Inglés IV

Inglés IV
GUÍA DE ACTIVIDADES DEL ALUMNO

PARA EL DESARROLLO DE COMPETENCIAS
DATOS DEL ALUMNO
Nombre:
Plantel:
Grupo: Turno: Teléfono:
Cuarto Semestre FEBRERO DE 2024

Marina del Pilar Ávila Olmeda
GOBERNADORA DEL ESTADO DE BAJA CALIFORNIA
Gerardo Arturo Solís Benavides
SECRETARIO DE EDUCACIÓN DEL ESTADO DE BAJA CALIFORNIA
Luis Miguel Buenrostro Martín
SUBSECRETARIO DE EDUCACIÓN MEDIA SUPERIOR, SUPERIOR E INVESTIGACIÓN
Juan Eugenio Carpio Ascencio
DIRECTOR GENERAL DEL CBBC
Omar Mayoral Sarmiento
DIRECTOR DE PLANEACIÓN ACADÉMICA DEL CBBC
LENGUA ADICIONAL AL ESPAÑOL IV (RIEMS)
Primera edición en inglés, febrero de 2014

Traducción a cargo de:
Elizabeth Rosas Mata
Revisado por:
José Ángel Gurrola Vargas
J. Guadalupe Olmedo Vázquez
Zaida Yanira Pelayo Aguirre
Segunda edición en inglés, febrero de 2015

Revisado por:
Sara León Soto
Con el apoyo en la revisión de la mesa técnica, integrada por:
Eva Luz Villavicencio Gallardo
Melecia Avilez Urías
INGLÉS IV (MEPEO)
Edición, febrero de 2019.
Actualizado por: Sandra Luz Padilla Carlín Heriberto Guillermo López Acuña
Melecia Avilez Urías Tania Pérez Blanco
Con el apoyo en la revisión de la Academia Estatal, integrada por:
Ofelia Yáñez Navarro Jahiro Andrade Preciado

Juan Antonio Gómez López José Ángel Gurrola Vargas
Cecilia Elizabeth López Gonzalo Miguel López Salgado
Alma Delia Orduño Rodríguez
Reimpresión, febrero de 2024

En la revisión del presente material, participaron:
JEFE DEL DEPARTAMENTO DE ACTIVIDADES EDUCATIVAS
Rodrigo André Llamas Caballero
PROGRAMA DE DESARROLLO EDUCATIVO

Diana Castillo Ceceña
Alma Rosalía López Valdez
Angélica Huerta Sánchez
Alfredo Sánchez Orozco
La presente edición es propiedad del
Colegio de Bachilleres del Estado de Baja California
Prohibida la reproducción total o parcial de esta obra
Este material fue elaborado bajo la coordinación y supervisión de la
Dirección de Planeación Académica del Colegio de Bachilleres del Estado de Baja California
Blvd. Anáhuac #936, Centro Cívico, Mexicali, B.C., México
www.cobachbc.edu.mx
Índice
Presentación
Competencias Genéricas
Competencias Disciplinares Básicas de Comunicación
Enfoque de la Disciplina
Ubicación de la Asignatura
Relación de bloques del programa con los contenidos del Nuevo Modelo
Educativo de la asignatura del Campo Disciplinar de Comunicación
UNIT I: CONDITIONS AND RESULTS 11
UNIT II: UNREAL SITUATIONS 37
UNIT III: LIFE EXPERIENCES 65
UNIT IV: LIKES AND DISLIKES 99

Presentación
Con la puesta en marcha del Modelo Educativo para la Educación Obligatoria (MEPEO)
(SEP, 2017), se realizó una reestructuración de los programas de estudio de primero a
sexto semestre por lo que fue necesario realizar una adecuación de los materiales didácticos
de apoyo para los estudiantes y docentes.
Es importante mencionar que el MEPEO, no significa un cambio total de los manifiestos y

preceptos educativos que caracterizaron la Reforma Integral de la Educación Media Superior
(RIEMS); sino que significa: fortalecimiento, articulación, organización y concreción de
aspectos educativos y pedagógicos, tal como se manifiesta en los siguientes párrafos:
“El Modelo educativo 2016 reorganiza los principales componentes del sistema
educativo nacional para que los estudiantes logren los aprendizajes que el siglo XXI
exigey puedan formarse integralmente... En este sentido, el planteamiento pedagógico
-es decir, la organización y los procesos que tienen lugar en la escuela, las prácticas
pedagógicas en el aula y el currículum- constituyen el corazón del modelo”.
“...El cambio que se plantea está orientado a fortalecer el sentido y el significado

de lo que se aprende. Se propone ensanchar y hacer más sólidos el entendimiento
y la comprensión de los principios fundamentales, así como de las relaciones que los
contenidos generan entre sí. La memorización de hechos, conceptos o procedimientos
es insuficiente y hoy ocupa demasiado espacio en la enseñanza. El desarrollo de las
capacidades de pensamiento crítico, análisis, razonamiento lógico y argumentación
son indispensables para un aprendizaje profundo que permita trasladarlo a diversas
situaciones para resolver nuevos problemas. Los aprendizajes adquieren sentido
cuando verdaderamente contribuyen al pleno desarrollo personal y de los individuos”.
(SEP, 2016: 15-18).
En este sentido, todas las Guías de Actividades del Alumno para el Desarrollo de
Competencias de las diferentes asignaturas de los Componentes de Formación Básica y
Propedéutica así como de las Guías de Aprendizaje de los distintos módulos del Componente
de Formación para el Trabajo, fueron adecuadas a los lineamientos pedagógicos antes
citados y a los nuevos programas de estudio emanados del MEPEO.
Conscientes de la dificultad para que el alumnado tenga acceso a una bibliografía adecuada
pertinente y eficaz con el entorno socioeconómico actual, el CBBC brinda la oportunidad a los
estudiantes de contar con materiales didácticos para el óptimo desarrollo de los programas de
estudio de las asignaturas que comprende el Plan de Estudios Vigente. Cabe subrayar que,
dichos materiales son producto de la participación de docentes de la Institución, en los cuales
han manifestado su experiencia, conocimientos y compromiso en pro de la formación de los
jóvenes bachilleres.
Es necesario, hacer énfasis que la guía no debe ser tomada como la única herramienta de
trabajo y fuente de investigación, ya que es imprescindible que los estudiantes lleven a cabo
un trabajo de consulta e investigación en otras fuentes bibliográficas impresas y electrónicas,
material audiovisual, páginas Web, bases de datos, entre otros recursos didácticos que
apoyen su formación y aprendizaje.
COMPETENCIAS GENÉRICAS
SE AUTODETERMINA Y CUIDA DE SÍ
1. Se conoce y valora a sí mismo y aborda problemas y retos teniendo en cuenta los objetivos que persigue.
CG1.1 Enfrenta las dificultades que se le presentan y es consciente de sus valores, fortalezas y debilidades.
CG1.2 Identifica sus emociones, las maneja de manera constructiva y reconoce la necesidad de solicitar apoyo ante
una situación que lo rebase.
CG1.3 Elige alternativas y cursos de acción con base en criterios sustentados y en el marco de un proyecto de vida.
CG1.4 Analiza críticamente los factores que influyen en su toma de decisiones.
CG1.5 Asume las consecuencias de sus comportamientos y decisiones.
CG1.6 Administra los recursos disponibles teniendo en cuenta las restricciones para el logro de sus metas.
2. Es sensible al arte y participa en la apreciación e interpretación de sus expresiones en distintos géneros.
CG2.1 Valora el arte como manifestación de la belleza y expresión de ideas, sensaciones y emociones.
CG2.2 Experimenta el arte como un hecho histórico compartido que permite la comunicación entre individuos y cultu-
ras en el tiempo y el espacio, a la vez que desarrolla un sentido de identidad.
CG2.3 Participa en prácticas relacionadas con el arte.
3. Elige y practica estilos de vida saludables.
CG3.1 Reconoce la actividad física como un medio para su desarrollo físico, mental y social.
CG3.2 Toma decisiones a partir de la valoración de las consecuencias de distintos hábitos de consumo y conductas
de riesgo.
CG3.3 Cultiva relaciones interpersonales que contribuyen a su desarrollo humano y el de quienes lo rodean.
SE EXPRESA Y COMUNICA
4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de medios,
códigos y herramientas apropiados.
CG4.1 Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o gráficas.

CG4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se
encuentra y los objetivos que persigue.
CG4.3 Identifica las ideas clave en un texto o discurso oral e infiere conclusiones a partir de ellas.
CG4.4 Se comunica en una segunda lengua en situaciones cotidianas.
CG4.5 Maneja las tecnologías de la información y la comunicación para obtener información y expresar ideas.
PIENSA CRÍTICA Y REFLEXIVAMENTE

5. Desarrolla innovaciones y propone soluciones a problemas a partir de métodos establecidos.
CG5.1 Sigue instrucciones y procedimientos de manera reflexiva, comprendiendo como cada uno de sus pasos con-
tribuye al alcance de un objetivo.
CG5.2 Ordena información de acuerdo a categorías, jerarquías y relaciones.
CG5.3 Identifica los sistemas y reglas o principios medulares que subyacen a una serie de fenómenos.
CG5.4 Construye hipótesis y diseña y aplica modelos para probar su validez.
CG5.5 Sintetiza evidencias obtenidas mediante la experimentación para producir conclusiones y formular nuevas
preguntas.
CG5.6 Utiliza las tecnologías de la información y comunicación para procesar e interpretar información.
6. Sustenta una postura personal sobre temas de interés y relevancia general, considerando otros puntos de vista
de manera crítica y reflexiva.
CG6.1 Elige las fuentes de información más relevantes para un propósito específico y discrimina entre ellas de
acuerdo a su relevancia y confiabilidad.
CG6.2 Evalúa argumentos y opiniones e identifica prejuicios y falacias.
CG6.3 Reconoce los propios prejuicios, modifica sus puntos de vista al conocer nuevas evidencias, e integra
nuevos conocimientos y perspectivas al acervo con el que cuenta.
CG6.4 Estructura ideas y argumentos de manera clara, coherente y sintética.
APRENDE DE FORMA AUTÓNOMA

7. Aprende por iniciativa e interés propio a lo largo de la vida.
CG7.1 Define metas y da seguimiento a sus procesos de construcción de conocimiento.

CG7.2 Identifica las actividades que le resultan de menor y mayor interés y dificultad, reconociendo y controlando sus
reacciones frente a retos y obstáculos.
CG7.3 Articula saberes de diversos campos y establece relaciones entre ellos y su vida cotidiana.
TRABAJA EN FORMA COLABORATIVA

8. Participa y colabora de manera efectiva en equipos diversos.
CG8.1 Propone maneras de solucionar un problema o desarrollar un proyecto en equipo, definiendo un curso de
acción con pasos específicos.
CG8.2 Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva.
CG8.3 Asume una actitud constructiva, congruente con los conocimientos y habilidades con los que cuenta dentro
de distintos equipos de trabajo.
PARTICIPA CON RESPONSABILIDAD EN LA SOCIEDAD

9. Participa con una conciencia cívica y Ética en la vida de su comunidad, región, México y el mundo.
CG9.1 Privilegia el diálogo como mecanismo para la solución de conflictos.

CG9.2 Toma decisiones a fin de contribuir a la equidad, bienestar y desarrollo democrático de la sociedad.
CG9.3 Conoce sus derechos y obligaciones como mexicano y miembro de distintas comunidades e instituciones, y
reconoce el valor de la participación como herramienta para ejercerlos.
CG9.4 Contribuye a alcanzar un equilibrio entre el interés y bienestar individual y el interés general de la sociedad.
CG9.5 Actúa de manera propositiva frente a fenómenos de la sociedad y se mantiene informado.
Advierte que los fenómenos que se desarrollan en los ámbitos local, nacional e internacional ocurren dentro
CG9.6
de un contexto global interdependiente.
10. Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de creencias, valores, ideas y
prácticas sociales.
CG10.1 Reconoce que la diversidad tiene lugar en un espacio democrático de igualdad de dignidad y derechos de
todas las personas, y rechaza toda forma de discriminación.
CG10.2 Dialoga y aprende de personas con distintos puntos de vista y tradiciones culturales mediante la ubicación
de sus propias circunstancias en un contexto más amplio.
CG10.3 Asume que el respeto de las diferencias es el principio de integración y convivencia en los contextos local,
nacional e internacional.
11. Contribuye al desarrollo sustentable de manera crítica, con acciones responsables.
CG11.1 Asume una actitud que favorece la solución de problemas ambientales en los ámbitos local, nacional e
internacional.
CG11.2 Reconoce y comprende las implicaciones biológicas, económicas, políticas y sociales del daño ambiental en
un contexto global interdependiente.
CG11.3 Contribuye al alcance de un equilibrio entre los intereses de corto y largo plazo con relación al ambiente.
COMPETENCIAS DISCIPLINARES BÁSICAS
COMUNICACIÓN
Identifica, ordena e interpreta las ideas, datos y conceptos explícitos e implícitos

CDBC 1.
en un texto, considerando el contexto en el que se generó y en el que se recibe.
Evalúa un texto mediante la comparación de un contenido con el de otros, en
CDBC 2.
función de sus conocimientos previos y nuevos.
Plantea supuestos sobre los fenómenos naturales y culturales de su entorno con
CDBC 3.
base en la consulta de diversas fuentes.
Produce textos con base en el uso normativo de la lengua, considerando la
CDBC 4.
intención y situación comunicativa.
Expresa ideas y conceptos en composiciones coherentes y creativas, con
CDBC 5.
introducciones, desarrollo y conclusiones claras.
CDBC 6. Argumenta un punto de vista en público de manera precisa, coherente y creativa.
Valora y describe el papel del arte, la literatura y los medios de comunicación en la
CDBC 7. recreación o la transformación de una cultura, teniendo en cuenta los propósitos
comunicativos de distintos géneros.
Valora el pensamiento lógico en el proceso comunicativo en su vida cotidiana y
CDBC 8.
académica.
Analiza y compara el origen, desarrollo y diversidad de los sistemas y medios de
CDBC 9.
comunicación.
Identifica e interpreta la idea general y posible desarrollo de un mensaje oral o
CDBC 10. escrito en una segunda lengua, recurriendo a conocimientos previos, elementos
no verbales y contexto cultural.
Se comunica en una lengua extranjera mediante un discurso lógico, oral o escrito,
CDBC 11.
congruente con la situación comunicativa.
Utiliza las Tecnologías de la Información y Comunicación para investigar, resolver
CDBC 12.
problemas, producir materiales y transmitir información.
ENFOQUE DE LA DISCIPLINA
Inglés se imparte de primero a cuarto semestre, comprendiendo las asignaturas de Inglés

I, II, III y IV teniendo como propósito, consolidar y desarrollar la capacidad de comunicarse
en un nivel de dominio intermedio, de acuerdo a estándares internacionales del Marco
Común Europeo de Referencia para las Lenguas (MCER). Las expectativas en primer
y segundo semestre están encaminadas a la consolidación del nivel A1 y comenzar la
transición al nivel A2; por su parte en tercero y cuarto semestre considerando el contexto,
las posibilidades del personal docente y recursos disponibles se alcanzará el umbral del
nivel B1, a través del desarrollo de las habilidades comunicativas: comprensión auditiva,
comprensión lectora, expresión e interacción oral y expresión escrita.
Por lo tanto, se utilizan las funciones sociales del lenguaje para que el estudiantado
logre comunicarse a través de las habilidades comunicativas con la intención de valorar
similitudes y diferencias de personas, objetos y lugares, explicar situaciones que ocurrieron
en el pasado, formular instrucciones, ordenes, sugerencias y prohibiciones de acuerdo
al lugar o situación, así como crear planes y predicciones a futuro con la intención de
establecer metas a corto y largo plazo, lo anterior bajo un entorno de respeto y tolerancia
hacia la diversidad cultural de su contexto y la reflexión en la toma de decisiones para que
esta sea de manera consciente e informada asumiendo las consecuencias.
UBICACIÓN DE LA ASIGNATURA
1er. semestre 2do. semestre 3er. semestre 4to. semestre 5to. semestre 6to. semestre
Taller de Lectura Taller de Lectura y
Literatura I Literatura II
y Redacción I Redacción II
Inglés I Inglés II Inglés III Inglés IV
Todas las Todas las
Informática I Informática I
asignaturas de asignaturas de
5to. semestre de 6to. semestre de
los componentes los componentes
Todas las Todas las
básico y básico y
propedéutico propedéutico
3er. semestre 4to. semestre
Todas las Todas las
1er. semestre 2do. semestre
FORMACIÓN PARA EL TRABAJO
TUTORÍAS
RELACIÓN DE BLOQUES DEL PROGRAMA
CON LOS CONTENIDOS DEL NUEVO
MODELO EDUCATIVO DEL CAMPO DISCIPLINAR
DE COMUNICACIÓN
EJE COMPONENTE CONTENIDO CENTRAL BLOQUE

Comunicarse,
relacionarse y La comunicación y las relaciones
colaborar con interpersonales.
los demás (eje
transversal I
para todas las La integración de la comunidad de El trabajo colaborativo en el aula II
aprendizaje. como base para la integración de la
asignaturas III
comunidad de aprendizaje.
del campo IV
disciplinar de La contextualización de la comunidad
Comunicación de aprendizaje a partir de los intereses
y de Ciencias y experiencias académicas de los
Sociales). estudiantes.
La lectura, la escritura y la oralidad
La importancia de la lengua y el papel
como prácticas habilitadoras y
de la gramática.
generadoras del aprendizaje.
I
Leer, escribir, La importancia de la lectura para la
II
hablar y escritura: la producción de textos El texto argumentativo.
III
escuchar. argumentativos.
IV
La importancia de la lectura para
El texto como fuente de información y
la escritura: la argumentación
de expresión de ideas nuevas.
fundamentada.
Generación de
El sustento de la opinión del estudiante
una opinión La escritura argumentativa.
con un argumento. I
razonada y
II
razonable a
III
partir de la La construcción de una perspectiva
La escritura original argumentada. IV
elaboración de propia y original argumentada.
textos.
El impacto de la tecnología en el
Tecnología y desarrollo humano.
desarrollo humano.
La generación, uso y aprovechamiento
El manejo responsable de la
Tecnología, responsable de la información para el I
información.
información, aprendizaje. II
comunicación y El aprendizaje en red. El aprendizaje e innovación. III
aprendizaje. La creación de contenidos para el IV
En y desde la red.
aprendizaje.
El uso de la tecnología como práctica
Programar para aprender.
habilitadora de aprendizajes en red.
Unit I
Conditions And
Results
Competencias Genéricas Competencias Disciplinares Básicas
3. Elige y practica estilos de vida saludables. CDBC 4. Produce textos con base en el uso normativo
CG3.2 Toma decisiones a partir de la valoración de las de la lengua, considerando la intención y situación
consecuencias de distintos hábitos de consume y conductas comunicativa.
de riesgo.
CDBC 10. Identificar e interpretar la idea general y
posible desarrollo de un mensaje oral o escrito en
4. Escucha, interpreta y emite mensajes pertinentes en una segunda lengua, recurriendo a conocimientos
distintos contextos mediante la utilización de medios, previos, elementos no verbales y contexto.
CG4.4 Se comunica en una segunda lengua en situaciones CDBC 11. Se comunica en una lengua extranjera
cotidianas. mediante un discurso lógico, oral o escrito, congruente
con la situación comunicativa.
CG4.5 Maneja las tecnologías de la información y la
CDBC 12. Utiliza las Tecnologías de la Información
comunicación para obtener información y expresar ideas. y Comunicación para investigar, resolver problemas,
producir materiales y transmitir información.
Formación Básica - Cuarto Semestre
Unit I Conditions and Results
Unit Purpose
Explains cause-effect situations in natural phenomenal and everyday situations making use of zero
and first conditional and communication skills, promoting assertive and empathetic communication
to favor critical thinking in the face of human actions of environmental and social impact.
Interdisciplinariedad Ejes transversales
ü Física II ü Eje transversal social

ü Biología II ü Eje transversal de la salud
ü Literatura II ü Eje transversal ambiental
ü Matemáticas IV ü Eje transversal de habilidades lectoras
Expected Learning
y Raises situations of cause and effect in their environment, orally and in writing, making use
of zero and first conditional. Promoting a proactive behavior for the benefit of society and
the environment.
Knowledges
Vocabulary:
y Natural phenomena and universal truths.
y Cause and effect activities in personal, academic and work areas.
Grammar:
y Zero conditional “if + simple present”, (affirmative, negative and interrogative).
y First conditional “if + future (will)”, (affirmative, negative and interrogative).
Habilidades Actitudes
 Nombra vocabulario de fenómenos naturales,  Favorece un pensamiento crítico ante las
considerando los aspectos de fluidez, acciones humanas de impacto ambiental.
pronunciación, entonación y coherencia.
 Muestra comportamiento propositivo en beneficio
 Distingue las reglas gramaticales del uso de cero
de la sociedad y el entorno.
y primer condicional.
 Asocia información del cero y primer condicional  Actúa de manera congruente y consciente.
en un texto tomando en cuenta la adecuada
coherencia, sintaxis y ortografía.
 Identifica información del cero y primer
condicional en segmentos auditivos.
12 Conditions And Results

INGLÉS IV
• A NEW SEMESTER.
ACTIVITY 1
• OBJECTIVE: DIAGNOSTIC EVALUATION.
Opening activity: Do you think it is important to find out about how much you know about a new
learning? Why?
DIAGNOSTIC FOR UNIT I
Answer the following diagnostic to find out how much you know about 1st unit.
I. WRITE THE CORRECT ANSWER IN THE PARENTHESES.
1. If I have a lot of money, I_________ (to be) rich.

A) am B) go C) goes D) richer
2. If I use my hammer, I___________ (to make) noise.
A) made B) making C) make D) mades
3. If he___________ (to go) outside, he is no longer inside.
A) don’t go B) does go C) goes D) no go
4. If you________ (not / to eat), you die.
A) doesn eat B) does not eat C) don´t go eat D) do not eat
5. If I open this door, I_______ (to find) his laboratory.
A) found B) find C) founded D) full
6. If she_________ (not / to Finish), she will not party.
A) does B) doesn´t finish C) finish NOT D) no
7. If you don’t study, you___________ (to pass).
A) not pass B) will passes C) won´t pass D) passes
8. If I have time, I _________ (to visit) my grandmother.
A) visit B) will visit C) not visit D) visits
9. If you feel sick, you ____________ (to go) to school.
A) do goes B) won’t goes C) won’t go D) doesn’t go
10. If they don’t come here, they _____________ (to play) in the field.
A) will not play B) plays C) played D) don’t play
UNIT I 13
• A NEW SEMESTER.
ACTIVITY 2
• ZERO CONDITIONAL.
Opening activity: Imagine that you have to do a team assignment, so, you have to choose your
team members, What characteristics do you want on your team members? Maybe a reliable and
kind person? and What characteristics do you have? How honest are you? Can people count
on you for a specific work?
Zero Conditional
To speak of the zero conditional it is necessary to remember the simple present, where the
conjugation in the third person takes a very important role.
Rule number 1
• We add S to the verb.
• Ex: To work= She works.
Rule number 2
• We only stress in the 3rd person Verbs ending in S, SS, CH, SH and X,
you ad ES to the verb.
• Ex: To wash= She washes.
Rule number 3
• To verbs ending in Y and preceded by a vowel, we add letter S.
• Ex: Play= She Plays.
Note: When a verb ends in Y, change the final “Y” to “ies” after a consonant and Y.
Example Study= studies, Party= Parties, Fly=Flies
For the conjugation of the other personal pronouns, only the verb passes as it is.
Example:
I work I kiss I play

You work you kiss You play
He works He kisses He plays
She works She kisses She plays
It works It kisses It plays
We work We kiss We play
You work You kiss You play
They work They kiss They play
Ask your teacher for more examples.

Remember how to use the negative form in simple present.

INGLÉS IV
Subject + do/does + not + verb+...

I do not play I don't play
You do not play You don't play
He does not play He doesn't play
She does not play She doesn't play
It does not play It doesn't play
We do not play We don't play
You do not play You don't play
They do not They don't play
Taken from: https://www.vitutor.com/gramatica_inglesa/verb_tense/simple_present_negative.html
Exercise: Convert the following sentences to the negative form.
1. He lives in New York.

_____________________________________________________________________________
2. They work in an office.

_____________________________________________________________________________
3. My sister Susan kisses my mother every morning.

_____________________________________________________________________________
4. They do their exercises every day.

_____________________________________________________________________________
5. Tom and Mike study every afternoon.

_____________________________________________________________________________
Now that we made a previous on the simple present let’s begin with the zero conditional.
UNIT I 15
• WHAT WOULD YOU DO IF...?

ACTIVITY 3
• ZERO CONDITIONAL
Opening activity: Imagine that you just saw your best friend's boyfriend coming out of a night
club with another girl, what would you do? would you tell your friend?
The zero conditional
In English there are several types of conditionals, in them; the zero conditional plays an important
role with true and scientific facts.
This type of conditional is used in situations in which if the condition is accomplished, the same
result always occurs.
Example:
If you don't study, you don´t pass the exam.
If you heat water, it boils.
Structure: Conditionals are sentences made of two sentences; the zero conditional has the
following structure:
If + subject + present simple, subject + present simple
The order of the sentences that make the structure of the conditional can be changed. If we start
with the condition (If) in the sentence, we will separate them with a comma. If we start with the
phrase that expresses the result, it is not necessary to put the comma.
Example:
If water reaches 100ºC, it boils.
Water boils if it reaches 100ºC.
When the if-clause comes before the main clause, the two clauses are separated by a
Note:
comma. If not, the comma is omitted.

INGLÉS IV
Note: Remember to follow the rules of the verbs in Present Simple for the 3rd person.
ACTIVITY 4 • CAUSE AND EFFECT
Opening activity: Create sentences in Zero conditional stucture, using the information. Be
careful with the negative structure.
Order the next sentences according to the zero conditional structure
(I / wake up late / I / be late for work)

_____________________________________________________________________________
(Not / rain / the flowers / die)
_____________________________________________________________________________
(My husband / cook / he / burn the food)
_____________________________________________________________________________
(Julie / not wear a hat / she / get sunstroke)
_____________________________________________________________________________
(Children / not eat well / they / not be healthy)
_____________________________________________________________________________
(You / mix water and electricity / you / get a shock)
_____________________________________________________________________________
(People / eat / too many sweets / they / get fat)
_____________________________________________________________________________
(You / smoke / you / get yellow fingers)
_____________________________________________________________________________
(Children / play outside / they / not get overweight)
_____________________________________________________________________________
(You / heat ice / it / melt)
_____________________________________________________________________________
(I / speak to John / he / get annoyed)
_____________________________________________________________________________
© 2016 www.perfect-english-grammar.com May be freely copied for personal or classroom use.

https://www.perfect-english-grammar.com/support-files/conditionals_zero_form.pdf
UNIT I 17
Opening activity: Match and then create the sentence in Zero Conditional.
1) You mix blue and yellow a) It rains
2) Clouds meet cold air b) You feel thirsty
3) There is no gravity c) Water freezes
4) You do not eat d) Objects do not fall
5) A cat falls from a height e) It lands on its feet
6) You do not sleep well f) You get green
7) It is hot g) You lose weight
8) The temperature falls below 0ºC h) You feel tired
https://inglescarmelitaslb.files.wordpress.com/2011/05/conditional-sentences.pdf

INGLÉS IV
ACTIVITY 6 • ZERO CONDITIONAL: READING
Activity: Read the following text, about what happened in Sinaloa state; create 5 sentences
about the consecuences of the bad weather and then discuss with your classmates using the
Zero conditional.
The rains cause floods and fall of trees in Culiacán, Sinaloa

An intense rain surprised the inhabitants of Culiacán, Sinaloa.
The precipitation fell on Friday night and in minutes I flooded streets and avenues.
The strong gusts of wind caused the fall of trees and light cables.
Ulises González, head of Municipal Civil Protection, reported that several vehicles were
rescued when they were stranded in the water.
According to the report of the Fire Department, the most severe floods were in the Barrancos,
Santa Elena, López Mateos, Malecón Nuevo and Tres Ríos colonies.
The Culiacán International Airport was left without electricity for two hours.
In the municipality of Mazatlan, heavy rains were also reported in roads such as Insurgentes,
La Marina, Huatabampito, Mazatlan and Santa Rosa, where it was necessary to close traffic
to traffic elements.
The National Meteorological Service (SMN) forecasts heavy rains for this Saturday and Sunday
throughout the state of Sinaloa.
Taken from: https://noticieros.televisa.com/ultimas-noticias/lluvias-sinaloa-culiacan-afectada-inundaciones/
Let’s see what kind of natural disasters exist:
• Is also called tropical cyclone or typhoon, is a giant,spiraling tropical storm characterized

by a low-pressure center and a spiral arrangement of thunderstorms that produce
Hurricane heavy rain and strong winds.
• A drought is a continuous or extended period of dry spell caused by lack of rainfall and
Drought other forms of precipitation.
• Is a natural event in which lava, ash and many gases are expelled from a volcanic vent.
There are many different types of eruptions but in terms of activity, can be categorized
Volcanic as either explosive of effusive. Explosive eruptions are primarity gas-drive explosions
Eruption that propel magma and fragmented lava.
UNIT I 19
• Also called a snow slide or snow slip, is a rapid flow of snow down a sloping surface
Avalanche such as a mountainside.
• Wildfire is an uncontrollable fire in combustible vegetation (such as forest or grass)

Wildfire that occursin a woodland or the countryside.
• Also known as twister or whirlwind, is a violently rotating column of air that is in contact
Tornado with the Earth's surface as well as a thunderstorm cloud.
• Literally meaning "harbor wave", is derived from the Japanese words tsu (meaning
harbor) and nami (meaning wave). A tsunami is a series of giant water waves generated
Tsunami by water displacement generally occurring in oceans.

INGLÉS IV
Listening activity: Find the Zero Conditional Words using the help of the clue.
Yvonne Elliman
“If I Can't Have You”
Don't know why Can't let go and it doesn't matter how I try
I'm survivin' ev'ry lonely day I gave it all so easily to you my love
When there's got to be no chance for me To dreams that never will come true
My life would end Am I strong enough to see it through?
And it doesn't matter how I cry Go crazy is what I will do
My tears, so far, are a waste of time
If I turn away If I can't have you,
Am I strong enough to see it through I don't want nobody baby
Go crazy is what I will do If I can't have you, ah, ah, ah…
I can't have you
If I can't have you, I don't want nobody baby,
I don't want nobody baby if I can't have you ah, ah, ah…
If I can't have you, ah, ah, ah…
I can't have you
I don't want nobody baby, https://www.youtube.com/watch?v=4sL9YgCBKNg
if I can't have you ah, ah, ah…
1. What feelings or emotions do you perceive? How do you think she feels? Give two examples
of conditional (using if) from this song.
a) __________________________________________________________________
b) __________________________________________________________________
2. What does it mean when she says, “to see it through”? __________________
_____________________________________________________________________
3. What is this song about?

a. a woman who can’t let her young child go
b. a woman who knows her relationship is over but doesn’t want it to be
c. a woman who wants to own a baby and doesn’t want anything else
4. Why does she use the word “baby” in the song? Can you think of other nicknames? ________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
https://en.islcollective.com/resources/printables/worksheets_doc_docx/zero_conditional_with_feelings_and_emotions/
conditionals-feelings-feelings/32869
UNIT I 21
ACTIVITY 8 • FIRST CONDITIONAL
Opening activity: We use Conditional Sentences Type 1 for something which is possible to
happen in the present or future.
The Conditional sentences consist of the if-clause and the main clause.
If-clause Main clause

If + Present Simple • Future will
If I find the book, I will buy it for you.

If you go to the gym early, you might see her there.
If you see her, ask her about the party.
Note:
Note: Remember to follow the rules of the verbs in Present Simple for the 3er person.
If Peter jumps off a cliff, he will die

If Ursula doesn’t drink water, she will get sick

INGLÉS IV
Exercise 1
Complete the sentences with the first conditional and the words in parentheses.
1. If he _________ (give) her a present, she ____________ (thank) him with a kiss.
2. If we __________ (go) to the show, we ______________ (have) a lot of fun.
3. You ____________ (love) this song if you ____________ (listen) to it again.
4. She ____________ (be) mad at you if you ____________ (lie) to her.
5. If I ___________ (not go) to the party, I ____________ (go) to the movies.
6. My sister ____________ (pass) the test if she ________________ (study) more.
7. They _____________ (travel) to Cancun if they ___________ (save) money.
8. If we ____________ (participate) more, our teachers ____________ (be) happy.
9. You ___________________ (understand) if you __________ (ask) your teacher.
10. If I ___________ (like) you, I _____________ (tell) you.
Exercise 2
Complete the sentences with your own ideas. Be creative:
1. I will be very sad __________________________________________________

2. If I get good grades, ________________________________________________
3. I will feel very tired _________________________________________________
4. If I learn to speak English, ___________________________________________
5. I won’t have any money _____________________________________________
Exercise 3
Match the following columns
1. ___ If you walk under a ladder, a) you will have bad luck
2. ___ If a black cat crosses your path, b) it will bring you good luck
3. ___ If you break a mirror, c) you will get whatever you wished
4. ___ If you find a horseshoe, d) you will have bad luck
5. ___ If you blow out all the candles on your e) you will have 7 years of bad luck
birthday cake
UNIT I 23
Listening activity: Listen to the song and fill in the blanks.
Hey Brother
Avicii
Hey, brother, there’s an endless road to re-discover.

Hey, sister, know the water's sweet but ___________is thicker.
Oh, if the sky comes ______________down for you,
There’s nothing in this world I wouldn’t do.
Hey, brother, do you still believe in one another?

Hey, sister, do you still _____________in love, I wonder?
Oh, if the sky comes falling down for you,
There’s _____________in this world I wouldn’t do.
What if I'm far from home?

Oh, ___________, I will hear you call.
What if I lose it all?
Oh, ____________, I will help you out!
There’s nothing in this _____________I wouldn’t do.
Hey, brother, there’s an endless road to re-discover.

Hey, sister, do you still ______________in love, I wonder?
There’s _____________in this world I wouldn’t do.
What if I'm far from ____________?
Oh, brother, I will hear you call.
What if I lose it all?
Oh, sister, I will ___________ you out!
There’s nothing in this world I wouldn’t do.
https://www.youtube.com/watch?v=6Cp6mKbRTQY
Exercise 1
Write all the First Conditional Sentences that you find in the song.
1. ________________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________

INGLÉS IV
4. _______________________________________________________________________
5. _______________________________________________________________________
6. _______________________________________________________________________
7. _______________________________________________________________________
8. _______________________________________________________________________
9. _______________________________________________________________________
Exercise 2
Change the following sentences to negative.
1. If Susan works hard, she will be a leader.

__________________________________________________________________________
2. You will have money if you save it.
__________________________________________________________________________
3. If my brothers study, they will pass of grade.
__________________________________________________________________________
4. You will be successful if you try.
__________________________________________________________________________
5. If my dad eats vegetables, he will be sick.
__________________________________________________________________________
Exercise 3
Write your own negative sentences.

1. __________________________________________________________________________
__________________________________________________________________________
2. __________________________________________________________________________
__________________________________________________________________________
3. __________________________________________________________________________
__________________________________________________________________________
4. __________________________________________________________________________
__________________________________________________________________________
UNIT I 25
Opening activity: I will go to...

Answer these questions using the First conditional.
1. If you go to Disneyland, what characters will you see?

__________________________________________________________________________
2. Who will give you a good grade if you do all your exercises?
__________________________________________________________________________
3. If you travel to France, what can you visit?
__________________________________________________________________________
4. In what University you will get in if you finish high school?
__________________________________________________________________________
5. If your parents buy a car, who will drive it?
__________________________________________________________________________
6. Who do you see if you go to Hollywood?
__________________________________________________________________________
7. If you like somebody in your class, will you tell him/her?
__________________________________________________________________________
8. What will happen if you get only 10 in your classes?
__________________________________________________________________________
9. If you only drink soda, what will happen to your health?
__________________________________________________________________________

INGLÉS IV
• FUN ACTIVITIES
ACTIVITY 11
• OBJECTIVE: ORDER THE CARDS.
Activity: Can you find the consecuences for each card? What will you do,
Where will you go?
Cut each card and order them, finally play memory.
I’ll give her your

If we don’t hurry, we will be late. If I see her,
message.
If it rains, we will stay at home. I’ll talk to him If he comes.
Mum will be very If I don’t tidy my If you don’t stop

You’ll get fat
angry room. eating so much.
you’ll be tired If my roommate

If you go to bed late, I’ll be all alone.
tomorrow. leaves,
If you don’t tell her You’ll have better

she’ll be very upset. If you study harder.
the truth, marks
Modified from: https://en.islcollective.com/resources/printables/worksheets_doc_docx/first_conditional_dominoes/

conditionals-conditionals-elementary/18866
UNIT I 27

INGLÉS IV
• WHAT WILL YOU DO IF...?

ACTIVITY 12
• OBJECTIVE: FIRST CONDITIONAL.
Activity: Read and complete the half of the following sentences, following a safe advice with
the informationon in the chart.
avoid sharp objects and broken glass / handle

with care / know your emergency telephone
numbers / stay together / don’t dash into the
street / obey street signs and safety rules / no
one should touch your private parts / swim
with a partner / buckle up / keep your name
and address private / don’t eat and run / walk
with a friend / tell a trusted adult
1) When you go to amusement parks with lots of people, always ___________ with your family.
2) If a stranger asks you personal questions, ______________________________________.
3) When you go to school, ____________________________________________________.
4) When you go swimming, ___________________________________________________.
5) If you are eating something, _________________________________________________.
6) When you are making something, ____________________________________________.
7) If somebody wants to touch you, remember that _________________________________.
8) If you want to be prepared for anything, ________________________________________.
9) When you are playing near a street, __________________________________________.
10) If a secret is scary,_________________________________________________________.
11) If you get into a vehicle, ____________________________________________________.
12) When you walk around town, ________________________________________________.
13) If you don’t want to cut yourself, ______________________________________________.
UNIT I 29
ACTIVITY 13 • FIRST CONDITIONAL.
1) If it (will rain/rains) __________ tomorrow, we__________ (will stay/stay) at home.

2) If Mary ______________ (will get/gets) to work early, she ___________ (will have/has) time
to finish the report.
3) Small shops________ (will close/close) if so many people_____________ (will go/go) to
hypermarkets.
4) We (will visit/visit) __________ the new museum if it__________ (will not rain/does not rain)
5) If you ____________ (will take/take) the top off, you___________ (will get/get) the water
out.
6) If you (will walk/walk) ________down this street, you (will find/find) _________ the post
office.
7) The paella __________ (will not burn/does not burn) ________if you (will turn down/turn
down) the heat.
8) If we (will leave/leave) ___________ now, we (will be/are) ___________home in time to see
the football match.
9) If Mary (will not like/does not like) _____the present, John (will buy/buys) something different.
10) My daughter________________ (will finish/finishes) university by 2019 she ___________
______________ (will start/starts)
Taken from: https://www.englishspanishlink.com/ejercicios-ingles/conditionals_1.htm
• FIRST CONDITIONAL.
ACTIVITY 14
• ORAL PRACTICE.
Practice with your classmate, one can be Bill and the other one Bob.
As an oral practice!
Bill: What will you do if it rains this weekend?

Bob: If it rains this weekend, I’ll stay home and watch a film.
Bill:And what will you do if it’s sunny?
Bob: If it’s sunny I’ll go to the park and have a picnic.
Bill:What will you do if your alarm doesn’t go off tomorrow?
Bob: If my alarm doesn’t go off tomorrow, I’ll be late for work.
Bill:Will you lose your job if you’re late?
Bob: I don’t think so. I’m usually on time.
Bill:Do you have any plans for your summer vacation?
Bob: Not really. If I have enough money, I’ll go to Turkey. If I don’t have much money, I’ll go
somewhere nearby.
Bill: What will you do if you don’t like Turkey?
Bob: Everybody who goes to Turkey likes it!
Bill:What will you eat if you don’t like the food?
Bob: I like kebabs, so I’ll just eat kebabs every day.
Bill:And where will you go if you don’t have enough money to go to Turkey?
Bob: I don’t know. I’ll probably go to Edinburgh.
Taken from: https://madridingles.net/conversacion-en-primer-condicional/

INGLÉS IV
ACTIVITY 15 UNIT PROJECT
Begin the preparation of your project for Unit I. Analyze one of the two choices you have and
develop a project presentation.
“My future plans”

Option 1
1. Make presentation, using a poster, a Power Point presentation or any other material that you
prefer in which your future plans, using Zero and First conditional.
How do you see yourself in the decisions that you take today? Are small decisions important? What
big decisions you have to confront in order to accomplish your goals? How you you get your dream
house? Car? Wife? Husband? Children? Travel? Job? Degree? Would you believe that doing
sacrifices will get you what you want?
For example: Exercising regularly, not drinking, and saying no when is necessary? Avoiding
conflicts? Working late doing homework, etc.
Do you know what is procrastinate? Do you do it? Does it help you or cost important things?
Using the prior questions and reflecting about them, make your presentation, you can use a time
line format: your future time line.
What steps or events are conditioned to get what is important to you in life?
Write a brief essay or script. Read the rubric in order to improve it. Practice in front of a classmate.
Then present it to the class.
You should be ready for your classmate´s questions.
The presentation must include:
A) Visual material: It can be a Power Point presentation (your teacher decides the number of
slides for each presentation) or a poster.
B) Oral Practice: You must speak in English using Zero and First Conditional Structure.
C) Written report: It must be on white sheets, handwritten or printed, must include the script.
1. Presentation: Present your material to the class.
2. Listen to your classmate´s presentations.
3. Auto evaluate your presentation using the checklist or the rubric.
UNIT I 31
“Environmental Problems of your Community”

Option 2
1. In teams make a research about an environmental problem that affects your community or
worldwide.
2. Discuss with your team mates the possible solutions that you could propose using conditional
sentences in Zero and First Conditional.
3. Make presentation, using a poster, a power point presentation or any other material that you
prefer.
4. Describe the situation and de possible solutions to your class.
You could look here to find and issue!

https://en.wikipedia.org/wiki/List_of_environmental_issues
Write a brief essay or scrip. Read the rubric in order to improve it. Practice in front of a classmate.
Then present it to the class.
You should be ready for your classmates’ questions.
A) Visual material: It can be a Power Point presentation(your teacher decides the number of
slides for each presentation) or a poster.
B) Oral Practice: You must speak in English using Zero and First Conditional Structure.
C) Written report: It must be on white sheets, handwriting or printed, must include the script.

2. Listen to your classmates presentations.
3. Auto evaluate your presentations using the checklist or the rubric.

INGLÉS IV
Assessing Individual Achievement

Name:_________________________________________Date__________________________
On this unit I learned
____________________________________________________________________________
I spoke in English to
__________________________________________________________________________
I wrote
____________________________________________________________________________
One problem I had during this block was
____________________________________________________________________________
Next I’m going to
____________________________________________________________________________
SELF-EVALUATION
Student’s name:
Date: 1st unit Observations
If you answer, is No, analyze the
Competences performance indicators Yes No
reasons.
1. I can write 5 verbs in simple present for
example:

2. I know when to use “Zero Conditional”,
explain
3. I know how to describe results for a possible

problem in “Zero Conditional”. Give an
example:
4. I can talk about real activities in First

Conditional. Write an example:
5. I can ask friends about future plans they want

to do. Write an example:
6. I can talk about real activities I haven’t done

yet in First Conditional. Give an example.
7. I know what the difference between the Zero

and First Conditional. Give an example:
UNIT I 33
RUBRIC FOR ORAL PRESENTATIONS “UNIT I”

PROFICIENCY
LEVEL EXCELLENT GOOD SATISFACTORY UNSATISFACTORY SCORE
CRITERIA
Visual aids Visual aids are Visual aids are hard
Visual Visual aids are
support the little support to understand or
Aids little related to the
theme and for the theme, are not related to
theme, have no
have proper have proper the theme, size and
(cardboard/pp proper size and
size and color size and color color used difficult
slides/ other) color for audience.
for audience. for audience. comprehension.
Speaks clearly Speaks clearly Speaks clearly in Reads directly from
in english, in english, english, makes visual aids or is not
makes eye makes eye eye contact capable of talking
contact with contact with with audience, in front of students.
audience, audience, develops body Audience gets bored
develops develops (no introduction and distracted.
introduction, introduction or conclusion)
Oral body and and body, uses uses vocabulary
Presentation conclusion vocabulary in in context, leads
using context, leads audience’s
vocabulary in audience’s attention, a few
context, leads attention, no mistakes are
audience’s mistakes are made.
attention, no made.
mistakes are
made.
Is able to Is able to Is able to express Is not able to
Fluency
communicate communicate ideas, stopping to communicate
Keeps audience
ideas according ideas remember words. ideas, mixing both
attention, shows
to the context, according to languages.
fluency while
can follow a the context.
speaking
conversation.
Turns in on Turns in Turn in but Poor quality,
time, with an on time, missing some missing most of the
Written report
excellent quality according requirements. requirements.
or Essay
according to the to the
requirements. requirements.
TOTAL GRADE Student’s Name_________________________________Total score:

INGLÉS IV
FINAL EVALUATION
Use Zero and First Conditional Clauses to complete the sentences.
1) If he __has_________ (have) got a temperature, __call_______ (call) the doctor.

2) ______________ (take) your umbrella if it ________________ (rain).
3) If you ______________ (heat) water to 100ºC, it _______________ (boil).
4) ______________ (take) a taxi if you ________________ (be) in a hurry.
5) If it ________________ (be) too late when you get home, ______________ (not/wake) me
up.
6) If you ______________ (put) butter near the fire, it _______________ (melt).
Complete with the First Conditional.
1) If I ___am not_________ (not/be) busy, I __will come____ (come) with you.

2) If it __________________ (rain), we __________________ (stay) at home.
3) I ____________________ (call) you if I ___________________ (have) time.
4) If she ___________________ (not/study) hard, she ____________________ (not/pass) the
test.
5) If the weather ___________________ (be) nice, we ___________________ (go) to the
beach.
6) You ______________________ (get) fat if you ___________________ (not/stop) eating so
much.
7) If I ______________________ (see) John, I ______________________ (tell) him about the
party.
8) Mum _______________________ (be) very angry if I ____________________ (not/tidy)
my room.
9) If we _______________________ (not/leave) now, we _____________________ (miss)
the bus.
10) You ________________________ (not/go) to the party if you _________________ (not/do)
your homework.
UNIT I 35
REFERENCES
Superprof. (s.f.). Simple Present Negative. Recuperado de:

https://www.vitutor.com/gramatica_inglesa/verb_tense/simple_present_negative.html
Perfect English Grammar. (s.f.) Zero Conditional Exercise 1. Recuperado de:

https://www.perfect-english-grammar.com/support-files/conditionals_zero_form.pdf
English Grammar. (s.f.). Conditional Sentences. Recuperado de:

https://inglescarmelitaslb.files.wordpress.com/2011/05/conditional-sentences.pdf
Pérez, Marco Antonio (18 de agosto de 2018). Climas y fenómenos naturales. Recuperado de:
https://noticieros.televisa.com/ultimas-noticias/lluvias-sinaloa-culiacan-afectada-inundaciones/
Cindyork HongKong. (22 de enero de 2016). If I Can´t have you. Yvonne Elliman. Video recuperado
de: https://www.youtube.com/watch?v=4sL9YgCBKNg
iSLCOLLECTIVE. (11 de octubre de 2012). Zero Conditional with feelings and emotions. Recuperado
de: https://en.islcollective.com/resources/printables/worksheets_doc_docx/zero_conditional_with_
feelings_and_emotions/conditionals-feelings-feelings/32869
Avicci. (09 de diciembre de 2013). Hey Brother. Video recuperado de:

https://www.youtube.com/watch?v=6Cp6mKbRTQY
iSLCOLLECTIVE. (05 de marzo de 2012). First Conditional dominoes. Modificado de:

https://en.islcollective.com/resources/printables/worksheets_doc_docx/first_conditional_
dominoes/conditionals-conditionals-elementary/18866
English Spanish Link. (s.f.) Ejercicio – condicional primero – con will. Taken from:
https://www.englishspanishlink.com/ejercicios-ingles/conditionals_1.htm
Madrid Inglés (s.f.). Conversación en primer condicional – gramática esencial en inglés. Recuperado
de: https://madridingles.net/conversacion-en-primer-condicional/

Unit Ii
UNREAL SITUATIONS
3. Elige y practica estilos de vida saludables. CDBC 4. Produce textos con base en el uso normativo
CG3.2 Toma decisiones a partir de la valoración de las de la lengua, considerando la intención y situación
consecuencias de distintos hábitos de consume y conductas comunicativa.
de riesgo.
CDBC 10. Identificar e interpretar la idea general y
posible desarrollo de un mensaje oral o escrito en
4. Escucha, interpreta y emite mensajes pertinentes en una segunda lengua, recurriendo a conocimientos
distintos contextos mediante la utilización de medios, previos, elementos no verbales y contexto.
CG4.2 Aplica distintas estrategias comunicativas según CDBC 11. Se comunica en una lengua extranjera
quienes sean sus interlocutores, el contexto en el que se mediante un discurso lógico, oral o escrito, congruente
encuentra y los objetivos que persigue. con la situación comunicativa.
CDBC 12. Utiliza las Tecnologías de la Información

CG4.4 Se comunica en una segunda lengua en situaciones y Comunicación para investigar, resolver problemas,
cotidianas. producir materiales y transmitir información.
11. Contribuye al desarrollo sustentable de manera crítica,

con acciones responsables.
CG11.1 Asume una actitud que favorece la solución de
problemas ambientales en los ámbitos local, nacional e
internacional.
Unit II UNREAL SITUATIONS
Unit Purpose
Creates hypothetical situations in social, academic and personal context through the second
conditional and the communicative abilities, allowing the construction of new knowledge in a
creative way to help in the decision taking in a conscious and informed way, taking risk of their
consequences.
ü Física II ü Eje transversal social

ü Biología II ü Eje transversal de la salud
ü Literatura II ü Eje transversal ambiental
ü Matemáticas IV ü Eje transversal de habilidades lectoras
Expected Learning
y Creates situations of imaginary events in social, scholar and personal context, in a written
and oral form using the second conditional, to help in the decision taking in a conscious and
informed way, taking risk of their consequences.
Knowledges
Vocabulary:
y Verbs in “Simple past” (Regular and Irregular) to express hypothetical situations.
y Moral situations and ethic decisions according to their familiar, social el scholar context.
Grammar:
y Second conditional”
“If”+”Simple Past”/”Would”/”Should”/”could”.
 Reconoce verbos frecuentes para expresar  Privilegia el diálogo para la construcción de
situaciones hipotéticas, considerando los nuevos conocimientos.
aspectos de fluidez, pronunciación, entonación
 Reflexiona sobre diferentes posturas de
y coherencia.
conducirse en el contexto.
 Distingue las reglas gramaticales del segundo
condicional.  Toma decisiones de manera consciente e
informada asumiendo las consecuencias.
 Expresa información haciendo uso del segundo
condicional en un texto tomando en cuenta la  Favorece su desarrollo creativo.
adecuada coherencia, sintaxis y ortografía.
 Asocia información específica en una
conversación, segmento auditivo o escrito sobre
diversas situaciones hipotéticas.
38 UNREAL SITUATIONS
INGLÉS IV
• TAKING A PREVIEW FOR SECOND BLOCK.

ACTIVITY 1
Opening activity: What would you do if you were rich?

(Think of an answer and after answering the test, share it with the class).
DIAGNOSTIC FOR UNIT II
Answer the following diagnostic to find out how much you know about 2ndunit.
*If there is something you don’t know, don’t worry, you will find your answers.
1. What would you do if there ______an earthquake?

a) would be b) were c) could d) can
2. If she __________ hard, she´d pass the exams.

a) studied b) studying c) studies d) study
3. If I were you, I _____ read more.

a) wear b) were c) would d) will
4. I´d give her your address if I ______ her.

a) would see b) saw c) will see d) should see
5. If you met her, you ______ happy.

a) would be b) will be c) are d) were
6. The children _____ if they understand the rules.

a) should played b) should play c) will play d) played
7. Sharon _____her bills if she had money.

a) would paid b) will pay c) should pay d) paid
8. John would travel around the world if he ______ money.

a) have b) has c) had d) would have
9. If she _____ the truth, she could tell him.

a) know b) knew c) knows d) could know
10. Could I be happy if I ______ millionaire? Yes, you could.

a) was b) be c) am d) were
UNIT II 39
ACTIVITY 2
We will review the verbs in Simple past, to help us express later imaginary situations according to
the “SECOND CONDITIONAL” structure. Fill in the sentences with the correct verb in simple
past, and then match the sentences to the pictures.
Taken from: https://en.islcollective.com/resources/printables/worksheets_doc_docx/past_simple_tense_fully_editable__

with_key/past-simple-elementary/10632#
INGLÉS IV
ACTIVITY 3
Let’s continue practicing the Simple structure in its different forms, (Regular and Irregular,
Negative or Interrogative).
1. Write the simple past form of the verbs below: 2. Separate the verbs from
exercise 1 into the columns:
meet-____________ collect- ______________ Regular Verbs Irregular Verbs
go- ______________ paint- _______________
drive- ____________ invent- ______________
sleep- ____________ stop- _______________
think- ____________ hug- ________________
ride- _____________ jump- _______________
come- ____________ see- ________________
fly- ______________ become- _____________
be- ______________ fight- _______________
sing- _____________ cry- ________________
3. Change the sentences into Negative or Interrogative forms in simple past:
a. Anne played tennis yesterday.

(negative)______________________________________________________
b. Your friends ate some hamburgers last night.
(interrogative?)__________________________________________________
c. Alex and Chris were in Rio in October.
(interrogative?) _________________________________________________
d. Beto read a whole book yesterday.
(interrogative?) _________________________________________________
4. Complete the text using one of the verbs from the box in simple past:
arrive - take – be(2x) – break – call – see – decide – notice – cross – go
Last weekend _____ very funny: first , I _________my friend to go to the shopping and then we
________to the bus stop to take the bus, but when we ___________ there the bus had just gone
and so we _________ a taxi. In the middle of the way the taxi _________ down and we __________
to go walking. After about twenty minutes, we __________ the shopping and when we _________
the street we __________ it had closed! The only thing to do: laugh and laugh a lot!
UNIT II 41
Extra resource:
While the unit advance you will need a little help, here is a list of the Irregular
Verbs. (Note, you will also need it in the unit III).
Irregular verbs list

Infinitive Simple Past Past Participle Spanish
Arise arose arisen Surgir
Be was / were been Ser
Beat beat beaten Golpear
become became become Convertirse
Begin began begun Comenzar
Bet bet/betted bet/betted Apostar
Bite bit bitten Morder
Bleed bled bled Sangrar
blow blew blown Soplar
break broke broken Romper
bring brought brought Traer
build built built Construir
buy bought bought Comprar
catch caught caught Atrapar
choose chose chosen Elegir
come came come Venir
cost cost cost Costar
creep crept crept Arrastrarse
cut cut cut Cortar
deal dealt dealt dar, repartir
do did done Hacer
draw drew drawn Dibujar
dream dreamt/dreamed dreamt/dreamed Soñar
drink drank drunk Beber
drive drove driven Conducir
eat ate eaten Comer
fall fell fallen Caer
feed fed fed Alimentar
feel felt felt Sentir
fight fought fought Pelear
find found found Encontrar
flee fled fled Huir
fly flew flown Volar
forget forgot forgotten Olvidar
forgive forgave forgiven Perdonar
INGLÉS IV
forsake forsook forsaken Abandonar

freeze froze frozen Congelar
get got got tener, obtener
give gave given Dar
go went gone Ir
grind ground ground Moler
grow grew grown Crecer
hang hung hung Colgar
have had had Tener
hear heard heard Oír
hide hid hidden Esconderse
hit hit hit Golpear
hold held held tener, mantener
hurt hurt hurt herir, doler
keep kept kept Guardar
kneel knelt knelt Arrodillarse
know knew known Saber
lead led led Encabezar
learn learnt/learned learnt/learned Aprender
leave left left Dejar
lend lent lent Prestar
let let let Dejar
lie lay lain Yacer
lose lost lost Perder
make made made Hacer
mean meant meant Significar
meet met met conocer, encontrar
pay paid paid Pagar
put put put Poner
quit quit/quitted quit/quitted Abandonar
read read read Leer
ride rode ridden montar, ir
ring rang rung llamar por teléfono
rise rose risen Elevar
run ran run Correr
say said said Decir
see saw seen Ver
sell sold sold Vender
send sent sent Enviar
set set set Fijar
sew sewed sewn/sewed Coser
UNIT II 43
shake shook shaken Sacudir

shine shone shone Brillar
shoot shot shot Disparar
show showed shown/showed Mostrar
shrink shrank/shrunk shrunk Encoger
shut shut shut Cerrar
sing sang sung Cantar
sink sank sunk Hundir
sit sat sat Sentarse
sleep slept slept Dormir
slide slid slid Deslizar
sow sowed sown/sowed Sembrar
speak spoke spoken Hablar
spell spelt/spelled spelt/spelled Deletrear
spend spent spent Gastar
spill spilt/spilled spilt/spilled Derramar
split split split Partir
spoil spoilt/spoiled spoilt/spoiled Estropear
spread spread spread Extenderse
stand stood stood estar de pie
steal stole stolen Robar
sting stung stung Picar
stink stank/stunk stunk Apestar
strike struck struck Golpear
swear swore sworn Jurar
sweep swept swept Barrer
swim swam swum Nadar
take took taken Tomar
teach taught taught Enseñar
tear tore torn Romper
tell told told Decir
think thought thought Pensar
throw threw thrown Lanzar
tread trode trodden/trod Pisar
wake woke woken Despertarse
wear wore worn llevar puesto
weave wove woven Tejer
weep wept wept Llorar
win won won Ganar
wring wrung wrung Retorcer
write wrote written Escribir
INGLÉS IV
ACTIVITY 4 • SECOND CONDITIONAL
Opening activity: Do you think it is important to read before performing an exercise? How can
you express an imaginary situation in English?
2nd TYPE CONDITIONAL CLAUSES
Look carefully at the following sentences.
If I were Jackie Chan, I would fight and appear on TV.
If I spoke Chinese, I would understand Chinese culture.
If my teachers worked for me, I would leave them a lot of work.
If clause Main clause

• Modal verbs (may, might, can, must,
If + Simple Past
should, would and could).
Answer:
1. What is the verb tense, after de “IF” form? _________________________________________

__________________________________________________________________________
2. And how is this part divided from the consequence?__________________________________

__________________________________________________________________________
3. Teacher explains in detail so that every student can express his/her own example of a
hypothetical situation.
USE OF 2nd CONDITIONAL
Often called the "unreal" conditional because it is used for unreal or improbable situations.
This conditional provides an imaginary result for a given situation.
If I saw Brad Pitt, I’d ask him for his autograph.
The verb 'to be', when used in the 2nd conditional, is always conjugated as 'were'.
I would go to the party if I were younger.

I wouldn’t sell the car if you I were you.
UNIT II 45
HOW TO FORM OF 2nd -TYPE OF CONDITIONAL
SIMPLE PAST + CONDITONAL SIMPLE
Simple past (Regular or Irregular) + MIGHT/COULD/WOULD/SHOULD + INFINITIVE

(If- clause) (Main clause)
If I had enough money, I’d buy a new dress.

She might go to England if she passed her exams.
If they met Peter, they could give him the book.
If she were here, I’d tell her the good news.
I would travel around the world if I won the lottery.
He could pass the test if he made an effort.
If they read the book, they’d like it a lot.
Note:
Note: Remember to follow the rules of the verbs in Simple Present for the 3rd. person.
INGLÉS IV
• SECOND CONDITIONAL.
ACTIVITY 5
• IF I WERE AN ANIMAL, I WOULD BE...
Opening activity: Imagination is a fabulous tool of intelligent minds, so in a few minutes think
about who would you be if you could take the shape, body or mind of other people, animal or
thing.___________________________________________
1. Team work: get together in teams of 5 students.

2. Who would you be and what would you do if you were a ……….?
3. Create a drawing as a team with water colors, construction paper, brushes, white sheets or
cardboard about your animal, object or person.
4. Students share their work and express what it represents for them.
Include phrases such as: If I were………….. I would be…….. I would do………..
Example : If I were a lion, I would eat like a king.
ACTIVITY 6 • SECOND CONDITIONAL.
Opening activity: Have you ever thought what would your life be if you were born in
another place or in another age? For example, if you were born in Russia, How would
you dress? What would you believe in? How would your life be different?
Explain: If I were born in _________, I would______________________________________

I. Match the country according to the place they belong to.
Alaska Japan China Spain Hawaii Russia France Africa
1. 2. 3. Spain 4.
UNIT II 47
8. 7. 6. 5.
II. Team work: Chose a place from the list and discuss with your classmates
What would be different in your life if you were from that place?
Explain: _____________________________________________________________________
___________________________________________________________________________
III. Discuss with your classmates and explain why would be your life different (Use Second
Conditional in your answers)
Example:
If I were born in China, I would wear a Kimono, and I would speak Chinese.
If I spoke Chinese, I would understand Chinese culture.
If I understood Chinese culture, I would practice Martial arts and I would be more spiritual.
1. If I were from_____________, I would ____________________________________________

2. If I ____________, I would _____________________________________________________
3. If I ______________________, I would ___________________________________________
4. If I __________________,I would _______________________________________________
5. If I ________________________, I would _________________________________________
6. If I ______________________,I would ___________________________________________
7. If I ____________________, I would______________________________________________
8. If I_______________, I would___________________________________________________
9. If I_______________, I would___________________________________________________
10. If I_______________, I would__________________________________________________
Share your answers with your classmates.
INGLÉS IV
• IF I WERE CANADIAN, I WOULD... READING

ACTIVITY 7
COMPREHENSION.
Opening activity: Do you know what "Values" are? What do you think are some of the most
important values in the world? What do you think would happen if there weren´t any values in
the world? e.g. If there were no respect or equality, we would______________.
I. Read the following text and underline all of the adjectives and values you find
What are Canadian Values?
Every society has values that are important to it and that sets it apart from others.
Canadian society is no different from other societies in this respect. There are
values that are important to Canadians that may not be fully shared by other
societies. Many Canadians feel that its values are what make Canada an attractive
place to live.
Canada has long been recognized for its peace-keeping role around the world. Canadians are seen
a polite, sometimes too polite. We often say sorry or excuse me even when other people bump into
us. Canadian values include freedom, respect for cultural differences and a commitment to social
justice. We are proud of the fact that we are a peaceful nation.
Canada is a large country with a small population. We have developed a unique federal style of
government that is based on compromise and co-existence. We value our democracy, and every
citizen is encouraged to do his or her share. Our laws are based on our democratic values. Canadian
values include:
Equality—We respect everyone’s rights. Everyone has the right to speak out and express ideas that
others might disagree with. Governments must treat everyone with equal dignity and respect—two
other fundamental Canadian values. Respect for cultural differences—We try to understand and
appreciate the cultures, customs and traditions of all Canadians, whether they were born in Canada
or came here from another country. Freedom—As Canadians, we enjoy basic freedoms, such as
freedom of thought, freedom of speech, freedom of religion and freedom of peaceful assembly.
Taken from: http://www.durhamimmigration.ca/creating%20community/Pages/WhatareCanadianValues.aspx
II. Answer the following questions according to the text.
1. What are some of the main values of Canadians?
UNIT II 49
2. What do you think the meaning of the world peace-keeping is?
3. What is the basis of Canada’s government style?
4. What do you think the meaning of the words Compromise and co-existence is?
5. Do we as Mexicans, share some values with the Canadians?
Share your answers with your classmates!
INGLÉS IV
ACTIVITY 8 • SECOND CONDITIONAL, GAME CARDS.
Let´s imagine what we would do in these different situations!
Activity description: Get in pairs and cut the cards. Mix them and choose one. Students have to
answer according to the Second Conditional Structure.
What would be the very first Where would you live if you If you went on a deserted If you could meet someone
thing to buy if you won the could live anywhere in the island, what three books/ famous, who would you
lottery? world? films would you take with meet?
you?
Where would you go on If you found Aladdin’s lamp, What superpower would If you could travel in time,
holiday if you could go what would be your three you like to have if you could would you go to the past
anywhere? wishes? choose? or the future?
What would you do if you What would you do if you What would you do if your What would you change
saw your friend cheating on saw your friend shoplifting? friend invited you for dinner about your personality
a test? and served something you if you could choose one
hate? thing?
What would you change Would you tell the truth to If you won a lot of money, Where would you be if
about your appearance if you your friend if you knew it how much would you give to you didn’t have to be here
could choose one thing? would hurt him/her? friends, family and charity? now?
UNIT II 51
INGLÉS IV
ACTIVITY 9 • IF I WERE A BOY... LISTENING ACTIVITY
Imagine for a moment that you are in a theater class and your final project is to interpret a
woman or a man, how would things change in your new reality?
1. Listen the song “If I were a boy”, by Beyonce.

2. Fill in the blanks
If I _____ a boy,
even just for a day.
I_____ _____ outta of bed in the morning
andtrow on what I wanted and go.
Drink beer with the guys
and chase after girls.
I_____ _____ it with who I wanted
and I´d never get confronted for it
‘cause they´d stick up for me.
[Chorus 1]
If I _____ a boy
I think I could understand,
how it feels to love a girl,
I swear I´d be a better man.
I_____ _____ to her It's a little too late for you to come back
‘cause I know how it hurts say, it´s just a _____
when you lose the one you _____ think i____ forgive you like that.
‘cause he´s taken you for granted If you _____ I would wait for you
and everything you had _____ destroyed you thought wrong.
If I _____ a boy But you´re just a boy

I _____ _____ my phone you don’t understand
tell everyone it´s broken yeah, you don’t understand…
so they´d thing that I _____ _____ alone. How it feels to love a girl someday.
I_____ _____ myself first You´ll wish you were a better man,
and make the rules as I go. you don’t listen to her
´cause I know that she_____ be faithful you don’t care how it hurts,
waiting for me to come home, until you lose the one you wanted
to come home… ´cause you have taken her for granted and
everything you had got destroyed.
[Chorus 1] But you are just a boy…
Taken from:
https://genius.com/Beyonce-if-i-were-a-boy-lyrics
UNIT II 53
3. Answer these 2 exercises after listening 2. What would you do if you were a boy/
the song. girl?
__________________________________
CONDITIONAL SENTENCES:
__________________________________
If + Past Simple + Conditional (would __________________________________
+verb).
__________________________________
If I WERE a boy I’d turn off my phone.
__________________________________
I’d = I would
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
1. Find examples of conditional sentences

in the song.
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
Share your answers with your classmates!
INGLÉS IV
Grammar: Below the images write a sentence in "Second conditional" for each image according
to its number.
1. _______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________
4. _______________________________________________________________________
5. _______________________________________________________________________
6. _______________________________________________________________________
7. _______________________________________________________________________
8. _______________________________________________________________________
9. _______________________________________________________________________
10. _______________________________________________________________________
UNIT II 55
Talk with a partner about the problems "The Simpsons" family have and create solutions to
solve them, making sentences using the "Second Conditional".
Example:
Lazy Homer : If he helped Marge more with the housework, she would be happier.
1. _______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________
4. _______________________________________________________________________
5. _______________________________________________________________________
6. _______________________________________________________________________
7. ____________________________________________ __________________
____________________________________________ ______
8. ____________________________________________ __
______________________________________________
9. ______________________________________________
_____________________________________________
10. ___________________________________________
_________________________________________
INGLÉS IV
ACTIVITY 12 • UNIT PROJECT
Begin the preparation of your project for unit II. Analyze one of the three choices you have and
develop a project presentation.
Option No. 1
“If I were famous…”
If you were a famous actor, who would you be and what would you say?
1. In teams (ask your teacher about the number of students on each team) choose a famous
person and write a dialogue interpreting an interview using the grammatical structures of
“Second Conditional”.
2. Get ready to dramatize your scene (interview) in the classroom. (You have 5 minutes to
represent it in front of the group.)
3. Students may wear costumes, make up or any other prompts they might need to recreate
the scene.
UNIT II 57
A) Visual material: It can be a Power Point presentation (your teacher decides the number of
slides for each presentation) or the members of the team can be dressed as the characters.
Example:
“Big Bang Theory”, If Penny were smarter I wouldn’t love her so much.
Sheldon: If you didn’t love her so much, She wouldn’t have to come so often to our apartment.
B) Oral Practice: All of the team members must speak in English using Second Conditional
Structure.
Example:
Leonard: Sheldon, What would you do if you could go anywhere on Earth?
Sheldon: If I could go anywhere on earth, I might go to the nearest scientific lab.
C) Written report: It must be on white sheets, handwritten or printed, must include the Interview/
dialogue (add images),
3. Auto evaluate your presentations using the checklist or the rubric.
INGLÉS IV
Option No. 2
“If I were president…”
In teams of 4 people develop a new Political Party, include the name, abbreviation, logo and colors
of your party. Each member of your team would represent a different role within this party. Get
ready to dramatize your scene in the classroom. You may wear costumes, make up or any other
prompts you might need to recreate the scene.
This is the role description:
Example of a new party: FUN “Functional, Union for Nature”
1. Campaign leader: He/she will be the first speaker, he would explain why this party and its
candidate are the best for the country, “We at FUN, are your best option for the next elections,
we are a new option, vote for FUN”, “Our candidates a very honest person, if he became
president he would ________”(develop 4 creative sentences using Second Conditional, include
some of the positive characteristics of your party and about your classmate )
2. Candidate: Explains what he would do if he became president “If I were the president, I would
develop a new bus transportation to help workers” (develop 4 creative sentences using Second
Conditional, include activities you would do for people, hospitals, children, the city or any other
aspect that you consider needs to be improved)
3. Journalist: He/she will be located among the rest of the class, he/she will make smart and
key questions to develop the candidate’s real personality (develop 4 creative questions using
Second Conditional, remember that you have to be specific example: How would you help
children and education system If you didn’t have any money? include questions about the
platform and the way this candidate would implement his proposal)
4. Citizen: Expresses his honest opinion about what this candidate would do if he became
president “If he became president, he might forget about us”, “If he became president, maybe
he would support our community” (develop 5 honest sentences, using Second Conditional,
include activities you think this candidate would do, and wouldn’t do once he became president)
Presentation must include:
A) Visual materials: Full name, abbreviation and logo of the New Party on cardboard or any other
visual aid. The members must be dressed according to the role they have.
B) Oral Practice: Each member has to act according to the role they have and tell 5 sentences to
audience, except for the candidate who will answer the journalist questions also.
C) Written Report: It must be on white sheets, handwriting or printed*, with the names of the team
members. This report must include:
1. The script with the sentences from each party member.
UNIT II 59
Option No. 3
“If I could change the world…”
In teams develop a poster/collage or power point presentation representing visually or through

phrases and slogans your proposals to change and improve the world using Second Conditional
structure: If you could change the world, what would you do? If I could change the world, I would
support communities; I would volunteer for the Red Cross.
Presentation must include:
A) Visual materials: Three proposals for each member of the team, on a poster/ collage /power
point presentation or any other visual aid.
B) Oral Practice: Each member has to present his/her proposals to the group, using second
conditional structure.
C) Written Report: It must be on white sheets, handwritten or printed, with the names of the team
members. This report must include:
1. A brief description of what can be done to change the world: this can be the activities of a
group or institution to preserve ethnic groups, nature, animals.
2. The script with the sentences from each member.
INGLÉS IV

Name:_________________________________________Date__________________________
On this unit II learned
____________________________________________________________________________
____________________________________________________________________________
I wrote
____________________________________________________________________________
____________________________________________________________________________
Next I’m going to
____________________________________________________________________________
SELF-EVALUATION
Student’s name:
Date: 2nd. unit Observations
If you answer, is No,
analyze the reasons.
1. I can write 5 verbs in simple past for example:

2. I know when to use “Second conditional”, explain.
3. I know how to describe solutions of advices in

“Second conditional”. Give an example:
4. I can talk about imaginary activities I could do. Write

an example:
5. I can ask friends about imaginary activities they

could do. Write an example:
6. I can talk about imaginary activities I haven’t done

yet. Give an example.
7. I can ask a friend about the imaginary activities using

questions in “Second Conditional”.
Give an example:
8. I know what the difference between the Zero, First

and Second conditional.
Give an example:
UNIT II 61
RUBRIC TO EVALUATE ORAL PRESENTATIONS

COMPETENCY: Listens, interprets and produces messages according to different contexts with the
proper media, codes and tools.
PROFICIENCY
CRITERIA
Visual Visual aids Visual aids are Visual aids are hard
Visual aids are
Aids support the little support to understand or
little related to the
theme, have no
(cardboard/pp have proper have proper the theme, size and
proper size and
slides/dress/ size and color size and color color used difficult
color for audience.
other) for audience. for audience. comprehension.
in English, in English, English, makes visual aids or is not
attention, no made.
mistakes are
made.
Fluency
Keeps audience
attention, shows
fluency while
speaking
conversation.
Written
report
INGLÉS IV
SELF EVALUATION UNIT II

Answer the following test.
1. They ________like to go to the beach with us this weekend. If they finish their chores.
A) would B) were C) will D) as
2. ______you help me with my history homework tonight? If you had time.
A) Is B) Will C) Could D) Does
3. If I ________ an eagle, I would fly.
A) is B) was C) be D) were
4. If I ______enough money , I _____go to college.
A) had/will B) had/would C) has/would D) has/will
5. If I _______ a car accident, I ______ call the police.
A) sees/would B) seeing/would C) saw/would D) see/would
6. If Mary _________ to lose weight, she________ eat greasy food.
A) wanted/shouldn’t B) wants/ must C) wanting/ Can D) want/has to
7. If my sister_______ to any place in the world, she ______ choose France.
A) traveling/would B) trip/will C) traveled/would D) travels/shoulds
8. If Eric ______ early to school, he _______have time to speak to the principal.
A) arrives/ can B) arrived/might C) arriving/has to D) arrived/ is
9. Underline the correct sentence.
A) I would go to San Diego if I had vacations
B) I will go to San Diego if I has vacations.
C) If I had vacations, I is go to San Diego.
D) If I have vacations, I has go to San Diego.
10. She might pass the exam If she _____ for it.
A) study B) would C) studies D) studied
Check your answers with your classmates.
UNIT II 63
REFERENCES
iSLCOLLECTIVE. (27 de septiembre de 2011). Past Simple Tense. Recuperado de:

https://en.islcollective.com/resources/printables/worksheets_doc_docx/past_simple_tense_fully_
editable__with_key/past-simple-elementary/10632#
Durham Inmigration Portal. (s.f.). What are Canadian Values? Recuperado de:
https://www.durhamimmigration.ca/en/moving-to-durham-region/what-are-canadian-values.aspx
Genius (12 de octubre de 2008). If I were a Boy, Beyonce. Recuperado de:

https://genius.com/Beyonce-if-i-were-a-boy-lyrics
Unit Iii
LIFE EXPERIENCES
4. Escucha, interpreta y emite mensajes pertinentes en CDBC 3. Plantea supuestos sobre los fenómenos
distintos contextos mediante la utilización de medios, códigos naturales y culturales de su entorno con base en
y herramientas apropiados. la consulta de diversas fuentes.
CG4.2 Aplica distintas estrategias comunicativas según quienes
sean sus interlocutores, el contexto en el que se encuentra y los CDBC 4. Produce textos con base en el uso
objetivos que persigue. normativo de la lengua, considerando la intención
y situación comunicativa.
CG4.4 Se comunica en una segunda lengua en situaciones
cotidianas. CDBC 10. Identificar e interpretar la idea
general y posible desarrollo de un mensaje oral
8. Participa y colabora de manera efectiva en equipos diversos. o escrito en una segunda lengua, recurriendo a
CG8.3 Asume una actitud constructiva, congruente con los conocimientos previos, elementos no verbales
conocimientos y habilidades con los que cuenta dentro de y contexto.
distintos equipos de trabajo.
CDBC 11. Se comunica en una lengua extranjera
10. Mantiene una actitud respetuosa hacia la interculturalidad y mediante un discurso lógico, oral o escrito,
la diversidad de creencias, valores, ideas y prácticas sociales. congruente con la situación comunicativa.
CG10.3 Asume que el respeto de las diferencias es el principio
de integración y convivencia en los contextos local, nacional e CDBC 12. Utiliza las Tecnologías de la
internacional. Información y Comunicación para investigar,
resolver problemas, producir materiales y
transmitir información.
Unit IIi LIFE EXPERIENCES
Unit Purpose
This unit consist on explain experiences of past life that have an effect on the present through the
present perfect and communicative skills in an empathetic environment of assertive communication,
to reflect on the consequences of acts as a social being.
ü Literatura II ü Eje transversal social

ü Historia de México II ü Eje transversal de la salud
ü Eje transversal ambiental
ü Eje transversal de habilidades lectoras
Expected Learning
y Describes in an oral and written form his/her personal experiences. Gets information about
third person in an oral or written text. Students use the grammatical structures of the present
perfect and the simple past to express his/her experiences.
Knowledges
y Uses vocabulary about activities in different contexts (personal, social, school context).
y Uses Present perfect tense in affirmative, negative and interrogative forms.
y Identify adverbs “for” and “since” in present perfect structures.
y Identify adverbs “yet, already, ever, never” in present perfect structures.
 Distingue los verbos en pasado participio y  Se comunica de manera asertiva y empática.
actividades en diferentes contextos.
 Reflexiona las consecuencias de sus actos
 Expresa el presente perfecto considerando los como ser social.
aspectos de fluidez, pronunciación, entonación
y coherencia.  Favorece su desarrollo creativo.
 Usa el presente perfecto en un texto tomando  Toma de decisiones de manera responsable.
en cuenta la adecuada coherencia, sintaxis y
ortografía.
 Identifica el presente perfecto con segmentos
auditivos.
66 LIFE EXPERIENCES
INGLÉS IV
• TAKING A PREVIEW FOR THIRD UNIT.

ACTIVITY 1
Opening activity: Do you know how to talk about activities you have done this month? What
words will you use? ____________________________________________________________
DIAGNOSTIC FOR UNIT III
Answer the following diagnostic to find out how much you know about 3rd unit
knowledge.
*If there is something you don’t know, don’t worry, in 3rd unit you will find your
answers.
1. - Laura has _____ very well since she was six years old.
a) swimming b) swims c) swam d) swum
2. - We have _____ high school for two years.
a) studied b) studying c) studies d) study
3. - Leo has _____ the same t-shirt the whole week.
a) wear b) worn c) wore d) wearing
4. - We have _____ in the same house since 2009.
a) living b) live c) lived d) lives
5. - My dad _____ the same car for five years.
a) have driven b) has driven c) have drove d) has drive
6. - The children _____ soccer for an hour.
a) have played b) has played c) have play d) has playing
7. - Sharon _____ her homework yet.
a) haven’t finished b) hasn’t finishing c) haven’t finish d) hasn’t finished
8. – I _____ my bills this month.
a) haven’t paid b) haven’t pay c) hasn’t paid d) hasn’t pay
9. - _____ have you _____ in La Costa Restaurant? I have eaten fish.
a) where / eating b) who / ate c) what / eaten d) when / eaten
10. – Has Mary visited Madrid already? Yes, _____
a) she having b) she had c) she have d) she has
11. - I have known your parents _____ about five years.
a) already b) yet c) since d) for
12. - She has been a teacher _____1984.
a) since b) already c) yet d) for
13. - I have _____ had lunch. Thank you.
a) yet b) for c) since d) already
14. - We haven’t finished the English class _____
a) already b) since c) yet d) for
15. - I _____ to Los Angeles last week.
a) go b) went c) gone d) have gone
UNIT III 67
ACTIVITY 2 • ACTIVITIES I HAVE DONE
Opening activity: What activities have you done so far this week? Recall some of activities
you have done this week, for example: "I've played on the Internet, I've presented tests, I have
passed all my exams, I visited my grandparents, I have eaten fish..." How would you describe
the activities which you have just mentioned? Identify how to write the verb in the past participle;
for example: “I have gone to the movie theater
1. Based on the verb list of unit II: Complete the chart of verbs with the past participle of each
verb. And solve the scramble word with the verb in the past participle form.
Learning activities:
Exercise 1: IRREGULAR VERBS PAST PARTICIPLE: Write the past participle of the
verb.
Drink: Eat: Say: Forget: Stand:
Throw: Have: Tell: Come: Hide:
Grow: Go: Wake: Think: Set:
Send: Know: Find: Make: Swim:
Drive: Put: Bring: Hit: Sit:
Spend: Hurt: Am/is/are: Sing: Sell:
Break: Wear: Buy: Ride: Leave:
Cost: Read: Hear: Take: Run:
Catch: See: Give: Speak: Forgive:
Win: Pay: Feel: Become: Forget:
Meet: Write: Sleep: Get: Your own:
68 LIFE EXPERIENCES
INGLÉS IV
Exercise 2.
1. What activities have you done this week? Remember the verbs you wrote down in the last
class, how are they called? Verbs in past participle, what are they used for? To talk about
things we have done, for example: “I have studied a lot this week, I have eaten fish, etc.”
2. Try to recall some activities you've done this week and share with your classmates: I have
gone to the mall, I have cleaned the house... etc.
3. Complete the next word search scrambled word with verbs in the past participle.
4. Share answers orally.
IRREGULAR VERBS: PAST PARTICIPLE
D I A P D B F T G D M E T C N
N E D D I H O N H A A E P A E
E E T D A H U U D G M E G U T
K N D O S S N E G O U I R G T
O W T D L J D O C H V O S H I
P O S X I D T E T E T O H T R
S N O P R R B P N F L R W T W
E K C I W T E S O D R U N K Q
E O V O T L M R S P E N T X R
N E K L S N G E J B R O K E N
N E E B W O D S A N W O R G T
N F T O T P E R T T H G W L A
U I R T N E S M A O E U O E K
H H E G O N E S O E O N R F E
T N T H G U O R B C H D N T N
BECOME FOUND MET SPENT

BEEN GIVEN PAID SPOKEN
BOUGHT GONE PUT STOOD
BROKEN GOT READ SUNG
BROUGHT GROWN RIDDEN TAKEN
CAUGHT HAD RUN THOUGHT
COME HEARD SAID THROWN
COST HIDDEN SAT TOLD
DRIVEN HIT SEEN WOKEN
DRUNK HURT SENT WON
EATEN KNOWN SET WORN
FELT LEFT SLEPT WRITTEN
FORGOTTEN MADE SOLD
UNIT III 69
• ACTIVITIES I HAVE DONE. OBJECTIVE:

ACTIVITY 3
IDENTIFY PRESENT PERFECT AFFIRMATIVE.
Opening activity: What activities have you done this year? Have you traveled to a different
place? Have you read a book? Have you ridden a motorcycle?
We use these verbs to talk about activities we have accomplished at some unspecified point in the
past, but we can still do, for example: "I have studied this week, I have eaten fish, Melissa has lived
here, Peter and Mark have lost again, etc..."
I. Match the following verbs with their Past Participle form.
1. Write a) Felt
2. Read b) Thought
3. Speak c) Written
4. Think d) Read
5. Feel e) Spoken
II. Using different verbs write activities you have done this year.
Example.
I have driven a car three times this year.
1. ______________________________________________________________________
2. ______________________________________________________________________
3. ______________________________________________________________________
4. ______________________________________________________________________
5. ______________________________________________________________________
6. ______________________________________________________________________
7. ______________________________________________________________________
8. ______________________________________________________________________
9. ______________________________________________________________________
10. ______________________________________________________________________
III. Pair work. What activities has your classmate done this year?
Example:
Maria has read two books.
1. ______________________________________________________________________
2. ______________________________________________________________________
3. ______________________________________________________________________
4. ______________________________________________________________________
5. ______________________________________________________________________
IV. Discuss your answers with your classmates, write the ones you have in common.
70 LIFE EXPERIENCES
INGLÉS IV
• ACTIVITIES I HAVE… / HE HAS...OBJECTIVE:

ACTIVITY 4
IDENTIFY PRESENT PERFECT
Opening activity: What is the auxiliary to complete Present Perfect tense? have you worked on
it? Identify when to use Have or Has auxiliary and verbs in past participle.
Choose the correct option: have or has.
1. I have / has already finished my homework.

2. My son have / has just started the university.
3. The Black family have / has gone to the seaside.
4. Dad haven’t / hasn’t watered the plants.
5. Have / Has Sam ever been to the USA?
6. Our English teachers have / has never ridden a horse.
7. Ann, Frank and Jim have / has bought a new house.
8. Have / Has you taken the dog for a walk?
9. The weather have / has been terrible since yesterday.
10. My little sister have / has just stopped crying.
Now that you have understood when to change the auxiliaries HAVE or HAS, write affirmative
and negative sentences with the next words.
have/ iron/ break/ do(2x)/ not read/ clean/ not correct/ speak/ not finish
1. I _____________ the house.

2. Dad ____________ the shopping.
3. Mrs. Brown ____________ the clothes.
4. Susan ______________ to her colleague.
5. Pam and Joe _____________ their breakfast.
6. My neighbour ______________ the gardening.
7. Our Maths teacher ___________ our tests yet.
8. The basketball match _______________ yet.
9. My brother _________________ a window.
10. Mr. White _____________ the newspaper yet.
UNIT III 71
• ACTIVITIES I HAVE... / HE HAS...

ACTIVITY 5 • OBJECTIVE: IDENTIFY PRESENT PERFECT AFFIRMATIVE/
NEGATIVE.
Opening activity: What have they done? Complete the following exercises with the correct
auxiliar “ have or has” and past participle of the verb.
72 LIFE EXPERIENCES
INGLÉS IV
• MY BUCKET LIST.
ACTIVITY 6
• OBJECTIVE: READING COMPREHENSION.
Opening activity: Is there something in this world you would love to do in the future? Maybe
climbing a mountain, riding a motorcycle perhaps...What is it? Usually there are some activities
we want to do but we don´t have time or the will to do them, what are the activities you always
dreamed about doing but haven't done... yet?
What is a Bucket List?
If you don’t live your days by personal goals and plans, chances are you spend most of your
time caught up in a flurry of day-to-day activities. Ever feel your days are passing you by without
any tangible output to speak of? What did you accomplish in the past 3 months? What are your
upcoming goals for the next 3 months? Look at the things you did and the things you’re planning to
do next – Do they mean anything to you if you are to die today? Having a bucket list reminds you
of what’s really important so you can act on them.
Even if you frequently live by goals or to-do lists, they are probably framed within a certain social
context e.g. performance, career, health. A bucket list opens up the context. It’s a forum to set
anything and everything you’ve ever wanted to do, whether it’s big, small or random.
It’s just like planning ahead all the highlights you want for YOUR whole life. Even though goal
setting is already my staple activity, I still found many new things to do while I was writing on my own
list. It was an incredibly insightful exercise. What’s more, coming up with my list gave me a whole
new layer of enthusiasm knowing what’s in store ahead!
The objective of creating this list isn’t to instill some kind of a race against time or to create aversion
toward death. I don’t see our existence to be limited to just our physical years on earth– our physical
lifespan is but a short speck of our existence in the universe.
The whole point of creating your list is to maximize every moment of our existence and live our life
to the fullest. It’s a reminder of all the things we want to achieve in our time here, so that instead of
pandering our time in pointless activities, we are directing it fully toward what matters to us.
Adapted from: http://personalexcellence.co/blog/bucket-list/
II. Team work: Answer the following questions according to the text.
1. What is a bucket list?
2. Why does the author think it is important to create a bucket list?
3. What is the difference between a to-do list and a bucket list?
4. What is the objective of creating a bucket list?
5. What is your own opinion about the bucket list? Discuss with your classmates.
UNIT III 73
• MY BUCKET LIST.
ACTIVITY 7
• OBJECTIVE: IDENFIFY PRESENT PERFECT NEGATIVE
Opening activity: Is there something in this world you would love to do in the future? Maybe
climbing a mountain, riding a motorcycle perhaps...What is it? Usually there are some activities
we want to do but we don´t have time or the will to do them, what are the activities you always
dreamed about doing but haven't done... yet?
I. Look at the following ideas of activities and circle the ones you would love to do .
Scuba diving with Walk barefoot under Shark dive in the
Have a mud fight
dolphins the rain. Bahamas
Pay for a child’s Give money to a
Bungee jumping Learn how to surf.
surgery. homeless person.
Learn another Travel around the
Go on African safari Ride a camel in Egypt
language. world.
Let someone know
Swim with a whale
See kangaroos Run a marathon how much he /she
shark.
means to you
II. Develop a list of activities you want to do in the future.
III. According to your list write 5 activities you haven’t done yet.
Example: I haven’t swum with a whale shark.
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
4. ______________________________________________________________
5. ______________________________________________________________
IV. Pair work: Write the activities your classmate hasn’t done yet (use different verbs)
Example: Maria hasn’t seen kangaroos.
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
4. ______________________________________________________________
5. ______________________________________________________________
74 LIFE EXPERIENCES
INGLÉS IV
ACTIVITY 8 • HAVE YOU EVER...
Opening activity: Have you ever fallen in love?

How do you know that it is real love?
I. Listen to the song and complete the lyrics.
Have you ever really loved a woman?

By Bryan Adams
Have you ever really, really, really ever loved a woman?
be, see, wants, find, hold Love, feel, Know, tell, needs
To really _____a woman You got to give her some faith - hold her tight
To understand her - you gotta _____it deep A little tenderness - gotta treat her right
inside She will _____there for you, takin' good care of
Hear every thought - _____every dream you
N' give her wings - when she _____to fly Ya really gotta love your woman...
Then when you _____yourself lyin' helpless in
her arms Then when you _____yourself lyin' helpless in
You know you really love a woman her arms
You know you really love a woman
When you _____a woman you _____her When you _____ a woman you tell her
that she's really wanted that she's really wanted
When you love a woman you tell her that she's When you love a woman you tell her that she's
the one the one
she _____somebody to tell her she needs somebody to tell her
that it's gonna last forever that it's gonna last forever
So tell me _________________ So tell me _________________
__________________________ _________________________________
To really love a woman Just tell me ___________________

Let her _____you - _______________________________
til ya know how she needs to be touched
You've gotta breathe her - really taste her You got to tell me
Til you can _____her in your blood Just tell me __________________________
N' when you can see your unborn children in _________________________________
her eyes
You _____you really love a woman
When you love a woman
you tell her that she's really wanted
When you _____a woman you tell her that
she's the one
she needs somebody to tell her
that you'll always be together
So tell _____________________
UNIT III 75
• I HAVE BEEN AT COBACH FOR 2 YEARS.

ACTIVITY 9
• OBJECTIVE: FREQUENCY ADVERBS.
Opening activity: How would you express how long you have been in COBACH? e.g. I have
been in high school for 2 years , I have studied in COBACH since 2012. Can you explain the
difference between the prepositions for and since?
Identify the adverbs of time “for” and “since” to talk about the time when certain activity was
performed or is still being performed. e.g. I have been in High school for 2 years, I have studied
in Cobach since 2012.
FOR SINCE
For is used before a quantity of time, and it is Since is used before a specific time or date, and
commonly used with the present perfect and it is commonly used with the present perfect
past perfect tenses. and past perfect tenses.
We have been coming to this beach for fifteen We have been coming to this beach since July,
years. 1995. (exact time, date, year)
We have been enjoying this paradise for a We have been enjoying this paradise since last
week. Saturday.
We have been swimming since six o’clock

We have been swimming for three hours. this morning.
76 LIFE EXPERIENCES
INGLÉS IV
Exercise 1: Decide if you need for and since with this time expressions.
last weekend then
10 seconds the accident
Christmas Eve a long time
a decade I was young
I finished school he bought this car
I met you a couple of days
fifteen years Saturday
August 2 years
ten centuries my birthday
the 90s. 7 days
Exercise 2: Do we use for or since with the following time references?
1. I haven’t phoned home _______ Christmas.

2. Ola has been my best friend _______ we were nine.
3. My dad hasn’t had a day off _______ 2015.
4. I haven’t ridden a bike _______ ages!
5. We’ve been here _______ 8 o’clock.
6. She hasn’t visited her aunt _______ she was nineteen.
7. My brother has been in Germany _______ three days now.
8. We have studied English _______ 10:40.
9. Our teacher has worked in this school _______ more than ten years.
10. My younger sister hasn’t eaten meat _______ Easter.
https://en.islcollective.com/resources/printables/worksheets_doc_docx/present_perfect_tense_-_since__for/present-
perfect-tense/94492
UNIT III 77
Read carefully the next text: “King of Skate”

KING OF SKATE
By Mariana Andrade
When he was only 11 years old, Bob Burnquist’s life changed. A skate park opened just three blocks
from his house in Sao Paulo, Brazil. Bob got his very first skateboard and started skating. He hasn’t
stopped since then.
At first he did it just for fun, but soon he turned pro. His first big
international contest was in Canada, in 1995. Since then he has
taken home many more first-place prizes and gold medals. He has
also earned enough money to support himself while doing what he
loves most. In 2002 he was voted “King of Skate” in a California
contest.
Bob has lived in California since 1995, but he frequently returns to

Brazil. He’s had dual citizenship (Brazil and United States) for many
years. Does he consider himself “American”? “I am American, South
American…A citizen of the world.”
The skateboard isn’t the only board he uses. Bob also enjoys snowboarding and surfing. Since he
moved to California, he has been close to snow-topped mountains and the beach. His backyard
and, of course, the streets provide opportunity for skating. As he once said, “If you snowboard, surf,
and skate, you pretty much cover the whole earth.”
Bob Burnquist
Date of Birth: October 10, 1976

Place of Birth: Rio de Janeiro, Brazil
Residence: California, USA
Citizenship: Brazilian and US
Started Skateboarding: 1987
Turned Professional: 1991
Other Interests: Reading,
travel,
photography,
snowboarding,
mountain biking,
surfing.
Motto: “Be good, be positive, respect
individuality and nature.”
78 LIFE EXPERIENCES
INGLÉS IV
I. Answer True or False according to the text.

True False
1. Bob Burnquist still skates.
2. His only first-place prize was in 1995.
3. He lives in Brazil.
4. He lives close to the beach
II. Complete these sentences with the present perfect form of the verbs in parentheses
using SINCE or FOR.
SKATEBOARDING FACTS
• Skateboarding 1. (be) has been popular 2. for more than 50 years.

• Skateboards 3. (be) _________________________ around 4. _________ the 1930’s. The
first ones were simple wooden boxes on metal wheels.
They 5. (change) __________________________ a lot 6. ________ then!
• The first skateboarding contest took place in California in 1963. 7. __________ then,
thousands of contests 8. (take) ___________________________ place all over the world.
• In 1976, the first outdoor skate park opened in Florida. 9. _________ then, hundreds of
parks 10. (open) ___________________________ in countries around the world.
• Skateboarding can be dangerous. 11. _________ last year, more than 15,600 people in the
United States alone 12. (go) __________________________ to hospital emergency rooms
because of injuries.
• When he was seven years old, Jon Comer lost his right foot as a result of a car accident. But
that didn’t stop him. 13. _________ then, he 14. (become) ___________________________
one of the best-known professional skateboarders in the world.
• Tony Hawk 15. (not compete) __________________________ professionally 16. ________
many years, but he is still the most famous and successful skateboarder in the world.
UNIT III 79
• I HAVEN´T DONE IT YET...

ACTIVITY 10
• OBJECTIVE: FREQUENCY ADVERBS.
Opening activity: How do you express an activity you haven't done? What activity you have
already done? What is the use of Frequency adverbs.?
I. Read the following Grammar Notes.

1. Yet: is used in a negative sentence to show that the action began in the past and continues in
the present, the position of Yet is at the end of the sentence.
Example: I haven't finished yet.
2. Already: used in an affirmative sentence to show that the action began in the past and finished
at an indefinite time.
Example:  I have already finished.
3. Ever: means 'at any time', the specific time is unknown or unnecessary, and is used in
questions.
Example:  Have you ever met a famous person?
(Did you meet a famous person at any time in the past?)
4. Never is originally a contraction of 'not ever'.Never means the subject hasn't had a certain
experience before.
Example:  Have you ever been abroad? No, I've never been abroad.
(I've never had that experience before.)
II. Complete the next sentences with the most adequate expression of time.
Present Perfect tense
Expressions of time
FOR SINCE EVER ALREADY YET NEVER
1. Have you finished doing your homework___________?

2. I have known Martha _________about two months.
3. Mum: You must make your bed before you go out Martin.
Martin: I’ve____________made it. I made it in the morning.
4. Has you father _____________eaten raw fish?
5. We haven't learnt passive voice ___________.
6. She hasn't eaten anything _________ten hours.
7. We have known each other____________a long time.
8. Has your father_________tried para-gliding?
9. I have ______________had breakfast. Thanks anyway.
10. I have _____________ been there many times. Let’s go somewhere different.
80 LIFE EXPERIENCES
INGLÉS IV
Now practice with ever or never.
1. Have you eaten lobster ?

2. I have been to France.
3. I think I have really known you.
4. That’s the smallest car I have ridden in.
5. If you have questions, please don't hesitate to contact me personally.
6. She is probably the most fascinating woman I have met.
7. If you have felt or known real love, you know it is well worth the wait.
8. Have your children had Turkish Delight or chocolate-covered pistachios ?
9. You have no right to say what the greatest movie is if you have seen “Citizen Kane.”
10. have I suggested that a test should replace a teacher !
http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-4147.php
Present perfect: ever and never
Write the words in the correct order to create a present perfect sentence.
1. ridden you Have a horse? ever
Have you ever ridden a horse?
2. never We've competition. a won
_____________________________________________________________
3. in plane? flown ever a David Has
_____________________________________________________________
4. He's seen never a ghost.
_____________________________________________________________
5. London. have My visited never parents
_____________________________________________________________
UNIT III 81
ACTIVITY 11 • HAVE YOU EVER...?
Opening activity: What are some of the most extravagant things you have done in your life?
Alternatively, the funniest events you have attended. Have you ever eaten crickets or snake
meat? Have you ever traveled abroad? Have you ever visited a cemetery at night? How fast have
you ever driven a car? Have you ever gone sand racing on a motorcycle? Have you ever sung
in public?
I. Watch the next video carefully: http://www.youtube.com/watch?v=YsvmSi7MSsI

Think about the way these questions are asked and the answers people give: Have you ever
traveled abroad? Have you ever been on an embarrassing situation? Yes, I have/ No, I Haven´t.
Answer the next questionnaire in pairs: Have you ever....?
II. Give your answer and interview your classmates. Me Friend
Yes, I have/No, Yes, he has/ No
1. Have you ever seen a car race?
I haven´t he hasn´t
2. Have you ever been to another city/country? Where?
3. Have you ever eaten raw fish?
4. Have you ever swum in the ocean?
5. Have you ever climbed a mountain?
6. Have you ever been on a cemetery at night?
7. Have you ever been in a dangerous situation?
8. Have you ever tried bungee jumping?
9. Have you ever written a song or a poem?
10. Have you ever sung in a karaoke?
11. Have you ever saved a friend?
12. Have you ever driven a motorcycle on sand?
13. Have you ever gone to a rock concert?
1. you/ a question/give 6. it / rain / a lot

Have you given a question? ___________________________________
2. Jenny / lock / the door 7. how often / we / sing / the song
___________________________________ ___________________________________
3. Walter / call / us 8. Maureen / watch / the film
___________________________________ ___________________________________
4. you / see / the picture 9. how many books / Bob / read
___________________________________ ___________________________________
5. your parents / get / the letter 10. ever / you / be / to London
___________________________________ ___________________________________
http://www.ego4u.com/en/cram-up/grammar/present-perfect-simple/exercises?07
82 LIFE EXPERIENCES
INGLÉS IV
• I HAVEN'T FOUND IT YET...

ACTIVITY 12
• OBJECTIVE: AUDIO ACTIVITY.
Opening activity: Have you ever felt that you have given too much for a person, and it seems
like person doesn't even care about all of your effort? How would you let this person know how
hard this has been for you?
AUDIO ACTIVITY: The following song is about a person who has given too much..
Listen to the song and complete the lyrics with the missing words. Then, answer the
questions about it and compare them with your classmates.
U2 “I Still Haven’t Found What I’m Looking For”
I have ___________ highest mountain But I still haven't found what I'm looking for
I have ___________ through the fields But I still haven't found what I'm looking for
Only to be with you
Only to be with you I believe in the kingdom ___________
Then all the colors will bleed into one
I have ___________ Bleed into one
I have ___________ Well yes I'm still running
I have ___________ these city walls
These city walls You ___________ the bonds and you
Only to be with you Loosed the chains
Carried the ___________
But I still haven't found what I'm looking for Of my shame
But I still haven't found what I'm looking for Of my shame
You know I ___________ it
I have ___________ honey lips
Felt the healing in her fingertips But I still haven't found what I'm looking for
It ___________ like fire But I still haven't found what I'm looking for
This burning desire But I still haven't found what I'm looking for
But I still haven't found what I'm looking for
I have ___________ with the tongue of angels
I have ___________ the hand of a devil
It ___________ warm in the night
I was cold as a stone
Questions
1. Who has he spoken to?

_____________________________________________________________________________
2. Whose hand has he held?
_____________________________________________________________________________
3. What does he believe in?
_____________________________________________________________________________
UNIT III 83
• WHAT HAVE YOU ENJOYED THE MOST IN YOUR LIFE?

ADDITIONAL ACTIVITY
• OBJECTIVE: PRESENT PERFECT.
Opening activity: Have you enjoyed something in your life? e.g. I have eaten ..., I have gone to
this concert...My parenst have given me...for my birthday.
Present Perfect Simple
The present perfect simple expresses an action that is still going on or that stopped recently, but
has an influence on the present. It puts emphasis on the result.
Form of Present Perfect

Positive Negative Question
I / you / we / they I have spoken. I have not spoken. Have I spoken?
he / she / it He has spoken. He has not spoken. Has he spoken?
For irregular verbs, use the participle form (see list of irregular verbs from unit II, 3rd column). For
regular verbs, just add “ed”.
Exceptions in Spelling when Adding ‘ed’

Exceptions in spelling when adding ed Example
after a final e only add d love – loved
final consonant after a short, stressed vowel admit – admitted
or l as final consonant after a vowel is doubled travel – travelled
final y after a consonant becomes i hurry – hurried
Uses of Present Perfect
Puts emphasis on the result

Example: She has written five letters.
Action that is still going on

Example: School has not started yet.
Action that stopped recently

Example: She has cooked dinner.
Finished action that has an influence on the present

Example: I have lost my key.
Action that has taken place once, never or several times before the moment of speaking
Example: I have never been to Australia.
84 LIFE EXPERIENCES
INGLÉS IV
I. Write five sentences that you have enjoyed the most in your life.
II. Share your ideas with your teacher and classmates.
1. _______________________________________________________________________
2. _______________________________________________________________________
3. ________________________________________________________________________
4. _______________________________________________________________________
5. ________________________________________________________________________
Signal Words of Present Perfect: already, ever, never, yet, for, since.
Grammar and oral practice.

Present Perfect - Yet/Already
I. Use the words below to form present perfect tense sentences using yet or already. Don't
forget to put a full-stop at the end of each sentence.
Examples:
Have you been to the art gallery?
No, I haven't been there yet.
Have you sold your car?
Yes, I've already sold it.
Have you seen the “Hunger games” new movie?
I haven’t seen the new movie yet.
No, _________________________________________
Have you traveled to New york?
I have already traveled to New York.
_____________________________________________
Have you bought any new clothes?
_____________________________________________
Has your little sister gone to San Diego zoo?
_____________________________________________
Have you thought about your boyfriend/ girlfriend today?
No, _________________________________________
Have you heard the news?
_____________________________________________
Have you ever eaten lobster?
_____________________________________________
Has your brother fixed the water heater yet?
_____________________________________________
Have your classmates finished this exercise?
_____________________________________________
Have you ever driven a race car?
_____________________________________________
http://www.adelescorner.org/grammar/pres_perfect/pres_perfect_yet.html
UNIT III 85
• WHERE HAVE YOU WORKED?

ADDITIONAL ACTIVITY
• OBJECTIVE: PRESENT PERFECT.
Opening activity: Have you ever worked to pay for your school tuitions? Have you done this
because you had to or just for fun? Have you ever had a job interview? What do they usually ask
you about?
1. What is it like to work in a restaurant? Have you ever worked in one?
Share your experiences while answering these questions about the pictures (in your
notebook).
Example: Exercise 1.
Applicant: Thomas Woo
Job title: Auto mechanic
Employer: Have you worked as a mechanic before?
Applicant: I have changed tires. (I have filled them with air, and I have repaired flat tires.)
1. Applicant: Thomas 4. Applicant: Sara
Woo Albright
Job title: Auto mechanic Job title: Clothing store
Previous experience: manager
a. tune engines Previous experience:
b. replace mufflers a. manage a small
c. clean radiators specialty store
d. repair brakes b. hire new employees
c. place orders
d. organize special sales
2. Applicant: Christina 5. Applicant: Laura
Barragan Harrison
Job title: Architect Job title: Computer
Previous experience: salesperson
a. design apartment Previous experience:
buildings a. create Websites
b. help with designs for b. take computer classes
offices c. work in a computer lab
c. plan a park at school
d. develop plans for a d. be in sales* before
convention center
3. Applicant: Alex 1. Your idea:
Gutierrez
Job title: Chef
Previous experience:
a. work as assistant chef
in a large restaurant
b. manage a small
restaurant
c. prepare special
parties
d. create several new
recipes
Fuente: Werner, et al, 2002, p. 107
86 LIFE EXPERIENCES
INGLÉS IV
Exercise 2 (speaking, listening): Work in pairs.
One of you is an office manager, and the other is an applicant for an office job.
The office manager should ask questions based on the following cues.
The applicant should reply with short answers.
Example: work in an office

A: Have you worked in an office?
B: Yes, I have (or No, I haven’t)
1. type reports 2. take dictation

3. file letters 4. use a fax machine
5. correspond by e-mail 6. work on a word process
7. study data processing 8. send bills to customers
9. record payments 10. sort mail
(Werner, et al, 2002, p.109)
Exercise 3 (speaking, listening): Work in pairs.

Example:
Speaker A: Ask a question that begins with "Have you ever "
Speaker B: Answer the question, beginning with "No, I haven't. I've never.... "
Example: see (… movie)

SPEAKER A: Have you ever seen the movie “Brave Heart”?
SPEAKER B: No, I haven't. I've never seen that movie.
1. fly in an airplane 2. break a window

3. hide from the police 4. study French
5. win a lottery 6. ride a motorcycle
7. fall asleep during class 8. ride a horse
9. have a car accident 10. sing in public
SWITCH ROLES WITH THE NEXT
11. steal anything 12. hold a snake

13. seen a white lion 14. forget your name
15. understand mathematics 16. eat Brazilian food
17. tell a lie to your mother 18. smoke a cigar
19. go to “Disneyland” 20. watch “Dr. House”
UNIT III 87
Exercise 4 (reading, writing, speaking, listening):

Instructions: Discuss and/or write answers to some or all of the following questions.
1. What significant changes have taken place in your life since you were thirteen years old?
2. What are some interesting experiences you have had in your lifetime?
3. What are some things you have not yet done in your lifetime but would like to do?
4. Who are some of the people you have met, and what are some of the things you have done in
the past couple of months?
5. What are some of the places you have visited in the world or in your country, and when did you
visit them?
(Schrampfer, 1999, p. 41)
GRAMMAR REVIEW
PRESENT PERFECT TENSE
The present perfect tense has different meanings. It can describe actions or situations that
occurred at an unspecified time in the past. It also refers to repeated past actions. With specific
past times (yesterday/ in 1985), the simple past tense is used.
I've been to Madrid Time expressions often
Actions and Situations
My sister has just returned from used with this meaning of
at an Unspecified
there. the present perfect tense
Time in the Past
Have you ever been there? include already, ever, just,
Repeated Past I've gone there five times. recently, still!, yet, so far,
Actions at My sister has visited Spain many up to now, once, twice,
unspecified Times times three (four, etc.) times.
Forms Affirmative Statements Negative Statements
I have worked there I have not worked there
Long Forms
She has worked there He has not worked there
I've worked there I haven't worked there
Contracted Forms
She's worked there. He hasn't worked there
Questions Possible Answers
Yes / No Questions Have you gone there Yes I have. No, I haven't.
and Short Answers Has he gone there? Yes, he has. No, he hasn't.
Yes, I have
Tag Questions and You've called them, haven't you?
Short Answers He hasn't called them, has he?
No, he hasn't.
When have you written them? Many times
Information
Why has he written them? Because of some problems.
Questions and Short
Who has called? No one.
Answers
What has happened? Nothing important.
(Werner et al., 2002)
88 LIFE EXPERIENCES
INGLÉS IV
PROJECT • TIME TO WORK ON A PROJECT
Opening activity: How much have you learnt this unit? Choose one of the three options to work
on your final project of the unit.
PROJECT “A”:
“HAVE YOU EVER TRAVELED TO...?”
Do a research about a touristic place, include main attractions, typical food, and any other interesting
data. Imagine that you have gone many times to this place, develop an interview about the places
where you have been, and the activities you have done there, using Present Perfect and Simple
Past structure. Your presentation must include:
a) Visual material: It can be a Power Point presentation (your teacher decides the number of slides
for each presentation) or any other visual aid where you show through images touristic places from
México or from any other country. Each image must include a verb according to the activity you
have done in that place example:
b) Oral Practice: All of the team members must speak in english using Present Perfect Simple Past
Structure. Example:
Marco: Have you ever traveled to San Francisco?

Susan: Yes, I have, I have traveled to many places in the usa, but San Francisco is still my favorite!!
Marco: Really! What activities have you done there?
Susan: I have eaten San Francisco’s main dishes, I have taken the subway, I have been in the
stadium.
Marco: What have you seen?
Susan: I have seen the Golden gate, bridge.
UNIT III 89
c) Written report: must include the place description, the Interview or dialogue (add images),
Glossary of used verbs, and References.
3. Coevaluate your classmate’s presentations using the checklist or the rubric.
PROJECT “B”:
WHAT HAVE THEY DONE IN THEIR LIFE?”
In pairs do a research about a person you admire (a family member, a sports personality or
someone whose life has had important influence in human kind). Do a presentation which
must include:
1. Visual Aids: Images about the character and about the activities he has done in his/her life,
include a past participle verb under each image, example:
2. Oral Practice: Make an interview to the character making ____questions about the activities he
has done in his life (the character should be characterized) Have you ever…? How many medals
have you won? How long have you…? Since when have you…? a) Played a musical instrument, b)
Played a sport, c) Traveled any place d) Worked
3. Written Report: must include one of the Character’s biography, The Interview or dialogue (add
images), Glossary of used verbs, and References.
3. Coevaluate your classmate’s presentations using the checklist or the rubric.
90 LIFE EXPERIENCES
INGLÉS IV
PROJECT “C”:
WHERE HAVE YOU WORKED?”
In pairs do a research about a job or profession, role-play the job interview, do a presentation
including:
1. Visual Aids: Images about the job or profession, and he activities you have done in that job.
2. Oral Practice: In pairs practice interviewing for a job, take turns playing employer and job
applicant. Ask and answer questions about your previous work experience by forming complete
sentences with the present perfect tense. Add additional information…
3. Written Report: must include one of the job or profession description.The Interview or dialogue
(add images), Glossary of used verbs, and References.
Co-evaluate your classmate’s presentations using the checklist or the rubric.
UNIT III 91
ACTIVITY 13 • SELF EVALUATION UNIT III.
Opening activity: Have you ever felt nervous doing a test? It´s time to know how much you have
learnt about present perfect tense.
Read carefully and circle the best answer for each sentence.
SELF EVALUATION UNIT III

Answer the following Quizz.
1. - Marian has _____ very well since she was six years old.
a) singing b) sings c) sung d) sang
2. - We have_____ in the high school for two years.
a) dances b) danced c) dancing d) dance
3. - Susan has _____ the same blouse the whole week.
a) worn b) wear c) wore d) wearing
4. – My neighbors have _____ in the same house since 2008.
a) living b) live c) lives d) lived
5. - Marie _____ a car since she was 16.
a) have driven b) has driven c) have drove d) has drive
6. – The students _____ English for an hour.
a) have speak b) has speaks c) have spoken d) has spoken
7. - Samantha _____ her homework yet.
a) haven’t finished b) hasn’t finished c) haven’t finish d) hasn’t finishing
8. – I _____ my friends this week.
a) hasn’t see b) haven’t see c) hasn’t seen d) haven’t seen
9. - _____ have you _____ this week? I have eaten at a Japanese restaurant.
a) where / eaten b) who / ate c) how / eaten d) when / eaten
10. – Has Mary visited Madrid already? Yes, _____
a) she having b) she had c) she have d) she has
11. - I have known your parents _____ about five years.
a) already b) yet c) since d) for
12. - She has been a teacher _____1984.
a) since b) already c) yet d) for
13. - I have _____ had lunch. Thank you.
a) yet b) for c) since d) already
14. - We haven’t finished the English class_____
a) already b) since c) yet d) for
15. - I _____ to Los Angeles last week.
a) go b) went c) gone d) have gone
Check your answers with your classmates.
92 LIFE EXPERIENCES
INGLÉS IV

Name:_________________________________________Date__________________________
On this unit III learned
____________________________________________________________________________
____________________________________________________________________________
I wrote
____________________________________________________________________________
____________________________________________________________________________
Next I’m going to
____________________________________________________________________________
SELF-EVALUATION
Student’s name:
Date: 3rd. unit Observations
If you answer, is No, analyze
the reasons.
1. I can write 5 verbs in simple past for example:

2. I know when to use Present Perfect, explain.
3. I know how to describe activities my friends or relatives

have done this year. Give an example:
4. I can talk about activities I have done this week.

Write an example:
5. I can ask friends about activities they have done.

Write an example: using Irregular verbs.
6. I can talk about activities I haven’t done yet.

Give an example:
7. I can ask a friend about the activities using Yes/No

questions in simple present. Give an example:
8. I know what the difference between Present Perfect and

Simple Past. Give an example. Write an example:
UNIT III 93
SELF AND PEER UNIT EVALUATION

Decide honestly according to each affirmative sentence, the evaluation of your own learning process.
Self-evaluation
Student’s name:
Date: 3rd. Unit Observations
If your answer is No, explain the
Competences performance indicators 100 % 80 % No
reasons.
I attend on time to all my classes.
I follow the instructions to solve the exercises.
I participate with a constructive and collaborative attitude
asking when I don’t understand the topic.
I answer the exercises provided in the book.
I share my ideas in oral and written forms.
I am able to honestly evaluate my own performance.
I read the lessons and texts searching for new meanings
and words.
I am able to establish links between new and old
grammatical forms and integrate new words.
I have an interest in learning by my own using the internet.
I work collaboratively with my classmates.
I feel I have improved my English with this block.
I feel confident communicating in a foreign language.
Decide honestly according to each affirmative sentence, the evaluation of one of your classmates learning
process.
Peer’s evaluation
Student’s name Evaluator:
Date: 3rd. Unit Observations
If you answer is No, discuss the
reasons with him or her.
He or she attends on time to all the classes.
He or she follows the instructions to solve the exercises.
He or she participates with a constructive and collaborative
attitude asking when he/she doesn’t understand the topic.
He or she answers the exercises from the book
He or she shares ideas oral and written forms.
He or she is able to evaluate honestly him or herself.
He or she reads the lessons and texts searching for new
meanings and words.
He or she is able to establish links between new and old
grammatical forms and to learn new words.
He or she has interest in learning by his own or her instance
using internet.
He or she works collaboratively with classmates.
He has improved his or her English with this block.
He or she feels confident communicating in English.
94 LIFE EXPERIENCES
INGLÉS IV
PROJECT COEVALUATION
For each of your classmates presentation make comments in the boxes:
Team/
People One suggestion for
Title of project Three things I particularly liked
in the improvement.
group
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Adapted from: Phillips, Burwood (2000) Project with young learners.
UNIT III 95
STUDENT COEVALUATION FORM FOR ORAL PRESENTATIONS
Speaker’s name: ___________________________ Evaluated by: _____________Date: _______

Topic _________________________________________________________________________
Indicate the appropriate score from 1 = poor, no, or negative to 10= excellent, yes or positive
Presentation
1. Voice (volume, modulation and enunciation) 1 2 3 4 5 6 7 8 9 10
2. Enthusiasm and energy 1 2 3 4 5 6 7 8 9 10
3. Eye contact with audience 1 2 3 4 5 6 7 8 9 10
4. Preparation / rehearsal (notes, cues) 1 2 3 4 5 6 7 8 9 10
5. Pace of presentation 1 2 3 4 5 6 7 8 9 10
6. Body positioning 1 2 3 4 5 6 7 8 9 10
7. Avoidance of distracting behaviour 1 2 3 4 5 6 7 8 9 10
8. Use of visual aids 1 2 3 4 5 6 7 8 9 10
Content
1. Introduction of subject 1 2 3 4 5 6 7 8 9 10
2. Clarity, correctness and conciseness 1 2 3 4 5 6 7 8 9 10
3. Summary and conclusions 1 2 3 4 5 6 7 8 9 10
4. Overall organization of presentation 1 2 3 4 5 6 7 8 9 10
5. Transition between sections 1 2 3 4 5 6 7 8 9 10
6. Appropriateness for specific audience (as defined) 1 2 3 4 5 6 7 8 9 10
7. Length of talk (timing ) 1 2 3 4 5 6 7 8 9 10
8. Handling of questions 1 2 3 4 5 6 7 8 9 10
Comments
What worked well:

_____________________________________________________________________________
_____________________________________________________________________________
What improvements could be made:
_____________________________________________________________________________
_____________________________________________________________________________
SBW 2013 Adapted from:
http://www.google.com.mx/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CBsQFjAA&url=http%3A%2F%2Fsue
watts.forestry.ubc.ca%2Ffiles%2F2013%2F08%2F54
96 LIFE EXPERIENCES
INGLÉS IV

PROFICIENCY
CRITERIA
Visual aids are
theme and have for the theme, are not related to
theme, have no
(cardboard/pp proper size have proper the theme, size and
proper size and
slides/dress/ and color for size and color color used difficult
color for audience.
other) audience. for audience. comprehension.
Speaks clearly in Speaks clearly Speaks clearly in Reads directly from
english, makes in english, english, makes visual aids or is not
eye contact makes eye eye contact capable of talking
with audience, contact with with audience, in front of students.
develops audience, develops body Audience gets bored
introduction, develops (no introduction and distracted.
Oral body and introduction or conclusion)
Presentation conclusion using and body, uses uses vocabulary
vocabulary in vocabulary in in context, leads
context, leads context, leads audience’s
audience’s audience’s attention, a few
attention, no attention, no mistakes are
mistakes are mistakes are made.
made. made.
Fluency
Keeps audience
ideas according ideas according remember words. ideas, mixing both
attention, shows
to the context, to the context. languages.
fluency while
can follow a
speaking conversation.
Turns in on Turns in on Turn in but Poor quality,
time, with an time, according missing some missing most of the
written report or
excellent quality to the requirements. requirements.
Essay
according to the requirements.
requirements.
BIBLIOGRAPHY
• Dos Santos, M. (2001a). Super goal, Student book 3. Singapur: McGraw-Hill.
• Dos Santos, M. (2001b). Super Goal, Workbook 3. México, D.F., México: McGraw-Hill.
• Dos Santos, M. (2007). Welcome to my world III. México, D.F., México: McGraw Hill.
• Eckstut, S. (2000). Focus on Grammar (Second ed.). New York, USA:Longman.
• Roehr, S. (2002a). Stand Out: Grammar Challenge 3. Boston, USA: Heinle.
• Roehr, S. (2002b). Stand Out: Grammar Challenge 4. Boston, USA: Heinle.
• Schrampfer, B. (1996). Basic English Grammar (Second ed.). New York, USA: Longman.
• Schrampfer, B. (1999). Understanding and using English Grammar (Third ed.). New York, USA:
Longman.
UNIT III 97
WEB REFERENCE
iSLCOLLECTIVE. (17 abril de 2012). Present Perfect Tense. Recuperado de: https://en.islcollective.com/
resources/printables/worksheets_doc_docx/present_perfect_tense/present-perfect-present/21861
iSLCOLLECTIVE (10 de enero de 2017).Present Perfect Tense – since / for. Recuperado de: https://
en.islcollective.com/resources/printables/worksheets_doc_docx/present_perfect_tense_-_since__for/
present-perfect-tense/94492
To Learn English. (s.f.). Present perfect with ever – never. Recuperado de: http://www.tolearnenglish.com/
exercises/exercise-english-2/exercise-english-4147.php
Real English 57. (1 de febrero de 2008). Present perfect & present perfect continuous, plus verb review.
Video recuperado de: http://www.youtube.com/watch?v=YsvmSi7MSsI
English Grammar Online. (s.f.). Exercise on present perfect simple. Recuperado de: http://www.ego4u.com/
en/cram-up/grammar/present-perfect-simple/exercises?07
Adele´s ESL Corner. (s.f.). Present perfect – yet / already. Recuperado de: http://www.adelescorner.org/
grammar/pres_perfect/pres_perfect_yet.html
Learn American English Online (2008) Irregular verbs. Past tense and past participles. Video recuperado de:
http://www.youtube.com/watch?v=WRsLLGnYhJ0
English Grammar Online. (s.f.). Loch Ness. Recuperado de: http://www.ego4u.com/en/read-on/countries/uk/tour/
loch-ness
Grammar Bank. (s.f.). Ever & Never & Just & Already & yet. Recuperado de: http://www.grammarbank.com/
ever-never-just-already-yet.html
Eclectic English. (s.f.). Present perfect tense – for and since. Recuperado de: http://www.eclecticenglish.com/
grammar/PresentPerfect1D.html
ESL Games Plus. (s.f.). Present Perfect game using already and yet. Recuperado de: http://www.eslgamesplus.
com/already-yet-present-perfect-volley/
a4esl. (s.f.). For – since. Recuperado de: http://a4esl.org/q/h/lb/forsince.html
Creedence Clearwater Revival. (02 de marzo de 2009) Have you ever seen the rain. Video recuperado de:
http://www.youtube.com/watch?v=K9iUnocIa1U
Bryan Adams. (2008). Have you ever really loved a woman? Video recuperado de: http://www.youtube.com/
watch?v=hq2KgzKETBw
98 LIFE EXPERIENCES
Unit IV
LIKES AND DISLIKES
3. Elige y practica estilos de vida saludables. CDBC 3. Plantea supuestos sobre los fenómenos
CG3.2 Toma decisiones a partir de la valoración de las naturales y culturales de su entorno con base en
consecuencias de distintos hábitos de consume y conductas la consulta de diversas fuentes.
de riesgo.
CDBC 4. Produce textos con base en el uso
4. Escucha, interpreta y emite mensajes pertinentes en normativo de la lengua, considerando la intención
distintos contextos mediante la utilización de medios, y situación comunicativa.
CG4.2 Aplica distintas estrategias comunicativas según CDBC 10. Identificar e interpretar la idea
quienes sean sus interlocutores, el contexto en el que se general y posible desarrollo de un mensaje oral
encuentra y los objetivos que persigue. o escrito en una segunda lengua, recurriendo a
conocimientos previos, elementos no verbales
CG4.4 Se comunica en una segunda lengua en situaciones y contexto.
cotidianas.
CDBC 11. Se comunica en una lengua extranjera
10. Mantiene una actitud respetuosa hacia la interculturalidad mediante un discurso lógico, oral o escrito,
y la diversidad de creencias, valores, ideas y prácticas congruente con la situación comunicativa.
sociales.
CG10.3 Asume que el respeto de las diferencias es el principio CDBC 12. Utiliza las Tecnologías de la
de integración y convivencia en los contextos local, nacional Información y Comunicación para investigar,
e internacional. resolver problemas, producir materiales y
transmitir información.
Unit IV Likes and dislikes
Unit Purpose
Describes in an oral and written form his/her personal hobbies and preferences. Identifies specific
information in an oral or written text about the hobbies, likes and preferences and those of other
people. Students use the grammatical structures needed to express the things they like or dislike.
ü Física II
ü Eje transversal social
ü Biología II
ü Eje transversal de la salud
ü Literatura II
ü Eje transversal ambiental
ü Matemáticas IV
ü Eje transversal de habilidades lectoras
ü Historia de México II
Expected Learning
y Argues likes and preferences both own and other people in their context, orally and in
writing, making use of the verbs in infinitive and gerund, respecting other opinions.
Knowledges
Vocabulary:
y Leisure activities such as music, tv shows, movies, sports, tourist places among others of
student interest.
Grammar:
y Expressions to communicate likes and preferences:
“would rather”, “would prefer”, “would like”, “I like”, “I enjoy”, “I love”, “I hate”.
y Use of the verbs in infinitive and gerund to express likes and preferences.
 Utiliza el vocabulario de esparcimiento en  Expresa de manera crítica sus ideas y muestra
diferentes contextos. respeto por las demás opiniones.
 Expresa gustos y preferencias por medio de los
 Se desenvuelve y favorece un ambiente
verbos en infinitivo y gerundio considerando los
incluyente.
aspectos de fluidez, pronunciación, entonación y
coherencia.
 Reflexionar las consecuencias de sus actos
 Usa los verbos en infinitivo y gerundio para como ser social.
expresar gustos y preferencias en un texto
tomando en cuenta la adecuada coherencia,  Se relaciona con sus semejantes de forma
sintaxis y ortografía. colaborativa mostrando disposición al trabajo
metódico y organizado.
 Identifica expresiones de gustos y preferencias
en segmentos auditivos.
100 LIKES AND DISLIKES

INGLÉS IV
• A NEW OPPORTUNITY.
ACTIVITY 1
• OBJECTIVE: DIAGNOSTIC EVALUATION
Opening activity: Do you think it is important to find out about how much you know about a new
learning? Why?
I. Choose with an X the correct option.
1. I’d __ go to Spain, it’s a wonderful place.

• likes • liking • To like • Like to
2.I went to London last year but I didn’t like it, ____ visit Italy instead.
• I’d rather like • I’d rathers • I’d rather liked • I’d rather
3. I ___reading more than writing .
• liking • likes • likeing • like
4. She ____ listening to rock music.
• enjoy • enjoying • enjoys • enjoyed
5. My friends and I ____ get together and play some music on weekends.
• like to • likes to • liking to • liked to
6. Alex andPaulo ___ go on tour with their band.

• like to • liking to • like for • likes to
7. Do you enjoy ____ visiting art museums?

• Going • to go • goes • go
8- Would you ____ Netflix or Cable Tv?

• Rather to watch • like watch • rather watches • rather watch
9- On vacation, Would you ____go somewhere or stay home and rest?

• prefered • prefering • prefer to • prefers
10. At a party, would you ___dance or talk with friends?

• prefered • prefer to • prefering • prefers
UNIT IV 101
• ACTIVITIES I LIKE...
ACTIVITY 2
• OBJECTIVE: VOCABULARY.
Opening activity: In order to be able to talk about your likes and preferences, you must have a
clear idea about these. Which topics are most interesting to you? What is your favorite TV show?
Your favorite film, your favorite book?
Exercise 1
1. Complete the next chart “Interest Inventory” with the help of your classmates.
2. Share the information you gathered with your classmates.
3. Find out your common traits with the help of your classmates and teacher.
INVENTORY OF INTERESTS
What I like about my city is
The kind of food that I dislike is
When I have time for myself I enjoy
I like to collect
When I am with my family we enjoy
If I had money, I would like to go to
I would prefer instead of
If I had ten million dollar I would rather
When I listen to music I enjoy listening
The type of book I prefer is

INGLÉS IV
Exercise 2.
Underline everything you would like to know more about.
Cartoons Soccer Volcanoes
Global warming Ballet Economy
Planets Dinosaurs Social networks
Karate TV Series Video games
Fashion Professions Cars
Other:____________________________________________________
For each subject use a check (√ ) to indicate your level of interest.
No Interest Some Interest Much Interest

Sports __________ ___________ __________
Music __________ ___________ __________
Animals __________ ___________ __________
Outer space __________ ___________ __________
Government __________ ___________ __________
Inventions __________ ___________ __________
Travel __________ ___________ __________
Cooking __________ ___________ __________
Nature __________ ___________ __________
Math __________ ___________ __________
Movie stars __________ ___________ __________
Science __________ ___________ __________
Exercise 3.
Find the activities to do given on the box.
X C V W N I E W C B E K D P J E X L
C S Y O R D Q L R A G D P E C A X D BASEBALL BASKETBALL
H O F C L V I O C S Z Q A G D P X P
CLIMBING CYCLING
D K G K L L L V G K K K Y N Z I T O
DRAWING FISHING
Y I V N M I E L X E T J N I S C C N
HORSERIDING JUMPING
G Z A B I J N Y A T E Z W M L M R M
G J I W P W Q G B B W V R M F V K G SURFING RUNNING
G N I L E V A R T A E S N I I B R N VOLLEYBALL SWIMMING
G M T W X R D R D L L S A W S R G I DANCING BUNGEE
X D L K E Z F A D L J L A S H N I D
KARATE GOLF
L K H C R U N N I N G F H B I G D I
TRAVELING SOCCER
S B C U L C O A F H V U L F N N N R
F O U Q I G N I P M U J R F G I O E
S Z M N G I L J F M G U M T L D R S
V Q G O G Y J B G F S J W T G I S R
A U L M R E B Y G K A R A T E R E O
O F I L R S E X C L I M B I N G O H
UNIT IV 103
• I WOULD RATHER...
ACTIVITY 3
• OBJECTIVE: EXPRESS PREFERENCES
Opening activity: What is your favorite TV show? your favorite film, your favorite book?
Describing likes dislikes and preferences in writing.

Review the grammar with your teacher.
Grammar:
Prefer and would rather can be used interchangeably. As you indicate, Omar, when we are talking
about general preferences, prefer is followed by verb-ing, thus:
• I prefer listening to music to watching TV.

• I'd rather listen to music than watch TV.
Would rather or 'd rather.
However, when we are talking about specifics, would rather is used as an alternative to would
prefer to followed by an infinitive. Would rather is very common in spoken English and is often
abbreviated to 'd rather. It is used in this form with all personal pronouns:
I'd / you'd / he'd / she'd / we'd / they'd rather…
Study these examples:
• Would you like to go out for dinner tonight? ~ No, I think I'd rather eat at home / I'd prefer to
eat at home.
• Would you rather drink beer or wine ? ~ I'd rather drink beer. What about you?
They'd rather have the strawberries with chocolate, but I'd prefer to have them with cream.
Note that would rather is followed by a bare infinitive without to, where as prefer requires to +
infinitive. Would rather (but not would prefer to) is also followed by a past tense when we want
to involve other people in the action, even though it has a present or future meaning. Study the
following:
• Shall we go out for dinner tonight? ~ No, I'd rather we ate at home, if you don't mind.
• Shall I write to Harry and tell him that we've sold the car? ~ I'd rather not.
would like + infinitive would prefer + infinitive would rather + base form
Affirmative I’d (I would) like to go dancing. I’d prefer to go out to dinner. I’d rather go to a party.
I would prefer not to go out I would rather not go to a
Negative I wouldn’t like to go dancing.
to dinner. party.
Would you prefer to go out Would you rather go to a
Interrogative Would you like to go dancing?
to dinner? party?
Short answer Yes, I would. / No, I wouldn’t

INGLÉS IV
CONDITIONALS QUIZ
WOULD YOU RATHER …?
Exercise 1.Practice with your classmates taking turns.
1. If you had to work in a circus, would you rather be a juggler, animal tamer, clown, acrobat or
tight rope walker?
2. If you had to choose, would you prefer writing a song about someone or having a song
written about you?
3. If you had to choose between the ability to fly and to become invisible for a day,
which one would you pick?
4. If you had to give up either the internet or TV, which one would it be?
5. If you had to be born again, would you choose to be male or female?
6. If you had to choose, would you gain or lose 25 kilos?
7. If you had to go and live abroad for the rest of your life, would you rather live in
Brazil, France, India or Japan?
8. If you had to give up one of your senses, which one would it be: sight, hearing, touch, taste
or smell?
9. If you had to choose, would you rather meet Napoleon, Beethoven, Leonardo da
Vinci, Hannibal or Cleopatra?
10. If you had to choose, would you rather have a chameleon, a chimpanzee, an
elephant, a dolphin or a pig for a pet?
UNIT IV 105
WOULD YOU RATHER …? WOULD YOU PREFER TO…?

I WOULD RATHER.../ I WOULD PREFER TO…
Exercise 2. Answer the questions:
1. Which would you prefer to be, a songwriter or a singer?
________________________________________________________________________
2. Would you prefer to be able to fly or to become invisible for a day?
________________________________________________________________________
3. Would you rather go on holidays to the Sahara Desert or to the Arctic Circle?
________________________________________________________________________
4. Would you prefer to be a racing-car driver, a bus driver, a jockey or a taxi driver?
________________________________________________________________________
5. Which would you rather be, a footballer or a football manager?
________________________________________________________________________
6. Would you prefer to gain or lose 15 kilos?
________________________________________________________________________
7. Where would you rather spend the weekend, in London, Paris or Rome?
________________________________________________________________________
8. Would you rather have a monkey, a snake, a dolphin or a spider for a pet?
________________________________________________________________________
9. Would you rather be a musician or a painter?
________________________________________________________________________
10. Which would you prefer to study, medicine, art, languages or science?
________________________________________________________________________

INGLÉS IV
Exercise 3. Use the images to make sentences
Motocross Caving Bungee jumping Mountain Biking

I would rather do motocross than go caving.
I prefer (doing) motocross to (going) caving.
Hang gliding Zorbing Kite Surfing Windsurfing
Scuba-diving Rafting Skiing Sky Diving
Snowboarding Waterskiing Ice Climbing Parkour Running
UNIT IV 107
Make your sentences using the images.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

INGLÉS IV
• LIKE OR HATE.
ACTIVITY 4
• OBJECTIVE: LIKES AND DISLIKES.
Opening activity: What activities do you hate doing?

Learning activities: Student recognizes the difference between like, don’t like, hate, and love on
others.
We can use hate, like, love, and prefer with an –ing form or with a to – infinitive.
Subject Verb Infinitive = to + verb base form
hate to see dead animals on the street.
love going to the cinema.
I, You, We, They
prefer listening to the radio.
don’t like to wash the dishes.
hates to see dead animals on the street.
loves going to the cinema.
She, He, It, Peter
prefers listening to the radio.
doesn’t like to wash the dishes.
Exercise 1. Write the correct verb form in each sentence.
1. I hate (sleep) _____________ less than seven hours.
2. I would love ( travel ) _________________ with Alex around the world.
3. Manu Reyes prefers ( play )_____________ the drums instead of the bass.
4. We love (watch) ______________ cartoons in the afternoon.
5. I hate (arrive) _______________ late to school.
6. Stephen likes (eat) _______________ vegan food.
7. My friends would like (visit ) ______________ Europe this summer.
Exercise 2 .In pairs talk about the things you like, hate, love, and don’t like. Then share with
the class your classmates’ information, remember to use third person.
Example: She likes to eat broccoli. She doesn’t like cats.

• _______________________________________________________________________
• _______________________________________________________________________
• _______________________________________________________________________
• _______________________________________________________________________
• _______________________________________________________________________
• _______________________________________________________________________
• _______________________________________________________________________
• _______________________________________________________________________
• _______________________________________________________________________
UNIT IV 109
LIKE, LOVE, HATE +ING
Exercise 3. Fill in the gaps with the verbs in brackets:

1. I like ________________________________ (go) out with friends.
2. Steve doesn’t like ________________________ (play) any sport.
3. Sandy hates ______________________________ (cook).
4. Caroline loves _____________________________ (swim).
5. Montse and Alba ___________________________ (dance).
6. Charly loves ______ _________________(sing) rock songs.
7. Dany hates ______________________________ (dance) on the parties,
8. I like _________________________________ (read) history books.
9. George and Micky love _____________________________ (play) video games.
10. David likes ______________________________ (run) 10Km everyday.
Exercise 4. Write down a sentence with each picture (use like, love, hate)
1. ______________________ 2. ______________________ 3. ______________________
4. ______________________ 5. ______________________ 6. ______________________
7. ______________________ 8. ______________________

INGLÉS IV
• LIKE, HATE, LOVE, DO NOT LIKE.

ACTIVITY 5
• OBJECTIVE: LIKES AND DISLIKES.
Opening activity: What activities do you like or dislike doing?

Learning activities: Student recognizes the difference between like, don’t like, hate, and love on
others.
Exercise 1. Write the correct verb form in each sentence.

a. Alex hates not (sleep) ___________________________during the day.
b. Micky would love (go) ______________________on tour with his band.
c. Carlos would prefer (work) _____________ in another company.
d. Montse and Ian love (walk) ______________ on summer days.
e. They hate (listen) _______________ trap music.
f. We like (eat) _______________ Paella for lunch.
g. Sandy would like (travel) ______________ to Barcelona this summer.
h. I ( not / like / do ) __________________________homework.
i. David ( not / prefer / stay ) ________________home in sunny days.
j. My favorite rock band ( would / not / like )______________stop playing.
Exercise 2. In pairs talk about the things you like, hate, love, and don’t like. Then share with
the class your classmates’ information, remember to use third person.
Example: She likes to eat broccoli. She doesn’t like cats.
Exercise 3.Choose the correct option.
1- I_________________buy a new car.

a) would rather b) prefer
2- Why do you_____ taking French classes instead of English?
3- I ______spend my vacation on the beach.
4- Usually, my husband and I ______ going to rock concerts.
5- Michael and Lucy______ watch some series on Netflix on weekends.
UNIT IV 111
Exercise 4. Complete the following passage with either the gerund or the infinitive form of
the verbs in brackets.
Dennis was in his first year at university, studying History. He was rather a lazy student and he
tended to avoid (1) ________________ (work) whenever he could. In the middle of the term, his
history professor gave out an assignment to be handed in within two weeks. The assignment was
quite a difficult one, so his professor advised them (2) ________________ (start) earlier. Dennis
intended (3)________________ (do) the assignment, but he postponed (4) _________________
(write) it for a week. He had a bad habit of (5) _______________ (delay) things. The following
week, he forgot (6) ________________ (do) it totally.
The night before the assignment was due, he suddenly remembered it and rushed to the library
to find the books he needed. He tried (7) ________________ (read) as much as possible on the
topic, but there wasn't enough time. Dennis considered (8) ________________ (ask) for more time
to do his paper, but his History professor was known to be very tough on students, so he finally
decided (9) ________________ (cheat) and copy his paper from somewhere else. He found
an old article on the same topic and quickly typed it out. The next day, he submitted the paper.
The following week, he was alarmed (10) _______________ (see) his professor approaching him,
looking angry. "Is this your own work, or did you copy it?" asked the professor. Dennis denied
(11) ________________ (copy) the paper. The professor was angry with Dennis for not (12)
_________________ (tell) the truth. "If you expect me (13) ________________ (believe) that, you
must be very stupid," said the professor. "Every word is taken from an article I wrote myself five
years ago. Did you really think I would forget (14) _________________ (write) it?" Dennis couldn’t
help (15) _______________ (feel) sorry for telling such a lie
https://en.islcollective.com/download/printables/worksheets_doc_docx/gerunds_and_infinitives/gerunds-and-
infinitives/8897
Exercise 5. Fill in the blanks using the gerunds or infinitives.
1. Super Hero Phillip has decided _______________________ (take) a trip to Mars.
2. He has almost finished ______________________________(pack) his suitcases.
3. He needs ______________________________(remember) to take everything important.
4. Our other Super Hero Tanya is busy _______________________ (prepare) for the adventure.
5. She has admitted __________________________(be) a little scared of space travel.
6. But she wants __________________________(accompany) Phillip on their exciting voyage.
7. Tanya hopes _____________________________(photograph) the stars and the planets.

INGLÉS IV
8. Phillip would like __________________________(travel) to the edge of the solar system.
9. Tayna knows how __________ _________________(pilot) a rocket ship and so does Phillip.
10. They have managed ___________ ___________________(gather) all their supplies in one
week.
11. The trip is expected ________________________________(last) for two or three years.
12. Tanya has spent a lot of time __________________________(learn) about the solar system.
13. Phillip confesses __________________________________(be) a little bit frightened about

their trip.
14. But Tanya seems _____________ (be) very brave and refuses __________ think about the
dangers that lie ahead.
15. Their spaceship must avoid ________________________ (hit) asteroids and UFOs.
16. Their parents asked them if they had forgotten __________ (buy) enough dried food and
e-books to take with them.
17. Tanya feels that she will enjoy _________________________ (explore) the solar system.
18. Phillip promises ___________ ______________________(help Tanya pilot their rocket ship.
19. We will learn how __________ _____________________(survive) in outer space.
20. We like ____________________(explore) new planets and ___________________(see)

new things.
21. Although their parents would prefer them _________ (remain on earth, they can see that it
is no use ______________________(try) to get them to change their minds.
22. It’s too late now. There’s no point in ________________________ (argue) with them.
23. Although Tanya says that she can’t stand ___________________ (live) without her friends
and family for very long, she says she doesn’t mind _________________________ (be) far
away from home for a few years.
24. Our Super Heroes are beginning _________ __________________(get) very excited.
25. They are looking forward to _______________________ (visit) as many planets as possible.
Bon voyage!
UNIT IV 113
• I WOULD RATHER... I WOULD PREFER

ACTIVITY 6
• OBJECTIVE: GERUNDS AND INFINIIVES.
Opening activity: Would you rather eat a hamburger? or Would you prefer to eat some pizza?
Exercise 1. Pay attention to the next written exercise and fill in the spaces with the correct
words.
E.g. I would rather live in a warm country
I would prefer to live in a warm country.
1. I would rather ______________(learn) to play the violin than piano.

2. I would prefer _______________(have) salad for dinner.
3. Would you rather ______________(drive) a pick up or and SUV?
4. Anna would rather ________________ (live) in Barcelona than in U.S.A .
5. Would you prefer ________ (stay) home or going party on weekends?
6. Would you rather __________ (make) dinner or go out to a restaurant?
7. They would rather___________ (bake) a cake than cookies
8. I would prefer_________ (watch) horror movies.
9. Would you rather ________ (be ) single or married?
10. I would rather_______ (wear) jeans than a skirt.
Exercise 2. Oral practice. Practice with a classmate taking turns to ask and answer.
Questions that can get you started:
Would you rather go to a movie or go dancing? I would rather go dancing
Simple Questions.
1. Would you rather watch a movie or go dancing?

2. Would you rather study English or Math today?
3. … study English or play video games.
4. … work in an office or work outdoors?
5. … live in a cold climate or live in a hot climate?
6. … have air conditioning in your car or drive a convertible during the summer.
7. … talk about your own problems or listen to your friend’s problems?

INGLÉS IV
8. … go to a museum or to an amusement park

9. … eat healthy food or junk food?
10. … have an IPhone or an IPad
11. … do homework in a quiet place, or do homework with background music?
12. … Would you rather be male or female?
13. … Would you rather be poor and happy or rich and unhappy?
14. … have a safe but mundane lifestyle, or a dangerous and exciting lifestyle?
15. … get plastic surgery and look amazing, or not get plastic surgery, and stay natural
16. … be popular and fit in the crowd, or be unpopular, but unique.
17. … find your soul mate or find a billion dollars?
Silly, Playful Questions
1. … be a vampire or a ghost?
2. … be a clown and work on the streets, or be a superhero and save people from evil?
3. … be able to fly or have the power of being invisible?
4. … talk in a very deep voice or in a high-pitched, squeaky voice
http://miss-linda.hubpages.com/hub/Activities-and-Questions-for-Your-ESL-or-EFL-Classroom-Would-You-Rather-
Make-Grammar-Fun
UNIT IV 115

ACTIVITY 7
• OBJECTIVE: WRITING PROCESS.
Opening activity: Imagine you just won a trip. Describe it. How would you like it to be? Where
would you like to travel? The beach, the mountain, desert? Who would you like to go with?
Family or friends? Would you prefer to go with any other special person in your life?
Based on prior knowledge and the teacher’s explanations, organize your ideas and write a text
where you include the expressions “would rather” and “would prefer”.
1. Contrast the advantages and disadvantages of going to certain city or to another with different
characteristics and justify your decision. Prepare a collage with cutouts, drawings and brochures
about your journey.
EXAMPLE:
Place: France ADVANTAGES DISADVANTAGES
I would like to travel to France. Meet a beautiful place Expensive
I would prefer to go to the beach Can go sailing Cold weather
I would like to with my family Have a family time Won’t go to parties/ night clubs
Teamwork: discuss with your teammates about the place, advantages and disadvantages.
PLACE: ADVANTAGES DISADVANTAGES
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

INGLÉS IV

ACTIVITY 8
• OBJECTIVE: DESCRIBING PREFERENCES.
Opening activity: Do you know the names of different types of music? What are your favorite
ones?
What’s your favorite kind of Can you play a musical How often do you listen to
music? instrument? If so, which one? music?
Have you ever been to a

Have you ever sung karaoke? Do you like to sing?
concert or live show? Talk
Did you like it? Why (not)?
about it.
Have you ever downloaded

How many CDs do you have? Do you have an MP3-player?
music from the Internet?
What’s your favorite? How often do you use it?
Why?
Do you prefer music in Which musician or band

Do you ever listen to loud
English or in your own would you most like to meet?
music? When?
language? Why? Why?
Do you listen to music on the When you listen to music,

Can you dance? What’s your
radio? What’s your favorite do you try to understand the
favorite dance?
radio station? words (lyrics)?
Would you like to be a famous What’s your favorite singer? What’s your favorite band?
singer? Why? Why do you like him or her? Why do you like it?
https://en.islcollective.com
UNIT IV 117
Exercise 2. Read and answer.
InMune is a rock band from Barcelona, in Spain formed by Micky Vega guitar, Paulo Morete guitar,
Ian bass, Carlos Dogliani drums and Morti as the singer and very talented frontman. Even It is a
young band all of the members have a wide experience in music and have had other projects by
their own before joining this project.
It was founded in 2012 and they have recorded 3 studio albums and made many videos, InMune
members really enjoy making music and they do it professionally. They like being in touch with
their followers and fans and have invited some of them to be part of various musical videos. As a
rock band, they have made a lot of concerts in Spain, Mexico and have also participated in many
important rock festivals in Europe.
Despite the music industry has not been easy in the last years for all the musicians and genres,
they would like to continue doing what they really love, composing, creating and performing good
music .
Answer.
1. What kind of music does InMune play ?
2. Do they enjoy making music?
3. What would they like to continue doing ?
4. Would you like to be part of a famous band?
5. If you could have any talent, what would it be?
https://www.facebook.com/pg/inmuneband/posts/?ref=page_internal

INGLÉS IV
What would be an illusion for you ?
Exercise 3. Listen to the song and fill in the blanks.
ILLUSION OF YOUR LIFE
TH3 CLIMB
Illusion Of Your Life

And I _______________
that the time is close
_______________ keep steady
_______________ the moment
I ______________ another opportunity
in this dense haze
______________ the balance it's no easy
A surrender, across the pain
an illusion, _____________ the sky
in this haze, illusion of your life
a confusion, _______________ my mind
in this story, in my life,
illusion of your ________ life
_____________ the eternity

without fear, without pain
landing in this place, a place without name
an ______________ l trip
______________ life, across the time
oh yeah…
A surrender, ____________ the pain
An illusion, ____________ the sky
in this haze, illusion of your life
a confusion, ______________ my mind
in this story, in our life,
illusion of your _____________
illusion of your _____ l _____________
https://youtu.be/M074Sffsq_0
UNIT IV 119

ACTIVITY 9
• OBJECTIVE: DESCRIBING PREFERENCES.
Opening activity: Imagine you are writing about your preferences and hobbies in a social
network (FACEBOOK, ABOUT ME) so your friends know who you are and what you like. How
would you describe yourself?
Exercise 1. Write down your profile, correct any grammar mistakes with the help of your teacher
and classmates and include a picture of yourself. Now, include your profile in your group and
comment about other classmates’ profiles.
Hi, I am _______________________, I am ________ years old,

Movies I like to watch __________________________________________________________
Movies I dislike _______________________________________________________________
Movies I hate _________________________________________________________________
____________________________________________________________________________
Kind of books I like to read ______________________________________________________
____________________________________________________________________________
Music I like ___________________________________________________________________
Music I dislike ________________________________________________________________
My favorite band ______________________________________________________________
My favorite singer _____________________________________________________________
My favorite music video ________________________________________________________
Singer I dislike _______________________________________________________________
My favorite stream ____________________________________________________________
My favorite rock band __________________________________________________________
____________________________________________________________________________
Sports ______________________________________________________________________
____________________________________________________________________________
Hobbies _____________________________________________________________________
____________________________________________________________________________
II. What is your favorite kind of music? Band, group, or singer

INGLÉS IV
Exercise 3. SHARE YOUR OPINION IN CLASS ABOUT THE NEXT QUESTIONS.

Would you prefer listening to rock or romantic music when feeling sad? Why?
Who is your favorite singer?
Do you know any catchy songs?
Is there a singer or band you can’t stand? Why?
Google images
UNIT IV 121
SELF EVALUATION UNIT IV.

Answer the following Quiz.
I. Underline the correct option.
1. I’d __________ travel to Europe, it’s a beautiful place.

• likes • liking • To like • Like to
2. I visited San Diego Zoo, but I didn’t like it, ___________ visit Sea World instead.
A) I’d rather like B) I’d rathers C) I’d rather liked D) I’d rather
3. I ___________ dancing more than swimming.

A) liking B) likes C) likeing D) like
4. Alex ____________ reading poems.

A) enjoy B) enjoying C) enjoys D) enjoyed
5. Sandy and David Garrett_____________play the violin together.

A) like to B) likes to C) liking to D) liked to
6. Micky and Charly __________go to the gym after work.

A) like to B) liking to C) like for D) likes to
7. Do you enjoy _________ to concerts?

1. Going 2. to go 3. goes 4. go
8- Would you __________open T.v or Netflix?

A) Rather to watch B) like watch C) rather watches B) rather watch
9- Would your friends _________use Snapchat or Instagram?

A) prefering B) prefering C) prefer to B) prefers
10. When you want to communicate, would you_______send a text message or make a
phone call?_
B) prefering B)prefer to C) prefering B) prefers

INGLÉS IV

Name:_________________________________________Date__________________________
On this block I made/learned
____________________________________________________________________________
____________________________________________________________________________
I wrote
____________________________________________________________________________
____________________________________________________________________________
Next I’m going to
____________________________________________________________________________
Self-Evaluation check list

Name:___________________________________________Teacher: ____________________
I can describe activities I like to do

For example:
I can talk about activities I don’t like to do
Example:
I know how to describe activities I hate doing
I can write activities I prefer to do
Example:
I know how to talk about activities I would like to do,
Example:__________________________________________________
I presented a project in English the name of the project is “___________
__________________________”
I can make questions using would like and would rather,
Example:
A new word I learned this block is_________________________
Adapted from: Phillips, Burwood (2000) Projects with young learners. Oxford University Press.
UNIT IV 123
SELF AND PEER UNIT EVALUATION

Decide honestly according to each affirmative sentence, the evaluation of your own learning process.
Self-evaluation
Student’s name:
Date: 4th. Unit Observations
If your answer is No, explain the
reasons.
I attend on time to all my classes.
I follow the instructions to solve the exercises.
I participate with a constructive and collaborative attitude
asking when I don’t understand the topic..
I answer the exercises provided in the book
I share my ideas in oral and written forms.
I am able to honestly evaluate my own performance
I read the lessons and texts searching for new meanings
and words
I am able to establish links between new and old
grammatical forms and integrate new words.
I have an interest in learning by my own using the internet
I work collaboratively with my classmates
I feel I have improved my English with this block
I feel confident communicating in a foreign language.
Decide honestly according to each affirmative sentence, the evaluation of one of your classmates learning
process.
Peer’s evaluation
Student’s name Evaluator:
Date: 4th. Unit Observations
If you answer is No, discuss the
reasons with him or her.
He or she attends on time to all the classes.
He or she follows the instructions to solve the exercises.
He or she participates with a constructive and collaborative
attitude asking when he/she doesn’t understand the topic.
He or she answers the exercises from the book
He or she shares ideas oral and written forms.
He or she is able to evaluate honestly him or herself
He or she reads the lessons and texts searching for new
meanings and words
He or she is able to establish links between new and old
grammatical forms and to learn new words.
He or she has interest in learning by his own or her instance
using internet
He or she works collaboratively with classmates
He has improved his or her English with this block.
He or she feels confident communicating in English.

INGLÉS IV
PROJECT COEVALUATION
For each of your classmates presentation make comments in the boxes:
Team/
People One suggestion for
Title of project Three things I particularly liked
in the improvement.
group
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Adapted from: Phillips, Burwood (2000) Project with young learners.
UNIT IV 125
STUDENT COEVALUATION FORM FOR ORAL PRESENTATIONS
Speaker’s name: ___________________________ Evaluated by: _____________Date: _______

Topic _________________________________________________________________________
Indicate the appropriate score from 1 = poor, no, or negative to 10= excellent, yes or positive
Presentation
1. Voice (volume, modulation and enunciation) 1 2 3 4 5 6 7 8 9 10
2. Enthusiasm and energy 1 2 3 4 5 6 7 8 9 10
3. Eye contact with audience 1 2 3 4 5 6 7 8 9 10
4. Preparation / rehearsal (notes, cues) 1 2 3 4 5 6 7 8 9 10
5. Pace of presentation 1 2 3 4 5 6 7 8 9 10
6. Body positioning 1 2 3 4 5 6 7 8 9 10
7. Avoidance of distracting behaviour 1 2 3 4 5 6 7 8 9 10
8. Use of visual aids 1 2 3 4 5 6 7 8 9 10
Content
1. Introduction of subject 1 2 3 4 5 6 7 8 9 10
2. Clarity, correctness and conciseness 1 2 3 4 5 6 7 8 9 10
3. Summary and conclusions 1 2 3 4 5 6 7 8 9 10
4. Overall organization of presentation 1 2 3 4 5 6 7 8 9 10
5. Transition between sections 1 2 3 4 5 6 7 8 9 10
6. Appropriateness for specific audience (as defined) 1 2 3 4 5 6 7 8 9 10
7. Length of talk (timing ) 1 2 3 4 5 6 7 8 9 10
8. Handling of questions 1 2 3 4 5 6 7 8 9 10
Comments
What worked well:

_____________________________________________________________________________
_____________________________________________________________________________
What improvements could be made:
_____________________________________________________________________________
_____________________________________________________________________________
SBW 2013 Adapted from:
http://www.google.com.mx/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CBsQFjAA&url=http%3A%2F%2Fsue
watts.forestry.ubc.ca%2Ffiles%2F2013%2F08%2F54

INGLÉS IV

PROFICIENCY
CRITERIA
Visual aids are
theme, have no
(cardboard/pp have proper have proper the theme, size and
proper size and
slides/dress/ size and color size and color color used difficult
color for audience.
other) for audience. for audience. comprehension.
in english, in english, english, makes visual aids or is not
attention, no made.
mistakes are
made.
Fluency
Keeps audience
attention, shows
fluency while
speaking
conversation.
Written report
or Essay
UNIT IV 127
REFERENCES
Phillips, Burwood, Dunford (2000) Project with young learners. Editorial Oxford University Press.
Hub Pages (2015) Would you rather? : ESL or EFL class activities and thought questions – make
grammar fun! Recuperado de: http://miss-linda.hubpages.com/hub/Activities-and-Questions-for-
Your-ESL-or-EFL-Classroom-Would-You-Rather-Make-Grammar-Fun
Th3 Climb (2016) Illusion of your life. Video recuperado de: https://youtu.be/M074Sffsq_0
DIREAD / IFAL. (2008) What kind of movies / music do you like? Video recuperado de:
http://www.youtube.com/watch?v=IQ9elEWTm_U
English Exercises. (s.f.). Would rather or prefer exercises. Recuperado de:

http://www.englishexercises.org/makeagame/viewgame.asp?id=5494
Learn English – Online (s.f.). Rather and Prefer Exercise. Recuperado de:
http://www.learnenglish-online.com/grammar/tests/ratherprefer.html
Sticky Ball ESL Resources. (s.f.) Recuperado de:

http://stickyball.net/writing.html?id=555
Sango Kawaii (2013) Expressing Preferences. Video recuperado de:

http://www.youtube.com/watch?v=Dn4IbWEtxc0
Slide Share (2011) Urban Tribes. Recuperado de:

http://www.slideshare.net/romina1983/urban-tribes-10377077
A teacher in London (2008). Urban Tribes. Recuperado de:

http://ateacherinlondon.blogspot.mx/2008/09/urban-tribes.html
Ross, John (2008) Mexico City´s Urban tribes go on the warpath against EMOS. Recuperado de:
http://www.counterpunch.org/2008/04/08/mexico-city-s-urban-tribes-go-on-the-warpath-against-
emos/
Weaver, Caty (2007) Good sports, bad sports. Recuperado de:

http://www.manythings.org/voa/sports/3018.html

Inglés IV

Cargado por

Información del documento

Derechos de autor

Formatos disponibles

Compartir este documento

Compartir o incrustar documentos

Opciones para compartir

¿Le pareció útil este documento?

¿Este contenido es inapropiado?

Copyright:

Formatos disponibles

Inglés IV

Cargado por

Copyright:

Formatos disponibles

Inglés IV

GUÍA DE ACTIVIDADES DEL ALUMNO

DATOS DEL ALUMNO

Grupo: Turno: Teléfono:

Cuarto Semestre FEBRERO DE 2024

LENGUA ADICIONAL AL ESPAÑOL IV (RIEMS)

Primera edición en inglés, febrero de 2014

Segunda edición en inglés, febrero de 2015

Con el apoyo en la revisión de la Academia Estatal, integrada por:

Ofelia Yáñez Navarro Jahiro Andrade Preciado

Reimpresión, febrero de 2024

PROGRAMA DE DESARROLLO EDUCATIVO

Competencias Disciplinares Básicas de Comunicación

UNIT I: CONDITIONS AND RESULTS 11

UNIT II: UNREAL SITUATIONS 37

UNIT III: LIFE EXPERIENCES 65

UNIT IV: LIKES AND DISLIKES 99

Es importante mencionar que el MEPEO, no significa un cambio total de los manifiestos y

“...El cambio que se plantea está orientado a fortalecer el sentido y el significado

2. Es sensible al arte y participa en la apreciación e interpretación de sus expresiones en distintos géneros.

3. Elige y practica estilos de vida saludables.

CG4.1 Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o gráficas.

PIENSA CRÍTICA Y REFLEXIVAMENTE

APRENDE DE FORMA AUTÓNOMA

CG7.1 Define metas y da seguimiento a sus procesos de construcción de conocimiento.

TRABAJA EN FORMA COLABORATIVA

PARTICIPA CON RESPONSABILIDAD EN LA SOCIEDAD

CG9.1 Privilegia el diálogo como mecanismo para la solución de conflictos.

11. Contribuye al desarrollo sustentable de manera crítica, con acciones responsables.

Identifica, ordena e interpreta las ideas, datos y conceptos explícitos e implícitos

Inglés se imparte de primero a cuarto semestre, comprendiendo las asignaturas de Inglés

FORMACIÓN PARA EL TRABAJO

EJE COMPONENTE CONTENIDO CENTRAL BLOQUE

Competencias Genéricas Competencias Disciplinares Básicas

Unit I Conditions and Results

Interdisciplinariedad Ejes transversales

ü Física II ü Eje transversal social

12 Conditions And Results

DIAGNOSTIC FOR UNIT I

1. If I have a lot of money, I_________ (to be) rich.

I work I kiss I play

Ask your teacher for more examples.

14 Conditions And Results

Subject + do/does + not + verb+...

Exercise: Convert the following sentences to the negative form.

1. He lives in New York.

2. They work in an office.

3. My sister Susan kisses my mother every morning.

4. They do their exercises every day.

5. Tom and Mike study every afternoon.

• WHAT WOULD YOU DO IF...?

The zero conditional

16 Conditions And Results

ACTIVITY 4 • CAUSE AND EFFECT

Order the next sentences according to the zero conditional structure

(I / wake up late / I / be late for work)

© 2016 www.perfect-english-grammar.com May be freely copied for personal or classroom use.

ACTIVITY 5 • CAUSE AND EFFECT

1) You mix blue and yellow a) It rains

2) Clouds meet cold air b) You feel thirsty

3) There is no gravity c) Water freezes

4) You do not eat d) Objects do not fall

5) A cat falls from a height e) It lands on its feet

6) You do not sleep well f) You get green

1) If it (will rain/rains) tomorrow, we (will stay/stay) at home.