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the end of the unit, students will:  \n• Identify movie vocabulary.  \n• Talk about past events.  \n• Sequence information in a reading text.  \nVocabulary Grammar  \nMovies 1: movie studio, director,  \ncameraman, scene, cartoon, producer, movie star, script  \nMovies 2: personal assistant, makeup artist, sound engineer, microphone,“Positions, please!,” “Action!,” “Cut!”  \nSkills  \nListening: Listen for and identify people and elements involved in making movies.  \nSpeaking: Ask and answer questions about making movies.  \nTalk about past events.  \nReading: Read a fiction text: Ivan’s Movie.  \nIdentify the main idea and specific information in the text.  \nWriting: Sequence events.  \nWrite about a movie.  \nSimple past affirmative: I talked to a movie star. The director waved at me!  \nShe sat in the office. They ate pizza.  \nIt’s Our World  \nSocio-emotional Education  \nExpressing Feelings and Ideas  \nThis activity will allow students to realize the importance of expressing themselves. Students should be aware  \nthat every single person has a different point of view or opinion, and that they should be tolerant about others’ feelings as well. Expressing their own feelings and opinions can lead to a better understanding with others. In this unit, students will make a storyboard that will be shared with the class. This activity can be used to encourage students to feel free to express themselves.  \nPHCEN6TG1E20_p034_051_U2 . indd 34  \n17/09/21  \n10:35  \nTeacher Workshop  \nTeaching with Technology  \nThere are free websites that allow students to create their own movies using cell phone photos or videos. Using these websites, students can create a movie. They can select photos, upload them, and write a sentence in English for each photo and show their movies in class.  \nTeaching with Games  \nGame: Snap!  \nMaterials: card stock, scissors  \nMake pairs of cards with matching words and pictures, to practice new vocabulary items. Shuffle the cards together to make one set. Students place the cards face down and take turns turning over two cards at a time. The goal of the game is to find matching pairs. When a student finds a matching pair, he or she says Snap! The student with the most pairs is the winner.  \nClassroom Management  \nTo organize students in groups, the quickest way is to have pairs of students turn around and face the pair behind them to make a group of four. If you want to mix students, you can give each student a number: one, two, three, or four. Tell all number fours to go to one corner, all the threes to go to another corner, and so on.  \nFor project work, put students into set groups that they will always be in for project lessons.  \nEngaging the Class  \nExplain to students that they should not make a lot of noise in class. A fun way to show this is to whisper a number from one to five to  \neach student. Tell students they have to find other students with the same number without talking, for which they can gesture, point, or draw something on a piece of paper.  \nTell students that if they are making too much noise, you will do a special signal, such as raising your hand. When students see this, they must stop talking for a moment, and then they can resume talking quietly.  \nHow to Use the Different Components  \nWorkbook: Use the Workbook for extra practice, homework, or to level up students that require more practice.  \nFlashcards: In turns, have groups of students take the odd one out from the flashcards set. Then share and compare the selections asa class. Use the It’s Our World flashcard to encourage students to share occasions when they talked about their feelings and ideas with others.  \nTeacher’s Digital Component  \n• Class Planner: Read the Class Planner beforehand and use it to plan the unit’s contents.  \n• Poster: Display the poster in the classroom and have students talk about what other elements from Picture A they could change in Picture B, and share their ideas in groups  \n• ","cbCaibaV8rWbQOJs","https://ap.wps.com/l/cbCaibaV8rWbQOJs","pdf",51698545,18,"English","# Unit overview\n## Objectives and focus skills\n## Vocabulary and grammar\n# Socio-emotional education\n## Expressing feelings and ideas\n# Teaching support\n## Teaching with technology and games\n## Classroom management\n# Using unit components\n## Workbook and flashcards\n## Teacher’s and student’s digital components","[{\"question\":\"What should students be able to do by the end of Unit 2?\",\"answer\":\"Students should identify movie vocabulary, talk about past events, sequence information in a reading text, and write about a movie.\"},{\"question\":\"Which grammar point does the unit practice for talking about past events?\",\"answer\":\"The unit practices simple past affirmative sentences, such as “I talked to a movie star” and “They ate pizza.”\"},{\"question\":\"What activities support socio-emotional learning in this unit?\",\"answer\":\"Students realize the importance of expressing themselves and tolerating others’ feelings, then make a storyboard shared with the class to encourage free expression.\"}]","Making Movies - Unit 2 | PDF",1790841698,45]