Summit 2

Advanced 3
Unit 5 it’s all in your mind.

PAGES 50-51 topic preview.

Read the information on top of the page. Check out the Unit goals.
Bring students attention to the title of the unit.
Ask what do you think this unit will be about?
Brainstorm some ideas.

Show students a slide presentation of pictures that represent superstitions. Ask if they know what people say
about those things.

Answer the following questions.

Have you ever heard any of these superstitions before?

What is a superstition?
What are some popular superstitions in Peru?
Do you believe in superstitions?

Prepare pieces of paper with superstitions related to the pictures shown to students. Ask them to match the two
pieces.

Ask students to read the information in the book. Answer the questions
Are the superstitions listed under baby superstition good luck or bad luck?
Are the superstitions listed under new year´s superstitions good luck or bad luck?
What about the ones for wedding
What superstitions do you know about those categories?

B DISCUSSION
Are there any logical explanations for the superstitions on this page?

C SOUND BITES
Before listening ask them to look at the picture, what does it represent?
Show them slide presentations about things that appear in dreams ask if they know what they mean.

Ask them to listen to the conversation. What did she dream?

Ask the book´s comprehension questions.

D. ANSWER THE QUESTIONS

Work in pairs.
Ask the following questions.
Do you take dreams seriously? Why? Why not?
When you dream, what do you think your unconscious is trying to say?
Do you usually tell people about your dreams? Why? Why not?

STARTING POINT
Have students write a paragraph about describing the strangest day they ever had.

Lesson 2 PAGES 54-55

A CONVERSATION SNAPSHOT

Bring students attention the picture. Ask one person to read it.
Show students some “suspicious claims”
Ask what they have in common.
Do you believe any of those claims can be true? Why? Why not?

Listen to the conversation. Answer: what is the people´s opinion about the claim?
What would you do if you were in that situation?

B GRAMMAR. INDEFINITENESS AND DEFINITENESS. ARTICLE USAGE

Give students a paragraph to complete.
Bring their attention to different scenarios.
Give them GRAMMAR SELF-CHECKS.

C. READ EACH ….

D. COMPLETE THE STATEMENT ….

Ask students to notice each one of the nouns that followed the gaps. Ask them to determine if the context
expresses indefiniteness or definiteness.
Ask them to complete the paragraph and then compare their answers.

CONVERSATION STARTER
Group work. Answer the questions. Bring students attention to the claims in the book.

Tell students to bring some project materials.

Ask them to create a suspicious claim.
Once they are done, stick them on the walls, and ask students to stand up, looking at all the claims.
Then ask them to role play a similar conversation to the one on the book.
Remind them to use articles when necessary.

Lesson 3 PAGES 56-57

Identify fears and phobias.

A READING WARM-UP
Ask:
Look at the following videohttp://www.youtube.com/watch?v=gT_mkrrM_cE
What are these people afraid of?
Do you think it is ordinary for people to be afraid of uncommon things?
What´s the difference between a fear and a phobia?
What are you most afraid of?
Do you have any phobia?
Do you know anybody who´s got a phobia? How does that affect their everyday life?

As warm up, show students some pictures that represent phobias.

Then ask them if they know how to call them.

Present them with a chart of two columns. Ask them to match each phobia with its name.

B. READING
Before reading, pre-teach vocabulary with a power point presentation.
Type the paragraphs and ask students to put them in order before listening.
Then listen and check.
Clarify meaning of unknown words.

Use extra reading comprehension activities.

C. SCAN THE ARTICLE …
How do you know about it?

D. VOCABULARY. EXPRESSIONS WITH MIND

Give students a piece of paper to complete the expressions.
First just tell them to complete them with anything that comes to their minds.
Then bring their attention to the phrases in the book. Listen and ask them to complete them one more time.
Then ask students to try to come up with a new word to paraphrase the expression with mind.

E. COMPLETE THE ……..

DISCUSSION BUILDER
Have students read the title of the survey.
What does the expression be chicken mean?
What do you think might be the origin of this word?

Ask volunteers to read the situation and the rate chart.

Ask them to get together in groups and discuss. Encourage students to ask extra questions.

PAGE 58-59
Describe and interpret a dream

A. WORD SKILL