NLC English 9-10 Intervention WB v.1

9&10 English Intervention Learning Camp Student Workbook Intervention Learning Camp English Student Workbook Grades 9-10 Weeks 1 to 3 . Contents Introduction for Learners ........................................................................................................... 1 Time in class ........................................................................................................................... 1 Mistakes ................................................................................................................................. 2 Practice................................................................................................................................... 2 It is important that you try and try again .............................................................................. 2 Flash Card Graphs for Weeks 1-3............................................................................................... 3 Day 1 .......................................................................................................................................... 6 Lesson 1 – Speaking and Listening ......................................................................................... 6 Lesson 2 – Introduce Reading Text ........................................................................................ 7 Lesson 3 – Comprehension and Consolidation .................................................................... 11 Day 2 ........................................................................................................................................ 15 Lesson 4 – Speaking and Listening ....................................................................................... 15 Lesson 5 – Introduce Reading Text ...................................................................................... 17 Lesson 6 – Comprehension and Consolidation .................................................................... 20 Day 3 ........................................................................................................................................ 24 Lesson 7 – Speaking and Listening ....................................................................................... 24 Lesson 8 – Introduce Reading Text ...................................................................................... 26 Lesson 9 – Comprehension and Consolidation .................................................................... 30 Day 4 ........................................................................................................................................ 34 Lesson 10 – Speaking and Listening ..................................................................................... 34 Lesson 11 – Introduce Reading Text .................................................................................... 36 Lesson 12 – Comprehension and Consolidation .................................................................. 41 Day 5 ........................................................................................................................................ 47 Lesson 13 – Speaking and Listening ..................................................................................... 47 Lesson 14 – Introduce Reading Text .................................................................................... 49 Lesson 15 – Comprehension and Consolidation .................................................................. 52 Day 6 ........................................................................................................................................ 58 Lesson 16 – Speaking and Listening ..................................................................................... 58 Lesson 17 – Introduce Reading Text .................................................................................... 60 Lesson 18 – Comprehension and Consolidation .................................................................. 64 Day 7 ........................................................................................................................................ 68 Lesson 19 – Speaking and Listening ..................................................................................... 68 Lesson 20 – Introduce Reading Text .................................................................................... 70 Lesson 21 – Comprehension and Consolidation .................................................................. 74 Day 8 ........................................................................................................................................ 79 Lesson 22 – Speaking and Listening ..................................................................................... 79 Lesson 23 – Introduce Reading Text .................................................................................... 80 Lesson 24 – Comprehension and Consolidation .................................................................. 84 Day 9 ........................................................................................................................................ 88 Lesson 25 – Speaking and Listening ..................................................................................... 88 Lesson 26 – Introduce Reading Text .................................................................................... 89 Lesson 27 – Comprehension and Consolidation ................................................................. 93 Introduction for Learners Welcome to the National Learning Camp. You are probably aware that this Intervention Camp is only open to students, like yourself, who have just completed Grade 9 or Grade 10 in schools across the country. Like you, they have also chosen to volunteer to be part of this important national education program. This year the Intervention Camp will focus on two subjects, namely, Intervention Mathematics and Intervention English. The Plan The plan is for you to attend school on three days each week. These days are Tuesday, Wednesday and Thursday. You will undertake six lessons each day. The purpose is to help you further strengthen your learning. You will take part in specially designed lessons. The lessons you are involved in are designed to help you revisit ideas in fundamental areas of English vocabulary and reading. Reading texts in English may be familiar to you. If this is the case, that is excellent. However, the questions are: How fast can you see a word and read it? and Do you also understand the words and the texts that you are reading? It turns out that such skills as fast recall of fundamental reading skills are very important for the learning brain. These skills help you to proceed with your learning in all other subjects. It is good to aim to be able to read about 60 or more basic words in a minute. This is one of your important challenges in this Intervention Camp. Time in class How you use your time in lessons is very important. You will only have 45 minutes for each lesson. It is important that you work with the teacher and your classmates as closely as you can. This means you will be expected to: ▪ start each lesson as quickly as possible, ▪ recognize the lesson pattern and help the teacher as you move from one component to another, ▪ pay attention when the teacher or students in your class are talking about the work, and ▪ try your best with the different activities that make up the lesson. You will have opportunities to write your answers down and explain your reasons or justifications to the teacher or classmates. There will be time to work on your own, but at other times, you will work with your classmates and report to the class. 1 Mistakes One important fact about the brain is relevant to all learning and to you. It might surprise you! It concerns making mistakes. Making mistakes while learning and trying to improve your skills and understanding is part of the brain’s process. So, learning from mistakes is an important pathway of our learning journey. When a genuine mistake is made: ▪ do not be ashamed or embarrassed, ▪ do try to learn from your mistake, ▪ be willing to talk about your mistakes, ▪ try to understand why you committed a mistake, and ▪ find out how to correct the mistake. Too often learners are shy because they feel that they have failed because of the errors/mistakes committed in their lessons. This should not be the case. Anyone may commit mistakes as they learn new material – anyone. As Niels Bohr, a very famous scientist and a Nobel Prize awardee for Physics, once said: An expert is a person who has made all the mistakes that can be made in a very narrow field. Everyone may make mistakes, even experts. It is a vital part of learning. If you make mistakes, it is a sign that you are moving your learning forward or, maybe, you need to return to earlier learning and fill in some gaps. Mistakes and/or errors tell you and the teacher about your thinking and where you need help or practice (we call it deliberate practice) to do better. The teacher and you should celebrate finding the mistake as it will help you both know what new learning, help or further practice is needed. You might be surprised, but if you do not make genuine mistakes and fix them, your learning will not proceed efficiently. Practice If you want to be good at something, you must practice it. Practice alerts the brain that this information needs to be remembered and to store the information in your head. Effort requires persistence, but it is not supposed to be difficult and punishing. It may be continued until one learns. There are no tricks. This is what the brain needs to learn. It is important that you try and try again Learning is a competition with yourself, not others. It is recognizing how your effort results in showing you where and how you are doing better. To achieve this, you need to try. If you try, you can be as good as you want to be. The Team of Educators involved in the Learning Camp wish you well in your education future. Our wish is that you will see benefits of the learnings you have made at the Camp in your work when you return to school. Also, our hope is for you to want to learn more and use this knowledge to learn more. 2 Flash Card Graphs for Weeks 1-3 1. You will use the graphs on this page and the following pages every day in the Flash Card component: the second daily lesson, Component 4 and the third daily lesson, Component 1. There are enough copies of this Flash Card Graph here for you to record your progress twice per day for 9 days. 2. Work in pairs or small groups of 3. 3. Each pair/group has a set of flash cards for weeks 1-3. 4. There are 60 flash cards in each set. 5. The goal is to read as many as you can correctly in one minute. 6. Your teacher will explain how to use the flash cards and how to record your progress on the graphs. Flash Cards How many FLASH CARDS can I read in ONE MINUTE? Student name: 60 50 40 30 20 10 0 No. cards correct Flash card set Week 1 10 Number of errors 5 0 Number of errors Date 3 Flash Cards How many FLASH CARDS can I read in ONE MINUTE? 60 50 40 30 20 10 0 No. cards correct Flash card set Week 2 10 Number of errors 5 0 No. errors Date 4 Flash Cards How many FLASH CARDS can I read in ONE MINUTE? 60 50 40 30 20 10 0 No. cards correct Flash card set Week 3 10 Number of errors 5 0 No. errors Date 5 Day 1 Lesson 1 – Speaking and Listening Time: 45 minutes Component 1: Lesson Introduction (10 mins) ▪ Look at the pictures and answer the teacher’s questions. Component 2: Listening to the Text (15 mins) ▪ ▪ ▪ Listen to the story. Listen for the answer to the question: What did the narrator’s friend tell her about the house? Answer the teacher’s questions. Component 3: Focus Words (5 mins) ▪ Listen to the teacher and then repeat the focus words after them: shadow giant huge Hairy cigar looked foul usually People whispered friends hide-and-seek sound Behind dreadful laugh menacing underground Froze hulking figure bright shone Stringy heart pounded wildly terrible Nothing haunted Component 4: Speaking-Listening Activities (10 mins) 1. Have you heard any stories about other ghosts or monsters? 2. Have you ever heard any stories about a Kapre? 3. Do you believe them? Why or why not? 4. With your partner, tell the story about the “The Shadow of a Kapre” that you just heard. Component 5: Lesson Conclusion (5 mins) ▪ ▪ Work with a partner. One of you is the narrator of the story and the other is the friend. Have the conversation between the narrator and the friend about the narrator’s house and the kapre. 6 Lesson 2 – Introduce Reading Text Time: 45 minutes Component 1: Review Previous Lesson (5 mins) ▪ Can you remember the story about the kapre? Help the teacher retell the story. Component 2: Review Focus Words and Word Meanings (10 mins) ▪ ▪ ▪ shadow giant huge hairy cigar looked foul usually people whispered friends hide-and-seek sound behind dreadful laugh menacing underground froze Hulking figure bright shone stringy Heart pounded wildly terrible nothing Haunted Repeat the focus words after the teacher. Read the focus words with a partner or in a group. Which words do you know? Which words don’t you know? If you don’t know a word, look it up in the list below: The Shadow of a Kapre – Word Meanings shadow – a dark shape giant –a very big Kapre – a tree giant stilt house – a house on top of made by something between a light source and a surface person; a mythical being of superhuman size from Philippine mythology a set of posts to lift it off the ground "Kapre of Philippine Folklore Commons" by Rodsan18 at English Wikipedia. (Original text: Original illustration created by Dragonbite.) is licensed under CC BY 2.5. star apple tree – a big haunted – smoking – sucking on tree that grows star apples describing a place that has ghosts the end of a cigarette or cigar and then blowing out the smoke cigar – tobacco rolled in a steal – take robbed – took robber – a person who takes tobacco leaf into a long round shape for smoking something for yourself without permission something from a person or place without permission something from a person or place without permission 7 hairy – with a lot of hair huge – very big foul – very bad, awful to dreadful – very bad, terrible – very bad, awful, your senses very unpleasant froze – stopped moving because of fear; past tense of freeze bright – giving out a lot of light, full of light spread – move out whispered – spoke very into a wider area softly awful, very unpleasant menacing – scary, frightening, disturbing hide-and-seek – a turn – a time in a “it” – the player in a game for children in which one or more people hide and one person has to find them look for – search, find sequence for a person to do something. In hideand-seek, each person has a turn to hide. sound – something you can hear game who must catch the other players. heard – sensed a laugh – what you do underground – under sound; listened to a sound; past tense of hear when you hear or see something funny or below the ground 👀 behind – at the back bushes – middle sized plants of something hulking – very big and heavy 👀 👀👀 figure – a shape of a roof – the top of a house shone – gave out a person or animal or other building smell – something you whole – all of something heart – the organ in can sense with your nose stringy – like string bright light, past tense of shine family – a group of people your body that pumps blood with mother, father and child or children nothing – not anything pounded – beat with a wildly – in a way that nobody – no person, strong and regular rhythm shows a strong emotion no one Component 3: Word Study (5 mins)    Verbs – regular and irregular Find the verbs in the focus word list: shadow giant huge hairy cigar looked foul usually people whispered friends hide-and-seek sound behind dreadful laugh menacing underground froze hulking figure bright shone stringy heart pounded wildly terrible nothing haunted -ed is the past tense suffix for regular verbs. Circle the verbs that end in ‘-ed’ in the focus word list 8 Component 4: Flash Cards (5 mins) ▪ ▪ ▪ ▪ Look at the Flash Card graph on page 3 of this workbook. Listen to the teacher reading the flash cards for Week 1 and repeat after them. Work with a partner or in a group to read the flash cards and record your score. How many flash cards can you read in one minute? Is that more than yesterday? Component 5: Reading and Fluency Practice (15 mins) ▪ ▪ Listen to the teacher reading the text and follow along with the text below. Underline any words that you don’t know. Go back to look up the word in the word meanings list if you need to. Text 1 The Shadow of a Kapre by Gerrilyn Cadiz When I was about 8 years old, my family moved to an old house in Bulacan. It was a nice old house with a bahay kubo -- a stilt house -- in the garden under a giant star apple tree. My new friend next door told me that my house was haunted. She said a kapre -- a tree giant -- lived in the star apple tree. A kapre is a huge, hairy man, usually seen smoking a cigar. People say these giants like to steal sleeping children and eat them. Suddenly a foul smell spread through the air. “It’s the kapre,” my friend whispered. One day, some houses in our street were robbed. That night, when the moon was full, all the men in the street went out to look for the robber. My mother was in the house, talking with her friends. My sister and our friends stayed out in the garden, playing hide-and-seek. It was my turn to be “it.” My sister and our friends were hiding. I looked around for them. There was a soft sound behind the bushes. Suddenly, there was a dreadful smell in the air. Then I heard a laugh. It was a deep and menacing laugh. The sound seemed to come from far underground. I froze. Slowly, I turned toward the sound. There, on the ground, was the shadow of a big, hulking figure on the roof of the house. The bright light of the moon shone behind the giant. His head was huge. It had long, stringy hair, and his body covered the whole roof! My heart pounded wildly! I turned to look at the house. Nobody, nothing, was there. I looked back down at the shadow. The figure was gone, and so was that terrible smell. We moved away from that house after about twenty months – the longest time any family has ever lived there. Adapted and simplified from Cadiz, Gerrilyn. (2002). The Shadow of a Kapre. In Maniego, Gianna (compiler/editor). True Philippine Ghost Stories (pp. 30-34). Quezon City: PsiCom Publishing. https://archive.org/details/true-philippineghost-stories-1/page/29/mode/2up ▪ Practice reading Text 1 with the teacher and in groups. 9 Component 6: Lesson Conclusion (5 mins) 1. Sort the regular verbs from the irregular verbs. 2. Write the irregular verbs into the first column in the table below. 3. Write the regular verbs into the correct columns depending on the pronunciation of the suffix -ed ▪ Complete the activity on regular and irregular verbs. was moved told said Irregular verbs -ed sounds like t whispered looked pounded Regular verbs -ed sounds like d 10 shone froze -ed sounds like ed Lesson 3 – Comprehension and Consolidation Time: 45 minutes Component 1: Flash Cards (5 mins) ▪ ▪ ▪ ▪ Go back to the Flash Card graph on page 3 of this workbook. Work with a partner or in a group to read the flash cards and keep your score. How many flash cards can you read in one minute? Did you do better in this lesson than in the previous lesson? Component 2: Focus Words (5 mins) ▪ ▪ ▪ Repeat the focus words after the teacher. Read the focus words with a partner or in a group. Which words do you know? Which words don’t you know? If you don’t know a word, look it up in the word meanings list in the previous lesson. shadow giant huge hairy cigar looked foul usually people whispered friends hide-and-seek sound behind dreadful laugh menacing underground froze hulking figure bright shone stringy heart pounded wildly terrible nobody haunted Component 3: Word Study (5 mins) ▪ ▪ ▪ Suffixes -ly and -y Find the words in the focus word list that end in -ly. Find the words in the focus word list that end in just -y Component 4: Comprehension Exercise and Feedback (10 mins) ▪ How to answer questions: o Underline the important information in the question. o What is the question asking for? What is the question word? o Circle the verb in the question. o Go to the text and underline the answers. o Write your answers in your workbooks. ▪ Work with a partner to find the information in the text and answer the questions. Write your answers below. 11 The Shadow of a Kapre by Gerrilyn Cadiz When I was about 8 years old, my family moved to an old house in Bulacan. It was a nice old house with a bahay kubo -- a stilt house -- in the garden under a giant star apple tree. My new friend next door told me that my house was haunted. She said a kapre -- a tree giant -- lived in the star apple tree. A kapre is a huge, hairy man, usually seen smoking a cigar. People say these giants like to steal sleeping children and eat them. Suddenly a foul smell spread through the air. “It’s the kapre,” my friend whispered. One day, some houses in our street were robbed. That night, when the moon was full, all the men in the street went out to look for the robber. My mother was in the house, talking with her friends. My sister and our friends stayed out in the garden, playing hide-and-seek. It was my turn to be “it.” My sister and our friends were hiding. I looked around for them. There was a soft sound behind the bushes. Suddenly, there was a dreadful smell in the air. Then I heard a laugh. It was a deep and menacing laugh. The sound seemed to come from far underground. I froze. Slowly, I turned toward the sound. There, on the ground, was the shadow of a big, hulking figure on the roof of the house. The bright light of the moon shone behind the giant. His head was huge. It had long, stringy hair, and his body covered the whole roof! My heart pounded wildly! I turned to look at the house. Nobody, nothing, was there. I looked back down at the shadow. The figure was gone, and so was that terrible smell. We moved away from that house after about twenty months – the longest time any family has ever lived there. Adapted and simplified from Cadiz, Gerrilyn. (2002). The Shadow of a Kapre. In Maniego, Gianna (compiler/editor). True Philippine Ghost Stories (pp. 30-34). Quezon City: PsiCom Publishing. https://archive.org/details/truephilippine-ghost-stories-1/page/29/mode/2up The Shadow of a Kapre– Comprehension 1. What is the problem with the house that the narrator’s family live in? __________________________________________________________________________________ I got it! Maybe? Didn’t get it. 2. Where does the kapre live? How do you know it is near? __________________________________________________________________________________ __________________________________________________________________________________ I got it! Maybe? 12 Didn’t get it. 3. Compare the kapre from the story with the giant in the picture below. What is the same or different? __________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ I got it! Maybe? Didn’t get it. 4. Why were the children playing hide-and-seek outside that night? __________________________________________________________________________________ __________________________________________________________________________________ I got it! Maybe? Didn’t get it. 5. How could the narrator see the shadow of the kapre? Was the moon behind or in front of the narrator? __________________________________________________________________________________ __________________________________________________________________________________ I got it! Maybe? Didn’t get it. 6. Do you think the narrator’s sister and her friends saw or smelled the kapre? Explain why or why not. __________________________________________________________________________________ __________________________________________________________________________________ I got it! Maybe? Didn’t get it. Component 5: Comprehension Extension (5 mins) ▪ ▪ ▪ What question words do you know? Work with a partner. Write a “what” question about Text 1. __________________________________________________________________________________ ▪ Find a new partner and ask them your question. ▪ Answer your partner’s question. 13 Component 6: Games (10 mins) ▪ ▪ ▪ ▪ Bingo! Write words at random from the list below into the bingo grid – one word for each square. The teacher will read a word from the list. If the word is in your Bingo sheet, cross (X) it off. When you have crossed out 5 in a row across ( ), down ( ) or diagonally ( ), call out Bingo! The person who finishes first is the winner. Play the game again on the second bingo sheet if there is time. Essential word list 3 made make take came same gave away day may play ▪ way he she me we even the these I find Like Nice Time By Fly My Try Why Both Go If there is time, play the game one more time. Component 7: Wrap Up and Consolidation (5 mins) ▪ Answer the teacher’s questions: o What have you learned today? o Did you like the story? o What did you like best about the lessons today? o What do you need to work on tomorrow? 14 goes going home most no only open so those use Day 2 Lesson 4 – Speaking and Listening Time: 45 minutes Component 1: Lesson Introduction (10 mins) ▪ Look at the pictures and answer the teacher’s questions. Component 2: Listening to the Text (15 mins) ▪ ▪ ▪ Listen to the text about “The Tree of Life”. Listen for the followings answer to a question: What can coconuts be used for? Answer the teacher’s questions. Component 3: Focus Words (5 mins) ▪ Listen to the teacher and then repeat the focus words after them: coconut Whole tree industry example fruit Fire water you float husk Rope grow Philippines help drink Use every wood flesh shell Life many eat be 15 Component 4: Speaking-Listening Activities (10 mins) ● Work with a partner to answer the question: What are some of the uses of coconuts in the Philippines? ● Do you use coconuts at home? What do you use them for? ● Do you like eating coconut? Do you like drinking coconut water? ● What is your favorite food with coconut? Component 5: Lesson Conclusion (5 mins) Listen to the teacher describing how to make coconut oil and put these pictures into the correct order by numbering them 1-8. 16 Lesson 5 – Introduce Reading Text Time: 45 minutes Component 1: Review Previous Lesson (5 mins) ▪ Did you know coconuts were so useful? Component 2: Review Focus Words and Word Meanings (10 mins) ▪ ▪ ▪ coconut Whole tree industry example fruit Fire water you float husk Rope grow Philippines help drink Use every wood flesh shell Life many eat be Repeat the focus words after the teacher. Read the focus words with a partner or in a group. Which words do you know? Which words don’t you know? If you don’t know a word, look it up in the list below: The Tree of Life – Word Meanings coconut= the large brown seed of a palm tree, with white flesh inside that you can eat. coconut tree = the tree that a coconut grows on whole = all of something part = a bit of something, a piece of something fruit = sweet food that grows on trees useful = can be used in many ways for example = to give you an idea about something firewood = wood to make a fire outside = out of something inside = in something shell = the hard outside part husk = the dry and rough outside part of some fruits rope = a length of thick strong cord made from fiber flesh = the soft part of a fruit that you can eat float = rest or move on the water important = necessary, of value, key million 1,000,000 industry = trade, business, making or growing things to sell 17 farm = a place used for growing fruit, vegetables or keeping animals to sell for food farmer = a person who works on a farm Philippines = your home country country = a nation with a government sell = give something for money product = something that is made or grown to sell world = the Earth with all its countries and people soil = the upper layer of earth that plants can grow in plant (n) any tree, flower, grass growing in soil grow = get bigger over time develop = grow, make something new Component 3: Word Study (5 mins) ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ Tricky consonant blends: ‘ph’ and ‘wh’ ‘ph’ in Philippines is pronounced like ‘f’. Circle the words in the focus word list that start with the ‘f’ sound. What is the sound of ‘wh’ in the word ‘what’? The ‘h’ is silent. Sometimes, ‘wh’ makes the sound ‘h’. The ‘w’ is silent. Underline the word in the focus word list that starts with ‘wh’. This word begins with an ‘h’ sound, like hole. whole hole Underline all the other words in the focus word list that start with the same sound as ‘whole’. ▪ Component 4: Flash Cards (5 mins) ▪ ▪ ▪ ▪ ▪ Look at the Flash Card graph on page 3 of this workbook. Listen to the teacher reading the flash cards for Week 1 and repeat after them. Work with a partner or in a group to read the flash cards and record your score. How many flash cards can you read in one minute? Is that more than yesterday? Component 5: Reading and Fluency Practice (15 mins) ▪ ▪ Listen to the teacher reading the text and follow along with the text below. Underline any words that you don’t know. Go back to look up the word in the word meanings list if you need to. 18 Text 2 The Tree of Life In the Philippines, the coconut tree is called “the tree of life”. Every part of the coconut fruit is useful. For example, the outside shell can be used for firewood. The husk can be used to make rope. Inside the coconut is good drinking water, and the coconut flesh is good to eat. Also, the whole coconut can help you to float on water. The coconut industry is very important. There are many coconut farms and 3.4 million coconut farmers in the Philippines. The country sells many coconut products around the world. The coconut industry also develops new products. For example, “coco-peat” is made from the coconut husk. Coco-peat helps the soil to hold water. This is good for growing plants. Carrizo, A. L. (2020, May 4). Coconut farming in the Philippines. Producers Stories. https://producersmarket.com/blog/coconut-farming-in-thephilippines/ Fibre Family. (2020, August 11). What is Coco Peat? https://www.fibrefamily.com/what-is-coco-peat/ Lutz, D. (2011, June 24). Deep history of coconuts decoded. The Source. Washington University in St Louis. https://source.wustl.edu/2011/06/deep-history-of-coconuts-decoded/ ▪ Practice reading Text 2 with the teacher and in groups. Component 6: Lesson Conclusion (5 mins) ▪ In groups, list all the uses of coconut that you can think of. The group with the most uses wins. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 19 Lesson 6 – Comprehension and Consolidation Time: 45 minutes Component 1: Flash Cards (5 mins) ▪ Go back to the Flash Card graph on page 3 of this workbook. ▪ Work with a partner or in a group to read the flash cards and keep your score. ▪ How many flash cards can you read in one minute? ▪ Did you do better in this lesson than in the previous lesson? Component 2: Focus Words (5 mins) ▪ ▪ ▪ Repeat the focus words after the teacher. Read the focus words with a partner or in a group. Which words do you know? Which words don’t you know? If you don’t know a word, look it up in the word meanings list in the previous lesson. coconut Whole tree industry example fruit Fire water You float husk Rope grow Philippines help drink Use every wood flesh shell Life many Eat be Component 3: Word Study (5 mins) ▪ ▪ o o ▪ ▪ Syllables Listen to the teacher. How many claps are there for each word? tree _____ many _____ Repeat the words after the teacher and clap out the syllables. Now, find the words in the text below with three syllables. The Tree of Life In the Philippines, the coconut tree is called “the tree of life”. Every part of the coconut fruit is useful. For example, the outside shell can be used for firewood. The husk can be used to make rope. Inside the coconut is good drinking water, and the coconut flesh is good to eat. Also, the whole coconut can help you to float on water. The coconut industry is very important. There are many coconut farms and 3.4 million coconut farmers in the Philippines. The country sells many coconut products around the world. The coconut industry also develops new products. For example, “coco-peat” is made from the coconut husk. Coco-peat helps the soil to hold water. This is good for growing plants. ▪ ▪ ▪ ▪ Repeat the words after the teacher and clap for each syllable. All syllables must have a vowel sound. Underline the vowels in each syllable in the 3-syllable words in Text 2. Work with a partner. Match the syllables below to make three syllable words. All words come from Text 2. Write the words in the boxes below, with one box per syllable. 20 co de ex am im in Phi de lop dus lip por ple co ve try tant pines nut Component 4: Comprehension Exercise and Feedback (10 mins) ▪ Work with a partner to find the information in the text and answer the questions. Write your answers below. The Tree of Life In the Philippines, the coconut tree is called “the tree of life”. Every part of the coconut fruit is useful. For example, the outside shell can be used for firewood. The husk can be used to make rope. Inside the coconut is good drinking water and the coconut flesh is good to eat. Also, the whole coconut can help you to float on water. The coconut industry is very important. There are many coconut farms and 3.4 million coconut farmers in the Philippines. The country sells many coconut products around the world. The coconut industry also develops new products. For example, “coco-peat” is made from the coconut husk. Coco-peat helps the soil to hold water. This is good for growing plants. The Tree of Life – Comprehension 1. Why is the coconut tree called the tree of life? ___________________________________________________________________ I got it! Maybe? 21 Didn’t get it. 2. Match the part of the coconut with its use. Part of coconut 1. whole coconut Use a. firewood 2. coconut shell b. drink 3. coconut husk c. eat 4. coconut water d. float on water 5. coconut flesh e. rope I got it! Maybe? Didn’t get it. 3. Why is coco-peat useful? ___________________________________________________________________________________ I got it! Maybe? Didn’t get it. 4. Where does the coconut industry sell its coconuts? ___________________________________________________________________________________ I got it! Maybe? Didn’t get it. 5. What kind of coconut products do you think other countries buy? ___________________________________________________________________________________ I got it! Maybe? Component 5: Comprehension Extension (5 mins) ▪ Choose one question word from this list: o who o what o when o where o why o how 22 Didn’t get it. ▪ In a group, write a question about the text using the word that you chose from the list. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ▪ Ask the teacher and other students your question. ▪ Answer the questions from the other groups. Component 6: Games (10 mins) ▪ Work with your partner. ▪ Find the words below and circle them in the puzzle. ▪ Check answers with the teacher. Component 7: Wrap Up and Consolidation (5 mins) ▪ Answer the teacher’s questions: o Did you enjoy learning about the coconut industry? o What is one spelling or grammar rule that you remember? o What are three new English words that you remember? o What do you need to work on tomorrow? 23 Day 3 Lesson 7 – Speaking and Listening Time: 45 minutes Component 1: Lesson Introduction (10 mins) ▪ ▪ Do you know the name of some big cats? Look at the pictures below and answer the teacher’s questions. Component 2: Listening to the Text (15 mins) ▪ Listen to the text about “Differences between Jaguars, Leopards and Cheetahs”. ▪ Listen for the answer to the question: What are some differences between these three types of cats? ▪ Answer the teacher’s questions. Component 3: Focus Words (5 mins) ▪ Listen to the teacher and then repeat the focus words: different difference jaguar leopard cheetah similar clear coat body face Rosette Center Hide Joined Simple Bulky Large Head jaw Fairly belly muscle muscular climb size medium thin slim tail facial feature wide semi-circle muzzle pointed tear inner corner Component 4: Speaking-Listening Activities (10 mins) ▪ ▪ Look at the pictures below. Work with a partner. Do you know which is the jaguar, the leopard and the cheetah from the information that the teacher gave you? Give reasons for your answers. 24 A ▪ ▪ B C Which cat do you like the best? Why? Do you think it is better for these cats to be in the zoo or in the wild? Why? Component 5: Lesson Conclusion (5 mins) ▪ ▪ ▪ ▪ Look at the pictures of these cats’ coats. Work with your partner. Do you know which cat belongs to which of these coats? Can you explain why? A B 25 C Lesson 8 – Introduce Reading Text Time: 45 minutes Component 1: Review Previous Lesson (5 mins) ▪ ▪ What was the name of the of the three big cats that we talked about in the previous lesson? Can you remember any of the differences between them? Component 2: Review Focus Words and Word Meanings (10 mins) different difference jaguar leopard cheetah similar clear coat body face ▪ ▪ ▪ Rosette Center Hide Joined Simple Bulky Large Head jaw Fairly belly muscle muscular climb size medium thin slim tail facial feature wide semi-circle muzzle pointed tear inner corner Repeat the focus words after the teacher. Read the focus words with a partner or in a group. Which words do you know? Which words don’t you know? If you don’t know a word, look it up in the list below: Differences between Jaguars, Leopards and Cheetahs – Word Meanings jaguar leopard cheetah coat = fur or hair that covers an animal different (adj), difference (n) = not the same similar = almost the same, alike clear = sure body, bodies = the physical structure of a person or animal face = the front part of the head facial = belonging to the face, on the face head = the top part of your body jaw = the bones in your mouth leg = the lower limbs that you stand or walk with tail = the back long part of an animal belly = stomach rosette = rose shape rose rosette spots = dots center = middle animal 26 forest = a place with many trees belong= owned by, be part of type = kind, sort, description bulky = big and heavy fairly = quite, rather, kind of short = not long long = not short slim = thin, not fat medium = middle wide = bigger than usual from one side to the other side climb = go up something high like a tree muscle (n) = tissue in the body that helps you move muscular (adj.) = with well-developed muscles feature = a part of something. Eyes are a feature of your face. size = how big or small something is strong = powerful powerful = very strong inner = on the inside, near the center white semi-circle = half a circle pointed = V-shaped mouth tear = water from your eyes nose corner muzzle = nose of an animal side 👀 Component 3: Word Study (5 mins) ▪ ▪ ▪ ▪ More suffixes What is a suffix? Work with your partner. Can you find any suffixes in the focus word list? Circle them if you can. Write the words with suffixes here: _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ ▪ Underline the suffixes. Component 4: Flash Cards (5 mins) ▪ ▪ ▪ ▪ Look at the Flash Card graph on page 3 of this workbook. Work with a partner or in a group. How many flash cards can you read in one minute? Is that better than yesterday? 27 Component 5: Reading and Fluency Practice (15 mins) ▪ ▪ ▪ Listen to the teacher reading Text 3 and follow along with the text below. Put a line under any words that you don’t know. Go back to look up the word meanings if you need to. Practice reading Text 3 with the teacher and in groups. Text 3 Differences between Jaguars, Leopards and Cheetahs. What is the difference between jaguars, leopards and cheetahs? They look quite similar. Some people even think that they are the same animal, but these three big cats have some clear differences between them. We can see it in their coats, their bodies and their faces. Coat differences The jaguar’s coat has big black rosettes with black spots in the center. This coat helps them to hide in the forest. The leopard also has rosettes on its coat, but they are joined together and there are no spots in the center. Cheetahs have simple black spots on their coat, but the spots are not shaped like rosettes. Do you know which animal these coats belong to? Body type Jaguars have a big, bulky body, with a large head and jaw. They have short legs and a fairly short tail. Leopards have a long, slim body and a medium-sized head. Their legs and tail are also long and slim. This helps them to climb trees. Cheetahs have a long, muscular body that helps them run very fast. They have a small head, long muscular legs, a long tail and a thin belly. Facial features Jaguars have a large and wide head and a strong and powerful jaw. Some jaguars have a white semi-circle above their nose. Leopards have a slim face, and their muzzle is pointed – different from other big cats. Cheetahs have a black tear mark from the inner corner of their eyes down to the sides of their mouth. They have a smaller head than jaguars and leopards. Can you tell the difference? 28 Component 6: Lesson Conclusion (5 mins) ▪ Match the words below with the correct meaning or picture. Write the word into the correct cell in the first column below. center climb coat corner different facial jaw pointed not the same almost the same, alike fur or hair that covers an animal belonging to the face, on the face V-shaped go up something high like a tree water from your eyes 👀 29 similar tear Lesson 9 – Comprehension and Consolidation Time: 45 minutes Component 1: Flash Cards (5 mins) ▪ ▪ ▪ ▪ ▪ Go back to the Flash Card graph on page 3 of this workbook. Work with a partner or in a group to read the flash cards and keep your score. How many flash cards can you read in one minute? Did you do better than in the previous lesson? Did you do better than last week? Component 2: Focus Words (5 mins) ▪ ▪ ▪ Repeat the focus words after the teacher. Read the focus words with a partner or in a group. Which words do you know? Which words don’t you know? If you don’t know a word, look it up in the word meanings list in the previous lesson. different difference jaguar leopard cheetah similar clear coat body face Rosette Center Hide Joined Simple Bulky Large Head jaw Fairly belly muscle muscular climb size medium thin slim tail facial feature wide semi-circle muzzle pointed tear inner corner Component 3: Word Study (5 mins) ▪ ▪ ▪ o o o o ▪ o o ▪ Vowel blends and diphthongs. Find examples of words with ‘ea’, ‘oa’, ‘eo’, ‘ua’ and ‘iu’ in Text 3. Sometimes, two vowels make one sound: head feature coat leopard Sometimes, two vowels make two sounds: clear, tear medium Repeat these words after the teacher. 30 Component 4: Comprehension Exercise and Feedback (10 mins) ▪ Work with a partner to find the information in the text and answer the questions. Write your answers below. Differences between Jaguars, Leopards and Cheetahs. What is the difference between jaguars, leopards and cheetahs? They look quite similar. Some people even think that they are the same animal, but these three big cats have some clear differences between them. We can see it in their coats, their bodies and their faces. Coat differences The jaguar’s coat has big black rosettes with black spots in the center. This coat helps them to hide in the forest. The leopard also has rosettes on its coat, but they are joined together and there are no spots in the center. Cheetahs have simple black spots on their coat, but the spots are not shaped like rosettes. Do you know which animal these coats belong to? Body type Jaguars have a big, bulky body, with a large head and jaw. They have short legs and a fairly short tail. Leopards have a long, slim body and a medium-sized head. Their legs and tail are also long and slim. This helps them to climb trees. Cheetahs have a long, muscular body that helps them run very fast. They have a small head, long muscular legs, a long tail and a thin belly. Facial features Jaguars have a large and wide head and a strong and powerful jaw. Some jaguars have a white semi-circle above their nose. Leopards have a slim face, and their muzzle is pointed – different from other big cats. Cheetahs have a black tear mark from the inner corner of their eyes down to the sides of their mouth. They have a smaller head than jaguars and leopards. Can you tell the difference? Differences between Jaguars, Leopards and Cheetahs – Comprehension 1. What three places can we see a difference on the bodies of jaguars, leopards and cheetahs? _________________________________________________________________________________ I got it! Maybe? Didn’t get it. 2. Which animal has a long body and a small head? _________________________________________________________________________________ I got it! Maybe? Didn’t get it. 31 3. What is different between the faces of jaguars, leopards and cheetahs? _________________________________________________________________________________ I got it! Maybe? Didn’t get it. 4. How are the coats different in these three big cats? _________________________________________________________________________________ I got it! Maybe? Didn’t get it. 5. How do some of these differences help these cats live? _________________________________________________________________________________ I got it! Maybe? Didn’t get it. Component 5: Comprehension extension (5 mins) ▪ ▪ Here are the question words and a new question stem: o who o what o when o where o why o how o What does … mean? With a partner, choose two question words and the question stem from this list and write three questions about Text 3. _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ ▪ Join with another pair of students and share your questions with them. Answer their questions. Component 6: Games (10 mins) ▪ ▪ ▪ ▪ Bingo! Write words from the list below into the bingo grid – one word for each square. The teacher will read a word the list. If the word is in your Bingo sheet, cross (X) it off. When you have crossed out 5 in a row across ( ), down ( ) or diagonally ( ), call out Bingo! The person who finishes first is the winner. Play the game again on the second bingo sheet if there is time. 32 Essential word list 3 made make take came same gave away day may play ▪ Way He She Me We Even The These I Find like nice time by fly my try why both go goes going home most no only open so those use If there is time, play the game one more time. Component 7: Wrap Up and Consolidation (5 mins) ▪ In a group, answer the questions below: o What did you learn today about these different big cats? If you see one, do you think you can say what kind it is? o What other kind of big cats are there and what do you know about them? o Have you seen any big cats before? What kind was it? Where did you see it? What was it doing? o Do you like cats? Which is your favorite big cat? 33 Day 4 Lesson 10 – Speaking and Listening Time: 45 minutes Component 1: Lesson introduction (10 mins) ▪ In your group, look at the picture below with the same number as your group and answer the questions: o What is happening in this picture? o What can you see in the picture? 1. 2. 3. ▪ 4. Share your group’s answers with the rest of the class. Component 2: Listening to the Text (15 mins) ▪ Listen to the text about “Storms”. ▪ Listen for the answer to the question: What kind of air is needed for a storm? ▪ Answer the teacher’s questions. Component 3: Focus Words (5 mins) ▪ Listen to the teacher and then repeat the focus words: storm thunderstorm happen condition occur together common piece expand ice crystals Moist Moisture Ocean Area Next Cause Field Force Negative Positive underneath condense unstable direction build mountain lightning might downward upward 34 two temperature humidity collide collision continue electric electricity movement create Component 4: Speaking-Listening Activities (10 mins) ▪ ▪ Work with your partner. Draw a diagram that shows how a thunderstorm happens. Component 5: Lesson Conclusion (5 mins) ▪ In your group, answer this question: What should you do to keep safe during a storm? 35 Lesson 11 – Introduce Reading Text Time: 45 minutes Component 1: Review Previous Lesson (5 mins) ▪ What did you learn about thunderstorms? Component 2: Review Focus Words and Word Meanings (10 mins) storm thunderstorm happen condition occur together common piece expand ice crystals ▪ ▪ ▪ Moist Moisture Ocean Area Next Cause Field Force Negative Positive underneath condense unstable direction build mountain lightning might downward upward two temperature humidity collide collision continue electric electricity movement create Repeat the focus words after the teacher. Read the focus words with a partner or in a group. Which words do you know? Which words don’t you know? If you don’t know a word, look it up in the list below: Storms – Word Meanings storm = weather with a strong wind and rain or snow lightning = the electricity and light that comes from the sky during a storm thunder = the loud noise you hear after a lightning bolt happen = take place, occur; What happened? lightning bolt = the electricity and light that comes from the sky during a storm thunderstorm = a storm with thunder, lightning and heavy rain or hail conditions = things in the environment that cause something to happen What happened? together = with others common = normal, usual Something that happens often is common. cause = make something happen field = area The conditions were very bad. A lot of water on the road. piece = a small bit, a part expand = get bigger of something force = a push or a pull when something acts on something else 36 movement = the act of moving ice crystals = small pieces of ice water droplet = small drops of water moist = a little bit wet When there is water in the air, the air is moist. moisture = wet, water, liquid, condensation, vapor air - the sky, the gas around the Earth. ocean = sea area = place next = after that, then negative = a kind of electric charge positive = a kind of electric charge charge = the feature of matter that causes electrical happenings underneath = below or under something condense = become liquid; change from a gas into a liquid unstable = not steady, likely to change direction = the way that something is moving build up = become stronger might = maybe, possible occur = take place, happen two = 2 downward = moving down to a lower place upward = moving up to a higher place temperature = how hot or cold something is humid (adj) humidity (n) When there is a lot of water vapor in the air, it is humid. hail = frozen rain, ice that falls from the sky continue = keep going, go on doing something water vapor = the gas that forms when water boils electric (adj) electricity (n) power made by charged particles particle = a tiny bit of something path = way, road create = make stick together = join collide = hit, crash into travel = move from one place to another place sound = noise sound wave = the way that sound moves through air mountain 37 Component 3: Word Study (5 mins) ▪ ▪ ▪ ▪ The suffixes -tion, -ation, -sion Find the words in the focus word list that end in -ion? The suffix -tion has different forms: o -tion o -ation o -sion Add the suffix to the words below and then sort the words into the correct column in the table. Be careful about the spelling when you add the suffix. act conclude -tion cause collide condense evaporate expand -ation -sion Component 4: Flash Cards (5 mins) ▪ ▪ ▪ ▪ Look at the Flash Card graph on page 4 of this workbook. Work with a partner or in a group to read the flash cards and keep your score. How many flash cards can you read in one minute? Is that more than yesterday? 38 Component 5: Reading and Fluency Practice (15 mins) ▪ ▪ Listen to the teacher reading the text and follow along with the text below. Put a line under any words that you don’t know. Go back to look up the word meanings if you need to. Text 5 Storms Storms happen when some conditions in the air occur together. One common type of storm is a thunderstorm. First, the air needs to be warm and moist. Warm, moist air has a lot of water vapor in it from oceans or other wet areas. Next, the warm air needs to be underneath cooler air. This makes the air unstable because the warm air wants to rise and mix with the cooler air above. To start the storm, the warm air needs something to make it rise. For example, mountains can force the air upward. When the warm air starts rising, it continues to go up if there is something that helps it along. For example, a change in wind direction can push it up. As the warm air rises, it cools down. This causes the moisture in the air to condense into tiny water droplets or ice crystals, forming clouds. These clouds keep growing and become big, tall and dark. Inside these clouds, there are strong upward and downward movements of air. The upward movements carry the water droplets and ice crystals higher. They then collide and stick together, forming bigger drops of water or pieces of ice. When these water drops or ice pieces become too heavy, they fall as rain, hail, or snow. During a thunderstorm, you might also see lightning and hear thunder. Lightning is caused when the collisions of water and ice create electric charges. Some particles get a positive charge and others get a negative charge. The positive charges come together at the top of the cloud. The negative charges come together at the bottom. As the charges build up, the electric field between the cloud and the ground can become very powerful. It can then push through the air and make a path for the electricity to travel down to the ground. This is a lightning bolt. At the same time, the air around the lightning bolt expands quickly. This creates a sound wave that we hear as thunder. [Text generated by ChatGPT https://chat.openai.com ]. 1. Practice reading Text 4 with the teacher and in groups. 39 Component 6: Lesson Conclusion (5 mins) ▪ ▪ ▪ ▪ Underline the sentences in Text 4 that the teacher tells you to. Read the sentences with the teacher. Work in groups: Group 1, Group 2, Group 3. Write the sentence with the same number as your group here: ______________________________________________________________________________ ______________________________________________________________________________ ▪ The following sentences come from the reading “Storms”. In your group, write the sentence with the words in the correct order, then check your answer with the text. Group 1: air along. something the starts When continues there rising, it it warm up go if is to helps that ______________________________________________________________________________ ______________________________________________________________________________ Group 2: fall become drops these hail, water ice too as pieces When heavy, rain, they snow. or or ______________________________________________________________________________ ______________________________________________________________________________ Group 3: become powerful. electric build, cloud ground field charges and between can up very As the the the the ______________________________________________________________________________ ______________________________________________________________________________ ▪ Check the answers from the other groups. 40 Lesson 12 – Comprehension and Consolidation Time: 45 minutes Component 1: Flash Cards (5 mins) ▪ ▪ ▪ ▪ ▪ Go back to the Flash Card graph on page 4 of this workbook. Work with a partner or in a group to read the flash cards and keep your score. How many flash cards can you read in one minute? Did you do better than in the previous lesson? Did you do better than yesterday? Component 2: Focus Words (5 mins) ▪ Repeat the focus words after the teacher. storm thunderstorm happen condition occur together common piece expand ice crystals ▪ ▪ moist moisture ocean area next cause field force negative positive underneath condense unstable direction build mountain lightning might downward upward two temperature humidity collide collision continue electric electricity movement create Read the focus words with a partner or in a group. Which words do you know? Which words don’t you know? If you don’t know a word, look it up in the word meanings list in the previous lesson. Component 3: Word Study (5 mins) ▪ ▪ Tricky sight words: lightning, might Write the words you know in the ‘ight’ family ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Component 4: Comprehension Exercise and Feedback (10 mins) Work with a partner to find the information in the text and answer the questions. Write your answers below. Storms Storms happen when some conditions in the air occur together. One common type of storm is a thunderstorm. First, the air needs to be warm and moist. Warm, moist air has a lot of water vapor in it from oceans or other wet areas. Next, the warm air needs to be underneath cooler air. This makes the air unstable because the warm air wants to rise and mix with the cooler air above. 41 To start the storm, the warm air needs something to make it rise. For example, mountains can force the air upward. When the warm air starts rising, it continues to go up if there is something that helps it along. For example, a change in wind direction can push it up. As the warm air rises, it cools down. This causes the moisture in the air to condense into tiny water droplets or ice crystals, forming clouds. These clouds keep growing and become big, tall and dark. Inside these clouds, there are strong upward and downward movements of air. The upward movements carry the water droplets and ice crystals higher. They then collide and stick together, forming bigger drops of water or pieces of ice. When these water drops or ice pieces become too heavy, they fall as rain, hail, or snow. During a thunderstorm, you might also see lightning and hear thunder. Lightning is caused when the collisions of water and ice create electric charges. Some particles get a positive charge and others get a negative charge. The positive charges come together at the top of the cloud. The negative charges come together at the bottom. As the charges build up, the electric field between the cloud and the ground can become very powerful. It can then push through the air and make a path for the electricity to travel down to the ground. This is a lightning bolt. At the same time, the air around the lightning bolt expands quickly. This creates a sound wave that we hear as thunder. Storms – Comprehension 1. What kind of air is needed for a thunderstorm? ________________________________________________________________________________ I got it! Maybe? Didn’t get it. 2. What two things help the warm air to rise? ________________________________________________________________________________ I got it! Maybe? Didn’t get it. 3. What forms the clouds? ________________________________________________________________________________ I got it! Maybe? Didn’t get it. 4. What does the air do inside the clouds? ________________________________________________________________________________ I got it! Maybe? 42 Didn’t get it. 5. What causes lightning and thunder? ________________________________________________________________________________ I got it! Maybe? Didn’t get it. 6. Why do you think you can see the lightning before you hear the thunder? ________________________________________________________________________________ I got it! Maybe? Didn’t get it. Component 5: Comprehension Extension (5 mins) ▪ ▪ The suffix -ward and -wards Underline the words in the text with ‘up’ and ‘down’. Storms Paragraph 2: To start the storm, the warm air needs something to make it rise. For example, mountains can force the air upward. When the warm air starts rising, it continues to go up if there is something that helps it along. For example, a change in wind direction can push it up. As the warm air rises, it cools down. This causes the moisture in the air to condense into tiny water droplets or ice crystals, forming clouds. These clouds keep growing and become big, tall and dark. Paragraph 3: Inside these clouds, there are strong upward and downward movements of air. The upward movements carry the water droplets and ice crystals higher. They then collide and stick together, forming bigger drops of water or pieces of ice. When these water drops or ice pieces become too heavy, they fall as rain, hail or snow. Paragraph 4: During a thunderstorm, you might also see lightning and hear thunder. Lightning is caused when the collisions of water and ice create electric charges. Some particles get a positive charge and others get a negative charge. The positive charges come together at the top of the cloud. The negative charges come together at the bottom. As the charges build up, the electric field between the cloud and the ground can become very powerful. It can then push through the air and make a path for the electricity to travel down to the ground. This is a lightning bolt. At the same time, the air around the lightning bolt expands quickly. This creates a sound wave that we hear as thunder. 43 Component 6: Games (10 mins) ▪ Do you know the names for these shapes? ▪ ▪ ▪ ▪ ▪ Work with a partner. One of you is A, and the other one is B. A should turn to page 44, marked A. B should turn to page 45, marked B. A will describe Diagram A and B will draw the diagram without looking at A’s picture. When B has finished drawing, B will describe Diagram B and A will draw the diagram without looking at B’s picture. Compare your pictures with the original pictures. Take the letters from the drawings to make a word from Text 4. ▪ ▪ Component 7: Wrap Up and Consolidation (5 mins) ▪ ▪ Look at the picture that you drew in Lesson 1 today. Check your diagram with the pictures below. Make changes to your diagram if you need to. Erick Brenstrum, 'Weather - Thunderstorms', Te Ara - the Encyclopedia of New Zealand, http://www.TeAra.govt.nz/mi/interactive/7767/how-athunderstorm-forms (accessed 20 May 2023). Creative Commons Attribution-NonCommercial 3.0 44 A Draw Diagram B here: 45 B Draw Diagram A here: 46 Day 5 Lesson 13 – Speaking and Listening Time: 45 minutes Component 1: Lesson Introduction (10 mins) ▪ ▪ Do you have a job? Answer the teacher’s questions. Component 2: Listening to the Text (15 mins) ▪ ▪ ▪ Listen to the teacher read a letter about a job. Listen for the answer to the question: What kind of job is he applying for? Answer the teacher’s questions. Component 3: Focus Words (5 mins) ▪ Listen to the teacher and then repeat the focus words after them: apply application email manager restaurant Dear Sir believe suited people hardworking customer popular tasty service team prior experience previously year orders prepare during learned quickly calm friendly polite skills kitchen tasks considering available interview whenever sincerely Component 4: Speaking-Listening Activities (10 mins) 5. Answer the teacher’s questions: o What kind of job would you like in the future? o What kind of skills will you need to get that job? What will you have to be good at? o What kind of experience will you need to get that job? What will you have done before to help you? o What qualities will you need? What kind of person do you need to be? o What qualifications will you need to get that job? What will you need to study or learn about to get that job? 47 Component 5: Lesson Conclusion (5 mins) ▪ ▪ ▪ Work in a group. Choose for of the jobs in the pictures below. In your group, talk about the skills, experience, qualities and/or qualifications that you will need for each of those jobs. Would you like any of those jobs in the future? 48 Lesson 14 – Introduce Reading Text Time: 45 minutes Component 1: Review Previous Lesson (5 mins) ▪ How did the writer of the job application letter start and end his letter? Component 2: Review Focus Words and Word Meanings (10 mins) apply application email manager restaurant Dear Sir believe ▪ ▪ ▪ suited people hardworking customer popular tasty service team prior experience previously year orders prepare during learned quickly calm friendly polite skills kitchen tasks considering available interview whenever sincerely Repeat the focus words after the teacher. Read the focus words with a partner or in a group. Which words do you know? Which words don’t you know? If you don’t know a word, look it up in the list below: Job Application Letter – Word Meanings manager – a person who leads a company or a team of workers restaurant – a place where you can pay to sit down and eat food that is cooked and served there fast food – food that is prepared for sale quickly, e.g., hamburgers, chips, hot dogs customers – people who buy good pr services from a shop or business Dear Sir – the polite way to begin a letter to a male person you do not know (use Dear Madam for a woman) believe – accept that something is true Sincerely – in a true and honest way; a polite way to end a letter suits – is convenient or acceptable for something enjoy – like doing apply – ask formally to be considered for a job application – a formal request to be considered for a job suited – right or appropriate for a particular purpose popular – liked by many people prior – before role – a function or a part played by a person in a particular situation tasty – having a good taste; full of flavor previously – before, earlier during – in a period of time; in the time of polite – having good manners; respectful quickly – fast; in a short time hardworking – working with energy and care service – the action of helping or working for someone; the help given to people buying things in a shop or business orders – things that you ask for, e.g. in a restaurant or a café calm – relaxed; peaceful; not worried experience – practical knowledge and contact with things you have seen or done before prepare – make something ready for cooking or eating friendly – pleasant; good-natured; being nice 49 clean – free from dirt; washed team – a group of people who work or play together learned – got knowledge or understanding of something kitchen – the place where you make and cook food dining area – the place where you eat smile –the corners of your mouth turned upwards to show a happy feeling considering – thinking about interview - a meeting between people to ask and answer questions about something, e.g. a job reach – contact tasks – pieces of work; small jobs; duties available – free to do something whenever – at any time Component 3: Word Study (5 mins) ▪ ▪ Describing skills and qualities of people. Find the words in the focus word list that describe the qualities of people (what they are like). ▪ Write some sentences to describe the man in the letter: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ▪ Write one sentence about what you like (love, enjoy or hate) doing. ______________________________________________________________________________ ______________________________________________________________________________ Component 4: Flash Cards (5 mins) ▪ ▪ ▪ ▪ Look at the Flash Card graph on page 4 of this workbook. Listen to the teacher reading the flash cards for Week 2 and repeat after them. Work with a partner or in a group to read the flash cards and record your score. How many flash cards can you read in one minute? Is that more than yesterday? Component 5: Reading and Fluency Practice (15 mins) ▪ ▪ Listen to the teacher reading the text and follow along with the text below. Underline any words that you don’t know. Go back to look up the word in the word meanings list if you need to. 50 Text 5 Job Application Letter Mr Juan Cruz 123 Main Street San Roque, Quezon City, Manila, 1100 Email: jcruz555@2345.com.ph 25 March 2024 The Manager Jollibee Restaurant 2246 City Street Paco, Manila, 1007 Dear Sir, I am writing to apply for the job at Jollibee Fast Food Restaurant. I believe I would be suited for the role because I am hardworking, enjoy helping customers and love working with food. I know Jollibee is a very popular restaurant in the Philippines. It is known for its tasty food and good service. I would like to be part of the team and help make customers happy. I have prior experience working in a fast-food restaurant. I previously worked at MacDonalds for one year. My job there was to take orders from customers and prepare their food. During that time, I learned a lot about how to keep the food safe and clean. I am good at working quickly and staying calm, even when it's busy. I always try my best to make sure customers are happy with their food and service. My customer service is friendly and polite. My skills include working in the kitchen and keeping the dining area clean. I always do my tasks well and with a smile. Thank you for considering my application. I am available for an interview whenever it suits you. You can reach me at jcruz555@2345.com.ph. Sincerely, Juan Cruz ▪ Practice reading Text 5 with the teacher and in groups. Component 6: Lesson Conclusion (5 mins) ▪ ▪ ▪ Work in pairs. What qualities do you have that might be useful for a job? Make a list of your qualities in the space below. Share your ideas with other students. 51 Lesson 15 – Comprehension and Consolidation Time: 45 minutes Component 1: Flash Cards (5 mins) ▪ ▪ ▪ ▪ ▪ ▪ Go back to the Flash Card graph on page 4 of this workbook. Work with a partner or in a group to read the flash cards and keep your score. How many flash cards can you read in one minute? Did you do better in this lesson than in the previous lesson? Did you do better than yesterday? Did you do better than last week? Component 2: Focus Words (5 mins) ▪ ▪ ▪ Repeat the focus words after the teacher. Read the focus words with a partner or in a group. Which words do you know? Which words don’t you know? If you don’t know a word, look it up in the word meanings list in the previous lesson. apply application email manager restaurant Dear Sir believe suited people hardworking customer popular tasty service team prior experience previously year orders prepare during learned quickly calm friendly polite skills kitchen tasks considering available interview whenever sincerely Component 3: Word Study (5 mins) ▪ ▪ Skills we have; things we can do well What are you good at? Write a sentence below: ______________________________________________________________________________ ______________________________________________________________________________ ▪ Who or what are you good with? Write a sentence below: ______________________________________________________________________________ ______________________________________________________________________________ Component 4: Comprehension Exercise and Feedback (10 mins) Work with a partner to find the information in the text and answer the questions. Write your answers below. 52 Job Application Letter Mr Juan Cruz 123 Main Street San Roque, Quezon City, Manila, 1100 Email: jcruz555@2345.com.ph 25 March 2024 The Manager Jollibee Restaurant 2246 City Street Paco, Manila, 1007 Dear Sir, I am writing to apply for the job at Jollibee Fast Food Restaurant. I believe I would be suited for the role because I am hardworking, enjoy helping customers, and love working with food. I know Jollibee is a very popular restaurant in the Philippines. It is known for its tasty food and good service. I would like to be part of the team and help make customers happy. I have prior experience working in a fast-food restaurant. I previously worked at MacDonalds for one year. My job there was to take orders from customers and prepare their food. During that time, I learned a lot about how to keep the food safe and clean. I am good at working quickly and staying calm, even when it's busy. I always try my best to make sure customers are happy with their food and service. My customer service is friendly and polite. My skills include working in the kitchen and keeping the dining area clean. I always do my tasks well and with a smile. Thank you for considering my application. I am available for an interview whenever it suits you. You can reach me at jcruz555@2345.com.ph. Sincerely, Juan Cruz Job Application Letter – Comprehension 1. ________________________________________________________________________________ I got it! ▪ Maybe? Didn’t get it. Who wrote the letter? ________________________________________________________________________________ I got it! Maybe? 53 Didn’t get it. ▪ How did he address the manager in the letter (what did he call the manager)? If the manager is a woman, what should he write instead? ________________________________________________________________________________ ________________________________________________________________________________ I got it! ▪ Maybe? Didn’t get it. What skills does Juan have? ________________________________________________________________________________ ________________________________________________________________________________ I got it! ▪ Maybe? Didn’t get it. What experience does he have? ________________________________________________________________________________ ________________________________________________________________________________ I got it! ▪ Maybe? Didn’t get it. What qualities does he have? ________________________________________________________________________________ ________________________________________________________________________________ I got it! ▪ Maybe? Didn’t get it. The letter is written in stages. Each stage (or part) has a different purpose. Match the purpose of each stage with the parts of the letter. Purpose: Date; Sign off; Reason for writing; Writer’s name and address; Thanks and contact details; Experience of writer; Qualities and skills of the writer; Knowledge about the job and workplace; Salutation (greeting the person who will read the letter); Title and address of the addressee (the person who will read the letter) 54 Purpose Letter Mr Juan Cruz 123 Main Street San Roque, Quezon City, Manila, 1100 Email: jcruz555@123.com.ph 25 March 2024 The Manager Jollibee Restaurant 1246 City Street Paco, Manila, 1007 Dear Sir, I am writing to apply for the job at Jollibee Fast Food Restaurant. I believe I would be suited for the role because I am hardworking, enjoy helping customers, and love working with food. I know Jollibee is a very popular restaurant in the Philippines. It is known for its tasty food and good service. I would like to be part of the team and help make customers happy. I have prior experience working in a fast-food restaurant. I previously worked at MacDonalds for one year. My job there was to take orders from customers and prepare their food. During that time, I learned a lot about how to keep the food safe and clean. I am good at working quickly and staying calm, even when it's busy. I always try my best to make sure customers are happy with their food and service. My customer service is friendly and polite. My skills include working in the kitchen and keeping the dining area clean. I always do my tasks well and with a smile. Thank you for considering my application. I am available for an interview whenever it suits you. You can reach me at jcruz32@123.com.ph. Sincerely, Juan Cruz I got it! ▪ Maybe? Didn’t get it. Do you think he should get the job? Why or why not? ________________________________________________________________________________ ________________________________________________________________________________ I got it! Maybe? 55 Didn’t get it. Component 5: Comprehension Extension (5 mins) ▪ Choose one question word from this list: o who o what o when o where o why o how ▪ With your partner, write five questions about the letter using at least three words from the list. Questions should be about a person’s skills, experiences, qualities or reasons for applying for a job. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Component 6: Games (10 mins) ▪ ▪ Bingo! Write words from the list below into the bingo grid – one word for each square. The teacher will read a word from the list. If the word is in your Bingo sheet, cross (X) it off. ▪ When you have crossed out 5 in a row across ( Bingo! The person who finishes first is the winner. ▪ Play the game again on the second bingo sheet if there is time. ), down ( ) or diagonally ( Essential Word List 4 have again said each read baby every very give live ever never over her before for or more own show our house out about found down how now good look 56 do into who to two too school new can’t don’t ), call out Essential Word List 4 have again said each read baby every very give live ▪ ever never over her before for or more own show our house out about found down how now good look do into who to two too school new can’t don’t If there is time, play the game one more time. Component 7: Wrap Up and Consolidation (5 mins) ▪ ▪ ▪ In pairs, play the roles of the manager of a shop or restaurant and a person applying for a job in that shop or restaurant. Act out the job interview between the manager and the person applying for the job. Use the questions you wrote earlier in Component 5. If there is time, change roles and act out the interview again. 57 Day 6 Lesson 16 – Speaking and Listening Time: 45 minutes Component 1: Lesson Introduction (10 mins) ▪ ▪ Do you like music? Answer the teacher’s questions. Component 2: Listening to the Text (15 mins) ▪ ▪ ▪ Listen to the teacher read a science article about “When a Song Goes Viral: What Does That Actually Mean?”. Listen to the article for the answer to this question: Why are the scientists comparing popular songs and diseases? Answer the teacher’s questions. Component 3: Focus Words (5 mins) ▪ Listen to the teacher and then repeat the focus words: viral actually popular researcher negative viruses spreads catchy scientist rapidly diseases probably increased music functions contagion connected downloads musician process contagious surprisingly patterns mathematician especially pandemic favorite genres mathematical concludes Component 4: Speaking-Listening Activities (10 mins) ▪ ▪ Answer these questions with a partner: o Can you explain the process of how songs “go viral”? o This research was done with information about song downloads from England. Do you think it would be similar or different if they had information from the Philippines? Answer the teacher’s questions: o Do you share your favorite music with your friends? o How do you share music? o What is your favorite music genre? o What kind of songs go viral in the Philippines? o What other things can go viral? 58 Component 5: Lesson Conclusion (5 mins) ▪ ▪ Work with your partner. A genre is a style or kind of art, music, film or story. The pictures in the table below show different kinds of music genres. Write the names of the different genres next to the correct pictures. classical * electronica * folk * hip hop * jazz * K-pop * pop * rock By Qaalvin - Own work, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=19416031 59 Lesson 17 – Introduce Reading Text Time: 45 minutes Component 1: Review Previous Lesson (5 mins) ▪ ▪ What do you remember about the science article “When a Song “Goes Viral””? Check your answers of the music genres from the last lesson. Component 2: Review Focus Words and Word Meanings (10 mins) ▪ Repeat the focus words after the teacher. ▪ Read the focus words with a partner or in a group. Which words do you know? Which words don’t you know? ▪ viral actually popular researcher negative viruses spreads catchy scientist rapidly diseases probably increased music functions contagion connected downloads musician process contagious surprisingly patterns mathematician especially pandemic favorite genres mathematical concludes If you don’t know a word, look it up in the list below: Word Meanings – When a Song “Goes Viral”, What Does That Actually Mean? viral – relating to a virus; can be used to describe something that spreads very fast to many people on the Internet viruses – things that carry infections or diseases that can enter the body and make a person or animal sick spreads – reaches a wider area or more people; moves from one to many similar – almost the same; alike actually – really, in fact popular – liked by many people catchy – easy to remember; instantly appealing culture – the ideas, customs and social behavior of particular groups of people research – the study of a subject to find out new information about it researcher – people who study a subject to find out new information about it musician – a person who plays a musical instrument scientist – a person who studies science downloads – files that have been copied from the Internet onto a computer model – a system used to help predict or calculate something patterns – repeated or regular designs, forms or structures 60 mathematician – a person who studies mathematics mathematical – relating to mathematics pandemic – an outbreak of a disease across the whole world COVID-19 pandemic – an genres – a style or kind of art, music, film or story outbreak across the whole world of the coronavirus disease 2019 rapidly – very fast, quickly probably – likely, almost certainly contagious - spread from one person to another by close contact contagion – infection, disease pop music – a style of popular, catchy music electronica – a style of popular music using computer-based musical instruments on the other hand – in contrast super – very, extremely negative harmful, bad process – a series of actions that have a particular result A to B to diseases – sicknesses, illnesses social groups – groups of people who interact with each other and who share similar qualities or interests share – give something or a part of something to others increased – became bigger in size, amount or degree favorite – liked most out of things of the same kind surprisingly – in a way that causes surprise connected – in contact with others, linked up on the Internet especially – very much, particularly functions – works in a particular way concludes – forms an opinion after looking at the facts C Component 3: Word Study (5 mins) ▪ ▪ ▪ ▪ ▪ Suffixes for jobs and occupations: Find the jobs and occupations from Text 6 in the focus word list. Underline the suffixes in the words for jobs and occupations. A scientist studies science. o What changes in the spelling of “science” when it becomes “scientist”? o Put a circle around the letters that change in the two words before adding the suffix “-ist”. Repeat the words after the teacher. 61 Component 4: Flash Cards (5 mins) ▪ ▪ ▪ ▪ ▪ Look at the Flash Card graph on page 4 of this workbook. Listen to the teacher reading the flash card words for week 8 and repeat after them. Work with a partner or in a group to read the flash cards and keep your score. How many flash cards can you read in one minute? Is that more than last week? Component 5: Reading and fluency practice (15 mins) ▪ ▪ Listen to the teacher reading the text and follow along with the text below. Put a line under any words that you don’t know. Go back to look up the word meanings if you need to. Text 6 When a Song “Goes Viral,” What Does That Actually Mean? Stop for a moment and listen. What can you hear? A ticking clock? A bird song? What can you “hear” in your mind? Is a song stuck in there? Music is everywhere! It is part of every culture around the world. It brings people together, spreads ideas and makes us move. And how do songs become popular? Researchers are studying how popular songs spread so quickly. Some songs are “catchy”. They get stuck in our heads more easily than others. When a song becomes popular, we say “it’s gone viral”. In fact, researchers in Canada have found that music and viruses spread in similar ways. Matt Woolhouse is a musician and scientist. He studies the patterns of song downloads. David Earn is a mathematician and Dora Rosati is a research student. They study how diseases spread. They use mathematical models for this research. Together, these three researchers studied the patterns of song downloads using the mathematical models. These patterns of song downloads were very similar to the spread of diseases like COVID-19. For example, downloads of popular songs increased rapidly over time. This is the same way a disease spreads among a group of people. They also found that some genres were more contagious than others. This is because different social groups like different kinds of music. Some social groups share their favorite music more than other groups. Surprisingly, pop music wasn’t the most contagious. It spread, but not as quickly as some other genres. Electronica, on the other hand, was super contagious. This may be because these listeners “are probably super connected on the web and sharing things” David Earn says. ▪ ▪ ▪ Read the paragraphs 1 and 2 with the teacher. Read your sentence aloud when the teacher tells you. In your groups, read the final paragraph together. 62 Component 6: Lesson Conclusion (5 mins) ▪ ▪ The article says: o “They also found that some genres were more contagious than others. This is because different social groups like different kinds of music. Some social groups share their favorite music more than other groups.” In your group, discuss the following questions and complete the table below: o Which music genres might be most popular with which social group? o Which music genres are more likely to go viral? o Number the genres from most to least contagious or likely to go viral. The first one has been done for you. Genre Likely to go viral Social group classical electronica 1 folk hip hop jazz K-pop pop rock 63 Lesson 18 – Comprehension and Consolidation Time: 45 minutes Component 1: Flash Cards (5 mins) ▪ ▪ ▪ ▪ ▪ Go to the Flash Card graph on page 5 of this workbook. Work with a partner or in a group. How many flash cards can you read in one minute? Did you do better than in Lesson 38? Did you do better than yesterday? Did you do better than last week? ▪ ▪ ▪ Component 2: Focus Words (5 mins) Repeat the focus words after the teacher. Read the focus words with a partner or in a group. Which words do you know? Which words don’t you know? If you don’t know a word, look it up in the word meanings list in Lesson 17. ▪ ▪ v ▪ a ▪ p ▪ r n iral ctually opular esearcher egative ▪ ▪ v ▪ s ▪ c ▪ s r iruses preads atchy cientist apidly ▪ ▪ d ▪ p ▪ i ▪ m f iseases robably ncreased usic unctions ▪ ▪ c ▪ c ▪ d ▪ m p ontagion onnected ownloads usician rocess ▪ ▪ c ▪ s ▪ p ▪ m e ontagious urprisingly atterns athematician specially ▪ ▪ p ▪ f ▪ g ▪ m c andemic avorite enres athematical oncludes ▪ ▪ Component 3: Word Study (5 mins) 1. Adjectives, nouns and adverbs 2. Find the words in the focus word list that end in -ly 3. Underline the verb and the adverb in the sentence below: o Downloads of popular songs increased rapidly. 4. Fill in the missing words in these sentences from Text 6: o What does that ________________ mean? o __________________, pop music wasn’t the most contagious. o These listeners are _________________ super connected on the web. o That’s _________________ true after living through the COVID-19 pandemic. 5. Find these words in the focus word list: virus – viral. Circle the letters that are different these words. 6. Find another word in the focus word list that ends in -al. 7. Repeat the words after the teacher. 8. Find these words in the focus word list: contagion – contagious. What is different in the spelling of these two words? Circle the suffix -ious. 64 Component 4: Comprehension Exercise and Feedback (10 mins) ▪ Work with a partner to answer the questions. Write your answers below. Text 6: When a Song “Goes Viral,” What Does That Actually Mean? Stop for a moment and listen. What can you hear? A ticking clock? A bird song? What can you “hear” in your mind? Is a song stuck in there? Music is everywhere! It is part of every culture around the world. It brings people together, spreads ideas and makes us move. And how do songs become popular? Researchers are studying how popular songs spread so quickly. Some songs are “catchy”. They get stuck in our heads more easily than others. When a song becomes popular, we say “it’s gone viral”. In fact, researchers in Canada have found that music and viruses spread in similar ways. Matt Woolhouse is a musician and scientist. He studies the patterns of song downloads. David Earn is a mathematician and Dora Rosati is a research student. They study how diseases spread. They use mathematical models for this research. Together, these three researchers studied the patterns of song downloads using the mathematical models. These patterns of song downloads were very similar to the spread of diseases like COVID-19. For example, downloads of popular songs increased rapidly over time. This is the same way a disease spreads among a group of people. They also found that some genres were more contagious than others. This is because different social groups like different kinds of music. Some social groups share their favorite music more than other groups. Surprisingly, pop music wasn’t the most contagious. It spread, but not as quickly as some other genres. Electronica, on the other hand, was super contagious. This may be because these listeners “are probably super connected on the web and sharing things” David Earn says. When a Song “Goes Viral”, What Does That Actually Mean? – Comprehension 1. What happens when a song is “catchy”?? ___________________________________________________________________ I got it! Maybe? Didn’t get it. 2. What do we say when a song becomes popular? ___________________________________________________________________ I got it! Maybe? Didn’t get it. 3. How do songs become popular? ___________________________________________________________________ I got it! Maybe? 65 Didn’t get it. 4. What did the researchers use to do their study? ___________________________________________________________________ I got it! Maybe? Didn’t get it. 5. What two things did the researchers find out in their study? ___________________________________________________________________ ___________________________________________________________________ I got it! Maybe? Didn’t get it. 6. Why was electronica more contagious than pop music? Why do you think that is surprising? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ I got it! Maybe? Didn’t get it. Component 5: Comprehension Extension (5 mins) ▪ Here are some question words and question stems: Who? How? What? What does … mean? ▪ When? Where? Why? What happens when…? With a partner, choose 4 question words and stems from this list and write 4 questions about Text 6. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ ▪ Join with another pair of students and ask them your questions. Answer their questions. Component 6: Games (10 mins) ▪ ▪ ▪ Bingo! Write words from the list below into the bingo grid – one word for each square. The teacher will read a word the list. If the word is in your Bingo sheet, cross (X) it off. When you have crossed out 5 in a row across ( ), down ( ) or diagonally ( ), call out Bingo! The person who finishes first is the winner. 66 Essential Word List 4 have again said each read baby every very give live ▪ ever never over her before for or more own show our house out about found down how now good look do into who to two too school new can’t don’t Play the game again on the second bingo sheet if there is time. Component 7: Wrap Up and Consolidation (5 mins) ▪ Answer the teacher’s questions: o What is one thing that you did well today? o What was your favorite topic or reading this week? o What new information did you learn this week? o What is one spelling or grammar rule that you learned this week? o What is one thing that you need to practice more? 67 Day 7 Lesson 19 – Speaking and Listening Time: 45 minutes Component 1: Lesson Introduction (10 mins) ▪ ▪ Do you know what a blurb is? In your group, have a look at the covers of some books for teenagers and try to predict what the stories might be about and which one(s) look interesting to you. A B C D Etures accessed from https://sno-isle.bibliocommons.com/list/share/1337636749/2381151219 Component 2: Listening to the Text (15 mins) ▪ ▪ ▪ Listen to the “Teen Story Blurbs”. Listen for the answer to the question: Which blurb fits with which picture? Number the pictures in your workbook with the number of the blurb as I read it out. Answer the teacher’s questions. Component 3: Focus Words (5 mins) ▪ Listen to the teacher and then repeat the focus words after them: mysterious traditional foreign consequences takes a turn debut nation threaten knowledge worse destroyed enlightenment identity perfect captured uprooted sworn escort punishment in a heartbeat protect setting her up elite trolled .. Component 4: Speaking-Listening Activities (10 mins) 1. Answer the teacher’s questions o o o o Do you enjoy reading? What kind of stories do you like? Which book(s) that you heard about today do you think you would like to read? A lot of books are made into films. Do you prefer reading the book before you watch the film, or do you just like to watch the film? o Tell us about book or film that you have read/seen recently? 68 Component 5: Lesson Conclusion (5 mins) 2. What is a genre? 3. Match the story or film genres with the pictures: A genre is a style or kind of art, music, story or film. The pictures below show different kinds of story and film genres. Write the names of the different genres next to the correct pictures. action * comedy * crime * fantasy * mystery * romance * sci-fi 69 Lesson 20 – Introduce Reading Text Time: 45 minutes Component 1: Review Previous Lesson (5 mins) ▪ Can you remember the different stories? Which one(s) would you like to read? Component 2: Review Focus Words and Word Meanings (10 mins) ▪ ▪ ▪ Repeat the focus words after the teacher. Read the focus words with a partner or in a group. Which words do you know? Which words don’t you know? mysterious traditional foreign consequences takes a turn debut nation threaten knowledge worse destroyed enlightenment identity perfect captured uprooted sworn escort punishment in a heartbeat protect setting her up elite trolled secret society arranged providence diner enemies criminal accident dodging dream mastermind devastated bullies reality pilot dangerous discovers If you don’t know a word, look it up in the list below: Teen Story Blurbs – Word Meanings enlightenment – the state of understanding or gaining greater knowledge about something mysterious – difficult to understand, strange sworn – promised, made a promise to do something, past tense of swear takes a turn – changes, goes in a new direction knowledge – understanding, learning identity – who or what a person or thing is enemies – people who do not like or are in conflict with each other; not friends reality – the real world, real life, the state of things as they actually are setting her up – arranging a meeting for her (with a boy) traditional – usually done in debut – the first time a this way, old way of doing young woman who has something turned 18 is presented to society arranged - organized, made date – a social or plans romantic out worse – more serious or unpleasant; less good 70 secret society – an organization whose members must keep the activities of the organization secret protect – keep safe dream – goal, something you really want to achieve perfect – free from any flaw, defect or mistake escort - someone who takes another person to a particular social event pilot - a person who flies a plane crime - (adj) relating to crime, against the law; lawbreaking (n) a person who breaks the law, a person who does a crime mastermind – genius, very clever person foreign – from another country nation – country, state ruined – ruined, ended something by breaking or attacking it captured – caught, arrested, taken prisoner punishment – making someone pay a price for doing something bad accident – an event that happens by chance, resulting in damage or injury, e.g., a car crash teenage – aged between 13 and 19 years old elite – the best, a group that is the best in something that they can do or in a quality that they have training ground – a place where people practice a skill providence – fate, destiny; also the capital city of Rhode Island state in the USA devastated – felt great shock or sorrow auntie; aunt – your mother’s or father’s sister uprooted – move someone from their home to somewhere new boring – not interesting magic – the power of influencing events by using supernatural forces dangerous – able to cause harm or injury, not safe consequences – results; effects threaten – tell someone that you will hurt them in some way nowhere – not in any place, a place that is far away or not interesting somewhere – an unspecified place trolled – annoyed, criticized or attacked someone dodged, dodging – avoid something, move quickly out of the way small-minded – having a narrow outlook, having fixed ideas in a heartbeat – very quickly, immediately (as quick as one beat of your heart) diner – café, small restaurant 71 bully, bullies – people who always try to hurt other people that they think are weak discovers – finds something without expecting to find anything Component 3: Word Study (5 mins) ▪ Suffixes These words are all from the focus word list, but they are missing their suffixes. Add the correct suffix to these words. Be careful! You may have to make a change to the spelling of the base word. know_ _ _ _ _ real_ _ _ tradition_ _ crime_ _ _ _ punish_ _ _ _ mystery_ _ _ _ danger_ _ _ threat_ _ ▪ Now write the words into the correct columns in the table below depending on how the suffix enlighten_ _ _ _ changed the base word. Noun🡪Verb Noun🡪Adjective Verb🡪Noun Adjective🡪Noun Noun🡪Noun Thing🡪Person Component 4: Flash Cards (5 mins) ▪ ▪ ▪ ▪ Look at the Flash Card graph on page 5 of this workbook. Listen to the teacher reading the flash cards for week 3 and repeat after them. Work with a partner or in a group to read the flash cards and record your score. How many flash cards can you read in one minute? Is that more than yesterday? Is it better than last week? Component 5: Reading and Fluency Practice (15 mins) ▪ ▪ Listen to the teacher reading the text and follow along with the text below. Underline any words that you don’t know. Go back to look up the word in the word meanings list if you need to. 72 Text 7 Teen Story Blurbs 1. “Enlightenment” by Reno Ursal, 2019 When Dorothy Dizon meets the mysterious Adrian Rosario, her life takes a turn. Adrian has an interesting knowledge of Filipino history. He keeps his identity hidden from Dorothy, but she gets close to the truth. He has sworn to protect a secret society. Then, they get into danger from the enemies of this secret society. 2. “Chloe and the Kaishao Boys” by Mae Coyiuto, 2023 Chloe Liang is a seventeen-year-old Chinese-Filipina girl. Her dream is to study in the United States. That dream will soon become a reality. She is going to study at the University of Southern California. But her auntie is planning a traditional debut for Chloe's eighteenth birthday. Even worse, her father wants to find Chloe the perfect escort for the party. He keeps setting her up on one “kaishao”-- arranged date-- after another! 3. “Ignite the Stars” by Maura Milan, 2018 I.A. Cōcha is a criminal mastermind and top pilot. I.A. has spent her life fighting the foreign nation that destroyed her home. When I.A. is captured, her enemies find out that she is a teenage girl. For punishment, she is sent to work at a training ground for the elite Star Force. 4. “Deep in Providence” by Riss M. Neilson, 2022 After Jasmine is killed in a car accident, her best friends Miliani, Inez and Natalie are devastated. They plan to bring her back using magic learned from Miliani's Filipino aunt. But their actions have dangerous consequences. These consequences threaten the girls and the people they care about. 5. “Brown Boy Nowhere” by Sheeryl Lim, 2021 Angelo Rivera is a sixteen-year-old Filipino American boy. He has been uprooted from his home in San Diego. He now lives in a boring, small town in the middle of nowhere. Angelo is the only Asian in his all-white school. He is being trolled as "brown boy" by small-minded country boys. His life now involves working at his parent’s diner, dodging bullies and wishing for home. But Angelo discovers this town might not be so bad after all. Sharing it can turn “nowhere” into “somewhere” in a heartbeat. Adapted from: SNO-ISLE Libraries (2024). General Recommendations: Teen Filipino Stories. https://snoisle.bibliocommons.com/list/share/1337636749/2381151219 ▪ Practice reading Text 7 with the teacher and in groups. Component 6: Lesson Conclusion (5 mins) ▪ In groups, choose one story that you think is interesting and one story that you think is not interesting. Explain the reason for your choices. 73 Lesson 21 – Comprehension and Consolidation Time: 45 minutes Component 1: Flash Cards (5 mins) ▪ ▪ ▪ ▪ ▪ Go back to the Flash Card graph on page 5 of this workbook. Work with a partner or in a group to read the flash cards and keep your score. How many flash cards can you read in one minute? Did you do better in this lesson than in the previous lesson? Did you do better than last week? Component 2: Focus Words (5 mins) ▪ ▪ ▪ Repeat the focus words after the teacher. Read the focus words with a partner or in a group. Which words do you know? Which words don’t you know? If you don’t know a word, look it up in the word meanings list in the previous lesson. mysterious traditional foreign consequences takes a turn debut nation threaten knowledge worse destroyed enlightenment identity perfect captured uprooted sworn escort punishment in a heartbeat protect setting her up elite trolled secret society arranged providence diner enemies criminal accident dodging dream mastermind devastated bullies reality pilot dangerous discovers Component 3: Word Study (5 mins) ▪ ▪ ▪ Suffixes and prefixes Find the word in the focus word list that has two suffixes. Write the word below , breaking it up into its parts to show the prefix, base word and suffixes: Enlightenment __________________________ Component 4: Comprehension Exercise and Feedback (10 mins) Work with a partner to find the information in the text and answer the questions. Write your answers below. 74 Teen Story Blurbs 1. “Enlightenment” by Reno Ursal, 2019 When Dorothy Dizon meets the mysterious Adrian Rosario, her life takes a turn. Adrian has an interesting knowledge of Filipino history. He keeps his true identity hidden from Dorothy, but she gets close to the truth. He has sworn to protect a secret society. Then, they get into danger from the enemies of this secret society. 2. “Chloe and the Kaishao Boys” by Mae Coyiuto, 2023 Chloe Liang is a seventeen-year-old Chinese-Filipina girl. Her dream is to study in the United States. That dream will soon become a reality. She is going to study at the University of Southern California. But her auntie is planning a traditional debut for Chloe's eighteenth birthday. Even worse, her father wants to find Chloe the perfect escort for the party. He keeps setting her up on one “kaishao”-- arranged date-- after another! 3. “Ignite the Stars” by Maura Milan, 2018 I.A. Cōcha is a criminal mastermind and top pilot. I.A. has spent her life fighting the foreign nation that destroyed her home. When I.A. is captured, her enemies find out that she is a teenage girl. For punishment, she is sent to work at a training ground for the elite Star Force. 4. “Deep in Providence” by Riss M. Neilson, 2022 After Jasmine is killed in a car accident, her best friends Miliani, Inez and Natalie are devastated. They plan to bring her back using magic learned from Miliani's Filipino aunt. But their actions have dangerous consequences. These consequences threaten the girls and the people they care about. 5. “Brown Boy Nowhere” by Sheeryl Lim, 2021 Angelo Rivera is a sixteen-year-old Filipino American boy. He has been uprooted from his home in San Diego. He now lives in a boring, small town in the middle of nowhere. Angelo is the only Asian in his all-white school. He is being trolled as "brown boy" by small-minded country boys. His life now involves working at his parent’s diner, dodging bullies and wishing for home. But Angelo discovers this town might not be so bad after all. Sharing it can turn “nowhere” into “somewhere” in a heartbeat. Adapted from: SNO-ISLE Libraries (2024). General Recommendations: Teen Filipino Stories. https://snoisle.bibliocommons.com/list/share/1337636749/2381151219 Teen Story Blurbs – Comprehension 1. Match the characters (the people in the story) with the correct story: Jasmine Enlightenment I.A. Cōcha Angelo Rivera Chloe and the Kaishao Boys Miliani Dorothy Dizon Ignite the Stars Inez the enemies of the secret society Deep in Providence Chloe Liang Natalie Brown Boy Nowhere Adrian Rosario Miliani’s Filipino aunt the arranged dates 75 I got it! Maybe? Didn’t get it. 2. Does Dorothy know who Adrian Rosario really is? ________________________________________________________________________________ I got it! Maybe? Didn’t get it. 3. What are Chloe’s auntie and father planning? ________________________________________________________________________________ I got it! Maybe? Didn’t get it. 4. What skills does I.A. Cōcha have? ________________________________________________________________________________ I got it! Maybe? Didn’t get it. 5. What happened to Jasmine? ________________________________________________________________________________ I got it! Maybe? Didn’t get it. 6. Where did Angelo Rivera live before and where does he live now? ________________________________________________________________________________ I got it! Maybe? Didn’t get it. 7. Which is the most interesting story? Why? ________________________________________________________________________________ ________________________________________________________________________________ I got it! Maybe? Didn’t get it. Component 5: Comprehension Extension (5 mins) ▪ Choose three question words and two question stems from this list: o who o what o when o where o why o how o What does …. mean? o What happens when…? or What happened when…? 76 ▪ With your partner, write five questions about the text using the question words and stems that you chose from the list. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ▪ Join with another pair and ask them your questions. ▪ Answer the questions from the other groups. Component 6: Games (10 mins) ▪ ▪ Bingo! Write words from the list below into the bingo grid – one word for each square. The teacher will read a word from the list. If the word is in your Bingo sheet, cross (X) it off. ▪ When you have crossed out 5 in a row across ( Bingo! The person who finishes first is the winner. ▪ Play the game again on the second bingo sheet if there is time. ), down ( ) or diagonally ( Essential Word List 5 after are ask father they their any many friend says people first girl were work world here year pretty little gone know boy because saw Mr mother other become come 77 some does done could should pull put you through write ), call out Essential Word List 5 after are ask father they their any many friend says ▪ people first girl were work world here year pretty little gone know boy because saw Mr mother other become come some does done could should pull put you through write If there is time, play the game one more time. Component 7: Wrap Up and Consolidation (5 mins) ▪ ▪ ▪ Work in pairs What is your favorite story genre? Can you explain why you like it? Tell your partner a story that you have read, heard or seen in a film that you liked. 78 Day 8 Lesson 22 – Speaking and Listening Time: 45 minutes Component 1: Lesson Introduction (10 mins) ▪ ▪ Answer the teacher’s questions about using social media. Look at the pictures below. Work with a partner to answer the question: What social media sites do they look like? 1. 2. 3. 4. X 5. 6. ~ Component 2: Listening to the Text (15 mins) ▪ ▪ ▪ Listen to the essay “The Good and Bad of Social Media”. Listen for the good points and the bad points of social media. How many different points can you hear? Answer the teacher’s questions. Component 3: Focus Words (5 mins) ▪ ▪ Listen to the teacher and then repeat the focus words after them: social media impacts ourselves necessary bullying influence websites enough careful interests advantages opportunities aspect believe causes disadvantages problematic information despite drawbacks important addicted misunderstandings awareness in touch advance take advantage arguments mindful issues Which words do you know? Which words are you unsure of? Component 4: Speaking-Listening Activities (10 mins) 4. Talk with the teacher and the class about the advantages and disadvantages of social media. Component 5: Lesson Conclusion (5 mins) 5. Work in a group to answer the question: o If you could support a cause, what would it be, and how would you support it on social media? 79 Lesson 23 – Introduce Reading Text Time: 45 minutes Component 1: Review Previous Lesson (5 mins) ▪ Report back to the class about the cause your group chose to support. How would you use social media to support it? Component 2: Review Focus Words and Word Meanings (10 mins) ▪ ▪ ▪ social media impacts ourselves necessary bullying influence websites enough careful interests advantages opportunities aspect believe causes disadvantages problematic information despite drawbacks important addicted misunderstandings awareness in touch advance take advantage arguments mindful issues Repeat the focus words after the teacher. Read the focus words with a partner or in a group. Which words do you know? Which words don’t you know? If you don’t know a word, look it up in the list below: The Good and Bad of Social Media – Word Meanings social media – websites like Facebook, TikTok and Instagram where users can share messages, photos, music or videos with other people positive – good negative – bad 👀 ❌ share – give something or a part of something to others influence (n) – the effect on behavior, character or development of a person or thing advance – move forward; help; make something better advantages – good or strong points disadvantages – bad or weak points important – having great value take advantage of – make good use of something opportunities – chances for employment; a good time or good conditions to do something avoid – keep away from something impacts (n) – effects, results easily – with no trouble spending time – passing the time; using up the time problematic – difficult; hard addicted – dependent on something; using something a lot or too much waste – use up for no good reason websites – a set of pages on the Internet with a single name, usually belonging to a single person or an organization problem – a thing that is difficult to achieve or harmful I some way 80 focus – concentrate; pay attention to ourselves – we or us personally compare – look at the similarities and differences enough – as much as is needed fake – not real; not true aspect – a particular part of something information – facts about something misunderstandings – failures to understand something correctly; disagreements arguments – war of words; disagreements; angry discussion necessary – needed; essential careful – making sure to stay away from danger believe – accept something that is true despite – without being affected awareness – knowledge by; in spite of; regardless of of something make a difference – have a significant effect on someone or something; create change for the better raise – increase the amount, level or strength of something issues – important topics, problems climate change – a change in climate and weather patterns bullying – repeatedly harming, hurting or making someone do something thet do not want to do causes (n) – aims or actions that you think you need to fight for to make the world a better place mindful – aware; careful of; think carefully support – help; give assistance to connect – join together with staying in touch – keeping in contact; keeping connected on the other hand – in contrast interests (n) – common concerns about social or business matters wisely – in a way that shows experience, knowledge and good judgement Component 3: Word Study (5 mins) ▪ ▪ ▪ ▪ ▪ ▪ ▪ Prefixes, antonyms and synonyms Look at the words the teacher writes on the board: o advantages – disadvantages o understanding – misunderstanding Find the words in the focus word list and highlight the prefixes. Synonyms are words with the same or similar meanings. Antonyms are words with opposite meanings. Find the pairs of words in the focus word list that are antonyms (have opposite meanings). From the words that you found, which ones are synonyms (same meaning)? 81 Component 4: Flash Cards (5 mins) ▪ ▪ ▪ ▪ Look at the Flash Card graph on page 5 of this workbook. Listen to the teacher reading the flash cards for Week 3 and repeat after them. Work with a partner or in a group to read the flash cards and record your score. How many flash cards can you read in one minute? Is that more than yesterday? Is that more than last week? Component 5: Reading and Fluency Practice (15 mins) ▪ ▪ Listen to the teacher reading the text and follow along with the text below. Underline any words that you don’t know. Go back to look up the word in the word meanings list if you need to. Text 8 The good and bad of social media Social media is a big influence on our lives today. It has both advantages and disadvantages. It is important to understand the good and the bad of social media. In this way, we can advance the positive and avoid the negative impacts on our lives. First, social media lets us easily talk to friends and family, even if they are far away. We can share pictures, messages and videos on websites like Facebook and Instagram. This helps us stay close to the people we care about. It is also a place where we can find new friends and even job opportunities. However, spending too much time on social media can also be a problem. It is easy to get addicted and waste time looking at posts and videos. This can make it hard to focus on schoolwork and other important things. Also, sometimes what we see on social media can make us feel bad about ourselves. People often show only the best parts of their lives. This can make us compare ourselves to them and feel like we are not good enough. In addition, fake news is another problematic aspect of social media. Sometimes, people share information that is not true. It can be hard to tell what is real and what is fake. This can lead to misunderstandings and arguments. It is necessary to be careful about what we believe and share online. Despite these problems, social media is not all bad. It can also be a place where we can make a difference. We can use it to raise awareness about important issues, like climate change or bullying. We can connect with people who share our interests and support causes we care about. In short, social media has benefits and drawbacks. It is good for staying in touch with friends and finding new opportunities. On the other hand, we also need to be careful not to spend too much time on it and to be mindful of what we see and share. By using social media wisely, we can take advantage of its opportunities while avoiding its pitfalls. [Text generated by ChatGPT https://chat.openai.com ] ▪ Practice reading Text 8 with the teacher and in groups. 82 Component 6: Lesson Conclusion (5 mins) ▪ Complete the activity below: Synonyms and Antonyms Complete the table below, with synonyms and antonyms from Text 8. Put the words with good meanings into the first column and words with bad meanings in the second column. advantages * benefits * disadvantages * drawbacks * negative * opportunities * pitfalls * positive 83 Lesson 24 – Comprehension and Consolidation Time: 45 minutes Component 1: Flash Cards (5 mins) ▪ ▪ ▪ ▪ ▪ Go back to the Flash Card graph on page 5 of this workbook. Work with a partner or in a group to read the flash cards and keep your score. How many flash cards can you read in one minute? Did you do better in this lesson than in the previous lesson? Did you do better than yesterday? Did you do better than Week 1 and Week 2? Component 2: Focus Words (5 mins) ▪ ▪ ▪ Repeat the focus words after the teacher. Read the focus words with a partner or in a group. Which words do you know? Which words don’t you know? If you don’t know a word, look it up in the word meanings list in the previous lesson. social media impacts ourselves necessary bullying influence websites enough careful interests advantages opportunities aspect believe causes disadvantages problematic information despite drawbacks important addicted misunderstandings awareness in touch advance take advantage arguments issues mindful Component 3: Word Study (5 mins) ▪ ▪ ▪ ▪ ▪ Signposts in essays Look at the picture: Road signs tell you which way to go. Signposts in essays tell you how ideas are connected and which way the ideas are going. Underline the connecting words and phrases in Text 8. Component 4: Comprehension Exercise and Feedback (10 mins) ▪ Work with a partner to find the information in the text and answer the questions. Write your answers below. The good and bad of social media Social media is a big influence on our lives today. It has both advantages and disadvantages. It is important to understand the good and the bad of social media. In this way, we can advance the positive and avoid the negative impacts on our lives. First, social media lets us easily talk to friends and family, even if they are far away. We can share pictures, messages and videos on websites like Facebook and Instagram. This helps us stay close to the people we care about. It is also a place where we can find new friends and even job opportunities. However, spending too much time on social media can also be a problem. It is easy to get addicted and waste time looking at posts and videos. This can make it hard to focus on schoolwork and other important things. Also, sometimes what we see on social media can make us feel bad about ourselves. People often show only the best parts of their lives. This can make us compare ourselves to them and feel like we are not good enough. 84 In addition, fake news is another problematic aspect of social media. Sometimes, people share information that is not true. It can be hard to tell what is real and what is fake. This can lead to misunderstandings and arguments. It is necessary to be careful about what we believe and share online. Despite these problems, social media is not all bad. It can also be a place where we can make a difference. We can use it to raise awareness about important issues, like climate change or bullying. We can connect with people who share our interests and support causes we care about. In short, social media has benefits and drawbacks. It is good for staying in touch with friends and finding new opportunities. On the other hand, we also need to be careful not to spend too much time on it and to be mindful of what we see and share. By using social media wisely, we can take advantage of its opportunities while avoiding its pitfalls. [Text generated by ChatGPT https://chat.openai.com ] The Good and Bad of Social Media – Comprehension 1. Why is it good to understand the good and bad of social media? ________________________________________________________________________________ ________________________________________________________________________________ I got it! Maybe? Didn’t get it. 1. What are the benefits of social media that the writer talks about? ________________________________________________________________________________ ________________________________________________________________________________ I got it! Maybe? Didn’t get it. 2. What are the disadvantages of social media? ________________________________________________________________________________ ________________________________________________________________________________ I got it! Maybe? Didn’t get it. 3. How can we know if something is real or fake? ________________________________________________________________________________ ________________________________________________________________________________ I got it! Maybe? Didn’t get it. 4. How can social media help improve people’s lives? ________________________________________________________________________________ ________________________________________________________________________________ I got it! Maybe? 85 Didn’t get it. 5. How can social media help improve people’s lives? ________________________________________________________________________________ ________________________________________________________________________________ I got it! Maybe? Didn’t get it. 6. What do we need to do to use social media wisely? ________________________________________________________________________________ ________________________________________________________________________________ I got it! Maybe? Didn’t get it. 7. How do the words and phrases “first”, “however”, “in addition”, “despite” and “in short” help the reader? ________________________________________________________________________________ ________________________________________________________________________________ I got it! Maybe? Didn’t get it. Component 5: Comprehension Extension (5 mins) ▪ Choose five question words and stems from this list: o who o what o when o where o why o how o What does … mean? o What happens/happened when ….? ▪ With your partner, write five questions about the text using the words that you chose from the list. ____________________________________________________________________________________ ____________________________________________________________________________________ ▪ ▪ Join with another pair and ask your questions. Answer their questions. Component 6: Games (10 mins) ▪ Bingo! Write words from the list below into the bingo grid – one word for each square. The teacher will read a word from the list. If the word is in your Bingo sheet, cross (X) it off. ▪ When you have crossed out 5 in a row across ( ), down ( ) or diagonally ( ), call out Bingo! The person who finishes first is the winner. ▪ Play the game again on the second bingo sheet if there is time. 86 Essential Word List 5 after are ask father they their any many friend says ▪ people first girl were work world here year pretty little gone know boy because saw Mr mother other become come some does done could should pull put you through write If there is time, play the game one more time. Component 7: Wrap Up and Consolidation (5 mins) ▪ In your group, answer these questions: o What is fake news? o Have you ever seen or heard fake news before? Where did you see/hear it? o How did you know it was fake news? o What are the dangers of fake news? o What can you do to check if it is fake news? 87 Day 9 Lesson 25 – Speaking and Listening Time: 45 minutes Component 1: Lesson Introduction (10 mins) ▪ Look at the pictures and answer the teacher’s questions. Component 2: Listening to the Text (15 mins) ▪ ▪ ▪ Listen to the essay about “Deforestation: Reasons, Consequences and Solutions”. In your group, listen for the answer to the questions: o Group 1: What is deforestation? What are two reasons why people cut down trees. o Group 2: Why are forests important? What are two consequences (things that can happen) if too many trees are cut down? o Group 3: What are three solutions (things we can do to solve or fix) the problem? Answer the teacher’s questions. Component 3: Focus Words (5 mins) ▪ Listen to the teacher and then repeat the focus words after them: addressed solution damage natural resources deforestation reasons significant disaster traditions protect contributes climate floods indigenous communities illegally weather landslides government environment logging stable carbon dioxide punish consequences serious healthy destroy replace Component 4: Speaking-Listening Activities (10 mins) ▪ With your partner, what do you remember about the reasons, consequences and solutions to the problem of deforestation? ▪ Answer the teacher’s questions. Component 5: Lesson Conclusion (5 mins) ▪ Help the teacher add ideas to the list on the board about the reasons, consequences and solutions to the problem of deforestation. 88 Lesson 26 – Introduce Reading Text Time: 45 minutes Component 1: Review Previous Lesson (5 mins) ▪ Answer the teacher’s questions about Text 9. Component 2: Review Focus Words and Word Meanings (10 mins) addressed solution damage natural resources deforestation reasons significant disaster traditions protect contributes climate floods indigenous communities illegally weather landslides government environment logging stable carbon dioxide punish consequences serious healthy destroy replace ▪ ▪ ▪ Repeat the focus words after the teacher. Read the focus words with a partner or in a group. Which words do you know? Which words don’t you know? If you don’t know a word, look it up in the list below: Deforestation: Reasons, Consequences, Solutions – Word Meanings deforestation – the act of cutting down trees in a wide area forests – large areas covered with trees and other plants cleared – take things away from the land to use for another purpose, e.g. trees addressed – think and then do something about a problem protect – keep safe from harm; try to keep nature safe through law communities – groups of people living in the same place or having something in common environment – the natural world including – part of a whole; as well as; plus causes (n) – people, events or things that make something happen reasons – causes or explanations for an action or event consequences – a result, something that happens (often a bad result) solve – fix; find an answer to a problem solution – an answer to a problem occurs - happens essay – a short piece of writing on a particular subject and giving a particular point of view by including facts or information to show it is true contributes – plays a part in; is a factor in; helps make something happen several – more than two, but not many space – a free and open area of land with no trees, houses etc. products – things that are made and then sold 89 mining – the process or industry of taking things like coal, gold or other rocks or metals from under the ground wooden furniture crops - plants that are grown on a large scale to sell for food, e.g., rice, wheat, fruit or vegetables build - construct; make something (e.g. a house) by putting parts together, illegal, illegally - against the law; unlawful; criminal; logging - the action or business of cutting down trees damage (n) - physical harm or hurt to something soil - the upper layer of earth where plants grow from worse - more serious; comparative form of bad serious - worrying because of danger or risk climate - general patterns of weather (air, heat, cloud, sunshine, wind or rain) over a long time weather - the state of the air, heat, cloud, sunshine, wind or rain at a particular place and time significant – great; major stable – not likely to change; firm healthy - not sick or ill; normal harms - has a bad effect on something benefits - good points; advantages often – many times lose, lost - no longer have something; gone; finished carbon dioxide - CO2; a gas that comes from burning things like coal; a gas that we breathe out natural - coming from nature; not made by humans destroy - knock something down; ruin punish - make someone pay in some way for breaking a rule or a law water cycle - the way that water moves from the land to the air and back to the land again things used in a house such as chairs, tables and desks, made from wood in a way that is against the law disasters - sudden accidents that cause great damage landslides - when a large part of a mountain falls down 90 floods - when a lot of water comes over the land, for example after a lot of rain hurts - is bad for; injures depend on - need, are supported by; rely on resources - things that we need to use as a result - in the end; a connecting phrase to show what happens moreover - a connecting word to add more information; what’s more; in addition culture - the ideas, customs and social behavior of a group of people or a society traditions - the customs or beliefs that are passed down from one generation to the next (e.g., from grandparents to parents to children) in a society indigenous - native; coming from or occurring naturally in a particular place government - the group of people who lead a country or state rules - laws; principles that tell you what must be done replace - put something back in a place that was taken away Component 3: Word Study (5 mins) ▪ ▪ More prefixes and suffixes Look at how these words are formed. Underline the base words. Circle the prefixes and the suffixes. o deforestation o illegally ▪ Write the noun form of this word: o solve – _______________ Component 4: Flash Cards (5 mins) ▪ ▪ ▪ ▪ Look at the Flash Card graph on page 5 of this workbook. Listen to the teacher reading the flash cards for week 1 and repeat after them. Work with a partner or in a group to read the flash cards and record your score. How many flash cards can you read in one minute? Is that more than yesterday? Component 5: Reading and Fluency Practice (15 mins) ▪ ▪ Listen to the teacher reading the text and follow along with the text below. Underline any words that you don’t know. Go back to look up the word in the word meanings list if you need to. Text 9 Deforestation: Reasons, Consequences and Solutions Deforestation is the act of cutting down trees in a wide area. Deforestation is a big problem around the world, including in the Philippines. This problem needs to be addressed. This essay talks about the causes and consequences of deforestation. It then looks at what we can do to solve the problem. Deforestation occurs for several reasons. First, trees are cut down because people want more space to grow crops and to build new houses and roads. Forests are also cleared to make space for mining or to sell the wood to build homes, furniture and other wooden products or to make paper. Illegal logging also contributes to deforestation. All these reasons for cutting down trees make the problem worse. This causes serious damage to the environment. 91 Deforestation has significant consequences. Forests are very important for keeping the climate stable. They also help to keep the soil healthy and protect the water cycle. Deforestation harms the environment in many ways. For example, animals lose their homes. Also, trees help keep the soil in place and clean the air. When they are cut down, these benefits are lost. Natural disasters such as landslides and floods occur more often. Cutting down trees also makes our weather and climate worse. Trees take in carbon dioxide, a gas that makes the Earth hotter. When trees are cut down, there are fewer of them to take in this gas, so the Earth gets even hotter. This can cause more storms and natural disasters, which can hurt people and destroy homes. Moreover, cutting down trees hurts the people who live near the forests. Many people in the Philippines depend on trees for food, water and jobs. When the trees are cut down, these people lose these important resources. As a result, they might not have enough food or money to live. It also hurts the culture and traditions of indigenous peoples who have lived in the forests for a long time. To stop deforestation, government and communities need to work together. We need rules to protect forests and punish people who cut them down illegally. We can also plant more trees to replace the ones we cut down. And we can teach people why it is important to take care of our forests and the animals that live there. By working together, we can make sure that there are enough trees in the Philippines for everyone to enjoy and benefit from them. [Text generated by ChatGPT https://chat.openai.com ] ▪ Practice reading Text 9 with the teacher and in groups. Component 6: Lesson Conclusion (5 mins) ▪ The introduction paragraph Introduction Paragraph Activity Each sentence in the introduction to this essay has a purpose. Match the purpose from the list below with the number of the sentence. o Essay preview 1 o Essay preview 2 o Define the topic o State the problem o Position of writer Purpose 1. Introduction paragraph (1) Deforestation is the act of cutting down trees in a wide area. 2. (2) Deforestation is a big problem around the world, including in the Philippines. 3. (3) This problem needs to be addressed. 4. (4) This essay talks about the causes and consequences of deforestation. 5. (5) It then looks at what we can do to solve the problem. 92 Lesson 27 – Comprehension and Consolidation Time: 45 minutes Component 1: Flash Cards (5 mins) ▪ Go back to the Flash Card graph on page 5 of this workbook. ▪ Work with a partner or in a group to read the flash cards and keep your score. ▪ How many flash cards can you read in one minute? ▪ Did you do better in this lesson than in the previous lesson? ▪ Did you do better than yesterday? Did you do better than in Weeks 1 and 2? Component 2: Focus Words (5 mins) ▪ Repeat the focus words after the teacher. ▪ Read the focus words with a partner or in a group. Which words do you know? Which words don’t you know? ▪ If you don’t know a word, look it up in the word meanings list in the previous lesson. addressed solution damage natural resources deforestation reasons significant disaster traditions protect contributes climate floods indigenous communities illegally weather landslides government environment logging stable carbon dioxide punish consequences serious healthy destroy replace Component 3: Word Study (5 mins) ▪ Topic sentences ▪ In the first sentences of paragraph 2 and paragraph 3 in Text 9, underline the general words that link back to the preview in the introduction and circle the specific word that links to the topic. o Deforestation occurs for several reasons. o Deforestation has significant consequences. ▪ In the next sentence, underline the word that tells us that the writer is adding another idea about consequences? Circle the words that tell us the general topic and the specific idea. o Moreover, cutting down trees hurts the people who live near the forests. ▪ In the final sentence, underline the main idea. o To stop deforestation, government and communities need to work together. Component 4: Comprehension Exercise and Feedback (10 mins) ▪ Work with a partner to find the information in the text and answer the questions. Write your answers below. Deforestation: Reasons, Consequences and Solutions Deforestation is the act of cutting down trees in a wide area. Deforestation is a big problem around the world, including in the Philippines. This problem needs to be addressed. This essay talks about the causes and consequences of deforestation. It then looks at what we can do to solve the problem. 93 Deforestation occurs for several reasons. First, trees are cut down because people want more space to grow crops and to build new houses and roads. Forests are also cleared to make space for mining or to sell the wood to build homes, furniture and other wooden products or to make paper. Illegal logging also contributes to deforestation. All these reasons for cutting down trees make the problem worse. This causes serious damage to the environment. Deforestation has significant consequences. Forests are very important for keeping the climate stable. They also help to keep the soil healthy and protect the water cycle. Deforestation harms the environment in many ways. For example, animals lose their homes. Also, trees help keep the soil in place and clean the air. When they are cut down, these benefits are lost. Natural disasters such as landslides and floods occur more often. Cutting down trees also makes our weather and climate worse. Trees take in carbon dioxide, a gas that makes the Earth hotter. When trees are cut down, there are fewer of them to take in this gas, so the Earth gets even hotter. This can cause more storms and natural disasters, which can hurt people and destroy homes. Moreover, cutting down trees hurts the people who live near the forests. Many people in the Philippines depend on trees for food, water and jobs. When the trees are cut down, these people lose these important resources. As a result, they might not have enough food or money to live. It also hurts the culture and traditions of indigenous peoples who have lived in the forests for a long time. To stop deforestation, government and communities need to work together. We need rules to protect forests and punish people who cut them down illegally. We can also plant more trees to replace the ones we cut down. And we can teach people why it is important to take care of our forests and the animals that live there. By working together, we can make sure that there are enough trees in the Philippines for everyone to enjoy and benefit from them. [Text generated by ChatGPT https://chat.openai.com ] Deforestation: Reasons, Consequences and Solutions – Comprehension 1. What does “deforestation” mean? ________________________________________________________________________________ I got it! Maybe? Didn’t get it. 2. Draw an arrow from the points in the introduction previews to the paragraph(s) that the points link to. Deforestation is the act of cutting down trees in a wide area. Deforestation is a big problem around the world, including in the Philippines. This problem needs to be addressed. This essay talks about the causes and consequences of deforestation. It then looks at what we can do to solve the problem. Deforestation occurs for several reasons. Deforestation has significant consequences. Moreover, cutting down trees hurts the people who live near the forests. To stop deforestation, government and communities need to work together. I got it! Maybe? 94 Didn’t get it. 3. Complete the table with at least three points from Text 9 for each column: Reasons Consequences I got it! Maybe? Solutions Didn’t get it. 4. Why do you think people cut down trees illegally? ________________________________________________________________________________ ________________________________________________________________________________ I got it! Maybe? Didn’t get it. 5. Name two things that forests are good for. ________________________________________________________________________________ ________________________________________________________________________________ I got it! Maybe? Didn’t get it. 6. What are the two natural disasters that are mentioned in the essay? Can you think of any other disasters caused by deforestation? ________________________________________________________________________________ ________________________________________________________________________________ I got it! Maybe? Didn’t get it. 7. Why does the climate get hotter when we lose too many trees? ________________________________________________________________________________ ________________________________________________________________________________ I got it! Maybe? Didn’t get it. 8. How will deforestation hurt indigenous people? ________________________________________________________________________________ ________________________________________________________________________________ I got it! Maybe? 95 Didn’t get it. Component 5: Comprehension Extension (5 mins) ▪ Choose one question word from this list: o who o what o when o where o why o how o What does …. mean? o What happens/happened when…? ▪ In pairs, write five questions about the text using three question words and the two question stems from the list. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ▪ Ask the teacher and other students your questions. ▪ Answer the questions from other students. Component 6: Games (10 mins) ▪ ▪ Bingo! Write words from the list below into the bingo grid – one word for each square. The teacher will read a word from the list. If the word is in your Bingo sheet, cross (X) it off. ▪ When you have crossed out 5 in a row across ( Bingo! The person who finishes first is the winner. ▪ Play the game again on the second bingo sheet if there is time. ), down ( ) or diagonally ( Essential Word List 5 after are ask father they their any many friend says people first girl were work world here year pretty little gone know boy because saw Mr mother other become come 96 some does done could should pull put you through write ), call out Essential Word List 5 after are ask father they their any many friend says ▪ people first girl were work world here year pretty little gone know boy because saw Mr mother other become come some does done could should pull put you through write If there is time, play the game one more time. Component 7: Wrap Up and Consolidation (5 mins) ▪ Answer the questions about this course: o Name three things you have learned about words and spelling in English. o How many words can you read in a minute? o What was the best thing about the course? o What do you need to improve? o What will you do to improve your English reading, writing and speaking in the future? 97

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