lengua adicional al espaÑol 2

2

PRELIMINARES

Esta publicación se terminó de imprimir durante el mes de diciembre de 2009. 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 11,524 ejemplares.

COLEGIO DE BACHILLERES DEL ESTADO DE SONORA Director General Mtro. Jorge Luis Ibarra Mendívil Director Académico Lic. Jorge Alberto Ponce Salazar Director de Administración y Finanzas Lic. Oscar Rascón Acuña Director de Planeación Dr. Jorge Ángel Gastélum Islas Lengua Adicional al Español 2 Módulo de Aprendizaje. Copyright ©, 2009 por Colegio de Bachilleres del Estado de Sonora todos los derechos reservados. Primera edición 2009. Impreso en México. DIRECCIÓN ACADÉMICA Departamento de Desarrollo Curricular Blvd. Agustín de Vildósola, Sector Sur Hermosillo, Sonora. México. C.P. 83280 Registro ISBN, en trámite. COMISIÓN ELABORADORA: EQUIPO TÉCNICOEQUIPO TÉCNICOEQUIPO TÉCNICOEQUIPO TÉCNICO

Coordinación general:Coordinación general:Coordinación general:Coordinación general: Luz María Grijalva Díaz

Elaboradores disciplinares:Elaboradores disciplinares:Elaboradores disciplinares:Elaboradores disciplinares: Alma Lorenia Valenzuela Chávez Matemáticas II

Nydia Gabriela Estrella Química II Próspero Mendoza Yocupicio Historia de México II

Diego Navarro Gil Taller de Lectura y Redacción II María del Socorro Salas Meneses Ética y Valores II María Enedina Duarte Camacho Informática II

Moisés Galaz Duarte Lengua Adicional al Español II Sonia María Valle Ross Orientación Educativa II

Revisión Disciplinaria: Edna Elinora Soto Gracia Corrección de Estilo: Edna Elinora Soto Gracia Supervisión Académica: Nancy Vianey Morales Luna Diseño: María Jesús Jiménez Duarte Grupo Editorial: Ana Isabel Ramírez Vásquez Bernardino Huerta Valdez Francisco Peralta Varela Joaquín Rivas Samaniego Coordinación Técnica: Claudia Lugo Peñuñuri Coordinación General: Lic. Jorge Alberto Ponce Salazar

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PRELIMINARES

Ubicación Curricular

DATOS DEL ALUMNODATOS DEL ALUMNODATOS DEL ALUMNODATOS DEL ALUMNO

Nombre: _______________________________________________________________

Plantel: __________________________________________________________________

Grupo: _________________ Turno: _____________ Teléfono:___________________

E-mail: _________________________________________________________________

Domicilio: ______________________________________________________________

_______________________________________________________________________

COMPONENTE:

FORMACIÓN BÁSICA

CAMPO DE CONOCIMIENTO: COMUNICACIÓN

HORAS SEMANALES:

04

CRÉDITOS: 06

4

PRELIMINARES

LENGUA ADICIONAL AL ESPAÑOL 2

BLOCK 1 COMPARES PEOPLE, OBJECTS AND

PLACES.

DIDACTIC SEQUENCE 1 MY CITY IS MORE BEAUTIFUL

THAN...

DIDACTIC SEQUENCE 2 CHARACTERISTICS AND

COMPARISON.

DIDACTIC SEQUENCE 3 THE / MOST / EST WHAT IS IT?

BLOCK 2 MOMENTS FROM THE PAST.

DIDACTIC SEQUENCE 1 WE DID A LOT THINGS IN OUR

VACATION PERIOD.

DIDACTIC SEQUENCE 2 HERMOSILLO WAS ALSO A

BEAUTIFULL CITY.

BLOCK 3 I UNDERSTAND

INSTRUCTIONS AND REGULATIONS

DIDACTIC SEQUENCE 1 HEY! LISTEN CAREFULLY, YOU

MIGHT NEED THIS INFORMATION.

DIDACTIC SEQUENCE 2 WHEN DO I USE MODAL VERBS?

BLOCK 4 I MAKE PLANS AND

PREDICTIONS.

DIDACTIC SEQUENCE 1 DESCRIBING PLANS AND

ACTIVITIES.

DIDACTIC SEQUENCE 2 TEENAGERS' LIFE AND THEIR

FUTURE.

DIDACTIC SEQUENCE 3 WILL VS. GOING TO.

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PRELIMINARES

Presentación ......................................................................................................................................................... 6

BLOCK 1: Compares people, objects and places ................................................................................7

DIDACTIC SEQUENCE 1. My city is more beautiful than… ...............................................................................10

DIDACTIC SEQUENCE 2. Characteristics and comparison ..............................................................................18

DIDACTIC SEQUENCE 3. the / most / est what is it?.........................................................................................26

BLOCK 2: Moments from the past ....................................................................................................... 37

DIDACTIC SEQUENCE 1. We did a lot things in our vacation period ...............................................................38

DIDACTIC SEQUENCE 2. Hermosillo was also a beautiful city .........................................................................44

BLOCK 3: I understand instructions and regulations ......................................................................... 59

DIDACTIC SEQUENCE 1. Hey! Listen carefully, you might need this information ............................................60

DIDACTIC SEQUENCE 2. When do I use modal verbs? ...................................................................................68

BLOCK 4: I make plans and predictions ............................................................................................. 85

DIDACTIC SEQUENCE 1. Describing plans and activities ................................................................................86

DIDACTIC SEQUENCE 2. Teenagers’ life and their future.............................................................................. 100

DIDACTIC SEQUENCE 3. Will vs. Going to ..................................................................................................... 109

BIBLIOGRAPHY................................................................................................................................................ 118

Content

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PRELIMINARES

Este Módulo de Aprendizaje de Lengua Adicional al Español 2 contiene la información necesaria para apoyarte en la

construcción de tu aprendizaje, ya que está diseñado para ser una guía en el proceso de enseñanza-aprendizaje que

llevarás acabo en el transcurso de tu vida como bachiller.

Al adentrarte en este nuevo Módulo, encontrarás que cuenta con la descripción de las competencias que obtendrás y

el cómo saber identificarlas, y algo muy importante: reconocer si se han adquirido o no mediante la autoevaluación.

Aunado a los contenidos de este Módulo, las aportaciones y la guía de tu profesor(a) serán también fundamentales

para ayudarte a la construcción de tu propio conocimiento, sobre todo a obtener las competencias esenciales para

hacer frente a los retos que se presentarán a lo largo de tu vida.

El material que tienes en tus manos, es una herramienta de suma importancia para que te conviertas en una persona

competente, visionaria e innovadora, características que se establecen en los objetivos de la Reforma Integral de

Educación Media Superior que actualmente se esta implementando a nivel Nacional.

El reto del Colegio de Bachilleres de ofrecerte material de apoyo de calidad, acorde a los nuevos tiempos, que

cumplan con los objetivos de la Reforma, además de lo que los escenarios local, nacional, e internacional demandan,

se ve alcanzado en este Módulo de Aprendizaje, el cual no deja de ser perfectible, pero que a la vez concentra la

información y actividades que ayudarán hacer de ti la persona que nuestra sociedad necesita.

Presentación

COMPARES PEOPLE, OBJECTS AND PLACES

Unidad de competencia Solicita e intercambia información respecto a comparaciones de personas y lugares, de manera oral y escrita, en situaciones de socialización y recreación o laborales sencillas.

Atributos a desarrollar en el bloque: Durante el presente bloque se busca desarrollar los siguientes Atributos de las competencias genéricas: 4.1 Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o graficas. 4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en

el que se encuentra y los objetivos que persigue. 4.3 Identifica las ideas claves en un texto o discurso oral e infiere conclusiones a partir de ellas. 4.4 Se comunica en una segunda lengua en situaciones cotidianas. 4.5 Maneja las tecnologías de la información y la comunicación para obtener información y expresar

ideas. 6.4 Estructura ideas y argumentos de manera clara, coherente y sintética. 7.1 Define metas y da seguimiento a sus procesos de construcción de conocimiento. 8.2 Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva. 10.3 Asume que el respeto de las diferencias es el principio de integración y de convivencia en los

contextos local, nacional e internacional.

Time assigned: 15 horas

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Didactic sequence 1.

My City is more beautiful than …

� Start up activity Activity 1 Observe the pictures, and describe this images. Describe in a list form both oral and written the pictures and / or locations.

EVALUATIONEVALUATIONEVALUATIONEVALUATION

Activity 1111 Product: Describing lists. value:

KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE

FactualFactualFactualFactual ProceduralProceduralProceduralProcedural AttitudeAttitudeAttitudeAttitude

Recognizes relative and relevant vocabulary about physical characteristics

The adjectives most frequently used reference to the description of people and places.

Shows initiative and interest to seek information beyond that provided by the teacher.

Auto evaluation C Mc Nyc Obtained value:

What do you see in the pictures? _______________________________________________ Can you describe what you see?

_______________________________________________ Write a list of words to describe the pictures. ____________________ ___________________ ____________________ ___________________ ____________________ ___________________ ____________________ ___________________

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BLOCK 1

Activity 2 Use a dictionary to find some adjectives to describe each picture; pay attention to each category.


Activity 2222 Product: dictionary adjective investigation and spelling practice. values:




the adjectives most frequently used reference to the description of people and places.

shows initiative and interest to seek information beyond that provided by the teacher.

Co evaluation C Mc Nyc Obtained value:

Liza Robert Ernestina Jorge

Nacho Martha Soco and Carlo

Liza

Robert

Ernestina

Jorge

Nacho

Martha

Soco and Carlo

A.A.A.A. Personal Personal Personal Personal temperamenttemperamenttemperamenttemperament

B. AppearanceB. AppearanceB. AppearanceB. Appearance

C. AppearanceC. AppearanceC. AppearanceC. Appearance

D. AnyotherD. AnyotherD. AnyotherD. Anyother

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Now in teams of three, organized by your teacher, practice the spelling for each word. Pay attention to the word stress.

�Development activities

These are some common and not so common adjectives. In pairs and with your teacher’s help find the meaning for each word.

TimeTimeTimeTime Ancient brief Early fast Late modern Old quick Rapid swift young

What Is An Adjective? An adjective modifies a noun or a pronoun by identifying, quantifying words, or describing. An adjective normally precedes the noun or the pronoun which it modifies. An adjective can be modified by an adverb, or by a phrase or clause running as an adverb. In the sentence. Some nouns, many pronouns, and many participle phrases can also take action as adjectives. In the sentence.

Feelings (Good)Feelings (Good)Feelings (Good)Feelings (Good) healthy jolly kind lucky nice obedient proud relieved successful thankful vivacious witty zealous

ConditionConditionConditionCondition Annoying bad cautious dead expensive frail gifted helpful important

Taste/TouchTaste/TouchTaste/TouchTaste/Touch Bitter delicious Fresh juicy Rotten spicy Tart fluttering Greasy hard Icy loose

AppearanceAppearanceAppearanceAppearance adorable adventurous blushing bright clean clear distinct dull elegant excited fancy filthy

Appearance Appearance Appearance Appearance glamorous gleaming handsome homely light long magnificent misty old-fashioned plain poised quaint shiny smoggy ugly unsightly wide-eyed

ShapeShapeShapeShape broad chubby crooked curved deep

QuantityQuantityQuantityQuantity abundant empty few heavy light many numerous substantial

Size Size Size Size big colossal fat gigantic great

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BLOCK 1

Activity 3 Study the adjectives listed in the page and find a use for at least 15 of the words. Give an example in a sentence. Ex. Salma is a very glamorousglamorousglamorousglamorous Mexican artist.


Activity 3333 Product: Sentences with adjectives. values:


FactualFactualFactualFactual Procedural Procedural Procedural Procedural AttitudeAttitudeAttitudeAttitude

Recognizes relative and relevant vocabulary about adjectives.

Identifies and selects adjectives from the list and studies its use in a real life situation.



Write your sentences here.

1. ________________________________________________________________ .

2. ________________________________________________________________ .

3. ________________________________________________________________ .

4. ________________________________________________________________ .

5. ________________________________________________________________ .

6. ________________________________________________________________ .

7. ________________________________________________________________ .

8. ________________________________________________________________ .

9. ________________________________________________________________ .

10. ________________________________________________________________ .

11. ________________________________________________________________ .

12. ________________________________________________________________ .

13. ________________________________________________________________ .

14. ________________________________________________________________ .

15. ________________________________________________________________ .

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Activity 4 Based on the list from previous pages and the sentences you just created; define in your own words what is an adjective.

Now make a list based on the adjectives you know to describe a partner from the classroom.


Activity 4444 Product: Adjectives definition. values:



Recognizes relative and relevant vocabulary about adjectives.

Identifies and selects adjectives from the list and studies its use in a real life situation.



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BLOCK 1

� Closing Activities

Circle the adjective in each sentence. Then, tell what noun the adjective is describing. Example: The green alien walks out of the spaceship. The adjective green describes the alien. 1. The shiny spaceship lands in my yard.

The adjective ____________ describes _________________.

2. An alien with big eyes walks out of the ship.


3. It waves its tiny hand in the air.


4. The alien says, “Earth is such a beautiful planet.”


5. A black rabbit hops into the yard and scares the alien.


6. The frightened alien runs back into its spaceship and blasts off.


Now in team of four write the passage and taking turns read it out loud to the team.

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Activity 5 Listen and read the dialogues. Identify adjectivesadjectivesadjectivesadjectives and the different forms to use them. Underline each one and notice the differences among them.

Now in teams practice the dialogues and pay attention to the sentence stress.


Activity 5555 Product: listening and dialogues practice. values:



Recognizes relative and relevant vocabulary in a dialogue and the use of comparatives.

Understands and listens simple dialogues that include comparisons.

Shows openness and tolerance to the lexicon of language differences.


Dialogue 1 Dialogue 1 Dialogue 1 Dialogue 1 Alma: Today the weather is very hot. Gabby: Yes. It's hotter than yesterday. Alma: Is Caborca hotter than here? Gabby: Here is perhaps a little hotter than Caborca. Alma: Is the Arizonan winter cold? Gabby: The Arizonan winter is very cold. Alma: How much colder than here? Gabby: A lot colder than here. Alma: What about spring then? Gabby: Spring is warm in Sonora. It's better than autumn. I like it

very much.

Dialogue 2 Dialogue 2 Dialogue 2 Dialogue 2 Art: Is Spanish more

difficult than English?

Susan: No, they are similar. Both aren’t easy.

Art: Is he taller and fatter than you?

Susan: He is taller than me but not fatter than me.

Art: Which one of these two universities is better?

Susan: It is hard to say, this one is bigger than that one, that one is more beautiful than this one.

Art: Is the Fernando, the younger brother cleverer

Dialogue 3 Dialogue 3 Dialogue 3 Dialogue 3 Ingrid: Do you know the two Sanchez sisters? Do you know

how many years of age is the elder one older than the younger one?

Tom: Only a year and a half. Ingrid: Is it true that the older one is better at her school work

than the younger one is? Tom: Quite right, although the younger one is clever, the

older one is lot more hard-working. Ingrid: Out of the two sisters who is prettier? Tom: That's very hard to say. Both of them are very good-

looking. The older one is taller than the younger one, and the younger one is fairer than the older one.

Ingrid: Out of the two of them who is more capable than the other?

Tom: They are both very capable. The elder sister does the works at home faster than the younger one does, but the younger one is better at doing things outside home.

Ingrid: Who do you like better? Tom: It's no use for me to like either one, because neither of

the two sisters likes me. Ingrid: Oh! I'm really sorry, I thought... Tom: It doesn't matter; actually I don't have any intention on

them either.

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BLOCK 1

Based on the three dialogues create and act out your own. Develop it on a real situation at school or at home.


Activity 4444 Product: identifies in real English conversations, the use of comparatives and adjectives. values:



Recognizes relative and relevant vocabulary in a dialogue and the use of comparatives.

Understands and writes simple documents that include comparisons.



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Didactic sequence 2

Characteristics and comparison

� Start up activity

Activity 1 In the following space draw an easy to draw object, such as a star, a tree, a flower or a house.

Once you finish drawing the pictures, line up according to the size of the object they have in the space. The student with the bigger star stands on the right and the student with the smaller star stands on the left. Answer the following questions.

What is the drawing?_______________________________________

Who has the bigger ___________________________?

Who has the smaller ___________________________?

Is student A's _____________ bigger or smaller than student B's _________________? Write a sentence as in the example for 3 of your classmates.

Ex.: My star is bigger than the three. My star is bigger than John's star but smaller than Mary's star.


Activity 1111 Product: identification in a drawing and simple sentence the use of comparatives and superlatives.

value:



Recognizes relative and relevant vocabulary in a dialogue and the use of comparatives and superlatives. .

Understands, writes and practices simple sentences that include comparisons and superlatives. .



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BLOCK 1

Circle the adjective in each sentence and draw an arrow from each adjective to the word it describes. Example: The red balloon floats up to the sky. 1. Three turtles swim in the pond.

2. Molly and Jenny try to finish a difficult puzzle.

3. Their mother makes a delicious feast.

4. Do you see that yellow sports car race down the street?

5. Georgina and Jesus move the snowy path.

6. Clean up this huge mess!

7. The barking dogs are inside that house.

8. Do you have my blue pencil?

9. Cecilia cleans the dirty glass.

10. The playful monkey swings on the cable.

11. The thief walks in front of the sleeping guard.

Activity 2 Use the above sentences, think of a comparison and discuss your sentences in class. Example: The red balloon floats up to the sky higher thanhigher thanhigher thanhigher than the blue balloon.


Activity 2222 Product: sentences. Creation. value:



Recognizes relative and relevant vocabulary in a simple sentence form and text, and the use of comparatives.

Understands, writes and practices simple sentences that contain comparisons.




1) ________________________________________________________________ .

2) ________________________________________________________________ .

3) ________________________________________________________________ .

4) ________________________________________________________________ .

5) ________________________________________________________________ .

6) ________________________________________________________________ .

7) ________________________________________________________________ .

8) ________________________________________________________________ .

9) ________________________________________________________________ .

10) ________________________________________________________________ .

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�Grammar

ComparativeComparativeComparativeComparative

We use than after comparatives (older than / more expensive than etc.): Mexico isn’t older than Rome Are mangoes more expensive than grapes? It's easier to email than to write a letter. "How are you today?" Not bad. Better than yesterday. The Main plaza is more crowded than usual.

We say: than me / than him / than her / than us / than them. You can say: I can run faster than him. or I can faster than he can. You are a better singer than me or You are a better singer than I am. I got up earlier than her or I got up earlier than she did.

More less than... How much did your shoes cost? $30? No, more than that. (=more than $30) The film was very short - less than an hour. They've got more money than they need. You go out more than me.

A bit older / much older etc. Box A is a bit bigger than box B. Box C is much bigger than box Canada is much bigger than France. Jill is a bit older than Gary - she's 25 and he's 241/2 The hotel is much more expensive than I expected. You go out much more than me.

AAAA

BBBB

CCCC

DDDD

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BLOCK 1

Activity 3 Elaborate a collage where you express your interests or characteristics of a friend, partner or member of your family and compare them with yourself.

EVALUATIONEVALUATIONEVALUATIONEVALUATION Activity no. 3333 Product: elaborates collage to strengthen the comparative knowledge acquired values:


FactualFactualFactualFactual Procedural Procedural Procedural Procedural AttitudeAttitudeAttitudeAttitude Reaffirms the use of grammatical forms in the comparison of adjectives, in the comparative degree including things of real life.

Uses the adjectives most frequently used in reference to the description of people and places.



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When comparing two things, we put thanthanthanthan between the adjective and the thing being compared.

When we compare two things or people we look at what makes them different from each

other.

The man on the left is taller than the man on the right.

A car is faster than a bicycle.

Comparative adjectives are used to show what quality one thing has more or less than the other. They normally come before any other adjectives.

The red bag is bigger than the blue

bag.

The rule for forming the comparative is any one syllable adjective add -er to the end. Any longer

adjective (two syllables or more) use more in front of

the adjective.

"Mount Everest is higherererer than Mount Snowdon.", 'highhighhighhigh' is

a short (one one one one syllablesyllablesyllablesyllable) word.

"Perhaps, Phoenix is moremoremoremorebeautiful than Tucson.", beautifulbeautifulbeautifulbeautifulis a long word.

The following adjectives are The following adjectives are The following adjectives are The following adjectives are exceptions to this rule: exceptions to this rule: exceptions to this rule: exceptions to this rule:

'good' becomes 'better'

'bad' becomes 'worse'

'far' becomes 'farther' or 'further'

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BLOCK 1

� Closing activities

Activity 4 Sit behind your partner. (Back to back) Describe the person you see in the flash card that your teacher hands in to you. Your partner will listen, and draw the picture on his/her module. Do not show the flash card to your partner! When your teacher tells you compare the flash card with the drawing and discuss the differences. Draw picture here.

EVALUATION

Activity no. 4444 Product: Completes descriptions and makes comparisons orally and written. values:



Recognizes relative and relevant vocabulary about comparisons.

Requests and exchanges information related to comparisons in simple conversations.

Shows openness and tolerance to the lexical differences between the two languages.


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Activity 5 Match the sentences on the right with the adjectives on the left, then write them on the line.

1. English wine is good but French wine is ______.

2. Is bad but African cooking is ______.

3. It's a long way from London to Moscow but London to Sydney is even ______.

4. I've two daughters. Sophie is the younger one and Kathryn is the ______ one.

5. My job is getting harder and ______.

6. I cannot handle it. The earlier we leave the ______ we arrive.

7. It's becoming more and ______ difficult to find time to play golf.

8. Do it when you can but the sooner it's done the ______.

9. I like visiting Magdalena but it is getting ______ and more expensive.

10. The older I get the ______ I forget!

11. I'm so happy!. I must be the ______ man in the world!

12. The ______ I think about it, the less happy I feel.

13. Alejandra is even more ______ in real life than in photos.

14. I was really sick yesterday but I feel a little ______ today.

15. This orange juice is a ______ sweeter than the other one. They are completely different.

16. I prefer this candidate for school president. I thought she was ______ better than the other one.

17. Wal-Mart It's a little ______ more expensive but much better quality.

18. I've been working hard on my English but it isn't ______ better.

19. They're both nice but Rachel is the ______ of the two.

20. Could you speak ______ slowly, please? My English isn’t very good yet.

a) Lot

b) happier

c) better

d) worse

e) nicer

f) harder

g) sooner

h) more

i) elder

j) beautiful

k) any

l) far

m) bit

n) further

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BLOCK 1

To complete each sentence, add ----erererer, or moremoremoremore to the adjective in parenthesis. Examples: Enrique is taller than Francisco. (tall) Today is more pleasant than yesterday.(pleasant) 1. A steak knife is ______________________ than a butter knife. (sharp)

2. David is a _______________________ player than anyone on the team. (fast)

3. My drawing is _______________________ than yours. (colorful)

4. I think the book we read today is _____________________ than the one we read yesterday. (interesting)

5. Katie's _____________________ brother colored on the walls. (young)

6. This week's temperatures are _____________________ than last week's. (warm)

7. That is the ______________________ test on this semester. (difficult)

8. Isn't he _____________________ than the little boy in the park we met yesterday? (nice)

9. That is a _________________________ homework assignment than the one for mathematics. (challenging)

10. Do you think a snake is _____________________ than an owl? (slow)

11. Robert's arms are _____________________ than John's. (long)

12. Joe has _____________________ feet than anyone in his family. (big)


Activity no. 5555 Product: completes exercises to encourage the use of comparatives values:




Constructs and writes simple sentences that include comparisons involving people, objects and / or locations.

shows initiative and interest to seek information beyond provided by the teacher.


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Didactic sequence 3

The / most / est What is it?


An adjective is a word that describes a person, place, or thing. Look at the pictures. With the help of your teacher and a dictionary if you need it, write at least five adjectives to describe people (students, teacher, girl, boy, etc.) in each picture.

Adjectives:

Adjectives:

Adjectives:

27

BLOCK 1

�Grammar

In the example below, "biggest" is the superlative form of the adjective "big": Ana is a bigbigbigbig girl, Celia is biggerbiggerbiggerbigger than Ana but Adrian is the biggestbiggestbiggestbiggest of the family. San Luis Rio Colorado is bigger than Altar.

Write five sentences using comparative and superlative of adjectives as the examples above. 1. __________________________________________________________________________________

2. __________________________________________________________________________________

3. __________________________________________________________________________________

4. __________________________________________________________________________________

5. __________________________________________________________________________________

The rule for forming the superlative is any one syllable adjective add -estestestest to the end of the word. Any longer adjective (two syllables or more) use most most most most in front of the word. Usually

superlatives are preceded by 'the''the''the''the'....

The following adjectives are exceptions to this rule:

Monosyllabic adjectives are compared with -er, er, er, er, ----est.est.est.est.

Positive

StrongSmallLateNiceBigthinfat

Comparative

Stronger smaller Later Nicer Biggerthinnerfatter S

uperlative strongest

smallest largest nicest biggestthinnestfattest

• "Mount Everest is the highest mountain in the world.", 'high''high''high''high' is a short (one syllable) word.

• "maybe, Hermosillo is the most beautiful city in the world.", beautifulbeautifulbeautifulbeautiful is a long word.

• 'good' becomes 'the best' • 'bad' becomes 'the worst' • 'far' becomes 'the farthest' or 'the furthest'

28

�Development exercises Activity 1 In couples, find a song where you can locate adjectives bring the lyric to class, and the song if possible. Underline the comparatives and superlatives. Explain your work to the class.


Activity no. 1111 Product: Listening and written activity. values:



Identifies the use of grammatical forms in the comparison of adjectives in their different degrees.

Determines the use of comparatives and superlatives in an auditory exercise.

Appreciates the usage of English beyond the one provided by the teacher.


Attach lyric here.

29

BLOCK 1

�Grammar continues

Write five sentences using this type of adjectives, Example: What is the easiest exercise? 1. _____________________________________________________________________________________

2. _____________________________________________________________________________________

3. _____________________________________________________________________________________

4. _____________________________________________________________________________________

5. _____________________________________________________________________________________

Write five sentences using this type of adjectives, example: My aunt’s cake looks worse than my mom’s cake. 1. ______________________________________________________________

______________________________________________________________ 2. ______________________________________________________________

______________________________________________________________

3. ______________________________________________________________ ______________________________________________________________

4. ______________________________________________________________

______________________________________________________________ 5. ______________________________________________________________

______________________________________________________________

Disyllabic adjectives ending withy, er, ow, ley, er, ow, ley, er, ow, ley, er, ow, leare compared with ----er, er, er, er, ----est.est.est.est.

Positive

easyhappyclevernarrow

Comparative

easierhappiercleverernarrower

Superlative

easiesthappiestcleverestnarrowest

Irregular forms.

Positive good

badmuchmanylittle

Comparative

betterworsemoremoreless

Superlative

bestworstmostmostleast

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Activity 2 In teams of five prepare a small dialogue and dramatize it in class, make decisions about the comparisons being made.


Activity no. 2222 Product:. Dialogue and dramatization values:



Presents and reaffirms the use of the grammatical forms among comparatives and superlatives.

Elaborates and dramatizes the created dialogues including people, objects and places.



31

BLOCK 1

Which dress is more expensive? Which dress is the most expensive? Write five sentences using this type of adjectives. 1. __________________________________________________________________________________________

2. __________________________________________________________________________________________

3. __________________________________________________________________________________________

4. __________________________________________________________________________________________

5. __________________________________________________________________________________________

Tell whether the underlined adjective is positive, comparative, or superlative.

1. Monica is happier than Michael. _________________________

2. That is the heaviest rock in the garden. _________________________

3. Math is easier for her than Science. _________________________

5. The ice cream is cold. _________________________

6. I am drinking a large soda. _________________________

All the other adjectives are compared with more, most.All the other adjectives are compared with more, most.All the other adjectives are compared with more, most.All the other adjectives are compared with more, most.

Positivecareful

expensivedifficulttiredterrible

Comparativemore careful

more expensivemore difficultmore tiredmore terrible

Superlativemost careful

most expensivemost difficultmost tiredmost terrible

Some adjectives compare by adding the words moremoremoremore and most.most.most.most. Use the word more more more more with adjectives that compare two things. Use the word most most most most with adjectives that compare three or more things.

32

Choose the correct words in parenthesis to complete each sentence. Write the words on the line.

1. This is the ___________________________ chicken I've ever eaten. (more delicious, most delicious)

2. Baseball is the ___________________________ sport of all. (more exciting, most exciting)

3. The roses are ___________________________ today than yesterday. (more beautiful, most beautiful)

4. Pedro is ___________________________ than his sister. (more excited, most excited)

5. The ___________________________ spelling word we have for this week. (more difficult, most difficult)

6. Basketball is a ___________________________ sport than fishing. (more physical, most physical)

7. Winter is the ___________________________ season of all. (more wonderful, most wonderful)

8. Robert is a ___________________________ child than Jessie. (more well-behave, most well-behave)

Activity 3 Create a mind map with all information about comparatives and superlatives. Include rules for the adjectives and examples.


Activity no. 3333 Product: Mind map creation. values:



Recognizes relative and relevant vocabulary for comparisons

Understands the adjectives with the most frequently used reference to describe people and places.



33

BLOCK 1


Let’s see more examples: Bacadehuachi is as cold as Chihuahua in the winter. Andrea is as beautiful as Beyonce. Paul Potts is not as famous as Susan Boyle. A snake is as dangerous as a crocodile. Anita isn’t as tall as Marcos. Today is as hot as yesterday. This test is not as difficult as the last one My mother told me that my room smells like an old running shoe.

Fill in the comparison with as + adjective + asas + adjective + asas + adjective + asas + adjective + as.

Javier is (tall) __________________________________________________________________________ Glenda.

Virginia is (beautiful) ____________________________________________________________________ Jennifer.

Yolanda is (crazy) _____________________________________________________________________ my sister.

We can drive (fast) _____________________________________________________________________they can.

My teacher is (not / strict) __________________________________________________________________yours.

Your cellular phone is (not / trendy) __________________________________________________________ mine.

Matrix II is (not / interesting) ______________________________________________________________ Matrix I.

This yoghurt (not / taste / good) _______________________________________________the one from yesterday.

I can do (many / press-ups) _________________________________________________________________ you.

I (not / earn / much / money) ______________________________________________________________ you do.

Read the sentences below, then write a sentence using “as [adjective] as” or “more adjective/adjective-er.” Dave is 27 years old. Julie is 23 years old. _____________________________________________________________________________________________ My English test score is 94%. Steven’s test score is 95%. _____________________________________________________________________________________________ Vivian’s English test score is 99%. Lily’s English test score is 99%, too. _____________________________________________________________________________________________ Jane’s computer is bad. Amy’s computer is bad, too. _____________________________________________________________________________________________ Amy’s computer is bad. Sally’s computer is good. _____________________________________________________________________________________________ Fire is hot. Ice is cold. _____________________________________________________________________________________________ Playing baseball is fun! Playing basketball is fun, too! _____________________________________________________________________________________________

To compare things, people, places or events when there is a difference, use “BE” not + as + adjective + as:“BE” not + as + adjective + as:“BE” not + as + adjective + as:“BE” not + as + adjective + as: Dave is 32 years old. Julie is 23 years old. Julie isn’t as old as Dave.

We use as + adjective + as to compare things, people, places or events when there is no difference, use as + adjective + as:as + adjective + as:as + adjective + as:as + adjective + as: Dave is 23 years old. Julie is 23 years old. Julie is as old as Dave.

34

Activity 4 Choose the best answer from the box and write it on the line.


Activity no. 4444 Product: correct usage of new vocabulary values:



Recognizes relative and relevant vocabulary about comparatives and superlatives.

The most frequently used adjectives reference to the description of people and places.



1. Worse, worst

2. In the predicate of the sentence after a linking verb.

3. Happier, happiest 4. Before the noun or noun phrase they modify. 5. Adjectives.

1. Articles fit in to what part of speech? A:__________________________________________________________________________________________________________________________________________________ 2.Where do most adjectives emerge in a sentence? A:__________________________________________________________________________________________________________________________________________________ 3. Provide the comparative and superlative forms of happy. A:__________________________________________________________________________________________________________________________________________________ 4. Give the comparative and superlative forms of bad. A:__________________________________________________________________________________________________________________________________________________ 5. Where do most adjectives that start with the letter 'a' appear? (Example: asleep) A:__________________________________________________________________________________________________________________________________________________

35

BLOCK 1

� Final activity Go to the following web page http://www.eflnet.com/grammar/supadj.phphttp://www.eflnet.com/grammar/supadj.phphttp://www.eflnet.com/grammar/supadj.phphttp://www.eflnet.com/grammar/supadj.php and make the practice. Finish the exercise and write your score here Go to the following web page http://www.eflnet.com/grammar/compsupadv1.phphttp://www.eflnet.com/grammar/compsupadv1.phphttp://www.eflnet.com/grammar/compsupadv1.phphttp://www.eflnet.com/grammar/compsupadv1.php and make the practice. Finish the exercise and write your score here


Activity no. 4444 Product: Web practice. values:



Reaffirms the use of vocabulary about comparatives and superlatives.

Recognizes the most common adjectives referred to the description of people and places.



MOMENTS FROM THE PAST

Unidad de competencia Solicita e intercambia información referente a actividades y situaciones propias y de terceras personas en el pasado, de manera oral y escrita, en contextos sencillos de socialización y recreación o laboral.

Atributos a desarrollar en el bloque: Durante el presente bloque se busca desarrollar los siguientes Atributos de las competencias genéricas: 4.1 Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o graficas. 4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el

que se encuentra y los objetivos que persigue. 4.3 Identifica las ideas claves en un texto o discurso oral e infiere conclusiones a partir de ellas. 4.4 Se comunica en una segunda lengua en situaciones cotidianas. 4.5 Maneja las tecnologías de la información y la comunicación para obtener información y expresar




38

Didactic sequence 1

We did a lot of things in our last vacation period


Activity 1 Pair Work. Look at the pictures and write a story. Then act out that story in class.


Activity 1111 Product: Story creation. value:



Recognizes related vocabulary about fun daily activities

Searches, identifies and understands general ideas in a brief dialogue related with his / her activities and third person in past tense.

Strikes up dialogues with proposal and emphatic attitude.


39

BLOCK 2

�Development exercises

The simple past tense is one of the most common tenses in English. Its form is the same with all subjects and It’s usually formed by adding EDEDEDED to the verb. Part of this block will explain the rules to form the tense with regular verbs.

Spelling Rules Spelling Rules Spelling Rules Spelling Rules for Regular Past Tense Verbsfor Regular Past Tense Verbsfor Regular Past Tense Verbsfor Regular Past Tense Verbs

1. Add –ed ¬ to the base form of most verbs

start started

finish finished

wash washed

2. Add only –d when the base form ends in an e.

live lived

care cared

die died

3. If the verb ends in a consonant + y, change the y to i and add –

ed

dry dried

carry carried

spy spied

4. If the verb ends in a vowel + y, do not change the y. Just add

–ed

pray prayed

stay stayed

destroy destroyed

5. If the verb has one syllable and ends in a consonant + vowel + consonant (CVC), double the final

consonant and add –ed.

stop stopped

rob robbed

beg begged

6. Do not double final w or x.

sew sewed

mix mixed

7. If the verb has two syllables, and the final syllable is stressed,

double the final consonant.

ad mit’ admitted

oc cur’ occurred

per mit’ permitted

8. If the verb has two syllables, and the final syllable is not

stressed, do not double the final consonant.

hap’ pen happened

lis’ ten listened

o’ pen opened

40

Activity 2 Create a conceptual map based in the information above and the notes from your teacher’s exposition.


Activity 2222 Product: conceptual map value:



Reaffirms the forms and the use of past tense

Distinguishes the difference among regular verbs and its spelling rules.

Uses with assertiveness the vocabulary referred to grammar according to past tense.


Create the map here.

41

BLOCK 2

Activity 3 Answer these exercises. Write all of your answers on the line and then check your answers with a partner. Ask your teacher for help, if needed. My grandfather had a very exciting life. When he was young, he _____________________ (live) in Bacadehuachi an old town from Sonora. His parents _____________________ (raise) cattle, and he _____________________ (look) after the cows. When he was eighteen, he went to university, where he _____________________ (study) Philosophy. He also _____________________ (play) the guitar in a mariachi band. When the war started, he had to go live in the USA, he _____________________ (try) to join the Air Force, but he _____________________ (end) up in the Navy. In the Atlantic, a German torpedo _____________________ (rip) a hole in the side of his ship, and the

ship sank. Only five men _____________________ (escape). They _____________________ (sail) in a lifeboat back to USA. Then he met my grandmother, and they _____________________ (marry) after only three weeks of meeting. He says now that he _____________________ (want) to marry her very quickly in case he _____________________ (die) in the war. Complete the sentences by changing verbs in parenthesis to Simple Past Simple Past Simple Past Simple Past then change the sentences to interrogative form. Example: Enedina surfed the Internet? (to surf) Answer: Did she surf the Internet? 1) I __________________________________________________ my Math’s homework yesterday. (to do)

________________________________________________________________________________________ ?

2) Helen ________________________________________________________ to Guadalajara by plane? (to go)

________________________________________________________________________________________ ?

2) They ___________________________________________________ a Magdalena two weeks ago. (to visit)

________________________________________________________________________________________ ?

3) Jesus and Pedro ____________________________________________________ their brother. (not/to help)

________________________________________________________________________________________ ?

Pay attention to the use of “Did”/”Didn’t” for interrogative and negative form which means that the sentence is already in the past. So, it isn’t necessary to add –ed to the main verb. You don’t say “I didn’t worked”, but “I didn’t work!” You don’t say “Did you worked?” but “Did you work?”

42

4) The children ________________________________________________ at school last weekend. (not/to be)

________________________________________________________________________________________ ?

5) When ___________________________ you _________________________ this fantastic dress? (to design)

________________________________________________________________________________________ ?

6) My sister ______________________________________________ into the front of the house. (not/to crash)

________________________________________________________________________________________ ?

7) The boys _____________________________________________ the keys of their motorcycles. (to take off)

________________________________________________________________________________________ ?

8) You ______________________________________________________ your girlfriend last week? (to phone)

________________________________________________________________________________________ ?

9) He _________________________________________________________ coca cola at school. (not/to drink)

________________________________________________________________________________________ ?


Activity 3333 Product: exercises resolution. value:



Recognizes the most important data in the exercise resolution.

Searches, identifies and understands general ideas in the exercise.



43

BLOCK 2

� Closing activities Pay attention to your teacher’s explanation then discuss this chart with your shoulder to shoulder partner.

Activity 4 Use the information from the chart above to make your own. Be sure to use a different verb. Verbs lists are at the end of the block.

AffirmativeAffirmativeAffirmativeAffirmative NegativeNegativeNegativeNegative InterrogativeInterrogativeInterrogativeInterrogative

Long Form Contracted Form

I played I did not play I didn't play Did I play?

You played You did not play You didn't play Did you play?

He/she/it played He/she/it did not play He/she/it didn't play Did he/she/it play?

We played We did not play We didn't play Did we play?

You played You did not play You didn't play Did you play?

They played They did not play They didn't play Did they play?

AffirmativeAffirmativeAffirmativeAffirmative NegativeNegativeNegativeNegative InterrogativeInterrogativeInterrogativeInterrogative

Long FormLong FormLong FormLong Form Contracted FormContracted FormContracted FormContracted Form


Activity 4444 Product: chart completing value:



Recognizes vocabulary related to expressions of time linked to the past.

Practices and develops the use of verbs in past tense and the use of the Auxiliary "Did".

Shows creativity in writing and presenting the sentences using the auxiliary "Did"


44

Figure 1

Old Hermosillo /

Villa de Seris

passage.

Figure 2

First Airport

in Hermosillo

1. The simple past tense is expressed with the past form of the verb and nothing else. My grandfather died last year.(correct) My grandfather was died last year. (Incorrect)

2. The simple past tense refers to a. action which occurred at a specific time in the past b. completed action c. past status

Specific past action I ate lunch at noon today. He drove to work yesterday.

Completed action She finally mailed the letter. Jan finished her report on time.

Past status John was still single in 1995. Jane was a movie star. Figure 3

Old “Sonora Bank”

in Hermosillo.

NOTE: At the end of the block you can find a list of regular and irregular verbs.

Didactic sequence 2

Hermosillo was also a beautiful city

45

BLOCK 2

�Grammar

With the irregular verbs, there aren’t any rules. You have to learn them!

NOTE:NOTE:NOTE:NOTE: At the end of the block you can find a list of regular

and irregular verbs.

NEGATIVENEGATIVENEGATIVENEGATIVE

•Subject + didn’t + infinitive•She didn’t go to L.A. last month.

INTERROGATIVEINTERROGATIVEINTERROGATIVEINTERROGATIVE

•Did + subject + infinitive•Did she go to L.A. last month?

NOTENOTENOTENOTE

•"Did”/”Didn’t” means the sentence is already in the past. So, it isn’t necessary to add –ed or past tense irregular to the main verb. You don’t say “I didn’t went”, but “I didn’t go”!

Some irregular verbs are Some irregular verbs are Some irregular verbs are Some irregular verbs are

be was/were

become became

eat ate

go went

put put

read read

see saw

teach taught

46


Activity 1 Detect and underline the past tense verbs in the following story. Contrast your observations with your partner and write a report about it. Yesterday Mrs. Grijalva had a very rough day. In the morning, she went to the kitchen and looked in the cupboard for some food for her dog, but the cabinet was empty. Her poor dog stared up at her with its hungry eyes, and she knew she had to do something quickly. She hurried to the grocery store to buy some dog food, but unfortunately the store was out of her

dog's favorite brand, so she had to catch a bus downtown. After buying the food, she waited for a half hour in the rain to get a cab. When she finally got home, her dog was hum! Asleep on the living room sofa. Common problems with the past tense Common problems with the past tense Common problems with the past tense Common problems with the past tense 1. Using the present tense when the past tense is required. Last week, Tony fix his neighbor's car. (Incorrect) Last week, Tony fixed his neighbor's car. (Correct) 2. Using "was" with verbs in the past tense. It was happened one night in September. (Incorrect) It happened one night in September. (Correct)


Activity 1111 Product: written report. value:



Recognizes vocabulary related to expressions of time linked to the past and irregular verbs.

Practices and develops the use of verbs irregular verbs in past tense and the use of the Auxiliary "Did".

Shows creativity in writing and presenting the sentences using the irregular past tense form.


Write your report here.

47

BLOCK 2


Activity 2 Fill in the word puzzle with the simple past tense forms of the verbs in the clues. After you finish. Group the verbs into regular vs. irregular verbs

3. Choose ten of these verbs and write sentences in the simple past using the following words:


Activity 2222 Product: crossword puzzle. value:



Forms and reaffirms the use of the past irregular shape of the verbs used in everyday life.

Distinguishes the difference in the forms of irregular verbs in the past.

Shows creativity in writing and presenting the sentences.

Auto evaluation Mc Nyc Obtained value:

AcrossAcrossAcrossAcross 3. wait 5. leave 6. teach 7. see 9. wear 10. walk 11. stay 14. cook 15. make 16. fly 17. talk

DownDownDownDown 1. have 2. visit 3. go 4. play 8. write 10. wash 12. do 13. ride 15. meet

Yesterday _________________________________________________________________

Last week _________________________________________________________________

Last winter ________________________________________________________________

Last year __________________________________________________________________

Three months ago __________________________________________________________

Last Saturday ______________________________________________________________

Yesterday evening __________________________________________________________

Regular verbs.

Irregular verbs.

48

Change the verbs in the following sentence into past tense.

1. Yesterday, I go to the restaurant with a client.

2. We drive around the parking lot for 20 minutes in order to find a parking space. 3. When we arrive at the restaurant, the place is full. 4. The waitress asks us if we have reservations. 5. I say, "No, my secretary forgets to make them." 6. The waitress tells us to come back in two hours. 7. My client and I slowly walk back to the car. 8. Then we see a small grocery store. 9. We stop in the grocery store and buy some sandwiches. 10. That is better than waiting for two hours.

Activity 3 Correct the mistakes in the following sentences, then compare them with a partner.


Activity 3333 Product: Sentence correction. value:



Identifies the mistakes and contrasts the correct forms of the past

Practices the use of simple sentences that contain descriptions of activities of the past.

Appreciates the use of simple sentences that contain descriptions of activities of the past.


1. Last night, Samantha have pizza for supper. __________________________________________________________________ 2. My pet lizard was died last month. __________________________________________________________________ 3. Yesterday I spend two hours cleaning my living room. __________________________________________________________________ 4. This morning before coming to class, Jack eats two bowls of cereal. __________________________________________________________________ 5. What was happened to your leg? __________________________________________________________________

49

BLOCK 2

�Changing Irregular Verb Forms

Change each of the following verb forms. If the infinitive or base form is given, change it to the past form. If the past form is given, change to the infinitive or base form.


Activity 4444 Product: Correct verb usage. value:



Recognizes vocabulary and mistakes about past tense verbs

Searches, identifies and understands the correct use of verbs in common sentences.

Integrates in a proposal way the correct use of the language.


1. do 11. choose

2. begin 12. broke

3. see 13. drink

4. ride 14. drove

5. went 15. froze

6. know 16. shrank

7. speak 17. ran

8. stole 18. ring

9. blew 19. fell

10. bring 20. swim

Activity 4 Choosing the Correct Form, choose and underline the correct form of

the verb in parentheses.

1. They (rode, rid) in a crowded boat like the ones you have seen in the old movies.

2. In company with many other people, Maria’s parents (chose, choosed) to make a

journey to Europe.

3. These workers (came, come) to be called “wet back people.”

4. Mary’s parents abandoned their travel after the capital city of San Francisco, (fell,

fallen) to the winter.

5. The people on the yacht (brang, brought) few possessions and supplies.

6. After they (drank, drunk) the little water was on board, they went thirsty.

7. Mary’s father said the people (ate, eaten) all the food in a few days.

8. When another boat of refugees (sank, sunk), its people crowded onto Mary’s

parents’ boat.

9. They spent many days and nights on the deep-sea before they (saw, seen) land

again.

10. Then it (took, taken) months for Mary’s parents to be moved from Greece to the

United States.

50

�Listening Activity Simple Present / Simple Past: Listen to the following sentences. Notice the differences among each one. Check the correct usage of the simple past tense. Make sure you catch the correct pronunciation of the verbs.

begin : I begin my class at 9 a.m. every day began : She began to study Spanish when she was 12.

bring : Optimism brings happiness. brought : She brought a lot of clothes on her vacation.

drive : My father drives to work every morning. drove: We drove a rental car all around Europe.

keep : My grandmother keeps all her old photographs. kept. : While we were on holidays, I kept a journal.

get : I never get sick on a trip. got : My husband got sick when we went to Mexico.

leave : My son always leaves the light on when he goes to sleep. left : Roger and Gwen left on their trip to Jamaica last week.

swim : My father-in-law swims three times a week. swam : When I went to Thailand, I swam almost every day.

send : Our friends send us e-mail all the time. sent : We sent postcards to all our friends.

Win : My sister always wins when we play cards. Won : My best friend won a trip to Disneyland in Florida for 2 weeks.

spend : My husband and I spend a lot of time together. spent : They spent a lot of time together in Ireland.

ride : I ride my bicycle to work. rode : Julie rode a horse on the beach.

lend : Sometimes, my parents lend me money. lent : My sister lent me her sleeping bag and tent when I went camping.

51

BLOCK 2

Activity 5 Based on the sentences you studied and listened, write a short story about one of your holidays or vacations. You have to use past tense verbs. Don’t use the verbs twice.


Activity 5555 Product: Short story. value:



Enunciates the use of the verbs in past tense in a brief paragraph about his /her vacations.

Develops and understands in a short story about his/her vacations, the correct use of the verbs in past tense.

Shows respect and care in the use of the language and in the classroom.


52

Activity 6 Conversation Practice. Write about your yesterday activities, then tell your partner or classmates what you did. Remember to use past tense. Example: Yesterday, I went to the mall. I bought some shorts and a baseball cap. I spent almost $20. Ask your partner what he/she did last weekend. Tell him/ her to respond with related questions. Example: What did you do last Saturday? I stayed home and cleaned my room.

Did you do anything fun? Not really. Then write a paragraph of your partner activities.


Activity 6666 Product: Conversation. value:



Integrates previous knowledge about the use of the verbs in a simple dialogue

Requests and exchanges information related to activities from the past in simple conversations.

Appreciates the actions, activities, achievements and contributions of his/her classmates in the past.


53

BLOCK 2

Talk about a childhood experience. Example: One day, when I was about 7 years old, there was a knock on our door. When I opened the door, I saw that nobody was there. I felt something was wrong, so I called my mother.

Activity 7 Tic-tac-toe 1. Students form pairs and decide which player is “XXXX” and which is “OOOO”. 2. From the list of irregular verbs that you can find at the end of the block, take turns choosing and then writing the

base form of the verbs in the squares of the Tic-Tac-Toe framework. 3. Taking turns, each student reads clearly one of the verbs from the grid. The student must then use the past tense

of that verb in a simple sentence, example: taketaketaketake - Yesterday, I tooktooktooktook the bus to school. 4. If the sentence is correct, the student puts an “XXXX” or an “OOOO” in the square containing the verb. 5. The student who gets three “XXXXs” or “OOOOs” in a row is the winner.

1. For each box take turns

writing the base form of

irregular verbs from the verb

list.

2. Use the verbs to make

simple sentences in the past

tense.

3. For every correct

sentence, mark an X or O.

54

Now go to the next page and start the practice.


Activity 7777 Product: Tic tac toe exercise. value:



Recognizes the importance of the use of past tense verbs among classmates.

Discusses in a playful way, the difference in the form of the verbs in the past.

Values the correct use of the language among classmates.


55

BLOCK 2

Activity 8 Private investigation work Today you are a private investigator ( PI ) your client asked you to follow somebody and you have to make a written report about the information that you found in your investigation.


Activity 8888 Product: written report. value:



Recognizes and reaffirms the use of vocabulary related to past activities in a written report.

Implements and built in a written report, the use of vocabulary related to past activities.

Shows his/her creativity in preparing the presentation, open to feedback.


PI INVESTIGATIVE REPORT.

_____________________________________________________ _____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

Investigation made on ________________ 20 ___.

_________

Signature.

56


Activity 9 In teams of five prepare an oral presentation about a celebrity’s (artist or politician or any one you decide)Write the character biography using past tense verb activities.

EVALUATIONEVALUATIONEVALUATIONEVALUATION Activity 9999 Product: written and oral presentation. value:

KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE FactualFactualFactualFactual ProceduralProceduralProceduralProcedural AttitudeAttitudeAttitudeAttitude

Recognizes the verbs in the past in a written report and a conversation related to the description of activities.

Develops the use of verbs in the past in a written report and in a conversation.

Appreciates and works with classmates the use of past tense in a written report and in a conversation.


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________

Celebrity picture

here.

57

BLOCK 2

Most Most Most Most common regular verbs in common regular verbs in common regular verbs in common regular verbs in EnglishEnglishEnglishEnglish

Infinitive Past

Accept Accepted

Achieve Achieved

Admire Admired

Advise Advised

Affect Affected

Agree Agreed

Amaze Amazed

Amuse Amused

Answer Answered

Appear Appeared

Bake Baked

Behave Behaved

Believe Believed

Belong Belonged

Blame Blamed

Borrow Borrowed

Bother Bothered

Call Called

Cancel Canceled

Carry Carried

Cause Caused

Celebrate Celebrated

Clean Cleaned

Clear Cleared

Climb Climbed

Close Closed

Damage Damaged

Dance Danced

Date Dated

Decide Decided

Deliver Delivered

Depend Depended

Describe Described

Design Designed

Destroy Destroyed

Decrease Decreased

Eliminate Eliminated

End Ended

Enjoy Enjoyed

Entertain Entertained

Excuse Excused

Exercise Exercised

Exhibit Exhibited

Expect Expected

Express Expressed

Film Filmed

Fill Filled

Fish Fished

Fix Fixed

Follow Followed

Fry Fried

Greet Greeted

Guess Guessed

Hail Hailed

Handle Handled

Happen Happened

Hate Hated

Help Helped

Hope Hoped

Hunt Hunted

Identify Identified

Ignore Ignored

Imagine Imagined

Impress Impressed

Improve Improved

Include Included

Increase Increased

Interview Interviewed

Introduce Introduced

Invite Invited

Jog Jogged

Join Joined

Jump Jumped

Knock Knocked

Label Labeled

Land Landed

Last Lasted

Learn Learned

Like Liked

Link Linked

List Listed

Listen Listened

Live Lived

Locate Located

Manage Managed

Mark Marked

Match Matched

Measure Measured

Mention Mentioned

Miss Missed

Move Moved

Name Named

Need Needed

Note Noted

Notice Noticed

Number Numbered

Offer Offered

Open Opened

Order Ordered

Organize Organized

Pack Packed

Paint Painted

Pamper Pampered

Pardon Pardoned

Park Parked

Participate Participated

Pass Passed

Perform Performed

Persuade Persuaded

Pick Picked

Rain Rain

Receive Received

Recommend Recommended

Relate Related

Relax Relaxed

Release Released

Remember Remembered

Repair Repaired

Repeat Repeated

Resist Resisted

Sail Sailed

Save Saved

Scan Scanned

Scare Scared

Share Shared

Shop Shopped

Shout Shouted

Skate Skated

Ski Skied

Slow Slowed

Talk Talked

Taste Tasted

Terrorize Terrorized

Thank Thanked

Touch Touched

Travel Traveled

Try Tried

Tune Tuned

Turn Turned

Underline Underlined

Use Used

Vary Varied

Wait Waited

Walk Walked

Want Wanted

Warn Warned

Wash Washed

Watch Watched

Water Watered

Welcome Welcomed

Wish Wished

Witness Witnessed

58

Most Most Most Most common irrcommon irrcommon irrcommon irregular verbs in Englishegular verbs in Englishegular verbs in Englishegular verbs in English

InfinitiveInfinitiveInfinitiveInfinitive Past tensePast tensePast tensePast tense

Arise Arose

Awake Awoke

Bear Bore

Beat Beat

Become Became

Begin Began

Bend Bent

Bet Bet

Bind Bound

Bite Bit

Bleed Bled

Blow Blew

Break Broke

Breed Bred

Bring Brought

Broadcast Broadcast

Build Built

Burn burnt/burned

Burst Burst

Buy Bought

Cast Cast

Catch Caught

Choose Chose

Cling Clung

Come Came

Cost Cost

Creep Crept

Cut Cut

Deal Dealt

Dig Dug

Do Did

draw Drew

dream dreamt/dreamed

drink Drank

drive Drive

eat Ate

fall Fell

feed Fed

feel Felt

fight Fought

find Found

flee Fled

fly Flew

forbid Forbade

forecast Forecast

forget Forgot

forgive Forgave

freeze froze

get got

give gave

go went

grow grew

hang hung

hear heard

hide hid

hit hit

hold held

hurt hurt

keep kept

kneel knelt/kneeled

knit knit

know knew

lay laid

lead led

lean leant/leaned

leap leapt/leaped

learn learnt/learned

leave left

lend lent

let let

lie lay

light lit/lighted

lose lost

make made

mean meant

meet met

pay paid

put put

read read

ride rode

ring rang

rise rose

run ran

saw sawed

say said

see saw

seek sought

sell sold

send sent

set set

sew sewed

shake shook

shine shone

shoot shot

show showed

shrink shrank

shut shut

sing sang

sink sank

sit sat

sleep slept

smell smelt/smelled

sow sowed

speak spoke

speed sped

spend spent

spin spun

spit spat

split split

spoil spoilt/spoiled

spread spread

spring sprang

stand stood

steal stole

stick stuck

sting stung

stink stank

strike struck

swear swore

sweep swept

swim swam

swing swung

take took

teach taught

tear tore

tell told

think thought

throw threw

thrust thrust

understand understood

wake woke

wear wore

weep wept

win won

wind wound

withdraw withdrew

write wrote

I UNDERSTAND INSTRUCTIONS AND REGULATIONS

Unidad de competencia Solicita e intercambia información referente a instrucciones, ordenes, sugerencias y prohibiciones, de manera oral y escrita en situaciones sencillas de socialización y recreación o laborales.






60

Didactic sequence 1

Hey! Listen carefully, you might need this information


Listen carefully to the following instructions. If you hear a positive instruction or request to do, something you have to respond to it, Do itDo itDo itDo it! But you must ignore other sentences. If someone makes a mistake, he/she has to sit down. Continue until there is only one student still in the game. Your teacher reads out the sentences using positive and negative imperatives he/she may use other sentences so be careful.

• Everybody, stand up. • Move your chairs to the side of the classroom. • Don’t sit down. • Pick up a pen. • Have a nice holiday! • Don’t put your pen on your chair. • Mary, walk to the front of the class. Everybody else, sit down. • Look out! There’s a teacher coming. • Say ‘hello’ to a classmate next to you. • Don’t go to see that film. It’s terrible. • Walk to the back of the room. • Don’t touch your nose.

61

BLOCK 3


�Grammar

Here are some of the situations you can use imperatives.

Orders

Close the door!

Stand up!

Sit down!

Open your books!

Instructions

To make a cup of coffee:

- Boil some water

- Put some coffee in a cup

- Add some boiling water

- Drink the coffee.

Directions

To go to the bank

Turns left at Orchard Street, and then go

straight.

Offers and Invitations

Have some tea

Come over to our house sometime.

Let's

The verb let is often used as an imperative

to give strong suggestions. Let's is a contraction of let us.

For example:

Let's go home!

Let's watch a movie!

We can use the

imperative to give a

direct order.

Take that chewing gum out of your mouth.

Stand up straight.

Give me the details.

We can use the

imperative to give

instructions.

Open your book.

Take two tablets every

evening.

Take a left and then a

right.

We can use the

imperative to make an invitation.

Come in and sit down. Make

yourself at home.

Please start without me. I'll be there shortly.

Have a piece of this cake. It's delicious.

We can use the

imperative on signs and

notices. Push!.

Do not use it!.

Insert one dollar!.

We can use the imperative to give friendly

informal advice:

Speak to him. Tell him how you feel.

Have a quiet word with her

about it. Don't go.

Stay at home and rest up. Get some sleep and recover.

We can make the imperative 'more

polite' by adding

'do'. Do be quiet.

Do come. Do sit down.

Imperatives are used to give orders or suggestions. For example: "Come here!" or "Have a cookie". Imperatives almost always have no subject, and the second person is usually implied as the subject instead. For example "Come here!" implies the subject "(you) Come here!”

62

Activity 1 Write FIVE imperatives of your choice, in the box given bellow, don’t use the examples in the previous page. One imperative tells a friend what to do, one giving instructions, one giving an advice, one making an offer, one making a suggestion.


Activity 1111 Product: written imperatives. value:



Knows the imperative form and practices it.

Recognizes important information about imperatives.

Integrates the information to his/her daily activities.


1.

2.

3.

4.

5.

63

BLOCK 3

Complete the sentences with the correct imperative. Example: Answer the questions. (answer) A:A:A:A: 1. Don't _______________________________________________________________________! (touch)

3. up! _________________________________________________________________________ (stand)

5. the book in your bag. ____________________________________________________________ (put)

7. Let's a movie. ________________________________________________________________ (watch)

9. left at the church. ______________________________________________________________ (turn)

B:B:B:B: 2. out! __________________________________________________________________________ (get)

4. a little every day. ______________________________________________________________ (study)

6. Mummy, ____________________________________________________________ me a candy! (give)

8. Let's ___________________________________________________________________ a game. (play)

10. Let's ____________________________________________________________________ home! (go)

Check the meaning for the imperatives in the box bellow and then read the following sentences.

TakeTakeTakeTake RememberRememberRememberRemember SaveSaveSaveSave GoGoGoGo ArriveArriveArriveArrive TalkTalkTalkTalk GiveGiveGiveGive Sing Sing Sing Sing

1. Turn left at the end of the road.

2. Help me! I can’t swim!

3. Don’t forget to take your passport.

4. Don’t be late! The bus leaves at 9 o’clock.

5 . Pass the salt, please.

6 . Catch the first train in the morning.

Pick a word from the box and use it to replace one of the words of the sentence, without changing the meaning of it. Right! You started with a verb.

1.

2.

3.

4.

5.

6.

7.

8.


64

Complete the following sentences by picking one of the words from previous exercises that you think gives the imperative idea to the sentence. 1.- __________________ to my house tomorrow.

2.- Don’t __________________ to lock the door when you go out.

3.- __________________ left after the gas station.

4.- __________________ the locker on the right and get the books out.

5.- Don’t __________________ noisy, Miguel. The baby’s sleeping.

6.- __________________ a great time in Moctezuma.

7.- __________________ in the coffee shop. We won’t be long.

8 .- __________________ yourself a sandwich if you’re hungry.

9.- __________________ some CDs. We can listen to them in the trip to Kino bay.

Activity2 Write a letter, inviting a friend to stay at your house for the weekend. Use six imperatives in the note.

EVALUATIONEVALUATIONEVALUATIONEVALUATION Activity 2222 Product: Write a Letter value:


FactualFactualFactualFactual ProceduralProceduralProceduralProcedural AttitudeAttitudeAttitudeAttitude Knows affirmative and negative imperatives.

Recognizes important information in a conversation.

Shows his/her creativity in the planning and presentation of a letter.


65

BLOCK 3


Complete the following instructions with these verbs: go, take, turn, cross, go, take, turn, cross, go, take, turn, cross, go, take, turn, cross, to create dialogues. Then practice each dialogue with a partner. Dialogue A: a) Excuse me. How can I get to the bank? b) _________________ Straight ahead on _________________ the second turning

on the left, then _________________at the pedestrian crossing, _________________ past the post office and the bank is just next to it.

Dialogue B: a) Good morning, can you tell me how I can go to the bus station? b) _________________ up this street, _________________ right at the corner,

_________________ all along to the end of the road and you’ll locate it there.

Match the columns to make instructions.

Feed have a drink.

Wash put on your jacket, it’s hot.

Don’t your bedroom.

Do go to class; it’s eight o’clock.

Let’s the dishes.

Tidy your homework.

Don’t the bird.

Let’s leave the door open.

1. ___________________________________________________________________________________________

2. ___________________________________________________________________________________________

3. ___________________________________________________________________________________________

4. ___________________________________________________________________________________________

5. ___________________________________________________________________________________________

6. ___________________________________________________________________________________________

7. ___________________________________________________________________________________________

8. ___________________________________________________________________________________________

Write sentences here.

66

Complete the following cartoon with the subsequent verbs.

Write your answers here.

1.

2.

3.

4.

5.

6.

7.

8.

67

BLOCK 3

Activity 3 In teams of three, go to a crowded place such as a restaurant, a bar, or a shopping mall and write down bits and pieces of the conversations you hear. Avoid trying to document whole conversations, just follow along for a brief exchange and then listen for your next target. Translate them to English. Now, take your notes and based on your observations create a real dialogue situation and act it out in class.


Activity 3333 Product: A role play to dialogue value: KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE

FactualFactualFactualFactual ProceduralProceduralProceduralProcedural AttitudeAttitudeAttitudeAttitude Integrates and recognizes the imperatives of the observed conversations in a dialogue.

Understands the main ideas in a dialogue created on a self-based observation.

Collaborates with his/her classmates on the activities developed by the team.


68

Didactic sequence 2

When do I use modal verbs?

� Start up activities Look at these signs and identify the meaning for each one of them. Write the meaning in the box. 1 1 1 1 2222 3333

4444 5 65 65 65 6

1. __________________________

2. __________________________

3. __________________________

4. __________________________

5. __________________________

6. __________________________

7. __________________________

8. __________________________

9. __________________________

10. _________________________

11. _________________________

12. _________________________

13. _________________________

14. _________________________

15. _________________________

16. _________________________

17. _________________________

18. _________________________

19. _________________________

20. _________________________

7777 8888 9999

10101010

12121212 11

15151515

16161616

14141414

20202020

19191919

18181818

17171717

13131313

69

BLOCK 3

Answer the following questions about the sings from previous page. 1. Do you know these signs? Briefly discuss them with a partner in the class. ____________________________________________________________________________________________________________________________________________________________________________________________________________ 2. Where can you find this type of signs? ____________________________________________________________________________________________________________________________________________________________________________________________________________ 3. Are this used in Mexico? ____________________________________________________________________________________________________________________________________________________________________________________________________________ 4. Can you guess what do this signs say to the public? ____________________________________________________________________________________________________________________________________________________________________________________________________________ 5. Is the meaning the same in Mexico? ____________________________________________________________________________________________________________________________________________________________________________________________________________ 6. Why do you think they are used? ____________________________________________________________________________________________________________________________________________________________________________________________________________ 7. What do they express? ____________________________________________________________________________________________________________________________________________________________________________________________________________ Draw 6 different signs and give the meaning of them.


Activity 1111 Product: practical identification of signs in preparation for modal verbs. value:



Recognizes related vocabulary and images about daily used signs in preparation for applied grammar activities

Searches, identifies and understands general ideas in the questions and images identification related with his / her daily activities.

Integrates information to his /her daily activities.


70


What are Modal Verbs?

Modal verbs are special verbs which behave very differently from normal verbs. Here are some important differences:

Common Modal Verbs

Can Could May Might Must

Ought to Shall Should Will

Would

1. Modal verbs do not take "-s" in the

third person.

Examples:

He can speak Chinese.

She should be here by 9:00.

2. You use "not" to make modal verbs negative, even in

Simple Present and Simple Past.

Examples:

He should not be late.

They might not come to the party.

Main Points To Remember

A. Modals come first in a verb group.

B. All modals (except ought) are followed by the base form of the verb.

C. Ought is followed by a “to” infinitive.

D. Modals have only one form - they don't change from first, to second, to third person like other verbs.

3. Many modal verbs cannot be used in the past

tenses or the future tenses.

Examples:

He will can go with us. Not Correct

She musted study very hard. Not

Correct

A.A.A.A. Modals are always the first word in a verb group. I should go visit them. I think it will be rather boring. Things could have been so different.

B.B.B.B. Ought is always followed by a “to”-infinitive. She ought to go out with Tom. Sam ought to have taken his medicine. You ought to be doing this, not me.

C.C.C.C. All modals except for ought are followed by the base form of a verb. I should go visit them. I think it will rain tomorrow. Things could have been better. Someone may have seen them. They might be home tomorrow. They may be late. They should have known. He can come by anytime.

D.D.D.D. There is no “s” form for the third person singular of the present tense modal verbs. Also, there is no “-ing” or “-ed” forms. She can't help him now. I'm sure he can do it tomorrow. She ought to have called him yesterday. They might be home tomorrow. They may be late. They should have known. He can come by anytime.

71

BLOCK 3

�Common usage for modal verbs Must / Must notMust / Must notMust / Must notMust / Must not Must shows rules, obligation or necessity. Must not shows that an action is against the law or rules, or is not permitted. Can / Can’t Can / Can’t Can / Can’t Can / Can’t Can shows ability or possibility Can also shows that an action is permitted. Can’t / cannot shows inability or an action that is not permitted. Should / Shouldn’t Should / Shouldn’t Should / Shouldn’t Should / Shouldn’t Should expresses an opinion or advice. Shouldn’t / should not shows that something is not a good idea. Search in internet for the most widespread usage for the following Modal Verbs

Search in internet for the most widespread usage for the following Modal Verbs

CouldCouldCouldCould ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ MayMayMayMay ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ MightMightMightMight ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Ought toOught toOught toOught to ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ShouldShouldShouldShould ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ WillWillWillWill ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ WouldWouldWouldWould ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

72

Activity 2

Activity 2 Students mustmustmustmust work in groups of four or five. Each group takes the name of a place (e.g. library, swimming pool, jail, school, bus, amusement park, etc) and is in charge of designing the rules for the place you chose. You should include what the people in that place should do, should, mustn’t do and can do. (using must, mustn’t, have to and don’t have using must, mustn’t, have to and don’t have using must, mustn’t, have to and don’t have using must, mustn’t, have to and don’t have totototo). At the end of the activity, ask different groups to read out their rules (or post them on the wall). Who has the best rules? Can the other groups guess the place?

If you're interested for more information about modal verbs, Wikipedia may be of some help. You can go there by visiting the web page: http://en.wikipedia.org/wiki/Modalhttp://en.wikipedia.org/wiki/Modalhttp://en.wikipedia.org/wiki/Modalhttp://en.wikipedia.org/wiki/Modal_verb_verb_verb_verb

¿¿¿¿Can I have Can I have Can I have Can I have a vodka, a vodka, a vodka, a vodka,

please?please?please?please?

¡ ¡ ¡ ¡ I´m sorry, I´m sorry, I´m sorry, I´m sorry, sir, but we sir, but we sir, but we sir, but we don´t serve don´t serve don´t serve don´t serve

spirits here!spirits here!spirits here!spirits here!

73

BLOCK 3

Write your rules here:

EVALUATIONEVALUATIONEVALUATIONEVALUATION Activity 2222 Product: Practices modal verbs of obligation and make some rules. value:


Recognizes related vocabulary about fun daily activities

Identifies and recognizes general ideas in the activity related with his / her activities in real life.

Appreciates, creates and integrates the use of modals in a real situation.


74

Listen to the following dialogue and identify the use of modals verbs: Requests, Offers, and Permission. In a real situation.

Waiter:Waiter:Waiter:Waiter: Good Morning. May I take your order? Alma:Alma:Alma:Alma: Could we see a menu first? Waiter:Waiter:Waiter:Waiter: Of course. (The waiter gives them menus.) Carlo:Carlo:Carlo:Carlo: I’d like the catfish, please. Waiter:Waiter:Waiter:Waiter: I’m afraid we’re out of the catfish. Carlo:Carlo:Carlo:Carlo: All right. Then I’ll have the sea bass. Waiter:Waiter:Waiter:Waiter: Sorry, we just ran out of that too. Carlo:Carlo:Carlo:Carlo: The mackerel? Waiter:Waiter:Waiter:Waiter: None left. Carlo:Carlo:Carlo:Carlo: Well, would you tell us what do you have? Waiter:Waiter:Waiter:Waiter: May I recommend the salmon. It’s excellent. Carlo:Carlo:Carlo:Carlo: (sigh) All right. Waiter:Waiter:Waiter:Waiter: Madame? Alma:Alma:Alma:Alma: I believe I’ll have the salmon too. Waiter:Waiter:Waiter:Waiter: Excellent! Carlo:Carlo:Carlo:Carlo: I just realized I don’t have cash with me. Can we pay with a credit card? Waiter:Waiter:Waiter:Waiter: No, I’m sorry. You can’t. We only accept cash. CarlCarlCarlCarlo:o:o:o: Uh-oh. We may have to go then. Alma:Alma:Alma:Alma: Before we do, can you tell me where the women’s room is? Waiter:Waiter:Waiter:Waiter: I’m afraid you can’t use it. It’s out of order. (The man and woman get up to leave.) Waiter:Waiter:Waiter:Waiter: Come again!

1. Who makes the first request in this conversation? What is the request for? 2. What does the man attempts to order? What happens? 3. Why does the man finally order the salmon? 4. Why do the man and woman have to leave? 5. How do you think they feel when they leave?

Discussion QuestionsDiscussion QuestionsDiscussion QuestionsDiscussion Questions

75

BLOCK 3

Review modal auxiliaries and related idioms. Supply an appropriate base form of a verb in the blanks. EXAMPLES: a) There shouldn’t be a discipline problem at the school, but there is. (Expectation) b) We might run out of money. (Slight probability)(To run out of means to deplete the supply of something) 1. -I have to ____________________________________________________ to the store because I’ve run out of sugar. I have to _________________________________________________ right away. (Necessity) 2. -I didn’t have to ________________________________________________ any medicine. (Lack of necessity) 3. -We must ____________________________________________________ at the next gas station (necessity), or we might ________________________________________________________ out of gas. (Slight probability) 4. -You ought to _____________________________________ that program on TV tonight. (Recommendation) 5. -You should ______________________________________________ better care of your health. (Advisability) 6. -We must_________________________________________________ the police about the crime. (Necessity) 7. -We must __________________________________________________________________ to live. (Necessity) 8. -We mustn’t _______________________________________________________________ to eat. (Prohibition) 9. -You must _______________________________________________ this book; it’s about the present political situation in your native country. (Strong recommendation) 10. -I don’t have to ___________________________________________ the book because I know all about the situation from personal experience. (Lack of necessity)

PRESENT FORM

PAST FORM

can could

may might

will would

shall should

must - *****

ought to

Need *****

A modal verb always has the same form: There is no past form (ed)(ed)(ed)(ed), no present participle (ing)(ing)(ing)(ing) and no 3rd persons singular (s)(s)(s)(s). Modal verbs come beforebeforebeforebefore the subject in questionsquestionsquestionsquestions: example: "May I come to your house for tea?" Negative forms: Modal verbs have n't or notn't or notn't or notn't or not go after them in the negative. Example: "mustn't" –"needn't"

76

Match the sentences.

1. The computer system's crashed, so you can't do any work. ( ) A) You might as well go home.

2. I could do with something to eat. ( ) B) You'd loved it.

3. That meal was a bit expensive. ( ) C) You can say that again!

4. I'm going to tell Shelly to mind her own business. ( ) D) I wouldn't do that if I were you!

5. You should come to see the film. ( ) E) But you just had breakfast!

6. I knew I shouldn't laughed when he asked me out. ( ) F) I just couldn't help it.

Rewrite these sentences using modal auxiliaries:

1. Perhaps he understands it.

2. Perhaps scientists are going to control the world’s climate.

3. They are not that bright to remember it.

4. They are not permitted to use their mother tongue at school.

5. He was capable to swim for hours.

6. In Cobach students are obliged to wear uniform.

7. Diego is able to listen to two conversations at a time.

8. It is possible they are already in Cinemark.

9. Perhaps my Parents are thinking on making a telephone call tonight.

10. I’m sure he’s Mexican.

77

BLOCK 3

1. Jesus is an excellent tennis player. He _________________ beat anybody. 2. You’re travelling all day. You _______________ be tired. 3. I ____________ get up early tomorrow. There are a lot of things I have to do. 4. Georgina travelled a lot. She ________________ speak five languages. 5. I can’t find my sunshade. It ____________ be in the room somewhere. 6. I decided where to go on holidays. I __________ go to Michoacán with my parents. 7. Carolina ____________ get very bored in her job. She does the same thing every day. 8. Sandra _________________ drive because she hasn’t got a car. 9. Ann ______________ not come to the get-together. She’s sick. 10. I haven’t phone Armando for days. I ________________ phone him tonight.

Complete the sentences with the right modal verb.

Choose the correct verb in each sentence.

1. Alice hasn’t come to school, she must / musts / must to be ill.

2. Does he can / Can he / Can he to swim?

3. You don’t must / mustn’t to / mustn’t say that.

4. I hope that she cans / can / can to come.

5. Do I must / Must I to / Must I learn all this grammar?

6. We can’t / can’t to / don’t can speak Italian.

78

Activity 3 You are facing a busy week, which is full of commitments. After the explanation of your teacher WriteWriteWriteWrite a brief summary of your obligations, choices and alternatives for the day looking at your notes (some notes are ready for you). You may use the modals verbs: "must", "have to", "can", "should", "ought to", "need", "be to": then share them with your classmates.

HoursHoursHoursHours MondayMondayMondayMonday TuesdayTuesdayTuesdayTuesday WednesdayWednesdayWednesdayWednesday ThursdayThursdayThursdayThursday FridayFridayFridayFriday 08:0008:0008:0008:00----09:0009:0009:0009:00 09:0009:0009:0009:00----10:0010:0010:0010:00 Phone Richard.

Very important. Expect a

telephone call. 10:0010:0010:0010:00----11:0011:0011:0011:00 A day off tomorrow. Take

Charlotte to the airport.

10:0010:0010:0010:00----11:0011:0011:0011:00 10:0010:0010:0010:00----11:0011:0011:0011:00 Lunch with the

Browns. Boring as usual.

10:0010:0010:0010:00----11:0011:0011:0011:00 Have dinner with my uncle. Did not make it last time.

10:0010:0010:0010:00----11:0011:0011:0011:00 Courtesy gesture. 10:0010:0010:0010:00----11:0011:0011:0011:00 Buy a rail

ticket.

15:0015:0015:0015:00----16:0016:0016:0016:00 16:0016:0016:0016:00----17:0017:0017:0017:00 Return home by

six.

EVALUATIONEVALUATIONEVALUATIONEVALUATION Activity 3333 Product: practice of modal auxiliaries value:


Recognizes vocabulary about fun daily activities and the application of modals.

Searches, identifies and understands general ideas in a brief dialogue related with his / her activities and third person in past tense.



Write your summary here:

79

BLOCK 3

1. well / English / teacher / very / speak/ my /can 2. class / in / behave / must / you / well 3. day / uniform / I / to / wear / every / school / have

Write the words in the correct order.

4. drive / their / grandmother / can’t 5. exam / during / mustn’t / an / talk 6. allowed / week / late / out / during / Alicia / stay / isn’t / to / the 7. cousins / might / visit / weekend / we / our / at / the

1. Is it necessary for me to bring my passport? Do _________________________________________________________________________________? 2. I am sure my purse is in the house somewhere. The purse __________________________________________________________________________________ 3. It is very inconvenient if you can’t drive. It’s very inconvenient __________________________________________________________________________________ 4. I am sure that John is not the thief. John __________________________________________________________________________________ 5. You are not allowed to park here. __________________________________________________________________________________ 6. It would be a good idea if Harry took a holiday. Harry_____________________________________________________________________________

Rewrite the sentences using modal verbs to make correct ideas.

Choose and underline the correct option.

1. They can/cans speak English together next year.

2. Look at that cake! She musts/must be a good cook.

3. We don’t must/mustn’t be late for school.

4. I have to /has to work very hard this year.

5. Do you can / Can you learn to drive when you’re 16 in your country?

6. My brother can/cans run 100 meters in 10.2 seconds.

7. Do we have to / Have we to be home by 10.00 p.m.?

80

Choose the correct meaning for each sentence.

1. Dogs can’t come in here. 1. Dogs can’t come in here. 1. Dogs can’t come in here. 1. Dogs can’t come in here. a) Dogs aren’t allowed in here. b) It’s better if dogs don’t come in here. 2. It can’t be Juanita. She’s at school. 2. It can’t be Juanita. She’s at school. 2. It can’t be Juanita. She’s at school. 2. It can’t be Juanita. She’s at school. a) It’s possible that it’s Juanita. b) It’s impossible that it’s Juanita because we know he is somewhere else. 3. It might drizzle later. Look at those black clouds. 3. It might drizzle later. Look at those black clouds. 3. It might drizzle later. Look at those black clouds. 3. It might drizzle later. Look at those black clouds. a) It definitely won’t drizzle later. b) It’s possible it will drizzle later. 4. Nydia ought to change her computer. 4. Nydia ought to change her computer. 4. Nydia ought to change her computer. 4. Nydia ought to change her computer. a) It’s necessary for Nydia to change her computer. b) It’s a good idea for Nydia to change her computer. 5. You mustn’t take a cellular phone to school. 5. You mustn’t take a cellular phone to school. 5. You mustn’t take a cellular phone to school. 5. You mustn’t take a cellular phone to school. a) It’s against the rules to take a cellular phone to school. b) You shouldn’t take a cellular phone to school, but you can if you want to. 6. You needn’t hurry. We aren’t late. 6. You needn’t hurry. We aren’t late. 6. You needn’t hurry. We aren’t late. 6. You needn’t hurry. We aren’t late. a) It isn’t a good idea to hurry. b) It isn’t necessary to hurry. 7. You have to be seventeen to apply for a driving license in Britain. 7. You have to be seventeen to apply for a driving license in Britain. 7. You have to be seventeen to apply for a driving license in Britain. 7. You have to be seventeen to apply for a driving license in Britain. a) It’s necessary to be seventeen before you can apply for a driving license. b) You can apply for a driving license before you are seventeen.

1. Do you can go out at the weekend?

_______________________________________________________________________________________

2. She must remember to go to the dentist today.

_______________________________________________________________________________________

3. We might to drive to Andorra this summer.

_______________________________________________________________________________________

4. Do she have to go out with him every night?

_______________________________________________________________________________________

5. It might to be hot tomorrow.

_______________________________________________________________________________________

6. The baby doesn’t can talk yet.

_______________________________________________________________________________________

7. Pablo cans look at a word for the first time and remember it immediately.

_______________________________________________________________________________________

Correct the following sentences

81

BLOCK 3


Activity 4Activity 4Activity 4Activity 4 In pairs, Study this map. Identify how to properly use the modal verbs, then with your partner find situations in your own experience where you can use them in a real situation. Finally, Give an oral report to your class.

When do we use modals?

To talk about an action that is necessary (or impossible,

or not necessary)

example: "You must always have your driver's license when you are driving your

car."

To talk about someone's ability (or inability) to do

something

example: "We can find your house without the street

plan."

To talk about a situation that is possible (or impossible)

example: "Denisse, be careful with that glass, the baby might knock it over"

EVALUATIONEVALUATIONEVALUATIONEVALUATION Activity 4444 Product: . Identifies how to properly use the modal verbs value:


Distinguishes the function of a modal verb

Reaffirms the use of modals and their main forms

Uses the vocabulary and grammar references assertively according to communicative situations.


Write your ideas here:

82

�Reading: Distracted Driving

A driver’s responsibility is to operate a vehicle safely and to pay attention to the road and the other vehicles. Most people think about cell phones when they think about distractions for divers because cell phones have received the most attention. However, there are many other distractions that can make a driver lose control and cause an accident. Because there are many drive up restaurants, drivers eat more often in their cars. According to an insurance company report, eating while driving causes more accidents in the morning, when people on their way to work. If you have to eat in your car, avoid hot liquids like coffee and messy foods like hamburgers and sandwiches. You should drink out of a closed container or take a bite when you come to a full stop. Other passengers can distract a driver, too. According to AAA, the American Automobile association, babies distract drivers more than adult passengers do. When babies are in the car drivers tend to turn around and comfort the babies if they start to cry, if you have babies or young children in your car, you should not feed, dress, or play with them while you are driving. Cars have radios, CD players, lights, air conditioners, and heaters. Each item has a control dial or knob that requires some attention, but you should not make adjustments, like changing your CD, while you are driving. In fact, ten states already have warnings about radios in their driver’s manuals. You should make adjustments in your car before you leave home. Another distraction can be stress. Drivers who have arguments with family members at home or with someone at work will get into their cars angry. They may drive more aggressively or be distracted by thinking about their argument. Sometimes an argument inside the car can cause a driver to stop paying attention to the road. If you are feeling very upset or angry, you should try to relax before you get into your car. If you are driving on a busy road and something makes you so upset that you cannot concentrate on driving, you should pull over to the side of the road. Take a moment to calm down before you continue and you will have a much saber trip.

1. Cell phones distract drivers from the road.

2. More people drive and eat at night than in the morning.

3. You should never drink soda in the car.

4. Hot liquids are dangerous to drink while driving.

5. Babies distract drivers more than adults do.

6. Drivers should not feed their babies in the car.

7. All states in U.S. have warnings about radios in their driver’s manuals.

8. Drivers should adjust their radios before they start the car.

9. You should not drive when you are very angry.

Read and circle T for true and F for false.

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BLOCK 3

Listen to the following conversation. Underline the modal verbs in the text. Than in pairs explain what are they referring to, then practice the conversation with your partner.

Organizing your dream vacationsOrganizing your dream vacationsOrganizing your dream vacationsOrganizing your dream vacations

Travel AgentTravel AgentTravel AgentTravel Agent: Can I help you with something, Madam? Caroline: Yes, I would like to take a trip to Canada. I would like to find out about the airfare to Montreal, Please. Travel AgentTravel AgentTravel AgentTravel Agent: Sure, no problem madam. I can check for that information in our computer. Caroline: Great! I would like to leave in about 6 weeks, is that’s possible? Travel AgentTravel AgentTravel AgentTravel Agent: It shouldn’t be a problem, madam. There are three airlines that travel to Canada. You can fly with, Air Canada, American Air lines or Mexicana Airlines. Caroline: Which airline is the safest to fly? You know; I´m not crazy about flying. Travel AgentTravel AgentTravel AgentTravel Agent: They are all excellent airlines, madam, but I guess the safest would be between Mexicana Airlines and American Air. They both have excellent records. Caroline: Is there any difference in price? Travel AgentTravel AgentTravel AgentTravel Agent: You said you wanted to fly in about six weeks, right? Caroline: Yes, that´s right. Travel Agent:Travel Agent:Travel Agent:Travel Agent: Well, that would make it* the 10th of April, which is low season so Mexicana Airlines would be a little cheaper. Maybe about $100 dollars cheaper. Caroline: Wonderful! What is the fare with Mexicana Airlines? Travel Agent:Travel Agent:Travel Agent:Travel Agent: Economy would be $699 return*. Caroline: What a bargain*. Can I make a reservation now? Travel AgentTravel AgentTravel AgentTravel Agent : Certainly, Madam. Would you like to pay by cash or credit card? Caroline: Oh no! I only want to make a reservation. Could I pay next week? You see I get paid next week. Travel AgentTravel AgentTravel AgentTravel Agent: Yes, that´s fine. You have to pay for the ticket at least three weeks in advance for this fare. Which date would you like to leave, exactly? Caroline: I would like to leave on a Friday, the 8th of April, if possible. Travel AgentTravel AgentTravel AgentTravel Agent : Oh, I´m sorry Mexicana Airlines only flies on Saturdays and Tuesdays from Hermosillo to Montreal. Caroline: Okay, Saturday the 9th would be fine. Travel AgentTravel AgentTravel AgentTravel Agent : Great. May I have your first and last names please? Caroline: Yes, it´s Caroline Sinohui. Travel AgentTravel AgentTravel AgentTravel Agent : Is that C A R O L I N E S I N O H U I? Caroline: Yes, that´s right.

Travel AgentTravel AgentTravel AgentTravel Agent : Okay, Mrs. Sinohui. You are reserved on Mexicana Airlines flight 978 bound Mexico - Montreal at 9 a.m. on Saturday, April 9th, reservation no. KCS65691. Caroline: Thanks for helping me. Travel Agent:Travel Agent:Travel Agent:Travel Agent: Sure Ms. Sinohui. We at “EL CERRITO TRAVEL AGENCY” are more than glad to help. Enjoy your vacation.

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Activity 5 Act out the previous dialogue. In which situations you can see activities that may or may not take place in public, school or work. This is an example of a dialogue that takes place in another situation different from school, work or in public.

EVALUATIONEVALUATIONEVALUATIONEVALUATION Activity 5555 Product: Identifies how to properly use the modal verbs in a real dialogue and its

application in a communicative way. value:


Distinguishes the function of a modal verb

Reaffirms the use of modals and their main forms.

Uses the vocabulary and grammar references assertively according to communicative situations.


I MAKE PLANS AND PREDICTIONS.

Unidad de competencia Solicita e intercambia información referente a actividades y situación propias y de terceras personas en el futuro, de manera oral y escrita, en contextos sencillos de socialización y recreación o laboral.






86

Didactic sequence 1

Describing plans and activities

� Start up activities

Listen and repeat the following activities.

Pass the soundPass the soundPass the soundPass the sound Materials: none Procedure 1. All the students stand in a circle. 2. One person chooses a short, sharp sound, and then putting his/her hands together points to the person next to them and makes the sound. The next person puts their hands together, points to the person next to them and makes the sound. 3. Pass the sound around the whole circle. 4. Then tell the students they can change the direction of the sound by pointing to someone across the circle or sending the sound back to the person who gave it to them. 5. This game needs to be played at a fast speed.

87

BLOCK 4

Write the words and phrases in the box and repeat each Word of phrase.

Enunciate which of the activities from previous page you plan to do make or do next summer. ______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

88

Note:Note:Note:Note: In everyday speech (when people talks), 'going to'going to'going to'going to'''' is often shortened to ''''gonnagonnagonnagonna',',',', especially in American English.

There is no 'future tense' in English. The one which you will use more often in spoken English is 'going to', not 'will'. but you have to know that we use willwillwillwill for prediction when we have no real evidence: "It will rain tomorrow." (It's my feeling but I can't be sure.) We use going togoing togoing togoing to for prediction when there is some real evidence: "It's going to rain." (There's a big, black cloud in the sky and if it doesn't rain I'll be very

surprised.)

UseUseUseUse

1) planned actions in the future

We are going to sing at the party.

2) You are certain that sth. is going to happen in the future.

Look at this car! It is going to crash into the yellow one.

Signal wordsSignal wordsSignal wordsSignal words

no unambiguous ones

We use 'going to' when we want to talk about a plan for

the future.

I'm going to see him later today.

They're going to launch it next month.

We're going to have lunch first.

She's going to see what she can do.

I'm not going to talk for very long.

Notice that this plan does not does not does not does not have to behave to behave to behave to be for the near future.

When I retire I'm going to go back to Barbados to live.

In ten years time, I'm going to be boss of my own successful company.

Form

to be (am, are, is) + going to + infinitive

We use 'going to''going to''going to''going to' when we want to make a prediction based on evidence we can see now.

Look out! That cup is going to fall off.

Look at those black clouds. It's going to rain soon.

These figures are really bad. We're going to make a loss.

You look very tired. You're going to need to stop soon.

We can replace 'going to go' by 'going' using a contraction form of

the verb BE.

I'm going out later.

She's going to the exhibition tomorrow.

89

BLOCK 4

Activity 1 Based on your teacher’s explanation about the grammar of will create with your own words a graphic organizer or mental map about the same topic.

EVALUATIONEVALUATIONEVALUATIONEVALUATION Activity 1111 Product: Graphic organizer or mental map. value:


Reaffirms the forms and the use of future of the structure.

Develops in a correct way the use of the grammatical form.

Uses assertively the grammatical referents to create a communicative situation in the future.


90

�Development activities ListenListenListenListen and complete the sentences. 1. She is going to iron her father’s clothes. 2. __________________________________ wash my clothes.

3. __________________________________ go shopping.

4. __________________________________ get married.

5. __________________________________ play basketball.

6. __________________________________ play cards.

7. __________________________________ play football.

8. __________________________________ go to sky.

9. __________________________________ go fishing.

10. _________________________________ go swimming.

11. _________________________________ a birthday.

12. _________________________________ an anniversary.

Pay attention to the chart and with your teacher’s explanation and with his or her help grasp that making a verb form with “be going to”“be going to”“be going to”“be going to”, you first put “be”“be”“be”“be” into the correct form to agree with the subject, and then add “going to” + the “going to” + the “going to” + the “going to” + the simple form of the verbsimple form of the verbsimple form of the verbsimple form of the verb. Note also that the “be” form is often shortened. This table lists the main forms:

Subject Statement Question Negative I

I am going to study. I'm going to study.

Am I going to study? I am not going to study. I'm not going to study.

You You are going to study. You're going to study.

Are you going to study?

You are not going to study. You aren't going to study. You're not going to study.

He He is going to study. He's going to study.

Is he going to study? He is not going to study. He's not going to study. He isn't going to study.

She She is going to study. She's going to study.

Is she going to study? She is not going to study. She's not going to study. She isn't going to leave.

It

It is going to study. It's going to study.

Is it going to study? It is not going to leave. It's not going to leave. It isn't going to leave.

We We are going to study. We're going to study.

Are we going to study? We are not going to leave. We're not going to leave. We aren't going to leave.

They They are going to study.

They're going to study.

Are they going to study?

They are not going to leave. They're not going to leave. They aren't going to leave.

The meaning of “be going to” future forms “Be going to” is usually used when something is already planned or definite.

Look at the difference between these sentences: I'll make the supper tonight. (Making a decision/volunteering to do something.) I'm going to make the supper every Wednesday. (This is already planned and organized.)

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BLOCK 4

Now create your own paragraph according to a weekend in your life.

Right now, I am watching a movie. Tomorrow at this time, I (watch) _____________________________ TV as well. Tomorrow after school, I (go) _____________________________ to the beach. I am going on a dream vacation to Oaxaca. While my parents (do) _____________________________ paperwork and (talk) ____________________________ to annoying customers on the phone, so I (lie) ____________________________ on a sunny, tropical beach. Are you jealous? We (hide) _____________________________ when Tory arrives at her surprise party. As soon as she opens the door, we (jump) _____________________________ out and we (scream) _____________________________ "Surprise!" We work out at the fitness centre every day after work. If you come over while we (work) _____________________________ out, we will not be able to let you into the house. Just to be safe, we (leave) _____________________________ a key under the welcome mat so you will not have to wait outside. While you (study) _____________________________ at home, my friend Maribel (be) _____________________________ in class. When we get to the party, Sally and Doug (dance) ____________________________ with John and Mat and they (make) _____________________________ soft drinks, Sue and Frank (discuss) _____________________________ something controversial, and Mary (complain) _____________________________ about something unimportant. They are always doing the same things. They are so predictable.

Complete the text below using the appropriate “going to” and the verbs in parenthesis. Check your answers with a partner.

92

Team work: In teams of four ask your classmates questions about their plans. If the answer is YES, write your partner’s name on the line. If the answer is NO, ask another person in the team.

Check your plans for this weekend. Then read your sentences to your partners in the team and check your partner’s plans too.

Weekends plansWeekends plansWeekends plansWeekends plans YouYouYouYou Team’s partner.Team’s partner.Team’s partner.Team’s partner.

Yes No Yes No

1. I’m going to get up early this weekend. 2. I’m going to stay home this weekend. 3. I’m going to work this weekend. 4. I’m going to play a sport this weekend. 5. I’m going to do the shopping this weekend 6. I’m going to do the laundry this weekend.

Yes No Classmate

Questions 1) Are you going to take a vacation this

year? 2) Are you going to celebrate a birthday

this month? 3) Are you going to exercise on

Wednesday? 4) Are you going to clean your room

and the house this weekend? 5) Are you going to go to your friends

house this Saturday night? 6) Are you going to get up late on

Sunday morning? 7) Are you going to study for a test this

weekend? 8) Are you going to visit family of

friends? this weekend?

Now make a paragraph about you and your partner’s activities for the weekend.

93

BLOCK 4

Activity 2 Read the sentences and underline the correct choice to form a dialogue. Listen to the dialogue and write the correct order in the square provided. Practice 1. What ___ this weekend? a) you are going to doyou are going to doyou are going to doyou are going to do b) are you going to do c) your going to do

2. I'm not sure. ___ anything special? a) Are you going to do b) You are going to do c) Is going to do

3. My friend Marcela and I ___ a party. a) am going to b) are going to go to c) go to 4. I'd love to! ___? a) What's it going to be b) Who's go to be c) Where's it going to be 5. It is ___ to be at Rocco’s house. a) go b) going c) going to 6. What time ___ start? a) is it going to b) it's going to c) it 7. At 10 P.M. ___ invite? a) Who are you going to b) What you're going to c) When you going to 8. I don't know. I think ___ anyone. a) I'm going invite b) I'm not go invite c) I'm not going to invite

EVALUATIONEVALUATIONEVALUATIONEVALUATION Activity 2222 Product: Dialogue practice. value:


Knows vocabulary regarding plans for the weekend and distinguishes the use of future in its “going to”“going to”“going to”“going to” form.

Searches, identifies and understands general ideas in a short dialogue related to hers / his plans and third parties in the future.

Shows creativity in the drafting, preparation and presentation of a dialogue with openness to feedback.


Dialogue here.

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

Practice the dialogue with a partnerPractice the dialogue with a partnerPractice the dialogue with a partnerPractice the dialogue with a partner

94

Look at the pictures. Complete the sentences using be + going to. Use the expressions from the box.

Tonight Hector ____________________________________________

______

Tomorrow Martin ______________________________________________

______

Lucy____________________________________________________

Tomorrow Mickey ________________________________________________________

Ernestine_________________________________ the exam.

Next weekend they ______________________________________________________

Do homework Get up early Eat out Go out Read a book Sleep late Do laundry Go shopping Play volleyball Study Watch TV

95

BLOCK 4

Cristobal is ______________________ before going to bed sleep.

Tonight Hector ______________________________________________________

Tonight Víctor ______________________________________________________

Tonight Socorro ______________________________________________________

Tonight Alma ______________________________________________________

Tonight Diego __________________________________________________

96

� Closing activities Complete sentences about what you are going to do this weekend. Use be + going to and the verbs from the box,.

1.1.1.1.

2.2.2.2.

3.3.3.3.

4.4.4.4.

5.5.5.5.

6.6.6.6.

7.7.7.7.

8.8.8.8.

Look at the sentences. There are some underlined mistakes in them. Find and correct the mistakes.

Go dancing go running have a party do the laundry do the shopping go shopping play basket play soccer celebrate a birthday go to a party do homework study for a test vacuum visit friends.

1. We not going to win a trip to Europe next month.

2. The baby is no going to cry.

3. I going to catch the bus to Cobach.

4. They is going to enjoy the rainy day.

5. She are going to take a vacation to Chihuahua.

6. I am going do my study later.

97

BLOCK 4

Activity 3 In pairs, talk about these famous people and decide about their plans for the future. Write their plans in the next page and prepare a brief report for the class about them.

Lorena OchoaLorena OchoaLorena OchoaLorena Ochoa Michael PhelpsMichael PhelpsMichael PhelpsMichael Phelps Rafael MárquezRafael MárquezRafael MárquezRafael Márquez

ThaliaThaliaThaliaThalia Salma HayekSalma HayekSalma HayekSalma Hayek Eva LongoriaEva LongoriaEva LongoriaEva Longoria

Gael Gael Gael Gael GarcíaGarcíaGarcíaGarcía Alexander AchaAlexander AchaAlexander AchaAlexander Acha Enrique IglesiasEnrique IglesiasEnrique IglesiasEnrique Iglesias

98

EVALUATIONEVALUATIONEVALUATIONEVALUATION Activity 3333 Product: Report. value:


Reaffirms the forms and use of structures of the future given in class in a report.

Searches, identifies and understands general ideas concerning future plans.

Collaborates with his/her classmates in the activity in pairs. Displays creativity in writing and presenting the report.


Write plans here.

99

BLOCK 4

Activity 4 Walk around the classroom and ask your classmates these questions about their future plans. Try to find someone who answers yes to an item write that student’s name on the line. Examples: Are you going to change jobs? No, I’m not. (Continue to ask other students.) Are you going to change jobs? Yes, I am. (Write that student’s name on the line.) 1) Get married? ______________________________________________________________________________

2) Move? ___________________________________________________________________________________

3) Visit another country? ______________________________________________________________________

4) Buy a house? _____________________________________________________________________________

5) See a lawyer? _____________________________________________________________________________

6) Attend a wedding? _________________________________________________________________________

7) Change jobs? _____________________________________________________________________________

8) Take vacations? ___________________________________________________________________________

9) Start a business? __________________________________________________________________________

10) Graduate from COBACH? ___________________________________________________________________

EVALUATIONEVALUATIONEVALUATIONEVALUATION Activity 4444 Product: Written report. value:


Reaffirms the forms and use of structures of the future given in class in a written report.

Searches, identifies and understands general ideas concerning future plans.

Collaborates with his/her classmates in the activity. Displays creativity in writing and presenting the report.


Present a brief written report of your investigation to the class and your teacher.

Ex. Ana said that she is going to ….. and …… _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

100

Didactic sequence 2

Teenagers’ life and their future

� Start up activities Read these statistics about teenagers drug use in high school in the United States. Then discuss the questions. Percent (%) of high school seniors who think people risk harming themselves with drug use, 2000-2008

In 2007, 22% of all students in grades 9 through 12 reported someone has

offered, sold, or given them an illegal drug on school property. There is no

measurable change with the percentage of students who reported that drugs

are offered, sold, or given to them at school between 2003 and 2007. Males are

more likely than females to report that drugs are offered, sold, or given to them

on school property in each survey year between 1993 and 2007. In 2007, 26%

of males and 19% of females reported availability of drugs.

Here Are Some Facts About Teens & Drugs: In the United States, 13.2 million

students between the ages of twelve and seventeen become new users of

tobacco, alcohol and other drugs. And according to the Institute for Social

Research (ISR) at the University of Michigan, 50% of American children have

used illicit drugs by the time that they are seniors in high school. In another

recent study involving more than 50,000 high school students, ISR researchers

found that 77% had used alcohol, 54% had smoked cigarettes, and 51% had

used an illicit drug (including 46% who had used marijuana, 15% had used an

amphetamine and 11% had used inhalants).

(Source: BJS jointly with the U.S. Department of Education, Indicators of School Crime

and Safety, 2008, NCJ 226343, April 2009). (Statistics: Source: University of Michigan,

The Monitoring the Future, Press release: Various stimulant drugs show continuing

gradual declines among teens in 2008, most illicit drugs hold steady , University of

Michigan News and Information Services, December 11, 2008)

Year Marijuana

Cocaine

LSD Heroin

2000 58.3 86.2 75.9 89.2

2001 57.4 84.1 74.1 88.3

2002 53.0 84.5 73.9 88.5 2003 54.9 83.0 72.3 89.3

2004 54.6 82.2 70.2 86.8

2005 58.0 82.8 69.9 87.5

2006 57.9 84.6 69.3 89.7

2007 54.8 83.3 67.3 87.8

2008 51.7 80.7 63.6 86.4

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BLOCK 4

1. Are you surprised by any of these statistics?

2. How does this information compare with drug use in Sonora and Mexico?

3. What do you think this sequence is going to be about?

4. Why do you think is important to know about drugs abuse?

5. What are your predictions for the future in your city about the use of drugs?

102

�The future tense We use the future tense to talk about actions in the future, such as tomorrow, next week, next year, etc. there are two forms of the future in English BE + GOING TO and WILL both future forms talk about actions and plans in the future. In addition, will expresses promises and predictions. Source: http://www.impact-english.com/members/Grammar_Explanations/grammar-graphics/FutureSimple-Map1.GIF

Future time expressions. Tomorrow / next week / in a few minutes / soon / the day after tomorrow / next month / in an hour / later / next year / in a little while.

103

BLOCK 4

Activity 1 After your teacher’s explanations create your own mind map here for future tense WILL .

EVALUATIONEVALUATIONEVALUATIONEVALUATION Activity 1111 Product: Mind map. value:


Reaffirms the use of forms and use of the structure of future “will”“will”“will”“will”

Understands and drafts a mental map that includes the use of future “will”“will”“will”“will”

Shows his / her creativity in writing and presentation of a mental map of the future “will”“will”“will”“will”


104

�Development activities Listen to the dialogue and pay attention to the future forms on it.

Now answer these questions about the Now answer these questions about the Now answer these questions about the Now answer these questions about the dialogue.dialogue.dialogue.dialogue.

1. What do they think about the weather?

2. What does Marcela have to share?

3. What are Pablo and Marti going to do?

4. What does Janet offer to do?

5. How does Janet react to the news about the Italian

cousins?

6. What special plan is there?

7. Why does Marcela want a comedian?

8. Does Marcela know exactly how many people are

going to come?

9. If yes, how many. If not, why not?

10. How does Janet think people will react to the clown?

11. Is there a theme for the party?

Dialog Dialog Dialog Dialog ---- The PartyThe PartyThe PartyThe Party

MarcelaMarcelaMarcelaMarcela: What a horrible weather today. I'd love to go out, but I think it will just continue raining. JanetJanetJanetJanet: Well, I don't know. Maybe the sun will come out later this afternoon. MarcelaMarcelaMarcelaMarcela: I hope you're right. Listen, I'm going to have a party this Saturday. Would you like to come? JanetJanetJanetJanet: Oh, I'd love to come. Thank you for inviting me. Who's going to come to the party? MarcelaMarcelaMarcelaMarcela: Well, a good number of people haven't told me yet. But, for sure Pablo and Marti are going to help out with the cooking! JanetJanetJanetJanet: Hey, I'll help, too I love cooking! MarcelaMarcelaMarcelaMarcela: Really? Would you? That would be great! JanetJanetJanetJanet: I'll make lasagna! MarcelaMarcelaMarcelaMarcela: That sounds yummy! I know my Italian cousins are going to be there. I'm sure they'll love it. JanetJanetJanetJanet: Italians? Maybe I'll bake a cheese cake... MarcelaMarcelaMarcelaMarcela: No, no. They'll not like that. They'll absolutely love it. JanetJanetJanetJanet: Well, if you say so... Is there going be a theme for the party? MarcelaMarcelaMarcelaMarcela: No, I don't think so. It will be just an opportunity to get together and have fun. JanetJanetJanetJanet: I'm convinced it'll be lots of fun. MarcelaMarcelaMarcelaMarcela: But I'm going to hire a comedian! JanetJanetJanetJanet: A comedian! You're kidding me. MarcelaMarcelaMarcelaMarcela: No, no. As a teenager, I always wanted a comedian in a party. Now, I'm going to have a comedian at my own party. JanetJanetJanetJanet: Excellent! I'm sure everyone will have a good laugh. MarcelaMarcelaMarcelaMarcela: That's the plan my dear friend; that’s the plan!

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BLOCK 4

It is now your time for your personal answers for the questions 1) Write about your work or study plans for future.

__________________________________________________________________________________________

2) What important event do you think will happen soon?

__________________________________________________________________________________________

3) Your friend needs some help with some homework. What do you say?

__________________________________________________________________________________________

4) Tell me about your plans for this coming weekend.

__________________________________________________________________________________________

5) Complete these sentence: If I don't understand this exercise ...

__________________________________________________________________________________________

6) What do you think future English lessons will be about?

__________________________________________________________________________________________

Let’s make an analysis. Discuss with a partner and check ( ) if you (A) agree or (D) disagree with the sentences.

A D There will be a catastrophic nuclear war by 2060.

A D People will live on the moon in 2060.

A D Cloning will be a normal occurrence in the future.

A D Cash will disappear by 2020.

A D People won’t eat solid food after 2050.

A D We will live off tablets and pills in 2050.

A D Most families will have a robot to help with the household chores in 2012.

A D All people will speak in English in 2050.

A D AIDS will be eradicated by 2010.

Come up with your own ideas of the future.

Write your own sentences here.

1.

2.

3.

4.

5.

6.

106

Activity 2 Pair work Use your imagination! Workings in pairs create a dialogue about your and your classmates’ plans for the future based on the previous dialogue and your personal answers. Act out the Dialogue in class.

EVALUATIONEVALUATIONEVALUATIONEVALUATION Activity 2222 Product: Dialogue act out value:


Knows the vocabulary on time expressions related to future tense.

Practices and perfects the pronunciation of the dialogue box that contains plans for the future.

Collaborates with his / her classmates on the team activity with a purposeful and empathic attitude.


107

BLOCK 4


List down five things you will do and five things you won’t do tomorrow

1

2

3

4

5

1

2

3

4

5

Complete the phrases with the options in the box. Voluntary actions

I’ll help you I’ll do it. I’ll get it.

The phone rings. You say _____________________________________________________________________________________________. Your uncle is in trouble. You say _____________________________________________________________________________________________ The teacher comes to class and needs someone to clean the board. You say _____________________________________________________________________________________________.

1. What will you do if there is a new rule that says that Cobach Students must wear their school uniforms at home until bedtime? 2. What will your parents say if you tell them you don’t want to go to school anymore?

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Activity 3 Let’s make an interesting activity that most of you will enjoy. We are going to divide the class in groups of three to five. The idea is to create a RADIO SHOW. Each team should talk about a subject. For instance, you can read the news of the day (from a newspaper or invented by yourselves), talk about a sports match, give the weather forecast, report on a movie or a book, read a poetry or make an interview to another student (pretending to be someone important). It is important to have in mind that the show must not last more than five minutes. Your teacher can chose to record on tape the whole activity and make the class hear them to correct your own mistakes.

EVALUATIONEVALUATIONEVALUATIONEVALUATION Activity 3333 Product: Radio show value:


Reaffirms the forms and the use of structures of the future “will” and “going to”

Requests and exchanges through oral and written information, plans and predictions related to the future in simple conversations.

Shows his / her creativity in writing and presentation of the dialogues, with openness to feedback from them.


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BLOCK 4

Didactic sequence 3

Will vs going to

� Start up activity Write two sentences about each picture. Use future tense with be + going to or will Example: He had an accident. But she is ______________________________ ____________________________

going to hospital now. ______________________________ ____________________________

He will feel better soon. ______________________________ ____________________________

____________________________ _____________________________ ____________________________

_____________________________ _____________________________ ____________________________

_____________________________ _____________________________ ____________________________

____________________________ _____________________________ ____________________________

_____________________________ _____________________________ ____________________________

_____________________________ _____________________________ ____________________________

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Read the differences between willwillwillwill and going togoing togoing togoing to. Resource centre / English grammar / Will and going to

Will and going to are the two most common ways of expressing the future.

While they are similar in many aspects, there are three differences:

Predictions expressed by "going to" are based on what's happening at the

present moment.

1) Predictions

Predictions expressed by "will" are based on your intuition and experience.

2)

"Going to" usually refers to the near future. While will

doesn't refer to any specific moment (it may sometimes concern very far future).

3) Intention

This is a subtle difference but it is noticable: if

someone uses the "going to" form, the person is often talking about his or her

intentions. In other words, there is an ephasis on the

intention of doing something.

AffirmativeAffirmativeAffirmativeAffirmative I will travel You will travel He/she/it will travel We will travel You will travel (pl.) They will travel

NegativeNegativeNegativeNegative I will not travel You will not travel He/she/it will not travel We will not travel You will not travel They will not travel

QuestionQuestionQuestionQuestion Will I travel? Will you travel? Will he/she/it travel? Will we travel? Will you travel? Will they travel?

AffirmativeAffirmativeAffirmativeAffirmative I am going to travel You are going to travel He/she/it is going to travel We are going to travel You are going to travel They are going to travel

NegativeNegativeNegativeNegative I am not going to travel You are not going to travel He/she/it is not going to travel We are not going to travel You are not going to travel They are not going to travel

QuestionQuestionQuestionQuestion Am I going to travel? Are you going to travel? Is he/she/it going to travel? Are we going to travel? Are you going to travel? Are they going to travel?

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BLOCK 4

Functions and examples Functions and examples Functions and examples Functions and examples ---- going togoing togoing togoing to 1. We use 'going to' for plans or decisions made before speaking. Is John coming home soon? - Yes, I'm going to meet him at the airport tomorrow. I'm going to watch TV in a minute, because my favorite program is on. 2. We use 'going to' to predict the future based on present evidence. Look at the sky. It's going to rain soon. Germany have just scored. England are going to lose again.

Functions and examples Functions and examples Functions and examples Functions and examples ---- willwillwillwill

1. We use 'will' to give or ask for information or facts about the future.

Her parents will be here in about an hour. All her friends will come to her wedding.

2. We use 'will' for plans or decisions made at the time of

speaking. "We need some paper for the photocopier." "Okay, I'll go

and get some." "What would you like to eat?" "I'll have a pizza please."

3. We use 'will' to predict the future.

I think it will rain tomorrow. Al Pacino will win the award for Best Actor. Do you think Brazil will win the World Cup?

4. We use 'will' to predict the present. Don't phone her now, she'll be busy.

5. We use 'will' to offer to do something. I'll take you to the airport tomorrow.

That suitcase looks heavy, I'll carry it for you.

6. We use 'will' to agree to do something. Okay, I'll come with you

7. We use 'will' to promise to do something.

I promise I won't tell anyone you broke the window

8. We use 'will' to make requests (or give orders). Will you open the door for me please?

Will you marry me? Will you shut up please?

9. We use 'will' to refuse to do something or talk about

refusals. No, I won't cook your dinner, you can cook it yourself.

I've asked him but he won't do it.

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Activity 1 Explain the differences among will and going to using examples. Choose a production (oral, mapping, creative report, etc.

EVALUATIONEVALUATIONEVALUATIONEVALUATION Activity 1111 Product: Mind map, oral or creative report. value:


Reaffirms the use of forms and structures of the future with “be “be “be “be going to”going to”going to”going to” and “will”“will”“will”“will” to express future plans and predictions.

Describes product features and project plans. Recognizes important facts about the future.

Uses assertively vocabulary and grammar related to the communicative situation he or she faces.


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BLOCK 4

�Development activities Complete the question and then use the words below to make appropriate sentence Use Going to or Future tense will: Where are you going tonight? I will go to the movie theater and then I am going out for a snack. Q. Where are you going?_________________________ Tomorrow / marketplace / and cinema A. Tomorrow I am going to the marketplace and cinema. 1. Where _______________________________________? Next / Friday / school and my friend’s house. A. ___________________________________________________________________________________________ 2. Where _______________________________________? Next month / holiday / to Hermosillo and Ricky Point. A. ___________________________________________________________________________________________ 3. Where _______________________________________? Next year / Hermosillo / study University. A. I __________________________________________________________________________________________ 4. Where _______________________________________? 1 hour ago / Hair cut and massage. A. I __________________________________________________________________________________________ Complete the sentences choosing the correct option, then organize the sentences and complete a dialogue ( ) 1. Olivia and Marcela ____________________(buy) tickets for the Mexican Festival. a) going to buy b) are going to buy c) are going buy ( ) 2. _________________________________________ (go) to the Teresa’s fiesta next weekend? a) Are you going to go b) Are going you to go c) You are going to go ( ) 3. I would love to go but I _______________ ( be- negative) in Alamos next weekend. a) am going not to be b) not going to be c) am not going to be ( ) 4. Let's hope that Teresa __________( like) her birthday present tomorrow. I don't think she owns a red shirt. a) going to like b) is going to like c) are going to like ( ) 5. She _________________( like- negative) it. She told me he dislikes red. Take it back to the store. a) is definitely not like it b) going definitely not like it c) is definitely not going to like it ( ) 6. Well, so much for the effort! I _____________( exchange) it for a plain, old, blue one later today. a) am going to exchange b) am going exchange c) is going to exchange Act out previous dialogue in class.

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Complete these sentences with the option that best completes the idea. 1. What are your plans for next week? I ______ to fly to New York on business. Probably on Tuesday but I haven't bought my ticket yet. a) 'll b) 'm going to 2. What are your plans for the holidays? I ______ visit my parents for a few days and then go walking in Scotland. a) 'll b) 'm going to 3. Why are you wearing your best suit? I ______ have lunch with my biggest customer. a) 'll b) 'm going to 4. Do you want to have the chicken or the beef? I think ______ have the beef. a) 'll b) 'm going to 5. My head hurts. Sit down and I ______ get you an aspirin. a) 'll b) 'm going to 6. We need some more ink for the printer. I ______ go to the shop and get some. a) 'll b) 'm going to 7. Look! There's smoke coming out of the photocopier. You turn it off and I ______ phone the safety officer a) 'll b) 'm going to 8. I cannot see how to use this spreadsheet. Don't worry. I ______ help you. a) 'll b) 'm going to 9. I need to speak to you today. I'm going out now but I ______ be back later. a) 'll b) 'm going to 10. Did you phone Michael? I'm sorry. I completely forgot. I ______ do it now. a) 'll b) 'm going to

Put in the verbs in parenthesis into the line. Use will-future or going to-future. Example: I hope, that the sun ________ tomorrow. (to shine) Answer: I hope, that the sun will shine tomorrow. 1) Pancho ____________________________________ 15 next Wednesday. (to be)

2) They ____________________________________ a new computer. (to get)

3) I think, my mother ____________________________________ this CD. (to like)

4) Paulina's sister ____________________________________ a baby. (to have)

5) They ____________________________________ at about 4 in the afternoon. (to arrive)

6) Just a moment. I ____________________________________ you with the bags. (to help)

7) In 2020 people ____________________________________ more hybrid cars. (to buy)

8) Marcela ____________________________________ a party next week. (to throw)

9) We ____________________________________ to Phoenix in June. (to fly)

10) Look at the clouds! It ____________________________________ soon. (to rain)

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BLOCK 4


Fill in all the lines, use "be going to" or "will" for the Future. 1. What do you want to do when you leave school? - I _______________________________________________ (be) a dancer. 2. Do you have any plans for the weekend? - Well, we _______________________________________________ (see) a movie on Saturday night. 3. I think the house is on fire! - I __________________________________________________________________ (phone) the fire department. 4. I'll get the sugar from the cabinet! - Watch out! You _______________________________________________ (hit) your head on the door. 5. Didn't you finish those exercises from the book? - No, I ____________________________________________ (stay) late and finish them. 6. (you/have) ______________________________________________________ another cake? - No, thank you. I've already had two. 7. Do you want to go with me to the restaurant this afternoon? - I can't. I _______________________________ (visit) my grandparents. 8. This package is very heavy! - Don't worry. I ______________________________________________________ (carry) it for you. 9. Did you buy a birthday present for Sally? - Yes, I _________________________________________________ (give) her a bottle of perfume. 10. Don't forget to take an umbrella: the weather forecast says that we have to expect it __________________ (rain) later. 11. Look at those black clouds in the sky! It __________________________________________________ (rain). 12. I've lost my marker. - I _______________________________________________________________________ (give) you one of mine. 13. Do you want to borrow my camera? - Thanks. I _________________________________________________ (bring) it back tonight. 14. What (you/do) tonight? - Well, I __________________________________________________ (not/do) anything special. Why? 15. It's my 26th birthday in April. ______________________________________________________ (You/have) a party? I haven't decided yet.

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Activity 2 Using the words in parentheses, complete the dialogues below with will or going towill or going towill or going towill or going to in order to give sense to the one you think is the appropriate. 1. Miriam:Miriam:Miriam:Miriam: Do you think the Red template or the Purple template ___________________________ (win) the next election? Janie: I think the Red template __________________________________(win) the next election. Joel: No way! The Purple template __________________________________ (win) their candidate for President is Rosy and she is very intelligent. 2. Sandra:Sandra:Sandra:Sandra: We __________________________________(go) camping this weekend. Would you like to come along? Samuel: That sounds great, but I don't have a sleeping bag. Sandra: No problem. I(lend) _____________________________ you one. My family has tons of camping gear. 3. Bernie:Bernie:Bernie:Bernie: I (buy) __________________________________ a new house this weekend, but I'm a little worried because I don't really know much about houses. I'm afraid the salesman (try) __________________________________ to take advantage of me when he sees how little I know. Daniel: I used to work for a Realtor’s office in high school and I know a lot about selling homes. I (go) __________________________________ with you to make sure you are not annoyed by the seller. 4. Nydia:Nydia:Nydia:Nydia: Francisco and I (visit) __________________________________ Caborca next summer. Have you ever been there? Marcela: Part of my family lives in Caborca! I (give) __________________________________ you my parents' phone number. When you get to Caborca, just call them and they (give) __________________________________ you a little tour of the town. They can show you some of the sights that most tourists never see. 5. Lulu:Lulu:Lulu:Lulu: Can you see my future in the crystal ball? What (happen) __________________________________ next year? Fortune Teller: You (meet) __________________________________ a guy from the United States, I don't know, New York or maybe Boston. You (marry) __________________________________ that mystery gentleman. Lulu: Forget the man! I want to know if I (get) __________________________________ a new job. Fortune Teller: That my friend is a problem that you (solve) __________________________________ by next week. Now listen carefully to the dialogues. Check your answers and correct the ones that need to be corrected.

EVALUATIONEVALUATIONEVALUATIONEVALUATION Activity 2222 Product: Exercise. value:



Describes exercise features and plans. Recognizes by listening correction of dialogues important facts about the future.

Uses vocabulary and grammar related to the dialogues assertively.


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BLOCK 4

Activity 3 Fill in the chart with the words and phrases you learned in this unit.

EVALUATIONEVALUATIONEVALUATIONEVALUATION Activity 3333 Product: Plans Paragraph value:



Understands and writes a simple paragraph containing basic ideas of the didactic sequence. Recognizes vocabulary and data used in the sequence.

Uses vocabulary and grammar related to the sequence assertively.


Write a paragraph describing your plans when you finish this semester of school.

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Bibliography Colegio de Bachilleres del Estado de Sonora. Reforma Integral a Educación Media Superior. Barbara H. Foley and Elizabeth R. Neblett. English In Action III Student’s book / workbook. Heinle Cengage Learning. Boston Ma. 2003. Betty Schrampfer Azar. Understanding and Using English Grammar. Third Ed. Blue Book. Prentice Hall Regents Upper Saddle River, New Jersey 1998. Virginia Evans and Jenny Dooley Click on America Student’s Book 2 Express Publishing. 2007. Gaudelia Matias Silva Opening 3 Student’s Book Book Mart. 2008. Beth Witten Premier English 4 Book Mart. 2008. Manuel Luna and Adriana del Paso. Rally 3 Student’s Book Ed.MacMillan de Mexico, S.A. de C. V. Mexico D.F. 2004-2005 Llanas Angela, Williams Libby, Rollers Mickey, Sturtevant Jane.

Style Resource Book 2 & 3 .

Macmillan Education.

Oxfordshire, Oxford, England.

2009.

Anna Ingrid & Peterson Crews. Ingles 2 (4 habilidades) Colección Innovación Educativa. Coyoacán, México. D.F. 2004. Argudin, Yolanda. Educacion Basada en Competencias. Nociones y antecedentes. Editorial Trillas. Mexico D.F. 2006.

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Catalano, Ana Maria.

Diseño curricular basado en normas de competencias laboral: conceptos y orientaciones metodológicas. Banco Interamericano de Desarrollo. Buenos Aires, Argentina. 2004. Dirección General de Educacion Tecnologica Industrial (DGETI) Compendio de Secuencias Didácticas. Primera edición Mexico D.F. 2005. Miguel Diaz, Mario de. Modalidades de enseñanza centradas en el desarrollo de competencias orientaciones para promover el cambio metodológico en el espacio europeo de educación superior. Ediciones Universidad de Oviedo. Oviedo, España. 2006.