English Language Studies: Low Intermediate: Book 2

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A Brief Modern History of the United States

English Language Studies

Low Intermediate

Book 2

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LOW INTERMEDIATE BOOK - 2A Brief Modern History of the United StatesEnglish Language StudiesPublished and Edited by Jacaranda Education Inc. S.C.Writen by Michael Andrew BeckwithDesign by Andrea Vargas FernándezMéxico 2012This curriculum is the sole property of Jacaranda Education Inc. S.C.It cannot be reproduced without the prior writen consent from the author.

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In 2011 students from Scotch Plains High School in New

Jersey, USA and Instituto Blaise Pascale, Oaxaca, Mexico took

part in a cultural exchange art project. The goal of the project

was to create giant murals which presented an idea of the

student´s local culture and social history. The murals were

exchanged during a physical visit by students from Oaxaca to

New Jersey. The mural created by the students from Scotch

Plains was subsequently brought to Oaxaca and was hung

in the Museum of Oaxacan Painters. It is this beautiful mural

created by the students of Scotch Plains High School which

is the inspiration and creative source for the following

textbook. The mural now hangs in the work spaces of

Jacaranda Education in Oaxaca @La Calera.

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Low Intermediate - Book 2

chapter .

Chapter ONE Cultural History .........................................9

The Diner1. What´s In the Diner? .............................11

Skill Review: There is, there isn´t.

Critical Thinking and Reflection: Learning

Difference.

2. The Diner Experience...........................14

Vocabulary: Scrabble.

Reading: Main Ideas and Supporting Sentences.

Writing: Paragraphs.

3. Cultural Trends.......................................18

Skill Review: Nouns and Adjectives.

Grammar: Simple Present and Present

Progressive Tenses.

Visualizing Grammar: Facts vs. Trends.

4. Creating a Scene..................................23

Reading and Writing: A Script: Simple Present

and Present Progressive Tenses.

Would Like and May I.

Listening: Following Along.

5. Getting It On Film.................................27

Speaking: Presenting.

MTV6. MTV: Music, Shows, News, and

Movies..........................................................29

Grammar: Time Reference Words.

Writing: Time Reference Words,

Simple Present Tense.

Speaking: Sharing an Idea

Reading and Pronunciation: Short Paragraphs.

7. Celebrity Death Match.........................33

Grammar: Simple Present and Present

Progressive Tense.

Speaking: Sharing an Opinion.

Reading and Editing: Simple Present and

Present Progressive Tense.

Writing: Simple Present and

Present Progressive Tense.

8. Reality TV: 16 and Pregnant...............37

Grammar: Understanding Adjectives.

Speaking: Comparing and Contrasting,

Sharing an Experience.

Listening: Identifying a Theme.

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INDEX

chapter .

Peace anD LoVe.1. The Sixties...............................................67

Grammar: Adjectives and Suffixes.

Speaking: Defending an Opinion.

Writing: Nouns to Adjectives,

Defending an Opinion.

2. Three Souls In My Mind.......................72

Grammar: Descriptive Adjectives.

Speaking: Sharing an Opinion,

Conducting an Interview.

Reading: Pronunciation and Comprehension.

Writing: Descriptive Paragraphs, Main Ideas and

Supporting Sentences.

9. The Music Video...................................40

Speaking: Sharing an Idea.

Listening: Identifying a Theme.

Reading and Pronunciation: Lyrics to a Song.

Writing: Paragraphs: Describing a Video.

10. Making Media.......................................44

Multi-Disciplines: Making a Media Project.

SuPerheroeS.11. Superman: Can.....................................46

Grammar: Can and Able To (A Review).

Speaking: Describing Super Powers.

Writing: Short Paragraphs Using Can and

Able To.

12/13. The Real Super Men and

Women........................................................52

Grammar: Subject and Object Pronouns.

Reading: Main Ideas.

Speaking: Describing a Type of Person,

Debating a Point of View.

Writing: Sentences with Subject and

Object Pronouns.

14/ 15. My Hero..........................................58

Grammar: Simple Past Tense.

Reading: Content of a Website.

Speaking: Sharing an Idea, Story.

Writing: Describing Heroes, Simple Past Tense.

Chapter TWO Political History........................................65

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chapter .2

3/4. The Vietnam War: The Draft..........76

Grammar: Participles as Adjectives.

Writing: Editing and Correcting a Transcript.

Speaking: Describing Emotions:

Participles as Adjectives.

5/6. Hippies................................................81

Grammar: Comparative Adjectives.

Reading: Main ideas.

Speaking: Describing a Personality, Comparing

and Contrasting Cultural Personalities in a

Presentation.

Writing: Comparing, Contrasting, and

Describing Cultural Characters.

i haVe a DreaM.7. A Divided Nation..................................87

Speaking: Describing a System.

Reading: For Main Ideas and Details.

8. Martin Luther King Jnr.......................91

Grammar: Simple Past Tense: Review.

Reading: Comprehension,

Main Ideas and Details.

Speaking: Understanding a Speech, Comparing

and Contrasting Terms.

9/10. I Have a Dream...............................95

Grammar: Future Tense: Be Going To,

Will: Questions and Statements.

Reading: Comprehension.


Writing: Simple Past Tense, Future Tense.

obaMa naTion.11. Fact or Fiction: Will the Real Obama

Please Stand-Up......................................102

Listening: For Details.

Writing: A Short Biography.


12. Understanding the Policy ...............106

Grammar: Future Conditional.

Writing: Short Sentences, Future Conditional.

Reading: Main Ideas and Supporting Sentences.


13.Insulation Is Sexy................................109

Writing: Supporting Sentences.

Listening: Voice and Opinion, Building an

Argument.

14. Putting Policy Into Practice.............112

Grammar: Time Reference Words:

Future Conditional.

Writing: Time Reference Words:

Future Conditional.

15. Obama and Juarez.............................115

Speaking: Sharing an Opinion,

A Comparative Presentation.

Writing: Notes.

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INDEX

chapter .

Chapter THREEEconomic History ..................................119

The STory of coca coLa.1. The History of Coca Cola....................121

Grammar: Simple Past and Present Perfect.

Reading: Main Ideas and Details, Simple Past

and Present Perfect.

2. The Secret Ingredient 7X..................125

Grammar: Present Perfect Tense,

Simple Past Tense.

Reading: Main Ideas and Details.


3/4. Mexican Coke vs.

American Coke.........................................129

Grammar: Transition Words: Comparatives.

Reading: Main Ideas and Details, Pronunciation.


Writing: Creating Sentences Using Comparative

Transition Words.

5. The Taste Test.......................................132

Speaking: Conducting an Experiment.

Writing: Results and Conclusions of

An Experiment.

Grammar: Comparative Transition Words.

aMerica runS on oiL.6. Understanding America´s

Dependency on Oil..................................135

Grammar: Transition Words: Cause and Effect.

Reading: Comprehension.

Writing: Transition Words: Cause and Effect.


7. Oil Products..........................................139

Special Vocabulary: Objects in Our Daily Life.

Writing: Describing Activities, Transition Words:

Cause and Effect.

Speaking: Describing Activities.

8/9. Alternative Fuels.............................144

Grammar Activities: Present Perfect Tense:

For and Since.

Listening: Comprehension.

Writing: Present Perfect Tense: For and Since.

Speaking: Offering an Example.

10. The Price of Gasoline.......................149

Speaking: Discussing a Problem.


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chapter .3

DoT.coM.11/12. The Dot.Com Bubble....................153


Writing: The Present Un-Real Conditional.

Speaking: Summarizing a Reading,

Sharing An Idea.

Grammar: The Present Un-Real Conditional.

13/ 14. Going Bust In The Bubble.........157

Grammar: Obligation.


Writing: Presenting an Opinion, Giving Advice

Using Obligation.

Speaking: Sharing Examples.

15. The King of the Dot-Com´s.............164

Grammar: Infinitives of Purpose.

Writing: Explaining an Action:

Infinitives of Purpose.

Speaking: Sharing a Point of View.


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Daily Curriculum and Lesson Plans - chapter ONE

Cultural History

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chapter ONE - Daily Curriculum and Lesson Plans

The Diner

1-5 One to Five.

[Discipline]

Skill Review:There is, there isn’t, May i, i would like,

Nouns vs. Adjectives.

GRAMMAR:Simple Present and Present Progressive

tense, visualizing Grammar.

wRiTiNG:Simple Present and Present Progressive:

Script writing, Understanding Main ideas

and Supporting Sentences in Paragraphs.

CRiTiCAl ThiNkiNG ANd ReFleCTiON:

learning difference.

SPeAkiNG:Presenting a Scene from a film.

liSTeNiNG:Following a Theme.

ReAdiNG:editing Corrections,

[Objective]Build communicative reading, writing,

listening, and speaking skills through

a multi-disciplinary approach. Build

knowledge of simple present and present

progressive tenses, their form and

function. Understand the cultural and

social significance and influence of the

American diner.

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Cultural History

1. What´s In The Diner?Skill Review: There is, there isn’t.Critical Thinking and Reflection: learning difference.

vOCABUlARy:

TO viSiT TO APPeAR COMedy

introduction: Tom´s diner.

[instructions]

in 2009 students from Blaise Pascale in Oaxaca visited Tom´s diner in New york City.

In what famous North American TV comedy does the diner appear?

_____________________________________________________________

Share your answers

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Chapter ONE - Low Intermediate Book 2

Activity 1: what´s in The diner?

[instructions]

Take a look at the photo below. Using your dictionaries and general knowledge label as

many things as you can see in the picture. Some are done for you to get you started. Use

the words below to help you.

Share your answers

bar stool bright lights grill menu

customers tables condiments cook sugar pot

coffee cups fridge booth

menu

customers

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Cultural History

Activity 2: what´s Not in The diner?

[instructions]

This time around get yourselves into small groups. in your groups you are going to discuss

the differences that you think exist between an American diner and a Mexican Taco Stand.

Prepare your notes below to share with the class in a small presentation.

Notes:

___________________________________________________

___________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

_____________________________________________________

_____________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Skill Review: TheRe iS…

[instructions]

in an earlier level we learned how to express in english “hay” y “no hay.” Review the

formula below before sharing your answers from above.

Hay = There is (this is for singular objects)

No Hay = There is not (isn´t) (this is for plural objects)

When we study other cultures, similarities and differences emerge clearly in our minds. We are

able to put our own cultural values into perspective and thus understand ourselves better.

- The American Forum for Global Education

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2. The Diner Experience. vocabulary: Scrabble.Reading and Pronunciation: Main ideas and Supporting Sentences.writing: Paragraphs.

vOCABUlARy:

TO RePlACe TO GO (OUT OF BUSiNeSS) TO ClOSe

TO FiNd weAk Pie

CAke OMeleT TO diSTiNGUiSh

TO diSPlAy diSPlAy CASe

introduction: Scrabble.

[instructions]

Make a word from the following letters. your word must be something that can be found

in a diner.

A D I S H K E C O E F F

_________________________________________________________________________

Share your word.

Activity 1: Organizing what we want to Say.

[instructions]

listen to the explanation from the teacher.

Main Points.

i. A paragraph is a group of sentences which together present a detailed idea or description.

ii. A paragraph helps us to present an idea with details and examples.

iii. You might think of a paragraph as a sandwich or hamburger. The contents of your sandwich are the

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Cultural History

details, which are held together by two pieces of bread, the top being the topic sentence and the bottom

being the concluding sentence.

iv. A topic sentence is the first sentence in a paragraph. It describes or presents the main idea.

v. The sentences which follow are called supporting sentences. These sentences explain the idea in

more detail.

vi. The last sentence is called a concluding sentence. This sentence summarizes the main idea and what

was explained.

Activity 2: The diner experience.

[instructions]

First you are going to read a short paragraph. The problem is that the order of the sentences

have been mixed up. you are going to read through the sentences first and then rearrange

them in the correct order.

Paragraph.

Moreover, diners can be distinguished for their weak coffee and plastic display cases with pies, cakes,

and, of course, donuts.

Diners are where we go when we want to eat good, cheap, American food

or all day breakfasts.

For example, hamburgers, French fries, club sandwiches, omelets, waffles,

pancakes, French toast, melts, in short greasy, grilled foods.

The diner is a large part of North American culture and a big part of their

social history.

Re-arrange the Paragraph

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

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_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Share your answers.

Activity 3: A dying Tradition.

[instructions]

write a short paragraph answering the question.

Many diners today are going out of business or being closed down.

Do you think that it is important to save the American diner or should it be replaced by more

modern restaurants?

Topic Sentence:

_______________________________________________________________________________________

_______________________________________________________________________________________

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Cultural History

Supporting Sentence:

_______________________________________________________________________________________

_______________________________________________________________________________________

Supporting Sentence:

_______________________________________________________________________________________

_______________________________________________________________________________________

Concluding Sentence:

_______________________________________________________________________________________

_______________________________________________________________________________________

Share your answers.

Further Reading: A dying Tradition.

[instructions]

For more on this topic read the Ny Times article:

http://www.nytimes.com/2011/08/17/dining/a-series-of-farewells-for-m-wells-in-queens.html

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3. Cultural Trends.Skill Review: Nouns and Adjectives.Grammar: Simple Present and Present Progressive.visualizing Grammar: Facts vs. Trends.

vOCABUlARy:

TReNd TReNd FACT

TO ThiNk ThOUGhT ThOUGhTFUl

introduction: Trends.

[instructions]

discuss and answer the question with your class.

Is the Colibri restaurant in Oaxaca a trendy place to eat out? Explain.

_______________________________________________________________________________________

_______________________________________________________________________________________

Share your answers.

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Cultural History

Skill Review: NOUNS vS AdjeCTiveS

[instructions]

in an earlier level we learned the differences between adjectives and noun words.

let´s review this here with out key word Trend.

Trend = A Noun

Example: Fast food restaurants are a new trend in Oaxaca. Everyone is going to them

right now.

Trendy = An adjective

Example: Fast food restaurants are very trendy.

Activity 1: Simple Present or Present Progressive.

[instructions]

listen to the explanation from the teacher on the simple present and present progressive

tenses. The main points are given below to help you.

Main Points: Simple Present Tense

• Weusethesimplepresenttensetostatefacts,likesanddislikes,androutineactions.

Activity 1a: likes and dislikes.

[instructions]

draw two things you like and two things you don’t like in the space below.

Share your likes and dislikes.

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Main Points: Present Progressive

• Weusethepresentprogressivetensetoexpressactionsthatarecurrentlytakingplace.

• ThistenseisusedmuchmoreinEnglishthaninSpanish.

Activity 1b: Momentary Thoughts.

[instructions]

draw two things you are doing right now and two things you are not.

Share your current actions.

Simple Present

Affirmative

I listen

You listen

He listens

She listens

It listens

We listen

They listen

Question (Yes/ No)

Do I listen?

Do you listen?

Does he listen?

Does she listen?

Does it listen?

Do we listen?

Do they listen?

Negative

I do not listen / I don’t listen

You do not listen / You don’t listen.

He does not listen / He doesn’t listen.

She does not listen / She doesn’t listen.

It does not listen / It doesn’t listen.

We do not listen / We don’t listen.

They do not listen / They don’t listen.

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Cultural History

Affirmative

I am listening

You are listening

He is listening

She is listening

It is listening

We are listening

They are listening

Question (Yes/No)

Am I listening?

Are you listening?

Is he listening?

Is she listening?

Is it listening?

Are we listening?

Are they listening?

Negative

I am not listening / I’m not listening.

You are not listening / You’re not listening.

He is not listening / He isn’t listening.

She is not listening / She isn’t listening.

It is not listening / It isn’t listening.

We are not listening / We aren’t listening.

They are not listening / They aren’t listening.

Present Progressive

Activity 2. visualizing Grammar: Facts vs. Trends.

[instructions]

Take a look at the lexical frame diagram below. The diagram attempts to map the meaning

and differences between the simple present and present progressive tenses. how would

you add or change the diagram to make it more comprehensive?

BASe FORM OF veRB: SPeAk

Simple Present Present Progressive

+ o + be verb: am

+ ing: speaking

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Activity 2a. visualizing Grammar: Facts vs. Trends.

[instructions]

in the spaces below draw your own visual representation of the grammar verb tenses of the

simple present and present progressive.

Simple Present

Present Progressive

English Language Studies: Low Intermediate: Book 2

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