MÓDULO 1 Segundo Año de Bachillerato Lesson 1

MÓDULO 1 Segundo Año de Bachillerato Lesson 1: MEETING FAMOUS PEOPLE AROUND THE WORLD

AGENDA. ACTIVITY # 1: Recalling previous learning. ACTIVITY # 2: WARM-UP: Compare ACTIVITY # 3: Review Language in Use ACTIVITY # 4: EXAMPLES OF TIME AND MAIN CLAUSES ACTIVITY # 5: TIME CLAUSES EXERCISE • ACTIVITY # 6: How Did They Become so Famous ? • ACTIVITY # 5: WRAP-UP • • •

ACTIVITY # 1: RECALL PREVIOUS LEARNING PURPOSE: • To tell some topics you remember from last year. INSTRUCTIONS: • Work in pairs. • Discuss the questions presented on the next slide. • Check answers with all the class.

ACTIVITY 2: WARM UP: Compare PURPOSE: • Expressing future with time expressions INSTRUCTIONS: • Work in pairs. • Read the sentences carefully per each number. • Analize the difference the red words make in the b´s sentences. • Identify Time Expressions ( Look at the example). • Check answers with all the class.

ACTIVITY 2: COMPARE a) I'll come back home and I'll do it. b) I'll do it when I come back home. (when I come is the time clause) a) You will push this button and the door will open. b) As soon as you push this button the door will open. a) Don't stand up. First I'll tell you. b) Don't stand up till (until) I tell you. a) You'll need my car. Take it. b) Whenever you need my car you can take it. a) You'll tidy up the house and I'll do the shopping. b) You'll tidy up the house while I do the shopping. a) You will drop the bomb and it will explode. b) The moment you drop the bomb it will explode.

ACTIVITY # 3: Review Language in Use PURPOSE: • To review the use of time clauses. INSTRUCTIONS: • Work in pairs. • Read and listen carefully the explanation about Time Clauses. • Discuss the examples presented on the next slide.

ACTIVITY # 3: Reviewing Language in use: TIME CLAUSES • Phrases that begin with words such as: while, whenever, before, after, as soon as, until, since, etc. are classified as TIME CLAUSES. Time clauses are a type of dependant (subordinate) clause and are usually paired with a main (independent) clause to form a complete sentence. • For example, consider this sentence: “While I was eating lunch, the fire alarm rang. ” In this case, the time clause, “while I was eating my lunch, ” lets us know when the main clause, “the fire alarm rang, ” occurred. • Look at the examples of time clauses in next slide. Notice that when a time clause appears at the beginning of a sentence, it is separated from the main clause by a comma. When the sentence begins with the main clause, no comma is needed.

ACTIVITY # 3: EXAMPLES OF TIME AND MAIN CLAUSES • • • MAIN CLAUSE The phone rang I ate dinner She hasn't stopped swimming TIME CLAUSE While I was sick , Before Paul went to bed , • After we finished working, TIME CLAUSE while we were talking. after watching TV. since she got in the pool. MAIN CLAUSE I missed a lot of school. he called Mary to say goodnight. we went out for a drink.

ACTIVITY # 5: TIME CLAUSES EXERCISE: Decide whether each of the following is a MAIN (MC) clause or a DEPENDENT TIME CLAUSE (DTC) 1. Before they arrive, (______) 2. When I was studying, (_____) 3. We haven’t seen her (_____) 4. Until the problem was solved, (______) 5. He finished the project (______)

ACTIVITY # 6: How Did They Become so Famous ? PURPOSE: • To scan an article for specific information. INSTRUCTIONS: • Work in pairs. • Read and listen the dialogue between Tim and Carlos. • Answer the questions about the dialogue presented on next slide.

ACTIVITY # 6: DIALOGUE Listen to and read the following conversation. Look up any new words in a dictionary. A: Hello? A: This is he. A: Ah, what can I do for you? A: Well, I can tell you that I didn’t start off as a columnist. I was still in school studying literature when I took a part time job at what was then called The Richmond Gazette. That paper doesn’t exist anymore, but at the time, they hired me to write the police report section. I say “write” but all I did was summarize the major crimes that the police reported. I got my first break during the elections in ‘ 72. They were short staffed and asked me if I’d go out and cover the state elections. I’d say that is when I actually started writing. You know, I think that it’s a lot harder now to get into the business than it used to be. A: Well, there a lot of good, young writers out there, and a lot of them are looking for work. You know that summer in ´ 72 when they first sent me out, I didn’t have any real experience. These days, when they hire writers, most of them have been published in their college newspapers or written a blog. Back then people like me could get lucky and start from zero. B: Hi, may I speak with Tim Grazer? B: Hi, my name is Carlos. I got your number from Sandy Grazer. B: If you’re not busy, I wanted to ask you a few questions about your work and how you got started as a professional writer. B: Why is that?

ACTIVITY # 6: How Did They Become so Famous ? Answer the questions about Tim and Carlos INSTRUCTIONS: After reading and listening to the dialogue below, answer the following questions. 1. Why did Carlos call Tim? 2. What does Sandy’s uncle Tim do at the Richmond Times? 3. When Tim began working, was he doing the same job he does now? 4. What was Tim sent to write about during the summer of 1972? 5. Did Tim have a lot of experience as a journalist when he began working for the newspaper?

ACTIVITY # 7: WRAP UP PURPOSE: To discuss your ideas about today’s class. INSTRUCTIONS: • Work in pairs. • Discuss the questions presented in next slide. • Share your ideas with the class.

WRAP UP: STRUCTURE OR QUESTIONS FROM THIS CLASS • What did you learn today? • What topics did you discuss in today’s class? • What was difficult for you to understand? • What was easy for you to understand? • Do you have any comments?

THANKS FOR YOUR ATTENTION