UNIT 8 - Mineduc

150 On going/En marcha

UNIT 8

When I finish this unit, I will be able to:

-Participate in simple dialogues about family, school and community environments.

-Express my opinion about different topics.

- Interact with classmates and teachers.

- Interpret literal and figurative meaning of words and metaphors in oral presentations and written texts.

Numbers and Me

We observe the following pictures. - We talk about:

- How have numbers been involved in our life? - How would life be if numbers didn’t exist? - How do we think numbers will continue being part of our life in the future?

Activity 1

THE REAL LIFESESSION 1

151En marcha/On going

8 UNIT

UNIT 8


SESSION 1

Activity 1

GOING TO

Step 1 When I Grow Up We share our ideas about what we want to be when we’re adults. Where are we going to work? etc.

Step 2 Write We write in our notebook five sentences about the plans and desires of the classmates in my group.

- We comment: - What verb tense did my classmates use? - What verb tense did they use to write the sentences? - What verb tense did I use to write the sentences?

Step 3 A TripWe imagine that we are going on a trip outside the country.

- Which country are we going to visit? Why? - We think about everything that we are going to do in that country.

- We write in our notebook at least 10 activities that we are going to do.


UNIT8

153 Mochila de herramientas/Tool backpack

SESSION 2

Activity 2

Step 6 WriteI write in my notebook four possible answers for each of the following questions.

Step 5 ConversationWe write a conversation with our partner using going to.

- We write a minimum of ten sentences.

OpinionIt is a synonym of point of view and sentiment. It is to believe or judge something based on knowledge, mental examination or a conclusion about facts.

Step 4 GrammarWe read and analyze the following information.

- The teacher gives us several examples. We give some examples too.

When we use going to in a sentence to refer to the future, it is made up of three parts:The verb to be conjugated in agreement with the subject + going + the infinitive of the main verb.

Example:Subject + to be (conjugated) + going + infinitive verb I + am + going + to stay.

We can use going to in plans and intentions, as well as predictions of future activities that are certain to take place.

- Where are you going to go? - What are you going to do?

Past Now Future

Watch it! - Here we can practice the future going to. https://english.lingolia.com/es/gramatica/tiempos-comparacion/future-tenses

0-6years old

events of my life

events of my life

events of my life

7-12years old

13-18years old

154 Tool backpack/Mochila de herramientas

UNIT 8

Magic Number I take a three-digit number. - I write it twice to form a new six-digit number.

- I divide it by seven and the quotient obtained by 11 and the last quotient by 13.

- What is observed? Education & research about prime number

SESSION 3

Activity 3

CARDINAL NUMBERS

Step 1 Looking for TreasureWe follow the teacher’s instructions to find the treasure.

Step 2 Put in Order We read the following number words.

- We write them in our notebook in order from least to greatest.

- We comment which of these numbers we are familiarized with.

- I write the same numbers in my mother tongue.

Step 3 WriteI write the number words in my notebook.

Twenty-four One hundred and eighty

Two hundred and forty Two thousand

Fifty-six Five hundred and twenty-four

Twelve Three

Four hundred Sixty

Two numbers with two digits

Two numbers with three digits

Two numbers with four digits

Two numbers with five digits

Self Evaluation - I check my participation in all activities.

- I assign myself a score from 1 to 10.

- I explain why I am giving myself that score.

24524

52433

56

12

12400

2,000

180

60

240

UNIT8


SESSION 4

Activity 4

Step 5 RelateI relate with a line the column on the left to the one on the right.

Step 6 Looking for Numbers I bring a newspaper from home.

- I look for the following numbers in the newspaper and glue them in my notebook.

- I write under each numeral the number word.

Step 4 AnalyzeWe read, analyze and write in our notebook the following information.

2 One

5 Eleven

16 Five

100 Sixteen

1 One hundred

11 two

Cardinal numbers are used to count things. They correspond to the name of the exact number that we want to express, it refers to a quantity.Example:

- There are three mangos in this tree. - I have one car. - There are four people over there.

- 100 - 35 - 10 - 50 - 20 - 1

Watch it! - Here you can expand your knowledge and to practice your pronunciation. http://www.curso-ingles.com/aprender/cursos/nivel-basico/numbers-dates-time/cardinal-numbers

11

16

1

12

5

5

100

100

35

501020

20


UNIT 8 SESSION 5

Activity 5

ORDINAL NUMBERS

Step 1 OrderWe answer the questions.

- Who is the first boy in line? - Which girl is third in line? Etc.

- The teacher writes on the board the names in order as they are dictated.

- We make a line of five boys and a line of five girls from shortest to tallest.

- We respond to the teacher’s questions using ordinal numbers.

Step 2 Hidden Words I unscramble the following words to find the ordinal numbers.

- I write in my notebook the unscrambled words. - I observe, analyze and put the following words in order.

- I think about if they are familiar to me.

Step 3 Cut out I look at home in magazines and newspapers for pictures of children.

- I put them in order according to my own criteria and label each one with the ordinal number that corresponds.

IRTHD

RIFTS

DCSONE

UFHOTR

st

nd

rd

th

1

2

34

UNIT8


SESSION 6

Activity 6

Step 5 Practice It! I change each cardinal number into an ordinal number.

- I write the answer on the line.

Step 6 WriteI write the name of each ordinal number.

- Five _______ - One _________ - Four _______ - Twelve _______

- 23 __________ - 2 __________ - 1 __________ - 14 __________ - 10 __________


Ordinal numbers, as their name indicates, serve to give order to things.The numbers 1, 2 and 3 have the ordinal numbers of first, second and third.From 4 to 19, this added to make the ordinal number. If the number word ends in –ve, change it to f and add th.20, 30, 40, etc., change the final -y to -ie and add th.The rest of the double digit numbers are formed by making the second digit ordinal (first, second, third, fourth, etc.)

Example: Twenty-first, Thirty-second, forty-third, etc.

- We write and practice the pronunciation of all the ordinal numbers until 999.

- Eleven _____ - Two __________ - Eight _______ - Thirty _________

- 32 _________ - 6 _________ - 8 _________ - 27 _________ - 16 _________

Watch it! - Here you can expand your knowledge and to practice your pronunciation. http://www.curso-ingles.com/aprender/cursos/nivel-basico/numbers-dates-time/ordinal-numbers




rd

nd

nd

st

thth

th

th

th

th

th

th

thth

5 67

8


UNIT 8 SESSION 7

Activity 7

LIKE AND DISLIKE

Step 1 Fireball The teacher makes a tapping sound on the board.

- We pass around the room an object. When the tapping stops, the person holding the fireball has to name something that he or she likes and dislikes.

Step 2 FriendWe imagine that a friend from the United States asks us what Guatemalans like to do.

- We write in our notebook six possible answers.

Step 3 GuessWe write on a sheet of paper a sentence for each person in the group describing what they like to do the most.

- Each group reads their sentences and the rest of the class tries to guess which sentence goes with which student.

Watch it! - Here we can expand our knowledge and to practice about like and dislike. http://www.saberingles.com.ar/curso/lesson06/03b.html

UNIT8


SESSION 8

Step 5 Write and Think I write in my notebook the following sentences filling in the blank with like or dislike according to the picture.

Activity 8


Step 6 About Me I write in my notebook five sentences about things or activities that I like.I write in my notebook five sentences about things or activities that I dislike.

Your brothers _______ sleeping in the tent.Those children _____ listening to the radio.These men _______ working on Sundays.My niece _____ reading adventure books.She _______ making dinner on Mondays.

The verbs like and dislike are used in the following manner.

- A subject follows the verb like and dislike.Example: I like the dog.

- Also, another verb can be used after like and dislike. - When using a verb after like and dislike add –ing at the end.Example: I like playing soccer.

I don’t like playing soccer.

Watch it! - Here we can expand your knowledge about likes and dislikes. http://www.myenglishpages.com/site_php_files/communication-lesson-likes-dislikes.php


UNIT 8 SESSION 9

Activity 9

POPULAR EXPRESSIONS

Step 1 CreateWe observe the following pictures.

- We write in our notebook a phrase or an expression that represents each picture.

- We share our sentences with our classmates.

- We compare our answers with our classmates. - We comment if we have used these expressions before.

Step 2 Connect with a lineWe draw a line to connect the words on the left with the ones on the right to form an expression.

- We follow the example.

Step 3 My Mother Tongue We think of some common expressions in our native language and look for a similar expression in English. We make a drawing for each one.

- We exchange our notebook with a classmate and the classmate tries to guess the expression for each drawing.

Cut Hit Slack Can’t Stand Heart

the booksstandset onoffa chanceclass




UNIT8


SESSION 10

Activity 10


Step 5 InvestigateWe investigate in our English dictionary the meaning of the vocabulary expressions.

- We write dialogues or sentences using these expressions.

Step 6 What does it mean? I look at the following pictures.

- I draw in my notebook a picture for each expression from the vocabulary.

- I label the picture with the name of the expression.

Popular expressions are ingenuous constructed phrases used to refer to situations without using the conventional term.

- We share the most common popular expressions used in our country and our community.

Watch it! - Here you can find popular expressions and their meaning. http://www.knowyourphrase.com/

Popular Expressions

- Heart set on - Cut class - Stand a chance - Can’t stand - Slack off - Hit the books

Vocabulary


UNIT 8 SESSION 11

Step 1

Observe We observe the following two pictures.

- We answer the questions: - What are the differences between the two pictures? - What advantages are there in attending a function at both places?

Activity 11

THEATER

Step 2

Draw I draw in my notebook things that actors on stage should pay attention to.

Step 3

ComparisonWe make a comparison between real life and theater.

- We look for differences and similarities. - We share our work with the rest of the class.




UNIT8


SESSION 12

Activity 12

Step 5 Pay Attention We look at the picture and place the name of each theater element that is presented.

- We work in our notebook. - We follow the example.

Stage decoration

Step 6 Write I select a literary work that I have read in the past.

- I write in my notebook describing the stage and the characters.

Step 4 AnalyzeRead, copy and analyze the following information.

Theater is a literary genre that is normally represented on a stage in front of an audience and is a mixture of linguistic and dramatic resources. A play is written in the first person dialogue and should tell a story that is intended to capture the attention of the audience.

Elements of theater are: Word, tone, mime, gesture, movement, make-up, hairstyle, dress, accessories, stage decoration, lighting and sound.

At Home - I work the Collage

of Words.

Watch it! - Here you’ll find teaching drama tips and articles. http://www.bbbpress.com/dramagames/


UNIT 8

Adventure

Can’t stand

Cut class

Eight

Eleven

Fifty-six

Five

Five hundred and twenty-four

Four

Four hundred

Heart set on

Hit the books

One hundred and eighty

One

Sixty

Slack off

Stand a chance

Tent

Thirty

Three

Twelve

Twenty-four

Two

Two hundred

Forty

Thousand

400

1

10

35

1000

8

2

SESSION 12

COLLAGE OF WORDS

Cont. Activity 12

We illustrate 10 of the following words; - With the pictures, I create a collage and I place it on the wall.

- I use this vocabulary to work the next two projects.

VOCABULARY

VOCABULARYVOCABULARY

UNIT8

165Mesa de trabajo/Work table

SESSION 13

Activity 13

ORAL PROjECT

On the Scene We think of a play that they have read in school.

- We choose one play to perform. - We write the play script. - We remember to pay attention to the elements of theater. - We select students to be in charge of the 13 theater elements. - We perform and enjoy the play.

The Centro Cultural Miguel Ángel Asturias, commonly called Teatro Nacional, is a cultural center in Guatemala City, Guatemala. It is located in the Centro Cívico (Civic Center) of the city and was built in the same place of the old Fuerte de San José. Its form, which emulates a seated jaguar,[1] stands out from the adjacent buildings. The complex, which was designed by architect Efrain Recinos, was completed in 1978.

UNIT 8

166 Work table/Mesa de trabajo

Family Businesses Formation.Phase II: Prototypes and product catalogs

Con mi comunidadNivel Aula: VCC

HonestidadEs comportarse y expresarse con sinceridad y coherencia.

MicroempresasSon empresas pequeñas con un máximo de diez empleados, quienes por lo regular son sus dueños.

Producto Es todo aquello que se elabora o produce como consecuencia de una acción.

ServicioActividades o tareas elaboradas por una compañía para satisfacer las exigencias de sus clientes.

MercadeoSon operaciones comerciales que van desde el planeamiento de un producto hasta su venta.

NegocioEs la ocupación o trabajo que se realiza con fines lucrativos.

EmpresarioPersona individual o colectiva que combina capital y trabajo para producir bienes y servicios.

Un plan de negociosIncluye estudios financieros, de mercado y de impacto ambiental.

Paso 1 90 minutos Identificar la fuente de información y apoyoAnálisis de la situación actual de la familia acerca del emprendimiento y las posibilidades de crear una microempresa con recursos familiares.Exposición de expertos que comparten acerca de su experiencia en emprendimiento.Mapeo de posibles instituciones comerciales o de servicios con las que se pueda celebrar convenios o alianzas estratégicas, para financiar la creación de una microempresa familiar.

Paso 2 120 minutos Determinar la forma de ejecución

Preparación del lugar donde se realizará la presentación. - Previo a la llegada de los invitados (actividad organizada Proyecto No. 7)

ordenaremos y limpiaremos el lugar seleccionado para las presentaciones de los expertos, respetando la agenda preparada por la comisión a cargo de este proyecto.

Reunión con los expertos - La comisión a cargo dará la bienvenida a los expertos invitados, quienes

compartirán sus experiencias en los procesos comerciales que realizan. El orden de las presentaciones y su moderación estará a cargo de la comisión de este proyecto.

Presentación 30 minutos

¿Qué es un plan de negocios?En el establecimiento de una empresa familiar que provea los bienes y servicios para contribuir al desarrollo y mejorar su calidad de vida.

¿Cuál es el propósito de este proyecto?Asumir iniciativas que permitan emprender acciones para que, en el ámbito familiar se formen y funcionen pequeñas empresas, a fin de integrar y aprovechar adecuadamente los recursos familiares.

Requerimiento para la actividadMotivación e iniciativa para construir nuevas ideas.

- Conocer formas exitosas acerca de cómo surge el emprendimiento. - Recursos familiares o de alianzas estratégicas, - Planes de negocios y lanzamiento de productos y/o servicios. - Análisis de la situación actual del emprendimiento en nuestra comunidad - (Proyecto No. 3). - Esquema integrador y cronograma de proyectos correspondiente al área

de emprendimiento (Proyecto No. 4).

SESIÓN 14

Proyecto 8 Actividad 14

UNIT8

167Mesa de trabajo/Work table

Mi ruta de salud CaderaMúsculos aductores

Descripción - Nos ponemos de lado

y apoyados con la mano derecha en la pared o en un compañero.

- Elevamos al frente la pierna izquierda flexionada.

- Movemos la pierna flexionada hacia afuera y al frente.

- Realizamos 15 repeticiones.

- Cambiamos de pierna y lado de apoyo.

- Repetimos la rutina.

Con mi comunidadNivel Aula: VCC

Paso 5 30 minutosDiario de claseCon la ayuda del facilitador elaboro un inventario acerca del patrimonio de la familia. Recopilo información relacionada con el recurso humano profesional en mi comunidad (agricultura, arte culinario, recreación, servicios de salud, seguridad, educación, transporte, vivienda, etcétera).Con ayuda de mi familia, elaboro un prototipo de producto y/o servicio y diseño un proyecto de microempresa familiar.Incluyo en mi diario, los resultados de las evaluaciones aplicadas en el proyecto.

Actividad 15

Sitios Web sugeridos Glosario de proceso productivohttp://definicion.de/proceso-de-produccion/Técnicas para desarrollar creatividad http://javierdisan.com/2012/11/29/10-consejos-para-estimular-tu-creatividad/http://www.edukanda.es/mediatecaweb/data/zip/1088/page_12.htmCómo hacer un catálogo https://www.youtube.com/watch?v=aXzcJ_i_PSw

Ruta de la saludCon la orientación del facilitador realizo mi ruta de la salud; en esta oportunidad flexionaré la espalda baja.

Catálogo de productos Información acerca de los productos o servicios que ofrece una persona, empresa u organización:

- Descripción del producto o servicio

- Precios - Descuentos - Plazo de entrega y forma

de distribución - Restricciones de uso - Dibujos, fotografías,

recortes o ilustraciones acerca del producto o servicio.

SESIÓN 15

Paso 4 240 minutosEjecución de la actividad

Elaboración de modelos o prototipos de productos - Elaboramos un catálogo, que incluya los modelos de los productos

que forman parte de la microempresa familiar. Tomamos como base la información recabada a partir de exposiciones de los expertos e investigación de conceptos, según cintillo de página anterior.

Presentación de Productos

Promoción y mercadeo - Desarrollamos de manera creativa, alguna forma para dar a conocer

nuestro producto o servicio. Puede ser en afiches (FT 12), volantes, trifoliares (FT 14), folletos, el contenido de un anuncio por radio, una actuación para anuncio de televisión, entre otros.

Paso 3 60 minutos

Normas para la presentaciónDurante las intervenciones de los expertos:

- Disponibilidad de atención. - Anotaremos la información que consideremos relevante. - Formularemos preguntas de forma adecuada. Ejemplos: ¿Cuáles son las etapas o pasos más importantes para formar una microempresa? ¿Qué se necesita para la producción de bienes o servicio? ¿Cómo identificar un producto o servicio elaborado con calidad? ¿Cuáles son los principales obstáculos para llevar a la práctica una microempresa?, entre otras.

168

UNIT 8

Work table/Mesa de trabajo

SESSION 16

My HouseI write 10 sentences about what I like and don’t like to do at home.

They Like I connect with a line the pictures on the left with the corresponding picture on the right according to the likes of each one.

Activity 16

QUIZ

169

UNIT8

Mesa de trabajo/Work table

I remember, analyze and write my progress

90 a 100: I did it with excellence. Dark green

76-89: I succeeded. Light green

60-75: I can improve. Yellow

0-59: In process. Red

SESSION 16

13 Elements I illustrate in my notebook the 13 elements of theater.

Cardinal or Ordinal I indicate next to each situation presented below what kind of number is used: cardinal or ordinal.

cardinal ordinalAddress numbersThe order in a waiting line.

A person’s age.

The number of books that I have read.

Grades in a school.

The liters of water that a person should drink a day.

The price of something.

The place in a race.

The number of bedrooms in a house.

Address numbers.

UNIT 8 - Mineduc

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