PROJECT UNIT 9

BREAKING NEWS PODCAST

Hello everyone! Today, I'm here to explain you what your unit 9 project will be like. In this didactic unit students will interview a family member or friend about his/her lifestyle and ask them about tips to have a healthy lifestyle. Then, they will record a podcast reporting what he/she said. They will use reported speech and the vocabulary of the unit.

Here you have the podcast I prepared to introduce the unit.

PROJECT INSTRUCTIONS:

STEP 1: Interview a family member on his/her healthy habits. You can raise the following topics:

Exercise and sport
Eating habits (healthy food, fruits and vegetables, fast food, etc.).
Drinking water
Sleeping hours
Other special habits

STEP 2: Students will write the script reporting the information they have gathered after their interviews.

FINAL TASK: Finally, they will record a podcast in which they explain the different news using, of course, reported speech.

REPORTED SPEECH - UNIT 9

Hi guys! Although the situation nowadays is a bit complicated, we have to keep going. For that reason, I will be uploading materials for you to work.

Here you have some exercises to practice reported speech and a little summary.

Rewrite the following sentences into reported speech:

1. “Nothing grows in my garden. It never gets any sun”, she said.

2. “I'm going away tomorrow, mother”, he said

3. “I've been in London for a month but so far I haven't had time to visit the Tower”, said Rupert.

4. “The new underpass is being officially opened the day after tomorrow”, said the BBC announcer.

5. “I'll come with you as soon as I'm ready”, she replied.

6. “I have a German lesson this afternoon and I haven't done my homework yet”, said the small boy.

7. “Who is going to live in the big house?”, asked the boy.

8. “Which team won the previous match?”, said Bill.

9. “I don't think your father likes me”, said the young wife.

10. “Don't say that!” exclaimed her husband, “it's nonsense”.

11. “I found an old Roman coin in the garden yesterday”, he said, “and I'm going to take it to the museum this afternoon”.

12.“Have you seen the new library?”, asked Ann.

13.“Is a return ticket cheaper than two singles?”, said my aunt.

14.He said: “Get out of my way! If not, I'll call the police!”.

15.“Please, pay at the desk”, said the assistant.

16.“Are you leaving today or tomorrow morning?”, said his secretary.

17.“Why do you think it may be dangerous?”, he asked her.

18.“Switch off the TV”, he ordered tom, “I don't like these reality shows”

19.“Don‟t believe everything you hear”, he warned me.

20. “Don't touch that switch, Mary. The wire is not very safe”, I said.

PASS THE WORD - UNIT 9

Here you have a new Pass the Word I prepared for my students to review the vocabulary of Unit 9. Enjoy it!

This is the vocabulary used:

A: Auld lang syne: buenos tiempos de antaño

B: Blind: ciego

C: Chat: charlar

D: Deaf: sordo

E: Hearing loss: perdida de audición

F: Sniff: olfatear

G: Guide dog: perro guía

H: Hearing aid: audífono

I: In one's teens: durante la adolescencia

K: Stroke: acariciar

L: Odourless: inodoro

M: Mute: mudo

N: Sign language: lengua de signos

O: Touch: tacto

P: Perceive: percibir

R: Bright : brillante

S: Sight: vista

T: Taste: gusto, sabor

U: Unable: que no es capaz

V: Visually-impaired: discapacitado visual

W: Win-win: beneficioso para ambas partes

Y: Chilly: húmedo

Z: Squeezy: que se aprieta

PASS THE WORD UNIT 9 - THE SENSES

AULD LANG SYNE

In Unit 9, the term Auld Lang Syne appears so I decided it is a good opportunity to learn something about it. Auld Lang Syne is a Scottish heritage song whose lyrics comes from a poem written in 1788 by Robert Burns, a Scottish poet.

Here you have the worksheet I prepared and the link to watch the video song: Auld Lang Syne.

REPORTED SPEECH - BOARD GAME

I have created a funny Board Game for my students to practice Reported Speech in a more interactive way.

Here you have it:

CREATIVE READING COMPREHENSION

This time, I wanted my students to make a different reading comprehension. To do so, instead of answering questions about the text in a conventional way, I asked them to work in a more creative way.

Here you have the instructions I gave them and the story we used:

Complete the template including the following information:

- TITLE AND AUTHOR: Include the title and author of the story.

- WHO: Choose a character you identify with or like and draw a picture of him/her/it. Make sure to label the character and explain your choice.

- WHAT: Pick an important event and draw a depiction of it. If needed, include an explanation of that event.

- WHERE/WHEN: Draw something symbolizing or depicting the setting (time and place of the story).

- WHY/HOW: Choose a quote or short passage from the reading that is essential and/or very important to the story.

- THEME: Identify one theme from the reading and write it. Then choose a quote or draw an image from the story that represents this theme.

- SYMBOLISM: Include at least one symbol (either in writing or drawing) and what it represents in the story.

P.S.: Feel free to use additional drawings, quotes, sentences and/or information regarding the story!

STORY: The Canterville Ghost by Oscar Wilde (iclassic version).

TEMPLATE:

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