Unit IV

First Grade

Social practice of the language

Understand and express differences and similarities between cultural
aspects from Mexico and English-speaking countries.

Environment
Literary and ludic

Specific competency

Read and sing songs in order to identify human values in English speaking
countries and Mexico.

Product B

Recital

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Achievements:

 Recognizes main ideas in songs.

 Formulates and answers questions about the
treatment of information.
 Compares information using known expressions.
 Signs verses and choruses of songs.
 Detects rhythm, speed and intonation of songs.

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I. Choose songs that are clear, make sense and do not contain a lot of unknown
vocabulary.

You may decide to pre-teach some key vocabulary.

II. Gap fills

 Write out the song lyrics but leave gaps instead of some words. For example, gap all the
verbs or adjectives.

 Students listen and fill in the missing words. They may need to listen two or three times.

 If you feel students will find this difficult, write the missing words randomly around the text
and so the students have an idea what they are listening out for.

III. Jumbled lines

 Write out the song lyrics, but this time jumble whole lines and students have to put them
into the correct order while listening to the song.

 You may wish to cut up the lines, to make the task easier for the students – or get them
to cut up the sheet before the activity.

 Students can work in pairs.

IV. Spot the mistakes

An easier activity:

 Write out the lyrics of the song, but make about 20 mistakes e.g. change the tense, write
an opposite or synonym instead of the correct word. The students listen.

 The first time ask them to underline the words that are different and the second (or third)
time actually write what they hear above the word or phrase that is wrong.

 After each hearing they can check with each other – in a mixed ability classroom this
ensures no-one is left behind and gets unmotivated.

 After they have checked that they got the right words, ask them to go through and see if
the mistakes were words or phrases that were the same, similar or opposite in meaning:
a good focus on vocabulary and/or grammar. 

Songs can be a good starting point for a discussion or a presentation.

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V. Discussion of themes

Choose a song that deals with a topic of interest to your students (e.g. Imagine by John
Lennon which is about peace and brotherhood, Money by Pink Floyd or Money Money
Money by Abba etc), do a listening activity like a gap fill, then follow up with a careful
reading of the song and a discussion on its theme(s).

VI. Presentations

In most of the world a class of teenagers will be full of music fans. I have yet to find a
teenager who likes no music at all. By using the theme of music with children of this age
group, they will be more motivated than if the topic is of no interest to them.

 Students can work individually, in pairs or small groups

 They choose a favorite singer, group, musician, composer

 They research (internet, magazines etc) the above

 They produce a presentation – which can cover the biography of their chosen
musician(s), their career. It can be a talk, a role play, interview, sketch

 They can use cassettes or CDs, posters, handouts to support their presentation

 This could also take a written form – be produced as a poster, booklet, magazine
article ideas for using songs to teach grammar.

VII. Passive voice quiz

 When working on the passive voice with your students, bring in a few well-known
songs (no matter whether in L1 or English) and ask: Who was that song sung /
written by? A great example of the passive voice in use and also drawing in the
students’ knowledge of the world.

 Ask students to get into teams. In their teams they must come up with at least 10
similar questions (they could do some research for homework) about songs.

 Organize a class quiz, where team members challenge each other with questions
like: Who were ‘Satisfaction’ and ‘Brown Sugar’ sung by? (Rolling Stones) or they
could bring in tapes/CDs (if this is possible) or sing a snippet of the song and ask
the questions.

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 For the teacher

Read the following instructions: 

 Cut the following lyrics into strips.

 Work on your own, or with a friend.

 Make the task EASIER for yourself by grouping all the phrases which are
identical.

 Listen to the music and put the strips in order.

 Play the song according to the level of your students.  (ie: for struggling
students, play the song line by line, make it a little more difficult by playing the
song continuously and stopping only when requested, make it a much more
difficult by playing it continuously) . 

 Play the song according to your level, (ie: play the song line by line, or make it a
little more difficult by playing the song continuously and stopping only when
necessary, or to make it a much more difficult by playing it continuously). 

 Upper-intermediate students should play the song first, then try and arrange the
lyric strips from memory before listening to the song.

 Instruct your students to listen to the music and put the strips in order. 
(Students can make the task easier by grouping all the phrases which are
identical).

 Recognizes main ideas in songs.

 Compare how human values are expressed in songs of English speaking

countries and of Mexico.

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  Write down verses and/or chorus.

 Sing songs with and without the help of written lyrics.

 Topic, purpose and audience.

 Text distribution: verses, stanzas and chorus.

 Repertoire of words necessary for this social practice of the language.

 Verb tenses: progressive forms, past.

 Verb forms: past participle.

 Antonyms.

SWEET DREAMS MY L.A. EX

Beyonce
Written by: Christian Karlsson / Pontus Winnberg / Cathy Dennis
Published by: Murlyn Songs AB-Universal Music Publ. Ltd. / Universal Music Publ.-Murlyn
Songs AB / EMI Music Publishers.

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7
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Instructions: Listen to the song and fill the gaps with
the missing nouns.

 Practice:     Nouns  Activity:      Gapped Worksheet

 Level:  Pre-intermediate  Language:   Grammar & Vocabulary

by Beyonce
Written by: Christian Karlsson / Pontus Winnberg / Cathy Dennis
Published by: Murlyn Songs AB-Universal Music Publ. Ltd. /Universal Music Publ.-Murlyn Songs
AB / EMI Music Publishers

VIII. Complete the missing nouns in the song.

baby / dreams / effects / eight / ex / finger / gloves / light / man / planet / record / say
/ shoes / song / steam / things / tongue / turn

Verse 1 Verse 2
Hey hang your red ...................... up You letting off full ......................
Coz there’s nothing left to prove now Till the ...................... comes back to you
Hey hang your red ...................... up now
...................... no one cares but you Hey is it all it seems
What ...................... are you from? Is it all you dreamed and more?
(You) Accuse me of ...................... I’ve What ...................... are you from
never done (You) Accuse me of ...................... I’ve
Listen to you carrying on never done
Cheating another love ...................... Listen to you carrying on
Cheating another love ......................
Chorus
If I were in your ...................... Repeat Chorus
I’d whisper before I shout Middle_______
There you go playing that ...................... Does it make you feel a _____
again Pointing the _______ just because
Find somebody else to talk about
If I were in your ...................... You can
I’d worry of the ...................... I spell it loud and clear
You’ve had your ...................... now it’s ____that ____´s not welcome around here.
my ...................... Repeat chorus: Middle
Sweet ...................... my LA .........

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 The Full Lyrics Answer Key

SWEET DREAMS MY L.A. EX

Beyonce

Written by: Christian Karlsson / Pontus Winnberg / Cathy Dennis

Published by: Murlyn Songs AB-Universal Music Publ. Ltd. / Universal Music Publ.-Murlyn
Songs AB / EMI Music Publishers.

Verse 1
Hey hang your red gloves up
Coz there’s nothing left to prove now
Hey hang your red gloves up
Baby no one cares but you
What planet are you from
Accuse me of things I’ve never done
Listen to you carrying on
Cheating another love song
Verse 2
You letting off full steam
Till the light comes back to you now
Hey is it all it seems
Is it all you dreamed and more?
What planet are you from
Accuse me of things I’ve never done
Listen to you carrying on
Cheating another love song

Chorus Repeat Chorus

If I were in your shoes
I’d whisper before I shout
There you go playing that record again
Find somebody else to talk about
If I were in your shoes
I’d worry of the effects
You’ve had your say now it’s my turn
Sweet dreams my LA ex
Middle 8
Does it make you feel a man?
Pointing the finger just because you can
I spell it loud and clear
Baby that tongue’s not welcome around
here
Repeat Chorus

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IX. Determine place, date and audience for which the songs will be interpreted.

X. Compare information using known expressions.

XI. Find out in the dictionary meaning of unknown words and writes them on your
notebook.

"Waka Waka (This Time For Africa)"

Before you Listen to the first part find 3 phrasal verbs that match
the following definitions:
a) be ready to use again
b) get up after a fall
c) recover fromOooeeeeeeeeeeeeeeeehh

You're a good soldier The pressure is on

Choosing your battles You feel it
Pick yourself up But you got it all
And dust yourself off Believe it
Get back in the saddle
........................................... When you fall get up, oh oh
You're on the front line If you fall get up, eh eh
Everyone's watching Tsamina mina zangalewa
You know it's serious Cuz this is Africa
We are getting closer Tsamina mina, eh eh
This isn't over Waka waka, eh eh
Tsamina mina zangalewa
This time for Africa

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Teacher’s copy
"Waka Waka (This Time For Africa)
a)be ready to use again. DUST .... OFF
PICK... UP c)recover from GET BACK
You're a good soldier
Choosing your battles
Pick yourself up
And dust yourself off
Get back in the saddle
You're on the front line
Everyone's watching
You know it's serious
We are getting closer
This isn't over
The pressure is on
You feel it
But you got it all
Believe it
When you fall get up, oh oh
If you fall get up, eh eh
Tsamina mina zangalewa
Cuz this is Africa
Tsamina mina, eh eh
Waka waka, eh eh
Tsamina mina zangalewa
This time for Africa
Listen to your God
This is our motto
Your time to shine
Don't wait in line
People are raising
Their expectations
Go on and feed them
This is your moment
No hesitations
Today's your day
I feel it
You paved the way
Believe it
If you get down get up, oh oh
When you get down get up, eh
eh
b) get up after a fall
Tsamina mina zangalewa
This time for Africa
Tsamina mina, eh eh
Waka waka, eh eh
Tsamina mina zangalewa
Anawa a a
Tsamina mina, eh eh
Waka waka, eh eh
Tsamina mina zangalewa
This time for Africa
Tsamina mina, Anawa a a
Tsamina mina
Tsamina mina, Anawa a a
Tsamina mina, eh eh
Waka waka, eh eh
Tsamina mina zangalewa
Anawa a a
Tsamina mina, eh eh
Waka waka, eh eh
Tsamina mina zangalewa
This time for Africa]
Django eh eh
Tsamina mina zangalewa
Anawa a a
This time for Africa
We're all Africa
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XIII. Listen to this and put
the sentences in order.
___This is your moment
___No hesitations
___Go on and feed them
___People are raising
___Their expectations
___I feel it
___Today's your day
___Believe it
___You paved the way
..............................................
If you get down get up, oh oh
When you get down get up, eh eh
T samina mina zangalewa
T his time for Africa
T samina mina, eh eh
Waka waka, eh eh
T samina mina zangalewa
A nawa a a
T samina mina, eh eh
Waka waka, eh eh
T samina mina zangalewa
T his time for Africa
[Lady Singing]
[ Voice:]
T samina mina, Anawa a a
T samina mina
T samina mina, Anawa a a
T samina mina, eh eh
Waka waka, eh eh
T samina mina zangalewa
nawa a a
T samina mina, eh eh
Waka waka, eh eh
T samina mina zangalewa
T his time for Africa
Django eh eh
T samina mina zangalewa
nawa a a
This time for Africa
We're all Africa
This time for Africa
We're all Africa This time for Africa
We're all Africa
XIV. Listen and complete the gaps with the correct word.

MELT WITH YOU – J. Mraz

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XV. Watch the video and complete the gaps with the correct word:

http://www.youtube.com/watch?v=eFkmRp_G2uo&list=FLb2Suc7Febz5sdSprU-
YqYw&index=1&feature=plpp_video

Well you better _______ my sisters and brothers,

'cause if you do you can _______
there are _______ still calling _______ the years.
And they're all crying across the ocean,
and they're _______ across the land,
and they will ______ we all come to _________.

None of us are free.

None of us are free.
None of us are free, one of us are __________.
None of us are free.

And there are people still in __________,

and they just _______ see the ________.
If you don't say it's ________ then that says it _________.
We got try to ________ for each other, let our _________'s know that
we care.
Got to get the _________, send it out ________ and _________.

(Chorus)
It's a simple _________ we all need, just to hear and to see.
None of us are free, one of us is _________.
None of us are free.
now I swear your __________ isn't too hard too find,
None of us can find it on our own.
We've got to join together in _______, heart and mind.
So that every soul who's ________ will know they're not alone.

(Chorus)
If you just look around you,
your gonna see what I say.
Cause the world is getting ________ each passing day.
Now it's time to start making _________,
and it's time for us all to _________,
that the truth is __________ real bright right ________ our eyes.

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I’ve Got a Girl

Six, seven, eight, nine, ten

Lou Bega on a trip won’t you all come in
With a little bit of this and a little bit of that
You can get what you see you can see what you get

And I bet that you’re all a little bit excited

If you want an autograph, honey I can write it
I’ve got girls worldwide on the planet
Some called Whitney and some called Janet

CHORUS
I’ve got a girl in Paris I’ve got a girl in Rome
I’ve even got a girl in the Vatican dome
I’ve got a girl right here I’ve got a girl right there
And I’ve got a girlfriend everywhere

I’ve got a girl on the moon I’ve got a girl on mars

I’ve even got a girl that likes to dance on the stars
I’ve got a girl right here and one right there
And I’ve got a girlfriend everywhere
……………….
From Miami Beach to Beluga Bay
From the milky way to east L.A.
From saint Tropez to my home café
That´s my way and I do it like day by day in

Africa - America - Europe and Australia

Asia - Canada - I take them all and marry her
India - Arabia - to the girls of Germany
All around the planet you can be my fantasy

CHORUS
……………….

You and me - no matter where you from baby -

No matter where you from baby - baby only you and me

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I’ve Got a Girl

Six, seven, eight, nine, ten (Complete the sentences with

Lou Bega on a trip won’t you all come in names of continents or countries )
With a little bit of this and a little bit of that …………………- America - Europe
You can get what you see you can see and ………………...
what you get Asia - ………………- I take them all
and marry her
And I bet that you’re all a little bit excited …………………… - Arabia - to the
If you want an autograph, honey I can write girls of ………………..
it All around the planet you can be my
I’ve got girls worldwide on the planet fantasy
Some called Whitney and some called CHORUS
Janet I’ve got a girl in ………………… I’ve
got a girl in …………………..
CHORUS I’ve even got a girl in the Vatican
(Complete the sentence with the name dome
of two cities) I’ve got a girl right here I’ve got a girl
I’ve got a girl in ……………….. I’ve got a right there
girl in ……………….. And I’ve got a girlfriend everywhere
I’ve even got a girl in the Vatican dome
I’ve got a girl right here I’ve got a girl right I’ve got a girl on the moon I’ve got a
there
And I’ve got a girlfriend everywhere girl on mars
I’ve even got a girl that likes to dance
I’ve got a girl on the moon I’ve got a girl on
mars on the stars
I’ve even got a girl that likes to dance on I’ve got a girl right here and one right
the stars
I’ve got a girl right here and one right there there
And I’ve got a girlfriend everywhere And I’ve got a girlfriend everywhere
(Complete the sentences with two places)
From Miami ……………….. to Beluga Bay
You and me - no matter where you’re
From the milky way to east L.A.
From saint. Tropez to my home from baby -
………………..
No matter where you’re from baby -
That´s my way and I do it like day by day in
baby only you and me

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XVI. Listen and fill-in the gaps with the correct word from the box.

Quit Care Be Shout Looked Saying Love Broke

You know you ______(1) me, I know you _____(2) 

Just ______(3) whenever, And I'll ____(4) there 
You are my love, You are my heart 
And we will never ever-ever be apart 

Are we an item. Girl _____(5) playing 

"We're just friends" 
What are you ______(6)? 
said there’s another and ________(7) right in my eyes 
My first love _____(8) my heart for the first time,

XVII. Listen and order the following lines correctly.

XVIII. Listen and match with lines correctly.

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(CHORUS) Baby, baby, baby ohh …………………………. (And RAP)

(Now I'm all gone)  Justin Bieber

‘Baby’
Yeah, Yeah, Yeah 
Yeah Yeah Yeah 
(Now I'm all gone) 
Yeah, Yeah, Yeah 
Yeah, Yeah, Yeah 

(Now I'm all gone) 

Yeah, Yeah, Yeah 
Yeah, Yeah, Yeah 
Now I'm all gone, gone, gone, ooh 
I'm gone

XIX. Match words to their correct meanings.

XX. Can you answer the questions?

Who is Justin Bieber?_____________________________________________

What is this song about?___________________________________________

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 Justin Bieber
Baby lyrics

Ohh wooaah Ohh wooaah Ohh wooaah  Luda, When I was thirteen, I
You know you love me, I know you care had my first love
Just shout whenever, And I'll be there There was nobody that
You are my love, You are my heart compared to my baby
And we will never ever-ever be apart And nobody came between us
or could ever come above
Are we an item. Girl quit playing She had me going crazy
"We're just friends" Oh I was stars truck
What are you sayin? She woke me up daily
said theres another and looked right in my Don't need no Starbucks
eyes She make my heart
My first love broke my heart for the first time, pound[wwwhhhooo]
and skip a beat when I see her
And I was like in the street
Baby, baby, baby ooh and, At school, on the
Like baby, baby, baby noo playground
Like baby, baby, baby ooh But I really wanna see her on the weekend
Thought you'd always be mine, mine She know she got me dazing
Baby, baby, baby oohh Cuz she was so amazing
Like baby, baby, baby noo And now, my heart is breakin'
Like baby, baby, baby ohh But I just keep on sayin'
Thought you'd always be mine, mine

For you,i would have done what ever Baby, baby, baby ohh
And I just cant believe we ain't together Like baby, baby, baby noo
And I wanna play it cool, But I'm losing you Like baby, baby, baby ohh
I'll buy you anything, ill buy you any ring Thought you'd always be mine, mine
And I'm in pieces, Baby fix me
and just shake me til' you wake me from this Baby, baby, baby ooh
bad dream Like baby, baby, baby noo
Like baby, baby, baby oooh
I'm going down, down, down, down Thought you'd always be mine, mine
And I just can't believe, my first love won't be
around (Now I'm all gone)
Yeah, Yeah, Yeah
And I'm like, Yeah Yeah Yeah
Baby, baby, baby oooh (Now I'm all gone)
Like baby, baby, baby noo Yeah, Yeah, Yeah
Like baby, baby, baby ooh Yeah, Yeah, Yeah
Thought you'd always be mine, mine
(Now I'm all gone)
Yeah, Yeah, Yeah
Baby, baby, baby oooh
Yeah, Yeah, Yeah
Like baby, baby, baby noo
Now I'm all gone, gone, gone, ooh
Like baby, baby, baby ooh
I'm gone
Thought you'd always be mine, mine

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 Unit V

First grade

Social practice of the language

Produce texts to participate in academic events.

Environment
Academic and educational

Specific competency
Rewrite information to explain a graphic exhibition.

Product A
Exhibition about a Science Topic

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Achievements:

 Identifies and distinguishes types of sentences

that express main ideas within paragraphs,
using previously established goals.
 Uses various strategies in order to point out
relevant information.
 Selects information in order to rewrite and
paraphrases sentences.
 Organizes sentences to make a paragraph.
 Points put and clarifies doubts in order to edit
notes.

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RELATIVE PRONOUNS
I.Practice the relative pronouns.

1.-Who / that ________ used for people [subject]

2.-Whom __________ used for people [Object]
3.-Which/ that _________ used for things
4.-Whose __________ used to show possession
5.-When _______ used to show time
6.-Where ________ used to show place

II. Rewrite using the suitable relative pronouns:

1. I thanked the woman. She helped me.

2. I saw the man. He closed the door.
3. We are studying sentences. They contain adjective clause.
4. I am using a sentence. It contains many adjectives.
5. The man was Mr. Jones. I saw him yesterday.
6. I liked the woman. I met her at the party.
7. The man is standing over there. Ann brought him to the party.
8. She lectured about a topic. I know little about it.
9. I am reading a book. It was written by Jane Austine.
10. I returned the money. I had borrowed it from my friend.

III. Write the correct relative pronoun.

1. This is the city which the president was born.

2. A widow is a woman who husband has died.
3. I cannot stand the taste of milk who gets sour.
4. Mary hates dresses where are too tight.
5. It is the shop where sells children’s toys.

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VI. Read the text.
1.-Anticipate the general meaning
2.-Circle the new words.
3.-Underline key ideas in paragraphs.
4.-Distinguish the types of sentences used to express key ideas.
Volcano

A volcano is a place on the Earth's surface (or any other planet's or moon's
surface) where molten rock, gases and pyroclastic debris erupt through the earth's
crust. Volcanoes vary quite a bit in their structure - some are cracks in the earth's
crust where lava erupts, and some are domes, shields, or mountain-like structures
with a crater at the summit.

Magma is molten rock within the Earth's crust. When magma erupts through the
earth's surface it is called lava. Lava can be thick and slow-moving or thin and
fast-moving. Rock also comes from volcanoes in other forms, including ash (finely
powdered rock that looks like dark smoke coming from the volcano), cinders (bits of fragmented
lava), and pumice (light-weight rock that is full of air bubbles and is formed in explosive volcanic
eruptions - this type of rock can float on water). Volcanic eruptions can cause great damage and
the loss of life and property.

The Word Volcano:

The word volcano comes from the Roman god of fire, Vulcan. Vulcan was said to have had a
forge (a place to melt and shape iron) on Volcano, an active volcano on the Lipari Islands in
Italy.

Extreme Volcanoes:

The largest volcano on Earth is Hawaii's Mauna Loa. Mauna Loa is about 6 miles (10 km) tall
from the sea floor to its summit (it rises about 4 km above sea level). It also has the greatest
volume of any volcano, 10,200 cubic miles (42,500 cubic kilometers). The most active volcano in
the continental USA is Mt. St. Helens (located in western Washington state).

The largest volcano in our Solar System is perhaps Olympus Mons on the planet Mars. This
enormous volcano is 17 miles (27 km) tall and over 320 miles (520 km) across.

23
V. Formulate and write questions in your notebook concerning the information in a text.

Volcano Diagram

A volcano is a place on the Earth's surface (or any other planet's or moon's surface) where
molten rock, gases and pyroclastic debris erupt through the earth's crust. Volcanoes vary quite a
bit in their structure - some are cracks in the earth's crust where lava erupts, and some are
domes, shields, or mountain-like structures with a crater at the summit.

Magma is molten rock in the Earth's crust. When magma erupts through the earth's surface it is
called lava.

The largest volcano on Earth is Hawaii's Mauna Loa. Mauna Loa is about 6 miles (10 km) tall
from the sea floor to its summit (it rises about 4 km above sea level). It also has the greatest
volume of any volcano, 10,200 cubic miles (42,500 cubic kilometers).

The largest volcano in our Solar System is perhaps Olympus Mons on the planet Mars. This
enormous volcano is 17 miles (27 km) tall and over 320 miles (520 km) across.

24
VI. Answer the quiz.

Volcano Quiz Printout

Circle the right answer:

1. What is the name of molten rock that erupts from volcanoes?

MAGMA - LAVA - VENT

2. What is the name of molten rock within the Earth's crust?

MAGMA - LAVA - VENT

3. What is the name of the tube through which molten rock flows?
PARASITIC - CONDUIT - BASE

4. In which part of the Earth would you find a magma reservoir?

CRUST - PARASITIC - CONDUIT

5. Composite volcanoes are made up of layers of lava and ______.

CONDUIT - ASH - MAGMA

6. What is the name of a smaller vent-structure on the side of some volcanoes?

SUMMIT - MAGMA RESERVOIR - PARASITIC CONE

7. What is the name of the bowl-like opening of a volcano?

SILL - CRATER - ASH

8. Are ash clouds emitted from sills?

YES - NO

9. What is the name of an opening through which molten rock and gases escape from a
volcano?
CONDUIT - VENT - FLANK

10. The sides of a volcano are called its flanks.

YES - NO

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VII.- Label the Volcano Diagram

Read the definitions, and then label the diagram below.

Definitions

ash cloud - an ash cloud is the cloud of ash magma chamber - a magma chamber contains
that forms in the air after some volcanic magma (molten rock) deep within the Earth's
eruptions. crust.

conduit - a conduit is a passage through side vent - a side vent is a vent in the side of a
which magma (molten rock) flows in a volcano. volcano.

crust - the crust is Earth's outermost, rocky vent - a vent is an opening in the Earth's
layer. surface through which volcanic materials erupt.

lava - lava is molten rock; it usually comes out

of erupting volcanoes.

26
 Volcano
VIII.- Fill in the blanks below using words from the word bank.
Word Bank:

Mars summit Magma

crust rock Earth
crater lava volcano
miles cracks erupts

A volcano is a place on the Earth's surface (or any other planet's or moon's surface) where
molten _______________________, gases and pyroclastic debris erupt through the earth's
_______________________. Volcanoes vary quite a bit in their structure - some are
_______________________ in the earth's crust where lava erupts, and some are domes,
shields, or mountain-like structures with a _______________________ (a circular depression) at
the summit.

_______________________ is molten rock within the Earth's crust. When magma

_______________________ through the earth's surface it is called
_______________________.

The largest volcano on _______________________ is Hawaii's Mauna Loa. Mauna Loa is

about 6 miles (10 km) tall from the sea floor to its _______________________ (it rises about 4
km above sea level). It also has the greatest volume of any volcano on Earth, 10,200 cubic miles
(42,500 cubic kilometers).

The largest _______________________ in our Solar System is perhaps Olympus Mons on the
planet _____________________. This enormous volcano is 17 _____________________ (27
km) tall and over 320 miles (520 km) across.

27
Volcano Craft

28
 .

29
1-Write notes in your notebook to fill-in cards.( You can use them to show the fair science
project).
2.-Check cards to present a graphic exhibition fair project.
3.-Read texts and classify the information.
4.-Rewrite the classified information to make notes for the presentation.

5.-Produce a poster with illustrations (photographs, maps, drawings, charts, etc.) to

support the notes contents.
6.-Edit the notes and rewrite them on a card taking into account the font size so the
content can be easily read.
7.-Decide the order in which every chart will be presented with its respective informative
card.
8.-Display the exhibition to a selected audience in a previously agreed place.
9.-Draw pictures and write about your project.

30
 Successful Science Fair Projects

(Science teacher, science fair organizer and judge)

A successful science fair project does not have to be

expensive or even terribly time-consuming. However, it does
require some planning and careful thought. Projects become
frustrating to students, parents and teachers when they are left
to the last minute and thus don't have the chance to be as
good as they possibly can. You can't rush good science!

A Science Fair Project display usually asks that you include

certain sections. Your particular science fair rules and
guidelines may use slightly different words to describe them,
but be sure you address each of them as you go through your
project and then again as you write it up.

Sections of a Science Fair Project

Title

Ideally the title of your project should be catchy, an "interest-grabber," but it

should also describe the project well enough that people reading your
report can quickly figure out what you were studying. You will want to write
your Title and Background sections AFTER you have come up with a good question to study.

Background or Purpose

The background section is where you include information that you already know about your
subject and/or you tell your project readers why you chose the project you did. What were you
hoping to find out from the project?

31
 The Question (Or Selecting Your Subject)

Probably the most difficult part of a science fair project is coming

up with a good subject to research. I suggest to my students that
they:

A. think about WHAT INTERESTS them.

B. think of a TESTABLE QUESTION about the subject.

If you are doing a project about something that interests you, you will likely enjoy the
research more and stick with it long enough to get some good data.
Remember, you are being a scientist.

Scientists go to work each day because they are interested in what they
are studying and because they are curious to know the answers to the
questions they are researching.

If you are working to ANSWER A QUESTION, you will be doing

real research.

Other students who like sports have done experiments with the
equipment for their sport: Do new tennis balls bounce higher
than old ones? Do basketballs that are fully inflated bounce
better than flatter ones? These projects just require some tennis
balls or basketballs, some volunteer "bouncers" and a meter
tape or meter stick!

There are many good sources for science fair project questions. The Neuroscience For
Kids Web Site has some neuroscience-related questions that might spark your interest.
Projects involving food - tasting, smelling etc - can be very simple to set up yet also very
interesting. "Can blindfolded people taste the difference between ...?" You can also get
lots of ideas from science trade books, such as Janice Van Cleave's books ("Biology for
Every Kid" etc). If you browse through these books at a store or library, they may give
you some ideas for a project of your own.

32
Project Guidelines

Be sure to carefully read the project guidelines for your particular

science fair. Rules vary greatly from fair to fair in what is allowed,
both for safety and ethical/animal use considerations. Obviously,
experiments should not involve illegal substances or involve clearly
preventable danger to you or your research subjects.

Some situations may require clarification from your teacher and/or

parents. For example, suppose you were doing an experiment on the
effects of caffeine (or chocolate) on concentration or reflexes. Think
about the possible consequences! You would need to get permission before providing
large amounts of high-caffeine soda pop. Some science fairs discourage the use of food
in experiments because of food allergies. Again, check with your science fair guidebook
or your teacher, and be sure you clearly communicate to your (human) research
subjects what you will be asking them to consume so they can tell you if they have
allergies.

Prediction or Hypothesis

As soon as you come up with a testable question, you will probably

instantly have a hypothesis (prediction) about what the results will
be from your testing. (Isn't the human brain an amazing thing?!) It's
a good idea to write this down before starting, because it may
change as you go about your experimenting.

Materials and Methods

Once you have come up with a question that you can actually test
with materials at your disposal, you need to figure out how to set up
the tests. If you will have a survey for your participants to fill out, get
that written up and duplicated. If you will need a chart to write down
your test results, get it made. If you take the time to make it look nice with a straight-
edge, you can include the actual chart or survey instrument in your project write-up. This
really impresses the judges!

Let your teacher or science fair coordinator know what your question is and how you plan to go
about testing it. They will likely have some good suggestions to save you lots
of time and trouble. Once you have their go-ahead, then make a list of your
materials, gather them up and GET STARTED! If you are really doing
science, you will probably find that some things don't go quite as you had
predicted they would. You will have to modify your research methods or even

33
 your original question. You may have to add more materials to your list. My
students often get discouraged by this, but actually it is a good thing. This is
how science really works!

Keep good notes of the things you have tried and plan to include even the
"didn't-works" and "mess-ups" in your project report. Be sure to try your
experiment several times to be sure you have enough data to make a logical
conclusion. If you tell me that one brand of cereal gets soggier in milk but you've only tried each
cereal in one cup of milk, I would suspect that maybe it was a fluke; you need lots of "trials"
(generally at least 3; the more, the better) for believable data. Remember, too, that you want to
keep all of the experimental factors (variables) the same except the one you are testing. In the
cereal experiment, it wouldn't be fair to all of the cereals if you left one brand in milk for one
minute and tried the others after two minutes or something like that. Again, GET STARTED
EARLY on carrying out your project. You can't still be doing the experiment the day before the
project is due and expect to have a first-class write-up!

In science fair projects as in life, "a picture is worth a thousand words." Plan to take pictures of
the materials you used and of the experiment as it is being carried out. If you get started early,
you will have time to have the pictures developed and include them as part of your report. (Or if
you are lucky and your school has cameras that will take pictures and put them right into the
computer, you will have time to learn how to do that and print them out for your report.)

Results or Data

The results section is where you tell your reader the actual numbers (or other
data) that you got as you were doing the experiment. (In the tennis ball
experiment, this would be a table with the different brands of balls and the
actual heights each of them bounced on each trial.) You might also include a
graph, if your data lends itself to it. But you do not tell your interpretation of the
data - that's for the last section.

Conclusion

In the conclusion you finally get to tell your readers what you found out from the experiment, or
how you interpret your data. Students often like to use this section to expand upon how much
they liked doing the experiment (and how wise the teacher was to require such a good
assignment!) or how much they learned from it ... but really this section should be focused on
what you learned about your original question and hypothesis. For example, DID cheaper
cereals get soggier in milk faster?

The Display

Project displays tend to be another source of great frustration to students, teachers and
parents ... but they don't have to be! Again, what you need to do is PLAN AHEAD and then

34
 THINK OF YOUR AUDIENCE. Remember that they weren't there
when you did the experiment, so what seems obvious to you will not
be obvious to them unless you make it extremely clear.

TORNADO IN A BOTTLE

MATERIALS:

 2 2-liter clear plastic pop bottles (empty and clean)

 water
 duct tape or you can purchase a Tornado Tube at the Weather Wiz Kids® Store
that will connect the 2 2-liter bottles together

PROCESS:
Fill one of the bottles two-thirds full of water.
Take the Tornado Tube and twist it on the first bottle. Then, grab the second bottle and
attach it to the Tornado Tube.
Or use duct tape to fasten the two containers. Make sure to tape tightly to make sure
that no water will leak out when you turn the bottle over.
Turn the tornado maker, so that the bottle with the water is on top. Swirl the bottle in a
circular motion. Most tornadoes form counter-clockwise in the Northern Hemisphere. A
tornado will form in the top bottle as the water rushes into the bottom bottle.
*If you want to get creative, you can also use food coloring to make the tornado have a
color and glitter to represent debris.

EXPLANATION:
The swirling motion you give the bottle forms a vortex and is a
easy way to create your own tornado.

SUCK AN EGG INTO A BOTTLE

MATERIALS:
 glass bottle with a long, narrow neck (an apple cider jug
 works well)
 boiled egg
 matches

PROCESS:
Put the empty bottle on a table.
Peel the boiled egg.
Light a match and drop it into the bottle. Repeat about three or four times.
Quickly put the egg over the mouth of the bottle.
EXPLANATION:
What happens? The lit match heats the air inside the bottle. When air is heated it expands and
takes up more room. As the heated air expands, some of it escapes out of the bottle. When the
matches go out, the air inside the bottle cools and contracts, which takes up less room. This

35
creates a lower pressure inside the bottle than outside the
bottle. The greater pressure outside the bottle forces the egg
to get sucked into the bottle.
*To get the egg back out of the bottle, tilt the bottle and blow
air into it. Make sure you get out of the way, because the
egg will shoot out.

WATER CYCLE
MATERIALS:

 pixie cup
 baggy
 tape
 water

PROCESS:

Put a small amount of water in the pixie cup.

Put the pixie cup in a baggy and close the baggy.

Tape the baggy with the cup of water inside of it to a window that the sun comes in.

What happens? With the heat of the sun, the water evaporates from the cup which you can not
see and condenses on the inside of the bag into little water droplets. These droplets eventually
drip down to the bottom of the bag.

EXPLANATION:

This is what happens to the water in our creeks, streams,

rivers, lakes and oceans. The water evaporates into the air
and rise with the heat of the sun. It condenses into small
droplets into what we see as clouds. When the droplets
become to heavy, they fall to the ground as rain or snow.

TORNADO IN A JAR

MATERIALS:

 mayonnaise jar or a canning jar

 clear liquid soap
 vinegar
 water

PROCESS:
Fill the jar about three-quarters full of water.
Put a teaspoon of the liquid soap into the jar.
Also, add a teaspoon of vinegar into the jar.

36
Tighten the lid and shake the jar to mix up the
ingredients.
Now, swirl the jar in a circular motion.
The liquid will form a small tornado.
*If you want to get creative, you can also use food
coloring to make the tornado have a color and glitter to
represent debris
EXPLANATION:
The swirling motion you give the bottle forms a vortex
and is a easy way to create your own tornado.
MAKE LIGHTNING

MATERIALS:

 aluminum pie pan

 small piece of wool fabric
 styrofoam plate
 pencil with a new eraser
 thumbtack

PROCESS: http://galeria.dibujos.net

Push the thumbtack through the center of the aluminum pie pan from the
bottom

Push the eraser end of the pencil into the thumbtack.

Put the Styrofoam plate upside-down on a table. Quickly, rub the

underneath of the plate with the wool for a couple of minutes.

Pick up the aluminum pie pan using the pencil as a handle and place it on
top of the upside-down Styrofoam plate that you were just rubbing with the
wool.

Touch the aluminum pie pan with your finger. You should feel a shock. If
you don’t feel anything, try rubbing the Styrofoam plate again.

Once you feel the shock, try turning the lights out before you touch the pan
again. Check out what you see! You should see a spark!!

37
EXPLANATION:

Why does this happen? It’s all about static electricity. Lightning happens
when the negative charges, which are called electrons, in the bottom of the
cloud or in this experiment your finger are attracted to the positive charges,
which are called protons, in the ground or in this experiment the aluminum
pie pan. The resulting spark is like a mini lightning bolt.

SODA BOTTLE VOLCANO

MATERIALS:

 roll of mint Mentos (type of candy)

 clear 2-liter bottle of Coke (diet works better)

PROCESS:
Go outside to an area where you have a lot of room. This experiment is messy!
Open the bottle of soda carefully. Position the bottle on the ground, so that it will not tip over.
*Diet soda works better than regular soda. Plus, diet doesn't leave a sticky mess.
Unwrap the roll of Mentos. The goal is to drop the Mentos into the bottle at the same time, which
is very tricky. One method is to roll a piece of paper into a tube just big enough to hold the loose
Mentos. Put a card under the roll and on top of the bottle top, so you can pull the card and the
candies will just drop in at once.
Drop all of the Mentos into the bottle at the same time and then move out of the way just as
quick as you can.
Watch the eruption!

EXPLANATION:

Why does this happen? Water molecules attract to other, linking together to form a tight mesh
around each bubble of carbon dioxide gas in the soda. When you drop the Mentos in the soda,
the gelatin and gum arabic from the dissolving candy break the surface tension. Each Mentos
candy has thousands of pits on the surface. These tiny pits are called nucleation sites, perfect
places for the carbon dioxide bubbles to form. As soon as you drop the Mentos in the soda,
bubbles form all over the surface of the candy. Couple this with the fact that the candies are
heavy and sink to the bottom of the bottle and you're just asking for an explosion. When all this
gas is released, it literally pushes all the liquid up and out of the bottle in an amazing blast.

CREATE EVAPORATION
MATERIALS:
 hand sanitizer
PROCESS:
Pour some hand sanitizer on your hands and rub your hands together, as if you were washing
your hands.
Your hands are now wet, so do your hands feel cooler? Answer: Yes!
After waiting a few seconds, are your hands now dry? Answer: Yes!

38
The hand sanitizer evaporated off your hands and your
hands felt cool, therefore evaporation is a cooling
process!
Repeat the steps above, but this time move your hands
through the air. This simulates the wind. Do your hands
feel even colder now? Answer: Yes!

EXPLANATION:

What happens? Again, evaporation is a cooling process

and adding wind to the picture makes evaporation happen
faster. This makes your hands feel even colder. This is
why we have a "Wind Chill" factor. The wind causes moisture on your skin to evaporate at a
faster rate, therefore making you feel colder.

MELTING SNOW
MATERIALS:

 a glass cup
 thermometer
 snow

PROCESS:
Fill the glass up with snow.
Place the thermometer in the glass filled with snow and take the temperature.
Write down the temperature on a piece of paper.
Bring the glass inside and wait until for about 5 minutes until the snow melts.
Now, take the temperature again. What happened?
EXPLANATION:

The temperature of the snow was much colder than the temperature of the melted snow or
water. Water freezes at 32 degrees. When the glass of snow was brought inside, the
temperature indoors was much warmer than 32 degrees and melted the snow. This is how the
melting process works!

WHAT IS LIGHTNING?
MATERIALS:

 fluorescent light bulb

 rubber balloon

PROCESS:
Turn all of the lights off in the room. (The darker the better!)
Rub the balloon on your hair for several seconds.
Then hold the statically charged balloon near the end of the light bulb. This will illuminate the
bulb.
Repeat the demonstration as many times as desired.

39
EXPLANATION:

When you rub the balloon on your hair, the balloon builds up an electrical charge (static
electricity). Touching the charged balloon to the end of the fluorescent light bulb causes the
electrical charge to jump from the balloon to the bulb. This is what illuminates the light bulb.

Lightning is an electrical discharge within a thunderstorm. As the storm develops, the clouds
become charged with electricity. Scientists are still not sure exactly what causes this, but they do
know that when the voltage becomes high enough for the electricity to leap across the air from
one place to another, lightning flashes! Lightning can spark within a cloud, from one cloud to
another, from a cloud to the ground, or from the ground to a cloud.

MAKE A WINDSOCK
MATERIALS:

 sleeve of a large, old long-sleeved shirt

 needle and thread
 string
 wire
 small rock

PROCESS:

Cut one sleeve off an old long-sleeved shirt.

Bend the wire into a circle. Make sure it is the same size as the top of the sleeve.
Place the wire into the top end of the sleeve. Take the needle and thread and stitch it, so the
wire will stay in place.
You have just now made the mouth of the wind sock.
Now, place the rock in some cloth on one edge of the wire. Sew it on
tight to hold it in place.
Tie the string onto the wire opposite the rock.
Tie the other end of the string to a branch where it can move freely.
The rock will keep the windsock facing into the wind.

EXPLANATION:

Now, your windsock is working! Use a compass to find out which

direction the wind is blowing from.

EXAMINING COLORS
MATERIALS:
 red, blue and yellow food color (primary colors)
 1 cup of milk
 dish soap

40
  shallow and flat bowl or container
PROCESS:
Pour 1 cup of milk into the bowl.
Add 3 drops of red food color to one edge of the bowl.
Add 3 drops of blue food color 1/3 of the way away.
Add 3 drops of the yellow food color 1/3 of the way away.
Don't mix of jiggle the bowl.
Squeeze a drop of the dish soap in the center of the bowl.
Watch what happens!

EXPLANATION:
The dish soap does not mix with the milk. Instead, it floats on top and spreads over the surface. As it
spreads, it grabs the food color of the primary colors you dropped into it. Where the color meet, the
combine and form new colors. We call these colors, secondary colors!
Red + Yellow = Orange
Blue + Red = Purple
Yellow + Blue =
PINWHEEL WIND COLLECTOR
MATERIALS:

 pin, scissors, sharpened pencil with eraser and square piece of construction paper
(about 8.5" x 8.5")

PROCESS:
Lay the square piece of paper flat on a table and draw a line diagonally
from each corner to the opposite corner.
Mark the center of the square where the two lines cross and punch a small
hole through it with the pencil tip.
Cut along each line stopping about an inch from the hole in the center of
the square.
Take the pin and punch a hole in the top left corner of each of the four
flaps. (No two holes should be next to each other.)
Pick up a flap at each punched corner and carefully curve it over toward the center hole,
securing it with the pin. Repeat this for the other flaps.
When all four flaps are held by the pin, carefully lift the paper without letting the flaps unfurl.
Lay the pencil flat on a table and push the point of the pin into the side of the eraser.

EXPLANATION:
Now your pinwheel is complete! Pick up the pinwheel near the pencil point and let it catch the
wind. You will notice that the pinwheel only spins when the wind hits its center.

MAKE YOUR HAIR STAND UP

MATERIALS:
 balloon

41
PROCESS:
Blow up the balloon and tie it.
Rub it against your hair on top of your head.
Watch what happens! Your hair will stick up!
This also happens when you take off your wool hat in the wintertime. You usually notice static
electricity in the winter when the air is very dry. During the summer, the air is more humid. The
water in the air helps electrons move off you more quickly, so you can’t build up as big of a
charge.

EXPLANATION:
Why does this happen? It’s because of static electricity! When you rub the balloon on your hair,
you’re covering it with little negative charges. Now that each of the hairs has the same charge,
they want to repel each other. In other words, the hairs try to get as far away from each other as
ible. The farthest they can get is by standing up and away from each other. Talk about a bad hair
day!

Unit V

First grade

Social practice of the language

Interpret and express everyday life instructions.

Environment

42
 Familiar and community

Specific competency
Understand and express specific warnings of public places.

Product B
Oral Warnings

Achievements:
 Adjust volume, tone and intonation to emphasize
warnings.
 Understands conditional and non-conditional
warnings.
 Requests information to confirm the understanding
of warnings.
 Indicates causes and effects of warnings.
43
 Associates warnings to particular situations.
 Obligation: have to, has to:
Practice in your notebook.
Imperative sentences He has to wear a uniform.
She has to follow the rules.
They have to do their
The imperative sentences give orders, hhomework.
directions and advices.
Permission: can, be allowed to:

He can practice a sport there.

He is allowed to receive visits once a week

II. Complete the request using the imperatives from the box .

A. The car is very dirty, 1. Clean it

_____________________________, please.

B. There is too much air in this room, 2. Don’t bother us

______________________________.

C. The dog is big and dangerous, 3. Wash it

______________________________.

D. There’s a big mess in that table, 4. Turn it down

______________________________

E. The garbage is in that bag next to the door,

5. Pick them up
__________________________________, please.

F. The T.V. is too loud,

__________________________________, please. 6. Close the window

G. The birds have eaten too much today,

___________________________________. 7. Don’t play with it

H. We need to finish the homework,

___________________________________. 8. Take it out
I. The trip is next Friday,
___________________________________ 9. Clean your shoes
J. The floor is clean,
___________________________________, please. 10. Don’t feed them
K. It’s too late and I want to sleep,
___________________________________, please.
11.Buy the tickets
L. The books are on the floor,
___________________________________

44
III.- Classroom rules contest (must or mustn’t)

We wear uniform We shout in the classroom

We leave the classroom without

We do our homework
permission

We arrive on time We arrive late

We speak in Spanish all the

We respect each other
time

We listen when our teacher or We disturb people who are

classmate is speaking working

We enter and exit the room We write or carve on your desk

quietly or school property

We respect other people’s

We eat in the classroom
opinions

We participate in all classroom

We use our cell phones in class
activities

We call people by their proper

We interrupt each other
names

We treat everyone and their We go to the toilet without

property respectfully permission

We bring all the books and

We bring beverages to class
materials needed for every class

45
IV. Sing the song Rules, Rules, Rules

Rules in the classroom - rules in the hall

Rules in the lunchroom - you could never count them all
Rules during line up - on a fire drill
Each and every day I'll try to follow them all
Yes, I will!

Rules for homework - rules for a test

Rules during recess
There are even rules for dress
Learn each rule - that's my plan
All I have to do is follow every rule -
I know I can!

Spoken:
No eating is allowed in class.
That includes snacks, candy, and especially gum chewing.
You must listen when others students in the classroom are speaking.
When it's time to line up, students will line up in size place order.
No talking during a fire drill.
Line up quickly, quietly, and most importantly, silently.
Each student must bring two sharpened pencils to school each and every day.
There will be no calling out in class.
Raise your hand, wait to be chosen, and then you may speak.
Students will read silently to themselves.
No talking or whispering during silent reading.

Rules in the classroom - rules in the hall

Rules in the lunchroom - you could never count them all
Rules during line up - on a fire drill
Each and every day I'll try to follow them all
Yes, I will!

Spoken:
Fighting is not permitted in school - ever.
No fighting in the classroom, hallway, lunchroom, or school yard.
All students are required to wear sneakers in the gymnasium.
Check your spelling on all written work
including homework, class work, and reports.
You must always write your heading on all papers.
Be sure to include your name and date.
You must show all your work when computing math problems.
The answer alone in not sufficient.
Book reports must be at least ten pages long,
single spaced, and include a bibliography.

46
Each time you leave the classroom, you must take a pass.
When finished eating, empty your lunch tray, disposing of recyclables appropriately
The work "Homework" means home-work - it must be done at home, not in school.

Rules for homework - rules for a test

Rules during recess
There are even rules for dress
Learn each rule - that's my plan

All I have to do is follow every rule -

I know I can!

You're Not Allowed to Chew Gum in Class!

Chorus:
You're not allowed to chew gum in class
You're not allowed to chew gum in class
If you're chewing, get rid of it fast -
'Cause you're not allowed to chew gum in class
No candy or chips - or sodas to sip.
No snacking at all - in the classroom or hall
there’s absolutely, positively, no gum
Chew, chew, chewing in class

No seeds and no nuts -

No ifs, ands or buts.....

You may be wondering why it's not allow-wow-wow-wow-wowed

'Cause when you've got a wad of gum packed in your mouth
you look like a cud-chewing cow

Chorus

No candy or chips - or sodas to sip -

No snacking at all - in the classroom or hall
There's absolutely, positively, no gum chew, chew, chewing in class

It's so distracting to you and those a roun-oun-oun-oun-ound

When you're chewin' 'n chompin' 'n clickin' 'n poppin'
you’re making such an ugly sound

Chorus

47
No seeds and no nuts - no ifs ands or buts.....

48
1.-Use the song, and paraphrase the message of some warnings.

V.- Careful? Where? Why?

Students work in groups of four and give one set of picture cards and
one set of text cards to each group of students.

1.- Tell students that they have to match the signs to their meaning.

2.- Produce a mini conversation.

49
VI.- Read the sentences about the students at your school. Then write sentences using
the modals from the box.

Have to had to doesn't have to

Has to don't have to didn´t have to
1. Students with cars _______________ get parking permits.
2. I _______________ get a parking permit.
3. New students _______________ get an orientation.
4. A typical student ________________ come to school five days a week.
5. Students ____________ buy books.
6. I ________________ buy my books for this class.
7. Students _______________ wait in long lines to register for class.
8. I _______________ wait in a long line when I registered.

VII.- Read the rules about driving. Complete the sentences with must or must not.
1. You ____________ drive on the right side of the road in the United States
2. You ____________ drive over the speed limit.
3. You ____________ put money in the parking meters.
4. You ____________ park illegally.
5. Drivers ____________ drive too closely to the car in front of them.
6. Drivers ____________ pass a leading school bus.
7. Drivers ____________use their headlights at night.

VIII. What would you do in the next situations use must or musn´t ? Make statements
about what you think these signs might mean.

50
IX.-Read the pool rules circle the words that indicate prohibitions.

X.- Write the rules of your classroom.

51
XI. Complete the next information.

52
XII. Read the comics and write down as many sentences in the
imperative as you can:

XII. Make Do and Don’t signs.

53
54
XIII.-Express warnings particular to public places.
o Select a situation or event in which it is convenient to convey a warning to prevent a
problem.
o Structure the sentences to convey warnings appropriate to the selected place.
o Organize sentences to state a warning.
o Create a notice with the warning.
o Practice the announcement of the notice.
o Publish the announcement.

55