INGLÉS IV

COMPONENTE: CAMPO DE CONOCIMIENTO:

FORMACIÓN BÁSICA HUMANIDADES Y
CIENCIAS SOCIALES

HORAS SEMANALES: CRÉDITOS:

03 06

DATOS DEL ALUMNO

Nombre:
Plantel:
Grupo: Turno: Teléfono:
E-mail:
Domicilio:

PRELIMINARES 3
 “Una competencia es la integración de habilidades, conocimientos y actitudes en un contexto específico”.

El enfoque en competencias considera que los conocimientos por sí mismos no son lo más importante, sino
el uso que se hace de ellos en situaciones específicas de la vida personal, social y profesional. De este
modo, las competencias requieren una base sólida de conocimientos y ciertas habilidades, los cuales se
integran para un mismo propósito en un determinado contexto.
El presente Módulo de Aprendizaje de la asignatura de Job Interview, es una herramienta de suma
importancia, que propiciará tu desarrollo como persona visionaria, competente e innovadora, las
características mencionadas se establecen en los objetivos de la Reforma Integral de Educación Media
Superior que actualmente se está implementando a nivel nacional.
El Módulo de aprendizaje es uno de los apoyos didácticos que el Colegio de Bachilleres te ofrece con la intención
de estar acorde a los nuevos tiempos, a las nuevas políticas educativas, además de lo que demandan los
escenarios local, nacional e internacional; el módulo se encuentra organizado a través de bloques de aprendizaje
y secuencias didácticas. Una secuencia didáctica es un conjunto de actividades, organizadas en tres momentos:
Inicio, desarrollo y cierre. En el inicio desarrollarás actividades que te permitirán identificar y recuperar las
experiencias, los saberes, las preconcepciones y los conocimientos adquiridos a través de tu formación, mismos
que te ayudarán a abordar con facilidad el tema que se presenta en el desarrollo, donde realizarás actividades
que introducen nuevos conocimientos dándote la oportunidad de contextualizarlos en situaciones de la vida
cotidiana, con la finalidad de lograr un aprendizaje significativo.

Posteriormente, se encuentra el momento de cierre de la secuencia didáctica, donde integrarás todos los
saberes que aplicaste en las actividades de inicio y desarrollo.
En todas las actividades de los tres momentos se consideran los saberes conceptuales, procedimentales y
actitudinales. De acuerdo a las características y el propósito de las mismas, éstas se desarrollan de forma
individual, grupal o en equipos. Para el desarrollo del trabajo deberás utilizar diversos recursos, desde
material bibliográfico, videos, investigación de campo, etc.
La retroalimentación de tu aprendizaje es sumamente importante por eso te invitamos a participar
activamente, de esta forma aclararás dudas o bien fortalecerás lo aprendido; además en este momento, el
docente podrá tener una visión general del logro de los aprendizajes del grupo.
Recuerda además, que la evaluación en el enfoque en competencias es un proceso continuo, el cual
permite recabar evidencias a través de tu trabajo, donde se tomarán en cuenta los tres saberes: el
conceptual, procedimental y actitudinal con el propósito de que apoyado por tu maestro mejores el
aprendizaje. Es necesario realizar la autoevaluación, ya que este ejercicio permite que valores tu actuación
y reconozcas tus posibilidades, limitaciones y cambios necesarios para mejorar tu aprendizaje.
Así también, es recomendable la coevaluación, proceso donde de manera conjunta valoran su actuación,
con la finalidad de fomentar la participación, reflexión y crítica ante situaciones de sus aprendizajes,
promoviendo las actitudes de responsabilidad e integración del grupo.
Nuestra sociedad necesita individuos a nivel medio superior con conocimientos, habilidades, actitudes y
valores, que les permitan integrarse y desarrollarse de manera satisfactoria en el mundo laboral o en su
preparación profesional. Para que contribuyas en ello, es indispensable que asumas una nueva visión y
actitud en cuanto a tu rol, es decir, de ser receptor de contenidos, ahora construirás tu propio
conocimiento a través de la problematización y contextualización de los mismos, situación que te permitirá:
Aprender a conocer, aprender a hacer, aprender a ser y aprender a vivir juntos.

4
PRELIMINARES
 EVALUACIÓN DIAGNÓSTICA COEVALUACIÓN
Ícono de Coevaluación, donde deberás evaluar a tu
compañero y él te evaluará a ti.
Representa la Evaluación Diagnóstica, la cual te
permitirá estar consciente de tus conocimientos
acerca del tema a abordar.
RÚBRICA DE EVALUACIÓN
Con este ícono se muestra la Rúbrica de Evaluación de
tu proyecto, donde se valorará tu desempeño.
ACTIVIDAD INTEGRADORA
En esta sección realizarás la Actividad Integradora, la
cual será tu proyecto durante todo el semestre,
pondrás en práctica tus conocimientos y fortalecerás PORTAFOLIO DE EVIDENCIAS
tu aprendizaje. El Portafolio de Evidencias lo encontrarás al finalizar
cada bloque. Aquí se especifica qué actividades debes
incluir y entregar a tu profesor para que te evalúe.

ACTIVIDAD 1
SD1-B1
Con este gráfico identificarás las Actividades dentro REACTIVOS DE CIERRE
del texto, con las cuales optimizarás los conocimientos En este espacio encontrarás los Reactivos de Cierre, con
aprendidos. Debajo del ícono sabrás la secuencia y los cuales reforzarás los conocimientos que adquiriste
bloque al que pertenece y arriba si es individual, en durante el bloque y desarrollarás tus habilidades.
equipo o grupal.

Íconos para indicar si una actividad es:

GLOSARIO
Individual En Equipo Grupal Con esta ilustración localizaremos el Glosario, ya sea
dentro del texto o al final del libro. Será tu ayuda para
conocer nuevos conceptos y comprender mejor las
lecturas.

EVALUACIÓN DEACTIVIDADES
En este apartado encontrarás la Evaluación de FUENTES DE INFORMACIÓN
Actividades, donde tu profesor calificará tu desempeño. Útil para tener referencias acerca del contenido de tus
libros, además que podrás utilizar las Fuentes para
tener más herramientas que contribuyan a mejorar tu
desempeño académico.

AUTOEVALUACIÓN
Ícono de Autoevaluación en este espacio tendrás que
evaluarte a ti mismo honestamente y te darás cuenta NOTA ENFÁTICA
de los conocimientos adquiridos, así como de las áreas En Notas Enfáticas podrás encontrar contenido
que necesitas mejorar. importante que complementará tu aprendizaje.

5
PRELIMINARES
 Presentación del libro.....................................................................................................................................................4

Glosario Icónico..............................................................................................................................................................5

Competencias Genéricas y Disciplinarias Básicas................................................................................................8 y 9

Mapa de contenido......................................................................................................................................................10

Describe your behavior in hypothetical situations..............................................................11

BLOCK 1

Didactic Sequence 1. Let ’s review what we know ..................................................................................12

Didactic Sequence 2. If i had a million dollars, I could… .........................................................................19
Didactic Sequence 3. What could I do if....................................................................................................26
BLOCK 2

Describes Experiences.........................................................................................................................39

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

Didactic Sequence 2. Rule: Present Perfect Verb Tense .........................................................................47

6
PRELIMINARES
 BLOCK 3
Express likes and preferences.........................................................................................................63

Didactic Sequence 1. “Would prefer, would like, like, don´t like, hate, can ´t stand” .......................65

Didactic Sequence 2. Likes, dislikes and preferences..............................................................................71

BLOCK 4
Describe objects, activities and persons.....................................................................................85

Didactic Sequence 1. Describe objects, activities and persons ..............................................................86

Didactic Sequence 2. Relative pronouns and relative clauses such as who, which, that and where
.....
91

7
PRELIMINARES
 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 expre-

siones en distintos géneros.

3 Elige y practica estilos de vida saludables.

4 Escucha, interpreta y emite mensajes pertinentes en distintos contextos me-

diante la utilización de medios, códigos y herramientas apropiados.

5 Desarrolla innovaciones y propone soluciones a problemas a partir de méto-

dos establecidos.

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

considerando otros puntos de vista de manera crítica y reflexiva.

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

8 Participa y colabora de manera efectiva en equipos diversos.

9 Participa con una conciencia cívica y ética en la vida de su comunidad, región,

México y el mundo.

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

creencias, valores, ideas y prácticas sociales.

11 Contribuye al desarrollo sustentable de manera crítica, con acciones respon-

sables.

8
PRELIMINARES
 COMPETENCIAS DISCIPLINARES BÁSICAS BLOQUES DE APRENDIZAJE
DEL CAMPO DE COMUNICACIÓN I II III IV
Identifica, ordena e interpreta las ideas, datos y conceptos

1 explícitos e implícitos en un texto, considerando el contexto

en el que se generó y en el que se recibe.

Evalúa un texto mediante la comparación de

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

6
Argumenta un punto de vista en el público de
manera precisa, coherente y creativa.
Valora y describe el papel del arte, la literatura y los medios

7 de comunicación en la recreación o la transformación

de una cultura, teniendo en cuenta los propósitos
comunicativos de distintos géneros.

8 Valora el pensamiento lógico en el proceso

comunicativo en su vida cotidiana y académica.

9 Analiza y compara el origen, desarrollo y diversidad

de los sistemas y medios de comunicación.

Identifica e interpreta la idea general y posible

10 desarrollo de un mensaje oral o escrito en una

segunda lengua, recurriendo a conocimientos
previos, elementos no verbales y contexto.

Se comunica en una lengua extranjera mediante

11 un discurso lógico, oral o escrito, congruente con
la situación comunicativa.
12 Utiliza las tecnologías de la información y
comunicación para investigar, resolver problemas,
producir materiales y transmitir información.

PRELIMINARES 9
 Describe your
behavior in
hypothetical situations

Let ’s review what we know

If i had a million dollars, I could…

What could I do if...

Describes
Experiences Express likes and
preferences
“She has studied all day” “Would prefer, would like, like, don´t like,
hate, can ´t stand”
Rule: Present Perfect Verb Tense
Likes, dislikes and preferences

Describe objects,
activities and persons

Describe objects, activities and persons.

Relative pronouns and relative clauses

such as who, which, that and where

10
 BLOCK 1
Describe your behavior in hypothetical situations

Competences to be developed:
■■ Identifies main idea in an oral
or
Performances to be demostrated: Learning objects: written message in a foreign language.
■■ Communicates in a foreign language
■■ Identifies main ideas in a text, about ■■ Simple past. through the use of the Second
moral issues. Conditional Structure.
■■ Second Conditional form
■■ Values logical thinking in the
■■ Understands the main idea in oral ■■ if / even if / unless + communicative process in hypothetical
messages about moral issues. ■■ Modal Verbs: (would, should, could, situations. And concern about possible
■■ Uses the Second Conditional Grammar might.) scenarios on environment or moral issues.
structure, to form and describe ■■ Adjectives: honest, loyal, fair, ■■ Works in a collaborative and effective
way, acknowledging the importance of
imaginary and hypothetical situations. responsible, trustworthy, etc. diversity and plurality of ideas and
■■ Connectors: but, and, because, so. behavior of his/ hers classmates.
■■ Expresses concepts and ideas in logical
way, using coherent and creative
introduction, core and conclusion.
■■ Produces texts based on the standard
use of the language considering the
communicative intention and situation,
and formal elements of language with
regards to punctuation, spelling,
syntax, coherence and cohesion.
■■ Evaluatesa text by comparing its content
with others, making use of students prior
Length : 12 hours and new knowledge.
Start Up Activities Didactic Sequence 1
Let’s review what we know

DIAGNOSTIC EVALUATION

I Know what you did last summer!

Irregular verbs are an important feature of English. We use irregular verbs a lot when speaking, less when writing.
Of course, the most famous English verb of all, the verb "to be", is irregular.

What is the difference between regular verbs and irregular verbs?

Base Form Past Simple Past Participle With

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

One good way to learn irregular

verbs is to try sorting them into
groups, as above.

You can always find these verbs

in a dictionary and see if they
are regular or irregular.

12
 Lengua Adicional al Español 4

Development Activities

ACTIVITY 1
SD1-B1

Watch the following videos from YouTube for a quick review of the regular and irregular verbs.

- https://www.youtube.com/watch?v=AxuYOR4MWGI

- https://www.youtube.com/watch?v=D_mrIVNFFIQ

ACTIVITY 2
SD1-B1

(PAIRS) After watching these videos, and according to the information you got, with the help of a dictionary if
it’s necessary, get in pairs and complete the following chart with a list about the most common verbs in past,
regular and irregulars.
Simple past
Verb Regular Irregular
1 admit
2 ban
3 beg
4 bury
5 clap
6 copy
7 Cry
8 drop
9 dry
10 empty
11 fancy
12 fit

BLOCK 1 Describe your behavior in hypothetical situations 13

 Simple past
Verb Regular Irregular
13 fry
14 Hug
15 hurry
16 identify
17 be
18 become
19 begin
20 break
21 bring
22 build
23 buy
24 catch
25 choose
26 come
27 cut
28 do
29 draw
30 drink
31 drive
32 eat
33 fall
34 feel
35 find
36 fly
37 forget
38 get
39 give
40 go
41 grow

14
 Lengua Adicional al Español 4

ACTIVITY 3
SD1-B1

Read the following biography of Galileo Galilei (1564-1642) and do the following exercises.

1.- Complete with the information from the text:

Name:____________________________________________________________________________________

DATES
Birth:_____________________________________________________________________________________
Death:_____________________________________________________________________________________

Nationality:________________________________________________________________________________

BLOCK 1 Describe your behavior in hypothetical situations 15

Jobs:______________________________________________________________________________________
Achievements/discoveries:_____________________________________________________________________

__________________________________________________________________________________________
2.- Underline all the verbs in Simple Past.
3.- Classify all the verbs from the text in regulars and irregulars.
REGULAR IRREGULAR

Closing Activities CONNECTORS

ACTIVITY 4
SD1-B1

With the help of your dictionary, identify the meanings and functions of the most common connectors (and, but,
so, or, because) and write them down in the chart.

Connectors Functions Meaning

16
 Lengua Adicional al Español 4

ACTIVITY 5
SD1-B1
(PAIRS) With the help of a partner, choose the best connector to complete the sentences:

A. She doesn’t like vegetables _______fish.

B. I need milk, butter _______bread.
C. There’s snow on the street _______it’s not too cold.
D. She has worked hard _______ but she has not earned enough to buy the car she wants.
E. I would like to go to the cinema _______ I don’t have any money.
F. My favorite bands are Maná _________ U2.
G. Even though I did all my homework, my mom didn’t let me go to the party __________ she made me stay
home all the weekend.
H. I tried to finish the exam __________ I had not enough time.
I. Pedro Infante __________ María Félix starred Tizoc.

ACTIVITY 6
SD1-B1

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

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

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

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

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

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

B) Correct the underlined word using and, but, or, so, because, and rewrite the sentence on the line.

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

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

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

4. It´s raining, or take your umbrella! ___________________________________________________________

BLOCK 1 Describe your behavior in hypothetical situations 17

C) Put the words in order.

1. accident / an / she´s / in / because / hospital / she / had.

__________________________________________________________________________________________
__________________________________________________________________________________________

2. but / they / many / work / don´t / hours / they / have / money / much.
__________________________________________________________________________________________
__________________________________________________________________________________________

3. asked / Paul / me / question, / a / replied / I / so.

__________________________________________________________________________________________
__________________________________________________________________________________________

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

__________________________________________________________________________________________
__________________________________________________________________________________________

18
 Lengua Adicional al Español 4

Start Up Activities Didactic Sequence 2

IF I HAD A MILLION DOLLARS, I COULD…

1.- Students solve written exercises related to the second conditional.

2.- Read carefully the uses and grammatical forms of the second conditional with oral
examples given by the teacher and classmates who have more knowledge about the theme.

3.- Teacher explains in detail so that every student can express his/her own examples
of a hypothetical situation.

GRAMMAR

SECOND TYPE CONDITIONAL CLAUSES

Conditional Sentences Type II refer to situations that would happen in an hypothetically situation.

Example: If John had the money, he would buy a Ferrari.

The structure for writing a second conditional clause is the following:

First sentence the condition Main clause

IF + Pronoun/noun + Past verb+ predicate, Pronoun/noun + Would + Verb (infinitive) + predicate

IF + John + had + the money, I Would buy a car.

Remember two sentences, one written using “If” and in past tense, and the second using “Would” and in present.

BLOCK 1 Describe your behavior in hypothetical situations 19

Development Activities

ACTIVITY 1
SD2-B1

(TEAMS) Now we have 4 imaginary situations. Divide the group in two teams and develop second conditional
sentences for every hypothetical situation and when you finish share your answers with the rest of the group.

A. Win the lottery:

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

B. Have a new car:

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

C. Go to Paris:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

D. Travel to space:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

20
 Lengua Adicional al Español 4

PORTFOLIO OF EVIDENCE

ACTIVITY 2
SD2-B1

With the help of your dictionary if it’s needed, find the meaning of the following adjectives:

HONEST
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

LOYAL
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
FAIR
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
RESPONSIBLE
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
TRUSTWORTHY
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
JUST
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

BLOCK 1 Describe your behavior in hypothetical situations 21

VIRTOUS
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

NOBLE
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
RESPECTFUL
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
RELIABLE
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

ACTIVITY 3
SD2-B1

(PAIRS)https://www.google.com.mx/search?hl=en&site=imghp&tbm=isch&source=hp&biw=911&bih=438&q=IF+SECOND+-
CONDITIONAL&oq=IF+SECOND+CONDITIONAL&gs_l=img.12..0i24.560666.576180.1.579045.21.10.1.10.11.0.222.1274.
0j9j1.10.0....0...1ac.1.64.img..1.22.1570.lmZhE7wejmM#imgrc=-skYcpnKee0DnM%3A

■■ audio
A) Listen, read and repeat.

Everybody would like to win the lottery

Albert –Are you looking for some information?

John –Yes, I want to know if I won the lottery. I bought a ticket.

22
Colegio de Bachilleres del Estado de Sonora
 Lengua Adicional al Español 4

Albert –How much would you win?

John –Well… the total prize is twenty million;
so, my ticket would win one million!
Albert –What would you do with that money?
John –Well… I would travel around the world. What would you do?
Albert –With a million, I would buy a beautiful house.
John –But, as my number is not in the list, I’ll buy another one, maybe next time
I would have better luck.
Albert –You’re right! It is good to insist.

B) Practice the dialogue with your partner.

PORTFOLIO OF EVIDENCE

ACTIVITY 4
SD2-B1

Complete the following sentences using the correct form of the verb provided.

1. It’s Monday today, but if it ___________________ (be) Saturday, I ______________________ (go) to

the beach.

2. I don’t have any money now, but if I ___________________ (have) some, I _________________ (lend) it
to you.

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

shopping with you.

4. Amy can only speak one language, but if she ________________ (can) speak two languages,
she___________________ (apply) for a job at the Multicultural Center.

5. Sue doesn’t know how to knit. If she ___________________ (know) how to knit, she
____________________ (make) a sweater for you for your birthday.

6. I don’t own a pair of skis. If I ________________ (have) skis, I __________________ (go) skiing with
you tomorrow.

BLOCK 1 Describe your behavior in hypothetical situations 23

7. I can’t understand what he’s saying. If he ___________________ (speak) more clearly, I ________________
(understand) more.

8. We are not going to buy that house, but if it ______________________ (be) a little cheaper, we ___________
(buy) it.

9. He is not going to pass his exam. If he ______________________ (study) harder, he ____________________

(pass).

10. John has a lot of car accidents. If he _____________________ (drive) more carefully, he _______________
(have) fewer accidents.

Closing Activities

PORTFOLIO OF EVIDENCE

ACTIVITY 5
SD2-B1

A) Match the first part of the sentence on the left with the correct ending on the right.

1. If I were hungry... ________ A. if I were bald.

2. If I were thirsty... ________ B. if the neighbors were very noisy.

3. I would go to the dentist... ________ C. I would take it again.

4. I would buy a wig... ________ D. if I came to work late again.

5. I would quit my job... ________ E. I would eat something.

6. If I saw a bad car accident... ________ F. if I had to work overtime every day.

7. I would move... ________ G. I would move to Mexico.

8. If I spoke Spanish... ________ H. I would make some lemonade.

9. If I failed the course... ________ I. I would call an ambulance.

10. The boss would fire me... ________ J. if I had a tooth ache.

24
 Lengua Adicional al Español 4

B) Complete the following sentences using your own words.

1. If I had some free time,____________________________________________________________________

__________________________________________________________________________________________

2. I would move to a bigger apartment if_________________________________________________________

__________________________________________________________________________________________

3. If I had a bike,____________________________________________________________________________

__________________________________________________________________________________________

4. I would walk to school every day if___________________________________________________________

__________________________________________________________________________________________

5. I would go to the doctor if __________________________________________________________________

__________________________________________________________________________________________

6. If I had a roommate, _______________________________________________________________________

__________________________________________________________________________________________

7. If I knew his name, _______________________________________________________________________

__________________________________________________________________________________________

8. If I had a dog, ____________________________________________________________________________

__________________________________________________________________________________________

BLOCK 1 Describe your behavior in hypothetical situations 25

Start Up Activities Didactic Sequence 3
What could I do if...

■■ GRAMMAR

“ Even if”, Second conditional.

“Even if” emphasizes that something will happen, would happen not matter if there was conditions
to prevent so. Because we are using second conditional we use past tense in the sentence where we
use “even if”.
Even if we had booked our flight earlier, it wouldn’t have been cheaper.
Structure

Even if + Pronoun/noun +verb (past tense) + predicate, Pronoun + would +verb (infinitive) + predicate

“If”, Second Conditional.

We can use could in the if-clause to express ability, possibility or permission, using the past tense.
First, we can use it to talk about things in the future that are probably not going to be true.
Second, we can use it to talk about something in the present which is impossible, because it’s not
true Structure.

• if + verb (past)+ predicate , pronoun +would + verb + (infinitive) + predicate.

For example: If I won the lottery, I would buy a spaceship.

“Unless”, Second conditional

Unless is a word which is used to say an event is going to happen but there might be something that
can prevent the success of happening. As a second conditional we use the past tense in the sentence
which explains what happened in the past which prevented an event.
For example:
I wouldn’t eat that food unless I was really hungry.

Structure:
Pronoun+ would+ verb (infinitive)+ predicate, unless + verb (past)+ predicate.

26
 Lengua Adicional al Español 4

Development Activities

ACTIVITY 1
SD3-B1

Let’s practice: Please write 5 situations that happened in your life that even if you could change something, it
would happen.

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

BLOCK 1 Describe your behavior in hypothetical situations 27

 PORTFOLIO OF EVIDENCE

ACTIVITY 2
SD3-B1

Fill the following sentences using “even if” or “if ”.

1. It hasn't rained in weeks, and the weather forecaster said it should be warm and sunny tomorrow for the wine
festival. But the weather isn't really important; ____________ it rains, the festival will take place.

2. These days a woman can do anything a man can do __________________they propose it.

3. __________________ the science of medicine is advancing very quickly, there are many people in the world
who die of diseases which are easily cured because they can't afford to pay for treatment.

4. Jessica is extremely beautiful and graceful__________________ she thinks it will be very difficult for her to
break into the world of international modeling.

5. Samantha is very easily insulted. _____________________a person complements her, she takes it as an insult.

6. My dog eats everything - ___________________________ice cream!

7. Fred is a brilliant computer programmer. _________________ he doesn't go to university, he will be able to

survive just by doing web page design.

8. _____________________________ the world is becoming increasingly global, many people remain ignorant
to other cultures and languages.

9. He can do everything. He sings beautifully, speaks five languages, rock climbs __________________ he
prac-tice enough.

10. The movie was predictable and the acting was pretty bad. ____________________, I loved it because it
was funny and I needed a good laugh.

28
 Lengua Adicional al Español 4

ACTIVITY 3

audio
SD3-B1

A) Listen, read and

repeat. Whose car is this?

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

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

B) Read and act out the dialogue in front of your teamwork.

C) Circle the option you think is the best one.

a) Why do you think Mike said Frank ”Take it easy”?

• Because he realized that Frank was very upset.
• Because he was going to work.
• Because they were friends.

b) What would you advise Frank for calming down?

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

BLOCK 1 Describe your behavior in hypothetical situations 29

c) What kind of person would you say Mr. Frey is?
• A reliable and good citizen.
• A nice and efficient public employee.
• An irresponsible selfish person, and a bad officer.

d) What should Mr. Frey do when Frank asked him to move his car?
• He should apologize Frank.
• He should smile and hug Frank.
• He should offer Frank his own car to go faster.

e) What kind of person do you think Frank is?

• An irresponsible and reckless worker.
• A coward and fearful boy.
• A peaceful and educated person.

D) Comment your answers with your teamwork.

E) What would you do in that case?

F) Select five positive and five negative characteristics from the last exercise and write them down.

PERSONAL CHARACTERISTICS

POSITIVE NEGATIVE

30
 Lengua Adicional al Español 4

SD3-B1
audio
ACTIVITY 4

Teenagers can change the world. Young people can really make a difference. If you could change something in
the world, what would you change? Get ready to listen to a song by Eric Clapton.

CHANGE THE WORLD

INSTRUCTIONS:
Listen to the song and fill in the blanks.

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

BLOCK 1 Describe your behavior in hypothetical situations 31

 Closing Activities

PORTFOLIO OF EVIDENCE
Homework.
I. Circle the option which shows the correct complement of the sentences.
1. Lola failed last semester! I think that if she studied harder this time, she_______ pass her final test.
a) Should b) Could c) Could not d) Shouldn’t

2. Charles caught a terrible flue, if he______ to get better, he_______ see the doctor.
a) Wants – should b) Wanted – should c) Wanted – shouldn’t d) Want – should

3. If I_______ a lawyer, I think I_______ be honest.

a) Was – would b) Were – would c) Wasn’t – should d) Weren’t – wouldn’t

4. Luis is a responsible classmate, if he___________ I________ choose him as a partner for the final project.
a) Were´nt – would not b) Was – would not c) Were – should d) Wasn’T – should

II. Select the characteristic according to the actions of every person.

1. Paty found a wallet with money and some cards in, and she is going to call the owner. I think she
is a___________ person .
a) Friendly b) Honest c) Nice d) Selfish

2. I had a terrible problem with my parents and I need someone to talk to. I’ll look for Annie to help me,
because she is a ___________person.
a) Cultivated b) Coward c) Trustworthy d) Good

3. Lucy’s sister is very sad, because she knew that her husband was kissing another girl. She realized that
he isn’t a ___________person.
a) Peaceful b) Quiet c) Loyal d) Upset

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

a) Lucky b) Reckless c) Funny d) Bored

5. The employees are leaving the office, but Freddy will stay because he is going to finish a report. He is
a very_____________ employee .
a) Lazy b) Responsible c) Dishonest d) Graceful

III. Translate to English, the following sentences.

1. Si yo fuera médico, me gustaría trabajar en África.

__________________________________________________________________________________________

__________________________________________________________________________________________

32
 Lengua Adicional al Español 4

2. Si él estudiara más, obtendría mejores calificaciones.

__________________________________________________________________________________________

__________________________________________________________________________________________

3. Si Lupita fuera amistosa, tendría más amigos.

__________________________________________________________________________________________

__________________________________________________________________________________________

4. Si David comiera más verduras, no tendría problemas estomacales.

__________________________________________________________________________________________
__________________________________________________________________________________________

5. Si condujeras cuidadosamente, no tendrás accidentes.

__________________________________________________________________________________________

__________________________________________________________________________________________

IV. These words form interrogative sentences, but they are not in the correct position. Rewrite them
for-ming the questions.
1. You – children – money – you – help – would – if – poor – had ?

__________________________________________________________________________________________

__________________________________________________________________________________________

2. would – to – Shakira’s – you – like – be – friend ?

__________________________________________________________________________________________

__________________________________________________________________________________________

3. dollar – you – what – do – with – a – would – you – million ?

__________________________________________________________________________________________

__________________________________________________________________________________________

4. be – were – if – not – you – what – like – a – would – student – to – you ?

__________________________________________________________________________________________

__________________________________________________________________________________________

BLOCK 1 Describe your behavior in hypothetical situations 33

 INTEGRATING ACTIVITY

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

Excellent Good Need improvement

Rubric Points
2 1 0

The comparative table

The comparative table The comparative table
is neat and clean,
Presentation is neat, clean and is not neat and clean,
however, somehow
attractive. or attractive.
attractive.

The text has no spelling The text it has few (1 or The text has a lot of
Spelling
mistakes. 3) spelling mistakes. mistakes.

The text explains the

The text does not
rules of the second
The text explains the explains the rules of
conditional but it miss
Grammar rules of the second the second conditional
one-two clause, or it’s
conditional. or it does not make
no clear in one-two
sense at all.
clause.

Completion The text has 5 sentences. The text has between 4 The text has less than
or 3 sentences. 3 sentences.

34
 Lengua Adicional al Español 4

PORTFOLIO EVALUATION

Please use the following chart in order to evaluate the student. Don’t forget to add comments.

Need
Excellent Good improvement
Rubric Points Comments
2 1 0

The exercises
The exercises are neat The exercises
are neat, and clean, are not neat
Presentation clean and however, and clean, or
attractive. somehow attractive.
attractive.

The The exercises

The exercises
exercises has it has few (1
Spelling has a lot of
no spelling or 3) spelling
mistakes.
mistakes. mistakes.

The exercises The exercises The exercises

have no have few are full of
Grammar grammatical grammatical grammatical
mistakes. mistakes mistakes

It contains all It miss some Contains little

Completion
the exercises. exercises. exercises.

BLOCK 1 Describe your behavior in hypothetical situations 35

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

I can …… Excellent Good Regular

Did you use the rules for writing
If”, “Even if” and “Unless” second
conditional correctly?

Use the following space in order to

write what rule or rules you forgot to
follow.

CO-EVALUATION

Please evaluate one of your classmates using the rules for writing If”, “Even if” and “Unless” as second conditional.

Points Excellent Satisfactory Need improvement Unsatisfactory

Can your classmate

write in English?

Dis your classmate

follow the rules
for writing second
conditional sentences?

Do the sentences
make sense?

Can he read the

sentences and
understand the
meaning?

36
 Lengua Adicional al Español 4

INFORMATION SOURCES

Planes de Estudio DGB

Módulo de Aprendizaje Lengua Adicional al Español IV.

http://www.shertonenglish.com/resources/es/conditionals/type2.php http://www.perfect-
english-grammar.com/second-conditional.html https://www.google.com.mx/search?
q=galileo+galilei+was+born..&ie=utf-8&oe=utf-8&gws_
rd=cr&ei=kLMEVsPPNsupgwS3hKzoDw ( Sep 24th 2015)

http://www.biography.com/people/galileo-9305220#synopsis

https://www.youtube.com/watch?v=AxuYOR4MWGI

https://www.youtube.com/watch?v=D_mrIVNFFIQ

BLOCK 1 Describe your behavior in hypothetical situations 37

38
 BLOCK 2
Describes Experiences

Competences to be developed:
Performances to be demostrated: Learning objects: ■■ Identifies and interprets the general idea
and possible development of a written or
■■ Describe in an oral and written form ■■ Vocabulary about places, tourist spoken message in a foreign language.
his/ her personal experiences. activities, hobbies and food. ■■ Communicates in a foreign language
■■ Get information about third person in ■■ Present Perfect Tense in affirmative, through a logical discourse, oral or
an oral and written text. negative and interrogative form. written to ask for or exchange
■■ Uses the grammatical structures of the ■■ Adverbs “for” and “since” in present information about the activities that
he/she has done in different contexts.
present perfect and the simple past to perfect structures. ■■ Uses strategies of autonomous learning,
express his/her experiences. ■■ Adverbs “yet, already, ever, never” in through information and communication
present perfect structures. technologies, to obtain information about
■■ Present perfect and Simple Past. the use of the grammatical structure of
the present perfect and the simple past to
express his/her experiences.
■■ Maintains a respectful attitude toward
multiculturalism and diversity of
beliefs, values, ideas and social
practices, socializing with peers.
■■ Produces texts based on the proper use of
the language, according to the intention and
communicative situation, as well as formal
elements of language (punctuation, spelling,
Length : 16 hours syntax and coherence.
Start Up Activities Didactic Sequence 1
“SHE HAS STUDIED ALL DAY”

Why is it important to know the regular and irregular verbs in past? How can you learn
verbs so that you never forget them?

ACTIVITY 1 (LISTENING EXERCISE)

SD1-B2

Practice the pronunciation and the meaning of the following verbs

Verb Past Simple Past Participle forgive forgave forgiven

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

40
 Lengua Adicional al Español 4

shake shook shaken

shine shone shone
shoot shot shot
show showed shown
shut shut shut
sing sang sung
sink sank sunk
sit sat sat
sleep slept slept
slide slid slid
speak spoke spoken
spend spent spent
spin spun spun
spread spread spread
stand stood stood
steal stole stolen
stick stuck stuck
sting stung stung
strike struck struck
swear swore sworn
sweep swept swept
swim swam swum
swing swung swung
take took taken
teach taught taught
tear tore torn
tell told told
think thought thought
throw threw thrown
understand understood understood
wake woke woken
wear wore worn
win won won
withdraw withdrew withdrawn
write wrote written

* HANG - Hang has two different meanings. The first is "to attach (or hang) something in a high position"
(e.g. on the wall or on a hook). In this case we use the above verbs Hang-Hung-Hung.

BUT when Hang means "to kill someone by putting a rope around someone's neck and leaving them in a
high position without any support", we use different verbs: Hang-Hanged-hanged. This verb is typical of
public executions in the past. (e.g. They hanged him in the main square.)

* LIE - Lie has two meanings. When it means "to put your body in a horizontal position" (normally on a
bed) it uses the Lie-Lay-Lain verbs.

BUT it is regular Lie-Lied-Lied when it has the other meaning of "not to say the truth".

* READ - Even though they are written the same, the pronunciation is different in the Past Tense and
Past Participle form.

41
BLOQUE 2 Describes experiences
Part Two: The following verbs can be regular or irregular:

Verb Past Simple Past Participle

burn burned OR burnt burned OR burnt
dream dreamed OR dreamt dreamed OR dreamt
learn learned OR learnt learned OR learnt
smell smelled OR smelt smelled OR smelt

The second form (burnt, dreamt etc.) is more common in British English.

Part Three: Verbs that have the same form in Present, Past and Past Participle form:

Verb Past Simple Past Participle

bet bet bet
broadcast broadcast broadcast
cut cut cut
hit hit hit
hurt hurt hurt
let let let
put put put
quit quit quit
read read read
set set set
shut shut shut
spread spread spread

All of the verbs above are written and pronounced the same in the three forms EXCEPT for Read which is
written the same but pronounced differently .

Development Activities

42
 Lengua Adicional al Español 4

ACTIVITY 3
SD2-B1

(PAIRS) Solve the crossword with the past participle of the verbs in the chart

ACROSS: ACROSS: DOWN: DOWN:

1) KEEP 22) UNDERSTAND 2) EAT 21) GIVE
5) CATCH 24) PAY 3) BUY 23) RIDE
6) DRINK 25) SEND 4) TEACH 26) FLY
8) FIGHT 27) DRIVE 7) KNOW 28) SWIM
9) LOOSE 28) SPEAK 8) FORGET
12) WRITE 10) SELL
13) WEAR 11) DRAW
16) FEED 14) PUT
17) THINK 15) WIN
19) RUN 16) FIND
20) RING 18) SLEEP
19) READ

43
BLOQUE 2 Describes experiences
 Closing Activities

ACTIVITY 1
SD1-B1

As practice, go to the following link of a “You Tube video.

- https://www.youtube.com/watch?v=j32SurxnE4s

GRAMMAR

You may have noticed that in English, past tense verbs with an -ed ending are pronounced in
three different ways:
• [t]
• [d] or
• [Id].
For example, if I say the past tense verb “walked“, as in, “I walked away,” what is the last sound that
you hear in the verb?
• “Walked” [wakt]

1) The -ed verb ending sounds like a [t], “Walked” [wakt], even though it ends in the letter

“d”. What do you hear when I say:

• “smelled“, as in, “it smelled bad.”

2) The -ed verb ending sounds like a [d]: “smelled” [smeld]

And when I say, “visited”, as in “I visited New York City”, how did I pronounce that “-ed” ending?
• [Id] [vizitid].
3) The -ed verb ending sounds like [ɪd], [vizitid].

44
 Lengua Adicional al Español 4

This lesson teaches you the three rules that explain the differences in past tense verb “-
ed” pronunciation. But don’t be surprised if most Americans can’t explain these rules to
you! The truth is, Americans make these changes in sound without even noticing.

Intro | Why the Sound Changes

Place your fingertips on the front of your neck, and pronounce the following words.
What do you feel on your fingers when you say the underlined sound?

vow | fake (vvv | fff)

zebra | snake (zzz | sss)

–> When we pronounce voiced sounds, our vocal chords vibrate when we say those
sounds. [v] [z]. Did you feel the vibration?

–> When we pronounce voiceless sounds, our vocal chords do not vibrate. [f] [s]. No
vibration.

This vibration or lack of vibration then carries forward to the following sound in the
word. Therefore, this vibration or lack of vibration explains why we pronounce the
past tense of verbs in three voiced or voiceless ways: [t], [d] or [Id].

1) [t] final sound

Verbs ending in voiceless sounds [p, k, θ, f, s, ʃ, tʃ] cause the “-ed” ending to be
pronounced as the voiceless [t] (with no vocal chord vibration).

Listen and Repeat

[p] “He popped a balloon.” [papt]
[k] “They talked a lot” [takt]
[θ] “th”: “She frothed a cup of milk” [frawθt]
[f] “I laughed at the movie.” [læft]
[s] “She kissed a frog.” [kIst]
[ʃ] “sh”: “We brushed it off.” [bruʃt]
[tʃ] “ch”: “I reached around for it.” [riytʃt]

2) [d] final sound

Verbs ending in the voiced sounds [b, g, ð, v, z, ʒ, dʒ, m, n, ŋ, r, l] cause the “-ed”
ending to be pronounced as a voiced [d].

Listen and Repeat

[b] “It bobbed up and down.” [babd]

45
BLOQUE 2 Describes experiences
 [g] “He begged her to stay.” [bɛgd]
[ð] “She breathed loudly.” [briyðd]
[v] “They loved it.” [luvd]
[z] “We raised her expectations.” [reyzd]
[dʒ] “They bridged the gap.” [brIdʒd]
[m] “I claimed it was mine.” [kleymd]
[n] “They banned new members.” [bænd]
[ŋ] “She banged into the chair.” [bæŋd]
[r] “He cleared it up.” [kliyrd]
[l] “I rolled up the paper.” [rowld]

3) [əd] or [ɪd] final sound

Verbs ending in the sounds [t] or [d] will cause the “-ed” ending of a verb to be
pronounced as the syllable [əd] or [ɪd].

Listen and Repeat

[t] “I visited the Empire State Building.” [vɪzɪtəd]
[t] “She edited the research paper.” [ɛdɪtɪd]
[d] “We ended the game early.” [ɛndɪd]
[d] “He breaded the chicken.” [brɛdɪd]

Why are these rules important?

Connected Speech [c+v]
These “-ed” pronunciation rules are particularly important, because in English we
connect our speech when we have a word that:
ends in a consonant; and is followed by a word that begins with a vowel.
In this case, the way you say the verb’s “-ed” ending will be heard loudly and clearly.
Example
“He walked away” [walkt] –> “He walk taway” [hiy WAWK təWEY]
Did you hear that [t] in “walked” clearly?

H-Deletion
The same rule of connected speech [c+v] occurs when h-deletion causes us to delete
the “h” sound at the beginning of a word.
Example
“We raised her expectations” [reyzd] –> “We raizd er expectations” –> “We raizdər
expectations”
We deleted the “h” in “her”, then connected the speech from “raised” and “er”, which
became “raisder”.

46
 Lengua Adicional al Español 4

Start Up Activities Didactic Sequence 2

Rule: Present Perfect Verb Tense

We use the present perfect verb tense instead of the simple past when:
1. We talk about something that happened in a non-specific, general time in
the past; and
2. This action may have some connection, continuation or significance to
the present.
Form
To form the present perfect verb tense, use the present tense of “have”:

[have/has] + [past participle of verb]

Example
• “He has developed several mobile apps already.”
Note that when speaking, Native English speakers will often de-stress (delete the
“h” in) or contract the verb “have” or “has” and attach it to the subject before it to
speak with greater efficiency and music.
How to Contract and De-stress the Verb “Have” or “Has”
• “I have” –> “I’ve”
• “You have” –> “you’ve”
• “He has” –> “he’s”
• “She has” –> “she’s”
• “It has” –> “it’s”
• “We have” –> “we’ve”
• “They have” –> “they’ve”

ACTIVITY 1
SD2-B2 Also watch the
Exercise on Present Perfect Simple following video:

Fill in the blanks with 'have' or 'has'. https://www.youtube.com/

watch?v=oXqsVMC3tmo
1. I ___________answered the question. 6. We ____________washed the car.

2. She ____________opened the window. 7. He ____________closed the window.

3. They ___________called us. 8. Jenny __________locked the door.

4. You ____________carried a box. 9. The girls ___________visited the museum.

5. It ______________rained a lot. 10. John and Sophie ______________helped in the garden.

47
BLOQUE 2 Describes experiences
 FORM OF PRESENT PERFECT
PRONOUNS POSITIVE NEGATIVE QUESTION
I/YOU/WE/THEY I have spoken I haven´t spoken Have I spoken?

HE/SHE/IT He has spoken He hasn´t spoken Has He spoken?

EXCEPTIONS IN SPELLING WHEN ADDING ‘ED’

Exceptions in spelling when adding “ed” Example

After a final “e” only add “d” Love-loved

Final consonant after a short, stressed vowel or “l” Admit-admitted

as final consonant after a vowel is doubled. Travel-travelled

Final “y” after a consonant becomes “I” Hurry-hurried

More uses of Present Perfect Tense

- puts emphasis on the result

Example: She has written five letters.

- action that is still going on

Example: School has not started yet.

- action that stopped recently

Example: She has cooked dinner.

- finished action that has an influence on the present

Example: I have lost my key.

-action that has taken place once, never or several times before the moment
of speaking
Example: I have never been to Australia.

Signal Words of Present Perfect

- already, ever, just, never, not yet, so far, till now, up to now

48
 Lengua Adicional al Español 4

ACTIVITY 2
SD2-B2

Write positive sentences in present perfect simple

1. Bob / visit / his grandma

__________________________________________________________________________________________

2. Jimmy / play / on the computer

__________________________________________________________________________________________

3. Sue and Walter / wash / their car

__________________________________________________________________________________________

4. Andrew / repair / his bike

__________________________________________________________________________________________

5. Phil / help / Anne with maths

__________________________________________________________________________________________

6. Brad and Louise / watch / a film

__________________________________________________________________________________________

7. Tamara / talk to / her best friend

__________________________________________________________________________________________

8. Bridgette / draw / a picture

__________________________________________________________________________________________

9. Carol / read / a computer magazine

__________________________________________________________________________________________

10. Tom and Alice / be / to a restaurant

__________________________________________________________________________________________

49
BLOQUE 2 Describes experiences
ACTIVITY 3
SD2-B2

Write negative sentences in present perfect simple

1. Sarah / not / wash the dishes

_________________________________________________________________________________________

2. Anita / not / clean the kitchen

__________________________________________________________________________________________

3. Maureen and Gavin / not / water the plants

__________________________________________________________________________________________

4. Joey / not / make his bed

__________________________________________________________________________________________

5. David / not / buy milk

__________________________________________________________________________________________

6. Lisa / not / be to the baker's

__________________________________________________________________________________________

7. Aran and Jack / not / do their homework

__________________________________________________________________________________________

8. Jane and Ben / not / tidy up their rooms

__________________________________________________________________________________________

9. Alex / not / feed the hamster

__________________________________________________________________________________________

10. Hazel / not / empty the bin

__________________________________________________________________________________________

50
 Lengua Adicional al Español 4

ACTIVITY 4
SD2-B2

Write questions in present perfect simple.

1. you / answer / the question

__________________________________________________________________________________________

2. Jenny / lock / the door

__________________________________________________________________________________________

3. Walter / call / us

__________________________________________________________________________________________

4. you / see / the picture

__________________________________________________________________________________________

5. your parents / get / the letter

__________________________________________________________________________________________

6. it / rain / a lot

__________________________________________________________________________________________

7. how often / we / sing / the song

__________________________________________________________________________________________

8. Maureen / watch / the film

__________________________________________________________________________________________

9. how many books / Bob / read

__________________________________________________________________________________________

10. ever / you / be / to London

__________________________________________________________________________________________

51
BLOQUE 2 Describes experiences
GRAMMAR

Ever
The adverbs ever and never express the idea of an unidentified time before now(Have you ever visited
Berlin?)’Ever’ and ‘never’ are always placed before the main verb (past participle). Ever is used:

In questions
Have you ever been to England?
Has she ever met the Prime Minister?

In negative questions
Haven’t they ever been to Europe?
Haven’t you ever eaten Chinese food?

In negative statements using the pattern nothing + ever or nobody + ever

Nobody has ever said that to me before.
Nothing like this has ever happened to us.

With ‘The first time’

It’s the first time that I’ve ever eaten snails.
This is the first time I’ve ever been to England.

Never

Never means at no time before now, and is the same as not ..... ever: (I have never visited Berlin)

BE CAREFUL! You must not use never and not together

I haven’t never been to Italy.
I have never been to Italy.

Already
Already refers to an action that has happened at an unspecified time before now. It suggests that there is
no need for repetition.
I’ve already drunk three coffees this morning. (= and you’re offering me another one!)
Don’t write to John, I’ve already done it.
It is also used in questions:
Have you already written to John?
Has she finished her homework already?
Already can be placed before the main verb (past participle) or at the end of the sentence:
I have already been to Tokyo.
I have been to Tokyo already.

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 Lengua Adicional al Español 4

Yet
Yet is used in negative statements and questions, to mean (not) in the period of time between before
now and now, (not) up to and including the present. Yet is usually placed at the end of the sentence.
Have you met Judy yet?
I haven’t visited the Tate Gallery yet
Has he arrived yet?
They haven’t eaten yet

ACTIVITY 5
SD2-B2

Fill in the blanks using ever, never, just, already and yet.

1. Have you________ been in America?

2. Do you hear the noise? The train has__________ arrived.

3. No. Your cousin hasn't come to the party__________ .

4. Can you open the door? Oh, it is____________ open.

5. Your daughter has___________ returned home. You don't have to worry anymore.

6. Haven't you finished your food__________? No, I am still eating mom.

7. I am a very lucky person. I have__________ had nightmares.

8. Are you going to meet me at the shop? Yes, I am____________ there.

9. I have__________ realized how beautiful you are.

10. Would you like to have dinner with us? No thanks, I have___________ had dinner.

11. Have you___________ seen such a big ant?

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BLOQUE 2 Describes experiences
ACTIVITY 6
SD2-B2

(PAIRS) Discuss in your group the answers from this exercises, an then make four sentences with your own
words uing the gramar that you have just seen. Ask your teacher for help if needed.

1.________________________________________________________________________________________
__________________________________________________________________________________________
2.________________________________________________________________________________________
__________________________________________________________________________________________
3.________________________________________________________________________________________
__________________________________________________________________________________________
4.________________________________________________________________________________________
__________________________________________________________________________________________

GRAMMAR

For/since

The words for and since are used in sentences where the speaker wants to talk about something
that started in the past and continues into the present.
For is used when specifying the period of time of time (how long):

• I’ve had this watch for more than 40 years.

• I’ve only known her for a few weeks.

• He’s been here for 6 months and still can’t speak a word of German.

• She’s been smoking for a long time. No wonder she coughs so

much! Since is used when specifying the starting point:

• I’ve had this watch since 1965.

• I’ve only known her since the beginning of last week.

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 Lengua Adicional al Español 4

• He’s been here since April and he still can’t speak a word of German.

• She’s been smoking since she started grade 5. No wonder she coughs so much!

Note: The present perfect or present perfect continuous are needed in such sentences. It is wrong to say:

- I know her for two years.

- I know her since 2006.

Closing Activities

REVIEW
Answer the following exercise choosing the correct option to complete the sentence:

Q1. I've had my computer ..... more than five years.

o for

o since

55
BLOQUE 2 Describes experiences
Q2. She has spoken 3 languages ..... she was a child.

o for

o since

Q3. It's ok. I've only been waiting ..... a few minutes.

o for

o since

Q4. I haven't played tennis ..... I came to Germany.

o for

o since

Q5. Our family has lived in this house ..... just after the war.

o for

o since

Q6. Why are you so late? I've been standing here ..... 7.30.

o for

o since
Q7. I've been looking for my keys ..... the last 10 minutes. Can you help me?

o for

o since

Q8. Where's Miho? - Didn't you know? She's been in hopsital ..... yesterday morning.

o for

o since

Q9. It's been raining for ..... over three hours. When will it ever stop?

o for

o since

Q10. Our cat has been missing ..... last Tuesday. We think it's been in an accident.

o for

o since

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 Lengua Adicional al Español 4

PAST SIMPLE VS PRESENT PERFECT TENSE

Complete the following sentences with the correct form of verbs in parentheses. Use either the present
perfect tense or the past tense. Be sure to pay attention to the time expressions.

1. John still _________________ (not find) a new job.

2. He ______________ (not find) a new job last week.

3. He ____________ (send) his resume to several companies last month.

4. He ____________ (send) his resume to several companies recently.

5. He _____________ (search) the Internet for the last month.

6. He ____________ (search) the Internet in my office from 3 P.M. to 6 P.M. last Friday.

7. He ____________ (not pay) the rent for his apartment yet.

8. He ___________ (not pay) the rent when it was due two weeks ago.

9. His landlord ____________ (demand) the rent several times this week already.

10. His landlord ____________ (demand) the rent last Monday.

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BLOQUE 2 Describes experiences
Circle the correct option.

1.-'Already' is a signal word for ...

Simple Past Present Perfect

2.-'Just' is a signal word for ...

Simple Past Present Perfect

3.-'2 years ago' is a signal word for ...

Simple Past Present Perfect

4.-'Yet' is a signal word for ...

Simple Past Present Perfect

5.-'Yesterday' is a signal word for ...

Simple Past Present Perfect

POSITIVE SENTENCES
Put the verbs into the correct tense (simple past or present perfect simple).

Mary________ (win) the lottery last year.

We _______________ (prepare / already) dinner.

James_____________ (find) your ring in the garden yesterday.

He______________ (come / just) home.

They______________ (buy) their car two years ago.

NEGATIVE SENTENCES
Put the verbs into the correct tense (simple past or present perfect simple).

I _________________(see / not) anyone yet.

Phil_______________ (go / not) to the cinema last night.

We _________________(be / not) to the zoo so far.

She_________________ (arrive / not) yet.

Emily________________(visit / not) me last week.

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 Lengua Adicional al Español 4

QUESTIONS
Put the verbs into the correct tense (simple past or present perfect simple).

_____________(you / read) the book yet?

How many letters __________________(they / write) so far?

When________________ (he / tell) you that?

INTEGRATING ACTIVITY

TALKING ABOUT INVENTIONS THAT HAVE CHANGED PEOPLE’S LIFESTYLE

1. Investigate the inventions that have changed people’s lifestyle.

2. Make a poster with photos or drawings about those inventions.
3. Make an oral presentation to the class about those inventions.

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BLOQUE 2 Describes experiences
 SELF-EVALUATION

ÁREAS DE
BUENO REGULAR MEJORABLE COMO PUEDO MEJORAR
MEJORA

Reconocimiento de
verbos regulares e
irregulares.
Uso de “Present
Perfect”.
Uso de “For y Since”.

Uso de pasado simple

y presente perfecto.

Actitud dentro del

equipo de trabajo.

Capacidad de buscar
y sistematizar
información.

Capacidad de
resolver problemas
actitud propositiva y
proactiva.

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 Lengua Adicional al Español 4

EXCELENTE BIEN REGULAR DEFICIENTE

CRITERIOS
(.5) (.4) (.3) (.2)
El alumno
maneja El alumno
vocabulario maneja
visto en la El alumno utiliza
vocabulario El alumno
unidad, y además vocabulario
suficiente visto maneja poco
Oral=vocabulario y agrega más al en la unidad así vocabulario del no acorde
gramática mismo; cuida en como también tema visto en la con los temas
todo momento cumple con unidad. Presenta de la unidad,
.5 los aspectos tiene fallas en
las reglas algunos errores
gramaticales la gramática
gramaticales gramaticales.
correspondientes utilizada.
necesarias a cada
a cada tema
de manera tema.
excelente.

El alumno El alumno
entrega el El alumno entrega el trabajo El alumno
trabajo escrito de entrega el escrito en un día entrega el trabajo
forma oportuna trabajo escrito en posterior a la en fecha posterior
Trabajo escrito cumpliendo forma oportuna fecha indicada, a la señalada,
con las reglas cumpliendo cumpliendo no cumple
.5 gramaticales, con las reglas con las reglas con las reglas
vocabulario, gramaticales, y gramaticales e gramaticales
limpieza, el vocabulario incorporando ni con el
originalidad y adecuado. el vocabulario vocabulario visto.
creatividad. adecuado.
El alumno brindo El alumno no
El alumno apoyo oportuno a brindó apoyo a
El alumno apoyó
Trabajo en equipo participa sus compañeros a sus compañeros sus compañeros,
activamente en en la realización de forma no demostró
.5 las actividades de la tarea interés en el
del equipo. (cuando se lo irregular. trabajo del
solicitaban). equipo.
El alumno El alumno
presenta póster presenta póster El alumno
o collage en El alumno o collage, mas presenta póster o
forma oportuna presenta póster
Creatividad cumpliendo con o collage en no en forma collage después
los requisitos forma oportuna oportuna de la fecha
.5 y cumple indicada y no
de originalidad, cumpliendo con solamente cumple con los
limpieza, los requisitos. con algunos requisitos.
originalidad y
requisitos.
creatividad

VALOR TOTAL DE LA
PRESENTACIÓN 2.0

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BLOQUE 2 Describes experiences
 INFORMATION SOURCES

ENGLISH CLUB (Web en línea)

http://www.englishclub.com/
• ENGLISH GRAMMAR SECRETS (Web en línea)
http://www.englishgrammarsecrets.com/usedto/menu.php
(Ejercicios en línea para practicar más sobre este Tópico)

• LEARNENGLISH.COM.UK (Web en
línea) http://www.learnenglish.org.ok
• SABER INGLES (Web en línea)
http://www.saberingles.com.ar/

• Strutt, P. (2003). English for international Tourism, Longman.

• Foley, B. (2004). The Heinle Picture Dictionary Beginning Workbook, Thomson Heinle.

62
 BLOCK 3
Express likes and preferences

Performances to be demostrated: Learning objects: Competences to be developed:

■■ Describes
in an oral and written form his/ ■■ Vocabulary related to leisure activities. ■■ Maintains a respectful attitude
her personal hobbies and preferences. ■■ Grammatical structure: “would prefer, towards multiculturalism and diversity
of beliefs, values, ideas and social
■■ Identifies specific information in an would like, like, don´t like, hate, can´t practices, at the moment of describing
oral or written text about the hobbies, stand” to express hobbies, likes and the leisure activities of other people.
likes and preferences and those of preferences. ■■ Participates and collaborates in an
other people. ■■ Adjectives to describe personality. effective way in different teams.
■■Uses the grammatical structures needed ■■ Identifies and interprets the general
idea and possible development of a
to express the things they like or dislike. written or spoken message in a foreign
language, focusing on the description
of hobbies, likes and preferences.
■■ Communicates in a foreign language
through a logical speech oral or written, to
describe his/her hobbies and preferences.
■■ Produces texts based on the proper use
of the language, according the intention and
communicative situation, as well as formal
elements of language (punctuation,
spelling, syntax, coherence and cohesion).
Length : 10 hours
 DIAGNOSTIC EVALUATION

In order to be able to talk about your likes and preferences, you must have a clear idea about these.
Which topics are most interesting to you? What is your favorite TV show? Your favorite film,
your favorite book?

1. Complete the next chart “Interest Inventory” with the help of your classmates.
2. Share the information you gathered with your classmates.
3. Find out your common traits with the help of your classmates and teacher.

INVENTORY of interests
Write about your preferences

__________________________________________________________________________________________

__________________________________________________________________________________________

What I like most about school is________________________________________________________________

What I like least about school is________________________________________________________________

My favorite book is__________________________________________________________________________

My favorite movie is_________________________________________________________________________

When I watch TV, I usually enjoy watching ______________________________________________________

My favorite animal is________________________________________________________________________

My favorite color is__________________________________________________________________________

When I have time to myself I like to ____________________________________________________________

__________________________________________________________________________________________

When I'm with my family, we enjoy ____________________________________________________________

__________________________________________________________________________________________

I like to collect _____________________________________________________________________________

My favorite type of music is___________________________________________________________________

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 Lengua Adicional al Español 4

If I could travel anywhere in the world, I would go to _______________________________________________

__________________________________________________________________________________________

My favorite sport is__________________________________________________________________________

If I had three wishes, I'd wish for:

1.________________________________________________________________________________________

2.________________________________________________________________________________________

3.________________________________________________________________________________________

Start Up Activities Didactic Sequence 1

“would prefer, would like, like, don´t like, hate, can´t stand”

GRAMMAR

Prefer and would rather can be used interchangeably, when we are talking about general
preferences, prefer is followed by verb-ing, thus:
· I prefer listening to music to watching TV.
· I’d rather listen to music than watch TV.

‘d rather
However, when we are talking about specifics, would rather is used as an alternative to would prefer
to followed by an infinitive. Would rather is very common in spoken English and is often abbreviated to
‘d rather. It is used in this form with all personal pronouns:

I’d / you’d / he’d / she’d / we’d / they’d rather…

Study these examples:

1-Would you like to go out for dinner tonight? ~ No, I think I’d rather eat at home / I’d prefer to eat
at home.
2-Would you rather drink beer or wine with the curry ~ I’d rather drink beer. What about you?
3-They’d rather have the strawberries by themselves, but I’d prefer to have them with cream.

Note that would rather is followed by a bare infinitive without to, whereas prefer requires to +
infinitive. Would rather (but not would prefer to) is also followed by a past tense when we want to
involve other people in the action, even though it has a present or future meaning. Study the following:
1-Shall we go out for dinner tonight? ~ No, I’d rather we ate at home, if you don’t mind.
2-Shall I write to Harry and tell him that we’ve sold the car? ~ I’d rather you didn’t.

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BLOCK 3 Express likes and preferences.
Development Activities

ACTIVITY 1
SD1-B3

Directions: write a (1) next to any hobbies, interests, or activities that you like, or a (2) next to any
activity you do not like. Then, draw a circle around the 3 things you like to do the most

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 Lengua Adicional al Español 4

ACTIVITY 2
SD1-B3

Directions: write a (1) next to sentence that describes you. When you have finished, draw a circle
around the 3 sentences that best describe you.

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BLOCK 3 Express likes and preferences.
ACTIVITY 3
SD1-B3

Directions: write a (1) next to all the things you are good at. Then, draw a circle around 3 things you
do best.

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 Lengua Adicional al Español 4

Closing Activities

GRAMMAR

WOULD RATHER OR PREFER

Would rather: is used to express what somebody wants in a particular situation. Ex: Let’s take the bus....
(I would rather walk.)

Prefer: is used to express what we prefer in general. Ex: I prefer living in the country; I prefer to
walk rather than taking the bus.

ACTIVITY 4
SD1-B3

Choose the correct option .

1- She ...................... eat a salad than a hamburger.

would rather prefer

2- They .................... dogs. They don't like cats.

would rather prefer

3- I ...................... stay home today.

would rather prefer

4- We ....................... watching basketball.

would rather prefer

5- Usually people ......................... warm weather.

would rather prefer

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BLOCK 3 Express likes and preferences.
ACTIVITY 5
SD1-B3

Choose the correct option. (would rather or prefer )

1-I_________________ buy the blue shirt.

2-Why do you_______________ going out with Tom?

3-I__________________have the meeting at 6 pm.

4-Normally, we ____________going to the beach.

5-I __________________watch the football game.

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 Lengua Adicional al Español 4

Start Up Activities Didactic Sequence 2

LIKES, DISLIKES AND PREFERENCES

GRAMMAR

Development Activities

ACTIVITY 1
SD2-B3

(PAIRS) Look at the table and build up sentences according to the model.

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BLOCK 3 Express likes and preferences.
 ACTIVITY 2
SD2-B3

(PAIRS) Look at the table.

Build up sentences according to the model.

1. Peter likes orange juice but he prefers coke. He doesn’t like tea.

2. ________________________________________________________________________________________

3. ________________________________________________________________________________________

4. ________________________________________________________________________________________

5. ________________________________________________________________________________________

6. ________________________________________________________________________________________

7. ________________________________________________________________________________________

8. ________________________________________________________________________________________

9. ________________________________________________________________________________________

10. _______________________________________________________________________________________

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 Lengua Adicional al Español 4

ACTIVITY 3
SD2-B3

(PAIRS) Broken sentences

I love travelling, and I'd love to visit Brazil.

I love big cities, and I think I'd enjoy living in Taipei.
I really fancy some chocolate ice-cream.
I hate it when people are late.
I'd really love to start learning Chinese.
You don't like it? Neither do I.
I really hate getting up early on a Monday morning.
What would you like to drink?
The thing I hate most is when people ask me for money.
Don't you like working late?
Would you like some coffee?
I always have a good time watching horror movies.
I like cooking things like chicken fajitas.
Would you like a regular or large milkshake?
I'd like a hamburger and a coke.
Would you like anything else?
I detest doing so much homework when I have to study.
What would you like to eat?
My friend hates seafood, and so do I.
I think living in Japan is great.

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BLOCK 3 Express likes and preferences.
 INTEGRATING ACTIVITY

In this matching activity, students have to put together sentences which have been broken into two halves. The
sentences cover different phrases for talking about likes and dislikes .

Make one copy of the worksheet for each pair of students and cut as indicated.

Procedure

o Give each pair a set of mixed up cards and tell them they have to arrange the cards into 20 sentences
about likes and dislikes.
o Set a time limit of ten minutes and stop the students at the end.
o Check the answers by going round the class from pair to pair. o
Each pair reads out one sentence.
o The teacher says whether it is right or wrong.
o If it is right, the sentence can be discarded and turned over. o
The pair gets 1 point for each correct answer.
o If the sentence is wrong, the pair gets no points and, without giving the correct answer, the teacher moves
on to the next pair of students.
o Continue until all the sentences have been correctly read out.

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 Lengua Adicional al Español 4

GRAMMAR

INFINITIVES AND GERUNDS

There are a few basic rules regarding the use of infinitives and gerunds.

Infinitives and gerunds are noun forms. If used before the main verb, they are the subject of the verb;
after the main verb, they are the object of the verb.

If a preposition is used after the verb, do not use an infinitive.

If a common expression ends with a preposition, then it may be followed by a gerund.

Examples:
Verb + infinitive (A):

We cannot afford to wait.

Verb + (pro)noun + infinitive (B):

That will cause him to think again.

A or B:

They are allowed to stay out past midnight.

Please allow her to be absent tomorrow.
Verb + gerund:

I admit getting defensive when I am incorrectly blamed for something.

Verb + infinitive or gerund:

You advised me to take that course.

You advised taking that course.

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

ACTIVITY 4
SD1-B3

Gerunds and Infinitives Exercises

1. Put the bracketed verb into the appropriate gerund or infinitive form:

Ex. (tell) They hesitated to tell her because they were afraid.
(smoke) She quit smoking.

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BLOCK 3 Express likes and preferences.
1. (kick) Stop __________________________the ball into the river.

2. (fall) The rain kept _________________________last night.

3. (pick) I must go to the pharmacy __________________________up your prescription.

4. (have) I am ________________________my birthday party this Saturday.

5. (watch) Do you like _________________________wrestling on T.V?

6. (date) Are you __________________________that boy?

7. (stand) No one is allowed _________________________up on this ride.

8. (call) She is _________________________out your name.

9. (make) Would you like _________________________a cake with me?

10. (run) She enjoys __________________________to school.

11. (write) No ________________________on the desks please.

12. (sing) Would you like _________________________with the choir this year?

ACTIVITY 5
SD1-B3

Choose the correct verbs and write them on the line.

1) I like to _____________________________ (swim/swimming)

2) Every morning I go _____________________________ (run/running)

3) The author spends all his time _____________________________ (write/writing)

4) John really _____________________________ to go to the movies (likes/liking)

5) I like to _____________________________ to music (listen/listening)

6) My girlfriend likes to go _____________________________ (shop/shopping)

7) My friend’s dad hates to _____________________________ (cook/cooking)

8) I really need to _____________________________ for this English 161 exam (study/studying)

9) There is too much _____________________________ in this class (read/reading)

10) I really need to _____________________________ my room; it’s filthy (clean/cleaning)

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 Lengua Adicional al Español 4

ACTIVITY 6
SD2-B3

(PAIRS) Interview one of your classmates

• What is your favorite sport?
• Do you prefer water or land sports?
• Team sports or individual sports?
• Or do, you prefer extreme sports ?
1. Underline all athletes' names mentioned in the text.

2. Underline sports mentioned in the text.

3. Write down a list of 5 sports.

4. Write down a dialogue with a classmate where one of you pretends to be a recognized athlete,
being questioned about his/her likes and preferences.

5. Practice the dialogue and present the draft to your teacher.

Good Sports, Bad Sports

For the last several weeks, professional athletes have been on the first page of newspapers as much as in the
sports pages. Some news stories are about extraordinary careers. Others are about athletes behaving badly.
Professional baseball players Cal Ripken and Tony Gywnn are among the heroes. They
were admitted into the Baseball Hall of Fame Sunday at a ceremony in Cooperstown,
New York. About seventy-five thousand fans gathered there to celebrate. Both men
spoke about the importance of the public image of athletes. Gwynn said profes-sional
baseball was about more than just playing. He said players need to do the right thing for
all the fans who love the sport. Ripken said players are behavior models whether they
like it or not. He said the only question is whether they will be good ones or bad ones.
The speeches followed weeks of legal charges, accusations and investigations involving
sports professionals. In baseball, Ba-rry Bonds is two homeruns away from breaking the
record set by Hank Aaron in nineteen seventy-six. Bonds' success has renewed
accusations that he used banned performance-improving drugs. However, Bonds has
never failed a drug
test nor has he been charged with any crime.

Similar accusations of banned drug use also took place at the Tour de France bicycle race
last month. Several riders tested positive for a performance-improving drug. And, in the
final week of the race, the leading cyclist Michael Rasmussen of Denmark was expe-
lled on suspicion of taking banned drugs. The International Cycling Union said there were
more cases of doping in the Tour de France this year because there was more testing.
An American professional football player is also in the news. Last week, Michael Vick told a court in Richmond,

77
BLOCK 3 Express likes and preferences.
Virginia, he was not guilty of charges connected to an illegal dog-fighting business. The charges include
extreme cruelty to animals. Federal investigators say they found fight dogs and other evidence on Michael
Vick's property in Virginia earlier this year. A defendant who pled guilty in the case has agreed to speak against
Vick in court in return for a lesser sentence. Several sporting goods companies that had paid Vick for the use of
his name have en-ded their business relationship with him. And an animal rights group, the Humane Society, is
urging the National Football League to suspend Vick from play.
Finally, some bad news in professional basketball. United States federal officials are investigating former National
Basketball Association referee Tim Donaghy. The referee enforces the rules and keeps order in the game. He can stop
play if he calls a violation by a player and turn the ball over to the opposing team. Donaghy is being investi-gated for
betting money on basketball games, including some in which he was a referee.He resigned last month.

And that's IN THE NEWS in VOA Special English, written by Caty Weaver. I'm Steve
Ember. http://www.manythings.org/voa/sports/3018.html

Closing Activities

SELF-EVALUATION EXERCISES

1.- Complete the sentences using the affirmative, negative or interrrogative form of the verbs inside the box .

1. My sister is a teacher. She ____________ Spanish to foreign students.

2. I usually ____________ tea or orange juice with my breakfast but I ____________ coffee very often.

3. Lewis is a public relations in a disco. He ____________ his job very much because he __________ a lot of

people.

4. Have a cigarette! No, thanks, I ______________________________.

5. What ________ your boyfriend______________? He’s a singer. He _____________ in a rock group and

he also ____________ the guitar.

6. I never __________ fishing. It ____________ me feel bored.

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 Lengua Adicional al Español 4

Complete the sentences with the correct form of TO BE (am, is, are) and TO DO (does, do)

1. Children______________ like going to bed early.

2. My sister______________ a lot of sport every day. She is very fit.

3. Summer______________ my favourite season.

4. I_______________ eat in French restaurants very often because they very expensive.

5. Peter_______________ only three years old, so he go to school yet.

6. You______________ a good a friend.

7. They________________ Chinese. They are Japanese!

8. ______________she like her new house?

9. Where ___________ they live?

10. Where ________ he from?

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BLOCK 3 Express likes and preferences.
80
 Lengua Adicional al Español 4

81
BLOCK 3 Express likes and preferences.
 INTEGRATING ACTIVITY

What do you know about urban tribes? How many different urban tribes can you identify in your community?

Comment about this (emos, darks, goths, punks, snobs, etc.) and get ready to
begin with this unit Project.

1. Through a brainstorming, discuss urban groups that exist in your community. In teams, discuss the
characteris-tics of these urban tribes and choose one specific tribe to begin with the project of this unit.

2. Organize the research to be done and assign specific roles to each of your team members to accomplish this task.

3. Prepare the presentation for the class, using your creativity and following the indications of the teacher (war-
drobe, make up, organization of the information, etc.)

URBAN TRIBES
Urban tribes are made up by groups of people – usually young, with a distinct common identity: the same aesthetic
codes, the same identity symbols, the same rules, the same language, the same music… A whole ideology!

We are going to analyze the following urban tribes:

· Manga
· Goths
· Emos
· Trendies
· Punks
· Skaters

These tribes hold many different beliefs. Some of them are nearly extinct, and others in full expansion.
But all of them are ruled by their own ideology.

You can read more and get information about them in the following links:
http://www.slideshare.net/romina1983/urban-tribes-10377077
http://www.emmainteractive.com/
http://www.terra.es/joven/articulo/html/jov71.htm
http://ateacherinlondon.blogspot.mx/2008/09/urban-tribes.html

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EXCELENTE BIEN REGULAR DEFICIENTE

CRITERIOS
(.5) (.4) (.3) (.2)
El alumno
maneja El alumno
vocabulario maneja
visto en la El alumno utiliza
vocabulario El alumno
unidad, y además vocabulario
suficiente visto maneja poco
Oral=vocabulario y agrega más al en la unidad así vocabulario del no acorde
gramática mismo; cuida en como también tema visto en la con los temas
todo momento cumple con unidad. Presenta de la unidad,
.5 los aspectos tiene fallas en
las reglas algunos errores
gramaticales la gramática
gramaticales gramaticales.
correspondientes utilizada.
necesarias a cada
a cada tema
de manera tema.
excelente.

El alumno El alumno
entrega el El alumno entrega el trabajo El alumno
trabajo escrito de entrega el escrito en un día entrega el trabajo
forma oportuna trabajo escrito en posterior a la en fecha posterior
Trabajo escrito cumpliendo forma oportuna fecha indicada, a la señalada,
con las reglas cumpliendo cumpliendo no cumple
.5 gramaticales, con las reglas con las reglas con las reglas
vocabulario, gramaticales, y gramaticales e gramaticales
limpieza, el vocabulario incorporando ni con el
originalidad y adecuado. el vocabulario vocabulario visto.
creatividad. adecuado.
El alumno brindo El alumno no
El alumno apoyo oportuno a brindó apoyo a
El alumno apoyó
Trabajo en equipo participa sus compañeros a sus compañeros sus compañeros,
activamente en en la realización de forma no demostró
.5 las actividades de la tarea interés en el
del equipo. (cuando se lo irregular. trabajo del
solicitaban). equipo.
El alumno El alumno
presenta póster presenta póster El alumno
o collage en El alumno o collage, mas presenta póster o
forma oportuna presenta póster
Creatividad cumpliendo con o collage en no en forma collage después
los requisitos forma oportuna oportuna de la fecha
.5 y cumple indicada y no
de originalidad, cumpliendo con solamente cumple con los
limpieza, los requisitos. con algunos requisitos.
originalidad y
requisitos.
creatividad

VALOR TOTAL DE LA
PRESENTACIÓN 2.0

83
BLOCK 3 Express likes and preferences.
84
 BLOCK
Describe objects, activities and persons

Performances to be demostrated: Learning objects: Competences to be developed:

■■ Asks and exchanges information, in an ■■ Adjectives in order to describe ■■ Evaluates a text by comparing content
oral and written manner, about persons, activities or objects. with others, depending on their prior
knowledge and new.
persons, objects and activities. ■■ Relative pronouns and relative clauses ■■ It produces texts based on the use of
■■ Understands the characteristics about such as who, which, that and where. normative language , considering the
persons, object and activities. intention and communicative situation.
■■ Uses relative pronouns and adjectives. ■■Expresses ideas and concepts into coherent
and creative compositions , with introductions ,
development and clear conclusions.
■■ It communicates in a foreign language
through a consistent logical discourse , oral
or written , with the communicative
situation.
■■ Identifies and understands the main
idea and the development of a short
message, written or in a speaking
manner, in a foreign language, using
previous knowledge about persons,
object or activities.
■■ It uses the technologies of
Length : 10 hours information and communication to
investigate , solve problems, produce
materials and transmit information.
Start Up Activities Didactic Sequence 1
Describe objects, activities and persons

DIAGNOSTIC EVALUATION

Please look at the pictures and answer the following questions. Portfolio.

1 2

3 4

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 Lengua Adicional al Español 4

1. Can you tell what kinds of jobs are being performed in the locations above?
__________________________________________________________________________________________
__________________________________________________________________________________________

2. Can you describe what the chef and the waiter do in their jobs?
__________________________________________________________________________________________
__________________________________________________________________________________________

3. Describe the places and the people who work there

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

ACTIVITY 1
SD1-B4

Please in groups of four investigate what occupations (jobs) are being done in the images below and describe
the activities being perform by the jobs. Please write 6 occupations (jobs) per image

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BLOCK 4 Describe objects, activities and persons.
 Location Job Activity Description

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 Lengua Adicional al Español 4

Development Activities

ACTIVITY 2
SD1-B4
audio
Read the following text and answer the following questions.

Changing Roles of Men and Women in American Society.

Men and women's roles in society have been changing for decades now. Traditionally, men have worked
outside the home and served as the sole breadwinner for the family. They held some of the most powerful jobs
in society, including doctor, lawyer and politician. Women, on the other hand, governed the domestic sphere.
They were ex-pected to stay home, raise children and have an evening meal waiting for their husbands. If they
did work, it was as a secretary, a nurse or another stereotypically female profession.

Women in the U.S. got one of their first tastes of the working world during World War II. The men went to war,
and the women went to the factories and offices. Though the women returned to their homes after the war, they
didn't remain there for long. The social changes of the 1960s and 1970s caused a cultural revolution that found
many women pursuing careers outside the home. In recent years, more men have expressed a desire to take on
the role of primary caregiver to the children.

That doesn't mean these changes have been easy. Men have had to struggle with what masculinity means to
them if they're not the sole breadwinner. Women have to deal with making less than men in wages and a
difficult time advancing to the highest positions within a company. Women are also subjected to the "Mommy
Wars" -- a set of battles between working moms and stay-at-home moms in which each side declares that the
other side is irrepa-rably harming their children.

And while the recession may have forced more men to stay home, they didn't necessarily pick up the bulk of the
housework or childcare. The New York Times reported that unemployed dads spent about as much time caring
for their children as their working counterparts did; the laid-off dads made finding a new job their foremost
priority. This state of affairs is probably not unfamiliar to working moms, who have long dealt with the so-
called "second shift," in which they come home from their stint in the professional world only to spend just as
much time coo-king, cleaning and caring for children.

Though change is still in the air, there's no doubt that men and women's roles have become less strictly defined,
and many families have made the male and female roles more egalitarian when it comes to jobs, housework and
childcare.

89
BLOCK 4 Describe objects, activities and persons.
1.Who used to be the people in charge of bringing the money to the family in the past?
__________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
2. Why the change in roles happened?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

3. What are the challenges that working women have?

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

4. What are the roles that woman and men have in your community?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Closing Activities

Please organize with your teacher and using the information from the previous activity; use the information in
order to prepare a discussion if the role of women should stay the same or if it should evolve. Write the
conclusion in the following space.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
___________________________________________________________________________
_________________________________________________________________________

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 Lengua Adicional al Español 4

Start Up Activities Didactic Sequence 2

Relative pronouns and relative clauses such as who,
which, that and where

DIAGNOSTIC EVALUATION

Please read the following words and explain their meaning.

Who______________________________________________________________________________________

Which ____________________________________________________________________________________

That______________________________________________________________________________________

Where_____________________________________________________________________________________

As homework please investigate the use of the four previous words when they are use as relative clause.

Who______________________________________________________________________________________

Which ____________________________________________________________________________________

That______________________________________________________________________________________

Where_____________________________________________________________________________________

GRAMMAR

Relative Clauses

We use relative clauses to give additional information about something without starting another sentence.
By combining sentences with a relative clause, your text becomes more fluent and you can avoid
repeating certain words.
The next chart will give you the right use of the most commons relative clause.

BLOCK 4 Describe objects, activities and persons.

91
 RELATIVE
USE EXAMPLE
PRONOUN
I told you about the woman who lives
Who Subject or object pronoun for people
next door.

Do you see the cat which is lying on

Which subject or object pronoun for animals and things
the roof?

Which referring to a whole sentence He couldn’t read which surprised me.

Do you know the boy whose mother is

Whose possession for people animals and things
a nurse?

object pronoun for people, especially in non-

I was invited by the professor whom i
Whom defining relative clauses (in defining relative
met at the conference.
clauses we colloquially prefer who)

subject or object pronoun for people, animals

I don’t like the table that stands in the
That and things in defining relative clauses
kitchen.
(who or which are also possible)

ACTIVITY 1
SD2-B4

Please use the right relative clause. Portafolio.

This is the bank_______________ was robbed yesterday.

A boy_______________ sister is in my class was in the bank at that time.

The man________________ robbed the bank had two pistols.

He wore a mask__________________ made him look like Mickey Mouse.

He came with a friend_______________ waited outside in the car.

The woman_________________ gave him the money was young.

The bag____________________ contained the money was yellow.

The people_________________ were in the bank were very frightened.

A man____________________ mobile was ringing did not know what to do.

A woman______________________ daughter was crying tried to calm her.

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 Lengua Adicional al Español 4

The car____________________ the bank robbers escaped in was orange.

The robber__________________ mask was obviously too big didn't drive.

The man____________________ drove the car was nervous.

He didn't wait at the traffic lights__________________ were red.

A police officer_________________ car was parked at the next corner stopped and arrested them.

ACTIVITY 2
SD2-B4

Please use relative clauses in order to connect the two sentences. You can eliminate words which can help in
the flow of the sentence.

1) She worked for a man (the man used to be an athlete)

__________________________________________________________________________________________
2) They called a lawyer (the lawyer lived nearby)
__________________________________________________________________________________________
3) I sent an email to my brother (my brother lives in Australia)
__________________________________________________________________________________________
4) The customer liked the waitress (the waitress was very friendly)
__________________________________________________________________________________________
5) We broke the computer (the computer belonged to my father)
__________________________________________________________________________________________

93
BLOCK 4 Describe objects, activities and persons.
6) I dropped a glass (the glass was new)
__________________________________________________________________________________________
7) She loves books (the books have happy endings)
__________________________________________________________________________________________
8) They live in a city (the city is in the north of England)
__________________________________________________________________________________________
9) The man is in the garden (the man is wearing a blue jumper)
__________________________________________________________________________________________
10) The girl works in a bank (the girl is from India)
__________________________________________________________________________________________
11) My sister has three children (my sister lives in Australia)
__________________________________________________________________________________________
12) The waiter was rude (the waiter was wearing a blue shirt)
__________________________________________________________________________________________
13) The money is in the kitchen (the money belongs to John)
__________________________________________________________________________________________
14) The table got broken (the table was my grandmother’s)
__________________________________________________________________________________________
15) The television was stolen (the television was bought 20 years ago)
__________________________________________________________________________________________
16) The fruit is on the table (the fruit isn’t fresh)
__________________________________________________________________________________________

ACTIVITY 2
SD2-B4

You are in a foreign city visiting relatives for the first time and you must describe to them the place where you
are at so they can come and pick you up. How would you describe the place and its surroundings?

1.What objects can you see?

__________________________________________________________________________________________
__________________________________________________________________________________________

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 Lengua Adicional al Español 4

2.Can you identify any landmarks?

__________________________________________________________________________________________
__________________________________________________________________________________________

3.Are there any distinctive buildings or stores ?

__________________________________________________________________________________________
__________________________________________________________________________________________

ACTIVITY 3
SD2-B4

Please listen to the audio and answer the following question.

The City Park

It's a Sunday evening in the city. Many people have come to stroll in the park which is by downtown. There
are two girls who are sitting where the fountain is. There are some doves which are eating.

We can see a girl who has a balloon in her hand. There are the parents who are with her. We also can see
some people who are where the trees are. Near the park, there is a restaurant where people like to go for
breakfast, lunch or dinner. We see a couple who eat some food which is on the table

What are the girls doing?

__________________________________________________________________________________________
__________________________________________________________________________________________

What is near the park?

__________________________________________________________________________________________
__________________________________________________________________________________________

What are the doves doing in the park?

__________________________________________________________________________________________
__________________________________________________________________________________________

95
BLOCK 4 Describe objects, activities and persons.
ACTIVITY 4
SD2-B4

In the previous text, identify the underlined words and describe to whom they are describing

Line 1 which refers to___the park ______________________________________________________________

Line 2 who refers to: _________________________________________________________________________
Line 2 which refers to: _______________________________________________________________________
Line 3 who refers to: _________________________________________________________________________
Line 3 who refers to: _________________________________________________________________________
Line 4 who refers to: _________________________________________________________________________
Line 4 where refers to: _______________________________________________________________________
Line 4 where refers to: _______________________________________________________________________
Line 5 who refers to: _________________________________________________________________________
Line 5 which refers to: ________________________________________________________________________

ACTIVITY 5
SD2-B4

Look at the pictures and answer the following questions.

Describe the lady, the shopping cart and the clothes she is wearing

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

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 Lengua Adicional al Español 4

ACTIVITY 6
SD2-B4

Please view the video of the following link and answer the following questions:

http://www.youtube.com/watch?v=Kp5uHN__110

What kind of job you think is being offer to the man? Why?
__________________________________________________________________________________________
__________________________________________________________________________________________

What are his strengths?

__________________________________________________________________________________________
__________________________________________________________________________________________

What kind of job you think is being offer to the woman? Why
__________________________________________________________________________________________
__________________________________________________________________________________________

What are her strengths?

__________________________________________________________________________________________
__________________________________________________________________________________________

ACTIVITY 7
SD2-B4

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

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

97
BLOCK 4 Describe objects, activities and persons.
__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

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 Lengua Adicional al Español 4

ACTIVITY 8
SD2-B4

ONLINE ENGLISH GRAMMAR QUIZ

Topic: Relative pronouns 2 - Who, whom, where, whose
Level: Intermediate NB: In everyday speech, THAT is often used instead of WHO or WHOM.
Also, when it comes to WHO/WHOM, while it is important to know when to use each one, most people will
only use WHO in everyday conversation.

Choose the correct (and most natural-sounding) response to complete each sentence:

99
BLOCK 4 Describe objects, activities and persons.
 INTEGRATING ACTIVITY

In groups, draw in a cardboard the profession of some of the parents of the group. In this draw please describe
what they do in their profession, what part of their job that they like is and how hard the job is. Then after
finishing the draw please presentation in front of your classmate.

Rubric Excellent 2 Good 1 Need improvement 0 Points

The draw is The draw is neat

The draw is not neat and clean,
Presentation neat, clean and and clean, however,
or attractive.
attractive. somehow attractive.

The text it has few

The text has no
Spelling (1 or 3) spelling The text has a lot of mistakes.
spelling mistakes.
mistakes.

The text has no The text has few

Grammar The text has a lot of mistakes.
grammar mistakes. mistakes.

The text has more The text has between The text has less than 6
Completion
than 10 sentences. 10 or 7 sentences. sentences.

SELF-EVALUATION
Please evaluate yourself using the two learning objects.

I can …… Excellent Good Regular

Use relative clauses

Describe profession using adjectives

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 Lengua Adicional al Español 4

CO-EVALUATION
Please evaluate one of your classmates using the learning objects and his working habits.

POINTS EXCELLENT SATISFACTORY NEED IMPROVEMENT UNSATISFACTORY

Can your
classmate write in
English?
Can your
classmate
describe the job
profession of his
father?
Can you
classmate use
relative clause?
Can he speak in
English?

PORTFOLIO EVALUATION
Please use the following chart in order to evaluate the student. Don’t forget to add comments.

Rubric Excellent 2 Good 1 Need improvement 0 Points Comments

The exercises are

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

101
BLOCK 4 Describe objects, activities and persons.
 INFORMATION SOURCES
https://learnenglish.britishcouncil.org/en/english-grammar/pronouns/relative-
pronouns http://www.bowdoin.edu/~eyepes/newgr/ats/23.htm
http://dictionary.cambridge.org/es/gramatica/gramatica-britanica/relative-pronouns

102