lengua_adicional_al_español_2-2016
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COLEGIO DE BACHILLERES DELESTADO DE BAJA CALIFORNIA
LENGUA ADICIONAL AL ESPAÑOL II
Primera Edición versión en español, febrero de 2011
Diseñado por: Lic. Elizabeth Rosas Mata Lic. Ofelia Yáñez Navarro Lic. Miriam Rodríguez Garayzar Lic. Sara León Soto
Segunda Edición versión en inglés, febrero de 2014
Traducción a cargo de: Lic. Elizabeth Rosas Mata Revisado por: Lic. Aldo Salazar Medina Lic. Martha Lorena Reyes Guerra
Lic. Susana González Casillas
Tercera Edición
Cuarta Edición, febrero de 2016
, febrero 2015
Actualizado por: Lic. Sara León Soto Lic. Melecia Avilez Urías
En la realización del presente material, participaron:
JEFA DEL DEPARTAMENTO DE ACTIVIDADES EDUCATIVAS Teresa López Pérez
EDICIÓN, FEBRERO DE 2016 Gerardo Enríquez Niebla Diana Castillo Ceceña
La presente edición es propiedad del Colegio de Bachilleres del Estado deBaja California.Prohibida la reproducción total o parcial de esta obra.
Este material fue elaborado bajo la coordinación y supervisión de laDirección de Planeación Académica del Colegio de Bachilleres del Estado de Baja California.Blvd. Anáhuac #936, Centro Cívico, Mexicali, B.C., México.www.cobachbc.edu.mx
MARIO GERARDO HERRERA ZÁRATE
HÉCTOR RIVERA VALENZUELA
OMAR VÉLEZ MUÑOZ
Secretario de Educación y Bienestar Social del Estado de Baja California
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PRESENTACIÓN
COMPETENCIAS GENÉRICAS QUE EXPRESAN EL PERFIL DEL EGRESADO
COMPETENCIAS DISCIPLINARES BÁSICAS DEL CAMPO DE COMUNICACIÓN
BLOCK I: COMPARE PEOPLE, OBJECTS AND PLACES.........................................2
BLOCK II: TELL IMPORTANT MOMENTS OF THE PAST........................................ 40
BLOCK III: FOLLOW INSTRUCTIONS AND UNDERSTANDREGULATIONS……………………………………………….......……………78
BLOCK IV: PLANS FOR THE FUTURE ...................................................................108
Í N D I C E
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PRESENTACIÓN
En el marco de la Reforma Integral de la Educación Media Superior, Colegio de Bachilleres
del Estado de Baja California (CBBC), se ha propuesto la meta de formar y consolidar el perl
de egreso en el bachiller, poniendo a disposición del alumno los elementos necesarios que le
permitan crecer y desarrollar conocimientos, habilidades, actitudes y valores para poder enfrentar
los retos de un mundo globalizado, vertiginoso, competitivo y complejo. Por tanto, es importante
que el proceso educativo implemente estrategias que contemplen actividades de aprendizaje en
diversos contextos y escenarios reales, donde el estudiante con creatividad, habilidad y destreza
sepa desarrollar, movilizar y transferir las competencias adquiridas.
En virtud de lograr lo anterior y consciente de la dicultad para que el alumnado tenga acceso
a una bibliografía adecuada, pertinente y ecaz con el entorno socio-económico actual, el CBBC
brinda la oportunidad a los estudiantes de contar con materiales didácticos para el óptimo
desarrollo de los programas de estudio de las asignaturas que comprende el Plan de Estudios
Vigente. Cabe subrayar que, dichos materiales son producto de la participación de docentes de
la Institución, en los cuales han manifestado su experiencia, conocimientos y compromiso en pro
de la formación de los jóvenes bachilleres.
Los materiales didácticos se dividen en dos modalidades: Guía de Actividades del Alumno
para el Desarrollo de Competencias, dirigida a las asignaturas de los Componentes de Formación
Básica y Propedéutica, y Guía de Aprendizaje; para las capacitaciones del Componente de
Formación para el Trabajo. Cabe señalar que, los materiales se encuentran en un proceso
permanente de revisión y actualización por parte de los diferentes equipos docentes así como
del equipo editorial. Las guías se pueden consultar en la página Web del CBBC: www.cobachbc.
edu.mx en la sección alumnos / material didáctico.
Es necesario, hacer énfasis que la guía no debe ser tomada como la única herramienta de
trabajo y fuente de investigación, ya que es imprescindible que los estudiantes lleven a cabo untrabajo de consulta en otras fuentes bibliográcas impresas y electrónicas, material audiovisual,
páginas Web, bases de datos, entre otros recursos didácticos que apoyen su formación y
aprendizaje.
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COMPETENCIAS GENÉRICAS QUE EXPRESANEL PERFIL DEL EGRESADO
Se autodetermina y cuida de sí
1. Se conoce y valora a sí mismo y aborda problemas y retos teniendo en cuenta los
objetivos que persigue
2. Es sensible al arte y participa en la apreciación e interpretación de sus expresiones en
distintos géneros
3. Elige y practica estilos de vida saludables
Se expresa y se comunica
4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la
utilización de medios, códigos y herramientas apropiados
Piensa crítica y reexivamente
5. Desarrolla innovaciones y propone soluciones a problemas a partir de métodos
establecidos
6. Sustenta una postura personal sobre temas de interés y relevancia general, considerando
otros puntos de vista de manera crítica y refexiva
Aprende de forma autónoma
7. Aprende por iniciativa e interés propio a lo largo de la vida
Trabaja en forma colaborativa
8. Participa y colabora de manera efectiva en equipos diversos
Participa con responsabilidad en la sociedad
9. Participa con una conciencia cívica y ética en la vida de su comunidad, región, México
y el mundo
10. Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de creencias,
valores, ideas y prácticas sociales
11. Contribuye al desarrollo sustentable de manera crítica, con acciones responsables
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COMPETENCIAS DISCIPLINARES BÁSICAS DEL CAMPO DE
COMUNICACIÓN
1. Identifca, ordena e interpreta las ideas, datos y conceptos explícitos e implícitos en un
texto, considerando el contexto en el que se generó y en el que se recibe.
2. Evalúa un texto mediante la comparación de un contenido con el de otros, en función
de sus conocimientos previos y nuevos.
3. Plantea supuestos sobre los fenómenos naturales y culturalesde su entorno con base
en la consulta de diversas fuentes.
4. Produce textos con base en el uso normativo de la lengua, considerando la intención y
situación comunicativa.
5. Expresa ideas y conceptos en composiciones coherentes y creativas, con introducciones,
desarrollo y conclusiones claras.
6. Argumenta un punto de vista en público de manera precisa, coherente y creativa.
7. Valora y describe el papel del arte, la literatura y los medios de comunicación en la
recreación o la transformación de una cultura, teniendo en cuenta los propósitos
comunicativos de distintos géneros.
8. Valora el pensamiento lógico en el proceso comunicativo en su vida cotidiana y
académica.
9. Analiza y compara el origen, desarrollo y diversidad de los sistemas y medios de
comunicación.
10. Identifca e interpreta la idea general y posible desarrollo de un mensaje oral o escrito
en una segunda lengua, recurriendo a conocimientos previos, elementos no verbales
y contexto cultural.
11. Se comunica en una lengua extranjera mediante un discurso lógico, oral o escrito,
congruente con la situación comunicativa.
12. Utiliza las Tecnologías de la Información y Comunicación para investigar, resolver
problemas, producir materiales y transmitir información.
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BLOCK IBLOCK I
COMPARE PEOPLE,
OBJECTS AND
PLACES
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Lengua Adicional al Español II
COMPARE PEOPLE, OBJETS AND PLACES2
Block description:
The main aim in this rst block is to give you the language, knowledge and basic skills that are ne-
cessary to identify and compare people, objects and places interchanging information in an oral and
written format about: physical, temper, ethnic and cultural characteristics. This knowledge will allow
you to describe yourself, other people and places in a communicative context.
Performance to be demonstrated:
• Identies cultural aspects in a simple text. Identies objects, people and places in a short text.
• Asks and interchanges information in an oral and written form to compare people and places,
according to the communicative intention.
• Uses grammar structures to compare in a communicative situation.
Competences to be developed:
• Identies and interprets the general idea and possible development of an oral or written mes-
sage in a foreign language, about the characteristics of people, objects and places. Evaluates
a text comparing its content with others, depending on their previous and new knowledge.
• Communicates in a foreign language through a logical discourse, in an oral or written format
to compare men women, objects and places.
• Assumes that respect for differences is the principle of integration and coexistence in local,national and international contexts, to make comparisons between people, objects and pla-
ces.
• Learns in an autonomous way using technologies of information and communication to obtain
data about the grammatical structures of the comparative forms, cultural aspects, people and
countries.
Learning objects:
1. Physical characteristics of people, objects and places.
2. Temper characteristics.
3. Adjectives
4. Comparative
5. Superlative
6. Equality
LAE II BLOCK I.- Compare people, objects and places.
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Formación Básica / Semestre 2
BLOCK I
ACTIVITY 1 A NEW SEMESTER..
Objective: Diagnostic Evaluation
Opening activity: What do you remember from last semester? What would you like to
learn? Do you know how you will be evaluated this semester?
I. Listen to the class, and take notes about your teacher’s name, the classroom rules, th
evaluation and content of the subject.
Seems outgoing Is wearing a
necklace
Seems
Smart
Annie
Has long hair Seems happy
Is tall Loves to dance Has straight
hair.
Chats more
than 2 hours a
day
Has big brown
eyes.
Has curly hair Is wearing
More than three
bracelets
Is wearing glas-
ses
Looks sleepy. Is thin
Is shy Has short hair Sleeps with a
Teddy bear
Seems friendly Likes English
class
“AUTHOGRAPH BINGO”
II. Prepare with a pen to get the signatures from your classmates to complete the “Autograph Bin
go” (see example), then, walk around the classroom and fnd someone who has the characteristic
for each space. (a person can only sign your sheet once), check the example.
III. Comment on the icebreaker experience (comment about the facts you found about you
peers: name, how they felt).
IV. Answer a diagnostic test that may be checked in class by exchanging it with a partner.
ACTIVITY 2DESCRIBING MYSELF
Objective: Identify adjectives
Opening activity: Imagine you are at a job interview, your employer asks you to describe
yourself, (you want to describe your positive characteristics) how would.
I. Brainstorm positive characteristics; Make a list of adjectives on your notebook.
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COMPARE PEOPLE, OBJETS AND PLACES4
II. Scan the text and underline the words that are used to describe characteristics.
Hi, I am Susan Smith; I am a very determined and highly motivated person.
I do take my job seriously but I am able to see things in perspective andbelieve I am quite easy-going to work with. I am an optimist rather than
a pessimist – but I am also a realist and I cope well when the going gets
tough; I am very good at nding solutions to problems. Above all, I would
say I am a positive and enthusiastic person – and I relish a challenge.
*Adapted from http://www.cvcentre.co.uk/classic-interview-questions-and-
answers-1.htm
III. Underline the words that describe you:
Hi, Iam Shannon, Iam 16 years old.
I am a short and chubby person.
I have straight orange hair.
I have big blue eyes. I am a very imaginative and sociable person.
I enjoy helping people, I like being generous, and I feel
Physical Personality-character
Age Height Weight Hair Eyes ImaginativeReliable
Condent
Adventurous
Reserved
Kind
Introverted Adaptable
Friendly
Sociable
Determined
Talkative
MotivatedEasy-going
Optimist
Pessimist
Generous
Quiet
Funny
Young
Old
Elder
Tall
Short
Average-
height
Thin
Chubby
In- good-
shape
Fat
Long
Short
Curly
Straight
Black
Blonde
Brown
Big
Small
Brown
Black
Blue
Green
Hi, I am____________________________, I am ________ years old
I am __________________________________________________
I have ________________________________________________
I have ________________________________________________
I have ________________________________________________
I enjoy ________________________________________________
Other characteristics: ____________________________________
IV. Look at the following description:
V. Describe yourself:
Lengua Adicional al Español II
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Formación Básica / Semestre 2
BLOCK I
ACTIVITY 3MY BEST FRIEND
Objective: Describe a friend
Opening activity: What characteristics are important for you about a friend?
How would you describe your best friend?
I. Look at the following characteristics and add three more to the list.
Honest Reliable Direct Talkative Trus-
tworthy Enthusiastic Positive Optimistic
Unique Fun Interesting Good-listener
Happy Sad Excited Supportive Loyalty
Sensitivity Generous
II. Team work; order the 4 most important characteristics about a friend.
1.___________________,2.___________________,3._______________, 4.___________________
III. Team work: write the names of your friends and mark the characteristics they have,
follow the example.
PERSONALITY HAIR EYES
Name Short Long Blond Black Big Small Brown Green
Diane Funny, Sociable
IV. Describe your classmates. Follow the example.
1. Diane is a very funny and sociable person, she has short blond hair and big green eyes
2.
3.
4.
5.
6.
7.
8.
9
10.
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COMPARE PEOPLE, OBJETS AND PLACES6
ACTIVITY 4MY FAVORITE SINGER
Objective: as______as Introduction
Opening activity:Who are your two favorite singers? Do you know who Rihanna andBeyoncé are?
Images adapted from: http://healthyceleb.com/rihanna-height-weight-body-statistics/498
http://www.imdb.com/name/nm0000329/bio?ref_=nm_ov_bio_sm
II. Identify similarities and differences, use adjectives from the box.
Tall Young Funny Strong Old Heavy Famous Pretty Handsome Good singer
Good actor In good shape Fast Talented Thin Fat Big Small
SIMILAR DIFFERENT
1. Beyoncé is as famous as Jackie Chan
2. Rihanna has __________ hair ________________
3. ______________ good singer _______________
4. ________eyes are as brown ________________
5. ________is ______ pretty ___________________
6. _______________________________________
_______________________________________
7. _______________________________________
8. _______________________________________
9. _______________________________________
10. _______________________________________
1. Jackie Chan is not as young as Beyoncé
2. ___________ is not as heavy as_____________
3. ___________ is not as tall as________________
4. _________eyes are not _____ green_________
5. _______________________________________
6. _______________________________________
7. _______________________________________
8. _______________________________________
9. _______________________________________
10. ______________________________________
I. Look at the images and identify the main characteristics.
Rihanna
BEYONCE
Age: 33 years old
Height: 1.69 cm
Occupation: Singer, son-
gwrite, actress.
Hair color: Dark brown
Hair lenght: Long curly
Weight: 61 KGEyes: Brown
RIHANNA
Age: 26 years old
Height: 1.73 cm
Occupation: Singer,
songwrite.
Hair color: Dark
Hair lenght: Short straight
Weight: 57 KGEyes: Green
JACKIE CHAN
Age: 60 years old
Height: 1.74 cm
Occupation: Film actor,
martial arts expert,
director, producer.
Hair color: Dark
Hair lenght: Short straight
Weight: 75 KG
Eyes: Brown
Lengua Adicional al Español II
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Formación Básica / Semestre 2
BLOCK I
ACTIVITY 5MY FAVORITE SINGER
Objective: as______as practice
Opening activity:Who are your two favorite singers or bands? What do they have in
common? Can you identify differences?
I. Write the names of your favorite singers, bands or songs.
My favorite singers are:Juanes, Shakira, ____________, ___________,
___________, _____________, _____________.My favorite songs are:_________________
_________________, _____________________
My favorite bands are:Nirvana,______________,_________________
____________, _____________, ____________.My favorite songs are:___________________
________________, ______________________
II. Team work describe your favorite singers, bands or songs using as many adjectives as you can.
Example:Shakira: in good shape, long curly hair, big eyes,pretty.Juanes: Tall, thin, strong, handsome.
______________________________________ ______________________________________ ______________________________________ ______________________________________
Example:Nirvana: Popular, rockers, famous,My favorite song is: romantic, funny, rhythmic.
______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________
III. What do your favorite singers, bands or songs have in common?
Similar
1. Shakira is as famous as Juanes. My favorite song is as romantic as my friend’s song.
2.
3.
4.
5.
6.
IV. What are the main differences you can nd about your singers, bands or songs?
Different
1. Shakira is not as thin as Juanes. Nirvana isn’t as modern as Juanes
2.
3.
4.
5.
6.
V. Interview your classmates
1. Is your favorite singer as pretty as Shakira? Yes, she is/ No, she is not.
2. Is your favorite band as good as __________? ___________they___________________.
3. Is your favorite song as ___________ as _____________?_________ it______________.
4. Is your favorite singer as _______ as _______? ______
Images adapted from: http://healthyceleb.com/rihanna-height-weight-body-statistics/498
http://www.imdb.com/name/nm0000329/bio?ref_=nm_ov _ bio_sm
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COMPARE PEOPLE, OBJETS AND PLACES8
ACTIVITY 6MUSIC AND FEELINGS
Objective: Reading Comprehension
Opening activity: Do you like to listen to music? Which is your favorite genre of music? Howdo you feel when you hear your favorite music? Do you think there is a relation between
music and the way you feel?
I. Read the following text and circle unknown words:
“Music impacts helps our emotions” Music unquestionably affects our emotions. We tend to listen to music
that reects our mood. When we are happy, we may listen to upbeat music; when we are sad we may listen to
slower, moving songs; when we are angry we may listen to darker music with heavy guitar, drums, and vocals
that reect our level of anger. We may not know why we prefer the artists we listen to, except to say that we
resonate with or feel the music, or just that they write songs we like. But we can learn a lot about our emotional
selves through our musical tastes. Music also can be an effective coping strategy. We can listen to music that
elicits emotions we want to feel in a given moment. If we feel lazy and unmotivated , maybe a playlist of up-
tempo, energetic songs would be a helpful way to change our mood. It could be interesting to create playlistsbased on various emotions so they are within reach as desired. In summary, while music can move us in an
acute emotional moment, it is also notable that it can be used to elicit underlying emotions and teach us about
unconscious elements of our emotional structure.
Adapted from: http://psychcentral.com/blog/archives/2012/06/26/how-music-impacts-helps-our-emotions/
II. Write the adjectives according to their defnition.
III. Team work: Write the type of music according to the feeling.
IV. Team work: Think about names of songs, which make you feel:
Happy Sad Angry Lazy Dark Slower Unmotivated
_________ Too inclined to avoid hard work, exercise etc
_________ Blackish or closer to black than white
_________ Having or showing a feeling of pleasure or contentment.
_________ To make someone less enthusiastic about a job:
Angry A violent, bitter feeling (against someone or something)
Adapted from: http://dictionary.cambridge.org/es/diccionario
Classical Music Blues New Age Music Jazz Grunge Rock Designer Music
1. ______________Reduction of tension. This music showed lovely sounds and strong emotions. Composers:Bach, Vivaldi, Haydn, Mozart, Beethoven, Schumann, Chopin, Mendelsshn, Wagner, Tchaikovsky.
2. ______________Increase in relaxation and reduction in hostility and tension. Reduction in mental clarity.Singers: Enya
3. ______________Increase in hostility, fatigue, sadness and tension. Reduction in caring, relaxation andmental clarity. Singers: Pearl Jam, Nirvana.
4. ______________Increases in caring, relaxation, mental clarity. Decreases in hostility. Designer Musicsingers: Doc. Lew Childré.
5. ______________Expresses sad feelings sometimes in a funny way. Famous musicians: Bessie Smith,John Lee Hooker, B.B King.
6. Jazz Can be happier and faster than blues. Famous musicians: Louis Armstrong, Miles Davis,Wynton Marsalis.
*Adapted from: http://www.musicontap.co.uk/downloads/Music_Mood_Effects.pdf
Happy: Motivated:
Sad/depressed: Creative:
Angry: Nostalgic:
Romantic: Funny: “I like to move it” (Madagascar movie song)
Relax: Other:
Lengua Adicional al Español II
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Formación Básica / Semestre 2
BLOCK I
ACTIVITY 7BIGGER, MORE HANDSOME
Objective: Identify short and long adjectives
Opening Activity: Imagine that you just watched a superhero movie, and you are talking toyour friend, what aspects would you compare about him/her.
Spiderman is fast, Superman is faster than Spiderman, Flash is the fastest.
Thor is powerful, Superman is more powerful than Thor, but Hulk is the most powerful.
I. Check the rules for short and long adjectives and complete.
POSITIVE COMPARATIVE SUPERLATIVE POSITIVE COMPARATIVE SUPERLATIVE
Active High
Beautiful More beautiful The most beautiful Honest
Big Bigger than The biggest Hot
Boring LongBrilliant Low
Cheap New
Clean Nice
Cold Old
Creative Outgoing
Dangerous Polite
Deep Poor
Different Popular
Dirty Powerful
Dry Rich
Dynamic Romantic
Elegant Young
Expensive Safe
Fast Selfsh
Fat Sensible
Friendly Short
Full Slow
Funny Small
Handsome SmoothSuccesful Soft
Sweet Strong
Happy Tall
Hard Thick
Healthy Thin
Heavy Ugly
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COMPARE PEOPLE, OBJETS AND PLACES10
ACTIVITY 8SUPERHERO
Objective: Comparing people.
Opening Activity: Do you like Superhero? Which one is your favorite?
I. Label the following superhero: Captain America, Batman, Iron man, Hulk, Thor, Spiderman
II. Pair work: according to the image compare:
III. Write the number according to the female superhero:
1. Who is taller Iron Man or Spiderman? Iron man is taller than Spiderman.2. Who is stronger than Captain America? ________is stronger than _______________________.3. Who is more serious than Superman? ______________________________________________.4. Who is more handsome? ________________________________________________________.5. Who is funnier?__________________________________________________________________.
6. Who is bigger than Superman?____________________________________________________.
IV. Practice questions using the following adjectives: Beautiful, sexy, tall, thin, strong, ugly,powerful, short, smart, intelligent, angry, sentimental, powerful.
1. 1. Is Wonder Woman more beautiful than She Hulk? Yes, she is.
2.3.
4.
5.
6.
7.
8.
9
10.
Lengua Adicional al Español II
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Formación Básica / Semestre 2
BLOCK I 1
ACTIVITY 9THE FASTEST, THE MOST POWERFUL
Objective: Identify Superlative
Opening Activity: Who is the tallest person in the classroom? Who do you think is the most
intelligent? The craziest?I. Look at the following images. Identify the rules.
II. Pair work: Compare your favorite superhero and create your own sentences.
1. Spiderman is fast, Superman is faster than Spiderman, but Flash is the fastest.
2. Dr Reed is Intelligent, Dr. Bruce is more intelligent than Dr Reed, but Tony Starks is the most intelligent.
3.
4.
5.
6.
7.
III. Oral Practice: Interview your classmates about their superheroes
1. Who do you think the strongest superhero is? I think ______ is the strongest
2. Who do you think is the ugliest?
3.
4.
5.
6.
7.
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COMPARE PEOPLE, OBJETS AND PLACES12
ACTIVITY 10LET’S SING
Objective: Identify adjectives in a song.
Opening Activity: Have you ever felt an earthquake? Did you hear about the Haiti earthquake
in 2010? After the earthquake’s devastation many artists gathered to sing and get supportfor Haiti, let’s hear the song.
Instructions: Listen to the song and add the comparative or superlative form of the
adjectives, try to sing it in pairs.
Old • Strong • Far • Hard
Waving fag : K’naan
When I get _____, I will be______
They’ll call me freedom, just like a Waving Flag
When I get older, I will be stronger
they’ll call me freedom, just like a Waving Flag
And then it goes back, and then it goes back
And then it goes back
Born to a throne, ______ than Rome
But Violent prone, poor people zone
But it’s my home, all I have known
Where I got grown, streets we would roam
But out of the darkness, I came the ________
among the ________ survival
Learn from these streets, it can be bleak
Except no defeat, surrender retreat
So we struggling, ghting to eat and
We wondering when we’ll be free
So we patiently wait, for that fateful day
It’s not far away, so for now we say
When I get older, I will be _______
They’ll call me freedom, just like a Waving Flag
And then it goes back, and then it goes back
And then it goes back
So many wars, settling scores
Bringing us promises, leaving us poor
I heard them say, love is the way
Love is the answer, that’s what they say,
But look how they treat us, make us
believers
We ght their battles, then they deceive us
Try to control us, they couldn’t hold us
because we just move forward like Buffalo Soldiers
But we struggling, ghting to eat
And we wondering, when we’ll be free, so we pa-
tiently wait, for that faithful day, It’s not far away,
but for now we say
When I get older, I will be stronger
They’ll call me freedom, just like a Waving Flag
And then it goes back, and then it goes back
And then it goes back
When I get older, I will be stronger
They’ll call me freedom, just like a Waving Flag
And then it goes back, and then it goes back
And then it goes back
(Ohhhh Ohhhh Ohhhhh Ohhhh)
And everybody will be singing it
(Ohhhh Ohhhh Ohhhhh Ohhhh)
And you and I will be singing it
(Ohhhh Ohhhh Ohhhhh Ohhhh)
And we all will be singing it
(Ohhh Ohh Ohh Ohh)
When I get older, I will be _______
They’ll call me freedom, just like a Waving Flag
And then it goes back, and then it goes back
And then it goes back
When I get _____, I will be stronger They’ll call me freedom, just like a Waving Flag
And then it goes back, and then it goes back
And then it goes back
When I get older, when I get older
I will be stronger, just like a Waving Flag Just like a
Waving Flag, just like a Waving ag
Flag, ag, Just like a Waving Flag.
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Formación Básica / Semestre 2
BLOCK I 1
ACTIVITY 11WELCOME TO BAJA CALIFORNIA.
Objective: Use adjectives to compare places
Opening Activity: What do you know about Baja California? How many municipalitas are
there? What are their names?
I. Write the names of the councils (municipalities).
1. Ensenada
2. Mexicali
3. Rosarito
4. Tecate
5. Tijuana
II. Make a list of adjectives that you can use to describe cities, follow the examples
Hot, Cold, Big, Small, Rich, Poor, Clean, Dirty, Ugly, Beautiful,
__________,_______________,__________,____________,_______________,_________
III. Describe each of the cities using as many adjectives as you can (to describe a place you
can talk about: Weather, food, size, entertainment, people, etc.)
1. Ensenada: big, cold weather, good food, nice people, ___________________________ 2. Mexicali: ______________________________________________________________
3. Rosarito: ______________________________________________________________
4. Tecate: _______________________________________________________________
5. Tijuana:________________________________________________________________
IV. Compare different aspects of the cities of Baja California.
Example: Rosarito is hot, Tecate is hotter than Rosarito, but Mexicali is the hottest city.
Tecate is populated, Mexicali is more populated than Tecate, Tijuana is the most populated.
1.
2.
3.
4.
5.
6.
7.
8.
9
10.
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COMPARE PEOPLE, OBJETS AND PLACES14
ACTIVITY 12WORLD OCEANS.
Objective: Reading Comprehension.
Opening Activity:Do you like the ocean? Do you know how some of the world's major
oceans are called? How deep are they? What can you tell your classmates about the world'soceans? How many comparative adjectives can you identify in this text?
I. Read the following text, and underline all of adjectives you nd.
“The World’s Oceans”
Geographers and map makers recognize four major
oceans: the Pacic, the Atlantic, the Indian, and the Arctic.
The Pacic is the largest of the four oceans. At 64,186,300
square miles, it is almost twice as large as the Atlantic Ocean
(33 million square miles) The Arctic Ocean is much smaller
than the other three major bodies of water. At 5 millionsquare miles, the Arctic Ocean is only one- twelfth the size
of the pacic. It is much shallower than the Pacic, too. The
average depth of the Pacic is 13,739 feet, whereas the
average depth of the Arctic Ocean is 4,362 feet. In average,
the Atlantic and the Indian Oceans are almost as deep as
the Pacic. Although the Indian Ocean is smaller than the
Atlantic, its average depth is greater than the Atlantic.Other
major bodies of water include: the South China Sea, the
Caribbean Sea, the Mediterranean Sea, and the Bering
Sea. In total, 75 percent of the world’s surface is covered
by water.(Werner,394:1996)
II. Answer True or False according to the text.
1. The largest ocean in the world is the Atlantic. (T) (F )
2. The Indian Ocean is deeper than the Atlantic. (T) (F )
3. No ocean is deeper than14,000 feet. (T) (F )
4. The smallest ocean isn’t the Arctic. (T) (F )
5. The Arctic Ocean is smaller than 5 million square feet. (T) (F )
6. The Arctic Ocean is as deep as the Pacic. (T) (F )
III. Create 5 more questions according to te text. Practice with your classmates.
Example: Which is bigger, the Atlantic or the Pacic Ocean?1.
2.
3.
4.
5.
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Formación Básica / Semestre 2
BLOCK I 1
ACTIVITY 13THE BEST PLAYER.
Objective: Reading Comprehension.
Opening Activity: What athletes do you admire? Do you know who Michael Jordan is? What
do you know about Michael Jordan?
I. Read the text aloud and underline the superlative adjectives.
Michael Jordan was the best-known basketball player of histime. His career started in the early 1980's, when he played
college basketball with the University of North Carolina
Although he was not the tallest or the strongest player, he
won the attention of his coach for being an excellent athlete
Probably his most important achievement at that time was
scoring the winning basket in the 1983-1984 championshigame.
Jordan left college early to join the professional basketba
team, the Chicago Bulls. He led the Bulls to the best record
in professional basketball history. He was voted the mos
valuable player ve times. Jordan holds several records
the highest scoring average and the most points in a playof
game.
II. Answer True or False according to the reading.
True False
1. Michael Jordan was the best baseball player
2. He was the tallest player.
3. He started his career in 1980
4. He joined the Chicago Bulls after college
5. He was voted the most valuable player eight times
III. Describe using superlative adjectives. Example: Iam the funniest person, Iam the shor-
test in the classroom, Miguel is the friendliest, Susan is the most sociable person.
1.
2.
3.
4.
5.
IV. Share your descriptions to your classmates. Oral practice.
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COMPARE PEOPLE, OBJETS AND PLACES16
ACTIVITY 14COMPARING.
Objective: Use adjectives to compare.
Opening Activity: Can I compare my two favorite artists, cars, cities, sports, favorite games?
Can I explain in English why I think one is better than another? Who is taller, more beautiful,and thinner?
I. For this class you have to bring pairs of cutouts of people, sports, games, cities,etc.
II. Exchange cutouts with your classmates to get three pairs (two people, two articles, two houses,
etc.).
III. On a white sheet of paper with your names written on, stick your cutouts.
IV. Write three comparative sentences for each pair of chosen images, using different adjectives,
without repeating them.
V. In pairs, check and correct statements. (Teacher can select random participants or ask for
volunteers). Follow the next EXAMPLE:
The black shoes are more elegant than the green shoes.
The green shoes are more comfortable than the black shoes.
The black shoes are higher than the green shoes.
The green shoes are uglier than the black shoes.
You can run faster with the green shoes.
You can run slower with the black shoes.
VI. Write your comparison Draw or stick your images.
1. A Samsung Cell phone is faster than a Nokia
Cell phone.
2.
3.
4.
5.
6.
7.
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Formación Básica / Semestre 2
BLOCK I 1
ACTIVITY 15COMPARING AT SHOPPING.
Objective: Oral practice.
Opening Activity:You are in the shopping center with a friend and you want him/her to buy
the same product you did.
I. Write a dialogue to convince him/her why he/she should buy it.
Example:
A: Hey Susan, why don’t you buy this black jacket?
B: I don’t know…I like this purple one better.
A: I think the black jacket is nicer, warmer, and cheaper.
B: Yes, you are right. But the price of this purple one is lower. Don’t you think?
A: Yes, you are right. Let’s see the rest of the jackets.
Laptop
A:Hey ______, Why don’t you buy the _______ laptop?
B:I don’t know… I like the___________better.
A:I Think the _________ is better, ________ , _______
B: Yes, you are right. But the price _____________ . don’t you think?
A:Yes, your are right . Let’s see the rest of the ____________
Tennis shoes.
A:Hey ______, Why don’t you buy the _______ tennis shoes?
B:I don’t know… I like the___________better.
A:I Think the _________ is better, ________ , _______
B: Yes, you are right. But the price _____________ . don’t you think?
A:Yes, your are right . Let’s see the rest of the ____________
_____Your own_________
A:Hey ______, Why don’t you buy the _______ __________?
B:I don’t know… I like the___________better.
A:I Think the _________ is better, ________ , _______
B: Yes, you are right. But the price _____________ . don’t you think?
A:Yes, your are right . Let’s see the rest of the ____________
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COMPARE PEOPLE, OBJETS AND PLACES18
ACTIVITY 16THE BEST PRODUCT
Objective: Identify product characteristics.
Opening Activity: Do you know what a brand is? Do you have a favorite brand in electronics
or in clothing? Which is your favorite brand? Why do you like it?
I. Read the following paragraph:
II.Get in teams of 4 people, complete the following mind map with your favorite brands and
add your own cathegory, i.e skateboards, cosmetics, clothing, videogames, etc.
A brand is a name given to a product or service. The brand is a trademark or distinctive name identif-
ying a product or a manufacturer, for instance LEVIS, GUESS, PANASONIC; these are the brands to
identify products. Usually we get a brand because we know what to expect from it: more comfortable,
cheaper, or better quality.
III. Make a list of adjectives to describe your favorite brands (follow the example)
Comfortable
__________________
__________________
__________________
Elegant
Long lasting
__________________
__________________
__________________
Easy to use
Expensive
__________________
__________________
__________________
Fast
Cheap
__________________
__________________
__________________
IV. Using different adjectives, compare you brands with the ones your classmates choose.1. A Fujilm camera is good, a Cannon camera is better than Fujilm, Nikon is the best
2.
3.
4.
5.
6.
7.
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Formación Básica / Semestre 2
BLOCK I 1
ACTIVITY 17HOW CAN I SELL MY PRODUCT?
Objective:Create your own product.
Opening Activity: You belong to the advertising department of a company in which you
have to develop a brand for a new product; you have to include a promotional poster toincrease sales. What can you do to attract the attention of potential customers?
I. Get in teams of 4 people, create a new brand product. Do some research on the Internet
about a product (price, quality, material, benets, etc.). The information will help you to prepare
a presentation. Look at the different categories of interest: automobiles, motorcycles, make up,
perfume, food, music, cities, travel agencies, cell phones, computers….
II. Describe and draw all of the characteristics of your product. Use comparatives and
superlatives, remember that you have to persuade your customer to buy it from your com-
pany.
III. Design and create a poster to advertise your product, add cut outs to make it more at-
tractive (is cheaper, is better, has more quality, is the best)
Examples: Computers new brand: Toshiba= “Toocheapa”
“Toocheapa” description: The best laptop in the world, with its 14” screen, is faster, and easier
to use.
“ Toocheapa”
• Includes the Longest lasting battery
• The best display in a 14 inches LED Screen.
• More durability than regular laptops.
• Hard drive speed of 7,200 RPM considered the fastest.
• Includes 3GB RAM for faster
• Keyboard with a larger pad
• Lighter in weight
MY PROJECT: Characteristics
BRAND NAME:
PRODUCT:
(Draw your product)
*Complete and add nal details to your posters at home and bring them ready for the next class to
present it as a project of this unit.
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COMPARE PEOPLE, OBJETS AND PLACES20
OPENING ACTIVITY:
1. Design and create a poster to advertise your products, based on a previously researched
article, describe its benefts when compared to others. Use adjectives, comparatives andsuperlatives, as well as cut outs to make it more attractive (is cheaper, is better, has more
quality, is the best…).
2. Present previous drafts to the teacher to verify that your poster does not contain errors.
3. You must complete and add nal details to your posters at home and bring them ready for the
next class to present it as a project of this unit.
You must demonstrate what you have learned along this unit about the comparative and superlati-
ve adjectives. Present your posters in class to be evaluated previously to the written exam. Exam-
ples of ads:
UNIT PROJECT A: CAN I SELL MY PRODUCT?
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Formación Básica / Semestre 2
BLOCK I 2
OPENING ACTIVITY: Do you know what the Guinness World Records are? How many
Guinness records do you know? What information did you nd more amusing? You need
to nd about the Guinness' World Records and share them with the class.
Do a research on the Guinness Records and bring three interesting facts to share with class. It is
suggested this internet page address: http://www.guinnessworldrecords.es/GWR-2013/
UNIT PROJECT B: GUINNESS WORLD RECORDS
I. Share the information you found about Guinness World Records. Examples: Longest plat-
form-to-platform bicycle jump: The longest platform-to-platform bicycle jump was 4 m achieved by
Vittorio Brumotti (Italy) in Fiera Milano, Milan, Italy for Guinness World Records Day in November
2009. Eating pasta: The fastest time to eat a bowl of pasta correspond to Ernesto Cesario (Italy).
Cesario achieved it in 1 minute
II. Write the 5 most interesting records contributed by peers to the class.
III. ANSWER THE FOLLOWING QUESTIONS ABOUT THE GUINNESS WORLD RECORDS.
ONLY GUINNESS WORLD RECORDS HAS THE ANSWERS TO THE QUESTIONS THAT MOVE
THE WORLD!
1. Who’s smaller?
2. The new shortest man or the heaviest newborn baby?
3. Who weighs more?
4. The largest donkey or the heaviest hot dog?
5. What’s the biggest killer?
6. The largest shark or the most dangerous road?
7. Who’d win in a race?
8. The world’s fastest man or the new fastest sheep?
9. Plus new for 2013?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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COMPARE PEOPLE, OBJETS AND PLACES22
GRAMMAR NOTES; ADJECTIVES , AS, AS
What is an ADJECTIVE?
Defnitions:
I. Adjective
An adjective is a word or set of words that modies (i.e., describes) a noun or pronoun.
Adjectives may come before the word they modify.
Examples: She has cute eyes, She likes a high school senior.
Adjectives may also follow the word they modify:
Examples:
Her dog looks cute.
The girl is very honest.
II. Comparison As ...As Explanation
We can compare two things or actions, which have the same quality with as adjective1.
As Adjective As
We usually compare two things, which have the same quality with as...as. Let’s see the following
examples.
• My son is as tall as my husband.
• My sister is as fat as my aunt.
III. Comparison Not As… As
This structure is used to express that two objects are different in some way.
Marie is not as tall as John.My brother is not as funny as my friend.
*Remember that when using As____ As afrmative or negative the adjective does not change.
Adapted from: http://www.grammar-test.englet.com/comparison-as-as#TOC-Comparison-As-...As-Explanation
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Formación Básica / Semestre 2
BLOCK I 2
GRAMMAR NOTES; COMPARATIVE. –ER THAN, MORE THAN.
GRAMMAR NOTES; SUPERLATIVE, THE ___–EST, THE MOST _____
I. COMPARATIVE DEGREE: -er than, More than.
This form is used when comparing two people, objects or places, it indicates that one of them has
the characteristic in a higher level. With short adjectives add –er than, with long adjectives add
more…. than.
I. SUPERLATIVE DEGREE: The –est and the most
Superlative degree is used to compare one person, object or place with the rest of the group. This
degree indicates that the person object or place has the characteristic in the highest level. Add“The___ -est” for short adjectives and “The most _____” for long adjectives.
1. Short adjectives
Big
A Buffalo is bigger than a cow.
Tall
A jiraffe is taller than a horse
Hot
Mexicali is hotter than Ensenada
1. Short adjectives
Big
The elephant is one of the biggest
animals.
2. Long adjectives.
Powerful
A Mustang car is more powerful than a Nissan
Expensive
A laptop is more expensive than a pc computer.
Popular
The Beatles are more popular than Beyoncé
2. Long adjectives.
Important
English is one of the most important languages
in the world.
Example:
Example:
II. Look at the rules
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COMPARE PEOPLE, OBJETS AND PLACES24
Cold
The North Pole has the coldest weather
on earth.
Long
The Nile is the longest river in the world.
Expensive
London is the most expensive city to live in the
world.
Distant
Jupiter is the most distant planet from sun.
II. Forming Comparative and Superlative Adjectives
1. One-syllable adjectives. Form the comparative and superlative forms of a one-syllable adjecti-
ve by adding–er for the comparative form and–est for the superlative.
One-Syllable Adjectives
Adjective Comparative Form Superlative Form
Tall
Old
Long
Taller
Older
Longer
Tallest
Oldest
Longest
2. If the one-syllable adjective ends with an e, just add–r for the comparative form and–st for the
superlative form.
One-Syllable Adjective with Final–e
Adjective Comparative Form Superlative Form
Large Larger Largest
Wise Wiser Wisest
3. If the one-syllable adjective ends with a single consonant with a vowel before it, double the
consonant and add –er for the comparative form; and double the consonant and add–est for the
superlative form.
One-Syllable Adjective Ending with a Single Consonant with a Single Vowel before It
Adjective Comparative Form Superlative Form
Big bigger biggest
Thin thinner thinnest
Fat fatter fattest
Adjective
• Mary is taller than Max.• Mary is the tallest of all the students.
• Max is older than John.
• Of the three students, Max is the oldest.
• My hair is longer than your hair.
• Max’s story is the longest story I’ve ever heard.
• Mary’s car is larger than Max’s car.
• Mary’s house is the tallest of all the houses on the block.
• Max is wiser than his brother.
• Max is the wisest person I know.
• My dog is bigger than your dog.
• My dog is the biggest of all the dogs in the neighborhood.
• Max is thinner thanJohn.
• Of all the students in the class, Max is the thinnest.
• My mother is fatter than your mother.
• Mary is the fattest person I’ve ever seen.
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Formación Básica / Semestre 2
BLOCK I 2
4. Two syllable adjectives. With most two-syllable adjectives, you form the comparative with
more and the superlative with most.
Adjective Comparative Form Superlative Form
peaceful more peaceful most peaceful
pleasant more pleasant most pleasantcareful more careful most careful
thoughtful more thoughtful most thoughtful
5. If the two-syllable adjectives end with–y, change the y to I and add–er for the comparative
form. For the superlative form change the y to I and add–est.
Two-Syllable Adjective –y
ending
Comparative Superlative
happy happier happiest
angry angrier angriest
busy busier busiest
6. Two-syllable adjectives ending in–er, -le, or–ow take –er and –est to form the comparative
and superlative forms.
Two-Syllable Adjective en-
ding er,-le, or–ow
Comparative Superlative
Narrow narrower narrowest
Gentle gentler gentlest
7. Adjectives with three or more syllables. For adjectives with three syllables or more, you form
the comparative with more and the superlative with most.
Adjective with three or More
Syllables
Comparative Superlative
Generous more generous most generous
Important more important most important
Intelligent more intelligent most intelligent
This morning is more peaceful than yesterday morning.
• Max’s house in the mountains is the most peaceful in the world.
• Max is more careful than Mike.
• Of all the taxi drivers, Jack is the most careful.
• Jill is more thoughtful than your sister.
• Mary is the most thoughtful person I’ve ever met.
• John is happier today than he was yesterday.
• John is the happiest boy in the world.
• Max is angrier than Mary.
• Of all of John’s victims, Max is the angriest.
• Mary is busier than Max.
• Mary is the busiest person I’ve ever met.
• The roads in this town are narrower than the roads in the city.
• This road is the narrowest of all the roads in California.
• Big dogs are gentler than small dogs.
• Of all the dogs in the world, English Mastiffs are the gentlest.
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COMPARE PEOPLE, OBJETS AND PLACES26
8. Exceptions. Irregular Adjectives
Irregular Adjective Comparative Superlative
good
bad
far
little
many
better
worse
farther
less
more
Best
worst
farthest
least
most
• John is more generous than Jack.
• John is the most generous of all the people I know.
• Health is more important than money.
• Of all the people I know, Max is the most important.
• Women are more intelligent than men.
• Mary is the most intelligent person I’ve ever met.
Example:
• Italian food is better than American food.
• My dog is the best dog in the world.
• My mother’s cooking is worse than your mother is cooking.
• Of all the students in the class, Max is the worst
9. Two-syllable adjectives that follow two rules. These adjectives can be used with-er and –est
and with more and most.
Adjective Comparative Form Superlative Form
clever cleverer cleverest
clever More clever Most clever
gentle gentler gentlest
gentle More gentle Most gentle
friendly friendlier friendliestfriendly More friendly Most friendly
Quiet quieter quietest
Quiet More quiet Most quiet
simple simpler simplest
simple More simple Most simple
• Big dogs are gentler than small dogs.
• Of all the dogs in the world, English Mastiffs are the gentlest.
• Big dogs are more gentle than small dogs.
• Of all the dogs in the world, English Mastiffs are the most gentle.
http://www.enet.com/tutorials/adjcompsup.php
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Formación Básica / Semestre 2
BLOCK I 2
1. A lion is (big) than a cat .
2. Oh ne, it was raining yesterday but today the weather is (good) .
3. I have just a little money , then I’ll have the (cheap) menu .
4. She thinks that Chinese is (difcult) than English .
5. Water is (expensive) than champagne .
6. It’s awful , we have got (bad) weather in the world.
7. Your car is old ! it is (dangerous) than mine.
8. Jane is 8 and Kim is 10 ; Jane is (young) than Kim .
9. Don’t be in a hurry , walk (slowly).
10. You’d better get up (early) tomorrow, or you’ll be late again.
11. Speak (loud) , I can’t hear you.
12. What a stupid boy you are ! you are (intelligent) than a monkey.
http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-6657.php
I. Complete the next sentences with the correct form of the given adjective. Compare your
answers with your classmates.
GRAMMAR PRACTICE: COMPARING
1. Greenland is the (large) island in the world.
2. Travelling by plane is (fast) than travelling by train.
3. Boracay Island in the Philippines has (good) beaches I have ever seen.
4. Jamaica is (sunny) than Norway.
5. Fjordland in New Zealand is (wet) place in the world.
6. Rain in the wet season is (heavy) than during the rest of the year.
7. Easter Island is (interesting) island I have ever visited.
8. A holiday in Thailand is (exciting) than a holiday in Spain.
9. Santa Cruz is the second (large) island in the Galapagos.
10. The Galapagos are one of the (expensive) places in the world to visit.
http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-48433.php
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COMPARE PEOPLE, OBJETS AND PLACES28
1. There are 10 houses on our street. Our house is the ________ one.
a) biggest b) bigger
2. My brother sings better than I do, but I play guitar ________ than he does.
a) the best b) better
3. This is ________ song I have ever heard!
a) better b) the best
4. Tom is ________ than I am.
stronger the strongest
5. Out of all the students in our class, I am ________.
the shortest shorter
6. Everyone says that my sister is ________ than I am.
the best looking better looking
7. She is ________ girl in our school.
the best looking better looking
8. This is boring. Let’s do something ________.
the most interesting more interesting
9. This isn’t ________ book I have ever read.
more interesting the most interesting
10. Your apartment is ________ than mine.
cleaner the cleanest
http://www.learnenglishfeelgood.com/english-comparative-superlative1.html
I. Choose whether each sentence requires the comparative or superlative form.
II. Complete the worksheet using the correct comparative or superlative.
1) Canada is __________ than China but Russia is the ____________ country.
a) big b) bigger c) biggest
2) Monkeys are ____________ but ants are ____________.
a) small b) smaller c) smallest
3) Giraffes are the __________ land animal.
a) tall b) taller c) tallest
4) Boys usually have ___________ hair than girls.
a) short b) shorter c) shortest
5) Lamps are ___________ but the sun is ____________.a) bright b) brighter c) brightest
6) Mars is _________ from Earth but Neptune is ___________.
a) far b) farther c) farthest
7) Emma is ___________ but Stephen is ____________.
a) happy b) happier c) happiest
http://www.eslkidsworld.com/worksheets/comparative%20and%20superlative%20worksheets/comparati-
ves%20and%20superlatives%201%20worksheet.pdf
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Formación Básica / Semestre 2
BLOCK I 2
I. Look at your classmates, try to identify the tallest person in the class, who is the mostsympathetic (a)? The most intelligent? Who is the shortest person in your class? The most
serious? The nicest?
ORAL PRACTICE: CONVERSATION/AUDIO
1. Remember adjectives already seen and the rules for the comparison (students may check their
previous notes).
2. Practice the superlative adjectives (the tallest, the most intelligent...).
3. Using examples (classmates) participate orally using superlative adjectives.
Example: I am the shortest person in the class.
Luis is the most intelligent student in the class.
4. Students create different sentences, using superlative adjectives about topics of interest (athle-
tes, artists, places, cars, etc.)
Example: The Ferrari is the fastest car in the world.
II. Watch a video twice. http://www.youtube.com/watch?v=yy0d808kkSg The rst time,write down
all the comparisons made in the rst part of the video:
1.
2.
3.
4.
5.
6.
7.
8.
9.
III. Second time, write all of the characteristics of Mayor Brown’s personality as well as the
changes occurred during his period as Mayor of the city.
1.
2.
3.
4.
5.6.
7.
8.
9.
IV. Share your answers with the class.
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COMPARE PEOPLE, OBJETS AND PLACES30
ORAL PRACTICE: CONVERSATION/AUDIO
According to you, which do you think is the most beautiful language in the world? The most roman-
tic? The most functional? Which language is the most widely used in business? Watch the video and
get the answers for these questions. What do people on the streets consider is the most beautiful
language?
1. Listen and watch a video where people express their opinions on different issues. (Teacher can
pause the video and/or rewind certain segments to allow students to listen again, take notes or
about any doubt they might have).
2. Take notes of all the comparatives and superlatives used in the video.
3. Answer questions raised by the teacher related to the themes of the video.
4. Share similar questions or information about the video with their classmates.5. They share their notes and answers with the class.
Real English 39 comparatives superlatives:
http://www.youtube.com/watch?v=KLE5yPZa_Ow
Learning activities:
REAL ENGLISH 39
WHO IS OLDER?
Adele_____________
Keavy_____________
NEW YORK OR SAN FRANCISCO?
Deborah __________
Neil ______________
Shannon __________
Kelly ______________
WHO COOKS BETTER?
Randee____________ Maureen___________
Raphael___________
Debra_____________
Laura_____________
Mia ______________
Shauna___________
Archie ____________
Helen_____________
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Formación Básica / Semestre 2
BLOCK I 3
1. Michael 8. Dermot
2. Mary 9. Mary Louise
3. Patty 10. Ken
4. Kevin 11. Hayles5. June 12. Rupert
6. Josie 13. Jackie
7. Eoin (Owen)
1. Ada 13. Maureen
2. Laura 14. Raphael
3. Keesha 15. Sue
4. Celeste 16. Emma5. Mary 17. Richard
6. Cheryl 18. Sheri
7. Robert 19. Yale
8. Deborah 20. Alexander
9. Neil 21. Debra
10. Jim 22. Laura
11. Robin
12. Rebecca
SUPERLATIVES
THE MOST BEAUTIFUL LANGUAGE?
NOTE: Other suggestions for this type of videos:
http://www.youtube.com/watch?v=r25R_Xbdr-0&feature=related
http://www.youtube.com/watch?v=jHad_GVnpgQ&feature=related
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COMPARE PEOPLE, OBJETS AND PLACES32
BLOCK I
SELF EVALUATIONDo you know how to describe yourself? What words will you use?
_________________________________________________
Answer the following diagnostic to nd out how much you learned
in this 1st block
SELF EVALUATION
Student’s name:
Date: 1st. block ObservationsCompetences performance indicators Yes No If you answer, is No, analyze
the reasons.
1. I can describe myself using adjectives.
Give an example:.
2. I know how to compare people using equal
level adjectives (as… as). Give an example.
3. I can compare people or places using short
adjectives.Write an example:
4. I know how to compare people or places
using long adjectives. Write an example:
5. I can compare using Superlative form with
short adjectives. Give an example
6. I know how to compare using Superlative
form with long adjectives. Give an example
7. I know how to compare using Irregular adjec-
tives. Give an example:
8. I can use irregular adjectives in Superlative
form. Write an example.
9. I work collaboratively with my classmates
10 I feel I improved my English level with this
block
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Formación Básica / Semestre 2
BLOCK I 3
SELF EVALUATION BLOCK I
Answer the following Quizz.
1.- Beyonce is ____________.
A) Play B) Run C) Beautiful D) Usually
2.- Sponge bob is a _________cartoon.
A) Funny B) Read C) Jump D) Speak
3.- Watching a movie is as ____________listening music.
A) Romantic than B) Romantic as C) more romantic as D) More romantic
4.- Spiderman is not _________________ as Hulk.
A) As powerful than B) more powerful as C) as powerful D) as more powerfuler
5.- Chinese food is as ________________ Italian food.
A) As Gooder than B)as better as as gooder as good as
6.- A Basketball player is __________than a Voley ball player.
A) More big B) bigger C) biger D) more bigger
7.- Rihanna is _____________than Laura Bozzo.
A) Beautifuler B) most beauty C)More beautiful D) more beautifuler
8.- The Simpsons are ___________than Sponge Bob.
A) Creative B) Creativest C) more creatives D) More creative
9.- Wolverine has _______ nails than Cat woman.
A)longer B) long C) longest D) more long
10.- A lion is ___________ than a cat.
A) dangerouser B) More dangerous C) more dangerous D) dangerousest
11.- Rock music is ____________ than pop music.
A)gooder B) more good C) better D) more better
12.- Coca cola is the ____________drink in the world.
A) most famous B)more famous C) more famouser D) famouser
13.- Bill Gates is one of the_________man on earth
A)richer B)Richest C) most rich D) more rich
14.- Mexicali is one of the_______places in the world.
A)most hot B)more hot C) hottest D) hottest
15.- A Lamborghini is one of the ________cars in the world.
A) more expensive B)most expensive C) expensivest D) expensiver
Check your answer with your classmates.
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COMPARE PEOPLE, OBJETS AND PLACES34
Self-evaluation
Student’s name:
Date: 1 st. block Observations
Competences performance indicators100% 80% No
If your answer is No,
explain the reasons.
I attend on time to all my classes.
I follow the instructions to solve the exercises.
I participate with a constructive and collaborative attitude asking
when I don’t understand the topic..
I answer the exercises provided in the book
I share my ideas in oral and written forms.
I am able to honestly evaluate my own performance
I read the lessons and texts searching for new meanings and
wordsI am able to establish links between new and old grammatical
forms and integrate new words.
I have an interest in learning by my own using the internet
I work collaboratively with my classmates
I feel I have improved my English with this block
I feel condent communicating in a foreign language.
Peer’s evaluation
Student’s name Evaluator:
Date: 1 st. block Observations
Competences performance indicators100% 80% No
If your answer is No,
explain the reasons.
He or she attends on time to all the classes.
He or she follows the instructions to solve the exercises.
He or she participates with a constructive and collaborative
attitude asking when he/she doesn’t understand the topic.
He or she answers the exercises from the book
He or she shares ideas oral and written forms.
He or she is able to evaluate honestly him or herself
He or she reads the lessons and texts searching for new
meanings and words
He or she is able to establish links between new and old
grammatical forms and to learn new words.
He or she has interest in learning by his own or her instance
using internet
He or she works collaboratively with classmates
He has improved his or her English with this block.
He or she feels condent communicating in a foreign language.
SELF AND PEER UNIT EVALUATION
Decide honestly according to each afrmative sentence, the evaluation of your own learning process.
Decide honestly according to each afrmative sentence, the evaluation of one of your classmates
learning process.
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Formación Básica / Semestre 2
BLOCK I 3
RUBRIC TO EVALUATE ORAL PRESENTATIONS
COMPETENCY: Listens, interprets and produces messages according to different contexts with
the proper media, codes and tools.
PROFICIENCY
LEVEL EXCELLENT
.5
GOOD
.4
SATISFACTORY
.3
UNSATISFACTORY
.2Score
CRITERIA
Visual
Aids
.5
(cardboard/pp
slides/dress/
other)
Visual aids
support the
theme and
have proper
size and color
for audience.
Visual aids
are little su-
pport for the
theme, have
proper size
and color for
audience
Visual aids are
little related to
the theme, have
no proper size
and color for
audience
Visual aids are
hard to unders-
tand or are not
related to the the-
me, size and color
difcult compre-
hension.
Oral
Presentation
.5
Speaks clear-
ly in english,
makes eye
contact with
audience,
develops intro-
duction, body
and conclusion
using vocabu-
lary in context,
leads audien-
ce’s attention,
no mistakes
are made.
Speaks
clearly in
english,
makes eye
contact with
audience,
develops
introduction
and body,
uses vocabu-
lary in con-
text, leads
audience’s
attention, no
mistakes aremade.
Speaks clear-
ly in english,
makes eye
contact with
audience,
develops body
(no introduction
or conclusion)
uses vocabu-
lary in context,
leads audience’s
attention, a few
mistakes are
made.
Reads directly
from visual aids or
is not capable of
talking in front of
students. Audien-
ce gets bored and
distracted.
Fluency
.5
Keeps audien-
ce attention,
shows uency
while speaking
Is able to com-
municate ideas
according to
the context,
can follow a
conversation..
Is able to
communicate
ideas accor -
ding to the
context, and
continue a
conversation
Is able to ex-
press ideas, sto-
pping to remem-
ber words.
Is not able to
communicate
ideas, mixing both
languages
Written report
or Essay.5
Turns in on
time, with an
excellent qua-lity according
to the require-
ments
Turns in on
time, ac-
cording tothe require-
ments.
Turn in but
missing some
requirements
Poor quality, mis-
sing most of the
requirements.
Student’s name: ___________________________________________________Total
score
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COMPARE PEOPLE, OBJETS AND PLACES36
STUDENT COEVALUATION FORM FOR ORAL PRESENTATIONS
Speaker’s name:________________________________Evaluated by:___________Date:________
Topic:____________________________________________________________________________
Indicate the appropriate score from 1 = poor, no, or negative to 10= excellent, yes or positive
Presentation
1. Voice (volume, modulation and enunciation) 1 2 3 4 5 6 7 8 9 10
2. Enthusiasm and energy 1 2 3 4 5 6 7 8 9 10
3. Eye contact with audience 1 2 3 4 5 6 7 8 9 10
4. Preparation / rehearsal (notes, cues) 1 2 3 4 5 6 7 8 9 10
5 Pace of presentation 1 2 3 4 5 6 7 8 9 10
6. Body positioning 1 2 3 4 5 6 7 8 9 10
7. Avoidance of distracting behaviour 1 2 3 4 5 6 7 8 9 10
8. Use of visual aids 1 2 3 4 5 6 7 8 9 10Content
1. Introduction of subject 1 2 3 4 5 6 7 8 9 10
2. Clarity, correctness and conciseness 1 2 3 4 5 6 7 8 9 10
3. Summary and conclusions 1 2 3 4 5 6 7 8 9 10
4. Overall organization of presentation 1 2 3 4 5 6 7 8 9 10
5 Transition between sections 1 2 3 4 5 6 7 8 9 10
6. Appropriateness for specic audience (as dened) 1 2 3 4 5 6 7 8 9 10
7. Length of talk (timing ) 1 2 3 4 5 6 7 8 9 10
8. Handling of questions 1 2 3 4 5 6 7 8 9 10
Comments
What worked well:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
What improvements could be made: ________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
SBW 2013 Adapted from: http://www.google.com.mx/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=-
0CBsQFjAA&url=http%3A%2F%2Fsuewatts.forestry.ubc.ca%2Fles%2F2013%2F08%2F54
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Formación Básica / Semestre 2
BLOCK I 3
WEB REFERENCES
• http://www.enet.com/tutorials/adjcompsup.php
• http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-48433.php
• http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-6657.php
• http://www.learnenglishfeelgood.com/english-comparative-superlative1.html
• http://www.eslkidsworld.com/worksheets/comparative%20and%20superlative%20worksheets
comparatives%20and%20superlatives%201%20worksheet.pdf
• http://www.guinnessworldrecords.es/GWR-2013/
• http://www.youtube.com/watch?v=yy0d808kkSg
• http://www.youtube.com/watch?v=KLE5yPZa_Ow
• http://www.youtube.com/watch?v=r25R_Xbdr-0&feature=related
• http://www.youtube.com/watch?v=jHad_GVnpgQ&feature=related
• http://www.cvcentre.co.uk/classic-interview-questions-and-answers-1.htm September 25t
2014 http://healthyceleb.com/rihanna-height-weight-body-statistics/498 September26th 2014
• http://www.imdb.com/name/nm0000329/bio?ref_=nm_ov_bio_sm September26th 2014
• http://healthyceleb.com/rihanna-height-weight-body-statistics/498 September 26th 2014
• http://www.imdb.com/name/nm0000329/bio?ref_=nm_ov_bio_sm September 26th 2014
• http://dictionary.cambridge.org/es/diccionario September 27th 2014.
• http://www.musicontap.co.uk/downloads/Music_Mood_Effects.pdf September 27th2014.
• http://psychcentral.com/blog/archives/2012/06/26/how-music-impacts-helps-our-emotions/
September 27th 2014
• http://dictionary.cambridge.org/es/diccionario September 27th 2014.
• http://www.thefreedictionary.com/brand#Thesaurus September 28th 2014
• http://www.grammarbook.com/grammar/adjAdv.asp September 29th 2014
• http://www.grammar-test.englet.com/comparison-as-as#TOC-Comparison-As-...As
Explanation September 29th 2014
• http://dictionary.cambridge.org/es/diccionario September 27th 2014.
• http://www.thefreedictionary.com/brand#Thesaurus September 28th 2014
• http://www.grammarbook.com/grammar/adjAdv.asp September 29th 2014
• http://www.grammar-test.englet.com/comparison-as-as#TOC-Comparison-As-...As
Explanation September 29th 2014
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COMPARE PEOPLE, OBJETS AND PLACES38
MIS NOTAS:
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BLOCK IIBLOCK II
TELL IMPORTANT
MOMENTS OF
THE PAST
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TELL IMPORTANT MOMENTS OF THE PAST40
LAE II BLOCK II.- Tell important moments of the past
Block description:
necessary to talk about your and other people’s past: preferences, activities and lifestyle. Based on the
interchange of information in an oral and written format using simple past structure. This knowledge
will allow you to describe activities you and other people did in the past in a communicative context.
Performance to be demonstrated:
• Recognizes past situations in simple texts.
• Requests and exchanges information related to his/her own activities and situations, as same
as other people’s activities from the past. In an oral and written form within simple contexts
for socialization and recreation.
Competences to be developed:
• Identies and understand the main idea and possible development of an oral or written message
in a foreign language, by using their previous knowledge on hobbies, school activities and
sports.
• Maintains a respectful attitude towards multiculturalism and diversity of beliefs, values, ideas
and social practices, when he/she has to participate and collaborate in teams.
• Communicates in a foreign language by means of a written, oral, or logical discourse, todescribe what he/she did in the past.
• Produces texts based on the normative use of the language, considering the intention and
communicative situation.
• Uses information and communication technologies to process and interpret information related
to his/her past activities.
Learning objects:
• Leisure activities.
• School activities
• Simple Past: Verb “To be”.
• Regular Verbs• Irregular verbs
• Time expressions for the past.
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Formación Básica / Semestre 2
BLOCK II 4
DIAGNOSTIC FOR BLOCK II
Do you know how to talk about activities you did last year? What word
will you use?
n
block knowledgment.
*If there is something you don’t know, don’t worry, in second block you w
DIACNOSTIC
Student’s name:
Date: 2nd. block Observations
Competences performance indicators Yes NoIf you answer, is No, analyze the
reasons.
1. I can describe how I was when I was a child.
Give an example:
2. I know how to describe what my friends or relatives
were like when they were children.
Give an example.
3. I can talk about activities I did yesterday.
Write an example using regular verbs.:
4. I know how to describe activities I did last year
Write an example: using Irregular verbs.
5. I can talk about activities I did not do last year.
Give an example.
6. I can ask a friend about his yesterday’s activities
using Yes/No questions.
. Give an example
7. I know how to ask a friend about activities he did lastyear using Wh-questions
Write an example
8. I know how to talk about the past using time
expressions.
Give an example:
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42
ACTIVITY 1• WHO WERE THEY?
• Objective: Was, Were introduction.
Opening activity:Do you remember who was your favorite singer when you were achild? How was your favorite singer back then? How do you think she/he is now?
These are photos of famous people before and after.
Who are the people in the following pictures? Write their names.
II. Find differences between each pair of pictures think about; time, age and career beforebeing famous and how they look now.
Example: Madonna was very sexy and famous when she was young, now she is too thin
1.-
2.-
3.-
4.-
III. Write about a singer and actor you liked when you were a child: How were they back
then? How do you think they are now?
1.-
2.-
3.-
4.-
IV. Share your activities with your classmates.
*For next class, students bring photographs of themselves when they were babies, explaining they must
say two things about themselves about the changes in their physical appearance .
Lengua Adicional al Español II
TELL IMPORTANT MOMENTS OF THE PAST
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Formación Básica / Semestre 2
BLOCK II 4
ACTIVITY 2
Opening activity:Do you remember what your favorite song was when you werea child? Or Who was your best friend in elementary school? Why?
• I WAS A BEAUTIFUL CHILD!
• Objective: Was, Were practice.
I. Write your own answer for each of the following questions, draw yourself or stick your
photo.
1. When were you born?
I was born on___________________.My name is______________
2. Where were you born?
3. Who was the most important person in your
childhood?
4. Who were your best friends in Elementary school?
5. What was your favorite game?
6. Which was your favorite song? why?
7. What was your favorite subject in elementary school?
8. Which was your best birthday party?
INTERVIEW
II. Pair work: Interview your classmate and write his/her answers.
1. When were you born?My classmate’s name is
1. Where were you born? ________________________
2. Who was the most important person in your
childhood?
3. Who were your best friends in Elementary school?
4. What was your favorite game?
5. Which was your favorite song? why?
6. What was your favorite subject in elementary school?
7. Which was your best birthday party?
III. Introduce your classmate to the classroom.
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44
GRAMMAR PRACTICE: WAS / WERE
What is the maximum score that you could obtain by answering this exercise about the events thatoccurred in the past in every sentence? What would you choose to complete each sentence? WAS or
WERE?
EXERCISE 1
I. COMPLETE WITH “WAS” OR “WERE” you have no longer than 10 minutes. After you nish
exchange your exercise with a classmate to check answers
1. The ight __________ delayed because
of bad weather. A) WAS B) WERE
2. There_________ many people at the
show. A) WAS B) WERE
3. ________ you tired? A) WAS B) WERE4. They ____ late. A) WAS B) WERE
5. I ____ very annoyed. A) WAS B) WERE
6. She ____ there. A) WAS B) WERE
7. Everybody ____ pleased. A) WAS B) WERE
8. There ____ no trouble at the party. A) WAS B) WERE
9. __________there any difculty in nding
it? A) WAS B) WERE
10. Who ____ at the meeting? A) WAS B) WERE
11. It ____ no bother. A) WAS B) WERE
12. How much ____ they? A) WAS B) WERE
13. How many ____ there? A) WAS B) WERE C) Either could be used here.
14. We _____ too late. A) WAS B) WERE
15. It ____ ours. A) WAS B) WERE C) Either could be used here.
16. It ____ impossible. A) WAS B) WERE C) Either could be used here.
17. It ____ the boys who took it. A) WAS B) WERE
18. She ___________ the guilty one. A) WAS B) WERE
19. I __________ very sad about it. A) WAS B) WERE
20. They _________ easy to deal with. A) WAS B) WERE
II. TEAM WORK: CREATE YOUR OWN “WAS” OR “WERE” EXERCISE show each other the photos you
brought from home the previous class. Describe your photos to your teammates. Point the differences in
physical changes, age, the place where they were and who was with them in each picture. Follow the example.Example: Susan was a very shy girl. She and her brother were in the same classroom.
1.-
2.-
3.-
4.-
5.-
6.-
Lengua Adicional al Español II
TELL IMPORTANT MOMENTS OF THE PAST
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Formación Básica / Semestre 2
BLOCK II 4
EXERCISE 2
I. Complete these sentences and change them to negative form to practice uency.
1) I _____ in Canberra last spring. 1. I wasn’t in Cabrera last spring.
2) We _ were___ at school last Saturday. 2.
3) Tina _____ at home yesterday. 3.
4) He _____ happy. 4.
5) Robert and Stan _____ Garry´s friends. 5.
6) You _____ very busy on Friday. 6.
7) They _____ in front of the supermarket. 7.
8) I _____ in the museum. 8.
9) She _____ in South Africa last month. 9.
10) Jessica and Kimberly _____ late for school. 10.
Instructions: Put in was or were into the gaps.
http://www.englisch-hilfen.de/en/exercises/tenses/was_were.ht
http://www.tolearnenglish.com/exercises/exercise-english-1/exercise-english-
II. Complete these sentences with “am, is, are, was, or were”
1. Last year, she _____ 22, so she is 23 now.
2. Today the weather _____ nice, but yesterday it _____ so cold.
3. I _____ hungry last night, so I had something to eat.
4. Where _______ you at 11 o´clock last Friday morning?
5. Don´t buy those shoes. They _____ too ex