003 TG Upward Skills III 3ersemestre Dgeti

Zariñán Medina
Mónica Esther Olvera Rodríguez

Maldonado
UPWARD
Claudia Ingrid PérezIsidro

Upward Skills III is a solid step for students in their pursuit
for acquiring English language knowledge.
It contains six units with activities and theory aimed to work
on the communicative approach students need to develop.
This book offers…
w dynamic lessons that will lead students to develop their
four communicative skills as well as their Grammar and
SKILLS III
vocabulary learning.
w a Crossing Knowledge section, aimed to use the language
to understand different aspects of daily life. Claudia Ingrid Pérez Maldonado
w Term Evaluations to get to know students’ development level.
y la globalización
w a Project Section, that encourages students to use their
language competence and critical thinking to prepare
and present a product.
Teachers’ Guide
SKILLS
La humanidad
UPWARD
Historia Universal. III
www.esfinge.mx
N. 10609
Tel.:55 5359 1111

Teachers’ Guide
Dirección Editorial
Gabriel Torres Messina
Dirección Editorial EMS

Ma. del Rosario Cortés Muñoz
Coordinación Editorial
José Nava Díaz
Diseño de Interiores
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Emma Laura Hernández Hernández
Diseño de Portada
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Edición
Italia Aziyadeé Aburto López
Diagramación
Iván Daniel Moreno Aguilar
Emma Laura Hernández Hernández
Investigación Iconográfica
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Upward Skills III (Teacher's Guide) son propiedad de
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Preprensa
Noé Brito Castro
Upward Skills III (Teacher's Guide)

Derechos reservados:
© 2019, Claudia Ingrid Pérez Maldonado
© 2019, Editorial Esfinge, S. de R.L. de C.V.
Átomo No. 24, Col. Parque Industrial
Naucalpan, Edo. de México, C.P. 53489
Núm. de producto: 10609
Primera edición: 2019
Segunda edición: 2020
Tercera edición: 2021
Impreso en México
Printed in Mexico
Table of Contents
Presentation 3
3 6
UNIT
UNIT
Follow the Rules and Be Polite 47 Tough Experiences! 99
Scope 4
How to Use this Book 6 Language Functions 57 Language Functions 109
Diagnostic Exam 8 Crossing Knowledge 59 Crossing Knowledge 111
Unit 3 Project 61 Unit 6 Project 113
1 3
UNIT
Entertainment 11 Self-Evaluation Chart 62 Self-Evaluation Chart 114

TERM EVALUATION 3 115
Language Functions 21
4
UNIT

Adventure Sports, Jobs 63
Crossing Knowledge 23
and Spare Time Activities Cultural Notes 119
Unit 1 Project 25
Language Functions 73 Audio Transcripts 125
Self-Evaluation Chart 26
Crossing Knowledge 75 Glossary 128
Unit 4 Project 77 Grammar Reference 129
2
UNIT
Plans for Vacation 27

Self-Evaluation Chart 78 Planeación didáctica 143
Language Functions 37 TERM EVALUATION 2 79
5
UNIT
Unit 2 Project 41
Volunteering 83
Language Functions 93
TERM EVALUATION 1 43
Unit 5 Project 97
Presentation
To the student:
Upward Skills III is a solid step in your
pursuit for acquiring knowledge and skills
in English.
It contains six units with activities and theory
aimed to work on a communicative
approach that students need to develop.
This book offers…

• dynamic lessons that will lead you, with your teacher’s help, to develop your four language
skills, as well as grammar and vocabulary knowledge.
• a Crossing Knowledge section, aimed to use the language for a better understanding of the
different everyday life aspects.
• Term Evaluations for you to understand your development level.
• a Project Section, that will encourage the usage of your language skills and critical thinking
for you to prepare and present a product.
UPWARD
SKILLS III SCOPE
Upward Skills 3
Unit Vocabulary Grammar Reading and Listening Speaking and Writing Project Portfolio Compentences
• T.V. Shows • Comparatives Reading: Speaking: ‘My favorite Students describe and
1
UNIT
(types of • Terrific Films Subskill: • Favorite movies interview movie’: compare objects and subjects
adjectives) Scanning / discussion Students design with similar characteristics
Entertainment • Famous Film Makers • Ways of entertainment a poster and
• Books genres
pp. 11-26 • Types
of Subskill: Inferring discussion talk about
Comparisons their favorite
Listening: Writing:
movie-making
• A conversation Subskill: • Comparing different comparisons
Listening for specific movie genres to other movie
information genres
• Holidays Activities • Future will Reading: Speaking: ‘Let’s Travel´: Students argument about
2
UNIT
• Types of • Beach Holidays Subskill: • Plans for Vacation their main reasons to visit
accommodation reading for detail Conversation specific places or get to know
• Going to Students make a
Plans for and Presentation new cultures
Listening: video describing a
vacation • An Instagram post. Writing: place of interest in
pp. 27-42 Subskill: Listening for • Plans for vacation their country
specific information.
Term Evaluation 1
pp. 43-46
• Places in a city Modals: Reading: Speaking: ‘A famous Students communicate their
3
UNIT
• Advice: should, • Africam Safari Subskill: • Can /Could you…? Landmark’: ability to do things, as well
ought to reading for detail (abilities in present and as to talk about their future
• Shopping
Follow the past) possibilities
Rules and Be vocabulary • Obligation: have Students design
Polite to, must Listening: a poster about a
• Ability: can Writing: famous landmark
• Safari Park Rules
to present it
pp. 47-62 • Future Subskill: Listening for • Rules to follow in a
in class to give
possibility: may, detail museum
advice and
might Shopping for clothes • Writing an e-mail
• recommendations
Offers and Subskill: Listening for giving advice and
requests: specific information recommendations
• Want
• Would like
• Would like to
4
UPWARD
SKILLS III SCOPE
Unit Vocabulary Grammar Reading and Listening Speaking and Writing Project Portafolio Compentences
• ExtremeSports • Adverbial Reading: Speaking: ‘Our favorite Students make requests in
and Activities Phrases activities’: both, formal and informal
UNIT
4 • Adventure Activities • Extreme Sports interview
• Infinitive verbs Subskill: Scanning Students create a contexts. They can also
express what they like and
How to Use this Book

Adventure • Jobs / professions • Gerunds Listening: survey in groups
Writing: don’t like doing in their free
Sports, Jobs about their
• A conversation Subskill: • Free time activities time
and Spare time favorite activities.
Activities, Listening for specific
Then, they design
pp. 63-78 information
a graphic organizer
based on these
information to
present it to the class
Term Evaluation 2
pp. 79-82
• Places,
people • Zero conditional Reading: Speaking: ‘Let’s help others’: Students talk about facts and
and actions for real situations that are likely
UNIT
5 • Laughter Therapy • Problems,causes, effects Students make
volunteering Subskill: reading for and solutions about a presentation to happen
• First conditional
Volunteering detail environmental problems about the
pp. 83-98 environmental
• Problems around Listening:
the world and/or world
• A conversation Subskill: Writing:
problems
Listening for detail • Volunteer application form nowadays
• Natural disasters • Present perfect Reading: Speaking: ‘Catastrophic Students identify activities
disasters’: that started at a specific time
UNIT
6 • Catastrophic disasters • Experiences (Have you
Subskill: reading for ever…?) in the past and that haven´t
• Weather
Tough detail concluded. They as well know
Writing:
experiences! how to talk about multiple
Listening: • A letter about
pp. 99 -114 experiences in their lives
• A radio interview environmental problems
Subskill: Listening for
detail
Term Evaluation 3
pp. 115-118
Cultural Notes Cultural Note 1: Films Shot in Mexico
pp. 119- 124 Cultural Note 2: Cheapest Cities to Visit in the World
Audio Scripts
pp. 125-127
Glossary p. 128
5
UNIT STRUCTURE
Each unit begins with a
6
reading. Then, a series of
activities are displayed to work
on language skills, as well as
grammar and vocabulary.
HEADINGS
This information allows you to
know the unit and the lesson
you are working on.
READING
Adapted readings taken from authentic
materials that contain relevant
information to foster your curiosity.
VOCABULARY
PRESENTATIONS
In these activities you will
practice the words that are going
to be worked on along the lesson.
Upward Skills 3
GRAMMAR
You will discover structures,
as well as the use of the
language in this section.
7
LANGUAGE
FUNCTIONS
In these pages you will
reinforce the grammar
structures you learned in
the unit.
CROSSING KNOWLEDGE
In this section you will notice how English as a
subject relates to other knowledges, but also
with the culture of English speaking countries.
PROJECT
You will display your
communicative skills
and the usage of the
vocabulary, along with
the structures you studied
throughout the unit.
GRAMMAR REFERENCE

Diagnostic
8
EXAM
NAME: DATE:
1 Complete the following statements by choosing the answer that best fits in the blanks.
a. The Beatles 2. were famous musicians.

1. was 2. were 3. are
b. The boys 2. were at the club yesterday.
1. didn’t 2. were 3. go
c. Abraham Lincoln 1. was an American president.
1. was 2. is 3. were
d. Was Sam in Mexico City last week? 1. Yes, he was.
1. Yes, he was 2. Yes, he is 3. No, he isn´t.

e. Last Friday, we 3. Went to the cinema.
1. go 2. goed 3. went
f. Where 2. did you go last summer?
1. do /went 2. did / go 3. went.
g. When I was a child I 3. used to play ‘hide and seek’.
1. played 2. use to 3. used to
h. What TV programs 1. did you use to watch when you were young?
1. did 2. do 3. didn’t
i. We 1. didn’t use to go to the same high school.
1. didn’t 2. do 3. done
j. Students used to visit libraries 1. in the past. .
1. in the past 2. in the future 3. now
Upward Skills 3
2 Complete the following chart with the missing verbs.
Present Past Past Participle

bring brought brought 9
cry cried cried
do did done
go went gone
have had had
jump jumped jumped
listen listened listened

put put put
read read read
talk talked talked
a. My cellphone is 1. nicer than yours.

1. nicer 2. more nice 3. the nicest
b. The 2. longest river in the world is the Nile.
1. longer 2. longest 3. more long
c. This is the 2. hardest test I’ve answered.
1. more hardest 2. hardest 3. more hard
d. Maria is 1. thinner than Susan.
1. thinner 2. the thinnest 3. thin
e. José thinks that Chemistry is 2. as interesting as History.
1. more interesting 2. as interesting as 3. interested
f. We were 3. baking a cake yesterday afternoon.
1. bake 2. baked 3. baking
g. My mom 2. was cooking all day
1. did 2. was 3. Were
Diagnostic Exam
h. Were you studying last week? 2. No, I wasn’t.
1. No, I was. 2. No, I wasn´t. 3. Yes, I did.

10
i. Tom and Sarah 3. were playing tennis last night.
1. was 2. are 3. were
4 Complete the following chart with the missing object pronouns
Subject Pronouns Object Pronouns
I me
You You
He him
She Her
It It
We us
They them
a. How 2. many pencils are there on the desk?

1. much 2. many 3. any
b. I’m thirsty, do you have 3. any water?
1. some 2. many 3. any
c. I can’t go out because a have a 3. lot of homework to do.
1. few 2. lots 3. lot
d. There isn’t 3. any sugar in the cabinet.
1. much 2. some 3. any
e. I have a 2. few apples for the pie.
1. much 2. few 3. many
Upward Skills 3
UNIT
Entertainment
1
Work in pairs. Discuss the following questions.

K
¢ Do you like movies?
SP E A
¢ What’s your favorite movie genre?

¢ What type of TV shows do you watch?
Reading
U. SKILLS III
D
1 Read the following text. Discuss with your classmates and teacher what's it about.
RE A
12
Terrific Films
Harry Potter is a book series that jumped to theaters shortly after
becoming a world best seller. The plot revolves around a young and
orphan wizard who enters a witchcraft school named “Hogwarts”
with his friends Ron and Hermione. Together, they experience
many adventures trying to stop the evil in the magical world caused
by Lord Voldemort, a dark wizard who wants to rule the magical
community. The story was written by JK. Rowling and the first movie
was released in 2001. Thus, 7 movies were filmed in total and the
last one was divided in two parts.
Whereas “Star Wars” started directly as a film in 1977, being the

first trilogy created by the American film-maker George Lucas. This
space epic opera is also classified as a folk culture phenomenon. The
story concentrates on the main characters: Luke Skywalker, a Jedi
apprentice who tries to save the Galaxy from the frightening Lord
Vader accompanied by Princess Leia and his friends, and the former
convict Han Solo and his best friend Chewbacca traveling around
the galactic worlds in the famous ship “The Millennium Falcon”. After
the Trilogy, a movie series was made. Up to date there is a total of 11
films.
Upward Skills III

ONE
TE
2 Write which movie the sentences refer to.
WRI
UNI T
a. This film was written by JK. Rowling. Harry Potter
b. This spatial world was created by George Lucas. Star Wars
13
c. The first movie was made in 2001. Harry Potter
d. Han Solo and Chewbacca are the main characters in this film. Star Wars
e. This film is based on a book story. Harry Potter
f. The story takes part in a famous and magical school. Harry Potter
g. George Lucas produced this film. Star Wars
h. Leia is a character in this film. Star Wars
i. Hermione is a character in this film. Harry Potter
j. It is a fantasy film. Harry Potter
TE
3 With your teacher’s help, write your opinion about one of these movies.
WRI
Student’s own ideas
Entertainment
Speaking
U. SKILLS III
1 Complete the following chart below with your classmate’s information.

SP E A
Follow the example in this short interview.
Which is your My favorite movie is

favorite movie? Forever Strong.
14
What do you like
about it? I like the actors, they
do a very good job.
What is it about?
It is about a boy who
fights against obstacles
and problems.
When was it
released?
It was released five
years ago.
Name of your classmate:

Favorite movie:
Plot :

Released:
Extra information:

Upward Skills III

Speaking
ONE
1 Now, use the information from the chart to present your classmate’s
favorite movie to the class. Follow the example.
UNI T
15
Guillermo’s
favorite movie is Forever
Strong, it is about a boy who
tries to solve his trouble in life. This
movie was released 5 years ago, but
it was not shown in movie theaters.
Guillermo thinks the actors did a
very good job and that is why
he likes it.
2 Work in pairs and have a small chat about the movies that were mentioned in
SP E A
class. Student’s own ideas
I think this kind of movies are

interesting because they motivate I do agree, the movies I don’t like
to continue working hard. are romantic movies, I think they
are boring!
Oh, really? I think they are

funny, and I like to watch
them because I relax...
Entertainment
Vocabulary
U. SKILLS III
TV SHOWS
1 Look at the following vocabulary and match each word to the pictures.
a. Documentary 7 1 2
16 b. Sports program 6
c. Soap opera 8
d. Series 1
e. Talk show 3 4
3
f. Reality show 2
g. News 5
h. Stand-up comedy 4
5 6 7 8
TE
2 Fill in the gaps with the previous vocabulary words according to their definitions.
WRI
a. A type of show in which an entertainer, stands on stage, telling jokes or amusing stories
directly to an audience. Stand-up comedy
b. A serialized drama with continuous storylines that deals with domestic themes,
personal or family relationships. Soap opera
c. A show in which members of the public or celebrities are filmed living their everyday lives.
Reality show
d. A program in which usually well-known people engage in discussions or are interviewed.

Talk show
e. A program about multiple sports. Sports program

f. A set of episodes of a television program broadcast at regular intervals.
Series
g. A television programme, that shows real events or provides information about a

particular subject. Documentary
h. The presentation of a report on recent events. News
Upward Skills III

ONE
3 Match the types of books with their characteristics.
a. Scientific 7 1. A story of imaginary people and
UNI T
events.
b. Horror 8 2. A text written in verse or prose to
express ideas, feelings, and stories 17
c. Adventure 5 in an aesthetic and beautiful way.
3. Story explained by illustrated boxes.
d. Literature 6
4. A description of a person’s life.
5. An exciting undertaking involving
e. Comics 3
risk and physical danger.
f. Fantasy 1 6. Works with linguistic terms and figures

of speech that shape a language.
g. Poetry 2 7. A work of non-fiction, usually written

by a scientist, researcher, or professor.
h. Biography 4 8. A frightening and scary genre.
TE
4 Fill in the blanks with the vocabulary from the box.
WRI
sad boring setting terrible excited
characters scary exciting funny plot
a. I liked the film’s setting ; it was such a great

place for the story to develop.
b. Sally loves watching scary films but I don’t.
I prefer comedies.
c. Tom always picks funny films and we all have a lot of fun.
d. The film’s plot, was so boring that
HORROR
I fell asleep.
e. It was such a sad film that many people cried.
f. One of the main characters in the film dies.
g. We are all excited about the movie premiere.
h. I don’t think the film was exciting at all. I didn’t like it.
i. The film was terrible , everybody left the theatre before
it ended.
Entertainment
Reading
U. SKILLS III
1
SP E A
Discuss the following questions with a partner.

Student’s own answers.
• What do you know about the film making industry?
• Do you know any film makers?
18 D
2 Read the following text and discuss the questions
RE A
below with your class.
e.mail. english
Famous Film-makers
Alfonso Cuarón Orozco was born on
November 28th, 1961 in Mexico City.
Son of Alfredo Cuarón and Cristina
Orozco. He is a famous screenwriter,
producer and an Academy Award-
winning film director. He participated
in the film direction of Y Tu Mamá
También, Harry Potter and The Prisoner of
Azkaban, Children of Men and Gravity,
among others. In 2018, Roma, a black
and white film about Cuarón’s childhood
memories during the early 70’s in Mexico
was released, and in 2019 it was awarded
as best foreign film and Cuarón as best
director at the Golden Globes.
Another famous film-maker is
Guillermo del Toro. He was born on
October 9th, in Guadalajara Jalisco,
Mexico. His films are about dark fantasy
and some of his most popular ones are
Pan’s Labyrinth and The Shape of Water.
3 Discuss with your classmates

Students’ own answers.
• Have you watched any of the film mentioned in the text? Which one?
• What do Cuarón and Del Toro have in common?
• Would you like to be an actor or a film maker?
• Do you know other filmmakers or film directors?
Upward Skills III
Listening
ONE
EN
1 Listen to the conversation and fill in the gaps.

LIST
UNI T
CK Richard: Hey, Jim! How was the (a) Sunday football game?
TR A
2 Alex: Terrific! “The Broncos” had an excellent (b) game .

19
The quarter back threw 2 complete passes. Scoring 3 touch downs.
Where as the “San Francisco 49ers” had a very bad day. I (c) thought
they’ll have a better game (d) because their quarter back is great. But
opposite to this, they just reached (e) seven points.
Richard: What? So, (f ) sad ! They were going
to be my favorite team for the Super Bowl. But what
happened with the quarter back?
He is a (g) good player.
Alex: I don’t know my friend. They just couldn’t win.
Richard: (h) Well , thanks for the update!
I must go back to work.
Alex: Alright! See you later!
EN
2 Listen to some movie descriptions and complete them.
LIST
CK a. Horror: This genre usually centers on the arrival of an evil force .

TR A
3 b. Drama: It relies on the emotional and relational
development of realistic characters .

c. Action: It is a genre where physical action takes place in the story.
d. Musical: This is a genre in which songs sung by the characters are part of
the narrative, sometimes accompanied with dance .
e. Comedy: It is a genre which is satirical with a happy ending .
f. Fantasy: A genre which contains unrealistic settings.
g. Romantic: A genre focused on the relationship and romantic love between
two people with an emotionally satisfying and optimistic ending.
Entertainment
Speaking
U. SKILLS III
D
1 Make a poster/drawing about a movie, a cartoon, a TV show, a series, etc.
RE A
I like to watch series, they are really entertaining, I like them

20 because they are interesting. There are many kinds of series,
there are mystery series, romantic series, comedy series. My
favorite is Friends because the situations they live are very
funny and the way the characters react are pretty fool, but I
laugh a lot, so I relax when I watch it.
2 Work in pairs, give your opinion about a classmate’s poster/drawing.

SP E A

TE
a. Is it about a movie, a cartoon, a series, etc.?
WRI
b. Is it visually attractive?
c. Would you add anything to it?
Upward Skills III

Language Functions
Comparatives
D
1 Read and complete the sentences using comparatives.
RE A
21
Type of Adjective
One / two syllable: small
Example: TV’s used to be smaller than they are now.
-y adjectives: funny
Example: Stand-up comedy is funnier than a reality show.
More than two-syllables: interesting

A documentary is more interesting than a soap opera.
Irregular: good, bad, far

Example: Reality shows are better than talk shows. / Soap operas are worse than series.
/ Televisa San Angel is further than Televisa Chapultepec.
TE
2 Fill I the blanks with the correct comparative in parenthesis.
WRI
a. Current TV’s are thinner (thin) than they were before.

Dice: I
Debe decir: in b. People read interesting books on devices that are smaller (small) than
books, like tablets, iPads or kindles.
c. Streaming Platforms like Netflix are more popular (popular) in the present
than in the past.
TE
d. Series are more interesting (interesting) nowadays.
WRI
e. Disney Plus platform has better (good) content than Amazon prime video.
3 Write the correct comparative form of the following adjectives.
Adjective Comparative Adjective Comparative

beautiful more beautiful young younger
short shorter intelligent more intelligent

thin thinner amazing more amazing
nice nicer easy easier
old older strong stronger
Entertainment
Types of Comparisons
D
1 Read the chart and match the comparatives in bold to their functions.
RE A
Type of Comparison
22
As + adjective + as
Example: Cartoons are as funny as the stand-up comedies shows. a
Not as + adjective
Example: TV in the present is not as popular as it was before. b
Comparative + and + comparative
Example: Talk Shows are getting funnier and funnier. b
The + comparative … the + comparative
Example: The more interesting the program, the longer you will watch it. c
Functions
a. to show that two people or things are similar/different.
b. to show that something is increasing or decreasing.
c. to show that two things change together or that one thing depends on another thing.
TE
2 Now, write a, b, or c according to the function.
WRI
Examples:
1. The louder the music, the more stressful I feel. c
2. Soap operas are as old as the news. a
3. Series nowadays are getting better and better. b
4. Documentaries are not as popular as they were before. b

TE
3 Complete the sentences using as …as in affirmative or negative forms.
WRI
a. Facebook is as boring as (boring) Instagram.

b. My team is as cheerful as (cheerful) yours.
c. Coffee is as delicious as (delicious) tea.
TE
4 Choose the correct option for the following sentences.
WRI
a. The smaller the classroom, the 3. less computers to set.

1. more 2. smaller 3. less
b. Streaming platforms are getting more and 2. more popular.
1. most 2. more 3. gooder
c. The more 1. interesting the book, the more you read.
1. interesting / more 2. long / more 3. bad / more
Upward Skills III

Crossing Knowledge
Guillermo González Camarena

D
1 Read the text and answer the questions below.
RE A
23
Guillermo González Camarena is known as the Pioneer

of the Mexican television and the inventor of color TV too.
He moved from Jalisco to Mexico City with his family
when he was a child.
When he was 15 years old, he built his first TV camera
from broken radios and for it to look better, he thought
about making it in color. It was a difficult challenge for him
since the materials he needed were expensive.
He was also a composer and thanks to it, he had the
money to develop his project.
In 1940 he registered a patent system to broadcast in
color and in 1945 he made the first TV broadcast. It was
in 1964 during the Olympic Games when he became well
known worldwide, however, until 1965 color TV’s made in
Mexico were sold.
TE
2 Read the following report and write True, False,
WRI
or Doesn’t say.
a. Guillermo González Camarena was a singer.

False
b. Guillermo González Camarena was Colombian.

False
c. It was difficult for him to develop his projects.

True
d. He made the first TV broadcast in 1945.

True
e. He wasn’t recognized around the world.

False
K
3 Answer the question.
SP E A
• Why is this invention important?

Entertainment
TV Shows
TE
1 Compare different movie genres. Student’s own answers.
WRI
a. What’s your favorite movie genre?

b. Why?
24
2 Read the following text and discuss it with a classmate.
There are different types of movies, they’re called movie genres. Here is a
brief description of some of them:
Comedies are funny films, and their main objective is to make spectators
laugh. They tend to exaggerate everyday life situations, so the public could
have fun and enjoy them.
Horror films pretend to wake our fears, they include suspense and, most of
the time, non-realistic characters.
Musicals are movies where characters dance and sing.
Sci-fi movies are about fantastic situations including robots, androids, aliens
or other creatures with special effects.
Action movies are exciting films about fights, rescues, explosions, etc.
3 Read Sam’s writing about two different movie genres and underline all the
adjectives in the text.
I love movies, but I don’t really like all genres. My favorite one is action.
I think action movies are more exciting than drama or comedies. For me,
action movies are great because special effects sound louder compared to
the ones in other films and even the time I spend watching them goes faster.
4 Now, write a short comparative paragraph about your favorite movie genre.
Use the previous text to help yourself.
Upward Skills III

Unit 1
Project 25
My favorite movie Student’s own answers.
1 Think of a movie you like.

Students' own answers.
• What genre is it?
• Who are the characters?
• What’s the plot about?
• Where and when is the story set?
2 Write sentences below comparing the movie you chose with others. Student’s own answers.
3 Design a poster about your movie.
4 Finally, present it to your class.
Entertainment
Self Evaluation
Chart
26
Unit 1
1 Check the column that is true for you.
(0 pts.) (1 pt.)
(0.5 pts.)
I can… Not very Very
Confidently
confidently confidently
describe objects and subjects with similar characteristics.
compare objects and subjects with similar characteristics.
make comparisons within different contexts.
Total points:
Peer-Evaluation Chart Student’s own answers.
2 Give a grade to your classmate (s) based on the following:
5: Outstanding 4: Excellent 3: Very good 2: Good 1: Needs improvement
FORMAT LANGUAGE PERFORMANCE CONTENT

The presentation English is The presentation The information
Student (s) and visual aids satisfactory and shows originality is relevant with
look professional. formal. and creativeness examples and
supporting details.
Upward Skills III

UNIT
Plans for
Vacation 2

K
¢ What are your future plans?
Dice: study university
SP E A
Debe decir: study in the

¢ What will you do in your next vacation? university
¢ Are you going to study university?
Reading
U. SKILLS III
1 Read the following text.

RE A
Beach Holidays
28
Dear “Travelovers” my name is Joseph and I’m going to be with you

in this incredible trip around some beautiful Mexican places.
First, we will start in Yucatán where you will visit the Chichen Itza
Mayan ruins. There, you will see the most famous and representative
temple of the Maya Culture named Kukulcan, which means
feathered serpent. You will eat popular Mexican dishes like Cochinita
Pibil and Panuchos. Then, you will emerge into the Mexican jungle
in the Riviera Maya. You are going to swim with dolphins and watch
animals inside the parks, like flamingos and crocodiles. In this trip
you will enjoy the Cancún Beach in Quintana Roo state. There, you
will travel over the sea with a cruise Company, go snorkeling and
swimming and you will get the chance to see famous star houses like
Dice: 5 Ricky Martin’s.
Debe decir: 5th Avenue.
At night you will tour around the night clubs in Playa del Carmen
Beach or enjoy a walk in the 5
Finally, you will walk around the city’s downtown and watch
typical dance performances in the main square with the famous
Mexican instrument, the marimba.
Upward Skills III

TWO
UNI T
29
2 Write True (T), False (F), or DS (doesn´t say) for the following statements.
a. Travelovers will visit archeological sites. True

b. Travelovers will interact with the animals inside the park. Doesn’t say
c. Travelovers will travel by car. False
d. Travelovers won’t visit any night clubs. Doesn’t say

e. The ‘Marimba’ is the most famous Mexican Instrument. Doesn’t say
Plans for Vacation

Vocabulary
U. SKILLS III
1 Look at the diagram. Circle your favorite activity.

Students' own answers.
30
Around the world

Pirate boat
Beach
People Traveling Days off
Ancient Monument
Souvenirs Travel by
TE
2 Complete the sentences using the previous vocabulary.
WRI
a. I like buying souvenir for my friends and family when I visit a place.
b. I’d love to travel by because I have never done it before.
c. My family and I saw important ancient monuments at the archeological sites.
d. We are planning activities to do on our next days off .
e. There was an amazing show at the pirate boat .
Upward Skills III

Listening
TWO
EN
1 Listen to the following audio and fill in the missing information.
LIST
UNI T
CK
TR A
Hello Insta Friends! This is your friend Alice. And

4 I have very (a) important news
for you. Tomorrow (b) we 31
will travel to Disney world. It’s unbelievable,
my dad gave me this trip as my fifteen B-day
(c) present . We are going to
travel with my (d) mom ,
my brother James and my
(e) sister Bianca. We are so
excited because we’ll be in the Florida park for 5
days and we’ll do many
(f) activities . My little sister will
meet her (g) favorite princess
Snow White and my brother will visit the Horror
Tower. We want to see the shows and travel on
Peter Pan’s Boat. My daddy will
(h) eat many hot-dogs in
the doggy house and my mom will be ready to
buy many souvenirs for my
(i) family and friends. I’m so
happy with this trip and I’ll take many
(j) pictures to post on my
social media profiles.
Don’t forget to follow me @alicetravelover!
EN
2 Listen to some statements and write them in order.
LIST
CK a. meet / many / Disney characters / will/ in the park / We

TR A
5 will meet many Disney characters in the park.

We
b. will / visit / My mother/ to buy / many / shops / souvenirs

My mother will visit many shops to buy souvenirs.
c. roller coasters / and many / other games / and I / My siblings / will ride
My siblings and I will ride roller coasters and many other games.
d. eat / in the park / and hamburgers / many hot-dogs / will / my dad
dad will eat many hot-dogs and hamburgers in the park.
My
e. go / I / Horror house / the / won’t / inside

I won’t go inside the Horror house.
Plans for Vacation

Speaking
U. SKILLS III
1
SP E A
Work in pairs. Have a short conversation about your plans for vacation.
Write notes, you may need them for the following activity. Give information
TE about…
WRI

• where you are going. I am going to
32
• who you are going with. Cuernavaca
• which places you are visiting.
Where are you My family and I are
going this vacation? going. We are going
to have a very good
time there.
Who is going with you?
Are you going Yes, we are going

to visit different to Tepoztlán
places there?
Upward Skills III

Speaking
TWO
K
2
SP E A
Now tell the class the plans that your classmate has for his/ her vacation.
UNI T
33
María is going to Cuernavaca,

she is going to visit Tepoztlán.
She thinks it is a beautiful place…
TE
3 Work in pairs and tell your classmate which plan you like the most. Write
WRI
your conversation draft in your notebook.

K Student’s own answers.
SP E A
I think María’s plans

are nice because
Tepoztlán is a very
nice place and…
Plans for Vacation

Vocabulary
U. SKILLS III
D
1 Match the types of accommodation
RE A
c
with the pictures.
a. hotel
34 b. hostel
c. Airbnb
d. ski lodge
e. resort
d
TE
2 Use the previous vocabulary to complete the following definitions.
WRI
a. A place to which many people go for recreation, rest, etc. Resort
b. An inexpensive, supervised lodging place where people share rooms:

Hostel
c. A platform for hosts to accommodate guests with short-term lodging and tourism-related
activities. Airbnb
d. A mountain hotel providing accommodation for skiers Ski lodge
e. A building that offers a temporary place to stay for travelers: Hotel
Upward Skills III

TWO
TE
1 Complete the sentences by using the words from the box.
WRI
UNI T
sightseeing stays enjoy takes
try sunbathe shopping
35
a. Let’s go to the beach to sunbathe .

b. I always try traditional dishes when I travel to other places.
c. We will go sightseeing around the city.
d. Don’t forget to go shopping ! We need souvenirs.
e. My friends enjoy practicing extreme sports.
f. She always takes lots of photographs.
g. Maria stays at hostels whenever she travels.
Plans for Vacation

Writing
U. SKILLS III
TE
1 Look at pages 37 and 38, then complete the mind map using will and going to.
WRI
36
Grammar tips
I am going to study tonight
Verb going to Simple

to be form
verb
Upward Skills III

Language Functions
Future Will
Future will to talk about predictions. To make spontaneous decisions.

Contractions
Affirmative Subject + WILL + S.F.V* + Complement. 37
I will = I’ll
Example: I will travel with my family Disneyland on summer vacation
You will: You’ll
He will: He’ll
Negative Subject + won’t/ will not + S.F.V. + Complement.
She will: She’ll
Example: We won’t travel by plane this time.
It will: It’ll
We will: We’ll
Interrogative Will + Subject + S.F.V. + Complement.
They will: They’ll
Example: Will you travel this holiday?
*Simple Form Verb
1 Read the sentences and write P (prediction) or SD (spontaneous decision).
a. I think I will take this tour, it seems interesting. SD
b. My family will buy some souvenirs at the local market. SD
c. On vacation, my sister will travel to Canada. P
d. Are you going hiking? I’ll join you then. SD
e. These picture frames are really nice, I’ll get some for my friends. SD
f. Why don’t you try some horse riding? I’m sure you’ll love it. P
TE
2 Complete the sentences using the future will structure.
WRI
a. I will visit (visit) some museums in Mexico City.

b. Sarah will have (have) an important test tomorrow.
c. Hopefully, it won’t snow (not/snow) during our holiday.
d. Promise you will call (call) me back.
e.
Will you practice (practice) snorkeling?
f. Some friends will meet (meet) us at the zoo.
Plans for Vacation

Going to
Going to to talk about plans in the future. To make predictions based on real evidence
38
Affirmative Subject + am/is/are + going to + S.F.V. + Complement.
We are going to visit Disneyland on summer vacation
Negative Subject + am not /isn’t /aren’t + going to + S.F.V. + Complement

I am not going to buy a round plane ticket
Interrogative Am / Is / Are + Subject + going to + S.F.V. + Complement.

Are you going to travel?
TE
1 Underline the correct item.
WRI
a. They are going ou leave / to leave at 9:00 in the morning.

b. Tom are / is going to try traditional food.
c. I am / will going to London next year. Do you want to come with me?
d. You are going / are go to practice snorkeling.
e. You and I am going to be / are going to be good friends.
f. After the game, they are going to resting / rest at the hotel.
Upward Skills III

Crossing Knowledge
Future Challenges
D
RE A
39
What about your own

future #challenges?
What do you know about social media challenges? Nowadays,
challenges have been done with different objectives. Many people
accomplish them for social acceptance, because of a trending topic or
just because they think they’re fun and as an opportunity to also get
more followers in their social media. But the truth is that there are other
multiple reasons related to social causes, such as charity or a disease
awareness, with the purpose to create a fundraising and give money to
people in need.
“The Selfie challenge, the mannequin challenge, Harlem shake, the
ice bucket challenge, the feeling dance (Kiki or Chona) challenge”, are
some of the most famous challenges in the world.
But… Can we think of a challenge for our personal life? What about
career challenges? professional challenges? Or even our "own future"
challenge? Have you challenged yourself to accomplish anything in life?
TE
2 Work with a partner and write examples of challenges that can make your
WRI
life better.
a. A challenge for this week:

b. A challenge for the next month:

c. A challenge for the next year:

d. A challenge related to your family:

e. A challenge related to your studies:

Plans for Vacation
Australia
D
RE A
40
Australia is a un
ique and divers
country in ever e
y way - in cultu
population, clim re,
ate, geography,
and history. It
is also the only
AUSTRALIA
country in the
world that
covers an entire
continent.
Although it is ri
ch in natural
resources and ha
s a lot of
fertile land, mor
e than one-
third of Austral
ia is desert.
Australia’s ecos
ystem is an unus
one because of ual
its remote loca
result, there ar tion. As a
e many animal
and nowhere el species that oc
se in the world cur here
kangaroo, echi , such as the pl
dna, and koala. atypus,
516 national pa This country ha
rks to protect its s
animals. unique plants an
d
Australian cultu
re is as broad an
the country’s la d varied as
ndscape. It is a
multiracial land multicultural an
, and this is refle d
food, lifestyle an cted in the coun
d cultural prac try’s
People are also tices and experi
passionate abou en ces.
swimming, surfi t sports, includ
ng, sailing, tenn in g
rugby, and thei is, soccer, cricke
r own inventio t,
n, Australian fo
otball.
Adaptedfrom:h
ttps://kids.natio
countries/austra nalgeographic.
lia/#koala-close com/explore/
up-tree.jpg an
australia.gov.au d https://www.
/about-australia
/our-country
TE
2 Based on the previous text, complete the following statements:
WRI
a. Australia is both, a country and a Continent .

b. The
platypus ,
kangaroo, echidna and koala are some animal
species in Australia.
c. There are 516 national parks in Australia.
d. Australia’s food reflects its multicultural lifestyle.
e. Rugby, American football, swimming, surfing, sailing, tennis, soccer, and
cricket
are some popular sports in Australia.
Upward Skills III

Unit 2
Project 41
Let’s travel!
1 Imagine you’re a famous youtuber or influencer and think of a place of interest in your
country.
Student’s own answers/ideas.
• Where is it?
• What activities will people do there?
• What plans can visitors make there?
2 Make a video about it.
Plans for Vacation

Self Evaluation
Chart
42
Unit 2
1 Mark the column you think is true for you.
Student’s own answers
(0 pts.) (1 pt.)
(0.5 pts.)
Confidently
describe places of interest in order to get the most
relevant information and express opinions in future
time.
select the best places to visit and make decisions
about knowing different countries around the world.
Talk about future plans.
present the main reasons they have to visit their
places of interest.
Total points:
Peer-Evaluation Chart

Student (s) FORMAT LANGUAGE PERFORMANCE CONTENT

The video and English is The The information
visual aids look satisfactory and presentation is relevant with
professional. formal. shows examples and
originality and supporting
creativeness details.
Upward Skills III

Term
Evaluation 1 43
Name: Score:
1 Fill in the blanks with the correct form of the adjective.
a. The new movie theater is bigger (big) than the old one.
b. I think a horror movie is more interesting (interesting) than documental.
c. Nowadays TV’s are lighter (light) than they were before. you.
d. Fantasy movies are more amazing (amazing) than fantasy books
e. Novels aren’t as exciting (exciting) as Sci-Fi books.
f. Comics are funnier (funny) than biographies.
g. Books are better (good) than movies
2 Write sentences using comparatives.
a. (Laura / tall / her friend Luis)

Laura is taller than her friend Luis.
b. (You/ thin / your sister)
are thinner than your sister.
You
c. (cellphones / expensive / dictionaries)

Cellphones are more expensive than dictionaries.
d. (soap operas / bad/ talk shows)

Soap operas are worse than talk shows.
e. (Maria/ short / Karla)

Maria is shorter than Karla.
f. (News / boring / Sport programs)

New are more/less boring than sports programs.
g. (My house / far / your house)
house is farther/further than your house.
My
h. (series / long / documentaries)

Series are longer than documentaries.
Term Evaluation 1
3 Match the following columns.
a. The Fast and The Furious 2 1. Science-fiction

b. The Conjuring 4 2. Action
44
c. Avatar 1 3. Drama
d. The Notebook 3 4. Horror
e. Harry Potter 5 5. Fantasy
4 Write sentences using going to.
a. (you/study/French)
are going to study French.
You
b. (she/live/in England)
is going to live in England.
She
c. (they/paint/the room)

They are going to paint the room.
d. (she /apply/for a new job job)

is going to apply for a new job.
She
e. (what/you/do/ tomorrow?)

What are you going to do tomorrow?
5 Fill in the blanks with the verbs given using going to.
Dice: his
a. Julia is going to sell (sell) his car. Debe decir: her
b. My friends are going to travel (travel) to Europe.
c. I am going to move (move) to another city.
d. My husband is going to finish (finish) a Master’s degree.
e. She is going to learn (learn) another language.
Upward Skills III

6 Choose the correct answer.
a. John and Paul 2. are going to study Maths tonight.

1. is 2. are 3. am
45
b. Are they 1. going to finish the project? Yes, they are
1. going to 2. will go 3. going
c. I 3. am going to visit my parents this weekend.

1. is going 2. are 3. am
d. You are going 1. to have a test tomorrow.

1. to 2. have to 3. has
e. Sarah is going to 3. go to a concert on Saturday.

1. goes 2. went 3. go
7 Write P for predictions, SD for spontaneous decisions or I for information about the
future.
a. I think you’ll enjoy your Christmas Holiday! P
b. We’ll stay in a nice resort this summer holidays. I
c. This traditional dress looks really nice. I’ll buy it! SD

d. Are you going surfing today? I’ll join you. SD
e. We’ll go to Teotihuacan when we visit Mexico. I
Term Evaluation 1
a. It is cloudy, it 1. will rain later.

1. will rain 2. is 3. rain will
46
b. We are 2. going to study a second language.
1. will 2. going 3. go
c. 1. will you go sightseeing around the city?

1. will 2. is 3. rain will
d. They will 2. go surfing.

1. will go 2. go 3. going to
e. You aren’t 2. going to travel by bus.

1. will 2. going 3. going to
Upward Skills III

Follow the UNIT
Rules and
Be Polite! 3

K
¢ What places do you like visiting?
SP E A
¢ What activities can you do there?

¢ Are there any rules to follow?
Reading
U. SKILLS III
K
1 Discuss the following questions.
SP E A

a. Do you like animals?
b. Do you enjoy nature?
c. What’s your favorite animal?
48
Africam Safari
There is an amazing wild life conservation park in the state
of Puebla, Mexico. Its name is Africam Safari and if you love
animals, you should visit it. It is a perfect place to spend time with
your family. There are many wild animals and the most exciting
thing about it is that many of them are free and you can see them
in their natural environment, that’s why you have to go through
the park either in your own vehicle or in a safari.
There are controlled areas where you must remain inside your
vehicle, but there are some other areas where you might
interact with some of the animals there. Though, it is important
to consider essential rules you must follow in order to avoid any
accidents or problems.
The park offers many activities to do, not only a tour through
the place, but also some other things such as "birds shows"
or extreme sports activities. At the same time you can find
restaurants and souvenirs shops where you can buy many
things. So, next time you have some free time, you should visit
this place and have a wonderful experience.
Upward Skills III

Speaking
UNIT THREE
1 Mark the sentences T (true), F (false), or DS (doesn´t say)..
a. The park is in Africa. F
b. You can visit the park with your family. T

49
c. There are wild animals in cages. F
d. There are pools inside the park. DS
e. You may not interact with some animals. F
f. You can watch parades in the park. DS
g. You can visit the park by foot. F
h. You can bring food into the park. DS
i. You can buy food inside the park. T
j. You can give food to the animals. DS
K
2 Work in teams and tell your classmates if you like these parks.
SP E A
I think this kind of parks are

better for animals because
they feel free…
I don’t like these parks

because they are big zoos
and zoos are depressing!
Follow the Rules and Be Polite

Vocabulary
U. SKILLS III
a. cinema
d h
b. restaurant
50 j
c. stadium
d. museum
e. zoo
f. police station
f b
g. supermarket
c
h. library
i . park
j . theater
a
i
e g
TE
2 Fill in the gaps with the previous vocabulary.
WRI
a. Let’s go running at the park
b. I need to go to the library for a book.

c. There is a premiere at the cinema
d. My sister is a painter and works at the Modern Art museum
e. Don’t forget to buy the milk when you go to the supermarket
f. Sam loves animals; he usually visits the zoo
g. I’m hungry! Let’s go to a restaurant
h. Would you like to come with us? Here’s a new play at the theater
i. There is a game at the stadium tonight.

j. My father is an officer and works at a police station
Upward Skills III

Writing
UNIT THREE
K
1 Read the following Park Rules. Discuss if they are useful rules or not.
SP E A
51
You must drive slowly through the park
.
You can’t litter.
You can fish only at certain areas.
You mustn’t feed the animals.
You can take pictures.
2 Imagine you work at a museum. Write the rules to follow by visitors.

Listening
U. SKILLS III
EN
1 Listen to the following rules and underline the correct answer.
LIST
CK
TR A
6
52
Safari Park Rules

a. You shouldn’t / should be prepared for an amazing and a wild
experience, though, you might not / might do everything you
expect on your first visit.
b. You have to / can listen to your guide at all times.
c. You mustn’t / must keep on marked roads unless driving off-roads
are allowed.
d. You had better / must stay in your vehicle.
e. You have to / may stick to the park speed limits.
f. You ought to / might keep your distance from animals.
g. You must / mustn’t feed or bother the animals.
h. You have to / should be aware of other visitors and respect them.
i. You must / can respect the opening and closing hours.
j. You mustn’t / can pick any flowers or vegetation.
2 hick with green color the rules

T
you consider suitable for
a regular zoo.
Dice: Thick with green

Debe decir: Mark with a green
Upward Skills III
Listening
UNIT THREE
EN
1 Listen to the following conversation at a shop and fill in with
LIST
the words/phrases given.

CK
TR A
7 medium how much excellent help
53
your would like fitting room
coat size try it
Shopping for clothes

Shop assistant: Hello, can I (a) help you?
Customer: Hello, yes please. I am looking for a (b) coat .
Shop assistant: What color do you prefer?
Customer: I (c) would like a black or a gray one.
Shop assistant: And what (d) size do you need?
Customer: I need a (e) medium size.
Shop assistant: O.K. We have these two new arrivals.
Customer: Oh, I like the gray one!
Shop assistant: Do you want to (f) try it on?
Customer: Yes please, where is the (g) fitting room ?

Shop assistant: At the end of the hall.
Customer: Alright, thanks!
Shop assistant: Are you taking it?

Customer: Yes, I like it a lot.
(h) How much is it?
Shop assistant: It is 120.00 dollars.
Customer: Ok! Here you are.
Shop assistant: Thank you, here is
(i) your coat.
Customer: Thank you very much!
Shop assistant: Have an
(j) Excellent day!
K
2 Read and practice the conversation with a classmate.
SP E A

Speaking
U. SKILLS III
1
SP E A
Work in pairs. Ask and answer about things you can do.
Can you speak another

language?
54
Can you drive a car? Yes, I can / No, I can’t
Yes, I can / No, I can’t
Dice: at
Debe decir: on Can you drive a bike?
Can you go to parties
at the weekends?
Can you get home after

2 in the morning?
Grammar tips
I can jump very high.
Can or can’t to Simple
any person form verb
My father couldn’t watch Netflix.
Could or Simple
couldn’t to form verb
any person
Upward Skills III

UNIT THREE
K
2
SP E A
Many years ago, teenagers couldn’t do all the things teenagers do nowadays.
Ask your teachers or parents about the things they could do when they were
your age. Write the answers in the sheet of paper you have below.
55
Could you go to parties Could you sleep
when you were over a friend’s house?
a teenager?
Could you have tattoos
in your body?
Could you go
to the movies with
Could you date when your friends?
you were my age?
3
SP E A
Now tell your classmate about the adult you interviewed, tell them what this
person could or couldn’t do before. Do you see the difference between you
and the person you interviewed?

Writing
U. SKILLS III
1 Read the following mail from Kelly to Sam.

RE A
56 [email protected]
advice
Hi Sam!
How are you? I hope you’re doing great at your new job!
I am writing this mail because I need your advice. I was looking for a summer job and I got two calls
from different places: The City Zoo and the City Museum of Art. Both places seem great to work at, the
problem is, I don’t know which one to choose. On one hand I love animals and I have always wanted to
work there. But, on the other hand, working at a museum would help me with what I study. I don’t really
know what to do. What do you think? Should I take the zoo job and work there, or should I take the
museum job and learn as much as I can about art?
I’ll be waiting for your advice.
Hope to see you soon!

Kelly.

SP E A

a. What would you advise her to do?
b. What recommendations could you give her?
TE
3 Now answer Kelly. Write an email, give the recommendation you think may
WRI
help her.
Upward Skills III

Language Function
Auxiliary verbs
1 Read and analyze the chart.
Functions:
57
To give advice: Should / Ought to / Had better
Example: You should / ought to visit the Museum.
To express obligation: Have to / Must
Example: We have to be quiet in the library. We must follow the rules at the zoo.
To express ability: Can
Example: We can borrow books at the library.
To express future possibility: May / Might
Example: You may see pandas at the zoo. / You might get a front row seat at the theater.
TE
2 Write A (advice) or O (obligation) next to the following sentences according to the context.
WRI
a. My sister must work on Saturdays. O
b. Children above ten have to pay at the zoo. O
c. We ought to hurry before the library closes. A
d. Police officers should help people. A
e. You shouldn’t litter the streets. A
f. Employees must wear a badge at the company. O
g. Tourist must respect the places they visit. O
TE 3 Rewrite the sentences using can / can’t, may / may not or might / might not.
WRI
a. I don’t think I will finish the homework.

I might not finish the homework
b. Lucy is able to speak Japanese.

Lucy can speak Japanese
c. It is possible for us to arrive to the airport on time.

We may arrive to the airport on time
d. We are not able to come to your party, we’re really sorry.

We can’t come to your party, we’re really sorry
e. My friend will probably study Medicine.

My friend might study Medicine
Offers and requests
1 Read and analyze the chart.
58
Function
To express a desire (demanding / rude): want
Example: I want a coffee for breakfast. / We want to go to the mall on Friday. / She wants
a new cell phone.
To say politely what we want: Would like

Example: We would like two tickets for the 7.00 pm show. / She would like a meal to go please.
To make offers and requests: Would like to

Example: I would like to try this dress on. Would you like any help?
TE
2 Complete the following with would like or would like to.
WRI
a. We would like a cup of coffee, please.

b. I would like to visit Rome.
c. Would you like join us for dinner?
d. I would like to speak Japanese.
e. They would like to book a room at a resort.
TE
WRI
a. Chris would 3. like to buy another cellphone.

1. like to 2. likes 3. like
b. 2. Would you like travel abroad?

1. would/ like 2. would/ like 3. would/ like to
c. She 1. would like another dress to try.

1. would like 2. Wants to 3. likes
d. Luis and Tom would like 1. to become doctors.

1. to 2. To be 3. To work
Upward Skills III

Crossing Knowledge
The Guggenheim Museum

D
RE A
ct Frank
American archite
Designed by the eu m Bilbao building
heim Mus
Gehry, the Guggen of the most 59
nificent example
represents a mag cture. With
th-century archite
groundbreaking 20 e de dic ated to
ich 11,000 ar
24,000 m2, of wh m re pr es en ts an
the Museu
exhibition space, co guration
nfi
ark of audacious
architectural landm
sign.
and innovating de the
ll, visitors access
Once inside e Ha
th
M us eu m an d one of
art of the
Atrium, the real he ar ch ite ctural
of Frank Gehry’s
the signature traits lar ge gla ss ed
d volumes and
design. With curve ins ide an d th e
connect the
curtain walls that e flooded
At riu m is an ample spac
outside, the ylight.
red by a great sk
with light and cove ganized
the building e or ar
The three levels of nn ec te d by
and are co
around the Atrium d glass
rve d wa lkways, titanium an
means of cu eu is
m
ircases. The mus
elevators, and sta of the city.
The
y developed area
located in a newl m is crowned by
Guggenheim
of the Museu
The highest part metal flower
th the shape of a
a large skylight wi ing’s most
m, one of the build
covering the Atriu
Museum
tures.
characteristic fea from https://www
.guggenheim-
Adapted
Bilbao
-building
bilbao.eus/en/the
Dice: m2 Dice: exhibition space

TE Debe decir: m2 Debe decir: space exhibition
2 Complete the following statements.
WRI
a. Frank Gehry designed the Guggenheim Museum in Bilbao, Spain.

b. The Guggenheim Museum in Bilbao represents the 20th century
architecture.
c. The Atrium is the real heart of the museum.
d. A Skylight covers the atrium.
e. The large skylight has a shape of a Metal flower

Black Friday
K

SP E A

a. Do you like shopping?
60
b. What articles do you buy the most?
c. What do you know about The Black Friday?
D
2 Read the text.
RE A
shopping/blackfriday
Black Friday
Black Friday is an American shopping tradition on the
day after Thanksgiving celebration and it is seen as the
beginning of the Christmas holiday shopping season.
It has become more and more popular with the
years because stores and retailers offer considerable
discounts or bargains on this day; and because of its
popularity, it has taken place in other countries.
The name of this unofficial holiday originated
in Philadelphia when police officers used it to refer
to the heavy and chaotic traffic that would occur after
Thanksgiving Day, not only by vehicles but by pedestrians too.
There is also another explanation for the name which refers to the idea of
retailers’ profits turning from red to black due to the increasing number of sales.
Everybody likes shopping at a low price, but some people are out of control during Black
Friday, they wait outside stores for hours in order to be the first ones to get the bargains.
Although some people spend their money on unnecessary articles or things, the truth is,
Black Friday is such a popular occasion to go bargain hunting or even shop online.
TE
3 Please, answer the following questions.
WRI
a. What’s Black Friday? It’s

an American shopping tradition.
b. Why people shop on Black Friday? Because
retailers offer considerable discounts or bargains.
c. Where was its name originated? It was originated in Philadelphia.

d. What holiday is related to it? Thanksgiving.

e. Does it just take place in the United States? No,
it doesn’t .
Upward Skills III

Unit 3
Project 61
My Suggestion is… Student’s own answers.
1 Think of a famous or popular landmark / place in your city. Then imagine you’re a
tourist guide and you have to talk about recommended activities to do at this place.
• What is its name?

• Where is it located?
• What activities can you do there?
• What advice or recommendations can you suggest?
2 Write a speech about the landmark or place chosen including your advice and
recommendations for visitors as well as some activities they would like to do.
3 Design a poster and present it to the class.

Self Evaluation
Chart
62
Unit 3
Self-Evaluation chart Student’s own answers.
(0 pts.) (1 pt.)
(0.5 pts.)
Confidently
give advice.
express obligation.
express my abilities.
express future possibilities or probabilities.
identify the difference between can and could.
Total points:
Peer-Evaluation Chart Student’s own answers.

and visual aids satisfactory and shows originality is relevant with
look professional. formal. and creativeness. examples and
supporting
details.
Upward Skills III

Adventure UNIT
Sports, Jobs
and Spare Time Activities 4

K
¢ What’s the best job for you?
SP E A
¢ Do you like adventure?

¢ What do you do in your spare time?
Reading
U. SKILLS III
1 Read the following text. Student’s own answers.

RE A
64
Adventure Activities
Scuba diving is such an amazing
activity to do if you love swimming; it
gives you the opportunity to explore
unique views under the sea. When
you practice this activity, you go for
a long period of time underwater to
enjoy this beautiful deep world.
Paragliding will make you feel like

free while admiring wonderful and
impressive landscapes from a bird
perspective. It is a fun experience
if you like adrenaline and nature.
Although you need a little training
about controlling your movements
in air, this is a great activity to
experience.
Hiking doesn’t require special

equipment. It is a recreational
activity that promotes fitness while
walking in nature. You forget about
your busy days and just enjoy nice
surroundings that help you relax and
enjoy the countryside.
2 Discuss with your classmates which activity you would like to try.
SP E A
Upward Skills III

UNIT FOUR
TE
3 Answer the following questions.
WRI
a. Which of the activities described would you like to try?

Students’ own answer
65
b. Which is an air category activity?
Paragliding
c. Which is a water category activity?
Scuba diving
d. Which is a land category activity?
Hiking
e. What’s something you can explore when practicing scuba diving?
Unique under the sea views
f. What can you admire when practicing paragliding?
Wonderful and impressive landscapes
g. Do you need special equipment for hiking?
No, I don’t
h. Which activity requires training?
Paragliding
i. Which is an activity that helps you to be healthy?
Hiking
j. What activity is a good option if you like adrenaline?
Paragliding
Adventure Sports, Jobs and Spare Time Activities

Vocabulary
U. SKILLS III
a. rafting
j b
b. rock climbing
66 c. trekking
d. ballooning
e
e. sky diving
f. horse riding
g. windsurfing
h. snorkeling
i. mountain biking f g
j. swimming
a
d h
i
c
TE
2 Categorize the previous sports into the following columns.
WRI
Water Land Air
rafting, windsurfing, rock climbing, trekking, ballooning, sky diving,

snorkeling, swimming horse riding, mountain
biking,
Upward Skills III

Listening
UNIT FOUR
EN
1 Listen to the following conversation and complete it.
LIST
CK Pablo: Hey bro! How are you?

TR A
8 Sam: Pretty (a) good! And you? Are you ready for the action?
67
Pablo: Sure! I can’t (b) wait to catch all the waves in the ocean.
Sam: I was checking the (c) weather for that day and it will be a
sunny day, a perfect one for surfing.
Pablo: Great! The day before we can jump off a parachute; It will be awesome!
Sam: Yes, maybe in the afternoon we can go and hike before hanging out with the girls
and the other guys. They’ll we be waiting for us in the beach because we can
(d) camp there.
Pablo: Okay! Don’t forget the camera, I want to catch all the action to
(e) post it on the web.
Sam: Of course, man! My brother will record a video while we jump off the parachute
and while we go (f ) surfing I think it’s going to be the perfect
adventure for our new blog.
Pablo: Okay I’ll think about the next (g) trip we can make…
Sam: Sounds good! Well see (h) you soon.
2 Practice the conversation with a classmate.

Speaking
U. SKILLS III
1 Imagine you are going to interview a person who practices extreme sports.
SP E A
What questions would you ask?
68
2 Now decide who the interviewer is and who the interviewed is and practice
your questions and answers.
Upward Skills III

Grammar
UNIT FOUR
Adverbial Phrases
D
1 Read the chart and answer the exercises below.
RE A
69
We use adverbials of manner to say how something happens or how
something is done.
Example: The students were working happily. He was swimming as fast as possible
to win the competition.
We use adverbials of place to say where something happens.

Example: We practice hiking there. I saw Chris in the hospital.
We use adverbials of time to say when or how often something happens.

Example: They start work at six thirty. They usually go to work by bus.
TE
2 Mark the following sentences with M (manner), P (place) or T (time) according
WRI
to the adverbial phrases’ functions.
a. The camp is around the corner. Place
b. The tall boy runs fast. Manner
c. I will go surfing on Sunday. Time
d. My family from Spain comes every year. Time
e. You have to do the job completely. Manner
TE
3 Fill in the blanks using the adverbial phrases given.
WRI
along the beach every weekend last Friday happily
a. We went horse riding last Friday .

b. We like to walk along the beach in the evening.
c. They practice mountain biking every weekend .
d. The girls look happily to be at the beach.

Writing
U. SKILLS III
DTE
1 Read what July wrote about her favorite activity for when she has some
RERA
W I
free time.
70
I like doing different things
when I do not go to school.
My favorite activity is to
dive. It is a very dangerous
activity because you spend
a lot of time under water.
You need to train a lot and
to have a good body
condition. It is really funny
and relaxing, I enjoy
swimming and looking at all
sea animals. Once, I saw a
shark!! It was the most
amazing experience of all my life.
TE
2 Write about an activity you like to do when you have free time.
WRI
Upward Skills III

Listening
UNIT FOUR
EN
1 Listen to the conversation and complete it.
LIST
CK Beth: Hello Girls. What are you doing? Would you like to go to shopping? I have a
TR A
9 (a) date with Leo, we’re going to Leslie’s party and I don’t know
71
what to wear.
Sam: Of course! I need a bathing suit for my trip to the beach.
Vane: I’m on! I need some sporty (b) clothes .
Beth: Perfect! See you at 12:00 pm at the “Garden Mall”.
Sam: Girls! we can go to the cinema too, Chris Evan’s new movie is playing now!
Vane: He is so handsome! Oh girls! But (c) remember that we should go to the
Leslie’s b-day party at night.
Beth: Oh Yeah! I almost forget to (d) pick up her present
at “Pandas” jewelry store.
Sam: Where is the location?
Beth: It’s close to the zoo, between the market place and the new
(e) downtown building.
Vane: It’s okay! We can go on the way to the party. The club is two
(f ) blocks near the jewelry store, just in front of the library and the
bakery store.
Sam: It couldn’t be better! Can we go to the beauty store to? I need to
(g) buy some make up.
Vane: Today is (h) going to be a girls’ day!

Vocabulary
U. SKILLS III
1 Match the jobs to their characteristics.
a. waiter 7
1. I prepare food for you to eat.
b. vet 4
2. I rescue people and buildings from fire.
72
c. artist 10
3. I grow crops and raise animals.
d. farmer 3 4. I treat disease and injuries of animals
e. musician 6 5. I maintain order and protect citizens.
f. fireman 2 6. I create and perform music.
g. mechanic 9 7. I take orders and serve food and drinks at tables.
h. doctor 8 8. I help people to get well when they get sick.
i. cook 1 9. I repair vehicles when they are damaged.
j. police officer 5 10. I create original pieces of art work.
TE
2 Use the previous vocabulary to label the pictures.
WRI
waiter fireman farmer
musician cook artist
doctor police officer vet mechanic
Upward Skills III

Language Functions
Infinitive verbs
To express purpose.
Example: I am studying hard to pass my final exam. 73
After certain verbs such as agree, appear, decide, expect, hope, plan, promise, refuse, etc.
Examples: I agreed to go to the museum with my mom. / We decided to move to another city. /
She promised to come to the party.
After would like, would prefer, would love to express specific preference.
Examples: Sarah would like to study. / I would prefer to go out. / He would love to travel to Europe.
After adjectives which describe feelings / emotions: happy, sad.

Examples: We are happy to share the office with you. / He is sad to quit the job.
TE
1 Complete the sentences with the verbs from the box using their infinitive
WRI
form.
get look visit help work
buy travel participate
a. I promised to get an A in my Math exam.
b. We would love to travel to Japan.
c. I like to help my friends whenever I can.
d. My brother traveled to Canada to work in the mountains.
e. Don’t forget to visit historical places in the city.
f. I have to look for a new job.
g. Tom wants to buy a new cellphone.
h. You should try to participate in the competition.

Gerunds
As a noun
74 Example: Reading is my favorite spare time activity.
After certain verbs such as: imagine, suggest, continue, consider, avoid, etc.
Example: Do you imagine winning the lottery? / Doctors suggest walking 30 minutes a day. /
Sam must continue working on the project.
After expressions like look after to, to be good at, to be bad at.
Examples: I am looking forward to traveling abroad. / My sister is really good at drawing. / Tom
is bad at playing tennis.
To express general preference: after love, like, enjoy, prefer, dislike, hate.
Examples: I love dancing hip-hop. / We like practicing extreme sports. / They prefer playing
soccer than basketball.
TE
1 Complete the sentences with the verbs from the box using their ing form.
WRI
drive memorize feel meet
dance watch eat run
a. I love watching movies at home.
b. I am very good at dancing , I love the Latin rhythms.
c. My parents avoid driving during the rush hour.
d. I think meeting new people is really interesting.
e. I hate feeling sick.
f. The teacher suggests memorizing all the irregular verbs.
g. Sarah goes running to the park every day.
h. Avoid eating junk food; it is unhealthy.
Upward Skills III

Crossing Knowledge
Stressful Professions
TE
WRI
75
e.mail. english
Top 5 Most Stressful Professions

Career and stress can often become synonymous and
unpreventable. Yet, your work situations may not be as bad as
some stressful jobs — they never seem to get a moment’s rest
or break. What careers are these? Well, here are the five most
stressful jobs.
1. Firefighters have one of the most dangerous jobs. They

face life-threatening situations in ever-changing conditions,
entering burning buildings to extinguish fires and rescue
individuals.
2. Flying a plane is harder than it looks, and not everyone is
trustworthy enough to sit in the captain’s chair. Pilots are
responsible for the safety and security of thousands of
passengers every month. Passengers and crew place their
lives in the hands of each pilot.
3. Police officers risk their lives every day to serve and protect,
never knowing what the day will bring. We place our trust,
lives, and the community's safety in the hands of each officer.
4. Since perfection is elusive, event coordinators require the
best negotiation and mitigation skills to calm frazzled nerves
before they turn into disaster situations. Many tasks include
registering and coordinating events for several thousand
conference goers, and designing new, inspiring events that
have never been done before.
5. Whether crawling in the trenches with soldiers, hiding several
feet away from a mother lion and her cubs, or navigating a
presidential press conference, photojournalists take stress
and danger to new heights. Journalists may report the news,
but the photographers capture the moment. They risk their
lives to record history and educate the people on what’s
going on.
Adapted from: https://www.topresume.com/career-advice/top-5-most-stressful-

professions

A Mexican Wrestler
D
RE A
76
kinggaruda.com
King Garuda
What do you know about Lucha Libre? Do you have a favorite wrestler?
Lucha Libre is an icon in the Mexican Culture. It originated in the 1860’s as the
art of ‘free-style’ wrestling based on the Greco-Roman traditions. This is such
a popular sport among Mexicans, but how does it feel being a real wrestler?
Here’s an interview to a Mexican one: King Garuda.
1. Who’s King Garuda?

King Garuda is an alter ego who wrestles bad guys to keep the world safe.
2. Why wresting?
Because I enjoy it and also, because I can forget about real life for a moment.
3. What’s your wrestling style?

My wrestling style is Lucha and Strong Style combined.
4. Who inspires you?

A have a lot of inspirations, but mainly, Rey Mysterio Jr. AR Fox, Rey Fenix,
Psycosis and Último Dragón.
5. What does it feel like to be on a wrestling ring?

It feels amazing. It feels like you step into a new world which you own.
6. Where do you see yourself in five years’ time?

I hope to be a well-recognized wrestler in five years.
2 Answer the following questions about the text.
Dice: originate
a. When did ‘Lucha Libre’ originate? Debe decir: originated
originated in the 1860’s
It
b. Where is King Garuda from?

is from Mexico
He
c. Mention two people who inspire the wrestler:

Rey Misterio Jr, AR Fox, Rey Fenix, Psycosis or Último Dragón
d. Do you like ‘Lucha libre’?
Students’ own answer
Upward Skills III
Unit 4
Project 77
Dice: Our favorite activities

Our favorite activities Debe decir: Places to visit
1 Think of activities you can do after school or work.
2 Make questions using verbs forms and vocabulary seen through the unit.
a. What do you like to do after school? Dice: through

Debe decir: throughout
b. How frequently do you practice a sport?
c. How much time do you spend on it?
3 Interview your classmates using these questions and record their answers in a
graphic organizer.
First name Second name Third name Fourth name Fifth name
Questions
What do you
like to do
after school?
How
frequently do
you practice
a sport?
How much
time do you
spend on it?
4 Present the results of your survey to the class.

Self Evaluation
Chart
78
Unit 4
(0 pts.) (1 pt.)
(0.5 pts.)
Confidently
talk about the things I like to do.
distinguish and use verbs followed by gerunds and
infinitive in different contexts.
express when, where and how often I do spare
time activities.
Total points:
2 Give a grade to your classmate(s) based on the following:

and visual satisfactory and shows originality is relevant with
aids look formal. and creativeness. examples and
professional. supporting
details.
Upward Skills III

Term
Evaluation 2 79
Name: Score:
1 Write the following words in the correct place.
stadium zoo library restaurant
cinema museum theater
a. You can eat here. restaurant

b. You can admire art works here. museum
c. You can study here. library
d. You can see a play here. theater

e. You can watch a movie here. cinema
f. You can watch a match here. stadium
g. You can see animals here. zoo
2 Underline the correct modal.
a. You should / must be quiet at the cinema.

b. You must / mustn’t use flash at a museum.
c. You can / have to arrive to a theatre before the play starts.
d. You might / mustn’t take some pictures at some sculptures.
e. You can’t / can buy books at the library.
3 Write sentences using the verbs given.
respect help study wear
win visit play cook
a. Sam must wear a helmet at the factory.

b. People should help each other.

c. I might win the scholarship.
d. Students must respect their teachers.
e. You ought to visit the new gallery at downtown.
80
f. My mom can cook very well.
g. We had better study for the term exam.
h. He may play soccer tonight.
4 Write Ad for advice, O for obligation, Ab for ability and FP for future possibility.
a. Firefighters must wear special uniforms to protect themselves. O
b. Professional dancers can do amazing movements. Ab
c. We might travel to the beach this summer. FP
d. You should learn English if you go to Canada. Ad
5 Fill in the blanks to complete the sentences with would like or would like to.
a. I’m hungry. I would like a hamburger, please.

b. Would you like a coffee?
c. I don’t understand these exercises. I would like some help.
d. James would like to travel to Asia.
e. Would Sam like to come with us?
f. Can I help you? Yes, I would like a train ticket.
g. Anna and Carol would like to study French.
h. Would you like to learn a new language?
i . We would like to eat a chocolate ice-cream.
j. Would you like to go to the movies?
Upward Skills III

6 Match the following columns. There are multiple answers for some sentences.
a. I want 4/1 1. to study medicine.

b. They would 5/2 2. go on vacation.
81
c. He would like 1/4 3. wants some coffee.
d. I want to 2 4. a chicken salad please.
e. Maria 3 5. like a new uniform.
7 Write the missing letters for the professions.
a. f a r m er
b. M ec h ani c
c. M usi c ian
d. V et
e. c o o k
a. We go 3. running every day.

1. run 2. to run 3. running
b. She wanted 2. to buy a new cell phone.

1. buy 2. to buy 3. buying
c. I am good at 3. swimming .
1. swim 2. to swim 3. swimming
d. They enjoy 3. surfing .

1. surf 2. to surf 3. surfing
e. It is not easy to 1. learn another language.

1. learn 2. to learn 3. learning

9 Complete with where, when, how often or how.
a. Adverbials of manner are used to say how something happens.

82 b. Adverbials of place are used to say where something happens.
c. Adverbials of time are used to say when
or how often something happens.
10 Write M (manner), P (place), or T (time) based on the adverbial phrases’ or adverbs’

functions.
a. We sometimes play soccer. T
b. He never drinks soda. T
c. There is a conference at the auditorium. P
d. My students learn fast. M
e. I study on Saturday. T
f . It is raining heavily tonight. M
g. My father works in an office. P
Upward Skills III

UNIT
Volunteering
5

K
¢ Will you help others if you had the chance?
SP E A
¢ What happens if you help the planet?

¢ What do people gain when they volunteer?
Reading
U. SKILLS III
D
RE A
84
Laughter Therapy
Laughter therapy is a civil association that was
created in 1999 in Mexico City by Andrés Aguilar,
who was born in Queretaro city. He studied to
become a professional clown in NY city
at the Ringling Bros Circus Barnum and
Bailey. When he came back to Mexico, he
started a project based on the Patch Adams’
organization concept of “laugh doctors”, which
are also “Clowns Without Borders”. These people
go to hospitals committed to share sympathy,
happiness and promote “Cheerful Cooperation”, just
to help others reconstruct social issues and social peace, or to just
give hope
and bring happiness to those who are in pain or ill.
Laughter-therapy is a non-profit organization and it doesn’t have any

religion or
political direction. So, it doesn't matter what occupation you have,
you can still
be part of this group. Up to date, hundreds of volunteers in more than
30 cities
in Mexico, visit hospitals, as well as homes for the elderly, retirement
houses and
other communities in need.
If you want to know more about

this community, research further
information on the Internet.
Upward Skills III

UNIT FIVE
TE
2 Write T (true) or F (false) for the following sentences about the reading.
WRI
a. The Laughter Therapy Association was created in New York. False
b. ‘Clowns Without Borders’ visit sick people to share nice moments with them.
85
True
c. The Laughter Therapy Association does not charge a fee for its services.
True
d. Volunteers only visit hospitals. False
e. Any person can join this association. True
TE
3 Do you know other community work that you can help in your city?
WRI
Volunteering
Vocabulary
U. SKILLS III
f
1 Match the vocabulary to the pictures.
a. famine
b. poverty c
86
c. illiteracy
d. pollution g
e. racism
f. overpopulation
g. global warming
e
a b
TE
2 Use the previous vocabulary to complete the following definitions.
WRI
a. The unusually rapid increase in Earth’s average surface temperature:

Global warming
b. Extreme and general scarcity of food: famine
c. The introduction of harmful materials into the environment: pollution
d. The condition of being populated with excessively large numbers: overpopulation
e. Not having enough money to meet basic needs including food, clothing and shelter:
poverty
f . The inability to read or write: illiteracy
g. Prejudices or discrimination against someone: racism
Upward Skills III

UNIT FIVE
a. take care of
c
b. rehabilitation center
c. orphan
87
d. volunteer a
e. ecological reserve
f. animal shelter
g. hospital i
h. homeless
i. senior center
h
j. charity
j
e
d
b
Volunteering
Listening
U. SKILLS III
EN
1 Identify the order of the conversation and write numbers 1-20.
LIST
CK
20 Dani: Thank you guys! We love you!
TR A
10
88 2 Andrés: Hi, Charlie!
16 Interviewer: Finally, where can we get more
information about this Laughter-Therapy?
3 Dani: Hi Charli! We’re really excited to be here!
17 Dani: You can visit our “happy station” in Mexico
City or visit our web site www.risaterapia.org
4 Interviewer: Well guys would you please tell us what
“Laughter- Therapy is and why you chose to be part of it?
5 Dani: It’s a non-profit association where people can help others
by sharing joy in hospitals, elderly and retirement houses and or communities.
7 Andrés: One of my teachers invited us and we really liked the idea.
8 Interviewer: Great! How many doctors are now in this project?
9 Andrés: 1,200 around the country
10 Interviewer: And what do you need to be part of this?
Upward Skills III

UNIT FIVE
89
13 Andrés: Well... You become a character and give yourself a nickname. For example,
I’m “Dr. Malabary” and she is “Dr. Monkey”. You have to wear a red clown nose, and a
white coat and you can also put some make up on your face.
1 Interviewer: Hello this is Charlie J and we are here in your favorite radio station with
very special people. Please welcome Andres and Dani. They are part of an association
that helps people. -Hello Andres and Dani! How are you doing today?
12 Interviewer: And what happen after the course?
14 Interviewer: Oh, I see! Sounds very interesting and kind of fun!
15 Dani: It is! When you do this kind of things you look at the world from another
perspective and you try to change other people’s mood.
18 Interviewer: Thank you so much guys we really appreciate this information and we
hope to see you soon again.
6 Interviewer: Sounds interesting!! And tell me what motivated you to be laugh doctors?
19 Andrés: Thank you Charlie, please let me thank all our ‘Laughter-Therapy’ volunteers
and your audience too.
11 Dani: You need to take a preparation course, where you learn about emotions and
how to be empathetic and respectful with ill people in vulnerable situations.
2 Now practice the conversation with two classmates.

SP E A
Volunteering
Speaking
U. SKILLS III
1 Work with a classmate; look at the following images and talk about some
SP E A
problems, causes, effects and solutions.
Possible Answers:
90
Problem: Endangered Species.
Cause: Animal Hunting.
Effect: Extinct Species.
Solution: Prevent and stop animal hunting.
Problem: Global Warming.

Cause: Rise in the overall temperature of the earth climate.
Effect: Rising sea levels, extreme weather, etc.
Solution: Prevent and stop animal hunting.
Problem: Water Pollution.

Cause: People littering.
Effect: Sea animals in danger.
Solution: Stop littering and work on cleaning rivers and oceans.
Problem: Industrial Waste.

Cause: Waste generated by manufacturing or industrial processes.
Effect: Pollutants that harm the environment.
Solution: more efficient business, reduction of waste, etc.
Problem: Deforestation.
Cause: Land for housing and urbanization.
Effect: Loss of species, water cycle, etc.
Solution: Reforestation.
Upward Skills III

UNIT FIVE
2 Now choose one of these issues and have a conversation with your
classmate, talk about how people could help. Student’s own answers.
A: I think people can do B: Yes, I agree. The main 91

a lot about the elephant problem about elephant
hunting by not buying hunting is that people buy
items made of ivory… things that are used, they
feel as if they have a very
luxurious item…
TE
3 Give a short presentation about the things we can do to help these issues.
WRI
Write the key words which can help you with your presentation.
Volunteering
Writing
U. SKILLS III
TE
1 Fill in the following volunteering form.
WRI
92 VOLUNTEER APPLICATION FORM

PERSONAL INFORMATION:
Name: Middle name:
Last name:
Nationality: Address:
Country: City: Zip Code:
Phone Number: Age:
e-mail:
Country of Residence:
Education:
Have you ever volunteered? Yes No
Where? For how long?
Select the programs you’re interested in volunteering:
Program to support elderly people.
Program to help animals in danger of extinction.
Program to help orphans.
Program to help the environment.
Program to support and help victims of natural disasters.
Why would you like to be a volunteer?

Date: Signature:
Upward Skills III

Language Functions
Zero Conditional
93
Conditional clauses consist of two parts: the if-clause (hypothesis) and the main clause (result).
Function
To say something which is always true (law of nature).
Examples: If you mix red and blue, you get purple. / If you heat water at 100 °C, it boils.
To talk about something that happens as a result of something else.

Examples: If Laura studies hard, she passes her exams. / If we hurry up, we catch the train.
If + Subject + V. present + C, subject + V. present + C
1 Choose the correct option to complete the Zero Conditional sentences.
a. If we 2. don’t do anything about global warming, our planet suffers
the consequences.
1. do /suffers 2. don’t do / suffers 3. don’t do / will suffer.
b. When people 1. volunteer to help, they make a difference in other’s lives.

1. volunteer 2. volunteers 3. volunteered
c. 1. check out out this information if you are interested in helping

the environment.
1. check out / are 2. check / will 3. check / were
d. The organization 3. offers academic credits if you complete one

of its programs.
1. offer / complete 2. offer / completes 3. offers / complete
e. When you 1. contribute to our construction project, you develop
new skills.
1. Contribute / develop 2. Contributes / develops 3. Contributes / develop
Volunteering
First Conditional
Conditional clauses consist of two parts: the if-clause (hypothesis) and the main clause (result).
94
Functions
1. To talk about a real or very probable situation in the present or future.
Examples: If we visit New York, we will go to the MOMA / If she doesn’t read the novel, she won’t pass
the Literature test.
(+) If + Subject + V. present + C, subject + WILL + V. present + C
(-) If +Subj. + don’t / doesn’t + S.F.V. + C, subj. + WON’T + S.F.V.+ C
2. We can use unless instead of If… not… (the verb is always in affirmative]
Examples: Unless I study, I’ll fail the exam.
UNLESS + Subject + V. Pres. + C, subject + WILL + V. Pres. + C
1 Circle the correct answer in the following sentences
a. If I move / I’ll move to Puebla, I live / I’ll live in downtown.

b. If you call / you’ll call your mother, she’ll be very happy.
c. If the mechanic fixes our car, we drive / we’ll drive to our work.
d. If it rains / will rain today, we won’t go to the cinema.
e. If I’m not in a hurry tonight, I visit / I’ll visit you.
f. If she isn’t / won’t be sick, she’ll go to the concert.
g. If they’re / they’ll be tired tomorrow, they don’t go / won’t go to the park.
h. If Pete doesn’t buy a new house, he buys / he’ll buy an apartment
Upward Skills III

Crossing Knowledge
D
1 Read the text and answer the exercise below.
RE A
less of their 95
ce ss m ed ic al care regard liat ion,
g ht to ac ca l af fi
the ri , or politi
religion, faith ple outweigh
ted
DOCTORS
gender, race, s o f th es e p eo
need SF’s first
therefore, the io n al boundaries. M anagua,
at
WITHOUT
in n
respect with Nicaraguan ca
pital, M
in th e st of the
missio n w as
e in 1 9 7 2 destroyed mo
ple.
BORDERS
hqu ak
where an eart n 1 0 ,0 00 an d 30,000 peo
d betwee n to help
city and kille se t u p a relief missio
In 1974, M S F e Fifi
n g u ra s so o n af ter Hurrican
group of you people in Ho
nd d thousands.
ay 1 9 6 8 in France, a e v ic ti m s o f ajo r flo o d ing and kille
On M p th caused a m in 28
id ed to go and hel d o f h as o p ened offices
docto rs d ec ew b ra n
Since 1980, M S F 0 people
m aj o r d is a sters. This n co n ce p t o f em p lo y s m o re than 30,00
wars and invent the countries an
d g, MSF has
an it ar ia n ism would re o m e M éd ecins w o rl d . S in ce its foundin
hu m b ec across th e nts—
en c y ai d . They were to rn at io n a ll y a h u n d re d million patie
emer g te treated over ns
n ti èr es (M SF), known
in
er s" . o n o u tp at ie nt consultatio
Sans Fro li
s "Doctors Wit
hout Bord
e with 8.25 mil in 2014 alone. M nancial
SF has
in E ng lish a an d P h il ip p carr ie d o u t d fi
mond Borel w being stitutional an
In 1971, Ray ed ic a l re v ie
also main ta in ed it s in continues
u rn a list s from the m an d o f d th e organization
Bernie r, jo lish a b
independen ce , an er aid
su ed an ap peal to estab in g in f b o th itse lf and the broad
Tonus, is o were suff er o d more
el p people wh being critical n am e of a direct an ost.
do ct o rs to h is ast er s. al l in th e em
d w ake of major
d
2 2 , system, se w ho need it th
the m id st an nD ec em b er d to th o
ially created o efficient ai
MSF was offic volun te er s m ad e up the .org/who-we-
are/principles
.
e ti m e, 30 0 st af f, ithoutborders
1971. At th , and other w. do ctor sw
https://ww
an iz at io n : d octors, nurses an d jo u rn al ists.
org doctors
13 founding le have
including the n the bel ief that all peop
ted o
MSF was crea
2 Match the words with the meanings.
a. doctor 3 1. To give support to someone in a special life-threatening

situation.
b. volunteers 5
2. Sick people who need help.
c. organization 6 3. Someone who helps sick people in a critical situation.
4. A frontier or limit that stops something.
d. help 1
5. People who help others in vulnerable situation without
e. patients 2 receiving any payment.
6. Group of people or companies united to create and
f . boundary 4
fight for social causes.
Volunteering
D
1 Read the text.
RE A
96 e.mail. english
When thinking about technology and globalization, it is easy to

relate progress and development to one particular species:
humans. In our modern society, it is sometimes forgotten
that the human race forms part of an even bigger global
community outside our world’s 196 nations. Humans
constitute just one of the millions of living species on Earth.
Each one has its own unique purpose and behavior that
helps equilibrate our planet’s multitude of ecosystems.
Nowadays, many species remain in danger of extinction,
but what are the main causes of it? Most of them are caused
directly or indirectly by humans such as, climate change,
destruction of their habitat, illegal hunting, etc. According to
onekindplanet.org, some endangered species are: rhinoceros, dolphins, tigers,
gorillas, elephants, sea turtles, leopards and the cheetahs, among others.
What can we do to help? Humans have made their impact on the world in both positive and
negative ways. Regarding this issue, human activity has caused the destruction of habitats and the
overuse of resources, but we also have the power to do the right thing for our global community.
Political activism, official legislation, and the work of countless organizations have brought
positive changes. This cannot be done without the help of people. Some of them push these
movements and initiatives forward. You can also get involved by supporting and reassess species
around the world. It is in our best interest, our well-being, and for the sake of preserving the world
we inhabit, to be mindful of our impact on the planet and all of the other species. It is our duty to
protect the integrity of our planet.
https://www.activesustainability.com/environment/top-10-animals-in-danger-of-extinction/
https://www.pegasusfoundation.org/10-animals-danger-becoming-extinct/
TE
2 Answer the questions below. Possible Answers
WRI
a. What’s the reading about? It is about the different species in the planet and how

humans affect some of them.
b. What can we do to help our planet? Student’s own answers.

Upward Skills III

Unit 5
Project 97
Let’s help others! Student’s own answers/ideas
1 Think about environmental and world problems nowadays.
a. What are the environmental problems in your country?

b. What other problems like poverty, famine or overpopulation is your country facing
nowadays?
c. What activities could you do to help?
2 Make a list of actions and results people could do to prevent those problems.
3 Make a video and present it to your class.
Volunteering
Self Evaluation
Chart
98
Unit 5
(0 pts.) (1 pt.)
(0.5 pts.)
Confidently
make logical conclusions.
express facts.
express ideas describing causes and effects.
Total points:


and visual satisfactory and shows originality is relevant with
aids look formal. and creativeness. examples and
professional. supporting
details.
Upward Skills III

UNIT
Tough
Experiences! 6

K
¢ What is the hardest experience you have ever had?
SP E A
¢ Have you ever experienced a natural disaster?

¢ Have you been in a dangerous situation?
Reading
U. SKILLS III
D
RE A
100
Catastrophic
Disasters
Mexico City: More than 100 people
killed, tons of collapsed buildings,
fires, and about two million households
without electricity were the first
consequences of the 7.1 magnitude
earthquake that struck the central area of
Mexico the Tuesday afternoon of September 19th, 2017.
The epicenter took place in-between the states of
Morelos and Puebla and resulted in the collapse of dozens
of buildings in the capital. Many volunteers offered their help
and organized citizen brigades to collaborate with rescuers to
bring food and water to the victims.
After Mexico City, Morelos and
Puebla were the most affected
regions by this catastrophe.
Several countries including Spain,
Israel, Colombia and Chile, among
others, sent help to contribute with
the rescuing efforts.
This earthquake occurred
exactly 32 year after the deadliest
earthquake in the country’s
history, which occurred on
September 19, 1985.
Oscar Martínez from Mexico City. Mexico
Dice: year
Debe decir: years
Upward Skills III

SI X
2 Mark the sentences True, False or Doesn’t say.
UNI T
a. Two million people were affected by the catastrophe. True
b. The earthquake was on a Thursday. False

101
c. Many monuments collapsed due to this catastrophe. Doesn’t say
d. Citizens helped victims by giving them food and water. True
e. There was another earthquake exactly 32 years before. True
TE
3 Answer the following questions.
WRI
a. How many households remained without electricity?

million people
Two
b. Where was the earthquake’s epicenter?

was in-between the states of Morelos and Puebla
It
c. Who helped the victims?

Many volunteers
d. What were the most affected regions?

México City, Morelos and Puebla
e. Have you ever experienced an earthquake?

Students’ own answers
Tough Experiences!
Vocabulary f
U. SKILLS III
1 Look at the following

vocabulary and match each
word to the pictures.
102 a. tornado
b. flood
c. wildfire c
d. tsunami
e. volcanic eruption
f. earthquake
g. drought
h. hurricane
h e
Upward Skills III

Listening
SI X
EN
1 Listen to a radio interview and fill in the gaps.
LIST
UNI T
CK David: Hello everyone. Today I will talk about last night’s earthquake. We have 2 guests:
TR A
11 James a specialist on the topic and Hanna, a (a) survivor

103
of the 1985 earthquake.
We would like to know what to do when a natural disaster like this occurs. But
first, we are going to talk to James who is an expert on the topic.
David: Hello James. Tell us, what is an (b) earthquake ?
James: An earthquake refers to the movement of the tectonic plates of the earth moving in
a high speed, making a vibration in a part of the world. For example, yesterday our
country was affected by an (c) earthquake of 7.9 degrees and because
of that, several buildings in the city collapsed.
David: Hello, Hanna. What can you tell us about your experience in the last earthquake in our city?
Hanna: Well, good morning, these kind of natural (d) disasters test
people’s faith, humbleness and solidarity. And yeah, it’s a very traumatic experience
because you see all your stuff lost, many people (e) crying or
trapped in the debris, or what is worse, even dying. But we are a very solidary society
and many people are willing to help the ones in need.
David: Yeah, you’re absolutely right! So, James what recommendations can you give us?
James: Well, the first thing is to (f ) keep calm. When you listen to the
Dice: and object… alarm you have to go (g) outside the buildings to a safe
Debe decir: an
object... meeting point. Try to not stay under and object that can trap you.
Hanna: And don’t try to exit the building by the elevator. Take the
(h) stairs ! Don’t scream and don’t push anybody.
Those are the basic recommendations to follow.
David: Thank you so much for this information. Back from
commercials we give you the list of medicine, food and
things you can donate for this disaster at the victims
gathering ( i ) center .
Thanks for listening!
Tough Experiences!
Speaking
U. SKILLS III
1 Work with a classmate. Ask and answer the following questions.

SP E A
104
HAVE YOU
EVER ...?
a. tried skydiving?
b. traveled by plane?
c. won the lottery?

d. been to a concert?
e. eaten exotic food?
K
2
SP E A
Compare the activities you have done with a classmate and talk about it.
Upward Skills III

Writing
SI X
TE
1 Complete the news headings with the vocabulary given:
WRI
UNI T
deforestation hunting of wild animals
global warming pollution
105
Dice: threaten
Debe decir: threatened
a. The Hunting of Wild Animals

has threaten several
animal species.
c. The number
of wildfires has
increased as
temperatures
rise because of
b. Forest animals Global warming
have lost their

habitat because
of Deforestation
d. Many sea animals

have died due to
water Pollution
Tough Experiences!
U. SKILLS III
TE
2 Work with a classmate and answer the following questions.
WRI

a. What other environmental problems can you think of?

106
b. Which of the problems above do you think is the most serious? Why?

TE
3 Now choose one of the headings and write a letter to a friend telling about
WRI
it. Include the following information:
• What has happened?

• Where has it happened?
• How have people tried to solve the situation?
Upward Skills III

Writing
SI X
TE
1 Go to page 102 and fill in the gaps with the vocabulary words in their
WRI
UNI T
singular or plural forms. Then, check your answers with a classmate.
a. Wildfires have affected the natural reserves and have also killed
107
many animals in the woods.
b. The forecast news has warned people in the coast about a huge
hurricane this week.
c. The tornado has destroyed many houses because
of its wind speed.
d. Many buildings collapsed in the 2017 Mexico’s earthquake .
e. A powerful tsunami hit the North Pacific Coast in Japan in 2011.
f. Heavy rains have caused floods in the North of Mexico.
g. The volcanic eruption from the Fire Volcano in Guatemala has killed
many people.
TE
2 Now write one sentence with each word.
WRI

a.
b.
c.
d.
e.
f.
g.
Tough Experiences!
U. SKILLS III
TE
3 Classify the vocabulary into the correct category.
WRI
snowfall blazing patchy fog sunshine cold hot
haze deluge snowflake blustery breeze rainbow
108
freeze mist drizzle snowstorm warm hurricane sunlight
dense downpour windstorm bright
RAIN patchy
deluge
SNOW snowfall
snowflake
breeze freeze
rainbow snowstorm
mist
drizzle
dense
downpour
WIND blustery SUN sunshine

hurricane rainbow
windstorm sunlight
bright
TEMPERATURE
fog
cold
hot
haze
warm
TE
4 Answer the following question.
WRI
a. What’s the weather like in your hometown?

Upward Skills III

Language Function
Present Perfect
Functions
Actions which started in the past and continue into the present. 109
Affirmative: Subject + have / has + Verb in past participle + complement
Example: An earthquake has just struck Mexico.
Negative: Subject + haven’t / hasn’t + verb in past participle + complement
Example: Rescuers haven’t found all missing people yet.
To ask and talk about life experiences.
Interrogative: Have/has + subject + V. Past Participle + Complement +?
Example: Have you ever experienced a natural disaster?
Shor answers: (Aff.) Yes, + subject+ have/has. (Neg.) No, + subject +haven’t /hasn’t
Example: Yes, I have. / No, I haven’t.
1 Read the chart and complete the sentences with the present perfect form of the verbs
in brackets.
a. There has been (be) an earthquake in Mexico.
b. Citizens have worked (work) as volunteers to help victims.
c. Many people in Mexico have lost (lose) their lives due to this catastrophe.
d. The construction work hasn’t started (not start) yet.
e. Many people haven’t called (not /call) their families because there are
communication problems.
2 Complete the chart and write three sentences using the present perfect structure.
PAST PAST
PRESENT PAST PRESENT PAST
PARTICIPLE PARTICIPLE
call called called destroy destroyed destroyed
arrive arrived arrived increase increased increased
help helped helped hunt hunted hunted
stop stopped stopped kill killed killed
ask asked asked work worked worked
Tough Experiences!
a. Students’ own answers
b. Students’ own answers
c. Students’ own answers
110
3 Choose the correct option for the following sentences.
a. Maria has help / helps / helped homeless people from the hurricane.
b. We have / has / haven’t been in an earthquake yet.
c. Has / Have / Had you seen a volcanic eruption?
d. I haven’t / hasn’t / has gone to Europe yet.
e. Has / Have / Hasn’t your mother ever eaten chapulines?
4 Put the words into the correct order.

TE
a. their homes / have / people / many / lost
WRI

People have lost their homes.
b. the /has/ tornado / destroyed / the / city

tornado has destroyed the city.
The
c. forest / have / because / of / lots/ wildfires/ disappeared.

Forests have disappeared because of wildfires.
d. experienced / a / you/ disaster/ have / natural /?

Have you experienced a natural disaster?
e. looking / survivors / have / firefighters / stopped / not / for /

Firefighters have not stopped looking for survivors.
f. strong / trees / winds / have / blown / down / many

Strong winds have blown down many trees.
Upward Skills III

Crossing Knowledge
D
1 Read the text.
RE A
111
THE TSUNAMI
The tsunami of 26 December 2004
on
The cause of the tsunami in Sumatra
December 26th, 200 4, whi ch affe cted
the entire Indian Ocean, was a very
de
violent earthquake with a 9.3 magnitu
It was the bigg est
on the Richter scale.
earthquake ever recorded after the one
in Chile on May 22th, 1960, with a 9.5
magnitude. It originated at 00:58:53
to
GMT (7:58:53 AM local time), due
on area betw een the
a fault in a subducti Eurasian plate,
e and the Bur ma plate (which forms part of the larger
Indo-Australian plat The coordinates
ut 30 km, 160 km east of Sumatra).
with the hypocenter at a depth of abo cating 2004
and longitude 96° E (see green star indi
of the epicenter are: latitude 3° 19’ N
very high-risk seismic area.
in fig. 1). As you can imagine, this a er
cars were swept away by walls of wat
Tourists, fishermen, hotels, homes and t coas t of the
hquake, and they centered off the wes
unleashed by the 8.9-magnitude eart Indo nesi a,
t affected countries were Sri Lanka,
Indonesian island of Sumatra. The mos
dives.
India, Thailand, Malaysia and the Mal 0 people
In India, the wav es swe pt awa y boat s, homes and vehicles killing up to 3,00
rdin to the
g
Andhra Pradesh and Pondicherry, acco
in the southern states of Tamil Nadu, more were
d on some beaches in Tamil Nadu, and
officials. Hundreds of bodies were foun a’s Andaman
At least 300 people were killed on Indi
expected to be washed in by the sea.
and Nicobar Islands, and another 700
, for
were missing and believed to be dead
the Press Trust of India reported this
ce
information given by the region's poli
at a plac e
chief. The catastrophe occurred
where several huge geological plate s
happened to push against each other with
massive force. The scope of the disaster
were
became apparent only after the waves
as high as 6 meters, and then cras hed into
an
coastal areas throughout the Indian Oce
and the Andaman Sea.
imatechange
ment/2004/dec/26/naturaldisasters.cl
https://www.theguardian.com/environ
Tough Experiences!
3 Find the next words in the following crosswords.
Ash Eruption Rocks
Collapsed Flood Survivor
112
Dangerous Injured Trapped
Earthquake Landslide Volcano
B E F Y B A W V T M I H O L A S P Ñ C X
P R O C K S Q A Z W S X E D C U R F O V
O L I J T G B Y F L O O D H N R U J L M
I K O U L B N C V E A S D Z X V W G L T
H E A I D D E A R F E A R L T I L Ñ A T
U R Q T V S A S H L E S S D I V F L P F
G U A M O T A N I L O V I N S O Y O S D
O T R O L E M F G N G S J O D R B U E W
T I E A C M A O M E O U C H W M S B D S
F O F E A C A R M B R I O S S U I O R C
T N L E N V O E L E X O C A E D J T F V
H E D F O N E V D F R E U S T E U I D F
E K O A L B N C V E A S F S E G R T E B
N I T R A P P E D I N C U E R D A E H R
W M Q R K L O L T A E A R T H Q U A K E
Upward Skills III

Unit 6
Project 113
Catastrophic disasters! Student’s own answers.
1 Think of a natural disaster or an environmental problem that caught your attention

in the past.
2 Work in groups and make notes about it.
3 Then design a poster to explain it. Include:

a. Visual aids
b. Contextualized vocabulary
c. Grammar structures seen throughout the unit.

Tough Experiences!
Self Evaluation
Chart
114
Unit 6
1 Mark the column you think is true for you. Student’s own answers.
(0 pts.) (1 pt.)
(0.5 pts.)
Confidently
identify activities that started in the past and
haven’t concluded yet.
talk about experiences that have had an impact in
my present.
express ideas using different vocabulary.
Total points:

and visual aids satisfactory and shows originality is relevant with
look professional. formal. and creativeness. examples and
supporting
details.
Upward Skills III

Term
Evaluation 3 115
Name: Score:
1 Fill in the blanks with the words given.
result something zero always
a. The zero conditional is used to say something which

is always true.
b. Also, we use it to talk about something that happens as a result
of something else.
2 Fill in the blanks to complete the sentences using the verbs given in their correct form.
a. If it doesn’t rain (rain), we go to the park.

b. If she tries (try) to cook, I try to do it too.
c. If she smokes her lungs become (become) sick.
d. If you heat ice, it melts (melt).
e. I feel better if you listen (listen) to me.
f. Water evaporates if we boil (boil) it.
g. Dan walks (walk) to work if the weather is good.
h. I feel sick if I eat (eat) too much.
i. You need to do (do) a test if the teacher comes.
j. You get tired if you don’t rest (not/ rest).

a. poverty 4 1. The inability to read or write
b. hunger 5 2. An excessive number of people.
c. iliteracy 1 3. An increase in the Earth's temperature.
d. overpopulation 2 4. The lack of money or possessions.
e. global warming 3 5. An urgent need for food.
Term Evaluation 3
a. When she works over time, 3 1. I wear a sweater.
b. If we use our cars less, 5 2. you gain weight.
116
c. You get good grades, 4 3. she gets home late.
d. If it is cold, 1 4. if you study hard.
e. If you eat fast food, 2 5. we reduce air pollution.
Dice: probably
5 Fill in the blanks with the words given. Debe decir: probable
real First conditional present probably affirmative future
a. We use the First conditional to talk about a real or very

probable situation in the present
or future .
b. We can use unless instead of If…not the verb is always in affirmative .
6 Complete the clauses using the 1st conditional form.
a. If you eat (eat) junk food, you will become fat.

b. If you go to Las Vegas, she will have (have) a good time.
c. If I leave now, I will arrive (arrive) home early.
d. You will pass (pass) if you study.
e. I will be (be) very upset if you don’t come to my party.
f. You will look (look) too much better if you change your look.
Upward Skills III

a. I won’t go to the party unless she 2. invites me.

117
1. will invite 2. invites 3. don’t invite
b. Unless she 2. passes the test, she will have vacation.
1. pass 2. passes 3. will pass
c. If you want to finish today, 1. work quickly.
1. work 2. will work 3. works
d. If you heat water to 100 °C, it 2. boils .
1. boil 2. boils 3. boiled
8 Complete the chart by writing sentences using the present perfect structure.
Simple form Past tense Past Participle
feel felt felt
look looked looked
stop stopped stopped
hear heard heard
listen listened listened
go went gone
save saved saved
pollute polluted polluted
help helped helped
Term Evaluation 3
a. Sarah 1. has not been to France.

118
1. has 2. have 3. had
b. 1. Have you finished your homework?
1. have 2. has 3. is
c. They haven’t gone to a rock concert 3. yet .
1. just 2. already 3. yet
d. We have 2. never eaten sushi.
1. just 2. never 3. yet
e. I haven’t seen you 2. since last year.
1. for 2. since 3. yet
Upward Skills III

Cultural Note 1
1 Read the text and do the activities.
119
hot i n Me x ico
Films S d
erful, iconic
an
o is a pla ce full of wond tr y a p erfect
Mexic
th at m ak e the coun
ces
historical pla ustry.
fo r th e filming ind
setting s,
ollywood film
n th e se tt in g of many H
ee
Mexico has b .
a list of five of them
here is
z,
Romeo and
Juliet el Rio, Veracru
M ex ic o Cit y and Boca d the lo cation
It was filmed
in used
of V er on a. The film also an si o n o f
ty tle m
to create the ci as tl e as the Royal Cas Forest as the
ec C
of Chapultep hapultepec
ap u le t’s fam ily with the C
the C
garden.
ear
each town n
Titanic
in 1 9 9 7 in Rosarito, a b li on ga llons
It was filmed st tan k w it h 17 mil
built a va ction of the
Tijuana. They a li fe -s ize reconstru
el l as d Kate
of water, as w e Leonardo Di Caprio an
h er
ocean liner w r love story.
sl et mad e us follow thei
Win
of Zorro 98
The Legend filmed in 19
el o f T h e M ask of Zorro a- Jo n es .
It is the sequ e Zet
B an d er as and Catherin ic o. It w as
with Antonio t in Sa n Luis Potosi
, Mex
d it
sh o s an
This film was ber 2005 by Sony picture d who
cto d her husban
released on O of a la dy an k and
the story rs a black mas
represented ai n w h o wea
st the vill
fought again people.
la ck su it an d helps poor
ab
Cultural Notes
120
a
The Mexican ar winner Juli
by Bra d P it t and the Osc rce”. Th e film
It was starred ic o n ic “R ea l de Cato
ico with
01 at the travels to Mex ican”.
Roberts in 20 d P itt) w h o
gster (Bra called “The M
ex
depicts a gan d an antique gun
to fin
the purpose
dnapping
Men on fire o s fa m ily and the ki
sents the R am Denzel
This story pre it a. T h e ro le played by
ghter Lu p is film
of their dau s b o d y g u ard makes th
as Lupit a’ s of
Washington in g tw o co ntrasting face
ive, sho w l city
very impress e h an d , w e see a beautifu
On on a Street, as
Mexico City. in gs in Reform
b u il d mingo
and its colo n ia l
T o w er or Santo Do
etropo lita n er hand,
well as the M o w n to w n . B ut, on the oth
e city’s d
Square in th e portrayed.
secu rity an d poverty ar
in
les/11-films-
: mexico/artic
Adapted from trip.com/north-america/
lture
https://thecu -in-mexico/
ow-were-shot
you-didnt-kn
Upward Skills III

TE
2 Answer the following questions. Student’s own answers.
WRI
a. Have you ever seen one of these films?

121
b. Did you like it?

c. Have you visited one of the settings mentioned in the previous text?

d. If you haven’t, would you like to visit one of them?

TE
3 Complete the following statements.
WRI
a. Men on Fire was filmed in Mexico City .
b. Romeo and Juliet used the Chapultepec’s castle as the Capulet’s mansion.
c. Titanic was shot in the state of Baja California (Tijuana), Mexico.
d. The Mexican and The Legend of Zorro were filmed at Real de Catorce , San Luis Potosi.
Cultural Notes
Cultural Note 2
1 Read the text and complete the activities.
122
he ap e st C ities
C rld
i n t he W o
to Visit
nd the world
u n tr ie s an d cities arou e of
any co e budget; som uba,
There are m it h o u t a larg
visit w mbia, C
you that can ex ic o, India, Colo
dones ia , M and Greece.
them are: In fr ic a, T u rk ey, Thailand
uth A ns for you:
Bulgaria, So ex cellent optio
h av e five
Here we
Indonesia g, the best

es , w o rl d-class surfin
White sand
b ea ch of the most
orl d and some ce
scuba diving
in th e w incredible ri
re s o f th e ju ngle and an t one of our
tu ut a dou b
amazing pic ia is w it ho
lores”,
y. Indones n visit “Isla F
paddy scener ar th . Y o u ca
tries on E
favorite coun and charmin
g.
ere p eop le are very nice
wh
Mexico local people,

s cu is ine, friendly e
A diverse an
d del ic io u u could hop
es , al l th e amenities yo la ce
each tp
world-class b o an excellen
grea t vi b es make Mexic le fo r a fabulous
for and tr em el y affordab
ico is ex es to do
to visit. Mex o st famous activiti
e of th e m n, Cancún
holiday. Som M ex ic o C ity’s downtow
consist on vi
sitin g ezcal in
jo yi n g a delicious m
amazing bea
ches , en ila tour in
in g th e tr ad itional Tequ
sist
Oaxaca or as
Guadal aj ar a.
Upward Skills III

123
India
It is one of the mos
t exhilarating trave
destinations on ea l
rth. Chaotic and ca
friendly as well. It’s lm but
also probably one
cheapest destinatio of the
ns we recommend.
like Tahj Mahal an Landscapes
d Mumbai are a m
cannot miss. us t you
Colombia
Friendly people, in
credibly pristine an
jungles, stunning Sp d lush
anish colonial cities
breathtaking beache and
s: Colombia is a tra
dream. Bogotá and veler’s
Medellin are some
amazing cities to vi of the most
sit and explore. An
if you are a coffee d obviously,
lover, you will enjo
like any other. Carta y this place
gena is the best plac
and enjoy calmness e to relax
.
Cuba
If you’re looking fo
r a cheap destinatio
in the Caribbean, th n to visit
en Cuba tops the lis
can travel here with t! You
an all-inclusive, bu
choose to travel he t if you
re independently, yo
a far richer experie u’ll have
nce and it’ll cost yo
will find Cubans in u less. You
the Havana, or Vara
beach, dancing in dero
the streets, enjoying
in empty beaches, themselves
partying around th
hiking near tobacc e city and
o farms.
Cultural Notes
2 Write if the sentences are True or False. Correct the False ones.
a. The previous text talks about the cheapest countries to visit in the world. False
b. Cuba has lively beaches to visit. True

124
c. Mexico has nice people and delicious food. True
d. Indonesia is the most expensive country in this check list. False
e. In Colombia you can drink coffee and tequila. False
3 Choose one of the following countries to describe the activities you can do there.
Upward Skills III

Audio transcriptions
TRACK 2 (Unit 1, Activity 1)

Richard: Hey Jim! How was the Sunday football game?
Alex: Terrific! “The Broncos” had an excellent game.
The quarter back threw 2 complete passes. Scoring 3 touch downs.
Whereas the “San Francisco 49ers” had a very bad day. I thought they’ll have a better game because their quarter
back is great. But opposite to this, they just reached seven points. 125
Richard:-What? So sad! They were going to be my favorite team for the Super Bowl, but what happened with the
quarter back? He is a good player.
Alex: I don’t know my friend. They just couldn’t win.
Richard: Well, thanks for the update! I must go back to work.
Alex: Alright! See you later!

1. Horror: This genre usually centers on the arrival of an evil force.
2. Drama: It relies on the emotional and relational development of realistic characters.
3. Action: It is a genre where physical action takes place in the story.
4. Musical: This is a genre in which songs sung by the characters are part of the narrative, sometimes
accompanied with dance.
5. Comedy: It is a genre which is satirical with a happy ending.
6. Fantasy: A genre which contains unrealistic settings.
7. Romantic: A genre focus on the relationship and romantic love between two people with an emotionally
satisfying and optimistic ending.

Hello Insta Friends! This is your friend Alice. And I have very important news for you. Tomorrow we will travel to
Disney world. It’s unbelievable, my dad gave me this trip as my fifteen B-day present. We are going to travel with
my mom, my brother James and my sister Bianca. We are so excited because we’ll be in the Florida park for 5
days and we’ll do many activities. My little sister will meet her favorite princess Snow White and my brother will
visit the Horror Tower. We want to see the shows and travel on Peter Pan’s boat. My daddy will eat many hot-dogs
in the doggy house and my mom will be ready to buy many souvenirs for my family and friends. I’m so happy with
this trip and I’ll take many pictures to post on my social media profiles.
Don’t forget to follow me @alicetravelover!

a. We will meet many Disney characters in the park.
b. My mother will visit many shops to buy many souvenirs.
c. My siblings and I will ride roller coasters and many other games.
d. Will my dad eat many hot-dogs and hamburgers in the park?
e. I won’t go inside the horror house.

Safari Park Rules
• You should be prepared for an amazing and a wild experience, though, you might not do everything you expect
on your first visit.
• You have to listen to your guide at all times.
• You must keep on marked roads unless driving off-roads are allowed.
• You must stay in your vehicle.
• You have to stick to the park speed limits.
• You ought to keep your distance from animals.
• You mustn’t feed or bother the animals.
• You have to be aware of other visitors and respect them.
Audio Transcripts
• Yu must respect the opening and closing hours.
• You mustn’t pick any flowers or vegetation.

Shopping for clothes
Shop assistant: Hello, can I help you?
126
Customer: Hello, yes please. I am looking for a coat.
Shop assistant: What color do you prefer?
Customer: I would like a black or a gray one.
Shop assistant: And what size do you need?
Customer: I need a medium size.
Shop assistant: O.K. We have these two new arrivals.
Customer: Oh, I like the gray one!
Shop assistant: Do you want to try it on?
Customer: Yes please, where is the fitting room?
Shop assistant: At the end of the hall.
Customer: Alright, thanks!
Shop assistant: Are you taking it?
Customer: Yes, I like it a lot. How much is it?
Shop assistant: It is 120.00 dollars.
Customer: Ok! Here you are.
Shop assistant: Thank you, here is your coat.
Customer: Thank you very much!
Shop assistant: Have an excellent day!

Pablo: Hey bro! How are you?
Sam: Pretty good! And you? Are you ready for the action?
Pablo: Sure! I can’t wait to catch all the waves in the ocean.
Sam: I was checking the weather for that day and it will be a sunny day, a perfect one for surfing.
Pablo: Great! The day before we can jump off a parachute; It will be awesome!
Sam:Yes, maybe in the afternoon we can go and hike before hanging out with the girls and the other guys. They’ll
we be waiting for us in the beach because we can camp there.
Pablo: Okay! Don’t forget the camera, I want to catch all the action to post it on the web.
Sam: Of course, man! My brother will record a video while we jump off the parachute and while we go surfing.
I think it’s going to be the perfect adventure for our new blog.
Pablo: Okay I’ll think about the next trip we can make…
Sam: Sounds good! Well see you soon.

Beth: Hello girls. What are you doing? Would you like to go to shopping? I have a date with Leo, we’re going to
Leslie’s party and I don’t know what to wear.
Sam: Of course! I need a bathing suit for my trip to the beach.
Vane: I’m on! I need some sporty clothes.
Beth: Perfect! See you at 12:00 pm at the “Garden Mall”.
Sam: Girls! we can go to the cinema too, Chris Evan’s new movie is playing now!
Vane: He is so handsome! Oh girls! But remember that we should go to the Leslie’s b-day party at night.
Beth: Oh Yeah! I almost forget to pick up her present at “Pandas” jewelry store.
Sam: Where is the location?
Beth: It’s close to the zoo, between the market place and the new downtown building.
Vane: It’s okay! We can go on the way to the party. The club its two blocks near the jewelry store, just in front of
the library and the bakery store.
Upward Skills III

Sam: It couldn’t be better! Can we go to the beauty store to? I need to buy some make up.
Vane: Today is going to be a girls’ day!

Interviewer: Hello this is Charlie J and we are here in your favorite radio station with very special people. Please
welcome Andres and Dani. They are part of an association that helps people. -Hello Andres and Dani! How are
127
you doing today?
Andrés: Hi Charlie!
Dani: Hi Charlie! We’re really excited to be here!
Interviewer: Well guys would you please tell us what “Laughter- Therapy is and why you chose to be part of it?
Dani: It’s a non-profit association where people can help others by sharing joy in hospitals, elderly and retirement
houses and or communities.
Interviewer: Sounds interesting!! And tell me what motivated you to be laugh doctors?
Andrés: One of my teachers invited us and we really liked the idea.
Interviewer: Great! How many doctors are now in this project?
Andrés: 1,200 around the country.
Interviewer: And what do you need to be part of this?
Dani: You need to take a preparation course. Where you learn about emotions and how to be empathetic and
respectful with ill people in vulnerable situations.
Interviewer: And what happens after the course?
Andrés: Well... You become a character and give yourself a nickname. For example, I’m “Dr. Malabary” and she is
“Dr. Monkey”. You have to wear a red clown nose, and a white coat and you can also put some make up on your face.
Interviewer: Oh I see! Sounds very interesting and kind of fun!
Dani: It is! When you do this kind of things you look at the world from another perspective and you try to change
other people’s mood.
Interviewer: Finally, where can we get more information about this Laughter-Therapy?
Dani: You can visit our “happy station” in Mexico City or visit our web site www.risaterapia.org
Interviewer: Thank you so much guys we really appreciate this information and we hope to see you soon again.
Andrés: Thank you Charlie, please let me thank all our ‘Laughter-Therapy’ volunteers and your audience too.
Dani: Thank you guys! We love you!

David:-Hello everyone. Today I will talk t about last night’s earthquake. We have 2 guests: James a specialist on
the topic and Hanna, a survivor of the 1985 earthquake.
We would like to know what to do when a natural disaster like this occurs. But first, we are going to talk to
James who is an expert on the topic. Hello James. Tell us, what is an earthquake?
James: An earthquake refers to the movement of the tectonic plates of the earth moving in a high speed, making
a vibration in a part of the world. For example, yesterday or country was affected by an earthquake of 7.9
degrees and because of that, several building in the city collapsed.
David: Hello Hanna. What can you tell us about your experience in the last earth quake in our city?
Hanna: Well, good morning, these kind of natural disaster test people’s faith, humbleness and solidarity. And yeah,
it’s a very traumatic experience because you see all your stuff lost, many people crying or trapped in the
debris, or what is worse, even dying. But we are a very solidary society and many people are willing to help
the ones in need.
David: Yeah, you’re absolutely right! So, James what recommendations can you give us?
James: Well the first thing is to keep calm. When you listen to the alarm you have to go outside the buildings to a
safe in a meeting point. Try to not stay under and object that can trap you.
Hanna: And don’t try to exit the building by the elevator. Take the stairs! Don’t scream and don’t push anybody.
Those are the basic recommendations to follow.
David: Thank you so much for this information. Back from commercials we give you the list of medicine, food and
things you can donate for this disaster at the victims gathering center. Thanks for listening!
Audio Transcripts
Glossary
Accommodation: Traveling space, as in a railroad Landmark: A building or feature which is easily

train or airplane; seat, berth, etc. noticed and can be used to judge your
Activism: The process of campaigning in public or position or the position of other buildings or
128 working for an organization in order to bring features.
about political or social change. Mates: Someone’s friends. Especially when you
Adventure: Excitement and willingness to do new, are talking about a man and his male friends.
unusual, or rather dangerous things. Mission: An important task that people are given
Advice: If you give someone advice, you tell them to do, especially one that invoves traveling to
what you think they should do in a particular another country.
situation. Movie: A film.
Allowed: To give permission to do it. Nowadays: At the present time, in contrast with
Broadcasted: To spread (information, gossip, etc.) the past.
widely. Pyramid: Ancient stones building with four
Challenge: Something new and difficult which triangular sloping sides.
requires great effort and determination. Safety: The stage of being safe from harm or
Citizen: Someone who is from a particular danger.
country legally accepted as belonging to that Screenwriter: It is a person who writes
country. screenplays.
Danger: The possibility that someone may be Series: A set of programs of a particular kind
harmed or killed. which have the same title.
Deadliest: Superlative of deadly. Likely or able Souvenirs: Something people buy or keep
to cause someone’s death or has already reminding you of a holiday, place, or event.
caused someone’s death. Spend: To use your time, energy or effort doing
Depth: The distance downwards from its top something.
surface, or between its upper and lower Square: A shape with four sides that are all the
surfaces. same length and four corners that are all
Disaster: A very bad accident such as an right angles.
earthquake or a plane crash, especially one Temple: A building used for the worship of a god
in which a lot of people are killed. or gods.
Elderly: A polite way of saying that someone is Theater: A building with a stage in it, on which
old. plays, shows, and other performances take
Enjoy: To find pleasure and satisfaction in doing it places.
or experiencing it. Vehicle: A machine such as a car, bus, or truck
Entertaining: Something interesting and which has an engine and is used to carry
pleasurable; diverting; amusing. people from place to place.
Equipment: Things which are used for a particular Wild: Animals or plants live or grow in natural
purpose. surroundings and are not looked after by
Gathering: A group of people meeting together people.
for a particular purpose. Willing: To describe someone who does
Human: Relating to or concerning people. something fairly enthusiastically and because
Issues: An important subject that people are they want to do it.
arguing about or discussing.
Upward Skills III

UPWARD
Grammar SKILLS
Reference III
Planeación didáctica
Countable and uncountable

HOW MUCH? (¿Cuánto? ¿Cuánta?) y HOW MANY? (¿Cuántos? ¿Cuántas?)
Por ejemplo:
130 How much ice is there in the glass? There's a lot (of ice).
How much water is there? There isn't any (water). There's no water.
How many windows are there? There are three (windows).
Los cuantificadores indican la cantidad de un nombre. Son repuestas a la pregunta “¿Cuántos?”. Al

igual que los artículos, los cuantificadores definen a un nombre y siempre están situados delante
del nombre. Algunos se pueden usar sólo con nombres contables, otros, sólo con nombres
incontables y otros, con ambos.
1 A lot of/Lots of: Mucho.
Uso: Expresan idea de gran cantidad. Se puede usar con nombres o sustantivos contables e
incontables. Se utiliza en oraciones afirmativas. En general, “lots of” es más informal.
Por ejemplo:
Nombre contable: He has a lot of videogames.
Nombre incontable: I have lots of money.
2 Much: Mucho.
Uso: Expresa la idea de gran cantidad y es utilizado sobre todo en frases negativas e
interrogativas. La diferencia con “many” es que se utiliza “much” sólo con nombres incontables
en singular.
Por ejemplo:
Frase negativa: There is not much food.
Frase interrogativa: How much money does he have?
3 Many: Mucho.
Uso: Expresa la idea de gran cantidad. Es utilizado sobre todo en frases negativas e interrogativas
con el nombre contable en plural. Se puede usar “many” en frases afirmativas, aunque no es
muy común. Normalmente, usamos otros cuantificadores como “a lot of.”
Por ejemplo:
Frase negativa: There are not many tourists.
Frase interrogativa: How many dogs do you have?
Frase afirmativa: We have many friends.
La palabra SOME (algo, algunos / as) solamente se usa en forma afirmativa. En las interrogaciones
se debe usar la palabra ANY. En la forma negativa se puede usar NOT ANY o NO.
Upward Skills III

Affirmative SOME There's some water in the glass.
There are some trees in the garden.
Negative NOT ANY There isn't any water in the glass.

There aren't any trees in the garden.
131
NO There's no water in the glass.
There are no trees in the garden.
Interrogative ANY? Is there any water in the glass?

Are there any trees in the garden?
Note el uso de LITTLE (poco/a), FEW (pocos/as) y A LOT OF (bastante / bastantes).
Por ejemplo:
There's very little water in the glass.
There's a lot of ice in my glass.
There are a lot of chairs in the room.
El artículo indefinido A/AN (un,una) no tiene una forma para el plural, por lo tanto se omite.
Normalmente el artículo A/AN se reemplaza por las palabras SOME algunos/as, SEVERAL
varios/as,
MANY muchos/as.
Por ejemplo:
There is a tree in the garden. There are trees in the garden
There are some trees in the garden
There are several trees in the garden.
There are many trees in the garden.
Cuando THERE IS/THERE ARE van seguidas directamente por un sustantivo, en las negaciones
generalmente se usa la palabra NO.
There's water in that bottle. There's no water in that bottle.

There are flowers in the garden. There are no flowers in the garden
Present Continuous
El tiempo Presente Continuo o Progresivo está formado por el Presente del verbo TO BE
(AM/IS/ARE) más un GERUNDIO de un verbo principal y se usa para expresar acciones que
se están realizando NOW (ahora) o AT THIS TIME (a esta hora), AT THE MOMENT (en este
momento). AT PRESENT (en estos días, actualmente), TEMPORARILY (temporalmente), FOR
THE TIME BEING (mientras tanto, transitoriamente).
Por ejemplo:
They're living in New York at present.
Herbert's having lunch at the moment.
Grammar Reference
GR Grammar Reference
La forma negativa se expresa usando NOT después del verbo TO BE. El uso de las contracciones
ISN'T y AREN'T es frecuente en la conversación diaria.
They are not living in New York at present.

They're not living in New York at present.
They aren't living in New York at present.
132
La forma interrogativa se expresa mediante simple inversión del verbo TO BE (AM, IS, ARE)
con el sujeto. En las preguntas negativas se usan las contracciones ISN'T / AREN'T delante
del sujeto.
Are they living in New York at present? Aren't they living in New York at present?
Am I doing the exercise correctly? Aren't I doing the exercise correctly?
Cuando deseamos formular preguntas introducidas por una palabra interrogativa como What,
Where, When, How, How often, etc., debemos mantener el mismo orden de palabras usado en las
preguntas simples.
John is living in New York at present. Where is John living at present?

The children are playing soccer. What are the children playing?
I am wearing a sweater because it's cold. Why are you wearing a sweater?
La pregunta más frecuente en este tiempo verbal es:

WHAT ARE YOU DOING? (¿qué estás haciendo?)
A continuación, hay una tabla con los verbos en infinitivo, gerundio y español.
INFINITIVE GERUND SPANISH

To answer answering responder/respondiendo
To arrive arriving llegar/llegando
To ask asking preguntar/preguntando
To ask for asking for pedir/pidiendo, solicitar/solicitando
To buy buying comprar/comprando
To close closing cerrar/cerrando
To come coming venir/viniendo
To cut cutting cortar/cortando
To do doing hacer/haciendo (actividades)
To drink drinking beber/bebiendo
To drive driving conducir/conduciendo
To dry drying secar/secando
To eat eating comer/comiendo
To finish finishing terminar/terminando
To fix fixing reparar/reparando; arreglar/arreglando
To give giving dar/dando
To go going ir/yendo
To help helping ayudar/ayudando
Upward Skills III

INFINITIVE GERUND SPANISH
To invite inviting invitar/invitando
To learn learning aprender/aprendiendo
To leave leaving partir/partiendo; dejar/dejando
133
To listen listening to escuchar/escuchando
To live living vivir, viviendo
To look at looking at mirar/mirando
To make making hacer/haciendo
To open opening abrir/abriendo
To pay paying pagar/pagando
To play playing jugar/jugando; tocar/tocando (un instr.)
To put putting poner/poniendo
To read reading leer/leyendo
To receive receiving recibir/recibiendo
To rain raining llover/lloviendo
To run running correr/corriendo
To say saying decir/diciendo
To sell selling vender/vendiendo
To send sending enviar/enviando
To sing singing cantar/cantando
To sit sitting sentarse/sentándose
To sleep sleeping dormir/durmiendo
To speak speaking hablar/hablando
To spend spending gastar/gastando;pasar/pasando (tiempo)
To start starting empezar/empezando;comenzar/comenzando
To stay staying permanecer/permaneciendo (quedarse)
To study studying estudiar/estudiando
To take taking tomar/tomando; llevar/llevando
To talk talking conversar/conversando
To tell telling decir/diciendo; contar/contando (narrar)
To think thinking pensar/pensando; creer/creyendo
To travel travelling viajar/viajando
To try to trying to tratar de/tratando de; intentar/intentando
To wait for waiting for esperar/esperando
To walk walking caminar/caminando
To wash washing lavar/lavando
To watch watching observar/observando
To wear wearing usar/usando (ropas)
To work working trabajar/trabajando; funcionar/funcionando
To write writing escribir/escribiendo
Grammar Reference
Imperatives
La forma imperativa se usa para dar órdenes o para solicitar servicios. Las órdenes o solicitudes
se expresan mediante el uso del INFINITIVO sin sujeto (el pronombre you, está implícito en
134 la orden).
Normalmente se usa la palabra PLEASE, ya sea al inicio o al final de la orden o solicitud.
Por ejemplo:
Come here Venga para acá

Listen to me Escúchame
Please, open the window. Por favor, abra la ventana
Speak more slowly, please Hable más lento, por favor
Para expresar una orden negativa se debe usar la contracción DON'T antes del infinitivo.
Por ejemplo:
Don't come here No venga para acá

Don't listen to me No me escuche
Please, don't open the window Por favor, no abra la ventana
Don't speak so fast, please No hable tan rápido, por favor
Simple Past
Este tiempo se usa para expresar una acción que se realizó o que ocurrió en el pasado. Las
expresiones más usadas en este tiempo verbal son aquellas que llevan antepuesta la palabra
LAST, como last week (la semana pasada), last year (el año pasado), last weekend (el fin de
semana pasado), last night (anoche), last Monday morning (el lunes pasado en la mañana),
etc. También se usan en este Tiempo verbal las expresiones que llevan la palabra AGO, como
two days ago (hace dos días), several weeks ago (hace varias semanas), a long time ago (hace
mucho tiempo). Además, están las expresiones yesterday (ayer), the day before yesterday
(anteayer), yesterday morning/afternoon/evening (ayer en la mañana / tarde / noche), that
day (ese día), o una hora o fecha pasada, como at 10:15 this morning (a las 10:15 de esta
mañana), on September 18th, 1810 (el 18 de septiembre, 1810).
Por ejemplo:
I bought the car last year.

Peter came here three days ago.
They saw a good film yesterday.
We worked hard that day.
El Tiempo Pasado Simple se expresa con el SUJETO más el PASADO de un verbo principal.
Al igual que en el tiempo Presente Simple, aquí el pasado del verbo modal Do (DID) no se
usa en la forma afirmativa (está tácito) Cuando decimos “I bought the car last year”, estamos
diciendo “I did buy the car last year”, como comprobaremos al expresar las negaciones e
interrogaciones: I did not buy the car last year; Did I buy the car last year?
Upward Skills III

La forma negativa se expresa usando DID NOT seguido del INFINITIVO (no el pasado) de un
verbo principal.
A menudo, en la conversación diaria, se usa la contracción DIDN'T
Por ejemplo:
135
I didn't buy the car last year.
Peter didn't come here three days ago.
They didn't see a good film yesterday.
We didn't work hard that day.
La forma interrogativa se expresa anteponiendo el verbo modal DID o DIDN'T al sujeto y el

verbo principal, al igual que en la forma negativa, va en INFINITIVO.
Por ejemplo:
Did you buy your car last year?

Did Peter come here three days ago?
Did they see a good film yesterday?
Didn't you buy your car last year
Didn't Peter come here three days ago?
Cuando se formula una pregunta introducida por una palabra interrogativa como WHAT,
WHERE, WHEN, HOW, etc., se debe mantener el mismo orden de palabras de las
interrogaciones simples:
Por ejemplo:
When did you buy your car?

Why did Peter come here 3 days ago?
Where did they see a good film yesterday?
Why didn't Mary clean the house yesterday morning?
When did you work hard?
La pregunta más habitual de este tiempo verbal es:
WHAT DID YOU DO?
Los siguientes son los verbos regulares en pasado más utilizados:
INFINITIVE PAST TENSE SPANISH
To answer answered contestar, responder
To arrive arrived llegar
To ask asked preguntar, pedir
To carry carried transportar, llevar
To clean cleaned limpiar
To close closed cerrar
To dry dried secar
To enjoy enjoyed disfrutar, gustar
To finish finished terminar
To hate hated odiar, no gustar
To help helped ayudar
To hope hoped esperar, desear
To invite invited invitar
Grammar Reference
INFINITIVE PAST TENSE SPANISH

To listen listened escuchar
To locate located ubicar, localizar
To look looked mirar
136
To love loved amar, gustar
To need needed necesitar
To prefer preferred preferir
To rain rained llover
To receive received recibir
To remember remembered recordar
To repair repaired reparar, arreglar
To repeat repeated repetir
To request requested solicitar, pedir
To smoke smoked fumar
To start started comenzar, partir
To stay stayed quedarse, permanecer
To study studied estudiar
To suggest suggested sugerir
To talk talked conversar
To try tried tratar, esforzarse
To use used usar, utilizar
To visit visited visitar
To wait waited esperar, atender
To walk walked caminar
To want wanted querer
To wash washed lavar
To watch watched observar, mirar
To wish wished desear
To work worked trabajar, funcionar
Los siguientes son los verbos irregulares en pasado más utilizados:
INFINITIVE PAST TENSE TENSE SPANISH

ITo begin began empezar, comenzar
To bring brought traer
To build built construir
To buy bought comprar
To come came venir
To cut cut cortar
To do did hacer
To drink drank beber
To drive drove manejar, conducir
To eat ate comer
Upward Skills III

INFINITIVE PAST TENSE TENSE SPANISH
To fall fell caer
To feel felt sentir(se)
To find found hallar, encontrar
137
To forget forgot olvidar
To get got conseguir, obtener, (get to = llegar a un lugar)
To give gave dar
To go went ir
To have had tener, comer, servirse
To hear heard oir
To keep kept guardar, mantener
To know knew saber, conocer
To learn learned aprender, saber, enterarse
To leave left partir, salir, dejar
To lend lent prestar
To lose lost perder, extraviar
To make made hacer, fabricar
To meet met reunirse, conocer
To pay paid pagar
To put put poner, colocar
To read read leer
To run ran correr, administrar (un negocio)
To say said decir
To see saw ver
To sell sold vender
To send sent enviar
To shut shut cerrar
To sing sang cantar
To sit sat sentarse
To sleep slept dormir
To speak spoke hablar
To spend spent gastar, pasar tiempo
To stand up stood up pararse
To swim swam nadar
To take took tomar, llevar
To teach taught enseñar
To tell told contar, narrar, decir
To think thought pensar, creer
To shine shone brillar
To understand understood entender, comprender
To wear wore vestir, desgastar
To write wrote escribir
Grammar Reference
Used to
Esta expresión se utiliza para referirse a actividades que antes se realizaban en forma regular
y que ahora se han dejado de hacer. Equivale a la terminación -aba o -ía del español. En
138 las oraciones negativas que siguen a una oración con USED TO normalmente se usan las
expresiones not... anymore, not... any longer o no longer (antes del verbo principal).
Por ejemplo:
I used to play football well when I was young. I don't play well now.
They used to visit us every summer. They don't visit us in the summer anymore/any longer.
Bob used to love her very much. He no longer loves her now.
Jim didn't use to work very hard at school, but he used to get very good grades anyway.
There was / There were

Se utiliza 'there was' cuando el sustantivo al que acompaña es un sustantivo contable en
singular o uno incontable y 'there were' con los sustantivos contables en plural.
Afirmativo
Hay que tener en cuenta que 'there was' y 'there were' no se puede contraer en la forma
afirmativa.
Se forma con el pasado del verbo 'to be' en singular o plural, según corresponda.
Afirmativo
singular There was a store Había una tienda
plural There were some stores Había algunas tiendas
Negativo
El negativo se forma con el pasado del verbo 'to be' en forma negativa (there was not/were
not). Es frecuente el uso de la forma contraída (there wasn't/there weren't).
Negativo
singular forma corta There wasn't a bus No había un autobús
plural forma corta There weren't any buses No habían autobuses
Singular
forma larga There was not a shop No había una tienda
Plural
forma larga There were not any shops No habían tiendas

Interrogativo
El interrogativo se forma con el verbo "to be" en pasado (was/were) seguido de "there".
Estas preguntas suelen responderse con la forma corta: "Yes, there was/were" o "No, there
wasn't/weren't".
Interrogativo
Singular Was there a park there? Yes, there was.
No, there weren't.
Plural Were there any restaurants? Yes, there were.
No, there weren't. Upward Skills III
Past Continuous
El past continuous se utiliza para describir acciones y eventos situados en un tiempo anterior al
presente, cuyo comienzo se sitúa en el pasado y que todavía no ha concluido en el momento de
hablar. Dicho de otro modo, expresa una acción incompleta o inconclusa del pasado. 139
Se utiliza con frecuencia, para describir el contexto en una historia escrita en pasado, por
ejemplo, en "The sun was shining, and the birds were singing as the elephant came out of the
jungle. The other animals were relaxing in the shade of the trees, but the elephant moved very
quickly. She was looking for her baby, and she didn't notice the hunter who was watching her
through his binoculars. When the shot rang out, she was running towards the river..."
También para describir una acción incompleta que se vio interrumpida por otra acción o
evento, por ejemplo: "I was having a beautiful dream when the alarm clock rang." Para expresar
un cambio de opinión: "I was going to spend the day at the beach, but I've decided to get my
homework done instead."
Se utiliza 'wonder', para formular una petición muy educada: "I was wondering if you could do
it for me."
Ejemplos de past continuous:

They were waiting for her when the accident happened.
Amy was running when she broke her leg.
When we arrived he was having a bath.
When the fire started I was reading.
Wh-questions in past
Existen preguntas informativas o abiertas, se llaman así porque para contestarlas requieren
más información que sí o no. El número de respuestas posibles es sin límite. En inglés se llaman
Wh- questions porque todas las palabras interrogativas comienzan con las letras Wh (con la
excepción de la palabra HOW).
Aquí son las palabras interrogativas con sus traducciones en español. Atención, esas
traducciones son aproximativas porque en realidad a veces se cambian según el contexto.
who, whom quién
what qué, cómo
when cuándo
where dónde
why por qué
how cómo
which cuál
whose a quién
Grammar Reference
Who y whom se usan para obtener información sobre una persona o unas personas.
Question Answer
Who is at the door? Tom is at the door.
140 ¿Quién está a la puerta Tom está a la puerta.
Who wants an apple? I want an apple.

¿Quién quiere una Yo quiero una manzana.
manzana?
Whom* is he dating?
He is dating Anna.
(Who is he dating?)
Está saliendo con Anna.
¿Con quién está saliendo?
What se usa para obtener información sobre una persona o una cosa.
Question Answer
What have they done? They’ve broken the window.

¿Qué hicieron? Han roto la ventana.
When pregunta cuándo.
Question Answer
When was the race? It was yesterday.

¿Cuándo era la carrera? Era ayer.
Where pregunta dónde.
Question Answer
Where have you been? We have been at the bank.

¿Dónde estuvieron? Estuvimos en el banco
Why pregunta por qué.
Question Answer
Why haven’t you called? I lost my cell phone.

¿Por qué no has llamado? Perdí mi celular.
Upward Skills III

How pregunta cómo algo ha pasado, pasa o pasará.
Question Answer
How does this work? Push the red button.

¿Cómo funciona eso? Empuje el botón rojo. 141
How was your mother? She was much better.

¿Cómo sentaba tu madre? Estaba mucho mejor
Which pregunta cuál.
Question Answer
Which author do you enjoy? I enjoy reading Borges.

¿Cuál escritor te gusta? Me gusta leer a Borges
Which river is longer, the

Nile or the Amazon? The Nile is longer.
¿Cuál rio es más largo, el El Nilo es más largo.
Nilo o la Amazona?
Whose busca información sobre la posesión de una cosa.
Question Answer
Whose book is on the That’s Tom’s book.

table?
Este libro es de Tom.
¿A quién pertenece el libro
que está en la mesa?
Grammar Reference
Notes

142

Upward Skills III

UPWARD
Planeación SKILLS
didáctica III
DATOS DE IDENTIFICACIÓN
NOMBRE Y NÚMERO DEL PLANTEL: CECyTEQ Plantel “Pedro Escobedo” Núm. 83 y CECyTEQ Plantel “La Esperanza” Núm.
144 C.C.T.: La Esperanza: DOCENTES: Claudia Ingrid Pérez Maldonado y Mónica Esther Olvera Rodríguez
22ETC0010Z
Pedro Escobedo:
22ETC0003P
ASIGNATURA: Inglés III CICLO ESCOLAR: SEMESTRE: Tercero

Ago.- Dic. 2019
TIEMPO APROXIMADO: 48 horas
ELEMENTOS DEL CURRÍCULO
PROPÓSITO DE LA ASIGNATURA: Que el estudiante sea capaz de comunicar su proyecto de vida en el aspecto personal,
vocacional y social, en el idioma inglés, así como las aportaciones que puede realizar al mundo en ámbitos sociales, científicos
y tecnológicos.
APRENDIZAJE CLAVE
EJE: Mi Proyecto de Vida COMPONENTE: N/A CONTENIDO CENTRAL:

Primer Parcial:
Comparatives, Future going to
and Future will
Segundo Parcial: Modals,
Adverbial Phrases, Infinite
verbs and Gerundds
Tercer Parcial: Conditionals
0 and 1 and Present Perfect
CONTENIDO ESPECÍFICO: Desarrolla habilidades auditivas, lectoras, orales y de redacción en una segunda lengua a través de
gramática y vocabulario contextualizado mediante diferentes técnicas y métodos de enseñanza-aaprendizaje para el uso de los
auxiliares de futuro.
APRENDIZAJES ESPERADOS: El estudiante describe planes a futuro y da recomendaciones a diferentes problemas.
PRODUCTO ESPERADO: Portafolios de evidencias concluido.
COMPETENCIAS GENÉRICAS:
4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de medios, códigos
herramientas
apropiados.
4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se encuentra y los
objetivos que persigue.
4.3 Identifica las ideas claves en un texto o discurso oral e infiere conclusiones a partir de ellas.
4.4 Se comunica en una segunda lengua en situaciones cotidianas.
COMPETENCIAS DISCIPLINARES: 11. Se comunica en una segunda lengua extranjera mediante un discurso oral u escrito
congruente con la situación comunicativa.
REFORZAMIENTO Material didáctico y/o % DE TIEMPO DESTINADO 10%

hojas de trabajo PARA SU DESARROLLO:
Upward Skills III

ESTRATEGIA DE ENSEÑANZA-APRENDIZAJE
APERTURA (Primer Parcial)
EVIDENCIA
APRENDIZAJES ACTIVIDADES ACTIVIDADES INSTRUMENTO Y TIPO
RECURSOS DE APRENDIZAJE TIEMPO
ESPERADOS DE ENSEÑANZA DEL ESTUDIANTE DE EVALUACIÓN
Y PONDERACIÓN
Unidad 1 1. El facilitador presenta la planeación El estudiante toma notas Presentación Power Examen diagnóstico Notas en el cuaderno 1 sesión
Escucha, interpreta de la asignatura, competencias a en su libreta Point Heteroevaluación de criterios para
y emite mensajes desarrollar y criterios de evaluación. Libreta de notas evaluar la materia.
pertinentes en
distintos contextos
mediante la
utilización de
medios, códigos
herramientas
apropiados.
Se conoce y se
valora a sí mismo y
aborda problemas
y retos teniendo
en cuenta los
objetivos que
persigue.
Aplica distintas
estrategias
comunicativas
según quienes
sean sus
interlocutores,
el contexto en el
que se encuentra
y los objetivos que
persigue.
145
Upward Skills III
EVIDENCIA
Y PONDERACIÓN
2. El facilitador aplica una evaluación Realiza la evaluación Examen Diagnóstico Examen diagnóstico Examen diagnóstico 1 sesión
diagnóstica y da retroalimentación diagnóstica con la impreso Heteroevaluación
acerca de los resultados obtenidos finalidad de identificar
por el alumno. fortalezas y áreas
de oportunidad en
conocimientos previos.
3. El facilitador aplica actividad HSE- El estudiante realiza la Ficha Construye-T Ficha Construye-T impresa y Ficha Construye-T 1 sesión
Ficha Construye-T actividad dirigida por el impresa diversos materiales didácticos impresa y resuelta
facilitador.
Escucha,
interpreta y 4. Unidad 1 Entertaiment El estudiante lee en Presentación Power Libro de texto/ Portafolios de Libro de texto con 1 sesión
emite mensajes El facilitador pide leer el texto plenaria y realiza las Point y/o Flash Cards. evidencias ejercicios resueltos
pertinentes “Terrific Films” y dirige las actividades dirigidas por el Cañón, libreta Libro 2%
en distintos actividades de las páginas 12 a la 15. facilitador. de texto y libreta de Coevaluación
contextos Writing y speaking. notas, pp. 12-15 Autoevaluación
mediante la
utilización de 5. Dirige la actividad Vocabulary TV El estudiante lee en Flash Cards. Cañón, Libro de texto/ Portafolios de Libro de texto, pp. 1 sesión
medios, códigos shows en writing y actividad de plenaria y realiza las libreta, evidencias 16-18 contestadas
herramientas Reading “Famous Film makers”. actividades dirigidas por el Libro de texto y 2%
apropiados. facilitador. libreta de notas, pp. Coevaluación
16-18 Autoevaluación
6. Reproduce el audio, Track 2 y 3 y Escucha el audio y Reproductor de Libro de texto/ Portafolios de Libro de texto con 1 sesión
dirige la realización de esta actividad. contesta las actividades audio, bocinas, evidencias ejercicios resueltos pp.
Monitorea la realización de requeridas. pintarrón. 19-20
actividad Speaking p. 20. Coevaluación 2%
Comienza la realización Libro de texto y Autoevaluación
del proyecto final de la libreta de notas, pp.
unidad 1, y resuelve la Self 19 y 20
evaluation.
146
EVIDENCIA
Y PONDERACIÓN
7. Explica gramática de Comparatives. El estudiante toma notas Presentación Libro de texto/ Portafolios de Libro de texto con 1 sesión
Y explica instrucciones de diferentes en su libreta y contesta los Power Point Cañón evidencias ejercicios resueltos pp.
actividades a resolver en libro de ejercicios gramaticales en Libro de texto, pp. 21- 21-23
texto. su libro de texto. 23 y libreta de notas Coevaluación 2%
Autoevaluación
El facilitador pide leer el texto de El estudiante lee y realiza
la página 23 Crossing Knowledge y las actividades dirigidas por
dirige la solución de actividades de el facilitador.
comprensión lectora.
8. Explica gramática de Type of El estudiante toma notas Presentación Libro de texto/ Portafolios de Libro de texto con 1 sesión
comparisons. Y explica instrucciones en su libreta y contesta los Power Point Cañón evidencias ejercicios resueltos, pp.
de diferentes actividades a resolver ejercicios gramaticales en Libreta de notas 22, 24-26
Identifica las en libro de texto. su libro de texto. Libro de texto pp. Coevaluación
ideas claves 22-24 Autoevaluación Proyecto: 2%
en un texto El facilitador pide leer el texto El estudiante lee y realiza
o discurso de la p. 24 Crossing Knowledge y las actividades dirigidas por Unit Project and
oral e infiere dirige la solución de actividades de el facilitador. Self-evaluation chart
conclusiones a comprensión lectora. contestados
partir de ellas. 10%
El facilitador pide realizar como
tarea el Project Unit 1 y realizar el
llenado de la Self-Evaluation Chart
de la unidad 1, pp. 25- 26.
Aplica distintas 9. Book: Beach Holidays. El estudiante lee y realiza Presentación Libro de texto/ Portafolios de Libro de texto con 1 sesión
estrategias El facilitador pide leer la lección las actividades dirigidas por Power Point y/o Flash evidencias ejercicios resueltos pp.
comunicativas Beach Holidays en la p. 28 y el facilitador en parejas. Cards. 2%
según quienes responder ejercicios de comprensión Cañón, libreta, libro de Coevaluación
sean sus lectora en la p. 29. texto, pp. 36, 39 y 40. Autoevaluación
interlocutores,
el contexto en el Dirige la actividad de vocabulario, p. 30.
que se encuentra
y los objetivos que
persigue.
147
Upward Skills III
EVIDENCIA
Y PONDERACIÓN
Escucha, 10. El facilitador reproduce los audios El estudiante trabaja Cañón, reproductor Libro de texto/ Portafolios de Libro de texto con 1 sesión
interpreta y (tracks 4 y 5) y dirige la realización en equipos y realiza las de audio y/o bocinas, evidencias ejercicios resueltos
emite mensajes de actividades de las pp. 31; actividades dirigidas por el libro de texto pp. 41, 42 y 119-121
pertinentes Speaking, pp.32-33. facilitador. Coevaluación
en distintos Autoevaluación 2%
contextos El facilitador pide realizar como
mediante la tarea las actividades de vocabulario
utilización de de la pp. 34- 35.
medios, códigos
herramientas
apropiados.
Se comunica 11. El facilitador explica la gramática de El estudiante toma notas Presentación Libro de texto/ Portafolios de Libro de texto con 1 sesión
en una segunda Will y Going para tiempos futuros y en su libreta y contesta los Power Point evidencias. ejercicios resueltos
lengua en pide realizar en binas los ejercicios ejercicios gramaticales en Cañón pp. 36, 37 y 38
situaciones gramaticales de las pp. 37-38. su libro de texto. Libreta de notas Coevaluación
cotidianas. El facilitador pide realizar como Libro de texto Autoevaluación 2%
tarea la actividad de la p. 36 (mapa El estudiante lee y realiza
conceptual). las actividades dirigidas
por el facilitador.
Aplica distintas 12. El facilitador pide leer los textos El estudiante trabaja en Presentación Libro de texto/ Portafolios de Libro de texto/ 1 sesión
estrategias de las páginas 39 y 40 Crossing grupos respondiendo Power Point Cañón evidencias Portafolios de
comunicativas Knowledge y dirige las actividades ejercicios de comprensión Libreta de notas evidencias
según quienes de comprensión lectora. lectora. Coevaluación
sean sus Después, toma notas Libro de texto Autoevaluación Coevaluación
interlocutores, El facilitador explica la realización sobre las instrucciones Autoevaluación
el contexto en el del proyecto de la unidad 2. Plans para realizar su proyecto
que se encuentra for vacation: Let’s travel! Pide a los de unidad.
y los objetivos estudiantes que realicen un video
que persigue para después presentarlo en clase.
148
EVIDENCIA
Y PONDERACIÓN
Identifica las 13. El facilitador pide a los estudiantes El estudiante resuelve Cañón, libreta, Libro de texto/ Portafolios de Libro de texto 1 sesión
ideas claves en un resolver los ejercicios de las páginas los ejercicios del Term Libro de texto y libreta evidencias. ejercicios resueltos
texto o discurso 43-46 en equipos. Evaluation, pp. 43- 46 de notas. pgs.43-46 contestadas
oral e infiere y realiza de tarea las Libro de texto Coevaluación
conclusiones a Indica realizar como tarea Cultural pp.119-121. Autoevaluación. 2%
partir de ellas. Note 1 (Films Shot in Mexico)
Se comunica 14. El facilitador pide a los estudiantes El estudiante presenta en Cañón Rúbrica de evaluación Video guardado en 2 sesiones
en una segunda presentar sus videos al resto del equipos sus videos al resto Laptop algún reproductor de
lengua en grupo de la clase. Libro de texto video y presentado en
situaciones clase
cotidianas.
20%
Identifica las 15. Aplica examen escrito de primer El alumno realiza examen Examen impreso Examen escrito/ Examen contestado y 1 sesión
ideas claves en un parcial. Registra trabajos y puntos escrito de primer parcial Heteroevaluación pegado en cuaderno
texto o discurso obtenidos por cada alumno en su individual. Entrega sus Libro de texto Lista de registro 50%
oral e infiere libro y libreta. trabajos y puntos del libro / portafolios de
conclusiones a y observa que le sean evidencias
partir de ellas. registrados en lista.
149
Upward Skills III
APERTURA (Segundo Parcial)
EVIDENCIA
Y PONDERACIÓN
Escucha, interpreta 1. El facilitador brinda retroalimentación El alumno recibe Presentación Power Libro de texto/ Portafolios de Ficha Construye-T 1 sesión
y emite mensajes del examen y resuelve dudas de las calificaciones y Point evidencias impresa y resuelta
pertinentes en calificaciones de 1er parcial. resuelve dudas en la Cañón Libreta de Participación oral
distintos contextos retroalimentación. notas Heteroevaluación Libro de texto
mediante la Dirige lección HSE Ficha Construye-T. Ficha Construye-T
utilización de Realiza la actividad HSE impresa o proyectada.
medios, códigos fichas construye-T dirigida
herramientas por el profesor.
apropiados.
Se conoce y se
valora a sí mismo y
aborda problemas
y retos teniendo
en cuenta los
objetivos que
persigue.
Aplica distintas
estrategias
comunicativas
según quienes
sean sus
interlocutores,
el contexto en el
que se encuentra
y los objetivos que
persigue.
150
EVIDENCIA
Y PONDERACIÓN
Escucha, 2. Empieza la unidad Follow the El estudiante participa Presentación Power Libro de texto con ejercicios Ejercicios en libro de 1 sesión
interpreta y rules and be polite con preguntas en plenaria realizando las Point resueltos Participación oral texto, pp 48-50
emite mensajes detonadoras y pide lectura de la actividades dirigidas por Cañón Coevaluación 2%
pertinentes página 48 African Safari en plenaria el facilitador. Después, Libreta de notas
en distintos con el grupo contesta la parte de intercambia libros para
contextos Speaking y Vocabulary. revisar respuestas. Libro de texto
mediante la
utilización de
medios, códigos
y herramientas
apropiados.
Identifica las
ideas clave en un
texto o discurso
oral e infiere
conclusiones a
partir de ellas.
Aplica distintas
estrategias
comunicativas
según quienes
sean sus
interlocutores,
el contexto en el
que se encuentra
y los objetivos
que persigue.
151
Upward Skills III
EVIDENCIA
Y PONDERACIÓN
3. El facilitador explica la gramática El estudiante toma notas Cañón, reproductor Libro de texto con ejercicios Libro de texto con 1 sesión
de los verbos modales: Must, can, en su libreta del tema de audio y/o bocinas resueltos ejercicios resueltos,
should, have to, etcétera. gramatical presentado Libro de texto, pp. 51-53
y escucha el audio para pp. 51- 53 Coevaluación Apuntes en libreta de
Dirige actividades de las pp. 51-53 después poder resolver notas
Safari Park Rules en plenaria con ejercicios en su libro de 2%
el grupo. texto.
Reproduce los audios (tracks 6
y 7), y dirige la realización de las
actividades de Listening y Speaking.
4. El facilitador dirige las actividades de El estudiante practica Libro de texto Libro de texto con ejercicios Libro de texto con 1 sesión
Speaking y Writing del libro de texto Speaking con preguntas Apuntes de libreta resueltos,. pp. 55-56 ejercicios resueltos
y pide a los eatudiantes resolver los específicas en su libro de pgs. 55-56
ejercicios. texto. Después practica Coevaluación 2%
redactando un correo
respondiendo preguntas
específicas.
5. El facilitador genera e introduce el El estudiante toma notas Presentación Power Libro de texto y libreta de Libro de texto con 1 sesión
tema de Modals’ Functions: en su libreta y realiza las Point y/o Flash Cards notas ejercicios resueltos,
*To give an advice actividades dirigidas por el Cañón Apuntes de pp. 57-58
*To express obligation facilitador en binas. libreta Coevaluación Apuntes en libreta de
*To express ability Libro de texto notas.
*To express future possibility 2%
Después pide al estudiante trabajar
en binas en su libro de texto.
6. El facilitador pide a varios alumnos El estudiante lee en Presentation y/o Flash Ejercicios en libro de texto, Participación oral 1 sesión
al leer en plenaria el Crossing plenaria y realiza las Cards. libreta de notas. Libro de texto con
knowledge “The Guggenheim actividades dirigidas por Cañón Libreta ejercicios resueltos,
Museum” y “Black Friday” y dirige el facilitador en libro de de notas Coevaluación pp. 59-60 2%
las actividades a realizar. texto. Libro de texto
152
EVIDENCIA
Y PONDERACIÓN
7. El facilitador explica la realización El alumno se organiza en Libro de texto Libro de texto, rúbrica para Participación oral
del proyecto de Unidad 3 Let´s equipos para Libreta de apuntes evaluación de póster y de Libro de texto con
Travel en donde por equipos de 6 organizar la realización presentación oral ejercicios resueltos, 1 sesión
personas deben diseñar un póster del proyecto de la unidad. 10% pp. 61-62
de Famous or Popular Landmarks Después, responde el
cuadro de autoevaluación Coevaluación 2%
Guía para realizar el llenado en su libro de texto. Autoevaluación.
de la Self Evaluation Chart de
la Unidad 3, p. 62.
8. El facilitador pide a los estudiantes Libro de texto Rúbrica de evaluación de Presentación oral 2
presentar sus proyectos mientras El estudiante presenta Cartulina, marcadores, proyecto (libro de texto) Póster realizado sesiones
los evalúa. en equipos el póster plumones, y colores 10 %
diseñado, basándose en
los temas gramaticales y
de vocabulario vistos.
9. El facilitador presenta la Unidad El estudiante participa Flash Cards Libro de texto y libreta de Libro de texto con 1 sesión
4 Adventures Sports, Jobs and en plenaria realizando las Cañón notas ejercicios resueltos,
Spare time activities con preguntas actividades dirigidas por el Libreta de notas pp. 63-66
detonadoras y pide lectura de la facilitador. Libro de texto Coevaluación 2%
p. 64 Adventure Activities. En
plenaria, con el grupo dirige la
resolución de actividades de
vocabulario.
10. El facilitador reproduce El estudiante escucha el Reproductor de Libro de texto Libro de texto con 1 sesión
Identifica las el track 8 Listening, y dirige la audio para después poder audio, y libreta de notas ejercicios resueltos,
ideas clave en un realización de las actividades de revisar las respuestas Cañón pp. 67-69
texto o discurso Listening y Speaking. individualmente. Presentación Power Apuntes en libreta de
oral e infiere El facilitador explica la gramática Toma notas en su libro Point notas.
conclusiones a de Adverbial Phrases, y dirige la de texto y realiza las Libreta de notas 1%
partir de ellas. resolución de actividades en el libro actividades dirigidas por el Libro de texto
de texto, pide trabajar en binas. facilitador en binas.
153
Upward Skills III
EVIDENCIA
Y PONDERACIÓN
Se comunica 11. El facilitador pide a los estudiantes El estudiante escucha el Reproductor de audio Libro de texto y libreta de Libro de texto con 1 sesión
en una segunda realizar la actividad de Writing en su audio para después poder Cañón Libreta de notas ejercicios resueltos,
lengua en libro de texto. Después, reproduce resolver ejercicios en su notas pp. 70-72
situaciones el track 9 (Listening) y dirige la libro de texto. Libro de texto Coevaluación Apuntes en libreta
cotidianas. realización de las actividades de Toma notas en su libro de notas
listening y vocabulary. de texto y realiza las
actividades dirigidas por el 1%
facilitador en binas.
Aplica distintas 12. El facilitador explica la gramática de El estudiante resuelve Presentation y/o Flash Libro de texto y libreta de Libro de texto con 1 sesión
estrategias Infinitive verbs y Gerunds y dirige la los ejercicios del libro en Cards notas ejercicios resueltos,
comunicativas resolución de actividades en el libro binas para después revisar Cañón Libreta de pp. 73-74
según quienes de texto, pide trabajar en binas. respuestas en forma notas Coevaluación Apuntes en libreta
sean sus grupal. Libro de texto de notas
interlocutores,
el contexto en el 2%
que se encuentra
y los objetivos
que persigue
Identifica las 13. El facilitador pide leer el Crossing El estudiante escucha el Presentación Power Libro de texto y libreta de Participación oral 1 sesión
ideas clave en un Knowledge Top 5 Most Stressful audio para después poder Point notas Libro de texto con
texto o discurso Professions y la entrevista a King resolver ejercicios en su Flash Cards ejercicios resueltos,
oral e infiere Garuda y contesta actividad libro de texto. Cañón Coevaluación pp. 75-76
conclusiones a en plenaria con el grupo. Toma notas en su libro Libreta de notas
partir de ellas. de texto y realiza las Libro de texto Tarea: libro, pp. 122-
El facilitador explica la realización actividades dirigidas. 124
Se comunica del proyecto de Unidad 4 Our
en una segunda favorite activities en parejas Los estudiantes realizan la 2%
lengua en realizando un organizador gráfico. Cultural note en binas en
situaciones su libro de texto.
cotidianas. Indica al alumno que realice la
Cultural note 2 (Cheapest cities
to visit in the world) y resuelva
con la misma de tarea.
154
EVIDENCIA
Y PONDERACIÓN
Se comunica 14. El facilitador pide a los estudiantes El estudiante presenta Cañón Rúbrica de evaluación Organizador gráfico / 2 sesiones
en una segunda presentar organizadores o en equipos sus videos al Laptop encuesta
lengua en encuestas por equipos mientras facilitador mientras que el Libro de texto
situaciones el resto del grupo trabaja en binas resto del grupo trabaja en 20%
cotidianas. resolviendo el Term Evaluation 2. la Term Evaluation 2.
Identifica las 15. Aplica examen escrito de primer El alumno realiza examen Examen impreso Examen escrito/ Examen contestado 1 sesión
ideas claves en un parcial. escrito de segundo parcial Heteroevaluación y pegado en
texto o discurso Registra trabajos y puntos individual. Entrega sus Libro de texto cuaderno
oral e infiere obtenidos por cada alumno en su trabajos y puntos del libro, / portafolios de Lista de registro 50%
conclusiones a libro y libreta. observando que le sean evidencias
partir de ellas. registrados en lista.
155
Upward Skills III
Cierre (Tercer Parcial)
EVIDENCIA
Y PONDERACIÓN
Escucha, interpreta 1. El facilitador brinda retroalimentación El alumno recibe Presentación Libro de texto Participación oral 1 sesión
y emite mensajes del examen y resuelve dudas de las calificaciones y Power Point Participación oral Libro de texto con
pertinentes en calificaciones de 2do parcial. resuelve dudas en la Cañón ejercicios resueltos,
distintos contextos retroalimentación. Libreta de notas Coevaluación pp. 83-86
mediante la Dirige lección HSE Ficha Construye- T. Libro de texto Autoevaluación
utilización de Realiza la actividad HSE Ficha Construye-T 1%
medios, códigos Empieza la unidad Volunteering fichas Construye-T dirigida impresa o proyectada
herramientas con preguntas detonadoras y pide por el profesor.
apropiados. lectura de la p. 84 Laughter Therapy
en plenaria con el grupo contesta la El estudiante participa
Se conoce y se parte de comprensión lectora. en plenaria realizando las
valora a sí mismo y actividades dirigidas por el
aborda problemas facilitador.
y retos teniendo
en cuenta los
objetivos que
persigue.
Aplica distintas
estrategias
comunicativas
según quienes
sean sus
interlocutores,
el contexto en el
que se encuentra
y los objetivos que
persigue
156
EVIDENCIA
Y PONDERACIÓN
Escucha,
interpreta y
emite mensajes
pertinentes
en distintos
contextos
mediante la
utilización de
medios, códigos
herramientas
apropiados.
Identifica las
ideas clave en un
texto o discurso
oral e infiere
conclusiones a
partir de ellas.
Aplica distintas
estrategias
comunicativas
según quienes
sean sus
interlocutores,
el contexto en el
que se encuentra
y los objetivos
que persigue.
2. El facilitador pide al estudiante El estudiante realiza las Libro de texto Ejercicios en libro de texto Libro de texto con 1 sesión
trabajar en las secciones de actividades en binas. El Reproductor de audio contestados. ejercicios resueltos,
vocabulario de su libro de texto. estudiante escucha el Cañón Libreta pp. 86-89
El facilitador reproduce el track 10 audio para después poder de notas 1%
Listening, y dirige la realización de las resolver ejercicios en su Libro de texto
actividades de Listening. libro de texto.
157
Upward Skills III
EVIDENCIA
Y PONDERACIÓN
3. El facilitador pide al estudiante El estudiante realiza Cañón Libro de texto Libreta de notas Libro de texto con 1 sesión
trabajar en las secciones de Speaking las actividades Libreta de notas ejercicios resueltos,
y Writing de su libro de texto, dirigidas, trabajando Libro de texto Coevaluación pp. 90-92
dirigiendo las actividades a realizar individualmente. (Llena
en grupo. una aplicación de 1%
voluntariado).
4. El facilitador explica la gramática de Toma notas en libreta Presentación Power Libro de texto Libro de texto con 1 sesión
Zero Conditional y pide trabajar en y realiza las actividades Point y/o Flash Cards Libreta de notas ejercicios resueltos pp.
binas respondiendo los ejercicios dirigidas por el facilitador Cañón Libreta de 93-95
gramaticales en su libro de texto. en binas. notas Coevaluación
Después pide trabajar en ejerccios Libro de texto, pp. 1%
de comprensión lectora (Doctors 93-95
without borders p. 95).
5. El facilitador explica la gramática de Toma notas en libreta Cañón Libreta de Libro de texto Libro de texto con 1 sesión
First Conditional y pide trabajar en y realiza las actividades notas Libreta de notas ejercicios resueltos,
binas respondiendo los ejercicios dirigidas por el facilitador Libro de texto, pp. pp. 94-96
gramaticales en su libro de texto. en binas. 95-96 Coevaluación
Después pide trabajar en ejerccios 2%
de comprensión lectora (Doctors
without borders p. 96).

6. El facilitador explica la realización El estudiante se organiza Cañón Libreta de Libro de texto Libro de texto con 1 sesión
del proyecto de Unidad 5 Let´s help por equipos para trabajar notas Libreta de notas ejercicios resueltos,
others. en su proyecto. Después, Libro de texto pp.
El facilitador pide solucionar el Self realiza la autoevaluación. Coevaluación
evaluation Chart Unit 5, p. 98. Autoevaluación 2%
158
EVIDENCIA
Y PONDERACIÓN
7. El facilitador pide a los estudiantes El estudiante presenta Cañón, reproductor Libro de texto Video guardado 2 sesiones
presentar sus proyectos al resto su video en equipos, de audio y/o bocinas Libreta de notas en algún reproductor
del grupo. practicando la habilidad Libro de texto Heteroevaluación de video
de Speaking y resuelve
la Self evaluation Chart 20%
Unit 5.
8. Empieza la Unidad 6 Tough El estudiante participa Presentación Libro de texto Participación oral 1 sesión
Experiences con preguntas en plenaria realizando las Power Point Participación oral Libro de texto con
detonadoras y pide a los actividades dirigidas por el Cañón ejercicios resueltos,
estudiantes leer Catastrophic facilitador. Libreta de notas Coevaluación pp. 100-102
disasters, en plenaria con el grupo Libro de texto,
contesta la parte de Writing pp. 100-102. 2%
y Vocabulary.
Se comunica 9. El facilitador reproduce el track 11 El estudiante escucha el Reproductor de audio Libro de texto Libro de texto con 1 sesión
en una segunda Listening y dirige la realización de las audio para después poder Cañón Libreta de notas ejercicios resueltos,
lengua en actividades de Listening, Speaking y resolver ejercicios en su Libreta de notas pp. 103-106
situaciones Writing. libro de texto y realiza las Libro de texto, Coevaluación
cotidianas. actividades dirigidas. pp.103-106 2%
Identifica las 10. El facilitador explica y dirige las El estudiante participa Presentación Libro de texto Libro de texto con 1 sesión
ideas clave en un actividades de Writing, p. 107, en plenaria realizando las Power Point Participación oral ejercicios resueltos,
texto o discurso retomando el Speaking de la p.104. actividades dirigidas por el Cañón pp. 107-108
oral e infiere facilitador. Libreta de notas Coevaluación
conclusiones a Libro de texto, 2%
partir de ellas. pp.107-108
159
Upward Skills III
EVIDENCIA
Y PONDERACIÓN
11. Explica la Gramática del Present El estudiante participa Presentación Libro de texto Libro de texto 1
perfect, y dirige la solución de en plenaria realizando Power Point Participación oral con ejercicios sesión
ejercicios en el libro de texto. las actividades dirigidas Cañón resueltos, pp.
por el facilitador. Libreta de notas Coevaluación 109-110
Libro de texto, pp.
109-110 2%
Aplica 12. El facilitador pide leer el Crossing El estudiante realiza las Cañón Libro de texto Libreta de Libro de texto 1
distintas knowledge The Tsunami, en actividades dirigidas Libreta de notas notas con ejercicios sesión
estrategias plenaria, y contesta actividad de por el facilitador Libro de texto, pp. resueltos, pp.
comunicativas la misma manera con el grupo. trabajando en binas. 95-96 Coevaluación 111-112
según quienes Después, pide al estudiante
sean sus responder la página 112 con 2%
interlocutores, vocabulario relacionado con la
el contexto lectura previa.
en el que se
encuentra y
los objetivos
que persigue.
13. El facilitador explica la El estudiante participa Cañón Libro de texto Libro de texto 1
Se conoce realización del proyecto de en plenaria realizando Libreta de notas Participación oral con ejercicios sesión
y se valora Unidad 6 Catastrophic disasters las actividades dirigidas Libro de texto, resueltos, pp.
a sí mismo en equipos de 6 personas y por el facilitador. pp. 95-96 Coevaluación
y aborda realizan el póster de algún Y resuelve la Self Autoevaluación 2%
problemas y desastre natural y responder el Evaluation Chart Unit
retos teniendo Term Evaluation en su libro, 6, p. 114.
en cuenta los pp. 115- 118.
objetivos que El facilitador pide solucionar la
persigue. Self Evaluation Chart Unit 6, p.
114.
160
EVIDENCIA
Y PONDERACIÓN
Se comunica 14. El facilitador pide al estudiante El estudiante presenta Libro de texto Libro de texto Póster sobre 2 sesiones
en una segunda presentar sus proyectos (pósters) su proyecto en equipo Cartulina, marcadores, Participación oral Catastrophic
lengua en por equipos mientras el resto de la mientras el resto de la plumones, colores, Disasters
situaciones clase trabaja en la sección Cultural clase trabaja en la sección etc., pp. 113- 114 Coevaluación 10%
cotidianas. Notes. de Cultural Notes. Heteroevaluación
Identifica las 15. Aplica examen escrito de tercer El alumno realiza examen Examen escrito Examen escrito/ Examen contestado 1 sesión
ideas clave en un parcial. escrito de primer parcial Libro de texto, Heteroevaluación y pegado en
texto o discurso Registra trabajos y puntos individual. Entrega sus pp. 79-82 Libreta de cuaderno.
oral e infiere obtenidos por cada alumno en su trabajos y puntos del libro notas Portafolio de evidencias/ Lista de registro
conclusiones a libro y libreta. y observa que le sean Lista de registro Heteroevaluación
partir de ellas. registrados en lista. 50%
PORCENTAJE DE APROVECHAMIENTO A LOGRAR: 85 % FECHA DE VALIDACIÓN: julio 2019
BIBLIOGRAFÍA:
Pérez Maldonado Claudia Ingrid, Olvera Rodríguez Mónica Esther. UPWARD SKILLS III. Editorial Esfinge.
Diccionario inglés-español / español-Inglés.
NOTA: En caso de existir proyectos adicionales transversales el facilitador los revisa para ser tomados en cuenta en la calificación. Así mismo, las visitas y/o viajes académicos pueden variar
dependiendo de cada profesor o plantel.
161
Notes

162

Upward Skills III

Zariñán Medina
Maldonado
UPWARD
Claudia Ingrid PérezIsidro

Upward Skills III is a solid step for students in their pursuit
for acquiring English language knowledge.
It contains six units with activities and theory aimed to work
on the communicative approach students need to develop.
This book offers…
w dynamic lessons that will lead students to develop their
four communicative skills as well as their Grammar and
SKILLS III
vocabulary learning.
w a Crossing Knowledge section, aimed to use the language
to understand different aspects of daily life. Claudia Ingrid Pérez Maldonado
w Term Evaluations to get to know students’ development level.
y la globalización
w a Project Section, that encourages students to use their
language competence and critical thinking to prepare
and present a product.
Teachers’ Guide
SKILLS
La humanidad
UPWARD
Historia Universal. III
www.esfinge.mx
N. 10609
Tel.:55 5359 1111

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Zariñán Medina

Mónica Esther Olvera Rodríguez

Claudia Ingrid PérezIsidro

Tel.:55 5359 1111

Dirección Editorial EMS

Upward Skills III (Teacher's Guide)

Entertainment 11 Self-Evaluation Chart 62 Self-Evaluation Chart 114

Plans for Vacation 27

This book offers…

How to Use this Book

How to Use this Book

a. The Beatles 2. were famous musicians.

1. Yes, he was 2. Yes, he is 3. No, he isn´t.

Present Past Past Participle

jump jumped jumped

listen listened listened

read read read

talk talked talked

a. My cellphone is 1. nicer than yours.

1. No, I was. 2. No, I wasn´t. 3. Yes, I did.

4 Complete the following chart with the missing object pronouns

Subject Pronouns Object Pronouns

a. How 2. many pencils are there on the desk?

Work in pairs. Discuss the following questions.

¢ What’s your favorite movie genre?

Whereas “Star Wars” started directly as a film in 1977, being the

Upward Skills III

Student’s own ideas

1 Complete the following chart below with your classmate’s information.

Follow the example in this short interview.

Which is your My favorite movie is

Student’s own ideas

Name of your classmate: 

Upward Skills III

class. Student’s own ideas

I think this kind of movies are

Oh, really? I think they are

d. A program in which usually well-known people engage in discussions or are interviewed.

e. A program about multiple sports. Sports program

g. A television programme, that shows real events or provides information about a

Upward Skills III

a. Scientific 7 1. A story of imaginary people and

f. Fantasy 1 6. Works with linguistic terms and figures

g. Poetry 2 7. A work of non-fiction, usually written

a. I liked the film’s setting ; it was such a great

Discuss the following questions with a partner.

below with your class.

3 Discuss with your classmates

1 Listen to the conversation and fill in the gaps.

2 Alex: Terrific! “The Broncos” had an excellent (b) game .

CK a. Horror: This genre usually centers on the arrival of an evil force .

3 b. Drama: It relies on the emotional and relational

development of realistic characters .

I like to watch series, they are really entertaining, I like them

Students’ own answers.

2 Work in pairs, give your opinion about a classmate’s poster/drawing.

Students’ own answers.

Upward Skills III

Name of your classmate:

a. What’s your favorite movie genre?

a. Travelovers will visit archeological sites. True

d. Travelovers won’t visit any night clubs. Doesn’t say

5 will meet many Disney characters in the park.

a. A place to which many people go for recreation, rest, etc. Resort

b. An inexpensive, supervised lodging place where people share rooms:

d. A mountain hotel providing accommodation for skiers Ski lodge

e. A building that offers a temporary place to stay for travelers: Hotel