Inglés Iv - 2022-1
Inglés Iv - 2022-1
Inglés Iv - 2022-1
Nombre:
Plantel:
Presentación
Competencias Genéricas
Enfoque de la Disciplina
Ubicación de la Asignatura
Relación de bloques del programa con los contenidos del Nuevo Modelo
Educativo de la asignatura del Campo Disciplinar de Comunicación
Con la puesta en marcha del Modelo Educativo para la Educación Obligatoria (MEPEO)
(SEP, 2017), se realizó una reestructuración de los programas de estudio de primero a
sexto semestre por lo que fue necesario realizar una adecuación de los materiales didácticos
de apoyo para los estudiantes y docentes.
“El Modelo educativo 2016 reorganiza los principales componentes del sistema
educativo nacional para que los estudiantes logren los aprendizajes que el siglo XXI
exigey puedan formarse integralmente... En este sentido, el planteamiento pedagógico
-es decir, la organización y los procesos que tienen lugar en la escuela, las prácticas
pedagógicas en el aula y el currículum- constituyen el corazón del modelo”.
En este sentido, todas las Guías de Actividades del Alumno para el Desarrollo de Competencias
de las diferentes asignaturas de los Componentes de Formación Básica y Propedéutica así
como de las Guías de Aprendizaje de los distintos módulos del Componente de Formación
para el Trabajo, fueron adecuadas a los lineamientos pedagógicos antes citados y a los
nuevos programas de estudio emanados del MEPEO.
Conscientes de la dificultad para que el alumnado tenga acceso a una bibliografía adecuada
pertinente y eficaz con el entorno socioeconómico actual, el CBBC brinda la oportunidad a los
estudiantes de contar con materiales didácticos para el óptimo desarrollo de los programas de
estudio de las asignaturas que comprende el Plan de Estudios Vigente. Cabe subrayar que,
dichos materiales son producto de la participación de docentes de la Institución, en los cuales
han manifestado su experiencia, conocimientos y compromiso en pro de la formación de los
jóvenes bachilleres.
Es necesario, hacer énfasis que la guía no debe ser tomada como la única herramienta de
trabajo y fuente de investigación, ya que es imprescindible que los estudiantes lleven a cabo
un trabajo de consulta e investigación en otras fuentes bibliográficas impresas y electrónicas,
material audiovisual, páginas Web, bases de datos, entre otros recursos didácticos que
apoyen su formación y aprendizaje.
COMPETENCIAS GENÉRICAS
SE AUTODETERMINA Y CUIDA DE SÍ
1. Se conoce y valora a sí mismo y aborda problemas y retos teniendo en cuenta los objetivos que persigue.
CG1.1 Enfrenta las dificultades que se le presentan y es consciente de sus valores, fortalezas y debilidades.
CG1.2 Identifica sus emociones, las maneja de manera constructiva y reconoce la necesidad de solicitar apoyo ante
una situación que lo rebase.
CG1.3 Elige alternativas y cursos de acción con base en criterios sustentados y en el marco de un proyecto de vida.
CG1.4 Analiza críticamente los factores que influyen en su toma de decisiones.
CG1.5 Asume las consecuencias de sus comportamientos y decisiones.
CG1.6 Administra los recursos disponibles teniendo en cuenta las restricciones para el logro de sus metas.
CG2.1 Valora el arte como manifestación de la belleza y expresión de ideas, sensaciones y emociones.
CG2.2 Experimenta el arte como un hecho histórico compartido que permite la comunicación entre individuos y cultu-
ras en el tiempo y el espacio, a la vez que desarrolla un sentido de identidad.
CG2.3 Participa en prácticas relacionadas con el arte.
CG3.1 Reconoce la actividad física como un medio para su desarrollo físico, mental y social.
CG3.2 Toma decisiones a partir de la valoración de las consecuencias de distintos hábitos de consumo y conductas
de riesgo.
CG3.3 Cultiva relaciones interpersonales que contribuyen a su desarrollo humano y el de quienes lo rodean.
SE EXPRESA Y COMUNICA
4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de medios,
códigos y herramientas apropiados.
CG5.1 Sigue instrucciones y procedimientos de manera reflexiva, comprendiendo como cada uno de sus pasos con-
tribuye al alcance de un objetivo.
CG5.2 Ordena información de acuerdo a categorías, jerarquías y relaciones.
CG5.3 Identifica los sistemas y reglas o principios medulares que subyacen a una serie de fenómenos.
CG5.4 Construye hipótesis y diseña y aplica modelos para probar su validez.
CG5.5 Sintetiza evidencias obtenidas mediante la experimentación para producir conclusiones y formular nuevas
preguntas.
CG5.6 Utiliza las tecnologías de la información y comunicación para procesar e interpretar información.
6. Sustenta una postura personal sobre temas de interés y relevancia general, considerando otros puntos de vista
de manera crítica y reflexiva.
CG6.1 Elige las fuentes de información más relevantes para un propósito específico y discrimina entre ellas de
acuerdo a su relevancia y confiabilidad.
CG6.2 Evalúa argumentos y opiniones e identifica prejuicios y falacias.
CG6.3 Reconoce los propios prejuicios, modifica sus puntos de vista al conocer nuevas evidencias, e integra
nuevos conocimientos y perspectivas al acervo con el que cuenta.
CG6.4 Estructura ideas y argumentos de manera clara, coherente y sintética.
CG8.1 Propone maneras de solucionar un problema o desarrollar un proyecto en equipo, definiendo un curso de
acción con pasos específicos.
CG8.2 Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva.
CG8.3 Asume una actitud constructiva, congruente con los conocimientos y habilidades con los que cuenta dentro
de distintos equipos de trabajo.
10. Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de creencias, valores, ideas y
prácticas sociales.
CG10.1 Reconoce que la diversidad tiene lugar en un espacio democrático de igualdad de dignidad y derechos de
todas las personas, y rechaza toda forma de discriminación.
CG10.2 Dialoga y aprende de personas con distintos puntos de vista y tradiciones culturales mediante la ubicación
de sus propias circunstancias en un contexto más amplio.
CG10.3 Asume que el respeto de las diferencias es el principio de integración y convivencia en los contextos local,
nacional e internacional.
CG11.1 Asume una actitud que favorece la solución de problemas ambientales en los ámbitos local, nacional e
internacional.
CG11.2 Reconoce y comprende las implicaciones biológicas, económicas, políticas y sociales del daño ambiental en
un contexto global interdependiente.
CG11.3 Contribuye al alcance de un equilibrio entre los intereses de corto y largo plazo con relación al ambiente.
COMPETENCIAS DISCIPLINARES BÁSICAS
COMUNICACIÓN
Por lo tanto, se utilizan las funciones sociales del lenguaje para que el estudiantado
logre comunicarse a través de las habilidades comunicativas con la intención de valorar
similitudes y diferencias de personas, objetos y lugares, explicar situaciones que ocurrieron
en el pasado, formular instrucciones, ordenes, sugerencias y prohibiciones de acuerdo
al lugar o situación, así como crear planes y predicciones a futuro con la intención de
establecer metas a corto y largo plazo, lo anterior bajo un entorno de respeto y tolerancia
hacia la diversidad cultural de su contexto y la reflexión en la toma de decisiones para que
esta sea de manera consciente e informada asumiendo las consecuencias.
UBICACIÓN DE
LA ASIGNATURA
1er. semestre 2do. semestre 3er. semestre 4to. semestre 5to. semestre 6to. semestre
Taller de Lectura Taller de Lectura y
Literatura I Literatura II
y Redacción I Redacción II
Inglés I Inglés II Inglés III Inglés IV
Todas las Todas las
Informática I Informática I
asignaturas de asignaturas de
5to. semestre de 6to. semestre de
los componentes los componentes
Todas las Todas las
básico y básico y
asignaturas de asignaturas de
propedéutico propedéutico
3er. semestre 4to. semestre
Todas las Todas las
asignaturas de asignaturas de
1er. semestre 2do. semestre
TUTORÍAS
RELACIÓN DE BLOQUES DEL PROGRAMA
CON LOS CONTENIDOS DEL NUEVO
MODELO EDUCATIVO DEL CAMPO DISCIPLINAR
DE COMUNICACIÓN
3. Elige y practica estilos de vida saludables. CDBC 4. Produce textos con base en el uso normativo
CG3.2 Toma decisiones a partir de la valoración de las de la lengua, considerando la intención y situación
consecuencias de distintos hábitos de consume y conductas comunicativa.
de riesgo.
CDBC 10. Identificar e interpretar la idea general y
posible desarrollo de un mensaje oral o escrito en
4. Escucha, interpreta y emite mensajes pertinentes en una segunda lengua, recurriendo a conocimientos
distintos contextos mediante la utilización de medios, previos, elementos no verbales y contexto.
códigos y herramientas apropiados.
CG4.4 Se comunica en una segunda lengua en situaciones CDBC 11. Se comunica en una lengua extranjera
cotidianas. mediante un discurso lógico, oral o escrito, congruente
con la situación comunicativa.
CG4.5 Maneja las tecnologías de la información y la
CDBC 12. Utiliza las Tecnologías de la Información
comunicación para obtener información y expresar ideas. y Comunicación para investigar, resolver problemas,
producir materiales y transmitir información.
Formación Básica - Cuarto Semestre
Unit Purpose
Explains cause-effect situations in natural phenomenal and everyday situations making use of zero
and first conditional and communication skills, promoting assertive and empathetic communication
to favor critical thinking in the face of human actions of environmental and social impact.
Expected Learning
y Raises situations of cause and effect in their environment, orally and in writing, making use
of zero and first conditional. Promoting a proactive behavior for the benefit of society and
the environment.
Knowledges
Vocabulary:
y Natural phenomena and universal truths.
y Cause and effect activities in personal, academic and work areas.
Grammar:
y Zero conditional “if + simple present”, (affirmative, negative and interrogative).
y First conditional “if + future (will)”, (affirmative, negative and interrogative).
Habilidades Actitudes
Nombra vocabulario de fenómenos naturales, Favorece un pensamiento crítico ante las
considerando los aspectos de fluidez, acciones humanas de impacto ambiental.
pronunciación, entonación y coherencia.
Muestra comportamiento propositivo en beneficio
Distingue las reglas gramaticales del uso de cero
de la sociedad y el entorno.
y primer condicional.
Asocia información del cero y primer condicional Actúa de manera congruente y consciente.
en un texto tomando en cuenta la adecuada
coherencia, sintaxis y ortografía.
Identifica información del cero y primer
condicional en segmentos auditivos.
• A NEW SEMESTER.
ACTIVITY 1
• OBJECTIVE: DIAGNOSTIC EVALUATION.
Opening activity: Do you think it is important to find out about how much you know about a new
learning? Why?
Answer the following diagnostic to find out how much you know about 1st unit.
I. WRITE THE CORRECT ANSWER IN THE PARENTHESES.
UNIT I 13
Formación Básica - Cuarto Semestre
• A NEW SEMESTER.
ACTIVITY 2
• ZERO CONDITIONAL.
Opening activity: Imagine that you have to do a team assignment, so, you have to choose your
team members, What characteristics do you want on your team members? Maybe a reliable and
kind person? and What characteristics do you have? How honest are you? Can people count
on you for a specific work?
Zero Conditional
To speak of the zero conditional it is necessary to remember the simple present, where the
conjugation in the third person takes a very important role.
Rule number 1
• We add S to the verb.
• Ex: To work= She works.
Rule number 2
• We only stress in the 3rd person Verbs ending in S, SS, CH, SH and X,
you ad ES to the verb.
• Ex: To wash= She washes.
Rule number 3
• To verbs ending in Y and preceded by a vowel, we add letter S.
• Ex: Play= She Plays.
Note: When a verb ends in Y, change the final “Y” to “ies” after a consonant and Y.
Example Study= studies, Party= Parties, Fly=Flies
For the conjugation of the other personal pronouns, only the verb passes as it is.
Example:
Now that we made a previous on the simple present let’s begin with the zero conditional.
UNIT I 15
Formación Básica - Cuarto Semestre
Opening activity: Imagine that you just saw your best friend's boyfriend coming out of a night
club with another girl, what would you do? would you tell your friend?
In English there are several types of conditionals, in them; the zero conditional plays an important
role with true and scientific facts.
This type of conditional is used in situations in which if the condition is accomplished, the same
result always occurs.
Example:
If you don't study, you don´t pass the exam.
If you heat water, it boils.
Structure: Conditionals are sentences made of two sentences; the zero conditional has the
following structure:
If + subject + present simple, subject + present simple
The order of the sentences that make the structure of the conditional can be changed. If we start
with the condition (If) in the sentence, we will separate them with a comma. If we start with the
phrase that expresses the result, it is not necessary to put the comma.
Example:
If water reaches 100ºC, it boils.
Water boils if it reaches 100ºC.
When the if-clause comes before the main clause, the two clauses are separated by a
Note:
comma. If not, the comma is omitted.
Note: Remember to follow the rules of the verbs in Present Simple for the 3rd person.
Opening activity: Create sentences in Zero conditional stucture, using the information. Be
careful with the negative structure.
UNIT I 17
Formación Básica - Cuarto Semestre
Opening activity: Match and then create the sentence in Zero Conditional.
https://inglescarmelitaslb.files.wordpress.com/2011/05/conditional-sentences.pdf
Activity: Read the following text, about what happened in Sinaloa state; create 5 sentences
about the consecuences of the bad weather and then discuss with your classmates using the
Zero conditional.
• A drought is a continuous or extended period of dry spell caused by lack of rainfall and
Drought other forms of precipitation.
• Is a natural event in which lava, ash and many gases are expelled from a volcanic vent.
There are many different types of eruptions but in terms of activity, can be categorized
Volcanic as either explosive of effusive. Explosive eruptions are primarity gas-drive explosions
Eruption that propel magma and fragmented lava.
UNIT I 19
Formación Básica - Cuarto Semestre
• Also called a snow slide or snow slip, is a rapid flow of snow down a sloping surface
Avalanche such as a mountainside.
• Also known as twister or whirlwind, is a violently rotating column of air that is in contact
Tornado with the Earth's surface as well as a thunderstorm cloud.
• Literally meaning "harbor wave", is derived from the Japanese words tsu (meaning
harbor) and nami (meaning wave). A tsunami is a series of giant water waves generated
Tsunami by water displacement generally occurring in oceans.
Listening activity: Find the Zero Conditional Words using the help of the clue.
Yvonne Elliman
“If I Can't Have You”
Don't know why Can't let go and it doesn't matter how I try
I'm survivin' ev'ry lonely day I gave it all so easily to you my love
When there's got to be no chance for me To dreams that never will come true
My life would end Am I strong enough to see it through?
And it doesn't matter how I cry Go crazy is what I will do
My tears, so far, are a waste of time
If I turn away If I can't have you,
Am I strong enough to see it through I don't want nobody baby
Go crazy is what I will do If I can't have you, ah, ah, ah…
I can't have you
If I can't have you, I don't want nobody baby,
I don't want nobody baby if I can't have you ah, ah, ah…
If I can't have you, ah, ah, ah…
I can't have you
I don't want nobody baby, https://www.youtube.com/watch?v=4sL9YgCBKNg
if I can't have you ah, ah, ah…
1. What feelings or emotions do you perceive? How do you think she feels? Give two examples
of conditional (using if) from this song.
a) __________________________________________________________________
b) __________________________________________________________________
2. What does it mean when she says, “to see it through”? __________________
_____________________________________________________________________
4. Why does she use the word “baby” in the song? Can you think of other nicknames? ________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
https://en.islcollective.com/resources/printables/worksheets_doc_docx/zero_conditional_with_feelings_and_emotions/
conditionals-feelings-feelings/32869
UNIT I 21
Formación Básica - Cuarto Semestre
Opening activity: We use Conditional Sentences Type 1 for something which is possible to
happen in the present or future.
The Conditional sentences consist of the if-clause and the main clause.
When the if-clause comes before the main clause, the two clauses are separated by a
Note:
comma. If not, the comma is omitted.
Note: Remember to follow the rules of the verbs in Present Simple for the 3er person.
Exercise 1
Complete the sentences with the first conditional and the words in parentheses.
1. If he _________ (give) her a present, she ____________ (thank) him with a kiss.
2. If we __________ (go) to the show, we ______________ (have) a lot of fun.
3. You ____________ (love) this song if you ____________ (listen) to it again.
4. She ____________ (be) mad at you if you ____________ (lie) to her.
5. If I ___________ (not go) to the party, I ____________ (go) to the movies.
6. My sister ____________ (pass) the test if she ________________ (study) more.
7. They _____________ (travel) to Cancun if they ___________ (save) money.
8. If we ____________ (participate) more, our teachers ____________ (be) happy.
9. You ___________________ (understand) if you __________ (ask) your teacher.
10. If I ___________ (like) you, I _____________ (tell) you.
Exercise 2
Complete the sentences with your own ideas. Be creative:
Exercise 3
Match the following columns
1. ___ If you walk under a ladder, a) you will have bad luck
2. ___ If a black cat crosses your path, b) it will bring you good luck
3. ___ If you break a mirror, c) you will get whatever you wished
4. ___ If you find a horseshoe, d) you will have bad luck
5. ___ If you blow out all the candles on your e) you will have 7 years of bad luck
birthday cake
UNIT I 23
Formación Básica - Cuarto Semestre
Hey Brother
Avicii
https://www.youtube.com/watch?v=6Cp6mKbRTQY
Exercise 1
Write all the First Conditional Sentences that you find in the song.
1. ________________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________
4. _______________________________________________________________________
5. _______________________________________________________________________
6. _______________________________________________________________________
7. _______________________________________________________________________
8. _______________________________________________________________________
9. _______________________________________________________________________
Exercise 2
Exercise 3
UNIT I 25
Formación Básica - Cuarto Semestre
• FUN ACTIVITIES
ACTIVITY 11
• OBJECTIVE: ORDER THE CARDS.
Activity: Can you find the consecuences for each card? What will you do,
Where will you go?
Cut each card and order them, finally play memory.
UNIT I 27
Formación Básica - Cuarto Semestre
Activity: Read and complete the half of the following sentences, following a safe advice with
the informationon in the chart.
1) When you go to amusement parks with lots of people, always ___________ with your family.
UNIT I 29
Formación Básica - Cuarto Semestre
• FIRST CONDITIONAL.
ACTIVITY 14
• ORAL PRACTICE.
Practice with your classmate, one can be Bill and the other one Bob.
As an oral practice!
Begin the preparation of your project for Unit I. Analyze one of the two choices you have and
develop a project presentation.
1. Make presentation, using a poster, a Power Point presentation or any other material that you
prefer in which your future plans, using Zero and First conditional.
How do you see yourself in the decisions that you take today? Are small decisions important? What
big decisions you have to confront in order to accomplish your goals? How you you get your dream
house? Car? Wife? Husband? Children? Travel? Job? Degree? Would you believe that doing
sacrifices will get you what you want?
For example: Exercising regularly, not drinking, and saying no when is necessary? Avoiding
conflicts? Working late doing homework, etc.
Do you know what is procrastinate? Do you do it? Does it help you or cost important things?
Using the prior questions and reflecting about them, make your presentation, you can use a time
line format: your future time line.
What steps or events are conditioned to get what is important to you in life?
Write a brief essay or script. Read the rubric in order to improve it. Practice in front of a classmate.
Then present it to the class.
A) Visual material: It can be a Power Point presentation (your teacher decides the number of
slides for each presentation) or a poster.
B) Oral Practice: You must speak in English using Zero and First Conditional Structure.
C) Written report: It must be on white sheets, handwritten or printed, must include the script.
1. Presentation: Present your material to the class.
2. Listen to your classmate´s presentations.
3. Auto evaluate your presentation using the checklist or the rubric.
UNIT I 31
Formación Básica - Cuarto Semestre
1. In teams make a research about an environmental problem that affects your community or
worldwide.
2. Discuss with your team mates the possible solutions that you could propose using conditional
sentences in Zero and First Conditional.
3. Make presentation, using a poster, a power point presentation or any other material that you
prefer.
4. Describe the situation and de possible solutions to your class.
Write a brief essay or scrip. Read the rubric in order to improve it. Practice in front of a classmate.
Then present it to the class.
A) Visual material: It can be a Power Point presentation(your teacher decides the number of
slides for each presentation) or a poster.
B) Oral Practice: You must speak in English using Zero and First Conditional Structure.
C) Written report: It must be on white sheets, handwriting or printed, must include the script.
SELF-EVALUATION
Student’s name:
Date: 1st unit Observations
If you answer, is No, analyze the
Competences performance indicators Yes No
reasons.
1. I can write 5 verbs in simple present for
example:
2. I know when to use “Zero Conditional”,
explain
UNIT I 33
Formación Básica - Cuarto Semestre
FINAL EVALUATION
UNIT I 35
Formación Básica - Cuarto Semestre
REFERENCES
Pérez, Marco Antonio (18 de agosto de 2018). Climas y fenómenos naturales. Recuperado de:
https://noticieros.televisa.com/ultimas-noticias/lluvias-sinaloa-culiacan-afectada-inundaciones/
Cindyork HongKong. (22 de enero de 2016). If I Can´t have you. Yvonne Elliman. Video recuperado
de: https://www.youtube.com/watch?v=4sL9YgCBKNg
iSLCOLLECTIVE. (11 de octubre de 2012). Zero Conditional with feelings and emotions. Recuperado
de: https://en.islcollective.com/resources/printables/worksheets_doc_docx/zero_conditional_with_
feelings_and_emotions/conditionals-feelings-feelings/32869
English Spanish Link. (s.f.) Ejercicio – condicional primero – con will. Taken from:
https://www.englishspanishlink.com/ejercicios-ingles/conditionals_1.htm
Madrid Inglés (s.f.). Conversación en primer condicional – gramática esencial en inglés. Recuperado
de: https://madridingles.net/conversacion-en-primer-condicional/
3. Elige y practica estilos de vida saludables. CDBC 4. Produce textos con base en el uso normativo
CG3.2 Toma decisiones a partir de la valoración de las de la lengua, considerando la intención y situación
consecuencias de distintos hábitos de consume y conductas comunicativa.
de riesgo.
CDBC 10. Identificar e interpretar la idea general y
posible desarrollo de un mensaje oral o escrito en
4. Escucha, interpreta y emite mensajes pertinentes en una segunda lengua, recurriendo a conocimientos
distintos contextos mediante la utilización de medios, previos, elementos no verbales y contexto.
códigos y herramientas apropiados.
CG4.2 Aplica distintas estrategias comunicativas según CDBC 11. Se comunica en una lengua extranjera
quienes sean sus interlocutores, el contexto en el que se mediante un discurso lógico, oral o escrito, congruente
encuentra y los objetivos que persigue. con la situación comunicativa.
Unit Purpose
Creates hypothetical situations in social, academic and personal context through the second
conditional and the communicative abilities, allowing the construction of new knowledge in a
creative way to help in the decision taking in a conscious and informed way, taking risk of their
consequences.
Interdisciplinariedad Ejes transversales
Expected Learning
y Creates situations of imaginary events in social, scholar and personal context, in a written
and oral form using the second conditional, to help in the decision taking in a conscious and
informed way, taking risk of their consequences.
Knowledges
Vocabulary:
y Verbs in “Simple past” (Regular and Irregular) to express hypothetical situations.
y Moral situations and ethic decisions according to their familiar, social el scholar context.
Grammar:
y Second conditional”
“If”+”Simple Past”/”Would”/”Should”/”could”.
Habilidades Actitudes
Reconoce verbos frecuentes para expresar Privilegia el diálogo para la construcción de
situaciones hipotéticas, considerando los nuevos conocimientos.
aspectos de fluidez, pronunciación, entonación
Reflexiona sobre diferentes posturas de
y coherencia.
conducirse en el contexto.
Distingue las reglas gramaticales del segundo
condicional. Toma decisiones de manera consciente e
informada asumiendo las consecuencias.
Expresa información haciendo uso del segundo
condicional en un texto tomando en cuenta la Favorece su desarrollo creativo.
adecuada coherencia, sintaxis y ortografía.
Asocia información específica en una
conversación, segmento auditivo o escrito sobre
diversas situaciones hipotéticas.
38 UNREAL SITUATIONS
INGLÉS IV
Answer the following diagnostic to find out how much you know about 2ndunit.
*If there is something you don’t know, don’t worry, you will find your answers.
UNIT II 39
Formación Básica - Cuarto Semestre
ACTIVITY 2
We will review the verbs in Simple past, to help us express later imaginary situations according to
the “SECOND CONDITIONAL” structure. Fill in the sentences with the correct verb in simple
past, and then match the sentences to the pictures.
40 UNREAL SITUATIONS
INGLÉS IV
ACTIVITY 3
Let’s continue practicing the Simple structure in its different forms, (Regular and Irregular,
Negative or Interrogative).
1. Write the simple past form of the verbs below: 2. Separate the verbs from
exercise 1 into the columns:
meet-____________ collect- ______________ Regular Verbs Irregular Verbs
go- ______________ paint- _______________
drive- ____________ invent- ______________
sleep- ____________ stop- _______________
think- ____________ hug- ________________
ride- _____________ jump- _______________
come- ____________ see- ________________
fly- ______________ become- _____________
be- ______________ fight- _______________
sing- _____________ cry- ________________
4. Complete the text using one of the verbs from the box in simple past:
arrive - take – be(2x) – break – call – see – decide – notice – cross – go
Last weekend _____ very funny: first , I _________my friend to go to the shopping and then we
________to the bus stop to take the bus, but when we ___________ there the bus had just gone
and so we _________ a taxi. In the middle of the way the taxi _________ down and we __________
to go walking. After about twenty minutes, we __________ the shopping and when we _________
the street we __________ it had closed! The only thing to do: laugh and laugh a lot!
UNIT II 41
Formación Básica - Cuarto Semestre
Extra resource:
While the unit advance you will need a little help, here is a list of the Irregular
Verbs. (Note, you will also need it in the unit III).
42 UNREAL SITUATIONS
INGLÉS IV
UNIT II 43
Formación Básica - Cuarto Semestre
44 UNREAL SITUATIONS
INGLÉS IV
Opening activity: Do you think it is important to read before performing an exercise? How can
you express an imaginary situation in English?
3. Teacher explains in detail so that every student can express his/her own example of a
hypothetical situation.
Often called the "unreal" conditional because it is used for unreal or improbable situations.
This conditional provides an imaginary result for a given situation.
The verb 'to be', when used in the 2nd conditional, is always conjugated as 'were'.
UNIT II 45
Formación Básica - Cuarto Semestre
When the if-clause comes before the main clause, the two clauses are separated by a
Note:
comma. If not, the comma is omitted.
Note: Remember to follow the rules of the verbs in Simple Present for the 3rd. person.
46 UNREAL SITUATIONS
INGLÉS IV
• SECOND CONDITIONAL.
ACTIVITY 5
• IF I WERE AN ANIMAL, I WOULD BE...
Opening activity: Imagination is a fabulous tool of intelligent minds, so in a few minutes think
about who would you be if you could take the shape, body or mind of other people, animal or
thing.___________________________________________
Opening activity: Have you ever thought what would your life be if you were born in
another place or in another age? For example, if you were born in Russia, How would
you dress? What would you believe in? How would your life be different?
1. 2. 3. Spain 4.
UNIT II 47
Formación Básica - Cuarto Semestre
8. 7. 6. 5.
II. Team work: Chose a place from the list and discuss with your classmates
What would be different in your life if you were from that place?
Explain: _____________________________________________________________________
___________________________________________________________________________
III. Discuss with your classmates and explain why would be your life different (Use Second
Conditional in your answers)
Example:
If I were born in China, I would wear a Kimono, and I would speak Chinese.
If I spoke Chinese, I would understand Chinese culture.
If I understood Chinese culture, I would practice Martial arts and I would be more spiritual.
48 UNREAL SITUATIONS
INGLÉS IV
Opening activity: Do you know what "Values" are? What do you think are some of the most
important values in the world? What do you think would happen if there weren´t any values in
the world? e.g. If there were no respect or equality, we would______________.
I. Read the following text and underline all of the adjectives and values you find
Every society has values that are important to it and that sets it apart from others.
Canadian society is no different from other societies in this respect. There are
values that are important to Canadians that may not be fully shared by other
societies. Many Canadians feel that its values are what make Canada an attractive
place to live.
Canada has long been recognized for its peace-keeping role around the world. Canadians are seen
a polite, sometimes too polite. We often say sorry or excuse me even when other people bump into
us. Canadian values include freedom, respect for cultural differences and a commitment to social
justice. We are proud of the fact that we are a peaceful nation.
Canada is a large country with a small population. We have developed a unique federal style of
government that is based on compromise and co-existence. We value our democracy, and every
citizen is encouraged to do his or her share. Our laws are based on our democratic values. Canadian
values include:
Equality—We respect everyone’s rights. Everyone has the right to speak out and express ideas that
others might disagree with. Governments must treat everyone with equal dignity and respect—two
other fundamental Canadian values. Respect for cultural differences—We try to understand and
appreciate the cultures, customs and traditions of all Canadians, whether they were born in Canada
or came here from another country. Freedom—As Canadians, we enjoy basic freedoms, such as
freedom of thought, freedom of speech, freedom of religion and freedom of peaceful assembly.
Taken from: http://www.durhamimmigration.ca/creating%20community/Pages/WhatareCanadianValues.aspx
UNIT II 49
Formación Básica - Cuarto Semestre
4. What do you think the meaning of the words Compromise and co-existence is?
50 UNREAL SITUATIONS
INGLÉS IV
Activity description: Get in pairs and cut the cards. Mix them and choose one. Students have to
answer according to the Second Conditional Structure.
What would be the very first Where would you live if you If you went on a deserted If you could meet someone
thing to buy if you won the could live anywhere in the island, what three books/ famous, who would you
lottery? world? films would you take with meet?
you?
Where would you go on If you found Aladdin’s lamp, What superpower would If you could travel in time,
holiday if you could go what would be your three you like to have if you could would you go to the past
anywhere? wishes? choose? or the future?
What would you do if you What would you do if you What would you do if your What would you change
saw your friend cheating on saw your friend shoplifting? friend invited you for dinner about your personality
a test? and served something you if you could choose one
hate? thing?
What would you change Would you tell the truth to If you won a lot of money, Where would you be if
about your appearance if you your friend if you knew it how much would you give to you didn’t have to be here
could choose one thing? would hurt him/her? friends, family and charity? now?
UNIT II 51
Formación Básica - Cuarto Semestre
52 UNREAL SITUATIONS
INGLÉS IV
Imagine for a moment that you are in a theater class and your final project is to interpret a
woman or a man, how would things change in your new reality?
If I _____ a boy,
even just for a day.
I_____ _____ outta of bed in the morning
andtrow on what I wanted and go.
Drink beer with the guys
and chase after girls.
I_____ _____ it with who I wanted
and I´d never get confronted for it
‘cause they´d stick up for me.
[Chorus 1]
If I _____ a boy
I think I could understand,
how it feels to love a girl,
I swear I´d be a better man.
I_____ _____ to her It's a little too late for you to come back
‘cause I know how it hurts say, it´s just a _____
when you lose the one you _____ think i____ forgive you like that.
‘cause he´s taken you for granted If you _____ I would wait for you
and everything you had _____ destroyed you thought wrong.
Taken from:
https://genius.com/Beyonce-if-i-were-a-boy-lyrics
UNIT II 53
Formación Básica - Cuarto Semestre
3. Answer these 2 exercises after listening 2. What would you do if you were a boy/
the song. girl?
__________________________________
CONDITIONAL SENTENCES:
__________________________________
If + Past Simple + Conditional (would __________________________________
+verb).
__________________________________
If I WERE a boy I’d turn off my phone.
__________________________________
I’d = I would
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
54 UNREAL SITUATIONS
INGLÉS IV
Grammar: Below the images write a sentence in "Second conditional" for each image according
to its number.
1. _______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________
4. _______________________________________________________________________
5. _______________________________________________________________________
6. _______________________________________________________________________
7. _______________________________________________________________________
8. _______________________________________________________________________
9. _______________________________________________________________________
10. _______________________________________________________________________
UNIT II 55
Formación Básica - Cuarto Semestre
Talk with a partner about the problems "The Simpsons" family have and create solutions to
solve them, making sentences using the "Second Conditional".
Example:
Lazy Homer : If he helped Marge more with the housework, she would be happier.
1. _______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________
4. _______________________________________________________________________
5. _______________________________________________________________________
6. _______________________________________________________________________
7. ____________________________________________ __________________
____________________________________________ ______
8. ____________________________________________ __
______________________________________________
9. ______________________________________________
_____________________________________________
10. ___________________________________________
_________________________________________
56 UNREAL SITUATIONS
INGLÉS IV
Begin the preparation of your project for unit II. Analyze one of the three choices you have and
develop a project presentation.
Option No. 1
“If I were famous…”
If you were a famous actor, who would you be and what would you say?
1. In teams (ask your teacher about the number of students on each team) choose a famous
person and write a dialogue interpreting an interview using the grammatical structures of
“Second Conditional”.
2. Get ready to dramatize your scene (interview) in the classroom. (You have 5 minutes to
represent it in front of the group.)
3. Students may wear costumes, make up or any other prompts they might need to recreate
the scene.
UNIT II 57
Formación Básica - Cuarto Semestre
A) Visual material: It can be a Power Point presentation (your teacher decides the number of
slides for each presentation) or the members of the team can be dressed as the characters.
Example:
“Big Bang Theory”, If Penny were smarter I wouldn’t love her so much.
Sheldon: If you didn’t love her so much, She wouldn’t have to come so often to our apartment.
B) Oral Practice: All of the team members must speak in English using Second Conditional
Structure.
Example:
Leonard: Sheldon, What would you do if you could go anywhere on Earth?
Sheldon: If I could go anywhere on earth, I might go to the nearest scientific lab.
C) Written report: It must be on white sheets, handwritten or printed, must include the Interview/
dialogue (add images),
1. Presentation: Present your material to the class.
2. Listen to your classmates presentations.
3. Auto evaluate your presentations using the checklist or the rubric.
58 UNREAL SITUATIONS
INGLÉS IV
Option No. 2
In teams of 4 people develop a new Political Party, include the name, abbreviation, logo and colors
of your party. Each member of your team would represent a different role within this party. Get
ready to dramatize your scene in the classroom. You may wear costumes, make up or any other
prompts you might need to recreate the scene.
1. Campaign leader: He/she will be the first speaker, he would explain why this party and its
candidate are the best for the country, “We at FUN, are your best option for the next elections,
we are a new option, vote for FUN”, “Our candidates a very honest person, if he became
president he would ________”(develop 4 creative sentences using Second Conditional, include
some of the positive characteristics of your party and about your classmate )
2. Candidate: Explains what he would do if he became president “If I were the president, I would
develop a new bus transportation to help workers” (develop 4 creative sentences using Second
Conditional, include activities you would do for people, hospitals, children, the city or any other
aspect that you consider needs to be improved)
3. Journalist: He/she will be located among the rest of the class, he/she will make smart and
key questions to develop the candidate’s real personality (develop 4 creative questions using
Second Conditional, remember that you have to be specific example: How would you help
children and education system If you didn’t have any money? include questions about the
platform and the way this candidate would implement his proposal)
4. Citizen: Expresses his honest opinion about what this candidate would do if he became
president “If he became president, he might forget about us”, “If he became president, maybe
he would support our community” (develop 5 honest sentences, using Second Conditional,
include activities you think this candidate would do, and wouldn’t do once he became president)
Presentation must include:
A) Visual materials: Full name, abbreviation and logo of the New Party on cardboard or any other
visual aid. The members must be dressed according to the role they have.
B) Oral Practice: Each member has to act according to the role they have and tell 5 sentences to
audience, except for the candidate who will answer the journalist questions also.
C) Written Report: It must be on white sheets, handwriting or printed*, with the names of the team
members. This report must include:
1. The script with the sentences from each party member.
UNIT II 59
Formación Básica - Cuarto Semestre
Option No. 3
“If I could change the world…”
A) Visual materials: Three proposals for each member of the team, on a poster/ collage /power
point presentation or any other visual aid.
B) Oral Practice: Each member has to present his/her proposals to the group, using second
conditional structure.
C) Written Report: It must be on white sheets, handwritten or printed, with the names of the team
members. This report must include:
1. A brief description of what can be done to change the world: this can be the activities of a
group or institution to preserve ethnic groups, nature, animals.
60 UNREAL SITUATIONS
INGLÉS IV
SELF-EVALUATION
Student’s name:
Date: 2nd. unit Observations
If you answer, is No,
Competences performance indicators Yes No
analyze the reasons.
1. I can write 5 verbs in simple past for example:
2. I know when to use “Second conditional”, explain.
UNIT II 61
Formación Básica - Cuarto Semestre
62 UNREAL SITUATIONS
INGLÉS IV
1. They ________like to go to the beach with us this weekend. If they finish their chores.
A) would B) were C) will D) as
2. ______you help me with my history homework tonight? If you had time.
A) Is B) Will C) Could D) Does
3. If I ________ an eagle, I would fly.
A) is B) was C) be D) were
4. If I ______enough money , I _____go to college.
A) had/will B) had/would C) has/would D) has/will
5. If I _______ a car accident, I ______ call the police.
A) sees/would B) seeing/would C) saw/would D) see/would
6. If Mary _________ to lose weight, she________ eat greasy food.
A) wanted/shouldn’t B) wants/ must C) wanting/ Can D) want/has to
7. If my sister_______ to any place in the world, she ______ choose France.
A) traveling/would B) trip/will C) traveled/would D) travels/shoulds
8. If Eric ______ early to school, he _______have time to speak to the principal.
A) arrives/ can B) arrived/might C) arriving/has to D) arrived/ is
9. Underline the correct sentence.
A) I would go to San Diego if I had vacations
B) I will go to San Diego if I has vacations.
C) If I had vacations, I is go to San Diego.
D) If I have vacations, I has go to San Diego.
10. She might pass the exam If she _____ for it.
A) study B) would C) studies D) studied
UNIT II 63
Formación Básica - Cuarto Semestre
REFERENCES
Durham Inmigration Portal. (s.f.). What are Canadian Values? Recuperado de:
https://www.durhamimmigration.ca/en/moving-to-durham-region/what-are-canadian-values.aspx
64 UNREAL SITUATIONS
Unit Iii
LIFE EXPERIENCES
4. Escucha, interpreta y emite mensajes pertinentes en CDBC 4. Produce textos con base en el uso
distintos contextos mediante la utilización de medios, códigos normativo de la lengua, considerando la intención
y herramientas apropiados. y situación comunicativa.
CG4.2 Aplica distintas estrategias comunicativas según quienes
sean sus interlocutores, el contexto en el que se encuentra y los CDBC 10. Identificar e interpretar la idea
objetivos que persigue. general y posible desarrollo de un mensaje oral
o escrito en una segunda lengua, recurriendo a
CG4.4 Se comunica en una segunda lengua en situaciones conocimientos previos, elementos no verbales
cotidianas. y contexto.
8. Participa y colabora de manera efectiva en equipos diversos. CDBC 11. Se comunica en una lengua extranjera
CG8.3 Asume una actitud constructiva, congruente con los mediante un discurso lógico, oral o escrito,
conocimientos y habilidades con los que cuenta dentro de congruente con la situación comunicativa.
distintos equipos de trabajo.
CDBC 12. Utiliza las Tecnologías de la
10. Mantiene una actitud respetuosa hacia la interculturalidad y Información y Comunicación para investigar,
la diversidad de creencias, valores, ideas y prácticas sociales. resolver problemas, producir materiales y
CG10.3 Asume que el respeto de las diferencias es el principio transmitir información.
de integración y convivencia en los contextos local, nacional e
internacional.
Formación Básica - Cuarto Semestre
Unit Purpose
This unit consist on explain experiences of past life that have an effect on the present through the
present perfect and communicative skills in an empathetic environment of assertive communication,
to reflect on the consequences of acts as a social being.
Expected Learning
y Describes in an oral and written form his/her personal experiences. Gets information about
third person in an oral or written text. Students use the grammatical structures of the present
perfect and the simple past to express his/her experiences.
Knowledges
y Uses vocabulary about activities in different contexts (personal, social, school context).
y Uses Present perfect tense in affirmative, negative and interrogative forms.
y Identify adverbs “for” and “since” in present perfect structures.
y Identify adverbs “yet, already, ever, never” in present perfect structures.
Habilidades Actitudes
Distingue los verbos en pasado participio y Se comunica de manera asertiva y empática.
actividades en diferentes contextos.
Reflexiona las consecuencias de sus actos
Expresa el presente perfecto considerando los como ser social.
aspectos de fluidez, pronunciación, entonación
y coherencia. Favorece su desarrollo creativo.
Usa el presente perfecto en un texto tomando Toma de decisiones de manera responsable.
en cuenta la adecuada coherencia, sintaxis y
ortografía.
Identifica el presente perfecto con segmentos
auditivos.
66 LIFE EXPERIENCES
INGLÉS IV
Opening activity: Do you know how to talk about activities you have done this month? What
words will you use? ____________________________________________________________
Answer the following diagnostic to find out how much you know about 3rd unit
knowledge.
*If there is something you don’t know, don’t worry, in 3rd unit you will find your
answers.
1. - Laura has _____ very well since she was six years old.
a) swimming b) swims c) swam d) swum
2. - We have _____ high school for two years.
a) studied b) studying c) studies d) study
3. - Leo has _____ the same t-shirt the whole week.
a) wear b) worn c) wore d) wearing
4. - We have _____ in the same house since 2009.
a) living b) live c) lived d) lives
5. - My dad _____ the same car for five years.
a) have driven b) has driven c) have drove d) has drive
6. - The children _____ soccer for an hour.
a) have played b) has played c) have play d) has playing
7. - Sharon _____ her homework yet.
a) haven’t finished b) hasn’t finishing c) haven’t finish d) hasn’t finished
8. – I _____ my bills this month.
a) haven’t paid b) haven’t pay c) hasn’t paid d) hasn’t pay
9. - _____ have you _____ in La Costa Restaurant? I have eaten fish.
a) where / eating b) who / ate c) what / eaten d) when / eaten
10. – Has Mary visited Madrid already? Yes, _____
a) she having b) she had c) she have d) she has
11. - I have known your parents _____ about five years.
a) already b) yet c) since d) for
12. - She has been a teacher _____1984.
a) since b) already c) yet d) for
13. - I have _____ had lunch. Thank you.
a) yet b) for c) since d) already
14. - We haven’t finished the English class _____
a) already b) since c) yet d) for
15. - I _____ to Los Angeles last week.
a) go b) went c) gone d) have gone
UNIT III 67
Formación Básica - Cuarto Semestre
Opening activity: What activities have you done so far this week? Recall some of activities
you have done this week, for example: "I've played on the Internet, I've presented tests, I have
passed all my exams, I visited my grandparents, I have eaten fish..." How would you describe
the activities which you have just mentioned? Identify how to write the verb in the past participle;
for example: “I have gone to the movie theater
1. Based on the verb list of unit II: Complete the chart of verbs with the past participle of each
verb. And solve the scramble word with the verb in the past participle form.
Learning activities:
Exercise 1: IRREGULAR VERBS PAST PARTICIPLE: Write the past participle of the
verb.
Drink: Eat: Say: Forget: Stand:
68 LIFE EXPERIENCES
INGLÉS IV
Exercise 2.
1. What activities have you done this week? Remember the verbs you wrote down in the last
class, how are they called? Verbs in past participle, what are they used for? To talk about
things we have done, for example: “I have studied a lot this week, I have eaten fish, etc.”
2. Try to recall some activities you've done this week and share with your classmates: I have
gone to the mall, I have cleaned the house... etc.
3. Complete the next word search scrambled word with verbs in the past participle.
4. Share answers orally.
IRREGULAR VERBS: PAST PARTICIPLE
D I A P D B F T G D M E T C N
N E D D I H O N H A A E P A E
E E T D A H U U D G M E G U T
K N D O S S N E G O U I R G T
O W T D L J D O C H V O S H I
P O S X I D T E T E T O H T R
S N O P R R B P N F L R W T W
E K C I W T E S O D R U N K Q
E O V O T L M R S P E N T X R
N E K L S N G E J B R O K E N
N E E B W O D S A N W O R G T
N F T O T P E R T T H G W L A
U I R T N E S M A O E U O E K
H H E G O N E S O E O N R F E
T N T H G U O R B C H D N T N
UNIT III 69
Formación Básica - Cuarto Semestre
Opening activity: What activities have you done this year? Have you traveled to a different
place? Have you read a book? Have you ridden a motorcycle?
We use these verbs to talk about activities we have accomplished at some unspecified point in the
past, but we can still do, for example: "I have studied this week, I have eaten fish, Melissa has lived
here, Peter and Mark have lost again, etc..."
I. Match the following verbs with their Past Participle form.
1. Write a) Felt
2. Read b) Thought
3. Speak c) Written
4. Think d) Read
5. Feel e) Spoken
II. Using different verbs write activities you have done this year.
Example.
I have driven a car three times this year.
1. ______________________________________________________________________
2. ______________________________________________________________________
3. ______________________________________________________________________
4. ______________________________________________________________________
5. ______________________________________________________________________
6. ______________________________________________________________________
7. ______________________________________________________________________
8. ______________________________________________________________________
9. ______________________________________________________________________
10. ______________________________________________________________________
III. Pair work. What activities has your classmate done this year?
Example:
Maria has read two books.
1. ______________________________________________________________________
2. ______________________________________________________________________
3. ______________________________________________________________________
4. ______________________________________________________________________
5. ______________________________________________________________________
IV. Discuss your answers with your classmates, write the ones you have in common.
70 LIFE EXPERIENCES
INGLÉS IV
Opening activity: What is the auxiliary to complete Present Perfect tense? have you worked on
it? Identify when to use Have or Has auxiliary and verbs in past participle.
Now that you have understood when to change the auxiliaries HAVE or HAS, write affirmative
and negative sentences with the next words.
have/ iron/ break/ do(2x)/ not read/ clean/ not correct/ speak/ not finish
UNIT III 71
Formación Básica - Cuarto Semestre
Opening activity: What have they done? Complete the following exercises with the correct
auxiliar “ have or has” and past participle of the verb.
72 LIFE EXPERIENCES
INGLÉS IV
• MY BUCKET LIST.
ACTIVITY 6
• OBJECTIVE: READING COMPREHENSION.
Opening activity: Is there something in this world you would love to do in the future? Maybe
climbing a mountain, riding a motorcycle perhaps...What is it? Usually there are some activities
we want to do but we don´t have time or the will to do them, what are the activities you always
dreamed about doing but haven't done... yet?
If you don’t live your days by personal goals and plans, chances are you spend most of your
time caught up in a flurry of day-to-day activities. Ever feel your days are passing you by without
any tangible output to speak of? What did you accomplish in the past 3 months? What are your
upcoming goals for the next 3 months? Look at the things you did and the things you’re planning to
do next – Do they mean anything to you if you are to die today? Having a bucket list reminds you
of what’s really important so you can act on them.
Even if you frequently live by goals or to-do lists, they are probably framed within a certain social
context e.g. performance, career, health. A bucket list opens up the context. It’s a forum to set
anything and everything you’ve ever wanted to do, whether it’s big, small or random.
It’s just like planning ahead all the highlights you want for YOUR whole life. Even though goal
setting is already my staple activity, I still found many new things to do while I was writing on my own
list. It was an incredibly insightful exercise. What’s more, coming up with my list gave me a whole
new layer of enthusiasm knowing what’s in store ahead!
The objective of creating this list isn’t to instill some kind of a race against time or to create aversion
toward death. I don’t see our existence to be limited to just our physical years on earth– our physical
lifespan is but a short speck of our existence in the universe.
The whole point of creating your list is to maximize every moment of our existence and live our life
to the fullest. It’s a reminder of all the things we want to achieve in our time here, so that instead of
pandering our time in pointless activities, we are directing it fully toward what matters to us.
II. Team work: Answer the following questions according to the text.
1. What is a bucket list?
5. What is your own opinion about the bucket list? Discuss with your classmates.
UNIT III 73
Formación Básica - Cuarto Semestre
• MY BUCKET LIST.
ACTIVITY 7
• OBJECTIVE: IDENFIFY PRESENT PERFECT NEGATIVE
Opening activity: Is there something in this world you would love to do in the future? Maybe
climbing a mountain, riding a motorcycle perhaps...What is it? Usually there are some activities
we want to do but we don´t have time or the will to do them, what are the activities you always
dreamed about doing but haven't done... yet?
I. Look at the following ideas of activities and circle the ones you would love to do .
Scuba diving with Walk barefoot under Shark dive in the
Have a mud fight
dolphins the rain. Bahamas
Pay for a child’s Give money to a
Bungee jumping Learn how to surf.
surgery. homeless person.
Learn another Travel around the
Go on African safari Ride a camel in Egypt
language. world.
Let someone know
Swim with a whale
See kangaroos Run a marathon how much he /she
shark.
means to you
II. Develop a list of activities you want to do in the future.
III. According to your list write 5 activities you haven’t done yet.
Example: I haven’t swum with a whale shark.
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
4. ______________________________________________________________
5. ______________________________________________________________
IV. Pair work: Write the activities your classmate hasn’t done yet (use different verbs)
Example: Maria hasn’t seen kangaroos.
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
4. ______________________________________________________________
5. ______________________________________________________________
74 LIFE EXPERIENCES
INGLÉS IV
UNIT III 75
Formación Básica - Cuarto Semestre
Identify the adverbs of time “for” and “since” to talk about the time when certain activity was
performed or is still being performed. e.g. I have been in High school for 2 years, I have studied
in Cobach since 2012.
FOR SINCE
For is used before a quantity of time, and it is Since is used before a specific time or date, and
commonly used with the present perfect and it is commonly used with the present perfect
past perfect tenses. and past perfect tenses.
We have been coming to this beach for fifteen We have been coming to this beach since July,
years. 1995. (exact time, date, year)
We have been enjoying this paradise for a We have been enjoying this paradise since last
week. Saturday.
76 LIFE EXPERIENCES
INGLÉS IV
Exercise 1: Decide if you need for and since with this time expressions.
August 2 years
https://en.islcollective.com/resources/printables/worksheets_doc_docx/present_perfect_tense_-_since__for/present-
perfect-tense/94492
UNIT III 77
Formación Básica - Cuarto Semestre
At first he did it just for fun, but soon he turned pro. His first big
international contest was in Canada, in 1995. Since then he has
taken home many more first-place prizes and gold medals. He has
also earned enough money to support himself while doing what he
loves most. In 2002 he was voted “King of Skate” in a California
contest.
The skateboard isn’t the only board he uses. Bob also enjoys snowboarding and surfing. Since he
moved to California, he has been close to snow-topped mountains and the beach. His backyard
and, of course, the streets provide opportunity for skating. As he once said, “If you snowboard, surf,
and skate, you pretty much cover the whole earth.”
Bob Burnquist
78 LIFE EXPERIENCES
INGLÉS IV
II. Complete these sentences with the present perfect form of the verbs in parentheses
using SINCE or FOR.
SKATEBOARDING FACTS
UNIT III 79
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II. Complete the next sentences with the most adequate expression of time.
Present Perfect tense
Expressions of time
FOR SINCE EVER ALREADY YET NEVER
80 LIFE EXPERIENCES
INGLÉS IV
http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-4147.php
Write the words in the correct order to create a present perfect sentence.
1. ridden you Have a horse? ever
Have you ever ridden a horse?
2. never We've competition. a won
_____________________________________________________________
3. in plane? flown ever a David Has
_____________________________________________________________
4. He's seen never a ghost.
_____________________________________________________________
5. London. have My visited never parents
_____________________________________________________________
UNIT III 81
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Opening activity: What are some of the most extravagant things you have done in your life?
Alternatively, the funniest events you have attended. Have you ever eaten crickets or snake
meat? Have you ever traveled abroad? Have you ever visited a cemetery at night? How fast have
you ever driven a car? Have you ever gone sand racing on a motorcycle? Have you ever sung
in public?
http://www.ego4u.com/en/cram-up/grammar/present-perfect-simple/exercises?07
82 LIFE EXPERIENCES
INGLÉS IV
I have ___________ highest mountain But I still haven't found what I'm looking for
I have ___________ through the fields But I still haven't found what I'm looking for
Only to be with you
Only to be with you I believe in the kingdom ___________
Then all the colors will bleed into one
I have ___________ Bleed into one
I have ___________ Well yes I'm still running
I have ___________ these city walls
These city walls You ___________ the bonds and you
Only to be with you Loosed the chains
Carried the ___________
But I still haven't found what I'm looking for Of my shame
But I still haven't found what I'm looking for Of my shame
You know I ___________ it
I have ___________ honey lips
Felt the healing in her fingertips But I still haven't found what I'm looking for
It ___________ like fire But I still haven't found what I'm looking for
This burning desire But I still haven't found what I'm looking for
But I still haven't found what I'm looking for
I have ___________ with the tongue of angels
I have ___________ the hand of a devil
It ___________ warm in the night
I was cold as a stone
Questions
UNIT III 83
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Opening activity: Have you enjoyed something in your life? e.g. I have eaten ..., I have gone to
this concert...My parenst have given me...for my birthday.
The present perfect simple expresses an action that is still going on or that stopped recently, but
has an influence on the present. It puts emphasis on the result.
Action that has taken place once, never or several times before the moment of speaking
Example: I have never been to Australia.
84 LIFE EXPERIENCES
INGLÉS IV
I. Write five sentences that you have enjoyed the most in your life.
II. Share your ideas with your teacher and classmates.
1. _______________________________________________________________________
2. _______________________________________________________________________
3. ________________________________________________________________________
4. _______________________________________________________________________
5. ________________________________________________________________________
Signal Words of Present Perfect: already, ever, never, yet, for, since.
I. Use the words below to form present perfect tense sentences using yet or already. Don't
forget to put a full-stop at the end of each sentence.
Examples:
Have you been to the art gallery?
No, I haven't been there yet.
Have you sold your car?
Yes, I've already sold it.
Have you seen the “Hunger games” new movie?
I haven’t seen the new movie yet.
No, _________________________________________
Have you traveled to New york?
I have already traveled to New York.
_____________________________________________
Have you bought any new clothes?
_____________________________________________
Has your little sister gone to San Diego zoo?
_____________________________________________
Have you thought about your boyfriend/ girlfriend today?
No, _________________________________________
Have you heard the news?
_____________________________________________
Have you ever eaten lobster?
_____________________________________________
Has your brother fixed the water heater yet?
_____________________________________________
Have your classmates finished this exercise?
_____________________________________________
Have you ever driven a race car?
_____________________________________________
http://www.adelescorner.org/grammar/pres_perfect/pres_perfect_yet.html
UNIT III 85
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86 LIFE EXPERIENCES
INGLÉS IV
One of you is an office manager, and the other is an applicant for an office job.
The office manager should ask questions based on the following cues.
The applicant should reply with short answers.
UNIT III 87
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1. What significant changes have taken place in your life since you were thirteen years old?
2. What are some interesting experiences you have had in your lifetime?
3. What are some things you have not yet done in your lifetime but would like to do?
4. Who are some of the people you have met, and what are some of the things you have done in
the past couple of months?
5. What are some of the places you have visited in the world or in your country, and when did you
visit them?
(Schrampfer, 1999, p. 41)
GRAMMAR REVIEW
PRESENT PERFECT TENSE
The present perfect tense has different meanings. It can describe actions or situations that
occurred at an unspecified time in the past. It also refers to repeated past actions. With specific
past times (yesterday/ in 1985), the simple past tense is used.
I've been to Madrid Time expressions often
Actions and Situations
My sister has just returned from used with this meaning of
at an Unspecified
there. the present perfect tense
Time in the Past
Have you ever been there? include already, ever, just,
Repeated Past I've gone there five times. recently, still!, yet, so far,
Actions at My sister has visited Spain many up to now, once, twice,
unspecified Times times three (four, etc.) times.
Forms Affirmative Statements Negative Statements
I have worked there I have not worked there
Long Forms
She has worked there He has not worked there
I've worked there I haven't worked there
Contracted Forms
She's worked there. He hasn't worked there
Questions Possible Answers
Yes / No Questions Have you gone there Yes I have. No, I haven't.
and Short Answers Has he gone there? Yes, he has. No, he hasn't.
Yes, I have
Tag Questions and You've called them, haven't you?
Short Answers He hasn't called them, has he?
No, he hasn't.
When have you written them? Many times
Information
Why has he written them? Because of some problems.
Questions and Short
Who has called? No one.
Answers
What has happened? Nothing important.
(Werner et al., 2002)
88 LIFE EXPERIENCES
INGLÉS IV
Opening activity: How much have you learnt this unit? Choose one of the three options to work
on your final project of the unit.
PROJECT “A”:
“HAVE YOU EVER TRAVELED TO...?”
Do a research about a touristic place, include main attractions, typical food, and any other interesting
data. Imagine that you have gone many times to this place, develop an interview about the places
where you have been, and the activities you have done there, using Present Perfect and Simple
Past structure. Your presentation must include:
a) Visual material: It can be a Power Point presentation (your teacher decides the number of slides
for each presentation) or any other visual aid where you show through images touristic places from
México or from any other country. Each image must include a verb according to the activity you
have done in that place example:
b) Oral Practice: All of the team members must speak in english using Present Perfect Simple Past
Structure. Example:
UNIT III 89
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c) Written report: must include the place description, the Interview or dialogue (add images),
Glossary of used verbs, and References.
1. Presentation: Present your material to the class.
2. Listen to your classmates presentations.
3. Coevaluate your classmate’s presentations using the checklist or the rubric.
PROJECT “B”:
WHAT HAVE THEY DONE IN THEIR LIFE?”
In pairs do a research about a person you admire (a family member, a sports personality or
someone whose life has had important influence in human kind). Do a presentation which
must include:
1. Visual Aids: Images about the character and about the activities he has done in his/her life,
include a past participle verb under each image, example:
2. Oral Practice: Make an interview to the character making ____questions about the activities he
has done in his life (the character should be characterized) Have you ever…? How many medals
have you won? How long have you…? Since when have you…? a) Played a musical instrument, b)
Played a sport, c) Traveled any place d) Worked
3. Written Report: must include one of the Character’s biography, The Interview or dialogue (add
images), Glossary of used verbs, and References.
1. Presentation: Present your material to the class.
2. Listen to your classmates presentations.
3. Coevaluate your classmate’s presentations using the checklist or the rubric.
90 LIFE EXPERIENCES
INGLÉS IV
PROJECT “C”:
WHERE HAVE YOU WORKED?”
In pairs do a research about a job or profession, role-play the job interview, do a presentation
including:
1. Visual Aids: Images about the job or profession, and he activities you have done in that job.
2. Oral Practice: In pairs practice interviewing for a job, take turns playing employer and job
applicant. Ask and answer questions about your previous work experience by forming complete
sentences with the present perfect tense. Add additional information…
3. Written Report: must include one of the job or profession description.The Interview or dialogue
(add images), Glossary of used verbs, and References.
1. Presentation: Present your material to the class.
2. Listen to your classmates presentations.
UNIT III 91
Formación Básica - Cuarto Semestre
Opening activity: Have you ever felt nervous doing a test? It´s time to know how much you have
learnt about present perfect tense.
Read carefully and circle the best answer for each sentence.
92 LIFE EXPERIENCES
INGLÉS IV
SELF-EVALUATION
Student’s name:
Date: 3rd. unit Observations
If you answer, is No, analyze
Competences performance indicators Yes No
the reasons.
1. I can write 5 verbs in simple past for example:
2. I know when to use Present Perfect, explain.
UNIT III 93
Formación Básica - Cuarto Semestre
94 LIFE EXPERIENCES
INGLÉS IV
PROJECT COEVALUATION
For each of your classmates presentation make comments in the boxes:
Team/
People One suggestion for
Title of project Three things I particularly liked
in the improvement.
group
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
UNIT III 95
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Indicate the appropriate score from 1 = poor, no, or negative to 10= excellent, yes or positive
Presentation
1. Voice (volume, modulation and enunciation) 1 2 3 4 5 6 7 8 9 10
2. Enthusiasm and energy 1 2 3 4 5 6 7 8 9 10
3. Eye contact with audience 1 2 3 4 5 6 7 8 9 10
4. Preparation / rehearsal (notes, cues) 1 2 3 4 5 6 7 8 9 10
5. Pace of presentation 1 2 3 4 5 6 7 8 9 10
6. Body positioning 1 2 3 4 5 6 7 8 9 10
7. Avoidance of distracting behaviour 1 2 3 4 5 6 7 8 9 10
8. Use of visual aids 1 2 3 4 5 6 7 8 9 10
Content
1. Introduction of subject 1 2 3 4 5 6 7 8 9 10
2. Clarity, correctness and conciseness 1 2 3 4 5 6 7 8 9 10
3. Summary and conclusions 1 2 3 4 5 6 7 8 9 10
4. Overall organization of presentation 1 2 3 4 5 6 7 8 9 10
5. Transition between sections 1 2 3 4 5 6 7 8 9 10
6. Appropriateness for specific audience (as defined) 1 2 3 4 5 6 7 8 9 10
7. Length of talk (timing ) 1 2 3 4 5 6 7 8 9 10
8. Handling of questions 1 2 3 4 5 6 7 8 9 10
Comments
96 LIFE EXPERIENCES
INGLÉS IV
BIBLIOGRAPHY
• Dos Santos, M. (2001a). Super goal, Student book 3. Singapur: McGraw-Hill.
• Dos Santos, M. (2001b). Super Goal, Workbook 3. México, D.F., México: McGraw-Hill.
• Dos Santos, M. (2007). Welcome to my world III. México, D.F., México: McGraw Hill.
• Eckstut, S. (2000). Focus on Grammar (Second ed.). New York, USA:Longman.
• Roehr, S. (2002a). Stand Out: Grammar Challenge 3. Boston, USA: Heinle.
• Roehr, S. (2002b). Stand Out: Grammar Challenge 4. Boston, USA: Heinle.
• Schrampfer, B. (1996). Basic English Grammar (Second ed.). New York, USA: Longman.
• Schrampfer, B. (1999). Understanding and using English Grammar (Third ed.). New York, USA:
Longman.
UNIT III 97
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WEB REFERENCE
iSLCOLLECTIVE. (17 abril de 2012). Present Perfect Tense. Recuperado de: https://en.islcollective.com/
resources/printables/worksheets_doc_docx/present_perfect_tense/present-perfect-present/21861
iSLCOLLECTIVE (10 de enero de 2017).Present Perfect Tense – since / for. Recuperado de: https://
en.islcollective.com/resources/printables/worksheets_doc_docx/present_perfect_tense_-_since__for/
present-perfect-tense/94492
To Learn English. (s.f.). Present perfect with ever – never. Recuperado de: http://www.tolearnenglish.com/
exercises/exercise-english-2/exercise-english-4147.php
Real English 57. (1 de febrero de 2008). Present perfect & present perfect continuous, plus verb review.
Video recuperado de: http://www.youtube.com/watch?v=YsvmSi7MSsI
English Grammar Online. (s.f.). Exercise on present perfect simple. Recuperado de: http://www.ego4u.com/
en/cram-up/grammar/present-perfect-simple/exercises?07
Adele´s ESL Corner. (s.f.). Present perfect – yet / already. Recuperado de: http://www.adelescorner.org/
grammar/pres_perfect/pres_perfect_yet.html
Learn American English Online (2008) Irregular verbs. Past tense and past participles. Video recuperado de:
http://www.youtube.com/watch?v=WRsLLGnYhJ0
English Grammar Online. (s.f.). Exercise on present perfect simple. Recuperado de: http://www.ego4u.com/
en/cram-up/grammar/present-perfect-simple/exercises?03
English Grammar Online. (s.f.). Exercise on present perfect simple. Recuperado de: http://www.ego4u.com/
en/cram-up/grammar/present-perfect-simple/exercises?04
English Grammar Online. (s.f.). Exercise on present perfect simple. Recuperado de: http://www.ego4u.com/
en/cram-up/grammar/present-perfect-simple/exercises?06
English Grammar Online. (s.f.). Exercise on present perfect simple. Recuperado de: http://www.ego4u.com/
en/cram-up/grammar/present-perfect-simple/exercises?05
English Grammar Online. (s.f.). Loch Ness. Recuperado de: http://www.ego4u.com/en/read-on/countries/uk/tour/
loch-ness
Grammar Bank. (s.f.). Ever & Never & Just & Already & yet. Recuperado de: http://www.grammarbank.com/
ever-never-just-already-yet.html
Eclectic English. (s.f.). Present perfect tense – for and since. Recuperado de: http://www.eclecticenglish.com/
grammar/PresentPerfect1D.html
ESL Games Plus. (s.f.). Present Perfect game using already and yet. Recuperado de: http://www.eslgamesplus.
com/already-yet-present-perfect-volley/
Creedence Clearwater Revival. (02 de marzo de 2009) Have you ever seen the rain. Video recuperado de:
http://www.youtube.com/watch?v=K9iUnocIa1U
Bryan Adams. (2008). Have you ever really loved a woman? Video recuperado de: http://www.youtube.com/
watch?v=hq2KgzKETBw
98 LIFE EXPERIENCES
Unit IV
LIKES AND DISLIKES
3. Elige y practica estilos de vida saludables. CDBC 4. Produce textos con base en el uso
CG3.2 Toma decisiones a partir de la valoración de las normativo de la lengua, considerando la intención
consecuencias de distintos hábitos de consume y conductas y situación comunicativa.
de riesgo.
CDBC 10. Identificar e interpretar la idea
4. Escucha, interpreta y emite mensajes pertinentes en general y posible desarrollo de un mensaje oral
distintos contextos mediante la utilización de medios, o escrito en una segunda lengua, recurriendo a
códigos y herramientas apropiados. conocimientos previos, elementos no verbales
CG4.2 Aplica distintas estrategias comunicativas según y contexto.
quienes sean sus interlocutores, el contexto en el que se
encuentra y los objetivos que persigue. CDBC 11. Se comunica en una lengua extranjera
mediante un discurso lógico, oral o escrito,
CG4.4 Se comunica en una segunda lengua en situaciones congruente con la situación comunicativa.
cotidianas.
CDBC 12. Utiliza las Tecnologías de la
10. Mantiene una actitud respetuosa hacia la interculturalidad Información y Comunicación para investigar,
y la diversidad de creencias, valores, ideas y prácticas resolver problemas, producir materiales y
sociales. transmitir información.
CG10.3 Asume que el respeto de las diferencias es el principio
de integración y convivencia en los contextos local, nacional
e internacional.
Formación Básica - Cuarto Semestre
Unit Purpose
Describes in an oral and written form his/her personal hobbies and preferences. Identifies specific
information in an oral or written text about the hobbies, likes and preferences and those of other
people. Students use the grammatical structures needed to express the things they like or dislike.
ü Física II
ü Eje transversal social
ü Biología II
ü Eje transversal de la salud
ü Literatura II
ü Eje transversal ambiental
ü Matemáticas IV
ü Eje transversal de habilidades lectoras
ü Historia de México II
Expected Learning
y Argues likes and preferences both own and other people in their context, orally and in
writing, making use of the verbs in infinitive and gerund, respecting other opinions.
Knowledges
Vocabulary:
y Leisure activities such as music, tv shows, movies, sports, tourist places among others of
student interest.
Grammar:
y Expressions to communicate likes and preferences:
“would rather”, “would prefer”, “would like”, “I like”, “I enjoy”, “I love”, “I hate”.
y Use of the verbs in infinitive and gerund to express likes and preferences.
Habilidades Actitudes
Utiliza el vocabulario de esparcimiento en Expresa de manera crítica sus ideas y muestra
diferentes contextos. respeto por las demás opiniones.
Expresa gustos y preferencias por medio de los
Se desenvuelve y favorece un ambiente
verbos en infinitivo y gerundio considerando los
incluyente.
aspectos de fluidez, pronunciación, entonación y
coherencia.
Reflexionar las consecuencias de sus actos
Usa los verbos en infinitivo y gerundio para como ser social.
expresar gustos y preferencias en un texto
tomando en cuenta la adecuada coherencia, Se relaciona con sus semejantes de forma
sintaxis y ortografía. colaborativa mostrando disposición al trabajo
metódico y organizado.
Identifica expresiones de gustos y preferencias
en segmentos auditivos.
• A NEW OPPORTUNITY.
ACTIVITY 1
• OBJECTIVE: DIAGNOSTIC EVALUATION
Opening activity: Do you think it is important to find out about how much you know about a new
learning? Why?
2.I went to London last year but I didn’t like it, ____ visit Italy instead.
• I’d rather like • I’d rathers • I’d rather liked • I’d rather
3. I ___reading more than writing .
• liking • likes • likeing • like
4. She ____ listening to rock music.
• enjoy • enjoying • enjoys • enjoyed
5. My friends and I ____ get together and play some music on weekends.
• like to • likes to • liking to • liked to
UNIT IV 101
Formación Básica - Cuarto Semestre
• ACTIVITIES I LIKE...
ACTIVITY 2
• OBJECTIVE: VOCABULARY.
Opening activity: In order to be able to talk about your likes and preferences, you must have a
clear idea about these. Which topics are most interesting to you? What is your favorite TV show?
Your favorite film, your favorite book?
Exercise 1
1. Complete the next chart “Interest Inventory” with the help of your classmates.
2. Share the information you gathered with your classmates.
3. Find out your common traits with the help of your classmates and teacher.
INVENTORY OF INTERESTS
I like to collect
Exercise 2.
Underline everything you would like to know more about.
Cartoons Soccer Volcanoes
Global warming Ballet Economy
Planets Dinosaurs Social networks
Karate TV Series Video games
Fashion Professions Cars
Other:____________________________________________________
Exercise 3.
Find the activities to do given on the box.
X C V W N I E W C B E K D P J E X L
C S Y O R D Q L R A G D P E C A X D BASEBALL BASKETBALL
H O F C L V I O C S Z Q A G D P X P
CLIMBING CYCLING
D K G K L L L V G K K K Y N Z I T O
DRAWING FISHING
Y I V N M I E L X E T J N I S C C N
HORSERIDING JUMPING
G Z A B I J N Y A T E Z W M L M R M
G J I W P W Q G B B W V R M F V K G SURFING RUNNING
G N I L E V A R T A E S N I I B R N VOLLEYBALL SWIMMING
G M T W X R D R D L L S A W S R G I DANCING BUNGEE
X D L K E Z F A D L J L A S H N I D
KARATE GOLF
L K H C R U N N I N G F H B I G D I
TRAVELING SOCCER
S B C U L C O A F H V U L F N N N R
F O U Q I G N I P M U J R F G I O E
S Z M N G I L J F M G U M T L D R S
V Q G O G Y J B G F S J W T G I S R
A U L M R E B Y G K A R A T E R E O
O F I L R S E X C L I M B I N G O H
UNIT IV 103
Formación Básica - Cuarto Semestre
• I WOULD RATHER...
ACTIVITY 3
• OBJECTIVE: EXPRESS PREFERENCES
Opening activity: What is your favorite TV show? your favorite film, your favorite book?
However, when we are talking about specifics, would rather is used as an alternative to would
prefer to followed by an infinitive. Would rather is very common in spoken English and is often
abbreviated to 'd rather. It is used in this form with all personal pronouns:
• Would you like to go out for dinner tonight? ~ No, I think I'd rather eat at home / I'd prefer to
eat at home.
• Would you rather drink beer or wine ? ~ I'd rather drink beer. What about you?
They'd rather have the strawberries with chocolate, but I'd prefer to have them with cream.
Note that would rather is followed by a bare infinitive without to, whereas prefer requires to +
infinitive. Would rather (but not would prefer to) is also followed by a past tense when we want
to involve other people in the action, even though it has a present or future meaning. Study the
following:
• Shall we go out for dinner tonight? ~ No, I'd rather we ate at home, if you don't mind.
• Shall I write to Harry and tell him that we've sold the car? ~ I'd rather not.
would like + infinitive would prefer + infinitive would rather + base form
Affirmative I’d (I would) like to go dancing. I’d prefer to go out to dinner. I’d rather go to a party.
I would prefer not to go out I would rather not go to a
Negative I wouldn’t like to go dancing.
to dinner. party.
Would you prefer to go out Would you rather go to a
Interrogative Would you like to go dancing?
to dinner? party?
Short answer Yes, I would. / No, I wouldn’t
CONDITIONALS QUIZ
WOULD YOU RATHER …?
Exercise 1.Practice with your classmates taking turns.
1. If you had to work in a circus, would you rather be a juggler, animal tamer, clown, acrobat or
tight rope walker?
2. If you had to choose, would you prefer writing a song about someone or having a song
written about you?
3. If you had to choose between the ability to fly and to become invisible for a day,
which one would you pick?
4. If you had to give up either the internet or TV, which one would it be?
7. If you had to go and live abroad for the rest of your life, would you rather live in
Brazil, France, India or Japan?
8. If you had to give up one of your senses, which one would it be: sight, hearing, touch, taste
or smell?
9. If you had to choose, would you rather meet Napoleon, Beethoven, Leonardo da
Vinci, Hannibal or Cleopatra?
10. If you had to choose, would you rather have a chameleon, a chimpanzee, an
elephant, a dolphin or a pig for a pet?
UNIT IV 105
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________________________________________________________________________
________________________________________________________________________
3. Would you rather go on holidays to the Sahara Desert or to the Arctic Circle?
________________________________________________________________________
4. Would you prefer to be a racing-car driver, a bus driver, a jockey or a taxi driver?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
7. Where would you rather spend the weekend, in London, Paris or Rome?
________________________________________________________________________
8. Would you rather have a monkey, a snake, a dolphin or a spider for a pet?
________________________________________________________________________
________________________________________________________________________
10. Which would you prefer to study, medicine, art, languages or science?
________________________________________________________________________
UNIT IV 107
Formación Básica - Cuarto Semestre
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
• LIKE OR HATE.
ACTIVITY 4
• OBJECTIVE: LIKES AND DISLIKES.
UNIT IV 109
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Excersice.4 Write down a sentence with each picture (use like, love, hate)
7. ______________________ 8. ______________________
Exercise 2. In pairs talk about the things you like, hate, love, and don’t like. Then share with
the class your classmates’ information, remember to use third person.
UNIT IV 111
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Exercise 4. Complete the following passage with either the gerund or the infinitive form of
the verbs in brackets.
Dennis was in his first year at university, studying History. He was rather a lazy student and he
tended to avoid (1) ________________ (work) whenever he could. In the middle of the term, his
history professor gave out an assignment to be handed in within two weeks. The assignment was
quite a difficult one, so his professor advised them (2) ________________ (start) earlier. Dennis
intended (3)________________ (do) the assignment, but he postponed (4) _________________
(write) it for a week. He had a bad habit of (5) _______________ (delay) things. The following
week, he forgot (6) ________________ (do) it totally.
The night before the assignment was due, he suddenly remembered it and rushed to the library
to find the books he needed. He tried (7) ________________ (read) as much as possible on the
topic, but there wasn't enough time. Dennis considered (8) ________________ (ask) for more time
to do his paper, but his History professor was known to be very tough on students, so he finally
decided (9) ________________ (cheat) and copy his paper from somewhere else. He found
an old article on the same topic and quickly typed it out. The next day, he submitted the paper.
The following week, he was alarmed (10) _______________ (see) his professor approaching him,
looking angry. "Is this your own work, or did you copy it?" asked the professor. Dennis denied
(11) ________________ (copy) the paper. The professor was angry with Dennis for not (12)
_________________ (tell) the truth. "If you expect me (13) ________________ (believe) that, you
must be very stupid," said the professor. "Every word is taken from an article I wrote myself five
years ago. Did you really think I would forget (14) _________________ (write) it?" Dennis couldn’t
help (15) _______________ (feel) sorry for telling such a lie
https://en.islcollective.com/download/printables/worksheets_doc_docx/gerunds_and_infinitives/gerunds-and-
infinitives/8897
4. Our other Super Hero Tanya is busy _______________________ (prepare) for the adventure.
9. Tayna knows how __________ _________________(pilot) a rocket ship and so does Phillip.
10. They have managed ___________ ___________________(gather) all their supplies in one
week.
12. Tanya has spent a lot of time __________________________(learn) about the solar system.
14. But Tanya seems _____________ (be) very brave and refuses __________ think about the
dangers that lie ahead.
15. Their spaceship must avoid ________________________ (hit) asteroids and UFOs.
16. Their parents asked them if they had forgotten __________ (buy) enough dried food and
e-books to take with them.
17. Tanya feels that she will enjoy _________________________ (explore) the solar system.
18. Phillip promises ___________ ______________________(help Tanya pilot their rocket ship.
21. Although their parents would prefer them _________ (remain on earth, they can see that it
is no use ______________________(try) to get them to change their minds.
22. It’s too late now. There’s no point in ________________________ (argue) with them.
23. Although Tanya says that she can’t stand ___________________ (live) without her friends
and family for very long, she says she doesn’t mind _________________________ (be) far
away from home for a few years.
24. Our Super Heroes are beginning _________ __________________(get) very excited.
25. They are looking forward to _______________________ (visit) as many planets as possible.
Bon voyage!
UNIT IV 113
Formación Básica - Cuarto Semestre
Opening activity: Would you rather eat a hamburger? or Would you prefer to eat some pizza?
Exercise 1. Pay attention to the next written exercise and fill in the spaces with the correct
words.
E.g. I would rather live in a warm country
Exercise 2. Oral practice. Practice with a classmate taking turns to ask and answer.
Questions that can get you started:
Simple Questions.
1. … be a vampire or a ghost?
2. … be a clown and work on the streets, or be a superhero and save people from evil?
3. … be able to fly or have the power of being invisible?
4. … talk in a very deep voice or in a high-pitched, squeaky voice
http://miss-linda.hubpages.com/hub/Activities-and-Questions-for-Your-ESL-or-EFL-Classroom-Would-You-Rather-
Make-Grammar-Fun
UNIT IV 115
Formación Básica - Cuarto Semestre
Opening activity: Imagine you just won a trip. Describe it. How would you like it to be? Where
would you like to travel? The beach, the mountain, desert? Who would you like to go with?
Family or friends? Would you prefer to go with any other special person in your life?
Based on prior knowledge and the teacher’s explanations, organize your ideas and write a text
where you include the expressions “would rather” and “would prefer”.
1. Contrast the advantages and disadvantages of going to certain city or to another with different
characteristics and justify your decision. Prepare a collage with cutouts, drawings and brochures
about your journey.
EXAMPLE:
Place: France ADVANTAGES DISADVANTAGES
I would like to travel to France. Meet a beautiful place Expensive
I would prefer to go to the beach Can go sailing Cold weather
I would like to with my family Have a family time Won’t go to parties/ night clubs
Teamwork: discuss with your teammates about the place, advantages and disadvantages.
PLACE: ADVANTAGES DISADVANTAGES
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Opening activity: Do you know the names of different types of music? What are your favorite
ones?
What’s your favorite kind of Can you play a musical How often do you listen to
music? instrument? If so, which one? music?
Would you like to be a famous What’s your favorite singer? What’s your favorite band?
singer? Why? Why do you like him or her? Why do you like it?
https://en.islcollective.com
UNIT IV 117
Formación Básica - Cuarto Semestre
InMune is a rock band from Barcelona, in Spain formed by Micky Vega guitar, Paulo Morete guitar,
Ian bass, Carlos Dogliani drums and Morti as the singer and very talented frontman. Even It is a
young band all of the members have a wide experience in music and have had other projects by
their own before joining this project.
It was founded in 2012 and they have recorded 3 studio albums and made many videos, InMune
members really enjoy making music and they do it professionally. They like being in touch with
their followers and fans and have invited some of them to be part of various musical videos. As a
rock band, they have made a lot of concerts in Spain, Mexico and have also participated in many
important rock festivals in Europe.
Despite the music industry has not been easy in the last years for all the musicians and genres,
they would like to continue doing what they really love, composing, creating and performing good
music .
Answer.
https://www.facebook.com/pg/inmuneband/posts/?ref=page_internal
TH3 CLIMB
https://youtu.be/M074Sffsq_0
UNIT IV 119
Formación Básica - Cuarto Semestre
Opening activity: Imagine you are writing about your preferences and hobbies in a social
network (FACEBOOK, ABOUT ME) so your friends know who you are and what you like. How
would you describe yourself?
Exercise 1. Write down your profile, correct any grammar mistakes with the help of your teacher
and classmates and include a picture of yourself. Now, include your profile in your group and
comment about other classmates’ profiles.
Google images
UNIT IV 121
Formación Básica - Cuarto Semestre
2. I visited San Diego Zoo, but I didn’t like it, ___________ visit Sea World instead.
A) I’d rather like B) I’d rathers C) I’d rather liked D) I’d rather
10. When you want to communicate, would you_______send a text message or make a
phone call?_
B) prefering B)prefer to C) prefering B) prefers
UNIT IV 123
Formación Básica - Cuarto Semestre
PROJECT COEVALUATION
For each of your classmates presentation make comments in the boxes:
Team/
People One suggestion for
Title of project Three things I particularly liked
in the improvement.
group
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
UNIT IV 125
Formación Básica - Cuarto Semestre
Indicate the appropriate score from 1 = poor, no, or negative to 10= excellent, yes or positive
Presentation
1. Voice (volume, modulation and enunciation) 1 2 3 4 5 6 7 8 9 10
2. Enthusiasm and energy 1 2 3 4 5 6 7 8 9 10
3. Eye contact with audience 1 2 3 4 5 6 7 8 9 10
4. Preparation / rehearsal (notes, cues) 1 2 3 4 5 6 7 8 9 10
5. Pace of presentation 1 2 3 4 5 6 7 8 9 10
6. Body positioning 1 2 3 4 5 6 7 8 9 10
7. Avoidance of distracting behaviour 1 2 3 4 5 6 7 8 9 10
8. Use of visual aids 1 2 3 4 5 6 7 8 9 10
Content
1. Introduction of subject 1 2 3 4 5 6 7 8 9 10
2. Clarity, correctness and conciseness 1 2 3 4 5 6 7 8 9 10
3. Summary and conclusions 1 2 3 4 5 6 7 8 9 10
4. Overall organization of presentation 1 2 3 4 5 6 7 8 9 10
5. Transition between sections 1 2 3 4 5 6 7 8 9 10
6. Appropriateness for specific audience (as defined) 1 2 3 4 5 6 7 8 9 10
7. Length of talk (timing ) 1 2 3 4 5 6 7 8 9 10
8. Handling of questions 1 2 3 4 5 6 7 8 9 10
Comments
UNIT IV 127
Formación Básica - Cuarto Semestre
REFERENCES
Phillips, Burwood, Dunford (2000) Project with young learners. Editorial Oxford University Press.
Hub Pages (2015) Would you rather? : ESL or EFL class activities and thought questions – make
grammar fun! Recuperado de: http://miss-linda.hubpages.com/hub/Activities-and-Questions-for-
Your-ESL-or-EFL-Classroom-Would-You-Rather-Make-Grammar-Fun
Th3 Climb (2016) Illusion of your life. Video recuperado de: https://youtu.be/M074Sffsq_0
DIREAD / IFAL. (2008) What kind of movies / music do you like? Video recuperado de:
http://www.youtube.com/watch?v=IQ9elEWTm_U
Learn English – Online (s.f.). Rather and Prefer Exercise. Recuperado de:
http://www.learnenglish-online.com/grammar/tests/ratherprefer.html
Ross, John (2008) Mexico City´s Urban tribes go on the warpath against EMOS. Recuperado de:
http://www.counterpunch.org/2008/04/08/mexico-city-s-urban-tribes-go-on-the-warpath-against-
emos/
129
ANEXOS
DESARROLLO DE HABILIDADES SOCIOEMOCIONALES
Presentación
Uno de los objetivos de la educación es contribuir a la formación integral de las personas, esto
significa que además de instruirlas en conocimientos; es lograr el desarrollo de su potencial para
alcanzar su proyecto de vida.
Durante tus estudios de preparatoria, en los seis semestres y en cada una de tus asignaturas,
realizarás actividades que te ayudarán a desarrollar las habilidades, bajo los siguientes aspectos:
Tus profesores llevarán a cabo las lecciones y es muy importante tu participación, pues de esta
forma podrás lograr desarrollar tus habilidades sociales y emocionales.
Si quieres tener más información o compartir tu opinión sobre el tema, puedes ingresar en las
siguientes direcciones electrónicas, con tu correo de CoBachBC:
https://sites.google.com/cobachbc.edu.mx/trabajocolegiado/hse?authuser=0+
https://sites.google.com/cobachbc.edu.mx/trabajocolegiado/buzón
130
131
ANEXOS
LECCIONES PARA EL DESARROLLO DE HABILIDADES SOCIOEMOCIONALES
132
ANEXOS
LECCIONES PARA EL DESARROLLO DE HABILIDADES SOCIOEMOCIONALES
133
ANEXOS
LECCIONES PARA EL DESARROLLO DE HABILIDADES SOCIOEMOCIONALES
134
ANEXOS
MIS NOTAS:
135