Cartilla Octavo 2022

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INSTITUCIÒN EDUCATIVA TECNICA

AGROPECUARIA ALFREDO NOBEL
LESSON GUIDE
SCHOOL YEAR:
SUBJECT: ENGLISH GRADE: 8Th
PERIOD: FIRST
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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 enjoy learning new expressions in English
COGNITIVE: That we recognize vocabulary and expressions in order to speak, write,
read and understand about unexpected events in English.
EXPRESSIVE: That we speak, write, read and understand in English about unexpected
events in English.
EVALUACIÓN: INDICADORES DE DESEMPEÑO

-Identifico ideas generales y específicas en textos orales, si tengo conocimiento del tema y del
vocabulario utilizado.
-Produzco textos sencillos con diferentes funciones (describir, narrar, argumentar) sobre temas
personales, de mi interés y relacionados con otras asignaturas.
-Hago exposiciones ensayadas y breves sobre algún tema académico de mi interés.
-Narro historias cortas o descripciones sencillas, enlazando mis ideas de manera apropiada.
ENSEÑANZAS (COMPETENCIAS Y HABILIDADES)

Competencia Lingüística Competencia Pragmática Competencia
Habilidades: Habilidades: Sociolingüística
• To establish • Writing paragraphs Habilidades:
comparisons. and cards • To organize short
• Making inferences • Figuring out true stories or
descriptions.
• Describing or telling and false
simple situations. statements • Recognizing words
and expressions.
• Finding out specific
information
EJES TEMÁTICOS
• REVIEW (disasters; describing places and situations, everything, something, anything,
nothing, Wh-question, simple present and past tense, present and past continuous).
• DESCRIPTIONS (connectors; not only, but also, but…as well, either, nor, neither,
therefore, moreover, however, instead of, on the contrary…
DIDÁCTICAS
Didáctica comprehensiva
Los estudiantes colocan a prueba sus habilidades para leer comprehensivamente y para
realizar inferencias directas.
Didáctica interrogativa
Los estudiantes potencian sus capacidades de comprehender las preguntas y de expresar
respuestas cada vez con mayor profundidad y sentido.
Didáctica expresiva
Los estudiantes tienen la oportunidad de desplegar su creatividad expresando el significado de
la proposición a través de diferentes lenguajes y disfrutando plenamente del aprehendizaje.
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DIAGNOSTIC TEST
“UNEXPECTED EVENTS”
1. Write the name of the disaster using the word bank
a. b. c.
d. e. f.
Word bank: Wildfire – Tornado – Earthquake – Storm – Drought –

Flood
2. Read and complete with some connectors using the word bank
Word bank:
instead of, not only, as well as, either, but also, nor, neither, therefore, moreover,
however, on the contrary
The strongest earthquake in the 2011

Colombia suffered the strongest earthquake during the last year. The natural
event destroyed buildings and houses, many cars and
some of the main streets were affected by the disaster. there
weren't human victims have been reported disappeared people.
However some animals were victims of this unexpected event.
3. Imagine you are a journalist. Then write a report according to the picture.
Describe by using different tenses:
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WORKSHOP 1
WEEK: FROM TO 201 HOURS:
EXPRESSIVEPURPOSE
That I develop reading comprehension showing my advances by organizing
stories and contrasting verbs with pictures.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

Identifico ideas generales y específicas en textos orales, si tengo
conocimiento del tema y del vocabulario utilizado.
Tell us about you:
• What did you like when you were younger?

• What do you like now?
Now ask your partner:
• What did she or he like when he or she were younger?
• What does he or she like now?
REVIEW
Simple present tense Example Simple past tense Example
affirmative negative Interrogative Affirmative negative Interrogative
I/ Verb Do not Do * you go to Verb in Didn’t Did *you went
you/ doesn’t the library the past to the
library
they/ change *You do not form
we go to the *You did
library not go to
the library
*Do you go
to the *Did you go
library? to the
library?
He/ Verb does Does *He goes to Verb in Didn’t Did *He went to
she/ adds: not the library the past the library
it “s” “es” *He does not form *He did not
“ies” go to the go to the
library library
*Does he go *Did he go
to the to the
library? library?
The simple present tense, a verbal tense that expresses daily routines or habits, is
different from the past tense that expresses actions done in the past. This explanation is
according to the grammar rules.
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To organize a story you should take into account the following tips:
a. Recognize the vocabulary you know to get a general idea, after that look in your
dictionary for the vocabulary you do not know to have better comprehension.
b. Identify the paragraph’s content.
c. Establish the structure of the text: introduction, body and conclusion.
d. The order of the text may vary according to the author’s style, but all the texts
have coherence and cohesion.
e. Try with different paragraphs in order to be sure that the paragraph you chose is
the correct one.
ACTIVITY
Name the parts of the text: Introduction, body, conclusion.
Japan Tsunami Taller Than 10-Story Building
Giant wave was biggest recorded in decades: Experts by Rob Quinn, Newser Staff
Posted Jul 19, 2011 1:40 AM CDT | Updated Jul 19, 2011 7:00 AM CDT
: The tsunami was at its tallest when it struck the port city of Miykao,
according to experts who measured marks left on buildings and trees in the valley where
the town sits. The largest tsunami ever recorded was in Alaska in 1958, when a
landslide caused a mega-tsunami 1,720 feet tall—470 feet higher than the Empire State
Building—to sweep through the Lituya Bay inlet.
: The tsunami that struck Japan in March rose to a staggering 132.5
feet at its highest, taller than a 10-story building, according to 150 researchers who have
collected data from thousands of locations along the country's east coast.
: Here's how it stacks up: The killer wave was taller than the 2004 Indian
Ocean tsunami (108 feet), taller than Rio's Christ the Redeemer statue (130 feet), and
taller than any other tsunami recorded in Japan (125.3 feet, in 1896), the Telegraph
reports.
Underline the past actions in the text and classify.
Answer the following questions:
What happened?
When?_
Where?
Who were the people involved?
What were the consequences?
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1. Read, organize the story and underline some simple present and simple
past sentences, write the sentences on your notebook.
Dusk to Dawn: Survivor Accounts of the Last Night on the Titanic
Eight o'clock on April 14 found many of the passengers at dinner. The weather
continued to be clear and calm, and all agreed the Sunday evening dinner was the best
yet. Since the ship was on its fifth day out, casual acquaintances were evolving into
friends. The passengers were comfortable with the ship's daily schedule. I doubt that
anyone at dinner was discussing the possibility of striking an iceberg and sinking.
On Wednesday, April 10, 1912, the Titanic set sail for America from Southampton. She
planned to reach New York the following Wednesday. By April 16 the entire world was
shocked to find that this majestic ocean liner had sunk. In April of each year, another
anniversary of the historic event makes the news. I had the opportunity to read a book
by Paul J. Quinn on the subject. Mr. Quinn's first book, Titanic at Two A.M., primarily
focused on the last 20 minutes before the ship sank. This book starts earlier in the
evening and continues hour by hour through that awful historic night.
The bow of the Titanic slipped into the dark sea at two o'clock, barely making a ripple.
The story continues through the night, the survivors testifying as to the horrors they saw
and heard in the darkness. Dawn came early over the sea, and the sky began to lighten
at four a.m. Soon afterward, the Carpathia arrived and began picking up the relatively
few remaining passengers. Some of those who survived testified before the Senate, and
Mr. Quinn quotes them throughout the book. Others never spoke of their ordeal, not
even to their families. All of those who did survive carried the distinction of "Titanic
survivor" the rest of their lives.
For the next few hours, the passengers were engaged in the entertainment on board--
cards, music, dancing, and relaxing in the bars. Some wandered off to bed. Throughout
the early evening hours the crew was into its normal routine. They too were just getting
acquainted with each other, since this was the Titanic's maiden voyage. Mr. Quinn uses
the survivors' stories to vibrantly discuss this last haunted evening on the fated ship. He
weaves the passengers and crews remembrances well, making you feel like you are on
the ship.
Taken from: http://cruises.about.com/od/cruisereading/gr/titanic_dusk_to_dawn.htm

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Now you are going to do a presentation about a disaster that happened before, you can
get the information, if you ask your parents, grandpa, relatives or friends.
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WORKSHOP 2
EXPRESSIVEPURPOSE: That I develop reading comprehension and writing production

showing my advances by asking and answering information to describe places and
situations using W/h questions in simple and continuous tenses.
• Look at the picture and tell to your partner what the characters are doing:

Produzco textos sencillos con diferentes funciones (describir, narrar, argumentar) sobre
temas personales, de mi interés y relacionados con otras asignaturas.
REVIEW
Present Continuous tense Example Continuous past tense Example
affirmative negative Interrogative Affirmati negative Interrogative
ve
*I *I
I/ Am+ Am not+ Am+ am going to Was+ Was not Was+ I+ verb was going
verb with verb person+ the library verb with + verb with –ing ? to the library
-ing With verb with – *I am not -ing wth -ing” *I was not
-ing ing? going to the going to the
library library
*Am I going *was I going
to the library? to the library?
*you are *you were
YO are and the Use Begins with Use Use Begins with
U/ verb auxiliary auxiliary to be: going to the auxiliary auxiliary auxiliary to be: going to the
THE finishes to be: are are and the library to be: to be: were and the library
Y/ with: “-ing” not and verb finishes *you are not were and were not verb finishes *you were not
the verb with: “-ing” going to the the verb and the with: “-ing” going to the
WE finishes library finishes verb library
with: “- *Are you with: “- finishes *were you
ing” going to the ing” with: “- going to the
library? ing” library?
*he *He
HE/ Use Use Begins with is going Use Use Begins with was
SHE auxiliary to auxiliary auxiliary to be: to the library auxiliary auxiliary auxiliary to be: going to the
/ IT be: is and to be: is is and the verb *he is not to be: to be: was and the library
the verb not and finishes with: “- going to the was and was not verb finishes *He was not
finishes the verb ing” library the verb and the with: “-ing” going to the
with: “-ing” finishes *Is he going finishes verb library
with: “- to the library? with: “- finishes *was he
ing” ing” with: “- going to the
ing” library?
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To describe a place or a situation you should take into account the following tips:
a) Ask yourself some basic w/h questions, for example: Where, when, why, who,
how, what.
b) Answer the questions using the explicit and the implicit information (make
inferences from the context).
c) Write putting together the answers you have and add all details you can include.
d) Organize the ideas according to the correct structures: Coherence and cohesion.
Let’s see one example:
Let’s answer some questions:
1. Where is the man?
2. Why is the man there?
3. When is it happening, during the day or during the night?
4. How do you believe it happened?
5. What is the possible solution for the man?
Now let’s describe according to the information we have:

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Let’s answer some questions:
1. Where is the man and where are the women?
2. Why is the man there? Why are the women there?
3. What is happening?
Now let’s describe according to the information we have:

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A B C
Describe what happened in each image.
C
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WORKSHOP 3
EXPRESSIVE PURPOSE: That I develop writing showing my advances by

using connectors

Narro historias cortas o descripciones sencillas, enlazando mis ideas de manera
apropiada.
Identify in the text words that express sequence or connect ideas:

Bobby Bippy bought a bat.
Bobby Bippy bought a ball.
Withhis bat Bob banged the ball
Banged it bump against the wall
But so boldly Bobby banged it
That he burst his rubber ball
"Boo!" cried Bobby
Bad luck ball
Bad luck Bobby, bad luck ball
Now to drown his many troubles
Bobby Bippy's blowing bubbles.
From mid-Willamette Valley theater
Coordinating Correlative Subordinating Conjunctive adverbs /

conjunction conjunctions conjunctions transition words
These join two words, These join These join a These join two
phrases or independent equivalent sentence dependent clause to independent clauses or
clause. They mostly occur elements such as an independent sentences. They can be
mid-sentence with a one noun phrase clause. They occur used at the beginning of
comma placed before the with another noun at the beginning of a sentence or mid-
conjunction. They may phrase. These occur sentences with a sentence (with
also occur at the as paired words. comma separating punctuation). They
beginning of a sentence the clause mid- transition the reader
sentence or they from the thought of one
occur mid-sentence sentence to the thought
with no comma. in the next.
ADDITION ADDITION ADDITION ADDITION
and, also, and also Both...and, not only besides, in addition in addition, furthermore,
...also, not only ... but to moreover, additionally,
also, and...too, and besides
so
ALTERNATIVE ALTERNATIVE ALTERNATIVE ALTERNATIVE
ir, nor either...or, rather than instead, as an

neither...nor alternative, otherwise,
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rather
CAUSE-EFFECT CAUSE-EFFECT CAUSE-EFFECT CAUSE-EFFECT

(reason)
so, for so...that, such...that therefore, consequently,
because, since, now as a consequence, as a
that, as, in order, as result, thus, hence,
long as, inasmuch, accordingly
because of, due to,
owing to, so that,
in order that, if only
because
COMPARISON COMPARISON COMPARISON COMPARISON
as . . . as, as (like), as if, as In the same way,

more...than, though Similarly, In contrast,
less...than Unlike X, Y
CONDITION CONDITION CONDITION CONDITION
or else Whether... or not if, only if, unless, otherwise, in the event
even if, whether, (that), anyway, anyhow
whether or not,
provided (that), in
case, in the event
(that)
CONTRAST CONTRAST CONTRAST CONTRAST
(contrary outcome)
but, yet, but still, but neither... nor nevertheless,
anyway although, even nonetheless, however,
though, though, on the one hand, on the
while, whereas, other hand, in contrast
despite, in spite of, to, in contrast, on the
regardless of contrary
EMPHASIS EMPHASIS EMPHASIS EMPHASIS
indeed, in fact, of course,

certainly
TIME TIME TIME TIME
after, before, when, first, second, next, then,

while, since, as, until, finally, previously, now,
as soon as, by the presently, next, still,
time, once meanwhile,
subsequently, afterward
Fill in the blanks with a suitable connector
( WHEREAS, BUT, ALTHOUGH, HOWEVER, DESPITE, INSPITE OF, ON THE OTHER

HAND)
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1. Andrew was warned of the risks, he decided to travel alone to

South America.
2. Maria did not get a promotion her qualifications.
3. Zambia is a land- locked country, Kenya has a coastline.
4. On the one hand, you could rent a flat instead of buying one. you are
always at the mercy of landlords.
5. This restaurant has a good reputation, that one does not.
6.The city has a 50 kph limit. , people are often caught speeding.
7.You won’t be forgiven your apology.
8. We couldn’t find a house to buy we looked at quite a few.
9. He always looks so lonely and sad his popularity.10.He is quiet and

shy, his sister is lively and talkative
Join each pair of sentences. be careful where you put the words in brackets.
( ALTHOUGH, IN SPITE OF , DESPITE)
1.Dave smokes. He seems to be in good health ( although)
2.I couldn’t sleep. I was tired. ( despite)
3.Max didn’t notice the sign. It was right in front of him ( even though)
4.Kate never learnt Spanish. She lived in Spain for many years(although)
5.Joe is a millionaire .He hates spending money. ( despite)
REWRITE THESE SENTENCES.
1.I couldn’t sleep although I was tired. ( despite)
2.Although he has got an English name, he is in fact German. (despite)
3.In spite of her injured foot, she managed to walk to the village( although)
4.I decided to accept the job although the salary was low. ( in spite of)
5.We lost the match although we were the better team.( despite)
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Based on the picture choose the correct option:
1. According to the picture we can conclude that:
a. The man is confirming that the human beings are victims of their own
inventions
b. The man is confirming that the human beings are guilty of their own inventions
c. The man is confirming that the human beings are responsible of the natural
disasters
2. In the graphic “war” means:
A. a natural disaster
B. a phenomena
C. a catastrophe
D. combat
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WORKSHOP 4
EXPRESSIVE PURPOSE: That I develop writing showing my advances by

describing scenes according to pictures using undefined pronouns

Produzco textos sencillos con diferentes funciones (describir, narrar, argumentar)
sobre temas personales, de mi interés y relacionados con otras asignaturas.
Stop and think:
Choose the correct answer:
Indefinite Pronouns
An indefinite pronoun does not refer to any specific person, thing or amount. It is vague and "not
definite". Some typical indefinite pronouns are: all, another, any, anybody/anyone, anything,
each, everybody/everyone, everything, few, many, nobody, none, one, several, some,
somebody/someone
Most indefinite pronouns are either singular or plural. However, some of them can be singular in
one context and plural in another. The most common indefinite pronouns are listed below, with
examples, as singular, plural or singular/plural.
Pronoun Meaning one or the other of two people

Either
or things
an additional or different
Another
person or thing everybody/everyone All people
anybody/anyone no matter what person Everything All things
Anything no matter what thing Much a large amount
every one of two or more not one and not the other of
Neither
Each people or things, seen two people or things
separately
nobody/no-one no person
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Nothing no single thing, not anything several more than two but not many
One An unidentified person they people in general (informal)
a different person or thing from the whole quantity of

Other
one already mentioned all something or of some things or
people
an unspecified or unknown
somebody/someone
person no matter how much or how
any
many
pronoun Meaning
a greater quantity of
An unidentified person more something; a greater number
you of people or things
(informal)
two people or things, seen most The majority; nearly all

both
together
none not any; no person or persons
a small number of people or
few
things an unspecified quantity of
some something; an unspecified
a reduced number of people or number of people or things
fewer
things
a large number of people or

many
things
others Other people; not us
1. Let’s describe the situations using indefinite pronouns.
people are rescued in improvised boats
car was rescued from the last

natural disaster
is waiting for the official reports
buildings were destroyed

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understandsthis tragic event
1. Let’s describe the situations using undefined pronouns
Match the picture with the sentence that best describe the situation
1. Each family received humanitarian aid

2. Anyone can call to the emergency lines
3. Several organizations are helping the victims of the natural disasters
4. After the disaster everything is under control
5. One of the members of the police helped rescue some victims
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1. Describe the following situations using undefined pronouns
B
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WORKSHOP 5
EXPRESSIVE PURPOSE: That I develop reading comprehension and

writing production showing my advances by describing situations, using
the regular and irregular verbs in the past tense.

Hago exposiciones ensayadas y breves sobre algún tema académico
de mi interés.
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REVIEW
Regular verbs in Examples Irregular verbs in Examples

past tense past tense
Adds “d” if the verb Arrive: arrived Some verbs don’t Put: put
finishes with vowel Dance: danced change their form Cut: cut
“e”
Adds “ed” if the verb Look: looked Other verbs use Swim: swam
finishes with Visit: visited the vowel “a” for Sing: sang
consonant the past tense Ring: rang
Not many English Ski: skied Other verbs finish Bring: brought
verbs end in a vowel Echo: echoed with “ought” Think: thought
other than e. For Buy: bought
those that do, add -
ed.
Some regular verbs Cry: cried Other verbs use Break: broke
finishes with “y” and Dirty: dirtied “o” to change the speak: spoke
change with “ied” Ready: readied infinitive form sell: sold
For regular verbs Dam: dammed Other verbs Do: did
ending in short Beg: begged change their form Can: could
vowel sounds Sin: sinned in particular ways Be: was/were
followed by a Stop: stopped
consonant, double Rub: rubbed
the final consonant
before adding -ed.
When the regular Defer: deferred
verb has more than Regret: regretted
one syllable, in Reship: reshipped
American English Compel: compelled
the final consonant Orbit: orbited
is doubled only Listen: listened
when the syllable Travel: traveled
stress in on the final
syllable.
Cops: Woman Draws Beard on Face, Robs Bank

COPS SAY SHE DREW IT ON OUTSIDE
By the Associated Press

Posted Aug 1, 2011 6:23 PM CDT
Cops confirmed a woman drew a beard on her face and wore men's clothes to rob
a bank in Alabama. She allegedly told tellers at the Bank of Tuscaloosa in
Cottondale she had a bomb, placed a device on the counter, and asked for money.
She made off with an unknown amount of cash, says the AP. Police thinks she
might also have robbed another bank in early July. Local cops and the FBI are
conducting investigations.
Now let’s discuss:
1. Why do you think the woman used men’s clothes?

2. What was the woman’s strategy?
3. What did the woman tell to the tellers at the bank?
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1. Let’s read the news and underline the verbs in past tense
San Francisco:
It seems a man, wanting to rob a downtown Bank of America, walked into the
branch and wrote, "This iz a stikkup. Put all your muny in this bag."
While standing in line, waiting to give his note to the teller, he began to worry that
someone had seen him write the note and might call the police before he reached
the teller window.
So he left the Bank of America and crossed the street to Wells Fargo. After waiting
a few minutes in line, he handed his note to the Wells Fargo teller. She read it
and, surmising from his spelling errors that he was not the brightest light in the
harbor, told him that she could not accept his stick up note because it was written
on a Bank of America deposit slip and that he would either have to fill out a Wells
Fargo deposit slip or go back to Bank of America.
Looking somewhat defeated, the man said "OK" and left. The Wells Fargo teller
then called the police who seized the man as he waited in the back of the line at
Bank of America.
Now let’s answer according to the reading:
a) What did the man think about the note he had written?
b) What did he do in the Wells Fargo?
c) Why did the teller know that the man was not a smart man?
d) Where did the police seize the man?

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1. Let’s do a presentation in groups of three , in order to describe special

situations, take into account this graphic:
WHEN
WHERE WHAT
SPECIAL
SITUATION
OR EVENT
WHO −
HOW
WHY
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WORKSHOP 6

writing production showing my advances by describing situations related
with robberies and tragedies recognizing and using suffixes

Try to identify in the following words the syllables or groups of letters that
you have seen in other English words:
Forming words using suffixes

Suffix Meaning Examples
able, ible, ble Able to Edible / Salable
acious, cous, al Like, having the quality of Nocturnal / Vivacious
ance, ancy The act of, a state of being Performance / Truancy
ant, ent, er, or One who Occupant / Respondent / Teacher / Creator
ar, ary Connected with, related to Ocular / Beneficiary
ence Quality of, act of Existence
ful Full of Fearful
ic, ac, il, ile Of, like, pertaining to Cardiac / Civil / Infantile / Acidic
ion The act or condition of Correction
ism The practice of, support of Patriotism
ist One who makes, does Artist
ity, ty, y The state of, character of Unity / Shifty / Showy
ive Having the nature of Active
less Lacking, without Heartless
logy The study of Biology
ment The act of, the state of Retirement
ness The quality of Eagerness
ory Having the nature of, a Laboratory
place or thing for
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1. Let’s find and underline suffixes in the text:
Police release description of Beasley Road robbery suspects

by Brian Freskos
Police on Wednesday released a description of two armed robbery suspects who

held a car full of people at gunpoint in the 500 block of Beasley Road Tuesday
evening.
Lucy Crockett, a spokeswoman for the Wilmington Police Department, said the
robbers were described as black men between 15 and 18 years old. Both were
about 6 feet tall. One wore a black and white hooded sweatshirt and other donned
a gray hooded sweatshirt.
Anyone with information about this case is asked to call police at 910-343-3600.
People can also submit a tip anonymously through the Text-A-Tip program by
entering Tip708 and the information in a text message and sending it to CRIMES
(274637).
The robbery happened Tuesday evening when four adults, two men and two
women, pulled over on the side of Beasley Road so one of them could fetch their
asthma inhaler. While the car was parked, one robber jumped in the car while the
other stood outside pointing a gun at the victims.
The robbers made off with one of the women’s cell phones and about $60 cash.
Now let’s answer questions:
1. According to the suffixes define:
a. Description:
b. Robber:
c. Information:
d. Anonymously:
2. Now answer in a significant way:
a. What is the purpose of the writter?

b. What happened?
c. What type of text is this?

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1. Let’s sing along and identify the past actions:
Last Kiss, by Pearl Jam
Chorus:
Oh where, oh where can my baby be?
The lord took her away from me.
She´s gone to heaven, so I’ve got to be good,
so I can see my baby when I leave this world.
We were out on a date in my daddy´s car,
we hadn´t driven very far.
There in the road, straight ahead,
a car was stalled, the engine was dead.
I couldn´t stop, so I swerved to the right.
I´ll never forget, the sound that night--
the screaming tires, the busting glass,
the painful scream that I-- heard last.
Chorus
when I woke up, the rain was pouring down.

There were people standing all around.
Something warm running through my eyes,
but somehow I found my baby that night.
I lifted her head, she looked at me and said,
hold me darling just a little while.
I held her close; I kissed her--our last kiss.
I found the love that I knew I would miss
well now she´s gone, even though I hold her tight
I lost my love, my life - that night.
Oh where, oh where can my baby be?
The lord took her away from me.
She´s gone to heaven so I´ve got to be good,
so I can see my baby when I leave this world.
1. Now use suffixes to express some ideas from the text. Choose the correct
option.
a. The man is capable of giving all his fortune to undo his tragedy
b. The woman is hopeful because she knows she can meet again her love
c. The people around this tragic situation can be heartless because they
don’t know the real situation
2. According to the reading choose the correct conclusion:
a. The woman was victim of a natural disaster

b. The story is sad but with a happy end
c. The man caused a tragedy
d. The cars are dangerous
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1. Underline the suffixes you recognize in the poem below
Hopeless Romantics –
Story of My Life ~ Miss Kaya
Why can't love be simple?

Two hearts, nothing in between.
Like a burning candle, instead,
The harsh winds blow,
Flame loses heat
I’m really losing out on you,

Every time we touch, I can feel it.
Feels as if there's nothing we can do,
But wait until we're completely distant.
Me without you, a song without its notes or a night sky, without the stars.
I hate the part, when I sit and hope,
Counting tears coming from these eyes.
Why does it have to be this way?

Setting myself up for failure each time. It hurts knowing soon will be the day, your
no longer a portion of my life.
I hate these sleepless nights,

I hate the mornings feeling dead.
I hate the disappointment of every time. I close my eyes, hoping it never ended.
Hopeless romantics just love my company it’s proven, love I’ll never know. Who's
the giver and taker of love's name Need to ask them, why did he, they all, have to
go?
28
WORKSHOP 7

writing production showing my advances by describing places using
synonyms

Identifico ideas generales y específicas en textos orales, si tengo conocimiento
del tema y del vocabulario utilizado.
Match the words with the same meaning
Happy Operative
Dark Glad
Angry Smooth
Soft Infant
Clever Smart
Active Lull
Peace Mad
Costume Disguise
Child Shady
Animal Bestial
SYNONYMS
1. taxi/cab 34. hard/difficult 67. slip/fall
2. crate/box 35. untrue/false 68. magic/illusion
3. crash/accident 36. lift/raise 69. strong/mighty
4. house/home 37. road/street 70. brown/beige
5. rabbit/bunny 38. small/tiny 71. smart/clever
6. hear/listen 39. chef/cook 72. rubbish/trash
7. strange/odd 40. pull/tug 73. allegiance/loyalty
8. happy/glad 41. angry/mad 74. gems/jewels
9. hat/cap 42. laugh/giggle 75. crack/break
10. close/near 43. pretty/beautiful 76. wallet/billfold
11. trash/garbage 44. cold/freezing 77. jacket/coat
12. stone/rock 45. large/big 78. middle/center
13. mother/mom 46. all/every 79. strange/weird
14. father/dad 47. begin/start 80. thought/idea
15. friend/buddy 48. go/leave 81. lantern/light
16. under/below 49. cup/mug 82. boat/ship
17. pail/bucket 50. thin/slender 83. nap/sleep
18. couch/sofa 51. sum/total 84. day/afternoon
19. speak/talk 52. error/mistake 85. chop/slice
20. sack/bag 53. fix/repair 86. promise/pledge
21. car/vehicle 54. right/correct 87. vacation/trip
22. yell/shout 55. like/enjoy 88. autumn/fall
23. chair/seat 56. purple/periwinkle 89. wander/roam
24. talk/speak 57. loud/noisy 90. snug/cozy
25. ill/sick 58. sad/upset 91. harbor/port
26. shut/close 59. present/gift 92. round/circular
27. evil/bad 60. throw/toss 93. genuine/real
28. exit/leave 61. beverage/drink 94. rant/rave
29. funny/silly 62. exhausted/tired 95. stare/gaze
30. clever/smart 63. suitcase/luggage 96. carpet/rug
31. gift/present 64. beach/seashore
32. hungry/famished 65. insect/bug
33. see/look 66. draw/sketch
29
What can you see?
With your teacher you are going to describe the pictures using adjectives: people,
feelings, places, and the activities they are doing:
30
What can you see?
Use the word bank to describe this place
Word bank:
Dark, shady / Destroyed, ruined / sad, melancholic / abandoned, desolated

31
Describe the picture by using synonyms

32
WORKSHOP 8

writing production showing my advances by deducing the meaning of the
certain words according to the context using antonyms

Narro historias cortas o descripciones sencillas, enlazando mis ideas
de manera apropiada.
What’s the
difference?
Use antonyms to describe the
pictures
ANTONYMS
1. absent-present 36. avoid-seek 70. closed-open

2. absurd-sensible 37. awful- 71. cluster-scatter
3. abundant-scarce wonderful 72. clutter-tidy
4. accept-refuse 38. backhand- 73. coax-coerce
5. accidental- forehand 74. combine-
intentional 39. baffle-clarify separate
6. accurate- 40. beautiful-ugly 75. comedy-
incorrect 41. bedlam-order tragedy
7. accuse-defend 42. beg-offer 76. come-go
8. admit-deny 43. behind-infront 77. comic-tragic
9. advance-retreat 44. belief-doubt 78. complain-
10. afoot-mounted 45. below-above approve
11. after-before 46. beneath-above 79. complete-
12. against-for 47. best-worst incomplete
13. against-separate 48. bitter-sweet 80. comply-resist
14. agile-awkward 49. black-white 81. concede-deny
15. agony-ecstasy 50. blunt-sharp 82. concur-protest
16. alien-native 51. born-die 83. condemn-
17. all-none 52. borrow-lend praise
18. alone-together 53. brave-scared 84. condone-
19. always-never 54. bright-dull censure
20. amuse-bore 55. broad-narrow 85. confident-
21. angel-devil 56. bulge-shrink insecure
22. aye-nay 57. buy-sell 86. confuse-clarify
23. antique-modern 58. calm-agitated 87. conquer-fail
24. anger-kindness 59. capture- 88. consider-ignore
25. apart-together liberate 89. contract-
26. applaud-boo 60. careful- expand
33
27. approve-reject careless 90. convex-

28. approximate- 61. cash-credit concave
exact 62. cease-begin 91. cordial-distant
29. arrogant-polite 63. changed-same 92. corner-middle
30. ascend-descend 64. chaos-order 93. crooked-
31. ashamed-proud 65. cheerful-sad straight
32. asleep-awake 66. chill-warm 94. cruel-kind
33. assent-refuse 67. city-country 95. dainty-coarse
34. attack-defend 68. civilian-military 96. dangerous-safe
35. authentic- 69. clever-foolish 97. dark-light
imitation 98. day-night
99. dead-alive
100. death-life
Let’s contrast the pictures by using antonyms. Connect the ideas using BUT.
• The first picture is ugly, but the second one is beautiful.

34
What’s the difference?
1. Describe the pictures by using antonyms. Look the example:
a. The first building is old, but the second one is modern

b.
c.
d.
e.
2. Read and underline the antonyms you recognize
Oldest buildings in contrast to modern buildings tend to have similar structures.

Some of the older buildings retain their value for the cultural heritage they
represent, but modern buildings are more recognized for its innovative designs.
35
A
B C D
G
E F
H
I J K L
N O
M P
1. Write a sentence with each couple of antonyms.
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.
p.
36
WORKSHOP 9
EXPRESSIVE PURPOSE: That I develop reading comprehension

showing my advances by discussing about health and sports .

Hago exposiciones ensayadas y breves sobre algún tema académico de mi
interés
Let’s warm up with

exercises
Teacher gives the instructions in English and students follow them

37
Let’s remember some connectors with specific purpose:
How to introduce an idea?
• First
• Above all
• According to
How to continue the idea?
• Additionally
• Besides that
• Not only… but also
• Also Furthermore
• Too
• And
• In addition
• As well
• Moreover
How to conclude the idea?
• Finally
• All in all
• Therefore
• Hence
• Thus
• So
• Consequently
There are several words you can use to improve your writing skills; here there are
just some examples and their common usages in order to show you how to write in
English in a correct way.
1. Underline all the connectors you find in this text.
According to several studies, sports and health are closely related. People who
usually do exercise not only are keeping a good figure but also are preventing
some common diseases caused by the sedentary habits. Most of the sport
practices don’t require special conditions, but in order to avoid injures it is
indispensable sportive shoes, sportive clothes and the use of some security
implements to practice the sport we have choose (helmet, knee pad, elbow pad,
etc.) Finally, we can suggest sports like an excellent option to be fine and look as
we would like.
2. Recognize the purpose of the connector
a. According to several:
b. Not only… but also:
c. Finally:
38
1. Read and identify the connectors and their usages in this texts.
Sport is not Just a Leisure Activity
Despite the Colombian culture is a sedentary culture, nowadays more and more
people have discovered that exercising is the best way to avoid strees, to reduce
health problems.
Moreover, the physical apperance also is benefited by exercising . Althought

there are many products to lose weight and to reduce stress levels, practicing a
sport is the best way to keep the health. Therefore it is neccesary to integrate
physical activities to our schedule to live a better life.
2. Write the connectors you found

, ,
3. Look for new connectors to replace the connectors you found in the text
(synonyms of the connectors)
4. Write again the text with the new connectors you chose, using only the main
ideas expressed in the text:
Sport is not Just a Leisure Activity
• Now you know how to use different connectors to express your ideas in
English with cohesion and coherence. It improve your writing, reading and
speaking skills.
• Practice the new vocabulary when writing in order to remember forever.
39
Underline the connectors in the text
Physical Exercise
Physical exercise is any bodily activity that enhances or maintains physical fitness
and overall health and wellness.
It is done by various reasons including strengthening muscles and the
cardiovascular system, honing athletic skills, weight loss or maintenance, as well
as for the purpose of enjoyment.
Frequent and regular physical exercise boosts the immune system, and helps
prevent the "diseases of affluence" such as heart disease, cardiovascular disease,
Type 2 diabetes and obesity.
It also improves mental health, prevents depression, helps promoting or
maintaining a positive self-esteem, and can even increase an individual's sex
appeal or body image, which is also found to be linked with higher levels of self-
esteem.
Childhood obesity is a growing global concern and physical exercise may help
decrease the effects of childhood obesity in developed countries.
Health care providers often call exercise the "miracle" or "wonder" drug - alluding
to the wide variety of proven benefits that it provides.
1) Write the connectors you found
2) Look for new connectors to replace the connectors you found in the text.
3) Write again the text with the new connectors you chose, only including the
main ideas.
40
WORKSHOP 10
EXPRESSIVE PURPOSE: That students develop reading comprehension

showing their advances by following instructions and recognizing
prepositions.

Mini Gincana
Sources: 2 judges, a prize (candies) a lot of creativity and excellent attitude
Instructions:
-Spilt the group in two big groups
-Each group has to choose a representative name
-The first group start on the base # 1 and the second groups start in the base # 3
-Each group should surpass the obstacles (questions and physical proof). The judged must to certifies the
success of the proof
-The first group wins and the loser group gives the winners a prize (candies)
Bases
Base # 1
The name of a famous song in English
The group shows choreography (at least 3 different steps)
Base # 2
The name in English of a famous movie
The group does set of 10 squats
Base # 3
A famous person who speaks in English
Three different participants in each group shows a different dance step
A preposition links nouns, pronouns and phrases to other words in a sentence. The word
or phrase that the preposition introduces is called the object of the preposition. A
preposition usually indicates the temporal, spatial or logical relationship of its object to the
rest of the sentence. The most common prepositions are "about," "above," "across,"
"after," "against," "along," "among," "around," "at," "before," "behind," "below," "beneath,"
"beside," "between," "beyond," "but," "by," "despite," "down," "during," "except," "for,"
"from," "in," "inside," "into," "like," "near," "of," "off," "on," "onto," "out," "outside," "over,"
"past," "since," "through," "throughout," "till," "to," "toward," "under," "underneath," "until,"
"up," "upon," "with," "within," and "without."
Movement on(to) en, sobre, a

About por (alguna parte) out of fuera de
Across a través de, de un lado
Over por encima, durante, al
al otro
otro lado
Along a lo largo de
(a)round alrededor de Past pasado, pasadas (hora)
as far as hasta (un lugar) Through a través de, por
(away) from lejos de, distante de
To a, hacia
back from de regreso de
Between entre (entre dos) toward(s) Hacia
By en, por medio de Under debajo de
Down hacia abajo Up Arriba
in(to) en, dentro de Position
Off a cierta distancia de About sobre, acerca de
41
Above por encima de, más in spite of a pesar de

arriba de instead of en lugar de
Against Contra Of De
amid(st) entre, en medio de onbehalf of en nombre de (alguien)
among(st) entre (más de 2 ) Versus Contra
(a)round Alrededor With Con
At En Without Sin
Before antes de
Behind detrás de
Below debajo de
Beneath bajo, debajo de
Beside al lado de
Between entre (2 cosas o
personas)
In en, dentro de
in front of delante de, ante
inside (UK) dentro de
inside of (US)
Near cerca de
nextto al lado de, junto a
Off de, separado de
On Sobre
Opposite enfrente de
Underneath debajo de
Time
After después de
Before antes de
By para (fecha)
During Durante
On el ... (día, fecha)
Since Desde
To Hasta
until/till Hasta
More prep.
accordingto Según
ahead of por delante de
because of a causa de
but (= except) Excepto
bymeans of por medio de
dueto debido a
Except Excepto
For Para
in accordancewith de acuerdo con
in favo(u)r of a favor de
1. Let’s identify the prepositions in the text

STRETCHES
Neck forward flexion, areas involved: Posterior neck
Sit or stand upright. Keeping your shoulders in a neutral position let your head
hang forward. For a greater pull, interlock your hands on the back of your head
near the crown. Gently pull down on your head, keeping your chin tucked towards
your chest. Hold for ten seconds, and then gently increase the pull until slightly
more tension is felt. Hold for ten seconds.
42
Front shoulder stretch, areas involved: Chest, Shoulder, Biceps
Stand with your right arm straight and comfortably extended behind you and with
your palm on the wall. Slowly turn your body away from the wall until you feel mild
tension. Hold for ten seconds, and then turn slightly farther until you feel slightly
more tension. Return to the starting position and repeat the sequence with the left
arm.
2. Now recognize the function of the prepositions you found

a) On:
b) Near:
c) Toward:
d) Until:
e) Behind:
f) With:
g) From:
3. Now follow the instructions
1. Let’s identify and underline the prepositions in the text:
POSTERIOR SHOULDER STRETCH

AREAS INVOLVED: Posterior deltoids, Latissimusdorsi, and Rotator cuff
Stand or sit with the right arm slightly flexed and pulled across the chest. Grasp the
upper arm just above the elbow; place the left hand below the triceps.
Pull the right arm across the chest (towards the left) with your left hand. Hold for
ten seconds, and then gently increase the pull, until slightly more tension is felt.
Hold for ten seconds. Repeat the sequence on the opposite side
TOWEL STRETCH
AREAS INVOLVED: Shoulder girdle, Triceps, Latissimusdorsi.
While standing, drop a towel behind back. Reach behind back with your other arm
to grab low on the towel. Pull down on towel until a mild tension is felt in the upper
arm and shoulder. Hold for ten seconds. Gently increase the pull on the towel until
slightly more tension is felt. Hold for ten seconds. Repeat on the other side.
1. Now recognize the function of the prepositions you found
2. Now follow the instructions to stretch

43
1. With the help of your teacher, do a short conversation, by using all of

kind prepositions you can:
44
WORKSHOP 11
EXPRESSIVE PURPOSE: That I develop reading comprehension showing

by following instructions and recognizing prepositions.

Identifico ideas generales y específicas en textos orales, si tengo conocimiento
del tema y del vocabulario utilizado.
Directions:
Use the prepositions of location and write in your notebook the sentences,
according to the things that are pointed out: frog, lion, ruler, arrow, smile face, coin.
Grammatical categories
Noun–is a word used to name a person, place, thing, or idea. A noun can be a proper
noun or a common noun.
Pronoun–is a word that replaces a person, place, thing, or idea. Pronouns can act as
subjects or objects, and some can show possession.
Adjective–is a word used to describe, or modify, a noun or a pronoun. An adjective

describes “what kind,” “which one,” “how many,” or “how much.”
Verb–is a word that shows action or that indicates a condition or a state of being.
Adverb–is a word used to describe, or modify, a verb, an adjective, or another adverb. An

adverb describes how, when, where, or to what extent the verb performs.
Preposition–is a word used to show a relationship between a noun or a pronoun and

some other word in the sentence. Prepositions often show direction, location, or time.
Conjunction–is a word that connects other words or groups of words to each other. There
are three types of conjunctions: coordinating, subordinating, and correlative.
45
Interjection–is a word used to express emotion that has no grammatical relationship to

other words in the sentence. Interjections should be used sparingly and usually only
belong in narrative dialogue.
Definitions from: The Writing Tutor & Michele R. Acosta
Taking care of the planet

All the blood we've shared before?
Did you ever stop to notice
The crying earth the weeping shores?
What have we done to the world?

Look what we've done
What about all the peace
That you pledge your only son?
What about flowering fields?

Is there a time?
Earth Song by Michael Jackson What about all the dreams
That you said was yours and mine?
What about sunrise?
What about rain? Did you ever stop to notice
What about all the things? All the children dead from war?
That you said we were to gain Did you ever stop to notice
This crying earth this weeping shore?
What about killing fields?
Is there a time? Did you ever stop to notice
What about all the things All the blood we've shared before?
That you said was yours and mine? Did you ever stop to notice
This crying earth this weeping shore?
Did you ever stop to notice?
1. Identify the grammatical categories in the song
Noun Pronoun Adjective Verb
2. Now answer some questions according to the grammar categories you have
established:
a. Are the nouns related to a similar topic?
b. What are the pronouns indicating?
c. What is the function of the adjectives in this song?
d. What are the verbs indicating?
3. Now let’s write our conclusions according to the analysis of the words.
4. Now let’s discuss about the lyrics (each student participates in an oral way,
by using the vocabulary he or she knows)
46
TEARS OF NATURE
a villanelle (Taken from kingpoetry)
I think I just heard Mother Nature cry, We develop rocket ships that fly,
Or was it one more broken, falling But still can’t stop pollution of the sea,
tree? I think I just heard Mother Nature cry.
You’d think we’d learn as time goes
speeding by. Headlines: One more species set to
die,
They tell us there’s a big hole in the Keep it quiet…use diplomacy,
sky, You’d think we’d learn as time goes
We won’t believe in something we speeding by.
can’t see,
I think I just heard Mother Nature cry. Worry on the future? Pass it by!
How can preservation start with me?
Coal-fired chimneys reaching up so I think I just heard Mother Nature cry.
high,
Even though the solar power’s free, You’d think we’d learn as time goes
You’d think we’d learn as time goes speeding by.
speeding by.
1. Identify the grammatical categories in the song:

Nouns Pronoun Adjective Verb
2. Now answer some questions according to the grammar categories you have
established:
a. Are the nouns related to a similar topic?
b. What are the pronouns indicating?
c. What is the function of the adjectives in this song?
d. What are the verbs indicating?
3. Now let’s discuss about the poem’s message (each student participates in
an oral way, by using the vocabulary he or she knows).
47
Cut and paste two pictures, for each one, write three sentences in order to apply
the grammar categories you learned in this session:
48
WORKSHOP 12
WEEK :FROM TO 201 HOURS:
EXPRESSIVE PURPOSE: That I develop oral production by making

presentations about ecology and analyzing statistical graphics.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Hago
exposiciones ensayadas y breves sobre algún tema académico de mi
interés
Put who-what-where-when-why and how, in the gaps.
A: is your teacher’s
name? A: do you like singing? A: is she going?
B: her name is Sarah. B: because I want to be a singer. B: she is going to the zoo.
A: you go to school? A: are you so happy?

A: is flying the kite? B: because I got all the correct
B: he’s my brother, Steve. B: we go to school by bus.
answers.
1) Yes/No questions - be Subject and verb change their Are you happy?
position in statement and question. Is she from Mexico?
We always use the short answer,
not only "Yes" or "No". This sounds
rude. So If the answer is "Yes", we
always use the long form.
2) Questions with question What, where, when, who, Where are you from? I'm
words – be. Question word whose, whom, which, why from Stuttgart.
Verb Rest Answer
3) Yes/No Questions and Auxiliary Subject Verb Rest Yes/No Have you got a cat? Yes, I
short answers - have Subject Auxiliary (+ n't) have.
4) Questions with question What, where, when, who, Where have you got your
words – have. Question whose, whom, which, why ruler?
word Auxiliary Subject Verb
Rest Answer Where do you have your
ruler?
5) Questions without Auxiliary Subject Verb Rest Yes/No Do you read books? Yes, I
question words in the Simple Subject Auxiliary (+ n't) do.
Present
6) Questions with question Question word Auxiliary Subject What do you play on your
words in the Simple Present Verb Rest Answer computer? I play games
on my computer.
49
7) Questions without Auxiliary Subject Verb Rest Yes/No Did Max play football?
question words in the Simple Subject Auxiliary (+ n't) Yes, he did.
Past
8) Questions with question Question word Auxiliary Subject What did you do yesterday
words in the Simple Past Verb Rest Answer evening? I did my
homework.
9) Subject question Question word Verb Rest Subject Who runs to the shop?
Verb Object - Place - Time Peter runs to the shop.
10) Object question Question word Auxiliary Subject Who do you like? I like
Verb Rest Answer my mum.
Look at a global warming chart to understand what is happening in the world around us.
This matter is very important it needs our full consideration. The different global warming
charts that you can find on the internet all show the different ways that people look at the
world that we live in.
Real charts and information taken from: http://www.theglobalwarmingoverview.com
1. Now let’s interpret the graphic by answering some questions:
a. What is the chart about?

b. What is the problem the chart mention?
c. How is the temperature in the latest years?
d. Why do you believe the temperature has increased?
50
By paying attention to this information you can nip global warming in the bud long before
trouble becomes a daily word. This is why we all need to pay attention. As we all live on
earth, seeing the direction that a global warming chart is taking us, we can see if we are
heading for clear sunny skies or storm laden days.
a. What is the chart about?
b. When has been taken the information?
d. Which changes are mentioned in the graphic?
e. Why do you believe theses changes have happened?

51
Pollutants
10
9
8
7
6
5
Pollutants
4
3
2
1
0
Sediment Fertilizer Pesticides Gas Toxic Oil Waste
a. What is the graphic about?
b. What are the variables included in the graphic?
c. Why do you believe the variable affects the global warming?
2. Look for statistical graphics about global warming and explain the graphic with a
presentation in groups.
52
INSTITUCIÒN EDUCATIVA TECNICA

AGROPECUARIA ALFREDO NOBEL
LESSON GUIDE
SCHOOL YEAR:
PERIOD: SECOND
53
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 feel enthusiasm by using English as second language.
COGNITIVE: That we understand how to contrast information and express our opinions
according to tour likes and dislikes using modal verbs and agreement and disagreement
expressions.
EXPRESSIVE: That we express our opinions by using modal verbs and agreement and
disagreement expressions.

• Represento, en forma gráfica, la información que encuentro en textos que
comparan y contrastan objetos, animales y personas.
• Expreso mis opiniones, gustos y preferencias sobre temas que he trabajado en
clase, utilizando estrategias para monitorear bien sea mi pronunciación,
ortografía, coherencia, entre otros.

Competencia Pragmática • Labeling pictures.
y Lingüística:
• To establish comparisons.
• Describing or telling simple situations.
• To express agreement and disagreement.
Competencia Pragmática • Completing conversations.
y Sociolingüística: • Interpreting drawings
• Classifying vocabulary in word family
• Giving examples to support the point of view.
• Contrasting ideas
EJES TEMÁTICOS
• REVIEW (comparative and superlatives, comparative of equality and similarity,
connectors).
• AGREEMENT AND DISAGREEMENT EXPRESSIONS (present simple, past simple,
past and present continuous, modals; have to/must/should).
DIDÁCTICAS
Los estudiantes colocan a prueba sus habilidades para leer comprehensivamente y para
realizar inferencias directas. Con esta didáctica se potencia la operación intelectual decodificar.
Los estudiantes potencian sus capacidades de comprehender las preguntas y de expresar
respuestas cada vez con mayor profundidad y sentido. También se potencian varias
operaciones intelectuales tales como: interpretar, comprehender, relacionar.
Los estudiantes tienen la oportunidad de desplegar su creatividad expresando el significado de
la proposición a través de diferentes lenguajes y disfrutando plenamente del aprehendizaje. Con
esta didáctica se potencia la operación intelectual codificar.
54
DIAGNOSTIC TEST
1. How much do you know about animals? Write their names
2. Do you know about sports? Write the names of the sports you know
3. Do you enjoy eating? Write the names of 5 healthy food products and 5
junk food products.
55
WORKSHOP 13
TOPIC: PAST TENSE.

TIME: WEEK: 201_ HOURS:
EXPRESSIVE PURPOSE
That I write and read about unexpected past events:.

Expreso mis opiniones, gustos y preferencias sobre temas que he trabajado
en clase, utilizando estrategias para monitorear bien sea mi pronunciación,
Time to practice! Put the verbs in brackets in the past simple.

My father (be) born on August 18, 1968. When he (be) a
child, he (be) very curious and he (be) also extremely
messy! He (have) lots of toy cars and he (like) them very
much. He (not like) playing with dolls, of course!
My mother (be) born on March 22, 1974. She (be) a very
small baby. When she (be) a child, she (be) quite patient
but very absent-minded. She (have) a red fox. It (be) her
favourite toy. She (like) it very much. She (not like) carrots.
Reading and writing tips
To read
1. Choose material at the right level

2. Take the time to do a good job
3. Don’t distract yourself (Stay on task)
4. Tackle manageable segments
5. Don’t translate but use a dictionary
6. Don’t expect to understand everything (use the context, make
inference)
7. Take notes and ask yourself some questions
8. Read it again
To write:
1. Take into account cultural differences and Rhetorical Style (Read

examples)
2. Don’t translate!
56
3. Time Management (remember writing in a second language will take

more time than in your first language)
4. Plan before you write.
5. Pay attention to grammar and vocabulary (Put away your grammar
book and dictionary)
6. Seek out transition and connector words.
7. Ask for feedback.
8. Edit your mistakes.
9. Keep a running list of mistakes you make.
10. And the most important don’t stress too much about grammar and
vocabulary, and focus instead on communication, the most important
reason we write.
Sources:
Vanderbilt University (www.vanderbilt.edu/writing)
Ignatius Graham in Languages, May 13, 2008
Let’s apply the reading tips:
I was aware of everything all at once -the trees, the right turn attempt to avoid the
big Chevy that would have caused a different accident, my church books on the
seat, how bright blue the sky was, the position of cars in my rear view mirror.
I was aware of every other street and car and pedestrian and sidewalk and house
that caught my eye. When I look back, it's as though I had 360 degree vision.
I noticed the curb in front of me, but my car was sliding toward it. "Oh God, don't let
me slam into that curb." I knew that hitting the curb would have changed what was
happening so much, but with that thought...
Pow!...I heard a strange noise and then I was looking through white fog. For a
moment....just a moment....I asked if I was dead, and honestly, I was waiting for
people to step through to greet me. Those expectations didn't last long as the
answer fell into my mind that the airbags exploded.
The airbag powder cleared quickly since the air conditioner fan was still running.
Now I could see cars stopped outside and people from across the street were
staring. That's what people do. They stare.
It will continue…
• Take notes and ask yourself some questions
a) Who is the main character?

b) When does the situation take place?
c) What happened?
d) Underline the past actions in the text.
57
Let’s continue with the reading (apply the same steps)
Then I felt frightened. "Could I be hit from other cars that don't see me?" I opened
the door not knowing what I was to step into. The warm, bright sunlight hit my face
and I felt better. It was familiar. I was alive.
I saw the Chevy Silverado that barreled through the red light. This wasn't just any
car accident story, this was happening right now. I ran over to check if the young
driver was injured. "Are you OK?," I yelled through the glass. His head was down,
eyes closed and he didn't respond.
In a flash of a second I thought I was looking at a dead man. I pounded on the

window and yelled again. This time I saw slight movement. What could I do to help
him? And I yelled and pounded once more as the reality of this entire experience
was falling in on me. His eyes started to open and with the most searching look he
gently shook his head "Yes."
• Take notes and ask yourself some questions
a) What is the unexpected event in this story?
b) Who is the other character?
c) And how does the story end?
• What do you remember about the tenses? Underline with red the past tense
of the verbs in the story and underline with blue the past continuous.
• Circle the connectors you found in the reading.
• Read again all the story and pay attention to the new details to have a better
comprehension.
Now let’s apply the tips to write in a correct way! (Ask your teacher)
Make a summary of the story by using synonyms of the adjectives used in the
story. Add connectors.
58
Work with your teacher!!!
Taking into account the tips to write in a correct way, write a story about an
unexpected event
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WORKSHOP 14
TOPIC: COMPARATIVES.
EXPRESSIVE PURPOSE
That I develop reading comprehension by understanding the use of the
comparatives.
Represento, en forma gráfica, la información que encuentro en textos
que comparan y contrastan objetos, animales y personas.
Look at the images and compare:

60
REVIEW: COMPARATIVES
Form the comparative and superlative forms of a one-syllable adjective by

adding – er for the comparative form
• Camila is older than her sister
If the one-syllable adjective ends with a single consonant with a vowel before
it, double the consonant and add –er for the comparative form
• This house is bigger than your house
If the two-syllable adjectives ends with –y, change the y to i and add –er for
the comparative form.
• Andrew is happier than Michael
For adjectives two-syllable adjectives, or with three syllables or more, you

form the comparative with more
• Juliet is more intelligent than her cousin
Exceptions with Irregular adjectives.

Good - better
• This car is better than my car
Far - farther
• The new house is farther than the old house
1. Use the word bank to compare these animals taking into account the
cognitive stage.
Word bank
Heavy – fast – furry – dangerous – friendly – lazy
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1. Read and underline the comparisons in the following text:
Canidae
Canidae is the biological family of carnivorous and omnivorous mammals that

includes wolves, foxes, jackals, coyotes, and domestic dogs. A member of this
family is called a canid. The Canidae family is divided into two tribes: Canini
(related to wolves) and Vulpini (related to foxes). The two species of the basal
Caninae are more primitive and do not fit into either tribe.
Wild canids are found on every continent except Antarctica, and inhabit a wide
range of different habitats, including deserts, mountains, forests, and grassland.
They vary in size from the fennec fox at 24 cm (9.4 in) long, to the gray wolf, which
may be up to 2 m (6.6 ft) long, and can weigh up to 80 kg (180 lb).
With the exceptions of the bush dog, raccoon dog and some domestic breeds,
canids have relatively long legs and lithe bodies, adapted for chasing prey. All
canids are digitigrade, meaning that they walk on their toes. They possess bushy
tails, non-retractile claws, and, except the African wild dog (Lycaon pictus), a
dewclaw on the front feet. They possess a baculum, which together with a
cavernous body helps to create a copulatory tie during mating, locking the animals
together for up to an hour. Young canids are born blind, with their eyes opening a
few weeks after birth.
2. Complete the following sentences using comparatives:
a. Canids are than Fennec Fox
b. The legs of the bush dog are than the legs of other canids.
c. Domestic dogs are than foxes
d. The gray wolf is
3. According to the reading answer the following questions
3.1 The text is about
a. The origin of the dog

b. The family of the dog
c. The dangerous of the canidaes.
d. The characteristics of the canidaes.
3.2 The purpose of the author is:
a. To strike the audience with his wide knowledge

b. To worry the audience about the canidae.
c. To explain the canidae’s characteristics
d. To propose a possible origin of the dogs.
3.3 After the reading we can conclude that:
a. Although foxes and dogs belong to the same family they are quite different.
b. Foxes and coyotes are cousins.
c. The canidae is a very close family.
d. The wolves, foxes, jackals, coyotes, and domestic dogs are relatives.
62
WORKSHOP 15
EXPRESSIVE PURPOSE
That I develop reading comprehension by understanding the use of the
superlatives.
Represento, en forma gráfica, la información que encuentro en textos que
Complete the following survey:

63
REVIEW: SUPERLATIVES
There are two types of superlative: relative and absolute.
The relative superlative describes a noun within the context of some larger group.
• Felipe is the smartest boy in his group
In English, the relative superlative is formed by using the word "most" or the ending
"-est.". :
If the one-syllable adjective ends with a single consonant with a vowel before it,
double the consonant and add –est for the superlative form
• Douglas is the tallest of the school
If the two-syllable adjectives ends with –y, change the y to i and add –est for the
comparative form.
• Sophie is the happiest girl of her family
For adjectives two-syllable adjectives, or with three syllables or more, you form the
superlative with most
• The 8th grade is the most enthusiastic group
The absolute superlative does not describe the noun in the context of a larger
group. The absolute superlative for adjectives has three possible forms:
The house is very big
The ring is extremely expensive.
This experience is indescribably wonderful
Read and underline the superlatives
Extreme Sports
While use of the term "extreme sport" has been extremely spread far and wide to
describe a multitude of different activities, exactly which sports are considered
'extreme' is debatable. There are however several characteristics common to most
extreme sports. While not the exclusive domain of youth, extreme sports tend to
have a younger-than-average target demographic. Extreme sports are rarely
sanctioned by schools. Extreme sports tend to be more solitary than traditional
sports. In addition, beginning extreme athletes tend to work on their craft without
the guidance of a coach (though some may hire a coach later).
Activities categorized by media as extreme sports differ from traditional sports due
to the higher number of inherently uncontrollable variables. Athletes in these
activities compete not only against other athletes, but also against environmental
obstacles and challenges. These environmental variables are frequently weather
and terrain related, including strongest wind, the most freezing snow, the deepest
waters and highest mountains. Because these natural phenomena cannot be
controlled, they inevitably affect the outcome of the given activity or event.
In a traditional sporting event, athletes compete against each other under

controlled circumstances. While it is possible to create a controlled sporting event
such as X Games, there are often variables that cannot be held constant for all
athletes. Examples include snow conditions for snowboarders, rock and ice quality
for climbers, and wave height and shape for surfers.
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Whilst traditional sporting judgment criteria may be adopted when assessing

performance (distance, time, score, et cetera), extreme sports performers are often
evaluated on more subjective and aesthetic criteria. This results in a tendency to
reject unified judging methods, with different sports employing their own ideals and
indeed having the ability to evolve their assessment standards with new trends or
developments in the most exciting sports.
1. Use the superlatives in new sentences
a. The most extreme activities

b. The strongest obstacles
c. The most freezing winds
d. The deepest lakes
e. The highest building
f. The most exciting experiences.
The most exciting sports
Bungee Jumping
This is one of the most popular extreme sports the world over. Bungee jumping is
an activity which involves jumping from a tall structure, wherein the person is tied
to a large elastic chord. It is maybe one of the most dangerous sports having into
account that the nervous system can be affected. What happens is when the
person jumps, the cord which is tied stretches and the jumper flies upwards again
and the cord snaps back. This leads the jumper to oscillate up and down till the
energy is dissipated. The idea is to jump from the tallest height in order to feel the
strongest emotion.
Road races
Track bicycles are used for track cycling in Velodromes , while cyclo-cross races
are held on the most rugged outdoor terrain, which is performed on the most
dangerous road, smoothest grass, and densest mud. Riders in cyclocross must
get off their bikes at certain intervals and hop over highest barriers. Time trial
races, another form of road racing require a rider to ride against the clock. Time
trials can be performed as a team or as a single rider. Bikes are changed for time
trial races, using aero bars. In the last decade, mountain bike racing has also
reached international popularity and is even an Olympic sport and one of the most
famous around the world
2. Make a list of the superlatives you found in the text:
4. In your opinion, what is the most exciting sport?

65
The extreme Sports

The sport carries to an extreme and it is associated to the risks of a specific
physical activity, it is possible to determine that certain sports had had from their
beginnings certain danger that bears its practices.
But nowadays the biggest wheels and strongest motors bring an a new
generation of sports: the adventure racing adventure careers, the motocross in
prepared circuit, land yachting career of racing cars with wheels and it veils in
beach sands and plains, mountain bike mountain cycling, speed bike mountain
cycling on snows, street luge descent in hills of urban streets and highways,
powerboat racing careers, ice yachting career of vehicles with kitchen knives and it
veils in ice lakes
The most wonderful glaciers have popularized a series of alternatives
transforming to these fields into a true show of masses, decorated with the
strongest music and the most energetic drinks. Snowboarding is the queen of
snow, with an impressive retinue of enthusiasts to "crack chart", the snowshoe
descents in rackets of snow, the speed ski descents way alpine ski, free and
vertical steep ski descents of glaciers, they are well sports that refresh the highest
mountains of snow, it is necessary to think if people's massive invasions alters the
natural life and the essence of the sport somehow.
The most turbulent waters, the widest rivers and the sea have their
followers, the rafting descents for waters of turbulent rivers, the kayak and their
incursion for different types of water, the Surf the traditional chart sport in the most
dangerous marine waves.
(Taken and modified from http://www.altiplanoextreme.com/adventure/cruces.htm)
1. Write the superlatives you found in the text:
3. What is your opinion about extreme sports?

66
WORKSHOP 16
EXPRESSIVE PURPOSE
That I develop reading comprehension by understanding comparative of
equality and similarity.
Complete the table. Pay attention and don't forget than or

the.
ADJECTIVE COMPARATIVE SUPERLATIVE

Good
Nicer than
The most annoying
Cheaper than
Expensive
Bad
Bigger
The tallest
Prettier
Fast
Happier
The smallest
Sadier
Boring
Comparatives of equality
We use as + adjective + as to say that two things are equal in some way.
When comparing with as .. as, the adjective does not change.
• The new house is as big as your house
• The dog is as smart as the cat
We use not as to say that two things are not equal in some way.
• Mary is not as tall as me.
• That book is not as long as your book.
Comparatives of similarity
To say that people, things or actions are similar in a way, we can use as and
like. Adverbs such as too, also and as well can also be used.
• Charles looks just like his brother.
• He fought like a lion.
• He fought as a lion does.
• The papers were late and the post was too.
67
Structures such as so do I and neither do I can also be used.

• She doesn’t like meat, and neither do I.
• She likes music, and so do I.
To say that people or things are identical in a way, we can use the same as.
• Her eyes are just the same color as mine.
To talk about differences we use the negative forms of these structures.

• She doesn’t look like her mother.
• Her eyes are not the same color as yours.
Read and underline the sentences that indicate comparisons:
Health Foods (http://nutritioncrashcourse.com)

Apples vs Donuts
What makes an apple healthier than a donut? What really is the difference
between a food that builds health, and one that doesn't? It's an important
distinction, since many children today consume over half their diet as highly
processed, empty caloric foods. And not just at home, but even from junk
food in school.
Food Additives - 4000 and Counting
Two basic things separate a health building food from a junk food. First,
junk food suffer nutrient loss from the refining process, often wiping out
much of the vitamin, mineral, phytonutrient and fiber content. This generally
occurs by stripping away nutritious parts by excessive heating or exposure
to air.
Second, there is an onslaught of over 4000 artificial additives put in junk

foods today, ranging from artificial sweeteners, artificial colors and
preservatives, to chemically altered fake fats. Additives are often poorly
tested, can have unforeseen effects, and are rarely tested in combinations.
NutraSweet side effects alone have accounted for a huge number of
complaints to the FDA.
1. Rewrite the comparisons found in the reading by using comparative

of equality and similarity (inferences)
2. Now answer according to the reading:
2.1 What’s the difference between apples and donuts?
2.2 Why should we avoid junk food?
2.3 What’s the author’s intention?

68
1. Read and underline the sentences that indicate comparisons:
Benefits of Organic Food
Besides additives, many toxins can get into foods too, either from pollution
or from unhealthy farming practices such as heavy pesticide use, or growth
hormones and antibiotics fed to cattle. Some of these toxins are not easy to
get rid of, and at the very least your body has to waste energy and nutrients
trying to remove them. Organic food has gained popularity largely because
its growers try to avoid such toxins.
Whole Foods, Simply Nutritious
Ultimately, healthy foods are simply ones that are as close as possible to
what God intended, foods with their nutrients intact, and a minimum of
toxins. Be wary of processed and fast foods that have mile long ingredient
list, with names you can hardly pronounce. The best foods have no
ingredient list. An apple is just that, an apple! The more of those foods in
your diet, the better.
2. Rewrite the comparisons found in the reading by using

comparative of equality and similarity (inferences)
3. Now answer according to the reading
a. What’s the author’s intention?
b. Do you agree with the reading?
c. What are the characteristic of organic food?
4. Write some comparative sentences about organic food:

69
1. Compare each food by using similarity and equality comparatives

70
WORKSHOP 17
EXPRESSIVE PURPOSE
That I develop writing production by understanding the use of the some
modal verbs.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Expreso mis
opiniones, gustos y preferencias sobre temas que he trabajado en clase, utilizando
estrategias para monitorear bien sea mi pronunciación, ortografía, coherencia, entre
otros.
Match the picture with the corresponding sentences:
1. The baby could be an excellent student

2. The dog can skate by the streets
3. The student will be able to get a job
4. May we play Tennis as well as this tennis player does?
Modal verbs do not follow the pattern of normal verbs.

We use the modal verbs according to the intention we have, for example, there are
a group of modal verbs to indicate possibility, request or permission:
• Can/Could
• Be able to
• May/might
We can express our ideas in English (ability or possibility)

Can I ask you something? (Permission)
Can you help me? (Request)
Could I go to your house tonight? (Permission)

Could you explain me? (Request)
They could be more careful (suggestion)
I could have a big house (possibility)
We will be able to speak in English (ability)

May I go to the bathroom?
71
What are the possibilities they have?
1. By using modals of ability or possibility write sentences to express some

ideas about the pictures:
2. Complete the text by using the modal verbs: Can, could, be able to, might,
may
Most of the children, who have been stimulated since their earliest years, develop
incredible abilities. These children are acquire special
characteristics which make them different from others. But there are other cases of
extraordinary artists who have discovered their talents in their teenage,
they develop the same abilities as stimulated babies?
all the stimulated babies become artist or scientist? There are

some possibilities that stimulated babies develop some
abilities easily, but it is not necessary that all of them can be successful people in
the areas where there were stimulated. In conclusion we ask a
question: parents stimulate their babies? Yes, they
, but taking into account that their babies abilities just depend on
their own likes.
3. According to the reading what are the suggestions you could give to their
parents? Use modal verbs:
72
What are the possibilities they have?
1. Using the modal verbs express some ideas about the pictures:
2. Complete the sentences with modal verbs:
a. The students --------- win the prize

b.I tell you something?
c. I --------- speak English
d. They ----------make a better job
Answer according to your opinion:
1. What can you do to develop your abilities?
2. What could your parents do to help you in your academic process?
3. What can you do to learn English?

73
4. What are you able to do to improve your language proficiency?
According to the pictures write sentences in order to express possibility,

permission or a request
a.
b.
c.
d.
74
WORKSHOP 18
TOPIC: Modal verbs.

EXPRESSIVE PURPOSE
That I can give advice by understanding the use of some modal verbs.

Represento, en forma gráfica, la información que encuentro en textos
que comparan y contrastan objetos, animales y personas.
Read, reflect and discuss with your group
We use Must to express necessity, obligation or prohibition
• She must arrive early

• They must do the homework
We use Shall with I and We to offer, to express suggestion or to ask what to do

• Shall I help you?
• Shall we practice sports?
Should is used to say what’s right or correct, to express recommendations or to

talk about uncertain predictions
• They should talk about their problems

• We should read more about that topic
• Number of students should increase next year.
Other way to say what’s right or correct is using ought to
• We ought to take care of our environment

• Governments ought to spent more money in educational projects
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1. Read and underline the modal verbs

Lyrics I should go by Levi kreis
I don't mean to leave you with a trivial
(Piano lead-in) excuse
And when you call tomorrow, I'll know
Here we are what to do
Isn't it familiar?
Haven’t had someone to talk to Chorus
In such a long time
And it's strange Here we are
All we have in common Isn't it familiar
And your company was just the thing I Haven't had someone to talk to
needed tonight In such a long time
Somehow I feel I should apologize And it's strange
Cuz I'm just a little shaken All we have in common
By what's going on inside And your company was just the thing I
needed tonight
Chorus: Somehow I feel I should apologize
Cuz I'm just a little shaken
I should go By what's going on inside
Before my will gets any weaker
And my eyes begin to linger Chorus
Longer than they should
I should go It's so hard
Before I lose my sense of reason Keeping my composure
And this hour holds more meaning And pretend I don't see how
Than it ever could Your body curves beneath your
I should go clothes
I should go And your laugh
Baby, I should go Is pure and unaffected
It frightens me to know so well the
It's so hard place I shouldn't go
Keeping my composure I know I gotta take the noble path
And pretend I don't see how Cuz I don't want you to question
Your body curves beneath your The intentions that I have
clothes
And your laugh Chorus
Is pure and unaffected
It frightens me to know so well the I don't mean to leave you with a trivial
place I shouldn't go excuse
I know I gotta take the noble path And when you call tomorrow, I'll know
Cuz I don't want you to question what to do
The intentions that I have
Chorus
Chorus
2. Answer some questions
a. What is the function of the modal verbs in this song?

b. What is the topic of the song? What do you think about this situation?
c. What is your advice to this situation? Use modal verbs
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1. Listen and fill the gaps with the correct word
You are beautiful by Christina Aguilera
Spoken Yes, words won't bring you down

(Don't look at me) Don't you bring me down ...
Every day is so No matter what we do

And suddenly, it's to (no matter what we do)
breathe No matter what they say
Now and then, I get insecure (no matter what they say)
From all the fame, I'm so When the sun is shining through
Then the clouds won't stay
I am no matter what they
say And we go
Words can't bring me down (everywhere we go)
I am in every single way The sun won't shine
Yes, words can't bring me down (sun won't always shine)
So don't you bring me down But will find a way
All the other times
To all your you're delirious We are no matter

So consumed in all your doom what they say
Trying hard to fill the Yes, words won't bring us down
The piece is gone and the puzzle We are no matter what
undone they say
That's the it is Yes, words can't bring us down
Don't you bring me down
You are no matter what
they say Don't you bring me down today
Words won't bring you down Don't you bring me down today.-
You are in every single way
2. Now let’s rewrite some of the ideas of the song by using modal verbs:
3. Discuss with the group about the song’s message by using modal
verbs (let students express their opinions in an oral way according to
their level)
4. It’s time to reflect: Answer the questions using modal verbs:

a. Should I pay attention to all people’s comments around me?
b. Should we be like other people want us to be?
c. Must we express all our opinions about other people’s lives?
d. Must we think about other before expressing our opinions?
77
According to the pictures write an advice to each image using modal verbs:
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WORKSHOP 19
TOPIC: Modal verbs.

EXPRESSIVE PURPOSE
That I can express permission by understanding the use of some modal
verbs.
1. What do you think is the message of the picture?

2. What’s your advice to take care of our planet?
Will is used to: make instant decisions
• I can’t spend more time, so I will return

• I will visit the doctor next week
Would is used to ask for permission, to request make arrangements or Invitations

• Would you mind waiting a moment?
• Would you explain again please?
• Would you like to go to the concert?
Have to is used to express obligation or express certainty that something is true

• She has to work tomorrow
• We have to study to get our goals
Need is used to give advice or to express obligation

• You need to study a lot to pass the exams
• They need to visit the doctor
79
1. Look at Andrew’s schedule and identify obligations (use colors)

Time Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Morning Go to the Go to the Go to the Go to the Go to the Go to the
school school school school school church
Go to the
swimming
pool
Afternoon Do Do Do Do Do Relax Relax

homework homework homework homework homework
Take care Visit the Meeting Play Go to the

of baby doctor with tennis museum
brother classmates
Evening Go to the Go to the Go to the Take Go to the Visit Stay at

Gym gym gym English movie grandparents home
class
Night Watch TV Take the Take the Take the Take the Take the pills Take the
pills pills doctor pills pills doctor sent pills
doctor sent me doctor doctor me doctor
sent me sent me sent me sent me
2. Rewrite the Andrew’s activities using the following modal verbs:

have, would or will
80
1. Identify Louis’s obligations:

Morning Work Work Work Work Work
Afternoon Make a Go to the Meeting Go to the Meeting Take

project library with supermarket with the piano’s
classmates director of class
the
project
Evening Go to the Go to the Go to the Go to the Go the Share with

university university university university university friends
Night Do Do Do Do Go to the
homework homework homework homework cinema
2. Rewrite his obligations by using modal verbs:
a.
b.
c.
d.
e.
f.
3. Rewrite his other activities using the negative form of modal verbs:
a.
b.
c.
d.
e.
f.
81
Ask a partner about his or her obligations and complete the following chart
Morning
Afternoon
Evening
Night
Write sentences about his or her obligations using modal verbs:

82
WORKSHOP 20
TOPIC: Expressing cause and effect.

EXPRESSIVE PURPOSE
That I develop reading comprehension and writing production by
understanding the function and the meaning of because, due to, however,
but, and, certainly
Expreso mis opiniones, gustos y preferencias sobre temas que he trabajado
en clase, utilizando estrategias para monitorear bien sea mi pronunciación,
What is her problem? What is causing it? What could be the

consequences?
Write short phrases giving an answer:
Cause and effect
Different, due to, because of . . .
The word pairs “because of” and “due to” are not interchangeable. The reason
they are not is that they “grew up” differently in the language.
To be more precise, with their attendant words, “due to” and “because of”
operate as adjectival and adverbial prepositional phrases. To understand how the
functions of “due to” and “because of” vary, look at these sentences.
1. His defeat was due to the lottery issue.
2. He was defeated because of the lottery issue.
In sentence #1, his is a possessive pronoun that modifies the noun defeat. The
verb “was” is a linking verb. So, to create a sentence, we need a subject
complement after the verb “was.” The adjectival prepositional phrase “due to the
lottery issue” is that complement, linked to the subject by “was.” Thus, it modifies
the noun defeat.
83
But in sentence #2, the pronoun "he" has become the sentence's subject. The
verb is now “was defeated.” As reconstructed, “He was defeated” could in fact be a
complete sentence. And “due to” has nothing to modify. It's an adjective,
remember? It can't very well modify the pronoun “he,” can it?
In informal speech, we probably can get by with such improper usage as “His
defeat was because of the lottery issue,” and “He was defeated due to the lottery
issue.” But we shouldn't accept that kind of sloppiness in writing. We don't want to
look stupid among those in the audience who know better. If we show them we
don't care about the language, how can we expect them to believe us when we tell
them that we care about the facts?
Explanation taken from: http://web.ku.edu
1. Read and identify expressions that indicate cause:
What causes eating disorders?
There is no simple answer, but these ideas have all been suggested as
explanations:
Social pressure
Our social surroundings powerfully influence our behavior. Societies which don’t
value thinness have fewer eating disorders. Places where thinness is valued, such
as ballet schools, have more eating disorders. ‘Thin is beautiful’ in Western culture.
Television, newspapers and magazines show pictures of idealised, artificially slim
people. So, at some time or other, most of us try to diet. Some of us diet too much,
and slip into anorexia.
Lack of an “off” switch

Most of us can only diet so much before our body tells us that it is time to start
eating again. Some people with anorexia may not have this same body "switch"
and can keep their body weight dangerously low for a long time.
Control
It can be very satisfying to diet. Most of us know the feeling of achievement when
the scales tell us that we have lost a couple of pounds. It is good to feel that we
can control ourselves in a clear, visible way. It may be that your weight is the only
part of your life over which you feel you do have any control.
Puberty
Anorexia can reverse some of the physical changes of becoming an adult – pubic
and facial hair in men, breasts and menstrual periods in women. This may help to
put off the demands of getting older, particularly sexual ones.
It will continue…
2. Rewrite the phrases that indicate cause in the text using due to ,
because or because of…
84
1. Read and identify expressions that indicate cause:
Other causes of the eating disorders
Family
Eating is an important part of our lives with other people. Accepting food gives
pleasure and refusing it will often upsets someone. This is particularly true within
families. Saying “no” to food may be the only way you can express your feelings, or
have any say in family affairs.
Depression
Most of us have eaten for comfort when we have been upset, or even just bored.
People with bulimia are often depressed, and it may be that binges start off as a
way of coping with feelings of unhappiness. Unfortunately, vomiting and using
laxatives can leave you feeling just as bad.
Low self-esteem
People with anorexia and bulimia often don’t think much of themselves, and
compare themselves unfavorably to other people. Losing weight can be a way of
trying to get a sense of respect and self-worth.
Emotional distress
We all react differently when bad things happen, or when our lives change.
Anorexia and bulimia have been related to:
■ life difficulties
■ sexual abuse
■ physical illness
■ upsetting events - a death or the break-up of a relationship
■ important events - marriage or leaving home.
The vicious circle

An eating disorder can continue even when the original stress or reason for it has
passed. Once your stomach has shrunk, it can feel uncomfortable and frightening
to eat.
Physical causes
Some doctors think that there may be a physical cause that we don't yet
understand.
3. Let’s use “because” and “due to” to express the causes we found:
85
1. Why did it happen? Write sentences using “because” and “due to”
2. Why do you have to take care of your body in a healthy way? use
“because” and “due to” to express your ideas.
86
WORKSHOP 21
TOPIC: Stating opinion.

EXPRESSIVE PURPOSE
That I develop reading comprehension and writing production by using
different expressions to ask an opinion or to give an opinion about the animal
world.

opiniones, gustos y preferencias sobre temas que he trabajado en clase,
utilizando estrategias para monitorear bien sea mi pronunciación, ortografía,
coherencia, entre otros.
What do these images represent? Do you agree with these kind of activities?
Common and useful expressions to ask for and to give opinions
• In my opinion...
• The way I see it...
• If you want my honest opinion....
Stating an opinión • According to Lisa...
• As far as I'm concerned...
• If you ask me...
• What's your idea?

• What are your thoughts on all of this?
• How do you feel about that?
• Do you have anything to say about this?
Asking for an opinon
• What do you think?
• Do you agree?
• Wouldn't you say?
87
Read and answer by expressing your opinion
1. What is the problem mentioned in the text?

2. What is the point of view of the writer?
Since the dawn of time, man has had various uses for animals. Until the eighteen
hundreds, the predominant use was for food and clothing. Today, animals appear
to exist for another purpose: providing a form of entertainment for mankind. Using
an animal for entertainment is not necessarily a bad thing. A problem arises when
training practices and animal stunts cross the line between humane and inhumane
treatment. When the line is crossed, the use of animals for man’s entertainment
can be classified as inhumane and immoral.
Organized religion has long been the keeper of human morality. With verses in
Genesis saying that God has given mankind power over everything and other
theological doctrines indicating that man is the protector species and should
defend weaker creatures, religion empowers man over animals as it dictates
protective behavior toward those animals. Theology instructs man to never lose
sight of the fact that the same Holy Spirit that breathed life into mankind breathed
life into animals. Man’s dominion over animals was not given by God for their
torture, but as a moral trust. (Linzey, 907-908).
What is the topic of the text?

88
Animals mistreated
Read and answer by expressing your opinion
1. What is the problem mentioned in the text? Underline.

2. What is the point of view of the writer? Circle
Animals are used in many ways to entertain humans, but what these practices
often translate into is abuse and exploitation under the guise of amusement. While
well-intentioned adults patronize these industries by visiting and/or bringing their
children to circuses, rodeos, zoos and aquaria, behind the scenes many of the
animals involved are trained and/or confined in insufferable manners. Their rights
are drastically compromised and they are forced to behave in completely unnatural
ways out of fear. As an example countless circus and rodeo animals are shackled,
live in tiny and filthy/disease-laden living spaces, and receive limited veterinary
care. They are also routinely chained, whipped, beaten, subjects of electric
prodding as well as food deprivation, and forced to entertain while ill. Unfortunately
these industries are not subject to oversight from regulatory bodies, and much of
this mistreatment occurs during training and away from the public eye. As such,
many patrons are either unaware of this everyday mistreatment or dismissively
ignore the fact that these animals are constant subjects of cruelty and greed.
Taken from: http://www.coalitionforanimals.org/entertainment.htm
1. How do you feel about that?
2. Do you agree?
89
1. Look for information about mistreated animals used for entertainment

and write the cases you found. (at least four different examples)
a.
b.
c.
d.
2. Share with a classmate the information you found about mistreated

animals and ask his or her opinion
Questions:
a.
b.
c.
d.
90
WORKSHOP 22
TOPIC: Agreement expressions.

EXPRESSIVE PURPOSE
That I develop reading comprehension and chart interpretation by using
agreement expressions.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Represento,

en forma gráfica, la información que encuentro en textos que comparan y
contrastan objetos, animales y personas.
Do you agree? Write a short sentence explaining the meaning of this phrase:
Life preservation
is a must for all of
us.
Common and useful expressions of agreement
• I agree with you. • (slang) Tell me about it!

• I think you're right. • You're absolutely right.
• I totally agree. • Absolutely.
• I couldn't agree with you more. • I'm afraid I agree with …
• So do I. • I have to side with …. on this
• Exactly! one.
• That's exactly the way I feel. • No doubt about it.
• You're right, up to a point. • (agree with negative
• Up to a point I agree with you, statement) Me neither.
but... • (weak) I suppose so./I guess
• I agree with you 100 percent. so.
• That's so true. • You have a point there.
• That's for sure. • I was just going to say that.
91
1. Read and analyze the graphic
10 Billion, 27 Million, and 19,000:

Every year, 10 billion domesticated land animals are slaughtered for food in the
United States — 27 million each day and 19,000 every minute.
50 Billion and 1,680:

Worldwide, the yearly slaughter count is more than 50 billion. Every second, 1,680
animals are killed for food. Most farmed animals are killed when they are barely
adolescents or even younger, such as the "broiler" chickens raised for meat who
are slaughtered at only 6–7 weeks old.
250 Million Chicks:

The U.S. egg industry suffocates, gases, or grinds up alive 250 million male chicks
each year; they are not profitable because they will never produce eggs and are
not bred to grow at an unnatural speed like broiler chickens.
Animals Used as Food graphic
300
250
200
150
100
50
0
Domesticated Animals Farm Animals Eggs
2. According to the graphic and the information answer the following

questions:
a. What kind of animals are used commonly as food?
b. What is the eggs’ risk?
c. Do you agree with this use of the animals? State your opinion.
92
1. Read and analyze the graphic
Animal Testing
25 to 100 Million Animals:

More than 25 million vertebrate animals are used in testing in the United States
each year — including monkeys, chimpanzees, beagles and other dogs, cats,
rabbits, mice, birds, farm animals, and still other sentient beings. After the
experiments conclude, essentially all of the animals who have survived the
research are killed. When invertebrate animals are considered, the estimated
number rises to as high as 100 million.
50 Drugs:
Despite all this suffering in the name of determining safety for humans, as of 2002,
more than 50 drugs tested on animals and approved by the FDA as safe had been
taken off the market or relabeled because they had caused serious illnesses and
death in humans. The FDA itself estimated in 2006 that 92 percent of drugs that
pass animal testing fail in human clinical trials.
70%
60%
50%
40%
30% 1990
20% 2000
10% 2010
0%
3. According to the graphic and the information answer the following

questions:
a. What animals are commonly used in experiments?
b. Why do you believe these animals are most used?

93
Read and analyze the next information
Fur
350,000 Baby Seals:

In 2006 more than 350,000 baby seals were killed, mostly by clubbing, in the
annual Canadian seal hunt; 98 percent of the slaughtered harp seals were less
than 3 months old. Forty-two percent of the seals in a 2001 study by veterinarians
were found to be skinned while alive and conscious.
30 Million:
More than 30 million mink, foxes, chinchillas, and other animals are killed on fur
farms each year, by such methods as electrocution and poisoning. Neither fur
farms nor the methods by which trapped animals can be killed are regulated by any
U.S. laws.
2 Million Dogs and Cats:

Some fur trims and clothes labeled as fake or as from another animal are actually
made from dog and cat fur exported by China, where the more than 2 million dogs
and cats per year killed for fur suffer unspeakable cruelties, including sometimes
the documented horror of being skinned alive.
1. With this information make a graphic or a comparative chart in order to

explain the situation of some animals nowadays
94
WORKSHOP 23
TOPIC: Disagreement expressions.

EXPRESSIVE PURPOSE
That I express our opinions about the endangered species by using
disagreement expressions.

Expreso mis opiniones, gustos y preferencias sobre temas que he trabajado en clase,
utilizando estrategias para monitorear bien sea mi pronunciación, ortografía,
coherencia, entre otros.
These animals are in danger of extinction. Future generations won’t know

them. What can we do to protect them? Write sentences about this.
Common and useful expressions of disagreement
• I don't agree with you.

• I'm afraid I disagree.
• I'm afraid I can't agree with you.
• I don't share your opinion.
• I don't agree at all.
• I totally disagree.
• I don't think so.
• (strong) No way.
• I beg to differ.
• (strong) I'd say the exact opposite.
• Not necessarily.
• That's not always true.
• That's not always the case.
• No, I'm not so sure about that.
95
1. Read the following information about endangered species. Underline

the expressions that show agreement, disagreement or opinion.
Causes of Endangerment according to Lauren Kurpis: Habitat Destruction,

Introduction of Exotic Species, Overexploitation and More Factors
“There are many reasons why a particular species may become endangered.
Although these factors can be analyzed and grouped, there are many causes that
appear repeatedly. Below are several factors leading to endangerment:”
Habitat Destruction
Our planet is continually changing, causing habitats to be altered and modified.

Natural changes tend to occur at a gradual pace, usually causing only a slight
impact on individual species. However, when changes occur at a fast pace, there is
little or no time for individual species to react and adjust to new circumstances.
This can create disastrous results, and for this reason, rapid habitat loss is the
primary cause of species endangerment. The strongest forces in rapid habitat loss
are human beings. Nearly every region of the earth has been affected by human
activity, particularly during this past century. The loss of microbes in soils that
formerly supported tropical forests, the extinction of fish and various aquatic
species in polluted habitats, and changes in global climate brought about by the
release of greenhouse gases are all results of human activity.
It can be difficult for an individual to recognize the effects that humans have had on
specific species. It is hard to identify or predict human effects on individual species
and habitats, especially during a human lifetime. But it is quite apparent that
human activity has greatly contributed to species endangerment. For example,
although tropical forests may look as though they are lush, they are actually highly
susceptible to destruction. This is because the soils in which they grow are lacking
in nutrients. It may take Centuries to re-grow a forest that was cut down by humans
or destroyed by fire, and many of the world's severely threatened animals and
plants live in these forests. If the current rate of forest loss continues, huge
quantities of plant and animal species will disappear.
It will continue…
1. Why does the author say that human activity is the cause of the habitat
destruction? Give and support your opinion.
96

the phrases that express reason:
Introduction of Exotic Species
Native species are those plants and animals that are part of a specific geographic
area, and have ordinarily been a part of that particular biological landscape for a
lengthy period of time. They are well adapted to their local environment and are
accustomed to the presence of other native species within the same general
habitat. Exotic species, however, are interlopers. These species are introduced into
new environments by way of human activities, either intentionally or accidentally.
These interlopers are viewed by the native species as foreign elements. They may
cause no obvious problems and may eventual be considered as natural as any
native species in the habitat. However, exotic species may also seriously disrupt
delicate ecological balances and may produce a plethora of unintended yet harmful
consequences.
The worst of these unintended yet harmful consequences arise when introduced
exotic species put native species in jeopardy by preying on them. This can alter the
natural habitat and can cause a greater competition for food. Species have been
biologically introduced to environments all over the world, and the most destructive
effects have occurred on islands. Introduced insects, rats, pigs, cats, and other
foreign species have actually caused the endangerment and extinction of hundreds
of species during the past five centuries. Exotic species are certainly a factor
leading to endangerment.
It will continue…
1. What is the second cause of endangerment the author mentions in

the text?
97

the words that express reason:
Overexploitation
A species that faces overexploitation is one that may become severely endangered
or even extinct due to the rate in which the species is being used. Unrestricted
whaling during the 20th century is an example of overexploitation, and the whaling
industry brought many species of whales to extremely low population sizes. When
several whale species were nearly extinct, a number of nations (including the
United States) agreed to abide by an international moratorium on whaling. Due to
this moratorium, some whale species, such as the grey whale, have made
remarkable comebacks, while others remain threatened or endangered.
Due to the trade in animal parts, many species continue to suffer high rates of
exploitation. Even today, there are demands for items such as rhino horns and
tiger bones in several areas of Asia. It is here that there exists a strong market for
traditional medicines made from these animal parts.
More Factors
Disease, pollution, and limited distribution are more factors that threaten various
plant and animal species. If a species does not have the natural genetic protection
against particular pathogens, an introduced disease can have severe effects on
that specie. For example, rabies and canine distemper viruses are presently
destroying carnivore populations in East Africa. Domestic animals often transmit
the diseases that affect wild populations, demonstrating again how human
activities lie at the root of most causes of endangerment. Pollution has seriously
affected multiple terrestrial and aquatic species, and limited distributions are
frequently a consequence of other threats; populations confined to few small areas
due to of habitat loss, for example, may be disastrously affected by random factors.
2. What are the reasons mentioned in the text?

98
WORKSHOP 24
TOPIC: Expressing disagreement.

EXPRESSIVE PURPOSE
That I argue when talk about endangered species by using interruptions
and argument’s expressions.

opiniones, gustos y preferencias sobre temas que he trabajado en clase, utilizando
estrategias para monitorear bien sea mi pronunciación, ortografía, coherencia,
entre otros
Do you agree or disagree? Support your opinion:
Common and useful expressions of disagreement
• Can I add something here?

• Is it okay if I jump in for a second?
• If I might add something...
• Can I throw my two cents in?
Interruptions • Sorry to interrupt, but...
• (after accidentally interrupting someone) Sorry, go
ahead. OR Sorry, you were saying...
• (after being interrupted) You didn't let me finish.
• Let's just move on, shall we?

• Let's drop it.
Settling an
• I think we're going to have to agree to disagree.
argument
• (sarcastic) Whatever you say./If you say so.
99
Let’s discuss about this situation.
Answer the questions according to Use just one Now let’s use
the image argument opposite arguments
(Use express of
interruptions)
a. What do you think about

smoking people?
b. Do you believe industrial

enterprises are the most
perjudicial factor in the
contamination’s problem?
c. Do you consider necessary to

create some strategies to
reduce the pollution of the
cars?
d. Do you think we can prevent

natural disasters?
100
1. Let’s discuss about this situation.
Use just one Now let’s use

Answer the questions according argument opposite
to the image arguments
a. What do you think about

garbage in the streets?
b. Do you believe that the

river’s contamination is our
responsibility?
c. Is it possible to recover the

rivers? How?
2. Exchange your answers with your classmates (oral).

101
Do we avoid using transportation?
1. Answer the question according to the image. Give three arguments in for
and three arguments against.
Arguments for Arguments against
2. Discuss with your partners about this questions by showing your opposite
arguments. Use interruption and argument expressions.
103
INSTITUCIÒN EDUCATIVA
TECNICA AGROPECUARIA ALFREDO NOBEL
LESSON GUIDE
SCHOOL YEAR:
PERIOD: THIRD
104
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
PURPOSES
AFFECTIVE: That we feel satisfied with our academic level to produce and
understand in English as a second language talking about plans and experiences.
COGNITIVE: That we understand how to express plans and experiences in
present tense and future tense .
EXPRESSIVE: That we express plans and activities in an oral or written way.

• Explico y justifico brevemente mis planes futuros y/o acciones pasadas en
conversaciones o en mis escritos.
• Organizo mis ideas, en escritos cortos o en producciones orales, haciendo

uso de los tiempos gramaticales trabajados en el periodo

Competencia Pragmática • To organize short stories or descriptions.
y Lingüística:
• Making inferences.
Competencia Pragmática • Describing or telling simple situations.
y Sociolingüística:
• Completing conversations, interpreting
drawings
EJES TEMÁTICOS
• Future plans and intentions (will, be going to, first conditional)
• Present perfect (time expressions, past participle of regular and irregular

verbs, use of ever, yet, already).
DIDÁCTICAS
Los estudiantes colocan a prueba sus habilidades para leer comprehensivamente
y para realizar inferencias directas. Con esta didáctica se potencia la operación
intelectual decodificar.
Los estudiantes potencian sus capacidades de comprehender las preguntas y de
expresar respuestas cada vez con mayor profundidad y sentido. También se
potencian varias operaciones intelectuales tales como: interpretar, comprehender,
relacionar.
Los estudiantes tienen la oportunidad de desplegar su creatividad expresando el
significado de la proposición a través de diferentes lenguajes y disfrutando
plenamente del aprehendizaje. Con esta didáctica se potencia la operación
intelectual codificar.
105
DIAGNOSTIC TEST
1. Read and complete with the correct form: have - has
a. I danced that song

b. You visited the museum
c. She traveled around the world
d. He eaten a big hamburger
e. It caused a problem
f. We written in English
g. They spoken in English
2. Read and underline the sentence which refer to perfect tense
Thinking about my scholar process…
When I think about my leaning process, I feel I have spent more time there,
than in my own house. I have shared many moments with classmates and
teachers; they have taught me a lot. I have learnt about academic subjects,
but also I have learnt about personal growth. I have always surpassed the
obstacles. My family has been my motivation and my friends have been my
inspiration.
3. According to the pictures make some plans for the future

106
WORKSHOP 25
TOPIC: REVIEW
TIME: WEEK 201 HOURS:
EXPRESSIVE PURPOSE
That I apply all what I have learnt from the second period.

Organizo mis ideas, en escritos cortos o en producciones orales, haciendo
uso de los tiempos gramaticales trabajados en el periodo.
REVIEW
Reading and writing tips
To read
1. Choose material at the right level

2. Take time to do a good job
3. Don’t distract yourself (Stay on task)
5. Don’t translate but use a dictionary
6. Don’t expect to understand everything (use the context, make inference)
7. Take notes and ask yourself some questions
8. Read it again
To write:
1. Take into account cultural differences and Rhetorical Style (Read

examples)
2. Don’t translate!
3. Time Management (remember writing in a second language will take
more time than in your first language)
4. Plan before you write
5. Pay attention to grammar and vocabulary (Put away your grammar
book and dictionary)
6. Seek out transition and linking words
7. Ask for feedback
8. Edit your mistakes
9. Keep a list of mistakes you have made
10. And the most important don’t stress too much about grammar and
vocabulary, and focus instead on communication, the most important
reason we write.
Sources:
Vanderbilt University (www.vanderbilt.edu/writing)
Ignatius Graham in Languages, May 13, 2008
107
What is the topic of the song? What message does it give us?
Let’s sing
Earth song by Michael Jackon
What about sunrise What about nature's worth

What about rain (ooo,ooo)
What about all the things It's our planet's womb
That you said we were to gain.. . (What about us)
What about killing fields What about animals
Is there a time (What about it)
What about all the things We've turned kingdoms to dust
That you said was yours and mine... (What about us)
Did you ever stop to notice What about elephants
All the blood we've shed before (What about us)
Did you ever stop to notice Have we lost their trust
The crying Earth the weeping shores? (What about us)
What about crying whales
Aaaaaaaaaah Aaaaaaaaaah (What about us)
We're ravaging the seas
What have we done to the world (What about us)
Look what we've done What about forest trails
What about all the peace (ooo, ooo)
That you pledge your only son... Burnt despite our pleas
What about flowering fields (What about us)
Is there a time What about the holy land
What about all the dreams (What about it)
That you said was yours and mine... Torn apart by creed
Did you ever stop to notice (What about us)
All the children dead from war What about the common man
Did you ever stop to notice (What about us)
The crying Earth the weeping shores Can't we set him free
(What about us)
Aaaaaaaaaaah Aaaaaaaaaaah What about children dying
(What about us)
I used to dream Can't you hear them cry
I used to glance beyond the stars (What about us)
Now I don't know where we are Where did we go wrong
Although I know we've drifted far (ooo, ooo)
Someone tell me why
Aaaaaaaaaaah Aaaaaaaaaaaah (What about us)
Aaaaaaaaaaah Aaaaaaaaaaaah What about babies
(What about it)
Hey, what about yesterday What about the days
(What about us) (What about us)
What about the seas What about all their joy
The heavens are falling down What about the man
I can't even breathe What about the crying man
What about the bleeding Earth What about Abraham
(What about us) (What was us)
Can't we feel its wounds What about death again
(What about us) (ooo, ooo)
Do we give a damn
108
Reading
Natural sources
Humans use Earth's natural resources is making the air, oceans, groundwater,
freshwater streams and soils more acidic and posing sustainability problems.
The mining and burning of coal and metal ores as well as the use of nitrogen
fertilizer are the major generators of acidity on the Earth's surface because they
increase carbon dioxide in the atmosphere, reported scientists from the U.S.
Geological Survey and the University of Virginia.
"We believe that this study is the first attempt to assess all of the major human
activities that are making Earth more acidic," said U scientist Karen Rice, who led
the study that's available online in the journal of Applied Geochemistry.
What is the topic of the text?

What are the causes of the problem?
Reading
Let’s continue…
Previous research has linked increased acidity in oceans to damage to their food
webs and increased acidity in soils to problems in crop growth. A study this week
by the European Commission reported that global carbon dioxide emissions, the
main cause of global warming, has increased to 45% since 1990.
The USGS study says there have been efforts to reduce mining's impact through
regulations and changes in how the minerals are mined and used in some
countries. Yet it says other regions are expanding their use of these resources and
causing greater acidification.
"The low pH levels of streams in coal regions of the eastern United States were a
major environmental concern 50 years ago," University of Virginia geochemist
Janet Herman said in announcing the findings. "Changes in mining practices as
well as shifting location of production brought about improvements in water quality
in Appalachia. In contrast, exploitation of coal has grown in China where the same
environmental protections are not in place."
Teacher asks some questions about the reading.

109
1. Write a paragraph related with this image and with the title:
The planet is in our

hands, let’s take care of
it.
.
110
WORKSHOP 26
TOPIC: WILL-WON’T
EXPRESSIVE PURPOSE
That I make plans in English by using “will and won’t”.

Explico y justifico brevemente mis planes futuros y/o acciones
pasadas en conversaciones o en mis escritos.
Discuss the following question with the group: How do you imagine the
future? Write short sentences:
_
_
_
_
Use of will Future

• a spontaneous decision
Example: Wait, I will help you.
• an opinion, hope, uncertainty or assumption regarding the future

Example: He will probably come back tomorrow.
• a promise
Example: I will not watch TV tonight.
• an action in the future that cannot be influenced

Example: It will rain tomorrow.
111
Future Will in affirmative Future Will Interrogative Future Will Negative

I will Will I? I won’t
You will Will you? You won’t
He will Will he? He won’t
She will Will she? She won’t
It will Will It? It won’t
They will Will they? They won’t
We will Will we? We won’t
Read and identify “will” and “won’t” . Underline the sentences.
Future predictions from teenagers new generation 8th grade
Scientists say that maintaining a sense of identity and stability trough time is not
easy. But we should take them into account if we want to keep our humanity. But
how about the future inventions? What changes will come? Here are some of the
possible things we will have in the future:
Interactive Tv
As technologies merge, we will have “living Tv” sound and vision. We will
have a living room without “black boxes” or television. These large flat,
displays will be able to show multiple images at any size and in any position.
And you will control the sound and light to optimize your room.
Animal translator
You won’t have any more problems with your dog because
you will be able to know what he means when he barks. If
you want to understand him, a two-battery animal translator
is your solution. You can fasten it to the dog’s leash and
turn it up or down.
Flying shoes
Do you sometimes arrive late to school? Don’t worry. You

won’t have those problems any longer. A Japanese
company is manufacturing flying shoes. They will be in
different sizes, colors and styles, and you can fly one meter
off the floor! If you wear these shoes, you will be on time
everywhere.
112
• Using the word bank describe the inventions you will find in the future.
Word bank
adjectives Verbs
Modern Have
Big Be
Fast Change
comfortable Contain
Luxury Look like
Expensive Become
Wonderful Include
113
Write short sentences making predictions about your future:

114
WORKSHOP 27
TOPIC: GOING TO
EXPRESSIVE PURPOSE
That I make plans in English by using “going to”.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Explico

y justifico brevemente mis planes futuros y/o acciones pasadas en
What are they going to do next? Complete the dialogues
Going to
Going to is not a tense. It is a special expression that talks about the future.
Structure of Going to
Subject + be + going + infinitive
Going to be affirmative Going to be Interrogative Going to be Negative form

form form
I am going to… Am I going to…? I am not going to…
You are going to… Are you going to…? You are not going to…
He is going to… Is he going to…? He is not going to…
She is going to… Is she going to…? She is not going to…
It is going to… Is It going to…? It is not going to…
They are going to… Are they going to…? They are not going to…
We are going to… Are we going to…? We are not going to…
We use going to when we have the intention to do something before we speak. We

have already made a decision before speaking.
Look at these examples:
•Jo has won the lottery. He says he's going to buy a Porsche.
• We're not going to paint our bedroom tomorrow.
• When are you going to go on holiday?
In these examples, we had an intention or plan before speaking. The decision was
made before speaking.
115
Going to - prediction
We often use going to to make a prediction about the future. Our prediction is
based on present evidence. We are saying what we think will happen. Here are
some examples:
•The sky is very black. It's going to snow.

•It's 8.30! You're going to miss the train!
•I crashed the company car. My boss isn't going to be very happy!
In these examples, the present situation (black sky, the time, damaged car) gives
us a good idea of what is going to happen.
From: Grammar explanation: http://www.englishclub.com/grammar/verbs-m_going-

to.htm
Read the questions and write possible answers in affirmative and negative form.
1. What are they going to do?
2. What is he going to do?
3. What is she going to do?

116
1. Complete the table with different verbs in all the forms:
Going to be in affirmative Going to be in Interrogative Going to be in Negative

I am going to…
You are going to…
He is going to…
She is going to…
It is going to…
They are going to…
We are going to…
2. Write plans or predictions using “be going to” according to the

pictures (affirmative, negative and interrogative form).
117
1. Let’s make an environmental project using “be going to” to express

your plans, share the project with your classmates
Title of the project:
Objectives:
Development of the project: (Write short sentences explaining your plans)
2. Tell us your plans for the future. Write short phrases:
a. In this year:
b. Next year:
c. After you finish eleventh grade:

118
WORKSHOP 28
TOPIC: FIRST CONDITIONAL.
EXPRESSIVE PURPOSE
That I can comprehend dialogues about future possibilities (first
conditional)
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Organizo mis
ideas, en escritos cortos o en producciones orales, haciendo uso de los
tiempos gramaticales trabajados en el periodo.
Think about the possibilities: Each student must complete the sentence according
to the last condition. Follow the example:
If I win the lottery, I will spend lot of money

Traveling around the world, if I travel around the world,…
• We are talking about the future. We are thinking about a particular condition
or situation in the future, and the result of this condition. There is a real
possibility that this condition will happen.
• The first conditional (also called conditional type 1) is a structure used for
talking about possibilities in the present or in the future.
1. The structure of a first conditional sentence
A first conditional sentence consists of two clauses, an "if" clause and a main
clause:
if clause Main clause
If you study hard, you will pass the test.
If the "if" clause comes first, a comma is usually used. If the "if" clause comes
second, there is no need for a comma:
main clause if clause

119
You will pass the test if you study hard.
We use different verb forms in each part of a first conditional:
main clause if clause
You will pass the test if you study hard.
2. Using the first conditional

The first conditional is used to talk about things which are possible in the present or
the future — things which may happen:
Example Explanation
If it's sunny, we'll go to the park. Maybe it will be sunny — that's possible.
Paula will be sad if Juan leaves. Maybe Juan will leave — that's possible.
If you cook the supper, I'll wash the Maybe you will cook the supper — that's
dishes. possible.
We often use unless which means 'if ... not'.

Form:
(IF Clause) (Main Clause)
Means
If you don't hand in your I won't mark it.
homework,
The "future clause" can contain 'going to'
• If I see him, I'm going to tell him exactly how angry I am.
• If we don't get the contract, we'll have wasted a lot of time and money.
Going to - prediction
We often use going to to make a prediction about the future. Our prediction is
based on present evidence. We are saying what we think will happen. Here are
some examples:
•The sky is very black. It's going to snow.

•It's 8.30! You're going to miss the train!
•I crashed the company car. My boss isn't going to be very happy!
In these examples, the present situation (black sky, the time, damaged car) gives
us a good idea of what is going to happen.
120
Complete the conditions with the given clauses:
1. If I travel to London, ….
2. If she studies hard, …..
4. If he goes to the party tonight, …...
5. If I have enough money,…..
6. She will be angry, …..
7. I will see to the doctor tomorrow, ….
8. If you (not) don’t do your homework, …..
Fill in the blank with the correct form to complete the phrases:
1. If you (not study), you (fail) the test.
2. We (die) if we (not get) help soon!
3. If you (look) in the fridge, you (find) some cold

drinks.
4. If there (be) no oil in the engine, the car

(break) down.
5. I (lend) you my umbrella if you (need) it.
6. The sea level (rise) if the planet (get)

hotter.
7. If you (eat) your sandwiches now, you

(not have) anything for lunch!
8. You (be) safe in an accident if you (wear)

your seatbelt.
9. If he (save) all his money, he (be able to

go) on holiday to Canada.
10. I (not come) with you if you (not bring) John!

121
1. Work with a classmate to talk about some future predictions according

to given conditions. (free topic) Write the conversation.
2. a. Share your conversation with the group
b. Pay attention to your classmates’ conversations (listen carefully

and take notes about their predictions)
122
WORKSHOP 29
TOPIC: Going to.

EXPRESSIVE PURPOSE
That I can ask and answer questions about future plans using images to
recreate stories

Explico y justifico brevemente mis planes futuros y/o acciones pasadas en
Let’s make a plan
• Split the class in two big groups.

• Give a name to each group (for example group A and group B) and
choose a leader for each group
• Group A chooses one secret activity they are going to do on the
weekend.
• Group B guesses what the activity is by asking 5 questions, for
example:
Are you going to use money to do the activity? Are you going to use a
particular place to do the activity? Are you going to use tools to do the
activity? …
• All students have to help asking and answering the questions but just
leaders can speak up to ask and answer in an oral way (use the
whiteboard if you want)
• Leader of the Group B has just one opportunity to guess the correct
name of the activity
• If group B guesses they win, but if they don’t guess group A wins and
the loser group should give the winner group a “prize” (candies)
Questions with going to:
VERB TO BE+GOING TO+VERB+ COMPLEMENT+?
Examples:
Are you going to learn a new language?

Is she going to prepare her presentation?
123
1. Read and underline the future actions in the text:
Are you going to visit London?
Here are some suggestions of popular places to visit and things to see in
London.
London is a fantastic city with a wealth of history and culture that leaves every
visitor wanting more. Whether it’s Royal history, sport, architecture, museums and
galleries, or just a fun-filled family trip there is something to please everyone.
Explore the iconic and photogenic St. Paul’s Cathedral, a prominent fixture of
London's skyline this architectural wonder is a fantastic sight enjoyed by many
visitors.
Near St Paul’s you will find the equally famous landmark of London Tower Bridge.
Featured on many postcards this stunning structure offers great views from the
walkway and should not be missed.
London contains some excellent sports stadiums that host a range of international
events. The tour of Chelsea FC offers a real behind the scenes look of a top
football club. Explore the grounds where the internationally renowned Wimbledon
Tennis Tournament is played or visit the spiritual home of cricket, Lord's cricket
ground. Each of these venues are impressive buildings and offer a historic insight
to the sport played there.
Want something a little different to do whilst in London? The stunning botanic Kew
Gardens contain some of the most beautiful gardens found in London and is great
for a relaxing walk in the summer.
You will also find some intriguing and specialist museums in London such as
Pollock Toy Museum, The Cartoon Museum and London Transport Museum. The
British Music Experience is a brand new interactive attraction that tells the story of
music in the country through videos and recordings.
Sightseeing in London can be an amazing and unforgettable experience; however,

it can also be very expensive and stressful.
2. Rewrite the actions you found

a. Explore
b. Find
c. Walk
3. Use the actions you found to ask questions

a. Are you going to explore the iconic and photogenic St. Paul’s Cathedral?
b. Are you going to find the equally famous landmark of London Tower
Bridge?
124
c. Are you going to walk in the summer?

d. What are your plans if you go to London?
Let’s plan our vacations
1. Read and underline the future actions in the text:
Learn how to plan the perfect stress free travel. All the information you
needed to prepare the entire family for a trip to remember.
The first step in planning any family vacation is deciding where and when you are
going. It is best to decide at least six months prior to leaving.
Once you have decided where to go, the next step is how to get there. This really
depends on how far from home you are going and how much time off from work
you are taking.
If you are going a great distance and want more quality time in your vacation
destination, you may consider flying. Although, if you enjoy the travel as much as
the destination, driving is the best alternative. To drive takes only a couple of
decisions more. You must route out you trip, estimate milage, and estimate
gasoline expenses.
Now that you know where you are going and how you are getting there, start
making all necessary reservations. If you reserve airline tickets, rental cars, and
hotel/motel accomodations early, they are usually cheaper. Anything you can
reserve early-Do it! It will save you hassels later. Once you have made
reservations, keep all the information in a handy place.
Now you can decide how much money needs to be available for the trip and start a
savings plan. Set aside a certain amount every month in preparation for the trip.
Get out your luggage to decide what you need for each family member. If traveling
by car, remember to pack a bag of activities and snacks for younger trip takers. If
you are traveling by plane, choose what you think will really occupy your children
as the carry-on bag will have to be smaller.
Packing to make sure you don't forget anything is simple. Go into each room of
your house and think about what you use on a daily basis from that room. This will
ensure that you will not miss any common items such as a toothbrush.
Tips from: http://www.essortment.com/travel-tips-plan-perfect-vacation-

30523.html
2. Write with your words the recommendations you found:

125
3. Make sentences based on the information, summarizing the main

ideas of the text:
1. Answer the following questions

a. Are you going to visit a new place on vacation?
b. Are you going to prepare a touristic plan for your trip?
c. Is your family going to go with you?

126
WORKSHOP 30
TOPIC:Will.
EXPRESSIVE PURPOSE
That I understand text and dialogues about future actions in order to give
significant questions.

Explico y justifico brevemente mis planes futuros y/o acciones
pasadas en conversaciones o en mis escritos.
1. Imagine you will be the next president of Colombia. Make your

proposals.
I will
2. Read to your classmates your proposals and answer their questions.
WILL+PERSONAL PRONOUN+VERB+ COMPLEMENT+?

The structure changes in the interrogative form:
Examples:
Will you travel to Europe?

Will he work in other city?
127
1. Read:
Building the (New) New York
We are a city of 8 million people, give or take a few hundred thousand. But we are
building a city for 9 million. Literally. Right now. That will be New York City’s total
population just a couple of decades hence, and politicians, bureaucrats,
developers, architects, and engineers are, as you read these words, figuring out
how to fit another million people onto the collection of islands and peninsulas we
call home. We can’t just bulldoze and slap up some towers—we’ve learned some
lessons from the sixties—and it isn’t just half a million new homes that we need.
Those million need offices, factories, labs to work in. They need subways, buses
(and ferries and trams) to commute in. They need places to park and places to
play, plus the power to light their homes. All in a city that can’t sprawl.
This is Tomorrowland—a new city, a city larger than San Francisco, built on top of
the city we know. In ten years, New York City will be transformed in ways we can
only guess at. You will explore our best guess, based on the plans, the dreams, the
cornerstones, and the rising steel in nine city neighborhoods. In 2022, we won’t be
able to be so parochial anymore—one Times Square isn’t going to be enough to
fulfill the entertainment needs of that bigger, younger, more diverse population, and
you’ll be talking about the lights on 125th Street. Fresh Kills will be three times the
size of Central Park. If you imagine the city as a play—every neighborhood has a
role—a lot of understudies are finally going to be called onstage.
By Alexandra Lange
2. Underline the phrases that express future actions.
3. Answer the following questions based on the reading.
a. What is the new construction?
b. How many years will it be take?
c. What are the expectations?
d. What will be the characteristics of the new city?

128
1. Listen and Read
Cities and towns are highly vulnerable to the impacts of climate change and
will need to find innovative ways to adapt. Now is the time to start rethinking
urban design and management — yet few have taken concrete action.
In 2008, Barcelona ordered huge quantities of water delivered by tanker to serve

its population and tourists. In 2003, the summer heat wave killed 14 800 people in
France, 18 000 in Italy, and altogether around 52 000 across Europe. In 2002,
photos of Dresden and other German cities under water showed the effects of
extreme flooding along the River Elbe.
With a changing climate, extreme events like these are predicted to occur more
frequently. Two lines of action are needed globally to keep the future impacts of
climate change within manageable boundaries. First, large cuts in greenhouse gas
emissions must be made to stabilize temperature rise at below 2 °C above pre-
industrial levels. Above this threshold, there is a risk that the impacts will be
extremely difficult for contemporary societies to cope with. However, even if the 2
°C target is achieved, there will still be residual impacts throughout this century.
The second line of action therefore involves putting in place adaptive measures.
Cities have an important role to play in both areas. They are already making
substantial efforts to cut emissions, improve their energy efficiency and step up the
use of renewable energy
By The European Environment Agency
3. Underline future expressions.
4. Answer the following questions based on the reading.
a. What is the situation?
d. What’s the purpose of the text?
e. According to the text what are the expectations?

129
1. According to the picture, describe how cities will be in the future:

(groups of four)
2. Read your description of the future to your classmates
3. Take notes about their descriptions.

130
WORKSHOP 31
TOPIC: Cognates.
EXPRESSIVE PURPOSE
That I identify and learn cognates to improve reading and writing
comprehension.

Organizo mis ideas, en escritos cortos o en producciones orales, haciendo uso de
los tiempos gramaticales trabajados en el periodo
He looks like it but he is not …
Have you noticed some things are not what they look like?
Write your own reflection and share it with your classmates:
Cognates and false cognates

actually en realidad cup Taza
absolutely Completamente deception Engaño
advertisement Anuncio to contest Contender
agony Angustia to discuss Conversar
apology excusa, disculpa dishonest no ser honrado ni
to apologize Pedir disculpa sincero
arena Estadio editor Redactor
argument Disputa to embarrass hacer que alguien
to argue tener disputa tiene vergüenza
to assist Ayudar embarrassed Avergonzado
to attend Asistir excited Emocionado
body Cuerpo exit Salida
camp Campamento fabric Tela
capable Capaz factory Fabrica
career Profesión fault Culpa
carpet Alfombra to be familiar Conocer
college significado es with
parecido a grocery Supermercado
universidad hay Heno
to compromise llegar a un arreglo honest honrado, sincero
constipated Estreñido to ignore no hacer caso
131
inconsequential de poca to quit dejar, dejar de

importancia rapist Violador
to introduce Presentar reciept Recibo
large Grande to realize darse cuenta
lecture Conferencia red rojo, colorado
letter letra y carta pie Tarta
Biblioteca to record grabar, anotar
library record Disco
luxury lujo relatives Parientes
manners Modales resort lugar de
mark Mancha vacaciones
mayor Alcalde to rest Descansar
to molest abusar to retire Jubilarse
sexualmente rope cuerda, soga
notice Aviso salary Sueldo
to notice fijarse en sane en su juicio
once una vez sensible Razonable
pan Sartén sentence sentencia y frase
papa abuelo o padre (oración)
parent padre o madre signature Firma
parents Padres soap Jabón
particular cierto, exigente soup Sopa
practically casi, to support Apoyar
efectivamente success Éxito
present presente, regalo to translate Traducir
to pretend Fingir tutor instructor privado
punctual que llega a la hora tuna Atún
fija vase florero, jarrón
1. Read the following text and underline the cognates
The coffee shrub, an evergreen bush which can sometimes grow to a height of 8 or
10 meters, grows wild in the tropics – mostly in Arabia, Asia and Latin America. It is
known that coffee plants were being cultivated in Africa in the 15th century,
although it wasn’t until the 16th and 17th centuries that it was introduced into
Europe. The first London coffee house was established in 1652 and coffee houses
flourished in continental Europe later in the 17th century. The drink became
popular in North America around 1689, and the USA is now the largest consumer,
importing about 1,500,000 tons per year.
A medium-strength cup of coffee contains about 30 mg of caffeine, as does tea,

while a can of cola can contain up to 60mg. Some painkillers also contain caffeine,
as it speeds up the action of aspirin and counteracts drowsiness. Caffeine is a
recognized stimulant that acts on the nervous system, influencing our behavior and
mood.
1. Use the underlined words to identify the main ideas from the text.
132
2. Using your inferences, give a title to the text.
False cognates
False cognates are words whose written form or pronunciation is similar in English
and Spanish, but whose meanings are different.
1. Look up in your dictionary the meaning of the following words.
False cognate Meaning

Exit
Figures
Actually
Success
Apply
Attend
Realize
Economical
Succeed
Invest
2. Fill in the blanks with some of the previous false cognates:
a) Do you the English course regularly
b) Will you him if he has a problem in the school?
c) Will you for the job in Exito?
d) The medicine program is a complete . The results are

excellent.
e) She is a very nice person .
f) I would like to have an car to go to work.
g) Do you how much money you are investing in this

company?
3. Write your own examples with different cognates.

133
1. Look for an article (internet, English newspaper, magazine) and paste it here
2. Underline all the cognates you find in the text and classify.
3. Use the underlined words to infer ideas about the text.
4. Write a short summary of the article using cognates:

134
WORKSHOP 32
TOPIC: PAST PARTICIPLES. PRESENT PERFECT

EXPRESSIVE PURPOSE
That I read and recognize the past participle of the irregular and the
regular verbs and the present perfect structure
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Organizo mis
ideas, en escritos cortos o en producciones orales, haciendo uso de los tiempos
gramaticales trabajados en el periodo
If you have made mistakes, there is always another chance for you. You may
have a fresh start any moment you choose, for this thing we call "failure" is
not the falling down, but the staying down.
- Mary Pickford
What do you think?
PRESENT PERFECT TENSE: AFFIRMATIVE FORM
Subejct Auxiliar have Verb in past participle
I, YOU, THEY, WE Have Eaten
HE, SHE, IT Has Eaten
Present Simple PastParticiple

arise arose arisen
awake awoke awoken
be was, were been
bear bore borne
beat beat beaten or beat
become became become
begin began begun
bend bent bent
bet bet bet
bite bit bitten
bleed bled bled
blow blew blown
break broke broken
bring brought brought
build built built
burn burned or burnt burned or burnt
burst burst burst
buy bought bought
catch caught caught
choose chose chosen
cling clung clung
come came come
cost cost cost
creep crept crept
135
cut cut cut

deal dealt dealt
dig dug dug
dive dived or dove dived
do did done
draw drew drawn
dream dreamed or dreamt dreamed or dreamt
drink drank drunk
drive drove driven
eat ate eaten
fall fell fallen
feed fed fed
feel felt felt
fight fought fought
find found found
fit fit, fitted fit, fitted
flee fled fled
fling flung flung
fly flew flown,
forbid forbade or forbad forbidden or forbade
forget forgot forgotten
forgive forgave forgiven
forgo forwent forgone
freeze froze frozen
get got gotten or got
give gave given
go went gone
grind ground ground
grow grew grown
hang hung or hanged hung or hanged
have had had
hear heard heard
hide hid hidden
hit hit hit
hold held held
hurt hurt hurt
keep kept kept
kneel knelt or kneeled knelt or kneeled
knit knitted or knit knitted or knit
know knew known
lay laid laid
lead led led
leap leapt or leaped leapt or leaped
leave left left
lend lent lent
let let let
lie (down) lay lain
light lit or lighted lit or lighted
lose lost lost
make made made
mean meant meant
meet met met
pay paid paid
prove proved proved or proven
put put put
quit quit quit
read read read
ride rode ridden
ring rang rung
rise rose risen
run ran run
saw sawed sawed or sawn
say said said
see saw seen
seek sought sought
sell sold sold
send sent sent
set set set
sew sewed sewn or sewed
shake shook shaken
136
shave shaved shaved or shaven

shear sheared sheared or shorn
shine shone or shined shone or shined
shoot shot shot
show showed shown or showed
shrink shrank or shrunk shrunk or shrunken
shut shut shut
sing sang sung
sink sank sunk
sit sat sat
slay slew slain
sleep slept slept
slide slid slid
sneak sneaked or snuck sneaked or snuck
speak spoke spoken
speed sped sped
spend spent spent
spill spilled or spilt spilled or spilt
spin spun spun
spit spat or spit spat or spit
split split split
spread spread spread
spring sprang sprung
stand stood stood
steal stole stolen
stick stuck stuck
sting stung stung
stink stank or stunk stunk
strew strewed strewn
strike struck struck or stricken
strive strove or strived striven or strived
swear swore sworn
sweep swept swept
swim swam swum
swing swung swung
take took taken
teach taught taught
tear tore torn
tell told told
think thought thought
thrive thrived or throve thrived or thriven
throw threw thrown
undergo underwent undergone
understand understood understood
upset upset upset
wake woke or waked woken or waked
wear wore worn
weave wove woven
weep wept wept
win won won
wind wound wound
withdraw withdrew withdrawn
wring wrung wrung
write wrote written
With your teacher you are going to write some examples in your notebook by
using present perfect (use pictures)
In groups you are going to write more your notebook, bring pictures and do
examples by using present perfect. (in the activity)
137
Let’s reflect:
1. Have you thought about the blessings you have received?
2. Has your family been happy with all the things God has given to your family?
3. Has your family received the blessing with happiness?
Now let’s create a story using present perfect tense and verbs in past
participle:
138
WORKSHOP 33

EXPRESSIVE PURPOSE
That I write sentences according some situations in present perfect.

Explico y justifico brevemente mis planes futuros y/o acciones pasadas en
I have planned…
1. Write things you have and haven’t done in order to prepare for a future
plan or arrangement, e.g. “I have made a reservation” and “I haven’t
bought the ring yet” for “You are going to propose to your girlfriend”.
This can be for real plans or made up ones.
Present perfect in affirmative form
We use the Present Perfect to say that an action happened at an unspecified time
before now. The exact time is not important. You cannot use the present Perfect
with specific time expressions such as: yesterday, one year ago, last week, when I
was a child, when I lived in Japan, at that moment, that day, one day, etc. We can
use the present perfect with unspecific expressions such as: ever, never, once,
many times, several times, before, so far, already, yet, etc.
Structure:
Subejct Auxiliar have Verb in past participle

I, YOU, THEY, WE Have Eaten
HE, SHE, IT Has Eaten
139
1. Let’s analyze the following situation
My name is Lawrence. I am 23 years old. I am Colombian but I have lived twenty

years In the United States of America. I have spent a lot of time trying to learn
Spanish, because although my parents and I are from Colombia, the influence of
the English in my scholar context, in my neighbor with my friends and other
relatives have made me develop reading, speaking, and listening skills in English
and just listening skills in Spanish. According to my experience I can say that the
practice of the language has determined the proficiency of the language I speak.
Most of you could think that two hours once a week is enough to learn a second
language, but it is not true. In my case I have spent all my life not just learning but
practicing both languages. Now I can say that the practice has developed all the
skills I need in order to read, write, listen (comprehend) and speak in English and
Spanish.
2. Read again and underline the sentences in perfect present
3. Let’s write sentences making conclusions according to the situation:
a.
b.
c. .
1. Let’s analyze the following situation
I’m Jim. I have traveled around the world because I am a businessman. During my
trips I have learnt many things about other cultures. It has helped me to understand
the language because most of the expressions we use are related to the context
where we are. I have understood that the way we speak has been influenced by
cultural aspects. In English there are several idiomatic expressions related with
cultural aspects for example: “Till your blue in the face” - If you've done something
"till your blue in the face", it means you've done it repeatedly and have gotten no
results. For instance, when you tell your sister or brother to stop talking on the
phone "till your blue in the face", it means you've said it over and over, but your
brother or sister does it anyway. What I suggest is read and know more about the
culture to understand not just the words but also what they mean
2. Read again and underline the sentences in perfect present

140
1. Read the comic strip
From: http://abstrusegoose.com/strips/story_line.PNG
2. Rewrite the comic strip by using sentences in present perfect:

141
WORKSHOP 34

EXPRESSIVE PURPOSE
That I ask and answer questions from reading about personal .
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Organizo mis ideas, en

escritos cortos o en producciones orales, haciendo uso de los tiempos gramaticales
trabajados en el periodo
What have you done this year?
Present perfect in interrogative and negative form
Remember that we use the Present Perfect to say that an action happened at an
unspecified time before now.
Structure for the negative sentences:
Subejct Auxiliar Not Verb in past participle

have
I, YOU, THEY, WE Have Not Eaten
HE, SHE, IT Has Not Eaten
Structure for the interrogative sentences:
Auxiliar have Subejct Verb in past participle

Have I, YOU, THEY, WE Eaten?
Has HE, SHE, IT Eaten?
142
1. Read about Benjamin Franklin
Benjamin Franklin
Benjamin Franklin was born in Boston on January 17,

1706. He was the tenth son of soap maker, Josiah
Franklin. Benjamin's mother was Abiah Folger, the
second wife of Josiah. In all, Josiah would father 17
children.
Josiah intended for Benjamin to enter into the clergy.

However, Josiah could only afford to send his son to
school for one year and clergymen needed years of
schooling. But, as young Benjamin loved to read he had
him apprenticed to his brother James, who was a printer. After helping James
compose pamphlets and set type which was grueling work, 12-year-old Benjamin
would sell their products in the streets.
2. With the information you have answer the following questions:
a. Has Benjamin lived in Europe?
b. Has Benjamin moved to London?
c. In 1970 has Franklin participated in the treaty of Peace with Great

Britain?
d. Has Benjamin been elected president in 1769?
3. Discuss with your group other important thing Benjamin Franklin has
done
143
1. Read about Martin Luther King

Martin Luther King Jr Biography
"Free at last, free at last. Thank God Almighty, we are free

at last"
-Dr
Birth January 15, 1929. Atlanta, Georgia, USA

April 4, 1968. Memphis, Tennessee, USA (assassination by
Death
gunshot)
Known for Leading the civil rights movement in the United States
Advocating nonviolent protest against segregation and racial
discrimination
'I have a dream that my four little children will one day live in a
nation where they will not be judged by the color of their skin
Quote
but by the content of their character.' August, 1963, in a
speech to civil rights supporters at the March on Washington.
King's nonviolent doctrine was strongly influenced by the
Did You Know
teachings of Indian leader Mohandas Gandhi.
In 1964, King became the first black American to be honored
as Time magazine's Man of the Year.
King's efforts were not limited to securing civil rights; he also
spoke out against poverty and the Vietnam War.
2. With the information you have answer the following questions:
a. Has Martin been a blond man?
b. Has Martin used the violence to express his opinions?
c. Has Martin lived in Africa?
d. What has done Martin since 1953 until 1964?

144
1. Now make your own story timeline
2. Work in pairs to share with your partner the information you have in
your timeline. Each student asks and answers the following questions
YOU:
a. Where have you lived during the first years of your childhood?
b. What important activities have you done in your school?
c. Have you participated in special projects?
YOUR PARTNER:
a. Where has she or he lived during the first years of his or her
childhood?
b. What important activities has she or he done in the school?
c. Has she or he participated in special projects?
3. Make a list with other activities your partner has done and you have
not done
4. Ask more questions to your partner and write his or her complete
biography using perfect present.
5. Present the biography to the group (be creative).

145
WORKSHOP 35

EXPRESSIVE PURPOSE
That I write letters with according to the information I read or I listen.

Organizo mis ideas, en escritos cortos o en producciones orales, haciendo
uso de los tiempos gramaticales trabajados en el periodo.
Match the sentences with the pictures. Write the correct numbers in the boxes.
1. She has ironed her clothes. . 6. He has gone to the seaside

2. The baby has kissed a frog. 7. He has fallen asleep.
3. He has woken up. . 8. She has decorated her
4. He has seen a butterfly Christmas tree
5. She has received a bouquet of 9. She has gotten married.
flowers. 10. He has taken the dog for a
walk.
Use the following time expressions with the Present Perfect:

• for (with a period of time)
• since (with an exact point in time)
• this week – month – year (during a specific period of time)
• already (sooner than expected in affirmative or interrogative sentences)
• yet (the speaker is expecting something to happen negative sentences and
questions)
• before (Previous to in time)
• never (at no time)
• recently (at a time immediately before the present)
• at last (ultimately)
• ever (at any time)
• just (only a moment ago)
• lately (not long ago)
146
I have received a letter!

1. Read the letter
2. Underline time expressions and present perfect structures:
506 Country Lane

North Baysville, CA 53286
July 16, 2011
Dear Steven,
Hope you are well.
I'm writing to you because you have been my best friend

since I started my studies here in USA. In this moment I
need your help.
My life has changed lately. I miss my family and my

friends. The university has never been a big obstacle, but
in this moment I feel I can’t continue. I have already
thought return to Colombia. But my family has just paid
the next semester. So I have at last decided to stay here
this year. Now I have to deal , that I feel lonely
Take care,
Valeria
3. Let’s imagine you are Steven. Write a letter to Valeria (use time
expressions)
July 18, 2011
Dear Valeria,
Take care,
Steven
147
1. Write a letter using the verbs of the word bank, time expressions and
present perfect structures:
Word bank
Visit – find – ask – tell – call – wait - write
2. Read the letter you have written to your partner and listen his or her
letter .
3. Write a letter in order to answer the letter your partner has shared with
you.
148
1. Listen to your teacher and complete the phrases with the time expression
you hear:
a. I have moved to this city

b. You have seen something like this in your life
c. She has visited many schools
d. He has started his classes the last week
e. They have participated in that contest
f. We have not asked them
2. Listen to your teacher and complete with the correct form of the verb:
a. Susan has a letter

b. Michael and Hilary have in English
c. I have this topic
d. You have the car
e. Have you sea food?
f. Has she the same opportunities?
3. Read the following information about Stephanie:
Stephanie is a student who has had some problems lately in her school
because she has broken some rules. Her parents have already spoken with
her several times, but Stephanie doesn’t pay attention.
4. Write a letter to Stephanie according to the information you read.

149
WORKSHOP 36

EXPRESSIVE PURPOSE
That I apply all what I have learnt in this third period showing my
advances in reading comprehension and written production.
Organizo mis ideas, en escritos cortos o en producciones orales, haciendo uso
de los tiempos gramaticales trabajados en el periodo.
• What has happened? (Write a short summary, organizing the events in the
correct order)
• What will happen next? (Given an ending to the story)
REVIEW
Verb tenses
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.
In this specific case let’s remember what we have learn during this third period
150
FUTURE PERFECT PRESENT

Will Be going to affirmative Negative Interrogative
I will buy a house I am going to buy I have I haven’t Have you
a house bought a bought a bought a
house house house?
He will buy a He is going to buy He has He hasn’t Has he
house a house bought a bought a bought a
house house house?
1. Read the next story. Underline the main events:
Jerry Decided To Buy a Gun
Jerry Baldwin was 30 years old. He was the manager of a pizza restaurant. He
lived in an apartment about one mile north of the restaurant. He walked to and from
work. When it was raining, he took the bus.
Jerry loved gangster movies. When a new one came out, he would go to the
theater and watch the new movie three or four times. Then, when it went to video,
Jerry would buy the video at Barney’s Video Store. Jerry had a home collection of
over 1,000 gangster videos. Old ones, new ones, color, black and white, English,
Spanish, Japanese--he loved them all. He could tell you the name of the movie, the
director, the stars, and the plot. Did you say you liked “Pulp Fiction”? Well, Jerry
would rattle off all the details of that movie.
And then he would invite you to his place to
watch it some time. He was a nice guy.
Jerry finally decided that he would like to own

a gun, just like the gangsters. So he saved
his money for a couple of years. Then he
went to a gun store and bought a used .38 caliber revolver for $300. While there,
he also bought a couple of boxes of ammunition. The following Saturday morning,
he went to the gun club to practice with his new revolver. He was in the club for
only 10 minutes when he accidentally dropped his pistol. The gun went off, and the
bullet went into Jerry’s right knee.
Jerry now walks with a limp and a cane, just like some gangsters.
2. Answer the following questions
a. What has happened to Jerry? Why?
b. What has been the consequence of his decision?
c. Do you believe the television and the movies have influenced Jerry’s
decision? Why?
151
d. What will happen next?
Read the next story
He Goes to War to Save His Baby
Roland was a carpenter in Virginia. He and Sheila had three kids—two boys and
baby Jessica. The baby had been in and out of the hospital for the last year
because of infections and other problems. She was very weak and sick. The
doctors were not confident that she would live another year.
Taking care of Jessica was expensive. The family was deep in debt. Roland, an
independent subcontractor, had medical insurance, but he had very high
deductibles.
Things were bad. Roland saw no light at the end of this tunnel. Then he saw an
advertisement in the newspaper: “Security guards/contract workers wanted.
$100,000 a year. First $80,000 tax free. $20,000 bonus for extending contract an
extra year.” He called the number. The line was busy, but he kept calling and finally
got through. He was worried that the jobs were all taken, but they told him plenty of
jobs were still available. They said they would give him two weeks of training in
Texas. Then they would fly him to Iraq for his assignment.
Roland told Sheila he had to take this job. He knew it was dangerous; he might get
injured or killed, but the money was too good. Plus, the family would have full
medical benefits, which would enable the baby to get the care she needed. Roland
said if he survived the first year, he would probably sign up for the bonus and a
second year.
Sheila was worried. She asked, “What if you get killed? What are we going to do
without you?”
“You can’t think like that, honey,” he said. “You’ve got to think positive. Think about
how well off we’ll be in two or three years after I bring back all that money. This is
the best thing I could do for this family.”
Sheila hugged him and sobbed. “I don’t want you to go.”

Roland flew to Houston five days later
(Stories taken from: http://www.rong-chang.com)
2. Let’s ask some questions to discuss about the reading. (work with the
teacher)
a.
?
b.
?
c.
?
d.
?
152
1. Look and create your own Simpson’s story using present perfect and
simple past. Write the storyline and the dialogues below.
It’s time to share your story with your partners!

153

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1

INSTITUCIÒN EDUCATIVA TECNICA

SUBJECT: ENGLISH GRADE: 8Th

School: Grade: ENGLISH

Teacher: Time: Hours:

EVALUACIÓN: INDICADORES DE DESEMPEÑO

-Hago exposiciones ensayadas y breves sobre algún tema académico de mi interés.

ENSEÑANZAS (COMPETENCIAS Y HABILIDADES)

Word bank: Wildfire – Tornado – Earthquake – Storm – Drought –

The strongest earthquake in the 2011

WEEK: FROM TO 201 HOURS:

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

Tell us about you:

• What did you like when you were younger?

Now ask your partner:

• What did she or he like when he or she were younger?

• What does he or she like now?

Underline the past actions in the text and classify.

Answer the following questions:

Dusk to Dawn: Survivor Accounts of the Last Night on the Titanic

Taken from: http://cruises.about.com/od/cruisereading/gr/titanic_dusk_to_dawn.htm

WEEK: FROM TO 201 HOURS:

EXPRESSIVEPURPOSE: That I develop reading comprehension and writing production

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

Let’s see one example:

Let’s answer some questions:

1. Where is the man?

2. Why is the man there?

3. When is it happening, during the day or during the night?

4. How do you believe it happened?

5. What is the possible solution for the man?

Now let’s describe according to the information we have:

Let’s answer some questions:

1. Where is the man and where are the women?

2. Why is the man there? Why are the women there?

Now let’s describe according to the information we have:

Describe what happened in each image.

WEEK: FROM TO 201 HOURS:

EXPRESSIVE PURPOSE: That I develop writing showing my advances by

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

Identify in the text words that express sequence or connect ideas:

From mid-Willamette Valley theater

Coordinating Correlative Subordinating Conjunctive adverbs /

ALTERNATIVE ALTERNATIVE ALTERNATIVE ALTERNATIVE

ir, nor either...or, rather than instead, as an

CAUSE-EFFECT CAUSE-EFFECT CAUSE-EFFECT CAUSE-EFFECT

COMPARISON COMPARISON COMPARISON COMPARISON

as . . . as, as (like), as if, as In the same way,

CONDITION CONDITION CONDITION CONDITION

indeed, in fact, of course,

TIME TIME TIME TIME

after, before, when, first, second, next, then,

Fill in the blanks with a suitable connector

( WHEREAS, BUT, ALTHOUGH, HOWEVER, DESPITE, INSPITE OF, ON THE OTHER

1. Andrew was warned of the risks, he decided to travel alone to

2. Maria did not get a promotion her qualifications.

3. Zambia is a land- locked country, Kenya has a coastline.

5. This restaurant has a good reputation, that one does not.

7.You won’t be forgiven your apology.

8. We couldn’t find a house to buy we looked at quite a few.

9. He always looks so lonely and sad his popularity.10.He is quiet and

( ALTHOUGH, IN SPITE OF , DESPITE)

1.Dave smokes. He seems to be in good health ( although)