STUDENT´S FULL NAME:

______________________________________

CLASS: 90_

Student BOOK

ENGLISH TEACHER
VANESSA CELIS VILLAMIL
 IED. INSTITUTO NACIONAL DE PROMOCION SOCIAL

MODELO PEDAGÓGICO: CONSTRUCTIVISMO ENFOQUE/APPROACH: EpC TERM/PERIODO: FIRST 1st.

AREA: HUMANITIES/HUMANIDADES SUBJECT/ASIGNATURA: ENGLISH/INGLÉS GRADE/GRADO: NINTH 9th.
YEAR-LONG UNDERSTANDING GOAL/HILO CONDUCTOR: How can I interact with the world around us through English? / ¿Cómo puedo interactuar con
el mundo que nos rodea a través del inglés?

GENERATIVE TOPICS UNIT-LONG UNDERSTANDING PERFORMANCES OF ONGOING ASSESSMENT

/TOPICOS GOAL /META DE COMPRENSIÓN UNDERSTANDING /EVALUACIÓN CONTINUA
GENERATIVOS /DESEMPEÑOS DE
COMPRENSIÓN
Los estudiantes Los estudiantes comprenderán… Los estudiantes avanzarán hacia Los estudiantes reconocerán que han aprendido a través
harán uso de temas el logro de los objetivos de de…
como … ✓ What are the pros and cons comprensión al...
of making big plans for the ✓ PROJECT: Create a poster to show how the world will
✓ Make future future? / ¿Cuáles son los pros ✓ Identify verbal tenses / change in the next 50 years / crear una cartelera que
plans / Hacer y los contras de hacer Reconocer tiempos verbales muestre como cambiará el mundo en 50 años.
planes futuros grandes planes para el como:
-future simple will vs be ✓ General rubric / Rubrica general
futuro?
✓ Discoveries and going to.
✓ Formative Assessment / Evaluación formative:
inventions / ✓ What is our place in the -first conditional
Descubrimientos universe? / ¿Cuál es nuestro -Self-assessment /auto evaluación and
e inventos lugar en el universo? ✓ Talk about my future plans / Peer feedback /coevaluación)
Hablar acerca de sus planes
para el futuro. Reflection tree, Exit ticket, Exit slip, Traffic light, Self-
marking, Learning journals, Clines, Two stars and a wish,
✓ Describe discoveries and Feedback sandwich, Cubing
inventions / describir
-CATS/ heteroevaluacion
descubrimientos e inventos. One minute paper, Focused listing, Muddiest point and
clearest point.

IED. INSTITUTO NACIONAL DE PROMOCION SOCIAL

 Unit 3   Make Future Plans By the end of this unit, I will learn to . . .
• describe my future plans.
• use the simple future and the future
progressive tenses.
1I Get Ready Pair and Share • listen for the author’s purpose.
Pair and Share
What are the pros and cons of making big plans for the future?
2I Vocabulary
A. Look at the pictures and match them to the correct speakers. Listen to the audio.
Discussion

3I Grammar

4I Listening
1 2 3

5I Pronunciation Pair and Share

Brian: I don’t like planning everything earlier. I like to “go with the flow.” My friend Dennis thinks I’m too
Pair and Share
1 lazy to organize things sooner. Dennis is planning a trip to Spain for next summer,
but I don’t like planning an adventure a year in advance. What if I change my mind?
6 IJorgen: NowConversation Pair and Share
that I’m a graduate, I’m going to travel for a year. I have my savings, and I’ll get a summer
Pair and
1 job.Share
I’m going to check on visas tomorrow. I want to travel to Africa and Asia, so I’ll need shots
for some countries. I’ll call my doctor to make an appointment.
7I Readingwith friends this weekend. People think it’s easy if you know how to
Ken: I’m going snowboarding
1 ski, but it’s not the same. We’ve made arrangements for lessons with an instructor. I love the
challenge of learning new skills.

8 IB. Read the sentences

Writing
and circle T for True
1I Get Ready Pair and Share
or F for False. Correct the false statements.
1. Brian is planning a trip to Portugal T F With a partner, ask and answer questions
next winter. about the text.
2I Vocabulary
What is Ken planning to
do on the weekend?
2. All the speakers plan everything T F
before a certain time. He is planning to go
3I Grammar snowboarding with friends.

3. Ken is going to fly to New York. T F Ask and answer questions about your plans.

4I Listening What are you planning

4. Jorgen is going to take a year off. T F to do this weekend?

I am planning to . . .
5I Pronunciation Pair and Share
20 Unit 3

6I Conversation Pair and Share

 Ready Pair and Share

Pair
2 I and Share
Vocabulary
bulary
A. Listen to the audio and read along. Guess the meaning of the words in bold.
3 IIt normally takes three
Grammar
to five years to graduate and get a college degree. After high school graduation,
ammar a break is sometimes needed from classrooms, tests, and homework assignments. Today, some college
students take a year off, called a gap year, to move to a different country. They often take on a challenge,
such as building an orphanage or starting a charity. Sometimes, they want an adventure, such as hiking in
4 Ithe Andes or sailingListening
around the islands in Indonesia. They believe that these experiences will help them
teningPair andtheShare
develop confidence they need to succeed in their plans for the future with their chosen professions.

5 IWord Box Pronunciation Pair and Share

ciation Pair and Share
adventure
Pair
6 and Share
Iappointment Conversation Pair and Share
sation arrangementPair and Share
challenge
check
Pair and Share Reading
7 Icollege
eading degree
future
graduate
8 Imove Writing
WritingPair
plan
and Share
profession

B. Choose the correct word from the box to complete the sentences.
Pair and Share
1. I made an to meet Dr. Johnson at 3:00 p.m. in her office.
2. I will with the airline company about our tickets to Turkey.
3. I spent five years studying to get my , so I hope to find a good job.
4. It is very expensive to go to for four years.
5. I don’t want an easy job. I want a to build my confidence.
6. Sarah would love to to New York and find a job.

C. Write the words next to their definitions below.

1. plan to do something
2. person who has earned a degree from a school or college
3. decide how to do something
4. exciting and dangerous experience
5. type of job that requires a specific education or skill
6. period of time that has not yet come
Unit 3 21
NAME: ________________________ DATE: ________________________
GRAMMAR WORKSHEET
FUTURE: WILL
I I
You You
He He
She will cook. She won’t cook.
It It
We We
They They
Yes, No,
I I I
you you you
he he he
Will she cook? she will. she won’t.
it it it
we we we
they they they

 Fill in the blanks below to complete the sentences. Use the words in the boxes above.

1. The movie ___________ start soon. Let’s find a seat and sit down.
2. A: ___________ your friend be at the party? B: Yes, she ___________.
3. Hello. Mr. Smith? This is Peter. I ___________ be at work today because I’m sick.
4. Those bags look heavy. Let me help. I ___________ carry the big one for you.
5. My brother ___________ speak to me because he’s very angry!
6. What time ___________ the sun rise tomorrow morning?
7. A: _______ you be twenty years old next month? B: No, I _______.
8. Flight CX793 ___________ depart from Gate 12 in ten minutes.
9. Do you think people ___________ live on the moon in your lifetime?
10. Yes, maybe I ___________ bake some cookies tomorrow.
11. A: Are you ready to order, sir? B: Yes, thank you. I __________ have a hamburger.
12. It ___________ be midnight in a few minutes. It’s time to go to bed!
13. When do you think we ___________ have our next test?
14. Maybe it ___________ rain tomorrow, and maybe it ___________.
15. A: __________ you marry me? B: Yes, I ___________!

Permission granted to reproduce for classroom use. © www.allthingsgrammar.com

NAME: ________________________ DATE: ________________________
GRAMMAR WORKSHEET
FUTURE: GOING TO
I am I am not
You are You aren’t
He is He isn’t
She is going to cook. She isn’t going to cook.
It is It isn’t
We are We aren't
They are They aren't
Yes, No,
Am I I am. I am not.
Are you you are. you aren’t.
Is he he is. he isn’t.
Is she going to cook? she is. she isn’t.
Is it it is. it isn’t.
Are we we are. we aren't.
Are they they are. they aren't.

 Fill in the blanks below to complete the sentences. Use the words in the boxes above.

1. I ________________ meet my friends after class. Would you like to join us?
2. A: _______ your brother ________________ travel next week? B: Yes, he _______.
3. Alex ________________ go to work today because he is sick.
4. Bob and Cathy ________________ see a movie tonight. It starts at seven o’clock.
5. A: _______ you ________________ do your homework? B: Yes, I _______.
6. We’re too busy, so we ________________ have lunch.
7. A: _______ you ________________ watch TV tonight B: No, I _______.
8. Where _______ they _______________ stay when they visit Paris?
9. My classmates and I ________________ have a test next Monday. We have to study!
10. What _______ you _______________ buy for your sister’s birthday present?
11. We ________________ go to the beach today because the weather is bad.
12. I’m tired, so I ________________ take a short nap.
13. My cousin doesn’t like her boss. She ________________ look for a new job.
14. It’s almost three o’clock. _______ we ________________ leave for the airport soon?
15. Look at those dark clouds! I think it ________________ rain soon.

Permission granted to reproduce for classroom use. © www.allthingsgrammar.com

 Reading
Reading Strategy: Make inferences and contextualization
Writing

Before Reading
A. Look at the pictures and answer the questions.
1. Would you like to do any of these professions? Why or why not?

2. What do you need to do to prepare for the profession you want?

B. Read the text. Underline words that give information about the characters.

Choosing a Profession
“Choosing a profession is one of the biggest and most important decisions in a young person’s life,” stated
Mr. Yoshito.

Ling and Jung sat next to each other in the big lecture hall listening to the school counselor give his
presentation. Ling and Jung took notes as Mr. Yoshito talked about different career paths and the
requirements for some of them. Both students had big decisions to make about their future plans.

When the presentation was over and students were leaving the lecture hall, Jung asked, “Do you know what
you want to do when you get out of school?”

Ling replied, “I’m not sure yet, but I will definitely go to college. I thought the part of the presentation on
science careers was pretty interesting. How about you?”

Jung said, “I have an appointment tomorrow with one of the career counselors. I want to check on the best
colleges for careers in graphic design.”

“I should make arrangements to meet with a career counselor as well. There are just so many things to
think about when deciding what area to get a degree in! I want to make sure I chose a profession that is
interesting and challenging,” said Ling.

“We have a lot to think about and look forward to in the future!” said Jung.

17 Unit 3 Make Future Plans

After Reading Vocabulary
C. Answer the questions.
1. What inference can you make about how Jung and Ling feel about choosing a profession?
Grammar Pair and Share

Listening

2. Is Ling more likely to choose a career as a biologist or as a lawyer? How do you know?
Pronunciation

Conversation
3. Write another inference Pair
you can make about the text. and Share

Reading

Writing

Writing Strategy: Writing an email

A. Write an email to a family member about your plans for a career.

Steps
1. Think about the career you would like to have.
2. Make a list of the requirements needed in terms of skills and education for that career.
3. Make notes explaining why you want that career and what you will do to reach your goal.

Unit 3 18
 SELF-ASSSESSMENT (Exit ticket)
Skill: _____________________________________

I learned…

I have these doubts or questions…

I need more practice with…

PEER FEEDBACK SLIP (Glow and Grow)

Skill:____________________________________
Classmate name:_________________________________________

I like how you _______________________________________________

___________________________________________________. It’s good
because _____________________________________________________
______________________________________________________________
_________________________________

Next time, try to ___________________________________________

______________________________so that _______________________
______________________________________________________________
 UNIT 4 Discoveries and Inventions
In this unit, I will learn to . . .
• describe discoveries and inventions.
1I Get Ready Pair and Share
• use if and when in conditional
sentences.
Pair and
Name oneShare
invention you use every day and cannot
• visualize when I listen and read.

2 Ilive without. Why?

Vocabulary
A. Look at the pictures and read each description. Which inventions do you use every day?
Discussion How do they affect your life? Listen to the audio.

3I Grammar

4I Listening

5 IThe first working

Pronunciation
light Johannes GutenbergPairMany
andpioneering
Share The first 3D printer was
bulb was introduced by and his associates scientists contributed invented by Chuck Hull
Pair andEdison
Thomas Shareand his created the first to the creation of the in the early 1980s.
team of researchers. mechanical printing Internet.
6I press in the 15th century. and Share
Conversation Pair
Pair and the
B. Read Share
statements and circle T for True or F for False. Correct the false statements.
7 I1. Edison and his teamReading
invented LED bulbs. T F
1I Get Ready Pair and Share
2. LED bulbs use more energy and T F With a partner,
partner, ask
ask and
and answer
answerquestions
questions
8 I cost more. Writing about the text.
celebrations.
2I Vocabulary
How
Whatdid
is your
electric
favorite
lighting
­celebration?
change
3. Chinese and Korean inventors used T F I people’s
like to celebrate
lives? ...
movable, block printing before
WhatPeople
do people
couldin still
yourdo­country
things cele-
3 I printing press. Grammar
Gutenberg’s
hours after
brate sunset.
in July?
Ask and answer questions about how
4. The Internet was developed by Kahn T F you will feel.
4I
and Cerf. Listening
How will you
We feel if 3D printers
celebrate ... take
over all production and manufacturing?
5. The first 3D printer was called a T F
Rapid5Prototyping If 3D printers take over all production
I Pronunciation
machine.
Pair and Share I will feel . . .
and manufacturing,

6. 3D printers are used in home cooking. T F

6I Conversation Pair and Share
36 Unit 4
 Ready Pair and Share

Pair
2 I and Share
Vocabulary
bulary
A. Listen to the audio and read along. Guess the meaning of the words in bold.
3 ISocial entrepreneursGrammar
are people who are especially creative in finding unique and pioneering solutions
ammar to social, cultural, or environmental problems. They create volunteering opportunities in organizations
and transmit social and ecological values through their work. They do this by introducing sustainable
products and processes that improve life and do not harm people or the environment. For example, they
4 Ihave developed distinctive
Listening
and sustainable ways to improve crops and increase agricultural production
tening without using chemicals. They pay for projects by raising funds from individuals, organizations, and
Pair and Share
businesses.

5I Pronunciation Pair and Share

ciation Word Box Pair and Share
crop
Pair
6 and Share
distinctive
Iecological Conversation Pair and Share
sation funds Pair and Share
invent
7 Ilightand
Pair bulb Share Reading
eading opportunity
pioneering
printing press
8 Isustainable Writing
Writing transmit
Pair and Share
unique

B. Choose the correct word from the box to complete the sentences.
Pair and Share
1. products and processes use natural resources, save energy and help people.

2. There are fewer employment for young people because of the financial crisis.

3. Researchers raise from individuals and businesses in order to pay for their projects.

4. If you want to find out who the telephone, look it up on the Internet.

5. Climate changes can damage , which reduces food supplies.

6. You can save energy by replacing normal with LED ones.

C. Match the words to their meaning.

1. very unusual; one of a kind
2. create new ideas and methods
3. having to do with living things and their environment
4. have a characteristic that makes something different

Unit 4 37
NAME: ________________________ DATE: ________________________
GRAMMAR WORKSHEET
FIRST CONDITIONAL
“if” clause main clause
If it rains, … … he will bring his umbrella.
… he won’t play outside.

main clause “if” clause

He will bring his umbrella… … if it rains.
He won’t play outside …
The first conditional is used to talk about things that may possibly happen in the future.

 Complete the sentences below by making First Conditional statements. Use your
imagination!

1. If we don’t arrive on time, ______________________________________________

2. I will watch TV _____________________________________________________

3. If he gets up at 5 o’clock, ______________________________________________

4. We will be hungry ___________________________________________________

5. If the phone rings, ___________________________________________________

6. I will laugh ________________________________________________________

7. If our exam isn’t tomorrow, _____________________________________________

8. They won’t buy a new car _____________________________________________

9. If you hit me, ______________________________________________________

10. I’ll give you ten dollars _______________________________________________

11. If he doesn’t take a bus, ______________________________________________

12. The glass will break __________________________________________________

13. If I don’t watch that movie _____________________________________________

14. My boss will get angry ________________________________________________

15. If the weather is nice tomorrow, ________________________________________

Permission granted to reproduce for classroom use. © www.allthingsgrammar.com

 Reading
Reading Strategy: Visualize
Before Reading Writing
A. Think about a beautiful place you know. Create a mind map with words that help you visualize the place.

B. Read the text. Underline words that help you visualize the farm in your mind.

A Visit to TJ Farm
1. Trevor Jones wiped the sweat off his forehead with the back of his hand and looked at the sun. While the
weather was great for the green, leafy crops, it was hot work for him. Even so, he loved that the farm was
improving the world through ecological practices. Jones never used harmful substances on the fields, so
there were wild plants among the crops, but that didn’t worry him at all.
2. A shiny, grey bus approached in the distance along the highway, and turned down the dusty dirt road that
led to Jones’ farm. Tourists came from around the state to learn about his sustainable g­ ardening practices.
They also bought colorful fruit, vegetables, and unique homemade goods at the little, w ­ ooden ­produce
stand next to Jones’ house. The funds from these sales allowed Jones to continue his p ­ ioneering methods
of growing all-natural foods to sell at the local market and to neighboring businesses.
3. Tourists poured out of the bus into the heat of the day. Jones waved excitedly to them and walked over to
stand below a beautiful, old oak tree. He waved to the group to join them, and the city residents hurried to
the cool shade. In his distinctive low voice, Jones began to tell the story of TJ Farms to the curious, smil-
ing people.
4. Soon, he hoped to turn his whitened farmhouse into a charming country Bed & Breakfast to earn more
income. His wife Betsy would bake tasty fruit pies and golden, crusty bread to serve guests each morning,
together with fresh brown eggs from his chickens. Jones also planned to have teenage and adult volun-
teers come to help with the work and to learn his farming practices. There were many ways Jones could
make the tiny farm bigger to help it succeed, and he planned to take advantage of every o­ pportunity
possible.

23 Unit 4 Discoveries and Inventions

 Vocabulary
After Reading
C. Write words that help you visualize the places and events of the passage.
Grammar Pair and Share
Paragraph 1:

Listening
Paragraph 2:

Pronunciation
Paragraph 3:

Conversation Pair and Share

Paragraph 4:

Reading

Writing
Writing Strategy: Write an outline
A. Follow the steps to write an outline that describes a place.

Steps
1. Choose a place you have visited or would like to visit. Write this as the topic of your outline.
2. Make notes about the sights. What people and things are there? What do they look like? What colors do
you see?
3. Make notes about what you can smell, hear, taste, or touch.
4. Make notes about activities you can do. How do people look or feel when they do these activities?
Topic
1. Sights (People and Things)
a.

b.

2. Smell, Hear, Taste, Touch

a.

b.

3. Activities
a.

b.
Unit 4 24
 Self-assessment (Ice cream proficiency)
Skill:__________________________________

Novice Apprentice
I am beginning to I am learning from
understand this. my teacher and
others

Practitioner Expert
I can do this on I can teach
my own. this to others.

PEER ASSESSMENT COMMENTS:

SKILL:____________________________ ______________________

GIVEN BY:_________________________ ______________________

______________________
______________________

Information ______________________
______________________
______________________
Effort ______________________
______________________
______________________
Clarity ______________________
______________________
______________________
______________
 Project

In this project, you will create a poster to show

how the world will change in the next 50 years.
How can we prepare for the future?
Use what you know from Units 1 to 3 to complete
the project.

Step 1 Brainstorm
Where will the greatest change happen in the next 50 years—technology, travel, families,
entertainment, jobs, or friendships?

Choose one area and write a paragraph describing your vision. Give details.

Step 2 Plan
In your group, choose one area for your poster.

List three to five ideas. Find useful words and images.

Step 3 Create Step 4 Present

Illustrate your ideas with words and images Present your poster to the class. Explain your
on a poster or PowerPointTM slide. ideas and images. Make sure every group
member says something.

32 Units 1–3
 Self-assessment
Skill:__________________________________

What did you ____________________________________________________

learn today? ____________________________________________________

____________________________________________________
Did you learn
____________________________________________________
anything that
surprised?

____________________________________________________
How might
____________________________________________________
this help you?

____________________________________________________
Why do you ____________________________________________________
think we are
learning about?

PEER FEEDBACK
Given by:____________________ Skill________________

T
I like how you…
ell them

something you like

A
How or why did you…
sking them a

question

G
What if you…
ive them a

suggestion
MODELO PEDAGÓGICO: CONSTRUCTIVISMO ENFOQUE/APPROACH: EpC TERM/PERIODO: SECOND 2nd
AREA: HUMANITIES/HUMANIDADES SUBJECT/ASIGNATURA: ENGLISH/INGLÉS GRADE/GRADO: NINTH 9th.
YEAR-LONG UNDERSTANDING GOAL/HILO CONDUCTOR: How can I interact with the world around us through English? / ¿Cómo puedo interactuar con
el mundo que nos rodea a través del inglés?
GENERATIVE TOPICS UNIT-LONG UNDERSTANDING PERFORMANCES OF ONGOING ASSESSMENT
/TOPICOS GOAL /META DE COMPRENSIÓN UNDERSTANDING /EVALUACIÓN CONTINUA
GENERATIVOS /DESEMPEÑOS DE
COMPRENSIÓN
Los estudiantes Los estudiantes comprenderán… Los estudiantes avanzarán hacia Los estudiantes reconocerán que han aprendido a través
harán uso de temas el logro de los objetivos de de…
como … comprensión al...
✓ PROJECT: Write an brochure about the Discovery of
✓ Would you like to travel to ✓ Identify verbal tenses / live on another planet and participate in a class
space one day? / ¿Te Reconocer tiempos verbales discussion. / Escribir un folleto sobre el
✓ Space travel / gustaría viajar al espacio como: Descubrimiento de vivir en otro planeta y participar
Viajes espaciales. algún día? -second conditional en una discusión en clase.

✓ English ✓ General rubric / Rubrica general

✓ Have you considered the ✓ Talk about space travel /
Tournament / potential benefits of Hablar acerca de viajes
espaciales. ✓ Formative Assessment / Evaluación formative:
Torneo de inglés competing in an English
tournament? / ¿Has Self-assessment / autoevaluación
considerado los posibles ✓ Talk about multidisciplinary Peer feedback / coevaluación)
beneficios de competir en un vocabulary / Hablar acerca Reflection tree, Exit ticket, Exit slip, Traffic light, Self-
torneo de inglés?" de vocabulario marking, Learning journals, Clines, Two stars and a wish,
multidisciplinario. Feedback sandwich, Cubing

CATS/ heteroevaluacion
One minute paper, Focused listing, Muddiest point and
clearest point.
IED. INSTITUTO NACIONAL DE PROMOCION SOCIAL
 Unit 6 Space Travel In this unit, I will learn to . . .
• talk about space travel.
• use the conditional to talk about
wishes and unreal events.
1I Get Ready Pair and Share • identify formal and informal register.
Pair and Share
Would you like to travel to space one day? Why or why not?
2 IA. Look at the Vocabulary
pictures and read the descriptions. What do you think is the next step in space
travel? Listen to the audio.
Discussion

3I Grammar

4I Listening
Space exploration— An artist’s version of a A space shuttle An astronaut, floating in
A spacecraft searches Mars colony, protected approaches the weightlessness on the
5 Ifor valuable substances by a biosphere.
and materials
Pronunciation PairInternational
and Share Space
Station, as it orbits earth.
ISS is looking at earth
from a porthole.
Pair and Share
As space exploration developed, it continued beyond our solar system into deep space in the 1990s.
Research findings prompted national space agencies to fund and launch new projects. They cooperated
6 Iwith private space companies that were excited toPair
Conversation investand Share
in space travel for non-astronauts. Commercial
Pair and
space Share
airlines are now competing to build and launch the safest, most comfortable, and fastest spacecraft.
Architects have designed a luxury space hotel that would orbit earth. The hotel would be located in a
7 Reading
Ispace station, with a biosphere that will allow guests to breathe and move around like they are used to
on earth. Guests would fly there in a shuttle rocket. The hotel would offer high quality food, with specially
designed living and sleeping areas. There would be large portholes for guests to admire the view.
All space travelers would have to go through a
8 Icomplete Writing
1 Iphysical and mental
Get
checkReady
ups. They would Pair and Share
also have to go through demanding training to learn
how to deal with weightlessness and cope with safety With a partner, ask and answer questions
equipment and emergencies. This is why space travel about the text.
2 I not for everyone.Vocabulary
is probably Despite this, many people
have already booked their commercial spaceflights! How did space exploration
change in the 1990s?
B. Read the sentences and circle T for True or
F for False. It continued beyond our solar
3I Grammar system into deep space.
1. No bookings have been made for  T   F
commercial spaceflights yet. Ask and answer questions about how you
2. A luxury hotel has been designed for  T   F feel about space travel.
4 inI space.
guests Listening
3. Guests will fly to the moon in a space ship. T   F Do you wish you could have a
vacation on the moon? Why?
4. All space travelers and staff have to  T   F
get training to learn how to cope
5I
in space. Pronunciation Pair and Share
Yes, I do . . . / No, I don’t . . .

5. Space travel is probably not for everyone. T   F

52 Unit 6
6I Conversation Pair and Share
 Ready Pair and Share

Pair
2 I and Share
Vocabulary
bulary
A. Listen to the audio and read along. Guess the meaning of the words in bold.
3 ISpace exploration keeps
Grammar
going at a fast speed despite some difficulties. One example is that probes
ammar are equipped with instruments that can collect data about the environment and possible biosphere on
Mars or any other planet. Scientists study and analyze the data to decide if the conditions are suitable
for missions with people or extraterrestrial research outposts. However, such outposts cannot be self-
4 Isustained to begin Listening
with. All the necessary supplies have to be sent from earth for the complete time
tening of each team’s stay in the outpost. Something similar happens when a spacecraft or shuttle is sent
on a mission. While it goes around the orbit of earth, human bodies experience weightlessness. It is
Pair and Share
necessary to be physically and mentally prepared to deal with the difficulties of such challenges.
5I Pronunciation Pair and Share
ciation Pair and Share
Word Box
Pair
6 and Share
biosphere
Icolony Conversation Pair and Share
sation explorationPair and Share
extraterrestrial
Pair
7 Iorbitand Share Reading
eading outpost
porthole
probe
8 Iself-sustained Writing
Writing shuttle
spacecraft
Pair and Share
weightlessness

B. Choose
Pair the correct word from the box to complete the sentences.
and Share
1. Large allow people on the International Space Station to observe earth from
a distance.

2. life has been at the heart of science fiction for decades.

3. Communication satellites at different heights around earth.

4. Space fly astronauts and supplies to the space station.

5. Space agencies are investing in the development of reusable which can be used for
commercial spaceflights.

C. Match the words from the box to their meaning.

1. follow a curved path around a planet or star
2. station or base away from earth
3. investigation or research of an unknown region
4. aircraft designed to travel into space and back to earth several times

Unit 6 53
NAME: ________________________ DATE: ________________________
GRAMMAR WORKSHEET
SECOND CONDITIONAL
“if” clause main clause
If I won a million dollars, … I would put the money in a bank.
… I could buy an airplane.
… I might give it all away.

main clause “if” clause

I would put the money in a bank … if I won a million dollars.
I could buy an airplane
I might give it all away
NOTES:
(1) The second conditional is used to talk about future events that are hypothetical or improbable.
(2) To form negative sentences, add ‘not’ after ‘would’, ‘could’ and ‘might’. Eg “ … I might not give it all away.”

 Complete the sentences below by making Second Conditional statements. Use your
imagination!

1. If I had longer summer holidays, _______________________________________

2. If John did more exercise, ____________________________________________

3. If Mrs. Smith spoke Chinese, __________________________________________

4. If I won a million dollars, ______________________________________________

5. _________________________________________, you could live for 150 years.

6. ___________________________________________, I might look for a new job.

7. ______________________________________, people would be very surprised.

8. ___________________________________________________, he would laugh.

9. If aliens landed on Earth, ____________________________________________

10. If animals could talk, ________________________________________________

11. If people lived on the moon, ____________________________________________

12. If I spent all my money, _______________________________________________

Permission granted to reproduce for classroom use. © www.allthingsgrammar.com

 Reading
Reading Strategy: Read for details
Writing

Before Reading
A. Look at the picture and answer the question.
If you wanted to build a colony on a planet, what would you need to know about the planet?

B. Read the text. Underline the main idea of each paragraph.

New Planet
1. Our spacecraft has been in orbit for six weeks around the unnamed planet known as 1971WT-DW93. Thick
clouds of quickly turning gases that surround the planet make it difficult to know what the surface is like.
Slowly, we are learning more information with each probe that we send into the planet’s atmosphere.
Now, we have found evidence of hydrogen, nitrogen, carbon dioxide, and several other gases in the
atmosphere, but no oxygen.

2. We already know that you cannot live on the planet as it is now. The present atmosphere will not support
human life because there is no oxygen. In order to found a colony on this planet, it is certain that a
biosphere will need to be built. We will also need a reliable machine for changing carbon dioxide into
oxygen if we want to establish a long-term, self-sustained colony. Such a colony will not exist for many
years, however, as we are still in the first stages of exploration.

3. Our next step will be to send scientists to the surface to carefully study conditions for themselves. This
group of scientists will examine the land in search of minerals and other resources, as well as suitable
locations to establish a permanent scientific outpost on the planet. Although we are not expecting to find
any, our team of explorers will also record signs of extraterrestrial life. While I would prefer to lead this
expedition myself, my duty is here on board the spacecraft, and so Officer Lyrelle will lead the group in
our first surface expedition.
35 Unit 6 space travel
 Get until
4. Twenty-eight days remain Readyour next meeting with the supply shuttle from earth. The shuttle will
bring much-needed food supplies, equipment, and a team of technicians who will repair mechanical and
electrical problems here on board. New personnel will also travel here with the shuttle, while some of our
current personnel will return home to earth when the shuttle leaves. In addition, we will be sending large
amounts of data forVocabulary
the scientists on earth to evaluate. We also hope to send back samples of rock from
the planet’s surface for laboratory analysis, assuming our exploratory group is a success.

After Reading
Grammar Pair and Share
C. Write the main idea of each paragraph. Write details that support each main idea.

Paragraph 1

Listening
Paragraph 2

Pronunciation
Paragraph 3

Conversation Pair and Share

Paragraph 4

Reading

Writing
Writing Strategy: Use graphic organizers: Clustering
A. Cluster ideas about the question.

1. What would you want and need to live in an outer space colony? Draw a cluster to visualize your ideas.

B. Use your cluster to write a paragraph.

Unit 6 36
 SELFASSESSMENT
Skill:______________________________

PEER ASSESSMENT
Skill:______________________________
Given by:________________________________

I love that… Next time,

remember to…
 Project
In this project, you will write an article about the
discovery of life on another planet and participate
in a class discussion. Use what you know from What is our place in the universe?

Units 4 to 6 to complete the project.

Step 1 Brainstorm
Work with a partner. You are journalists for a newspaper. You are writing a story about NASA finding
life on another planet.

Brainstorm ideas for your story.

Step 2 Research
Go online and find a website about planets and outer space.

Find some useful information to put in your article.

Step 3 Create Step 4 Discuss

Write an article of 80 to 100 words. Discuss with your class what life might be
like on other planets.
Write a title and find an image.
Write some class ideas:
Include details of:
1.
• how life was discovered.
2.
• who discovered it.
3.
• what the life form is like.
• what will happen to the life form in the future.

64 Units 4–6
 SELF-ASSESSMENT
Skill: ________________________________

______________________________________

• List 3 things you ______________________________________

remember from the ___________

lesson.
______________________________________
• Give 2 examples of ______________________________________
what you learned. ___________

• Write 1 question you ______________________________________

have something you ______________________________________
are confused about. ___________

PEER ASSESSMENT
Skill: ____________________________ Given by:____________________
Given by:_____________________________________
It was a great idea to…
_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

I would recommend…

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________
MODELO PEDAGÓGICO: CONSTRUCTIVISMO ENFOQUE/APPROACH: EpC TERM/PERIODO: THIRD 3rd
AREA: HUMANITIES/HUMANIDADES SUBJECT/ASIGNATURA: ENGLISH/INGLÉS GRADE/GRADO: NINTH 9th.
YEAR-LONG UNDERSTANDING GOAL/HILO CONDUCTOR: How can I interact with the world around us through English? / ¿Cómo puedo interactuar con
el mundo que nos rodea a través del inglés?

GENERATIVE TOPICS UNIT-LONG UNDERSTANDING PERFORMANCES OF ONGOING ASSESSMENT

/TOPICOS GOAL /META DE COMPRENSIÓN UNDERSTANDING /EVALUACIÓN CONTINUA
GENERATIVOS /DESEMPEÑOS DE
COMPRENSIÓN
Los estudiantes Los estudiantes comprenderán… Los estudiantes avanzarán hacia Los estudiantes reconocerán que han aprendido a través
harán uso de temas el logro de los objetivos de de…
como … ✓ What are some advantages comprensión al...
✓ PROJECT: research life in two different countries
and disadvantages of
✓ Technology / during the same period in the past. You will prepare
technology and how has it ✓ Identify verbal tenses /
Tecnología Reconocer tiempos verbales and give a class presentation of your findings. / Tienes
affected you? / ¿Cuáles son
como: que investigar la vida en dos países diferentes durante
algunas ventajas y
✓ History / Historia -third conditional el mismo período en el pasado. Prepararás y darás
desventajas de la tecnología
una presentación en clase de tus hallazgos.
y cómo te ha afectado?
✓ Discuss technology and 21st
century skills / Hablar de ✓ General rubric / Rubrica general
✓ What do you know about the
people? / ¿Qué sabes sobre tecnología y las habilidades
✓ Formative Assessment / Evaluación formative:
la gente? del siglo XXI.
Self-assessment /autoevaluación
✓ talk about history / Hablar Peer feedback /coevaluación)
acerca de la historia. Reflection tree, Exit ticket, Exit slip, Traffic light, Self-
marking, Learning journals, Clines, Two stars and a wish,
Feedback sandwich, Cubing

CATS/ heteroevaluacion
One minute paper, Focused listing, Muddiest point and
clearest point.
 UNIT 5 Technology In this unit, I will learn to . . .
• discuss technology and 21st century
skills.
• use reflexive pronouns, because, so,
and neither.
1I Get Ready Pair and Share • guess meaning from context in
listening and reading.
Pair and
What are Share
some advantages and disadvantages of
2 Itechnology andVocabulary
how has it affected you?

A. In pairs, look at the pictures and discuss. How do you think technology has affected each
Discussion of the people’s lives? Listen to the audio.
3I Grammar

4I Listening

5 IIn today’s world,

Pronunciation Pair and Share
we depend on technology in almost all areas of our lives. And while technology is easy
to embrace for many of us, that’s not always true for older generations. They are used to doing things
Pair andtechnology,
without Share or with older technology that is now obsolete. A good example of this is in the travel
6 Ibusiness. In the
Conversation Pairwho
past, most people used travel agents and Share
would give paper tickets, but today, most
people book tickets and make reservations online. It’s difficult to predict where technology will lead us in
the future, but we can be sure of one thing—it’s likely to be an ongoing process of change.
Pair and Share
7 IEducational systems are focusing more on 21st century skills, so they can prepare students for a
Reading
continuously changing world. These skills develop attitudes that will help young people manage their
future successfully. Critical thinking develops the ability
to solve1problems,
I understandGet Ready
how things work, and Pair and Share
make logical decisions. Creative thinking leads to
8 Inew ideas and inventions.Writing
Cooperative thinking With a partner, ask and answer questions
develops teamwork and helps manage change. about the listening activity.
2I Vocabulary
Which skills are educational systems
B. Read the sentences and circle T for True focusing on nowadays? Why?
or F for False.
They are focusing on 21st century
1. Many3people
I Grammar
are happy about T F skills to prepare young people for
technological advances. a continuously changing.
2. Older generations always embrace T F
new technology. Ask and answer questions about education
4 most
3. Today, Listening
I people make travel T F in your country.
reservations with a travel agent.
What is the focus of education
4. Critical thinking helps people T F in your country?
solve problems.
5I Pronunciation Pair and InShare
my country, education
5. Creative thinking helps people T F
work well in teams. focuses on . . .

44 Unit 5
6I Conversation Pair and Share
 Ready Pair and Share

Pair
2 I and Share
Vocabulary
bulary
A. Listen to the audio and read along. Guess the meaning of the words in bold.
3 IArtificial Intelligence
Grammar
(AI) affects many fields and introduces a number of questions. The fact that
ammar AI can do more complex tasks than people worries professionals. If AI has the ability to make logical
decisions, will it replace humans? At the same time, people see the benefits of AI when it is relevant
to their lives. For example, surgeons and patients appreciate advances that make medical procedures
4 Imore accurate and lessListening
painful. Artists also keep up with developments and use smarter technology for
tening amazing graphics and animation. What else can be expected from AI? Will it ever be able to develop
critical thinking and creative thinking skills? Will human intelligence and the thinking process ever be
surpassed and become obsolete? Scientists cannot predict exactly if these theories will come true. In the
Pair
5 and Share
Imeantime, Pronunciation
we Pairbrought
can just embrace the certain benefits and toShare
us by AI.
ciation Pair and Share
Word Box
Pair and Share
6 Iartificial Conversation Pair and Share
sation Pair and Share
intelligence
cooperative thinking
creative thinking
Pair and
7 Icritical Share Reading
thinking
eading embrace
graphic
keep up with
8 Ilogical decision Writing
Writing obsolete
predict
process
Pair and Share
relevant

Pair and Share

B. Choose the correct word from the box to complete the sentences.
1. promotes teamwork 4. You need to use reason regularly in order to
and the sharing of ideas.
make .
2. Some people
5. You should
change, while others do not accept it.
research in your field so that you know about
3. has resulted in recent developments.
important discoveries and inventions.
6. This material is not
to the topic of our project. It is about something
different.

C. Complete the words with the missing letters.

1. pr_ce_ _ 4. cr_ _ic_ _ th_n_ _ng
2. _r_ifi_ia_ i_ _ell_g_ _ce 5. _re_ _ct
3. _ra_ _ics 6. o_s_l_te
Unit 5 45
NAME: ________________________ DATE: ________________________
GRAMMAR WORKSHEET
REFLEXIVE PRONOUNS
I myself. We use a reflexive
You yourself. pronoun to refer back
He himself. to the subject of the
sentence or clause.
She helped herself. Reflexive pronouns end
It itself. in "-self" (singular) or
You (plural) yourselves. "-selves" (plural).
We ourselves.
They themselves.
We can also use reflexive pronouns for emphasis (as “intensive pronouns”). For example, “I did
the homework myself” emphasizes the fact that nobody helped me to do my homework.
 Complete each of the sentences below.

1. My brother likes to practice his English by talking to ______________________.

2. James wasn’t careful and he cut ______________________ with a knife.
3. My sister and I looked at ______________________ in the mirror.
4. The repair shop was closed, so I fixed the car ______________________.
5. Did you enjoy ___________________________ at the party last night?
6. Cats can get clean by licking ___________________________.
7. (A) Did the cleaners clean the house? (B) No, I did it ______________________!
8. Mr. Smith burned ______________________ while he was cooking.
9. He dried ______________________ after he took a shower and went downstairs.
10. Can you teach ______________________ to play the piano?
11. My little sister dressed ___________________________. She didn’t need any help.
12. Why is your dog scratching ______________________? Does it have fleas?
13. John and Thomas, did you ask ______________________ the question?
14. Mrs. Brown, please help ______________________ to the cookies and drinks.
15. I introduced ______________________ to my new classmates.
Permission granted to reproduce for classroom use. © www.allthingsgrammar.com
 Reading
Reading Strategy: Contextualize
Before Reading Writing
A. Look at the picture and answer these questions.
1. Have you ever been to a festival? What was the festival
about? What activities happened there?

B. Read the text. Underline words you don’t know.

Burning Man
The Burning Man festival in Gerlach, Nevada is unlike any other festival on Earth. Each year, more than
60,000 “Burners” from all over the world converge in the desert and come together in a communal process
to build a lively city in the empty desert landscape: Black Rock City. This temporary city takes its name from
Black Rock Desert, which is its home.

Burning Man offers a wide variety of workshops, music, and interactive experiences for participants. These
are all run by the Burners themselves, as their gift to the community. Another important part of Burning
Man are the large-scale art installations around the city. These creative structures may be made of unusual
materials or covered with eye-catching graphics, from photographs to poetry.

Many Burners get around Black Rock City in “Mutant Vehicles,” regular cars, buses, or other motorized
vehicles that have been changed into new, unique creations. These vehicles show a lot of creative thinking
in their development! They often have strange appearances or unusual features, such as LED lights, powerful
music systems, and even the ability to shoot fire into the air.

What really sets Burning Man apart from other festivals are its core principles, ideas that reveal the central
beliefs of its organizers. Burners embrace these principles wholeheartedly, believing in these ideas and
giving every effort to make them a reality for the week that the city exists. These principles include radical
inclusion – everyone is included; radical self-reliance – every person takes care of him or herself; and radical
self-expression – every person is free to show and be who he or she truly is inside. Burning Man allows
participants to step outside of traditional or ordinary ways of acting, and to try new and different things –
radical ideas, indeed, in a society where most people simply try to fit in or keep up with the Joneses.

At the end of the week, the city disappears as if it never existed, with participants leaving no trace that they
were ever there. The ground is once again bare, the land once again empty. The Burners return to their
“normal” lives until the next year, when Black Rock City will rise again from the dust.

29 Unit 5 DISCOVERIES AND INVENTIONS

 Grammar Pair and Share
After Reading
C. Match the words to their meaning. Use context clues from the text.

• Listening
something that is different from others of its type
1. converge •
because of a permanent change

2. installations • • enthusiastically
Pronunciation
3. mutant • • come together; meet

4. core • • no sign that something has happened or existed

Conversation Pair and Share
5. wholeheartedly • • outside of traditional or ordinary; new and different

6. radical • • exhibits; structures

Reading
7. leaving no trace • • central

Writing
Writing Strategy: Write a short description of an event
A. Follow the steps to write about an event.

Steps
1. Choose an event you have attended or would like to attend.
2. Describe the location. Where was it? What was special about it?
3. Write about the people. Who attended? How many? Were there performers? What did the people look
like? How did they act?
4. Write about the atmosphere and activities. What did it feel like to be there? What things were happening?
How did people feel?
5. Write a short paragraph to describe the event.

Unit 5 30
 SELFASSESSMENT(Check me out)
Skill:______________________________

Share something you are

beginning to understand.

Share something you

understand

Share something you need to

understand.

PEER ASSESSMENT
Skill:______________________________
Given by:________________________________

I noticed…

I really liked how…

Have you thought of……

 UNIT 11 History In this unit, I will learn to . . .
• talk about history.
• listen for cause and effect and predict
when reading.
• talk about hypothetical situations.
1I Get Ready Pair and Share
Pair and Share
Why do we study history?
2I Vocabulary
A. Look at the pictures and read the text. What do you know about the people? Listen to
the audio.
Discussion

3I Grammar

4I Listening

5 IIf America was

Pronunciation Pairthe
discovered, no one lived there before and Share
Europeans arrived, right?

Pair andthere
Actually, Share
were millions of indigenous people living on the continent before the Europeans arrived
in the 15th century. So from the European point of view, they discovered America, but not if you look at it
from the perspective of an indigenous American!
6I Conversation Pair and Share
“Perspective” is the key word here. When you study history, you study a series of events which have
Pair and
been Share by historians, according to their perspective.
reconstructed

7 IUntil the 1960s, most Reading

historians were men, and so history was written from their perspective. This
means that students had always learned about historical men (often kings or emperors) and their role
in politics and wars. Then, half a century ago, the
voice of women historians began to be heard. And
1I Get Ready Pair and Share
8 Ithe perspective changed Writing
. . . history was suddenly
not only about battle dates and political figures, but
With a partner, ask and answer questions
also about the role of women. This focused more on about the text.
2I
society. Vocabulary
How many people lived on the
B. Read the sentences and circle T for True or ­American continent before the
F for False. ­Europeans arrived?
3I Grammar
1.      Europeans arrived in America in the T   F
It doesn’t say exactly how many.
15th century.

2. Indigenous Americans didn’t think that T   F Ask and answer questions about yourself.
4 I was “discovered” byListening
America the
Europeans. Do you find the study of daily life in
3. The role of women was unimportant T   F the past interesting?
in the past.
5I Pronunciation Pair andYes,Share
I would like to know how
people lived in the past.

108 Unit 11
6I Conversation Pair and Share
Pair
2 I and Share
Vocabulary

A. Listen to the audio and read along. Guess the meaning of the words in bold.
3 II would encourage Grammar
you to read a biography of the Roman Emperor Nero. It’s a really good way of
understanding the period and getting into the way of life of the people who lived during that time. The
Roman Empire was a very advanced civilization and Nero was a lover of culture and art. But he was also
very cruel—he treated Christians terribly and even threw them to the lions.
Pair
4 I and Share Listening

Word Box
5 Ibattle Pronunciation
period Pair and Share
biography point of view
civilization political role
Pair
6 and Share
cruel
Iencourage
treat
Conversation Pair and Share
way of life
historical

Pair
7 I and Share Reading

Pair
8 and Share
IB. Complete Writing
the sentences using words or phrases from the Word Box.
1. The book, Lives of the Twelve Caesars, is one of the best ever written.

2. The system in the U.S. is a two-party system. The Democrats or the Republicans
Pairhave
andwon
Share
every election since 1852!

3. One of the most popular figures in the world is Mahatma Gandhi.

4. It is thought that one of the earliest was in Mesopotamia. The people there were
among the first to develop a system of writing.

5. The most important in ancient Greece took place in Marathon in 490 B.C.E. The
Greeks won against the Persian invaders.

6. Nelson Mandela’s in ending apartheid in South Africa was central to its success.

C. Write the words next to their meaning.

1. extremely unkind or causing people to suffer

2. opinion

3. length of time

4. behave towards someone in a particular way

5. how an individual or a society lives

6. persuade someone to do something

Unit 11 109
NAME: ________________________ DATE: ________________________
GRAMMAR WORKSHEET
THIRD CONDITIONAL
“if” clause main clause
If she had run faster, She would have won the race.
could have
might have

main clause “if” clause

She would have won the race. if she had run faster,
could have
might have

NOTE 1: To form negative sentences, add ‘not’ after ‘would’, ‘could’ and ‘might’.
Example: “If she had run slowly, she might not have won the race.”

NOTE 2: To form negative sentences, add ‘not’ after ‘had’.

Example: “If she hadn’t run slowly, she might have won the race.”

⚫ Complete the sentences below by making Third Conditional statements. Use

your imagination!

1. If I had worked harder, ________________________________________________

2. If John had bought a new car, _________________________________________

3. If Mrs. Brown hadn’t found her cat, ______________________________________

4. If I hadn’t forgotten my key, ____________________________________________

5. _________________________________________, you might have gotten hurt.

6. __________________________________________, I could have been famous.

7. ____________________________________, Tom would have passed his exam.

8. _______________________________________, they might have been happier.

9. If I hadn’t found a new job, ____________________________________________

10. If it had rained yesterday, ______________________________________________

11. If we had arrived on time, ______________________________________________

12. If the dog had bitten me, ______________________________________________

Permission granted to reproduce for classroom use. © www.allthingsgrammar.com
 Reading
Reading Strategy: Predict
Writing

Before Reading
A. Look at the pictures and answer the question.

Can you predict what this article is about? Make two predictions.

B. Read the text. Underline words and phrases that support your prediction.

A Cruel Future?
Many authors have written about what Earth might be like if events had happened differently. Often, these
stories talk about dystopian civilizations—societies where life is unpleasant or even horrible for most of the
people. Such novels are often set in a future time period, rather than a historical one.

One such story is Battle Royale, by Koushun Takami. The story takes place in the near future in a fictional
country called the Republic of Greater East Asia. The cruel military leaders of this country force a group of
50 young students to compete in a battle to the death. The goal of the competition is to create fear of
the government in the people.

A similar futuristic tale is The Hunger Games, by Suzanne Collins, in which a wealthy Capitol city controls
12 districts in the fictional country of Panem. The story is told from the point of view of Katniss Everdeen,
a teenager who lives in the poorest district of the country. Hunting in the forest has become a way of life
for Katniss; she uses her bow and arrow to feed her starving family.

Much like the characters in Battle Royale, Katniss is selected as Tribute to participate in a televised battle to
the death, the “Hunger Games.” In her role as Tribute, however, Katniss becomes a symbol for the people's
refusal to be controlled or ruled by politicians. This is what worries Capitol city the most.

Both stories imagine a future that is about the same as today’s world, but also very different. These stories
challenge the reader to think about the world we live in, how people should treat each other, and what we
want our own future world to be like.
65 Unit 11 history
 Get Ready

After Reading
Vocabulary
C. Answer the questions.
1. What was the first prediction you made before you read the passage?

Grammar Pair and Share

2. Was that prediction accurate? Why or why not?

Listening

Pronunciation
3. What is one prediction about the future that the author makes in Battle Royale?

Conversation Pair and Share

4. What is one prediction about the future that the author makes in The Hunger Games?

Reading

Writing
Writing Strategy: Write a summary
A. Follow the steps to write a summary about a book or movie.

Steps
1. Choose a book or movie you enjoy.
2. Describe the setting. When and where does the story take place?
3. Write about the main characters. Are there “good” and “bad” characters?
4. Write about the plot. What are the main events that happen?
5. Write a paragraph that summarizes the story. Include your ideas about the story’s main message or theme.

Unit 11 66
 PEER ASSESSMENT (Two starts and a wish)

Skill: _______________________________
Classmate name:_______________________________

I really like the way you _____________________________

_______________________________________________________

_______________________________________________________

It was interesting how you ___________________________

________________________________________________________

________________________________________________________

It would be great if__________________________

_______________________________________________
________________________________________________

TEACHER FEEDBACK
Skill:____________________________________
 Project
In this project, you will research life in two different
countries during the same period in the past. What can we learn from history?

You will prepare and give a class presentation of

your findings. Use what you know from Units 10 to
12 to complete the project.

Step 1 Brainstorm
Work with a partner. Choose a period in the past and two countries.

Make sure that your two countries are very different.

Step 2 Research
Go online and research life in the two countries during the period you have chosen. Choose some of
these areas to investigate, or think of your own:

1. education
2. work
3. family life
4. free-time activities
5. health and medicine
6. system of government
7. food
8. clothing

Step 3 Create and rehearse Step 4 Present

Prepare your presentation. Make your presentation to the class.
• Organize it into sections. • Don’t speak too quickly.
• Write your presentation as notes, not • Look at your audience as you speak.
a script. • Sound interested—vary your intonation
• Prepare a short introduction to “hook” for example.
your audience. • Don’t forget to ask questions.
• Decide who will present each section.
• Rehearse your presentation.

128 Units 10–12

 PEER ASSESSMENT
Skill:___________________________________________
Classmate name:______________________________

What To improve your work, you need to…

went
well:

Even I feel you did well with…

better
If:

Next I’d like to see you try to…

step:

TEACHER FEEDBACK
Skill:________________________________
 LISTA DE VERBOS IRREGULARES
INFINITIVO PASADO SIMPLE PARTICIPIO ESPAÑOL
PASADO
Arise Arose Arisen Surgir, Levantarse
Awake Awoke Awoken Despertarse
Be/ am, are, is Was / Were Been Ser / Estar
Bear Bore Borne / Born Soportar, dar a luz
Beat Beat Beaten Golpear
Become Became Become Llegar a Ser
Begin Began Begun Empezar
Bend Bent Bent Doblar
Bet Bet Bet Apostar
Bind Bound Bound Atar, encuadernar
Bid Bid Bid Pujar
Bite Bit Bitten Morder
Bleed Bled Bled Sangrar
Blow Blew Blown Soplar
Break Broke Broken Romper
Breed Bred Bred Criar
Bring Brought Brought Traer Llevar
Broadcast Broadcast Broadcast Radiar
Build Built Built Edificar
Burn Burnt / Burned Burnt / Burned Quemar
Burst Burst Burst Reventar
Buy Bought Bought Comprar
Cast Cast Cast Arrojar
Catch Caught Caught Coger
Come Came Come Venir
Cost Cost Cost Costar
Cut Cut Cut Cortar
Choose Chose Chosen Elegir
Cling Clung Clung Agarrarse
Creep Crept Crept Arrastrarse
Deal Dealt Dealt Tratar
Dig Dug Dug Cavar
Do (Does) Did Done Hacer
Draw Drew Drawn Dibujar
Dream Dreamt /Dreamed Dreamt /Dreamed Soñar
Drink Drank Drunk Beber
Drive Drove Driven Conducir
Eat Ate Eaten Comer
Fall Fell Fallen Caer
Feed Fed Fed Alimentar
Feel Felt Felt Sentir
Fight Fought Fought Luchar
Find Found Found Encontrar
Flee Fled Fled Huir
Fly Flew Flown Volar
Forbid Forbade Forbidden Prohibir
Forget Forgot Forgotten Olvidar
Forgive Forgave Forgiven Perdonar
Freeze Froze Frozen Helar
Get Got Got / Gotten Obtener
Give Gave Given Dar
Go (Goes) Went Gone Ir
Grow Grew Grown Crecer
Grind Ground Ground Moler
Hang Hung Hung Colgar
Have Had Had Haber o Tener
Hear Heard Heard Oir
Hide Hid Hidden Ocultar
Hit Hit Hit Golpear
Hold Held Held Agarrar Celebrar
Hurt Hurt Hurt Herir
Keep Kept Kept Conservar
Know Knew Known Saber Conocer
Kneel Knelt Knelt Arrodillarse
Knit Knit Knit Hacer punto
Lay Laid Laid Poner
Lead Led Led Conducir
Lean Leant Leant Apoyarse
Leap Leapt Leapt Brincar
Learn Learnt / Learned Learnt / Learned Aprender
Leave Left Left Dejar
Lend Lent Lent Prestar
Let Let Let Permitir
Lie Lay Lain Echarse
Light Lit Lit Encender
Lose Lost Lost Perder
Make Made Made Hacer
Mean Meant Meant Significar
Meet Met Met Encontrar
Mistake Mistook Mistaken Equivocar
Overcome Overcame Overcome Vencer
Pay Paid Paid Pagar
Put Put Put Poner
Read Read Read Leer
Ride Rode Ridden Montar
Ring Rang Rung Llamar
Rise Rose Risen Levantarse
Run Ran Run Correr
Say Said Said Decir
See Saw Seen Ver
Seek Sought Sought Buscar
Sell Sold Sold Vender
Send Sent Sent Enviar
Set Set Set Poner(se)
Sew Sewed Sewed / Sewn Coser
Shake Shook Shaken Sacudir
Shear Shore Shorn Esquilar
Shine Shone Shone Brillar
Shoot Shot Shot Disparar
Show Showed Shown Mostrar
Shrink Shrank Shrunk Encogerse
Shut Shut Shut Cerrar
Sing Sang Sung Cantar
Sink Sank Sunk Hundir
Sit Sat Sat Sentarse
Sleep Slept Slept Dormir
Slide Slid Slid Resbalar
Smell Smelt Smelt Oler
Sow Sowed Sowed / Sown Sembrar
Speak Spoke Spoken Hablar
Speed Sped Sped Acelerar
Spell Spelt Spelt Deletrear
Spend Spent Spent Gastar
Spill Spilt / Spilled Spilt / Spilled Derramar
Spin Spun Spun Hilar
Spit Spat Spat Escupir
Split Split Split Hender / partir / rajar
Spoil Spoilt / Spoiled Spoilt / Spoiled Estropear
Spread Spread Spread Extender
Spring Sprang Sprung Saltar
Stand Stood Stood Estar en pie
Steal Stole Stolen Robar
Stick Stuck Stuck Pegar Engomar
Sting Stung Stung Picar
Stink Stank/Stunk Stunk Apestar
Stride Strode Stridden Dar zancadas
Strike Struck Struck Golpear
Swear Swore Sworn Jurar
Sweat Sweat Sweat Sudar
Sweep Swept Swept Barrer
Swell Swelled Swollen Hinchar
Swim Swam Swum Nadar
Swing Swung Swung Columpiarse
Take Took Taken Coger
Teach Taught Taught Enseñar
Tear Tore Torn Rasgar
Tell Told Told Decir
Think Thought Thought Pensar
Throw Threw Thrown Arrojar Tirar
Thrust Thrust Thrust Introducir
Tread Trod Trodden Pisar, hollar
Understand Understood Understood Entender
Undergo Underwent Undergone Sufrir
Undertake Undertook Undertaken Emprender
Wake Woke Woken Despertarse
Wear Wore Worn Llevar puesto
Weave Wove Woven Tejer
Weep Wept Wept Llorar
Wet Wet Wet Mojar
Win Won Won Ganar
Wind Wound Wound Enrollar
Withdraw Withdrew Withdrawn Retirarse
Wring Wrung Wrung Torcer
Write Wrote Written Escribir