Lengua Adicional Al Español II

COLEGIO DE BACHILLERES
DEL ESTADO DE SONORA

Director General
Mtro. Jorge Luis Ibarra Mendívil
Director Académico
Lic. Jorge Alberto Ponce Salazar
Director de Administración y Finanzas

Lic. Oscar Rascón Acuña
Director de Planeación
Dr. Jorge Ángel Gastélum Islas
Lengua Adicional al Español 2

Módulo de Aprendizaje.
Copyright ©, 2009 por Colegio de Bachilleres
del Estado de Sonora
todos los derechos reservados.
Primera edición 2009. Impreso en México.
DIRECCIÓN ACADÉMICA
Departamento de Desarrollo Curricular
Blvd. Agustín de Vildósola, Sector Sur
Hermosillo, Sonora. México. C.P. 83280
Registro ISBN, en trámite.
COMISIÓN ELABORADORA:
EQUIPO TÉCNICO
Coordinación general:
Luz María Grijalva Díaz
Elaboradores disciplinares:
Alma Lorenia Valenzuela Chávez Matemáticas II
Nydia Gabriela Estrella Química II
Próspero Mendoza Yocupicio Historia de México II
Diego Navarro Gil Taller de Lectura y Redacción II
María del Socorro Salas Meneses Ética y Valores II
María Enedina Duarte Camacho Informática II
Moisés Galaz Duarte Lengua Adicional al Español II
Sonia María Valle Ross Orientación Educativa II
Revisión Disciplinaria:
Edna Elinora Soto Gracia
Corrección de Estilo:
Edna Elinora Soto Gracia
Supervisión Académica:
Nancy Vianey Morales Luna
Diseño:
María Jesús Jiménez Duarte
Grupo Editorial:
Ana Isabel Ramírez Vásquez
Bernardino Huerta Valdez
Francisco Peralta Varela
Joaquín Rivas Samaniego
Coordinación Técnica:
Claudia Lugo Peñuñuri
Coordinación General:
Lic. Jorge Alberto Ponce Salazar
Esta publicación se terminó de imprimir durante el mes de diciembre de 2009.

Diseñada en Dirección Académica del Colegio de Bachilleres del Estado de Sonora
Blvd. Agustín de Vildósola; Sector Sur. Hermosillo, Sonora, México
La edición consta de 11,524 ejemplares.
2
PRELIMINARES
DATOS DEL ALUMNO
Nombre: _______________________________________________________________
Plantel: __________________________________________________________________
Grupo: _________________ Turno: _____________ Teléfono:___________________
E-mail: _________________________________________________________________
Domicilio: ______________________________________________________________
_______________________________________________________________________
Ubicación Curricular
COMPONENTE: HORAS SEMANALES:

FORMACIÓN BÁSICA 04
CAMPO DE CONOCIMIENTO: CRÉDITOS:

COMUNICACIÓN 06
3
PRELIMINARES
DIDACTIC SEQUENCE 1 MY
CITY IS MORE BEAUTIFUL
THAN...
BLOCK 1 COMPARES DIDACTIC SEQUENCE 2

PEOPLE, OBJECTS AND CHARACTERISTICS AND
COMPARISON.
PLACES.
DIDACTIC SEQUENCE 3 THE /

MOST / EST WHAT IS IT?
DIDACTIC SEQUENCE 1 WE
DID A LOT THINGS IN OUR
VACATION PERIOD.
BLOCK 2 MOMENTS
FROM THE PAST.
DIDACTIC SEQUENCE 2
HERMOSILLO WAS ALSO A
LENGUA BEAUTIFULL CITY.
ADICIONAL AL
ESPAÑOL 2 DIDACTIC SEQUENCE 1 HEY!
LISTEN CAREFULLY, YOU
MIGHT NEED THIS
BLOCK 3 INFORMATION.
I UNDERSTAND
INSTRUCTIONS AND
REGULATIONS
DIDACTIC SEQUENCE 2 WHEN
DO I USE MODAL VERBS?
DIDACTIC SEQUENCE 1
DESCRIBING PLANS AND
ACTIVITIES.
BLOCK 4
DIDACTIC SEQUENCE 2
I MAKE PLANS AND TEENAGERS' LIFE AND THEIR
FUTURE.
PREDICTIONS.
DIDACTIC SEQUENCE 3 WILL

VS. GOING TO.
4
PRELIMINARES
Content
Presentación .........................................................................................................................................................6
BLOCK 1: Compares people, objects and places ................................................................................7

DIDACTIC SEQUENCE 1. My city is more beautiful than…...............................................................................10
DIDACTIC SEQUENCE 2. Characteristics and comparison ..............................................................................18
DIDACTIC SEQUENCE 3. the / most / est what is it?.........................................................................................26
BLOCK 2: Moments from the past.......................................................................................................37

DIDACTIC SEQUENCE 1. We did a lot things in our vacation period ...............................................................38
DIDACTIC SEQUENCE 2. Hermosillo was also a beautiful city .........................................................................44
BLOCK 3: I understand instructions and regulations .........................................................................59

DIDACTIC SEQUENCE 1. Hey! Listen carefully, you might need this information ............................................60
DIDACTIC SEQUENCE 2. When do I use modal verbs? ...................................................................................68
BLOCK 4: I make plans and predictions .............................................................................................85

DIDACTIC SEQUENCE 1. Describing plans and activities ................................................................................86
DIDACTIC SEQUENCE 2. Teenagers’ life and their future.............................................................................. 100
DIDACTIC SEQUENCE 3. Will vs. Going to..................................................................................................... 109
BIBLIOGRAPHY................................................................................................................................................ 118
5
PRELIMINARES
Presentación
Este Módulo de Aprendizaje de Lengua Adicional al Español 2 contiene la información necesaria para apoyarte en la
construcción de tu aprendizaje, ya que está diseñado para ser una guía en el proceso de enseñanza-aprendizaje que
llevarás acabo en el transcurso de tu vida como bachiller.
Al adentrarte en este nuevo Módulo, encontrarás que cuenta con la descripción de las competencias que obtendrás y
el cómo saber identificarlas, y algo muy importante: reconocer si se han adquirido o no mediante la autoevaluación.
Aunado a los contenidos de este Módulo, las aportaciones y la guía de tu profesor(a) serán también fundamentales
para ayudarte a la construcción de tu propio conocimiento, sobre todo a obtener las competencias esenciales para
hacer frente a los retos que se presentarán a lo largo de tu vida.
El material que tienes en tus manos, es una herramienta de suma importancia para que te conviertas en una persona
competente, visionaria e innovadora, características que se establecen en los objetivos de la Reforma Integral de
Educación Media Superior que actualmente se esta implementando a nivel Nacional.
El reto del Colegio de Bachilleres de ofrecerte material de apoyo de calidad, acorde a los nuevos tiempos, que
cumplan con los objetivos de la Reforma, además de lo que los escenarios local, nacional, e internacional demandan,
se ve alcanzado en este Módulo de Aprendizaje, el cual no deja de ser perfectible, pero que a la vez concentra la
información y actividades que ayudarán hacer de ti la persona que nuestra sociedad necesita.
6
PRELIMINARES
COMPARES PEOPLE, OBJECTS AND PLACES
Unidad de competencia
Solicita e intercambia información respecto a comparaciones de personas y lugares, de manera oral y
escrita, en situaciones de socialización y recreación o laborales sencillas.
Atributos a desarrollar en el bloque:

Durante el presente bloque se busca desarrollar los siguientes Atributos de las competencias
genéricas:
4.1 Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o graficas.
4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en
el que se encuentra y los objetivos que persigue.
4.3 Identifica las ideas claves en un texto o discurso oral e infiere conclusiones a partir de ellas.
4.4 Se comunica en una segunda lengua en situaciones cotidianas.
4.5 Maneja las tecnologías de la información y la comunicación para obtener información y expresar
ideas.
6.4 Estructura ideas y argumentos de manera clara, coherente y sintética.
7.1 Define metas y da seguimiento a sus procesos de construcción de conocimiento.
8.2 Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva.
10.3 Asume que el respeto de las diferencias es el principio de integración y de convivencia en los
contextos local, nacional e internacional.
Time assigned: 15 horas

Didactic sequence 1.
My City is more beautiful than …
Start up activity
Activity 1 Observe the pictures, and describe this images. Describe in a list form both oral and written the pictures and / or
locations.
What do you see in the pictures?
_______________________________________________
Can you describe what you see?
_______________________________________________
Write a list of words to describe the pictures.
____________________ ___________________
____________________ ___________________
____________________ ___________________
____________________ ___________________
EVALUATION
Activity 1 Product: Describing lists. value:
KNOWLEDGE
Factual Procedural Attitude
Recognizes relative and relevant The adjectives most frequently used Shows initiative and interest to seek
vocabulary about physical reference to the description of people and information beyond that provided by the
characteristics places. teacher.
Auto evaluation C Mc Nyc Obtained value:
10
Activity 2 Use a dictionary to find some adjectives to describe each picture; pay attention to each category.
A. Personal
temperament
Liza Robert Ernestina Jorge
B. Appearance
C. Appearance
D. Anyother
Nacho Martha Soco and Carlo
Liza Robert Ernestina
Soco and Carlo
Jorge Nacho Martha
EVALUATION
Activity 2 Product: dictionary adjective investigation and spelling practice. values:
KNOWLEDGE
Recognizes relative and relevant shows initiative and interest to seek
the adjectives most frequently used reference
vocabulary about physical information beyond that provided by
to the description of people and places.
characteristics the teacher.
Co evaluation C Mc Nyc Obtained value:
11
BLOCK 1
Now in teams of three, organized by your teacher, practice the spelling for each word. Pay attention to the word stress.
Development activities
What Is An Adjective?
An adjective modifies a noun or a pronoun by identifying, quantifying
words, or describing. An adjective normally precedes the noun or the
pronoun which it modifies. An adjective can be modified by an adverb, or
by a phrase or clause running as an adverb. In the sentence. Some nouns,
many pronouns, and many participle phrases can also take action as
adjectives. In the sentence.
These are some common and not so common adjectives. In pairs and with your
teacher’s help find the meaning for each word.
Feelings (Good)
Time
healthy jolly Taste/Touch
Ancient brief
Condition kind lucky Bitter delicious
Early fast
Annoying bad nice obedient Fresh juicy
Late modern
cautious dead proud relieved Rotten spicy
Old quick
expensive frail successful thankful Tart fluttering
Rapid swift
gifted vivacious witty Greasy hard
young
helpful zealous Icy loose
important
Appearance Shape
adorable broad
adventurous Appearance Quantity
chubby abundant
blushing bright glamorous gleaming crooked
clean clear handsome homely empty
curved few
distinct dull light long deep
elegant excited magnificent misty heavy
fancy filthy old-fashioned plain light
poised quaint many
shiny smoggy numerous
ugly unsightly substantial
Size
wide-eyed big
colossal
fat
gigantic
great
12
Activity 3 Study the adjectives listed in the page and find a use for at least 15 of the words. Give an example in a
sentence.
Ex. Salma is a very glamorous Mexican artist.
Write your sentences here.
1. ________________________________________________________________ .
2. ________________________________________________________________ .
3. ________________________________________________________________ .
4. ________________________________________________________________ .
5. ________________________________________________________________ .
6. ________________________________________________________________ .
7. ________________________________________________________________ .
8. ________________________________________________________________ .
9. ________________________________________________________________ .
10. ________________________________________________________________ .
11. ________________________________________________________________ .
12. ________________________________________________________________ .
13. ________________________________________________________________ .
14. ________________________________________________________________ .
15. ________________________________________________________________ .
EVALUATION
Activity 3 Product: Sentences with adjectives. values:
KNOWLEDGE
shows initiative and interest to seek
Recognizes relative and relevant Identifies and selects adjectives from the list
information beyond that provided by
vocabulary about adjectives. and studies its use in a real life situation.
the teacher.
13
BLOCK 1
Activity 4 Based on the list from previous pages and the sentences you just created;
define in your own words what is an adjective.
Now make a list based on the adjectives you know to describe a partner from the classroom.
EVALUATION
Activity 4 Product: Adjectives definition. values:
KNOWLEDGE
Recognizes relative and relevant Identifies and selects adjectives from the list shows initiative and interest to seek
vocabulary about adjectives. and studies its use in a real life situation. information beyond that provided by
the teacher.
14
Closing Activities
Circle the adjective in each sentence. Then, tell what noun the adjective is describing.
Example: The green alien walks out of the spaceship.

The adjective green describes the alien.
1. The shiny spaceship lands in my yard.

The adjective ____________ describes _________________.
2. An alien with big eyes walks out of the ship.

3. It waves its tiny hand in the air.

4. The alien says, “Earth is such a beautiful planet.”

5. A black rabbit hops into the yard and scares the alien.
6. The frightened alien runs back into its spaceship and blasts off.
Now in team of four write the passage and taking turns read it out loud to the team.
15
BLOCK 1
Activity 5 Listen and read the dialogues. Identify adjectives and the different forms to use them. Underline each one
and notice the differences among them.
Dialogue 1
Alma: Today the weather is very hot.

Gabby: Yes. It's hotter than yesterday.
Alma: Is Caborca hotter than here?
Gabby: Here is perhaps a little hotter than Caborca.
Alma: Is the Arizonan winter cold?
Gabby: The Arizonan winter is very cold.
Alma: How much colder than here?
Gabby: A lot colder than here.
Alma: What about spring then?
Gabby: Spring is warm in Sonora. It's better than autumn. I like it
very much.
Dialogue 2 Dialogue 3
Art: Is Spanish more Ingrid: Do you know the two Sanchez sisters? Do you know
difficult than how many years of age is the elder one older than the
English? younger one?
Susan: No, they are Tom: Only a year and a half.
similar. Both aren’t Ingrid: Is it true that the older one is better at her school work
easy. than the younger one is?
Art: Is he taller and Tom: Quite right, although the younger one is clever, the
fatter than you? older one is lot more hard-working.
Susan: He is taller than me Ingrid: Out of the two sisters who is prettier?
but not fatter than Tom: That's very hard to say. Both of them are very good-
me. looking. The older one is taller than the younger one,
Art: Which one of these and the younger one is fairer than the older one.
two universities is Ingrid: Out of the two of them who is more capable than the
better? other?
Susan: It is hard to say, Tom: They are both very capable. The elder sister does the
this one is bigger works at home faster than the younger one does, but
than that one, that the younger one is better at doing things outside home.
one is more Ingrid: Who do you like better?
beautiful than this Tom: It's no use for me to like either one, because neither of
one. the two sisters likes me.
Art: Is the Fernando, Ingrid: Oh! I'm really sorry, I thought...
the younger Tom: It doesn't matter; actually I don't have any intention on
brother cleverer them either.
Now in teams practice the dialogues and pay attention to the sentence stress.
EVALUATION
Activity 5 Product: listening and dialogues practice. values:
KNOWLEDGE
Recognizes relative and relevant Understands and listens simple dialogues Shows openness and tolerance to the
vocabulary in a dialogue and the use that include comparisons. lexicon of language differences.
of comparatives.
16
Based on the three dialogues create and act out your own. Develop it on a real situation at school or at home.
EVALUATION
Activity 4 Product: identifies in real English conversations, the use of comparatives and adjectives. values:
KNOWLEDGE
Recognizes relative and relevant Understands and writes simple documents Shows openness and tolerance to the
vocabulary in a dialogue and the use that include comparisons. lexicon of language differences.
of comparatives.
17
BLOCK 1
Didactic sequence 2
Characteristics and comparison
Start up activity
Activity 1 In the following space draw an easy to draw object, such as a star, a tree, a flower or a house.
Once you finish drawing the pictures, line up according to the size of the object they have in the space. The student
with the bigger star stands on the right and the student with the smaller star stands on the left.
Answer the following questions.
What is the drawing?_______________________________________
Who has the bigger ___________________________?
Who has the smaller ___________________________?
Is student A's _____________ bigger or smaller than student B's _________________?
Write a sentence as in the example for 3 of your classmates.

Ex.: My star is bigger than the three.
My star is bigger than John's star but smaller than Mary's star.
EVALUATION
Activity 1 Product: identification in a drawing and simple sentence the use of comparatives and value:
superlatives.
KNOWLEDGE
Recognizes relative and relevant Understands, writes and practices simple Shows openness and tolerance to the
vocabulary in a dialogue and the use sentences that include comparisons and lexicon of language differences.
of comparatives and superlatives. . superlatives. .
18
Circle the adjective in each sentence and draw an arrow from each adjective to the word it describes.
Example: The red balloon floats up to the sky.
1. Three turtles swim in the pond.

2. Molly and Jenny try to finish a difficult puzzle.
3. Their mother makes a delicious feast.
4. Do you see that yellow sports car race down the street?
5. Georgina and Jesus move the snowy path.
6. Clean up this huge mess!
7. The barking dogs are inside that house.
8. Do you have my blue pencil?
9. Cecilia cleans the dirty glass.
10. The playful monkey swings on the cable.
11. The thief walks in front of the sleeping guard.
Activity 2 Use the above sentences, think of a comparison and discuss your sentences in class.
Example: The red balloon floats up to the sky higher than the blue balloon.

1) ________________________________________________________________ .
2) ________________________________________________________________ .
3) ________________________________________________________________ .
4) ________________________________________________________________ .
5) ________________________________________________________________ .
6) ________________________________________________________________ .
7) ________________________________________________________________ .
8) ________________________________________________________________ .
9) ________________________________________________________________ .
10) ________________________________________________________________ .
EVALUATION
Activity 2 Product: sentences. Creation. value:
KNOWLEDGE
Recognizes relative and relevant Understands, writes and practices simple Shows openness and tolerance to the
vocabulary in a simple sentence form sentences that contain comparisons. lexicon of language differences.
and text, and the use of comparatives.
19
BLOCK 1
Grammar
Comparative
We use than after comparatives (older than / more expensive than etc.):
Mexico isn’t older than Rome
Are mangoes more expensive than grapes?
A It's easier to email than to write a letter.
"How are you today?" Not bad. Better than yesterday.
The Main plaza is more crowded than usual.
We say: than me / than him / than her / than us / than them. You can
say:
I can run faster than him. or I can faster than he can.
B You are a better singer than me or You are a better singer than I am.
I got up earlier than her or I got up earlier than she did.
More less than...

How much did your shoes cost? $30?
C No, more than that. (=more than $30)
The film was very short - less than an hour.
They've got more money than they need.
You go out more than me.
A bit older / much older etc.

Box A is a bit bigger than box B. Box C is much bigger than box
Canada is much bigger than France.
D Jill is a bit older than Gary - she's 25 and he's 241/2
The hotel is much more expensive than I expected.
You go out much more than me.
20
Activity 3 Elaborate a collage where you express your interests or characteristics of a friend, partner or member of
your family and compare them with yourself.
EVALUATION
Activity no. 3 Product: elaborates collage to strengthen the comparative knowledge acquired values:
KNOWLEDGE
Reaffirms the use of grammatical forms Uses the adjectives most frequently Shows initiative and interest to seek
in the comparison of adjectives, in the used in reference to the description of information beyond that provided by
comparative degree including things of people and places. the teacher.
real life.
21
BLOCK 1
When comparing two things, we put than between the adjective and the thing being compared.
When we compare two

things or people we look The man on the left
A car is faster than a
at what makes them is taller than the
bicycle.
different from each man on the right.
other.
Comparative
adjectives are used to
show what quality one The red bag is
thing has more or less bigger than the blue
than the other. They bag.
normally come before
any other adjectives.
The rule for forming the

comparative is any one "Mount Everest is
"Perhaps, Phoenix is
syllable adjective add -er higher
er than Mount
more beautiful than
to the end. Any longer Snowdon.", 'high
high'
high is
Tucson.", beautiful
adjective (two syllables or a short (one
one
is a long word.
more) use more in front of syllable)
syllable word.
the adjective.
'good' 'bad' 'far' becomes

The following adjectives are becomes
becomes 'farther' or
exceptions to this rule: 'worse'
'better' 'further'
22
Closing activities
Activity 4 Sit behind your partner. (Back to back) Describe the person you see in the flash card that your teacher
hands in to you. Your partner will listen, and draw the picture on his/her module. Do not show the flash card to your
partner! When your teacher tells you compare the flash card with the drawing and discuss the differences.
Draw picture here.
EVALUATION
Activity no. 4 Product: Completes descriptions and makes comparisons orally and written. values:
KNOWLEDGE
Recognizes relative and relevant Requests and exchanges information related Shows openness and tolerance to the
vocabulary about comparisons. to comparisons in simple conversations. lexical differences between the two
languages.
23
BLOCK 1
Activity 5
Match the sentences on the right with the adjectives on the left, then write them on the line.
1. English wine is good but French wine is ______.
2. Is bad but African cooking is ______.

a) Lot
3. It's a long way from London to Moscow but London to Sydney is even ______.
b) happier
4. I've two daughters. Sophie is the younger one and Kathryn is the ______ one. c) better
5. My job is getting harder and ______. d) worse

e) nicer
6. I cannot handle it. The earlier we leave the ______ we arrive.
f) harder
7. It's becoming more and ______ difficult to find time to play golf. g) sooner
8. Do it when you can but the sooner it's done the ______. h) more
i) elder
9. I like visiting Magdalena but it is getting ______ and more expensive.
j) beautiful
10. The older I get the ______ I forget! k) any
11. I'm so happy!. I must be the ______ man in the world! l) far
m) bit
12. The ______ I think about it, the less happy I feel.
n) further
13. Alejandra is even more ______ in real life than in photos.
14. I was really sick yesterday but I feel a little ______ today.
15. This orange juice is a ______ sweeter than the other one. They are completely different.
16. I prefer this candidate for school president. I thought she was ______ better than the other one.
17. Wal-Mart It's a little ______ more expensive but much better quality.
18. I've been working hard on my English but it isn't ______ better.
19. They're both nice but Rachel is the ______ of the two.
20. Could you speak ______ slowly, please? My English isn’t very good yet.
24
To complete each sentence, add -er, er or more to the adjective in parenthesis.
Examples:
Enrique is taller than Francisco. (tall)
Today is more pleasant than yesterday.(pleasant)
1. A steak knife is ______________________ than a butter knife. (sharp)

2. David is a _______________________ player than anyone on the team. (fast)
3. My drawing is _______________________ than yours. (colorful)
4. I think the book we read today is _____________________ than the one we read yesterday. (interesting)
5. Katie's _____________________ brother colored on the walls. (young)
6. This week's temperatures are _____________________ than last week's. (warm)
7. That is the ______________________ test on this semester. (difficult)
8. Isn't he _____________________ than the little boy in the park we met yesterday? (nice)
9. That is a _________________________ homework assignment than the one for mathematics. (challenging)
10. Do you think a snake is _____________________ than an owl? (slow)
11. Robert's arms are _____________________ than John's. (long)
12. Joe has _____________________ feet than anyone in his family. (big)
EVALUATION
Activity no. 5 Product: completes exercises to encourage the use of comparatives values:
KNOWLEDGE
Recognizes relative and relevant Constructs and writes simple sentences that shows initiative and interest to seek
vocabulary about physical include comparisons involving people, information beyond provided by the
characteristics objects and / or locations. teacher.
25
BLOCK 1
Didactic sequence 3
The / most / est What is it?
Start up activity
An adjective is a word that describes a person, place, or thing. Look at the pictures.
With the help of your teacher and a dictionary if you need it, write at least five adjectives to describe people (students,
teacher, girl, boy, etc.) in each picture.
Adjectives:
Adjectives:
Adjectives:
26
Grammar
• "Mount Everest is the highest mountain
The rule for forming the superlative is any one
in the world.", 'high' is a short (one
syllable adjective add -est
est to the end of the
word. Any longer adjective (two syllables or syllable) word.
more) use most in front of the word. Usually • "maybe, Hermosillo is the most beautiful
superlatives are preceded by 'the'.
'the'. city in the world.", beautiful is a long
word.
• 'good' becomes 'the best'

The following adjectives are exceptions to this • 'bad' becomes 'the worst'
rule: • 'far' becomes 'the farthest' or 'the furthest'
In the example below, "biggest" is the superlative form of the adjective "big":
Ana is a big girl, Celia is bigger than Ana but Adrian is the biggest of the family.
San Luis Rio Colorado is bigger than Altar.
Comparative
Superlative
Strong Stronger strongest
Positive
Small smaller smallest

Monosyllabic
adjectives are Late Later largest
compared with -er, Nice Nicer nicest
-est. Big Bigger biggest
thin thinner thinnest
fat fatter fattest
Write five sentences using comparative and superlative of adjectives as the examples above.
1. __________________________________________________________________________________
2. __________________________________________________________________________________
3. __________________________________________________________________________________
4. __________________________________________________________________________________
5. __________________________________________________________________________________
27
BLOCK 1
Development exercises
Activity 1 In couples, find a song where you can locate adjectives bring the lyric to class, and the song if possible.
Underline the comparatives and superlatives. Explain your work to the class.
Attach lyric here.
EVALUATION
Activity no. 1 Product: Listening and written activity. values:
KNOWLEDGE
Identifies the use of grammatical Determines the use of comparatives and Appreciates the usage of English
forms in the comparison of superlatives in an auditory exercise. beyond the one provided by the
adjectives in their different degrees. teacher.
28
Grammar continues
Comparative
Disyllabic
Superlative
adjectives ending easy easier easiest
with happy happier happiest
Positive
y, er, ow, le clever cleverer cleverest
are compared with narrow narrower narrowest
- er, - est.
Write five sentences using this type of adjectives, Example: What is the easiest exercise?
1. _____________________________________________________________________________________
2. _____________________________________________________________________________________
3. _____________________________________________________________________________________
4. _____________________________________________________________________________________
5. _____________________________________________________________________________________
Comparative
Superlative
Positive
good better best

bad worse worst
Irregular much more most
forms. many more most
little less least
Write five sentences using this type of adjectives, example: My aunt’s cake looks worse than my mom’s cake.
1. ______________________________________________________________
______________________________________________________________
2. ______________________________________________________________
______________________________________________________________
3. ______________________________________________________________
______________________________________________________________
4. ______________________________________________________________
______________________________________________________________
5. ______________________________________________________________
______________________________________________________________
29
BLOCK 1
Activity 2 In teams of five prepare a small dialogue and dramatize it in class, make decisions about the comparisons
being made.
EVALUATION
Activity no. 2 Product:. Dialogue and dramatization values:
KNOWLEDGE
Presents and reaffirms the use of the Elaborates and dramatizes the created Shows openness and tolerance to the
grammatical forms among dialogues including people, objects and lexical differences between the two
comparatives and superlatives. places. languages.
30
All the other adjectives are compared with more, most.
Positive Comparative Superlative

careful more careful most careful
expensive more expensive most expensive
difficult more difficult most difficult
tired more tired most tired
terrible more terrible most terrible
Which dress is more expensive?

Which dress is the most expensive?
Write five sentences using this type of adjectives.
1. __________________________________________________________________________________________
2. __________________________________________________________________________________________
3. __________________________________________________________________________________________
4. __________________________________________________________________________________________
5. __________________________________________________________________________________________
Some adjectives
compare by adding the
Tell whether the underlined adjective is positive, comparative, or superlative.
words more and most.
1. Monica is happier than Michael. _________________________
Use the word more with
2. That is the heaviest rock in the garden. _________________________
adjectives that compare
3. Math is easier for her than Science. _________________________ two things.
5. The ice cream is cold. _________________________
Use the word most with
6. I am drinking a large soda. _________________________ adjectives that compare
three or more things.
31
BLOCK 1
Choose the correct words in parenthesis to complete each sentence. Write the words on the line.
1. This is the ___________________________ chicken I've ever eaten. (more delicious, most delicious)
2. Baseball is the ___________________________ sport of all. (more exciting, most exciting)
3. The roses are ___________________________ today than yesterday. (more beautiful, most beautiful)
4. Pedro is ___________________________ than his sister. (more excited, most excited)
5. The ___________________________ spelling word we have for this week. (more difficult, most difficult)
6. Basketball is a ___________________________ sport than fishing. (more physical, most physical)
7. Winter is the ___________________________ season of all. (more wonderful, most wonderful)
8. Robert is a ___________________________ child than Jessie. (more well-behave, most well-behave)
Activity 3 Create a mind map with all information about comparatives and superlatives.
Include rules for the adjectives and examples.
EVALUATION
Activity no. 3 Product: Mind map creation. values:
KNOWLEDGE
Recognizes relative and relevant Understands the adjectives with the most Shows initiative and interest to seek
vocabulary for comparisons frequently used reference to describe people information beyond that provided by
and places. the teacher.
32
Closing activities
We use as + adjective + as to compare
things, people, places or events when there To compare things, people, places or
is no difference, events when there is a difference, use
use as + adjective + as: “BE” not + as + adjective + as:
Dave is 23 years old. Julie is 23 years old. Dave is 32 years old. Julie is 23 years old.
Julie is as old as Dave. Julie isn’t as old as Dave.
Let’s see more examples:
Bacadehuachi is as cold as Chihuahua in the winter.

Andrea is as beautiful as Beyonce.
Paul Potts is not as famous as Susan Boyle.
A snake is as dangerous as a crocodile.
Anita isn’t as tall as Marcos.
Today is as hot as yesterday.
This test is not as difficult as the last one
My mother told me that my room smells like an old running shoe.
Fill in the comparison with as + adjective + as.

as
Javier is (tall) __________________________________________________________________________ Glenda.
Virginia is (beautiful) ____________________________________________________________________ Jennifer.
Yolanda is (crazy) _____________________________________________________________________ my sister.
We can drive (fast) _____________________________________________________________________they can.
My teacher is (not / strict) __________________________________________________________________yours.
Your cellular phone is (not / trendy) __________________________________________________________ mine.
Matrix II is (not / interesting) ______________________________________________________________ Matrix I.
This yoghurt (not / taste / good) _______________________________________________the one from yesterday.
I can do (many / press-ups) _________________________________________________________________ you.
I (not / earn / much / money) ______________________________________________________________ you do.
Read the sentences below, then write a sentence using “as [adjective] as” or “more adjective/adjective-er.”
Dave is 27 years old. Julie is 23 years old.

_____________________________________________________________________________________________
My English test score is 94%. Steven’s test score is 95%.
_____________________________________________________________________________________________
Vivian’s English test score is 99%. Lily’s English test score is 99%, too.
_____________________________________________________________________________________________
Jane’s computer is bad. Amy’s computer is bad, too.
_____________________________________________________________________________________________
Amy’s computer is bad. Sally’s computer is good.
_____________________________________________________________________________________________
Fire is hot. Ice is cold.
_____________________________________________________________________________________________
Playing baseball is fun! Playing basketball is fun, too!
_____________________________________________________________________________________________
33
BLOCK 1
Activity 4 Choose the best answer from the box and write it on the line.
1. Worse, worst
2. In the predicate of the sentence after a linking verb.
3. Happier, happiest
4. Before the noun or noun phrase they modify.
5. Adjectives.
1. Articles fit in to what part of speech?
A:________________________________________________________________________
__________________________________________________________________________
2.Where do most adjectives emerge in a sentence?

A:________________________________________________________________________
__________________________________________________________________________
3. Provide the comparative and superlative forms of happy.

A:________________________________________________________________________
__________________________________________________________________________
4. Give the comparative and superlative forms of bad.

A:________________________________________________________________________
__________________________________________________________________________
5. Where do most adjectives that start with the letter 'a' appear? (Example: asleep)
A:________________________________________________________________________
__________________________________________________________________________
EVALUATION
Activity no. 4 Product: correct usage of new vocabulary values:
KNOWLEDGE
Recognizes relative and relevant The most frequently used adjectives Shows initiative and interest to seek
vocabulary about comparatives and reference to the description of people and information beyond that provided by
superlatives. places. the teacher.
34
Final activity
Go to the following web page http://www.eflnet.com/grammar/supadj.php and make the practice. Finish the exercise
and write your score here
Go to the following web page http://www.eflnet.com/grammar/compsupadv1.php and make the practice. Finish the
exercise and write your score here
EVALUATION
Activity no. 4 Product: Web practice. values:
KNOWLEDGE
Reaffirms the use of vocabulary Recognizes the most common adjectives Shows openness and tolerance to the
about comparatives and referred to the description of people and lexical differences between the two
superlatives. places. languages.
35
BLOCK 1
36
MOMENTS FROM THE PAST
Solicita e intercambia información referente a actividades y situaciones propias y de terceras personas
en el pasado, de manera oral y escrita, en contextos sencillos de socialización y recreación o laboral.

genéricas:
4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el
que se encuentra y los objetivos que persigue.
ideas.

Didactic sequence 1
We did a lot of things in our last vacation period
Start up activity
Activity 1 Pair Work. Look at the pictures and write a story. Then act out that story in class.
EVALUATION
Activity 1 Product: Story creation. value:
KNOWLEDGE
Recognizes related Searches, identifies and understands Strikes up dialogues with proposal and emphatic attitude.
vocabulary about fun general ideas in a brief dialogue related
daily activities with his / her activities and third person
in past tense.
38
Development exercises
The simple past tense is one of the most common tenses in English. Its form is the same with all subjects and It’s
usually formed by adding ED to the verb. Part of this block will explain the rules to form the tense with regular verbs.
Spelling Rules for Regular Past Tense Verbs
5. If the verb has one syllable and

1. Add –ed ¬ to the base form of ends in a consonant + vowel +
most verbs consonant (CVC), double the final
start started consonant and add –ed.
finish finished stop stopped
wash washed rob robbed
beg begged
2. Add only –d when the base

form ends in an e. 6. Do not double final w or x.
live lived sew sewed
care cared mix mixed
die died
7. If the verb has two syllables,

3. If the verb ends in a consonant and the final syllable is stressed,
+ y, change the y to i and add – double the final consonant.
ed ad mit’ admitted
dry dried oc cur’ occurred
carry carried per mit’ permitted
spy spied
8. If the verb has two syllables,

and the final syllable is not
4. If the verb ends in a vowel + stressed, do not double the final
y, do not change the y. Just add consonant.
–ed
hap’ pen happened
pray prayed
lis’ ten listened
stay stayed
o’ pen opened
destroy destroyed
39
BLOCK 2
Activity 2 Create a conceptual map based in the information above and the notes from your teacher’s exposition.
Create the map here.
EVALUATION
Activity 2 Product: conceptual map value:
KNOWLEDGE
Reaffirms the forms and the use Distinguishes the difference among regular Uses with assertiveness the vocabulary referred to
of past tense verbs and its spelling rules. grammar according to past tense.
40
Activity 3 Answer these exercises.
Write all of your answers on the line and then check your answers with a
partner. Ask your teacher for help, if needed.
My grandfather had a very exciting life. When he was young, he
_____________________ (live) in Bacadehuachi an old town from Sonora. His
parents _____________________ (raise) cattle, and he _____________________
(look) after the cows. When he was eighteen, he went to university, where he
_____________________ (study) Philosophy. He also _____________________
(play) the guitar in a mariachi band. When the war started, he had to go live in
the USA, he _____________________ (try) to join the Air Force, but he
_____________________ (end) up in the Navy. In the Atlantic, a German
torpedo _____________________ (rip) a hole in the side of his ship, and the
ship sank. Only five men _____________________ (escape). They _____________________ (sail) in a lifeboat back to
USA. Then he met my grandmother, and they _____________________ (marry) after only three weeks of meeting. He
says now that he _____________________ (want) to marry her very quickly in case he _____________________ (die) in
the war.
Pay attention to the use of “Did”/”Didn’t” for interrogative and negative form which means that the sentence is
already in the past. So, it isn’t necessary to add –ed to the main verb. You don’t say “I didn’t worked”, but “I
didn’t work!” You don’t say “Did you worked?” but “Did you work?”
Complete the sentences by changing verbs in parenthesis to Simple Past then change the sentences to interrogative
form.
Example: Enedina surfed the Internet? (to surf)
Answer: Did she surf the Internet?
1) I __________________________________________________ my Math’s homework yesterday. (to do)
________________________________________________________________________________________ ?
2) Helen ________________________________________________________ to Guadalajara by plane? (to go)
________________________________________________________________________________________ ?
2) They ___________________________________________________ a Magdalena two weeks ago. (to visit)
________________________________________________________________________________________ ?
3) Jesus and Pedro ____________________________________________________ their brother. (not/to help)
________________________________________________________________________________________ ?
41
BLOCK 2
4) The children ________________________________________________ at school last weekend. (not/to be)
________________________________________________________________________________________ ?
5) When ___________________________ you _________________________ this fantastic dress? (to design)
________________________________________________________________________________________ ?
6) My sister ______________________________________________ into the front of the house. (not/to crash)
________________________________________________________________________________________ ?
7) The boys _____________________________________________ the keys of their motorcycles. (to take off)
________________________________________________________________________________________ ?
8) You ______________________________________________________ your girlfriend last week? (to phone)
________________________________________________________________________________________ ?
9) He _________________________________________________________ coca cola at school. (not/to drink)
________________________________________________________________________________________ ?
EVALUATION
Activity 3 Product: exercises resolution. value:
KNOWLEDGE
Searches, identifies and understands Strikes up dialogues with proposal and emphatic
Recognizes the most important general ideas in the exercise. attitude.
data in the exercise resolution.
42
Closing activities
Pay attention to your teacher’s explanation then discuss this chart with your shoulder to shoulder partner.
Affirmative Negative Interrogative
Long Form Contracted Form

I played I did not play I didn't play Did I play?
You played You did not play You didn't play Did you play?
He/she/it played He/she/it did not play He/she/it didn't play Did he/she/it play?
We played We did not play We didn't play Did we play?
You played You did not play You didn't play Did you play?
They played They did not play They didn't play Did they play?
Activity 4 Use the information from the chart above to make your own. Be sure to use a different verb. Verbs lists are
at the end of the block.
Affirmative Negative Interrogative
Long Form Contracted Form
EVALUATION
Activity 4 Product: chart completing value:
KNOWLEDGE
Recognizes vocabulary related to Practices and develops the use of verbs in Shows creativity in writing and presenting
expressions of time linked to the past tense and the use of the Auxiliary the sentences using the auxiliary "Did"
past. "Did".
43
BLOCK 2
Didactic sequence 2
Hermosillo was also a beautiful city
Figure 1
Old Hermosillo /
Villa de Seris
passage.
Figure 2
First Airport
in Hermosillo
Completed action
She finally mailed the letter.
Jan finished her report on time.
Past status
John was still single in 1995.
Jane was a movie star. Figure 3
Old “Sonora Bank”
in Hermosillo.
Specific past action

I ate lunch at noon today.
1. The simple past tense is expressed with the He drove to work yesterday.
past form of the verb and nothing else.
My grandfather died last year.(correct)
My grandfather was died last year. (Incorrect)
2. The simple past tense refers to

NOTE: At the end of the a. action which occurred at a specific time in the past
block you can find a list of b. completed action
regular and irregular verbs. c. past status
44
Grammar
With the irregular verbs, there aren’t any rules. You have to learn them!
NEGATIVE INTERROGATIVE NOTE

•Subject + didn’t + infinitive •Did + subject + infinitive •"Did”/”Didn’t” means the
•She didn’t go to L.A. last •Did she go to L.A. last sentence is already in the
month. month? past. So, it isn’t necessary to
add –ed or past tense irregular
to the main verb. You don’t
say “I didn’t went”, but “I didn’t
go”!
Some irregular verbs are
be was/were
become became
eat ate
go went
put put
read read
see saw
teach taught
NOTE: At the end of the block

you can find a list of regular
and irregular verbs.
45
BLOCK 2
Start up activity
Activity 1 Detect and underline the past tense verbs in the following story. Contrast your
observations with your partner and write a report about it.
Yesterday Mrs. Grijalva had a very rough day. In the morning, she went to the kitchen and
looked in the cupboard for some food for her dog, but the cabinet was empty. Her poor dog
stared up at her with its hungry eyes, and she knew she had to do something quickly. She
hurried to the grocery store to buy some dog food, but unfortunately the store was out of her
dog's favorite brand, so she had to catch a bus downtown. After buying the food, she waited for a half hour in the rain
to get a cab. When she finally got home, her dog was hum! Asleep on the living room sofa.
Write your report here.
Common problems with the past tense

1. Using the present tense when the past tense is required.
Last week, Tony fix his neighbor's car. (Incorrect)
Last week, Tony fixed his neighbor's car. (Correct)
2. Using "was" with verbs in the past tense.

It was happened one night in September. (Incorrect)
It happened one night in September. (Correct)
EVALUATION
Activity 1 Product: written report. value:
KNOWLEDGE
Recognizes vocabulary related to Practices and develops the use of verbs Shows creativity in writing and presenting the
expressions of time linked to the irregular verbs in past tense and the use of sentences using the irregular past tense form.
past and irregular verbs. the Auxiliary "Did".
46
Activity 2 Fill in the word puzzle with the simple past tense forms of the verbs in the clues. After you finish. Group the
verbs into regular vs. irregular verbs
Regular verbs.
Down Across
1. have 3. wait
2. visit 5. leave
3. go 6. teach
4. play 7. see
8. write 9. wear
10. wash 10. walk
12. do 11. stay
13. ride 14. cook
15. meet 15. make
16. fly
17. talk
Irregular verbs.
3. Choose ten of these verbs and write sentences in the simple past using the following words:
Yesterday _________________________________________________________________
Last week _________________________________________________________________
Last winter ________________________________________________________________
Last year __________________________________________________________________
Three months ago __________________________________________________________
Last Saturday ______________________________________________________________
Yesterday evening __________________________________________________________
EVALUATION
Activity 2 Product: crossword puzzle. value:
KNOWLEDGE
Forms and reaffirms the use of the past Distinguishes the difference in the forms Shows creativity in writing and presenting
irregular shape of the verbs used in of irregular verbs in the past. the sentences.
everyday life.
Auto evaluation Mc Nyc Obtained value:
47
BLOCK 2
Change the verbs in the following sentence into past tense.
1. Yesterday, I go to the restaurant with a client.
2. We drive around the parking lot for 20 minutes in order to find a parking space.
3. When we arrive at the restaurant, the place is full.
4. The waitress asks us if we have reservations.
5. I say, "No, my secretary forgets to make them."
6. The waitress tells us to come back in two hours.
7. My client and I slowly walk back to the car.
8. Then we see a small grocery store.
9. We stop in the grocery store and buy some sandwiches.
10. That is better than waiting for two hours.
Activity 3 Correct the mistakes in the following sentences, then compare them with a partner.
1. Last night, Samantha have pizza for supper.

__________________________________________________________________
2. My pet lizard was died last month.

__________________________________________________________________
3. Yesterday I spend two hours cleaning my living room.

__________________________________________________________________
4. This morning before coming to class, Jack eats two bowls of cereal.
__________________________________________________________________
5. What was happened to your leg?

__________________________________________________________________
EVALUATION
Activity 3 Product: Sentence correction. value:
KNOWLEDGE
Identifies the mistakes and contrasts Practices the use of simple sentences that Appreciates the use of simple sentences that
the correct forms of the past contain descriptions of activities of the contain descriptions of activities of the past.
past.
48
Changing Irregular Verb Forms
Change each of the following verb forms. If the infinitive or base form is given, change it to the past form. If the past
form is given, change to the infinitive or base form.
1. do 11. choose
2. begin 12. broke
3. see 13. drink
4. ride 14. drove
5. went 15. froze
6. know 16. shrank
7. speak 17. ran
8. stole 18. ring
9. blew 19. fell
10. bring 20. swim
Activity 4 Choosing the Correct Form, choose and underline the correct form of
the verb in parentheses.
1. They (rode, rid) in a crowded boat like the ones you have seen in the old movies.
2. In company with many other people, Maria’s parents (chose, choosed) to make a
journey to Europe.
3. These workers (came, come) to be called “wet back people.”
4. Mary’s parents abandoned their travel after the capital city of San Francisco, (fell,
fallen) to the winter.
5. The people on the yacht (brang, brought) few possessions and supplies.
6. After they (drank, drunk) the little water was on board, they went thirsty.
7. Mary’s father said the people (ate, eaten) all the food in a few days.
8. When another boat of refugees (sank, sunk), its people crowded onto Mary’s
parents’ boat.
9. They spent many days and nights on the deep-sea before they (saw, seen) land
again.
10. Then it (took, taken) months for Mary’s parents to be moved from Greece to the
United States.
EVALUATION
Activity 4 Product: Correct verb usage. value:
KNOWLEDGE
Recognizes vocabulary and mistakes Searches, identifies and understands the Integrates in a proposal way the correct
about past tense verbs correct use of verbs in common sentences. use of the language.
49
BLOCK 2
Listening Activity
Simple Present / Simple Past: Listen to the following sentences. Notice the differences among each one. Check the
correct usage of the simple past tense. Make sure you catch the correct pronunciation of the verbs.
begin : I begin my class at 9 a.m. every day

began : She began to study Spanish when she was 12.
bring : Optimism brings happiness.

brought : She brought a lot of clothes on her vacation.
drive : My father drives to work every morning.

drove: We drove a rental car all around Europe.
keep : My grandmother keeps all her old photographs.

kept. : While we were on holidays, I kept a journal.
get : I never get sick on a trip.

got : My husband got sick when we went to Mexico.
leave : My son always leaves the light on when he goes

to sleep.
left : Roger and Gwen left on their trip to Jamaica last
week.
swim : My father-in-law swims three times a week.

swam : When I went to Thailand, I swam almost every
day.
send : Our friends send us e-mail all the time.

sent : We sent postcards to all our friends.
Win : My sister always wins when we play cards.

Won : My best friend won a trip to Disneyland in Florida
for 2 weeks.
spend : My husband and I spend a lot of time together.

spent : They spent a lot of time together in Ireland.
ride : I ride my bicycle to work.

rode : Julie rode a horse on the beach.
lend : Sometimes, my parents lend me money.

lent : My sister lent me her sleeping bag and tent when I
went camping.
50
Activity 5 Based on the sentences you studied and listened, write a short story about one of your holidays or
vacations. You have to use past tense verbs. Don’t use the verbs twice.
EVALUATION
Activity 5 Product: Short story. value:
KNOWLEDGE
Enunciates the use of the verbs in Develops and understands in a short story Shows respect and care in the use of the
past tense in a brief paragraph about his/her vacations, the correct use of language and in the classroom.
about his /her vacations. the verbs in past tense.
51
BLOCK 2
Activity 6 Conversation Practice.
Write about your yesterday activities, then tell your partner or classmates what you did. Remember to use past tense.
Example: Yesterday, I went to the mall. I bought some shorts and a baseball cap. I spent almost $20.
Ask your partner what he/she did last weekend. Tell him/ her to respond with related questions. Example: What did
you do last Saturday? I stayed home and cleaned my room.
Did you do anything fun? Not really.
Then write a paragraph of your partner activities.
EVALUATION
Activity 6 Product: Conversation. value:
KNOWLEDGE
Integrates previous knowledge Requests and exchanges information Appreciates the actions, activities,
about the use of the verbs in a related to activities from the past in simple achievements and contributions of his/her
simple dialogue conversations. classmates in the past.
52
Talk about a childhood experience. Example:
One day, when I was about 7 years old, there was a knock on our door. When I opened the door, I saw that nobody
was there. I felt something was wrong, so I called my mother.
Activity 7 Tic-tac-toe
1. Students form pairs and decide which player is “X X” and which is “OO”.
2. From the list of irregular verbs that you can find at the end of the block, take turns choosing and then writing the
base form of the verbs in the squares of the Tic-Tac-Toe framework.
3. Taking turns, each student reads clearly one of the verbs from the grid. The student must then use the past tense
of that verb in a simple sentence, example: take - Yesterday, I took the bus to school.
4. If the sentence is correct, the student puts an “XX” or an “O
O” in the square containing the verb.
5. The student who gets three “X Xs” or “O
Os” in a row is the winner.
1. For each box take turns

writing the base form of
irregular verbs from the verb
list.
2. Use the verbs to make
simple sentences in the past
tense.
3. For every correct
sentence, mark an X or O.
53
BLOCK 2
Now go to the next page and start the practice.
EVALUATION
Activity 7 Product: Tic tac toe exercise. value:
KNOWLEDGE
Recognizes the importance of the Discusses in a playful way, the difference in Values the correct use of the language
use of past tense verbs among the form of the verbs in the past. among classmates.
classmates.
54
Activity 8 Private investigation work
Today you are a private investigator ( PI ) your client asked you to follow somebody and you have to make a written
report about the information that you found in your investigation.
PI INVESTIGATIVE REPORT.
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Investigation made on ________________ 20 ___.

_________
Signature.
EVALUATION
Activity 8 Product: written report. value:
KNOWLEDGE
Recognizes and reaffirms the use of Implements and built in a written report, the Shows his/her creativity in preparing the
vocabulary related to past activities use of vocabulary related to past activities. presentation, open to feedback.
in a written report.
55
BLOCK 2
Closing activities
Activity 9 In teams of five prepare an oral presentation about a celebrity’s (artist or politician or any one you
decide)Write the character biography using past tense verb activities.
Celebrity picture
here.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
EVALUATION
Activity 9 Product: written and oral presentation. value:
KNOWLEDGE
Recognizes the verbs in the past in a Develops the use of verbs in the past in a Appreciates and works with classmates
written report and a conversation written report and in a conversation. the use of past tense in a written report
related to the description of and in a conversation.
activities.
56
Most common regular verbs in English
Infinitive Past Handle Handled Pick Picked

Accept Accepted Happen Happened Rain Rain
Achieve Achieved Hate Hated Receive Received
Admire Admired Help Helped Recommend Recommended
Advise Advised Hope Hoped Relate Related
Affect Affected Hunt Hunted Relax Relaxed
Agree Agreed Identify Identified Release Released
Amaze Amazed Ignore Ignored Remember Remembered
Amuse Amused Imagine Imagined Repair Repaired
Answer Answered Impress Impressed Repeat Repeated
Appear Appeared Improve Improved Resist Resisted
Bake Baked Include Included Sail Sailed
Behave Behaved Increase Increased Save Saved
Believe Believed Interview Interviewed Scan Scanned
Belong Belonged Introduce Introduced Scare Scared
Blame Blamed Invite Invited Share Shared
Borrow Borrowed Jog Jogged Shop Shopped
Bother Bothered Join Joined Shout Shouted
Call Called Jump Jumped Skate Skated
Cancel Canceled Knock Knocked Ski Skied
Carry Carried Label Labeled Slow Slowed
Cause Caused Land Landed Talk Talked
Celebrate Celebrated Last Lasted Taste Tasted
Clean Cleaned Learn Learned Terrorize Terrorized
Clear Cleared Like Liked Thank Thanked
Climb Climbed Link Linked Touch Touched
Close Closed List Listed Travel Traveled
Damage Damaged Listen Listened Try Tried
Dance Danced Live Lived Tune Tuned
Date Dated Locate Located Turn Turned
Decide Decided Manage Managed Underline Underlined
Deliver Delivered Mark Marked Use Used
Depend Depended Match Matched Vary Varied
Describe Described Measure Measured Wait Waited
Design Designed Mention Mentioned Walk Walked
Destroy Destroyed Miss Missed Want Wanted
Decrease Decreased Move Moved Warn Warned
Eliminate Eliminated Name Named Wash Washed
End Ended Need Needed Watch Watched
Enjoy Enjoyed Note Noted Water Watered
Entertain Entertained Notice Noticed Welcome Welcomed
Excuse Excused Number Numbered Wish Wished
Exercise Exercised Offer Offered Witness Witnessed
Exhibit Exhibited Open Opened
Expect Expected Order Ordered
Express Expressed Organize Organized
Film Filmed Pack Packed
Fill Filled Paint Painted
Fish Fished Pamper Pampered
Fix Fixed Pardon Pardoned
Follow Followed Park Parked
Fry Fried Participate Participated
Greet Greeted Pass Passed
Guess Guessed Perform Performed
Hail Hailed Persuade Persuaded
57
BLOCK 2
Most common irregular
irregular verbs in English
Infinitive Past tense give gave sit sat
Arise Arose go went sleep slept
Awake Awoke grow grew smell smelt/smelled
Bear Bore hang hung sow sowed
Beat Beat hear heard speak spoke
Become Became hide hid speed sped
Begin Began hit hit spend spent
Bend Bent hold held spin spun
Bet Bet hurt hurt spit spat
Bind Bound keep kept split split
Bite Bit kneel knelt/kneeled spoil spoilt/spoiled
Bleed Bled knit knit spread spread
Blow Blew know knew spring sprang
Break Broke lay laid stand stood
Breed Bred lead led steal stole
Bring Brought lean leant/leaned stick stuck
Broadcast Broadcast leap leapt/leaped sting stung
Build Built learn learnt/learned stink stank
Burn burnt/burned leave left strike struck
Burst Burst lend lent swear swore
Buy Bought let let sweep swept
Cast Cast lie lay swim swam
Catch Caught light lit/lighted swing swung
Choose Chose lose lost take took
Cling Clung make made teach taught
Come Came mean meant tear tore
Cost Cost meet met tell told
Creep Crept pay paid think thought
Cut Cut put put throw threw
Deal Dealt read read thrust thrust
Dig Dug ride rode understand understood
Do Did ring rang wake woke
draw Drew rise rose wear wore
dream dreamt/dreamed run ran weep wept
drink Drank saw sawed win won
drive Drive say said wind wound
eat Ate see saw withdraw withdrew
fall Fell seek sought write wrote
feed Fed sell sold
feel Felt send sent
fight Fought set set
find Found sew sewed
flee Fled shake shook
fly Flew shine shone
forbid Forbade shoot shot
forecast Forecast show showed
forget Forgot shrink shrank
forgive Forgave shut shut
freeze froze sing sang
get got sink sank
58
I UNDERSTAND INSTRUCTIONS AND REGULATIONS
Solicita e intercambia información referente a instrucciones, ordenes, sugerencias y prohibiciones, de
manera oral y escrita en situaciones sencillas de socialización y recreación o laborales.

genéricas:
ideas.

Didactic sequence 1
Hey! Listen carefully, you might need this information
Start up activity
Listen carefully to the following instructions. If you hear a positive instruction or request to do, something you have to
respond to it, Do it!
it But you must ignore other sentences. If someone makes a mistake, he/she has to sit down.
Continue until there is only one student still in the game.
Your teacher reads out the sentences using positive and negative imperatives he/she may use other sentences so be
careful.
• Everybody, stand up.
• Move your chairs to the side of the

classroom.
• Don’t sit down.
• Pick up a pen.
• Have a nice holiday!
• Don’t put your pen on your chair.
• Mary, walk to the front of the class.

Everybody else, sit down.
• Look out! There’s a teacher coming.
• Say ‘hello’ to a classmate next to you.
• Don’t go to see that film. It’s terrible.
• Walk to the back of the room.
• Don’t touch your nose.
60
Grammar
Imperatives are used to give orders or suggestions. For example: "Come here!" or "Have a cookie".
Imperatives almost always have no subject, and the second person is usually implied as the subject instead. For
example "Come here!" implies the subject "(you) Come here!”
Here are some of the situations you can use imperatives.
Instructions Let's
To make a cup of The verb let is often
Orders coffee: Directions Offers and used as an imperative
Close the door! - Boil some water To go to the bank Invitations to give strong
Stand up! - Put some coffee in Turns left at Orchard Have some tea suggestions. Let's is a
a cup contraction of let us.
Sit down! Street, and then go Come over to our For example:
Open your books! - Add some boiling straight. house sometime.
water Let's go home!
- Drink the coffee. Let's watch a movie!
We can use
the We can use
We can use imperative to the imperative
We can use
the make an to give friendly
the
imperative invitation. We can use informal We can
imperative
to give Come in and the advice: make the
to give a
instructions. sit down. imperative Speak to him. imperative
direct order.
Open your Make on signs Tell him how 'more
Take that and you feel. polite' by
book. yourself at
chewing notices. Have a quiet adding
Take two home.
gum out of Push!. word with her 'do'. Do be
your mouth. tablets Please start Do not use about it. quiet.
every without me. it!. Don't go. Do come.
Stand up
evening. I'll be there Insert one Stay at home Do sit
straight.
Take a left shortly. dollar!. and rest up. down.
Give me the Get some
and then a Have a
details. sleep and
right. piece of this
cake. It's recover.
delicious.
61
BLOCK 3
Activity 1 Write FIVE imperatives of your choice, in the box given bellow, don’t use the examples in the previous
page. One imperative tells a friend what to do, one giving instructions, one giving an advice, one making an offer, one
making a suggestion.
1.
2.
3.
4.
5.
EVALUATION
Activity 1 Product: written imperatives. value:
KNOWLEDGE
Knows the imperative form and Recognizes important information about Integrates the information to his/her daily
practices it. imperatives. activities.
62
Complete the sentences with the correct imperative.
Example: Answer the questions. (answer)
A:
1. Don't _______________________________________________________________________! (touch)
3. up! _________________________________________________________________________ (stand)
5. the book in your bag. ____________________________________________________________ (put)
7. Let's a movie. ________________________________________________________________ (watch)
9. left at the church. ______________________________________________________________ (turn)
B:
2. out! __________________________________________________________________________ (get)
4. a little every day. ______________________________________________________________ (study)
6. Mummy, ____________________________________________________________ me a candy! (give)
8. Let's ___________________________________________________________________ a game. (play)
10. Let's ____________________________________________________________________ home! (go)
Check the meaning for the imperatives in the box bellow and then read the following sentences.
Take Remember Save Go Arrive Talk Give Sing
1. Turn left at the end of the road.

2. Help me! I can’t swim!
3. Don’t forget to take your passport.
4. Don’t be late! The bus leaves at 9 o’clock.
5 . Pass the salt, please.
6 . Catch the first train in the morning.
Pick a word from the box and use it to replace one of the words of the sentence, without changing the meaning of it.
Right! You started with a verb.
1.
2.
3.
4.
5.
6.
7.
8.
63
BLOCK 3
Complete the following sentences by picking one of the words from previous exercises that you think gives the
imperative idea to the sentence.
1.- __________________ to my house tomorrow.
2.- Don’t __________________ to lock the door when you go out.
3.- __________________ left after the gas station.
4.- __________________ the locker on the right and get the books out.
5.- Don’t __________________ noisy, Miguel. The baby’s sleeping.
6.- __________________ a great time in Moctezuma.
7.- __________________ in the coffee shop. We won’t be long.
8 .- __________________ yourself a sandwich if you’re hungry.
9.- __________________ some CDs. We can listen to them in the trip to Kino bay.
Activity2 Write a letter, inviting a friend to stay at your house for the weekend. Use six imperatives in the note.
EVALUATION
Activity 2 Product: Write a Letter value:
KNOWLEDGE
Knows affirmative and negative Recognizes important information in a Shows his/her creativity in the planning and
imperatives. conversation. presentation of a letter.
64
Closing activities
Complete the following instructions with these verbs: go, take, turn, cross, to create
dialogues.
Then practice each dialogue with a partner.
Dialogue A:
a) Excuse me. How can I get to the bank?
b) _________________ Straight ahead on _________________ the second turning
on the left, then _________________at the pedestrian crossing,
_________________ past the post office and the bank is just next to it.
Dialogue B:
a) Good morning, can you tell me how I can go to the bus station?
b) _________________ up this street, _________________ right at the corner,
_________________ all along to the end of the road and you’ll locate it there.
Match the columns to make instructions.
Feed have a drink.

Wash put on your jacket, it’s hot.
Don’t your bedroom.
Do go to class; it’s eight o’clock.
Let’s the dishes.
Tidy your homework.
Don’t the bird.
Let’s leave the door open.
Write sentences here.
1. ___________________________________________________________________________________________
2. ___________________________________________________________________________________________
3. ___________________________________________________________________________________________
4. ___________________________________________________________________________________________
5. ___________________________________________________________________________________________
6. ___________________________________________________________________________________________
7. ___________________________________________________________________________________________
8. ___________________________________________________________________________________________
65
BLOCK 3
Complete the following cartoon with the subsequent verbs.
Write your answers here.
1.
2.
3.
4.
5.
6.
7.
8.
66
Activity 3 In teams of three, go to a crowded place such as a restaurant, a bar, or a shopping mall and write down
bits and pieces of the conversations you hear. Avoid trying to document whole conversations, just follow along for a
brief exchange and then listen for your next target. Translate them to English. Now, take your notes and based on your
observations create a real dialogue situation and act it out in class.
EVALUATION
Activity 3 Product: A role play to dialogue value:
KNOWLEDGE
Integrates and recognizes the Understands the main ideas in a dialogue Collaborates with his/her classmates on
imperatives of the observed created on a self-based observation. the activities developed by the team.
conversations in a dialogue.
67
BLOCK 3
Didactic sequence 2
When do I use modal verbs?
Start up activities
Look at these signs and identify the meaning for each one of them. Write the meaning in the box.
1. __________________________
2. __________________________
3. __________________________
1
2 3 4. __________________________
5. __________________________
6. __________________________
7. __________________________
4 5 6 8. __________________________
9. __________________________
10. _________________________
9
7 8 11. _________________________
12. _________________________
10 13. _________________________
14. _________________________
12 11
13
15. _________________________
16. _________________________
14 17. _________________________
15
16
18. _________________________
19. _________________________
20. _________________________
17
19
18
20
68
Answer the following questions about the sings from previous page.
1. Do you know these signs? Briefly discuss them with a partner in the class.
______________________________________________________________________________________________________
______________________________________________________________________________________________________
2. Where can you find this type of signs?
______________________________________________________________________________________________________
______________________________________________________________________________________________________
3. Are this used in Mexico?
______________________________________________________________________________________________________
______________________________________________________________________________________________________
4. Can you guess what do this signs say to the public?
______________________________________________________________________________________________________
______________________________________________________________________________________________________
5. Is the meaning the same in Mexico?
______________________________________________________________________________________________________
______________________________________________________________________________________________________
6. Why do you think they are used?
______________________________________________________________________________________________________
______________________________________________________________________________________________________
7. What do they express?
______________________________________________________________________________________________________
______________________________________________________________________________________________________
Draw 6 different signs and give the meaning of them.
EVALUATION
Activity 1 Product: practical identification of signs in preparation for modal verbs. value:
KNOWLEDGE
Recognizes related vocabulary and Searches, identifies and understands Integrates information to his /her daily
images about daily used signs in general ideas in the questions and images activities.
preparation for applied grammar identification related with his / her daily
activities activities.
69
BLOCK 3
What are Modal Verbs?

Modal verbs are special verbs which behave very differently from normal verbs. Here are some important
differences:
Main Points To Remember

A. Modals come first in a verb group.
Common Modal Verbs
B. All modals (except ought) are followed by the base form of the
Can Could May Might Must verb.
Ought to Shall Should Will
Would C. Ought is followed by a “to” infinitive.
D. Modals have only one form - they don't change from first, to
second, to third person like other verbs.
3. Many modal
2. You use "not" to
verbs cannot be
1. Modal verbs do make modal verbs
used in the past
not take "-s" in the negative, even in
tenses or the future
third person. Simple Present and
tenses.
Examples: Simple Past.
Examples:
He can speak Examples:
He will can go with
Chinese. He should not be
us. Not Correct
She should be late.
She musted study
here by 9:00. They might not
very hard. Not
come to the party.
Correct
C. All modals except for ought

A. Modals are always are followed by the base form
the first word in a verb of a verb.
group. I should go visit them.
I should go visit them. I think it will rain tomorrow.
I think it will be rather Things could have been better.
boring. Someone may have seen them.
Things could have They might be home tomorrow.
been so different. They may be late.
They should have known.
He can come by anytime.
D. There is no “s” form for the
B. Ought is always third person singular of the
followed by a “to”-infinitive. present tense modal verbs. Also,
She ought to go out with there is no “-ing” or “-ed” forms.
Tom. She can't help him now.
Sam ought to have taken I'm sure he can do it tomorrow.
his medicine. She ought to have called him
You ought to be doing this, yesterday. They might be home
not me. tomorrow.
They may be late.
They should have known.
He can come by anytime.
70
Common usage for modal verbs
Must / Must not
Must shows rules, obligation or necessity.
Must not shows that an action is against the law or rules, or is not permitted.
Can / Can’t
Can shows ability or possibility
Can also shows that an action is permitted.
Can’t / cannot shows inability or an action that is not permitted.
Should / Shouldn’t
Should expresses an opinion or advice.
Shouldn’t / should not shows that something is not a good idea.
Search in internet for the most widespread usage for the following Modal Verbs
Search in internet for the most widespread usage for the following Modal Verbs
Could
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
__________________________________________________________________________ _________________
May
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Might
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Ought to
___________________________________________________________________________________________
___________________________________________________________________________________________
_________________________________________________________________________________________ __
___________________________________________________________________________________________
Should
___________________________________________________________________________________________
___________________________________________________________________________________________
_______________________________________________________________ ____________________________
___________________________________________________________________________________________
Will
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Would
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
71
BLOCK 3
Activity 2
Activity 2
Students must work in groups of four or five. Each group takes the name of a place (e.g. library, swimming pool, jail,
school, bus, amusement park, etc) and is in charge of designing the rules for the place you chose. You should include
what the people in that place should do, should, mustn’t do and can do. (usingusing must, mustn’t, have to and don’t have
to).
to At the end of the activity, ask different groups to read out their rules (or post them on the wall). Who has the best
rules? Can the other groups guess the place?
¿Can I have
a vodka,
please?
If you're interested for more

information about modal verbs,
Wikipedia may be of some help.
You can go there by visiting the
web page:
http://en.wikipedia.org/wiki/Modal
_verb
¡ I´m sorry,
sir, but we
don´t serve
spirits here!
72
Write your rules here:
EVALUATION
Activity 2 Product: Practices modal verbs of obligation and make some rules. value:
KNOWLEDGE
Recognizes related vocabulary Identifies and recognizes general ideas in Appreciates, creates and integrates the
about fun daily activities the activity related with his / her activities in use of modals in a real situation.
real life.
73
BLOCK 3
Listen to the following dialogue and identify the use of modals verbs: Requests, Offers, and Permission. In a real
situation.
Waiter: Good Morning. May I take your order?

Alma: Could we see a menu first?
Waiter: Of course. (The waiter gives them menus.)
Carlo: I’d like the catfish, please.
Waiter: I’m afraid we’re out of the catfish.
Carlo: All right. Then I’ll have the sea bass.
Waiter: Sorry, we just ran out of that too.
Carlo: The mackerel?
Waiter: None left.
Carlo: Well, would you tell us what do you have?
Waiter: May I recommend the salmon. It’s excellent.
Carlo: (sigh) All right.
Waiter: Madame?
Alma: I believe I’ll have the salmon too.
Waiter: Excellent!
Carlo: I just realized I don’t have cash with me. Can
we pay with a credit card?
Waiter: No, I’m sorry. You can’t. We only accept
cash.
Carlo:
Carlo: Uh-oh. We may have to go then.
Alma: Before we do, can you tell me where the
women’s room is?
Waiter: I’m afraid you can’t use it. It’s out of order.
(The man and woman get up to leave.)
Waiter: Come again!
Discussion Questions
1. Who makes the first request in this conversation? What is the request
for?
2. What does the man attempts to order? What happens?
3. Why does the man finally order the salmon?
4. Why do the man and woman have to leave?
5. How do you think they feel when they leave?
74
Review modal auxiliaries and related idioms. Supply an appropriate base form of a verb in the blanks.
EXAMPLES:
a) There shouldn’t be a discipline problem at the school, but there is. (Expectation)
b) We might run out of money. (Slight probability)(To run out of means to deplete the supply of something)
1. -I have to ____________________________________________________ to the store because I’ve run out of sugar. I

have to _________________________________________________ right away. (Necessity)
2. -I didn’t have to ________________________________________________ any medicine. (Lack of necessity)
3. -We must ____________________________________________________ at the next gas station (necessity), or we

might ________________________________________________________ out of gas. (Slight probability)
4. -You ought to _____________________________________ that program on TV tonight. (Recommendation)
5. -You should ______________________________________________ better care of your health. (Advisability)
6. -We must_________________________________________________ the police about the crime. (Necessity)
7. -We must __________________________________________________________________ to live. (Necessity)
8. -We mustn’t _______________________________________________________________ to eat. (Prohibition)
9. -You must _______________________________________________ this book; it’s about the present political situation
in your native country. (Strong recommendation)
10. -I don’t have to ___________________________________________ the book because I know all about the situation
from personal experience. (Lack of necessity)
A modal verb always has the same form: There is no past form (ed),
(ed)
no present participle (ing) and no 3rd persons singular (s).
(s)
Modal verbs come before the subject in questions:

questions example:
"May I come to your house for tea?"
Negative forms: Modal verbs have n't or not go after them in the
negative.
Example: "mustn't" –"needn't"
PRESENT PAST FORM

FORM
can could
may might
will would
shall should
must - *****
ought to
Need *****
75
BLOCK 3
Match the sentences.
1. The computer system's crashed, so you can't do any work. ( ) A) You might as well go home.
2. I could do with something to eat. ( ) B) You'd loved it.
3. That meal was a bit expensive. ( ) C) You can say that again!
4. I'm going to tell Shelly to mind her own business. ( ) D) I wouldn't do that if I were you!
5. You should come to see the film. ( ) E) But you just had breakfast!
6. I knew I shouldn't laughed when he asked me out. ( ) F) I just couldn't help it.
Rewrite these sentences using modal auxiliaries:
1. Perhaps he understands it.
2. Perhaps scientists are going to control the world’s climate.
3. They are not that bright to remember it.
4. They are not permitted to use their mother tongue at school.
5. He was capable to swim for hours.
6. In Cobach students are obliged to wear uniform.
7. Diego is able to listen to two conversations at a time.
8. It is possible they are already in Cinemark.
9. Perhaps my Parents are thinking on making a telephone call tonight.
10. I’m sure he’s Mexican.
76
Complete the sentences with the right modal verb.
1. Jesus is an excellent tennis player. He _________________ beat anybody.
2. You’re travelling all day. You _______________ be tired.
3. I ____________ get up early tomorrow. There are a lot of things I have to do.
4. Georgina travelled a lot. She ________________ speak five languages.
5. I can’t find my sunshade. It ____________ be in the room somewhere.
6. I decided where to go on holidays. I __________ go to Michoacán with my parents.
7. Carolina ____________ get very bored in her job. She does the same thing every day.
8. Sandra _________________ drive because she hasn’t got a car.
9. Ann ______________ not come to the get-together. She’s sick.
10. I haven’t phone Armando for days. I ________________ phone him tonight.
Choose the correct verb in each sentence.
1. Alice hasn’t come to school, she must / musts / must to be ill.

2. Does he can / Can he / Can he to swim?
3. You don’t must / mustn’t to / mustn’t say that.
4. I hope that she cans / can / can to come.
5. Do I must / Must I to / Must I learn all this grammar?
6. We can’t / can’t to / don’t can speak Italian.
77
BLOCK 3
Activity 3 You are facing a busy week, which is full of commitments. After the explanation of your teacher Write a
brief summary of your obligations, choices and alternatives for the day looking at your notes (some notes are ready for
you). You may use the modals verbs: "must", "have to", "can", "should", "ought to", "need", "be to": then share them with
your classmates.
Hours Monday Tuesday Wednesday Thursday Friday
08:00--09:00
08:00
09:00-
09:00-10:00 Phone Richard. Expect a
Very important. telephone call.
10:00-
10:00-11:00 A day off tomorrow. Take
Charlotte to
the airport.
10:00-
10:00-11:00
10:00-
10:00-11:00 Lunch with the
Browns. Boring as
usual.
10:00-
10:00-11:00 Have dinner with
my uncle. Did not
make it last time.
10:00-
10:00-11:00 Courtesy gesture.
10:00-
10:00-11:00 Buy a rail
ticket.
15:00-
15:00-16:00
16:00-
16:00-17:00 Return home by
six.
Write your summary here:
EVALUATION
Activity 3 Product: practice of modal auxiliaries value:
KNOWLEDGE
Recognizes vocabulary about fun Searches, identifies and understands Strikes up dialogues with proposal and
daily activities and the application of general ideas in a brief dialogue related emphatic attitude.
modals. with his / her activities and third person in
past tense.
78
Write the words in the correct order.
1. well / English / teacher / very / speak/ my /can
2. class / in / behave / must / you / well
3. day / uniform / I / to / wear / every / school / have
4. drive / their / grandmother / can’t
5. exam / during / mustn’t / an / talk
6. allowed / week / late / out / during / Alicia / stay / isn’t / to / the
7. cousins / might / visit / weekend / we / our / at / the
Rewrite the sentences using modal verbs to make correct ideas.
1. Is it necessary for me to bring my passport?

Do
_________________________________________________________________________________?
2. I am sure my purse is in the house somewhere.
The purse
__________________________________________________________________________________
3. It is very inconvenient if you can’t drive.
It’s very inconvenient
__________________________________________________________________________________
4. I am sure that John is not the thief.
John
__________________________________________________________________________________
5. You are not allowed to park here.
__________________________________________________________________________________
6. It would be a good idea if Harry took a holiday.
Harry_____________________________________________________________________________
Choose and underline the correct option.
1. They can/cans speak English together next year.

2. Look at that cake! She musts/must be a good cook.
3. We don’t must/mustn’t be late for school.
4. I have to /has to work very hard this year.
5. Do you can / Can you learn to drive when you’re 16 in your country?
6. My brother can/cans run 100 meters in 10.2 seconds.
7. Do we have to / Have we to be home by 10.00 p.m.?
79
BLOCK 3
Correct the following sentences
1. Do you can go out at the weekend?

_______________________________________________________________________________________
2. She must remember to go to the dentist today.
_______________________________________________________________________________________
3. We might to drive to Andorra this summer.
_______________________________________________________________________________________
4. Do she have to go out with him every night?
_______________________________________________________________________________________
5. It might to be hot tomorrow.
_______________________________________________________________________________________
6. The baby doesn’t can talk yet.
_______________________________________________________________________________________
7. Pablo cans look at a word for the first time and remember it immediately.
_______________________________________________________________________________________
Choose the correct meaning for each sentence.

1. Dogs can’t come in here.
a) Dogs aren’t allowed in here.
b) It’s better if dogs don’t come in here.
2. It can’t be Juanita. She’s at school.

a) It’s possible that it’s Juanita.
b) It’s impossible that it’s Juanita because we know he is somewhere else.
3. It might drizzle later. Look at those black clouds.

a) It definitely won’t drizzle later.
b) It’s possible it will drizzle later.
4. Nydia ought to change her computer.

a) It’s necessary for Nydia to change her computer.
b) It’s a good idea for Nydia to change her computer.
5. You mustn’t take a cellular phone to school.

a) It’s against the rules to take a cellular phone to school.
b) You shouldn’t take a cellular phone to school, but you can if you want to.
6. You needn’t hurry. We aren’t late.

a) It isn’t a good idea to hurry.
b) It isn’t necessary to hurry.
7. You have to be seventeen to apply for a driving license in Britain.

a) It’s necessary to be seventeen before you can apply for a driving license.
b) You can apply for a driving license before you are seventeen.
80
Closing activities
Activity 4 In pairs, Study this map. Identify how to properly use the modal verbs, then with your partner find situations
in your own experience where you can use them in a real situation. Finally, Give an oral report to your class.
When do we use modals?
To talk about an action that To talk about someone's

To talk about a situation that
is necessary (or impossible, ability (or inability) to do
is possible (or impossible)
or not necessary) something
example: "You must always

example: "We can find your example: "Denisse, be
have your driver's license
house without the street careful with that glass, the
when you are driving your
plan." baby might knock it over"
car."
Write your ideas here:
EVALUATION
Activity 4 Product: . Identifies how to properly use the modal verbs value:
KNOWLEDGE
Distinguishes the function of a modal Reaffirms the use of modals and Uses the vocabulary and grammar references
verb their main forms assertively according to communicative
situations.
81
BLOCK 3
Reading: Distracted Driving
A driver’s responsibility is to operate a vehicle safely and to pay attention to the road and the other vehicles. Most
people think about cell phones when they think about distractions for divers because cell phones have received the
most attention. However, there are many other distractions that can make a driver lose control and cause an accident.
Because there are many drive up restaurants, drivers eat more often in their cars. According to an insurance company
report, eating while driving causes more accidents in the morning, when people on their way to work. If you have to eat
in your car, avoid hot liquids like coffee and messy foods like hamburgers and sandwiches. You should drink out of a
closed container or take a bite when you come to a full stop. Other passengers can distract a driver, too. According to
AAA, the American Automobile association, babies distract drivers more than adult passengers do. When babies are in
the car drivers tend to turn around and comfort the babies if they start to cry, if you have babies or young children in
your car, you should not feed, dress, or play with them while you are driving. Cars have radios, CD players, lights, air
conditioners, and heaters. Each item has a control dial or knob that requires some attention, but you should not make
adjustments, like changing your CD, while you are driving. In fact, ten states already have warnings about radios in
their driver’s manuals. You should make adjustments in your car before you leave home. Another distraction can be
stress. Drivers who have arguments with family members at home or with someone at work will get into their cars
angry. They may drive more aggressively or be distracted by thinking about their argument. Sometimes an argument
inside the car can cause a driver to stop paying attention to the road. If you are feeling very upset or angry, you should
try to relax before you get into your car. If you are driving on a busy road and something makes you so upset that you
cannot concentrate on driving, you should pull over to the side of the road. Take a moment to calm down before you
continue and you will have a much saber trip.
Read and circle T for true and F for false.
1. Cell phones distract drivers from the road.
2. More people drive and eat at night than in the morning.
3. You should never drink soda in the car.
4. Hot liquids are dangerous to drink while driving.
5. Babies distract drivers more than adults do.
6. Drivers should not feed their babies in the car.
7. All states in U.S. have warnings about radios in their driver’s manuals.
8. Drivers should adjust their radios before they start the car.
9. You should not drive when you are very angry.
82
Listen to the following conversation. Underline the modal verbs in the text. Than in pairs explain what are they referring
to, then practice the conversation with your partner.
Organizing your dream vacations
Travel Agent:
Agent Can I help you with something, Madam?
Caroline: Yes, I would like to take a trip to Canada. I would like to find out about the airfare to Montreal,
Please.
Travel Agent:
Agent Sure, no problem madam. I can check for that information in our computer.
Caroline: Great! I would like to leave in about 6 weeks, is that’s possible?
Travel Agent:
Agent It shouldn’t be a problem, madam. There are three airlines that
travel to Canada. You can fly with, Air Canada, American Air lines
or Mexicana Airlines.
Caroline: Which airline is the safest to fly? You know; I´m not crazy about
flying.
Travel Agent:
Agent They are all excellent airlines, madam, but I guess the safest
would be between Mexicana Airlines and American Air. They both
have excellent records.
Caroline: Is there any difference in price?
Travel Agent:
Agent You said you wanted to fly in about six weeks, right?
Caroline: Yes, that´s right.
Travel Agent: Well, that would make it* the 10th of April, which is low season so Mexicana Airlines would be
a little cheaper. Maybe about $100 dollars cheaper.
Caroline: Wonderful! What is the fare with Mexicana Airlines?
Travel Agent: Economy would be $699 return*.
Caroline: What a bargain*. Can I make a reservation now?
Travel Agent : Certainly, Madam. Would you like to pay by cash
or credit card?
Caroline: Oh no! I only want to make a reservation. Could I pay next week? You see I get paid next week.
Travel Agent:
Agent Yes, that´s fine. You have to pay for the ticket at
least three weeks in advance for this fare.
Which
date would you like to leave, exactly?
Caroline: I would like to leave on a Friday, the 8th of April, if
possible.
Travel Agent : Oh, I´m sorry Mexicana Airlines only flies on
Saturdays and Tuesdays from Hermosillo to
Montreal.
Caroline: Okay, Saturday the 9th would be fine.
Travel Agent : Great. May I have your first and last names
please?
Caroline: Yes, it´s Caroline Sinohui.
Travel Agent : Is that C A R O L I N E S I N O H U I?
Caroline: Yes, that´s right.
Travel Agent : Okay, Mrs. Sinohui.
You are reserved on Mexicana Airlines
flight 978 bound Mexico - Montreal at
9 a.m. on Saturday, April 9th,
reservation no. KCS65691.
Caroline: Thanks for helping me.
Travel Agent: Sure Ms. Sinohui. We at “EL CERRITO TRAVEL AGENCY” are more than glad to
help.
Enjoy your vacation.
83
BLOCK 3
Activity 5 Act out the previous dialogue. In which situations you can see activities that may or may not take place in
public, school or work. This is an example of a dialogue that takes place in another situation different from school, work
or in public.
EVALUATION
Activity 5 Product: Identifies how to properly use the modal verbs in a real dialogue and its value:
application in a communicative way.
KNOWLEDGE
Distinguishes the function of a Reaffirms the use of modals and their Uses the vocabulary and grammar references
modal verb main forms. assertively according to communicative
situations.
84
I MAKE PLANS AND PREDICTIONS.
Solicita e intercambia información referente a actividades y situación propias y de terceras personas
en el futuro, de manera oral y escrita, en contextos sencillos de socialización y recreación o laboral.

genéricas:
ideas.

Didactic sequence 1
Describing plans and activities
Start up activities
Pass the sound Materials: none
Procedure
1. All the students stand in a circle.
2. One person chooses a short, sharp sound, and then putting his/her hands together points to the person next to
them and makes the sound. The next person puts their hands together, points to the person next to them and
makes the sound.
3. Pass the sound around the whole circle.
4. Then tell the students they can change the direction of the sound by pointing to someone across the circle or
sending the sound back to the person who gave it to them.
5. This game needs to be played at a fast speed.
Listen and repeat the following activities.
86
Write the words and phrases in the box and repeat each Word of phrase.
Enunciate which of the activities from previous page you plan to do make or do next summer.
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
87
BLOCK 4
Note: In everyday speech (when people talks), 'going to'
to' is often shortened to 'gonna',
gonna', especially in American English.
There is no 'future tense' in English. The one which you will use more often in spoken English is 'going
to', not 'will'. but you have to know that we use will for prediction when we have no real evidence: "It will
rain tomorrow." (It's my feeling but I can't be sure.) We use going to for prediction when there is some
real evidence: "It's going to rain." (There's a big, black cloud in the sky and if it doesn't rain I'll be very
surprised.)
Form
to be (am, are, is) + going to +
Use
infinitive
1) planned actions in the future
We are going to sing at the party.
2) You are certain that sth. is going to happen in the future.
Look at this car! It is going to crash into the yellow one.
Signal words
no unambiguous ones
We use 'going to' when we want
to make a prediction based on
evidence we can see now.
Look out! That cup is going to fall
off.
Look at those black clouds. It's
We use 'going to' when we going to rain soon.
want to talk about a plan for These figures are really bad.
the future. We're going to make a loss.
I'm going to see him later Notice that this plan does not You look very tired. You're going
today. have to be for the near future. to need to stop soon.
They're going to launch it next When I retire I'm going to go We can replace 'going to go' by
month. back to Barbados to live. 'going' using a contraction form of
We're going to have lunch first. In ten years time, I'm going to the verb BE.
be boss of my own I'm going out later.
She's going to see what she
successful company.
can do. She's going to the exhibition
I'm not going to talk for very tomorrow.
long.
88
Activity 1 Based on your teacher’s explanation about the grammar of will create with your own words a graphic
organizer or mental map about the same topic.
EVALUATION
Activity 1 Product: Graphic organizer or mental map. value:
KNOWLEDGE
Reaffirms the forms and the use Develops in a correct way the use of the Uses assertively the grammatical referents to
of future of the structure. grammatical form. create a communicative situation in the future.
89
BLOCK 4
Listen and complete the sentences.
1. She is going to iron her father’s clothes.
2. __________________________________ wash my clothes.
3. __________________________________ go shopping.
4. __________________________________ get married.
5. __________________________________ play basketball.
6. __________________________________ play cards.
7. __________________________________ play football.
8. __________________________________ go to sky.
9. __________________________________ go fishing.
10. _________________________________ go swimming.
11. _________________________________ a birthday.
12. _________________________________ an anniversary.
Pay attention to the chart and with your teacher’s explanation and with his or her help grasp that making a verb form
with “be going to”,
to” you first put “be” into the correct form to agree with the subject, and then add “going to” + the
simple form of the verb.
verb Note also that the “be” form is often shortened.
This table lists the main forms:
Subject Statement Question Negative

I I am going to study. Am I going to study? I am not going to study.
I'm going to study. I'm not going to study.
You You are going to study. Are you going to You are not going to study.
You're going to study. study? You aren't going to study.
You're not going to study.
He He is going to study. Is he going to study? He is not going to study.
He's going to study. He's not going to study.
He isn't going to study.
She She is going to study. Is she going to study? She is not going to study.
She's going to study. She's not going to study.
She isn't going to leave.
It It is going to study. Is it going to study? It is not going to leave.
It's going to study. It's not going to leave.
It isn't going to leave.
We We are going to study. Are we going to study? We are not going to leave.
We're going to study. We're not going to leave.
We aren't going to leave.
They They are going to Are they going to They are not going to leave.
study. study? They're not going to leave.
They're going to study. They aren't going to leave.
The meaning of “be going to” future Look at the difference between these sentences:
forms I'll make the supper tonight.
“Be going to” is usually used when (Making a decision/volunteering to do something.)
something is already planned or I'm going to make the supper every Wednesday.
definite. (This is already planned and organized.)
90
Complete the text below using the appropriate “going to” and the verbs in parenthesis. Check your
answers with a partner.
Right now, I am watching a movie. Tomorrow at this time, I (watch) _____________________________ TV

as well. Tomorrow after school, I (go) _____________________________ to the beach. I am going on a
dream vacation to Oaxaca. While my parents (do) _____________________________ paperwork and
(talk) ____________________________ to annoying customers on the phone, so I (lie)
____________________________ on a sunny, tropical beach. Are you jealous?
We (hide) _____________________________ when Tory arrives at her surprise party. As soon as she
opens the door, we (jump) _____________________________ out and we (scream)
_____________________________ "Surprise!" We work out at the fitness centre every day after work. If
you come over while we (work) _____________________________ out, we will not be able to let you into
the house. Just to be safe, we (leave) _____________________________ a key under the welcome mat so
you will not have to wait outside. While you (study) _____________________________ at home, my friend
Maribel (be) _____________________________ in class. When we get to the party, Sally and Doug
(dance) ____________________________ with John and Mat and they (make)
_____________________________ soft drinks, Sue and Frank (discuss) _____________________________
something controversial, and Mary (complain) _____________________________ about something
unimportant. They are always doing the same things. They are so predictable.
Now create your own paragraph according to a weekend in your life.
91
BLOCK 4
Team work:
In teams of four ask your classmates questions about their plans. If the answer is YES, write your partner’s name on the
line. If the answer is NO, ask another person in the team.
Yes No Classmate
Questions
1) Are you going to take a vacation this
year?
2) Are you going to celebrate a birthday
this month?
3) Are you going to exercise on
Wednesday?
4) Are you going to clean your room
and the house this weekend?
5) Are you going to go to your friends
house this Saturday night?
6) Are you going to get up late on
Sunday morning?
7) Are you going to study for a test this
weekend?
8) Are you going to visit family of Check your plans for this weekend. Then read your sentences
friends? this weekend? to your partners in the team and check your partner’s plans too.
Weekends plans You Team’s partner.

Yes No Yes No
1. I’m going to get up early this weekend.
2. I’m going to stay home this weekend.
3. I’m going to work this weekend.
4. I’m going to play a sport this weekend.
5. I’m going to do the shopping this weekend
6. I’m going to do the laundry this weekend.
Now make a paragraph about you and your partner’s activities for the weekend.
92
Activity 2 Read the sentences and underline the correct choice to form a dialogue. Listen to the dialogue and write
the correct order in the square provided. Practice
1. What ___ this weekend?

a) you are going to do Dialogue here.
b) are you going to do ______________________________________
c) your going to do
______________________________________
2. I'm not sure. ___ anything special?
a) Are you going to do ______________________________________
b) You are going to do
c) Is going to do
______________________________________
3. My friend Marcela and I ___ a party.
a) am going to ______________________________________
b) are going to go to
c) go to ______________________________________
4. I'd love to! ___?
a) What's it going to be
______________________________________
b) Who's go to be
c) Where's it going to be ______________________________________
5. It is ___ to be at Rocco’s house. ______________________________________

a) go
b) going
______________________________________
c) going to
6. What time ___ start? ______________________________________

a) is it going to
b) it's going to ______________________________________
c) it
______________________________________
7. At 10 P.M. ___ invite?
a) Who are you going to
b) What you're going to ______________________________________
c) When you going to
______________________________________
8. I don't know. I think ___ anyone.
a) I'm going invite ______________________________________
b) I'm not go invite
c) I'm not going to invite
______________________________________
Practice the dialogue with a partner
EVALUATION
Activity 2 Product: Dialogue practice. value:
KNOWLEDGE
Knows vocabulary regarding Searches, identifies and understands Shows creativity in the drafting, preparation and
plans for the weekend and general ideas in a short dialogue related presentation of a dialogue with openness to
distinguishes the use of future to hers / his plans and third parties in the feedback.
in its “going to” form. future.
93
BLOCK 4
Look at the pictures. Complete the sentences using be + going to. Use the expressions from the box.
Do homework Get up early

Eat out Go out
Read a book Sleep late Do laundry
Go shopping Play volleyball
Study Watch TV
Tomorrow Martin
Tonight Hector _______________________
______________________ _______________________
______________________ ______
______
Tomorrow Mickey
Lucy________________________ ____________________________
____________________________ ____________________________
Next weekend they

Ernestine___________________ ___________________________
______________ the exam. ___________________________
94
Cristobal is
Tonight Hector
______________________ before
___________________________
going to bed sleep.
___________________________
Tonight Socorro
Tonight Víctor ___________________________
___________________________ ___________________________
___________________________
Tonight Diego
Tonight Alma ___________________________
___________________________ _______________________
___________________________
95
BLOCK 4
Closing activities
Complete sentences about what you are going to do this weekend. Use be + going to and the verbs from the box,.
1. Go dancing go running
have a party do the laundry
2. do the shopping go shopping
play basket play soccer
3. celebrate a birthday go to a party
do homework study for a test
4. vacuum visit friends.
5.
6.
7.
8.
Look at the sentences. There are some underlined mistakes in them. Find and correct the mistakes.
1. We not going to win a trip to Europe next month.
2. The baby is no going to cry.
3. I going to catch the bus to Cobach.
4. They is going to enjoy the rainy day.
5. She are going to take a vacation to Chihuahua.
6. I am going do my study later.
96
Activity 3 In pairs, talk about these famous people and decide about their plans for the future. Write their plans in the
next page and prepare a brief report for the class about them.
Gael García Alexander Acha Enrique Iglesias
Thalia Salma Hayek Eva Longoria
Lorena Ochoa Michael Phelps Rafael Márquez
97
BLOCK 4
Write plans here.
EVALUATION
Activity 3 Product: Report. value:
KNOWLEDGE
Reaffirms the forms and use of Searches, identifies and understands Collaborates with his/her classmates in the
structures of the future given in general ideas concerning future plans. activity in pairs. Displays creativity in writing and
class in a report. presenting the report.
98
Activity 4 Walk around the classroom and ask your classmates these questions about their future plans. Try to find
someone who answers yes to an item write that student’s name on the line.
Examples:
Are you going to change jobs? No, I’m not. (Continue to ask other students.)
Are you going to change jobs? Yes, I am. (Write that student’s name on the line.)
1) Get married? ______________________________________________________________________________
2) Move? ___________________________________________________________________________________
3) Visit another country? ______________________________________________________________________
4) Buy a house? _____________________________________________________________________________
5) See a lawyer? _____________________________________________________________________________
6) Attend a wedding? _________________________________________________________________________
7) Change jobs? _____________________________________________________________________________
8) Take vacations? ___________________________________________________________________________
9) Start a business? __________________________________________________________________________
10) Graduate from COBACH? ___________________________________________________________________
Present a brief written report of your investigation to the class and your teacher.
Ex. Ana said that she is going to ….. and ……
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
EVALUATION
Activity 4 Product: Written report. value:
KNOWLEDGE
Reaffirms the forms and use of Searches, identifies and understands Collaborates with his/her classmates in the
structures of the future given in general ideas concerning future plans. activity. Displays creativity in writing and
class in a written report. presenting the report.
99
BLOCK 4
Didactic sequence 2
Teenagers’ life and their future
Start up activities
Read these statistics about teenagers drug use in high school in the United States. Then discuss the questions.
Percent (%) of high school seniors who think people risk harming themselves with drug use, 2000-2008
Year Marijua Cocain LSD Heroi

na e n
2000 58.3 86.2 75.9 89.2
2001 57.4 84.1 74.1 88.3
2002 53.0 84.5 73.9 88.5
2003 54.9 83.0 72.3 89.3
2004 54.6 82.2 70.2 86.8
2005 58.0 82.8 69.9 87.5
2006 57.9 84.6 69.3 89.7
2007 54.8 83.3 67.3 87.8
2008 51.7 80.7 63.6 86.4
In 2007, 22% of all students in grades 9 through 12 reported someone has

offered, sold, or given them an illegal drug on school property. There is no
measurable change with the percentage of students who reported that drugs
are offered, sold, or given to them at school between 2003 and 2007. Males are
more likely than females to report that drugs are offered, sold, or given to them
on school property in each survey year between 1993 and 2007. In 2007, 26%
of males and 19% of females reported availability of drugs.
Here Are Some Facts About Teens & Drugs: In the United States, 13.2 million
students between the ages of twelve and seventeen become new users of
tobacco, alcohol and other drugs. And according to the Institute for Social
Research (ISR) at the University of Michigan, 50% of American children have
used illicit drugs by the time that they are seniors in high school. In another
recent study involving more than 50,000 high school students, ISR researchers
found that 77% had used alcohol, 54% had smoked cigarettes, and 51% had
used an illicit drug (including 46% who had used marijuana, 15% had used an
amphetamine and 11% had used inhalants).
(Source: BJS jointly with the U.S. Department of Education, Indicators of School Crime
and Safety, 2008, NCJ 226343, April 2009). (Statistics: Source: University of Michigan,
The Monitoring the Future, Press release: Various stimulant drugs show continuing
gradual declines among teens in 2008, most illicit drugs hold steady , University of
Michigan News and Information Services, December 11, 2008)
100
1. Are you surprised by any of these statistics?
2. How does this information compare with drug use in Sonora and Mexico?
3. What do you think this sequence is going to be about?
4. Why do you think is important to know about drugs abuse?
5. What are your predictions for the future in your city about the use of drugs?
101
BLOCK 4
The future tense
We use the future tense to talk about actions in the future, such as tomorrow, next week, next year, etc. there are two
forms of the future in English BE + GOING TO and WILL both future forms talk about actions and plans in the future. In
addition, will expresses promises and predictions.
Source: http://www.impact-english.com/members/Grammar_Explanations/grammar-graphics/FutureSimple-Map1.GIF
Future time expressions.

Tomorrow / next week / in a few minutes /
soon / the day after tomorrow / next month / in
an hour / later / next year / in a little while.
102
Activity 1 After your teacher’s explanations create your own mind map here for future tense WILL .
EVALUATION
Activity 1 Product: Mind map. value:
KNOWLEDGE
Reaffirms the use of forms and Understands and drafts a mental map Shows his / her creativity in writing and
use of the structure of future “will” that includes the use of future “will” presentation of a mental map of the future “will”
103
BLOCK 4
Listen to the dialogue and pay attention to the future forms on it.
Dialog - The Party
Marcela:
Marcela What a horrible weather today. I'd
love to go out, but I think it will just
continue raining.
Janet:
Janet Well, I don't know. Maybe the sun
will come out later this afternoon.
Marcela:
Marcela I hope you're right. Listen, I'm
going to have a party this Saturday. Would
you like to come?
Janet:
Janet Oh, I'd love to come. Thank you for
inviting me. Who's going to come to the
party?
Marcela:
Marcela Well, a good number of people
haven't told me yet. But, for sure Pablo
and Marti are going to help out with the
cooking!
Janet:
Janet Hey, I'll help, too I love cooking!
Marcela:
Marcela Really? Would you? That would
be great!
Janet:
Janet I'll make lasagna!
Marcela:
Marcela That sounds yummy! I know my
Italian cousins are going to be there. I'm
sure they'll love it.
Janet:
Janet Italians? Maybe I'll bake a cheese
cake...
Marcela:
Marcela No, no. They'll not like that. They'll
absolutely love it.
Janet:
Janet Well, if you say so... Is there going
be a theme for the party?
Marcela:
Marcela No, I don't think so. It will be just
Now answer these questions about the dialogue.
an opportunity to get together and have
1. What do they think about the weather? fun.
2. What does Marcela have to share? Janet:
Janet I'm convinced it'll be lots of fun.
Marcela:
Marcela But I'm going to hire a comedian!
3. What are Pablo and Marti going to do? Janet:
Janet A comedian! You're kidding me.
4. What does Janet offer to do? Marcela:
Marcela No, no. As a teenager, I always
wanted a comedian in a party. Now, I'm
5. How does Janet react to the news about the Italian going to have a comedian at my own
party.
cousins?
Janet:
Janet Excellent! I'm sure everyone will
6. What special plan is there? have a good laugh.
Marcela:
Marcela That's the plan my dear friend;
7. Why does Marcela want a comedian? that’s the plan!
8. Does Marcela know exactly how many people are
going to come?
9. If yes, how many. If not, why not?
10. How does Janet think people will react to the clown?
11. Is there a theme for the party?
104
It is now your time for your personal answers for the questions
1) Write about your work or study plans for future.

__________________________________________________________________________________________
2) What important event do you think will happen soon?
__________________________________________________________________________________________
3) Your friend needs some help with some homework. What do you say?
__________________________________________________________________________________________
4) Tell me about your plans for this coming weekend.
__________________________________________________________________________________________
5) Complete these sentence: If I don't understand this exercise ...
__________________________________________________________________________________________
6) What do you think future English lessons will be about?
__________________________________________________________________________________________
Let’s make an analysis. Discuss with a partner and check ( ) if you (A) agree or (D) disagree with the sentences.
A D There will be a catastrophic nuclear war by 2060.

A D People will live on the moon in 2060.
A D Cloning will be a normal occurrence in the future.
A D Cash will disappear by 2020.
A D People won’t eat solid food after 2050.
A D We will live off tablets and pills in 2050.
A D Most families will have a robot to help with the household chores in 2012.
A D All people will speak in English in 2050.
A D AIDS will be eradicated by 2010.
Come up with your own ideas of the future.
Write your own sentences here.

1.
2.
3.
4.
5.
6.
105
BLOCK 4
Activity 2 Pair work
Use your imagination! Workings in pairs create a dialogue about your and your classmates’ plans for the future based
on the previous dialogue and your personal answers. Act out the Dialogue in class.
EVALUATION
Activity 2 Product: Dialogue act out value:
KNOWLEDGE
Knows the vocabulary on time Practices and perfects the pronunciation Collaborates with his / her classmates on the
expressions related to future of the dialogue box that contains plans for team activity with a purposeful and empathic
tense. the future. attitude.
106
Closing activities
List down five things you will do and five things you won’t do tomorrow
1. What will you do if there is a new rule that says that Cobach Students must wear their school uniforms at
home until bedtime?
2. What will your parents say if you tell them you don’t want to go to school anymore?
Complete the phrases with the options in the box. Voluntary actions
I’ll help you I’ll do it. I’ll get it.
The phone rings. You say

_____________________________________________________________________________________________.
Your uncle is in trouble. You say

_____________________________________________________________________________________________
The teacher comes to class and needs someone to clean the board. You say
_____________________________________________________________________________________________.
107
BLOCK 4
Activity 3 Let’s make an interesting activity that most of you will enjoy. We are going to divide the class in groups of
three to five. The idea is to create a RADIO SHOW. Each team should talk about a subject. For instance, you can read
the news of the day (from a newspaper or invented by yourselves), talk about a sports match, give the weather
forecast, report on a movie or a book, read a poetry or make an interview to another student (pretending to be
someone important). It is important to have in mind that the show must not last more than five minutes. Your teacher
can chose to record on tape the whole activity and make the class hear them to correct your own mistakes.
EVALUATION
Activity 3 Product: Radio show value:
KNOWLEDGE
Reaffirms the forms and the use Requests and exchanges through oral Shows his / her creativity in writing and
of structures of the future “will” and written information, plans and presentation of the dialogues, with openness to
and “going to” predictions related to the future in simple feedback from them.
conversations.
108
Didactic sequence 3
Will vs going to
Start up activity
Write two sentences about each picture. Use future tense with be + going to or will
Example:
He had an accident. But she is ______________________________ ____________________________

going to hospital now. ______________________________ ____________________________
He will feel better soon. ______________________________ ____________________________
____________________________ _____________________________ ____________________________

_____________________________ _____________________________ ____________________________
_____________________________ _____________________________ ____________________________
____________________________ _____________________________ ____________________________

_____________________________ _____________________________ ____________________________
_____________________________ _____________________________ ____________________________
109
BLOCK 4
Read the differences between will and going to.
to
Will and going to are the two most common ways of expressing the future.
While they are similar in many aspects, there are three differences:
3) Intention
This is a subtle difference
2) but it is noticable: if
Predictions expressed by 1) Predictions "Going to" usually refers to someone uses the "going
"going to" are based on Predictions expressed by the near future. While will to" form, the person is often
what's happening at the "will" are based on your doesn't refer to any specific talking about his or her
present moment. intuition and experience. moment (it may sometimes intentions. In other words,
concern very far future). there is an ephasis on the
intention of doing
something.
Resource centre / English grammar / Will and going to
Question
Will I travel?
Affirmative Negative Will you travel?
I will travel I will not travel Will he/she/it
You will travel You will not travel travel?
He/she/it will travel He/she/it will not Will we travel?
We will travel travel Will you travel?
You will travel (pl.) We will not travel Will they travel?
They will travel You will not travel
They will not travel
Question
Am I going to travel?
Affirmative Negative Are you going to travel?
I am going to travel I am not going to travel Is he/she/it going to travel?
You are going to travel You are not going to travel Are we going to travel?
He/she/it is going to travel He/she/it is not going to travel Are you going to travel?
We are going to travel We are not going to travel Are they going to travel?
You are going to travel You are not going to travel
They are going to travel They are not going to travel
110
Functions and examples - will
1. We use 'will' to give or ask for information or facts

about the future.
Her parents will be here in about an hour.
All her friends will come to her wedding.
2. We use 'will' for plans or decisions made at the time of

speaking.
"We need some paper for the photocopier." "Okay, I'll go
and get some."
"What would you like to eat?" "I'll have a pizza please."
3. We use 'will' to predict the future.

I think it will rain tomorrow.
Al Pacino will win the award for Best Actor.
Do you think Brazil will win the World Cup?
4. We use 'will' to predict the present.

Don't phone her now, she'll be busy.
5. We use 'will' to offer to do something.

I'll take you to the airport tomorrow.
That suitcase looks heavy, I'll carry it for you.
6. We use 'will' to agree to do something.

Okay, I'll come with you
7. We use 'will' to promise to do something.

I promise I won't tell anyone you broke the window
8. We use 'will' to make requests (or give orders).

Will you open the door for me please?
Will you marry me?
Will you shut up please?
9. We use 'will' to refuse to do something or talk about

refusals.
No, I won't cook your dinner, you can cook it yourself.
I've asked him but he won't do it.
Functions and examples - going to

1. We use 'going to' for plans or decisions made before speaking.
Is John coming home soon? - Yes, I'm going to meet him at the
airport tomorrow.
I'm going to watch TV in a minute, because my favorite program is
on.
2. We use 'going to' to predict the future based on present evidence.

Look at the sky. It's going to rain soon.
Germany have just scored. England are going to lose again.
111
BLOCK 4
Activity 1 Explain the differences among will and going to using examples. Choose a production (oral, mapping,
creative report, etc.
EVALUATION
Activity 1 Product: Mind map, oral or creative report. value:
KNOWLEDGE
Reaffirms the use of forms and Describes product features and Uses assertively vocabulary and grammar
structures of the future with “be project plans. Recognizes important related to the communicative situation he or
going to” and “will” to express future facts about the future. she faces.
plans and predictions.
112
Complete the question and then use the words below to make appropriate sentence
Use Going to or Future tense will:

Where are you going tonight?
I will go to the movie theater and then I am going out for a snack.
Q. Where are you going?_________________________

Tomorrow / marketplace / and cinema
A. Tomorrow I am going to the marketplace and cinema.
1. Where _______________________________________?
Next / Friday / school and my friend’s house.
A. ___________________________________________________________________________________________
2. Where _______________________________________?
Next month / holiday / to Hermosillo and Ricky Point.
A. ___________________________________________________________________________________________
3. Where _______________________________________?
Next year / Hermosillo / study University.
A. I __________________________________________________________________________________________
4. Where _______________________________________?
1 hour ago / Hair cut and massage.
A. I __________________________________________________________________________________________
Complete the sentences choosing the correct option, then organize the sentences and complete a dialogue
( ) 1. Olivia and Marcela ____________________(buy) tickets for the Mexican Festival.

a) going to buy
b) are going to buy
c) are going buy
( ) 2. _________________________________________ (go) to the Teresa’s fiesta next weekend?
a) Are you going to go
b) Are going you to go
c) You are going to go
( ) 3. I would love to go but I _______________ ( be- negative) in Alamos next weekend.
a) am going not to be
b) not going to be
c) am not going to be
( ) 4. Let's hope that Teresa __________( like) her birthday present tomorrow. I don't think she owns a red shirt.
a) going to like
b) is going to like
c) are going to like
( ) 5. She _________________( like- negative) it. She told me he dislikes red. Take it back to the store.
a) is definitely not like it
b) going definitely not like it
c) is definitely not going to like it
( ) 6. Well, so much for the effort! I _____________( exchange) it for a plain, old, blue one later today.
a) am going to exchange
b) am going exchange
c) is going to exchange
Act out previous dialogue in class.
113
BLOCK 4
Complete these sentences with the option that best completes the idea.
1. What are your plans for next week? I ______ to fly to New York on business. Probably on Tuesday but I haven't
bought my ticket yet.
a) 'll
b) 'm going to
2. What are your plans for the holidays? I ______ visit my parents for a few days and then go walking in Scotland.
a) 'll
b) 'm going to
3. Why are you wearing your best suit? I ______ have lunch with my biggest customer.
a) 'll
b) 'm going to
4. Do you want to have the chicken or the beef? I think ______ have the beef.
a) 'll
b) 'm going to
5. My head hurts. Sit down and I ______ get you an aspirin.
a) 'll
b) 'm going to
6. We need some more ink for the printer. I ______ go to the shop and get some.
a) 'll
b) 'm going to
7. Look! There's smoke coming out of the photocopier. You turn it off and I ______ phone the safety officer
a) 'll
b) 'm going to
8. I cannot see how to use this spreadsheet. Don't worry. I ______ help you.
a) 'll
b) 'm going to
9. I need to speak to you today. I'm going out now but I ______ be back later.
a) 'll
b) 'm going to
10. Did you phone Michael? I'm sorry. I completely forgot. I ______ do it now.
a) 'll
b) 'm going to
Put in the verbs in parenthesis into the line. Use will-future or going to-future.
Example: I hope, that the sun ________ tomorrow. (to shine)

Answer: I hope, that the sun will shine tomorrow.
1) Pancho ____________________________________ 15 next Wednesday. (to be)

2) They ____________________________________ a new computer. (to get)
3) I think, my mother ____________________________________ this CD. (to like)
4) Paulina's sister ____________________________________ a baby. (to have)
5) They ____________________________________ at about 4 in the afternoon. (to arrive)
6) Just a moment. I ____________________________________ you with the bags. (to help)
7) In 2020 people ____________________________________ more hybrid cars. (to buy)
8) Marcela ____________________________________ a party next week. (to throw)
9) We ____________________________________ to Phoenix in June. (to fly)
10) Look at the clouds! It ____________________________________ soon. (to rain)
114
Closing activities
Fill in all the lines, use "be going to" or "will" for the Future.
1. What do you want to do when you leave school? - I _______________________________________________ (be) a

dancer.
2. Do you have any plans for the weekend? - Well, we _______________________________________________ (see) a
movie on Saturday night.
3. I think the house is on fire! - I __________________________________________________________________ (phone)
the fire department.
4. I'll get the sugar from the cabinet! - Watch out! You _______________________________________________ (hit) your
head on the door.
5. Didn't you finish those exercises from the book? - No, I ____________________________________________ (stay) late
and finish them.
6. (you/have) ______________________________________________________ another cake? - No, thank you. I've
already had two.
7. Do you want to go with me to the restaurant this afternoon? - I can't. I _______________________________ (visit) my
grandparents.
8. This package is very heavy! - Don't worry. I ______________________________________________________ (carry) it
for you.
9. Did you buy a birthday present for Sally? - Yes, I _________________________________________________ (give) her
a bottle of perfume.
10. Don't forget to take an umbrella: the weather forecast says that we have to expect it __________________ (rain)
later.
11. Look at those black clouds in the sky! It __________________________________________________ (rain).
12. I've lost my marker. - I _______________________________________________________________________ (give) you
one of mine.
13. Do you want to borrow my camera? - Thanks. I _________________________________________________ (bring) it
back tonight.
14. What (you/do) tonight? - Well, I __________________________________________________ (not/do) anything
special. Why?
15. It's my 26th birthday in April. ______________________________________________________ (You/have) a party? I
haven't decided yet.
115
BLOCK 4
Activity 2 Using the words in parentheses, complete the dialogues below with will or going to in order to give sense
to the one you think is the appropriate.
1. Miriam: Do you think the Red template or the Purple template ___________________________ (win) the next
election?
Janie: I think the Red template __________________________________(win) the next election.
Joel: No way! The Purple template __________________________________ (win) their candidate for President is Rosy
and she is very intelligent.
2. Sandra: We __________________________________(go) camping this weekend. Would you like to come along?
Samuel: That sounds great, but I don't have a sleeping bag.
Sandra: No problem. I(lend) _____________________________ you one. My family has tons of camping gear.
3. Bernie: I (buy) __________________________________ a new house this weekend, but I'm a little worried because I
don't really know much about houses. I'm afraid the salesman (try) __________________________________ to take
advantage of me when he sees how little I know.
Daniel: I used to work for a Realtor’s office in high school and I know a lot about selling homes. I (go)
__________________________________ with you to make sure you are not annoyed by the seller.
4. Nydia: Francisco and I (visit) __________________________________ Caborca next summer. Have you ever been
there?
Marcela: Part of my family lives in Caborca! I (give) __________________________________ you my parents' phone
number. When you get to Caborca, just call them and they (give) __________________________________ you a little
tour of the town. They can show you some of the sights that most tourists never see.
5. Lulu: Can you see my future in the crystal ball? What (happen) __________________________________ next year?
Fortune Teller: You (meet) __________________________________ a guy from the United States, I don't know, New
York or maybe Boston. You (marry) __________________________________ that mystery gentleman.
Lulu: Forget the man! I want to know if I (get) __________________________________ a new job.
Fortune Teller: That my friend is a problem that you (solve) __________________________________ by next week.
Now listen carefully to the dialogues. Check your answers and correct the ones that need to be corrected.
EVALUATION
Activity 2 Product: Exercise. value:
KNOWLEDGE
Reaffirms the use of forms and Describes exercise features and plans. Uses vocabulary and grammar related to the
structures of the future with “be Recognizes by listening correction of dialogues assertively.
going to” and “will” to express dialogues important facts about the future.
future plans and predictions.
116
Activity 3 Fill in the chart with the words and phrases you learned in this unit.
Write a paragraph describing your plans when you finish this semester of school.
EVALUATION
Activity 3 Product: Plans Paragraph value:
KNOWLEDGE
Reaffirms the use of forms and Understands and writes a simple Uses vocabulary and grammar related to the
structures of the future with “be paragraph containing basic ideas of sequence assertively.
going to” and “will” to express future the didactic sequence. Recognizes
plans and predictions. vocabulary and data used in the
sequence.
117
BLOCK 4
Bibliography
Colegio de Bachilleres del Estado de Sonora. Reforma Integral a Educación Media Superior.
Barbara H. Foley and Elizabeth R. Neblett.
English In Action III Student’s book / workbook.
Heinle Cengage Learning.
Boston Ma.
2003.
Betty Schrampfer Azar.
Understanding and Using English Grammar. Third Ed. Blue Book.
Prentice Hall Regents
Upper Saddle River, New Jersey
1998.
Virginia Evans and Jenny Dooley
Click on America Student’s Book 2
Express Publishing.
2007.
Gaudelia Matias Silva
Opening 3 Student’s Book
Book Mart.
2008.
Beth Witten
Premier English 4
Book Mart.
2008.
Manuel Luna and Adriana del Paso.
Rally 3 Student’s Book
Ed.MacMillan de Mexico, S.A. de C. V.
Mexico D.F.
2004-2005
Llanas Angela, Williams Libby, Rollers Mickey, Sturtevant Jane.
Style Resource Book 2 & 3 .
Macmillan Education.
Oxfordshire, Oxford, England.
2009.
Anna Ingrid & Peterson Crews.
Ingles 2 (4 habilidades)
Colección Innovación Educativa.
Coyoacán, México. D.F.
2004.
Argudin, Yolanda.
Educacion Basada en Competencias. Nociones y antecedentes.
Editorial Trillas.
Mexico D.F.
2006.
118
Catalano, Ana Maria.
Diseño curricular basado en normas de competencias laboral: conceptos y orientaciones metodológicas.
Banco Interamericano de Desarrollo.
Buenos Aires, Argentina.
2004.
Dirección General de Educacion Tecnologica Industrial (DGETI)
Compendio de Secuencias Didácticas.
Primera edición
Mexico D.F.
2005.
Miguel Diaz, Mario de.
Modalidades de enseñanza centradas en el desarrollo de competencias orientaciones para promover el
cambio metodológico en el espacio europeo de educación superior.
Ediciones Universidad de Oviedo.
Oviedo, España.
2006.
119
BLOCK 4

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COLEGIO DE BACHILLERES

DEL ESTADO DE SONORA

Director de Administración y Finanzas

Lengua Adicional al Español 2

Registro ISBN, en trámite.

Esta publicación se terminó de imprimir durante el mes de diciembre de 2009.

Grupo: _________________ Turno: _____________ Teléfono:___________________

COMPONENTE: HORAS SEMANALES:

CAMPO DE CONOCIMIENTO: CRÉDITOS:

BLOCK 1 COMPARES DIDACTIC SEQUENCE 2

DIDACTIC SEQUENCE 3 THE /

DIDACTIC SEQUENCE 3 WILL

BLOCK 1: Compares people, objects and places ................................................................................7

BLOCK 2: Moments from the past.......................................................................................................37

BLOCK 3: I understand instructions and regulations .........................................................................59

BLOCK 4: I make plans and predictions .............................................................................................85

Atributos a desarrollar en el bloque:

Time assigned: 15 horas

What do you see in the pictures?

Can you describe what you see?

Write a list of words to describe the pictures.

Liza Robert Ernestina

Soco and Carlo

Jorge Nacho Martha

Write your sentences here.

Example: The green alien walks out of the spaceship.

1. The shiny spaceship lands in my yard.

2. An alien with big eyes walks out of the ship.

3. It waves its tiny hand in the air.

4. The alien says, “Earth is such a beautiful planet.”

Alma: Today the weather is very hot.

Answer the following questions.

What is the drawing?_______________________________________

Who has the bigger ___________________________?

Who has the smaller ___________________________?

Is student A's _____________ bigger or smaller than student B's _________________?

Write a sentence as in the example for 3 of your classmates.

Example: The red balloon floats up to the sky.

1. Three turtles swim in the pond.

Write your sentences here.

More less than...

A bit older / much older etc.

When we compare two

The rule for forming the

'good' 'bad' 'far' becomes

Draw picture here.

1. English wine is good but French wine is ______.

2. Is bad but African cooking is ______.

5. My job is getting harder and ______. d) worse

1. A steak knife is ______________________ than a butter knife. (sharp)

• 'good' becomes 'the best'

Small smaller smallest

Attach lyric here.

good better best

Positive Comparative Superlative

Which dress is more expensive?

Write five sentences using this type of adjectives.

Let’s see more examples:

Bacadehuachi is as cold as Chihuahua in the winter.

Fill in the comparison with as + adjective + as.

Dave is 27 years old. Julie is 23 years old.

2. In the predicate of the sentence after a linking verb.

4. Before the noun or noun phrase they modify.

1. Articles fit in to what part of speech?

Grupo: ___________ Turno: _ Teléfono:_____________

Is student A's _ bigger or smaller than student B's _____?

5) When ___ you _ this fantastic dress? (to design)

Investigation made on ______________ 20 _.