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SCHOOL YEAR: 
 
 
 
 
SUBJECT: ENGLISH GRADE: 10Th 
 
 
First period 
2 
 
 
 
 
 
School: Grade: ENGLISH 
Teacher: Time: Hours: 
 
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 show interest in activities related to different verbal tenses. 
 
COGNITIVE: That we identify different verbal tenses. 
 
EXPRESSIVE: That we produce creatively our own texts by using the grammatical tools 
(suffixes, verbs, adjectives, basic tenses, etc) 
Showing improvement in written skills. 
 
EVALUACIÓN: INDICADORES DE DESEMPEÑO 
• Analizo textos descriptivos, narrativos y argumentativos con el fin de comprender las ideas 
principales y específicas. En los diferentes tiempos verbales. 
 
• Escribo textos, argumentativos, expositivos, a través de los cuales explico mis preferencias, 
decisiones o actuaciones. En los diferentes tiempos verbales 
 
 
• Estructuro mis textos teniendo en cuenta elementos formales del lenguaje como la puntuación, la 
ortografía, la sintaxis, la coherencia y la cohesión. 
ENSEÑANZAS (COMPETENCIAS Y HABILIDADES) 
Competencia Lingüística Competencia Pragmática 
Habilidades: Habilidades: 
Inferir Transferir 
Interpretar Organizar Escribir 
Competencia Sociolingüística 
Habilidades: 
Preguntar y responder significativamente 
EJES TEMÁTICOS 
• Review simple verbal tenses 
• Review of Past and Present Perfect Tense. 
• Suffixes: Using suffixes to form related words. 
• Reading and writing strategies. 
DIDÁCTICAS 
1. Anticonstructivista: Los estudiantes participan dando ejemplos de hechos que 
ejemplifican la temática propuesta. 
2. Interrogativa: Los estudiantes potencian sus capacidades de comprehender las 
preguntas y de expresar respuestas cada vez con mayor profundidad y sentido. 
3. Expresiva: Los estudiantes tienen la oportunidad de desplegar su creatividad 
expresándose a través de diferentes lenguajes y disfrutando plenamente del 
aprendizaje. 
3 
 
 
 
 
 
 
 
 
Topic: Review simple verbal tenses, pre 
 
 
 
DIAGNOSTIC TEST 
Read the following situations and answer with the appropriate verbal tense: 
 
1. Paul and Carol ran into each other in the park. 
While they’re talking, Carol asks him where he 
is going this summer. Paul says: 
a. I am thinking to go to Germany. 
b. I am thinking of going to Germany. 
c. I am thinking to going to Germany. 
d. I am thinking of go to Germany 
 
3. Carol is doing research on the book Moby 
Dick. She asks her literature teacher about 
the author of this book. The teacher answers: 
a. Moby Dick was writing by Herman Melville. 
b. Moby Dick was write by Herman Melville. 
c. Moby Dick was wrote by Herman Melville. 
d. Moby Dick was written by Herman Melville. 
 
5. Carol bought these Christmas gift from her 
mother. 
 
 
 
 
 
 
 
 
 
According to the picture, these gifts are made of; 
a. Nylon. 
b. Leather. 
c. Cloth. 
d. Clay. 
2. Peter’s room smelled like cigarettes yesterday. 
a. In the room somebody had been smoking. 
b. Smoking had been somebody in the room. 
c. Somebody had been smoking in the room. 
d. In the room smoking had been somebody. 
 
 
 
4. Tom is talking about his dreams. 
a. If I had money enough, I would buy a car. 
b. If I had money enough, I would bought a car. 
c. If I had money enough, I would buying a car. 
d. If I had money enough, I would buyed a car. 
 
 
 
 
6. Vincent is at a clothing store trying a suit on 
because he is going to a wedding tonight. 
 
 
 
a. Cannot wear his new suit. 
b. If I had money enough, I would bought a car. 
c. If I had money enough, I would buying a car. 
d. If I had money enough, I would buyed a car. 
 
Reading Comprehension 
Answer the questions according to the text: 
How was Halloween born? 
Halloween is a very old festival. In ancient times, it was celebrated by the Celts in an area which today 
includes the United Kingdom and Ireland. On the night of October 31
st
, considered the last day of summer 
at that time, people would put out the fires in their hearths son that the houses felt cold and the spirits 
would not want to go inside. The Celts believed that on October 31
st
, everyone who had died in the 
previous year gathered together to choose the body of a person or an animal to take over for the next 
twelve months. So, the Celts dressed up as devils, ghosts, and witches, and marched through the towns 
making lots of noise to frighten off the spirits. Afterwards, they lit a big bonfire in the center of the town to 
light up the night. Today, Halloween is a festival celebrated by children. 
 
7. According to the reading, Halloween was 
originated with: 
a. The British people. 
b. The Irish people. 
c. The Celts. 
d. The American. 
 
8. The underline word ‘they’ refers to. 
a. devils. 
b. ghosts. 
c. witches 
d. the Celts. 
 
9. The underline word ‘gathered’ can be 
replaced by 
a. met. 
b. came. 
c. arrived. 
d. got. 
10. The main idea of the text is. 
a. devils. 
b. ghosts. 
c. witches 
d. the Celts. 
sent and past perfect. 
4 
 
 
 
 
ACTIVITY 1 
WARM UP! ENJOY THE STORY!!! 
 
 
 
 
 
 
Once upon a time there was a prince who wants to marry a princess; but she would have to be a 
real princess. He traveled all over the world to find one, but nowhere he could get what he 
wanted. There are enough princesses, but it was difficult to find out whether there were real 
ones. There was always something about them that was not as it should be. So he came home 
again and was sad, because he would have liked very much to have a real princess. 
 
That evening a terrible storm came on; there was thunder and lightning, and the rain pour down 
in torrents. Suddenly a knocking was heard at the city gate, and the old king went to opened. It 
was a princess standing out there in front of the gate. But, good gracious! What a sight the rain 
and the wind had made her look. The water ran down on her hair and clothes; it ran down into 
the toes of her shoes and out again at the heels. And yet she said that she was a real princess. 
 
 
 
1. Act out the story with the students. Teacher –narrator- 
2. Ask what kind of verbal tenses there are in the story. 
3. Read the story carefully and ask the students to write as much kwon vocabulary they 
can. 
5 
 
 
 
 
EXPRESSIVE: That I produce creatively their own texts by using the grammatical tools 
(suffixes, verbs, adjectives, basic tenses, etc) 
Showing improvement in written skills. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
 
Escribo textos, argumentativos, expositivos, a través de los cuales explico mis 
preferencias, decisiones o actuaciones. En los diferentes tiempos verbales 
 
 
 
 
E X P L A N A T I O N O F T H E T O P I C 
 
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. Here is a list of examples of these tenses and their definitions: 
 
 
Simple Forms 
 
Progressive Forms 
 
Perfect Forms 
 
Perfect Progressive Forms 
 
Present 
 
take/s 
 
am/is/are taking 
 
have/has taken 
 
have/has been taking 
Past took was/were taking had taken had been taking 
 
Future 
 
will/shall take 
 
will be taking 
 
will have taken 
 
will have been takingSuffixes: A suffix is a group of letters added after a word or base. 
 
S11fflxe•1 
 
SUFFIXES MEANING 
 
•f11l: graceful 
 
•le••: powerless 
 
•lv1 absolutely 
 
-v1 lazy 
 
ER = doer 
ABLE = able 
OUS = full of 
NESS = state of being 
FUL = full of 
LV = Like 
MENT = state of. 
6 
 
 
 
 
 
1. Fill the blanks with the correct form of the verb in brackets. Use the Simple Past or past 
continuous: look the example: 
./ Example: *yesterday evening I_ (work) hard till late because I _(have) a 
difficult task to do. 
./ *yesterday evening I worked hard till late because I had a difficult task to do. 
 
 
a) We (go) down to the road at 100 km/h when the wheel (fall) off. 
b) She nearly (have) a heart attack when she (see) the lion. 
c) My mother (get) dress when she (fill) a pain in her chest. 
d) I (see) Carol at the party. She (wear) a beautiful dress. 
e) (you/watch) T.V when I (arrive)? 
 
 
2. Complete the text using the correct tense of the verb in parenthesis. 
 
Sandra worked for a telecommunications company. She _ _(start) in telemarketing; 
then became the IT manager assistant. She _ (be) responsible for all 
the costumers services within the company in terms of needs. 
In 2002 she _ __(get married) and _(go) with her husband to 
Canada to do a Post Graduate Diploma in IT. 
She (come) back last year and now _ (work) only part time at a 
multinational Company. She (spend) the rest of the day with her twins. In the 
future she (find) her own company where she will offer a variety of computerized 
services. 
 
3. Use only one of the three suffixes to create a new word, use your dictionary to verify the existence 
of such of words. Look the examples: 
 
 
Ful> Playful, Meaningful. Ly> Badly, Generally 
 
New Word Meaning 
 
1. (noise) y / ly / ary _ 
 
2. (happy) less / ness / ful _ _ 
 
3. (walk) est / ed / ly _ 
 
4. (music) sion / cian / tion _ 
 
5. (beauty) ful / est / ly _ _ _ 
 
6. (substract) sion / tion / cian _ 
 
7. (divide) cian / sion / tion _ 
 
8. (love) y / ary / ly _ _ _ 
 
9. (friend) y / ly / ary _ 
 
10. (comfort) able / ible / ly _ 
 COMPLETE THE EXERCISES WITH THE BOOK TEENAGERS 11 PAG. 81 # 4,5,Y 6 IN 
MODELING OR SIMULATION STAGE. 
7 
 
 
 
 
 
 
 
 
 
1. Remove the suffix form the root word and checks it dictionary meaning: 
 
 
Root Word Meaning 
 
1. frienship _ 
2. quietly _ 
3. employment 
4. funny 
5. professional 
6. helpless _ 
7. carefully _ 
8. magician _ 
9. secondary _ _ 
10. lovely _ _ _ 
 
2. Complete the sentences with the present perfect using the verb in the bracket 
 
a. I (invite) Maria and Gloria to my party. I hope they can come. 
b. The movie _ (start) be quiet 
c. I (do) my homework. Can I go out now? 
d. Joe (write) to Sarah three times this week. He really likes her. 
e. We (have) four tests this week. It’s not fair. 
 
3. COMPLETE USING THE CORRECT FORM OF THE AUXILIAR 
 
I (have/had) traveled 2 times to Bogota before I moved there 
Carlos _ _(have/had) never seen that something like that before that day 
When she saw the UFO she told us that she _(have/had) never felt that way I _ 
(have/had) visited my cousin four times since the accident 
I like math but I (have/had) have problems understanding the exercises until the 
teacher explained me. 
 
 
 
 
1. Remember the story in the warm up? Now use your imagination, think or invent 
(could be fiction) about a memorable moment in your life. When, how, where, who 
and what… 
2. Write your own story. Use suffixes and different verbal tenses. 
3. If you have pictures or drawings you can use them. 
4. Tell the class your story. 
5. Teacher can collect the stories and make a booklet. 
8 
 
 
 
 
ACTIVITY 2 
 
Topic: Review simple verbal tenses, present and past perfect. 
 
 
 
WARM UP! ENJOY IT!!! 
1. The teacher will describe the following picture using sentences and the students 
will draw what they understand. 
 
 
Example: there are two houses one in front of each other. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
2. KING SOLOMON’S SOLUTION The story related in Kings 3:16-28, tells of two 
prostitutes who came before King Solomon, bringing with them a single baby boy. 
 
Each mother told the same story: that they both lived together, that both had given birth to a 
child, that one child was dead in the morning and that the live child was hers. Each mother 
accused the other, that after having discovered that her child had died during the night, its 
mother had stolen the other mother's live baby and replaced it with the dead child. Thus, each 
mother claimed, on waking up in the morning, she had discovered a dead child on her breast, 
which was not hers. 
In a dispute such as this, where there is no evidence or witness, King Solomon's solution is 
fascinating. After some deliberation, he called for a sword to be brought before him. He declared 
that there was only one fair solution, namely, that the live child should be split in two, each 
woman receiving half of the child. Upon hearing this terrible verdict, the baby's true mother cried 
out in horror and anguish, "Please, My Lord, give her the live child - do not kill him!" However, 
the liar, in her bitter jealousy, exclaimed, "It shall be neither mine nor yours - divide it!" Realizing 
that a true mother's instincts are to protect her child, Solomon instantly gave the baby to the real 
mother, who was willing to relinquish her baby in order to save its life. 
 
The teacher asks the following questions and the students answer and argue orally. 
 
a. The king decided to cut the boy’s leg 
b. The mothers were housewives 
c. The king Solomon wasn’t a wise man. 
 
EXPRESSIVE: That I interpret and rank specific sentences from a text. Showing their written 
and reading comprehension skills. 
9 
 
 
 
 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Analizo textos descriptivos, narrativos y argumentativos con el fin de comprender 
las ideas principales y específicas. En los diferentes tiempos verbales. 
 
 
 
 
 
 
 
 
 
 
1. According to the title what do you think the reading is about? 
2. Write the vocabulary you think you will find in the reading. 
3. Read the text. 
4. Underline the unknown words and write them on your notebook. 
5. Try to infer the meaning of those words using the context. 
6. Identify the main idea of each paragraph 
7. On average, how many hamburgers does each person buy every week in the U.S.A.? 
10 
 
 
 
 
 
 
 
 
IN THE PREVOUS PART YOU READ! NOW YOU WILL LOOK, ANALIZE, WRITE AND 
READ TO THE CLASS WHAT YOU HAVE DONE. 
 
 
 
 
1. Take a look at this comic strip. 
2. Analyze consciously what is the situation. 
3. Write the story according to the situation and some questions. 
4. Read your story to your classmates and ask them some questions about it. 
5. Compare your stories with a partner 
6. Remember to use suffixes and verbal tenses. 
11 
 
 
 
 
ACTIVITY 3 
 
Topic: Review simple verbal tenses, present and past perfect. 
 
 
 
 
WARM UP! ENJOY IT!!! 
 
./ With the following pictures, ask to the students: 
 
 
 
 
 
 
 
./ Look at the pictures and identify people and events. Can you name them? 
./ What do you know about this people and events? 
./ How did people and events above change history? 
./ Write some ideas in your notebook about what they did to change the history. 
./ Write and tell what would have happen If these people or events had’nt existed. Make 
some hypothesis. 
 
EXPRESSIVE: That I structure their writing taking into account the formal elements of 
language as punctuation, spelling, syntax, coherence and cohesion. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Estructuro mis 
textos teniendo en cuenta elementos formales del lenguajecomo la puntuación, la ortografía, 
la sintaxis, la coherencia y la cohesión. 
12 
 
 
 
 
 
 
 
E X P L A N A T I O N O F T H E T O P I C 
 
The simple past tense refers to: 
 
 
a. action which occurred at a specific time in the past 
b. completed action 
c. past status 
Examples: 
Specific past action 
 
 
I ate lunch at noon today. 
 
Completed action 
 
 
She finally mailed the letter. 
 
Past status 
 
 
Jane was a movie star. 
 
 
Past progressive 
 
 
Positive 
 
Negative 
 
Question 
 
I / he / she / it 
 
I was speaking. 
 
I was not speaking. 
 
Was I speaking? 
 
you / we / they 
 
You were speaking. 
 
You were not speaking. 
 
Were you speaking? 
 
Exceptions in Spelling 
 
 
Exceptions in spelling when adding ing 
 
Example 
 
final e is dropped (but: ee is not changed) 
 
come – coming 
(but: agree – agreeing) 
 
after a short, stressed vowel, the final consonant is doubled 
 
sit – sitting 
 
l as final consonant after a vowel is doubled (in British English) 
 
travel – travelling 
 
final ie becomes y 
 
lie – lying 
 
Use of Past Progressive 
• puts emphasis on the course of an action in the past 
Example: He was playing football. 
• two actions happening at the same time (in the past) 
Example: While she was preparing dinner, he was washing the dishes. 
• action going on at a certain time in the past 
Example: When I was having breakfast, the phone suddenly rang. 
 
Signal Words of Past Progressive 
 
• When, while, as long as. 
13 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
14 
 
 
 
 
 
 
 
ACTIVITY 3 
 
1. IN GROUPS TAKE THE FOLLOWING TEXT AND RE-WRITE IT IN SIMPLE PAST AND PAST 
PROGRESSIVE. PRESENTE YOUR WORK IN FRONT OF THE CLASS. 
Mary has a lot of hobbies and interests. She usually gets up early so she can run before work. 
She doesn't often have time to ski, but she occasionally goes on Saturdays during the winter. 
Mary often rides a horse at a stable near her home. She sometimes goes after work, but she 
usually goes horseback riding on Sundays. She loves music. She always goes to choir practice 
on Wednesday evenings and sings in church on Sundays. She doesn't have much extra money, 
so she rarely goes to concerts in the city. She seldom watches TV because she likes doing 
things outside. She usually goes to the gym if it's raining outside. She isn't often alone because 
she has a lot of friends. She occasionally does something alone, but she usually does her 
activities with one of her friends. She's a happy woman! 
ACTIVITY 4 
 
Y Ask your partner about first-time and last-time experiences: 
Y When was the first time you kissed a boy-girl? 
Y When was the last time you kissed a boy- girl? 
Y When was the last time you practiced a sport? 
Y Why did you finish your relationship? 
Y When was the first time you went to a party? 
Y When was the last time you ate healthy food? 
Y When was the last time you ate junk food? 
Y Why did you quit the gym? 
1. Guess what happened with your partner’s situations. (Speculations). Remember he or she doesn’t 
tell you anything! 
2. Write all these experiences by using simple past and past continuous. 
 
Example: I kissed a girl/boy when I was 12 years old, but when I was kissing him/her my father arrived… 
 
NOTE: YOU CAN USE OTHER KIND OF EVENTS HISTORIC ETC… 
 
 
 
 
 
 
Disaster E-mail 
 
Kate is a young girl who always wanted to go to USA, so that she studied English for a 
year and when she finished she started to look for a new job out of the country and she 
got it. One month later she traveled to USA. 
 
She was really happy and everything was going well. Some day her boss ask her to 
write an E-mail for a costumer, she used all the words she knew and she made a good 
effort to get the contract, but sadly when the costumer read the E-mail, he got really 
upset because he thought they were joking him. 
 
He who wrote the E-mail you sent to me… 
 
1. Read the text above. 
2. Guess some hypothesis about the end of the e-mail. 
3. Write some ideas about what happened with the situation and why. 
4. Take the ideas and finish the story. Taking into account the formal elements of 
language as punctuation, spelling, syntax, coherence and cohesion. 
15 
 
 
 
 
ACTVITY 4 
Activity 1 
 
Topic: Review simple verbal tenses, present and past perfect. 
 
WARM UP! ENJOY IT!!! 
Spea,ing aná 'Writing frtivity: 
16 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Estructuro mis 
textos teniendo en cuenta elementos formales del lenguaje como la puntuación, la ortografía, 
la sintaxis, la coherencia y la cohesión. 
 
 
 
 
 
 
Work in a partner. 
 
./ Take a look at the pictures below and answer the questions. 
 
I. What do you think is happening? 
II. Why? 
III. How do you the people would save in the cold ocean? 
IV. What kind of message would the disaster send to the people? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
V. Use the Simple Present and the Present 
Continuous to describe the pictures. 
VI. Why is the Titanic famous? 
VII. What is the different between the movie 
and reality? 
VIII. Do you agree with the movie love story 
besides the disaster? 
IX. Give your point of view about this 
situation? 
X. What is the newspaper talking about? 
XI. Do you like this kind of movies? Why? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
17 
 
 
 
 
 
 
 
 
 
 
 
: 
 
 
 
 
 
 
Writing Strategies 
An essay is an analytical short composition written from a personal 
point of view. The author makes a personal statement and gives 
arguments to support his-her ideas. He- She also gives counter 
arguments, but in the end, his-her proposal is reaffirmed. It has an 
introductory paragraph, supporting paragraphs and a conclusion. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Read the following dialogue 
 
 
I love movies! I really like all 
kind of movies, and I like go to 
the cinema on Saturdays with 
my family and friends. I saw 
Titanic movie last night and it 
was great, such a romantic 
love story! There´s one thing I 
don´t like about this movie- the 
end. 
 
 
 
 
Oh really? Instead I’m a big 
music fun. I love rock and rap 
music. I can play electrical 
guitar. I don´t like classical 
music. I think is boring. My 
friends and I have a rock band. 
It´s really cool!! I prefer that 
and I don´t like your romantic 
movie! Sorry. 
 
 
 
 
 
 
WHAT ABOUT YOU? 
Complete the statements with love, like or don´t like. Then compare with a classmate. 
1. Rap music. 6. classical music. 
2. math. 7. my city. 
3. soccer. 8. Go to the movies. 
4. pizza. 9. My school. 
5. English. 10. chat on internet. 
18 
 
 
 
 
 
 
 
 
WRITING TIME!! 
Now write a short essay about movies. Include your personal point 
of view. 
 
 
a. Choose the following topics: horror, science fiction, romantic, 
historic, action. 
 
 
b. Summarize your statement in a sentence. 
 
 
c. Look for facts to support your statement and write arguments 
and their counter arguments. 
 
 
d. Argument 1: counter-argument 
1: 
Argument 2: _ counter-argument 
2: 
 
 
e. Organize your text. Make sure it has an introductory 
paragraph for each of your argument, and conclusion. 
 
 
f. Make a draft and exchange it with a partner to share points of 
view and make corrections. 
19 
 
 
 
 
ACTIVITY 5 Activity 1 
 
Topic: Review simple verbal tenses, present and past perfect. 
 
 
 
 
WARM UP! 
Y Complete the following story use the past perfect tense and draw a comic. 
 
You know, next week is my wedding anniversary. I will have been married 15 years. 
Time really flies. I remember back in 1989 when my husband asked me to marry me. 
I (travel) a lot. I (live) alone. I 
 (have) a certain number of boyfriends. I had finished my studies. I 
 (live) abroad. I was ready to settle down.Our first baby was born in 1984. We had (party) a lot with friends. 
We (spend) a year in America together. We 
(travel) round India on a motorbike. We were ready to become responsible parents. 
 
 
EXPRESSIVE: That the I contextualize different given information in an English text in 
English showing their advances in reading comprehension. 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
 
Analizo textos descriptivos, narrativos y argumentativos con el fin de comprender las 
ideas principales y específicas. En los diferentes tiempos verbales. 
 
 
 
 
E X P L A N A T I O N O F T H E T O P I C 
 
 
Past Perfect 
 
Past perfect tense is used to indicate that one action occurred before another action in the 
past. In other words, past perfect tense indicates the first of the two actions. 
For example, 
./ When I woke up this morning, my roommate had left already. 
./ After I had eaten my dinner, I went to see a movie. 
./ Before I arrived at the theater, the movie had already begun. 
 
Sometimes, when the meaning is clear from context, the simple past tense can be used. 
./ After I had gone shopping, I stopped at the health spa. 
./ After I went shopping, I stopped at the health spa. 
 
When I was young, I had been a cowboy. 
 
 
./ When I was young, I was a cowboy. 
 
Yesterday the Johnsons had opened their new business. (Incorrect) 
 
 
./ Yesterday the Johnsons opened their new business. (correct) 
 
(Incorrect—no reference to 
other events) 
(Correct) 
20 
 
 
 
 
 
 
 
 
 
 
 
COMPLETE THIS SELECTION ABOUT THE WELL-KNOWN SCIENTIST ALBERT EINSTEIN. 
 
Albert Einstein was born in Germany in 1879. He enjoyed classical music and HAD 
already PLAYED the violin at the age of six. Even as a small boy Albert was self- 
sufficient, thoughtful, and a slow talker who considered what he would say afterwards. 
 
Albert Einstein´s first job was that of patent clerk. In 1993, he joined the staff of the 
newly created Institute for Advanced Studies in Princeton, New Jersey. By the time he 
wrote his mathematical equation about the nature of energy, E=MC2, he HAD WRITTEN 
a paper with a new understanding of the structure of light. He argued that light 
consisted of particles of a gas. A few years before, Max Planck´s work HAD 
CONTAINED the first suggestion of discreteness in energy, but Einstein went far beyond 
this. The dance of microscopic particles HAD long BEING OBSERVED. Albert Einstein 
HAD REINFORCE the kinetic theory and he HAD CREATED a powerful new tool for 
studying the movements of atoms. 
 
One week before his death, Einstein signed his last letter. It was a letter to Bertrand 
Russell in which he asked nations to give up nuclear weapons. It is fitting that one of his 
last acts was to argue, as he HAD DONE all his life, for international peace. 
 
Einstein was cremated at Trenton, New Jersey at 4PM, on April 18th, 1955 (the day of 
his death). His ashes were scattered at an undisclosed place. Many scientists HAVE 
TRIED to discover all of Einstein´s secrets but they HAVEN’T BEEN able to do it. On 
the other hand, the mass media HAS SEARCHED for unknown information about his 
private life but they HAVEN´T GOTTEN too much. 
 
 
 
 
 
./ GO TO PAGE 13 ON THE BOOK TEENAGERS 10 TO COMPLETE THE EXERCISE 
21 
 
 
 
 
 
 
 
 
READING: “Language in context” 
 
Over the last twenty years, the average size of households has fallen dramatically. The 
number of one person households has grown, due largely to the ageing of the 
population, as has the number of one parent families. Couples having smaller families 
have also contributed to the fall in household size. 
In 1976, 60% of families were couples with children. By 1996, this had fallen to 51%. 
Part of this change can be attributed to the increase in one parent families with 
dependent children, but most of the change is due to the increase in the proportion of 
couple only families. People are now having children later in life, and are living longer. 
Therefore, they are spending more time living in couple-only families, both before they 
have families and after their children have left home. 
 
However, children are leaving home later. In 1981, 34% of children aged 20-24 lived 
with their parents. By 1991, this had increased to 40%. This increase has, to some 
extent, countered the fall in the couples with non-dependent children only. 
(Source: ABS Yearbook Australia 1997, Number 79 p. 81) 
 
ANSWER THE FOLLOWING QUESTIONS: 
 
./ There are two past perfect verbs in the 'Language in context' passage above: 
First past perfect verb: 
Second past perfect verb: 
./ What kind of reading is it and where was taken from? An article. A novel… 
./ Identify and underline the past perfect verb in each sentence below. These 
examples are not from the 'Language in context' passage. 
 
1. It was announced that he had resigned from his position at the bank for personal 
reasons. 
 
2. Until the new software was purchased, the staff had struggled to keep the 
accounts records up to date. 
 
3. Several senior employees had left the company by the time the new manager 
arrived. 
22 
 
 
 
 
 
 
 
Pilot detained after no-smoking siege 
 
MILAN Monday July 27 (Reuters) - Italian police 
on Monday questioned a British pilot who held 
148 passengers aboard his plane for 40 minutes 
after landing in Milan because no one would 
admit to being the person who broke the strict 
no-smoking rules. 
 
Sue Harrison, a spokeswoman for Go, the new 
low-cost carrier that is part of British Airways 
Plc, said the incident happened on Sunday 
afternoon after a flight from Stansted to Milan's 
Malpensa airport. Go made its first flight in May. 
 
She said that one passenger had blocked the 
smoke detector in one of the plane's toilets and 
had smoked a cigarette in violation of Go's no- 
smoking rules and strict safety standards. 
 
On arrival, captain Bryan Bliss, a 57-year-old 
pilot with 28 years experience, asked the culprit 
to own up. No one came forward and after 40 
minutes, Bliss finally let them go. 
He was then detained by police at the airport for 
holding passengers against their will, Harrison 
said. 
 
"He was not arrested. He was detained. He 
helped answer their questions," she said by 
telephone from London. 
 
She did not know how long the questioning 
lasted but said Bliss had been allowed to go and 
had flown the plane back from Malpensa to 
Stansted later in the day. 
 
"We are continuing to talk to the police to make 
sure we answer all their questions," Harrison 
said. "We won't compromise on safety." 
 
She said there was no likelihood of any legal 
action against Bliss and said both sides were 
being "very helpful". Police at Malpensa 
declined to comment while questioning was still 
under way. 
Copyright 1998 Reuters Limited. 
 
 
 
 
 
 
./ Sequencing 
 
The following events are from the article. Put them in the right order: 
 
 
The plane arrived at Malpensa airport in Milan. 
 
 
The plane left Stansted airport. 
 
 
The passenger smoked a cigarette. 
 
 
The pilot flew the plane back to Stansted. 
 
 
The pilot would not allow the passengers to leave the plane until the smoker was 
identified. 
 
 
A passenger blocked the smoke detector in the toilets. 
 
 
The pilot let the passengers leave the plane although the smoker had not been 
identified. 
 
 
The enquiry was still continuing. 
 
 
The Italian police questioned the pilot at the airport. 
23 
 
 
 
 
ACTIVITY 6 
 
Topic: present and past perfect. 
 
 
 
 
WARM UP! ENJOY IT!!! 
 
PRACTICE WITH YOUR PARTNER: 
 
Dialogue: A Business Presentation by Kenneth Beare, About.com Guide 
 
 
On a Business Trip - A Presentation 
 
 
Betsy: Hi Brian, this is Betsy. How are you doing? 
Brian: I've just returned from the Head Office. The weather is great! Boston is a great 
city! 
 
 
Betsy: Have you met Frank yet? 
Brian: No, I haven't seen him yet. We have a meetingat 10 o'clock tomorrow morning. 
We are going to meet then. 
 
 
Betsy: Have you made your presentation yet? 
Brian: Yes, I made the presentation yesterday afternoon. I was very nervous, but 
everything went well. 
 
 
Betsy: Has management given you any feedback yet? 
Brian: Yes, I've already met with the sales director. We met immediately after the 
meeting and he was impressed with our work. 
 
 
Betsy: That's great Brian. Congratulations! Have you visited any museums yet? 
Brian: No, I'm afraid I haven't had any time yet. I hope to take a tour around town 
tomorrow. 
 
 
Betsy: Well, I'm happy to hear that everything is going well. I'll talk to you soon. 
Brian: Thanks for calling Betsy. Bye. 
 
 
Betsy: Bye. 
 
 
./ Underline the present perfect tense. 
24 
 
 
 
 
 
 
EXPRESSIVE: That I interpret and practice conversations by using present and past 
perfect. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Analizo textos descriptivos, narrativos y argumentativos con el fin de comprender 
las ideas principales y específicas. En los diferentes tiempos verbales. 
 
 
 
 
 
 
 
 
1. Read the text and change it in past and perfect tenses. 
2. Make a conversation with your partner. 
3. Practice it in front of the class. 
25 
 
 
 
 
 
 
 
 
Complete the following conversation, use Present Perfect. 
 
A Business Traveller 
Interviewer: Good morning Sir. I'd like to ask you a few questions if I may. 
Jack: Well, I'm waiting to catch my flight so I guess I can answer a few 
questions. 
 
 
Interviewer: Thank you Sir. First of all, how often (have) 
you (travel)? 
Jack: I (have) (travel) since three years. 
 
 
Interviewer: Where _(had/have) (travel) last summer? 
Jack: I (had/have) (travel) to Austin, Texas. 
Interviewer: … and where did you fly on your last trip? 
Jack: I flew to Portland, Oregon. I (have) already (be)there 
three times! 
 
 
Interviewer: Really! (have) you (enjoy) those travelling for 
business? 
Jack: Yes, although I (had/have) 
the office. 
 _(prefer) staying in 
Interviewer: What do you like most about travelling? 
Jack: I like visiting new cities and trying out new food. 
 
 
Interviewer: Is there anywhere you would like to visit that you 
 (have not) (visit) yet? 
 
 
Jack: Yes, I'd like to go to Hawaii! I love going to the beach! 
 
 
Interviewer: Thank you very much for your time today. 
Jack: You're welcome. My pleasure 
26 
 
 
 
 
 
./ Look the following images and make a conversation with your partner. 
 
./ Write statements about things you haven´t done yet but according to the pictures. 
 
./ Use present perfect tense. 
27 
 
 
 
 
ACTIVITY 7 
 
Topic: Review simple verbal tenses, present and past perfect / Tag questions in future. 
 
 
 
 
WARM UP! ENJOY IT!!! 
Y Make assumptions about your classmates or your teacher. Sample assumptions can include: 
 
./ Favorite subject. 
./ Where living. 
./ Where born. 
./ Girlfriend-boyfriend/single/a significant other. 
./ Religious/religious affiliation. 
✓ Languages spoken. 
./ Hobbies. 
./ Person most admires. 
./ Favorite vacation spot. 
./ Profession/if could choose what it would be. 
./ Family size/only child, oldest. 
 
EXPRESSIVE: That I make assumptions about people or situations by using Tag 
Questions. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Estructuro mis 
textos teniendo en cuenta elementos formales del lenguaje como la puntuación, la ortografía, 
la sintaxis, la coherencia y la cohesión. 
 
 
 
 
E X P L A N A T I O N O F T H E T O P I C 
 
Assumption: noun 
Something taken for granted; a supposition: a correct assumption. 
Synonyms: presupposition; hypothesis, conjecture, guess, postulate, theory. 
 
I. Tag Questions: You speak English, don´t you? 
 
A tag question is a special construction in English. It is a statement followed by a mini-question. The whole 
sentence is a "tag question", and the mini-question at the end is called a "question tag". Use tag 
questions at the end of statements to ask for confirmation. They mean something like: "Am I right?" or "Do 
you agree?" They are very common in English. The basic structure is: 
 
 
+ 
Positive statement, 
 
- 
negative tag? 
 
Snow is white, 
 
isn't it? 
 
- 
Negative statement, 
 
+ 
positive tag? 
 
You don't like me, 
 
do you? 
 
 
They will help, 
 
Won’t they? won't = will not 
28 
 
 
 
 
Activity 2 
 
./ Make some assumptions base on the following images: 
./ Use Tag Questions and ask your partners. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Example: 
 
Y Image # 1 
 
They will have an accident, won´t 
they? 
29 
 
 
 
 
 
 
 
 
 
 
 
Complete with the appropriate tag endings in the blanks. Remember that if 
the statement in a tag question is positive, the tag ending is negative: She’s 
gone, hasn’t she? And is the statement is negative, the tag ending is 
positive: She hasn’t gone, has she?! 
 
 
Example: 
You’ll never be a millionaire, will you? 
They’ve left for the beach, haven’t they? 
She has to study hard, doesn’t she? 
It’s not cold outside today, is it? 
 
 
1.- You’ve never been in Hawaii, 
 ? 
2.- She’s not going to have to take another course, 
 ? 
3.- She shouldn’t smoke, __? 
4.- He’s had many different kinds of jobs, 
 _? 
5.- He’s an engineer for a government agency, 
 ? 
6.- Bob and Mary have to go home now, ? 
7.- Bill and Henry have gone, _? 
8.- She’s recently been ill, ? 
9.- There’s something cooking on the stove, _? 
10.- You had a good time at the game, ? 
11.- It’ll be cold tomorrow, _ ? 
12.- He’s always lived by himself, ? 
13.- He’s never on time to work, _ ? 
14.- There were a lot of people at the 
concert, _? 
15.- I’m going to be with you tomorrow night, ? 
30 
 
 
 
 
 
 
 
Tell-a-tale 
 
./ Use your imagination to tell this tale. First complete the title then write a short 
story based on the information given below. 
 
 
./ Use the following words in your story. Check the box beside 
each word once you have used it in your story. If you don’t 
know a word, look it up in your bilingual dictionary. 
 
 
./ Include these phrases or quotes in your story: The 
footprints were small and round. “You won’t find 
anything in there.” 
 
 
o Detective, 
o sunglasses, 
o money, 
o apartment, 
o suitcase, 
o gloves 
 
 
 
 
The Mystery of the Missing 
Written by _ 
31 
 
 
 
 
ACTIVITY 8 
 
Topic: Review simple verbal tenses, present and past perfect / Tag questions in future. 
 
 
 
 
WARM UP! ENJOY IT!!! 
 
 
 
 
 
 
 
 
 
 
 
 
READ AND LISTEN TO THE FOLLOWING INTERVIEW TO 
LEONARDO DI CAPRIO 
 
 
REPORTER: Good evening, Leonardo. It´s really nice to have you on our show tonight. 
 
Leonardo: Thanks. I´m very glad too. You know, it´s been a long time since I wanted to join 
your TV show, hasn´t it? 
 
Reporter: Yeah, there´s a group of fans in our public who want to greet you. 
 
Leonardo: Hello, I am who I’m because of you. Thank you very much. You´ll love me 
forever, won´t you? 
 
Reporter: They´re absolutely crazy about you. Leonardo, your most recent film `Gangs of 
New York´ has been really successful, hasn´t it? 
 
Leonardo: Sure! I didn´t expect it to be in the first place as it was. I think all the effort made 
by all the staff has been compensated, hasn´t it? 
 
Reporter: Of course. What are you planning now? 
Leonardo: To film a modern western. It will mix past, present and future events. 
 
Reporter: You have never done a western comedy, have you? 
 
Leonardo: Well, actually, this is going to be my first time doing a film of this kind. 
 
Reporter: Good luck, Leonardo. 
 
Leonardo: Thank you. You won´t forget me, will you? 
 
COMPLETE THESE STATEMENTS. 
 
a. Leonardo di Caprio wanted to participate in the show, ----------------------. 
b. The public to whom he was talking was ------------------------------------------ 
c. He considers the movie`Gangs of New York´a--------------------------------. 
 
d. His immediate plans are related to ----------------------------------------------- 
 
e. Leonardo di Caprio actually is going to be -------------------------------------- 
32 
 
 
 
 
EXPRESSIVE: That I make listening comprehension exercises in order to find the most 
important information in an interview or dialogs. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Estructuro mis 
textos teniendo en cuenta elementos formales del lenguaje como la puntuación, la ortografía, 
la sintaxis, la coherencia y la cohesión. 
 
 
 
./ Read in front of the class other kind of conversation and complete the exercise: 
 
 
33 
 
 
 
 
 
 
 
 
1. COMPLETE USING THE TAG QUESTIONS. 
 
According to the INTERVIEW in the warm up! A VERY SPECIAL 
PERSON. 
 
 
a. `Gangs of New York´ has been really successful, ? 
b. You won´t forget me,_ ? 
c. You have never done a western comedy, ? 
d. You know, it´s been a long time since I wanted to join your TV 
show, ? 
e. I think all the effort made by all the staff has been compensated, 
 ? 
 
2. CHOOSE THE BEST OPTION. 
 
a. You´ll love me forever, ? (don´t you – won´t you – will you). 
b. They are absolutely crazy about you, ? (aren´t you – they aren´t – aren´t 
they). 
c. Sure! I didn´t expect it to be in the first place as it was, ? (wasn´t I – 
did I – I was). 
d. It will mix past, present and future events, ? (won´t it – will it – will not 
it). 
e. I am who I’m because of you, I? (am I – aren´t you – am n´t I). 
34 
 
 
 
 
 
 
 
 
WRITING TIME!! 
 
Now is your turn!! 
 
./ Choose a person in your school that you want to interview. Teacher, coordinator, 
principal, secretary, psychologist or people in special services. 
./ You can a camera or just piece of paper. 
./ Prepare your questions, if the person doesn´t speak English you can translate but 
the answer must be in English in your paper notes. 
./ After that write a composition about the life of this person on a piece of paper and 
present it to the class. 
 
Y include: 
 
./ Favorite things. 
./ Where living. 
./ Where born. 
./ Married/Girlfriend-boyfriend/single/a significant other. 
./ Religious/religious affiliation. 
./ The most remarkable experience in life. 
./ Hobbies. 
./ Person most admires. 
./ Favorite vacation spot. 
./ Profession 
./ Family size/only child, oldest. 
./ Pets. 
./ If you were other person, what celebrity would you choose to be and why. 
35 
 
 
 
 
ACTIVITY 9 
Topic: Review simple verbal tenses, present and past perfect/ Tag questions in 
future. Prefixes and Suffixes. 
 
 
 
• Read the following text 
WARM UP! ENJOY IT!!! 
 
1889 
 
 
1958 
 
 
 
1961 
 
 
 
1966 
 
 
 
1967 
 
 
 
1970 
 
 
 
1971 
 
 
1972 
April 25 
 
May 24 
Timeline: The Early Years of Video Games (1889-1972) by Amanda Kudler 
 
Nintendo is founded in Japan by Fusajiro Yamauchi. It begins producing handmade playing 
cards. 
 
Physicist Willy Higginbotham invents the first "video game" at the Brookhaven National 
Laboratory in Upton, New York. His game, a table tennis-like game, was played on an 
oscilloscope. 
 
Steve Russell, a student at the Massachusetts Institute of Technology (MIT), creates Spacewar, 
the first interactive computer game. It runs on a Digital PDP-1 mainframe computer, and the 
graphics are made up of ASCII text characters. 
 
Ralph Baer, an engineer at Sanders Associates, receives support from his company (a military 
electronics consulting firm in NH) to explore his idea of creating interactive games using a 
television. 
 
Baer and team are successful in creating two interactive TV games—a chase game and a tennis 
game. They are also able to manipulate a toy gun so that it detects spots of light on the TV 
screen. 
 
Magnavox licenses Baer's TV game from Sanders Associates 
Nolan Bushnell and Ted Dabney (future founders of Atari) begin their attempt to create an 
arcade version of Spacewar, calling it Computer Space. 
 
Computer Space becomes first video arcade game ever released. 1500 games are distributed. 
Public consensus is that it is too difficult to play. 
 
A U.S. patent is issued to Ralph Baer for "A Television Gaming Apparatus and Method" 
Magnavox's Odyssey, the first home video game system, is showcased at a convention in 
Burlingame, CA, and is released to the public later that year. 
Bushnell and Dabney found Atari. They name the company after a term from the Japanese game 
"Go". "Atari" is equivalent to "check" in a chess game. 
Al Alcorn is hired by Atari to program video games. The first game created by Atari is Pong. Ping- 
Pong, the original name, is already copyrighted, so the makers name it Pong after the sound of a 
ball hitting the paddle. 
http://www.teachervision.fen.com/technology-and-civilization/resource/63110.html#ixzz1WKiesUTg 
 
Answer the questions: 
1. What is the text talking about? 
2. What was the first video game invented? 
3. Underline past verbal tenses. 
4. Named the inventors of the video games and their versions. 
 
EXPRESSIVE: That I make a presentation about the greatest invent for you by using the 
grammatical tools (Prefixes and suffixes, verbs, basic tenses, etc) Showing improvement 
in written and spoken skills. 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Escribo textos, argumentativos, expositivos, a través de los cuales explico mis preferencias, 
decisiones o actuaciones. En los diferentes tiempos verbales 
http://www.teachervision.fen.com/technology-and-civilization/resource/63110.html#ixzz1WKiesUTg
36 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
BASED ON THE READING: 
• CHOOSE A LIST OF PREFIXES AND SUFFIXES, CLASIFY THEM INTO THE RIGHT 
 
 
 
 
 
 
 
 
PREFIXES MEANING 
 
UN = not 
DIS = not 
RE = again 
MIS = not 
IM = not 
BI = two 
DE = not 
E X P L A N A T I O N O F T H E T O P I C 
 
EXAMPLE: 
 
• Shoe maker 
• Wisely: Joe made the decision wisely. 
• Because of that you could misunderstand the message 
and you couldn’t mispronounce it. 
• As she broke up her leg now she is such an unhappy 
girl. 
• I can speak Russian and English. So I am a Bilingual 
 
 
 
 
 
 
 
• CATEGORY. 
• UNDERLINE THE PREFIXES WITH A RED COLOR 
• UNDERLINE THE SUFFIXES WITH A GREEN COLOR 
 
• Define the unknown words using the context, synonyms or antonyms. 
37 
 
 
 
 
 
 
 
 
Reading 
 
Read the text and answer the questions. 
1. How many brothers and sisters did Edison have? 
 
 
2. Why did he run home from school? 
 
 
3. At what age did he leave school? 
 
 
4. Who was his best teacher? 
 
 
5. How old was Edison when he started inventing? 
 
 
6. What improvement did he make for the telephone? 
 
 
7. What was the “phonograph”? 
 
 
 
8. In which year did he invent the light bulb? 
 
 
9. What was Edison`s contribution to the movie industry? 
 
 
 
10. How many things did Edison invent? 
 
 
11. Which of his inventions do you think was the most important? Why? 
 
 
12. What would you most like to invent yourself? 
38 
 
 
 
 
 
 
 
 
 
 
MAKE A PRESENTATION! 
 
*SEARCH INVENTIONS AND CHOOSE or ask the 
teacher. 
*What was the greatest invention for you? 
*Name the inventor (short biography) and his or her 
invention (how he/she did it). 
*How has your life been affected by such invention? 
*Use pictures, billboard, power point or movie media 
resources. 
*Remember your presentation must be in ENGLISH! 
*Use an easy language. It’s for your classmates. 
*Be creative and no more than 10 minutes. 
*prepare some questions to the class. 
39 
 
 
 
 
ACTIVITY 10 
 
Topic: Review simple verbal tenses,present and past perfect/ Tag questions in 
future. 
 
Warm up: 
 
Describe with your teacher a special event in your school last year.EXPRESSIVE: That I interpret, analyze and summarize descriptive or narrative text. 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Analizo textos descriptivos, narrativos y argumentativos con el fin de 
comprender las ideas principales y específicas. En los diferentes tiempos 
verbales. 
40 
 
 
 
E X P L A N A T I O N O F T H E T O P I C 
 
READING STARTEGIES 
*Stories are very descriptive, but they don’t have to understand the meaning of every single 
word in order to get the main idea or understand what the story is about. Use the context 
and situation to help you guess the meaning of new words. 
*Each paragraph of a text usually refers to one idea. Often, there is one sentence that tells 
you the main idea of the paragraph. That sentence is called a TOPIC SENTENCE. If 
you look for the topic sentences in a text, you will get a complete idea of what the text is 
about without reading details. 
*Before reading a text, take a look at: TITLES, SUBTITLES and IMAGES. They can help 
you understand content. 
*When reading a text, make the difference between opinions and facts. Make sure that you 
also identify the kind of text you’re reading. Is trying to convince you? Is informative, 
narrative or descriptive? Does it state and support an argument? 
*Identify the audience of the text also. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Alice's Adventures in Wonderland: Chapter 1. Down the Rabbit-Hole - Part 1 
 
Alice was beginning to get very tired of sitting by her sister on the bank, and of having 
nothing to do: once or twice she had peeped into the book her sister was reading, but it 
had no pictures or conversations in it, 'and what is the use of a book,' thought Alice 
'without pictures or conversation?' 
So she was considering in her own mind (as well as she could, for the hot day made her 
feel very sleepy and stupid), whether the pleasure of making a daisy-chain would be 
worth the trouble of getting up and picking the daisies, when suddenly a White Rabbit 
with pink eyes ran close by her. 
There was nothing so VERY remarkable in that; nor did Alice think it so VERY much out 
of the way to hear the Rabbit say to itself, 'Oh dear! Oh dear! I shall be late!' (when she 
thought it over afterwards, it occurred to her that she ought to have wondered at this, 
but at the time it all seemed quite natural); but when the Rabbit actually TOOK A 
WATCH OUT OF ITS WAISTCOAT-POCKET, and looked at it, and then hurried on, 
Alice started to her feet, for it flashed across her mind that she had never before seen a 
rabbit with either a waistcoat-pocket, or a watch to take out of it, and burning with 
curiosity, she ran across the field after it, and fortunately was just in time to see it pop 
down a large rabbit-hole under the hedge. 
In another moment down went Alice after it, never once considering how in the world 
she was to get out again. 
The rabbit-hole went straight on like a tunnel for some way, and then dipped suddenly 
down, so suddenly that Alice had not a moment to think about stopping herself before 
she found herself falling down a very deep well. 
41 
 
 
 
 
 
Reading Comprehension exercise: How to Find the Main Idea 
Instructions 
 
1 Read the entire text. Pause after each paragraph to reflect on the meaning of 
what you've just read. 
 
CHECK WHAT KIND OF TEXT THIS IS AND EXPLAIN YOUR ANSWER: 
An informative text an essay a descriptive text a scientific text 
a short story 
 
2 Determine the most important noun in the text. Nearly every paragraph in the 
text should refer to the most important person, place or thing you choose. 
 
3 What general message does the author make about that important thing? Each 
paragraph should support your findings. 
 
 
 
 
 
 
 
 
 
 
 
 
 
IT’S YOUR TURN!! 
 
In pairs you are going to write a summarize 
about a short story that you have heard 
 
 
 
 
 
 
 
What is a summary? 
The goal of writing a summary of an article, a single chapter or a whole book is to offer 
as accurately as possible the full sense of the original, but in a more condensed form. 
A summary restates the author's main point, purpose, intent and supporting details in 
your own words. 
Why summarize? 
The process of summarizing enables you to grasp the original text better, and the 
result shows the reader that you understand it as well. In addition to this, the 
knowledge you gained by summarizing makes it possible for you to analyze and 
critique the original text. 
How to summarize? 
There are several techniques to be used while summarizing a text and they all stress 
full understanding of a text and require the reader to spot the main or major ideas in it. 
But before we move any further, here are some useful tips about summarizing: 
• Restate, that is repeat the ideas of the source in different words and phrases 
• Do not add your own ideas, opinions or judgment of the arguments 
• Make it shorter than the source 
42 
 
 
 
 
ACTIVITY 11 
 
Topic: Review simple verbal tenses, present and past perfect/ Tag questions in 
future. 
 
WARM UP! ENJOY IT!!! 
 NATURAL DISASTERS 
 
 
 
 
 
 
 
 
 
 
 
 
 
1. Look at the pictures and label them with the appropriate vocabulary> eruption, 
fire wind, volcano, beach, tsunami, ash, earthquake, building, shift, tremble, 
burn, rain, explode, changes in the weather, heat pressure, lava, water, 
drown, tidal wave, cloud, rain, storm, flooding, shake, death, pressure 
under the earth, destruction. 
 
 
EXPRESSIVE: That I give opinions and answer questions about a specific headline or 
articles in a newspaper by using supporting opinions. 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Estructuro 
mis textos teniendo en cuenta elementos formales del lenguaje como la 
puntuación, la ortografía, la sintaxis, la coherencia y la cohesión. 
43 
 
 
 
 
 
E X P L A N A T I O N O F T H E T O P I C 
 
Giving Your Opinion There are a number of words and phrases that can help express your opinion. 
 
Interrupting: May I have a word? 
If I may, I think... 
Excuse me for interrupting. 
May I come in here? 
Giving Opinions: I (really) feel that... 
In my opinion... 
The way I see things... 
If you ask me,... I tend to think that... 
Asking for Opinions: Do you (really) think that... 
(name of participant) can we get your input? 
How do you feel about...? 
Commenting on Other Opinions: I never thought about it that way before. 
Good point! 
I get your point. 
I see what you mean. 
Agreeing with Other Opinions: Exactly! 
That's (exactly) the way I feel. 
I have to agree with (name of participant). 
Disagreeing with Other Opinions: Up to a point I agree with you, but... 
(I'm afraid) I can't agree 
Advising and Suggesting: We should... 
Why don't you.... 
How/What about... 
I suggest/recommend that... 
 
 
 
Earth Day 
 
The first Earth Day, held on April 22, 1970, was a 
national day of rallies and teach-ins expressing 
support for environmental protection. Events were 
held in major cities as well as on most college 
campuses. In the end, some 20 million people took 
part, calling attention to the swelling support for 
environmentalism across the country Later annual 
celebrations still revolve around this concept, with 
local clean-up efforts and political speeches. They 
have had limited results; yet, without being 
decisive in any specific issue, each Earth Day 
underscores the extent to which environmental 
issues have become a national priority. Published: 
May 8th, 2011 
http://www.englisharticles.info/category/environment/pa 
ge/2/ 
./ WHY WE HAVE TO TAKE CARE THE PLANET MORE THAN EVER? 
http://www.englisharticles.info/category/environment/pa
44 
 
 
 
 
 
 
 
 
An Inconvenient Truth: Global Warming 
 
Global Warming or Climate Change, measurable increases inthe average temperature 
of Earth’s atmosphere, oceans, and landmasses. Scientists believe Earth is currently 
facing a period of rapid warming brought on by rising levels of heat-trapping gases, 
known as greenhouse gases, in the atmosphere. 
Earth has warmed and cooled many times since its formation about 4.6 billion years 
ago. Global climate changes were due to many factors, including massive volcanic 
eruptions, which increased carbon dioxide in the atmosphere; changes in the intensity of 
energy emitted by the Sun; and variations in Earth’s position relative to the Sun, both in 
its orbit and in the inclination of its spin axis. 
 
Variations in Earth’s position, known as Milankovitch cycles, combine to produce cyclical 
changes in the global climate. These cycles are believed to be responsible for the 
repeated advance and retreat of glaciers and ice sheets during the Pleistocene Epoch 
 million to 11,500 years before present), when Earth went through fairly regular 
cycles of colder “glacial” periods (also known as ice ages) and warmer “interglacial” 
periods. Glacial periods occurred at roughly 100,000-year intervals. 
Scientists project global warming to continue at a rate that is unprecedented in hundreds 
of thousands or even millions of years of Earth’s history. They predict considerably more 
warming in the 21st century, depending on the level of future greenhouse gas 
emissions. For a scenario (possible situation) assuming higher emissions—in which 
emissions continue to increase significantly during the century—scientists project further 
warming of 2.4 to 6.4 Celsius degrees (4.3 to 11.5 Fahrenheit degrees) by the year 
2100. For a scenario assuming lower emissions—in which emissions grow slowly, peak 
around the year 2050, and then fall—scientists project further warming of 1.1 to 2.9 
Celsius degrees (1.9 to 5.2 Fahrenheit degrees) by the year 2100. 
 
Melting polar ice and glaciers, as well as warming of the oceans, expands ocean volume 
and raises sea level, which will eventually flood some coastal regions and even entire 
islands. Patterns of rainfall are expected to change, with higher latitudes (closer to the 
poles) projected to receive more rainfall, and subtropical areas (such as the 
Mediterranean and southern Africa) projected to receive considerably less. Changes in 
temperature and precipitation patterns may damage food crops, disrupting food 
production in some parts of the world. Plant and animal species will shift their ranges 
toward the poles or to higher elevations seeking cooler temperatures, and species that 
cannot do so may become extinct. Increasing levels of carbon dioxide in the atmosphere 
also leads to increased ocean acidity, damaging ocean ecosystems. 
Human beings face global warming with a huge population at risk. The potential 
consequences are so great that many of the world’s leading scientists—and 
increasingly, politicians, business leaders, and other citizens—are calling for 
international cooperation and immediate action to counteract the problem. 
SOURCE>http://www.englisharticles.info/category/environment/ 
 
1. According to the article what causes Global Warming or Climate Change? 
2. Read the article again and write 5 questions about it. 
3. Answer the questions in groups. 
http://www.englisharticles.info/category/environment/
45 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
1. Taking into account this article do a conversation with your teacher, 
and practice it. 
46 
 
 
 
 
ACTIVITY 12 
 
Topic: Review simple verbal tenses, present and past perfect/ Tag questions in 
future. 
 
WARM UP! ENJOY IT!!! 
The following argumentative essay is taken from: 
http://www.customessays.org/samples/Fashion_and_Identity.html , read the first part 
and continue with the others along the guide. 
 
Fashion and Identity Essay 
 
“…Fashion is more powerful than any tyrant” 
Malcolm Barnard 
 
Introduction 
For hundreds of years people have put some message in the type of clothing they wore. Long 
ago people started wanting to stand out from the “crowd” and be different from other people by 
means of changing their clothing. Some examples of these “standing out” became very popular 
and were followed by more people. This was the moment when fashion appeared. Nowadays, 
fashion is sometimes defined as a “constantly changing trend, favored for frivolous rather than 
practical, logical, or intellectual reasons”. Nevertheless, it is necessary to say that at the present 
moment fashion has a deeper influence on the life of people and possess more than just 
frivolous reasons for its existance. Clothing has become an integral part of self-realization of 
every person. It is no longer just an “external shield” and a frivolous attitude towards it may 
cause losing a very important physical, psychological and social aspect of a person’s life. The 
harmony attained by the combination of the inner world of a person and his “exterior” makes it 
very hard to say not even being a professional in this sphere that fashion is just about looks. 
Clothing is basically a covering designed to be worn on a person's body. This covering is a need, 
a necessity that is dictated by the norms of social conduct. This “necessity” brings a lot of variety 
into the lives of people and makes their image more complete. It is not about people serving 
fashion; it is about fashion being a slave of people. 
 
Body paragraphs: The body of a basic essay may have as many body paragraphs, it is vital to 
keep in mind that each paragraph is supposed to have one main argument to analyze and has to 
reveal it in one solid thought in a sentence called the topic sentence. 
 
Fashion and identity 
The type of clothing completely depends on the person who is wearing it; therefore it becomes a 
reflection of his perception of himself, which leads us to the term – personal identity. Lately a lot 
is being heard about personal identity and its meaning in the life of every single person on the 
planet. The choice of clothing and accessories (clothing that is worn or carried, but not part of a 
person’s main clothing) is as important as identification through the color of hair, height, skin and 
gender. Clothing nowadays is a media of information about the person wearing it [Barnard 21]. It 
is a cipher; a code that needs a decryption in order to understand what kind of person is 
underneath it. The present time offers a great variety of these “ciphers” and therefore gives 
people a large number of opportunities to reveal their identity. As every cloth carries a strong 
message about its owner, every owner “nests” a certain value in it depending on his 
temperament, mindset or today’s mood. Therefore, the clothing of a person is a mean of 
communication with the outside world. It is the way of telling people about the “state” and the 
”status” of it owner [Barnes& Eicher 125]. 
 
 
EXPRESSIVE: That I write argumentative texts by using supporting opinions. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Estructuro mis 
textos teniendo en cuenta elementos formales del lenguaje como la puntuación, la ortografía, 
la sintaxis, la coherencia y la cohesión. 
http://www.customessays.org/samples/Fashion_and_Identity.html
47 
 
 
 
 
 
 
 
E X P L A N A T I O N O F T H E T O P I C 
Essay Structure 
Writing an academic essay means fashioning a coherent set of ideas into an argument. Because essays are 
essentially linear—they offer one idea at a time—they must present their ideas in the order that makes most sense to 
a reader. Successfully structuring an essay means attending to a reader's logic. 
Copyright 2000, Elizabeth Abrams, for the Writing Center at Harvard University 
 
-Thesis statement: defining and stating the point the author is making in the essay, the paper’s main argument. 
- Introduction : Introduction of any essay should be no longer than 1/10 of its length. 
- Body paragraphs:The body of a basic essay may have as many body paragraphs, it is vital to keep in mind that 
each paragraph is supposed to have one main argument to analyze and has to reveal it in one solid thought in a 
sentence called the topic sentence. 
- Conclusion: It is usually written in one solid paragraph. 
 
Answering Questions: "What?" "How?" "Why?" 
http://www.custom-essays.org/Essay_Structure.html 
The easiest way to do this is to map the essay's ideas via a written narrative. Such an account will give you a 
preliminary record of your ideas, and will allow you to remind yourself at every turn of the reader's needs in 
understanding your idea. 
Copyright 2000, Elizabeth Abrams, for the Writing Center at Harvard University 
 
 
 
 
 
 
 
Body paragraphs: The body of a basic essay may have as many body 
paragraphs, it is vital to keep in mind that each paragraph is supposed to have one main 
argument to analyze and has to reveal it in one solid thought in a sentence called the 
topic sentence. 
 
Men, women and fashion 
Clothing is a fundamental part in the image of a contemporary man or a woman [Crane 
47]. The image is constructed for various reasons and has various manifestations. 
Dressing has become a way to create, to reveal and to conceal information from the 
external observers. Fashion has always been considered to have more of a women 
based orientation. As soon as women realized that experimenting with their clothing 
might bring them the results they need they became the most interested consumers and 
the demand on women’s production increased greatly. 
 
Women and clothing 
In spite of all arguments fashion remains possessing an ambivalent entity. Women, have 
a great impact on the development of fashion worldwide. Of course one of the primary 
messages clothes carry is the social message. Women throughout the time have tried to 
make the clothing look more luxurious. Historically the social message has wildly 
transformed. It is very easily trace in Diana Crane’s book “Fashion and it social 
agendas”. Nowadays clothing is not an attribute of belonging to a clan, or to a restrained 
social level though it still can tell a lot about the financial status of a person. A person, 
especially a women is always greeted according to the way is dressed up. Therefore 
women may cause desirable reaction by knowing the expectations of the “opponent”. 
Historically, women wore traditional dresses, which signified their cultural and social 
status [Guy& Green 76]. As for now, traditional clothing has been completely subdued 
by “fashionable clothing”. Women clothing in the past had a lot to do with emphasizing 
femininity, neglecting man-like forms of dressing. Analyzing the way of dressing today it 
is necessary to say that”fashionable clothing” has made a great “kick” to femininity. 
Women become less ladylike but more aggressive and businesslike. A woman is 
opposed to a man; it is no longer an “addenda” to a male, but a force able to contradict 
http://www.custom-essays.org/Essay_Structure.html
48 
 
 
 
 
him and to compete with him. Women have accepted a lot of clothing styles that 
propagandize masculinity. Of course there still are women that are the embodiments of 
tenderness and femininity preserving women’s sexuality but nevertheless the general 
tendency of feminization in today’s society has done its work. Equality at work, business 
and politics has transformed the image of a woman greatly. 
1. READ CAREFULLY THE PARAGRAPHS AND FIND THE TOPIC SENTENCE OF EACH 
ONE. 
 
 
 
 
 
 
 
Culture and fashion 
As every person belongs to a definite culture and has the right to reveal it, personal 
identity may sometimes be replaced by cultural identity. Cultural identity is the type of 
identity that is related to a certain culture or a separate group. It brings people belonging 
to a culture definite highlighting differences with other people. Clothing in terms of 
culture is to reveal either the historical roots of a person or the roots the group he 
belongs to. The oriental-followers are easily defined from the crowd by the specific 
collars and style of dressing they hold on to. Demonstrating a belonging to a certain 
cultural community is the free right of every person like people that freely declare who 
they are going to vote for. Talking about culture it is possible to mention that nowadays 
exists”material culture” that dictates its own ways and code of dressing [Crane 51]. The 
liberation of culture off the borders made the cultural fashion developments increase 
dramatically. The “freedom of word” has found a place in every single cultural attribute 
nowadays. Wearing a cowboy hat may not be a sign of being from Texas, but a sign of 
political preference. 
For instance it is very easy to distinguish a European from a Hindu by the style of 
dressing or an Indian woman from an oriental woman by the distinctive spot on the 
forehead of an Indian woman and a veil worn by Moslem woman. Fashion has taken the 
best part of the traditional costumes of every culture and sometimes this leads to 
propagandizing a definite cultural group. For instance, the brightest example is the 
increasing interest towards the Moslems and oriental culture nowadays. 
 
Conclusion: It is usually written in one solid paragraph. 
 
Fashion and identity are inseparable companions. Fashion with all its symbolism and 
attributes form an outstanding base for personal and cultural identification. Identity is a 
necessary process of a healthy personality as it is a part of self-realization of a person 
that is so much required for finding a place in life of every person. Fashion has become 
a tool for achieving harmony with the inner world and a way of revealing or concealing 
peculiarities. Fashion possesses a specific meaning and the more diverse is the society 
around us the more fashion-trend will appear and surprise us. As long as it does not hurt 
people around fashion symbols are acceptable, nevertheless while thinking about 
fashion and identity it is necessary to remember the ethical side of the issue. Fashion 
and identity through it still remains a twofold issue but there are a lot of positive aspects 
one can enjoy and share with other people. 
 
./ AS YOU CAN SEE THE ESSAY HAS BODY PARAGRAPHS TO SUPPORT 
THE Thesis statement 
49 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
AFTER YOU READ THE ARTICLE, 
WITH YOUR TEACHER, YOU ARE 
GOING TO WRITE A SUMMMARIZE 
ABOUT IT, TAKE INTO ACCOUNT 
THE INTRODUCTION, BODY 
PARAGRAPHS AND 
CONCLUSIONS: 
52 
 
 
 
 
 
 
 
 
 
 
SCHOOL YEAR: 
 
 
 
 
SUBJECT: ENGLISH GRADE: 10Th 
 
 
Second period 
 
 
 
 
 
 
53 
 
 
 
 
 
 School: Grade: ENGLISH 
Teacher: Time: Hours: 
 
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 show interesting talk about different activities by using proper 
structures. 
 
COGNITIVE: That we identify tag questions, passive voice, used to and modals in 
different skills. 
 
EXPRESSIVE:That we use language to talk about regular activities in the past. 
EVALUACIÓN: INDICADORES DE DESEMPEÑO 
* Opino sobre los estilos de vida de la gente de otras culturas, apoyándome en textos escritos y orales 
previamente estudiados 
 Escribo resúmenes e informes que demuestran mi conocimiento sobre temas de otras 
disciplinas. 
* Uso lenguaje funcional para discutir alternativas, hacer recomendaciones y negociar 
acuerdos en debates preparados conanterioridad 
* Hago inferencias a partir de la información en un texto. 
* Hago buen uso de los diferentes modales vistos en el periodo en textos escritos y 
orales. 
ENSEÑANZAS (COMPETENCIAS Y HABILIDADES) 
Competencia LingüísticaCompetencia Pragmática 
Habilidades: Habilidades: 
IdentificarOrganizar Escuchar 
Interpretar puntuar Escribir 
Competencia Sociolingüística 
Habilidades: 
Preguntar y responder significativamente 
 
EJES TEMÁTICOS 
• Tag questions: future and perfect tenses. 
• Passive voice with perfect tenses. 
• Used to. 
• Modals: could/should/might/may/must. 
• Understanding the use of –ed/-ing adjectives 
DIDÁCTICAS 
1. Anticonstructivista: Los estudiantes participan dando ejemplos de hechos que 
ejemplifican la temática propuesta. 
2. Interrogativa: Los estudiantes potencian sus capacidades de comprehender las 
preguntas y de expresar respuestas cada vez con mayor profundidad y sentido. 
3. Expresiva: Los estudiantes tienen la oportunidad de desplegar su creatividad 
expresándose a través de diferentes lenguajes y disfrutando plenamente del 
aprendizaje. 
54 
 
 
 
 
 
 
ACTIVITY 13 
Topic:Passive voice with perfect tenses, Talking about regular activities in the 
past (Used to), reviewing modals(could, should, might, may, must; Understanding 
the use of -ed/ -ing adjectives 
 
 
 
Automobile History 
WARM UP READING: 
A. The History of Cars and Engines 
By Mary Bellis, About.com Guide 
 
By definition an automobile or car is a wheeled vehicle that carries its own motor and 
transports passengers. The automobile as we know it was not invented in a single day 
by a single inventor. The history of the automobile reflects an evolution that took place 
worldwide 
The men and women behind the over 100,000 patents that created the modern 
automobile. Biographies include for example: Karl Benz, the German mechanical 
engineer who designed and in 1885 built the world's first practical automobile, and Henry 
Ford, who improved the assembly line for automobile manufacturing and invented a car 
transmission mechanism, and others. 
 
Discuss in class: 
1. Underline the words you know in order to understand what the text is about. 
 
2. Identify some verbs in past tense. 
 
3. Do automobiles invention always provide people comfort? Why? 
 
4. How would your life be different without an automobile? 
 
5. Why is Henry Ford important for today’s world? 
 
 EXPRESSIVE:That I talk about things that have been discovered or invented. 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Opino sobre los estilos de vida de la gente de otras culturas, apoyándome 
en textos escritos y orales previamente estudiados 
 
 
 
 
E X P L A N A T I O N O F T H E T O P I C 
lntroducing Passive Voice 
Passive voice is used when the focus is on the action. It is not important or not known, 
however, who or what is performing the action. Example: My bike was stolen. 
In the example above, the focus is on the fact that my bike was stolen. I do not know, 
however, who did it. 
Sometimes a statement in passive is more polite than active voice, as the following 
example shows: 
Example: A mistake was made. 
In this case, I focus on the fact that a mistake was made, but I do not blame anyone 
(e.g. You have made a mistake.). 
Form of Passive 
55 
 
 
 
 
Subject + finite form of to be + Past Participle (3rd column of irregular verbs) 
Example: A letter was written. 
When rewriting active sentences in passive voice, note the following: 
• the object of the active sentence becomes the subject of the passive sentence 
• the finite form of the verb is changed (to be + past participle) 
• the subject of the active sentence becomes the object of the passive sentence (or is 
dropped) 
 
Examples of Passive 
 
Present Perfect Active: Rita has written a letter. 
Passive: A letter has been written by Rita. 
Active: Rita had written a letter. 
 
Passive: A letter had been written by Rita. 
 
 
 
 
 
*Find the mistakes in the following sentences: 
 
a. The car, bus and train has been invented 
 
b. New trends in technology has been studied.. 
 
c. A shy attitude had being shown by some people towards technology. 
 
d. wheelbarrows have been use in constructions. 
 
e. Seesaws has been built in all the city’s playgrounds. 
 
*write sentences telling what has been invented in the past 200 years. 
 
a. The car, bus and train have been invented. 
 
b. 
 
c. 
 
d. 
 
e. 
56 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Desktop Videophone: this plugs into a 
regular telephone jack. If the people on 
each end of the line have one, both can 
be heard and seen by the other person. 
Otherwise, it can be used like a regular 
phone. Being seen by the other person is 
an option. If a person doesn’t want to be 
seen, the camera can be turned off at that 
end. Other options allow the 
conversation to be recorded, or 
messages to be left. Price $650 US 
Cyber Book:this replaces the traditional 
book. It’s lighter than a hardback book, 
and about the size of a paperback, but 
with a 4,000 page capacity. When it is 
connected to a personal computer, books 
can be downloaded from the internet. A 
button is pressed to turn the page, forward 
or backward. Even illustrations are 
included. Price $499 US 
 
 
 
 
Mini-agenda:this is an improvement over 
previous electronic organizers. It is the 
size of a credit card, yet holds up to 6,000 
entries. It interfaces with a laptop or 
desktop personal computer, so you can 
key in memos, schedules and phone 
numbers once, and have them both at 
home and in your pocket. Price $230 US 
Music to Go:instead of different CD’s and 
large CD player being lugged around, this 
deck-of-cards size device can be taken 
anywhere. 60 minutes worth of music fit 
onto the chip inside the device. The chip 
can be downloaded from the web or from 
the CD-Rom player. The music to Go can 
be clipped onto a belt or placed in a pocket. 
Price $200 US 
 
 
 
 
* Answer true or false according to the text. Discuss the false ones. 
 
 
a. A cyber book is heavier than a hardback book. 
b. Seeing each other is the only options offered by the desktop videophone. 
c. The origin of mini-agendas is the electronic organizer. 
 
 
 
 
 
* What of the inventions above you would buy and why, tell to the class. 
57 
 
 
 
 
 
 
 
 
 
* Complete the post card, use present perfect or past perfect in active or 
passive voice. 
 
Dear Olga, 
 
I went to the little town where you and I used to go every summer. It is very different now. 
It change) completely. 
 
The little inn 
station 
(replace) by a new, modern hotel. The train 
closed(close). People have forgotten (forget) about traditions and 
customs. On Halloween nobody 
arrived here. Pumpkin crops 
that it 
(make) scarecrows before I 
(remove). When I arrived at the lake, I found 
(polluted) by industrial waste. So nobody 
(catch) any fish since good old times. 
 
Well this is really sad news, don’t you think so? 
Write to me soon, 
Hugs and kisses, 
Patty. 
 
 
 
 
 
HOMEWORK 
 
1. Bring pictures from your favorite COMMEDY for next class. 
58 
 
 
 
 
ACTIVITY 14 
Topic:Passive voice with perfect tenses, Talking about regular activities in the 
past( Used to), reviewing modals( could, should, might, may, must; Understanding 
the use of -ed/ing adjectives 
 
 
 
WARM UP! ENJOY IT!!! 
 
 
 
 
 
 
 
 
 
 
 
 
 
AS YOU HAVE YOUR PICTURE ABOUT THE COMMEDY YOU LIKE, YOU ARE 
GOING TO SHARE WITH YOUR PARTNER, WHY IT IS YOUR FAVORITE, WRITE 
THE IDEA IN YOUR NOTEBOOK 
 
 
 
1. Remember what sitcoms there are in Colombian TV. 
 
2. What do TV programs like Friends, the Simpsons, Family Guy and 
The Adams Family have in common? 
 
 
 EXPRESSIVE:That I organize information when writing or reading a text. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Escribo resúmenes e informes que demuestranmi conocimiento 
sobre temas de otras disciplinas. 
59 
 
 
 
 
 
 
 
 
* Follow the example bellow to write a summary about your favorite sitcom. 
 
 
 
A famous sitcom from the 
60's was GET SMART. lt 
was about Maxwell Smart, 
agent 86, an inept secret 
agent from Control who 
fought against the forces 
of KAOS. lt was a parody 
of James Bond movies. 
 
 
 
 
 
 
 
Write in your notebook and add pictures. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
What is a summary? 
The goal of writing a summary of an article, a single chapter or a whole book is to offer 
as accurately as possible the full sense of the original, but in a more condensed form. A 
summary restates the author's main point, purpose, intent and supporting details in your 
own words. 
60 
 
 
 
 
 
 
 
 
 
 
* Homework: 
 
Bring next class a short paragraph with the most famous sitcoms in Colombia and 
the United States. 
61 
 
 
 
 
ACTIVITY 15 
Activity 1 
 
Topic:Passive voive with perfect tenses, Talking about regular activities in the 
past( Used to), reviewing modals( could, should, might, may, must; Understanding 
the use of -ed/ing adjectives 
 
 
 
WARM UP! ENJOY IT!!! 
 
Conversation 
 
 
 Charles: Yes, I have. Two years in college, and two in high school. 
 
 Interviewer: You can speak both English and Spanish, can’t you? 
 
 Interviewer: You have worked as a school photographer for several years, 
haven’t you? 
 
 Charles: Mostly I have developed black and white, but the Kodak summer 
training was about developing color pictures. 
 
 Interviewer: You have never developed color pictures, have you? 
 
 Charles: Yes, I can. 
 
 
 
 
* Put the conversation in order. 
* Then practice with a partner. 
62 
 
 
 
 
 
 
 
EXPRESSIVE:That I use the passive voice in present or past perfect. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Escribo resúmenes e informes que demuestran mi conocimiento sobre temas de otras disciplinas. 
 
 
 
 
 
 
 
 
* Complete the sentences that describe how things have changed since Grandma 
was a girl. Use the passive voice with a present or past perfect and the verb in 
parentheses. 
 
 
 
1. Television had been invented (invent) when I was a girl, but in the last few 
years it has been broadcasted (broadcast) into every part of the world. 
 
 
 
2. Ice-cream parlors (create) a long time 
before I was born, but in the last 20 years hundreds of new 
flavors (add) to the menu. 
 
 
3. A trip to the moon (imagine) by 
many people, but the first man 
the moon before I was born. 
(not, send) to 
 
4. Documents (type) on manual 
typewriters for a long time before I was born. I learned to type that way because 
computers_ 
in college. 
(not design) when I was 
 
5. Now that the internet 
(access) by most of the world, I use it to write to my 
grandchildren. Letters that 
(send) by regular mail just take too long. 
 
 
 
 
6. When I was young, if a girl (invite) out a 
boy, he paid for everything. Now the boy is likely to be asked out by the girl, and 
they split the bill. 
63 
 
 
 
 
 
 
 
 
 
o 
 
 
 
 
 
* Rewrite the following sentences using past perfect in passive voice. See the 
example: 
 
The history of CD’s 
 
a. In 1978, Polygram had chosen polycarbonate as the best material fromwhich to 
make CD’s. 
 
In 1978, polycarbonate had been chosen as the best material from which to make CD’s 
 
 
 
b. By the end of the 70’s, Philips had already decided the way a CD should work. 
 
 
 
 
 
 
c. In 1979, Philips had demonstrated a prototype CD system in Europe and Japan. 
 
 
 
 
 
 
d. In 1980 Philips and Story had proposed a Compact Disc standard. 
 
 
 
 
 
 
e. In the fall of 1982, Sony and Philips had introduced the CD technology to Europe 
and Japan. 
 
 
 
 
 
 
f. In 1983, the USA market had sold 800,000 CD’s. 
64 
 
 
 
 
 
 
* Circle the letter of the word that is incorrect: and correct them. 
 
 
1. When didwas the CD invented? 
A B e 
d. No mistake 
2. What inventors have beenmade in the world? 
A B e 
d. No mistake 
 
 
 
3. The TV hasbeing one of the greatest inventions. 
A B e 
d. No mistake 
* Choose the phrase that best completes the sentence: 
1. The amusement park was gone. It 
a. Have become a parking lot. 
b. Had been a parking lot. 
c. Had become a parking lot. 
 
 
 
 
2. The envelope 
a. Had been given back. 
b. Was being give back. 
c. Has given back. 
 
 
 
 
3. Along the history of TV many cartoons 
a. A have created 
b. Have been created. 
c. Has created. 
 
 
 
 
4. Before I got up this morning 
a. My brother had gone jogging. 
b. My brother has been jogging. 
c. Go jogging. 
 
 
 
 
5. For tomorrow’s concert 
a. Streets have cleaned. 
b. Streets have been cleaned. 
c. Streets have clean. 
65 
 
 
 
 
also quite 
ual trend. 
ten used. 
ere often 
common, 
 
 
 
ACTIVITY 16 
Topic:Passive voive with perfect tenses, Talking about regular activities in the past( Used 
to), reviewing modals( could, should, might, may, must; Understanding the use of -ed/ing 
adjectives. 
 
WARM UP 
Fashions of the 60’s through the 90’s and 2000’s 
During the 1900’s every decade changed massively 
but in my opinion the most interesting changes began 
in the 1960’s. From our grandparents to our parents to 
our generation times have changed a lot. Fashion era’s 
and fads and dos and don’ts were everywhere. I’m just 
letting you in on the highlights of it all. Wild and 
reckless. These two words can pretty much sum 
it up. Many people think of the 80s as an iconic 
fashion era. Everything was vivid, loud and 
large. The 90s, having to follow this decade of 
fashion, do not get much recognition aside from 
"the Rachel" haircut made famous by Jennifer 
Aniston. However, both the 90s and the first 
decade of the 21st century have distinct fashion 
trends of their own. 
Early/ Late 90s Clothing Styles: At the beginning of the 90s, many things were toned 
down from the previous decade. Shoulder pads still remained in the early 90s, however, 
and were often included in shirts. Over-sized tops were a common characteristic of the 
early 90s, such as long sweaters and big T-shirts that 
were embellished. The bottoms of the early 90s were 
tight to balance out the largeness of tops. Leggings, 
especially leggings with stirrups, were widely worn. Skirts 
were straight and hit just above the knees. 
Trends of the Early/ Late: 2000sThe overall style of the 
early 2000s was casual and laid 
back. Clothing that was 
comfortable and low maintenance 
dominated. Sports clothing was 
popular, going along with the cas 
Linen and cotton were most of 
Fashion trends of this time period w 
borrowed from other eras or inspirations. Jungle wear was 
such as camouflage, khaki and various animal prints. Big sleeves and styles inspired by 
kimonos and ponchos were widely worn. Baby doll style dresses and tops with Spanish 
inspired ruffles began to emerge, and several retro styles of the 60s, such as tailored 
jackets, began to return. 
The late 2000s captured an explosion of colors. Springtime brought shades of lime, 
peach, lemon, pink, deep red and orange. Popular summer colors were multiple shades 
of purples and blues. The wide variety of blue shades carried over into pants. Jeans 
were worn in an array of washes, from pale white blue to nearly black navy shades. 
Tribal and gladiator inspired items emerged, such as patterned skirts, wooden jewelry 
and brass embellishment on shirts. Gladiator inspired sandals were dominant. Leggings 
returned. 
 
to the scene, often being paired with layered tops or long tunic shirts. Read more: 
Fashion Styles From the 90s Up to the 2000s | 
eHow.comhttp://www.ehow.com/list_7793348_fashion-styles-90s-up- 
http://www.ehow.com/list_7793348_fashion-styles-90s-up-
66 
 
 
 
 
 
 
EXPRESSIVE:That I talk about regular activities in the past inthe past. 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
* Opino sobre los estilos de vida de la gente de otras culturas, apoyándome en textos 
escritos y orales previamente estudiados. 
 
 
 
 
E X P L A N A T I O N O F T H E T O P I C 
lntroducing Used to 
 
We use 'used to' for something that happened regularly in the past but no longer happens. 
 
• I used to smoke a packet a day but I stopped two years ago. 
• Ben used to travel a lot in his job but now, since his promotion, 
he doesn't. 
• I used to drive to work but now I take the bus. 
 
We also use it for something that was true but no longer is. 
 
• There used to be a cinema in the town but now there isn't. 
• She used to have really long hair but she's had it all cut off. 
• I didn't use to like him but now I do. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
67 
 
imitation of African-Americans. 
 
 
 
* Write sentences describing the way life used to be like in the 60’s. See the 
example :hair 
 
In the 60’s people used to have long hair for both genders, and more facial hair for men than 
was common at the time.Those with curly or "nappy" hair wore their hair in afros in earnest 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Women and men/dress 
 
 
 
 
 
 
 
Cars 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Music 
68 
 
 
 
 
 
 
 
 
 
 
 
 
* Look at the information about the 60’s and 90’s. Answer the questions with the 
correct form. 
 
ASPECTS 60'S 0' 
 
CLOTHES 
MUSICAL GROUP 
CARS 
STEREOS 
Jeans 
 
The Beatles 
Heavy and big 
Records 
Leather and Synthetic fiber clothes 
Pearl Jam 
Small and fast 
 
CD {Compact discs) 
 
a. What clothes did people use to wear in the 60’s? 
 
 
b. What kind of stereos did people use to have in the sixties? 
 
 
c. What rock group did people use to be fond of in the 90’s? 
 
 
d. What did cars use to be like in the 60’s? 
 
 
 
 
* Read the warm up: Fashions of the 60’s through the 90’s and 2000’s. 
* Tell to the class in an oral way: 
 
1. What clothes did people use to wear in the 60’s? 
 
2. What colors did people use to wear in the 60’s? 
 
3. What is the difference about fashion between the 60’s and 2000’s 
according to the text? 
 
 
 
4. What kind of pants did men use to wear in the 60’s and in the 2000’s? 
 
* Ask to your partner three more questions about the reading. 
69 
 
 
Dry 
 
 
 
ACTIVITY 17 
Topic:Passive voive with perfect tenses, Talking about regular activities in the 
past( Used to), reviewing modals( could, should, might, may, must; Understanding 
the use of -ed/ing adjectives. 
 
 
 
WARM UP! ENJOY IT!!! 
How much do you know about synonyms and antonyms? Work with your partner. Check 
with the teacher. 
 
 
 
 
 
 
 
 
 
 
 
UP DRY 
 
 
 
SOIL LUCKY 
 
HOT DOWN 
 
SMART INTELLIGENT 
 
 
 
GIVE SLOW 
 
 
 
 
 
 
FAST COLD 
 
 
 
 
 
 
PULL QUIET 
 
 
 
 
 
 
WET PUSH 
 
 
 
 
 
 
LOUD TAKE 
QUIET SIMPLE 
 
 
 
 
RESCUE ENDING 
 
 
 
 
FORTUNATE DIRT 
 
 
 
 
EQUAL SILENT 
 
 
 
 
EASY SAVE 
 
 
 
 
CONCLUSION SAME 
70 
 
 
 
 
EXPRESSIVE: That I identify and use synonyms or antonyms of unknown words. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
* Hago inferencias a partir de la información en un texto. 
 
 
 
 
 
E X P L A N A T I O N O F T H E T O P I C 
synonyms and antonyms 
* Synonyms are different words with almost identical or similar meanings. 
* Antonyms are the words that mean the opposite of other words. 
 
1. IDENTIFYING USEFUL SYNONYMS 
Circle the answer that means the same as the underlined word in each sentence. 
1. A funhouse mirror can really distort your image! 
a. Deform 
b. Disappear 
c. Repeat 
d. Extend 
2. The price of gasoline fluctuates daily. 
a. spin out of control 
b. Runfaster 
c. Changefrequently 
d. Disappear 
3. Falling down when you're learning to ride a bicycle is inevitable. 
a. Imposible 
b. Certaintohappen 
c. Unequal 
d. Uncertain 
4. The teacher offered bonus points as an incentive to completing the 
homework. 
a. a goal 
b. a stimulustoaction 
c. a deterrent 
d. a valuable 
5. The iPod is an innovation in the recording of music. 
a. Differentfrom 
b. a new development 
c. a repetition 
d. a tested formula 
71 
 
 
 
 
 
 
* Read the poem, and then answer the questions that follow. 
 
A Young Colonist's Decision 
Patriot or Loyalist, which one will I be? My kin came here from 
England, but I'm a colonist, you see. We have resided here all of my 
life; we toil hard every day, So why should we pay levies to a 
monarch far away? The people who really love this land will wrestle 
to make it free. I love this land and I shall fight . . . so a Patriot I will 
be! Men and women, girls and boys, speak up for democracy, So 
we can resolve what's best for us, rather than someone across the 
sea! 
11. Which is a synonym for kin? 
 
a. teacher 
 
b. family 
 
c. farmers 
 
d. engineer 
 
12. If resolve means "choose," an antonym would be 
 
a. decide. 
 
b. determine. 
 
c. disallow. 
 
d. establish. 
 
13. A synonym for levies is 
 
a. chairs. 
 
b. taxes. 
 
c. statues. 
 
d. attention. 
 
14. An antonym for toil is 
 
a. relax. 
 
b. hustle. 
 
c. work. 
 
d. labor. 
 
 
72 
 
 
 
 
 
 
 
 
 
 
 
1. ARE – UP – OPPOSITES – AND – DOWN 
 
 
 
 
2. SILENT – QUIET – ARE – AND – SYNONYMS 
 
 
 
 
3. OF – TOMORROW – IS – YESTERDAY – THE – OPPOSITE 
 
 
 
 
4. MEAN – THE – SAME – THING – BUY – PURCHASE – AND 
 
 
 
 
5. SHINY – DULL – AND – ARE – ANTONYMS 
 
 
 
 
6. IS – THE – NORTH – OPPOSITE – SOUTH – OF – AND – EAST – 
OPPOSITE – IS – THE OF – WEST 
 
 
 
 
 
7. WHEN – MAGNIFY – YOU – SOMETHING – ENLARGE – YOU – IT 
 
 
 
 
 
8. IS – COMBINE – THE – SYNONYMS – OF – MIX – ANTONYM – 
AND – THE – OF – SEPARATE 
 
 
 
 
 
 
 
 
 
 
 
 
Homework: bring next class what did you used to believe when you were a child. 
73 
 
 
 
 
 
 
ACTIVITY 18 
 
Topic:Passive voice with perfect tenses, Talking about regular activities in the 
past( Used to), reviewing modals( could, should, might, may, must; Understanding 
the use of -ed/ing adjectives. 
 
 
 
WARM UP! ENJOY IT!!! 
 
 
 
* Work by pairs and the couple who give the best answers win! 
* Join the sentence in column a with the sentence that has the same meaning in 
column B to A. 
 
 
 
1-I played football 
a.-She is not used to speaking to 
strangers 
 
 
2-She was a nurse 
b.-I am used to swimming long 
distances 
 
3.-They usually wore formal clothes c.-She usually trains on Saturdays 
4.-It is easy for me to swim long distances d.-I used to play football 
5.-It is not easy for her to speak to strangers e.-We usually go to the cinema on 
Sundays 
 
 
 
 
6.-Working for her is not easy but I will try f.-I had to get used to wearing a uniform 
7.-I can´t stand so much tea g.-I will get used to working for her 
8.-We often go to the cinema on Sundays h-They used to wear formal clothes 
 
 
 
9.-She trains on Saturdays i.-She used to be a nurse 
 
 
10.-I didn´t like to wear a uniform but I had to j.-I can´t get used to drinking so much 
tea 
74 
 
 
 
 
 
 
 
EXPRESSIVE:That I compare life in the past and now. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
* Opino sobre los estilos de vida de la gente de otras culturas, 
apoyándome en textos escritos y orales previamente 
estudiados 
 
 
 
 
 
 
 
 
1 used to believe!! 
 
When I was little I used to get terribly frustrated at the open/closed signs at shops and 
restaurants. It was before I knew about contractions in grammar so I always read "Sorry 
we're closed" as "Sorry, we re-closed" (implying that they were currently closed and we 
had just missed them), and I read "Yes we're open" as "Yes, we re-open" (implying that 
they were closed at the moment, but intended to open again at some point in the future). 
So I thought that shops with these signs were always closed, andI couldn't understand 
why they needed two different signs to say the same thing. It seemed so 
terribleinefficient! 
 
* Look the example. Write a belief about your childhood. What did you used to 
believe… 
75 
 
 
 
 
 
 
 
EbooksVs. Paper Books: The Pros and Cons 
 
What Makes a Book? 
In essence, the two formats are very similar. Both allow you to do the most important 
thing - read a book. The text is the important thing, not the medium. Reading Sumerian 
legends on clay tablets can feel more "authentic", but doesn't necessarily enhance your 
understanding of the subject matter - just your experience. 
Depending on the type of material you'd like to read / look at, however, one does have 
advantages over the other. 
 
The "Classic" Paper Book. 
Paper books offer multiple advantages: 
• They're easily obtainable (Bookstores are 
everywhere). 
• They're easily portable. 
• They don't normally cause significant eye-strain. 
• They're cheap. 
Okay, that much was obvious. Specifically, some 
types of content paper books are better for are: 
• Textbooks (or any books which are generally 
large-format). 
• Picture / Photo books. 
Another factor to bear in mind is that paper books don't need power to function. They 
can be read anywhere with sufficient light, and are perfect travelling companions for 
exactly this reason. 
The obvious cons are: 
• Paper books are bulky and heavy. Carrying more than 2-3 around can become a 
chore. 
• You need a light source to read them - another thing that you'll probably carry 
around. 
• If you make notes in them, those notes are there to stay (Yes, even pencil. You can 
always see the imprints, even if you erase every last shred of graphite). 
The eBook 
EBooks offer the following obvious advantages (assuming you have an eBook reader): 
• They're easily readable. Most readers offer zoom functions, letter resizing, and so 
forth. 
• They're easily portable. You can carry multiple books on one device. 
• They're much more environmentally friendly. You don't have to kill a few trees for 
each book, and let's not even talk about the ink. Recycling only goes so far. 
• Note-taking is much more powerful, and the notes you write can be found and 
referenced quickly and easily. And they don't have to be permanent. 
• Lighting conditions essentially become meaningless. Many readers incorporate 
display lighting allowing you to read whenever and wherever you like. 
 
* What would you use and why? 
* Tell the class your opinion about this battle. 
* Make a poster about this subject. 
76 
 
 
 
 
ACTIVITY 19 
Topic:Passive voive with perfect tenses, Talking about regular activities in the 
past( Used to), reviewing modals 
WARM UP! 
* Read the history of one of the first intelligent houses in Japan> 
 
TRON IntelligentHouse 
 
1. Since its inception, the sole goal of the TRON Project has been the creation 
of”total computer architecture" to serve as the 
foundation for building a computer-based society 
in the 21st century. In order to attain this goal, 
TRON research and development has been 
divided into two parts: basic technology projects 
and technology application projects. One of the 
TRON technology application projects that 
actually reached fruition was the TRON 
Intelligent House, which was completed in Nishi 
Azabu in 1989 at a cost of 1 billion yen. At the 
time of its completion, it was the most 
computerized structure of its type. It had a total of 380 computers, all 
interconnected via the TRON Architecture. 
2. Work on the TRON Intelligent House, which was built in a model home village 
owned by Nippon Homes Corporation, began in October 1988 and was 
completed in July 1989. Fifteen other companies took 
part in this project. 
3. The design of the TRON Intelligent House was based on 
a key concept, i.e., the "fusion of humans, nature and 
computers." That is why, for example, there is a large 
Roman-style atrium at the back of the house, which could 
easily be made into an open air atrium through the use of 
the computer controlled window system. The structure, as 
can be seen below, was built out of wood--the traditional 
Japanese house building material--and even the bathtub 
was made out of Japanese Cypress, the traditional 
material used for making bathtubs in Japan. So the 
TRON Intelligent House represented the blending of 
traditional Japanese architecture with futuristic Japanese 
computer technology. 
4. Of course, the house was filled with computerized gadgets. All external 
information (from television, radio, telephone, etc.) and all internal information 
(from the audiovisual system, television door phone, intercom, security sensors, 
etc.) were funneled into display units available in each room. 
5. There were dozens of speakers throughout the house, a general-purpose remote 
control, and a standardized panel switch. The kitchen had a video disc system for 
recipes, and things were video recorded and stored out of sight in automated 
basement storage areas. The toilet was totally automated from door and lid 
opening to hand washing and drying. 
6. Unfortunately, it received some unkindly remarks in the Japanese press, e.g., it is 
too expensive (so were the first electronic computers and calculators), it's like a 
haunted house (because things opened automatically; ironically, functions the 
elderly and the handicapped require), etc. What the Japanese press should have 
said is: it's not a rabbit hutch; it gracefully merges together our traditional culture 
and our modern technology. 
77 
 
 
 
 
 
 
* Discuss with a partner and write the answers in your notebook 
* What do you understand by “intelligent house or building”? 
* Would you like to live in an intelligent house? 
 
EXPRESSIVE:That I express the main idea and write argumentative texts. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
* Uso lenguaje funcional para discutir alternativas, hacer recomendaciones y 
negociar acuerdos en debates preparados con anterioridad. 
 
 
 
E X P L A N A T I O N O F T H E T O P I C 
 
 Reading Strategies 
For better comprehension of a text, identify the main 
ideas and the details that support them. “This is 
called reading for gist” 
 
 
* Look at the words and choose a synonym for each one. From the text: TRON 
Intelligent House 
 
1. Inception: 
 
a. Beginning b. ending c. middle 
 
2. Fruition: 
 
a. recognition b. fullfilment c. fruits 
 
 
3. Fusion: 
 
a. share b. integration c. killing 
4. Blending: 
 
a. Mixture b. ability c. joy 
 
5. Gadgets: 
 
a. appliances b. guns c. applications 
 
 
6. Funneled: 
 
a. Tunneled b. conducted c. used 
 
 
7. Basement: 
 
a. A room mover ground b. a room on top of ground c. a room below 
 
8. Haunted: 
Equipo Base Académico- Pedagógico 
a. Cursed b. hunt c. nice 
78 
 
 
 
 
 
 
 
 
 
* When discussing a topic, or giving your opinion, you first have to take notes about 
the advantages and disadvantages, or the arguments for and against, the topic 
you are going to write about, then organise and expand them into a full text and 
finally take a conclusion. 
 
Example A. 
 
Topic: Discuss the advantages and disadvantages of air travel. 
Look at the notes we have taken for this composition: 
Advantages Disadvantages 
Quick No feeling of travelling 
 
Easy and comfortable Don’t see the countries/ enjoy landscapes on the 
journey 
 
Relatively cheap tiring/ Weather delays 
 
Now, see how these notes have been organised and expanded into a full 
composition. 
 
 
 
 
The first obvious advantage of air travel is that it is quick. You can fly from Europe to 
America in a few hours, and with the introduction of supersonic planes, travelling time 
between continents is getting shorter. It is very easy and comfortable to travel by plane; 
someone looks after your luggage and all you have to do is to get on, sit down, relaxand 
enjoy a meal or a film. Your comfortable seat is reserved and there is excellent waitress 
service. Another point in favour of air travel is that it is relatively cheap, especially for 
long-distance travel. 
 
On the other hand (However), travelling by air has some disadvantages. Perhaps 
the most important is that(For example) you fly directly to your destination and you 
have no feeling of travelling from one country to another. Another point (disadvantage) 
is that because (as) air travel is so quick, people going long distances non-stop often 
suffer from tiredness; so they save time travelling, but waste time recovering. It also 
happens that passengers are often delayed by fog and other weather conditions. 
 
Anyway, I think that the advantages of travelling by plane outweigh the disadvantages, 
mainly when you have to travel long distances and want to save time. 
 
http://www.esec-braamcamp-freire.rcts.pt/index.php?option=com_content&view=article&id=129 
http://www.esec-braamcamp-freire.rcts.pt/index.php?option=com_content&view=article&id=129
79 
 
 
 
 
 
 
 
 
 
 
* Expressing opinions or reasons complete the following: 
 
1. football/exciting; Cricket/ more relaxing 
 
Football is an exciting game. Cricket, in contrast, 
 
 
 
 
2. living in a foreign country/difficult/ rather exciting 
 
People say that living in a foreign country is difficult. On the other hand it 
 
 
 
 
 
3. television kills conversation, makes people dumber 
 
Besides killing conversation, television 
 
 
 
 
 
4. gardens- place for children to play- beautify the houses 
 
Gardens provide a place for children to play. Moreover, they 
80 
 
 
 
 
ACTIVITY 20 
Topic:Passive voice with perfect tenses, Talking about regular activities in the 
past (Used to), reviewing modals(could, should, might, may, must; Understanding 
the use of -ed/ -ing adjectives 
 
WARM UP! ENJOY IT!!! 
 
 
 
 
 
 
1. WHAT IS THE SITUATION IN THIS DRAWING? 
2. HOW CAN YOU INTERPRET THIS SCHEME? 
3. WHAT IS THIS SCHEME TALKING ABOUT? 
4. WRITE THE MODALS YOU CAN IDENTIFY. 
81 
 
 
 
 
EXPRESSIVE: That I give advices, suggestions and express abilities by using 
modals. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
* Hago buen uso de los diferentes modales vistos en el periodo en 
textos escritos y orales. 
 
 
 
 
E X P L A N A T I O N O F T H E T O P I C 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
* Fill in the gaps with "Could , can , may , must , might , should" 
can 
* He walk thirty miles a day. 
 
could 
* When she was young, she 
could 
swim across the lake. 
* 
 
*You 
you please tell me how to get to Almond Street? 
 
must 
provide proper identification in order to cash a check. 
 
*They work harder if they are to succeed. 
should 
*You take an umbrella with you, in case it starts to rain. 
 
*I answer his letter as soon as possible. 
 
*He says I take the day off. 
82 
 
 
. 
 
 
 
 
 
 
 
 
 
 
 
 use should / shouldn’t 
 
 
83 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
84 
 
 
 
 
ACTIVITY 21 
Topic:Passive voice with perfect tenses, Talking about regular activities in the 
past( Used to), reviewing modals( could, should, might, may, must; Understanding 
the use of -ed/ing adjectives 
 
 
 
WARM UP! ENJOY IT!!! 
* OBLIGATION / PROHIBITION 
Use must or must not to write a sentence for each sign. 
 
 
DON'T FEED THE ANIMALS 
 
 
 
 
 
 
 
 
 
1. 
2. 
3. 
4. 
5. 
6. 
7. 
8 
9. 
10._ 
 
 
 
* WRITE WHAT EXPRESS EACH SENTENCE.LOOK AT THE EXAMPLE. 
85 
 
 
 
 
 
 
 
EXPRESSIVE: That I give advices for some problems. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
* Hago buen uso de los diferentes modales vistos en el periodo 
en textos escritos y orales. 
 
 
* True or false. Tick the correct box. 
 
 
 You must wash your hands before lunch. 
 You mustn't listen to your parents. 
 You must break the windows at school. 
 You must take a shower every day. 
 You mustn't eat fruit and vegetables every day. 
 
 You must eat lots of sweets if you want to lose some weight. 
 You must feed your dog every day. 
 
* Complete the sentences with must or mustn't 
 
 
You brush your teeth three times a day. 
You forget to do your homework regularly. 
You 
You 
be nice to your classmates. 
 
wear warm clothes when it is cold outside. 
You chew gum in class. 
 
You 
 
study hard if you want to pass your exams. 
 
* Choose the correct modal: 
1) Any drink milk every day. She is very thin. 
a. Should b. must c. have to d. can 
 
 
2) Students leave the classroom before the ring bells. 
a. must b. should c. shouldn’t d. can 
 
 
3) You brush your teeth after breakfast. 
a. must b. should c. shouldn’t d. can 
 
 
3) Your father stop smoking. 
a. can b. should c. would d. must 
 
 
5) you pass my pencil to me? 
a. can b. must c. should d. mustn’t 
86 
 
 
 
 
 
 
 
 
 
* Read the explanation on the right then decide whether the example is right or 
wrong. Put a tick when you think it is correct. 
 
A - Right or Wrong? 
* My clothes are dirty … 
a-I should / ought to wash them. 
b-I should to wash them. 
c-I ought washing them. 
 
 
B - Right or Wrong? 
* You need your sleep. 
a-You should not (shouldn't) stay up late. 
b- You should (shouldn't) stay not up late. 
c-You ought to not stay up late. 
d- You ought to not stay up late. 
 
 
* ? FORMS: 
* @ POSITIVE 
* should + simple form of a verb 
(no to) 
* ought + to + simple form of a verb 
 
 
 
 
 
* @ NEGATIVE: 
should + not = shouldn't 
 
(Ought to is usually not used in the 
negative.) 
 
 
 
* Expressing advice: SHOULD and OUGHT TO. Write the verb: 
Directions: What do you advice Mary? 
EXAMPLE: Mary: I'm sleepy. You: You should / ought to drink a cup of tea. 
 
 
1) I'm hungry. You should something. 
 
 
2) 
 
I'm cold. You ought to 
 
coat. 
 
 
3) 
 
I have a toothache. You should 
 
 
dentist. 
4) I have the hiccups. What should I do? You ought to breathing. 
5) I left my sunglasses at a restaurant yesterday. What should I do? You should 
 
immediately. Do you know the number. 
 
6) I'm hot. You ought to fresh. 
 
7) I have a headache. You should aspirin. 
 
8) Someone stole my bicycle. What should I do? You ought to police. 
 
9) I bought a pair of pants that don't fit. They're too long. You should 
tailors’ to get them shortened. 
10) I always make a lot of spelling mistakes when I write. I don't know what to do 
about it. What do you suggest? You ought to dictionary. 
87 
 
 
 
 
Fill in the words to complete the sentences using "would, would like, would love or 
wouldn't like". 
1- You want to do something with your friend tonight. You ask: 
What to do tonight? 
 
2- You are in a restaurant and you ask for a glass of water. 
 
you bring me a glass of water please? 
 
 
3- You are expressing how much you want to go to Paris. 
I to go to Paris. 
 
Unscramble the sentence. 
 
6- would/ she/ to/ like/ go/ vacation/ on/ this/ year. 
 
would to 
 
7- like/ He/ meet/ wouldn't/ to/ you/ like. 
He 
 
8- love/ We/ to/ you/ visit/ would/ again. 
 
We 
MODALS 1: fill in the blanks with the right modal(SHOULD/SHOULDN'T) 
 
 
 
 
 
1. My car has broken down, I think I call a mechanic. 
 
 
 
 
 
 
2. Her hair is very long, I think she go to the 
hairdresser's. 
3. Brice is very ill today. I think he go to the doctor's. 
 
 
Emma is very shy. I think she be more natural. She be 
more self-confident. 
88 
 
 
 
 
ACTIVITY 22 
 
Topic:Passive voice with perfect tenses, Talking about regular activities in the 
past( Used to), reviewing modals( could, should, might, may, must; Understanding 
the use of -ed/ing adjectivesBEFORE READING! 
WARM UP! ENJOY IT!!! 
 
THIS IS A FRAGMENT FROM THE FAMOUS SONG “COULD YOU BE LOVED” BY 
BOB MARLEY. 
 
 
 
 
"THE ROAD OF LIFE IS ROCKY AND YOU MAY STUMBLE TOO, 
SO WHILE YOU PUT YOUR FINGERS SOMEONE ELSE IS JUDGIN' 
YOU, LOVE YOUR BROTHERMAN, COULD YOU BE LOVED AND 
BE LOVED" 
 
 
 
 
* What does it mean to you? 
 
 
 
 
 
 
 
89 
 
 
 
 
 
 
EXPRESSIVE: That I infer meaning through context 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
* Hago buen uso de los diferentes modales vistos en el periodo en textos escritos y orales. 
 
READING! 
 
Organize the text by matching each paragraph to the title: 
 
1. Early life 2. Musical career 
3. Musical influences 4. Religious Beliefs 
5. The end of his life 
 
 
 Bob Marley was born on February 6, 1945, to a white father and a black 
mother in St. Anne’s, Jamaica. He grew up with his mother. His father supported them 
financially, but didn’t live with them. When bob was a teenager, he moved to Kingston 
with his mother. There he became interested in music. 
 
 Bob Marley became a Rastafarian in the 60’s. this is a religion that began in 
Jamaica in the 1930’s. The Rastafarians don’t cut or comb their hair. This is why Bob 
Marley had ‘dreadlocks’. Also, they are urged not to 
eat meat, drink alcohol, or smoke tobacco. It is a 
religion embraced by the poor and oppressed 
people, mostly former slaves. 
 
 _In 1980 Marley began a battle against 
cancer. Although it seemed that he would get better, 
he didn’t. He died on May 11, 1981. He was given 
an official funeral in Jamaica, and the day was 
declared a day of national mourning. Only the 
month before he had been awarded the order of 
Merit by the Jamaican government. 
 
 _He met Leslie Kong, who recorded his first 
record for him. The next year, he formed the group 
The Wailing Wailers with two of his friends. The group first became famous in Jamaica 
and the Caribbean. The group broke up and later reformed as The Wailers. In the 
early 70’s, they signed with Island Records and recorded the reggae album catch a Fire. 
This led to a tour through London and America. By the mid 70’s, the group was 
internationally known. 
 
 Reggae evolved out of various music styles. Bob Marley and his 
contemporaries listened to American music coming out of New Orleans. Ska, popular 
dance music, combined rhythm and blues with Jamaica’s traditional African music. 
Rock Steady replaced the fast beat of ska with a slower beat. Lee Perry, one of the 
finest Caribbean musicians, started playing another rhythm. This pace that he described 
as “making you feel like if you were stepping in glue”, became reggae. 
90 
 
 
 
 
 
 
 
 
 
 
 
AFETER READING! 
 
1. Answer the questions. Use complete sentences. 
a. What music styles did reggae come from? 
 
 
 
 
 
 
 
b. Who first started reggae? 
 
 
 
 
 
 
 
 
c. When did Marley become interested in music? 
 
 
 
 
 
 
 
 
d. Who helped Marley make his first album? 
 
 
 
 
 
 
 
e. Why did Marley have dreadlocks? 
 
 
 
 
 
 
 
f. What award did he receive the month he died? 
91 
 
 Date of birth 
Place of birth 
Nationality 
Occupation 
Name of band 
Religion 
Date of death 
 
 
 
 
 
 
 
 
 
 
 
 
 
* Complete the biographical chart on Bob Marley, using the text. 
 
 
 
 
 
 
 
 
 
 
* Now write notes about your favorite singer or band 
 
 
Date of birth 
Place of birth 
Nationality 
Occupation 
Name of band 
Religion 
Date of death (if he/she is dead) 
92 
 
 
 
 
 
 
 
Pedagógico 
 
 
 
ACTIVITY 23 
Topic:Passive voive with perfect tenses, Talking about regular activities in the 
past( Used to), reviewing modals( could, should, might, may, must; Understanding 
the use of -ed/ing adjectives. 
 
WARM UP! ENJOY IT!!! 
 
 
 
 
* Read the following quotations about love. Write their meaning with a partner. 
 
 
 
./ LOVE IS A THING THAT IS NEVER OUT OF SEASON.(Barry Cornwall) 
 _ _ _ 
 _ _ _ _ 
 
./ WILL YOU STILL LOVE ME WHEN I’M SIXTY-FOUR?(Paul McCartney) 
 _ _ _ 
 _ _ _ _ 
 
./ WE ARE ALL BORN FOR LOVE, WHICH IS THE PRINCIPLE OF EXISTENCE, AND ITS ONLY 
END.(Anonymous) 
 _ _ _ 
 _ _ _ _ 
 
./ I FEEL IT WHEN I SORROW MOST; IT IS BETTER TO HAVE LOVED AND LOST THAN EVER 
TO HAVE LOVED AT ALL. (Anonymous) 
 _ _ _ 
 _ _ _ 
93 
 
 
 
 
EXPRESSIVE: That I complete sentences from written text showing my advances in 
general comprehension. 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
* Opino sobre los estilos de vida de la gente de otras culturas, 
apoyándome en textos escritos y orales previamente estudiados. 
 
 
 
 
 
Relative Clauses 
A relative clause gives detailed information defining a general term or expression and modifies a noun. 
 
 
relative 
pronoun 
 
 
use 
 
 
example 
 
who 
 
subject or object pronoun for people 
 
I told you about the woman who lives 
next door. 
 
which 
 
subject or object pronoun for animals and 
things 
 
Do you see the cat which is lying on the 
roof? 
 
which 
 
referring to a whole sentence 
 
He couldn’t read which surprised me. 
 
whose 
 
possession for people animals and things 
 
Do you know the boy whose mother is a 
nurse? 
 
whom 
 
object pronoun for people, especially in 
non-defining relative clauses (in defining 
relative clauses we colloquially prefer who) 
 
I was invited by the professor whom I 
met at the conference. 
 
that 
 
subject or object pronoun for people, 
animals and things in defining relative 
clauses (who or which are also possible) 
 
I don’t like the table that stands in the 
kitchen. 
 
When ( in/on 
which) 
 
refers to a time expression 
 
the day when we met him 
 
Where(in/at 
which) 
 
refers to a place 
 
the place where we met him 
 
Why(for which) 
 
refers to a reason 
 
the reason why we met him 
94 
 
 
 
 
 
* READ THE FOLLOWING SENTENCES ABOUT RELATIVE CLAUSES. 
IDENTIFY WHEN YOU CAN USE EACH ONE, ACCORDING TO TOPIC 
EXPLANATION. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
95 
 
): 
 
cl 
 
 
 
 
nt. 
: 
 
 
 
 
 
 
 
 
 
* Complete the sentences with ( who/ whom 
 
- This is the student sits next to me in the ass. 
 
 
 
- This is the girl my sister helps to study. 
 
 
- He is the girl serves the food in the restaura 
 
 
- Sam is the friend I gave the pencil. 
* Complete the sentences with ( who/ which ): 
 
 
- This is the book she will buy. 
 
 
- This is the girl plays football in our team. 
 
 
- This is the cat got lost last week. 
 
 
- That’s the flight will leave at night. 
 
* Complete the sentences with ( where / when ) 
 
- This is the room they stay. 
 
 
- Autumn is the season the leaves fall. 
 
 
- Early morning is the time the meeting starts. 
96 
 
 
 
 
ACTIVITY 24 
Topic:Passive voive with perfect tenses, Talking about regular activities in the 
past( Used to), reviewing modals( could, should, might, may, must; Understanding 
the use of -ed/ing adjectives. 
 
 
 
WARM UP! ENJOY IT!!! 
 
 
VOCABULARY PRACTICE 
 
* DRAW THE FOLLOWING ADJECTIVES 
 
 
 
 
 
 
 
 
 
 
 
 
 
97 
 
 
 
 
 
 
 
EXPRESSIVE: That I use of –ed / -ing adjectives to complete texts in English. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
* Hago inferencias a partir de la información en un texto. 
 
 
 
 
E X P L A N A T I O N O F T H E T O P I C 
Use of-ed/-ing adjectives 
 
• Many adjectives ending in ‘-ing’ describe the effect that something has on 
someone's feelings. 
• Some adjectives ending in ‘-ing’ describe a process or state that continues over a 
period of time. 
• Many adjectives ending in ‘-ed’ describe people's feelings. 
 
EXAMPLES: He lives in a charming house just outside the town. 
She always has a warm welcoming smile. 
She looks alarmed about something. 
A bored student complained to his teacher. 
She had big blue frightened eyes. 
 
 
 
 
 
 
* Look the following sentences and explain what are wrong or right. 
1. My son was very disappointing disappointed when an injury prevented him from 
competing in the Olympic Games. 
 
 
2. It rained most of the time when we were in England, which was very 
disappointing 
 
 
3. I like being fifty ' I said with a satisfied grin. 
 
 
4. I am not satisfying satisfied with the way he cut my hair. 
 
5. Many people are disgusted by the continuing killing of dolphins. 
 
 
6. It is sometimes embarrassed embarrassing when you have to ask for money. 
 
7. How can you be so exciting excited by a stupid computer game? 
 
8. After a terrified terrifying car accident, everybody was in shock. 
 
10. I am starting a new job next week; I am quite excited about it. 
98 
 
 
 
 
 
 
 
 
 
 
* CIRCLE THE RIGHT ADJECTIVE: 
a. The new James Bond movie was disappointed / disappointing. 
 
 
 
 
b. Is Diego interesting / interested in arts? 
 
 
c. I don’t like that music; it’s depressed / depressing. 
 
 
d. She felt embarrassed / embarrassing 
e. I have rehearsed all the afternoon. I’m exhausting / exhausted. 
f. What a bored / boring song! I’m falling asleep. 
g. We were surprising / surprised the he passed the audition. 
 
 
* WRITE THE CORRECT WORD: USE THE WORD BANK. 
 
INTERESTED-CONFUSED-DEPRESED-SURPRISED-EMBARRASING- DISGUSTING- 
RELAXING-BORING 
 
 
 
1. The instructions in the exam were very complicated and left the students feeling 
totally 
 
2. Would you be in coming to the theatre this evening? I have a 
spare ticket. 
 
 
 
3. I didn't expect to see Peter at the party. I was really _to see him 
there. 
 
 
4. He's had a lot of bad news recently and is feeling a bit _. Let's 
go and cheer him up. 
5. I find it to lie on the sofa and listen to music after a hard 
day's work. 
6. I was told the film was really good but I felt utterly _by it. 
 
 
7. The kitchen hadn't been cleaned for ages. It was really . 
 
 
8. The lecture was I fell asleep. 
 
 
9. It's sometimes when you have to ask people for 
money. 
99 
 
 
 
 
 
 
* Complete the sentences using the –ed or –ing form of the adjective 
 
 
 
 
 
 
 
102 
 
 
 
 
 
++++ 
 
 
 
 
SCHOOL YEAR: 
 
 
 
 
SUBJECT: ENGLISH GRADE: 10Th 
Third period 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
103 
 
 
 
 
 
 
 
 School: Grade: ENGLISH 
Teacher: Time: Hours: 
 
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 show interesting talking about different activities by using proper 
structures. 
 
COGNITIVE: That we identify phrasal verbs, present and past real and unreal 
conditionals in writing skills. 
 
EXPRESSIVE: That we use language to talk about regular activities in the past. 
EVALUACIÓN: INDICADORES DE DESEMPEÑO 
* Hago inferencias a partir de la información en un texto. 
 Describo en forma oral mis ambiciones, sueños y esperanzas utilizando un lenguaje 
claro y sencillo. 
* Uso los phrasalverbs para hablar o escribir acerca de eventos en pasado y presente. 
* Hago especulaciones en cualquier tiempo verbal, haciendo uso de los diferentes 
condicionales. 
* Escribo textos, con un propósito claro donde hago uso del conocimiento previo. 
ENSEÑANZAS (COMPETENCIAS Y HABILIDADES) 
Competencia LingüísticaCompetencia Pragmática 
Habilidades: Habilidades: 
Identificar Organizar Escuchar 
Interpretar completar Escribir 
Competencia Sociolingüística 
Habilidades: 
Preguntar y responder significativamente 
 
EJES TEMÁTICOS 
• Present real and unreal conditionals. 
• Pastunrealconditionals. 
• Differentiatinghomophones. 
• Usingprefixes. 
DIDÁCTICAS 
1. Anticonstructivista: Los estudiantes participan dando ejemplos de hechos que 
ejemplifican la temática propuesta. 
2. Interrogativa: Los estudiantes potencian sus capacidades de comprehender las 
preguntas y de expresar respuestas cada vez con mayor profundidad y sentido. 
3. Expresiva: Los estudiantes tienen la oportunidad de desplegar su creatividad 
expresándose a través de diferentes lenguajes y disfrutando plenamente del 
aprendizaje. 
104 
 
 
 
 
 
 
ACTIVITY 25 
 
Topic:Passive voive with perfect tenses, Talking about regular activities in the 
past( Used to), reviewing modals( could, should, might, may, must; Understanding 
the use of -ed/ing adjectives. 
 
 
 
WARM UP! ENJOY IT!!! 
 
 
 
 
Jane and her grandmother, Carmen, 
decided to travel to the United States. Jane was 
a very keen and kind girl although she was a 
little bit naughty. 
 
Her grandmother was very careful and 
smart and she even knew how to speak English. 
One day Carmen went for a hike and her 
granddaughter stayed at home alone. Suddenly 
she needed to go to the Supermarket to buy 
something to eat, when she was on the street 
she was really confused and worried, she was 
about to cry because she didn’t understand 
anything and people didn’t either. 
 
She was very disappointed about herself 
so that when her grandmother came back home 
she told her what had happened, her 
grandmother took advantage to advise her and 
told her “Don’t worry we will begin the English 
class right now”. 
 
 
 
 
ACTIVITY: 
 
 
1. After reading Jane’s story, draw the Jane and Carmen’s situation. 
105 
 
 
 
 
EXPRESSIVE: That I use different grammar reviewing modals (could, should, might, 
may, must; Understanding the use of -ed/ing adjectives, passive voice, synonyms, 
antonyms, relative clauses, used to and perfect tenses. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
* Uso lenguaje funcional para discutir alternativas, hacer 
recomendaciones y negociar acuerdos en debates preparados con 
anterioridad. 
 
 
 
 
David: Can you tell me a Little about Mexico? 
Maria: Yes, sure. What would you like to know? 
David: Well, when’s the best time to visit? 
Maria: Mmm, you should go in the winter or spring. The weather is nice then. It’s not 
very hot 
David: Really? And does Mexico have good beaches? 
Maria: Yes, the beaches are excellent 
David: Oh, good! And what places should I see? 
 
Maria: Well, you should go to Mexico City. And you shouldn’t miss the Mayan ruins. 
They are very interesting 
David: Great! I can’t wait to go there. 
 
 
 
1. Identify the type of context that is happening 
 
The context is a conversation about Mexico and its characteristics 
 
 
 
2. Recognize the speaker´s need 
 
The speaker needs information is about Mexico 
 
 
 
3. Choose the type of information required to ask 
 
We can ask about places, costumes, cultures, weather, and currency 
 
 
 
4. Write the question using modal verbs 
 
What cities should I visit? 
What Problems may I find? 
 
 
5. . Practice your questions in a short conversation 
A: What Indian tribes could I find in Mexico? 
B: you could find the Aztecas andmaybe the Toltecas 
106 
 
 
 
 
 
 
 
 
 
 
* Join the following sentences to make one sentence using a relative pronoun 
when necessary. If the relative pronoun is unnecessary, put it in brackets. You 
may sometimes have to change the “word” order or change 'a' into 'the'. 
 
 
There's the boy. He broke the window. 
 
 
 
 
The film star gave a party. It cost $10,000. 
 
 
 
 
That's the palace. The Queen lives in it. 
 
 
 
 
You met a man at the party. He is a famous film star. The 
man..._ 
 
 
My friend came to the party. He's a policeman. 
 
 
 
 
 
* IN GROUPS TAKE THE FOLLOWING TEXT AND RE-WRITE IT IN PAST 
TENSE. 
 
 
Mary has a lot of hobbies and interests. She usually gets up early so she can run before 
work. She doesn't often have time to ski, but she occasionally goes on Saturdays during 
the winter. Mary often rides a horse at a stable near her home. She sometimes goes 
after work, but she usually goes horseback riding on Sundays. She loves music. She 
always goes to choir practice on Wednesday evenings and sings in church on Sundays. 
She doesn't have much extra money, so she rarely goes to concerts in the city. She 
seldom watches TV because she likes doing things outside. She usually goes to the 
gym if it's raining outside. She isn't often alone because she has a lot of friends. She 
occasionally does something alone, but she usually does her activities with one of her 
friends. She's a happy woman! 
107 
 
 
 
 
 
* READ THE FOLLOWING STORY AND CHANGE THE WORDS 
WITH (S) SYNONYMS AND (A) ANTONYMS 
108 
 
 
 
 
ACTIVITY 26 
Topic:Present real and unreal conditional, Past unreal conditional, Phrasal verbs, 
Vocabulary( Using prefixes and suffixes, differentiating homophones) 
 
WARM UP! ENJOYIT!!! 
Prefixes and suffixes 
 
* Choose the right word. 
 
 
 
HAPPINESS /CARELESS /UNUSUALLY/POPULARIZE /HOPELESS 
UNCOMFORTABLE/SICKNESS/UNSELFISH 
/UNCONTROLLABLEOBVIOUSLY/UNLIKELY/SHORTAGE/IMPOSSIBLE/PHOTOGRAPHY/ 
USEFUL/SLEEPY/UNUSUAL/KINDNESS /DISLIKE/UNHAPPY 
 
 
 
1. Associations are working to provide more for the desperate. 
2. Anita spends her money with great care, but John is pretty 
3. It's cold today, considering it's still summer. 
4. Popular products sell well, so Microsoft uses advertising to its games. 
5. Until today Sally was full of hope that she will get the job but now she thinks the 
situation is . 
6. I can't sit on this chair. It's really _. 
7. Lily's been sick a lot; she missed a week of work because of . 
8. Being 
9. Daniel has a really 
means that you share with others. 
_temper, and gets angry easily. 
10. Bree crept up on a thief in the house. Someone had 
open. 
11. I suppose Ramon might help us, but it seems 
12. Ted can't fill his pool because there’s a water 
13. I found most of the math questions completely 
_left the front door 
 
 
. 
. 
_. 
14. Jerry has taken up as a hobby. 
15. Thanks for those notes. They were really _. 
16. When it's time for bed I start feeling _. 
17. This is a really stamp. I've not seen one like it before. 
18. I'm writing to thank you for the you showed me. 
19. I _winter sports so I never go skiing. 
20. I really like Jane. She is so happy, but her brother Mike is every time 
. 
109 
 
 
 
 
 
 
EXPRESSIVE: That I Infer meaning from the context. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
* Hago inferencias a partir de la información en un texto. 
 
 
 
 
 
* Add a prefix to each of the following words to make new words. If your stuck on one, 
move on and then go back to it. 
 
 
110 
 
 
 
 
 
 
 
* Change the following nouns and verbs to adjectives using the suffix -Y 
 
 
 
 
 
 
 
 
 
111 
 
 
 
 
 
 
 
 
* UNSCRAMBLE THE WORDS AND FILL IN THE BLANKS 
 
1. I Must go to the dentist's but I am scared because my tooth is so 
 (N P U I L F A) 
2. You won't buy this motorbike, it isn't _(F E L WR P O U ) 
enough 
3. Don't waste your time! It's (E S SS E L U ) ! All sort of medicines 
have been used already! 
4. It's horrible! So many (E L H E O S S M) people in the streets in the 
middle of winter ! 
5. You should take that medicine: it won't do you any harm, it's _(M S H 
A S R L E) 
6. We enjoyed the peace of the mountains: there was nobody. It was so _( 
U E A F C P E L) 
7. She was wearing a (U A U T L I F E B) wedding-dress ! We took 
lots of photos! 
8. He is as ( L F K I S U L) at riding as his father now. Unfortunately 
he hasn't any skills at swimming. 
9. We were obliged to correct their letter: it meant nothing at all. It was 
 
 (E A E M G S I L N N S) 
 
10. We were sohappy when she said she had passed her exam with success! She 
was (E U L U S S C S F)! 
11. Stop being so _(C I H I H S L D)! You are now 16 years old! 
 
12. The poor woman who was ( I D L S H E C S L) would have 
liked to adopt an orphan. 
112 
 
 
 
 
ACTIVITY 27 
 
Topic:Present real and unreal conditional, Past unreal conditional, Phrasal verbs, 
Vocabulary( Using prefixes and suffixes, differentiating homophones) 
 
 
WARM UP! ENJOY IT!!! 
 
 
 
 
* Look at this comic 
 
 
 
 
 
 
1. What is the comic about? 
 
 
 
2. What would you do if you were in this situation? 
113 
 
 
 
 
 
 
EXPRESSIVE: That I use the conditional form in descriptive texts. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
* Hago especulaciones en cualquier tiempo verbal, haciendo uso de los 
diferentes condicionales. 
 
 
 
 
 
 
E X P L A N A T I O N O F T H E T O P I C 
 
Real Conditionals 
 
Conditional sentences express a choice and the possible consequences of that choice. 
There are three types of conditional sentences: Real, Unreal and Unreal Past. The first 
type is the easiest to learn. It involves a present choice and a future consequence. 
If you drive north for three miles, you will get to Columbus. 
If he doesn't exercise, Fred will gain weight. 
If you purchase a raffle ticket, you might win a car. 
 
 
Real conditional sentences contain two parts, the if clause, and the result clause. 
The if clause indicates the choice and is expressed in present tense. It indicates a 
choice and can be either positive or negative. If statements can also imply the opposite 
choice and result. 
If you study hard you will pass the test. 
If you don't study hard, you could fail. 
(Choice and possible result) 
(Implied opposite choice and result) 
The result clause indicates the consequence or possible consequence, and is expressed 
in future tense or with modals can, could or might. 
If clause 
 
If you eat your spinach, 
If I quit my job, 
If Troy moves to Hollywood, 
Unreal conditional 
Result clause 
 
you will grow stronger. 
 
I can spend more time with the kids. 
he might become a movie star. 
 
Example: 
Use: The condition is untrue or impossible. 
If a UFO flew over my head, I wouldn`t tell anyone. 
Form: 
 
Condition: If past tense 
Result: would infinitive 
114 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
* Choose the best phrase to complete 
each sentence. 
1. If a meteor hits the earth, 
 us all. 
a. It will kill 
b. It would kill 
c. It kills 
 
2. If the sun is shining, you 
the other stars 
a. won`t see 
b. will see 
c. would see 
 
3. If he were president, 
every day a holiday 
a. he will make 
b. he would make 
c. he did make 
 
4. If I failed English class, 
in summer school 
a. I was 
b. I would be 
c. I wouldn`t be 
 
 
Present Unreal Conditional 
* Using the words in parentheses, complete the text below with the appropriate conditional 
form 
 
Did you hear about that guy who won 180 million dollars in the lottery? If I (win) 
that much money, I (quit) my job the next day. I (travel) 
around the world and (stay) in the most luxurious hotels. If I (want) 
anything, I (buy) it.If I (see) a beautiful Mercedes that I wanted, I (buy) 
it.If I wanted to stay in a beautiful hotel and the hotel (be) full, I (buy) 
the hotel and make them give me a room. I (can) do anything in the 
world if I had 180 million dollars ... Oh, I am starting to sound a little materialistic... Well... 
 
I (do) good things with the money as well. If anybody (need) help, I 
(give) them some money to help them out. I (donate) money to 
charities. I (give) money to help support the arts. If I (win) that much 
money, I wouldn't keep it all for myself. I (help) as many people as possible. 
Past Unreal Conditional 
 
After I graduated from university, I applied for a marketing position with a prominent 
bank with branches all over the world. I didn't get the job because they wanted someone 
 
who spoke Spanish fluently. I (could, take) Spanish in high school, but I 
didn't. I took an acting class instead. If I (take) Spanish, I (get) 
the job. Just imagine, if I had actually gotten the job, I (move) 
to Spain. My entire life (could, go) in a totally different 
direction. If I had accepted the job and moved to Spain, I (might, meet) a 
Spanish woman and (get) married.If that had actually happened, I probably 
(stay) in Spain. We (might, have) children. Unfortunately, I 
didn't get the job and I didn't go to Spain. I got a boring job and I live alone. If I had just 
 
taken Spanish, my life (be) much more interesting. 
115 
 
 
 
 
 
Present Real Conditional / Present Unreal Conditional 
* Using the words in parentheses, complete the text below with the appropriate conditional 
form: 
Michael: Sharon, I am having some problems at work, and I was wondering if you 
might be able to give me some advice. 
 
 
Sharon: Sure, what's the problem? 
 
 
Michael: The computer sales business is more difficult than I thought. When 
customers (come) in to look at the new computer models, they often (ask) 
me which model they should buy. If they (ask) me to suggest a 
 
model, usually I (be) quite honest with them. Most computer users don't 
need a very advanced computer; they just need a basic model which they can use 
for word-processing, bookkeeping and Internet access. If I am honest and I 
 
(recommend) one of the cheaper models, my boss (get) angry 
at me. He always says that a good salesperson can convince a customer to buy one 
of the more expensive advanced models. I don't really feel comfortable doing that. 
What would you do in my situation? Isn't it wrong to make them buy something which 
they don't need? 
 
 
Sharon: I think you should help your customers make an intelligent decision. If I (be) 
you, I (educate) the customers.I (teach) them how 
to make a good decision by themselves.I (make, not) the decision for 
 
them.When a customer (ask) a question, answer it honestly. You don't 
need to lie to the customer, and you don't need to make the decision for them. 
 
 
Michael: When I (sell) an inexpensive computer to a customer, my boss 
(complain) that I am not trying hard enough. What would you tell him? 
 
 
Sharon: If I (be) in your situation, I (tell) him that I wasn't 
comfortable forcing customers to buy products which they don't need. Tell him that 
you don't want to lie to honest people, and that you want to provide them with good 
 
service. Remind him that when customers (get) good service, they (return) 
to a store and spend more money. 
 
 
Michael: I think that's a great idea. He (might) change his mind if I said 
that to him. Maybe he (realize) that good service is the most important 
thing to consumers. And, of course, I (feel) much more comfortable if I 
(be) able to be honest with the customers. Thanks for your advice. 
116 
 
 
 
 
ACTIVITY 28 
 
 
Topic:Present real and unreal conditional, Past unreal conditional, Phrasal verbs, 
Vocabulary( Using prefixes and suffixes, differentiating homophones) 
 
 
 
WARM UP! ENJOY IT!!! 
 
* Look at this comic 
 
 
 
 
If I catch a goldfish. I will be incredibly rich! 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
1. What is the meaning of the sentence in the picture above? 
 
 
 
2. What’s the real situation? 
117 
 
 
 
 
EXPRESSIVE: That I match and complete sentences with conditions. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
* Hago especulaciones en cualquier tiempo verbal, haciendo uso de los diferentes 
condicionales. 
 
 
 
 
 
 
 
* Match the conditions with the results. 
 
 
1. If I could fly a rocket, 
 
 
 
2. If Keppler hadn’t developed the 
laws of planetary motion, 
 
 
 
 
3. If I had a strong telescope, 
 
 
 
4. If I had a strong telescope, 
 
 
 
 
 
5. If the night is clear, 
A. Scientists couldn’t 
determine the orbit of 
satellites. 
 
 
B. You can see the 
constellations. 
 
 
 
 
C. I would travel in space. 
 
 
 
D. I could see Neptune. 
 
 
 
 
 
E. Polaris would be almost 
overhead. 
118 
 
 
 
 
 
 
 
 
 
Past Real Conditional / Past Unreal Conditional 
 
* Using the words in parentheses, complete the text below with the appropriate conditional 
form: 
 
Clarence: Mary, have you ever had a teacher who changed your life or influenced you 
greatly? 
 
 
Mary: Yes. But the teacher influenced me in a very negative way. I have always had 
problems with math, and I think it comes from my seventh grade math teacher, Mr. 
 
Harris. He thought girls couldn't do math. When any girl (ask) a question, he 
always (sigh) and (say) , "Girls can't do math. It's a well-known 
fact." When a boy (ask) a question, he (smile) and (ask) 
for his answer. 
 
 
Clarence: That's terrible! Your teacher actually said that to you? 
 
 
Mary: Yes. If he ever did let me answer a question, and I actually got it right, he always 
(say) that it was a lucky guess. 
 
 
Clarence: Your parents (should, do) something about him. They (could, 
go) to the principle of the school and complained about the way Mr. Harris 
treated the girls. If you (be) my child, I (demand) that such 
an irresponsible teacher be fired. 
 
 
Mary: You're right! If somebody (force) Mr. Harris to treat the children 
equally, I (become) more confident in math. His behavior (might, affect) 
every girl in that class. 
 
 
Clarence: It might have. I'm glad our children don't have teachers like that! 
119 
 
 
 
 
 
 
 
 
 
Present Unreal Conditional / Past Unreal Conditional 
* Using the words in parentheses, complete the text below with the appropriate conditional 
form: 
 
1. If I (have) enough money, I (backpack) around Europe. But, 
unfortunately, I am broke. 
 
 
2. If I (have) enough money in my twenties, I (backpack) 
around Europe. But, unfortunately, I was broke. 
 
 
3. She would have been here earlier if she (miss, not) the train. 
 
 
4. Thank you for helping me study. If you hadn't tutored me, I (fail) the 
test. 
 
 
5. If I exercised more, I (be) much more fit and I (have, not) so 
many health problems. 
 
 
6.It's too bad Frank isn't with us. If he (be) here, he (can, translate) 
the letter for us. 
 
7. Stop asking me what Joe bought you for your birthday. Even if I (know) 
what he bought you, I (tell, not) you. 
 
8. My business trip to California was only two days. If the trip (be) longer, I 
(visit) my friends in Los Angeles. 
 
9. I'm sorry, I didn't know you were allergic to chocolate. If I (know) , I 
(make) you a vanilla birthday cake. 
 
10. Did you hear that Margaret won $2,000 in Las Vegas, and she used the money to 
buy a new washing machine and dryer? How boring! If I (win) that much 
money, I (go) to Tahiti for a couple of weeks. 
120 
 
 
 
 
 
 
ACTIVITY 29 
Topic: Present real and unreal conditional, Past unreal conditional, Phrasal verbs, 
Vocabulary(Using prefixes and suffixes, differentiating homophones) 
 
WARM UP! ENJOY IT!!! 
 
 
* Read: 
 
I wish I had worked harder at university. If only I had 
worked harder at university, I would've gotten a better 
job. 
I wish I had done more travelling in my youth. If I had 
travelled more widely, I am sure I would be more open- 
minded now. 
I wish you could come with me to Cancun this summer. 
If you could only come with me to Cancun, that would 
make it a perfect summer. 
 
 
 
 
 
 
 
 
 
 
1. Identify the perfect tenses and conditionals. 
2. What wish is he talking about? 
 
 
 EXPRESSIVE:That I express and write wishes in different tenses. 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
 Describo en forma oral mis ambiciones, sueños y esperanzas utilizando un 
lenguaje claro y sencillo. 
 
 
 
 
 
E X P L A N A T I O N O F T H E T O P I C 
Expressing wishes and regrets 
 
(1) Present Wishes – Real vs. Unreal 
 
A WISH THAT CAN COME TRUE AN IMAGINARY WISH 
 
 
 
 
 
We use wish followed by an infinitive clause 
to express a wish that can occur in the 
future. 
Use wish + past tense verb form to 
express a wish about a hypothetical 
(imaginary) situation. The past tense 
verb form is called "subjunctive". 
Optionally, use that to add the clause. 
121 
 
 
 
 
 
 CLAUSE 
COMPLEMENT 
 
 
SUBJECT VERB 
COMPLEMENT 
(infinitive & clause) SUBJECT VERB 
 
We wish to go with you. 
(directrequest / demand) 
 
 
 
to go with you. (more 
We wouldlike 
formal request) 
 
 
 
I hope 
(that) we can go with you. 
(suggestion / request) 
 
 
 
*(that) I can go with you. 
I wish 
(incorrect) 
 
(that) I were home in my 
I wish 
country. (a private 
thought; a longing) 
 
 
I could go with you. (an 
I wish excuse due to inability, or 
an expression of regret) 
 
 
youwould let me pay for 
I wish dinner. (pretendregret, 
orupset) 
 
 
youwouldturn that TV 
I wish off! (low expectation 
request; anger, outrage) 
 
(2) Past Wishes – Unreal 
 
A PRESENT WISH ABOUT THE PAST A PAST WISH ABOUT THE PAST 
 
 
 
 
Use wish + could/would + have + 
participle to express regret about a past 
action that did not happen. 
Use could/would + have + participle or 
had + participle to express regret about 
a past action that did not happen. 
Optionally, use thattoaddtheclause. 
 
 
 
 
 
SUBJECT VERB 
 
I wish 
CLAUSE 
COMPLEMENT 
 
I could have gone with 
you. (regret over a lost 
opportunity) 
 
 
 
SUBJECT VERB 
 
I wished 
CLAUSE 
COMPLEMENT 
 
(that) I could have gone 
with you. (remembering 
a lostopportunity) 
 
 
 
I wish 
youwould have 
remembered to take the 
dog out. (nagging, anger) 
 
 
I wished 
I had been old enough to 
drive. (remembering a 
wish) 
 
 
 
 
 
 
GRAMMAR NOTE: 
Wish + SIMPLE PAST - to express a wish about the present 
Wish + PAST PERFECT - to express a wish about a past situation 
For a wish about the future, we usually use a modal verb "could" or "would" 
122 
 
 
 
 
 
 
 
 
 
* Look the text and then solve the mix and match: 
 
 
123 
 
 
 
 
 
 
* Read the following text: 
 
 
* Now it’s your turn to write a text about what you wish? Follow the example 
above and then write it!!!You can look at the warm up, too. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
124 
 
 
 
 
ACTIVITY 30 
 
Topic:Present real and unreal conditional, Past unreal conditional, Phrasal verbs, 
Vocabulary(Using prefixes and suffixes, differentiating homophones) 
 
WARM UP! ENJOY IT!!! 
 
Troubling Words 
Tremor Troll found Troubled Troll sitting in a corner of his tree fort. A closed book lay by 
his side as Troubled stared at the wooden floor. 
“Is something wrong, Troubled?” asked Tremor. 
Troubled took a deep breath and responded, “In this story I’m reading, it says that a boy 
is wearing a shirt that’s inside out.” 
“Is that a problem?” Tremor asked. 
“Yes,” said Troubled. “You see, I keep wondering why it’s ‘inside out’ instead of ‘outside 
in’! After all, if the inside is on the outside than the outside must be on the inside! Right?” 
“That makes sense,” Tremor agreed. “But ‘inside out’ is the way everyone says it.” 
“But why?” demanded Troubled Troll. 
“I don’t know,” Tremor confessed. “It’s no big deal.” 
Troubled was not comforted. “And tell me, what if it is a big deal,” he implored, “and no 
one knows that it’s a big deal and someday everyone wakes up and realizes that they’ve 
been saying it wrong? And what if....what if they suddenly understand that it really has 
been a big deal all along?” 
“That won’t happen,” Tremor Troll insisted, “and even if it does, it won’t exactly turn our 
world upside down.” 
Troubled Troll was doing his best to remain calm. He gazed at his friend and whispered, 
“Why didn’t you say ‘downside up’?” 
 
For discussion: 
 
1. Can you name something in the story that shows that Troubled Troll is actually quite 
intelligent? 
 
2. In what way does Troubled behave in a silly or foolish manner? 
 
Reading Comprehension, Vol. 12, No.14, May 20, 2011 http://rhlschool.com Copyright 2011 RHL 
 
 
 EXPRESSIVE: That I use reading comprehension to understand texts in English. 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
* Hago inferencias a partir de la información en un texto. 
 
 
 
 
 
 
 
 
English National Football Team 
 
The English national football team represents England (not the whole United Kingdom) 
in international football competitions such as the World Cup and the European 
Championships. It is controlled by The Football Association, the governing body for 
football in England. 
http://rhlschool.com/
125 
 
 
 
 
Partly thanks to a historical accident, and continuing national sentiment among them, 
each of the four Home Nations of the United Kingdom possesses its own separate 
football association, domestic league and national team. Because the IOC does not 
accept regional representative teams, England, like the other three, do not compete in 
Olympic football. 
England is by far the most successful of the Home Nations, having won the 1966 World 
Cup and the British Home Championship outright thirty-four times, as many as the other 
three nations have won outright altogether. 
For the first 80 years of its existence, the English team played its home matches at 
different venues all around the country; for the first few years it used cricket grounds, 
before later moving on to football clubs' stadiums. England played their first match at 
Wembley Stadium in 1924, the year after it was completed, against Scotland, but for the 
next 27 years would only use Wembley as a venue for Scotland matches; other 
opposing teams were still entertained at club grounds around the country. 
 
In May 1951, Argentina became the first team other than Scotland to be entertained at 
Wembley, and by 1960 nearly all of England's home matches were being played there. 
Between 1966 and 1995, England did not play a single home match anywhere else. 
England's last match at Wembley before its demolition and reconstruction was against 
Germany on October 7, 2000, a game which England lost 1-0. Since then the team has 
played at 14 different venues around the country, with Old Trafford having been the 
most often used. The FA have ruled that when thenew Wembley is completed in mid- 
2006, England's travels will end, and the team will play all of their home matches there 
until at least 2036. The main reason for this is financial. The FA did not own the old 
Wembley stadium, but it does own the new one, and has taken on debts of hundreds of 
millions of pounds to pay for it. Thus it needs to maximise the revenue from England 
matches, and does not wish to share it with the owners of other grounds. 
This article is licensed under the GNU Free Documentation License. It uses material 
from the Wikipedia article "England National Football Team". You can explore more on 
the Wikipedia website. The text and the images are used here only for educational 
purposes. 
 
Questions about the text 
1. The Football Association is the governing body for football in England. 
 
True. 
False. 
We don't know. 
2. England has never won the World Championship. 
 
True. 
False. 
We don't know. 
3. England has won the British Home Championship four times. 
 
True. 
False. 
We don't know. 
126 
 
 
 
 
 
 
 
Vocabulary - Meanings from context: Use the context to help you determine 
the meaning of each highlighted word. 
 
As the summer sun sent scattered rays through the maple and oak leaves overhead, 
the young deer stood frozen, making it almost impossible for the hikers to see her. 
 
1. In the above passage, the word “frozen” means . 
a. very cold 
b. visible 
c. not moving 
d. not melted 
 
Christmas is a time when Dad reverts to his childhood. I really think he looks forward to 
Santa’s visit more than any other member of the family. Mom says that he’ll always be a 
child during this season. 
 
2. What does “reverts” mean in the above passage? 
a. stands up straight 
b. peeks at presents 
c. drinks too much egg nog 
d. goes back to being what he was 
 
Fortunately, the explosion diverted the asteroid from a course that would have sent it 
hurdling into our planet. 
 
3. To divert is to . 
a. change the direction of 
b. look for really high waves 
c. jump into a dry river 
d. look through a telescope 
 
A wonderful 98 year old woman is working day and night to knit scarves to send as gifts 
for the troops. What a selfless person she is! 
 
4. A selfless woman . 
a. is selfish 
b. has no name 
c. likes to wear scarves 
d. cares more about others than herself 
127 
 
 
 
 
ACTIVITY 31 
Topic:Present real and unreal conditional, Past unreal conditional, Phrasal verbs, 
Vocabulary( Using prefixes and suffixes, differentiating homophones) 
 
WARM UP! ENJOY IT!!! 
 
128 
 
 
 
 
EXPRESSIVE: That I write narrative stories according some pictures. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
* Escribo textos, con un propósito claro donde hago uso del 
conocimiento previo. 
 
 
 
 
 
* Organize the following comic strips: write the number 
 
 
 
 
 
 
 
 
 
 
 
 
129 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
* Organize the comic strip according to the conversation. 
* Write other possible conversation for the comic. 
130 
 
 
 
* Organize and number the following pictures and according to them write a 
narrative story. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
TITLE 
 
131 
 
 
 
 
ACTIVITY 32 
 
Topic:Present real and unreal conditional, Past unreal conditional, Phrasal verbs, 
Vocabulary( Using prefixes and suffixes, differentiating homophones) 
 
 
 
WARM UP! ENJOY IT!!! 
 
* Look and read the conversation 
 
 
 
 
 
 
1. What is the meaning of the give up smoking? 
132 
 
 
 
Equipo Base Académico- Pedagógico 
 
 
 
EXPRESSIVE: That I produce their own texts by using the phrasal verbs showing 
improvement in written skills. 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
* Uso los PhrasalVerbs para hablar o escribir acerca de eventos en pasado y 
presente. 
 
 
E X P L A N A T I O N O F T H E T O P I C 
 
Phrasal Verbs 
 
Phrasal verbs are mainly used in spoken English and informal texts. (The more formal a 
conversation or text, the less phrasal verbs are found.) 
 
Phrasal verbs consist of a verb plus a particle (preposition, adverb). The particle can 
change the meaning of the verb completely, e.g.: 
 
• look up – consult a reference book (look a word up in a dictionary) 
• look for – seek (look for her ring) 
• look forward – anticipate with pleasure (look forward to meeting someone) 
 
There are no rules that might explain how phrasal verbs are formed correctly - all you 
can do is look them up in a good dictionary and study their meanings. In our lists, you 
will find some frequently used phrasal verbs and their meanings. 
 
Frequently Used Phrasal Verbs with: 
• break, bring, call, carry, come, do, fall, get, go, keep, look, make, put, run, set, take, 
turn 
 
Position of the Particle 
 
The particle is placed either after the verb or after the object. 
 
Example: 
Write down the word. / Write the word down. 
 
If the object is a pronoun, however, the particle has to be placed after the pronoun 
(object). 
Example: 
Write it down. 
133 
 
 
 
134 
 
 
 
* Complete the sentences using one of these phrasal verbs in the correct form: 
 
 
break down = stop 
working 
close down = go 
out of business 
drop out = stop taking part in 
something 
show up = appear / 
arrive 
clear up = 
getbetter 
doze off = 
fallasleep 
move in = start living in a 
house, apartment, building, etc. 
 
Example>Sorry I'm late. The car broke down on the way here 
 
 
1. I arranged to meet Jane after work last night, but she didn't 
. 
 
2. "We've bought a new house." "Oh, you have? When are you ?" 
 
 
 
 
 
 
 
 
 
 
 
3. There used to be a store on the corner, but it a year ago. 
 
 
 
 
 
 
 
 
 
4. I ran in a marathon last week but after 15 miles. 
 
5. I was very sleepy. I was sitting in an armchair and . 
 
 
 
 
 
 
 
 
 
 
6. The weather is terrible outside, isn't it? I hope it 
later. 
135 
 
 
 
 
ACTIVITY 33 
Topic:Present real and unreal conditional, Past unreal conditional, Phrasal verbs, 
Vocabulary( Using prefixes and suffixes, differentiating homophones) 
 
WARM UP! ENJOY IT!!! 
 
 
 
* Replace the colored words with a phrasal verb from the Word Bank. 
 
 
Example: I couldn´t discover where that place is! _ I couldn´t find 
outwhere that place is! 
 
 
a. I can´t walk anymore! I want to return! 
b. John, please supervise the kids while they´re in the pool. 
c. Don´t forget to extinguish the fire before leaving the campsite. 
d. Don´t worry. We will find a solution for that problem. 
 
 
 
 
 
 
 
Word Bank 
 
Work out 
Go back 
Find out 
Put out 
Take care of 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
EXPRESSIVE: That I work with separable and non separable phrasal verbs. 
 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
* Uso los PhrasalVerbs para hablar o escribir acerca de eventos 
en pasado y presente. 
136 
 
 
 
 
 
 
 
 
Last week I went to visit my friend Fred. Fred is a great guy but at 
times he can really go on about things. We were speaking about some 
of our friends and he came out with this incredible story about Jane. It 
seems she had butted in while he was harping on his favorite 
complaint: Service in restaurants. Apparently, he had been running on 
for quite a while putting down almost every restaurant he had been to 
by rattling off a list of his visits to different restaurants in town. I 
guess Jane felt that he was talking at her and was fed up with it. She 
went off about what a rude person he was which shut him up pretty 
quickly! I thought about blurting out that maybe she was right, but 
decided to clam up in order to not upset him. 
 
 
 
* Read the text. 
* Underline the phrasal verbs that you find on it. 
* Write the meaning ofthe phrasal verbs that you found on the text. 
* Rewrite the text with the synonyms of the phrasal verbs. 
137 
 
 
 
 
 
 
* write a conversation with the following phrasal verbs and look the sentences. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
138 
 
 
 
 
 
 
* Listen to the teacher and correct the sentences or words that don’t match. 
 
NICK: I am tired bored. 
FELIX: Me too… I wish I were not here… 
NICK: If I could just be somewhere else… 
FELIX: That’s easy. Daydream! 
NICK: What do I have to do? 
FELIX: Just imagine and answer my questions. If you could travel somewhere 
else, where would you go? 
NICK: Mmm… I would go to a different country. 
FELIX: And, if you could be someone else, who would, you like to be? 
 
NICK: I would be an alien, an advanced creature. 
FELIX: What would you do if you were an alien? 
NICK: I would watch the people on Earth and I would feel happy not to be living 
There permanently. 
FELIX: How long would you like to stay there? 
NICK: I think I would be there for a couple of years. 
FELIX: That’s not a bad idea. Then, would I be able to go out with your girlfriend? 
NICK: Very funny! I don’t think I like this game anymore! 
FELIX: Why, still tired? 
 
 
 
(Go to the text teenagers 11º, page 54) 
139 
 
 
 
not have any dress up clothes. Instead, she would pick 
used as a dress, and pretend it was a bow for the pista 
pretend it was a beautiful pearl necklace. Other times, a 
hat she wished she had, as the sugar sack did not fit he 
 
 
Every night when she went to bed, she would say her 
sister. One night, the Green Fairy overheard her and de 
Fairy had power over all green things. She knew that th 
girl, who rocked it so gently every day and sang it sweet 
 
 
 
ACTIVITY 34 
 
Topic:Present real and unreal conditional, Past unreal conditional, Phrasal verbs, 
Vocabulary( Using prefixes and suffixes, differentiating homophones) 
 
 
 
WARM UP! ENJOY IT!!! 
 
VISTÁCtiI() 
The story of one pistachio baby 
 
 
Once upon a time, there was a poor but good little girl. Her family was so poor that she did not 
have any toys to play with. She did not 
have any pets, because they could not 
feed them. She did not have any dolls. 
She did not even have any rags that 
she could pretend were a doll. More 
than anything in life, what she wanted 
was a baby sister to play with, but she 
would have accepted a doll. All she 
had was a pistachio. Now, because 
her dinner every night was half a small 
potato and three crumbs of moldy 
bread, often she had been tempted to 
eat the pistachio. But she did not! For 
it was her pistachio baby, and she 
loved to play with it and rock it like it 
was her own baby sister. She also 
loved to dress it up, although she did 
a thread from the worn sugar sack she 
chio baby's hair. Sometimes she would 
sturdy leather belt, an item of clothing 
t r very well. 
 
 
prayers, and also ask God for a baby 
cided to grant her wish. Now the Green 
e pistachio loved the poor but good little 
but off key lullabies. So the Green Fairy 
-- who, we must confess, was often half in the bag by that time at night, being a bit overfund of 
crème de menthe -- waved her green fairy wand and sprinkled green fairy dust over the poor but 
good little girl and her pistachio baby. 
 
• How many phrasal verbs you can find in the last text? 
 
 
 
 
 
EXPRESSIVE: That I write letters describing some situation where you use phrasal 
verbs. 
140 
 
 
 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
* Escribo textos, con un propósito claro donde hago uso del 
conocimiento previo. 
 
 
 
 
 
* Complete the situation with the phrasal verbs in the box. 
* Look at the meaning of the phrasal verbs below. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
MEANINGS 
141 
 
 
1. 
 
If you make a mistake on the test, just 
 
. 
 
 
2. 
 
The story she told you wasn't true. She 
 
 
. 
 
3. 
 
I don't like people who borrow things and don't 
 
 
 
 
 
 
 
 
* Complete the sentences using one of these verbs in the correct form + it / them 
/ her / you: 
 
crossout giveaway make up see off 
fillout give back show around turndown 
 
Example: 
They gave me an application form and told me to fillit out. 
 
 
 
 
 
 
 
 
 
. 
 
 
 
4. Kate is going to Italy tomorrow night. I'm going to the airport to . 
 
 
5. I had a lot of toys that I didn't want to keep, so I to my neighbor. 
 
 
6. Would you like to see the new office? Would you like me to ? 
 
 
7. Theresa was offered a job as a secretary, but she . 
 
* Complete the sentences. Use the word in parentheses with one of the 
following: 
 
thatbook yourcigarette a 
blouse 
the 
radio 
a word it it them him 
Example: 
Don't throw away that book. I want to keep it. (away) 
Or 
Don't throw that book away. I want to keep it. (away) 
 
 
1. "Do you want this ball?" "No, you can throw . (away) 
 
2. Shh! The twins are asleep. Don'twake . (up) 
 
3. We can turn . Nobody is listening to it. (off) 
 
4. Tony got very upset and started shouting. I tried to calm . (down) 
 
5. I tried in the clothing store, but it was too expensive. I couldn'tbuyit. 
(on) 
 
6. Please put . This is a no-smoking area. (out) 
 
7. You can look in a dictionary if you don't know what it means. (up) 
142 
 
 
 
 
 
 
* Complete the sentences according to the images. 
* Write letter one situation below. Choose one. 
 Use the sentences completed. 
* Use the phrasal verbs from the activities before. 
 
 
 
 
143 
 
 
 
 
ACTIVITY 35 
 
Topic: Present real and unreal conditional, Past unreal conditional, Phrasal verbs, 
Vocabulary( Using prefixes and suffixes, differentiating homophones) 
 
WARM UP! ENJOY IT!!! 
 
 
 
 
* Listen to the pronunciation!! 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
* What is the difference between these two words? 
144 
 
 
 
 
EXPRESSIVE: That I use strategies to help me recall the correct spelling of 
homophone pairs and words that are easily confused. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
* Escribo textos, con un propósito claro donde hago uso del conocimiento 
previo. 
 
 
 
E X P L A N A T I O N O F T H E T O P I C 
 
HOMOPHONES 
 
Two or more words (such as knew and new or meat and meet) that are pronounced the same 
but differ in meaning, origin, and often spelling. 
 
Etymology: 
From the Latin, "same sound" 
 
 
Example: 
 
• "I will not scream for ice cream." 
(Bart Simpson, The Simpsons) 
• "Her technique is a model, to some observers, of what makes an interview great; to others, of 
what makes an interview grate." 
(On Barbara Walters, "Not for Women Only." Time, Feb. 21, 1972) 
• Sealing the popcorn ceiling will not eliminate that old-fashioned cottage cheese look. 
• Pay is higher when there is greater competition to hire people. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
145 
 
 
 
 
 
 
 
 
 
 
 
 
Homophones (also called Homonyms) are words that sound the same but have different 
meanings and spellings. 
 
* Choose the correct word to complete the sentences: 
 
 
 
The octopus has a. Eight 
b. ate 
 
tentacles Someone my apple! a. Eight 
b. ate 
 
 
 
 
 
They love to a. sail 
b. sale 
Her house was for a. sail 
b. sale 
 
 
 
People shake hands when they Vegetarians don't eat 
 
a. meat 
b. meet 
a. meat 
b. meet 
146 
 
 
 
 
 
 
* Click on the correct option. 
 
1. 2. 3. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
The boy is digging a whole 
 
The boy is digging a hole . 
Tracy is learning to read . 
Tracy is learning to reed . 
The pale is full of water.The pail is full of water. 
 
 
3. 4. 5. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
You've got mail 
 
! 
 
 
Yummy! I love chocolate moose 
 
! 
 
 
The lobster has big claws 
 
. 
 
You've got male 
 
! 
 
Yummy! I love chocolate mousse 
 
! 
 
The lobster has big clause 
 
. 
 
 
* Match the words from column 1 to the homophones on column 2.put the number. 
 
1. cereal stare 
2. root no 
3. days route 
4. stair hear 
5. links idle 
6. here serial 
7. know lynx 
8. idol daze 
147 
 
 
 
 
 
 
ACTIVITY 36 
 
Now I know!!! 
 
 
Reading Comprehension 
Read the questions and choose the correct one: 
 
0. A. became B. got C. achieved D. reached 
148 
 
 
 
 
 
 
 
 
 
 
 
 
Choose the phrasal verb that best completes the sentence: 
 
1. Every morning I (stop sleeping) when I hear the alarm clock. 
 
a) wake out b) wake up c) wake in d) wake of 
2. On Sundays I can (leave bed) later. 
 
a) get out b) step off c) get up d) step out 
3. We must (be quick) or we'll be late for school! 
 
a) act up b) fasten on c) hurry up d) speed in 
4. John helped the old lady to (board) the bus. 
 
a) mount on b) get on c) get up 4) put on 
5. Julie went to the library to (try to find) a book. 
 
a) look out b) look after c) look for d) look up. 
6. It's time for the news. Let's (start) the radio. 
 
a) turn on b) tune in c) turn up d) tune at 
7. "Please come in and (have a seat) " said the doctor. 
 
a) seat up b) seat down c) sit up d) sit down 
8. When Dad arrives home, he (removes) his coat. 
 
a) puts off b) takes off c) leaves in d) takes out 
9. Dad couldn't see very well. “(wear) your glasses" said Mum. 
 
a) put on b) put away c) put in d) put up 
149 
 
 
 
 
10. When we arrive at the station, we (descend from)_ the train. 
 
a) get down b) stand down c) get off d) stand out 
 
 
 
Choose the correct word: 
 
11. There is a _hole whole in my shoe. 
 
12. My feat _feet hurt! 
 
13. She left her cell sell over _their _there. 
 
14. The baby is taking a _nap_ knap. 
 
15. Raze_ Raise your hand, if you want to participate! 
 
16. Can you_ _great grate the cheese, please? 
 
17. Fruits is a very nutritious _desert_ dessert. 
 
18. The car’s cereal serialnumber is correct. 
 
19. I would love to have a peace piece of cheese cake right now. 
 
 
 
Choose the best sentence, accrding to the situation given. 
 
13. Alex always does things without paying attention! 
 
a. He is useful. C. He is useless. 
b. He is careless. d. He is careful. 
 
14. Poor Joe! He invested all his money in a company and it went broke! 
 
a. If he hadn`t invested all his money in that company he wouldn`t have lost all 
his savings. 
b. If he had invested all his money in that company, he had lost all his savings. 
c. If he wouldn`t have invested all his money in that company, he hadn`t lost all 
his savings. 
d. If he hadn`t invest all his money in that company, he would have lost all his 
savings. 
 
15. Be careful with that insect! 
a. It can be harmless. C. it can be harmful. 
b. It can be meaningful d. it can be meaningless. 
 
16. I can`t believe Monica`s bad luck! She introduced her boyfriend and best 
friend, and they ended up getting married! 
 
a. If she had introduced them, she wouldn`t have had problems. 
b. If she wouldn`t have introduced them, they hadn`t got married. 
c. If she hadn`t introduced them, they wouldn`t have got married. 
d. If she would had introduced them, they wouldn`t have got married 
150 
 
 
 
 
 
 
 
24. Choose the best description for each picture 
 
 
 
 
 
 
 
a. Mahatma Gandhi and Dr. Martin Luther King Jr were two pacifist leaders. 
b. Mahatma Gandhi and Dr. Martin Luther King Jr were two promising 
revolutionaries. 
c. Mahatma Gandhi and Dr. Martin Luther King Jr were two promising rebels 
 
 
 
25. 
 
 
 
 
 
 
 
 
a. Authentic readings and listening exercises make English meaningless. 
 
b. Authentic readings and listening exercises make English more meaningful. 
 
c. Authentic readings and listening exercises make English useless. 
151 
 
 
 
 
 
 
CYBERGRAFIA / BIBLIOGRAFIA 
 
 
 
TEXTO: 
 
./ TAKEN FROM TEENAGERS NEW GENERATION 10 and 11 grade. 
 
 
HTTP: 
 
./ http://www.ego4u.com/en/cram-up/grammar/simple-past 
 
./ http://www.ego4u.com/en/cram-up/grammar/passive 
 
./ http://www.icfes.gov.co/index.php?option=com_docman&task=doc_view&gid=468 
6 
 
./ http://inventors.about.com/bio/Mary-Bellis-496.htm 
 
./ http://busyteacher.org/classroom_activities-grammar/passive_voice-worksheets/ 
 
./ www.cambridge.org 
 
./ http://www.ego4u.com/en/cram-up/grammar/irregular-verbs 
 
./ http://en.wikipedia.org/wiki/Sitcom 
 
./ Fashion Styles From the 90s Up to the 2000s | 
eHow.comhttp://www.ehow.com/list_7793348_fashion-styles-90s-up- 
2000s.html#ixzz1YKwVdWFx 
 
./ www.esl-galaxy.com 
 
./ © www.firstschoolyears.com 
 
 
 
./ WWW.eslprintables.com 
 
./ http://www.tolearnenglish.com/english_lessons/used-to-exercises 
 
./ www.English Exercises .org. 
 
./ http://tronweb.super-nova.co.jp/tronintlhouse.html 
 
./ http://www.englishpage.com/modals/interactivemodal1.htm 
 
./ http://www.anthonyteacher.com/courses/2012s-li/homework-helper-modals-page- 
96 
 
./ http://www.ego4u.com/en/cram-up/grammar/relative-clauses 
 
./ http://vanda51.blogspot.com/ 
 
./ http://www.eslgold.com/grammar/real_conditionals.html 
 
./ http://www.english-test.net/esl/learn/english/grammar 
http://www.ego4u.com/en/cram-up/grammar/simple-past
http://www.ego4u.com/en/cram-up/grammar/passive
http://www.icfes.gov.co/index.php?option=com_docman&task=doc_view&gid=468
http://inventors.about.com/bio/Mary-Bellis-496.htm
http://busyteacher.org/classroom_activities-grammar/passive_voice-worksheets/
http://www.cambridge.org/
http://www.ego4u.com/en/cram-up/grammar/irregular-verbs
http://en.wikipedia.org/wiki/Sitcom
http://www.ehow.com/list_7793348_fashion-styles-90s-up-
http://www.esl-galaxy.com/
http://www.firstschoolyears.com/
http://www.eslprintables.com/
http://www.tolearnenglish.com/english_lessons/used-to-exercises
http://tronweb.super-nova.co.jp/tronintlhouse.html
http://www.englishpage.com/modals/interactivemodal1.htm
http://www.anthonyteacher.com/courses/2012s-li/homework-helper-modals-page-
http://www.ego4u.com/en/cram-up/grammar/relative-clauses
http://vanda51.blogspot.com/
http://www.eslgold.com/grammar/real_conditionals.html
http://www.english-test.net/esl/learn/english/grammar
152 
 
 
 
 
./ http://www.englishpage.com/conditional/conditional6.htm 
 
./ http://www.myenglishpages.com/site_php_files/grammar-lesson-if-only.php 
 
./ http://en.wikipedia.org/wiki/England_national_football_team 
 
./ www.rhlschool.com 
 
./ www.grammar.net 
 
./ http://www.superteacherworksheets.com/homophones.html 
http://www.englishpage.com/conditional/conditional6.htm
http://www.myenglishpages.com/site_php_files/grammar-lesson-if-only.php
http://en.wikipedia.org/wiki/England_national_football_team
http://www.rhlschool.com/
http://www.grammar.net/
http://www.superteacherworksheets.com/homophones.html