feelings, genre and age based on the tone of voice. I can use strategies to understand new things by finding clues, identifying cognates and synonyms, analyzing illustrations, using dictionaries and asking for help.

To improve certain skills, I ask my teacher for ways to improve them.

Lesson

Writing brief articles about people Preparing myself

Are there people in your family or community who you admire? Who and why?

Experiencing the world Reflecting Preparing to learn myself Implementing2. Before you read the text, look at the illustrations and title. What do you think the text is about? Experiencing for life the world

People in Our Community

Reflecting to learn 13 April 2009

THE MONDAY · NEWSPAPER

Implementing for life

My name is Rodolfo Díaz, I’m 39 years old and I am a firefighter. When I was I kid, my family lived in front of a fire station. I spent many hours watching the firemen doing their trainings and I thought: “I want to be a fireman”. When I finished high school, I went to the fire station and offered to be a volunteer. They told me I couldn’t be a firefighter because I was very young. I waited and waited. I finally became one when I was 21. I am so proud and happy!

My name is Rita Macías, I’m 28 years old and I teach literature. I could read very well since I was 6 and I always loved books. I enjoyed reading the same book over and over again. I always knew I wanted to be a teacher because I wanted to share my passion for literature. I went to college, I got my teaching degree, and now I’m a teacher at the “Benito Juárez” junior high school. I really love my job! My name’s Carlos Ruiz, I’m 14 and I’m a student. I’m also a soccer player in the school team. I played soccer for the first time when I was in preschool. Then, I became part of the soccer team in primary school. After that, in middle school, I joined the Math club and, of course, the soccer team. I like Math, English and Science, and I’m a very good student, but soccer is what I like the most. I want to be a mathematician and play soccer my whole life!

My name’s Javier Peña, I’m 25 years old and I want to be a famous singer. I always liked music, so I decided to study music in the afternoons, after school. I graduated from college with an engineering degree 3 years ago. I work as an engineer and I play and sing on weekends in several cafes in town. I sang with my band on a TV show last month. We had a lot of fun when we watched the band on TV!

Were you right about your predictions? What is the text about?

What kind of text is this? (Circle your choice) a) A biography 26 | UNIT ONE Memories

b) An article

c) A story

d) A scientific article

Put a

where you can find this kind of information. Magazine Menu Map Travel brochure

History book TV news Newspaper Radio news

Match the photographs and occupations. (Draw a line

)

a fireman 4.

Letter Encyclopedia Postcard Calendar

Answer the questions. (True

a soccer player or False

a singer

a school teacher

)

“Fireman” and “firefighter” mean the same thing Javier doesn’t like to be an engineer “Hours and hours” means “short time” Carlos prefers Mathematics and Science “Rita got her degree” means “Rita obtained her degree”

“My whole life” means “my entire life” Rodolfo became a fireman in 1986 “Over and over again” means “many times” “I joined the Math club” is the opposite of “I left the Math club” ers s l le tt let sm al smth allSt. ter 5 4 St.34 123 123, A4t R h12 12345 nk Po duPo du nk , AR

Preparing myself

Discuss your answers with a classmate. Justify your answers when needed. You can use your dictionaries and ask your teacher to clarify any doubts.

Reflect, analyze and answer the questions. Go back to the articles in question 2 and underline the verbs in simple past.

Dis

com S o u p. ee tm C ra ig th ou Str co 4gS p., T X et 3 ai 12Cr 3 o4rt thh St re W 3 7654 rt Fo12 orth, TX 543 Fo rt W 76

Experiencing the world Reflecting to learn

Implementing for life UNIT ONE Memories | 27 k

Find other examples of verbs in past tense, 5 irregulars and 5 regulars. Place them in the corresponding table and write their present form: Irregular Verbs

Regular Verbs

Past tense form

Present form

Past tense form

Present form

I was I spent

I am I spend

We lived I finished

We live I finish

Do not forget All dictionaries include the past form of a verb —regular or irregular—, and most of them include the pronunciation.

write them in past differences in spelling when you e hav s verb r ula reg e som t lived). tha Remember end (live ), or they only need a “d” at the died stu dy stu , ped stop p tense (sto

Do you know why? You can use your dictionaries and the Grammar Reference on page 225.

Trac

k 03

Listen to the extracts of the articles and pay attention to the pronunciation of verbs. Repeat each sentence after you hear it.

Rodolfo Díaz: My family lived in front of a fire station. I finished high school. I waited and waited.

Javier Peña: I always liked music. I decided to study music. I graduated from college. We watched the band.

Rita Macías: I enjoyed reading the same book. I wanted to share my passion.

Carlos Ruiz: I played soccer. I joined the Math club.

According to the extracts, can you say all verbs are pronounced the same way in their final sound?

Can you perceive differences in their pronunciation? Which different final sounds can you perceive?

28 | UNIT ONE Memories

Trac

Reg ula r verbs in the

k 03

in their written form. past form always end wit h “ed”

Listen to the extracts again and identify the pronunciation for each verb. Complete the table below with /t/, /d/ or /id/ for the final sound: lived /d/

live finish

finished

wait

waited

like decide

liked

enjoy

enjoyed

play

played

decided

want

wanted /id/

join

joined

graduate graduated watch

watched /t/

Preparing myself

Do not forget

A classmate or your teacher can help you with your pronunciation. Your dictionary contains phonetic symbols to help you with the correct pronunciation

Experiencing the world

rs let te let ters sm allsm all St. 4t h 4th12 St.345 5 123 123, AR 1234 nk Po duPodunk , AR

Write a brief article about a person in your family, school or community. Ask that person information about:

Implementing for life

Your choice

Or, if you prefer, write the article about yourself. Dis

Reflecting to learn

• The things he/she does now • What he/she wants be in the future

• His/her name • His/her date of birth and/or age • The things he/she did or liked when he/she was a kid My

m ou p.co et re m CraigS thSoSt 4 up,.co 3 aig TX et 3 12Cr h St re 4tth 3 or 7654 rt W Fo12 orth, TX 543 Fo rt W 76

Read your article to the class. Pay special attention to your pronunciation. If you have one, use a tape recorder or a mobile phone to record yourself reading your article. Listen to the recording and see if you can improve your pronunciation. Reread the article and record it again. You can ask a classmate or your teacher to help you with your pronunciation.

Do you want to keep a copy of your article in your portfolio? (See pages 56 and 240 for some portfolio ideas)

People in Our Community THE MONDAY · NEWSPAPER

! UNIT ONE Memories | 29

History of my Community

Group Project

sk :

To learn about the history of my hometown and share it with the school community.

To create, in teams of six, a book about the history of my community containing the following sections:

P ro c

e d u re

1. Organization • Define the duration of the project

(Time suggested: 3 sessions, the last one for presentation)

• Assign a coordinator for the project. • Each member chooses a section of the book. Task Section Name of the section I. [Name of your community] in Time

Brief recount about origin, date of foundation, founders, main historic events such as the town’s role in the Independence and Revolution wars, etcetera.

II. [Name of your community] in Space

Location, geographical characteristics, local festivities (which ones and periodicity), etcetera.

Important people in the History of [name of your community]

1 or 2 biographies of notable people from the past that were born in your community or state.

Natural events in [name of your community]

Brief recount about important natural events in your community or state such as floods, hurricanes, earthquakes, snowstorms, droughts, eclipses, etcetera. Say what happened and when, and what people were doing at the time (the community, your family or relatives, yourself, etcetera).

Anecdotes and legends in [name of V. your community]

1 or 2 anecdotes or legends in your community such as a myth of a haunted house, or an anecdote about a funny or risky situation known by everybody in your community.

[Name of your community] VI. Tomorrow’s History: relevant people today

1 or 2 articles about people who do public service in your community such as the director of your school, a police person, a social worker, the mayor of the community, one of your teachers, your parents, your big brothers/sisters, yourself, etcetera.

III.

IV.

You can use the format on page 239 to follow up on your project. 54

Content

Group Project 2. Create your section of the book. • Collect the information you need for your section.

(In encyclopedias, history books, Internet, interviews with people in your community, etcetera)

• Collect all the materials you need.

(Maps, photographs, drawings, glue, scissors, a notebook, etcetera)

• Write your text(s).

(Consider the suggestions in the lessons for each type of text —article, biography, anecdote, etcetera)

• Illustrate your work if you consider it appropriate.

(For example: photographs/drawings for biographies and articles; maps for locations —of your community and/or important places; a time line for events; etc.)

• Think about a representative heading for your text(s).

(For example: “The big flood in 2006”; “[Person’s name]: An Example to Follow”; “The Haunted House in Juárez Street”)

• Reread your work. Can you improve it? • Exchange your work with one member of the team. Modify it according to his/her suggestions —content and form.

3. Create a history book of your community. • The coordinator integrates everybody’s section. • The team creates a front cover —including a title for the book, the year, and yourselves as the authors— and the table of contents. (Hint: You can adapt the skeleton presented in the Task Section) • To create your book, use one of these options: • paste the elements in a notebook • put the elements in a three ring binder • place the elements in a large folder • bind the elements with spiral binding In all cases, follow the sequence from the table of contents to put the sections in order.

4. Present your book to the class and offer it to the school library.

Your choice Do you want to keep a copy of your work in your portfolio?

(See next page and page 240 for some portfolio ideas)

Introduction

UNIT

THREE

Food and Drink pUrpose

• To enable you to participate in conversations in which food and drink are ordered, as well as to describe food and drink that you know/like and their recipes, and to learn about food and drink in other parts of the world.

Social practices

• Carrying out certain transactions; Giving and obtaining factual information of a personal and non-personal kind.

You will learn

• How to order meals and how to discuss food as well as give recipes.

Tasks you will perform Reading, listening, writing and discussing

• food • drink • preferences • eating habits

• menus • recipes • conversations • articles • restaurant reviews • food labels • brochures

My Portfolio Aim: To keep a record of my work and progress in English. Task: To create and maintain a space where I can collect the best of my work. I decide what assignments I keep —recorded and written texts— according to the following criteria:

For the assignments I decide to keep in my portfolio, I present and organize them adequately:

• • •

•

I keep my drafts and final version so I can see my progress over time. • I write down the date and number of each version. • I write down the name and number of the corresponding • lesson. • I file them in chronological order. • • I make a front cover for this unit —Unit 3 – Food and • Drink— including a list of my selected works. • I use a space exclusively for my portfolio —a box, a large folder, a ring binder, a file, etcetera. Excellent To organize and maintain my portfolio, I can use a format to follow up on my assignments. (Format suggested on page 240) t I can imporve cellenshape! My portfolio is something I’m proud of, so I create it and continually maintain it Ex in good

Self Evaluation

Excellent

I can imporve

Imonee redpractice

porveimprove my dpractice Imonee I can Aim: To evaluate my progress with English so im I can reperformance. Task: To reflect on my performance and skills so I can make an honest judgment of them. I nee redpractice

moare ordered. I can participate in conversations in which food and drink I can describe food and drink that I know and/or like. I can describe recipes. I can learn about food and drink from other parts of the world. I can order meals. I can discuss food and drink I —or others— like or dislike. I can give recipes. I can express myself by finding other ways to say things.

I can correctly pronounce with the help of recordings, dictionaries, my teacher and classmates. I can understand and use sequencers (first, after that, before, then, next, finally), addition linkers (and, commas), and alternative linkers (or). I can choose the appropriate kind of text according to my purpose and audience (menu, recipe, review, brochure, article, label, etcetera). I can reread a text and improve it. I can get the main idea of a text when listening to it or reading it. I can make and check predictions based on illustrations, titles and format. I can infer feelings, genre and age based on the tone of voice. I can use strategies to understand new things by finding clues, identifying cognates and synonyms, analyzing illustrations, using dictionaries and asking for help.

140

I improve certain skills, I ask my teacher for ways to improve them.

Lesson

Writing a menu Preparing myself Preparing myself Experiencing the world Experiencing the world Reflecting to learn Reflecting to learn Implementing for life Implementing for life

Where do you usually eat when you don’t eat at home? Do you enjoy eating out? Why? Why not?

2. Take a quick look at the text below. What kind of text do you think it is? (Put a next to your choice) A magazine A travel brochure A menu A newspaper Where do you find this kind of text? Hospital Restaurant Hotel reception School

Complete the title of the menu with the appropriate place. Answer the questions before you use your dictionary.

Blue Light Appetizers Tuna salad 5.50 Cucumber salad 4.50 Spinach salad 6.50 Shrimp cocktail 7.00 Soups Cream of tomato Mushroom soup Onion soup Carrot soup

3.00 3.50 3.50 3.00

Main dishes Grilled rib eye steak 10.00 Smoked salmon 11.50 Pasta with meatballs 10.00 Roasted chicken 9.00

Side orders French fries Baked potato Garden rice Steamed vegetables Desserts Cheesecake Apple pie Ice cream Chocolate mousse Beverages Lemonade Soda/Mineral water Iced tea Coffee/Tea

2.50 2.50 2.50 3.00

3.00 3.00 3.00 4.00

2.50 2.50 2.50 3.00

Underline the words that are similar in writing and meaning in Spanish (cognates), and write them below.

Salad Spinach

Hint

There are 12 cognates. Be aware of false cognates tuna, pie and desserts

4. Write the food name that corresponds with each image below. Unit 3 introduction on pages 100-101 for some vocabulary)

Group A French fries Potatoes Rice Vegetables 102 | UNIT THREE Food and Drink

Rice

(Follow the model. Look at the

Group B Tuna Cucumber Spinach Shrimp

Cucumber

Group C Lemonade Soda/Mineral water Iced tea Coffee/tea

Iced tea

Group D Cheesecake Apple pie Ice cream Chocolate mousse

Cheesecake Group E Steak Salmon Meatballs Chicken

meatballs

Group F Tomatoes Mushrooms Onions Carrots

onions UNIT THREEâ&#x20AC;&#x201A; Food and Drink | 103

ers l le tt let ters sm al sm all St. 4t h h12 345 123 123, A4t R St. 12345 nk Po duPo du nk , AR

com S o u p. ee tm C ra ig th ou Str co 4gS p., T X et 3 ai h St re 543 12Cr rt o 6 3 4 th 7, TX rt W Fo12 orth Fo rt W 76543

Preparing myself

Grilled, smoked, roasted, baked and steamed are: different styles/techniques for preparing certain foods

exotic foods

Using your dictionaries, find the meaning of the words you do not understand in the menu.

Experiencing the world

Discuss your answers with a classmate. Justify your answers when needed. You can use your dictionaries and ask your teacher to clarify any doubts.

Reflecting to learn

Analyze, reflect and answers the questions.

6. Relate food groups in question 4 to the different sections in the menu. Match the columns. (Follow the model)

[Baked potato, Garden rice...] Group A

Implementing for life

Appetizers

[Shrimp cocktail, Spinach salad...] Group B

Soups

[Iced tea, Lemonade...] Group C

Main dishes

[Apple pie, Cheesecake...] Group D

Side orders

[Smoked salmon, Roasted chicken...] Group E

Desserts

[Cream of tomato, Mushroom soup...] Group F

Beverages

Look at the menu in question 2. What do you think about the order of appearance of the different menu sections? Is there a logical reason for that particular order? What do you think the reason is?

At a restaurant, people generally eat in this order: (Complete the chart)

First,

Then

an appetizer such as

a soup such as

tuna salad

After that,

Next,

a main dish such as

a dessert such as

Finally,

apple pie a glass of plain water

onion soup

served with

a side order such as

a hot drink such as

During the meal, a cold drink such as 104 | UNIT THREE Food and Drink

iced tea

Group Project

sk :

To organize, in teams of six, a gastronomy pavilion to show food habits in different regions or countries. The pavilion’s components are the following:

e d u re

To learn about local, national and international food and drink, and to share my knowledge with the school community.

P ro c

Gastronomic Pavilion

1. Organization • Define the duration of the project.

(Time suggested: 4 sessions, the last two for presentation and answering questions)

• Assign a coordinator for the project. • Decide what type of restaurant you want.

(Local, Mexican or international food)

• According to the type of restaurant you choose, decide the two dishes you want to offer. Everyone’s work depends on this decision. • Each member chooses a pavilion’s component. • Remember, everyone’s work must be related to the dishes you choose —recipes, restaurant reviews, food packages and gastronomy overviews.

Task Section Component

Content

Restaurant menu

Menu for an imaginary restaurant. Include a representative name for your restaurant and the sections: Appetizers, Soups, Main dishes, Side orders, Desserts and Beverages. Decide what kind of restaurant you want; local, Mexican or international food.

II.

Recipe 1

Recipe for a dish your restaurant offers. Include the sections Ingredients and Procedure, and offer alternatives for some of the ingredients needed to prepare the dish.

III.

Recipe 2

Recipe for another dish (or drink) your restaurant offers. Include the sections Ingredients and Procedure, and offer alternatives for some of the ingredients needed to prepare the dish.

IV.

Restaurant reviews

Restaurant reviews of your restaurant; one as a restaurant critic and one as a client. Include aspects such as ambiance, service, dishes/drinks you liked or disliked, and your overall rating.

Product package

Product package for one dish. Imagine that you also sell one of your dishes in supermarkets, and design the package. Include a brand name for your product, the nutrition facts label, and additional information such as expiration date, safeguards, ingredients, your restaurant/company’s name and address, etcetera. To create a unique nutrition facts label for the dish you choose, add the nutrition facts for each one of the ingredients in the recipe.

VI.

Gastronomy description

Gastronomy section for a travel brochure. Imagine a travel brochure which includes information about the type of food you offer in your restaurant (local, Mexican or international food). Write the Gastronomy section and offer the brochure to your customers.

You can use the format on page 239 to follow up on your project.

138

Group Project 2. Create your part of the project. • Collect the information and elements you need for your work.

(Recipes, nutrition facts information, gastronomic information, etcetera)

• Collect all the materials you need.

(Photographs, drawings, food packages, glue, scissors, etcetera)

• Create your work.

(Consider the suggestions in the lessons for each type of component —menus, recipes, restaurants reviews, nutrition facts labels, food packages, travel brochures, etcetera)

• Illustrate your work if you consider it appropriate.

(Photographs/drawings for menus, recipes, reviews, packages and brochures)

• Reread the texts in your work and look at the layout. Can you improve them? • Exchange your work with one member of the team. Modify it according to his/her suggestions —content and form. • The coordinator supervises everybody’s work. 3. The class organizes the pavilion in an adequate space.

Your choice Do you want to keep a copy of • your work • your customer reviews in your portfolio?

(Classroom, corridor, school yard, etcetera)

• Every team sets up its restaurant. Post the reviews, recipes and products so all the customers can see them. • Write questions about the other teams’ recipes. • Visit all the restaurants at the pavilion as a customer. • Order your meal. • Write a review as a customer. • Ask your questions about the recipes presented by the other restaurants.

(See next page and page 240 for some portfolio ideas)

139