Sofía Patricia Biro Gamarra

Peru

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 LINEAMIENTOS GENERALES-PEAD-2021

1. Los Cuadernos de Actividades o Módulos Autoinstructivos deberán ser remitidos

en archivo WORD o PDF vía el Aula Virtual SIEWEB (estos archivos NO deberán
ser mayores a 10 MB) en las fechas programadas a fin de dar cumplimiento al
cronograma estipulado.
2. Los Cuadernos de Actividades, exámenes, controles de lectura, entrevistas u
otros instrumentos de evaluación, deberán desarrollarse de manera personal y
responsable; CUALQUIER COPIA PARCIAL O TOTAL DE LOS MISMOS, SERÁ
MOTIVO DE ANULACIÓN Y LA OBTENCION DE LA CALIFICACION MÍNIMA
DESAPROBATORIA (05 0 C) PARA TODOS LOS INVOLUCRADOS.
3. El estudiante es responsable del material enviado para revisión. Debe verificar
minuciosamente el cumplimiento de todas las indicaciones solicitadas por el
docente; caso contrario no habrá opción de una segunda presentación de
material educativo.
4. El material educativo, para evaluación, será enviado exclusivamente a través del
SIEWEB.
5. La comunicación entre el maestro, estudiante, personal administrativo y padre
de familia debe permanecer siempre dentro de un marco de respeto y
cordialidad.
6. Para el desarrollo de las actividades del material educativo, los estudiantes
deben ceñirse a los parámetros del instrumento de evaluación.
7. Si el estudiante no cumple con la presentación de los materiales educativos en
las fechas solicitadas, automáticamente, se hará acreedor de la calificación
mínima desaprobatoria (C de 1° de Primaria a 3° de secundaria o 05 4º y 5° de
secundaria) en la competencia correspondiente, salvo justificación con
documento probatorio previo a la fecha de entrega y en coordinación con el Área
Académica.
8. Los cursos formativos tienen una fecha programada de presentación del trabajo
respectivo. El estudiante debe ceñirse al cumplimiento estricto del cronograma
establecido.
9. Es responsabilidad del estudiante enviar, a través del SIEWEB, el material
educativo del área correspondiente debidamente identificado: nombres y
apellidos completos. Caso contrario, no será evaluado, correspondiéndole la
calificación desaprobada en el mencionado material educativo.
10. El cronograma de evaluaciones bimestrales será publicado en el SIEWEB. Los
exámenes de evaluación se rendirán en las fechas programadas a través de la
mencionada plataforma, debiendo resolverlas y activar envío. De mediar algún
inconveniente, es responsabilidad del alumno comunicar de manera inmediata
por correo electrónico al docente responsable del curso correspondiente.
11. Los resultados de los exámenes bimestrales se publicarán en la casilla
correspondiente del SIEWEB.
12. Solo los correos electrónicos proporcionados durante el proceso de matrícula
serán considerados para la comunicación: PEAD – ALUMNO – FAMILIA.
13. Los alumnos que al finalizar el año escolar obtengan competencias con
calificativo desaprobado (C o 05) serán programados para rendir las
evaluaciones de recuperación o subsanación a través del Aula virtual. Los
estudiantes que residan en Lima serán evaluados de manera presencial en las
instalaciones del PEAD.
14. Cualquier inconveniente que interfiera en el cumplimiento de los trabajos
académicos o exámenes bimestrales deberán ser comunicados con anticipación
y presentación de documento probatorio al Área académica, correo:
[email protected]
15. LOS ALUMNOS QUE INICIAN EL AÑO ESCOLAR EL 29 DE MARZO DEL 2021
DEBERÁN CULMINARLO INDEFECTIBLEMENTE EL 10 DE DICIEMBRE DEL
2021.

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 PROGRAMA DE EDUCACIÓN A DISTANCIA
ORGANIZADOR POR COMPETENCIAS
NIVEL SECUNDARIA
2° PEAD
2021
“El Trabajo Bien Hecho” 2020
ORGANIZADOR BIMESTRAL POR COMPETENCIAS – INGLÉS 2021
PRIMER BIMESTRE

COMPETENCI CAMPOS
DESEMPEÑOS EVIDENCIAS
A TEMÁTICOS
Pronunciation and intonation Speaking
sound natural.  Talking about the social
Competencia networks and apps you SELF-
1 Speaks clearly without use most frequently. INSTRUCTIO
Expresión y hesitation. NAL MODULE
Comprensión
Oral Uses a range of appropriate
VIDEO
vocabulary and expressions.
Reading/Grammar/
Get information from written Vocabulary
text. Unit 1
 Introduction: Skill reminders
 Grammar Review: Verb to Be

Present Tense
Infers and interprets  Vocabulary in context +
information of the written Exercises
text.  Vocabulary 1
 Understanding exercises
 Short Story + Exercises
 Story: “The Portrait”
Reflect and evaluate the  Vocabulary in Context SELF-
Competencia form, content and context of  Questionnaire
INSTRUCTIO
 Cause and effect chart
2 the written text.  Sequence chart NAL MODULE
Comprensión  Narrative elements
 Prefixes ENGLISH
de Textos Unit 2
Uses verb tenses correctly  Prefixes EXAM
respecting grammar  Short story: Possum grins
structure in the sentence.  Reading comprehension
exercises
 Vocabulary 2
 Fill in Exercises
 Short Story + Exercises
 Grammar Review: Verb
Uses vocabulary related to tenses
the topic appropriately. Adverbs
 Story: “Finding Queen”
 Vocabulary in context
 Questionnaire
Makes a text according to Writing
their level respecting the Unit 1
Competencia form and order of the type  Narrative elements: SELF-
3 of text. Plan your own Story Map INSTRUCTIO
Producción Writes a text using linkers, Unit 2 NAL MODULE
opening and closing  Story Map “Finding
de Textos
phrases appropriately to a Queen”
logical sequence of ideas.

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 Versión 01
Rúbrica de Desempeño
Fecha de Aprobación 09-03-2020

INGLÉS 2° Secundaria – 2021-1

Rubrica de Revisión de Actividades - I Bimestre

Competencias Nivel de Logro

Y Desempeños
Protocolos C B A AD
1. Pronunciation and intonation sound natural.
1. La pronunciación y entonación suenan naturales.

Expresión y 2. Speaks clearly without hesitation.

Comprensión 2. Habla claramente sin dudarlo.
Oral 3. Uses a range of appropriate vocabulary and
expressions.
3. Usa variedad de vocabulario y expresiones
apropiadas.

1. Get information from written text.

1. Obtiene información del texto escrito.
2. Infers and interprets information of the
written text.
2. Infiere e interpreta información del texto escrito.
3. Reflect and evaluate the form, content and
context of the written text.
Comprensión 3. Reflexiona y evalúa la forma, el contenido y el
de Textos contexto del texto escrito.
4. Uses verb tenses correctly respecting
grammar structure in the sentences.
4. Usa los tiempos verbales respetando
correctamente la estructura gramatical en las
oraciones.
5. Uses vocabulary related to the topic applying
the right style of the text.
5. Usa vocabulario relacionado con el tema, aplicando
el estilo correcto del texto.
1. Makes a text according to their level
respecting the form and order of the type of
Producción text.
de Textos 2. Hace textos de acuerdo a su nivel respetando la
forma y el orden del tipo de texto.
2. Writes a text using linkers, opening and
closing phrases appropriately to a logical
sequence of ideas.

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 2. Escribe textos usando enlazadores, frases de
apertura y cierre apropiadas a una secuencia lógica
de ideas.

PROTOCOLO DE REVISIÓN DE MÓDULO AUTOINSTRUCTIVO

En la presentación del Módulo Autoinstructivo además del desarrollo de las

actividades y evidenciar el logro de desempeños en cada competencia se
considerará al calificar cada competencia lo siguiente:

PRESENTACIÓN: Posee identificación completa del alumno y la asignatura

(caratula y datos del estudiante). Presenta el cuaderno en la fecha
estipulada.

ORDEN: Respeta la estructura y el orden de los contenidos entregados

presentados en un solo archivo, documento o formato.

CONTENIDO: Posee todos los contenidos planteados desarrollados.

ACTIVIDADES: Desarrolla correctamente todas las actividades propuestas

cumpliendo con las instrucciones del profesor.

LA COPIA TOTAL O PARCIAL DEL DESARROLLO DE CUALQUIER

MATERIAL EDUCATIVO (ENTRE DOS O MÁS ALUMNOS O COPIADO DE
INTERNET) ANULA A TODOS LOS PARTICIPANTES OBTENIENDO
MÍNIMA NOTA DESAPROBATORIA (C).

El incumplimiento de uno de los puntos del protocolo de presentación del

cuaderno de actividades determina la disminución del nivel de logro del
estudiante.

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My dear Student,

I am very glad to be your English teacher.

I hope you will like this book, that has been written
especially for you and fulfills the program you require, so
when you come back you will be up to date with your
classmates.
You will reinforce and learn English through literature,
do not worry if you do not understand everything, the
important thing is to enjoy the story.

Always remember:

“READING GOOD BOOKS FEEDS THE SOUL”

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 Things to be remembered

Here is some advice which will help you understand and

resolve some exercises that you will find throughout this
book.
Read them carefully and good luck!

 To fill in exercises:
When you do this kind of exercises you must be careful
with the words given for this purpose, because sometimes
you will have to change the tense of some verbs according
to the sentence, and not only that, nouns may change too,
to the singular or plural form according to each situation.
Be Careful!

 Exams:
DO THE EXERCISES IN THIS BOOK, BEFORE DOING
THE EXAMS AND READ THE INSTRUCTIONS
CAREFULLY!

Once again: GOOD LUCK!

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 8
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 Want to improve your
English?

Here you can find an APP and the

English Dictionary to help you
improve your English.

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 FIRST
TERM
Remember... Always try to be the best
son/daughter, the best brother/sister, the best
friend, the best student, and you will please
GOD!

“Kindliness is the oil that avoids the frictions in

life.”

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 My dear Student:

Before reading this book, let’s review some structures. Maybe, it could
be a bit boring for you, but it is necessary and very important for you to
read them, because you will see them throughout this book.

All you have to know about sentences!

 A sentence is a group of words that tells a complete thought.

 A sentence names someone or something. It tells what that person or
thing does.
 The word in a sentence begins with a capital letter and ends with an end
mark.
 A declarative (affirmative) sentence tells something. It ends with a
period.
 An interrogative sentence asks a question. It ends with a question
mark (?).
 Exclamatory sentence: What a beautiful beach!
 Imperative sentence: Stop talking!
 Every sentence has two parts. A subject and a predicate.
 A subject tells whom or what a sentence is about.
o The complete subject tells whom or what the sentence is about.
o The simple subject is the main word or words in the complete
subject. Simple
Subject

 Example: The strong wind blows fiercely.

Complete
Subject

 A compound subject is two or more subjects that share a predicate, if

there are three or more subjects, use commas and/or conjunctions such
as and, or, or but to separate them.
oExample: The children and their parents love the garden.
Compound
 A predicate tells what that person or thing is or does.
Subject
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 o The complete predicate of a sentence tells what the subject is
or does.
o The simple predicate is the main word or words in the complete
predicate.
Simple
Predicate
 Example: The children solve the problem.
Complete
Predicate
 A compound predicate is two or more predicates that share a subject,
if there are three or more predicates, use commas and/or conjunctions to
separate them.
o Example: Children and parents cleared a vacant lot and built a
garden. Compound
Predicate

 A compound sentence is made up of two or more simple sentences.

They may be joined with the conjunctions and, or, or but. Use a comma
(,) before a conjunction that joins two sentences.
o Example: Young birds have to peep loudly, or their parents won’t
hear them.

COMPOUND
SENTENCE
Simple conjunctio
n
Miss Wise’s class collects different things, but Miss Smith’
classSUBJECT
doesn’t. PREDICAT

Simple
predicate

 Let’s see the next videos…

 Types of Sentences

 Parts of a Sentence

 Compound Sentences

 A noun is a word that names a person, a place, thing, or an idea.

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 A common noun names any person, a place, a thing, or an idea.
 A proper noun names a particular person, place, thing, or idea.
o Example: Susan always brings souvenirs from Cuzco.
Proper Common Proper
Noun Noun Noun

 Form the plural of most nouns by adding s or es

 If a noun ends in a consonant and y, change the y to i and add es

SINGUL PLUR
AR AL
Game Game
s
Glass Glass
es
City Cities

 Pronouns:
o A subject pronoun (personal pronoun) takes the place of one or
more nouns in the subject of a sentence, and they go always
before a verb. verb

 Example: My brother and I play tennis everyday.

We play tennis everyday.

SINGUL PLURAL
AR
I we
you you
he, she, they
it

o An object pronoun follows an action verb, they always go

after a verb or a preposition. prepositi
on

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  Example: “Romeo and Juliet” was written by William
Shakespeare.

“Romeo and Juliet” was written by him

Subject Object Pronoun

Pronoun
I me
you you
he him
she her
it it
we us
you you
they them

o A possessive pronoun (a) (possessive adjectives) shows

ownership, and they go always before a noun.

nou
 Example: Do you like my bike? n

Subject Pronoun Possessive

Pronoun
I my
you your
he his
she her
it its
we our
you your
they their

o A possessive pronoun (b) is used to avoid repeating the noun

again.

 Example: My doll is pretty, but her doll is prettier.

My doll is pretty, but hers is prettier.

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 Possessive Pronoun Possessive
(a) Pronoun (b)
my mine
your yours
his his
her hers
its its
our ours
your yours
their theirs

Note:
As you have seen, some of the pronouns don’t change, you can
recognize them according to the place they have in each sentence.
Example: Tom has a new bike; his bike is blue and it is more expensive
than
John’s bike.
He has a new bike; it is blue and it is more expensive than his.

 Let’s see the next videos…

 Nouns

 Subject and Object Pronouns

 Possessive Pronouns

THIS IS FOR YOU DEAR

STUDENT!

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 This story is about humanity; how a boy saved a man
although they were enemies. This proves us that the force of
supreme goodness is much stronger than the force of evil.
So, we have to let our hearts work, and the world will be a
better place to live.

“Relieving the pain of others is to forget ours”

Anonymous
“A person, who doesn’t know how to forgive, doesn’t
know how to live.”
Anonymous

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 “Goodness makes feel well no matter who gives it or
who receives it.”
Anonymous

 Talking about the social networks and apps you use most
frequently.

Time: 2 minutes maximum.

Some tips that can help you:

 What social networks do you prefer?

 What apps do you like the most?
 What social networks and apps you use most frequently?

You must write the text that you are going to record in your
video.

I don´t use social networks much because I prefer to read, but if I want to be
connected with my friends and family, I usually use WhatsApp. I write my
friends and family telling them my day, we make video calls on the
birthdays and I post jokes on my WhatsApp Status to cheer people up. When
I want to talk with my father I call him on Skype because he lives in
Germany and I miss him so much. Sometimes when I want to talk with my
friend Marcela on the computer, I use Hangouts because my brother is using
our tablet. I rarely watch videos on YouTube but it´s fun solving puzzles or
inform me of something interesting.

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Circle the words that have the long o sound spelled oa. Then follow
the directions.

1. Jack walks along the road. Make the road.

2. He passes an oak tree. Put some leaves on the tree.
3. He passes a goat with no tail. Make its tail.
4. Jack can see the sea from the coast road. Make some waves.
5. Add a boat floating at sea.
6. A toad sits on a rock. Make the rock.
7. Jack has a load of food with him. He needs a backpack. Make one for
him.
8. As he walks, he munches on toast. Put toast in his hand.
9. "Oh, no!" groans Jack when he sees raindrops. Make the drops falling.
10. At least he has his raincoat and his umbrella. Make his umbrella.
11. Put a puddle in the road. His boots will get soaked in that puddle!
12. Add some leaves floating in the puddle.
13. Jack needs a muffler around his throat. Put a muffler on him.
14. He'll meet his goal of getting home soon. Put a smile on Jack!

Easy,
isn’t
18 it?
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 19
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 VOCABULARY IN CONTEXT
As you can remember from the first book, when you read, you may
come to a word you don’t understand. In many cases, other words or
pictures in the story can help you understand the new word. Those helpful
words and pictures are context clues.

Look at this paragraph:

It was 1775. The American colonies were fighting for their
freedom and independence of England, the mother country. Many
people died and others were injured. There was pain all around.
Soldiers were found anywhere suffering because of their injuries.
... A weak moan came to him from a nearby clump of trees...

How do the highlighted words help you know what moan and clump
mean?
These context clues help you guess that moan is a sound produced by
someone who is suffering because of a hard pain, and clump is a group of
trees or a little wood.

Another point is that there are many words which have more than one
meaning. In many cases, you can figure out which meaning is intended by
looking at the context of the word-that is, by thinking about nearby words
and sentences.

In “The Riddle Club”, Ed reads this sentence in a riddle (this is a very

short story that you are going to read later.):

Look for some

leaves that are not
on a tree.

The word “leaves” has several meanings.

 Flat, green parts of trees
 Sheets of paper in a book
 Goes away from
 Let’s stay in place

From the way the word is used, you know that the last two meanings do
not fit. You also know that the first meaning does not fit. You can use the
context to figure out the intended meaning of leaves: sheets of paper in a
book.
Think of another word with two or more meanings. Write a sentence with
that word. Use the context to make the meaning clear.

Tim and Tom fast every day to keep fit.

The cheetah runs very fast to catch its prey.

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 Read the story, and think about the meanings of the words in
dark type.

Ed is puzzled. He got
a note. It asked him to be a
guest at a meeting of the
Riddle Club. The note didn't
tell him when or where the
meeting would be held.
Ed

must find the necessary

hints to help him get there.
He begins the business of
solving the problem. He
reads a second note that
was stuck in his sweater. This note sends him to a shop. He purchases a
gift for his mom. Then he gets the next note! If this keeps up, he'll have a
stack of notes to keep as a souvenir.

Sa

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 After having read the text from the previous page write the
word that best completes the sentence. Choose from the words in
dark type.

1. It is cold, so Ed puts on his sweater

2. His friends ask him to be a guest at their meeting.

3. He purchases a book at the bookstore.

4. To get to the meeting, it is necessary for him to find all the hints.

5. He begins the business of solving the riddles.

6. He will keep all the notes as a souvenir .

After having analyzed the notes, answer the following question:

When, where and what time will the meeting be?

The meeting will be on a shop where leaves are sold, at then o´clock on
Saturday.

Answer the questions, by using the same words you have used
in the exercise above.

 Which word names a job or task you have to do?

business
 Which word describes a person who is invited to your house for
dinner?

guest
 Which word describes something that you must have or do?

necessary
 Which word names what you do with money?

purchases
 If you bought a hat at an amusement park, what did you do?

souvenir
 Which word names something you might wear in the winter?

sweater

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 VOCABULARY
Nº 1
GRUFF, frown, draw the eyebrows together or use rough words to
express displeasure. When talking about animals, it means arisco, when
they show their teeth and grunt.
 When the students started making noise, the teacher gruffed at
them.

GASP, pant, short quick breaths

 I knew my husband had come back from running because I heard
a gasp behind the door.

DISDAINFULLY, look on with contempt

 After the police had caught the burglar, the people looked at him
disdainfully.

CROAK, deep, hoarse sound as made by frogs.

 He was so weak and ill that his voice sounded as a croak.

FAINT, lose conscience

 She fainted when she heard the bad news about the earthquake.

TEND, watch over, protect

 The nurse tended his wound after having cleaned it.

DISMAY, feeling of fear and discouragement.

 The student who didn’t study asked his teacher in dismay about
his mark.

STRUGGLE, make a great effort

 The thief, after being caught, struggled to get free.

COAX, convince, get someone to do something by kindness or patience.

 My mother coaxed my little sister to take her medicine.

SOOTHINGLY, to speak sweetly

 The little boy felt much better after his teacher talked to him
soothingly.

GET RID, become free of

 He didn’t know how to get rid of those people.

SCRAMBLE, pick up or do things very fast

 The children scrambled for the candies that were thrown to them.

STUFF, this word has many different meanings, one of them means to fill
something tightly.
 “Stop stuffing your clothes in the drawers, you must be tidy!” his
mother yelled.

UNWAVERING, determinate, resolved, put an end to any doubt or difficulty

by supplying an answer.
 The manager was unwavering at the moment of taking that
decision.

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 Use the words from the vocabulary to fill in the following
exercise. Use the verbs in the correct tense according to the
sentences.

1. The news that the enemy were near filled them with dismay .

2. After their bad behavior, the rest of the students look at them gruffing .

3. He couldn’t hide his anger because he was disdainfully at us.

4. She fainted , when the doctor told her she should be

operated immediately.
5. The children scrambled to get a place in the circus, because
there were too many people who wanted to enter, too.
6. We have to be very careful when we suffer severe injuries, we have to

tend to them to prevent an infection.

7. The doctor noticed that the gasp he heard, came from the old
man next to him, that could hardly breath.
8. When the nurse came to his room, the ill man asked her in a croak
for a glass of water.
9. Tommy wanted to go out, so he stuffed to put his things away.

10.Babies usually stop crying after their mothers talk to them soothingly .

11.Agent 007 was unwavering at the moment of giving the

answers.

12.“Oh, no! The teacher is coming! Get rid of the ball!” the
student shouted.
13.Her father coaxed her to do the homework earlier.

14.“Before going to the playground, put your books away, but don’t stuff
them into your schoolbags!” The teacher said.

After reading “The Portrait” on next page, write the word that
answers each of the clues.

 A word related to the word knowing. knowledge

 A word that begins like portray and names something an artist can
draw. portrait
 A word that rhymes with loud and means “showing pride”.
proud
 A word related to the word tense. tension
 A word that begins like discover and means “a sudden feeling of
discourageme
dismay nt.”.”.
 A word that has the shorter word danger in it. dangerous

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Write a word from the ad to complete each sentence. Choose from
the words in dark type.

1. It is dangerous for the Redcoat to stay in Todd's home.

2. The Redcoat feels dismay when he finds himself in Todd’s home.

3. There is a portrait of Todd's pa above the bed.

4. Todd's pa and the Redcoat both have a proud look.

5. Todd feels tension when the men look for Redcoats in his home.

6. Todd wishes he had knowledge of where his pa is.

What do you think will happen in "The Portrait"?

I think that the Redcoat is Todd´s pa and the two men who were looking for
Redcoats recognize him.

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 The year was 1775. Todd and his dog, Bud, were walking down the road
not far from his home near Boston. Todd was thinking about his pa, who was
missing after a battle with the British.
A weak moan came to him from a nearby clump of trees. Todd stopped,
at the unexpected noise.
"Help!" someone called out. Then there was a gasp and a groan of pain. A
man in a red jacket was leaning against a big oak tree. As Todd approached,
he could see a deep cut on the man's throat.
Todd looked down at the man disdainfully. "You're a Redcoat!" he said.
"Why would I come to your aid? You'll get no help from me!"

The Redcoat raised a weak hand. "Please!" he begged Todd in a croak.

Then he fainted.
"I can't just ignore him and leave him here," Todd grumbled to himself,
"but I know I can't lift him by myself. I'll have to go get Sis to help." It was a
hard job, but at last he and Meg got the Redcoat home and into bed.

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 The Redcoat woke up while Meg was cleaning and tending to the cut on
his throat.
"Where am I?" he asked in dismay. He struggled to sit up, but he was
too weak and fell back onto the bed.
"Now, you just rest," Meg coaxed him soothingly. The Redcoat closed his
eyes and fell asleep.
Exasperated, Todd said, "Meg, how can you help him? He's a Redcoat!
He may have killed Yankees like us. Why, he may have killed Pa!"
"Now, you hush, Todd," said Meg. "We have no knowledge of where Pa
is. For all we know, some Redcoat may be helping him right now!"

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 Just then someone outside yelled, "Is anyone home?" Todd and Meg
looked at each other in dismay.
"Don't you say a thing!" Meg hissed to Todd. "Get rid of that red coat—
fast!" Todd scrambled to stuff the coat under the bed.
Meg pulled the blanket up to the man's chin. "Come in!" she called.
Two men came in and said that they were looking for Redcoats.
"After that last battle, some of the Redcoats were too weak to get back
to camp," the first man explained. "They may be hiding in these parts.
These are dangerous times."
"And hiding Redcoats is a dangerous occupation," the second man
commented.
Todd did not dare look up. He hoped they couldn't feel his tension.
The two men gazed at the man in the bed.
"Sick, is he?" one of them inquired. The tension in the air increased.
Meg was unwavering. "Yes." she said, "very sick, I'm afraid."
"Well, we'll be going then," the man said. "I hope your pa gets well." The
men left.
"Why did he say that?" Todd asked. Then he saw Meg look up at the
portrait of his pa on the wall.
"Oh! Now I see!" The hair, the proud chin in the portrait—they were a
lot like the Redcoat's.
Todd felt proud. Without having any knowledge of it, his pa had saved
the man's life. Maybe some Redcoat would do the same for his pa.

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 In the story “The Portrait”, there are some words written in
dark (12), use them to fill in the spaces in blank (12). Be careful,
the tense of some verbs may change according to each situation!

Now,
you
hush! Ups! It is
You are too
talking heavy! I
too can’t
much! lift it
up!

Tom is very
proud
of the present
he bought for
I’m tired of picking up his Mom with
these mushrooms. Why the money he
do I have to do saved from his
everything? tips.

Why are you

grumbling ?

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 Shhh...!
Don’t
make noise!

Don’t hiss to
Sue, I’m not
sleeping, so
don’t worry.

Look! How many Oh, I didn’t know

apples! The you were going to
apple give me this
production has present. This is an
increased unexpected
this year. gift. Thank you very
much.

Nos
e

t
h
r
o
a
t

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 Why do
Because he
you say
always looks
that?
at me

I never dare
to ride
alone!

I think Tom
wants to
fight with
me.

The
little

girl is

gazing

at the

birds.

She has
fallen down
and hurt
her leg.
Ouch

I heard a
groan
of pain. What
happened?

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QUESTIONNAIRE
Are these statements false or true? Think before answering.
Write a T for true and an F for False.

1. Todd’s father fought against the British. T

2. There was a little wood near Todd’s house. T
3. He found a wounded British man. T
4. At first, Todd didn’t want to help him. T
5. The Redcoat was afraid when he woke up at Todd’s house. T
6. Meg didn’t calm him. F
7. Todd wanted the two men to take the Redcoat away. F
8. They were looking for a lost dog. F
9. They knew that the man was a Redcoat. F
10.Todd’s father didn’t look like the Redcoat. F

Now answer the following questions, use the same tense as the
one you have been asked to.

1. What clues let you know that this story takes place in the past?

The clues that let me know this story takes place in the past are that at
the beginning says that the story happened in the year 1775.

2. How do you think Todd feels when he sees the redcoat?

I think Todd feels afraid and nervous because he don´t know what can he
do.

3. Does Todd help the Redcoat? Why or why not?

Todd helps the Redcoat because he had a deep cut in the throat and
fainted.

4. If you were Todd, would you help the Redcoat?

If I were Todd, I would help the Redcoat because I would recognize my

pa.

5. Where is the story taking place now?

The story is taking place in Todd´s house.

6. Why is Todd exasperated with Meg?

Because Meg is helping and tending the Redcoat to feel better.

7. Who come to the door, and what do they want?

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 Two men wanted look for Redcoats because some of them were to weak
to go on so they may be hiding here.

8. What happens when the men go inside?

They talked that hiding Redcoats is dangerous, then they gazed to the
man in the bed and said that they hope their pa gets well.

9. Why do you think the author says there is “tension in the air”?
Because Todd and Meg were afraid that the two men would find out that
they were hiding a Redcoat.

10.Why do the men think that the Redcoat is Todd’s Pa?

Because they saw the portrait which were over the bed and recognize
that he is the man in the bed.

1. What do the men want when they come to Todd’s home? Why do they
not suspect what Todd and Meg are doing?

They look for Redcoats and find a man in the bed who looks like the
portrait of a man over the bed so they think it´s their pa.

2. At first Todd says, “You’re a Redcoat! You’ll get no help from me!” Why
do you think Todd helps the man after all?

Because he realizes that the poor man has a deep cut in the throat and
then he faints.

3. What do you think will happen when the Redcoat gets well? Write the
rest of the story.
“Todd? Meg? Where am I? What happened? I think I have lost the notion
for a long time…” said the man. “Pa!” exclaimed Meg who was looking
for him. “Todd come it´s pa!” “Pa? Pa! I missed you so much!” Todd was
very happy, went to the bed jumping and hugs his pa so tight that they
fell to the bed again. Meg laughs “I missed you too pa!” and begins to
cry. “Meg!” Todd an pa shouted at the same time. “What happened pa?
You came hurt with a deep cut and we thought you were a real Redcoat!
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 Then came that two men who were looking for Redcoats, but luckily they
saw your portrait over the bed so they recognized you and then we took
care of you one month! Oh it was terrible pa!” Pa was astonished “Oh
honey, my little girl! I am so sorry, but I have a more amazing story to
tell…”

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 Sequence/Cause and effect
Thinking about cause and effect can help you understand a story. A
cause is an event that makes another event happen. The event or action it
leads to is an effect.
Often, identifying causes and effects helps you follow the sequence, or
time order, of the story events.
This chart shows some causes and their effects from “The Portrait”. It
also shows the sequence of events in the story.

Cause
Effect
Todd heard a moan He looked and saw a
and a groan. man with a deep cut.

Todd saw that the Todd said he would

hurt man was a not help the man.
Redcoat.

The Redcoat begged Todd changed his

for help and then mind and carried him
fainted. home.

Plan your own story about a person who has been hurt. Think of
important events in your story. Draw a cause and effect chart like the one
above to show the story events in sequence.

Cause Effect
Sophie ride her bike She slips in a puddle
back home on a rainy and falls in the middle
day. of a crossroads.

The traffic light turns The cars begin to

green. advance.

A man driving a truck He stops making the

sees Sophie lying on the line of cars stop.
ground.

 Let’s see the next video…

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 Complete the sequence chart about “The Portrait”. Write a sentence in
each box. The first box has been completed for you.

Event 1 Event 2

Todd meets a Redcoat Todd gets angry when he

bleeding from a deep
cut, and he and his sister sees that Meg is helping the
take the man home. Redcoat feel better.

Event 3 Event 4

Two men come to their house Luckily, the two men see
to look for Redcoats who are a
too weak to continue so they portrait of Todd´s pa who
are hiding in these parts. looks similar to the man in
the bed.

Now use the information from the boxes to write a one-sentence

summary of the selection.

Todd meets a weak Redcoat with a deep cut, so he and his sister take him
home, but two men come to look for Redcoats and see the portrait of Todd
´s pa over the bed they realize that the man in it is their pa.

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 Narrative Elements: Plot, Character, Setting
Every story has these three narrative elements: characters, setting, and
plot.
The characters are the people or animals in the story.
The setting is the time and place in which the story takes place.
The plot is the sequence story events. The plot often involves a problem
that the main character must solve.
This story map shows the narrative elements of “The Portrait”.

Main Characters Setting

Todd Time: 1775, during the Independence
Meg War
Place: Todd’s house

Plot
Todd finds a wounded Redcoat.
After doubting, he takes him to his house.
He doesn’t understand why his sister helps the Redcoat.
Two men come, looking for British soldiers.
The two men think that the Redcoat is their father.

a) Which narrative element would change if Todd didn’t have a

sister?
b) and how would this change the story?

a) The narrative element of Main Characters would change.

b) If Meg wouldn´t be there Todd couldn´t take the Redcoat to his house
and he would die.

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 Grammar Review: Verb To
Be

The verb to be, as in Spanish has two different meanings: “ser y estar”
 Let’s see the next video…

Affirmative form Affirmative form

I am a teacher. I am at school.
You are a student. You are in another country.
He is a boy. He is in his house.
She is a girl. She is in her room.
It is a white cat. It is in the garden
We are good people. We are at work.
You are good students. You are in the movies.
They are very happy. They are on the plane.

Negative form Negative form

I am not a teacher. I am not at school.
You are not a student. You are not in another country.
He is not a boy. He is not in his house.
She is not a girl. She is not in her room.
It is not a white cat. It is not in the garden.
We are not good people. We are not at work.
You are not good students. You are not in the movies.
They are not very happy. They are not on the plane.

Interrogative form Interrogative form

Am I a teacher? Am I at school?
Are you a student? Are you in another country?
Is he a boy? Is he in his house?
Is she a girl? Is she in her room?
Is it a white cat? Is it in the garden?
Are we good people? Are we at work?
Are you good students? Are you in the movies?
Are they very happy? Are they on the plane?

PRESENT
 Let’s do this Interactive Activity:

TENSE 38
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 A verb in the present tense shows that the action happens over and
over. So, we use this tense to talk about routines.
The verb should agree with its subject in number, this means that you
have to add s or es when the subject talks about only one (1) person,
animal or thing.

Examples:

 Phillip (he) plays football in the playground. (1 person)

 Diane (she) watches TV for hours! (1 person)
 My dog (it) chases cats all day long. (1 animal)
 The ball rolls down the hill. (1 thing)

 Let’s see the next video…

To form the negative and the interrogative form we need the

auxiliary DOES for SINGULAR NOUNS and the auxiliary DO for PLURAL

DOES FOR SINGULAR

NOUNS
Phillip (he) plays football in the
playground.

Does he play football in the playground?

Look! No “S” here!

No, he doesn’t play football in the

ground.

Look! No “S”

 Let’s see this Link:

DO FOR PLURAL NOUNS

Flowers grow in the garden.

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Do they grow in the garden?

Exercises:
o Change the following sentences to the interrogative and
negative form.
o Be careful with the singular and plural form!
o Change the underlined words to the subject pronoun.
(I, you, he, she, it, we, they)

 My grandmother cooks delicious!

Does she cook delicious?

No, she don´t cook delicious.

 Jack and his father play tennis together.
Do they play tennis together?

No, they don´t play tennis together.

 His dog eats lots of meat.
Does it eat lots of meat?

No, it doesn´t eats lots of meat.

 Her cousins live next to my house.
Do they live next to my house?

No, they don´t live next to my house.

 My uncle reads the newspaper every morning.
Does he read the newspaper every morning?

No, he doesn´t read the newspaper every morning.

 Let’s do this Interactive Activity:

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 Now, plan your own story about someone who has to make an
important decision, and then fill in the following story map to show
your story plan.

Main Setting
Characters Time: Thurstday
Stephanie, Olivia, Place: at school
Emily and Leo

Plot
Stephanie and Olivia see at school how a big boy called Leo
tease a little girl named Emily shouting her to give him money.
The girls had seen this behavior all the week but now they are
fed up. Stephanie goes to Leo and talk to him saying he should
stop, Emily hadn´t done anything to him. Meanwhile Olivia calls
the teacher who solves them all.

Draw here a scene of your story.

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 Understanding word parts can help you figure out the meanings of
new words when you read.
A prefix is a word part added to the beginning of a base word to
change the meaning.
Look at these examples:
 unhappy means sad
 disuse not in use
 imperfect it isn’t perfect
 nonsense without sense
 rebuild build it again
 preheated heated before

A suffix is a word part added to the end of a word.

Look at these examples:
 worker means one who works
 sadness change the adj. to noun
 endless without end
 colorful full of color
 washable change the verb to adj.
 emigration change the verb to noun
 employment change the verb to noun

A root is a word part that gives a word its basic meaning. Look at the
word visible. The root vis means “see”. Now, knowing the meaning of this
root help you understand the meaning of the word visible.

Prefixes and Roots and Suffixes and

Meanings Meanings Meanings
- er
re - “again” port – “carry” - or

pre – “before” act – “do” - ive

trans – “across” vis – “see” - able “able to”

Here you have some Tips about Prefixes and Suffixes.

 Let´s see the next video:

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 Use the chart from the previous page to help you figure out the
meanings of the following words:

TRANSPORT: A vehicle which can take people from one place to another.

PORTABLE: Something that is able to be carried.

ACTOR: Someone who acts in a movie.

Write what you think each word means, and then check your
definitions in a dictionary.

END
OF
UNIT 1

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 by Deborah Akers
illustrated by Winson
Trang

This story is about a boy who lost one of his dogs and how he trusted
in his other dog to find it.

“Sometimes we are blind and don’t see the

appropriate person in whom we can trust,
many times this person is much closer than
we expect.”

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 45
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 Read the story. Circle the words that have one of the following
prefixes: un-, re-, dis-.

Marty was unhappy with the mess in his room. He had never seen the room
look so untidy. His favorite music tape had disappeared. His bed was
unmade. Even his shoes were disorganized. Marty decided to reorganize all
his things.
First, he reordered his
books and tapes. Then
he remade his bed. The
room looked great, but
Marty was still
dissatisfied. He had been
unable to find his
favorite music tape. He
decided to retrace his
steps. Last night he had
listened to the tape after
dinner. When it was
done he had rewound it and placed it back on the shelf. Or had he? Marty
reopened his tape player. He stared at it in disbelief. There was the tape! It
had been there all along!

Now write the word with a prefix from above that best
completes each sentence.

1. Marty thought his room looked untidy .

2. His bed was unmade and his books were unshelved.

3. His shoes were all disorganized .

4. One of his music tapes had disappeared .

5. He decided he would reorganize his things.

6. He reordered his shoes.

7. Marty reordered the books and tapes.

8. He was still unable to find the music tape.

9. To find the tape, Marty decided to retrace his steps.

10. He found it when he reopened the tape player.

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 ...and more
Prefixes
Circle and write the word that answers each riddle.

1. I mean "pass out of sight." Which word am I? disappear

disease disappear displease
2. I mean "a look at something beforehand."

Which word am I? preview

predate predict preview
3. I mean "rude." Which word am I? impolite
impolite imperfect immune
4. I tell what you do if you fix a sand castle that has fallen down.

Which word am I? remake

remind remake remark
5. I mean "not alive." Which word am I? nonliving
nonliving nonsense nonfat
6. I name something that can't be done.
Which word am I? impossible
impossible impassable important
7. I mean "sad." Which word am I? unhappy
underneath underway
unhappy
8. I mean "consider one more time."

Which word am I? rewind

rethink rewind redo
9. I describe someone who never says "Thanks."

Which word am I? ungrateful

unhappy undeserved ungrateful

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Possum Grins Vocabulary

Read this short story. Defined

Each year Bob, Creek a small

who is my little stream
brother, and I Possum or
visit Grandma opossum a
small animal
and Grandpa on that carries its
their farm. One young in a
day we all went pouch and
fishing down at pretends to be
dead when
the creek. threatened.
Grandpa saw a Rowdy noisy,
possum by a big rough, or
oak tree. Grandpa explained how one time he did a good disorderly
Shallow not
deed for that possum and that’s why she was smiling in deep
gratitude. I could tell that Grandpa was going to spin a Trembling
yarn. shaking from
Grandpa started his tale. He talked of a bad storm. The cold or fear
Whimpering
wind was so rowdy that it ripped branches off the trees. whining,
Down at the creek, he saw a branch in the water. Some groaning with
little possums were clinging to it. The possums were weak,
whimpering and trembling. The mama possum was repeated
sounds
clinging to the end of a broken branch. Grandpa said he
looked for a shallow spot in the creek. He wanted to
wade in and help the little possums. and so, he did it.
Then he told us that at the moment he put the little possums out of danger,
the mama possum was so grateful that gave him a big grin. Bob was
amazed and impressed that a possum could grin. Bob was still little, and his
knowledge was limited, so, nobody wanted to tell him that the face of these
animals looks as if they were grinning, so all possums “grin”.

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Understanding Exercises

I) According to the story “Possum Grins” choose the best meaning

for each word given and circle the answer.

CREEK GOOD DEED

A) small lake A) good action
B) small river B) safe home
C) small sea C) good meal

RIP OFF CLINGING

A) cut down A) climbing
B) saw B) holding tight
C) pull out C) walking

WHIMPERING WADE
A) complaining A) to walk with an effort through
water
B) crying B) to swim with difficulty
C) groaning C) to call someone to help

SPIN A YARN (idiomatic expression)

A) make yarn from wool
B) tell an incredible tale/story
C) spin into thread by twisting cotton, wool etc.

II) Complete the following analogies:

 Possum stands for animal , as rose stands for flower.

 Rowdy stands for strong , as soft stands for weak.

 Shallow stands for deep , as thin stands for fat.

 Grin stands for smile , as groan stands for whine.

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 VOCABULARY Nº
2
STARTLE, give a shock of surprise; to scare or be scared/frightened/afraid.
 I startled out of my sleep; I had an awful nightmare!

WAIL, cry or complain in a loud shrill voice (like a howling/yelping dog or

like an ambulance.
 The dog was wailing during the whole night.

HARVEST, season for cutting and gathering grain and other food crops.
 The wheat harvest has increased this year.

STEEP, (adj.) rising or falling sharply

 We can’t go along that path; it is too steep.

SLOPE, (noun) area of rising or falling ground

 I think, it is too dangerous to run down a slope.

SCRABBLE, to try to reach something with the hands, usually without

seeing.
 I was scrabbling for my eraser dropped under the table.

SPLINT, to put a strip of wood to a broken arm or leg.

 Before taking him to the hospital, we had to splint his leg.

ENGULF, to abandon oneself to

 I engulfed my mother in a big hug when she came back.

THICKET, group of trees growing thickly together

 He lost his ball in that thicket of bushes.

UNDERSTANDING EXERCISE

Use the words above to fill in the next exercise. Be careful with
the verb tenses!

1. The ambulance was speeding through the city with sirens wailing .
2. It took me one hour and a half to climb the steep hill.
3. She was startle to see him looking so ill!
4. The heavy rain spoilt every single harvest .
5. Before getting her house, we have to go down this slope .
6. He scrabbles for his pencil, which was under his bed.
7. The little girl hid herself in the thicket of plants.
8. The firefighter splinted her arm before taking her to the ambulance.
9. I engulf my daughter in a big hug when she arrived home.

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 Finding Queen

Read the story, and think about the meanings of the words in
dark type.

King wakes Matt up with his barking. Matt asks, "What's all the
commotion?" It is not part of Mart's routine to get up when it's still dark.
But it's not like King to bark this way. King leads Matt to the shed where, he
and Queen sleep. The shed is vacant. To his dismay, Matt sees that Queen
is missing. He hopes she hasn't gotten lost. He thinks of the steep ravine by
the farm and shudders. Matt gazes out at the valley. "Where can she
be?" he asks King. Matt has to help with the job of harvesting the crops. This
job is familiar, but he can't keep his mind on it. Snow is on the way. So
much is ending! Matt has a feeling of finality. And now Queen is missing!

Write a story word to complete each sentence. Choose from the

words in dark type.

1. Matt has a feeling of finality in the fall.

2. Harvesting the crops is a familiar job.

3. It is not part of Matt's routine to get up in the dark.

4. King leads Matt to the vacant shed. Where is Queen?

5. Queen could be lost in the wide valley .

6. Matt is afraid that she may have gotten trapped in a ravine .

Do you think Matt and King will find Queen in time? Why or why
not?

Yes, because King can sniff her trail while Matt follows him and then they
find her.

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After having read the Vocabulary Defined and the story:” Finding
Queen” on the previous page, answer the following questions:

 Which word describes something that you are

Vocabulary used to?
defined
routine
Finality an end to  Which word is related to the word final and
something. means “an end to something”?
Ravine a deep
narrow valley with finality
very steep sides.  A cow might have to be rescued if it fell into
one of these.

ravine
 If you follow the same steps each time you complete a task, what do you
have?

routine
 Which word describes a house with no one living in it?

vacant
 I can be big or small, but I’m always surrounded by hills or mountains.

valley

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 PRESENT PAST

El come todo. El comió todo.

He eats everything. He ate everything.
+ +
He doesn’t eat everything. He didn’t eat everything. -
- Did he eat everything? ?
Does he eat

PRESENT PERFECT PAST PERFECT

El ha comido todo. El había comido todo.

He has eaten everything. He had eaten everything.
+ +
He hasn’t eaten everything. He hadn’t eaten everything.
– -
Has he eaten Had he eaten everything?

PRESENT CONTINUOUS PAST CONTINUOUS

El está comiendo todo. El estaba comiendo todo.

He is eating everything. He was eating everything.
+ +
He isn’t eating everything. He wasn’t eating everything
- -
Is he eating everything? Was he eating everything?

PRESENT PERFECT PAST PERFECT

CONTINUOUS CONTINUOUS
El ha estado comiendo todo. El había estado comiendo todo.
He has been eating everything. He had been eating everything.
+ +
He hasn’t been eating He hadn’t been eating
everything. - everything. -
Has he been eating everything? Had he been eating everything?

FUTURE TENSE FUTURE PERFECT

El comerá todo. El habrá comido todo.

He will eat everything. He will have eaten everything.
+ +
He won’t eat everything. - He won’t have eaten
Will he eat everything? ? everything. -
Will he have eaten

 Let’s see the next video:

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 EXERCISES

Answer the following questions in a complete form, use the

same tense you have been asked to, and write which one you have
used.

Example:

Where have you been living these last five years? Present Perfect
Continuous

I have been living in Caracas these last five years.

1. Who broke the crystal vase I bought yesterday? Past simple

He broke the crystal vase you bought yesterday.

2. Where have you bought that pretty dress? Present perfect

I bought this pretty dress in Forever21.

3. Is your sister brushing her teeth right now? Present progressive

Yes, my sister is brushing her teeth right now.

4. What do you usually do after school? Present simple

I usually have my Ballet class after school.

5. Where had they been living before they moved to Germany? Past perfect
continuous

They had been living in Italy before they moved to Germany.

6. What was he doing when the earthquake began? Past continuous

He was doing a tower with his Legos.

7. What had she eaten before feeling sick? Past perfect

She had eaten lots of candies of Halloween.

8. How have you been preparing these delicious cookies? Present perfect
continuous.

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 I have been preparing these delicious cookies with chocolate, butter,
sugar, flour and eggs.

9. When will he have finished his homework? Future perfect

He will have finished his homework in half an hour.

10.Will you eat fish later? Future tense

No, I won´t eat fish later.

As you know, adjectives, tell us how the noun is. They are words that
name qualities, or that define or limit a noun. They go before the noun (a)
or after the verb to be. (b)
Example: (a) A weak moan came to him from a nearby clump of trees.
(b) The moan was so weak that he hardly heard it.

And adverbs, modify the verb. They are words that usually answer
questions with how. They usually go after the verb.
Example: Todd stopped, and Bud gruffed belligerently.

ADJECTIVES ADVERBS

Quick Quickly
Bad Badly
Careful Carefully
Easy Easily
Slow Slowly
Heavy Heavily

EXCEPTIONS

Fast Fast
Hard Hard
Good Well

EXAMPLES:
 Smoking is a bad habit. A
 The team played badly and lost the match. ADV
 Please listen carefully. ADV
 Jane is a careful driver. A
 The homework was easy. A

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  Peter is very good at tennis. He won the game easily. A,
ADV
 I know the Prime Minister well. ADV
 My husband is a good cook. A
 It is a hard life. A
 Teachers work hard and don’t earn much money. ADV
 She can speak very fast. ADV
 This is a fast car. A

 Let’s see the next video:

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EXERCISES

Rewrite each statement by putting the word in brackets in the

correct place in the sentence. If necessary, change the adjective to
an adverb. One is done for you.

1. We had a holiday in Spain, but unfortunately, we had weather. (terrible)

We had a holiday in Spain, but unfortunately, we had a terrible

weather.

2. Maria dances. (good)

Maria dances well.

3. When I saw the accident, I phoned the police. (immediate)

When I saw the accident, I phoned immediately the police.

4. Don’t worry. Justin is a driver. (careful)

Don’t worry. Justin is a careful driver.

5. Jean-Pierre is a Frenchman. He loves food, wine and rugby. (typical)

Jean-Pierre is a typical Frenchman. He loves food, wine and rugby.

6. Please speak. I can’t understand you. (slow)

Please speak slowly. I can´t understand you.

7. We had a test today. (easy)

We had a easy test today.

8. We all passed. (easy)

We all passed easily.

9. You speak English. (good)

You speak English well.

CORRECTING THE MISTAKES.

Each sentence has a mistake. Find it, correct it and rewrite the
sentence.

a) You are a beautifully dancer! You are a beautiful dancer!

b) You drive too fastly! Slow down! You drive too fast! Slow down!

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c) Do your homework very careful. Do your homework carefully.

d) My best friend is a well student. My best friend is a good student.

e) This machine helps your heart beat quick. This machine helps your heart
beat quickly.

f) Sit back comfortable on the bench. Sit back comfortably on the bench.

By Deborah Akers
illustrated by Winson
Trang outside. Below
I woke in the dark, startled awake by a terrible wailing
my window, my big Lab, King, was barking in anguish. My alarm clock said
it was not quite time to get up.
I slid the window up and felt a chill wind outside. Brrr! Fall was in the
air. "What is it, old fellow?" I asked. "Why did you get me up?"
I reached down and scratched King's ears and gave him a pat. I could
see that he was very upset about something. "Stay there," I said. "I'll be
right out”. I shut the window, got dressed, and jacket.
Something wasn't right. King led me to the shed where he and Queen,
my other Lab, sleep. To my surprise, there was no sign of Queen anywhere.
"King, where's Queen?" I asked. King jumped around me, whining. He
seemed to be trying to tell me something, but I didn't know what it was.
Inside, Mom was making a big stack of pancakes for breakfast. "Mom,
have you seen Queen?" I asked.
Mom looked up from the stove in surprise. "What are you doing up,
Matt? It's not even six yet."
"King was outside my window, and his yelping woke me up. Mom, Queen
isn't in the shed or anywhere around."
"Now, don't get upset, Matt," Mom said. "You know Queen doesn't go far
on her own. She must be somewhere nearby."
"King's the one who's upset. He seems to be asking me to help him find
her. Can I go look for her?"

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 "Matt, we need your help to finish bringing in the harvest," Mom said.
"There could be snow today."
"What if something bad has happened to Queen?" I asked, dismayed.
"She'll be okay, Matt, but you can look until it's time to eat."
King and I looked everywhere. We followed Queen's familiar routine,
checking each stop she would make. She was nowhere to be seen.
Then Dad was calling me to come inside. I clapped my hands and called
King. "We'll look again when I finish helping," I promised him. He wavered
for a second. It was clear that he wanted to run off, but he came with me.
Harvesting was a familiar routine, but today we were rushed*. There
were rows of beans to pick, carrots to pull, and pumpkins to cut. Snow would
bring finality to the growing season.
While we worked, King kept running to the top of the hill. He'd stand
there looking down into the valley beyond. He'd come back when Dad called
him, but he seemed to feel a compulsion to be on that hilltop.
At long last we finished our harvest, and Dad said I could go. King and I
dashed home and checked once again, but Queen still wasn't there. Mom
gave me a hug and wished us luck finding her. Then King sped off, and I
followed him up the big hill.

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 Slide – slid – slid
As we went, I checked around each bush
and tree we passed. The finality that Fall
always brings was in the air. From the
hilltop, I could see snow blowing over the
expanse of the valley. I knew I had to
make a decision—keep looking for Queen
or beat the snow home.
"What do we do now, King?" I asked. Just
then, a little yelp came up to us from a
deep ravine below. King shot off down
the steep slope.
"King, Queen needs help! Go get for
"Wait Dad!" I said.
me!" "The snow
I called. Thewill
bigbe here
Lab in no
could
time." King ran off to bringleap
help. rocks and bushes with ease. I was
Queen was in pain, but sheslow,
lickedslipping
my hand. and sliding
I talked to her, down thehow
telling her
slope.
King wouldn't rest until we found Iher.
scrabbled
"You'll be for bushes
all right now, to grabDad
Queen.
onto.
will know just what to do for you."
At the bottom of the ravine, in a thicket
King was back in a flash. When Dad ran in after him, he was dusted with
of trees, was a vacant shed. Well, not
snow.
quite vacant. When I looked inside, I
"That dog of yours justgasped
about dragged me here!"
in disbelief. Therehelay
puffed.
Queen!"I could
Her tell
you had found Queen. Howright
is she?"
rear leg looked broken. I sat down
"Her leg looks broken, Dad. How will we get her home?"
"I think I can lift her, but first we need to splint that leg." I grabbed two
strong sticks from the floor of the shed and handed them to Dad. He worked
fast.
Ready to go, Dad gave King an admiring pat. "You're quite a dog, King!
You saved Queen’s life."
I engulfed King in a big hug. "Queen and I owe you one, old fellow," I
said.

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 CHECKING READING COMPREHENSION

Find in the story a word or words written in dark or underlined

that have the same meaning of each of the words given.

 A lot of: big stack

 Took me to: led me to

 Doubted: wavered

 Went home quickly: dashed home

 Little tree: bush

 A kind of house for storing things or for sheltering animals: shed

 Jump: leap

 The noun of “easy”: ease

 The opposite of “top”: bottom

 Hurried: rushed

 Ran off (find 2): shot off and sped off

RUSHED* this word is for being used in both exercises

Vocabulary in Context
COMPLETE THE FOLLOWING SITUATIONS WITH THE WORDS
IN DARK TYPE AND HIGHLIGHTED IN YELLOW FROM THE
STORY “FINDING QUEEN”
BE CAREFUL WITH THE TENSE OF THE VERBS!

...go to the next

page...
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 Good! You are
rush
to
the finish line!
GO ON!

COME ON! Let’s

grabb her
out of the water!
PULL, PULL!

I’m in
anguish ,
I think we are
lost!

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 Don’t forget to dragg
the rope as tight as you
can!

I always like
giving him a pat
before going to
bed.

Thanks for
helping
me. I owe
you one!

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 Here is my
jacket.
There’s a chill
breeze blowing.

OH! It’s raining!

I
have to slid
the window
down right now!

Look! Our kids

Are sliding
down that
snowy slope!

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 Answer the following questions about the story: “Finding
Queen”.
Use the same tense you are being asked to.

1. Why did Matt get up earlier than usual?

Matt gets up earlier than usual, because he heard a terrible wailing

outside

2. How is King behaving?

King is barking in anguish because Queen isn´t in the shed.

3. What question did Matt ask his mother?

He asked his mother if she had seen Queen.

4. Do you think Matt has good reason to feel worried? Why?

Yes, because it´s too early and Queen was nowhere. Also King is worried
too, and dogs can feel if something isn´t right.

5. What did Matt have to do before he can search for Queen?

Matt had to help harvesting before he can search for Queen.

6. How do you think Matt feels about having to delay the search? Explain
your answer.

I think he feels worried and scared because Queen could fall in a ravine
or it could start snow and she could get lost or freeze to death.

7. Why is Matt’s family in a rush to get the harvest done?

Matt´s family is in a rush to get the harvest done, because they want to
go and find Queen as fast as possible so she can´t get hurt or freeze.

8. What does King’s behavior show about him?

King´s behavior barking in anguish and keeping running on the top of the
hill shows that he is worried about Queen and that he knows where she
is.

9. Where did Matt and King search for Queen?

First, they followed Queen´s routine and after helping with the harvest
they searched on the hill, then they went down to the valley and found
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 Queen in a ravine.

10.When Matt reaches the top of the hill, what important decision does he
have to make?

He had to make an important decision, keep looking for Queen or beat

the snow home, but he didn´t give up.

11.What did they discover at the bottom of the ravine?

They discover Queen at the bottom of the ravine.

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12.What does Matt tell King to do? Why?

Matt tell King that Queen needs help, he should go and get dad, because
Queen´s right rear leg seemed broken.

13.How does Matt’s dad plan to get Queen home?

Matt´s dad decides to splint Queen´s leg and the he could lift her back
home.
14.How does Matt feel toward King at the end of the story?

Matt feels that he and Queen owe him one.

1. How does King find Queen and save her?

King find Queen keeping running on the top of the hill showing that he
knows something about her whereabouts. So, Matt feels his message
and follows him.

2. How can you say that King and Queen are important to Matt and his
family?

They are important to Matt´s family because they give them love and
help, they are always there to accompany them and that makes them
part of the family.

3. If King could talk, how would he describe what happened when he

looked for Queen and finally found her? Write what you think he would
say.

This morning of Fall I woke up but there wasn´t Queen anywhere so I

started barking in anguish waking up Matt. He followed with me her
routine but nothing. I thought I knew where she was so I wanted to let
Matt know keeping running on the top of that big hill, but he couldn´t
pay me attention because he had to help harvesting. When they were
ready Matt saw and followed me up the hill. Then I heard a weak yelp
from a ravine down the valley so I started to run behind me was Matt
trying to reach me. Suddenly there was Queen! Her right rear leg
seemed broken. She sure fell into the ravine. Matt told me to bring Dad
because Queen needed help. I made it because I care about her. It wasn
´t really hard, Dad was worried so he understood me instantly and
followed me to the valley. Then he saw Matt and Queen, his son

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 explained it all and Dad splinted her leg. Finally he lift Queen up the hill
and Mom received us with hugs, kisses and a big stack of pancakes.

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 Fill in each box below to help you summarize “Finding Queen”. Be
sure to complete the events in the correct order.
Setting
Characters
Time: Fall in the morning
Matt, King, Queen, Dad Place: Matt´s house and
and Mom the valley

PROBLE
Matt and King can´t find Queen.M

Important
Events
1. Matt is awakened by King´s barking, because Queen is nowhere.

2. After helping with the harvest Matt and King search the hill and the
valley.

3. They find Queen in a ravine with a broken leg, so King brings Dad to
lift her.

SOLUTION

When King brings Dad, they splint Queen´s leg with two sticks and lift her
up the hill.

Now write a one-sentence summary of the story.

Matt and King don´t find Queen, so after harvesting they search the hill and
down the valley they find Queen in a ravine hurt who Dad lift up the hill.

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 END
OF THE
1st TERM!

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