Ingles 4

4
Flores Urquijo
English
5
4
Edición especial para Tabasco
Paula Flores Kastanis

Katherine Urquijo Flores
q uinta edición 2018

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English 4.
Edición especial para Tabasco
Derechos reservados:
©2010, 2013, 2016, 2017, 2018, Paula Flores Kastanis, Katherine Urquijo Flores
©2010, 2013, 2016, 2017, 2018, Grupo Editorial Patria, S.A. de C.V.
ISBN: 978-607-744-387-2 (Quinta edición)

ISBN: 978-607-744-387-2 (Cuarta edición)
ISBN: 978-607-744-387-2 (Tercera edición)
ISBN: 978-607-438-579-3 (Segunda edición)
ISBN: 978-607-438-261-7 (Primera edición)
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Queda prohibida la reproducción o transmisión total o parcial del contenido de la presente obra en
cualesquiera formas, sean electrónicas o mecánicas, sin el consentimiento previo y por escrito del editor.
Impreso en México / Printed in Mexico
Primera edición: 2010

Segunda edición: 2013
Tercera edición: 2016
Cuarta edición: 2017
Quinta edición: 2018
Contents

Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
General Baccalaureate Generic Competencies. . . . . . . . . . . . . . . . VII
V
Basic discipline competencies in English learning. . . . . . . . . . . . . VII

Sections of Your book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . VIII
1.1 Second Conditional. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

1.2 Modals Would, Could, and Might. . . . . . . . . . . . . . . . . . . . . . 5
1.3 Affirmative and Negative Forms of Conditional
Sentences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
1.4 Interrogative Statements with Present Unreal
1 Describing Your Behavior
Conditional. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.5 First Conditional or Future Possible Conditional. . . . . .
12
16
in Hypothetical Situations
BLOCK
1.6 Coordinating Conjunctions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

1.7 So and Because. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Evidence Collection And Portfolio. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Pair Work Evaluation - Coevaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Team Work Evaluation - Heteroevaluation . . . . . . . . . . . . . . . . . . . . 43
2.1 The Present Perfect Tense. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

2.2 Spelling Rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
2.3 When Do We Use the Present Perfect Tense?. . . . . . . . . . 58
2.4 Present Perfect + For, Since . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
2 Describing
2.5 Present Perfect + Adverbs
(Ever, Never, Already, Yet, Still) . . . . . . . . . . . . . . . . . . . . . . . . . 62
Experiences
BLOCK
2.6 Present Perfect Continuous - Form. . . . . . . . . . . . . . . . . . . . . 83

2.7 Present Perfect Continuous - Use. . . . . . . . . . . . . . . . . . . . . . . 83
III
Contents
3.1 Vocabulary Related to Sports and

Recreational Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
3.2 The Verb Like. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
3 Expressing Likes
3.3 Would Prefer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
3.4 Would Rather (I’d Rather...) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
and Preferences
BLOCK
3.5 Stating a Preference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125

4.1 Relative Pronouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
4 Describing Information About

4.2 Summary of Relative Pronouns . . . . . . . . . . . . . . . . . . . . . . . . 145
Objects, Activities, and People
BLOCK

Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Web sites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
Learning Management System (SALI). . . . . . . . . . . . . . . . . . . . . . . . . 179
IV
Overview

ENGLISH 4
Paula Flores Kastanis
Katherine Urquijo Flores
This book is the fourth and last of four that compose a series designed to comply with the update of the syllabi for
the program of the subject Lengua Adicional al Español (English). This subject corresponds to the curriculum of the
General Baccalaureate 2009 program which incorporates a competence based approach, established by the Com-
mon Curricular Framework or CCF (Marco Curricular Común, MCC in Spanish).
English 4 is one of the subjects that belongs to the communication area of the curriculum, along with two other
subjects: Taller de Lectura y Redacción (Spanish Reading and Composition) and Informática (Computing). Ac-
cording to the CCF, the area’s main objective is to promote in students the development of the following skills:
critical reading, argumentation of ideas, and effective communication in the student’s native language and an
additional language (in this case, English). This subject is taught in the fourth semester and its antecedents are the
three previous courses of English, 1, 2 and 3, and the subject called Foreign Language taught in the basic educa-
tion level (secundaria). Its purpose is to increase and consolidate the social practices of language, this is, what the
expert users of the language do to interpret and produce oral and written texts, preserving the social function of
such acts. The four courses of the English program focused on the competence based approach, don’t ignore pre-
vious approaches, specially the communicative approach, which has been one of the most relevant ones.
The main goal of English 4 is to develop the communicative competence of the second language student by de-
veloping linguistic communicative skills: oral and written production and listening and reading compre-
hension.
During the first two courses (English 1 and 2) it is intended that students recall the most relevant concepts and
skills learned in basic education. With this foundation, during the other two courses (English 3 and 4), the goal
is for students to acquire a more advanced proficiency level. Using the language teaching Common European
Framework terms, during the first year of their baccalaureate studies, it is intended for students to consolidate level
A1 and reach the threshold of level B1. English 4, published by Editorial Patria and its complementary resources,
present one of the best proposals written in Mexico to help students go beyond the minimal level expected, help-
ing them reach a higher level. This is achieved by reinforcing the previously learned structures (in secundaria),
with detailed explanations about their use, cultural notes, and by encouraging students to reflect on their learning
processes, as well as on comparative aspects of their native language and English.
V
Overview
English 4
This book is divided into four blocks. Each one develops a particular theme, which is common in the life of our
students, and is developed in specific contexts where communication and the use of language are performed
naturally. In this way, the student develops his or her proficiency by acquiring new vocabulary, reinforcing the
knowledge of grammar structures learned previously and by developing linguistic skills with appropriate practice
and evaluation.
BLOCK 1: DESCRIBING YOUR BEHAVIOR IN HYPOTHETICAL SITUATIONS

In Block 1, the teacher provides students with hypothetical situations about moral dilemmas so they can perform
accordingly.
BLOCK 2: DESCRIBING EXPERIENCES

In Block 2, the teacher motivates students to narrate their travel experiences.
BLOCK 3: EXPRESSING LIKES AND PREFERENCES

In Block 3, the teacher provides learning situations that motivate students to describe their likes and preferences
about leisure activities.
BLOCK 4: DESCRIBING INFORMATION ABOUT OBJECTS, ACTIVITIES, AND PEOPLE

In Block 4, the teacher provides learning situations that allow students to describe different workplaces and pro-
files of people who work there.
VI
General Baccalaureate Generic Competencies

Generic competencies are those that all baccalaureate graduates others. These competencies, along with the basic disciplines cons-
are expected to perform and that allow them to understand their titute the profile of the student who graduates from the National
surroundings (local, regional, national or international), influence Baccalaureate System.
them, have the basic tools for lifelong learning, and get along well
with others in family, social, and professional contexts, among The generic competencies are listed below. The student…
1. … knows and values himself and faces problems and challenges considering his goals.
2. … is sensitive to art and is aware of the appreciation and interpretation of its different genre expressions.
3. … chooses and practices healthy life styles.
4. … listens to, interprets, and emits pertinent messages in different contexts by using appropriate media, codes, and tools.
5. … develops innovation and proposes solutions to problems using established methods.
6. … sustains a personal posture about topics of general interest and relevance, critically and reflectively considering others’ points of view.
7. … learns due to his personal initiative and interest during his life.
8. … participates and collaborates effectively in different types of groups.
9. … participates with a critical and ethical awareness in the life of his community, region, country (Mexico), and world.
10. … keeps a respectful attitude towards intercultural relationships and diversity of beliefs, values, ideas, and social practices.
11. … critically contributes to sustainable development with responsible actions.
Basic discipline competencies in English learning

English 4 Blocks
Basic discipline competencies
1 2 3 4
1. The student identifies, orders, and interprets the ideas, data, and explicit concepts within a text considering the contexts in
X X X
which it was generated and received.
2. The student evaluates a text by comparing its content with the content of others base on his previous and new
X X X X
knowledge.
3. The student makes suppositions about the natural and cultural phenomena in his surroundings base on research done in
several sources.
4. The student produces texts based on the normative use of language. X X X X
5. The student expresses in writing his concepts and ideas clearly and coherently in creative texts following the introduction,
X X X
development, and conclusion format.
6. The student arguments his own point of view in public in a precise, coherent, and creative manner.
7. The student values and describes the role of art, literature, and media in the recreation or transformation of a culture,
considering the communicative purposes of the different genre.
8. The student values logical reasoning when communicating in his daily and academic life. X X
9. The student analyzes and compares the origin, development, and diversity of communication systems and media.
10. The student can identify and interpret the general idea and possible development of an oral or written message in a
X X X X
second language by recurring to previous knowledge, and verbal and non-verbal elements.
11. The student can communicate congruently in a foreign language using a logical oral or written discourse according to the
X X X X
communicative situation.
12. The student can use information technologies to research and solve problems, produce materials and transmit information. X X X
VII
BLOQUE
Sections
1 of Your book
Reconoces a la Química como una herramienta para la vida
3
Warm up
Beginning BLOCK
1.
of the block
2.
10 hours
Learning 3.
Objects
4.
5.
Learning Objects 6.
7.
Under the “Learning Objects” section you will find 8.
a collection of structural and notional items which

are contextualized according to the thematic unit in a
9.
logical and pertinent sequence, giving the student and At the end of this block
teacher a clear direction to follow throughout the block. the student...
Competencies to be developed Competencies to be developed
Demonstrate your knowledge, skills and attitudes

applied to real-life situations as you develop the
disciplinary competencies described in each block.
At the end of this block Warm-up

the student...
BLOCK
3 This section can be used as a diagnostic evaluation that
Learning Situation How would you solve it?
Find a detailed explanation of what are will allow you to identify the competences and knowledge
the learning outcomes you are expected you already have in order to begin the acquisition of new
to achieve at the end of each block. knowledge and the development of new skills.
Activity Sequence What do you have to do?
Learning Situation How would you solve it?

Each block begins with a challenging learning situation that can be to solve a problem, read a text, analyze
a situation, answer questions, give a presentation, write a text, discuss an issue, or do an assignment that
will help you to acquire knowledge and develop competences.
Rubrics How do you know you did it well?
Activity Sequence What do you have to do?

The activity sequence is based on a methodology to acquire knowledge and develop the necessary skills
to become competent. The activity sequence describes the process in detail, so you can easily follow the
steps, go through the activity and obtain the desired results.
Rubrics How do you know you did it well?

7
Rubrics are practical and concrete tools that help you to evaluate your performance and continuously
improve it. Rubrics evaluate not only knowledge, but also skills and attitudes.
Characteristics that constantly appears in the block of the series

You will notice that an icon follows the title of some important topics. These icons indicate the existence of additional resources to help you learn. You can
consult or download these materials from the sites that Grupo Editorial Patria have developed to you.
Portfolio of evidence Online resources Teaching resources
Throughout the book you will find several

suggestions and activities that if you follow and/or
do, you will be able to gather them as evidence Videos to Additional Audios to Teacher Teacher
in the form of written tasks, presentations or other reinforce material you reinforce themes guides strategies
type of products. difficult topics can print out and pronunciation
VIII
BLOCK
3
Applying your Knowledge
Learning Activities Applying your Knowledge

Throughout the book you will find these activities, Learning Activities
This section is designed so you can apply
they will allow you to strengthen your knowledge and your knowledge to real-life situations,
competences while doing research. analyze and solve problems you may face
as an individual or as a member of a
community or society, as well as to
improve your life in many ways.
Food for Thought
Exercises
This proposed exercises will help you to consolidate
your recently acquired knowledge, through either real Use of TIC
Food for Thought
or hypothetical situations and at the same time will
The purpose of this section is to enrich your
help to create a feeling of easyness and reasuring 46
knowledge with additional data, related
throughout your learning process.
texts, and relevant information about the
topic being covered in the block. This useful
Examples section will provide different perspectives
and contexts of the same data.
It is important to mention that you will find in each block different examples
that are designed to facilitate your learning.
At the end of the block

BLOCK
3 Grupo Editorial Patria®
Evidence Collection & Portfolio
Evidence Collection & Portfolio Evidences Portfolio This section allows you to self-evaluate the knowledge acquired and
the skills you have developed throughout the block. In addition to
your evidence portfolio, these assignments will help you attain
better results in the summative evaluation that your professor will
do of your performance.
Evidence Portfolio
In this book you will find different suggestions and activities you
can use as learning evidence. These products may be written
texts, aural texts as a result of oral presentations, or different
types of projects. It is important you remember that besides
Rubrics
presenting the product, you must consider the performance
indicators that will determine the quality and accuracy of your
performance. We invite you to always aim for the highest level.
220 221
Rubrics
These will help you to verify your performance through the evaluation of the projects, products or other evidences that you’ll be asked to do in each
block. In general this instruments are a criteria list that will allow you to evaluate the learning level, abilities, knowledge and performance reached,
based on a particular project. These rubrics can be done in a personal or coevaluative way.
In the final pages of the book

In addition, you will find a list of supplementary resources and in some cases, vocabulary lists and glossaries.
1
BLOCK
12 hours
1Learning
Describing Your Behavior
in Hypothetical Situations
Objects
1.1 Second Conditional
1.2 Modals Would,

Could, and Might
1.3 Affirmative and

Negative Forms
of Conditional
Sentences
1.4 Interrogative
Statements with
Present
Unreal Conditional
1.5 First Conditional or

Future Possible
Conditional
1.6 Coordinating
Conjunctions
1.7 So and Because
At the end of this block, the student… Competencies to be developed

n Locates main ideas within an aural or written text about topics related Students are able to:
to moral dilemmas. n Identify and interpret the general idea and possible development
n Describes, orally and in writing, personal characteristics and hypothetical of an oral or written message about texts that are related to moral
situations. dilemmas in a foreign language.
n Uses appropriate grammatical structures of the second conditional n Express ideas and concepts in coherent and creative compositions
to describe hypothetical situations. with clear introductions, developments, and conclusions.

Diagnostic Evaluation
Ingrid is going to finish high school soon and is thinking about what she is going to do.
She doesn’t know what to do, so she decided to write an e-mail to her friend Xochitl who
is about to enter the university to study Visual Communication in a private university
in Monterrey, NL. She writes to ask her for advice. Read Ingrid’s message and then read
Xochitl’s answer.
From: Ingrid Sepulveda [mailto: ingrid_sweet16@yahoo.com]

Sent: Monday June 7, 2016 11:33 a.m.
To: Xochitl Zagal
Subject: Help!!
Hi Xochitl,
How are you doing? I hope you’re doing well, because I’m not. I desperately need your
advice. As you know, I will finish high school in two weeks and the next step is to find a
good university where to study. I will finish high school with very good grades. My final
average is 9.5, but my parents don’t have enough money for me to study in a private
university. I want to study Marketing, but I don’t know what to do. What would you do in
my case?
Regards,
Ingrid.
n Evaluate a text by comparing it with others using previous n Produce texts based on the normative use of language, considering the
and new knowledge. intention and the communicative situation, as well as the formal elements
n Use autonomous learning strategies, using information
of language (punctuation, spelling, syntax, coherence, and cohesiveness).
and communication technologies to obtain information about n Evaluate a text by comparing the content of one with the content of others
the use of the second conditional to express hypothetical situations according to their previous and new knowledge.
and use adjectives to describe people’s attitudes and moral values.
n Communicate in a foreign language using an oral or written logical text
to express what they would do in a hypothetical situation.

BLOCK
1 Describing Your Behavior in Hypothetical Situations
From: Xóchitl Zagal [mailto: xoxo90@yahoo.com] COMPREHENSION QUESTIONS: In your notebook, answer the following
Sent: Monday June 7, 2016 7:15 p.m. questions individually according to what is said or implied in the e-mail
To: Ingrid Sepúlveda messages you read. Then, discuss your answers with a partner. For question 5,
give your personal opinion.
Subject: Re: Help!!
1. Why does Ingrid write to Xochitl?
Hi Ingrid,
2. What is Ingrid’s problem?
I’m so glad to hear from you!
3. What advice does Xo give to Ingrid?
I’m fine and things are going well for me here in Monterrey. I arrived about a month
ago, a week after I graduated from high school and I am studying hard for the 4. How does Xo give her advice to Ingrid?
admission exam. Fortunately, my family is able to pay the tuition for the school
I want. If they didn’t have the money, I wouldn’t study here. You know I didn’t 5. What advice would you give Ingrid, if you were her?
finish with very good grades but I know that if I study hard, I will pass the exam.
I’m very happy to know that you are about to finish high school and that
your grades are good. If I were you, I would definitely do everything I could Instructions: Are the following sentences true or false?
to continue studying. If I had such good grades as you do, I would try to get a
scholarship or might ask about financial aid. My final average in high school was
8.7. If I had your final average, I wouldn’t have to do an admission exam. Xochitl is about to finish high school. true false
I think you should get in touch with the Admissions Office at the universities Ingrid is about to finish high school. true false
you are interested in and ask for information about this. Also, if I knew about
Xo’s parents can pay her tuition in a private university. true false
computers as much as you do, I could try getting a job at the university or work
independently doing nice presentations for companies, for example. That is Ingrid’s parents can pay her tuition in a private university. true false
something you can do if you want to get a job.
Xochitl finished high school with very good grades. true false
I hope these ideas help you make a good decision. Don’t give up! I am sure you
will find a solution to your problem. Ingrid will finish high school with very good grades. true false
Warm regards,
Xo.
1.1 Second Conditional

Grammar Presentation
The second conditional (also called present / future unreal or conditional type 2) is a structure used in English for talking about unreal
situations in the present or in the future. We will discuss how this structure is formed and when to use it.
A. Structure of a Second Conditional Sentence

Like a first conditional, a second conditional sentence consists of two clauses, an “if ” clause and a main clause:
If clause main clause
If I had a car, I would travel all over Mexico.
The subjunctive form is used in the if clause. In most cases, the subjunctive form is the same as the simple past. For
the verb be, however, were is used for all persons in formal English.
4
If the “if ” clause comes first, a comma is usually used. If the “if ” clause comes second, there is no need for a comma:
main clause if clause
I would travel all over Mexico if I had a car.
We use different verb forms in each part of a second conditional:
if clause if + subject + simple past verb*
main clause subject + would + verb

could
Might
*Note that whatever the subject, the verb form of BE is “were,” not “was”:
If I were rich, I would travel around the world.
It is important to notice that the subjunctive form in Spanish is the following: “Si yo fuera rico, viajaría por todo el
mundo.” It is not translated “Si yo fui…”.
1.2 Modals Would, Could, and Might

These modals are used in the result or main clause of a second conditional sentence. The three are always followed
by the SIMPLE FORM OF THE VERB.
They vary in the intention of what you are trying to communicate:
Would indicates what you most surely think of doing in this present unreal situation.
Could indicates that you would be able to do something. It expresses possibility (capacity, ability).
Might indicates that you are not very certain of what you would do in this hypothetical situation.
Look at the following example of three possible results using the same clause:
If I won the lottery, I would buy a house. (I am sure I would do this.)
If I won the lottery, I could pay my debts. (I would have the capacity, in this case, to pay what I owe.)
If I won the lottery, I might give some money to my brother. (This is a possibility, I am not sure.)
Remember:
B. When to Use the Second Conditional The “l” is not
The second conditional is used to talk about things which are unreal (not true or not possible) in the present or the pronounced in:
future – things which don’t or won’t happen: n Could - /k d/
Ω
EXAMPLES EXPLANATION n Should - /∫ d/

Ω
n Would - /w d/
Ω
If I were you, I would apply for a scholarship. I am not you - this is unreal.
Paula would be happy if Kathy came. Kathy will not come - that’s not going to happen.
If cats spoke, they would be able to tell you what they want. Cats are not able to speak - that’s impossible.
5
BLOCK
Imaginary conditions express ideas that the speaker thinks are unlikely to happen, are untrue, or contrary to fact.
They may be dreams and wishes, or they may express advice to others.
Exercise 1
Match the “if clause” on the left, with its “result clause” on the right.
if clause / dependent result clause / independent
If I had a lot of money, I might walk him everyday.
If I were the ambassador, I would do exercise everyday.
If I owned a dog, I would be able to water the plant on the top

shelf.
If I were a little taller, I would love to talk to Francois.
If I spoke French, I could buy a large house in the suburbs.
If I had more time, I would make sure the President heard about
that issue.
6
Exercise 2
Choose the letter that best completes the sentences in the “if” clause, the result clause, or both.
1. What would you do if you the teacher?
a) are b) were c) would be
2. If car drivers had to pay an extra tax to drive in cities, they their cars a lot less.
a) used b) wouldn’t use c) would use
3. If public buses a good service, less people would use their cars.
a) give b) gave c) would give
4. If you rich, where would you live?
a) are b) were c) would be
5. If your boss you to work all weekend, what would you say?
a) asked b) would ask c) asks
6. If I a car in a raffle, I’d give it to my dad.
a) win b) won c) didn’t win
7. If I went to New York, I the Statue of Liberty.
a) visit b) visited c) would visit
8. If you me the money you owe me, I a ticket for the concert.
a) paid …. buy b) would pay … could buy c) paid … could buy
9. I more exercise if I you. You’re getting fat.
a) would do … were b) did … am c) can do … were
10. I him if I were you. He should know the truth.
a) can tell b) would tell c) told
11. I to the hospital if I sick.
a) go … felt b) would go … feel c) would go … felt
12. If my boyfriend / girlfriend me to change, I .
a) asked … refuse b) asked … would refuse c) ask … refused
Exercise 3
Complete the following sentences with the correct structure. Make sure your sentence is logical. Change the verb
in parentheses to a past form in the “if clause” and use would + the simple form of the verb in parentheses in the
“result clause.”
1. If Jerry _____________ (be) here, he _____________________ (buy) something for supper.
2. It _____________ (be) nice to go for a walk if the rain ___________________ (stop)!
3. I __________________ (sing) you a song if I ___________ (have) my guitar.
4. If I ____________ (have) a sweater, I ______________________ (not feel) so cold.
5. If this tent _________________ (be) smaller, one of us __________________ (have to sleep) outside!
6. I ____________________ (take) my bathing suit if I __________________ (be) sure there is a swim-
ming pool in the hotel.
7. If I _______________ (not be) so hungry, I ___________________ (share) my sandwich with you.
8. If my teacher _______________ (have) a car, she _________________ (not ride) the bus to school.
9. If Mexico ________________ (hire) more police, there _______________ (be) less crime.
10. If Marie ___________ (know) about computers, she ______________ (get) a job at the computing lab.
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Exercise 4
Look at the following hypothetical situations and answer the questions. Use the appropriate modal auxiliary in the result clause (would, could,
or might). Follow the example.
Example: Tom isn’t rich. He can’t travel around the world.

Is Tom rich? No, he isn’t.
Can he travel around the world? No, he can’t.

But… if Tom were rich, what could he do?
If Tom were rich, he could travel around the world.
1. My sister is 14 years old. She can’t drive me to school.

Is my sister 18 years old? .
Can she drive me to school? .
But… if my sister were older, what could she do? .
2. Bruno’s father doesn’t have a job. He can’t pay Bruno’s tuition.

Does Bruno’s father have a job? .
Can he pay Bruno’s tuition? .
But… if Bruno’s father had a job, what could he do? .
3. Mr. Pearson is fat, but he doesn’t do exercise. He may not lose weight fast.
Does Mr. Person do exercise? .
Will he lose weight fast? .
But… if Mr. Pearson did exercise, what might happen? .
4. Your dad didn’t give you permission to go to the party.

Did your dad give you permission to go to the party? .
Will you go to the party? .
But… if your dad gave you permission, what would you do? .
8
5. The dress is not your size. You will not buy it.
Is the dress your size? .
Will you buy it? .
But… if the dress were your size, what would you do? .
6. We don’t have an antenna. We can’t watch the soccer game.

Do we have an antenna? .
Can we watch the game? .
But… if we had an antenna, what could we do? .
7. It’s raining. We don’t have an umbrella. We will get wet.

Is it raining? .
Do we have an umbrella? .
But… if we had an umbrella, what wouldn’t happen? .
8. It’s Sunday. The library isn’t open.

Is it Sunday? .
Is the library open? .
But… if it weren’t Sunday, where would we go? .
9. Bella doesn’t love Jacob. She won’t marry him.

Does Bella love Jacob? .
Will Bella marry Jacob? .
But… if Bella loved Jacob, what might she do? .
10. I don’t have a cell phone. I can’t call my friend Sam now.
Do I have a cell phone? .
Could I call my friend now? .
But… if I had a cell phone, what could I do? .
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Reading and Listening

“If I were a millionaire…”
Listen to the following conversation between two friends, Antonio and Manuel, who have just bought a lottery
ticket. Read along as you listen.
Antonio: Well Manuel, I think this time I will have better luck.
Manuel: Yeah, I hope so. What would you do with two million dollars if you won?
Antonio: What would I do? Well, If I won two million dollars, I would buy a nice big house.
Manuel: Really? Would you buy a house in a big city?
Antonio: Oh no! If I liked to live in a big city, I would buy the house there, but I don’t like living in big cities.
I prefer a house on the beach. And you, what would you do with a million dollars?
Manuel: If I had a million dollars, I would also buy a house, but a small house with a big garden.
Antonio: I think two million dollars is a lot of money. After buying the house, I think I might take a long vaca-
tion and then I could start a business.
Manuel: What kind of business?
Antonio: I’ve always wanted to have a hotel. So if I were able to buy a big and nice piece of land near the ocean,
I might build a small hotel there. How about you? What else would you do with all that money?
Manuel: Well, I might quit my job, and I could open a restaurant.
Antonio: That sounds great!
Manuel: So… now we just have to wait. By the way… can I borrow some money for the bus home?
Antonio: If you won the lottery, I think the first thing you could do is buy a car, don’t you think so?
Answer these questions.

1. Are Manuel and Antonio millionaires?

2. Does Antonio have a big house? Does he have a hotel?

3. Does Manuel have a small house? Does he have a restaurant?

4. Do they have a million dollars?

5. What are they talking about?

6. What would happen if they won the lottery?

7. Where would Antonio buy a house if he won the lottery?

8. What would you do if you won two million dollars in the lottery? Discuss your answer with a partner.

10
1.3 Affirmative and Negative Forms of Conditional

Sentences
Clause / Conditional Clause Result Clause

Would
Verb Past Tense Verb Simple
If Subject Complement Subject Could Complement
Form Form
Might
If I were a millionaire, I would buy a big house.

If I had enough money, I could invest it in a business.
If we won the lottery, we might quit our jobs.
If I weren’t a responsible student, I wouldn’t do all my homework.
If he didn’t have a car, he couldn’t give me a ride home.
Learning Situation 1
Talking about imaginary situations
Competence: The student can express and describe clearly what he or she would do in imaginary situations.
Activity Sequence 1
1. Read the following conditions.
2. Individually, write an imaginary result related to the conditional situations. Follow the example.
3. Then, share your answers with a classmate.
Example: If I had a computer, I would finish my homework faster.
1. If I studied in another city,

.
2. If I were in Acapulco,
.
3. If I played the guitar as well as a rock star does,

.
4. If our school spent more on sport activities,

.
5. If Joanne spoke less on her cell phone,

.
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6. If Julio spent more time with his family,

.
7. If Tom and Jane controlled their expenses a bit better,

.
8. If you invested some time into learning how the Internet works,
.
9. If our company opened an office in Los Angeles,

.
10. If Carol didn’t take the job at the travel agency,

.
Now, write a logical condition to the following results.

11. I would travel around the world if .
12. My brother would go to parties with me if .

13. Mr. Jones wouldn’t be so sad if .
14. Georgette wouldn’t be so overweight if .
15. We would go to the excursion if .
1.4 Interrogative Statements with Present Unreal Conditional

We can also use conditional when we ask questions (interrogative statements). These questions usually ask the person about
the result and establish the condition. Look at the following examples:
For example:
Question Answer
What would you do if you had a computer? I would do my homework faster.

What instrument would you play if you took music lessons? I might play the piano.
Who would you invite to the concert if you were going? I might invite you.
When would you like to travel to Europe if you had the money? I would like to travel in the summer.
Question + would + subject + vsf + if + subject + verb past form + complement?

Word could
(What, who, might
where, when,
how, etcetera)
12
Food for Thought
It is very common to reduce expressions in English by using an apostrophe (’).

Some pronouns can be contracted with the auxiliary verb would as follows:
I would I’d
You would You’d
He would He’d
She would She’d
Although you can also contract other pronouns, like we, they, it, these are not usually contracted, but it wouldn’t be a
mistake if you did.
Exercise 5
Read the following questions about possible, but unreal situations. Then, give a logical answer. Next, work in pairs.
Share your answers with your classmate and read his or her answers.
1. What car would you buy if you had 200,000?
.
2. Where would you go to if you had vacation?
.
3. What movie would you rent if you had time to watch one?
.
4. What concert would you go to if you could buy the tickets?
.
5. What actor would you like to meet if you were in Hollywood?
.
Giving Advice: What would you do if…?
Competence: The student can express and describe clearly what he or she would do in imaginary situations and
give simple advice.
Activity Sequence 2
1. Read the introductory text.
2. Ask two people you trust what they would do about the given situations.
3. Work with a partner and share your answers.
4. Compare answers and indicate if they were similar or different.
What would you do if…?

Sometimes, when we don’t feel well, we don’t know what to do. We usually ask someone we trust for advice. For
example, you may ask your grandmother what she would do if she had a sore throat. She might answer, “If I were
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you, I would take a spoonful of honey with lemon.” If you asked your neighbor, who is a nurse, she may an-
swer,” If I were you, I would take an aspirin.” Here are some questions for you to ask two people you trust.
Write their suggestions on the following lines.
Questions
1. What would you do if your boyfriend or girlfriend gave you a puppy?
Person 1:
Person 2:
2. What would you do if your neighbor made a lot of noise at night?
Person 1:
Person 2:
3. What would you do if your sister / brother put on your favorite T-shirt?
Person 1:
Person 2:
4. What would you do if you forgot your mother’s birthday?

Person 1:
Person 2:
5. What would you do if you didn’t understand your teacher?

Person 1:
Person 2:
6. What would you do if you lost your English book?

Person 1:
Person 2:
7. What would you do if you had a stomachache because you ate too much?
Person 1:
Person 2:
8. What would you do if you got up late for school?

Person 1:
Person 2:
9. What would you do to lose weight fast?

Person 1:
Person 2:
10. What would you do if your parents tell you to leave your boyfriend / girlfriend?
Person 1:
Person 2:
14
Food for Thought
Note that the “If clause” can contain the subjunctive in the form of the past continuous.
n If I were still living in Ciudad Juarez, I would commute by bus to El Paso.
n If your friend Dessy were coming, she would be here by now.
n If my neighbors were thinking of selling their beautiful home, I would want to buy it.
Note that the main clause can contain would, could, or might.
1. If I had the chance to do it again, I would do it differently.
2. If we convinced them to go for lunch, we could go to that new restaurant and close the deal.
3. If I spoke to the client face to face, I might persuade him.
Sometimes the ‘if clause’ is implied rather than spoken.

n What would I do without you? (It is implied that you are here with me, but the situation that I am establishing is
“if you weren’t here”.)
n Where would I get a telephone card at this time of night? (“if I wanted one”)
n He wouldn’t agree. (“if I asked him”)
Asking questions about imaginary situations
Competence: The student can solve and complete exercises related to imaginary situations.
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Activity Sequence 3
1. Read the following questions.
2. Individually, answer the question with an imaginary result related to the conditional situations. Follow the
example.
3. Then, share your answers with a classmate.
Talk to each other. Then work with two other students and tell them your answers and listen to them.
Write your personal opinion answering the following questions. Follow the example.
Example: What would happen if the North Pole began to melt?
If the North Pole began to melts the world might be in serious trouble.
1. What would happen if Communism disappeared in Cuba?
.
.
2. What would you do if you were the president of Mexico?
.
.
3. What would happen if China became a democratic country?
.
.
4. What would the United States do if Mexican workers didn’t go to work in the American fields?
.
.
5. What could you do if you spoke English perfectly?
.
.
1.5 First Conditional or Future Possible Conditional

Grammar Review
First Conditional or Future Possible Conditional

In Book 3 we learned how to express future possible conditional sentences. This is a review of that. They are used to express
present conditions that will, may, or can give a result in the future.
Look at the following examples.

If you are late to the theater, you will not be seated until intermission.
If you take the 8 a.m. flig t to New York, you don’t have to change planes.
If you mix ammonia and chlorine bleach, you will create a smelly, dangerous solution.
16
Exercise 6
First vs. Second Conditional Sentences

Future Possible vs. Present Unreal
What do these conditionals mean? According to the conditional sentence, decide whether the sentence A or B is true.
1. If I spoke Portuguese, I would have less trouble in Brazil.
a. I speak Portuguese. b. I have trouble in Brazil.
2. The Senator will help with the negotiations if she stays another year.
a. We don’t know if the Senator will stay another year.
b. We know that the Senator will help with the negotiations.
3. If Alice weren’t already a department head, I would recommend her promotion.
a. Alice is the department head. b. I don’t respect Alice.
4. Mary Lou said, “If he were me, he would quit the Navy.”
a. I am in the Navy. b. I am giving Dick some advice.
5. If Atlanta were an older city, it would have some historical sites.
a. Silicon Valley has a lot of historical sites.
b. Most of Atlanta was built in the last 100 years.
6. If I weren’t on a diet, I’d have the chocolate cake for dessert.
a. I’m overweight. b. I will have the chocolate cake for dessert.
7. If you leave your computer on overnight, it won’t harm the cpu.
a. It’s ok to leave your computer on overnight.
b. The cpu will be ok if you don’t turn off your computer at night.
8. You will prolong the life of your car if you change the oil and the oil filter often.
a. Changing the oil and the oil filter is good for your engine.
b. Changing the oil or the oil filter is not important.
9. I’ll drive if you rent the car.
a. We’ll share the expenses. b. We’ll share the driving.
10. Charles will drown if we don’t do something right now!
a. Charles is dead. b. We can help Charles.
Exercise 7
Now, think about yourself: your own experience, your own likes, dislikes, preferences, etc. Answer the questions
using conditionals. If you want, add a comment or an explanation to your answer.
Example: Your boyfriend / girlfriend wants to get married next month.
What would you tell him / her?
If my boyfriend wanted to get married next month, I would refuse to his proposal. I am very young to get married.
1. You have to give up something you like. What would it be?

.
.
.
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2. You are offered an excellent job in Tijuana. You would have to leave your hometown, friends, family, and school.
What would you do?
.
.
.
3. You have to decide on going to the theatre or going to the opera. Where would you go?
.
.
.
4. Your best friend tells you he or she is leaving the country. What would you tell him / her?
.
.
.
5. Your dad buys a new car. What would you do?

.
.
.
Learning Activity 1
Conditionals 3. Write a table to explain how to form the conditional sentences

(zero conditional, first conditional, and second conditional). Inclu-
1. Work in groups of three students or in pairs.
de examples.
2. Search on the Internet for information about how to express con-
4. Make an exercise to practice the use of the conditional sentences.
ditions. You may start your search at http://esl.about.com/od/
gramma1/a/conditional.htm and look for other pages. 5. Present your table to your classmates and teacher.
Evaluation Instrument – Rubric

Criteria Well Done Regular Needs Improvement
Sources obtained using All the sources used were found on Most of the sources used were found Only used one source from the
information technologies the Internet. on the Internet. Internet.
Table Includes correct explanations of the Explanations of the conditional Most of the explanations and
conditional sentences and correct sentences and structure are mostly structures of conditionals are
structure. correct. incorrect or incomplete.
Examples Examples of all the types of Most of the examples that were Some of the examples included are
conditionals are included and are asked for are included and are incorrect or not present.
correct. correct.
Exercise Exercise to practice the use of Some errors in the exercise to Not delivered or incomplete.
conditionals is well done. practice the use of conditionals.
18
1.6 Coordinating Conjunctions
A conjunction is a joiner, a word that connects parts of a sentence. Among the coordinating conjunctions, the most com-
mon are and, and but. Review when they are used.
and
1. To suggest that one idea is chronologically sequential to another: “Mark walked to the
bus stop and waited patiently.” First he walked, then he waited.
2. To suggest that one idea is the result of another: “Jacquie heard the traffi report and quickly decided to chan-
ge her way to school.”
3. To suggest that one idea is in contrast to another (frequently replaced by but in this usage):
“Kathy is intelligent and Fanny is creative.”
4. To suggest an element of surprise: “Mexico is a beautiful country and suffers from pollution in some cities.”
5. To suggest that one clause is dependent upon another, conditionally (usually the first clause is an
imperative): “Study for your exam and you’ll get good grades.”
6. To suggest a kind of “comment” on the first clause: “Fernando studied for his exam and that gave him
a good grade.”
but
1. To suggest a contrast that is unexpected in light of the first clause: “Tamara lost her watch, but she is still very
punctual.”
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BLOCK
2. To suggest in an affirmative sense what the first part of the sentence implied in a negative way (sometimes
replaced by on the contrary): “The boy never used protection when playing soccer, but didn’t get hurt.”
3. To connect two ideas with the meaning of “with the exception of” (and then the second word takes over as
subject): “Everybody but the teacher is having something to eat at lunch time.”
When a coordinating conjunction connects two independent clauses, it is often (but not always) accompanied by a comma:
Martha wants to work for a travel agency, but she doesn’t speak English well.
A comma is also used with but when expressing a contrast:
This is a beautiful house, but very expensive.
When a coordinating conjunction is used to connect all the elements in a series, a comma is not used:
My mother refuses to go to bed early and I’m afraid she may get sick.
1.7 So and Because

n Because is used to express a reason.
He´s cleaning the house because it’s very dirty.

I´m taking my umbrella because it’s raining.
They´re tired because they work many hours.
I went to sleep because I was tired.
Maria left the party because she was feeling sick.
I didn’t pass the test because I didn’t study.
n So is used to express result.
It was raining, so we didn´t go out.

I don´t have money, so I can´t go shopping.
Mary insulted him, so he was very angry.
We use lots of paper every day. So, we must recycle.
I was tired, so I went to bed.
20
My favorite soccer team was playing bad, so they lost.

I couldn’t sleep, so I took some pills.
There wasn’t any food, so we went out to eat.
Exercise 8
Complete the following sentences with so or because.

1. It was cold I shut the window.
2. The door was open I closed it.
3. She doesn’t like him he isn’t honest.
4. It was raining I took a taxi.
5. The water wasn’t clean we didn’t swim.
6. We didn’t swim the water wasn’t clean.
7. I’ll be home late tonight I have to work late.
8. I’m tired today I couldn’t sleep last night.
9. She quit her job she is looking for a new one now.
10. We walked home there were no more buses.
Food for Thought
Beginning a Sentence with And or But

Students frequently ask if it is proper to begin a sentence with and or but. Many writers use and at the beginning of a
sentence to help writers to continue their narrations. The same is true with the conjunction but.
Remember that coordinating conjunctions have a transitional function.
Writers should examine such sentences with two questions in mind:
1) Would the sentence and paragraph function just as well without the initial conjunction?
2) Should the sentence in question be connected to the previous sentence?
If beginning the sentence with the conjunction seems appropriate, use it.
Taken from: Guide to Grammar and Writing from the Capital Community College Foundation. Retrieved on June 12,
2010 from http://grammar.ccc.commnet.edu/grammar/conjunctions.htm#and
Exercise 9
Fill in the blanks with the correct and logical conjunction (and - but).
1. I would like to go, I do not have time.
2. I opened the door looked out.
3. I read the book, did not understand it.
4. I invited him his friends.
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5. I have both respect admiration for them.

6. It was not only a beautiful day, the first day of spring.
7. The crowd was both large enthusiastic.
8. We will visit Guadalajara Puerto Vallarta during our next vacation.
9. Tim wasn’t cold, he put on a sweater.
10. My dad bought a cake everyone in the family ate a piece.
Food for Thought
What Is a Moral Dilemma?

A dilemma (Greek δί-λημμα “double proposition”) is a problem offering at least two solutions or possibili-
ties, of which none are practically acceptable.
Moral dilemmas result in situations in which each possible course of action will result against a moral princi-
ple. Serious dilemmas may cause many tragedies. The conflict can be described in different ways.
The crucial features of a moral dilemma are these: the agent is required to do each of two (or more) actions;
the agent can do each of the actions; but the agent cannot do both (or all) of the actions. The agent thus
seems condemned to moral failure; no matter what she does, she will do something wrong (or fail to do
something that she ought to do).
For example: In 1842, a ship is destroyed by an iceberg. Around 30 survivors are left and there is only one lifeboat that has a capacity of seven indi-
viduals. The weather is getting worse and the Captain of the ship has to decide how to lighten the boat so that at least seven people can survive. He
is in a moral dilemma here. He decides that some of the individuals, mostly weaker people would have to be forced out of the boat. They will drown
(which they eventually did) and the remaining seven people will be safe at least. On one hand his decision is totally reasonable as he wants to save
the life of at least seven people. But on the other hand he is killing 23 people to save these seven which is immoral. Thus the decision is difficult.
It is possible that some day you may face a moral dilemma. You may have to make a decision that is against a moral principle. This is not easy, but
needs to be done.
Vocabulary
Related to Having a Dilemma
Vocabulary Part of speech Meaning
Goodness Noun The quality or state of being good.
Badness Noun The quality or state of being bad.
22
Ethics Noun The discipline dealing with what is good and bad and with moral
duty and obligation. A set of moral principles.
Confli t Noun Mental struggle resulting from incompatible or opposing

needs, drives, wishes, or external or internal demands.
Decision Noun A determination arrived at after consideration.
Debate Noun A regulated discussion of a proposition between two matched sides.
Transgression Noun Infringement or violation of a law, command, or duty.
Behavior Noun The manner of conducting oneself.
Should Auxiliary verb Used in auxiliary function to express condition.

(used before
the simple
form of a verb)
Manage Verb To succeed in accomplishing.
23
BLOCK
Vocabulary to Describe Values

The following words are related to the topic of moral dilemmas. If you have any questions about the meaning of these words, look them up in
a dictionary or you may want to consult the Merriam-Webster Online dictionary and thesaurus at http://www.merriam-webster.com/. This
dictionary also has a Spanish-English tool that enables you to look up for other words not included in this list, and it also has a very valuable
tool to learn how to pronounce these words. Just click on the speaker icon to listen to how this word is pronounced.
Abstract Nouns Adjective and Antonym
Honesty honest, dishonest
Loyalty loyal, disloyal
Fairness fair, unfair
Responsibility responsible, irresponsible
Trustworthiness trustworthy, untrustworthy
Reliability reliable, unreliable
Goodness good, bad
24
Other Words Related to Moral Dilemmas:
Discrimination
Mistreatment
Disability
Disadvantage
Racism
Sexism
Learning Activity 2
Moral Dilemma: What Should She Do? her grade in the class. She understood math—even liked it—and
usually did really well. Her constant problem was that she wasn’t a
Read the following situation taken from the page goodcharacter.com,
strong test-taker. Her grades never reflected her understanding of
Ethical Dilemmas for Classroom Discussion. After reading, continue
the material she studied.
with the activity.
Now, here she was, once again stuck on one problem worth twen-
Retrieved from: ty-five points on the test, and she was drawing a blank. She put her
http://www.goodcharacter.com/dilemma/dilemma.html head down on the desk and concentrated as hard as she could. She
remembered doing a similar problem in class and explaining it to
her friend Jessie, but now she was so stressed out by the test, she
The Math Final Exam couldn’t even remember how to begin the problem.
Georgia’s hands were sweating. She was fifteen minutes into her She lifted her head and stared at her test. She listened to the clock
math final when she began to panic. This exam was worth most of tick on the wall and imagined her parents’ expression when she
25
BLOCK
receives her report card. Jessie was sitting right in front of her. He Evaluation Instrument of the Activity
is always a good test taker and had already solved the problem.
Checklist
The teacher had his backed turned and was on the other side of
the room. Georgia could look over Jessie’s shoulder, get the answer, 1. Students read the text.
and no one would know. 2. Students analyzed the question posed.
Georgia needed to think quickly. She thought about how unfair it 3. Students defined the values involved in the dilemma.
was that she regularly does badly on tests even though she works so
4. Students arrived to a conclusion that answers the question.
hard in class and understands the material, too. She thought about
how often she helped Jessie in class throughout the semester. What 5. Students justified their conclusion using the second conditional
should she do? structure.
1. Work in groups of three. Answer the question: What would

I do if I were Georgia? Explain your answer. Evaluation of the Oral Presentation
2. What values are involved in this moral dilemma? You will be evaluated as VG (Very Good), G (Good), S (Satisfactory), or
3. Use the adjectives to describe the people who have or don’t CI (Could Improve)
have these values. a) Fluency VG G S CI
4. Present your conclusions to the rest of the group. b) Pronunciation VG G S CI
5. Listen to your classmates’ presentations respectfully and care-
c) Vocabulary (adjectives) VG G S CI
fully.
d) Grammar VG G S CI
6. As a group, discuss this situation.
7. Orally share your answers with another student and listen at- e) Visual aids VG G S CI
tentively to his/her answers. f) Body language VG G S CI
Facing moral dilemmas
Competences: The student can discuss what he or she would do when facing moral dilemmas.
The student can use appropriate vocabulary related to moral dilemmas and ethical decisions in work, family, and
social contexts.
Activity Sequence 4
1. Read the following dilemmas written by Kohlberg.*
2. Work in small groups (three-four members).
3. Discuss each case by using the questions given as guidelines to your discussion.
Your teacher will tell you how much time you have to discuss.
4. Write your conclusions in your notebook.
5. Come to a final conclusion: What would you do if…? And why?
6. Exchange ideas with your partners if time allows.
7. Orally share your answers with another student and listen attentively to his/her answers.
* Taken from Kohlberg Dillemas: Retrieved on June 10, 2010, from:

http://www.haverford.edu/psych/ddavis/p109g/kohlberg.dilemmas.html
26
Dilemma
Judy was a twelve-year-old girl. Her mother promised her that she could go to a spe-
cial rock concert coming to their town if she saved up from baby-sitting and lunch
money to buy a ticket to the concert. She managed to save up the fifteen dollars
the ticket cost plus another five dollars. But then her mother changed her mind
and told Judy that she had to spend the money on new clothes for school. Judy
was disappointed and decided to go to the concert anyway. She bought a ticket
and told her mother that she had only been able to save five dollars. That Saturday
she went to the performance and told her mother that she was spending the day with a friend.
A week passed without her mother finding out. Judy then told her older sister, Louise, that she
had gone to the performance and had lied to her mother about it. Louise wonders whether to
tell their mother what Judy did.
1. Should Louise, the older sister, tell their mother that Judy lied about the money or should she keep quiet?
2. In wondering whether to tell, Louise thinks of the fact that Judy is her sister. Should that make a difference in
Louise’s decision? Would things be different if Judy weren’t Louise’s sister?
3. Does telling have anything to do with being a good daughter?
4. Is the fact that Judy earned the money herself important in this situation? Why or why not?
5. The mother promised Judy she could go to the concert if she earned the money. Is the fact that the mother
promised the most important thing in the situation? Why or why not?
6. Why in general should a promise be kept?
7. What do you think is the most important thing a mother should be concerned about in her relationship to
her daughter? Why is that the most important thing?
8. In general, what should be the authority of a mother over her daughter? Why?
9. What do you think is the most important thing a daughter should be concerned about in her relationship to
her mother? Why is that the most important thing?
10. In thinking back over the dilemma, what would you do if you were Louise? Why?
Solving problems
Competences: The student can perform conversations describing imaginary situations.
Activity Sequence 5
1. Work in teams of three or four students. Think seven problems your classmates and you have noticed in your
school or community.
2. Write them as affirmative statements. For example: The school doesn’t have a soccer field.
Problems:
1.
2.
27
BLOCK
3.
4.
5.
6.
7.
3. Now, think about how things would be if they were changed or if the problems were solved. State you reflec-
tions in this space. Write conditional sentences. For example: If our school had a soccer field, we could play
every afternoon.
How would things be?
1.
2.
3.
4.
5.
6.
7.
4. Your teacher will decide if you give an oral presentation on this project or if you create a poster for a class
poster session.
Talking about imaginary situations
Competence: The student can perform conversations describing imaginary situations.
Activity Sequence 6
1. Work in pairs.
2. Imagine what you would do if you were 10 or 20 years older.
3. Write a dialogue between you and your partner telling what you would do if you were 10 years older, and then
if you were 20 years older. Think of work, social, and family contexts.
Look at the example

A: What a boring thing is to be young! What would you do if you were older?
B: If I were 20 years older, I’d take part in a general election!

A: And then?
B: If I became president, maybe I’d be able to rescue an entire nation from chaos!
28
Write your dialogues here
If you were 10 years older…
If you were 20 years older…
29
BLOCK
Reading
Magic Towns
In 2001, the Ministry of Tourism of Mexico decided to implement a program to impulse tourism as an industry
in Mexico, at local and regional levels. The goals of this program were to support a sustainable touristic develop-
ment for specific towns by providing them with the necessary infrastructure to support tourism and to promote it.
What is a Magic Town? A magic town is a place that highlights what Mexico is, its origins, how Mexicans are, and
what Mexicans feel proud of. It is a town that in the past and in the present has conserved its values and traditions.
A town that preserves its cultural and historical legacy, and that expresses it through its tangible and intangible
patrimony.
A town can be considered for this program if:
n It conserves symbolic attributes and a beautiful architecture.

n It is noted for transcendental events and legends.
n It is considered antique due to its history and culture.
n Its everyday life remains intact.
n Its inhabitants maintain their customs and traditions.
The people from these towns have the opportunity to show their culture to the world, at the same time that they
benefit from the touristic activities.
The quality of being magic comes from their authenticity, Mexican nature, and historic charm.
When a town is granted the distinction of being a “Magic Town” it receives financial support from the federal
government to initiate a promotional touristic program. The main objective is to provide an economical benefit to
the native population, and a cultural benefit to all its visitors.
In 2001, the first town to be named a Magic Town was Huasca de Ocampo, in Hidalgo. That year, three more
towns were granted the distinction of being “Magic Towns”: Mexcaltitán, in Nayarit; Tepoztlán, in Morelos; and
Real de Catorce, in San Luis Potosi. During the first years of the program, a few towns were added each year. How-
ever, since 2012 the number of new Magic Town has risen impressively. Consequently, many people believe that
the initial criteria have been forgotten, and nowadays economic criteria regulate the designations.
By 2014, the list of Magic Towns rose to 83. In September, 2015, 28 towns were added to the list totalizing 111.
Following is a table that shows how many towns have this category in each Mexican state:
30
Number of Towns State
9 Mexico and Puebla
8 Michoacan
7 Jalisco
6 Coahuila and Veracruz
5 Guanajuato, Hidalgo, Oaxaca, Queretaro and Zacatecas
4 Chiapas and Sinaloa
3 Aguascalientes, Chihuahua and Quintana Roo
Baja California Sur, Morelos, Nayarit, Nuevo Leon, San Luis Potosi, Sonora, Tamaulipas, Tlaxcala and
2
Yucatan
1 Baja California, Campeche, Colima, Durango, Guerrero and Tabasco
How many “Magic Towns” do you know?
Comprehension Questions:
1. When did this program begin?
2. Why did the Ministry of Tourism in Mexico begin this program?
3. How many “Magic Towns” are there nowadays?
4. What are the conditions that a town needs to fulfill to be considered a Magic Town?
5. If a town is named a Magic Town, who benefits from this?
Post-reading activity:
n Find out how many and which towns are considered “Magic Towns” in your state.
n What other towns do you consider can become a Magic Town? Why?
n Have you ever been to Tapijulapa in Tabasco? What can you say about this Magic Town?
For more information, go to the following weblink: http://www.sectur.gob.mx/pueblos-magicos/
31
BLOCK
Evidence Collection and Portfolio
TASK 1. Expressing unreal situations in the present.
Evidence: The student can do written and oral exercises using verbs in the past tense.
The student can solve and complete exercises related to imaginary situations.
Activity Sequence
a) Fill in the lines with the appropriate form of the verbs in parentheses at the end of each sentence.
b) Remember to use the auxiliary would or could in the result clause.
1. If he a younger man, he able to walk faster. (be / be)
2. We on the beach if we in Acapulco. (be / be)
3. If Barbara’s hair blonde, she completely different. (be / look)
4. He’s so fast! If he an animal, he a jaguar or a cheeta. (be / be)
5. We lot from owls if they . They are incredibly clever! (learn / talk)
6. We can’t go out in this weather... If the weather better, we to the park. (be /go)
7. If we money, we in a five-star hotel. (have / stay)
8. If my father an increase in his salary, he a car. (get / buy)
9. I of happiness if the girl I like to go out with me! (jump / accept)
10. If we more English, we in a hotel. (know / work)
Performance indicators for Task 1.

Assign one point for each correct answer. Both spelling and grammar must be correct to get the point. Total number of points = 20
TASK 2. If I had a million dollars.
Evidence: The student can express and describe clearly what he or she would do in imaginary situations and give simple advice.
Activity Sequence Part 1

1. Think about ten things that you would do if you had a million dollars.
2. Write them down in the space given.
3. Put your ideas together in a paragraph with the title “If I had a million dollars.”
4. Revise your paragraph for completeness and clarity of ideas.
5. Edit your paragraph for correct grammar, spelling, and punctuation.
6. Ask a partner to read your paragraph and tell you what he/she thinks.
32
What would you do if you had a million dollars? Write your sentences.

Write your paragraph.

“If I had a million dollars…”

Performance Indicators for Part 1, Task 2

PART 1: Teacher will evaluate accuracy and message (5 points)
1. Second conditional sentences are correctly written.
2. No spelling errors. No punctuation errors.
3. Vocabulary used is appropriate.
4. Sentences are logical according to unreal situation being presented.
PART 2: Paragraph (10 points)

1. Ten conditional sentences are included.
2. Conditional sentences are completed with condition clauses in past tense (subjunctive).
3. Result clauses are grammatically correct using would, could, or might.
6. Both clauses are logical.
7. Additional information is given to clarify the unreal situations.
33
BLOCK
Rubric for the Paragraph Task 2
Criteria Needs Improvement = 1 point Satisfactory = 3 points Well Done = 5 points
Message The student made a poor or incomplete The student made a good and complete The student made a complete (5) and
(Content) description of what he or she would / could / description of what he / she would do very good description of what he / she
might do if he / she had a million dollars. No if he / she had a million dollars. Some would do if he / she had a million dollars.
additional information was given to clarify the additional information was given to clarify the Additional information was given to clarify the
information. information, but more could have contributed information and contribute to meaning.
to meaning.
Language Student uses a small range of vocabulary. Student uses a small range of vocabulary. Student uses an acceptable range of
(Structure) Many grammar errors in condition or result Several errors in condition or result clauses vocabulary. Conditional sentences are correct.
clauses are present. are present. Spelling errors are few or not present.
Structures aren’t clear or are incorrect. Structures aren’t very clear and / or some are Calligraphy is clear.
Many spelling errors. / Difficulty incorrect.
understanding calligraphy. Several spelling errors. / Difficulty
understanding calligraphy.
Evaluation Criteria
10 points Message and Language Well Done
8 points Message Well Done and Language Satisfactory
6 points Message Well Done and Language Needs Improvement
8 points Message Satisfactory and Language Well Done
6 points Message Needs Improvement and Language Well Done
6 points Message and Language Satisfactory
4 points Message Satisfactory and Language Needs Improvement
4 points Language Satisfactory and Message Needs Improvement
2 points Message and Language Need Improvement
Activity Sequence Part 2

1. Work with a partner. Prepare a dialogue with the paragraphs you and your partner wrote in Part 1.
2. Prepare visual aids to make your presentation more attractive.
3. Practice your role-play and be ready to give the presentation on the date your teacher tells you.
4. Check the rubric so you can know how you will be evaluated.
Performance Indicators for Part 2 of Task 2

PART 2: Role-play (10 points)
1. Context in which the role-play is given is appropriate.
2. Both students interact fluently.
3. Pronunciation doesn’t affect comprehension.
4. Dialogue is complete.
34
Rubric for the Role-Play Performance Task 2
Criteria Needs Improvement Satisfactory Well Done
Role The student played his / her role poorly. The student played his / her role The student played his / her role very well.
performance She / he didn’t show enthusiasm. satisfactorily. She / he was enthusiastic. She / he was enthusiastic, and creative.
2 points 3 points 5 points
Language Student uses appropriate vocabulary, but Student uses an acceptable range of Student uses an acceptable and appropriate
limited. Conditional sentences to express vocabulary, most of the time appropriate. range of vocabulary. Conditional sentences
the situation (If I were a millionaire) were Conditional sentences to express the to express the situation (If I were a
incorrect most of the time. Pronunciation situation (If I were a millionaire) were correct millionaire) were all correct. Pronunciation
interferes with meaning. most of the time. Pronunciation is good, is very good, perhaps with few errors, but
perhaps with few errors, but understandable understandable at all times.
most of the time.
2 points 3 points 5 points
TASK 3. Listening to advice.
Evidence: The student can complete predesigned charts based on an aural text.
Activity Sequence
1. Complete the following sentences with your own ideas.
2. You will be telling your partner these ideas and he / she will listen and write down your answers.
3. Then, you will listen to your partner and write his / her answers in the space provided.
4. Check with your partner what you said and he / she wrote and what he / she said and you wrote.
Complete the conditional sentences with your own ideas.

1. If I had vacation next week,
.
2. If I won an airplane ticket,
.
3. If I were president of my country,
.
4. If I spoke three languages,
.
5. If I owned a ranch,
.
6. I would do exercise
.
7. I might move to another city
.
8. I could go to a concert
.
9. If I were you,
.
10. I would tell you
.
35
BLOCK
Now, write your partner’s answers. Listen and write.

1. If I had vacation next week, .
2. If I won an airplane ticket, .
3. If I were president of my country, .
4. If I spoke three languages, .
5. If I owned a ranch, .
6. I would do exercise .
7. I might move to another city .
8. I could go to a concert .
9. If I were you, .
10. I would tell you .
Rubric for Oral Presentation Task 3

Needs Lacks
Competent Satisfactory
Improvement Competence
4 points 3 points
2 points 1 point
Fluency Student is fluent throughout the Student is fluent most of the time Student pauses unnecessarily Student is not fluent most of the
oral presentation. during the oral presentation. during the oral presentation or has time.
verbal interruptions (eh, uh, words in
Spanish).
Pronunciation Student pronounces correctly Student has few pronunciation Student mispronounces several words Student mispronounces words
most of the time and errors don’t errors that don’t affect meaning. or mispronounces some words that many times, affecting the
affect message. affect the message. meaning of what is being said.
Use of Student uses language and Student uses language and Student makes several language Student makes many language
language vocabulary appropriately and vocabulary appropriately and mistakes or uses vocabulary mistakes and / or doesn’t use
correctly most of the time. correctly with few errors. inappropriately. appropriate vocabulary.
Overall Student presents in an organized Student presents in an organized Student does not present in an Presentation lacks organization
presentation manner and uses visual aids and manner most of the time, and organized manner and / or doesn’t and other presentation skills
skills appropriate body language. uses visual aids and a fairly use visual aids nor body language (body language) and / or didn’t
appropriate body language. appropriately. use any visual aids.
Message Description of the student’s profile Description of the student’s profile Description of the student’s profile Description of the student’s profile
and of other three persons are or of one of the other three and of two of the other three persons and of the other three persons
interesting, complete and clear. persons are incomplete or unclear. are incomplete or unclear. are incomplete or unclear.
Total points
TASK 4. Imaginary situations.

Evidence: The student can solve and complete exercises related to imaginary situations.
Activity Sequence
The student can present to the whole class what he or she would do in the following imaginary situations using the second conditional and will
understand what others would do. For example: “If I had enough money, I would buy a new mp3 player.”
36
a) Read the following conditional situations. Write what you would, could, or might do in each case.
b) You will present your answers to the whole class. Prepare visual aids to illustrate what you say. You will be evaluated according to the rubric
given.
1. If I won a science (art, math, etc.) contest…

I would .
I could .
I might .
2. If I graduated next month…
I would .
I could .
I might .
3. If I ran into a famous soccer player…
I would .
I could .
I might .
4. If I received an invitation to a TV show…
I would .
I could .
I might .
5. If my parents decided to move to (another city)…
I would .
I could .
I might .
6. If I found a wallet full of money…
I would .
I could .
I might .
7. If I saw a burglar breaking into a house…
I would .
I could .
I might .
8. If I were a policeman / policewoman…
I would .
I could .
I might .
37
BLOCK
9. If I were a famous actor / actress…

I would .
I could .
I might .
10. If I had an uncommon pet…

I would .
I could .
I might .

Needs Lacks
4 points 3 points
2 points 1 point
Fluency Student is fluent throughout the Student is fluent most of the time Student pauses unnecessarily Student is not fluent most of the
oral presentation. during the oral presentation. during the oral presentation or has time.
Spanish).
Pronunciation Student pronounces correctly Student has few pronunciation Student mispronounces several words Student mispronounces words
most of the time and errors don’t errors that don’t affect meaning. or mispronounces some words that many times, affecting the meaning
affect message. affect the message. of what is being said.
Use of Student uses language and Student uses language and Student makes several language Student makes many language
language vocabulary appropriately and vocabulary appropriately and mistakes or uses vocabulary mistakes and / or doesn’t use
Overall Student presents in an organized Student presents in an organized Student does not present in an Presentation lacks organization
presentation manner and uses visual aids, and manner most of the time, and uses organized manner and / or doesn’t and other presentation skills (body
skills appropriate body language. visual aids and a fairly appropriate use visual aids nor body language language) and / or didn’t use any
body language. appropriately. visual aids.
Message The imaginary situations presented Description of the imaginary Description of the imaginary situations Description of the imaginary
were appropriate, complete and situations was incomplete or was incomplete and unclear. situations was not given.
clear. unclear.
Total points
TASK 5. And / But.

Evidence: The student can write simple sentences and phrases using connectors to describe situations.
Activity Sequence
1. Read the following sentences in Part 1. Fill in the blanks with: and, but, or.
2. Check your answers with your teacher.
3. Read the example statements in part 2. Write 2 examples of your own using and and 2 using but.
38
PART 1.
1. The bus stopped three men got off.
2. My dad and brother stayed at home ate there.
3. I wanted to buy a new book didn’t have enough money.
4. She’s a hard worker he doesn’t have enough money.
5. Do you want tea coffee?
6. Is the Empire State Building in New York Los Angeles?
7. I heard you are buying a car. Is it a new car an old car?
8. I would like to visit many different countries I wouldn’t want to live overseas.
9. Tell your sister she can go by bus walk.
10. I can’t remember his face I know his face from somewhere.
11. I like coffee I don’t like tea.
12. I cannot swim I can ski.
13. I want a new TV I really don’t need it now.
14. I had to work on Saturday Sunday.
15. My name is Jim I’m your new teacher.
16. The history test was difficult the English one was easy.
PART 2.
Michael had breakfast. He washed his teeth.
Michael had breakfast and washed his teeth.
Your example to express events in chronological order:

.
.
.
.
They were students. They rented a room in a boarding house in Miami.

They were students and rented a room in a boarding house in Miami.
Your example to information:

.
.
.
.
They were students. They rented an expensive apartment close to the beach.
They were students but they rented an expensive apartment close to the beach.
39
BLOCK
Your example expressing surprise about a given situation or information (unexpected).

.
.
.
.
I took the train. I forgot my ticket at home.
I took the train but I didn’t get a ticket.
Your example expressing a contrasting situation between what was done and what usually would happen.
.
.
.
.
Learning Log
A learning log is a space where you can record details about your learning process. This reflection can help you plan a strategy in order to im-
prove your learning and your grades. Continue doing what you feel is helping you learn, and check with your teacher those concepts that you
haven’t understood well.
What did I learn in this block?
.
.
.
.
.
.
How did I learn it?
.
.
.
.
.
.
What do I need to review? (didn’t learn or didn’t learn well)
.
.
.
.
.
.
40
What do I need to do to learn this material well?

.
.
.
.
.
.
What will I do to improve my learning? (three concrete actions)
.
.
.
.
.
.
Evidence Collection For Your Portfolio

Task Evidence Competencies
1, p. 32 Written results of conditionals using the modals “could” or “would” Written and oral production.The student can do written and oral
in the result clause. exercises using verbs in the past tense.
2, p. 32 Written paragraph. If I had a million dollars. Written production. The student can express and describe clearly
what he or she would do in imaginary situations and give simple
advice.
3, p. 35 Listening exercise. Completion of sentences after listening to an Listening comprehension. The student can complete predesigned
aural text. charts based on an aural text.
4, p. 36 Imaginary situations. Written exercise done by students to express Written production. The student can solve and complete exercises
what they would, could or might do in unreal situations. related to imaginary situations.
5, p. 38 Written exercise using conjunctions AND and BUT. The student can write simple sentences using the coordinating
conjunctions AND / BUT.
Learning Activity 1, p. 18 Elaboration of chart explaining structure and functions of Teamwork. Using information technologies.
conditionals.
Learning Activity 2, p. 25 Moral Dilemmas. Evaluation instruments used for the discussion Teamwork. Reading Comprehension. Using Information
on page 26. Technologies. The student can discuss with his/her peers using
the vocabulary learned in this block.
41
BLOCK
Pair Work Evaluation – Coevaluation

Honestly evaluate your classmate’s work and attitude.
Use the following format.
Name of evaluator:
Person who is being evaluated:
Always Most of the time Sometimes Rarely
My classmate showed interest in

our assignment
My classmate worked in our

assignment
My classmate showed a positive

attitude towards learning
My classmate helped me learn
My classmate shared his/her ideas
Overall, I consider our work together was: VERY GOOD – GOOD – SATISFACTORY – NEEDS IMPROVEMENT
42
Team Work Evaluation – Heteroevaluation

Honestly evaluate your classmates’ work and attitudes. Write the name of each of your classmates at the top of each column.
Name of evaluator:
Use the following: ALWAYS MOST OF THE TIME SOMETIMES RARELY
Name Name Name Name
Showed interest in our assignment
Worked in our assignment
Showed positive attitude during our

interaction
Helped everyone to learn
Shared his / her ideas with the

other members
Asked for help when necessary
I enjoyed working with him / her
Remember:
s?
How do we pronounce the –ed in regular verb Pronounce the Forms an extra
Example base Example with -ed syllable?
If the base verb ends in one verb*
-ed as
of these sounds yes
wanted /id/
/t/ want
end ended
/d/ /t/ no
hope hoped
unvoiced /p/
laugh laughed
/f/
fax faxed
/s/
wash washed
/∫/
watch watched
/t∫/
like liked
/k/ /d/
play played
voiced all other sounds, eg
allow allowed
beg begged
43
BLOCK
16 hours
2
Learning
Describing Experiences
Objects
Vocabulary
2.1 The Present Perfect

Tense
2.2 Spelling Rules
2.3 When Do We
Use the Present
Perfect Tense?
2.4 Present Perfect +

For, Since
2.5 Present Perfect

+ Adverbs (Ever,
Never, Already,
Yet, Still)
2.6 Present Perfect

Continuous - Form
2.7 Present Perfect

Continuous - Use

n Describes his / her experiences orally and in writing. Students are able to:
n Gathers information, orally and in writing, about others. n Identify and interpret the general idea and possible development
n Uses appropriate grammatical structures to talk about his / her experiences

of an oral or written text in a foreign language.
using present perfect and simple past tenses. n Communicate in a foreign language using a logical discourse,
orally or in writing, to ask for and give information about activities

that they have done in diffe ent contexts.
Have You Ever Been Locked Out?

Terri and Brad McDonald have a Sunday section in the local newspaper of the Bay Area in
California. They usually ask questions to the readers about different situations to know
what people think or feel about them.
Last week, they asked their audience to answer the following question: “Have you ever
been locked out?” “Was this an embarrassing situation?” Let’s see what some of their
readers answered to the question.
Dear Terri and Brad,

My husband lost all the keys to our house so we had all the locks changed. The next day we
went out took the new keys only to leave one of the essential keys inside the house. When
we came home obviously we were unable to get back in. Luckily, we had left the tiny
bathroom window open. I couldn’t fit so I sent my five-year-old son through to unlock the
back door. He thought breaking into a house was great fun and wants to now do it all the
time and told it for his news at school the next day. The teacher sent me a message telling
me that I needed to take my son to a psychologist because he told her he wants to break
into houses for a job as he is very good at it! How embarrassing!
Melanie Harris, Fairfield, CA
n Use autonomous learning strategies, using information n Produce texts based on the normative use of language, considering
and communication technologies, to obtain information about intentionality and communicative situation, as well as the formal elements
the grammatical structure of the present perfect and the simple past, of language (punctuation, spelling, syntax, coherence, and cohesiveness).
to talk about their experiences.
n Maintain a respectful attitude towards cultural diffe ences due
to the diversity of beliefs, values, ideas, and social practices when

they exchange information about personal experiences and about
those of others.
BLOCK
2 Describing Experiences
Dear Terri and Brad, Dear Terri and Brad,

Well, I am a locksmith (and yes I have been locked out, but that is way too I get locked out all the time. The worse time was at a surf camp at Manly beach.
embarrassing to post here...) but I once went out to a “lock-out” where the lady I surfed my heat and came back to my van and discovered I had locked the keys
had locked the keys in her car. She was working and could not come out and was inside. Because I do this regularly, I normally have a spare key hidden under it,
unsure of her number plate, but described her car clearly to me on the phone. but I didn’t replace it from the last time I locked myself out.
I turned up to the parking lot, looking for a white Volvo with a blue stripe and a So, I’m dripping wet in a wetsuit with a few hundred people walking past
fluffy steering wheel cover. Found it easily. Opened the car and started looking watching me try to break into my van with the radio antenna I had snapped off...
around inside for the keys when the owner of the car (not the lady I spoke to!)
turned up and accused me of trying to steal her car!!! A few rows over was the car The funny part of the story: I’m a locksmith and it says so in very large letters all
I was supposed to open... ooops!! It was very embarrassing, but fortunately after over my van.
I explained to her and the policeman, she understood and dropped the charges. I got in of course (after a while), and I like to think that I made a few people’s day
a little bit happier that day.
Cheers,
Kris, Modesto, CA Still, it has been one of the most embarrassing moments of my life :
PS: I have a million stories Brian, Calistoga, CA

if you want more...
Discussion
Talk with a partner. Ask and answer the following questions. Talk about your
own experience.
1. Have you ever been locked out? If you have, tell your partner about it.
2. Have you ever been in an embarrassing situation? What happened? Write

what happened. If you haven’t, write about someone else’s embarrassing
situation. Then talk about it with a partner.
Vocabulary
Read the meaning of the following words and expressions used in the previous texts.
Embarrassing (adjective) causing one to feel confusion or self-consciousness; disconcerting; causing to feel shame¸
hard to deal with; especially causing pain or embarrassment.
Lock (verb) to fasten or close with a lock, usually a door or a car.
Lock (noun) a fastening (as for a door) operated by a key or a combination.
46
Locksmith (noun) a person who makes or repairs locks.

Tiny (adjective) very, very small.
Fit (verb) to conform correctly to the shape or size of something.
Break into (phrasal verb) to make entry or entrance into <broke into the house>, usually used when someone does
this in secret or not invited.
Plate (license plate) a prepared surface from which printing is done; metallic surface that identifies the
registration of a vehicle, usually a car, truck, or motorcycle.
Steering wheel (adjective + noun) a handwheel by means of which one steers, usually used to drive a vehicle (car).
Turn up (phrasal verb) to find or discover.
Drop the charges (expression) legal term used when someone decides to not prosecute or accuse another person of
committing a crime or doing something illegal.
Spare key (adjective + noun) not being used; especially: held for emergency use <a spare key, or a spare tire>.
Hidden (past participle of hide) hide is to put out of sight, to keep in secret.
Wet (adjective) the contrary of dry; something humid due to water or liquid.
Dripping wet (expression) to drip is to let fall in drops; dripping wet means when someone is very wet.
Wetsuit (noun) a close-fitting suit made of material (as sponge rubber) that is worn (as by a skin diver)
especially in cold water to retain body heat and that traps a thin layer of water against the
body.
Snap off (phrasal verb) to take or break something off.
2.1 The Present Perfect Tense

The present perfect tense is formed with a present tense form of “to have” plus the past participle of the verb (which can be
either regular or irregular in form).
This tense indicates either that an action was completed (finished or “perfected”) at some point in the past or that the action
extends to the present:
47
BLOCK
• I have walked two kilometers already [but I’m still walking].

• Michael has run the Mexico City Marathon [but that was some time ago, we don’t know exactly when it
happened].
• The critics have praised the film Avatar since it came out [and they continue to do so].
First we will analyze the form, then some important spelling rules for the verbs used in this tense, and then we will analyze in
detail when the present perfect tense is used.
A Form: Simple Present Perfect Tense

Present Perfect
Form
Subject + Verb Have + Verb past + Complement
Present Tense participle participle
(have - has)
Affirmative Statements
Subject Have / has Past Participle

I have
prepared lunch.
My mother has
Negative Statements
Subject Have / has + not Past Participle

We haven’t
finished cleaning the house.
My mother hasn’t
Interrogative Positive
Have / Has Subject Past Participle

Have they
done the laundry?
Has she
Interrogative Negative
Haven’t / Hasn’t Subject Past Participle

Haven’t you
gone shopping?
Hasn’t she
Information Questions
Wh word + have / has + not Subject Past Participle

Where have they
studied?
When has she
2.2 Spelling Rules

Verbs in English are classified in two types according to their form: regular and irregular.
a. Regular Verbs
Most English verbs form the past participle in a regular, predictable manner. These verbs are commonly referred to as regular verbs.
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The past and past participle of a regular English verb is formed by adding the ending ed to the bare infinitive of the verb. For
instance, the past participle of the verb to work is worked.
Spelling rules for adding -ed to form the past participle.
Some regular verbs change their spelling when the ending -ed is added to form the past participle.
1. Verbs ending in a silent “e”
When a regular verb ends in a silent e, only the letter d must be added. For example:
Infiniti e Past Participle

to close closed
to move moved
to receive received
2. Verbs ending in “y”

When a regular verb ends in y immediately preceded by a consonant, the y is changed to i before the ending -ed is added.
For example:

to study studied
to carry carried
However, when a regular verb ends in y immediately preceded by a vowel, the y is not changed before the ending
ed is added. For example:

to play played
to stay stayed
to enjoy enjoyed
3. Verbs ending in a single consonant preceded by a single vowel

When a one-syllable verb ends in a single consonant other than w, x or y immediately preceded by a single vowel, the
final consonant must be doubled before the ending ed is added to form the past participle. In the following examples, the
consonants which have been doubled are underlined. For example:

to rub rubbed
to plan planned
to stop stopped
When a verb of more than one syllable ends in a single consonant other than w, x or y immediately preceded by a single
vowel, the final consonant is doubled before the ending ed only when the last syllable of the verb is pronounced with the
heaviest stress.
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In the following examples, the syllables pronounced with the heaviest stress are underlined. For example:

to control controlled
to infer inferred
to occur occurred
to permit permitted
In the first four examples, the last syllable of the verb is pronounced with the heaviest stress, and the final consonant is
doubled before ed is added.

to fasten fastened
to order ordered
to focus focused
to limit limited
In these four examples, the first syllable of the verb is pronounced with the heaviest stress, and the final consonant is not
doubled before ed is added.
The final consonants w, x and y are never doubled when the ending ed is added. For example:

to follow followed
to box boxed
to portray portrayed
It should also be noted that final consonants immediately preceded by two vowels are not doubled when the ending -ed is
added. For example:

to greet greeted
to rain rained
to treat treated
Exercise 1
According to the spelling of the past participles of regular verbs, fill in the blanks using
the present perfect tense of the regular verbs shown in brackets.
For example: She (to try)

She has tried hard.
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The dog his friend. (to annoy)

The dog has annoyed his friend.
1. We the bags for hours. (to carry)

2. She the piano for three years. (to play)
3. Your brother for the job. (to apply)
4. The cooks the chicken. (to fry)
5. The company six people this month. (to employ)
6. They the wall with paint. (to spray)
7. I home after school all this week. (to hurry)
8. These students unusual intelligence. (to display)
9. The government the nuclear weapons. (to destroy)
10. We on our bicycle. (to rely)
11. My sister to almost everyone after her terrible mistake. (to apologize)
12. I the soup for the last five minutes. (to stir)
13. The machine . Now we can fix it. (to stop)
14. We what happened to the police. Now, we have to wait to see what they say. (to explain)
15. The musicians a concert. (to plan)
16. My sisters the table. (to wipe)
17. We our hopes on the team. (to pin)
18. My cousin Anna the school’s choir. (to join)
19. The biologists an eagle. (to spot)
20. It every day this week. (to rain)
21. You the cream for the cappuccino coffee. (to whip)
22. The hostess everything for the party. (to arrange)
b. Irregular Verbs
In addition to regular English verbs, there are many irregular English verbs, which do not form the past participle with the
ending ed. The English irregular verbs are related to the strong verbs of the German language. Irregular verbs form their past
and participle forms differently.
There is no set of rules to determine how these irregular forms are formed. The past participles of irregular English verbs are
formed in an unpredictable manner, and must be memorized. I suggest memorizing them little by little.
Examples of irregular verbs are:
• speak (infiniti e) – spoke (past tense) – spoken (participle form)

(one form for the infiniti e, a diffe ent one for the past tense and a third one for the past participle form)
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• put (infiniti e) – put (past tense) – put (participle form)

(the same form for the infiniti e, the past form and the past participle form)
• come (infiniti e) – came (past tense) – come (participle form)

(infiniti e and past participle forms are the same, and the past tense has a diffe ent form)
• sell (infiniti e) – sold (past tense) – sold (participle form)

(one form for the infiniti e and a second form for the past tense and the past participle)
At the end of this section, you will find a list of the most common irregular verbs and their past and participle forms.
My suggestion is you include in your study plan, a strategy to memorize these verbs little by little. The best way to learn these
verbs is to use them so they can become part of your productive vocabulary.
Example: Verb eat – past participle form: eaten
Affirmative Negative Interrogative
I have eaten. I have not eaten. Have I eaten?

You have eaten. You have not eaten. Have you eaten?
He, she, it has eaten. He, she, it has not eaten. Has he, she, it eaten?
We have eaten. We have not eaten. Have we eaten?
You have eaten. You have not eaten. Have you eaten?
They have eaten. They have not eaten. Have they eaten?
Vocabulary
List of Irregular Verbs
Write the meaning of the verb in Spanish

Verb Simple Form Past Simple Past Participle
(follow the examples)
be was / were been Ser o estar

beat
beat beaten Golpear, latir, derrotar (en competencia)
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become
became become Llegar a ser
begin began begun

bend bent bent
bet bet bet
bite bit bitten
blow blew blown
break broke broken
bring brought brought
build built built
burst burst burst
buy bought bought
catch caught caught
choose chose chosen
come came come
cost cost cost
cut cut cut
deal dealt dealt
dig dug dug
do did done
draw drew drawn
drink drank drunk
eat ate eaten
fall fell fallen
feed fed fed
feel felt felt
fight fought fought
find found found
fly flew flown
forbid forbade forbidden
forget forgot forgotten
freeze froze frozen
get got got
give gave given
go went gone
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grow grew grown

hang hung hung
have had had
hear heard heard
hide hid hidden
hit hit hit
hold held held
hurt hurt hurt
keep kept kept
know knew known
lay laid laid
lead led led
leave left left
lend lent lent
let let let
lie lay lain
light lit lit
lose lost lost
make made made
mean meant meant
meet met met
pay paid paid
put put put
read read read
ride rode ridden
ring rang rung
rise rose risen
run ran run
say said said
see saw seen
seek sought sought
sell sold sold
send sent sent
set set set
sew sewed sewn / sewed
shake shook shaken
shine shone shone
shoot shot shot
show showed shown
shrink shrank shrunk
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shut shut shut

sing sang sung
sink sank sunk
sit sat sat
sleep slept slept
speak spoke spoken
spend spent spent
split split split
spread spread spread
spring sprang sprung
stand stood stood
steal stole stolen
stick stuck stuck
sting stung stung
stink stank stunk
strike struck struck
swear swore sworn
sweep swept swept
swim swam swum
swing swung swung
take took taken
teach taught taught
tear tore torn
tell told told
think thought thought
throw threw thrown
understand understood understood
wake woke woken
wear wore worn
win won won
write wrote written
Exercise 2
Referring to the table of irregular verbs before this exercise if necessary, fill in the
blanks with the present perfect tense of the irregular verbs shown in parentheses.
Substitute the subject for the corresponding pronoun.
For example: The trees tall. (to grow)

They have grown tall.
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Brandon his birthday present. (to choose)

He has chosen his birthday present.
1. Mark and Jane lunch. (to eat)

2. Lorenza the floor. (to sweep)
3. The girls in a choir before. (to sing)
4. My parents to work. (to go)
5. You your keys. (to lose)
6. Hector earlier than usual. (to rise)
7. Kate and I to everyone about the meeting. (to speak)
8. I the movie three times. (to see)
9. Mr. Longman and Mr. Fisher each other a long time. (to know)
10. Sonia here from Spain. (to fly)
11. The janitor very helpful. (to be)
12. I my hair twice this month. (to cut)
13. The secretary two letters. (to write)
14. Ana Gabriela and Saul the competition. (to win)
15. She no one. (to tell)
16. It a long time. (to take)
17. Jerry to send the package. (to forget)
18. I his speech before. (to hear)
19. The Evans town. (to leave)
20. Kathy the math problem. (to understand)
Learning Activity 1
Learning and Having Fun with Irregular Verbs Evaluation Instrument - Checklist
1. Work in teams of four or five students.
1. The game’s objective is to have students demonstrate
2. Design a game to play and learn the past and participle forms of they know the past and participle forms of irregular
irregular verbs. The idea is for your classmates to practice and verbs. ___
demonstrate they have learned the past and participle forms of
irregular verbs. You can get some ideas at the following website: 2. The game didn’t have any grammatical nor spelling
http://bogglesworldesl.com/esl_games.htm errors. ___
3. Think about the rules for this game (what students should do, 3. The game’s regulations are written and explained
could do, must not do). Write them down on paper and make clearly. ___
enough copies for the other teams. 4. The team brought all the necessary materials for
4. Prepare all the materials necessary to plan the game: game their classmates to play. ___
board, dice, cards, etcetera.
5. The team explained the rules to their classmates. ___
5. Bring your game to class on the date assigned by the teacher.
6. The team supervised the game while their
6. Explain the rules to your classmates. classmates were playing. ___
7. Have your classmates play. 7. The team brought candy as a prize to the team
8. Bring some candy for the team that wins. that won. ___
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c. Contracted Forms in the Present Perfect Tense

The auxiliary verb “have” can be contracted in affirmative sentences with the subject or the subject pronoun. (See contracted
forms table.)
In negative sentences, the contraction is made with the auxiliary have / has + not (haven’t or hasn’t).
Contracted Form Pronunciation
I’ve ‘Iv
You’ve Yüv, y&v
He’s / she’s ‘hEz, ’shEz, ‘its, &ts*
We’ve ‘wEv
They’ve ‘[th]Av
Contracted Form Pronunciation
I haven’t ‘I ‘ha-v&nt
You haven’t ‘yü, y& also yE ‘ha-v&nt
He hasn’t / she hasn’t / it hasn’t ‘hE ‘ha-z&nt / ‘shE ‘ha-z&nt / ‘it, &t ‘ha-z&nt
We haven’t ‘wE ‘ha-v&nt
They haven’t ‘[th]A ‘ha-v&nt
* Note: The contracted forms he’s, she’s and it’s have two meanings: he is or he has; she
is or she has; and it is or it has. The contracted form PRONOUN + IS (or ISN’T) is usually
followed by an adjective or the –ing form of the verb (present progressive or continuous).
The contracted form PRONOUN + HAS (or HASN’T) is followed by a past participle of the verb.
Affirmative Negative
I’ve eaten. I haven’t eaten.

You’ve eaten. You haven’t eaten.
He’s / she’s / it’s eaten. He, she, it hasn’t eaten.
We’ve eaten. We haven’t eaten.
You’ve eaten. You haven’t eaten.
They’ve eaten. They haven’t eaten.
Note: The phonetic sounds* are sometimes given with these alternative symbols.
\&\ as a and u in abut \&\ as e in kitten \&r\as ur/er in further

\a\ as a in ash \A\ as a in ace \ä\ as o in mop
\au\ as ou in out \ch\ as ch in chin \e\ as e in bet
\E\ as ea in easy \g\ as g in go \i\ as i in hit
\I\ as i in ice \j\ as j in job \[ng]\ as ng in sing
\O\ as o in go \o\ as aw in law \oi\ as oy in boy
\th\ as th in thin \th\ as th in the \ü\ as oo in loot
\u\ as oo in foot \y\ as y in yet \zh\ as si in vision
* Taken from the Merrian-Webster Dictionary online. http://www.m-w.com
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Exercise 3
Rewrite the following sentences, using the contracted form of the auxiliary to have.
For example: It has started. It’s started.

We have telephoned. We’ve telephoned.
1. He has agreed.
2. I have moved.
3. She has looked.
4. I have argued.
5. They have explained.
6. We have waited.
7. He has answered.
8. You have finished.
9. It has cooled.
10. We have ordered.
2.3 When Do We Use the Present Perfect Tense?

The present perfect simple is used to express several situations. This is a summary of these situations, and following, a more
detailed explanation of the uses.
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SITUATION 1. Duration from past until now (state verbs and non-continuous verbs).
l l l l l l l l l l l l l l l l l l l l l l l l l l l l l 
l l l l l l l l l l l l l l l l l l l l l l l l l l l l l
Past Present Future
a) We use the present perfect to show that something started in the past and has continued up until now. “For five minutes,”
“for two weeks,” and “since Tuesday” are all durations which can be used with the present perfect.
The word for is used to indicate the period of time the action has lasted. The word since is used to indicate when the action
began in the past and it is understood that it continues in the present.
Examples:
I have had a cold for fi e days.
She has been in Canada for three months.
Pamela has loved chocolate since she was a little girl.
b) The action or situation continues in the present. They indicate duration.

I have lived in Mexico City since 1985. (and I still do)
I have been in my room for two hours. (and I still am)
c) An action performed during a period that has not yet finished.
My mother has been to the doctor twice this week. (and the week isn’t over yet)
SITUATION 2. To express an action or a repeated action that happened at an unspecified period between the past and now.
It expresses habitual or continued action. Life experiences.
Unspecified Time Before Now
Past Present Future
When we use the present perfect it means that something happened at some point in our lives before now. Remember, the exact
time the action happened is not important.
Sometimes we want to limit the time we are looking in for an experience. Expressions such as “in the last week,” “in the last year,”
“this week,” “this month,” “so far,” and “up to now” can be used to narrow the time we are looking in for an experience.
We use the present perfect with expressions like “ever,” “never,” “once,” “many times,” “several times,” “before,” “so far,” “already,”
and “yet.”
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2.4 Present Perfect + For, Since

FOR: When talking about the length of time (duration), we use: the present perfect with for + a period of time (how long
something lasts).
Period of time: for six years, for a week, for a month, for hours, for two hours, for ten minutes.
Examples: I have worked here for fi e years.
She has lived here for twenty years.
They have been married for six months.
He has been playing tennis for two hours.
SINCE: When talking about a starting point, we use:

the present perfect with since + a point in time (starting time of the action).
A point in time: since this morning, since last week, since yesterday, since I was 12, since Friday, since 6 o’clock, since Chirstmas, since
my childhood.
Examples: I have lived here since 1998.
Ricardo and Monica have been married since March.
We have been at this school since last year.
He has been playing tennis since four o’clock.
Exercise 4
Fill in with “since” or “for.”

Example: some time Answer: for some time
60
1. Easter. 7. my childhood.

2. last summer. 8. a few minutes.
3. April 1st. 9. I was young.
4. ten years. 10. two weeks.
5. 1919. 11. my birthday.
6. as long as I remember. 12. five days.
Exercise 5
In this exercise, you will need to complete the exercises based on the prompts. There are two things to think about:
first, you will have to get the form of the present perfect correct, and second, you will need to decide whether to
use “for” or “since” with the time expression.
1. She / live / her / four years.

.
2. Mark / be / doctor / 1996.
.
3. Mary and Lorena / know / each other / elementary school.
.
4. Ten years / Greg and Bob / work / same company.
.
5. Manolo / want / play / professional soccer / he was six.
.
Exercise 6
For each gap in the text, put the verb in parentheses into the present perfect tense.
George (be) ___________________ my friend for over fifteen years. We (know) ________________________
each other since we were children. Recently, he and his family (move) _____________________ to a house on
the same street as me, and now our families see each other almost every day.
For the last ten years, George and I (play) _______________________ for the same soccer team every Sun-
day. George is a better player than I am, but in the last few months he (have) __________________________
some trouble with his left knee, and he (find) ______________________ it hard to play a full game. He (see)
_____________________ the doctor several times about his knee, but the doctor doesn’t know what is cau-
sing his pain. George (decide) ____________________ to take a break from soccer for a while, so that his knee
can recover. It’s going to be lonely on the team without him!
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Exercise 7
Complete the following sentences using the present perfect tense. Choose the appropriate verb from those given
below. If the sentence is followed by the word “negative,” write the sentence in the negative form.
arrive finish pay be play
see buy eat go read
1. I in this city, but I don’t remember when I came.

2. Diana anything all day. She must be hungry. (negative)
3. We tennis in this club before.
4. Mr. Lockhart to the theater?
5. Kate this book twice.
6. Laura and I already home.
7. you my brother? I don’t know where he is.
8. The children their homework yet. (negative)
9. your father a new car?
10. Rick most of his debts. (negative)
2.5 Present Perfect + Adverbs (Ever, Never, Already, Yet, Still)

Sometimes, it’s important to say that something happened (or didn’t happen), but it’s not important (or not known) when it hap-
pened. In this case, we can use the present perfect.
Example: I’ve already been to Acapulco. (It doesn’t matter when I went.)
Have you ever been to Acapulco? (It doesn’t matter when you went. I just want to know if you have
been there or not.)
In this case, we often use the words already, yet, ever, or never along with the present perfect. These words usually go before the
past participle in the sentence.
A. “Ever” and “never” are always placed before the past participle.
‘Ever’ = sometime before now, is used:
1. in questions
Have you ever been to Canada? Has she ever met someone famous?
¿Has estado en Canadá? ¿Ha conocido (ella) a alguien famoso?
* When translating these sentences to Spanish, the word ever is not translated. We are asking if the action
occurred anytime in the life or existence of the person.
2. in negative questions
Haven’t they ever been to Canada? Haven’t you ever eaten Thai food?
¿No han estado (ellos) en Canadá? ¿No has comido comida tailandesa?
* Both sentences use the time reference of the life of the person.
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3. in negative statements using the pattern nothing... ever, nobody... ever
Nobody has ever said that to me before. Nothing like that has ever happened to me.
4. ‘Ever’ is also used with ‘The first time...
It’s the firs time I’ve ever eaten Thai food.

This is the firs time I’ve ever been to Canada.
‘Never’ = not ever. Never is used after have / has.
I have never visited Egypt. I’ve never been so tired.
B. Already, yet, and still.

1. “Already” can be placed before the main verb (past participle) or at the end of the sentence.
Already = sooner than expected, is used:
a. I’ve already heard the story five times. b. Most people have left already.
It is also used in questions:
a. Have you already called John? b. Has John arrived already?
2. Yet is used in negative statements and questions when we are expecting something to happen, and goes at the end of
the sentence.
a. Have you bought a car yet? b. I haven’t met her yet.
c. Has the movie started yet? d. The men haven’t arrived yet.
3. Still = continuing longer than expected. Still is stronger than yet and often expresses surprise that a situation has continued
for so long. Notice how we use still in the present perfect and in other present tenses (simple present and present continu-
ous).
a. Laura hasn’t arrived home yet. She’s still at work. Used in simple present.
b. I still haven’t found what I’m looking for. Used in present perfect.
c. I’m still thinking about it. Used in present continuous.
Examples:
I have seen that movie three times.
Explanation: No specific tim . I may see it again in my life.
I think I have seen him once before.

Explanation. I don’t remember when. No specific tim .
There have been many earthquakes in Mexico.

Explanation: When the earthquakes happened is not specifie .
Has there ever been a war in Mexico?

Explanation: The word “ever” is used to express an unspecific period of time which is the exis-
tence of someone or something… in this case, in Mexico.
Yes, there has been.

Explanation: In the short answer, we use the auxiliary verb “have or has” and the main verb in
the past participle form.
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People haven’t traveled to Mars yet.

Explanation: The adverb “yet” is used in this negative sentence at the end to indicate that an
action has not occurred, but it is expected or was expected to occur.
We have gone to Disneyland several times.

Explanation: The subject mentions they have gone to Disneyland several times, but as they
can go again in the future, the present perfect is used instead of the simple past.
He has visited the doctor twice this year.

Explanation: This action has happened two times in the year. The year hasn’t ended so the
action can happen again.
My dad has worn eyeglasses all his life.

Explanation: He began to wear eyeglasses when he was young, and still does. The action be-
gan in the past and continues in the present.
Have you ever been to Tokyo?

Explanation: In this sentence, the word “ever” is included to indicate that we want to know if
sometime in the life of the person, he or she has been to Tokyo.
I have never seen the man you are talking about.

Explanation: In this sentence, the word “never” is used negatively in the period of life of the
person.
Kathy has already read all the Harry Potter books.

Explanation: The word “already” used between the auxiliary verb and the main verb, is used
to indicate that the action has occurred in time as expected or in relation to another moment
in time.
I have just finishe my homework.

Explanation: The adverb “just” is used in the present perfect tense when expressing an action
that was completed in the very recent past (expressed by ‘just’).
Note: * Esta oración, para darle la intención que se pretende, se traduciría como “Acabo de terminar mi tarea”, la cual no incluye
el tiempo antepresente del español (como las anteriores), que sería: Yo he terminado mi tarea (sin la intención de expresar que
la acción terminó en un pasado muy reciente).
Food for Thought
The most important thing to remember about the present perfect is that we cannot use the present perfect with time
expressions such as “yesterday,” “one year ago,” “last week,” “when I was a child,” “when I lived in Guadalajara,” “at
that moment,” “that day,” or “one day.”
If a time adverb is used with the present perfect, it should describe a time period which is unfinished. For example, we
can include today and this week if these periods of time have not finished yet.
We can say: I’ve been to the supermarket twice today (this means that “today” has not ended, and that since it began
until the moment of speaking, the person has gone or been to the supermarket two times).
See the next table for more examples of adverbs of finished and unfinished time. Note that only adverbs which descri-
be past time have been included, and adverbs that describe duration have not been included (for / since).
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Time Adverbs
Unfinished Time Finished Time
Today Yesterday
This week Last week
This year Last year
This morning* This morning*
This afternoon* This afternoon*
This evening ------------
During the last two years During the summer
Since I left school Before I saw you
------------------ At six o’clock
Ever (is only used in questions)
Just (is used to describe as very
recently completed action)
* Can be finished or unfinished, depending on the time of day.
Exercise 8
Complete the following sentences with the correct form of the auxiliary verb “have” (according to the subject) and the past participle of the main
verb (infinitive form in parentheses).
1. We’re late - the game already . (begin)
2. Ingrid can’t go skiing for the following weeks. She her leg. (break)
3. In the last few years, it more and more difficult to get into college. (become)
4. My friend Anna is here, and she some sandwiches so we can have lunch. (bring)
5. Lisa is getting married in a month, and she her dress yet. (neg. buy)
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6. It’s so hot today! I five cans of beer already this afternoon. (drink)
7. The price of gasoline a little every month. (increased)
8. I never so happy! Tomorrow is my graduation. (feel)
9. you about the accident? (hear)
10. I my history book. (lost) you it? (see)
11. It in months! The farmers are worried about their crops. (negative rain)
Exercise 9
Complete the statements with the verbs in parentheses to form affirmative statements in the present perfect
simple .
Example: My brother my father’s car (to wash).

My brother has washed my father’s car.
1. Karen an e-mail. (to send)

2. They already their suitcases. (to pack)
3. Rafael two terrible accidents this year. (to have)
4. Terry just her bedroom. (to clean)
5. Alice her classmates many times before. (to help)
6. Our class the museum. (to visit)
7. You at the shopping center before. (to be)
8. We already the dishes. (to do)
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Exercise 10
Complete the sentences using the verbs in parentheses to form negative statements or questions in the present
perfect simple.
Example: We _______________ the car yet. (not / to clean)

We have not cleaned the car yet.
1. I a new car. (not / to get)

2. you ever to Oaxaca? (to be)
3. Danny Eddie Murphy’s last video. (not / to watch)
4. Who Nathan lately? (to phone)
5. My girlfriend French food. (not / to eat)
6. the Simpsons yet? (to arrive)
7. Wayne his keys yet? (to find)
Exercise 11
Write sentences in the present perfect using the words given.
Example: I / go / to Los Cabos (already)

I have already gone to Los Cabos.
1. My sister / finished / her homework. (already)

.
2. My brother / not finished / his homework. (yet)

.
3. The plane / not arrived. (still)

.
4. The plane / not arrived. (yet)

.
5. I / have / breakfast. (already)

.
Phonetics*
Pronunciation of the -ed Ending
The –ed ending is usually pronounced like a separate syllable. In the following examples, both the infinitive and the
past participle forms of the verbs, are pronounced as one syllable:
* See table in page 43.
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Infinitive Past Participle Pronunciation
Work Worked \’wərkt\
Miss Missed \’mist\
Watch Watched \’wächt\
When –ed is added as the ending of verbs that end in d or t, the -ed ending of the past participle, it is pronounced
as a separate syllable. This is because the sounds of the letters d and t are so similar to the sound of the ed ending,
that the ending must be pronounced as a separate syllable in order to be heard clearly.
In each of the following examples, the bare infinitive consists of one syllable, whereas the past participle consists
of two syllables. For example:
Bare Infinitive Past Participle Pronunciation
Add Added \’a-dəd\
Land Landed \’lan-dəd\
Hunt Hunted \’hənt- əd\
Wait Waited \’wāt- əd\
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Similarly, when d is added to verbs ending in a silent e preceded by d or t, the final ed of the past participle is
pronounced as a separate syllable. In each of the following examples, the bare infinitive consists of one syllable,
whereas the past participle consists of two syllables. For example:
Bare Infinitive Past Participle Pronunciation
Fade Faded \’fā- dəd\
Glide Glided \’glī- dəd\
Cite Cited \’sī - təd\\
Note Noted \’nō- təd\
Learning Activity 2
Comparing Simple Past and Present Perfect

1. Work in pairs. 4. Include examples of both tenses in affirmative, negative, interro-
2. Elaborate a comparative chart of the past simple and present per- gative sentences and information questions.
fect tenses. 5. Include examples of present perfect tenses using “for” and
3. Include an explanation of how each tense is structured (form) and “since.”
when it is used (function).
Evaluation Instrument- Rubric to Evaluate Comparative Table

Simple Past vs. Present Perfect
Simple Past Tense
Well Done Not Done or Incomplete
Function All the functions of the simple Most of the functions of the simple Most of the functions of the simple past tense
past tense are included. past tense are included correctly. are incorrectly or incompletely presented.
Affirmative Structure is complete and There is one or two errors in the More than two errors in the examples given
form correct in all the examples. examples given. or the form was not present.
Negative form Structure is complete and There is one or two errors in the More than two errors in the examples given
correct in all the examples. examples given. or the form was not present.
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Interrogative Structure is complete and There is one or two errors in the More than two errors in the examples given
Information Structure is complete and There is one or two errors in the More than two errors in the examples given
questions correct in all the examples. examples given. or the form was not present.
Present Perfect Tense

Function All the functions of the Most of the functions of the Most of the functions of the present perfect
present perfect tense are present perfect tense are included tense are incorrectly or incompletely
included. correctly. presented.
Affirmative Structure is complete and There is one or two errors in the More than two errors in the examples given
Negative form Structure is complete and There is one or two errors in the More than two errors in the examples given
correct in all the examples. examples given. or the form was not present.
Interrogative Structure is complete and There is one or two errors in the More than two errors in the examples given
Information Structure is complete and There is one or two errors in the More than two errors in the examples given
questions correct in all the examples. examples given. or the form was not present.
For and since All sentences using “for” or Most of the sentences using “for” Most of the sentences using “for” or “since”
“since” are correct. or “since” are correct. are incorrect.
Learning Situation 1 Activity Sequence 1

Talking about past experiences 1. Read the following situation and dialogues.
Competences: 2. Answer the questions in Part 1 about the text.
• The student can describe what he or she has and hasn’t done 3. Answer the questions in Part 2 about your own experiences.
in the past in simple oral and written form. 4. Work with another student. Take turns asking and answering
• The student can demonstrate understanding when answering the questions in Part 2.
questions in the present perfect tense. 5. Do Part 3. Answer the questions and work with a partner.
• The student can understand information when listening to a
message about past experiences.
• The student can appropriately use the present perfect tense to
describe his or her experiences.
Looking for a Job? Where Have You Worked Before?

Janice and Steve are looking for a job. They are studying at Forest Canada or England, work during the summer. Summer vacation is
Hill College. Many students in countries like United States, usually two or three months long so students can earn quite a lot
70
At the Employment Agency…

Julie Sherman is a human resources expert. She works at the em-
ployment agency. She is interviewing Janice.
of money. Many young men and women try to find jobs in places
where tourists go during this season such as National Parks, enter-
tainment centers, theme parks, camps, etc. These places are usually
the busiest during the summer. Julie: Good morning Ms. Lohan.
Janice and Steve bought today’s newspaper and began reading the Janice: Good morning.
different ads in the “Help Wanted” section. This is part of the con-
Julie: I understand you are looking for a job. Our agency has
versation they had:
helped many people to get the job that best suits their
needs according to their skills and background. I have
Janice: I haven’t seen any job that I can take yet. Have you read your application form and I would like to make
found one for you? some questions.
Steve: No, I haven’t. The problem is I have never applied for Janice: Sure. Go ahead.
a formal job before. I have worked, though. Two years
Julie: I see you have worked before: as a baby-sitter and in
ago I helped my uncle Larry in his business. He has
a small grocery store in Little Rock, and last summer, an aquarium. Am I right?
I helped my aunt Edna at her flower shop. However, Janice: Yes. I’ve also worked as a receptionist. Actually, I really
both jobs were offered to me by my relatives. How enjoyed that job. I only worked there for six months
about you? because it was a temporary position. I was substitu
ting a friend that was pregnant and had her baby.
Janice: Well, I’ve had three jobs. I have worked as a baby-sitter,
but I really don’t enjoy doing that. I’ve also worked in Julie: I see. What were your responsibilities at the clinic?
the aquarium. When I worked Janice: I answered the phone, booked
there sometimes I was at the Are you tired of lo appointment for the patients,
oking for
ticket booth, others I helped finding wh t you a job and not confirmed appointments for the
Have you gone to ne ed?
cleaning the swimming pool or interviews, but ha doctors, and sometimes I assisted
had any luck? ve n’t
doing the garden. My last job If you haven’t worked the doctors during their consul
before, but you are an
was a couple of months ago. bright person. intelligent and tations.
It was a temporary job. I worked If you are in school or
you have just graduate
d. Julie: Do you have any experience using
at a clinic as a receptionist. If you don’t have any
work experience, but
learn. you are willing to computers?
Steve: Maybe we can go to an employ- If you have gone to oth
er agencies and they
haven’t found a
Janice: Yes. I’ve taken computing cours-
ment agency. Look at this ad. job for you?
es at school. I know how to use
Janice: It sounds good to me. Why Call us to make the app
ointment that will cha Word, Excel, and search for infor-
nge your life.
don’t we go together? This ser vice is free. We
can find a job for you mation on the Internet.
!
Steve: Fine. I will call and make an “BE EMPLOYED” Julie: That is an important skill nowa-
AGENCY
appointment for both of us. Fifth Avenue days. Do you speak another lan-
Call 1-800-JOBS4U
guage besides English?
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Janice: No. I’ve taken basic French courses, but I really can’t 5. What kind of job?
say I speak French. 6. Has Steve had a formal job before?
Julie: Fine. We have had some requests from companies that 7. Does Steve receive an offer from Ms. Sherman?
require people with computer skills. They are offering
part-time jobs to college students. I will send your data
to them and you will receive a phone call in about two
or three days. You will know about the salary and be Part 2. Now, answer about yourself. Work with another student.
nefits at the interview with them. Take turns asking and answering the questions.
Janice: Thank you Ms. Sherman. 1. Have you ever worked?
Julie: Good morning Mr. Garcia. 2. If so, where have you worked?
Steve: Good morning. Have you received my resume? 3. If you haven’t worked, what have you done in the summer du-
ring the last two years?
Julie: Yes, I did. I also have read your application form. Tell
me Mr. Garcia, are you interested in a part-time job or
in a full-time job?
Part 3. Answer these questions. Begin your answer with: I have
Steve: Both. You see, I’m studying at Bay College. I would
like a full-time job during the summer, and if possible, already…
a part-time job during the semester.
Then, work with a partner. Ask and answer these questions.
Julie: I see. You mention in your application form that
you haven’t had a formal job, but you mention that you 1. Where have you traveled?
have worked for some of your relatives. Am I right? 2. What have you done today?
Steve: Yes, that’s it. 3. Who have you spoken to today?
Julie: Do you have computer skills? 4. What movies have you watched this year?
Steve: Well, I know how to use a word processor and a spread 5. What have you eaten today?
sheet for basic accounting.
Julie: Fine… Let me see… Would you like to work at a fast-
food restaurant during the Summer? You will need to Write ten things that you have already done in your life. Then
go this afternoon for an interview. work with a partner and tell each other your sentences.
Steve: That’s fine… Can you give me the address?
Example: I have already driven a car.
Julie: Sure… It is 1920 Willow Street, in Oakland. Ask to
speak to Mr. Lee. He is the manager, but he is also the 1. .
owner.
2. .
Steve: Thank you Ms. Sherman.
3. .
Julie: Good luck. Have a nice day.
4. .
Steve: Thank you and good day.
5. .
Part 1. Answer these questions: 6. .
1. Has Janice worked before? 7. .
2. When did she have these jobs? 8. .

3. Has Janice studied French? 9. .
4. Does Ms. Sherman offer Janice a job? 10. .
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Write ten things that you haven’t done yet, but may do in the future. Write ten things that you have never done, and probably won’t do
Then work with a partner and tell each other your sentences. in the immediate future. Then work with a partner and tell each
other your sentences.
Example: I haven’t touched a dolphin yet.
I have never jumped with a parachute
Example:
from a plane.
1. .
1. .
2. .
2. .
3. .
3. .
4. .
4. .
5. . 5. .
6. . 6. .
7. . 7. .
8. . 8. .
9. . 9. .
10. . 10. .
Food for Thought
What Have You Never Done Before?

There are many things that you may have never done before and that you would like to do. For example, have you ever
ice skated or climbed a mountain, or gone sailing?
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However, there also may be other things that you have never done before, but that you wouldn’t like to do. For example,
have you ever bungee jumped or eaten exotic foods like monkey meat or snails?
One of the greatest things in life is that we can have dreams and goals, and we can reach them if we keep them in
mind and do whatever is necessary, without harming anyone of course, to achieve them.
One of your goals definitely is to graduate from high school. When you began studying high school, you found out there
were many things you knew how to do, but you also realized there were other things that you didn’t know how to do.
For example, you know what you have to do to graduate from high school: be responsible, do your assignments, study,
and more importantly, learn everything you need to apply to a university.
In the university, you will start a new stage in your life. Again, you will need to learn how to do things you have never
done before. Life is a continuous learning process.

Talking about past experiences with your classmate 1. Work with a classmate. Ask each other questions.
2. Complete each question with information you want to know
Competences:
about your classmate.
The student can perform oral conversations describing what he or
she has done. Example:
The student can use vocabulary related to places, hobbies, touristic Have you ever touched (an animal) an elephant?
activities and experiences. Possible answers: Yes, I have. No, I haven’t.
3. Answer according to your own experience using short answers.
Questions for Your Conversation 6. Have you ever seen (famous person) ?
1. Have you ever gone to (restaurant) ? 7. Have you ever watched (TV program) ?
2. Have you ever eaten (unusual food) ? 8. Have you ever played a musical instrument
3. Have you ever drunk (unusual beverage or drink) ?
? 9. Have you ever played (a game / a sport) ?
4. Have you ever visited (city) ? 10. Have you ever had (a boyfriend / a girlfriend)

5. Have you ever spoken to (famous person) ? ?
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Food for Thought
Been or Gone?
Both been and gone can be used as the participle of the verb to go when the meaning is precisely to go. Compare
these two sentences:
He’s gone to the movies. (He’s at the movies now.)
He’s been to the movies. (We know because there are some tickets on the table.)
Mother has gone to the supermarket. (She’s at the supermarket now.)
Mother’s been to the supermarket. (There’s food in the refrigerator and other items.)
In the first sentence we understand that mother is at the supermarket now.
In the second sentence we understand that she is not at the supermarket now, but there is a result that she went to
the supermarket.
Now, compare:
I have been to school today. and I have been in school today.
Although these sentences are very similar, you can distinguish between be and go from the type of preposition which
follows the verb –be is followed by a preposition of place and –go by a preposition of movement.
1
Exercise 12
Review the present perfect tense answering this crossword puzzle. 2

DOWN 3 4
1. My sister has just the letter.
5
2. I have never to England.
4. My parents have already the house.
5. Tom has his car. 6
8. Have you ever a sports car?
9. I have never a hamster as a pet.
11. I have never Thai food.
7 8 9
ACROSS
3. Olga has her keys.
5. The boy has the window. 10 11 12
6. Joe has two bottles of milk.

7. She has always this dress.
13
10. I’ve already my homework
12. I have here since 1999.
13. He has never . 14
14. I’ve just Tom. He’s outside.
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Exercise 13
Fill the gaps with still, yet, already, or just.

1. We’re going to a concert on Friday, but we haven’t bought the tickets .
2. Daphne hasn’t bought the tickets. I hope she does it soon.
3. The government hasn’t said anything about the oil slick.
4. Have you finished your homework ?
5. Bill: I’ve finished using the computer if you want to go online.
Ted: No, thanks. I’ve checked my email today.
6. I can’t believe it. Begonia hasn’t phoned me.
7. Bobby: Can I go online now, please?
Begonia: Sorry. I haven’t finished using the computer.
8. Haven’t you seen the movie The Ring 2 ?
9. Terry: Did Jim tell you about the party?
Kate: Yes. I’ve spoken to him. Thank you.
10. We can’t have hamburgers again. We’ve had them three times this week.
11. I can’t tell you. I haven’t made a decision.
12. I haven’t phoned Begonia . I’ll do it when I get back from work.
13. Billy: Do you know anything about Sally?
Betty: Oh she’s fine. I’ve spoken to her on the phone.
14. Monica says she’s this minute caught the train so she’ll be here in half an hour.
15. Betty: Have you cleaned the bathroom yet?
16. Billy: I’ve done it. I did it an hour ago.
Exercise 14
Present perfect vs. simple past: Choose the correct words.

1. Luis soccer yesterday.
a) played b) has played c) have played
2. My brothers the car. It looks new again.
a) has cleaned b) have cleaned c) cleaned
3. Last summer we to Las Vegas.
a) went b) have gone c) go
4. Jeremy and Pauline the third book of the Lord of the Rings. Now they can watch the film.
a) just have read b) have just read c) read
5. I my friend two days ago.
a) met b) have met c) meeted
6. My grandparents another country before. I am so glad they came with us this time.
a) has never visited b) visited c) have never visited
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7. The English teacher a new car in 2004.

a) has bought b) bought c) bought
8. I’m sorry, but I my homework.
a) forgot b) have forgotten c) has forgotten
Exercise 15
Now, complete the following using the correct tense: simple past or present perfect.
1. I English five months years ago. (study)

2. Frank English for a long time. (study)
3. My mother in Germany during the war. (live)
4. Hans in Germany since he was (live)
a child. He’s happy living in Frankfurt.
5. Arthur and Eugene their homework? (finish)
6. you ever by boat? (travel)
7. Paula her husband at the hospital. Both worked there. (met)
8. Pamela several people since she has worked here. (meet)
9. Ernie and Bart friends for a long time. (make)
10. Ernie a new friend a couple of months ago. (make)

Guess who I am but asking what I have done 1. Write on a piece of paper an unusual job (archaeologist, mi-
ner, fireman, etc.) and give it to the teacher.
Competence:
2. Pass to the front. The rest of the group will begin to ask you
The student can perform oral conversations describing what he or
questions about your job, trying to guess it. Answer their ques-
she has done.
tions. You can give some hints to them. Use the present per-
fect in your questions and your answers.
Example: Have you worked outdoors?
Yes, but most of the time it is indoors.
Have you worked with people?
Yes, but not with free people.
Have you already done your work?
Competence:
The student can perform oral conversations describing what he or she has done.
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Activity Sequence 4
1. Work in pairs. One of you is the boss and the other is the employee.
2. Ask your employee about the things that you asked him or her to do for that day. Ask for at least six duties.
3. If you are the employee, answer telling your boss if you have already done it, or if you haven’t done it yet.
Example
Boss: Have you called Mr. Gonzalez?
Employee: No, I haven’t called him yet.
Boss: Have you mailed the letters?
Employee: Yes. I have already mailed the letters.
4. Now, change roles. One of you is a father / mother, and the other is his or her son or daughter.
5. Ask your child about things that you asked him or her to do for that day before you went to work. Ask for at
least six duties.
READING guished. The Druids, the Celtic priests, would meet in the hilltop
in the dark oak forest (oak trees were considered sacred). The Dru-
HALLOWEEN! ids would light new fires and offer sacrifices of crops and animals.
As they danced around the fires, the season of the sun passed and
the season of darkness would begin.
When the morning arrived the Druids would give an ember from
their fires to each family who would then take them home to start
new cooking fires. These fires would keep the homes warm and
free from evil spirits.
Halloween is one of the oldest holidays with origins going back The November 1st festival was called Samhain (pronounced “sow-
thousands of years. The holiday we know as Halloween has had en”). The festival would last for three days. Many people would pa-
many influences from many cultures over the centuries. From rade in costumes made from the skins and heads of their animals.
the Roman’s Pomona Day, to the Celtic festival of Samhain, to the This festival would become the first Halloween.
Christian holidays of All Saints and All Souls Days.
During the first century the Romans invaded Britain. They brought
Hundreds of years ago in what is now Great Britain and Northern with them many of their festivals and cus-
France, lived the Celts. The Celts wor- toms. One of these was the festival known
shipped nature and had many gods, with as Pomona Day, named for their goddess
the Sun God as their favorite. It was “he” of fruits and gardens. It was also celebrated
who commanded their work and their around the 1st of November. After hun-
rest times, and who made the earth beau- dreds of years of Roman rule the customs
tiful and the crops grow. of the Celtic’s Samhain festival and the Ro-
The Celts celebrated their New Year on No- man Pomona Day mixed becoming one
vember 1st. It was celebrated every year with major fall holiday.
a festival and marked the end of the “season The next influence came with the spread
of the sun” and the beginning of “the season of of the new Christian religion throughout
darkness and cold.” Europe and Britain. In the year 835 AD
On October 31st after the crops were all harvested and stored for the Roman Catholic Church would make November 1st a church
the long winter, the cooking fires in the homes would be extin- holiday to honor all the saints. This day was called All Saint’s Day,
78
or Hallowmas, or All Hallows. Years later the Church would make The Halloween we cele
November 2nd a holy day. It was called All Souls Day and was to brate today includes all of
honor the dead. It was celebrated with big bonfires, parades, and these influences, Pomona
people dressing up as saints, angels and devils. Day’s apples, nuts, and har-
But the spread of Christianity did not make people forget their vest, the Festival of Sam-
early customs. On the eve of All Hallows, October 31, people con- hain’s black cats, magic, evil
tinued to celebrate the festivals of Samhain and Pomona Day. Over spirits, death, the ghosts,
the years the customs from all these holidays mixed. October 31st skeletons, and skulls from All
became known as “All Hallow Even,” eventually “All Hallow’s Eve,” Saint’s Day and All Soul’s Day.
“Hallowe’en,” and then Halloween.
Reading Comprehension and Discussion

1. Have you ever gone “trick or treating”?
2. Have you ever gone to a Halloween party?
3. Have you worn a costume to a party?
4. Have you ever celebrated the Day of the Dead (November 2nd)?
5. If so, how have you celebrated this day?
Food for Thought
When to Use Capital Letters in English

1. The first word of every sentence.
2. The first-person singular pronoun, I.
3. The first, last, and important words in a title. (The concept “important words” usually does not include articles,
short prepositions which means you might want to capitalize “towards” or “between,” say), the “to” of an infini-
tive, and coordinating conjunctions.
4. Proper nouns:
Eg ypt
n Specific persons and things: Bill Gates, the White House, General Motors Corporation.
n Specific geographical locations: Austin, Texas, Africa, San Diego Zoo, Lake Chapala, the Northeast,
the Southwest. However, we do not capitalize compass directions or locations that aren’t being used
as names: the north side of the city; we’re leaving the Northwest and heading south this winter.
n Names of celestial bodies: Mars, Saturn, the Milky Way. Do not, however, capitalize earth, moon, sun,
except when those names appear in a context in which other (capitalized) celestial bodies are mentio-
ned. For example: “I like it here on earth,” but “It is further from Earth to Mars than it is from Mercury
to the Sun.
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n Names of newspapers and journals. Do not, however, capitalize the word the, even when it is part of the
newspaper’s title: the Washington Post.
n Days of the week, months, holidays. For example: Monday, September, Halloween.
Do not, however, capitalize the names of seasons (spring, summer, fall, autumn, winter).
n Historical events: World War I, the Renaissance, the Crusades.
World War II
n Races, nationalities, languages: Swedes, Swedish, African American,

Mexican, English, Jewish, Native American.
n Names of religions and religious terms: God, Christ, Allah, Buddha, Christianity, Christians, Judaism,
Jews, Islam, Muslims.
n Names of courses: Economics, English 3, Biology 101. (But, we would write: “I’m taking courses
in biology and math this summer.”)
n Brand names: Kelloggs, Safeguard, Chevrolet.
5. Names of relationships only when they are a part of or a substitute for a person’s name. This means that when there is
a modifier, such as a possessive pronoun, in front of such a word, we do not capitalize it. For example: Let’s go visit Grand-
mother today. Let’s go visit my grandmother today. I remember Uncle George. My uncle is unforgettable.
Food for Thought
Tips for Understanding the Present Perfect

When studying the present perfect, it is often easiest to focus on the use of the present perfect than the meaning. This
is especially true for the first time students encounter it (usually associated with the use of talking about experiences).
However, sooner or later you will be looking at different uses of the present perfect, and more often than not, its rela-
tion with the past tense. This is where often students become confused, partly because of the potentially misleading
word present in present perfect, focus your attention first on the perfect and then the present. Doing this will make
explanations of the uses of the present perfect easier.
An easy way of explaining perfect is to use the word before. So the present perfect is before the present, or looking
back from the present.
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Cultural Note
Differences between American English and British English

While there are certainly many more varieties of English, American and British English are the two varieties that are
taught in most English as a Foreign Language programs. Generally, it is agreed that no one version is “correct.” The
most important rule of thumb is to try to be consistent in your usage. If you decide that you want to use American or
English spellings then be consistent in your spelling.
Look at the following example:

The color of the orange is also its flavor. (American spelling)
The colour of the orange is also its flavour. (British spelling)
Inappropriate: The color of the orange is also its flavour.
Use of the Present Perfect

In British English the present perfect is used to express an action that has occurred in the recent past that has an
effect on the present moment.
For example:
I’ve lost my key. Can you help me look for it?
He perdido mi llave. ¿Puedes ayudarme a buscarla?
In American English the following is also possible:

I lost my key. Can you help me look for it?
Perdí mi llave. ¿Puedes ayudarme a buscarla?*
In British English the above would be considered incorrect. However, both forms are generally accepted in standard
American English.
Other differences involving the use of the present perfect in British English and simple
past in American English include already, just, and yet.
British English:
I’ve just had breakfast.
I’ve already read that book.
Have you finished your homework yet?
American English:
I just had lunch. Or I’ve just had lunch.
I’ve already read that book. Or I already read that book.
Have your finished your homework yet? Or Did you finish your homework yet?
* Note: Simple past is used much more frequently than the present perfect when speaking. Spanish and English are similar in this.
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More Examples
American English British / American English
A: Are they going to the movies tonight? A: Are they going to the movies tonight?
B: No. They already saw that film. B: No. They’ve already seen that film.
A: Is Carol here? A: Is Carol here?

B: No, she just left. B: No, she’s just left.
A: Can I borrow your newspaper? A: Can I borrow your newspaper?

B: No, I didn’t read it yet. B: No, I haven’t read it yet.
Apply Your Knowledge
Actions that started in the past and continue in the present, putting emphasis on the duration of course
of an action.

What a Terrible Service!
Read the following dialogue between two friends in a restaurant. They aren’t very happy. Find out why.
Rose: I think the waiter has forgotten us. We have been sitting here for over half an hour and
nobody has taken our order yet.
Tania: I think you’re right. The waiter has walked by us at least fifteen times. He probably thinks we
have already ordered.
Rose: Look at that couple over there, they have only been here for five or ten minutes and they already have their
food on the table.
Tania: He must realize we haven’t ordered yet! We have been waiting here for over half an hour staring at him.
Rose: I don’t know if he has even noticed us. He has been running from table to table taking orders and serving food.
Tania: That’s true, and he hasn’t looked in our direction once! What a terrible service! Why don’t we go to another
restaurant?
Rose: Have you gone to Hometown Buffet? The food is great and varied.
Tania: No, I haven’t been there. We have been waiting for so long here, that I am starving. Is it far from here?
Rose: No. It is about a seven or eight-minute drive.
Listen to five statements about the dialogue between Rose and Tania. Circle the word according to what you listen to:
true or false
1. true false 2. true false 3. true false
4. true false 5. true false
At page 86, before the “Demonstrate your Competence” section, find the statements and check your answers.
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2.6 Present Perfect Continuous – Form

The present perfect continuous is made up of two elements:

n the present perfect of the verb ‘to be’ (have / has been), and
n the present participle of the main verb (base + ing).
Subject Has / have been Verb + ing
He has been jogging
Affirmative
He has been / She’s been swimming

Negative
He / she hasn’t been swimming

Interrogative
Has he / she been swimming?

Interrogative Negative
Hasn’t he / she been swimming?
EXAMPLE: to sleep, present perfect continuous
Positive Negative Interrogative
I have been sleeping. I haven’t been sleeping. Have I been sleeping?

You have been sleeping. You haven’t been sleeping. Have you been sleeping?
He, she, it has been sleeping. He, she, it hasn’t been sleeping. Has he, she, it been sleeping?
We have been sleeping. We haven’t been sleeping. Have we been sleeping?
You have been sleeping. You haven’t been sleeping. Have you been sleeping?
They have been sleeping. They haven’t been sleeping. Have they been sleeping?
2.7 Present Perfect Continuous – Use

We use the present perfect continuous for an action over a period of time leading up to the present. It refers to an
unspecified time “between now” and “now.”
Past Present Future
We are interested in the action as well as the result, and this process may still be going on, or may have just finished.
Examples
1. Actions that started in the past and continue in the present.
n We have been waiting for the package all day (and we are still waiting now).
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BLOCK
n Margaret is tired. She has been working all day on her final paper (and she is still working on it, because
she hasn’t finished it yet).
n Mike and Jack have been studying since 6 o’clock (and haven’t finished yet).
2. Actions that have just finished, but we are interested in the results:
n It’s been raining since midday (and the streets are still wet).
n I’ve been reading all afternoon. I’ve just finished the book.
n Who’s been using my computer? (I turned it off and it is on now.)
You can use the present perfect continuous without a duration such as “for five minutes,” “for two weeks,” and
“since Tuesday.” Without the durations, this tense gives a more general meaning of “lately.” We often use the words
“lately” or “recently” in the sentence to strengthen this meaning.
Examples
Recently, I have been feeling really tired.
She has been watching too many science fiction movies lately.
Terry has been feeling a little depressed.
Special Note
Verbs Without Continuous Forms
With verbs not normally used in the continuous form, use the present perfect simple. Some of these verbs are:
want, know, love, hear, see, understand, taste, among others.
Examples:
n I’ve wanted to visit Paris for years.
n Betty has known Fred since they were in elementary school.
n I’ve loved that music since I first heard it.
n I’ve heard a lot about you recently.
n We’ve understood everything we’ve heard this morning.
Exercise 16
Use the information to write positive sentences in present perfect progressive. Add an appropriate time expression.
Example: Albert / squash / play

Albert has been playing squash every Saturday since he graduated from high school.
1. Hannah / the match / watch

.
2. we / in the park / wait

.
3. you / a song / sing

.
4. I / a magazine / read

.
84
5. it / rain / all day

.
6. Phil and Greg / a race / run

.
7. she / her teeth / brush

.
8. the Millers / in London / live / for three years

.
9. we / on the lake / sail

.
10. Antonio and Jorge / video games / play

.
Exercise 17
Remember:
• since – if the starting point is given (two o’clock, last Friday, 1998).
• for – if the period of time is given (twenty minutes, two days, one year).
Decide whether you have to use “since” or “for.”

1. My mother and I have been waiting for the doctor noon.
2. Sally has only been waiting 15 minutes.
3. Daniela and Ivonne have been learning English ten years.
4. Brenda and Marion have been learning English 2003.
5. Axel and Frida have been saving money many years.
6. My little cousin has been watching TV hours.
7. Really? My little brother has been watching TV 3 o’clock.
8. I’m hungry. I haven’t eaten anything breakfast. I’ve been working 9 o’clock.
9. We have been living here three years.
10. My aunt and uncle have been living here 1998.
Complete the following sentences with present perfect simple or with present perfect progressive. If both can be
used, prefer the continuous form.
1. I (play) football for five years.

2. My team (win / only) two matches so far.
3. The others (be / always) better.
4. Are we not there yet? We (walk) for hours.
5. I (finish / just) my homework.
6. Jane (go out) with Bob for seven years, and they still seem to love each other.
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BLOCK
7. I (work) on this essay since two o’clock. I hope I can finish before midnight.
8. Maxwell (date) three girls this week.
9. How long (wait / you) for the bus?
10. Chris (try) to decorate her house for years, but she (have) enough money to do it.
Learning Activity 3 Actividad de aprendizaje
Send an e-mail Evaluation Instrument – Rubric

1. Work individually. 1. The student sent the e-mail to a friend
2. Send an e-mail message to a friend (with a copy to your teacher’s and teacher yes no
e-mail account) telling him or her about a place you have visited. 2. The e-mail included a greeting yes no
3. Include the following information: greeting, mention a place that 3. Place where student has gone is mentioned yes no
you have visited several times, information about at least three
activities you have done in that place, name the people that have 4. At least three activities are mentioned yes no
gone with you to this place, mention the typical food and drinks 5. Typical food and drinks are mentioned yes no
you have eaten and drunk in this place, a closing remark, and
6. Uses vocabulary learned in this block correctly yes no
signature.
7. Includes sentences in present perfect tense
4. Revise and edit before sending the message.
correctly yes no
8. Uses past tense appropriately yes no
9. Text is logically organized yes no
10. There is an ending phrase or closing/and signature yes no
Statements for the Aural Text “What a Terrible Service!” of page 82

Rose and Tania have been waiting for service for a long time. true false
Rose and Tania have ordered their food. true false
The waiter has already taken their order. true false
Rose and Tania haven’t even spoken to the waiter. true false
Rose and Tania arrived to the restaurant more than half an hour ago. true false
86
Reading
Seven inventions that Mexicans
have contributed to the world
Mexico has contributed more to the world than tequila. In the field of science, medicine and technology, Mexico
has contributed to the world several inventions that have made life more pleasant and practical.
These are some of the inventions that proudly we can say that are “Made
in Mexico”
The Color Television: Guillermo González Camarena was a Mexi-

1.
can Engineer, born in Jalisco on February 17th, 1917, who in 1940
invented the color-wheel type of color television with a system called
the Trichromatic Sequential Field System. He was the first to patent
the color television in the USA and in Mexico. In January 21st 1963
Camarena began broadcasting in color on Channel 5 with the series
“Children’s Paradise.” His technology is still used to this day by NASA.
You can read more about his interesting life and watch a video at
http://amazingmexicans.com/?p=463
2. The Birth Control Pill (Contracepti-

ve Pill): Born on March 16th, 1925 in
Tepic, Nayarit, Luis Ernesto Miramontes synthesized norethisterone in
1951, which is the basic active compound of the first oral contraceptive
synthetic pill. His name appears in the United States Inventors Hall of Fame
sharing this distinction with other great inventors that have contributed to a
better world like Louis Pasteur, Thomas A. Edison, Alexander G. Bell, and the
Wright Brothers. Miramontes received the patent of this invention along with
Carl Djerassi and Jorge Rosenkranz from the Mexican chemical company, Syntex.
3. The Instabook; Victor Celorio, born July 27th , 1957 in Mexico City, is an in-
ventor who obtained patents for the technology popularly known as InstaBook or
Book On Demand, as well as that of Distributed Printing technology in which an e-book is distributed
among as many printing centers as required for immediate production and delivery. With this technology
he has created a vast network of digital bookstores and libraries. A book can be printed in seconds. You can
visit the website of his company at http://instabook.net/sitio/
4. Tridilosa: Born August 23rd 1928, in Veracruz, Mexico, Heberto Castillo was a Civil Engineer famous for
inventing Tridilosa, which is a very light and resistant, materials-efficient 3-D structure, made from steel and
concrete and widely used in civil engineering. Among the most remarkable features of this structure is that it
can save up to 66% on concrete usage and up to 40% on steel. It is so light that it can float on water, but is three
times stronger than traditional construction flagstone. It has been used for many important buildings. For
example, to construct the 54-floor World Trade Center of Mexico City. Castillo dedicated part of his life to
Politics and founded political parties.
5. Quality Protein Maize (QPM) Born October 24th 1924 in Mexico City. Dr. Evangelina Villegas is a cereal
biochemist whose work with maize (corn) led to the development of high-quality protein maize (QPM).
She and her colleague from India, Dr. Surinder Vasal, shared the 2000 World Food Prize for this achieve-
ment. Quality Protein Maize contains nearly twice as much usable protein as other maize grown in the
tropics and yields 10% more grain than traditional varieties of maize. Dr. Villegas product is grown mainly in
Latin America and Africa and has been produced to fight against world starvation.
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BLOCK
6. Typhus Vaccine: Born in Acambay, in the State of Mexico on December 5th 1898, Dr. Maximiliano Ruiz
Castañeda was a doctor and scientist who helped Dr. Hans Zinsser from Harvard University to invent the
Vaccine for Typhus in 1932. He also invented an autovaccine against allergies which has helped many peo-
ple since then. In 1938 he perfected the Typhus vaccine which became invaluable during WWII. The French,
Germans, and Russians were using the new “Castañeda Vaccine”, which was also widely used in Mexico be-
cause at that time there was a high rate of Typhus among the poorer farming communities.
7. Google and Oracle: Héctor García Molina, Mexican professor at Stanford University, coordinated the doc-
toral thesis of his students Larry Page and Sergey Brin, who later founded Google. The goal was to develop a
better search engine for Internet. García Molina has also created some innovations in Oracle and has made
some innovations for Yahoo!
Speaking Activity
Work in groups of three or four students. Talk about these Mexican contributions to the world. Which one do
you find more interesting?
n Which one do you find more transcending and why?

n Do you know of any other Mexican inventions that you would like to share with your classmates?
n Have you ever invented something?
Write down your conclusions to later discuss them with the rest of the group.
Writing Activity
Do some research on internet or at the library. Write five sentences of important prizes or recognition that Mexi-
can people have obtained for their work. For example, Nobel Prizes, Academy Awards.
88
TASK 1. Using the present perfect tense.
Evidence: The student can correctly use the present perfect tense in written exercises.
Activity Sequence 1
Answer the following sentences.
Exercise A. Choose the option that best completes each sentence. Mark an X in the box on the left of your chosen item.
1. My car ________ down. The engine doesn’t turn on.

have broke have broken has broke has broken
2. We ________ across the country for the last three hours.

have driven have drive has driven has drive
3. Jane ________ four pieces of pizza already. She was very hungry.
have ate have eaten has ate has eaten
4. We ________ twenty kilometers, and I still don’t find a gas station.

have rode have ridden has rode has ridden
5. These books ________ on that shelf for more than fifteen years.
have be have been has be has been
6. The famous rock star ________ a brand new sports car.

have just bought have just buy has just bought has just buy
7. Our teacher ________ hard this semester.

have worked have work has worked has work
8. Jim ________ bungee jumping. He is afraid of heights.

have never try have never tried has never try has never tried
9. ________ a crocodile?
Have you ever seen Have you ever see Has you ever seen Has you ever see
10. Someone ________ my iPod… I can’t find it anywhere!

have stole have stolen has stole has stolen
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BLOCK
Exercise B. Present perfect or past simple test: Choose the option that best completes each sentence.
1. When the club?
a) have you joined b) did you join c) did you joined d) have you ever joined
2. in a hospital?
a) Did you ever worked b) Worked you c) Have you ever worked d) Didn’t you have worked
3. That’s the best speech .

a) we never heard b) we didn’t hear c) we used to hear d) we’ve ever heard
4. She’s the most difficult roommate .

a) I never dealt with b) I’ve ever had to deal with c) I never had to deal with d) I’ve never had to deal with
5. to him last week.

a) I spoke b) I’ve already spoken c) I didn’t spoke d) I’ve never spoke
6. a contract last month and it is still valid.

a) We have signed b) We signed c) We haven’t signed d) We have sign
7. from a business trip to Atlanta.

a) I come back b) I never came back c) I came back d) I’ve just come back
8. Prices in 2003 but then in 2004.

a) rised… falled b) have risen… have fallen c) rose… fell d) rose… have fallen
9. You to a word .

a) listened … I haven’t said. b) listened… saying. c) didn’t listen… I say. d) haven’t listened… I’ve said.
10. you ever Japanese food?

a) Have… ate b) Have… eaten c) Did… eat d) Did… ate
Exercise C. Complete the following letter from Jesus to his parents. Use the verbs in parentheses after
each blank space and write them in the appropriate present perfect tense and form.
Dear Mom and Dad,
I’m sorry I (write neg.) before, but I (have

neg.) much free time lately. I (do) many things here in San Francisco.
I (be) to many interesting places with my host family. They n
(introduce) me to many interesting people. I (find) many
differences between Mexican culture and American culture.
Let me start by telling you the things that I (do) here. I (go) to Alcatraz, the famous peni-
tentiary and to the Exploratorium (the museum of science, art, and human perception), which is located in the
landmark Palace of Fine Arts building in San Francisco’s Marina district.
90
I (cross) the Golden Gate Bridge several times, and I (jog) in Golden Gate Park.
I also (eat) great seafood at Fisherman’s Warf.
I (ride) the bart (Bay Area Railway Transport), which is a very efficient and ecological system, and
some of the famous Trolley carts. I (discover) some great restaurants of exotic food.
I hope you can come and visit me before school starts again in September.
I promise to write again soon. Please send my regards to all the family and a big kiss
to my sister Cristina.
All my love, Jesus
Performance Indicators for Task 1

Assign one point for each correct answer. Both spelling and grammar must be correct to get the point. Total number of points = 33
TASK 2. Things you have done.

Evidence: The student can write about a past experience using the grammatical structures and vocabulary learned in this block accurately
and appropriately.
Activity Sequence 2
1. Think about experiences that you have done when you have been on vacation, places you have visited, hobbies or pastimes you have had,
and fun activities you have done with your friends.
2. Write down three or four of them under each of the following columns.
3. Work in groups of three or four students. Tell each other what you wrote in each section. Did you have the same answers as any of your class-
mates?
4. Ask questions if you want to know more about what your classmates tell you.
Things I have done when I have been on vacation Places I have visited
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BLOCK
Hobbies or pastimes I have had Fun activities I have done with my friends

Part 1: Teacher will evaluate accuracy and message of written work (three points each box = 12 points)
1. Present perfect tense sentences are correctly written.
4. Sentences are logical according to the message being presented.
Part 2: Teacher will evaluate accuracy and message of oral work (three points each box = 12 points)
4. Sentences are logical according to the message being presented.
TASK 3. Talking about you.
Evidence: The student can make an oral or written presentation about him or herself describing what he or she has done or not done in his life.
Activity Sequence 3
1. Think about experiences that you have never had and would like to have, and things that you have never done and would not like to do.
2. Write down five examples under each of the following columns.
3. You will write a brief paragraph talking about them. You may add information or details about what you have written.
4. You will give a brief oral presentation about them (no longer than two minutes) on the date you teacher tells you.
5. You will listen to at least three classmates and take notes of what they say. At the end, share your notes with your classmates to check for
understanding and accuracy.
92
Things I have never done, Things I have never done

and wouldn’t like to do and would like to do
I have never had a snake as a pet, and I wouldn’t like to have one. I have never gone to Europe, but I would like to go.

Part 1: Teacher will evaluate accuracy and message (five points each column = 10 points)
4. Sentences are logical according to the message presented.
Part 2: Paragraph (10 points)

1. Ten present perfect sentences are included.
2. Sentences are completed with details and information to complete message.
3. Sentences are grammatically correct using auxiliary verb have or has and past participle verbs.
6. Sentences are logical.
7. Additional information is given to clarify the message, as well as transition words or phrases.
Part 3: Oral presentation. Speaking and Listening (10 points)

0
1. Sentences are completed with details and information to complete message.

2. Sentences are grammatically correct using auxiliary verb have or has and past participle verbs.
3. Few pronunciation errors that don’t affect meaning.
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BLOCK

5. Sentences are logical.
6. Timing is appropriate.
7. Body language is appropriate and well used.
8. Listening is respectful.
9. Student takes notes while listening.
10. Student shares information with speaker and checks understanding and accuracy.
TASK 4. Things you have done.

Evidence: The student can write about a past experience using the grammatical structures and vocabulary learned in this block accurately
and appropriately.
Activity Sequence 4
Tell us about the most interesting place you’ve ever been, whether that place is close to home or on the other side of the world. What made it
so memorable for you? Was it the history, culture, climate, food, people, wildlife, or something else?
First, write about it in this space. Then, prepare to present your story to the rest of the group or to the members of a team. Your teacher will
decide.
The most interesting place I have ever been.

Part 1: Paragraph (10 points)
1. At least ten sentences are included.
2. Message is clear, with details and information that make it complete.
3. Sentences are grammatically correct using tenses appropriately, specially the present perfect tense.
6. Paragraph is unified and coherent.
7. Structure of paragraph includes introduction, well developed body, and conclusion.
94
Needs Lacks
4 points 3 points
2 points 1 point
Student is fluent throughout the Student is fluent most of Student pauses unnecessarily Student is not fluent most of
oral presentation. the time during the oral during the oral presentation or has the time.
Fluency
presentation. verbal interruptions (eh, uh, words in
Spanish).
Student pronounces correctly Student has few pronunciation Student mispronounces several Student mispronounces words
Pronunciation most of the time and errors errors that don’t affect words or mispronounces some words many times, affecting the
don’t affect message. meaning. that affect the message. meaning of what is being said.
Student uses language and Student uses language and Student makes several language Student makes many language
Use of
vocabulary appropriately and vocabulary appropriately and mistakes or uses vocabulary mistakes and / or doesn’t use
language
Student presents in an Student presents in an Student does not present in an Presentation lacks organization
Overall organized manner and uses organized manner most of organized manner and / or doesn’t and other presentation skills
presentation visual aids, and appropriate the time, and uses visual aids use visual aids nor body language (body language) and / or didn’t
skills body language. and a fairly appropriate body appropriately. use any visual aids.
language.
The situations presented were Description of the situations Description of the situations was Description of the situations
Message appropriate, complete and was incomplete or unclear. incomplete and unclear. was not given.
clear.
Total points
TASK 5. Let’s talk about your experience.
Evidence: The student can participate in interviews that describe past experiences that continue in the present.
Activity Sequence 5
1. Work with a partner. Interview each other about past experiences.
2. Write down the answers. Use the questions below and add others that come to your mind.
3. Once you have finished, you will report the results of your interview to another student and you will listen to his / her report.
About the cinema
n Have you ever met a movie star?
n Have you cried in a cinema?
n Have you left the cinema before the movie ended?
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BLOCK
About computers
n Have you ever been in a video conference?
n Have you ever had a computer virus?
n Have you ever used an Internet chat?
About health
n Have you ever spent a night in hospital?
n Have you ever broken a bone?
n Have you ever had an operation?
About school
n Have you ever cheated on an exam?
n Have you ever skipped a class?
n Have you ever copied homework from someone else?
Now, report your results to someone else. For example: John has had interesting cinema experiences. He once met a movie star at the airport.
He never has cried in the cinema and he has left the cinema twice before the movie ending because he said the films were absolutely terrible.

1. Twelve questions were asked (0.5 point each = 6 points)
2. Twelve answers were written (1 point each = 12 points)
3. At least one report is given to another student = 7 points
(The report must be complete and grammatically correct. Consider 7 points as the maximum number of points to grant for this aspect.)
Total points = 25 points
96
TASK 6. Listening comprehension.

Evidence: The student can identify the main idea in a dialogue that is spoken well, clearly, and slowly.
Activity Sequence 6
This activity is designed for you to practice the words ALREADY, YET, STILL with the present perfect. It is a travel itinerary of The Martinez
family. The Martinez are on holiday in California.
1. Listen to their travel plans.
2. Then, you will listen to five statements.
3. Mention if they are true or false.
True or false
1. true false 2. true false 3. true false
4. true false 5. true false
Performance Indicator = 1 point for each correct answer = 5 points

4. Now, think about a travel itinerary in a place that is familiar to you. This is a travel itinerary that you have planned for your family for a
whole week. Imagine that you are in the trip.
5. Then, indicate a specific time and day to refer to and write five sentences of things your family has already done and that they haven’t done
yet according to that reference.
Your travel itinerary to ______________________________.
Day Time Activity
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
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BLOCK
Performance Indicators for Itinerary

Complete = 1 point
Activities (appropriate, logical) = 1 point
Sentences using already, still, yet = 8 points
TASK 7. Project.
Evidence: The student can elaborate a project using the structures learned in this block.
Part A: The student can write his or her own biography describing what he or she has done in his or her life.
Activity Sequence 7 Part A

1. Write your own biography. Remember you have to mention things you have done in the past at unspecified moments. Include places
where you have lived, schools you have gone to, places you have visited, unusual things you have done or eaten, etcetera.
2. Prepare visual aids to present your biography to the class. You will have two-three minutes to do this.
3. Check rubric for this task.
4. Read and / or listen to your classmates biographies. Be prepared to make questions or answer questions.
Biography
Part B: The student can write about someone’s biography describing what he or she has done in his or her life.
The student can access the Internet to get information to do his or her projects.
Activity Sequence 7 Part B

1. Choose a person you admire to write about. Search for information about this person on the Internet. Remember you have to mention
things the person has done in the past at unspecified moments of his or her life. Include places, activities, etcetera.
2. Prepare visual aids to present the person’s biography to the class. You will have two-three minutes to do this.
3. Read and / or listen to your classmates’ personality’s biographies. Be prepared to make questions or answer questions.
98
Biography of
Performance Indicators for Rubrics

Rubric for the Paragraph Task 7 – Part A
The student made a poor or incomplete The student made a good and complete The student made a complete (5) and very
narration of what he or she has done (past narration of what he or she has done (past good narration of what he or she has done
Message
experiences). No additional information was experiences). Some additional information was (past experiences). Additional information was
(Content)
given to clarify the information. given to clarify the information, but more could given to clarify the information and contributed
have contributed to meaning. to meaning.
Student uses a small range of vocabulary. Student uses a small range of vocabulary. Student uses an acceptable range of
Many grammar errors are present. Several errors in the use or form of present vocabulary. Present perfect sentences are
Structures aren’t clear or incorrect. perfect. correct.
Language
Many spelling errors. / Difficulty understanding Structures aren’t very clear and / or some are Spelling errors are few or not present.
(Structure)
calligraphy. incorrect. Calligraphy is clear.
Several spelling errors. / Difficulty understanding
calligraphy.
Evaluation Criteria
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BLOCK
Rubric for Oral Presentation Task 7 Parts A and B

Competent Satisfactory Needs Improvement Lacks Competence
4 points 3 points 2 points 1 point
Student is fluent throughout the Student is fluent most of the Student pauses unnecessarily Student is not fluent most of
oral presentation. time during the oral presentation. during the oral presentation or has the time.
Fluency
Spanish).
Pronunciation most of the time and errors don’t errors that don’t affect meaning. words or mispronounces some words many times, affecting the
affect message. that affect the message. meaning of what is being said.
Use of
language
Student presents in an organized Student presents in an organized Student does not present in an Presentation lacks organization
Overall
manner and uses visual aids and manner most of the time, and organized manner and / or doesn’t and other presentation skills
presentation
appropriate body language. uses visual aids and a fairly use visual aids nor body language (body language) and / or didn’t
skills
appropriate body language. appropriately. use any visual aids.
Description of the student’s profile Description of the student’s Description of the student’s profile Description of the student’s
and of other three persons are profile or of one of the other and of two of the other three persons profile and of the other three
Message
interesting, complete and clear. three persons are incomplete or are incomplete or unclear. persons are incomplete or
unclear. unclear.
Total points
Learning Log
How did I learn it?
100
Listening Task 6
Monday a.m. Arrive to Los Angeles.
p.m. visit Hollywood and Universal Studios.
Tuesday Spend all day at Disneyland and California Adventure in Anaheim.
Wednesday Arrive in San Francisco at 9:00 a.m.
Thursday a.m. visit Monterey Bay’s Aquarium.
p.m. return to San Francisco and go to Chinatown.
Friday a.m. fly to San Diego.
It’s Wednesday evening. Listen to the following sentences. Indicate if they are true or false.
Listening Activity Task Are the sentences true or false?
The Martinez family have already been to Hollywood.
The Martinez family have not yet been to Disneyland.
The Martinez family have visited San Francisco.
The Martinez family have not yet been to San Diego.
The Martinez family have not yet been to California Adventure.
1, p. 89 Written exercise using present perfect tense. Written production. The student can correctly use the present perfect
tense in a written exercise.
2, p. 91 Written production. Students write about things they have The student can write about past experiences using the grammatical
done and places they have visited. structures and vocabulary learned in this block accurately and
appropriately.
3, p. 92 Paragraph that describes what the student has and has not Oral and written production. The student can make an oral or written
done in his life. presentation about him or herself describing what they have and have
not done in their life.
4, p. 94 Paragraph: The most interesting place I have ever been to. Oral and written production. The student can write and talk about a
past experience using present perfect tense.
5, p. 95 Interview report about what people have and have not done. Listening comprehension, oral production, and writing. The student
can participate in interactive oral activities about past activities that
continue in the present.
6, p. 97 Listening exercise to identify the words ALREADY, YET, STILL Listening comprehension. The student can identify the main ideas in a
dialogue given clearly and slowly.
7, p. 98 Autobiography and biographies of others (written and oral Listening comprehension. Oral and written production. The student
presentations). can elaborate a project using the structures learned in the block.
Learning Activity 1, p. 56 Game created to learn and practice the past participle of Teamwork. The students are able to design and elaborate a game in
regular and irregular verbs. order to learn and practice past and past participle verb forms.
Learning Activity 2, p. 69 Comparative chart of simple past tense and present perfect Pair work. The student can distinguish the form and function of the
tense. simple past tense and the present perfect tense.
Learning Activity 3, p. 86 E-mail message. Written production. The student can write an e-mail message talking
about a place he / she has visited using the present perfect tense.
101
BLOCK

Name of evaluator:

our assignment

assignment

102

Name of evaluator:
Name Name Name Name

interaction

other members
103
BLOCK
10 hours
3
Learning
Expressing Likes
and Preferences
Objects
3.1 Vocabulary Related

to Sports
and Recreational
Activities
3.2 The Verb Like
3.3 Would Prefer
3.4 Would Rather (I’d

Rather...)
3.5 Stating a
Preference

n Describes his / her likes and preferences orally and in writing. Students are able to:
n Identifies specific infor tion within an aural or written text, n Maintain a respectful attitude towards cultural diffe ences due
about the likes and preferences of others (third person). to the diversity of beliefs, values, ideas, and social practices when
n Uses appropriate grammatical structures to talk about the activities
describing leisure activities done by others.
he / she likes and dislikes. n Participate and collaborate effe tively in team work activities.
Reading: Likes and Dislikes
What Do You Like? What Don’t You Like?

Angela and Kevin were interviewed by the school newspaper because they were elected
the most popular students at Little Rock high school. Everybody wanted to know
everything about them. However, the interviewer focused on their likes and dislikes.
This is what they said.
ANGELA KEVIN
Hobbies: Dance, read, chat on the Hobbies: Play videogames, chat on

Internet, travel, go shopping with the Internet, watch cartoons on tv,
friends, go to the movies, watch mtv. collect Yugi-oh cards and Magic cards.
Sports: Likes to play basketball and Sports: Likes to play soccer and
volleyball. Likes to watch nfl football watch the professional soccer games
games. on tv. Practices skateboarding.
Kind of Music: Rock . Kind of Music: British groups.
Favorite Group: Garbage. Favorite Group: Blink 182.
Favorite singer: Avril Lavigne. Favorite singer: Brandon Boyd
(Incubus’s singer).
Clothes: Casual, but fashionable. Likes Clothes: Casual and sportswear.
to wear jeans or military pants, T-shirts, Soccer team T-shirts, sports pants,
sneakers. tennis shoes. Caps.
Color: Black, red and blue. Color: Green and black.
n Identify and interpret the general idea and possible development n Produce texts based on the normative use of language, considering
of an oral or written text in a foreign language using their previous intentionality and communicative situation, as well as the formal elements
knowledge to describe likes and preferences. of language (punctuation, spelling, syntax, coherence, and cohesiveness).
n Communicate in a foreign language using a logical discourse,
orally or in writing, to describe their likes and preferences.

n Use autonomous learning strategies, using information and
communication technologies, to obtain information about

the grammatical structures used to describe likes and preferences.
BLOCK
3 Expressing Likes and Preferences
Food she dislikes: Chinese. Food: Mexican. * Teacher: Find transcript of this exercise in the Teacher’s Companion Guide for
English 4.
Angela:
1. TRUE FALSE
2. TRUE FALSE
3. TRUE FALSE
4. TRUE FALSE
5. TRUE FALSE
6. TRUE FALSE
Food: Italian. Food he dislikes: Pancakes.
7. TRUE FALSE
Favorite Book: Harry Potter. Favorite Book: The Lord of the Rings. 8. TRUE FALSE
Movies: Mystery. Movies: Action, War. 9. TRUE FALSE
Favorite Movie: The Ring. Favorite Movie: Bad Boys 2. 10. TRUE FALSE
Favorite TV program: Room Raiders. Favorite TV program: The Simpsons.
Favorite Actor: Orlando Bloom. Favorite Actor: Will Smith.
Kevin:
Favorite Actress: Lindsay Lohan. Favorite Actress: Cameron Diaz.
Hate doing: Wake up early. Hate doing: Homework on weekends. 1. TRUE FALSE
Favorite school subject: Geography. Favorite school subject: Math. 2. TRUE FALSE
What do you like to do with your What do you like to do with your
3. TRUE FALSE
friends? Listen to music and sing. friends? Skateboarding and watching TV. 4. TRUE FALSE
5. TRUE FALSE
Listening 6. TRUE FALSE
7. TRUE FALSE
Listen to the sentences about Angela’s likes. Cross out the word True or False in
the following lines, according to the information you read in the previous chart. 8. TRUE FALSE
Then, listen to the sentences about Kevin’s likes. Cross out the word True or False 9. TRUE FALSE
in the following lines, according to the information you read in the previous chart. 10. TRUE FALSE
3.1 Vocabulary Related to Sports and Recreational Activities
Vocabulary
Related to Sports and Recreational Activities
Hobbies
Watch movies / films
Collect (stamps, coins, spoons, etcetera) Listen to music Go to the theater
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Chat on Internet Walking
Surf on Internet Window shopping
Camping
Bird watching Dancing Reading
Photography
Gardening
Sports
Football
Soccer
Baseball
Basketball
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BLOCK
Volleyball
Ice skating Roller skating Tennis
Jogging
Car racing Biking Aerobics
Types of Music
Pop
Classical Rock Rock and Roll
Hard rock Country Jazz Salsa
Techno
Metal Trash metal Gothic
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Types of Food
Chinese Italian Thai
Japanese
Mexican Low-calorie
Low-fat
Healthy Hot
Salty Spicy
Sweet Plain
Types of Films (1) Film Genres
Action Adventure Thrillers

Mystery
Horror Children Westerns
Comedy
Romantic Science Fiction (sci-fi)
War
Crime / Gangsters Epics / Historical
Drama Musicals / Dance Game shows
(1) MAIN FILM GENRES: http://www.filmsite.org/genres.htm
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BLOCK
TV Program Genres
Drama
News Series / Miniseries Documentary
Sports Mystery Soap opera
Comedy Musical Children
Animated / Cartoons Cooking Science Fiction Variety
Reality shows Crime / Police Dramas Contest
Talk show Historical Game show
Politics Show business Animal
Types of Reading Material and Book Genres
Literature
Novel (Mystery, Romantic, Drama) Poetry Biography / Autobiography
Political Police / Crime / Legal Suspense
Realistic Fiction
Informational (facts about a variety of

History Science Fiction
topics)
Newspaper Magazine (specialty topics) Best-seller
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Types of Places
Beach Historical sites City sightseeing Small town

Outdoors Abroad Shopping malls Entertainment parks
National parks
Clothing (To Talk About Likes and Preferences)

Types of Clothes
Formal Informal
Casual
Sport
Fashionable Vintage
Dressy
Trendy
Accessories
Hat Cap Belt Bag
Jewelry (earings, necklace, bracelet / Wallet

Sunglasses wristwear, ring, pin) Purse (women)
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BLOCK
Gloves Scarf
Watch
Cufflink
Men’s Clothing
Shirt Trousers Suspenders Tie
Vest Undershirt Socks Sweater
Women’s Clothing
Blouse Skirt Dress Shoes (high heel / flat shoes)
Sandals Hosiery (stockings) Sweater Suit (two-piece, three-piece)
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Men or Women’s Clothing
Pants Coat Overcoat Raincoat
Sneakers Underwear
Shoes Tennis shoes
T-shirt Overall Jumper Hoody
Swimsuit (bathing suit) Jacket / Blazer

Pajamas
Note: When talking about blouses or shirts, we usually mention if we want these with sleeves (long sleeves, short sleeves, ¾ sleeves) or no sleeves (also referred to as sleeveless).
Colors
White Black Brown Grey Red
Blue Yellow Green Orange Purple
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BLOCK
Tones: light / dark When the color has the tone, add the suffix –ish. Example: blueish, reddish, greenish, etcetera.
Design
Stripes Checked Solid color Polka-dotted
3.2 The Verb Like

The simple present tense is used to express what a person likes and what he or she dislikes:
Angela likes basketball.

Angela’s favorite singer is Avril Lavigne.
Kevin’s favorite actor is Will Smith.
We can also express our likes and dislikes by using after the verb like, the gerund (verb base form + ing) or the infinitive (to +
base form of the verb). In these cases, they function as nouns, not like the main verb of the sentence.
Angela likes listening to music with her friends.

(gerund)
She doesn’t like to wake up early.
(infiniti e)
When you use the question word Why, the answer includes the word because. For example:
question: Why does Angela like Avril Lavigne?

answer: Angela likes Avril Lavigne because she is a very talented musician and a good singer.
Or simply
Because she is a very talented musician and a good singer.
You can also ask a negative question.
question: Why doesn’t Angela like to wake up early?

(which means = Why does Angela dislike waking up early?)
answer: Angela doesn’t like to wake up early because she likes to sleep.
Or simply
Because she likes to sleep.
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Would You Like? vs. Do You Like?

Do You Like...?
Like is a verb that is used to describe preferences.
What kind of music do you like? (what is your preference?)
I like pop music. (in general)
What do you like doing?
I like dancing and singing. (in general)
What do you like to do?
I like to dance and sing. (in general)
n When you express preference or speak in general you can use the infinitive with to or the gerund after the
verb like.
I like to dance - I like dancing (Both are possible)
Would You Like...?

In question it is used to make an invitation or to offer something to someone.
Would you like some coffee? (offer)
Yes, I would.
Would you like to go out tonight? (invitation)
I would love to go tonight.
Would Like = Want

In affirmative you can use would like to express a desire.
I would like to go to Europe one day. (a desire)
With would you like we do not use gerund. (-ing)
I would like to study. (Correct)
I would like studying. (incorrect)
To express desire or to make an invitation we can use the verb to want too! (would like is
more formal)
I would like some pizza. = I want some pizza.
Would you like to go dancing? = Do you want to go dancing?
Does Mark want more coffee? = Would Mark like more coffee?
Exercise 1
Write five sentences about what Angela likes or dislikes and five sentences about Kevin. Make sure that you use
the gerund or infinitive forms in some sentences.
Angela.
1. .
2. .
3. .
4. .
5. .
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BLOCK
Kevin.
1. .
2. .
3. .
4. .
5. .
Exercise 2
Work in pairs. Write about your personal likes and dislikes. Write your likes in one column, and your partner’s in
the other column. Fill in all the spaces.
Read his or her information on the chart. Show him / her your own information. Do you coincide in any of the items
listed? Talk about the similarities and the differences between your chart and your classmate’s chart.
You: Your Partner:
Hobbies: Hobbies:
Sports: Sports:
Type of Music: Type of Music:
Favorite Music Group: Favorite Music Group:
Favorite singer: Favorite singer:
Clothes: Clothes:
Favorite Color(s): Favorite Color(s):
Kind of Food: Kind of Food:
Favorite Book: Favorite Book:
Movies: Movies:
Favorite Movie: Favorite Movie:
Favorite TV program: Favorite TV program:
Favorite actor: Favorite actor:
Favorite actress: Favorite actress:
Hate doing: Hate doing:
Favorite school subject: Favorite school subject:
What do you like to do with your friends? What do you like to do with your friends?
116
Exercise 3
Unscramble the following sentences to form correct, logical sentences.
1. Christmas? What like would you for.

.
2. the playing piano. Karen likes

.
3. to Mike like would visit Italy.

4. like She doing her doesn’t homework.

.
5. my visit grandmother. I your to you like would

.
6. would to move like San Diego. They to

.
7. much. We like very dominoes playing

.
8. Why you like don’t fish?

.
9. like Would cookies? some you

.
10. like music. I to listening classical

.
Talking About Likes and Dislikes Evaluation Instrument – Checklist

1. Work in teams of four students (make sure there are men and 1. Poster includes images that represent four activities
women in each team). students like. yes no
2. Design a poster in which you include images that represent at 2. Poster includes images that represent four activities
least four activities you like and 4 activities you dislike). they dislike. yes no
3. Description of the activities must include the form: I like / dislike + 3. Descriptions of the activities include the correct
gerund + complement. For example: I like swimming in a pool or form: yes no
I dislike playing chess.
Subject + like / dislike + gerund + complement
4. Prepare to present orally your poster to the rest of the group.
4. All students participate equally in the oral
presentation. yes no
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BLOCK
Competences:
n The student can recognize how to use modals to express likes and preferences.
n The student can identify and understand information about people’s likes and preferences found in a simple text.
n The student can distinguish and understand information about likes and preferences related to recreation in
spoken texts.
Activity Sequence 1
This assignment is to be done individually.
1. Interview two different people: a man and a woman. They could be your relatives, neighbors, friends, etcetera.
2. Ask them questions about their likes and dislikes. Ask about the person’s:
a) Hobbies
b) Favorite type of movies and / or TV programs
c) Sports
d) Music
e) Books
f) Places
3. Ask them why they like or why don’t they like to do these things.
4. Write down the questions and the answers.
5. Type your report to hand it in to the teacher on the date he or she tells you to.
6. Prepare an oral presentation about one of the persons you interviewed. If possible, bring a picture and visual
aids to help you give your presentation.
This assignment will provide your teacher with evidence of your learning process and attitude in the following
aspects:
n Responsibility.
n Demonstrated politeness, respect, and attention when interviewing the other person.
n Correct sentence structure in the present tense when describing what the person likes and dislikes.
n Correct sentence structure in the present tense when asking the person what he or she likes and dislikes and
why he or she doesn’t like to do things.
n Correct pronunciation when giving the oral presentation.
n Enthusiasm and positive attitude towards the class.
n Attention when listening to other classmates.
Finding People Like Me like, two singers you like, two actors or actresses you like, two
activities you hate doing,
1. Write on cards the following: two places you would like to visit in
Mexico, two countries you would like to visit, two dishes (food) you 2. Bring your cards to class.
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3. Go around the classroom looking for people that like the same Evaluation Instrument – Checklist
things, places, or people that you like.
1. Student brought 12 cards as indicated. yes no
4. Your teacher will give you time to look for each one of the items
written on your cards. Write down on your cards the names of the 2. Student did the exercise in order. yes no
people that have your same likes. For example, your teacher will 3. Student showed respect to his / her classmates. yes no
say: “Look for people who like the same places in Mexico that you
like in the next five minutes.” After that time, your teacher will say: 4. Student wrote down on his / her cards the names
“Look for people who like the same countries that you would like of those who coincided with his / her likes. yes no
in the next five minutes.” 5. Student handed in the 10 sentences using the
5. After the exercise, write 10 sentences, two of each, with the fo- given structures to describe his/her likes
llowing structures: would prefer, would like, like, don’t like, I hate. and dislikes and those of others. yes no
3.3 Would Prefer

You can use “prefer to (do)” or “prefer -ing” to say what you prefer in general:
I don’t like small towns.
I prefer to live in large cities or I prefer living in large cities.
Study the differences in structure after prefer. We say:

A. I prefer something to something else.
Example: I prefer this dress to the dress you were wearing yesterday.
B. I prefer to do something rather than (do) something else.
Example: I prefer driving to traveling by bus.
I prefer to drive rather than travel by bus.
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BLOCK
C. I prefer doing something to doing something else.
Example: Denise prefers living in a house to living in an apartment.
Would Prefer (I’d prefer...)

We use “would prefer” to say what somebody wants in a particular situation (not in general):
n “Would you prefer milk or coffee?” “Coffee, please.”
We say “would prefer to do” (not “doing”):
n “Shall we go by bus?”
n “Well, I’d prefer to go by car. (not “I’d prefer going”)
n I’d prefer to stay at home tonight rather than go out.
3.4 Would Rather (I’d Rather...)

Would rather (do) = would prefer (to do).
After would rather we use the infinitive without to.
Compare:
“I’d prefer to go by car.”

“Shall we go by bus?”
“I’d rather go by car. (not to go)
n “Would you rather have milk or coffee?” “Coffee, please.”
Study the structure after would rather:
I’d rather do something than (do) something else.

I’d rather stay at home tonight than go out.
The negative is “I’d rather not (do something)”:
n I’m tired. I’d rather not go out this evening, if you don’t mind.
n “Do you want to go out this evening?”
“I’d rather not.”
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Exercise 4
Choose the option that best completes each sentence.

1. Would you like to see a film tonight? - I’d go dancing. How does that sound?
prefer
rather
2. Why don’t we have some Mexican food? - Well, I’d Italian. What do you think?
rather to eat
prefer eating
3. What would you like to do? - I out for dinner.

prefer to go
’d prefer going
4. What would you like to do today? The weather is awful! - I home to going out.
’d prefer staying
’d prefer to stay
5. My dad soccer to football.

prefers
rather
6. What are you up for tonight? - How about for dinner?
to go out
going out
7. I’d walk than take the bus.

rather
prefer
8. He‘d like to go to Guadalajara whereas his wife go to Queretaro.

would prefer to
would rather to
For the following sentences, choose would rather or would prefer.

9. Her husband rent a house.
10. Mrs. Shaftel to stay in a five-star hotel.
11. My sister would like to have fun on the Beach but I to go to a resort.
12. My parents would like to rent a house on the beach but I camp in the forest.
13. My cousin would like to visit a museum, but I to go to Six Flags.
14. I become a soccer player.
15. I not to become an engineer.
16. I buy this mayonnaise because I prefer the taste.
17. I not rent a house in the city.
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BLOCK
Exercise 5
Read the following pair of activities or things. Choose which one you would prefer or rather do and write a complete sentence. After writing your
sentences, work with a partner. Exchange your information (tell each other what you wrote).
Example: chocolate cake vs. lemon pie (you choose chocolate cake)
I prefer chocolate cake to lemon pie.
Swim vs. ride a bicycle
I’d rather swim than ride a bicycle
Swimming vs. riding a bicycle

I’d prefer riding a bicycle rather than swimming.
1. go to the theatre vs. go to a concert

.
2. doing homework vs. washing the dishes
.
3. shopping vs. playing cards
.
4. hamburgers vs. tacos
.
5. Nicolas Cage vs. Johnny Depp
.
6. dancing vs. listening to music
.
7. travel by bus vs. travel by plane
.
8. science fiction books vs. romantic novels
.
9. reality tv shows vs. soap operas
.
10. chatting on Internet vs. speaking on the phone
.
122
Now, think of ten pairs of recreational activities / foods / clothing and compare them indicating your preference. You
may use yourself as a subject or someone else. After writing your sentences, work with a partner. Exchange your
information (tell each other what you wrote)
For example: I prefer wearing a dress than wearing a skirt and blouse.
1. .
2. .
3.
.
4.
.
5.
.
6.
.
7.
.
8.
.
9.
.
10.
.
Food for Thought
Here are some expressions used when expressing likes or preferences.
Formula Verb Form

I’d rather... Use the base form of the verb without ‘to’ and with ‘rather’.
I’d rather play tennis than soccer.
I’d rather eat now than later.
I’d prefer... Use the ‘-ing’ form following the verb ‘prefer.’
I’d prefer playing tennis than soccer.
I’d prefer playing tennis rather than playing soccer.
Why don’t we...? Use the base form of the verb in a question.
Why don’t we go to the movies?
Why doesn’t your brother go by train?
Let’s go... Use the base form of the verb with “let’s.”
Let’s go out tonight.
Let’s take a taxi.
How about...? Use the ‘-ing’ form of the verb after a preposition - here
‘about.’
How about going to the movies rather than staying home?
How about taking a taxi?
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BLOCK
If you don’t mind… I’d rather Use the expression I’d prefer or I’d rather after the polite expression
“If you don’t mind” (which introduces a preference that is usually
opposite or different from what is proposed).
If you don’t mind, I’d rather eat only a sandwich.
If you don’t mind, I’d prefer to wait for the bus instead of walking.
Exercise 6
Answer the following questions with your own information. Use the beginning of each sentence and complete the
answer. Then, work in pairs and ask and answer the following questions about preferences.
1. Which do you prefer, tea or coffee?

I prefer .
2. Which do you prefer to study: science or physics?

I prefer .
3. Which do you prefer to drink, juice or mineral water?

I’d rather drink .
4. Which do you like better, basketball or football?

I prefer .
5. Do you prefer pizza or spaghetti?

If I had a choice, I’d eat .
6. Would you prefer to eat a cake or a fruit?

I prefer .
7. Would you rather eat a cake or a fruit?

I’d rather .
8. Where you prefer we go: to the movies or to a shopping mall?

If I could choose, I’d prefer .
9. Would you rather play videogames or soccer?

If I had a choice, I ‘d .
10. Where do you want to go out this evening?
I’d rather if you don’t mind. I am a little tired.
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Food for Thought
Note: When speaking generally, it’s easiest to use plurals with count nouns:
Example:
I like lollipops. (count - plural)
I don’t like oranges. (count - plural)
I don’t like coffee. (non - count)

Competence: The student can correctly use the grammar about 1. Work in pairs. Choose a person you haven’t worked with before.
modals, infinitives, and gerunds to express likes and preferences 2. Ask each other the following questions. Use the information
that he or she learned in this block. you wrote in the charts of the Exercise 2 to answer.
3. Answer the following questions with your true personal infor-
mation.
4. Work with a partner. Ask him / her the questions and listen to
his / her answers. Take turns.
Questions:
1. What kind of food do you like?
2. What do you like to do as a hobby?
3. What clothes do you prefer wearing?
4. What type of books do you prefer?
5. What color of sweater do you prefer?
6. If you could choose, what tv program would you watch right
now?
7. What country would you like to visit?
8. Who would you like to meet?
9. What do you dislike doing?
10. What kind of music do you prefer?
11. What sport do you like?

Competence: The student can correctly use the grammar about 1. Read the following information about stating preferences.
modals, infinitives, and gerunds to express likes and preferences 2. Read the example dialogue.
that he or she learned in this block.
3. In teams of 3 students, write a similar dialogue.
Competence: The student can perform in teams, short dialogues in 4. Prepare to present to the rest of the group.
which information about likes and preferences is exchanged.
3.5 Stating a Preference

Sometimes you need to state a preference when someone makes a suggestion, offers something or asks your opi
nion about what to do. Often people are asking for your opinion and you can state your preference freely, other
125
BLOCK
times, people have made an offer and you need to state a preference politely if you do not want to do what has been
suggested, or would rather do something else.
A: Would you like to see a film tonight?
B: I’d rather go dancing. How does that sound?
A: No, I’m not very good at dancing. Why don’t we go out for dinner? How about Italian food?
B: Well, I’d prefer eating Mexican food, but I am not very hungry now. Why don’t we do something else
first?
A: I don’t know. What do you think we should do?
B: I think we should go to a museum.
A: Sounds fine. Would your rather go to the Art Museum or to the History museum?
B: Let’s go to the Art Museum.
Write your dialogue:

.
Food for Thought
Be like vs. Look like

What does Brad like? (What are his personal preferences?)
n Brad likes horror movies, soccer, and pizza.
What does Brad look like? (Physical description)

n He is short, dark and handsome. He has brown hair and a moustache.
What is Brad like? (Description of personality)

n Brad is a nice young man. He is easygoing and friendly.
Write a letter 3. Include the following information: greeting, description about your
1. Work individually. personality supporting this by mentioning at least three activities
2. Write a letter to someone of the opposite sex telling him or her you like, three activities you dislike, one or two things you hate,
some characteristics of your personality, and what you like and and one or two things you love doing. End your letter with an
dislike. informal phrase.
126
4. Use the vocabulary and grammar structures you learned in this Evaluation Instrument – Rubric
block.
1. The letter included an appropriate greeting. yes no
5. Check the grammar, vocabulary, logical organization and elements
of your letter before you hand it in to your teacher. 2. Personality description is included. yes no
3. At least three activities the student likes
are mentioned. yes no
4. At least three activities the student dislikes
5. One or two things the student hates doing
6. One or two things the student loves doing
7. Uses vocabulary and structures learned in
this block. yes no
8. Text is logically organized. yes no
9. There is an appropriate ending phrase
and signature. yes no
Reading
Sports In Mexico
A wide variety of sports are played throughout Mexico, many of which have many followers. Mexico is the only
Latin American nation to have hosted a Summer Olympic Games (in 1968) and also hosted 2011 Pan American
Games. The sporting infrastructure is relatively well developed, with a range of stadiums and arenas.
Without doubt the most popular sport in Mexico is soccer, which is called football. It is a source of great pride for
Mexicans and its followers are very passionate about it. Mexican football teams play in four divisions. The most
famous are the 18 teams competing in the ‘Primera División’. Stadium audiences range from a few hundreds to
100,000. The Mexican national team has competed in many of the Football World Cups, and Mexico has also
played host to two of the tournaments: in 1970 and 1986.
Other sports in Mexico that are popular include Boxing and Wrestling. Mexico has produced the most
world champion boxers in the last 30 years than any other nation. Mexican Wrestling, which has a dis-
tinctive dramatic characteristic, is famous for its costumes and masks. It is known as ‘Lucha Libre’.
The influence from the US has meant that sports such as baseball, basketball and golf are widely watched
and participated in. However, despite the impact of American sports, more traditional Mexican sports
such as Charreria and Bullfighting are still popular, although the latter has created a lot of controversies.
Wherever your sporting interests lie, you can practice or be an observer of almost any type and variety
of sports in Mexico.
Comprehension Questions Writing Activity

1. Which is the most famous sport in Mexico? Write down as many sports you can think about. Classify them in
2. Do Mexican people like sports? individual sports, team sports, or both. Present your classification
in a table.
3. What sport has provided more world champions?
4. Which are two traditional Mexican sports?
5. What characterizes Mexican wrestlers?
6. What sports do you like?
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BLOCK

TASK 1. Expressing likes and dislikes.
Competences Part 1. The student can express, orally and in writing, his or her likes and preferences about recreation, in a clear and simple
manner.
Activity Sequence 1 Part 1

1. Write a paragraph expressing your likes and preferences about your hobbies, sports, and other recreational activities.
2. Use the vocabulary learned in this block.
3. Revise and edit your paragraph before you deliver it to your teacher for evaluation.
Performance Indicators – Rubrics

Rubric for the Paragraph Task 1 – Part 1
The student wrote a poor or incomplete text The student wrote a good and complete The student wrote a complete and very good
(didn’t include likes about hobbies and / narration of what he or she likes / prefers. description of what he / she likes / prefers
Message or sports and / or recreational activities). Some additional information was given to about hobbies, sports, and recreational
(Content) Structures were not used or were used clarify the information. activities. Additional information was given
inappropriately. But some of the structures were not used to clarify the information and contributed to
appropriately. meaning.
Many grammar errors are present. Several errors in the use or form of the vocabulary. Structures to express likes /
Language
Structures are incorrect or not well used. revised structures are present. preferences are used appropriately.
(Structure)
Many spelling errors / Difficulty understanding Several spelling errors / Difficulty Spelling errors are few or not present.
calligraphy. understanding calligraphy. Calligraphy is clear.
Evaluation Criteria
Competences Part 2. The student can create posters or drawings that express his or her likes and preferences about recreational activities.
The student can give simple oral presentations that express his or her own likes and preferences, as well as those of a third person.
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Activity Sequence 1 Part 2

1. Draw or elaborate a poster to express what you wrote in your paragraph.
2. Give an oral presentation using your drawing or poster. You must not read your paragraph.
3. Check the rubric before to ensure a good performance.
4. Listen to your classmates when they give their presentation. Select one and take notes of what he / she says.
Rubric for Oral Presentation Task 1 – Part 2
Needs Lacks
4 points 3 points
2 points 1 point
Student is fluent throughout the Student is fluent most of Student pauses unnecessarily Student is not fluent most of
oral presentation. the time during the oral during the oral presentation or has the time.
Fluency
presentation. verbal interruptions (eh, uh, words in
Spanish).
Use of
language
Student presents in an organized Student presents in an Student does not present in an Presentation lacks organization
Overall manner and uses his / her poster organized manner most of organized manner and / or doesn’t and other presentation skills
presentation appropriately; good use of body the time, and uses poster use poster nor body language (body language) and /or didn’t
skills language. and a fairly appropriate body appropriately. use poster.
language.
Description of the student’s Description of the student’s Description of the student’s Description of the student’s
Message preferences is interesting, preferences is incomplete or preferences is incomplete or unclear. preferences is incomplete or
complete, and clear. unclear. unclear.
Total points

Competence: The student can participate in interviews that describe favorite recreational activities.
Activity Sequence 2
1. Look at the following pictures of sports. Write the name under those that don’t have it.
2. Work with a classmate. Decide who will be student 1 and who will be student 2.
3. Student 1 asks Student 2 the following questions.
4. Student 1 writes down Student’s 2 answers in his / her book.
5. When Student 1 finishes asking Student 2 the questions, Student 1 reads the answers aloud to Student 2. If necessary, make corrections.
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BLOCK
6. Now, Student 2 asks Student 1 the same questions.

7. Student 2 writes down Student’s 1 answers in his / her book.
8. When Student 2 finishes asking Student 1 the questions, Student 2 reads the answers aloud to Student 1. If necessary, make corrections.
Questions: When you know a sport’s name, write down below the ilustration.
Questions Answers
How many of these sports and activities do you know?
Which one(s) do you like best?
Which one(s) would you like to try?
Who do you usually play sports with?
Why do people play sports?
Do you like to watch professional sports on television?
What is your favorite sport to watch?
Which famous athlete (sportsman / sportswoman) would you like to meet?
Baseball Biking
Basketball
Camping
Boxing Fishing
130
Football Hiking
Hockey
Golf
Kayaking Paragliding
Ping Pong
Rugby
Rock Climbing Roller Skating
Skate Boarding
Scuba Diving
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BLOCK
Swimming Tennis
Soccer
Volleyball
Water Skiing
Performance Indicators
Names of sports not originally included are correct and well spelled
.5 each = 3 points total.
Answers of classmate are included correctly and appropriately

1 point each = 8 points total.
Answers of classmate are elicited correctly and appropriately

1 point each = 8 points total.
* Note: Errors in structure, spelling, or punctuation will result in a reduction in the grade, from –.5 to –1.
Competence: The student can participate in interviews that describe favorite recreational activities.
132
1. Interview a person in your family or one of your best friends.

2. Ask them about their likes and preferences. You may want to ask them the questions you used in Learning Situation 4 on page 26. Write
at least eight questions.
3. Take notes of their answers and at the end of the interview, write what they told you in paragraph form.
4. Be ready to present to the rest of the group.
Questions you asked your interviewee.

1. .
2. .
3. .
4. .
5. .
6. .
7. .
8. .
Answers your interviewee gave you.

1. .
2. .
3. .
4. .
5. .
6. .
7. .
8. .
Paragraph

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BLOCK
Question Checklist
Information about hobbies is asked
Information about likes / preferences – sports is asked
Information about likes / preferences – recreational activities is asked
Grammatically correct
Appropriate vocabulary (reviewed in this block) is used
Spelled appropriately
Overall rating: Outstanding Good Satisfactory Poor
Answer Checklist
Information about hobbies is given
Information about likes / preferences – sports is given
Information about likes / preferences – recreational activities is given
Grammatically correct
Appropriate vocabulary (reviewed in this block) is used
Spelled appropriately
Overall rating: Outstanding Good Satisfactory Poor
(didn’t include likes about hobbies and / narration of what he or she likes / prefers. description of what he / she likes / prefers
or sports and / or recreational activities). Some additional information was given to about hobbies, sports, and recreational
Message
Structures were not used or were used clarify the information. activities. Additional information was given
(Content)
inappropriately. But some of the structures were not used to clarify the information and contributed to
appropriately. meaning.
Many grammar errors are present. Several errors in the use or form of the vocabulary. Structures to express likes /
Language
Structures are incorrect or not well used. revised structures are present. preferences are used appropriately.
(Structure)
Many spelling errors / Difficulty understanding Several spelling errors / Difficulty Spelling errors are few or not present.
calligraphy. understanding calligraphy. Calligraphy is clear.
Evaluation Criteria
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8 points Message Satisfactory and Language Well done

6 points Message Needs Improvement and Language Well done
Transcript for Warm – Up Listening Exercise

Sentences related to Angela’s likes / dislikes. Sentences related to Kevin’s likes / dislikes.
1. Angela likes to dance. 1. Kevin likes Mexican food.
2. Angela likes to play soccer. 2. Kevin dosen’t like to play videogames.
3. Angela likes heavy-metal music. 3. Kevin likes listening to British music groups.
4. Angela likes waking up early. 4. Kevin likes to play basketball.
5. Angela doesn’t like Avril Lavigne. 5. Kevin doesn’t like to eat pancakes.
6. Angela doesn’t like Orlando Bloom. 6. Kevin likes watching The Simpsons.
7. Angela likes wearing casual, but fashionable clothes. 7. Kevin likes wearing suits.
8. Angela likes studying Math. 8. Kevin likes to collect beisball bats.
9. Angela doesn’t like to go to the movies. 9. Kevin likes to do homework on weekends.
10. Angela’s favorite tv program is Dr. House. 10. Kevin’s favorite colors are red and blue.
1, 128 Paragraph expressing likes and dislikes. The student can express orally and in writing his / her likes and
preferences about recreation activities.
2, 129, and 3, 132 Exercise Questions-Answers about likes and preferences based Pair Work. Listening and speaking skills. The student can interview
on visual stimuli. Pages 130 a 132 and be interviewed about recreational activities.
Learning Activity 1, p. 117 Poster. Collage that expesses likes, dislikes, favorite activities, Using information technologies. The student can talk about
colors, and clothing. his likes and preferences using the vocabulary words and
Oral presentation using the poster. grammatical structures covered in this block.
Learning Activity 2, p. 118 Written report. Sentences describing his / her classmates’ likes The student can discuss with others about their likes, dislikes,
and preferences. Group Activity. preferences, and other activities using the appropriate vocabulary
and structures.
Learning Activity 3, p. 126 Letter describing oneself and one’s likes and dislikes. Written production. The student can describe in writing his / her
personality and tell others what he / she likes and prefers.
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BLOCK

Name of evaluator:

our assignment

assignment


Name of evaluator:
Name Name Name Name
136
Name Name Name Name

interaction

other members
Learning Log
How did I learn it?
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BLOCK
10 hours
4Learning
Describing Information about Objects,
Activities, and People
Objects
4.1 Relative Pronouns
4.2 Summary of
Relative Pronouns

n Asks for and gives information, orally and in writing, about people, objects, Students are able to:
and activities. n Maintain a respectful attitude towards cultural diffe ences due to the
n Understands the characteristics of people, objects, and activities in an oral diversity of beliefs, values, ideas, and social practices when describing
and written text. people, objects, and activities.
n Uses relative pronouns and adjectives to describe people, objects,
and activities.
Describing People, Places, and Objects

Listen to the following dialogue between two
friends who are at an alumni gathering. They
graduated ten years ago and although the
alumni have annual parties, this year the
university decided to make a special 10th
Anniversary Party.
Lucia: I love to come to these “get

together” events every year! I
am so glad you were able to come this year,
Pamela.
Pamela: I am also glad I was able to come. The last “get together” party
I came to was about eight years ago. I hope I can still remember some of our
classmates.
Lucia: I am sure you will. Do you recognize that man who is wearing a black
overcoat and black hat?
Pamela: No, who is it?
Lucia: That is Miguel Alvarez. He studied drama and now is teaching at a prestigious
university. His wife, who is a doctor, is from Spain.
Pamela: Oh, yes! I remember him. He is the one who played the trumpet at our
graduation, isn’t he?
Lucia: Yes, he is. Do you remember Kate? She is the woman in red that is sitting
close to the door.
Pamela: She is a linguist, isn’t she? She is the only person I know who speaks six
languages.
Lucia: Actually, she speaks nine languages. She went to Asia where she learned
Chinese, Korean and Japanese.
Pamela: Chinese is an extremely difficult language, don’t you think so?
Lucia: Sure is. By the way, the other day I met someone who knows you. She works
at the Mayo Clinic. She is a nurse.
Pamela: Really? The Mayo Clinic is where I was operated on my nose. What is her
name?
Lucia: Try to guess. She is someone who has beautiful black long hair. She
told me she lives in a house which is 100 years old. She has a car that is
considered an antique.
Pamela: Oh, yes! Her name is Margaret. She is the person whose parents died and
left her a fortune. Don’t you remember me telling you about her?
Lucia: You’re right! Now I remember. I didn’t remember what her name was, but I
remember her story.
n Identify and interpret the general idea and possible development of an oral n Produce texts based on the normative use of language, considering
or written text in a foreign language using their previous knowledge intentionality and communicative situation, as well as the formal elements
to describe people, objects, and activities. of language (punctuation, spelling, syntax, coherence, and cohesiveness).
n Apply communicative strategies according to their interlocutor, the context,
n Communicate in a foreign language using a logical discourse, orally
or in writing, in congruence with the communicative situation. and their objectives, to ask for and give information about people, objects,
and activities.
n Use autonomous learning strategies, using information
and communication technologies, to obtain information about

the grammatical structures in this block and information about people,
activities, and objects.
BLOCK
4 Describing Information about Objects, Activities, and People
Pamela: It is really nice to see all these people again. Look at that handsome Activity:
man over there! I wonder whose husband he is. • Read the conversation again. Look at the sentences in bold type.
Lucia: He is Michael Davis. Actually, he is single. He is the brother of Oscar • Read the following questions and discuss the answers with your classmates
Davis. Remember him? He is the musician of our class whose and teacher.
compositions have been sung by famous singers.
• What is the purpose of these clauses?
Pamela: Well, maybe I should go and introduce myself to Michael Davis. He
• How do these clauses begin?
seems to be the kind of man that I find interesting.
• Are these words (who, where, whose) forming questions?
Lucia: Go ahead. I will get something to eat. See you later then.
Pamela: Fine. Wish me luck!

Relative pronouns are that, who, whom, whose, which, where, when, and why. They are used to join clauses to make a com-
plex sentence. Relative pronouns are used at the beginning of the subordinate or dependant clause which gives some specific
information about the main clause.
• This is the apartment that Jack bought.

• I don’t know the day when Jane will arrive.
• Professor Finbow, whom I respect, gave a lecture last week.
In English, the choice of the relative pronoun depends on the type of clause it is used.
A clause is a group of words that contains a subject and a predicate. A clause may be either a sentence (an independent clause)
or a sentence-like construction within another sentence (a dependent clause).
A clause that modifies a noun in a sentence, or a noun phrase, is a relative clause. There are two types of relative clauses: de
fining and non-defining.
In both types of clauses the relative pronoun can function as a subject, an object, or a possessive.
Subject or Object Pronouns

Subject and object pronouns cannot be distinguished by their forms - who, which, that. You can, however, distin-
guish them as follows:
If the relative pronoun is followed by a verb, the relative pronoun is a subject pronoun. Subject pronouns must
always be used.
the book which is lying on the teacher’s desk
If the relative pronoun is not followed by a verb (but by a noun or pronoun), the relative pronoun is an object pronoun. Object
pronouns can be dropped in defining relative clauses, which are then called Contact Clauses.
the book (which) the teacher lay on the desk
A. Defining Relative Clauses

A defining relative clause gives essential information about the noun or noun phrase it modifies, without which
the sentence wouldn’t make sense as the listener or reader would not be able to identify the noun in the sentence:
140
Example: The restaurant that we ate at wasn’t bad. (‘that we ate at’ tells the listener which restaurant we are
talking about; it defines the restaurant)
‘Who,’ ‘whose,’ and ‘that’ can be used for people. ‘Which,’ ‘whose,’ and ‘that’ can be used for things.
The table below sums up the use of relative pronouns in defining clauses:
Function Reference to
in the sentence People Things / concepts Place Time Reason
Subject who, that which, that

Object (that, who, whom)* (which, that)* where when why
Possessive whose whose, of which
* In this case, who can be omitted: The woman you have just spoken to is my mom.
Examples of Relative Pronouns Used as a Subject

• This is the house that had a beautiful Christmas decoration last year.
• I don’t like people who hurt animals.
1. As can be seen from the table, referring to a person or thing, the relative pronoun may be omitted in the
object position:
• This is the man whom I wanted to speak to.
• This is the man that I wanted to speak to.
• This is the man I wanted to speak to.
• The library didn’t have the book which I needed.
• The library didn’t have the book that I needed.
• The library didn’t have the book I needed.
When referring to place or time, it cannot be omitted.
• This is the house where I lived when I first came to the US.
2. In American English, whom is not used very often. Whom is more formal than who and is
very often omitted in speech:
Grammatically Correct: The woman to whom you have just spoken is my mom.
Common in Speech: The woman who you have just spoken to is my mom.
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BLOCK
However, whom may not be omitted if preceded by a preposition:
I have found you the tutor for whom you were looking.
Relative Pronoun Used as a Possessive

Whose is the only possessive relative pronoun in English. It can be used with both
people and things:
• The man whose child won the contest was very happy.
e book whose author is now being interviewed in the news
• Th
has become a bestseller.
Defining relative clauses are usually used in definitions.
For example: A sailor is someone who works on a ship.
B. Non-Defining Relative Clauses

A non-defining relative clause gives extra information about a noun or noun phrase and has commas at both ends:
Example: My sister, who lives in Monterrey, is coming to stay with me next month. (‘who lives in Monterrey’
is not essential, which means that I only have one sister and she does not need to be defined by the
relative clause)
‘Who’ and ‘whose’ are used for people. ‘Which’ and ‘whose’ are used for things. ‘That’ cannot be used in a non-de
fining relative clause. The pronouns may not be omitted. Non-defining clauses are separated by commas.
Mrs. Brown, whom we met yesterday, is very nice.
The table below sums up the use of relative pronouns in non-defining clauses:
Function Reference to
in the sentence People Things / concepts Place Time Reason
Subject who which

Object who, whom which where when why
Possessive whose whose, of which
a.  Relative pronoun used as a subject:
My friend Ricky, who lives in this luxurious mansion, has just bought a sports car.
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b. Relative pronoun used as an object:

The house on the tree, which my grandfather built, needs painting.
c. Relative pronoun used as a possessive:

Michael Jackson, whose death was unexpected, had some weird ideas about raising children.
How to Form Relative Clauses

Imagine, a man is talking to your friend Linda. You want to know who he is and ask a friend
whether he knows him. You could say:
A man is talking to Linda. Do you know the man?
That doesn’t sound very natural, does it? It would be easier with a relative clause: you put both pieces
of information into one sentence. Start with the most important thing – you want to know who the
man is.
Do you know the man…

As your friend cannot know which man you are talking about, you need to put in the additional information –
the man is talking to Linda. Use “the man” only in the first part of the sentence, in the second part replace it with
the relative pronoun (for people, use the relative pronoun “who”). So the final sentence is:
Do you know the man who is talking to Linda?
Look at the following examples:

The man studied at this school. The man works for IBM.
The man studied at this school. What man? The man who works for IBM.
(In this example we give more information about “the man”.)
The man who works for IBM studied at this school.
Jason lives in a house. The house has three bedrooms.
The house that Jason lives in has three bedrooms.
or
The house where Jason lives in has three bedrooms.
The house has three bedrooms. Which house? The house that Jason lives in.
(In this example we give more information to describe which house we mean.)
The people who came to the school party had a great time.
What people had a great time? The people who came to the school party.
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BLOCK
Other examples:
Those who arrive early get a special discount.
I ate an apple that had a worm in it.
She is the one who I told you about.

The man who lives over there is my uncle.
One of the men who lives over there is my uncle.
Only one of the people who work in the company is qualified.
Most relative clauses use the words who, whom, whose, which, that, when or where.
Paul is the man who loves Mary. (subject position)
Simon is the man who (m) Mary loves. (object position)
Carlos is my classmate whose dog died yesterday.
The Anthropology museum is the place that we went

to last week.
Last year was the year when I met my boyfriend.
This is the place where I met my wife.
That can be used to relate to people or objects.
Xel-ha is an amusement park which / that is in Cancun.
We have a cousin who / that is an ophthalmologist.
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Commas which set off relative clauses function like parentheses ( ) indicating non-essential information.
Ligia, who is a doctor, works at Boward Hospital.

Ligia (who is a doctor) works at Boward Hospital.
Without commas, relative clauses specify one member of a group:
My brother who is a professor works at the university.
My brother who is a businessman works in Leon.
Specifies “which brother” (one of many)
Adding information about things: which or that

Adding information about people: who or that
Adding information about places: where
Adding information about
Possession or ownership: whose
4.2 Summary of Relative Pronouns

Relative Pronoun Use Example
Who subject or object pronoun for people Mrs. Brown is the woman who lives next door.
Which subject or object pronoun for animals and things Do you see the cat which is running across the street?
I don’t remember the name of the boy whose mother is

Whose possession for people, animals, and things
a doctor.
object pronoun for people, especially in non-defining relative clauses (in defining
Whom We were invited by the gentleman whom I met at the hotel.
relative clauses we colloquially prefer who)
subject or object pronoun for people, animals, and things in defining relative
That I like the book that is lying on the teacher’s desk.
clauses (who or which are also possible)
Exercise 1
Choose the correct relative pronoun (who, which, whose) to connect the sentences in this story.
Beginning of the story: This is the bank which was robbed yesterday.
1. A boy parents are in my class were in the 4. He came with another thief waited outside
bank this morning. in a van.
2. The thief robbed the bank had a gun. 5. The woman gave him the money was crying.
3. He wore a mask made him look like a wrestler. 6. The bag contained the money was black.
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BLOCK
7. The people were in the bank were very 11. The thief mask was obviously too big
frightened. didn’t drive.
8. A man cell phone was ringing did not 12. The man drove the van was very nervous.
know what to do. 13. He didn’t wait at the traffic lights were red.
9. A woman son was crying tried to calm him. 14. A policeman patrol car was parked close to
10. The van the bank robbers escaped in was white. the bank went after them and arrested them.
Exercise 2
Fill in the blanks with an appropriate relative pronoun (who, that, which). Then, decide whether the relative pronoun is a subject pronoun or an
object pronoun.
1. Do you know the girl I danced with? Subject or Object
2. Do you know the girl danced with me? Subject or Object
3. The apples are lying on the table are bad. Subject or Object
4. The apples we bought in the shop are bad. Subject or Object
5. We will stay at a hotel is not far from the beach. Subject or Object
6. We will stay at a hotel my dad recommended to us. Subject or Object
7. That is a museum I like very much. Subject or Object
8. That is a museum lies in the heart of the town. Subject or Object
9. This is the man Barbara visited in Scotland. Subject or Object
10. This is the man lives in Scotland. Subject or Object
Exercise 3
Decide whether the relative pronouns who or which must be used or not. If it must be used, write it on the line. If not, write an “X”.
1. A calendar is something tells you the date. 6. Rice is food oriental people like eating.
2. Strikers are soccer players try to score 7. A racket is something you use to hit a ball
goals for their team. when you play tennis.
8. Socks are pieces of clothing you wear on
3. Antonio is a person everybody likes.
your feet.
4. A watch is something you put on your 9. A guide is a person shows tourists around
wrist if you want to tell time. a place.
5. The Seine is a river runs through Paris. 10. Justice is a feeling nobody can describe.
Exercise 4
From the information given in both columns, write sentences describing people using relative pronouns (who / that).
Example: A detective / investigates people

A detective is a person who investigates people.
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PART 1 PART 2
1. A thief is extremely intelligent.
2. A liar plays a musical instrument.
3. A dentist steals things.
4. A fool writes for a newspaper.
5. A journalist is not intelligent.
6. A genius looks after your teeth.
7. A patient is sick in the hospital.
8. A musician sells medicine.
9. A pharmacist doesn’t tell the truth.
10. A bodyguard is in charge of protecting people.
Sentences:
1. .
2. .
3. .
4. .
5. .
6. .
7. .
8. .
9. .
10. .
Exercise 5
Look up the meaning of the following objects and describe them.

(You can use the words machine / appliance / object)
Example: A grass mower A grass mower is a machine that cuts grass.
1. microwave oven 6. measuring tape

. .
2. microscope 7. microphone
. .
3. computer 8. telescope
. .
4. scissors 9. radar
. .
5. clock 10. refrigerator
. .
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BLOCK
Think about five more inventions or machines and describe them. 3. .

1. . 4. .
2. . 5. .
Exercise 6
Now, describe the following places: 6. restaurant

.
Example: Bakery
7. museum
A bakery is a place where .
you can buy bread 8. hospital
and cakes.
.
9. bookstore
.
10. art gallery
.
1. library 11. dry cleaners
. .
2. drugstore 12. gym
. .
3. school 13. laboratory
. .
4. zoo 14. parking lot
. .
5. discotheque 15. barber’s shop
. .
Jobs 5. Discuss with your group if this situation is the same in other cities in
Mexico and in other countries. Why does this happen?
1. Work in teams of four students (make sure there are men and
women in each team).
2. Research to find out what ten jobs are the most demanded in your
Evaluation Instrument – Checklist
community and in what places. For example: waiter or waitress in 1. List of jobs and places where they are offered yes no
restaurants; secretary in companies, etc. Write your list. 2. Jobs are classified as for only men, for only
3. Mention if these jobs can be done by both men and women, which women, or for both. yes no
are only for men, which are only for women. 3. List of jobs exclusively done by men in your
4. Think about jobs that are exclusively done by men and jobs that community. yes no
are exclusively done by women. 4. List of jobs exclusively done by women in your
community. yes no
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Conclusions about Discussion done only by men, only by women, or by both in your community and
the situation of other cities and countries.
Write your conclusions about the class discussion. Don’t forget to in-
clude the reasons why your group concluded that jobs are offered and
Food for Thought
Some Special Uses of Relative Pronouns in Defining Clauses

that / who
Referring to people, both that and who can be used. That may be used to refer to someone in general:
n He is the kind of person that / who everyone enjoys talking to.
n I ‘m looking for someone that / who could give me a ride to school.
However, when a particular person is being spoken about, who is preferred:
n The beautiful woman who lives next door is an actress.
n The girl who wore a strange hat attracted everybody’s attention at the party.
that / which
There are several cases when that is more appropriate than and is preferred to which:
a) After the pronouns all, any(thing), every(thing), few, little, many, much, no(thing), none, some(thing):
n The police usually ask for every detail that helps identify the missing person. - that used
as the subject
n Marrying a congressman is all (that) she wants. - that used as the object
b) After verbs that answer the question What? For example, say, suggest, state, declare, hope, think,
write, etc. In this case, the whole relative clause functions as the object of the main clause:
n Some people say (that) success is one percent of talent and ninety-nine percent of hard
work.
n The principal stated at the meeting (that) our school is the best one in the district.
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BLOCK
c) After the noun modified by an adjective in the superlative degree:
n This is the prettiest flower (that) I have ever seen! - that used as the object
d) After ordinal numbers, e.g., first, second, etcetera:
n The first dress (that) we saw at the store was really beautiful. - that used as the object
e) If the verb in the main clause is a form of BE:
n This is a song that is absolutely great! - that used as the subject
Exercise 7
Write who / that / which in the blank spaces.
1. Mariana is the teacher can speak Chinese. 7. Where is the necklace your father gave me?
2. I don’t like people can’t stop talking. 8. The man lives next door is a doctor.
3. A coffee-maker is a machine makes coffee. 9. The book I bought yesterday
4. Where is the man has the keys to the office? was written by J.K. Rowling.
5. Do you know anybody can fix my car? 10. The car Jack bought is automatic.
6. I have a friend can fix your car. He is an

excellent mechanic.
Exercise 8
Write one sentence that includes the information of the two sentences given.
Example: A woman called you. She didn’t tell me her name.
The woman who called you didn’t tell me her name.
1. Some students are in the room. They are waiting for the teacher.
The students .
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2. A boy broke the window. He ran away.

The boy .
3. Some people work in my office. They are very friendly.
The people .
4. Jane sold the house. Her parents gave the house to her.
Jane sold the house .
5. A man won the lottery. He is very happy.
The man .
6. The hurricane hit the Yucatan peninsula. It damaged many houses.
The hurricane .
7. The train goes to Xalapa. It arrived late.
The train .
8. Denise said something. I didn’t understand what Denise said.
Denise said .
9. The architect designed the hotel. The architect is Mexican.
The architect .
10. My brother is studying abroad. He came to visit us.
.
Food for Thought
Reduced Relative Clauses

You may delete the relative pronoun and the “be” verb when:
1. They are followed by a prepositional phrase.
A. The man who is in the car is my uncle. The man in the car is my uncle.
B. The books that are on the desk are mine. The books on the desk are mine.
2. The main verb in the relative clause is progressive.
A. The girl who is singing is my sister. The girl singing is my sister.
B. The books that are on the shelf are mine. The books on the shelf are mine.
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BLOCK
You may not delete the relative pronoun and the “be” verb when:
1. They are followed by an adjective:

The person who is angry is our teacher. The angry person is our teacher.
2. They are followed by a noun: The man who is a doctor is my father.
A. This is the furniture that Sam bought. B. This is the furniture Sam bought.
A. The man whom you see is an actor. B. The man you see is an actor.
Other relative pronouns:

A. This is the place where I live.
B. This is the place I live.
A. I don’t understand the reason why she quit.
B. I don’t understand the reason she quit.
Note: Do not delete a relative pronoun that is followed by a verb other than be:
The man who is eating pizza is my father.
Never delete the relative pronoun whose:
The man whose book has been sailing went to the station.
Exercise 9
Complete the sentences with a relative pronoun (who / which / where / why / whose).
1. Acapulco is a beautiful place you can go on vacation.
2. Luis is the man is responsible for the project.
3. The exam we did yesterday was very difficult.
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4. The jacket you like is for sale at Saks Fifth Avenue.
5. The American president was assassinated in 1963 was John F. Kennedy.
6. The Red Cross, is a non lucrative organization, provides help world wide.
7. My aunt Alicia’s daughter is the woman husband died in a car accident last year.
8. Porsche, is a German automotive brand, has announced the future production of a four door
sedan.
9. That tall woman is an English teacher will be given classes everyday from 9 to 11 in the
morning.
10. The Louvre is the famous French museum you can find paintings from the great masters.
11. Russia is the country the 2018 World Soccer Cup will be held.
12. Mark is my friend parents work at the university.
13. To save money is the reason I am looking for a job.
14. The man is shouting at the policeman is my father.
15. That Italian restaurant is the place I met my boyfriend.
Exercise 10
Add non-essential information to complete logically and correctly the following sentences. You may want to include
personal information if possible! Remember to include a comma after the descriptive non-essential information
you include. After writing your sentences, work with a partner. Exchange your information (tell each other what you
wrote).
Example: My teacher, who is from Guanajuato, lives two blocks away.
1. My brother, .
2. My mother, .
3. My father, .
4. My favorite friend, .
5. My favorite restaurant, .
6. My aunt, .
7. My cousin, .
8. My schoolbag, .
9. My cell phone, .
10. My pet, .
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BLOCK

Using relative pronouns 1. Read the following biographical data of these two famous
Canadian singers and entrepreneurs: Celine Dion and Avril
Competences: The student can solve and complete exercises about a Lavigne. Although there are many differences between Celine
specific topic using the appropriate vocabulary. Dion and Avril Lavigne, there are also many similarities.
The student can demonstrate his or her ability of using relative pro- 2. Find five similarities and five differences between them.
nouns in oral and written exercises. 3. Write 10 sentences using relative clauses about their lives.
4. After writing your sentences, work with a partner. Exchange
your information (tell each other what you wrote).
CELINE DION AVRIL LAVIGNE
Full Name: Celine Marie Claudette Dion. Full name: Avril Ramona Lavigne (Avril is the French word for April in
Occupation: Singer, songwriter, actress, entrepreneur. English).
Date of birth: March 30, 1968. Occupation: Singer, songwriter, fashion designer and actress.
Place of birth: Charlemagne, Quebec, Canada. Date of birth: September 27, 1984.
Place in Place of birth: Belleville, Ontario, Canada.
her family: Youngest of 14 children. Place in
Parents: Adhemar and Therese Dion, both French Canadian descents. her family: She has an older brother and a younger sister.
Parents: Judith-Rosanne and Jean-Claude Lavigne. Her mother is a
French Canadian descent and her father is a French descent.
Celine Dion grew up in a musical family. Her parents formed a singing group called Dion’s Raised in a strict Christian household, Avril grew up singing in the church choir and
Family, which toured Canada when Celine was still a child. At age 12, Celine recorded a playing guitar. She was discovered singing country covers in Kingston, Ontario,
demo tape of a song and sent it to the manager and producer Rene Angelil, who handled and signed with Arista Records soon after, releasing her first album, Let Go, in 2002.
the career of a popular French singer Ginette Reno. After hearing the tape and listening to A mixture of pop and punk, the record sold 15 million copies worldwide, thanks to the
her in person, Angelil signed her immediately and financed her debut album, La Voix du hugely popular single, “Complicated.”
bon Dieu (The Voice of God). Her second album, Under My Skin, was released in 2004, and she subsequently won
By the age of 18, Dion had recorded nine French albums and won numerous Felix and two World Music Awards for World’s Best Pop / Rock Artist and World’s Best Selling
Juno awards (the Canadian equivalent of the Grammy). In 1988, she won the Eurovision Canadian Artist. In 2006.
Song Contest in Dublin, Ireland, and her performance was broadcasted live in many Lavigne made news with her personal life, marrying fellow rocker Deryck Whibley, lead
countries throughout the world. She recorded her first English language album, Unison, singer and guitarist for the band Sum 41, who had been her boyfriend for the previous
in 1990 which sold over one million copies worldwide. Dion’s real breakthrough into pop two years. The marriage lasted a little over three years, and in October 2009, Lavigne
music stardom came in 1992, when she recorded the theme to Disney’s hit animated filed for divorce. They didn’t have any children.
feature Beauty and the Beast, a duet with Peabo Bryson.
Whibley and Lavigne continued to work together after the divorce, with Whibley producing
The song became a No. 1 smash, winning both a Grammy and an Academy Award. It on her upcoming fourth album, as well as Lavigne’s single, “Alice,” written for Tim Burton’s
was featured on her second English album, Celine Dion, which became her first gold film Alice in Wonderland.
record in the United States and sold more than 12 million copies internationally.
Lavigne released her latest album, The Best Damn Thing, in 2007. The album reached
Dion released the top-selling The Colour of My Love in 1993 that included “When I Fall the number one spot on the charts, thanks to such songs as “Girlfriend,” “Hot,” and
in Love” (featured on the soundtrack for the hit film Sleepless in Seattle), “The Power “When You’re Gone.” She co-wrote all of the tracks on the recording.
of Love,” and “Because You Loved Me” (from the soundtrack to Robert Redford’s
In July 2008, Lavigne launched the clothing line Abbey Dawn, featuring a back-to-school
sentimental Up Close and Personal).
collection. It is produced by Kohl’s, which is the brand’s exclusive U.S. retailer. Named
In 1991, Dion happily merged her personal and professional life when she and Angelil after Lavigne’s childhood nickname, Abbey Dawn is designed by Lavigne herself. Kohl’s
begun a romantic relationship shortly after she had turned 19. They became engaged. In describes Abbey Dawn as a “juniors lifestyle brand,” which incorporates skull, zebra, and
1994 she married Angelil, who was 26 years older than her, and had divorced his star patterns, purples and “hot pinks and blacks.”
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second wife during the 1980s. The couple got married at Montreal’s Notre Dame In July 2009, Lavigne branched out in a new direction. She launched her first fragrance,
Basilica, in an elaborate ceremony that was celebrated throughout Canada. Dion gave which is named Dark Star. In 2010 she launched her second fragrance, which is named
birth to a son, René-Charles Dion Angélil, on January 25, 2001 in Florida, U.S.A. In Forbidden Rose.
July 2010, it was announced that Dion and René are expecting twin boys, following a
statement from her website.
In 2003, Dion signed a deal with Coty to release Celine Dion Parfums. In September
2010, Dion released her latest fragrance, Pure Brilliance.
As this is written in 2010, Dion is considered the best-selling Canadian artist of all time.
She has sold over 200 million albums, worldwide.
Similarities:
1.
2.
3.
4.
5.
Diferences:
1.
2.
3.
4.
5.
Sentences using relative pronouns:

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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Talking about my city
Competence: The student can demonstrate his or her ability of using relative pronouns in oral and written
exercises.
Activity Sequence 2
1. Write a short letter to a friend or relative who doesn’t live in your city.
2. In your letter, describe the people in your school and the interesting places in your city.
3. Use relative pronouns in your letter.
4. After writing your letter, exchange your written text with another student and make any modifications or
corrections you consider appropriate.
5. Prepare to give an oral presentation using your text as a guide.
Letter:

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Describing People, Things, and Places 3. Define or describe the object using the relative pronoun that.
Using Their Essential Characteristics Think of what are the essential characteristics of each job. What
makes them different from other objects?
Part One: People Example: A hammer is a working tool that is used to push so-
mething in a hole.
1. Work in teams of three members.
4. Compare your descriptions or definitions with another team. Dis-
2. Write a list of 15 jobs.
cuss and agree which definition is the best if you described the
3. Define or describe the job using the relative pronoun who. Think same object.
of what are the essential characteristics of each job. What makes
them different from other jobs?
Example: A writer is a person who uses the written language to Part Three: Places
create different types of texts for a specific audience. Note: The 1. Work in teams of three members.
definition should not include the term that is being defined. For
2. Write a list of 15 places where people work.
example, you must not say A writer is a person who writes.
3. Define or describe the place using the relative pronoun where.
Think of what are the essential characteristics of each place. What
cuss and agree which definition is the best if you described the
makes them different from other places?
same job.
Example: A restaurant is a place where people pay for food and for
5. Present your results to the rest of the group.
the service of preparing and serving it.
Part Two: Things cuss and agree which definition is the best if you described the
1. Work in teams of three members. same place.
2. Write a list of 15 tools or machines that are used by the people
with specific jobs you described or defined in part one. If you can’t
think of any, think about objects used in other jobs.
Reading
Mexican Folk Dancing
Mexican folk dance is part of Mexican history, and many of the traditional dances are
still performed today. There are many different folk dances from Mexico that you can
learn to perform yourself, or just enjoy watching.
Mexican folk dancing, which is one of the most eye-catching international dance
forms, usually display colors and an upbeat musical accompaniment. Like many for-
eign dance styles, Mexican folk dance has been shaped and influenced by Mexico’s
history, which includes the pre-hispanic period, the colonial Period, and the post-
colonial period. If you know Mexican history, you will have a better understanding
of the various influences.
Folk dance is a synonym of celebration. It can be a party, a religious ceremony, or a
festival. Dance is used for the purpose of honoring the country’s unique heritage. Folk dance’s
origins in Mexico are found in Mesoamerican times, when natives performed dances to appeal to the Mayan and
Aztec gods. Later on, during the Spanish colonization in the 16th century, European dances like court dancing
and polka were infused with the indigenous choreography. Today, there are three forms of Mexican folk dance
still used:
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n Danza, which is native ritual dance used for religion and community.
n Mestizo, a Western-influenced dance that has been combined with indigenous form, which is the type of
dancing usually presented at Mexican Independence Day celebrations, and other festivals and holidays.
n Bailes Regionales, the regional dances that are created by individual communities.
There are many dances that are popular and well known. Many are taught to school children in preparation for a
particular holiday, while others are taught as part of a Mexican folk dancing team. These dances are not only taught
within Mexico’s borders; many Mexican-Americans enjoy participating in such dance troupes.
Two of the most famous folk dances are the Jarabe Tapatio, also known as the Mexican Hat Dance, and the famous
Dance of the Flyers, which is a unique style of dance originated in the state of Veracruz. The dancers start out
on top of a high pole and then hang upside down from ropes attached to their ankles till they are lowered to the
ground while circling the pole. This ritual dance is traditionally performed by five men: the musician, who remains
at the top of the pole playing a flute and drum, and the four “flyers.”
If you’re interested in this activity, you can learn by signing up for an authentic dance class at school or in the com-
munity, which is a great way to experience dance and get a taste Mexican culture.
Adapted from “Mexican Folk Dance”. Retrieved from http://dance.lovetoknow.com/types-dance/mexican-folk-
dance
Reading Comprehension
1. When do Mexicans perform folk dancing?
2. When did Mexican folk dance originate?
3. Which are the three Mexican types of folk dance?
4. Is Mexican Folk Dance only danced in Mexico?
5. Which are two of the most famous Mexican Folk Dances?
Speaking Activity
Talk with a partner about Mexican Folk Dancing. Do you know how to dance folk dancing? Do you like watching
it? In what events have you seen folk dance? Have you ever danced this type of dancing?
Remember:
The sounds of “t”
n Remain a regularly aspirated

‘t sound’ /t/: table, tall, test,
best.
n Be pronounced like a quick /d
/ (also called an alveolar tap)
Become a glottal stop /?/: mo represented as /t /: compute
n
untain, fountain, curtain, wr r, water, bottle, heater, bette
itte ˇ r, matter.
n Be silent (omitted) /t/: interv n, for go tten, important, sentence.
iew, interstate, internation
al, wanted, don’t know, pri
nter, enter, twenty.
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n The student can clearly express and describe objects, people, and places using simple relative clauses.
n The student can demonstrate his or her ability of using relative pronouns in oral and written exercises.
TASK 1.
Competence: The student can do written and oral exercises using relative clauses. The student can demonstrate his or her ability of using
relative pronouns in written exercises.
Activity Sequence 1
1. Answer each one of the exercises.
2. Compare your answers with a classmate.
3. Decide if you should modify your answers.
4. Check answers with the teacher.
Part A. Decide whether the relative pronouns who, which, that or whom must be used or not. If it must be used, write it on the line. If not,
write an “X”.
1. The computer is on the desk belongs to Olga.

2. The art museum we visited last year is closed now.
3. The young man you saw in the park is my boyfriend.
4. Monica, I know very well, is going out with my brother.
5. I don’t know the first song they played at the concert.
6. The elderly woman is talking to Sue is my grandmother.
7. I cannot remember the name of the hotel we stayed at.
8. Laura, I haven’t seen in a long time, called me yesterday.
9. A person you don’t trust won’t trust you either.
10. Patty, I helped to install her computer, always forgets her password.
Part B. Write a definition of these words using relative pronouns. The sentences must be grammatically correct and logical.
1. A library is .
2. An octopus is .
3. A waiter is .
4. A politician is .
5. A bricklayer is .
6. A dictionary is .
7. A butterfly is .
8. A herbivore is .
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BLOCK
9. An antonym is .
10. Summer is .
Part C. Analyze the situations and then decide which of the two sentences is correctly written.
1. Paula has two brothers.

My brother who lives in San Luis Potosi came to see me last month.
My brother, who lives in San Luis Potosi, came to see me last month.
2. I have one sister.

My sister who is 46 years old spent her holiday in San Francisco.
My sister, who is 46 years old, spent her holiday in San Francisco.
3. Bob’s son has lost his car keys.
Bob’s son who is a soccer player has lost her car keys.
Bob’s son, who is a soccer player, has lost her car keys.
4. My sister moved to Canada.
My sister Katherine whose husband is Canadian moved to Canada in 2005.
My sister Katherine, whose husband is Canadian, moved to Canada in 2005.
5. My friend Ingrid is a jeans fanatic.
The jeans which she bought yesterday are really cool.
The jeans, which she bought yesterday, are really cool.
6. Andreas Makarewicz is very famous.
Andreas Makarewicz whom I met at the trade fair is a famous businessman.
Andreas Makarewicz, whom I met at the trade fair, is a famous businessman.
7. Anthony has two cats. Both of them are black and white.
Anthony’s two cats which live in the garden are black and white.
Anthony’s two cats, which live in the garden, are black and white.
8. Karen has four cats. Two of them are black.
Karen’s two cats which are black can play outside.
Karen’s two cats, which are black, can play outside.
9. They are on vacation. Yesterday they visited a small town.
The town which they visited yesterday is beautiful.
The town, which they visited yesterday, is beautiful.
10. They are on holiday. Yesterday they visited a church.
St. Patrick’s Church which they visited yesterday is very old.
St. Patrick’s Church, which they visited yesterday, is very old.
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Part D. Combine the sentences using a relative clause. Use relative pronouns only where necessary. Note that you have to use commas in
some of the sentences.
A beautiful holiday in Scotland*

1. We spent our holiday in Scotland last year. Scotland is in the north of Great Britain.
Last year we .
2. People live in Scotland. They are called Scots.
The people .
3. We first went to Edinburgh. Edinburgh is the capital of Scotland.
We first .
4. Arthur Conan Doyle was born in Edinburgh. He wrote the Sherlock Holmes stories.
Arthur Conan Doyle .
5. Then we visited a lake. It is in the Highlands.
The lake .
6. Loch Ness is 37 km long. People know it for its friendly monster.
Loch Ness .
7. There we met an old man. He told us that he had seen Nessie.
An old man .
8. We then travelled to a mountain. The mountain is near the town of Fort William.
We then .
9. The mountain is the highest mountain in Great Britain. It is called Ben Nevis.
The mountain .
10. I sent you a postcard. It was written on the summit of Ben Nevis.
The postcard .
*Exercise taken from http://www.ego4u.com
Performance Indicators 1
For exercises in Parts A and C, grant 1 point for each correct answer.
Total: 20 points.
For exercises in Parts B and D, grant 2 points for each correct answer. If grammar, spelling, or punctuation is incorrect, penalize with –1 point.
Total: 40 points.
TASK 2.
Competences: The student can solve and complete exercises about a specific topic using the appropriate vocabulary.
The student can write short, simple texts, using the appropriate vocabulary according to a specific topic.
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BLOCK
Activity Sequence 2
1. Search for biographical data of two famous people (alive) from the same country. It can be two famous singers, sport players, politicians,
actors, actresses, writers, etc. Include general data, information about childhood, important issues or events (why are they famous?) and
how their life is nowadays. You may want to follow the example given in Learning Situation 1.
2. Find five similarities and five differences between them.
3. Write 10 sentences using relative clauses about their lives.
4. Write a comparative paragraph with the information you wrote in number 2 and number 3.
5. Be prepared to give an oral presentation. Make up visual aids for your presentation. Your teacher will tell you when you will be giving your
presentation.
Person 1: Person 2:
General data: General data:
Information about childhood Information about childhood
Relevant issues and events Relevant issues and events
Life nowadays Life nowadays
Performance Indicators 2
(didn’t include relative clauses). Structures paragraph about the two celebrities chosen. paragraph about the two celebrities chosen.
Message
were not used or were used inappropriately. Some additional information was given Additional information was given to clarify the
(Content)
to clarify the information, but some of the information and contributed to meaning.
structures were not used appropriately.
Student uses a small range of vocabulary. Student uses a good range of vocabulary. Student uses an acceptable range of
Many grammar errors are present. Some grammar errors are present. Use of vocabulary. Structures to express likes /
Language Use of relative pronouns / clauses is incorrect relative pronouns / clauses is incorrect or preferences are used appropriately.
(Structure) or not well used. not well used. Few spelling errors or difficulty Spelling errors are few or not present.
Many spelling errors / Difficulty understanding understanding calligraphy. Calligraphy is clear.
calligraphy.
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Evaluation Criteria

Needs Lacks
4 points 3 points
2 points 1 point
Student is fluent throughout the Student is fluent most of the time Student pauses unnecessarily during Student is not fluent most of
Fluency oral presentation. during the oral presentation. the oral presentation or has verbal the time.
interruptions (eh, uh, words in Spanish).
Use of
language
Student presents in an organized Student presents in an organized Student do not presents in an Presentation lacks organization
Overall
manner and uses visual aids manner most of the time, and organized manner and / or doesn’t and other presentation skills
presentation
appropriately; good use of body uses visual aids and a fairly use visual aids, nor body language (body language) and / or didn’t
skills
language. appropriate use of body language. appropriately. use visual aids.
Description of characters’ Description of characters’ Description of characters’ similarities Description of characters’
Message similarities and differences is similarities and differences is and differences is incomplete or similarities and differences is
interesting, complete and clear. incomplete or unclear. unclear. incomplete or unclear.
Total points
TASK 3. Using relative clauses in a text.

Competences: The student can complete predesigned charts after listening to an aural text.
The student can identify the main ideas of a dialogue that is pronounced clearly and slowly.

Activity Sequence 3
1. Listen to a text about the Monarch butterfly twice.
2. Complete the sentences with the information you listen.
3. Read the text and answer the questions.
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BLOCK
4. Make a drawing or poster of the migration route of the Monarch butterfly.

5. In small groups or teams of three to four people, give an oral presentation about the migration of the Monarch butterfly using the poster
or drawing you made.
Canada and Mexico United by the Monarch Butterfly*

Danaus plexippus, which in Greek literally means “sleepy trans-
formation,” is the scientific name of the Monarch butterfly.
The name, which evokes the species’ ability to hibernate and
metamorphize, is actually inspired by the Greek myth of
Danaus, in which the daughters of Danaus, run away from
Libya to Greece in order to avoid marrying their cousins.
The long, migratory journey of the Monarch butterflies is
reminiscent of the daughters’ flight.
Adult Monarchs possess two pair of brilliant orange-
reddish wings, with black veins and white spots along the
edges. Their wingspan is about 10 centimeters, and they
weigh less than half an ounce. Males, who possess dis-
tinguishing black dot (stigmata) along the veins of their
wings, are slightly bigger than the females.
Each adult butterfly lives only about four to five weeks. One of the many wonders of the Monarchs is the
annual creation of a unique “Methuselah generation.” As autumn approaches in their sites of migratory origin, a very special gene
ration of butterflies is born. Unlike their parents, grandparents, great-grandparents, and great-great-grandparents —all of whom
had very short lives measured only in weeks— these migratory butterflies survive seven or eight months. In human terms, given
our average life span of 75 years, this would be like having children who lived to be 525 years old!
This generation performs the incredible feat of flying from Canada and the United States to the center of Mexico —after which
they begin the northward journey again. Once they reach the United States, a kind of relay race begins: their descendants, with
only four or five weeks to live, continue making the trek northward over several generations.
The Monarch of Migration

Of all migrations by small creatures, few are as astonishing as the one performed by the Monarch butterfly. These insects travel be-
tween 1,900 to 4,500 km or more between their starting and ending points —a feat without parallel. What is even more remarkable
is that the ones that return to the places where Monarchs hibernate have never been there before. These are the great-great- great-
grandchildren of those that performed the intrepid journey from southeast Canada and the United States to central Mexico.
Like several species of birds, bats and whales, the Monarch butterfly of Canada and the United States migrates to places where
the climate is less extreme. Winters are too cold in the places where the butterflies reproduce; Monarchs would not be able to
withstand either heavy snowfall or the lack of plants on which larval caterpillars feed. Therefore, the Monarch travels south each
fall, where it will stand a greater chance of survival-as well as the chance to “return” to reproductive sites in North America and give
rise to future generations of reproductive adults that will complete the annual cycle.
The Monarch butterflies that migrate southward in the autumn are guided by the sun’s orbit as they travel through North Amer-
ica. Even on cloudy days they stay on track thanks to an internal biological compass that functions according to the movement
of the sun.
*Information taken from the article The Monarch of Migration, in the World Wildlife Fund web page at http://www.worldwildlife.org
164
The migration moves at a pace of about almost 80 kilometers a day, though there are some butterflies that have flown up to 128
kilometers in a day. Throughout the migration, they store energy each day by extracting nectar from flowers they encounter along
the way. But the butterflies also suffer from illnesses and infections that can be fatal, and must face other dangers including bad
weather, predation by birds during hibernation, and big losses in the population due to winter storms. Some die smashed by cars
when they cross highways.
At the end of October and the beginning of November, after traveling two months, the butterflies settle into hibernation colonies
in the mountains of central Mexico, where the States of Mexico and Michoacan meet. There they will spend the winter hibernating.
From mid-November until mid-February, the Monarchs’ hibernation colonies remain relatively stable. During the second half of
February, when temperatures rise and humidity decreases in the forests, the butterflies come down from the slopes to mate. And
the butterflies that survive the hibernation in Mexico return in the spring to the southern United States.
World Wildlife Fund, in collaboration with the Mexican Fund for the Conservation of Nature has designed an innovative conser-
vation strategy to protect and restore the Monarch butterflies wintering habitat in Mexico. The plan will help preserve the high-
altitude pine and fir forest that serves as home to one of the most remarkable natural phenomena on the planet.
A well-preserved forest ecosystem in Mexico is critical for the survival of the Monarch butterfly wintering, which has been recog-
nized as an endangered biological phenomenon, and the first priority in world butterfly conservation.
We also recommend you read the following article:

The Migratory Behavior of the Monarch Butterfly, by Karen Hanson, Nicki Nguyen, and Hien To. You can find it at http://butterflywebsite.com/articles/
uminn/monarchs.html
Sentence completion
1. Danaus plexippus in Greek literally means “sleep transformation,” is the name of the .
2. Adult Monarch butterflies, wings is orange-reddish, weigh less than half an ounce.
3. Male Monarch butterflies, wingspan is about 10 centimeters, possess a distinguishing black dot on their
and are a little than female butterflies.
4. Adult butterflies live only about to weeks.
5. The migratory butterflies, from Canada and the United States to , survives
or months.
6. What is remarkable about is that the ones that return to the places hibernate have never
.
7. Like several species of , , and , the Monarch butterfly of Canada and the United
States migrates to places is less extreme.
8. The Monarch travels each fall, it will stand a greater chance .
9. But the butterflies also suffer from and that can be fatal.
10. At the end of and , the butterflies settle into in the mountains of
, the States of Mexico and Michoacan meet.
Sentence completion exercise.
Give one point for each space that was completed correctly. Total number = 30 points.
Mark down with .5 of a point, any spelling error.
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Rubric for Team Oral Presentation Task 3
Needs Lacks
4 points 3 points
2 points 1 point
Students are fluent throughout Students are fluent most of the Students pause unnecessarily during Students are not fluent most
the oral presentation. time during the oral presentation. the oral presentation or have verbal of the time.
Fluency
interruptions (eh, uh, words in
Spanish).
Students pronounce correctly Students have few pronunciation Students mispronounce several Students mispronounce words
Pronunciation most of the time and errors don’t errors that don’t affect meaning. words or mispronounce some words many times, affecting the
Students use language and Students use language and Students make several language Students make many language
Use of
vocabulary appropriately and vocabulary appropriately and mistakes or use vocabulary mistakes and / or don’t use
language
Students present in an organized Students present in an organized Students do not present in an Presentation lacks organization
Overall
manner and use their visual aids / manner most of the time, and organized manner and / or don’t and other presentation skills
presentation
poster appropriately; good use of use visual aids / poster and a use visual aids / poster, or their body (body language) and / or didn’t
skills
body language. fairly appropriate body language. language appropriately. use visual aids or poster.
Description of the Monarch Description of the Monarch Description of the Monarch butterfly Description of the Monarch
Message butterfly migration route is butterfly migration route is migration route is incomplete or butterfly migration route is
interesting, complete and clear. incomplete or unclear. unclear. incomplete or unclear.
Total points

1, p. 159 Written and oral exercises using relative clauses when describing. The student can describe people, places, and things appropriately
using relative clauses.
2, p. 161 Comparative paragraph of two people the student interviewed. Written production. Listening and speaking skills. The student can
obtain information by interviewing two people about their life and
compare them.
3, p. 163 Written and oral presentation about the migration routes of the Reading and listening comprehension. Using information
Monarch butterfly. technologies. The student can understand written and aural texts
and interpret them to do a graphic and use it to explain what
he/she read and / or heard.
Learning Activity 1, p. 148 Written report. Job market research using information Teamwork. Using information technologies, the student can find
technologies. information about job demands in Mexico and discuss about it
with others.
Learning Activity 2, p. 157 Written report. Job descriptions: who do the job, what do they Teamwork. The student can describe people, places, and objects
use in their job, where do they do their job. Oral presentation. Job using relative pronouns.
descriptions.
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Name of evaluator:

our assignment

assignment


Name of evaluator:
Name Name Name Name
167
BLOCK
Name Name Name Name

interaction

other members
Learning Log
How did I learn it?
168
Glossary
Golf
Golf
Deportes
Halterofilia
Weight-lifting
Anillos
Rings Hipódromo
Racecourse; Racetrack
Atletismo
Athletics Hockey
Hockey
Balón de fútbol
Football Hockey sobre hielo Ice hockey
Baloncesto
Basketball Jockey; Jinete
Jockey; Rider
Balonmano
Handball Judo
Judo
Béisbol
Baseball Juegos Olimpicos; Olympic Games;
Olimpiada Olympics
Boxeo
Boxing
Jugador / ra
Player
Campeón/ona
Champion
Manager
Manager
Campeonato
Championship
Maratón
Marathon
Carrera
Race
Marcha
Walk
Carrera de velocidad Race
Motorismo
Motoring
Coche de carreras Racing car
Natación
Swimming
Deportes
Sports
Patinaje sobre hielo Ice skating
Deportes acuáticos Water sports
Patinaje sobre ruedas Roller skating
Deportes de invierno Winter sports
Piloto de carreras Racing driver
Entrenador
Trainer
Piscina
Swimming pool
Equitación
Riding
Pista
Track
Esgrima
Fencing
Rallye
Rally
Espalderas
Wall bars
Regata
Boat race
Esquí (actividad) Skiing
Ring; Cuadrilátero Ring
Esquí (plancha)
Ski Rugby
Rugby
Esquí náutico
Water skiing Salto con pértiga Pole vault
Estadio
Stadium Salto de altura
High jump
Fútbol
Football Salto de longitud Long jump (U.K.) ;
Gimnasia
Gymnastics Broad jump (USA)
169
Glossary
Sprint Sprint (U.K) ; Decoración (teatro) Scenery

Dash (USA) Director de cine
Film director
Tenis
Tennis Director de orquesta Conductor
Trapecio
Trapeze
Efectos especiales Special effects
Velódromo Cycling stadium;
Efectos sonoros
Sound effects
Velodrome
Escenario
Stage
Voleibol
Volleyball
Espacio del apuntador Prompt box
Water-polo
Water polo
Espectáculo de variedades Variety show
Estrella de cine
Movie star ; Film star
Espectáculos
Estreno
Première
Acomodador
Attendant Festival de cine
Film festival
Acto
Act Función de tarde Matinee
Actor
Actor Largometraje Full-length film ;
Actriz
Actress Feature film
Dress circle
Anfiteatro Localidad, entrada, billete Ticket
Aplausos
Applause Orquesta
Orchestra
Floor show
Atracciones Palcos
Stalls
Bastidores
Wings Pantalla
Screen
Butacas de platea Pit stalls Película, filme Film, motion picture,
Cabaret
Cabaret picture (U.K.) ;
Movie (USA)
Candilejas
Foot lights
Película prohibida Banned film
Cantante
Singer
Películas
Films
Cine; Sala de cine Cinema, Pictures
Proyector; Foco
Spotlight
Cine de arte y ensayo Art theatre
Público
Audience
Cine de estreno
Release; premiere
Reparto
Cast
Cine de reestreno Re-release
Rodaje
Shooting
Cine de sesión continua Continuous
Sala
Auditorium
Cineclub
Film society (U.K) ;
Film club (USA) Sala de fiestas
Nightclub
Comediante /a; Cómico /a Comedian Teatro
Theatre
Coristas
Chorus girls Teatro de variedades Music hall
Coro
Chorus Telón
Curtain
Cortometraje
Short film Versión original
Original version
170
Falda
Skirt
Ropa
Falda pantalón
Split skirt
Abrigo de hombre Overcoat Frac
Dress coat
Abrigo de mujer
Coat Gabardina
Raincoat
Abrigo de pieles
Fur coat Gorro
Cap
Bata de baño; Albornoz Bathrobe Guante
Glove
Algodón
Cotton Hilo
Linen
Chaqueta
Jacket Impermeable
Mac; Mackintosh
Chamarra con borrega Anorak Sweater / Jumper
Jersey
Batín
Short dressing gown Lana
Wool
Bikini
Bikini Leotardo
Leotard
Bota
Boot Medias
Stockings / Panty hose
Bragas
Knickers / Panties Medias de seda
Silk stockings
Calcetines
Socks Mocasín
Moccasin
Calzado; Zapato
Shoe Nylón
Nylon
Calzoncillos Underpants (U.K.) / Pamela
Broad-brimmed hat
Shorts (USA)
Pantalón Trousers (U.K.) /
Camisa
Shirt Pants (USA)
Camiseta
T-shirt Pantalón vaquero Jeans
Camisón de hombre Nightshirt
Pantalones cortos Short trousers
Camisón de mujer Nightdress
Pijama
Pyjamas
Capa
Cape ; Cloak
Poliéster
Polyester
Chamarra cazadora Jerkin
Polo; Camiseta
Polo shirt; T-shirt
Chaleco Waistcoat (U.K.) /
Prenda de vestir
Garment
Vest (USA)
Rebeca
Cardigan
Track suit
Pants
Ropa
Clothing
Chaquetón
Three-quarter coat
Ropa hecha
Ready-to-wear clothes
Conjunto de chaqueta Twin-set
y blusa de punto Sandalia
Sandal
Corbata
Tie Seda natural
Natural silk
Corbata de pajarita Bow tie Smoking
Dinner jacket
De punto
Knitted Sombrero
Hat
Delantal
Apron Sostén, sujetador Brassiere; Bra
Disfraz
Fancy dress Terciopelo
Velvet
171
Glossary
Traje de baño
Bathing suit Uniforme
Uniform
Traje de calle
Town clothes Vestido de mujer Dress
Traje de hombre
Suit Vestuario
Wardrobe
Traje de noche, Evening; Formal dress Zapatillas

Slippers
de etiqueta Zueco
Clog
Verbos irregulares
Infinitivo Pasado Simple Participio Pasado Traducción

Arise Arose Arisen Surgir, Levantarse
Awake Awoke Awoken Despertarse
Be Was / Were Been Ser / Estar
Bear Bore Borne / Born Soportar, dar a luz
Beat Beat Beaten Golpear
Become Became Become Llegar a Ser
Begin Began Begun Empezar
Bend Bent Bent Doblar
Bet Bet Bet Apostar
Bind Bound Bound Atar, encuadernar
Bid Bid Bid Pujar
Bite Bit Bitten Morder
Bleed Bled Bled Sangrar
Blow Blew Blown Soplar
Break Broke Broken Romper
Breed Bred Bred Criar
Bring Brought Brought Traer, Llevar
Broadcast Broadcast Broadcast Radiar
Build Built Built Edificar
Burn Burnt / Burned Burnt / Burned Quemar
Burst Burst Burst Reventar
Buy Bought Bought Comprar
Cast Cast Cast Arrojar
172
Catch Caught Caught Coger

Come Came Come Venir
Cost Cost Cost Costar
Cut Cut Cut Cortar
Choose Chose Chosen Elegir
Cling Clung Clung Agarrarse
Creep Crept Crept Arrastrarse
Deal Dealt Dealt Tratar
Dig Dug Dug Cavar
Do (Does) 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 Luchar
Find Found Found Encontrar
Flee Fled Fled Huir
Fly Flew Flown Volar
Forbid Forbade Forbidden Prohibir
Forget Forgot Forgotten Olvidar
Forgive Forgave Forgiven Perdonar
Freeze Froze Frozen Helar
Get Got Got / Gotten Obtener
Give Gave Given Dar
Go (Goes) Went Gone Ir
Grow Grew Grown Crecer
Grind Ground Ground Moler
Hang Hung Hung Colgar
Have Had Had Haber o Tener
173
Glossary
Hear Heard Heard Oír

Hide Hid Hidden Ocultar
Hit Hit Hit Golpear
Hold Held Held Agarrar, Celebrar
Hurt Hurt Hurt Herir
Keep Kept Kept Conservar
Know Knew Known Saber, Conocer
Kneel Knelt Knelt Arrodillarse
Knit Knit Knit Hacer punto
Lay Laid Laid Poner
Lead Led Led Conducir
Lean Leant Leant Apoyarse
Leap Leapt Leapt Brincar
Learn Learnt / Learned Learnt / Learned Aprender
Leave Left Left Dejar
Lend Lent Lent Prestar
Let Let Let Permitir
Lie Lay Lain Echarse
Light Lit Lit Encender
Lose Lost Lost Perder
Make Made Made Hacer
Mean Meant Meant Significar
Meet Met Met Encontrar
Mistake Mistook Mistaken Equivocar
Overcome Overcame Overcome Vencer
Pay Paid Paid Pagar
Put Put Put Poner
Read Read Read Leer
Ride Rode Ridden Montar
Ring Rang Rung Llamar
Rise Rose Risen Levantarse
Run Ran Run Correr
Say Said Said Decir
174
See Saw Seen Ver

Seek Sought Sought Buscar
Sell Sold Sold Vender
Send Sent Sent Enviar
Set Set Set Poner(se)
Sew Sewed Sewed / Sewn Coser
Shake Shook Shaken Sacudir
Shear Shore Shorn Esquilar
Shine Shone Shone Brillar
Shoot Shot Shot Disparar
Show Showed Shown Mostrar
Shrink Shrank Shrunk Encogerse
Shut Shut Shut Cerrar
Sing Sang Sung Cantar
Sink Sank Sunk Hundir
Sit Sat Sat Sentarse
Sleep Slept Slept Dormir
Slide Slid Slid Resbalar
Smell Smelt Smelt Oler
Sow Sowed Sowed / Sown Sembrar
Speak Spoke Spoken Hablar
Speed Sped Sped Acelerar
Spell Spelt Spelt Deletrear
Spend Spent Spent Gastar
Spill Spilt / Spilled Spilt / Spilled Derramar
Spin Spun Spun Hilar
Spit Spat Spat Escupir
Split Split Split Hender / partir / rajar
Spoil Spoilt / Spoiled Spoilt / Spoiled Estropear
Spread Spread Spread Extender
Spring Sprang Sprung Saltar
Stand Stood Stood Estar en pie
Steal Stole Stolen Robar
175
Glossary
Stick Stuck Stuck Pegar, Engomar

Sting Stung Stung Picar
Stink Stank/Stunk Stunk Apestar
Stride Strode Stridden Dar zancadas
Strike Struck Struck Golpear
Swear Swore Sworn Jurar
Sweat Sweat Sweat Sudar
Sweep Swept Swept Barrer
Swell Swelled Swollen Hinchar
Swim Swam Swum Nadar
Swing Swung Swung Columpiarse
Take Took Taken Coger
Teach Taught Taught Enseñar
Tear Tore Torn Rasgar
Tell Told Told Decir
Think Thought Thought Pensar
Throw Threw Thrown Arrojar, Tirar
Thrust Thrust Thrust Introducir
Tread Trod Trodden Pisar, hollar
Understand Understood Understood Entender
Undergo Underwent Undergone Sufrir
Undertake Undertook Undertaken Emprender
Wake Woke Woken Despertarse
Wear Wore Worn Llevar puesto
Weave Wove Woven Tejer
Weep Wept Wept Llorar
Wet Wet Wet Mojar
Win Won Won Ganar
Wind Wound Wound Enrollar
Withdraw Withdrew Withdrawn Retirarse
Wring Wrung Wrung Torcer
Write Wrote Written Escribir
176
Web sites
BLOCK 1 1.7 So and Because

http://a4esl.org/q/h/lb/sobe.html
1. Describing Your Behavior in Hypothetical Situations
http://www.englishexercises.org/makeagame/viewgame.
1.1 Second Conditional asp?id=1676
http://www.perfect-english-grammar.com/second-condition-
al-exercise-1.html BLOCK 2
http://www.englishgrammarsecrets.com/secondconditional/
exercise3.swf 2. Describing Experiences
http://www.englishgrammarsecrets.com/secondconditional/ 2.1 The Present Perfect Tense
exercise4.swf http://www.ego4u.com/en/cram-up/tests/present-perfect-
1.2 Modals Would, Could, and Might simple-1
http://www.learnenglishfeelgood.com/esl-mixed-modals1.html http://www.englishclub.com/grammar/verb-tenses_present-
perfect_quiz.htm
http://www.learnenglishfeelgood.com/esl-mixed-modals2.html
2.2 Spelling Rules
http://www.autoenglish.org/gr.may.i.htm
http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/
1.3 Affirmative and Negative Forms of Conditional Sentences spelling_add1.htm
http://www.esl-lounge.com/student/grammar/2g24-first- https://owl.english.purdue.edu/exercises/4/20/43
conditional-exercise.php
2.3 When Do We Use The Present Perfect Tense?
http://www.ego4u.com/en/cram-up/grammar/conditional-
sentences/type-1/exercises http://www.eclecticenglish.com/grammar/PresentPerfect1A.
html
1.4 Interrogative Statements with Present Unreal Conditional
http://www.englisch-hilfen.de/en/exercises/tenses/present_
http://www.grammar-quizzes.com/az_review20.html perfect_statements.htm
http://www.englishpage.com/conditional/conditional6.htm 2.4 Present Perfect + For, Since
1.5 First Conditional or Future Possible Conditional http://www.eclecticenglish.com/grammar/PresentPerfect1D.
http://web2.uvcs.uvic.ca/elc/studyzone/330/ html
grammar/1cond1.htm http://www.ecenglish.com/learnenglish/lessons/present-
http://www.perfect-english-grammar.com/first-conditional- perfect-with-for-and-since
exercise-1.html 2.5 Present Perfect + Adverbs (Ever, Never, Already, Yet, Still)
1.6 Coordinating Conjunctions http://autoenglish.org/gr.presper.i.htm
http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/ http://www.tolearnenglish.com/exercises/exercise-english-2/
coconj1.htm exercise-english-55208.php
http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/ 2.6 Present Perfect Continuous - Form
coconj1.htm http://www.perfect-english-grammar.com/present-perfect-
continuous-exercise-1.html
177
Web sites
2.7 Present Perfect Continuous - Use http://www.tolearnenglish.com/exercises/exercise-english-2/

http://www.englishpage.com/verbpage/verbs7.htm exercise-english-49279.php
3.5 Stating a Preference
BLOCK 3 asp?id=5494
http://misriyantosma6.wordpress.com/2009/08/28/
3. Expressing Likes and Preferences preference-exercises/
3.1 Vocabulary related to Sports and Recreational Activities
http://www.bbc.co.uk/worldservice/learningenglish/quizzes/ BLOCK 4
crosswords/sport.shtml
4. Describing Information About People, Objects, Activities
http://www.bbc.co.uk/worldservice/learningenglish/quizzes/
and People
crossword/090424_crossword_recycle.shtml
3.2 The Verb Like
http://www.englisch-hilfen.de/en/exercises/pronouns/rela-
http://www.englishexercises.org/makeagame/viewgame. tive_pronouns.htm
asp?id=6315
http://www.englisch-hilfen.de/en/exercises/pronouns/rela-
https://elt.oup.com/student/englishfile/beginner/a_gram- tive_pronouns2.htm
mar/file07/grammar07_a01?cc=global&selLanguage=en
4.2 Summary of Relative Pronouns
3.3 Would Prefer
http://www.usingenglish.com/quizzes/51.html
http://speakspeak.com/english-grammar-exercises/interme-
asp?id=4339
diate/relative-pronouns-who-which-that-whose-when-where
http://www.tolearnenglish.com/exercises/exercise-english-2/
exercise-english-48729.php
3.4 Would Rather (I’d Rather…)
asp?id=5948
178
Learning Management System (SALI)
For further information, visit www.sali.org.mx, where you will Activity Sequence 1 Looking for a job................................... 70
find video, audio or other resources.
Reading and Listening Halloween.......................................... 78
Aply Your Knowledge What a terrible service....................... 82
Block 1
Block 3
Describing your behavior and hypothetical situations........... 3
Reading and Listening if I were a millionaire........................ 10 Expressing likes and preferences............................................ 105
Grammar Presentation Coordinating Conjunctions............... 19 Vocabulary Related to Sports and Recreational Activities..... 106
Grammar Presentation So and Because.................................. 20 Warm up Likes and dislikes.................................................... 105
Vocabulary Relating to having a Dilemma............................. 22 Vocabulary Clothes.................................................................. 111
Vocabulary to Describe Values................................................ 24 Grammar Presentation The Verb Like..................................... 114
Block 2 Block 4
Describing experiences............................................................ 45 Describing information about objects..................................... 139
Vocabulary................................................................................ 46 Warm up Describing People, Places and Objects................... 139
Vocabulary Irregular verbs...................................................... 52 Summary of Relative Pronouns............................................... 145
Food for Thought..................................................................... 64 Avril Lavinge........................................................................... 154
Phonetics Pronunciation on the -ed Ending............................ 67 Celine Dion.............................................................................. 154
179
Web sites
180
DGB
Serie integral
por competencias
English 4
Esta obra forma parte de la Serie Integral por competencias, que • Actividades de aprendizaje
Grupo Editorial Patria ha creado con la colaboración de expertos • Actividades que fomentan el uso de las TIC
pedagogos para cumplir con los objetivos marcados en los • Portafolio de evidencias
planes de estudios de la Dirección General de Bachillerato • Instrumentos de evaluación (exámenes, autoevaluaciones,
(DGB) de la Secretaría de Educación Pública (SEP). Nuestros coevaluaciones, heteroevaluaciones, listas de cotejo,
autores, que cuentan con gran experiencia docente y una rúbricas y guías de observación)
trayectoria destacada han creado contenidos actuales y En esta edición incluimos un mejor diseño, que resulta atractivo
signiﬁcativos para cada materia. Por nuestra parte, los editores y práctico tanto para los estudiantes como para los maestros, así
hemos plasmado todos nuestros conocimientos y experiencia en como referencias a nuestras nuevas herramientas pedagógicas:
el desarrollo de estos libros, así como en los materiales de apoyo guías académicas y estrategias docentes.
y tecnológicos.
Para esta Serie preparamos el Sistema de Aprendizaje en Línea
Quienes han usado y conocen las versiones anteriores de esta (SALI), herramienta de apoyo para docentes y alumnos, la cual
Serie, saben que cuenta con numerosas y bien diseñadas está diseñada para facilitar el aprendizaje. Se trata de un
secciones que facilitan la comprensión de los temas, el Learning Management System (LMS) que permite aprender a
aprendizaje y la labor docente. través de video, audio, documentos, bancos de exámenes y
En esta Serie encontrarás: reactivos. Contamos con cientos de objetos de aprendizaje
• Situaciones y secuencias didácticas y nuestra meta es ir creciendo día a día.
• Lecturas Los invitamos a conocer más de nuestra Serie y de SALI.
Grupo Editorial Patria
Grupo Sistema de
Editorial aprendizaje
Patria
en línea
www.editorialpatria.com.mx www.sali.org.mx
978-607-744-387-2

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4

Paula Flores Kastanis

q uinta edición 2018

correo: teléfonos: correo electrónico: sitio web: fax pedidos:

Grupo Editorial Patria®

Dirección editorial: Javier Enrique Callejas

Edición especial para Tabasco

ISBN: 978-607-744-387-2 (Quinta edición)

Renacimiento 180, Col. San Juan Tlihuaca,

Impreso en México / Printed in Mexico

Primera edición: 2010

Basic discipline competencies in English learning. . . . . . . . . . . . . VII

1.1 Second Conditional. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

1.6 Coordinating Conjunctions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

2.1 The Present Perfect Tense. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

2.6 Present Perfect Continuous - Form. . . . . . . . . . . . . . . . . . . . . 83

3.1 Vocabulary Related to Sports and

3.5 Stating a Preference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125

4.1 Relative Pronouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140

4 Describing Information About

Pair Work Evaluation - Coevaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . 167

BLOCK 1: DESCRIBING YOUR BEHAVIOR IN HYPOTHETICAL SITUATIONS

BLOCK 2: DESCRIBING EXPERIENCES

BLOCK 3: EXPRESSING LIKES AND PREFERENCES

BLOCK 4: DESCRIBING INFORMATION ABOUT OBJECTS, ACTIVITIES, AND PEOPLE

General Baccalaureate Generic Competencies

Basic discipline competencies in English learning

Under the “Learning Objects” section you will find 8.

a collection of structural and notional items which

Competencies to be developed Competencies to be developed

Demonstrate your knowledge, skills and attitudes

At the end of this block Warm-up

Learning Situation How would you solve it?

Activity Sequence What do you have to do?

Rubrics How do you know you did it well?

Characteristics that constantly appears in the block of the series

Portfolio of evidence Online resources Teaching resources

Throughout the book you will find several

Learning Activities Applying your Knowledge

At the end of the block

In the final pages of the book

1.1 Second Conditional

1.2 Modals Would,

1.3 Affirmative and

1.5 First Conditional or

1.7 So and Because

At the end of this block, the student… Competencies to be developed

to describe hypothetical situations. with clear introductions, developments, and conclusions.

From: Ingrid Sepulveda [mailto: ingrid_sweet16@yahoo.com]

to express what they would do in a hypothetical situation.

1.1 Second Conditional

A. Structure of a Second Conditional Sentence

If clause main clause

If I had a car, I would travel all over Mexico.

main clause if clause

I would travel all over Mexico if I had a car.

We use different verb forms in each part of a second conditional:

if clause if + subject + simple past verb*

main clause subject + would + verb

1.2 Modals Would, Could, and Might

EXAMPLES EXPLANATION n Should - /∫ d/

if clause / dependent result clause / independent

If I had a lot of money, I might walk him everyday.

If I were the ambassador, I would do exercise everyday.

3.1 Vocabulary Related to Sports and

1.3 Affirmative and

1.5 First Conditional or

If I owned a dog, I would be able to water the plant on the top

1.4 Interrogative Statements with Present Unreal Conditional

1.5 First Conditional or Future Possible Conditional

Conditionals 3. Write a table to explain how to form the conditional sentences