Objetivos e Avaliação do Ensino de Inglês

Vista previa del material en texto

SUBJECT: ENGLISH 
PERIOD: FIRST 
GRADE: 8Th 
School: 
Teacher: 
Grade: 
 
Time: Hours: 
ENGLISH 
 
 
 
REFERENTES LEGALES: 
El Ministerio de Educación Nacional, particularmente en la Ley General de Educación, que establece como uno de 
sus fines “El estudio y la comprensión crítica de la cultura nacional y de la diversidad étnica y cultural del país, como 
fundamento de la unidad nacional y de su identidad”. En la misma ley se fijan como objetivos de la Educación 
Básica y Media “La adquisición de elementos de conversación y de lectura al menos en una lengua extranjera” y “La 
comprensión y capacidad de expresarse en una lengua extranjera”. 
 
 
PURPOSES 
AFFECTIVE: That we enjoy learning new expressions in English 
COGNITIVE: That we recognize vocabulary and expressions in order to speak, write, 
read and understand about unexpected events in English. 
EXPRESSIVE: That we speak, write, read and understand in English about unexpected 
events in English. 
 
 
EVALUACIÓN: INDICADORES DE DESEMPEÑO 
-Identifico ideas generales y específicas en textos orales, si tengo conocimiento del tema y del 
vocabulario utilizado. 
 
-Produzco textos sencillos con diferentes funciones (describir, narrar, argumentar) sobre temas 
personales, de mi interés y relacionados con otras asignaturas. 
 
-Hago exposiciones ensayadas y breves sobre algún tema académico de mi interés. 
 
-Narro historias cortas o descripciones sencillas, enlazando mis ideas de manera apropiada. 
 
ENSEÑANZAS (COMPETENCIAS Y HABILIDADES) 
Competencia PragmáticaCompetenciaCompetencia Lingüística 
Habilidades:Habilidades:Sociolingüística 
 
comparisons.and cards� To organize short 
Habilidades:� To establish� Writing paragraphs 
 
stories or� Making inferences� Figuring out true 
descriptions. 
and false� Describing or telling 
statements� Recognizing wordssimple situations. 
and expressions. 
 Finding out specific 
information 
 
 
EJES TEMÁTICOS 
 REVIEW (disasters; describing places and situations, everything, something, anything, 
nothing, Wh-question, simple present and past tense, present and past continuous). 
 DESCRIPTIONS (connectors; not only, but also, but…as well, either, nor, neither, therefore, moreover, however, instead of, on the contrary… 
 
 
DIDÁCTICAS 
 
 
Didáctica comprehensiva 
Los estudiantes colocan a prueba sus habilidades para leer comprehensivamente y para 
realizar inferencias directas. 
Didáctica interrogativa 
Los estudiantes potencian sus capacidades de comprehender las preguntas y de expresar 
respuestas cada vez con mayor profundidad y sentido. 
Didáctica expresiva 
Los estudiantes tienen la oportunidad de desplegar su creatividad expresando el significado de 
la proposición a través de diferentes lenguajes y disfrutando plenamente del aprehendizaje. 
DIAGNOSTIC TEST 
 
 
“UNEXPECTED EVENTS” 
1. Write the name of the disaster using the word bank 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Word bank: Wildfire – Tornado – Earthquake – Storm – Drought – 
Flood 
 
 
2. Read and complete with some connectors using the word bank 
Word bank: 
instead of, not only, as well as, either, but also, nor, neither, therefore, moreover, 
however, on the contrary 
 
 
 
The strongest earthquake in the 2011 
 
Colombia suffered the strongest earthquake during the last year. The natural 
event destroyed buildings and houses, many cars and 
some of the main streets were affected by the disaster. there 
weren't human victims have been reported disappeared people. 
However some animals were victims of this unexpected event. 
 
 
3. Imagine you are a journalist. Then write a report according to the picture. 
Describe by using different tenses: 
He/ Verbdoes Does *He goes to Verb in Didn’t Did *He went to 
she/ adds:not the library the past the library 
it “s” “es” form 
 
WORKSHOP 1 
 
WEEK: FROM TO 201 HOURS: 
 
EXPRESSIVEPURPOSE 
That I develop reading comprehension showing my advances by organizing 
stories and contrasting verbs with pictures. 
 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Identifico ideas generales y específicas en textos orales, si tengo 
conocimiento del tema y del vocabulario utilizado. 
 
 
 
 
 
 
Tell us about you: 
 
 What did you like when you were younger? 
 What do you like now? 
 
Now ask your partner: 
 
• What did she or he like when he or she were younger? 
 
•What does he or she like now? 
 
 
 
 
 
 
REVIEW 
 
 
Simple present tense 
 
 
Example 
 
 
Simple past tense 
 
 
Example 
affirmative negative Interrogative Affirmative negative Interrogative 
 
I/ 
you/ 
they/ 
we 
 
Verb 
doesn’t 
change 
 
Do not Do 
 
* you go to 
the library 
 
 
*You do not 
go to 
library 
 
*Do you go 
tothe 
library? 
 
Verb in Didn’t 
the past 
form 
 
the 
 
Did *you went 
tothe 
library 
 
 
*Youdid 
not go to 
the library 
 
 
*Did you go 
tothe 
library? 
 
 
 
 
 
 
 
“ies” 
 
*He does not *He did not 
go to 
library 
the go to the 
library 
 
*Does he go 
tothe 
library? 
 
 
The simple present tense, a verbal tense that expresses daily routines or habits, is 
different from the past tense that expresses actions done in the past. This explanation is 
according to the grammar rules. 
*Did he go 
tothe 
library? 
 
 
 
To organize a story you should take into account the following tips: 
 
 
a. Recognize the vocabulary you know to get a general idea, after that look in your 
dictionary for the vocabulary you do not know to have better comprehension. 
b. Identify the paragraph’s content. 
c. Establish the structure of the text: introduction, body and conclusion. 
d. The order of the text may vary according to the author’s style, but all the texts 
have coherence and cohesion. 
e. Try with different paragraphs in order to be sure that the paragraph you chose is 
the correct one. 
 
 
ACTIVITY 
Name the parts of the text: Introduction, body, conclusion. 
Japan Tsunami Taller Than 10-Story Building 
Giant wave was biggest recorded in decades: Experts by Rob Quinn, Newser Staff 
 
 
Posted Jul 19, 2011 1:40 AM CDT | Updated Jul 19, 2011 7:00 AM CDT 
 
 : The tsunami was at its tallest when it struck the port city of Miykao, 
according to experts who measured marks left on buildings and trees in the valley where 
the town sits. The largest tsunami ever recorded was in Alaska in 1958, when a 
landslide caused a mega-tsunami 1,720 feet tall—470 feet higher than the Empire State 
Building—to sweep through the Lituya Bay inlet. 
 : The tsunami that struck Japan in March rose to a staggering 132.5 
feet at its highest, taller than a 10-story building, according to 150 researchers who have 
collected data from thousands of locations along the country's east coast. 
 
 
 : Here's how it stacks up: The killer wave was taller than the 2004 Indian 
Ocean tsunami (108 feet), taller than Rio's Christ the Redeemer statue (130 feet), and 
taller than any other tsunami recorded in Japan (125.3 feet, in 1896), the Telegraph 
reports. 
 
 
Underline the past actions in the text and classify. 
Answer the following questions: 
What happened? 
When? 
Where? 
Who were the people involved? 
What were the consequences? 
 
 
 
 
 
 
 
 
1. Read, organize the story and underline some simple present and simple 
past sentences, write the sentences on your notebook. 
 
 
 
Dusk to Dawn: Survivor Accounts of the Last Night on the Titanic 
 
Eight o'clock on April 14 found many of the passengers at dinner. The weather 
continued to be clear and calm, and all agreed the Sunday evening dinner was the best 
yet. Since the ship was on its fifth day out, casual acquaintances were evolving into 
friends. The passengers were comfortable with the ship's daily schedule. I doubt that 
anyone at dinner was discussingthe possibility of striking an iceberg and sinking. 
 
 
 
On Wednesday, April 10, 1912, the Titanic set sail for America from Southampton. She 
planned to reach New York the following Wednesday. By April 16 the entire world was 
shocked to find that this majestic ocean liner had sunk. In April of each year, another 
anniversary of the historic event makes the news. I had the opportunity to read a book 
by Paul J. Quinn on the subject. Mr. Quinn's first book, Titanic at Two A.M., primarily 
focused on the last 20 minutes before the ship sank. This book starts earlier in the 
evening and continues hour by hour through that awful historic night. 
 
 
 
 
The bow of the Titanic slipped into the dark sea at two o'clock, barely making a ripple. 
The story continues through the night, the survivors testifying as to the horrors they saw 
and heard in the darkness. Dawn came early over the sea, and the sky began to lighten 
at four a.m. Soon afterward, the Carpathia arrived and began picking up the relatively 
few remaining passengers. Some of those who survived testified before the Senate, and 
Mr. Quinn quotes them throughout the book. Others never spoke of their ordeal, not 
even to their families. All of those who did survive carried the distinction of "Titanic 
survivor" the rest of their lives. 
 
 
 
 
For the next few hours, the passengers were engaged in the entertainment on board-- 
cards, music, dancing, and relaxing in the bars. Some wandered off to bed. Throughout 
the early evening hours the crew was into its normal routine. They too were just getting 
acquainted with each other, since this was the Titanic's maiden voyage. Mr. Quinn uses 
the survivors' stories to vibrantly discuss this last haunted evening on the fated ship. He 
weaves the passengers and crews remembrances well, making you feel like you are on 
the ship. 
 
 
Taken from: http://cruises.about.com/od/cruisereading/gr/titanic_dusk_to_dawn.htm 
http://cruises.about.com/od/cruisereading/gr/titanic_dusk_to_dawn.htm
 
 
 
 
 
 
Now you are going to do a presentation about a disaster that happened before, you can 
get the information, if you ask your parents, grandpa, relatives or friends. 
I/ Am+ 
verb with 
-ing 
Am not+ 
verb 
With 
Am+ 
person+ 
verb with – 
I am going to 
the library 
*I am not 
verb with 
-ing 
Was not 
+ verb 
wth -ing” 
Was+ I+ verb 
with –ing ? 
I was going 
to the library 
*I was not 
 -ing ing? going to the going to the 
 library library 
 *Am I going *was I going 
 to the library? to the library? 
 * * YO are and the Use Begins with you are Use Use Begins with you were 
U/ verb auxiliary auxiliary to be: going to the auxiliary auxiliary auxiliary to be: going to the 
 Y/ with: “-ing” not and verb finishes *you are not were and were not verb finishes *you were not 
WE the verb with: “-ing” going to the the verb and the with: “-ing” going to the 
 finishes library finishes verb library 
 with: “- *Are you with: “- finishes *were you 
 ing” going to the ing” with: “- going to the 
 library? ing” library? 
 
WORKSHOP 2 
 
WEEK: FROM TO 201 HOURS: 
 
 
EXPRESSIVEPURPOSE: That I develop reading comprehension and writing production 
showing my advances by asking and answering information to describe places and 
situations using W/h questions in simple and continuous tenses. 
 
 
 
 
 
 
 Look at the picture and tell to your partner what the characters are doing: 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Produzco textos sencillos con diferentes funciones (describir, narrar, argumentar) sobre 
temas personales, de mi interés y relacionados con otras asignaturas. 
 
 
 
 
 
 
REVIEW 
Present Continuous tense 
 
 
Example Continuous past tense 
 
 
Example 
affirmative negative Interrogative 
 
* 
 
Affirmati 
ve 
Was+ 
negative Interrogative 
 
* 
 
 
 
 
 
 
 
 
 
THE 
 
finishes 
 
to be: are 
 
are and the library 
 
to be: 
 
to be: 
 
were and the library 
 
 
 
 
 
 
 
 
 
 
 
HE/ 
SHE 
Use 
auxiliary to 
Use 
auxiliary 
Begins with 
auxiliary to be: 
* 
he is going 
to the library 
Use 
auxiliary 
Use 
auxiliary 
Begins with 
auxiliary to be: 
* 
He was 
going to the 
/ IT be: is and to be: is is and the verb *he is not to be: to be: was and the library 
 the verb not and finishes with: “- going to the was and was not verb finishes *He was not 
 finishes the verb ing” library the verb and the with: “-ing” going to the 
 with: “-ing” finishes *Is he going finishes verb library 
 with: “- to the library? with: “- finishes *was he 
 ing” ing” with: “- going to the 
 ing” library? 
 
 
 
 
 
 
 
To describe a place or a situation you should take into account the following tips: 
 
 
a) Ask yourself some basic w/h questions, for example: Where, when, why, who, 
how, what. 
 
 
b) Answer the questions using the explicit and the implicit information (make 
inferences from the context). 
 
 
c) Write putting together the answers you have and add all details you can include. 
 
d) Organize the ideas according to the correct structures: Coherence and cohesion. 
 
 
 
Let’s see one example: 
 
 
 
 
 
 
 
 
 
Let’s answer some questions: 
 
1. Where is the man? 
 
 
2. Why is the man there? 
 
 
3. When is it happening, during the day or during the night? 
 
 
4. How do you believe it happened? 
 
 
5. What is the possible solution for the man? 
 
Now let’s describe according to the information we have: 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Let’s answer some questions: 
 
 
 
1. Where is the man and where are the women? 
 
 
 
 
2. Why is the man there? Why are the women there? 
 
 
 
 
3. What is happening? 
 
 
 
 
 
 
Now let’s describe according to the information we have: 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Describe what happened in each image. 
 
 
A 
 
 
 
 
 
 
 
 
B 
 
 
 
 
 
 
 
 
C 
WORKSHOP 3 
 
WEEK: FROM TO 201 HOURS: 
 
 
EXPRESSIVE PURPOSE: That I develop writing showing my advances by 
using connectors 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Narro historias cortas o descripciones sencillas, enlazando mis ideas de manera 
apropiada. 
 
 
 
 
 
Identify in the text words that express sequence or connect ideas: 
Bobby Bippy bought a bat. 
Bobby Bippy bought a ball. 
Withhis bat Bob banged the ball 
Banged it bump against the wall 
But so boldly Bobby banged it 
That he burst his rubber ball 
"Boo!" cried Bobby 
Bad luck ball 
Bad luck Bobby, bad luck ball 
Now to drown his many troubles 
Bobby Bippy's blowing bubbles. 
 
 
 
From mid-Willamette Valley theater 
 
 
 
 
 
 
 
 
Coordinating 
conjunction 
 
 
These join two words, 
phrases or independent 
clause. They mostly occur 
mid-sentence with a 
comma placed before the 
conjunction. They may 
also occur at the 
beginning of a sentence 
 
 
 
 
 
 
ADDITION 
Correlative 
conjunctions 
 
 
These join 
equivalent sentence 
elements such as 
one noun phrase 
with another noun 
phrase. These occur 
as paired words. 
 
 
 
 
 
 
 
ADDITION 
Subordinating 
conjunctions 
 
 
These join a 
dependent clause to 
an independent 
clause. They occur 
at the beginning of 
sentences with a 
comma separating 
the clause mid- 
sentence or they 
occur mid-sentence 
with no comma. 
 
 
ADDITION 
Conjunctive adverbs / 
transition words 
 
 
These join two 
independent clauses or 
sentences. They can be 
used at the beginning of 
a sentence or mid- 
sentence (with 
punctuation). They 
transition the reader 
from the thought of one 
sentence to the thought 
in the next. 
 
 
ADDITION 
 
and, also, and also Both...and, not only besides, in addition 
...also, not only ... but to 
also, and...too, and 
so 
in addition, furthermore, 
moreover, additionally, 
besides 
 
 
ALTERNATIVE 
 
ir, nor 
ALTERNATIVE 
 
either...or, 
neither...nor 
ALTERNATIVE 
 
rather thanALTERNATIVE 
 
instead, as an 
alternative, otherwise, 
rather 
 
CAUSE-EFFECT 
 
so, for 
CAUSE-EFFECT 
 
so...that, such...that 
CAUSE-EFFECT 
(reason) 
CAUSE-EFFECT 
 
therefore, consequently, 
because, since, now as a consequence, as a 
that, as, in order, as result, thus, hence, 
long as, inasmuch,accordingly 
because of, due to, 
owing to, so that, 
in order that, if only 
because 
 
 
COMPARISON COMPARISON 
 
as . . . as, 
COMPARISON 
 
as (like), as if, as 
COMPARISON 
 
In the same way, 
 more...than, though Similarly, In contrast, 
 less...than Unlike X, Y 
 
CONDITION 
 
CONDITION 
 
CONDITION 
 
CONDITION 
 
or else 
 
Whether... or not 
 
if, only if, unless, 
 
otherwise, in the event 
 even if, whether, (that), anyway, anyhow 
 whether or not, 
 provided (that), in 
 case, in the event 
 (that) 
 CONTRAST 
CONTRAST CONTRAST (contrary outcome) CONTRAST 
 
but, yet, but still, but 
 
neither... nor 
 
nevertheless, 
anyway 
 
 
 
 
 
 
EMPHASIS 
 
 
 
 
 
 
 
EMPHASIS 
although, even 
though, though, 
while, whereas, 
despite, in spite of, 
regardless of 
EMPHASIS 
nonetheless, however, 
on the one hand, on the 
other hand, in contrast 
to, in contrast, on the 
contrary 
EMPHASIS 
 indeed, in fact, of course, 
 certainly 
 
TIME 
 
TIME 
 
TIME 
 
TIME 
 after, before, when, 
 
first, second, next, then, 
 while, since, as, until, finally, previously, now, 
 as soon as, by the presently, next, still, 
 time, once meanwhile, 
 subsequently, afterward 
 
 
 
 
 
 
 
 
 
 
Fill in the blanks with a suitable connector 
 
 
( WHEREAS, BUT, ALTHOUGH, HOWEVER, DESPITE, INSPITE OF, ON THE OTHER 
HAND) 
1. Andrew was warned of the risks, he decided to travel alone to 
South America. 
 
 
2. Maria did not get a promotion her qualifications. 
 
 
3. Zambia is a land- locked country, Kenya has a coastline. 
 
 
4. On the one hand, you could rent a flat instead of buying one. you are 
always at the mercy of landlords. 
 
 
5. This restaurant has a good reputation, that one does not. 
6.The city has a 50 kph limit. , people are often caught speeding. 
7.You won’t be forgiven your apology. 
8.We couldn’t find a house to buy we looked at quite a few. 
 
 
9. He always looks so lonely and sad his popularity.10.He is quiet and 
shy, his sister is lively and talkative 
 
 
 
 
 
 
 
 
 
 
 
 
Join each pair of sentences. be careful where you put the words in brackets. 
( ALTHOUGH, IN SPITE OF , DESPITE) 
1. Dave smokes. He seems to be in good health ( although) 
 
 
2. couldn’t sleep. I was tired. ( despite) 
 
 
3. Max didn’t notice the sign. It was right in front of him ( even though) 
4.Kate never learnt Spanish. She lived in Spain for many years(although) 
5.Joe is a millionaire .He hates spending money. ( despite) 
 
REWRITE THESE SENTENCES. 
 
1.I couldn’t sleep although I was tired. ( despite) 
 
2.Although he has got an English name, he is in fact German. (despite) 
3.In spite of her injured foot, she managed to walk to the village( although) 
4.I decided to accept the job although the salary was low. ( in spite of) 
5.We lost the match although we were the better team.( despite) 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Based on the picture choose the correct option: 
 
1. According to the picture we can conclude that: 
 
a. The man is confirming that the human beings are victims of their own 
inventions 
b. The man is confirming that the human beings are guilty of their own inventions 
c. The man is confirming that the human beings are responsible of the natural 
disasters 
 
 
2. In the graphic “war” means: 
 
A. a natural disaster 
B. a phenomena 
C. a catastrophe 
D. combat 
WORKSHOP 4 
 
WEEK: FROM TO 201 HOURS: 
 
EXPRESSIVE PURPOSE: That I develop writing showing my advances by 
describing scenes according to pictures using undefined pronouns 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Produzco textos sencillos con diferentes funciones (describir, narrar, argumentar) 
sobre temas personales, de mi interés y relacionados con otras asignaturas. 
 
 
 
 
 
Stop and think: 
Choose the correct answer: 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Indefinite Pronouns 
 
 
An indefinite pronoun does not refer to any specific person, thing or amount. It is vague and "not 
definite". Some typical indefinite pronouns are: all, another, any, anybody/anyone, anything, 
each, everybody/everyone, everything, few, many, nobody, none, one, several, some, 
somebody/someone 
 
 
Most indefinite pronouns are either singular or plural. However, some of them can be singular in 
one context and plural in another. The most common indefinite pronouns are listed below, with 
examples, as singular, plural or singular/plural. 
 
 
Pronoun 
Another 
anybody/anyone 
Anything 
 
Each 
Meaning 
 
an additional or different 
person or thing 
 
no matter what person 
no matter what thing 
every one of two or more 
people or things, seen 
separately 
 
Either 
 
 
everybody/everyone 
Everything 
Much 
Neither 
nobody/no-one 
one or the other of two people 
or things 
 
All people 
All things 
a large amount 
 
not one and not the other of 
two people or things 
 
no person 
Nothing 
One 
 
Other 
 
 
somebody/someone 
pronoun 
you 
 
 
both 
 
 
few 
no single thing, not anything 
An unidentified person 
a different person or thing from 
one already mentioned 
 
an unspecified or unknown 
person 
 
Meaning 
 
An unidentified person 
(informal) 
 
two people or things, seen 
together 
 
a small number of people or 
things 
several 
they 
 
all 
 
 
 
any 
 
 
 
more 
 
 
most 
none 
 
some 
more than two but not many 
people in general (informal) 
the whole quantity of 
something or of some things or 
people 
 
no matter how much or how 
many 
 
a greater quantity of 
something; a greater number 
of people or things 
 
The majority; nearly all 
not any; no person or persons 
an unspecified quantity of 
something; an unspecified 
number of people or things 
fewer a reduced number of people or things 
 
 
many 
others 
a large number of people or 
things 
 
Other people; not us 
 
 
 
 
 
 
 
 
1. Let’s describe the situations using indefinite pronouns. 
 
 people are rescued in improvised boats 
 
 
 
 
 
 
 
 
 
 
 car was rescued from the last 
natural disaster 
 
 
 
 is waiting for the official reports 
 
 
 
 
 
 
 
 
 
 
 
 buildings were destroyed 
 understandsthis tragic event 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
1. Let’s describe the situations using undefined pronouns 
Match the picture with the sentence that best describe the situation 
1. Each family received humanitarian aid 
2. Anyone can call to the emergency lines 
3. Several organizations are helping the victims of the natural disasters 
4. After the disaster everything is under control 
5. One of the members of the police helped rescue some victims 
 
 
 
 
 
 
1. Describe the following situations using undefined pronouns 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
A 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
B 
WORKSHOP 5 
 
WEEK: FROM TO 201 HOURS: 
 
 
EXPRESSIVE PURPOSE: That I develop reading comprehension and 
writing production showing my advances by describing situations, using 
the regular and irregular verbs in the past tense. 
 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Hago exposiciones ensayadas y breves sobre algún tema académico 
de mi interés. 
 
REVIEW 
 
Regular verbs in 
past tense 
Adds “d” if the verb 
finishes with vowel 
“e” 
Adds “ed” if the verb 
finishes with 
consonant 
 
 
Not many English 
verbs end in a vowel 
other than e. For 
those that do, add - 
ed. 
Some regular verbs 
finishes with “y” and 
change with “ied” 
 
 
For regular verbs 
ending in short 
vowel sounds 
followed by aconsonant, double 
the final consonant 
before adding -ed. 
When the regular 
verb has more than 
one syllable, in 
American English 
the final consonant 
is doubled only 
when the syllable 
stress in on the final 
syllable. 
Examples 
 
 
Arrive: arrived 
Dance: danced 
 
 
Look: looked 
Visit: visited 
 
 
Ski: skied 
Echo: echoed 
 
 
 
 
Cry: cried 
Dirty: dirtied 
Ready: readied 
 
Dam: dammed 
Beg: begged 
Sin: sinned 
Stop: stopped 
Rub: rubbed 
 
 
 
Defer: deferred 
Regret: regretted 
Reship: reshipped 
Compel: compelled 
Orbit: orbited 
Listen: listened 
Travel: traveled 
Irregular verbs in Examples 
past tense 
Some verbs don’t 
change their form 
 
 
Other verbs use 
the vowel “a” for 
the past tense 
Other verbs finish 
with “ought” 
 
 
 
 
Other verbs use 
“o” to change the 
infinitive form 
Otherverbs 
change their form 
in particular ways 
 
 
 
 
 
 
 
 
 
 
Cops: Woman Draws Beard on Face, Robs Bank 
COPS SAY SHE DREW IT ON OUTSIDE 
 
By the Associated Press 
Posted Aug 1, 2011 6:23 PM CDT 
Cops confirmed a woman drew a beard on her face and wore men's clothes to rob 
a bank in Alabama. She allegedly told tellers at the Bank of Tuscaloosa in 
Cottondale she had a bomb, placed a device on the counter, and asked for money. 
She made off with an unknown amount of cash, says the AP. Police thinks she 
might also have robbed another bank in early July. Local cops and the FBI are 
conducting investigations. 
 
 
 
 
 
Now let’s discuss: 
 
 
1. Why do you think the woman used men’s clothes? 
 
2. What was the woman’s strategy? 
 
3. What did the woman tell to the tellers at the bank? 
 
 
 
 
 
 
1. Let’s read the news and underline the verbs in past tense 
 
 
San Francisco: 
 
It seems a man, wanting to rob a downtown Bank of America, walked into the 
branch and wrote, "This iz a stikkup. Put all your muny in this bag." 
 
 
While standing in line, waiting to give his note to the teller, he began to worry that 
someone had seen him write the note and might call the police before he reached 
the teller window. 
 
 
So he left the Bank of America and crossed the street to Wells Fargo. After waiting 
a few minutes in line, he handed his note to the Wells Fargo teller. She read it 
and, surmising from his spelling errors that he was not the brightest light in the 
harbor, told him that she could not accept his stick up note because it was written 
on a Bank of America deposit slip and that he would either have to fill out a Wells 
Fargo deposit slip or go back to Bank of America. 
 
 
 
Looking somewhat defeated, the man said "OK" and left. The Wells Fargo teller 
then called the police who seized the man as he waited in the back of the line at 
Bank of America. 
 
 
 
 
Now let’s answer according to the reading: 
 
 
a) What did the man think about the note he had written? 
 
 
b) What did he do in the Wells Fargo? 
 
 
c) Why did the teller know that the man was not a smart man? 
 
 
d) Where did the police seize the man? 
 
 
 
 
 
 
1. Let’s do a presentation in groups of three , in order to describe special 
situations, take into account this graphic: 
WORKSHOP 6 
 
WEEK: FROM TO 2011 HOURS: 
 
EXPRESSIVE PURPOSE: That I develop reading comprehension and 
writing production showing my advances by describing situations related 
with robberies and tragedies recognizing and using suffixes 
 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Produzco textos sencillos con diferentes funciones (describir, narrar, argumentar) 
sobre temas personales, de mi interés y relacionados con otras asignaturas. 
 
 
 
 
 
 
Try to identify in the following words the syllables or groups of letters that 
you have seen in other English words: 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Forming words using suffixes 
 
Suffix 
 
 
Meaning 
 
 
Examples 
able, ible, ble 
acious, cous, al 
ance, ancy 
ant, ent, er, or 
ar, ary 
ence 
ful 
ic, ac, il, ile 
ion 
ism 
ist 
ity, ty, y 
 
 
 
 
 
ive 
less 
logy 
ment 
ness 
ory 
Able to 
Like, having the quality of 
The act of, a state of being 
One who 
Connected with, related to 
Quality of, act of 
Full of 
Of, like, pertaining to 
The act or condition of 
The practice of, support of 
One who makes, does 
The state of, character of 
 
 
 
Having the nature of 
Lacking, without 
The study of 
The act of, the state of 
The quality of 
Having the nature of, a 
place or thing for 
Edible / Salable 
Nocturnal / Vivacious 
Performance / Truancy 
Occupant / Respondent / Teacher / Creator 
Ocular / Beneficiary 
Existence 
Fearful 
Cardiac / Civil / Infantile / Acidic 
Correction 
Patriotism 
Artist 
Unity / Shifty / Showy 
 
 
 
Active 
Heartless 
Biology 
Retirement 
Eagerness 
Laboratory 
 
 
 
1. Let’s find and underline suffixes in the text: 
 
Police release description of Beasley Road robbery suspects 
by Brian Freskos 
 
 
Police on Wednesday released a description of two armed robbery suspects who 
held a car full of people at gunpoint in the 500 block of Beasley Road Tuesday 
evening. 
 
 
Lucy Crockett, a spokeswoman for the Wilmington Police Department, said the 
robbers were described as black men between 15 and 18 years old. Both were 
about 6 feet tall. One wore a black and white hooded sweatshirt and other donned 
a gray hooded sweatshirt. 
 
 
Anyone with information about this case is asked to call police at 910-343-3600. 
People can also submit a tip anonymously through the Text-A-Tip program by 
entering Tip708 and the information in a text message and sending it to CRIMES 
(274637). 
 
 
The robbery happened Tuesday evening when four adults, two men and two 
women, pulled over on the side of Beasley Road so one of them could fetch their 
asthma inhaler. While the car was parked, one robber jumped in the car while the 
other stood outside pointing a gun at the victims. 
 
 
The robbers made off with one of the women’s cell phones and about $60 cash. 
Now let’s answer questions: 
1. According to the suffixes define: 
 
a. Description: 
b. Robber: 
c. Information: 
d. Anonymously: 
 
 
2. Now answer in a significant way: 
 
a. What is the purpose of the writter? 
b. What happened? 
 
 
 
 
 
 
 
 
 
c. What type of text is this? 
 
 
 
 
 
1. Let’s sing along and identify the past actions: 
 
Last Kiss, by Pearl Jam 
Chorus: 
Oh where, oh where can my baby be? 
The lord took her away from me. 
She´s gone to heaven, so I’ve got to be good, 
so I can see my baby when I leave this world. 
We were out on a date in my daddy´s car, 
we hadn´t driven very far. 
There in the road, straight ahead, 
a car was stalled, the engine was dead. 
I couldn´t stop, so I swerved to the right. 
I´ll never forget, the sound that night-- 
the screaming tires, the busting glass, 
the painful scream that I-- heard last. 
 
 
 
Chorus 
 
when I woke up, the rain was pouring down. 
There were people standing all around. 
Something warm running through my eyes, 
but somehow I found my baby that night. 
I lifted her head, she looked at me and said, 
hold me darling just a little while. 
I held her close; I kissed her--our last kiss. 
I found the love that I knew I would miss 
well now she´s gone, even though I hold her tight 
I lost my love, my life - that night. 
Oh where, oh where can my baby be? 
The lord took her away from me. 
She´s gone to heaven so I´ve got to be good, 
so I can see my baby when I leave this world. 
 
 
 
1. Now use suffixes to express some ideas from the text. Choose the correct 
option. 
 
 
a. The man is capable of giving all his fortune to undo his tragedy 
b. The woman is hopeful because she knows she can meet again her love 
c. The people around this tragic situation can be heartless because they 
don’t know the real situation 
 
 
2. According to the reading choose the correct conclusion: 
 
a. The woman was victim of a natural disaster 
b. The story is sad but with a happy end 
c. The man caused a tragedy 
d. The carsare dangerous 
 
 
 
 
 
1. Underline the suffixes you recognize in the poem below 
Hopeless Romantics – 
Story of My Life ~ Miss Kaya 
 
Why can't love be simple? 
 
Two hearts, nothing in between. 
Like a burning candle, instead, 
The harsh winds blow, 
Flame loses heat 
 
 
 
I’m really losing out on you, 
Every time we touch, I can feel it. 
Feels as if there's nothing we can do, 
But wait until we're completely distant. 
 
 
Me without you, a song without its notes or a night sky, without the stars. 
I hate the part, when I sit and hope, 
Counting tears coming from these eyes. 
 
 
 
Why does it have to be this way? 
 
Setting myself up for failure each time. It hurts knowing soon will be the day, your 
no longer a portion of my life. 
 
 
I hate these sleepless nights, 
 
I hate the mornings feeling dead. 
 
I hate the disappointment of every time. I close my eyes, hoping it never ended. 
 
 
 
Hopeless romantics just love my company it’s proven, love I’ll never know. Who's 
the giver and taker of love's name Need to ask them, why did he, they all, have to 
go? 
WORKSHOP 7 
 
WEEK: FROM TO 2011 HOURS: 
 
EXPRESSIVE PURPOSE: That I develop reading comprehension and 
writing production showing my advances by describing places using 
synonyms 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Identifico ideas generales y específicas en textos orales, si tengo conocimiento 
del tema y del vocabulario utilizado. 
 
 
 
 
 
 
Match the words with the same meaning 
 
Happy 
Dark 
Angry 
Soft 
Clever 
Active 
Peace 
Costume 
Child 
Animal 
 
 
 
 
SYNONYMS 
Operative 
Glad 
Smooth 
Infant 
Smart 
Lull 
Mad 
Disguise 
Shady 
Bestial 
 
1. taxi/cab 
2. crate/box 
34. hard/difficult 
35. untrue/false 
67. slip/fall 
68. magic/illusion 
3. crash/accident 36. lift/raise 69. strong/mighty 
4. house/home 
5. rabbit/bunny 
37. road/street 
38. small/tiny 
70. brown/beige 
71. smart/clever 
6. hear/listen 39. chef/cook 72. rubbish/trash 
7. strange/odd 
8. happy/glad 
40. pull/tug 
41. angry/mad 
73. allegiance/loyalty 
74. gems/jewels 
9. hat/cap 42. laugh/giggle 75. crack/break 
10. close/near 
11. trash/garbage 
43. pretty/beautiful 
44. cold/freezing 
76. wallet/billfold 
77. jacket/coat 
12. stone/rock 
13. mother/mom 
45. large/big 
46. all/every 
78. middle/center 
79. strange/weird 
14. father/dad 47. begin/start 80. thought/idea 
15. friend/buddy 
16. under/below 
48. go/leave 
49. cup/mug 
81. lantern/light 
82. boat/ship 
17. pail/bucket 50. thin/slender 83. nap/sleep 
18. couch/sofa 
19. speak/talk 
51. sum/total 
52. error/mistake 
84. day/afternoon 
85. chop/slice 
20. sack/bag 
21. car/vehicle 
53. fix/repair 
54. right/correct 
86. promise/pledge 
87. vacation/trip 
22. yell/shout 55. like/enjoy 88. autumn/fall 
23. chair/seat 
24. talk/speak 
56. purple/periwinkle 
57. loud/noisy 
89. wander/roam 
90. snug/cozy 
25. ill/sick 58. sad/upset 91. harbor/port 
26. shut/close 
27. evil/bad 
59. present/gift 
60. throw/toss 
92. round/circular 
93. genuine/real 
28. exit/leave 
29. funny/silly 
61. beverage/drink 
62. exhausted/tired 
94. rant/rave 
95. stare/gaze 
30. clever/smart 63. suitcase/luggage 96. carpet/rug 
31. gift/present 
32. hungry/famished 
64. beach/seashore 
65. insect/bug 
 
33. see/look 66. draw/sketch 
 
What can you see? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
With your teacher you are going to describe the pictures using adjectives: people, 
feelings, places, and the activities they are doing: 
 
 
 
 
 
What can you see? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Use the word bank to describe this place 
Word bank: 
Dark, shady / Destroyed, ruined / sad, melancholic / abandoned, desolated 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Describe the picture by using synonyms 
WORKSHOP 8 
 
WEEK: FROM TO 201 HOURS: 
 
EXPRESSIVE PURPOSE: That I develop reading comprehension and 
writing production showing my advances by deducing the meaning of the 
certain words according to the context using antonyms 
 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Narro historias cortas o descripciones sencillas, enlazando mis ideas 
de manera apropiada. 
 
 
 
What’s the 
difference? 
 
 
Use antonyms 
pictures 
to describe the 
 
 
 
 
 
 
 
 
 
 
 
 
ANTONYMS 
 
 
1. absent-present 
2. absurd-sensible 
3. abundant-scarce 
4. accept-refuse 
5. accidental- 
intentional 
36. avoid-seek 
37. awful- 
wonderful 
38. backhand- 
forehand 
39. baffle-clarify 
70. closed-open 
71. cluster-scatter 
72. clutter-tidy 
73. coax-coerce 
74. combine- 
separate 
6. accurate- 40. beautiful-ugly 75. comedy- 
incorrect 41. bedlam-order tragedy 
7. accuse-defend 42. beg-offer 76. come-go 
8. admit-deny 43. behind-infront 77. comic-tragic 
9. advance-retreat 44. belief-doubt 78. complain- 
10. afoot-mounted 45. below-above approve 
11. after-before 46. beneath-above 79. complete- 
12. against-for 47. best-worst incomplete 
13. against-separate 48. bitter-sweet 80. comply-resist 
14. agile-awkward 49. black-white 81. concede-deny 
15. agony-ecstasy 50. blunt-sharp 82. concur-protest 
16. alien-native 51. born-die 83. condemn- 
17. all-none 52. borrow-lend praise 
18. alone-together 53. brave-scared 84. condone- 
19. always-never 54. bright-dull censure 
20. amuse-bore 55. broad-narrow 85. confident- 
21. angel-devil 56. bulge-shrink insecure 
22. aye-nay 57. buy-sell 86. confuse-clarify 
23. antique-modern 58. calm-agitated 87. conquer-fail 
24. anger-kindness 59. capture- 88. consider-ignore 
25. apart-together liberate 89. contract- 
26. applaud-boo 60. careful- expand 
 
27. approve-reject 
28. approximate- 
exact 
29. arrogant-polite 
30. ascend-descend 
31. ashamed-proud 
32. asleep-awake 
33. assent-refuse 
34. attack-defend 
35. authentic- 
imitation 
careless 
61. cash-credit 
62. cease-begin 
63. changed-same 
64. chaos-order 
65. cheerful-sad 
66. chill-warm 
67. city-country 
68. civilian-military 
69. clever-foolish 
90. convex- 
concave 
91. cordial-distant 
92. corner-middle 
93. crooked- 
straight 
94. cruel-kind 
95. dainty-coarse 
96. dangerous-safe 
97. dark-light 
98. day-night 
99. dead-alive 
100. death-life 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Let’s contrast the pictures by using antonyms. Connect the ideas using BUT. 
 
 
 The first picture is ugly, but the second one is beautiful. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
What’s the difference? 
 
1. Describe the pictures by using antonyms. Look the example: 
 
a. The first building is old, but the second one is modern 
b. 
c. 
d. 
e. 
 
 
 
2. Read and underline the antonyms you recognize 
 
 
Oldest buildings in contrast to modern buildings tend to have similar structures. 
Some of the older buildings retain their value for the cultural heritage they 
represent, but modern buildings are more recognized for its innovative designs. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
1. Write a sentence with each couple of antonyms. 
 
a. 
b. 
c. 
d. 
e. 
f. 
g. 
h. 
i. 
j. 
k. 
l. 
m. 
n. 
o. 
p. 
WORKSHOP 9 
 
WEEK: FROM TO 201 HOURS: 
 
 
 
 
EXPRESSIVE PURPOSE: That I develop reading comprehension 
showing my advances by discussing about health and sports . 
 
 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Hago exposiciones ensayadas y breves sobre algún tema académico de mi 
interés 
 
 
 
Let’s warm up with 
exercises 
 
 
 
 
 
 
 
 
 
 
Teacher gives the instructions in English and students follow them 
 
 
 
Let’s remember some connectors with specific purpose: 
How to introduce an idea? 
 First 
 Above all 
 According to 
 
 
How to continue the idea? 
 
 Additionally 
 Besides that 
 Not only… but also 
 Also Furthermore 
 Too 
And 
 In addition 
 As well 
 Moreover 
 
 
How to conclude the idea? 
 
 Finally 
 All in all 
 Therefore 
 Hence 
 Thus 
 So 
 Consequently 
 
 
There are several words you can use to improve your writing skills; here there are 
just some examples and their common usages in order to show you how to write in 
English in a correct way. 
 
 
 
 
 
 
 
 
1. Underline all the connectors you find in this text. 
 
According to several studies, sports and health are closely related. People who 
usually do exercise not only are keeping a good figure but also are preventing 
some common diseases caused by the sedentary habits. Most of the sport 
practices don’t require special conditions, but in order to avoid injures it is 
indispensable sportive shoes, sportive clothes and the use of some security 
implements to practice the sport we have choose (helmet, knee pad, elbow pad, 
etc.) Finally, we can suggest sports like an excellent option to be fine and look as 
we would like. 
 
 
2. Recognize the purpose of the connector 
 
a. According to several: 
b. Not only… but also: 
c. Finally: 
 
 
 
 
 
 
1. Read and identify the connectors and their usages in this texts. 
 
 
 
Sport is not Just a Leisure Activity 
 
 
 
 
Despite the Colombian culture is a sedentary culture, nowadays more and more 
people have discovered that exercising is the best way to avoid strees, to reduce 
health problems. 
 
 
Moreover, the physical apperance also is benefited by exercising . Althought 
there are many products to lose weight and to reduce stress levels, practicing a 
sport is the best way to keep the health. Therefore it is neccesary to integrate 
physical activities to our schedule to live a better life. 
 
 
 
 
 
2. Write the connectors you found 
 , , 
 
 
3. Look for new connectors to replace the connectors you found in the text 
(synonyms of the connectors) 
 
 
4. Write again the text with the new connectors you chose, using only the main 
ideas expressed in the text: 
 
 
 
 
Sport is not Just a Leisure Activity 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Now you know how to use different connectors to express your ideas in 
English with cohesion and coherence. It improve your writing, reading and 
speaking skills. 
Practice the new vocabulary when writing in order to remember forever. 
� 
 
 
 
 
Underline the connectors in the text 
 
 
Physical Exercise 
 
Physical exercise is any bodily activity that enhances or maintains physical fitness 
and overall health and wellness. 
It is done by various reasons including strengthening muscles and the 
cardiovascular system, honing athletic skills, weight loss or maintenance, as well 
as for the purpose of enjoyment. 
Frequent and regular physical exercise boosts the immune system, and helps 
prevent the "diseases of affluence" such as heart disease, cardiovascular disease, 
Type 2 diabetes and obesity. 
It also improves mental health, prevents depression, helps promoting or 
maintaining a positive self-esteem, and can even increase an individual's sex 
appeal or body image, which is also found to be linked with higher levels of self- 
esteem. 
Childhood obesity is a growing global concern and physical exercise may help 
decrease the effects of childhood obesity in developed countries. 
Health care providers often call exercise the "miracle" or "wonder" drug - alluding 
to the wide variety of proven benefits that it provides. 
 
1) Write the connectors you found 
 
 
 
 
 
 
2) Look for new connectors to replace the connectors you found in the text. 
 
 
3) Write again the text with the new connectors you chose, only including the 
main ideas. 
WORKSHOP 10 
 
WEEK: FROM TO 201 HOURS: 
 
EXPRESSIVE PURPOSE: That students develop reading comprehension 
showing their advances by following instructions and recognizing 
prepositions. 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Produzco textos sencillos con diferentes funciones (describir, narrar, argumentar) 
sobre temas personales, de mi interés y relacionados con otras asignaturas. 
 
 
 
 
 
 
 
Mini Gincana 
Sources: 2 judges, a prize (candies) a lot of creativity and excellent attitude 
Instructions: 
-Spilt the group in two big groups 
-Each group has to choose a representative name 
-The first group start on the base # 1 and the second groups start in the base # 3 
-Each group should surpass the obstacles (questions and physical proof). The judged must to certifies the 
success of the proof 
-The first group wins and the loser group gives the winners a prize (candies) 
 
Bases 
Base # 1 
The name of a famous song in English 
The group shows choreography (at least 3 different steps) 
Base # 2 
The name in English of a famous movie 
The group does set of 10 squats 
Base # 3 
A famous person who speaks in English 
Three different participants in each group shows a different dance step 
 
 
 
 
 
 
 
 
A preposition links nouns, pronouns and phrases to other words in a sentence. The word 
or phrase that the preposition introduces is called the object of the preposition. A 
preposition usually indicates the temporal, spatial or logical relationship of its object to the 
rest of the sentence. The most common prepositions are "about," "above," "across," 
"after," "against," "along," "among," "around," "at," "before," "behind," "below," "beneath," 
"beside," "between," "beyond," "but," "by," "despite," "down," "during," "except," "for," 
"from," "in," "inside," "into," "like," "near," "of," "off," "on," "onto," "out," "outside," "over," 
"past," "since," "through," "throughout," "till," "to," "toward," "under," "underneath," "until," 
"up," "upon," "with," "within," and "without." 
 
 
 
Movement 
About 
Across 
 
Along 
(a)round 
as far as 
(away) from 
back from 
Between 
 
 
By 
Down 
in(to) 
Off 
 
 
por (alguna parte) 
a través de, de un lado 
al otro 
a lo largo de 
alrededor de 
hasta (un lugar) 
lejos de, distante de 
de regreso de 
entre (entre dos) 
 
 
en, por medio de 
hacia abajo 
en, dentro de 
 
a cierta distancia de 
on(to) 
out of 
Over 
 
Past 
Through 
To 
toward(s) 
Under 
Up 
Position 
 
About 
en, sobre, a 
fuera de 
por encima, durante, al 
otro lado 
 
pasado, pasadas (hora) 
a través de, por 
a, hacia 
Hacia 
debajo de 
Arriba 
 
 
sobre, acerca de 
Above 
 
 
Against 
amid(st) 
among(st) 
(a)round 
At 
Before 
Behind 
Below 
Beneath 
Beside 
Between 
 
In 
in front of 
inside (UK) 
inside of (US) 
 
Near 
nextto 
Off 
On 
Opposite 
Underneath 
Time 
After 
Before 
By 
During 
On 
Since 
To 
until/till 
 
 
More prep. 
accordingto 
ahead of 
because of 
but (= except) 
bymeans of 
dueto 
Except 
For 
in accordancewith 
in favo(u)r of 
por encima de, más 
arriba de 
 
Contra 
 
entre, en medio de 
entre (más de 2 ) 
Alrededor 
En 
antes de 
detrás de 
debajo de 
bajo, debajo de 
al lado de 
entre (2 cosas o 
personas) 
 
en, dentro de 
delante de, ante 
dentro de 
 
cerca de 
 
al lado de, junto a 
de, separado de 
Sobre 
enfrente de 
debajo de 
 
 
después de 
antes de 
para (fecha) 
Durante 
el ... (día, fecha) 
Desde 
Hasta 
Hasta 
 
 
 
Según 
 
por delante de 
a causa de 
Excepto 
por medio de 
 
debido a 
Excepto 
Para 
de acuerdo con 
a favor de 
in spite of 
instead of 
Of 
onbehalf of 
Versus 
With 
Without 
a pesar de 
en lugar de 
De 
en nombre de (alguien) 
Contra 
Con 
 
Sin 
 
 
 
 
1. Let’s identify the prepositions in the text 
STRETCHES 
 
 
Neck forward flexion, areas involved: Posterior neck 
 
Sit or stand upright. Keeping your shoulders in a neutral position let your head 
hang forward. For a greater pull, interlock your hands on the back of your head 
near the crown. Gently pull down on your head, keeping your chin tucked towards 
your chest. Hold for ten seconds, and then gently increase the pull until slightly 
more tension is felt. Hold for ten seconds. 
Front shoulderstretch, areas involved: Chest, Shoulder, Biceps 
 
Stand with your right arm straight and comfortably extended behind you and with 
your palm on the wall. Slowly turn your body away from the wall until you feel mild 
tension. Hold for ten seconds, and then turn slightly farther until you feel slightly 
more tension. Return to the starting position and repeat the sequence with the left 
arm. 
 
 
2. Now recognize the function of the prepositions you found 
a) On: 
b) Near: 
c) Toward: 
d) Until: 
e) Behind: 
f) With: 
g) From: 
 
3. Now follow the instructions 
 
 
 
 
 
 
 
1. Let’s identify and underline the prepositions in the text: 
POSTERIOR SHOULDER STRETCH 
 
AREAS INVOLVED: Posterior deltoids, Latissimusdorsi, and Rotator cuff 
 
Stand or sit with the right arm slightly flexed and pulled across the chest. Grasp the 
upper arm just above the elbow; place the left hand below the triceps. 
 
 
Pull the right arm across the chest (towards the left) with your left hand. Hold for 
ten seconds, and then gently increase the pull, until slightly more tension is felt. 
Hold for ten seconds. Repeat the sequence on the opposite side 
 
 
TOWEL STRETCH 
 
AREAS INVOLVED: Shoulder girdle, Triceps, Latissimusdorsi. 
 
While standing, drop a towel behind back. Reach behind back with your other arm 
to grab low on the towel. Pull down on towel until a mild tension is felt in the upper 
arm and shoulder. Hold for ten seconds. Gently increase the pull on the towel until 
slightly more tension is felt. Hold for ten seconds. Repeat on the other side. 
 
 
1. Now recognize the function of the prepositions you found 
 
 
 
 
 
 
2. Now follow the instructions to stretch 
 
 
 
 
 
1. With the help of your teacher, do a short conversation, by using all of 
kind prepositions you can: 
WORKSHOP 11 
 
WEEK: FROM TO 201 HOURS: 
 
EXPRESSIVE PURPOSE: That I develop reading comprehension showing 
by following instructions and recognizing prepositions. 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Identifico ideas generales y específicas en textos orales, si tengo conocimiento 
del tema y del vocabulario utilizado. 
 
 
 
 
 
Directions: 
Use the prepositions of location and write in your notebook the sentences, 
according to the things that are pointed out: frog, lion, ruler, arrow, smile face, coin. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Grammatical categories 
Noun–is a word used to name a person, place, thing, or idea. A noun can be a proper 
noun or a common noun. 
 
 
Pronoun–is a word that replaces a person, place, thing, or idea. Pronouns can act as 
subjects or objects, and some can show possession. 
 
 
Adjective–is a word used to describe, or modify, a noun or a pronoun. An adjective 
describes “what kind,” “which one,” “how many,” or “how much.” 
Verb–is a word that shows action or that indicates a condition or a state of being. Adverb–
is a word used to describe, or modify, a verb, an adjective, or another adverb. An 
adverb describes how, when, where, or to what extent the verb performs. 
 
 
Preposition–is a word used to show a relationship between a noun or a pronoun and 
some other word in the sentence. Prepositions often show direction, location, or time. 
 
 
Conjunction–is a word that connects other words or groups of words to each other. There 
are three types of conjunctions: coordinating, subordinating, and correlative. 
Interjection–is a word used to express emotion that has no grammatical relationship to 
other words in the sentence. Interjections should be used sparingly and usually only 
belong in narrative dialogue. 
 
 
Definitions from: The Writing Tutor & Michele R. Acosta 
 
 
 
 
 
 
 
Taking care of the planet 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Earth Song by Michael Jackson 
What about sunrise? 
What about rain? 
What about all the things? 
That you said we were to gain 
 
 
What about killing fields? 
Is there a time? 
What about all the things 
That you said was yours and mine? 
 
 
Did you ever stop to notice? 
 
 
All the blood we've shared before? 
Did you ever stop to notice 
The crying earth the weeping shores? 
 
 
What have we done to the world? 
Look what we've done 
What about all the peace 
That you pledge your only son? 
 
 
What about flowering fields? 
Is there a time? 
What about all the dreams 
That you said was yours and mine? 
 
 
Did you ever stop to notice 
All the children dead from war? 
Did you ever stop to notice 
This crying earth this weeping shore? 
 
 
Did you ever stop to notice 
All the blood we've shared before? 
Did you ever stop to notice 
This crying earth this weeping shore? 
1. Identify the grammatical categories in the song 
NounPronounAdjective Verb 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
2. Now answer some questions according to the grammar categories you have 
established: 
a. Are the nouns related to a similar topic? 
b. What are the pronouns indicating? 
c. What is the function of the adjectives in this song? 
d. What are the verbs indicating? 
3. Now let’s write our conclusions according to the analysis of the words. 
 
 
4. Now let’s discuss about the lyrics (each student participates in an oral way, 
by using the vocabulary he or she knows) 
 
 
 
 
TEARS OF NATURE 
a villanelle (Taken from kingpoetry) 
 
I think I just heard Mother Nature cry, 
Or was it one more broken, falling 
tree? 
You’d think we’d learn as time goes 
speeding by. 
 
 
They tell us there’s a big hole in the 
sky, 
We won’t believe in something we 
can’t see, 
I think I just heard Mother Nature cry. 
 
 
Coal-fired chimneys reaching up so 
high, 
Even though the solar power’s free, 
You’d think we’d learn as time goes 
speeding by. 
We develop rocket ships that fly, 
But still can’t stop pollution of the sea, 
I think I just heard Mother Nature cry. 
 
 
Headlines: One more species set to 
die, 
Keep it quiet…use diplomacy, 
You’d think we’d learn as time goes 
speeding by. 
 
 
Worry on the future? Pass it by! 
How can preservation start with me? 
I think I just heard Mother Nature cry. 
 
 
You’d think we’d learn as time goes 
speeding by. 
 
 
1. Identify the grammatical categories in the song: 
NounsPronounAdjective Verb 
 
 
 
 
 
 
 
 
 
 
 
 
2. Now answer some questions according to the grammar categories you have 
established: 
 
 
a. Are the nouns related to a similar topic? 
 
 
 
b. What are the pronouns indicating? 
 
 
 
c. What is the function of the adjectives in this song? 
 
 
 
d. What are the verbs indicating? 
 
 
 
3. Now let’s discuss about the poem’s message (each student participates in 
an oral way, by using the vocabulary he or she knows). 
 
 
 
 
 
Cut and paste two pictures, for each one, write three sentences in order to apply 
the grammar categories you learned in this session: 
WORKSHOP 12 
 
WEEK :FROM TO 201 HOURS: 
 
 
EXPRESSIVE PURPOSE: That I develop oral production by making 
presentations about ecology and analyzing statistical graphics. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑOH: ago 
exposiciones ensayadas y breves sobre algún tema académico de mi 
interés 
 
 
 
 
 
 
 
Put who-what-where-when-why and how, in the gaps. 
 
 
 
 
 
 
 
 
A: _ is your teacher’s 
name? 
B: her name is Sarah. 
 
A: _ do you like singing? 
B: because I want to be a singer. 
 
A: _ is she going? 
B: she is going to the zoo. 
 
 
 
 
 
 
 
 
 
 
A: _ is flying the kite? 
B: he’s my brother, Steve. 
 
A: _ you go to school? 
B: we go to school by bus. 
A: _ are you so happy? 
B: because I got all the correct 
answers. 
 
 
 
 
 
 
 
1) Yes/No questions - be 
 
 
 
 
 
 
2) Questions with question 
words – be. Question word 
Verb Rest Answer 
3) Yes/No Questions and 
short answers - have 
4) Questions with question 
words – have.Question 
word Auxiliary Subject Verb 
Rest Answer 
Subject and verb change their Are you happy? 
position in statement and question. Is she from Mexico? 
We alwaysuse the short answer, 
not only "Yes" or "No". This sounds 
rude. So If the answer is "Yes", we 
always use the long form. 
Where are you from? I'mWhat, where, 
when, who, 
from Stuttgart.whose, whom, which, 
why 
Auxiliary Subject Verb Rest Yes/No Have you got a cat? Yes, I 
Subject Auxiliary (+ n't)have. 
Where have you got yourWhat, where, 
when, who, 
ruler?whose, whom, which, why 
Where do you have your 
ruler? 
5) Questionswithout Auxiliary Subject Verb Rest Yes/No Do you read 
books? Yes, I question words in the Simple Subject Auxiliary (+ n't)do. 
Present 
6) Questions with question Question word Auxiliary Subject What do you play on your 
words in the Simple PresentVerb Rest Answercomputer? I play games 
on my computer. 
7)Questionswithout 
question words in the Simple 
Past 
8) Questions with question 
words in the Simple Past 
 
 
9) Subject question 
 
10) Object question 
Auxiliary Subject Verb Rest Yes/No Did Max play football? 
Subject Auxiliary (+ n't)Yes, he did. 
 
 
Question word Auxiliary Subject What did you do yesterday 
Verb Rest Answerevening?Ididmy 
homework. 
Question word Verb Rest Subject Who runs to the shop? 
Verb Object - Place - TimePeter runs to the shop. 
Question word Auxiliary Subject Who do you like? I like 
Verb Rest Answermy mum. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Look at a global warming chart to understand what is happening in the world around us. 
This matter is very important it needs our full consideration. The different global warming 
charts that you can find on the internet all show the different ways that people look at the 
world that we live in. 
 
 
Real charts and information taken from: http://www.theglobalwarmingoverview.com 
 
1. Now let’s interpret the graphic by answering some questions: 
 
a. What is the chart about? 
b. What is the problem the chart mention? 
c. How is the temperature in the latest years? 
d. Why do you believe the temperature has increased? 
http://www.theglobalwarmingoverview.com/
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
By paying attention to this information you can nip global warming in the bud long before 
trouble becomes a daily word. This is why we all need to pay attention. As we all live on 
earth, seeing the direction that a global warming chart is taking us, we can see if we are 
heading for clear sunny skies or storm laden days. 
 
 
 
1. Now let’s interpret the graphic by answering some questions: 
 
 
a. What is the chart about? 
 
 
 
b. When has been taken the information? 
 
 
 
d. Which changes are mentioned in the graphic? 
 
 
 
e. Why do you believe theses changes have happened? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
1. Now let’s interpret the graphic by answering some questions: 
a.What is the graphic about? 
 
 
 
b. What are the variables included in the graphic? 
 
 
 
 
 
c. Why do you believe the variable affects the global warming? 
 
 
 
 
 
 
2. Look for statistical graphics about global warming and explain the graphic with a 
presentation in groups. 
 
DISEÑO CURRICULAR 
ENGLISH COORDINATION 
 
 
 
LESSON GUIDE 
SCHOOL YEAR: _ 
 
 
 
SUBJECT: ENGLISH 
PERIOD: SECOND 
GRADE: 8Th 
School: 
Teacher: 
Grade: 
 
 
Time: Hours: 
ENGLISH 
 
REFERENTES LEGALES: 
El Ministerio de Educación Nacional, particularmente en la Ley General de Educación, que establece como uno de 
sus fines “El estudio y la comprensión crítica de la cultura nacional y de la diversidad étnica y cultural del país, como 
fundamento de la unidad nacional y de su identidad”. En la misma ley se fijan como objetivos de la Educación 
Básica y Media “La adquisición de elementos de conversación y de lectura al menos en una lengua extranjera” y “La 
comprensión y capacidad de expresarse en una lengua extranjera”. 
 
 
 
PURPOSES 
AFFECTIVE: That we feel enthusiasm by using English as second language. 
COGNITIVE: That we understand how to contrast information and express our opinions 
according to tour likes and dislikes using modal verbs and agreement and disagreement 
expressions. 
EXPRESSIVE: That we express our opinions by using modal verbs and agreement and 
disagreement expressions. 
 
 
EVALUACIÓN: INDICADORES DE DESEMPEÑO 
 Represento, en forma gráfica, la información que encuentro en textos que 
comparan y contrastan objetos, animales y personas. 
 Expreso mis opiniones, gustos y preferencias sobre temas que he trabajado en 
clase, utilizando estrategias para monitorear bien sea mi pronunciación, 
ortografía, coherencia, entre otros. 
 
 
ENSEÑANZAS (COMPETENCIAS Y HABILIDADES) 
Competencia Pragmática� Labeling pictures. 
y Lingüística: 
 To establish comparisons. 
 Describing or telling simple situations. 
 To express agreement and disagreement. 
Competencia Pragmática� Completing conversations. 
y Sociolingüística:� Interpreting drawings 
 Classifying vocabulary in word family 
 Giving examples to support the point of view. 
 Contrasting ideas 
 
 
 
 
EJES TEMÁTICOS 
 REVIEW (comparative and superlatives, comparative of equality and similarity, 
connectors). 
 AGREEMENT AND DISAGREEMENT EXPRESSIONS (present simple, past simple, 
past and present continuous, modals; have to/must/should). 
 
 
 
Didáctica comprehensiva 
DIDÁCTICAS 
Los estudiantes colocan a prueba sus habilidades para leer comprehensivamente y para 
realizar inferencias directas. Con esta didáctica se potencia la operación intelectual decodificar. 
Didáctica interrogativa 
Los estudiantes potencian sus capacidades de comprehender las preguntas y de expresar 
respuestas cada vez con mayor profundidad y sentido. También se potencian varias 
operaciones intelectuales tales como: interpretar, comprehender, relacionar. 
Didáctica expresiva 
Los estudiantes tienen la oportunidad de desplegar su creatividad expresando el significado de 
la proposición a través de diferentes lenguajes y disfrutando plenamente del aprehendizaje. Con 
esta didáctica se potencia la operación intelectual codificar. 
DIAGNOSTIC TEST 
 
1. How much do you know about animals? Write their names 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
2. Do you know about sports? Write the names of the sports you know 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
3. Do you enjoy eating? Write the names of 5 healthy food products and 5 
junk food products. 
WORKSHOP 13 
 
TOPIC: PAST TENSE. 
TIME: WEEK: _ 201_ HOURS: 
 
EXPRESSIVE PURPOSE 
That I write and read about unexpected past events:. 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Expreso mis opiniones, gustos y preferencias sobre temas que he trabajado 
en clase, utilizando estrategias para monitorear bien sea mi pronunciación, 
ortografía, coherencia, entre otros. 
 
 
 
 
 
 
Time to practice! Put the verbs in brackets in the past simple. 
My father (be) born on August 18, 1968. When he (be) a 
child, he (be) very curious and he (be) also extremely 
messy! He (have) lots of toy cars and he (like) them very 
much. He (not like) playing with dolls, of course! 
My mother (be) born on March 22, 1974. She (be) a very 
small baby. When she (be) a child, she (be) quite patient 
but very absent-minded. She (have) a red fox. It (be) her 
favourite toy. She (like) it very much. She (not like) carrots. 
 
 
 
 
 
 
 
 
Reading and writing tips 
 
 
 
 
To read 
 
 
 
 
1. Choose material at the right level 
2. Take the time to do a good job 
3. Don’t distract yourself (Stay on task) 
4. Tackle manageable segments 
5. Don’t translate but use a dictionary 
6. Don’t expect to understand everything (use the context, make 
inference) 
Take notes and ask yourself some questions 
7. Read it again 
8. 
 
 
 
 
To write: 
 
 
 
 
1. Take into account cultural differences and Rhetorical Style (Read 
examples) 
2. Don’t translate! 
3. Time Management (remember writing in a second language will take 
more time than in your first language) 
4. Plan beforeyou write. 
5. Pay attention to grammar and vocabulary (Put away your grammar 
book and dictionary) 
6. Seek out transition and connector words. 
7. Ask for feedback. 
8. Edit your mistakes. 
9. Keep a running list of mistakes you make. 
10. And the most important don’t stress too much about grammar and 
vocabulary, and focus instead on communication, the most important 
reason we write. 
 
 
 
Sources: 
Vanderbilt University (www.vanderbilt.edu/writing) 
Ignatius Graham in Languages, May 13, 2008 
 
 
 
 
 
 
 
 
Let’s apply the reading tips: 
 
 
I was aware of everything all at once -the trees, the right turn attempt to avoid the 
big Chevy that would have caused a different accident, my church books on the 
seat, how bright blue the sky was, the position of cars in my rear view mirror. 
 
 
I was aware of every other street and car and pedestrian and sidewalk and house 
that caught my eye. When I look back, it's as though I had 360 degree vision. 
 
 
I noticed the curb in front of me, but my car was sliding toward it. "Oh God, don't let 
me slam into that curb." I knew that hitting the curb would have changed what was 
happening so much, but with that thought... 
 
 
Pow!...I heard a strange noise and then I was looking through white fog. For a 
moment....just a moment....I asked if I was dead, and honestly, I was waiting for 
people to step through to greet me. Those expectations didn't last long as the 
answer fell into my mind that the airbags exploded. 
 
 
The airbag powder cleared quickly since the air conditioner fan was still running. 
Now I could see cars stopped outside and people from across the street were 
staring. That's what people do. They stare. 
 
 
It will continue… 
 
 Take notes and ask yourself some questions 
 
a) Who is the main character? 
b) When does the situation take place? 
c) What happened? 
d) Underline the past actions in the text. 
http://www.vanderbilt.edu/writing)
 
 
 
 
Let’s continue with the reading (apply the same steps) 
 
Then I felt frightened. "Could I be hit from other cars that don't see me?" I opened 
the door not knowing what I was to step into. The warm, bright sunlight hit my face 
and I felt better. It was familiar. I was alive. 
 
 
I saw the Chevy Silverado that barreled through the red light. This wasn't just any 
car accident story, this was happening right now. I ran over to check if the young 
driver was injured. "Are you OK?," I yelled through the glass. His head was down, 
eyes closed and he didn't respond. 
 
 
In a flash of a second I thought I was looking at a dead man. I pounded on the 
window and yelled again. This time I saw slight movement. What could I do to help 
him? And I yelled and pounded once more as the reality of this entire experience 
was falling in on me. His eyes started to open and with the most searching look he 
gently shook his head "Yes." 
 
 
 Take notes and ask yourself some questions 
 
a) What is the unexpected event in this story? 
 _ 
 _ 
 _ 
 
 
b) Who is the other character? 
 _ 
 _ 
 
 
c) And how does the story end? 
 
 _ 
 _ 
 
 What do you remember about the tenses? Underline with red the past tense 
of the verbs in the story and underline with blue the past continuous. 
 
 Circle the connectors you found in the reading. 
 
 Read again all the story and pay attention to the new details to have a better 
comprehension. 
 
Now let’s apply the tips to write in a correct way! (Ask your teacher) 
 
Make a summary of the story by using synonyms of the adjectives used in the 
story. Add connectors. 
 
 
 
Work with your teacher!!! 
 
Taking into account the tips to write in a correct way, write a story about an 
unexpected event 
 
 
TOPIC: COMPARATIVES. 
WORKSHOP 14 
TIME: WEEK: _ 201_ HOURS: 
 
 
 
EXPRESSIVE PURPOSE 
That I develop reading comprehension by understanding the use of the 
comparatives. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Represento, en forma gráfica, la información que encuentro en textos 
que comparan y contrastan objetos, animales y personas. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Look at the images and compare: 
 
 
 
 
REVIEW: COMPARATIVES 
 
 
Form the comparative and superlative forms of a one-syllable adjective by 
adding – er for the comparative form 
 Camila is older than her sister 
 
 
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 
 This house is bigger than your house 
 
 
If the two-syllable adjectives ends with –y, change the y to i and add –er for 
the comparative form. 
 Andrew is happier than Michael 
 
 
For adjectives two-syllable adjectives, or with three syllables or more, you 
form the comparative with more 
 Juliet is more intelligent than her cousin 
 
 
Exceptions with Irregular adjectives. 
Good - better 
 This car is better than my car 
Far - farther 
 The new house is farther than the old house 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
1. Use the word bank to compare these animals taking into account the 
cognitive stage. 
 
 
Word bank 
Heavy – fast – furry – dangerous – friendly – lazy 
 
1. Read and underline the comparisons in the following text: 
 
Canidae 
 
 
Canidae is the biological family of carnivorous and omnivorous mammals that 
includes wolves, foxes, jackals, coyotes, and domestic dogs. A member of this 
family is called a canid. The Canidae family is divided into two tribes: Canini 
(related to wolves) and Vulpini (related to foxes). The two species of the basal 
Caninae are more primitive and do not fit into either tribe. 
 
 
Wild canids are found on every continent except Antarctica, and inhabit a wide 
range of different habitats, including deserts, mountains, forests, and grassland. 
They vary in size from the fennec fox at 24 cm (9.4 in) long, to the gray wolf, which 
may be up to 2 m (6.6 ft) long, and can weigh up to 80 kg (180 lb). 
 
 
With the exceptions of the bush dog, raccoon dog and some domestic breeds, 
canids have relatively long legs and lithe bodies, adapted for chasing prey. All 
canids are digitigrade, meaning that they walk on their toes. They possess bushy 
tails, non-retractile claws, and, except the African wild dog (Lycaon pictus), a 
dewclaw on the front feet. They possess a baculum, which together with a 
cavernous body helps to create a copulatory tie during mating, locking the animals 
together for up to an hour. Young canids are born blind, with their eyes opening a 
few weeks after birth. 
 
 
2. Complete the following sentences using comparatives: 
 
a. Canids are than Fennec Fox 
 
b. The legs of the bush dog are than the legs of other canids. 
 
 
c. Domestic dogs are than foxes 
 
 
d. The gray wolf is 
 
3. According to the reading answer the following questions 
 
3.1 The text is about 
 
a. The origin of the dog 
b. The family of the dog 
c. The dangerous of the canidaes. 
d. The characteristics of the canidaes. 
 
 
3.2 The purpose of the author is: 
 
a. To strike the audience with his wide knowledge 
b. To worry the audience about the canidae. 
c. To explain the canidae’s characteristics 
d. To propose a possible origin of the dogs. 
 
 
3.3 After the reading we can conclude that: 
 
a. Although foxes and dogs belong to the same family they are quite different. 
b. Foxes and coyotes are cousins. 
c. The canidae is a very close family. 
d. The wolves, foxes, jackals, coyotes, and domestic dogs are relatives. 
WORKSHOP 15 
 
TOPIC: COMPARATIVES. 
TIME: WEEK: _ 201_ HOURS: 
 
EXPRESSIVE PURPOSE 
That I develop reading comprehension by understanding the use of the 
superlatives. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Represento, en forma gráfica, la información que encuentro en textos que 
comparan y contrastan objetos, animales y personas. 
 
 
 
 
 
 
Complete the following survey:REVIEW: SUPERLATIVES 
 
There are two types of superlative: relative and absolute. 
 
The relative superlative describes a noun within the context of some larger group. 
 Felipe is the smartest boy in his group 
 
 
In English, the relative superlative is formed by using the word "most" or the ending "-
est.". : 
If the one-syllable adjective ends with a single consonant with a vowel before it, 
double the consonant and add –est for the superlative form 
 Douglas is the tallest of the school 
If the two-syllable adjectives ends with –y, change the y to i and add –est for the 
comparative form. 
 Sophie is the happiest girl of her family 
 
 
For adjectives two-syllable adjectives, or with three syllables or more, you form the 
superlative with most 
 The 8th grade is the most enthusiastic group 
The absolute superlative does not describe the noun in the context of a larger 
group. The absolute superlative for adjectives has three possible forms: 
The house is very big 
The ring is extremely expensive. 
This experience is indescribably wonderful 
 
 
 
 
 
 
 
Read and underline the superlatives 
 
 
 
Extreme Sports 
 
While use of the term "extreme sport" has been extremely spread far and wide to 
describe a multitude of different activities, exactly which sports are considered 
'extreme' is debatable. There are however several characteristics common to most 
extreme sports. While not the exclusive domain of youth, extreme sports tend to 
have a younger-than-average target demographic. Extreme sports are rarely 
sanctioned by schools. Extreme sports tend to be more solitary than traditional 
sports. In addition, beginning extreme athletes tend to work on their craft without 
the guidance of a coach (though some may hire a coach later). 
 
 
Activities categorized by media as extreme sports differ from traditional sports due 
to the higher number of inherently uncontrollable variables. Athletes in these 
activities compete not only against other athletes, but also against environmental 
obstacles and challenges. These environmental variables are frequently weather 
and terrain related, including strongest wind, the most freezing snow, the deepest 
waters and highest mountains. Because these natural phenomena cannot be 
controlled, they inevitably affect the outcome of the given activity or event. 
 
 
In a traditional sporting event, athletes compete against each other under 
controlled circumstances. While it is possible to create a controlled sporting event 
such as X Games, there are often variables that cannot be held constant for all 
athletes. Examples include snow conditions for snowboarders, rock and ice quality 
for climbers, and wave height and shape for surfers. 
Whilst traditional sporting judgment criteria may be adopted when assessing 
performance (distance, time, score, et cetera), extreme sports performers are often 
evaluated on more subjective and aesthetic criteria. This results in a tendency to 
reject unified judging methods, with different sports employing their own ideals and 
indeed having the ability to evolve their assessment standards with new trends or 
developments in the most exciting sports. 
 
 
1. Use the superlatives in new sentences 
 
a. The most extreme activities 
b. The strongest obstacles 
c. The most freezing winds 
d. The deepest lakes 
e. The highest building 
f. The most exciting experiences. 
 
 
 
 
 
 
The most exciting sports 
 
Bungee Jumping 
This is one of the most popular extreme sports the world over. Bungee jumping is 
an activity which involves jumping from a tall structure, wherein the person is tied 
to a large elastic chord. It is maybe one of the most dangerous sports having into 
account that the nervous system can be affected. What happens is when the 
person jumps, the cord which is tied stretches and the jumper flies upwards again 
and the cord snaps back. This leads the jumper to oscillate up and down till the 
energy is dissipated. The idea is to jump from the tallest height in order to feel the 
strongest emotion. 
 
 
 
Road races 
Track bicycles are used for track cycling in Velodromes , while cyclo-cross races 
are held on the most rugged outdoor terrain, which is performed on the most 
dangerous road, smoothest grass, and densest mud. Riders in cyclocross must 
get off their bikes at certain intervals and hop over highest barriers. Time trial 
races, another form of road racing require a rider to ride against the clock. Time 
trials can be performed as a team or as a single rider. Bikes are changed for time 
trial races, using aero bars. In the last decade, mountain bike racing has also 
reached international popularity and is even an Olympic sport and one of the most 
famous around the world 
 
 
 
2. Make a list of the superlatives you found in the text: 
 
 
 
 
 
 
 3. Use the superlatives in new sentences 
 
 
 
 
 
 
 
 
 
4. In your opinion, what is the most exciting sport? 
 
The extreme Sports 
The sport carries to an extreme and it is associated to the risks of a specific 
physical activity, it is possible to determine that certain sports had had from their 
beginnings certain danger that bears its practices. 
But nowadays the biggest wheels and strongest motors bring an a new 
generation of sports: the adventure racing adventure careers, the motocross in 
prepared circuit, land yachting career of racing cars with wheels and it veils in 
beach sands and plains, mountain bike mountain cycling, speed bike mountain 
cycling on snows, street luge descent in hills of urban streets and highways, 
powerboat racing careers, ice yachting career of vehicles with kitchen knives and it 
veils in ice lakes 
The most wonderful glaciers have popularized a series of alternatives 
transforming to these fields into a true show of masses, decorated with the 
strongest music and the most energetic drinks. Snowboarding is the queen of 
snow, with an impressive retinue of enthusiasts to "crack chart", the snowshoe 
descents in rackets of snow, the speed ski descents way alpine ski, free and 
vertical steep ski descents of glaciers, they are well sports that refresh the highest 
mountains of snow, it is necessary to think if people's massive invasions alters the 
natural life and the essence of the sport somehow. 
 
 
 
 
The most turbulent waters, the widest rivers and the sea have their 
followers, the rafting descents for waters of turbulent rivers, the kayak and their 
incursion for different types of water, the Surf the traditional chart sport in the most 
dangerous marine waves. 
(Taken and modified from http://www.altiplanoextreme.com/adventure/cruces.htm) 
 
 
1. Write the superlatives you found in the text: 
 
 
 
 
 
2. Use the superlatives in new sentences 
 
 
 
 
 
3. What is your opinion about extreme sports? 
http://www.altiplanoextreme.com/adventure/cruces.htm)
 
 
TOPIC: COMPARATIVES. 
WORKSHOP 16 
TIME: WEEK: _ 201_ HOURS: 
 
 
 
EXPRESSIVE PURPOSE 
That I develop reading comprehension by understanding comparative of 
equality and similarity. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Represento, en forma gráfica, la información que encuentro en textos que 
comparan y contrastan objetos, animales y personas. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Comparatives of equality 
 
We use as + adjective + as to say that two things are equal in some way. 
When comparing with as .. as, the adjective does not change. 
 The new house is as big as your house 
 The dog is as smart as the cat 
 
 
We use not as to say that two things are not equal in some way. 
 Mary is not as tall as me. 
 That book is not as long as your book. 
 
 
Comparatives of similarity 
 
To say that people, things or actions are similar in a way, we can use as and 
like. Adverbs such as too, also and as well can also be used. 
 Charles looks just like his brother. 
 He fought like a lion. 
 He fought as a lion does. 
 The papers were late and