Homework: Flyers practice - Reading and Writing

Flyers 

Test 4 Reading and Writing Part 1 – 10 questions 

Look and read. Choose the correct words and write them on the lines.

a rocket              a race                castles               police station                a player
a fire engine       traffic               deserts               wool                             wood
a team                hills                  bridges              metal                             glass

Example: You can go here for help if someone steals your money. police station

1 This is a group of people who play a sport together, for example, football. __________________
2 This is very noisy and you find a lot of it on the road when people are going to work or coming home again. _________________
3 This comes from sheep and we make clothes and blankets with it. ____________________
4 In this competition everyone runs together and the person who comes first wins. ______________
5 This comes from trees and people make tables, chairs and other things with it.________________
6 These are smaller than mountains and you climb them when you go to the countryside. __________
7 This is like a plane but it goes into space. __________________
8 You walk over these when you want to go across roads or rivers. _________________
9 You can see through this and bottles are sometimes made of it. ___________________
10 In children’s books, a queen might live in one of these. ________________________

Part 5 – 7 questions 

Look at the picture and read the story. Write some words to complete the sentences about the story. You can use 1, 2, 3 or 4 words. 

My name's Tony and I'm a photographer. I work for a big newspaper in the city. Yesterday morning I was going to a hotel in town to take some pictures of famous singers. I was walking past the bank and I suddenly decided to go in because I needed to get some money to buy lunch later. But when I was inside I knew something was wrong. There was a man wearing a black sweater. I couldn't see his face but he was holding a big plastic bag. A woman was putting money into it. I knew then that he was stealing the money so I shouted 'Stop that right now!' He turned round and I took his picture. He was very surprised! He just dropped the money and then, before I could catch him, he ran out of the bank. Everyone said they thought I was very brave and they thanked me. Then a policeman arrived and asked me lots of questions. Someone told him that I had a picture of the man. But the policeman asked, 'Why did you take his picture?' and said it was a dangerous thing to do. I felt stupid. Then the policeman took my camera away so I didn't get my photos of famous people that day!

 Examples: Tony works as a photographer .
                   Yesterday he had to go to a hotel in town.

Questions
1 Tony went into the bank because he wanted to _________________________ for lunch.
2 Tony __________________________ when he walked into the bank.
3 Tony saw a man who had ___________________________ in his hands.
4 The man looked ________________________ when Tony took his picture.
5 Before he ran away, the man ______________________ .
6 Everyone in the bank told Tony that he was ______________________ .
7 The policeman took Tony's camera away so he couldn't take pictures of _____________________ .

Taken from: Cambridge Young Learners Flyers Practice Test 4 Photocopiable © Oxford University Press 9

DCD's Block number 3

Science

Block 3: The water, a way of life

DCD1: To describe the water cycle in the forest, from direct 0bservation, experimentation and the relationship of the climatic characteristics with soil moisture of this biome.

DCD2: To relate the evapotranspiration to the soil moisture and its influence in the biodiversity of the Biome of Forest, to the observation and interpretation of graphs and the description of phenomenon.

DCD3: To explain the importance of the water for the living beings of every natural region of the Ecuador, from the reflective analysis and the interpretation of the water like life source.

DCD4: To compare the taxismos and tropisms from the analysis of examples, description of graphics and videos, as well as the characterization of the responses of organisms to different stimulus.

DCD5: To recognize the relation of the geotropism and hydrotropism with the growth of the root system of the plants of the humid and dry forests, from the decoding of terms and the descriptive analysis of the structure of the roots and the direction of its growth.

DCD6: To identify the use of water as a source of energy production, from the description of its transformation from potential energy to kinetic and the experimentation of the phenomenon.

Social Studies

Block 3: Ecuador in the 19th and 20th Centuries

1. To examine the global context during the beginning of the XX century dominated by the growing capitalism throughout the analysis of the country linking to global markets while using the cacao boom which defined Ecuadorian society.

(Reinforce for Spanish class)

2. Describe how the Liberal Revolution gained power, from the time of Eloy Alfaro to the next stage (1895-1912) by means of identifying the main characteristics of a secular state, and defining the scope and consequences of the revolution. (Reinforce for Spanish class)

3. Establish importance of the growing changes in the society during secularism and modernity, by analysing daily life.

4. Recount main facts and process in the “liberalismo plutocrático” (plutocratic liberalism), the descended cacao industry, bankers’ governments and social riots.

5. To describe the cacao boom and the impact it had in Ecuadorian economy by presenting a company which export cacao and its related products.

Language Arts

Block 3: How do animals communicate? – What do different cultures give to the world? (Unit 7, 8, 9)

Unit 7

DCD1: To understand vocabulary on how animals move through identifying new vocabulary to activate students’ existing knowledge of animals.

DCD2: To demonstrate understanding of a narrative fiction text by discussing given questions and prompts to write a report.

DCD3: To develop communications skills to include expressing ideas of others by developing reported speech grammar structure using only “Said that”

Unit 8

DCD4: To comprehend how animals communicate through identifying new vocabulary in a text.

DCD5: To expand communications skills to include expressing ideas of others by developing reported speech grammar structure using only “Told me that”

DCD6: To read, understand and discuss a magazine article; to apply a reading strategy to improve comprehension.

Unit 9

DCD7: To understand words for culture and customs, by identifying meaning from context in a historical narrative text.

DCD8: To read, understand and discuss a historical narrative text; to apply a reading strategy to write a descriptive essay.

DCD9: To request information and details about any topic using different grammar structures to show interest in a conversation.