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SCHOOL YEAR: 
 
 
 
 
SUBJECT: ENGLISH GRADE: 10Th 
 
 
First period 
2 
 
 
 
 
 
School: Grade: ENGLISH 
Teacher: Time: Hours: 
 
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 show interest in activities related to different verbal tenses. 
 
COGNITIVE: That we identify different verbal tenses. 
 
EXPRESSIVE: That we produce creatively our own texts by using the grammatical tools 
(suffixes, verbs, adjectives, basic tenses, etc) 
Showing improvement in written skills. 
 
EVALUACIÓN: INDICADORES DE DESEMPEÑO 
• Analizo textos descriptivos, narrativos y argumentativos con el fin de comprender las ideas 
principales y específicas. En los diferentes tiempos verbales. 
 
• Escribo textos, argumentativos, expositivos, a través de los cuales explico mis preferencias, 
decisiones o actuaciones. En los diferentes tiempos verbales 
 
 
• Estructuro mis textos teniendo en cuenta elementos formales del lenguaje como la puntuación, la 
ortografía, la sintaxis, la coherencia y la cohesión. 
ENSEÑANZAS (COMPETENCIAS Y HABILIDADES) 
Competencia Lingüística Competencia Pragmática 
Habilidades: Habilidades: 
Inferir Transferir 
Interpretar Organizar Escribir 
Competencia Sociolingüística 
Habilidades: 
Preguntar y responder significativamente 
EJES TEMÁTICOS 
• Review simple verbal tenses 
• Review of Past and Present Perfect Tense. 
• Suffixes: Using suffixes to form related words. 
• Reading and writing strategies. 
DIDÁCTICAS 
1. Anticonstructivista: Los estudiantes participan dando ejemplos de hechos que 
ejemplifican la temática propuesta. 
2. Interrogativa: Los estudiantes potencian sus capacidades de comprehender las 
preguntas y de expresar respuestas cada vez con mayor profundidad y sentido. 
3. Expresiva: Los estudiantes tienen la oportunidad de desplegar su creatividad 
expresándose a través de diferentes lenguajes y disfrutando plenamente del 
aprendizaje. 
3 
 
 
 
 
 
 
 
 
Topic: Review simple verbal tenses, pre 
 
 
 
DIAGNOSTIC TEST 
Read the following situations and answer with the appropriate verbal tense: 
 
1. Paul and Carol ran into each other in the park. 
While they’re talking, Carol asks him where he 
is going this summer. Paul says: 
a. I am thinking to go to Germany. 
b. I am thinking of going to Germany. 
c. I am thinking to going to Germany. 
d. I am thinking of go to Germany 
 
3. Carol is doing research on the book Moby 
Dick. She asks her literature teacher about 
the author of this book. The teacher answers: 
a. Moby Dick was writing by Herman Melville. 
b. Moby Dick was write by Herman Melville. 
c. Moby Dick was wrote by Herman Melville. 
d. Moby Dick was written by Herman Melville. 
 
5. Carol bought these Christmas gift from her 
mother. 
 
 
 
 
 
 
 
 
 
According to the picture, these gifts are made of; 
a. Nylon. 
b. Leather. 
c. Cloth. 
d. Clay. 
2. Peter’s room smelled like cigarettes yesterday. 
a. In the room somebody had been smoking. 
b. Smoking had been somebody in the room. 
c. Somebody had been smoking in the room. 
d. In the room smoking had been somebody. 
 
 
 
4. Tom is talking about his dreams. 
a. If I had money enough, I would buy a car. 
b. If I had money enough, I would bought a car. 
c. If I had money enough, I would buying a car. 
d. If I had money enough, I would buyed a car. 
 
 
 
 
6. Vincent is at a clothing store trying a suit on 
because he is going to a wedding tonight. 
 
 
 
a. Cannot wear his new suit. 
b. If I had money enough, I would bought a car. 
c. If I had money enough, I would buying a car. 
d. If I had money enough, I would buyed a car. 
 
Reading Comprehension 
Answer the questions according to the text: 
How was Halloween born? 
Halloween is a very old festival. In ancient times, it was celebrated by the Celts in an area which today 
includes the United Kingdom and Ireland. On the night of October 31
st
, considered the last day of summer 
at that time, people would put out the fires in their hearths son that the houses felt cold and the spirits 
would not want to go inside. The Celts believed that on October 31
st
, everyone who had died in the 
previous year gathered together to choose the body of a person or an animal to take over for the next 
twelve months. So, the Celts dressed up as devils, ghosts, and witches, and marched through the towns 
making lots of noise to frighten off the spirits. Afterwards, they lit a big bonfire in the center of the town to 
light up the night. Today, Halloween is a festival celebrated by children. 
 
7. According to the reading, Halloween was 
originated with: 
a. The British people. 
b. The Irish people. 
c. The Celts. 
d. The American. 
 
8. The underline word ‘they’ refers to. 
a. devils. 
b. ghosts. 
c. witches 
d. the Celts. 
 
9. The underline word ‘gathered’ can be 
replaced by 
a. met. 
b. came. 
c. arrived. 
d. got. 
10. The main idea of the text is. 
a. devils. 
b. ghosts. 
c. witches 
d. the Celts. 
sent and past perfect. 
4 
 
 
 
 
ACTIVITY 1 
WARM UP! ENJOY THE STORY!!! 
 
 
 
 
 
 
Once upon a time there was a prince who wants to marry a princess; but she would have to be a 
real princess. He traveled all over the world to find one, but nowhere he could get what he 
wanted. There are enough princesses, but it was difficult to find out whether there were real 
ones. There was always something about them that was not as it should be. So he came home 
again and was sad, because he would have liked very much to have a real princess. 
 
That evening a terrible storm came on; there was thunder and lightning, and the rain pour down 
in torrents. Suddenly a knocking was heard at the city gate, and the old king went to opened. It 
was a princess standing out there in front of the gate. But, good gracious! What a sight the rain 
and the wind had made her look. The water ran down on her hair and clothes; it ran down into 
the toes of her shoes and out again at the heels. And yet she said that she was a real princess. 
 
 
 
1. Act out the story with the students. Teacher –narrator- 
2. Ask what kind of verbal tenses there are in the story. 
3. Read the story carefully and ask the students to write as much kwon vocabulary they 
can. 
5 
 
 
 
 
EXPRESSIVE: That I produce creatively their own texts by using the grammatical tools 
(suffixes, verbs, adjectives, basic tenses, etc) 
Showing improvement in written skills. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
 
Escribo textos, argumentativos, expositivos, a través de los cuales explico mis 
preferencias, decisiones o actuaciones. En los diferentes tiempos verbales 
 
 
 
 
E X P L A N A T I O N O F T H E T O P I C 
 
In English, there are three basic tenses: present, past, and future. Each has a perfect form, 
indicating completed action; each has a progressive form, indicating ongoing action; and each has 
a perfect progressive form, indicating ongoing action that will be completed at some definite 
time. Here is a list of examples of these tenses and their definitions: 
 
 
Simple Forms 
 
Progressive Forms 
 
Perfect Forms 
 
Perfect Progressive Forms 
 
Present 
 
take/s 
 
am/is/are taking 
 
have/has taken 
 
have/has been taking 
Past took was/were taking had taken had been taking 
 
Future 
 
will/shall take 
 
will be taking 
 
will have taken 
 
will have been takingSuffixes: A suffix is a group of letters added after a word or base. 
 
S11fflxe•1 
 
SUFFIXES MEANING 
 
•f11l: graceful 
 
•le••: powerless 
 
•lv1 absolutely 
 
-v1 lazy 
 
ER = doer 
ABLE = able 
OUS = full of 
NESS = state of being 
FUL = full of 
LV = Like 
MENT = state of. 
6 
 
 
 
 
 
1. Fill the blanks with the correct form of the verb in brackets. Use the Simple Past or past 
continuous: look the example: 
./ Example: *yesterday evening I_ (work) hard till late because I _(have) a 
difficult task to do. 
./ *yesterday evening I worked hard till late because I had a difficult task to do. 
 
 
a) We (go) down to the road at 100 km/h when the wheel (fall) off. 
b) She nearly (have) a heart attack when she (see) the lion. 
c) My mother (get) dress when she (fill) a pain in her chest. 
d) I (see) Carol at the party. She (wear) a beautiful dress. 
e) (you/watch) T.V when I (arrive)? 
 
 
2. Complete the text using the correct tense of the verb in parenthesis. 
 
Sandra worked for a telecommunications company. She _ _(start) in telemarketing; 
then became the IT manager assistant. She _ (be) responsible for all 
the costumers services within the company in terms of needs. 
In 2002 she _ __(get married) and _(go) with her husband to 
Canada to do a Post Graduate Diploma in IT. 
She (come) back last year and now _ (work) only part time at a 
multinational Company. She (spend) the rest of the day with her twins. In the 
future she (find) her own company where she will offer a variety of computerized 
services. 
 
3. Use only one of the three suffixes to create a new word, use your dictionary to verify the existence 
of such of words. Look the examples: 
 
 
Ful> Playful, Meaningful. Ly> Badly, Generally 
 
New Word Meaning 
 
1. (noise) y / ly / ary _ 
 
2. (happy) less / ness / ful _ _ 
 
3. (walk) est / ed / ly _ 
 
4. (music) sion / cian / tion _ 
 
5. (beauty) ful / est / ly _ _ _ 
 
6. (substract) sion / tion / cian _ 
 
7. (divide) cian / sion / tion _ 
 
8. (love) y / ary / ly _ _ _ 
 
9. (friend) y / ly / ary _ 
 
10. (comfort) able / ible / ly _ 
 COMPLETE THE EXERCISES WITH THE BOOK TEENAGERS 11 PAG. 81 # 4,5,Y 6 IN 
MODELING OR SIMULATION STAGE. 
7 
 
 
 
 
 
 
 
 
 
1. Remove the suffix form the root word and checks it dictionary meaning: 
 
 
Root Word Meaning 
 
1. frienship _ 
2. quietly _ 
3. employment 
4. funny 
5. professional 
6. helpless _ 
7. carefully _ 
8. magician _ 
9. secondary _ _ 
10. lovely _ _ _ 
 
2. Complete the sentences with the present perfect using the verb in the bracket 
 
a. I (invite) Maria and Gloria to my party. I hope they can come. 
b. The movie _ (start) be quiet 
c. I (do) my homework. Can I go out now? 
d. Joe (write) to Sarah three times this week. He really likes her. 
e. We (have) four tests this week. It’s not fair. 
 
3. COMPLETE USING THE CORRECT FORM OF THE AUXILIAR 
 
I (have/had) traveled 2 times to Bogota before I moved there 
Carlos _ _(have/had) never seen that something like that before that day 
When she saw the UFO she told us that she _(have/had) never felt that way I _ 
(have/had) visited my cousin four times since the accident 
I like math but I (have/had) have problems understanding the exercises until the 
teacher explained me. 
 
 
 
 
1. Remember the story in the warm up? Now use your imagination, think or invent 
(could be fiction) about a memorable moment in your life. When, how, where, who 
and what… 
2. Write your own story. Use suffixes and different verbal tenses. 
3. If you have pictures or drawings you can use them. 
4. Tell the class your story. 
5. Teacher can collect the stories and make a booklet. 
8 
 
 
 
 
ACTIVITY 2 
 
Topic: Review simple verbal tenses, present and past perfect. 
 
 
 
WARM UP! ENJOY IT!!! 
1. The teacher will describe the following picture using sentences and the students 
will draw what they understand. 
 
 
Example: there are two houses one in front of each other. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
2. KING SOLOMON’S SOLUTION The story related in Kings 3:16-28, tells of two 
prostitutes who came before King Solomon, bringing with them a single baby boy. 
 
Each mother told the same story: that they both lived together, that both had given birth to a 
child, that one child was dead in the morning and that the live child was hers. Each mother 
accused the other, that after having discovered that her child had died during the night, its 
mother had stolen the other mother's live baby and replaced it with the dead child. Thus, each 
mother claimed, on waking up in the morning, she had discovered a dead child on her breast, 
which was not hers. 
In a dispute such as this, where there is no evidence or witness, King Solomon's solution is 
fascinating. After some deliberation, he called for a sword to be brought before him. He declared 
that there was only one fair solution, namely, that the live child should be split in two, each 
woman receiving half of the child. Upon hearing this terrible verdict, the baby's true mother cried 
out in horror and anguish, "Please, My Lord, give her the live child - do not kill him!" However, 
the liar, in her bitter jealousy, exclaimed, "It shall be neither mine nor yours - divide it!" Realizing 
that a true mother's instincts are to protect her child, Solomon instantly gave the baby to the real 
mother, who was willing to relinquish her baby in order to save its life. 
 
The teacher asks the following questions and the students answer and argue orally. 
 
a. The king decided to cut the boy’s leg 
b. The mothers were housewives 
c. The king Solomon wasn’t a wise man. 
 
EXPRESSIVE: That I interpret and rank specific sentences from a text. Showing their written 
and reading comprehension skills. 
9 
 
 
 
 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Analizo textos descriptivos, narrativos y argumentativos con el fin de comprender 
las ideas principales y específicas. En los diferentes tiempos verbales. 
 
 
 
 
 
 
 
 
 
 
1. According to the title what do you think the reading is about? 
2. Write the vocabulary you think you will find in the reading. 
3. Read the text. 
4. Underline the unknown words and write them on your notebook. 
5. Try to infer the meaning of those words using the context. 
6. Identify the main idea of each paragraph 
7. On average, how many hamburgers does each person buy every week in the U.S.A.? 
10 
 
 
 
 
 
 
 
 
IN THE PREVOUS PART YOU READ! NOW YOU WILL LOOK, ANALIZE, WRITE AND 
READ TO THE CLASS WHAT YOU HAVE DONE. 
 
 
 
 
1. Take a look at this comic strip. 
2. Analyze consciously what is the situation. 
3. Write the story according to the situation and some questions. 
4. Read your story to your classmates and ask them some questions about it. 
5. Compare your stories with a partner 
6. Remember to use suffixes and verbal tenses. 
11 
 
 
 
 
ACTIVITY 3 
 
Topic: Review simple verbal tenses, present and past perfect. 
 
 
 
 
WARM UP! ENJOY IT!!! 
 
./ With the following pictures, ask to the students: 
 
 
 
 
 
 
 
./ Look at the pictures and identify people and events. Can you name them? 
./ What do you know about this people and events? 
./ How did people and events above change history? 
./ Write some ideas in your notebook about what they did to change the history. 
./ Write and tell what would have happen If these people or events had’nt existed. Make 
some hypothesis. 
 
EXPRESSIVE: That I structure their writing taking into account the formal elements of 
language as punctuation, spelling, syntax, coherence and cohesion. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Estructuro mis 
textos teniendo en cuenta elementos formales del lenguajecomo la puntuación, la ortografía, 
la sintaxis, la coherencia y la cohesión. 
12 
 
 
 
 
 
 
 
E X P L A N A T I O N O F T H E T O P I C 
 
The simple past tense refers to: 
 
 
a. action which occurred at a specific time in the past 
b. completed action 
c. past status 
Examples: 
Specific past action 
 
 
I ate lunch at noon today. 
 
Completed action 
 
 
She finally mailed the letter. 
 
Past status 
 
 
Jane was a movie star. 
 
 
Past progressive 
 
 
Positive 
 
Negative 
 
Question 
 
I / he / she / it 
 
I was speaking. 
 
I was not speaking. 
 
Was I speaking? 
 
you / we / they 
 
You were speaking. 
 
You were not speaking. 
 
Were you speaking? 
 
Exceptions in Spelling 
 
 
Exceptions in spelling when adding ing 
 
Example 
 
final e is dropped (but: ee is not changed) 
 
come – coming 
(but: agree – agreeing) 
 
after a short, stressed vowel, the final consonant is doubled 
 
sit – sitting 
 
l as final consonant after a vowel is doubled (in British English) 
 
travel – travelling 
 
final ie becomes y 
 
lie – lying 
 
Use of Past Progressive 
• puts emphasis on the course of an action in the past 
Example: He was playing football. 
• two actions happening at the same time (in the past) 
Example: While she was preparing dinner, he was washing the dishes. 
• action going on at a certain time in the past 
Example: When I was having breakfast, the phone suddenly rang. 
 
Signal Words of Past Progressive 
 
• When, while, as long as. 
13 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
14 
 
 
 
 
 
 
 
ACTIVITY 3 
 
1. IN GROUPS TAKE THE FOLLOWING TEXT AND RE-WRITE IT IN SIMPLE PAST AND PAST 
PROGRESSIVE. PRESENTE YOUR WORK IN FRONT OF THE CLASS. 
Mary has a lot of hobbies and interests. She usually gets up early so she can run before work. 
She doesn't often have time to ski, but she occasionally goes on Saturdays during the winter. 
Mary often rides a horse at a stable near her home. She sometimes goes after work, but she 
usually goes horseback riding on Sundays. She loves music. She always goes to choir practice 
on Wednesday evenings and sings in church on Sundays. She doesn't have much extra money, 
so she rarely goes to concerts in the city. She seldom watches TV because she likes doing 
things outside. She usually goes to the gym if it's raining outside. She isn't often alone because 
she has a lot of friends. She occasionally does something alone, but she usually does her 
activities with one of her friends. She's a happy woman! 
ACTIVITY 4 
 
Y Ask your partner about first-time and last-time experiences: 
Y When was the first time you kissed a boy-girl? 
Y When was the last time you kissed a boy- girl? 
Y When was the last time you practiced a sport? 
Y Why did you finish your relationship? 
Y When was the first time you went to a party? 
Y When was the last time you ate healthy food? 
Y When was the last time you ate junk food? 
Y Why did you quit the gym? 
1. Guess what happened with your partner’s situations. (Speculations). Remember he or she doesn’t 
tell you anything! 
2. Write all these experiences by using simple past and past continuous. 
 
Example: I kissed a girl/boy when I was 12 years old, but when I was kissing him/her my father arrived… 
 
NOTE: YOU CAN USE OTHER KIND OF EVENTS HISTORIC ETC… 
 
 
 
 
 
 
Disaster E-mail 
 
Kate is a young girl who always wanted to go to USA, so that she studied English for a 
year and when she finished she started to look for a new job out of the country and she 
got it. One month later she traveled to USA. 
 
She was really happy and everything was going well. Some day her boss ask her to 
write an E-mail for a costumer, she used all the words she knew and she made a good 
effort to get the contract, but sadly when the costumer read the E-mail, he got really 
upset because he thought they were joking him. 
 
He who wrote the E-mail you sent to me… 
 
1. Read the text above. 
2. Guess some hypothesis about the end of the e-mail. 
3. Write some ideas about what happened with the situation and why. 
4. Take the ideas and finish the story. Taking into account the formal elements of 
language as punctuation, spelling, syntax, coherence and cohesion. 
15 
 
 
 
 
ACTVITY 4 
Activity 1 
 
Topic: Review simple verbal tenses, present and past perfect. 
 
WARM UP! ENJOY IT!!! 
Spea,ing aná 'Writing frtivity: 
16 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Estructuro mis 
textos teniendo en cuenta elementos formales del lenguaje como la puntuación, la ortografía, 
la sintaxis, la coherencia y la cohesión. 
 
 
 
 
 
 
Work in a partner. 
 
./ Take a look at the pictures below and answer the questions. 
 
I. What do you think is happening? 
II. Why? 
III. How do you the people would save in the cold ocean? 
IV. What kind of message would the disaster send to the people? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
V. Use the Simple Present and the Present 
Continuous to describe the pictures. 
VI. Why is the Titanic famous? 
VII. What is the different between the movie 
and reality? 
VIII. Do you agree with the movie love story 
besides the disaster? 
IX. Give your point of view about this 
situation? 
X. What is the newspaper talking about? 
XI. Do you like this kind of movies? Why? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
17 
 
 
 
 
 
 
 
 
 
 
 
: 
 
 
 
 
 
 
Writing Strategies 
An essay is an analytical short composition written from a personal 
point of view. The author makes a personal statement and gives 
arguments to support his-her ideas. He- She also gives counter 
arguments, but in the end, his-her proposal is reaffirmed. It has an 
introductory paragraph, supporting paragraphs and a conclusion. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Read the following dialogue 
 
 
I love movies! I really like all 
kind of movies, and I like go to 
the cinema on Saturdays with 
my family and friends. I saw 
Titanic movie last night and it 
was great, such a romantic 
love story! There´s one thing I 
don´t like about this movie- the 
end. 
 
 
 
 
Oh really? Instead I’m a big 
music fun. I love rock and rap 
music. I can play electrical 
guitar. I don´t like classical 
music. I think is boring. My 
friends and I have a rock band. 
It´s really cool!! I prefer that 
and I don´t like your romantic 
movie! Sorry. 
 
 
 
 
 
 
WHAT ABOUT YOU? 
Complete the statements with love, like or don´t like. Then compare with a classmate. 
1. Rap music. 6. classical music. 
2. math. 7. my city. 
3. soccer. 8. Go to the movies. 
4. pizza. 9. My school. 
5. English. 10. chat on internet. 
18 
 
 
 
 
 
 
 
 
WRITING TIME!! 
Now write a short essay about movies. Include your personal point 
of view. 
 
 
a. Choose the following topics: horror, science fiction, romantic, 
historic, action. 
 
 
b. Summarize your statement in a sentence. 
 
 
c. Look for facts to support your statement and write arguments 
and their counter arguments. 
 
 
d. Argument 1: counter-argument 
1: 
Argument 2: _ counter-argument 
2: 
 
 
e. Organize your text. Make sure it has an introductory 
paragraph for each of your argument, and conclusion. 
 
 
f. Make a draft and exchange it with a partner to share points of 
view and make corrections. 
19 
 
 
 
 
ACTIVITY 5 Activity 1 
 
Topic: Review simple verbal tenses, present and past perfect. 
 
 
 
 
WARM UP! 
Y Complete the following story use the past perfect tense and draw a comic. 
 
You know, next week is my wedding anniversary. I will have been married 15 years. 
Time really flies. I remember back in 1989 when my husband asked me to marry me. 
I (travel) a lot. I (live) alone. I 
 (have) a certain number of boyfriends. I had finished my studies. I 
 (live) abroad. I was ready to settle down.Our first baby was born in 1984. We had (party) a lot with friends. 
We (spend) a year in America together. We 
(travel) round India on a motorbike. We were ready to become responsible parents. 
 
 
EXPRESSIVE: That the I contextualize different given information in an English text in 
English showing their advances in reading comprehension. 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
 
Analizo textos descriptivos, narrativos y argumentativos con el fin de comprender las 
ideas principales y específicas. En los diferentes tiempos verbales. 
 
 
 
 
E X P L A N A T I O N O F T H E T O P I C 
 
 
Past Perfect 
 
Past perfect tense is used to indicate that one action occurred before another action in the 
past. In other words, past perfect tense indicates the first of the two actions. 
For example, 
./ When I woke up this morning, my roommate had left already. 
./ After I had eaten my dinner, I went to see a movie. 
./ Before I arrived at the theater, the movie had already begun. 
 
Sometimes, when the meaning is clear from context, the simple past tense can be used. 
./ After I had gone shopping, I stopped at the health spa. 
./ After I went shopping, I stopped at the health spa. 
 
When I was young, I had been a cowboy. 
 
 
./ When I was young, I was a cowboy. 
 
Yesterday the Johnsons had opened their new business. (Incorrect) 
 
 
./ Yesterday the Johnsons opened their new business. (correct) 
 
(Incorrect—no reference to 
other events) 
(Correct) 
20 
 
 
 
 
 
 
 
 
 
 
 
COMPLETE THIS SELECTION ABOUT THE WELL-KNOWN SCIENTIST ALBERT EINSTEIN. 
 
Albert Einstein was born in Germany in 1879. He enjoyed classical music and HAD 
already PLAYED the violin at the age of six. Even as a small boy Albert was self- 
sufficient, thoughtful, and a slow talker who considered what he would say afterwards. 
 
Albert Einstein´s first job was that of patent clerk. In 1993, he joined the staff of the 
newly created Institute for Advanced Studies in Princeton, New Jersey. By the time he 
wrote his mathematical equation about the nature of energy, E=MC2, he HAD WRITTEN 
a paper with a new understanding of the structure of light. He argued that light 
consisted of particles of a gas. A few years before, Max Planck´s work HAD 
CONTAINED the first suggestion of discreteness in energy, but Einstein went far beyond 
this. The dance of microscopic particles HAD long BEING OBSERVED. Albert Einstein 
HAD REINFORCE the kinetic theory and he HAD CREATED a powerful new tool for 
studying the movements of atoms. 
 
One week before his death, Einstein signed his last letter. It was a letter to Bertrand 
Russell in which he asked nations to give up nuclear weapons. It is fitting that one of his 
last acts was to argue, as he HAD DONE all his life, for international peace. 
 
Einstein was cremated at Trenton, New Jersey at 4PM, on April 18th, 1955 (the day of 
his death). His ashes were scattered at an undisclosed place. Many scientists HAVE 
TRIED to discover all of Einstein´s secrets but they HAVEN’T BEEN able to do it. On 
the other hand, the mass media HAS SEARCHED for unknown information about his 
private life but they HAVEN´T GOTTEN too much. 
 
 
 
 
 
./ GO TO PAGE 13 ON THE BOOK TEENAGERS 10 TO COMPLETE THE EXERCISE 
21 
 
 
 
 
 
 
 
 
READING: “Language in context” 
 
Over the last twenty years, the average size of households has fallen dramatically. The 
number of one person households has grown, due largely to the ageing of the 
population, as has the number of one parent families. Couples having smaller families 
have also contributed to the fall in household size. 
In 1976, 60% of families were couples with children. By 1996, this had fallen to 51%. 
Part of this change can be attributed to the increase in one parent families with 
dependent children, but most of the change is due to the increase in the proportion of 
couple only families. People are now having children later in life, and are living longer. 
Therefore, they are spending more time living in couple-only families, both before they 
have families and after their children have left home. 
 
However, children are leaving home later. In 1981, 34% of children aged 20-24 lived 
with their parents. By 1991, this had increased to 40%. This increase has, to some 
extent, countered the fall in the couples with non-dependent children only. 
(Source: ABS Yearbook Australia 1997, Number 79 p. 81) 
 
ANSWER THE FOLLOWING QUESTIONS: 
 
./ There are two past perfect verbs in the 'Language in context' passage above: 
First past perfect verb: 
Second past perfect verb: 
./ What kind of reading is it and where was taken from? An article. A novel… 
./ Identify and underline the past perfect verb in each sentence below. These 
examples are not from the 'Language in context' passage. 
 
1. It was announced that he had resigned from his position at the bank for personal 
reasons. 
 
2. Until the new software was purchased, the staff had struggled to keep the 
accounts records up to date. 
 
3. Several senior employees had left the company by the time the new manager 
arrived. 
22 
 
 
 
 
 
 
 
Pilot detained after no-smoking siege 
 
MILAN Monday July 27 (Reuters) - Italian police 
on Monday questioned a British pilot who held 
148 passengers aboard his plane for 40 minutes 
after landing in Milan because no one would 
admit to being the person who broke the strict 
no-smoking rules. 
 
Sue Harrison, a spokeswoman for Go, the new 
low-cost carrier that is part of British Airways 
Plc, said the incident happened on Sunday 
afternoon after a flight from Stansted to Milan's 
Malpensa airport. Go made its first flight in May. 
 
She said that one passenger had blocked the 
smoke detector in one of the plane's toilets and 
had smoked a cigarette in violation of Go's no- 
smoking rules and strict safety standards. 
 
On arrival, captain Bryan Bliss, a 57-year-old 
pilot with 28 years experience, asked the culprit 
to own up. No one came forward and after 40 
minutes, Bliss finally let them go. 
He was then detained by police at the airport for 
holding passengers against their will, Harrison 
said. 
 
"He was not arrested. He was detained. He 
helped answer their questions," she said by 
telephone from London. 
 
She did not know how long the questioning 
lasted but said Bliss had been allowed to go and 
had flown the plane back from Malpensa to 
Stansted later in the day. 
 
"We are continuing to talk to the police to make 
sure we answer all their questions," Harrison 
said. "We won't compromise on safety." 
 
She said there was no likelihood of any legal 
action against Bliss and said both sides were 
being "very helpful". Police at Malpensa 
declined to comment while questioning was still 
under way. 
Copyright 1998 Reuters Limited. 
 
 
 
 
 
 
./ Sequencing 
 
The following events are from the article. Put them in the right order: 
 
 
The plane arrived at Malpensa airport in Milan. 
 
 
The plane left Stansted airport. 
 
 
The passenger smoked a cigarette. 
 
 
The pilot flew the plane back to Stansted. 
 
 
The pilot would not allow the passengers to leave the plane until the smoker was 
identified. 
 
 
A passenger blocked the smoke detector in the toilets. 
 
 
The pilot let the passengers leave the plane although the smoker had not been 
identified. 
 
 
The enquiry was still continuing. 
 
 
The Italian police questioned the pilot at the airport. 
23 
 
 
 
 
ACTIVITY 6 
 
Topic: present and past perfect. 
 
 
 
 
WARM UP! ENJOY IT!!! 
 
PRACTICE WITH YOUR PARTNER: 
 
Dialogue: A Business Presentation by Kenneth Beare, About.com Guide 
 
 
On a Business Trip - A Presentation 
 
 
Betsy: Hi Brian, this is Betsy. How are you doing? 
Brian: I've just returned from the Head Office. The weather is great! Boston is a great 
city! 
 
 
Betsy: Have you met Frank yet? 
Brian: No, I haven't seen him yet. We have a meetingat 10 o'clock tomorrow morning. 
We are going to meet then. 
 
 
Betsy: Have you made your presentation yet? 
Brian: Yes, I made the presentation yesterday afternoon. I was very nervous, but 
everything went well. 
 
 
Betsy: Has management given you any feedback yet? 
Brian: Yes, I've already met with the sales director. We met immediately after the 
meeting and he was impressed with our work. 
 
 
Betsy: That's great Brian. Congratulations! Have you visited any museums yet? 
Brian: No, I'm afraid I haven't had any time yet. I hope to take a tour around town 
tomorrow. 
 
 
Betsy: Well, I'm happy to hear that everything is going well. I'll talk to you soon. 
Brian: Thanks for calling Betsy. Bye. 
 
 
Betsy: Bye. 
 
 
./ Underline the present perfect tense. 
24 
 
 
 
 
 
 
EXPRESSIVE: That I interpret and practice conversations by using present and past 
perfect. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Analizo textos descriptivos, narrativos y argumentativos con el fin de comprender 
las ideas principales y específicas. En los diferentes tiempos verbales. 
 
 
 
 
 
 
 
 
1. Read the text and change it in past and perfect tenses. 
2. Make a conversation with your partner. 
3. Practice it in front of the class. 
25 
 
 
 
 
 
 
 
 
Complete the following conversation, use Present Perfect. 
 
A Business Traveller 
Interviewer: Good morning Sir. I'd like to ask you a few questions if I may. 
Jack: Well, I'm waiting to catch my flight so I guess I can answer a few 
questions. 
 
 
Interviewer: Thank you Sir. First of all, how often (have) 
you (travel)? 
Jack: I (have) (travel) since three years. 
 
 
Interviewer: Where _(had/have) (travel) last summer? 
Jack: I (had/have) (travel) to Austin, Texas. 
Interviewer: … and where did you fly on your last trip? 
Jack: I flew to Portland, Oregon. I (have) already (be)there 
three times! 
 
 
Interviewer: Really! (have) you (enjoy) those travelling for 
business? 
Jack: Yes, although I (had/have) 
the office. 
 _(prefer) staying in 
Interviewer: What do you like most about travelling? 
Jack: I like visiting new cities and trying out new food. 
 
 
Interviewer: Is there anywhere you would like to visit that you 
 (have not) (visit) yet? 
 
 
Jack: Yes, I'd like to go to Hawaii! I love going to the beach! 
 
 
Interviewer: Thank you very much for your time today. 
Jack: You're welcome. My pleasure 
26 
 
 
 
 
 
./ Look the following images and make a conversation with your partner. 
 
./ Write statements about things you haven´t done yet but according to the pictures. 
 
./ Use present perfect tense. 
27 
 
 
 
 
ACTIVITY 7 
 
Topic: Review simple verbal tenses, present and past perfect / Tag questions in future. 
 
 
 
 
WARM UP! ENJOY IT!!! 
Y Make assumptions about your classmates or your teacher. Sample assumptions can include: 
 
./ Favorite subject. 
./ Where living. 
./ Where born. 
./ Girlfriend-boyfriend/single/a significant other. 
./ Religious/religious affiliation. 
✓ Languages spoken. 
./ Hobbies. 
./ Person most admires. 
./ Favorite vacation spot. 
./ Profession/if could choose what it would be. 
./ Family size/only child, oldest. 
 
EXPRESSIVE: That I make assumptions about people or situations by using Tag 
Questions. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Estructuro mis 
textos teniendo en cuenta elementos formales del lenguaje como la puntuación, la ortografía, 
la sintaxis, la coherencia y la cohesión. 
 
 
 
 
E X P L A N A T I O N O F T H E T O P I C 
 
Assumption: noun 
Something taken for granted; a supposition: a correct assumption. 
Synonyms: presupposition; hypothesis, conjecture, guess, postulate, theory. 
 
I. Tag Questions: You speak English, don´t you? 
 
A tag question is a special construction in English. It is a statement followed by a mini-question. The whole 
sentence is a "tag question", and the mini-question at the end is called a "question tag". Use tag 
questions at the end of statements to ask for confirmation. They mean something like: "Am I right?" or "Do 
you agree?" They are very common in English. The basic structure is: 
 
 
+ 
Positive statement, 
 
- 
negative tag? 
 
Snow is white, 
 
isn't it? 
 
- 
Negative statement, 
 
+ 
positive tag? 
 
You don't like me, 
 
do you? 
 
 
They will help, 
 
Won’t they? won't = will not 
28 
 
 
 
 
Activity 2 
 
./ Make some assumptions base on the following images: 
./ Use Tag Questions and ask your partners. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Example: 
 
Y Image # 1 
 
They will have an accident, won´t 
they? 
29 
 
 
 
 
 
 
 
 
 
 
 
Complete with the appropriate tag endings in the blanks. Remember that if 
the statement in a tag question is positive, the tag ending is negative: She’s 
gone, hasn’t she? And is the statement is negative, the tag ending is 
positive: She hasn’t gone, has she?! 
 
 
Example: 
You’ll never be a millionaire, will you? 
They’ve left for the beach, haven’t they? 
She has to study hard, doesn’t she? 
It’s not cold outside today, is it? 
 
 
1.- You’ve never been in Hawaii, 
 ? 
2.- She’s not going to have to take another course, 
 ? 
3.- She shouldn’t smoke, __? 
4.- He’s had many different kinds of jobs, 
 _? 
5.- He’s an engineer for a government agency, 
 ? 
6.- Bob and Mary have to go home now, ? 
7.- Bill and Henry have gone, _? 
8.- She’s recently been ill, ? 
9.- There’s something cooking on the stove, _? 
10.- You had a good time at the game, ? 
11.- It’ll be cold tomorrow, _ ? 
12.- He’s always lived by himself, ? 
13.- He’s never on time to work, _ ? 
14.- There were a lot of people at the 
concert, _? 
15.- I’m going to be with you tomorrow night, ? 
30 
 
 
 
 
 
 
 
Tell-a-tale 
 
./ Use your imagination to tell this tale. First complete the title then write a short 
story based on the information given below. 
 
 
./ Use the following words in your story. Check the box beside 
each word once you have used it in your story. If you don’t 
know a word, look it up in your bilingual dictionary. 
 
 
./ Include these phrases or quotes in your story: The 
footprints were small and round. “You won’t find 
anything in there.” 
 
 
o Detective, 
o sunglasses, 
o money, 
o apartment, 
o suitcase, 
o gloves 
 
 
 
 
The Mystery of the Missing 
Written by _ 
31 
 
 
 
 
ACTIVITY 8 
 
Topic: Review simple verbal tenses, present and past perfect / Tag questions in future. 
 
 
 
 
WARM UP! ENJOY IT!!! 
 
 
 
 
 
 
 
 
 
 
 
 
READ AND LISTEN TO THE FOLLOWING INTERVIEW TO 
LEONARDO DI CAPRIO 
 
 
REPORTER: Good evening, Leonardo. It´s really nice to have you on our show tonight. 
 
Leonardo: Thanks. I´m very glad too. You know, it´s been a long time since I wanted to join 
your TV show, hasn´t it? 
 
Reporter: Yeah, there´s a group of fans in our public who want to greet you. 
 
Leonardo: Hello, I am who I’m because of you. Thank you very much. You´ll love me 
forever, won´t you? 
 
Reporter: They´re absolutely crazy about you. Leonardo, your most recent film `Gangs of 
New York´ has been really successful, hasn´t it? 
 
Leonardo: Sure! I didn´t expect it to be in the first place as it was. I think all the effort made 
by all the staff has been compensated, hasn´t it? 
 
Reporter: Of course. What are you planning now? 
Leonardo: To film a modern western. It will mix past, present and future events. 
 
Reporter: You have never done a western comedy, have you? 
 
Leonardo: Well, actually, this is going to be my first time doing a film of this kind. 
 
Reporter: Good luck, Leonardo. 
 
Leonardo: Thank you. You won´t forget me, will you? 
 
COMPLETE THESE STATEMENTS. 
 
a. Leonardo di Caprio wanted to participate in the show, ----------------------. 
b. The public to whom he was talking was ------------------------------------------ 
c. He considers the movie`Gangs of New York´a--------------------------------. 
 
d. His immediate plans are related to ----------------------------------------------- 
 
e. Leonardo di Caprio actually is going to be -------------------------------------- 
32 
 
 
 
 
EXPRESSIVE: That I make listening comprehension exercises in order to find the most 
important information in an interview or dialogs. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Estructuro mis 
textos teniendo en cuenta elementos formales del lenguaje como la puntuación, la ortografía, 
la sintaxis, la coherencia y la cohesión. 
 
 
 
./ Read in front of the class other kind of conversation and complete the exercise: 
 
 
33 
 
 
 
 
 
 
 
 
1. COMPLETE USING THE TAG QUESTIONS. 
 
According to the INTERVIEW in the warm up! A VERY SPECIAL 
PERSON. 
 
 
a. `Gangs of New York´ has been really successful, ? 
b. You won´t forget me,_ ? 
c. You have never done a western comedy, ? 
d. You know, it´s been a long time since I wanted to join your TV 
show, ? 
e. I think all the effort made by all the staff has been compensated, 
 ? 
 
2. CHOOSE THE BEST OPTION. 
 
a. You´ll love me forever, ? (don´t you – won´t you – will you). 
b. They are absolutely crazy about you, ? (aren´t you – they aren´t – aren´t 
they). 
c. Sure! I didn´t expect it to be in the first place as it was, ? (wasn´t I – 
did I – I was). 
d. It will mix past, present and future events, ? (won´t it – will it – will not 
it). 
e. I am who I’m because of you, I? (am I – aren´t you – am n´t I). 
34 
 
 
 
 
 
 
 
 
WRITING TIME!! 
 
Now is your turn!! 
 
./ Choose a person in your school that you want to interview. Teacher, coordinator, 
principal, secretary, psychologist or people in special services. 
./ You can a camera or just piece of paper. 
./ Prepare your questions, if the person doesn´t speak English you can translate but 
the answer must be in English in your paper notes. 
./ After that write a composition about the life of this person on a piece of paper and 
present it to the class. 
 
Y include: 
 
./ Favorite things. 
./ Where living. 
./ Where born. 
./ Married/Girlfriend-boyfriend/single/a significant other. 
./ Religious/religious affiliation. 
./ The most remarkable experience in life. 
./ Hobbies. 
./ Person most admires. 
./ Favorite vacation spot. 
./ Profession 
./ Family size/only child, oldest. 
./ Pets. 
./ If you were other person, what celebrity would you choose to be and why. 
35 
 
 
 
 
ACTIVITY 9 
Topic: Review simple verbal tenses, present and past perfect/ Tag questions in 
future. Prefixes and Suffixes. 
 
 
 
• Read the following text 
WARM UP! ENJOY IT!!! 
 
1889 
 
 
1958 
 
 
 
1961 
 
 
 
1966 
 
 
 
1967 
 
 
 
1970 
 
 
 
1971 
 
 
1972 
April 25 
 
May 24 
Timeline: The Early Years of Video Games (1889-1972) by Amanda Kudler 
 
Nintendo is founded in Japan by Fusajiro Yamauchi. It begins producing handmade playing 
cards. 
 
Physicist Willy Higginbotham invents the first "video game" at the Brookhaven National 
Laboratory in Upton, New York. His game, a table tennis-like game, was played on an 
oscilloscope. 
 
Steve Russell, a student at the Massachusetts Institute of Technology (MIT), creates Spacewar, 
the first interactive computer game. It runs on a Digital PDP-1 mainframe computer, and the 
graphics are made up of ASCII text characters. 
 
Ralph Baer, an engineer at Sanders Associates, receives support from his company (a military 
electronics consulting firm in NH) to explore his idea of creating interactive games using a 
television. 
 
Baer and team are successful in creating two interactive TV games—a chase game and a tennis 
game. They are also able to manipulate a toy gun so that it detects spots of light on the TV 
screen. 
 
Magnavox licenses Baer's TV game from Sanders Associates 
Nolan Bushnell and Ted Dabney (future founders of Atari) begin their attempt to create an 
arcade version of Spacewar, calling it Computer Space. 
 
Computer Space becomes first video arcade game ever released. 1500 games are distributed. 
Public consensus is that it is too difficult to play. 
 
A U.S. patent is issued to Ralph Baer for "A Television Gaming Apparatus and Method" 
Magnavox's Odyssey, the first home video game system, is showcased at a convention in 
Burlingame, CA, and is released to the public later that year. 
Bushnell and Dabney found Atari. They name the company after a term from the Japanese game 
"Go". "Atari" is equivalent to "check" in a chess game. 
Al Alcorn is hired by Atari to program video games. The first game created by Atari is Pong. Ping- 
Pong, the original name, is already copyrighted, so the makers name it Pong after the sound of a 
ball hitting the paddle. 
http://www.teachervision.fen.com/technology-and-civilization/resource/63110.html#ixzz1WKiesUTg 
 
Answer the questions: 
1. What is the text talking about? 
2. What was the first video game invented? 
3. Underline past verbal tenses. 
4. Named the inventors of the video games and their versions. 
 
EXPRESSIVE: That I make a presentation about the greatest invent for you by using the 
grammatical tools (Prefixes and suffixes, verbs, basic tenses, etc) Showing improvement 
in written and spoken skills. 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Escribo textos, argumentativos, expositivos, a través de los cuales explico mis preferencias, 
decisiones o actuaciones. En los diferentes tiempos verbales 
http://www.teachervision.fen.com/technology-and-civilization/resource/63110.html#ixzz1WKiesUTg
36 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
BASED ON THE READING: 
• CHOOSE A LIST OF PREFIXES AND SUFFIXES, CLASIFY THEM INTO THE RIGHT 
 
 
 
 
 
 
 
 
PREFIXES MEANING 
 
UN = not 
DIS = not 
RE = again 
MIS = not 
IM = not 
BI = two 
DE = not 
E X P L A N A T I O N O F T H E T O P I C 
 
EXAMPLE: 
 
• Shoe maker 
• Wisely: Joe made the decision wisely. 
• Because of that you could misunderstand the message 
and you couldn’t mispronounce it. 
• As she broke up her leg now she is such an unhappy 
girl. 
• I can speak Russian and English. So I am a Bilingual 
 
 
 
 
 
 
 
• CATEGORY. 
• UNDERLINE THE PREFIXES WITH A RED COLOR 
• UNDERLINE THE SUFFIXES WITH A GREEN COLOR 
 
• Define the unknown words using the context, synonyms or antonyms. 
37 
 
 
 
 
 
 
 
 
Reading 
 
Read the text and answer the questions. 
1. How many brothers and sisters did Edison have? 
 
 
2. Why did he run home from school? 
 
 
3. At what age did he leave school? 
 
 
4. Who was his best teacher? 
 
 
5. How old was Edison when he started inventing? 
 
 
6. What improvement did he make for the telephone? 
 
 
7. What was the “phonograph”? 
 
 
 
8. In which year did he invent the light bulb? 
 
 
9. What was Edison`s contribution to the movie industry? 
 
 
 
10. How many things did Edison invent? 
 
 
11. Which of his inventions do you think was the most important? Why? 
 
 
12. What would you most like to invent yourself? 
38 
 
 
 
 
 
 
 
 
 
 
MAKE A PRESENTATION! 
 
*SEARCH INVENTIONS AND CHOOSE or ask the 
teacher. 
*What was the greatest invention for you? 
*Name the inventor (short biography) and his or her 
invention (how he/she did it). 
*How has your life been affected by such invention? 
*Use pictures, billboard, power point or movie media 
resources. 
*Remember your presentation must be in ENGLISH! 
*Use an easy language. It’s for your classmates. 
*Be creative and no more than 10 minutes. 
*prepare some questions to the class. 
39 
 
 
 
 
ACTIVITY 10 
 
Topic: Review simple verbal tenses,present and past perfect/ Tag questions in 
future. 
 
Warm up: 
 
Describe with your teacher a special event in your school last year.EXPRESSIVE: That I interpret, analyze and summarize descriptive or narrative text. 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Analizo textos descriptivos, narrativos y argumentativos con el fin de 
comprender las ideas principales y específicas. En los diferentes tiempos 
verbales. 
40 
 
 
 
E X P L A N A T I O N O F T H E T O P I C 
 
READING STARTEGIES 
*Stories are very descriptive, but they don’t have to understand the meaning of every single 
word in order to get the main idea or understand what the story is about. Use the context 
and situation to help you guess the meaning of new words. 
*Each paragraph of a text usually refers to one idea. Often, there is one sentence that tells 
you the main idea of the paragraph. That sentence is called a TOPIC SENTENCE. If 
you look for the topic sentences in a text, you will get a complete idea of what the text is 
about without reading details. 
*Before reading a text, take a look at: TITLES, SUBTITLES and IMAGES. They can help 
you understand content. 
*When reading a text, make the difference between opinions and facts. Make sure that you 
also identify the kind of text you’re reading. Is trying to convince you? Is informative, 
narrative or descriptive? Does it state and support an argument? 
*Identify the audience of the text also. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Alice's Adventures in Wonderland: Chapter 1. Down the Rabbit-Hole - Part 1 
 
Alice was beginning to get very tired of sitting by her sister on the bank, and of having 
nothing to do: once or twice she had peeped into the book her sister was reading, but it 
had no pictures or conversations in it, 'and what is the use of a book,' thought Alice 
'without pictures or conversation?' 
So she was considering in her own mind (as well as she could, for the hot day made her 
feel very sleepy and stupid), whether the pleasure of making a daisy-chain would be 
worth the trouble of getting up and picking the daisies, when suddenly a White Rabbit 
with pink eyes ran close by her. 
There was nothing so VERY remarkable in that; nor did Alice think it so VERY much out 
of the way to hear the Rabbit say to itself, 'Oh dear! Oh dear! I shall be late!' (when she 
thought it over afterwards, it occurred to her that she ought to have wondered at this, 
but at the time it all seemed quite natural); but when the Rabbit actually TOOK A 
WATCH OUT OF ITS WAISTCOAT-POCKET, and looked at it, and then hurried on, 
Alice started to her feet, for it flashed across her mind that she had never before seen a 
rabbit with either a waistcoat-pocket, or a watch to take out of it, and burning with 
curiosity, she ran across the field after it, and fortunately was just in time to see it pop 
down a large rabbit-hole under the hedge. 
In another moment down went Alice after it, never once considering how in the world 
she was to get out again. 
The rabbit-hole went straight on like a tunnel for some way, and then dipped suddenly 
down, so suddenly that Alice had not a moment to think about stopping herself before 
she found herself falling down a very deep well. 
41 
 
 
 
 
 
Reading Comprehension exercise: How to Find the Main Idea 
Instructions 
 
1 Read the entire text. Pause after each paragraph to reflect on the meaning of 
what you've just read. 
 
CHECK WHAT KIND OF TEXT THIS IS AND EXPLAIN YOUR ANSWER: 
An informative text an essay a descriptive text a scientific text 
a short story 
 
2 Determine the most important noun in the text. Nearly every paragraph in the 
text should refer to the most important person, place or thing you choose. 
 
3 What general message does the author make about that important thing? Each 
paragraph should support your findings. 
 
 
 
 
 
 
 
 
 
 
 
 
 
IT’S YOUR TURN!! 
 
In pairs you are going to write a summarize 
about a short story that you have heard 
 
 
 
 
 
 
 
What is a summary? 
The goal of writing a summary of an article, a single chapter or a whole book is to offer 
as accurately as possible the full sense of the original, but in a more condensed form. 
A summary restates the author's main point, purpose, intent and supporting details in 
your own words. 
Why summarize? 
The process of summarizing enables you to grasp the original text better, and the 
result shows the reader that you understand it as well. In addition to this, the 
knowledge you gained by summarizing makes it possible for you to analyze and 
critique the original text. 
How to summarize? 
There are several techniques to be used while summarizing a text and they all stress 
full understanding of a text and require the reader to spot the main or major ideas in it. 
But before we move any further, here are some useful tips about summarizing: 
• Restate, that is repeat the ideas of the source in different words and phrases 
• Do not add your own ideas, opinions or judgment of the arguments 
• Make it shorter than the source 
42 
 
 
 
 
ACTIVITY 11 
 
Topic: Review simple verbal tenses, present and past perfect/ Tag questions in 
future. 
 
WARM UP! ENJOY IT!!! 
 NATURAL DISASTERS 
 
 
 
 
 
 
 
 
 
 
 
 
 
1. Look at the pictures and label them with the appropriate vocabulary> eruption, 
fire wind, volcano, beach, tsunami, ash, earthquake, building, shift, tremble, 
burn, rain, explode, changes in the weather, heat pressure, lava, water, 
drown, tidal wave, cloud, rain, storm, flooding, shake, death, pressure 
under the earth, destruction. 
 
 
EXPRESSIVE: That I give opinions and answer questions about a specific headline or 
articles in a newspaper by using supporting opinions. 
 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Estructuro 
mis textos teniendo en cuenta elementos formales del lenguaje como la 
puntuación, la ortografía, la sintaxis, la coherencia y la cohesión. 
43 
 
 
 
 
 
E X P L A N A T I O N O F T H E T O P I C 
 
Giving Your Opinion There are a number of words and phrases that can help express your opinion. 
 
Interrupting: May I have a word? 
If I may, I think... 
Excuse me for interrupting. 
May I come in here? 
Giving Opinions: I (really) feel that... 
In my opinion... 
The way I see things... 
If you ask me,... I tend to think that... 
Asking for Opinions: Do you (really) think that... 
(name of participant) can we get your input? 
How do you feel about...? 
Commenting on Other Opinions: I never thought about it that way before. 
Good point! 
I get your point. 
I see what you mean. 
Agreeing with Other Opinions: Exactly! 
That's (exactly) the way I feel. 
I have to agree with (name of participant). 
Disagreeing with Other Opinions: Up to a point I agree with you, but... 
(I'm afraid) I can't agree 
Advising and Suggesting: We should... 
Why don't you.... 
How/What about... 
I suggest/recommend that... 
 
 
 
Earth Day 
 
The first Earth Day, held on April 22, 1970, was a 
national day of rallies and teach-ins expressing 
support for environmental protection. Events were 
held in major cities as well as on most college 
campuses. In the end, some 20 million people took 
part, calling attention to the swelling support for 
environmentalism across the country Later annual 
celebrations still revolve around this concept, with 
local clean-up efforts and political speeches. They 
have had limited results; yet, without being 
decisive in any specific issue, each Earth Day 
underscores the extent to which environmental 
issues have become a national priority. Published: 
May 8th, 2011 
http://www.englisharticles.info/category/environment/pa 
ge/2/ 
./ WHY WE HAVE TO TAKE CARE THE PLANET MORE THAN EVER? 
http://www.englisharticles.info/category/environment/pa
44 
 
 
 
 
 
 
 
 
An Inconvenient Truth: Global Warming 
 
Global Warming or Climate Change, measurable increases inthe average temperature 
of Earth’s atmosphere, oceans, and landmasses. Scientists believe Earth is currently 
facing a period of rapid warming brought on by rising levels of heat-trapping gases, 
known as greenhouse gases, in the atmosphere. 
Earth has warmed and cooled many times since its formation about 4.6 billion years 
ago. Global climate changes were due to many factors, including massive volcanic 
eruptions, which increased carbon dioxide in the atmosphere; changes in the intensity of 
energy emitted by the Sun; and variations in Earth’s position relative to the Sun, both in 
its orbit and in the inclination of its spin axis. 
 
Variations in Earth’s position, known as Milankovitch cycles, combine to produce cyclical 
changes in the global climate. These cycles are believed to be responsible for the 
repeated advance and retreat of glaciers and ice sheets during the Pleistocene Epoch 
 million to 11,500 years before present), when Earth went through fairly regular 
cycles of colder “glacial” periods (also known as ice ages) and warmer “interglacial” 
periods. Glacial periods occurred at roughly 100,000-year intervals. 
Scientists project global warming to continue at a rate that is unprecedented in hundreds 
of thousands or even millions of years of Earth’s history. They predict considerably more 
warming in the 21st century, depending on the level of future greenhouse gas 
emissions. For a scenario (possible situation) assuming higher emissions—in which 
emissions continue to increase significantly during the century—scientists project further 
warming of 2.4 to 6.4 Celsius degrees (4.3 to 11.5 Fahrenheit degrees) by the year 
2100. For a scenario assuming lower emissions—in which emissions grow slowly, peak 
around the year 2050, and then fall—scientists project further warming of 1.1 to 2.9 
Celsius degrees (1.9 to 5.2 Fahrenheit degrees) by the year 2100. 
 
Melting polar ice and glaciers, as well as warming of the oceans, expands ocean volume 
and raises sea level, which will eventually flood some coastal regions and even entire 
islands. Patterns of rainfall are expected to change, with higher latitudes (closer to the 
poles) projected to receive more rainfall, and subtropical areas (such as the 
Mediterranean and southern Africa) projected to receive considerably less. Changes in 
temperature and precipitation patterns may damage food crops, disrupting food 
production in some parts of the world. Plant and animal species will shift their ranges 
toward the poles or to higher elevations seeking cooler temperatures, and species that 
cannot do so may become extinct. Increasing levels of carbon dioxide in the atmosphere 
also leads to increased ocean acidity, damaging ocean ecosystems. 
Human beings face global warming with a huge population at risk. The potential 
consequences are so great that many of the world’s leading scientists—and 
increasingly, politicians, business leaders, and other citizens—are calling for 
international cooperation and immediate action to counteract the problem. 
SOURCE>http://www.englisharticles.info/category/environment/ 
 
1. According to the article what causes Global Warming or Climate Change? 
2. Read the article again and write 5 questions about it. 
3. Answer the questions in groups. 
http://www.englisharticles.info/category/environment/
45 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
1. Taking into account this article do a conversation with your teacher, 
and practice it. 
46 
 
 
 
 
ACTIVITY 12 
 
Topic: Review simple verbal tenses, present and past perfect/ Tag questions in 
future. 
 
WARM UP! ENJOY IT!!! 
The following argumentative essay is taken from: 
http://www.customessays.org/samples/Fashion_and_Identity.html , read the first part 
and continue with the others along the guide. 
 
Fashion and Identity Essay 
 
“…Fashion is more powerful than any tyrant” 
Malcolm Barnard 
 
Introduction 
For hundreds of years people have put some message in the type of clothing they wore. Long 
ago people started wanting to stand out from the “crowd” and be different from other people by 
means of changing their clothing. Some examples of these “standing out” became very popular 
and were followed by more people. This was the moment when fashion appeared. Nowadays, 
fashion is sometimes defined as a “constantly changing trend, favored for frivolous rather than 
practical, logical, or intellectual reasons”. Nevertheless, it is necessary to say that at the present 
moment fashion has a deeper influence on the life of people and possess more than just 
frivolous reasons for its existance. Clothing has become an integral part of self-realization of 
every person. It is no longer just an “external shield” and a frivolous attitude towards it may 
cause losing a very important physical, psychological and social aspect of a person’s life. The 
harmony attained by the combination of the inner world of a person and his “exterior” makes it 
very hard to say not even being a professional in this sphere that fashion is just about looks. 
Clothing is basically a covering designed to be worn on a person's body. This covering is a need, 
a necessity that is dictated by the norms of social conduct. This “necessity” brings a lot of variety 
into the lives of people and makes their image more complete. It is not about people serving 
fashion; it is about fashion being a slave of people. 
 
Body paragraphs: The body of a basic essay may have as many body paragraphs, it is vital to 
keep in mind that each paragraph is supposed to have one main argument to analyze and has to 
reveal it in one solid thought in a sentence called the topic sentence. 
 
Fashion and identity 
The type of clothing completely depends on the person who is wearing it; therefore it becomes a 
reflection of his perception of himself, which leads us to the term – personal identity. Lately a lot 
is being heard about personal identity and its meaning in the life of every single person on the 
planet. The choice of clothing and accessories (clothing that is worn or carried, but not part of a 
person’s main clothing) is as important as identification through the color of hair, height, skin and 
gender. Clothing nowadays is a media of information about the person wearing it [Barnard 21]. It 
is a cipher; a code that needs a decryption in order to understand what kind of person is 
underneath it. The present time offers a great variety of these “ciphers” and therefore gives 
people a large number of opportunities to reveal their identity. As every cloth carries a strong 
message about its owner, every owner “nests” a certain value in it depending on his 
temperament, mindset or today’s mood. Therefore, the clothing of a person is a mean of 
communication with the outside world. It is the way of telling people about the “state” and the 
”status” of it owner [Barnes& Eicher 125]. 
 
 
EXPRESSIVE: That I write argumentative texts by using supporting opinions. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: Estructuro mis 
textos teniendo en cuenta elementos formales del lenguaje como la puntuación, la ortografía, 
la sintaxis, la coherencia y la cohesión. 
http://www.customessays.org/samples/Fashion_and_Identity.html
47 
 
 
 
 
 
 
 
E X P L A N A T I O N O F T H E T O P I C 
Essay Structure 
Writing an academic essay means fashioning a coherent set of ideas into an argument. Because essays are 
essentially linear—they offer one idea at a time—they must present their ideas in the order that makes most sense to 
a reader. Successfully structuring an essay means attending to a reader's logic. 
Copyright 2000, Elizabeth Abrams, for the Writing Center at Harvard University 
 
-Thesis statement: defining and stating the point the author is making in the essay, the paper’s main argument. 
- Introduction : Introduction of any essay should be no longer than 1/10 of its length. 
- Body paragraphs:The body of a basic essay may have as many body paragraphs, it is vital to keep in mind that 
each paragraph is supposed to have one main argument to analyze and has to reveal it in one solid thought in a 
sentence called the topic sentence. 
- Conclusion: It is usually written in one solid paragraph. 
 
Answering Questions: "What?" "How?" "Why?" 
http://www.custom-essays.org/Essay_Structure.html 
The easiest way to do this is to map the essay's ideas via a written narrative. Such an account will give you a 
preliminary record of your ideas, and will allow you to remind yourself at every turn of the reader's needs in 
understanding your idea. 
Copyright 2000, Elizabeth Abrams, for the Writing Center at Harvard University 
 
 
 
 
 
 
 
Body paragraphs: The body of a basic essay may have as many body 
paragraphs, it is vital to keep in mind that each paragraph is supposed to have one main 
argument to analyze and has to reveal it in one solid thought in a sentence called the 
topic sentence. 
 
Men, women and fashion 
Clothing is a fundamental part in the image of a contemporary man or a woman [Crane 
47]. The image is constructed for various reasons and has various manifestations. 
Dressing has become a way to create, to reveal and to conceal information from the 
external observers. Fashion has always been considered to have more of a women 
based orientation. As soon as women realized that experimenting with their clothing 
might bring them the results they need they became the most interested consumers and 
the demand on women’s production increased greatly. 
 
Women and clothing 
In spite of all arguments fashion remains possessing an ambivalent entity. Women, have 
a great impact on the development of fashion worldwide. Of course one of the primary 
messages clothes carry is the social message. Women throughout the time have tried to 
make the clothing look more luxurious. Historically the social message has wildly 
transformed. It is very easily trace in Diana Crane’s book “Fashion and it social 
agendas”. Nowadays clothing is not an attribute of belonging to a clan, or to a restrained 
social level though it still can tell a lot about the financial status of a person. A person, 
especially a women is always greeted according to the way is dressed up. Therefore 
women may cause desirable reaction by knowing the expectations of the “opponent”. 
Historically, women wore traditional dresses, which signified their cultural and social 
status [Guy& Green 76]. As for now, traditional clothing has been completely subdued 
by “fashionable clothing”. Women clothing in the past had a lot to do with emphasizing 
femininity, neglecting man-like forms of dressing. Analyzing the way of dressing today it 
is necessary to say that”fashionable clothing” has made a great “kick” to femininity. 
Women become less ladylike but more aggressive and businesslike. A woman is 
opposed to a man; it is no longer an “addenda” to a male, but a force able to contradict 
http://www.custom-essays.org/Essay_Structure.html
48 
 
 
 
 
him and to compete with him. Women have accepted a lot of clothing styles that 
propagandize masculinity. Of course there still are women that are the embodiments of 
tenderness and femininity preserving women’s sexuality but nevertheless the general 
tendency of feminization in today’s society has done its work. Equality at work, business 
and politics has transformed the image of a woman greatly. 
1. READ CAREFULLY THE PARAGRAPHS AND FIND THE TOPIC SENTENCE OF EACH 
ONE. 
 
 
 
 
 
 
 
Culture and fashion 
As every person belongs to a definite culture and has the right to reveal it, personal 
identity may sometimes be replaced by cultural identity. Cultural identity is the type of 
identity that is related to a certain culture or a separate group. It brings people belonging 
to a culture definite highlighting differences with other people. Clothing in terms of 
culture is to reveal either the historical roots of a person or the roots the group he 
belongs to. The oriental-followers are easily defined from the crowd by the specific 
collars and style of dressing they hold on to. Demonstrating a belonging to a certain 
cultural community is the free right of every person like people that freely declare who 
they are going to vote for. Talking about culture it is possible to mention that nowadays 
exists”material culture” that dictates its own ways and code of dressing [Crane 51]. The 
liberation of culture off the borders made the cultural fashion developments increase 
dramatically. The “freedom of word” has found a place in every single cultural attribute 
nowadays. Wearing a cowboy hat may not be a sign of being from Texas, but a sign of 
political preference. 
For instance it is very easy to distinguish a European from a Hindu by the style of 
dressing or an Indian woman from an oriental woman by the distinctive spot on the 
forehead of an Indian woman and a veil worn by Moslem woman. Fashion has taken the 
best part of the traditional costumes of every culture and sometimes this leads to 
propagandizing a definite cultural group. For instance, the brightest example is the 
increasing interest towards the Moslems and oriental culture nowadays. 
 
Conclusion: It is usually written in one solid paragraph. 
 
Fashion and identity are inseparable companions. Fashion with all its symbolism and 
attributes form an outstanding base for personal and cultural identification. Identity is a 
necessary process of a healthy personality as it is a part of self-realization of a person 
that is so much required for finding a place in life of every person. Fashion has become 
a tool for achieving harmony with the inner world and a way of revealing or concealing 
peculiarities. Fashion possesses a specific meaning and the more diverse is the society 
around us the more fashion-trend will appear and surprise us. As long as it does not hurt 
people around fashion symbols are acceptable, nevertheless while thinking about 
fashion and identity it is necessary to remember the ethical side of the issue. Fashion 
and identity through it still remains a twofold issue but there are a lot of positive aspects 
one can enjoy and share with other people. 
 
./ AS YOU CAN SEE THE ESSAY HAS BODY PARAGRAPHS TO SUPPORT 
THE Thesis statement 
49 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
AFTER YOU READ THE ARTICLE, 
WITH YOUR TEACHER, YOU ARE 
GOING TO WRITE A SUMMMARIZE 
ABOUT IT, TAKE INTO ACCOUNT 
THE INTRODUCTION, BODY 
PARAGRAPHS AND 
CONCLUSIONS: 
52 
 
 
 
 
 
 
 
 
 
 
SCHOOL YEAR: 
 
 
 
 
SUBJECT: ENGLISH GRADE: 10Th 
 
 
Second period 
 
 
 
 
 
 
53 
 
 
 
 
 
 School: Grade: ENGLISH 
Teacher: Time: Hours: 
 
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 show interesting talk about different activities by using proper 
structures. 
 
COGNITIVE: That we identify tag questions, passive voice, used to and modals in 
different skills. 
 
EXPRESSIVE:That we use language to talk about regular activities in the past. 
EVALUACIÓN: INDICADORES DE DESEMPEÑO 
* Opino sobre los estilos de vida de la gente de otras culturas, apoyándome en textos escritos y orales 
previamente estudiados 
 Escribo resúmenes e informes que demuestran mi conocimiento sobre temas de otras 
disciplinas. 
* Uso lenguaje funcional para discutir alternativas, hacer recomendaciones y negociar 
acuerdos en debates preparados conanterioridad 
* Hago inferencias a partir de la información en un texto. 
* Hago buen uso de los diferentes modales vistos en el periodo en textos escritos y 
orales. 
ENSEÑANZAS (COMPETENCIAS Y HABILIDADES) 
Competencia LingüísticaCompetencia Pragmática 
Habilidades: Habilidades: 
IdentificarOrganizar Escuchar 
Interpretar puntuar Escribir 
Competencia Sociolingüística 
Habilidades: 
Preguntar y responder significativamente 
 
EJES TEMÁTICOS 
• Tag questions: future and perfect tenses. 
• Passive voice with perfect tenses. 
• Used to. 
• Modals: could/should/might/may/must. 
• Understanding the use of –ed/-ing adjectives 
DIDÁCTICAS 
1. Anticonstructivista: Los estudiantes participan dando ejemplos de hechos que 
ejemplifican la temática propuesta. 
2. Interrogativa: Los estudiantes potencian sus capacidades de comprehender las 
preguntas y de expresar respuestas cada vez con mayor profundidad y sentido. 
3. Expresiva: Los estudiantes tienen la oportunidad de desplegar su creatividad 
expresándose a través de diferentes lenguajes y disfrutando plenamente del 
aprendizaje. 
54 
 
 
 
 
 
 
ACTIVITY 13 
Topic:Passive voice with perfect tenses, Talking about regular activities in the 
past (Used to), reviewing modals(could, should, might, may, must; Understanding 
the use of -ed/ -ing adjectives 
 
 
 
Automobile History 
WARM UP READING: 
A. The History of Cars and Engines 
By Mary Bellis, About.com Guide 
 
By definition an automobile or car is a wheeled vehicle that carries its own motor and 
transports passengers. The automobile as we know it was not invented in a single day 
by a single inventor. The history of the automobile reflects an evolution that took place 
worldwide 
The men and women behind the over 100,000 patents that created the modern 
automobile. Biographies include for example: Karl Benz, the German mechanical 
engineer who designed and in 1885 built the world's first practical automobile, and Henry 
Ford, who improved the assembly line for automobile manufacturing and invented a car 
transmission mechanism, and others. 
 
Discuss in class: 
1. Underline the words you know in order to understand what the text is about. 
 
2. Identify some verbs in past tense. 
 
3. Do automobiles invention always provide people comfort? Why? 
 
4. How would your life be different without an automobile? 
 
5. Why is Henry Ford important for today’s world? 
 
 EXPRESSIVE:That I talk about things that have been discovered or invented. 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Opino sobre los estilos de vida de la gente de otras culturas, apoyándome 
en textos escritos y orales previamente estudiados 
 
 
 
 
E X P L A N A T I O N O F T H E T O P I C 
lntroducing Passive Voice 
Passive voice is used when the focus is on the action. It is not important or not known, 
however, who or what is performing the action. Example: My bike was stolen. 
In the example above, the focus is on the fact that my bike was stolen. I do not know, 
however, who did it. 
Sometimes a statement in passive is more polite than active voice, as the following 
example shows: 
Example: A mistake was made. 
In this case, I focus on the fact that a mistake was made, but I do not blame anyone 
(e.g. You have made a mistake.). 
Form of Passive 
55 
 
 
 
 
Subject + finite form of to be + Past Participle (3rd column of irregular verbs) 
Example: A letter was written. 
When rewriting active sentences in passive voice, note the following: 
• the object of the active sentence becomes the subject of the passive sentence 
• the finite form of the verb is changed (to be + past participle) 
• the subject of the active sentence becomes the object of the passive sentence (or is 
dropped) 
 
Examples of Passive 
 
Present Perfect Active: Rita has written a letter. 
Passive: A letter has been written by Rita. 
Active: Rita had written a letter. 
 
Passive: A letter had been written by Rita. 
 
 
 
 
 
*Find the mistakes in the following sentences: 
 
a. The car, bus and train has been invented 
 
b. New trends in technology has been studied.. 
 
c. A shy attitude had being shown by some people towards technology. 
 
d. wheelbarrows have been use in constructions. 
 
e. Seesaws has been built in all the city’s playgrounds. 
 
*write sentences telling what has been invented in the past 200 years. 
 
a. The car, bus and train have been invented. 
 
b. 
 
c. 
 
d. 
 
e. 
56 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Desktop Videophone: this plugs into a 
regular telephone jack. If the people on 
each end of the line have one, both can 
be heard and seen by the other person. 
Otherwise, it can be used like a regular 
phone. Being seen by the other person is 
an option. If a person doesn’t want to be 
seen, the camera can be turned off at that 
end. Other options allow the 
conversation to be recorded, or 
messages to be left. Price $650 US 
Cyber Book:this replaces the traditional 
book. It’s lighter than a hardback book, 
and about the size of a paperback, but 
with a 4,000 page capacity. When it is 
connected to a personal computer, books 
can be downloaded from the internet. A 
button is pressed to turn the page, forward 
or backward. Even illustrations are 
included. Price $499 US 
 
 
 
 
Mini-agenda:this is an improvement over 
previous electronic organizers. It is the 
size of a credit card, yet holds up to 6,000 
entries. It interfaces with a laptop or 
desktop personal computer, so you can 
key in memos, schedules and phone 
numbers once, and have them both at 
home and in your pocket. Price $230 US 
Music to Go:instead of different CD’s and 
large CD player being lugged around, this 
deck-of-cards size device can be taken 
anywhere. 60 minutes worth of music fit 
onto the chip inside the device. The chip 
can be downloaded from the web or from 
the CD-Rom player. The music to Go can 
be clipped onto a belt or placed in a pocket. 
Price $200 US 
 
 
 
 
* Answer true or false according to the text. Discuss the false ones. 
 
 
a. A cyber book is heavier than a hardback book. 
b. Seeing each other is the only options offered by the desktop videophone. 
c. The origin of mini-agendas is the electronic organizer. 
 
 
 
 
 
* What of the inventions above you would buy and why, tell to the class. 
57 
 
 
 
 
 
 
 
 
 
* Complete the post card, use present perfect or past perfect in active or 
passive voice. 
 
Dear Olga, 
 
I went to the little town where you and I used to go every summer. It is very different now. 
It change) completely. 
 
The little inn 
station 
(replace) by a new, modern hotel. The train 
closed(close). People have forgotten (forget) about traditions and 
customs. On Halloween nobody 
arrived here. Pumpkin crops 
that it 
(make) scarecrows before I 
(remove). When I arrived at the lake, I found 
(polluted) by industrial waste. So nobody 
(catch) any fish since good old times. 
 
Well this is really sad news, don’t you think so? 
Write to me soon, 
Hugs and kisses, 
Patty. 
 
 
 
 
 
HOMEWORK 
 
1. Bring pictures from your favorite COMMEDY for next class. 
58 
 
 
 
 
ACTIVITY 14 
Topic:Passive voice with perfect tenses, Talking about regular activities in the 
past( Used to), reviewing modals( could, should, might, may, must; Understanding 
the use of -ed/ing adjectives 
 
 
 
WARM UP! ENJOY IT!!! 
 
 
 
 
 
 
 
 
 
 
 
 
 
AS YOU HAVE YOUR PICTURE ABOUT THE COMMEDY YOU LIKE, YOU ARE 
GOING TO SHARE WITH YOUR PARTNER, WHY IT IS YOUR FAVORITE, WRITE 
THE IDEA IN YOUR NOTEBOOK 
 
 
 
1. Remember what sitcoms there are in Colombian TV. 
 
2. What do TV programs like Friends, the Simpsons, Family Guy and 
The Adams Family have in common? 
 
 
 EXPRESSIVE:That I organize information when writing or reading a text. 
 
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO: 
Escribo resúmenes e informes que demuestran