Professional Documents
Culture Documents
Planeacin y coordinacin
Lic. Alejandro Salazar Ortega
Director Acadmico
Colaboradores:
Lem. Carlos Medina Ay
Lem. Emilio H. Celis Lara
Coordinadora 1a edicin
Laet. Ernestina de Jess Medina
Ramrez
Colaboradores:
Sergio Bencomo Interin
Rodolfo Parra Parra
Lony Wilbert Hoyos Borges
Mara Teresa Escobedo Patrn
Candy Romero Acosta
Martha PAtricia Graniel lvarez
2a edicin
Enero de 2011
Impreso en Mxico DERECHOS RESERVADOS
Queda prohibida la reproduccin o transmisin
total o parcial del texto de la presente obra,
bajo cualquier forma electrnica o mecnica,
incluyendo fotocopiado, almacenamiento
en cualquier sistema de recuperacin de
informacin o grabado sin el consentimiento
previo y por escrito del editor.
LA REFORMA INTEGRAL DE LA
EDUCACIN MEDIA SUPERIOR
La Educacin Media Superior (EMS) en Mxico enfrenta desafos que podrn ser aten-
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niendo en cuenta los objetivos que persigue.
Es sensible al arte y participa en la apreciacin e interpretacin
de sus expresiones en distintos gneros.
Elige y practica estilos de vida saludables.
Se expresa y comunica
Escucha, interpreta y emite mensajes pertinentes en distintos
contextos mediante la utilizacin de medios, cdigos y herra-
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Desarrolla innovaciones y propone soluciones a problemas a
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Table of contents
La reforma integral de la educacin media superior III
Symbol Guide VIII
General Goal VIII
Block 1
Generic competences 1
Disciplinary competences 1
Session A: "What is equal and what is not?" 3
Session B: "Thats better for me" 15
Session C: "The biggest and the best!" 25
Integrating activity 35
Feedback 36
Rubric 39
Block 2
Generic competences 41
Disciplinary competences 41
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I follow instructions and understand rules 89
Generic competences 89
Disciplinary competences 89
Session A: "What do I have to do?" 91
Session B: "I must obey rules" 100
Integrating activity 119
Feedback 120
Rubric 123
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Unit of Competence
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Session criteria:
I understand simple comparisons about people, things and
places using adjectives to express their characteristics.
I identify and understand the main ideas in basic documents
about comparisons using basic reading comprehension strategies.
I practice and improve the alphabet letters pronunciation in
proper names and adjectives spelling.
I collaborate with my classmates in pairs, trios or team activities
through a tolerant and open minded attitude.
Block 1: I compare things, people and places
Session A: "What is equal
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KLPDVVHVVRWKHUVWXGHQWV7RFRQFUHWHWKLVLGHD
KHZLOOLQWHUYLHZDOOLQWHUHVWHGVWXGHQWVLQWZR
ZD\V)LUVWKHZLOOJLYHWKHPDIRUPZKLFKWKH\
KDYH WR OO LQ ZLWK WKHLU SHUVRQDO LQIRUPDWLRQ
DQGODWHUKHZLOOLQWHUYLHZVWXGHQWVLQDQRUDO
ZD\E\DVNLQJLQIRUPDWLRQDERXWWKHP$UH\RX
DEOHWRKHOS\RXUWHDFKHUHOHFWWKHPHPEHUVRI
WKHGUHDPWHDP"
Situation 2
<RXU(QJOLVKWHDFKHUJDYH\RXDVDQDVVLJQPHQW
WRFRPSDUH\RXUOLIHWLPHZLWK\RXUSDUHQWVOLIH
WLPHWRNQRZLQZKDWWKH\ZHUHVLPLODUDQGLQ
ZKDWWKH\ZHUHQW&DQ\RXGRLW"
Situation 3
$SHQSDOZDQWVWRNQRZKRZ<XFDWDQLVFRPSDUHG
WR -DOLVFR &DQ \RX JLYH KLP D JHQHUDO YLHZ RI
<XFDWDQFRPSDUHGWR-DOLVFR"
Warm up
1. You have to investigate and make a list of adjectives before class.
2. The teacher will ask you randomly adjectives you know and then, he/
she will write them on the board, after that, the teacher will ask you to
work in teams of 4 or 5 members. Then he/she will ask you to classify the
adjectives in two lists.
3. Paste two pictures on the sides of the board. You must leave space in
the center to write on it. Use pictures of different places around the
world. The teacher will ask you for words to describe those pictures.
The teacher will write the adjectives that students give on the board.
After that, the whole group will use the adjectives in order to make some
sentences to describe places.
3
B-1 Gua didctica para Lengua Adicional al espaol II
4 Knowledge development
Vocabulary
b. 6FDQWKHUHDGLQJDQGQGWKHDGMHFWLYHVEHWZHHQWKHDVDV
YRXGRQWQHHGWRWUDYHOWRRIDUWRQG
m e to KLVWRU\ FXOWXUH PXVLF DUW DQG DOO WKH
lc o y! WKLQJVWKDWZRUOGWUDYHOHUVVSHQGDORWRI
We ico Cit PRQH\ WR H[SHULHQFH +HUH LQ RXU RZQ
Mex EHDXWLIXO FRXQWU\ ZH FDQ QG DV PDQ\
LQWHUHVWLQJ VLWHV DV LQ RWKHU FRXQWULHV
DQGWKHEHVWWKLQJLVWKDWWKH\DUHMXVWD
EXVULGHDZD\0H[LFR&LW\LVDVEHDXWLIXO
DV RWKHU PDMRU FLWLHV ,W KDV DV PDQ\
PRQXPHQWVPXVHXPVUHVWDXUDQWVDQG
PDUNHWVDV1HZ<RUN3DULVRU/RQGRQ
DQG LW KDV VRPHWKLQJ WKDW WKH RWKHUV
GRQWDQDUFKHRORJLFDOVLWHULJKWLQWKH
PLGGOH RI LWV EHDXWLIXO GRZQWRZQ ,W KDV D
VXEZD\V\VWHPWKDWLVMXVWDVPRGHUQDVRWKHUVDUHLQELJFLWLHVDQG
HDVLHUWRXVHVRWUDQVSRUWDWLRQLVQHYHUDZRUU\7UDYHOLQJFDQEHDV
IXQDQGH[FLWLQJKHUHDWKRPHDVLQRWKHUFRXQWULHV:K\QRWWRVWDUW
ULJKWKHUHLQ0H[LFR"/HWVJR
Block 1: I compare things, people and places
d. Write the adjectives between as...as... you found.
Interrogative pattern
$X[LOLDUYHUEVXEMHFWYHUEDVDGMHFWLYHDVVXEMHFW"
([DPSOHV
'R\RXSOD\DVZHOODV\RXUEURWKHU"
,V(QJOLVKDVHDV\DV*HUPDQ"
:HXVHFRPSDULVRQVRI
HTXDOLW\LQDQHJDWLYH &RPSDULVRQVRIHTXDOLW\LQDQHJDWLYHIRUP
IRUPZKHQWKHREMHFWVRU
VXEMHFWVZHDUHFRPSDULQJ
GRQWKDYHVLPLODU Negative pattern 1
FKDUDFWHULVWLFVLQIDFWWKH\ VXEMHFWYHUEQRWDVDGMHFWLYHDVVXEMHFW
DUHGLIIHUHQW
([DPSOHV
,DPQRWDVWDOODVP\EURWKHU
6LQDORDLVQRWDVVHFXUHDV<XFDWDQ
5
B-1 Gua didctica para Lengua Adicional al espaol II
1. Julie/pretty/as/is/Renee/as _______________________________
_____________________________________________________.
3. Is/cat/my/as/your/as/sneaky/cat? __________________________
____________________________________________________.
7
B-1 Gua didctica para Lengua Adicional al espaol II
8 h. Writing. You are writing a postcard to a pen pal. Describe your city.
Dear ____________________________ :
Student A Student B
,QWHUHVWLQJWKLQJVWRVHH
)XQWKLQJVWRGR
Transportation
/RGJLQJ
Total cost
Quiz
a. &KRRVHWKHFRUUHFWDQVZHUDQGOOLQWKHEODQNV
9
B-1 Gua didctica para Lengua Adicional al espaol II
10. Paola and Betty are the _______________ girls in our class.
A) prettiest B) prettier C) pretty D) most prettiest
b. Can you complete these similarities? Use the adjectives you think
match with the pictures.
7KLQNDERXWGLIIHUHQWDVSHFWVEHWZHHQWKH86$
DQG0H[LFRDWWKHSDUWLHVDQGH[SUHVV\RXU
RSLQLRQDERXWWKHWZRFXOWXUHV/RRNDWWKH
SLFWXUHVDQGJXHVVWKHFRPSDULVRQVXVLQJWKH
IRUPWRH[SUHVVVLPLODULWLHVDQGGLIIHUHQFHV
8VHWKHDGMHFWLYHVLQWKHER[
1
11
B-1 Gua didctica para Lengua Adicional al espaol II
12 Synthesis Activity
,Q WKLV DFWLYLW\ \RX KDYH WR QG VL[
GLIIHUHQW LPDJHV DERXW WZR SHRSOH
WZR SODFHV DQG WZR DQLPDOV 3DVWH
WKHPLQWKHER[HVDQGLQWKHOLQHV\RX
KDYHWRFRPSDUHWKHP/RRNIRUWKHP
LQPDJD]LQHVQHZVSDSHUVHWF
People
Block 1: I compare things, people and places
Places
Animals
13
B-1 Gua didctica para Lengua Adicional al espaol II
14 Session criteria:
I identify and use vocabulary related to physical characteristics,
mood and performance of people, things or places indicating
which ones are better and which ones are not.
, UHDIUP WKH XVH RI JUDPPDWLFDO VWUXFWXUHV RI DGMHFWLYHV
comparing modes, in this case the higher grade of comparative
modes.
I demonstrate open mind and tolerance to cultural differences
between Mexico and Anglo-Saxon countries appreciating my na-
tionality and identity.
I collaborate with my classmates in pairs, trios or team activi-
ties through a tolerant and open minded attitude.
Block 1: I compare things, people and places
Situation 2
<RX DUH ORRNLQJ IRU DQ (QJOLVK VFKRRO DQG DOO
WKH VFKRROV DUH JLYLQJ EURFKXUHV FRPSDULQJ
WKHLULQVWLWXWLRQVWRWKHRWKHUV:LOO\RXDEOHWR
XQGHUVWDQGWKDWLQIRUPDWLRQDQGEDVHGRQZKDW
\RXUHDGGHFLGHZKDWVFKRROLVEHWWHU"
Warm up
1. Students investigate and make a list of adjectives before the class.
2. The teacher asks students randomly all the adjectives and writes
them on the board, after that, the teacher asks the students to work
in teams of 4 or 5 members. Then he/she asks them to classify the
adjectives in two lists. One with adjectives of one or two syllables
and another of more than two syllables.
3. Paste two pictures on the sides of the board. You must leave space in
the center to write it on. On one of the posters you set a picture of a
famous woman, on the other one, a famous man. The teacher asks for
words to describe the pictures. The teacher writes on the board the
adjectives that students give. After that the group uses the adjectives
in order to make some sentences describing the people.
7KHWHDFKHUSODFHVWZRSLFWXUHVRIGLIIHUHQWFDUVZLWKVLPLODUFKDUDFWHULVWLFVFRORU
SULFH\HDUVL]HHWFRQWKHERDUGDQGZULWHVDURXQGVRPHDGMHFWLYHVOLNHH[SHQ-
VLYHROGIDVWELJPRGHUQHWFWKHQWKHWHDFKHUZULWHVVRPHVHQWHQFHVDERXWWKH
FDUVXVLQJWKHFRPSDULVRQDVDV(J7KHUHGFDULVDVROGDVWKHEOXHFDUWKHEOXH
FDULVQRWDVH[SHQVLYHDVWKHUHGRQH7KHWHDFKHUHOLFLWVWKHPHDQLQJRIWKLVVWUXF-
WXUHDQGDVNVWKHVWXGHQWVWRJLYHRWKHUH[DPSOHV
15
B-1 Gua didctica para Lengua Adicional al espaol II
16 Knowledge development
Vocabulary
a. Listen to the recording.
Friendly- shy
nice-mean interesting-bOring happy- sad- angry
David: +L&DPHURQKRZDUH\RX"
Angela: )LQHWKDQNV+RZDERXW\RX"
David: ,PJUHDWDFWXDOO\
Angela: :K\VWKDW"
David: 0\GDGJDYHPHDQHZFDU
Angela: 1RZD\$UH\RXVHULRXV",VLWEHWWHUWKDQ
WKHRQH\RXKDYH"
David: :D\ EHWWHU )RU VWDUWHUV WKLV FDU LV PRUH
H[SHQVLYH WKDQ WKH RWKHU RQH ,W LV VPDOOHU EXW LW
JRHVIDVWHU
Angela: ,VLWSUHWWLHUWKDQ \RXURWKHUFDURQWKHLQVLGH"
David: 1RWKLVRQHLVQRWQLFHUWKDQ P\ROGFDU on
WKHLQVLGHEXWZKRFDUHVWKLVRQHLVIDVWHU
Angela: 2KER\
Block 1: I compare things, people and places
Grammar Presentation
Short adjectives:
(one syllable or two syllables ending in -y)
add er to the adjective
3XHEODLVVPDOOer than0RQWHUUH\
Sports cars are faster thanPLQLYDQV
one vowel and one consonant
ending in y change to ier double the consonant to form the
adjective
y= ier Spelling rules: cvc=cc+er
pretty prettier fat fatter
XJO\XJOier ELJELJger
tidy tidier WKLQWKLQner
Long adjectives:
(two syllables or more not ending in -y)
(QJOLVKLVmoreSRSXODUWKDQ)UHQFK
'RJVDUHmoreLQWHOOLJHQWWKDQFDWV
3. big _____________________________
4. intelligent _____________________________
5. dirty _____________________________
6. elegant _____________________________
7. short _____________________________
8. funny _____________________________
9. faithful _____________________________
1. ___________________________ (fast)
2. ___________________________ (tall)
2
3. ___________________________ (pretty)
3
4. ________________________ (dangerous)
4.
5. ________________________ (intelligent)
5
Block 1: I compare things, people and places
f. Listen and repeat.
g. Read aloud with a partner.
h. Read again silently.
My brother
0DUNLVP\EURWKHU+HLVROGHUWKDQPHVRPHVVR
KHNQRZVPRUHWKDQ,GR+HLVWDOODQGWKLQ
WKLQQ
KH KDV JUHHQ H\HV DQG EURZQ KDLU +H H LV
LVV
WDOOHUWKDQPH+HLVYHU\LQWHOOLJHQWEXW EXWW
,WKLQN,PDOLWWOHPRUHLQWHOOLJHQWWKDQ KDQ
KLP , JHW EHWWHU JUDGHV WKDQ KH GRHV
HV
+RZHYHUKHVPRUHKDQGVRPHWKDQPH H
KH KDV D ORW RI JLUOIULHQGV DQG WKH\UH
UH
DOZD\VFDOOLQJKLP,WKLQNWKH\QGKLP P
PRUHLQWHUHVWLQJWKDQDQ\RWKHUER\DW W
VFKRRO,ZLVKJLUOVFDOOHGPHLQVWHDG
1
19
B-1 Gua didctica para Lengua Adicional al espaol II
20 Knowledge development
Vocabulary
l. Listen and repeat.
m. Listen to the information about cities. Use the words from the
vocabulary presentation on pages 17, to label the pictures.
1. 2. 3.
4. 5. 6.
21
B-1 Gua didctica para Lengua Adicional al espaol II
Synthesis Activity
,Q WHDPV RI IRXU \RX KDYH WR W SDVWH
W RQ WKH
WK
ZKLWHERDUG WKH LPDJHV RI WZR FDUV DQLPDOV
SODFHV RU RWKHU WKLQJV DVNLQJ WKH JURXS :KDWV
EHWWHU"$QGZK\"WKHZKROHJURXSKDVWRGLVFXVV
ZKLFKLVEHWWHUDFFRUGLQJWRWKHWHDP
23
B-1 Gua didctica para Lengua Adicional al espaol II
24 Session criteria:
I identify and use vocabulary related to physical characteristics,
mood and performance of people, things or places indicating
what are better and what are not.
, UHDIUP WKH XVH RI JUDPPDWLFDO VWUXFWXUHV RI DGMHFWLYH
comparing modes, in this case the higher grade of comparative
modes.
I recognize important data in a conversation or audible segment
related to comparisons of people, things and places for being
able to establish a short conversation.
I show interest to look for information far beyond the given by
the teacher.
Block 1: I compare things, people and places
Context approach
Situation 1
<RXHQWHUHGWRDSHQSDOSURJUDPDQG\RXKDYH
WRZULWHYHOHWWHUVWRIULHQGVRIRWKHUFRXQWULHV
LQ(QJOLVKH[SODLQLQJZKDWWKHEHVWVLWHVDUHLQ
\RXUFRPPXQLW\DUH\RXDEOHWRGRLW"
Situation 2
$ YHU\ LPSRUWDQW (QJOLVK UDGLR VWDWLRQ PDNHV D
FRQWHVW <RX KDYH WR DQVZHU ZKDW WKH IDVWHVW
DQLPDO LV ZKDW LV WKH KLJKHVW PRXQWDLQ WKH
ORQJHVWULYHUWKHVPDOOHVWFRXQWU\DQGWKHPRVW
SRSXODWHGFLW\LQWKHZRUOG7KHUVWSHUVRQZKR
DQVZHUV WKHVH TXHVWLRQV ZLOO ZLQ SHVRV
&DQ\RXZLQWKLVSUL]H"
Warm up
1. Paste four pictures on the sides of the board. You must leave spa-
ce in the center to write it on. On one of the posters you set two
pictures of two famous women, on the other one, two famous men.
The teacher asks for words to describe the pictures. The teacher
writes on the board the adjectives that students give. After that the
group uses the adjectives in order to make some sentences using
superlatives to describe people.
2. 7KHWHDFKHUVKRZVWKHVWXGHQWVELJDGMHFWLYHDVKFDUGVWKHVWXGHQWV
say the adjective. After that, the teacher divides the class in two big
WHDPVPDNHWZRELJFLUFOHVWRSOD\0HPRUDPDZLWKWKHELJDVK
FDUGVRQWKHRRU7KHWHDPWKDWQLVKHVUVWZLQVWKHJDPH
25
B-1 Gua didctica para Lengua Adicional al espaol II
3. In groups, discuss the things that can be done to make your city
26 better. Write a report on it.
4. Game in teams. Write these words and phrases in a 3x3 square box.
Make statements comparing real people, places, or things. If your
sentences are correct, your team makes an X in the box. Three Xs
in a straight line win the game.
PRVWGDQJHURXV
coldest
PRVWLPSRUWDQW X X X
FKHDSHVW
dirtiest
PRVWH[SHQVLYH
X
KRWWHVW
PRVWDWWUDFWLYH
X X X
Block 1: I compare things, people and places
Knowledge Development
Vocabulary
a. Listen and repeat
Big-biggest
Fat-fattest Thin-thinnest
Cold-coldest Hot-hottest
Intelligent
Dirty-dirtiest the most intelligent
Happy-happiest
27
B-1 Gua didctica para Lengua Adicional al espaol II
28
CATS
Lions, Leopards, Jaguars,
Panthers and Cougars
&DWVVXFKDVOLRQVOHRSDUGVMDJXDUVSXPDVO\Q[HVDQGFKHHWDKVDUHRXWVWDQGLQJ
DPRQJWKHFDUQLYRUHVRUHVKHDWLQJDQLPDOVIRUWKHLUXQVXUSDVVHGFRPELQDWLRQRI
PXVFXODU SRZHU DQG JUDFH RI PRYHPHQW7KHVH PDJQLFHQW FUHDWXUHV JHQHUDOO\
FDWFKWKHLUSUH\E\FOHYHUVWDONLQJRUDPEXVK7KH\PXVWEHRQWKHDOHUWDQGWHQ-
VHGWRKXQWDWWKHVDPHWLPHWKH\PXVWUHPDLQTXLHWHQRXJKVRDVQRWWRIULJKWHQ
WKHLQWHQGHGYLFWLP6RPHWLPHVWKH\SXUVXHJDPHWKDWWKH\FDQQHLWKHUVPHOOQRU
VHHLQVXFKFDVHVWKH\UHO\XSRQVXFKFOXHVDVIRRWPDUNV
7KH UVW FDWV DSSHDUHG DERXW \HDUV DJR 7KHVH DQLPDOV
GHYHORSHGIRUPLGDEOHXSSHUIDQJVXSWRLQFKHVLQOHQJWKZKLFKDFFRXQWVIRUWKHLU
SRSXODUQDPHRIVDEHUWRRWKHGWLJHUV
7KH ELJ FDWV JHQXV 3DQWKHUD LQFOXGH WKH OLRQ WLJHU OHRSDUG MDJXDU
FORXGHG OHRSDUG DQG VQRZ OHRSDUG 7KH\ DUH JRRGVL]HG FDUQLYRUHV /LRQV DQG
WLJHUVPD\ZHLJKXSWRSRXQGVWKH\VWDQGIHHWDWWKHVKRXOGHUDQGPHDVXUH
IHHWIURPQRVHWRUXPS7KHOHRSDUGPHDVXUHVDURXQGIHHWDQGLWVZHLJKWLVD
KXQGUHGSRXQGVWKHIRRWWKHMDJXDUZHLJKVDERXWSRXQGV7KHVHFDWVKXQW
XQGHUDYDULHW\RIFRQGLWLRQVWKH\YDU\WKHLUEHKDYLRUWRWWKHWHUUDLQDQGWKH
TXDUU\WKDWWKH\DUHSXUVXLQJ
/LRQV QHHG QR GHVFULSWLRQ WKH\ DUH WKH ELJ FDUQLYRUHV RI$IULFD /LRQV
KDYHDSRWHQWLDOORQJHYLW\RIWKLUW\\HDUVEXWWKH\VHOGRPUHDFKWKLVDJHLQWKH
ZLOG%HQJDOWLJHUVDUHWKHODUJHVWFDWVRYHUWKHZRUOGDQGRQO\OLYHLQWKHMXQJOHV
RI,QGLDRIFRXUVHWKH\OLYHLQFDSWLYLW\DURXQGWKHHQWLUHZRUOG&KHHWDKVDUH
WKH IDVWHVW PDPPDOV RQ HDUWK WKH\ FDQ PDLQWDLQ D VWDEOH PD[LPXP VSHHG RI
DSSUR[LPDWHO\NSKEXWLQVKRUWGLVWDQFHV
&DWV DUH QRFWXUQDO KXQWHUV DQG WKHLU ODUJH H\HV DUH SHUIHFWHG IRU
JDWKHULQJWKHPD[LPXPDPRXQWRIUHHFWHGOLJKWDYDLODEOHWRWKHPDWQLJKW$OVR
WKH\ DUH VROLWDU\ DQLPDOV RQO\ DW PDWLQJ WLPH WKH\ DFFRPSDQ\ RQH DQRWKHU RI
FRXUVHWKH\RXQJRQHVIROORZWKHLUPRWKHUXQWLOWKH\DUHFDSDEOHRIKXQWLQJ
Block 1: I compare things, people and places
c. Answer the questions according to the previous text.
1. +RZPDQ\\HDUVDJRGLGWKHUVWFDWVDSSHDU"
______________________________________________________________________
2. What were their names?
______________________________________________________________________
3. How do you think they looked like?
______________________________________________________________________
4. What is the fastest cat?
______________________________________________________________________
5. What is the largest cat?
______________________________________________________________________
6. What is the most popular cat over the world?
______________________________________________________________________
7. If you could be a cat, what kind of cat would you be? Why?
______________________________________________________________________
Reading
d. Look at the picture then answer the questions below.
29
B-1 Gua didctica para Lengua Adicional al espaol II
Angela: <RXNQRZ-DQHWVRPHWLPHV,JHWVRFRQIXVHGDQGGHSUHVVHG
Janet: :K\$QJHOD":KDWVWKHPDWWHUZLWK\RX"
Angela: :HOO,GRQWKDYHWKDWPDQ\IULHQGV,PHDQ,GRKDYHIULHQGVEXWQRQHRI
WKHPDUHUHDOO\SRSXODUSUHWW\RURXWJRLQJ
Janet: 6RZKDWVWKHSUREOHP"'R\RXZLVK\RXZHUHSRSXODU"
Angela: 6HFUHWO\VRPHWLPHV,ZLVKWKDW,ZHUHOLNH%HWW\6KHDOZD\VKDVORWVRI
SHRSOHDURXQGKHUODXJKLQJDQGKDYLQJIXQ
Janet: %XWZDLW$QJHOD/HWVWKLQNDERXWWKLVPRUHFDUHIXOO\6XUH%HWW\LVWKH
PRVWSRSXODUJLUOLQWKHFODVVDQGVKHLVDOVRWKHSUHWWLHVWEXWGR\RXWKLQNWKDW
VKHLVWKHPRVWVLQFHUH"
Angela: 1R,GRQWWKLQNVR0D\EH\RXUHULJKWDERXWWKDWEXWDQ\ZD\,ZRXOG
OLNHWREHPRUHRXWJRLQJDQGIULHQGOLHUWKDQ,DP,DPVRVK\DQGTXLHW,WKLQNWKDW
WKDWVZK\,GRQWKDYHPDQ\IULHQGV
Janet: :HOO,P\RXUIULHQG
Angela: 7KDQNV-DQHW<RXUHWKHPRVWVLQFHUHIULHQG,KDYH
Janet: ,WKLQNWKDW\RXVKRXOGQWZRUU\VRPXFK%HLQJWKHSUHWWLHVWRUWKHPRVW
SRSXODURUWKHPRVWRXWJRLQJSUREDEO\LVQWWKDWLPSRUWDQW,YDOXHIULHQGVZKRDUH
UHVSHFWIXOKRQHVWVLQFHUHLQWHOOLJHQWDQGKHOSIXO
Angela: 6RGR,
Janet: ,WKLQNWKDWWKHLPSRUWDQWWKLQJLVQWWKHQXPEHURIIULHQGV\RXKDYHEXW
WKHTXDOLW\RIIULHQGV\RXKDYH
Angela: <RXUHULJKW-DQHW,VXSSRVH,QHHGWRVWRSIHHOLQJVRUU\IRUP\VHOIDQG
VWDUWDSSUHFLDWLQJWKHZRQGHUIXOIULHQGV,KDYH
Block 1: I compare
p things,
thing
gs,, p
people
eop
ple a
and
nd places
plla
a
f. Underline the superlatives in the conversation.
g. Listen to the conversation again and number the expressions you hear.
Clue words
:KDWVWKHPDWWHU Lots of 2XWJRLQJ
,PHDQ /HWVWKLQNDERXW 6KRXOGQWZRUU\
1RQHRIWKHP ,GRQWWKLQNVR 6RGR,
'R\RXZLVK" $Q\ZD\ <RXUHULJKW
,ZHUHOLNH ,ZRXOGOLNH ,VXSSRVH
31
B-1 Gua didctica para Lengua Adicional al espaol II
10. Why does Angela think she doesnt have many friends?
32 _____________________________________________________
_____________________________________________________
11. Who is the most sincere among Angelas friend?
_____________________________________________________
_____________________________________________________
12. What kind of friends does Janet value?
_____________________________________________________
_____________________________________________________
j. Fill in the blanks with the correct form of the superlative adjective.
33
B-1 Gua didctica para Lengua Adicional al espaol II
344
3
m. 7HDPZRUN*HWWRJHWKHULQVPDOOJURXSVDQGQGRXWZKR
has the cleanest classroom?
is the oldest brother/sister in their family?
is the most popular student at school?
is the most attractive in the classroom?
is the best student?
o. *RWRWKHQHWRUERRNVWRQGWKHDQVZHUVWRWKHVHTXHVWLRQV
1. Which is the longest river in the world? _______________________
2. Which is the highest mountain in the world? __________________
3. Which is the biggest country in the world? ____________________
4. Which is the fastest mammal in the world? _____________________
5. Which is the most spoken language in the world? _______________
6. Which is the most populated city in the world? _________________
7. Which is the smallest country in the world? ____________________
8. Which is the most famous celebration in England? ______________
9. Which is the oldest city in Mexico? _________________________
10. Who is the most important writer in Spain? ___________________
Block 1: I compare things, people and places
Synthesis Activity
7KLVLV\RXUODVWDFWLYLW\RIWKLVVHVVLRQDQG\RXKDYHWRGRDQ
HVVD\DERXWZKDWWKHEHVWSODFHLVIRUOLYLQJQRZDGD\VLQWKH
ZRUOG<RXKDYHWRH[SUHVV\RXUIHHOLQJVDQGH[SODLQZK\\RX
FKRVHWKDWSODFHDQGZKDWDGYDQWDJHVDQGGLVDGYDQWDJHVWKDW
SODFHKDV
Integrating activity
7KHWHDFKHUZLOOPDNHWHDPVRIRUPHPEHUVDVVLJQLQJDPRQJWKHWHDPVRQH
RIWKHVHYHQQHZDQGROGZRQGHUVRIWKHZRUOGDQGWKHRWKHUZRQGHUVWKDWZLOO
EHFRPSDUHGZLWKWKHUVW7KHVWXGHQWVKDYHWRLQYHVWLJDWHDERXWWKHDVVLJQHG
ZRQGHUPDNHDUHSRUWWRSUHVHQWWRWKHFODVVDQGZULWHVHQWHQFHVWRGHVFULEH
WKH ZRQGHUV 7KH SUHVHQWDWLRQ VKRXOG EH ZLWK SRVWHUV SLFWXUHV RU DXGLRYLVXDO
SUHVHQWDWLRQVWRVKRZWKHPWRWKHUHVWRIWKHFODVV(DFKWHDPZLOOJLYHWKHWHDFKHU
DELQGHUZLWKDOOWKHLQIRUPDWLRQWREHJUDGHG6WXGHQWVPXVWLQFOXGHWKHJUDPPDU
FRQFHSWVDQGYRFDEXODU\SUHVHQWHGLQWKLVEORFN
3
35
B-1 Gua didctica para Lengua Adicional al espaol II
36 Feedback
,I \RX DIWHU UHYLHZLQJ \RXU UXEULF JRW D ORZ GRPDLQ OHYHO GRQW ZRUU\ QRW
HYHU\WKLQJLVORVW\RXPD\KDYHVRPHNQRZOHGJHWKDWKDVWREHLPSURYHG
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WRLPSURYH\RXU(QJOLVKZLWK\RXUFODVVPDWHVWHDFKHUVDQGSDUHQWVKHOS7U\WR
DGYDQFHWRWKHQH[WOHYHOZHUHVXUH\RXFDQ<RXFDQQGPHDQLQJIXOLQIRUPDWLRQ
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&HOHEUDWLRQV
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\RXUVHOIWROHDUQDQGSUDFWLFHPRUH
1RZOHWVFKHFNWKHVHH[HUFLVHV
Woman: *RRGPRUQLQJBBBBBBBB,KHOS\RX"
a pair of shoes
Man: <HV,PBBBBBBBBBIRUDSDLURIVKRHVRUERRWV
more
Woman: BBBBBBBBBBBBBBBBBBBBBBBBBBBB"
cheaper than
Man: %OXHGDUNEOXH6L]H
what color
Woman: +HUHBBBBBBBBBBBBBBBDQGBBBBBBBBBBBBB
more expensive than
Man: 0PP7KHERRWVDUHBBBBBBBBBBFRPIRUWDEOH
can
___________ WKHVKRHV
looking
Woman: $QGWKH\UHBBBBBBBBBBBBBBBBBWKHVKRHV
than
Man: 5HDOO\"%RRWVDUHXVXDOO\BBBBBBBBBBBBVKRHV
are a pair of boots
Woman: <HVEXWWKHERRWVKDYHDVSHFLDORIIHU
Man: *UHDW,OOWDNHWKHP
37
B-1 Gua didctica para Lengua Adicional al espaol II
Rubric
LEVELS OF MASTERY
CRITERIA
INITIAL-
PRE-FORMAL BASIC INDEPENDENT STRATEGIC
RECEPTIVE
,XQGHUVWDQG ,GRQW ,XQGHUVWDQG ,KDYHD ,DPPDEOH ,DPDEOH
VLPSOH understand VRPHWKLQJDERXW JHQHUDOLGHD WRZULWHD WRZULWHD
FRPSDULVRQV VLPSOH WKHPDMRULW\ RIFRPSDULVRQV WH[WWKDWKDV WH[WWKDWKDV
DERXWSHRSOH FRPSDULVRQV RIHOHPHQWVLQ DERXWSHRSOH VLPLODULWLHVDQG VLPLODULWLHVDQG
WKLQJVDQG DERXWSHRSOH DQHDV\ZD\LQ WKLQJVDQG differences as differences as
SODFHVXVLQJ WKLQJVDQG FRPSDULVRQV SODFHVXVLQJ ZHOODVH[SUHVV ZHOODVH[SUHVV
DGMHFWLYHVWR SODFHVXVLQJ DERXWSHRSOH DGMHFWLYHVWR ideas in an oral ideas in an oral
H[SUHVVWKHLU DGMHFWLYHVWR WKLQJVDQG H[SUHVVWKHLU ZD\EXWRQO\LI, ZD\ZLWKRXW
FKDUDFWHULVWLFV H[SUHVVWKHLU SODFHVXVLQJ FKDUDFWHULVWLFV UHDGLW UHDGLQJLW
FKDUDFWHULVWLFV DGMHFWLYHVWR
H[SUHVVWKHLU
FKDUDFWHULVWLFV
,LGHQWLI\DQG ,GRQWLGHQWLI\ ,XQGHUVWDQG,KDYHD ,PDEOHWR ,PDEOHWR
XQGHUVWDQGWKH nor understand JHQHUDOLGHD
VRPHWKLQJDERXW ZULWHDWH[W ZULWHDWH[W
PDLQLGHDVLQ WKHPDLQ WKHPDMRULW\RIFRPSDULVRQV WKDWKDV WKDWKDV
EDVLFGRFXPHQWV LGHDVLQEDVLF DERXWSHRSOH
RIHOHPHQWVLQ VLPLODULWLHVDQG VLPLODULWLHVDQG
DERXW GRFXPHQWV WKLQJVDQG
EDVLFGRFXPHQWV differences as differences as
FRPSDULVRQV DERXW DERXW SODFHVLQEDVLF ZHOODVH[SUHVV ZHOODVH[SUHVV
XVLQJEDVLF FRPSDULVRQV FRPSDULVRQV GRFXPHQWV ideas in an oral ideas in an oral
UHDGLQJ XVLQJEDVLF XVLQJEDVLF DERXW ZD\EXWRQO\LI, ZD\ZLWKRXW
FRPSUHKHQVLRQ UHDGLQJ UHDGLQJ FRPSDULVRQV UHDGLW UHDGLW
VWUDWHJLHV FRPSUHKHQVLRQ XVLQJEDVLF
FRPSUHKHQVLRQ
VWUDWHJLHV VWUDWHJLHV UHDGLQJ
FRPSUHKHQVLRQ
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LPSURYHWKH DQGLPSURYHWKH RIWKHOHWWHUV YLHZRIWKH DOSKDEHWEXW, DOSKDEHWDQG,
DOSKDEHWOHWWHUV DOSKDEHWOHWWHUV pronunciation DOSKDEHWOHWWHUV FDQWSURQRXQFH can pronounce
pronunciation pronunciation LQSURSHUQDPHV pronunciation WKHOHWWHUV WKHOHWWHUV
LQSURSHUQDPHV LQSURSHUQDPHV DQGVSHOOLQJ LQSURSHUQDPHV RIDQDPHRU RIDQDPHRU
DQGVSHOOLQJ DQGVSHOOLQJ DGMHFWLYHV DQGVSHOOLQJ DGMHFWLYH DGMHFWLYH
DGMHFWLYHV DGMHFWLYHV DGMHFWLYHV
,LGHQWLI\DQG ,GRQRW ,KDYHVRPH ,KDYHDJHQHUDO ,NQRZ ,XVH
XVHYRFDEXODU\ identify nor idea to use YLHZDERXW YRFDEXODU\ YRFDEXODU\
related to XVHYRFDEXODU\ YRFDEXODU\ YRFDEXODU\ related to related to
SK\VLFDO related to related to related to SK\VLFDO SK\VLFDO
FKDUDFWHULVWLFV SK\VLFDO SK\VLFDO SK\VLFDO FKDUDFWHULVWLFV FKDUDFWHULVWLFV
PRRGDQG FKDUDFWHULVWLFV FKDUDFWHULVWLFV FKDUDFWHULVWLFV PRRGDQG PRRGDQG
SHUIRUPDQFH PRRGDQG PRRGDQG PRRGDQG SHUIRUPDQFH SHUIRUPDQFHRI
RISHRSOH SHUIRUPDQFH SHUIRUPDQFH SHUIRUPDQFH RISHRSOH SHRSOHWKLQJV
WKLQJVRUSODFHV RISHRSOH of people of people WKLQJVRUSODFHV or places
LQGLFDWLQJZKDW WKLQJVRUSODFHV WKLQJVRUSODFHV WKLQJVRUSODFHV LQGLFDWLQJZKDW LQGLFDWLQJZKDW
DUHEHWWHUDQG LQGLFDWLQJZKDW LQGLFDWLQJZKDW LQGLFDWLQJZKDW DUHEHWWHUDQG DUHEHWWHUDQG
ZKDWDUHQRW DUHEHWWHUDQG DUHEHWWHUDQG DUHEHWWHUDQG ZKDWDUHQRW ZKDWDUHQRW
ZKDWDUHQRW ZKDWDUHQRW ZKDWDUHQRW
39
B-1 Gua didctica para Lengua Adicional al espaol II
40
LEVELS OF MASTERY
CRITERIA
INITIAL-
PRE-FORMAL BASIC INDEPENDENT STRATEGIC
RECEPTIVE
,UHDIUP ,GRQRWUHDIUP ,XQGHUVWDQG ,KDYHDJHQHUDO ,NQRZWKHXVH ,XVHWKH
WKHXVHRI WKHXVHRI VRPHWKLQJ YLHZRIWKHXVH RIJUDPPDWLFDO JUDPPDWLFDO
JUDPPDWLFDO JUDPPDWLFDO DERXWWKHXVH RIJUDPPDWLFDO structures of structures of
structures of structures RIJUDPPDWLFDO structures of DGMHFWLYHV DGMHFWLYHV
DGMHFWLYHV RIDGMHFWLYH structures of DGMHFWLYHV FRPSDULQJ FRPSDULQJ
FRPSDULQJ FRPSDULQJ DGMHFWLYHV FRPSDULQJ PRGHVLQ PRGHVLQ
PRGHVLQ PRGHVLQ FRPSDULQJ PRGHVLQ WKLVFDVHWKH WKLVFDVHWKH
WKLVFDVHWKH WKLVFDVHWKH PRGHVLQ WKLVFDVHWKH KLJKHUJUDGH KLJKHUJUDGH
KLJKHUJUDGH KLJKHUJUDGH WKLVFDVHWKH KLJKHUJUDGH FRPSDUDWLYH FRPSDUDWLYH
FRPSDUDWLYH FRPSDUDWLYH KLJKHUJUDGH FRPSDUDWLYH PRGH PRGH
PRGH PRGH FRPSDUDWLYH PRGH
PRGH
,UHFRJQL]H ,GRQRW ,KDYHDODFN ,UHFRJQL]H ,UHFRJQL]HPRVW ,FDQUHFRJQL]H
LPSRUWDQW UHFRJQL]H RIUHFRJQL]LQJ VRPHLPSRUWDQW RIWKHLPSRUWDQW LPSRUWDQW
data in a LPSRUWDQW LPSRUWDQW data in a data in a data of a
conversation or data in a data in a conversation or conversation or conversation
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related to DXGLEOHVHJPHQW DXGLEOHVHJPHQW related to related to VHJPHQW
FRPSDULVRQVRI related to related to FRPSDULVRQVRI FRPSDULVRQVRI related to
SHRSOHWKLQJV FRPSDULVRQVRI FRPSDULVRQVRI SHRSOHWKLQJV SHRSOHWKLQJV FRPSDULVRQVRI
and places for SHRSOHWKLQJV SHRSOHWKLQJV and places for and places for SHRSOHWKLQJV
EHLQJDEOHWR and places for and places for EHLQJDEOHWR EHLQJDEOHWR and places
HVWDEOLVKDVKRUW EHLQJDEOHWR EHLQJDEOHWR HVWDEOLVKDVKRUW HVWDEOLVKDVKRUW IRUEHLQJDEOH
FRQYHUVDWLRQ HVWDEOLVKDVKRUW HVWDEOLVKDVKRUW FRQYHUVDWLRQ FRQYHUVDWLRQ WRHVWDEOLVK
FRQYHUVDWLRQ FRQYHUVDWLRQ DVKRUW
conversation
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FODVVPDWHVLQ P\FODVVPDWHV ZLWKP\ DFWLYLWLHVZLWK FODVVPDWHVLQ GLVWULEXWHSDLU
SDLUWULRRU LQSDLUWULRRU FODVVPDWHVLQ P\FODVVPDWHV SDLUWULRRU WULRRUWHDP
WHDPDFWLYLWLHV WHDPDFWLYLWLHV SDLUWULRRU LQSDLUWULRRU WHDPDFWLYLWLHV DFWLYLWLHV
WKURXJKD WKURXJKD WHDPDFWLYLWLHV WHDPDFWLYLWLHV WKURXJKD WKURXJKD
tolerant and tolerant and WKURXJKD WKURXJKD tolerant and tolerant and
RSHQPLQGHG RSHQPLQGHG tolerant and tolerant and RSHQPLQGHG RSHQPLQGHG
DWWLWXGH DWWLWXGH RSHQPLQGHG RSHQPLQGHG DWWLWXGH DWWLWXGH
DWWLWXGH DWWLWXGH
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WRORRNIRU LQWHUHVWWRORRN LQWHUHVWWRORRN LQWHUHVWWRORRN LQIRUPDWLRQ LQIRUPDWLRQ
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IDUEH\RQGWKH IDUEH\RQGWKH IDUEH\RQGWKH IDUEH\RQGWKH JLYHQE\WKH JLYHQE\WKH
JLYHQE\WKH JLYHQE\WKH JLYHQE\WKH JLYHQE\WKH WHDFKHUEXWRQO\ WHDFKHUE\P\
WHDFKHU WHDFKHU WHDFKHU WHDFKHU LI,PDVNHGIRU RZQ
LOCK2
BLOCK
BL
I express important moments ocurred in the past
Unit of Competence
Development
$VNIRUDQGH[FKDQJHLQIRUPDWLRQDERXWDFWLYLWLHVLQSHUVRQDOVLWXDWLRQV
XVLQJWKHUVWDQGWKLUGSHUVRQLQVLPSOHSDVW,QFOXGHVLPSOHVRFLDOUHFUHDWLRQDO
DQGZRUNFRQWH[WVLQZULWWHQDQGRUDOIRUPV
Generic competences
7KHIROORZLQJDWWULEXWHVIURPWKHJHQHULFFRPSHWHQFHVZLOOEHGHYHORSHGWKURXJKWKLVEORFN
([SUHVVLGHDVDQGFRQFHSWVWKURXJKOLQJXLVWLFPDWKHPDWLFDORUJUDSKLFDOUHSUHVHQWDWLRQV
$SSO\GLIIHUHQWFRPPXQLFDWLYHVWUDWHJLHVDFFRUGLQJWRWKHVSHDNHUWKHFRQWH[WDQGWKH
JRDOVWRDFKLHYH
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([SUHVVWKHPVHOYHVLQDVHFRQGODQJXDJHLQHYHU\GD\VLWXDWLRQV
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'HQHJRDOVDQGIROORZXSRQWKHSURFHVVHVRIEXLOGLQJNQRZOHGJH
&RQWULEXWHZLWKGLIIHUHQWSRLQWVRIYLHZZKLOHFRQVLGHULQJRWKHUSRLQWVUHHFWLYHO\
$VVXPHWKDWUHVSHFWLQJGLIIHUHQFHVLVWKHEHJLQQLQJRILQWHJUDWLRQDQGFRH[LVWHQFHLQ
ORFDOQDWLRQDODQGLQWHUQDWLRQDOFRQWH[WV
Disciplinary competences
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DWH[WWDNLQJLQWRFRQVLGHUDWLRQWKHFRQWH[WLQZKLFKLWZDVJHQHUDWHGDQGLQWKHRQHWKDW
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NQRZOHGJH
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,GHQWLI\DQGLQWHUSUHWWKHPDLQLGHDWKHSRVVLEOHRXWFRPHRIDQRUDORUZULWWHQVWDWH-
PHQWLQDVHFRQGODQJXDJHWDNLQJLQWRDFFRXQWSUHYLRXVNQRZOHGJHQRQYHUEDOHOHPHQWVDQG
FRQWH[W
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B-2 Gua didctica para Lengua Adicional al espaol II
42 Session criteria:
I recognize vocabulary related to working, amusement and stu-
dying activities related to the past tense.
I identify and understand the main ideas in basic documents
about the past tense, using basic reading comprehension stra-
tegies.
,SUDFWLFHDQGLPSURYHUHJXODUYHUEVSURQXQFLDWLRQDQGUHDIUP
their use in sentences.
I collaborate with my classmates in pair, trio or team activities
through a tolerant and open minded attitude.
Dynamic approach
Situation 1:
<RX DUH D ZLWQHVV RI D FDU UREELQJ DQG WKH
RZQHURIWKDWFDULVD&DQDGLDQZKRRQO\VSHDNV
(QJOLVK +H DVNV \RX LI \RX FDQ WHOO KLP ZKDW
KDSSHQHG JLYLQJ DOO WKH GHWDLOV DQG DQVZHULQJ
DOOWKHTXHVWLRQV&DQ\RXGRLW"
Situation 2:
$QROGODG\ZKRLV$PHULFDQDQGLV\RXUQHLJKERU
LVVWDQGLQJDWKHUGRRUEHFDXVHVKHORVWKHUNH\V
DQGVKHFDQWJHWLQWRKHUKRPH&DQ\RXKHOS
KHUUHPHPEHUZKHUHKHUNH\VDUHE\DVNLQJDOO
HOHIWKHUURRPXQWLO
WKHDFWLRQVVKHGLGVLQFHVKHOHIWKHUURRPXQWLO
VKHFDPHEDFNKRPH
Situation 3:
<RXU(QJOLVKWHDFKHUDVVLJQHG\RXDVKRPHZRUN
HG\RXDVKRPHZRUN
WRUHSRUWDOOWKHDFWLRQV\RXGLG\HVWHUGD\&DQ
XGLG\HVWHUGD\&DQ
\RXGRLW"
Block 2: I express important
moments ocurred in the past
Situation 2:
<RXSOD\HGDVRFFHUPDWFKODVWZHHN&DQ\RX
GHVFULEHLW"
Warm up activities:
1. Make a list of as many verbs as possible before the class.
2. Choose 5 verbs and bring in a visual representing each verb.
3. Use the verbs to begin memorizing the verbs in simple past with
the correct pronunciation.
4. Write a short story about what their activities were yesterday.
43
B-2 Gua didctica para Lengua Adicional al espaol II
44 Knowledge development
Vocabulary
a. Listen and repeat.
b. Write the words under the correct picture.
David: +HOOR.DUHQ"
Angela: <HVLWVPH+L3DW
David: 7HOOPH,PDQ[LRXVWRNQRZ
Angela: 2K,PDQ[LRXVWRWHOO\RX,enjoyedDJUHDWGDWH
David: 5HDOO\":KDWhappened"
Angela: +HpickedPHXS\HVWHUGD\DWQRRQ)LUVWZHordered ed
OXQFK DW 3HSHV :H liked WKH EHDXWLIXO UHVWDXUDQW DQG WKH
KH
GHOLFLRXVIRRG7KHQZHwalkedLQDEHDXWLIXOSDUN+Hordered ed
LFHFUHDPDVDGHVVHUW)LQDOO\KHinvitedPHWR\LQDKRWDLUDLU
L
EDOORRQ$KXJHRQH+HaskedPHWRJHWLQWKHEDVNHWDQGZH G stayed
t d in
i it
IRUDERXWDQKRXU7KHUHRDWLQJLQWKHDLUKHQDOO\kissedPH
David: :RZ7KDWVJUHDW&RQJUDWXODWLRQV
Angela: ,NQRZ7KDQN\RX7KHEHVWSDUWLVWKDWKHaskedPHRXWDJDLQ
Grammar Presentation
We use verbs in the past tense to express completed actions.
0DQ\YHUEVLQ(QJOLVKIRUPWKHLUSDVWWHQVHE\DGGLQJHGGRULHGDWWKH
HQG7KHVHDUHFDOOHGregular verbs
([DPSOHV
G W ,G
love-lRYHG ORRNORRNHG LQYLWHLQYLWHG
KDSSHQKDSSHQHG ODXJKODXJKHG UHVWUHVWHG
SOD\SOD\HG VXUSULVHVXUSULVHG VNDWHVNDWHG
VPLOHVPLOHG ZDONZDONHG GHFLGHGHFLGHG
OLVWHQOLVWHQHG DVNDVNHG ZDQWZDQWHG
OLYHOLYHG OLNHOLNHG
VPHOOVPHOOHG WDONWDONHG
call-called ZDWFKZDWFKHG
45
B-2 Gua didctica para Lengua Adicional al espaol II
f. In teams, act out a verb and the rest of your team will have to
guess what it is.
Block 2: I express important
moments ocurred in the past
5HJXODUYHUEVDUHIRUPHGE\DGGLQJHGDWWKHHQGIRUH[DPSOH
:RUNZRUNHG
Stay stayed
:DQWZDQWHG
7KHUHDUHVRPHVSHOOLQJUXOHVWRZULWHUHJXODUYHUEVLQSDVWWHQVH
1. :KHQWKHYHUEVQLVKLQHZHKDYHWRDGGRQO\WKHG
Examples: dance danced
smile smiled
like liked
2. :KHQ WKH YHUEV QLVK LQ FRQVRQDQW \ ZH FKDQJH WKH
y for i and we add ed.
Examples: study studied
spy spied
cry cried
3. :KHQWKHYHUEVQLVKLQYRZHO\ZHRQO\DGGHG
Examples: Play played
Stay stayed
Destroy destroyed
47
B-2 Gua didctica para Lengua Adicional al espaol II
Cultural note
7KHDVWHULVNVUHIHUWRYHUEVQLVKHGLQ\
6RLQVRPHFDVHVFRQVRQDQW\ZHFKDQJHWKH\IRULDQGZHDGGHG
([DPSOHVVWXG\VWXGLHG
VS\VSLHG
FU\FULHG
WU\WULHG
:KHQWKHYHUEVQLVKLQYRZHO\ZHRQO\DGGHG
([DPSOHV3OD\SOD\HG
6WD\VWD\HG
'HVWUR\GHVWUR\HG
$QQR\
$QQR\\ DQQR\HG
DQQR\HG
\
1. I open a window.
,RSHQHGDZLQGRZDIUPDWLYH
3. He plays soccer.
6. He stays at home.
9. We listen to music.
49
B-2 Gua didctica para Lengua Adicional al espaol II
Pronunciation
50 7RSURQRXQFHWKHUHJXODUYHUEV\RXFDQXVHWKHQH[WJXLGH
9HUEVHQGLQJLQHGSUHFHGHGE\DYRLFHOHVVFRQVRQDQW>SNIVVK@!
VSHDN>W@
Example: I stop - I stopped
Pronunciation /t/
9HUEVHQGLQJLQHGSUHFHGHGE\DYRLFHGFRQVRQDQW>EJY]OPQ@
RUDYRZHO!>G@
Example: I clean - I cleaned
Pronunciation /d/
9HUEVHQGLQJLQHGSUHFHGHGE\>W@RU>G@!>LG@
Example: I visit - I visited
Pronunciation / id /
j. Listen and repeat the following examples. On the line, write the
correct ending pronunciation, (t), (d) or (id).
1
2
3
4
5
Block 2: I express important
moments ocurred in the past
Survey
l. 8VH WKH IROORZLQJ FKDUW WR OO LQ ZLWK \RXU SDUWQHUV LQIRUPDWLRQ
Then, report it to the class.
5HFHQWO\NLVVHG
VRPHRQH
:DWFKHGDVRDSRSHUD
\HVWHUGD\
3OD\HGRQWKH
FRPSXWHUODVWQLJKW
6WXGLHGIRUDQH[DP
51
B-2 Gua didctica para Lengua Adicional al espaol II
52 Session criteria:
I recognize vocabulary related to working, amusement and stu-
dying activities related to the past tense.
I identify and understand the main ideas in basic documents
about the past tense using basic reading comprehension stra-
tegies.
I practice and improve irregular verbs pronunciation and re-
DIUPWKHLUXVHLQVHQWHQFHV
I demonstrate an open mind and tolerance to cultural differen-
ces between Mexico and Anglo-Saxon countries appreciating my
nationality and identity.
I collaborate with my classmates in pair, trio or team activities
through a tolerant and open minded attitude.
Block 2: I express important
moments ocurred in the past
Session B: "I wrote an
excellent essay"
Context approach
Situation 1:
<RX ZDQW WR SDUWLFLSDWH LQ D VSHOOLQJ FRQWH[W
RILUUHJXODUYHUEVLQSDVW&DQ\RXPHQWLRQDW
OHDVWLUUHJXODUYHUEVLQSUHVHQWDQGSDVWZLWK
WKHFRUUHFWVSHOOLQJ"
Situation 2:
<RXUWHDFKHUDVNHG\RXWRZDWFKDVHJPHQWRI
DQ\ IDPRXV PRYLH \RX OLNH <RX KDG WR ZDWFK
LWZLWKRXWVXEWLWOHV+RZPDQ\YHUEVZHUH\RX
DEOHWRLGHQWLI\"&DQ\RXPHQWLRQWKHSDVWIRUP
RIWKRVHYHUEV"
Warm up:
1. A competition. Make two teams. Have the two teams make 2 lines
LQIURQWRIWKHWHDFKHUZLWKWKHWHDFKHULQIURQWRIWKHUVWVWX-
dents. With the verbs that the students made in Session A have
them compete by correctly spelling the verbs in the simple past.
Quickly show the verb and have them spell it. For example, the
picture is of a person walking, so the past is walked and they spell
walked correctly. Then, students pass from the front to the end
of the line.
2. Students have to create questions for a simple past quiz and have
the students take the different quizzes to check their use and spe-
lling of the simple past, including the time expressions.
3. Students have to write a creative story using vocabulary from
block 1 to create a silly story using the simple past.
5
53
B-2 Gua didctica para Lengua Adicional al espaol II
Knowledge development
54
Vocabulary
a. Write some time expressions for past according to the written
categories.
Present Past
JR ZHQW
see VDZ
VLQJ VDQJ
ride rode
eat ate
run ran
do did
ZULWH ZURWH
sleep slept
EX\ ERXJKW
VZLP VZDP
KDYH KDG
GULQN GUDQN
read read
GUDZ GUHZ
Grammar Presentation
Irregular verbs
There are other verbs that change to past in a different way, basically in
three different forms:
a. They change the vowel (they are similar: drink-drank, run-ran).
b. They dont change at all, (they are the same: cut-cut, hit-hit).
c. They change the whole word (they are different: eat-ate, go-went).
All of these are called irregular verbs. The only way to know how
you should use them is to know them, so you should learn at least the most
important and useful verbs.
Examples:
55
B-2 Gua didctica para Lengua Adicional al espaol II
e. Word Search. Find 10 verbs, write them down and write their past
56 tense.
E A C E F B D G G O H I J
Q A P O N M L K N I R D K
R S T U V W X Y Z A B C F
K D E F G E T H J K H L E
N M T P R V S V A M B C E
I O H Q U A X Y F E I D L
H G I I W H O Z J L M W N
T C A C T H O B U Y R R S
Present Past
1. _______________________ ___________________
2. _______________________ ___________________
3. _______________________ ___________________
4. _______________________ ___________________
5. _______________________ ___________________
6. _______________________ ___________________
7. _______________________ ___________________
8. _______________________ ___________________
9. _______________________ ___________________
10. _______________________ ___________________
Block 2: I express important
moments ocurred in the past
f. Complete the sentences with the correct form of the verb to be.
1. Maria _________ a great dancer when she was young.
2. We ___________ very tall.
3. I ______ a happy child.
4. Jos ________ a teacher.
5. My dog ________ very active.
6. You _______ angry yesterday.
7. They ______ noisy at the party.
8. You _______ incredible at the competition!
g. Pair work. Look at the verbs and classify them in the correct
column.
VKRZ EX\ HQMR\ GULQN
VWXG\ ZULWH JR VSHDN
SOD\ UHDG ZLQ IHHO
GR ORYH DVN WDNH
SDLQW VZLP KDYH WRXFK
WKLQN VWD\ ZDON YLVLW
NLVV VHH JHW \
VOHHS ORRN FRRN XQGHUVWDQG
ZDVK WDON OLVWHQWR ZHDU
FDOO VS\ OLYH IRUJHW
h. Group work. Create a story in the simple past and present it to your
class. Act it out!
57
B-2 Gua didctica para Lengua Adicional al espaol II
k. Use the verbs you circled in the conversation to create your own
perfect day.
Block 2: I express important
moments ocurred in the past
Session criteria:
, UHDIUP WKH UXOHV DQG XVDJH RI WKH SDVW WHQVH DVNLQJ DQG
answering questions using past tense structures.
I understand and write simple documents that have information
about past actions.
I recognize important data in a conversation or audible
segment related to past actions to be able to establish a short
conversation.
I collaborate with my classmates in pair, trio or team activities
through a tolerant and open minded attitude.
59
5
B-2 Gua didctica para Lengua Adicional al espaol II
Situation 2:
3OD\TXHVWLRQV<RXUWHDFKHUZURWHDQDFWLRQ
KHVKHGLG\HVWHUGD\<RXDQG\RXUFODVVPDWHV
KDYH RSSRUWXQLWLHV TXHVWLRQV WR JXHVV
ZKDW\RXUWHDFKHUGLG
Warm up activities:
1. Have students create a dialogue in pairs, using the learned structu-
res from Block 2. They need to present their dialogue to the class.
2. Students have to interview their classmates about their last vaca-
tion. Using the concepts and vocabulary learned in Block 2.
3. Students have to create a crossword puzzle for their classmates
including verbs in the past. They can go to this website to help
them make it: www.crosswordpuzzlegames.com/create.html.
Block 2: I express important
moments ocurred in the past
Knowledge development
Vocabulary
a. Listen and repeat.
riide a motorcycle
ride motorcy
t cle l eatt jog
jog exerciise
exercise
it
write l
sleep b
buy i
swim
b. Choose 5 activities you like and rank them. Give a 5 to the one you
like the most.
c. Talk about it. Tell your friend which activities you chose and why.
61
B-2 Gua didctica para Lengua Adicional al espaol II
RRVVLDKLJKVFKRROVWXGHQWZRQDWULSWR&DQDGD5HDGDERXW5RVVLWDONLQJDERXW
WKHSODFHVVKHYLVLWHG
&DQDGDLVDZRQGHUIXOSODFH)LUVW,ZHQWWR1LDJDUD)DOOV,WZDVDPD]LQJ0\
VLVWHUDQG,URGHRQ7KH0DLGRIWKH0LVW7KLVERDWZHQWYHU\FORVHWRWKHIDOOV
DQGZHFRXOGIHHOWKHEUHH]H7KHQZHWRRNDEXVWR7RURQWR:HZHQWXSWKH
&1WRZHU,WZDVDPD]LQJ:HVWHSSHGRQWKHJODVVRRUDQGP\VLVWHUDQG,ZHUH
VFDUHGEXWLWZDVDZRQGHUIXOH[SHULHQFH$WQLJKWZHERXJKWWLFNHWVIRUWKH6N\
'RPHQRZ5RJHUVFHQWUHDQGZHVDZDJUHDWIRRWEDOOJDPH7KHURRIRSHQHGLQ
PLQXWHV,WZDVXQEHOLHYDEOH)LQDOO\ZHOHIWIRU4XHEHF:HIRXQGDORWRI
KRXVHVDQGEXLOGLQJIURPSDVWFHQWXULHV,WZDVOLNHDIDLU\WDOH
5RVVLZRQDVFKRODUVKLSEHFDXVHVKHZDVVXFKDJRRGDQGRXWVWDQGLQJVWXGHQW7KDW
LVZK\VKHLVOLYLQJLQ7RURQWRQRZ
$QVZHUWKHTXHVWLRQVZLWKLQIRUPDWLRQIURPWKHWH[W
1. Why did Rossi win a scholarship?
_____________________________________________
2. What places did she visit?
_____________________________________________
3. Who did she go with?
_____________________________________________
4. Were they in Central America?
_____________________________________________
0DUN7UXH7RU)DOVH)
1. Rossi went to Canada with her parents. _______ ________
2. Niagara Falls are in Argentina. _______ ________
3. Sky Dome is a stadium. _______ ________
4. Quebec is in Canada. _______ ________
Block 2: I express important
moments ocurred in the past
Grammar Presentation
The auxiliary did
1HJDWLYHDQGLQWHUURJDWLYHIRUPVLQSDVWWHQVHDUHIRUPHGZLWKWKHDX[LOLDU\
GLG'LGDSSOLHVIRUHYHU\SHUVRQDOSURQRXQDQGWKHPDLQYHUELVXVHG
LQVLPSOHIRUPZKHUHGLGJRHVDVDQDX[LOLDU\
:HZHQWWR9HUDFUX]ODVW\HDU
:Hdid not goWR9HUDFUX]ODVW\HDU
Did ZHgo WR9HUDFUX]ODVW\HDU"
Negative Form
6XEMHFWdidQRWPDLQYHUELQSUHVHQWWHQVHFRPSOHPHQW
,
<RX
+H
6KHGLGQRWJRWR9HUDFUX]ODVW\HDU
,W
:H
7KH\
Interrogative Form
DidVXEMHFWPDLQYHUELQSUHVHQWWHQVHFRPSOHPHQW"
,
you
KH
VKH
,W
'LGZHJRWR9HUDFUX]ODVW\HDU"
WKH\
:HFDQIRUPERWKYes/NoTXHVWLRQVZLWKWKHDX[LOLDU\YHUEdid
([DPSOHV
Did you like the movies?
Yes I did.
Did she eat early?
No, she did not.
Did we celebrate the anniversary?
Yes, we did.
63
B-2 Gua didctica para Lengua Adicional al espaol II
W G
\HVWHUGD\ G
RQPRQGD\
ODVWWKLVPRUQLQJ
ODVW WKLVV PRU
WK R QL
QLQJ
QJ WKLVZHHN
WKL
KLLV ZH
ZHHN
HN RQVDWXUGD\
RQ VDWXUGD\
W G
WKLV\HDU
WKLV \HDU WKLVGHFDGH
WKLV GHFDGH VLQFH
VLQFH RQIULGD\
RQ IULGD\
RQ D\
65
6 5
B-2 Gua didctica para Lengua Adicional al espaol II
66 Grammar Presentation.
YesterdayLVDZRUGDQGDGYHUERIWLPHXVHGWRWDONDERXWH[DFWO\WKH
GD\EHIRUHZKLFKPHDQVYHU\VSHFLFLQIRUPDWLRQ
YesterdayZHKDGDJRRGOXQFKEHFDXVH,ZHQWVKLQJ
:KHQ\RXZDQWWRWDONDERXWDVSHFLFGD\EXWLWLVQRWSUHFLVHO\WKHGD\
EHIRUHZHFDQXVHWKHZRUGonIROORZHGE\WKHGD\ZHDUHUHIHUULQJWR
:HKDGWRJRWR6W-RVHSK+RVSLWDOon Friday
:KHQ ZH ZDQW WR UHIHU WR D SUHFLVH WLPH SHULRG OLNH WKH LPPHGLDWH
GHFDGHFHQWXU\RUZHHNEHIRUHZHFDQWDONDERXWWKHlastGHFDGHFHQWXU\RU
ZHHN
Last\HDUZDVWKHEHVWIRUPHDWVFKRRO
LastZLQWHUZHZHQWVNDWLQJZLWK6DQG\
LastFHQWXU\ZDVJUHDWIRUVFLHQFHDGYDQFHPHQWDQGGHYHORSPHQW
n. Pen pals. You have a friend in another country. Write to him and
tell him what you did on your last vacation.
67
B-2 Gua didctica para Lengua Adicional al espaol II
68 Session criteria:
, UHDIUP WKH UXOHV DQG XVDJH RI WKH SDVW WHQVH DVNLQJ DQG
answering questions using past tense structures.
I distinguish the difference between regular and irregular verbs
usage.
I present in an oral way actions done in the past.
I establish dialogues with an enthusiastic and empathetic
attitude.
Block 2: I express important
moments ocurred in the past
Situation 2:
3OD\TXHVWLRQV<RXUWHDFKHUZURWHDQDFWLRQ
KHVKHGLG\HVWHUGD\<RXDQG\RXUFODVVPDWHV
KDYH RSSRUWXQLWLHV TXHVWLRQV WR JXHVV
ZKDW\RXUWHDFKHUGLG
Warm up activities:
1. In pairs choose your favorite famous person. Create questions for
your famous person using the Wh questions. With a partner ask
and answer your questions. Dress the part and act it out!
2. Build a detective report. The schools computers were stolen. The
teacher hired a detective to investigate the stolen computers.
Create questions using the Wh questions and the use of yes/no
questions in the simple past. Then, in pairs one is the detective
and the other is a suspect answer the questions of your partner
DQGWKHQWDNHWXUQV7KHQQGRXWZLWKWKHFODVVZKRLVWKHQDO
suspect!!!! What detective is the winner??!!!
69
B-2 Gua didctica para Lengua Adicional al espaol II
Knowledge development
70
Vocabulary
a. Paste the words you think belong to each place or activity.
:KHQ,ZHQWWRWKHEHDFK,EURXJKW
:KHQ,ZHQWFDPSLQJ,EURXJKW
Block 2: I express important
moments ocurred in the past
jacket gloves
ball suitcase
71
B-2 Gua didctica para Lengua Adicional al espaol II
72
Block 2: I express important
moments ocurred in the past
David: +L$QJHOD:KDWGLG\RXGRRQ&KULVWPDV"
Angela: :HOO,ZHQWWRWKHEHDFK
David: :KHUHH[DFWO\GLG\RXJR"
Angela: , ZHQW WR 3XHUWR 9DOODUWD LWV
EHDXWLIXO
David: :KHQ GLG \RX OHDYH IRU 3XHUWR
9DOODUWD"
Angela: ,OHIWWKHYHU\QH[WGD\ZHZHQW
RXWRQYDFDWLRQ
David: 5HDOO\":KRGLG\RXJRZLWK"
Angela: ,WUDYHOHGZLWKP\EURWKHUP\
VLVWHUDQGP\GRJ
David: :K\ GLG \RX WDNH \RXU GRJZLWK
\RX"
Angela: %HFDXVH,GLGQWKDYHDQ\ERG\WR
ZDWFKKLPRYHUVR,KDGWRWDNHKLPZLWK
PH
David: :DVLWDORQJWULS"+RZORQJGLGLW
WDNH\RXWRJHWWKHUH"
Angela: :HHZWKHUH6RLWWRRNXVOLNH
DQKRXUWRJHWWKHUH,WZDVSUHWW\IDVW
David: :RZ,PVXUH\RXKDGDJUHDWWLPH
Angela: <HV,GLG,WZDVZRQGHUIXO:K\GRQW\RXFRPHZLWKPHQH[WWLPH"
David: ,GORYHWR
73
B-2 Gua didctica para Lengua Adicional al espaol II
Grammar Presentation.
74 :K4XHVWLRQV
4XHVWLRQZRUGDX[LOLDU\VXEMHFWYHUELQVLPSOHIRUPFRPSOHPHQW"
:KDW
:KHUH
:K\
:KDWWLPH
+RZ
+RZRIWHQ
+RZODWH
+RZORQJ
:KHQ
:KRDX[LOLDU\VXEMHFWYHUELQVLPSOHIFRPSOHPHQWZLWKIRUWR"
ZHDVNIRUWKHSHUVRQZKRUHFHLYHVWKHDFWLRQ
:KRYHUELQSUHVHQWFRPSOHPHQW"
ZHDVNIRUWKHSHUVRQZKRGRHVWKHDFWLRQ
:HFDQIRUPERWKYes/No questions and WhTXHVWLRQVZLWKWKHDX[LOLDU\
verb did.
Note: Some Who questions can be used with the verb in simple
past without the auxiliary did.
Examples:
Did you likeWKHPRYLHV"
Yes I did
Did she eatHDUO\"
No, she did not.
Did we celebrateWKHDQQLYHUVDU\"
Yes, we did.
Why did you chooseWKDWFRORU"
Because,OLNHLWYHU\PXFK
What did you doODVWZHHN"
I wentWRWKHFLQHPD
How did you know that?
I knew it E\UHDGLQJWKHQHZVSDSHU
When did she go there?
She went on Saturday.
Who came yesterday? (Does not use auxiliary did)
I did. (Uses auxiliary did)
Who ate my sandwich?
Your brother did.
Who did you send an e-mail to?
I sent it to Angela.
Who did you go out with?
I went out with David.
Block 2: I express important
moments ocurred in the past
f. Match the columns with the correct response.
1. ____________________________________________________ ?
,ZHQWWRWKHOLEUDU\ODVWZHHN
2. ____________________________________________________ ?
0\IULHQGVDWHPROHDQGULFHDWWKHSDUW\
3. ____________________________________________________ ?
%HFDXVHVKHZDVVLFN
4. ____________________________________________________ ?
:HKDGWKHH[DPODVW:HGQHVGD\
5. ____________________________________________________ ?
+HWRRNDVKRZHUDWRFORFNWKLVPRUQLQJ
75
B-2 Gua didctica para Lengua Adicional al espaol II
4. :KHQGLGVKHZULWHKHUUVWVRQJ"
j. Role play.
A: <RX DUH D IDPRXV SHUVRQ DQG \RX UHFHQWO\ ZHQW RQ D :RUOG 7RXU WHOO \RXU
SDUWQHUZKDW\RXGLGRQ\RXUWRXU
B: <RX DUH D UHSRUWHU DQG WKLV IDPRXV SHUVRQ MXVW ZHQW RQ D :RUOG 7RXU 0DNH
TXHVWLRQVWRQGRXWZKDWKHVKHGLGRQWKHWRXU
k. Switch roles.
l. Cumulative Review
5HJXODU ,UUHJXODU
BBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBB
Block 2: I express important
moments ocurred in the past
Building up verbs.
:RUNLQSDLUVDQGFXWRXWWKHDOSKDEHWOHWWHUVORFDWHGDWWKHHQGRIWKHERRN
<RXUWHDFKHUZLOOVD\DOHWWHUDQG\RXKDYHWREXLOGXSDVPDQ\YHUEVDV\RXFDQ
LQRQHPLQXWH:KHQ\RXQLVK\RXZLOOKDYHWRVD\WKHSDVWIRUPRIDOOWKHYHUEV
\RXEXLOW
77
Block 2: I express important
moments ocurred in the past
Cards
79
Block 2: I express important
moments ocurred in the past
Regular or irregular?
&XWRXWWKHYHUEFDUGVORFDWHGDWWKHHQGRIWKHERRNDQGFODVVLI\WKHPLQWRWZR
FDWHJRULHVUHJXODU LUUHJXODU:KHQ\RXQLVKSUDFWLFHVD\LQJWKHFRUUHFWSDVW
IRUPRIWKHP
Write it quickly!
<RX ZLOO ZRUN LQ VPDOO JURXSV<RXU WHDFKHU LV JRLQJ WR VKRZ D SLFWXUH FDUG DQG
VD\DFXH\RXOOKDYHWRPDNHXSDVHQWHQFHEDVHGRQWKHSLFWXUHDQGXVHWKH
LQIRUPDWLRQIURPWKHFXH,I\RXUWHDPLVWKHUVWRQHWRQLVKDQGWKHVHQWHQFHLV
FRUUHFW\RXOOJHWRQHSRLQW
81
Alphabet Cards Block 2: I express important
moments ocurred in the past
K K
83
Block 2: I express important
moments ocurred in the p past
Integrating Activity
1. Students have to write a short paragraph about their last vacation.
They have to leave a space for the simple past verbs, so their
SDUWQHUVKDYHWROOLQWKHSDUDJUDSK7KHQLQJURXSVWKHVWXGHQWV
have to read the different paragraphs with the funny simple past
verbs in the spaces.
8
85
B-2 Gua didctica para Lengua Adicional al espaol II
86 Feedback
,I \RX DIWHU UHYLHZLQJ \RXU UXEULF JRW D ORZ GRPDLQ OHYHO GRQW ZRUU\ 1RW
HYHU\WKLQJLVORVW\RXPD\KDYHVRPHNQRZOHGJHWKDWKDVWREHLPSURYHG
,I\RXVHWWOH\RXUVHOILQDSUHIRUPDORULQLWLDOUHFHSWLYHOHYHO\RXKDYHWRLPSURYH
\RXU(QJOLVKZLWK\RXUFODVVPDWHVWHDFKHUVDQGSDUHQWVKHOS7U\WRDGYDQFHWR
WKHQH[WOHYHOZHUHVXUH\RXFDQ
I. Classify the following verbs.
5HJXODU ,UUHJXODU
Rubric
LEVELS OF MASTERY
CRITERIA
INITIAL-
PRE-FORMAL INDEPENDENT STRATEGIC
RECEPTIVE BASIC
,UHFRJQL]H ,GRQRW ,XQGHUVWDQG ,KDYHD ,DPDEOHWRZULWH ,PDEOHWR
YRFDEXODU\ UHFRJQL]H a little of JHQHUDOYLHZ DVKRUWFRPSRVLWLRQ ZULWHDVKRUW
related to YRFDEXODU\ YRFDEXODU\ RIYRFDEXODU\ XVLQJYRFDEXODU\ FRPSRVLWLRQXVLQJ
ZRUNLQJ related to related to related to UHODWHGWRZRUNLQJ YRFDEXODU\UHODWHG
DPXVLQJDQG ZRUNLQJ ZRUNLQJ ZRUNLQJDPXVLQJ DPXVLQJDQG WRZRUNLQJ
VWXG\LQJ DPXVLQJDQG DPXVLQJDQG DQGVWXG\LQJ VWXG\LQJDFWLYLWLHV DPXVLQJDQG
DFWLYLWLHVDERXW VWXG\LQJ VWXG\LQJ DFWLYLWLHVDERXW DERXWSDVWWHQVHEXW VWXG\LQJDFWLYLWLHV
SDVWWHQVH DFWLYLWLHVDERXW DFWLYLWLHVDERXW SDVWWHQVH ,PQRWDEOHWRVD\ DERXWSDVWWHQVH
SDVWWHQVH past tense LWLQRUDOZD\ DQG,PDEOHWR
VD\LWLQRUDOZD\
,LGHQWLI\DQG ,GRQRWidentify ,identify and ,KDYHDJHQHUDO ,FDQXQGHUVWDQG ,XQGHUVWDQGWKH
understand and understand understand a YLHZDERXWWKH PRVWRIWKHPDLQ PDLQLGHDVLQ
WKHPDLQ the main little of the main PDLQLGHDVLQ LGHDVLQEDVLF EDVLFGRFXPHQWV
LGHDVLQEDVLF ideas in basic ideas in basic EDVLFGRFXPHQWV GRFXPHQWVDERXW DERXWSDVW
GRFXPHQWV documents documents DERXWSDVW SDVWWHQVHXVLQJ WHQVHXVLQJ
DERXWSDVW about past about past WHQVHXVLQJ EDVLFUHDGLQJ EDVLFUHDGLQJ
WHQVHXVLQJ tense using tense using EDVLFUHDGLQJ FRPSUHKHQVLRQ FRPSUHKHQVLRQ
EDVLFUHDGLQJ basic reading basic reading FRPSUHKHQVLRQ VWUDWHJLHV VWUDWHJLHV
FRPSUHKHQVLRQ comprehension comprehension VWUDWHJLHV
VWUDWHJLHV strategies. strategies.
87
87
B-2 Gua didctica para Lengua Adicional al espaol II
88
LEVELS OF MASTERY
CRITERIA
INITIAL-
PRE-FORMAL INDEPENDENT STRATEGIC
RECEPTIVE BASIC
,XQGHUVWDQG I do not I try to write ,write simple ,XQGHUVWDQG ,SHUIHFWO\
DQGZULWH understand and simple documents that DQGZULWHVLPSOH understand and
VLPSOH write simple documents that have information GRFXPHQWVWKDWKDYH ZULWHGRFXPHQWV
GRFXPHQWV documents that have information about past LQIRUPDWLRQDERXW WKDWKDYH
WKDWKDYH have information about past actions. SDVWDFWLRQV LQIRUPDWLRQDERXW
LQIRUPDWLRQ about past actions. SDVWDFWLRQV
DERXWSDVW actions.
DFWLRQV
,UHFRJQL]H I do not I have a leisure ,KDYHDJHQHUDO I recognize I understand
LPSRUWDQW recognize idea of data in a YLHZhow to important data in important data in
data in a important conversation or recognize a conversation or a conversation or
conversation data in a audible segment important data in audible segment audible segment
RUDXGLEOH conversation related to past a conversation related to past related to past
VHJPHQW or audible actions or audible actions to be able actions and Im
related to segment related segment related to establish a able to establish a
past actions to past actions to past actions short conversation short conversation
WREHDEOH to be able to to be able to expressing actions expressing actions
WRHVWDEOLVK establish a short establish a short done in the past. done in the past.
DVKRUW conversation conversation
conversation expressing expressing
H[SUHVVLQJ actions done in actions done in
actions done in the past. the past.
WKHSDVW
,GRQW I have little I do certain I collaborate with my Im able to
collaborate with collaboration collaborative classmates in pair, collaborate and
,FROODERUDWH
my classmates with my activities with my trio or team activities distribute pair, trio
ZLWKP\
in pair, trio or classmates classmates in through a tolerant or team activities,
FODVVPDWHVLQ
team activities in pair, trio or pair, trio or team and open minded through a tolerant
SDLUWULRRU
through a team activities activities through attitude. and open minded
WHDPDFWLYLWLHV
tolerant and through a a tolerant and attitude.
WKURXJKD
open minded tolerant and open minded
tolerant and
attitude. open minded attitude.
RSHQPLQGHG
attitude.
DWWLWXGH
,GHPRQVWUDWH ,GRQW I have a little I try to have I have an open mind I demonstrate
RSHQPLQG demonstrate open mind an open mind and tolerance to open mind and
and tolerance open mind and tolerance and tolerance cultural differences tolerance to
to cultural and tolerance to cultural to cultural between Mexico cultural differences
differences to cultural differences differences and Anglo- between Mexico
EHWZHHQ differences between Mexico between Mexico Saxon countries and Anglo-
Mexico and between Mexico and Anglo- and Anglo- appreciating my Saxon countries
$QJOR6D[RQ and Anglo- Saxon countries. Saxon countries nationality and appreciating my
countries Saxon countries appreciating my identity. nationality and
DSSUHFLDWLQJ appreciating my nationality and identity.
P\QDWLRQDOLW\ nationality and identity.
DQGLGHQWLW\ identity.
BLOCK3
I follow instructions and understand rules
Unit of Competence
Development
$VNIRUDQGH[FKDQJHLQIRUPDWLRQLQUHJDUGVWRLQVWUXFWLRQVRUGHUVVXJJHVWLRQVDQGZKDWLV
SURKLELWHG,QFOXGHVLPSOHVRFLDOUHFUHDWLRQDODQGZRUNVLWXDWLRQVLQZULWWHQDQGRUDOIRUP
Generic competences
7KHIROORZLQJDWWULEXWHVIURPWKHJHQHULFFRPSHWHQFHVZLOOEHGHYHORSHGWKURXJKWKLVEORFN
([SUHVVLGHDVDQGFRQFHSWVWKURXJKOLQJXLVWLFPDWKHPDWLFDORUJUDSKLFDOUHSUHVHQWDWLRQV
$SSO\GLIIHUHQWFRPPXQLFDWLYHVWUDWHJLHVDFFRUGLQJWRWKHVSHDNHUWKHFRQWH[WDQGWKH
JRDOVWRDFKLHYH
,GHQWLI\NH\LGHDVLQDWH[WRURUDOVSHHFKDQGLQIHUFRQFOXVLRQVIURPWKHP
([SUHVVWKHPVHOYHVLQDVHFRQGODQJXDJHLQHYHU\GD\VLWXDWLRQV
+DQGOHWKHFRPPXQLFDWLRQDQGLQIRUPDWLRQWHFKQRORJLHVWRJHWLQIRUPDWLRQDQGH[SUHVV
LGHDV
6WUXFWXUHDUJXPHQWVDQGLGHDVLQDFOHDUFRKHUHQWDQGVXPPDUL]LQJIRUP
'HQHJRDOVDQGIROORZXSRQWKHSURFHVVHVRIEXLOGLQJNQRZOHGJH
&RQWULEXWHZLWKGLIIHUHQWSRLQWVRIYLHZZKLOHFRQVLGHULQJRWKHUSRLQWVUHHFWLYHO\
$VVXPHWKDWUHVSHFWLQJGLIIHUHQFHVLVWKHEHJLQQLQJRILQWHJUDWLRQDQGFRH[LVWHQFHLQ
ORFDOQDWLRQDODQGLQWHUQDWLRQDOFRQWH[WV
Disciplinary competences
,GHQWLI\RUJDQL]HDQGLQWHUSUHWLGHDVGDWDDQGFRQFHSWVH[SOLFLWO\DQGLPSOLFLWO\ZLWKLQ
DWH[WWDNLQJLQWRFRQVLGHUDWLRQWKHFRQWH[WLQZKLFKLWZDVJHQHUDWHGDQGLQWKHRQHWKDW
LWLVUHFHLYHG
(YDOXDWHDWH[WE\FRPSDULQJWKHFRQWHQWZLWKRWKHUWH[WVEDVHGRQQHZDQGSUHYLRXV
NQRZOHGJH
9DOXHORJLFDOWKLQNLQJZLWKLQWKHFRPPXQLFDWLYHSURFHVVLQKLVKHUDFDGHPLFDQGHYHU\GD\OLIH
,GHQWLI\DQGLQWHUSUHWWKHPDLQLGHDWKHSRVVLEOHRXWFRPHRIDQRUDORUZULWWHQVWDWH-
PHQWLQDVHFRQGODQJXDJHWDNLQJLQWRDFFRXQWSUHYLRXVNQRZOHGJHQRQYHUEDOHOHPHQWVDQG
FRQWH[W
&RPPXQLFDWHLQDIRUHLJQODQJXDJHLQPHDQLQJIXOORJLFDOVSHHFKDFFRUGLQJWRWKHFRP-
PXQLFDWLYHVLWXDWLRQ
8VHLQIRUPDWLRQDQGFRPPXQLFDWLRQWHFKQRORJ\UHVHDUFKVROYHSUREOHPVSURGXFHPDWH-
ULDOVDQGWUDQVPLWLQIRUPDWLRQ
B-3 Gua didctica para Lengua Adicional al espaol II
90 Session criteria:
I recognize vocabulary related to working, amusement and
studying activities to know the imperative form.
I identify and understand the main ideas in basic documents like
instructions, users manuals and rules.
I practice and improve the speaking skill through activities to
follow instructions and obey rules.
I collaborate with my classmates in pair, trio or team activities
through a tolerant and open minded attitude.
Dynamic approach
Situation 1:
<RX DUH ZDONLQJ DURXQG 0HULGDV GRZQWRZQ DQG
\RXVHHWKDWDIRUHLJQHULVDUJXLQJZLWKDWRXULVWLF
SROLFHPDQ7KDWHYHQWFDWFKHV\RXUDWWHQWLRQDQG
\RX UHDFK WKHUH WR NQRZ ZKDW LV KDSSHQLQJ <RX
UHDOL]H WKDW WKH IRUHLJQHU LV GUXQN DQG DFFRUGLQJ
WR0HULGDVUXOHWKDWVDIHORQ\&DQ\RXH[SODLQWR
WKHIRUHLJQHUZK\WKDWVDIHORQ\"
Situation 2:
<RXDUHZDONLQJDURXQG\RXUFRPPXQLW\GRZQWRZQ
DQG\RXVHHWZR$PHULFDQWRXULVWVSOD\LQJIRRWEDOO
RYHUWKHJUDVVRIDUHVWULFWHGDUHD$UH\RXDEOHWR
WHOOWKHPZK\WKH\VKRXOGQWEHWKHUH"
Situation 3:
<RXHQWHULQWRDQHZKRVSLWDOWKDWKDVPDQ\VLJQV
DWKDVPDQ\VLJQV
LQ(QJOLVKDQGLQWKDWPRPHQW\RXVHHDFLJDUHWWH
RXVHHDFLJDUHWWH
FURVVHG RXW LQ D UHG FLUFOH 'R \RX NQRZ ZKDW LW
PHDQV"
Block 3: I follow instructions and
understand rules
Situation 2:
([SODLQFRPPRQUXOHV\RXKDYHWRREH\DWKRPH
Warm up activities:
6HDUFKIRULQIRUPDWLRQDERXWLPSHUDWLYHVDQGKRZWKH\DUHXVHG
2Q\RXUQRWHERRNOLVWYHDFWLRQV\RXFDQGRLQHDFKRIWKHIROORZLQJSODFHV
At home.
At school.
In a working place.
In public places.
:RUNLQJURXSVRIWKUHHDQGVKDUHWKHLQIRUPDWLRQZLWK\RXUFODVVPDWHV
/LVWDOOWKHRUGHUVWKDWWHDFKHUVSDUHQWVDQGRWKHUSHRSOHWHOO\RXWRGRLQ\RXU
UHJXODUOLIH
,QJURXSVRIWKHHGLVFXVVWKRVHRUGHUV
91
B-3 Gua didctica para Lengua Adicional al espaol II
92 Knowledge development
Vocabulary
a. Cut out some pictures from magazines and paste or draw them and
color some pictures related to these actions.
93
B-3 Gua didctica para Lengua Adicional al espaol II
Place
Commands
Block 3: I follow instructions and
understand rules
e. 7U\WRQLVKWKLVOHWWHUXVLQJWKHYHUEVIURPWKHER[
Dear Candy.
___________
Im goi ng to be fre e this Friday, so ________
Im in Progreso and the sea. Dont
nex t we ek end , Im in a red house near by
here and see me suit and your suntan lotion.
_ to bring your swimming
____________________
the downtowns Oxxo
my plac e, so when you get
Isnt har d to fin d ________________
lef t and walk straight five blocks.
______ __ __ __ __ __ __ bite you but if you dont
aus e the re are ma ny street dogs that could
careful bec
going to bite you.
disturb them theyre not here at night. If
__ __ som e wa rm clothes because its cold
____________ __ __ me, just open the
t wo rry and don t ________________ for
Im not at home, don a coke, some ice
into the hou se and __ _____________ yourself
back door. Come
nt.
cream or whatever yyou wa
tess ov
a bbuuute
al he
er tthe
oveer t ve
to
h ssto e!
ve!
chos
uch
ppannuc nd ssalb
nd
os aand
PS. I left some pa
Nancy
Lots of love,
er
Your sister
95
B-3 Gua didctica para Lengua Adicional al espaol II
Make a collage
96 f. Cut and paste under each sign prohibitions according to the correct
symbol that expresses the same idea.
Synthesis Activities
:ULWHDERXWZKDWRUGHUV\RXZRXOGJLYHWR\RXUVWXGHQWVLI\RXZHUHDWHDFKHU
:ULWH DERXW ZKDW RUGHUV \RX ZRXOG JLYH WR \RXU FKLOGUHQ LI \RX ZHUH D IDWKHU
PRWKHU
:ULWHWHQRUGHUVWKDW\RXZRXOGJLYHLI\RXZHUHDFLW\PD\RU
:ULWHDERXWZKDWRUGHUV\RXZRXOGUHFHLYHIURPWKHRZQHULI\RXZHUHZRUNLQJIRU
DIDFWRU\DVDPDQDJHU
,QVWUXFWLRQVIRUDQRULJDPLSURMHFWSDSHUIROGLQJ
Block 3: I follow instructions and
understand rules
No eating drinking or
No smoking No cycling Not drinking water
smoking
No admittance with
No swiming No radios No dogs
pacemarkers
No industrial
No children allowed Do not run 1RQDNHGDPHV
vehicles
No pedestrians Do not use ladder Do not use the lift Do not enter
97
B-3 Gua didctica para Lengua Adicional al espaol II
98
Block 3: I follow instructions and
understand rules
Session criteria:
I realize the function of modal verbs contrasting each other in
DIUPDWLYHDQGQHJDWLYHIRUPV
I recognize important data in a conversation or audible segment
related to instructions or rules to follow for being able to
establish a short conversation.
I use in a proper way, the vocabulary and grammar references
in communicative situations I face in pair, trio or team activities
through a tolerant and open minded attitude.
I establish dialogues with my partners with an enthusiastic and
empathetic attitude.
99
9
B-3 Gua didctica para Lengua Adicional al espaol II
Situation 2:
7RFRQWLQXHZLWKWKHFDPSDLJQWRSUHYHQWDFFLGHQWV
\RXUHJRLQJWRVHOHFWLQIRUPDWLYHSUHYHQWLYHDQG
UHVWULFWLYHVLJQVWRSODFHRQWKHVWUHHWVDURXQG\RXU
VFKRRO'HVFULEHZKDWWKH\PHDQ
Warm up activities.
Find some information about what the modal verbs are and how
they are used.
Write on your notebook what the difference between an
obligation and a prohibition is.
Write 10 questions that you would use in your regular life inside
your classroom.
Block 3: I follow instructions and
understand rules
Grammar Presentation
Obligations
0XVWDQGKDYHWRKDYHDOPRVWWKHVDPHPHDQLQJDQGWKH\DUHXVHGIRUREOLJDWLRQV
<RXXVHPXVWWRWDONDERXWVRPHWKLQJ\RXUHREOLJHGRUVWURQJO\DGYLVHGWRGR<RX
XVXDOO\XVHPXVWZKHQWKHREOLJDWLRQFRPHVIURPRQHRIWKHVSHDNHUV([DPSOH
<RXPXVWIDVWHQ\RXUVHDWEHOW
<RX XVXDOO\ XVH KDYH WR ZKHQ WKH REOLJDWLRQ FRPHV IURP D WKLUG SHUVRQ RU LV
SUHHVWDEOLVKHG
<RXRIWHQXVHLWZKHQ\RXWDONDERXWUXOHV([DPSOHV
<RXUIDWKHUVD\V\RXKDYHWRGRWKHPLOLWDU\VHUYLFH
<RXKDYHWRVKRZDQ,'ZKHQ\RXSD\E\FKHFN
$IUPDWLYH
,PXVWUHVSHFWWKHWUDIFVLJQV
<RXPXVWUHVSHFWWKHWUDIFVLJQV
+HPXVWUHVSHFWWKHWUDIFVLJQV
7KH\PXVWUHVSHFWWKHWUDIFVLJQV
:HPXVWUHVSHFWWKHWUDIFVLJQV
$IUPDWLYH
,KDYHWRJLYH\RXDWLFNHW
<RXKDYHWRJLYHPHDWLFNHW
6KHKDVWRJLYH\RXDWLFNHW
7KH\KDYHWRJLYH\RXDWLFNHW
:HKDYHWRJLYH\RXDWLFNHW
Interrogative
0XVW,JHWDWLFNHWIRUVSHHGLQJ"
0XVW\RXJHWDWLFNHWIRUVSHHGLQJ"
0XVWKHVKHJHWDWLFNHWIRUVSHHGLQJ"
0XVWWKH\JHWDWLFNHWIRUVSHHGLQJ"
Interrogative
'R,KDYHWRJLYH\RXDWLFNHW":KDWGR,KDYHWRJLYH\RX"
'R\RXKDYHWRJLYHPHDWLFNHW":KRGR\RXKDYHWRJLYHDWLFNHWWR"
'RHVKHVKHKDYHWRJLYH\RXDWLFNHW":KHUHGR\RXKDYHWRJLYHLW"ORFDWLRQ
'RWKH\KDYHWRJLYH\RXDWLFNHW"+RZGR\RXKDYHWRJLYHLW")URPDSROLFHRIFHU
'RZHKDYHWRJLYH\RXDWLFNHW":KHQGRZHKDYHWRJLYHLW"ZKDWWLPHZKDWGD\
101
B-3 Gua didctica para Lengua Adicional al espaol II
c. Circle the modal PXVW and the verb that comes after it.
:KDWLVWKHYHUEIRUPDIWHUPXVW"BBBBBBBBBBBBBBBB
d. Check 4 the verb KDYHWRand the verb that comes after it.
:KDWLVWKHYHUEIRUPDIWHUKDYHWR"BBBBBBBBBBBBBBBB
103
B-3 Gua didctica para Lengua Adicional al espaol II
104 h. Pair Work. Tell your partner 4 activities you have to do and 4
activities you must do. Write your ideas using the mind map.
Have to
Must
1. Have to as a team.
______________________________________________.
2. Mustnt drive.
______________________________________________.
Block 3: I follow instructions and
understand rules
4. Have to - study.
______________________________________________.
Grammar presentation
Advice
6KRXOGDQGVKRXOGQRWVKRXOGQWDUHXVHGWRH[SUHVVDGYLVDELOLW\([DPSOH
<RXVKRXOGVWXG\KDUGHU
<RXVKRXOGREH\WKHVSHHGOLPLW
$IUPDWLYH
, VKRXOG GRP\KRPHZRUN
<RX VKRXOG JRWRKRVSLWDO
:H VKRXOG WUDYHODURXQG<XFDWDQ
7KH\ VKRXOG VOHHSWKH\ORRNVRWLUHG
+H VKRXOG UHDGPRUH
Negative:
, VKRXOGQW OLVWHQWR(PLOLRKHVEDG
<RX VKRXOGQW GULQNEHHULWVJRLQJWRNLOO\RX
:H VKRXOGQW WUDYHODURXQG<XFDWDQ
6KH VKRXOGQW GDWH0LJXHOKHKDVDJLUOIULHQG
ZH VKRXOGQW FKHDWRQH[DPV
7KH\ VKRXOGQW JKWWRRPXFK
105
B-3 Gua didctica para Lengua Adicional al espaol II
Monica: +L'U5XL]7KDQNVIRUVHHLQJP\GDXJKWHUWRGD\
Dr. Ruiz:6XUHKRZFDQ,KHOS\RX"
Monica: :HOO VKH KDV D VRUH WKURDW :KDW
should,GR"
Dr. Ruiz 2ND\ 7KHUH DUH VRPH WKLQJV VKH
shouldGR6KHshouldWDNHWKHPHGLFLQH6KH
shouldGULQNORWVRIOLTXLGVDQGVKHshouldnt
JRWRVFKRRO
Monica: 2ND\
Dr. Ruiz: <RXU GDXJKWHU should UHVW DQG WDNH
ORWVRIYLWDPLQ&
Monica: 7KDQNVIRU\RXUDGYLFH
l. Read the conversation and write what are three things the doctor
said that Monica should do?
1. ____________________________________
2. ____________________________________
3. ____________________________________
Grammar Presentation
4
4. We want to be healthy, what should we do?
Advice: ________________________________________
A
______________________________________________
_
______________________________________________
_
10
107
B-3 Gua didctica para Lengua Adicional al espaol II
n. The hurricane season has already come to Yucatn and you have
108 to do an advertisement to explain to people what they should and
shouldnt do in this case.
Block 3: I follow instructions and
understand rules
Grammar Presentation
$IUPDWLYH
,PD\JLYH\RXWKHKRPHZRUNWRPRUURZPRUQLQJ
<RXPD\JLYHPHWKHKRPHZRUNWRPRUURZPRUQLQJ
+H6KHPD\JLYH\RXWKHKRPHZRUNWRPRUURZPRUQLQJ
7KH\PD\JLYH\RXWKHKRPHZRUNWRPRUURZPRUQLQJ
:HPD\JLYH\RXWKHKRPHZRUNWRPRUURZPRUQLQJ
Negative
,PD\QRWJLYH\RXWKHKRPHZRUNWRPRUURZPRUQLQJ
<RXPD\QRWJLYHPHWKHKRPHZRUNWRPRUURZPRUQLQJ
+H6KHPD\QRWJLYH\RXWKHKRPHZRUNWRPRUURZPRUQLQJ
7KH\PD\QRWJLYH\RXWKHKRPHZRUNWRPRUURZPRUQLQJ
:HPD\QRWJLYH\RXWKHKRPHZRUNWRPRUURZPRUQLQJ
Interrogative
0D\,JLYH\RXWKHKRPHZRUNWRPRUURZPRUQLQJ"
0D\\RXJLYHPHWKHKRPHZRUNWRPRUURZPRUQLQJ"
0D\KHVKHJLYH\RXWKHKRPHZRUNWRPRUURZPRUQLQJ"
0D\WKH\JLYH\RXWKHKRPHZRUNWRPRUURZPRUQLQJ"
0D\ZHJLYH\RXWKHKRPHZRUNWRPRUURZPRUQLQJ"
109
B-3 Gua didctica para Lengua Adicional al espaol II
$IUPDWLYH
110 ,FDQWXUQLQP\SDSHUQH[WZHHN
<RXFDQWXUQLQ\RXUSDSHUQH[WZHHN
+H6KHFDQWXUQLQKLVKHUSDSHUQH[WZHHN
7KH\FDQWXUQLQWKHLUSDSHUQH[WZHHN
:HFDQWXUQLQRXUSDSHUQH[WZHHN
Negative
,FDQWFDQQRWWXUQLQP\SDSHUQH[WZHHN
<RXFDQWWXUQLQ\RXUSDSHUQH[WZHHN
+H6KHFDQWWXUQLQKLVKHUSDSHUQH[WZHHN
7KH\FDQWWXUQLQWKHLUSDSHUQH[WZHHN
:HFDQWWXUQLQRXUSDSHUQH[WZHHN
Interrogative
&DQ,WXUQLQP\SDSHUQH[WZHHN"
&DQ\RXWXUQLQ\RXUSDSHUQH[WZHHN"
&DQKHVKHWXUQLQKLVKHUSDSHUQH[WZHHN"
&DQWKH\WXUQLQWKHLUSDSHUQH[WZHHN"
&DQZHWXUQLQRXUSDSHUQH[WZHHN"
Block 3: I follow instructions and
understand rules
o. Listen and repeat.
practice sports
111
B-3 Gua didctica para Lengua Adicional al espaol II
p. Pair work. Classify the activities from the previous exercise into
112 the columns below.
q. Check your answers with the team next to you. Are they the same?
4 7
r. Listen to the information about what people can and cant do.
Read the information silently and circle can and cant.
:HFDQWFKHDWRQH[DPV
:HFDQKDQJRXWZLWKRXUIULHQGV
RQWKHZHHNHQG
6KHFDQWVPRNHDWVFKRRO
+HFDQSOD\VRFFHUHYHU\6XQGD\
)RUH[DPSOH0D\,JRWRWKHEDWKURRP"<HV\RXPD\DIWHU
WKHEUHDN
11
113
B-3 Gua didctica para Lengua Adicional al espaol II
1 2
3 4
5 6
7 8
9 10
Block 3: I follow instructions and
understand rules
u. Survey. Ask your classmates what they can and cant do.
Can Cant
1. &DQ\RXSOD\DQLQVWUXPHQW" 6KHLODFDQSOD\WKHJXLWDU -RKQFDQWSOD\WKHJXLWDU
1
115
B-3 Gua didctica para Lengua Adicional al espaol II
Jos: +HOORWHDFKHU
Teacher: +HOOR-RVpmay,KHOS\RX"
Jos: <HV WHDFKHU may , JLYH \RX WKH
KRPHZRUNWRPRUURZPRUQLQJ"
Teacher: ,PVRUU\EXW,VDLGHYHU\ERG\must
KDQGLQWKHSDSHUWRGD\LQWKHDIWHUQRRQ
Jos: , NQRZ WHDFKHU EXW may , KDYH WKH
RSSRUWXQLW\ WR JLYH LW WR \RX ODWHU" , UHDOO\
cantEHKHUHWRGD\LQWKHDIWHUQRRQ
Teacher: ,WKLQN\RXVKRXOGDVNVRPHRQHHOVH
WRJLYHLWWRPHIRU\RX
Jos: ,PVRUU\,cantGRWKDWWHDFKHU,have toJRWR0H[LFR&LW\LQDQKRXU
Teacher: :HOOLQWKDWFDVH\RXcanJLYHLWWRPHULJKWQRZ
Jos: 7KHSUREOHPLVWKDWP\SDSHULVDWKRPHDQG,cantJHWRXWRIVFKRROULJKWQRZ
Teacher: 7KHQ,WKLQN\RXKDYHWRKXUU\EHFDXVH,PQRWFRPLQJWRPRUURZPRUQLQJ
Jos: 2KQR:KDWshould,GRQRZ",GRQWZDQWWRIDLO
Teacher: 2N-RVHWDNHLWHDV\<RXcanKDQGWKHSDSHULQWKHGD\DIWHUWRPRUURZ
Jos: :RZWHDFKHUWKDQNV
Teacher: <HVEXWMXVWGRQWJHWXVHGWRLW-RVp
'HQHPD\LQ\RXURZQZRUGV.
Underline can.
What form of the verb comes after can?
'HQHcan LQ\RXURZQZRUGV.
Block 3: I follow instructions and
understand rules
x. Create a conversation between the manager of the restaurant and
the customer. There are problems with the restaurants service
and food. Use may and can to create your conversation.
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
117
B-3 Gua didctica para Lengua Adicional al espaol II
118 y. This is a popular Mexican game. Everybody knows the rules, but
now, you and your classmates will play the game however you
want! You make the rules!
z. Present your game to the rest of the class
1. Before starting.
Get together in groups of 4.
Come up with the rules you want to have for this game,
remember, you can do anything you want, as long as all the
members of the team agree with it.
3. Have fun!
64 63 62 61 60 59 58 57
49 50 51 52 53 54 55 56
48 47 46 45 44 43 42 41
33 34 35 36 37 38 39 40
32 31 30 29 28 27 25
17 18 19 20 21 22 23 24
16 15 14 13 12 11 10 9
1 2 3 4 6 7 8
5
Block 3: I follow instructions and
understand rules
Synthesis Activity
1. Write an essay about things that you can do, cant do, may do, may
not do, have to do, must do, dont have to do, mustnt do, should
do and shouldnt do inside your school.
2. Share your composition with your classmates and write a conclusion
on your notebook about whether your essay has much in common
with other essays or it doesnt and why.
3. Create a classroom vocabulary list with questions, requests and
answers to be used all the time in the classroom.
Integrating activity
1. Work in pairs to discuss what rights and obligations you have inside
your classroom.
2. Brainstorm the rights and obligations students have in your school.
3. Create a regulation for your classroom; establishing both, rights
and obligations.
4. Make a regulation about trash handling for your community and
create a brochure.
5. Work in pairs: Write a brochure about a piece of advice to prevent
car accidents. Give tips to drivers. The teacher will randomly ask
you to present it to the class.
11
119
11
B-3 Gua didctica para Lengua Adicional al espaol II
120 Feedback
,I \RX DIWHU UHYLHZLQJ \RXU UXEULF JRW D ORZ GRPDLQ OHYHO GRQW ZRUU\ QRW
HYHU\WKLQJLVORVW\RXPD\KDYHVRPHNQRZOHGJHWKDWKDVWREHLPSURYHG
,I\RXVHWWOH\RXUVHOILQDSUHIRUPDORULQLWLDOUHFHSWLYHOHYHO\RXKDYHWRLPSURYH
\RXU(QJOLVKZLWK\RXUFODVVPDWHVWHDFKHUVDQGSDUHQWVKHOS7U\WRDGYDQFHWR
WKH QH[W OHYHO ZHUH VXUH \RX FDQ<RX FDQ QG PHDQLQJIXO LQIRUPDWLRQ RQ WKH
LQWHUQHWPDJD]LQHVRU(QJOLVKERRNVOLNH0\/LIHWRGD\%DFNVWDJHRU&HOHEUDWLRQV
,I\RXDUHLQDEDVLFOHYHO\RXKDYHDJHQHUDOYLHZRI(QJOLVKEXW\RXPXVWHQFRXUDJH
\RXUVHOIWROHDUQDQGSUDFWLFHPRUH
1RZOHWVFKHFNWKHVHH[HUFLVHV
a. Complete the following sentences with the words inside the boxes.
1. No smoking.
2. Work in pairs.
4. Be on time.
121
B-3 Gua didctica para Lengua Adicional al espaol II
c. Classify the following words from the word bank where you think
122 they go best.
At a hospital
4 7
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
Block 3: I follow instructions and
understand rules
Rubric
LEVELS OF MASTERY
CRITERIA
INITIAL-
PRE-FORMAL BASIC INDEPENDENT STRATEGIC
RECEPTIVE
,UHFRJQL]H ,GRQRWUHFRJ- ,XQGHUVWDQGD ,KDYHD ,DPDEOHWRZULWH ,DPDEOHWRZULWH
YRFDEXODU\ QL]HYRFDEX- little of voca- JHQHUDOYLHZ DVKRUWFRPSRVLWLRQ DVKRUWFRPSRVLWLRQ
related to lary related EXODU\UHODWHG RIYRFDEX- XVLQJYRFDEXODU\ XVLQJYRFDEXODU\
ZRUNLQJ WRZRUNLQJ WRZRUNLQJ lary related UHODWHGWRZRUNLQJ UHODWHGWRZRU-
DPXVLQJDQG DPXVLQJDQG DPXVLQJDQG WRZRUNLQJ DPXVLQJDQGVWX- NLQJDPXVLQJDQG
VWXG\LQJDFWL- VWXG\LQJDFWL- VWXG\LQJDFWL- DPXVLQJDQG G\LQJDFWLYLWLHVIRU VWXG\LQJDFWLYLWLHV
YLWLHVWRNQRZ YLWLHVWRNQRZ YLWLHVWRNQRZ VWXG\LQJDFWL- NQRZLQJWKHLPSH- UHODWHGWRLPSH-
WKHLPSHUDWLYH WKHLPSHUDWLYH WKHLPSHUDWLYH YLWLHVWRNQRZ UDWLYHIRUPEXW, UDWLYHIRUPDQG,
IRUP IRUP IRUP WKHLPSHUDWLYH DPQRWDEOHWRVD\ DPDEOHWRVD\LWLQ
IRUP LWLQRUDOZD\ RUDOZD\
,LGHQWLI\DQG ,GRQRWLGHQWL- ,LGHQWLI\DQG ,KDYHDJHQH- ,FDQXQGHUVWDQG ,XQGHUVWDQGWKH
understand fy and unders- understand a UDOYLHZDERXW WKHPRVWRIWKH PDLQLGHDVLQEDVLF
WKHPDLQLGHDV WDQGWKHPDLQ OLWWOHRIWKH WKHPDLQLGHDV PDLQLGHDVLQEDVLF GRFXPHQWVOLNH
LQEDVLFGR- LGHDVLQEDVLF PDLQLGHDVLQ LQEDVLFGR- GRFXPHQWVOLNH LQVWUXFWLRQVXVHU
FXPHQWVOLNH GRFXPHQWVOLNH EDVLFGRFX- FXPHQWVOLNH LQVWUXFWLRQVXVHU PDQXDOVDQGUXOHV
LQVWUXFWLRQV LQVWUXFWLRQV PHQWVOLNH LQVWUXFWLRQV PDQXDOVDQGUXOHV XVLQJEDVLFUHDGLQJ
XVHUPDQXDOV XVHUPDQXDOV LQVWUXFWLRQV XVHUPDQXDOV XVLQJEDVLFUHDGLQJ FRPSUHKHQVLRQ
DQGUXOHV DQGUXOHV XVHUPDQXDOV DQGUXOHV FRPSUHKHQVLRQ VWUDWHJLHV
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123
B-3 Gua didctica para Lengua Adicional al espaol II
124
CRITERIA
LEVELS OF MASTERY
INITIAL-
PRE-FORMAL BASIC INDEPENDENT STRATEGIC
RECEPTIVE
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BLOCK4
K4 I make plans and predictions
Unit of Competence
Development
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Generic competences
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Disciplinary competences
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B-4 Gua didctica para Lengua Adicional al espaol II
Dynamic approach
Situation 1:
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\RX WKH MRE WKLV HQWHUSULVH QHHGV WR GR DQ LQWHUYLHZ
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WRIRUHLJQHUVLQ(QJOLVK"
Situation 2:
<RXU WHDFKHU KDG DVNHG \RX WR ZULWH DQ HVVD\ H[SODLQLQJ
KRZ\RXWKLQN\RXUOLIHLVJRLQJWREHZLWKLQWHQ\HDUVFDQ
\RXGRLW"
Situation 3:
$ IDFHERRN IULHQG LQWURGXFHG \RX DQ LQWHUHVWLQJ
HUHVWLQJ SHUVRQ
SHUVRQ
ZKR OLYHV LQ (QJODQG EXW IRU WLPH UHDVRQV \RX FDQW FKDW
ZLWKKLPKHUDWWKHVDPHIUHHWLPH)RUWKDWUHDVRQKH
KDWUHDVRQKH
VKHDVNV\RXWRWHOOKLPKHUZKDW\RXDUHJRLQJWRGRWKH
JRLQJWRGRWKH
UHVWRIWKHZHHNDQGZKDW\RXUIUHHWLPHZLOOEH:RXOG
ZLOOEH:RXOG
\RXJLYHWKDWLQIRUPDWLRQ"
Block 4: I make plans and pre-
dictions
Situation 2:
7KH VFKRRO ZKHUH \RX VWXG\ LV KDYLQJ DQ HFRORJLFDO
FDPSDLJQ:KDWDVSHFWVFDQ\RXKHOSWRLPSURYH"+RZ"
Warm up activities:
1. Play the guessing game. In teams, students have to create
categories related to free time, work, and school. The teams must
write examples of actions on cards that are for each category. The
teacher exchanges the cards within the different teams. One team
member chooses a card (with the category and the actions). The
student can advise their team of the category, but not of the action.
If that is too easy then they shouldnt advise their team members
of the category, challenge them! Then, one team member for each
team needs to draw an action from that category and the team
that guesses their members of the drawings wins! Each team has
one minute in order to guess the action. HOWEVER, the student
guessing the action has to say the action using be+going to in order
to get triple points!! Have fun! (Save the cards you will use them
for Session B too).
127
B-4 Gua didctica para Lengua Adicional al espaol II
a. Listen and repeat the words, then match them with a line to the
right picture.
Actions
to listen to eat to watch to sleep
to study to talk to buy to take
to dance to call to drive to walk
to read to wait to play
Block 4: I make plans and pre-
dictions
Places
library beach mall park
museum movie theater bank home
airport hotel office restaurant
town square supermarket bus station
129
B-4 Gua didctica para Lengua Adicional al espaol II
130 b. For each place write a list of actions that can happen there.
Grammar Presentation
,GLRPDWLFIXWXUHLVXVHGWRH[SUHVVVKRUWWHUPSODQVDQGLQWHQWLRQV,WLVDOVRXVHGWR
PDNHVRPHYHU\SUREDEOHSUHGLFWLRQVEDVHGRQVRPHHYLGHQFHWKDW\RXDOUHDG\KDYH
6XEMHFWEHJRLQJWRYHUEFRPSOHPHQW
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<RXDUHJRLQJWREX\DKRXVH
:HDUHJRLQJWREX\DKRXVH
7KH\DUHJRLQJWREX\DKRXVH
Negative
6XEMHFWEHQRWJRLQJWRYHUEFRPSOHPHQW
,DPQRWJRLQJWREX\DKRXVH
+HLVQRWJRLQJWREX\DKRXVH
6KHLVQRWJRLQJWREX\DKRXVH
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:HDUHQRWJRLQJWREX\DKRXVH
7KH\DUHQRWJRLQJWREX\DKRXVH
131
B-4 Gua didctica para Lengua Adicional al espaol II
Interrogative
132 7REHVXEMHFWJRLQJWRYHUELQVLPSOHWHQVHFRPSOHPHQW"
$P,JRLQJWREX\DKRXVH"
,VKHJRLQJWREX\DKRXVH"
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$UH\RXJRLQJWREX\DKRXVH"
$UHZHJRLQJWREX\DKRXVH"
$UHWKH\JRLQJWREX\DKRXVH"
g. Form small groups and plan a tour with your friends using be
going to. It can be a night disco tour a museum tour a visit
to the zoo or any creative idea that comes to your mind. You can
use contractions and the following guide:
Who is going?
Where are we going?
What are we going to do?
How much money are we going to need?
What are we going to wear?
What time are we going to leave?
133
B-4 Gua didctica para Lengua Adicional al espaol II
a. Look at the pictures and the words. Listen to the recording and
134 repeat.
}
6WRUP\ +DLO 'U\
b. Look at the pictures, what do you think the weather is like in those
places. Write it under the picture.
Cancun London
North Pole
Answer key:
/RQGRQ&ORXG\IRJJ\
&DQFXQ6XQQ\KRW
1RUWK3ROH&ROGVQRZ\
6DKDUD'HVHUW+RWVXQQ\
Sahara Desert British Columbia %ULWLVK&ROXPELD6WRUP\
13
1135
3
B-4 Gua didctica para Lengua Adicional al espaol II
136
36 c. In pairs. Use the weather map to describe the weather in the
different locations. Be creative!!
7
6
2
8 3
Sunny
Cloudy
5
Rainy 4
Stormy
Hail
Snowy
Block 4: I make plans and pre-
dictions
d. In the boxes below, draw the forecast for your city. Be creative!
Monday Tuesday
Wednesday Thursday
Friday Saturday
Sunday
Synthesis Activities
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HQJLQHW\SH$FDSXOFRZHDWKHUDQGWKHIRUHFDVWIRU$FDSXOFRZLOODSSHDU7KHQJHW
WKHIRUHFDVWIRUWKHZHHNRIWKHSODFH\RXZDQWWRYLVLW:ULWHRXWWKHIRUHFDVW
IRU WKH ZHHN XVLQJ EHJRLQJ WR RU ZLOO LQ WKH DIUPDWLYH RU QHJDWLYH GHSHQGLQJ
RQWKHLQIRUPDWLRQEHLQJFROOHFWHG'UDZRUFXWRXWYLVXDOVWRLOOXVWUDWHWKHGDLO\
ZHDWKHUIRUHFDVW7KHQFUHDWHTXHVWLRQVIRU\RXUFODVVPDWHVDERXWWKHLUSODFHV
VRVWXGHQWVFDQSUDFWLFHDVNLQJDQGDQVZHULQJTXHVWLRQV8VHWKHZULWWHQIRUHFDVW
IRUWKHVWXGHQWVSRUWIROLRV
137
B-4 Gua didctica para Lengua Adicional al espaol II
Situation 2:
3UHSDUHTXHVWLRQVDERXWDFODVVPDWHVUHVROXWLRQVWR
QGRXWPRUHLQIRUPDWLRQ
Warm up activities:
1. Play a different guessing game! In teams, have the students use the
cards from Session A. One of the students is the fortune teller with
all of the cards. The other students are there to have the fortune
teller read them their cards. First, have the students brainstorm
possible questions. Then, Student A (the fortune teller) has the
cards and places each type of category card in front of Student
% 6WXGHQW % DVNV 6WXGHQW$ XVLQJ ZLOO DQG ZRQW WR QG RXW WKH
answers to his/her future. Student A answers the questions using
will/wont. In the team have the students choose the next pair to
present. Bring additional visuals for back up support and to add
creativity to the readings and the questions! Use the brainstormed
questions for the students portfolio.
139
B-4 Gua didctica para Lengua Adicional al espaol II
1. A doctor ____
2. An architect ____
3. A dentist ____
4. A waiter ____
5. A teacher ____
6. A journalist ____
7. A pilot ____
8. An accountant ____
9. A secretary ____
10. A farmer ____
11. A postman ____
12. A carpenter ____
13. An actor / actress ____
14. A driver ____
15. A designer ____
Professions Jobs
141
B-4 Gua didctica para Lengua Adicional al espaol II
Maria: +HOOR&DUORV+RZDUH\RX"
Carlos: +L,PQHEXWDOLWWOHFRQIXVHG
,VWLOOGRQWNQRZZKDWWRVWXG\
Maria: , WKRXJKW \RX ZDQWHG WR EH DQ
DFFRXQWDQW
Carlos: <HVWKDWZDVP\UVWRSWLRQ,P
JRRGZLWKQXPEHUVEXW,WKLQNLWVDYHU\
ERULQJMRE,willEHDQDUFKLWHFW
How DERXW\RX"
Maria: :HOO,willEHDGRFWRURUDWHDFKHU,UHDOO\OLNHKHOSLQJSHRSOH
Carlos: 7KDWVYHU\QLFHRI\RX,NQRZ\RXwillEHDQH[FHOOHQWWHDFKHURUGRFWRU
Maria: 7KDQN\RX,PVXUH\RXwillEHDQH[FHOOHQWDUFKLWHFWWRR
Grammar Presentation
Remember:
I will = Ill
You will = Youll
He will = Hell
She will = Shell + verb in simple form
It will = Itll
We will = Well
Block 4: I make plans and pre-
dictions
They will = Theyll
Maria decided to study medicine.
Maria will be a doctor.
Carlos decided to work designing buildings.
Carlos will be an architect.
Interrogative
Will I (verb)?
Will you ?
Will he ?
Will she ?
Will it ?
Will we ?
Will they ?
143
B-4 Gua didctica para Lengua Adicional al espaol II
*HRUJH KDV VHULRXV SUREOHPV DW VFKRRO +H QHHGV WR VWXG\ KDUGHU WR KDYH WKH
RSSRUWXQLW\ WR FKRRVH D JRRG XQLYHUVLW\ KH ZDQWV WR EH D GRFWRU 0HQWLRQ WKH
WKLQJVKHZLOOZRQWKDYHWRGR
([DPSOH
JRFOXEELQJRQZHHNHQGV1RKHZRQWJRFOXEELQJ
FDWFKXSZLWKKLVQRWHV<HVKHZLOOFDWFKXSLQFODVV
Go to the movies.
Do a science project.
Play soccer on Saturday.
Chat online.
Watch TV.
Hang out with his friends.
Download music.
Study everyday.
Clean his room.
Pay more attention to his
girlfriend.
1. ____________________________________________________.
2. ____________________________________________________.
3. ____________________________________________________.
Block 4: I make plans and pre-
dictions
4. ____________________________________________________.
5. ____________________________________________________.
6. ____________________________________________________.
7. ____________________________________________________.
8. ____________________________________________________.
9. ____________________________________________________.
10. ____________________________________________________.
f. Write a list of questions you would like to ask your favorite artist.
Use the interrogative forms of will and be going to.
144
145
B-4 Gua didctica para Lengua Adicional al espaol II
Fortune teller:+HOORP\GHDUZKDWEULQJV
\RXKHUH"
Woman: +L ,P UHDOO\ ZRUULHG , KDYH
KRUULEOHGUHDPVDWQLJKW,KDYHDVHULRXV
FUXVKRQWKLVJX\DQG,PQRWVXUHLIKH
UHDOO\OLNHVPHRUQRW
Fortune teller: 2N GRQW ZRUU\ OHW PH
VHH\RXUKDQG,ZLOOWHOO\RXHYHU\WKLQJ
\RXZDQWWRNQRZ
Woman: 6KH VKRZV KHU KDQG WR WKH
IRUWXQHWHOOHU:KDWGR\RXVHH"
Fortune teller: 0DNLQJ ZHLUG QRLVHV
PPPPPPRNZKDWGR\RXZDQWWRNQRZ"
Woman: :LOO%LOODVNPHRXW"
Fortune teller:<HVKHZLOOVRRQHUWKDQ
\RXH[SHFW
Woman: *UHDW,VKHJRLQJWRNLVVPHRQRXUUVWGDWH"
Fortune teller:1RKHZRQWEXWKHZLOODVN\RXRXWDJDLQ
Woman: :KHUHDUHZHJRLQJWRJRRXW"
Fortune teller:,PQRWVXUHEXWKHZLOOJLYH\RXDERXTXHWRIRZHUVIRU\RXUUVW
GDWH
Woman: 2KWKDWVVRVZHHW6RKHUHDOO\OLNHVPH2QHODVWTXHVWLRQZKDWVWKH
ZHDWKHUJRLQJWREHOLNHZKHQKHDVNVPHRXW"
Fortune teller::KDW":K\GR\RXZDQWWRNQRZWKDW"
Woman: %HFDXVH,QHHGWRNQRZZKDW,PJRLQJWRZHDU
Block 4: I make plans and pre-
dictions
Grammar Presentation
WH Questions
7KHUHDUHRWKHUNLQGVRITXHVWLRQVWKDWEHJLQZLWKLQWHUURJDWLYHZRUGVVXFKDVWKH
IROORZLQJ
Why What When Which Where How
+HUH\RXKDYHDVXSSRUWWDEOHWRUHPHPEHUWKLVLQDQHDV\ZD\
1. ____________________________________________________?
Im going to visit Acapulco next week.
2. ____________________________________________________?
Shes going to cook lasagna.
3. ____________________________________________________?
Were going to study at 6.
147
B-4 Gua didctica para Lengua Adicional al espaol II
4. ____________________________________________________?
148 David is going to drive.
5. ____________________________________________________?
Theyre going to travel by plane.
6. ____________________________________________________?
Because shes going to graduate next year.
i. Look at the chart and choose one character. Your classmate has to
ask you questions to guess what character you chose. Change roles
so you both practice asking and answering questions.
What kind
What What time Who Which car How much Where
of music
Read the following horoscopes and share them with a partner. In-
clude a brief prediction for each zodiac sign. You may use your
dictionary to look up words you dont know.
Example:
k. On your own. Where will you be 5 years form now? Think about it
and write it down. Look at the questions for guidance.
149
B-4 Gua didctica para Lengua Adicional al espaol II
150 Quiz
B: Go out? When?
A: __________ it OK at 6?
A: ___________!
B: _____________, _________________!
1. A_______________________________.
N_______________________________.
2. A___________________________________.
N___________________________________.
Block 4: I make plans and pre-
dictions
3. A___________________________________.
N___________________________________.
4. A__________________________________.
N__________________________________.
5. A__________________________________.
N__________________________________.
6. A__________________________________.
N__________________________________.
7. A__________________________________.
N__________________________________.
8. A__________________________________.
N__________________________________.
1151
5
B-4 Gua didctica para Lengua Adicional al espaol II
Integrating Activity
1. In teams create a talk show. One of the presenters on the talk show
is a fortune teller. The fortune teller gives advice and predicts
the viewers future. On the talk show present the different roles,
especially the role of the fortune teller. Choose your topics and who
you want to have the fortune teller interview. Use the structures
and vocabulary used throughout Block 4, wh questions and yes/
no questions with future tenses. Use the presented information
for the students portfolios.
2. You just won the lottery!!!!! Congratulations!!!! You won 1,000,000
dollars. What will you do with all of that money? Write out what you
will do with the money using the different future tenses. Be sure to
bring visuals of what you plan to buy and do for your presentation.
Use the written information for the students portfolios.
153
B-4 Gua didctica para Lengua Adicional al espaol II
154 Feedback
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a. Choose the correct option to complete the sentences.
1. I __________ study medicine next year.
a. am b. do c. will d. going
Rubric
LEVELS OF MASTERY
CRITERIA
PRE-FORMAL INITIAL-RECEPTIVE BASIC INDEPENDENT STRATEGIC
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155
B-4 Gua didctica para Lengua Adicional al espaol II
156
LEVELS OF MASTERY
CRITERIA
PRE-FORMAL INITIAL-RECEPTIVE BASIC INDEPENDENT STRATEGIC
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General Feedback
B-4 Gua didctica para Lengua Adicional al espaol II
158
General Feedback
a. Write the comparative and superlative form.
Comparative Superlative
1. nice
2. comfortable
3. far
4. easy
5. expensive
Block 4: I make plans and pre-
dictions
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Last Yesterday
15
159
5
B-4 Gua didctica para Lengua Adicional al espaol II
g. Rewrite the sentences. Use the negative form of the simple past.
1. Mary sang in the concert last week. ________________________
_____________________________________________________
2. We went to Mexico City in 2005. __________________________
_____________________________________________________
161
Gua didctica para Lengua Adicional al espaol II
162
Notes
Notes
163
Gua didctica para Lengua Adicional al espaol II
164
Notes