inglĂŠs Tercer grado
Presentaciรณn
CrĂŠditos
Unit 1 Environment: Family and Community. Communicative activity: Exchanges related with specific purposes Social Practice of the Language: Talk about cultural habits and customs in different countries
Unit 2 Environment: Recreational and Literary
Communicative activity: Literary expression
Social Practice of the Language: Read poems.
UNIT 1 1
I. Match the traditional activities with their right picture.
Negotiate and agree on a topic of conversation (Cultural habits)
______________
_______________
_______________
______________
_______________
_______________
A Conversation
II. What type of events do these pictures represents? Underline the answers:
Remember a Traditional Celebration in Chihuahua ________________________________ III. Complete the Mind Map about some of the aspects that represent a country´s or community´s culture
Cut out the words and paste them in the mind map.
--------------------------------------------------------------------------
2
V. Match traditional dishes in the pictures with their country of origin.
Tacos (
)
Paella (
)
Feijoada (
)
Chop Soey (
)
Pizza (
)
VI. Remember what do you know about the countries in the exercise V. Read the points below and give reasons, examples to support your opinions. 1. - Which country in America is famous for its cuisine? And Why ?
2. - Do Mexican people prepare traditional dishes to celebrate special occasions? What celebrations and dishes do you know? Give an example.
3. - Which one of the foreign dishes in the pictures do you find the most attractive and would you like to eat ? Why? 4. - Have you ever eaten the dish “Feijoada”? Investigate its recipe and describe it.
Learn more. In order to negotiate a topic of conversation and opening a conversation we use the following expressions :
Expand vocabulary about a cultural aspects.
Support opinions with previous knowledge.
Learn more…. Quechquemitl from nahuatl dialect means “punta del cuello” Indigenous Mexican women Nahuas, Otomies, Mazahuas and Purepechas wear them.
3 The Piñata They come in different colors and forms; nowadays there is no need to spend long hours making one, just go and buy one! But did you know that the Piñata came from Europe? th The Piñata custom originated in Spain and was taken to Mexico by the Spanish conquerors at the beginning of the 16 century. The Spanish missionaries used the piñata as a tool to attract converts to their ceremonies. Surprisingly, they found that the Mexican Indians already had a similar tradition for the Aztec god of war, Huitzilopochtli. The priests placed a clay pot on a pole in the temple at year´s end decorated it with feathers. The tradition was to break it during their ceremonies, so that the treasures fell to the feet of the god´s image as an offering. The Mayans were enthusiastic sportsmen and they played game when the player was blindfolded while he tried to hit a clay pot suspended by string. The missionaries transformed these games in order to attract converts to their religion. The traditional pot was covered with colored paper and used as a representation of the devil. Some piñatas are made with seven points which are said the seven deadly sins. VII. Read the text. Identify these pieces of information in it. a) Two countries b) Two groups of ancient civilizations in America. c) Two nationalities. d) A continent.
_______________________________ _______________________________ _______________________________ ______________________________
IX. Read the text again and answer 1. When did the piñata custom begin in México? 2. Who was Huitzilopochtli? 3. What similarities did Spanish missionaries and Mayas have? 4. What did the priests do with the piñata games? 5. What do piñatas with seven points represent? 6. Do you like piñatas? Why?
X. Draw a Piñata and color it
_____________________ _____________________ _____________________ _____________________ _____________________ _____________________
XI. Let´s talk about cultures, select a Country and talk about it.
XII. Learn more. To ask and answer questions about cultural habits we use questions in the simple present like the following: Place Time Clothes Food beverages Activities
Where does the celebration take place´? When does it happen? Do you need to wear special clothes? What do people eat or drink? What do people do?
XIII Complete the table with the expressions required
Expressing opinions
TALKING ABOUT CUKTURAK HABITS Exchanging proposals Questions to deepen in a conversation Where´s does the festival take place?
Formulate and answer questions to start a conversation
UNIT 2 4
An inventory of emotions (Emotionary)
START ANSWERS THE QUESTIONS 1. - What is a poem? _________________________________________________________ 2. - How do you distinguish a poem from other texts? _______________________________________________________ 3. - Why do people read poems? _________________________________________________________ I. - Read the following text about poetry and answer the questions.
-Select and revise poems. -Understand main content, principal ideas and details. -Describe moods and emotions. -Write statements to describe moods and emotions. -----------------------------1. - How does the author of the answer questions 1-3 in activity 1? 2. - How similar or different were your answers? 3. - Did you learn anything new from this article? If so, what was it?
Poetry can be defined as written text that plays with meaning, sound and rhythm to create strong emotions. Its purpose can also be to awaken the imaginations in such a way that experiences from others become close to our hearts and minds. Poetry is normally organized in rows that we call “”lines”. A collection or lines ( that typically contain a rhyme) is called“verse” or “stanza”. The organization of a poem plays an important role in the way the poem is read and in the message it sends. Poems can take many forms, but the intention of the strong emotional message seems to always be there. Writing and reading poetry has always been central to many of us, because poetry helps people to connect in the feelings and experiences of others, as we read poems, the experience of others can become ours and make us feel we are not alone in feeling strong, joyful, lonely, angry, etc. Poetry can also help us feel we are not alone in thinking. Feelings and ideas that reach us in a personal way, are probably the main reasons people have to read poems.
II. - Read the verse from the poem “Hope is the thing with feathers” by Emily Dickinson and analyze the language and answer the questions below. Write the answers. QUESTIONS: 1. - What is heard in the wind in line 1? ________________________________________ 2. - ¿Why is the sound heard described as “sweet”? ______________________________ 3. - ¿What does the storm represent? ¿Why is it “sore”? __________________________ 4. - What does the word “That” refer to in line 3? _________________________________ III.-Read to the poem by Emily Dickinson. Mark (X) the emotion it communicates.
And sweetest “in the wind “is heard” And sore must be the storm” That could destroy the little Bird That kept so many warm.
IV.- Complete the chart What do I know about poems?
a. - Sadness ___ b. - Excitement ___ c. - Optimism ___
What do I want or need to know?
What is the topic of any poem?
V.-To understand the poem better, read it and write the correct underline word next to its meaning. “HOPE “ Is the thing with feathers Emily Dickinson “HOPE” is the thing with feathers That rests in the soul And sings the tune without, the words And never stops at all.
1.- A condition of extreme adversity ______________________________
And sweetest – in the wind – is heard; And sore must be the storm The could destroy the little bird That kept so many warm.
5. - The essence or spirit of a person. _______________________________
I´ve heard it in the coldest land, And on the strangest sea; Yet, never, in extremity. It asked a crumb of me.
What do poems express?
2.- A melody ___________________
VI. - Read the poem again and following questions. Write the answer.
3.- Most pleasing or satisfying ______________________________
1. - What does the poet compare hope to?
4.- Severe, terrible _______________
2. - What is hope like, according to the poet?
6.- The soft material that covers the skin of bird _______________________________
3. - What can destroy hope?
7. - To sit or take repose. __________________________________
4. - When can we find hope?
5 VII. - The following picture illustrate ideas or emotion contained in certain poems. What emptions do you think the poems will express? Analyze the picture and titles of the poems and classify the emotions and moods in the correct box.
1 “Someone” By Walter de la Mare
2 “Alone” By Edgar Alan Poe
3 Sonnet 44 (to an absent love) By William Shakespeare
VIII. - Read to the extracts of the poems illustrated in activity previous. Write the number of the correct option in the space. Poem ___________ Since I was young I have not been. As others were – I have not seen. As others saw – I could not get My feeling from a common place. From the same source I have not taken My sorrow; I could not awaken My heart to joy at the same tone. And all loved, I loved alone…
Poem __________ If only my material Flesh were thought This awful distance Would not stop my way For then, despite of space, I would be brought From limits far remote to where you now stay…
XI. - Complete the chart Emotion
Sentence
Confused
Reading that book made me feel really confuse (example)
Poem ____________ Someone come knocking At my wee, small door; Someone came knocking; I´m sure -sure-; I listened, I opened, I looked to left and right, But nothing was stirring In the still dark night…
X. - Read again the poems and complete the box POEM
EMOTIONS IN THE POEM
MY FEELIN G
MY EXPERIEN CE
MY OPINION
Complete loneliness isolation
Sadnes s
Lonely at the beginning of the year
Love it
Calm Alone Worried
Depressed Someone Hopeful
Miserable Sonnet 44 (to an absent love)
Sad
Lonely “HOPE “ Is the thing with feathers
Wishful
Sore
Finish. You did it.