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Reforma Integral de la Educación Media Superior (RIEMS)

Lengua AdicionalEspañol IIIal

Lic. Gabino Cué MonteagudoGobernador Constitucional del Estado de Oaxaca

Act. José Germán Espinosa SantibáñezDirector General del Colegio de Bachilleres del Estado de Oaxaca (Cobao)

Lic. Elizabeth Ramos AragónDirectora Académica

cp Rogelio Cadena EspinosaDirector de Administración y Finanzas

Ing. Manuel Estrada MontañoDirector de Planeación

Ing. Raúl Vásquez DávilaGerente de la Fundación Cobao ac

I.I. Rosalinda Cruz Enríquez. PL. 08 Huajuapan de LeónL.E.L.E. Marcos Osvaldo Sánchez López PL. 13 Huautla de JiménezL.E.L.E. Hebert Omar Castillejos García PL. 31 JuquilaL.a.E.T. Armando Martínez Yescas PL. 44 San Antonio de la Cal

L.E.L.E. Martín Eduardo Mendoza Martínez.

Licenciado en Lingüística y Enseñanza de Lenguas y Culturas Extranjeras, Yegor Torbin.

Lic. Alejandra Carrasco Mendoza.

GUÍA DIDÁCTICA DE APRENDIZAJE. LENGUA ADICIONAL AL ESPAÑOL II (NGLÉS).

2ª Edición.© 2011 Fundación Cobao, ac

® En trámite.

Av. de las Américas No. 406Col. América Sur. Sta. Lucía del Caminocp 71228, Oaxaca, México.Tel/Fax: (01 951) 513 26 [email protected]

Ilustración de portada:Gustave Cailleote

Edición:Alejandra Martínez GuzmánAzael Rodríguez Teodoro Eugenio Santibáñez Gruhl Benjamín Méndez Martínez

Diseño y cuidado editorial:Haydeé Ballesteros Sánchez

Queda prohibida la reproducción por cualquier medio, impreso y/o digital, parcial o total, de la presente guía, sin previa autorización de la Fundación Cobao, ac

Impreso y hecho en Oaxaca, Méx.

Los derechos de autor de todas las marcas, nombres comerciales, marcas registradas, logos e imágenes que apa-recen en esta Guía Didáctica de Apren-dizaje pertenecen a sus respectivos propietarios.

N. del Ed. Las citas que aparecen en la presente Guía -transcritas de fuentes impresas o de páginas digitales-, no fueron intervenidas ni modificadas, ya que son textuales.

DIRECtoRIo

equipo disciplinar elaborador

responsable de asignatura

asesor de contenido

jefa del departamento de lenguaje y comunicación

→ÍNDICE

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Presentación

introducción

Letter to students and teachers

BLock iDescribes situaciones De causa y efecto

BLock iicomparas hábitos y costumbres realizaDas en Diferentes entornos sociales

BLock iiiDescribes activiDaDes que se Desarrollaron en el pasaDo

Bock iVhaces solicituDes y Da instrucciones

GUÍA DIDÁCTICA DE APRENDIZAJE > LENGUA ADICIONAL AL ESPAÑOL III [INGLÉS] 3

→presentación


“la educación de calidades la que promueve el progreso del estudiantado

en una amplia gama de logros intelectuales,sociales, morales y emocionales,

teniendo en cuenta su nivel socioeconómico,su medio familiar y su aprendizaje previo”.

(J. Mortimore)

en el Colegio de Bachilleres del Estado de Oaxaca esta-mos convencidos que la educación de calidad represen-ta el compromiso y la responsabilidad de formar, no sólo

estudiantes aptos para seguir preparándose, sino seres hu-manos capaces de enfrentar y resolver sus problemas; hom-bres y mujeres críticos y creativos, ciudadanas y ciudadanos participativos, con una cultura sustentada en valores y com-prometidos con la sociedad en la que viven.

Por eso es que seguimos trabajando afanosamente, perfec-cionando nuestros planes, programas y métodos de ense-ñanza-aprendizaje, pues sabemos que en la medida en que logremos optimizar nuestra oferta educativa, estaremos moldeando convenientemente a las y los profesionales del si-glo xxi, garantes de la sociedad libre, sana y progresista que demanda la presente generación y las futuras.

Resultado de este arduo trabajo es la presente Guía Didáctica de Aprendizaje que hoy ponemos en tus manos, misma que pretende brindar al estudiantado oportunidades de apren-dizaje con calidad, cuyos resultados se vean reflejados no solamente en tus conocimientos, sino que también potencien tus competencias, actitudes y valores, necesarios todos ellos para desempeñarse con éxito en el contexto social, en la vida laboral y en la realización profesional.

Por otra parte, buscamos reforzar el perfil de la planta do-cente, promoviendo e incentivando su actualización de tal manera que se encuentren en condiciones de cumplir con los estándares para llevar a cabo, de manera eficaz y eficiente, el proceso enseñanza aprendizaje, concretando el enfoque de la calidad educativa que ofertamos.

En suma, buscamos crecer en todos los sentidos: desarro-llando el aprendizaje de las y los estudiantes, fortaleciendo el desempeño del personal docente, observando el ejerci-cio de los directivos, optimizando los recursos financieros

6

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 fácil, pero nuestra misión y visión educa-tiva se encuentra en la dinámica de redoblar esfuerzos para seguir desarrollando, planeando, impartiendo, evaluando y manteniendo una educación pública de calidad, con el único objetivo de que nuestras y nuestros estudiantes se prepa-ren adecuadamente y puedan enfrentar satisfactoriamente el futuro.

La calidad educativa presenta para nosotros el reto de la con-fianza, porque hoy por hoy compartimos a plenitud el pensa-miento de Pablo Latapí, cuando afirma que “los educadores proclamamos que no ha llegado el fin de la historia; que ésta siempre está reiniciándose, que sí hay otras alterna-tivas y que nos toca crearlas. por esto continuaremos co-rriendo tras nuestras utopías y experimentando los riesgos de nuestra precaria libertad, que son formas de decir que seguimos teniendo esperanza”.

muchas gracias.

act. josÉ germÁn espinosa santibÁÑeZdirector general

→introducción


La presente guía didáctica es un documento que organiza in-formación acerca de los contenidos de una asignatura, orien-ta en relación a la metodología establecida y propone un en-foque del curso; ofrece indicaciones generales y actividades específicas de apoyo.Es una propuesta orientada a apoyar a los estudiantes en la adquisición de sus conocimientos, saberes y competencias que debe alcanzar durante el proceso de aprendizaje que se implementará en el aula. Tiene como referencia las unidades de competencia, así como los indicadores de desempeño de los saberes requeridos de cada bloque y las diferentes estra-tegias didácticas para el abordaje de los mismos. La guía didáctica sugiere estrategias didácticas y de aprendi-zaje para lograr el desarrollo de conocimientos, habilidades, actitudes y valores en el alumnado. Establece las unidades de competencia y los atributos específicos de las competencias genéricas por bloque. Presenta las actividades de manera metodológica y dinámica, partiendo de la apertura, pasando por el desarrollo y culminando con el cierre de cada uno de los saberes que integran cada bloque. Así también, presenta una sección 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 sección de anexos, se encuentran también los crite-rios de evaluación, es decir, la manera objetiva de conocer el nivel de asimilación y aprendizaje por parte del alumnado, evaluando los saberes por bloque. Al final del bloque, se in-cluyen las fuentes de consulta correspondiente a los saberes estudiados, a manera de referencia y consulta externa.La base para aplicar una didáctica centrada en el aprendiza-je es reflexionar sobre cómo lograr que, paulatinamente, el alumnado alcance asimilar la competencia. Esto será el ge-nerador que propiciará la selección de una secuencia lógica, graduada y motivadora de actividades, en donde el principal actor sean los propios educandos. Se establece por un lado, la información que deberá contener cada uno de los compo-nentes y por el otro, los propósitos y fines para los cuales está 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 definición de un Mar-co Curricular Común que compartirán todas las institucio-nes de bachillerato, basado en desempeños terminales, con enfoque educativo basado en el desarrollo de competencias, flexibilidad y componentes comunes del currículum.Una competencia es la “capacidad de movilizar recursos cog-nitivos para hacer frente a un tipo de situaciones”, con buen

juicio, a su debido tiempo, para definir y solucionar verdade-ros problemas.1Anahí Mastache2 señala que las competencias van más allá de las habilidades básicas o del saber hacer, ya que implican saber actuar y reaccionar; es decir que el estudiantado sepa saber qué hacer y cuándo.Dentro de las competencias a desarrollar encontramos las genéricas, que son aquellas que se desarrollarán de manera transversal en todas las asignaturas del mapa curricular y permiten a estudiantes comprender su mundo e influir en él; les brindan autonomía en el proceso de aprendizaje y favore-cen el desarrollo de relaciones armónicas con quienes les ro-dean. Por otra parte las competencias disciplinares básicas refieren los mínimos 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 trayec-toria académica, teniendo así una función propedéutica pre-paratoria para estudiantes de la enseñanza media superior orientada hacia su ingreso y permanencia en la educación superior. Por último, las competencias profesionales prepa-ran estudiantes para desempeñarse en su vida con mayores posibilidades de éxito.La asignatura de Lengua Adicional al Español III (INGLÉS), pertenece al campo disciplinar de Comunicación, y tiene el propósito de desarrollar la Competencia Comunicativa del estudiante en una segunda lengua, todo ello a través del de-sarrollo de las cuatro habilidades comunicativas: Compren-sión auditiva y de Lectura; Producción 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 prácticas distintas a las suyas en un marco de interculturalidad. También piensa crítica y reflexivamente, ya que es capaz de acceder a numerosas fuentes de informa-ción, lo cual amplía sus horizontes además de propiciar un mejor uso de las Tecnologías de Comunicación e Información (tic’s). Asimismo, se promueve que aprenda de forma autónoma, cuando bajo la asesoría del docente desarrolla estrategias para aprender de manera auto responsable, las cuales serán de gran utilidad en su futuro académico y laboral; trabaja en forma colaborativa al entablar diálogos o realizar dramatiza-ciones y proyectos asumiendo una actitud constructiva, con-gruente con los aprendizajes y habilidades con los que cuen-te, enriqueciendo así los distintos grupos de trabajo a los que pertenecerá.

→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 Teacher’s Perfor-mance 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 semes-ter. 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 im-provement.THANK YOU!


»/www.flickr.com

“Cause and effeCt are two sides of one faCt”

raLPH waLdo eMerson

→blocK idescribes “cause and effect” situations

desempeÑos del estudiante al

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 información sobre causa y efecto.

objetos de aprendiZaje

»Conocimiento:Cero Condicional “IF” Presente-Presente

» 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 lógico, oral o escrito, para comparar causas y consecuencias de situaciones ambientales en los contextos local, nacional e internacional, así como en lo que respecta a hechos cotidianos.

» Evalúa un texto mediante la comparación de un contenido con el de otros, en función de sus conocimientos previos y nuevos.

» Emplea estrategias de aprendizaje autónomo, a través de las tecnologías de la información y comunicación para obtener información 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 tecnologías de la información y comunicación para investigar, resolver problemas, producir materiales y transmitir información. » Produce textos con base en el uso

normativo de la lengua, considerando la intención, situación comunicativa, y elementos formales del lenguaje como la puntuación, la ortografía, la sintaxis, la coherencia y la cohesión.

niVeles de conocimiento

» Análisis.

» Comprensión.

» Utilización.

sesiones: 3

tiempo del bloque: 12 horas


Healthy life

15

BLoCK i

grammar point:Zero conditional, First conditional.

Vocabulary:Pains and aches.

language acquisition targets: Reading for details skills. Speaking skills (sharing personal experience about healthy habits).

session 1 four classes

opening

Medical checkup »Photografy:stockimages »www.freedigitalphotos.net

Sleep »Photografy:photostock »www.freedigitalphotos.net

Exercise »Photografy:imagerymajestic »www.freedigitalphotos.net

Eat healthy food »Photografy:Ambro »www.freedigitalphotos.net

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 GymGet a medical checkup once a year Eat healthy food regularly

GUÍA DIDÁCTICA DE APRENDIZAJE > LENGUA ADICIONAL AL ESPAÑOL III [INGLÉS]

16

In pairs, comment on these questions.

development

pair work

exercise 1

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

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

I exercise six days a week.I try to lose weight.

I eat a lot of snacks and I’m not getting any exercises.

BLOCK I

17

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

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

exercise 2

exercise 3

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

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.

i always… i usually… i often… i sometimes… i never…run in the afternoons


18

In pairs, compare your information.

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 ner-vous. 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.

Read the next comments and answer the questions.

pair work

example:

› I always run in the afternoons to stay healthy. How about you? › Well. I never/usually/often/sometimes….

read

exercise 4

exercise 5

How is the food in your school s cafeteria?

Do you agree or disagree with the menu?

Do you bring lunch to the school?

Do you have any of these problems right now?match

a) Coughb) Stomachachec) Headached) Fevere) Toothachef) Cold

( )

( )

( )

( )

( )

( )

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

»Source: www.freedigitalphotos.net

BLOCK I

19

Read the conversation and answer the questions.

Complete the sentences.

read

exercise 6

exercise 7

gael: Hello!liz: Hi, Gael. How are you feeling?gael: Awful. I still have this terrible cold.liz: That s 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 don t 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?

What do you do when you re 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 designsSource: www.freedigitalphotos.net

»Photographer:Stuart Miles (izq) »Photographer: David Castillo Dominici (der)

Source: www.freedigitalphotos.net


0a. Join the phrases together to make one sentence using the Zero conditional.

b. Share your sentences with the class.

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 don’t 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

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.

»Photographer: Michal MarcolSource: www.freedigitalphotos.net


BLOCK I

1st

Check the next situations. Ask the questions and an-swer them using the Zero conditional.

Match the beginning of the sentence with its ending.

You can use this form too, and you don’t have to use the “comma”

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 don’t go to school.

pair work

exercise 9

exercise 10

attention

( ) If I feel sick,

( ) I take pills

( ) If I exercise my body,

( ) I arrive late to school

a) I stay in shape.

b) I don’t go to school.

c) If I go to bed late.

d) If I have a headache.

match

first conditional

condition resultIf + subject + verb in present + complement, Subject + WILL + base form of the verb +

complementYou have to use a comma (,) to separate the sentence when it starts with IF

RESULT conditionSubject + WILL + base form of the verb +

complementif + subject + verb in present + comple-

mentNote: 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.

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

(Comisión del Desarrollo y Medio Ambiente ) (Comisión Brundtland): Nuestro Futuro común)

sustaInaBLe DeVeLopMentThis 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 70 s and 80 s, 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 sys-tems. (Boullón, 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:

22

A.- Read the following text.

read

exercise 11

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

global Warming Global warming in the atmosphere (ALSO KNOWN AS Green House Effect) is caused by gas emissions mostly from indus-try and agriculture. These gases absorbed long wave radia-tion, reflected on the surface of the Earth. If gases absorb the rays from the sun, the temperature of the Earth increases.

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.

»Photographer: Danilo RizzutiSource: www.freedigitalphotos.net

»Photographer: think4photop »Source: www.freedigitalphotos.net

BLOCK I

23

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 people’s health.

deforestationlumbering for domestic usage and agricultural expan-sion 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.

tHe loss of Wild species Man destroys natural habitats of wild animals and plants because of de-mographic expansion, which endan-gers several species. If people do not preserve natural habits, many wild species at risk will disappear.

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.


»Photographer: user name: njajSource: www.freedigitalphotos.net

»De izquierda a derecha »Photographer: Hal Brindley

»Photographer: markuso »Photographer: anankkml



24

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

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?

B.- Answer the questions about some details from the reading.

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

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

B. Complete the following sentences according to your own opinion and share ideas with your classmates

comment

exercise 12

condition result

1.- If we don’t 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,

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).


BLOCK I

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

match

exercise 13CLosed

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

If people (share) their cars to go to work, there not/be) so many car fumes.

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

If we only (use) the water we need, we (contribute) to our planet s recovery.

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

a

b

c

d

e

( )

( )

( )

( )

( )

tip for tHe student

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.

»Photographer: Idea go (a) »Photographer: meepoohfoto(b) »Photographer: digitalart (c) »Photographer: David Castillo Dominici (d) »Photographer: Matt Banks (e)


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


BLOCK I

grammar point:First conditional with modal verbs may, might, should. Negative and affirmative forms.

Vocabulary:Global warming, Climate, Three R’s

language acquisition targets: Reading comprehension skills

session 2 four classes

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 pro-vide additional and specific meaning to main verbs of the sentence which convey the speaker’s opinion or attitude towards what is being expressed. You need to place modals between the sub-ject and the main verb. You must keep the main verb in its base form. Look at the chart.

condition result meaningIf we turn off the lights when we go out, we CAN save energy Possibility

Ability If we want to save our planet we MUST start actions now! Obligation

If you want a clean city, you mustn’t throw garbage in the streets

Prohibition

If we don’t save the planet now, future generations MAY have a shortage of water.

Probability

If you plant a tree now, your children MIGHT enjoy it. Probability

If you want to have green areas, you should take care of trees. Advice

if you Want to HaVe a better World, you sHould taKe care of it noW

attention

»Photographer: Danilo RizzutiSource: www.freedigitalphotos.net

28

Now check the next chart.attention

Zero conditional equal or different

first conditional

The Zero Conditional is used to talk about things which are always true, such as scientific facts and general truths

≠ The first conditional is used to talk about things which are possible in the present or the future. Things which may happen

A Zero Conditional sentence consists of two clauses, an “IF” clause (condition) and a main clause (result)

= A First Conditional sentence consists of two clauses, an “IF” clause (condition) and a main clause (result)

The “IF” clause takes the Present Verb form (condition)

= The “IF” clause takes the Present Verb form (condition)

The main clause takes the Present Verb form (result)

≠ The main clause (result) takes the Future Verb form. (will)

To make a negative sentence use NOT after the modal verb. To make a negative sentence in the Simple Present, use aux-iliary 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 = DON’TSHOULD NOT = SHOULDN’T

MUST NOT = MUSTN’T CAN NOT = CAN’T

But remember! MIGHT NOT does not have a contraction:

MIGHTN’T

»Photographer: Idea goSource: www.freedigitalphotos.net


BLOCK I

Underline the correct word in parenthesis that best completes the sentence.

Complete the sentences using the correct word from the box.

1. You (should/ shouldn’t) install solar panels if you want to save energy.

2. The air (might not/ might) be cleaner if you don’t 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/ mustn’t) cut trees if we want to reduce global warming.

5. You (must/ mustn’t) recycle if you love your planet.

6. We (can/ can’t) control climate change if we continue using fossil fuels.

7. If we arrive on time, (we can/can’t) get tickets for everyone.

8. If ice keeps melting in the polar caps, polar bears (can/can’t) lose their home.

9. If it’s raining hard, you (should/shouldn’t) take your umbrella.

10. If you jump in the bungee, you (must/mustn’t) feel excited.

exercise 14

exercise 15

light forest plastic recycled tons can (noun)

checK out the foLLoWInG facts

Some materials can take 700 years to decompose.

A single of motor oil can contaminate two million gallons of fresh water.

Every sixteen minutes, a of the size of New York’s Central park is destroyed.

Recycling a glass bottle saves enough energy to a 100 watt light bulb for four hours.

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

30

In teams, read and compare your answers. Then an-swer the following questions.

Read the text and answer the questions after it.

teamwork

exercise 16

exercise 17

Which fact surprises you the most and why?Do you and your family recycle? How?

1. He find it difficult to wake up if you too many pills to sleep.a) might, take b) can, buy c) could, feel

2. You look tired. You go to bed.a) ought b) should c) had to

3. We be cutting down trees.a) shouldn’t b) could c) must

4. Kate is lost, she be in the wrong class.a) can’t b) may c) may not

5. We all do something to save the earth.a) could b) can c) must

»Photographer: danSource: www.freedigitalphotos.net


BLOCK I

Read the text and answer the questions after it. exercise 4

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

to make significant reductions in global warming pollu-tion 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, dra-matically 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 weatheriz-ing and installing energy efficient heating, cooling and lighting systems.

attention

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?

»Photographer: dan (arriba) »Photographer: digitalart (abajo)


32

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

Match the following clauses to make a conditional.

exercise 19

exercise 20

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.

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,

6. They might choose a bicycle for the race

7. You should go to the dentist

8. If you are an honest person,

H. if they don’t want to run.

G. if you invite the tickets.

F. if you have a toothache.

E. you shouldn’t 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.

t f


BLOCK I

Ability

Obligation

Prohibition

Advice

Possibility

Certainty

Complete the chart about cause and effect. Use condi-tionals with modals.

Write out the conditionals that express the following:

exercise 21

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: digitalartSource: www.freedigitalphotos.net

Source: www.app.jalisco.gob.mx

»Photographer: stockimages »Photographer: SOMMAI


34

pair work

exercise 22 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 infor-mation and write in the clause.

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 1a

If we don’t start sav-ing water now,The wild animals on Earth will disappear soon

We need to de-crease Greenhouse gas emissionsIf the cities continue to expand,If we run out of oil within a few years,

conDItIonaL sentences, taBLe 2a

Some islands and low lying areas will disappear

If I don’t do things differently from now on,

If I wash my dad’s car using a pail of water,

If we take showers for a longer time,

If I want to be a friend with the world,


BLOCK I

conDItIonaL sentences, taBLe 1B

our children will face scarcity tomorrow.

if we don’t 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.

I’ll regret tomorrow.

I’ll 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

»www.flickr.com


BLOCK I

grammar point:Conditionals

Vocabulary:Superstitions, revision

language acquisition targets: speaking skills (applying grammar)

session 3 three classes

Let’s see how much you have learned until here. An-swer the following questions.

commentHow is the Zero Conditional formed?Is the structure same for the First Conditional? What’s 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?

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


attention

38

Now, let s practice.

B. Choose the correct answer.

exercise 23

match

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,

( ) you’ll win money.

( ) a man will visit you soon.

( ) something bad will happen to you.

( ) you ll have bad luck for seven years.

( ) you will be lucky.

( ) you will have a bad day.

1. If you greasy food, you will become fat. a) eat b) will eat c) eats d) won t eat

2. Your sister go to Paris, if she money. a) has / will b) will / has c) doesn t has / won t have d) won t / don t

3. If he that, he will regret. a) will do b) does c) be d) won t do 4. If I leave now, I in Huautla by 8:00 PM. a) arrive b) will arrive c) going to arrive d) won t arrive

»Photographer: Ambro »Source: www.freedigitalphotos.net

»Photographer: Vlado »Source: www.freedigitalphotos.net


BLOCK I

5. You on your test if you don’t study. a) don t do well b) won’t do well c) no one is correct d) a and b are correct

6. They won’t know the truth if you them. a) don t tell b) won t tell c) doesn t tell d) tell

7. If I bake a cake, have some? a) will you b) do you c) does youd) want you

8. If he you, will you answer the phone? a) will call b) calls c) won t call d) is

9. If you don’t go to the party, I very upset. a) am b) will be c) are going d) won t

10. If you get a haircut, you much better. a) will look b) lookc) looked d) none of the above is correct

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.

»Photographer: John Kasawa »Source: www.freedigitalphotos.net

»http://todoparamamas.com/wp-content/uploads/2012/03/orejas-de-burro1.jpg (arriba)

»Photographer: Pong (abajo) »Source: www.freedigitalphotos.net

40

c. Vocabulary check. Write five words in each box.

School subjects Animal species

Ecological problems Aches

Places Colors

»Photographer: Salvatore VuonoSource: www.freedigitalphotos.net


BLOCK I

fIrst conDItIonaL WIth ‘unLess’exercise 24

A. Look at the sentences. Define ‘unless’-clause and the main clause, then answer the questions.

B. How do we express ‘unless’ in Spanish?

C. Complete these sentences with the verbs in paren-theses in the correct form.

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 b. ‘will’-future

a. simple present b. ‘will’-future

a. comes first b. comes secondc. can come either in the first or in the second position

a. different b. the same

experts paint a frightening picture of what will happen unless we do something now.unless we take serious actions, rainforests will disappear.

1. We (don’t solve) the problems unless we (invest) in new technology.

2. Unless we (stop) using fossil fuels, global warming (continue).

3. It (be) too late unless governments (act) immediately.

4. Unless scientists (develop) new sources of energy, the problem (not disappear).

»Photographer:digitalartSource: www.freedigitalphotos.net

42

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

Now complete the sentences with your own ideas.

exercise 25

exercise 26

match

1. If we invite Elizabeth,

2. If we only serve snacks,

3. La Lic Ale won’t be able to come

4. We’ll need more chairs

5. If we give a good party,

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 don’t water plants, they

7. If fire doesn’t have air, it

8. If you eat too much sugar, you

a. if we have the party on Saturday.

b. our guests will spend a good time.

c. we’ll have to invite her husband, Tulito.

d. if we invite extra people.

e. Yegor won’t have anything to eat. He doesn’t like that kind of food.

»Photographer: Salvatore Vuono »Photographer: m_bartosch


We have been talking a lot about environmental issues. Time to change the topic! Have fun answer-ing the following exercises. If you haven’t practiced enough, it will help you.

And never forget this!! In all conditionals there’s always a: Condition => Result


BLOCK I

Complete sentences about yourself. Use the First Con-ditional.

exercise 27

1. If I finish this exercise,

2. If I have time tonight,

3. If my family goes on vacation this year,

4. if I get to school late.

5. if I eat too much.

6. if don’t practice.

7. If it rains tonight,

8. If I don’t clean my room,

9. if I don’t get enough sleep.

10. If I have nightmares,

»Photographer: imagerymajesticSource: www.freedigitalphotos.net

44

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

exercise 28

if i have a crush on someone,

a) I won’t 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 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.

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.

»Photographer: njaj »Photographer: Keerati »Photographer: Keerati



BLOCK I

if it’s sunny tomorrow,

a) I won’t 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 won’t be happy,

a) if I don’t watch a soap opera or play computer games.

b) if I don’t listent to my favorite music.

c) if I don’t 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

46

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

my goals i do it great. i do it well. i know it but i need more practice.

Use the Simple Present Tense appropriately.

Recognize the structure of the ZERO CONDITIONAL.

Recognize the structure of the FIRST CONDITIONAL.

Identify MODAL VERBS ac-curately.

Write sentences using the new structures, CONDI-TIONALS

Use Negative and Inter-rogative forms in the Con-ditionals.

Listen and comprehend specific information re-garding cause and effect.

assessment

GUÍA DIDÁCTICA DE APRENDIZAJE > LENGUA ADICIONAL AL ESPAÑOL III [INGLÉS] 47GUÍA DIDÁCTICA DE APRENDIZAJE > LENGUA ADICIONAL AL ESPAÑOL III [INGLÉS] 47

→fuentes documentales

bibliográficas

Dos Santos Manuel, Supergoal for COBAO 1; page 21

digitográficas

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

ingles

Documents

david castillo

posible desarrollo

language acquisition

present complement

danilo rizzuti

verb complement

base form

conditional