Lengua_Adicional_al_Español_2-2016

8/17/2019 Lengua_Adicional_al_Español_2-2016

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COLEGIO DE BACHILLERES DELESTADO DE BAJA CALIFORNIA

LENGUA ADICIONAL AL ESPAÑOL II

Primera Edición versión en español, febrero de 2011

Diseñado por: Lic. Elizabeth Rosas Mata Lic. Ofelia Yáñez Navarro Lic. Miriam Rodríguez Garayzar Lic. Sara León Soto

Segunda Edición versión en inglés, febrero de 2014

Traducción a cargo de: Lic. Elizabeth Rosas Mata Revisado por: Lic. Aldo Salazar Medina Lic. Martha Lorena Reyes Guerra

Lic. Susana González Casillas

Tercera Edición

Cuarta Edición, febrero de 2016

, febrero 2015

Actualizado por: Lic. Sara León Soto Lic. Melecia Avilez Urías

En la realización del presente material, participaron:

JEFA DEL DEPARTAMENTO DE ACTIVIDADES EDUCATIVAS Teresa López Pérez

EDICIÓN, FEBRERO DE 2016 Gerardo Enríquez Niebla Diana Castillo Ceceña

La presente edición es propiedad del Colegio de Bachilleres del Estado deBaja California.Prohibida la reproducción total o parcial de esta obra.

Este material fue elaborado bajo la coordinación y supervisión de laDirección de Planeación Académica del Colegio de Bachilleres del Estado de Baja California.Blvd. Anáhuac #936, Centro Cívico, Mexicali, B.C., México.www.cobachbc.edu.mx

MARIO GERARDO HERRERA ZÁRATE

HÉCTOR RIVERA VALENZUELA

OMAR VÉLEZ MUÑOZ

Secretario de Educación y Bienestar Social del Estado de Baja California


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PRESENTACIÓN

COMPETENCIAS GENÉRICAS QUE EXPRESAN EL PERFIL DEL EGRESADO

COMPETENCIAS DISCIPLINARES BÁSICAS DEL CAMPO DE COMUNICACIÓN

BLOCK I: COMPARE PEOPLE, OBJECTS AND PLACES.........................................2

BLOCK II: TELL IMPORTANT MOMENTS OF THE PAST........................................ 40

BLOCK III: FOLLOW INSTRUCTIONS AND UNDERSTANDREGULATIONS……………………………………………….......……………78

BLOCK IV: PLANS FOR THE FUTURE ...................................................................108

Í N D I C E


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PRESENTACIÓN

En el marco de la Reforma Integral de la Educación Media Superior, Colegio de Bachilleres

del Estado de Baja California (CBBC), se ha propuesto la meta de formar y consolidar el perl

de egreso en el bachiller, poniendo a disposición del alumno los elementos necesarios que le

permitan crecer y desarrollar conocimientos, habilidades, actitudes y valores para poder enfrentar

los retos de un mundo globalizado, vertiginoso, competitivo y complejo. Por tanto, es importante

que el proceso educativo implemente estrategias que contemplen actividades de aprendizaje en

diversos contextos y escenarios reales, donde el estudiante con creatividad, habilidad y destreza

sepa desarrollar, movilizar y transferir las competencias adquiridas.

En virtud de lograr lo anterior y consciente de la dicultad para que el alumnado tenga acceso

a una bibliografía adecuada, pertinente y ecaz con el entorno socio-económico actual, el CBBC

brinda la oportunidad a los estudiantes de contar con materiales didácticos para el óptimo

desarrollo de los programas de estudio de las asignaturas que comprende el Plan de Estudios

Vigente. Cabe subrayar que, dichos materiales son producto de la participación de docentes de

la Institución, en los cuales han manifestado su experiencia, conocimientos y compromiso en pro

de la formación de los jóvenes bachilleres.

Los materiales didácticos se dividen en dos modalidades: Guía de Actividades del Alumno

para el Desarrollo de Competencias, dirigida a las asignaturas de los Componentes de Formación

Básica y Propedéutica, y Guía de Aprendizaje; para las capacitaciones del Componente de

Formación para el Trabajo. Cabe señalar que, los materiales se encuentran en un proceso

permanente de revisión y actualización por parte de los diferentes equipos docentes así como

del equipo editorial. Las guías se pueden consultar en la página Web del CBBC: www.cobachbc.

edu.mx en la sección alumnos / material didáctico.

Es necesario, hacer énfasis que la guía no debe ser tomada como la única herramienta de

trabajo y fuente de investigación, ya que es imprescindible que los estudiantes lleven a cabo untrabajo de consulta en otras fuentes bibliográcas impresas y electrónicas, material audiovisual,

páginas Web, bases de datos, entre otros recursos didácticos que apoyen su formación y

aprendizaje.


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COMPETENCIAS GENÉRICAS QUE EXPRESANEL PERFIL DEL EGRESADO

Se autodetermina y cuida de sí

1. Se conoce y valora a sí mismo y aborda problemas y retos teniendo en cuenta los

objetivos que persigue

2. Es sensible al arte y participa en la apreciación e interpretación de sus expresiones en

distintos géneros

3. Elige y practica estilos de vida saludables

Se expresa y se comunica

4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la

utilización de medios, códigos y herramientas apropiados

Piensa crítica y reexivamente

5. Desarrolla innovaciones y propone soluciones a problemas a partir de métodos

establecidos

6. Sustenta una postura personal sobre temas de interés y relevancia general, considerando

otros puntos de vista de manera crítica y refexiva

Aprende de forma autónoma

7. Aprende por iniciativa e interés propio a lo largo de la vida

Trabaja en forma colaborativa

8. Participa y colabora de manera efectiva en equipos diversos

Participa con responsabilidad en la sociedad

9. Participa con una conciencia cívica y ética en la vida de su comunidad, región, México

y el mundo

10. Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de creencias,

valores, ideas y prácticas sociales

11. Contribuye al desarrollo sustentable de manera crítica, con acciones responsables


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COMPETENCIAS DISCIPLINARES BÁSICAS DEL CAMPO DE

COMUNICACIÓN

1. Identifca, ordena e interpreta las ideas, datos y conceptos explícitos e implícitos en un

texto, considerando el contexto en el que se generó y en el que se recibe.

2. Evalúa un texto mediante la comparación de un contenido con el de otros, en función

de sus conocimientos previos y nuevos.

3. Plantea supuestos sobre los fenómenos naturales y culturalesde su entorno con base

en la consulta de diversas fuentes.

4. Produce textos con base en el uso normativo de la lengua, considerando la intención y

situación comunicativa.

5. Expresa ideas y conceptos en composiciones coherentes y creativas, con introducciones,

desarrollo y conclusiones claras.

6. Argumenta un punto de vista en público de manera precisa, coherente y creativa.

7. Valora y describe el papel del arte, la literatura y los medios de comunicación en la

recreación o la transformación de una cultura, teniendo en cuenta los propósitos

comunicativos de distintos géneros.

8. Valora el pensamiento lógico en el proceso comunicativo en su vida cotidiana y

académica.

9. Analiza y compara el origen, desarrollo y diversidad de los sistemas y medios de

comunicación.

10. Identifca e interpreta la idea general y posible desarrollo de un mensaje oral o escrito

en una segunda lengua, recurriendo a conocimientos previos, elementos no verbales

y contexto cultural.

11. Se comunica en una lengua extranjera mediante un discurso lógico, oral o escrito,

congruente con la situación comunicativa.

12. Utiliza las Tecnologías de la Información y Comunicación para investigar, resolver

problemas, producir materiales y transmitir información.


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BLOCK IBLOCK I

COMPARE PEOPLE,

OBJECTS AND

PLACES


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Lengua Adicional al Español II

COMPARE PEOPLE, OBJETS AND PLACES2

Block description:

The main aim in this rst block is to give you the language, knowledge and basic skills that are ne-

cessary to identify and compare people, objects and places interchanging information in an oral and

written format about: physical, temper, ethnic and cultural characteristics. This knowledge will allow

you to describe yourself, other people and places in a communicative context.

Performance to be demonstrated:

• Identies cultural aspects in a simple text. Identies objects, people and places in a short text.

• Asks and interchanges information in an oral and written form to compare people and places,

according to the communicative intention.

• Uses grammar structures to compare in a communicative situation.

Competences to be developed:

• Identies and interprets the general idea and possible development of an oral or written mes-

sage in a foreign language, about the characteristics of people, objects and places. Evaluates

a text comparing its content with others, depending on their previous and new knowledge.

• Communicates in a foreign language through a logical discourse, in an oral or written format

to compare men women, objects and places.

• Assumes that respect for differences is the principle of integration and coexistence in local,national and international contexts, to make comparisons between people, objects and pla-

ces.

• Learns in an autonomous way using technologies of information and communication to obtain

data about the grammatical structures of the comparative forms, cultural aspects, people and

countries.

Learning objects:

1. Physical characteristics of people, objects and places.

2. Temper characteristics.

3. Adjectives

4. Comparative

5. Superlative

6. Equality

LAE II BLOCK I.- Compare people, objects and places.


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Formación Básica / Semestre 2

BLOCK I

ACTIVITY 1 A NEW SEMESTER..

Objective: Diagnostic Evaluation

Opening activity: What do you remember from last semester? What would you like to

learn? Do you know how you will be evaluated this semester?

I. Listen to the class, and take notes about your teacher’s name, the classroom rules, th

evaluation and content of the subject.

Seems outgoing Is wearing a

necklace

Seems

Smart

Annie

Has long hair Seems happy

Is tall Loves to dance Has straight

hair.

Chats more

than 2 hours a

day

Has big brown

eyes.

Has curly hair Is wearing

More than three

bracelets

Is wearing glas-

ses

Looks sleepy. Is thin

Is shy Has short hair Sleeps with a

Teddy bear

Seems friendly Likes English

class

“AUTHOGRAPH BINGO”

II. Prepare with a pen to get the signatures from your classmates to complete the “Autograph Bin

go” (see example), then, walk around the classroom and fnd someone who has the characteristic

for each space. (a person can only sign your sheet once), check the example.

III. Comment on the icebreaker experience (comment about the facts you found about you

peers: name, how they felt).

IV. Answer a diagnostic test that may be checked in class by exchanging it with a partner.

ACTIVITY 2DESCRIBING MYSELF

Objective: Identify adjectives

Opening activity: Imagine you are at a job interview, your employer asks you to describe

yourself, (you want to describe your positive characteristics) how would.

I. Brainstorm positive characteristics; Make a list of adjectives on your notebook.


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II. Scan the text and underline the words that are used to describe characteristics.

Hi, I am Susan Smith; I am a very determined and highly motivated person.

I do take my job seriously but I am able to see things in perspective andbelieve I am quite easy-going to work with. I am an optimist rather than

a pessimist – but I am also a realist and I cope well when the going gets

tough; I am very good at nding solutions to problems. Above all, I would

say I am a positive and enthusiastic person – and I relish a challenge.

*Adapted from http://www.cvcentre.co.uk/classic-interview-questions-and-

answers-1.htm

III. Underline the words that describe you:

Hi, Iam Shannon, Iam 16 years old.

I am a short and chubby person.

I have straight orange hair.

I have big blue eyes. I am a very imaginative and sociable person.

I enjoy helping people, I like being generous, and I feel

Physical Personality-character

Age Height Weight Hair Eyes ImaginativeReliable

Condent

Adventurous

Reserved

Kind

Introverted Adaptable

Friendly

Sociable

Determined

Talkative

MotivatedEasy-going

Optimist

Pessimist

Generous

Quiet

Funny

Young

Old

Elder

Tall

Short

Average-

height

Thin

Chubby

In- good-

shape

Fat

Long

Short

Curly

Straight

Black

Blonde

Brown

Big

Small

Brown

Black

Blue

Green

Hi, I am____________________________, I am ________ years old

I am __________________________________________________

I have ________________________________________________

I have ________________________________________________

I have ________________________________________________

I enjoy ________________________________________________

Other characteristics: ____________________________________

IV. Look at the following description:

V. Describe yourself:



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BLOCK I

ACTIVITY 3MY BEST FRIEND

Objective: Describe a friend

Opening activity: What characteristics are important for you about a friend?

How would you describe your best friend?

I. Look at the following characteristics and add three more to the list.

Honest Reliable Direct Talkative Trus-

tworthy Enthusiastic Positive Optimistic

Unique Fun Interesting Good-listener

Happy Sad Excited Supportive Loyalty

Sensitivity Generous

II. Team work; order the 4 most important characteristics about a friend.

1.___________________,2.___________________,3._______________, 4.___________________

III. Team work: write the names of your friends and mark the characteristics they have,

follow the example.

PERSONALITY HAIR EYES

Name Short Long Blond Black Big Small Brown Green

Diane Funny, Sociable

IV. Describe your classmates. Follow the example.

1. Diane is a very funny and sociable person, she has short blond hair and big green eyes

2.

3.

4.

5.

6.

7.

8.

9

10.


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ACTIVITY 4MY FAVORITE SINGER

Objective: as______as Introduction

Opening activity:Who are your two favorite singers? Do you know who Rihanna andBeyoncé are?

Images adapted from: http://healthyceleb.com/rihanna-height-weight-body-statistics/498

http://www.imdb.com/name/nm0000329/bio?ref_=nm_ov_bio_sm

II. Identify similarities and differences, use adjectives from the box.

Tall Young Funny Strong Old Heavy Famous Pretty Handsome Good singer

Good actor In good shape Fast Talented Thin Fat Big Small

SIMILAR DIFFERENT

1. Beyoncé is as famous as Jackie Chan

2. Rihanna has __________ hair ________________

3. ______________ good singer _______________

4. ________eyes are as brown ________________

5. ________is ______ pretty ___________________

6. _______________________________________

_______________________________________

7. _______________________________________

8. _______________________________________

9. _______________________________________

10. _______________________________________

1. Jackie Chan is not as young as Beyoncé

2. ___________ is not as heavy as_____________

3. ___________ is not as tall as________________

4. _________eyes are not _____ green_________

5. _______________________________________

6. _______________________________________

7. _______________________________________

8. _______________________________________

9. _______________________________________

10. ______________________________________

I. Look at the images and identify the main characteristics.

Rihanna

BEYONCE

Age: 33 years old

Height: 1.69 cm

Occupation: Singer, son-

gwrite, actress.

Hair color: Dark brown

Hair lenght: Long curly

Weight: 61 KGEyes: Brown

RIHANNA

Age: 26 years old

Height: 1.73 cm

Occupation: Singer,

songwrite.

Hair color: Dark

Hair lenght: Short straight

Weight: 57 KGEyes: Green

JACKIE CHAN

Age: 60 years old

Height: 1.74 cm

Occupation: Film actor,

martial arts expert,

director, producer.

Hair color: Dark

Hair lenght: Short straight

Weight: 75 KG

Eyes: Brown



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BLOCK I

ACTIVITY 5MY FAVORITE SINGER

Objective: as______as practice

Opening activity:Who are your two favorite singers or bands? What do they have in

common? Can you identify differences?

I. Write the names of your favorite singers, bands or songs.

My favorite singers are:Juanes, Shakira, ____________, ___________,

___________, _____________, _____________.My favorite songs are:_________________

_________________, _____________________

My favorite bands are:Nirvana,______________,_________________

____________, _____________, ____________.My favorite songs are:___________________

________________, ______________________

II. Team work describe your favorite singers, bands or songs using as many adjectives as you can.

Example:Shakira: in good shape, long curly hair, big eyes,pretty.Juanes: Tall, thin, strong, handsome.

______________________________________ ______________________________________ ______________________________________ ______________________________________

Example:Nirvana: Popular, rockers, famous,My favorite song is: romantic, funny, rhythmic.

______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________

III. What do your favorite singers, bands or songs have in common?

Similar

1. Shakira is as famous as Juanes. My favorite song is as romantic as my friend’s song.

2.

3.

4.

5.

6.

IV. What are the main differences you can nd about your singers, bands or songs?

Different

1. Shakira is not as thin as Juanes. Nirvana isn’t as modern as Juanes

2.

3.

4.

5.

6.

V. Interview your classmates

1. Is your favorite singer as pretty as Shakira? Yes, she is/ No, she is not.

2. Is your favorite band as good as __________? ___________they___________________.

3. Is your favorite song as ___________ as _____________?_________ it______________.

4. Is your favorite singer as _______ as _______? ______

Images adapted from: http://healthyceleb.com/rihanna-height-weight-body-statistics/498

http://www.imdb.com/name/nm0000329/bio?ref_=nm_ov _ bio_sm


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ACTIVITY 6MUSIC AND FEELINGS

Objective: Reading Comprehension

Opening activity: Do you like to listen to music? Which is your favorite genre of music? Howdo you feel when you hear your favorite music? Do you think there is a relation between

music and the way you feel?

I. Read the following text and circle unknown words:

“Music impacts helps our emotions” Music unquestionably affects our emotions. We tend to listen to music

that reects our mood. When we are happy, we may listen to upbeat music; when we are sad we may listen to

slower, moving songs; when we are angry we may listen to darker music with heavy guitar, drums, and vocals

that reect our level of anger. We may not know why we prefer the artists we listen to, except to say that we

resonate with or feel the music, or just that they write songs we like. But we can learn a lot about our emotional

selves through our musical tastes. Music also can be an effective coping strategy. We can listen to music that

elicits emotions we want to feel in a given moment. If we feel lazy and unmotivated , maybe a playlist of up-

tempo, energetic songs would be a helpful way to change our mood. It could be interesting to create playlistsbased on various emotions so they are within reach as desired. In summary, while music can move us in an

acute emotional moment, it is also notable that it can be used to elicit underlying emotions and teach us about

unconscious elements of our emotional structure.

Adapted from: http://psychcentral.com/blog/archives/2012/06/26/how-music-impacts-helps-our-emotions/

II. Write the adjectives according to their defnition.

III. Team work: Write the type of music according to the feeling.

IV. Team work: Think about names of songs, which make you feel:

Happy Sad Angry Lazy Dark Slower Unmotivated

_________ Too inclined to avoid hard work, exercise etc

_________ Blackish or closer to black than white

_________ Having or showing a feeling of pleasure or contentment.

_________ To make someone less enthusiastic about a job:

Angry A violent, bitter feeling (against someone or something)

Adapted from: http://dictionary.cambridge.org/es/diccionario

Classical Music Blues New Age Music Jazz Grunge Rock Designer Music

1. ______________Reduction of tension. This music showed lovely sounds and strong emotions. Composers:Bach, Vivaldi, Haydn, Mozart, Beethoven, Schumann, Chopin, Mendelsshn, Wagner, Tchaikovsky.

2. ______________Increase in relaxation and reduction in hostility and tension. Reduction in mental clarity.Singers: Enya

3. ______________Increase in hostility, fatigue, sadness and tension. Reduction in caring, relaxation andmental clarity. Singers: Pearl Jam, Nirvana.

4. ______________Increases in caring, relaxation, mental clarity. Decreases in hostility. Designer Musicsingers: Doc. Lew Childré.

5. ______________Expresses sad feelings sometimes in a funny way. Famous musicians: Bessie Smith,John Lee Hooker, B.B King.

6. Jazz Can be happier and faster than blues. Famous musicians: Louis Armstrong, Miles Davis,Wynton Marsalis.

*Adapted from: http://www.musicontap.co.uk/downloads/Music_Mood_Effects.pdf

Happy: Motivated:

Sad/depressed: Creative:

Angry: Nostalgic:

Romantic: Funny: “I like to move it” (Madagascar movie song)

Relax: Other:



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BLOCK I

ACTIVITY 7BIGGER, MORE HANDSOME

Objective: Identify short and long adjectives

Opening Activity: Imagine that you just watched a superhero movie, and you are talking toyour friend, what aspects would you compare about him/her.

Spiderman is fast, Superman is faster than Spiderman, Flash is the fastest.

Thor is powerful, Superman is more powerful than Thor, but Hulk is the most powerful.

I. Check the rules for short and long adjectives and complete.

POSITIVE COMPARATIVE SUPERLATIVE POSITIVE COMPARATIVE SUPERLATIVE

Active High

Beautiful More beautiful The most beautiful Honest

Big Bigger than The biggest Hot

Boring LongBrilliant Low

Cheap New

Clean Nice

Cold Old

Creative Outgoing

Dangerous Polite

Deep Poor

Different Popular

Dirty Powerful

Dry Rich

Dynamic Romantic

Elegant Young

Expensive Safe

Fast Selfsh

Fat Sensible

Friendly Short

Full Slow

Funny Small

Handsome SmoothSuccesful Soft

Sweet Strong

Happy Tall

Hard Thick

Healthy Thin

Heavy Ugly


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ACTIVITY 8SUPERHERO

Objective: Comparing people.

Opening Activity: Do you like Superhero? Which one is your favorite?

I. Label the following superhero: Captain America, Batman, Iron man, Hulk, Thor, Spiderman

II. Pair work: according to the image compare:

III. Write the number according to the female superhero:

1. Who is taller Iron Man or Spiderman? Iron man is taller than Spiderman.2. Who is stronger than Captain America? ________is stronger than _______________________.3. Who is more serious than Superman? ______________________________________________.4. Who is more handsome? ________________________________________________________.5. Who is funnier?__________________________________________________________________.

6. Who is bigger than Superman?____________________________________________________.

IV. Practice questions using the following adjectives: Beautiful, sexy, tall, thin, strong, ugly,powerful, short, smart, intelligent, angry, sentimental, powerful.

1. 1. Is Wonder Woman more beautiful than She Hulk? Yes, she is.

2.3.

4.

5.

6.

7.

8.

9

10.



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BLOCK I 1

ACTIVITY 9THE FASTEST, THE MOST POWERFUL

Objective: Identify Superlative

Opening Activity: Who is the tallest person in the classroom? Who do you think is the most

intelligent? The craziest?I. Look at the following images. Identify the rules.

II. Pair work: Compare your favorite superhero and create your own sentences.

1. Spiderman is fast, Superman is faster than Spiderman, but Flash is the fastest.

2. Dr Reed is Intelligent, Dr. Bruce is more intelligent than Dr Reed, but Tony Starks is the most intelligent.

3.

4.

5.

6.

7.

III. Oral Practice: Interview your classmates about their superheroes

1. Who do you think the strongest superhero is? I think ______ is the strongest

2. Who do you think is the ugliest?

3.

4.

5.

6.

7.


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ACTIVITY 10LET’S SING

Objective: Identify adjectives in a song.

Opening Activity: Have you ever felt an earthquake? Did you hear about the Haiti earthquake

in 2010? After the earthquake’s devastation many artists gathered to sing and get supportfor Haiti, let’s hear the song.

Instructions: Listen to the song and add the comparative or superlative form of the

adjectives, try to sing it in pairs.

Old • Strong • Far • Hard

Waving fag : K’naan

When I get _____, I will be______

They’ll call me freedom, just like a Waving Flag

When I get older, I will be stronger

they’ll call me freedom, just like a Waving Flag

And then it goes back, and then it goes back

And then it goes back

Born to a throne, ______ than Rome

But Violent prone, poor people zone

But it’s my home, all I have known

Where I got grown, streets we would roam

But out of the darkness, I came the ________

among the ________ survival

Learn from these streets, it can be bleak

Except no defeat, surrender retreat

So we struggling, ghting to eat and

We wondering when we’ll be free

So we patiently wait, for that fateful day

It’s not far away, so for now we say

When I get older, I will be _______




So many wars, settling scores

Bringing us promises, leaving us poor

I heard them say, love is the way

Love is the answer, that’s what they say,

But look how they treat us, make us

believers

We ght their battles, then they deceive us

Try to control us, they couldn’t hold us

because we just move forward like Buffalo Soldiers

But we struggling, ghting to eat

And we wondering, when we’ll be free, so we pa-

tiently wait, for that faithful day, It’s not far away,

but for now we say









(Ohhhh Ohhhh Ohhhhh Ohhhh)

And everybody will be singing it


And you and I will be singing it


And we all will be singing it

(Ohhh Ohh Ohh Ohh)

When I get older, I will be _______




When I get _____, I will be stronger They’ll call me freedom, just like a Waving Flag



When I get older, when I get older

I will be stronger, just like a Waving Flag Just like a

Waving Flag, just like a Waving ag

Flag, ag, Just like a Waving Flag.



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BLOCK I 1

ACTIVITY 11WELCOME TO BAJA CALIFORNIA.

Objective: Use adjectives to compare places

Opening Activity: What do you know about Baja California? How many municipalitas are

there? What are their names?

I. Write the names of the councils (municipalities).

1. Ensenada

2. Mexicali

3. Rosarito

4. Tecate

5. Tijuana

II. Make a list of adjectives that you can use to describe cities, follow the examples

Hot, Cold, Big, Small, Rich, Poor, Clean, Dirty, Ugly, Beautiful,

__________,_______________,__________,____________,_______________,_________

III. Describe each of the cities using as many adjectives as you can (to describe a place you

can talk about: Weather, food, size, entertainment, people, etc.)

1. Ensenada: big, cold weather, good food, nice people, ___________________________ 2. Mexicali: ______________________________________________________________

3. Rosarito: ______________________________________________________________

4. Tecate: _______________________________________________________________

5. Tijuana:________________________________________________________________

IV. Compare different aspects of the cities of Baja California.

Example: Rosarito is hot, Tecate is hotter than Rosarito, but Mexicali is the hottest city.

Tecate is populated, Mexicali is more populated than Tecate, Tijuana is the most populated.

1.

2.

3.

4.

5.

6.

7.

8.

9

10.


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ACTIVITY 12WORLD OCEANS.

Objective: Reading Comprehension.

Opening Activity:Do you like the ocean? Do you know how some of the world's major

oceans are called? How deep are they? What can you tell your classmates about the world'soceans? How many comparative adjectives can you identify in this text?

I. Read the following text, and underline all of adjectives you nd.

“The World’s Oceans”

Geographers and map makers recognize four major

oceans: the Pacic, the Atlantic, the Indian, and the Arctic.

The Pacic is the largest of the four oceans. At 64,186,300

square miles, it is almost twice as large as the Atlantic Ocean

(33 million square miles) The Arctic Ocean is much smaller

than the other three major bodies of water. At 5 millionsquare miles, the Arctic Ocean is only one- twelfth the size

of the pacic. It is much shallower than the Pacic, too. The

average depth of the Pacic is 13,739 feet, whereas the

average depth of the Arctic Ocean is 4,362 feet. In average,

the Atlantic and the Indian Oceans are almost as deep as

the Pacic. Although the Indian Ocean is smaller than the

Atlantic, its average depth is greater than the Atlantic.Other

major bodies of water include: the South China Sea, the

Caribbean Sea, the Mediterranean Sea, and the Bering

Sea. In total, 75 percent of the world’s surface is covered

by water.(Werner,394:1996)

II. Answer True or False according to the text.

1. The largest ocean in the world is the Atlantic. (T) (F )

2. The Indian Ocean is deeper than the Atlantic. (T) (F )

3. No ocean is deeper than14,000 feet. (T) (F )

4. The smallest ocean isn’t the Arctic. (T) (F )

5. The Arctic Ocean is smaller than 5 million square feet. (T) (F )

6. The Arctic Ocean is as deep as the Pacic. (T) (F )

III. Create 5 more questions according to te text. Practice with your classmates.

Example: Which is bigger, the Atlantic or the Pacic Ocean?1.

2.

3.

4.

5.



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BLOCK I 1

ACTIVITY 13THE BEST PLAYER.

Objective: Reading Comprehension.

Opening Activity: What athletes do you admire? Do you know who Michael Jordan is? What

do you know about Michael Jordan?

I. Read the text aloud and underline the superlative adjectives.

Michael Jordan was the best-known basketball player of histime. His career started in the early 1980's, when he played

college basketball with the University of North Carolina

Although he was not the tallest or the strongest player, he

won the attention of his coach for being an excellent athlete

Probably his most important achievement at that time was

scoring the winning basket in the 1983-1984 championshigame.

Jordan left college early to join the professional basketba

team, the Chicago Bulls. He led the Bulls to the best record

in professional basketball history. He was voted the mos

valuable player ve times. Jordan holds several records

the highest scoring average and the most points in a playof

game.

II. Answer True or False according to the reading.

True False

1. Michael Jordan was the best baseball player

2. He was the tallest player.

3. He started his career in 1980

4. He joined the Chicago Bulls after college

5. He was voted the most valuable player eight times

III. Describe using superlative adjectives. Example: Iam the funniest person, Iam the shor-

test in the classroom, Miguel is the friendliest, Susan is the most sociable person.

1.

2.

3.

4.

5.

IV. Share your descriptions to your classmates. Oral practice.


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ACTIVITY 14COMPARING.

Objective: Use adjectives to compare.

Opening Activity: Can I compare my two favorite artists, cars, cities, sports, favorite games?

Can I explain in English why I think one is better than another? Who is taller, more beautiful,and thinner?

I. For this class you have to bring pairs of cutouts of people, sports, games, cities,etc.

II. Exchange cutouts with your classmates to get three pairs (two people, two articles, two houses,

etc.).

III. On a white sheet of paper with your names written on, stick your cutouts.

IV. Write three comparative sentences for each pair of chosen images, using different adjectives,

without repeating them.

V. In pairs, check and correct statements. (Teacher can select random participants or ask for

volunteers). Follow the next EXAMPLE:

The black shoes are more elegant than the green shoes.

The green shoes are more comfortable than the black shoes.

The black shoes are higher than the green shoes.

The green shoes are uglier than the black shoes.

You can run faster with the green shoes.

You can run slower with the black shoes.

VI. Write your comparison Draw or stick your images.

1. A Samsung Cell phone is faster than a Nokia

Cell phone.

2.

3.

4.

5.

6.

7.



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BLOCK I 1

ACTIVITY 15COMPARING AT SHOPPING.

Objective: Oral practice.

Opening Activity:You are in the shopping center with a friend and you want him/her to buy

the same product you did.

I. Write a dialogue to convince him/her why he/she should buy it.

Example:

A: Hey Susan, why don’t you buy this black jacket?

B: I don’t know…I like this purple one better.

A: I think the black jacket is nicer, warmer, and cheaper.

B: Yes, you are right. But the price of this purple one is lower. Don’t you think?

A: Yes, you are right. Let’s see the rest of the jackets.

Laptop

A:Hey ______, Why don’t you buy the _______ laptop?

B:I don’t know… I like the___________better.

A:I Think the _________ is better, ________ , _______

B: Yes, you are right. But the price _____________ . don’t you think?

A:Yes, your are right . Let’s see the rest of the ____________

Tennis shoes.

A:Hey ______, Why don’t you buy the _______ tennis shoes?





_____Your own_________

A:Hey ______, Why don’t you buy the _______ __________?






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ACTIVITY 16THE BEST PRODUCT

Objective: Identify product characteristics.

Opening Activity: Do you know what a brand is? Do you have a favorite brand in electronics

or in clothing? Which is your favorite brand? Why do you like it?

I. Read the following paragraph:

II.Get in teams of 4 people, complete the following mind map with your favorite brands and

add your own cathegory, i.e skateboards, cosmetics, clothing, videogames, etc.

A brand is a name given to a product or service. The brand is a trademark or distinctive name identif-

ying a product or a manufacturer, for instance LEVIS, GUESS, PANASONIC; these are the brands to

identify products. Usually we get a brand because we know what to expect from it: more comfortable,

cheaper, or better quality.

III. Make a list of adjectives to describe your favorite brands (follow the example)

Comfortable

__________________

__________________

__________________

Elegant

Long lasting

__________________

__________________

__________________

Easy to use

Expensive

__________________

__________________

__________________

Fast

Cheap

__________________

__________________

__________________

IV. Using different adjectives, compare you brands with the ones your classmates choose.1. A Fujilm camera is good, a Cannon camera is better than Fujilm, Nikon is the best

2.

3.

4.

5.

6.

7.



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BLOCK I 1

ACTIVITY 17HOW CAN I SELL MY PRODUCT?

Objective:Create your own product.

Opening Activity: You belong to the advertising department of a company in which you

have to develop a brand for a new product; you have to include a promotional poster toincrease sales. What can you do to attract the attention of potential customers?

I. Get in teams of 4 people, create a new brand product. Do some research on the Internet

about a product (price, quality, material, benets, etc.). The information will help you to prepare

a presentation. Look at the different categories of interest: automobiles, motorcycles, make up,

perfume, food, music, cities, travel agencies, cell phones, computers….

II. Describe and draw all of the characteristics of your product. Use comparatives and

superlatives, remember that you have to persuade your customer to buy it from your com-

pany.

III. Design and create a poster to advertise your product, add cut outs to make it more at-

tractive (is cheaper, is better, has more quality, is the best)

Examples: Computers new brand: Toshiba= “Toocheapa”

“Toocheapa” description: The best laptop in the world, with its 14” screen, is faster, and easier

to use.

“ Toocheapa”

• Includes the Longest lasting battery

• The best display in a 14 inches LED Screen.

• More durability than regular laptops.

• Hard drive speed of 7,200 RPM considered the fastest.

• Includes 3GB RAM for faster

• Keyboard with a larger pad

• Lighter in weight

MY PROJECT: Characteristics

BRAND NAME:

PRODUCT:

(Draw your product)

*Complete and add nal details to your posters at home and bring them ready for the next class to

present it as a project of this unit.


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OPENING ACTIVITY:

1. Design and create a poster to advertise your products, based on a previously researched

article, describe its benefts when compared to others. Use adjectives, comparatives andsuperlatives, as well as cut outs to make it more attractive (is cheaper, is better, has more

quality, is the best…).

2. Present previous drafts to the teacher to verify that your poster does not contain errors.

3. You must complete and add nal details to your posters at home and bring them ready for the

next class to present it as a project of this unit.

You must demonstrate what you have learned along this unit about the comparative and superlati-

ve adjectives. Present your posters in class to be evaluated previously to the written exam. Exam-

ples of ads:

UNIT PROJECT A: CAN I SELL MY PRODUCT?



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BLOCK I 2

OPENING ACTIVITY: Do you know what the Guinness World Records are? How many

Guinness records do you know? What information did you nd more amusing? You need

to nd about the Guinness' World Records and share them with the class.

Do a research on the Guinness Records and bring three interesting facts to share with class. It is

suggested this internet page address: http://www.guinnessworldrecords.es/GWR-2013/

UNIT PROJECT B: GUINNESS WORLD RECORDS

I. Share the information you found about Guinness World Records. Examples: Longest plat-

form-to-platform bicycle jump: The longest platform-to-platform bicycle jump was 4 m achieved by

Vittorio Brumotti (Italy) in Fiera Milano, Milan, Italy for Guinness World Records Day in November

2009. Eating pasta: The fastest time to eat a bowl of pasta correspond to Ernesto Cesario (Italy).

Cesario achieved it in 1 minute

II. Write the 5 most interesting records contributed by peers to the class.

III. ANSWER THE FOLLOWING QUESTIONS ABOUT THE GUINNESS WORLD RECORDS.

ONLY GUINNESS WORLD RECORDS HAS THE ANSWERS TO THE QUESTIONS THAT MOVE

THE WORLD!

1. Who’s smaller?

2. The new shortest man or the heaviest newborn baby?

3. Who weighs more?

4. The largest donkey or the heaviest hot dog?

5. What’s the biggest killer?

6. The largest shark or the most dangerous road?

7. Who’d win in a race?

8. The world’s fastest man or the new fastest sheep?

9. Plus new for 2013?

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.


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GRAMMAR NOTES; ADJECTIVES , AS, AS

What is an ADJECTIVE?

Defnitions:

I. Adjective

An adjective is a word or set of words that modies (i.e., describes) a noun or pronoun.

Adjectives may come before the word they modify.

Examples: She has cute eyes, She likes a high school senior.

Adjectives may also follow the word they modify:

Examples:

Her dog looks cute.

The girl is very honest.

II. Comparison As ...As Explanation

We can compare two things or actions, which have the same quality with as adjective1.

As Adjective As

We usually compare two things, which have the same quality with as...as. Let’s see the following

examples.

• My son is as tall as my husband.

• My sister is as fat as my aunt.

III. Comparison Not As… As

This structure is used to express that two objects are different in some way.

Marie is not as tall as John.My brother is not as funny as my friend.

*Remember that when using As____ As afrmative or negative the adjective does not change.

Adapted from: http://www.grammar-test.englet.com/comparison-as-as#TOC-Comparison-As-...As-Explanation



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BLOCK I 2

GRAMMAR NOTES; COMPARATIVE. –ER THAN, MORE THAN.

GRAMMAR NOTES; SUPERLATIVE, THE ___–EST, THE MOST _____

I. COMPARATIVE DEGREE: -er than, More than.

This form is used when comparing two people, objects or places, it indicates that one of them has

the characteristic in a higher level. With short adjectives add –er than, with long adjectives add

more…. than.

I. SUPERLATIVE DEGREE: The –est and the most

Superlative degree is used to compare one person, object or place with the rest of the group. This

degree indicates that the person object or place has the characteristic in the highest level. Add“The___ -est” for short adjectives and “The most _____” for long adjectives.

1. Short adjectives

Big

A Buffalo is bigger than a cow.

Tall

A jiraffe is taller than a horse

Hot

Mexicali is hotter than Ensenada

1. Short adjectives

Big

The elephant is one of the biggest

animals.

2. Long adjectives.

Powerful

A Mustang car is more powerful than a Nissan

Expensive

A laptop is more expensive than a pc computer.

Popular

The Beatles are more popular than Beyoncé

2. Long adjectives.

Important

English is one of the most important languages

in the world.

Example:

Example:

II. Look at the rules


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Cold

The North Pole has the coldest weather

on earth.

Long

The Nile is the longest river in the world.

Expensive

London is the most expensive city to live in the

world.

Distant

Jupiter is the most distant planet from sun.

II. Forming Comparative and Superlative Adjectives

1. One-syllable adjectives. Form the comparative and superlative forms of a one-syllable adjecti-

ve by adding–er for the comparative form and–est for the superlative.

One-Syllable Adjectives

Adjective Comparative Form Superlative Form

Tall

Old

Long

Taller

Older

Longer

Tallest

Oldest

Longest

2. If the one-syllable adjective ends with an e, just add–r for the comparative form and–st for the

superlative form.

One-Syllable Adjective with Final–e


Large Larger Largest

Wise Wiser Wisest

3. If the one-syllable adjective ends with a single consonant with a vowel before it, double the

consonant and add –er for the comparative form; and double the consonant and add–est for the

superlative form.

One-Syllable Adjective Ending with a Single Consonant with a Single Vowel before It


Big bigger biggest

Thin thinner thinnest

Fat fatter fattest

Adjective

• Mary is taller than Max.• Mary is the tallest of all the students.

• Max is older than John.

• Of the three students, Max is the oldest.

• My hair is longer than your hair.

• Max’s story is the longest story I’ve ever heard.

• Mary’s car is larger than Max’s car.

• Mary’s house is the tallest of all the houses on the block.

• Max is wiser than his brother.

• Max is the wisest person I know.

• My dog is bigger than your dog.

• My dog is the biggest of all the dogs in the neighborhood.

• Max is thinner thanJohn.

• Of all the students in the class, Max is the thinnest.

• My mother is fatter than your mother.

• Mary is the fattest person I’ve ever seen.



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BLOCK I 2

4. Two syllable adjectives. With most two-syllable adjectives, you form the comparative with

more and the superlative with most.


peaceful more peaceful most peaceful

pleasant more pleasant most pleasantcareful more careful most careful

thoughtful more thoughtful most thoughtful

5. If the two-syllable adjectives end with–y, change the y to I and add–er for the comparative

form. For the superlative form change the y to I and add–est.

Two-Syllable Adjective –y

ending

Comparative Superlative

happy happier happiest

angry angrier angriest

busy busier busiest

6. Two-syllable adjectives ending in–er, -le, or–ow take –er and –est to form the comparative

and superlative forms.

Two-Syllable Adjective en-

ding er,-le, or–ow


Narrow narrower narrowest

Gentle gentler gentlest

7. Adjectives with three or more syllables. For adjectives with three syllables or more, you form

the comparative with more and the superlative with most.

Adjective with three or More

Syllables


Generous more generous most generous

Important more important most important

Intelligent more intelligent most intelligent

This morning is more peaceful than yesterday morning.

• Max’s house in the mountains is the most peaceful in the world.

• Max is more careful than Mike.

• Of all the taxi drivers, Jack is the most careful.

• Jill is more thoughtful than your sister.

• Mary is the most thoughtful person I’ve ever met.

• John is happier today than he was yesterday.

• John is the happiest boy in the world.

• Max is angrier than Mary.

• Of all of John’s victims, Max is the angriest.

• Mary is busier than Max.

• Mary is the busiest person I’ve ever met.

• The roads in this town are narrower than the roads in the city.

• This road is the narrowest of all the roads in California.

• Big dogs are gentler than small dogs.

• Of all the dogs in the world, English Mastiffs are the gentlest.


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8. Exceptions. Irregular Adjectives

Irregular Adjective Comparative Superlative

good

bad

far

little

many

better

worse

farther

less

more

Best

worst

farthest

least

most

• John is more generous than Jack.

• John is the most generous of all the people I know.

• Health is more important than money.

• Of all the people I know, Max is the most important.

• Women are more intelligent than men.

• Mary is the most intelligent person I’ve ever met.

Example:

• Italian food is better than American food.

• My dog is the best dog in the world.

• My mother’s cooking is worse than your mother is cooking.

• Of all the students in the class, Max is the worst

9. Two-syllable adjectives that follow two rules. These adjectives can be used with-er and –est

and with more and most.


clever cleverer cleverest

clever More clever Most clever

gentle gentler gentlest

gentle More gentle Most gentle

friendly friendlier friendliestfriendly More friendly Most friendly

Quiet quieter quietest

Quiet More quiet Most quiet

simple simpler simplest

simple More simple Most simple

• Big dogs are gentler than small dogs.

• Of all the dogs in the world, English Mastiffs are the gentlest.

• Big dogs are more gentle than small dogs.

• Of all the dogs in the world, English Mastiffs are the most gentle.

http://www.enet.com/tutorials/adjcompsup.php



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BLOCK I 2

1. A lion is (big) than a cat .

2. Oh ne, it was raining yesterday but today the weather is (good) .

3. I have just a little money , then I’ll have the (cheap) menu .

4. She thinks that Chinese is (difcult) than English .

5. Water is (expensive) than champagne .

6. It’s awful , we have got (bad) weather in the world.

7. Your car is old ! it is (dangerous) than mine.

8. Jane is 8 and Kim is 10 ; Jane is (young) than Kim .

9. Don’t be in a hurry , walk (slowly).

10. You’d better get up (early) tomorrow, or you’ll be late again.

11. Speak (loud) , I can’t hear you.

12. What a stupid boy you are ! you are (intelligent) than a monkey.

http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-6657.php

I. Complete the next sentences with the correct form of the given adjective. Compare your

answers with your classmates.

GRAMMAR PRACTICE: COMPARING

1. Greenland is the (large) island in the world.

2. Travelling by plane is (fast) than travelling by train.

3. Boracay Island in the Philippines has (good) beaches I have ever seen.

4. Jamaica is (sunny) than Norway.

5. Fjordland in New Zealand is (wet) place in the world.

6. Rain in the wet season is (heavy) than during the rest of the year.

7. Easter Island is (interesting) island I have ever visited.

8. A holiday in Thailand is (exciting) than a holiday in Spain.

9. Santa Cruz is the second (large) island in the Galapagos.

10. The Galapagos are one of the (expensive) places in the world to visit.

http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-48433.php


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1. There are 10 houses on our street. Our house is the ________ one.

a) biggest b) bigger

2. My brother sings better than I do, but I play guitar ________ than he does.

a) the best b) better

3. This is ________ song I have ever heard!

a) better b) the best

4. Tom is ________ than I am.

stronger the strongest

5. Out of all the students in our class, I am ________.

the shortest shorter

6. Everyone says that my sister is ________ than I am.

the best looking better looking

7. She is ________ girl in our school.

the best looking better looking

8. This is boring. Let’s do something ________.

the most interesting more interesting

9. This isn’t ________ book I have ever read.

more interesting the most interesting

10. Your apartment is ________ than mine.

cleaner the cleanest

http://www.learnenglishfeelgood.com/english-comparative-superlative1.html

I. Choose whether each sentence requires the comparative or superlative form.

II. Complete the worksheet using the correct comparative or superlative.

1) Canada is __________ than China but Russia is the ____________ country.

a) big b) bigger c) biggest

2) Monkeys are ____________ but ants are ____________.

a) small b) smaller c) smallest

3) Giraffes are the __________ land animal.

a) tall b) taller c) tallest

4) Boys usually have ___________ hair than girls.

a) short b) shorter c) shortest

5) Lamps are ___________ but the sun is ____________.a) bright b) brighter c) brightest

6) Mars is _________ from Earth but Neptune is ___________.

a) far b) farther c) farthest

7) Emma is ___________ but Stephen is ____________.

a) happy b) happier c) happiest

http://www.eslkidsworld.com/worksheets/comparative%20and%20superlative%20worksheets/comparati-

ves%20and%20superlatives%201%20worksheet.pdf



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BLOCK I 2

I. Look at your classmates, try to identify the tallest person in the class, who is the mostsympathetic (a)? The most intelligent? Who is the shortest person in your class? The most

serious? The nicest?

ORAL PRACTICE: CONVERSATION/AUDIO

1. Remember adjectives already seen and the rules for the comparison (students may check their

previous notes).

2. Practice the superlative adjectives (the tallest, the most intelligent...).

3. Using examples (classmates) participate orally using superlative adjectives.

Example: I am the shortest person in the class.

Luis is the most intelligent student in the class.

4. Students create different sentences, using superlative adjectives about topics of interest (athle-

tes, artists, places, cars, etc.)

Example: The Ferrari is the fastest car in the world.

II. Watch a video twice. http://www.youtube.com/watch?v=yy0d808kkSg The rst time,write down

all the comparisons made in the rst part of the video:

1.

2.

3.

4.

5.

6.

7.

8.

9.

III. Second time, write all of the characteristics of Mayor Brown’s personality as well as the

changes occurred during his period as Mayor of the city.

1.

2.

3.

4.

5.6.

7.

8.

9.

IV. Share your answers with the class.


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ORAL PRACTICE: CONVERSATION/AUDIO

According to you, which do you think is the most beautiful language in the world? The most roman-

tic? The most functional? Which language is the most widely used in business? Watch the video and

get the answers for these questions. What do people on the streets consider is the most beautiful

language?

1. Listen and watch a video where people express their opinions on different issues. (Teacher can

pause the video and/or rewind certain segments to allow students to listen again, take notes or

about any doubt they might have).

2. Take notes of all the comparatives and superlatives used in the video.

3. Answer questions raised by the teacher related to the themes of the video.

4. Share similar questions or information about the video with their classmates.5. They share their notes and answers with the class.

Real English 39 comparatives superlatives:

http://www.youtube.com/watch?v=KLE5yPZa_Ow

Learning activities:

REAL ENGLISH 39

WHO IS OLDER?

Adele_____________

Keavy_____________

NEW YORK OR SAN FRANCISCO?

Deborah __________

Neil ______________

Shannon __________

Kelly ______________

WHO COOKS BETTER?

Randee____________ Maureen___________

Raphael___________

Debra_____________

Laura_____________

Mia ______________

Shauna___________

Archie ____________

Helen_____________



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BLOCK I 3

1. Michael 8. Dermot

2. Mary 9. Mary Louise

3. Patty 10. Ken

4. Kevin 11. Hayles5. June 12. Rupert

6. Josie 13. Jackie

7. Eoin (Owen)

1. Ada 13. Maureen

2. Laura 14. Raphael

3. Keesha 15. Sue

4. Celeste 16. Emma5. Mary 17. Richard

6. Cheryl 18. Sheri

7. Robert 19. Yale

8. Deborah 20. Alexander

9. Neil 21. Debra

10. Jim 22. Laura

11. Robin

12. Rebecca

SUPERLATIVES

THE MOST BEAUTIFUL LANGUAGE?

NOTE: Other suggestions for this type of videos:

http://www.youtube.com/watch?v=r25R_Xbdr-0&feature=related

http://www.youtube.com/watch?v=jHad_GVnpgQ&feature=related


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BLOCK I

SELF EVALUATIONDo you know how to describe yourself? What words will you use?

_________________________________________________

Answer the following diagnostic to nd out how much you learned

in this 1st block

SELF EVALUATION

Student’s name:

Date: 1st. block ObservationsCompetences performance indicators Yes No If you answer, is No, analyze

the reasons.

1. I can describe myself using adjectives.

Give an example:.

2. I know how to compare people using equal

level adjectives (as… as). Give an example.

3. I can compare people or places using short

adjectives.Write an example:

4. I know how to compare people or places

using long adjectives. Write an example:

5. I can compare using Superlative form with

short adjectives. Give an example

6. I know how to compare using Superlative

form with long adjectives. Give an example

7. I know how to compare using Irregular adjec-

tives. Give an example:

8. I can use irregular adjectives in Superlative

form. Write an example.

9. I work collaboratively with my classmates

10 I feel I improved my English level with this

block



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BLOCK I 3

SELF EVALUATION BLOCK I

Answer the following Quizz.

1.- Beyonce is ____________.

A) Play B) Run C) Beautiful D) Usually

2.- Sponge bob is a _________cartoon.

A) Funny B) Read C) Jump D) Speak

3.- Watching a movie is as ____________listening music.

A) Romantic than B) Romantic as C) more romantic as D) More romantic

4.- Spiderman is not _________________ as Hulk.

A) As powerful than B) more powerful as C) as powerful D) as more powerfuler

5.- Chinese food is as ________________ Italian food.

A) As Gooder than B)as better as as gooder as good as

6.- A Basketball player is __________than a Voley ball player.

A) More big B) bigger C) biger D) more bigger

7.- Rihanna is _____________than Laura Bozzo.

A) Beautifuler B) most beauty C)More beautiful D) more beautifuler

8.- The Simpsons are ___________than Sponge Bob.

A) Creative B) Creativest C) more creatives D) More creative

9.- Wolverine has _______ nails than Cat woman.

A)longer B) long C) longest D) more long

10.- A lion is ___________ than a cat.

A) dangerouser B) More dangerous C) more dangerous D) dangerousest

11.- Rock music is ____________ than pop music.

A)gooder B) more good C) better D) more better

12.- Coca cola is the ____________drink in the world.

A) most famous B)more famous C) more famouser D) famouser

13.- Bill Gates is one of the_________man on earth

A)richer B)Richest C) most rich D) more rich

14.- Mexicali is one of the_______places in the world.

A)most hot B)more hot C) hottest D) hottest

15.- A Lamborghini is one of the ________cars in the world.

A) more expensive B)most expensive C) expensivest D) expensiver

Check your answer with your classmates.


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Self-evaluation

Student’s name:

Date: 1 st. block Observations

Competences performance indicators100% 80% No

If your answer is No,

explain the reasons.

I attend on time to all my classes.

I follow the instructions to solve the exercises.

I participate with a constructive and collaborative attitude asking

when I don’t understand the topic..

I answer the exercises provided in the book

I share my ideas in oral and written forms.

I am able to honestly evaluate my own performance

I read the lessons and texts searching for new meanings and

wordsI am able to establish links between new and old grammatical

forms and integrate new words.

I have an interest in learning by my own using the internet

I work collaboratively with my classmates

I feel I have improved my English with this block

I feel condent communicating in a foreign language.

Peer’s evaluation

Student’s name Evaluator:

Date: 1 st. block Observations

Competences performance indicators100% 80% No

If your answer is No,

explain the reasons.

He or she attends on time to all the classes.

He or she follows the instructions to solve the exercises.

He or she participates with a constructive and collaborative

attitude asking when he/she doesn’t understand the topic.

He or she answers the exercises from the book

He or she shares ideas oral and written forms.

He or she is able to evaluate honestly him or herself

He or she reads the lessons and texts searching for new

meanings and words

He or she is able to establish links between new and old

grammatical forms and to learn new words.

He or she has interest in learning by his own or her instance

using internet

He or she works collaboratively with classmates

He has improved his or her English with this block.

He or she feels condent communicating in a foreign language.

SELF AND PEER UNIT EVALUATION

Decide honestly according to each afrmative sentence, the evaluation of your own learning process.

Decide honestly according to each afrmative sentence, the evaluation of one of your classmates

learning process.



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BLOCK I 3

RUBRIC TO EVALUATE ORAL PRESENTATIONS

COMPETENCY: Listens, interprets and produces messages according to different contexts with

the proper media, codes and tools.

PROFICIENCY

LEVEL EXCELLENT

.5

GOOD

.4

SATISFACTORY

.3

UNSATISFACTORY

.2Score

CRITERIA

Visual

Aids

.5

(cardboard/pp

slides/dress/

other)

Visual aids

support the

theme and

have proper

size and color

for audience.

Visual aids

are little su-

pport for the

theme, have

proper size

and color for

audience

Visual aids are

little related to

the theme, have

no proper size

and color for

audience

Visual aids are

hard to unders-

tand or are not

related to the the-

me, size and color

difcult compre-

hension.

Oral

Presentation

.5

Speaks clear-

ly in english,

makes eye

contact with

audience,

develops intro-

duction, body

and conclusion

using vocabu-

lary in context,

leads audien-

ce’s attention,

no mistakes

are made.

Speaks

clearly in

english,

makes eye

contact with

audience,

develops

introduction

and body,

uses vocabu-

lary in con-

text, leads

audience’s

attention, no

mistakes aremade.

Speaks clear-

ly in english,

makes eye

contact with

audience,

develops body

(no introduction

or conclusion)

uses vocabu-

lary in context,

leads audience’s

attention, a few

mistakes are

made.

Reads directly

from visual aids or

is not capable of

talking in front of

students. Audien-

ce gets bored and

distracted.

Fluency

.5

Keeps audien-

ce attention,

shows uency

while speaking

Is able to com-

municate ideas

according to

the context,

can follow a

conversation..

Is able to

communicate

ideas accor -

ding to the

context, and

continue a

conversation

Is able to ex-

press ideas, sto-

pping to remem-

ber words.

Is not able to

communicate

ideas, mixing both

languages

Written report

or Essay.5

Turns in on

time, with an

excellent qua-lity according

to the require-

ments

Turns in on

time, ac-

cording tothe require-

ments.

Turn in but

missing some

requirements

Poor quality, mis-

sing most of the

requirements.

Student’s name: ___________________________________________________Total

score


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STUDENT COEVALUATION FORM FOR ORAL PRESENTATIONS

Speaker’s name:________________________________Evaluated by:___________Date:________

Topic:____________________________________________________________________________

Indicate the appropriate score from 1 = poor, no, or negative to 10= excellent, yes or positive

Presentation

1. Voice (volume, modulation and enunciation) 1 2 3 4 5 6 7 8 9 10

2. Enthusiasm and energy 1 2 3 4 5 6 7 8 9 10

3. Eye contact with audience 1 2 3 4 5 6 7 8 9 10

4. Preparation / rehearsal (notes, cues) 1 2 3 4 5 6 7 8 9 10

5 Pace of presentation 1 2 3 4 5 6 7 8 9 10

6. Body positioning 1 2 3 4 5 6 7 8 9 10

7. Avoidance of distracting behaviour 1 2 3 4 5 6 7 8 9 10

8. Use of visual aids 1 2 3 4 5 6 7 8 9 10Content

1. Introduction of subject 1 2 3 4 5 6 7 8 9 10

2. Clarity, correctness and conciseness 1 2 3 4 5 6 7 8 9 10

3. Summary and conclusions 1 2 3 4 5 6 7 8 9 10

4. Overall organization of presentation 1 2 3 4 5 6 7 8 9 10

5 Transition between sections 1 2 3 4 5 6 7 8 9 10

6. Appropriateness for specic audience (as dened) 1 2 3 4 5 6 7 8 9 10

7. Length of talk (timing ) 1 2 3 4 5 6 7 8 9 10

8. Handling of questions 1 2 3 4 5 6 7 8 9 10

Comments

What worked well:

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

What improvements could be made: ________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

SBW 2013 Adapted from: http://www.google.com.mx/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=-

0CBsQFjAA&url=http%3A%2F%2Fsuewatts.forestry.ubc.ca%2Fles%2F2013%2F08%2F54



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BLOCK I 3

WEB REFERENCES

• http://www.enet.com/tutorials/adjcompsup.php

• http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-48433.php

• http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-6657.php

• http://www.learnenglishfeelgood.com/english-comparative-superlative1.html

• http://www.eslkidsworld.com/worksheets/comparative%20and%20superlative%20worksheets

comparatives%20and%20superlatives%201%20worksheet.pdf

• http://www.guinnessworldrecords.es/GWR-2013/

• http://www.youtube.com/watch?v=yy0d808kkSg

• http://www.youtube.com/watch?v=KLE5yPZa_Ow

• http://www.youtube.com/watch?v=r25R_Xbdr-0&feature=related

• http://www.youtube.com/watch?v=jHad_GVnpgQ&feature=related

• http://www.cvcentre.co.uk/classic-interview-questions-and-answers-1.htm September 25t

2014 http://healthyceleb.com/rihanna-height-weight-body-statistics/498 September26th 2014

• http://www.imdb.com/name/nm0000329/bio?ref_=nm_ov_bio_sm September26th 2014

• http://healthyceleb.com/rihanna-height-weight-body-statistics/498 September 26th 2014

• http://www.imdb.com/name/nm0000329/bio?ref_=nm_ov_bio_sm September 26th 2014

• http://dictionary.cambridge.org/es/diccionario September 27th 2014.

• http://www.musicontap.co.uk/downloads/Music_Mood_Effects.pdf September 27th2014.

• http://psychcentral.com/blog/archives/2012/06/26/how-music-impacts-helps-our-emotions/

September 27th 2014


• http://www.thefreedictionary.com/brand#Thesaurus September 28th 2014

• http://www.grammarbook.com/grammar/adjAdv.asp September 29th 2014

• http://www.grammar-test.englet.com/comparison-as-as#TOC-Comparison-As-...As

Explanation September 29th 2014


• http://www.thefreedictionary.com/brand#Thesaurus September 28th 2014

• http://www.grammarbook.com/grammar/adjAdv.asp September 29th 2014

• http://www.grammar-test.englet.com/comparison-as-as#TOC-Comparison-As-...As

Explanation September 29th 2014


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MIS NOTAS:



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BLOCK IIBLOCK II

TELL IMPORTANT

MOMENTS OF

THE PAST


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TELL IMPORTANT MOMENTS OF THE PAST40

LAE II BLOCK II.- Tell important moments of the past

Block description:

necessary to talk about your and other people’s past: preferences, activities and lifestyle. Based on the

interchange of information in an oral and written format using simple past structure. This knowledge

will allow you to describe activities you and other people did in the past in a communicative context.

Performance to be demonstrated:

• Recognizes past situations in simple texts.

• Requests and exchanges information related to his/her own activities and situations, as same

as other people’s activities from the past. In an oral and written form within simple contexts

for socialization and recreation.

Competences to be developed:

• Identies and understand the main idea and possible development of an oral or written message

in a foreign language, by using their previous knowledge on hobbies, school activities and

sports.

• Maintains a respectful attitude towards multiculturalism and diversity of beliefs, values, ideas

and social practices, when he/she has to participate and collaborate in teams.

• Communicates in a foreign language by means of a written, oral, or logical discourse, todescribe what he/she did in the past.

• Produces texts based on the normative use of the language, considering the intention and

communicative situation.

• Uses information and communication technologies to process and interpret information related

to his/her past activities.

Learning objects:

• Leisure activities.

• School activities

• Simple Past: Verb “To be”.

• Regular Verbs• Irregular verbs

• Time expressions for the past.



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BLOCK II 4

DIAGNOSTIC FOR BLOCK II

Do you know how to talk about activities you did last year? What word

will you use?

n

block knowledgment.

*If there is something you don’t know, don’t worry, in second block you w

DIACNOSTIC

Student’s name:

Date: 2nd. block Observations

Competences performance indicators Yes NoIf you answer, is No, analyze the

reasons.

1. I can describe how I was when I was a child.

Give an example:

2. I know how to describe what my friends or relatives

were like when they were children.

Give an example.

3. I can talk about activities I did yesterday.

Write an example using regular verbs.:

4. I know how to describe activities I did last year

Write an example: using Irregular verbs.

5. I can talk about activities I did not do last year.

Give an example.

6. I can ask a friend about his yesterday’s activities

using Yes/No questions.

. Give an example

7. I know how to ask a friend about activities he did lastyear using Wh-questions

Write an example

8. I know how to talk about the past using time

expressions.

Give an example:


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42

ACTIVITY 1• WHO WERE THEY?

• Objective: Was, Were introduction.

Opening activity:Do you remember who was your favorite singer when you were achild? How was your favorite singer back then? How do you think she/he is now?

These are photos of famous people before and after.

Who are the people in the following pictures? Write their names.

II. Find differences between each pair of pictures think about; time, age and career beforebeing famous and how they look now.

Example: Madonna was very sexy and famous when she was young, now she is too thin

1.-

2.-

3.-

4.-

III. Write about a singer and actor you liked when you were a child: How were they back

then? How do you think they are now?

1.-

2.-

3.-

4.-

IV. Share your activities with your classmates.

*For next class, students bring photographs of themselves when they were babies, explaining they must

say two things about themselves about the changes in their physical appearance .


TELL IMPORTANT MOMENTS OF THE PAST


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BLOCK II 4

ACTIVITY 2

Opening activity:Do you remember what your favorite song was when you werea child? Or Who was your best friend in elementary school? Why?

• I WAS A BEAUTIFUL CHILD!

• Objective: Was, Were practice.

I. Write your own answer for each of the following questions, draw yourself or stick your

photo.

1. When were you born?

I was born on___________________.My name is______________

2. Where were you born?

3. Who was the most important person in your

childhood?

4. Who were your best friends in Elementary school?

5. What was your favorite game?

6. Which was your favorite song? why?

7. What was your favorite subject in elementary school?

8. Which was your best birthday party?

INTERVIEW

II. Pair work: Interview your classmate and write his/her answers.

1. When were you born?My classmate’s name is

1. Where were you born? ________________________

2. Who was the most important person in your

childhood?

3. Who were your best friends in Elementary school?

4. What was your favorite game?

5. Which was your favorite song? why?

6. What was your favorite subject in elementary school?

7. Which was your best birthday party?

III. Introduce your classmate to the classroom.


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44

GRAMMAR PRACTICE: WAS / WERE

What is the maximum score that you could obtain by answering this exercise about the events thatoccurred in the past in every sentence? What would you choose to complete each sentence? WAS or

WERE?

EXERCISE 1

I. COMPLETE WITH “WAS” OR “WERE” you have no longer than 10 minutes. After you nish

exchange your exercise with a classmate to check answers

1. The ight __________ delayed because

of bad weather. A) WAS B) WERE

2. There_________ many people at the

show. A) WAS B) WERE

3. ________ you tired? A) WAS B) WERE4. They ____ late. A) WAS B) WERE

5. I ____ very annoyed. A) WAS B) WERE

6. She ____ there. A) WAS B) WERE

7. Everybody ____ pleased. A) WAS B) WERE

8. There ____ no trouble at the party. A) WAS B) WERE

9. __________there any difculty in nding

it? A) WAS B) WERE

10. Who ____ at the meeting? A) WAS B) WERE

11. It ____ no bother. A) WAS B) WERE

12. How much ____ they? A) WAS B) WERE

13. How many ____ there? A) WAS B) WERE C) Either could be used here.

14. We _____ too late. A) WAS B) WERE

15. It ____ ours. A) WAS B) WERE C) Either could be used here.

16. It ____ impossible. A) WAS B) WERE C) Either could be used here.

17. It ____ the boys who took it. A) WAS B) WERE

18. She ___________ the guilty one. A) WAS B) WERE

19. I __________ very sad about it. A) WAS B) WERE

20. They _________ easy to deal with. A) WAS B) WERE

II. TEAM WORK: CREATE YOUR OWN “WAS” OR “WERE” EXERCISE show each other the photos you

brought from home the previous class. Describe your photos to your teammates. Point the differences in

physical changes, age, the place where they were and who was with them in each picture. Follow the example.Example: Susan was a very shy girl. She and her brother were in the same classroom.

1.-

2.-

3.-

4.-

5.-

6.-


TELL IMPORTANT MOMENTS OF THE PAST


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BLOCK II 4

EXERCISE 2

I. Complete these sentences and change them to negative form to practice uency.

1) I _____ in Canberra last spring. 1. I wasn’t in Cabrera last spring.

2) We _ were___ at school last Saturday. 2.

3) Tina _____ at home yesterday. 3.

4) He _____ happy. 4.

5) Robert and Stan _____ Garry´s friends. 5.

6) You _____ very busy on Friday. 6.

7) They _____ in front of the supermarket. 7.

8) I _____ in the museum. 8.

9) She _____ in South Africa last month. 9.

10) Jessica and Kimberly _____ late for school. 10.

Instructions: Put in was or were into the gaps.

http://www.englisch-hilfen.de/en/exercises/tenses/was_were.ht

http://www.tolearnenglish.com/exercises/exercise-english-1/exercise-english-

II. Complete these sentences with “am, is, are, was, or were”

1. Last year, she _____ 22, so she is 23 now.

2. Today the weather _____ nice, but yesterday it _____ so cold.

3. I _____ hungry last night, so I had something to eat.

4. Where _______ you at 11 o´clock last Friday morning?

5. Don´t buy those shoes. They _____ too ex

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