ϭ
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(1*/,6+&225',1$7,21
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6&+22/<($5BBBBBBBBBBB
SUBJECT: ENGLISH
PERIOD: FIRST
GRADE: 8Th
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Ϯ
School:
Grade:
Teacher:
Time:
ENGLISH
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 enjoy learning new expressions in English
COGNITIVE: That we recognize vocabulary and expressions in order to speak, write,
read and understand about unexpected events in English.
EXPRESSIVE: That we speak, write, read and understand in English about unexpected
events in English.
EVALUACIÓN: INDICADORES DE DESEMPEÑO
-Identifico ideas generales y específicas en textos orales, si tengo conocimiento del tema y del
vocabulario utilizado.
-Produzco textos sencillos con diferentes funciones (describir, narrar, argumentar) sobre temas
personales, de mi interés y relacionados con otras asignaturas.
-Hago exposiciones ensayadas y breves sobre algún tema académico de mi interés.
-Narro historias cortas o descripciones sencillas, enlazando mis ideas de manera apropiada.
ENSEÑANZAS (COMPETENCIAS Y HABILIDADES)
Competencia Pragmática
Competencia
Competencia Lingüística
Habilidades:
Habilidades:
Sociolingüística
Habilidades:
• To establish
• Writing paragraphs
comparisons.
and cards
• To organize short
stories or
• Making inferences
• Figuring out true
descriptions.
and false
• Describing or telling
statements
• Recognizing words
simple situations.
and expressions.
• Finding out specific
information
•
•
EJES TEMÁTICOS
REVIEW (disasters; describing places and situations, everything, something, anything,
nothing, Wh-question, simple present and past tense, present and past continuous).
DESCRIPTIONS (connectors; not only, but also, but…as well, either, nor, neither,
therefore, moreover, however, instead of, on the contrary…
DIDÁCTICAS
Didáctica comprehensiva
Los estudiantes colocan a prueba sus habilidades para leer comprehensivamente y para
realizar inferencias directas.
Didáctica interrogativa
Los estudiantes potencian sus capacidades de comprehender las preguntas y de expresar
respuestas cada vez con mayor profundidad y sentido.
Didáctica expresiva
Los estudiantes tienen la oportunidad de desplegar su creatividad expresando el significado de
la proposición a través de diferentes lenguajes y disfrutando plenamente del aprehendizaje.
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ϯ
DIAGNOSTIC TEST
“UNEXPECTED EVENTS”
1. Write the name of the disaster using the word bank
Ă͘
Ě͘
ď͘
Đ͘
Ğ͘
Ĩ͘
Word bank: Wildfire – Tornado – Earthquake – Storm – Drought –
Flood
2. Read and complete with some connectors using the word bank
Word bank:
instead of, not only, as well as, either, but also, nor, neither, therefore, moreover,
however, on the contrary
The strongest earthquake in the 2011
Colombia suffered the strongest earthquake during the last year. The natural
event __________ destroyed buildings and houses, _________ many cars and
some of the main streets were affected by the disaster. ___________ there
weren't human victims __________ have been reported disappeared people.
However some animals were victims of this unexpected event.
3. Imagine you are a journalist. Then write a report according to the picture.
Describe by using different tenses:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_______________________________________________________________
_______________________________________________________________
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ϰ
WORKSHOP 1
WEEK: FROM__________________ TO________________ 201__ HOURS: ________
EXPRESSIVEPURPOSE
That I develop reading comprehension showing my advances by organizing
stories and contrasting verbs with pictures.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Identifico ideas generales y específicas en textos orales, si tengo
conocimiento del tema y del vocabulario utilizado.
Tell us about you:
•
•
What did you like when you were younger?
What do you like now?
Now ask your partner:
•
What did she or he like when he or she were younger?
•What does he or she like now?
REVIEW
Simple present tense
I/
you/
they/
we
affirmative
negative
Verb
doesn’t
change
Do not Do
Example
Affirmative
negative
Interrogative
* you go to
the library
Verb in Didn’t
the past
form
*You do not
go to
library
Example
Simple past tense
Interrogative
*you went
to
the
library
Did
*You
did
not go to
the library
the
*Do you go
to
the
library?
He/
she/
it
Verb
does
adds:
not
“s” “es”
“ies”
Does
*Did you go
to
the
library?
*He goes to
the library
Verb in Didn’t
the past
form
*He does not
*He went to
the library
Did
the
*He did not
go to the
library
*Does he go
to
the
library?
*Did he go
to
the
library?
go to
library
The simple present tense, a verbal tense that expresses daily routines or habits, is
different from the past tense that expresses actions done in the past. This explanation is
according to the grammar rules.
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ϱ
To organize a story you should take into account the following tips:
a. Recognize the vocabulary you know to get a general idea, after that look in your
dictionary for the vocabulary you do not know to have better comprehension.
b. Identify the paragraph’s content.
c. Establish the structure of the text: introduction, body and conclusion.
d. The order of the text may vary according to the author’s style, but all the texts
have coherence and cohesion.
e. Try with different paragraphs in order to be sure that the paragraph you chose is
the correct one.
ACTIVITY
Name the parts of the text: Introduction, body, conclusion.
Japan Tsunami Taller Than 10-Story Building
Giant wave was biggest recorded in decades: Experts by Rob Quinn, Newser Staff
Posted Jul 19, 2011 1:40 AM CDT | Updated Jul 19, 2011 7:00 AM CDT
_____________: The tsunami was at its tallest when it struck the port city of Miykao,
according to experts who measured marks left on buildings and trees in the valley where
the town sits. The largest tsunami ever recorded was in Alaska in 1958, when a
landslide caused a mega-tsunami 1,720 feet tall—470 feet higher than the Empire State
Building—to sweep through the Lituya Bay inlet.
_____________: The tsunami that struck Japan in March rose to a staggering 132.5
feet at its highest, taller than a 10-story building, according to 150 researchers who have
collected data from thousands of locations along the country's east coast.
____________: Here's how it stacks up: The killer wave was taller than the 2004 Indian
Ocean tsunami (108 feet), taller than Rio's Christ the Redeemer statue (130 feet), and
taller than any other tsunami recorded in Japan (125.3 feet, in 1896), the Telegraph
reports.
Underline the past actions in the text and classify.
Answer the following questions:
What happened?________________________________________________________
When?________________________________________________________________
Where? _______________________________________________________________
Who were the people involved? ____________________________________________
What were the consequences?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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ϲ
1. Read, organize the story and underline some simple present and simple
past sentences, write the sentences on your notebook.
Dusk to Dawn: Survivor Accounts of the Last Night on the Titanic
Eight o'clock on April 14 found many of the passengers at dinner. The weather
continued to be clear and calm, and all agreed the Sunday evening dinner was the best
yet. Since the ship was on its fifth day out, casual acquaintances were evolving into
friends. The passengers were comfortable with the ship's daily schedule. I doubt that
anyone at dinner was discussing the possibility of striking an iceberg and sinking.
On Wednesday, April 10, 1912, the Titanic set sail for America from Southampton. She
planned to reach New York the following Wednesday. By April 16 the entire world was
shocked to find that this majestic ocean liner had sunk. In April of each year, another
anniversary of the historic event makes the news. I had the opportunity to read a book
by Paul J. Quinn on the subject. Mr. Quinn's first book, Titanic at Two A.M., primarily
focused on the last 20 minutes before the ship sank. This book starts earlier in the
evening and continues hour by hour through that awful historic night.
The bow of the Titanic slipped into the dark sea at two o'clock, barely making a ripple.
The story continues through the night, the survivors testifying as to the horrors they saw
and heard in the darkness. Dawn came early over the sea, and the sky began to lighten
at four a.m. Soon afterward, the Carpathia arrived and began picking up the relatively
few remaining passengers. Some of those who survived testified before the Senate, and
Mr. Quinn quotes them throughout the book. Others never spoke of their ordeal, not
even to their families. All of those who did survive carried the distinction of "Titanic
survivor" the rest of their lives.
For the next few hours, the passengers were engaged in the entertainment on board-cards, music, dancing, and relaxing in the bars. Some wandered off to bed. Throughout
the early evening hours the crew was into its normal routine. They too were just getting
acquainted with each other, since this was the Titanic's maiden voyage. Mr. Quinn uses
the survivors' stories to vibrantly discuss this last haunted evening on the fated ship. He
weaves the passengers and crews remembrances well, making you feel like you are on
the ship.
Taken from: http://cruises.about.com/od/cruisereading/gr/titanic_dusk_to_dawn.htm
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ϳ
Now you are going to do a presentation about a disaster that happened before, you can
get the information, if you ask your parents, grandpa, relatives or friends.
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ϴ
WORKSHOP 2
WEEK: FROM__________________ TO________________ 201__ HOURS: ________
EXPRESSIVEPURPOSE: That I develop reading comprehension and writing production
showing my advances by asking and answering information to describe places and
situations using W/h questions in simple and continuous tenses.
•
Look at the picture and tell to your partner what the characters are doing:
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Produzco textos sencillos con diferentes funciones (describir, narrar, argumentar) sobre
temas personales, de mi interés y relacionados con otras asignaturas.
REVIEW
Present Continuous tense
affirmative
negative
I/
Am+
verb with
-ing
Am not+
verb
With
-ing
Am+
person+
verb with –
ing?
YO
U/
THE
Y/
WE
are and the
verb
finishes
with: “-ing”
Use
auxiliary
to be: are
not and
the verb
finishes
with: “ing”
Begins with
auxiliary to be:
are and the
verb finishes
with: “-ing”
HE/
SHE
/ IT
Use
auxiliary to
be: is and
the verb
finishes
with: “-ing”
Use
auxiliary
to be: is
not and
the verb
finishes
with: “ing”
Begins with
auxiliary to be:
is and the verb
finishes with: “ing”
Example
Continuous past tense
Interrogative
*
I am going to
the library
*I am not
going to the
library
*Am I going
to the library?
*
you are
going to the
library
*you are not
going to the
library
*Are you
going to the
library?
*
he is going
to the library
*he is not
going to the
library
*Is he going
to the library?
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR Example
Affirmati
ve
Was+
verb with
-ing
negative
Was not
+ verb
wth -ing”
Was+ I+ verb
with –ing ?
Use
auxiliary
to be:
were and
the verb
finishes
with: “ing”
Use
auxiliary
to be:
were not
and the
verb
finishes
with: “ing”
Begins with
auxiliary to be:
were and the
verb finishes
with: “-ing”
Use
auxiliary
to be:
was and
the verb
finishes
with: “ing”
Use
auxiliary
to be:
was not
and the
verb
finishes
with: “ing”
Begins with
auxiliary to be:
was and the
verb finishes
with: “-ing”
Interrogative
ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
*
I was going
to the library
*I was not
going to the
library
*was I going
to the library?
*
you were
going to the
library
*you were not
going to the
library
*were you
going to the
library?
*
He was
going to the
library
*He was not
going to the
library
*was he
going to the
library?
ϵ
To describe a place or a situation you should take into account the following tips:
a) Ask yourself some basic w/h questions, for example: Where, when, why, who,
how, what.
b) Answer the questions using the explicit and the implicit information (make
inferences from the context).
c) Write putting together the answers you have and add all details you can include.
d) Organize the ideas according to the correct structures: Coherence and cohesion.
Let’s see one example:
Let’s answer some questions:
1. Where is the man?
2. Why is the man there?
3. When is it happening, during the day or during the night?
4. How do you believe it happened?
5. What is the possible solution for the man?
Now let’s describe according to the information we have:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϭϬ
Let’s answer some questions:
1.
Where is the man and where are the women?
______________________________________________________________
______________________________________________________________
2.
Why is the man there? Why are the women there?
______________________________________________________________
______________________________________________________________
3.
What is happening?
______________________________________________________________
______________________________________________________________
______________________________________________________________
Now let’s describe according to the information we have:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϭϭ
Describe what happened in each image.
A_____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
B_____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
C_____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϭϮ
WORKSHOP 3
WEEK: FROM__________________ TO________________ 201__ HOURS: ________
EXPRESSIVE PURPOSE: That I develop writing showing my advances by
using connectors
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Narro historias cortas o descripciones sencillas, enlazando mis ideas de manera
apropiada.
Identify in the text words that express sequence or connect ideas:
Bobby Bippy bought a bat.
Bobby Bippy bought a ball.
Withhis bat Bob banged the ball
Banged it bump against the wall
But so boldly Bobby banged it
That he burst his rubber ball
"Boo!" cried Bobby
Bad luck ball
Bad luck Bobby, bad luck ball
Now to drown his many troubles
Bobby Bippy's blowing bubbles.
From mid-Willamette Valley theater
Coordinating
conjunction
Correlative
conjunctions
Subordinating
conjunctions
Conjunctive adverbs /
transition words
These join two words,
phrases or independent
clause. They mostly occur
mid-sentence with a
comma placed before the
conjunction. They may
also occur at the
beginning of a sentence
These join
equivalent sentence
elements such as
one noun phrase
with another noun
phrase. These occur
as paired words.
These join a
dependent clause to
an independent
clause. They occur
at the beginning of
sentences with a
comma separating
the clause midsentence or they
occur mid-sentence
with no comma.
These join two
independent clauses or
sentences. They can be
used at the beginning of
a sentence or midsentence (with
punctuation). They
transition the reader
from the thought of one
sentence to the thought
in the next.
ADDITION
ADDITION
ADDITION
ADDITION
and, also, and also
Both...and, not only besides, in addition
...also, not only ... but to
also, and...too, and
so
in addition, furthermore,
moreover, additionally,
besides
ALTERNATIVE
ALTERNATIVE
ALTERNATIVE
ALTERNATIVE
ir, nor
either...or,
neither...nor
rather than
instead, as an
alternative, otherwise,
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ϭϯ
rather
CAUSE-EFFECT
CAUSE-EFFECT
CAUSE-EFFECT
(reason)
CAUSE-EFFECT
so, for
so...that, such...that
therefore, consequently,
because, since, now as a consequence, as a
that, as, in order, as result, thus, hence,
long as, inasmuch,
accordingly
because of, due to,
owing to, so that,
in order that, if only
because
COMPARISON
COMPARISON
COMPARISON
COMPARISON
as . . . as,
more...than,
less...than
as (like), as if, as
though
In the same way,
Similarly, In contrast,
Unlike X, Y
CONDITION
CONDITION
CONDITION
CONDITION
or else
Whether... or not
otherwise, in the event
(that), anyway, anyhow
CONTRAST
CONTRAST
if, only if, unless,
even if, whether,
whether or not,
provided (that), in
case, in the event
(that)
CONTRAST
(contrary outcome)
but, yet, but still, but
anyway
neither... nor
EMPHASIS
EMPHASIS
CONTRAST
nevertheless,
nonetheless, however,
on the one hand, on the
other hand, in contrast
to, in contrast, on the
contrary
EMPHASIS
although, even
though, though,
while, whereas,
despite, in spite of,
regardless of
EMPHASIS
indeed, in fact, of course,
certainly
TIME
TIME
TIME
TIME
after, before, when,
while, since, as, until,
as soon as, by the
time, once
first, second, next, then,
finally, previously, now,
presently, next, still,
meanwhile,
subsequently, afterward
Fill in the blanks with a suitable connector
( WHEREAS, BUT, ALTHOUGH, HOWEVER, DESPITE, INSPITE OF, ON THE OTHER
HAND)
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ϭϰ
1. _____________ Andrew was warned of the risks, he decided to travel alone to
South America.
2. Maria did not get a promotion ______________ her qualifications.
3. Zambia is a land- locked country, ____________ Kenya has a coastline.
4. On the one hand, you could rent a flat instead of buying one. __________ you are
always at the mercy of landlords.
5. This restaurant has a good reputation, ______________ that one does not.
6.The city has a 50 kph limit. _____________, people are often caught speeding.
7.You won’t be forgiven ___________________ your apology.
8.We couldn’t find a house to buy _______________we looked at quite a few.
9.He always looks so lonely and sad ____________ his popularity.10.He is quiet and
shy, _________________ his sister is lively and talkative
Join each pair of sentences. be careful where you put the words in brackets.
( ALTHOUGH, IN SPITE OF , DESPITE)
1.Dave smokes. He seems to be in good health ( although)
2.I couldn’t sleep. I was tired. ( despite)
3.Max didn’t notice the sign. It was right in front of him ( even though)
4.Kate never learnt Spanish. She lived in Spain for many years(although)
5.Joe is a millionaire .He hates spending money. ( despite)
REWRITE THESE SENTENCES.
1.I couldn’t sleep although I was tired. ( despite)
2.Although he has got an English name, he is in fact German. (despite)
3.In spite of her injured foot, she managed to walk to the village( although)
4.I decided to accept the job although the salary was low. ( in spite of)
5.We lost the match although we were the better team.( despite)
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ϭϱ
Based on the picture choose the correct option:
1. According to the picture we can conclude that:
a. The man is confirming that the human beings are victims of their own
inventions
b. The man is confirming that the human beings are guilty of their own inventions
c. The man is confirming that the human beings are responsible of the natural
disasters
2. In the graphic “war” means:
A. a natural disaster
B. a phenomena
C. a catastrophe
D. combat
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ϭϲ
WORKSHOP 4
WEEK: FROM__________________ TO________________ 201__ HOURS: ________
EXPRESSIVE PURPOSE: That I develop writing showing my advances by
describing scenes according to pictures using undefined pronouns
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Produzco textos sencillos con diferentes funciones (describir, narrar, argumentar)
sobre temas personales, de mi interés y relacionados con otras asignaturas.
Stop and think:
Choose the correct answer:
Indefinite Pronouns
An indefinite pronoun does not refer to any specific person, thing or amount. It is vague and "not
definite". Some typical indefinite pronouns are: all, another, any, anybody/anyone, anything,
each, everybody/everyone, everything, few, many, nobody, none, one, several, some,
somebody/someone
Most indefinite pronouns are either singular or plural. However, some of them can be singular in
one context and plural in another. The most common indefinite pronouns are listed below, with
examples, as singular, plural or singular/plural.
Pronoun
Meaning
Another
Either
one or the other of two people
or things
an additional or different
person or thing
everybody/everyone
All people
anybody/anyone
no matter what person
Everything
All things
Anything
no matter what thing
Much
a large amount
Each
every one of two or more
people or things, seen
separately
Neither
not one and not the other of
two people or things
nobody/no-one
no person
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϭϳ
Nothing
no single thing, not anything
several
more than two but not many
One
An unidentified person
they
people in general (informal)
Other
a different person or thing from
one already mentioned
all
the whole quantity of
something or of some things or
people
somebody/someone
an unspecified or unknown
person
any
no matter how much or how
many
pronoun
Meaning
you
An unidentified person
(informal)
more
a greater quantity of
something; a greater number
of people or things
both
two people or things, seen
together
most
The majority; nearly all
none
not any; no person or persons
few
a small number of people or
things
some
an unspecified quantity of
something; an unspecified
number of people or things
fewer
a reduced number of people or
things
many
a large number of people or
things
others
Other people; not us
1. Let’s describe the situations using indefinite pronouns.
______________ people are rescued in improvised boats
___________________ car was rescued from the last
natural disaster
__________________is waiting for the official reports
________________buildings were destroyed
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ϭϴ
_____________________ understandsthis tragic event
1.
Let’s describe the situations using undefined pronouns
Match the picture with the sentence that best describe the situation
1.
2.
3.
4.
5.
Each family received humanitarian aid
Anyone can call to the emergency lines
Several organizations are helping the victims of the natural disasters
After the disaster everything is under control
One of the members of the police helped rescue some victims
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϭϵ
1. Describe the following situations using undefined pronouns
A_________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
B_________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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WORKSHOP 5
WEEK: FROM__________________ TO________________ 201__ HOURS: ___
EXPRESSIVE PURPOSE: That I develop reading comprehension and
writing production showing my advances by describing situations, using
the regular and irregular verbs in the past tense.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Hago exposiciones ensayadas y breves sobre algún tema académico
de mi interés.
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
Ϯϭ
REVIEW
Regular verbs in
past tense
Adds “d” if the verb
finishes with vowel
“e”
Adds “ed” if the verb
finishes with
consonant
Examples
Arrive: arrived
Dance: danced
Look: looked
Visit: visited
Not many English
verbs end in a vowel
other than e. For
those that do, add ed.
Some regular verbs
finishes with “y” and
change with “ied”
Ski: skied
Echo: echoed
For regular verbs
ending in short
vowel sounds
followed by a
consonant, double
the final consonant
before adding -ed.
When the regular
verb has more than
one syllable, in
American English
the final consonant
is doubled only
when the syllable
stress in on the final
syllable.
Dam: dammed
Beg: begged
Sin: sinned
Stop: stopped
Rub: rubbed
Cry: cried
Dirty: dirtied
Ready: readied
Irregular verbs in Examples
past tense
Some verbs don’t WƵƚ͗ƉƵƚ
Ƶƚ͗ĐƵƚ
change their form
Other verbs use
the vowel “a” for
the past tense
Other verbs finish
with “ought”
^ǁŝŵ͗ƐǁĂŵ
^ŝŶŐ͗ƐĂŶŐ
ZŝŶŐ͗ƌĂŶŐ
ƌŝŶŐ͗ďƌŽƵŐŚƚ
dŚŝŶŬ͗ƚŚŽƵŐŚƚ
ƵLJ͗ďŽƵŐŚƚ
Other verbs use
“o” to change the
infinitive form
Other
verbs
change their form
in particular ways
ƌĞĂŬ͗ďƌŽŬĞ
ƐƉĞĂŬ͗ƐƉŽŬĞ
ƐĞůů͗ƐŽůĚ
Ž͗ĚŝĚ
ĂŶ͗ĐŽƵůĚ
Ğ͗ǁĂƐͬǁĞƌĞ
Defer: deferred
Regret: regretted
Reship: reshipped
Compel: compelled
Orbit: orbited
Listen: listened
Travel: traveled
Cops: Woman Draws Beard on Face, Robs Bank
COPS SAY SHE DREW IT ON OUTSIDE
By the Associated Press
Posted Aug 1, 2011 6:23 PM CDT
Cops confirmed a woman drew a beard on her face and wore men's clothes to rob
a bank in Alabama. She allegedly told tellers at the Bank of Tuscaloosa in
Cottondale she had a bomb, placed a device on the counter, and asked for money.
She made off with an unknown amount of cash, says the AP. Police thinks she
might also have robbed another bank in early July. Local cops and the FBI are
conducting investigations.
Now let’s discuss:
1. Why do you think the woman used men’s clothes?
2. What was the woman’s strategy?
3. What did the woman tell to the tellers at the bank?
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
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1. Let’s read the news and underline the verbs in past tense
San Francisco:
It seems a man, wanting to rob a downtown Bank of America, walked into the
branch and wrote, "This iz a stikkup. Put all your muny in this bag."
While standing in line, waiting to give his note to the teller, he began to worry that
someone had seen him write the note and might call the police before he reached
the teller window.
So he left the Bank of America and crossed the street to Wells Fargo. After waiting
a few minutes in line, he handed his note to the Wells Fargo teller. She read it
and, surmising from his spelling errors that he was not the brightest light in the
harbor, told him that she could not accept his stick up note because it was written
on a Bank of America deposit slip and that he would either have to fill out a Wells
Fargo deposit slip or go back to Bank of America.
Looking somewhat defeated, the man said "OK" and left. The Wells Fargo teller
then called the police who seized the man as he waited in the back of the line at
Bank of America.
Now let’s answer according to the reading:
a) What did the man think about the note he had written?
b) What did he do in the Wells Fargo?
c) Why did the teller know that the man was not a smart man?
d) Where did the police seize the man?
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
Ϯϯ
1. Let’s do a presentation in groups of three , in order to describe special
situations, take into account this graphic:
t,E
t,Z
t,d
^W/>
^/dhd/KE
KZsEd
t,KͲ
,Kt
t,z
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
Ϯϰ
WORKSHOP 6
WEEK: FROM ________________ TO _______________ 2011 HOURS: ______
EXPRESSIVE PURPOSE: That I develop reading comprehension and
writing production showing my advances by describing situations related
with robberies and tragedies recognizing and using suffixes
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Produzco textos sencillos con diferentes funciones (describir, narrar, argumentar)
sobre temas personales, de mi interés y relacionados con otras asignaturas.
Try to identify in the following words the syllables or groups of letters that
you have seen in other English words:
Forming words using suffixes
Suffix
able, ible, ble
acious, cous, al
ance, ancy
ant, ent, er, or
ar, ary
ence
ful
ic, ac, il, ile
ion
ism
ist
ity, ty, y
ive
less
logy
ment
ness
ory
Meaning
Able to
Like, having the quality of
The act of, a state of being
One who
Connected with, related to
Quality of, act of
Full of
Of, like, pertaining to
The act or condition of
The practice of, support of
One who makes, does
The state of, character of
Examples
Edible / Salable
Nocturnal / Vivacious
Performance / Truancy
Occupant / Respondent / Teacher / Creator
Ocular / Beneficiary
Existence
Fearful
Cardiac / Civil / Infantile / Acidic
Correction
Patriotism
Artist
Unity / Shifty / Showy
Having the nature of
Lacking, without
The study of
The act of, the state of
The quality of
Having the nature of, a
place or thing for
Active
Heartless
Biology
Retirement
Eagerness
Laboratory
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
Ϯϱ
1. Let’s find and underline suffixes in the text:
Police release description of Beasley Road robbery suspects
by Brian Freskos
Police on Wednesday released a description of two armed robbery suspects who
held a car full of people at gunpoint in the 500 block of Beasley Road Tuesday
evening.
Lucy Crockett, a spokeswoman for the Wilmington Police Department, said the
robbers were described as black men between 15 and 18 years old. Both were
about 6 feet tall. One wore a black and white hooded sweatshirt and other donned
a gray hooded sweatshirt.
Anyone with information about this case is asked to call police at 910-343-3600.
People can also submit a tip anonymously through the Text-A-Tip program by
entering Tip708 and the information in a text message and sending it to CRIMES
(274637).
The robbery happened Tuesday evening when four adults, two men and two
women, pulled over on the side of Beasley Road so one of them could fetch their
asthma inhaler. While the car was parked, one robber jumped in the car while the
other stood outside pointing a gun at the victims.
The robbers made off with one of the women’s cell phones and about $60 cash.
Now let’s answer questions:
1. According to the suffixes define:
a.
b.
c.
d.
Description:
Robber:
Information:
Anonymously:
2. Now answer in a significant way:
a. What is the purpose of the writter?
b. What happened?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
_________________________________________________________
c. What type of text is this?
____________________________________________________________
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
Ϯϲ
1. Let’s sing along and identify the past actions:
Last Kiss, by Pearl Jam
Chorus:
Oh where, oh where can my baby be?
The lord took her away from me.
She´s gone to heaven, so I’ve got to be good,
so I can see my baby when I leave this world.
We were out on a date in my daddy´s car,
we hadn´t driven very far.
There in the road, straight ahead,
a car was stalled, the engine was dead.
I couldn´t stop, so I swerved to the right.
I´ll never forget, the sound that night-the screaming tires, the busting glass,
the painful scream that I-- heard last.
Chorus
when I woke up, the rain was pouring down.
There were people standing all around.
Something warm running through my eyes,
but somehow I found my baby that night.
I lifted her head, she looked at me and said,
hold me darling just a little while.
I held her close; I kissed her--our last kiss.
I found the love that I knew I would miss
well now she´s gone, even though I hold her tight
I lost my love, my life - that night.
Oh where, oh where can my baby be?
The lord took her away from me.
She´s gone to heaven so I´ve got to be good,
so I can see my baby when I leave this world.
1. Now use suffixes to express some ideas from the text. Choose the correct
option.
a. The man is capable of giving all his fortune to undo his tragedy
b. The woman is hopeful because she knows she can meet again her love
c. The people around this tragic situation can be heartless because they
don’t know the real situation
2. According to the reading choose the correct conclusion:
a.
b.
c.
d.
The woman was victim of a natural disaster
The story is sad but with a happy end
The man caused a tragedy
The cars are dangerous
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
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1. Underline the suffixes you recognize in the poem below
Hopeless Romantics –
Story of My Life ~ Miss Kaya
Why can't love be simple?
Two hearts, nothing in between.
Like a burning candle, instead,
The harsh winds blow,
Flame loses heat
I’m really losing out on you,
Every time we touch, I can feel it.
Feels as if there's nothing we can do,
But wait until we're completely distant.
Me without you, a song without its notes or a night sky, without the stars.
I hate the part, when I sit and hope,
Counting tears coming from these eyes.
Why does it have to be this way?
Setting myself up for failure each time. It hurts knowing soon will be the day, your
no longer a portion of my life.
I hate these sleepless nights,
I hate the mornings feeling dead.
I hate the disappointment of every time. I close my eyes, hoping it never ended.
Hopeless romantics just love my company it’s proven, love I’ll never know. Who's
the giver and taker of love's name Need to ask them, why did he, they all, have to
go?
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
Ϯϴ
WORKSHOP 7
WEEK: FROM ________________ TO _______________ 2011 HOURS: ______
EXPRESSIVE PURPOSE: That I develop reading comprehension and
writing production showing my advances by describing places using
synonyms
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Identifico ideas generales y específicas en textos orales, si tengo conocimiento
del tema y del vocabulario utilizado.
Match the words with the same meaning
Happy
Dark
Angry
Soft
Clever
Active
Peace
Costume
Child
Animal
Operative
Glad
Smooth
Infant
Smart
Lull
Mad
Disguise
Shady
Bestial
SYNONYMS
1. taxi/cab
2. crate/box
3. crash/accident
4. house/home
5. rabbit/bunny
6. hear/listen
7. strange/odd
8. happy/glad
9. hat/cap
10. close/near
11. trash/garbage
12. stone/rock
13. mother/mom
14. father/dad
15. friend/buddy
16. under/below
17. pail/bucket
18. couch/sofa
19. speak/talk
20. sack/bag
21. car/vehicle
22. yell/shout
23. chair/seat
24. talk/speak
25. ill/sick
26. shut/close
27. evil/bad
28. exit/leave
29. funny/silly
30. clever/smart
31. gift/present
32. hungry/famished
33. see/look
34. hard/difficult
35. untrue/false
36. lift/raise
37. road/street
38. small/tiny
39. chef/cook
40. pull/tug
41. angry/mad
42. laugh/giggle
43. pretty/beautiful
44. cold/freezing
45. large/big
46. all/every
47. begin/start
48. go/leave
49. cup/mug
50. thin/slender
51. sum/total
52. error/mistake
53. fix/repair
54. right/correct
55. like/enjoy
56. purple/periwinkle
57. loud/noisy
58. sad/upset
59. present/gift
60. throw/toss
61. beverage/drink
62. exhausted/tired
63. suitcase/luggage
64. beach/seashore
65. insect/bug
66. draw/sketch
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR 67. slip/fall
68. magic/illusion
69. strong/mighty
70. brown/beige
71. smart/clever
72. rubbish/trash
73. allegiance/loyalty
74. gems/jewels
75. crack/break
76. wallet/billfold
77. jacket/coat
78. middle/center
79. strange/weird
80. thought/idea
81. lantern/light
82. boat/ship
83. nap/sleep
84. day/afternoon
85. chop/slice
86. promise/pledge
87. vacation/trip
88. autumn/fall
89. wander/roam
90. snug/cozy
91. harbor/port
92. round/circular
93. genuine/real
94. rant/rave
95. stare/gaze
96. carpet/rug
ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
Ϯϵ
What can you see?
With your teacher you are going to describe the pictures using adjectives: people,
feelings, places, and the activities they are doing:
__________________________________________________________________
__________________________________________________________________
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__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϯϬ
What can you see?
Use the word bank to describe this place
Word bank:
Dark, shady / Destroyed, ruined / sad, melancholic / abandoned, desolated
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϯϭ
Describe the picture by using synonyms
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϯϮ
WORKSHOP 8
WEEK: FROM_____________ TO______________ 201__ HOURS: ________
EXPRESSIVE PURPOSE: That I develop reading comprehension and
writing production showing my advances by deducing the meaning of the
certain words according to the context using antonyms
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Narro historias cortas o descripciones sencillas, enlazando mis ideas
de manera apropiada.
What’s the
difference?
Use antonyms
pictures
to
describe
the
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
________________________________________________________________
ANTONYMS
1.
2.
3.
4.
5.
absent-present
absurd-sensible
abundant-scarce
accept-refuse
accidentalintentional
6. accurateincorrect
7. accuse-defend
8. admit-deny
9. advance-retreat
10. afoot-mounted
11. after-before
12. against-for
13. against-separate
14. agile-awkward
15. agony-ecstasy
16. alien-native
17. all-none
18. alone-together
19. always-never
20. amuse-bore
21. angel-devil
22. aye-nay
23. antique-modern
24. anger-kindness
25. apart-together
26. applaud-boo
36. avoid-seek
37. awfulwonderful
38. backhandforehand
39. baffle-clarify
40. beautiful-ugly
41. bedlam-order
42. beg-offer
43. behind-infront
44. belief-doubt
45. below-above
46. beneath-above
47. best-worst
48. bitter-sweet
49. black-white
50. blunt-sharp
51. born-die
52. borrow-lend
53. brave-scared
54. bright-dull
55. broad-narrow
56. bulge-shrink
57. buy-sell
58. calm-agitated
59. captureliberate
60. careful-
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR 70. closed-open
71. cluster-scatter
72. clutter-tidy
73. coax-coerce
74. combineseparate
75. comedytragedy
76. come-go
77. comic-tragic
78. complainapprove
79. completeincomplete
80. comply-resist
81. concede-deny
82. concur-protest
83. condemnpraise
84. condonecensure
85. confidentinsecure
86. confuse-clarify
87. conquer-fail
88. consider-ignore
89. contractexpand
ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϯϯ
27. approve-reject
28. approximateexact
29. arrogant-polite
30. ascend-descend
31. ashamed-proud
32. asleep-awake
33. assent-refuse
34. attack-defend
35. authenticimitation
careless
61. cash-credit
62. cease-begin
63. changed-same
64. chaos-order
65. cheerful-sad
66. chill-warm
67. city-country
68. civilian-military
69. clever-foolish
90. convexconcave
91. cordial-distant
92. corner-middle
93. crookedstraight
94. cruel-kind
95. dainty-coarse
96. dangerous-safe
97. dark-light
98. day-night
99. dead-alive
100. death-life
Let’s contrast the pictures by using antonyms. Connect the ideas using BUT.
•
The first picture is ugly, but the second one is beautiful.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϯϰ
What’s the difference?
1. Describe the pictures by using antonyms. Look the example:
a.
b.
c.
d.
e.
The first building is old, but the second one is modern
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
2. Read and underline the antonyms you recognize
Oldest buildings in contrast to modern buildings tend to have similar structures.
Some of the older buildings retain their value for the cultural heritage they
represent, but modern buildings are more recognized for its innovative designs.
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϯϱ
'
&
/
D
,
<
:
E
>
K
W
1. Write a sentence with each couple of antonyms.
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.
p.
____________________________________________________________
___________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϯϲ
WORKSHOP 9
WEEK: FROM____________ TO_____________ 201__ HOURS: ________
EXPRESSIVE PURPOSE: That I develop reading comprehension
showing my advances by discussing about health and sports .
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Hago exposiciones ensayadas y breves sobre algún tema académico de mi
interés
Let’s warm up with
exercises
Teacher gives the instructions in English and students follow them
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϯϳ
Let’s remember some connectors with specific purpose:
How to introduce an idea?
•
•
•
First
Above all
According to
How to continue the idea?
•
•
•
•
•
•
•
•
•
Additionally
Besides that
Not only… but also
Also Furthermore
Too
And
In addition
As well
Moreover
How to conclude the idea?
•
•
•
•
•
•
•
Finally
All in all
Therefore
Hence
Thus
So
Consequently
There are several words you can use to improve your writing skills; here there are
just some examples and their common usages in order to show you how to write in
English in a correct way.
1. Underline all the connectors you find in this text.
According to several studies, sports and health are closely related. People who
usually do exercise not only are keeping a good figure but also are preventing
some common diseases caused by the sedentary habits. Most of the sport
practices don’t require special conditions, but in order to avoid injures it is
indispensable sportive shoes, sportive clothes and the use of some security
implements to practice the sport we have choose (helmet, knee pad, elbow pad,
etc.) Finally, we can suggest sports like an excellent option to be fine and look as
we would like.
2. Recognize the purpose of the connector
a. According to several:
b. Not only… but also:
c. Finally:
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϯϴ
1. Read and identify the connectors and their usages in this texts.
Sport is not Just a Leisure Activity
Despite the Colombian culture is a sedentary culture, nowadays more and more
people have discovered that exercising is the best way to avoid strees, to reduce
health problems.
Moreover, the physical apperance also is benefited by exercising . Althought
there are many products to lose weight and to reduce stress levels, practicing a
sport is the best way to keep the health. Therefore it is neccesary to integrate
physical activities to our schedule to live a better life.
2. Write the connectors you found
______________________ , ____________________ ,__________________
3. Look for new connectors to replace the connectors you found in the text
(synonyms of the connectors)
4. Write again the text with the new connectors you chose, using only the main
ideas expressed in the text:
Sport is not Just a Leisure Activity
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________
•
•
Now you know how to use different connectors to express your ideas in
English with cohesion and coherence. It improve your writing, reading and
speaking skills.
Practice the new vocabulary when writing in order to remember forever.
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϯϵ
Underline the connectors in the text
Physical Exercise
Physical exercise is any bodily activity that enhances or maintains physical fitness
and overall health and wellness.
It is done by various reasons including strengthening muscles and the
cardiovascular system, honing athletic skills, weight loss or maintenance, as well
as for the purpose of enjoyment.
Frequent and regular physical exercise boosts the immune system, and helps
prevent the "diseases of affluence" such as heart disease, cardiovascular disease,
Type 2 diabetes and obesity.
It also improves mental health, prevents depression, helps promoting or
maintaining a positive self-esteem, and can even increase an individual's sex
appeal or body image, which is also found to be linked with higher levels of selfesteem.
Childhood obesity is a growing global concern and physical exercise may help
decrease the effects of childhood obesity in developed countries.
Health care providers often call exercise the "miracle" or "wonder" drug - alluding
to the wide variety of proven benefits that it provides.
1) Write the connectors you found
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________
2) Look for new connectors to replace the connectors you found in the text.
3) Write again the text with the new connectors you chose, only including the
main ideas.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϰϬ
WORKSHOP 10
WEEK: FROM____________ TO_____________ 201__ HOURS: ________
EXPRESSIVE PURPOSE: That students develop reading comprehension
showing their advances by following instructions and recognizing
prepositions.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Produzco textos sencillos con diferentes funciones (describir, narrar, argumentar)
sobre temas personales, de mi interés y relacionados con otras asignaturas.
Mini Gincana
Sources: 2 judges, a prize (candies) a lot of creativity and excellent attitude
Instructions:
-Spilt the group in two big groups
-Each group has to choose a representative name
-The first group start on the base # 1 and the second groups start in the base # 3
-Each group should surpass the obstacles (questions and physical proof). The judged must to certifies the
success of the proof
-The first group wins and the loser group gives the winners a prize (candies)
Bases
Base # 1
The name of a famous song in English
The group shows choreography (at least 3 different steps)
Base # 2
The name in English of a famous movie
The group does set of 10 squats
Base # 3
A famous person who speaks in English
Three different participants in each group shows a different dance step
A preposition links nouns, pronouns and phrases to other words in a sentence. The word
or phrase that the preposition introduces is called the object of the preposition. A
preposition usually indicates the temporal, spatial or logical relationship of its object to the
rest of the sentence. The most common prepositions are "about," "above," "across,"
"after," "against," "along," "among," "around," "at," "before," "behind," "below," "beneath,"
"beside," "between," "beyond," "but," "by," "despite," "down," "during," "except," "for,"
"from," "in," "inside," "into," "like," "near," "of," "off," "on," "onto," "out," "outside," "over,"
"past," "since," "through," "throughout," "till," "to," "toward," "under," "underneath," "until,"
"up," "upon," "with," "within," and "without."
on(to)
en, sobre, a
out of
fuera de
Over
Along
(a)round
as far as
(away) from
back from
Between
por (alguna parte)
a través de, de un lado
al otro
a lo largo de
alrededor de
hasta (un lugar)
lejos de, distante de
de regreso de
entre (entre dos)
por encima, durante, al
otro lado
Past
pasado, pasadas (hora)
Through
a través de, por
To
a, hacia
toward(s)
Hacia
By
en, por medio de
Under
debajo de
Down
hacia abajo
Up
Arriba
in(to)
en, dentro de
Position
Off
a cierta distancia de
About
Movement
About
Across
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Above
por encima de, más
arriba de
in spite of
a pesar de
instead of
en lugar de
Against
Contra
Of
De
amid(st)
entre, en medio de
onbehalf of
en nombre de (alguien)
among(st)
entre (más de 2 )
Versus
Contra
(a)round
Alrededor
With
Con
At
En
Without
Sin
Before
antes de
Behind
detrás de
Below
debajo de
Beneath
bajo, debajo de
Beside
al lado de
Between
entre (2 cosas o
personas)
In
en, dentro de
in front of
delante de, ante
inside (UK)
inside of (US)
dentro de
Near
cerca de
nextto
al lado de, junto a
Off
de, separado de
On
Sobre
Opposite
enfrente de
Underneath
debajo de
Time
After
Before
By
During
On
Since
To
until/till
después de
antes de
para (fecha)
Durante
el ... (día, fecha)
Desde
Hasta
Hasta
More prep.
accordingto
Según
ahead of
por delante de
because of
a causa de
but (= except)
Excepto
bymeans of
por medio de
dueto
debido a
Except
Excepto
For
Para
in accordancewith
de acuerdo con
in favo(u)r of
a favor de
1. Let’s identify the prepositions in the text
STRETCHES
Neck forward flexion, areas involved: Posterior neck
Sit or stand upright. Keeping your shoulders in a neutral position let your head
hang forward. For a greater pull, interlock your hands on the back of your head
near the crown. Gently pull down on your head, keeping your chin tucked towards
your chest. Hold for ten seconds, and then gently increase the pull until slightly
more tension is felt. Hold for ten seconds.
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Front shoulder stretch, areas involved: Chest, Shoulder, Biceps
Stand with your right arm straight and comfortably extended behind you and with
your palm on the wall. Slowly turn your body away from the wall until you feel mild
tension. Hold for ten seconds, and then turn slightly farther until you feel slightly
more tension. Return to the starting position and repeat the sequence with the left
arm.
2.
a)
b)
c)
d)
e)
f)
g)
Now recognize the function of the prepositions you found
On:
Near:
Toward:
Until:
Behind:
With:
From:
3. Now follow the instructions
1. Let’s identify and underline the prepositions in the text:
POSTERIOR SHOULDER STRETCH
AREAS INVOLVED: Posterior deltoids, Latissimusdorsi, and Rotator cuff
Stand or sit with the right arm slightly flexed and pulled across the chest. Grasp the
upper arm just above the elbow; place the left hand below the triceps.
Pull the right arm across the chest (towards the left) with your left hand. Hold for
ten seconds, and then gently increase the pull, until slightly more tension is felt.
Hold for ten seconds. Repeat the sequence on the opposite side
TOWEL STRETCH
AREAS INVOLVED: Shoulder girdle, Triceps, Latissimusdorsi.
While standing, drop a towel behind back. Reach behind back with your other arm
to grab low on the towel. Pull down on towel until a mild tension is felt in the upper
arm and shoulder. Hold for ten seconds. Gently increase the pull on the towel until
slightly more tension is felt. Hold for ten seconds. Repeat on the other side.
1.
Now recognize the function of the prepositions you found
__________________________________________________________________
__________________________________________________________________
______________________________________________________________
2.
Now follow the instructions to stretch
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1. With the help of your teacher, do a short conversation, by using all of
kind prepositions you can:
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WORKSHOP 11
WEEK: FROM_____________ TO______________ 201__ HOURS: ________
EXPRESSIVE PURPOSE: That I develop reading comprehension showing
by following instructions and recognizing prepositions.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Identifico ideas generales y específicas en textos orales, si tengo conocimiento
del tema y del vocabulario utilizado.
Directions:
Use the prepositions of location and write in your notebook the sentences,
according to the things that are pointed out: frog, lion, ruler, arrow, smile face, coin.
Grammatical categories
Noun–is a word used to name a person, place, thing, or idea. A noun can be a proper
noun or a common noun.
Pronoun–is a word that replaces a person, place, thing, or idea. Pronouns can act as
subjects or objects, and some can show possession.
Adjective–is a word used to describe, or modify, a noun or a pronoun. An adjective
describes “what kind,” “which one,” “how many,” or “how much.”
Verb–is a word that shows action or that indicates a condition or a state of being.
Adverb–is a word used to describe, or modify, a verb, an adjective, or another adverb. An
adverb describes how, when, where, or to what extent the verb performs.
Preposition–is a word used to show a relationship between a noun or a pronoun and
some other word in the sentence. Prepositions often show direction, location, or time.
Conjunction–is a word that connects other words or groups of words to each other. There
are three types of conjunctions: coordinating, subordinating, and correlative.
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Interjection–is a word used to express emotion that has no grammatical relationship to
other words in the sentence. Interjections should be used sparingly and usually only
belong in narrative dialogue.
Definitions from: The Writing Tutor & Michele R. Acosta
Taking care of the planet
All the blood we've shared before?
Did you ever stop to notice
The crying earth the weeping shores?
What have we done to the world?
Look what we've done
What about all the peace
That you pledge your only son?
Earth Song by Michael Jackson
What about sunrise?
What about rain?
What about all the things?
That you said we were to gain
What about killing fields?
Is there a time?
What about all the things
That you said was yours and mine?
What about flowering fields?
Is there a time?
What about all the dreams
That you said was yours and mine?
Did you ever stop to notice
All the children dead from war?
Did you ever stop to notice
This crying earth this weeping shore?
Did you ever stop to notice
All the blood we've shared before?
Did you ever stop to notice
This crying earth this weeping shore?
Did you ever stop to notice?
1. Identify the grammatical categories in the song
Noun
Pronoun
Adjective
Verb
2. Now answer some questions according to the grammar categories you have
established:
a. Are the nouns related to a similar topic?
b. What are the pronouns indicating?
c. What is the function of the adjectives in this song?
d. What are the verbs indicating?
3. Now let’s write our conclusions according to the analysis of the words.
4. Now let’s discuss about the lyrics (each student participates in an oral way,
by using the vocabulary he or she knows)
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ϰϲ
TEARS OF NATURE
a villanelle (Taken from kingpoetry)
I think I just heard Mother Nature cry,
Or was it one more broken, falling
tree?
You’d think we’d learn as time goes
speeding by.
They tell us there’s a big hole in the
sky,
We won’t believe in something we
can’t see,
I think I just heard Mother Nature cry.
Coal-fired chimneys reaching up so
high,
Even though the solar power’s free,
You’d think we’d learn as time goes
speeding by.
We develop rocket ships that fly,
But still can’t stop pollution of the sea,
I think I just heard Mother Nature cry.
Headlines: One more species set to
die,
Keep it quiet…use diplomacy,
You’d think we’d learn as time goes
speeding by.
Worry on the future? Pass it by!
How can preservation start with me?
I think I just heard Mother Nature cry.
You’d think we’d learn as time goes
speeding by.
1. Identify the grammatical categories in the song:
Nouns
Pronoun
Adjective
Verb
2. Now answer some questions according to the grammar categories you have
established:
a. Are the nouns related to a similar topic?
b. What are the pronouns indicating?
c. What is the function of the adjectives in this song?
d. What are the verbs indicating?
3. Now let’s discuss about the poem’s message (each student participates in
an oral way, by using the vocabulary he or she knows).
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Cut and paste two pictures, for each one, write three sentences in order to apply
the grammar categories you learned in this session:
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WORKSHOP 12
WEEK :FROM__________________ TO________________ 201__ HOURS: ________
EXPRESSIVE PURPOSE: That I develop oral production by making
presentations about ecology and analyzing statistical graphics.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Hago
exposiciones ensayadas y breves sobre algún tema académico de mi
interés
Put who-what-where-when-why and how, in the gaps.
A: _______ is your teacher’s
name?
B: her name is Sarah.
A: _______ do you like singing?
B: because I want to be a singer.
A: _______ is she going?
B: she is going to the zoo.
A: _______ is flying the kite?
B: he’s my brother, Steve.
A: _______ you go to school?
B: we go to school by bus.
A: _______ are you so happy?
B: because I got all the correct
answers.
1) Yes/No questions - be
2) Questions with question
words – be. Question word
Verb Rest Answer
3) Yes/No Questions and
short answers - have
4) Questions with question
words – have.
Question
word Auxiliary Subject Verb
Rest Answer
Subject and verb change their Are you happy?
position in statement and question. Is she from Mexico?
We always use the short answer,
not only "Yes" or "No". This sounds
rude. So If the answer is "Yes", we
always use the long form.
Where are you from? I'm
What, where, when, who,
from Stuttgart.
whose, whom, which, why
Auxiliary Subject Verb Rest Yes/No Have you got a cat? Yes, I
Subject Auxiliary (+ n't)
have.
Where have you got your
What, where, when, who,
ruler?
whose, whom, which, why
Where do you have your
ruler?
5)
Questions
without Auxiliary Subject Verb Rest Yes/No Do you read books? Yes, I
question words in the Simple Subject Auxiliary (+ n't)
do.
Present
6) Questions with question Question word Auxiliary Subject What do you play on your
words in the Simple Present
Verb Rest Answer
computer? I play games
on my computer.
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7)
Questions
without
question words in the Simple
Past
8) Questions with question
words in the Simple Past
9) Subject question
10) Object question
Auxiliary Subject Verb Rest Yes/No Did Max play football?
Subject Auxiliary (+ n't)
Yes, he did.
Question word Auxiliary Subject What did you do yesterday
Verb Rest Answer
evening?
I
did
my
homework.
Question word Verb Rest Subject Who runs to the shop?
Verb Object - Place - Time
Peter runs to the shop.
Question word Auxiliary Subject Who do you like? I like
Verb Rest Answer
my mum.
Look at a global warming chart to understand what is happening in the world around us.
This matter is very important it needs our full consideration. The different global warming
charts that you can find on the internet all show the different ways that people look at the
world that we live in.
Real charts and information taken from: http://www.theglobalwarmingoverview.com
1. Now let’s interpret the graphic by answering some questions:
a.
b.
c.
d.
What is the chart about?
What is the problem the chart mention?
How is the temperature in the latest years?
Why do you believe the temperature has increased?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϱϬ
By paying attention to this information you can nip global warming in the bud long before
trouble becomes a daily word. This is why we all need to pay attention. As we all live on
earth, seeing the direction that a global warming chart is taking us, we can see if we are
heading for clear sunny skies or storm laden days.
1.
d.
Now let’s interpret the graphic by answering some questions:
a.
What is the chart about?
b.
When has been taken the information?
Which changes are mentioned in the graphic?
e. Why do you believe theses changes have happened?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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ϱϭ
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WŽůůƵƚĂŶƚƐ
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^ĞĚŝŵĞŶƚ
1.
&ĞƌƚŝůŝnjĞƌ
WĞƐƚŝĐŝĚĞƐ
'ĂƐdŽdžŝĐ
KŝůtĂƐƚĞ
Now let’s interpret the graphic by answering some questions:
a.
What is the graphic about?
______________________________________________________________________
______________________________________________________________________
b.
What are the variables included in the graphic?
______________________________________________________________________
______________________________________________________________________
c.
Why do you believe the variable affects the global warming?
______________________________________________________________________
______________________________________________________________________
2. Look for statistical graphics about global warming and explain the graphic with a
presentation in groups.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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ARQUIDIÓCESIS DE CALI
FUNDACIONES EDUCATIVAS ARQUIOCESANAS
DISEÑO CURRICULAR COLEGIOS ARQUIDIOCESANOS
ENGLISH COORDINATION
LESSON GUIDE
SCHOOL YEAR: ___________
SUBJECT: ENGLISH
GRADE: 8Th
PERIOD: SECOND
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School:
Grade:
Teacher:
Time:
ENGLISH
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 feel enthusiasm by using English as second language.
COGNITIVE: That we understand how to contrast information and express our opinions
according to tour likes and dislikes using modal verbs and agreement and disagreement
expressions.
EXPRESSIVE: That we express our opinions by using modal verbs and agreement and
disagreement expressions.
•
•
EVALUACIÓN: INDICADORES DE DESEMPEÑO
Represento, en forma gráfica, la información que encuentro en textos que
comparan y contrastan objetos, animales y personas.
Expreso mis opiniones, gustos y preferencias sobre temas que he trabajado en
clase, utilizando estrategias para monitorear bien sea mi pronunciación,
ortografía, coherencia, entre otros.
ENSEÑANZAS (COMPETENCIAS Y HABILIDADES)
Competencia Pragmática
• Labeling pictures.
y Lingüística:
• To establish comparisons.
• Describing or telling simple situations.
• To express agreement and disagreement.
Competencia Pragmática
• Completing conversations.
y Sociolingüística:
• Interpreting drawings
• Classifying vocabulary in word family
• Giving examples to support the point of view.
• Contrasting ideas
EJES TEMÁTICOS
•
•
REVIEW (comparative and superlatives, comparative of equality and similarity,
connectors).
AGREEMENT AND DISAGREEMENT EXPRESSIONS (present simple, past simple,
past and present continuous, modals; have to/must/should).
DIDÁCTICAS
Didáctica comprehensiva
Los estudiantes colocan a prueba sus habilidades para leer comprehensivamente y para
realizar inferencias directas. Con esta didáctica se potencia la operación intelectual decodificar.
Didáctica interrogativa
Los estudiantes potencian sus capacidades de comprehender las preguntas y de expresar
respuestas cada vez con mayor profundidad y sentido. También se potencian varias
operaciones intelectuales tales como: interpretar, comprehender, relacionar.
Didáctica expresiva
Los estudiantes tienen la oportunidad de desplegar su creatividad expresando el significado de
la proposición a través de diferentes lenguajes y disfrutando plenamente del aprehendizaje. Con
esta didáctica se potencia la operación intelectual codificar.
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DIAGNOSTIC TEST
1. How much do you know about animals? Write their names
2. Do you know about sports? Write the names of the sports you know
3. Do you enjoy eating? Write the names of 5 healthy food products and 5
junk food products.
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WORKSHOP 13
TOPIC: PAST TENSE.
TIME: WEEK: ____________________________________ 201_ HOURS: _____
EXPRESSIVE PURPOSE
That I write and read about unexpected past events:.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Expreso mis opiniones, gustos y preferencias sobre temas que he trabajado
en clase, utilizando estrategias para monitorear bien sea mi pronunciación,
ortografía, coherencia, entre otros.
Time to practice! Put the verbs in brackets in the past simple.
My father ______ (be) born on August 18, 1968. When he ______ (be) a
child, he ______ (be) very curious and he ______ (be) also extremely
messy! He ______ (have) lots of toy cars and he ______ (like) them very
much. He ___________ (not like) playing with dolls, of course!
My mother ______ (be) born on March 22, 1974. She ______ (be) a very
small baby. When she ______ (be) a child, she ______ (be) quite patient
but very absent-minded. She ______ (have) a red fox. It ______ (be) her
favourite toy. She ______ (like) it very much. She ______ (not like) carrots.
Reading and writing tips
To read
1.
2.
3.
4.
5.
6.
7.
8.
Choose material at the right level
Take the time to do a good job
Don’t distract yourself (Stay on task)
Tackle manageable segments
Don’t translate but use a dictionary
Don’t expect to understand everything (use the context, make
inference)
Take notes and ask yourself some questions
Read it again
To write:
1. Take into account cultural differences and Rhetorical Style (Read
examples)
2. Don’t translate!
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ϱϲ
3. Time Management (remember writing in a second language will take
more time than in your first language)
4. Plan before you write.
5. Pay attention to grammar and vocabulary (Put away your grammar
book and dictionary)
6. Seek out transition and connector words.
7. Ask for feedback.
8. Edit your mistakes.
9. Keep a running list of mistakes you make.
10. And the most important don’t stress too much about grammar and
vocabulary, and focus instead on communication, the most important
reason we write.
Sources:
Vanderbilt University (www.vanderbilt.edu/writing)
Ignatius Graham in Languages, May 13, 2008
Let’s apply the reading tips:
I was aware of everything all at once -the trees, the right turn attempt to avoid the
big Chevy that would have caused a different accident, my church books on the
seat, how bright blue the sky was, the position of cars in my rear view mirror.
I was aware of every other street and car and pedestrian and sidewalk and house
that caught my eye. When I look back, it's as though I had 360 degree vision.
I noticed the curb in front of me, but my car was sliding toward it. "Oh God, don't let
me slam into that curb." I knew that hitting the curb would have changed what was
happening so much, but with that thought...
Pow!...I heard a strange noise and then I was looking through white fog. For a
moment....just a moment....I asked if I was dead, and honestly, I was waiting for
people to step through to greet me. Those expectations didn't last long as the
answer fell into my mind that the airbags exploded.
The airbag powder cleared quickly since the air conditioner fan was still running.
Now I could see cars stopped outside and people from across the street were
staring. That's what people do. They stare.
It will continue…
•
Take notes and ask yourself some questions
a)
b)
c)
d)
Who is the main character?
When does the situation take place?
What happened?
Underline the past actions in the text.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
____________________________________________________________
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ϱϳ
Let’s continue with the reading (apply the same steps)
Then I felt frightened. "Could I be hit from other cars that don't see me?" I opened
the door not knowing what I was to step into. The warm, bright sunlight hit my face
and I felt better. It was familiar. I was alive.
I saw the Chevy Silverado that barreled through the red light. This wasn't just any
car accident story, this was happening right now. I ran over to check if the young
driver was injured. "Are you OK?," I yelled through the glass. His head was down,
eyes closed and he didn't respond.
In a flash of a second I thought I was looking at a dead man. I pounded on the
window and yelled again. This time I saw slight movement. What could I do to help
him? And I yelled and pounded once more as the reality of this entire experience
was falling in on me. His eyes started to open and with the most searching look he
gently shook his head "Yes."
•
Take notes and ask yourself some questions
a) What is the unexpected event in this story?
____________________________________________________________
____________________________________________________________
____________________________________________________________
b) Who is the other character?
____________________________________________________________
____________________________________________________________
c) And how does the story end?
____________________________________________________________
____________________________________________________________
____________________________________________________________
•
What do you remember about the tenses? Underline with red the past tense
of the verbs in the story and underline with blue the past continuous.
•
Circle the connectors you found in the reading.
•
Read again all the story and pay attention to the new details to have a better
comprehension.
Now let’s apply the tips to write in a correct way! (Ask your teacher)
Make a summary of the story by using synonyms of the adjectives used in the
story. Add connectors.
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Work with your teacher!!!
Taking into account the tips to write in a correct way, write a story about an
unexpected event
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WORKSHOP 14
TOPIC: COMPARATIVES.
TIME: WEEK: ____________________________________ 201_ HOURS: _____
EXPRESSIVE PURPOSE
That I develop reading comprehension by understanding the use of the
comparatives.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Represento, en forma gráfica, la información que encuentro en textos
que comparan y contrastan objetos, animales y personas.
Look at the images and compare:
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REVIEW: COMPARATIVES
Form the comparative and superlative forms of a one-syllable adjective by
adding – er for the comparative form
• Camila is older than her sister
If the one-syllable adjective ends with a single consonant with a vowel before
it, double the consonant and add –er for the comparative form
• This house is bigger than your house
If the two-syllable adjectives ends with –y, change the y to i and add –er for
the comparative form.
• Andrew is happier than Michael
For adjectives two-syllable adjectives, or with three syllables or more, you
form the comparative with more
• Juliet is more intelligent than her cousin
Exceptions with Irregular adjectives.
Good - better
• This car is better than my car
Far - farther
• The new house is farther than the old house
1. Use the word bank to compare these animals taking into account the
cognitive stage.
Word bank
Heavy – fast – furry – dangerous – friendly – lazy
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1. Read and underline the comparisons in the following text:
Canidae
Canidae is the biological family of carnivorous and omnivorous mammals that
includes wolves, foxes, jackals, coyotes, and domestic dogs. A member of this
family is called a canid. The Canidae family is divided into two tribes: Canini
(related to wolves) and Vulpini (related to foxes). The two species of the basal
Caninae are more primitive and do not fit into either tribe.
Wild canids are found on every continent except Antarctica, and inhabit a wide
range of different habitats, including deserts, mountains, forests, and grassland.
They vary in size from the fennec fox at 24 cm (9.4 in) long, to the gray wolf, which
may be up to 2 m (6.6 ft) long, and can weigh up to 80 kg (180 lb).
With the exceptions of the bush dog, raccoon dog and some domestic breeds,
canids have relatively long legs and lithe bodies, adapted for chasing prey. All
canids are digitigrade, meaning that they walk on their toes. They possess bushy
tails, non-retractile claws, and, except the African wild dog (Lycaon pictus), a
dewclaw on the front feet. They possess a baculum, which together with a
cavernous body helps to create a copulatory tie during mating, locking the animals
together for up to an hour. Young canids are born blind, with their eyes opening a
few weeks after birth.
2. Complete the following sentences using comparatives:
a. Canids are _____________ than Fennec Fox
b. The legs of the bush dog are ___________ than the legs of other canids.
c. Domestic dogs are ____________ than foxes
d. The gray wolf is _________________________________________
3. According to the reading answer the following questions
3.1 The text is about
a.
b.
c.
d.
The origin of the dog
The family of the dog
The dangerous of the canidaes.
The characteristics of the canidaes.
3.2 The purpose of the author is:
a.
b.
c.
d.
To strike the audience with his wide knowledge
To worry the audience about the canidae.
To explain the canidae’s characteristics
To propose a possible origin of the dogs.
3.3 After the reading we can conclude that:
a.
b.
c.
d.
Although foxes and dogs belong to the same family they are quite different.
Foxes and coyotes are cousins.
The canidae is a very close family.
The wolves, foxes, jackals, coyotes, and domestic dogs are relatives.
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
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WORKSHOP 15
TOPIC: COMPARATIVES.
TIME: WEEK: ____________________________________ 201_ HOURS: _____
EXPRESSIVE PURPOSE
That I develop reading comprehension by understanding the use of the
superlatives.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Represento, en forma gráfica, la información que encuentro en textos que
comparan y contrastan objetos, animales y personas.
Complete the following survey:
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϲϯ
REVIEW: SUPERLATIVES
There are two types of superlative: relative and absolute.
The relative superlative describes a noun within the context of some larger group.
• Felipe is the smartest boy in his group
In English, the relative superlative is formed by using the word "most" or the ending
"-est.". :
If the one-syllable adjective ends with a single consonant with a vowel before it,
double the consonant and add –est for the superlative form
• Douglas is the tallest of the school
If the two-syllable adjectives ends with –y, change the y to i and add –est for the
comparative form.
• Sophie is the happiest girl of her family
For adjectives two-syllable adjectives, or with three syllables or more, you form the
superlative with most
• The 8th grade is the most enthusiastic group
The absolute superlative does not describe the noun in the context of a larger
group. The absolute superlative for adjectives has three possible forms:
The house is very big
The ring is extremely expensive.
This experience is indescribably wonderful
Read and underline the superlatives
Extreme Sports
While use of the term "extreme sport" has been extremely spread far and wide to
describe a multitude of different activities, exactly which sports are considered
'extreme' is debatable. There are however several characteristics common to most
extreme sports. While not the exclusive domain of youth, extreme sports tend to
have a younger-than-average target demographic. Extreme sports are rarely
sanctioned by schools. Extreme sports tend to be more solitary than traditional
sports. In addition, beginning extreme athletes tend to work on their craft without
the guidance of a coach (though some may hire a coach later).
Activities categorized by media as extreme sports differ from traditional sports due
to the higher number of inherently uncontrollable variables. Athletes in these
activities compete not only against other athletes, but also against environmental
obstacles and challenges. These environmental variables are frequently weather
and terrain related, including strongest wind, the most freezing snow, the deepest
waters and highest mountains. Because these natural phenomena cannot be
controlled, they inevitably affect the outcome of the given activity or event.
In a traditional sporting event, athletes compete against each other under
controlled circumstances. While it is possible to create a controlled sporting event
such as X Games, there are often variables that cannot be held constant for all
athletes. Examples include snow conditions for snowboarders, rock and ice quality
for climbers, and wave height and shape for surfers.
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Whilst traditional sporting judgment criteria may be adopted when assessing
performance (distance, time, score, et cetera), extreme sports performers are often
evaluated on more subjective and aesthetic criteria. This results in a tendency to
reject unified judging methods, with different sports employing their own ideals and
indeed having the ability to evolve their assessment standards with new trends or
developments in the most exciting sports.
1. Use the superlatives in new sentences
a.
b.
c.
d.
e.
f.
The most extreme activities
The strongest obstacles
The most freezing winds
The deepest lakes
The highest building
The most exciting experiences.
The most exciting sports
Bungee Jumping
This is one of the most popular extreme sports the world over. Bungee jumping is
an activity which involves jumping from a tall structure, wherein the person is tied
to a large elastic chord. It is maybe one of the most dangerous sports having into
account that the nervous system can be affected. What happens is when the
person jumps, the cord which is tied stretches and the jumper flies upwards again
and the cord snaps back. This leads the jumper to oscillate up and down till the
energy is dissipated. The idea is to jump from the tallest height in order to feel the
strongest emotion.
Road races
Track bicycles are used for track cycling in Velodromes , while cyclo-cross races
are held on the most rugged outdoor terrain, which is performed on the most
dangerous road, smoothest grass, and densest mud. Riders in cyclocross must
get off their bikes at certain intervals and hop over highest barriers. Time trial
races, another form of road racing require a rider to ride against the clock. Time
trials can be performed as a team or as a single rider. Bikes are changed for time
trial races, using aero bars. In the last decade, mountain bike racing has also
reached international popularity and is even an Olympic sport and one of the most
famous around the world
2. Make a list of the superlatives you found in the text:
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
3. Use the superlatives in new sentences
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
4. In your opinion, what is the most exciting sport?
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(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
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The extreme Sports
The sport carries to an extreme and it is associated to the risks of a specific
physical activity, it is possible to determine that certain sports had had from their
beginnings certain danger that bears its practices.
But nowadays the biggest wheels and strongest motors bring an a new
generation of sports: the adventure racing adventure careers, the motocross in
prepared circuit, land yachting career of racing cars with wheels and it veils in
beach sands and plains, mountain bike mountain cycling, speed bike mountain
cycling on snows, street luge descent in hills of urban streets and highways,
powerboat racing careers, ice yachting career of vehicles with kitchen knives and it
veils in ice lakes
The most wonderful glaciers have popularized a series of alternatives
transforming to these fields into a true show of masses, decorated with the
strongest music and the most energetic drinks. Snowboarding is the queen of
snow, with an impressive retinue of enthusiasts to "crack chart", the snowshoe
descents in rackets of snow, the speed ski descents way alpine ski, free and
vertical steep ski descents of glaciers, they are well sports that refresh the highest
mountains of snow, it is necessary to think if people's massive invasions alters the
natural life and the essence of the sport somehow.
The most turbulent waters, the widest rivers and the sea have their
followers, the rafting descents for waters of turbulent rivers, the kayak and their
incursion for different types of water, the Surf the traditional chart sport in the most
dangerous marine waves.
(Taken and modified from http://www.altiplanoextreme.com/adventure/cruces.htm)
1. Write the superlatives you found in the text:
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__________________________________________________________________
_________________________________________________________________
2. Use the superlatives in new sentences
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_________________________________________________________________
3. What is your opinion about extreme sports?
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WORKSHOP 16
TOPIC: COMPARATIVES.
TIME: WEEK: ____________________________________ 201_ HOURS: _____
EXPRESSIVE PURPOSE
That I develop reading comprehension by understanding comparative of
equality and similarity.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Represento, en forma gráfica, la información que encuentro en textos que
comparan y contrastan objetos, animales y personas.
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Comparatives of equality
We use as + adjective + as to say that two things are equal in some way.
When comparing with as .. as, the adjective does not change.
• The new house is as big as your house
• The dog is as smart as the cat
We use not as to say that two things are not equal in some way.
• Mary is not as tall as me.
• That book is not as long as your book.
Comparatives of similarity
To say that people, things or actions are similar in a way, we can use as and
like. Adverbs such as too, also and as well can also be used.
• Charles looks just like his brother.
• He fought like a lion.
• He fought as a lion does.
• The papers were late and the post was too.
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Structures such as so do I and neither do I can also be used.
• She doesn’t like meat, and neither do I.
• She likes music, and so do I.
To say that people or things are identical in a way, we can use the same as.
• Her eyes are just the same color as mine.
To talk about differences we use the negative forms of these structures.
• She doesn’t look like her mother.
• Her eyes are not the same color as yours.
Read and underline the sentences that indicate comparisons:
Health Foods (http://nutritioncrashcourse.com)
Apples vs Donuts
What makes an apple healthier than a donut? What really is the difference
between a food that builds health, and one that doesn't? It's an important
distinction, since many children today consume over half their diet as highly
processed, empty caloric foods. And not just at home, but even from junk
food in school.
Food Additives - 4000 and Counting
Two basic things separate a health building food from a junk food. First,
junk food suffer nutrient loss from the refining process, often wiping out
much of the vitamin, mineral, phytonutrient and fiber content. This generally
occurs by stripping away nutritious parts by excessive heating or exposure
to air.
Second, there is an onslaught of over 4000 artificial additives put in junk
foods today, ranging from artificial sweeteners, artificial colors and
preservatives, to chemically altered fake fats. Additives are often poorly
tested, can have unforeseen effects, and are rarely tested in combinations.
NutraSweet side effects alone have accounted for a huge number of
complaints to the FDA.
1. Rewrite the comparisons found in the reading by using comparative
of equality and similarity (inferences)
____________________________________________________________
____________________________________________________________
__________________________________________________________
2. Now answer according to the reading:
2.1 What’s the difference between apples and donuts?
_________________________________________________________
2.2 Why should we avoid junk food?
_________________________________________________________
2.3 What’s the author’s intention?
_________________________________________________________
_________________________________________________________
________________________________________________________
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
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1. Read and underline the sentences that indicate comparisons:
Benefits of Organic Food
Besides additives, many toxins can get into foods too, either from pollution
or from unhealthy farming practices such as heavy pesticide use, or growth
hormones and antibiotics fed to cattle. Some of these toxins are not easy to
get rid of, and at the very least your body has to waste energy and nutrients
trying to remove them. Organic food has gained popularity largely because
its growers try to avoid such toxins.
Whole Foods, Simply Nutritious
Ultimately, healthy foods are simply ones that are as close as possible to
what God intended, foods with their nutrients intact, and a minimum of
toxins. Be wary of processed and fast foods that have mile long ingredient
list, with names you can hardly pronounce. The best foods have no
ingredient list. An apple is just that, an apple! The more of those foods in
your diet, the better.
2. Rewrite the comparisons found in the reading by using
comparative of equality and similarity (inferences)
____________________________________________________________
____________________________________________________________
_________________________________________________________
3. Now answer according to the reading
a. What’s the author’s intention?
____________________________________________________________
____________________________________________________________
__________________________________________________________
b. Do you agree with the reading?
____________________________________________________________
____________________________________________________________
__________________________________________________________
c.
What
are
the
characteristic
of
organic
food?
____________________________________________________________
____________________________________________________________
___________________________________________________________
4. Write some comparative sentences about organic food:
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
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1. Compare each food by using similarity and equality comparatives
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WORKSHOP 17
TOPIC: COMPARATIVES.
TIME: WEEK: ____________________________________ 201_ HOURS: _____
EXPRESSIVE PURPOSE
That I develop writing production by understanding the use of the some
modal verbs.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Expreso mis
opiniones, gustos y preferencias sobre temas que he trabajado en clase, utilizando
estrategias para monitorear bien sea mi pronunciación, ortografía, coherencia, entre
otros.
Match the picture with the corresponding sentences:
1.
2.
3.
4.
The baby could be an excellent student
The dog can skate by the streets
The student will be able to get a job
May we play Tennis as well as this tennis player does?
Modal verbs do not follow the pattern of normal verbs.
We use the modal verbs according to the intention we have, for example, there are
a group of modal verbs to indicate possibility, request or permission:
•
•
•
Can/Could
Be able to
May/might
We can express our ideas in English (ability or possibility)
Can I ask you something? (Permission)
Can you help me? (Request)
Could I go to your house tonight? (Permission)
Could you explain me? (Request)
They could be more careful (suggestion)
I could have a big house (possibility)
We will be able to speak in English (ability)
May I go to the bathroom?
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What are the possibilities they have?
1. By using modals of ability or possibility write sentences to express some
ideas about the pictures:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
__________________________________________________________
2. Complete the text by using the modal verbs: Can, could, be able to, might,
may
Most of the children, who have been stimulated since their earliest years, develop
incredible abilities. These children are _______________acquire special
characteristics which make them different from others. But there are other cases of
extraordinary artists who have discovered their talents in their teenage,
_____________they develop the same abilities as stimulated babies?
_____________ all the stimulated babies become artist or scientist? There are
some possibilities that stimulated babies ________________ develop some
abilities easily, but it is not necessary that all of them can be successful people in
the areas where there were stimulated. In conclusion we ________________ ask a
question: ____________________ parents stimulate their babies? Yes, they
_____________, but taking into account that their babies abilities just depend on
their own likes.
3. According to the reading what are the suggestions you could give to their
parents? Use modal verbs:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_______________________________________________________________
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
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What are the possibilities they have?
1. Using the modal verbs express some ideas about the pictures:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Complete the sentences with modal verbs:
a.
b.
c.
d.
The students --------- win the prize
--------- I tell you something?
I -------- speak English
They --------- make a better job
Answer according to your opinion:
1. What can you do to develop your abilities?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
2. What could your parents do to help you in your academic process?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
3. What can you do to learn English?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϳϯ
4. What are you able to do to improve your language proficiency?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
According to the pictures write sentences in order to express possibility,
permission or a request
a. _____________________________________________________
b. ____________________________________________________________
____________________________________________________________
c. ____________________________________________________________
____________________________________________________________
d. ____________________________________________________________
____________________________________________________________
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
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WORKSHOP 18
TOPIC: Modal verbs.
TIME: WEEK: ____________________________________ 201_ HOURS: _____
EXPRESSIVE PURPOSE
That I can give advice by understanding the use of some modal verbs.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Represento, en forma gráfica, la información que encuentro en textos
que comparan y contrastan objetos, animales y personas.
Read, reflect and discuss with your group
We use Must to express necessity, obligation or prohibition
•
•
She must arrive early
They must do the homework
We use Shall with I and We to offer, to express suggestion or to ask what to do
• Shall I help you?
• Shall we practice sports?
Should is used to say what’s right or correct, to express recommendations or to
talk about uncertain predictions
•
•
•
They should talk about their problems
We should read more about that topic
Number of students should increase next year.
Other way to say what’s right or correct is using ought to
•
•
We ought to take care of our environment
Governments ought to spent more money in educational projects
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
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1. Read and underline the modal verbs
Lyrics I should go by Levi kreis
I don't mean to leave you with a trivial
excuse
(Piano lead-in)
And when you call tomorrow, I'll know
what to do
Here we are
Isn't it familiar?
Chorus
Haven’t had someone to talk to
In such a long time
Here we are
And it's strange
Isn't it familiar
All we have in common
Haven't had someone to talk to
And your company was just the thing I
In such a long time
needed tonight
And it's strange
Somehow I feel I should apologize
All we have in common
Cuz I'm just a little shaken
And your company was just the thing I
By what's going on inside
needed tonight
Somehow I feel I should apologize
Chorus:
Cuz I'm just a little shaken
By what's going on inside
I should go
Before my will gets any weaker
Chorus
And my eyes begin to linger
Longer than they should
It's so hard
I should go
Keeping my composure
Before I lose my sense of reason
And pretend I don't see how
And this hour holds more meaning
Your body curves beneath your
Than it ever could
clothes
I should go
And your laugh
I should go
Is pure and unaffected
Baby, I should go
It frightens me to know so well the
place I shouldn't go
It's so hard
I know I gotta take the noble path
Keeping my composure
Cuz I don't want you to question
And pretend I don't see how
The intentions that I have
Your body curves beneath your
clothes
Chorus
And your laugh
Is pure and unaffected
I don't mean to leave you with a trivial
It frightens me to know so well the
excuse
place I shouldn't go
And when you call tomorrow, I'll know
I know I gotta take the noble path
what to do
Cuz I don't want you to question
The intentions that I have
Chorus
Chorus
2. Answer some questions
a. What is the function of the modal verbs in this song?
b. What is the topic of the song? What do you think about this situation?
c. What is your advice to this situation? Use modal verbs
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
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1. Listen and fill the gaps with the correct word
You are beautiful by Christina Aguilera
Spoken
(Don't look at me)
Yes, words won't bring you down
Don't you bring me down _______...
Every day is so ______________
And suddenly, it's ________ to
breathe
Now and then, I get insecure
From all the fame, I'm so __________
No matter what we do
(no matter what we do)
No matter what they say
(no matter what they say)
When the sun is shining through
Then the clouds won't stay
I am ________ no matter what they
say
Words can't bring me down
I am __________ in every single way
Yes, words can't bring me down
So don't you bring me down
________
To all your ________ you're delirious
So consumed in all your doom
Trying hard to fill the _______
The piece is gone and the puzzle
undone
That's the _____ it is
You are _________ no matter what
they say
Words won't bring you down
You are _______ in every single way
And ___________ we go
(everywhere we go)
The sun won't _________ shine
(sun won't always shine)
But ________ will find a way
All the other times
We are ____________ no matter
what they say
Yes, words won't bring us down
We are _________ no matter what
they say
Yes, words can't bring us down
Don't you bring me down _______
Don't you bring me down today
Don't you bring me down today.-
2. Now let’s rewrite some of the ideas of the song by using modal verbs:
__________________________________________________________________
__________________________________________________________________
_______________________________________________________________
3. Discuss with the group about the song’s message by using modal
verbs (let students express their opinions in an oral way according to
their level)
4. It’s time to reflect: Answer the questions using modal verbs:
a. Should I pay attention to all people’s comments around me?
b. Should we be like other people want us to be?
c. Must we express all our opinions about other people’s lives?
d. Must we think about other before expressing our opinions?
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According to the pictures write an advice to each image using modal verbs:
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR
ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
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WORKSHOP 19
TOPIC: Modal verbs.
TIME: WEEK: ____________________________________ 201_ HOURS: _____
EXPRESSIVE PURPOSE
That I can express permission by understanding the use of some modal
verbs.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Represento, en forma gráfica, la información que encuentro en textos que
comparan y contrastan objetos, animales y personas.
1. What do you think is the message of the picture?
2. What’s your advice to take care of our planet?
Will is used to: make instant decisions
•
•
I can’t spend more time, so I will return
I will visit the doctor next week
Would is used to ask for permission, to request make arrangements or Invitations
• Would you mind waiting a moment?
• Would you explain again please?
• Would you like to go to the concert?
Have to is used to express obligation or express certainty that something is true
• She has to work tomorrow
• We have to study to get our goals
Need is used to give advice or to express obligation
• You need to study a lot to pass the exams
• They need to visit the doctor
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ϳϵ
1. Look at Andrew’s schedule and identify obligations (use colors)
Saturday
Time
Monday
Tuesday Wednesday Thursday Friday
Morning
Go to the Go to the Go to the
Go to the Go to the
school
school
school
school
school
Sunday
Go to the
church
Go to the
swimming
pool
Afternoon Do
Do
Do
homework homework homework
Do
Do
Relax
homework homework
Relax
Take care
of baby
brother
Visit the
doctor
Meeting
with
classmates
Play
tennis
Go to the
museum
Evening
Go to the
Gym
Go to the
gym
Go to the
gym
Take
English
class
Go to the
movie
Visit
Stay at
grandparents home
Night
Watch TV
Take the
pills
doctor
sent me
Take the
pills doctor
sent me
Take the
pills
doctor
sent me
Take the
pills
doctor
sent me
Take the pills Take the
doctor sent
pills
me
doctor
sent me
2. Rewrite the Andrew’s activities using the following modal verbs:
have, would or will
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
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1. Identify Louis’s obligations:
Time
Morning
Monday
Work
Tuesday
Work
Wednesday Thursday
Work
Work
Afternoon Make a
project
Go to the
library
Meeting
with
classmates
Go to the
Meeting
Take
supermarket with the
piano’s
director of class
the
project
Evening
Go to the
university
Go to the
university
Go to the
university
Go to the
university
Go the
university
Night
Do
Do
Do
homework homework homework
Do
homework
Go to the
cinema
Friday
Work
Saturday
Sunday
Share with
friends
2. Rewrite his obligations by using modal verbs:
a.
b.
c.
d.
e.
f.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
3. Rewrite his other activities using the negative form of modal verbs:
a.
b.
c.
d.
e.
f.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
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ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϴϭ
Ask a partner about his or her obligations and complete the following chart
Time
Monday
Tuesday Wednesday
Thursday
Friday Saturday
Sunday
Morning
Afternoon
Evening
Night
Write sentences about his or her obligations using modal verbs:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR
ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
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WORKSHOP 20
TOPIC: Expressing cause and effect.
TIME: WEEK: ____________________________________ 201_ HOURS: _____
EXPRESSIVE PURPOSE
That I develop reading comprehension and writing production by
understanding the function and the meaning of because, due to, however,
but, and, certainly
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Expreso mis opiniones, gustos y preferencias sobre temas que he trabajado
en clase, utilizando estrategias para monitorear bien sea mi pronunciación,
ortografía, coherencia, entre otros.
What is her problem? What is causing it? What could be the
consequences?
Write short phrases giving an answer:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Cause and effect
Different, due to, because of . . .
The word pairs “because of” and “due to” are not interchangeable. The reason
they are not is that they “grew up” differently in the language.
To be more precise, with their attendant words, “due to” and “because of”
operate as adjectival and adverbial prepositional phrases. To understand how the
functions of “due to” and “because of” vary, look at these sentences.
1. His defeat was due to the lottery issue.
2. He was defeated because of the lottery issue.
In sentence #1, his is a possessive pronoun that modifies the noun defeat. The
verb “was” is a linking verb. So, to create a sentence, we need a subject
complement after the verb “was.” The adjectival prepositional phrase “due to the
lottery issue” is that complement, linked to the subject by “was.” Thus, it modifies
the noun defeat.
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But in sentence #2, the pronoun "he" has become the sentence's subject. The
verb is now “was defeated.” As reconstructed, “He was defeated” could in fact be a
complete sentence. And “due to” has nothing to modify. It's an adjective,
remember? It can't very well modify the pronoun “he,” can it?
In informal speech, we probably can get by with such improper usage as “His
defeat was because of the lottery issue,” and “He was defeated due to the lottery
issue.” But we shouldn't accept that kind of sloppiness in writing. We don't want to
look stupid among those in the audience who know better. If we show them we
don't care about the language, how can we expect them to believe us when we tell
them that we care about the facts?
Explanation taken from: http://web.ku.edu
1. Read and identify expressions that indicate cause:
What causes eating disorders?
There is no simple answer, but these ideas have all been suggested as
explanations:
Social pressure
Our social surroundings powerfully influence our behavior. Societies which don’t
value thinness have fewer eating disorders. Places where thinness is valued, such
as ballet schools, have more eating disorders. ‘Thin is beautiful’ in Western culture.
Television, newspapers and magazines show pictures of idealised, artificially slim
people. So, at some time or other, most of us try to diet. Some of us diet too much,
and slip into anorexia.
Lack of an “off” switch
Most of us can only diet so much before our body tells us that it is time to start
eating again. Some people with anorexia may not have this same body "switch"
and can keep their body weight dangerously low for a long time.
Control
It can be very satisfying to diet. Most of us know the feeling of achievement when
the scales tell us that we have lost a couple of pounds. It is good to feel that we
can control ourselves in a clear, visible way. It may be that your weight is the only
part of your life over which you feel you do have any control.
Puberty
Anorexia can reverse some of the physical changes of becoming an adult – pubic
and facial hair in men, breasts and menstrual periods in women. This may help to
put off the demands of getting older, particularly sexual ones.
It will continue…
2. Rewrite the phrases that indicate cause in the text using due to ,
because or because of…
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
___________________________________________________________
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR
ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϴϰ
1.
Read and identify expressions that indicate cause:
Other causes of the eating disorders
Family
Eating is an important part of our lives with other people. Accepting food gives
pleasure and refusing it will often upsets someone. This is particularly true within
families. Saying “no” to food may be the only way you can express your feelings, or
have any say in family affairs.
Depression
Most of us have eaten for comfort when we have been upset, or even just bored.
People with bulimia are often depressed, and it may be that binges start off as a
way of coping with feelings of unhappiness. Unfortunately, vomiting and using
laxatives can leave you feeling just as bad.
Low self-esteem
People with anorexia and bulimia often don’t think much of themselves, and
compare themselves unfavorably to other people. Losing weight can be a way of
trying to get a sense of respect and self-worth.
Emotional distress
We all react differently when bad things happen, or when our lives change.
Anorexia and bulimia have been related to:
Ŷlife difficulties
Ŷsexual abuse
Ŷphysical illness
Ŷupsetting events - a death or the break-up of a relationship
Ŷimportant events - marriage or leaving home.
The vicious circle
An eating disorder can continue even when the original stress or reason for it has
passed. Once your stomach has shrunk, it can feel uncomfortable and frightening
to eat.
Physical causes
Some doctors think that there may be a physical cause that we don't yet
understand.
3. Let’s use “because” and “due to” to express the causes we found:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________
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ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϴϱ
1. Why did it happen? Write sentences using “because” and “due to”
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Why do you have to take care of your body in a healthy way? use
“because” and “due to” to express your ideas.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR
ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϴϲ
WORKSHOP 21
TOPIC: Stating opinion.
TIME: WEEK: ____________________________________ 201_ HOURS: _____
EXPRESSIVE PURPOSE
That I develop reading comprehension and writing production by using
different expressions to ask an opinion or to give an opinion about the animal
world.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Expreso mis
opiniones, gustos y preferencias sobre temas que he trabajado en clase,
utilizando estrategias para monitorear bien sea mi pronunciación, ortografía,
coherencia, entre otros.
What do these images represent? Do you agree with these kind of activities?
Common and useful expressions to ask for and to give opinions
Stating an opinión
Asking for an opinon
•
•
•
•
•
•
In my opinion...
The way I see it...
If you want my honest opinion....
According to Lisa...
As far as I'm concerned...
If you ask me...
•
•
•
•
•
•
•
What's your idea?
What are your thoughts on all of this?
How do you feel about that?
Do you have anything to say about this?
What do you think?
Do you agree?
Wouldn't you say?
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ϴϳ
Read and answer by expressing your opinion
1. What is the problem mentioned in the text?
2. What is the point of view of the writer?
Since the dawn of time, man has had various uses for animals. Until the eighteen
hundreds, the predominant use was for food and clothing. Today, animals appear
to exist for another purpose: providing a form of entertainment for mankind. Using
an animal for entertainment is not necessarily a bad thing. A problem arises when
training practices and animal stunts cross the line between humane and inhumane
treatment. When the line is crossed, the use of animals for man’s entertainment
can be classified as inhumane and immoral.
Organized religion has long been the keeper of human morality. With verses in
Genesis saying that God has given mankind power over everything and other
theological doctrines indicating that man is the protector species and should
defend weaker creatures, religion empowers man over animals as it dictates
protective behavior toward those animals. Theology instructs man to never lose
sight of the fact that the same Holy Spirit that breathed life into mankind breathed
life into animals. Man’s dominion over animals was not given by God for their
torture, but as a moral trust. (Linzey, 907-908).
What is the topic of the text? ____________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR
ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϴϴ
Animals mistreated
Read and answer by expressing your opinion
1.
2.
What is the problem mentioned in the text? Underline.
What is the point of view of the writer? Circle
Animals are used in many ways to entertain humans, but what these practices
often translate into is abuse and exploitation under the guise of amusement. While
well-intentioned adults patronize these industries by visiting and/or bringing their
children to circuses, rodeos, zoos and aquaria, behind the scenes many of the
animals involved are trained and/or confined in insufferable manners. Their rights
are drastically compromised and they are forced to behave in completely unnatural
ways out of fear. As an example countless circus and rodeo animals are shackled,
live in tiny and filthy/disease-laden living spaces, and receive limited veterinary
care. They are also routinely chained, whipped, beaten, subjects of electric
prodding as well as food deprivation, and forced to entertain while ill. Unfortunately
these industries are not subject to oversight from regulatory bodies, and much of
this mistreatment occurs during training and away from the public eye. As such,
many patrons are either unaware of this everyday mistreatment or dismissively
ignore the fact that these animals are constant subjects of cruelty and greed.
Taken from: http://www.coalitionforanimals.org/entertainment.htm
1. How do you feel about that?
____________________________________________________________
____________________________________________________________
____________________________________________________________
__________________________________________________________
2. Do you agree?
____________________________________________________________
____________________________________________________________
____________________________________________________________
___________________________________________________________
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ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϴϵ
1. Look for information about mistreated animals used for entertainment
and write the cases you found. (at least four different examples)
a. __________________________________________________________
__________________________________________________________
b. __________________________________________________________
__________________________________________________________
c. __________________________________________________________
__________________________________________________________
d. __________________________________________________________
__________________________________________________________
2. Share with a classmate the information you found about mistreated
animals and ask his or her opinion
Questions:
a. __________________________________________________________
__________________________________________________________
b. __________________________________________________________
__________________________________________________________
c. __________________________________________________________
__________________________________________________________
d. __________________________________________________________
__________________________________________________________
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ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϵϬ
WORKSHOP 22
TOPIC: Agreement expressions.
TIME: WEEK: ____________________________________ 201_ HOURS: _____
EXPRESSIVE PURPOSE
That I develop reading comprehension and chart interpretation by using
agreement expressions.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Represento,
en forma gráfica, la información que encuentro en textos que comparan y
contrastan objetos, animales y personas.
Do you agree? Write a short sentence explaining the meaning of this phrase:
Life preservation
is a must for all of
us. Common and useful expressions of agreement
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
I agree with you.
I think you're right.
I totally agree.
I couldn't agree with you more.
So do I.
Exactly!
That's exactly the way I feel.
You're right, up to a point.
Up to a point I agree with you,
but...
I agree with you 100 percent.
That's so true.
That's for sure.
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•
•
•
•
•
(slang) Tell me about it!
You're absolutely right.
Absolutely.
I'm afraid I agree with …
I have to side with …. on this
one.
No doubt about it.
(agree
with
negative
statement) Me neither.
(weak) I suppose so./I guess
so.
You have a point there.
I was just going to say that.
ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϵϭ
1. Read and analyze the graphic
10 Billion, 27 Million, and 19,000:
Every year, 10 billion domesticated land animals are slaughtered for food in the
United States — 27 million each day and 19,000 every minute.
50 Billion and 1,680:
Worldwide, the yearly slaughter count is more than 50 billion. Every second, 1,680
animals are killed for food. Most farmed animals are killed when they are barely
adolescents or even younger, such as the "broiler" chickens raised for meat who
are slaughtered at only 6–7 weeks old.
250 Million Chicks:
The U.S. egg industry suffocates, gases, or grinds up alive 250 million male chicks
each year; they are not profitable because they will never produce eggs and are
not bred to grow at an unnatural speed like broiler chickens.
Animals Used as Food graphic
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2. According to the graphic and the information answer the following
questions:
a. What kind of animals are used commonly as food?
__________________________________________________________
__________________________________________________________
__________________________________________________________
b. What is the eggs’ risk?
__________________________________________________________
__________________________________________________________
c. Do you agree with this use of the animals? State your opinion.
__________________________________________________________
__________________________________________________________
__________________________________________________________
_________________________________________________________
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR
ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϵϮ
1.
Read and analyze the graphic
Animal Testing
25 to 100 Million Animals:
More than 25 million vertebrate animals are used in testing in the United States
each year — including monkeys, chimpanzees, beagles and other dogs, cats,
rabbits, mice, birds, farm animals, and still other sentient beings. After the
experiments conclude, essentially all of the animals who have survived the
research are killed. When invertebrate animals are considered, the estimated
number rises to as high as 100 million.
50 Drugs:
Despite all this suffering in the name of determining safety for humans, as of 2002,
more than 50 drugs tested on animals and approved by the FDA as safe had been
taken off the market or relabeled because they had caused serious illnesses and
death in humans. The FDA itself estimated in 2006 that 92 percent of drugs that
pass animal testing fail in human clinical trials.
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3. According to the graphic and the information answer the following
questions:
a. What animals are commonly used in experiments?
____________________________________________________________
____________________________________________________________
____________________________________________________________
b. Why do you believe these animals are most used?
____________________________________________________________
____________________________________________________________
____________________________________________________________
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR
ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϵϯ
Read and analyze the next information
Fur
350,000 Baby Seals:
In 2006 more than 350,000 baby seals were killed, mostly by clubbing, in the
annual Canadian seal hunt; 98 percent of the slaughtered harp seals were less
than 3 months old. Forty-two percent of the seals in a 2001 study by veterinarians
were found to be skinned while alive and conscious.
30 Million:
More than 30 million mink, foxes, chinchillas, and other animals are killed on fur
farms each year, by such methods as electrocution and poisoning. Neither fur
farms nor the methods by which trapped animals can be killed are regulated by any
U.S. laws.
2 Million Dogs and Cats:
Some fur trims and clothes labeled as fake or as from another animal are actually
made from dog and cat fur exported by China, where the more than 2 million dogs
and cats per year killed for fur suffer unspeakable cruelties, including sometimes
the documented horror of being skinned alive.
1. With this information make a graphic or a comparative chart in order to
explain the situation of some animals nowadays
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ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϵϰ
WORKSHOP 23
TOPIC: Disagreement expressions.
TIME: WEEK: ____________________________________ 201_ HOURS: _____
EXPRESSIVE PURPOSE
That I express our opinions about the endangered species by using
disagreement expressions.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Expreso mis opiniones, gustos y preferencias sobre temas que he trabajado en clase,
utilizando estrategias para monitorear bien sea mi pronunciación, ortografía,
coherencia, entre otros.
These animals are in danger of extinction. Future generations won’t know
them. What can we do to protect them? Write sentences about this.
Common and useful expressions of disagreement
•
•
•
•
•
•
•
•
•
•
•
•
•
•
I don't agree with you.
I'm afraid I disagree.
I'm afraid I can't agree with you.
I don't share your opinion.
I don't agree at all.
I totally disagree.
I don't think so.
(strong) No way.
I beg to differ.
(strong) I'd say the exact opposite.
Not necessarily.
That's not always true.
That's not always the case.
No, I'm not so sure about that.
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ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϵϱ
1. Read the following information about endangered species. Underline
the expressions that show agreement, disagreement or opinion.
Causes of Endangerment according to Lauren Kurpis: Habitat Destruction,
Introduction of Exotic Species, Overexploitation and More Factors
“There are many reasons why a particular species may become endangered.
Although these factors can be analyzed and grouped, there are many causes that
appear repeatedly. Below are several factors leading to endangerment:”
Habitat Destruction
Our planet is continually changing, causing habitats to be altered and modified.
Natural changes tend to occur at a gradual pace, usually causing only a slight
impact on individual species. However, when changes occur at a fast pace, there is
little or no time for individual species to react and adjust to new circumstances.
This can create disastrous results, and for this reason, rapid habitat loss is the
primary cause of species endangerment. The strongest forces in rapid habitat loss
are human beings. Nearly every region of the earth has been affected by human
activity, particularly during this past century. The loss of microbes in soils that
formerly supported tropical forests, the extinction of fish and various aquatic
species in polluted habitats, and changes in global climate brought about by the
release of greenhouse gases are all results of human activity.
It can be difficult for an individual to recognize the effects that humans have had on
specific species. It is hard to identify or predict human effects on individual species
and habitats, especially during a human lifetime. But it is quite apparent that
human activity has greatly contributed to species endangerment. For example,
although tropical forests may look as though they are lush, they are actually highly
susceptible to destruction. This is because the soils in which they grow are lacking
in nutrients. It may take Centuries to re-grow a forest that was cut down by humans
or destroyed by fire, and many of the world's severely threatened animals and
plants live in these forests. If the current rate of forest loss continues, huge
quantities of plant and animal species will disappear.
It will continue…
1. Why does the author say that human activity is the cause of the habitat
destruction? Give and support your opinion.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
___________________________________________________________
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR
ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϵϲ
1.
Read the following information about endangered species. Underline
the phrases that express reason:
Introduction of Exotic Species
Native species are those plants and animals that are part of a specific geographic
area, and have ordinarily been a part of that particular biological landscape for a
lengthy period of time. They are well adapted to their local environment and are
accustomed to the presence of other native species within the same general
habitat. Exotic species, however, are interlopers. These species are introduced into
new environments by way of human activities, either intentionally or accidentally.
These interlopers are viewed by the native species as foreign elements. They may
cause no obvious problems and may eventual be considered as natural as any
native species in the habitat. However, exotic species may also seriously disrupt
delicate ecological balances and may produce a plethora of unintended yet harmful
consequences.
The worst of these unintended yet harmful consequences arise when introduced
exotic species put native species in jeopardy by preying on them. This can alter the
natural habitat and can cause a greater competition for food. Species have been
biologically introduced to environments all over the world, and the most destructive
effects have occurred on islands. Introduced insects, rats, pigs, cats, and other
foreign species have actually caused the endangerment and extinction of hundreds
of species during the past five centuries. Exotic species are certainly a factor
leading to endangerment.
It will continue…
1.
What is the second cause of endangerment the author mentions in
the text?
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1. Read the following information about endangered species. Underline
the words that express reason:
Overexploitation
A species that faces overexploitation is one that may become severely endangered
or even extinct due to the rate in which the species is being used. Unrestricted
whaling during the 20th century is an example of overexploitation, and the whaling
industry brought many species of whales to extremely low population sizes. When
several whale species were nearly extinct, a number of nations (including the
United States) agreed to abide by an international moratorium on whaling. Due to
this moratorium, some whale species, such as the grey whale, have made
remarkable comebacks, while others remain threatened or endangered.
Due to the trade in animal parts, many species continue to suffer high rates of
exploitation. Even today, there are demands for items such as rhino horns and
tiger bones in several areas of Asia. It is here that there exists a strong market for
traditional medicines made from these animal parts.
More Factors
Disease, pollution, and limited distribution are more factors that threaten various
plant and animal species. If a species does not have the natural genetic protection
against particular pathogens, an introduced disease can have severe effects on
that specie. For example, rabies and canine distemper viruses are presently
destroying carnivore populations in East Africa. Domestic animals often transmit
the diseases that affect wild populations, demonstrating again how human
activities lie at the root of most causes of endangerment. Pollution has seriously
affected multiple terrestrial and aquatic species, and limited distributions are
frequently a consequence of other threats; populations confined to few small areas
due to of habitat loss, for example, may be disastrously affected by random factors.
2.
What are the reasons mentioned in the text?
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WORKSHOP 24
TOPIC: Expressing disagreement.
TIME: WEEK: ____________________________________ 201_ HOURS: _____
EXPRESSIVE PURPOSE
That I argue when talk about endangered species by using interruptions
and argument’s expressions.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Expreso mis
opiniones, gustos y preferencias sobre temas que he trabajado en clase, utilizando
estrategias para monitorear bien sea mi pronunciación, ortografía, coherencia,
entre otros
Do you agree or disagree? Support your opinion:
Common and useful expressions of disagreement
Interruptions
Settling an
argument
•
•
•
•
•
•
•
Can I add something here?
Is it okay if I jump in for a second?
If I might add something...
Can I throw my two cents in?
Sorry to interrupt, but...
(after accidentally interrupting someone) Sorry, go
ahead. OR Sorry, you were saying...
(after being interrupted) You didn't let me finish.
•
•
•
•
Let's just move on, shall we?
Let's drop it.
I think we're going to have to agree to disagree.
(sarcastic) Whatever you say./If you say so.
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Let’s discuss about this situation.
Answer the questions according to Use
just
the image
argument
one Now
let’s
use
opposite arguments
(Use
express
of
interruptions)
a. What do you
think about
smoking people?
b. Do you believe industrial
enterprises are the most
perjudicial
factor
in
the
contamination’s problem?
c. Do you consider necessary to
create some strategies to
reduce the pollution of the
cars?
d. Do you think we can prevent
natural disasters?
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1. Let’s discuss about this situation.
Use
just
Answer the questions according argument
to the image
one Now
let’s
opposite
arguments
a. What do you think about
garbage in the streets?
b. Do you believe that the
river’s contamination is our
responsibility?
c. Is it possible to recover the
rivers? How?
2. Exchange your answers with your classmates (oral).
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Do we avoid using transportation?
1. Answer the question according to the image. Give three arguments in for
and three arguments against.
Arguments for
Arguments against
2. Discuss with your partners about this questions by showing your opposite
arguments. Use interruption and argument expressions.
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SUBJECT: ENGLISH
PERIOD: THIRD
GRADE: 8Th
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School:
Grade:
Teacher:
Time:
ENGLISH
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
PURPOSES
AFFECTIVE: That we feel satisfied with our academic level to produce and
understand in English as a second language talking about plans and experiences.
COGNITIVE: That we understand how to express plans and experiences in
present tense and future tense .
EXPRESSIVE: That we express plans and activities in an oral or written way.
•
•
EVALUACIÓN: INDICADORES DE DESEMPEÑO
Explico y justifico brevemente mis planes futuros y/o acciones pasadas en
conversaciones o en mis escritos.
Organizo mis ideas, en escritos cortos o en producciones orales, haciendo
uso de los tiempos gramaticales trabajados en el periodo
ENSEÑANZAS (COMPETENCIAS Y HABILIDADES)
Competencia Pragmática
• To organize short stories or descriptions.
y Lingüística:
• Making inferences.
Competencia Pragmática
y Sociolingüística:
•
•
•
•
Describing or telling simple situations.
Completing conversations, interpreting
drawings
EJES TEMÁTICOS
Future plans and intentions (will, be going to, first conditional)
Present perfect (time expressions, past participle of regular and irregular
verbs, use of ever, yet, already).
DIDÁCTICAS
Didáctica comprehensiva
Los estudiantes colocan a prueba sus habilidades para leer comprehensivamente
y para realizar inferencias directas. Con esta didáctica se potencia la operación
intelectual decodificar.
Didáctica interrogativa
Los estudiantes potencian sus capacidades de comprehender las preguntas y de
expresar respuestas cada vez con mayor profundidad y sentido. También se
potencian varias operaciones intelectuales tales como: interpretar, comprehender,
relacionar.
Didáctica expresiva
Los estudiantes tienen la oportunidad de desplegar su creatividad expresando el
significado de la proposición a través de diferentes lenguajes y disfrutando
plenamente del aprehendizaje. Con esta didáctica se potencia la operación
intelectual codificar.
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DIAGNOSTIC TEST
1. Read and complete with the correct form: have - has
a.
b.
c.
d.
e.
f.
g.
I ______ danced that song
You ________ visited the museum
She ______ traveled around the world
He ______ eaten a big hamburger
It ______ caused a problem
We _______ written in English
They ______ spoken in English
2. Read and underline the sentence which refer to perfect tense
Thinking about my scholar process…
When I think about my leaning process, I feel I have spent more time there,
than in my own house. I have shared many moments with classmates and
teachers; they have taught me a lot. I have learnt about academic subjects,
but also I have learnt about personal growth. I have always surpassed the
obstacles. My family has been my motivation and my friends have been my
inspiration.
3. According to the pictures make some plans for the future
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WORKSHOP 25
TOPIC: REVIEW
TIME: WEEK___________________________________ 201___ HOURS: _____
EXPRESSIVE PURPOSE
That I apply all what I have learnt from the second period.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Organizo mis ideas, en escritos cortos o en producciones orales, haciendo
uso de los tiempos gramaticales trabajados en el periodo.
REVIEW
Reading and writing tips
To read
1. Choose material at the right level
2. Take time to do a good job
3. Don’t distract yourself (Stay on task)
5. Don’t translate but use a dictionary
6. Don’t expect to understand everything (use the context, make inference)
7. Take notes and ask yourself some questions
8. Read it again
To write:
1. Take into account cultural differences and Rhetorical Style (Read
examples)
2. Don’t translate!
3. Time Management (remember writing in a second language will take
more time than in your first language)
4. Plan before you write
5. Pay attention to grammar and vocabulary (Put away your grammar
book and dictionary)
6. Seek out transition and linking words
7. Ask for feedback
8. Edit your mistakes
9. Keep a list of mistakes you have made
10. And the most important don’t stress too much about grammar and
vocabulary, and focus instead on communication, the most important
reason we write.
Sources:
Vanderbilt University (www.vanderbilt.edu/writing)
Ignatius Graham in Languages, May 13, 2008
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What is the topic of the song? What message does it give us?
Let’s sing
Earth song by Michael Jackon
What about sunrise
What about rain
What about all the things
That you said we were to gain.. .
What about killing fields
Is there a time
What about all the things
That you said was yours and mine...
Did you ever stop to notice
All the blood we've shed before
Did you ever stop to notice
The crying Earth the weeping shores?
Aaaaaaaaaah Aaaaaaaaaah
What have we done to the world
Look what we've done
What about all the peace
That you pledge your only son...
What about flowering fields
Is there a time
What about all the dreams
That you said was yours and mine...
Did you ever stop to notice
All the children dead from war
Did you ever stop to notice
The crying Earth the weeping shores
Aaaaaaaaaaah Aaaaaaaaaaah
I used to dream
I used to glance beyond the stars
Now I don't know where we are
Although I know we've drifted far
Aaaaaaaaaaah Aaaaaaaaaaaah
Aaaaaaaaaaah Aaaaaaaaaaaah
Hey, what about yesterday
(What about us)
What about the seas
(What about us)
The heavens are falling down
(What about us)
I can't even breathe
(What about us)
What about the bleeding Earth
(What about us)
Can't we feel its wounds
(What about us)
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(ooo,ooo)
It's our planet's womb
(What about us)
What about animals
(What about it)
We've turned kingdoms to dust
(What about us)
What about elephants
(What about us)
Have we lost their trust
(What about us)
What about crying whales
(What about us)
We're ravaging the seas
(What about us)
What about forest trails
(ooo, ooo)
Burnt despite our pleas
(What about us)
What about the holy land
(What about it)
Torn apart by creed
(What about us)
What about the common man
(What about us)
Can't we set him free
(What about us)
What about children dying
(What about us)
Can't you hear them cry
(What about us)
Where did we go wrong
(ooo, ooo)
Someone tell me why
(What about us)
What about babies
(What about it)
What about the days
(What about us)
What about all their joy
(What about us)
What about the man
(What about us)
What about the crying man
(What about us)
What about Abraham
(What was us)
What about death again
(ooo, ooo)
Do we give a damn
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Reading
Natural sources
Humans use Earth's natural resources is making the air, oceans, groundwater,
freshwater streams and soils more acidic and posing sustainability problems.
The mining and burning of coal and metal ores as well as the use of nitrogen
fertilizer are the major generators of acidity on the Earth's surface because they
increase carbon dioxide in the atmosphere, reported scientists from the U.S.
Geological Survey and the University of Virginia.
"We believe that this study is the first attempt to assess all of the major human
activities that are making Earth more acidic," said U scientist Karen Rice, who led
the study that's available online in the journal of Applied Geochemistry.
What is the topic of the text? _________________________________________
What are the causes of the problem?
__________________________________________________________________
__________________________________________________________________
Reading
Let’s continue…
Previous research has linked increased acidity in oceans to damage to their food
webs and increased acidity in soils to problems in crop growth. A study this week
by the European Commission reported that global carbon dioxide emissions, the
main cause of global warming, has increased to 45% since 1990.
The USGS study says there have been efforts to reduce mining's impact through
regulations and changes in how the minerals are mined and used in some
countries. Yet it says other regions are expanding their use of these resources and
causing greater acidification.
"The low pH levels of streams in coal regions of the eastern United States were a
major environmental concern 50 years ago," University of Virginia geochemist
Janet Herman said in announcing the findings. "Changes in mining practices as
well as shifting location of production brought about improvements in water quality
in Appalachia. In contrast, exploitation of coal has grown in China where the same
environmental protections are not in place."
Teacher asks some questions about the reading.
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1. Write a paragraph related with this image and with the title:
The planet is in our
hands, let’s take care of
it.
.
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WORKSHOP 26
TOPIC: WILL-WON’T
TIME: WEEK___________________________________ 201___ HOURS: _____
EXPRESSIVE PURPOSE
That I make plans in English by using “will and won’t”.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Explico y justifico brevemente mis planes futuros y/o acciones
pasadas en conversaciones o en mis escritos.
Discuss the following question with the group: How do you imagine the
future? Write short sentences:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Use of will Future
• a spontaneous decision
Example: Wait, I will help you.
•
an opinion, hope, uncertainty or assumption regarding the future
Example: He will probably come back tomorrow.
•
a promise
Example: I will not watch TV tonight.
•
an action in the future that cannot be influenced
Example: It will rain tomorrow.
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Future Will in affirmative
I will
You will
He will
She will
It will
They will
We will
Future Will Interrogative
Will I?
Will you?
Will he?
Will she?
Will It?
Will they?
Will we?
Future Will Negative
I won’t
You won’t
He won’t
She won’t
It won’t
They won’t
We won’t
Read and identify “will” and “won’t” . Underline the sentences.
Future predictions from teenagers new generation 8th grade
Scientists say that maintaining a sense of identity and stability trough time is not
easy. But we should take them into account if we want to keep our humanity. But
how about the future inventions? What changes will come? Here are some of the
possible things we will have in the future:
Interactive Tv
As technologies merge, we will have “living Tv” sound and vision. We will
have a living room without “black boxes” or television. These large flat,
displays will be able to show multiple images at any size and in any position.
And you will control the sound and light to optimize your room.
Animal translator
You won’t have any more problems with your dog because
you will be able to know what he means when he barks. If
you want to understand him, a two-battery animal translator
is your solution. You can fasten it to the dog’s leash and
turn it up or down.
Flying shoes
Do you sometimes arrive late to school? Don’t worry. You
won’t have those problems any longer. A Japanese
company is manufacturing flying shoes. They will be in
different sizes, colors and styles, and you can fly one meter
off the floor! If you wear these shoes, you will be on time
everywhere.
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•
Using the word bank describe the inventions you will find in the future.
adjectives
Modern
Big
Fast
comfortable
Luxury
Expensive
Wonderful
Word bank
Verbs
Have
Be
Change
Contain
Look like
Become
Include
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Write short sentences making predictions about your future:
____________________________________________________________
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WORKSHOP 27
TOPIC: GOING TO
TIME: WEEK___________________________________ 201___ HOURS: _____
EXPRESSIVE PURPOSE
That I make plans in English by using “going to”.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Explico
y justifico brevemente mis planes futuros y/o acciones pasadas en
conversaciones o en mis escritos.
What are they going to do next? Complete the dialogues
Going to
Going to is not a tense. It is a special expression that talks about the future.
Structure of Going to
Subject + be + going + infinitive
Going to be affirmative
form
I am going to…
You aregoing to…
He isgoing to…
She isgoing to…
It isgoing to…
They aregoing to…
We aregoing to…
Going to be Interrogative
form
Am I going to…?
Are yougoing to…?
Is hegoing to…?
Is shegoing to…?
Is Itgoing to…?
Are theygoing to…?
Are wegoing to…?
Going to be Negative form
I am not going to…
You are notgoing to…
He is not going to…
She is notgoing to…
It is not going to…
They are not going to…
We are not going to…
We use going to when we have the intention to do something before we speak. We
have already made a decision before speaking.
Look at these examples:
•Jo has won the lottery. He says he's going to buy a Porsche.
•We're not going to paint our bedroom tomorrow.
•When are you going to go on holiday?
In these examples, we had an intention or plan before speaking. The decision was
made before speaking.
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Going to - prediction
We often use going to to make a prediction about the future. Our prediction is
based on present evidence. We are saying what we think will happen. Here are
some examples:
•The sky is very black. It's going to snow.
•It's 8.30! You're going to miss the train!
•I crashed the company car. My boss isn't going to be very happy!
In these examples, the present situation (black sky, the time, damaged car) gives
us a good idea of what is going to happen.
From: Grammar explanation: http://www.englishclub.com/grammar/verbs-m_goingto.htm
Read the questions and write possible answers in affirmative and negative form.
1. What are they going to do?
__________________________________________________________________
_
2. What is he going to do?
__________________________________________________________________
3. What is she going to do?
__________________________________________________________________
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1. Complete the table with different verbs in all the forms:
Going to be in affirmative Going to be in Interrogative
I am going to…
Going to be in Negative
You are going to…
He is going to…
She isgoing to…
It isgoing to…
They are going to…
We aregoing to…
2. Write plans or predictions using “be going to” according to the
pictures (affirmative, negative and interrogative form).
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
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1. Let’s make an environmental project using “be going to” to express
your plans, share the project with your classmates
Title of the project: ________________________________
Objectives:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Development of the project: (Write short sentences explaining your plans)
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Tell us your plans for the future. Write short phrases:
a. In this year:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
b. Next year:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
c. After you finish eleventh grade:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
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WORKSHOP 28
TOPIC: FIRST CONDITIONAL.
TIME: WEEK___________________________________ 201___ HOURS: _____
EXPRESSIVE PURPOSE
That I can comprehend dialogues about future possibilities (first
conditional)
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Organizo mis
ideas, en escritos cortos o en producciones orales, haciendo uso de los
tiempos gramaticales trabajados en el periodo.
Think about the possibilities: Each student must complete the sentence according
to the last condition. Follow the example:
If I win the lottery, I will spend lot of money
Traveling around the world, if I travel around the world,…
•
We are talking about the future. We are thinking about a particular condition
or situation in the future, and the result of this condition. There is a real
possibility that this condition will happen.
•
The first conditional (also called conditional type 1) is a structure used for
talking about possibilities in the present or in the future.
1. The structure of a first conditional sentence
A first conditional sentence consists of two clauses, an "if" clause and a main
clause:
if clause
Main clause
If you study hard,
you will pass the test.
If the "if" clause comes first, a comma is usually used. If the "if" clause comes
second, there is no need for a comma:
main clause
if clause
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You will pass the test
if you study hard.
We use different verb forms in each part of a first conditional:
main clause
if clause
You will pass the test
if you study hard.
2. Using the first conditional
The first conditional is used to talk about things which are possible in the present or
the future — things which may happen:
Example
Explanation
If it's sunny, we'll go to the park.
Maybe it will be sunny — that's possible.
Paula will be sad if Juan leaves.
Maybe Juan will leave — that's possible.
If you cook the supper, I'll wash the
Maybe you will cook the supper — that's
dishes.
possible.
We often use unless which means 'if ... not'.
Form:
(IF Clause)
(Main Clause)
Means
If you don't hand in your I won't mark it.
homework,
The "future clause" can contain 'going to'
•
If I see him, I'm going to tell him exactly how angry I am.
•
If we don't get the contract, we'll have wasted a lot of time and money.
Going to - prediction
We often use going to to make a prediction about the future. Our prediction is
based on present evidence. We are saying what we think will happen. Here are
some examples:
•The sky is very black. It's going to snow.
•It's 8.30! You're going to miss the train!
•I crashed the company car. My boss isn't going to be very happy!
In these examples, the present situation (black sky, the time, damaged car) gives
us a good idea of what is going to happen.
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
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Complete the conditions with the given clauses:
1. If I travel to London, ….
2. If she studies hard, …..
4. If he goes to the party tonight, …...
5. If I have enough money,…..
6. She will be angry, …..
7. I will see to the doctor tomorrow, ….
8. If you (not) don’t do your homework, …..
Fill in the blank with the correct form to complete the phrases:
1. If you
(not study), you
2. We
3. If you
(fail) the test.
(die) if we
(not get) help soon!
(look) in the fridge, you
(find) some cold
drinks.
4. If there
(be) no oil in the engine, the car
(break)
down.
5. I
(lend) you my umbrella if you
6. The sea level
(need) it.
(rise) if the planet
(get)
hotter.
7. If you
(not
(eat) your sandwiches now, you
have)
8. You
anything
for
lunch!
(be) safe in an accident if you
(wear)
your
seatbelt.
9. If he
go)
10. I
(save) all his money, he
on
holiday
(be able to
to
(not come) with you if you
Canada.
(not bring) John!
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϭϮϭ
1. Work with a classmate to talk about some future predictions according
to given conditions. (free topic) Write the conversation.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
2. a. Share your conversation with the group
b. Pay attention to your classmates’ conversations (listen carefully
and take notes about their predictions)
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WORKSHOP 29
TOPIC: Going to.
TIME: WEEK___________________________________ 201___ HOURS: _____
EXPRESSIVE PURPOSE
That I can ask and answer questions about future plans using images to
recreate stories
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Explico y justifico brevemente mis planes futuros y/o acciones pasadas en
conversaciones o en mis escritos.
Let’s make a plan
•
•
•
•
Split the class in two big groups.
Give a name to each group (for example group A and group B) and
choose a leader for each group
Group A chooses one secret activity they are going to do on the
weekend.
Group B guesses what the activity is by asking 5 questions, for
example:
Are you going to use money to do the activity? Are you going to use a
particular place to do the activity? Are you going to use tools to do the
activity? …
•
•
•
All students have to help asking and answering the questions but just
leaders can speak up to ask and answer in an oral way (use the
whiteboard if you want)
Leader of the Group B has just one opportunity to guess the correct
name of the activity
If group B guesses they win, but if they don’t guess group A wins and
the loser group should give the winner group a “prize” (candies)
Questions with going to:
VERB TO BE+GOING TO+VERB+ COMPLEMENT+?
Examples:
Are you going to learn a new language?
Is she going to prepare her presentation?
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϭϮϯ
1. Read and underline the future actions in the text:
Are you going to visit London?
Here are some suggestions of popular places to visit and things to see in
London.
London is a fantastic city with a wealth of history and culture that leaves every
visitor wanting more. Whether it’s Royal history, sport, architecture, museums and
galleries, or just a fun-filled family trip there is something to please everyone.
Explore the iconic and photogenic St. Paul’s Cathedral, a prominent fixture of
London's skyline this architectural wonder is a fantastic sight enjoyed by many
visitors.
Near St Paul’s you will find the equally famous landmark of London Tower Bridge.
Featured on many postcards this stunning structure offers great views from the
walkway and should not be missed.
London contains some excellent sports stadiums that host a range of international
events. The tour of Chelsea FC offers a real behind the scenes look of a top
football club. Explore the grounds where the internationally renowned Wimbledon
Tennis Tournament is played or visit the spiritual home of cricket, Lord's cricket
ground. Each of these venues are impressive buildings and offer a historic insight
to the sport played there.
Want something a little different to do whilst in London? The stunning botanic Kew
Gardens contain some of the most beautiful gardens found in London and is great
for a relaxing walk in the summer.
You will also find some intriguing and specialist museums in London such as
Pollock Toy Museum, The Cartoon Museum and London Transport Museum. The
British Music Experience is a brand new interactive attraction that tells the story of
music in the country through videos and recordings.
Sightseeing in London can be an amazing and unforgettable experience; however,
it can also be very expensive and stressful.
2. Rewrite the actions you found
a. Explore
b. Find
c. Walk
3. Use the actions you found to ask questions
a. Are you going to explore the iconic and photogenic St. Paul’s Cathedral?
b. Are you going to find the equally famous landmark of London Tower
Bridge?
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϭϮϰ
c. Are you going to walk in the summer?
d. What are your plans if you go to London?
Let’s plan our vacations
1.
Read and underline the future actions in the text:
Learn how to plan the perfect stress free travel. All the information you
needed to prepare the entire family for a trip to remember.
The first step in planning any family vacation is deciding where and when you are
going. It is best to decide at least six months prior to leaving.
Once you have decided where to go, the next step is how to get there. This really
depends on how far from home you are going and how much time off from work
you are taking.
If you are going a great distance and want more quality time in your vacation
destination, you may consider flying. Although, if you enjoy the travel as much as
the destination, driving is the best alternative. To drive takes only a couple of
decisions more. You must route out you trip, estimate milage, and estimate
gasoline expenses.
Now that you know where you are going and how you are getting there, start
making all necessary reservations. If you reserve airline tickets, rental cars, and
hotel/motel accomodations early, they are usually cheaper. Anything you can
reserve early-Do it! It will save you hassels later. Once you have made
reservations, keep all the information in a handy place.
Now you can decide how much money needs to be available for the trip and start a
savings plan. Set aside a certain amount every month in preparation for the trip.
Get out your luggage to decide what you need for each family member. If traveling
by car, remember to pack a bag of activities and snacks for younger trip takers. If
you are traveling by plane, choose what you think will really occupy your children
as the carry-on bag will have to be smaller.
Packing to make sure you don't forget anything is simple. Go into each room of
your house and think about what you use on a daily basis from that room. This will
ensure that you will not miss any common items such as a toothbrush.
Tips from: http://www.essortment.com/travel-tips-plan-perfect-vacation30523.html
2.
Write with your words the recommendations you found:
______________________________
______________________________
______________________________
______________________________
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
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______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
3. Make sentences based on the information, summarizing the main
ideas of the text:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
1. Answer the following questions
a. Are you going to visit a new place on vacation?
__________________________________________________________
__________________________________________________________
__________________________________________________________
b. Are you going to prepare a touristic plan for your trip?
__________________________________________________________
__________________________________________________________
__________________________________________________________
c. Is your family going to go with you?
__________________________________________________________
__________________________________________________________
__________________________________________________________
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WORKSHOP 30
TOPIC:Will.
TIME: WEEK___________________________________ 201___ HOURS: _____
EXPRESSIVE PURPOSE
That I understand text and dialogues about future actions in order to give
significant questions.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Explico y justifico brevemente mis planes futuros y/o acciones
pasadas en conversaciones o en mis escritos.
1. Imagine you will be the next president of Colombia. Make your
proposals.
I will ____________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
________________________________________________________________
2. Read to your classmates your proposals and answer their questions.
WILL+PERSONAL PRONOUN+VERB+ COMPLEMENT+?
The structure changes in the interrogative form:
Examples:
Will you travel to Europe?
Will he work in other city?
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϭϮϳ
1. Read:
%XLOGLQJWKH1HZ1HZ<RUN
We are a city of 8 million people, give or take a few hundred thousand. But we are
building a city for 9 million. Literally. Right now. That will be New York City’s total
population just a couple of decades hence, and politicians, bureaucrats,
developers, architects, and engineers are, as you read these words, figuring out
how to fit another million people onto the collection of islands and peninsulas we
call home. We can’t just bulldoze and slap up some towers—we’ve learned some
lessons from the sixties—and it isn’t just half a million new homes that we need.
Those million need offices, factories, labs to work in. They need subways, buses
(and ferries and trams) to commute in. They need places to park and places to
play, plus the power to light their homes. All in a city that can’t sprawl.
This is Tomorrowland—a new city, a city larger than San Francisco, built on top of
the city we know. In ten years, New York City will be transformed in ways we can
only guess at. You will explore our best guess, based on the plans, the dreams, the
cornerstones, and the rising steel in nine city neighborhoods. In 2022, we won’t be
able to be so parochial anymore—one Times Square isn’t going to be enough to
fulfill the entertainment needs of that bigger, younger, more diverse population, and
you’ll be talking about the lights on 125th Street. Fresh Kills will be three times the
size of Central Park. If you imagine the city as a play—every neighborhood has a
role—a lot of understudies are finally going to be called onstage.
By Alexandra Lange
2. Underline the phrases that express future actions.
3. Answer the following questions based on the reading.
a. What is the new construction?
b. How many years will it be take?
c. What are the expectations?
d. What will be the characteristics of the new city?
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϭϮϴ
1.
Listen and Read
Cities and towns are highly vulnerable to the impacts of climate change and
will need to find innovative ways to adapt. Now is the time to start rethinking
urban design and management — yet few have taken concrete action.
In 2008, Barcelona ordered huge quantities of water delivered by tanker to serve
its population and tourists. In 2003, the summer heat wave killed 14 800 people in
France, 18 000 in Italy, and altogether around 52 000 across Europe. In 2002,
photos of Dresden and other German cities under water showed the effects of
extreme flooding along the River Elbe.
With a changing climate, extreme events like these are predicted to occur more
frequently. Two lines of action are needed globally to keep the future impacts of
climate change within manageable boundaries. First, large cuts in greenhouse gas
emissions must be made to stabilize temperature rise at below 2 °C above preindustrial levels. Above this threshold, there is a risk that the impacts will be
extremely difficult for contemporary societies to cope with. However, even if the 2
°C target is achieved, there will still be residual impacts throughout this century.
The second line of action therefore involves putting in place adaptive measures.
Cities have an important role to play in both areas. They are already making
substantial efforts to cut emissions, improve their energy efficiency and step up the
use of renewable energy
By The European Environment Agency
3. Underline future expressions.
4. Answer the following questions based on the reading.
a. What is the situation?
__________________________________________________________
__________________________________________________________
d. What’s the purpose of the text?
__________________________________________________________
__________________________________________________________
e. According to the text what are the expectations?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϭϮϵ
1. According to the picture, describe how cities will be in the future:
(groups of four)
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Read your description of the future to your classmates
3. Take notes about their descriptions.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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ϭϯϬ
WORKSHOP 31
TOPIC: Cognates.
TIME: WEEK___________________________________ 201___ HOURS: _____
EXPRESSIVE PURPOSE
That I identify and learn cognates to improve reading and writing
comprehension.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Organizo mis ideas, en escritos cortos o en producciones orales, haciendo uso de
los tiempos gramaticales trabajados en el periodo
He looks like it but he is not …
Have you noticed some things are not what they look like?
Write your own reflection and share it with your classmates:
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________
Cognates and false cognates
actually
en realidad
absolutely
Completamente
advertisement
Anuncio
agony
Angustia
apology
excusa, disculpa
to apologize
Pedir disculpa
arena
Estadio
argument
Disputa
to argue
tener disputa
to assist
Ayudar
to attend
Asistir
body
Cuerpo
camp
Campamento
capable
Capaz
career
Profesión
carpet
Alfombra
college
significado es
parecido a
universidad
to compromise
llegar a un arreglo
constipated
Estreñido
cup
deception
to contest
to discuss
dishonest
Taza
Engaño
Contender
Conversar
no ser honrado ni
sincero
Redactor
hacer que alguien
tiene vergüenza
Avergonzado
Emocionado
Salida
Tela
Fabrica
Culpa
Conocer
editor
to embarrass
embarrassed
excited
exit
fabric
factory
fault
to be familiar
with
grocery
hay
honest
to ignore
Supermercado
Heno
honrado, sincero
no hacer caso
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϭϯϭ
inconsequential
to introduce
large
lecture
letter
library
luxury
manners
mark
mayor
to molest
notice
to notice
once
pan
papa
parent
parents
particular
practically
present
to pretend
punctual
1.
de poca
importancia
Presentar
Grande
Conferencia
letra y carta
Biblioteca
lujo
Modales
Mancha
Alcalde
abusar
sexualmente
Aviso
fijarse en
una vez
Sartén
abuelo o padre
padre o madre
Padres
cierto, exigente
casi,
efectivamente
presente, regalo
Fingir
que llega a la hora
fija
to quit
rapist
reciept
to realize
red
pie
to record
record
relatives
resort
dejar, dejar de
Violador
Recibo
darse cuenta
rojo, colorado
Tarta
grabar, anotar
Disco
Parientes
lugar de
vacaciones
Descansar
Jubilarse
cuerda, soga
Sueldo
en su juicio
Razonable
sentencia y frase
(oración)
Firma
Jabón
Sopa
Apoyar
Éxito
Traducir
instructor privado
Atún
florero, jarrón
to rest
to retire
rope
salary
sane
sensible
sentence
signature
soap
soup
to support
success
to translate
tutor
tuna
vase
Read the following text and underline the cognates
The coffee shrub, an evergreen bush which can sometimes grow to a height of 8 or
10 meters, grows wild in the tropics – mostly in Arabia, Asia and Latin America. It is
known that coffee plants were being cultivated in Africa in the 15th century,
although it wasn’t until the 16th and 17th centuries that it was introduced into
Europe. The first London coffee house was established in 1652 and coffee houses
flourished in continental Europe later in the 17th century. The drink became
popular in North America around 1689, and the USA is now the largest consumer,
importing about 1,500,000 tons per year.
A medium-strength cup of coffee contains about 30 mg of caffeine, as does tea,
while a can of cola can contain up to 60mg. Some painkillers also contain caffeine,
as it speeds up the action of aspirin and counteracts drowsiness. Caffeine is a
recognized stimulant that acts on the nervous system, influencing our behavior and
mood.
1.
Use the underlined words to identify the main ideas from the text.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
________________________________________________________________
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϭϯϮ
2.
Using your inferences, give a title to the text.
__________________________________________________________________
False cognates
False cognates are words whose written form or pronunciation is similar in English
and Spanish, but whose meanings are different.
1. Look up in your dictionary the meaning of the following words.
False cognate
Exit
Figures
Actually
Success
Apply
Attend
Realize
Economical
Succeed
Invest
Meaning
2. Fill in the blanks with some of the previous false cognates:
a) Do you ____________________ the English course regularly
b) Will you ______________ him if he has a problem in the school?
c) Will you ______________ for the job in Exito?
d) The medicine program is a complete _____________. The results are
excellent.
e) She is a very nice person ________________.
f) I would like to have an ____________car to go to work.
g) Do you ______________ how much money you are investing in this
company?
3. Write your own examples with different cognates.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
________________________________________________________________
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϭϯϯ
1. Look for an article (internet, English newspaper, magazine) and paste it here
2. Underline all the cognates you find in the text and classify.
3. Use the underlined words to infer ideas about the text.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
4. Write a short summary of the article using cognates:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϭϯϰ
WORKSHOP 32
TOPIC: PAST PARTICIPLES. PRESENT PERFECT
TIME: WEEK___________________________________ 201___ HOURS: _____
EXPRESSIVE PURPOSE
That I read and recognize the past participle of the irregular and the
regular verbs and the present perfect structure
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Organizo mis
ideas, en escritos cortos o en producciones orales, haciendo uso de los tiempos
gramaticales trabajados en el periodo
If you have made mistakes, there is always another chance for you. You may
have a fresh start any moment you choose, for this thing we call "failure" is
not the falling down, but the staying down.
- Mary Pickford
What do you think?
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________
PRESENT PERFECT TENSE: AFFIRMATIVE FORM
Subejct
Auxiliar have
Verb in past participle
I, YOU, THEY, WE
Have
Eaten
HE, SHE, IT
Has
Eaten
Present
Simple
PastParticiple
arise
awake
be
bear
beat
become
begin
bend
bet
bite
bleed
blow
break
bring
build
burn
burst
buy
catch
choose
cling
come
cost
creep
arose
awoke
was, were
bore
beat
became
began
bent
bet
bit
bled
blew
broke
brought
built
burned or burnt
burst
bought
caught
chose
clung
came
cost
crept
arisen
awoken
been
borne
beaten or beat
become
begun
bent
bet
bitten
bled
blown
broken
brought
built
burned or burnt
burst
bought
caught
chosen
clung
come
cost
crept
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϭϯϱ
cut
deal
dig
dive
do
draw
dream
drink
drive
eat
fall
feed
feel
fight
find
fit
flee
fling
fly
forbid
forget
forgive
forgo
freeze
get
give
go
grind
grow
hang
have
hear
hide
hit
hold
hurt
keep
kneel
knit
know
lay
lead
leap
leave
lend
let
lie (down)
light
lose
make
mean
meet
pay
prove
put
quit
read
ride
ring
rise
run
saw
say
see
seek
sell
send
set
sew
shake
cut
dealt
dug
dived or dove
did
drew
dreamed or dreamt
drank
drove
ate
fell
fed
felt
fought
found
fit, fitted
fled
flung
flew
forbade or forbad
forgot
forgave
forwent
froze
got
gave
went
ground
grew
hung or hanged
had
heard
hid
hit
held
hurt
kept
knelt or kneeled
knitted or knit
knew
laid
led
leapt or leaped
left
lent
let
lay
lit or lighted
lost
made
meant
met
paid
proved
put
quit
read
rode
rang
rose
ran
sawed
said
saw
sought
sold
sent
set
sewed
shook
cut
dealt
dug
dived
done
drawn
dreamed or dreamt
drunk
driven
eaten
fallen
fed
felt
fought
found
fit, fitted
fled
flung
flown,
forbidden or forbade
forgotten
forgiven
forgone
frozen
gotten or got
given
gone
ground
grown
hung or hanged
had
heard
hidden
hit
held
hurt
kept
knelt or kneeled
knitted or knit
known
laid
led
leapt or leaped
left
lent
let
lain
lit or lighted
lost
made
meant
met
paid
proved or proven
put
quit
read
ridden
rung
risen
run
sawed or sawn
said
seen
sought
sold
sent
set
sewn or sewed
shaken
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϭϯϲ
shave
shear
shine
shoot
show
shrink
shut
sing
sink
sit
slay
sleep
slide
sneak
speak
speed
spend
spill
spin
spit
split
spread
spring
stand
steal
stick
sting
stink
strew
strike
strive
swear
sweep
swim
swing
take
teach
tear
tell
think
thrive
throw
undergo
understand
upset
wake
wear
weave
weep
win
wind
withdraw
wring
write
shaved
sheared
shone or shined
shot
showed
shrank or shrunk
shut
sang
sank
sat
slew
slept
slid
sneaked or snuck
spoke
sped
spent
spilled or spilt
spun
spat or spit
split
spread
sprang
stood
stole
stuck
stung
stank or stunk
strewed
struck
strove or strived
swore
swept
swam
swung
took
taught
tore
told
thought
thrived or throve
threw
underwent
understood
upset
woke or waked
wore
wove
wept
won
wound
withdrew
wrung
wrote
shaved or shaven
sheared or shorn
shone or shined
shot
shown or showed
shrunk or shrunken
shut
sung
sunk
sat
slain
slept
slid
sneaked or snuck
spoken
sped
spent
spilled or spilt
spun
spat or spit
split
spread
sprung
stood
stolen
stuck
stung
stunk
strewn
struck or stricken
striven or strived
sworn
swept
swum
swung
taken
taught
torn
told
thought
thrived or thriven
thrown
undergone
understood
upset
woken or waked
worn
woven
wept
won
wound
withdrawn
wrung
written
With your teacher you are going to write some examples in your notebook by
using present perfect (use pictures)
In groups you are going to write more
examples by using present perfect. (in
your notebook, bring pictures and do
the activity)
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Let’s reflect:
1. Have you thought about the blessings you have received?
____________________________________________________________
_________________________________________________________________
__________________________________________________________________
2. Has your family been happy with all the things God has given to your family?
____________________________________________________________
_________________________________________________________________
__________________________________________________________________
3. Has your family received the blessing with happiness?
____________________________________________________________
__________________________________________________________________
__________________________________________________________________
Now let’s create a story using present perfect tense and verbs in past
participle:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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WORKSHOP 33
TOPIC: PAST PARTICIPLES. PRESENT PERFECT
TIME: WEEK___________________________________ 201___ HOURS: _____
EXPRESSIVE PURPOSE
That I write sentences according some situations in present perfect.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Explico y justifico brevemente mis planes futuros y/o acciones pasadas en
conversaciones o en mis escritos.
I have planned…
1. Write things you have and haven’t done in order to prepare for a future
plan or arrangement, e.g. “I have made a reservation” and “I haven’t
bought the ring yet” for “You are going to propose to your girlfriend”.
This can be for real plans or made up ones.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
______________________________________________________________
Present perfect in affirmative form
We use the Present Perfect to say that an action happened at an unspecified time
before now. The exact time is not important. You cannot use the present Perfect
with specific time expressions such as: yesterday, one year ago, last week, when I
was a child, when I lived in Japan, at that moment, that day, one day, etc. We can
use the present perfect with unspecific expressions such as: ever, never, once,
many times, several times, before, so far, already, yet, etc.
Structure:
Subejct
I, YOU, THEY, WE
HE, SHE, IT
Auxiliar have
Have
Has
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR Verb in past participle
Eaten
Eaten
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1. Let’s analyze the following situation
My name is Lawrence. I am 23 years old. I am Colombian but I have lived twenty
years In the United States of America. I have spent a lot of time trying to learn
Spanish, because although my parents and I are from Colombia, the influence of
the English in my scholar context, in my neighbor with my friends and other
relatives have made me develop reading, speaking, and listening skills in English
and just listening skills in Spanish. According to my experience I can say that the
practice of the language has determined the proficiency of the language I speak.
Most of you could think that two hours once a week is enough to learn a second
language, but it is not true. In my case I have spent all my life not just learning but
practicing both languages. Now I can say that the practice has developed all the
skills I need in order to read, write, listen (comprehend) and speak in English and
Spanish.
2. Read again and underline the sentences in perfect present
3. Let’s write sentences making conclusions according to the situation:
a. ____________________________________________________________
b. ____________________________________________________________
c. ____________________________________________________________.
1. Let’s analyze the following situation
I’m Jim. I have traveled around the world because I am a businessman. During my
trips I have learnt many things about other cultures. It has helped me to understand
the language because most of the expressions we use are related to the context
where we are. I have understood that the way we speak has been influenced by
cultural aspects. In English there are several idiomatic expressions related with
cultural aspects for example: “Till your blue in the face” - If you've done something
"till your blue in the face", it means you've done it repeatedly and have gotten no
results. For instance, when you tell your sister or brother to stop talking on the
phone "till your blue in the face", it means you've said it over and over, but your
brother or sister does it anyway. What I suggest is read and know more about the
culture to understand not just the words but also what they mean
2. Read again and underline the sentences in perfect present
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1. Read the comic strip
From: http://abstrusegoose.com/strips/story_line.PNG
2. Rewrite the comic strip by using sentences in present perfect:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
___________________________________________________________
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WORKSHOP 34
TOPIC: PAST PARTICIPLES. PRESENT PERFECT
TIME: WEEK___________________________________ 201___ HOURS: _____
EXPRESSIVE PURPOSE
That I ask and answer questions from reading about personal .
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Organizo mis ideas, en
escritos cortos o en producciones orales, haciendo uso de los tiempos gramaticales
trabajados en el periodo
What have you done this year?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Present perfect in interrogative and negative form
Remember that we use the Present Perfect to say that an action happened at an
unspecified time before now.
Structure for the negative sentences:
Subejct
I, YOU, THEY, WE
HE, SHE, IT
Auxiliar
have
Have
Has
Not
Verb in past participle
Not
Not
Eaten
Eaten
Structure for the interrogative sentences:
Auxiliar have
Have
Has
Subejct
I, YOU, THEY, WE
HE, SHE, IT
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR Verb in past participle
Eaten?
Eaten?
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1. Read about Benjamin Franklin
Benjamin Franklin
Benjamin Franklin was born in Boston on January 17,
1706. He was the tenth son of soap maker, Josiah
Franklin. Benjamin's mother was Abiah Folger, the
second wife of Josiah. In all, Josiah would father 17
children.
Josiah intended for Benjamin to enter into the clergy.
However, Josiah could only afford to send his son to
school for one year and clergymen needed years of
schooling. But, as young Benjamin loved to read he had
him apprenticed to his brother James, who was a printer. After helping James
compose pamphlets and set type which was grueling work, 12-year-old Benjamin
would sell their products in the streets.
2. With the information you have answer the following questions:
a. Has Benjamin lived in Europe?
___________________________________________________________
b. Has Benjamin moved to London?
____________________________________________________________
c. In 1970 has Franklin participated in the treaty of Peace with Great
Britain?
____________________________________________________________
d. Has Benjamin been elected president in 1769?
____________________________________________________________
3. Discuss with your group other important thing Benjamin Franklin has
done
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1.
Read about Martin Luther King
Martin Luther King Jr Biography
"Free at last, free at last. Thank God Almighty, we are free
at last"
-Dr
Birth
January 15, 1929. Atlanta, Georgia, USA
Death
April 4, 1968. Memphis, Tennessee, USA (assassination by
gunshot)
Known for
Leading the civil rights movement in the United States
Advocating nonviolent protest against segregation and racial
discrimination
Quote
'I have a dream that my four little children will one day live in a
nation where they will not be judged by the color of their skin
but by the content of their character.' August, 1963, in a
speech to civil rights supporters at the March on Washington.
Did You Know
King's nonviolent doctrine was strongly influenced by the
teachings of Indian leader Mohandas Gandhi.
In 1964, King became the first black American to be honored
as Time magazine's Man of the Year.
King's efforts were not limited to securing civil rights; he also
spoke out against poverty and the Vietnam War.
2.
With the information you have answer the following questions:
a. Has Martin been a blond man?
_________________________________________________________
b. Has Martin used the violence to express his opinions?
_________________________________________________________
c. Has Martin lived in Africa?
_________________________________________________________
d. What has done Martin since 1953 until 1964?
____________________________________________________________
_________________________________________________________
__________________________________________________________
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1. Now make your own story timeline
2. Work in pairs to share with your partner the information you have in
your timeline. Each student asks and answers the following questions
YOU:
a. Where have you lived during the first years of your childhood?
____________________________________________________________
b. What important activities have you done in your school?
____________________________________________________________
c. Have you participated in special projects?
____________________________________________________________
YOUR PARTNER:
a. Where has she or he lived during the first years of his or her
childhood?
____________________________________________________________
b. What important activities has she or he done in the school?
____________________________________________________________
c. Has she or he participated in special projects?
____________________________________________________________
3. Make a list with other activities your partner has done and you have
not done
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
_________________________________________________________
4. Ask more questions to your partner and write his or her complete
biography using perfect present.
5. Present the biography to the group (be creative).
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WORKSHOP 35
TOPIC: PAST PARTICIPLES. PRESENT PERFECT
TIME: WEEK___________________________________ 201___ HOURS: _____
EXPRESSIVE PURPOSE
That I write letters with according to the information I read or I listen.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Organizo mis ideas, en escritos cortos o en producciones orales, haciendo
uso de los tiempos gramaticales trabajados en el periodo.
Match the sentences with the pictures. Write the correct numbers in the boxes.
1.
2.
3.
4.
5.
She has ironed her clothes. .
The baby has kissed a frog.
He has woken up. .
He has seen a butterfly
She has received a bouquet of
flowers.
6. He has gone to the seaside
7. He has fallen asleep.
8. She
has
decorated
her
Christmas tree
9. She has gotten married.
10. He has taken the dog for a
walk.
Use the following time expressions with the Present Perfect:
• for (with a period of time)
• since (with an exact point in time)
• this week – month – year (during a specific period of time)
• already (sooner than expected in affirmative or interrogative sentences)
•
yet (the speaker is expecting something to happen negative sentences and
questions)
•
before (Previous to in time)
•
never (at no time)
•
recently (at a time immediately before the present)
•
at last (ultimately)
•
ever (at any time)
•
just (only a moment ago)
•
lately (not long ago)
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I have received a letter!
1.
Read the letter
2.
Underline time expressions and present perfect structures:
506 Country Lane
North Baysville, CA 53286
July 16, 2011
Dear Steven,
Hope you are well.
I'm writing to you because you have been my best friend
since I started my studies here in USA. In this moment I
need your help.
My life has changed lately. I miss my family and my
friends. The university has never been a big obstacle, but
in this moment I feel I can’t continue. I have already
thought return to Colombia. But my family has just paid
the next semester. So I have at last decided to stay here
this year. Now I have to deal , that I feel lonely
Take care,
Valeria
3. Let’s imagine you are Steven. Write a letter to Valeria (use time
expressions)
July 18, 2011
Dear Valeria,
Take care,
Steven
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1. Write a letter using the verbs of the word bank, time expressions and
present perfect structures:
Word bank
Visit – find – ask – tell – call – wait - write
2. Read the letter you have written to your partner and listen his or her
letter .
3. Write a letter in order to answer the letter your partner has shared with
you.
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1. Listen to your teacher and complete the phrases with the time expression
you hear:
a.
b.
c.
d.
e.
f.
I have ___________ moved to this city
You have ____________ seen something like this in your life
She has visited many schools ____________
He has started his classes ________ the last week
They have ________ participated in that contest
We have not asked them _______
2. Listen to your teacher and complete with the correct form of the verb:
a.
b.
c.
d.
e.
f.
Susan has _________ a letter
Michael and Hilary have ___________ in English
I have _________ this topic
You have ________ the car
Have you ____________ sea food?
Has she ____________ the same opportunities?
3. Read the following information about Stephanie:
Stephanie is a student who has had some problems lately in her school
because she has broken some rules. Her parents have already spoken with
her several times, but Stephanie doesn’t pay attention.
4. Write a letter to Stephanie according to the information you read.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
______________________________________________________________
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WORKSHOP 36
TOPIC: PAST PARTICIPLES. PRESENT PERFECT
TIME: WEEK___________________________________ 201___ HOURS: _____
EXPRESSIVE PURPOSE
That I apply all what I have learnt in this third period showing my
advances in reading comprehension and written production.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Organizo mis ideas, en escritos cortos o en producciones orales, haciendo uso
de los tiempos gramaticales trabajados en el periodo.
•
•
What has happened? (Write a short summary, organizing the events in the
correct order)
What will happen next? (Given an ending to the story)
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
_______________________________________________________
REVIEW
Verb tenses
In English, there are three basic tenses: present, past, and future. Each has a
perfect form, indicating completed action; each has a progressive form, indicating
ongoing action; and each has a perfect progressive form, indicating ongoing action
that will be completed at some definite time.
In this specific case let’s remember what we have learn during this third period
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ϭϱϬ
FUTURE
PERFECT PRESENT
Will
Be going to
affirmative Negative
Interrogative
I will buy a house I am going to buy I
have I
haven’t Have
you
a house
bought
a bought
a bought
a
house
house
house?
He will buy a He is going to buy He
has He
hasn’t Has
he
house
a house
bought
a bought
a bought
a
house
house
house?
1. Read the next story. Underline the main events:
Jerry Decided To Buy a Gun
Jerry Baldwin was 30 years old. He was the manager of a pizza restaurant. He
lived in an apartment about one mile north of the restaurant. He walked to and from
work. When it was raining, he took the bus.
Jerry loved gangster movies. When a new one came out, he would go to the
theater and watch the new movie three or four times. Then, when it went to video,
Jerry would buy the video at Barney’s Video Store. Jerry had a home collection of
over 1,000 gangster videos. Old ones, new ones, color, black and white, English,
Spanish, Japanese--he loved them all. He could tell you the name of the movie, the
director, the stars, and the plot. Did you say you liked “Pulp Fiction”? Well, Jerry
would rattle off all the details of that movie.
And then he would invite you to his place to
watch it some time. He was a nice guy.
Jerry finally decided that he would like to own
a gun, just like the gangsters. So he saved
his money for a couple of years. Then he
went to a gun store and bought a used .38 caliber revolver for $300. While there,
he also bought a couple of boxes of ammunition. The following Saturday morning,
he went to the gun club to practice with his new revolver. He was in the club for
only 10 minutes when he accidentally dropped his pistol. The gun went off, and the
bullet went into Jerry’s right knee.
Jerry now walks with a limp and a cane, just like some gangsters.
2. Answer the following questions
a. What has happened to Jerry? Why?
____________________________________________________________
____________________________________________________________
___________________________________________________________
b. What has been the consequence of his decision?
____________________________________________________________
c. Do you believe the television and the movies have influenced Jerry’s
decision? Why?
____________________________________________________________
____________________________________________________________
___________________________________________________________
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ϭϱϭ
d. What will happen next?
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________
Read the next story
He Goes to War to Save His Baby
Roland was a carpenter in Virginia. He and Sheila had three kids—two boys and
baby Jessica. The baby had been in and out of the hospital for the last year
because of infections and other problems. She was very weak and sick. The
doctors were not confident that she would live another year.
Taking care of Jessica was expensive. The family was deep in debt. Roland, an
independent subcontractor, had medical insurance, but he had very high
deductibles.
Things were bad. Roland saw no light at the end of this tunnel. Then he saw an
advertisement in the newspaper: “Security guards/contract workers wanted.
$100,000 a year. First $80,000 tax free. $20,000 bonus for extending contract an
extra year.” He called the number. The line was busy, but he kept calling and finally
got through. He was worried that the jobs were all taken, but they told him plenty of
jobs were still available. They said they would give him two weeks of training in
Texas. Then they would fly him to Iraq for his assignment.
Roland told Sheila he had to take this job. He knew it was dangerous; he might get
injured or killed, but the money was too good. Plus, the family would have full
medical benefits, which would enable the baby to get the care she needed. Roland
said if he survived the first year, he would probably sign up for the bonus and a
second year.
Sheila was worried. She asked, “What if you get killed? What are we going to do
without you?”
“You can’t think like that, honey,” he said. “You’ve got to think positive. Think about
how well off we’ll be in two or three years after I bring back all that money. This is
the best thing I could do for this family.”
Sheila hugged him and sobbed. “I don’t want you to go.”
Roland flew to Houston five days later
(Stories taken from: http://www.rong-chang.com)
2. Let’s ask some questions to discuss about the reading. (work with the
teacher)
a. __________________________________________________________
________________________________________________________?
b. __________________________________________________________
________________________________________________________?
c. __________________________________________________________
________________________________________________________?
d. __________________________________________________________
________________________________________________________?
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1. Look and create your own Simpson’s story using present perfect and
simple past. Write the storyline and the dialogues below.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_____________________________________________________________
It’s time to share your story with your partners!
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CYBERGRAFIA / BIBLIOGRAFIA
TEXTO:
9 VANEGAS, TORRES Norma Sofía. Teenagers 8 student book. Editorial
Greenwich ELT.
9 LIZARRALDE, RAMÍREZ y otros. Windows 1. Editorial Norma. 1996.
9 NAYLOR, Hellen y MURPHY, Raymond. English grammar in use
elementary : supplementary exercises. Cambridge University Press, 1996.
9 SASLOW, Joan y ASCHER, Allen. Top notch 1. Editorial Pearson Longman.
2006.
HTTP:
http://www.englishexercises.org/exercise.asp?id=6424
www.vanda51pro.com/.../DESCRIBING-PEOPLE
http://www.englishtime.com/
www.esllab.com
http://www.imagenesydibujosparaimprimir.com
http://es.scribd.com/doc/62014833/Present-Continuous-4
http://esl.about.com/od/teachinggrammar/a/Lesson-Plan-Integrating-PassiveVoice_2.htm
http://busyteacher.org/6749-phrasal-verbs-worksheet.html
http://www.englisch-hilfen.de/en/exercises/tenses/past_perfect_simple_past.htm
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