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SUBJECT: ENGLISH GRADE: 10Th

First period

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School: Grade: ENGLISH

Teacher: Time: Hours:

REFERENTES LEGALES:
El Ministerio de Educación Nacional, particularmente en la Ley General de Educación, que establece como uno de
sus fines “El estudio y la comprensión crítica de la cultura nacional y de la diversidad étnica y cultural del país, como
fundamento de la unidad nacional y de su identidad”. En la misma ley se fijan como objetivos de la Educación
Básica y Media “La adquisición de elementos de conversación y de lectura al menos en una lengua extranjera” y “La
comprensión y capacidad de expresarse en una lengua extranjera”.

PURPOSES
AFFECTIVE: That we show interest in activities related to different verbal tenses.

COGNITIVE: That we identify different verbal tenses.

EXPRESSIVE: That we produce creatively our own texts by using the grammatical tools
(suffixes, verbs, adjectives, basic tenses, etc)
Showing improvement in written skills.

EVALUACIÓN: INDICADORES DE DESEMPEÑO

• Analizo textos descriptivos, narrativos y argumentativos con el fin de comprender las ideas
principales y específicas. En los diferentes tiempos verbales.

• Escribo textos, argumentativos, expositivos, a través de los cuales explico mis preferencias,
decisiones o actuaciones. En los diferentes tiempos verbales

• Estructuro mis textos teniendo en cuenta elementos formales del lenguaje como la puntuación, la
ortografía, la sintaxis, la coherencia y la cohesión.
ENSEÑANZAS (COMPETENCIAS Y HABILIDADES)
Competencia Lingüística Competencia Pragmática
Habilidades: Habilidades:
Inferir Transferir
Interpretar Organizar Escribir
Competencia Sociolingüística
Habilidades:
Preguntar y responder significativamente
EJES TEMÁTICOS
• Review simple verbal tenses
• Review of Past and Present Perfect Tense.
• Suffixes: Using suffixes to form related words.
• Reading and writing strategies.
DIDÁCTICAS
1. Anticonstructivista: Los estudiantes participan dando ejemplos de hechos que
ejemplifican la temática propuesta.
2. Interrogativa: Los estudiantes potencian sus capacidades de comprehender las
preguntas y de expresar respuestas cada vez con mayor profundidad y sentido.
3. Expresiva: Los estudiantes tienen la oportunidad de desplegar su creatividad
expresándose a través de diferentes lenguajes y disfrutando plenamente del
aprendizaje.

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Read the following situations and answer with the appropriate verbal tense:

1. Paul and Carol ran into each other in the park. 2. Peter’s room smelled like cigarettes yesterday.
While they’re talking, Carol asks him where he a. In the room somebody had been smoking.
is going this summer. Paul says: b. Smoking had been somebody in the room.
a. I am thinking to go to Germany. c. Somebody had been smoking in the room.
b. I am thinking of going to Germany. d. In the room smoking had been somebody.
c. I am thinking to going to Germany.
d. I am thinking of go to Germany
3. Carol is doing research on the book Moby 4. Tom is talking about his dreams.
Dick. She asks her literature teacher about a. If I had money enough, I would buy a car.
the author of this book. The teacher answers: b. If I had money enough, I would bought a car.
Ă͘ DŽďLJDick was writing by Herman Melville. c. If I had money enough, I would buying a car.
ď͘ DŽďLJDick was write by Herman Melville. d. If I had money enough, I would buyed a car.
Đ͘ DŽďLJDick was wrote by Herman Melville.
Ě͘ DŽďLJDick was written by Herman Melville.
5. Carol bought these Christmas gift from her 6. Vincent is at a clothing store trying a suit on
mother. because he is going to a wedding tonight.

According to the picture, these gifts are made of;

Ă͘ ELJůŽŶ. a. Cannot wear his new suit.
ď͘ >ĞĂƚŚĞƌ. b. If I had money enough, I would bought a car.
c. If I had money enough, I would buying a car.
Đ͘ ůŽƚŚ.
d. If I had money enough, I would buyed a car.
Ě͘ ůĂLJ.
Reading Comprehension
Answer the questions according to the text:
How was Halloween born?
Halloween is a very old festival. In ancient times, it was celebrated by the Celts in an area which today
st
includes the United Kingdom and Ireland. On the night of October 31 , considered the last day of summer
at that time, people would put out the fires in their hearths son that the houses felt cold and the spirits
st
would not want to go inside. The Celts believed that on October 31 , everyone who had died in the
previous year gathered together to choose the body of a person or an animal to take over for the next
twelve months. So, the Celts dressed up as devils, ghosts, and witches, and marched through the towns
making lots of noise to frighten off the spirits. Afterwards, they lit a big bonfire in the center of the town to
light up the night. Today, Halloween is a festival celebrated by children.
7. According to the reading, Halloween was 8. The underline word ‘they’ refers to.
originated with: a. devils.
a. The British people. b. ghosts.
b. The Irish people. c. witches
c. The Celts. d. the Celts.
d. The American.

9. The underline word ‘gathered’ can be 10. The main idea of the text is.
replaced by a. devils.
a. met. b. ghosts.
b. came. c. witches
c. arrived. d. the Celts.
d. got. :Review simple verbal tenses,
Topic present and past perfect.

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ACTIVITY 1
WARM UP! ENJOY THE STORY!!!

Once upon a time there was a prince who wants to marry a princess; but she would have to be a
real princess. He traveled all over the world to find one, but nowhere he could get what he
wanted. There are enough princesses, but it was difficult to find out whether there were real
ones. There was always something about them that was not as it should be. So he came home
again and was sad, because he would have liked very much to have a real princess.

That evening a terrible storm came on; there was thunder and lightning, and the rain pour down
in torrents. Suddenly a knocking was heard at the city gate, and the old king went to opened. It
was a princess standing out there in front of the gate. But, good gracious! What a sight the rain
and the wind had made her look. The water ran down on her hair and clothes; it ran down into
the toes of her shoes and out again at the heels. And yet she said that she was a real princess.

1. Act out the story with the students. Teacher –narrator-

2. Ask what kind of verbal tenses there are in the story.
3. Read the story carefully and ask the students to write as much kwon vocabulary they
can.

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EXPRESSIVE: That I produce creatively their own texts by using the grammatical tools
(suffixes, verbs, adjectives, basic tenses, etc)
Showing improvement in written skills.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

Escribo textos, argumentativos, expositivos, a través de los cuales explico mis

preferencias, decisiones o actuaciones. En los diferentes tiempos verbales

EXPLANATION OF THE TOPIC

In English, there are three basic tenses: present, past, and future. Each has a perfect form,
indicating completed action; each has a progressive form, indicating ongoing action; and each has
a perfect progressive form, indicating ongoing action that will be completed at some definite
time. Here is a list of examples of these tenses and their definitions:

Simple Forms Progressive Forms Perfect Forms Perfect Progressive Forms

Present take/s am/is/are taking have/has taken have/has been taking

Past took was/were taking had taken had been taking

Future will/shall take will be taking will have taken will have been taking

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1. Fill the blanks with the correct form of the verb in brackets. Use the Simple Past or past
continuous: look the example:
9 Example: *yesterday evening I_________(work) hard till late because I________(have) a
difficult task to do.
9 *yesterday evening I worked hard till late because I had a difficult task to do.

a) We __________(go) down to the road at 100 km/h when the wheel_________(fall) off.
b) She nearly________(have) a heart attack when she_________(see) the lion.
c) My mother________(get) dress when she _______(fill) a pain in her chest.
d) I_________(see) Carol at the party. She ___________(wear) a beautiful dress.
e) (you/watch) T.V when I_______(arrive)?

2. Complete the text using the correct tense of the verb in parenthesis.

Sandra worked for a telecommunications company. She _____________(start) in telemarketing;

then ______________became the IT manager assistant. She _________(be) responsible for all
the costumers services within the company in terms of needs.
In 2002 she ___________(get married) and _________________(go) with her husband to
Canada to do a Post Graduate Diploma in IT.
She ______________(come) back last year and now __________ (work) only part time at a
multinational Company. She ______________(spend) the rest of the day with her twins. In the
future she _____________(find) her own company where she will offer a variety of computerized
services.

3. Use only one of the three suffixes to create a new word, use your dictionary to verify the existence
of such of words. Look the examples:

Ful> Playful, Meaningful. Ly> Badly, Generally

New Word Meaning

1. (noise) y / ly / ary ______________________ ________________________

2. (happy) less / ness / ful ______________________ ________________________

3. (walk) est / ed / ly ______________________ ________________________

4. (music) sion / cian / tion ______________________ ________________________

5. (beauty) ful / est / ly ______________________ ________________________

6. (substract) sion / tion / cian ______________________ ________________________

7. (divide) cian / sion / tion ______________________ ________________________

8. (love) y / ary / ly ______________________ ________________________

9. (friend) y / ly / ary ______________________ ________________________

10. (comfort) able / ible / ly ______________________ ________________________

COMPLETE THE EXERCISES WITH THE BOOK TEENAGERS 11 PAG. 81 # 4,5,Y 6 IN
MODELING OR SIMULATION STAGE.

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1. Remove the suffix form the root word and checks it dictionary meaning:

Root Word Meaning

1. frienship ________________________ ___________________________

2. quietly _______________________ ___________________________
3. employment ________________________ ___________________________
4. funny ________________________ ___________________________
5. professional ________________________ ___________________________
6. helpless ________________________ ___________________________
7. carefully ________________________ ___________________________
8. magician ________________________ ___________________________
9. secondary ________________________ ___________________________
10. lovely ________________________ ___________________________

2. Complete the sentences with the present perfect using the verb in the bracket
a. I ___________(invite) Maria and Gloria to my party. I hope they can come.
b. The movie ______________________ (start) be quiet
c. I _________________ (do) my homework. Can I go out now?
d. Joe ___________ (write) to Sarah three times this week. He really likes her.
e. We _____________________(have) four tests this week. It’s not fair.

3. COMPLETE USING THE CORRECT FORM OF THE AUXILIAR

I ___________ (have/had) traveled 2 times to Bogota before I moved there

Carlos _____(have/had) never seen that something like that before that day
When she saw the UFO she told us that she ____(have/had) never felt that way I ______
(have/had) visited my cousin four times since the accident
I like math but I _________ (have/had) have problems understanding the exercises until the
teacher explained me.

1. Remember the story in the warm up? Now use your imagination, think or invent
(could be fiction) about a memorable moment in your life. When, how, where, who
and what…
2. Write your own story. Use suffixes and different verbal tenses.
3. If you have pictures or drawings you can use them.
4. Tell the class your story.
5. Teacher can collect the stories and make a booklet.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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ACTIVITY 2
Topic:Review simple verbal tenses, present and past perfect.

WARM UP! ENJOY IT!!!

1. The teacher will describe the following picture using sentences and the students
will draw what they understand.

Example: there are two houses one in front of each other.

2. KING SOLOMON’S SOLUTION The story related in Kings 3:16-28, tells of two
prostitutes who came before King Solomon, bringing with them a single baby boy.

Each mother told the same story: that they both lived together, that both had given birth to a
child, that one child was dead in the morning and that the live child was hers. Each mother
accused the other, that after having discovered that her child had died during the night, its
mother had stolen the other mother's live baby and replaced it with the dead child. Thus, each
mother claimed, on waking up in the morning, she had discovered a dead child on her breast,
which was not hers.
In a dispute such as this, where there is no evidence or witness, King Solomon's solution is
fascinating. After some deliberation, he called for a sword to be brought before him. He declared
that there was only one fair solution, namely, that the live child should be split in two, each
woman receiving half of the child. Upon hearing this terrible verdict, the baby's true mother cried
out in horror and anguish, "Please, My Lord, give her the live child - do not kill him!" However,
the liar, in her bitter jealousy, exclaimed, "It shall be neither mine nor yours - divide it!" Realizing
that a true mother's instincts are to protect her child, Solomon instantly gave the baby to the real
mother, who was willing to relinquish her baby in order to save its life.

The teacher asks the following questions and the students answer and argue orally.

a. The king decided to cut the boy’s leg

b. The mothers were housewives
c. The king Solomon wasn’t a wise man.

EXPRESSIVE: That I interpret and rank specific sentences from a text. Showing their written
and reading comprehension skills.

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EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Analizo textos descriptivos, narrativos y argumentativos con el fin de comprender
las ideas principales y específicas. En los diferentes tiempos verbales.

ϭ͘ According to the title what do you think the reading is about?

2. Write the vocabulary you think you will find in the reading.
3. Read the text.
4. Underline the unknown words and write them on your notebook.
5. Try to infer the meaning of those words using the context.
6. Identify the main idea of each paragraph
7. On average, how many hamburgers does each person buy every week in the U.S.A.?
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IN THE PREVOUS PART YOU READ! NOW YOU WILL LOOK, ANALIZE, WRITE AND
READ TO THE CLASS WHAT YOU HAVE DONE.

1. Take a look at this comic strip.

2. Analyze consciously what is the situation.
3. Write the story according to the situation and some questions.
4. Read your story to your classmates and ask them some questions about it.
5. Compare your stories with a partner
6. Remember to use suffixes and verbal tenses.

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ACTIVITY 3
Topic:Review simple verbal tenses, present and past perfect.

WARM UP! ENJOY IT!!!

9 With the following pictures, ask to the students:

9 Look at the pictures and identify people and events. Can you name them?
9 What do you know about this people and events?
9 How did people and events above change history?
9 Write some ideas in your notebook about what they did to change the history.
9 Write and tell what would have happen If these people or events had’nt existed. Make
some hypothesis.

EXPRESSIVE: That I structure their writing taking into account the formal elements of
language as punctuation, spelling, syntax, coherence and cohesion.

EVALUACIÓN:
INDICADOR O INDICADORES DE DESEMPEÑO: Estructuro mis
textos
teniendo en cuenta elementos formales del lenguaje como la puntuación, la ortografía,
la sintaxis, la coherencia y la cohesión.

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EXPLANATION OF THE TOPIC
The simple past tense refers to:

a. action which occurred at a specific time in the past

b. completed action
c. past status
Examples:
Completed action Past status
Specific past action
She finally mailed the letter. Jane was a movie star.
I ate lunch at noon today.

Past progressive

Positive Negative Question

I / he / she / it I was speaking. I was not speaking. Was I speaking?

you / we / they You were speaking. You were not speaking. Were you speaking?

Exceptions in Spelling

Exceptions in spelling when adding ing Example

final e is dropped (but: ee is not changed) come – coming

(but: agree – agreeing)

after a short, stressed vowel, the final consonant is doubled sit – sitting

l as final consonant after a vowel is doubled (in British English) travel – travelling

final ie becomes y lie – lying

Use of Past Progressive

ƒ puts emphasis on the course of an action in the past
Example: He was playing football.
ƒ two actions happening at the same time (in the past)
Example: While she was preparing dinner, he was washing the dishes.
ƒ action going on at a certain time in the past
Example: When I was having breakfast, the phone suddenly rang.
Signal Words of Past Progressive

• When, while, as long as.

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ACTIVITY 3

1. IN GROUPS TAKE THE FOLLOWING TEXT AND RE-WRITE IT IN SIMPLE PAST AND PAST
PROGRESSIVE. PRESENTE YOUR WORK IN FRONT OF THE CLASS.
Mary has a lot of hobbies and interests. She usually gets up early so she can run before work.
She doesn't often have time to ski, but she occasionally goes on Saturdays during the winter.
Mary often rides a horse at a stable near her home. She sometimes goes after work, but she
usually goes horseback riding on Sundays. She loves music. She always goes to choir practice
on Wednesday evenings and sings in church on Sundays. She doesn't have much extra money,
so she rarely goes to concerts in the city. She seldom watches TV because she likes doing
things outside. She usually goes to the gym if it's raining outside. She isn't often alone because
she has a lot of friends. She occasionally does something alone, but she usually does her
activities with one of her friends. She's a happy woman!
ACTIVITY 4
¾ Ask your partner about first-time and last-time experiences:
¾ When was the first time you kissed a boy-girl?
¾ When was the last time you kissed a boy- girl?
¾ When was the last time you practiced a sport?
¾ Why did you finish your relationship?
¾ When was the first time you went to a party?
¾ When was the last time you ate healthy food?
¾ When was the last time you ate junk food?
¾ Why did you quit the gym?
1. Guess what happened with your partner’s situations. (Speculations). Remember he or she doesn’t
tell you anything!
2. Write all these experiences by using simple past and past continuous.

Example: I kissed a girl/boy when I was 12 years old, but when I was kissing him/her my father arrived…

NOTE: YOU CAN USE OTHER KIND OF EVENTS HISTORIC ETC…

Disaster E-mail
Kate is a young girl who always wanted to go to USA, so that she studied English for a
year and when she finished she started to look for a new job out of the country and she
got it. One month later she traveled to USA.

She was really happy and everything was going well. Some day her boss ask her to
write an E-mail for a costumer, she used all the words she knew and she made a good
effort to get the contract, but sadly when the costumer read the E-mail, he got really
upset because he thought they were joking him.

He who wrote the E-mail you sent to me…

1. Read the text above.

2. Guess some hypothesis about the end of the e-mail.
3. Write some ideas about what happened with the situation and why.
4. Take the ideas and finish the story. Taking into account the formal elements of
language as punctuation, spelling, syntax, coherence and cohesion.
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ACTVITY 4
Activity 1

Topic:Review simple verbal tenses, present and past perfect.

WARM UP! ENJOY IT!!!
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EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Estructuro mis
textos teniendo en cuenta elementos formales del lenguaje como la puntuación, la ortografía,
la sintaxis, la coherencia y la cohesión.

Work in a partner.

9 Take a look at the pictures below and answer the questions.

I. What do you think is happening?

II. Why?
III. How do you the people would save in the cold ocean?
IV. What kind of message would the disaster send to the people?

V. Use the Simple Present and the Present

Continuous to describe the pictures.
VI. Why is the Titanic famous?
VII. What is the different between the movie

and reality?
VIII. Do you agree with the movie love story

besides the disaster?
IX. Give your point of view about this

situation?
X. What is the newspaper talking about?
XI. Do you like this kind of movies? Why?

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An essay is an analytical short composition written from a personal
point of view. The author makes a personal statement and gives
arguments to support his-her ideas. He- She also gives counter
arguments, but in the end, his-her proposal is reaffirmed. It has an
introductory paragraph, supporting paragraphs and a conclusion.

Read the following dialogue

I love movies! I really like all

kind of movies, and I like go to
the cinema on Saturdays with
my family and friends. I saw
Titanic movie last night and it
was great, such a romantic
love story! There´s one thing I
don´t like about this movie- the
end.

Oh really? Instead I’m a big

music fun. I love rock and rap
music. I can play electrical
guitar. I don´t like classical
music. I think is boring. My
friends and I have a rock band.
It´s really cool!! I prefer that
and I don´t like your romantic
movie! Sorry.

WHAT ABOUT YOU?

Complete the statements with love, like or don´t like. Then compare with a classmate.
1. ______________ Rap music. 6. ____________classical music.
2. ______________math. 7.____________my city.
3. ______________soccer. 8. ____________Go to the movies.
4. ______________pizza. 9. ____________My school.
5. ______________English. 10.____________chat on internet.

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WRITING TIME!!
Now write a short essay about movies. Include your personal point
of view.

a. Choose the following topics: horror, science fiction, romantic,

historic, action.

b. Summarize your statement in a sentence.

c. Look for facts to support your statement and write arguments

and their counter arguments.

d. Argument 1:_____________counter-argument
1:_______________
Argument 2:______________ counter-argument
2:_________________

e. Organize your text. Make sure it has an introductory

paragraph for each of your argument, and conclusion.

f. Make a draft and exchange it with a partner to share points of

view and make corrections.

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ACTIVITY 5 Activity 1

Topic:Review simple verbal tenses, present and past perfect.

WARM UP!
¾ Complete the following story use the past perfect tense and draw a comic.

You know, next week is my wedding anniversary. I will have been married 15 years.
Time really flies. I remember back in 1989 when my husband asked me to marry me.
I ________ _______ (travel) a lot. I ________ _______ (live) alone. I ________
_______ (have) a certain number of boyfriends. I had finished my studies. I ________
_______ (live) abroad. I was ready to settle down.

Our first baby was born in 1984. We had________ _______ (party) a lot with friends.
We ________ _______ (spend) a year in America together. We ________ _______
(travel) round India on a motorbike. We were ready to become responsible parents.

EXPRESSIVE: That the I contextualize different given information in an English text in

English showing their advances in reading comprehension.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

Analizo textos descriptivos, narrativos y argumentativos con el fin de comprender las

ideas principales y específicas. En los diferentes tiempos verbales.

EXPLANATION OF THE TOPIC

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Past perfect tense is used to indicate that one action occurred before another action in the
past. In other words, past perfect tense indicates the first of the two actions.
For example,
9 When I woke up this morning, my roommate had left already.
9 After I had eaten my dinner, I went to see a movie.
9 Before I arrived at the theater, the movie had already begun.

Sometimes, when the meaning is clear from context, the simple past tense can be used.
9 After I had gone shopping, I stopped at the health spa.
9 After I went shopping, I stopped at the health spa.
When I was young, I had been a cowboy.
(Incorrect—no reference to
other events)
(Correct)
9 When I was young, I was a cowboy.
Yesterday the Johnsons had opened their new business. (Incorrect)

9 Yesterday the Johnsons opened their new business. (correct)

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COMPLETE THIS SELECTION ABOUT THE WELL-KNOWN SCIENTIST ALBERT EINSTEIN.

Albert Einstein was born in Germany in 1879. He enjoyed classical music and HAD
already PLAYED the violin at the age of six. Even as a small boy Albert was self-
sufficient, thoughtful, and a slow talker who considered what he would say afterwards.

Albert Einstein´s first job was that of patent clerk. In 1993, he joined the staff of the
newly created Institute for Advanced Studies in Princeton, New Jersey. By the time he
wrote his mathematical equation about the nature of energy, E=MC2, he HAD WRITTEN
a paper with a new understanding of the structure of light. He argued that light
consisted of particles of a gas. A few years before, Max Planck´s work HAD
CONTAINED the first suggestion of discreteness in energy, but Einstein went far beyond
this. The dance of microscopic particles HAD long BEING OBSERVED. Albert Einstein
HAD REINFORCE the kinetic theory and he HAD CREATED a powerful new tool for
studying the movements of atoms.

One week before his death, Einstein signed his last letter. It was a letter to Bertrand
Russell in which he asked nations to give up nuclear weapons. It is fitting that one of his
last acts was to argue, as he HAD DONE all his life, for international peace.

Einstein was cremated at Trenton, New Jersey at 4PM, on April 18th, 1955 (the day of
his death). His ashes were scattered at an undisclosed place. Many scientists HAVE
TRIED to discover all of Einstein´s secrets but they HAVEN’T BEEN able to do it. On
the other hand, the mass media HAS SEARCHED for unknown information about his
private life but they HAVEN´T GOTTEN too much.

9 GO TO PAGE 13 ON THE BOOK TEENAGERS 10 TO COMPLETE THE EXERCISE

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READING: “Language in context”

Over the last twenty years, the average size of households has fallen dramatically. The
number of one person households has grown, due largely to the ageing of the
population, as has the number of one parent families. Couples having smaller families
have also contributed to the fall in household size.
In 1976, 60% of families were couples with children. By 1996, this had fallen to 51%.
Part of this change can be attributed to the increase in one parent families with
dependent children, but most of the change is due to the increase in the proportion of
couple only families. People are now having children later in life, and are living longer.
Therefore, they are spending more time living in couple-only families, both before they
have families and after their children have left home.

However, children are leaving home later. In 1981, 34% of children aged 20-24 lived
with their parents. By 1991, this had increased to 40%. This increase has, to some
extent, countered the fall in the couples with non-dependent children only.
(Source: ABS Yearbook Australia 1997, Number 79 p. 81)

ANSWER THE FOLLOWING QUESTIONS:

9 There are two past perfect verbs in the 'Language in context' passage above:
First past perfect verb:_______________________________________
Second past perfect verb:_____________________________________
9 What kind of reading is it and where was taken from? An article. A novel…
9 Identify and underline the past perfect verb in each sentence below. These
examples are not from the 'Language in context' passage.

1. It was announced that he had resigned from his position at the bank for personal
reasons.

2. Until the new software was purchased, the staff had struggled to keep the
accounts records up to date.

3. Several senior employees had left the company by the time the new manager
arrived.

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Pilot detained after no-smoking siege

MILAN Monday July 27 (Reuters) - Italian police He was then detained by police at the airport for
on Monday questioned a British pilot who held holding passengers against their will, Harrison
148 passengers aboard his plane for 40 minutes said.
after landing in Milan because no one would
admit to being the person who broke the strict "He was not arrested. He was detained. He
no-smoking rules. helped answer their questions," she said by
telephone from London.
Sue Harrison, a spokeswoman for Go, the new
low-cost carrier that is part of British Airways She did not know how long the questioning
Plc, said the incident happened on Sunday lasted but said Bliss had been allowed to go and
afternoon after a flight from Stansted to Milan's had flown the plane back from Malpensa to
Malpensa airport. Go made its first flight in May. Stansted later in the day.

She said that one passenger had blocked the "We are continuing to talk to the police to make
smoke detector in one of the plane's toilets and sure we answer all their questions," Harrison
had smoked a cigarette in violation of Go's no- said. "We won't compromise on safety."
smoking rules and strict safety standards.
She said there was no likelihood of any legal
On arrival, captain Bryan Bliss, a 57-year-old action against Bliss and said both sides were
pilot with 28 years experience, asked the culprit being "very helpful". Police at Malpensa
to own up. No one came forward and after 40 declined to comment while questioning was still
minutes, Bliss finally let them go. under way.
Copyright 1998 Reuters Limited.

9 Sequencing

The following events are from the article. Put them in the right order:

The plane arrived at Malpensa airport in Milan.

The plane left Stansted airport.

The passenger smoked a cigarette.

The pilot flew the plane back to Stansted.

The pilot would not allow the passengers to leave the plane until the smoker was
identified.

A passenger blocked the smoke detector in the toilets.

The pilot let the passengers leave the plane although the smoker had not been
identified.

The enquiry was still continuing.

The Italian police questioned the pilot at the airport.

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ACTIVITY 6
Topic:present and past perfect.

WARM UP! ENJOY IT!!!

PRACTICE WITH YOUR PARTNER:

Dialogue: A Business Presentation by Kenneth Beare, About.com Guide

On a Business Trip - A Presentation

Betsy: Hi Brian, this is Betsy. How are you doing?

Brian: I've just returned from the Head Office. The weather is great! Boston is a great
city!

Betsy: Have you met Frank yet?

Brian: No, I haven't seen him yet. We have a meeting at 10 o'clock tomorrow morning.
We are going to meet then.

Betsy: Have you made your presentation yet?

Brian: Yes, I made the presentation yesterday afternoon. I was very nervous, but
everything went well.

Betsy: Has management given you any feedback yet?

Brian: Yes, I've already met with the sales director. We met immediately after the
meeting and he was impressed with our work.

Betsy: That's great Brian. Congratulations! Have you visited any museums yet?
Brian: No, I'm afraid I haven't had any time yet. I hope to take a tour around town
tomorrow.

Betsy: Well, I'm happy to hear that everything is going well. I'll talk to you soon.
Brian: Thanks for calling Betsy. Bye.

Betsy: Bye.

9 Underline the present perfect tense.

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EXPRESSIVE: That I interpret and practice conversations by using present and past
perfect.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Analizo textos descriptivos, narrativos y argumentativos con el fin de comprender
las ideas principales y específicas. En los diferentes tiempos verbales.

1. Read the text and change it in past and perfect tenses.
2. Make a conversation with your partner.

3. Practice it in front of the class.

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Complete the following conversation, use Present Perfect.

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Interviewer: Good morning Sir. I'd like to ask you a few questions if I may.
Jack: Well, I'm waiting to catch my flight so I guess I can answer a few
questions.

Interviewer: Thank you Sir. First of all, how often _____ (have)
you_________ (travel)?
Jack: I _____ (have)_________ (travel) since three years.

Interviewer: Where ________(had/have)________(travel) last summer?

Jack: I________(had/have)________(travel) to Austin, Texas.
Interviewer: … and where did you fly on your last trip?
Jack: I flew to Portland, Oregon. I______(have) already _______(be)there
three times!

Interviewer: Really! ______(have) you _______(enjoy) those travelling for

business?
Jack: Yes, although I (had/have)________ _________(prefer) staying in
the office.
Interviewer: What do you like most about travelling?
Jack: I like visiting new cities and trying out new food.

Interviewer: Is there anywhere you would like to visit that you

_______(have not) _______(visit) yet?

Jack: Yes, I'd like to go to Hawaii! I love going to the beach!

Interviewer: Thank you very much for your time today.

Jack: You're welcome. My pleasure

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9 Look the following images and make a conversation with your partner.

9 Write statements about things you haven´t done yet but according to the pictures.

9 Use present perfect tense.

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ACTIVITY 7
Topic: Review simple verbal tenses, present and past perfect / Tag questions in future.

WARM UP! ENJOY IT!!!
¾ Make assumptions about your classmates or your teacher. Sample assumptions can include:

9 Favorite subject.
9 Where living.
9 Where born.
9 Girlfriend-boyfriend/single/a significant other.
9 Religious/religious affiliation.
9 Languages spoken.
9 Hobbies.
9 Person most admires.
9 Favorite vacation spot.
9 Profession/if could choose what it would be.
9 Family size/only child, oldest.

EXPRESSIVE: That I make assumptions about people or situations by using Tag

Questions.

EVALUACIÓN:
INDICADOR O INDICADORES DE DESEMPEÑO: Estructuro mis
textos
teniendo en cuenta elementos formales del lenguaje como la puntuación, la ortografía,
la sintaxis, la coherencia y la cohesión.



EXPLANATION OF THE TOPIC

Assumption: noun
Something taken for granted; a supposition: a correct assumption.
Synonyms: presupposition; hypothesis, conjecture, guess, postulate, theory.

I. Tag Questions: You speak English, don´t you?

A tag question is a special construction in English. It is a statement followed by a mini-question. The whole
sentence is a "tag question", and the mini-question at the end is called a "question tag". Use tag
questions at the end of statements to ask for confirmation. They mean something like: "Am I right?" or "Do
you agree?" They are very common in English. The basic structure is:

+ -
Positive statement, negative tag?

Snow is white, isn't it?

- +
Negative statement, positive tag?

You don't like me, do you?

Won’t they? won't = will not

They will help,

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Activity 2

9 Make some assumptions base on the following images:

9 Use Tag Questions and ask your partners.

Example:
¾ Image # 1

They will have an accident, won´t

they?

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Complete with the appropriate tag endings in the blanks. Remember that if
the statement in a tag question is positive, the tag ending is negative: She’s
gone, hasn’t she? And is the statement is negative, the tag ending is
positive: She hasn’t gone, has she?!

Example:
You’ll never be a millionaire, will you?
They’ve left for the beach, haven’t they?
She has to study hard, doesn’t she?
It’s not cold outside today, is it?

1.- You’ve never been in Hawaii,

_______________________________?
2.- She’s not going to have to take another course,
___________________?
3.- She shouldn’t smoke, _______________________________?
4.- He’s had many different kinds of jobs,
_______________________?
5.- He’s an engineer for a government agency,
_____________________?
6.- Bob and Mary have to go home now, ___________________?
7.- Bill and Henry have gone, _________________?
8.- She’s recently been ill, __________________?
9.- There’s something cooking on the stove, _______________?
10.- You had a good time at the game, _________________?
11.- It’ll be cold tomorrow, ____________________?
12.- He’s always lived by himself, ____________________?
13.- He’s never on time to work, ____________________?
14.- There were a lot of people at the
concert,_________________?
15.- I’m going to be with you tomorrow night, _______________?

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Tell-a-tale
9 Use your imagination to tell this tale. First complete the title then write a short
story based on the information given below.

9 Use the following words in your story. Check the box beside
each word once you have used it in your story. If you don’t
know a word, look it up in your bilingual dictionary.

9 Include these phrases or quotes in your story: The

footprints were small and round. “You won’t find
anything in there.”

o Detective,
o sunglasses,
o money,
o apartment,
o suitcase,
o gloves

The Mystery of the Missing _________________

Written by ________________________________

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ACTIVITY 8
Topic:Review simple verbal tenses, present and past perfect / Tag questions in future.

WARM UP! ENJOY IT!!!

READ AND LISTEN TO THE FOLLOWING INTERVIEW TO

LEONARDO DI CAPRIO

REPORTER: Good evening, Leonardo. It´s really nice to have you on our show tonight.

Leonardo: Thanks. I´m very glad too. You know, it´s been a long time since I wanted to join
your TV show, hasn´t it?

Reporter: Yeah, there´s a group of fans in our public who want to greet you.

Leonardo: Hello, I am who I’m because of you. Thank you very much. You´ll love me
forever, won´t you?

Reporter: They´re absolutely crazy about you. Leonardo, your most recent film `Gangs of
New York´ has been really successful, hasn´t it?

Leonardo: Sure! I didn´t expect it to be in the first place as it was. I think all the effort made
by all the staff has been compensated, hasn´t it?

Reporter: Of course. What are you planning now?

Leonardo: To film a modern western. It will mix past, present and future events.

Reporter: You have never done a western comedy, have you?

Leonardo: Well, actually, this is going to be my first time doing a film of this kind.

Reporter: Good luck, Leonardo.

Leonardo: Thank you. You won´t forget me, will you?

COMPLETE THESE STATEMENTS.

a. Leonardo di Caprio wanted to participate in the show, ----------------------.

b. The public to whom he was talking was ------------------------------------------
c. He considers the movie `Gangs of New York´a--------------------------------.
d. His immediate plans are related to -----------------------------------------------
e. Leonardo di Caprio actually is going to be --------------------------------------

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EXPRESSIVE: That I make listening comprehension exercises in order to find the most
important information in an interview or dialogs.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Estructuro mis

textos teniendo en cuenta elementos formales del lenguaje como la puntuación, la ortografía,
la sintaxis, la coherencia y la cohesión.

9 Read in front of the class other kind of conversation and complete the exercise:

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1. COMPLETE USING THE TAG QUESTIONS.

According to the INTERVIEW in the warm up! A VERY SPECIAL

PERSON.

a. `Gangs of New York´ has been really successful,________________?
b. You won´t forget me,____________?
c. You have never done a western comedy, __________________?
d. You know, it´s been a long time since I wanted to join your TV
show,_____________________?
e. I think all the effort made by all the staff has been compensated,
________________?

2. CHOOSE THE BEST OPTION.

a. You´ll love me forever, _________? (don´t you – won´t you – will you).
b. They are absolutely crazy about you, _____? (aren´t you – they aren´t – aren´t
they).
c. Sure! I didn´t expect it to be in the first place as it was, ______? (wasn´t I –
did I – I was).
d. It will mix past, present and future events,_______? (won´t it – will it – will not
it).
e. I am who I’m because of you, ________I? (am I – aren´t you – am n´t I).

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WRITING TIME!!

Now is your turn!!

9 Choose a person in your school that you want to interview. Teacher, coordinator,
principal, secretary, psychologist or people in special services.
9 You can a camera or just piece of paper.
9 Prepare your questions, if the person doesn´t speak English you can translate but
the answer must be in English in your paper notes.
9 After that write a composition about the life of this person on a piece of paper and
present it to the class.

¾ include:

9 Favorite things.
9 Where living.
9 Where born.
9 Married/Girlfriend-boyfriend/single/a significant other.
9 Religious/religious affiliation.
9 The most remarkable experience in life.
9 Hobbies.
9 Person most admires.
9 Favorite vacation spot.
9 Profession
9 Family size/only child, oldest.
9 Pets.
9 If you were other person, what celebrity would you choose to be and why.

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ACTIVITY 9
Topic:Review simple verbal tenses, present and past perfect/ Tag questions in
future. Prefixes and Suffixes.

WARM UP! ENJOY IT!!!

™ Read the following text
Timeline: The Early Years of Video Games (1889-1972) by Amanda Kudler
1889
Nintendo is founded in Japan by Fusajiro Yamauchi. It begins producing handmade playing
cards.
1958
Physicist Willy Higginbotham invents the first "video game" at the Brookhaven National
Laboratory in Upton, New York. His game, a table tennis-like game, was played on an
oscilloscope.
1961
Steve Russell, a student at the Massachusetts Institute of Technology (MIT), creates Spacewar,
the first interactive computer game. It runs on a Digital PDP-1 mainframe computer, and the
graphics are made up of ASCII text characters.
1966
Ralph Baer, an engineer at Sanders Associates, receives support from his company (a military
electronics consulting firm in NH) to explore his idea of creating interactive games using a
television.
1967
Baer and team are successful in creating two interactive TV games—a chase game and a tennis
game. They are also able to manipulate a toy gun so that it detects spots of light on the TV
screen.
1970
Magnavox licenses Baer's TV game from Sanders Associates
Nolan Bushnell and Ted Dabney (future founders of Atari) begin their attempt to create an
arcade version of Spacewar, calling it Computer Space.
1971
Computer Space becomes first video arcade game ever released. 1500 games are distributed.
Public consensus is that it is too difficult to play.
1972
April 25
A U.S. patent is issued to Ralph Baer for "A Television Gaming Apparatus and Method"
May 24
Magnavox's Odyssey, the first home video game system, is showcased at a convention in
Burlingame, CA, and is released to the public later that year.
Bushnell and Dabney found Atari. They name the company after a term from the Japanese game
"Go". "Atari" is equivalent to "check" in a chess game.
Al Alcorn is hired by Atari to program video games. The first game created by Atari is Pong. Ping-
Pong, the original name, is already copyrighted, so the makers name it Pong after the sound of a
ball hitting the paddle.
http://www.teachervision.fen.com/technology-and-civilization/resource/63110.html#ixzz1WKiesUTg

Answer the questions:

1. What is the text talking about?
2. What was the first video game invented?
3. Underline past verbal tenses.
4. Named the inventors of the video games and their versions.

EXPRESSIVE: That I make a presentation about the greatest invent for you by using the
grammatical tools (Prefixes and suffixes, verbs, basic tenses, etc) Showing improvement
in written and spoken skills.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

Escribo textos, argumentativos, expositivos, a través de los cuales explico mis preferencias,
decisiones o actuaciones. En los diferentes tiempos verbales

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EXPLANATION OF THE TOPIC

PREFIXES MEANING
EXAMPLE:
hEсŶŽƚ
• Shoe maker
/^сŶŽƚ
• Wisely: Joe made the decision wisely.
ZсĂŐĂŝŶ • Because of that you could misunderstand the message
D/^сŶŽƚ and you couldn’t mispronounce it.
/DсŶŽƚ • As she broke up her leg now she is such an unhappy
/сƚǁŽ girl.
с ŶŽƚ • I can speak Russian and English. So I am a Bilingual

BASED ON THE READING:

• CHOOSE A LIST OF PREFIXES AND SUFFIXES, CLASIFY THEM INTO THE RIGHT

• CATEGORY.
• UNDERLINE THE PREFIXES WITH A RED COLOR
• UNDERLINE THE SUFFIXES WITH A GREEN COLOR

™ Define the unknown words using the context, synonyms or antonyms.

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Reading

Read the text and answer the questions.

1. How many brothers and sisters did Edison have?
_____________________________________________________________

2. Why did he run home from school?

_____________________________________________________________

3. At what age did he leave school?

_____________________________________________________________

4. Who was his best teacher?

_____________________________________________________________

5. How old was Edison when he started inventing?

_____________________________________________________________

6. What improvement did he make for the telephone?

_____________________________________________________________

7. What was the “phonograph”?

8. In which year did he invent the light bulb?

______________________________________________________________

9. What was Edison`s contribution to the movie industry?

10. How many things did Edison invent?

________________________________________________________________

11. Which of his inventions do you think was the most important? Why?
________________________________________________________________

12. What would you most like to invent yourself?

________________________________________________________________

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MAKE A PRESENTATION!

*SEARCH INVENTIONS AND CHOOSE or ask the

teacher.
*What was the greatest invention for you?
*Name the inventor (short biography) and his or her
invention (how he/she did it).
*How has your life been affected by such invention?
*Use pictures, billboard, power point or movie media
resources.
*Remember your presentation must be in ENGLISH!
*Use an easy language. It’s for your classmates.
*Be creative and no more than 10 minutes.
*prepare some questions to the class.

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ACTIVITY 10
Topic:Review simple verbal tenses,present and past perfect/ Tag questions in
future.

Warm up:

Describe with your teacher a special event in your school last year.

EXPRESSIVE: That I interpret, analyze and summarize descriptive or narrative text.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Analizo textos descriptivos, narrativos y argumentativos con el fin de
comprender las ideas principales y específicas. En los diferentes tiempos
verbales.

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E XPLANATION OF THE TOPIC

READING STARTEGIES

*Stories are very descriptive, but they don’t have to understand the meaning of every single
word in order to get the main idea or understand what the story is about. Use the context
and situation to help you guess the meaning of new words.
*Each paragraph of a text usually refers to one idea. Often, there is one sentence that tells

you the main idea of the paragraph. That sentence is called a TOPIC SENTENCE. If
you look for the topic sentences in a text, you will get a complete idea of what the text is
about without reading details.
*Before
reading a text, take a look at: TITLES, SUBTITLES and IMAGES. They can help
you understand content.
*When
reading a text, make the difference between opinions and facts. Make sure that you
also identify the kind of text you’re reading. Is trying to convince you? Is informative,

narrative or descriptive? Does it state and support an argument?

*Identify the audience of the text also.

Alice's Adventures in Wonderland: Chapter 1. Down the Rabbit-Hole - Part 1

Alice was beginning to get very tired of sitting by her sister on the bank, and of having
nothing to do: once or twice she had peeped into the book her sister was reading, but it
had no pictures or conversations in it, 'and what is the use of a book,' thought Alice
'without pictures or conversation?'
So she was considering in her own mind (as well as she could, for the hot day made her
feel very sleepy and stupid), whether the pleasure of making a daisy-chain would be
worth the trouble of getting up and picking the daisies, when suddenly a White Rabbit
with pink eyes ran close by her.
There was nothing so VERY remarkable in that; nor did Alice think it so VERY much out
of the way to hear the Rabbit say to itself, 'Oh dear! Oh dear! I shall be late!' (when she
thought it over afterwards, it occurred to her that she ought to have wondered at this,
but at the time it all seemed quite natural); but when the Rabbit actually TOOK A
WATCH OUT OF ITS WAISTCOAT-POCKET, and looked at it, and then hurried on,
Alice started to her feet, for it flashed across her mind that she had never before seen a
rabbit with either a waistcoat-pocket, or a watch to take out of it, and burning with
curiosity, she ran across the field after it, and fortunately was just in time to see it pop
down a large rabbit-hole under the hedge.
In another moment down went Alice after it, never once considering how in the world
she was to get out again.
The rabbit-hole went straight on like a tunnel for some way, and then dipped suddenly
down, so suddenly that Alice had not a moment to think about stopping herself before
she found herself falling down a very deep well.
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Reading Comprehension exercise: How to Find the Main Idea

Instructions


1 Read the entire text. Pause after each paragraph to reflect on the meaning of
what you've just read.

CHECK WHAT KIND OF TEXT THIS IS AND EXPLAIN YOUR ANSWER:
An informative text an essay a descriptive text a scientific text

a short story

2 Determine the most important noun in the text. Nearly every paragraph in the
text should refer to the most important person, place or thing you choose.

3 What general message does the author make about that important thing? Each

paragraph should support your findings.

IT’S YOUR TURN!!

In pairs you are going to write a summarize

about a short story that you have heard

What is a summary?
The goal of writing a summary of an article, a single chapter or a whole book is to offer
as accurately as possible the full sense of the original, but in a more condensed form.
A summary restates the author's main point, purpose, intent and supporting details in
your own words.
Why summarize?
The process of summarizing enables you to grasp the original text better, and the

result shows the reader that you understand it as well. In addition to this, the
knowledge you gained by summarizing makes it possible for you to analyze and
critique the original text.
How to summarize?
There are several techniques to be used while summarizing a text and they all stress
full understanding of a text and require the reader to spot the main or major ideas in it.
But before we move any further, here are some useful tips about summarizing:
• Restate, that is repeat the ideas of the source in different words and phrases
• Do not add your own ideas, opinions or judgment of the arguments

• Make it shorter than the source

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ACTIVITY 11
Topic:Review simple verbal tenses, present and past perfect/ Tag questions in
future.

WARM UP! ENJOY IT!!!

NATURAL DISASTERS
































ϭ͘ Look at the pictures and label them with the appropriate vocabulary>eruption,
fire wind, volcano, beach, tsunami, ash, earthquake, building, shift, tremble,
burn, rain, explode, changes in the weather, heat pressure, lava, water,
drown, tidal wave, cloud, rain, storm, flooding, shake, death, pressure
under the earth, destruction͘


EXPRESSIVE: That I give opinions and answer questions about a specific headline or

articles in a newspaper by using supporting opinions.


EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Estructuro
mis textos teniendo en cuenta elementos formales del lenguaje como la
puntuación, la ortografía, la sintaxis, la coherencia y la cohesión.

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EXPLANATION OF THE TOPIC

Giving Your Opinion There are a number of words and phrases that can help express your opinion.

Interrupting: May I have a word?

If I may, I think...
Excuse me for interrupting.
May I come in here?
Giving Opinions: I (really) feel that...
In my opinion...
The way I see things...
If you ask me,... I tend to think that...
Asking for Opinions: Do you (really) think that...
(name of participant) can we get your input?
How do you feel about...?
Commenting on Other Opinions: I never thought about it that way before.
Good point!
I get your point.
I see what you mean.
Agreeing with Other Opinions: Exactly!
That's (exactly) the way I feel.
I have to agree with (name of participant).
Disagreeing with Other Opinions: Up to a point I agree with you, but...
(I'm afraid) I can't agree
Advising and Suggesting: We should...
Why don't you....
How/What about...
I suggest/recommend that...

Earth Day

The first Earth Day, held on April 22, 1970, was a

national day of rallies and teach-ins expressing
support for environmental protection. Events were
held in major cities as well as on most college
campuses. In the end, some 20 million people took
part, calling attention to the swelling support for
environmentalism across the country Later annual
celebrations still revolve around this concept, with
local clean-up efforts and political speeches. They
have had limited results; yet, without being
decisive in any specific issue, each Earth Day
underscores the extent to which environmental
issues have become a national priority. Published:
May 8th, 2011
http://www.englisharticles.info/category/environment/pa
ge/2/
9 WHY WE HAVE TO TAKE CARE THE PLANET MORE THAN EVER?

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An Inconvenient Truth: Global Warming

Global Warming or Climate Change, measurable increases in the average temperature
of Earth’s atmosphere, oceans, and landmasses. Scientists believe Earth is currently
facing a period of rapid warming brought on by rising levels of heat-trapping gases,
known as greenhouse gases, in the atmosphere.
Earth has warmed and cooled many times since its formation about 4.6 billion years
ago. Global climate changes were due to many factors, including massive volcanic
eruptions, which increased carbon dioxide in the atmosphere; changes in the intensity of
energy emitted by the Sun; and variations in Earth’s position relative to the Sun, both in
its orbit and in the inclination of its spin axis.

Variations in Earth’s position, known as Milankovitch cycles, combine to produce cyclical

changes in the global climate. These cycles are believed to be responsible for the
repeated advance and retreat of glaciers and ice sheets during the Pleistocene Epoch
(1.8 million to 11,500 years before present), when Earth went through fairly regular
cycles of colder “glacial” periods (also known as ice ages) and warmer “interglacial”
periods. Glacial periods occurred at roughly 100,000-year intervals.
Scientists project global warming to continue at a rate that is unprecedented in hundreds
of thousands or even millions of years of Earth’s history. They predict considerably more
warming in the 21st century, depending on the level of future greenhouse gas
emissions. For a scenario (possible situation) assuming higher emissions—in which
emissions continue to increase significantly during the century—scientists project further
warming of 2.4 to 6.4 Celsius degrees (4.3 to 11.5 Fahrenheit degrees) by the year
2100. For a scenario assuming lower emissions—in which emissions grow slowly, peak
around the year 2050, and then fall—scientists project further warming of 1.1 to 2.9
Celsius degrees (1.9 to 5.2 Fahrenheit degrees) by the year 2100.

Melting polar ice and glaciers, as well as warming of the oceans, expands ocean volume
and raises sea level, which will eventually flood some coastal regions and even entire
islands. Patterns of rainfall are expected to change, with higher latitudes (closer to the
poles) projected to receive more rainfall, and subtropical areas (such as the
Mediterranean and southern Africa) projected to receive considerably less. Changes in
temperature and precipitation patterns may damage food crops, disrupting food
production in some parts of the world. Plant and animal species will shift their ranges
toward the poles or to higher elevations seeking cooler temperatures, and species that
cannot do so may become extinct. Increasing levels of carbon dioxide in the atmosphere
also leads to increased ocean acidity, damaging ocean ecosystems.
Human beings face global warming with a huge population at risk. The potential
consequences are so great that many of the world’s leading scientists—and
increasingly, politicians, business leaders, and other citizens—are calling for
international cooperation and immediate action to counteract the problem.
SOURCE>http://www.englisharticles.info/category/environment/

1. According to the article what causes Global Warming or Climate Change?

2. Read the article again and write 5 questions about it.
3. Answer the questions in groups.

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1. Taking into account this article do a conversation with your teacher,

and practice it.

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ACTIVITY 12

Topic:Review simple verbal tenses, present and past perfect/ Tag questions in
future.

WARM UP! ENJOY IT!!!
The following argumentative essay is taken from:
http://www.customessays.org/samples/Fashion_and_Identity.html , read the first part
and continue with the others along the guide.

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“…Fashion is more powerful than any tyrant”
Malcolm Barnard

Introduction
For hundreds of years people have put some message in the type of clothing they wore. Long
ago people started wanting to stand out from the “crowd” and be different from other people by
means of changing their clothing. Some examples of these “standing out” became very popular
and were followed by more people. This was the moment when fashion appeared. Nowadays,
fashion is sometimes defined as a “constantly changing trend, favored for frivolous rather than
practical, logical, or intellectual reasons”. Nevertheless, it is necessary to say that at the present
moment fashion has a deeper influence on the life of people and possess more than just
frivolous reasons for its existance. Clothing has become an integral part of self-realization of
every person. It is no longer just an “external shield” and a frivolous attitude towards it may
cause losing a very important physical, psychological and social aspect of a person’s life. The
harmony attained by the combination of the inner world of a person and his “exterior” makes it
very hard to say not even being a professional in this sphere that fashion is just about looks.
Clothing is basically a covering designed to be worn on a person's body. This covering is a need,
a necessity that is dictated by the norms of social conduct. This “necessity” brings a lot of variety
into the lives of people and makes their image more complete. It is not about people serving
fashion; it is about fashion being a slave of people.

Body paragraphs: The body of a basic essay may have as many body paragraphs, it is vital to
keep in mind that each paragraph is supposed to have one main argument to analyze and has to
reveal it in one solid thought in a sentence called the topic sentence.

Fashion and identity

The type of clothing completely depends on the person who is wearing it; therefore it becomes a
reflection of his perception of himself, which leads us to the term – personal identity. Lately a lot
is being heard about personal identity and its meaning in the life of every single person on the
planet. The choice of clothing and accessories (clothing that is worn or carried, but not part of a
person’s main clothing) is as important as identification through the color of hair, height, skin and
gender. Clothing nowadays is a media of information about the person wearing it [Barnard 21]. It
is a cipher; a code that needs a decryption in order to understand what kind of person is
underneath it. The present time offers a great variety of these “ciphers” and therefore gives
people a large number of opportunities to reveal their identity. As every cloth carries a strong
message about its owner, every owner “nests” a certain value in it depending on his
temperament, mindset or today’s mood. Therefore, the clothing of a person is a mean of
communication with the outside world. It is the way of telling people about the “state” and the
”status” of it owner [Barnes& Eicher 125].

EXPRESSIVE: That I write argumentative texts by using supporting opinions.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Estructuro mis

textos teniendo en cuenta elementos formales del lenguaje como la puntuación, la ortografía,
la sintaxis, la coherencia y la cohesión.

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EXPLANATION OF THE TOPIC

Essay Structure
Writing an academic essay means fashioning a coherent set of ideas into an argument. Because essays are
essentially linear—they offer one idea at a time—they must present their ideas in the order that makes most sense to
a reader. Successfully structuring an essay means attending to a reader's logic.
Copyright 2000, Elizabeth Abrams, for the Writing Center at Harvard University

-Thesis statement: defining and stating the point the author is making in the essay, the paper’s main argument.
- Introduction : Introduction of any essay should be no longer than 1/10 of its length.
- Body paragraphs: The body of a basic essay may have as many body paragraphs, it is vital to keep in mind that
each paragraph is supposed to have one main argument to analyze and has to reveal it in one solid thought in a
sentence called the topic sentence.
- Conclusion: It is usually written in one solid paragraph.
http://www.custom-essays.org/Essay_Structure.html
Answering Questions: "What?" "How?" "Why?"
The easiest way to do this is to map the essay's ideas via a written narrative. Such an account will give you a
preliminary record of your ideas, and will allow you to remind yourself at every turn of the reader's needs in
understanding your idea.
Copyright 2000, Elizabeth Abrams, for the Writing Center at Harvard University

Body paragraphs: The body of a basic essay may have as many body
paragraphs, it is vital to keep in mind that each paragraph is supposed to have one main
argument to analyze and has to reveal it in one solid thought in a sentence called the
topic sentence.

Men, women and fashion

Clothing is a fundamental part in the image of a contemporary man or a woman [Crane
47]. The image is constructed for various reasons and has various manifestations.
Dressing has become a way to create, to reveal and to conceal information from the
external observers. Fashion has always been considered to have more of a women
based orientation. As soon as women realized that experimenting with their clothing
might bring them the results they need they became the most interested consumers and
the demand on women’s production increased greatly.

Women and clothing

In spite of all arguments fashion remains possessing an ambivalent entity. Women, have
a great impact on the development of fashion worldwide. Of course one of the primary
messages clothes carry is the social message. Women throughout the time have tried to
make the clothing look more luxurious. Historically the social message has wildly
transformed. It is very easily trace in Diana Crane’s book “Fashion and it social
agendas”. Nowadays clothing is not an attribute of belonging to a clan, or to a restrained
social level though it still can tell a lot about the financial status of a person. A person,
especially a women is always greeted according to the way is dressed up. Therefore
women may cause desirable reaction by knowing the expectations of the “opponent”.
Historically, women wore traditional dresses, which signified their cultural and social
status [Guy& Green 76]. As for now, traditional clothing has been completely subdued
by “fashionable clothing”. Women clothing in the past had a lot to do with emphasizing
femininity, neglecting man-like forms of dressing. Analyzing the way of dressing today it
is necessary to say that”fashionable clothing” has made a great “kick” to femininity.
Women become less ladylike but more aggressive and businesslike. A woman is
opposed to a man; it is no longer an “addenda” to a male, but a force able to contradict
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him and to compete with him. Women have accepted a lot of clothing styles that
propagandize masculinity. Of course there still are women that are the embodiments of
tenderness and femininity preserving women’s sexuality but nevertheless the general
tendency of feminization in today’s society has done its work. Equality at work, business
and politics has transformed the image of a woman greatly.
5($'&$5()8//<7+(3$5$*5$3+6$1'),1'THE TOPIC SENTENCE OF EACH
ONE.

Culture and fashion

As every person belongs to a definite culture and has the right to reveal it, personal
identity may sometimes be replaced by cultural identity. Cultural identity is the type of
identity that is related to a certain culture or a separate group. It brings people belonging
to a culture definite highlighting differences with other people. Clothing in terms of
culture is to reveal either the historical roots of a person or the roots the group he
belongs to. The oriental-followers are easily defined from the crowd by the specific
collars and style of dressing they hold on to. Demonstrating a belonging to a certain
cultural community is the free right of every person like people that freely declare who
they are going to vote for. Talking about culture it is possible to mention that nowadays
exists”material culture” that dictates its own ways and code of dressing [Crane 51]. The
liberation of culture off the borders made the cultural fashion developments increase
dramatically. The “freedom of word” has found a place in every single cultural attribute
nowadays. Wearing a cowboy hat may not be a sign of being from Texas, but a sign of
political preference.
For instance it is very easy to distinguish a European from a Hindu by the style of
dressing or an Indian woman from an oriental woman by the distinctive spot on the
forehead of an Indian woman and a veil worn by Moslem woman. Fashion has taken the
best part of the traditional costumes of every culture and sometimes this leads to
propagandizing a definite cultural group. For instance, the brightest example is the
increasing interest towards the Moslems and oriental culture nowadays.

Conclusion: It is usually written in one solid paragraph.

Fashion and identity are inseparable companions. Fashion with all its symbolism and
attributes form an outstanding base for personal and cultural identification. Identity is a
necessary process of a healthy personality as it is a part of self-realization of a person
that is so much required for finding a place in life of every person. Fashion has become
a tool for achieving harmony with the inner world and a way of revealing or concealing
peculiarities. Fashion possesses a specific meaning and the more diverse is the society
around us the more fashion-trend will appear and surprise us. As long as it does not hurt
people around fashion symbols are acceptable, nevertheless while thinking about
fashion and identity it is necessary to remember the ethical side of the issue. Fashion
and identity through it still remains a twofold issue but there are a lot of positive aspects
one can enjoy and share with other people.

9 AS YOU CAN SEE THE ESSAY HAS BODY PARAGRAPHS TO SUPPORT

THE Thesis statement

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AFTER YOU READ THE ARTICLE,
WITH YOUR TEACHER, YOU ARE

GOING TO WRITE A SUMMMARIZE

ABOUT IT, TAKE INTO ACCOUNT

THE INTRODUCTION, BODY

PARAGRAPHS AND
CONCLUSIONS:

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SUBJECT: ENGLISH GRADE: 10Th

Second period

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School: Grade: ENGLISH

Teacher: Time: Hours:

REFERENTES LEGALES:
El Ministerio de Educación Nacional, particularmente en la Ley General de Educación, que establece como uno de
sus fines “El estudio y la comprensión crítica de la cultura nacional y de la diversidad étnica y cultural del país, como
fundamento de la unidad nacional y de su identidad”. En la misma ley se fijan como objetivos de la Educación
Básica y Media “La adquisición de elementos de conversación y de lectura al menos en una lengua extranjera” y “La
comprensión y capacidad de expresarse en una lengua extranjera”.

PURPOSES
AFFECTIVE:That weshow interesting talk about different activities by using proper
structures.

COGNITIVE: That we identify tag questions, passive voice, used to and modals in
different skills.

EXPRESSIVE:That weuse language to talk about regular activities in the past.

EVALUACIÓN: INDICADORES DE DESEMPEÑO

Opino sobre los estilos de vida de la gente de otras culturas, apoyándome en textos escritos y orales
previamente estudiados
Escribo resúmenes e informes que demuestran mi conocimiento sobre temas de otras
disciplinas.
Uso lenguaje funcional para discutir alternativas, hacer recomendaciones y negociar
acuerdos en debates preparados con anterioridad
Hago inferencias a partir de la información en un texto.
Hago buen uso de los diferentes modales vistos en el periodo en textos escritos y
orales.
ENSEÑANZAS (COMPETENCIAS Y HABILIDADES)
Competencia LingüísticaCompetencia Pragmática
Habilidades: Habilidades:
IdentificarOrganizar Escuchar
Interpretar puntuar Escribir
Competencia Sociolingüística
Habilidades:
Preguntar y responder significativamente

EJES TEMÁTICOS
• Tag questions: future and perfect tenses.
• Passive voice with perfect tenses.
• Used to.
• Modals: could/should/might/may/must.
• Understanding the use of –ed/-ing adjectives
DIDÁCTICAS
1. Anticonstructivista: Los estudiantes participan dando ejemplos de hechos que
ejemplifican la temática propuesta.
2. Interrogativa: Los estudiantes potencian sus capacidades de comprehender las
preguntas y de expresar respuestas cada vez con mayor profundidad y sentido.
3. Expresiva: Los estudiantes tienen la oportunidad de desplegar su creatividad
expresándose a través de diferentes lenguajes y disfrutando plenamente del
aprendizaje.
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ACTIVITY 13
Topic:Passive voice with perfect tenses, Talking about regular activities in the
past (Used to), reviewing modals(could, should, might, may, must; Understanding
the use of -ed/ -ing adjectives

WARM UP READING:
Automobile History
A. The History of Cars and Engines
By Mary Bellis, About.com Guide

By definition an automobile or car is a wheeled vehicle that carries its own motor and
transports passengers. The automobile as we know it was not invented in a single day
by a single inventor. The history of the automobile reflects an evolution that took place
worldwide
The men and women behind the over 100,000 patents that created the modern
automobile. Biographies include for example: Karl Benz, the German mechanical
engineer who designed and in 1885 built the world's first practical automobile, and Henry
Ford, who improved the assembly line for automobile manufacturing and invented a car
transmission mechanism, and others.

Discuss in class:
1. Underline the words you know in order to understand what the text is about.

2. Identify some verbs in past tense.

3. Do automobiles invention always provide people comfort? Why?

4. How would your life be different without an automobile?

5. Why is Henry Ford important for today’s world?

EXPRESSIVE:That I talk about things that have been discovered or invented.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

Opino sobre los estilos de vida de la gente de otras culturas, apoyándome
en textos escritos y orales previamente estudiados

EXPLANATION OF THE TOPIC

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Passive voice is used when the focus is on the action. It is not important or not known,
however, who or what is performing the action. Example: My bike was stolen.
In the example above, the focus is on the fact that my bike was stolen. I do not know,
however, who did it.
Sometimes a statement in passive is more polite than active voice, as the following
example shows:
Example: A mistake was made.
In this case, I focus on the fact that a mistake was made, but I do not blame anyone
(e.g. You have made a mistake.).
Form of Passive
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Subject + finite form of to be + Past Participle (3rd column of irregular verbs)

Example: A letter was written.
When rewriting active sentences in passive voice, note the following:
ƒ the object of the active sentence becomes the subject of the passive sentence
ƒ the finite form of the verb is changed (to be + past participle)
ƒ the subject of the active sentence becomes the object of the passive sentence (or is
dropped)

Examples of Passive

Present Perfect Active: Rita has written a letter.

Passive: A letter has been written by Rita.

Active: Rita had written a letter.

Passive: A letter had been written by Rita.

*Find the mistakes in the following sentences:

a. The car, bus and train has been invented

b. New trends in technology has been studied..
c. A shy attitude had being shown by some people towards technology.
d. wheelbarrows have been use in constructions.
e. Seesaws has been built in all the city’s playgrounds.
*write sentences telling what has been invented in the past 200 years.

a. The car, bus and train have been invented.

b. __________________________________

c. __________________________________

d. __________________________________

e. __________________________________

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Desktop Videophone: this plugs into a Cyber Book:this replaces the traditional

regular telephone jack. If the people on book. It’s lighter than a hardback book,
each
end of the line have one, both can and about the size of a paperback, but
be heard and seen by the other person. with a 4,000 page capacity. When it is
Otherwise, it can be used like a regular connected to a personal computer, books
phone. Being seen by the other person is can be downloaded from the internet. A
an option. If a person doesn’t want to be button is pressed to turn the page, forward
seen, the camera can be turned off at that or backward. Even illustrations are
end. Other options allow the included. Price $499 US
conversation to be recorded, or
messages to be left. Price $650 US

Mini-agenda:this is an improvement over Music to Go:instead of different CD’s and

previous electronic organizers. It is the large CD player being lugged around, this
size of a credit card, yet holds up to 6,000 deck-of-cards size device can be taken
entries. It interfaces with a laptop or anywhere. 60 minutes worth of music fit
desktop personal computer, so you can onto the chip inside the device. The chip
key in memos, schedules and phone can be downloaded from the web or from
numbers once, and have them both at the CD-Rom player. The music to Go can
home and in your pocket. Price $230 US be clipped onto a belt or placed in a pocket.
Price $200 US

* Answer true or false according to the text. Discuss the false ones.

a. A cyber book is heavier than a hardback book.

b. Seeing each other is the only options offered by the desktop videophone.
c. The origin of mini-agendas is the electronic organizer.

* What of the inventions above you would buy and why, tell to the class.

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* Complete the post card, use present perfect or past perfect in active or
passive voice.

Dear Olga,

I went to the little town where you and I used to go every summer. It is very different now.
It ______________________change) completely.

The little inn _______________________ (replace) by a new, modern hotel. The train
station __________ closed(close). People have forgotten (forget) about traditions and
customs. On Halloween nobody ____________________ (make) scarecrows before I
arrived here. Pumpkin crops ___________ (remove). When I arrived at the lake, I found
that it _________________________ (polluted) by industrial waste. So nobody
____________________(catch) any fish since good old times.

Well this is really sad news, don’t you think so?

Write to me soon,

Hugs and kisses,

Patty.

HOMEWORK
1. Bring pictures from your favorite COMMEDY for next class.

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ACTIVITY 14
Topic:Passive voice with perfect tenses, Talking about regular activities in the
past( Used to), reviewing modals( could, should, might, may, must; Understanding
the use of -ed/ing adjectives

WARM UP! ENJOY IT!!!

AS YOU HAVE YOUR PICTURE ABOUT THE COMMEDY YOU LIKE, YOU ARE
GOING TO SHARE WITH YOUR PARTNER, WHY IT IS YOUR FAVORITE, WRITE
THE IDEA IN YOUR NOTEBOOK

1. Remember what sitcoms there are in Colombian TV.

2. What do TV programs like Friends, the Simpsons, Family Guy and

The Adams Family have in common?

EXPRESSIVE:That I organize information when writing or reading a text.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Escribo resúmenes e informes que demuestran mi conocimiento
sobre temas de otras disciplinas.

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* Follow the example bellow to write a summary about your favorite sitcom.

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Write in your notebook and add pictures.

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ªªªªªªªªªªªªªªªªªªªª

ªªªªªªªªªªªªªªªªªªªª
ªªªªªªªªªªªªªªªªªªªª
ªªªªªªªªªªªªªªªªªªªª
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ªªªªªªªªªªªªªªªªªªªª
ªªªªªªªªªªªªªªªªªªªª

What is a summary?
The goal of writing a summary of an article, a single chapter or a whole book is to offer
as accurately as possible the full sense of the original, but in a more condensed form. A
summary restates the author's main point, purpose, intent and supporting details in your
own words.

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* Homework:

Bring next class a short paragraph with the most famous sitcoms in Colombia and
the United States.

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ACTIVITY 15
Activity 1

Topic:Passive voive with perfect tenses, Talking about regular activities in the
past( Used to), reviewing modals( could, should, might, may, must; Understanding
the use of -ed/ing adjectives

WARM UP! ENJOY IT!!!

Conversation

_______Charles: Yes, I have. Two years in college, and two in high school.

_______Interviewer: You can speak both English and Spanish, can’t you?

_______Interviewer: You have worked as a school photographer for several years,

haven’t you?

_______Charles: Mostly I have developed black and white, but the Kodak summer
training was about developing color pictures.

_______Interviewer: You have never developed color pictures, have you?

_______Charles: Yes, I can.

* Put the conversation in order.

* Then practice with a partner.

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EXPRESSIVE:That I use the passive voice in present or past perfect.

EVALUACIÓN:
INDICADOR O INDICADORES DE DESEMPEÑO:
Escribo resúmenes e informes que demuestran mi conocimiento sobre temas de otras disciplinas.

Complete the sentences that describe how things have changed since Grandma
was a girl. Use the passive voice with a present or past perfect and the verb in
parentheses.

1. Television had been invented (invent) when I was a girl, but in the last few
years it has been broadcasted (broadcast) into every part of the world.

2. Ice-cream parlors_________________________ (create) a long time

before I was born, but in the last 20 years hundreds of new
flavors_______________________ (add) to the menu.

3. A trip to the moon _______________________________ (imagine) by

many people, but the first man ___________________________ (not, send) to
the moon before I was born.

4. Documents ____________________________________ (type) on manual

typewriters for a long time before I was born. I learned to type that way because
computers____________________________________ (not design) when I was
in college.

5. Now that the internet ___________________________

(access) by most of the world, I use it to write to my
grandchildren. Letters that _____________________
(send) by regular mail just take too long.

6. When I was young, if a girl _______________________________ (invite) out a

boy, he paid for everything. Now the boy is likely to be asked out by the girl, and
they split the bill.

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Rewrite the following sentences using past perfect in passive voice. See the
example:

The history of CD’s

a. In 1978, Polygram had chosen polycarbonate as the best material fromwhich to

make CD’s.

In 1978, polycarbonate had been chosen as the best material from which to make CD’s

b. By the end of the 70’s, Philips had already decided the way a CD should work.

___________________________________________________________________

c. In 1979, Philips had demonstrated a prototype CD system in Europe and Japan.

_____________________________________________________________________

d. In 1980 Philips and Story had proposed a Compact Disc standard.

_____________________________________________________________________

e. In the fall of 1982, Sony and Philips had introduced the CD technology to Europe
and Japan.

_____________________________________________________________________

f. In 1983, the USA market had sold 800,000 CD’s.

_____________________________________________________________________

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Circle the letter of the word that is incorrect: and correct them.

1. When didwas the CD invented?

d. No mistake
2. What inventors have beenmade in the world?

d. No mistake

3. The TV hasbeing one of the greatest inventions.

d. No mistake
Choose the phrase that best completes the sentence:
1. The amusement park was gone. It
a. Have become a parking lot.
b. Had been a parking lot.
c. Had become a parking lot.

2. The envelope
a. Had been given back.
b. Was being give back.
c. Has given back.

3. Along the history of TV many cartoons

a. A have created
b. Have been created.
c. Has created.

4. Before I got up this morning

a. My brother had gone jogging.
b. My brother has been jogging.
c. Go jogging.

5. For tomorrow’s concert

a. Streets have cleaned.
b. Streets have been cleaned.
c. Streets have clean.

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ACTIVITY 16
Topic:Passive voive with perfect tenses, Talking about regular activities in the past( Used
to), reviewing modals( could, should, might, may, must; Understanding the use of -ed/ing
adjectives.

WARM UP
Fashions of the 60’s through the 90’s and 2000’s
During the 1900’s every decade changed massively
but in my opinion the most interesting changes began
in the 1960’s. From our grandparents to our parents to
our generation times have changed a lot. Fashion era’s
and fads and dos and don’ts were everywhere. I’m just
letting you in on the highlights of it all. Wild and
reckless. These two words can pretty much sum
it up. Many people think of the 80s as an iconic
fashion era. Everything was vivid, loud and
large. The 90s, having to follow this decade of
fashion, do not get much recognition aside from
"the Rachel" haircut made famous by Jennifer
Aniston. However, both the 90s and the first
decade of the 21st century have distinct fashion
trends of their own.
Early/ Late 90s Clothing Styles: At the beginning of the 90s, many things were toned
down from the previous decade. Shoulder pads still remained in the early 90s, however,
and were often included in shirts. Over-sized tops were a common characteristic of the
early 90s, such as long sweaters and big T-shirts that
were embellished. The bottoms of the early 90s were
tight to balance out the largeness of tops. Leggings,
especially leggings with stirrups, were widely worn. Skirts
were straight and hit just above the knees.
Trends of the Early/ Late: 2000sThe overall style of the
early 2000s was casual and laid
back. Clothing that was
comfortable and low maintenance
dominated. Sports clothing was also quite
popular, going along with the casual trend.
Linen and cotton were most often used.
Fashion trends of this time period were often
borrowed from other eras or inspirations. Jungle wear was common,
such as camouflage, khaki and various animal prints. Big sleeves and styles inspired by
kimonos and ponchos were widely worn. Baby doll style dresses and tops with Spanish
inspired ruffles began to emerge, and several retro styles of the 60s, such as tailored
jackets, began to return.
The late 2000s captured an explosion of colors. Springtime brought shades of lime,
peach, lemon, pink, deep red and orange. Popular summer colors were multiple shades
of purples and blues. The wide variety of blue shades carried over into pants. Jeans
were worn in an array of washes, from pale white blue to nearly black navy shades.
Tribal and gladiator inspired items emerged, such as patterned skirts, wooden jewelry
and brass embellishment on shirts. Gladiator inspired sandals were dominant. Leggings
returned.

to the scene, often being paired with layered tops or long tunic shirts. Read more:
Fashion Styles From the 90s Up to the 2000s |
eHow.comhttp://www.ehow.com/list_7793348_fashion-styles-90s-up-
2000s.html#ixzz1YKwVdWFx
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EXPRESSIVE:That I talk about regular activities in the past in the past.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

Opino sobre los estilos de vida de la gente de otras culturas, apoyándome en textos
escritos y orales previamente estudiados.

EXPLANATION OF THE TOPIC

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We use 'used to' for something that happened regularly in the past but no longer happens.

• I used to smoke a packet a day but I stopped two years ago.

• Ben used to travel a lot in his job but now, since his promotion,
he doesn't.
• I used to drive to work but now I take the bus.

We also use it for something that was true but no longer is.

• There used to be a cinema in the town but now there isn't.

• She used to have really long hair but she's had it all cut off.
• I didn't use to like him but now I do.

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Write sentences describing the way life used to be like in the 60’s. See the
example :hair

In the 60’s people used to have long hair for both genders, and more facial hair for men than
was common at the time.Those with curly or "nappy" hair wore their hair in afros in earnest
imitation of African-Americans.

Women and men/dress

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Cars
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________

Music

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______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Look at the information about the 60’s and 90’s. Answer the questions with the
correct form.

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a. What clothes did people use to wear in the 60’s?

b. What kind of stereos did people use to have in the sixties?

c. What rock group did people use to be fond of in the 90’s?

d. What did cars use to be like in the 60’s?

Read the warm up: Fashions of the 60’s through the 90’s and 2000’s.
Tell to the class in an oral way:

1. What clothes did people use to wear in the 60’s?

2. What colors did people use to wear in the 60’s?

3. What is the difference about fashion between the 60’s and 2000’s
according to the text?

4. What kind of pants did men use to wear in the 60’s and in the 2000’s?

Ask to your partner three more questions about the reading.

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ACTIVITY 17
Topic:Passive voive with perfect tenses, Talking about regular activities in the
past( Used to), reviewing modals( could, should, might, may, must; Understanding
the use of -ed/ing adjectives.

WARM UP! ENJOY IT!!!

How much do you know about synonyms and antonyms? Work with your partner. Check
with the teacher.

UP DRY
ƌLJ

SOIL LUCKY

HOT DOWN

SMART INTELLIGENT

GIVE SLOW QUIET SIMPLE

RESCUE ENDING

FAST COLD

FORTUNATE DIRT

PULL QUIET EQUAL SILENT

EASY SAVE

WET PUSH

CONCLUSION SAME

LOUD TAKE

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EXPRESSIVE: That I identify and use synonyms or antonyms of unknown words.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

Hago inferencias a partir de la información en un texto.

EXPLANATION OF THE TOPIC

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Synonyms are different words with almost identical or similar meanings.
Antonyms are the words that mean the opposite of other words.

1. IDENTIFYING USEFUL SYNONYMS

Circle the answer that means the same as the underlined word in each sentence.
1. A funhouse mirror can really distort your image!
a. Deform
b. Disappear
c. Repeat
d. Extend
2. The price of gasoline fluctuates daily.
a. spin out of control
b. Runfaster
c. Changefrequently
d. Disappear
3. Falling down when you're learning to ride a bicycle is inevitable.
a. Imposible
b. Certaintohappen
c. Unequal
d. Uncertain
4. The teacher offered bonus points as an incentive to completing the
homework.
a. a goal
b. a stimulustoaction
c. a deterrent
d. a valuable
5. The iPod is an innovation in the recording of music.
a. Differentfrom
b. a new development
c. a repetition
d. a tested formula

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Read the poem, and then answer the questions that follow.

A Young Colonist's Decision

Patriot or Loyalist, which one will I be? My kin came here from
England, but I'm a colonist, you see. We have resided here all of my
life; we toil hard every day, So why should we pay levies to a
monarch far away? The people who really love this land will wrestle
to make it free. I love this land and I shall fight . . . so a Patriot I will
be! Men and women, girls and boys, speak up for democracy, So
we can resolve what's best for us, rather than someone across the
sea!
11. Which is a synonym for kin?

a. teacher

b. family

c. farmers

d. engineer

12. If resolve means "choose," an antonym would be

a. decide.

b. determine.

c. disallow.

d. establish.

13. A synonym for levies is

a. chairs.

b. taxes.

c. statues.

d. attention.

14. An antonym for toil is

a. relax.

b. hustle.

c. work.

d. labor.
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1. ARE – UP – OPPOSITES – AND – DOWN

___________________________________________________

2. SILENT – QUIET – ARE – AND – SYNONYMS

___________________________________________________

3. OF – TOMORROW – IS – YESTERDAY – THE – OPPOSITE

___________________________________________________

4. MEAN – THE – SAME – THING – BUY – PURCHASE – AND

___________________________________________________

5. SHINY – DULL – AND – ARE – ANTONYMS

___________________________________________________

6. IS – THE – NORTH – OPPOSITE – SOUTH – OF – AND – EAST –

OPPOSITE – IS – THE OF – WEST
___________________________________________________
___________________________________________________

7. WHEN – MAGNIFY – YOU – SOMETHING – ENLARGE – YOU – IT

___________________________________________________
___________________________________________________

8. IS – COMBINE – THE – SYNONYMS – OF – MIX – ANTONYM –

AND – THE – OF – SEPARATE
___________________________________________________
___________________________________________________

Homework: bring next class what did you used to believe when you were a child.

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ACTIVITY 18
Topic:Passive voice with perfect tenses, Talking about regular activities in the
past( Used to), reviewing modals( could, should, might, may, must; Understanding
the use of -ed/ing adjectives.

WARM UP! ENJOY IT!!!

Work by pairs and the couple who give the best answers win!
Join the sentence in column a with the sentence that has the same meaning in
column B to A.

a.-She is not used to speaking to

1-I played football strangers

b.-I am used to swimming long

2-She was a nurse distances

3.-They usually wore formal clothes c.-She usually trains on Saturdays

4.-It is easy for me to swim long distances d.-I used to play football

5.-It is not easy for her to speak to strangers e.-We usually go to the cinema on
Sundays

6.-Working for her is not easy but I will try f.-I had to get used to wearing a uniform

7.-I can´t stand so much tea g.-I will get used to working for her

8.-We often go to the cinema on Sundays h-They used to wear formal clothes

9.-She trains on Saturdays i.-She used to be a nurse

10.-I didn´t like to wear a uniform but I had to j.-I can´t get used to drinking so much
tea

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EXPRESSIVE:That I compare life in the past and now.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

Opino sobre los estilos de vida de la gente de otras culturas,
apoyándome en textos escritos y orales previamente
estudiados

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When I was little I used to get terribly frustrated at the open/closed signs at shops and
restaurants. It was before I knew about contractions in grammar so I always read "Sorry
we're closed" as "Sorry, we re-closed" (implying that they were currently closed and we
had just missed them), and I read "Yes we're open" as "Yes, we re-open" (implying that
they were closed at the moment, but intended to open again at some point in the future).
So I thought that shops with these signs were always closed, and I couldn't understand
why they needed two different signs to say the same thing. It seemed so
terribleinefficient!

Look the example. Write a belief about your childhood. What did you used to
believe…

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

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What Makes a Book?
In essence, the two formats are very similar. Both allow you to do the most important
thing - read a book. The text is the important thing, not the medium. Reading Sumerian
legends on clay tablets can feel more "authentic", but doesn't necessarily enhance your
understanding of the subject matter - just your experience.
Depending on the type of material you'd like to read / look at, however, one does have
advantages over the other.

The "Classic" Paper Book.

Paper books offer multiple advantages:
• They're easily obtainable (Bookstores are
everywhere).
• They're easily portable.
• They don't normally cause significant eye-strain.
• They're cheap.
Okay, that much was obvious. Specifically, some
types of content paper books are better for are:
• Textbooks (or any books which are generally
large-format).
• Picture / Photo books.
Another factor to bear in mind is that paper books don't need power to function. They
can be read anywhere with sufficient light, and are perfect travelling companions for
exactly this reason.
The obvious cons are:
• Paper books are bulky and heavy. Carrying more than 2-3 around can become a
chore.
• You need a light source to read them - another thing that you'll probably carry
around.
• If you make notes in them, those notes are there to stay (Yes, even pencil. You can
always see the imprints, even if you erase every last shred of graphite).
The eBook
EBooks offer the following obvious advantages (assuming you have an eBook reader):
• They're easily readable. Most readers offer zoom functions, letter resizing, and so
forth.
• They're easily portable. You can carry multiple books on one device.
• They're much more environmentally friendly. You don't have to kill a few trees for
each book, and let's not even talk about the ink. Recycling only goes so far.
• Note-taking is much more powerful, and the notes you write can be found and
referenced quickly and easily. And they don't have to be permanent.
• Lighting conditions essentially become meaningless. Many readers incorporate
display lighting allowing you to read whenever and wherever you like.

What would you use and why?

Tell the class your opinion about this battle.
Make a poster about this subject.

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ACTIVITY 19
Topic:Passive voive with perfect tenses, Talking about regular activities in the
past( Used to), reviewing modals
WARM UP!
Read the history of one of the first intelligent houses in Japan>

TRON IntelligentHouse

1. Since its inception, the sole goal of the TRON Project has been the creation
of”total computer architecture" to serve as the
foundation for building a computer-based society
in the 21st century. In order to attain this goal,
TRON research and development has been
divided into two parts: basic technology projects
and technology application projects. One of the
TRON technology application projects that
actually reached fruition was the TRON
Intelligent House, which was completed in Nishi
Azabu in 1989 at a cost of 1 billion yen. At the
time of its completion, it was the most
computerized structure of its type. It had a total of 380 computers, all
interconnected via the TRON Architecture.
2. Work on the TRON Intelligent House, which was built in a model home village
owned by Nippon Homes Corporation, began in October 1988 and was
completed in July 1989. Fifteen other companies took
part in this project.
3. The design of the TRON Intelligent House was based on
a key concept, i.e., the "fusion of humans, nature and
computers." That is why, for example, there is a large
Roman-style atrium at the back of the house, which could
easily be made into an open air atrium through the use of
the computer controlled window system. The structure, as
can be seen below, was built out of wood--the traditional
Japanese house building material--and even the bathtub
was made out of Japanese Cypress, the traditional
material used for making bathtubs in Japan. So the
TRON Intelligent House represented the blending of
traditional Japanese architecture with futuristic Japanese
computer technology.
4. Of course, the house was filled with computerized gadgets. All external
information (from television, radio, telephone, etc.) and all internal information
(from the audiovisual system, television door phone, intercom, security sensors,
etc.) were funneled into display units available in each room.
5. There were dozens of speakers throughout the house, a general-purpose remote
control, and a standardized panel switch. The kitchen had a video disc system for
recipes, and things were video recorded and stored out of sight in automated
basement storage areas. The toilet was totally automated from door and lid
opening to hand washing and drying.
6. Unfortunately, it received some unkindly remarks in the Japanese press, e.g., it is
too expensive (so were the first electronic computers and calculators), it's like a
haunted house (because things opened automatically; ironically, functions the
elderly and the handicapped require), etc. What the Japanese press should have
said is: it's not a rabbit hutch; it gracefully merges together our traditional culture
and our modern technology.
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Discuss with a partner and write the answers in your notebook

What do you understand by “intelligent house or building”?
Would you like to live in an intelligent house?

EXPRESSIVE:That I express the main idea and write argumentative texts.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

Uso lenguaje funcional para discutir alternativas, hacer recomendaciones y
negociar acuerdos en debates preparados con anterioridad.

EXPLANATION OF THE TOPIC

Reading Strategies
For better comprehension of a text, identify the main
ideas and the details that support them. “This is
called reading for gist”

Look at the words and choose a synonym for each one. From the text: TRON
Intelligent House

1. Inception:

a. Beginning b. ending c. middle

2. Fruition:
a. recognition b. fullfilment c. fruits

3. Fusion:
a. share b. integration c. killing
4. Blending:
a. Mixture b. ability c. joy

5. Gadgets:
a. appliances b. guns c. applications

6. Funneled:

a. Tunneled b. conducted c. used

7. Basement:

Ă͘ A room mover ground b. a room on top of ground c. a room below

dl l
8. Haunted:
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a. Cursed b. hunt c. nice
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When discussing a topic, or giving your opinion, you first have to take notes about
the advantages and disadvantages, or the arguments for and against, the topic
you are going to write about, then organise and expand them into a full text and
finally take a conclusion.

Example A.

Topic: Discuss the advantages and disadvantages of air travel.

Look at the notes we have taken for this composition:

Advantages Disadvantages

Quick No feeling of travelling

Easy and comfortable Don’t see the countries/ enjoy landscapes on the
journey

Relatively cheap tiring/ Weather delays

Now, see how these notes have been organised and expanded into a full
composition.

The first obvious advantage of air travel is that it is quick. You can fly from Europe to
America in a few hours, and with the introduction of supersonic planes, travelling time
between continents is getting shorter. It is very easy and comfortable to travel by plane;
someone looks after your luggage and all you have to do is to get on, sit down, relax and
enjoy a meal or a film. Your comfortable seat is reserved and there is excellent waitress
service. Another point in favour of air travel is that it is relatively cheap, especially for
long-distance travel.

On the other hand (However), travelling by air has some disadvantages. Perhaps
the most important is that(For example) you fly directly to your destination and you
have no feeling of travelling from one country to another. Another point (disadvantage)
is that because (as) air travel is so quick, people going long distances non-stop often
suffer from tiredness; so they save time travelling, but waste time recovering. It also
happens that passengers are often delayed by fog and other weather conditions.

Anyway, I think that the advantages of travelling by plane outweigh the disadvantages,
mainly when you have to travel long distances and want to save time.

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Expressing opinions or reasons complete the following:

1. football/exciting; Cricket/ more relaxing

Football is an exciting game. Cricket, in contrast,

_________________________________________________________________
_________________________________________________________________

2. living in a foreign country/difficult/ rather exciting

People say that living in a foreign country is difficult. On the other hand it
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

3. television kills conversation, makes people dumber

Besides killing conversation, television

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

4. gardens- place for children to play- beautify the houses

Gardens provide a place for children to play. Moreover, they

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

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ϴϬ

ACTIVITY 20
Topic:Passive voice with perfect tenses, Talking about regular activities in the
past (Used to), reviewing modals(could, should, might, may, must; Understanding
the use of -ed/ -ing adjectives

WARM UP! ENJOY IT!!!

1. WHAT IS THE SITUATION IN THIS DRAWING?
2. HOW CAN YOU INTERPRET THIS SCHEME?
3. WHAT IS THIS SCHEME TALKING ABOUT?
4. WRITE THE MODALS YOU CAN IDENTIFY.

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EXPRESSIVE: That I give advices, suggestions and express abilities by using

modals.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Hago buen uso de los diferentes modales vistos en el periodo en
textos escritos y orales.

EXPLANATION OF THE TOPIC

Fill in the gaps with "Could , can , may , must , might , should"
can
* He walk thirty miles a day.
could
* When she was young, she swim across the lake.
could
* you please tell me how to get to Almond Street?
must
*You provide proper identification in order to cash a check.
*They work harder if they are to succeed.
should
*You take an umbrella with you, in case it starts to rain.
*I answer his letter as soon as possible.
*He says I take the day off.

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use should / shouldn’t

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ϴϯ

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ϴϰ

ACTIVITY 21
Topic:Passive voice with perfect tenses, Talking about regular activities in the
past( Used to), reviewing modals( could, should, might, may, must; Understanding
the use of -ed/ing adjectives

WARM UP! ENJOY IT!!!

OBLIGATION / PROHIBITION
Use must or must not to write a sentence for each sign.

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1._____________________________________________________________
2._____________________________________________________________
3._____________________________________________________________
4._____________________________________________________________
5._____________________________________________________________
6._____________________________________________________________
7._____________________________________________________________
8_____________________________________________________________
9._____________________________________________________________
10.____________________________________________________________

WRITE WHAT EXPRESS EACH SENTENCE.LOOK AT THE EXAMPLE.

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EXPRESSIVE: That I give advices for some problems.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Hago buen uso de los diferentes modales vistos en el periodo
en textos escritos y orales.

True or false. Tick the correct box.

You must wash your hands before lunch.

You mustn't listen to your parents.
You must break the windows at school.
You must take a shower every day.
You mustn't eat fruit and vegetables every day.
You must eat lots of sweets if you want to lose some weight.
You must feed your dog every day.

Complete the sentences with must or mustn't

You brush your teeth three times a day.

You forget to do your homework regularly.
You be nice to your classmates.
You wear warm clothes when it is cold outside.
You chew gum in class.
You study hard if you want to pass your exams.

Choose the correct modal:

1) Any drink milk every day. She is very thin.
a. Should b. must c. have to d. can

2) Students leave the classroom before the ring bells.

a. must b. should c. shouldn’t d. can

3) You brush your teeth after breakfast.

a. must b. should c. shouldn’t d. can

3) Your father stop smoking.

a. can b. should c. would d. must

5) you pass my pencil to me?

a. can b. must c. should d. mustn’t
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Read the explanation on the right then decide whether the example is right or
wrong. Put a tick when you think it is correct.

A - Right or Wrong?
My clothes are dirty … ? FORMS:
a-I should / ought to wash them. @ POSITIVE

b-I should to wash them. should + simple form of a verb

(no to)
c-I ought washing them.
ought + to + simple form of a verb

B - Right or Wrong?
You need your sleep.
a-You should not (shouldn't) stay up late. @ NEGATIVE:
b- You should (shouldn't) stay not up late. should + not = shouldn't
c-You ought to not stay up late. (Ought to is usually not used in the
d-You ought to not stay up late. negative.)

Expressing advice: SHOULD and OUGHT TO. Write the verb:

Directions: What do you advice Mary?
EXAMPLE: Mary: I'm sleepy. You: You should / ought to drink a cup of tea.

1) I'm hungry. You should something.

2) I'm cold. You ought to coat.
3) I have a toothache. You should dentist.
4) I have the hiccups. What should I do? You ought to breathing.
5) I left my sunglasses at a restaurant yesterday. What should I do? You should
immediately. Do you know the number.
6) I'm hot. You ought to fresh.
7) I have a headache. You should aspirin.
8) Someone stole my bicycle. What should I do? You ought to police.
9) I bought a pair of pants that don't fit. They're too long. You should
tailors’ to get them shortened.
10) I always make a lot of spelling mistakes when I write. I don't know what to do
about it. What do you suggest? You ought to dictionary.

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Fill in the words to complete the sentences using "would, would like, would love or
wouldn't like".
1-You want to do something with your friend tonight. You ask:

What to do tonight?

2-You are in a restaurant and you ask for a glass of water.

you bring me a glass of water please?

3-You are expressing how much you want to go to Paris.

I to go to Paris.

Unscramble the sentence.

6-would/ she/ to/ like/ go/ vacation/ on/ this/ year.

would to

7-like/ He/ meet/ wouldn't/ to/ you/ like.

He

8-love/ We/ to/ you/ visit/ would/ again.

We
MODALS 1: fill in the blanks with the right modal(SHOULD/SHOULDN'T)

1. My car has broken down, I think I call a mechanic.

2. Her hair is very long, I think she go to the

hairdresser's.

3. Brice is very ill today. I think he go to the doctor's.

Emma is very shy. I think she be more natural. She be

more self-confident.

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ϴϴ

ACTIVITY 22
Topic:Passive voice with perfect tenses, Talking about regular activities in the
past( Used to), reviewing modals( could, should, might, may, must; Understanding
the use of -ed/ing adjectives

WARM UP! ENJOY IT!!!
BEFORE READING!

THIS IS A FRAGMENT FROM THE FAMOUS SONG “COULD YOU BE LOVED” BY

BOB MARLEY.

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What does it mean to you?
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ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

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EXPRESSIVE: That I infer meaning through context

EVALUACIÓN:
INDICADOR O INDICADORES DE DESEMPEÑO:
Hago buen uso de los diferentes modales vistos en el periodo en textos escritos y orales.

READING!

Organize the text by matching each paragraph to the title:

1. Early life 2. Musical career
3. Musical influences 4. Religious Beliefs
5. The end of his life

________Bob Marley was born on February 6, 1945, to a white father and a black
mother in St. Anne’s, Jamaica. He grew up with his mother. His father supported them
financially, but didn’t live with them. When bob was a teenager, he moved to Kingston
with his mother. There he became interested in music.

_________ Bob Marley became a Rastafarian in the 60’s. this is a religion that began in
Jamaica in the 1930’s. The Rastafarians don’t cut or comb their hair. This is why Bob
Marley had ‘dreadlocks’. Also, they are urged not to
eat meat, drink alcohol, or smoke tobacco. It is a
religion embraced by the poor and oppressed
people, mostly former slaves.

_______In 1980 Marley began a battle against

cancer. Although it seemed that he would get better,
he didn’t. He died on May 11, 1981. He was given
an official funeral in Jamaica, and the day was
declared a day of national mourning. Only the
month before he had been awarded the order of
Merit by the Jamaican government.

_______He met Leslie Kong, who recorded his first

record for him. The next year, he formed the group
The Wailing Wailers with two of his friends. The group first became famous in Jamaica
and the Caribbean. The group broke up and later reformed as The Wailers. In the
early 70’s, they signed with Island Records and recorded the reggae album catch a Fire.
This led to a tour through London and America. By the mid 70’s, the group was
internationally known.

_________Reggae evolved out of various music styles. Bob Marley and his
contemporaries listened to American music coming out of New Orleans. Ska, popular
dance music, combined rhythm and blues with Jamaica’s traditional African music.
Rock Steady replaced the fast beat of ska with a slower beat. Lee Perry, one of the
finest Caribbean musicians, started playing another rhythm. This pace that he described
as “making you feel like if you were stepping in glue”, became reggae.

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AFETER READING!

1. Answer the questions. Use complete sentences.

a. What music styles did reggae come from?
______________________________________________________________
___________________________________________________________

b. Who first started reggae?

______________________________________________________________
______________________________________________________________
___________________________________________________________

c. When did Marley become interested in music?

______________________________________________________________
______________________________________________________________
___________________________________________________________

d. Who helped Marley make his first album?

______________________________________________________________
______________________________________________________________

e. Why did Marley have dreadlocks?

______________________________________________________________
______________________________________________________________

f. What award did he receive the month he died?

______________________________________________________________
____________________________________________________________

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Complete the biographical chart on Bob Marley, using the text.

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WůĂĐĞŽĨďŝƌƚŚ

EĂƚŝŽŶĂůŝƚLJ

KĐĐƵƉĂƚŝŽŶ

EĂŵĞŽĨďĂŶĚ

ZĞůŝŐŝŽŶ

ĂƚĞŽĨĚĞĂƚŚ

Now write notes about your favorite singer or band

ĂƚĞŽĨďŝƌƚŚ

WůĂĐĞŽĨďŝƌƚŚ

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KĐĐƵƉĂƚŝŽŶ

EĂŵĞŽĨďĂŶĚ

ZĞůŝŐŝŽŶ

ĂƚĞŽĨĚĞĂƚŚ;ŝĨŚĞͬƐŚĞŝƐĚĞĂĚͿ

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ACTIVITY 23
Topic:Passive voive with perfect tenses, Talking about regular activities in the
past( Used to), reviewing modals( could, should, might, may, must; Understanding
the use of -ed/ing adjectives.

WARM UP! ENJOY IT!!!

Read the following quotations about love. Write their meaning with a partner.

9 LOVE IS A THING THAT IS NEVER OUT OF SEASON.(Barry Cornwall)

______________________________________________________________________________
_____________________________________________________________________________

9 WILL YOU STILL LOVE ME WHEN I’M SIXTY-FOUR?(Paul McCartney)

______________________________________________________________________________
_____________________________________________________________________________

9 WE ARE ALL BORN FOR LOVE, WHICH IS THE PRINCIPLE OF EXISTENCE, AND ITS ONLY
END.(Anonymous)
______________________________________________________________________________
_____________________________________________________________________________

9 I FEEL IT WHEN I SORROW MOST; IT IS BETTER TO HAVE LOVED AND LOST THAN EVER
TO HAVE LOVED AT ALL. (Anonymous)
______________________________________________________________________________
______________________________________________________________________________

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EXPRESSIVE: That I complete sentences from written text showing my advances in

general comprehension.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

Opino sobre los estilos de vida de la gente de otras culturas,
apoyándome en textos escritos y orales previamente estudiados.

ZĞůĂƚŝǀĞůĂƵƐĞƐ
A relative clause gives detailed information defining a general term or expression and modifies a noun.

relative
use example
pronoun

who subject or object pronoun for people I told you about the woman who lives
next door.

which subject or object pronoun for animals and Do you see the cat which is lying on the
things roof?

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

whose possession for people animals and things Do you know the boy whose mother is a
nurse?

whom object pronoun for people, especially in I was invited by the professor whom I
non-defining relative clauses (in defining met at the conference.
relative clauses we colloquially prefer who)

that subject or object pronoun for people, I don’t like the table that stands in the
animals and things in defining relative kitchen.
clauses (who or which are also possible)

When ( in/on refers to a time expression the day when we met him
which)

Where(in/at refers to a place the place where we met him

which)

Why(for which) refers to a reason the reason why we met him

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READ THE FOLLOWING SENTENCES ABOUT RELATIVE CLAUSES.

IDENTIFY WHEN YOU CAN USE EACH ONE, ACCORDING TO TOPIC
EXPLANATION.

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Complete the sentences with ( who/ whom ):

- This is the student sits next to me in the class.

- This is the girl my sister helps to study.

- He is the girl serves the food in the restaurant.

- Sam is the friend I gave the pencil.

Complete the sentences with ( who/ which ):

- This is the book she will buy.

- This is the girl plays football in our team.

- This is the cat got lost last week.

- That’s the flight will leave at night.

Complete the sentences with ( where / when ):

- This is the room they stay.

- Autumn is the season the leaves fall.

- Early morning is the time the meeting starts.

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ϵϲ

ACTIVITY 24
Topic:Passive voive with perfect tenses, Talking about regular activities in the
past( Used to), reviewing modals( could, should, might, may, must; Understanding
the use of -ed/ing adjectives.

WARM UP! ENJOY IT!!!

VOCABULARY PRACTICE

DRAW THE FOLLOWING ADJECTIVES

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EXPRESSIVE: That I use of –ed / -ing adjectives to complete texts in English.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

Hago inferencias a partir de la información en un texto.

EXPLANATION OF THE TOPIC

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• Many adjectives ending in ‘-ing’ describe the effect that something has on
someone's feelings.
• Some adjectives ending in ‘-ing’ describe a process or state that continues over a
period of time.
• Many adjectives ending in ‘-ed’ describe people's feelings.

EXAMPLES: He lives in a charming house just outside the town.

She always has a warm welcoming smile.
She looks alarmed about something.
A bored student complained to his teacher.
She had big blue frightened eyes.

Look the following sentences and explain what are wrong or right.
1. My son was very disappointing disappointed when an injury prevented him from
competing in the Olympic Games.

2. It rained most of the time when we were in England, which was very
disappointing

3. I like being fifty ' I said with a satisfied grin.

4. I am not satisfying satisfied with the way he cut my hair.

5. Many people are disgusted by the continuing killing of dolphins.

6. It is sometimes embarrassed embarrassing when you have to ask for money.

7. How can you be so exciting excited by a stupid computer game?

8. After a terrified terrifying car accident, everybody was in shock.

10. I am starting a new job next week; I am quite excited about it.

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CIRCLE THE RIGHT ADJECTIVE:

a. The new James Bond movie was disappointed / disappointing.

b. Is Diego interesting / interested in arts?

c. I don’t like that music; it’s depressed / depressing.

d. She felt embarrassed / embarrassing

e. I have rehearsed all the afternoon. I’m exhausting / exhausted.
f. What a bored / boring song! I’m falling asleep.
g. We were surprising / surprised the he passed the audition.

WRITE THE CORRECT WORD: USE THE WORD BANK.

INTERESTED-CONFUSED-DEPRESED-SURPRISED-EMBARRASING- DISGUSTING-
RELAXING-BORING

1. The instructions in the exam were very complicated and left the students feeling
totally______________

2. Would you be____________ in coming to the theatre this evening? I have a

spare ticket.

3. I didn't expect to see Peter at the party. I was really ____________to see him
there.

4. He's had a lot of bad news recently and is feeling a bit ______________. Let's
go and cheer him up.
5. I find it ___________________ to lie on the sofa and listen to music after a hard
day's work.
6. I was told the film was really good but I felt utterly ___________________by it.

7. The kitchen hadn't been cleaned for ages. It was really ______________.

8. The lecture was ________________ I fell asleep.

9. It's sometimes __________________________ when you have to ask people for

money.

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Complete the sentences using the –ed or –ing form of the adjective

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SUBJECT: ENGLISH GRADE: 10Th
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School: Grade: ENGLISH

Teacher: Time: Hours:

REFERENTES LEGALES:
El Ministerio de Educación Nacional, particularmente en la Ley General de Educación, que establece como uno de
sus fines “El estudio y la comprensión crítica de la cultura nacional y de la diversidad étnica y cultural del país, como
fundamento de la unidad nacional y de su identidad”. En la misma ley se fijan como objetivos de la Educación
Básica y Media “La adquisición de elementos de conversación y de lectura al menos en una lengua extranjera” y “La
comprensión y capacidad de expresarse en una lengua extranjera”.

PURPOSES
AFFECTIVE: That weshow interesting talking about different activities by using proper
structures.

COGNITIVE: That we identify phrasal verbs, present and past real and unreal
conditionals in writing skills.

EXPRESSIVE: That weuse language to talk about regular activities in the past.

EVALUACIÓN: INDICADORES DE DESEMPEÑO

Hago inferencias a partir de la información en un texto.
Describo en forma oral mis ambiciones, sueños y esperanzas utilizando un lenguaje
claro y sencillo.
Uso los phrasalverbs para hablar o escribir acerca de eventos en pasado y presente.
Hago especulaciones en cualquier tiempo verbal, haciendo uso de los diferentes
condicionales.
Escribo textos, con un propósito claro donde hago uso del conocimiento previo.
ENSEÑANZAS (COMPETENCIAS Y HABILIDADES)
Competencia LingüísticaCompetencia Pragmática
Habilidades: Habilidades:
Identificar Organizar Escuchar
Interpretar completar Escribir
Competencia Sociolingüística
Habilidades:
Preguntar y responder significativamente

EJES TEMÁTICOS
• Present real and unreal conditionals.
• Pastunrealconditionals.
• Differentiatinghomophones.
• Usingprefixes.
DIDÁCTICAS
1. Anticonstructivista: Los estudiantes participan dando ejemplos de hechos que
ejemplifican la temática propuesta.
2. Interrogativa: Los estudiantes potencian sus capacidades de comprehender las
preguntas y de expresar respuestas cada vez con mayor profundidad y sentido.
3. Expresiva: Los estudiantes tienen la oportunidad de desplegar su creatividad
expresándose a través de diferentes lenguajes y disfrutando plenamente del
aprendizaje.

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ACTIVITY 25
Topic:Passive voive with perfect tenses, Talking about regular activities in the
past( Used to), reviewing modals( could, should, might, may, must; Understanding
the use of -ed/ing adjectives.

WARM UP! ENJOY IT!!!

Jane and her grandmother, Carmen,

decided to travel to the United States. Jane was
a very keen and kind girl although she was a
little bit naughty.

Her grandmother was very careful and

smart and she even knew how to speak English.
One day Carmen went for a hike and her
granddaughter stayed at home alone. Suddenly
she needed to go to the Supermarket to buy
something to eat, when she was on the street
she was really confused and worried, she was
about to cry because she didn’t understand
anything and people didn’t either.

She was very disappointed about herself

so that when her grandmother came back home
she told her what had happened, her
grandmother took advantage to advise her and
told her “Don’t worry we will begin the English
class right now”.

ACTIVITY:

1. After reading Jane’s story, draw the Jane and Carmen’s situation.

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EXPRESSIVE: That I use different grammar reviewing modals (could, should, might,
may, must; Understanding the use of -ed/ing adjectives, passive voice, synonyms,
antonyms, relative clauses, used to and perfect tenses.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Uso lenguaje funcional para discutir alternativas, hacer
recomendaciones y negociar acuerdos en debates preparados con
anterioridad.

David: Can you tell me a Little about Mexico?

Maria: Yes, sure. What would you like to know?
David: Well, when’s the best time to visit?
Maria: Mmm, you should go in the winter or spring. The weather is nice then. It’s not
very hot
David: Really? And does Mexico have good beaches?
Maria: Yes, the beaches are excellent
David: Oh, good! And what places should I see?
Maria: Well, you should go to Mexico City. And you shouldn’t miss the Mayan ruins.
They are very interesting
David: Great! I can’t wait to go there.

1. Identify the type of context that is happening

The context is a conversation about Mexico and its characteristics

2. Recognize the speaker´s need

The speaker needs information is about Mexico

3. Choose the type of information required to ask

We can ask about places, costumes, cultures, weather, and currency

4. Write the question using modal verbs

What cities should I visit?
What Problems may I find?

5. . Practice your questions in a short conversation

A: What Indian tribes could I find in Mexico?
B: you could find the Aztecas and maybe the Toltecas

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Join the following sentences to make one sentence using a relative pronoun
when necessary. If the relative pronoun is unnecessary, put it in brackets. You
may sometimes have to change the “word” order or change 'a' into 'the'.

There's the boy. He broke the window.

_______________________________

The film star gave a party. It cost $10,000.

_______________________________

That's the palace. The Queen lives in it.

_______________________________

You met a man at the party. He is a famous film star. The

man..._______________________________

My friend came to the party. He's a policeman.

_______________________________

IN GROUPS TAKE THE FOLLOWING TEXT AND RE-WRITE IT IN PAST

TENSE.

Mary has a lot of hobbies and interests. She usually gets up early so she can run before
work. She doesn't often have time to ski, but she occasionally goes on Saturdays during
the winter. Mary often rides a horse at a stable near her home. She sometimes goes
after work, but she usually goes horseback riding on Sundays. She loves music. She
always goes to choir practice on Wednesday evenings and sings in church on Sundays.
She doesn't have much extra money, so she rarely goes to concerts in the city. She
seldom watches TV because she likes doing things outside. She usually goes to the
gym if it's raining outside. She isn't often alone because she has a lot of friends. She
occasionally does something alone, but she usually does her activities with one of her
friends. She's a happy woman!

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READ THE FOLLOWING STORY AND CHANGE THE WORDS

WITH (S) SYNONYMS AND (A) ANTONYMS

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ACTIVITY 26
Topic:Present real and unreal conditional, Past unreal conditional, Phrasal verbs,
Vocabulary( Using prefixes and suffixes, differentiating homophones)

WARM UP! ENJOYIT!!!

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Choose the right word.

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1. Associations are working to provide more ___________ for the desperate.

2. Anita spends her money with great care, but John is pretty __________
3. It's __________cold today, considering it's still summer.
4. Popular products sell well, so Microsoft uses advertising to ________its games.
5. Until today Sally was full of hope that she will get the job but now she thinks the
situation is ______________.
6. I can't sit on this chair. It's really _______________.
7. Lily's been sick a lot; she missed a week of work because of _________.
8. Being _____________means that you share with others.
9. Daniel has a really _____________temper, and gets angry easily.
10. Bree crept up on a thief in the house. Someone had ___________left the front door
open.
11. I suppose Ramon might help us, but it seems _________________.
12. Ted can't fill his pool because there’s a water __________________.
13. I found most of the math questions completely _______________.
14. Jerry has taken up ______________ as a hobby.
15. Thanks for those notes. They were really _______________.
16. When it's time for bed I start feeling ____________.
17. This is a really __________ stamp. I've not seen one like it before.
18. I'm writing to thank you for the ______________ you showed me.
19. I ___________winter sports so I never go skiing.
20. I really like Jane. She is so happy, but her brother Mike is every time
_____________.

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EXPRESSIVE: That I Infer meaning from the context.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

Hago inferencias a partir de la información en un texto.

Add a prefix to each of the following words to make new words. If your stuck on one,
move on and then go back to it.

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Change the following nouns and verbs to adjectives using the suffix -Y

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UNSCRAMBLE THE WORDS AND FILL IN THE BLANKS

1. I Must go to the dentist's but I am scared because my tooth is so

_____________(N P U I L F A)
2. You won't buy this motorbike, it isn't _________________(F E L WR P O U )
enough
3. Don't waste your time! It's ___________ (E S SS E L U ) ! All sort of medicines
have been used already!
4. It's horrible! So many __________ (E L H E O S S M) people in the streets in the
middle of winter !
5. You should take that medicine: it won't do you any harm, it's __________(M S H
A S R L E)
6. We enjoyed the peace of the mountains: there was nobody. It was so _________(
U E A F C P E L)
7. She was wearing a _____________(U A U T L I F E B) wedding-dress ! We took
lots of photos!
8. He is as ____________ ( L F K I S U L) at riding as his father now. Unfortunately
he hasn't any skills at swimming.
9. We were obliged to correct their letter: it meant nothing at all. It was
____________________(E A E M G S I L N N S)
10. We were sohappy when she said she had passed her exam with success! She
was __________________ (E U L U S S C S F)!
11. Stop being so _____________(C I H I H S L D)! You are now 16 years old!
12. The poor woman who was _______________ ( I D L S H E C S L) would have
liked to adopt an orphan.

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ACTIVITY 27
Topic:Present real and unreal conditional, Past unreal conditional, Phrasal verbs,
Vocabulary( Using prefixes and suffixes, differentiating homophones)

WARM UP! ENJOY IT!!!

Look at this comic

1. What is the comic about?

2. What would you do if you were in this situation?

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EXPRESSIVE: That I use the conditional form in descriptive texts.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Hago especulaciones en cualquier tiempo verbal, haciendo uso de los
diferentes condicionales.

E X P L A N A T I O N O F T H E T O P I C

Real Conditionals
Conditional sentences express a choice and the possible consequences of that choice.
There are three types of conditional sentences: Real, Unreal and Unreal Past. The first
type is the easiest to learn. It involves a present choice and a future consequence.
If you drive north for three miles, you will get to Columbus.
If he doesn't exercise, Fred will gain weight.
If you purchase a raffle ticket, you might win a car.
Real conditional sentences contain two parts, the if clause, and the result clause.
The if clause indicates the choice and is expressed in present tense. It indicates a
choice and can be either positive or negative. If statements can also imply the opposite
choice and result.
If you study hard you will pass the test. (Choice and possible result)
If you don't study hard, you could fail. (Implied opposite choice and result)
The result clause indicates the consequence or possible consequence, and is expressed
in future tense or with modals can, could or might.
If clause Result clause
If you eat your spinach, you will grow stronger.
If I quit my job, I can spend more time with the kids.
If Troy moves to Hollywood, he might become a movie star.
Unreal conditional
Example:
Use: The condition is untrue or impossible.
If a UFO flew over my head, I wouldn`t tell anyone.
Form:
Condition: If past tense
Result: would infinitive

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Choose the best phrase to complete 3. If he were president, _______________

each sentence.
every day a holiday
1. If a meteor hits the earth, a. he will make
___________________ us all. b. he would make
a. It will kill c. he did make
b. It would kill
c. It kills 4. If I failed English class, ______________
in summer school
2. If the sun is shining, you ______________ a. I was
the other stars b. I would be
a. won`t
see c. I wouldn`t be
b. will see
c. would
see

Present Unreal Conditional

Using the words in parentheses, complete the text below with the appropriate conditional
form

Did you hear about that guy who won 180 million dollars in the lottery? If I (win)
that much money, I (quit) my job the next day. I (travel)
around the world and (stay) in the most luxurious hotels. If I (want)
anything, I (buy) it.If I (see) a beautiful Mercedes that I wanted, I (buy)
it. If I wanted to stay in a beautiful hotel and the hotel (be) full, I (buy)
the hotel and make them give me a room. I (can) do anything in the
world if I had 180 million dollars ... Oh, I am starting to sound a little materialistic... Well...
I (do) good things with the money as well. If anybody (need) help, I
(give) them some money to help them out. I (donate) money to
charities. I (give) money to help support the arts. If I (win) that much
money, I wouldn't keep it all for myself. I (help) as many people as possible.
Past Unreal Conditional

After I graduated from university, I applied for a marketing position with a prominent
bank with branches all over the world. I didn't get the job because they wanted someone
who spoke Spanish fluently. I (could, take) Spanish in high school, but I
didn't. I took an acting class instead. If I (take) Spanish, I (get)
the job. Just imagine, if I had actually gotten the job, I (move)
to Spain. My entire life (could, go) in a totally different
direction. If I had accepted the job and moved to Spain, I (might, meet) a
Spanish woman and (get) married.If that had actually happened, I probably
(stay) in Spain. We (might, have) children. Unfortunately, I
didn't get the job and I didn't go to Spain. I got a boring job and I live alone. If I had just
taken Spanish, my life (be) much more interesting.
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Present Real Conditional / Present Unreal Conditional

Using the words in parentheses, complete the text below with the appropriate conditional
form:
Michael: Sharon, I am having some problems at work, and I was wondering if you
might be able to give me some advice.

Sharon: Sure, what's the problem?

Michael: The computer sales business is more difficult than I thought. When
customers (come) in to look at the new computer models, they often (ask)
me which model they should buy. If they (ask) me to suggest a
model, usually I (be) quite honest with them. Most computer users don't
need a very advanced computer; they just need a basic model which they can use
for word-processing, bookkeeping and Internet access. If I am honest and I
(recommend) one of the cheaper models, my boss (get) angry
at me. He always says that a good salesperson can convince a customer to buy one
of the more expensive advanced models. I don't really feel comfortable doing that.
What would you do in my situation? Isn't it wrong to make them buy something which
they don't need?

Sharon: I think you should help your customers make an intelligent decision. If I (be)
you, I (educate) the customers.I (teach) them how
to make a good decision by themselves.I (make, not) the decision for
them.When a customer (ask) a question, answer it honestly. You don't
need to lie to the customer, and you don't need to make the decision for them.

Michael: When I (sell) an inexpensive computer to a customer, my boss

(complain) that I am not trying hard enough. What would you tell him?

Sharon: If I (be) in your situation, I (tell) him that I wasn't

comfortable forcing customers to buy products which they don't need. Tell him that
you don't want to lie to honest people, and that you want to provide them with good
service. Remind him that when customers (get) good service, they (return)
to a store and spend more money.

Michael: I think that's a great idea. He (might) change his mind if I said
that to him. Maybe he (realize) that good service is the most important
thing to consumers. And, of course, I (feel) much more comfortable if I
(be) able to be honest with the customers. Thanks for your advice.

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ACTIVITY 28

Topic:Present real and unreal conditional, Past unreal conditional, Phrasal verbs,
Vocabulary( Using prefixes and suffixes, differentiating homophones)

WARM UP! ENJOY IT!!!

Look at this comic

If I catch a goldfish. I will be incredibly rich!

1. What is the meaning of the sentence in the picture above?

2. What’s the real situation?

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EXPRESSIVE: That I match and complete sentences with conditions.

EVALUACIÓN:
INDICADOR O INDICADORES DE DESEMPEÑO:
Hago especulaciones en cualquier tiempo verbal, haciendo uso de los diferentes
condicionales.

Match the conditions with the results.

1. If I could fly a rocket, A. Scientists couldn’t

determine the orbit of
satellites.
2. If Keppler hadn’t developed the
B. You can see the
laws of planetary motion,
constellations.

3. If I had a strong telescope,

C. I would travel in space.

4. If I had a strong telescope,

D. I could see Neptune.

5. If the night is clear,

E. Polaris would be almost
overhead.

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Past Real Conditional / Past Unreal Conditional

Using the words in parentheses, complete the text below with the appropriate conditional
form:

Clarence: Mary, have you ever had a teacher who changed your life or influenced you
greatly?

Mary: Yes. But the teacher influenced me in a very negative way. I have always had
problems with math, and I think it comes from my seventh grade math teacher, Mr.
Harris. He thought girls couldn't do math. When any girl (ask) a question, he
always (sigh) and (say) , "Girls can't do math. It's a well-known
fact." When a boy (ask) a question, he (smile) and (ask)
for his answer.

Clarence: That's terrible! Your teacher actually said that to you?

Mary: Yes. If he ever did let me answer a question, and I actually got it right, he always
(say) that it was a lucky guess.

Clarence: Your parents (should, do) something about him. They (could,
go) to the principle of the school and complained about the way Mr. Harris
treated the girls. If you (be) my child, I (demand) that such
an irresponsible teacher be fired.

Mary: You're right! If somebody (force) Mr. Harris to treat the children
equally, I (become) more confident in math. His behavior (might, affect)
every girl in that class.

Clarence: It might have. I'm glad our children don't have teachers like that!

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Present Unreal Conditional / Past Unreal Conditional

Using the words in parentheses, complete the text below with the appropriate conditional
form:

1. If I (have) enough money, I (backpack) around Europe. But,

unfortunately, I am broke.

2. If I (have) enough money in my twenties, I (backpack)

around Europe. But, unfortunately, I was broke.

3. She would have been here earlier if she (miss, not) the train.

4. Thank you for helping me study. If you hadn't tutored me, I (fail) the
test.

5. If I exercised more, I (be) much more fit and I (have, not) so

many health problems.

6.It's too bad Frank isn't with us. If he (be) here, he (can, translate)
the letter for us.

7. Stop asking me what Joe bought you for your birthday. Even if I (know)
what he bought you, I (tell, not) you.

8. My business trip to California was only two days. If the trip (be) longer, I
(visit) my friends in Los Angeles.

9. I'm sorry, I didn't know you were allergic to chocolate. If I (know) ,I

(make) you a vanilla birthday cake.

10. Did you hear that Margaret won $2,000 in Las Vegas, and she used the money to
buy a new washing machine and dryer? How boring! If I (win) that much
money, I (go) to Tahiti for a couple of weeks.

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ACTIVITY 29
Topic: Present real and unreal conditional, Past unreal conditional, Phrasal verbs,
Vocabulary( Using prefixes and suffixes, differentiating homophones)

WARM UP! ENJOY IT!!!

Read:

I wish I had worked harder at university. If only I had

worked harder at university, I would've gotten a better
job.
I wish I had done more travelling in my youth. If I had
travelled more widely, I am sure I would be more open-
minded now.
I wish you could come with me to Cancun this summer.
If you could only come with me to Cancun, that would
make it a perfect summer.

1. Identify the perfect tenses and conditionals.

2. What wish is he talking about?

EXPRESSIVE:That I express and write wishes in different tenses.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

Describo en forma oral mis ambiciones, sueños y esperanzas utilizando un
lenguaje claro y sencillo.

EXPLANATION OF THE TOPIC

Expressing wishes and regrets

(1) Present Wishes – Real vs. Unreal

A WISH THAT CAN COME TRUE AN IMAGINARY WISH

Use wish + past tense verb form to

We use wish followed by an infinitive clause express a wish about a hypothetical
to express a wish that can occur in the (imaginary) situation. The past tense
future. verb form is called "subjunctive".
Optionally, use that to add the clause.

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CLAUSE
COMPLEMENT COMPLEMENT
SUBJECT VERB (infinitive & clause) SUBJECT VERB
(that) I were home in my
We wish to go with you. I wish
country. (a private
(directrequest / demand)
thought; a longing)

I could go with you. (an

to go with you. (more
We wouldlike I wish excuse due to inability, or
formal request)
an expression of regret)

youwould let me pay for

(that) we can go with you.
I hope I wish dinner. (pretendregret,
(suggestion / request)
orupset)

youwouldturn that TV
*(that) I can go with you.
I wish I wish off! (low expectation
(incorrect)
request; anger, outrage)

(2) Past Wishes – Unreal

A PRESENT WISH ABOUT THE PAST A PAST WISH ABOUT THE PAST

Use could/would + have + participle or

Use wish + could/would + have +
had + participle to express regret about
participle to express regret about a past
a past action that did not happen.
action that did not happen.
Optionally, use thattoaddtheclause.

CLAUSE CLAUSE
COMPLEMENT COMPLEMENT
SUBJECT VERB SUBJECT VERB
I could have gone with (that) I could have gone
I wish I wished
you. (regret over a lost with you. (remembering
opportunity) a lostopportunity)

youwould have I had been old enough to

I wish remembered to take the I wished drive. (remembering a
dog out. (nagging, anger) wish)

GRAMMAR NOTE:
Wish + SIMPLE PAST - to express a wish about the present
Wish + PAST PERFECT - to express a wish about a past situation
For a wish about the future, we usually use a modal verb "could" or "would"

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Look the text and then solve the mix and match:

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Read the following text:

Now it’s your turn to write a text about what you wish? Follow the example
above and then write it!!!You can look at the warm up, too.

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ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
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ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

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ACTIVITY 30
Topic:Present real and unreal conditional, Past unreal conditional, Phrasal verbs,
Vocabulary(Using prefixes and suffixes, differentiating homophones)

WARM UP! ENJOY IT!!!

Troubling Words
Tremor Troll found Troubled Troll sitting in a corner of his tree fort. A closed book lay by
his side as Troubled stared at the wooden floor.
“Is something wrong, Troubled?” asked Tremor.
Troubled took a deep breath and responded, “In this story I’m reading, it says that a boy
is wearing a shirt that’s inside out.”
“Is that a problem?” Tremor asked.
“Yes,” said Troubled. “You see, I keep wondering why it’s ‘inside out’ instead of ‘outside
in’! After all, if the inside is on the outside than the outside must be on the inside! Right?”
“That makes sense,” Tremor agreed. “But ‘inside out’ is the way everyone says it.”
“But why?” demanded Troubled Troll.
“I don’t know,” Tremor confessed. “It’s no big deal.”
Troubled was not comforted. “And tell me, what if it is a big deal,” he implored, “and no
one knows that it’s a big deal and someday everyone wakes up and realizes that they’ve
been saying it wrong? And what if....what if they suddenly understand that it really has
been a big deal all along?”
“That won’t happen,” Tremor Troll insisted, “and even if it does, it won’t exactly turn our
world upside down.”
Troubled Troll was doing his best to remain calm. He gazed at his friend and whispered,
“Why didn’t you say ‘downside up’?”

For discussion:

1. Can you name something in the story that shows that Troubled Troll is actually quite
intelligent?

2. In what way does Troubled behave in a silly or foolish manner?

Reading Comprehension, Vol. 12, No.14, May 20, 2011 http://rhlschool.com Copyright 2011 RHL

EXPRESSIVE: That I use reading comprehension to understand texts in English.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

Hago inferencias a partir de la información en un texto.

English National Football Team

The English national football team represents England (not the whole United Kingdom)
in international football competitions such as the World Cup and the European
Championships. It is controlled by The Football Association, the governing body for
football in England.
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Partly thanks to a historical accident, and continuing national sentiment among them,
each of the four Home Nations of the United Kingdom possesses its own separate
football association, domestic league and national team. Because the IOC does not
accept regional representative teams, England, like the other three, do not compete in
Olympic football.
England is by far the most successful of the Home Nations, having won the 1966 World
Cup and the British Home Championship outright thirty-four times, as many as the other
three nations have won outright altogether.
For the first 80 years of its existence, the English team played its home matches at
different venues all around the country; for the first few years it used cricket grounds,
before later moving on to football clubs' stadiums. England played their first match at
Wembley Stadium in 1924, the year after it was completed, against Scotland, but for the
next 27 years would only use Wembley as a venue for Scotland matches; other
opposing teams were still entertained at club grounds around the country.

In May 1951, Argentina became the first team other than Scotland to be entertained at
Wembley, and by 1960 nearly all of England's home matches were being played there.
Between 1966 and 1995, England did not play a single home match anywhere else.
England's last match at Wembley before its demolition and reconstruction was against
Germany on October 7, 2000, a game which England lost 1-0. Since then the team has
played at 14 different venues around the country, with Old Trafford having been the
most often used. The FA have ruled that when the new Wembley is completed in mid-
2006, England's travels will end, and the team will play all of their home matches there
until at least 2036. The main reason for this is financial. The FA did not own the old
Wembley stadium, but it does own the new one, and has taken on debts of hundreds of
millions of pounds to pay for it. Thus it needs to maximise the revenue from England
matches, and does not wish to share it with the owners of other grounds.
This article is licensed under the GNU Free Documentation License. It uses material
from the Wikipedia article "England National Football Team". You can explore more on
the Wikipedia website. The text and the images are used here only for educational
purposes.

Questions about the text

1. The Football Association is the governing body for football in England.
True.
False.
We don't know.
2. England has never won the World Championship.
True.
False.
We don't know.
3. England has won the British Home Championship four times.
True.
False.
We don't know.

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sŽĐĂďƵůĂƌLJʹDĞĂŶŝŶŐƐĨƌŽŵĐŽŶƚĞdžƚ͗Use the context to help you determine
the meaning of each highlighted word.

As the summer sun sent scattered rays through the maple and oak leaves overhead,
the young deer stood frozen, making it almost impossible for the hikers to see her.

1. In the above passage, the word “frozen” means _______.

a. very cold
b. visible
c. not moving
d. not melted

Christmas is a time when Dad reverts to his childhood. I really think he looks forward to
Santa’s visit more than any other member of the family. Mom says that he’ll always be a
child during this season.

2. What does “reverts” mean in the above passage?

a. stands up straight
b. peeks at presents
c. drinks too much egg nog
d. goes back to being what he was

Fortunately, the explosion diverted the asteroid from a course that would have sent it
hurdling into our planet.

3. To divert is to _______.
a. change the direction of
b. look for really high waves
c. jump into a dry river
d. look through a telescope

A wonderful 98 year old woman is working day and night to knit scarves to send as gifts
for the troops. What a selfless person she is!

4. A selfless woman _______.

a. is selfish
b. has no name
c. likes to wear scarves
d. cares more about others than herself

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ACTIVITY 31
Topic:Present real and unreal conditional, Past unreal conditional, Phrasal verbs,
Vocabulary( Using prefixes and suffixes, differentiating homophones)

WARM UP! ENJOY IT!!!

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EXPRESSIVE: That I write narrative stories according some pictures.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Escribo textos, con un propósito claro donde hago uso del
conocimiento previo.

Organize the following comic strips: write the number

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Organize the comic strip according to the conversation.

Write other possible conversation for the comic.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

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Organize and number the following pictures and according to them write a
narrative story.

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ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
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ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
7LWOH ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
BBBBBBBBBBBBB
BBBBBBBBBBBBB
BBBBBBBBBBB ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

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ACTIVITY 32
Topic:Present real and unreal conditional, Past unreal conditional, Phrasal verbs,
Vocabulary( Using prefixes and suffixes, differentiating homophones)

WARM UP! ENJOY IT!!!

Look and read the conversation

1. What is the meaning of the give up smoking?

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EXPRESSIVE: That I produce their own texts by using the phrasal verbs showing
improvement in written skills.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

Uso los PhrasalVerbs para hablar o escribir acerca de eventos en pasado y
presente.

E X P L A N A T I O N O F T H E T O P I C

Phrasal Verbs
Phrasal verbs are mainly used in spoken English and informal texts. (The more formal a
conversation or text, the less phrasal verbs are found.)

Phrasal verbs consist of a verb plus a particle (preposition, adverb). The particle can
change the meaning of the verb completely, e.g.:
ƒ look up – consult a reference book (look a word up in a dictionary)
ƒ look for – seek (look for her ring)
ƒ look forward – anticipate with pleasure (look forward to meeting someone)

There are no rules that might explain how phrasal verbs are formed correctly - all you
can do is look them up in a good dictionary and study their meanings. In our lists, you
will find some frequently used phrasal verbs and their meanings.

Frequently Used Phrasal Verbs with:

ƒ break, bring, call, carry, come, do, fall, get, go, keep, look, make, put, run, set, take,
turn

Position of the Particle

The particle is placed either after the verb or after the object.
Example:
Write down the word. / Write the word down.

If the object is a pronoun, however, the particle has to be placed after the pronoun
(object).
Example:
Write it down.

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Complete the sentences using one of these phrasal verbs in the correct form:

break down = stop close down = go drop out = stop taking part in show up = appear /
working out of business something arrive

clear up = doze off = move in = start living in a

getbetter fallasleep house, apartment, building, etc.

Example>Sorry I'm late. The car broke down on the way here

1. I arranged to meet Jane after work last night, but she didn't

.
2. "We've bought a new house." "Oh, you have? When are you ?"

3. There used to be a store on the corner, but it a year ago.

4. I ran in a marathon last week but after 15 miles.

5. I was very sleepy. I was sitting in an armchair and .

6. The weather is terrible outside, isn't it? I hope it

later.
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ACTIVITY 33
Topic:Present real and unreal conditional, Past unreal conditional, Phrasal verbs,
Vocabulary( Using prefixes and suffixes, differentiating homophones)

WARM UP! ENJOY IT!!!

Replace the colored words with a phrasal verb from the Word Bank.

Example: I couldn´t discover where that place is! _ I couldn´t find

outwhere that place is!

a. I can´t walk anymore! I want to return!

b. John, please supervise the kids while they´re in the pool.
c. Don´t forget to extinguish the fire before leaving the campsite.
d. Don´t worry. We will find a solution for that problem.

Word Bank

Work out

Go back

Find out

Put out

Take care of

EXPRESSIVE: That I work with separable and non separable phrasal verbs.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

Uso los PhrasalVerbs para hablar o escribir acerca de eventos
en pasado y presente.

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Last week I went to visit my friend Fred. Fred is a great guy but at
times he can really go on about things. We were speaking about some
of our friends and he came out with this incredible story about Jane. It
seems she had butted in while he was harping on his favorite
complaint: Service in restaurants. Apparently, he had been running on
for quite a while putting down almost every restaurant he had been to
by rattling off a list of his visits to different restaurants in town. I
guess Jane felt that he was talking at her and was fed up with it. She
went off about what a rude person he was which shut him up pretty
quickly! I thought about blurting out that maybe she was right, but
decided to clam up in order to not upset him.

Read the text.

Underline the phrasal verbs that you find on it.
Write the meaning of the phrasal verbs that you found on the text.
Rewrite the text with the synonyms of the phrasal verbs.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

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write a conversation with the following phrasal verbs and look the sentences.

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Listen to the teacher and correct the sentences or words that don’t match.

NICK: I am tired bored.

FELIX: Me too… I wish I were not here…
NICK: If I could just be somewhere else…
FELIX: That’s easy. Daydream!
NICK: What do I have to do?
FELIX: Just imagine and answer my questions. If you could travel somewhere
else, where would you go?
NICK: Mmm… I would go to a different country.
FELIX: And, if you could be someone else, who would, you like to be?
NICK: I would be an alien, an advanced creature.
FELIX: What would you do if you were an alien?
NICK: I would watch the people on Earth and I would feel happy not to be living
There permanently.
FELIX: How long would you like to stay there?
NICK: I think I would be there for a couple of years.
FELIX: That’s not a bad idea. Then, would I be able to go out with your girlfriend?
NICK: Very funny! I don’t think I like this game anymore!
FELIX: Why, still tired?

(Go to the text teenagers 11º, page 54)

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ACTIVITY 34
Topic:Present real and unreal conditional, Past unreal conditional, Phrasal verbs,
Vocabulary( Using prefixes and suffixes, differentiating homophones)

WARM UP! ENJOY IT!!!

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Once upon a time, there was a poor but good little girl. Her family was so poor that she did not
have any toys to play with. She did not
have any pets, because they could not
feed them. She did not have any dolls.
She did not even have any rags that
she could pretend were a doll. More
than anything in life, what she wanted
was a baby sister to play with, but she
would have accepted a doll. All she
had was a pistachio. Now, because
her dinner every night was half a small
potato and three crumbs of moldy
bread, often she had been tempted to
eat the pistachio. But she did not! For
it was her pistachio baby, and she
loved to play with it and rock it like it
was her own baby sister. She also
loved to dress it up, although she did
not have any dress up clothes. Instead, she would pick a thread from the worn sugar sack she
used as a dress, and pretend it was a bow for the pistachio baby's hair. Sometimes she would
pretend it was a beautiful pearl necklace. Other times, a sturdy leather belt, an item of clothing
that she wished she had, as the sugar sack did not fit her very well.

Every night when she went to bed, she would say her prayers, and also ask God for a baby
sister. One night, the Green Fairy overheard her and decided to grant her wish. Now the Green
Fairy had power over all green things. She knew that the pistachio loved the poor but good little
girl, who rocked it so gently every day and sang it sweet but off key lullabies. So the Green Fairy
-- who, we must confess, was often half in the bag by that time at night, being a bit overfund of
crème de menthe -- waved her green fairy wand and sprinkled green fairy dust over the poor but
good little girl and her pistachio baby.

• How many phrasal verbs you can find in the last text?

EXPRESSIVE: That I write letters describing some situation where you use phrasal
verbs.
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EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

Escribo textos, con un propósito claro donde hago uso del
conocimiento previo.

Complete the situation with the phrasal verbs in the box.

Look at the meaning of the phrasal verbs below.

MEANINGS

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Complete the sentences using one of these verbs in the correct form + it / them
/ her / you:

crossout giveaway make up see off

fillout give back show around turndown

Example:
They gave me an application form and told me to fillit out.

1. If you make a mistake on the test, just .

2. The story she told you wasn't true. She .

3. I don't like people who borrow things and don't .

4. Kate is going to Italy tomorrow night. I'm going to the airport to .

5. I had a lot of toys that I didn't want to keep, so I to my neighbor.

6. Would you like to see the new office? Would you like me to ?

7. Theresa was offered a job as a secretary, but she .

Complete the sentences. Use the word in parentheses with one of the
following:

thatbook yourcigarette a the a word it it them him

blouse radio

Example:
Don't throw away that book. I want to keep it. (away)
Or
Don't throw that book away. I want to keep it. (away)

1. "Do you want this ball?" "No, you can throw . (away)
2. Shh! The twins are asleep. Don'twake . (up)
3. We can turn . Nobody is listening to it. (off)
4. Tony got very upset and started shouting. I tried to calm . (down)
5. I tried in the clothing store, but it was too expensive. I couldn'tbuyit.
(on)
6. Please put . This is a no-smoking area. (out)
7. You can look in a dictionary if you don't know what it means. (up)

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Complete the sentences according to the images.

Write letter one situation below. Choose one.
Use the sentences completed.
Use the phrasal verbs from the activities before.

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ACTIVITY 35
Topic: Present real and unreal conditional, Past unreal conditional, Phrasal verbs,
Vocabulary( Using prefixes and suffixes, differentiating homophones)

WARM UP! ENJOY IT!!!

Listen to the pronunciation!!

What is the difference between these two words?

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EXPRESSIVE: That I use strategies to help me recall the correct spelling of

homophone pairs and words that are easily confused.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Escribo textos, con un propósito claro donde hago uso del conocimiento
previo.

E X P L A N A T I O N O F T H E T O P I C

HOMOPHONES

Two or more words (such as knew and new or meat and meet) that are pronounced the same
but differ in meaning, origin, and often spelling.

Etymology:
From the Latin, "same sound"

Example:

• "I will not scream for ice cream."

(Bart Simpson, The Simpsons)
• "Her technique is a model, to some observers, of what makes an interview great; to others, of
what makes an interview grate."
(On Barbara Walters, "Not for Women Only." Time, Feb. 21, 1972)
• Sealing the popcorn ceiling will not eliminate that old-fashioned cottage cheese look.
• Pay is higher when there is greater competition to hire people.

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Homophones (also called Homonyms) are words that sound the same but have different
meanings and spellings.

Choose the correct word to complete the sentences:

7KHRFWRSXVKDV Ă͘ ŝŐŚƚ WHQWDFOHV6RPHRQHP\DSSOH Ă͘ ŝŐŚƚ

ď͘ ĂƚĞ ď͘ ĂƚĞ

7KH\ORYHWR+HUKRXVHZDVIRU
Ă͘ ƐĂŝů Ă͘ ƐĂŝů
ď͘ ƐĂůĞ ď͘ ƐĂůĞ

Ă͘ ŵĞĂƚ
3HRSOHVKDNHKDQGVZKHQWKH\9HJHWDULDQVGRQ WHDW ď͘ ŵĞĞƚ
Ă͘ ŵĞĂƚ
ď͘ ŵĞĞƚ
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Click on the correct option.

1. 2. 3.

7KHER\LVGLJJLQJDZKROH Tracy is learning to read . The pale is full of water.

The boy is digging a hole . Tracy is learning to reed . The pail is full of water.

3. 4. 5.

You've got mail ! Yummy! I love chocolate moose ! The lobster has big claws .
You've got male ! Yummy! I love chocolate mousse ! The lobster has big clause .

Match the words from column 1 to the homophones on column 2put the number.

FHUHDO VWDUH
URRW QR
GD\V URXWH
VWDLU KHDU
OLQNV LGOH
KHUH VHULDO
NQRZ O\Q[
LGRO GD]H

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ACTIVITY 36
Now I know!!!

Reading Comprehension
Read the questions and choose the correct one:

0. A. became B. got C. achieved D. reached

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Choose the phrasal verb that best completes the sentence:

1. Every morning I (stop sleeping) _________ ____ when I hear the alarm clock.

a) wake out b) wake up c) wake in d) wake of

2. On Sundays I can (leave bed) _________ ____ later.

a) get out b) step off c) get up d) step out

3. We must (be quick) _________ ____ or we'll be late for school!

a) act up b) fasten on c) hurry up d) speed in

4. John helped the old lady to (board) _________ ____ the bus.

a) mount on b) get on c) get up 4) put on

5. Julie went to the library to (try to find) _________ ____ a book.

a) look out b) look after c) look for d) look up.

6. It's time for the news. Let's (start) _________ ____the radio.

a) turn on b) tune in c) turn up d) tune at

7. "Please come in and (have a seat) _________ ____" said the doctor.

a) seat up b) seat down c) sit up d) sit down

8. When Dad arrives home, he (removes) _________ ____ his coat.

a) puts off b) takes off c) leaves in d) takes out

9. Dad couldn't see very well. “(wear) _________ ____ your glasses" said Mum.

a) put on b) put away c) put in d) put up

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10. When we arrive at the station, we (descend from)_________ ____ the train.

a) get down b) stand down c) get off d) stand out

Choose the correct word:

11. There is a _____hole ____ whole in my shoe.

12. My ____feat _____feet hurt!

13. She left her_____cell____sell over ____their____there.

14. The baby is taking a _____nap______knap.

15. _____Raze____Raise your hand, if you want to participate!

16. Can you_____great____grate the cheese, please?

17. Fruits is a very nutritious____desert____dessert.

18. The car’s _____cereal_____serialnumber is correct.

19. I would love to have a _____peace____piece of cheese cake right now.

Choose the best sentence, accrding to the situation given.

13. Alex always does things without paying attention!

a. He is useful. C. He is useless.
b. He is careless. d. He is careful.

14. Poor Joe! He invested all his money in a company and it went broke!

a. If he hadn`t invested all his money in that company he wouldn`t have lost all
his savings.
b. If he had invested all his money in that company, he had lost all his savings.
c. If he wouldn`t have invested all his money in that company, he hadn`t lost all
his savings.
d. If he hadn`t invest all his money in that company, he would have lost all his
savings.

15. Be careful with that insect!

a. It can be harmless. C. it can be harmful.
b. It can be meaningful d. it can be meaningless.

16. I can`t believe Monica`s bad luck! She introduced her boyfriend and best
friend, and they ended up getting married!

a. If she had introduced them, she wouldn`t have had problems.

b. If she wouldn`t have introduced them, they hadn`t got married.
c. If she hadn`t introduced them, they wouldn`t have got married.
d. If she would had introduced them, they wouldn`t have got married

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24.Choose the best description for each picture

a. Mahatma Gandhi and Dr. Martin Luther King Jr were two pacifist leaders.
b. Mahatma Gandhi and Dr. Martin Luther King Jr were two promising
revolutionaries.
c. Mahatma Gandhi and Dr. Martin Luther King Jr were two promising rebels

25.

a. Authentic readings and listening exercises make English meaningless.

b. Authentic readings and listening exercises make English more meaningful.

c. Authentic readings and listening exercises make English useless.

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CYBERGRAFIA / BIBLIOGRAFIA

TEXTO:

9 TAKEN FROM TEENAGERS NEW GENERATION 10 and 11 grade.

HTTP:

9 http://www.ego4u.com/en/cram-up/grammar/simple-past

9 http://www.ego4u.com/en/cram-up/grammar/passive

9 http://www.icfes.gov.co/index.php?option=com_docman&task=doc_view&gid=468
6

9 http://inventors.about.com/bio/Mary-Bellis-496.htm

9 http://busyteacher.org/classroom_activities-grammar/passive_voice-worksheets/

9 www.cambridge.org

9 http://www.ego4u.com/en/cram-up/grammar/irregular-verbs

9 http://en.wikipedia.org/wiki/Sitcom

9 Fashion Styles From the 90s Up to the 2000s |

eHow.comhttp://www.ehow.com/list_7793348_fashion-styles-90s-up-
2000s.html#ixzz1YKwVdWFx

9 www.esl-galaxy.com

9 © www.firstschoolyears.com

9 WWW.eslprintables.com

9 http://www.tolearnenglish.com/english_lessons/used-to-exercises

9 www.English Exercises .org.

9 http://tronweb.super-nova.co.jp/tronintlhouse.html

9 http://www.englishpage.com/modals/interactivemodal1.htm

9 http://www.anthonyteacher.com/courses/2012s-li/homework-helper-modals-page-
96

9 http://www.ego4u.com/en/cram-up/grammar/relative-clauses

9 http://vanda51.blogspot.com/

9 http://www.eslgold.com/grammar/real_conditionals.html

9 http://www.english-test.net/esl/learn/english/grammar
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9 http://www.englishpage.com/conditional/conditional6.htm

9 http://www.myenglishpages.com/site_php_files/grammar-lesson-if-only.php

9 http://en.wikipedia.org/wiki/England_national_football_team

9 www.rhlschool.com

9 www.grammar.net

9 http://www.superteacherworksheets.com/homophones.html

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