BT InglesV TeachersBook

INGLÉS V
Blanca Eugenia Romero Soto

TÍTULO NUEVO
book
Teacher’s
5 SEMESTRE
Av. 27 Pte. 2511, Col Juárez
Puebla, Pue. C.P. 72410
Director Editorial
Francisco Javier Rueda Blanco
Autor
Blanca Eugenia Romero Soto
Editor en jefe
Juan Carlos Castañeda Pérez
Edición
José Antonio Sánchez Sosa
Coordinación de diseño
Lucia Hernández González
Diseño editorial
Lucía Hernández González
Itzel Roldán López
Diseño de portada
Elizabeth Rojas Saavedra
© D.R. 2022 CBIM, S. DE R.L. DE C.V. Impreso en México

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Table of contents
First Partial 13 Expressing probability, regrets,
obligations, prohibitions and past
events
17 Theme 1. Expressing probability, concerns,
obligations and prohibitions
35 Theme 2. Talking about the chronology of
past events
45 First Partial Evaluation
Second Partial 51 Speculation, activities in progress

and tense contrast
55 Theme 3. Suspicion and speculation
67 Theme 4. The formal and informal use of
English
73 Theme 5. Talking about activities in
progress until now
81 Theme 6. Tense contrast
90 Second Partial Evaluation
Third Partial 95 Reporting what other people said,

expressing focus on the action and
talking about future events
100 Theme 7. Reporting what other people say
113 Theme 8. Focusing on activities and
objects
121 Theme 9. Predicting the future
131 Third Partial Evaluation
139 Annexes
Presentación
¡Bienvenido! En tu libro Inglés V, encontrarás el conocimiento necesario para comunicarte
en esta segunda lengua, tanto de forma oral como escrita. Son tres los bloques que te
presentamos, y cada uno aborda temas de suma importancia para comprender distintos
aspectos de este idioma que debemos entender.
En el Primer Parcial conocerás los elementos necesarios para formular de manera oral y
escrita oraciones que expresen obligación, consejos, predicciones y eventos que ocurrieron
en el pasado.
Para el Segundo Parcial aprenderás a expresar situaciones hipotéticas pasadas y
presentes, además de acciones que comenzaron en un pasado reciente y que todavía no
han terminado.
En el Tercer Parcial, aprenderás el modo correcto de expresar describir lo que otras
personas han dicho, a redactar y seguir instrucciones, así como describir sucesos que
podrían llegar a ocurrir.
Todos los temas se presentan a través de diálogos que podrás escuchar y practicar las
veces que sea necesario para que desarrolles tus habilidades de pronunciación, fluidez y
entonación en la expresión oral.
El esfuerzo se verá completado con las distintas actividades que están diseñadas para
potencializar tus habilidades para expresarte correctamente en la lengua inglesa. Sin duda,
el progreso y desarrollo que tendrás con este libro te ayudará en tu proceso de aprendizaje,
a trabajar en equipo y en descubrir nuevos panoramas que podrían influenciar en tu futuro
profesional. ¡Adelante!
La autora.
Apoyos para el docente
¡Estimado docente! Queremos seguir contribuyendo en su
labor educadora, presentándole contenidos de calidad que
nutran la enseñanza y motiven el aprendizaje. Es por ello Ingresa aquí para
acceder a nuestros
que, de la mano de los temas que repasará junto con sus recursos digitales:
alumnos, este libro cuenta con los siguientes apoyos de res- https://ktdradigital.com/
paldo en el aula, disponibles en nuestra plataforma digital: registro/profesor/
620a8294a2151aa66a78c481
Manual de Guía docente Actividades y

soluciones ejercicios extra
Planes de clase
Para obtener tu plan de clase, al comienzo de cada parcial verás un

código QR que, al escanearlo, te direccionará a la página web de donde
podrás descargarlo.
Perfil de competencias
El presente programa contribuye particularmente al desarrollo de las siguientes competencias:
Competencias genéricas
The student listens, interprets, and communicates messages

relevant to different contexts by using appropriate means, co-
des and tools.
The student effectively participates and collaborates on diverse

teams.
Perfil de egreso
El Perfil de Egreso de la Educación Media Superior, expresado en ámbitos individuales, define el tipo de
alumno que se busca formar. A través del logro de los aprendizajes esperados de la asignatura de Inglés V,
gradualmente se impulsará el desarrollo del siguiente ámbito:
Language and
communication
Adicionalmente, de forma transversal se favorecerá el desarrollo gradual de los siguientes ámbitos:
Socioemotional skills
and life project
Inter-subject
relation
Digital skills
Collaboration and
teamwork
Construye T
Grupo Ktdra considera el desarrollo de las Habilidades Socioemocionales (hse) como un aspecto priori-
tario en el perfil de los egresados de Educación Media Superior. Para incorporar el desarrollo de las hse de
manera más efectiva, se han rediseñado algunos aspectos del programa Construye T.
Dicho programa tiene por objetivo mejorar los ambientes escolares, y promover el aprendizaje de las hse
de las y los jóvenes de Educación Media Superior para elevar su bienestar presente y futuro, de modo que
puedan enfrentar exitosamente sus retos académicos y personales.
Así, el programa Construye T se compone de tres dimensiones que se trabajarán a partir del desarrollo
de hse específicas:
CONOCE T RELACIONA T ELIGE T
Que promueve habilidades Para establecer relaciones Toma de decisiones reflexi-

para identificar, conocer y ma- constructivas con otras vas y responsables en distin-
nejar sus propias emociones. personas. tos ámbitos de la vida y logro
de metas.
Autoconocimiento Conciencia social Toma responsable de

decisiones
Autorregulación Colaboración Perseverancia
Actualmente, se han sumado cuatro componentes que, de manera transversal e incorporando la perspectiva
de género, aportan al desarrollo de las hse que promueve Construye T, estos son: Práctica y colaboración
ciudadana, Educación integral en sexualidad, deporte y arte.
Propósitos de la EMS
La Educación Media Superior (ems) tiene por ob- Dada la relevancia de la educación como poten-
jetivo que todos ejerzan su derecho a una educación ciadora del desarrollo personal y social, un elemento
de calidad. Hoy en día, los jóvenes interactúan en un clave es el desarrollo de los nuevos currículos para la
mundo que evoluciona de la sociedad del conoci- educación obligatoria en general y para la ems en
miento hacia la sociedad del aprendizaje y la inno- lo particular, así como los programas por asignatu-
vación; procesan enormes cantidades de información ra. Por ello, Grupo Ktdra se ha propuesto impulsar
a gran velocidad y comprenden y utilizan de manera el logro de las cuatro funciones y propósitos de este
simultánea la tecnología, que forma parte de su en- nivel educativo:
torno cotidiano y es relevante para sus intereses.
La culminación del ciclo de La formación propedéutica

educación obligatoria para la Educación Media
Superior
Funciones
de la EMS
La formación de una La preparación para ingresar
ciudadanía competente al mundo del trabajo
Propósitos de la EMS
Aprender a
aprender
Aprender
a ser
Aprender Aprender
a hacer a convivir
Habilidades de pensamiento
Nuestro contenido está diseñado para fomentar y dirigir los conocimientos del alumno, mediante actividades
basadas en la taxonomía revisada de Bloom. Esta habilidades de pensamiento se relacionan directamente con
nuestros aprendizajes esperados a través de los siguientes iconos:
Utiliza los conocimientos adquiridos para formar

Crear nuevos.
Desarrolla juicios basados en criterios comproba-

Evaluar bles y medibles.
Descompone las partes de un conocimiento para

Analizar relacionarlas.
Permite utilizar los conocimientos adquiridos en

Aplicar situaciones concretas.
Comprender Establece relaciones y construye significados.
Recupera y recuerda conocimientos previos al

Recordar estudio de la asignatura.
Tabla aprendizajes
esperados
Nivel taxonómico de la
actividad
Estructura didáctica
La asignatura de Inglés V pertenece al campo A través de tres parciales, este libro busca generar
disciplinar de Comunicación, el cual propone el de- un mejor aprendizaje, por lo que cada uno presenta
sarrollo de habilidades para comunicarse tanto en la siguiente secuencia didáctica:
español como una segunda lengua, en este caso inglés.
Inicio: reactiva saberes previos del alumno, mediante

Encontrarás diversas
situaciones en contexto y resolución de actividades. actividades, que pueden ser:
Individual
Desarrollo: explica el tema con teoría, lecturas, ejem-
ESTRUCTURA En pareja
plos y actividades significativas, abordadas desde la
transversalidad y alineadas con su proyecto de vida.
En equipo
Cierre: demuestra lo aprendido en un contexto dife- En plenaria

rente del que fue adquirido a través de una evaluación.
Tipo de Actividades
• Comprensión lectora: fomentan la com- • Speaking: diálogos que fomenten la
prensión e interpretación de textos. capacidad de hablar en inglés.
• Formativa: estimulan, corrigen y reajus- • Listening: audios para familiarizarse
tan el progreso del alumno. con el idioma inglés.
• Transversal: relacionan saberes de dife- • Writing: actividades que fomenten la
rentes disciplinas. correcta escritura en inglés.
• Formativa tic: desarrollan la competen- • Reading: lecturas que permitan mejo-
cia digital de los alumnos. rar la comprensión del idioma inglés.
Producto esperado
Vinculado al aprendizaje esperado del tema,
Material e información adicional que refuer-
generará evidencia para un portafolio que se
za las lecciones del programa Construye T.
entregará al docente.
Anexos
Para más información

escríbanos a:
Lista de referencias Portafolio de evidencias:
contacto@grupoktdra.com
bibliográficas y electrónicas: elementos para elaborarlo y
autores y obras consultadas un listado de los productos o contacte a su
en la construcción del libro. esperados que se desarrolla- representante de zona para
ron para cada tema. más información.
Las actividades, tablas, rúbricas, índices y otros cursos que aparecen en el presente libro, han sido tomados del plan de estudios vigentes del
Bachillerato Tecnológico con fines didácticos.
First Partial
Expressing
probability,
regrets, obligations,
prohibitions and
past events
Time: 25 hours
Partial’s purpose Students will be able to talk and write about obligations, advice, predic-
tions and concerns as well as to express ideas that happened in the past.
Enter here and download your lesson plan: https://

Lesson plan ktdradigital.com/registro/profesor/620a8294a2151
aa66a78c481
Learning outcomes
LEARNING OUTCOMES
TAXONOMIC
THEME LEARNING OUTCOMES LEARNING EVIDENCE
LEVEL
Students recognize and produce

Expressing sentences about obligations,
probability, advice, predictions and concerns Written sentences about
regrets, in both oral and written forms, something they are worried
obligations and based on informative texts about.
prohibitions such as newspapers and science
books.
Students recognize and express

A list of events about previous
Talking about the idea that an action occurred
days and a timeline with
the chronology before another action or
of past events
sentences effectively written in
specific time in the past, using
past perfect.
descriptive texts.
In context
1. Read the following text about tourism industry:
What is the tourism industry?

So, what is the tourism industry? Essentially, it refers to all activity related to the short-term movement
of people to locations away from where they usually reside.
The tourist
In simple terms, a tourist is a person travelling to another location, away from their usual social envi-
ronment, for business, pleasure or social reasons. By most accepted definitions, a person is considered a
tourist if he/she stays at that location for longer than 24 hours, but for no longer than one year.
What are the benefits of the tourism industry?
Tourism has many benefits, including economic benefits for countries attracting a lot of visitors. It also
provides many jobs for people working in the transport and hospitality industry.
What are the sectors in the tourism industry?
1. Transportation: this sector is concerned with helping tourists to get where they need to go. Included in this
sector are services related to the airline industry, car rental, water transport, taxis, buses and trains.
2. Accommodation: this accommodation sector is central to the travel and hospitality industry because people
travelling to different areas require somewhere to stay, eat, rest and sleep. It includes the hotel industry, cam-
ping, hostels, bed & breakfast, and cruises.
3. Food and beverage: this sector provide tourists with essential refreshments during their travel experience,
including during travel, when spending time in their chosen accommodation, and when they are out and about
exploring the location they have travelled to.
4. Entertainment: some tourists travel to new locations in the pursuit of entertainment. This sector includes casi-
nos, shopping, tours and all kinds of local attractions and shows.
5. Connected industries: finally, there are also several industries that are either directly or indirectly connected to the
tourism industry. Examples of these are financial services, travel agencies, tour operators, online travel agencies,
tourism organizations, marketing and sales, and technology..
2. Based on the reading, discuss the following questions:

a. When can a person be considered a tourist? A person is considered a tourist if he/she
stays at that location for longer than 24 hours, but for no longer than one year.
b. Give some examples of the sectors in the tourism industry. Transportation, accommodation,
food and beverages, entertainment, connected industries (financial services,
travel agencies, tourism organizations, marketing and sales and technology).
c. What are the benefits of the tourism industry where you live? It provides jobs
16 ENGLISH V
Let’s begin! ACTIVITY
1. Look up the meanings of the underlined words in the previous reading. Write down the meaning and
a sentence using each word. You can find examples in your dictionary.
UNDERLINED WORD MEANING EXAMPLE
Short-term Corto plazo
Reside Residir
Environment Medioambiente
Benefits Beneficios
Las respuestas varían.

Hospitality Hospitalidad
Interesado,
Concerned
involucrado
Accommodation Alojamiento
Refreshments Refrigerios
Out and about De aquí para allá
Pursuit Búsqueda
2. Share the meanings and your examples to your classmates.

FIRST PARTIAL EXPRESSING PROBABILITY, REGRETS, OBLIGATIONS,
PROHIBITIONS AND PAST EVENTS 17
Expressing probability, regrets,

THEME 1
obligations and prohibitions
Development
Reading and listening ACTIVITY 1
1. Read and listen to Miguel, he is the manager’s assistant in a busy hotel. He usually
deals with the hotel’s guests. Today is a busy morning: there is a congress going on
at the hotel’s premises. Listen to him and match his statements to the pictures.
a. Excuse me, sir. You mustn’t smoke in here. It’s a non-smoking area.
b. Madam? Excuse me, but you mustn’t carry the pool towels out of the pool area.
c. Excuse me, Ma’am. You must leave your wine glass at the lobby bar.
d. Excuse me, young man. You mustn’t use your scooter in the lobby.
e. Excuse me, sir. You must leave a deposit in advance. That’s the hotel’s policy.
f. Excuse me, ladies. I must ask you to move, you are blocking the entrance. But I’ve already arranged
a table for you at the bar.
g. Excuse me, young lady. You must fill an identity card for your teddy bear. It’s hotel regulations.
h. Excuse me, madam. I must ask you to wait for a minute while I bring a wheelchair.
( D ) ( A ) ( C ) ( G )
( E ) ( B ) ( F ) ( H )
2. Now, practice the sentences. Pay attention to the pronunciation. Scan the QR code to listen to the
sentences as many times as you need in order to practice.
18 ENGLISH V
Pronunciation practice tip 1
Listen to each line and repeat it. Practice “shadowing”. Shadowing means listening to a
short sentence or phrase, and then repeating it afterwards, trying to imitate the sounds,
intonation and word stress.
McLellan, C. (2019). 6 Tips for improving your English Pronunciation. British Council. https://www.britishcoun-
cil.pt/en/blog/6-tips-improve-your-english-pronunciation.
To speak and write correctly
In the first part of this Partial, we are going to study Modal Verbs. You already know some of them,
for example: can, will, would. We use modal verbs in English to express things like ability, permission,
possibility, obligation, etc. They only have one form. They do not take -s in the simple present and
they do not have a past simple or past participle form. Here we’ll work with Must, Have to, Should,
Shouldn’t and May. They are used to express obligations, advice, probability and concern.
MUST
• You must carry your passport everywhere you go.

MUST is used to express
• You must learn some useful phrases in the language of the
STRONG NECESSITY
country you visit.
• You must follow the rules inside the swimming pool. MUST is used to express
• You must wait for your turn to use the treadmill at the gym. RULES and REGULATIONS
MUST + verb (simple form)
You must help customers whenever you can.

She must wear her ID inside the congress premises.
NEGATIVE
You must not feed the fish in the aquarium.

You mustn’t go into the ocean if there are strong winds.
Writing ACTIVITY 2
1. Laura, the hotel’s event planner, is preparing a list of rules for the interns who are going to
help during the congress. Complete the list using Must or Mustn’t and a verb from the box.
take assist leave use
carry be stay wear
1. You must wear your uniform every day.

2. It must be perfectly clean and ironed.
3. You must stay inside the premises during your whole shift.
4. You must assist the VIP guest you are assigned to during all his/her stay
in the conferences.
5. You mustn’t leave before VIP guests.
6. You mustn’t take photographs.
7. You mustn’t use your cellphone unless I call you.
8. If you are assigned to a speaker, you must carry with you a spare ID for
your speaker in case he/she loses it, and the emergency phone numbers.
Reading ACTIVITY 3
Many people are attending the congress. They come from different countries. Miguel is worried about sa-
fety, so besides having security employees all over the hotel, he decides to print a list of safety suggestions
for guests.
1. Read Miguel’s safety suggestions:
Dear guest:
Welcome to Bahía Hotel. We hope you enjoy your stay with us. To make your visit more comfortable
and safe, we suggest the following precautions:
1. When you check in, you have to tell the front desk clerk if you carry any valuables. The hotel
will not be responsible for lost items if they were not declared.
2. In case you notice something is missing from your room, you have to report it immediately to
the front desk.
3. You have to keep your room’s key card with you all the time. Do not
take it out at the restaurant, the bar, the conference rooms or the pool.
4. Do not keep valuables in your car. You have to place them in the
hotel’s safe deposit box.
5. If you didn’t ask for anything and someone knocks at your room’s
door, and claims to be an employee, do not open. First, you have to
check with the front desk if they sent someone to your room.
20 ENGLISH V
2. Decide if the following sentences are true (T) or false (F):

a. The front desk clerk is responsible for the guests’ valuables. ( F )
b. You need to report if anything is missing from your room. ( T )
c. If you go to the restaurant, you need to keep your key card with you. ( T )
d. You may keep your valuables in your car or in the hotel’s deposit box. ( F )
e. Don’t open your room’s door to the hotel’s employees. ( F )
HAVE TO
You have to be careful with your key card.

HAVE TO is used to express
All staff members have to follow safety rules.
STRONG NECESSITY
Miguel has to organize the security staff.
HAVE/HAS TO + verb (simple form)
I have to place my valuables in the safe deposit box.

You have to tell the front desk clerk if you are carrying a laptop, jewelry or any other valuable things.
She/He has to be careful at night.
We have to read the safety recommendations at the hotel.
In the negative it means that something is

NEGATIVE
NOT NECESSARY
You don’t have to go to the restaurant. You may

ask for room service. We use the auxiliary DO to form the negative:
DON’T HAVE TO
He doesn’t have to drive. Everything is at wal- DOESN’T HAVE TO
king distance.
INTERROGATIVE
Do we have to attend all the conferences?

No, you don’t. You just have to attend two of them.
Does she have to register all her valuables?
Yes, she does. She has to register her laptop, camera and jewelry.
We use the auxiliary DO to form the interrogative:

DO + SUBJECT+ HAVE TO
DOES + SUBJECT (THIRD PERSON SINGULAR) + HAVE TO
Writing ACTIVITY 4
1. Rewrite the following sentences using the correct form of HAVE TO:
EXAMPLE
You need to book the room in advance.
You have to book the room in advance.
1. Miguel needs to organize the events’ planning staff.

Miguel HAS TO organize the events’ planning staff.
2. Laura needs to ask for more interns.

Laura HAS TO to ask for more interns.
3. They need to hire French, Italian and English translators.

They HAVE TO hire French, Italian and English translators.
4. Speakers at the congress need to arrive half an hour before the time of their presentation.
Speakers at the congress HAVE TO arrive half an hour before the time
of their presentation.
5. Interns need to learn general information about the speakers.

Interns HAVE TO learn general information about the speakers.
6. The hotel’s caterer needs to be prepared to serve snacks all day long.
The hotel’s caterer HAS TO be prepared to serve snacks all day long.
7. The housekeeper needs to provide clean towels at any time guests require them.
The housekeeper HAS TO provide clean towels at any time
guests require them.
8. The executive chef needs to be ready to serve 200 people. HOTEL

The executive chef HAS TO be ready to serve 200 people.
22 ENGLISH V
Vocabulary tip
Tourists usually approach Miguel asking for help. Sometimes, he can’t do what guests want or need,
so he uses the following phrases to tell them what they must do in different situations. For example:
speak to the manager.

your bank.
call
I’m sorry/afraid I can’t help you, sir/ your travel agent.
You have to
madam/ma’am. another hotel.
try a different car rental company.
a different payment method.
Writing ACTIVITY 5
1. Look at the following situations. Miguel can’t solve them, so he has to tell guests what to do. Use the
expressions in the box to complete the dialogues.
a. GUEST: I don’t know what’s going on with your system, but I assure you my credit card works fine.
MIGUEL: You have to try a different paying method .
b. GUEST: No, I don’t have another payment method and I don’t have another card.
MIGUEL: You have to call your bank .
c. GUEST: I need to change my flight reservation. I have to stay in Cancun a couple of days more.
MIGUEL: You have to speak to your travel agent .
d. GUEST: I’m very disappointed with the service here. The

coffee was cold, the bread was stale, the second floor was
really noisy …
MIGUEL: You have to speak to the manager .
e. GUEST: Are you sure there aren’t any rooms for the wee-
kend? Please, what can I do? I have to stay for a night.
MIGUEL: You have to try another hotel .
Writing ACTIVITY 6
Now you know how to express rules, regulations and strong necessity. Imagine you work in a restaurant, a
museum, a library, a marketing office, an IT company, etc., and your boss asks you to write some rules for
the place.
1. Create an infographic with at least nine rules. Write three sentences with Must, three sentences with
Mustn’t and three with Have to. You may illustrate your infographic. When you finish, present it to
the rest of the class.
INFOGRAPHIC

24 ENGLISH V
Listening, reading, writing, speaking ACTIVITY 7
Besides being in charge of organizing activities for the congress, Miguel has to keep on checking the rest of
the hotel’s guests. He asked Linda, the hotel’s concierge, to help Mr. and Mrs. James. They are a nice, retired
couple from Boston, who are visiting Quintana Roo for the first time.
1. Read and listen to Linda and the James’s conversation:
LINDA: Well Mrs. James, so is this your first visit to Quintana Roo?
MRS. JAMES: Yes, it is and we are so excited. We want to visit all those nice places the travel agent told
us about.
LINDA: You should start with a Turibus ride so that you get familiar with the surroundings.
MR. JAMES: Does it take too long? I’m not very good at riding buses.
LINDA: Oh, don’t worry. There are 10 stops along the route.
MRS. JAMES: Oh Bill, I’d love to go! We should try it.
LINDA: You may stop, rest, and catch the next bus.
MR. JAMES: In that case, it’s ok. What else do you suggest?
LINDA: It all depends on what you would like to do. If you like international shows, you should book
tickets for Cirque du Soleil.
MRS. JAMES: That sounds great. Could you get them for us?
LINDA: Sure, no problem. You should also visit Isla Mujeres. May I
ask how long are you staying here?
MRS. JAMES: Oh, we’d like to stay for a couple of weeks,
but we don’t really have a plan.
LINDA: In that case, you should let our travel agent sug-
gest some activities and visits.
MR. JAMES: Yes, that’s a great idea. Could we talk to
him?
LINDA: Of course, I’ll tell him to arrange an appointment
with you.
MR. JAMES: Great! Meanwhile, we should go to our room
and take a shower.
2. Discuss and answer the following questions:

a. What is the meaning of concierge? What are his/her functions?
Someone who is employed in a hotel, private club, or similar place to help
guests with anything they need, such as arranging trips or theater tickets
b. How many times have Mr. and Mrs. James visited Cancun?
This is the first time.
c. Why does Linda suggest a Turibus ride?
So that they get familiar with the surroundings.
d. How long are they staying in Quintana Roo?
They are staying for a couple of weeks.
e. What are their plans for their stay in Cancun?
They don’t really have a plan.
3. Now, practice the dialogue. Pay attention to pronunciation. Scan again the previous QR code to listen
to the dialogue as many times as you need to practice. Remember PRONUNCIATION PRACTICE
TIP 1.

SHOULD - AFFIRMATIVE
• He doesn’t like crowded places. He should stay in a
Should means “This is a good idea. This is good
quiet beach.
advice”.
• Miguel is stressed by work. He should get an assistant.
I
You
He
Notice that SHOULD is always followed by
She + should + verb (simple form).
the simple form of the verb.
lt
We
They
NEGATIVE
• You should not (shouldn’t) go out without planning
your holidays. Negative: SHOULD + NOT
• Miguel should not (shouldn’t) work under stress. He Contraction: SHOULDN’T

will get sick.
INTERROGATIVE
Should we visit Tulum or Chiche Itzá?
We use the interrogative form to ask for advice.
Should Laura get more interns to help her?
I
You
He
SHOULD + She + verb (simple form)

lt
We
They
26 ENGLISH V
Writing ACTIVITY 8
1. Work in pairs. Look at the problems of these hotel guests. Give them a piece of advice using Should
or Shouldn’t.
a. CUSTOMER: I would like to take my wife to a night show.

ADVICE: .
b. CUSTOMER: I would like to spend the day in Cozumel. Where should I go to?
ADVICE: .
c. CUSTOMER: How far in advance do I have to book a room in December?
ADVICE: .
d. CUSTOMER: Which places do you suggest visiting in Cozumel?
ADVICE: .
e. CUSTOMER: Should I rent a car to drive around Cancun?
ADVICE: .
f. CUSTOMER: I love seafood. Could you recommend a fine seafood restaurant?
ADVICE: .
g. CUSTOMER: Could you recommend a beach club with activities for children?
ADVICE: .
h. CUSTOMER: I’d like to book admission tickets for the whales´ show. Which day of the week is
the best to attend?
ADVICE: .
Writing ACTIVITY 9
Some of your classmates have a problem and need your advice.
1. Read each situation and give advice with SHOULD or SHOULDN’T. Use the vocabulary you studied.
EXAMPLE
SITUATION: Miguel is very tired, but he can’t sleep.

ADVICE: He should rest. He should do some exercise. He should learn to relax.
SITUATION 1: Carlos is worried about his exams. He can’t concentrate. Las respuestas varían.
ADVICE: .
SITUATION 2: Paty thinks she is not moving enough. She studies a lot, but she is always sitting
down.
ADVICE: .
SITUATION 3: Laura is planning a picnic with her friends. Some of them are vegetarian and some
of them like meat. She doesn’t know what to take to the picnic.
ADVICE: .
SITUATION 4: Mario failed Math and he is worried because his father will get angry.
ADVICE: .
SITUATION 5: Diana saw her boyfriend with another girl. She is angry and sad.
ADVICE: .
28 ENGLISH V
Reading ACTIVITY 10
Besides giving the interns some rules, Laura also gave them a list of possible situations that may occur at
the congress so that everybody is ready.
1. Get in pairs. Read Laura’s list and match each situation with a possible solution:
POSSIBLE PROBLEMS POSSIBLE SOLUTIONS
1. We may ask the speakers to upload their presentations to

( 3 ) a. Someone may get sick. the congress’ drive (Google Drive®, Microsoft One Drive®,
Dropbox®) so that they do not need their laptops.
b. Some guests may have special 3. We may have complimentary snacks if people attending the
( 4 )
dietary needs. conference have to wait for too long.
c. The power may go off during a 4. We may have an ambulance and paramedics ready outside the
( 6 )
presentation. hotel during the congress.
5. We may ask all speakers if they have any special needs or re-
( 1 ) d. A speaker may forget his/her laptop.
quests when they book the hotel room.
( 2 ) e. A speaker may arrive late. 6. We may train some interns to help at the front desk.
( 7 ) f. A speaker may not arrive. 7. We may rent a power plant.
g. We may have an emergency, for 8. If a presentation is cancelled, we may offer the people who
( 8 )
example, a fire. were attending it complimentary tickets for a tour or a show.
h. Many guests may want to check out 9. We may place more emergency exit signals and ask a fire bri-
( 5 )
at the same time. gade to stay with us during the congress.

MAY
• You may go for lunch when the press conference finishes. MAY is used to express
• You may take pictures inside the conference room. PERMISSION
• Laura may take a day off after the congress is over. MAY expresses
• Linda is prepared to take her French test so she may get certified. POSSIBILITY
MAY + verb (simple form)
Next...
Next...
You may carry your cellphone to the presentations.

She / He / may take the speakers’ photographs.
We may help Laura writing the rules and regulations posters.
They may place signs all around the congress premises.
NEGATIVE
She may not finish on time if she doesn’t get help.

INTERROGATIVE
May I take my cellphone to the conference?

MAY is also used for POLITE
May I close the window? It’s cold in here.
REQUESTS in the interrogative.
May I take a selfie with you?
Writing ACTIVITY 11
1. Now, imagine you have to organize an event at school (a contest, a party, a sports competition, etc.)
Try to predict possible problems and their solutions. Write at least five problems and their correspon-
ding solutions. Don’t forget to use MAY.
PROBLEM: .
SOLUTION: .
PROBLEM: .
SOLUTION: .
PROBLEM: .
SOLUTION: .
PROBLEM: .
SOLUTION: .
PROBLEM: .
SOLUTION: .
30 ENGLISH V
Listening ACTIVITY 11
We can also use Should and May to express worries or concerns. Laura is concerned about Miguel.
1. Read and listen to their conversation:
LAURA: I’m worried about you. You look tired.

MIGUEL: Yes, I am. I didn’t sleep last night.
LAURA: Is there anything wrong?
MIGUEL: Well, my girlfriend is angry at me because I have worked the whole week.
LAURA: She’s right. Besides, you may get sick. It worries me that you are not taking care
of yourself.
MIGUEL: I know…
LAURA: You should do some exercise.
MIGUEL: I want, but I just can’t find the time to do it.
LAURA: I’m afraid something could go wrong with your
health. You may not continue like this. You may get stomach
problems because you don’t eat. You may even have problems
with your girlfriend. You should call her and invite her out.
MIGUEL: Yes, I should call her. I will… as soon as we finish with
the congress.
LAURA: No! You should call her now! She may not wait for you!
2. Practice the dialogue. Pay attention to pronunciation. Scan again the previous QR code to listen to the
dialogue as many times as you need to practice. Remember PRONUNCIATION PRACTICE TIP 1.
Vocabulary tip
BESIDES MODAL VERBS, THERE ARE USEFUL PHRASES WE USE

TO EXPRESS WORRIES AND CONCERNS.
• I’m worried about (you / the exam / your health / my father).

• I’m afraid that (I won’t get on time / you get sick / something goes wrong).
• It worries me that (you are not taking care of yourself / I may fail the exam / I may not get the job /
we don’t have enough money).
• You look (tired/ sick/ worried /sad / upset).
• Is there anything wrong?
• Are you all right? Can I help?
Writing ACTIVITY 13
1. Read the following situations. Express your concern. Use the phrases in the previous vocabulary tip
box and modal verbs.
EXAMPLE
SITUATION – Your brother is eating too much and he is getting overweight.

I’m worried about your health. I’m afraid you get sick. You should stop eating. You may go to the gym.
SITUATION 1: Your friend loves videogames. He has missed classes and hasn’t done any homework
because he is playing.
SITUATION 2: Your cousin got pregnant and she hasn’t told her parents.
SITUATION 3: This is the third weekend that some of your friends get really drunk and miss classes
on Monday.
SITUATION 4: Your sister is preparing her final exams and she isn’t getting enough sleep.
SITUATION 5: Your friend doesn’t want to continue going to school.

32 ENGLISH V
Learning evidence
ACTIVITY
1. Firstly, get in pairs and look up the meanings of the following words:
WORD MEANING
Threaten Amenazar
Lush Exuberante
Snowy Nevado(a)
Risk Riesgo
Rising Elevado(a)
Increasing Creciente
Ecosystems Ecosistemas
Shrinking Reducido(a)
Bleaching Blanqueado(a)
Snowless Sin nieve
Footprint Huella
CO2 Monóxido de carbono
Carbon emissions Emisiones de carbono
Sustainably Sustentabilidad
2. Now, as a group discuss the following questions:
a. What are the words in the list related to? They are related to the environment.
b. Imagine you live in one of the most important touristic destinations in the world. Do you think
tourism affects the environment? How? Las respuestas varían.
3. Individually, read the following passage:
Tourism Impact – Tourism and Climate Change

Climate change threatens all life on the planet. It threatens tourist destinations. From lush
tropical islands to snowy mountains, your favorite vacation places could be at risk. As the
planet warms, rising sea levels, extreme weather, and increasing temperatures are impacting
ecosystems and communities around the world. Beaches are shrinking, coral reefs are
bleaching, and alpine resorts are left snowless and dry. If we want to save our planet and
protect these special places, we must reduce our impact.
Tourism’s Carbon Footprint
Tourism is not just a victim of global warming –it also contributes to the problem–. Tourism is
responsible for 8% of the world’s carbon emissions. As more and more people travel each year,
this footprint is only growing.
When we travel, carbon emissions are generated throughout our
trips. While flying is the largest source of these emissions,
other activities, such as using the air conditioning in hotels
or taking a boat ride, produce CO2 as well. Beyond these
direct emissions, tourism development can also cause
the accumulation of CO2. For example, enormous
amounts of trees are cut every year to build hotels
and resorts.
If actions aren’t taken to reduce tourism’s carbon
footprint and ensure the industry operates more sus-
tainably, the resulting impacts on the environment and
human life could be devastating.
Sustainable Travel International. (2020). Combat Climate Change. https://sustainabletravel.org/our-work/climate-change/?gclid=-
Cj0KCQjwuMuRBhCJARIsAHXdnqP6LaN9gBqagirQzCS-_rBxccjNl-FWnzxBIUhxOT-gs3y9yA3h7VIaAsbqEALw_wcB
4. Again, by yourself, decide if the following statements are true (T) or false (F):
a. Climate change is caused only by the tourism industry. ( F )
b. Global warming impacts ecosystems and communities. ( T )
c. Beaches are becoming smaller. ( T )
d. Coral reefs are getting white. ( T )
e. We generate CO2 when we travel. ( T )
5. Back with all your classmates, answer the following questions:
a. Why are our favorite vacation places at risk? Because the planet warms, rising sea levels,
extreme weather, and increasing temperatures are impacting ecosystems and
communities around the world. Beaches are shrinking, coral reefs are bleaching,
and alpine resorts are left snowless and dry.
34 ENGLISH V
b. How does tourism leave a carbon print on the planet? Tourism is responsible for 8% of
the world’s carbon emissions. As more and more people travel each year, this
footprint is only growing
c. Which tourist activities are associated with the production of CO2? Flying, using the air
conditioning in hotels or taking a boat ride. Tourism development can also
cause the accumulation of CO 2. For example, enormous amounts of trees are
cut every year to build hotels and resorts
6. The carbon footprint is a big concern in the world. For sure, now that you know more about it, you
are also worried.
Finally, again by yourself, write down five sentences expressing your personal concerns about tou-
rism and climate change. Remember to use the phrases we studied and modal verbs.
• .
• .
• Las respuestas varían. .
• .
• .
7. Share with your classmates those five sentences and receive feedback from the teacher.
Assessment rubric
INSTRUCTIONS: Read carefully each indicator and write YES (2 points) or NO (0 points) according to
the following criteria:
YES (2 points) NO (0 points)
ASSESSMENT
INDICATOR SELF- PEER TEACHER’S
ASSESSMENT ASSESSMENT ASSESSMENT
Identifies the function of phrases used to express concern.
Structures sentences with phrases to express concern and

modal verbs.
Uses the correct pronunciation according to the pronun-

ciation practice.
Uses the studied texts to produce his/her own.
Writes at least five different sentences expressing concern.
TOTAL
THEME 2
Talking about the chronology of
past events
Development
Reading, listening and writing ACTIVITY 14
1. Get in pairs and look up the meanings of the following words:
WORD MEANING
Facilities Instalaciones
Monasteries Monasterios
Lodging Alojamiento
Shelter Refugio
Century Siglo
Bedding Ropa de cama
Provide Proporcionar
Give birth Ser el origen de
Emerge Emerger
Landmark Punto de referencia
Timeline Línea del tiempo
Luxury Lujo
36 ENGLISH V
2. Now, investigate the following:

a. How many hotels are there in Quintana Roo? 1067 by the end of 2020.
b. Which was the first hotel in Cancún? The first servicing hotel in Cancún
was the Playa Blanca. It was opened on September 1974.
3. Read and listen to the following passage:
Evolution of the Hospitality Industry

The idea of hospitality is in the center of the tourism industry. The term Hospitality comes from
a French word “Hospice” which means “Taking care of the travelers”. In old times, locals used to
let the travelers rest on kitchen floors or other extra spaces during their journey. There were no
resting facilities for tourists until monasteries decided to build one. This was the beginning of
lodging services.
In the late 1700s, inns appeared. Inns were shelters by the road where travelers could stop to
rest and get some food. They also took care of traveler’s horses while they rested. This is the time
when the seeds of the modern hospitality facility were planted. What we see today is the growth
of the past two centuries.
In the early 1800s, “Inns” were the only lodging facility available
for the tourists. People established a lot of Inns before the 19th HOTEL
century. But lodging was not just about bedding and resting
facility anymore. They started providing food and drinks to
the travelers. And soon the element of luxury started. This
gave birth to hotels.
Hotels emerged as more sophisticated facilities which
provided better rooms and dining areas. The year of 1829 is
considered as a landmark in the timeline of the American hospitality
industry. It was the year when an American architect, Isaiah Rogers,
designed and constructed the first luxury hotel, the “Tremont
Hotel”, in Boston, Massachusetts.
In Mexico, the first building designed specifically to become a hotel,
was the Hotel de La Bella Unión, located in Mexico City. It was built in
1840 by Engineer José Besozzi.
Russel and Dawson. (2022). Evolution of Hospitality Industry. https://www.rdaep.com/blogs/evolution-hospitality-industry/
4. Answer the following questions:

a. What is the meaning of hospitality?
Taking care of the travelers
b. Which were the first resting facilities for tourists?

Monasteries
c. Before these facilities appeared, where did the tourists rest?

Travelers rested on kitchen floors or others extra spaces
during their jouney

d. When did inns appear?
During the 1700’s
e. Before inns appeared, where did tourists rest?

In monasteries
f. How did hotels emerge?

When the element of luxury started
g. When was the first Mexican hotel built?

In 1840
h. In which tense are the underlined verbs?

Simple past
5. Now, practice reading the text. Pay attention to pronunciation. Scan again the previous QR code to
listen to the text as many times as you need to practice. Remember PRONUNCIATION PRAC-
TICE TIP 1.
Record yourself
Once you have practiced shadowing, you could record yourself speaking, either
repeating a short phrase that you have listened to, or doing a longer speaking task
from a coursebook, like describing a picture or practicing a dialogue. Listen back
and make a note of any sounds that you have problems with. Practice these words/
sounds slowly and then record yourself again.
McLellan, C. (2019). 6 Tips for improving your English Pronunciation. British Council. https://www.britishcoun-
cil.pt/en/blog/6-tips-improve-your-english-pronunciation
6. With information from the text, complete the following timeline:
1700 1700 1780-1800 1829 1840
1700 .
1700 .
1780-1800 .
1829 .
1840 .
38 ENGLISH V
7. Finally, and according to the timeline, which hotel was built first? The Tremont Hotel or the Hotel
de la Bella Unión?
The Tremont Hotel

PAST PERFECT TENSE
In English, we use the Past Perfect to refer to an action that started and ended in the past BEFORE another
action also in the past. For example:
PRESENT
PAST SIMPLE
PERFECT PAST
NOW
1829 1840
• The Tremont Hotel was built in 1829. The Hotel de la Bella Unión was built in 1840. So, The Tremont
Hotel was built before the Hotel de la Bella Unión.
• The Hotel Tremont had been built before José Besozzi built the Hotel de la Bella Unión.
• The Past Perfect expresses an action that happened in the past before another action that also happened in
the past.
PAST PERFECT STRUCTURE

The Past Perfect uses the auxiliary had and the past participle form of the verb. Pay attention to the following
structure:
SUBJECT + HAD + VERB (Past participle)
Miguel slept for 13 hours. The congress had finished.

ET
FIRST ACTION: The congress had finished.Past Perfect T TICKl
CER era n
CON
n io
Ge miss
SECOND ACTION: Miguel slept for 13 hours. Simple Past E
LIV Ad
535
I didn’t go to the concert. I had lost my ticket.

973
FIRST ACTION: I had lost my ticket. Past Perfect

SECOND ACTION: I didn’t go to the concert. Simple Past
She cried with joy. She had won the lottery.
FIRST ACTION: She had won the lottery. Past Perfect
SECOND ACTION: She cried with joy. Simple Past

Do you remember when you studied the present perfect? You had to learn irregular verbs in the past par-
ticiple. To form the Past Perfect, you will need to review them. Don’t worry! Here is a list of irregular verbs.
You will review the past tense and the past participle.
MOST COMMON IRREGULAR VERBS

SIMPLE SIMPLE PAST SIMPLE SIMPLE PAST SIMPLE SIMPLE PAST
FORM PAST PARTICIPLE FORM PAST PARTICIPLE FORM PAST PARTICIPLE
bring brought brought bite bit bitten begin began begun

build built built break broke broken drink drank drunk
buy bought bought choose chose chosen ring rang rung
catch caught caught fly flew flown sing sang sung
feel felt felt forget forgot forgotten sink sank sunk
find found found freeze froze frozen swim swam swum
fight fought fought hide hid hidden
get got got lie lay laid become became become
have had had steal stole stolen come came come
hear heard heard speak spoke spoken run ran run
hold held held tear tore torn
keep kept kept wake woke woken bet bet bet
leave left left wear wore worn cost cost cost
lend lent lent cut cut cut
light lit lit do did done hit hit hit
lose lost lost draw drew drawn hurt hurt hurt
make made made drive drove driven let let let
meet met met eat ate eaten put put put
pay paid paid fall fell fallen shut shut shut
read read /red/ read /red/ give gave given
say said said go went gone
sell sold sold grow grew grown to be
send sent sent know knew known am / is was been
shoot shot shot ride rode ridden are were been
sit sat sat rise rose risen
sleep slept slept see saw seen
spend spent spent show showed shown
stand stood stood take took taken
teach taught taught write wrote written
think thought thought
tell told told
win won won
Don’t forget that regular verbs form the simple past and past participle by adding -ed to the simple form.
40 ENGLISH V
REMEMBER!
SIMPLE PAST AND PAST PARTICIPLE OF REGULAR VERBS

SPELLING RULES
VERBS ENDING IN VERBS ENDING VERBS ENDING IN ONE-SYLLABLE
CONSONANT IN -E VOWEL + Y VERBS
You only add -ed You add -d You add -ed You double the
consonant and
add -ed
Visited Loved Played Stopped
Listened Lived Stayed Planned
Searched Danced Enjoyed
Started Arrived
Rained Used
VERBS ENDING IN
CONSONANT + Y
Drop the Y and add
-ied
Cry-Cried
Study-Studied
Try-Tried
Writing ACTIVITY 15
1. Get in pairs. For each sentence, identify which action happened first and which happened second.
a. I wasn’t hungry. I had eaten an early lunch.
FIRST: I had eaten an early lunch .
I wasn’t hungry
SECOND: .
b. Mike had an accident. He had drunk too much alcohol.
FIRST: He had drunk too much alcohol .
SECOND: He had an accident .

c. Laura couldn’t open her office’s door. She had left her keys at home.
FIRST: She had left her keys at home .
She couldn’t open her office’s door

SECOND: .
d. Pedro missed his flight. The plane had taken off.
FIRST: The plane had taken off .
SECOND: Pedro missed the flight .

e. I didn’t go to the movies with my friends. I had seen the film.
FIRST: I had seen the film .
SECOND: I didn’t go to the movies with my friends .
Reading ACTIVITY 16
1. Read the following story about Elena:
I had never seen such beautiful sights before I visited San Francisco in 2006. I
had saved money for three years before I booked my trip to the United
States. I was very excited! I had never been out of Mexico before.
When I went to San Francisco, I spent many days walking
around. It wasn’t as big as Mexico City, but I was beautiful. I had
studied English for many years, so I could communicate easily.
By the time I left San Francisco, I had visited a lot of places. I went
to the Golden Gate, I traveled by cable car, I ate fish at the pier, and
of course I visited Alcatraz. I was a little shocked in Alcatraz because
I had only seen it on films and TV series. It was creepy to go into the
prison and see the cells. Before this trip, I had never thought I could
leave my country, not even on vacation. Now, I’m looking forward to my
next trip.
2. Answer the following questions using past perfect:

a. How long had Elena saved money before she booked her trip to the USA? For 3 years
b. How many years had she studied English before she visited San Francisco? For many years
c. How many places outside Mexico had she visited before going to the United States?
She had never been out of Mexico before
d. How many places had she visited before she left San Francisco?
She had visited a lot of places
e. Why was she shocked in Alcatraz?
Because she had only seen it on films and TV series
Writing ACTIVITY 16
1. Complete the following sentences with the correct form of the verb simple past or past perfect. Re-
member, we use Past Perfect to talk about the action that happened in the first place.
A LIST OF UNFORTUNATE EVENTS
1. Last Friday, I (wake) woke up late and with a horrible

stomachache. I (eat) had eaten some tacos on a street stand
the night before.
42 ENGLISH V
2. Fortunately, I (feel) felt better after I (take) had taken

some stomach medicine.
3. I (not have) didn’t have breakfast and (leave) left
home late.
4. When I (arrive) arrived to my English class, it (start)

had started so the teacher (not let) didn’t let
me in.
5. I (go) went to the cafeteria to have a tea and when I (arrive)

arrived to the cashier, I (realize) realized I (forget)
had forgotten my wallet at home. What a terrible day I had!
Learning evidence
ACTIVIDAD
1. Follow the model of the previous exercise and write a list of unfortunate events
that happened to you in the past. Remember, the action that happened first is
always in the Past Perfect.
a.
.
b.
.
c. Las respuestas varían.
d.
.
e.
.
2. Remember the timeline about the reading The Evolution of the Hospitality Industry? Here it is:
TIMELINE
1700 1700 1780-1800 1829 1840
Here are some sentences about the timeline:

a. The Hotel Tremont had been built before José Besozzi built the Hotel
de la Bella Unión.
b. Monasteries had provided accommodation to travelers in the 1700’s
before inns were established during the 1800’s.
3. Now, get in pairs and investigate about Cancun’s history. When you have the information, draw
a timeline similar to the one above. When you finish, check it with your teacher and present it to
your classmates:
44 ENGLISH V
TIMELINE
Assessment rubric
ASSESSMENT
INDICATOR PEER TEACHER’S
SELF-ASSESSMENT
ASSESSMENT ASSESSMENT
Identifies the function of the past perfect.
Structures sentences using the past perfect.
Uses the correct pronunciation according to the

pronunciation practice.
Draws a timeline and explains it using senten-

ces in the past perfect.
Writes at least five different sentences about

events in previous days.
TOTAL
First Partial Evaluation

Closing
Let’s see how much you learned. Work on the following activities.
This is a poster Miguel placed in The Bahía Hotel’s reception. It has useful information for tourists.
1. Complete the sentences with must, mustn’t, have to, should, shouldn’t, may:
a. If you stay outside for a long time during the day, you should drink a lot of water
and wear a hat to keep the sun off your head.
b. You shouldn’t lie under the sun for long periods of time.
You may get seriously burnt.
c. You mustn’t go into the sea after eating or drinking alcohol.

mustn’t
d. Children approach the pool unsupervised.
e. Children mustn’t go into the beach alone. They must be accom-

panied by an adult.
f. Yo mustn’t (stay) in the pool after 10:00 p.m. without asking for permission at the
front desk.
46 ENGLISH V
g. You shouldn’t eat anything on street stands. You may get sick.
h. If you have any allergies or special dietary needs, you should tell the front desk clerk
when you check in.
i. When you require baby-sitter service, you have to ask for it the day before.
j. If you want your children to participate in the hotel’s activities, you have to register
them at the front desk.
2. Try to remember the most important events in your life. Think at least of five situations and write
them in the following table:
WHEN DID IT HAPPEN? WHAT HAPPENED?

YEAR EVENT

3. Now, draw a timeline, similar to the one you draw before about the history of Cancun, but this one
about important events in your life:
TIMELINE
4. Explain your timeline using sentences in the past perfect and simple past:

48 ENGLISH V
First Partial Assessment Rubric


ASSESSMENT
SELF-ASSESSMENT
Identifies the function of modal verbs to

express obligation, advice, predictions and
concerns.
Identifies the function of the past perfect and

simple past.
Recognizes and expresses ideas, actions or

specific times in the past by using descriptive
texts.
Structures chronology of past events.
Understands the importance of language and

grammar role in it.
TOTAL
ACTIVIDAD
Objetivo: argumentar la toma de decisiones, con-

Basada en la actividad 10 siderando tus prioridades y valores, las alternativas
“Evaluar y elegir”. de acción y la información relevante para promo-
ver el pensamiento crítico.
ACTIVIDAD 1
INSTRUCCIONES: De manera individual, realiza lo siguiente:
1. Lee el texto que aparece a continuación:
Pensamiento crítico
No se pueden tomar buenas decisiones sin un pensamiento crítico, ya que este es el resultado de una
buena evaluación de nuestras opciones. La palabra crítica significa “separar”, de modo que una idea
es susceptible de separación en sus términos y de dicha manera resulta más sencillo su análisis.
Imaginemos que alguien nos dice “fumar es malo”. Podríamos creerlo sin preguntarnos las razones,
como cuando lo hacíamos de niños. Sin embargo, la madurez del pensamiento exige preguntarnos:
¿por qué? Hacer crítica de ese enunciado implica separar en partes dicho juicio ‒en nuestro ejemplo
está, por una parte “fumar”, y por otra “malo”‒ para después analizarlas por separado. Haciendo esto
descubriremos si lo que se dice es verdad, si estamos frente a un juicio sesgado, incompleto o total-
mente falso. Al terminar este proceso, y aunque lleguemos a reafirmar que, en efecto, “fumar es malo”
estaremos teniendo un pensamiento crítico, es decir, sometido a la crítica.
Al tomar una decisión, es crucial someter a crítica la información que nos viene de la experiencia,
de los medios y de nuestros amigos para descubrir si en verdad esta aportará para la determinación
en una toma de decisiones.
50 ENGLISH V
1. Con base en la lectura, responde:
a. ¿Consideras que posees un pensamiento crítico? Justifica tu respuesta.
b. ¿Crees que es importante fomentar en una sociedad el pensamiento crítico? ¿Por qué?
c. ¿Cómo te ayudaría el pensamiento crítico a formar un mejor proyecto de vida?
ESCRIBE EN UN MINUTO QUÉ TE LLEVAS DE LA LECCIÓN
Generalmente, tener un pensamiento crítico se asocia con el

razonamiento matemático o científico. Critical Thinking (2019)
VIDEO juega un poco con este cliché y logra hacernos comprender un
poco de qué se trata. Mira el tráiler aquí: https://www.youtube.
com/watch?v=A6QT76ISJVU
Second Partial
Speculation, activities
in progress and tense
contrast
Time: 30 hours
Students will be able to express hypothetical situations in present and

Partial´s purpose past, as well as to talk about actions that started in the past and ended in
the past, and actions that started in the past but continue to the present.
Enter here and download your lesson plan: https://kt-

Lesson plan
dradigital.com/registro/profesor/620a8294a2151
aa66a78c481
Learning outcomes
LEARNING OUTCOMES
TAXONOMIC
LEVEL
Students read narrative texts to

identify and express what they
would generally do in hypothetical
Suspicion and situations in present and past. They Short comic strips using the
speculation can describe what they would have second and third conditional.
done or could have happened
differently depending on the
circumstances.
The formal and

Students identify and use phrasal A solved questionnaire with
informal use of
English
verbs to express different ideas. phrasal verbs and idioms.
Talking about A paragraph about the activities

Students expressing ideas or
activities in they have been doing for the last
circumstances occurred in a certain
progress until months, and a conversation with
now
point in the past and still happen in
a partner about their written
the present.
paragraph.
Students recognize the difference

between actions that started and
ended in the past at a specific time, Presentation of a timeline about
Tense contrast and activities that started in the different experiences.
past and continue until now or at
any accurate time that might not
be important.
In context
1. Read the following text about social media:
What would the world be like if social media didn’t exist?

Social media like Twitter®, Instagram®, TikTok®, WhatsApp® and Facebook® are quickly
becoming more and more popular around the world, with approximately 1.2 billion people
using Facebook® alone. So, what would your life be like if social media didn’t exist?
• You would have to take the time to contact or meet up with friends and family for a catch
up instead of relying on social media status or WhatsApp® messages.
• You could avoid the danger of being cyberbullied. If someone wanted to bother you, he
would have to look at you at the face, without hiding under the anonymity of a phone or
computer.
• There would be an air of mystery. Now when you meet someone you can look at their social
media profiles and know most things about them.
• You would need to sit and listen to people, not just scroll through their profiles.
• Social media has completely changed the meaning of the word friends. Now your friends are
determined by who is following you, regardless of whether you know them or not. Prior to
social media, your friends were people you would see, spend time with, laugh and cry.
• You would have to start remembering your friend’s and family’s birthdays, no more reminders
from your apps and instead of just writing on their profiles, you’d actually have to buy and
deliver a card. You would have to send traditional paper invitations for events.

a. Do you have social media accounts? Which ones?
b. How much time do you spend on social media? Las respuestas varían.
c. Which activities do you do? Do you post, react or comment?
d. Can you imagine your life without social media? That is: no WhatsApp®, Messenger®, Telegram®,
Instagram®, TikTok®, Facebook®, Twitter®, nor Pinterest®.
54 ENGLISH V
1. Look up the meanings of the following words:
WORD MEANING
Social media Redes sociales
Meet up Encontrarse con alguien
Catch up Ponerse al corriente
Rely Depender de
Profile Perfil
Cyberbullying Ciber acoso
Bother Molestar
Scroll Desplazarse (en la computadora)
Regardless A pesar de
Reminder Recordatorio
2. Share this activity with your classmates in order to compare it.

SECOND PARTIAL SPECULATION, ACTIVITIES IN PROGRESS AND TENSE CONTRAST 55
THEME 3 Suspicion and speculation
Development
Diana studies to become a Sales Technician. She loves everything related to sales and social media. She’s
saving money because she wants to go to the university and study marketing. She has a part-time job at a
marketing agency. Today, she is in a staff meeting. They are discussing the results of a marketing campaign.
1. Read and listen to the conversation:
PEDRO: Ok people, we must talk about what went wrong with the campaign.
Our client is not happy. He even wants to look for another agency.
ANA: If we had known what he wanted, we would
have made different decisions.
DIANA: If the Community Manager had
listened to what we told him, he wouldn’t
have made those mistakes on the client’s
Instagram®.
PEDRO: Alright, do you have any more
opinions?
CARLOS: If all the team had met with
the client, we would have understood
what he expected from us.
PEDRO: Well, all that is in the past.
We can’t do anything about it. How
are we going to fix it?
2. Now, practice the dialogue. Pay attention to pronunciation. Scan again the previous QR code to listen
to the dialogue as many times as you need to practice.
56 ENGLISH V
Get to know the phonemic chart. The International Phonetic Alphabet (ipa) is a
visual representation of different sounds. It might look strange, and it might feel like
you are learning a whole new language, but it can really help you with pronunciation.
All dictionaries have a phonetic transcription of words so that you know how to
pronounce them. This is really helpful with English because as we have already seen,
English spelling doesn’t always correspond with its pronunciation.
Take a look at the British Council’s phonemic chart and download the Sounds
Right app. You can click on the different phonemes and listen to how they sound. This
can help you to hear differences between similar sounds:
https://play.google.com/store/apps/details?id=com.britishcouncil.phonemicchart
McLellan, C. (2019). 6 Tips for improving your English Pronunciation. British Council. https://www.british-
council.pt/en/blog/6-tips-improve-your-english-pronunciation
3. Finally, read again the conversation of Diana, Pedro and Carlos and answer:
a. In which tense are the clauses in blue?
b. In which tense are the clauses in red?


Do you remember we studied Zero and First Conditionals in the 3rd semester? Conditionals describe the
result of a certain condition. The if clause tells you the condition (If I saved money) and the main clause tells
you the result (I would buy a new laptop). The order of the clauses does not change the meaning.
SECOND CONDITIONAL
We use the Second Conditional to talk about things that are improbable. They are not happening now. For
example:
I don’t save money, so I can’t buy a new laptop.
If I saved money, I would buy a new laptop.
“If I saved” expresses an improbable condition (saving).
“I would buy” expresses an improbable result (buying).
I don’t learn to play the guitar because I don’t have time.

If I had time, I would learn to play the guitar.
“If I had” expresses an improbable condition (having).

“I would learn” expresses an improbable result (learning).
Notice that after the If clause, we always write a comma (,).
STRUCTURE
If + subject + verb (simple past) + subject + would + verb (simple form)
If I had a car, I would drive to school
If you saved money, you would buy a new laptop
Notice that the order of the clauses does not modify the meaning. For example:
I would drive to school if I had a car.

You would buy a new laptop if you saved money.
58 ENGLISH V
Reading ACTIVITY 2
1. Match the second conditional sentence halves together:
If I went to Europe, ( c ) a. if he went to Bacalar.
Pablo would be fitter ( h ) b. I would move to Argentina.
If you drove your car, ( e ) c. I would visit Paris.
If I could buy a new car, ( g ) d. if I liked Fast and Furious films.
If Elena liked reading, ( f ) e. you would save time.
If I my family didn’t live in Mexico, ( b ) f. she wouldn’t be so bored.
I would go to the cinema with you ( d ) g. I would get a Mini Cooper.
We would go scuba diving ( a ) h. if he did some exercise.
If she lived closer to her job, ( i ) i. if you took it to the mechanic.
The car would work better ( j ) j. she would get there on time.
Writing ACTIVITY 3
1. Write the words in the correct order to make second conditional sentences. Remember to add a
comma when the sentence begins with an ‘if ’ clause.
a. computer technician / become / I / If / liked / computers / would / a / I
If I liked computers, I would become a computer technician.
b. school / would / more / if / They / lessons / the / fun / enjoy / were / more
They would enjoy more school if the lessons were more fun.
c. be / wouldn’t / stressed / so / didn’t / he / much / Miguel / so / if / work

Miguel wouldn’t be so stressed if he didn’t work so much.
d. got / If / another / a / dog / I / get / would / beagle / I

If I got another dog I would get a beagle.
2. Finish the second conditional sentences with your own ideas:
a. Learning English would be easier .
b. If I lived in another country, .
c. My life would be easier if .
d. If I spoke perfect English, .

In the Second Conditional, and only in the second conditional, we use Were for all persons in the
If clause. For example:
If I were you, I would tell my father the truth.

Notice that we are using Were and not Was with the pronoun I. This just happens in the Se-
cond Conditional. Another example:
If he were rich, he would buy an iPhone®.
Notice again, that we use were and not was with the pronoun he.
He would buy a luxurious apartment if he were rich.
I would tell my father the truth if I were you.
Speaking ACTIVITY 4
Think of superhero you really like. What would happen if you were him or her?
1. Work in pairs and answer the following questions but don’t tell the name of your super-
hero. When you finish, ask your partner the questions and try to guess “if you were that
superhero”:
a. Where would you live? .

b. What color would you be? .
c. What would you eat? .
d. What would your superpower be? .
e. What would you do to fight your enemy? .

60 ENGLISH V
Reading, listening and speaking ACTIVITY 5
1. Look up the meanings of the following words:
WORD MEANING
Host Anfitrión
Spouse Cónyuge
Sous chef Sous chef
Oven Horno
Turn on Encender
Doorbell Timbre de la puerta
Worm Gusano
Crawl Arrastrarse
Take away Quitar, retirar, alejar
Taste Probar
Raw Crudo
Pour Verter
Knock over Tirar, derribar
Put the fire out Apagar el fuego
Throw away Botar, tirar a la basura

Buscar dentro de, meter la mano
Reach into
para sacar algo
Dessert Postre
Working in the tourism industry is great, but sometimes, it can be very stressful.
2. Read and listen to Chef Gina, the executive chef at the Bahía Hotel, telling
something that happened last month, when she had to organize a dinner party
for her boss and some other hotel manager:
Last month, my boss was hosting a dinner party for some hotel managers and their spouses in his
house, and he really wanted to make a good impression. I cooked at his house, so I only took Bob,
the hotel’s sous chef, with me.
Since I had done all the food preparation, I asked Bob to wash the salad and put the chicken in the
oven while I went back to the hotel to pick up some bottled water my boss wanted. Unfortunately,
he had opened the wine a few hours before, and when he put the chicken in the oven, he forgot to
turn it on, so dinner was two hours late!
Then, just as the guests were about to sit down to eat, the doorbell rang. It was Mr. Díaz, my boss’
partner. It turns out he had invited him but forgotten to tell me, so I hadn’t prepared enough food.
I was furious and stressed!
As I served the salad, I noticed something moving in the lettuce. Looking closely, I realized it had
little worms crawling in it! Bob had forgotten to wash it! I quickly took it away while Bob started
serving the chicken.
When I tasted the first plate before putting it on the table, I realized it was raw! Before I could
worry about it though, Bob, who was already very nervous, reached to pour some wine and knocked
over a candle, causing a fire on the table. Luckily, we had a fire extinguisher and managed to put the
fire out, and the chicken had to be thrown away.
Just when I thought things couldn’t get any
worse, I reached into the fridge to get the
dessert I had prepared early in the morning,
but it wasn’t there. I called Bob and asked
if he had seen it. Looking completely
confused, he told me he had no idea
what I was talking about. Before he
could say any more, my boss came into
the kitchen to tell me he had seen the
dessert in the fridge that morning
and he had eaten it! It was truly the
worst day of my life.
3. Do you remember we studied Past Perfect in the First Partial? Underline all the verbs in the past
perfect in the text about Chef Gina.
4. Answer the following questions about the text:
a. Why was Gina at her boss’ house?
Because her boss was hosting a dinner party and she was going to cook.
62 ENGLISH V
b. Why did Bob only have to wash the salad and put the chicken
in the oven?
Because she had done all the food preparation.
c. Why did Bob forget to turn on the oven?

Because he had drunk wine.
d. Why wasn’t the food Gina had prepared enough?

Because her boss had invited his partner and didn’t tell Gina.
e. Why were there worms in the lettuce?

Because Bob hadn’t washed it.
f. Why was the chicken raw?

Because Bob forgot to turn on the oven.
g. Why did Bob knock over a candle?

Because he was very nervous and reached to pour some wine.
h. Why did the dessert disappear?

Because Gina’s boss had eaten it that morning.

THIRD CONDITIONAL
We use the Third Conditional to imagine a different past. It is sometimes referred to as an Impossible
condition because it didn’t happen. For example:
Gina didn’t cook at the kitchen’s hotel, so she didn’t solve the dinner’s problems.
If Gina had cooked at the hotel, she would have solved any problem.
I didn´t study, so I didn’t pass the exam.
If I had studied, I would have passed the exam.

If I had studied expresses a past condition (studying).
I would have passed expresses a past result (passing).
He didn’t ask for help, so I didn’t help him.

If he had asked me, I would have helped him
If he had asked expresses a past condition (asking).
I would have helped expresses a past result (helping).
Notice that after the If clause, we always write a comma (,).
STRUCTURE
If + subject+ had + verb (past participle) + subject+ would + have + verb (past participle)
If Gina had cooked at the hotel, she would have solved the problems.
If I had studied, I would have passed the exam.
Gina would have solved the problems if she had cooked at the hotel.
I would have passed the exam if I had studied.
I would have helped him if he had asked me.
Have you noticed that we can contract had and would have? Pay attention:
If he had asked me, I would have helped him.
If he’d asked me, I would’ve helped him.
If you had studied, you would have passed the exam.

If you’d studied, you would’ve passed the exam.
Contractions sound more natural in spoken English.
64 ENGLISH V
Writing ACTIVITY 6
1. Complete the third conditional sentences with the verbs in brackets:
a. If he had known (know) the girl he liked would be at the party, he

would have worn (wear) formal shoes instead of sneakers.
b. If I had met (meet) her at a different time, she would have been (be)
my girlfriend.
c. He would have been (not be) a chef if his mother hadn’t taught (not teach) him
to cook.
d. If she had noticed (notice) him at the event, she would have invited (invite) him
to join our table.
e. If we hadn’t walked (not walk) down that street, we wouldn’t have found (not find) your
house.
f. If the teacher had asked (ask) us for the project a week ago, we we would have finished
(finish) it on time.
g. If I had earned (earn) more money from that job, I wouldn’t have quitted (not quit).
h. If he hadn’t argued (not argue) with the teacher, he wouldn’t have failed (not fail)
the course.
i. If I had spoken (speak) English, I wouldn’t have missed (miss) that job opportunity.
j. If I had accepted (accept) the job at the restaurant, I would have saved(save) some money.
2. Write the words in the correct order to make second conditional sentences. Remember to add a
comma when the sentence begins with an ‘if ’ clause:
a. a / gotten / you / grade / had / more / better / studied / have / would / you
If you had studied more, you would have gotten a better grade.
b. knee/ have / he / famous /his/ he / would / hadn’t / become / hurt
If he hadn’t hurt his knee, he would have become famous.

c. wouldn’t / water / forgotten / be / to /have/ I / plant / it / died / hadn’t / the
If I hadn’t forgotten to water the plant, it wouldn’t have died.

d. have / she / completed / wouldn’t / job / the / the / hadn’t / she / got / course
If she hadn’t completed the course, she wouldn’t have got the job.
3. Now, complete the third conditional sentences below using Chef Gina’s story. For each sentence,
choose two verbs from the box and write them in their affirmative or negative third conditional form
as appropriate:
be (2) drink eat (2) knock over know prepare put out reach see
turn on (2) use wash (2)
a. Gina would have prepared more food if she had known her
boss had invited his partner.
b. Bob would have turned on the oven if he hadn’t drunk wine.
c. Dinner wouldn’t have been so late if Bob had turned on the oven.
d. If Bob had washed the salad, there wouldn’t have been

worms in it.
e. They would have eaten the salad if it had been washed properly.
f. If Bob hadn’t reached for the wine, he wouldn’t have knocked over the candle.
g. If they hadn’t had the fire extinguisher, they wouldn’t have put out the fire.
h. If Gina’s boss hadn’t seen the dessert in the fridge, he wouldn’t have eaten it.
Learning evidence
ACTIVITY
1. Let’s continue using our imagination. Get in pairs. You and your partner are going to invent a story
and write it as a comic strip. Here you have two different topics:
a. If we were invisible for a day.
b. If we had been born in the year 1898.
2. You can choose either topic. Draw the strip in a large sheet of paper because you are going to present it
to the class. Write at least eight different sentences using conditionals. Be very careful with punctuation.
Next...
66 ENGLISH V
Next...
3. You can use the following template or draw one of your own:
4. Share your comic with your classmates so you can receive feedback.
Assessment rubric
ASSESSMENT
SELF-ASSESSMENT
Identifies the function of 2nd and 3rd con-

ditionals.
Structures sentences in the 2nd and 3rd con-

ditionals correctly.
Uses the correct pronunciation according to

the pronunciation practice.
Writes at least 10 different sentences of his/

her own to express improbable and impossi-
ble conditions.
TOTAL
THEME 4 The formal and informal use of english
Development
1. Read and listen to the following dialogues:
DIALOGUE 1
PABLO: Hi Diana! I thought you were on your way to
Mexico City.
DIANA: No, the plane didn’t take off because of the storm. I’ll have to wait until
Sunday. I’ve already changed my ticket.
DIALOGUE 2
DIANA: Why are you so upset?
LAURA: I have a presentation in half an hour and I can’t
finish my work because the internet has gone down.
DIANA: Oh dear! Why don’t we go to my place? You can
connect there. I live right across the street.
LAURA: Really? Thank you!
DIALOGUE 3
LAURA: You look really happy. What happened?
PABLO: I´ve just come across an ex girlfriend in the mall, I invited her
out and she said yes!
DIALOGUE 4
LAURA: I’m so frustrated with the travel agency…
PABLO: What’s going on?
LAURA: I need to ask for a budget for our trip to Mexico City, but I
have called a lot of times and the line is busy. I just can’t get through.
2. Now practice the dialogues. Remember Pronunciation Practice 1. Scan again the previous QR code
to listen to them as many times as you need.
68 ENGLISH V
3. Finally, go back and pay attention to the verbs in bold in the dialogues: take off, go down, come across,
get through. Look the up in a dictionary and write their meanings.
PHRASAL VERB MEANING
take off Despegar

Caerse (un sistema
go down
electrónico, internet)
come across Encontrarse con
get through Comunicarse

PHRASAL VERBS
You have already studied some phrasal verbs in previous courses. A phrasal verb is a verb plus a preposition
or an adverb, which creates a meaning different from the original verb. For example:
The plane didn’t take off because of the storm.

In this sentence the phrasal verb take off means “leave the ground and fly”.
There are many phrasal verbs in English. To make it easier for you to study them, let’s do it by groups.
In this lesson, we are going to practice phrasal verbs with take, go, come and get.
4. Complete the following graphic organizers by adding the meaning of each phrasal verb:
Meaning: Meaning:
Entrar, llegar Salir adelante,
arreglárselas
IN BY
GET
OVER THROUGH
Meaning: Meaning:
Recuperarse Comunicarse
Meaning: Meaning:
Despegar Empezar,
dedicarse a
OFF UP
TAKE
OVER ON
Meaning: Meaning:
Tomar el Contratar
mando empleados
Meaning: Meaning:
Visitar Surgir
OVER UP
COME
ACROSS OUT
Meaning: Meaning:
Encontrarse con Salir
Meaning: Meaning:
Caerse, (un sistema
Explotar
electrónico,
internet)
OFF DOWN
GO
THROUGH ON
Meaning: Meaning:
Revisar, Continuar,
repasar seguir
70 ENGLISH V
Now that you have the meanings, let’s practice.
5. Complete each sentence with the corresponding verb and a preposition to make a phrasal verb. Make
sure you conjugate the verbs in their correct form:
TAKE
a. The plane couldn’t take off because of a storm.
b. Miguel’s going to take up golf in his free time.
c. The marketing company where Diana works is expanding and taking on

new staff.
d. Probably a big multinational will take over Marketing Leader.

GET
a. I phoned many times, but the line was busy, so I couldn’t get through .
b. It’s taken her a long time to get over COVID-19.
c. What time did you get in last night? I fell asleep waiting for you.
d. We are really going to miss you. How are we going to get by without you?
COME
a. I’m sorry. I have to cancel our meeting. Something urgent has come up .
b. It would be great if you could come over this weekend.
c. The rain stopped and the sun came out .
d. I’ve just came across an old girlfriend in the street and I asked her out.
GO
a. A gas tank gone off and a lot of people were injured.
b. I can’t do my work because the Internet has gone down

.
c. Please go on I’m very interested to hear what you have to say.
d. Let’s go through the presentation again. I want to get a good grade.

Learning evidence
ACTIVITY
Let’s see how much you have learned.
1. Work in pairs. Each one of you choose eight different phrasal verbs from the ones we studied. You
are going to write a questionnaire with eight questions of your own using with the definition of each
verb you chose.
EXAMPLE
For the phrasal verb go off, you can write the following question:
What would happen if a gas tank exploded inside a building?
2. Now, write your questionnaire. Remember, do not write the questions with the phrasal verb: write
them with the definition.
a.
b.
c.
d.
e.
f.
g.
h.
3. When you have your questions, ask them to your partner. He/She has to answer them using the
corresponding phrasal verb.
EXAMPLE
If your question is:
What would happen if a gas tank exploded inside a building?
Your partner answers:
If a gas tank went off inside a building, there would be injured people.
He answers with “went off ” because it means exploded.
72 ENGLISH V
4. Finally, write down what you have learned from this activity:
Assessment rubric
ASSESSMENT
SELF-ASSESSMENT
Identifies the function of 16 different phrasal

verbs and their meanings.
Structures sentences using phrasal verbs

correctly.

Writes at least eight different questions

and answers using phrasal verbs and their
definitions.
TOTAL
Talking about activities in progress

THEME 5
until now
Development
Do you remember Pablo came across his old girlfriend and invited her out? They are having coffee at the
coffee shop across the street.
1. Read and listen to their conversation:
PABLO: So, how have you been?

CELIA: Oh, I’ve been fine. I’ve been studying French for the last eight months.
PABLO: Really? I remember you didn’t like foreign languages.
CELIA: Well, my boyfriend is French. We are going to Paris in September. We have been
planning the trip for months.
PABLO: How interesting… You look great.
CELIA: Thank you, I have been doing exercise since last year.
PABLO: I see your life is doing just fine.
CELIA: What about you?
PABLO: I’m afraid my life isn’t as interesting as yours.
I have been working at the marketing agency for three
years now.
CELIA: You also look great.
PABLO: Er…thanks. I’ve been training
hard. I’ll participate in the Cozumel
Triathlon in July. I’ve been eating healthy,
running, cycling and swimming almost
everyday for a couple of years.
CELIA: Wow! I remember you were thin
and not very strong but look at you now!
2. Now practice the dialogue. Remember Pronunciation Practice 1, 2 and 3. Scan again the previous QR
code to listen to it as many times as you need.
74 ENGLISH V
USE A DICTIONARY
As well as printed dictionaries which will give you a phonetic transcription of a
word, there are lots of online dictionaries where you can click and listen to the
word being spoken.
One of those is The Online Merriam-Webster Dictionary. It is a very good
resource to check the pronunciation of any word. Scan the QR code to go to the
dictionary: https://www.merriam-webster.com
McLellan, C. (2019). 6 Tips for improving your English Pronunciation. British Council. https://www.
britishcouncil.pt/en/blog/6-tips-improve-your-english-pronunciation
3. Finally, go back and pay attention to the verbs in bold in the dialogue. Can you guess which tense is it?
If you say it’s present perfect, you are almost correct. It is the present perfect progressive.

PRESENT PERFECT PROGRESSIVE
We use the present perfect progressive to talk about an activity that started in the past and is continuing
now. It expresses how long an activity has been in progress. In other words, it expresses the duration of an
activity that began in the past and continues in the present.
Present
(Now)
Present perfect progresssive
2020 2022
I have been training for two years.

I started training in 2020. I am still training in 2022
We normally use the present perfect continuous to emphasize that something is still continuing in the
present:
She has been living in Mexico City all her life. She has never moved.
It’s been raining for hours. I can’t go out.
I’m tired out. I’ve been working all day.
STRUCTURE
Subject + have/has + been + verb (ing)
She has been living in Mexico City all her life
I have been working all day
Writing ACTIVITY 9
1. Complete the sentences with is, are, has been, or have been:
a. My parents are sitting outside, on their porch right now. They

have been sitting there since 12:00 p.m.
b. The test begins at 1:00 p.m. Right now, it’s 11:00 a.m. Diana is at the library. She is
studying right now. She has been studying all morning.
c. Alicia wants to buy a ticket for the concert. She is waiting for
a cashier right now. She has been standing there for over five minutes.
She is getting impatient.
2. Match the sentence halves together to make present perfect progressive sentences:
1. She’s been swimming all (e) a. at the gym for the past few months.
2. She has been (g) b. for their lost dog all morning.
3. My friends and I have been catching (h) c. your things for your honeymoon?
4. Have you been packing (c) d. since she woke up.
5. She hasn’t been speaking (f ) e. day long because it’s very hot.
6. They’ve been looking (b) f. because she’s concentrating.
7. My sister has been singing (d ) g. trying on dresses all day.
h. up all morning. We haven’t seen each other for

8. We haven’t been training (a)
months.
3. Use the verbs from the box to write present perfect continuous sentences to explain the present con-
ditions expressed in the prompts:
download clean rain run eat
a. The golf course is all wet because it has been raining .
b. I’m sorry I’m sweaty. I have been running .
c. I’m not really hungry now because I have been eating .
d. Your computer is slow because you have been downloading a lot of software .
e. My sister’s house smells nice because she has been cleaning .

76 ENGLISH V
Writing ACTIVITY 10
1. Use the prompts to rewrite the sentences to say what each person normally does versus what they’ve
been doing recently. Look at the example:
Mr. Ruíz / often / have lunch at home, with his wife / recently / alone at the hotel
Mr. Ruíz often has lunch at home with his wife, but recently he has been eating alone at the hotel.
a. Miguel / usually / eat fast food / recently / eat home-cooked meals
Miguel usually eats fast food, but recently he has been eating home-cooked meals.
b. Pablo / seldom / do exercise / lately / go to the gym

Pablo seldom does exercise, but recently he has been going to the gym.
c. Laura / normally / work till late / recently / leaves the office early
Laura normally works till late, but recently she has been leaving the office early.
d. David / usually / walk to school / lately / drive his new car

David usually walks to school, but lately he has been driving his new car.
e. Gina / often / have lunch at the hotel / recently / go home to eat

Gina often has lunch at the hotel, but recently she has been going home to eat.
Writing ACTIVITY 11
1. Today is Sunday. Miguel, Diana, Laura, Linda and Chef Gina are home with their families. What
have they been doing during the morning? Answer with complete sentences, but first look at the
example:
EXAMPLE
Miguel’s father – fix the kitchen’s table

Miguel’s father has been fixing the kitchen’s table.
a. Miguel – wash his clothes
Miguel has been washing his clothes.

b. Miguel’s mother – watch TV
Miguel’s mother has been watching TV.
c. Diana – prepare a presentation for Monday
Diana has been preparing a presentation for Monday.
d. Diana’s brother – play soccer with his friends
Diana’s brother has been playing soccer with his friends.
e. Laura – study for her French exam
Laura has been studying for her French exam.
f. Chef Gina – cook a new recipe
Chef Gina has been cooking a new recipe.
g. Laura’s sister – download videos from YouTube
Laura’s sister has been downloading videos from YouTube.
h. Linda – shop at the mall
Linda has been shopping at the mall.
i. Diana’s boyfriend – building a house for his new dog
Diana’s boyfriend has been building a house for his new dog.
j. Laura’s father – mow the garden

Laura’s father has been mowing the garden.
78 ENGLISH V
Learning evidence
ACTIVITY
1. You are going to write a paragraph about the things you have been doing lately. Use the following
ideas to guide your writing.
HAVE YOU BEEN…

a. (work) hard lately? Las respuestas varían.
b. (learn) something new over the last few weeks?
c. (plan) to go on holiday over the last few days?
d. (go) to bed early recently?
e. (play) a lot of computer games lately?

f. (worry) about something recently?
g. (speak) English a lot in the last few weeks?
h. (write) a lot of emails recently?
2. Now, work in pairs. Use the prompts in exercise 8 to ask questions to your partner. For example: Have
you been working hard lately? When both of you finish asking each other the questions, report to the
group. Use the following table to write down the questions and answers.
PROMPT QUESTION ANSWER
(work) hard lately?
(learn) something new over the last

few weeks?
(plan) to go on holiday over the last

few days?
(go) to bed early recently? Las respuestas varían.
(play) a lot of computer games lately?
(worry) about something recently?
(speak) English a lot in the last few

weeks?
(write) a lot of emails recently?

80 ENGLISH V
Assessment rubric
ASSESSMENT
SELF-ASSESSMENT
Identifies the function of the present

perfect progressive.
Structures sentences using the present

perfect progressive.
Uses the studied texts to produce his/her

own.
Writes a paragraph of at least eight

sentences about what he/she has been

doing lately.
Talks with his classmates about activities

they have been doing recently.
TOTAL
THEME 6 Tense contrast
Development
Reading ACTIVITY 12
1. Read and listen to Chef Gina talking about her experiences:
I’ve learned my lesson

Ten months months ago, I had the most terrible experience preparing a dinner party for my boss,
Mr. Galindo. Everything went wrong from the beginning. The event didn’t take place at the hotel,
but at my boss’ home. That was mistake number one. It doesn’t matter how big a house’s kitchen
is, it’s never the same as a professional kitchen. Ever since then, I have been cooking at the hotel’s
restaurant, even if the event takes place somewhere else. I prefer to carry the prepared dishes.
Mistake number two was taking a new sous chef with me. Bob was an excellent sous chef –by
the way, he doesn’t work with me anymore– but he was new and we didn’t know each other very
well. To avoid any disagreeable surprises, I have been taking my most trusted cook to all the
events I have prepared since my boss’ dinner.
I made mistake number three when I
didn’t buy the chicken and vegetables at
the usual market. Because I prepared
everything at Mr. Galindo’s house, I
decided to buy my supplies in a market
nearby. I had never bought a lettuce
with worms before. Since then,
I have been buying everything
I need at the usual place. I will
never try a new place, especially
if I have a special event. I’ve
learned my lesson. Fortunately,
that day Mr. Galindo was
more amused than angry.
82 ENGLISH V
2. Answer the following questions:

a. Which were the mistakes Gina made when preparing her boss’ dinner party?
She didn’t cook in a professional kitchen, she took a new sous chef,
she didn’t buy the chicken and vegetables at the usual market.
b. What has she been doing after mistake number one?

She has been cooking at the hotel’s restaurant.
c. What did she decide to do after taking with her a sous chef she didn’t know?
She has taken her most trusted cook with her.
d. Why didn’t she buy her supplies at the usual place?

Because she bought them at a market near her boss’ house.
e. What has she been doing after finding worms in the lettuce?
She has been buying everything at the usual place.
f. Look at the verbs in bold in the reading. In which tense are they?
Simple past and present perfect progressive.
Complete the following statements with “SIMPLE PAST” or “PRESENT PERFECT C

ONTINUOUS”:
a. We use the simple past tense when we talk about an
action that started and ended in the past.
b. We use present perfect continuous tense when we talk about an action
that started in the past but continues to the present.
Present
(Now)
Simple Past
JANUARY NOVEMBER
I took sous chef Bob with me.
Present
(Now)
Present Perfect Progressive
JANUARY NOVEMBER
I have been taking my most trusted cook for 10 months.
Writing ACTIVITY 13
1. Write the correct form of the verb in parentheses:

a. What time did you wake up (wake up) this morning?
b. Did you go (go) to bed before midnight last night?
c. How many cups of coffee have you been drinking (drink) so far today?
84 ENGLISH V
d. What did you eat (eat) for breakfast this morning?
e. Are you still here at the library? How long have you been studying (study)?
f. How long have you been chatting (chat) in your cellphone. Could
you please put it away?
SIMPLE PAST OR PRESENT PERFECT CONTINUOUS?
SIMPLE PAST PRESENT PERFECT CONTINUOUS
Finished actions: activities that started and ended Unfinished actions: activities that started in the
in the past. past but continue to the present.
Yesterday, I studied till midnight. I have been studying the whole morning.
I started at 6:00 a.m. and haven’t stopped. It’s
already 12:00 p.m.
Signal words: Signal words:

yesterday already
ago until now / till now
in 1990 so far
the other day lately / recently
last night/week/month/year since
for
NEGATIVE NEGATIVE
Subject + did + not + verb (simple form) Subject + have/has + not + been + verb (ing)
He didn’t train for the competition He hasn’t been training since he broke his leg
INTERROGATIVE INTERROGATIVE
Question word + did + subject+ verb (simple form) Question word + have/has + subject + been +
verb(ing)
Where did you go last night?

Where have you been going lately?
Writing, listening and speaking ACTIVITY 14
1. Complete the following dialogues with the correct form of the verb in parentheses (simple past or
present perfect progressive):
DIALOGUE 1
A: I’m really tired. We have been walking

(walk) all morning.
B: Ok, let’s rest for a while.
DIALOGUE 2
A: I’m exhausted. Yesterday we walked (walk) for hours

looking for a party dress.
B: Oh! have you

found (find) it?
A: Yes! I bought (buy) the most beautiful dress

I’ve ever had.
DIALOGUE 3
A: Do you like the Bahía Hotel?
B: Oh yes, I like it a lot. I stayed

(stay) there last year for my honeymoon.
DIALOGUE 4
A: What about the Bahía Hotel?
B: It’s great. I’m in a training course in Cancun. I have been staying
(stay) at the Bahía since last week and I’m very comfortable.
DIALOGUE 5
A: Do you like living in Playa del Carmen?
B: I love it! I have been living (live) here for ten years now since I moved
(move) in 2012.
2. Now, listen to the complete dialogue and check your answers with the following QR code:
3. Finally, work with a partner and take turns practicing the dialogues. Remember Pronunciation prac-
tice 1, 2, 3 and 4.
86 ENGLISH V
Reading ACTIVITY 15
1. Underline the correct form of the verb:

a. She cleaned /has been cleaning the house all morning because she will have visitors.
b. They ate / have been eating all the cake. They didn’t leave a slice!
c. I took / have been taking my car to the same mechanic for years because he’s very good.
d. Pablo had / has been having his old car for years, until he sold it.
e. I painted /have been painting my house for two days now and I can’t finish. I’m exhausted.
f. I worked / have been working on this project all week. I’ll present it next Friday.
g. Diana didn’t send / hasn’t been sending text messages when she was away. Everyone was worried. Now
that she is back, she told us she didn’t have Internet.
h. Miguel booked / has been booking more than 15 group tours last month.
i. I studied /have been studying the whole semester. I’m finally ready for taking the exam on Monday.
j. It rained / has been raining last week so we didn’t go out. / haven’t been going out.
Writing ACTIVITY 16
1. Complete the following questions. Be careful because some of them are in the simple past, some are
in the present perfect continuous. When you finish, answer them. Look at the example:
EXAMPLE
Where did you go (go) last weekend?
A: Last weekend, I went to the movies.
a. What time did you have (have) dinner last night?

A: .
b. How long have you been studying (study) in this school?
A: .
c. Did you eat (eat) any fruit yesterday?

A: .
d. How long have you been texting (text) in your mobile phone?
A: .
e. Who was (be) the last person you texted to?

A: .
f. What did you have (have) for breakfast this morning?

A: .
g. How long have you been living (live) at your house?

A: .
h. Have you been doing (do) exercise lately?

A: .
i. What time did you leave (leave) home today?

A: .
j. Have you been eating (eat) during this morning?

A: .
88 ENGLISH V
Learning evidence
ACTIVITY
1. Do you remember that in First Partial you draw a timeline about Cancun’s history? Now you are going
to draw your life timeline. Complete the following sentences with the Simple Past or the Present
Perfect Progressive.
a. Yesterday, .
b. Last year, .
c. When I was 10 years old, .
d. Recently, .
e. Last month, Las respuestas varían. .
f. The day before yesterday, .
g. lately.
h. In 2019, .
i. So far this year, .
j. two weeks ago.
k. Since 2020 .
l. for four years now.
2. With the previous information, draw your life timeline. Here you have an example to guide you:
My life timeline Present
Now
2022
10 years old 2018 2019 2020
In 2019, I started high school Since 2020, I have been doing

When I was 10 years old, I fell off my bike exercise
I have been studying English for four years
3. Finally, share your life timeline with your classmates, and of course your teacher so you can receive
feedback.
Assessment rubric
ASSESSMENT
SELF-ASSESSMENT
Identifies the difference between simple past

and present perfect progressive.
Structures sentences using the simple past

and present perfect progressive.

Uses the studied texts to produce his/her

own.
Draws a timeline of his/her life showing

events in the simple past and activities in the
present perfect progressive.
TOTAL
90 ENGLISH V
Second Partial Evaluation

Closing
Let’s see how much you learned. Work on the following activities.
1. Imagine you won a contest to travel around the world reporting about other countries’ culture,
language, etc. You will be away from home for three years. Your plane leaves to France in a week. What
would you do? Remember this is your last week at home. You will return in three years. Complete the
following sentences writing the correct form of the verb in the second conditional.
IF I HAD ONE LAST DAY AT HOME:
a. I (eat) .
b. I (go) .
c. I (play) .
d. I (visit) .
e. I (meet) .
f. I (pack) .
g. I .
h. I .
2. Have you ever imagined how your life would have been different if you had been another person? Let’s
suppose that you had been your father, your mother or your brother or sister. Complete the sentences
using your imagination.
EXAMPLE
• If I had been my father, I wouldn’t have taken away my son’s/daughter’s

phone.
• If I had been my mother, I would have given permission to my son/
daughter to go to the party.
So now, it’s your turn. Write six sentences expressing how life would have been different if you
had been someone else:
a. .
b. .
c. .
d. .
e. .
f. .
3. Write complete answers to the following items. Use the present perfect continuous:
a. Write the time you’ve been waking up recently:
b. Write the name of someone you’ve been thinking about lately: Las respuestas varían.
c. Write something you’ve been doing in your free time recently:
d. Write the name of a TV series you’ve been watching recently:
e. Write a sport you’ve been playing since you were a child:
f. Write the name of a friend you’ve been seeing a lot lately:
g. Write how long you’ve been using your mobile phone:
4. Complete the following sentences using the correct form of the verb in parentheses, simple past or
present perfect continuous:
a. I studied (study) at that primary school ten years ago.
b. He hasn’t been traveling (not travel) since 2020.
c. We moved (move) out of Mexico City when I was

(be) a baby.
d. Recently, I have been taking (take) up cellphone photography. It’s a great hobby.
e. We have not been watching (not watch) TV for two weeks. Our TV set
broke (break) down and we haven’t repaired it, yet.
f. She has been leaving (leave) late for work lately. She’s going to get fired.
g. I saw (see) that movie six times when I was a child.
h. Simon arrived (arrive) in Cozumel a week ago.
i. The Russian army has been attacking (attack) Ukraine for several weeks now.
92 ENGLISH V
Second Partial Assessment Rubric

ASSESSMENT
INDICATOR
YES NO
Identifies the structure of second and third

conditional.
Attends the application of the “If clause”.
Recognizes the function of phrasal verbs.
Structures sentences of the present perfect

progressive.
Understands the importance of simple

past and present perfect continuous.
TOTAL
ACTIVIDAD
Basada en la actividad 11 Objetivo: establecer estrategias útiles para com-

“Mi postura ante prometerse en la toma de decisiones, fortaleciendo
la decisión”. su sentido de agencia y autonomía.
ACTIVIDAD 1
Fortaleza de carácter
Seguir un proyecto de vida al pie de la letra, de principio a fin, es muy difícil. La vida nos presenta
situaciones que simplemente no contemplábamos o creíamos que pasaran, desde buenas noticias
‒como oportunidades de crecimiento‒ hasta tragedias ‒como la muerte de alguien cercano o un
accidente‒. Todas estas cosas pueden hacer que el proyecto se modifique de alguna manera, pero lo
importante es que su esencia no se modifique. ¿Cómo se logra esto?
Mucho depende del carácter de uno para enfrentar ciertas situaciones. Tener carácter no significa
ser gruñón, perder el control o gritar, como regularmente se piensa. Tener carácter implica mante-
nerse firme en nuestros principios, pase lo que pase. Por ejemplo, una persona con carácter es aquella
que, a pesar de que sus amigos lo incitan a cometer actos delictivos, no lo hace porque sabe que está
mal. O cuando una amiga nos invita a hablar mal de alguien, pero nosotros la detenemos porque
sabemos que está mal. Eso es tener carácter y es lo que, en última instancia, asegurará que logres
llegar a donde quieres.
El sentido de agencia es precisamente sentirse agenciado, unido, a algo de tal manera que sientas
que es parte de ti. Estar agenciado a un ideal es sentir que seguir eso es lo que le da sentido a tu vida
y que no vale la pena sino luchar por lograrlo. Considera que es mejor seguir un camino que no seguir
ninguno, o seguir uno y a ratos cambiar de ruta pues es seguro que no llegues a ningún lugar.
94 ENGLISH V
a. ¿Sientes que tu proyecto de vida expresa lo que realmente eres o quieres ser? Justifica.
b. ¿Qué principios o ideas crees que tienes muy arraigados? ¿Por qué consideras que son buenas o
malas ideas?
c. ¿Consideras que eres una persona con carácter? ¿Por qué?
La teoría del todo (2014) es una película que nos enseña cómo
es que, a pesar de que las circunstancias cambien, vale la pena
VIDEO seguir luchando por alcanzar lo que tanto anhelamos. Además,
está basada en un caso real. Mira el tráiler aquí: https://www.
youtube.com/watch?v=pOsMMutM8C0
Third Partial
Reporting what
other people said,
expressing focus on
the action and talking
about future events
Time: 25 hours
Students will be able to report what others said, express focus on the
Partial´s purpose
action using passive voice and talk about the future.
Lesson plan Enter here and download your lesson plan: https://kt-
dradigital.com/registro/profesor/620a8294a2151
aa66a78c481
Learning outcomes
LEARNING OUTCOMES
TAXONOMIC
LEVEL
Reporting what Express and report what other Presentation of the answers gotten
other people say people said. during the interview to a person.
Read instructive texts and describe

Focusing on
actions and the object of a sentence Written sentences that focus on
activities and
objects
emphasizing them rather than the the action rather than the subject.
subject.
Write a prediction about future

Predicting the Make predictions which might be
events. Show a presentation about
future certain or a possibility.
their plans for the next year.
In context
1. Read the following text about polite business manners when

talking on the phone:
Customer Service 101: Phone Etiquette for Small Businesses

Do you like talking on the phone? What do you like about it? What do you dislike? It is an
activity that we do every day. A lot of people don’t like it. They prefer text messages. However,
if you are in the services industry, chances are that you must deal with people on the phone. It
is certainly, a little intimidating doing it in a foreign language. You can’t see the person on the
other side, so you don’t have body language as an aid to understand what he/she is saying. There
are, however, some basic rules to follow when you are dealing with customers over the phone.
Phone etiquette is essential to maintaining customer satisfaction. Proper phone etiquette is
crucial in the workplace. Your client’s first impression of you is often over the phone. How you
communicate with them might be the deciding factor in whether you gain or lose the customer.
To start, here are 10 phone etiquette tips for call center customer service for small businesses.
• Be consistent.
Have everyone answer the business line consistently. Your “hello” should be brief. Train staff
to use a professional greeting that mentions the company and then their own names. “Hello,
Bahía Hotel, this is Miguel” is sufficient.
• Never interrupt.
Don’t interrupt a complaining customer.
• Get to know the hold button.
The hold button is your friend. Use it.
• Then get to know the transfer button.
You need to know how to transfer someone to another member of the team.
Next...
Next...
• Keep customers informed.

It’s important to train your team on this. They must give the client a list of what they’re going to do,
then a longer timeframe than necessary.
• Smile when you talk to customers.
Did you know you can hear a smile? Research shows that smiling while speaking on the phone makes
a detectable difference in your tone of voice, so make sure that you sound happy to talk to customers.
• Learn how to handle angry and abusive people.
First, don’t tell someone to calm down. No one wants to sound like a crazy person, but when a client
is that mad, they can’t help it. It’s going to sound counterintuitive, but your customer service person
should speak in a slightly louder voice initially if the customer starts out loud. Their words should be
reassuring, like “how awful,” “you’re absolutely right to be upset” or “I can’t believe this – how terrible.”
The client will feel understood. Slowly, the caller’s voice will resume normal volume, and the customer
service rep should once again mimic the client’s volume. Once the customer is quieter, you can use
Technique No. 5 to describe how you will solve the problem.
• Answer after the first few rings.
You never want to let a call go to voicemail. In fact, you should answer within the first few rings rather
than keeping a caller waiting
• Eliminate background noise.
Background noise is extremely distracting and unprofessional. To eliminate unwanted sounds, make
sure you are in a quiet area.
• Ask questions and take notes.
Make sure you jot down information like the caller’s name, number, and company, and understand
exactly what they’re asking or requesting.
Business Daily. (2021). Customer Service 101: Phone Etiquette for Small Businesses. https://www.businessnewsdaily.com/6444-call-center-phone-
etiquette.html

a. Why do a lot of people dislike talking on the phone?
Because You can’t see the person on the other side, so you don’t have body
language as an aid to understand what he/she is saying.
b. What is phone etiquette?
A set of rules to deal with customers and maintain their satisfaction.
c. Why is it important to know how to use the hold and transfer buttons?
Because they help you to give a good customer service.
d. What do you think about “smiling” when you talk on the phone?
LAS RESPUESTAS VARÍAN
e. Which of the ten tips do you consider most important? Why?
THIRD PARCIAL REPORTING WHAT OTHER PEOPLE SAID, EXPRESSING FOCUS
ON THE ACTION AND TALKING ABOUT FUTURE EVENTS 99
1. Listen to the following telephone conversation:
DANIEL: Bahia Hotel. Good morning. How can I help?

MR. CARDENAS: Good morning. Can I speak to Mr. Diaz?
DANIEL: Certainly. Who’s calling, please?
MR. CARDENAS: Luis Cardenas from Traveling Safe Tours.
DANIEL: Hold the line please. I’ll put you through… I’m afraid his line is busy. Would you like
to leave a message?
MR. CARDENAS: Yes, please. I need to talk to him about the budget for the group from Canada.
DANIEL: Of course. Can I have your name again?
MR. CARDENAS: Luis Cardenas.
DANIEL: Could you spell that, please?
MR. CARDENAS: L-U-I-S C-A-R-D-E-
N-A-S
DANIEL: And your phone number?
MR. CARDENAS: The number is 998 020
7233.
DANIEL: 998 020 7233. I’ll give him
your message, Mr. Cardenas.
MR. CARDENAS: Thank you.
DANIEL: No problem. Goodbye.
MR. CARDENAS: Goodbye.
2. Now, practice the dialogue. Pay attention to pronunciation. Remember pronunciation practice 1, 2, 3
and 4. Scan again the previous QR code to listen to the dialogue as many times as you need to practice.
100 ENGLISH V
THEME 7 Reporting what other people say
Development
Do some exercise!
Different languages have different sounds, and our mouths adapt to those sounds. Some
sounds are physically very difficult for us to make, as they don’t exist in our native language.
Just like when you are learning a new sport or dance move, it’s important that you train
your mouth to know how to form new sounds –the more you practice the easier it gets–.
For example, lots of Spanish speakers have problems with the difference between the /b/
and /v/ sound. We make the /b/ sound by joining our lips together and then letting go. The
/v/ sound is similar but your top teeth should touch your bottom lip before you let go. The
more you practice this, the easier it gets –try saying “I’d like a very big beverage, please”–.
The Sounds of English section on the BBC’s Learning English site has a good selec-
tion of video tutorials which explain how to make different sounds and activities to practi-
ce them. Scan the QR code to go to the web page:
https://www.britishcouncil.pt/en/blog/6-tips-improve-your-english-pronunciation
McLellan, C. (2019). 6 Tips for improving your English Pronunciation. British Council. https://www.britishcouncil.
pt/en/blog/6-tips-improve-your-english-pronunciation
Writing ACTIVITY 1
1. Go back to the dialogue between Daniel and Mr. Cardenas and pay attention to the expressions in
bold. Think of equivalent expressions in Spanish. Do not translate, write down expressions that are
used in Spanish, which have the same meaning.
TELEPHONE VOCABULARY
ENGLISH SPANISH
How can I help? ¿En qué le puedo ayudar?
Who’s calling, please? ¿Quién llama?

¿Podría esperar un
Hold the line please.
momento en la línea?
I’ll put you through. Le comunico.

Next...
Next...
ENGLISH SPANISH
I’m afraid his line is busy. Me temo que su línea está ocupada.
Would you like to leave a

message?
¿Gusta dejar un mensaje?
Can I have your name again? ¿Me podría dar su nombre,

por favor?
Could you spell that, please? ¿Cómo se escribe?
I’ll give him your message,

Mr. Cardenas. Le paso su mensaje, Sr. Cárdenas.
2. Read the dialogue once again and answer the following questions:
a. Where does Mr. Diaz work?
At the Bahía Hotel.
b. Where does Mr. Cardenas work?

At Traveling Safe Tours.
c. Could Mr. Cardenas talk with Mr. Diaz?

No, he couldn’t.
d. Why?
Because the line was busy.
e. What message did Mr. Cardenas leave for Mr. Diaz?

That he needed to talk to him about the budget for the
group from Canada.
f. How do you say the telephone number?

nine nine eight, oh two oh, seven two,
three three.
102 ENGLISH V
3. When Mr. Ruiz arrived to the office, Daniel gave him the message. Read the following dialogue.
MIGUEL: Good morning, Daniel. Any messages?

DANIEL: Yes sir. Mr. Cardenas from Traveling Safe Tours called.
He said he needed to talk to you about the budget for the group
from Canada.
MIGUEL: Ok, thank you. Call him back and put me through,
please.
Look at the message from Mr. Cardenas: Look at the message Daniel gave Mr. Ruiz
“I need to talk to him about the budget for He said he needed to talk to you about the
the group from Canada”. budget for group from Canada.
• Do you notice any difference?

The verb tense. The first one is in simple present, the second one in simple past.

REPORTED SPEECH
When we want to tell someone what other person said –for example giving a telephone message– we use
Reported Speech.
What we normally say in a conversation is called Direct Speech:
“I need to speak with Mr. Ruiz”
When we report Direct Speech, we are using Reported Speech:
He said he needed to speak with Mr. Ruiz
As you notice, there are some changes we make when reporting what someone said. To establish that we
are reporting we use verbs SAY and TELL.
Let’s first work with SAY. For example, when we report “I need to speak with Mr. Ruiz”:
Mr. Cardenas: “I need to speak with Mr. Ruiz.
He said (that) he needed to speak with Mr. Ruiz.

• We use said because, every time we report what someone said, we refer to the past.
• We use He because we are reporting what Mr. Cardenas said.
When the verb in Direct Speech is the simple present, we change it to the simple past in Reported Speech.
We may also use the word that to introduce what we are reporting, but we can omit it. We can say:
He said that he needed to speak to Mr. Ruíz
or
He said he needed to speak to Mr. Ruíz
In the table you will be able to see on next activity, you can see the changes we have to make when we
use Reported Speech.
Writing ACTIVITY 2
1. These are phone messages. They are written in direct speech. Transform them into reported speech:
or
ur neighb From: Travel agent
From: Yo From: Your mo
ther
g
: Your do Message: There is
Message: She
Message
g on her a cheap flight to
wants some m
ilk
is steppin
gain. Guadalajara for .
flowers a your holiday.
and bread
From: Your fa
ther From: Your teacher From: Car mecha
nic
Message: He Message: Your ca
arrives Message: He is r
at 5:00 pm. leaks oil.
waiting for you.
Today is your exam.
Look at the example:
EXAMPLE
Your neighbor said that your dog was

stepping on her flowers again.
a. Your travel agent said there was a cheap flight to Guadalajara for your holiday. .
b. Your mother said she wanted some milk and bread. .
c. Your father said he arrived at 5:00 pm. .
d. Your teacher said he was waiting for you. Today was your exam. .
e. Your car mechamic said your car leaked oil. .
f. .
104 ENGLISH V
Here you have the transformations you need to make in verb tenses from direct speech to repor-
ted speech:

TENSE DIRECT SPEECH TENSE REPORTED SPEECH
“I have an exam at She said (that) she had an

Simple present Simple past
12:00”. exam at 12:00.
“I’m having an exam at She said (that) she was

Present progressive Past progressive
12:00”. having an exam at 12:00.
She said (that) she had had

Simple past “I had an exam at 12:00”. Past perfect
an exam at 12:00.
“I have had an exam at She said (that) she had had

Present perfect Past perfect
12:00”. an exam at 12:00.
“I will have an exam at She said (that) she would

Will Would
12:00”. have an exam at 12:00.
“I must have an exam at She said (that) she had to

Must Had to
12:00”. have and exam at 12:00.
“I can have an exam at She said (that) she could

Can Could
“I may have an exam at She said (that) she might

May Might
“I was having an exam She said (that) she had been

Past continuous Past continuous
at 12:00”. having an exam at 12:00
“I had had an exam at She said (that) she had had

Past perfect Past perfect
12:00”. an exam at 12:00.
“I could have an exam at She said (that) she could

Could,
“I might have an exam She said (that) she might
Could, might, should Might,
at 12:00”. have an exam at 12:00.
Should
“I should have an exam She said (that) she should
at 12:00”. have an exam at 12:00.
Notice that for the Past perfect, Could, Might and Should there are no changes.
Writing and listening ACTIVITY 3
1. You will listen to two conversations. Pay attention and write notes down:
DIALOGUE 1
GUEST: Hello, is that Reception?
RECEPTIONIST: Yes, how can I help?
GUEST: This is Carlos Martín. I’m in room 512. I can’t get through
the restaurant.
RECEPTIONIST: I am sorry sir. The restaurant opens until 12:00. You
should try after that time.
GUEST: Well, I need a table for tonight. Can I reserve it through you?
RECEPTIONIST: Certainly, sir. Can I have your name, please?
GUEST: Yes, it’s Mario Cuevas, a table for five, at 9:00 p.m.
RECEPTIONIST: Right… So, it is at 9:00 p.m., a table for five. Could I
have your room number again, please?
GUEST: It’s 512.
RECEPTIONIST: Fine, sir, thank you. Have a nice day.
DIALOGUE 2
RECEPTIONIST: Good morning, Bahía Hotel. How can I help you?
CLIENT: Hello, I booked a room for today.
RECEPTIONIST: Could I have your name, please?
CLIENT: Oh, yes. It’s Andrés Torres.
RECEPTIONIST: Mr. Torres… Yes, here you are, a double room for a
night.
CLIENT: That’s right. The thing is that I have to stay for another
night. Is it possible?
RECEPTIONIST: Let me check… Yes Mr. Torres, no problem. I can
change your reservation for two nights.
CLIENT: Oh, that’s great. Thank you very much.
RECEPTIONIST: You’re welcome, sir.

106 ENGLISH V
2. Answer the following questions about the dialogues:

a. What does the guest in Dialogue 1 need?
He needs a table for tonight.
b. What does the client in Dialogue 2 need?

He needs to stay at the hotel another night.
3. Check your notes with these sentences in direct speech from dialogue 1:
CARLOS MARTIN: I can’t get through the restaurant.

RECEPTIONIST: The restaurant opens until 12:00.
CARLOS MARTIN: I need a table for tonight.
RECEPTIONIST: So, it is 9:00 p.m., a table for five.
a. Now, change them into reported speech:

He said he couldn’t get through the restaurant.
She said the restaurant opened until 12:00.
He said he needed a table for that night.
She said it was 9:00 p.m., a table for five.

4. Let’s do the same with dialogue 2. First check your notes, then transform the direct speech sentences
into reported speech:
CLIENT: I booked a room for today.

CLIENT: The thing is that I have to stay for
another night.
RECEPTIONIST: I can change your reservation
for two nights.
a. He said he had booked a room for that day. .
b. He said the thing was that he had to stay for another night. .
c. She said she could change his reservation for two nights. .
Writing ACTIVITY 4
1. Miguel has been working very hard and he doesn’t have time for his girlfriend. Today he invited her
for lunch, but he is a bit late. Read the messages she left for him. Change them to reported speech.
Important Important
message message
For Mr. Ruiz For Mr. Ruiz
From Ms. Luna From Ms. Luna
Time 12:00 pm Date 20/11/22 Time 12:30 pm Date 20/11/22
Phone 988 234 09 80 Phone 988 234 09 80
__ URGENT! __ URGENT!
Message Message
She is waiting for you at She is still waiting for you
the restaurant. at the restaurant.
1 She said she was waiting for you 2 She said that she was still waiting
at the restaurant. for you at the restaurant.

108 ENGLISH V
Important Important
message message
Phone 988 234 09 80 Phone 988 234 09 80
Message Message
She has ordered lobster She charged dinner into
and champagne. your account.
3 She said she had ordered lobster 4 She said she had charged dinner
and champagne. into your account.
Important Important
message message
Phone 988 234 09 80 Phone 988 234 09 80
Message Message
She left to the movies. She saw The Batman.
She will go home.
5 She said she had left to the 6 She said she had seen The
movies. Batman and that she would
go home.
Important Important
message message
Phone 988 234 09 80 Phone 988 234 09 80
Message Message
She was waiting for you, She went to bed. Your things
but she got bored. are in a suitcase, on the
street, outside the
apartament.
7 She said she had been waiting for 8 She said she had gone to bed and
you, but she had gotten bored. that your things were in a suitcase,
on the street, outside the apartment.

110 ENGLISH V
Learning evidence
ACTIVITY
Now, let’s practice by reporting interviews:
1. Miguel needs an assistant, but he doesn’t have too much time to interview
candidates. So today, Laura is helping him by making quick phone interviews to
choose the best candidates. Read and listen to two of the interviews, then change
the underlined sentences into reported speech:
INTERVIEW 1:
LAURA: Good morning is this Mr. Jones?
MR. JONES: Good morning, yes, I’m Andrew Jones.
LAURA: Mr. Jones, this is just a short screening interview. The selected candidates will be
interviewed in person by our manager next week. So, I only have a few questions.
MR. JONES: Fine, go ahead…
LAURA: Thank you. First of all: you will be
required to travel. You need your passport. Is
that ok with you?
MR. JONES: Oh! I’m sorry, I don’t have a
passport.
LAURA: In that case, I’m very sorry, but the
position requires travelling abroad. I will keep
your resume in case we require someone for
a different position. Thank you very much
Mr. Jones.
REPORTED SPEECH:
a. She said the selected candidates would be interviewed in person

by their manager next week. .
b. She said she only had a few questions. .
c. She said he would be required to travel. .
d. She said he needed is passport. .
e. He said he didn’t have a passport. .
f. She said the position required traveling abroad. .
g. She said she would keep his resumé in case they required someone .
for a different position.
INTERVIEW 2:
LAURA: Good morning, is this Ms. Lopez?
MS. LOPEZ: Yes, this is Adriana Lopez speaking.
LAURA: Ms. Lopez this is just a short screening interview. The selected candidates will be
interviewed in person by our manager next week. So, I only have a few questions.
MS. LOPEZ: Alright, I understand.
LAURA: Thank you, first of all. You will be required to travel. You need your passport. Is that ok
with you?
MS. LOPEZ: Yes, no problem. I have passport and United States visa.
LAURA: Fine. You must speak English and French.
MS. LOPEZ: That won’t be a problem either. I
am fluent in English, French, Italian and German.
LAURA: In that case, Ms. Lopez, I will set an
appointment with Mr. Miguel Ruíz, our manager.
The vacant position is for his assistant. The
interview would take place next Tuesday at 11:00
a.m. Is that ok with you?
MS. LOPEZ: Yes, that´s perfect for me. Thank
you very much. I will be there.
REPORTED SPEECH:
a. She said she has passport and United States visa. .
b. She said she had to speak English and French. .
c. She said that wouldn’t be a problem either. .
d. She said she was fluent in English, French, Italian and German. .
e. She said she would set an appointment with Mr. Miguel Ruíz. .
f. She said the vacant position was as his assistant. .
g. She said the interview would take place next Tuesday at 11:00 a.m .
h. She said she would be there. .

112 ENGLISH V
Assessment rubric
ASSESSMENT
SELF-ASSESSMENT
Identifies the function of reported

speech.
Changes sentences from direct speech

into reported speech correctly.
Uses the studied texts to produce his/

her own.
Uses telephone vocabulary.
Reports at least eight sentences from an

interview.
TOTAL
THEME 8 Focusing on activities and objects
Development
Reading ACTIVITY 5
1. Get in teams of three or four people and make a list of tourist attractions in Quintana Roo. Classify
them in the following table:
NATURAL MAN-BUILT
EVENTS ENTERTAINMENT
ATTRACTIONS ATTRACTIONS
2. Read the brochure about the park La Venta in Tabasco:
La Venta Museum Park

One of the most important attractions in Villahermosa, Tabasco, is undoubtedly the Museum
Park “La Venta”. The museum was designed and organized by Carlos Pellicer, a Mexican poet
and writer. It was opened to the public on March 4, 1958.
The park is divided into two main areas, the zoo and the archaeological zone. The zoo
is located at the park’s entrance. There are 518 specimens of 62 species, including jaguars,
crocodiles, pumas, spiders, howler monkeys, snakes and lots more.
Monumental pieces of the Olmec culture are exhibited in the archaeological zone. The
sculptures are distributed among thick vegetation. These archaeological pieces were located in
La Venta, a municipality in Tabasco. During the 1950’s, an oilfield was discovered, so it was
decided to move them to a safer place in Villahermosa.
114 ENGLISH V
3. Pay attention to the sentences in bold in the reading:

a. The museum was designed and organized by Carlos Pellicer.
b. It was opened to the public on March 4, 1958.
c. The park is divided into two main areas.
d. The zoo is located at the park’s entrance.
e. Monumental pieces of the Olmec culture are exhibited in the archaeological zone.
f. The sculptures are distributed among thick vegetation.
g. These archaeological pieces were located in La Venta.
h. An oilfield was discovered.
What do you notice about them? Yes, verb “to be” is in all of them, as well as the past participle of
the main verb.

PASSIVE VOICE
We use Passive Voice when in a sentence, we want to focus on the action or the object receiving the action.
For example: The park is divided in two main areas.
In this sentence, we are not interested in knowing who divided the park, so the focus is on the object: the
park. This type of sentence is called Passive Voice.
When we want to emphasize the subject –the doer of the action–, we use Active Voice.
ATTENTION!
• Active voice:
PEMEX discovered an oilfield in La Venta.
• Passive voice:
An oilfield was discovered (by PEMEX).
STRUCTURE
We form passive voice by conjugating verb to be in the same tense as the main verb of the sentence, and the
past participle form of the main verb. Look at an example in the simple present:
Main verb in the simple past
Active Voice: They give Olmec sculptures miniatures to tourists.
Passive Voice: Olmec sculptures miniatures are given to tourists (by them).
Main verb in the past participle

Verb “to be” in the simple past
Next...
Next...
Here is an example in the simple past:
Main verb in the simple past
Active Voice: They took the monumental sculptures to Villahermosa...
Passive Voice: The monumental sculptures were taken to Villahermosa (by them).
Main verb in the past participle

Verb “to be” in the simple past
Let’s look at some other examples:

• Active voice:
They exhibit the monumental pieces in the archaeological site.
• Passive voice:
Monumental pieces of the Olmec culture are exhibited in the archaeological zone.
Writing ACTIVITY 6
Bahía Hotel is having an inspection by health authorities, so Miguel decided to have an internal surprise
inspection before in order to correct any mistakes. Look at what some employees are supposed to do.
1. The following sentences are in the active voice. Change them to passive. Look at the example:
EXAMPLE
The housekeepers clean the bathrooms.

Bathrooms are cleaned by housekeepers.
a. The housekeepers change bedding and towels.

Bedding and towels are changed by the housekeepers.
b. The housekeepers replace toiletries for guests.

Toiletries for guests are replaced by the housekeepers.
116 ENGLISH V
c. The front desk clerk takes reservations by phone and email.

Reservations are taken by phone and email by the front desk clerk.
d. The front desk clerk gives room keys to guests.

Room keys are given to guests by the front desk clerk.
e. The housekeepers provide laundry services for guests.

Laundry services for guests are provided by the housekeepers.
Writing ACTIVITY 7
Miguel is very worried. Someone showed him a terrible report on the Imperial Hotel made by the inspector
who is going to visit the Bahía.
1. This is the report about the Imperial Hotel. Complete the sentences with verbs from the box and write
A if they are in the active voice, or P if they are in the passive. Look at the example:
EXAMPLE
P The TV set in room 401 is broken.

A A waiter in the restaurant doesn’t wear his uniform.
calculate change clean dust have vacuum break wear
a. P The bedding in room 112 is not changed .
b. P The bathroom in room 510 is not cleaned .
c. A The front desk clerk doesn’t have the right

names for the reservations.
d. P The floor in the conference room is not vacuumed .
e. A The housekeeper doesn’t dust the lamps

when she cleans the rooms.
f. P Several bills are not calculated correctly.

Writing ACTIVITY 8
1. At the beginning of this theme, you classified Quintana Roo’s attractions in four categories. Get
together with your team again. You are going to choose one of the attractions and write a brochure,
similar to the one about the Museum La Venta.
2. Do some research about the attraction you chose and remember it is a brochure, so information has
to be accurate.
3. Don’t forget to use the passive voice.

118 ENGLISH V
Writing ACTIVITY 9
Passive voice can also be used to explain processes, for example booking a room in a hotel.
1. Read the steps for booking a room at the Bahía Hotel that are published in its website:
BAHÍA HOTEL
Home About us Rooms Amenities + 1 (409) 987 - 5674
Search for anything Search
Book a Room
Process
Step 1: Fill in the number of people traveling.
Step 2: Enter the depaure date.
Sterp 3: You will see the accommodation price.
Step 4: Book extra tours.
Step 5: Review your booking.
Step 6: Submit your booking.
Step 7: Pay your reservation.
Step 8: Receive your confirmation.
Prri
Pri
P riiva
vaaaccyy,, Use
vvac Usse
U ser Ag
gre
rre
eeme
em
e me n
nt,
nt
t, Coo
t, Coo
ookie
kie
kie
ies
Step 9: Prepare your suitcases.
2. Change the sentences from active to passive. Look at the example:
EXAMPLE
Fill in the number of people travelling.

The number of people travelling is filled in.
a. The departure date is entered. .
b. The accommodation price will be seen. .
c. Extra tours are booked. .
d. Your booking is reviewed. .
e. Your booking is submitted. .
f. Your resercvation is paid. .
g. Your confirmation is received. .
h. Your suitcases are prepared. .

Learning evidence
ACTIVITY
It is your turn to describe a process using passive voice.
1. Work in pairs. Choose a process you are familiar with. It might be something related to your discipline.
For example:
EXAMPLE
• If you were studying Computer Support and Maintenance, you may write the
user service process at the helpdesk.
• If you are studying to become a Sales Technician, you may write the process to do
a marketing research study.
• If you will become a Food and Beverages technician, you could write a recipe.
2. Just make sure that you write your process in the passive voice.
3. Write at least six steps and illustrate them.
4. Remember that in the case of processes, we use passive voice to focus on the action.
PROCESS:
STEP 1 STEP 2
STEP 3 STEP 4
Next...
120 ENGLISH V
Next...
STEP 5 STEP 6
Assessment rubric
ASSESSMENT
SELF-ASSESSMENT
Identifies the function of passive voice.
Changes sentences from active into

passive voice correctly.
Uses the correct pronunciation

according to the pronunciation practice.
Uses the studied texts to produce his/

her own.
Writes at least six sentences in the

passive voice where the emphasis is
placed in the action.
TOTAL
THEME 9 Predicting the future
Development
Writing and speaking ACTIVITY 10
1. As a group, discuss with your teacher the following ideas:
You are now in fifth semester. You will finish high school next year. What are
you going to do afterwards? Are you going to work? Are you going to continue
studying? The future is exciting, but it can be frightening if we don’t plan it.
2. Look up the meanings of the words in the table and write them down:
WORD MEANING
Ahead Hacia adelante
Stressful Estresante
Challenging Retador
Launch Lanzar, iniciar
Vocational training Entrenamiento vocacional
College Universidad
Counselors Consejeros
Achieve Lograr
Available Disponible
Pursue Perseguir
Dropping out Abandonar (estudios, carrera)
Trusted De confianza
122 ENGLISH V
3. Now, read the text and answer the following questions:
FUTURE PLANS
Planning for College or Career

The transition from high school to college or work can be an exciting time for teens, with much
anticipation of the opportunities ahead. However, as with any major life transition, it can also be
stressful and challenging. Teens need considerable support beginning in high school to negotiate
this transition.
During late adolescence, teens and young adults concentrate on educational and vocational plans
as they identify and launch careers that will allow them to be financially independent.
There are some things you can do to start planning your future:
• Begin to make plans for what you will do after high school –college, vocational training, the
military, or a job–.
• Discuss your college or work plans and goals with your family, teachers and counselors. They can
help you determine what steps you will need to take to achieve your goals. Ask for information
about the financial options that may be available to you.
• Continue to identify and pursue your talents and interests. Think about how these interests and
activities might lead to a career or personal enrichment.
• If you are frustrated with school or are thinking of dropping out, discuss your feelings and
options with a trusted adult.
Georgetown University. (2008). Future plans. Planning for College or Career. Bright Futures. https://www.brightfutures.org/development/
adolescence/plans.html
a. Why can the transition from high school to college or work be stressful and
challenging?
Because it is a major life transition.
b. What do teens and young adults concentrate on?

They concentrate on educational and vocational plans.
c. What can you do to start planning your future?

Discuss college or work plans and goals with family, teachers
and counselors, continue to identify and pursue talents and
interests, discuss feelings and options with a trusted adult.

Listening and speaking ACTIVITY 11
1. Read and listen to the following dialogue:
DIANA: We’ll finish high school next year, and I still don’t know what to
do afterwards.
PABLO: I thought you were going to get a full-time job at the
marketing agency.
DIANA: Yes, but I also want to go to college. What about you?
PABLO: I’m going to work with my dad. He needs a hand at
the workshop.
DIANA: Aren’t you going to attend college?
PABLO: No, not now at least, maybe in a couple of years.
After high school, I’m going to work and save money.
DIANA: That’s a good idea. I think I’ll see the school’s
counselor. Maybe she can help me make a decision.
2. Now, practice the dialogue. Pay attention to pronunciation. Remember pronunciation practice 1, 2, 3
and 4. Scan again the previous QR code to listen to the dialogue as many times as you need to practice.

BE GOING TO - AFFIRMATIVE
I’m going to take my driving test on Be going to is used to express a planned future; an
Saturday at 10:00. activity you are sure is going to happen in the future.
+ am
I + are
You
He + is
+ is going to + verb Notice that BE GOING TO is always followed by the
She
(simple form) simple form of the verb.
lt + is
We + are
They
+ are
NEGATIVE
Negative:
I´m not going to go to the party. I have AM
too much homework. IS + NOT
ARE
Next...
124 ENGLISH V
Next...
INTERROGATIVE
Are they going to present the new AM, IS, ARE + Subject + GOING TO + verb (simple
product on Saturday? form).
I
You
Question Word He
+ She + verb
AM, IS, ARE +
(Where, when, how, lt (simple form)
who) We
They
Writing ACTIVITY 12
We use going to not only to talk about our future life, but also about future everyday activities.
1. Match the questions in column A with the answers in column B:
A B
1. Are you going to sing in the concert? (c) a. Yes, I am. I want a look change.
2. Are you going to have your hair dye? (a) b. Yes, I am. We are going to the movies.
3. Are you going to see your friends today? (b) c. No, I’m not. I’m playing the guitar.
4. Are you going to make dinner tonight? (e) d. No, I’m not. My birthday was last Saturday.
5. Are you going to eat pizza for breakfast? ( f ) e. No, I’m not. My husband is cooking tonight.
6. Are you going to have a birthday party soon? (d) f. No, I’m not. I eat cereal and milk in the morning.
2. Use the prompts to ask questions and answer them. Look at the example:
EXAMPLE
clean the house / tomorrow

Q: Are you going to clean the house tomorrow?
A: Yes, I am. / No, I’m not.
a. play soccer / on the weekend

Q: Are you going to play soccer on the weekend?
A: Yes, I am. / No, I’m not. .

b. study English / tonight
Q: Are you going to study English tonight?
A: Yes, I am. / No, I’m not .

c. work / on Saturday
Q: Are you going to work on Saturday?

d. cook / next week
Q: Are you going to cook next week?

e. do the laundry/ tomorrow
Q: Are you going to do the laundry tomorrow?
3. Write down your plans for tomorrow: what are you going to do? Write at least five sentences:
a. .
b. .
c. .
d. .
e. .
126 ENGLISH V
Writing ACTIVITY 13
1. Using the ideas in the box, write predictions for your future:
be successful have a good job travel a lot get a dog study at university
be fluent in English have a lot of friends get married
a. .
b. .
c. .
d. .
e. .
f. .
g. .
h. .
i. .
Reading and writing ACTIVITY 14
1. Look up the meanings of the words in the table:
WORD MEANING
Require Requerir
Forecast Predecir
Stock Acciones (bolsa de valores)
Rely Depender
Guess Adivinar
Data Datos, información
Statistics Estadística
Next...
Next...
WORD MEANING
Current Actual
Trend Tendencia
Meteorologist Meteorólogo
Barometric pressure Presión barométrica
2. Now, read the following text:
Can you predict the future?

Do you want a job that requires you to predict the future? There are many types of jobs in the
world today that require people to think critically about the future and try to forecast will happen
in a number of different ways.
Financial analysts, for example, collect a large variety of data to try to predict what stock prices
will do in the short-and-long-term. Thousands of people who invest money for others trust in
their analysis. A correct prediction can make –or lose!– billions of dollars.
So how do people with these types of jobs manage the
pressure? No, they don’t rely upon a crystal ball. Most
of them rely on data –and lots of it!– to make educated
guesses about the future.
Sometimes that data takes the form of statistics.
Statistics use mathematical data to calculate probabilities
based upon current trends and past experiences. For
example, a meteorologist might gather data about the
current temperature, wind speed, and barometric pressure.
Based upon what happened in the past with similar
readings, the meteorologist can predict that there’s a
50% probability of rain in the near future.
Wonderopolis. (2022). Can you predict the future? https://www.wonderopolis.org/wonder/can-you-predict-the-future
3. Decide if the sentences are true (T) or false (F):

a. There are jobs that require to predict the future. ( T )
b. Financial analysts guess the future. ( T )
c. Crystal balls are a reliable way to predict the future. ( F )
d. Statistics are based on data. ( T )
e. Meteorologists have a 50% probability of making a correct prediction. ( T )
128 ENGLISH V
4. What do you think? Is it possible to predict the future?
WILL - AFFIRMATIVE
It’s cloudy. I think it will rain. Will is used for predictions.
I
You
He
She + will + verb (simple form) Notice that WILL is always followed by the
lt simple form of the verb.
We
They
NEGATIVE
You will not (won’t) finish your homework if you Negative: WILL + NOT
don’t hurry up. Contraction: WON’T
INTERROGATIVE
Will you attend the concert?

WILL + Subject + verb (simple form).
Will she visit her parents?
I
You
He
Question Word + She + verb (simple form)
WILL +
(Where, when, how, who) lt
We
They
Writing ACTIVITY 15
1. Use the prompts to make predictions.

a. she / not see / her boyfriend She won’t see her boyfriend .
b. they / be / here tomorrow They will be here tomorrow .
c. Diana / not help / Pablo Diana won’t help Pablo .
d. we / buy a new car / next month We will buy a new car next month .
e. He/ not be / late He won’t be late .
f. I / love / Cancun I will love Cancun .
2. Read the statements and then change them into questions and write short answers:
a. Diana will be a good salesperson.
Q: Will Diana be a good salesperson?
A: Yes, she will .

b. I will find the solution to my problem.
Q: Will I find a solution to my problem?
A: Yes, you will .

c. They won’t be interested in a new project.
Q: Will they be interested in the project?
A: No, they won’t. .

d. He will arrive late.
Q: Will he arrive late?
A: Yes, he will. .
e. The test won’t be easy.
Q: Will the test be easy?
A: No. it won’t. .
3. Now, make some predictions for your future life:

a. Tomorrow, .
b. Next month, .
c. Next year, .
d. In ten years, .
130 ENGLISH V
Learning evidence
ACTIVITY
1. Now that you made plans for tomorrow, let’s plan for a not so near future. Write down some of your
plans for next year. Remember to use going to.
MY FUTURE PLANS
I’m going to…
a. .
b. .
c. .
d. Las respuestas varían. .
e. .
f. .
g. .
h. .
2. Finally, with that list of plans, prepare a presentation to share it with the rest of the class.
Assessment rubric
ASSESSMENT
INDICATOR NO PEER TEACHER’S
SELF-ASSESSMENT
Identifies the function of be going to to express fu-

ture plans.
Structures sentences with be going to correctly.
Uses the correct pronunciation according to the

pronunciation practice.
Writes at least eight sentences about his/her future

plans.
TOTAL
Third Partial Evaluation

Closing
1. Change the following sentences from direct speech to reported speech:

a. “He enjoys my job”.
He said he enjoyed his job.
b. “She was very busy”.

She said she had been very busy.
c. “We can’t go to the party”.

We said we couldn’t go to the party.
d. “He has to go out”.

He said he had to go out.
e. “She is learning French”.

She said she was learning French.
f. “They are going on vacation”.

She said they were going on vacation.
g. “You will be home late”.

She said you would come late.
h. “They don’t feel very well”.

She said they didn’t feel very well.
132 ENGLISH V
2. Put the words in order to make present simple passive sentences, writing the verb in bold in the
correct passive form:
a. Korea / in / cellphones / design
Cellphones are designed in Korea.
b. make / cheap / China / in / cellphones

Cheap cellphones are made in China.
c. produce / need / cellphones / chips / to

Chips are needed to produce cellphones.
d. electronic parts / for / carefully / select / shoes

Electronic parts for cellphones are carefully selected.
3. Use the prompts to write questions with going to and answer them:
a. meet someone after class?
Q: Are you going to meet someone after class?
A:
Yes, I am. .
b. write an email today?
Q: Are you going to write an email today?
A:
No, I’m not. .
c. have breakfast tomorrow?
Q: Are you going to have breakfast tomorrow?
A:
Yes, I am. .
d. play sport this week?
Q:
Are you going to play sports this week?
A: No, I’m not. .

e. take a vacation soon?
Q: Are you going to take a vacation soon?
A:
Yes, I am. .
4. Put the words in the correct order to make statements or questions predicting the future:
a. car / they / new / need / will / a /
They will need a new car.
b. the report / will / finish / Diana / not /

Diana won’t finish the report.
c. dinner / invite / will / she / to / me / ?
Will she invite me to dinner?
d. time / I / have / won’t /

I won’t have time.
e. umbrella / you / need / won’t / an /

You won’t need an umbrella.
f. long / will / be / a / drive / it / ?

Will it be a long drive?
5. Yesterday Pablo met Celia at the store, and he invited her out. Read their conversation:
PABLO: I think we can go to the movies on Friday night

CELIA: I’m sorry. I can’t. I will go out with my
boyfriend.
PABLO: Ok, maybe we could go on Saturday.
CELIA: The truth is, I don’t like going to the movies.
PABLO: Fine, we may grab some Chinese food.
CELIA: Oh! I really dislike Chinese food!
PABLO: I remember you liked Italian food. We
could go to the old Italian restaurant, on the corner
of your house.
CELIA: Look, I don’t enjoy eating at restaurants. I
prefer to stay home with my dog. I’ll call you later.
PABLO: Ok, I’ll be waiting.
Today, Pablo is telling Miguel about his conversation with Celia. Write the sentences in the dialogue
in reported speech.
a. I said I thought we could go to the movies on Friday night. .
b. Celia said she was sorry. She couldn’t. She would go out with her boyfriend..
c. I said maybe we could go on Saturday. .
d. Celia said the truth was that she didn’t like going to the movies. .
e. I said we might grab some Chinese food. .

134 ENGLISH V
f. Celia said she really disliked Chinese food! .
g. I said I remembered she liked Italian food. We could go to the old

Italian restaurant, on the corner of her house.
h. Celia said she hadn’t enjoyed eating at restaurants. She preferred

to stay home with her dog. She would call me later.
.
I said I would be waiting.
i. .
6. Choose five words or phrases and make past simple passive sentences, changing the verb to its
correct form:
to focus on the adolescent

a new line of teenagers’ phones develop
consumers
the app’s development laboratory expand in Canada
more engineers hire the new designing team
the newest cellphone app advertise in musical events
new ads show online to promote the new app
a. A new line of teenagers’ phones was advertised in musical events. .
b. The app’s development laboratory was expanded in Canada. .

More engineers were hired by the new designing team.
c. .
The newest cellphone app was developed to focus on the
d. .
adolescent consumers.
New ads were shown online to promote the new app.

e. .
7. This is what Miguel and Sonia, his girlfriend, are planning for the weekend. Look at the sentences and
complete them with the correct form of the verb in parentheses and be going to:
a. Miguel is going to have breakfast with his girlfriend. (have)
they are going to go
b. After breakfast, they for a walk on the beach. (go)
c. At noon, Sonia is going to buy some bottles of wine at the store. (buy)
they are going to visit
d. In the afternoon, they Sonia’s parents. (visit)
is going to take
e. In the evening, Miguel Sonia to the Cirque du Soleil, because
she loves it.
is going to ask
f. Finally, when he takes her to her house, he her to marry him. (ask)
8. Use the prompts and will or won’t to make predictions about your future:
a. Finish high school.
b. Get at job next year.
c. Be bilingual.
d. Learn French.

e. Have my own business.
f. Have a girlfriend/boyfriend.
g. Live in a different place.
h. Have a pet.
i. Have my dream job.
j. Travel abroad.
136 ENGLISH V
Third Partial Assessment Rubric

ASSESSMENT
INDICATOR
YES NO
Identifies the function of reported speech.
Identifies the function of passive voice.
Identifies the function of be going to to

express future plans.
Identifies the function of will to express

predictions.
Changes sentences from direct speech into

reported speech correctly.
TOTAL
ACTIVIDAD ON THE ACTION AND TALKING ABOUT FUTURE EVENTS 137
Basada en la actividad 12 Objetivo: evaluar los aprendizajes y las estrategias

“¿Qué me llevo de del curso que aplican para la toma responsable de
este curso?”. decisiones.
ACTIVIDAD 1
Lo que te llevas
Has aprendido que todo aquello que se mueve lo hace para cumplir un objetivo: el león corre hacia su
presa, el obrero trabaja para ganar dinero, el político hace campaña para ganar elecciones. Así, cuando
las personas dirigimos nuestras acciones hacia lo que consideramos apropiado, estamos generando
un proyecto de vida, un plan para alcanzar nuestro mayor objetivo.
El proyecto de vida toma forma con cada decisión, por ello es importante meditar cada una antes
de llevarlas a la práctica. Con esta meditación separamos lo bueno de lo malo en función de la infor-
mación disponible; puesto que no podemos saberlo todo, es importante consultar a otros que puedan
enriquecer nuestro acervo. Esto se hará con un pensamiento crítico, analizándolo todo para llegar a
una conclusión verdadera, y no solo a una simple opinión.
Finalmente comprendimos que, ante las circunstancias difíciles, el carácter se vuelve fundamental
para mantener nuestro proyecto de vida, y que solo el sentido de agencia nos motivara a llevarlo a
cabo. Cerremos pues este curso preguntándonos si estamos listos, no solo para generar nuestro pro-
yecto particular de vida, sino para alcanzarlo.
138 ENGLISH V
a. Después de este curso ¿qué cambia en ti? ¿Ves tus planes de manera diferente? ¿Por qué?
b. ¿Consideras que todo esto te ayudará a planear mejor tu futuro y tomar mejores decisiones?
¿Por qué?
c. Menciona tres cosas que te dejó este curso:
Matrix (1999), además de ser un clásico del cine, nos enseña que
las decisiones pueden cambiarnos la vida de manera definitiva.
VIDEO
El protagonista Neo lo atestigua eligiendo la píldora roja. Mira el
tráiler aquí: https://www.youtube.com/watch?v=m8e-FF8MsqU
To learn more
140 ENGLISH V
First Partial
Writing and reading ACTIVITY 1
Modal verbs can be used to give advice and express obligation, prohibition or concern in many different
contexts. Let’s talk for example, about fitness and health. We all should have healthy habits. We mustn’t do
anything that harms our mind and body.
1. Look up for the meanings of the following words:
WORD MEANING
Health Salud
Improve Mejorar
Lifestyle Estilo de vida
Prevent Prevenir
Intake Ingesta
Encourage Animar
Allow Permitir
Avoid Evitar
2. Get in pairs and discuss the following:

a. Do you consider you have healthy habits?
b. What should you do to be healthier?
c. Do you have any unhealthy habits? Las respuestas varían.
d. What should you do to avoid them?
3. Now, read the next article and answer the questions:
Six health tips

The context in which an individual lives has big importance on health status and quality of life.
Health is maintained and improved not only through the advancement and application of health
science, but also through the efforts and intelligent lifestyle choices of the individual and society.
Here are some basic tips for maintaining a good health:
1. Exercise: you don’t have to belong to a gym club. You may walk 30 minutes every day to
prevent weight gain and encourage moderate weight loss.
TO LEARN MORE 141
2. Eat healthy: you must reduce fat intake, cut down on sugar and opt for fruits and vegetables.
This helps reduce cholesterol and blood pressure.
3. Reduce stress: you shouldn’t stress when you don’t get what you want. We should accept
that there are things that we cannot control. Managing time is also of great importance too.
We should allow ourselves enough time to do things. You may set a time during the day for
relaxation.
4. Improve sleep: you have to avoid caffeine, alcohol, nicotine, and other chemicals
that interfere with sleep. Equip your bedroom with a comfortable mattress
and pillows. Sleep in a dark clean and quiet environment.
5. Meditation: you should meditate. Meditation has a variety of health
benefits. It helps metabolism, blood pressure, brain activation, and
other bodily processes.
6. Positive thinking: you may think positively and have an opti-
mistic view of life. Optimism reduces the chances of developing
some health conditions like cardiovascular disease, depres-
sion, and cancer.
My English Pages. (2022). Six health tips. https://www.myenglishpages.com/english/reading-health-tips.php
a. Why does the article say that you don’t have to belong to a gym to be healthy?
Because you may do exercise outside the gym.
b. How may you prevent weight gain?

You may walk thirty minutes every day to prevent weight gain.
c. Why should you reduce fat intake and cut down on sugar?
To help reduce cholesterol and blood pressure.
d. What may you do to reduce stress?

We should accept that there are things that we cannot control. We should
allow ourselves enough time to do things. You may set a time during the
day for relaxation.
e. Why should you not drink coffee nor alcohol?
Because they interfere with sleep.
142 ENGLISH V
f. Which are the health benefits of meditation?

It helps metabolism, blood pressure, brain activation, and other
bodily processes.
g. Which of these six tips do you consider more important? Why?

4. Finally, write down a list of health tips for your friends and family. Include activities and habits they
mustn’t or shouldn’t have and activities and habits that they must, have to, should or may have.
Prepare an infographic with at least 10 different tips. You may look on the internet or ask your phy-
sical education teacher.
INFOGRAPHIC

TO LEARN MORE 143
Writing ACTIVITY 2
It’s time to practice past perfect.
1. Get in pairs and read the following situations. For each one you have to imagine what had happened
before. Think of a realistic, possible event and think of another nearly impossible or a fictional one.
EXAMPLE
SITUATION: This morning, when I arrived at my job as usual, the office was
closed and nobody was there.
POSSIBLE EVENT: I had forgotten it was Sunday.
FICTIONAL EVENT: The office had never existed. It was all my imagination.
What had happened before?

SITUATION 1: When I arrived home, I realized I didn’t have my keys.
• POSSIBLE EVENT: .
• FICTIONAL EVENT: .
SITUATION 2: I woke up in hospital, with a broken leg.
SITUATION 3: The car was on the other side of the road, facing the wrong direction.
SITUATION 4: The lady couldn’t remember her name.
144 ENGLISH V
SITUATION 5: The cat was on top of the tree and couldn’t come down.
SITUATION 6: I arrived at my job on a motorcycle.
SITUATION 7: The man was giving away money in the middle of the street.
SITUATION 8: The female dog was surrounded by a litter of five kittens!
SITUATION 9: When I came back, my car was in the middle of the lake.
SITUATION 10: She got home just to find that her house was completely burnt.
TO LEARN MORE 145
Second Partial
Reading, listening and speaking ACTIVITY 1
1. Watch and listen to the song and complete the lyrics. Scan the QR code
to listen to it: https://www.youtube.com/watch?v=j5fCqKbSC7M
If I were a rich man

Soloist: Isaac Stern
Music adapted and conducted by: John Williams
Fiddler On The Roof Motion Picture Orchestra
1971 mgm Records
“Oh, Lord, you made many, many poor people

I realize, of course, it’s no shame to be poor
But it’s no great honor either!
So, what would have been so terrible if I had a small fortune?”

Ya ba dibba dibba dibba dibba dibba dibba dum
All day long, I’d biddy biddy bum
If I were a wealthy man
I wouldn’t have to work hard
If I were a biddy biddy rich yidle-diddle-didle-didle man
I’d build a big, tall house with rooms by the dozen
Right in the middle of the town
A fine tin roof with real wooden floors below
There would be one long staircase just going up

And one even longer coming down
And one more leading nowhere, just for show
I’d fill my yard with chicks and turkeys and geese and ducks
For the town to see and hear
Squawking just as noisily as they can
And each loud of the”gee”, be it “gow”, be it “geh”, be it “guh”
Would land like a trumpet on the ear
As if to say, “Here lives a wealthy man”
146 ENGLISH V

I wouldn´t have to work hard
If I were a biddy biddy rich yidle-diddle-didle-didle man
I see my wife, my Goldie, looking like a rich man’s wife

With a proper double-chin
Supervising meals to her heart’s delight
I see her putting on airs and strutting like a peacock
Oy, what a happy mood she’s in
Screaming at the servants, day and night
The most important men in town would come to fawn on me!

They would ask me to advise them like a Solomon the Wise
“If you please, Reb Tevye...”
“Pardon me, Reb Tevye...”
Posing problems that would cross a rabbi’s eyes!
And it won’t make one bit of difference if I answer right or wrong

When you’re rich, they think you really know!
If I were rich, I’d have the time that I lack to sit in the synagogue and pray
And maybe have a seat by the Eastern wall
And I’d discuss the holy books with the learned men, several hours every day
And that would be the sweetest thing of all

I wouldn´t have to work hard
Lord, who made the lion and the lamb
You decreed I should be what I am
Would it spoil some vast eternal plan
If I were a wealthy man?
TO LEARN MORE 147
2. Do you know Aladdin’s tale? Do you remember he found a magic lamp with a genie inside? What
would you do if you found a magic lamp with a genie? What would you ask for?
Imagine a genie granted you five wishes. Write them down using the second conditional.
EXAMPLE
If I found a magic lamp with a genie, I would ask for a new car
Now it’s your turn. Write down your five wishes:
a.
b.
c.
d.
e.
3. What would’ve you done? We all have known about situations in which we are not sure what we
would have done. Read the following situations and imagine what you would have done in each one.
Write complete sentences in the third conditional.
a. If I had found a lot of money on my way to class today, .

b. If I had met my ancestors from the 19th century, .
c. If I had been abducted by an alien, .
d. If I hadn’t been born in Mexico, .
e. If I had been born into a famous family, .
f. If I had lost the winning lottery ticket, .
g. If had accepted the job in Mexico City, .
h. If I had paid attention to all my English classes, .

148 ENGLISH V
Writing ACTIVITY 2
All through this Partial, we used phrasal verbs in reading exercises. You even looked them up in the dic-
tionary. Go back to the readings in this Partial and find the phrasal verbs. You already have their meanings
because you wrote them down when we worked on the exercises.
1. Complete the following table with the phrasal verbs in Second Partial, their meanings and the senten-
ces where you found them. Do not include the verbs in theme 4. Only the ones in the readings from
themes 3, 5 and 6.
PHRASAL VERB MEANING SENTENCE
Encontrarse con
Meet up
alguien
Catch up Ponerse al día
Turn on Encender
Turn out Resultar, salir
Quitar, retirar,
Take away alejar
Knock over Tirar, derribar
Put the fire out Apagar el fuego
Botar, tirar
Throw away
a la basura
Buscar dentro de,
Reach into meter la mano para
sacar algo
2. For each phrasal verb you found, write a sentence of your own:

TO LEARN MORE 149
Writing ACTIVITY 3
1. Look at the following chart. Guess what the people in the following chart have been doing and write
sentences about them.
EXAMPLE
Andy has been wearing a bathing suit for three hours. He has been snorkeling. He
has been using a mask and flippers
NAME CLOTHES ITEMS USED LENGTH OF TIME
Andy Bathing suit. Snorkel, mask, flippers. Three hours.
Laura T-shirt and jeans. Broom. Half an hour.
Carlos T-shirt and shorts. Frying pan, spoon. One hour.
Wendy T-shirt and overall. Shovel, lawn mower. Two hours.
Cecilia Formal suit. Board, markers, books. All morning.
Pedro Shirt and overall. Saw, hammer, nails. All afternoon.
a. Laura has been wearing a T-shirt and jeans for half an hour. She has
been cleaning. She has been using a broom. .
Carlos has been wearing a T-shirt and shorts for an hour. He has been
b.
cooking. He has been using a frying pan and a spoon. .
c. Wendy has been wearing a T- shirt and overall for 2 hours. She has
been using a shovel and a lawn mower.
.
d. Cecilia has been wearing a formal suit all morning. She has been
teaching. She has been using a board, markers and books. .
e. Pedro has been wearing a shirt and overall. He has been working all
afternoon. He has been using a saw, a hammer and nails.
.
150 ENGLISH V
Writing ACTIVITY 4
1. Write the time expressions in the box under the correct category:
the day before yesterday already recently yesterday
when I was a child ago in the last year for so far
two days (weeks, months) ago since in 2012
last week (month, year) during last weekend/Monday/night/Christmas
SIMPLE PAST PRESENT PERFECT PROGRESSIVE
the day before yesterday already
yesterday recently
when I was a child in the last year
ago for
in 2012 so far
last week (month, year) two days (weeks, months)
last weekend / Monday/

since
night/Christmas
during
2. Now, choose five time expressions and write your own sentences. Be careful with tenses!
a. .
b. .
c. .
d. .
e. .
TO LEARN MORE 151
Third Partial
Writing and listening ACTIVITY 1
moment back speaking middle give call to reach

number again make around leave urgent go
1. Choose the correct word from the box to complete the conversation:
DIANA: Marketing Department, Diana Diaz (1) speaking

PABLO: Hi Diana, Pablo Reyes here. I’m trying to (2). reach
Raul Gomez. Have you seen him (3) around ?
DIANA: I’m sorry Pablo. Raul is in the (4) middle of a meeting
at the moment. Would you like to (5) leave a message?
PABLO: Yes, please. Can you tell him to call me (6) back as
soon as he returns from the meeting? We need to (7) go over
a presentation.
DIANA: No problem. Does he have your contact (8) number ?
PABLO: He should, but let me (9) give you my number just in case. It’s 9880083689.
DIANA: Hold on a (10) moment , please. I need to get a pen. Could you say your number
(11) again ?
PABLO: It’s 9880083689. He can also (12) call the office. I’ll be there all afternoon.
DIANA: I’ll (13) make sure he gets your message.
PABLO: I really appreciate it. It’s very (14) urgent .
DIANA: You’re welcome. I’ll give him the message.
2. Now, listen to the conversation and check your answers:

3. Finally, change the sentences in bold to reported speech:
a. Pablo said he was trying to reach Raúl Gómez.
b. Diana said Raúl was in the middle of a meeting.
c. Pablo said they needed to go over a presentation.

152 ENGLISH V
d. Pablo said Raúl should have his number.
e. Diana said she needed to get a pen.
f. Pablo said Raúl could also call the office.
g. He said he would be there all afternoon.
h. Pablo said he really appreciated it.
i. He said it was very urgent.
j. Diana said she would give Raúl the message.
Reading and writing ACTIVITY 2
1. Read the following text.
Yesterday, I had a terrible day. The dogs next door woke me up very early. I was angry, so I got up and
took a shower. After the shower, I remembered I didn’t do the laundry, so I didn’t have clean clothes. I
wore a dirty dress. I went to the kitchen to have some breakfast, but there were no eggs. I prepared some
coffee, and I was about to drink it, when my boss texted me. He wanted a report in that very moment.
I got nervous, so I turned on my computer and sent the report. When I fini-
shed, I went back to the kitchen to drink my coffee, but my cup wasn’t there.
I couldn’t find it! No clean clothes, no coffee… I was mad, so I didn’t rea-
lize I was wearing shoes from different pairs and believe me they couldn’t
be more different. I went out to take the bus. People looked at me kind of
funny, but I didn’t pay attention. When I arrived at the office, my boss was
waiting for me. He was upset because I was late. He only stared at me and
sent me back home to change my shoes! What a horrible day!
2. Change all the active sentences in the text into passive voice:
I was woken up by the dogs next door.
A shower was taken by me.
A dirty dress was worn.
A report was wanted by my boss.
My computer was turned on.

TO LEARN MORE 153
The report was sent.
Shoes from different pairs were worn.
The bus was taken.
I was sent back home to change my shoes.
Writing ACTIVITY 3
1. Imagine that you travel 25 years into the future. How old will you be? Can you predict what the world
will look like in 25 years? Write down sentences with your predictions on the following topics:
a. Pollution:
b. Adolescents’ education:
c. Cellphones:
d. Entertainment:
e. Food:
f. Medicine:
g. Travel:
154 ENGLISH V
Writing ACTIVITY 4
1. You are going to organize a graduation party. Write down your plans for it! Use the following prompts
to plan it. Write at least eight sentences:
a. How are you going to organize it with your classmates?
Las respuestas varían. .
b. Where are you going to have the party?

.
c. How are you going to collect the money to buy everything you need?
.
d. How many people are you going to invite?

.
e. What kind of music are they going to play?

.
f. What kind of food are you going to serve?

.
Annexes
156 INGLÉS V
Portafolio de evidencias
Se espera que los alumnos recopilen todas las evidencias generadas durante el curso. Estas deberán integrarse
dentro de un portafolio individual, mismo que se entregará al docente para su evaluación.
Un portafolio de evidencias es la compilación de todos los productos que se han generado a lo largo
del curso. Estos sirven para probar su constancia en el proceso de aprendizaje, además de ser útil para su
evaluación.
La elaboración del portafolio de evidencias cumple con diversos propósitos, entre ellos:
• Reunir evidencia de las actividades llevadas a cabo en cada unidad para observar el avance de las com-
petencias disciplinares.
• Servir como fuente de información para los alumnos. Las evidencias de trabajo reunidas en el portafolio
son productos que pueden consultarse posteriormente.
• Partir del error para movilizar el conocimiento. La construcción y corrección de los productos de traba-
jo toman en cuenta el error como fuente de aprendizaje.
• Contar con elementos (diferentes a un examen) para evaluar su desempeño y avance.
¿Cómo integrar un portafolio de evidencias?

Para conformar un portafolio de evidencias es necesario:
• Acordar qué evidencias o productos se incluirán en él.
• Reunir las evidencias y organizarlas.
• Evaluarlas, retroalimentar a los alumnos acerca del trabajo realizado y solicitar mejoras.
• Finalmente pedir que presenten de nuevo las evidencias mejoradas para una evaluación final.
En el cuadro siguiente se exponen las evidencias que los alumnos deberán generar durante el desarrollo
del curso. Sugerimos que se basen en este listado para integrar su propio portafolio.
PARTIAL ELEMENTS TO ANNEX
I. Expressing probability, regrets, • Written sentences about something they are worried about.
obligations prohibitions and • A list of events about previous days and a timeline with sentences
past events effectively written in past perfect.
• Short comic strips using the second and third conditional.

• A solved questionnaire with phrasal verbs and idioms.
II. Speculation, activities in • A paragraph about the activities they have been doing for the last
progress and tense contrast months, and a conversation with a partner about their written
paragraph.
• Presentation of a timeline about different experiences.
III. Reporting what other people • Presentation of the answers gotten during the interview to a person.
said, expressing focus on • Written sentences that focus on the action rather than the subject.
the action and talking about • Write a prediction about future events. Show a presentation about
future events their plans for the next year.
Referencias
Electrónicas
1. Business Daily. (2021). Customer Service 101: Phone Etiquette for Small Businesses. https://www.busi-
nessnewsdaily.com/6444-call-center-phone-etiquette.html
2. Georgetown University. (2008). Future plans. Planning for College or Career. Bright Futures. https://
www.brightfutures.org/development/adolescence/plans.html
3. McLellan, C. (2019). 6 Tips for improving your English Pronunciation. British Council. https://www.
britishcouncil.pt/en/blog/6-tips-improve-your-english-pronunciation
4. Russel and Dawson. (2022). Evolution of Hospitality Industry. https://www.rdaep.com/blogs/evolu-
tion-hospitality-industry/
5. Sustainable Travel International. (2020). Combat Climate Change. https://sustainabletravel.org/our-
work/climate-change/?gclid=Cj0KCQjwuMuRBhCJARIsAHXdnqP6LaN9gBqagirQzCS-_rBxcc-
jNl-FWnzxBIUhxOT-gs3y9yA3h7VIaAsbqEALw_wcB
6. The British Council. (s. f.). Phonemic Chart. https://www.teachingenglish.org.uk/article/phonemic-
chart?_ga=2.45129892.1485374660.1642564026-2012898470.1642117196
7. Wonderopolis. (2022). Can you predict the future? https://www.wonderopolis.org/wonder/can-you-pre-
dict-the-future
NOTAS
NOTAS
Esta obra fue impresa en
México, ------- 2022.

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INGLÉS V

Blanca Eugenia Romero Soto

© D.R. 2022 CBIM, S. DE R.L. DE C.V. Impreso en México

Queda prohibida la reproducción o transmisión total o parcial del contenido

Búscanos en nuestras redes sociales k-tdra.com

Second Partial 51 Speculation, activities in progress

Third Partial 95 Reporting what other people said,

Manual de Guía docente Actividades y

Para obtener tu plan de clase, al comienzo de cada parcial verás un

The student listens, interprets, and communicates messages

The student effectively participates and collaborates on diverse

Adicionalmente, de forma transversal se favorecerá el desarrollo gradual de los siguientes ámbitos:

CONOCE T RELACIONA T ELIGE T

Que promueve habilidades Para establecer relaciones Toma de decisiones reflexi-

Autoconocimiento Conciencia social Toma responsable de

Autorregulación Colaboración Perseverancia

La culminación del ciclo de La formación propedéutica

Utiliza los conocimientos adquiridos para formar

Desarrolla juicios basados en criterios comproba-

Descompone las partes de un conocimiento para

Permite utilizar los conocimientos adquiridos en

Comprender Establece relaciones y construye significados.

Recupera y recuerda conocimientos previos al

Inicio: reactiva saberes previos del alumno, mediante

Cierre: demuestra lo aprendido en un contexto dife- En plenaria

Para más información

Enter here and download your lesson plan: https://

Students recognize and produce

Students recognize and express

1. Read the following text about tourism industry:

What is the tourism industry?

2. Based on the reading, discuss the following questions:

Let’s begin! ACTIVITY

UNDERLINED WORD MEANING EXAMPLE

Short-term Corto plazo

Las respuestas varían.

Out and about De aquí para allá

2. Share the meanings and your examples to your classmates.

Expressing probability, regrets,

Reading and listening ACTIVITY 1

Pronunciation practice tip 1

To speak and write correctly

• You must carry your passport everywhere you go.

MUST + verb (simple form)

You must help customers whenever you can.

You must not feed the fish in the aquarium.

take assist leave use

carry be stay wear

1. You must wear your uniform every day.

1. Read Miguel’s safety suggestions:

2. Decide if the following sentences are true (T) or false (F):

To speak and write correctly

You have to be careful with your key card.

HAVE/HAS TO + verb (simple form)

I have to place my valuables in the safe deposit box.

In the negative it means that something is

You don’t have to go to the restaurant. You may

Do we have to attend all the conferences?

We use the auxiliary DO to form the interrogative:

You have to book the room in advance.

1. Miguel needs to organize the events’ planning staff.

2. Laura needs to ask for more interns.

3. They need to hire French, Italian and English translators.

5. Interns need to learn general information about the speakers.