Objetivos e Avaliação do Ensino de Inglês

Vista previa del material en texto

SUBJECT: ENGLISH 
PERIOD: FIRST 
GRADE: 8Th 
School: 
Teacher: 
Grade: 
 
Time: Hours: 
ENGLISH 
 
 
 
REFERENTES LEGALES: 
El Ministerio de Educación Nacional, particularmente en la Ley General de Educación, que establece como uno de 
sus fines “El estudio y la comprensión crítica de la cultura nacional y de la diversidad étnica y cultural del país, como 
fundamento de la unidad nacional y de su identidad”. En la misma ley se fijan como objetivos de la Educación 
Básica y Media “La adquisición de elementos de conversación y de lectura al menos en una lengua extranjera” y “La 
comprensión y capacidad de expresarse en una lengua extranjera”. 
 
 
PURPOSES 
AFFECTIVE: That we enjoy learning new expressions in English 
COGNITIVE: That we recognize vocabulary and expressions in order to speak, write, 
read and understand about unexpected events in English. 
EXPRESSIVE: That we speak, write, read and understand in English about unexpected 
events in English. 
 
 
EVALUACIÓN: INDICADORES DE DESEMPEÑO 
-Identifico ideas generales y específicas en textos orales, si tengo conocimiento del tema y del 
vocabulario utilizado. 
 
-Produzco textos sencillos con diferentes funciones (describir, narrar, argumentar) sobre temas 
personales, de mi interés y relacionados con otras asignaturas. 
 
-Hago exposiciones ensayadas y breves sobre algún tema académico de mi interés. 
 
-Narro historias cortas o descripciones sencillas, enlazando mis ideas de manera apropiada. 
 
ENSEÑANZAS (COMPETENCIAS Y HABILIDADES) 
Competencia PragmáticaCompetenciaCompetencia Lingüística 
Habilidades:Habilidades:Sociolingüística 
 
comparisons.and cards� To organize short 
Habilidades:� To establish� Writing paragraphs 
 
stories or� Making inferences� Figuring out true 
descriptions. 
and false� Describing or telling 
statements� Recognizing wordssimple situations. 
and expressions. 
 Finding out specific 
information 
 
 
EJES TEMÁTICOS 
 REVIEW (disasters; describing places and situations, everything, something, anything, 
nothing, Wh-question, simple present and past tense, present and past continuous). 
 DESCRIPTIONS (connectors; not only, but also, but…as well, either, nor, neither, therefore, moreover, however, instead of, on the contrary… 
 
 
DIDÁCTICAS 
 
 
Didáctica comprehensiva 
Los estudiantes colocan a prueba sus habilidades para leer comprehensivamente y para 
realizar inferencias directas. 
Didáctica interrogativa 
Los estudiantes potencian sus capacidades de comprehender las preguntas y de expresar 
respuestas cada vez con mayor profundidad y sentido. 
Didáctica expresiva 
Los estudiantes tienen la oportunidad de desplegar su creatividad expresando el significado de 
la proposición a través de diferentes lenguajes y disfrutando plenamente del aprehendizaje. 
DIAGNOSTIC TEST 
 
 
“UNEXPECTED EVENTS” 
1. Write the name of the disaster using the word bank 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Word bank: Wildfire – Tornado – Earthquake – Storm – Drought – 
Flood 
 
 
2. Read and complete with some connectors using the word bank 
Word bank: 
instead of, not only, as well as, either, but also, nor, neither, therefore, moreover, 
however, on the contrary 
 
 
 
The strongest earthquake in the 2011 
 
Colombia suffered the strongest earthquake during the last year. The natural 
event destroyed buildings and houses, many cars and 
some of the main streets were affected by the disaster. there 
weren't human victims have been reported disappeared people. 
However some animals were victims of this unexpected event. 
 
 
3. Imagine you are a journalist. Then write a report according to the picture. 
Describe by using different tenses: 
He/ Verbdoes Does *He goes to Verb in Didn’t Did *He went to 
she/ adds:not the library the past the library 
it “s” “es” form 
 
WORKSHOP 1 
 
WEEK: FROM TO 201 HOURS: 
 
EXPRESSIVEPURPOSE 
That I develop reading comprehension showing my advances by organizing 
stories and contrasting verbs with pictures. 
 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Identifico ideas generales y específicas en textos orales, si tengo 
conocimiento del tema y del vocabulario utilizado. 
 
 
 
 
 
 
Tell us about you: 
 
 What did you like when you were younger? 
 What do you like now? 
 
Now ask your partner: 
 
• What did she or he like when he or she were younger? 
 
•What does he or she like now? 
 
 
 
 
 
 
REVIEW 
 
 
Simple present tense 
 
 
Example 
 
 
Simple past tense 
 
 
Example 
affirmative negative Interrogative Affirmative negative Interrogative 
 
I/ 
you/ 
they/ 
we 
 
Verb 
doesn’t 
change 
 
Do not Do 
 
* you go to 
the library 
 
 
*You do not 
go to 
library 
 
*Do you go 
tothe 
library? 
 
Verb in Didn’t 
the past 
form 
 
the 
 
Did *you went 
tothe 
library 
 
 
*Youdid 
not go to 
the library 
 
 
*Did you go 
tothe 
library? 
 
 
 
 
 
 
 
“ies” 
 
*He does not *He did not 
go to 
library 
the go to the 
library 
 
*Does he go 
tothe 
library? 
 
 
The simple present tense, a verbal tense that expresses daily routines or habits, is 
different from the past tense that expresses actions done in the past. This explanation is 
according to the grammar rules. 
*Did he go 
tothe 
library? 
 
 
 
To organize a story you should take into account the following tips: 
 
 
a. Recognize the vocabulary you know to get a general idea, after that look in your 
dictionary for the vocabulary you do not know to have better comprehension. 
b. Identify the paragraph’s content. 
c. Establish the structure of the text: introduction, body and conclusion. 
d. The order of the text may vary according to the author’s style, but all the texts 
have coherence and cohesion. 
e. Try with different paragraphs in order to be sure that the paragraph you chose is 
the correct one. 
 
 
ACTIVITY 
Name the parts of the text: Introduction, body, conclusion. 
Japan Tsunami Taller Than 10-Story Building 
Giant wave was biggest recorded in decades: Experts by Rob Quinn, Newser Staff 
 
 
Posted Jul 19, 2011 1:40 AM CDT | Updated Jul 19, 2011 7:00 AM CDT 
 
 : The tsunami was at its tallest when it struck the port city of Miykao, 
according to experts who measured marks left on buildings and trees in the valley where 
the town sits. The largest tsunami ever recorded was in Alaska in 1958, when a 
landslide caused a mega-tsunami 1,720 feet tall—470 feet higher than the Empire State 
Building—to sweep through the Lituya Bay inlet. 
 : The tsunami that struck Japan in March rose to a staggering 132.5 
feet at its highest, taller than a 10-story building, according to 150 researchers who have 
collected data from thousands of locations along the country's east coast. 
 
 
 : Here's how it stacks up: The killer wave was taller than the 2004 Indian 
Ocean tsunami (108 feet), taller than Rio's Christ the Redeemer statue (130 feet), and 
taller than any other tsunami recorded in Japan (125.3 feet, in 1896), the Telegraph 
reports. 
 
 
Underline the past actions in the text and classify. 
Answer the following questions: 
What happened? 
When? 
Where? 
Who were the people involved? 
What were the consequences? 
 
 
 
 
 
 
 
 
1. Read, organize the story and underline some simple present and simple 
past sentences, write the sentences on your notebook. 
 
 
 
Dusk to Dawn: Survivor Accounts of the Last Night on the Titanic 
 
Eight o'clock on April 14 found many of the passengers at dinner. The weather 
continued to be clear and calm, and all agreed the Sunday evening dinner was the best 
yet. Since the ship was on its fifth day out, casual acquaintances were evolving into 
friends. The passengers were comfortable with the ship's daily schedule. I doubt that 
anyone at dinner was discussingthe possibility of striking an iceberg and sinking. 
 
 
 
On Wednesday, April 10, 1912, the Titanic set sail for America from Southampton. She 
planned to reach New York the following Wednesday. By April 16 the entire world was 
shocked to find that this majestic ocean liner had sunk. In April of each year, another 
anniversary of the historic event makes the news. I had the opportunity to read a book 
by Paul J. Quinn on the subject. Mr. Quinn's first book, Titanic at Two A.M., primarily 
focused on the last 20 minutes before the ship sank. This book starts earlier in the 
evening and continues hour by hour through that awful historic night. 
 
 
 
 
The bow of the Titanic slipped into the dark sea at two o'clock, barely making a ripple. 
The story continues through the night, the survivors testifying as to the horrors they saw 
and heard in the darkness. Dawn came early over the sea, and the sky began to lighten 
at four a.m. Soon afterward, the Carpathia arrived and began picking up the relatively 
few remaining passengers. Some of those who survived testified before the Senate, and 
Mr. Quinn quotes them throughout the book. Others never spoke of their ordeal, not 
even to their families. All of those who did survive carried the distinction of "Titanic 
survivor" the rest of their lives. 
 
 
 
 
For the next few hours, the passengers were engaged in the entertainment on board-- 
cards, music, dancing, and relaxing in the bars. Some wandered off to bed. Throughout 
the early evening hours the crew was into its normal routine. They too were just getting 
acquainted with each other, since this was the Titanic's maiden voyage. Mr. Quinn uses 
the survivors' stories to vibrantly discuss this last haunted evening on the fated ship. He 
weaves the passengers and crews remembrances well, making you feel like you are on 
the ship. 
 
 
Taken from: http://cruises.about.com/od/cruisereading/gr/titanic_dusk_to_dawn.htm 
http://cruises.about.com/od/cruisereading/gr/titanic_dusk_to_dawn.htm
 
 
 
 
 
 
Now you are going to do a presentation about a disaster that happened before, you can 
get the information, if you ask your parents, grandpa, relatives or friends. 
I/ Am+ 
verb with 
-ing 
Am not+ 
verb 
With 
Am+ 
person+ 
verb with – 
I am going to 
the library 
*I am not 
verb with 
-ing 
Was not 
+ verb 
wth -ing” 
Was+ I+ verb 
with –ing ? 
I was going 
to the library 
*I was not 
 -ing ing? going to the going to the 
 library library 
 *Am I going *was I going 
 to the library? to the library? 
 * * YO are and the Use Begins with you are Use Use Begins with you were 
U/ verb auxiliary auxiliary to be: going to the auxiliary auxiliary auxiliary to be: going to the 
 Y/ with: “-ing” not and verb finishes *you are not were and were not verb finishes *you were not 
WE the verb with: “-ing” going to the the verb and the with: “-ing” going to the 
 finishes library finishes verb library 
 with: “- *Are you with: “- finishes *were you 
 ing” going to the ing” with: “- going to the 
 library? ing” library? 
 
WORKSHOP 2 
 
WEEK: FROM TO 201 HOURS: 
 
 
EXPRESSIVEPURPOSE: That I develop reading comprehension and writing production 
showing my advances by asking and answering information to describe places and 
situations using W/h questions in simple and continuous tenses. 
 
 
 
 
 
 
 Look at the picture and tell to your partner what the characters are doing: 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Produzco textos sencillos con diferentes funciones (describir, narrar, argumentar) sobre 
temas personales, de mi interés y relacionados con otras asignaturas. 
 
 
 
 
 
 
REVIEW 
Present Continuous tense 
 
 
Example Continuous past tense 
 
 
Example 
affirmative negative Interrogative 
 
* 
 
Affirmati 
ve 
Was+ 
negative Interrogative 
 
* 
 
 
 
 
 
 
 
 
 
THE 
 
finishes 
 
to be: are 
 
are and the library 
 
to be: 
 
to be: 
 
were and the library 
 
 
 
 
 
 
 
 
 
 
 
HE/ 
SHE 
Use 
auxiliary to 
Use 
auxiliary 
Begins with 
auxiliary to be: 
* 
he is going 
to the library 
Use 
auxiliary 
Use 
auxiliary 
Begins with 
auxiliary to be: 
* 
He was 
going to the 
/ IT be: is and to be: is is and the verb *he is not to be: to be: was and the library 
 the verb not and finishes with: “- going to the was and was not verb finishes *He was not 
 finishes the verb ing” library the verb and the with: “-ing” going to the 
 with: “-ing” finishes *Is he going finishes verb library 
 with: “- to the library? with: “- finishes *was he 
 ing” ing” with: “- going to the 
 ing” library? 
 
 
 
 
 
 
 
To describe a place or a situation you should take into account the following tips: 
 
 
a) Ask yourself some basic w/h questions, for example: Where, when, why, who, 
how, what. 
 
 
b) Answer the questions using the explicit and the implicit information (make 
inferences from the context). 
 
 
c) Write putting together the answers you have and add all details you can include. 
 
d) Organize the ideas according to the correct structures: Coherence and cohesion. 
 
 
 
Let’s see one example: 
 
 
 
 
 
 
 
 
 
Let’s answer some questions: 
 
1. Where is the man? 
 
 
2. Why is the man there? 
 
 
3. When is it happening, during the day or during the night? 
 
 
4. How do you believe it happened? 
 
 
5. What is the possible solution for the man? 
 
Now let’s describe according to the information we have: 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Let’s answer some questions: 
 
 
 
1. Where is the man and where are the women? 
 
 
 
 
2. Why is the man there? Why are the women there? 
 
 
 
 
3. What is happening? 
 
 
 
 
 
 
Now let’s describe according to the information we have: 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Describe what happened in each image. 
 
 
A 
 
 
 
 
 
 
 
 
B 
 
 
 
 
 
 
 
 
C 
WORKSHOP 3 
 
WEEK: FROM TO 201 HOURS: 
 
 
EXPRESSIVE PURPOSE: That I develop writing showing my advances by 
using connectors 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Narro historias cortas o descripciones sencillas, enlazando mis ideas de manera 
apropiada. 
 
 
 
 
 
Identify in the text words that express sequence or connect ideas: 
Bobby Bippy bought a bat. 
Bobby Bippy bought a ball. 
Withhis bat Bob banged the ball 
Banged it bump against the wall 
But so boldly Bobby banged it 
That he burst his rubber ball 
"Boo!" cried Bobby 
Bad luck ball 
Bad luck Bobby, bad luck ball 
Now to drown his many troubles 
Bobby Bippy's blowing bubbles. 
 
 
 
From mid-Willamette Valley theater 
 
 
 
 
 
 
 
 
Coordinating 
conjunction 
 
 
These join two words, 
phrases or independent 
clause. They mostly occur 
mid-sentence with a 
comma placed before the 
conjunction. They may 
also occur at the 
beginning of a sentence 
 
 
 
 
 
 
ADDITION 
Correlative 
conjunctions 
 
 
These join 
equivalent sentence 
elements such as 
one noun phrase 
with another noun 
phrase. These occur 
as paired words. 
 
 
 
 
 
 
 
ADDITION 
Subordinating 
conjunctions 
 
 
These join a 
dependent clause to 
an independent 
clause. They occur 
at the beginning of 
sentences with a 
comma separating 
the clause mid- 
sentence or they 
occur mid-sentence 
with no comma. 
 
 
ADDITION 
Conjunctive adverbs / 
transition words 
 
 
These join two 
independent clauses or 
sentences. They can be 
used at the beginning of 
a sentence or mid- 
sentence (with 
punctuation). They 
transition the reader 
from the thought of one 
sentence to the thought 
in the next. 
 
 
ADDITION 
 
and, also, and also Both...and, not only besides, in addition 
...also, not only ... but to 
also, and...too, and 
so 
in addition, furthermore, 
moreover, additionally, 
besides 
 
 
ALTERNATIVE 
 
ir, nor 
ALTERNATIVE 
 
either...or, 
neither...nor 
ALTERNATIVE 
 
rather thanALTERNATIVE 
 
instead, as an 
alternative, otherwise, 
rather 
 
CAUSE-EFFECT 
 
so, for 
CAUSE-EFFECT 
 
so...that, such...that 
CAUSE-EFFECT 
(reason) 
CAUSE-EFFECT 
 
therefore, consequently, 
because, since, now as a consequence, as a 
that, as, in order, as result, thus, hence, 
long as, inasmuch,accordingly 
because of, due to, 
owing to, so that, 
in order that, if only 
because 
 
 
COMPARISON COMPARISON 
 
as . . . as, 
COMPARISON 
 
as (like), as if, as 
COMPARISON 
 
In the same way, 
 more...than, though Similarly, In contrast, 
 less...than Unlike X, Y 
 
CONDITION 
 
CONDITION 
 
CONDITION 
 
CONDITION 
 
or else 
 
Whether... or not 
 
if, only if, unless, 
 
otherwise, in the event 
 even if, whether, (that), anyway, anyhow 
 whether or not, 
 provided (that), in 
 case, in the event 
 (that) 
 CONTRAST 
CONTRAST CONTRAST (contrary outcome) CONTRAST 
 
but, yet, but still, but 
 
neither... nor 
 
nevertheless, 
anyway 
 
 
 
 
 
 
EMPHASIS 
 
 
 
 
 
 
 
EMPHASIS 
although, even 
though, though, 
while, whereas, 
despite, in spite of, 
regardless of 
EMPHASIS 
nonetheless, however, 
on the one hand, on the 
other hand, in contrast 
to, in contrast, on the 
contrary 
EMPHASIS 
 indeed, in fact, of course, 
 certainly 
 
TIME 
 
TIME 
 
TIME 
 
TIME 
 after, before, when, 
 
first, second, next, then, 
 while, since, as, until, finally, previously, now, 
 as soon as, by the presently, next, still, 
 time, once meanwhile, 
 subsequently, afterward 
 
 
 
 
 
 
 
 
 
 
Fill in the blanks with a suitable connector 
 
 
( WHEREAS, BUT, ALTHOUGH, HOWEVER, DESPITE, INSPITE OF, ON THE OTHER 
HAND) 
1. Andrew was warned of the risks, he decided to travel alone to 
South America. 
 
 
2. Maria did not get a promotion her qualifications. 
 
 
3. Zambia is a land- locked country, Kenya has a coastline. 
 
 
4. On the one hand, you could rent a flat instead of buying one. you are 
always at the mercy of landlords. 
 
 
5. This restaurant has a good reputation, that one does not. 
6.The city has a 50 kph limit. , people are often caught speeding. 
7.You won’t be forgiven your apology. 
8.We couldn’t find a house to buy we looked at quite a few. 
 
 
9. He always looks so lonely and sad his popularity.10.He is quiet and 
shy, his sister is lively and talkative 
 
 
 
 
 
 
 
 
 
 
 
 
Join each pair of sentences. be careful where you put the words in brackets. 
( ALTHOUGH, IN SPITE OF , DESPITE) 
1. Dave smokes. He seems to be in good health ( although) 
 
 
2. couldn’t sleep. I was tired. ( despite) 
 
 
3. Max didn’t notice the sign. It was right in front of him ( even though) 
4.Kate never learnt Spanish. She lived in Spain for many years(although) 
5.Joe is a millionaire .He hates spending money. ( despite) 
 
REWRITE THESE SENTENCES. 
 
1.I couldn’t sleep although I was tired. ( despite) 
 
2.Although he has got an English name, he is in fact German. (despite) 
3.In spite of her injured foot, she managed to walk to the village( although) 
4.I decided to accept the job although the salary was low. ( in spite of) 
5.We lost the match although we were the better team.( despite) 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Based on the picture choose the correct option: 
 
1. According to the picture we can conclude that: 
 
a. The man is confirming that the human beings are victims of their own 
inventions 
b. The man is confirming that the human beings are guilty of their own inventions 
c. The man is confirming that the human beings are responsible of the natural 
disasters 
 
 
2. In the graphic “war” means: 
 
A. a natural disaster 
B. a phenomena 
C. a catastrophe 
D. combat 
WORKSHOP 4 
 
WEEK: FROM TO 201 HOURS: 
 
EXPRESSIVE PURPOSE: That I develop writing showing my advances by 
describing scenes according to pictures using undefined pronouns 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Produzco textos sencillos con diferentes funciones (describir, narrar, argumentar) 
sobre temas personales, de mi interés y relacionados con otras asignaturas. 
 
 
 
 
 
Stop and think: 
Choose the correct answer: 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Indefinite Pronouns 
 
 
An indefinite pronoun does not refer to any specific person, thing or amount. It is vague and "not 
definite". Some typical indefinite pronouns are: all, another, any, anybody/anyone, anything, 
each, everybody/everyone, everything, few, many, nobody, none, one, several, some, 
somebody/someone 
 
 
Most indefinite pronouns are either singular or plural. However, some of them can be singular in 
one context and plural in another. The most common indefinite pronouns are listed below, with 
examples, as singular, plural or singular/plural. 
 
 
Pronoun 
Another 
anybody/anyone 
Anything 
 
Each 
Meaning 
 
an additional or different 
person or thing 
 
no matter what person 
no matter what thing 
every one of two or more 
people or things, seen 
separately 
 
Either 
 
 
everybody/everyone 
Everything 
Much 
Neither 
nobody/no-one 
one or the other of two people 
or things 
 
All people 
All things 
a large amount 
 
not one and not the other of 
two people or things 
 
no person 
Nothing 
One 
 
Other 
 
 
somebody/someone 
pronoun 
you 
 
 
both 
 
 
few 
no single thing, not anything 
An unidentified person 
a different person or thing from 
one already mentioned 
 
an unspecified or unknown 
person 
 
Meaning 
 
An unidentified person 
(informal) 
 
two people or things, seen 
together 
 
a small number of people or 
things 
several 
they 
 
all 
 
 
 
any 
 
 
 
more 
 
 
most 
none 
 
some 
more than two but not many 
people in general (informal) 
the whole quantity of 
something or of some things or 
people 
 
no matter how much or how 
many 
 
a greater quantity of 
something; a greater number 
of people or things 
 
The majority; nearly all 
not any; no person or persons 
an unspecified quantity of 
something; an unspecified 
number of people or things 
fewer a reduced number of people or things 
 
 
many 
others 
a large number of people or 
things 
 
Other people; not us 
 
 
 
 
 
 
 
 
1. Let’s describe the situations using indefinite pronouns. 
 
 people are rescued in improvised boats 
 
 
 
 
 
 
 
 
 
 
 car was rescued from the last 
natural disaster 
 
 
 
 is waiting for the official reports 
 
 
 
 
 
 
 
 
 
 
 
 buildings were destroyed 
 understandsthis tragic event 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
1. Let’s describe the situations using undefined pronouns 
Match the picture with the sentence that best describe the situation 
1. Each family received humanitarian aid 
2. Anyone can call to the emergency lines 
3. Several organizations are helping the victims of the natural disasters 
4. After the disaster everything is under control 
5. One of the members of the police helped rescue some victims 
 
 
 
 
 
 
1. Describe the following situations using undefined pronouns 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
A 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
B 
WORKSHOP 5 
 
WEEK: FROM TO 201 HOURS: 
 
 
EXPRESSIVE PURPOSE: That I develop reading comprehension and 
writing production showing my advances by describing situations, using 
the regular and irregular verbs in the past tense. 
 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Hago exposiciones ensayadas y breves sobre algún tema académico 
de mi interés. 
 
REVIEW 
 
Regular verbs in 
past tense 
Adds “d” if the verb 
finishes with vowel 
“e” 
Adds “ed” if the verb 
finishes with 
consonant 
 
 
Not many English 
verbs end in a vowel 
other than e. For 
those that do, add - 
ed. 
Some regular verbs 
finishes with “y” and 
change with “ied” 
 
 
For regular verbs 
ending in short 
vowel sounds 
followed by aconsonant, double 
the final consonant 
before adding -ed. 
When the regular 
verb has more than 
one syllable, in 
American English 
the final consonant 
is doubled only 
when the syllable 
stress in on the final 
syllable. 
Examples 
 
 
Arrive: arrived 
Dance: danced 
 
 
Look: looked 
Visit: visited 
 
 
Ski: skied 
Echo: echoed 
 
 
 
 
Cry: cried 
Dirty: dirtied 
Ready: readied 
 
Dam: dammed 
Beg: begged 
Sin: sinned 
Stop: stopped 
Rub: rubbed 
 
 
 
Defer: deferred 
Regret: regretted 
Reship: reshipped 
Compel: compelled 
Orbit: orbited 
Listen: listened 
Travel: traveled 
Irregular verbs in Examples 
past tense 
Some verbs don’t 
change their form 
 
 
Other verbs use 
the vowel “a” for 
the past tense 
Other verbs finish 
with “ought” 
 
 
 
 
Other verbs use 
“o” to change the 
infinitive form 
Otherverbs 
change their form 
in particular ways 
 
 
 
 
 
 
 
 
 
 
Cops: Woman Draws Beard on Face, Robs Bank 
COPS SAY SHE DREW IT ON OUTSIDE 
 
By the Associated Press 
Posted Aug 1, 2011 6:23 PM CDT 
Cops confirmed a woman drew a beard on her face and wore men's clothes to rob 
a bank in Alabama. She allegedly told tellers at the Bank of Tuscaloosa in 
Cottondale she had a bomb, placed a device on the counter, and asked for money. 
She made off with an unknown amount of cash, says the AP. Police thinks she 
might also have robbed another bank in early July. Local cops and the FBI are 
conducting investigations. 
 
 
 
 
 
Now let’s discuss: 
 
 
1. Why do you think the woman used men’s clothes? 
 
2. What was the woman’s strategy? 
 
3. What did the woman tell to the tellers at the bank? 
 
 
 
 
 
 
1. Let’s read the news and underline the verbs in past tense 
 
 
San Francisco: 
 
It seems a man, wanting to rob a downtown Bank of America, walked into the 
branch and wrote, "This iz a stikkup. Put all your muny in this bag." 
 
 
While standing in line, waiting to give his note to the teller, he began to worry that 
someone had seen him write the note and might call the police before he reached 
the teller window. 
 
 
So he left the Bank of America and crossed the street to Wells Fargo. After waiting 
a few minutes in line, he handed his note to the Wells Fargo teller. She read it 
and, surmising from his spelling errors that he was not the brightest light in the 
harbor, told him that she could not accept his stick up note because it was written 
on a Bank of America deposit slip and that he would either have to fill out a Wells 
Fargo deposit slip or go back to Bank of America. 
 
 
 
Looking somewhat defeated, the man said "OK" and left. The Wells Fargo teller 
then called the police who seized the man as he waited in the back of the line at 
Bank of America. 
 
 
 
 
Now let’s answer according to the reading: 
 
 
a) What did the man think about the note he had written? 
 
 
b) What did he do in the Wells Fargo? 
 
 
c) Why did the teller know that the man was not a smart man? 
 
 
d) Where did the police seize the man? 
 
 
 
 
 
 
1. Let’s do a presentation in groups of three , in order to describe special 
situations, take into account this graphic: 
WORKSHOP 6 
 
WEEK: FROM TO 2011 HOURS: 
 
EXPRESSIVE PURPOSE: That I develop reading comprehension and 
writing production showing my advances by describing situations related 
with robberies and tragedies recognizing and using suffixes 
 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Produzco textos sencillos con diferentes funciones (describir, narrar, argumentar) 
sobre temas personales, de mi interés y relacionados con otras asignaturas. 
 
 
 
 
 
 
Try to identify in the following words the syllables or groups of letters that 
you have seen in other English words: 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Forming words using suffixes 
 
Suffix 
 
 
Meaning 
 
 
Examples 
able, ible, ble 
acious, cous, al 
ance, ancy 
ant, ent, er, or 
ar, ary 
ence 
ful 
ic, ac, il, ile 
ion 
ism 
ist 
ity, ty, y 
 
 
 
 
 
ive 
less 
logy 
ment 
ness 
ory 
Able to 
Like, having the quality of 
The act of, a state of being 
One who 
Connected with, related to 
Quality of, act of 
Full of 
Of, like, pertaining to 
The act or condition of 
The practice of, support of 
One who makes, does 
The state of, character of 
 
 
 
Having the nature of 
Lacking, without 
The study of 
The act of, the state of 
The quality of 
Having the nature of, a 
place or thing for 
Edible / Salable 
Nocturnal / Vivacious 
Performance / Truancy 
Occupant / Respondent / Teacher / Creator 
Ocular / Beneficiary 
Existence 
Fearful 
Cardiac / Civil / Infantile / Acidic 
Correction 
Patriotism 
Artist 
Unity / Shifty / Showy 
 
 
 
Active 
Heartless 
Biology 
Retirement 
Eagerness 
Laboratory 
 
 
 
1. Let’s find and underline suffixes in the text: 
 
Police release description of Beasley Road robbery suspects 
by Brian Freskos 
 
 
Police on Wednesday released a description of two armed robbery suspects who 
held a car full of people at gunpoint in the 500 block of Beasley Road Tuesday 
evening. 
 
 
Lucy Crockett, a spokeswoman for the Wilmington Police Department, said the 
robbers were described as black men between 15 and 18 years old. Both were 
about 6 feet tall. One wore a black and white hooded sweatshirt and other donned 
a gray hooded sweatshirt. 
 
 
Anyone with information about this case is asked to call police at 910-343-3600. 
People can also submit a tip anonymously through the Text-A-Tip program by 
entering Tip708 and the information in a text message and sending it to CRIMES 
(274637). 
 
 
The robbery happened Tuesday evening when four adults, two men and two 
women, pulled over on the side of Beasley Road so one of them could fetch their 
asthma inhaler. While the car was parked, one robber jumped in the car while the 
other stood outside pointing a gun at the victims. 
 
 
The robbers made off with one of the women’s cell phones and about $60 cash. 
Now let’s answer questions: 
1. According to the suffixes define: 
 
a. Description: 
b. Robber: 
c. Information: 
d. Anonymously: 
 
 
2. Now answer in a significant way: 
 
a. What is the purpose of the writter? 
b. What happened? 
 
 
 
 
 
 
 
 
 
c. What type of text is this? 
 
 
 
 
 
1. Let’s sing along and identify the past actions: 
 
Last Kiss, by Pearl Jam 
Chorus: 
Oh where, oh where can my baby be? 
The lord took her away from me. 
She´s gone to heaven, so I’ve got to be good, 
so I can see my baby when I leave this world. 
We were out on a date in my daddy´s car, 
we hadn´t driven very far. 
There in the road, straight ahead, 
a car was stalled, the engine was dead. 
I couldn´t stop, so I swerved to the right. 
I´ll never forget, the sound that night-- 
the screaming tires, the busting glass, 
the painful scream that I-- heard last. 
 
 
 
Chorus 
 
when I woke up, the rain was pouring down. 
There were people standing all around. 
Something warm running through my eyes, 
but somehow I found my baby that night. 
I lifted her head, she looked at me and said, 
hold me darling just a little while. 
I held her close; I kissed her--our last kiss. 
I found the love that I knew I would miss 
well now she´s gone, even though I hold her tight 
I lost my love, my life - that night. 
Oh where, oh where can my baby be? 
The lord took her away from me. 
She´s gone to heaven so I´ve got to be good, 
so I can see my baby when I leave this world. 
 
 
 
1. Now use suffixes to express some ideas from the text. Choose the correct 
option. 
 
 
a. The man is capable of giving all his fortune to undo his tragedy 
b. The woman is hopeful because she knows she can meet again her love 
c. The people around this tragic situation can be heartless because they 
don’t know the real situation 
 
 
2. According to the reading choose the correct conclusion: 
 
a. The woman was victim of a natural disaster 
b. The story is sad but with a happy end 
c. The man caused a tragedy 
d. The carsare dangerous 
 
 
 
 
 
1. Underline the suffixes you recognize in the poem below 
Hopeless Romantics – 
Story of My Life ~ Miss Kaya 
 
Why can't love be simple? 
 
Two hearts, nothing in between. 
Like a burning candle, instead, 
The harsh winds blow, 
Flame loses heat 
 
 
 
I’m really losing out on you, 
Every time we touch, I can feel it. 
Feels as if there's nothing we can do, 
But wait until we're completely distant. 
 
 
Me without you, a song without its notes or a night sky, without the stars. 
I hate the part, when I sit and hope, 
Counting tears coming from these eyes. 
 
 
 
Why does it have to be this way? 
 
Setting myself up for failure each time. It hurts knowing soon will be the day, your 
no longer a portion of my life. 
 
 
I hate these sleepless nights, 
 
I hate the mornings feeling dead. 
 
I hate the disappointment of every time. I close my eyes, hoping it never ended. 
 
 
 
Hopeless romantics just love my company it’s proven, love I’ll never know. Who's 
the giver and taker of love's name Need to ask them, why did he, they all, have to 
go? 
WORKSHOP 7 
 
WEEK: FROM TO 2011 HOURS: 
 
EXPRESSIVE PURPOSE: That I develop reading comprehension and 
writing production showing my advances by describing places using 
synonyms 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Identifico ideas generales y específicas en textos orales, si tengo conocimiento 
del tema y del vocabulario utilizado. 
 
 
 
 
 
 
Match the words with the same meaning 
 
Happy 
Dark 
Angry 
Soft 
Clever 
Active 
Peace 
Costume 
Child 
Animal 
 
 
 
 
SYNONYMS 
Operative 
Glad 
Smooth 
Infant 
Smart 
Lull 
Mad 
Disguise 
Shady 
Bestial 
 
1. taxi/cab 
2. crate/box 
34. hard/difficult 
35. untrue/false 
67. slip/fall 
68. magic/illusion 
3. crash/accident 36. lift/raise 69. strong/mighty 
4. house/home 
5. rabbit/bunny 
37. road/street 
38. small/tiny 
70. brown/beige 
71. smart/clever 
6. hear/listen 39. chef/cook 72. rubbish/trash 
7. strange/odd 
8. happy/glad 
40. pull/tug 
41. angry/mad 
73. allegiance/loyalty 
74. gems/jewels 
9. hat/cap 42. laugh/giggle 75. crack/break 
10. close/near 
11. trash/garbage 
43. pretty/beautiful 
44. cold/freezing 
76. wallet/billfold 
77. jacket/coat 
12. stone/rock 
13. mother/mom 
45. large/big 
46. all/every 
78. middle/center 
79. strange/weird 
14. father/dad 47. begin/start 80. thought/idea 
15. friend/buddy 
16. under/below 
48. go/leave 
49. cup/mug 
81. lantern/light 
82. boat/ship 
17. pail/bucket 50. thin/slender 83. nap/sleep 
18. couch/sofa 
19. speak/talk 
51. sum/total 
52. error/mistake 
84. day/afternoon 
85. chop/slice 
20. sack/bag 
21. car/vehicle 
53. fix/repair 
54. right/correct 
86. promise/pledge 
87. vacation/trip 
22. yell/shout 55. like/enjoy 88. autumn/fall 
23. chair/seat 
24. talk/speak 
56. purple/periwinkle 
57. loud/noisy 
89. wander/roam 
90. snug/cozy 
25. ill/sick 58. sad/upset 91. harbor/port 
26. shut/close 
27. evil/bad 
59. present/gift 
60. throw/toss 
92. round/circular 
93. genuine/real 
28. exit/leave 
29. funny/silly 
61. beverage/drink 
62. exhausted/tired 
94. rant/rave 
95. stare/gaze 
30. clever/smart 63. suitcase/luggage 96. carpet/rug 
31. gift/present 
32. hungry/famished 
64. beach/seashore 
65. insect/bug 
 
33. see/look 66. draw/sketch 
 
What can you see? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
With your teacher you are going to describe the pictures using adjectives: people, 
feelings, places, and the activities they are doing: 
 
 
 
 
 
What can you see? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Use the word bank to describe this place 
Word bank: 
Dark, shady / Destroyed, ruined / sad, melancholic / abandoned, desolated 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Describe the picture by using synonyms 
WORKSHOP 8 
 
WEEK: FROM TO 201 HOURS: 
 
EXPRESSIVE PURPOSE: That I develop reading comprehension and 
writing production showing my advances by deducing the meaning of the 
certain words according to the context using antonyms 
 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Narro historias cortas o descripciones sencillas, enlazando mis ideas 
de manera apropiada. 
 
 
 
What’s the 
difference? 
 
 
Use antonyms 
pictures 
to describe the 
 
 
 
 
 
 
 
 
 
 
 
 
ANTONYMS 
 
 
1. absent-present 
2. absurd-sensible 
3. abundant-scarce 
4. accept-refuse 
5. accidental- 
intentional 
36. avoid-seek 
37. awful- 
wonderful 
38. backhand- 
forehand 
39. baffle-clarify 
70. closed-open 
71. cluster-scatter 
72. clutter-tidy 
73. coax-coerce 
74. combine- 
separate 
6. accurate- 40. beautiful-ugly 75. comedy- 
incorrect 41. bedlam-order tragedy 
7. accuse-defend 42. beg-offer 76. come-go 
8. admit-deny 43. behind-infront 77. comic-tragic 
9. advance-retreat 44. belief-doubt 78. complain- 
10. afoot-mounted 45. below-above approve 
11. after-before 46. beneath-above 79. complete- 
12. against-for 47. best-worst incomplete 
13. against-separate 48. bitter-sweet 80. comply-resist 
14. agile-awkward 49. black-white 81. concede-deny 
15. agony-ecstasy 50. blunt-sharp 82. concur-protest 
16. alien-native 51. born-die 83. condemn- 
17. all-none 52. borrow-lend praise 
18. alone-together 53. brave-scared 84. condone- 
19. always-never 54. bright-dull censure 
20. amuse-bore 55. broad-narrow 85. confident- 
21. angel-devil 56. bulge-shrink insecure 
22. aye-nay 57. buy-sell 86. confuse-clarify 
23. antique-modern 58. calm-agitated 87. conquer-fail 
24. anger-kindness 59. capture- 88. consider-ignore 
25. apart-together liberate 89. contract- 
26. applaud-boo 60. careful- expand 
 
27. approve-reject 
28. approximate- 
exact 
29. arrogant-polite 
30. ascend-descend 
31. ashamed-proud 
32. asleep-awake 
33. assent-refuse 
34. attack-defend 
35. authentic- 
imitation 
careless 
61. cash-credit 
62. cease-begin 
63. changed-same 
64. chaos-order 
65. cheerful-sad 
66. chill-warm 
67. city-country 
68. civilian-military 
69. clever-foolish 
90. convex- 
concave 
91. cordial-distant 
92. corner-middle 
93. crooked- 
straight 
94. cruel-kind 
95. dainty-coarse 
96. dangerous-safe 
97. dark-light 
98. day-night 
99. dead-alive 
100. death-life 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Let’s contrast the pictures by using antonyms. Connect the ideas using BUT. 
 
 
 The first picture is ugly, but the second one is beautiful. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
What’s the difference? 
 
1. Describe the pictures by using antonyms. Look the example: 
 
a. The first building is old, but the second one is modern 
b. 
c. 
d. 
e. 
 
 
 
2. Read and underline the antonyms you recognize 
 
 
Oldest buildings in contrast to modern buildings tend to have similar structures. 
Some of the older buildings retain their value for the cultural heritage they 
represent, but modern buildings are more recognized for its innovative designs. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
1. Write a sentence with each couple of antonyms. 
 
a. 
b. 
c. 
d. 
e. 
f. 
g. 
h. 
i. 
j. 
k. 
l. 
m. 
n. 
o. 
p. 
WORKSHOP 9 
 
WEEK: FROM TO 201 HOURS: 
 
 
 
 
EXPRESSIVE PURPOSE: That I develop reading comprehension 
showing my advances by discussing about health and sports . 
 
 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Hago exposiciones ensayadas y breves sobre algún tema académico de mi 
interés 
 
 
 
Let’s warm up with 
exercises 
 
 
 
 
 
 
 
 
 
 
Teacher gives the instructions in English and students follow them 
 
 
 
Let’s remember some connectors with specific purpose: 
How to introduce an idea? 
 First 
 Above all 
 According to 
 
 
How to continue the idea? 
 
 Additionally 
 Besides that 
 Not only… but also 
 Also Furthermore 
 Too 
And 
 In addition 
 As well 
 Moreover 
 
 
How to conclude the idea? 
 
 Finally 
 All in all 
 Therefore 
 Hence 
 Thus 
 So 
 Consequently 
 
 
There are several words you can use to improve your writing skills; here there are 
just some examples and their common usages in order to show you how to write in 
English in a correct way. 
 
 
 
 
 
 
 
 
1. Underline all the connectors you find in this text. 
 
According to several studies, sports and health are closely related. People who 
usually do exercise not only are keeping a good figure but also are preventing 
some common diseases caused by the sedentary habits. Most of the sport 
practices don’t require special conditions, but in order to avoid injures it is 
indispensable sportive shoes, sportive clothes and the use of some security 
implements to practice the sport we have choose (helmet, knee pad, elbow pad, 
etc.) Finally, we can suggest sports like an excellent option to be fine and look as 
we would like. 
 
 
2. Recognize the purpose of the connector 
 
a. According to several: 
b. Not only… but also: 
c. Finally: 
 
 
 
 
 
 
1. Read and identify the connectors and their usages in this texts. 
 
 
 
Sport is not Just a Leisure Activity 
 
 
 
 
Despite the Colombian culture is a sedentary culture, nowadays more and more 
people have discovered that exercising is the best way to avoid strees, to reduce 
health problems. 
 
 
Moreover, the physical apperance also is benefited by exercising . Althought 
there are many products to lose weight and to reduce stress levels, practicing a 
sport is the best way to keep the health. Therefore it is neccesary to integrate 
physical activities to our schedule to live a better life. 
 
 
 
 
 
2. Write the connectors you found 
 , , 
 
 
3. Look for new connectors to replace the connectors you found in the text 
(synonyms of the connectors) 
 
 
4. Write again the text with the new connectors you chose, using only the main 
ideas expressed in the text: 
 
 
 
 
Sport is not Just a Leisure Activity 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Now you know how to use different connectors to express your ideas in 
English with cohesion and coherence. It improve your writing, reading and 
speaking skills. 
Practice the new vocabulary when writing in order to remember forever. 
� 
 
 
 
 
Underline the connectors in the text 
 
 
Physical Exercise 
 
Physical exercise is any bodily activity that enhances or maintains physical fitness 
and overall health and wellness. 
It is done by various reasons including strengthening muscles and the 
cardiovascular system, honing athletic skills, weight loss or maintenance, as well 
as for the purpose of enjoyment. 
Frequent and regular physical exercise boosts the immune system, and helps 
prevent the "diseases of affluence" such as heart disease, cardiovascular disease, 
Type 2 diabetes and obesity. 
It also improves mental health, prevents depression, helps promoting or 
maintaining a positive self-esteem, and can even increase an individual's sex 
appeal or body image, which is also found to be linked with higher levels of self- 
esteem. 
Childhood obesity is a growing global concern and physical exercise may help 
decrease the effects of childhood obesity in developed countries. 
Health care providers often call exercise the "miracle" or "wonder" drug - alluding 
to the wide variety of proven benefits that it provides. 
 
1) Write the connectors you found 
 
 
 
 
 
 
2) Look for new connectors to replace the connectors you found in the text. 
 
 
3) Write again the text with the new connectors you chose, only including the 
main ideas. 
WORKSHOP 10 
 
WEEK: FROM TO 201 HOURS: 
 
EXPRESSIVE PURPOSE: That students develop reading comprehension 
showing their advances by following instructions and recognizing 
prepositions. 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Produzco textos sencillos con diferentes funciones (describir, narrar, argumentar) 
sobre temas personales, de mi interés y relacionados con otras asignaturas. 
 
 
 
 
 
 
 
Mini Gincana 
Sources: 2 judges, a prize (candies) a lot of creativity and excellent attitude 
Instructions: 
-Spilt the group in two big groups 
-Each group has to choose a representative name 
-The first group start on the base # 1 and the second groups start in the base # 3 
-Each group should surpass the obstacles (questions and physical proof). The judged must to certifies the 
success of the proof 
-The first group wins and the loser group gives the winners a prize (candies) 
 
Bases 
Base # 1 
The name of a famous song in English 
The group shows choreography (at least 3 different steps) 
Base # 2 
The name in English of a famous movie 
The group does set of 10 squats 
Base # 3 
A famous person who speaks in English 
Three different participants in each group shows a different dance step 
 
 
 
 
 
 
 
 
A preposition links nouns, pronouns and phrases to other words in a sentence. The word 
or phrase that the preposition introduces is called the object of the preposition. A 
preposition usually indicates the temporal, spatial or logical relationship of its object to the 
rest of the sentence. The most common prepositions are "about," "above," "across," 
"after," "against," "along," "among," "around," "at," "before," "behind," "below," "beneath," 
"beside," "between," "beyond," "but," "by," "despite," "down," "during," "except," "for," 
"from," "in," "inside," "into," "like," "near," "of," "off," "on," "onto," "out," "outside," "over," 
"past," "since," "through," "throughout," "till," "to," "toward," "under," "underneath," "until," 
"up," "upon," "with," "within," and "without." 
 
 
 
Movement 
About 
Across 
 
Along 
(a)round 
as far as 
(away) from 
back from 
Between 
 
 
By 
Down 
in(to) 
Off 
 
 
por (alguna parte) 
a través de, de un lado 
al otro 
a lo largo de 
alrededor de 
hasta (un lugar) 
lejos de, distante de 
de regreso de 
entre (entre dos) 
 
 
en, por medio de 
hacia abajo 
en, dentro de 
 
a cierta distancia de 
on(to) 
out of 
Over 
 
Past 
Through 
To 
toward(s) 
Under 
Up 
Position 
 
About 
en, sobre, a 
fuera de 
por encima, durante, al 
otro lado 
 
pasado, pasadas (hora) 
a través de, por 
a, hacia 
Hacia 
debajo de 
Arriba 
 
 
sobre, acerca de 
Above 
 
 
Against 
amid(st) 
among(st) 
(a)round 
At 
Before 
Behind 
Below 
Beneath 
Beside 
Between 
 
In 
in front of 
inside (UK) 
inside of (US) 
 
Near 
nextto 
Off 
On 
Opposite 
Underneath 
Time 
After 
Before 
By 
During 
On 
Since 
To 
until/till 
 
 
More prep. 
accordingto 
ahead of 
because of 
but (= except) 
bymeans of 
dueto 
Except 
For 
in accordancewith 
in favo(u)r of 
por encima de, más 
arriba de 
 
Contra 
 
entre, en medio de 
entre (más de 2 ) 
Alrededor 
En 
antes de 
detrás de 
debajo de 
bajo, debajo de 
al lado de 
entre (2 cosas o 
personas) 
 
en, dentro de 
delante de, ante 
dentro de 
 
cerca de 
 
al lado de, junto a 
de, separado de 
Sobre 
enfrente de 
debajo de 
 
 
después de 
antes de 
para (fecha) 
Durante 
el ... (día, fecha) 
Desde 
Hasta 
Hasta 
 
 
 
Según 
 
por delante de 
a causa de 
Excepto 
por medio de 
 
debido a 
Excepto 
Para 
de acuerdo con 
a favor de 
in spite of 
instead of 
Of 
onbehalf of 
Versus 
With 
Without 
a pesar de 
en lugar de 
De 
en nombre de (alguien) 
Contra 
Con 
 
Sin 
 
 
 
 
1. Let’s identify the prepositions in the text 
STRETCHES 
 
 
Neck forward flexion, areas involved: Posterior neck 
 
Sit or stand upright. Keeping your shoulders in a neutral position let your head 
hang forward. For a greater pull, interlock your hands on the back of your head 
near the crown. Gently pull down on your head, keeping your chin tucked towards 
your chest. Hold for ten seconds, and then gently increase the pull until slightly 
more tension is felt. Hold for ten seconds. 
Front shoulderstretch, areas involved: Chest, Shoulder, Biceps 
 
Stand with your right arm straight and comfortably extended behind you and with 
your palm on the wall. Slowly turn your body away from the wall until you feel mild 
tension. Hold for ten seconds, and then turn slightly farther until you feel slightly 
more tension. Return to the starting position and repeat the sequence with the left 
arm. 
 
 
2. Now recognize the function of the prepositions you found 
a) On: 
b) Near: 
c) Toward: 
d) Until: 
e) Behind: 
f) With: 
g) From: 
 
3. Now follow the instructions 
 
 
 
 
 
 
 
1. Let’s identify and underline the prepositions in the text: 
POSTERIOR SHOULDER STRETCH 
 
AREAS INVOLVED: Posterior deltoids, Latissimusdorsi, and Rotator cuff 
 
Stand or sit with the right arm slightly flexed and pulled across the chest. Grasp the 
upper arm just above the elbow; place the left hand below the triceps. 
 
 
Pull the right arm across the chest (towards the left) with your left hand. Hold for 
ten seconds, and then gently increase the pull, until slightly more tension is felt. 
Hold for ten seconds. Repeat the sequence on the opposite side 
 
 
TOWEL STRETCH 
 
AREAS INVOLVED: Shoulder girdle, Triceps, Latissimusdorsi. 
 
While standing, drop a towel behind back. Reach behind back with your other arm 
to grab low on the towel. Pull down on towel until a mild tension is felt in the upper 
arm and shoulder. Hold for ten seconds. Gently increase the pull on the towel until 
slightly more tension is felt. Hold for ten seconds. Repeat on the other side. 
 
 
1. Now recognize the function of the prepositions you found 
 
 
 
 
 
 
2. Now follow the instructions to stretch 
 
 
 
 
 
1. With the help of your teacher, do a short conversation, by using all of 
kind prepositions you can: 
WORKSHOP 11 
 
WEEK: FROM TO 201 HOURS: 
 
EXPRESSIVE PURPOSE: That I develop reading comprehension showing 
by following instructions and recognizing prepositions. 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Identifico ideas generales y específicas en textos orales, si tengo conocimiento 
del tema y del vocabulario utilizado. 
 
 
 
 
 
Directions: 
Use the prepositions of location and write in your notebook the sentences, 
according to the things that are pointed out: frog, lion, ruler, arrow, smile face, coin. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Grammatical categories 
Noun–is a word used to name a person, place, thing, or idea. A noun can be a proper 
noun or a common noun. 
 
 
Pronoun–is a word that replaces a person, place, thing, or idea. Pronouns can act as 
subjects or objects, and some can show possession. 
 
 
Adjective–is a word used to describe, or modify, a noun or a pronoun. An adjective 
describes “what kind,” “which one,” “how many,” or “how much.” 
Verb–is a word that shows action or that indicates a condition or a state of being. Adverb–
is a word used to describe, or modify, a verb, an adjective, or another adverb. An 
adverb describes how, when, where, or to what extent the verb performs. 
 
 
Preposition–is a word used to show a relationship between a noun or a pronoun and 
some other word in the sentence. Prepositions often show direction, location, or time. 
 
 
Conjunction–is a word that connects other words or groups of words to each other. There 
are three types of conjunctions: coordinating, subordinating, and correlative. 
Interjection–is a word used to express emotion that has no grammatical relationship to 
other words in the sentence. Interjections should be used sparingly and usually only 
belong in narrative dialogue. 
 
 
Definitions from: The Writing Tutor & Michele R. Acosta 
 
 
 
 
 
 
 
Taking care of the planet 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Earth Song by Michael Jackson 
What about sunrise? 
What about rain? 
What about all the things? 
That you said we were to gain 
 
 
What about killing fields? 
Is there a time? 
What about all the things 
That you said was yours and mine? 
 
 
Did you ever stop to notice? 
 
 
All the blood we've shared before? 
Did you ever stop to notice 
The crying earth the weeping shores? 
 
 
What have we done to the world? 
Look what we've done 
What about all the peace 
That you pledge your only son? 
 
 
What about flowering fields? 
Is there a time? 
What about all the dreams 
That you said was yours and mine? 
 
 
Did you ever stop to notice 
All the children dead from war? 
Did you ever stop to notice 
This crying earth this weeping shore? 
 
 
Did you ever stop to notice 
All the blood we've shared before? 
Did you ever stop to notice 
This crying earth this weeping shore? 
1. Identify the grammatical categories in the song 
NounPronounAdjective Verb 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
2. Now answer some questions according to the grammar categories you have 
established: 
a. Are the nouns related to a similar topic? 
b. What are the pronouns indicating? 
c. What is the function of the adjectives in this song? 
d. What are the verbs indicating? 
3. Now let’s write our conclusions according to the analysis of the words. 
 
 
4. Now let’s discuss about the lyrics (each student participates in an oral way, 
by using the vocabulary he or she knows) 
 
 
 
 
TEARS OF NATURE 
a villanelle (Taken from kingpoetry) 
 
I think I just heard Mother Nature cry, 
Or was it one more broken, falling 
tree? 
You’d think we’d learn as time goes 
speeding by. 
 
 
They tell us there’s a big hole in the 
sky, 
We won’t believe in something we 
can’t see, 
I think I just heard Mother Nature cry. 
 
 
Coal-fired chimneys reaching up so 
high, 
Even though the solar power’s free, 
You’d think we’d learn as time goes 
speeding by. 
We develop rocket ships that fly, 
But still can’t stop pollution of the sea, 
I think I just heard Mother Nature cry. 
 
 
Headlines: One more species set to 
die, 
Keep it quiet…use diplomacy, 
You’d think we’d learn as time goes 
speeding by. 
 
 
Worry on the future? Pass it by! 
How can preservation start with me? 
I think I just heard Mother Nature cry. 
 
 
You’d think we’d learn as time goes 
speeding by. 
 
 
1. Identify the grammatical categories in the song: 
NounsPronounAdjective Verb 
 
 
 
 
 
 
 
 
 
 
 
 
2. Now answer some questions according to the grammar categories you have 
established: 
 
 
a. Are the nouns related to a similar topic? 
 
 
 
b. What are the pronouns indicating? 
 
 
 
c. What is the function of the adjectives in this song? 
 
 
 
d. What are the verbs indicating? 
 
 
 
3. Now let’s discuss about the poem’s message (each student participates in 
an oral way, by using the vocabulary he or she knows). 
 
 
 
 
 
Cut and paste two pictures, for each one, write three sentences in order to apply 
the grammar categories you learned in this session: 
WORKSHOP 12 
 
WEEK :FROM TO 201 HOURS: 
 
 
EXPRESSIVE PURPOSE: That I develop oral production by making 
presentations about ecology and analyzing statistical graphics. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑOH: ago 
exposiciones ensayadas y breves sobre algún tema académico de mi 
interés 
 
 
 
 
 
 
 
Put who-what-where-when-why and how, in the gaps. 
 
 
 
 
 
 
 
 
A: _ is your teacher’s 
name? 
B: her name is Sarah. 
 
A: _ do you like singing? 
B: because I want to be a singer. 
 
A: _ is she going? 
B: she is going to the zoo. 
 
 
 
 
 
 
 
 
 
 
A: _ is flying the kite? 
B: he’s my brother, Steve. 
 
A: _ you go to school? 
B: we go to school by bus. 
A: _ are you so happy? 
B: because I got all the correct 
answers. 
 
 
 
 
 
 
 
1) Yes/No questions - be 
 
 
 
 
 
 
2) Questions with question 
words – be. Question word 
Verb Rest Answer 
3) Yes/No Questions and 
short answers - have 
4) Questions with question 
words – have.Question 
word Auxiliary Subject Verb 
Rest Answer 
Subject and verb change their Are you happy? 
position in statement and question. Is she from Mexico? 
We alwaysuse the short answer, 
not only "Yes" or "No". This sounds 
rude. So If the answer is "Yes", we 
always use the long form. 
Where are you from? I'mWhat, where, 
when, who, 
from Stuttgart.whose, whom, which, 
why 
Auxiliary Subject Verb Rest Yes/No Have you got a cat? Yes, I 
Subject Auxiliary (+ n't)have. 
Where have you got yourWhat, where, 
when, who, 
ruler?whose, whom, which, why 
Where do you have your 
ruler? 
5) Questionswithout Auxiliary Subject Verb Rest Yes/No Do you read 
books? Yes, I question words in the Simple Subject Auxiliary (+ n't)do. 
Present 
6) Questions with question Question word Auxiliary Subject What do you play on your 
words in the Simple PresentVerb Rest Answercomputer? I play games 
on my computer. 
7)Questionswithout 
question words in the Simple 
Past 
8) Questions with question 
words in the Simple Past 
 
 
9) Subject question 
 
10) Object question 
Auxiliary Subject Verb Rest Yes/No Did Max play football? 
Subject Auxiliary (+ n't)Yes, he did. 
 
 
Question word Auxiliary Subject What did you do yesterday 
Verb Rest Answerevening?Ididmy 
homework. 
Question word Verb Rest Subject Who runs to the shop? 
Verb Object - Place - TimePeter runs to the shop. 
Question word Auxiliary Subject Who do you like? I like 
Verb Rest Answermy mum. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Look at a global warming chart to understand what is happening in the world around us. 
This matter is very important it needs our full consideration. The different global warming 
charts that you can find on the internet all show the different ways that people look at the 
world that we live in. 
 
 
Real charts and information taken from: http://www.theglobalwarmingoverview.com 
 
1. Now let’s interpret the graphic by answering some questions: 
 
a. What is the chart about? 
b. What is the problem the chart mention? 
c. How is the temperature in the latest years? 
d. Why do you believe the temperature has increased? 
http://www.theglobalwarmingoverview.com/
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
By paying attention to this information you can nip global warming in the bud long before 
trouble becomes a daily word. This is why we all need to pay attention. As we all live on 
earth, seeing the direction that a global warming chart is taking us, we can see if we are 
heading for clear sunny skies or storm laden days. 
 
 
 
1. Now let’s interpret the graphic by answering some questions: 
 
 
a. What is the chart about? 
 
 
 
b. When has been taken the information? 
 
 
 
d. Which changes are mentioned in the graphic? 
 
 
 
e. Why do you believe theses changes have happened? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
1. Now let’s interpret the graphic by answering some questions: 
a.What is the graphic about? 
 
 
 
b. What are the variables included in the graphic? 
 
 
 
 
 
c. Why do you believe the variable affects the global warming? 
 
 
 
 
 
 
2. Look for statistical graphics about global warming and explain the graphic with a 
presentation in groups. 
 
DISEÑO CURRICULAR 
ENGLISH COORDINATION 
 
 
 
LESSON GUIDE 
SCHOOL YEAR: _ 
 
 
 
SUBJECT: ENGLISH 
PERIOD: SECOND 
GRADE: 8Th 
School: 
Teacher: 
Grade: 
 
 
Time: Hours: 
ENGLISH 
 
REFERENTES LEGALES: 
El Ministerio de Educación Nacional, particularmente en la Ley General de Educación, que establece como uno de 
sus fines “El estudio y la comprensión crítica de la cultura nacional y de la diversidad étnica y cultural del país, como 
fundamento de la unidad nacional y de su identidad”. En la misma ley se fijan como objetivos de la Educación 
Básica y Media “La adquisición de elementos de conversación y de lectura al menos en una lengua extranjera” y “La 
comprensión y capacidad de expresarse en una lengua extranjera”. 
 
 
 
PURPOSES 
AFFECTIVE: That we feel enthusiasm by using English as second language. 
COGNITIVE: That we understand how to contrast information and express our opinions 
according to tour likes and dislikes using modal verbs and agreement and disagreement 
expressions. 
EXPRESSIVE: That we express our opinions by using modal verbs and agreement and 
disagreement expressions. 
 
 
EVALUACIÓN: INDICADORES DE DESEMPEÑO 
 Represento, en forma gráfica, la información que encuentro en textos que 
comparan y contrastan objetos, animales y personas. 
 Expreso mis opiniones, gustos y preferencias sobre temas que he trabajado en 
clase, utilizando estrategias para monitorear bien sea mi pronunciación, 
ortografía, coherencia, entre otros. 
 
 
ENSEÑANZAS (COMPETENCIAS Y HABILIDADES) 
Competencia Pragmática� Labeling pictures. 
y Lingüística: 
 To establish comparisons. 
 Describing or telling simple situations. 
 To express agreement and disagreement. 
Competencia Pragmática� Completing conversations. 
y Sociolingüística:� Interpreting drawings 
 Classifying vocabulary in word family 
 Giving examples to support the point of view. 
 Contrasting ideas 
 
 
 
 
EJES TEMÁTICOS 
 REVIEW (comparative and superlatives, comparative of equality and similarity, 
connectors). 
 AGREEMENT AND DISAGREEMENT EXPRESSIONS (present simple, past simple, 
past and present continuous, modals; have to/must/should). 
 
 
 
Didáctica comprehensiva 
DIDÁCTICAS 
Los estudiantes colocan a prueba sus habilidades para leer comprehensivamente y para 
realizar inferencias directas. Con esta didáctica se potencia la operación intelectual decodificar. 
Didáctica interrogativa 
Los estudiantes potencian sus capacidades de comprehender las preguntas y de expresar 
respuestas cada vez con mayor profundidad y sentido. También se potencian varias 
operaciones intelectuales tales como: interpretar, comprehender, relacionar. 
Didáctica expresiva 
Los estudiantes tienen la oportunidad de desplegar su creatividad expresando el significado de 
la proposición a través de diferentes lenguajes y disfrutando plenamente del aprehendizaje. Con 
esta didáctica se potencia la operación intelectual codificar. 
DIAGNOSTIC TEST 
 
1. How much do you know about animals? Write their names 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
2. Do you know about sports? Write the names of the sports you know 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
3. Do you enjoy eating? Write the names of 5 healthy food products and 5 
junk food products. 
WORKSHOP 13 
 
TOPIC: PAST TENSE. 
TIME: WEEK: _ 201_ HOURS: 
 
EXPRESSIVE PURPOSE 
That I write and read about unexpected past events:. 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Expreso mis opiniones, gustos y preferencias sobre temas que he trabajado 
en clase, utilizando estrategias para monitorear bien sea mi pronunciación, 
ortografía, coherencia, entre otros. 
 
 
 
 
 
 
Time to practice! Put the verbs in brackets in the past simple. 
My father (be) born on August 18, 1968. When he (be) a 
child, he (be) very curious and he (be) also extremely 
messy! He (have) lots of toy cars and he (like) them very 
much. He (not like) playing with dolls, of course! 
My mother (be) born on March 22, 1974. She (be) a very 
small baby. When she (be) a child, she (be) quite patient 
but very absent-minded. She (have) a red fox. It (be) her 
favourite toy. She (like) it very much. She (not like) carrots. 
 
 
 
 
 
 
 
 
Reading and writing tips 
 
 
 
 
To read 
 
 
 
 
1. Choose material at the right level 
2. Take the time to do a good job 
3. Don’t distract yourself (Stay on task) 
4. Tackle manageable segments 
5. Don’t translate but use a dictionary 
6. Don’t expect to understand everything (use the context, make 
inference) 
Take notes and ask yourself some questions 
7. Read it again 
8. 
 
 
 
 
To write: 
 
 
 
 
1. Take into account cultural differences and Rhetorical Style (Read 
examples) 
2. Don’t translate! 
3. Time Management (remember writing in a second language will take 
more time than in your first language) 
4. Plan beforeyou write. 
5. Pay attention to grammar and vocabulary (Put away your grammar 
book and dictionary) 
6. Seek out transition and connector words. 
7. Ask for feedback. 
8. Edit your mistakes. 
9. Keep a running list of mistakes you make. 
10. And the most important don’t stress too much about grammar and 
vocabulary, and focus instead on communication, the most important 
reason we write. 
 
 
 
Sources: 
Vanderbilt University (www.vanderbilt.edu/writing) 
Ignatius Graham in Languages, May 13, 2008 
 
 
 
 
 
 
 
 
Let’s apply the reading tips: 
 
 
I was aware of everything all at once -the trees, the right turn attempt to avoid the 
big Chevy that would have caused a different accident, my church books on the 
seat, how bright blue the sky was, the position of cars in my rear view mirror. 
 
 
I was aware of every other street and car and pedestrian and sidewalk and house 
that caught my eye. When I look back, it's as though I had 360 degree vision. 
 
 
I noticed the curb in front of me, but my car was sliding toward it. "Oh God, don't let 
me slam into that curb." I knew that hitting the curb would have changed what was 
happening so much, but with that thought... 
 
 
Pow!...I heard a strange noise and then I was looking through white fog. For a 
moment....just a moment....I asked if I was dead, and honestly, I was waiting for 
people to step through to greet me. Those expectations didn't last long as the 
answer fell into my mind that the airbags exploded. 
 
 
The airbag powder cleared quickly since the air conditioner fan was still running. 
Now I could see cars stopped outside and people from across the street were 
staring. That's what people do. They stare. 
 
 
It will continue… 
 
 Take notes and ask yourself some questions 
 
a) Who is the main character? 
b) When does the situation take place? 
c) What happened? 
d) Underline the past actions in the text. 
http://www.vanderbilt.edu/writing)
 
 
 
 
Let’s continue with the reading (apply the same steps) 
 
Then I felt frightened. "Could I be hit from other cars that don't see me?" I opened 
the door not knowing what I was to step into. The warm, bright sunlight hit my face 
and I felt better. It was familiar. I was alive. 
 
 
I saw the Chevy Silverado that barreled through the red light. This wasn't just any 
car accident story, this was happening right now. I ran over to check if the young 
driver was injured. "Are you OK?," I yelled through the glass. His head was down, 
eyes closed and he didn't respond. 
 
 
In a flash of a second I thought I was looking at a dead man. I pounded on the 
window and yelled again. This time I saw slight movement. What could I do to help 
him? And I yelled and pounded once more as the reality of this entire experience 
was falling in on me. His eyes started to open and with the most searching look he 
gently shook his head "Yes." 
 
 
 Take notes and ask yourself some questions 
 
a) What is the unexpected event in this story? 
 _ 
 _ 
 _ 
 
 
b) Who is the other character? 
 _ 
 _ 
 
 
c) And how does the story end? 
 
 _ 
 _ 
 
 What do you remember about the tenses? Underline with red the past tense 
of the verbs in the story and underline with blue the past continuous. 
 
 Circle the connectors you found in the reading. 
 
 Read again all the story and pay attention to the new details to have a better 
comprehension. 
 
Now let’s apply the tips to write in a correct way! (Ask your teacher) 
 
Make a summary of the story by using synonyms of the adjectives used in the 
story. Add connectors. 
 
 
 
Work with your teacher!!! 
 
Taking into account the tips to write in a correct way, write a story about an 
unexpected event 
 
 
TOPIC: COMPARATIVES. 
WORKSHOP 14 
TIME: WEEK: _ 201_ HOURS: 
 
 
 
EXPRESSIVE PURPOSE 
That I develop reading comprehension by understanding the use of the 
comparatives. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Represento, en forma gráfica, la información que encuentro en textos 
que comparan y contrastan objetos, animales y personas. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Look at the images and compare: 
 
 
 
 
REVIEW: COMPARATIVES 
 
 
Form the comparative and superlative forms of a one-syllable adjective by 
adding – er for the comparative form 
 Camila is older than her sister 
 
 
If the one-syllable adjective ends with a single consonant with a vowel before 
it, double the consonant and add –er for the comparative form 
 This house is bigger than your house 
 
 
If the two-syllable adjectives ends with –y, change the y to i and add –er for 
the comparative form. 
 Andrew is happier than Michael 
 
 
For adjectives two-syllable adjectives, or with three syllables or more, you 
form the comparative with more 
 Juliet is more intelligent than her cousin 
 
 
Exceptions with Irregular adjectives. 
Good - better 
 This car is better than my car 
Far - farther 
 The new house is farther than the old house 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
1. Use the word bank to compare these animals taking into account the 
cognitive stage. 
 
 
Word bank 
Heavy – fast – furry – dangerous – friendly – lazy 
 
1. Read and underline the comparisons in the following text: 
 
Canidae 
 
 
Canidae is the biological family of carnivorous and omnivorous mammals that 
includes wolves, foxes, jackals, coyotes, and domestic dogs. A member of this 
family is called a canid. The Canidae family is divided into two tribes: Canini 
(related to wolves) and Vulpini (related to foxes). The two species of the basal 
Caninae are more primitive and do not fit into either tribe. 
 
 
Wild canids are found on every continent except Antarctica, and inhabit a wide 
range of different habitats, including deserts, mountains, forests, and grassland. 
They vary in size from the fennec fox at 24 cm (9.4 in) long, to the gray wolf, which 
may be up to 2 m (6.6 ft) long, and can weigh up to 80 kg (180 lb). 
 
 
With the exceptions of the bush dog, raccoon dog and some domestic breeds, 
canids have relatively long legs and lithe bodies, adapted for chasing prey. All 
canids are digitigrade, meaning that they walk on their toes. They possess bushy 
tails, non-retractile claws, and, except the African wild dog (Lycaon pictus), a 
dewclaw on the front feet. They possess a baculum, which together with a 
cavernous body helps to create a copulatory tie during mating, locking the animals 
together for up to an hour. Young canids are born blind, with their eyes opening a 
few weeks after birth. 
 
 
2. Complete the following sentences using comparatives: 
 
a. Canids are than Fennec Fox 
 
b. The legs of the bush dog are than the legs of other canids. 
 
 
c. Domestic dogs are than foxes 
 
 
d. The gray wolf is 
 
3. According to the reading answer the following questions 
 
3.1 The text is about 
 
a. The origin of the dog 
b. The family of the dog 
c. The dangerous of the canidaes. 
d. The characteristics of the canidaes. 
 
 
3.2 The purpose of the author is: 
 
a. To strike the audience with his wide knowledge 
b. To worry the audience about the canidae. 
c. To explain the canidae’s characteristics 
d. To propose a possible origin of the dogs. 
 
 
3.3 After the reading we can conclude that: 
 
a. Although foxes and dogs belong to the same family they are quite different. 
b. Foxes and coyotes are cousins. 
c. The canidae is a very close family. 
d. The wolves, foxes, jackals, coyotes, and domestic dogs are relatives. 
WORKSHOP 15 
 
TOPIC: COMPARATIVES. 
TIME: WEEK: _ 201_ HOURS: 
 
EXPRESSIVE PURPOSE 
That I develop reading comprehension by understanding the use of the 
superlatives. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Represento, en forma gráfica, la información que encuentro en textos que 
comparan y contrastan objetos, animales y personas. 
 
 
 
 
 
 
Complete the following survey:REVIEW: SUPERLATIVES 
 
There are two types of superlative: relative and absolute. 
 
The relative superlative describes a noun within the context of some larger group. 
 Felipe is the smartest boy in his group 
 
 
In English, the relative superlative is formed by using the word "most" or the ending "-
est.". : 
If the one-syllable adjective ends with a single consonant with a vowel before it, 
double the consonant and add –est for the superlative form 
 Douglas is the tallest of the school 
If the two-syllable adjectives ends with –y, change the y to i and add –est for the 
comparative form. 
 Sophie is the happiest girl of her family 
 
 
For adjectives two-syllable adjectives, or with three syllables or more, you form the 
superlative with most 
 The 8th grade is the most enthusiastic group 
The absolute superlative does not describe the noun in the context of a larger 
group. The absolute superlative for adjectives has three possible forms: 
The house is very big 
The ring is extremely expensive. 
This experience is indescribably wonderful 
 
 
 
 
 
 
 
Read and underline the superlatives 
 
 
 
Extreme Sports 
 
While use of the term "extreme sport" has been extremely spread far and wide to 
describe a multitude of different activities, exactly which sports are considered 
'extreme' is debatable. There are however several characteristics common to most 
extreme sports. While not the exclusive domain of youth, extreme sports tend to 
have a younger-than-average target demographic. Extreme sports are rarely 
sanctioned by schools. Extreme sports tend to be more solitary than traditional 
sports. In addition, beginning extreme athletes tend to work on their craft without 
the guidance of a coach (though some may hire a coach later). 
 
 
Activities categorized by media as extreme sports differ from traditional sports due 
to the higher number of inherently uncontrollable variables. Athletes in these 
activities compete not only against other athletes, but also against environmental 
obstacles and challenges. These environmental variables are frequently weather 
and terrain related, including strongest wind, the most freezing snow, the deepest 
waters and highest mountains. Because these natural phenomena cannot be 
controlled, they inevitably affect the outcome of the given activity or event. 
 
 
In a traditional sporting event, athletes compete against each other under 
controlled circumstances. While it is possible to create a controlled sporting event 
such as X Games, there are often variables that cannot be held constant for all 
athletes. Examples include snow conditions for snowboarders, rock and ice quality 
for climbers, and wave height and shape for surfers. 
Whilst traditional sporting judgment criteria may be adopted when assessing 
performance (distance, time, score, et cetera), extreme sports performers are often 
evaluated on more subjective and aesthetic criteria. This results in a tendency to 
reject unified judging methods, with different sports employing their own ideals and 
indeed having the ability to evolve their assessment standards with new trends or 
developments in the most exciting sports. 
 
 
1. Use the superlatives in new sentences 
 
a. The most extreme activities 
b. The strongest obstacles 
c. The most freezing winds 
d. The deepest lakes 
e. The highest building 
f. The most exciting experiences. 
 
 
 
 
 
 
The most exciting sports 
 
Bungee Jumping 
This is one of the most popular extreme sports the world over. Bungee jumping is 
an activity which involves jumping from a tall structure, wherein the person is tied 
to a large elastic chord. It is maybe one of the most dangerous sports having into 
account that the nervous system can be affected. What happens is when the 
person jumps, the cord which is tied stretches and the jumper flies upwards again 
and the cord snaps back. This leads the jumper to oscillate up and down till the 
energy is dissipated. The idea is to jump from the tallest height in order to feel the 
strongest emotion. 
 
 
 
Road races 
Track bicycles are used for track cycling in Velodromes , while cyclo-cross races 
are held on the most rugged outdoor terrain, which is performed on the most 
dangerous road, smoothest grass, and densest mud. Riders in cyclocross must 
get off their bikes at certain intervals and hop over highest barriers. Time trial 
races, another form of road racing require a rider to ride against the clock. Time 
trials can be performed as a team or as a single rider. Bikes are changed for time 
trial races, using aero bars. In the last decade, mountain bike racing has also 
reached international popularity and is even an Olympic sport and one of the most 
famous around the world 
 
 
 
2. Make a list of the superlatives you found in the text: 
 
 
 
 
 
 
 3. Use the superlatives in new sentences 
 
 
 
 
 
 
 
 
 
4. In your opinion, what is the most exciting sport? 
 
The extreme Sports 
The sport carries to an extreme and it is associated to the risks of a specific 
physical activity, it is possible to determine that certain sports had had from their 
beginnings certain danger that bears its practices. 
But nowadays the biggest wheels and strongest motors bring an a new 
generation of sports: the adventure racing adventure careers, the motocross in 
prepared circuit, land yachting career of racing cars with wheels and it veils in 
beach sands and plains, mountain bike mountain cycling, speed bike mountain 
cycling on snows, street luge descent in hills of urban streets and highways, 
powerboat racing careers, ice yachting career of vehicles with kitchen knives and it 
veils in ice lakes 
The most wonderful glaciers have popularized a series of alternatives 
transforming to these fields into a true show of masses, decorated with the 
strongest music and the most energetic drinks. Snowboarding is the queen of 
snow, with an impressive retinue of enthusiasts to "crack chart", the snowshoe 
descents in rackets of snow, the speed ski descents way alpine ski, free and 
vertical steep ski descents of glaciers, they are well sports that refresh the highest 
mountains of snow, it is necessary to think if people's massive invasions alters the 
natural life and the essence of the sport somehow. 
 
 
 
 
The most turbulent waters, the widest rivers and the sea have their 
followers, the rafting descents for waters of turbulent rivers, the kayak and their 
incursion for different types of water, the Surf the traditional chart sport in the most 
dangerous marine waves. 
(Taken and modified from http://www.altiplanoextreme.com/adventure/cruces.htm) 
 
 
1. Write the superlatives you found in the text: 
 
 
 
 
 
2. Use the superlatives in new sentences 
 
 
 
 
 
3. What is your opinion about extreme sports? 
http://www.altiplanoextreme.com/adventure/cruces.htm)
 
 
TOPIC: COMPARATIVES. 
WORKSHOP 16 
TIME: WEEK: _ 201_ HOURS: 
 
 
 
EXPRESSIVE PURPOSE 
That I develop reading comprehension by understanding comparative of 
equality and similarity. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Represento, en forma gráfica, la información que encuentro en textos que 
comparan y contrastan objetos, animales y personas. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Comparatives of equality 
 
We use as + adjective + as to say that two things are equal in some way. 
When comparing with as .. as, the adjective does not change. 
 The new house is as big as your house 
 The dog is as smart as the cat 
 
 
We use not as to say that two things are not equal in some way. 
 Mary is not as tall as me. 
 That book is not as long as your book. 
 
 
Comparatives of similarity 
 
To say that people, things or actions are similar in a way, we can use as and 
like. Adverbs such as too, also and as well can also be used. 
 Charles looks just like his brother. 
 He fought like a lion. 
 He fought as a lion does. 
 The papers were late andthe post was too. 
Structures such as so do I and neither do I can also be used. 
 She doesn’t like meat, and neither do I. 
 She likes music, and so do I. 
 
 
To say that people or things are identical in a way, we can use the same as. 
 Her eyes are just the same color as mine. 
 
 
To talk about differences we use the negative forms of these structures. 
 She doesn’t look like her mother. 
 Her eyes are not the same color as yours. 
 
 
 
 
 
 
Read and underline the sentences that indicate comparisons: 
Health Foods (http://nutritioncrashcourse.com) 
Apples vs Donuts 
 
 
What makes an apple healthier than a donut? What really is the difference 
between a food that builds health, and one that doesn't? It's an important 
distinction, since many children today consume over half their diet as highly 
processed, empty caloric foods. And not just at home, but even from junk 
food in school. 
 
 
Food Additives - 4000 and Counting 
 
Two basic things separate a health building food from a junk food. First, 
junk food suffer nutrient loss from the refining process, often wiping out 
much of the vitamin, mineral, phytonutrient and fiber content. This generally 
occurs by stripping away nutritious parts by excessive heating or exposure 
to air. 
 
 
Second, there is an onslaught of over 4000 artificial additives put in junk 
foods today, ranging from artificial sweeteners, artificial colors and 
preservatives, to chemically altered fake fats. Additives are often poorly 
tested, can have unforeseen effects, and are rarely tested in combinations. 
NutraSweet side effects alone have accounted for a huge number of 
complaints to the FDA. 
 
 
1. Rewrite the comparisons found in the reading by using comparative 
of equality and similarity (inferences) 
 
 
 
 
 
2. Now answer according to the reading: 
 
2.1 What’s the difference between apples and donuts? 
 
 
2.2 Why should we avoid junk food? 
 
 
2.3 What’s the author’s intention? 
 
 
 
1. Read and underline the sentences that indicate comparisons: 
Benefits of Organic Food 
Besides additives, many toxins can get into foods too, either from pollution 
or from unhealthy farming practices such as heavy pesticide use, or growth 
hormones and antibiotics fed to cattle. Some of these toxins are not easy to 
get rid of, and at the very least your body has to waste energy and nutrients 
trying to remove them. Organic food has gained popularity largely because 
its growers try to avoid such toxins. 
 
 
Whole Foods, Simply Nutritious 
 
Ultimately, healthy foods are simply ones that are as close as possible to 
what God intended, foods with their nutrients intact, and a minimum of 
toxins. Be wary of processed and fast foods that have mile long ingredient 
list, with names you can hardly pronounce. The best foods have no 
ingredient list. An apple is just that, an apple! The more of those foods in 
your diet, the better. 
 
 
2. Rewrite the comparisons found in the reading by using 
comparative of equality and similarity (inferences) 
 
 
 
 
 
3. Now answer according to the reading 
 
a. What’s the author’s intention? 
 
 
 
 
 
b. Do you agree with the reading? 
 
 
 
 
 
c.Whatarethecharacteristicoforganicfood? 
 
 
 
 
 
4. Write some comparative sentences about organic food: 
 
 
 
1. Compare each food by using similarity and equality comparatives 
 
 
TOPIC: COMPARATIVES. 
WORKSHOP 17 
TIME: WEEK: 201_ HOURS: 
 
EXPRESSIVE PURPOSE 
That I develop writing production by understanding the use of the some 
modal verbs. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Expreso mis 
opiniones, gustos y preferencias sobre temas que he trabajado en clase, utilizando 
estrategias para monitorear bien sea mi pronunciación, ortografía, coherencia, entre 
otros. 
 
 
 
 
 
 
Match the picture with the corresponding sentences: 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
1. The baby could be an excellent student 
2. The dog can skate by the streets 
3. The student will be able to get a job 
4. May we play Tennis as well as this tennis player does? 
 
 
 
 
 
 
Modal verbs do not follow the pattern of normal verbs. 
We use the modal verbs according to the intention we have, for example, there are 
a group of modal verbs to indicate possibility, request or permission: 
 
 Can/Could 
 Be able to 
 May/might 
 
 
We can express our ideas in English (ability or possibility) 
Can I ask you something? (Permission) 
Can you help me? (Request) 
 
 
Could I go to your house tonight? (Permission) 
Could you explain me? (Request) 
They could be more careful (suggestion) 
I could have a big house (possibility) 
 
 
We will be able to speak in English (ability) 
May I go to the bathroom? 
 
 
 
What are the possibilities they have? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
1. By using modals of ability or possibility write sentences to express some 
ideas about the pictures: 
 _ 
 _ 
 
 _ 
 _ 
 _ 
 
 
 
 
 
 
2. Complete the text by using the modal verbs: Can, could, be able to, might, 
may 
Most of the children, who have been stimulated since their earliest years, develop 
incredible abilities. These children are acquire special 
characteristics which make them different from others. But there are other cases of 
extraordinary artists who have discovered their talents in their teenage, 
 they develop the same abilities as stimulated babies? 
 
 
 all the stimulated babies become artist or scientist? There are 
some possibilities that stimulated babies develop some 
abilities easily, but it is not necessary that all of them can be successful people in 
the areas where there were stimulated. In conclusion we ask a 
question: parents stimulate their babies? Yes, they 
 , but taking into account that their babies abilities just depend on 
their own likes. 
 
 
3. According to the reading what are the suggestions you could give to their 
parents? Use modal verbs: 
 
 
 
 
 
What are the possibilities they have? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
1. Using the modal verbs express some ideas about the pictures: 
 
 
 
 
 
 
 
 
 
2. Complete the sentences with modal verbs: 
 
a. The students --------- win the prize 
b. --------- I tell you something? 
c. I -------- speak English 
d. They --------- make a better job 
 
 
 
 
 
 
 
Answer according to your opinion: 
 
1. What can you do to develop your abilities? 
 _ 
 _ 
 _ 
 _ 
 
 
2. What could your parents do to help you in your academic process? 
 _ 
 _ 
 
 _ 
 
 
3. What can you do to learn English? 
 _ 
 _ 
 
 _ 
4. What are you able to do to improve your language proficiency? 
 _ 
 _ 
 _ 
 _ 
 
 
 
 
 
 
According to the pictures write sentences in order to express possibility, 
permission or a request 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
a. 
b. 
 _ 
c. 
 _ 
d. 
 _ 
WORKSHOP 18 
 
TOPIC: Modal verbs. 
TIME: WEEK: _ 201_ HOURS: 
 
EXPRESSIVE PURPOSE 
That I can give advice by understanding the use of some modal verbs. 
 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Represento, en forma gráfica, la información que encuentro en textos 
que comparan y contrastan objetos, animales y personas. 
 
 
 
 
 
Read, reflect and discuss with your group 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
We use Must to express necessity, obligation or prohibition 
 
 She must arrive early 
 They must do the homework 
 
We use Shall with I and We to offer, to express suggestion or to ask what to do 
 Shall I help you? 
 Shall we practice sports? 
 
 
Should is used to say what’s right or correct, to express recommendations or to 
talk about uncertain predictions 
 
 They should talk about their problems 
 We should read more about that topic 
 Number of students should increase next year. 
 
 
Other way to say what’s right or correct is using ought to 
 
 We ought to take care of our environment 
 Governments oughtto spent more money in educational projects 
 
1. Read and underline the modal verbs 
Lyrics I should go by Levi kreis 
 
 
 
 
 
Isn't it familiar? 
 
In such a long time 
 
 
 
 
just the thing I 
 
 
 
 
 
on inside 
 
 
 
 
 
Before my will gets any weaker 
Longer than they should 
 
 
meaning 
 
 
 
 
 
 
 
 
composure 
how 
clothes 
Is pure and unaffected 
know so well the 
 
the noble path 
 
The intentions that I have 
 
Chorus 2. Answer some questions 
I don't mean to leave you with a trivial 
excuse(Piano lead-in) 
And when you call tomorrow, I'll know 
what to doHere we are 
ChorusHaven’t had someone to talk to 
Here we areAnd it's strange 
Isn't it familiarAll we have in common 
Haven't had someone to talk toAnd your company was 
 
In such a long timeneeded tonight 
And it's strangeSomehow I feel I should apologize 
All we have in commonCuz I'm just a little shaken 
And your company was just the thing IBy what's going 
 
needed tonight 
Somehow I feel I should apologizeChorus: 
Cuz I'm just a little shaken 
By what's going on insideI should go 
ChorusAnd my eyes begin to linger 
It's so hardI should go 
Keeping my composureBefore I lose my sense of reason 
And pretend I don't see howAnd this hour holds more 
 
Your body curves beneath yourThan it ever could 
clothesI should go 
And your laughI should go 
Is pure and unaffectedBaby, I should go 
It frightens me to know so well the 
place I shouldn't goIt's so hard 
I know I gotta take the noble pathKeeping my 
 
Cuz I don't want you to questionAnd pretend I don't see 
The intentions that I haveYour body curves beneath your 
ChorusAnd your laugh 
I don't mean to leave you with a trivialIt frightens me to 
 
excuseplace I shouldn't go 
And when you call tomorrow, I'll knowI know I gotta take 
what to doCuz I don't want you to question 
Chorus 
 
a. What is the function of the modal verbs in this song? 
b. What is the topic of the song? What do you think about this situation? 
c. What is your advice to this situation? Use modal verbs 
 
 
 
 
1. Listen and fill the gaps with the correct word 
 
 
 
You are beautiful by Christina Aguilera 
 
Spoken 
(Don't look at me) 
 
 
Every day is so 
And suddenly, it's to 
breathe 
Now and then, I get insecure 
From all the fame, I'm so 
 
 
I am no matter what they 
say 
Words can't bring me down 
I am in every single way 
Yes, words can't bring me down 
So don't you bring me down 
 __ 
 
 
To all your you're delirious 
So consumed in all your doom 
Trying hard to fill the 
The piece is gone and the puzzle 
undone 
That's the it is 
 
 
You are no matter what 
they say 
Words won't bring you down 
You are in every single way 
Yes, words won't bring you down 
Don't you bring me down ... 
 
 
No matter what we do 
(no matter what we do) 
No matter what they say 
(no matter what they say) 
When the sun is shining through 
Then the clouds won't stay 
 
 
And we go 
(everywhere we go) 
The sun won't _ shine 
(sun won't always shine) 
But will find a way 
All the other times 
 
 
We are no matter 
what they say 
Yes, words won't bring us down 
We are no matter what 
they say 
Yes, words can't bring us down 
Don't you bring me down 
 
 
Don't you bring me down today 
Don't you bring me down today.- 
 
2. Now let’s rewrite some of the ideas of the song by using modal verbs: 
 
 
 
 
 
3. Discuss with the group about the song’s message by using modal 
verbs (let students express their opinions in an oral way according to 
their level) 
 
 
4. It’s time to reflect: Answer the questions using modal verbs: 
a. Should I pay attention to all people’s comments around me? 
b. Should we be like other people want us to be? 
c. Must we express all our opinions about other people’s lives? 
d. Must we think about other before expressing our opinions? 
 
 
 
According to the pictures write an advice to each image using modal verbs: 
WORKSHOP 19 
 
TOPIC: Modal verbs. 
TIME: WEEK: _ 201_ HOURS: 
 
EXPRESSIVE PURPOSE 
That I can express permission by understanding the use of some modal 
verbs. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Represento, en forma gráfica, la información que encuentro en textos que 
comparan y contrastan objetos, animales y personas. 
 
 
 
 
 
 
 
1. What do you think is the message of the picture? 
2. What’s your advice to take care of our planet? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Will is used to: make instant decisions 
 
 I can’t spend more time, so I will return 
 I will visit the doctor next week 
 
Would is used to ask for permission, to request make arrangements or Invitations 
 Would you mind waiting a moment? 
 Would you explain again please? 
 Would you like to go to the concert? 
 
 
Have to is used to express obligation or express certainty that something is true 
 She has to work tomorrow 
 We have to study to get our goals 
 
 
Need is used to give advice or to express obligation 
 You need to study a lot to pass the exams 
 They need to visit the doctor 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
1. Look at Andrew’s schedule and identify obligations (use colors) 
SaturdayTimeMondayTuesday 
Wednesday Thursday Friday 
MorningGo to the Go to the Go to theGo to the Go to the 
schoolschoolschoolschoolschool 
 
 
Sunday 
Go to the 
church 
 
 
Go to the 
swimming 
pool 
 
Afternoon DoDoDo 
homework homework homework 
DoDoRelax 
homework homework 
Relax 
 
Take care 
of baby 
brother 
Visit the 
doctor 
Meeting 
with 
classmates 
Play 
tennis 
Go to the 
museum 
 
Evening Go to the Go to the Go to the Take Go to the VisitStay at 
 Gym gym gym English movie grandparents home 
 class 
 
Night Watch TV Take the Take the Take the Take the Take the pills Take the 
 pills pills doctor pills pills doctor sentpills 
 doctor sent me doctor doctor medoctor 
 sent me sent me sent me sent me 
 
 
2. Rewrite the Andrew’s activities using the following modal verbs: 
have, would or will 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
1. Identify Louis’s obligations: 
 
Time Monday Tuesday Wednesday Thursday Friday Saturday Sunday 
Morning Work Work WorkWork Work 
 
Afternoon Make a 
project 
Go to the 
library 
Meeting 
with 
classmates 
Go to theMeetingTake 
supermarket with thepiano’s 
director of class 
the 
project 
 
 
Evening Go to the Go to the Go to the Go to the Go the Share with 
 university university university university university friends 
 
Night DoDoDo 
homework homework homework 
Do 
homework 
Go to the 
cinema 
 
 
 
 
2. Rewrite his obligations by using modal verbs: 
 
a. 
b. 
c. 
d. 
e. 
f. 
 
 
3. Rewrite his other activities using the negative form of modal verbs: 
 
 
a. 
b. 
c. 
d. 
e. 
f. 
 
 
 
 
 
Ask a partner about his or her obligations and complete the following chart 
 
 
 
Time 
Morning 
Monday Tuesday Wednesday Thursday Friday Saturday Sunday 
 
 
 
 
 
 
 
 
Afternoon 
 
 
 
 
 
 
 
 
 
 
Evening 
 
 
 
 
 
 
 
 
 
Night 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Write sentences about his or her obligations using modal verbs: 
WORKSHOP 20 
 
TOPIC: Expressing cause and effect. 
TIME: WEEK: _ 201_ HOURS: 
 
EXPRESSIVE PURPOSE 
That I develop reading comprehension and writing production by 
understanding the function and the meaning of because, due to, however, 
but, and, certainly 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Expreso mis opiniones, gustos y preferencias sobre temas que he trabajado 
en clase, utilizando estrategias para monitorear bien sea mi pronunciación, 
ortografía, coherencia, entre otros. 
 
 
 
 
 
 
 
 
 
What is her problem? What is causing it? What could be the 
consequences? 
Write short phrases giving an answer: 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Cause and effect 
 
Different, due to, because of . . . 
 
 
The word pairs “because of” and “due to” are not interchangeable. The reason 
they arenot is that they “grew up” differently in the language. 
To be more precise, with their attendant words, “due to” and “because of” 
operate as adjectival and adverbial prepositional phrases. To understand how the 
functions of “due to” and “because of” vary, look at these sentences. 
 
 
1. His defeat was due to the lottery issue. 
 
2. He was defeated because of the lottery issue. 
 
In sentence #1, his is a possessive pronoun that modifies the noun defeat. The 
verb “was” is a linking verb. So, to create a sentence, we need a subject 
complement after the verb “was.” The adjectival prepositional phrase “due to the 
lottery issue” is that complement, linked to the subject by “was.” Thus, it modifies 
the noun defeat. 
But in sentence #2, the pronoun "he" has become the sentence's subject. The 
verb is now “was defeated.” As reconstructed, “He was defeated” could in fact be a 
complete sentence. And “due to” has nothing to modify. It's an adjective, 
remember? It can't very well modify the pronoun “he,” can it? 
 
 
In informal speech, we probably can get by with such improper usage as “His 
defeat was because of the lottery issue,” and “He was defeated due to the lottery 
issue.” But we shouldn't accept that kind of sloppiness in writing. We don't want to 
look stupid among those in the audience who know better. If we show them we 
don't care about the language, how can we expect them to believe us when we tell 
them that we care about the facts? 
 
 
Explanation taken from: http://web.ku.edu 
 
 
 
 
 
 
1. Read and identify expressions that indicate cause: 
What causes eating disorders? 
There is no simple answer, but these ideas have all been suggested as 
explanations: 
 
 
Social pressure 
Our social surroundings powerfully influence our behavior. Societies which don’t 
value thinness have fewer eating disorders. Places where thinness is valued, such 
as ballet schools, have more eating disorders. ‘Thin is beautiful’ in Western culture. 
Television, newspapers and magazines show pictures of idealised, artificially slim 
people. So, at some time or other, most of us try to diet. Some of us diet too much, 
and slip into anorexia. 
 
 
Lack of an “off” switch 
Most of us can only diet so much before our body tells us that it is time to start 
eating again. Some people with anorexia may not have this same body "switch" 
and can keep their body weight dangerously low for a long time. 
 
 
Control 
It can be very satisfying to diet. Most of us know the feeling of achievement when 
the scales tell us that we have lost a couple of pounds. It is good to feel that we 
can control ourselves in a clear, visible way. It may be that your weight is the only 
part of your life over which you feel you do have any control. 
 
 
Puberty 
Anorexia can reverse some of the physical changes of becoming an adult – pubic 
and facial hair in men, breasts and menstrual periods in women. This may help to 
put off the demands of getting older, particularly sexual ones. 
 
 
It will continue… 
 
 
2. Rewrite the phrases that indicate cause in the text using due to , 
because or because of… 
 
 _ 
 _ 
 _ 
http://web.ku.edu/
 
 
 
 
 
1. Read and identify expressions that indicate cause: 
Other causes of the eating disorders 
Family 
Eating is an important part of our lives with other people. Accepting food gives 
pleasure and refusing it will often upsets someone. This is particularly true within 
families. Saying “no” to food may be the only way you can express your feelings, or 
have any say in family affairs. 
 
 
Depression 
Most of us have eaten for comfort when we have been upset, or even just bored. 
People with bulimia are often depressed, and it may be that binges start off as a 
way of coping with feelings of unhappiness. Unfortunately, vomiting and using 
laxatives can leave you feeling just as bad. 
 
 
Low self-esteem 
People with anorexia and bulimia often don’t think much of themselves, and 
compare themselves unfavorably to other people. Losing weight can be a way of 
trying to get a sense of respect and self-worth. 
 
 
Emotional distress 
We all react differently when bad things happen, or when our lives change. 
Anorexia and bulimia have been related to: 
 
 
life difficulties 
sexual abuse 
physical illness 
upsetting events - a death or the break-up of a relationship 
important events - marriage or leaving home. 
 
 
The vicious circle 
An eating disorder can continue even when the original stress or reason for it has 
passed. Once your stomach has shrunk, it can feel uncomfortable and frightening 
to eat. 
 
 
Physical causes 
Some doctors think that there may be a physical cause that we don't yet 
understand. 
 
 
 
3. Let’s use “because” and “due to” to express the causes we found: 
 
 
 
 
 
1. Why did it happen? Write sentences using “because” and “due to” 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
2. Why do you have to take care of your body in a healthy way? use 
“because” and “due to” to express your ideas. 
WORKSHOP 21 
 
TOPIC: Stating opinion. 
TIME: WEEK: _ 201_ HOURS: 
 
 
 
EXPRESSIVE PURPOSE 
That I develop reading comprehension and writing production by using 
different expressions to ask an opinion or to give an opinion about the animal 
world. 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Expreso mis 
opiniones, gustos y preferencias sobre temas que he trabajado en clase, 
utilizando estrategias para monitorear bien sea mi pronunciación, ortografía, 
coherencia, entre otros. 
 
 
 
 
 
 
 
What do these images represent? Do you agree with these kind of activities? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Common and useful expressions to ask for and to give opinions 
 
 
 
 
 
Stating an opinión 
 
 
 
 
 
 
 
 
 
Asking for an opinon 
 In my opinion... 
 The way I see it... 
 If you want my honest opinion.... 
� 
 According to Lisa... 
 As far as I'm concerned... 
If you ask me... 
 
 
 
 What's your idea? 
 What are your thoughts on all of this? 
 How do you feel about that? 
� 
 Do you have anything to say about this? 
 What do you think? 
 Do you agree? 
Wouldn't you say? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Read and answer by expressing your opinion 
 
1. What is the problem mentioned in the text? 
2. What is the point of view of the writer? 
 
 
Since the dawn of time, man has had various uses for animals. Until the eighteen 
hundreds, the predominant use was for food and clothing. Today, animals appear 
to exist for another purpose: providing a form of entertainment for mankind. Using 
an animal for entertainment is not necessarily a bad thing. A problem arises when 
training practices and animal stunts cross the line between humane and inhumane 
treatment. When the line is crossed, the use of animals for man’s entertainment 
can be classified as inhumane and immoral. 
 
 
Organized religion has long been the keeper of human morality. With verses in 
Genesis saying that God has given mankind power over everything and other 
theological doctrines indicating that man is the protector species and should 
defend weaker creatures, religion empowers man over animals as it dictates 
protective behavior toward those animals. Theology instructs man to never lose 
sight of the fact that the same Holy Spirit that breathed life into mankind breathed 
life into animals. Man’s dominion over animals was not given by God for their 
torture, but as a moral trust. (Linzey, 907-908). 
 
 
What is the topic of the text? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Animals mistreated 
Read and answer by expressing your opinion 
1. What is the problem mentioned in the text? Underline. 
2. What is the point of view of the writer? Circle 
 
Animals are used in many ways to entertain humans, but what these practices 
often translate into is abuse and exploitation under the guise of amusement. While 
well-intentioned adults patronize these industries by visiting and/or bringingtheir 
children to circuses, rodeos, zoos and aquaria, behind the scenes many of the 
animals involved are trained and/or confined in insufferable manners. Their rights 
are drastically compromised and they are forced to behave in completely unnatural 
ways out of fear. As an example countless circus and rodeo animals are shackled, 
live in tiny and filthy/disease-laden living spaces, and receive limited veterinary 
care. They are also routinely chained, whipped, beaten, subjects of electric 
prodding as well as food deprivation, and forced to entertain while ill. Unfortunately 
these industries are not subject to oversight from regulatory bodies, and much of 
this mistreatment occurs during training and away from the public eye. As such, 
many patrons are either unaware of this everyday mistreatment or dismissively 
ignore the fact that these animals are constant subjects of cruelty and greed. 
 
 
 
Taken from: http://www.coalitionforanimals.org/entertainment.htm 
 
1. How do you feel about that? 
 
 
 
 
 
 
 
 
2. Do you agree? 
http://www.coalitionforanimals.org/entertainment.htm
 
 
 
 
1. Look for information about mistreated animals used for entertainment 
and write the cases you found. (at least four different examples) 
 
 
a. 
 
 
b. 
 
 
c. 
 
 
d. 
 
 
2. Share with a classmate the information you found about mistreated 
animals and ask his or her opinion 
 
 
Questions: 
 
a. 
 
 
b. 
 
 
c. 
 
 
d. 
WORKSHOP 22 
 
TOPIC: Agreement expressions. 
 
TIME: WEEK: _ 201_ HOURS: 
EXPRESSIVE PURPOSE 
That I develop reading comprehension and chart interpretation by using 
agreement expressions. 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Represento, 
en forma gráfica, la información que encuentro en textos que comparan y 
contrastan objetos, animales y personas. 
 
 
 
 
 
 
Do you agree? Write a short sentence explaining the meaning of this phrase: 
 
 
 
 
 
 
 
Life preservation 
is a must for all of 
us. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Common and useful expressions of agreement 
 
 I agree with you. 
 I think you're right. 
 I totally agree. 
 I couldn't agree with you more. 
 So do I. 
 Exactly! 
 That's exactly the way I feel. 
 You're right, up to a point. 
 Up to a point I agree with you, 
but... 
I agree with you 100 percent. 
That's so true. 
 That's for sure. 
� 
� 
 (slang) Tell me about it! 
 You're absolutely right. 
 Absolutely. 
 I'm afraid I agree with … 
 I have to side with …. on this 
one. 
No doubt about it. 
 (agreewithnegative 
 statement) Me neither. 
(weak) I suppose so./I guess 
 so. 
You have a point there. 
I was just going to say that. 
� 
� 
 
 
 
 
1. Read and analyze the graphic 
 
 
10 Billion, 27 Million, and 19,000: 
Every year, 10 billion domesticated land animals are slaughtered for food in the 
United States — 27 million each day and 19,000 every minute. 
 
 
50 Billion and 1,680: 
Worldwide, the yearly slaughter count is more than 50 billion. Every second, 1,680 
animals are killed for food. Most farmed animals are killed when they are barely 
adolescents or even younger, such as the "broiler" chickens raised for meat who 
are slaughtered at only 6–7 weeks old. 
 
 
250 Million Chicks: 
The U.S. egg industry suffocates, gases, or grinds up alive 250 million male chicks 
each year; they are not profitable because they will never produce eggs and are 
not bred to grow at an unnatural speed like broiler chickens. 
 
 
Animals Used as Food graphic 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
2. According to the graphic and the information answer the following 
questions: 
 
 
a. What kind of animals are used commonly as food? 
 
 
 
 
 
 
b. What is the eggs’ risk? 
 
 
 
 
 
c. Do you agree with this use of the animals? State your opinion. 
 
 
 
 
 
1. Read and analyze the graphic 
Animal Testing 
25 to 100 Million Animals: 
More than 25 million vertebrate animals are used in testing in the United States 
each year — including monkeys, chimpanzees, beagles and other dogs, cats, 
rabbits, mice, birds, farm animals, and still other sentient beings. After the 
experiments conclude, essentially all of the animals who have survived the 
research are killed. When invertebrate animals are considered, the estimated 
number rises to as high as 100 million. 
 
 
50 Drugs: 
Despite all this suffering in the name of determining safety for humans, as of 2002, 
more than 50 drugs tested on animals and approved by the FDA as safe had been 
taken off the market or relabeled because they had caused serious illnesses and 
death in humans. The FDA itself estimated in 2006 that 92 percent of drugs that 
pass animal testing fail in human clinical trials. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
3. According to the graphic and the information answer the following 
questions: 
 
 
a. What animals are commonly used in experiments? 
 _ 
 _ 
 
 
 
 
b. Why do you believe these animals are most used? 
 _ 
 _ 
 
 
 
Read and analyze the next information 
Fur 
350,000 Baby Seals: 
In 2006 more than 350,000 baby seals were killed, mostly by clubbing, in the 
annual Canadian seal hunt; 98 percent of the slaughtered harp seals were less 
than 3 months old. Forty-two percent of the seals in a 2001 study by veterinarians 
were found to be skinned while alive and conscious. 
 
 
30 Million: 
More than 30 million mink, foxes, chinchillas, and other animals are killed on fur 
farms each year, by such methods as electrocution and poisoning. Neither fur 
farms nor the methods by which trapped animals can be killed are regulated by any 
U.S. laws. 
 
 
2 Million Dogs and Cats: 
Some fur trims and clothes labeled as fake or as from another animal are actually 
made from dog and cat fur exported by China, where the more than 2 million dogs 
and cats per year killed for fur suffer unspeakable cruelties, including sometimes 
the documented horror of being skinned alive. 
 
 
1. With this information make a graphic or a comparative chart in order to 
explain the situation of some animals nowadays 
WORKSHOP 23 
 
TOPIC: Disagreement expressions. 
TIME: WEEK: _ 201_ HOURS: 
 
EXPRESSIVE PURPOSE 
That I express our opinions about the endangered species by using 
disagreement expressions. 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Expreso mis opiniones, gustos y preferencias sobre temas que he trabajado en clase, 
utilizando estrategias para monitorear bien sea mi pronunciación, ortografía, 
coherencia, entre otros. 
 
 
 
 
 
 
 
These animals are in danger of extinction. Future generations won’t know 
them. What can we do to protect them? Write sentences about this. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Common and useful expressions of disagreement 
 
 I don't agree with you. 
 I'm afraid I disagree. 
 I'm afraid I can't agree with you. 
 I don't share your opinion. 
 I don't agree at all. 
 I totally disagree. 
 I don't think so. 
 (strong) No way. 
 I beg to differ. 
 (strong) I'd say the exact opposite. 
 Not necessarily. 
That's not always true. 
 That's not always the case. 
 No, I'm not so sure about that. 
� 
 
 
 
 
1. Read the following information about endangered species. Underline 
the expressions that show agreement, disagreement or opinion. 
 
 
Causes of Endangerment according to Lauren Kurpis: Habitat Destruction, 
Introduction of Exotic Species, Overexploitation and More Factors 
 
 
“There are many reasons why a particular species may become endangered. 
Although these factors can be analyzed and grouped, there are many causes that 
appear repeatedly. Below are several factors leading to endangerment:” 
 
 
Habitat Destruction 
 
Our planet is continually changing, causing habitats to be altered and modified. 
Natural changes tend to occur at a gradual pace, usually causing only a slight 
impact on individual species. However, when changes occur at a fast pace,there is 
little or no time for individual species to react and adjust to new circumstances. 
This can create disastrous results, and for this reason, rapid habitat loss is the 
primary cause of species endangerment. The strongest forces in rapid habitat loss 
are human beings. Nearly every region of the earth has been affected by human 
activity, particularly during this past century. The loss of microbes in soils that 
formerly supported tropical forests, the extinction of fish and various aquatic 
species in polluted habitats, and changes in global climate brought about by the 
release of greenhouse gases are all results of human activity. 
 
 
 
It can be difficult for an individual to recognize the effects that humans have had on 
specific species. It is hard to identify or predict human effects on individual species 
and habitats, especially during a human lifetime. But it is quite apparent that 
human activity has greatly contributed to species endangerment. For example, 
although tropical forests may look as though they are lush, they are actually highly 
susceptible to destruction. This is because the soils in which they grow are lacking 
in nutrients. It may take Centuries to re-grow a forest that was cut down by humans 
or destroyed by fire, and many of the world's severely threatened animals and 
plants live in these forests. If the current rate of forest loss continues, huge 
quantities of plant and animal species will disappear. 
 
 
 
It will continue… 
 
 
1. Why does the author say that human activity is the cause of the habitat 
destruction? Give and support your opinion. 
 _ 
 
 _ 
 _ 
 _ 
 
 _ 
 _ 
 _ 
 
 
 
 
1. Read the following information about endangered species. Underline 
the phrases that express reason: 
 
 
Introduction of Exotic Species 
 
Native species are those plants and animals that are part of a specific geographic 
area, and have ordinarily been a part of that particular biological landscape for a 
lengthy period of time. They are well adapted to their local environment and are 
accustomed to the presence of other native species within the same general 
habitat. Exotic species, however, are interlopers. These species are introduced into 
new environments by way of human activities, either intentionally or accidentally. 
These interlopers are viewed by the native species as foreign elements. They may 
cause no obvious problems and may eventual be considered as natural as any 
native species in the habitat. However, exotic species may also seriously disrupt 
delicate ecological balances and may produce a plethora of unintended yet harmful 
consequences. 
 
 
 
The worst of these unintended yet harmful consequences arise when introduced 
exotic species put native species in jeopardy by preying on them. This can alter the 
natural habitat and can cause a greater competition for food. Species have been 
biologically introduced to environments all over the world, and the most destructive 
effects have occurred on islands. Introduced insects, rats, pigs, cats, and other 
foreign species have actually caused the endangerment and extinction of hundreds 
of species during the past five centuries. Exotic species are certainly a factor 
leading to endangerment. 
 
 
It will continue… 
 
 
1. What is the second cause of endangerment the author mentions in 
the text? 
 
 
 
1. Read the following information about endangered species. Underline 
the words that express reason: 
 
 
Overexploitation 
 
A species that faces overexploitation is one that may become severely endangered 
or even extinct due to the rate in which the species is being used. Unrestricted 
whaling during the 20th century is an example of overexploitation, and the whaling 
industry brought many species of whales to extremely low population sizes. When 
several whale species were nearly extinct, a number of nations (including the 
United States) agreed to abide by an international moratorium on whaling. Due to 
this moratorium, some whale species, such as the grey whale, have made 
remarkable comebacks, while others remain threatened or endangered. 
 
 
Due to the trade in animal parts, many species continue to suffer high rates of 
exploitation. Even today, there are demands for items such as rhino horns and 
tiger bones in several areas of Asia. It is here that there exists a strong market for 
traditional medicines made from these animal parts. 
 
 
More Factors 
 
Disease, pollution, and limited distribution are more factors that threaten various 
plant and animal species. If a species does not have the natural genetic protection 
against particular pathogens, an introduced disease can have severe effects on 
that specie. For example, rabies and canine distemper viruses are presently 
destroying carnivore populations in East Africa. Domestic animals often transmit 
the diseases that affect wild populations, demonstrating again how human 
activities lie at the root of most causes of endangerment. Pollution has seriously 
affected multiple terrestrial and aquatic species, and limited distributions are 
frequently a consequence of other threats; populations confined to few small areas 
due to of habitat loss, for example, may be disastrously affected by random factors. 
 
 
 
2.What are the reasons mentioned in the text? 
WORKSHOP 24 
 
TOPIC: Expressing disagreement. 
TIME: WEEK: _ 201_ HOURS: 
 
EXPRESSIVE PURPOSE 
That I argue when talk about endangered species by using interruptions 
and argument’s expressions. 
 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Expreso mis 
opiniones, gustos y preferencias sobre temas que he trabajado en clase, utilizando 
estrategias para monitorear bien sea mi pronunciación, ortografía, coherencia, 
entre otros 
 
 
 
 
 
 
Do you agree or disagree? Support your opinion: 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Common and useful expressions of disagreement 
 
 
 
 
 
 
 
Interruptions 
 
 
 
 
 
 
 
 
Settling an 
argument 
 Can I add something here? 
 Is it okay if I jump in for a second? 
 If I might add something... 
� 
 Can I throw my two cents in? 
 Sorry to interrupt, but... 
(after accidentally interrupting someone) Sorry, go 
ahead. OR Sorry, you were saying... 
(after being interrupted) You didn't let me finish. 
� 
 
 
 Let's just move on, shall we? 
 Let's drop it. 
 I think we're going to have to agree to disagree. 
� 
(sarcastic) Whatever you say./If you say so. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Let’s discuss about this situation. 
 
 
 
Answer the questions according to Usejust 
the imageargument 
one Nowlet’suse 
opposite arguments 
(Useexpressof 
interruptions) 
 
 
a. What do youthink about 
smoking people? 
 
 
 
b. Do you believe industrial 
enterprises are the most 
perjudicialfactorinthe 
contamination’s problem? 
 
 
 
c. Do you consider necessary to 
create some strategies to 
reduce the pollution of the 
cars? 
 
 
 
d. Do you think we can prevent 
natural disasters? 
 
 
 
 
 
 
 
 
1. Let’s discuss about this situation. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Usejust 
Answer the questions according argument 
to the image 
 
 
a. What do you think about 
garbage in the streets? 
one Nowlet’s 
opposite 
arguments 
use 
 
 
 
 
 
 
 
 
 
 
 
b. Do you believe that the 
river’s contamination is our 
responsibility? 
 
 
 
 
 
 
 
 
 
 
c. Is it possible to recover the 
rivers? How? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
2. Exchange your answers with your classmates (oral). 
 
 
 
 
 
 
Do we avoid using transportation? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
1. Answer the question according to the image. Give three arguments in for 
and three arguments against. 
 
 
Arguments for Arguments against 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
2. Discuss with your partners about this questions by showing your opposite 
arguments. Use interruption and argumentexpressions. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
SUBJECT: ENGLISH 
PERIOD: THIRD 
GRADE: 8Th 
School: 
Teacher: 
Grade: 
 
 
Time: Hours: 
ENGLISH 
 
 
REFERENTES LEGALES: 
El Ministerio de Educación Nacional, particularmente en la Ley General de Educación, que establece 
como uno de sus fines “El estudio y la comprensión crítica de la cultura nacional y de la diversidad étnica 
y cultural del país, como fundamento de la unidad nacional y de su identidad”. En la misma ley se fijan 
como objetivos de la Educación Básica y Media “La adquisición de elementos de conversación y de 
lectura al menos en una lengua extranjera” y “La comprensión y capacidad de expresarse en una lengua 
 
 
 
PURPOSES 
AFFECTIVE: That we feel satisfied with our academic level to produce and 
understand in English as a second language talking about plans and experiences. 
COGNITIVE: That we understand how to express plans and experiences in 
present tense and future tense . 
EXPRESSIVE: That we express plans and activities in an oral or written way. 
 
 
EVALUACIÓN: INDICADORES DE DESEMPEÑO 
 Explico y justifico brevemente mis planes futuros y/o acciones pasadas en 
conversaciones o en mis escritos. 
 
 
 Organizo mis ideas, en escritos cortos o en producciones orales, haciendo 
uso de los tiempos gramaticales trabajados en el periodo 
 
ENSEÑANZAS (COMPETENCIAS Y HABILIDADES) 
Competencia Pragmática� To organize short stories or descriptions. 
y Lingüística: 
 Making inferences. 
Competencia Pragmática 
y Sociolingüística: 
 Describing or telling simple situations. 
 Completing conversations, interpreting 
drawings 
 
 
EJES TEMÁTICOS 
 Future plans and intentions (will, be going to, first conditional) 
 
 
 Present perfect (time expressions, past participle of regular and irregular 
verbs, use of ever, yet, already). 
 
 
 
Didáctica comprehensiva 
DIDÁCTICAS 
Los estudiantes colocan a prueba sus habilidades para leer comprehensivamente 
y para realizar inferencias directas. Con esta didáctica se potencia la operación 
intelectual decodificar. 
Didáctica interrogativa 
Los estudiantes potencian sus capacidades de comprehender las preguntas y de 
expresar respuestas cada vez con mayor profundidad y sentido. También se 
potencian varias operaciones intelectuales tales como: interpretar, comprehender, 
relacionar. 
Didáctica expresiva 
Los estudiantes tienen la oportunidad de desplegar su creatividad expresando el 
significado de la proposición a través de diferentes lenguajes y disfrutando 
plenamente del aprehendizaje. Con esta didáctica se potencia la operación 
intelectual codificar. 
DIAGNOSTIC TEST 
 
1. Read and complete with the correct form: have - has 
 
a. I danced that song 
b. You visited the museum 
c. She traveled around the world 
d. He eaten a big hamburger 
e. It caused a problem 
f. We written in English 
g. They spoken in English 
 
 
2. Read and underline the sentence which refer to perfect tense 
 
 
 
 
Thinking about my scholar process… 
 
 
 
 
 
When I think about my leaning process, I feel I have spent more time there, 
than in my own house. I have shared many moments with classmates and 
teachers; they have taught me a lot. I have learnt about academic subjects, 
but also I have learnt about personal growth. I have always surpassed the 
obstacles. My family has been my motivation and my friends have been my 
inspiration. 
 
 
3. According to the pictures make some plans for the future 
 
 
TOPIC: REVIEW 
WORKSHOP 25 
TIME: WEEK 201 HOURS: 
 
EXPRESSIVE PURPOSE 
That I apply all what I have learnt from the second period. 
 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Organizo mis ideas, en escritos cortos o en producciones orales, haciendo 
uso de los tiempos gramaticales trabajados en el periodo. 
 
 
 
 
 
 
 
REVIEW 
 
Reading and writing tips 
 
 
 
 
To read 
 
 
 
 
1. Choose material at the right level 
2. Take time to do a good job 
3. Don’t distract yourself (Stay on task) 
5. Don’t translate but use a dictionary 
6. Don’t expect to understand everything (use the context, make inference) 
7. Take notes and ask yourself some questions 
8. Read it again 
 
 
 
 
 
To write: 
 
 
 
 
1. Take into account cultural differences and Rhetorical Style (Read 
examples) 
2. Don’t translate! 
3. Time Management (remember writing in a second language will take 
more time than in your first language) 
4. Plan before you write 
5. Pay attention to grammar and vocabulary (Put away your grammar 
book and dictionary) 
6. Seek out transition and linking words 
7. Ask for feedback 
8. Edit your mistakes 
9. Keep a list of mistakes you have made 
10. And the most important don’t stress too much about grammar and 
vocabulary, and focus instead on communication, the most important 
reason we write. 
 
 
 
 
 
Sources: 
Vanderbilt University (www.vanderbilt.edu/writing) 
Ignatius Graham in Languages, May 13, 2008 
http://www.vanderbilt.edu/writing)
What is the topic of the song? What message does it give us? 
Let’s sing 
Earth song by Michael Jackon 
 
 
 
What about sunrise 
What about rain 
What about all the things 
That you said we were to gain.. . 
What about killing fields 
Is there a time 
What about all the things 
That you said was yours and mine... 
Did you ever stop to notice 
All the blood we've shed before 
Did you ever stop to notice 
The crying Earth the weeping shores? 
 
 
Aaaaaaaaaah Aaaaaaaaaah 
What have we done to the world 
Look what we've done 
What about all the peace 
That you pledge your only son... 
What about flowering fields 
Is there a time 
What about all the dreams 
That you said was yours and mine... 
Did you ever stop to notice 
All the children dead from war 
Did you ever stop to notice 
The crying Earth the weeping shores 
 
 
Aaaaaaaaaaah Aaaaaaaaaaah 
I used to dream 
I used to glance beyond the stars 
Now I don't know where we are 
Although I know we've drifted far 
 
 
Aaaaaaaaaaah Aaaaaaaaaaaah 
Aaaaaaaaaaah Aaaaaaaaaaaah 
 
 
Hey, what about yesterday 
(What about us) 
What about the seas 
(What about us) 
The heavens are falling down 
(What about us) 
I can't even breathe 
(What about us) 
What about the bleeding Earth 
(What about us) 
Can't we feel its wounds 
(What about us) 
What about nature's worth 
(ooo,ooo) 
It's our planet's womb 
(What about us) 
What about animals 
(What about it) 
We've turned kingdoms to dust 
(What about us) 
What about elephants 
(What about us) 
Have we lost their trust 
(What about us) 
What about crying whales 
(What about us) 
We're ravaging the seas 
(What about us) 
What about forest trails 
(ooo, ooo) 
Burnt despite our pleas 
(What about us) 
What about the holy land 
(What about it) 
Torn apart by creed 
(What about us) 
What about the common man 
(What about us) 
Can't we set him free 
(What about us) 
What about children dying 
(What about us) 
Can't you hear them cry 
(What about us) 
Where did we go wrong 
(ooo, ooo) 
Someone tell me why 
(What about us) 
What about babies 
(What about it) 
What about the days 
(What about us) 
What about all their joy 
(What about us) 
What about the man 
(What about us) 
What about the crying man 
(What about us) 
What about Abraham 
(What was us) 
What about death again 
(ooo, ooo) 
Do we give a damn 
 
 
Reading 
Natural sources 
Humans use Earth's natural resources is making the air, oceans, groundwater, 
freshwater streams and soils more acidic and posing sustainability problems. 
 
 
The mining and burning of coal and metal ores as well as the use of nitrogen 
fertilizer are the major generators of acidity on the Earth's surface because they 
increase carbon dioxide in the atmosphere, reported scientists from the U.S. 
Geological Survey and the University of Virginia. 
 
 
"We believe that this study is the first attempt to assess all of the major human 
activities that are making Earth more acidic," said U scientist Karen Rice, who led 
the study that's available online in thejournal of Applied Geochemistry. 
 
 
What is the topic of the text? 
What are the causes of the problem? 
 
 
 
 
 
 
 
 
 
 
 
 
 
Reading 
 
Let’s continue… 
 
Previous research has linked increased acidity in oceans to damage to their food 
webs and increased acidity in soils to problems in crop growth. A study this week 
by the European Commission reported that global carbon dioxide emissions, the 
main cause of global warming, has increased to 45% since 1990. 
 
 
The USGS study says there have been efforts to reduce mining's impact through 
regulations and changes in how the minerals are mined and used in some 
countries. Yet it says other regions are expanding their use of these resources and 
causing greater acidification. 
 
 
"The low pH levels of streams in coal regions of the eastern United States were a 
major environmental concern 50 years ago," University of Virginia geochemist 
Janet Herman said in announcing the findings. "Changes in mining practices as 
well as shifting location of production brought about improvements in water quality 
in Appalachia. In contrast, exploitation of coal has grown in China where the same 
environmental protections are not in place." 
 
 
Teacher asks some questions about the reading. 
 
 
 
 
1. Write a paragraph related with this image and with the title: 
 
 
The planet is in our 
hands, let’s take care of 
it. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
. 
WORKSHOP 26 
 
TOPIC: WILL-WON’T 
TIME: WEEK 201 HOURS: 
 
 
EXPRESSIVE PURPOSE 
That I make plans in English by using “will and won’t”. 
 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Explico y justifico brevemente mis planes futuros y/o acciones 
pasadas en conversaciones o en mis escritos. 
 
 
 
 
 
 
Discuss the following question with the group: How do you imagine the 
future? Write short sentences: 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Use of will Future 
 a spontaneous decision 
Example: Wait, I will help you. 
 an opinion, hope, uncertainty or assumption regarding the future 
 
Example: He will probably come back tomorrow. 
 
 a promise 
 
Example: I will not watch TV tonight. 
 
 an action in the future that cannot be influenced 
Example: It will rain tomorrow. 
Future Will in affirmative 
I will 
You will 
He will 
She will 
It will 
They will 
We will 
Future Will Interrogative 
Will I? 
Will you? 
Will he? 
Will she? 
Will It? 
Will they? 
Will we? 
Future Will Negative 
I won’t 
You won’t 
He won’t 
She won’t 
It won’t 
They won’t 
We won’t 
 
 
 
 
 
 
 
 
 
Read and identify “will” and “won’t” . Underline the sentences. 
 
Future predictions from teenagers new generation 8th grade 
 
 
Scientists say that maintaining a sense of identity and stability trough time is not 
easy. But we should take them into account if we want to keep our humanity. But 
how about the future inventions? What changes will come? Here are some of the 
possible things we will have in the future: 
 
 
Interactive Tv 
 
 
 
 
 
 
 
 
 
 
 
 
As technologies merge, we will have “living Tv” sound and vision. We will 
have a living room without “black boxes” or television. These large flat, 
displays will be able to show multiple images at any size and in any position. 
And you will control the sound and light to optimize your room. 
 
 
 
Animal translator 
 
You won’t have any more problems with your dog because 
you will be able to know what he means when he barks. If 
you want to understand him, a two-battery animal translator 
is your solution. You can fasten it to the dog’s leash and 
turn it up or down. 
 
 
 
Flying shoes 
 
Do you sometimes arrive late to school? Don’t worry. You 
won’t have those problems any longer. A Japanese 
company is manufacturing flying shoes. They will be in 
different sizes, colors and styles, and you can fly one meter 
off the floor! If you wear these shoes, you will be on time 
everywhere. 
 
 
 
 
 
 
 
 Using the word bank describe the inventions you will find in the future. 
 
 
 
adjectives 
Modern 
Big 
Fast 
comfortable 
Luxury 
Expensive 
Wonderful 
Word bank 
Verbs 
Have 
Be 
Change 
Contain 
Look like 
Become 
Include 
 
 
 
 
 
 
 
Write short sentences making predictions about your future: 
WORKSHOP 27 
 
TOPIC: GOING TO 
TIME: WEEK 201 HOURS: 
 
EXPRESSIVE PURPOSE 
That I make plans in English by using “going to”. 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Explico 
y justifico brevemente mis planes futuros y/o acciones pasadas en 
conversaciones o en mis escritos. 
 
 
 
 
 
 
What are they going to do next? Complete the dialogues 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Going to 
 
Going to is not a tense. It is a special expression that talks about the future. 
Structure of Going to 
Subject + be + going + infinitive 
 
Going to be affirmative 
form 
I am going to… 
You are going to… 
He is going to… 
She is going to… 
It is going to… 
They are going to… 
We are going to… 
Going to be Interrogative 
form 
Am I going to…? 
Are you going to…? 
Is he going to…? 
Is she going to…? 
Is It going to…? 
Are they going to…? 
Are we going to…? 
Going to be Negative form 
 
 
I am not going to… 
You are not going to… 
He is not going to… 
She is not going to… 
It is not going to… 
They are not going to… 
We are not going to… 
 
 
We use going to when we have the intention to do something before we speak. We 
have already made a decision before speaking. 
 
 
Look at these examples: 
 
•Jo has won the lottery. He says he's going to buy a Porsche. 
•We're not going to paint our bedroom tomorrow. 
•When are you going to go on holiday? 
 
 
In these examples, we had an intention or plan before speaking. The decision was 
made before speaking. 
Going to - prediction 
 
We often use going to to make a prediction about the future. Our prediction is 
based on present evidence. We are saying what we think will happen. Here are 
some examples: 
 
 
•The sky is very black. It's going to snow. 
•It's 8.30! You're going to miss the train! 
•I crashed the company car. My boss isn't going to be very happy! 
In these examples, the present situation (black sky, the time, damaged car) gives 
us a good idea of what is going to happen. 
 
 
From: Grammar explanation: http://www.englishclub.com/grammar/verbs-m_going- 
to.htm 
 
 
 
 
 
 
Read the questions and write possible answers in affirmative and negative form. 
 
1. What are they going to do? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
_ 
 
2. What is he going to do? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
3. What is she going to do? 
http://www.englishclub.com/grammar/verbs-m_going-
 
 
 
 
 
1. Complete the table with different verbs in all the forms: 
 
 
 
Going to be in affirmative Going to be in Interrogative 
I am going to… 
 
 
You are going to… 
He is going to… 
She is going to… 
It is going to… 
 
They are going to… 
We are going to… 
Going to be in Negative 
2. Write plans or predictions using “be going to” according to the 
pictures (affirmative, negative and interrogative form). 
 
1. Let’s make an environmental project using “be going to” to express 
your plans, share the project with your classmates 
 
 
Title of the project: 
 
Objectives: 
 
 
 
 
 
Development of the project: (Write short sentences explaining your plans) 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
2. Tell us your plans for the future. Write short phrases: 
 
a. In this year: 
 _ 
 _ 
 _ 
 _ 
 _ 
 
 
b. Next year: 
 _ 
 _ 
 _ 
 
 _ 
 
 
c. After you finish eleventh grade: 
 _ 
 _ 
 
 _ 
 
 
TOPIC: FIRST CONDITIONAL. 
WORKSHOP 28 
TIME: WEEK 201 HOURS: 
 
EXPRESSIVE PURPOSE 
That I can comprehend dialogues about future possibilities (first 
conditional) 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Organizo mis 
ideas, en escritos cortos o en producciones orales, haciendo uso de los 
tiempos gramaticales trabajados en el periodo. 
 
 
 
 
 
 
Think aboutthe possibilities: Each student must complete the sentence according 
to the last condition. Follow the example: 
 
 
If I win the lottery, I will spend lot of money 
Traveling around the world, if I travel around the world,… 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 We are talking about the future. We are thinking about a particular condition 
or situation in the future, and the result of this condition. There is a real 
possibility that this condition will happen. 
 The first conditional (also called conditional type 1) is a structure used for 
 
talking about possibilities in the present or in the future. 
 
1. The structure of a first conditional sentence 
 
A first conditional sentence consists of two clauses, an "if" clause and a main 
clause: 
 
 
if clause Main clause 
 
 
 
If you study hard, you will pass the test. 
 
 
If the "if" clause comes first, a comma is usually used. If the "if" clause comes 
second, there is no need for a comma: 
 
 
main clause if clause 
You will pass the test if you study hard. 
 
 
We use different verb forms in each part of a first conditional: 
main clause if clause 
 
You will pass the test if you study hard. 
 
 
2. Using the first conditional 
 
The first conditional is used to talk about things which are possible in the present or 
the future — things which may happen: 
 
 
Example Explanation 
 
 
 
If it's sunny, we'll go to the park. Maybe it will be sunny — that's possible. 
 
 
 
Paula will be sad if Juan leaves. Maybe Juan will leave — that's possible. 
 
 
 
If you cook the supper, I'll wash the 
dishes. 
Maybe you will cook the supper — that's 
possible. 
 
We often use unless which means 'if ... not'. 
Form: 
(IF Clause) 
Means 
(Main Clause) 
If you don't hand in your I won't mark it. 
 
homework, 
 
The "future clause" can contain 'going to' 
 
 If I see him, I'm going to tell him exactly how angry I am. 
 
 If we don't get the contract, we'll have wasted a lot of time and money. 
 
 
Going to - prediction 
 
We often use going to to make a prediction about the future. Our prediction is 
based on present evidence. We are saying what we think will happen. Here are 
some examples: 
 
 
•The sky is very black. It's going to snow. 
•It's 8.30! You're going to miss the train! 
•I crashed the company car. My boss isn't going to be very happy! 
In these examples, the present situation (black sky, the time, damaged car) gives 
us a good idea of what is going to happen. 
 
 
Complete the conditions with the given clauses: 
 
1. If I travel to London, …. 
 
2. If she studies hard, ….. 
 
4. If he goes to the party tonight, …... 
 
5. If I have enough money,….. 
 
6. She will be angry, ….. 
 
7. I will see to the doctor tomorrow, …. 
 
8. If you (not) don’t do your homework, ….. 
 
 
 
 
 
 
 
 
Fill in the blank with the correct form to complete the phrases: 
 
1. If you 
 
2. We 
 
3. If you 
drinks. 
 
4. If there 
(break) 
 
5. I 
(not study), you 
(die) if we 
(look) in the fridge, you 
 
 
 
(be) no oil in the engine, the car 
 
 
 
(lend) you my umbrella if you 
(fail) the test. 
(not get) help soon! 
(find) some cold 
 
 
 
 
 
down. 
(need) it. 
6. The sea level 
hotter. 
 
7. If you 
(rise) if the planet 
 
 
 
(eat) your sandwiches now, you 
(get) 
 
(not 
 
8. You 
your 
 
9. If he 
go) 
 
have) 
 
 
 
 
 
 
 
 
on 
 
anything 
 
(be) safe in an accident if you 
 
 
 
(save) all his money, he 
 
holiday to 
 
for lunch! 
 
(wear) 
seatbelt. 
 
(be able to 
Canada. 
 
10. I 
 
(not come) with you if you 
 
(not bring) John! 
 
 
 
 
 
 
 
1. Work with a classmate to talk about some future predictions according 
to given conditions. (free topic) Write the conversation. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
2. a. Share your conversation with the group 
 
 
 
b. Pay attention to your classmates’ conversations (listen carefully 
and take notes about their predictions) 
WORKSHOP 29 
 
TOPIC: Going to. 
TIME: WEEK 201 HOURS: 
 
 
EXPRESSIVE PURPOSE 
That I can ask and answer questions about future plans using images to 
recreate stories 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Explico y justifico brevemente mis planes futuros y/o acciones pasadas en 
conversaciones o en mis escritos. 
 
 
 
 
 
 
Let’s make a plan 
 
 Split the class in two big groups. 
 Give a name to each group (for example group A and group B) and 
choose a leader for each group 
 Group A chooses one secret activity they are going to do on the 
weekend. 
Group B guesses what the activity is by asking 5 questions, for 
 example: 
 
 
Are you going to use money to do the activity? Are you going to use a 
particular place to do the activity? Are you going to use tools to do the 
activity? … 
 
 
 All students have to help asking and answering the questions but just 
leaders can speak up to ask and answer in an oral way (use the 
whiteboard if you want) 
 Leader of the Group B has just one opportunity to guess the correct 
name of the activity 
If group B guesses they win, but if they don’t guess group A wins and 
 the loser group should give the winner group a “prize” (candies) 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Questions with going to: 
 
VERB TO BE+GOING TO+VERB+ COMPLEMENT+? 
 
Examples: 
 
Are you going to learn a new language? 
Is she going to prepare her presentation? 
 
 
 
1. Read and underline the future actions in the text: 
Are you going to visit London? 
Here are some suggestions of popular places to visit and things to see in 
London. 
 
 
London is a fantastic city with a wealth of history and culture that leaves every 
visitor wanting more. Whether it’s Royal history, sport, architecture, museums and 
galleries, or just a fun-filled family trip there is something to please everyone. 
 
 
 
 
 
 
 
Explore the iconic and photogenic St. Paul’s Cathedral, a prominent fixture of 
London's skyline this architectural wonder is a fantastic sight enjoyed by many 
visitors. 
 
 
Near St Paul’s you will find the equally famous landmark of London Tower Bridge. 
Featured on many postcards this stunning structure offers great views from the 
walkway and should not be missed. 
 
 
London contains some excellent sports stadiums that host a range of international 
events. The tour of Chelsea FC offers a real behind the scenes look of a top 
football club. Explore the grounds where the internationally renowned Wimbledon 
Tennis Tournament is played or visit the spiritual home of cricket, Lord's cricket 
ground. Each of these venues are impressive buildings and offer a historic insight 
to the sport played there. 
 
 
 
 
 
 
 
 
Want something a little different to do whilst in London? The stunning botanic Kew 
Gardens contain some of the most beautiful gardens found in London and is great 
for a relaxing walk in the summer. 
 
 
You will also find some intriguing and specialist museums in London such as 
Pollock Toy Museum, The Cartoon Museum and London Transport Museum. The 
British Music Experience is a brand new interactive attraction that tells the story of 
music in the country through videos and recordings. 
 
 
Sightseeing in London can be an amazing and unforgettable experience; however, 
it can also be very expensive and stressful. 
 
 
2. Rewrite the actions you found 
a. Explore 
b. Find 
c. Walk 
 
 
3. Use the actions you found to ask questions 
a. Are you going to explore the iconic and photogenic St. Paul’s Cathedral? 
b. Are you going to find the equally famous landmark of London Tower 
Bridge? 
c. Are you going to walk in the summer? 
d. What are your plans if you go to London? 
 
 
 
 
 
 
 
Let’s plan our vacations 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
1. Read and underline the future actions in the text: 
 
Learn how to plan the perfect stress free travel. All the information you 
needed to prepare the entire family for a trip to remember. 
 
 
The first step in planning any familyvacation is deciding where and when you are 
going. It is best to decide at least six months prior to leaving. 
 
 
Once you have decided where to go, the next step is how to get there. This really 
depends on how far from home you are going and how much time off from work 
you are taking. 
 
 
If you are going a great distance and want more quality time in your vacation 
destination, you may consider flying. Although, if you enjoy the travel as much as 
the destination, driving is the best alternative. To drive takes only a couple of 
decisions more. You must route out you trip, estimate milage, and estimate 
gasoline expenses. 
 
 
Now that you know where you are going and how you are getting there, start 
making all necessary reservations. If you reserve airline tickets, rental cars, and 
hotel/motel accomodations early, they are usually cheaper. Anything you can 
reserve early-Do it! It will save you hassels later. Once you have made 
reservations, keep all the information in a handy place. 
 
 
Now you can decide how much money needs to be available for the trip and start a 
savings plan. Set aside a certain amount every month in preparation for the trip. 
 
 
Get out your luggage to decide what you need for each family member. If traveling 
by car, remember to pack a bag of activities and snacks for younger trip takers. If 
you are traveling by plane, choose what you think will really occupy your children 
as the carry-on bag will have to be smaller. 
 
 
Packing to make sure you don't forget anything is simple. Go into each room of 
your house and think about what you use on a daily basis from that room. This will 
ensure that you will not miss any common items such as a toothbrush. 
 
 
Tips from: http://www.essortment.com/travel-tips-plan-perfect-vacation- 
30523.html 
 
 
2.Write with your words the recommendations you found: 
http://www.essortment.com/travel-tips-plan-perfect-vacation-
 
 
 
 
 
3. Make sentences based on the information, summarizing the main 
ideas of the text: 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
1. Answer the following questions 
a. Are you going to visit a new place on vacation? 
 _ 
 _ 
 
 
 
b. Are you going to prepare a touristic plan for your trip? 
 
 
 
 
 
c. Is your family going to go with you? 
 
 
TOPIC:Will. 
WORKSHOP 30 
TIME: WEEK 201 HOURS: 
 
 
EXPRESSIVE PURPOSE 
That I understand text and dialogues about future actions in order to give 
significant questions. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Explico y justifico brevemente mis planes futuros y/o acciones 
pasadas en conversaciones o en mis escritos. 
 
 
 
 
 
 
 
1. Imagine you will be the next president of Colombia. Make your 
proposals. 
 
 
I will 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
2. Read to your classmates your proposals and answer their questions. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
WILL+PERSONAL PRONOUN+VERB+ COMPLEMENT+? 
The structure changes in the interrogative form: 
 
 
Examples: 
 
Will you travel to Europe? 
Will he work in other city? 
 
 
 
 
1. Read: 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
We are a city of 8 million people, give or take a few hundred thousand. But we are 
building a city for 9 million. Literally. Right now. That will be New York City’s total 
population just a couple of decades hence, and politicians, bureaucrats, 
developers, architects, and engineers are, as you read these words, figuring out 
how to fit another million people onto the collection of islands and peninsulas we 
call home. We can’t just bulldoze and slap up some towers—we’ve learned some 
lessons from the sixties—and it isn’t just half a million new homes that we need. 
Those million need offices, factories, labs to work in. They need subways, buses 
(and ferries and trams) to commute in. They need places to park and places to 
play, plus the power to light their homes. All in a city that can’t sprawl. 
 
 
 
This is Tomorrowland—a new city, a city larger than San Francisco, built on top of 
the city we know. In ten years, New York City will be transformed in ways we can 
only guess at. You will explore our best guess, based on the plans, the dreams, the 
cornerstones, and the rising steel in nine city neighborhoods. In 2022, we won’t be 
able to be so parochial anymore—one Times Square isn’t going to be enough to 
fulfill the entertainment needs of that bigger, younger, more diverse population, and 
you’ll be talking about the lights on 125th Street. Fresh Kills will be three times the 
size of Central Park. If you imagine the city as a play—every neighborhood has a 
role—a lot of understudies are finally going to be called onstage. 
 
 
 
By Alexandra Lange 
 
2. Underline the phrases that express future actions. 
 
3. Answer the following questions based on the reading. 
 
 
 
a. What is the new construction? 
 
 
 
 
b. How many years will it be take? 
 
 
 
 
c. What are the expectations? 
 
d. What will be the characteristics of the new city? 
 
 
 
 
 
 
 
 
1. Listen and Read 
 
 
Cities and towns are highly vulnerable to the impacts of climate change and 
will need to find innovative ways to adapt. Now is the time to start rethinking 
urban design and management — yet few have taken concrete action. 
 
 
In 2008, Barcelona ordered huge quantities of water delivered by tanker to serve 
its population and tourists. In 2003, the summer heat wave killed 14 800 people in 
France, 18 000 in Italy, and altogether around 52 000 across Europe. In 2002, 
photos of Dresden and other German cities under water showed the effects of 
extreme flooding along the River Elbe. 
 
 
With a changing climate, extreme events like these are predicted to occur more 
frequently. Two lines of action are needed globally to keep the future impacts of 
climate change within manageable boundaries. First, large cuts in greenhouse gas 
emissions must be made to stabilize temperature rise at below 2 °C above pre- 
industrial levels. Above this threshold, there is a risk that the impacts will be 
extremely difficult for contemporary societies to cope with. However, even if the 2 
°C target is achieved, there will still be residual impacts throughout this century. 
The second line of action therefore involves putting in place adaptive measures. 
 
 
Cities have an important role to play in both areas. They are already making 
substantial efforts to cut emissions, improve their energy efficiency and step up the 
use of renewable energy 
 
 
By The European Environment Agency 
 
3. Underline future expressions. 
 
4. Answer the following questions based on the reading. 
 
 
a. What is the situation? 
 
 
 
 
 
d. What’s the purpose of the text? 
 
 
 
 
 
e. According to the text what are the expectations? 
 
 
 
 
 
 
 
1. According to the picture, describe how cities will be in the future: 
(groups of four) 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
2. Read your description of the future to your classmates 
 
3. Take notes about their descriptions. 
WORKSHOP 31 
 
TOPIC: Cognates. 
TIME: WEEK 201 HOURS: 
 
EXPRESSIVE PURPOSE 
That I identify and learn cognates to improve reading and writing 
comprehension. 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Organizo mis ideas, en escritos cortos o en producciones orales, haciendo uso de 
los tiempos gramaticales trabajados en el periodo 
 
 
 
 
 
 
 
He looks like it but he is not … 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Have you noticed some things are not what they look like? 
Write your own reflection and share it with your classmates: 
 
 
 
 
 
 
Cognates and false cognates 
actuallyen realidad 
absolutelyCompletamente 
advertisementAnuncio 
agonyAngustia 
apologyexcusa, disculpa 
to apologizePedir disculpa 
arenaEstadio 
argumentDisputa 
to arguetener disputa 
to assistAyudar 
to attendAsistir 
bodyCuerpo 
campCampamento 
capableCapaz 
careerProfesión 
carpetAlfombra 
collegesignificadoes 
parecido a 
universidad 
to compromisellegar a un arreglo 
constipatedEstreñido 
 
 
cup 
deception 
to contest 
to discuss 
dishonest 
 
 
editor 
to embarrass 
 
 
embarrassed 
excited 
exit 
fabric 
factory 
fault 
to be familiar 
with 
grocery 
hay 
honest 
to ignore 
 
 
Taza 
Engaño 
Contender 
Conversar 
no ser honrado ni 
sincero 
Redactor 
hacer que alguien 
tiene vergüenza 
Avergonzado 
Emocionado 
Salida 
Tela 
Fabrica 
Culpa 
Conocer 
 
 
 
 
Supermercado 
Heno 
honrado, sincero 
no hacer caso 
inconsequential 
 
 
to introduce 
large 
lecture 
letter 
 
 
library 
luxury 
manners 
mark 
mayor 
to molest 
 
 
notice 
to notice 
once 
pan 
papa 
parent 
parents 
particular 
practically 
 
 
 
present 
to pretend 
punctual 
de poca 
importancia 
Presentar 
Grande 
Conferencia 
letra y carta 
Biblioteca 
 
 
 
lujo 
Modales 
Mancha 
Alcalde 
abusar 
sexualmente 
Aviso 
fijarse en 
una vez 
Sartén 
abuelo o padre 
padre o madre 
Padres 
cierto, exigente 
casi, 
efectivamente 
presente, regalo 
Fingir 
que llega a la hora 
fija 
to quit 
rapist 
reciept 
to realize 
red 
pie 
to record 
record 
relatives 
resort 
 
 
 
to rest 
to retire 
rope 
salary 
sane 
sensible 
sentence 
 
 
 
signature 
soap 
soup 
to support 
success 
to translate 
tutor 
tuna 
vase 
dejar, dejar de 
Violador 
Recibo 
darse cuenta 
rojo, colorado 
Tarta 
grabar, anotar 
Disco 
Parientes 
lugar de 
vacaciones 
Descansar 
Jubilarse 
cuerda, soga 
Sueldo 
en su juicio 
Razonable 
sentencia y frase 
(oración) 
Firma 
Jabón 
Sopa 
Apoyar 
Éxito 
Traducir 
instructor privado 
Atún 
florero, jarrón 
 
 
 
 
 
 
 
 
 
1. Read the following text and underline the cognates 
 
 
The coffee shrub, an evergreen bush which can sometimes grow to a height of 8 or 
10 meters, grows wild in the tropics – mostly in Arabia, Asia and Latin America. It is 
known that coffee plants were being cultivated in Africa in the 15th century, 
although it wasn’t until the 16th and 17th centuries that it was introduced into 
Europe. The first London coffee house was established in 1652 and coffee houses 
flourished in continental Europe later in the 17th century. The drink became 
popular in North America around 1689, and the USA is now the largest consumer, 
importing about 1,500,000 tons per year. 
 
 
 
 
A medium-strength cup of coffee contains about 30 mg of caffeine, as does tea, 
while a can of cola can contain up to 60mg. Some painkillers also contain caffeine, 
as it speeds up the action of aspirin and counteracts drowsiness. Caffeine is a 
recognized stimulant that acts on the nervous system, influencing our behavior and 
mood. 
 
 
 
1. Use the underlined words to identify the main ideas from the text. 
2. Using your inferences, give a title to the text. 
 
 
 
 
 
 
 
 
 
 
 
 
False cognates 
 
False cognates are words whose written form or pronunciation is similar in English 
and Spanish, but whose meanings are different. 
 
 
1. Look up in your dictionary the meaning of the following words. 
 
False cognate 
Exit 
Figures 
Actually 
Success 
Apply 
Attend 
Realize 
Economical 
Succeed 
Invest 
Meaning 
 
 
 
 
2. Fill in the blanks with some of the previous false cognates: 
 
a) Do you the English course regularly 
 
b) Will you him if he has a problem in the school? 
 
c) Will you for the job in Exito? 
 
d) The medicine program is a complete . The results are 
excellent. 
 
 
e) She is a very nice person . 
 
f) I would like to have an car to go to work. 
 
 
g) Do you how much money you are investing in this 
company? 
 
 
3. Write your own examples with different cognates. 
 
 
 
 
 
1. Look for an article (internet, English newspaper, magazine) and paste it here 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
2. Underline all the cognates you find in the text and classify. 
 
3. Use the underlined words to infer ideas about the text. 
 
 
 
 
 
 
 
 
 
4. Write a short summary of the article using cognates: 
 
 
 
 
 
 
 
 
 _ 
WORKSHOP 32 
 
TOPIC: PAST PARTICIPLES. PRESENT PERFECT 
TIME: WEEK 201 HOURS: 
 
EXPRESSIVE PURPOSE 
That I read and recognize the past participle of the irregular and the 
regular verbs and the present perfect structure 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Organizo mis 
ideas, en escritos cortos o en producciones orales, haciendo uso de los tiempos 
gramaticales trabajados en el periodo 
 
 
 
 
 
 
If you have made mistakes, there is always another chance for you. You may 
have a fresh start any moment you choose, for this thing we call "failure" is 
not the falling down, but the staying down. 
- Mary Pickford 
What do you think? 
 
 
 
 
 
 
 
 
 
 
PRESENT PERFECT TENSE: AFFIRMATIVE FORM 
 
Subejct 
 
I, YOU, THEY, WE 
HE, SHE, IT 
Auxiliar have 
Have 
Has 
Verb in past participle 
Eaten 
Eaten 
 
 
Present 
arise 
Simple 
arose 
PastParticiple 
arisen 
awake awoke awoken 
be was, were been 
bear bore borne 
beat beat beaten or beat 
become became become 
begin began begun 
bend bent bent 
bet bet bet 
bite bit bitten 
bleed bled bled 
blow blew blown 
break broke broken 
bring brought brought 
build built built 
burn burned or burnt burned or burnt 
burst burst burst 
buy bought bought 
catch caught caught 
choose chose chosen 
cling clung clung 
come came come 
cost cost cost 
creep crept crept 
 
 
 
 
 
 
 
cut cut cut 
deal dealt dealt 
dig dug dug 
dive dived or dove dived 
do did done 
draw drew drawn 
dream dreamed or dreamt dreamed or dreamt 
drink drank drunk 
drive drove driven 
eat ate eaten 
fall fell fallen 
feed fed fed 
feel felt felt 
fight fought fought 
find found found 
fit fit, fitted fit, fitted 
flee fled fled 
fling flung flung 
fly flew flown, 
forbid forbade or forbad forbidden or forbade 
forget forgot forgotten 
forgive forgave forgiven 
forgo forwent forgone 
freeze froze frozen 
get got gotten or got 
give gave given 
go went gone 
grind ground ground 
grow grew grown 
hang hung or hanged hung or hanged 
have had had 
hear heard heard 
hide hid hidden 
hit hit hit 
hold held held 
hurt hurt hurt 
keep kept kept 
kneel knelt or kneeled knelt or kneeled 
knit knitted or knit knitted or knit 
know knew known 
lay laid laid 
lead led led 
leap leapt or leaped leapt or leaped 
leave left left 
lend lent lent 
let let let 
lie (down) lay lain 
light lit or lighted lit or lighted 
lose lost lost 
make made made 
mean meant meant 
meet met met 
pay paid paid 
prove proved proved or proven 
put put put 
quit quit quit 
read read read 
ride rode ridden 
ring rang rung 
rise rose risen 
run ran run 
saw sawed sawed or sawn 
say said said 
see saw seen 
seek sought sought 
sell sold sold 
send sent sent 
set set set 
sew sewed sewn or sewed 
shake shook shaken 
 
shave shaved shaved or shaven 
shear sheared sheared or shorn 
shine shone or shined shone or shined 
shoot shot shot 
show showed shown or showed 
shrink shrank or shrunk shrunk or shrunken 
shut shut shut 
sing sang sung 
sink sank sunk 
sit sat sat 
slay slew slain 
sleep slept slept 
slide slid slid 
sneak sneaked or snuck sneaked or snuck 
speak spoke spoken 
speed sped sped 
spend spent spent 
spill spilled or spilt spilled or spilt 
spin spun spun 
spit spat or spit spat or spit 
split split split 
spread spread spread 
spring sprang sprung 
stand stood stood 
steal stole stolen 
stick stuck stuck 
sting stung stung 
stink stank or stunk stunk 
strew strewed strewn 
strike struck struck or stricken 
strive strove or strived striven or strived 
swear swore sworn 
sweep swept swept 
swim swam swum 
swing swung swung 
take took taken 
teach taught taught 
tear tore torn 
tell told told 
think thought thought 
thrive thrived or throve thrived or thriven 
throw threw thrown 
undergo underwent undergone 
understand understood understood 
upset upset upset 
wake woke or waked woken or waked 
wear wore worn 
weave wove woven 
weep wept wept 
win won won 
wind wound wound 
withdraw withdrewwithdrawn 
wring wrung wrung 
write wrote written 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
With your teacher you are going to write some examples in your notebook by 
using present perfect (use pictures) 
 
 
 
 
 
In groups you are going to write more 
examples by using present perfect. (in 
your notebook, bring pictures and do 
the activity) 
 
 
 
 
 
 
Let’s reflect: 
 
1. Have you thought about the blessings you have received? 
 _ 
 
 
 
 
2. Has your family been happy with all the things God has given to your family? 
 
 
 
 
 
3. Has your family received the blessing with happiness? 
 
 
 
 
 
 
Now let’s create a story using present perfect tense and verbs in past 
participle: 
WORKSHOP 33 
 
TOPIC: PAST PARTICIPLES. PRESENT PERFECT 
TIME: WEEK 201 HOURS: 
 
 
EXPRESSIVE PURPOSE 
That I write sentences according some situations in present perfect. 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Explico y justifico brevemente mis planes futuros y/o acciones pasadas en 
conversaciones o en mis escritos. 
 
 
 
 
 
 
I have planned… 
 
1. Write things you have and haven’t done in order to prepare for a future 
plan or arrangement, e.g. “I have made a reservation” and “I haven’t 
bought the ring yet” for “You are going to propose to your girlfriend”. 
This can be for real plans or made up ones. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Present perfect in affirmative form 
 
We use the Present Perfect to say that an action happened at an unspecified time 
before now. The exact time is not important. You cannot use the present Perfect 
with specific time expressions such as: yesterday, one year ago, last week, when I 
was a child, when I lived in Japan, at that moment, that day, one day, etc. We can 
use the present perfect with unspecific expressions such as: ever, never, once, 
many times, several times, before, so far, already, yet, etc. 
 
 
 
Structure: 
 
Subejct 
I, YOU, THEY, WE 
HE, SHE, IT 
Auxiliar have 
Have 
Has 
Verb in past participle 
Eaten 
Eaten 
 
1. Let’s analyze the following situation 
 
My name is Lawrence. I am 23 years old. I am Colombian but I have lived twenty 
years In the United States of America. I have spent a lot of time trying to learn 
Spanish, because although my parents and I are from Colombia, the influence of 
the English in my scholar context, in my neighbor with my friends and other 
relatives have made me develop reading, speaking, and listening skills in English 
and just listening skills in Spanish. According to my experience I can say that the 
practice of the language has determined the proficiency of the language I speak. 
Most of you could think that two hours once a week is enough to learn a second 
language, but it is not true. In my case I have spent all my life not just learning but 
practicing both languages. Now I can say that the practice has developed all the 
skills I need in order to read, write, listen (comprehend) and speak in English and 
Spanish. 
 
 
 
2. Read again and underline the sentences in perfect present 
 
3. Let’s write sentences making conclusions according to the situation: 
 
a. 
 
b. 
 
c. . 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
1. Let’s analyze the following situation 
 
I’m Jim. I have traveled around the world because I am a businessman. During my 
trips I have learnt many things about other cultures. It has helped me to understand 
the language because most of the expressions we use are related to the context 
where we are. I have understood that the way we speak has been influenced by 
cultural aspects. In English there are several idiomatic expressions related with 
cultural aspects for example: “Till your blue in the face” - If you've done something 
"till your blue in the face", it means you've done it repeatedly and have gotten no 
results. For instance, when you tell your sister or brother to stop talking on the 
phone "till your blue in the face", it means you've said it over and over, but your 
brother or sister does it anyway. What I suggest is read and know more about the 
culture to understand not just the words but also what they mean 
 
 
 
 
2. Read again and underline the sentences in perfect present 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
1. Read the comic strip 
 
From: http://abstrusegoose.com/strips/story_line.PNG 
 
2. Rewrite the comic strip by using sentences in present perfect: 
http://abstrusegoose.com/strips/story_line.PNG
WORKSHOP 34 
 
TOPIC: PAST PARTICIPLES. PRESENT PERFECT 
TIME: WEEK 201 HOURS: 
 
EXPRESSIVE PURPOSE 
That I ask and answer questions from reading about personal . 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Organizo mis ideas, en 
escritos cortos o en producciones orales, haciendo uso de los tiempos gramaticales 
trabajados en el periodo 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
What have you done this year? 
 
 
 
 
 
 
 
 
 
 
 
 
 
Present perfect in interrogative and negative form 
 
 
Remember that we use the Present Perfect to say that an action happened at an 
unspecified time before now. 
 
 
Structure for the negative sentences: 
 
Subejct 
 
 
I, YOU, THEY, WE 
HE, SHE, IT 
Auxiliar 
have 
Have 
Has 
Not 
 
 
Not 
Not 
Verb in past participle 
 
 
Eaten 
Eaten 
 
Structure for the interrogative sentences: 
 
 
Auxiliar have 
Have 
Has 
Subejct 
I, YOU, THEY, WE 
HE, SHE, IT 
Verb in past participle 
Eaten? 
Eaten? 
 
 
 
1. Read about Benjamin Franklin 
 
Benjamin Franklin 
 
Benjamin Franklin was born in Boston on January 17, 
1706. He was the tenth son of soap maker, Josiah 
Franklin. Benjamin's mother was Abiah Folger, the 
second wife of Josiah. In all, Josiah would father 17 
children. 
 
 
Josiah intended for Benjamin to enter into the clergy. 
However, Josiah could only afford to send his son to 
school for one year and clergymen needed years of 
schooling. But, as young Benjamin loved to read he had 
him apprenticed to his brother James, who was a printer. After helping James 
compose pamphlets and set type which was grueling work, 12-year-old Benjamin 
would sell their products in the streets. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
2. With the information you have answer the following questions: 
 
a. Has Benjamin lived in Europe? 
 
 
b. Has Benjamin moved to London? 
 _ 
 
 
c. In 1970 has Franklin participated in the treaty of Peace with Great 
Britain? 
 _ 
 
 
d. Has Benjamin been elected president in 1769? 
 _ 
 
 
3. Discuss with your group other important thing Benjamin Franklin has 
done 
 
1. Read about Martin Luther King 
Martin Luther King Jr Biography 
 
 
 
"Free at last, free at last. Thank God Almighty, we are free 
at last" 
-Dr 
 
 
Birth 
Death 
Known for 
 
 
 
 
 
Quote 
 
 
 
 
Did You Know 
January 15, 1929. Atlanta, Georgia, USA 
 
April 4, 1968. Memphis, Tennessee, USA (assassination by 
gunshot) 
Leading the civil rights movement in the United States 
Advocating nonviolent protest against segregation and racial 
discrimination 
 
'I have a dream that my four little children will one day live in a 
nation where they will not be judged by the color of their skin 
but by the content of their character.' August, 1963, in a 
speech to civil rights supporters at the March on Washington. 
 
King's nonviolent doctrine was strongly influenced by the 
teachings of Indian leader Mohandas Gandhi. 
 
In 1964, King became the first black American to be honored 
as Time magazine's Man of the Year. 
 
King's efforts were not limited to securing civil rights; he also 
spoke out against poverty and the Vietnam War. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
2. With the information you have answer the following questions: 
 
a. Has Martin been a blond man? 
 
 
b. Has Martin used the violence to express his opinions? 
 
 
c. Has Martin lived in Africa? 
 
 
d. What has done Martin since 1953 until 1964? 
 _ 
 
 
 
 
1. Now makeyour own story timeline 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
2. Work in pairs to share with your partner the information you have in 
your timeline. Each student asks and answers the following questions 
 
 
YOU: 
 
a. Where have you lived during the first years of your childhood? 
 
 
b. What important activities have you done in your school? 
 _ 
 
 
c. Have you participated in special projects? 
 
 
YOUR PARTNER: 
 
 
 
a. Where has she or he lived during the first years of his or her 
childhood? 
 _ 
 
 
b. What important activities has she or he done in the school? 
 
 
c. Has she or he participated in special projects? 
 _ 
 
 
3. Make a list with other activities your partner has done and you have 
not done 
 
 _ 
 _ 
 _ 
 
 
 
4. Ask more questions to your partner and write his or her complete 
biography using perfect present. 
 
 
5. Present the biography to the group (be creative). 
WORKSHOP 35 
 
TOPIC: PAST PARTICIPLES. PRESENT PERFECT 
TIME: WEEK 201 HOURS: 
 
EXPRESSIVE PURPOSE 
That I write letters with according to the information I read or I listen. 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Organizo mis ideas, en escritos cortos o en producciones orales, haciendo 
uso de los tiempos gramaticales trabajados en el periodo. 
 
 
 
 
 
 
 
Match the sentences with the pictures. Write the correct numbers in the boxes. 
 
1. She has ironed her clothes. . 
2. The baby has kissed a frog. 
3. He has woken up. . 
4. He has seen a butterfly 
5. She has received a bouquet of 
flowers. 
6. He has gone to the seaside 
7. He has fallen asleep. 
8. Shehasdecoratedher 
Christmas tree 
9. She has gotten married. 
10. He has taken the dog for a 
walk. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Use the following time expressions with the Present Perfect: 
 for (with a period of time) 
 since (with an exact point in time) 
 this week – month – year (during a specific period of time) 
 already (sooner than expected in affirmative or interrogative sentences) 
 
 
 yet (the speaker is expecting something to happen negative sentences and 
questions) 
 before (Previous to in time) 
 never (at no time) 
 recently (at a time immediately before the present) 
 at last (ultimately) 
 ever (at any time) 
 just (only a moment ago) 
 lately (not long ago) 
 
I have received a letter! 
1.Read the letter 
2. Underline time expressions and present perfect structures: 
 
 
506 Country Lane 
North Baysville, CA 53286 
July 16, 2011 
 
 
Dear Steven, 
Hope you are well. 
I'm writing to you because you have been my best friend 
since I started my studies here in USA. In this moment I 
need your help. 
 
 
My life has changed lately. I miss my family and my 
friends. The university has never been a big obstacle, but 
in this moment I feel I can’t continue. I have already 
thought return to Colombia. But my family has just paid 
the next semester. So I have at last decided to stay here 
this year. Now I have to deal , that I feel lonely 
 
 
Take care, 
Valeria 
3. Let’s imagine you are Steven. Write a letter to Valeria (use time 
expressions) 
 
 
July 18, 2011 
 
 
Dear Valeria, 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Take care, 
Steven 
 
 
 
1. Write a letter using the verbs of the word bank, time expressions and 
present perfect structures: 
 
 
Word bank 
 
Visit – find – ask – tell – call – wait - write 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
2. Read the letter you have written to your partner and listen his or her 
letter . 
 
 
3. Write a letter in order to answer the letter your partner has shared with 
you. 
 
1. Listen to your teacher and complete the phrases with the time expression 
you hear: 
 
a. I have moved to this city 
b. You have seen something like this in your life 
c. She has visited many schools 
d. He has started his classes the last week 
e. They have participated in that contest 
f. We have not asked them 
 
 
2. Listen to your teacher and complete with the correct form of the verb: 
 
a. Susan has a letter 
b. Michael and Hilary have in English 
c. I have this topic 
d. You have the car 
e. Have you sea food? 
f. Has she the same opportunities? 
 
 
 
3. Read the following information about Stephanie: 
 
Stephanie is a student who has had some problems lately in her school 
because she has broken some rules. Her parents have already spoken with 
her several times, but Stephanie doesn’t pay attention. 
 
 
4. Write a letter to Stephanie according to the information you read. 
WORKSHOP 36 
 
TOPIC: PAST PARTICIPLES. PRESENT PERFECT 
TIME: WEEK 201 HOURS: 
 
EXPRESSIVE PURPOSE 
That I apply all what I have learnt in this third period showing my 
advances in reading comprehension and written production. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Organizo mis ideas, en escritos cortos o en producciones orales, haciendo uso 
de los tiempos gramaticales trabajados en el periodo. 
 
 
 
 
 
 
 
 
 What has happened? (Write a short summary, organizing the events in the 
correct order) 
 What will happen next? (Given an ending to the story) 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
REVIEW 
 
Verb tenses 
 
In English, there are three basic tenses: present, past, and future. Each has a 
perfect form, indicating completed action; each has a progressive form, indicating 
ongoing action; and each has a perfect progressive form, indicating ongoing action 
that will be completed at some definite time. 
 
 
In this specific case let’s remember what we have learn during this third period 
FUTUREPERFECT PRESENT 
WillBe going toaffirmative NegativeInterrogative 
I will buy a house I am going to buy Ihave Ihaven’t Haveyou 
a houseboughta boughta boughta 
househousehouse? 
He will buy a He is going to buy Hehas Hehasn’t Hashe 
housea houseboughta boughta boughta 
househousehouse? 
 
 
 
 
 
 
 
 
 
1. Read the next story. Underline the main events: 
Jerry Decided To Buy a Gun 
Jerry Baldwin was 30 years old. He was the manager of a pizza restaurant. He 
lived in an apartment about one mile north of the restaurant. He walked to and from 
work. When it was raining, he took the bus. 
 
 
Jerry loved gangster movies. When a new one came out, he would go to the 
theater and watch the new movie three or four times. Then, when it went to video, 
Jerry would buy the video at Barney’s Video Store. Jerry had a home collection of 
over 1,000 gangster videos. Old ones, new ones, color, black and white, English, 
Spanish, Japanese--he loved them all. He could tell you the name of the movie, the 
director, the stars, and the plot. Did you say you liked “Pulp Fiction”? Well, Jerry 
would rattle off all the details of that movie. 
And then he would invite you to his place to 
watch it some time. He was a nice guy. 
 
 
 
Jerry finally decided that he would like to own 
a gun, just like the gangsters. So he saved 
his money for a couple of years. Then he 
went to a gun store and bought a used .38 caliber revolver for $300. While there, 
he also bought a couple of boxes of ammunition. The following Saturday morning, 
he went to the gun club to practice with his new revolver. He was in the club for 
only 10 minutes when he accidentally dropped his pistol. The gun went off, and the 
bullet went into Jerry’s right knee. 
 
 
Jerry now walks with a limp and a cane, just like some gangsters. 
 
2. Answer the following questions 
 
a. What has happened to Jerry? Why? 
 
 _ 
 
b. What has been the consequence of his decision? 
 _ 
 
 
c. Do you believe the television and the movies have influenced Jerry’s 
decision? Why? 
 _ 
 _ 
d. What will happen next? 
 
 
 
 
 
 
 
 
 
 
 
Read the next story 
 
He Goes to War to Save His Baby 
 
Roland was a carpenter in Virginia. He and Sheila had three kids—two boys and 
baby Jessica. The baby had been in and out of the hospital for the last year 
because of infectionsand other problems. She was very weak and sick. The 
doctors were not confident that she would live another year. 
 
 
Taking care of Jessica was expensive. The family was deep in debt. Roland, an 
independent subcontractor, had medical insurance, but he had very high 
deductibles. 
 
 
Things were bad. Roland saw no light at the end of this tunnel. Then he saw an 
advertisement in the newspaper: “Security guards/contract workers wanted. 
$100,000 a year. First $80,000 tax free. $20,000 bonus for extending contract an 
extra year.” He called the number. The line was busy, but he kept calling and finally 
got through. He was worried that the jobs were all taken, but they told him plenty of 
jobs were still available. They said they would give him two weeks of training in 
Texas. Then they would fly him to Iraq for his assignment. 
 
 
Roland told Sheila he had to take this job. He knew it was dangerous; he might get 
injured or killed, but the money was too good. Plus, the family would have full 
medical benefits, which would enable the baby to get the care she needed. Roland 
said if he survived the first year, he would probably sign up for the bonus and a 
second year. 
 
 
Sheila was worried. She asked, “What if you get killed? What are we going to do 
without you?” 
 
 
“You can’t think like that, honey,” he said. “You’ve got to think positive. Think about 
how well off we’ll be in two or three years after I bring back all that money. This is 
the best thing I could do for this family.” 
 
 
Sheila hugged him and sobbed. “I don’t want you to go.” 
Roland flew to Houston five days later 
 
 
(Stories taken from: http://www.rong-chang.com) 
 
2. Let’s ask some questions to discuss about the reading. (work with the 
teacher) 
 
 
a. 
 ? 
b. 
 ? 
c. 
 ? 
d. 
 ? 
 
 
 
 
1. Look and create your own Simpson’s story using present perfect and 
simple past. Write the storyline and the dialogues below. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
It’s time to share your story with your partners! 
CYBERGRAFIA / BIBLIOGRAFIA 
 
 
 
TEXTO: 
 
VANEGAS, TORRES Norma Sofía. Teenagers 8 student book. Editorial 
Greenwich ELT. 
LIZARRALDE, RAMÍREZ y otros. Windows 1. Editorial Norma. 1996. 
NAYLOR, Hellen y MURPHY, Raymond. English grammar in use 
elementary : supplementary exercises. Cambridge University Press, 1996. 
 
 
SASLOW, Joan y ASCHER, Allen. Top notch 1. Editorial Pearson Longman. 
2006. 
 
 
 
 
HTTP: 
 
http://www.englishexercises.org/exercise.asp?id=6424 
www.vanda51pro.com/.../DESCRIBING-PEOPLE 
http://www.englishtime.com/ 
www.esllab.com 
 
 
http://www.imagenesydibujosparaimprimir.com 
http://es.scribd.com/doc/62014833/Present-Continuous-4 
http://esl.about.com/od/teachinggrammar/a/Lesson-Plan-Integrating-Passive- 
Voice_2.htm 
 
 
http://busyteacher.org/6749-phrasal-verbs-worksheet.html 
 
http://www.englisch-hilfen.de/en/exercises/tenses/past_perfect_simple_past.htm 
http://www.englishexercises.org/exercise.asp?id=6424
http://www.vanda51pro.com/.../DESCRIBING-PEOPLE
http://www.englishtime.com/
http://www.esllab.com/
http://www.imagenesydibujosparaimprimir.com/
http://es.scribd.com/doc/62014833/Present-Continuous-4
http://esl.about.com/od/teachinggrammar/a/Lesson-Plan-Integrating-Passive-
http://busyteacher.org/6749-phrasal-verbs-worksheet.html
http://www.englisch-hilfen.de/en/exercises/tenses/past_perfect_simple_past.htm
	SUBJECT: ENGLISH PERIOD: FIRST
	What’s the difference?
	Let’s warm up with
	Do we avoid using transportation?
	SUBJECT: ENGLISH PERIOD: THIRD
	The planet is in our hands, let’s take care of it.