“Año del Bicentenario del Perú: 200 años de
Independencia”
ENGLISH
Grade: 5° Class: A B C D Subject: ENGLISH Duration: 7hrs Date: Mar 18nd - Mar 22nd
TEACHER: Mike Céspedes Sandoval, Arlin Alaín Asto Arámbulo
PURPOSE:
To make a presentation about suggesting how we can eradicate poverty.
LEARNING EVIDENCE:
Students will be able to expose about some solutions they offer to end poverty.
UNIT N° 01
WEEK 03: “We can eradicate
the world poverty’’
EYES ON ME
ACTIVITY 1: Watch the video. Then, ask and answer the question with a partner.
https://www.youtube.com/watch?v=rAsZNditf-A
How do you feel about social inequality and the level of poverty?
Is it something you think about often?
Is it something you can easily ignore?
ACTIVITY 2: In groups of 6 people, play the game board snakes and ladders. Practice the
vocabulary you learned from the previous lesson, making sentences with the words below.
https://www.crazygames.com/game/snakes-and-ladders
Small loans
Increasing profits
Nutritious food
Basic needs
Food vendors Afford
Powdered drinks Premises
Living standards Tenants
Juice-making equipment Wages
Fees
Clientele
Underlying assumptions Adjacent
Brain scan Wholesalers
Statistical analysis Exceed
Venture capital
Human potential
Blood sugar
Poverty line
Domestic violence
Health care
Status quo
LET’S OBSERVE AND READ
ACTIVITY 3: Listen to an audio track 13, that includes several verb phrases related to
poverty. Below you see a list of the phrases with the verbs removed. As you listen,
identify the missing verbs that complete these phrases.
ACTIVITY 4: Read the comprehension questions below. Now that you have listened to
Audio track 13 once, answer the questions to the best of your ability, then listen to the
recording again to complete what you could not remember the first time around.
ACTIVITY 5: Text 5.1 contains some challenging vocabulary, which it might help you to study
before you read the text. Which one of the four words in each of the sets 1-12 below does not
have the same meaning as the other words in the set? Which is the ‘odd one out? You might
need to look up the definitions of the some of the words. Check your understanding of these
words as you read the text.
ACTIVITY 6: Here are some comprehension questions based on Text 5.1. Answer them in
complete sentences with reference to the text.
LET’S UNDERSTAND
ACTIVITY 7: Look at the sentences below. Then read the definition.
The passive voice is used when the thing receiving an action is the important part of the sentence, especially in scientific
and legal contexts, or when the performer of an action is unknown.
LET’S PRACTICE
ACTIVITY 8: Listen to the audio and complete in the blanks using the words from the box.
were hit - were change - was measured - has ever been recorded - was followed - were destroyed
were swept - die - were killed - were left - continued - could have been lessened - exists - have been working
THE 2004 INDIAN OCEAN TSUNAMI
In 2004 several countries that border Indian Ocean including Indonesia, Thailand, India, Malaysia and Somalia
___________________ by an earthquake and subsequent tsunami (As you may already know a tsunami is a giant ocean
wave.) In just a few short hours millions of lives ______________________ forever. The earthquake
______________________ at 9.3 on the Richter scale. It was the fourth largest earthquake since 1900 and the second
largest that ______________________ on the Richter scale.
The quake ____________________ by four giant waves as high as 100 feet (or 30 meters). Whole villages
____________________. Thousands of people ___________________ out to sea, and many others _______________
due to lack of medical care. In total, almost 300,000 people _____________________, and 1.3 million people
___________________ homeless. Aftershocks from the earthquake
___________________ for several days.
Tragically, the damage ____________________________ if there had been a tsunami early-warning system. Such a
system already _____________________ for the Pacific Ocean, but it doesn't reach to the Indian Ocean. Since the
tsunami disaster, governments ______________________ together to develop an early-warning system so that
Southeast Asia will not experience such destruction again from a tsunami.
ACTIVITY 9: Circle ‘’A’’ if the sentence is written in active voice or circle ‘’P’’ if the sentence is
written in passive voice.
1. Producers and workers have been economically marginalized by the trading system. A/P
2. Fairtrade Labelling was created in the Netherlands in the late 1980s. A/P
3. Fairtrade is a tool that ensures disadvantaged farmers and workers. A/P
4. The Fairtrade foundation was established in 1992. A/P
5. These standards are agreed through a process of research and consultation. A/P
6. That figure represents the people at the heart of the Fairtrade system. A/P
7. The Fairtrade foundation recognized some financial issues in Netherlands. A/P
LET’S CREATE AND SHARE
ACTIVITY 10: You have taken a poverty lesson, and have identified some situations that provoke
we feel so sensible that we would like to eradicate poverty. In a group of four or three people, you
will explain in front of the class the most common causes that provoke poverty, and you will
suggest some possible solutions that it might help to end poverty in some vulnerable countries.
Appropriateness of Resources of Grammar
Intelligibility Fluency and Expression
Language
Pronunciation is easily Completely fluent speech at Entirely appropriate register, Wide range of grammar
understood and prosodic normal speed. tone and lexis for the context. and vocabulary used
features (stress, intonation, accurately and flexibly.
Any hesitation is appropriate No difficulty at all in
5p rhythm) are used effectively.
and not a sign of searching explaining technical matters in Confident use of idiomatic
for words or structures. lay terms. speech.
Easily understood. Fluent speech at normal Mostly appropriate register, Wide range of grammar
speed, with only occasional tone and lexis for the context. and vocabulary generally
Communication is not
repetition or self-correction. used accurately and
impeded by a few Occasional lapses are not flexibly.
4p pronunciation or prosodic Hesitation may occasionally intrusive.
errors and/or noticeable. indicate searching for words or Occasional errors in grammar
structures. or vocabulary are not
intrusive.
Easily understood most of Some evidence of searching Lapses are noticeable and at Inaccuracies in vocabulary
the time. for words, which does not times reflect limited resources of and grammar, particularly in
cause serious strain. grammar and expression. more complex sentences, are
3p Pronunciation or prosodic sometimes intrusive.
errors and/or L1 accent at
times cause strain for the
listener.
Difficult to understand Excessive use of fillers and Some evidence of appropriate Limited vocabulary and
because errors in difficulty sustaining longer register, tone and lexis, but lapses control of grammatical
pronunciation/stress/ utterances cause serious strain are frequent and intrusive, structures, except very
intonation and/or L1 accent for the listener. reflecting inadequate resources of simple sentences.
2p cause serious strain for the grammar and expression.
listener.
Often unintelligible. Long pauses, numerous Mostly inappropriate register, Very limited resources of
repetition and self- tone and lexis for the context. vocabulary and grammar,
Frequent errors in corrections make speech even in simple sentences.
1p pronunciation/stress/ difficult to follow.
intonation and/or L1 accent Numerous errors in word
cause severe strain for the choice.
listener.
LET’S CREATE AND SHARE
ACTIVITY 10: It’s time to reflect on your learning process. Put a tick ( ) if the sentence is
true about you, and a cross (x) if it’s false.
YES I’M NOT SURE NO
STATEMENTS
I can suggest some solutions to stop poverty
I can feel better when I help others
I can identify poverty issues.
I think I can help to donate some resources that
might help some children who live in poor places.
I can use the passive voice in scientific and legal
context
GLOSSARY
SOURCES
- English B for the IB Diploma – Brad Philpot. 2024. Language B Guide-First Assessment 2020.
DiplomaProgramme. Geneve, Switzerland.
AUTHORSHIP
Mike Céspedes. (2022). The methodological resource to learning 3-Fifith grade-2024:
Ending poverty. - COAR Tumbes.
AUTHORS
Mike Céspedes (2024). Methodological Resource to Learning 3 – Unit 1 – Fifth grade: Ending poverty.
Mike Céspedes Sandoval Arlin Alain Asto Arámbulo
Companion Teacher of the English Department Teacher of the English Department
Flor Milagros Mogollón Martinez
Teacher of the English Department Teacher of the English Department
