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Published by stanfordpublishing, 2018-06-11 15:06:16

Take a Ride 4

Para Stanford Publishing es un placer compartir con ustedes este trabajo editorial, donde esperamos que los materiales que les ofrecemos resuelvan este primer acercamiento al mundo del Ingles.



Take a Ride 4
Student’s Book and Workbook
Copyright © 2017 Stanford Publishing. ISBN: 978-607-97382-2-8
Printed in Mexico
Contact: 01 800 890 7051
All Rights reserved. No part of these publications may be reproduced, stored in a retrieval system or transmi ed in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior consent of the publisher, including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.
Publishers:
Author: Chief Editor: Sta Editor: Illustrator: Images: Reviewers:
José Eduardo Enciso García. Raymundo Castañeda Rendón. Rose Corespi.
Dosak Moreno.
Ara del Rio.
Dosak Moreno y Ara del Rio.
Shu erstock.
Tch. Edgar R. Vázquez.
Lic. Erika Liliana Negrete Job, Directora del Ins tuto Angloamericano de Morelia.
Take a Ride 4 was edited and produced to t semester IV according to Dirección General de Bachillerato (DGB).
Disclaimer no ce:
The links provided in this book do not belong to Stanford Publishing. Thus we do not have any control over the informa on that the websites are giving at any given me and we do not represent accuracy of the informa on provided by the third par es (external links). Although this informa on is compiled with great care and con nuously updated, we assume no liability for it being correct, complete or up to date.
Ar cles bearing the names of authors re ect the opinions of these authors and, unless speci cally stated, do not represent the opinions of the publisher. And that reproduc on of this book or any material on any of the sites included in this report is not authorized, as material may be the subject of intelectual property rights.
Rights are reserved to respec ve owners and Stanford Publishing takes no credit for anything shown in those links.
stanfordpublishing.com.mx


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Competence
Autonomy and personal ini a ve
Cultural and ar s c competence
Competence in learning to learn
Social competence and ci zenship
Knowledge and interac on with the physical world
Processing informa on and digital competence
Logical mathema cal competence
Competence in linguis c communica on
Descrip on
The ability to imagine, develop and evaluate individual or collec ve projects crea vely, self-con dently and cri cally.
Which means apprecia ng, understanding and valuing di erent cultural and ar s c manifesta ons cri cally, using them as a form of enjoyment and source of personal enrichment.
Competence and a tudes to keep learning through life in an autonomous way.
It is the ability to understand the social reality in which we live and the desire to contribute to its development.
It takes into account the ability to understand events, the predic on of consequences and the ac vity on the quality of people's health and environmental sustainability.
It is understood as the ability to search, obtain, process and communicate the informa on turning it into knowledge.
It is the ability to use numbers and basic opera ons, as well as symbols and forms of expression of mathema cal reasoning to produce and interpret informa on.
It refers to the use of the language as a tool for oral and wri en communica on.
Take a Ride 4
Basic Competences


BLOCK 1
What if...
Vocabulary
Grammar
Listening
Speaking
Reading
Wri ng
Personality adjec ves and their opposites.
Social Issues
The Second Condi onal.
Second Condi onal with could and might.
If I had a lot of money...
What would you do if you had a lot of money?
If I had a lot of money... If you could travel through me...
If I were the President of My Country
What would you do if you were the president of your country?
What would you change if you were the principal of your school?
Movie Industry.
The Second Condi onal with unless and even if...
Conjunc ons: but, and, because and so.
Did you like the lm?
Talking about reasons and consequences.
Morelia Interna onal Film Fes val
La Toma na
Create a fes val for your city.
Project: Our Country
Digital Resources: Second Condi onal Online Ac vity and Second Condi onal Video Cross-curricular Areas: Social Studies and Reading Skills
Grammar
Listening
The Perfect Vaca on Des na on
Reading
Wri ng
Competences
BLOCK 2
Experiences
Iden es, orders, and interprets ideas, datum and explicit and implicit concepts, considering the text of origin.
Produces texts based on the structure of the language, considering the inten on and communica ve situa on.
Iden es and interprets the general idea and a possible development of an oral or wri en message in a second language, using his/her previous knowledge, nonverbal clues and cultural context.
Uses informa on and communica on technology to do research, and share informa on
Vocabulary
Speaking
Places to go on vaca on.
Present Perfect Simple.
Already and yet.
Since and for.
Have you... ?
Where Have They Gone?
The Perfect Vaca on Des na on
Wri ng e-mails to describe what you have done lately.
Hobbies.
Present Perfect Simple vs. Past Simple.
Time expressions used for Present Perfect Simple and Past Simple.
What’s Your Hobby?
Have you done something di erent?
Asking family and friends about previous experiences.
What’s Your Hobby?
A Natural Paradise
Have you ever done something risky?
Project: Made in Mexico
Digital Resources: Present Perfect Video
Online Game to reinforce Simple Past and Present Perfect
Cross-curricular Areas: Social Studies and Reading Skills Environmental Topics
Lesson 4: My Hobbies Lesson 3: Have you been to Mexico? Lesson 2: Lights, camera, ac on! Lesson 1: I’m honest


BLOCK 3
What I like
Vocabulary
Grammar
Listening
Speaking
Reading
Wri ng
Personality adjec ves.
Gerunds a er verbs
Espressing Preferences (prefer, would prefer, would rather)
The Way We Dress Re ects Our Personality.
Sportspeople
Describing people
What will you do this summer?
The Way We Dress Re ects Our Personality.
Sportspeople
Write preferences of hobbies and sports.
Food and Drinks.
In ni ves and Gerunds.
We are what we eat.
Talking about food preferences.
Talking about food
We are what we eat.
Keeping Your Brain Ac ve
Wri ng about your favorite food
Wri ng goals to reach by the end of high school.
Project: Food Fair
Digital Resources: Online Ac vity to reinforce Expressing Preferences and Reinforcing the use of Gerunds and In ni ves through songs
Cross-curricular Areas: Social Studies, Health Topics and Reading Skills
Vocabulary
Grammar
Listening
Speaking
Reading
Wri ng
Competences
BLOCK 4
Learning and Growing
Iden es, orders, and interprets ideas, datum and explicit and implicit concepts, considering the text of origin.
Produces texts based on the structure of the language, considering the inten on and communica ve situa on.
Iden es and interprets the general idea and a possible development of an oral or wri en message in a second language, using his/her previous knowledge, nonverbal clues and cultural context.
Uses informa on and communica on technology to do research, and share informa on
Book genres.
Rela ve Clauses:
Rela ve pronouns and adverbs.
Have you read... ?
Talking about books you have read
Talking about jobs
Reading about
the book: Chronicles of Narnia.
Wri ng a book or movie review
School subjects.
Occupa ons and professions
De ning and Non-de ning Rela ve Clauses
Ge ng Ready for College
A Visit to College
Making an Appointment
Talking about school
Ge ng Ready for College
Write about the things people need to learn to be successful in life.
Project: Choose Wisely
Digital Resources: Second Condi onal Online Ac vity and Second Condi onal Video Cross-curricular Areas: Social Studies and Reading Skills
Lesson 8: Ge ng Ready for College Lesson 7: I love that book! Lesson 6: Being Healthy Lesson 5: What do you prefer?


Lesson 2
BLOCK 1
Lesson 1
VOCABULARY
GRAMMAR
COMPETENCES
Lesson 2
Personality adjec ves and their opposites. Social Issues
• Iden es, orders, and interprets ideas, concepts, considering the text of origin.
• Produces texts based on the structure of the language.
• Iden es and interprets the general idea and a possible development of an oral
or wri en message in a second language.
• Uses ITC to do research, and share informa on.
DIGITAL RESOURCES
Movie Industry
The Second Condi onal.
Second Condi onal with could and might.
The Second Condi onal with unless and even if...
Conjunc ons: but, and, because and so.
Second Condi onal Online Ac vity
6
Second Condi onal Video
P


Block 1
Project
Our Country
Mexico is a great country. Yes, we have some issues that we need to solve, but we can’t deny we are great people and that our country is beau ful and with lots of resources.
For this project you will work with a partner and make a survey. You have to ask at least 20 di erent people between 16 and 50 years old the following four ques ons. Make sure you write down the names, ages and occupa ons of the par cipants.
1. What do you think Mexico’s biggest problem is?
2. What would you do to solve it if you were the president?
3. What do you think Mexico’s most valuable resource is?
4. What would you do to preserve it if you were the president?
Then, you will have to present the results of the survey to the class. Make graphs to show percentages, tendencies, etc. You can use Power Point, Google Slides,
Prezi, or any other visual aids.
7
Block 1


Lesson 1 Vocabulary
A. Match the adjec ves to their de ni ons.
1. Honest
2. Loyal
3. Dishonest
4. Fair
5. Responsible
6. Strict
7. Trustworthy
8. Generous
9. Mean
10. Outgoing
( ) It describes someone who s cks to a par cular set of rules and they expect people to obey completely.
( ) It describes someone with a friendly, easy personality who enjoys mee ng and talking to people.
( ) It describes someone who is corrupt: a cheater, a liar, or a fraud.
( ) It describes someone who tells the truth, or is not willing to give or share ngs.
( ) It describes someone who is not generous, or is not willing to give or share things. That person is usually o ensive, sel sh, or malicious.
( ) It describes someone who is free from favori sm or self-interest, bias or decep on; conforming with established standards or rules.
( ) It describes someone who is willing to support, work for or be a friend to someone, even in di cult mes.
( ) It describes someone who is in charge of people and must make sure that what they do or what happens to them is right or sa sfactory.
( ) It describes someone who gives more than is expected of him.
( ) It describes someone who is able to be trusted as being honest, safe, or reliable.
C
8
R
o


(1)
I’m Honest
Reading
B. Can you imagine what you would do if you had a lot of money? Here is what some people say about that.
“If I had a lot of money, I would buy a new house, and a luxurious car.”
Pamela Lee, China.
“If I won the lo ery, I would run my own business.” Ron Hardy, the USA.
“If I were millionaire, I’d travel all around the world.” Sandra Rodriguez, Mexico.
“If I won the lo o, I’d give some to poor people.” Fabrizzio Cannavaro, Italy.
“If I had a lot of money, I wouldn’t waste it immediately.” Nelly Anderson, South Africa
“If I were rich, I’d give some to charity. I love to help people in need.”
Mario Bergoglio, Argen na.
“Money is the cause of a lot of problems, I wouldn’t tell anybody about it. I’d keep some for myself, and I’d give the rest away.” Ichiro Nakamura, Japan.
Comprehension
C. Write True or False.
1. Pamela would live in another house.
2. Ron wouldn’t work anymore.
3. Sandra would visit many countries.
4. Fabrizzio wouldn’t donate money.
5. Nelly wouldn’t buy anything at the moment.
________ ________
________ ________ ________
9
Block 1


Lesson 1 Grammar
Second Conditional
We use the Second Condi onal when we want to talk about unreal or imaginary situa ons in the present.
Condi onal sentences have two parts: an “if clause” and a “result clause”.
Examples:
If I were an animal, I would be a lion.
(This is an absolutely unreal situa on)
I would go to the movies if my parents gave me permission. (This is an imaginary situa on, not impossible, but not real.)
Observe that in the second condi onal, we use past tense for the if clause (the condi on) and would + in ni ve for the result clause.
NOTE instead of would, we can use could or might when talking about possibili es.
D. Match the two halves of these sentences.
1. If he had more money,
2. If I spoke English,
3. If the teacher were more patient,
4. If I were rich,
5. If I had more friends,
6. If I were taller,
7. If I traveled to Japan,
8. If Chinese weren’t so difficult,
Speaking
a) I would go to England for vacation. b) I would be a basketball player.
c) many more people would study it. d) I would go out more often.
e) her students would enjoy the class.
f) I would buy a house in New York. g) I would eat sushi every day.
h) he would travel more often.
E. Prac ce with a friend. Ask and answer.
1.- A: What would you do if you won the lo ery?
B: I’d buy a new car.
2.- A: Would you work if you were millionaire?
B: Yes, I would. / No, I wouldn’t. 10


I’m Honest
Grammar
F. Complete the Second Condi onal sentences with words in brackets.
1. If we _________(have) a yacht, we would sail across the Atlan c.
2. If my li le brother had more me, he ____________________(learn) taekwondo.
3. If I ____________________(be) millionaire, I’d live in Las Vegas!
4. If I ____________________(live) on a deserted island, I ______________ (not wear) any clothes for a day.
5. I’d help you if I ____________________(know) how.
6. My dad ____________________ (buy) a sports motorcycle if he ____________________(have) a enough money.
G. Write full sentences to these situa ons. Use the Second Condi onal
What would you do if...?
1. You were an animal
If I were an animal, I’d be a ger.
2. You lived in another country. __________________________________________________________________________.
3. Your brother hit you __________________________________________________________________________.
4. You were famous __________________________________________________________________________.
5. Your best friend moved to another city __________________________________________________________________________.
6. You had a lot of money __________________________________________________________________________.
7. You won a trip to anywhere in the world __________________________________________________________________________.
11
Block 1


Lesson 1 Conversation
(2)
Dylan:
Ashley: Dylan:
Ashley: Dylan:
Ashley: Dylan:
Ashley:
Imagine if you could travel through me, like in the movie Back to the future. Wouldn’t that be awesome?
Oh, Dylan. You’re daydreaming again.
No. some scien st believe that me travel is possible. But it’s a really complicated theory.
And what would you do, if you could travel through me?
I’d travel to the year 2050. You know I’m very curious, and I’d like to nd out what life will be.
I’d like to know if it will be possible to live in another planet, or the moon. Who knows, maybe I could bring back the cure for cancer or AIDS.
I think you’re watching too many science c on movies.
Hey, when Dr. Brown said there will be ying skateboards in 2015 everybody thought it was a joke. And what about today? We have them now! I think science c on isn’t too far from reality in the future
As I told you, you’ve been watching lots of science c on movies lately.
Comprehension
H. Answer the ques ons according to the previous conversa on.
1. What would Dylan like to do?
2. What does Ashley think about Dylan’s idea?
3. What do some scien st believe?
4. Would Dylan travel to the past, or to the future? Why?
5. What did Dr. Brown say in the movie Back to the Future?
12


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