Lengua Adicional Al Español 3-2015

COLEGIO DE BACHILLERES DEL
ESTADO DE BAJA CALIFORNIA

FRANCISCO ARTURO VEGA DE LAMADRID
Gobernador del Estado de Baja California
MARIO GERARDO HERRERA ZRATE
Secretario de Educacin y Bienestar Social del Estado de Baja California
HCTOR RIVERA VALENZUELA
Subsecretario de Educacin Media Superior, Superior, Formacin Docente y Evaluacin
ARCELIA GALARZA VILLARINO

Directora General del CBBC
IVN LPEZ BEZ
Director de Planeacin Acadmica del CBBC
LENGUA ADICIONAL AL ESPAOL III
Primera edicin versin en espaol, febrero de 2011
Diseado por:
Lic. Elizabeth Rosas Mata

Lic. Ofelia Yez Navarro
Lic. Miriam Rodrguez Garayzar
Lic. Sara Len Soto
Segunda edicin versin en ingls, agosto de 2014

Traduccin y actualizacin:
C.P. Alba Rosario Marrn Canseco
Revisado por:
Lic. Elizabeth Rosas Mata

Lic. Ofelia Yaez Navarro
Lic. Gabriela Rosales Gutirrez
Mtra. Eva Luz Villavicencio Gallardo
Lic. Jorge Esteban Nuez
En la realizacin del presente material, participaron:

JEFA DEL DEPARTAMENTO DE ACTIVIDADES EDUCATIVAS
Teresa Lpez Prez
TERCERA EDICIN, AGOSTO DE 2015
Gerardo Enrquez Niebla
Diana Castillo Cecea
La presente edicin es propiedad del

Colegio de Bachilleres del Estado de Baja California.
Prohibida la reproduccin total o parcial de esta obra.
Este material fue elaborado bajo la coordinacin y supervisin de la
Direccin de Planeacin Acadmica del Colegio de Bachilleres del Estado de Baja California.
Blvd. Anhuac #936, Centro Cvico, Mexicali, B.C., Mxico.
www.cobachbc.edu.mx
INDEX
PRESENTACIN
COMPETENCIAS GENRICAS QUE EXPRESAN EL PERFIL DEL EGRESADO
COMPETENCIAS DISCIPLINARES BSICAS DEL CAMPO DE COMUNICACIN
BLOCK I: TO DESCRIBE SITUATIONS THAT INVOLVE CAUSE-EFFECT
BLOCK II: TO COMPARE HABITS AND CUSTOMS MADE IN DIFFERENT

SOCIAL SITUATIONS
25
BLOCK III: TO DESCRIBE ACTIVITIES THAT TOOK PLACE IN THE PAST
43
BLOCK IV: TO REQUEST AND GIVE INSTRUCTIONS
64
REFERENCES
90
PRESENTACIN

En el Marco de la Reforma Integral de la Educacin Media Superior, Colegio de Bachilleres del Estado de
Baja California (CBBC), se ha propuesto la meta de formar y consolidar el perfil de egreso en el bachiller, poniendo
a disposicin del alumno los elementos necesarios que le permitan crecer y desarrollar conocimientos, habilidades,
actitudes y valores para poder enfrentar los retos de un mundo globalizado, vertiginoso, competitivo y complejo. Por
tanto, es importante que el proceso educativo implemente estrategias que contemplen actividades de aprendizaje en
diversos contextos y escenarios reales, donde el estudiante con creatividad, habilidad y destreza sepa desarrollar,
movilizar y transferir las competencias adquiridas.

En virtud de lograr lo anterior y consciente de la dificultad para que el alumnado tenga acceso a una bibliografa
adecuada, pertinente y eficaz con el entorno socio-econmico actual, el CBBC brinda la oportunidad a los estudiantes
de contar con materiales didcticos para el ptimo desarrollo de los programas de estudio de las asignaturas que
comprende el Plan de Estudios Vigente. Cabe subrayar que, dichos materiales son producto de la participacin de
docentes de la Institucin, en los cuales han manifestado su experiencia, conocimientos y compromiso en pro de la
formacin de los jvenes bachilleres.
Cabe sealar que, los materiales se encuentran en un proceso permanente de revisin y actualizacin por

parte de los diferentes equipos docentes as como del equipo editorial. Las guas se pueden consultar en la pgina
Web del CBBC: www.cobachbc.edu.mx en la seccin alumnos / material didctico.

Es necesario, hacer nfasis que esta gua no debe ser tomada como la nica herramienta de trabajo y
fuente de investigacin, ya que es imprescindible que los estudiantes lleven a cabo investigaciones de consulta en
otras fuentes bibliogrficas impresas y electrnicas, material audiovisual, pginas Web, bases de datos, entre otros
recursos didcticos que apoyen su formacin y aprendizaje.

La gua de actividades en la presente edicin, est organizado con la intencin de desarrollar las cuatro
habilidades necesarias para el dominio de un idioma. Primero busca fortalecer las habilidades de lectura y escritura
para despus desarrollar las auditivas y orales. Cabe sealar que este proceso es indispensable para lograr la
produccin oral. El alumno produce nicamente cuando ha integrado a sus procesos cognitivos nuevas formas
estructurales, de manera sistemtica y cclica as como vocabulario de nuevo uso.

As mismo, esta edicin pretende integrar las explicaciones de las formas gramaticales para facilitar al
docente su trabajo dentro del aula. Cuenta con ejercicios suficientes que buscan integrar de manera progresiva las
formas gramaticales. La repeticin en distintos esquemas permite aprender de una manera ms efectiva (Bob Bjork
y John Dunlosky; The Science of Daily Thinking, 2014). El contar con la edicin impresa te ahorrar tiempo y te
permitir enfocarte en la explicacin y monitoreo del profesor as como la coordinacin de las actividades sugeridas
que debers realizar y para ello, debes usar el idioma en contextos comunicativos y as mejorars tu dominio de
manera efectiva.
COMPETENCIAS GENRICAS QUE EXPRESAN

EL PERFIL DEL EGRESADO
Se autodetermina y cuida de s

1. Se conoce y valora a s mismo y aborda problemas y retos teniendo en cuenta los objetivos que persigue.
2. Es sensible al arte y participa en la apreciacin e interpretacin de sus expresiones en distintos gneros.
3.
Elige y practica estilos de vida saludables.
Se expresa y se comunica

4.
Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilizacin de

medios, cdigos y herramientas apropiados.
Piensa crtica y reflexivamente

5.
Desarrolla innovaciones y propone soluciones a problemas a partir de mtodos establecidos.
6.
Sustenta una postura personal sobre temas de inters y relevancia general, considerando otros puntos
de vista de manera crtica y reflexiva.
Aprende de forma autnoma

7.
Aprende por iniciativa e inters propio a lo largo de la vida.
Trabaja en forma colaborativa

8.
Participa y colabora de manera efectiva en equipos diversos.
Participa con responsabilidad en la sociedad

9.
Participa con una conciencia cvica y tica en la vida de su comunidad, regin, Mxico y el mundo.
10.
Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de creencias, valores, ideas
y prcticas sociales.
11.
Contribuye al desarrollo sustentable de manera crtica, con acciones responsables.
COMPETENCIAS DISCIPLINARES BSICAS

DEL CAMPO DE COMUNICACIN
1.

Identifica, ordena e interpreta las ideas, datos y conceptos explcitos e implcitos en un texto, considerando
el contexto en el que se gener y en el que se recibe.
2.

Evala un texto mediante la comparacin de un contenido con el de otros, en funcin de sus conocimientos
previos y nuevos.
3.

Plantea supuestos sobre los fenmenos naturales y culturales de su entorno con base en la consulta de
diversas fuentes.
4.
Produce textos con base en el uso normativo de la lengua, considerando la intencin y situacin comunicativa.
5.

Expresa ideas y conceptos en composiciones coherentes y creativas, con introducciones, desarrollo y

conclusiones claras.
6.
Argumenta un punto de vista en pblico de manera precisa, coherente y creativa.
7.

Valora y describe el papel del arte, la literatura y los medios de comunicacin en la recreacin o la
transformacin de una cultura, teniendo en cuenta los propsitos comunicativos de distintos gneros.
8.
Valora el pensamiento lgico en el proceso comunicativo en su vida cotidiana y acadmica.
9.
Analiza y compara el origen, desarrollo y diversidad de los sistemas y medios de comunicacin.
10.

Identifica e interpreta la idea general y posible desarrollo de un mensaje oral o escrito en una segunda
lengua, recurriendo a conocimientos previos, elementos no verbales y contexto cultural.
11.

Se comunica en una lengua extranjera mediante un discurso lgico, oral o escrito, congruente con la
situacin comunicativa.
12.

Utiliza las Tecnologas de la Informacin y Comunicacin para investigar, resolver problemas, producir
materiales y transmitir informacin.
To describe
situations that
involve
cause-effect
BLOCK I
TO DESCRIBE SITUATIONS THAT INVOLVE CAUSE-EFFECT
Students performances to be demonstrated upon completion:

The student must:

He is able to identify the main ideas in an oral or written text.
Competences to develop:
The student must:

Identify and interpret the general idea and possible development of an oral or written message in a

foreign language, about causes and effects in situations.

Communicate in a foreign language using a logical, oral or written form, identifying in oral and
writing communicates the causes and effects of environmental events.

Use independent learning strategies, through information technologies for information and

communication to acquire the grammatical forms of the first conditional and conditional zero.

Maintain a respectful attitude towards multiculturalism and diversity of beliefs, values , ideas and social,

when comparing the habits and customs practices.

Produce texts based on the normative use of language, considering the situation and communicative

intention and formal language elements such as punctuation, spelling, syntax, coherence and cohesion.

Be able to evaluate a text comparing its content against others, using their previous knowledge.

Recognize and understand the implications of the pollution and environmental concerns in a global context.
Learning objects:
Zero Conditional
IF + present simple
First Conditional
IF + will
First Conditional
IF + Manners possibility
Manners
Chance (may, might, would)
Advice (should)
LEARNING ACTIVITIES
This is your third semester in high school, youre now with new classmates. Do you already know them? Recalling
what you learned last semester: do you remember the topics from the previous semester? Do you remember the test
at the beginning? Discuss with your classmates and teacher the different kinds of evaluations that you remember.
FRAME / DIAGNOSTIC TEST:
One. Ice breaker dynamic:
Two. Introduce yourself with a partner and then to the group.
Three. Your teacher must describe the main contents of the subject and then you have to establish the classroom
rules.
To describe situations that involve cause-effect
Four. Answer the diagnostic exam.

Five. Calculate your test results and analyze them according with the group average results.
Skills to demonstrate:
The student must identify the main ideas of an oral or written text.
The student must identify in oral and writing communicates the causes and effects of events.
The student must use the grammatical structures of first conditional and zero conditional to exchange information
about cause and effect.
Learning activities:
Perhaps youve already heard about the cause- effect; what do you think it means? This relationship means that
everything we do sets in motion a cause and it brings a positive or negative result that will depend on the cause set
in motion; what would happen if you eat too much junk food? What are the consequences, if you stay up late every
night?
1 Think about the cause-effect relationship: Every or each act do we make, it has consequences: what do you think
would happen if you overeat, or you drop your studies, or waste too much time in front of the TV or in Facebook?
TIME EXPRESSIONS USED WITH FUTURE TENSE

There are some common time expressions that are used to state a future time clause. Lets read what
Marjorie Fuchs says in her book Focus in Grammar:

Here are some common time expressions you can use to begin future time clauses.
A.
When, after, and as soon as often introduce the even that happens first.
Now
X
Past
Future
Graduate
Look for a job.
When I graduate, Ill look for a job.

Ill look for a job after I graduate.
As soon as I graduate, Ill look for a job.

(First Im going to graduate. Then Ill look for a job.
B.
Before, until, and by the time often

Introduce the event that happens second
Now
X
Past
Finish school
Future
get a job.

Before I get a job, Ill finish school.

I wont get a job until I finish school.

By the time I get a job, Ill be out of school.
(First Ill finish school. Then Ill get a job).
Block I
C.
While introduces an event that will happen at the same time as another event.
Now
Future

Look for a job.
Continue to study

While I look for a job, Ill continue to study.

(I will look for a job and study during the same time period) (Fuchs, 2000:60).
EXAMPLES OF SIMPLE AND REAL CONDITIONALS IN LIFE:

If you dont work hard, you wont be a leader.

If you dont work, you wont have money or success.

If you dont have money, you wont buy clothes.

If you dont have money, you wont risk asking out a girl.

If you are a bad person, you wont get loved.

If you are a good person, youll get goodness in life.

If you do wrong, youll receive wrong in return.

You wont be successful if you dont try harder.

You will be successful if you read and notice small things.

If you smile a lot, everybody will always notice you.

If you buy a lottery ticket, you may get lucky.

If you win the lottery, you might make your dreams true.

If you make your dreams true, you might forget me.

If you forget me, I may cry so strong the sky will hear me.
Do you agree with the sentences or the clauses?
Are all of them real? Are they always true?
Do you have you own principles or rules to believe?
Write them:
1.- _________________________________________________
2.- _________________________________________________
3.- __________________________________________________
4.- __________________________________________________
5.- __________________________________________________
Notice the following structures and meanings:

If I study, I will pass the test.

If I dont study I wont pass the test.

If my sister studies, she will pass the test,

If she doesnt study, she wont pass

If you dont work hard, you wont get what you desire most.
You wont get what you desire most if you dont work hard.

If we, Mexicans dont care about our culture, it will disappear.

Our culture will disappear if we dont care about it.
Notice that when the consequence appears at the beginning, the comma is not added.
Solve the exercises in pairs of conditional zero and one.
CONDITIONALS ASSOCIATION EXERCISE

SKILL: TO APPLY TIME EXPRESSIONS USED IN FUTURE.

INFORMATIVE OBJECTIVE: FUTURE TENSE TIME EXPRESSIONS

FORMATIVE (VALUE): EVERY EVENT IN OUR LIFE IS CONDITIONED.
Complete the sentences with a cause or action. Each sentence is conditioned by the first one.
1.
If I am sad I
________________________________________________________________________
2.
I am happy if ________________________________________________________________________
3.
People likes me if_______________________________________________________________________
4.
I get mad if
________________________________________________________________________
5.
I get excited if ________________________________________________________________________
6.
If I want something I ____________________________________________________________________
7.
Life looks so beautiful if _________________________________________________
8.
If I were you, Id _______________________________________________________
9.
My mother would be happy if I ___________________________________________
10.
My students would be happy if I ___________________________________________
11.
I will have a son when I _________________________________________________
12.
As soon as I finish this semester I__________________________________________
13.
Before I get married I will_________________________________________________
14.
By the time I am 30 I will__________________________________________________
15.
While I work in a big company Ill__________________________________ my parents.
16.
In 10 years my family and I

________________________________________________
17.
In 2018, my life will be _____________________ if I

________________________________________________
18.
Next summer my friends and I ________________ if we

________________________________________________
19.
Mexicali will _______________________________ if U.S.A.

______________ __________________________
20.
My next birthday I_______________________ if my girlfriend

_________________________________________________

If I work enough Ill ______________________________________

If I study enough Ill _____________________________________
If I save money I ________________________________________
I will have an important job if I ______________________________
If I practice a lot, my English _______________________________
Block I
LEARNING ACTIVITIES
1. Didactic situation: What kind of parents do you have? Are they strict or flexible?
What would happen if you asked permission to go to a party, would they let you go?
What conditions would they establish?
2. Guess and discuss your parents conditions that they would negotiate to let you go
to a party.
3. Read the following conversation, then answer the questions.
4. Discuss the answers with your class.
5. Practice the conversation .
CONVERSATION:
A: Good afternoon.
B: Good afternoon. May I help you?
A: Its my wedding anniversary next month. I want to surprise my husband with a
wonderful vacation plan. Would you recommend some interesting places?
B: Of course. If you go to Europe, youll have a wonderful time for your wedding
anniversary. If you go to London, you can go to Buckingham Palace and you might even see the Queens guards
there. If you go to France, you can go to the sidewalk I and drink I au lait or French wine with your husband. And...
A: Well, its outside the U. S.
B: Oh. You want to stay in the U. S. If you go to California, you might go to Yosemite National Park or Disneyland.
A: Yosemite National Park? What will I see if I go to Yosemite Park?
B: If you go to Yosemite Park, youll see giant trees, mountains, bears ....
A: But, I dont like bears.
B: If you go to Disneyland, you wont see any bears. Youll see Mickey Mouse. Isnt that interesting? Well, if you have
children...
A: Well, its interesting, but....
B: O.K. What do you like to do in your free time?
A: Well, I like skiing.
B: If you like skiing, you can go to Colorado.
A: But my husband doesnt like skiing.
B: If your husband doesnt like skiing, probably he wont like to go there. What does he like?
A: He likes fishing.
B: Oh, you can still enjoy fishing at many beautiful lakes if you go to Colorado.
A: But I dont like fishing. And if it rains, we cant go fishing.
B: Then, how about Hawaii? Hawaii is really great. If you go to Hawaii, you can go to Waikiki Beach, you can take
a romantic cruise for two, you can see beautiful sunset at the beach, you can see palm trees, beautiful flowers, and
pretty girls wearing leis.
A: Its gorgeous. But we went there on our honeymoon just after we got married.
B: Well, this is your wedding anniversary. You can relive your romantic honeymoon if you go there again.
A: Oh, that sounds good. I just love hula dancers, and we can go surfing. Well go to Hawaii!
QUESTIONS ABOUT THE DIALOGUE:
1.
What kind of trip will it be?
2.
If you go to London, what places can you go to?
3.
If you go to California, what famous places might you go to?
4.
If you go to Disneyland, what will22 you see?
5.
What would you enjoy if you go to Colorado?
6.
If you go to Hawaii, which place can you go to?
7.
What places would you see, if you go to Hawaii?
8.
Which place finally did the woman decide for her wedding
anniversary?

Taken from http://iteslj.org/Lessons/Bae-Grammar/
Simons Options
A. Simon wants to go on vacation, but he cant decide where to go. Give Simon your advice using the first conditional.
Hiking Vacation
Andes Vacation
Learn about the Incas
Buy traditional crafts
See fantastic sights
Visit Machu Picchu
Eat delicious food.
Cost $ 800.00
Cook your own food

Learn about nature
Explore forests
Sleep in tents.
Make new friends.
Cost
$ 200.00
1. - If you go on the hiking vacation, you will save a lot of money.

2. - _________________________________________________________________________________________
3.- _________________________________________________________________________________________
4. - _________________________________________________________________________________________
5. - _________________________________________________________________________________________
6.- _________________________________________________________________________________________
7. - _________________________________________________________________________________________
The Best place to go on vacation is________________________________________________________________
B. Write what you will do if you go to these places.
Disney World
Cancun
Egypt
San Diego Zoo
1. If I go to Disney World I will___________________________________________________________________

2._________________________________________________________________________________________
3._________________________________________________________________________________________
4._________________________________________________________________________________________
Complete the sentences with your own ideas. Be creative:
1. - Our teacher will be happy ___________________________________________________________________
2. - Ill be very sad ____________________________________________________________________________
3. - If I get good grades ________________________________________________________________________
4. - Ill feel very tired___________________________________________________________________________
5. - If I learn to speak English well ________________________________________________________________
6.-I wont have any money ______________________________________________________________________
7.-If I go to college ____________________________________________________________________________
8. - My parents will be angry ____________________________________________________________________
Write about a member of your family.
1. If my sister wakes up early, she will be in a bad mood.
2. If my father_________________________________________________________________________________
3. If my brother________________________________________________________________________________
4. My mom will be very mad if____________________________________________________________________
Block I
5. My best friend will feel very disappointed if________________________________________________________

6. My best friend will feel very happy if _____________________________________________________________
7.__________________________________________________________________________________________
8.__________________________________________________________________________________________
9.__________________________________________________________________________________________
10._________________________________________________________________________________________
Match the two parts of the sentences.
1._______If I stay at home,
2._______If I dont go to the party
3._______If I dont dance with Stuart.
4._______If he asks Irma to dance with him
5._______If he falls in love with her.
6._______If they get married.
a)
b)
c)
d)
e)
f)
He will ask her to marry him

He will ask Irma to dance with him
I wont go to the party
Ill be very unhappy
He will fall in love with her
I wont dance with Stuart
LEARNING ACTIVITIES
Can you make future plans? Can you envision your own plans or others as well?
Please, once you have read the sentences, analyze how the first conditional is formed:
If I study, I will pass the test.

If I dont study I wont pass the test.
If my sister studies, she will pass the test,
If she doesnt study, she wont pass
If you dont work hard, you wont get what you desire most.
You wont get what you desire most if you dont work hard.
If we Mexicans dont care about our culture, it will disappear.
Our culture will disappear if we dont care about it.
LABORATORY ACTIVITY:
1.- Please go to the following page:
http://www.ego4u.com/en/cram-up/grammar/conditional-sentences/type-1/exercises
2.-Practice answering the exercises, at home practice many more.
3.- Watch the video, this song was a very famous hit in the 70s
http://www.youtube.com/watch?v=s2q202l1uNc
4.- As homework, please listen to:
http://www.youtube.com/watch?v=intQivxMMcE
http://www.youtube.com/watch?v=rtOvBOTyX00&feature=kp
MODALS VERBS: ADVICE AND OBLIGATION

The word modal comes from the word mood, (disposition, humor). The use of the modal next to a verb
gives certain sense or intention, it changes the meaning of the verb. The modals that are we going to learn are:
MUST, SHOULD, MAY, HAVE TO, COULD, WOULD.

You will never see a modal next to a verb that has a ing termination, or in past tense, or in 3rd. person form
(-s,-es,-ies). The verb has to be in the main, simple or basic form.

YOU MUST REMEMBER THIS.

YOU SHOULD PRACTICE THEM WHENEVER YOU CAN.
YOU HAVE TO USE THIS INFORMATION.
YOU MAY NEED IT SOMEDAY.

Several modals verbs are used to give advice. Should is the most common. Had better is used to give strong
advice, usually a warning. Must express necessity or obligation. This chart gives some examples.
Examples
Should
May
Permission, 50 %
possibility
You should see a doctor

You shouldnt eat so much
What should I do?
notes
Should forms a contraction with not:
shouldnt.
We may close in the next few hours.

They may cancel the wedding.
May I have your

attention?
May I use you restroom?
We can use modals other than will in the main clause of a sentence in the first conditional:
If you ask George, he may/might be able to help you. (possibility)
You can/may leave the room if youve finished the test. (permission)
If he doesnt come soon, we must / will have to leave without him. (obligation)
If you ever go to Chicago, you should take a boat trip on the river. (suggestion)
If you dont watch your steps, you are going to fall over. (prediction)
If you are going to speak like that, youll have to leave.
Present and future
May and might + infinitive are used to express present or future possibility. May expresses a greater degree of
certainty:
You should ask him. He may/might know Susans telephone number. (Perhaps he knows her number.)
I may/might see you later. (Perhaps I will see you later.)
You should introduce yourself; he may/might not remember you. (Perhaps she doesnt/wont remember you.)
May and might are usually not used to introduce a question. Instead, we can use Do you think? or be likely to/that:
Do you think he may/might know Susans telephone number?
Are you likely to get here before 8?
Is it likely that you will get here before 8?
Could can be used instead of may and might with the verb be:
You could be right.
They could still be waiting for us.
The negative form couldnt is often used with comparative adjectives:
The food is delicious, and the staff couldnt be more polite. (they are very polite)

Taken on April 22, 2014 from http://www.grammaring.com/modals-in-the-first-conditional
Block I
Please write what you may do this weekend or in this July:

I may _______________________________________________________________________________________
I may_______________________________________________________________________________________
Or I might ___________________________________________________________________________________
What are your duties at your home?
I have to ____________________________________________________________________________________
I have to ____________________________________________________________________________________
My sister has to ______________________________________________________________________________
My mother has to _____________________________________________________________________________
My father has to ______________________________________________________________________________
ORAL AND LISTENING SKILLS
Can you say or pronounce correctly the sentences in any song? Can you fill out the missing words?
IF YOU LEAVE ME NOW by Chicago (1977)
Songwriter: CETERA, PETER P.
_______ (1) you leave me now, youll take away the biggest part of me
Uh uh uh uh no baby please dont go
And ______ (2) you leave me now, _______________(3) away the very heart of me
Uh uh uh uh girl I just want you to stay
A love like ours is love thats hard to find
How __________(4) we let it slip away
Weve come too far to leave it all behind
How ____________ (5) we end it all this way
When tomorrow comes and well both regret
The things we said today
A love like ours is love thats hard to find
How could we let it slip away
Weve come too far to leave it all behind
How could we end it all this way
When tomorrow comes and _____________(6) both regret
The things we said today
____ (7) _______(8) leave me now, _______(9) ______(10) away the biggest part of me
Uh girl, just got to have you by my side
Uh uh uh uh no baby, please dont go
Oh mama, I just got to have your loving, yeah.
10
Find any conditional. Underline them. Color any new word and add it to your glossary.

Avicii Wake Me Up! Lyrics
Taken from: http://www.lyricsfreak.com/a/avicii/wake+me+up_21063871.html on April 21, 2014.
Watch in you tube: http://www.youtube.com/watch?v=5y_KJAg8bHI
Feeling my way through the darkness

Guided by a beating heart
I cant tell where the journey will end
But I know where to start
They tell me Im too young to understand
They say Im caught up in a dream
Well life will pass me by if I dont open up my eyes
Well thats fine by me
So wake me up when its all over
When Im wiser and Im older
All this time I was finding myself, and I
Didnt know I was lost
I tried carrying the weight of the world
But I only have two hands
Hope I get the chance to travel the world
But I dont have any plans
Wish that I could stay forever this young
Not afraid to close my eyes
Lifes a game made for everyone
And love is a prize
I didnt know I was lost
I didnt know
11
Block I
PRESENT CONDITIONALS
PRESENT REAL CONDITIONAL
FORM
[If / When ... SIMPLE PRESENT..., ... SIMPLE PRESENT ...] or
[... SIMPLE PRESENT ... if / when ... SIMPLE PRESENT...]
USE
The Present Real Conditional is used to talk about what you normally do in real-life situations.
EXAMPLES:
If I go to a friends house for dinner, I usually take a bottle of wine or some flowers.
When I have a day off from work, I often go to the beach.
If the weather is nice, she walks to work.
Jerry helps me with my homework when he has time.
I read if there is nothing on TV.
What do you do when it rains?
I stay at home.
Where do you stay if you go to Sydney?
I stay with my friends near the harbor.
IMPORTANT If / When
Both if and when are used in the Present Real Conditional. Using if suggests that something happens less
frequently. Using when suggests that something happens regularly.
EXAMPLES:
When I have a day off from work, I usually go to the beach.
(I regularly have days off from work.)
If I have a day off from work, I usually go to the beach.
(I rarely have days off from work.) (www.englishpage.com, 2005).
Complete with a logical action that is conditioned by other action. Distinguish between using when or if.
When my mother allows me to go out I _____________________________________________
If I ________________________________________ my mother allows me to go out.
When I ___________________________ I have money to go out.
If I _______________________________ I am able to go out.
When I am sad I _________________________________
If something bad happens I ____________________________
If the teachers ______________________ I make good grades.
I make good grades If I ________________________________________.
I will have a baby if ____________________________________________.
When I decide something I ___________________________________________.
I would rather not to ______________________ if I am worried.
I would rather ___________________ when we have an important event in our family.
12
Skill: To use the expression: I would rather

Informative objective: to express preferences

ormative (value). The importance of making good choices.
1.

In pairs, make sentences using the expressions using would rather and prefer or I would not rather, I prefer
not to. Choose the pair or items below.
Example: Baseball/ soccer

A.
B.
I would rather play soccer than baseball

I prefer soccer than baseball
A. I would rather eat fish than red meat.
B. I prefer fish than red meat
Verbs
1.
summer, winter eat
2.
red color, blue color watch
3.
vegetables, meat drink
4.
pop music, nortea music dance

5.
action movies, romantic movies
study
6.
read, dancing be
7.
coffee, tea dress
8.
talk, listen have

9.
carne asada, fish

10.
mathematics, chemistry

11.
love, money

12.
beauty, intelligence

13.
friends, family

Taken from: http://web2.uvcs.uvic.ca/elc/StudyZone/330/grammar/1cond1.htm
1. You ________ heart disease if you eat too much meat.
will get
get
2. She ________ completely different if she cuts her hair.
will look
looks
3. If you ________ an apple every day, youll be very healthy.
eat
will eat
4. If you dont put so much sugar in your coffee, you ________ so much weight!
dont put on
wont put on
5. You wont pass the course if you ________.
wont study
dont study
13
Block I
6. If we dont protect the elephant, it ________ extinct.

will become
Becomes
7. You ________ better if you turn on the lamp.

are able to see
will be able to see
8. If I ________ some eggs, how many ________?

will cook / do you eat
cook / will you eat
LISTENING AND ORAL SKILLS EXERCISE
Please watch the following video from the movie The Box, it is a very interesting situation and unique.
http://moviesegmentstoassessgrammargoals.blogspot.mx/2013/05/the-box-1st-2nd-conditionals.html
Now discuss the following questions with a partner. Remember that you are talking about an unreal situation, so you
must use the second conditional. Then write down your answers. Start them with If...
1. What would you do if you were in her shoes?
If ...
2. How would you feel if you pushed the button?
If ...
3. How would you feel if you didnt push the button?
If ...
4. Would you push the button if you needed that money to save your son/daughters life? Explain it.
If ...
LISTENING AND WRITING SKILLS
Find any conditional. Underline them. Color any new word and add it to your glossary.
Avicii Hey Brother Lyrics
[Verse 1]
Hey Brother! Theres an endless road to rediscover
Hey Sister! Know the waters sweet but blood is thicker
Oh! If the sky comes falling down! For you
Theres nothing in this world I wouldnt do
[Verse 2]
Hey Brother! Do you still believe in one another?
Hey Sister! Do you still believe in love? I wonder
[Chorus]
What if Im far from home? Oh Brother, I will hear you call!
What if I lose it all? Oh Sister, I will help you out!
14
[Verse 3]
Hey Brother! Theres an endless road to rediscover
Hey Sister! Do you still believe in love? I wonder
[Chorus]
What if Im far from home? Oh Brother, I will hear you call!
What if I lose it all? Oh Sister, I will help you out!

Taken from http://www.lyricsfreak.com/a/avicii/hey+brother_21066483.html on April 21, 2014.
Watch the video on You tube: http://www.youtube.com/watch?v=iFL--KjCf90
READING SKILLS
The following extract of an article explains the benefits of reading fiction.
1.
2.
3.
4.
5.
Underline the sentences that are important in each paragraph.

The words that you dont understand, color them and add it to you months glossary.
Take a note of the words and look them up after you read.
Discuss with your class if you agree with the information.
Think about the ideas here.
YOUR BRAIN ON FICTION

By Annie Murphy Paul
Brain scans are revealing what happens in our heads when we read a detailed description, an evocative metaphor or
an emotional exchange between characters. Stories, this research is showing, stimulate the brain and even change
how we act in life.
Researchers have long known that the classical language regions, like Brocas area and Wernickes area, are
involved in how the brain interprets written words. What scientists have come to realize in the last few years is that
narratives activate many other parts of our brains as well, suggesting why the experience of reading can feel so alive.
Words like lavender, cinnamon and soap, for example, elicit a response not only from the language-processing
areas of our brains, but also those devoted to dealing with smells.
In a 2006 study published in the journal NeuroImage, researchers in Spain asked participants to read words with
strong odor associations, along with neutral words, while their brains were being scanned by a functional magnetic
resonance imaging (fMRI) machine. When subjects looked at the Spanish words for perfume and coffee, their
primary olfactory cortex lit up; when they saw the words that mean chair and key, this region remained dark. The
way the brain handles metaphors has also received extensive study; some scientists have contended that figures of
speech like a rough day are so familiar that they are treated simply as words and no more. Last month, however, a
team of researchers from Emory University reported in Brain & Language that when subjects in their laboratory read
a metaphor involving texture, the sensory cortex, responsible for perceiving texture through touch, became active.
Metaphors like The singer had a velvet voice and He had leathery hands roused the sensory cortex, while phrases
matched for meaning, like The singer had a pleasing voice and He had strong hands, did not.
Researchers have discovered that words describing motion also stimulate regions of the brain distinct from languageprocessing areas. In a study led by the cognitive scientist Vronique Boulenger, of the Laboratory of Language
Dynamics in France, the brains of participants were scanned as they read sentences like John grasped the object
and Pablo kicked the ball. The scans revealed activity in the motor cortex, which coordinates the bodys movements.
Whats more, this activity was concentrated in one part of the motor cortex when the movement described was armrelated and in another part when the movement concerned the leg.
15
Block I
The brain, it seems, does not make much of a distinction between reading about an experience and encountering
it in real life; in each case, the same neurological regions are stimulated. Keith Oatley, an emeritus professor of
cognitive psychology at the University of Toronto (and a published novelist), has proposed that reading produces a
vivid simulation of reality, one that runs on minds of readers just as computer simulations run on computers. Fiction
with its redolent details, imaginative metaphors and attentive descriptions of people and their actions offers
an especially rich replica. Indeed, in one respect novels go beyond simulating reality to give readers an experience
unavailable off the page: the opportunity to enter fully into other peoples thoughts and feelings.
The novel, of course, is an unequaled medium for the exploration of human social and emotional life. And there is
evidence that just as the brain responds to depictions of smells and textures and movements as if they were the real
thing, so it treats the interactions among fictional characters as something like real-life social encounters.
Raymond Mar, a psychologist at York University in Canada, performed an analysis of 86 fMRI studies, published last
year in the Annual Review of Psychology, and concluded that there was substantial overlap in the brain networks
used to understand stories and the networks used to navigate interactions with other individuals in particular,
interactions in which were trying to figure out the thoughts and feelings of others. Scientists call this capacity of the
brain to construct a map of other peoples intentions theory of mind. Narratives offer a unique opportunity to engage
this capacity, as we identify with characters longings and frustrations, guess at their hidden motives and track their
encounters with friends and enemies, neighbors and lovers.
It is an exercise that hones our real-life social skills, another body of research suggests. Dr. Oatley and Dr. Mar, in
collaboration with several other scientists, reported in two studies, published in 2006 and 2009, that individuals who
frequently read fiction seem to be better able to understand other people, empathize with them and see the world
from their perspective. This relationship persisted even after the researchers accounted for the possibility that more
empathetic individuals might prefer reading novels. A 2010 study by Dr. Mar found a similar result in preschool-age
children: the more stories they had read to them, the keener their theory of mind an effect that was also produced
by watching movies but, curiously, not by watching television. (Dr. Mar has conjectured that because children often
watch TV alone, but go to the movies with their parents, they may experience more parent-children conversations
about mental states when it comes to films.)
Fiction, Dr. Oatley notes, is a particularly useful simulation because negotiating the social world effectively is extremely
tricky, requiring us to weigh up myriad interacting instances of cause and effect. Just as computer simulations can
help us get to grips with complex problems such as flying a plane or forecasting the weather, so novels, stories and
dramas can help us understand the complexities of social life.
SCANNING READING SKILLS
According to the article, choose true or false.
Reading helps to improve our social skills, understanding others feelings
F
T
Simple words activate our language brain areas
F
T
Theory of Mind is about understanding others motives an emotions
F
T
Dr. Oatley affirms that reading produces a poor simulation of reality
F
T
Source: http://www.nytimes.com/2012/03/18/opinion/sunday/the-neuroscience-of-your-brain-on-fiction.html
The New York Times, March 17, 2012
16
READING SKILLS
Do you know what a superstition is? Superstitions, unsubstantiated or irrationally settled in humans, may be based on
popular traditions, usually related to magical thinking.
The superstitious believe that certain actions (voluntary or not) such as spells, incantations, spells, curses or other
rituals, can influence how transcendental life:
Do you know any popular superstition (if you pass under a ladder, if you break a mirror, etc)?
1.
Recall how the fist conditional structure is formed. Remember that you can write the cause first and then

accordingly, and vice versa.

If I exercise, I will feel good.

*I will feel good If I exercise.
If my brother works, he will take me to the movie theater.
My brother will take me to the movie theater if he works.
1.
Match the following beliefs or superstitions:
2.
Compare your answers with a classmate next to you.

1.
Match the following columns
1. ___If you walk under a ladder,

2. ___If a black cat crosses your path,
3. ___If you break a mirror,
4. ___If you find a horseshoe,
5. ___If you use garlic
6. ___If you blow out all of the candles on your birthday
cake with the first breath
a. you will have bad luck

b. it will bring you good luck
c. it will protect you from evil spirits and vampires
d. it will bring you seven years of bad luck
e. you will get whatever you wish for
f. you will have bad luck

2. Do you know any superstitions?
Write your own _______________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
___________________________________________________________________________________________
__________________________
Share with a partner.
READING SKILLS
What would be the title of the following text?________________________________
Where would you read it most likely?____________________________________
Mark with an X: Is it a science essay_______, a gossip magazine article________ or a textbook article_______?
Which one would you choose?
What is the topic or theme? ______________________________________
Taken on April 14, 2014 from http://www.livescience.com/14141-13-common-silly-superstitions.html
Get together in 4-5 people teams.
1.- Read the text, but just 4 paragraphs and the other team must read the following other four.
2.- Discuss the paragraphs and if you believe in those superstitions and why do you do it.
3.- Each of you have to explain one paragraph, first read it aloud to the class, and then explain what you understood.
4.- Once the whole group has listened to the whole text, try to figure it out why superstitions exist nowadays.
17
Block I
Many superstitions stem from the same human trait that causes us to believe in monsters and ghosts: When our
brains cant explain something, we make stuff up. In fact, a 2010 study found that superstitions can sometimes work,
because believing in something can improve performance on a task.
Here, then, are 12 of the most common superstitions.
12. Find a penny, pick it up
And all day long, youll have good luck. This little ditty may arise because finding money is lucky in and of itself. But it
might also be a spin-off of another old rhyme, See a pin, pick it up/ and all day long youll have good luck/ See a pin,
let it lay/ and your luck will pass away.
11. Dont walk under that ladder!
Frankly, this superstition is pretty practical. Who wants to be responsible for stumbling and knocking a carpenter off
his perch? But one theory holds that this superstition arises from a Christian belief in the Holy Trinity: Since a ladder
leaning against a wall forms a triangle, breaking that triangle was blasphemous.
Then again, another popular theory is that a fear of walking under a ladder has to do with its resemblance to a
medieval gallows. Were sticking with the safety-first explanation for this one.
10. Black cats crossing your path
As companion animals for humans for thousands of years, cats play all sorts of mythological roles. In ancient Egypt,
cats were revered; today, Americans collectively keep more than 81 million cats as pets.
So why keep a black cat out of your path? Most likely, this superstition arises from old beliefs in witches and their
animal familiars, which were often said to take the form of domestic animals like cats.
9. A rabbits foot will bring you luck
Talismans and amulets are a time-honored way of fending off evil; consider the crosses and garlic that are supposed
to keep vampires at bay. Rabbit feet as talismans may hark back to early Celtic tribes in Britain. They may also arise
from hoodoo, a form of African-American folk magic and superstition that blends Native American, European and
African tradition. [Rumor or Reality: The Creatures of Cryptozoology]
8. Bad luck comes in threes
Remember confirmation bias? The belief that bad luck comes in threes is a classic example. A couple things go
wrong, and believers may start to look for the next bit of bad luck. A lost shoe might be forgotten one day, but seen as
the third in a series of bad breaks the next.
7. Careful with that mirror
According to folklore, breaking a mirror is a surefire way to doom yourself to seven years of bad luck. The superstition
seems to arise from the belief that mirrors dont just reflect your image; they hold bits of your soul. That belief led
people in the old days of the American South to cover mirrors in a house when someone died, lest their soul be
trapped inside.
Like the number three, the number seven is often associated with luck. Seven years is a long time to be unlucky, which
may be why people have come up with counter-measures to free themselves after breaking a mirror. These include
touching a piece of the broken mirror to a tombstone or grinding the mirror shards into powder.
6. 66
Three sixes in a row give some people the chills. Its a superstition that harks back to the Bible. In the Book of
Revelation, 666 is given as the number of the beast, and is often interpreted as the mark of Satan and a sign of the
end times.
According to State University of New York at Buffalo anthropologist Philips Stevens, the writer of Revelation was
writing to persecuted Christians in code, so the numbers and names in the book are contemporary references. Three
sixes in a row is probably the numeric equivalent of the Hebrew letters for the first-century Roman Emperor Nero. [End
of the World? Top Doomsday Fears]
5. Knock on wood
This phrase is almost like a verbal talisman, designed to ward off bad luck after tempting fate: Breaking that mirror
didnt bring me any trouble, knock on wood.
The fixation on wood may come from old myths about good spirits in trees or from an association with the Christian
cross. Similar phrases abound in multiple languages, suggesting that the desire not to upset a spiteful universe is
very common.
18
4. Make a wish on a wishbone

The tradition of turkey bone tug-of-war goes back a long way. Legend has it that first-century Romans used to fight
over dried wishbones which they believed were good luck and would accidentally break them, ushering in the
idea that whoever has the largest bit of bone gets their wish. Bird bones have also been used in divination throughout
history, with a supposed soothsayer throwing the bones and reading their patterns to predict the future.
3. Cross your fingers
Those wishing for luck will often cross one finger over another, a gesture thats said to date back to early Christianity.
The story goes that two people used to cross index fingers when making a wish, a symbol of support from a friend to
the person making the wish. (Anything associated with the shape of the Christian cross was thought to be good luck.)
The tradition gradually became something people could do on their own; these days, just saying fingers crossed is
enough to get the message, well, across.
2. No umbrellas inside
And not just because youll poke someones eye out. Opening an umbrella indoors is supposed to bring bad luck,
though the origins of this belief are murky. Legends abound, from a story of an ancient Roman woman who happened
to have opened her umbrella moments before her house collapsed, to the tale of a British prince who accepted two
umbrellas from a visiting king and died within months. Like the dont walk under a ladder superstition, this seems to
be a case of a myth arising to keep people from doing something that is slightly dangerous in the first place.
(Imagenes)
1. Friday the 13th
If youre not scared of Friday the 13th, you should be scared of the word used to describe those who are:
friggatriskaidekaphobics. (An alternative, though just as tongue-twisty, word for the fear is paraskevidekatriaphobia.)
For a superstition, the fear of Friday the 13th seems fairly new, dating back to the late 1800s. Friday has long been
considered an unlucky day (according to Christian tradition, Jesus died on a Friday), and 13 has a long history as an
unlucky number.
According to the Stress Management Center and Phobia Institute in North Carolina, about 17 million people fear
Friday the 13th. Many may fall prey to the human minds desire to associate thoughts and symbols with events. 13
Common (But Silly) Superstitions Stephanie Pappas.
Match the images writing the name of the described superstition.
19
Block I
OPTION PROJECT No. 1

Make a power point presentation, a poster or any other material that you prefer in which you describe your
future plans, using conditionals sentences.
How is your future life shaped for the decisions that you take today?
Are small decisions important? What big decisions you have to confront in order to have your dreamt life?
How would you get your dreamt house? Car? Wife? Husband? Children? Travel? Job? Degree?
Would you believe that doing sacrifices would get you what you want?
For example: Exercising regularly, not drinking, and saying no when is necessary? Avoiding conflicts? Not
procrastinating goals? Working late doing homework, etc.
Do you know what is to procrastinate? Do you do it? Does it help you or cost you important things?
Using the prior questions and reflecting about them, make your presentation, you can use a time line format: your
futures time line.
What steps or events are conditioned to get what is important to you in life?
Write a brief essay or script. Read the rubric in order to improve it. Practice in front of a classmate.
Then Present it to the class.
You should be ready for your classmates questions.
OPTION PROJECT No. 2
1.- Make 3-4 people teams. You would research about one environmental problem that affects your community.
2.- Research and choose one of the many problems that your community has to face or solve.
3.- Discuss with your classmates the solutions that you could propose, using conditional sentences.
4.- Make a power point presentation or a poster in which you describe the situation and the possible solutions. Urge
your classmates to change some habits or propose actions to improve our planets environment.
5.- Include photos and describe the problem enough.
6.- Make sure of writing several conditional sentences that urge to act or change a behavior.
Write a brief essay or script. Read the rubric before in order to improve the presentation.
Practice it in front of your classmates.
You should be ready for your classmates questions
Please visit the following articles:
http://en.wikipedia.org/wiki/List_of_environmental_issues
Choose an issue and tell your teacher. Each team has to present a different environmental concern.
PROJECT GRADE=20%
Subject: The student makes dialogues and / or dramatizations describing situations in which cause and effect is
evidenced using the present and the future tense. It uses new vocabulary properly contextualizing it in a specific
communicative situation.
Students Name: _____________________________________________________
Activity time: _______________________ Date: ____________________________
Evidence
Product:
Oral Practice
Performance:
Team work
20
Instruments
Rubric
Evaluation Criteria
Makes oral practice in pairs with the group,
using the vocabulary and grammar studied
in class.
Works effectively in a participatory and
collaborative manner within the team.
Team Work Self and Peer Assessment Sheet

Group projects are sometimes looked upon as being unfair. Through the use of this self and peer assessment sheet
your perception of quantity of work that you performed and that of your partners is analyzed against the perceptions
of your partner. Through this process, hopefully equity is achieved. These evaluations are a series statement and are
used to re-distribute 60 % of the grade on the project. In order for this process to work effectively there is the need
for you to be honest and objective.
NAME:____________________________________________________________________
Reflection questions
1.What problems did you encounter and how where they solved?
____________________________________________________________________________________________
2.What would you do differently next time?
____________________________________________________________________________________________
3.What skill would you like to improve next time?
____________________________________________________________________________________________
I PERFORMED:
1
2
3
4
None of the work
5
6
7
fair share of the work
8
9
All of the work
PARTNER 1s NAME: _________________________________

This partner performed:
1
2
3
4
5
6
7
None of the work
8
9
All of the work
PARTNER 2s NAME: _________________________________

1
2
3
4
5
6
7
None of the work
8
9
All of the work
PARTNER 3s NAME: _________________________________

1
2
3
4
5
6
7
None of the work
8
9
All of the work
PARTNER 4s NAME: _________________________________

1
2
3
4
5
6
7
None of the work
8
9
All of the work
Note: If you have any comments concerning this project or suggestions on how to improve the class, please write
them here: ___________________________________________________________________________________
____________________________________________________________________________________________
21
Block I
RUBRIC TO EVALUATE ORAL PRESENTATIONS
CATEGORY
4
EXCELLENT
(100-95%)
3
GOOD
(96-85%)
Speaks Clearly
(Overall
appreciation)
Speaks clearly
and distinctly all
the time, and
mispronounces no
words.
Speaks clearly and

distinctly almost
all the time, but
mispronounces
one word.
Speaks clearly
and distinctly but
mispronounces
some words.
Cannot be
understood or
mixes both
languages.
Uses appropriate
vocabulary without
any grammar
mistakes. His or
her sentences are
according to the
learning objects.
Uses appropriate
vocabulary with
few grammar
mistakes.
His or her
grammar presents
mistakes but
he or she
communicates.
The mistakes and

grammar errors
are evident and
communication is
not accomplished.
Excellent
pronunciation.
Pronounces fairly
well.
Pronounces with
errors or is not
understandable
from time to time.
The pronunciation
is poor and unclear.
Is able to
communicate ideas
in an excellent
manner, without
hesitation.
Is able to
communicate
fluently, with just
some hesitations.
Is able to express
ideas, stopping to
recall words.
Is not able to
communicate
ideas, mixing both
languages.
Turns in on time,
with an excellent
quality according to
the requirements.
Turns in on time,
according to the
requirements.
Turn in but
missing some
requirements.
Poor quality,
missing most of the
requirements.
Grammar
.5
Pronunciation
.5
Fluency
.5
Project. Essay or
written text
.5
22
2 FAIR
(85-70%)
1 NEEDS
IMPROVEMENT
Score
SELF AND PEER UNIT EVALUATION

Decide honestly according to each affirmative sentence, the description and evaluation of your own
learning process.
Decide honestly according to each affirmative sentence, the description and evaluation of one of your
classmates learning process.
23
To compare habits
and customs made in
different social
situations
24
BLOCK II
TO COMPARE HABITS AND CUSTOMS MADE IN

DIFFERENT SOCIAL SITUATIONS

The student must:

Locate specific information in an oral or written text, about habits and customs.

Understand the expressions used to in the past tense in oral or written texts.

Describe and compare in oral and written form habits and customs of women and men in their community,

as well as other cultures.

Use the grammatical structure used to to describe practices and customs in the past from different social

groups.

The student must:

Identify and interpret the general idea and possible development of an oral or written message in a foreign

language, using their previous knowledge about recreational activities, school and sports in the past.

Communicate in a foreign language using a logical, oral or written form, to describe and compare the

habits and customs of people in their community and other cultures as well.

Use independent learning strategies, through information technologies for information and communication

to acquire the past tense grammatical form, as well to inform about the habits and customs of different

social groups.

Maintain a respectful attitude towards multiculturalism and diversity of beliefs, values , ideas and social,

when comparing the habits and customs practices.

Produce texts based on the normative use of language, considering the situation and communicative

intention and formal language elements such as punctuation, spelling, syntax, coherence and cohesion.
Learning objects:
Vocabulary.
Clothing.
Transportation
Food.
Leisure activities
School activities
Sports
The expression Used to to describe their habits
interrogative, affirmative and negative.
The questions words how, when, where, what
and who in questions.
Past time expressions.
LEARNING ACTIVITIES

Imagine that you take a trip to investigate how teenagers entertained themselves; what questions
would you ask them?
Ask the students if they have grandparents. Those who still have them, ask them to interview their
grandparents about how they spent his teenage life. The sentences will be written for the students writing
on the blackboard using the verb used to: they used to play with stones , they used to run ,they used
to listen to soccer games on radio.
Ask the students about the function that has the form used to to relate it to the past. ( things you used to
do and no longer made )
Organize the students into pairs. One will take the role of the young man who lived in the past and the
interviewer will ask about how teens spend their time.
25
Block II
They have to write 10 sentences about the responses. Example : What do you do in your free time ? I
play soccer.
The answers have to been reported to the class changing them into simple past, incorporating the
expression used to . Example: They used to play soccer.
READING SKILLS
Do you know why tea is very important in China? Imagine that you are invited to tea hour in a Chinese family, what
do you know about this customs origin?

1.
Read the following article. Underline the unknown words:
Taken from:
http://www.buzzle.com/articles/ancient-chinese-traditional-customs.html
2.
Analyze it and discuss it with your classmates.
Ancient Chinese Traditional Customs

Chinese considered tea as one of their seven basic necessities. Firewood, oil, salt,
soy sauce and vinegar were some of the other basic needs. Ways of tea preparation, the
ways of tasting it and the occasions on which it is consumed make the Chinese tea culture
unique. Children serve tea to their elders as a token of respect. People of lower order are
supposed to serve tea to people of higher ranks. This custom is still practiced on formal
occasions. When a person is served tea, he knocks on the table with bent index finger and
middle finger to say, thank you. Chinese tea is not only their drink but also an ingredient
of herbal medicines.

Chinese weddings have certain traditional customs associated with them. As a
form of expressing gratitude, the bride and the groom kneel in front of their parents and
offer them tea. In response to this, parents drink a small portion of tea and gift the pair a red envelope. The tea
ceremony was once an occasion of the families of the newlywed couple to know each other. In olden times, drinking
the tea offered showed acceptance of marriage while refusal represented opposition to the marriage.

As a part of the Chinese tradition, the husband has to carry his wife over a pan of coals so that she can
successfully pass through labor. Pregnant women are supposed to be very careful in everything they do, as it is
believed that their actions influence the unborn baby. The hour, day, month and year in which the baby is born
determine the Eight Characters of Chinese Astrology under which the baby falls. The Chinese believe that these
characters are highly influential throughout the life of the newborn.

Chopsticks form an integral part of Chinese cutlery but few know what they stand for. Chopsticks are believed
to symbolize kindness and gentleness. Confucianism taught the Chinese to abandon knives and forks from the dining
table. So they have their food cut to bite-size before it comes on the table.

New Year is one of the most prominent festivals of the Chinese calendar. According to a Chinese myth,
Buddha had asked animals to visit him on the New Years Day. Twelve animals came and Buddha named the year
after each of them. The Chinese celebrate the lantern festival on the fifteenth day of each lunar month. New Year is
about getting together. Red is believed to abolish bad luck. So people clothe in red for the New Year celebration. A
long dragon made of silk, bamboo and paper is carried along streets. Young men hold the dragon and dance while
carrying the dragon along. The Dragon dance is an ancient Chinese tradition.

On meeting someone for the first time, the Chinese shake hands. A handshake may be accompanied by a
bow to show respect. According to the Chinese customs, guests always gift their hosts on visiting them. It is best to
present the host, fresh flowers or fruit. The hosts are not supposed to unpack the gift until the guests leave. Hosts
usually escort their guests to a considerable distance when they leave.

In ancient times, people used to cover the bodies of the dead with brushwood and clay and leave it in the
familys home. They left utensils filled with food near the corpse. They thought the spirit of the dead would re-enter
the body and would need food. Food items, which would not perish soon, were kept beside the dead body. The
ancient Chinese dwelt in natural or artificial caves. The Chinese tradition of burying the dead in caverns emerged
from this kind of dwelling. As time passed, people sought a separate place to bury their dead and this ancient practice
changed.
26
To compare habits and customs made in different

social situations
Answer (T) true or (F) false according to the reading
1.
2.
3.
4.
5.
Tea is one of the basics in China. __________

In Chinese culture if you drink the offered tea that means you accept to get married_______
The husband has to carry his wife over labor __________
Chopsticks are not believed to symbolize kindness and gentleness ____________
Buda lives with animals. ___________________
LEARNING ACTIVITIES
Recognize and use simple past

Skill. - To analyze, to scan for specific information.

Informative objective: to recall past tense time
Formative (value): To realize how Mexican independent movement was formed.
Underline the verbs in past tense (regular and irregular).

Colonial Mxico

Spaniards built magnificent cathedrals and Missions. In Baja California we can find some in San Ignacio,
Loreto, Muleg and San Borja. Catholic missionaries entered the country with the Spanish conquerors and immediately
began working to convert Native Americans to Christianity. The church became enormously wealthy. They helped
Spanish control over the indigenous peoples of colonial Mexico, introducing Spanish culture and language to the
Native Americans as trying to convert them to Christianity.
Race and Social Class

A multiracial society made up of people of mixed Native American, European, African, and Asian heritage.
Mestizos, or people of mixed European and Native American descent, were the biological and cultural bridge between
Spaniards and Native Americans.

An estimated 200,000 African slaves were brought. Racial mixing and intermarriage produced mulattos, Race
was a sure indicator of social class immediately after the conquest. The highest social class was the peninsulares, the
criollos, people of European descent born in the Americas; the resentment of the criollos against the more privileged
peninsulares became an influential force in Mexican independence. Below the criollos were the mestizos, followed by
the Native Americans and the blacks.

Economy

An important aspect of the early colonial economy of Mxico was the exploitation of Native Americans. They
performed much of the farming, mining, and ranching work in the colony. Free blacks (African slaves) worked in the
ports of cities such as Veracruz and Acapulco, and labored in mines, factories, plantations, and sugar mills.
Reading Skills: Make a list with past tense new verbs to you. Mark R if they are regular and I if they are
irregular verbs.

1. -
2. -
3. -
4. -
5. -
6. -
7. -
8. -
9. -
10. -
Infinitive
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
Past Tense
Spanish (optional)
____________ _______________
____________ _______________
____________ _______________
____________ _______________
____________ _______________
____________ _______________
____________ _______________
____________ _______________
____________ _______________
____________ _______________
I/R
______
______
______
______
______
______
______
______
______
______
Answer with true or false.

Spaniards, named Peninsulares were the most powerful people in New Spain. _______
Native people and slaves performed the farming, mining work
_______
The Church wasnt powerful and wealthy
_______
The mulatos lived in the north of the country: Chihuahua, Sonora, and etc.
_______
The society was composed by native, Asian, European, African descendants
_______
27
Block II
LISTENING AND READING SKILLS

1.-

2.-

Ask the students about what they know about the culture of the Aztecs. The ideas mentioned must be
written on the blackboard
Watch the 5 minutes video that describe Tenochtitlan. (The Impossible City in )
http://www.youtube.com/watch?v=_nS6MpVbB_g&feature=related
3.
Display the video as many times as necessary until the questions are answered.

Questions to be answered about the video.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Where were the Aztecs settled? ____________________________________

What was the population in old Tenochtitlan? _________________________
What was the extension of their city? ________________________________
When did Spaniards saw Tenochtitlan for the first time? _________________
What did Spaniards think about the city? _____________________________
How did Aztecs move and transport products around Tenochtitlan? ________
What was the most important aspect of the city? _______________________
What kind of system did Aztecs use for their harvests? __________________
How many herbal medicines did Aztecs have in those times? _____________
How did Aztecs view life? _________________________________________
Write the correct verb in each sentence: was, were, werent, wasnt.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Miguel Hidalgo ________ the leader in the Independence movement.

There _______ many diseases in the New Spain. Many people died.
There _________telephones or trains in 1810.
There_________ a lot of injustice and discrimination in 1810.
There __________ brave heroes who fought for the independence.
_________ Leona Vicarious a brave woman?
_________ Allende and Morelos natural leaders?
There __________ hospitals, schools for Native people.
There _________ free education.
There ________ mulatos in Veracruz and Acapulco.
There ________ a free country.
There_________ violence against native and poor people.
There ________ privileged people who had all the power.
Important Missions ________ in Baja California.
Skill. - To imagine and recreate historical scenarios.

Informative objective: to recall past tense time
Formative (value) to value Mayan culture.
Underline the verbs in past tense (regular and irregular).

MAYA CIVILIZATION

The Maya are the best known of the classical civilizations of Mesoamerica. They originated in Yucatn around
2600 B.C., they rose his prominence around A.D. 250 in Southern Mxico, Guatemala, Belize and western Honduras.

The Maya developed astronomy, an exact calendar system and hieroglyphic writing. The Maya were noted in
the ceremonial architecture, including temple-pyramids, palaces and observatories, all built without metal tools. They
were skilled farmers, weavers, potters and traders with distant tribes.

They cleared large sections of tropical rain forest, also clearing routes though jungles and swamps to make
trade with faraway people.

SOCIAL AND POLITICAL STRUCTURE

Around 300 B.C., the Maya adopted a hierarchical system of government
ruled by nobles
and kings. This civilization developed into highly structured kingdoms. (200-900 A.D). Their society
28

social situations
consisted in many independent states, each with a rural farming community and large urban sites built around
ceremonial centres. It started to decline around 900 A.D. when Southern Maya abandoned their cities for reasons,
which are still a mystery.

Great nobles were cremated and funerary temples were built and they have been left to amaze the world.
Places like Chi Chen Itza, Tulum, wonder everyone who gets there.
RELIGION

The ancient Maya believed in recurring cycles of creation and destruction and each era lasted about 5,200
modern years. The Maya believed Earth to be flat and four-cornered. Each corner in a cardinal point and had a colour
value: red for east, white for north, black for west, and yellow for south. At the centre was the colour green. Some
Maya believed that the sky was supported by four trees of different colours and species, with the green ceiba, or silkcotton tree, at the centre.

All Maya ritual acts were dictated by the 260 Sacred Round Calendar, and all performances had symbolic
meaning. Self-mutilation was encouraged in order to get blood. The elite were obsessed with blood, their own and
captives blood. Bloodletting was believed to nourish the gods. Blood sacrifice was necessary for the survival of gods
and people, sending human energy skyward and receiving divine power in return. They cut themselves and let papers
get stained, and then burned them directly to the sky.

Human sacrifices was perpetrated on prisoners, slaves, and particularly purchased children for the occasion,
orphans and illegitimate ones..

( www. Civilization.ca/membrs/civiliz/maya, 2001)
Make a list with past tense new verbs to you. Mark R if they are regular and I if they are irregular verbs.

1.-
2.-
3.-
4.-
5.-
6.-
7.-
8.-
9.-
10.-
Infinitive
Past Tense
Spanish
I/R
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
______
______
______
______
______
______
______
______
______
______
Fill with was, wasnt, were, or werent.

My mother__________ happy
I ___________ happy
Raul and Paul ____________ happy
My sisters__________ happy
Johana __________ happy
Ingrid and Lu __________ happy
You and I _________ happy
The Mexicans _______________ happy in 1810
READING SKILLS
1 - Listen to the song
2.- Share your ideas with other classmates about what you understood of the song.
3.- Get back to the songs lyrics and listen again, trying to grasp what it says.
4.- Discuss the lines that you feel are exaggerated or real or any phrase or ideas that are peculiar to you.
29
Block II
LISTENING SKILLS
Somebody That I Used To Know. Gotye
Now and then I think of when we were together
Like when you said you felt so happy you could die
Told myself that you were right for me
But felt so lonely in your company
But that was love and its an ache I still remember
You can get addicted to a certain kind of sadness
Like resignation to the end, always the end
So when we found that we could not make sense
Well you said that we would still be friends
But Ill admit that I was glad it was over
But you didnt have to cut me off
Make out like it never happened and that we were nothing
And I dont even need your love
But you treat me like a stranger and that feels so rough
No you didnt have to stoop so low
Have your friends collect your records and then change your number
I guess that I dont need that though
Now youre just somebody that I used to know
[Kimbra]
Now and then I think of all the times you screwed me over
But had me believing it was always something that Id done
But I dont wanna live that way
Reading into every word you say
You said that you could let it go
And I wouldnt catch you hung up on somebody that you used to know
[Gotye]
But you didnt have to cut me off
Make out like it never happened and that we were nothing
And I dont even need your love
But you treat me like a stranger and that feels so rough
And you didnt have to stoop so low
Have your friends collect your records and then change your number
I guess that I dont need that though
Somebody(I used to know)
Somebody(Now youre just somebody that I used to know)
(I used to know)(That I used to know)
(I used to know)Somebody
Songwriters: BONFA, LUIZ / DE BACKER, WALTER ANDRE E
Published by
Lyrics Warner/Chappell Music, Inc., Kobalt Music Publishing Ltd.
30

social situations
Informative questions. Wh- questions.
Analyze the following table and draw conclusions.

Is any combination acceptable? Can you add more information to make more questions?
Form as many questions as you can do. Use other information.

1.
__________________________________________________________________
2.
___________________________________________________________________
3.
___________________________________________________________________
4.
___________________________________________________________________
5.
__________________________________________________________________
6.
___________________________________________________________________
7.
___________________________________________________________________
8.
___________________________________________________________________
9.
___________________________________________________________________
10.
___________________________________________________________________
11.
__________________________________________________________________
12.
___________________________________________________________________
13.
___________________________________________________________________
14
___________________________________________________________________
15
___________________________________________________________________
16.
___________________________________________________________________
17.
___________________________________________________________________
18.
___________________________________________________________________
19
___________________________________________________________________
20
___________________________________________________________________
Complete the sentences with the correct Wh-word.
1. ______________ did you celebrate yesterday?
2. __________________were you last week?
3. ___________________buy your coat?
4. ___________________ you meet her?

5. __________________ did you travel to Cancun?
6. __________________ old was when he died?
7. _________________position did she have?
8. _________________did they work?

9. ___________________ books did you lose?
Because I had a birthday party.

I was fine, thank you.
I bought in the Outlets Mall
I met her at school
We traveled in September
He was 55 years old
She was our sport teacher.
They worked at the book shop
I lost three
31
Block II
LEARNING ACTIVITIES
Imagine that you are in a spelling contest and you are participating in it, the topic is the list of regular and irregular
verbs sounds in the past tense.
Make teams and ask your classmate to make cards with regular and irregular verbs in present and past tense. The
teacher must verify how many verbs you wrote and the right spelling.
Each student selects randomly a card. The participants should not help the classmate who is spelling the card. The
teams take turns and the game ends when the cards are all selected. The teacher and the classmates check the
correct spelling.
Rules to pronounce the ed ending:
Voiceless ending of the verb= help, guess, stop, watch, push, adding ed sounds t
Voiced ending of the verb=rub, live, seem; adding ed sounds d
Ending t,d = want, need; adding ed sounds id
Or:

The ed ending is pronounced three ways, according to the end of the word:
/ed/ after d, and t endings

Examples: existed, knitted, needed, wanted.
/t/ after voiceless endings

Examples: cooked, helped, talked, washed, watched
/d/ after voiced endings
32
Regular verb base form

Watch
Press
Work
Stop
Walk
Study
Push
Clean
Arrive
Want
Jump
Visit
Turn
Try
Past Simple form

Watched
Pressed
Worked
Stopped
Walked
Studied
Pushed
Cleaned
Arrived
Wanted
Jumped
Visited
Turned
Tried
Pronunciation/ t/id/d***
Irregular verb base form

Be
Take
Sit
Feel
Think
Have/has
Run
Eat
Get
Sleep
Find
Ride
Tell
Teach
Past form
Was/were
Took
Sat
Felt
Thought
Had
Ran
Ate
Got
Slept
Found
Rode
Told
Taught
Pronunciation

social situations
PAST TENSE TIME EXPRESSIONS

Write your own examples using the following past tense time expressions:
Expressions Showing Past Time. Adapted on April 23, 2014 from:
(taken from http://www.eslcafe.com/grammar/simple_past_tense04.html)

In English, the simple past tense is used for finished actions or situations that began and ended
before now. There are three ways to make simple past tense.
In order to show when an action or situation happened in the past, particular words and phrases
(time adverbials) are often used. Here are some of the most common ones:
1.- Yesterday
This refers to the day before today, but not at any specific time.
The day before yesterday
This time adverbial has the same meaning as two days ago.
2.- Last _____
This time adverbial is similar to yesterday, but it can be used with many different time references:

last night
last week

last month

last year

last Tuesday

last summer
etc.

3.- a / an / one _____ ago

A singular noun phrase showing a period of time follows a, an, or one:

a / one minute ago

an / one hour ago

a / one week ago

a / one week ago

a / one month ago

a / one year ago
etc.

4.- (plural number or expression) _____ ago
A plural noun phrase showing a period of time is used before ago:
two minutes ago

three hours ago
several days ago
a few weeks ago
a number of months ago
many years ago
etc.
33
Block II
5.- the _____ before last

This common time adverbial is similar to the day before yesterday, but it can be used for many more time
references:

the night before last

the week before last

the month before last
etc.

past dates

Any time expression that refers to a date before now requires a past tense.
Examples:

in 1998

on June 21st (if this date was before now)

on June 21st, 2013

during 2010

in the 19th Century

last Christmas
etc.

6.- Past events
Any time that refers to an event that happened before now also requires a past tense.
Examples:

on my last birthday

at the beginning of my class

during my childhood

when I got up this morning

when my grandfather was a boy
etc.
Form as many sentences with the expressions as you can do.
1.
__________________________________________________________________
2.
___________________________________________________________________
3.
___________________________________________________________________
4.
___________________________________________________________________
5.
__________________________________________________________________
6.
___________________________________________________________________
7.
___________________________________________________________________
8.
___________________________________________________________________
9.
___________________________________________________________________
10.
___________________________________________________________________
READING SKILLS
How do you ask about what people did in the old days? Interview an older relative. What would you ask?
Read the two short stories about how people remember how was in the old days (1950s?)
Make ten questions related to older customs. Topics may include: food, entertainment, relationships, raising children,
types of music, dance, fashion, philosophical beliefs, etc..
Example: When he/she was a kid, what did he/she use to eat as a snack at school?
He/she used to eat chili powder with cucumber.
Taken from http://www.thepeoplehistory.com/50s-memories.html
34

social situations
WHAT PEOPLE USED TO DO IN THE 1950S
How did we survive 50 years ago?
We drank water from the tap not a bottle and nobody knew about the dangers of
lead poisoning so even cribs were painted with brightly colored lead based paint.
Medicine and Bottles with tablets did not have child proof lids.
No seat belts or air bags in cars, nobody knew or if they did told our parents
smoking and drinking was bad for the baby, kids shared coke from one bottle, soda
had masses of sugar and we ate real white bread and butter and everything else
including full fat milk that we are now told is bad for you.
Parents couldnt reach us (no mobiles ) and most of the day we would be out playing with friends and parents knew
we would be safe with hardly any weirdos wandering the streets. If we got caught doing stuff we shouldnt the cops
would take us home and we may well have a got a hiding for breaking the law (but not do gooders saying mustnt
smack children ). And if we played up in school the same applied.
While playing we got cuts and bruises and the occasional tear in jeans but it was just part of being a kid and no visit
to the hospital.
We had no fancy games but could play for hours making a Go cart or a new tree swing and for other games most
times we would find a ball and whatever we could use as a bat. or in the summer all jump into the nearest place we
could find and if the water wasnt that clean we just didnt swallow it.
We rode our bikes with no helmets and doing whatever stunts we could (bikes were so much heavier and hard ) and
always had punctures to repair or get dad to help with.
If we didnt get in the team we were not good enough and that was that.
But most of all we were allowed to be kids: To dream, to invent and to play.
Its no wonder that the generation that grew up then created some of the most innovative and exciting technology we
have today.
Thanks for those years and all those BAD THINGS that is why we are who we are today.
Memory Posted By: Boomer Boy
Boomer growing up in the 1950s UK
My Memories from the 50s I was born in 1950 , and grew up with a dad in the Royal
Navy and my mum didnt work , fairly typical as most of my mums friends didnt work.
By todays standards we would be considered poor some foods including sugar and
eggs were still on rationing and most dinners were based around beef mince, and up till
I was 8 we lived in Navy married quarters. The shops were very different to today most
housing estates would have a local butcher, a greengrocer, a sweet shop, A hardware
shop, a newsagent and general store. Things like TV were just starting to appear but it
was quite a while before my parents could afford one so I went to friends houses who
had a TV to watch, more often than not all that was on was the test pattern. My mums
contribution to family income like many other thousands of others was selling Avon
as an Avon Lady, Toys were fairly basic and as kids some of the games we played
included Uckers ( navy name for Ludo ), Snakes and ladders, Patience, Gin Rummy
and other card games or board games, any bike I had as a kid was second hand which
my dad would fix up and would be my Xmas present. Many may be surprised to hear that Christmas was very different
in those days to today , things like oranges and nuts were considered a luxury due to the cost and not being readily
available and were a major part of my Christmas presents in my stocking Food consisted of anything made of mince
and any vegetables that were in season, no such thing as frozen foods or fast foods available in those days. The
other memory that I recall is when we would take a trip to visit relatives (Aunts, Uncles Grandparents )etc. who lived
35
Block II
120 miles away my dad would do a full service on the car including oil water and would carry A large toolbox in case
of breakdowns , and so that the car didnt overheat we would stop half way to give the car a chance to cool down.
Like most families we were a one car family and my mum didnt drive so any time we went to the nearest town it was
on the local bus or walk or cycle I suppose the other major difference was the amount of discipline parents exerted
over children if I did anything wrong my mum would send me to my room and if I did anything really bad my dad would
wallop me with a slipper, rules in our house were to be obeyed at all times. I thought I would just mention one other
thing that strikes me from my memories and how unusual it would be by todays standards, my dad was a Radio
Operator in the Navy and during the nuclear testing done on the Christmas Islands him and many other ordinary
sailors were put on a safe place on the island to describe the nuclear explosion to officers many miles away in safety
on the ship. And when the sailors came back and were all discovered to have a form of radiation poisoning the navy
were surprised. Well I hope you enjoyed my memories of my life from 1950 - 1959 if I get time I will write something
about my time in the 60s.
Memory Posted By: Baby Boomer
WRITING SKILLS
Activity taken from: http://www.eslbase.com/resources/used-to
1.- Ask students to write down three inventions that changed the world, what life was like before each invention, and
how life is different with it.
2.- Use one students idea as an example to present the form of used to.
3.- Ask students to rewrite their sentences using used to.
4.- Cut up and mix the sentence halves on pages two and three, and ask students in pairs to match them
Example:
The Internet:
Before the Internet, most people wrote letters, but now we send emails.
Write down 3 inventions that changed the world!
Explain what life was like BEFORE each invention and how life is different WITH it NOW.
Before the Internet, most people wrote letters, but now we send emails.
1.________________________________________________________________________
2.________________________________________________________________________
3.________________________________________________________________________
People used to count with abacuses
England used to send criminals to Australia
European children used to go to work when they were very young
People used to travel on horses
People used to keep food fresh by putting salt on it
People used to tell each other stories for entertainment
Women didnt use to wear trousers
People used to tell the time with the sun
(Add you own examples) (newest perhaps?)
1.-________________________________________________________________
2.-________________________________________________________________
3.-________________________________________________________________
but now we have calculators and computers.
but now English people go there on holiday.
but now they usually dont start working until they are 16 or 18.
but now we have cars and motorbikes.
but now we have refrigerators.
but now they watch TV and movies.
but now many women wear jeans.
but now we use watches and clocks.
36

social situations
(Add you own examples)
1.-________________________________________________________________
2.-________________________________________________________________
3.-________________________________________________________________

Answer the following exercises.

Pay attention to the affirmative, negative and interrogative sentences form.

Check your next classmates exercises.
Use used to plus a suitable verb to complete these sentences in affirmative. Pay attention to the next 5 examples.

1. He _____ online to find the information he wanted.

2. My sister _____ to school by bus but now she cycles.

3. I _____ thinner than my brother but now I am not.

4. My father _____ many cigarettes a day. He gave up smoking last year.

5. She _____ night after night for her degree in Economics.
Use did/ use to/ plus a suitable verb to complete these questions.

1. What _________ you ________ ________ when you were five years old?

I used to watch teletubbies and Barneys show.

2. What _________your mother _________ _____________ when she was at home?

She used to cook lasagna.

3. What games___________ you __________ ___________ when you were at kinder garden
school?

I used to play hides and seek or tag with my friends.

4. What ___________ your father _____________ ____________ with you for having fun?

He used to play soccer with me all the time.

5. Where _________ your family __________ ____________ on weekends?

We used to visit my grandparents. We used to travel to Ensenada or Rosarito.
Use did not/ use to/ plus a suitable verb to complete these negative sentences.

1. Did you use to go to the mountains on summer vacations?

No, we __________ ___________ __________ _________. We used to go to the beach.

2. Did you use to watch The Scooby Doo Show?

No, I________ ____________ __________ ____________ I used to watch Goku .

3. Did you use to eat mangoes with chile?

No, I ______ __________ __________ _________ __________ I used to eat churritos.

4. Did your parents use to go to visit relatives?

No, they _________ _______________ ___________ ____________ ________ They used to visit
friends.

5. When you were a kid, did your best friend use to go to your house to play with you?

6. No, he _______ ______________
____________ _________ in my house, their parents did not

allow him to go out.
How are marriages nowadays? Are they different or are they the same as 100 years ago?
Taken from: http://genealogy.about.com/cs/timelines/a/romance_history.htm

1.- Ask the students whether they know how their parents or grandparents met. As homework they have to
ask them or any old relative. (older than 40, yes there is life at that age!!)
2.- Read the following article that describes about how people got married.
Taken from http://genealogy.about.com/cs/timelines/a/romance_history.htm
37
Block II

Romance through the Ages
In ancient times, many of the first marriages used to be by capture, not choice
- when there was a scarcity of nubile women, men used to raid other villages for
wives. Frequently the tribe from which a warrior used to steal a bride would come
looking for her, and it was necessary for the warrior and his new wife to go into
hiding to avoid being discovered. According to an old French custom, as the moon
went through all its phases the couple used to drink abrew called metheglin, which
was made from honey. Hence, we get the word, honeymoon.

Arranged marriages used to be the norm, primarily business
relationships used to be born out of the desire and/or need for property, monetary
or political alliances. From buying a woman dinner to opening a door for her, many
of todays courting rituals are rooted in medieval chivalry. During medieval times,
the importance of love in a relationship used to emerge as a reaction to arrange
marriages, but was still not considered a prerequisite in matrimonial decisions. Men
used to request their intended with serenades and flowery poetry, following the
lead of lovelorn characters on stage and in verse. Chastity and honor were highly regarded virtues. In 1228, women
first used to gain the right to propose marriage in Scotland, a legal right that then slowly spread through Europe.
Questions to be answered.

1. Couples used to choose their spouses

2. Men used to ask women to marry them
3. The new couple used to hide themselves
4. Honeymoon comes from a French customs
5. Marriages use to be a business relationship
T
T
T
T
T
F
F
F
F
F
Block Project. 20 % Grade

Is there any ancient culture that grabs your attention? How do you think they formed? Every culture has traditions that
are preserved for the ages. Which of these different cultures has interested you?
Work in 3-4 people teams and choose one ancient or interesting culture from anywhere in the world.
As other option you could research about one ethnic group from your own region or state:
Cocopah, Cochim, Guaycura, Peric, Pai Pai, Kiliwah, Kumiai, etc.
Research information about it: In newspapers, magazines, books and the internet to describe the customs, traditions,
towns, archeological sites, museums, etc.
Did some traditions disappear? Are there some customs that no longer exists? Make a comparison and review if its
good or it is a custom or something important that has been lost or forgotten, or is in the brick of extinction.
Prepare your ideas in a written essay. Be sure of using the expression used to
Show it to your teacher and check if the sentences are correct.
LEARNING ACTIVITIES
What interesting facts did you learn in your research? What important information does your team have to tell to the
group about your results?
1. Your team has to prepare visual material to present it; the format could be through Power Point presentations,
posters, videos, etc.
2. Share your information with your teacher and classmates.
3. Get everyone involved in your team. Everyone has to speak in front of the class.
4.- Read the rubric before in order to improve your presentation
5. You should be ready for your classmates questions
6.-The rest of the class must ask using the expression:
Did they used to?
38

social situations
Teachers Guide
Team Grade (auto evaluation)
Group Grade (hetero evaluation)
PROJECT GRADE = 20%

Students:
Fluency
5%
Vocabulary and
grammar 5%
Pronunciation
5%
Writtenessay
5%
Table 1 Activity: Oral presentation

Subject: Prepares written reports about habits and routines in the past and establishes differences with the present
in different contexts: family, social, employment, etc.
Students Name: _____________________________________________________
Activity time: _______________________Date: _____________________
Evidence
Product:
Oral Practice
Performance:
Team work
Instruments
Rubric
Evaluation Criteria
Makes oral practice in pairs with the
group, using the vocabulary and grammar
studied in class.
Works effectively in a participatory and
collaborative manner within the team.

NAME:______________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
I PERFORMED:
1
2
3
4
None of the work
5
6
7
8
9
All of the work
PARTNER 1s NAME: _________________________________

1
2
3
4
5
6
7
None of the work
8
9
All of the work
PARTNER 2s NAME: _________________________________

1
2
3
4
5
6
7
None of the work
8
9
All of the work
39
Block II
PARTNER 3s NAME: _________________________________

1
2
3
4
5
6
7
None of the work
8
9
All of the work
PARTNER 4s NAME: _________________________________

1
2
3
4
5
6
7
None of the work
8
9
All of the work
them here: ___________________________________________________________________________________
____________________________________________________________________________________________
CATEGORY
4
EXCELLENT
(100-95%)
3
GOOD
(96-85%)
Speaks Clearly
(Overall
appreciation)
Speaks clearly
and distinctly all
the time, and
mispronounces no
words.
Speaks clearly and

distinctly almost
all the time, but
mispronounces
one word.
Speaks clearly
and distinctly but
mispronounces
some words.
Cannot be
understood or
mixes both
languages.
Uses appropriate
vocabulary without
any grammar
mistakes. His or
her sentences are
according to the
learning objects.
Uses appropriate
vocabulary with
few grammar
mistakes.
His or her
grammar presents
mistakes but
he or she
communicates.
The mistakes and

grammar errors
are evident and
communication is
not accomplished.
Excellent
pronunciation.
Pronounces fairly
well.
Pronounces with
errors or is not
understandable
from time to time.
The pronunciation
Is able to
communicate ideas
in an excellent
manner, without
hesitation.
Is able to
communicate
fluently, with just
some hesitations
Is able to express
ideas, stopping to
recall words.
Is not able to
communicate
ideas, mixing both
languages.
Turns in on time,
with an excellent
the requirements.
Turns in on time,
according to the
requirements.
Turn in but
missing some
requirements.
Poor quality,
missing most of the
requirements.
Grammar
.5
Pronunciation
.5
Fluency
.5
Project. Essay or
written text
.5
40
2 FAIR
(85-70%)
1 NEEDS
IMPROVEMENT
Score

social situations

learning process.
Decide honestly according to each affirmative sentence, the description and evaluation of one of
your classmates learning process.
41
To describe
activities
that took place
in the past
42
BLOCK III
TO DESCRIBE ACTIVITIES THAT TOOK

PLACE IN THE PAST

The student must:

The student is able to explain, in an oral and written form, the activities that took place on several
contexts.
The student identifies specific information in an oral and written text about activities that took place in his
or her city, state, country, or around the world.
The student uses the simple past and the past progressive grammatical forms to describe the activities
that took place at a specific time in the past.
The student must:

Maintain a respectful attitude towards multiculturalism and diversity of beliefs, values, ideas, and social
practices, when describing his or her activities and those of other social groups.
Identify and interpret the main idea and the continuum of a text, in an oral and written form, using his or
her prior knowledge.
Communicate in a foreign language using a logical speech, oral or written form, to describe events that
are common to his or her age and compare them to the other social groups activities.
Use independent learning strategies, through information technologies researching information about
grammatical forms.
Produce texts based on the normative use of language, considering the intention, communicative
situation, and formal language elements such as punctuation, spelling, syntax, coherence and cohesion.
Learning objects:
Vocabulary relating to clothing, food, music.
Past continuous to describe actions that were in progress at
any given time.
Simple Past to describe activities that interrupt an action that
was in progress in the past.
Relative pronouns when and while to describe actions in the
past.
Connectors: First, then, after, later, after a while.
READING SKILL
Lets review how the past progressive or past continuous is formed: This information was taken from:

http://www.englishpage.com/verbpage/pastcontinuous.html on April 28, 2014.
Past Continuous
FORM
[was/were + present participle]
Examples:
You were studying when she called.
Were you studying when she called?
You were not studying when she called.
43
Block III
READING SKILLS
Identify the past continuous sentences underlining them and circle the simple past sentences.
Complete List of Past Continuous Forms
USE 1 Interrupted Action in the Past
Use the Past Continuous to indicate that a longer action in the past was interrupted. The interruption is usually a
shorter action in the Simple Past. Remember this can be a real interruption or just an interruption in time.
Examples:
I was watching TV when she called.
When the phone rang, she was writing a letter.
While we were having a picnic, it started to rain.
What were you doing when the earthquake started?
I was listening to my iPod, so I didnt hear the fire alarm.
You were not listening to me when I told you to turn the oven off.
While John was sleeping last night, someone stole his car.
Sammy was waiting for us when we got off the plane.
While I was writing an email, the computer suddenly went off.
A: What were you doing when you broke your leg?
B: I was snowboarding.
USE 2 Specific Time as an Interruption
In USE 1, described above, the Past Continuous is interrupted by a shorter action in the Simple Past. However, you
can also use a specific time as an interruption.
Examples:
Last night at 6 PM, I was eating dinner.
At midnight, we were still driving through the desert.
Yesterday at this time, I was sitting at my desk at work.
IMPORTANT
In the Simple Past, a specific time is used to show when an action began or finished. In the Past Continuous, a
specific time only interrupts the action.
Examples:
Last night at 6 PM, I ate dinner.
I started eating at 6 PM.
Last night at 6 PM, I was eating dinner.
I started earlier; and at 6 PM, I was in the process of eating dinner.
USE 3 Parallel Actions
When you use the Past Continuous with two actions in the same sentence, it expresses the idea that both actions
were happening at the same time. The actions are parallel.
Examples:
I was studying while he was making dinner.
While Ellen was reading, Tim was watching television.
Were you listening while he was talking?
I wasnt paying attention while I was writing the letter, so I made several mistakes.
44
To describe activities that look place in the past
What were you doing while you were waiting?

Thomas wasnt working, and I wasnt working either.
They were eating dinner, discussing their plans, and having a good time.
USE 4 Atmosphere
In English, we often use a series of parallel actions to describe the atmosphere at a particular time in the past.
Example:
When I walked into the office, several people were busily typing, some were talking on the phones, the boss was
yelling directions, and customers were waiting to be helped. One customer was yelling at a secretary and waving his
hands. Others were complaining to each other about the bad service.
USE 5 Repetition and Irritation with Always
The Past Continuous with words such as always or constantly expresses the idea that something irritating or
shocking often happened in the past. The concept is very similar to the expression used to but with negative
emotion. Remember to put the words always or constantly between be and verb+ing.
Examples:
She was always coming to class late.
He was constantly talking. He annoyed everyone.
I didnt like them because they were always complaining.
While vs. When
Clauses are groups of words which have meaning, but are often not complete sentences. Some clauses begin with
the word when such as when she called or when it bit me. Other clauses begin with while such as while she
was sleeping and while he was surfing. When you talk about things in the past, when is most often followed by
the verb tense Simple Past, whereas while is usually followed by Past Continuous. While expresses the idea of
during that time. Study the examples below. They have similar meanings, but they emphasize different parts of the
sentence.
Examples:
I was studying when she called.
While I was studying, she called.
REMEMBER Non-Continuous Verbs / Mixed Verbs
It is important to remember that Non-Continuous Verbs cannot be used in any continuous tenses. Also, certain noncontinuous meanings for Mixed Verbs cannot be used in continuous tenses. Instead of using Past Continuous with
these verbs, you must use Simple Past.
Examples:
Jane was being at my house when you arrived. Not Correct
Jane was at my house when you arrived. Correct
ADVERB PLACEMENT
The examples below show the placement for grammar adverbs such as: always, only, never, ever, still, just, etc.
45
Block III
Examples:
You were just studying when she called.
Were you just studying when she called?
LEARNING ACTIVITIES
What was happening at home today while you were having breakfast?
1. Through brainstorming (guided by teacher), please try to remember what was going on this morning at home, while
you were getting ready to leave to school.
2. The teacher will write the sentences using past progressive form. How is it formed?
Is it similar to the Spanish? Is it hard for you to understand it?
Analyze the new structure. Listen carefully to your classmates examples.
3. Notice your teachers explanation on the conjugation of the verb TO BE and spelling rules for adding the endingING to verbs.
4. Mark with and the
activities that apply to your experience (look for the examples).
Do you agree?
Check (
) the statements about what was happening at home today while you were having breakfast.
Situation
Yes
No
1. Your mom was listening to the news.

2. Your sister was taking a shower
3. Your dad was reading the newspaper.
4. Your brother was having breakfast with you.
5. Your dad was sleeping.
6. Your mom was talking to you.
7. Your dad was getting ready for work.
8. Your sister was making a phone call.
9. (add your own)
Do you remember the rules to add the ing ending ? lets review them again!
Taken on April 27, 2014.
from http://literacy.kent.edu/Midwest/Materials/ndakota/spelling/lesson4.html
The letters -ing are added to verbs to show the present tense. Here is a sample sentence: I am writing a letter. Below
are three basic rules that demonstrate how to add the -ing ending to most verbs. Study the rules and then complete
the practice exercises.
Rule 1: add -ing to most words
mail + ing = mailing
carry + ing =carrying
always keep the y before adding the ing ending
Rule 2: if the word ends in -e, drop the -e and add -ing
ride + ing = riding
take + ing = taking
Rule 3: if the word is short and ends with a vowel/consonant, double the consonant and add -ing
stop + ing = stopping
wrap + ing = wrapping
46
Special:
if a word has a double -e, do not drop the second -e
See + ing = seeing
change -ie to -y before adding -ing
die + ing = dying
note: the word die means to pass away and the word dye means to color
dye + ing = dyeing
LEARNING ACTIVITIES
Work in teams. The faster you work, the sooner you will finish and the better you will learn!

Skill. - To organize in teams and to experiment.

Informative objective: to look for definitions.
Formative (value): they will learn how to share information in a useful manner.
1.

2.
3.
4.
5.
6.
Work in pairs. Please finish the present participle form or the one that is missing. Just adding the ing
ending verb.
Look for 30 more verbs in a dictionary. Be sure of writing the meaning in Spanish next to the verbs.
Your teacher will ask you to look for the meaning of 5 more verbs in the dictionary.
Then in the regular list, write the meaning of the verbs next to the infinite.
Now, figure out the translation of the past tense and the past participle.
Please write it next to them.
7.
Share with your classmates all the verbs translations. Everyone should write them on the list.
8.

Once you have all the meanings in Spanish, figure out the others meanings, the past tense and the
present participle. This is very important activity in order to understand and to comprehend how the past
progressive tense and other tenses are formed.
WRITING SKILLS
Apply the rules to the following regular verbs:
Fill all the blanks: It is worth the effort!!
Infinitive
Past Tense
Present participle
1. Study
estudiar
studied
estudi, estudiaste
estudying
estudiando
2. Analyze
analizar
analyzed
analic, analizaste
analyzing
analizando
3. Rent
rentar
rented
rent, rent
renting
rentando
4. Discuss
discutir
discussed
discut, discutimos
discussing
discutiendo
47
Block III
YOU WILL NEVER SPEAK ENGLISH UNLESS YOU KNOW THESE VERBS AND TENSES!
48
49
Block III
Complete the sentences with the past progressive tense.

1.
2.
3.
4.
5.
I ______________________ all day (work)

She __________________ problems (have)
We _________________ to Las Vegas by bus (travel)
They ______________ to lunch a few minutes ago(go)
My father _______________ a new car this morning.(look for)
It changes when you describe a person or a thing, it is called 3rd. person. Remember that
the pronoun IT could be anything, but it must be a singular noun.
50
Choose from the above sentences, change the noun: my mother, my best friend, my sister, the teacher, etc.
Change the verb too.

Example: Last year my brother wasnt living in Las Vegas.
a.
_______________________________________________________________________
b.
_______________________________________________________________________
c.
_______________________________________________________________________
d.
_______________________________________________________________________
e.
_______________________________________________________________________
f.
_______________________________________________________________________
g.
_______________________________________________________________________
h.
_______________________________________________________________________
i.
_______________________________________________________________________
j.
_______________________________________________________________________
Do you remember how to ask questions in progressive tenses?
Yes, thats right. You have to invert the verb to be at the beginning of the question

Make ten questions: Choose from the above sentences, change the noun, and instead use another noun:
my mother, my best friend, my sister, the teacher, etc. Also change the verb.

a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
Example: Was your brother living in Las Vegas?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
WRITING SKILL
Skill: Analyze different tenses and use them in sentences.

Informative objective: to be able to distinguish different tenses.
Formative: to analyze about our learning.

Complete with information according to the indicated tense as the example does.
1.
Paul was watching a movie.
He wasnt watching the movie.
Was he watching the movie?
2.
I was swimming in a pool.
I wasnt swimming in the pool.
________________________?
3.
Carlos ___________________. Carlos wasnt finishing his degree.
___Carlos_________?
4.
Dora ____________________. Dora_____________________.
Was Dora getting married?
5.
Lee _____________________. Lee wasnt eating lunch.
_____Lee _________?
6.
Jim was going to clean.
Jim_______________________.
_____Jim______________?
8.
John ____________________. John werent reading the email
____John _________?
9.
I was cooking.
I _________________________
._____ I ______________?
10.
You ________________
You werent winning the prize.
_____you _______ the prize?
11.
They _______________
They werent debating abortion
_____they_____________?
12.
We were traveling
We______________________.
_____ We______________?
13.
My sister was having a baby.
My sister___________
____my sister _____ a baby?

READING SKILLS
Please read the following information in order to understand and use connectors that are words that join or express
relationships between sentences.
51
Block III
Clause Connectors
Conjunctions join two independent clauses. Put a comma before the conjunction.
The meeting was emotional, and Cindy drove home in a daze.
Dependent words show the relationship between a dependent clause and an independent one. Use a comma
when the dependent one comes first.
She waited for the light to change while horns honked behind her.
While horns honked behind her, she waited for the light.
Taken from http://www.ccc.commnet.edu/sensen/part4/mixing.html on April 28, 2014.
Or the following information, taken from
http://www.multimedia-english.com/activities/free/time-connectors-simultaneous-actions-etc-601
on April 28, 2014.
CONNECTORS TO INTRODUCE THE FIRST OF TWO ACTIONS:
abbreviations: (c.)= conjunction (f.c.)= free connector (p.)= preposition
of Connectors)
(see the important difference here: Kinds
BEFORE (c.) (f.c.) (p.)

Wake me up before you go (c.)
Enter the house, but before, you have to disconnect the alarm system (f.c.)
Dont just open the door. Before that, ask who is knocking (f.c.)
I met Charles before lunch (p.)
WHEN (c.)
When I opened the door, the dog looked at me and went out (First I open the door, then, the dog goes out)
If we want to emphasize that the second actions happens immediately after the first one:
AS SOON AS (c.)
THE MOMENT (c.)
Phone me as soon as you see her
The moment I saw her, I lost control
TO INTRODUCE THE SECOND OF TWO ACTIONS
AFTER (c.) (p.)
After the bomb exploded, everything was quiet
I went out after work
AFTERWARDS (f.c.)
THEN (f.c.)
LATER (f.c.)
Later suggests an interval of time between both actions. Afterwards and then can be used when there is an interval
of time or when the second action takes place immediately after the first one.
52
There was an explosion. Afterwards/Then, everything was quiet

She had a shower. Later/Afterwards/Then, she went for a walk
If we want to show that the second action happens quickly and unexpectedly we use:
SUDDENLY (f.c.)
I saw her. Suddenly, I lost control
TO INTRODUCE THE FIRST OF A SERIES OF ACTIONS (2 or more)
FIRST (f.c.) often used with then or also with second, third, etc.
First, go into the house, then, go upstairs and wait for me
First, switch it on. Second, search for the channel, and last, adjust the volume
TO EXPRESS SIMULTANEOUS ACTIONS
if both actions are long, we usually use:
WHILE (c.)
MEANWHILE (f.c.)
While Mary was studying, Peter was painting
Mary was studying. Meanwhile, Peter was painting
if one action is long and the other one is short or instantaneous:
AS (c.)
WHEN (c.)
WHILE (c.)
As / When / While I was walking down the street, I saw a rabbit.
Nurse in Iconic Times Square Kiss Photo Dies at 91
BY MARC SILBER ON JUNE 23, 2010
Edith Shain, the woman depicted in an iconic photograph
kissing a sailor in Times Square at the end of World War II, has
died. She was 91.
The famed photo, snapped by Life photographer Alfred
Eisenstaedt, shows a young woman in a nurses uniform at the
mercy of a particularly excited young sailor. The pairs lips are
locked in a vehement kiss a scene that would become one of
the most iconic images of the war.
As Eisenstaedt describes it in his autobiography: I was walking
through the crowds on V-J Day, looking for pictures. I noticed a
sailor coming my way. He was grabbing every female he could
find and kissing them all young girls and old ladies alike. Then
I noticed the nurse, standing in that enormous crowd. I focused
on her, and just as Id hoped, the sailor came along, grabbed the
nurse, and bent down to kiss her.
For decades the womans identity was unknown, until finally in
the 70s Shain contacted Life magazine. She went on to reveal
that she had been working at Doctors Hospital in New York
when on August 14, 1945 she decided to take the subway to
join a V-J Day (Victory over Japan) celebration in Times Square.
53
Block III
This guy grabbed me and we kissed, Shain said in 2008 of the sheer spontaneity of the kiss. And then I turned one
way and he turned the other. There was no way to know who he was, but I didnt mind because he was someone who
had fought for me.
As for the picture, she said, it says so many things hope, love, peace and tomorrow. The end of the war was a
wonderful experience, and that photo represents all those feelings.
Over the years Shain would lead numerous memorial parades honoring World War 2 veterans, and she spent much
of her later years educating others about the sacrifices made during the war.
As for the sailor in the photograph, his identity is still unconfirmed. Note we are now running a contest about this
photo.
Taken on April 28, 2014. from:
http://www.silberstudios.tv/blog/2010/06/nurse-in-iconic-times-square-kiss-photo-dies-at-91/
LEARNING ACTIVITIES
Discuss with a partner the following questions:
What was the sailor doing? ______________________________________________________________________
Did you know that they were strangers kissing by the first time?__________________________________________
Why do you think this photo became iconic? _________________________________________________________
____________________________________________________________________________________________
Why is the date so important to American history? What were they celebrating?_____________________________
____________________________________________________________________________________________
Was the photographer ready to take the photo? ______________________________________________________
Where was the nurse working? _______________________________________________
Where were they celebrating? ________________________________________________
How can you tell what were other people doing at a certain time in the past? ____________
________________________________________________________________________
1.
Please share your answers with a classmate.
2.
Ask about his or her activities and answer about yours.
3.
Write a short dialogue about it.
Example:
You:
Partner:
You:
Partner:
You:
4.
- Was your mom listening to the news?

- No, she wasnt. She was taking a shower. How about yours?
- She was taking a shower. Was your brother having breakfast with you?
- Yes, he was. We were eating cereal. And your brother, what was he doing?
-He was making a phone call.
Read aloud yours and listen to the others.
WRITING SKILLS
What happened to Harry Davis while he was traveling in the Queen Mary?
1.
2.
3.
4.
54
Read the following text.

Underline the past progressive sentences.
Color the new words and add them to your months glossary.
Using comprehension skills, answer the questions below.
IT HAPPENED ON BOARD THE QUEEN MARY.

It happened on board the Queen Mary, on its way to America. Harry Parr Davis, Gracie Fields personal accompanist
and musical director was leaning over the ships rail when his spectacles fell off his nose and dropped overboard.
They were the only pair he had. He couldnt see his music properly without them, which was going to make rehearsing
on board ship very difficult. In despair, he told Gracie.
Gracie went to the Captains office to see if she could buy another pair from any of the shops on the Queen Mary.
While she did so, a steward was pinning a notice on the door. It read: Found, a pair of spectacles. Ask the Captain.
Gracie said, If nobody claims these, can Harry try them on, and see if they suit him? The Captain agreed. Harry tried
them on and found they were his own glasses.
The man who found them occupied a cabin on a lower deck. The most extraordinary thing, he confessed. I opened
my porthole and put my hand out to see if it was raining, and into my hand fell a pair of glasses.

Sunday Chronicle, July 30, 1939.
1.
2.
3.
4.
5.

6.
Where were they traveling to? ____________________________________________________

What were they doing on board? __________________________________________________
Who was wearing glasses or spectacles? ___________________________________________
How many pairs of glasses did he have? ____________________________________________
What was the steward doing when Gracie went to speak with the captain?
_____________________________________________________________________________
How did the story end? __________________________________________________________
LEARNING ACTIVITIES
What funny story do you remember that happened to you recently?
1. Try to remember an anecdote and recall the details about it.
2. Use the grammatical structure of past progressive to write your story.
3. Use some of these phrases to start your story:

a. I was walking down the street, when ...

b. It started out as a regular day, but ...
c. We were on our way to a party, when ...
4. Listen to the stories from your classmates .

5. Write sentences to describe the pictures. Use the past continuous tense.
LEARNING ACTIVITIES
My friends mother wants to verify what he/she did yesterday, how can I explain what he did?

1.
Describe what you did yesterday at 5 different times. (5:00 am, 8:00 am, 11:00 am, 4:00 pm, 9:00

pm). Write it in sentences in past progressive.

Example: At 5:00 in the morning, I was sleeping at my house.

2.

When you have finished, check with a classmate and ask questions.
What were you doing at 11:00 oclock yesterday?
Practice asking and answering orally. (In groups of two or three companions) .
3.
55
Block III
Complete the following table to register the information:

Yesterday
Activity
Where
When
Pedro
Susana
He was
sleeping.
At his house.
At 5:00 am
LEARNING ACTIVITIES
Do your parents approve your boyfriend or girlfriend? Why do you think its so hard for parents to let their children go?
Listening and reading skills:
Please watch the following video from Taylor Swift on youtube:
http://www.youtube.com/watch?v=8xg3vE8Ie_E
Underline the sentences in past continuous.
Love Story Lyrics
We were both young when I first saw you
I close my eyes
And the flashback starts
Im standing there
On a balcony in summer air
Romeo save me, theyre trying to tell me how to

feel
This love is difficult, but its real
Dont be afraid, well make it out of this mess
Its a love story baby just say yes
Oh oh oh oh
See the lights

See the party, the ball gowns
I see you make your way through the crowd
You say hello, little did I know
I got tired of waiting

Wondering if you were ever coming around
My faith in you was fading
When I met you on the outskirts of town, and I said
That you were Romeo, you were throwing pebbles

And my daddy said stay away from Juliet
And I was crying on the staircase
Begging you please dont go, and I said
Romeo save me Ive been feeling so alone

I keep waiting for you but you never come
Is this in my head? I dont know what to think
He knelt to the ground and pulled out a ring and
said
Romeo take me somewhere we can be alone

Ill be waiting all theres left to do is run
Youll be the prince and Ill be the princess
So I sneak out to the garden to see you
We keep quiet cause were dead if they knew
So close your eyes
Escape this town for a little while
Cause you were Romeo, I was a scarlet letter
And my daddy said stay away from Juliet
But you were everything to me
I was begging you please dont go and I said
Romeo take me somewhere we can be alone
Ill be waiting all theres left to do is run
Youll be the prince and Ill be the princess

56
Marry me Juliet, youll never have to be alone

I love you and thats all I really know
I talked to your dad, go pick out a white dress
Its a love story baby just say... yes
Oh, oh, oh, oh
Cause we were both young when I first saw you.
Songwriters
SWIFT
Published by
Lyrics Sony/ATV Music Publishing LLC
http://www.metrolyrics.com/love-story-lyrics-taylorswift.html
LEARNING ACTIVITYIES
How has Moniques life changed in five years?
Read the text.
Identify and underline the past progressive sentences
Answer the comprehension questions.
Compare answers with your classmate
Then and now
Five years ago, Monique was living with some relatives in a small apartment in Miami. They were all working then.
Together, they paid the bills for the rent, telephone, and electricity. Monique was working as a dishwasher in the
kitchen of Mercy Hospital. It was a hard job, but she liked the hospital. She was also attending English classes. She
was learning a lot of new things. She was always busy and tired then. But she was happy, and she was excited about
her future.
Now Monique is working as a nurses assistant at Mercy Hospital. Sometimes she visits the kitchen. She remembers
when she was washing dishes there. Monique continues to think about her future.
1.
2.
3.
4.
5.
When did Monique come to Miami? __________________________________________

What was Moniques first job?______________________________________________
Where was it?___________________________________________________________
What else was she doing at the same time?____________________________________
Where is she working now?________________________________________________
Change the present progressive tense to the past progressive tense in the following sentences. Change now
to five years ago.
6.
7.
8.
9.
10.
Shes living in a small apartment in Miami now.________________________________

Her relatives are all working and paying the bills together now.____________________
Shes improving her life now._______________________________________________
Now shes learning a lot of new things. _____________________________________
Now shes thinking about her future.___________________________
Self-evaluation:
Can I confirm that Ive learned to express myself correctly using the time Past Progressive?
Are you able to describe what you were doing in certain or specific moment? Are you able to describe what others
were o not doing in past events?
Do you distinguish between past simple and past progressive?
Is very clear to you, how to make questions about an action that has already ended?
If you are still unsure answer the following quizzes:
QUIZ
1) Suzanne ____ to school when it began to rain. She got very wet.
a) walked
b) was walking
2) Ferris ____ English for two hours last night because he had a test today.
a) studied
b) was studying
3) My friend lives in Korea, but he ____ California when I met him.
a) visited
b) was visiting
4) Lee ____ from Korea. His hometown is Seoul.
a) came
b) was coming
57
Block III
5) ____ you ___ a new notebook?

a) Did...buy
b) Were...buying
6) ____ you ___ to the store when the accident happened?
a) Did...go
b) Were...going
7) Sylvia and Mary ___ friends. They liked to go shopping at the mall together.
a) were
b) were being
8) One day, they ___ lunch at the mall when they saw a thief.
a) were eating
b) ate
9) The thief ____ into a womans purse when Sylvia screamed and pointed at him.
a) was reaching
b) reached
10) When Sylvia screamed, the thief ____away. Fortunately, the police caught him outside the mall.
a) was running
b) ran
QUIZ. Write in the line below, completing the sentence with the information provided. Using simple past and
past continuous.
1. A : - What (you / do)__________ when these people arrived ? Watching television?
2. B : - No, we (play)____________ cards with Mr Wilson, the neighbor
3. A : - But the woman (tell)___________ me you were watching television !
4. B : Thats a lie ! We (not watch)__________ television ! Ask Mr Wilson !
5. He (leave)__________ when they came in.
6. A : What (these people / say)_____________ when they saw Mr Wilson ?
7. B : We (walk)___________ past your house when we saw the light, they said,
8. but we (not believe)____________ them.
9. A : What do you think (they / want)____________?
10. B : We dont know. First they (sit) _________ and watched us play but
11. suddenly the woman (begin) ______________ to cry.
12. A : What about the man ? (he / do)___________ anything to comfort his wife ?
13. B : Nothing. He didnt even notice. He (watch)_____________ us play.
14. A : Do you think these people (wait for)_____________ some help ?
15. B: Sorry, but we (not ask)____________ them anything... so they left.
LABORATORY EXERCISES:
http://www.ego4u.com/en/cram-up/tests/past-progressive-1
http://www.really-learn-english.com/past-progressive-exercises.html#01
http://www.eslcafe.com/quiz/past1.html
http://www.eslpartyland.com/quiz-center/sppp2.htm
Reading and Writing Skills: Telling a Scary Story
Are you able to write and tell a story of original horror?
Telling a Scary Story
58
1. Read the paragraphs. Order them.

2. In teams (3 or 4) choose one of the images that are below.
3. Then write a horror story using the pictures and the questions in point no. 2. Write sentences in past progressive.
4. Using your draft, represent the story with your team, decide if you do it in video or act in the classroom.
BLOCK PROJECT OPTION NO 1:
Past Simple Vs. Continuous Tenses
Scary Stories
1. Look at these sentences. Can you put them together and make the beginnings of three different stories?

a.
Which parts of each story give the background, and which give the main events?
b.
Imagine what happened next.
Mary was alone in

the dark house.
She stopped the

car and got out to
have a look.
Anna was driving

along an empty
forest road.
She sat up, frozen

with fear.
She was lying in bed

trying to get to sleep.
She saw a strange

blue light flashing
the road ahead.
Suddenly
she
heard the sound
of breaking glass
downstairs.
It was stormy
night, and the
wind was howling
through the trees
outside.
It was a dark and

rainy night, and she
was soaked to the
skin.
As she was passing

the church, the clock
struck midnight.
Suddenly
she
heard a scream
coming from the
churchyard.
A full moon was

shining
through
the trees.
Martha was walking

home through the
village square.
2. Work in groups. Choose one of the pictures, and write the beginnings of a scary story.
Think about these questions.
What time was it?

What was the weather like?

Where were the people?

What were they doing?

What did the see/hear/feel?
What happened?

How did they react?
What happened next?
LEARNING ACTIVITIES
Listen to the presentation of videos and / or drama to the group.
1. Listen carefully to the presentations of the other teams.
2. Noticed the used grammatical form.
3. Choose your favorite video or presentation through a vote.
59
Block III
BLOCK PROJECT OPTION NO. 2 Grade: 20%

1.- Organize teams of 3 to 4 students. You will choose one festival, carnival, and annual celebration, exposition show
that is important in your community or state.
2.- Research about it and describe its origins, historical facts, elements, people who participate in it.
3.- Discuss with your classmates the importance of this festivity and how to present it to the group.
4.- Make a power point presentation or a poster in which you describe the festivity and how to preserve it.
5.- Include photos in order to describe how was before and how it is celebrated now.
6.- Include several past progressive sentences to describe what was happening at that moment.
7.- Make sure you add several sentences in the simple past tense.
Write an essay or script. Read the rubric before in order to improve it.

Practice in front of your classmates.

Table 1

Subject: The student is able to describe, in an oral or written form, the activities that were in

progress at any given time on several contexts.
Activity: Oral Presentation
Students Name: _________________________________________________________________
Activity time: ___________________________________ Date: ____________________________
NAME:_________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
I PERFORMED:
1
2
3
4
None of the work
5
6
7
8
9
All of the work
PARTNER 1s NAME: _________________________________

1
2
3
4
5
6
7
None of the work
8
9
All of the work
PARTNER 2s NAME: _________________________________

1
2
3
4
5
6
7
None of the work
8
9
All of the work
PARTNER 3s NAME: _________________________________

1
2
3
4
5
6
7
None of the work
8
9
All of the work
60
PARTNER 4s NAME: _________________________________

1
2
3
4
5
6
7
None of the work
8
9
All of the work
them here: ___________________________________________________________________________________
____________________________________________________________________________________________
CATEGORY
4
EXCELLENT
(100-95%)
3
GOOD
(96-85%)
Speaks Clearly
(Overall
appreciation)
Speaks clearly
and distinctly all
the time, and
mispronounces no
words.
Speaks clearly and

distinctly almost
all the time, but
mispronounces
one word.
Speaks clearly
and distinctly but
mispronounces
some words.
Cannot be
understood or
mixes both
languages.
Uses appropriate
vocabulary without
any grammar
mistakes. His or
her sentences are
according to the
learning objects.
Uses appropriate
vocabulary with
few grammar
mistakes.
His or her
grammar presents
mistakes but
he or she
communicates.
The mistakes and

grammar errors
are evident and
communication is
not accomplished.
Excellent
pronunciation.
Pronounces fairly
well.
Pronounces with
errors or is not
understandable
from time to time.
The pronunciation
Is able to
communicate ideas
in an excellent
manner, without
hesitation.
Is able to
communicate
fluently, with just
some hesitations.
Is able to express
ideas, stopping to
recall words.
Is not able to
communicate
ideas, mixing both
languages.
Turns in on time,
with an excellent
the requirements.
Turns in on time,
according to the
requirements.
Turn in but
missing some
requirements.
Poor quality,
missing most of the
requirements.
Grammar
.5
Pronunciation
.5
Fluency
.5
Project. Essay or
written text
.5
2 FAIR
(85-70%)
1 NEEDS
IMPROVEMENT
Score
61
Block III

learning process.
Decide honestly according to each affirmative sentence, the description and evaluation of one of your
classmates learning process.
62
To request and
give instructions
63
BLOCK IV
TO REQUEST AND GIVE INSTRUCTIONS

The student must:

Ask and answer in an oral and written form, about the home and school duties inherent to his or her
own age.
Ask and give instructions in familiar contexts and is able to distinguish between a formal request and an
informal one.
Identify and understand specific information in an oral and written form, about the different home duties
or activities that similar youngsters do in different cultural settings.
Use phrasal verbs and modals to make requests and give instructions.
The student must:

Identify and interpret the general idea and possible development of an oral and written message in
a foreign language, using their previous knowledge with the new one about domestic duties, and school
activities, in different social environments with people of his or her own age.
Communicate in a foreign language using a logical speech, oral and written form, according to the
communicative situation.
Use self-learning strategies, through information technologies and communication to acquire and identify
proper ways of command and the use of modals according to the social, communicative situation, and
the status of the receiver.
Maintain a respectful attitude towards multiculturalism and diversity of beliefs, values, ideas and social
practices, when describing his or her classmates activities.
Produce texts based on the normative use of language, considering the situation, communicative
intention, and formal language elements such as punctuation, spelling, syntax, coherence, and cohesion.
Learning objects:
Domestic duties
Phrasal verbs
Modals in requesting or asking : may, can, could
Object pronouns (me, you, him, her, them, us, it)
LEARNING ACTIVITIES
Alex has found some dialogues in a novel in English in which some sentences contain some verbs consisting of two
words, but Alex cannot figure out the meaning. Some of them are commands, requests and instructions that he does
not understand very well, so he asks his sister about them. Susana explains to his brother Alex the difference between
common verbs and two words verbs and some of their different meanings.
How can you distinguish a regular verb of one of this type, called two-word verbs? How can you tell a verb from
regulating an idiomatic expression (also called a two-word verb)?
1. Carefully read the list of verbs that appear in the box.
A combination of verb and preposition is called a PHRASAL VERB:
64
To request and give instructions
VERBS and PREPOSITIONS

Apologize for
ask about
ask for
belong to
bring up
care for
find out
give up
grow up
look for
look forward to
look up
make up
pay for
prepare for
study for
talk about
think about
trust in
work for
worry about
1. With the vocabulary that you already know, try to interpret each word in the list and give it a meaning in your own
language.
2. Compare and share with your classmate until you have the meaning of the list of two-word verbs.
3. Write some sentences with the phrasal verbs of the previous chart in which you give an order, ask directions, or
request for something and write them down in your notebook.
4. Read your sentences to a classmate, and try to interpret them.
Clarify your doubts with your teacher and discuss in class if the meanings are the real ones.
PHRASAL VERBS
According to Elaine Kirn in her book Communicative Grammar of the Series Interactions One, on page 96, a phrasal
verb is a verb plus one or more adverbs or prepositions, that usually has a special meaning.
Many phrasal verbs have different meanings in different contexts. Two examples:
Take + off
Take+ off
- can mean leave (place) or

- can mean remove (clothes)
Get + out + of
Get + out + of
- can mean leave (a car, bed, and so on) or

- can mean avoid
Some phrasal verbs can be separated by noun or pronoun objects, other phrasal verbs cannot be separated.
We can also analyze the following information taken on April 29, 2014 from the page
http://www.englishclub.com/grammar/verbs-phrasal-verbs.htm
Phrasal verbs are part of a large group of verbs called multi-word verbs. Phrasal verbs and other multi-word
verbs are an important part of the English language. Multi-word verbs, including phrasal verbs, are very common,
especially in spoken English. A multi-word verb is a verb like pick up, turn on or get on with. For convenience,
many people refer to all multi-word verbs as phrasal verbs. These verbs consist of a basic verb + another word or
words. The other word(s) can be prepositions and/or adverbs. The two or three words that make up multi-word verbs
form a short phrase - which is why these verbs are often all called phrasal verbs.
The important thing to remember is that a multi-word verb is still a verb. Get is a verb. Get up, is also a verb, a
different verb. Get and get up are two different verbs. They do not have the same meaning. So you should treat
each multi-word verb as a separate verb, and learn it like any other verb. Look at these examples. You can see
that there are three types of multi-word verb:
65
Block IV
The two most important things to remember about Phrasal verbs are;
1.- Each one has a different meaning according to the context. You have to analyze and use them
carefully. The preposition or adverb changes completely the meaning of each one.
2.- English speakers use them in almost any sentence. You will hear them constantly; you have to be
able to distinguish them in order to communicate.
LEARNING ACTIVITIES
Phrasal verbs are not easy to master; they are also known as two words verbs or idioms. If a student is able to
integrate them in his o her vocabulary, he or she will be able to speak fluently in English.
Pre-activities:
Ask the students to bring magazines, scissors, glue, and white paper or carton paper. This will be necessary
for the next activity. OPTIONAL do a power point presentation and share it to your classmates.
LEARNING ACTIVITIES
Work team and writing skills:
Ask them to work in groups of 3-4 per team. They are going to review and analyze the 16- pages list that alphabetically
enlists and describes 200 two word verbs.
The teacher explains that they have to choose an image that represents one phrasal verb. They are going to represent
a minimum of 15 phrasal verbs per team.
They have to write down the sentence next to the image.
Ask them to not choose the easiest ones. Motivate them to be curious and learn new vocabulary.
Tell them to sociabilize the meaning in order to represent them correctly
PHRASAL VERBS LIST
www.englishclub.com
Phrasal Verbs List
This is a list of about 200 common phrasal verbs, with meanings and examples. Phrasal verbs are usually two-word
phrases consisting of verb + adverb or verb + preposition. Think of them as you would any other English vocabulary.
Study them as you come across them, rather than trying to memorize many at once. Use the list below as a reference
guide when you find an expression that you dont recognize. The examples will help you understand the meanings. If
you think of each phrasal verb as a separate verb with a specific meaning, you will be able to remember it more easily.
Like many other verbs, phrasal verbs often have more than one meaning. As well as learning their meanings, you
need to learn how to use phrasal verbs properly. Some phrasal verbs require a direct object (someone/something),
while others do not. Some phrasal verbs can be separated by the object, while others cannot.
66
Most phrasal verbs consist of two words, but a few consist of three words, which always stay together.
67
Block IV
68
69
Block IV
70
71
Block IV
72
73
Block IV
74
75
Block IV
Br.E.: British English; N.Amer.: North American

LEARNING ACTIVITIES. ORAL SKILLS
Imagine that a strong earthquake is really happening where you live. Is your family and you ready to survive it? Have
you discussed and planned the security measures? What kind of orders and instructions you have to give and follow?
Use the list of phrasal verbs to write at least 20 of them. Write them in your notebook.
Search for! Turn off the stove! Pick it up! Look for a flashlight! Turn the power off! Lift them! Hold onto the ladder!
Look for the sound! Turn off the alarms! Look out! Watch out! Turn it off! Pick them up!
There are different ways or styles on asking for something:
How to give orders, instructions make commands, or polite requests.
1. Reflects in pairs and write a list of indications and applications that you will need during an earthquake. Use the
verbs from the phrasal verbs.
2 . Write down as many as possible and use the same verb with two words in different emergency situations.
3 . Clarify any question with your classmates and teacher.
4. Work in 4-5 people teams about writing a security and instructions disaster manual. Write in a logical order with a
chronological sequence that would have to be followed in a disaster.
LEARNING ACTIVITIES. READING AND WRITING SKILLS
Idiomatic Expressions:

agree to a proposal, with a person, on a price, in principle

argue about a matter, with a person, for or against a proposition
compare to to show likenesses, with to show differences (sometimes similarities)
correspond to a thing, with a person
differ from an unlike thing, with a person
live at an address, in a house or city, on a street, with other people
http://www.eslcafe.com/pv/pv-a.html
http://www.autoenglish.org/phrasals/ph.basic.pdf
BASIC PHRASAL VERBS

Verb + Preposition= CHANGE OF MEANING = PHRASAL VERB
LOOK + AFTER
= TAKE CARE OF
LOOK AFTER

I looked after their house = Phrasal verb TO LOOK AFTER

I looked at their house =
NOT a Phrasal verb
76
EXERCISE 1
A-
Match the meanings in the box below with the phrasal verbs in the table:

DISCOVER INFORMATION
SEARCH
STOP
GET OUT OF BED
REQUEST
TAKE CARE OF
VERB
Ask
Find
Get
Give
Look
MEANING

PHRASAL VERB

MEANING
Make a question
ASK FOR

..
Opposite of lose
FIND OUT

..
Obtain

GET UP

..
Make a present of
GIVE UP

..
Observe

LOOK AFTER
..

LOOK FOR

..
B. Fill the gaps with the most appropriate phrasal verbs in the correct form.
1. Who is going to ..your cat while you are away?
2. I never.early on Sundays.
3. I need to ..about flights to Thailand.
4. I usuallyfish when I eat in a restaurant.
5. She loses a lot of time keys in her bag.
6. She.a green tea but they didnt have it. Barbarians!
7. The doctor told my boss to.smoking or face serious consequences.
8. I need you to.who is coming to the wedding.
9. Thank you for.me while I was ill.
10. I normally..much earlier in the summer than in the winter.
C. Now make some example sentences of your own.
1
2
3
4..
LEARNING ACTIVITIES. READING AND WRITING SKILLS
How can we make indirect questions? The auxiliary verbs (Can, Could, Would) will help you make a polite request.
Dad, would you pick me up after school, please?, Can you put them back after you finish?
Your parents have to go out in a weekend trip. They told you to do several stuff:
What instructions do they give you before leaving?
Could you water the plants? Could you wash the dishes? Could you pick up a package in x place? Could you bring x
store item? Could you pick up your dirty clothes every day?
How would they ask you in English? Can you pick up your dirty clothes? Could you water the plants?
2. As a team, make a list of needed instructions to take care of your house before they leave town. (Be sure to use
Can, Could and Would in your requests, as well as two-word verbs. Example: Would you please pick up your dirty
clothes every day?
Can you please take out the trash every evening?
Learning Activities. Reading and Writing Skills:
We are moving to another city or neighborhood, and we need to make sure everything is well organized and safely
placed in the hauling truck. We need to make sure that all orders are clear to avoid any damage to the furniture and
accessories, and that the house gets cleaned out.
Examples:

And these boxes, could you pick them up and put them on a solid surface?
Be careful with that cupboard, the glass is broken!
This table here, put it next to large sofa
Put those down for now, Ill take them with me
Honey, could you please look for the cat?
Its not in its pet box
Look out when you go to the basement, its dark and there are boxes in the way!
77
Block IV
This place needs to be cleaned up by three p.m.

Tell them to take these boxes to the moving truck
Give him the keys of the new house!, tell them to put it outside
Tell her to look out for handsome strangers
Learning Activities. Reading and Writing Skills: We want to go to Magic Mountain, and currently we are being
questioned by the Border Patrol Officer at the Border Crossing Checkpoint
Examples: Show me your passport!, What are you bringing?, Do you have anything to declare?, Take off your
your glasses?, Turn off the car and remove the keys!, Give them to me!, Open
up your glove compartment!, Step out of the car!, Open up your jacket!, Get
back in the car!
Prepare a list of possible questions or orders given for border custom officers.
Practice your pronunciation and spelling of your sentences, with the help of your
teacher and classmates.
Practice pronunciation with a classmate and act the dialogue. Act as one of you is
the official border, and the other is the suspect.
Check your pronunciation and make sure you get your participation point on the list.
LEARNING ACTIVITIES
You are applying for a USA license driver I.D. Watch the following video and answer the questions. http://apps.dmv.
ca.gov/video/lets_drive/ca_dl/app_process/app_process.htm#topVideo
1.- Give your answer sheet to a classmate and take his or her to check the answers.
2.- Analyze in group each questions and report them to the teacher.
3.- Give to the teacher your classmates participation.
REQUIREMENTS TO GET YOUR DRIVERS LICENSE:
Answer the questions about the video:
1. - Who regulates the driving privileges?
__________________________________________________________________________
2. - What is the first step to become a licensed driver?
__________________________________________________________________________
3. - What time does Renee have her appointment for a driving test?
__________________________________________________________________________
4. - Name a document you must provide to the DMV office:
__________________________________________________________________________
5. - What additional documents could you present if you are under 18?
__________________________________________________________________________
6. - How can you pay for the application fee?
__________________________________________________________________________
7. - How long can you wait to complete the procedures to obtain your drivers license?
__________________________________________________________________________
8.- What will happen if you do not obtain your drivers license in the right time?
__________________________________________________________________________
9. - How are the signature, thumbprint, and photo of every applicant recorded?
__________________________________________________________________________
10. - Name two exams every applicant will need to present in order to get his/her drivers license:
__________________________________________________________________________
78
LEARNING ACTIVITIES
Imagine that you are taking a flight in the International Mexico City Airport. You are traveling somewhere exotic. What
would be the recommendations that the flight attendant would give? Examples: Please, fix your seat in an upright
position, Do not smoke!, Turn off your cellular phone or any other electronic devices, Pick up your lunch table and
lock it in place, Fasten your seat belt and do not stand up while, In case of remove the life guard placed under
your seat, We are ready to take off, Give us your opinion about our service.
Lets read about the instructions that are given in a flight to Russia; do you think they are the same instructions as in
any other airport in the world?
1. Read carefully the provided text.
2. Notice the two-word verbs.
3. Write the correct phrasal verbs that you consider are needed.
4. Compare your answers with your classmates.
5. Analyze the right answers in class.
6. Make sure that everybody has the same answers.
Answer key (for the teacher)
1. - Complete the text with the correct phrasal verbs from the box
sit down
lift off

pull from
take off
take off
pull off
took off
turned off
provided with
FLIGHT ATTENDANTS SCRIPT:

Good morning, ladies and gentlemen, and welcome aboard Aeroflot Russian Airlines
Airbus Three One Zero with service to London Heathrow Airport. The captain has estimated
our flying time to be 3 hours and 42 minutes since we _______We will be serving hot
dinner and beverages in the cabin after________. We will offer Duty-Free items after
that. You will be ___________all different daily newspapers. Please remember: Aeroflot
flights are non-smoking! Do not smoke in the toilets as you will be punished and given
to the local police as we arrive to London. You will be shown a brief video clip showing
the safety and evacuation information about our aircraft. 4 minutes later ; Our
video system is not working in economy cabin right now, we now will demonstrate the safety proceedings. Fasten
your seat belts now!!!! In the event of pressure loss oxygen masks will automatically ________ from the ceiling!
Please ___________now, so we can __________ from the terminal! Thank you for flying Aeroflot Russian Airlines.
Thank you.
By the way: Video system in economy started working after we ________. The seat belt sign was________ about
20 seconds after we were airborne (almost immediately after_________). This was an indication for about half of the
Russian pax to _________ the liquor/vodka bottles________ the seat pockets in front of them and start having their
mid-morning liquid snack (11:40am)...the day has begun...
FLIGHT ATTENDANTS SCRIPT:
Good morning, ladies and gentlemen, and welcome aboard Aeroflot Russian
Airlines Airbus Three One Zero with service to London Heathrow Airport. The
captain has estimated our flying time to be 3 hours and 42 minutes since we lift off.
We will be serving hot dinner and beverages in the cabin after take off. We will offer
Duty-Free items after that. . You will be provided with all different daily newspapers
Remember: Aeroflot flights are non-smoking! Do not smoke in the toilets as
you will be punished and given to the local police as we arrive to London.
You will be shown a brief video clip showing the safety and evacuation information about our aircraft. 4 minutes later
; Our video system is not working in economy cabin right now, we now will demonstrate the safety proceedings.
Fasten your seat belts now!!!! In the event of pressure loss oxygen masks will automatically drop off from the ceiling!
Please sit down now, so we can pull off from the terminal! Thank you for flying Aeroflot Russian Airlines. Thank you.
By the way:
Video system in economy started working after we took off. The seat belt sign was turned off about 20 seconds after
we were airborne (almost immediately after take off). This was an indication for about half of the Russian pax to pull
79
Block IV
the liquor/vodka bottles from the seat pockets in front of them and start having their mid-morning liquid snack
(11:40am)...the day has begun...
Taken from: www.flyertalk.com
I WANT YOU TO PAY ME ATTENTION!!!
SHUT UP AND PAY ATENTTION!!
BE QUIET AND SIT!
Have you noticed how rough, harsh or unkind people sound when command others?
Do you like to be told what to do? Nobody likes to.
They are certain degrees, styles and words to make a request in a politely way.
Young people or employees must not order older people or in higher job positions. It is a courtesy and professionalism
rule.
What words are the right ones to ask for something?
MODALS VERBS: ADVICE AND OBLIGATION

The word modal comes from the word mood, (disposition, and humor). The use of the modal next to a verb
gives certain sense or intention; it changes the meaning of the verb. The modals that we are going to learn are: MUST,
SHOULD, MAY, HAVE TO, COULD, WOULD

You will never see a modal next to a verb that has a ing termination, or in past tense, or in 3rd. person form
(-s,-es,-ies). The verb has to be in the main, simple or basic form.

You must remember this.

You should practice them whenever you can.

You have to use this information.

You may need it someday.

Several modals verbs are used to give advice. Should is the most common. Had better is used to give strong
advice and it is usually a warning. Must expresses necessity or obligation.
Non-native English speakers need to know that using the wrong modals or none at all when making requests to older
people or authority figures may be interpreted as a mild insult. For example, a student should pay attention not to use
the following modals when he or she requests a teacher, or any superior:

You have to . . . .

You must . . . .

You should . . . .

You had better . . . .

You ought to . . . .
Instead, they should choose more polite forms:

1.
Could you please let me use it?

2.
Would you please wait?

3.
Would you mind if I use your phone?

4.
May I have a few minutes of your time?

5.
Can you please wait?

6.
Would you do it?

7.
Do you mind if I leave a few minutes? (a yes/no question)

8.
Do you want to go? (a declarative statement)

9.
Please I need that.

10.
(an imperative) Give me that!
They are presented, if we can say that, in order of politeness, Number 1 is the most polite request and number 5 is
the least polite.
Would
Could
possibility
May
Permission, 50 %
possibility
80
I would rather to stay here tonight.

I would like to go out
We would like two salads and beverages, please.
I could help you if you let me.
We could change our mind.
We may close in the next few hours.
They may cancel the wedding
Would you like to stay?

Would you tell me?
Would you do it?
Could you finish soon, please?
May I have your attention?
May I use you restroom?
Modal Use
Have to,
Obligation,
necessity
Have to,
Obligation,
necessity
Tense
PRESENT
TENSE
PAST
TENSE
Affirmative Form
I have to deal with it.
She has to accept it.
We have to go.
I had to deal with it.
She had to accept it.
We had to go.
Negative Form
I dont have to do it
They dont have to do it
She doesnt have to do it
I didnt have to do it
They didnt have to do it
She didnt have to do it
Complete with the correct modal. MAY, CAN COULD, HAVE TO according to the expression.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Im pregnant, I _______________ be expecting twins!

They had a car accident. They _______________ be injured badly!
The test is in two days. I _____________ study in advance.
I would like to speak French. I _________study a summer course.
He ___________ be sick. He doesnt want us to know but he looks ill.
I want to have money. I __________ work in weekends but my parents dont allow me.
I always get bad grades. I ___________ wake up at 5.30 a.m. but I dont hear the alarm!
Tomorrow is a big and important day. I __________ wake up at 6:00 a.m.
I _________________ iron and wash my clothes if I want a clean uniform.
My girlfriend _________ use make up daily but she is pretty in a natural way and doesnt need it.
Skill: - To apply using modals

Informative objective: Modals use: should, must
Formative(value).The importance of being aware and care for our health.
Setting the tense in your life context.

Did you know?
You must not share your razors and toothbrushes. You may get infected with AIDS
You must not share your drinks. You may get infected with hepatitis.
No one must have sex with casual partners without protection. We could get papiloma virus.
A very young woman/man shouldnt have sex. He/she may get depressed or get pregnant.
You must not use any kind of drugs. You could get addicted to them and risk your life, even more, you may lose control
of your life.
You should not suffer for your physical image. You should feel positive about it.
You must not feel obsessed with beauty and a skinny body.
Read and discuss the following table. Do you agree with these opinions?
A MARRIED WOMAN
A SINGLE WOMAN
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
1.
She doesnt have to clean the whole house.
2.
She doesnt have to cook every day.
3.
She doesnt have to worry for the rent and bills.
4.
She doesnt have to get married.
5.
She doesnt have to ask for her husband
opinions.
6.
She is able to go out at nights.
7.
She is allowed to flirt.
8.
She can use her money in clothes, vacations,
etc.
9.
She is able to work fulltime and make more
money.
10.
She may have more free time.
11.
She can travel anytime, anywhere.
12.
She can decide by herself.
She has to clean her house.

She has to cook 3 times every day.
She has to deal with her husband.
She has to manage her house. $$$
She has to wash the clothes
She has to buy groceries
She has to pay the bills.
She has to stay at home.
She has to work a lot.
She has to be obedient
She has to take care of the kids.
She has to dust, sweep and mop.
She has to deal with the in-laws.
She has to ask for her husband opinions.
She has to share all her money.
81
Block IV
Write all your chores that you have to do every day at home:
Example:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
I have to wash my uniform, I have to wash the car, I have to clean my room, etc.
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Ernesto wants to go camping

Ernesto wants to go camping over the weekend with some friends, but he needs to convince his parents that he
is responsible; therefore, he needs to find the way to earn their approval by appropriately doing all his chores. We
came up to the conclusion that attitude and communication are most important to achieve ones goal. Mom, Dad,
can you give me some money to buy some accessories?, Yes, but remember you need to fix up your room and the
garage, In the garage, pick up the tools youve used to repair your bike, and look for the flood lamp and place it in the
basement, On Saturday, could you please get up early, clean up your room, pick up the trash and fill up the gas tank
on your dads truck. Ok mom, could you please take me to Alans house, and then pick me up when we get back?
1. Read the following commands given to Ernesto.
2. Rewrite the orders incorporating the appropriate modals Can, Could and Would, making them more friendly.
3 Compare your sentences with those of your classmates.
4. Practice the pronunciation of the elaborate phrases.
a) Help Ernesto and his family to improve their manners (use Can, Could, Would to make these orders polite)
1.- Mom, Dad, give me money to buy some accessories
Example; Mom, Dad, would you give me some money to buy accessories for my camping trip, please?
2.- Fix up your room and the garage first
_________________________________________________________________________
3.- In the garage, pick up the tools youve used to repair your bike
_________________________________________________________________________
4.- Look for the flood lamp and place it in the basement
_________________________________________________________________________
5.- On Saturday, get up early
_________________________________________________________________________
6.- Clean up your room
_________________________________________________________________________
7.- Pick up the trash
_________________________________________________________________________
8.-Fill up the gas tank on your dads truck
_________________________________________________________________________
9.- Take me to Alans house
_________________________________________________________________________
10.- Pick me up when we get back
_________________________________________________________________________
82
PRONOUNS APPENDIX
Subject pronoun Verb/3rd person
verb
I
improve
YOU
improve
SHE
improves
HE
improves
IT
improves
THEY
improve
WE
improve
Object pronoun
ME
YOU
HER
HIM
IT
THEM
US
Possessive adjective pronoun,

followed by a noun
My decisions
Your decisions
Her decisions
His decisions
Its decisions
Their decisions
Our decisions
Possessive pronoun, not

followed by a noun
Its mine
Its yours
Its hers
Its his
Its
Its theirs
Its ours
INDEFINITE PRONOUNS: They dont refer to a specific person or thing.

BODY
THING
WHERE
ONE
Others:
NO
Nobody
Nothing
Nowhere
No One
None
ANY
Anybody
Anything
Anywhere
Anyone
Each
Other
SOME
Somebody
Something
Somewhere
Anywhere
Another
EVERY
Everybody
Everything
Everywhere
Everyone
All
Many, Most
REFLEXIVE PRONOUNS
SINGULAR SUBJECT PLURAL SUBJECT
myself, yourself, himself, herself, itself
yourselves, ourselves, themselves
DEMONSTRATIVE PRONOUNS
SINGULAR SUBJECT (CLOSE)
PLURAL SUBJECT (FAR)
That, this These, those
Listen at home or in the laboratory to the following exercises:
http://www.shertonenglish.com/resources/es/pronouns/adjectives-possessive.php
Choose the right answer (possessive adjective or possessive pronoun):
1.
Luis has broken _________ arm.
2.
Her mobiles screen needs to be changed, but ___________ is working.
3.
________ computer is a Toshiba, but __________ is a HP.
4.
_______ telephone number is 858 458 345, and __________ is 858 458 335.
5.
_________ car is broken. Mom, can I borrow __________ ?
6.
_________dress is cheap, but _______ is expensive .
7.
You cant have any candies! They are all ____________ !
8.
Anna has already eaten her cookies , but Im saving _______ until later
Write the correct possessive pronoun on the following sentences.
1.
This check is (you)_________
2.
The job is (I)_________
3.
The big white building is (we)__________
4.
The photographs rights are (she) ___________
5.
We need money and time. (we) ___________ is used up.
6.
Our luck was over. __________ (they) is still on.
7.
The meeting went excellent. They set up _________ (it) objectives carefully.
8.
In our company there are seven areas. __________ (we) is production.
9.
This web page is excellent. _________ (they) is very slow and unattractive.
10.
This was not my idea. It was (they) ___________.
Replace the personal pronouns by possessive adjectives:

1. Where are (I)__________ keys?

2. She travels to New York with (she) _______ boss.

3. (She) __________ Facebook page is very funny.

4. (I) _______ kids and I want to go on vacations to Cancun.

5. Leticia adores (she)_______ cat !
83
Block IV
Write the correct pronoun.

1.
The whole group didnt do _________ social science homework.

2.
He has a big financial problem. ________ ( she) is from her credit card debt.

3.
Orlando is from England. _______ wife is from Australia.

4.
Mr. OBrian has a pet hospital. _______ hospital is very successful.

5.
I like jogging every morning. _______ girlfriend jogs with me.

6.
Marie lives with Richard. She often talks about ________ relationship.
I.D. LICENSE DRIVER FOR VALERIE
Valerie wants to get her license motorist, but it is necessary to know the traffic regulations before taking a driving test.
How Valerie would know what is forbidden or permitted on the streets of the city before the test? The same rules will
instruct and clarify you any doubts, and would help you become a responsible motorist and avoid getting fines.
Examples: Please, before you start your car make sure you read the Owners Manual for any specific functioning
situations, Observe the dynamics of the traffic as you enter the road , Speed up on the high speed lane, Slow
down when you approach a school or at any pedestrian crossing, Keep your distance from emergency vehicles,
When you hear the siren, move to the right, slow down and securely make a stop, Follow the courtesy rule on a four
-way stop, Valerie wants to get her drivers license, but she needs to test out the Traffic Law and the behind the wheel
test. How could she know what to and what not to do if she wants to be a safe driver and avoid any traffic tickets?
Very often she will find signs indicating to speed up or to slow down, or to look out for road conditions and wait for the
green light or to hold on until all kids have crossed the street on their way to school.
1.- Read the information and write the necessary questions for each Valerys doubts.
2.- Analyze in group each question and report them to the teacher
3.- Give to the teacher your classmates participation.
EXAMPLES:
a. make sure ______________________________________________________________
b. Speed up_______________________________________________________________
c. Slow down______________________________________________________________
d. look out for______________________________________________________________
e. wait for_________________________________________________________________
f. hold on until _____________________________________________________________
g. Keep your distance from____________________________________________________

CAUTION:
Sample C Driver Written Test - #1
1. You may drive off of the paved roadway to pass another vehicle:

a) If the shoulder is wide enough to accommodate your vehicle

b) If the vehicle ahead of you is turning left
c) Under no circumstances
2. You are approaching a railroad crossing with no warning devices and are unable to see 400 feet down the
tracks in one direction. The speed limit is:

15 mph
20 ph
25 ph
3. When parking your vehicle parallel to the curb on a level street.

84
Your front wheels must be turned toward the street.

Your wheels must be within 18 inches of the curb.
One of your rear wheels must touch the curb.
4. When you are merging onto the freeway, you should be driving:

At or near the same speed as the traffic on the freeway.

5 to 10 MPH slower than the traffic on the freeway.
The posted speed limit for traffic on the freeway.
5. When driving in fog, you should use your:

Fog lights only.

High beams.

Low beams.
6. A white painted curb means:

Loading zone for freight or passengers.

Loading zone for passengers or mail only.

Loading zone for freight only.
7. A school bus ahead of you in your lane is stopped with red lights flashing. You should:

Stop, then proceed when you think all of the children have exited the bus.

Slow to 25 MPH and pass cautiously.

Stop as long as the red lights are flashing.
8. Californias Basic Speed Law says:

You should never drive faster than posted speed limits.

You should never drive faster than is safe for current conditions.

The maximum speed limit in California is 70 mph on certain freeways.
9. You just sold your vehicle. You must notify the DMV within ___ days.
a) 5
b) 10 c) 15
10. To avoid last minute moves, you should be looking down the road to where your vehicle will be in about
______________.
a) 5 to 10 seconds
b) 10 to 15 seconds
c) 15 to 20 seconds
http://www.dmv.ca.gov/pubs/interactive/tdrive/clc2written.htm
FREE Sample Driver Written Test - #2
1. What does this sign mean?
a) A traffic signal.
b) A red light. c) A stop sign.
2. If you are at a red light and want to make a right turn, you should:
a) Turn without stopping.
b) Completely stop and yield to oncoming traffic.
c) Do not turn if light is red.
3. To avoid turning or stopping suddenly, you need to scan ahead of your vehicle how many seconds:
a) 20 sec.
b) 15 sec.
c) 40 sec.
4. At what distance should you turn your signal light on:
a) At 250 feet b) At 100 feet c) At 300 feet
5. If you are within ___ miles of a hill or curve you should not try to pass:
a) Approx 1/2 mile.
b) Approx 3/4 mile.
c) Approx 1/3 mile.
6. If you are in a situation and you have a parked vehicle on one side and an oncoming car on the other side,
what should you do:

A. Just stop before moving any further.

B. Wait the 4 second rule.

C. Split the distance by keeping the same distance between parked vehicle and oncoming car or if one is

more dangerous leave a little more room on the dangerous side.
85
Block IV
7. How long does it take alcohol in the blood stream to reach your brain:
a) 30 minutes to 1 hour.
b) 15 minutes to 40 minutes.
c) 25 minutes to 60 minutes.
8. When you pull away from a curb, what should you do:

A. Look over your shoulder before pulling out.

B. Look in your rear view mirror and pull out when there is no oncoming traffic.

C. Signal first, look over your shoulder, and pull out when it is safe.
Answers:
1. C If you have an eight sided octagon red stop sign, this means come to a complete stop.
2. B When approaching a red light come to a complete stop, yield to pedestrians, bicyclists, and vehicles, then you
may make a right turn at a red light.
3. B 15 seconds.
4. B You should use your signal light at 100 feet before making a turn.
5. C You should treat a hill or curve as oncoming traffic. You should not pass within approx 1/3 mile of a hill or curve.
6. C Split the difference rule between two dangerous situations. Keep the same distance between the parked vehicle
and the oncoming car. Whichever one is the most dangerous leave a little more space on that side.
7. B It takes 15 to 40 minutes for alcohol to reach the brain.
8. C When pulling away from a curb, you should signal first, look over your shoulder, and pull out when it is safe
Pginas de Internet:
http://www.ompersonal.com.ar/omphrasal/mixedphrasals1.htm
http://www.usingenglish.com/quizzes/183.html
Laboratory activities. Practice the following exercises:
http://www.ompersonal.com.ar/omphrasal/mixedphrasals1.htm
WRITING SKILLS EXERCISES:
Quiz: Phrasal Verbs - Take
Choose the correct preposition, etc.
Q1 - He looks like his mother; he takes ...... her
a) after
b) to
c) for
Q2 - Do you take me ......... an idiot?
a) after
b) in
c) for
Q3- The plane couldnt take ...... because of the snow
a) off
b) up
c) to
Q4 - He tried a couple of judo lessons and took ....... it right away because he found it made him feel so much fitter
a) to
b) over
c) away
Q5 - He took..... swimming when his doctor told him he needed to take more exercise
a) after
b) up
c) in
Q6 - You should take....... Christmas decorations on the 6th of January
a) up
b) to
c) down
Q7 - He invited me to stay and Im going to take him ....... his offer
a) up
b) up on
c) upon
86
Q8 - The company took ...... several new employees to cope with the extra deman
a) in
b) up
c) on
Q9 - He took..... everything the lecturer said in his notebook
a) up
b) down
c) on
Q10 - He spoke too quickly for us to take ...... everything he said
a) in
b) on
c) to
Q11 - She took..... drink after her husband died
a) down
b) to
c) in
Q12 - Can you take this phone number..... for me, please?
a) up
b) in
c) down
Q13 - He took ...... the piano straightaway and became proficient in a few months
a) to
b) in
c) down
Q14 - They took the company ....... when it went bankrupt
a) in
b) down
c) over
Q15 - I took my hat ...... when I entered the building
a) off
b) on
c) in
Q16 - If you dont take your books ........ to the library on time, you have to pay a fine
a) out
b) back
c) into
Q17 - She took her clothes ..... and went to bed
a) off
b) on
c) down
Q18 - I cant be bothered to cook tonight, so Ill get an Indian take......
a) off
b) out
c) away
Q19 - He refused to take what he had said.... even though he knew he was wrong
a) in
b) back
c) off
Q20 - She took a lodger ..... to help pay the rent
a) on
b) down
c) in
Q21 - Just because youre angry, it doesnt mean you can take it ____ me.
a) out on
b) out of
c) out in
Q22 - I couldnt put the radio back together after I had taken it ____.
a) off
b) out on
c) apart
PROJECT
1.- Make a power point presentation or a poster in which you describe how other teenagers live, what are their normal
duties, school duties, and daily situations like at what age they get married, or how do they decide what to study.
Make your own collage about what you do daily. Use as many phrasal verbs as you can.
Make a collage with a representation of one culture in specific, describing other teenagers lives and duties. It could
be from any other state in your country or any other country.
Write a brief essay or script. Use as many phrasal verbs as you can. Read the rubric in order to improve it. Practice
in front of a classmate.
Then present it to the class.
Please visit the following articles:
http://www.demilked.com/what-the-world-eats/
http://everydaylife.globalpost.com/differences-teenagers-around-world-17437.html
http://articles.dailyamerican.com/2006-03-16/local/26332750_1_french-students-second-school-average-school-day
http://www.prb.org/Publications/Datasheets/2013/youth-datasheet-2013.aspx/
http://blogs.worldbank.org/youthink/es/what-makes-person-good-we-asked-teens-around-world
Please search for any information in particular that you may find about teenagers.
Observation Guide

Subject: The student understands and uses phrasal verbs in several contexts, talking about his

daily activities and others.
87
Block IV
Activity: Oral Presentation

Students Name: ______________________________________________________________________
Activity time: _____________________________________ Date: _______________________________
Evidence
Product:
Oral Practice
Performance:
Team work
Instruments
Rubric
Evaluation Criteria
Makes oral practice in pairs with the group, using the vocabulary
and grammar studied in class.
Works effectively in a participatory and collaborative manner
within the team.
Category
Speaks Clearly
(Overall
appreciation )
Grammar
.5
Pronunciation
.5
Fluency
.5
excellent
95%)
(100-
Speaks clearly and

Speaks clearly and
distinctly all the time, and distinctly almost
mispronounces no words. all the time, but
mispronounces
one word.
Uses appropriate
Uses appropriate
vocabulary without any
vocabulary with
grammar mistakes. His
few grammar
or her sentences are
mistakes.
according to the learning
objects.
Excellent pronunciation.
Pronounces fairly
well.
Is able to communicate
ideas in an excellent
manner, without
hesitation.
Is able to
communicate
fluently, with just
some hesitations.
Project. Essay Turns in on time, with

or written text
an excellent quality
.5
according to the
requirements.
88
3 good
(95-85%)
Turns in on time,
according to the
requirements.
2 fair
( 85-70%)
1 needs
improvement
Speaks clearly
and distinctly but
mispronounces
some words.
Cannot be
understood or
mixes both
languages.
His or her
grammar presents
mistakes but
he or she
communicates.
The mistakes and

grammar errors
are evident and
communication is
not accomplished.
Pronounces with The pronunciation

is poor and
errors or is not
unclear.
understandable
from time to time.
Is able to express Is not able to
ideas, stopping to communicate
recall words.
ideas, mixing both
languages.
Poor quality,
missing most of
Turn in but
the requirements.
missing some
requirements.
Score

Decide honestly according to each affirmative sentence, the description and evaluation of your
own learning process.
Decide honestly according to each affirmative sentence, the description and evaluation of one of
your classmates learning process.
89
REFERENCES
1.
http://blogs.worldbank.org/youthink/es/what-makes-person-good-we-asked-teens-around-world
2.
http://en.wikipedia.org/wiki/List_of_environmental_issues
3.
http://everydaylife.globalpost.com/differences-teenagers-around-world-17437.html
4.
http://genealogy.about.com/cs/timelines/a/romance_history.htm
5.
http://iteslj.org/Lessons/Bae-Grammar/
6. http://literacy.kent.edu/Midwest/Materials/ndakota/spelling/lesson4.html
7. http://literacy.kent.edu/Midwest/Materials/ndakota/spelling/lesson4.html
8.
http://web2.uvcs.uvic.ca/elc/StudyZone/330/grammar/1cond1.htm
9. http://www.autoenglish.org/phrasals/ph.basic.pdf
10.
http://www.buzzle.com/articles/ancient-chinese-traditional-customs.html
11.
http://www.ccc.commnet.edu/sensen/part4/mixing.html on April 28, 2014
12.
http://www.demilked.com/what-the-world-eats/
13. http://www.dmv.ca.gov/pubs/interactive/tdrive/clc2written.htm
14.
http://www.ego4u.com/en/cram-up/grammar/conditional-sentences/type-1/exercises
15.
http://www.ego4u.com/en/cram-up/tests/past-progressive-1
16.
http://www.englishclub.com/grammar/verbs-phrasal-verbs.htm
17.
http://www.englishpage.com/verbpage/pastcontinuous.html on April 28, 2014
18.
http://www.eslbase.com/resources/used-to
19.
http://www.eslcafe.com/grammar/simple_past_tense04.html . Adapted on April 23, 2014
20.
http://www.eslcafe.com/pv/pv-a.html
21. http://www.eslcafe.com/quiz/past1.html
22.
http://www.eslpartyland.com/quiz-center/sppp2.htm
23.
http://www.grammaring.com/modals-in-the-first-conditional
24.
http://www.livescience.com/14141-13-common-silly-superstitions.html on April 21, 2014.
25.
http://www.livescience.com/8392-superstitions-bring-real-luck-study-reveals.html
26.
http://www.lyricsfreak.com/a/avicii/hey+brother_21066483.html on April 21, 2014.
27.
http://www.lyricsfreak.com/a/avicii/wake+me+up_21063871.html on April 21, 2014.
28.
http://www.metrolyrics.com/love-story-lyrics-taylor-swift.html
29.
http://www.metrolyrics.com/somebody-that-i-used-to-know-lyrics-gotye.html
30.
http://www.multimedia-english.com/activities/free/time-connectors-simultaneous-actions-etc-601
31.
http://www.nytimes.com/2012/03/18/opinion/sunday/the-neuroscience-of-your-brain-on-fiction.html.

The New York Times, March 17, 2012
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COLEGIO DE BACHILLERES DEL

ESTADO DE BAJA CALIFORNIA

ARCELIA GALARZA VILLARINO

Lic. Elizabeth Rosas Mata

Segunda edicin versin en ingls, agosto de 2014

C.P. Alba Rosario Marrn Canseco

Lic. Elizabeth Rosas Mata

En la realizacin del presente material, participaron:

La presente edicin es propiedad del

COMPETENCIAS GENRICAS QUE EXPRESAN EL PERFIL DEL EGRESADO

COMPETENCIAS DISCIPLINARES BSICAS DEL CAMPO DE COMUNICACIN

BLOCK I: TO DESCRIBE SITUATIONS THAT INVOLVE CAUSE-EFFECT

BLOCK II: TO COMPARE HABITS AND CUSTOMS MADE IN DIFFERENT

BLOCK III: TO DESCRIBE ACTIVITIES THAT TOOK PLACE IN THE PAST

BLOCK IV: TO REQUEST AND GIVE INSTRUCTIONS

COMPETENCIAS GENRICAS QUE EXPRESAN

2. Es sensible al arte y participa en la apreciacin e interpretacin de sus expresiones en distintos gneros.

Elige y practica estilos de vida saludables.

Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilizacin de

Piensa crtica y reflexivamente

Desarrolla innovaciones y propone soluciones a problemas a partir de mtodos establecidos.

de vista de manera crtica y reflexiva.

Aprende de forma autnoma

Aprende por iniciativa e inters propio a lo largo de la vida.

Trabaja en forma colaborativa

Participa y colabora de manera efectiva en equipos diversos.

Participa con responsabilidad en la sociedad

Contribuye al desarrollo sustentable de manera crtica, con acciones responsables.

COMPETENCIAS DISCIPLINARES BSICAS

Expresa ideas y conceptos en composiciones coherentes y creativas, con introducciones, desarrollo y

Argumenta un punto de vista en pblico de manera precisa, coherente y creativa.

Valora el pensamiento lgico en el proceso comunicativo en su vida cotidiana y acadmica.

Analiza y compara el origen, desarrollo y diversidad de los sistemas y medios de comunicacin.

TO DESCRIBE SITUATIONS THAT INVOLVE CAUSE-EFFECT

Students performances to be demonstrated upon completion:

To describe situations that involve cause-effect

Four. Answer the diagnostic exam.

Look for a job.

When I graduate, Ill look for a job.

As soon as I graduate, Ill look for a job.

Before, until, and by the time often

While I look for a job, Ill continue to study.

EXAMPLES OF SIMPLE AND REAL CONDITIONALS IN LIFE:

To describe situations that involve cause-effect

CONDITIONALS ASSOCIATION EXERCISE

If I work enough Ill ______________________________________

To describe situations that involve cause-effect

Cook your own food

1. - If you go on the hiking vacation, you will save a lot of money.

San Diego Zoo

1. If I go to Disney World I will___________________________________________________________________

5. My best friend will feel very disappointed if________________________________________________________

He will ask her to marry him

If I study, I will pass the test.

To describe situations that involve cause-effect

YOU MUST REMEMBER THIS.

You should see a doctor

We may close in the next few hours.

May I have your

Please write what you may do this weekend or in this July:

To describe situations that involve cause-effect

Feeling my way through the darkness

To describe situations that involve cause-effect

8. If I some eggs, how many ?