Student's Lab Pack: Preteens 05 11 Weeks Course

Preteens 05- 11 Weeks Course
Student’s Lab Pack

Table of Contents
1. Study Plan
2. Oral study guide for oral check
3. Oral check procedure and scoring rubric
4. Overall oral performance during the cycle
5. Extra Practice worksheets
6. Highlights Library: Information and worksheets
7. Song worksheets
EM - April 2023
PRE-TEENS 05 STUDY PLAN — 11 WEEKS
(Based on Go Getter 2, units 3-5)
WEEK 1 WEEK 2 WEEK 3 WEEK 4

 Talk about technology.  Use present continuous affirmative and  Phone a friend.  Provide revision of the grammar,
 Say what is happening now. negative.  Understand an interview. vocabulary and communication
 Ask and answer questions about what  Use Adjectives with prepositions. language from the unit.
Objectives is happening now.  Understand and write short texts about  Broaden student’s knowledge of the
 Learn vocabulary about feelings technology. English-speaking countries.
 Talk about geographical features
Unit 3 Technology for all: pp. Unit 3 Technology for all: pp. Unit 3 Technology for all: pp. Unit 3 Technology for all: pp.
34-36 37-39 40-42 43-44
Student’s labpack: Lesson 3.1 Student’s labpack: Lesson 3.2 Student’s labpack: Lesson 3.3 Unit 4 Big World: p. 46
Vocabulary Grammar Grammar
Text: Student’s labpack: Lesson 3.4
Go Getter 2 (Units 3-5) Communication
QUIZ 1
DIAGNOSTIC TEST up to p. 39
ORAL CHECK
Video: Go Getter 2 3 videos according to schedule

Introduce “Our Lemon Tree”. Work on “Our Lemon Tree”.
Highlights Readers:
“Our Lemon Tree”
“Try Something New”
1.1 My English Lab with Extra 2.1 My English Lab with Extra 3.1 My English Lab with Extra 4.1 My English Lab with Extra
Practice: Unit 3 Technology for Practice: Unit 3 Technology for Practice: Unit 3 Technology for Practice: Unit 3 Technology for
all. 3.1 Vocabulary ex. 1-6 all. 3.3 Grammar 3 ex. 1-4 all. 3.4 Communication ex. 1-4 all. 3.6 Listening and writing ex.
1.2 My English Lab with Extra 3.2 My English Lab with Extra 1-4
Practice: Unit 3 Technology for Practice: Unit 3 Technology for 4.2 My English Lab with Extra
Homework all. 3.2 Grammar, ex. 1-2 all. 3.5 Reading ex. 1-4 Practice: Unit 3 Technology for
3.3 Reader: “Our Lemon Tree”; read all. 3.7 Check yourself.
and listen to the story. Do 4.3 Reader: “Our Lemon Tree”; read
worksheet # 1 in labpack. the story again. Work on the
platform: quiz.
Firma Representante x ________________________________ x ________________________________ x ________________________________ x ________________________________
EL DISEÑO CURR ICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PER M ITE LA R EPRODUCCION TOTAL O PAR CIAL DE ESTE M ATER IAL SIN PREVIA AUTOR IZACION .
COPEI P05 Study Plan – 11 Weeks
Designed by Denisse Veloz, May 2020
Edited by Olga González, April 2023
Revised by Denisse Veloz & Hipatia Carrasco, April 2023
EM 1/3
WEEK 5 WEEK 6 WEEK 7 WEEK 8

 Talk about your country.  Compare two or more things.  Understand a quiz about world  Provide revision of the grammar,
 Compare two things.  Use superlative adjectives. records. vocabulary and communication
 Use comparative adjectives.  Ask for and give opinion.  Understand and write a short text language from the units 3 and 4.
about friendship.  Talk about places in town.
Objectives
 Provide revision of the grammar,  Use prepositions of place.
vocabulary and communication
language from the unit.
Unit 4 Big World: pp. 47-49 Unit 4 Big World: pp. 50-52 Unit 4 Big World: pp. 53-55 Skills Revision 3 and 4: pp. 56-57
Student’s labpack: Lesson 4.1 Student’s labpack: Lesson 4.3 Student’s labpack: Lesson 4.4 Unit 5 Around town: pp. 58-59
Vocabulary Grammar Communication
Student’s labpack: Lesson 5.1
Student’s labpack: Lesson 4.2 Vocabulary
Text:
Go Getter 2 (Units 3-5) Grammar
QUIZ 3
(up to p. 52; reader: “Our Lemon
QUIZ 2 Tree”)
up to p. 46 ORAL CHECK
Highlights Readers: Review “Our Lemon Tree”. Introduce “Try Something New”. Work on the story.
Practice: Unit 4 Big World. 4.1 Practice: Unit 4 Big World. 4.3 Practice: Unit 4 Big World. 4.5 Practice: Unit 4 Big World. 4.7
Vocabulary ex. 1-3 Grammar ex. 1-3 Reading ex. 1-3 Check yourself.
Practice: Unit 4 Big World. 4.2 Practice: Unit 4 Big World. 4.4 Practice: Unit 4 Big World. 4.6 Practice. Skills revision 3 & 4
Homework Grammar ex. 1-3 Communication ex. 1-3 Listening and writing ex. 1-3 8.3 My English Lab with Extra
7.3 Reader: “Try Something New”; Practice: Unit 5 Around town. 5.1
read and listen to the story. Do vocabulary ex. 1-3
worksheet # 2 in labpack. 8.4 Reader: Try Something New”;
read the story again. Work on
the platform: quiz.
Firma del Representante x ________________________________ x ________________________________ x ________________________________ x ________________________________
EM 2/3
WEEK 9 WEEK 10 WEEK 11

 Use Past Simple To Be affirmative and  Ask for and give directions.  Provide revision of the grammar,
negative.  Understand a text about a place in the vocabulary and communication
 Ask and answer about the past. past. language from the unit.
Objectives
 Understand and write a description of  Broaden student’s knowledge of the
a town. English-speaking countries
Unit 5 Around town pp. 61-63 Unit 5 Around town pp. 64-66 Unit 5 Around town: pp. 67-68
Student’s labpack: Lesson 5.2 Student’s labpack: Lesson 5. 3 Student’s labpack: Lesson 5.4
Grammar Grammar Communication
Text:
Go Getter 2 (Units 3-5)
QUIZ 4 (up to p. 59) ORAL CHECK QUIZ 5
up to p. 66; Reader: “Try
Something New”
Review “Try Something New”.
Highlights Readers:
9.1 My English Lab with Extra 10.1 My English Lab with Extra
Practice: Unit 5 Around town. 5.2 Practice: Unit 5 Around town.
Grammar ex. 1-3 5.4 Communication ex. 1-3
9.2 My English Lab with Extra 10.2 My English Lab with Extra
Homework Practice: Unit 5 Around town. 5.3 Practice: Unit 5 Around town.
Grammar ex. 1-3 5.5 Reading ex. 1-3
10.3 My English Lab with Extra
Practice: Unit 5 Around town.
5.6 Listening and writing ex. 6
Firma del Representante x ________________________________ x ________________________________ x ________________________________
N ota : Los Representantes legales deben firmar semanalmente en el lugar indicado, confirmando el cumplimiento de las tareas.
Video 1: Get Culture Video, Unit 3: “International Space Station”. Student’s book p. 45
Video 2: We were worried about you!, Unit 5 (Part 1 and 2). Student’s book p. 60
Video 3: Get CulturVideo, Unit 5: “Oxford”. Student’s book p. 69
EM 3/3
PRE-TEENS 05 ORAL STUDY GUIDE FOR
ORAL CHECK - 11 WEEKS
(B ased on Go Getter 2 - Units 3-5 )
Here is a list of topics and questions to help you prepare for the oral check on weeks 3,
7 and 10.
(Aquí esta una lista de temas y preguntas para ayudarle a prepararse para la evaluación oral
correspondientes a las semanas 3, 7 y 10).
Oral Check Week 3 (pp. 34 – 39)

 Using picture prompts, recognize technology items. Tell the teacher which things you
use every day and what you do with them. (See student’s book, pp. 34-35)
Viendo figuras que su maestro le muestra, identifique los objetos tecnológicos. Diga a su profesor
cuales utiliza todos los días y para qué los utiliza (Vea las páginas 34-35 en su libro)
 Using picture prompts, spot four differences and tell your teacher. (See student’s book,
p. 37)
Viendo figuras que su maestro le muestra, encuentre cuatro diferencias y dígale a su profesor (Vea
la página 37 en su libro)
 Using picture prompts, recognize feelings. (See student’s book, p. 39)

Viendo figuras que su maestro le muestra, identifique los sentimientos (Vea la página 39 en su texto)
 Using picture prompts, tell the teacher what the people are doing and how they feel.
(See student’s book, pp. 37, 39)
Viendo figuras que su maestro le muestra, diga a su profesor lo que están haciendo las personas y
cómo se sienten. (Vea las páginas 37, 39 en su texto)
Oral Check Week 7 (pp. 40 – 52)

 Invent a dialog phoning a friend and practice with your teacher. (See student’s book,
p. 40)
Invente un dialogo en el que llama por teléfono a un amigo/a y practique con su profesor. (Vea la
página 40 en su libro)
 Tell your teacher what things you are good/bad at, interested in, scared of, worried
about. (See student’s book, p. 41)
Diga a su profesor las cosas para lo que usted es bueno o malo, las que le interesa, las que le asustan
y le preocupan. (Vea la página 41 en su libro)
 Tell your teacher which attraction is the most interesting for you and why. (See
student’s book, p. 44)
Diga a su profesor cuál de las atracciones es la más interesante para usted y por qué. (Vea la página
44 en su libro)
 Using picture prompts, recognize geographical features. (See student’s book, pp. 46-
47)
Viendo figuras que su maestro le muestra, identifique los accidentes geográficos (Vea las páginas
46-47 en su libro)
 Tell your teacher about the geographical features in your country. What the longest
river/the highest mountain in your country is. (See student’s book, pp. 50-51)
Mencione a su profesor acerca de los accidentes geográficos en su país. Cuál es el río más largo, la
montaña más alta en su país?. (Vea las páginas 50-51 en su texto)
El DI SEÑO CURRI CULAR DE ESTE DOCUM ENTO ES DE PROPI EDAD DE COPEI . NO SE PERM I TE LA REPRODUCCI ON TOTAL O PARCI AL
DE ESTE M ATERI AL SI N PREVI A AUTORI ZACI ON .
P01 Oral Study Guide for Oral Check
Created by Denisse Veloz, May 2020
Revised by DV, May 2020
EM p. 1/3
 Compare the people in your family. Who is the oldest/youngest/kindest/most

intelligent/friendliest/strongest? (See student’s book, pp. 50-51)
Compare las personas de su familia. Quién es el mayor, el menor, el más educado, el más inteligente,
el más amigable, el más fuerte de su familia. (Vea las páginas 50-51 en su texto)
 Ask your teacher about their favourite film/cartoons/games/music/pets. Use questions

for opinion (See student’s book, p. 52)
Pregunte a su profesor acerca de su película, animado, juego, música, mascota favorita. Use
preguntas que expresen opinión. (Vea la página 52 como ejemplo)
 Express your teacher your opinions about film/cartoons/games/music/pets. (See

student’s book, p. 52)
Exprese a su profesor su opinión acerca de películas, animados, juegos, música y mascotas. (Vea
la página 52 como ejemplo)
Final Oral Check Week 10 (pp. 53-62)

 Questions from oral checks weeks 3 and 7.
Preguntas de los orales de las semanas 3 y 7.
 Using picture prompts, compare the people. Use adjectives. (See student’s book, p. 53)
Viendo figuras que su maestro le muestra, compare las personas. Use adjetivos (Vea ejemplos en
texto página 53)
 Talk about two family members (e.g. mother and father, mother and uncle, granny and
grandad, aunt and uncle) and compare them. Use questions 1-5 to help you. (See
student’s book p. 53)
1. Who are the people and how old are they?
2. Describe their appearance.
3. Describe their personality.
4. What do they like doing.
5. What don’t they like doing.
Hable sobre los miembros de su familia (ej. madre y padre, madre y tío, abuelita y abuelito, tía y
tío). Use las preguntas 1-5 como ayuda. (Vea la página 53 en su texto)
 Talk about your friend and compare him/her with you. Use questions 1-6 to help you
(See student’s book p. 54)
1. What’s your friend’s name?
2. Compare his/her and your appearance.
3. What do you two like doing in your free time?
4. What is he/she interested in? What about you?
5. What is he/she good/bad at? What about you?
6. Where does he/she like spending holidays?
Hable sobre su amigo/a y haga comparaciones con usted. Use las preguntas 1-6 como ayuda. (Vea
la página 54 en su texto)
EM p. 2/3
 Using picture prompts, recognize places in town. (See student’s book, pp. 58-59)
Viendo figuras que su maestro le muestra, identifique los lugares en la ciudad. (Vea ejemplos en
texto páginas 58-59)
 Using picture prompts, tell your teacher where the places in the town are located. Use
prepositions of place. (See student’s book, p. 59)
Viendo figuras que su maestro le muestra, diga a su profesor donde se encuentran ubicado los
lugares en la ciudad. Use preposiciones de lugar. (Vea ejemplos en el texto página 59)
 Tell your teacher where you were yesterday. (See student’s book, p. 61)
Diga a su profesor donde estuvo usted ayer. (Vea ejemplos en texto página 61)
EM p. 3/3
ORAL CHECK SCORING RUBRIC
CHILDREN/PRETEENS
Student does not seem to understand. No response given, or student

0-2
responds using L1
Student seems to understand but responds hesitantly, and needs a lot
3-4
of guidance and prompting, even in L1.
Student seems to understand and responds with some hesitation, or
5–6
with L1 interference. He/she needs some guidance or prompting.
Student understands and responds appropriately, with little hesitation
7- 8
but clearly, and with some guidance.
Student understands and responds clearly, with almost no hesitation.
9 – 10
Student might need little or no guidance or prompting.
Please use the above rubrics to score each student question, and mark the result on the student’s written exam.
TOTAL PER QUESTION: _____/10
El DI SEÑO CURRI CULAR DE ESTE DOCUM ENTO ES DE PROPI EDAD DE COPEI . NO SE PERM I TE LA REPRODUCCI ON TOTAL O PARCI AL DE ESTE M ATERIAL SI N PREVI A AUTORI ZACI ON .
Oral Check Scoring Rubric – Children/Preteens
Created by Kira Vera, July 2016
Revised January 2017
EM p. 1/1
RUBRIC FOR OVERALL ORAL PERFORMANCE DURING THE CYCLE
CHILDREN/PRETEENS
During the cycle, the student…
• Tried to respond when called on but did not offer much.

• Demonstrated very infrequent involvement in discussion.
6 • Seemed bored with conversations about the unit; rarely spoke up, and ideas
were off the mark.
• Almost never participated in class by asking questions, and participating in
discussions.
• Did not offer to contribute in discussion, but contributed in a moderate degree

when called on.
7 • Demonstrated sporadic involvement.
• Listened mainly; on some occasions, made suggestions.
• Rarely participated in class by asking questions, and participating in discussions.
• Contributed well to discussion in an ongoing way. Responded to other students’

points; questioned others in a constructive way.
• Demonstrated consistent ongoing involvement.
8
• Participated in discussions; shared feelings and thoughts.
• Actively participated in class by asking questions and participating in discussions
several times per class.
• Contributed in a very significant way to ongoing discussion; responded very

thoughtfully to other students’ comments.
• Demonstrated ongoing very active involvement.
9-10 • Provided many good ideas for the unit development; inspired others, clearly
communicated ideas and feeling.
• Actively participated in class by asking questions, and participating in
discussions all the time in class.
El DI SEÑO CURRI CULAR DE ESTE DOCUM ENTO ES DE PROPI EDAD DE COPEI . NO SE PERM I TE LA REPRODUCCI ON TOTAL O PARCI AL DE ESTE M ATERI AL SI N PREVI A AUTORI ZACI ON .
Oral Check Scoring Rubric – Children/Preteens
Created by Olga González, October 2017
Revised October 2017
EM p. 1/1
EL DI SEÑ O CUR R I CULAR DE ESTE DOCUM EN TO ES DE PR OPI EDA D DE COP EI . N O SE PER M I TE LA R EPR ODUCCI ON TOTAL
O PAR CI AL DE ESTE M ATER I AL SI N PR EVI A AU TOR I ZACI ON .
COPEI P05 Cover for Extra Practice Worksheets
Revised May 2020
EM
PRE-TEENS 05
EXTRA PRACTICE WORKSHEETS
Based on Go Getter 2
EL DISEÑO CURRICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PERMITE LA REPRODUCCION TOTAL O PARCIAL DE ESTE
MATERIAL SIN PREVIA AUTORIZACION.
COPEI Pre-teens 5 Extra Practice Worksheet
Source: Go Getter 2 Resources
Edited by Denisse Veloz, May 2020
EM p. 1/12
PRE-TEENS 05
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EM p. 10/12
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EM p. 11/12
PRE-TEENS 05
EM p. 12/12
PRE-TEENS 05
EL DISEÑO CURR ICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PER M ITE LA R EPRODUCCION TOTAL O
PAR CIAL DE ESTE M ATER IAL SIN PREVIA AUTOR IZACION.
COPEI P05 Cover for Reading Worksheets
Revised April 2023
EM
INSTRUCTIVO “HIGHLIGHTS LIBRARY”
Estimados alumnos de Pre-teens 05,

En el study plan constan los libros de la plataforma Highlights Library que los
estudiantes deberán leer, obligatoriamente, en su nivel. Es recomendable que, además
de los asignados, lean otros libros a los que tienen acceso (Level 11) para de esta manera
incrementar sus destrezas y comprensión de lectura, aprender más vocabulario y
expandir sus conocimientos del uso del lenguaje.
As part of the study plan, you have books from the Platform "Highlights Library", which
the students must read in each corresponding level. It is recommended that, in addition
to those assigned, you read other books you have access to on the same platform (Level
11) in order to increase your reading comprehension skills, as well as learn more
vocabulary and expand your knowledge of the use of language.
“Hay m ás tesoros en los libros que en todo el botín de los piratas de la I sla
del Tesoro.” Walt Disney (1901-1966). Productor, director y guionista estadounidense.
COPEI Instructivo Highlights Library
Created by Olga González, May 2019
Edited by Denisse Veloz, April 2023
EM p. 1/1
PRE-TEENS 05 READING WORKSHEETS
Based on Highlights Library
WORKSHEET 1
BEFORE READING
A. Look at the cover of the book. Answer the questions.
1. Where are they?
______________________________________________________________________
2. Who are the people?
______________________________________________________________________
3. What else do you see in the picture?
______________________________________________________________________
DURING READING
B. Put the words in the picture of the lemon tree.
leaves - fruit - trunk - branch
1.
____________
3.
____________
2.
____________
4.
____________
COPEI P05 Reading Worksheets
Created by Olga González-Edusol, April 2023
EM p. 1/4
C. Circle the word that is different.

1. tree branch leaves balls
2. spring holidays summer fall
3. roots trunk branches bowls
4. bees butterflies crocodiles insects
5. cocktail fruit lemon pineapple
D. Order the sentences from 1 to 5 according to the story.

_____ In Spring, the flowers are bright white.
_____ Our favorite thing to do is to make lemonade.
_____ Once the fruit is yellow, we pick it.
_____ The flowers are gone and round green fruit dangles from the branches.
_____ A lemon tree is growing in our yard.
EM p. 2/4
WORKSHEET 2
BEFORE READING
A. Answer the following questions.
1. Do you like to try new things?
__________________________________________________
2. What are they?

__________________________________________________________________________
3. What was the last thing you tried? Did you like it or not?
____________________________________________________________________
DURING READING
B. Complete the sentences with the word from the box. There is one extra
word.
nervous hill visit bottom steep lunch
1. My grandparents came to my house for a ____________.

2. They wanted to take us out for ____________.
3. This is my first metro ride, I am so ____________!
4. That hill looks ____________.
5. When they reached the ____________ of the hill, Grandpa exclaimed that it was super
fun.
C. Complete the sentences with information you find in the story.

1. Gran and Poppy visited the city of __________________.
2. __________________ was a little nervous in the metro.
3. The next stop the conductor cried was __________________.
4. They went to a __________________ for lunch.
5. Poppy’s fortune cookie said “__________________”.
EM p. 3/4
D. Choose the correct option to complete the sentences.

1. Poppy opened his fortune cookie before / after lunch.
2. Tex said something wise / silly that morning.
3. The metro ride was awful / super fun.
4. This was his first / second cable-car ride.
5. Gran and Poppy came to San Francisco / San Diego for a visit.
6. They were taking the twins / twists out for lunch.
EM p. 4/4
EL DI SEÑ O CUR R I CULAR DE ESTE DOCUM EN TO ES DE PR OPI EDA D DE COP EI . N O SE PER M I TE LA R EPR ODUCCI ON TOTAL
O PAR CI AL DE ESTE M ATER I AL SI N PR EVI A AU TOR I ZACI ON .
COPEI P05 Cover for Song Worksheets
Revised May 2020
EM
PRE-TEENS 05 - Cool Tunes
Song Activity Sheet
“BELIEVE” By SHAWN MENDES
I. BEFORE THE SONG
A. Listen to your teacher and fill in the blanks. Then complete the facts
about the song.
“B elieve” is a __________ recorded by __________
__________ Shawn Mendes for Descendants, the
__________ to the self-titled Disney Channel __________
Movie. It was __________ to iTunes via Walt Disney Records
on __________ 26, 2015 as promotional __________ from
the album.
It __________ a nomination for Choice Music: Song from a
Movie or TV Show at the _______ Teen Choice __________.
1. Shawn Mendes is from __________.

2. Believe was released to
_______________________________________.
3. The song was released as
_____________________________________.
4. It received a nomination at
____________________________________.
VOCABULARY
B. Label the pictures with the verbs from the box.
flight ignite shout mess mistake follow
________ __________ __________
__________ __________ __________
EL DI SEÑO CUR RI CULAR DE ESTE DOCUM ENTO ES DE PROPI EDAD D E COPEI . NO SE PERM I TE LA REPRODUCCI ÓN TOTAL O
PARCI AL DE ESTE M ATERI AL SI N PREVI A AUTORI ZACI ON .
COPEI-Cool Tunes Pre-teens 5
Designed by Julian Navarro, December 2015
Edited by Isaac Aguilera, June 2018
CB/EM p. 1/3
Song Activity Sheet
II. WITH THE SONG

A. Listen and circle the correct Word.
I believe, I believe, I believe, hey [x8]
Everest is only a fountain – mountain
A pyramid is just a shape – take
Doesn't have - had to hold you pack – back
Doesn't have to pin you town – down
Let your dreams - drinks take flight

And your hard - heart ignite
PRE-CHORUS
Did you know that it's true – truth
Everything - anything is possible
There's nothing - something we can't do
It's a wild and beautiful fine – fire
And I believe in you – to
CHORUS
I believe, I believe, I believe, hey [4x]
And I believe in you
I believe, I believe, I believe, hey [4x]
B. Listen and fill in the blanks. Use the word bank.

Don't be __________-to be who you are
Just __________ out and ______ and follow the stars
mistakes forget
__________ about the ______ that it's over
We are the young ones our way is __________ afraid dreams
Who keeps tabs on stupid __________? dream page

We all ________ up but that's just the _______
past mess
We __________ how to get back up
We learn how to turn the ________ way learn
So we will let our __________ take __________ flight forward

And our hearts __________ shout ignite
PRE-CHORUS
CHORUS
CB/EM p. 2/3
Song Activity Sheet
C. Listen and cross out the mistake in each line. Then write the word you
hear.
Let your risks take flight __________
And your herd ignite __________
Did you knew that it's true __________

That everything is impossible __________
There's something we can't do __________
It's a wild and pretty fire __________
And I believe on you __________
CHORUS
III. AFTER THE SONG

A. Discuss in pairs the following questions.
a. Do you believe in you? If not, why not?
b. Is there anything impossible for you? Why?
c. What is your biggest dream?
CB/EM p. 3/3
Song Activity Sheet
“JUST THE WAY YOU ARE” By Bruno Mars
I. BEFORE THE SONG
A. Read carefully and circle the correct option, then check the answers with
your teacher.
Singer-songwriter Bruno Mars was - were born on - in
October 8, 1985, in Honolulu, Hawaii. By the early 2000s,
he have - had begun to find success by writing songs
to - for popular artists, including K'Naan's "Wavin' Flag,"
the theme song - sang for the 2010 Vancouver Winter
Olympics. Before - After several years as one of pop
music's premier songwriters, Mars broken - broke out as
a - an singer in her - his own right with the 2010 hit
"Nothin' on You." Other - Another popular songs by
Mars included - include "Just the W ay You Are" (2010)
and "Lock ed Out of Heaven" (2012).
VOCABULARY
B. Match the words with their definitions.
a. Shine ___ To look at someone for a long time.
b. Compliment ___ To think that something is true.
c. Lips ___ To produce bright light.
d. Eyes ___ The edge of your mouth.
e. Believe ___ Something nice that you say about someone.
f. Stare ___ The two organs that you use to see.
g. Laugh ___ To make sounds with your voice because you think something is
funny.
II. WITH THE SONG

A. Listen and complete. Use the word bank.
Oh, her______, her ______ make the ______ look like they're not shining see (x2)
Her______, her ______falls perfectly without her trying compliment
She's so __________ beautiful
And I tell her __________ hair (x2)
Yeah, I______, I ______when I __________ her, she won't believe me everyday
And it's so, it's so ______ to think that she doesn't ______ what I ______
asks
stars
But every time she ______ me do I look okay?
know (x2)
I say
sad
eyes (x2)
B. Listen and number the lines in order.
CHORUS
___ Just the way you are
___ And when you smile
___ Cause girl, you're amazing
___ Cause you're amazing'
___ There's not a thing that I would change
___ Just the way you are
___ The whole world stops and starts for a while
_1_ When I see your face
EL DI SEÑO CUR RI CULAR DE ESTE DOCUM ENTO ES DE PROPI EDAD D E COPEI . NO SE PERM I TE LA REPRODUCCI ÓN TOTAL O PARCI AL
Revised August 2017
CB/EM p. 1/2
Song Activity Sheet
“JUST THE WAY YOU ARE” By Bruno Mars
C. Listen and complete.

Her______, her______, I could ______ them all day if she'd let me
Her ________ her ________, she ________but I think it's so ________
She's so __________
And I tell her __________
Oh, you know, you know, you know I'd never ask you to __________
If perfect's what you're __________ for, then just stay the
__________
So don't even __________ asking if you look ______
You __________ 'll say
CHORUS
The way you are
The way you are
Girl, you're amazing (amazing)
Just the way you are (are)
CHORUS
III. AFTER THE SONG

A. Discuss the following questions in pairs.
1. Is it important to be ourselves? Why?
2. What is the most beautiful feature in a person? The physical characteristics or the
personality? Why?
Revised August 2017
CB/EM p. 2/2
Song Activity Sheet
“LEMON TREE” By Fool’s Garden
1. Vocabulary: Match the words with their definitions. Draw lines.

power not interesting
isolation staying somewhere with nothing special to do
boring being able to do something
hanging around the way you think
point of view being away from other people or things
2. Listen to the first part of the song and fill in the blanks.
wonder waiting driving hanging wasting boring
I’m sitting here in a _____________ room

It’s just another rainy Sunday afternoon
I’m _____________ my time, I got nothing to do
I’m _____________ around, I’m waiting for you
But nothing ever happens – and I wonder
I’m driving around in my car
I’m _____________ too fast, I’m driving too far
I’d like to change my point of view
I feel so lonely, I’m _____________ for you
But nothing ever happens, and I _____________
3. Listen to the second part. Change the verb given into the correct tense.
I wonder how, I wonder why
Yesterday you _____________ (tell) me ’bout the blue blue sky
And all that I can _____________ (see) is just a yellow (another) lemon tree
I’m _____________ (turn) my head up and down
I’m turning, turning, turning, turning, turning around
And all that I _____________ (can) see is just a yellow (another) lemon tree
La, la da dee da, etc.
4. Number the lines in the correct order.

_____ And everything will happen – and you’ll wonder
__1__ I’m sitting here, I miss the power
_____ Isolation is not good for me
_____ I feel so tired, put myself into bed
_____ Isolation – I don’t want to sit on a lemon tree
_____ Where nothing ever happens – and I wonder
_____ Baby anyhow I’ll get another toy
_____ I’d like to go out taking a shower
_____ But there’s a heavy cloud inside my head
_____ I’m stepping around in a desert of joy
Repeat the chorus : I wonder how, etc.
Edited by Isaac Aguilera December 2015
Revised August 2017
CB/EM p. 1/1

Student's Lab Pack: Preteens 05 11 Weeks Course

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Student's Lab Pack: Preteens 05 11 Weeks Course

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Preteens 05- 11 Weeks Course

Student’s Lab Pack

2. Oral study guide for oral check

3. Oral check procedure and scoring rubric

4. Overall oral performance during the cycle

5. Extra Practice worksheets

6. Highlights Library: Information and worksheets

WEEK 1 WEEK 2 WEEK 3 WEEK 4

Video: Go Getter 2 3 videos according to schedule

Firma Representante x ________________________________ x ________________________________ x ________________________________ x ________________________________

WEEK 5 WEEK 6 WEEK 7 WEEK 8

Firma del Representante x ________________________________ x ________________________________ x ________________________________ x ________________________________

WEEK 9 WEEK 10 WEEK 11

Firma del Representante x ________________________________ x ________________________________ x ________________________________

Oral Check Week 3 (pp. 34 – 39)

 Using picture prompts, recognize feelings. (See student’s book, p. 39)

Oral Check Week 7 (pp. 40 – 52)

 Compare the people in your family. Who is the oldest/youngest/kindest/most

 Ask your teacher about their favourite film/cartoons/games/music/pets. Use questions

 Express your teacher your opinions about film/cartoons/games/music/pets. (See

Final Oral Check Week 10 (pp. 53-62)

Student does not seem to understand. No response given, or student

TOTAL PER QUESTION: _____/10

• Tried to respond when called on but did not offer much.

• Did not offer to contribute in discussion, but contributed in a moderate degree

• Contributed well to discussion in an ongoing way. Responded to other students’

• Contributed in a very significant way to ongoing discussion; responded very

Estimados alumnos de Pre-teens 05,

“Our Lemon Tree”

leaves - fruit - trunk - branch

C. Circle the word that is different.

D. Order the sentences from 1 to 5 according to the story.

“Try Something New”

2. What are they?

nervous hill visit bottom steep lunch

1. My grandparents came to my house for a ____________.

C. Complete the sentences with information you find in the story.

D. Choose the correct option to complete the sentences.

1. Shawn Mendes is from __________.

flight ignite shout mess mistake follow

________ __________ __________

__________ __________ __________

II. WITH THE SONG

Let your dreams - drinks take flight

B. Listen and fill in the blanks. Use the word bank.

Who keeps tabs on stupid __________? dream page

So we will let our __________ take __________ flight forward

Did you knew that it's true __________

III. AFTER THE SONG

II. WITH THE SONG

C. Listen and complete.

III. AFTER THE SONG

1. Vocabulary: Match the words with their definitions. Draw lines.

I’m sitting here in a _____________ room

4. Number the lines in the correct order.

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Firma Representante x x x x

Firma del Representante x x x x

Firma del Representante x x x

____

__

So we will let our take flight forward