Ingles - Nivel 5

BOOK USED: TOP NOTCH 3A

UNIT 1: Make Small Talk

Communication Goals:

• Make Small Talk
  
• Describe a busy schedule
  
• Develop your cultural awareness
  
• Discuss how culture changes over time

Vocabulary:

• Ways to ask about proper address
  
• Intensifiers
  
• Manners and etiquette

Grammar:

• Tag questions: usage, form, and common errors
  
• The past perfect: meaning, form, and usage
  

GRAMMAR BOOSTER

• Tag questions: short answers
  
• Verb usage: present and past (review)

Conversation Strategies:

• Talk about the weather to begin a conversation with someone you don?t know
  
• Use question tags to encourage someone to make small talk
  
• Ask about how someone wants to be addressed
  
• Answer a Do you mind question with Absolutely not to indicate agreement
  
• Say That was nothing to indicate that something even more surprising happened
  
• Use Wow! To indicate that you are impressed

Listening/ Pronunciation:

Listening Skills:

• Listen for main ideas
  
• Listen to summarize
  
• Confirm the correct paraphrases
  

Pronunciation:

• Rising and falling intonation of tag questions

Reading:

Texts:

• A business meeting memo and agenda
  
• A magazine article about formal dinner etiquette of the past
  
• A survey about culture change
  
• A photo story
  

Skills/strategies:

• Predict
  
• Confirm facts
  
• Summarize

Writing:

Task:

• Write a formal and an informal e-mail message
  

WRITING BOOSTER

• Formal e-mail etiquette

UNIT 2: Health matters 

Communication Goals:

• Call in sick
  
• Make a medical or dental appointment
  
• Discuss types of treatments
  
• Talk about medications
  

Vocabulary:

• Dental emergencies
  
• Symptoms
  
• Medical procedures
  
• Types of medical treatments
  
• Medications

Grammar:

• Modal must: drawing conclusions
  
• Will be able to
  
• Modals may and might
  

GRAMMAR BOOSTER

• Other ways to draw conclusions: probably; most likely; common errors
  
• Expressing possibility with maybe; common errors

Conversation Strategies:

• Introduce disappointing information with I?m afraid...
  
• Express disappointment with I?m sorry to hear that
  
• Show concern with Is something wrong? and That must be awful
  
• Begin a request for assistance with I wonder if...
  
• Use Let?s see... to indicate you are checking for something
  
• Confirm an appointment with I?ll / We?ll see you then
  
• Express emphatic thanks with I really appreciate it

Listening/ Pronunciation:

Listening Skills:

• Auditory discrimination
  
• Listen for details
  

Pronunciation:

• Intonation of list

Reading:

Texts:

• A travel trips website about dental emergencies
  
• A brochure about choices in medical treatments
  
• A patient information form
  
• A medicine label
  
• A photo story
  

Skills/strategies:

• Understand from context
  
• Relate to personal experience
  
• Draw conclusions

Writing:

Task:

• Write an essay comparing two types of medical treatment
  

WRITING BOOSTER

• Comparisons and contrasts
  

UNIT 3: Getting things done

Communication Goals:

• Get someone else to do something
  
• Request express service
  
• Evaluate the quality of service
  
• Plan a meeting or social event

Vocabulary:

• Ways to help out another person
  
• Ways to indicate acceptance
  
• Services
  
• Planning an event

Grammar:

• Causatives get, have, and make
  
• The passive causative
  

GRAMMAR BOOSTER

• Let to indicate permission
  
• Causative have: common errors
  
• The passive causative: the by phrase

Conversation Strategies:

• Use I would, but... and an excuse to politely turn down a request
  
• Indicate acceptance of someone?s excuse with That?s OK. I understand 
  
• Suggest an alternative with Maybe you could...
  
• Soften a request by beginning it with Do you think you could...
  
• Soften an almost certain no with That might be difficult
  
• Use Well,... to indicate willingness to reconsider

Listening/ Pronunciation:

Listening Skills:

• Listen for specific information
  
• Listen for main ideas
  
• Listen for order of details
  
• Listen to summarize
  

Pronunciation:

• Emphatic stress to express enthusiasm

Reading:

Texts:

• A survey about procrastination
  
• A travel article about tailoring services
  
• A photo story
  

Skills/strategies:

• Identify supporting details
  
• Active language from a text

Writing:

Task:

• Write an essay expressing a point of view about procrastination
  

WRITING BOOSTER

• Supporting an opinion with personal examples

UNIT 4: Reading for Pleasure

Communication Goals:

• Recommend a book
  
• Offer to lend something
  
• Describe your reading habits
  
• Discuss the quality of reading materials

Vocabulary:

• Types of books
  
• Ways to describe a book
  
• Ways to enjoy reading

Grammar:

• Noun clauses: usage, form, and common errors
  
• Noun clauses: embedded questions
  
• Form and common errors
  

GRAMMAR BOOSTER

• Verbs and adjectives that can be followed by clauses with that
  
• Embedded questions: usage and common errors, punctuation, with infinitives
  
• Noun clauses as subjects and objects

Conversation Strategies:

• Use Actually to show appreciation for someone?s interest in a topic
  
• Soften a question with Could you tell me...?
  
• Indicate disappointment with Too bad
  
• Use I?m dying to... to indicate extreme interest
  
• Say That would be great to express gratitude for someone?s willingness to do something

Listening/ Pronunciation:

Listening Skills:

• Listen to take notes
  
• Listen to infer a speaker?s point of view and support your opinion
  

Pronunciation:

• Sentence stress in short answers with so

Reading:

Texts:

• An online bookstore website
  
• Capsule descriptions of four best-sellers
  
• A magazine article about comics
  
• A photo story
  

Skills/strategies:

• Recognize points of view
  
• Critical thinking

Writing:

Task:

• Write a summary and review of something you?ve read 
  

WRITING BOOSTER

• Summarizing

UNIT 5: Natural Disasters

Communication Goals:

• Convey a message
  
• Report news
  
• Describe natural disasters
  
• Prepare for an emergency

Vocabulary:

• Severe weather and other natural disasters
  
• Adjectives of severity
  
• Emergency preparations and supplies

Grammar:

• Indirect speech:
  
• Imperatives
  
• Say and tell
  
• Tense changes
  

GRAMMAR BOOSTER

• Direct speech: punctuation rules
  
• Indirect speech: optional tense changes
  
• Form and common errors

Conversation Strategies:

• Use I would, but... to politely turn down an offer
  
• Say Will do to agree to a request for action
  
• Use Well to begin providing requested information
  
• Say What a shame to show empathy for a misfortune
  
• Introduce reassuring contrasting information with But...
  
• Say Thank goodness for that to indicate relief

Listening/ Pronunciation:

Listening Skills:

• Listen for main ideas
  
• Listen for details
  
• Listen to paraphrase
  
• Listen to infer meaning
  

Pronunciation:

• Direct and indirect speech: rhythm

Reading:

Texts:

• News headlines
  
• A textbook article about earthquakes
  
• Statistical charts
  
• A photo story
  

Skills/strategies:

• Paraphrase
  
• Confirm facts
  
• Identify cause and effect
  
• Interpret data from a chart

Writing:

Task:

• Write a procedure for how to prepare for an emergency
  

WRITING BOOSTER

• Organizing detail statements by order of importance