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