al

Lengua Adicional Espaol III (Ingls)

Reforma Integral de la Educacin Media Superior (RIEMS)

Vol. 29

Gua Didctica de Aprendizaje

GUA DIDCTICA DE APRENDIZAJE. LENGUA ADICIONAL AL ESPAOL II (NGLS). 2 Edicin. 2011 Fundacin Cobao, ac En trmite. Av. de las Amricas No. 406 Col. Amrica Sur. Sta. Luca del Camino cp 71228, Oaxaca, Mxico. Tel/Fax: (01 951) 513 26 88. guiasdidacticas @fundacioncobao.org.mx Ilustracin de portada: Gustave Cailleote Edicin: Alejandra Martnez Guzmn Azael Rodrguez Teodoro Eugenio Santibez Gruhl Benjamn Mndez Martnez

DIRECtoRIo
Lic. Gabino Cu Monteagudo Gobernador Constitucional del Estado de Oaxaca Act. Jos Germn Espinosa Santibez Director General del Colegio de Bachilleres del Estado de Oaxaca (Cobao) Lic. Elizabeth Ramos Aragn Directora Acadmica
cp Rogelio Cadena Espinosa Director de Administracin y Finanzas

Ing. Manuel Estrada Montao Director de Planeacin Ing. Ral Vsquez Dvila Gerente de la Fundacin Cobao ac

equipo disciplinar elaborador

I.I. Rosalinda Cruz Enrquez. L.E.L.E. Marcos Osvaldo Snchez Lpez L.E.L.E. Hebert Omar Castillejos Garca L.a.E.T. Armando Martnez Yescas PL. 08 Huajuapan de Len PL. 13 Huautla de Jimnez PL. 31 Juquila PL. 44 San Antonio de la Cal Diseo y cuidado editorial: Hayde Ballesteros Snchez

responsable de asignatura
L.E.L.E. Martn Eduardo Mendoza Martnez.

asesor de contenido
Licenciado en Lingstica y Enseanza de Lenguas y Culturas Extranjeras, Yegor Torbin. Queda prohibida la reproduccin por cualquier medio, impreso y/o digital, parcial o total, de la presente gua, sin previa autorizacin de la Fundacin Cobao, ac Impreso y hecho en Oaxaca, Mx. Los derechos de autor de todas las marcas, nombres comerciales, marcas registradas, logos e imgenes que aparecen en esta Gua Didctica de Aprendizaje pertenecen a sus respectivos propietarios. N. del Ed. Las citas que aparecen en la presente Gua -transcritas de fuentes impresas o de pginas digitales-, no fueron intervenidas ni modificadas, ya que son textuales.

jefa del departamento de lenguaje y comunicacin

Lic. Alejandra Carrasco Mendoza.

NDICE
Presentacin introduccin Letter to students and teachers BLock i
Describes situaciones De causa y efecto 5 7 9 13 17 71 81 145 163

BLock ii

comparas hbitos y costumbres realizaDas en Diferentes

entornos sociales

BLock iii Bock iV

Describes activiDaDes que se Desarrollaron en el pasaDo haces solicituDes y Da instrucciones

GUA DIDCTICA DE APRENDIZAJE > LENGUA ADICIONAL AL ESPAOL III [INGLS]

presentacin
la educacin de calidad es la que promueve el progreso del estudiantado en una amplia gama de logros intelectuales, sociales, morales y emocionales, teniendo en cuenta su nivel socioeconmico, su medio familiar y su aprendizaje previo. (J. Mortimore)

n el Colegio de Bachilleres del Estado de Oaxaca estamos convencidos que la educacin de calidad representa el compromiso y la responsabilidad de formar, no slo estudiantes aptos para seguir preparndose, sino seres humanos capaces de enfrentar y resolver sus problemas; hombres y mujeres crticos y creativos, ciudadanas y ciudadanos participativos, con una cultura sustentada en valores y comprometidos con la sociedad en la que viven. Por eso es que seguimos trabajando afanosamente, perfeccionando nuestros planes, programas y mtodos de enseanza-aprendizaje, pues sabemos que en la medida en que logremos optimizar nuestra oferta educativa, estaremos moldeando convenientemente a las y los profesionales del siglo xxi, garantes de la sociedad libre, sana y progresista que demanda la presente generacin y las futuras. Resultado de este arduo trabajo es la presente Gua Didctica de Aprendizaje que hoy ponemos en tus manos, misma que pretende brindar al estudiantado oportunidades de aprendizaje con calidad, cuyos resultados se vean reflejados no solamente en tus conocimientos, sino que tambin potencien tus competencias, actitudes y valores, necesarios todos ellos para desempearse con xito en el contexto social, en la vida laboral y en la realizacin profesional. Por otra parte, buscamos reforzar el perfil de la planta docente, promoviendo e incentivando su actualizacin de tal manera que se encuentren en condiciones de cumplir con los estndares para llevar a cabo, de manera eficaz y eficiente, el proceso enseanza aprendizaje, concretando el enfoque de la calidad educativa que ofertamos. En suma, buscamos crecer en todos los sentidos: desarrollando el aprendizaje de las y los estudiantes, fortaleciendo el desempeo del personal docente, observando el ejercicio de los directivos, optimizando los recursos financieros
GUA DIDCTICA DE APRENDIZAJE > LENGUA ADICIONAL AL ESPAOL III [INGLS]

y materiales en las escuelas, en fin, cuidando todos y cada uno de los factores que se necesitan abordar para apuntalar el camino de la calidad educativa que nos ha caracterizado por mucho tiempo. La tarea no ha sido fcil, pero nuestra misin y visin educativa se encuentra en la dinmica de redoblar esfuerzos para seguir desarrollando, planeando, impartiendo, evaluando y manteniendo una educacin pblica de calidad, con el nico objetivo de que nuestras y nuestros estudiantes se preparen adecuadamente y puedan enfrentar satisfactoriamente el futuro. La calidad educativa presenta para nosotros el reto de la confianza, porque hoy por hoy compartimos a plenitud el pensamiento de Pablo Latap, cuando afirma que los educadores proclamamos que no ha llegado el fin de la historia; que sta siempre est reinicindose, que s hay otras alternativas y que nos toca crearlas. por esto continuaremos corriendo tras nuestras utopas y experimentando los riesgos de nuestra precaria libertad, que son formas de decir que seguimos teniendo esperanza. muchas gracias.

act. jos germn espinosa santibeZ director general

introduccin
La presente gua didctica es un documento que organiza informacin acerca de los contenidos de una asignatura, orienta en relacin a la metodologa establecida y propone un enfoque del curso; ofrece indicaciones generales y actividades especficas de apoyo. Es una propuesta orientada a apoyar a los estudiantes en la adquisicin de sus conocimientos, saberes y competencias que debe alcanzar durante el proceso de aprendizaje que se implementar en el aula. Tiene como referencia las unidades de competencia, as como los indicadores de desempeo de los saberes requeridos de cada bloque y las diferentes estrategias didcticas para el abordaje de los mismos. La gua didctica sugiere estrategias didcticas y de aprendizaje para lograr el desarrollo de conocimientos, habilidades, actitudes y valores en el alumnado. Establece las unidades de competencia y los atributos especficos de las competencias genricas por bloque. Presenta las actividades de manera metodolgica y dinmica, partiendo de la apertura, pasando por el desarrollo y culminando con el cierre de cada uno de los saberes que integran cada bloque. As tambin, presenta una seccin de Anexos, la cual incluye ejercicios y actividades complementarias, mismas que pueden ser utilizadas como actividades de refuerzo, o bien, como actividades extra clase. En esta seccin de anexos, se encuentran tambin los criterios de evaluacin, es decir, la manera objetiva de conocer el nivel de asimilacin y aprendizaje por parte del alumnado, evaluando los saberes por bloque. Al final del bloque, se incluyen las fuentes de consulta correspondiente a los saberes estudiados, a manera de referencia y consulta externa. La base para aplicar una didctica centrada en el aprendizaje es reflexionar sobre cmo lograr que, paulatinamente, el alumnado alcance asimilar la competencia. Esto ser el generador que propiciar la seleccin de una secuencia lgica, graduada y motivadora de actividades, en donde el principal actor sean los propios educandos. Se establece por un lado, la informacin que deber contener cada uno de los componentes y por el otro, los propsitos y fines para los cuales est estructurado este instrumento de apoyo para las sesiones de clase. Para el logro de las finalidades anteriores, uno de los ejes principales de la Reforma Integral es la definicin de un Marco Curricular Comn que compartirn todas las instituciones de bachillerato, basado en desempeos terminales, con enfoque educativo basado en el desarrollo de competencias, flexibilidad y componentes comunes del currculum. Una competencia es la capacidad de movilizar recursos cognitivos para hacer frente a un tipo de situaciones, con buen
GUA DIDCTICA DE APRENDIZAJE > LENGUA ADICIONAL AL ESPAOL III [INGLS]

juicio, a su debido tiempo, para definir y solucionar verdaderos problemas.1 Anah Mastache2 seala que las competencias van ms all de las habilidades bsicas o del saber hacer, ya que implican saber actuar y reaccionar; es decir que el estudiantado sepa saber qu hacer y cundo. Dentro de las competencias a desarrollar encontramos las genricas, que son aquellas que se desarrollarn de manera transversal en todas las asignaturas del mapa curricular y permiten a estudiantes comprender su mundo e influir en l; les brindan autonoma en el proceso de aprendizaje y favorecen el desarrollo de relaciones armnicas con quienes les rodean. Por otra parte las competencias disciplinares bsicas refieren los mnimos necesarios de cada campo disciplinar, para que el alumnado se desarrolle en diferentes contextos y situaciones a lo largo de la vida. Asimismo, las competencias disciplinares extendidas implican los niveles de complejidad deseables para quienes opten por una determinada trayectoria acadmica, teniendo as una funcin propedutica preparatoria para estudiantes de la enseanza media superior orientada hacia su ingreso y permanencia en la educacin superior. Por ltimo, las competencias profesionales preparan estudiantes para desempearse en su vida con mayores posibilidades de xito. La asignatura de Lengua Adicional al Espaol III (INGLS), pertenece al campo disciplinar de Comunicacin, y tiene el propsito de desarrollar la Competencia Comunicativa del estudiante en una segunda lengua, todo ello a travs del desarrollo de las cuatro habilidades comunicativas: Comprensin auditiva y de Lectura; Produccin Oral y Escrita; cuando se expresa y se comunica de manera eficaz en un segundo idioma en contextos situacionales de actualidad, a la vez que puedan valorar prcticas distintas a las suyas en un marco de interculturalidad. Tambin piensa crtica y reflexivamente, ya que es capaz de acceder a numerosas fuentes de informacin, lo cual ampla sus horizontes adems de propiciar un mejor uso de las Tecnologas de Comunicacin e Informacin (tics). Asimismo, se promueve que aprenda de forma autnoma, cuando bajo la asesora del docente desarrolla estrategias para aprender de manera auto responsable, las cuales sern de gran utilidad en su futuro acadmico y laboral; trabaja en forma colaborativa al entablar dilogos o realizar dramatizaciones y proyectos asumiendo una actitud constructiva, congruente con los aprendizajes y habilidades con los que cuente, enriqueciendo as los distintos grupos de trabajo a los que pertenecer.

carta al estudiante y al docente

Dear stuDent anD teacher: The present booklet was especially made for students; to facilitate their learning process through different activities that will make them think, create, make; but most importantly, learn basic structures for Learning English as a Second Language. The present work is also a tool to facilitate Teachers Performance in the Classroom. It provides teachers with activities, evaluation sheets, the timing, reinforcement and additional activities for each block and for each class within the semester. It also provides reference books and WebPages to help students develop their skills and widen their knowledge of English, meaning: become competent in a second language: English. We hope that this project will be useful and sufficient enough not only for students but also for teachers to reinforce human values such as; punctuality, respect, tolerance, participation, team work and creativity; all of these, important for human development. Also, we hope to gain feedback for future improvement. THANK YOU!

GUA DIDCTICA DE APRENDIZAJE > LENGUA ADICIONAL AL ESPAOL III [INGLS]

/www.flickr.com

Cause and effeCt are two sides of one faCt

raLPH waLdo eMerson

blocK i
describes cause and effect situations tiempo del bloque: 12 horas sesiones: 3
desempeos del niVeles de estudiante al conocimiento concluir el bloque Localiza las ideas principales de un texto oral o escrito. Describe de manera oral y escrita causas y efectos de hechos. Emplea las estructuras gramaticales del Primer Condicional y el Cero Condicional para intercambiar informacin sobre causa y efecto. Anlisis. objetos de aprendiZaje Conocimiento: Cero Condicional IF PresentePresente Primer Condicional IF Presente, Futuro. Modales Posibilidad (may, might) Consejo (should). Primer Condicional IF Presente, modales de posibilidad. competencias a desarrollar Identifica e interpreta la idea general y posible desarrollo de un mensaje oral o escrito en una lengua extranjera, sobre las causas y efectos de diversas situaciones. Se comunica en una lengua extranjera mediante un discurso lgico, oral o escrito, para comparar causas y consecuencias de situaciones ambientales en los contextos local, nacional e internacional, as como en lo que respecta a hechos cotidianos. Evala un texto mediante la comparacin de un contenido con el de otros, en funcin de sus conocimientos previos y nuevos. Emplea estrategias de aprendizaje autnomo, a travs de las tecnologas de la informacin y comunicacin para obtener informacin tanto de las formas gramaticales como de los usos del Primer Condicional y del Cero Condicional. dentifica 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. Utiliza las tecnologas de la informacin y comunicacin para investigar, resolver problemas, producir materiales y transmitir informacin. Produce textos con base en el uso normativo de la lengua, considerando la intencin, situacin comunicativa, y elementos formales del lenguaje como la puntuacin, la ortografa, la sintaxis, la coherencia y la cohesin.

Comprensin.

Utilizacin.

GUA DIDCTICA DE APRENDIZAJE > LENGUA ADICIONAL AL ESPAOL III [INGLS]

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BLoCK i
session 1
grammar point: opening
comment
taKe care of yourself! Which of these things do you do to stay healthy? What else can you do? Sleep at least seven hours a night Go to the Gym Get a medical checkup once a year Eat healthy food regularly

four classes

Zero conditional, First conditional.

Vocabulary:

Pains and aches.

language acquisition targets:

Reading for details skills. Speaking skills (sharing personal experience about healthy habits).

Healthy life

Photografy:stockimages www.freedigitalphotos.net

Medical checkup

Photografy:photostock www.freedigitalphotos.net

Sleep

Exercise

Photografy:imagerymajestic www.freedigitalphotos.net

Photografy:Ambro www.freedigitalphotos.net

Eat healthy food

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development exercise 1
pair work
In pairs, comment on these questions.

Are you doing anything to stay healthy? Do you look like Mario or Ita?

Photographer: photostock Photographer: imagerymajestic Source: www.freedigitalphotos.net

I eat a lot of snacks and Im not getting any exercises. I exercise six days a week. I try to lose weight.

16

BLOCK I
Complete the sentences with the information about yourself. Use always, usually, often, sometimes and never.

exercise 2

I ___________ eat vegetables included in my diet. I ___________ practice sports like soccer or basketball at my free time I ____________eat junk food at school. I______________ go the gym in the afternoons.

Photographer: imagerymajestic Source: www.freedigitalphotos.net

Complete the chart with activities that you think help to stay healthy.

exercise 3

i always

i usually

i often

i sometimes

i never

run in the afternoons

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pair work

In pairs, compare your information. example: I always run in the afternoons to stay healthy. How about you? Well. I never/usually/often/sometimes.

exercise 4
read

Read the next comments and answer the questions.

Hi! In the cafeteria at school I can find only a little of good food and I have problems with it. Because if I eat junk food, I feel sick.

We have a test tomorrow at school. We are very nervous. When we have exams, we always study hard and almost never have time to eat well. In this case, some of us bring food from home. How is the food in your schools cafeteria? Do you agree or disagree with the menu? Do you bring lunch to the school?
Photographer: imagerymajestic Source: www.freedigitalphotos.net

Do you have any of these problems right now?

match

exercise 5
a) Cough b) Stomachache c) Headache d) Fever e) Toothache f) Cold
Source: www.freedigitalphotos.net

( )

( )

( )

( )

( )

( )

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BLOCK I
exercise 6

Photographer:Stuart Miles (izq) Photographer: David Castillo Dominici (der) Source: www.freedigitalphotos.net

Read the conversation and answer the questions. gael: Hello! read liz: Hi, Gael. How are you feeling? gael: Awful. I still have this terrible cold. liz: Thats too bad. Are you taking anything for it? gael: Just some medicine. liz: Hmm. I never take that stuff when I have a cold; I drink hot vinegar with honey. I can make you some. gael: Oh, no thanks! I dont feel that bad! What bothers Gael? Does he do anything to get rid of the cold? What is it? What does Liz offer Gael? Did Gael accept the remedy offered by Liz?

Complete the sentences.

exercise 7

What do you do when youre sick? example: If I feel sick, I go to the doctor.

I take medicine if I ,

If I have a terrible headache, I ,

Photographer: dream designs Source: www.freedigitalphotos.net

GUA DIDCTICA DE APRENDIZAJE > LENGUA ADICIONAL AL ESPAOL III [INGLS]

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0
attention
Zero conditional condition result

If I feel sick,

I go to the doctor.

You have to use a comma (,) to separate the sentence when it starts with IF
You can use this form too, and you dont have to use the comma result condition

I go to the doctor

if I feel sick.

note: Zero conditional joins two sentences to make only one, and this it is formed in the present tense.

exercise 8

a. Join the phrases together to make one sentence using the Zero conditional.

1.-Have a headache / take aspirin. 2.-Feel sick / lie down for a while. 1.

2.

3.- Have a fever / go to the doctor. 4.- Have a toothache / go to the dentist. 3.

4.

b. Share your sentences with the class.

Photographer: Michal Marcol Source: www.freedigitalphotos.net

BLOCK I
Check the next situations. Ask the questions and answer them using the Zero conditional. 1.- Have a high fever. 2. -Have a bad cold and have to go to class. 3.-Have a stomach upset after they eat. 4.-Have to cough or sneeze at the movies. example: A) What do you do if you have a high fever? B) Well, if I have a high fever, I usually dont go to school.

exercise 9
pair work

Match the beginning of the sentence with its ending. ( ) If I feel sick, ( ) I take pills ( ) If I exercise my body, ( ) I arrive late to school a) I stay in shape.

condition

If + subject + verb in present + complement,

Subject + WILL + base form of the verb + complement You have to use a comma (,) to separate the sentence when it starts with IF
You can use this form too, and you dont have to use the comma

Note: We use WILL + base form of the verb to talk about the possible future result. The important thing about the First conditional is that there is a real possibility that the condition will happen.
GUA DIDCTICA DE APRENDIZAJE > LENGUA ADICIONAL AL ESPAOL III [INGLS]

RESULT Subject + WILL + base form of the verb + complement

1
b) I dont go to school. c) If I go to bed late. d) If I have a headache. first conditional

exercise 10
match

attention
result

if + subject + verb in present + complement

st

condition

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read

LearnInG reaDInG. reaDInG for DetaILs. Which environmental problems exist nowadays? Is there anything done to reduce them? What do you do to help the planet?

exercise 11

A.- Read the following text. (Comisin del Desarrollo y Medio Ambiente ) (Comisin Brundtland): Nuestro Futuro comn) sustaInaBLe DeVeLopMent This term applies to social and economical development which allows society to face present needs, with no danger for future generations capability to satisfy their own needs. In the 70s and 80s, natural resources began to diminish for the sake of development. mankind realized that many of their actions had a great impact over nature that is why specialists pointed out the evident decrease of biodiversity and made research to explain the vulnerability of nature systems. (Boulln, 2006:20). The goal of Sustainable development is to encourage industry and society to work together in order to reduce some of the greatest environmental problems which are: global Warming Global warming in the atmosphere (ALSO KNOWN AS Green House Effect) is caused by gas emissions mostly from industry and agriculture. These gases absorbed long wave radiation, reflected on the surface of the Earth. If gases absorb the rays from the sun, the temperature of the Earth increases.

Photographer: Danilo Rizzuti Source: www.freedigitalphotos.net

tHe increase of soil and Water pollution Industrial and agricultural waste poured in rivers and seas cause water and soil pollution. If soil and water are polluted, drinking water and eating food become scarce.

http://es.wikipedia.org/wiki/Desarrollo_sostenible.

22

Photographer: think4photop Source: www.freedigitalphotos.net

BLOCK I
tHe oZone layer decrease
The ozone layer in the stratosphere is a protective shell from the rays of the sun and it is diminishing due to the interaction of chemical products containing chlorine and bromine. The decrease of the ozone layer causes a major penetration of ultraviolet rays which affects the temperature on the surface of the Earth. If temperature increases, it will cause the poles to melt, and other problems related to peoples health.

deforestation lumbering for domestic usage and agricultural expansion purposes, particularly in the tropics, causes erosion and field degradation. If people do not stop cutting trees, there will not be enough oxygen for life on the Earth.

Source: www.freedigitalphotos.net

Man destroys natural habitats of wild animals and plants because of demographic expansion, which endangers several species. If people do not preserve natural habits, many wild species at risk will disappear.
Photographer: user name: njaj Source: www.freedigitalphotos.net

tHe loss of Wild species

did you KnoW?

Natural resources are all the land, forests, energy sources and minerals existing naturally in a place that can be used by people.
De izquierda a derecha Photographer: Hal Brindley Photographer: markuso Photographer: anankkml Source: www.freedigitalphotos.net

GUA DIDCTICA DE APRENDIZAJE > LENGUA ADICIONAL AL ESPAOL III [INGLS]

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comment

What natural resources do you know? Is there any problem that is not important? Why?

tip for tHe teacHer

Pay special attention to the words in bold. Encourage students to use dictionaries. Use creative ideas to practice these words in students speech (written and oral).

B.- Answer the questions about some details from the reading. 1. What is the main goal of the Sustainable development? 2. When did the natural resources begin to diminish? 3. What is another name for global warmin? 4. What causes water and soil pollution? 5. In what layer of air of the Earth is the ozone layer? 6. From what rays does the ozone layer protect the Earth? 7. What are the purposes of lumbering? 8. What is the reason for destroying flora and fauna of a certain area?

C.- Look at the words in bold. Used a dictionary to find their definitions and, if there are any, synonyms. Be ready to use these words in speech.

exercise 12

A. In the previous reading find the sentences with the first conditional and write out them in the following chart. result

condition

B. Complete the following sentences according to your own opinion and share ideas with your classmates 1.- If we dont care about the water, 2.- If the overpopulation continues, 3.- If we continue contaminating the planet, 4.- If the forests disappear, 5.- If we do not help to take care about our environment,

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BLOCK I
Complete the sentences using the First conditional and match them with the pictures.

exercise 13
match

a b
CL os ed

If we (recycle) more, we (help) our planet.

If people to work, there car fumes.

(share) their cars to go not/be) so many

We we

save) thousands of trees if (not/waste) so much paper.

c
( )

If we only need, we planets recovery.

(use) the water we (contribute) to our

If the government (fine) those who pollute the atmosphere, some factories (stop) throwing wastes into rivers.

d
tip for tHe student

Photographer: Idea go (a) Photographer: meepoohfoto(b) Photographer: digitalart (c) Photographer: David Castillo Dominici (d) Photographer: Matt Banks (e) Source: www.freedigitalphotos.net

Remember the structure of the First conditional, you have to use WILL in the result, WILL is a modal verb. You can also use other modal verbs.

GUA DIDCTICA DE APRENDIZAJE > LENGUA ADICIONAL AL ESPAOL III [INGLS]

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Source: http://farm4.staticflickr.com/

BLOCK I
session 2
grammar point: Vocabulary: four classes

First conditional with modal verbs may, might, should. Negative and affirmative forms. Global warming, Climate, Three Rs

language acquisition targets:

Reading comprehension skills

attention
if you Want to HaVe a better World, you sHould taKe care of it noW As you already know WILL is a modal verb. You can also use other modal verbs: MAY, MIGHT, SHOULD, CAN or MUST. Modal verbs are auxiliary words that provide additional and specific meaning to main verbs of the sentence which convey the speakers opinion or attitude towards what is being expressed. You need to place modals between the subject and the main verb. You must keep the main verb in its base form. Look at the chart. condition If we turn off the lights when we go out, result we CAN save energy

Photographer: Danilo Rizzuti Source: www.freedigitalphotos.net

meaning Possibility Ability Obligation

If we want to save our planet If you want a clean city, If we dont save the planet now, If you plant a tree now, If you want to have green areas,

we MUST start actions now!

you mustnt throw garbage in the Prohibition streets future generations MAY have a Probability shortage of water. your children MIGHT enjoy it. Probability you should take care of trees. Advice

GUA DIDCTICA DE APRENDIZAJE > LENGUA ADICIONAL AL ESPAOL III [INGLS]

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attention

Now check the next chart.

equal or first conditional different The Zero Conditional is used to talk about The first conditional is used to talk about things which are always true, such as things which are possible in the present or the scientific facts and general truths future. Things which may happen A Zero Conditional sentence consists of = A First Conditional sentence consists of two two clauses, an IF clause (condition) clauses, an IF clause (condition) and a main and a main clause (result) clause (result) The IF clause takes the Present Verb = The IF clause takes the Present Verb form form (condition) (condition) The main clause takes the Present Verb The main clause (result) takes the Future form (result) Verb form. (will)

Zero conditional

To make a negative sentence use NOT after the modal verb. To make a negative sentence in the Simple Present, use auxiliary verb DO/DOES + NOT. example: If we DO NOT take care of water today, we MAY NOT have any drinkable water tomorrow.

tip for tHe teacHer

Keep in mind the following contractions. DO NOT = DONT SHOULD NOT = SHOULDNT MUST NOT = MUSTNT CAN NOT = CANT But remember! MIGHT NOT does not have a contraction: MIGHTNT

Photographer: Idea go Source: www.freedigitalphotos.net

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BLOCK I
Underline the correct word in parenthesis that best completes the sentence. 1. You (should/ shouldnt) install solar panels if you want to save energy. 2. The air (might not/ might) be cleaner if you dont use much fossil fuel. 3. Our electricity bill (might/ might not) be less expensive if we change to energy saving light bulbs. 4. We (must/ mustnt) cut trees if we want to reduce global warming. 5. You (must/ mustnt) recycle if you love your planet. 6. We (can/ cant) control climate change if we continue using fossil fuels. 7. If we arrive on time, (we can/cant) get tickets for everyone. 8. If ice keeps melting in the polar caps, polar bears (can/cant) lose their home. 9. If its raining hard, you (should/shouldnt) take your umbrella. 10. If you jump in the bungee, you (must/mustnt) feel excited.

exercise 14

Complete the sentences using the correct word from the box.

exercise 15

light

forest

plastic

recycled

tons

can (noun)

checK out the foLLoWInG facts Some A single materials can take 700 years to decompose. of motor oil can contaminate two million gallons of fresh water. of the size of New Yorks Central park is destroyed. a 100 watt light bulb for four hours. .

Every sixteen minutes, a

Recycling a glass bottle saves enough energy to

Americans use four million plastic bottles every hour. Only one bottle out of four is

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exercise 16
teamwork

In teams, read and compare your answers. Then answer the following questions. Which fact surprises you the most and why? Do you and your family recycle? How?

exercise 17
1. He a) might, take

Read the text and answer the questions after it. find it difficult to wake up if you too many pills to sleep. b) can, buy c) could, feel b) should go to bed. c) had to

2. You look tired. You a) ought 3. We a) shouldnt

be cutting down trees. b) could c) must be in the wrong class. c) may not

4. Kate is lost, she a) cant b) may 5. We all a) could

do something to save the earth. b) can c) must

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Photographer: dan Source: www.freedigitalphotos.net

BLOCK I
Read the text and answer the questions after it.

exercise 4
attention

soLVInG GLoBaL WarMInG Means InVestInG In cLean enerGY, Green JoBs anD sMart enerGY soLutIons

o make significant reductions in global warming pollution by mid-century, scientists say, we can avoid some of the most disastrous consequences of global warming, such as the melting of the Greenland ice sheet and a dramatic rise in the sea level. Investing in clean energy industries, such as wind and solar, as well as energy efficiency programs and retooling manufacturing plants can lead us out of crisis and into a new clean energy economy. Cars that drive on electricity, such as plug-in hybrids, dramatically cut oil use, reduce global warming pollution and save money. Less time behind the wheel means less money spent on gas -- and more time for you. Plus, studies show that a neighborhood where people walk more is healthier, safer and friendlier. And when people can walk to the store, the office, or the movie theater instead of driving, we slow down global warming. Each smart growth community reduces global warming pollution by 20 to 40 percent compared to the norm. New buildings should meet strong new energy-efficiency standards that maximize energy savings. Existing homes and commercial spaces can be fitted to save energy by weatherizing and installing energy efficient heating, cooling and lighting systems.

Photographer: dan (arriba) Photographer: digitalart (abajo) Source: www.freedigitalphotos.net

What is the main idea of the text? Which ways of reducing global warming does the author describe? Which paragraph refers to smart transportation? Find other word to express contamination? What is wind power? What do you think it means in your language?

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exercise 19

Say if the statements are true (T) or false (F):

t Scientists say we are no longer able to reduce pollution and global warming. One of the consequences of the global warming is drop in the sea level. Investing in wind and solar energy can lead humanity out of the energy crisis. We will slow down global warming if we spend less time in cars. Smart growth communities increase global warming pollution by 20 40%. New energy-efficiency standards for homes and commercial centers minimize energy savings.

exercise 20
1. If you are not guilty, 2. You must go to school and study 3. You must not eat too many sweets 4. I can buy pop-corn 5. If you want to improve your grades,

Match the following clauses to make a conditional. H. if they dont want to run. G. if you invite the tickets. F. if you have a toothache. E. you shouldnt worry. D. you must not cheat in exams. C. if you want to find a good job. B. if you want to be healthy. A. you should do your homework.

6. They might choose a bicycle for the race 7. You should go to the dentist 8. If you are an honest person,

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BLOCK I
Write out the conditionals that express the following: Ability Obligation Prohibition Advice Possibility Certainty
Photographer: digitalart Source: www.freedigitalphotos.net

Complete the chart about cause and effect. Use conditionals with modals.

exercise 21
Source: www.app.jalisco.gob.mx

cause If I see a blind old man crossing the street, If a person is smoking in a hospital, If there is a pond near my house where mosquitoes can reproduce, If I know sugary drinks are bad for my health, If I leave fire unattended in the forest, If I throw garbage into the oceans and rivers

effect Sea animals I I I I I

Photographer: stockimages Photographer: SOMMAI Source: www.freedigitalphotos.net

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exercise 22
pair work

Meet your cause and effect partner. There are two charts with sentences beginnings and endings. Work with a partner and find the other clause to complete the conditional sentences. Exchange information and write in the clause. conDItIonaL sentences, taBLe 1a If we dont start saving water now, The wild animals on Earth will disappear soon We need to decrease Greenhouse gas emissions If the cities continue to expand, If we run out of oil within a few years,

tip for tHe teacHer

Check vocabulary with the students before doing the activity. Do not let students look at all the tables until the activity is over.

conDItIonaL sentences, taBLe 2a Some islands and low lying areas will disappear If I dont do things differently from now on, If I wash my dads car using a pail of water, If we take showers for a longer time, If I want to be a friend with the world,

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BLOCK I
conDItIonaL sentences, taBLe 1B our children will face scarcity tomorrow. if we dont preserve their habitats. if we want to stop temperature from rising. there will be fewer natural resources such as water and oil. industry will need other sources of energy.

conDItIonaL sentences, taBLe 2B if the sea levels rise. Ill regret tomorrow. Ill save liters of this essential liquid. we will waste amazing amounts of water. I should avoid actions that can harm the world.

Photographer: Vlado Source: www.freedigitalphotos.net

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www.flickr.com

BLOCK I
session 3
grammar point:
Conditionals

three classes

Vocabulary:

Superstitions, revision

language acquisition targets:

speaking skills (applying grammar)

Lets see how much you have learned until here. Answer the following questions. How is the Zero Conditional formed? Is the structure same for the First Conditional? Whats the difference? When can you say about their use? Explain the changes when using SHOULD, MAY, MIGHT with conditionals. In the following sentence, which of the clauses is the cause? Which one is the consequence?

attention

comment

Photographer: scottchan Source: www.freedigitalphotos.net

the atmosphere will contain more co2, so the world will get warmer if we continue to burn trees, gas and oil.

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exercise 23
match

Now, lets practice.

Photographer: Vlado Source: www.freedigitalphotos.net

a. match parts of the sentences. a) If you find a four-leaf clover, b) If you find a horseshoe, c) If a black cat walks in front of you, d) If someone walks under a ladder, e) If a knife falls, f) If you break a mirror, ( ) youll win money. ( ) a man will visit you soon. ( ) something bad will happen to you. ( ) youll have bad luck for seven years. ( ) you will be lucky. ( ) you will have a bad day.

B. Choose the correct answer. 1. If you a) eat b) will eat c) eats d) wont eat greasy food, you will become fat.

2. Your sister go to Paris, if she a) has / will b) will / has c) doesnt has / wont have d) wont / dont 3. If he a) will do b) does c) be d) wont do 4. If I leave now, I a) arrive b) will arrive c) going to arrive d) wont arrive that, he will regret.

money.

in Huautla by 8:00 PM.

Photographer: Ambro Source: www.freedigitalphotos.net

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BLOCK I
5. You on your test if you dont study. a) dont do well b) wont do well c) no one is correct d) a and b are correct 6. They wont know the truth if you a) dont tell b) wont tell c) doesnt tell d) tell 7. If I bake a cake, a) will you b) do you c) does you d) want you 8. If he a) will call b) calls c) wont call d) is have some? them.

tip for tHe student

Verb to arrive can be used both with IN and AT. IN is put before cities and countries (big places), e.g. He is arriving in London tomorrow morning. AT is put before stations and airports (small places), e.g. He is arriving at central camionera this evening.

you, will you answer the phone?

9. If you dont go to the party, I a) am b) will be c) are going d) wont 10. If you get a haircut, you a) will look b) look c) looked d) none of the above is correct

very upset.

much better.

http://todoparamamas.com/wp-content/ uploads/2012/03/orejas-de-burro1.jpg (arriba) Photographer: Pong (abajo) Source: www.freedigitalphotos.net

Photographer: John Kasawa Source: www.freedigitalphotos.net

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c. Vocabulary check. Write five words in each box. School subjects Animal species

Ecological problems

Aches

Places

Colors

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Photographer: Salvatore Vuono Source: www.freedigitalphotos.net

BLOCK I
fIrst conDItIonaL WIth unLess A. Look at the sentences. Define unless-clause and the main clause, then answer the questions.

exercise 24

experts paint a frightening picture of what will happen unless we do something now. unless we take serious actions, rainforests will disappear. 1. The verb in the unless-clause is in the 2. The verb in the main clause is in the 3. The unless-clause 4. Depending on the clause that comes first, the punctuation is a. simple present a. simple present b. will-future b. will-future

a. comes first b. comes second c. can come either in the first or in the second position a. different b. the same

B. How do we express unless in Spanish?

C. Complete these sentences with the verbs in parentheses in the correct form.
Photographer:digitalart Source: www.freedigitalphotos.net

1. We 2. Unless we 3. It

(dont solve) the problems unless we (stop) using fossil fuels, global warming (be) too late unless governments

(invest) in new technology. (continue).

(act) immediately. (not disappear).

4. Unless scientists

(develop) new sources of energy, the problem

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We have been talking a lot about environmental issues. Time to change the topic! Have fun answering the following exercises. If you havent practiced enough, it will help you. And never forget this!! In all conditionals theres always a: Condition => Result

exercise 25
match
1. If we invite Elizabeth, 2. If we only serve snacks, 3. La Lic Ale wont be able to come 4. Well need more chairs 5. If we give a good party,

Osvaldo and Martin are planning a party. Complete the sentences by matching the condition with the result.

a. if we have the party on Saturday. b. our guests will spend a good time. c. well have to invite her husband, Tulito. d. if we invite extra people. e. Yegor wont have anything to eat. He doesnt like that kind of food.

exercise 26

Now complete the sentences with your own ideas. 1. If you mix red and blue, you get purple. 2. If cats like you, they 3. If dogs like you, they 4. If you look directly at the sun, you 6. If you dont water plants, they 7. If fire doesnt have air, it 8. If you eat too much sugar, you

Photographer: Salvatore Vuono Photographer: m_bartosch Source: www.freedigitalphotos.net

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BLOCK I
Complete sentences about yourself. Use the First Conditional.

exercise 27

1. If I finish this exercise, 2. If I have time tonight, 3. If my family goes on vacation this year, 4. 5. 6. 7. If it rains tonight, 8. If I dont clean my room, 9. 10. If I have nightmares, if I dont get enough sleep. if I get to school late. if I eat too much. if dont practice.

Photographer: imagerymajestic Source: www.freedigitalphotos.net

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exercise 28

Choose the best answer for each figure. Share your ideas with the class. If there is no option that you like, provide your own.

if i have a crush on someone, a) I wont talk to him/her. b) I will invite him/her to the movies. c) I will send a romantic letter. d) I will talk to him/her on the last day of the classes.

if i see a shooting star, a) I will make a wish. b) I will speak to my friend. c) I will get scared. d) I will take a picture.

if i fail an exam, a) my parents will ground me. b) I will be given another chance. c) I will study harder. d) I will be very upset.
Photographer: njaj Photographer: Keerati Photographer: Keerati Source: www.freedigitalphotos.net

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BLOCK I

if its sunny tomorrow, a) I wont take an umbrella. b) I can go to the beach with my friends. c) I will take a bottle of water with me. d) My room will be lit with sunlight.

i wont be happy, a) if I dont watch a soap opera or play computer games. b) if I dont listent to my favorite music. c) if I dont eat sweets or chocolate. d) unless I do some exercises.

i will speak english well, a) if I go to communicative courses. b) if I meet a lot of foreigners. c) if I practice my pronunciation. d) if my teacher is good.
Photographer: Victor Habbick Photographer: David Castillo Dominici Source: www.freedigitalphotos.net Source: www.curso-guia-de-turismo-a-distancia-ead

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assessment

To be done with this, complete this self-evaluation. Remember to be honest, your teacher knows you.

my goals Use the Simple Present Tense appropriately. Recognize the structure of the ZERO CONDITIONAL. Recognize the structure of the FIRST CONDITIONAL. Identify MODAL VERBS accurately. Write sentences using the new structures, CONDITIONALS Use Negative and Interrogative forms in the Conditionals. Listen and comprehend specific information regarding cause and effect.

i do it great.

i do it well.

i know it but i need more practice.

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fuentes documentales
bibliogrficas Dos Santos Manuel, Supergoal for COBAO 1; page 21

digitogrficas http://www.youtube.com/watch?v=xoWzElnXiVw

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