Lae4 PDF

LENGUA ADICIONAL
AL ESPAÑOL 4
FORMACIÓN BÁSICA
CUARTO
SEMESTRE
Héctor Figueroa Mazón
Jorge Julian Reprieto Rodríguez
Maritza Guadalupe Medina Romero
COLEGIO DE BACHILLERES DEL ESTADO DE SONORA
DIRECCIÓN GENERAL
DIRECCIÓN ACADÉMICA
LENGUA ADICIONAL AL ESPAÑOL 4

Módulo de Aprendizaje.
Copyright© 2014 por Colegio de Bachilleres del Estado de Sonora.
Todos los derechos reservados.
Reimpresión 2017. Impreso en México.
DEPARTAMENTO DE INNOVACIÓN Y DESARROLLO DE LA PRÁCTICA DOCENTE

Blvd. Agustín de Vildósola, Sector Sur.
Hermosillo, Sonora, México. C.P. 83280
COMISIÓN ELABORADORA
Elaboración:
Héctor Figueroa Mazón
Jorge Julian Reprieto Rodríguez
Maritza Guadalupe Medina Romero
Corrección de estilo:
Teresa Vallejo Rivera
Jaime Fernando López Méndez
Diseño y edición:
Jesús Ramón Franco Hernández
Diseño de portada:
María Jesús Jiménez Duarte
Fotografía de portada
Shutterstock©
Departamento de Imagen Institucional
Coordinación técnica:
Alfredo Rodríguez León
Rubisela Morales Gispert
Supervisión académica:
Barakiel Valdez Mendívil
Coordinación general:
Mauricio Gracia Coronado
ISBN: 978- 607- 730- 046- 5
Esta publicación se terminó de imprimir durante el mes de octubre de 2017.

Diseñada en Dirección Académica del Colegio de Bachilleres del Estado de Sonora.
Blvd. Agustín de Vildósola, Sector Sur. Hermosillo, Sonora, México.
La edición consta de 13,314 ejemplares.
UBICACIÓN CURRICULAR
COMPONENTE: CAMPO DE
CONOCIMIENTO:
FORMACIÓN
COMUNICACIÓN
BÁSICA
HORAS SEMANALES: CRÉDITOS:
3 6
DATOS DEL ALUMNO
Nombre:
Plantel:
Grupo: Turno: Teléfono:
E-mail:
Domicilio:
PRELIMINARES 3
PRESENTACIÓN
El Colegio de Bachilleres del Estado de Sonora (COBACH), desde la implementación de la Reforma Integral de
la Educación Media Superior en 2007, de forma socialmente responsable, dio inicio a la adecuación de su Plan
de estudios y a sus procesos de enseñanza aprendizaje y de evaluación para reforzar su modelo de Educación
Basada en Competencias, y así lograr que pudieran sus jóvenes estudiantes desarrollar tanto las competencias
genéricas como las disciplinares, en el marco del Sistema Nacional del Bachillerato.
Este modelo por competencias considera que, además de contar con conocimientos, es importante el uso que
se hace de ellos en situaciones específicas de la vida personal, social y profesional. Dicho de otra forma, el ser
competente se demuestra cuando, de forma voluntaria, se aplican dichos conocimientos a la resolución de
situaciones personales o a la adquisición de nuevos conocimientos, habilidades y destrezas, lo que hace que se
refuerce la adquisición de nuevas competencias.
En ese sentido el COBACH, a través de sus docentes, reestructura la forma de sus contenidos curriculares y lo
plasma en sus módulos de aprendizaje, para facilitar el desarrollo de competencias. En el caso del componente
de Formación para el Trabajo, además de las competencias genéricas, fortalece el sentido de apreciación hacia
procesos productivos, porque aunque el bachillerato que te encuentras cursando es general y te prepara para
ir a la universidad, es importante el que aprendas un oficio y poseas una actitud positiva para desempeñarlo.
De tal forma que, este módulo de aprendizaje de la asignatura de Lengua Adicional al Español 4, es una
herramienta valiosa porque con su contenido y estructura propiciará tu desarrollo como persona visionaria,
competente e innovadora, características que se establecen en los objetivos de la Reforma Integral de Educación
Media Superior.
El módulo de aprendizaje es uno de los apoyos didácticos que el COBACH te ofrece con la finalidad de garantizar
la adecuada transmisión de saberes actualizados, acorde a las nuevas políticas educativas, además de lo que
demandan los escenarios local, nacional e internacional. En cuanto a su estructura, el módulo se encuentra
organizado en bloques de aprendizaje y secuencias didácticas. Una secuencia didáctica es un conjunto de
actividades, organizadas en tres momentos: inicio, desarrollo y cierre.
En el inicio desarrollarás actividades que te permitirán identificar y recuperar las experiencias, los saberes, las
preconcepciones y los conocimientos que ya has adquirido a través de tu formación, mismos que te ayudarán
a abordar con facilidad el tema que se presenta en el desarrollo, donde realizarás actividades que introducen
nuevos conocimientos dándote la oportunidad de contextualizarlos en situaciones de la vida cotidiana, con
la finalidad de que tu aprendizaje sea significativo. Posteriormente se encuentra el momento de cierre de la
secuencia didáctica, donde integrarás todos los saberes que realizaste en las actividades de inicio y desarrollo.
En todas las actividades de los tres momentos se consideran los saberes conceptuales, procedimentales y
actitudinales. De acuerdo a las características y del propósito de las actividades, éstas se desarrollan de forma
individual, grupal o equipos.
Para el desarrollo de tus actividades deberás utilizar diversos recursos, desde material bibliográfico, videos,
investigación de campo, etcétera; así como realizar actividades prácticas de forma individual o en equipo.
La retroalimentación de tus conocimientos es de suma importancia, de ahí que se te invita a participar de

forma activa cuando el docente lo indique, de esta forma aclararás dudas o bien fortalecerás lo aprendido;
además en este momento, el docente podrá tener una visión general del logro de los aprendizajes del grupo.
4 PRELIMINARES
PRESENTACIÓN
Recuerda que la evaluación en el enfoque en competencias es un proceso continuo, que permite recabar
evidencias a través de tu trabajo, donde se tomarán en cuenta los tres saberes: conceptual, procedimental y
actitudinal, con el propósito de que apoyado por tu maestro mejores el aprendizaje. Es necesario que realices
la autoevaluación, este ejercicio permite que valores tu actuación y reconozcas tus posibilidades, limitaciones
y cambios necesarios para mejorar tu aprendizaje.
Así también, es recomendable la coevaluación, proceso donde de manera conjunta valoran su actuación, con
la finalidad de fomentar la participación, reflexión y crítica ante situaciones de sus aprendizajes, promoviendo
las actitudes de responsabilidad e integración del grupo.
Finalmente, se destaca que, en este modelo, tu principal contribución es que adoptes un rol activo y
participativo para la construcción de tu propio conocimiento y el desarrollo de tus competencias, a través de
lo que podrás dar la respuesta y la contextualización adecuadas para resolver los problemas del entorno a los
que te enfrentes, ya sean personales o profesionales.
PRELIMINARES 5
GLOSARIO ICÓNICO
El glosario icónico es la relación de figuras que encontrarás en diversas partes de tu módulo. Enseguida, se
muestran junto con su definición, lo que te orientará sobre las actividades que deberás realizar durante el
semestre en cada una de tus asignaturas.
EVALUACIÓN DIAGNÓSTICA COEVALUACIÓN

Este tipo de evaluación se hace con uno o varios de tus
Se trata de la evaluación que se realizará al inicio de cada compañeros, en ella tú los evalúas y ellos a ti. Les permite,
secuencia didáctica y que te permitirá estar consciente de además de valorar sus aprendizajes, colaborar y aprender
tus conocimientos acerca del tema que abordarás. unos de otros.
ACTIVIDAD INTEGRADORA RUBRICA DE EVALUACIÓN

Esta actividad resume los conocimientos adquiridos
durante un proceso, ya sea una secuencia didáctica, un La rúbrica es una tabla que contiene niveles de logro
bloque o lo visto en un semestre completo. Es la suma o desempeño especificados en estándares mínimos
teórica y práctica de tus conocimientos y es útil para y máximos de la calidad que deben tener los diversos
fortalecer tu aprendizaje. elementos que componen un trabajo. Sirve como guía
para saber qué debe contener un trabajo y cómo debe
ser realizado.
ACTIVIDAD 1 En Equipo Grupal

SD1-B1
Con este gráfico identificarás la Actividad dentro del texto, PORTAFOLIO DE EVIDENCIAS
incluyendo la indicación y especificando si debe realizarse
de manera individual, en equipo o grupal. Durante el semestre, tu profesor te irá indicando qué
evidencias (trabajos y ejercicios) debes ir resguardando
para integrarlos en un portafolio, mismos que le
EVALUACIÓN DE ACTIVIDADES entregarás cuando te lo indique, a través del cual te
evaluará.
En este apartado encontrarás el espacio para calificar
tu desempeño, que será por parte de tu profesor, tus
compañeros (coevaluación) o tú mismo (autoevaluación).
REFERENCIAS
Es el listado de referencias que utilizaron los profesores
AUTOEVALUACIÓN que elaboraron el módulo de aprendizaje, contiene la
bibliografía, las páginas de internet de las cuales se tomó
En este espacio realizarás una evaluación de tu propio información, los vídeos y otras fuentes que nutrieron los
trabajo, misma que deberá ser honesta para que puedas contenidos. Te permite también ampliar la información
identificar los conocimientos que has adquirido y las que te proporcione tu profesor o la del módulo mismo.
habilidades que has desarrollado, así como las áreas que
necesitas reforzar.
GLOSARIO
REACTIVOS DE CIERRE Es la relación de palabras nuevas o de las cuales pudieras
Son reactivos que aparecen al final de un bloque, al desconocer su significado. Es útil para conocer nuevos
realizarlos reforzarás los conocimientos adquiridos conceptos, ampliar tu vocabulario y comprender mejor
durante el bloque y desarrollarás tus habilidades. las lecturas.
6 PRELIMINARES
CONTENIDO
Presentación del libro ....................................................................................................................... 4

Glosario Icónico ................................................................................................................................ 6
Competencias Genéricas .................................................................................................................. 10
Competencias Disciplinares Básicas ................................................................................................. 11
Mapa de Contenido .......................................................................................................................... 12
BLOQUE 1
Describe your behavior
in hypothetical situations............................................................................................... 11
Didactic Sequence 1. Let's review what we know ................................................................................. 12
Didactic Sequence 2. If i had a million dollars, I could ..........................................................................19
Didactic Sequence 3. What could I do if ............................................................................................. 26
BLOQUE 2
Describes Experiences.................................................................................................. 39
Didactic Sequence 1. She has studied all day .................................................................................... 40

Didactic Sequence 2. Present Perfect Verb Tense ...............................................................................47
BLOQUE 3
Express likes and preferences........................................................................................ 63
Didactic Sequence 1. Express likes and preferences .................................................................................65

Didactic Sequence 2. Likes, dislikes and preferences ..........................................................................70
BLOQUE 4
Describe objects, activities and persons........................................................................ 83
Didactic Sequence 1. Describe objects, activities and persons ...............................................................84
Didactic Sequence 2. Relative pronouns and relative clauses such as who, which, that and where ...... 89
References ................................................................................................................. 100
PRELIMINARES 7
COMPETENCIAS GENÉRICAS
1 Se conoce y valora a sí mismo y aborda problemas y retos teniendo en cuenta los

objetivos que persigue.
2 Es sensible al arte y participa en la apreciación e interpretación de sus expresiones en

distintos géneros.
3 Elige y practica estilos de vida saludables.
4 Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la

utilización de medios, códigos y herramientas apropiados.
5 Desarrolla innovaciones y propone soluciones a problemas a partir de métodos

establecidos.
6 Sustenta una postura personal sobre temas de interés y reelevancia general,considerando

otros puntos de vista de manera crítica y reflexiva.
7 Aprende por iniciativa e interés propio a lo largo de la vida.
8 Participa y colabora de manera efectiva en equipos diversos.
9 Participa con una conciencia cívica y ética en la vida de su comunidad, región, México
y el mundo.
10 Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de creencias,

valores, ideas y prácticas sociales.
11 Contribuye al desarrollo sustentable de manera crítica, con acciones responsables.
8 PRELIMINARES
COMPETENCIAS DISCIPLINARES BÁSICAS
COMPETENCIAS DISCIPLINARES BÁSICAS BLOQUES DE APRENDIZAJE

DEL CAMPO DE COMUNICACIÓN I II III IV
Identifica, ordena e interpreta las ideas, datos y conceptos
1 explícitos e implícitos en un texto, considerando el contexto
en el que se generó y en el que se recibe.
Evalúa un texto mediante la comparación de

2 un contenido con el de otros, en función de sus
conocimientos previos y nuevos.
Plantea supuestos sobre los fenómenos naturales y
3 culturales de su entorno con base en la consulta de
diversas fuentes.
Produce textos con base en el uso normativo de
4 la lengua, considerando la intención y situación
comunicativa.
Expresa ideas y conceptos en composiciones
5 coherentes y creativas, con introducciones,
desarrollo y conclusiones claras.
6 Argumenta un punto de vista en el público de

manera precisa, coherente y creativa.
Valora y describe el papel del arte, la literatura y los medios
7 de comunicación en la recreación o la transformación

de una cultura, teniendo en cuenta los propósitos
comunicativos de distintos géneros.
8 Valora el pensamiento lógico en el proceso

comunicativo en su vida cotidiana y académica.
9 Analiza y compara el origen, desarrollo y diversidad

de los sistemas y medios de comunicación.
Identifica e interpreta la idea general y posible
10 desarrollo de un mensaje oral o escrito en una

segunda lengua, recurriendo a conocimientos
previos, elementos no verbales y contexto.
Se comunica en una lengua extranjera mediante

11 un discurso lógico, oral o escrito, congruente con
la situación comunicativa.
Utiliza las tecnologías de la información y
12 comunicación para investigar, resolver problemas,
producir materiales y transmitir información.
PRELIMINARES 9
LENGUA
ADICIONAL AL
ESPAÑOL 4
DESCRIBES YOUR BEHAVIOR IN DESCRIBES
HYPOTHETICAL SITUATIONS EXPERIENCES
Didactic Sequence 1: Didactic Sequence 1:

Let's review what we know "She has studied all day"
Didactic Sequence 2:
If i had a million dollars, i could... Didactic Sequence 2:
Didactic Sequence 3: Rul: Present Perfect Verb Tense
What could do if
EXPRESS LIKES DESCRIBES OBEJCTS

AND PREFERENCES ACTIVITIES AND PERSONS
Didactic Sequence 1: Didactic Sequence 1:

"Would prefer, would like, like, don't like, Describe objects, activities and persons
hate, can't stand".
Didactic Sequence 2:
Didactic Sequence 2: Relative pronouns and relative clauses
Likes, dislikes and preferences such as who, which, that and where
10 PRELIMINARES
BLOCK 1
DESCRIBE YOUR BEHAVIOR IN HYPOTHETICAL SITUATIONS
Performance to be
demostrated Competences to be developed
Identifies main ideas in a text, about Identifies main idea in an oral or written
moral issues. message in a foreign language.
Understands the main idea in oral Communicates in a foreign language
messages about moral issues. through the use of the Second Conditional
Uses the Second Conditional Grammar Structure.
structure, to form and describe imaginary Values logical thinking in the communicative
and hypothetical situations. process in hypothetical situations. And
concern about possible scenarios on
environment or moral issues.
Works in a collaborative and effective way,
Learning objects acknowledging the importance of diversity
and plurality of ideas and behavior of his/
hers classmates.
Simple past. Expresses concepts and ideas in
Second Conditional form logical way, using coherent and creative
If / even if / unless + introduction, core and conclusion.
Modal Verbs: (would, should, could, Produces texts based on the standard
might.) use of the language considering the
Adjectives: honest, liyal, fair, communicative intention and situation, and
responsible, trustworthy, etc. formal elements of language with regards
Connectors: but, and, because, so. to punctuation, spelling, syntax, coherence
and cohesion.
Evaluates a text by comparing its content
with others, making use of students prior
and new knowledge.
Length: 12 horas
BLOCK 1
Start up activities Didactic Sequence 1

LET'S REVIEW WHAT WE KNOW
DIAGNOSTIC EVALUATION
I Know what you did last summer!
Irregular verbs are an important feature of English. We use irregular verbs a lot when speaking, less
when writing. Of course, the most famous English verb of all, the verb "to be", is irregular.
What is the difference between regular verbs and irregular verbs?
Base Past Past

Form Simple Participle
With regular verbs, the rule is simple...
finish Finished Finished
The past simple and past participle always end in - ed: stop Stopped Stopped
work Worked Worked
But with irregular verbs, there is no rule...
Sometimes the verb changes completely: sing Sang Sung
Sometimes there is "half" a change: buy Bought Bought
Sometimes there is no change: cut Cut Cut
Tip:
One good way to learn irregular

verbs is to try sorting them into
groups, as above.
You can always find these verbs

in a dictionary and see if they
are regular or irregular.
12 Colegio de Bachilleres del Estado de Sonora

Development activities
ACTIVITY 1
SD1-B1
Watch the following videos from YouTube for a quick review of the regular and irregular verbs
- https://www.youtube.com/watch?v=AxuYOR4MWGI
- https://www.youtube.com/watch?v=D_mrIVNFFIQ
ACTIVITY 2
SD1-B1
(PAIRS) After watching these videos, and according to the information you got, with the help of a
dictionary if it’s necessary, get in pairs and complete the following chart with a list about the most
common verbs in past, regular and irregulars.
Simple past
Verb Regular Irregular
1 admit
2 ban
3 beg
4 bury
5 clap
6 copy
7 Cry
8 drop
9 dry
10 empty
11 fancy
12 fit
Describes your behavior in hypothetical situations. 13

BLOCK 1
Simple past
Verb Regular Irregular
13 fry
Cleaned Cooked Dinner Did Homework Drew a Picture Ate Dessert
14 Hug
15 hurry
16 identify
Went Shopping Came to School Listened to Music Made a Snowman Played the Piano
17 be
18 become
19 begin
Played Video Games Watched TV
20 break Read a Book Took a Test Use a Computer
21 bring
22 build
23 buy Irregular Regular
Verbs Verbs
24 catch
25 choose Eat - Ate Talk + ed
26 come Drink - Drank Phone + d
Swim - Swam Arrive + d
27 cut
Run - Ran Play + ed
28 do See - Saw Walk + ed
29 draw Meet - Met Ask + ed
30 drink
31 drive
32 eat
33 fall
34 feel
35 find
36 fly
37 forget
38 get
39 give
40 go
41 grow

ACTIVITY 3
SD1-B1
Read the following biography of Galileo Galilei (1564-1642) and do the following exercises.
Galileo Galilei was born in 1564, in Pisa (Italy), from a family who was very musical. That's the reason
why he could play the organ and the flute. But most people knew him because he was the scientist
who founded modern physics and telescopic astronomy, actually, in 1609, he made a telescope and
descovered a lot of important things about the solar system, for example the four moons of Jupiter, the
rings of Saturn, and the fact thar planets went around the sun.
He also studied medicine at the University of Pisa from 1581 to 1585 (but he left it because he had
no money), but, in general, he preferred Maths and Physiscs. In fact, he wrote about that in his works
Dialogues concerning the Two Chief World Sistems (1632) and Discourses and Mathematical
Demostrations Concerning Two New Sciences (1631). He died in January 1642.
1.- Complete with the information from the text:
Name:___________________________________________________________________________
DATES
Birth:_____________________________________________________________________________
Death:____________________________________________________________________________
Nationality:________________________________________________________________________

BLOCK 1
Jobs:____________________________________________________________________________
Achievements/discoveries:____________________________________________________________
2.- Underline all the verbs in Simple Past.
3.- Classify all the verbs from the text in regulars and irregulars.
HOMEWORK
REGULAR IRREGULAR
Closing activities
ACTIVITY 4
SD1-B1
With the help of your dictionary, identify the meanings and functions of the most common connectors
(and, but, so, or, because) and write them down in the chart
CONECTORS FUNCTIONS MEANING

ACTIVITY 5
SD1-B1
(PAIRS) With the help of a partner, choose the best connector to complete the sentences:
A. She doesn’t like vegetables _______fish.

B. I need milk, butter _______bread.
C. There’s snow on the street _______it’s not too cold.
D. She has worked hard _______ but she has not earned enough to buy the car she wants.
E. I would like to go to the cinema _______ I don’t have any money.
F. My favorite bands are Maná _________ U2.
G. Even though I did all my homework, my mom didn’t let me go to the party __________ she made
me stay home all the weekend.
H. I tried to finish the exam __________ I had not enough time.
I. Pedro Infante __________ María Félix starred Tizoc.
ACTIVITY 6
SD1-B1
A) Complete with and, but, or, so, because
1. We aren´t going to the park ...... it´s raining.
2. I don´t have any money, ...... I´ll go to the bank.
3. She studies a lot ...... she never passes the exams.
4. You´ve got an exam tomorrow, ...... you must study tonight.
5. I don´t go to the cinema ...... I haven´t got any money.
B) Correct the underlined word using and, but, or, so, because, and rewrite the sentence on
the line
1. We don´t go to the beach but it´s cold.________________________________________________
2. They don´t like meat and fish. ______________________________________________________
3. It´s winter because I´m not cold. ____________________________________________________
4. It´s raining, or take your umbrella! ___________________________________________________

BLOCK 1
C) Put the words in order.
1. accident / an / she´s / in / because / hospital / she / had.

_________________________________________________________________________________
_________________________________________________________________________________
2. but / they / many / work / don´t / hours / they / have / money / much.
_________________________________________________________________________________
_________________________________________________________________________________
3. asked / Paul / me / question, / a / replied / I / so.

_________________________________________________________________________________
_________________________________________________________________________________
4. buy / I / peppers / potatoes. / and / tomatoes,

_________________________________________________________________________________
_________________________________________________________________________________


IF I HAD A MILLION DOLLARS, I COULD...
1.- Students solve written exercises related to the second conditional.
2.- Read carefully the uses and grammatical forms of the second conditional with
oral examples given by the teacher and classmates who have more knowledge
about the theme.
3.- Teacher explains in detail so that every student can express his/her own
examples of a hypothetical situation.
GRAMMAR
SECOND TYPE CONDITIONAL CLAUSES

Conditional Sentences Type II refer to situations that would happen in an hypothetically situation.
Example: If John had the money, he would buy a Ferrari.
The structure for writing a second conditional clause is the following:
First sentence the condition Main clause

IF + Pronoun/noun + Past verb+ predicate, Pronoun/noun + Would + Verb (infinitive) + predicate
IF + John + had + the money, I Would buy a car.
Remember two sentences, one written using “If” and in past tense, and the second using “Would” and in
present.

BLOCK 1
ACTIVITY 1
SD2-B1
(TEAMS) Now we have 4 imaginary situations. Divide the group in two teams and develop second
conditional sentences for every hypothetical situation and when you finish share your answers with the
rest of the group
A. Win the lottery:

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
B. Have a new car:

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
C. Go to Paris:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
D. Travel to space:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

PORTFOLIO OF EVIDENCE
ACTIVITY 2
SD2-B1
With the help of your dictionary if it’s needed, find the meaning of the following adjectives:
HONEST
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
LOYAL
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
FAIR
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
RESPONSIBLE
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
TRUSTWORTHY
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
JUST
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

BLOCK 1
VIRTOUS
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
NOBLE
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
RESPECTFUL
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
RELIABLE
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
ACTIVITY 3
SD2-B1
AUDIO
A) Listen, read and repeat.
Everybody would like to win the lottery
Albert –Are you looking for some information?

John –Yes, I want to know if I won the lottery. I bought a ticket.
Albert –How much would you win?
John –Well… the total prize is twenty million;
so, my ticket would win one million!

Albert –What would you do with that money?

John –Well… I would travel around the world. What would you do?
Albert –With a million, I would buy a beautiful house.
John –But, as my number is not in the list, I’ll buy another one,
maybe next time I would have better luck.
Albert –You’re right! It is good to insist.
B) Practice the dialogue with your partner.
ACTIVITY 4
SD2-B1
Complete the following sentences using the correct form of the verb provided
1. It’s Monday today, but if it ___________________ (be) Saturday, I ______________________ (go)

to the beach.
2. I don’t have any money now, but if I ___________________ (have) some, I _________________
(lend) it to you.
3. I have to work tomorrow, but if I ___________________ (be) free, I ___________________ (go)

shopping with you.
4. Amy can only speak one language, but if she ________________ (can) speak two languages,
she___________________ (apply) for a job at the Multicultural Center.
5. Sue doesn’t know how to knit. If she ___________________ (know) how to knit, she
____________________ (make) a sweater for you for your birthday.
6. I don’t own a pair of skis. If I ________________ (have) skis, I __________________ (go) skiing
with you tomorrow.
7. I can’t understand what he’s saying. If he ___________________ (speak) more clearly, I

________________ (understand) more.

BLOCK 1
8. We are not going to buy that house, but if it ______________________ (be) a little cheaper, we
___________ (buy) it.
9. He is not going to pass his exam. If he ______________________ (study) harder, he

____________________ (pass).
10. John has a lot of car accidents. If he _____________________ (drive) more carefully, he
_______________ (have) fewer accidents.
Closing activities
ACTIVITY 5
SD2-B1
Match the first part of the sentence on the left with the correct ending on the right
1. If I were hungry... ________ A. if I were bald.
2. If I were thirsty... ________ B. if the neighbors were very noisy.
3. I would go to the dentist... ________ C. I would take it again.
4. I would buy a wig... ________ D. if I came to work late again.
5. I would quit my job... ________ E. I would eat something.
6. If I saw a bad car accident... ________ F. if I had to work overtime every day.
7. I would move... ________ G. I would move to Mexico.
8. If I spoke Spanish... ________ H. I would make some lemonade.
9. If I failed the course... ________ I. I would call an ambulance.
10. The boss would fire me... ________ J. if I had a tooth ache.

4.1 Complete the following sentences using your own words
1. If I had some free time,____________________________________________________________________
__________________________________________________________________________________________
2. I would move to a bigger apartment if______________________________________________________
__________________________________________________________________________________________
3. If I had a bike,____________________________________________________________________________
__________________________________________________________________________________________
4. I would walk to school every day if_________________________________________________________
__________________________________________________________________________________________
5. I would go to the doctor if __________________________________________________________________
__________________________________________________________________________________________
6. If I had a roommate, _______________________________________________________________________
__________________________________________________________________________________________
7. If I knew his name, _______________________________________________________________________
__________________________________________________________________________________________
8. If I had a dog, ____________________________________________________________________________
__________________________________________________________________________________________

BLOCK 1

WHAT COULD I DO IF...
■ GRAMMAR
“ Even if ”, Second conditional.
“Even if ” emphasizes that something will happen, would happen not matter if there was conditions to
prevent so. Because we are using second conditional we use past tense in the sentence where we
use “even if”.
Even if we had booked our flight earlier, it wouldn’t have been cheaper.
Structure
Even if + Pronoun/noun +verb (past tense) + predicate, Pronoun + would +verb (infinitive) + predicate
“ If ”, Second Conditional.
We can use could in the if-clause to express ability, possibility or permission, using the past tense.
First, we can use it to talk about things in the future that are probably not going to be true.
Second, we can use it to talk about something in the present which is impossible, because it’s not true
Structure.
• if + verb (past)+ predicate , pronoun +would + verb + (infinitive) + predicate.
For example: If I won the lottery, I would buy a spaceship.
“ Unless ”, Second conditional
Unless is a word which is used to say an event is going to happen but there might be something that
can prevent the success of happening. As a second conditional we use the past tense in the sentence
which explains what happened in the past which prevented an event.
For example:
I wouldn’t eat that food unless I was really hungry.
Structure:
Pronoun+ would+ verb (infinitive)+ predicate, unless + verb (past)+ predicate.

ACTIVITY 1
SD3-B1
Let’s practice: Please write 5 situations that happened in your life that even if you could change
something, it would happen
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

BLOCK 1
ACTIVITY 2
SD3-B1
Fill the following sentences using “even if” or “if ”
1. It hasn't rained in weeks, and the weather forecaster said it should be warm and sunny tomorrow
for the wine festival. But the weather isn't really important; ____________ it rains, the festival will take
place.
2. These days a woman can do anything a man can do __________________they propose it.
3. __________________ the science of medicine is advancing very quickly, there are many people in
the world who die of diseases which are easily cured because they can't afford to pay for treatment.
4. Jessica is extremely beautiful and graceful__________________ she thinks it will be very difficult for
her to break into the world of international modeling.
5. Samantha is very easily insulted. _____________________a person complements her, she takes
it as an insult.
6. My dog eats everything - ___________________________ice cream!
7. Fred is a brilliant computer programmer. _________________ he doesn't go to university, he will be

able to survive just by doing web page design.
8. _____________________________ the world is becoming increasingly global, many people remain

ignorant to other cultures and languages.
9. He can do everything. He sings beautifully, speaks five languages, rock climbs __________________
he practice enough.
10. The movie was predictable and the acting was pretty bad. ____________________, I loved it be-
cause it was funny and I needed a good laugh.

ACTIVITY 3
SD3-B1
A) Listen, read and repeat.

AUDIO
Whose car is this?
Frank –Would you please move this car? It’s

in front of my door and I must go.
Mike –I would do, but there is a problem.
Frank –What problem?
Mike –I don’t have the keys.
Frank –Don’t you have the keys? Why?
Mike –Because that’s not my car.
Frank –Whose car is it?
Mike –It’s Captain Frey’s, the City Police Chief . Look! He is already coming!
Mr. Frey –Any problem?
Frank –Would you be so kind to move your car? I can’t leave and I must go to work.
Mr. Frey –Ok. I’ll move it right now.
Frank –Thanks a lot! Good bye!
Mike –Take it easy! Relax!
B) Read and act out the dialogue in front of your teamwork.
C) Circle the option you think is the best one.
a) Why do you think Mike said Frank ”Take it easy”?

• Because he realized that Frank was very upset.
• Because he was going to work.
• Because they were friends.
b) What would you advise Frank for calming down?

• He could take a cup of coffee and a donut.
• He could smoke a cigarette and phone his girlfriend.
• He could take three deep breaths and listen to some quiet music.

BLOCK 1
c) What kind of person would you say Mr. Frey is?

• A reliable and good citizen.
• A nice and efficient public employee.
• An irresponsible selfish person, and a bad officer.
d) What should Mr. Frey do when Frank asked him to move his car?
• He should apologize Frank.
• He should smile and hug Frank.
• He should offer Frank his own car to go faster.
e) What kind of person do you think Frank is?

• An irresponsible and reckless worker.
• A coward and fearful boy.
• A peaceful and educated person.
1.3 Comment your answers with your teamwork.
1.4 What would you do in that case?
1.5 Select five positive and five negative characteristics from the last exercise and write them
down.
PERSONAL CHARACTERISTICS
Positive Negative

ACTIVITY 4 AUDIO
SD3-B1
Teenagers can change the world. Young people can really make a difference. If you could change
something in the world, what would you change? Get ready to listen to a song by Eric Clapton.
CHANGE THE WORLD

Listen to the song and fill in the blanks.
If I could reach the stars I'd pull one down for you
(1) Shine it on my heart so you ___________ the truth
That this love I have inside is everything it seems
But for now I find it's only in my dreams
CHORUS:
That I can change the world
I would be the sunlight in your universe
You will think my love was really something good
(2) Baby if I _________________the world
(3) If I _____________________king even for a day
(4) ____________________you as my queen "Isn't it wonderful, thar no one
need eait a single moment,
I'd have it no other way before starting to
And our love will rule in this kingdom we've made improve the world?".
(5) Till then I_______________ a fool wishing for the day

Anne Frank
CHORUS:
(6) I ________the sunlight in your universe
(7) Baby if I _________________the world
CHORUS:
That I can change the world
I would be the sunlight in your universe
(9) Baby if I _______________the world
(10) Baby if I _______________the world
(11) Baby if I_______________ the world

BLOCK 1
Closing activities
HOMEWORK
I. Circle the option which shows the correct complement of the sentences
1. Lola failed last semester! I think that if she studied harder this time, she_______ pass her final test.
a) Should b) Could c) Could not d) Shouldn’t
2. Charles caught a terrible flue, if he______ to get better, he_______ see the doctor.
a) Wants – should b) Wanted – should c) Wanted – shouldn’t d) Want – should
3. If I_______ a lawyer, I think I_______ be honest.

a) Was – would b) Were – would c) Wasn’t – should d) Weren’t – wouldn’t
4. Luis is a responsible classmate, if he___________ I________ choose him as a partner for the final
project.
a) Were´nt – would not b) Was – would not c) Were – should d) Wasn’T – should
II. Select the characteristic according to the actions of every person
1. Paty found a wallet with money and some cards in, and she is going to call the owner. I think
she is
a___________ person .
a) Friendly b) Honest c) Nice d) Selfish
2. I had a terrible problem with my parents and I need someone to talk to. I’ll look for Annie to help
me, because she is a ___________person.
a) Cultivated b) Coward c) Trustworthy d) Good
3. Lucy’s sister is very sad, because she knew that her husband was kissing another girl. She realized
that he isn’t a ___________person.
a) Peaceful b) Quiet c) Loyal d) Upset

4. Arnold won the lottery, he is a very ____________boy .

a) Lucky b) Reckless c) Funny d) Bored
5. The employees are leaving the office, but Freddy will stay because he is going to finish a report. He
is a very_____________ employee .
a) Lazy b) Responsible c) Dishonest d) Graceful
III. Translate to English, the following sentences
1. Si yo fuera médico, me gustaría trabajar en África.
__________________________________________________________________________________________
__________________________________________________________________________________________
2. Si él estudiara más, obtendría mejores calificaciones.
__________________________________________________________________________________________
__________________________________________________________________________________________
3. Si Lupita fuera amistosa, tendría más amigos.
__________________________________________________________________________________________
__________________________________________________________________________________________
4. Si David comiera más verduras, no tendría problemas estomacales.
__________________________________________________________________________________________
__________________________________________________________________________________________
5. Si condujeras cuidadosamente, no tendrás accidentes.
__________________________________________________________________________________________
__________________________________________________________________________________________
IV. These words form interrogative sentences, but they are not in the correct position. Rewrite
them forming the questions
1. You – children – money – you – help – would – if – poor – had ?
__________________________________________________________________________________________
__________________________________________________________________________________________

BLOCK 1
2. would – to – Shakira’s – you – like – be – friend ?
__________________________________________________________________________________________
__________________________________________________________________________________________
3. dollar – you – what – do – with – a – would – you – million ?
__________________________________________________________________________________________
__________________________________________________________________________________________
4. be – were – if – not – you – what – like – a – would – student – to – you ?
__________________________________________________________________________________________
__________________________________________________________________________________________

INTEGRATING ACTIVITY
In groups of 4 classmates, use a cardboard paper in order to make a comparative table and write the
rules for writing “If”, “Even if” and “Unless” as second conditional. Remember to add 5 examples of
each of the conditional.
Excellent Good Need

Rubric improvement Points
2 1 0
The comparative table

The comparative table The comparative
is neat and clean,
Presentation is neat, clean and table is not neat and
however, somehow
attractive. clean, or attractive.
attractive.
The text has no The text has few (1 or The text has a lot of
Spelling
spelling mistakes. 3) spelling mistakes. mistakes.
The text explains the The text does not

rules of the second explains the rules
The text explains the
conditional but it miss of the second
Grammar rules of the second
one-two clause, or it’s conditional or it does
conditional.
no clear in one-two not make sense at
clause. all.
The text has 5 The text has between The text has less
Completion
sentences. 4 or 3 sentences. than 3 sentences.

BLOCK 1
Please use the following chart in order to evaluate the student. Don’t forget to add comments.
Excellent Good Need

Rubric improvement Points Comments
2 1 0
The
The exercises
exercises are neat The exercises are
Presentation are neat, and clean, not neat and clean,
clean and however, or attractive.
attractive. somehow
attractive.
The The
exercises exercises it
The exercises has a
Spelling has no has few (1
lot of mistakes.
spelling or 3) spelling
mistakes. mistakes.
The The
exercises exercises The exercises are
Grammar have no have few full of grammatical
grammatical grammatical mistakes
mistakes. mistakes
It contains
It miss some Contains little
Completion all the
exercises. exercises.
exercises.

SELF-EVALUATION
Please use your imagination write five sentences using “If”, “Even if” and “Unless” as second conditional.
Then after finishing review the rules for writing the sentences and evaluate yourself using the following chart.
I can …… Excellent Good Regular

Did you use the rules for writing
If”, “Even if” and “Unless” second
conditional correctly?
Use the following space in order to

write what rule or rules you forgot
to follow.
CO-EVALUATION
Please evaluate one of your classmates using the rules for writing If”, “Even if” and “Unless” as second
conditional.
Points Excellent Satisfactory Need Unsatisfactory

improvement
Can your classmate
write in English?
Dis your classmate

follow the rules
for writing second
conditional
sentences?
Do the sentences
make sense?
Can he read the

sentences and
understand the
meaning?

BLOCK 1
Simple past.
Second Conditional form
if / even if / unless +

BLOCK 2
DESCRIBES EXPERIENCES
Performance to be
Describe in an oral and written form his/ Identifies and interprets the general idea
her personal experiences. and possible development of a written or
Get information about third person in an spoken message in a foreign language.
oral and written text. Communicates in a foreign language
Uses the grammatical structures of the through a logical discourse, oral or written
present perfect and the simple past to to ask for or exchange information about
express his/her experiences. the activities that he/she has done in
different contexts.
Uses strategies of autonomous learning,
through information and communication
Learning objects technologies, to obtain information about
the use of the grammatical structure of
the present perfect and the simple past to
Vocabulary about places, tourist activi- express his/her experiences.
ties, hobbies and food. Maintains a respectful attitude toward
Present Perfect Tense in affirmative, multiculturalism and diversity of beliefs,
negative and interrogative form. values, ideas and social practices,
Adverbs “for” and “since” in present socializing with peers.
perfect structures. Produces texts based on the proper use
Adverbs “yet, already, ever, never” in of the language, according to the intention
present perfect structures. and communicative situation, as well as
Present perfect and Simple Past. formal elements of language (punctuation,
spelling, syntax and coherence.
Length: 12 horas
BLOCK 2

SHE HAS STUDIED ALL DAY
ACTIVITY 1
SD1-B2
PRACTICE THE PRONUNCIATION AND THE MEANING OF THE FOLLOWING VERBS

Part One: The following is a list of Irregular verbs in english
Past Past
Verb
Simple Participle
Past Past forget forgot forgotten
Verb forgive forgave forgiven
Simple Participle
freeze froze frozen
arise arose arisen get got gotten
babysit babysat babysat give gave given
be was / were been go went gone
beat beat beaten grow grew grown
become became become hang* hung hung
bend bent bent have had had
begin began begun hear heard heard
bet bet bet hide hid hidden
bind bound bound hit hit hit
bite bit bitten hold held held
bleed bled bled hurt hurt hurt
blow blew blown keep kept kept
break broke broken know knew known
breed bred bred lay laid laid
bring brought brought lead led led
broadcast broadcast broadcast leave left left
build built built lend lent lent
buy bought bought let let let
catch caught caught lie ** lay lain
choose chose chosen light lit lit
come came come lose lost lost
cost cost cost make made made
cut cut cut mean meant meant
deal dealt dealt meet met met
dig dug dug pay paid paid
do did done put put put
draw drew drawn quit quit quit
drink drank drunk read *** read read
drive drove driven ride rode ridden
eat ate eaten ring rang rung
fall fell fallen rise rose risen
feed fed fed run ran run
feel felt felt say said said
fight fought fought see saw seen
find found found sell sold sold
fly flew flown send sent sent
forbid forbade forbidden set set set

Past Past
Verb
Simple Participle
shake shook shaken
shine shone shone
shoot shot shot
show showed shown
shut shut shut
sing sang sung
sink sank sunk
sit sat sat
sleep slept slept
slide slid slid SING
speak spoke spoken
spend spent spent SANG
spin
spread
spun
spread
spun
spread
SUNG
stand stood stood
steal stole stolen SING ME
stick stuck stuck
sting stung stung A SONG
strike struck struck
swear swore sworn
sweep swept swept
swim swam swum
swing swung swung
take took taken
teach taught taught
tear tore torn
tell told told
think thought thought
throw threw thrown
understand understood understood
wake woke woken
wear wore worn
win won won
withdraw withdrew withdrawn
write wrote written
* HANG - Hang has two different meanings. he fi t to tt h o h ng o eth ng n h gh o t on

e g on the w o on hoo n th e we e the o e e ng ng ng
BUT when Hang means to o eone y tt ng o e o nd o eone ne nd e ng the n

h gh o t on w tho t ny o t we use different verbs: Hang-Hanged-hanged. This verb is typical
o e e t on n the t e g hey h nged h n the n e
** LIE - Lie has two meanings. When it means to t yo ody n ho ont o t on no y on

ed t e the Lie-Lay-Lain verbs.
BUT it is regular Lie-Lied-Lied when it has the other meaning of not to y the t th
*** READ en tho gh they e w tten the e the on n t on d e ent n the Past Tense and
Past Participle form.
Part Two: The following verbs can be regular or irregular:
Describes experiencies. 41
BLOCK 2
Part two: The following verbs can be regular or irregular:
Verb Past Simple Past Participle

burn burned OR burnt burned OR burnt
dream dreamed OR dreamt dreamed OR dreamt
learn learned OR learnt learned OR learnt
smell smelled OR smelt smelled OR smelt
The second form nt d e t et is more common in British English.
Part three: Verbs that have the same form in e ent t nd t t e o
Verb Past Simple Past Participle

bet bet bet
broadcast broadcast broadcast
cut cut cut
hit hit hit
hurt hurt hurt
let let let
put put put
quit quit quit
read read read
set set set
shut shut shut
spread spread spread
All of the verbs above are written and pronounced the same in the three forms EXCEPT for Read
which is written the same but pronounced differently .
What did you do today?

I read a book

ACTIVITY 2
SD1-B2
o e the o wo d w th the t t e o the e n the h t
ACROSS: DOWN:
1) KEEP 2) EAT
5) CATCH 3) BUY
6) DRINK 4) TEACH
8) FIGHT 7) KNOW
9) LOOSE 8) FORGET
12) WRITE 10) SELL
13) WEAR 11) DRAW
16) FEED 14) PUT
17) THINK 15) WIN
19) RUN 16) FIND
20) RING 18) SLEEP
22) UNDERSTAND 19) READ
24) PAY 21) GIVE
25) SEND 23) RIDE
27) DRIVE 26) FLY
28) SPEAK 28) SWIM
BLOCK 2
Closing activities
ACTIVITY 3
SD1-B2
Practice the past tense pronunciation using the following link.
- https://www.youtube.com/watch?v=j32SurxnE4s
GRAMMAR
o y h e not ed th t n ng h past tense verbs with an -ed ending

are pronounced in three different ways:
• [t]
• [d] or
• [Id].
o e e y the t ten e e “walked n w ed w y
what is the last sound that you hear in the verb?
• “Walked w t]
he ed e end ng o nd e [t] ed w t e en tho gh t

ends in the letter d
What do you hear when I say:
• “smelled“, as in, “it smelled bad.”
he ed e end ng o nd e [d]: e ed e d]
nd when y ted n ted ew o ty how d d

ono n e th t ed end ng
• [Id] [vizitid].
he ed e end ng o nd e ɪd td

This lesson teaches you the three rules that explain the differences in past
ten e e ed on n t on t don t e ed o t e n nt
e n the e e to yo he t th e n e the e h nge n
sound without even noticing.
Intro | Why the Sound Changes

e yo finge t on the ont o yo ne nd ono n e the o ow ng
wo d h t do yo ee on yo finge when yo y the nde ned o nd
vow | f e
zebra | sn e
–> When we pronounce voiced o nd o o ho d vibrate when we say

tho e o nd d yo ee the t on
–> When we pronounce voiceless o nd o o ho d do not vibrate.

o t on
This vibration or lack of vibration then carries forward to the following sound in
the wo d he e o e th t on o o t on e n why we ono n e
the past tense of verbs in three voiced or voiceless ways: [t], [d] or [Id].
1) [t] final sound

Verbs ending in voiceless sounds [p, k, θ, f, s, ʃ, tʃ] e the ed end ng to
be pronounced as the voiceless [t] w th no o ho d t on
Listen and Repeat

“He popped oon pt]
“They talked ot t kt]
th he othed o wθt]
“I laughed t the o e ft]
he sed og st]
h e shed t o ʃt]
t h e ched o nd o t ytʃt]
2) [d] final sound

Verbs ending in the voiced sounds [b, g, ð, v, z, ʒ, dʒ, m, n, ŋ, r, l] cause the
ed end ng to e ono n ed voiced [d].
Listen and Repeat
“It bobbed nd down bd]
BLOCK 2
g “He begged he to t y gd]

he e thed o d y yðd]
“They loved t vd]
“We raised he e e t t on eyzd]
d “They bridged the g dʒd]
“I claimed t w ne eymd]
n “They banned new e e nd]
he nged nto the h ŋd]
“He cleared t yrd]
“I rolled the e owld]
3) [əd] or [ɪd] final sound

Verbs ending in the sounds [t] or [d] w e the ed end ng o e to
be pronounced as the syllable [əd] or [ɪd].
Listen and Repeat

t “I visited the e t te d ng təd]
t he ed ted the e e h e d tɪd]
d “We ended the g ee y ndɪd]
d “He breaded the h en dɪd]
Why are these rules important?

Connected Speech [c+v]
he e ed on n t on e e t y o t nt e e n ng h
we connect our speech when we have a word that:
ends in a consonant; and is followed by a word that begins with a vowel.
n th e the w y yo y the e ed end ng w e he d o d y nd
clearly.
Example
“He walked aw y w t] –> “He walk t w y h y t
d yo he th t t n w ed e y
H-Deletion
he e e o onne ted ee h o when h-deletion causes us to
de ete the h o nd t the eg nn ng o wo d
Example
“We raised he e e t t on eyzd] –> “We raizd e e e t t on e
raizdə e e t t on
e de eted the h n he then onne ted the ee h o ed nd e
wh h e e de


PRESENT PERFECT VERB TENSE
We use the present perfect verb tense instead of the simple past when:
1. We talk about something that happened in a non-specific, general
time in the past; and
2. This action may have some connection, continuation or significance to
the present.
Form
o o the e ent e e t e ten e e the present tense of “have”:
[have/has] + [past participle of verb]
Example
• “He has developed e e o e e dy
ote th t when e ng t e ng h e e w o ten de t e delete
the “h” n o ont t the e h e o h nd tt h t to the e t
before it to speak with greater efficiency and music.
How to Contract and De-stress the Verb “Have” or “Has”
• h e e
• o h e yo e
• eh he
• he h he
• th t Also watch the following
• eh e we e video:
• hey h e they e
https://www.youtube.com/
watch?v=oXqsVMC3tmo
ACTIVITY 1
SD1-B2
Exercise on Present Perfect Simple
n the n w th h e o h
1. I ___________answered the question. 6. We ____________washed the car.
2. he o ened the w ndow 7. He ____________closed the window.
3. They ___________called us. 8. Jenny __________locked the door.
4. You ____________carried a box. 9. The girls ___________visited the museum.
5. It ______________rained a lot. 10 ohn nd o h e he ed n the

garden.
BLOCK 2
FORM OF PRESENT PERFECT

PRONOUNS POSITIVE NEGATIVE QUESTION
I / YOU / WE / THEY I have spoken I haven´t spoken Have I spoken?
He hasn´t Has He
He has spoken
spoken spoken?
EXCEPTIONS IN SPELLING WHEN ADDING ‘ED’
Exceptions in spelling when adding “ed” Example
te fin e on y dd d Love-loved
n on on nt te ho t t e ed owe Admit-admitted
o fin on on nt te owe
doubled. Travel-travelled
n y te on on nt e o e Hurry-hurried
More uses of Present Perfect Tense
- puts emphasis on the result
e he has written fi e ette
- action that is still going on
e hoo has not started yet.
- action that stopped recently
e he has cooked dinner.
- finished action that has an influence on the present
Example: I have lost my key.
-action that has taken place once, never or several times before the
moment of speaking
Example: I have never been to Australia.
Signal Words of Present Perfect
- e dy e e t ne e not yet o t now to now

ACTIVITY 2
SD1-B2
Write positive sentences in present perfect simple
1. Bob / visit / his grandma
__________________________________________________________________________________________
2. Jimmy / play / on the computer
__________________________________________________________________________________________
e nd te w h the
__________________________________________________________________________________________
4. Andrew / repair / his bike
__________________________________________________________________________________________
5. Phil / help / Anne with maths
__________________________________________________________________________________________
d nd o e w t h fi
__________________________________________________________________________________________
7. Tamara / talk to / her best friend
__________________________________________________________________________________________
8. Bridgette / draw / a picture
__________________________________________________________________________________________
9. Carol / read / a computer magazine
__________________________________________________________________________________________
10. Tom and Alice / be / to a restaurant
__________________________________________________________________________________________
BLOCK 2
ACTIVITY 3
SD1-B2
Write negative sentences in present perfect simple
h not w h the d he
_________________________________________________________________________________________
2. Anita / not / clean the kitchen
__________________________________________________________________________________________
3. Maureen and Gavin / not / water the plants
__________________________________________________________________________________________
4. Joey / not / make his bed
__________________________________________________________________________________________
5. David / not / buy milk
__________________________________________________________________________________________
not e to the e
__________________________________________________________________________________________
7. Aran and Jack / not / do their homework
__________________________________________________________________________________________
8. Jane and Ben / not / tidy up their rooms
__________________________________________________________________________________________
9. Alex / not / feed the hamster
__________________________________________________________________________________________
10. Hazel / not / empty the bin
__________________________________________________________________________________________

ACTIVITY 4
SD1-B2
Write questions in present perfect simple
1. you / answer / the question
__________________________________________________________________________________________
2. Jenny / lock / the door
__________________________________________________________________________________________
3. Walter / call / us
__________________________________________________________________________________________
4. you / see / the picture
__________________________________________________________________________________________
5. your parents / get / the letter
__________________________________________________________________________________________
6. it / rain / a lot
__________________________________________________________________________________________
7. how often / we / sing / the song
__________________________________________________________________________________________
een w t h the fi
__________________________________________________________________________________________
9. how many books / Bob / read
__________________________________________________________________________________________
10. ever / you / be / to London
__________________________________________________________________________________________
BLOCK 2
GRAMMAR
Ever
The adverbs ever and never e e the de o n n dent fied t e before now Have
you ever visited Berlin? ’Ever’ and ‘never’ are always placed before the main verb (past
participle). Ever is used:
In questions
Have you ever been to England?

Has she ever met the Prime Minister?
In negative questions
Haven’t they ever been to Europe?

Haven’t you ever eaten Chinese food?
n neg t e t te ent ng the tte n noth ng e e o no ody e e
Nobody has ever said that to me before.

Nothing like this has ever happened to us.
th he fi t t e
It’s the first time that I’ve ever eaten snails.

This is the first time I’ve ever been to England.
Never
Never means at no time before now nd the e not ..... ever I have never visited
Berlin
BE CAREFUL! You must not use never and not together
h en t ne e een to t y
I have never been to Italy.
Already
e dy e e to n t on th t h h ened t n n e fied t e e o e now t gge t th t

there is no need for repetition.
I’ve already drunk three coffees this morning. (= and you’re offering me another one!)
Don’t write to John, I’ve already done it.
It is also used in questions:

Have you already written to John?
Has she finished her homework already?
e dy n e ed e o e the n e t t e o t the end o the enten e

I have already been to Tokyo.
I have been to Tokyo already.

Yet
et ed n neg t e t te ent nd e t on to e n (not) in the period of time between

before now and now, (not) up to and including the present. Yet is usually placed at the end of the
sentence.
Have you met Judy yet?
I haven’t visited the Tate Gallery yet
Has he arrived yet?
They haven’t eaten yet
ACTIVITY 5
SD1-B2
Fill in the blanks using ever, never, just, already and yet
1. Have you________ been in America?
2. Do you hear the noise? The train has__________ arrived.
o o o nh n t o e to the ty
n yo o en the doo h t o en
o d ghte h et ned ho e o don t h e to wo y ny o e
en t yo fin hed yo ood o t e t ng o
7. I am a very lucky person. I have__________ had nightmares.
e yo go ng to eet e t the ho e the e
9. I have__________ realized how beautiful you are.
o d yo e to h e d nne w th o th n h e h d d nne
11. Have you___________ seen such a big ant?
BLOCK 2
ACTIVITY 6
SD1-B2
n yo go the n we o th e e e n then e o enten e w th yo

own wo d ng the g th t yo h e t een yo te he o he needed
1.________________________________________________________________________________________
__________________________________________________________________________________________
2.________________________________________________________________________________________
__________________________________________________________________________________________
3.________________________________________________________________________________________
__________________________________________________________________________________________
4.________________________________________________________________________________________
__________________________________________________________________________________________
GRAMMAR
For/since
The words for and since are used in sentences where the speaker wants to talk about
something that started in the past and continues into the present.
For is used when specifying the period of time o t e how ong
• e h d th w t h for more than 40 years.
• e on y nown he for a few weeks.
• e een he e for onth nd t nt e wo d o e n
• he een o ng for a long time. No wonder she coughs so much!
Since is used when specifying the starting point:
• e h d th w t h since 1965.
• e on y nown he since the beginning of last week.
• e een he e since nd he t nt e wo d o e n
• he een o ng since she started grade 5. No wonder she coughs so much!

Note: The present perfect or present perfect continuous are needed in such sentences. It is wrong to
say:
- I know her for two years.
- I know her since 2006.
Closing activities
REVIEW
Answer the following exercise choosing the correct option to complete the sentence:
eh d y o te o e th n fi e ye
o for
o since
BLOCK 2
he h o en ng ge he w h d
o for
o since
t o e on y een w t ng ew n te
o for
o since
h en t yed tenn e to e ny
o for
o since
yh ed n th ho e t te the w
o for
o since
hy e yo o te e een t nd ng he e
o for
o since
e een oo ng o y ey the t n te n yo he e
o for
o since
he e ho dn t yo now he een n ho t ye te d y o n ng
o for
o since
t een n ng o o e th ee ho hen w te e to
o for
o since
th een ng t e d y e th n t een n n dent
o for
o since

PAST SIMPLE VS PRESENT PERFECT TENSE
Complete the following sentences with the correct form of verbs in parentheses. Use either the
present perfect tense or the past tense. Be sure to pay attention to the time expressions.
1. ohn t not find new o
2. e not find new o t wee
3. e end h e e to e e o ne t onth
4. e end h e e to e e o ne e ent y
5. e e h the nte net o the t onth
6. e e h the nte net n y o fi e o to t d y
7. e not y the ent o h t ent yet
8. e not y the ent when t w d e two wee go
9. nd o d de nd the ent e e t e th wee e dy
10. nd o d de nd the ent t ond y
BLOCK 2
Circle the correct option.
e dy gn wo d o
e t e ent e e t
t gn wo d o
e t e ent e e t
ye go gn wo d o
e t e ent e e t
et gn wo d o
e t e ent e e t
e te d y gn wo d o .
e t e ent e e t
Put the verbs into the correct tense (simple past or present perfect simple).
y w n the otte y t ye
e e e e dy d nne
e find yo ng n the g den ye te d y
e o e t ho e
hey y the two ye go
ee not nyone yet
h go not to the ne t n ght
e e not to the oo o
he e not yet
y t not e t wee

yo e d the oo yet
ow ny ette they w te o
hen he te yo th t
1. n e t g te the n ent on th t h e h nged eo e e ty e

2. Make a poster with photos or drawings about those inventions.
3. Make an oral presentation to the class about those inventions.
BLOCK 2
SELF-EVALUATION
Improvement Need
Excellent Good How to improve?
areas improvement
dent fie eg
nd eg e
dent fie e ent

e e t
dent fie the
d e en e etween
o nd n e
dent fie e
t nd e ent
e e t
e wo tt t de
ty to e h
nd y te t e
no t on
ty to o e
o e o t e
nd o t e
tt t de

Rubric for Oral Presentation and Projects
Awesome Admirable Acceptable Unacceptable Self- Teacher

4 3 2 1 Assessment Assessment
Thoughtfully and accurately Identifies relevant argu- Usually justifies results Misinterprets data,
interprets results, shows ments, justifies results, and offers reasons gives unjustified
Critical thinking in-depth understanding of offers reasons arguments
major ideas
Covers topic thoroughly, Includes essential infor- Includes most essential Lacks essential
Quality of infor- includes details that support mation, includes some information, details are information
mation the topic supporting details somewhat sketchy
Well organized and cohe- Organized, some topics Some organization, Not organized, to-
rent, topics are in logical are out of logical order, topics jump around, pics make no sense
Organization sequence, includes clear in- conclusions are genera- conclusions are unclear
troduction and conclusions lly clear
All grammar and spelling Only one or two errors More than two errors Very frequent gram-
Grammar and are correct mar and/or spelling
spelling errors
Visually appealing, clean Visually attractive, text Text is sometimes hard Text is very difficult
simple layout, text is easy is easy to read, colors en- to read, sometimes gra- to read, layout is
to read, graphics enhance hance readability, graphics phics or special effects cluttered and con-
Visual design and special effects do not
understanding of ideas distract from unders- fusing
distract from understan-
ding ideas
tanding
Well prepared, speaks Engages audience, fluid Clear and understan- Not clear, not un-
clearly, makes eye contact delivery, uses different dable, uses limited derstandable
with audience, delivers with approach other than delivery techniques
Oral presentation ease, invites questions simply reading screen,
invites questions
Willingly accepts and Fulfills individual role Works toward group Works toward group
fulfills individual role in within group without goals with occasional goals only when
group, sensitive to fee- prompting, respectful prompting, maintains prompted, needs
Teamwork
Describes experiencies.
lings and needs of group of others positive attitude occasional remin-
members ders to be sensitive
to others
Total
61
BLOCK 2
MIS NOTAS:

BLOCK 3
EXPRESS LIKES AND PREFERENCES
Performance to be
Describes in an oral and written form his/ Maintains a respectful attitude towards
her personal hobbies and preferences. multiculturalism and diversity of beliefs,
Identifies specific information in an oral or values, ideas and social practices, at the
written text about the hobbies, likes and moment of describing the leisure activities
preferences and those of other people of other people.
Uses the grammatical structures needed Participates and collaborates in an effective
to express the things they like or dislike. way in different teams.
Identifies and interprets the general idea
and possible development of a written or
spoken message in a foreign language,
Learning objects focusing on the description of hobbies,
likes and preferences.
Communicates in a foreign language
Vocabulary related to leisure activities. through a logical speech oral or written, to
Grammatical structure: “would prefer, describe his/her hobbies and preferences.
would like, like, don´t like, hate, can´t Produces texts based on the proper use
stand” to express hobbies, likes and of the language, according the intention
preferences. and communicative situation, as well as
Adjectives to describe personality. formal elements of language (punctuation,
spelling, syntax, coherence and cohesion).
BLOCK 3
Inicio
WARM UP
In order to be able to talk about your likes and preferences, you must have a clear idea about these.
Which topics are most interesting to you? What is your favorite TV show? Your favorite film, your favorite book?
1. Complete the next chart “Interest Inventory” with the help of your classmates.
2. Share the information you gathered with your classmates.
3. Find out your common traits with the help of your classmates and teacher.
INVENTORY of interests
Write about your preferences:
What I like most about school is

What I like least about school is
My favorite book is
My favorite movie is
When I watch TV, I usually enjoy watching
My favorite animal is
My favorite color is
When I have time to myself I like to
When I'm with my family, we enjoy
I like to collect
My favorite type of music is
If I could travel anywhere in the world, I would go to
My favorite sport is
If I had three wishes, I'd wish for:
1.
2.
3.

Didactic Sequence 1
Start up activities EXPRESS LIKES AND PREFERENCES
GRAMMAR
Prefer and would rather can be used interchangeably, when we are talking about general
preferences, prefer is followed by verb-ing, thus:
• I prefer listening to music to watching TV.

• I'd rather listen to music than watch TV.
'd rather
However, when we are talking about specifics, would rather is used as an alternative to would
prefer to followed by an infinitive. Would rather is very common in spoken English and is often
abbreviated to 'd rather. It is used in this form with all personal pronouns:
I'd / you'd / he'd / she'd / we'd / they'd rather…
Study these examples:

1-Would you like to go out for dinner tonight? ~ No, I think I'd rather eat at home / I'd prefer to eat
at home.
2-Would you rather drink beer or wine with the curry ~ I'd rather drink beer. What about you?
3-They'd rather have the strawberries by themselves, but I'd prefer to have them with cream.
Note that would rather is followed by a bare infinitive without to, whereas prefer requires to +
infinitive. Would rather (but not would prefer to) is also followed by a past tense when we want
to involve other people in the action, even though it has a present or future meaning. Study the
following:
1-Shall we go out for dinner tonight? ~ No, I'd rather we ate at home, if you don't mind.
2-Shall I write to Harry and tell him that we've sold the car? ~ I'd rather you didn't.
I would reather die of

passion than of boredom
- Vincent Van Gogh -
Express Likes and Preferences. 65

BLOCK 3
ACTIVITY 1
SD1-B3
Directions: write a (1) next to any hobbies, interests, or activities that you like, or a (2) next to any
activity you do not like. Then, draw a circle around the 3 things you like to do the most.
Playing sports Drawing

Camping, Hiking Painting
Fishing Taking care of people
Hunting Babysitting
Swimming Going to church/ synagoge/ temple
Bicyclling Belonging to a club
Horseback riding Collecting things
Skiing Visiting with friends
Keeping pets Sleeping
Taking care of animals Eating
Gardening to taking care of plants Using a Computer
Farming Playing Video Games
Woodworking Cooking
Beauty and hair care Sewing
Listen to music Knitting
Writing songs, stories, poems Reading
Watching TV or movies Photography
Playing an instrument Roller Blading
Being a leader of a group Motocross
Working Out/ exercising
Use this space to add other hobbies and interests you can think of:

ACTIVITY 2
SD1-B3
Directions: write a (1) next to sentence that describes you. When you have finished, draw a circle
around the 3 sentences that best describe you.
I´m reliable (people can count I have a lot of energy.

on me). I´m a good listener.
I´m friendly. I´m polite.
I am good at many things. I´m honest.
I try to follow instructions. I´m hard-working.
I like to do things with others. I´m usually on time.
I like to do things on my own. I´m serious.
I like to help other people. I´m generous.
I like to keep things neat I´m proud of myself.
and organized. I can keep a secret.
I like to have a good time. I´m a good friend.
I have good common sense. I´m a good student.
I stick with things until they I´m musical.
get done. I´m artistic.
I can work out my problems I´m creative.
on my own. I´m good with words.
I ask others for helps when i I´m good with my hands.
need it. I´m good at one or two things.
I can help others work out I´m good at fixing things.
their problems.
Use this space to write down your other strengths:

BLOCK 3
ACTIVITY 3
SD1-B3
Directions: write a (1) next to all the things you are good at. Then, draw a circle around 3 things you
do best.
Taking care of other people Reading

Working with other people Writing
Organizing things Math
Making changes Science
Using a computer Social Studies
Answering the phone Art
Woodworking Sports
House painting Music
Operating machines or tools Teaching friends
Fixing cars Babysitting
Waiting on tables Gardening
Doing yard work Cooking
Farming Sewing or knitting
Hairdressing Being a team captain
Cleaning
Use this space to write down your other strengths:
Closing activities
GRAMMAR
WOULD RATHER OR PREFER

Would rather: is used to express what somebody wants in a particular situation. Ex: Let's take the
bus.... (I would rather walk.)
Prefer: is used to express what we prefer in general. Ex: I prefer living in the country; I prefer to walk
rather than taking the bus.

ACTIVITY 4
SD1-B3
CHOOSE THE CORRECT OPTION.
1- She ...................... eat a salad than a hamburger.
would rather prefer
2- They .................... dogs. They don't like cats.
would rather prefer
3- I ...................... stay home today.
would rather prefer
4- We ....................... watching basketball.
would rather prefer
5- Usually people ......................... warm weather.
would rather prefer
ACTIVITY 5
SD1-B3
CHOOSE THE CORRECT OPTION. (WOULD RATHER OR PREFER)
1- I_________________ buy the blue shirt.
2- Why do you_______________ going out with Tom?
3- I__________________have the meeting at 6 pm.
4- Normally, we ____________going to the beach.
5- I __________________watch the football game.

BLOCK 3
Start up activity Didactic Sequence 2

LIKES, DISLIKES AND PREFERENCES
Affirmative Negative Interrogative

I like I don´t like Do i like
You like You don´t like Do you like
He likes He doesn´t like Does he like
She likes She doesn´t like Does she like
It likes It doesn´t like Does it like
We like We don´t like Do we like
You like You don´t like Do you like
They like They don´t like Do they like
ACTIVITY 1
SD2-B3
A. Look at the table and build up sentences according to the model.
1. Linda likes chocolates.
2. Susie doesn´t like vegetables.
3.
4.
5.
6.
7.
8.
9.

ACTIVITY 2
SD2-B3
Look at the table.

Likes Preferences Dislikes
1. Peter orange juice coke tea
2. Laura cake biscuits lollipops
3. Kevin steak hamburgers pizza
4. Carol coffee tea coke
5. Tom and Jonathan fish meat soup
6. We fruit ice-cream chocolates
7. Pam and Sue yoghurt fruit doughnuts
8. Walter chicken hot-dogs meat
9. Jack and I water milk coffee
10. Maggie cookies cake pudding
Build up sentences according to the model.
1. Peter likes orange juice but he prefers coke. He doesn’t like tea.
2. _______________________________________________________________
3. ___________________________________________________________________________
4. ___________________________________________________________________________
5. ___________________________________________________________________________
6. ___________________________________________________________________________
7. ___________________________________________________________________________
8. ___________________________________________________________________________
9. ___________________________________________________________________________
10. __________________________________________________________________________

BLOCK 3
ACTIVITY 3
SD2-B3
BROKEN SENTENCES
I love travelling, and I'd love to visit Brazil.
I love big cities, and I think I'd enjoy living in Taipei.
I really fancy some chocolate ice-cream.
I hate it when people are late.
I'd really love to start learning Chinese.
You don't like it? Neither do I.
I really hate getting up early on a Monday morning.
What would you like to drink?
The thing I hate most is when people ask me for money.
Don't you like working late?
Would you like some coffee?
I always have a good time watching horror movies.
I like cooking things like chicken fajitas.
Would you like a regular or large milkshake?
I'd like a hamburger and a coke.
Would you like anything else?
I detest doing so much homework when I have to study.
What would you like to eat?
My friend hates seafood, and so do I.
I think living in Japan is great.
In this matching activity, students have to put together sentences which have been broken into two
halves. The sentences cover different phrases for talking about likes and dislikes.
Make one copy of the worksheet for each pair of students and cut as indicated.
Procedure
o Give each pair a set of mixed up cards and tell them they have to arrange the cards into 20 sentences
about likes and dislikes.
o Set a time limit of ten minutes and stop the students at the end.
o Check the answers by going round the class from pair to pair.
o Each pair reads out one sentence.
o The teacher says whether it is right or wrong.
o If it is right, the sentence can be discarded and turned over.
o The pair gets 1 point for each correct answer.
o If the sentence is wrong, the pair gets no points and, without giving the correct answer, the teacher
moves on to the next pair of students.
o Continue until all the sentences have been correctly read out.

INFINITIVES AND GERUNDS

GRAMMAR
There are a few basic rules regarding the use of infinitives and gerunds.
• Infinitives and gerunds are noun forms. If used before the main verb, they are the subject of the verb; after the
main verb, they are the object of the verb.
• If a preposition is used after the verb, do not use an infinitive.
• If a common expression ends with a preposition, then it may be followed by a gerund.
Examples:
• Verb + infinitive (A):
We cannot afford to wait.

• Verb + (pro)noun + infinitive (B):
That will cause him to think again.

• A or B:
They are allowed to stay out past midnight.

Please allow her to be absent tomorrow.
• Verb + gerund:
I admit getting defensive when I am incorrectly blamed for something.

• Verb + infinitive or gerund:
You advised me to take that course.

You advised taking that course.
In addition, some verb phrases take gerunds e.g. carry on (doing something), or put off (doing something). Also,
infinitives may be used after a number of adjectives, e.g. happy (to do something) or determined (to do something),
or other structures.

BLOCK 3
ACTIVITY 4
SD2-B3
Gerunds and Infinitives Exercises
1. Put the bracketed verb into the appropriate gerund or infinitive form:
Ex. (tell) They hesitated to tell her because they were afraid.
(smoke) She quit smoking.
1. (kick) Stop __________________________the ball into the river.

2. (fall) The rain kept _________________________last night.
3. (pick) I must go to the pharmacy __________________________up your prescription.
4. (have) I am ________________________my birthday party this Saturday.
5. (watch) Do you like _________________________wrestling on T.V?
6. (date) Are you __________________________that boy?
7. (stand) No one is allowed _________________________up on this ride.
8. (call) She is _________________________out your name.
9. (make) Would you like _________________________a cake with me?
10. (run) She enjoys __________________________to school.
11. (write) No ________________________on the desks please.
12. (sing) Would you like _________________________with the choir this year?
ACTIVITY 5
SD2-B3
Choose the correct verbs and write them on the line
1) I like to _____________________________ (swim/swimming)
2) Every morning I go _____________________________ (run/running)
3) The author spends all his time _____________________________ (write/writing)
4) John really _____________________________ to go to the movies (likes/liking)
5) I like to _____________________________ to music (listen/listening)
6) My girlfriend likes to go _____________________________ (shop/shopping)

7) My friend’s dad hates to _____________________________ (cook/cooking)
8) I really need to _____________________________ for this English 161 exam (study/studying)
9) There is too much _____________________________ in this class (read/reading)
10) I really need to _____________________________ my room; it’s filthy (clean/cleaning)
ACTIVITY 6
SD2-B3
Interview one of your classmates
What is your favorite sport? Do you prefer water or land sports? Team sports or individual sports? Or do
you prefer extreme sports ?
Activity 11.1
1. Underline all athletes' names mentioned in the text.
2. Underline sports mentioned in the text.
3. Write down a list of 5 sports.
4. Write down a dialogue with a classmate where one of you pretends to be a recognized athlete, being
questioned about his/her likes and preferences.
5. Practice the dialogue and present the draft to your teacher.
Good Sports, Bad Sports
Download MP3 (Right-click or option-click the link .) This is IN THE NEWS in VOA Special English.
For the last several weeks, professional athletes have been on the first page of newspapers as much
as in the sports pages. Some news stories are about extraordinary careers. Others are about athletes
behaving badly.
Professional baseball players Cal Ripken and Tony Gywnn are among the heroes. They were admitted
into the Baseball Hall of Fame Sunday at a ceremony in Cooperstown, New York. About seventy five
thousand fans gathered there to celebrate. Both men spoke about the importance of the public image of
athletes. Gwynn said professional baseball was about more than just playing. He said players need to
do the right thing for all the fans who love the sport. Ripken said players are behavior models whether
they like it or not. He said the only question is whether they will be good ones or bad ones. The speeches
followed weeks of legal charges, accusations and investigations involving sports professionals. In
baseball, Barry Bonds is two homeruns away from breaking the record set by Hank Aaron in nineteen
seventy-six. Bonds' success has renewed accusations that he used banned performance-improving
drugs. However, Bonds has never failed a drug test nor has he been charged with any crime.

BLOCK 3
Similar accusations of banned drug use also took place at the Tour de France bicycle race last month.
Several riders tested positive for a performance-improving drug. And, in the final week of the race, the
leading cyclist Michael Rasmussen of Denmark was expelled on suspicion of taking banned drugs.
The International Cycling Union said there were more cases of doping in the Tour de France this year
because there was more testing.
An American professional football player is also in the news. Last week, Michael Vick told a court in
Richmond, Virginia, he was not guilty of charges connected to an illegal dog-fighting business. The
charges include extreme cruelty to animals. Federal investigators say they found fight dogs and other
evidence on Michael Vick's property in Virginia earlier this year. A defendant who pled guilty in the
case has agreed to speak against Vick in court in return for a lesser sentence. Several sporting goods
companies that had paid Vick for the use of his name have ended their business relationship with him.
And an animal rights group, the Humane Society, is urging the National Football League to suspend
Vick from play.
Finally, some bad news in professional basketball. United States federal officials are investigating former
National Basketball Association referee Tim Donaghy. The referee enforces the rules and keeps order
in the game. He can stop play if he calls a violation by a player and turn the ball over to the opposing
team. Donaghy is being investigated for betting money on basketball games, including some in which
he was a referee.He resigned last month.
And that's IN THE NEWS in VOA Special English, written by Caty Weaver. I'm Steve Ember.
http://www.manythings.org/voa/sports/3018.html

Closing activities SELF-EVALUATION EXERCISES
1.- Complete the sentences using the affirmative, negative or interrrogative form of the verbs inside the
box .
like drink make teach play go
sing have do meet smoke
1. My sister is a teacher. She ____________ Spanish to foreign students.

2. I usually ____________ tea or orange juice with my breakfast but I ____________ coffee very often.
3. Lewis is a public relations in a disco. He ____________ his job very much because he __________
a lot of people.
4. Have a cigarette! No, thanks, I ______________________________.
5. What ________ your boyfriend______________? He’s a singer. He _____________ in a rock group
and he also ____________ the guitar.
6. I never __________ fishing. It ____________ me feel bored.
Complete the sentences with the correct form of TO BE (am, is, are) and TO DO (does, do)
1. Children______________ like going to bed early.
2. My sister______________ a lot of sport every day. She is very fit.
3. Summer______________ my favourite season.
4. I_______________ eat in French restaurants very often because they very expensive.
5. Peter_______________ only three years old, so he go to school yet.
6. You______________ a good a friend.
7. They________________ Chinese. They are Japanese!
8. ______________she like her new house?
9. Where ___________ they live?
10. Where ________ he from?

BLOCK 3
PROHIBITION/ OBLIGATION/ ABSENCE OF OBLIGATION/ PERMISSION

Absence of
Prohibition Obligation Permission
obligation
mustn´t must needn´t
can
You mustn´t run You must be here You needn´t
You can use your book
in the corridor on time come tomorrow
have (got) to
can´t
You have to wear don´t have to may
You can´t use your
a uniform You don´t have to buy it May I use your car?
dictionary in the exam
You´ve got to be quiet
may not should haven´t got to could
You may not use your You should bring I haven´t got to do Could I take
mobile phone here your book any homework another biscuit?
didn´t need to
shall not ought to
I didn´t need to take the
You shall not leave It´s very cold. You
bus because it was just
without permission ought to take a coat
across the road
needn´t have +
past participle
You needn´t have come
(You came although it
wasn´t necessary)

SKILL/ PROBABILITY/ ASSURANCE / CONCLUSIONS
Skill Probability Assurance Conclusions

can
will must
can The temperature in
Most of your will have You must be
I can speak French Jaén can neach 40° C
heard of this Tom´s father
in July
could
would can´t
When I was younger could
You would agree that She can´t have left the
I could play tennis They could be friends.
changes must be done party
quite well.
be able to
-I´ll be able to finish it must have +
should
on time. may past participle
She should be sad
-We were able to talk to It may rain She must
living in Great Britain
the headteacher. (We have forgotten
actually talked to her)
can´t have +
shall
might past participle
We shall be leaving as
It might be true She can´t have
soon as we are ready
finished yet
must have +
may have + past participle
past participle I must have left my
She may have credit card in the
forgotten it bookshop (I´m sure
I did)
might have +
past participle
They might
have arrived
could have +
past participle
He could have
killed her

BLOCK 3
PROJECT
What do you know about urban tribes? How many different urban tribes can you identify in your
community? Comment about this (emos, darks, goths, punks, snobs, etc.) and get ready to begin with
this unit Project.
1. Through a brainstorming, discuss urban groups that exist in your community. In teams, discuss the
characteristics of these urban tribes and choose one specific tribe to begin with the project of this unit.
2. Organize the research to be done and assign specific roles to each of your team members to
accomplish this task.
3. Prepare the presentation for the class, using your creativity and following the indications of the
teacher (wardrobe, make up, organization of the information, etc.)
URBAN TRIBES
Urban tribes are made up by groups of people – usually young, with a distinct common identity: the same
aesthetic codes, the same identity symbols, the same rules, the same language, the same music… A
whole ideology!
We are going to analyze the following urban tribes:

· Manga
· Goths
· Emos
· Trendies
· Punks
· Skaters
These tribes hold many different beliefs. Some of them are nearly extinct, and others in full expansion.
But all of them are ruled by their own ideology.
You can read more and get information about them in the following links:
http://www.slideshare.net/romina1983/urban-tribes-10377077
http://www.emmainteractive.com/
http://www.terra.es/joven/articulo/html/jov71.htm
http://ateacherinlondon.blogspot.mx/2008/09/urban-tribes.html
http://www.counterpunch.org/2008/04/08/mexico-city-s-urban-tribes-go-on-the-warpath-against-emos/

Rubric for Oral Presentation and Projects
Awesome Admirable Acceptable Unacceptable Self- Teacher

4 3 2 1 Assessment Assessment
Thoughtfully and accurately Identifies relevant argu- Usually justifies results Misinterprets data,
interprets results, shows ments, justifies results, and offers reasons gives unjustified
Critical thinking in-depth understanding of offers reasons arguments
major ideas
Covers topic thoroughly, Includes essential infor- Includes most essential Lacks essential
Quality of infor- includes details that support mation, includes some information, details are information
mation the topic supporting details somewhat sketchy
Well organized and cohe- Organized, some topics Some organization, Not organized, to-
rent, topics are in logical are out of logical order, topics jump around, pics make no sense
Organization sequence, includes clear in- conclusions are genera- conclusions are unclear
troduction and conclusions lly clear
All grammar and spelling Only one or two errors More than two errors Very frequent gram-
Grammar and are correct mar and/or spelling
spelling errors
Visually appealing, clean Visually attractive, text Text is sometimes hard Text is very difficult
simple layout, text is easy is easy to read, colors en- to read, sometimes gra- to read, layout is
to read, graphics enhance hance readability, graphics phics or special effects cluttered and con-
Visual design and special effects do not
understanding of ideas distract from unders- fusing
distract from understan-
ding ideas
tanding
Well prepared, speaks Engages audience, fluid Clear and understan- Not clear, not un-
clearly, makes eye contact delivery, uses different dable, uses limited derstandable
with audience, delivers with approach other than delivery techniques
Oral presentation ease, invites questions simply reading screen,
invites questions
Willingly accepts and Fulfills individual role Works toward group Works toward group
fulfills individual role in within group without goals with occasional goals only when
group, sensitive to fee- prompting, respectful prompting, maintains prompted, needs
Teamwork
Express Likes and Preferences.

lings and needs of group of others positive attitude occasional remin-
members ders to be sensitive
to others
Total
81
BLOCK 3
MIS NOTAS:

BLOCK 4
DESCRIBE OBJECTS, ACTIVITIES AND PEOPLE
Performance to be
Asks and exchanges information, in an Evaluates a text by comparing content with

oral and written manner, about persons, others, depending on their prior knowledge
objects and activities. and new.
Understands the characteristics about It produces texts based on the use of
persons, object and activities. normative language , considering the
Uses relative pronouns and adjectives. intention and communicative situation.
Expresses ideas and concepts into
coherent and creative compositions , with
introductions , development and clear
conclusions.
Learning objects It communicates in a foreign language
through a consistent logical discourse ,
oral or written , with the communicative
Adjectives in order to describe persons, situation.
activities or objects. Identifies and understands the main idea
Relative pronouns and relative clauses and the development of a short message,
such as who, which, that and where. written or in a speaking manner, in a foreign
language, using previous knowledge about
persons, object or activities.
It uses the technologies of information
and communication to investigate ,
solve problems, produce materials and
Estimate time: 10 hours transmit information.
BLOCK 4

DESCRIBES OBJECTS ACTIVITIES
AND PEOPLE
Please look at the pictures and answer the following questions.
1 2
3 4

1. Can you tell what kinds of jobs are being performed in the locations above?
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. Can you describe what the chef and the waiter do in their jobs?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3. Describe the places and the people who work there

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Describe objects, activities and persons. 85

BLOCK 4
ACTIVITY 1
SD1-B4
Please in groups of four investigate what occupations (jobs) are being done in the images below and
describe the activities being perform by the jobs. Please write 6 occupations (jobs) per image.
1 2
3 4
Location Job Activity Description

ACTIVITY 2 AUDIO
SD1-B4
Read the following text and answer the following questions.
Changing Roles of Men and Women in American Society.
Men and women's roles in society have been changing for decades now. Traditionally, men have
worked outside the home and served as the sole breadwinner for the family. They held some of the
most powerful jobs in society, including doctor, lawyer and politician. Women, on the other hand,
governed the domestic sphere. They were expected to stay home, raise children and have an
evening meal waiting for their husbands. If they did work, it was as a secretary, a nurse or another
stereotypically female profession.
Women in the U.S. got one of their first tastes of the working world during World War II. The men
went to war, and the women went to the factories and offices. Though the women returned to their
homes after the war, they didn't remain there for long. The social changes of the 1960s and 1970s
caused a cultural revolution that found many women pursuing careers outside the home. In recent
years, more men have expressed a desire to take on the role of primary caregiver to the children.
That doesn't mean these changes have been easy. Men have had to struggle with what masculinity
means to them if they're not the sole breadwinner. Women have to deal with making less than men
in wages and a difficult time advancing to the highest positions within a company. Women are also
subjected to the "Mommy Wars" -- a set of battles between working moms and stay-at-home moms
in which each side declares that the other side is irreparably harming their children.
And while the recession may have forced more men to stay home, they didn't necessarily pick up the
bulk of the housework or childcare. The New York Times reported that unemployed dads spent about
as much time caring for their children as their working counterparts did; the laid-off dads made finding
a new job their foremost priority. This state of affairs is probably not unfamiliar to working moms,
who have long dealt with the so-called "second shift," in which they come home from their stint in the
professional world only to spend just as much time cooking, cleaning and caring for children.
Though change is still in the air, there's no doubt that men and women's roles have become less
strictly defined, and many families have made the male and female roles more egalitarian when it
comes to jobs, housework and childcare.
1. Who used to be the people in charge of bringing the money to the family in the past?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

BLOCK 4
2. Why the change in roles happened?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
3. What are the challenges that working women have?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
4. What are the roles that woman and men have in your community?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
ACTIVITY 3
SD1-B4
Please organize with your teacher and using the information from the previous activity; use the
information in order to prepare a discussion if the role of women should stay the same or if it should
evolve. Write the conclusion in the following space.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
End of the sequence

Didactic Sequence 2
Start up activities RELATIVE PRONOUNS AND RELATIVE
CLAUSES SUCH AS WHO, WHICH, THAT
AND WHERE
Please read the following words and explain their meaning.
Who ____________________________________________________________________________
_________________________________________________________________________________
Which ___________________________________________________________________________
_________________________________________________________________________________
That _____________________________________________________________________________
_________________________________________________________________________________
Where ___________________________________________________________________________
_________________________________________________________________________________
As homework please investigate the use of the four previous words when they are use as relative
clause.
Who ____________________________________________________________________________
_________________________________________________________________________________
Which ___________________________________________________________________________
_________________________________________________________________________________
That ____________________________________________________________________________
_________________________________________________________________________________
Where ___________________________________________________________________________
_________________________________________________________________________________

BLOCK 4
GRAMMAR
Relative Clauses
We use relative clauses to give additional information about something without starting another
sentence. By combining sentences with a relative clause, your text becomes more fluent and you can
avoid repeating certain words.
The next chart will give you the right use of the most commons relative clause
relative pronoun use example
Who subject or object pronoun for people I told you about the woman who
lives next door.
Which subject or object pronoun for animals and Do you see the cat which is
things lying on the roof?
Which referring to a whole sentence He couldn’t read which
surprised me.
Whose possession for people animals and things Do you know the boy whose
mother is a nurse?
Whom object pronoun for people, especially in non- I was invited by the professor
defining relative clauses (in defining relative whom I met at the conference.
clauses we colloquially prefer who)
That subject or object pronoun for people, animals I don’t like the table that stands
and things in defining relative clauses (who or in the kitchen.
which are also possible)
ACTIVITY 1
SD2-B4
Please use the right relative clause
1. This is the bank_______________ was robbed yesterday.

2. A boy_______________ sister is in my class was in the bank at that time.
3. The man________________ robbed the bank had two pistols.
4. He wore a mask__________________ made him look like Mickey Mouse.
5. He came with a friend_______________ waited outside in the car.
6. The woman_________________ gave him the money was young.
7. The bag____________________ contained the money was yellow.
8. The people_________________ were in the bank were very frightened.
9. A man____________________ mobile was ringing did not know what to do.

10. A woman______________________ daughter was crying tried to calm her.

11. The car____________________ the bank robbers escaped in was orange.
12. The robber__________________ mask was obviously too big didn't drive.
13. The man____________________ drove the car was nervous.
14. He didn't wait at the traffic lights__________________ were red.
15. A police officer_________________ car was parked at the next corner stopped and
arrested them.
ACTIVITY 2
SD2-B4
Please use relative clauses in order to connect the two sentences. You can eliminate words which can
help in the flow of the sentence
1) She worked for a man (the man used to be an athlete)

_________________________________________________________________________________
2) They called a lawyer (the lawyer lived nearby)

_________________________________________________________________________________
3) I sent an email to my brother (my brother lives in Australia)

_________________________________________________________________________________
4) The customer liked the waitress (the waitress was very friendly)
_________________________________________________________________________________
5) We broke the computer (the computer belonged to my father)

_________________________________________________________________________________
6) I dropped a glass (the glass was new)

_________________________________________________________________________________

BLOCK 4
7) She loves books (the books have happy endings)

_________________________________________________________________________________
8) They live in a city (the city is in the north of England)

_________________________________________________________________________________
9) The man is in the garden (the man is wearing a blue jumper)

_________________________________________________________________________________
10) The girl works in a bank (the girl is from India)

_________________________________________________________________________________
11) My sister has three children (my sister lives in Australia)

_________________________________________________________________________________
12) The waiter was rude (the waiter was wearing a blue shirt)
_________________________________________________________________________________
13) The money is in the kitchen (the money belongs to John)

_________________________________________________________________________________
14) The table got broken (the table was my grandmother’s)

_________________________________________________________________________________
15) The television was stolen (the television was bought 20 years ago)
_________________________________________________________________________________
16) The fruit is on the table (the fruit isn’t fresh)

_________________________________________________________________________________
ACTIVITY 3
SD2-B4
You are in a foreign city visiting relatives for the first time and you must describe to them the place where
you are at so they can come and pick you up. How would you describe the place and its surroundings?
1. What objects can you see?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. Can you identify any landmarks?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

3. Are there any distinctive buildings or stores?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
ACTIVITY 4 AUDIO Please listen to the audio and answer the following question.
SD2-B4
The City Park

It's a Sunday evening in the city. Many people have come to stroll in the park which is by downtown.
There are two girls who are sitting where the fountain is. There are some doves which are eating.
We can see a girl who has a balloon in her hand. There are the parents who are with her. We also can
see some people who are where the trees are. Near the park, there is a restaurant where people like
to go for breakfast, lunch or dinner. We see a couple who eat some food which is on the table
What are the girls doing?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
What is near the park?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
What are the doves doing in the park?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
In the previous text, identify the underlined words and describe to whom they are describing
Line 1 which refers to___the park _________

Line 2 who refers to: ____________________
Line 2 which refers to: __________________
Line 4 where refers to: __________________
Line 4 where refers to: ___________________
Line 5 which refers to: ___________________

BLOCK 4
ACTIVITY 5
SD2-B4
Look at the pictures and answer the following questions
Describe the lady, the shopping cart and the clothes she is wearing
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
ACTIVITY 6
SD2-B4
Practice the past tense pronunciation using the following link.
http://www.youtube.com/watch?v=Kp5uHN__110
What kind of job you think is being offer to the man? Why?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
What are his strengths?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

What kind of job you think is being offer to the woman? Why
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
What are her strengths?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
ACTIVITY 7
SD2-B4
In the following paragraphs, please write what would be your dream job. In this writing please include,
why do you choose that job, what are you strength in order to achieve that job and what are your
weakness and how can you improve those weakness.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

BLOCK 4
ACTIVITY 8
SD2-B4
ONLINE ENGLISH GRAMMAR QUIZ

Topic: Relative pronouns 2 - Who, whom, where, whose
Level: Intermediate NB: In everyday speech, THAT is often used instead of WHO or WHOM.
Also, when it comes to WHO/WHOM, while it is important to know when to use each one, most people
will only use WHO in everyday conversation.
Choose the correct (and most natural-sounding) response to complete each sentence:
1. The man ___________________we met on the street is my uncle.

whose whom where
2. The cafe ___________________ she usually has breakfast is around the corner.
whom whose where

3. The girl ___________________ wrote this poem is still in high school.

whom whose where
4. The girl ___________________ poem I read is still in high school.

whose who where
5. The neighborhood ___________________ we live is safe.

where whose who
6. The people ___________________ we saw yesterday are my neighbors.

whose where whom
7. The boy ___________________ bike was stolen is crying.

whose where whom
8. The people ___________________ live across the street are from Portugal.
who whose where
9. The hotel ___________________ we stayed was very noisy.

whom where whose
10. The man ___________________ wallet was stolen was very upset.
whom where whose
End of the second sequence

BLOCK 4
INTEGRANTING ACTIVITY
In groups, draw in a cardboard the profession of some of the parents of the group. In this draw please
describe what they do in their profession, what part of their job that they like is and how hard the job is.
Then after finishing the draw please presentation in front of your classmate.
Rubric Excellent Good Need improvement Points

2 1 0
The draw is The draw is The draw is not neat and
neat, clean and neat and clean, clean, or attractive.
Presentation attractive. however,
somehow
attractive.
The text has no The text it has few The text has a lot of
Spelling spelling mistakes. (1 or 3) spelling mistakes.
mistakes.
The text has The text has few The text has a lot of
Grammar no grammar mistakes. mistakes.
mistakes.
The text has The text has The text has less than 6
Completion more than 10 between 10 or 7 sentences.
sentences. sentences.
SELF-EVALUATION
Please evaluate yourself using the two learning objects.

I can …… Excellent Good Regular.
Use relative clauses
Describe profession
using adjectives

CO-EVALUATION
Please evaluate one of your classmates using the learning objects and his working habits.
Points Excellent Satisfactory Need improvement Unsatisfactory

Can your
classmate write in
English?
Can your
classmate
describe the job
profession of his
father?
Can you
classmate use
relative clause?
Can he speak in
English?
PORTFOLIO EVALUATION
Please use the following chart in order to evaluate the student. Don’t forget to add comments.
Rubric Excellent Good Need improvement Points Comments

2 1 0
The exercises
The exercises are neat and The exercises are not
Presentation are neat, clean clean, however, neat and clean, or
and attractive. somehow attractive.
attractive.
The exercises The exercises it
The exercises has a
Spelling has no spelling has few (1 or 3)
lot of mistakes.
mistakes. spelling mistakes.
The exercises The exercises
The exercises are
Grammar have no have few
full of grammatical
grammatical grammatical
mistakes
mistakes. mistakes.
It contains all the It miss some Contains little
Completion exercises. exercises. exercises.

BLOCK 4
REFERENCES
Planes de Estudio DGB
Módulo de Aprendizaje Lengua Adicional al Español IV.
http://www.shertonenglish.com/resources/es/conditionals/type2.php
http://www.perfect-english-grammar.com/second-conditional.html
https://www.google.com.mx/search?q=galileo+galilei+was+born..&ie=utf-8&oe=utf-8&gws_
rd=cr&ei=kLMEVsPPNsupgwS3hKzoDw ( Sep 24th 2015)
http://www.biography.com/people/galileo-9305220#synopsis
https://www.youtube.com/watch?v=AxuYOR4MWGI
https://www.youtube.com/watch?v=D_mrIVNFFIQ
ENGLISH CLUB (Web en línea)

http://www.englishclub.com/
• ENGLISH GRAMMAR SECRETS (Web en línea)

http://www.englishgrammarsecrets.com/usedto/menu.php
(Ejercicios en línea para practicar más sobre este Tópico)
• LEARNENGLISH.COM.UK (Web en línea)

http://www.learnenglish.org.ok
• SABER INGLES (Web en línea)

http://www.saberingles.com.ar/
• Strutt, P. (2003). English for international Tourism, Longman.
• Foley, B. (2004). The Heinle Picture Dictionary Beginning Workbook, Thomson Heinle.
https://learnenglish.britishcouncil.org/en/english-grammar/pronouns/relative-pronouns
http://www.bowdoin.edu/~eyepes/newgr/ats/23.htm
http://dictionary.cambridge.org/es/gramatica/gramatica-britanica/relative-pronouns

http://www.macmillandictionary.com/verb_wheel/
https://www.youtube.com/watch?v=AxuYOR4MWGI
https://www.youtube.com/watch?v=D_mrIVNFFIQ
http://www.eduinnova.es/sept09/Returnpast.pdf
http://www.ego4u.com/en/cram-up/grammar/conditional-sentences/type-2
http://www.grammar.cl/Past/Irregular_Verbs_List.htm
http://www.englisch-hilfen.de/en/exercises/irregular_verbs/crossword_past_participle.htm
https://www.youtube.com/watch?v=j32SurxnE4s
http://www.ego4u.com/en/cram-up/grammar/present-perfect-simple/exercises?03
http://www.elementalenglish.com/past-tense-verb-pronunciation-t-d-id/
https://www.youtube.com/watch?v=oXqsVMC3tmo
http://www.elementalenglish.com/present-perfect-verbs/
http://www.ego4u.com/en/cram-up/grammar/present-perfect-simple
http://www.edufind.com/english-grammar/present-perfect-ever-never-already-yet/
http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-5240.php
https://en.islcollective.com/resources/printables/worksheets_doc_docx/irregular_verbs_crossword_
puzzle/past-simple-preintermediate/45412
http://www.pearsonlongman.com/ae/keystone/pdf/apar/SKill-Sharpeners-3/SS3_U01_p003.pdf
https://myenglishproject.wikispaces.com/file/view/Expressing+likes+and+dislikes.pdf
http://www.juntadeandalucia.es/empleo/recursos/material_didactico/especialidades/materialdidactico_
ingles_base-turismo/general/archivos/nivel2/unit_1.pdf
http://www.workabilityutah.org/documents/youth/toolkit/assessments/A%20Personal%20Checklist.pdf
https://www.google.com.mx/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0
CAYQjB0&url=http%3A%2F%2Fwww.ats.edu.mx%2Fifs%2Fsalc%2F%3Fauthor%3D9&ei=9ps9VZD9
AcudsAXHqoCIDw&bvm=bv.91665533,d.b2w&psig=AFQjCNGoiErwra8QPMqAGo4SCyC7GWgn1g&
ust=1430187370782516

BLOCK 4
http://www.learnenglish-online.com/grammar/ratherprefer.html
https://www.google.com.mx/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=
8&ved=0CAYQjB0&url=http%3A%2F%2Fwww.phreshproducts.com%2Fquote%2Frather-die-
passion-boredom-vincent-van-gogh%2F&ei=cco9Ve6HI8qZsAXw8YDADQ&bvm=bv.91665533,d.
b2w&psig=AFQjCNEVlreHpt36-Ueee-LDF6w5ewXdxg&ust=1430199222644409
https://www.google.com.mx/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved
=0CAYQjB0&url=http%3A%2F%2Fwww.mattstevensart.com%2Fimported-20110904000510%2F2
013%2F7%2F25%2Fwould-you-rather.html&ei=09A9VfGnF8W9sAXIzID4Dg&bvm=bv.91665533,d.
b2w&psig=AFQjCNEVlreHpt36-Ueee-LDF6w5ewXdxg&ust=1430199222644409
http://www.englishexercises.org/makeagame/viewgame.asp?id=5494
http://www.manythings.org/voa/sports
http://www.manythings.org/voa/sports/3018.html
https://www.google.com.mx/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved
=0CAYQjB0&url=http%3A%2F%2Fwww.123rf.com%2Fstock-photo%2Fsport.html&ei=jdw9VenwLI
LdsAWLrIHgCQ&bvm=bv.91665533,d.b2w&psig=AFQjCNE3Vr8RVcdBgtO1tCVoM2xvcNkNcQ&u
st=1430203895830471
https://www.google.com.mx/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&ved=0CAcQjRw&url=ht
tp%3A%2F%2Fwww.visitchile.com%2Fes%2Fhoteles.htm&ei=2lutVLvtHYuZyQS55oCgAg&bvm=bv.8
3134100,d.aWw&psig=AFQjCNGUVXywytQ2v_15YsfPdD86XyFL7w&ust=1420733761629928
http://www.google.com.mx/imgres?imgurl=http%3A%2F%2Fmediacenter.pandasecurity.
com%2Fspain%2Fmediacenter%2Fwp-content%2Fuploads%2F2014%2F09%2Fthe-home-depot3.
jpg&imgrefurl=http%3A%2F%2Fwww.pandasecurity.com%2Fspain%2Fmediacenter%2Fnoticias%2Ft
he-home-depot-robo-tarjetas%2F&h=1960&w=3008&tbnid=8_-eAdHhXZnghM%3A&zoom=1&docid=
7IAm7TkS7lccKM&ei=V1ytVL7rDMKlyASS7oCQDg&tbm=isch&ved=0CDMQMygEMAQ&iact=rc&uac
t=3&dur=1005&page=1&start=0&ndsp=10
https://www.google.com.mx/search?es_sm=93&biw=1366&bih=667&tbm=isch&q=supermarket+desig
n&revid=1964808508&sa=X&ei=FVytVImvM4egyAS-zICoAg&ved=0CB8Q1QIoAQ
http://www.google.com.mx/imgres?imgurl=http%3A%2F%2Fdubaifurniture.co%2Fwp-content%2F
uploads%2F2014%2F06%2Frestaurant-furniture.jpg&imgrefurl=http%3A%2F%2Fdubaifurniture.
co%2Frestaurants-and-food-courts-furniture%2F&h=1248&w=1872&tbnid=P2OdBHSDhgJR5M%3A&
zoom=1&docid=1_97ChRT049qKM&ei=7lutVPbUF9izyASd44GwCw&tbm=isch&ved=0CC8QMygDM
AM&iact=rc&uact=3&dur=558&page=1&start=0&ndsp=10
http://158.132.164.193/CILL/eap/2004/u6/relativeclauses.htm
http://www.learnenglishfeelgood.com/english-relative-pronouns2.html

http://www.google.com.mx/imgres?imgurl=http%3A%2F%2Fteach.com%2Fwp-content%2Fuploads
%2F2011%2F09%2Fhigh-school.jpg&imgrefurl=http%3A%2F%2Fblog.4tests.com%2F9-frustrating-
things-high-school-according-students%2F&h=331&w=500&tbnid=mlFvE7yOKM1gAM%3A&zoom=1
&docid=BDzVl37VMeKfnM&ei=DGStVPWEFpGayQTly4G4CA&tbm=isch&ved=0CDEQMygCMAI&iac
t=rc&uact=3&dur=424&page=1&start=0&ndsp=10
http://www.google.com.mx/imgres?imgurl=http%3A%2F%2Fwww.extremetech.com%2Fwp-conten
t%2Fuploads%2F2013%2F03%2FNuclear-Cooling-Towers.jpg&imgrefurl=http%3A%2F%2Fwww.
extremetech.com%2Fextreme%2F168221-japan-finally-admits-to-needing-help-containing-
fukushima-leaks&h=2248&w=3500&tbnid=OfvSa8cNE90-QM%3A&zoom=1&docid=hA6WDE_
hj87TLM&ei=9mWtVOvXMc78yQT7_IDYCA&tbm=isch&ved=0CC4QMygCMAI&iact=rc&uact=3&dur=
1606&page=1&start=0&ndsp=10
http://www.google.com.mx/imgres?imgurl=http%3A%2F%2Fupload.wikimedia.org%2Fwikipe
dia%2Fcommons%2Fc%2Fce%2FFamilyFarm.jpg&imgrefurl=http%3A%2F%2Fen.wikipedia.
org%2Fwiki%2FFamily_farm&h=1728&w=2304&tbnid=glGP6FNzGwJEyM%3A&zoom=1&docid=AT
AU_K0wInebiM&ei=wmWtVMPYB4uVyASZioC4Dg&tbm=isch&ved=0CDEQMygCMAI&iact=rc&uact=
3&dur=687&page=1&start=0&ndsp=10
http://www.google.com.mx/imgres?imgurl=http%3A%2F%2Fwww.marymontanas.com%2Fmercado_
files%2Fmecado4.jpg&imgrefurl=http%3A%2F%2Fwww.marymontanas.com%2Fmercado.htm&h=37
5&w=500&tbnid=6W7HZXFIQGEeIM%3A&zoom=1&docid=1zx-7pNeyBLznM&ei=vGmtVKTjK9f-yQT
JlIKQBA&tbm=isch&ved=0CDIQMygDMAM&iact=rc&uact=3&dur=1172&page=1&start=0&ndsp=10
ENGLISH CLUB (Web en línea)

http://www.englishclub.com/
• ENGLISH GRAMMAR SECRETS (Web en línea)

http://www.englishgrammarsecrets.com/usedto/menu.php
(Ejercicios en línea para practicar más sobre este Tópico)
• LEARNENGLISH.COM.UK (Web en línea)

http://www.learnenglish.org.ok
• SABER INGLES (Web en línea)

http://www.saberingles.com.ar/
• Strutt, P. (2003). English for international Tourism, Longman.
• Foley, B. (2004). The Heinle Picture Dictionary Beginning Workbook, Thomson Heinle.

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LENGUA ADICIONAL

LENGUA ADICIONAL AL ESPAÑOL 4

DEPARTAMENTO DE INNOVACIÓN Y DESARROLLO DE LA PRÁCTICA DOCENTE

ISBN: 978- 607- 730- 046- 5

Esta publicación se terminó de imprimir durante el mes de octubre de 2017.

HORAS SEMANALES: CRÉDITOS:

DATOS DEL ALUMNO

La retroalimentación de tus conocimientos es de suma importancia, de ahí que se te invita a participar de

EVALUACIÓN DIAGNÓSTICA COEVALUACIÓN

ACTIVIDAD INTEGRADORA RUBRICA DE EVALUACIÓN

ACTIVIDAD 1 En Equipo Grupal

Presentación del libro ....................................................................................................................... 4

Didactic Sequence 1. She has studied all day .................................................................................... 40

Didactic Sequence 1. Express likes and preferences .................................................................................65

Didactic Sequence 1. Describe objects, activities and persons ...............................................................84

References ................................................................................................................. 100

1 Se conoce y valora a sí mismo y aborda problemas y retos teniendo en cuenta los

2 Es sensible al arte y participa en la apreciación e interpretación de sus expresiones en

3 Elige y practica estilos de vida saludables.

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

5 Desarrolla innovaciones y propone soluciones a problemas a partir de métodos

6 Sustenta una postura personal sobre temas de interés y reelevancia general,considerando

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

8 Participa y colabora de manera efectiva en equipos diversos.

10 Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de creencias,

11 Contribuye al desarrollo sustentable de manera crítica, con acciones responsables.

COMPETENCIAS DISCIPLINARES BÁSICAS BLOQUES DE APRENDIZAJE

Evalúa un texto mediante la comparación de

6 Argumenta un punto de vista en el público de

Valora y describe el papel del arte, la literatura y los medios

7 de comunicación en la recreación o la transformación

8 Valora el pensamiento lógico en el proceso

9 Analiza y compara el origen, desarrollo y diversidad

Identifica e interpreta la idea general y posible

10 desarrollo de un mensaje oral o escrito en una

Se comunica en una lengua extranjera mediante

Didactic Sequence 1: Didactic Sequence 1:

EXPRESS LIKES DESCRIBES OBEJCTS

Didactic Sequence 1: Didactic Sequence 1:

Start up activities Didactic Sequence 1

I Know what you did last summer!

What is the difference between regular verbs and irregular verbs?

Base Past Past

One good way to learn irregular

You can always find these verbs

12 Colegio de Bachilleres del Estado de Sonora

Describes your behavior in hypothetical situations. 13

14 Colegio de Bachilleres del Estado de Sonora

1.- Complete with the information from the text:

Describes your behavior in hypothetical situations. 15

2.- Underline all the verbs in Simple Past.

CONECTORS FUNCTIONS MEANING

16 Colegio de Bachilleres del Estado de Sonora

A. She doesn’t like vegetables _______fish.

A) Complete with and, but, or, so, because

1. We aren´t going to the park ...... it´s raining.

2. I don´t have any money, ...... I´ll go to the bank.

3. She studies a lot ...... she never passes the exams.

4. You´ve got an exam tomorrow, ...... you must study tonight.

5. I don´t go to the cinema ...... I haven´t got any money.

1. We don´t go to the beach but it´s cold.________________________________________________

2. They don´t like meat and fish. ______________________________________________________

3. It´s winter because I´m not cold. ____________________________________________________

1. It’s Monday today, but if it _ (be) Saturday, I ____ (go)

3. I have to work tomorrow, but if I _ (be) free, I _ (go)