Muestra de Guiones Diácticos INGLES

INGLÉS
PRIMER GRADO
1
GDT-IBI DIDACTIC GUIDE: ENGLISH
UNIT: 1A
TOPIC: First product Acting-out a dialogue
LEVEL: SECONDARY GRADE: SUBJECT: SECOND LANGUAGE

FIRST ENGLISH
STANDARDS:
 Comprehension  Production  Multimodality
 Listening  Speaking  Attitudes towards
 Reading  Writing language and
communication.
COMPETENCIES: Give and receive information for performing community
service
ACHIEVEMENTS: Produces expressions to provide information.
DIDACTIC SITUATION
A good is something you buy and A service is something that
consume. Goods are things that you someone does for you. When you
can keep, eat or use. buy a service, you hire people to
perform work. You are not buying
If you go to the store and something you can
buy an apple, you get to touch or hold.
keep the apple and take it
home with you, so it is a If your car is broken, you
good. might hire someone to fix
it.
You are paying for a service.
I. - Read each scenario and tells whether you are purchasing goods or a
service. Write the word good or service on each line.
1. You get your hair cut.________________
2. You buy a book from a yard sale. ______________
3. You buy your mother a flower from a flower shop._____________
4. You hire someone to cut your lawn._________________
5. You visit a doctor for a checkup.___________________
2
6. You purchase a game to give as a birthday gift.___________
7. You buy an ice cream cone from an ice cream truck.__________
8. You take an airplane when you go on a trip.______________
9. Your brother sells his old video game for $200.00.____________
10. Give and draw an example of someone purchasing a service. (Do not use an
example from above)
________________________________________________________________________________
11. Give and draw an example of someone purchasing a good. (Do not use an
example from above)
_______________________________________________________________________________________
Articulation Resources
Spanish and arts www.superteacherswww.fed.cuhk.edu.
GDTIBI DIDACTIC GUIDE: ENGLISH

3
UNIT: 1A
TOPIC: First product Acting-out a dialogue

FIRST ENGLISH
STANDARDS:
Communication.
COMPETENCIES: Give and receive information for performing community
Service.
ACHIEVEMENTS: Distinguishes expressions in oral exchanges.
DIDACTIC SITUATION
What is a dialogue? It is conversation between characters in a story and is
very important to add interest to the piece and to move the plot forward.
Include relevant details, expressions and follow the structure to design a
dialogue.
Structure of a dialogue: Opening (How the dialogue begins).
Body (The development of the topic).
Closure (The end of the dialogue).
SHOPPING CENTER BUILD A DIALOGUE: AT THE
I. - Here is a map of a shopping RESTAURANT
center. Color places that offer
services blue. Color places that offer II. - What happens when you go to the
goods red. Write your name where restaurant? Put
you would like to work. Write a dollar the steps below
sign where you would like to spend in order.
your money.
TOY POST BAEBER BOOK ___ The waiter takes the customers to
STORE OFFICE SHOP STORE the table.
___ The customers pay.
CLOTHING ___ The waiter greets the customers.

STORE
___ The customers order food and
drink.
COMPUTER BANK RESTAURAT ___ The waiter gives the customer a

CENTER menu.
___ The waiter brings food.
DIALOGUE READING
4
III. - Katty is going to have lunch in a restaurant. Read the following dialogue
carefully to see how Kitty orders her food.
Waiter: Hello. Can I help you?

Katty: Yes. I'd like to have lunch.
Waiter: Would you like to have a starter?
Katty: Yes, I'd like to have a bowl of chicken soup, please.
Waiter: And what would you like to have for the main course?
Katty: I'd like to have cheese burger.
Waiter: Would you like anything to drink?
Katty: Yes, I'd like to have a glass of Coke.
Waiter (After Kitty having her lunch): Can I bring you anything else?
Katty: No thank you. But I’d like to have the bill, please.
Waiter: Certainly.
(After a moment)
Waiter: That's $34.
Katty: Here you are. Thank you very much.
Waiter: You're welcome. Have a nice day.
Katty: Thank you, same to you.
Now write your own order in a restaurant.
Use the menu.
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
ARTICULATION RESOURCES
Spanish, Arts and Mathematics. http://learnenglishteens.britishcouncil.org/
skills/reading-skills-practice/restaurant-
menu

5
UNIT: 1B
TOPIC: Second product: Big book

FIRST ENGLISH
STANDARDS:
communication.
COMPETENCIES: Read classic tales and write a short story based on
them
ACHIEVEMENTS: Uses known comprehension strategies.
DIDACTIC SITUATION
We use the past simple to talk about activities or routines which happen in
the past and we use regular and irregular verbs.
Simple Past Tense Regular Verbs - ed Pronunciation
/t/ /d/ / id /
stop = stopped learn = learned decide = decided
look = looked listen = listened want = wanted
wash = washed play = played start = started
watch = watched enjoy = enjoyed wait = waited
like = liked live = lived visit = visited
walk = walked stay = stayed invite = invited
help = helped open = opened
work = worked love = loved
change = changed call = called
miss = missed arrive = arrived
relax = relaxed smile = smiled
clean = cleaned
learn = learned
• We pronounce / t / after voiceless sounds: / p /, / k /, / s /, / f / and

voiceless / th / sound
• We pronounce / d / after voiced sounds: / b / , / g /, / v /, / z/ , / m/ ,

/n /, / l /, / r /, voiced / th / sound and all vowels.
• We pronounce / id / after / d / and / t / sounds.

I. - Complete the story with the correct forms the verbs in brackets.
A young man aged 13.............................. (rob) the Simpson Bank in
Motown yesterday night. He........................... (use) his toy gun
6
and............................. (drive) by his father's red BMW.
He........................... (carry) the money in his sister's school bag. The young
man..................... (hurry) to his grandma's garden to hide the money there.
When he.......................... (enter) the garden, he could see a policeman. The
policeman..................... (start) to chase him. The young man.......................
(drop) the bag with the money. Suddenly, he could hear his telephone.
"Bob, are you still asleep?"
"Oh, mum. I had a terrible dream!"
Irregular verbs do not follow a pattern. You must memorize them.
II.- Write the past tense of the following irregular verbs.
swam bought went slept ate came ran won do drove

got made say was/were brought sang flew forgot gave
had sold knew lost met rode sent told woke
Present Past tense

sleep
ride
say
buy
sell
get
bring
meet
run
flow
send
wake
eat
sing
forget
go
give
come
tell
be
have
swim
make
7
do
lose
win
drive
know
III.- Read the text and complete with the correct irregular verb in past tense
When Tony ___________ (hear) a strange noise.
he ___________ (wake) up and ________ (run) to the
window.
Can you guess what he ______ (see) in the garden?
A flying-saucer!
He __________thought (think) I was dreaming
so he ___________ (go) to the bathroom
where he________ (take) a shower
and ___________ (forget) about the flying-saucer.
Suddenly something ___________ (strike) the front door.
A bit afraid, he __________ (take) a baseball bat , walked towards the door
and opened it.
Two aliens were there, smiling and jumping.
They ______ (say): 'Could we have a cup of tea, please?´
Tony __________ (burst) into laughter and asked them to
come into the house.
He __________ (put) some water on the stove
8
and _________ (give) them some biscuits.
IV. - Answer these questions about the text.
What did Tony hear?

____________________________________________________________
Did he run to the door?

____________________________________________________________
What did he see in the garden?

____________________________________________________________
Where did he take a shower?

____________________________________________________________
Who did strike the door front?

____________________________________________________________
Did they sing?

____________________________________________________________
What did tony do?

____________________________________________________________
V. - Write your own sentences using 5 irregular verbs from the list above.
1.- _________________________________________________________
2.- _________________________________________________________
3.- _________________________________________________________
4.- _________________________________________________________
5.- _________________________________________________________
ARTICULATION: Spanish RESOURCES:

http://www.e-grammar.org/irregular-verbs/
http://www.tolearnenglish.com/english_lessons/simple-
past-irregular-verb-story
9
UNIT: 1B
TOPIC: Second product Big book

FIRST ENGLISH
STANDARDS:
communication.
them.
ACHIEVEMENTS: Uses known comprehension strategies.
DIDACTIC SITUATION
A fairy tale is a fictional story that may feature folkloric characters (such as fairies,
goblins, elves, trolls, witches, giants, and talking animals) and enchantments, often
involving a far-fetched sequence of events. The term is also used to describe
something blessed with unusual happiness, as in "fairy tale ending" (a happy
ending) or "fairy tale romance," though not all fairy tales end happily. Fairy tales
are a genre in literature. They have their roots in the oral tradition. Fairy tales with
very similar plots, characters, and motifs are found spread across many different
cultures. Fairy tales also tend to take on the color of their location, through the
choice of motifs, the style in which they are told, and the depiction of character and
local color.
I. - Look at the picture and write the corresponding titles.
Snow White / Little Red Riding Hood / Pinocchio / The Three Little
Pigs
A) B)
C) D)
10
II.- Match the descriptions
( ) This tale is about a girl who eats a poisoned apple and falls asleep.
( ) This tale is about they build your houses before the big bad wolf tries
to blow them down.
( ) This tale is about a girl who visits her sick grandmother.
( ) This tales is about a man creates a wooden puppet, but dreams of
becomes a real boy.
III. - Write the correct name of the parts of the tale with the words in the box.
story title author´s name story illustration
Cinderella
The original story
By Henry W. Hewelt
Once upon a time, in a land far away, there lived a

girl named Cinderella. She lived with her evil step-
mother and two evil step-sisters.
Everyday, the evil step-mother made Cinderella work
all day long and into the night.
One day, an invitation to a ball was sent to all the
young maidens of the kingdom, but the evil step-
mother would not allow Cinderella to go to the ball
and locked her in her room.
Cinderella thought all hope was lost until her fairy
godmother appeared.
Dressed in a beautiful gown and glass slippers,

Cinderella rushed off to attend the ball.
As the clock struck 12, Cinderella ran away as fast as
she could. Although Prince Charming looked for her,
all he found was a glass slipper.
Cinderella held her breath as Prince Charming gently slipped the glass slipper onto her
foot. Prince Charming took Cinderella by the hand and made her his bride.
Cinderella went to live with Prince Charming in the beautiful castle on the hill.
Cinderella and Prince Charming lived happily ever after.
ARTICULATION: Spanish, Arts RESOURCES:https://docs.google.com/file/d/

0B1-t4jECBEtoZ2o2MFhTbU50d3M/edit?pli=1
11
UNIT: 1B

FIRST ENGLISH
STANDARDS:
communication.
them.
ACHIEVEMENTS: Recognizes the general meaning from some details.
DIDACTIC SITUATION
The elements or parts of a story are called
Characters are the people or animal a story is about.
Setting is the time and place in which a story takes place.
An event is something that happens in a story.
A conflict is a problem for character in a story.
The resolution is how the conflict is solved.
LITTLE RED RIDING HOOD
There was once a sweet little maid who lived with her father and
mother in a pretty little cottage at the edge of the village. At the
further end of the wood was another pretty cottage and in it lived
her grandmother.
Everybody loved this little girl, her grandmother perhaps loved her
most of all and gave her a great many pretty things. Once she gave
her a red cloak with a hood which she always wore, so people called her Little Red Riding
Hood.
One morning Little Red Riding Hood's mother said, "Put on your things and go to see your
grandmother. She has been ill; take along this basket for her. I have put in it eggs, butter
and cake, and other dainties."
It was a bright and sunny morning. Red Riding Hood was so happy that at first she wanted
to dance through the wood. All around her grew pretty wild flowers which she loved so
well and she stopped to pick a bunch for her grandmother.
Little Red Riding Hood wandered from her path and was stooping to pick a flower when
from behind her a gruff voice said, "Good morning, Little Red Riding Hood." Little Red
Riding Hood turned around and saw a great big wolf, but Little Red Riding Hood did not
know what a wicked beast the wolf was, so she was not afraid.
"What have you in that basket, Little Red Riding Hood?"
"Eggs and butter and cake, Mr. Wolf."
"Where are you going with them, Little Red Riding Hood?"
12
"I am going to my grandmother, who is ill, Mr. Wolf."
"Where does your grandmother live, Little Red Riding Hood?"
"Along that path, past the wild rose bushes, then through the
gate at the end of the wood, Mr. Wolf."
Then Mr. Wolf again said "Good morning" and set off, and Little Red
Riding Hood again went in search of wild flowers.
At last he reached the porch covered with flowers and knocked at the
door of the cottage.
"Who is there?" called the grandmother.
"Little Red Riding Hood," said the wicked wolf.
"Press the latch, open the door, and walk in," said the grandmother. The wolf pressed the
latch, and walked in where the grandmother lay in bed. He made one jump at her, but she
jumped out of bed into a closet. Then the wolf put on the cap which she had dropped and
crept under the bedclothes.
In a short while Little Red Riding Hood knocked at the door, and walked in, saying, "Good
morning, Grandmother, I have brought you eggs, butter and
cake, and here is a bunch of flowers I gathered in the wood."
As she came nearer the bed she said, "What big ears you have,
Grandmother."
"All the better to hear you with, my dear."
"What big eyes you have, Grandmother."
"All the better to see you with, my dear."
"But, Grandmother, what a big nose you have."
"All the better to smell with, my dear."
"But, Grandmother, what a big mouth you have."
"All the better to eat you up with, my dear," he said as he sprang at Little Red Riding
Hood.
Just at that moment Little Red Riding Hood's father was passing the
cottage and heard her scream. He rushed in and with his axe chopped
off Mr. Wolf's head. Everybody was happy that Little Red Riding Hood
had escaped the wolf. Then Little Red Riding Hood's father carried her
home and they lived happily ever after.
http://www.kidsenglishbooks.com/littleredridinghood
I. – Complete the sentences with information from the tale.

The characters in the tale are:__________________________________________
The setting of the tale is:______________________________________________
The first event in the tale is:____________________________________________
The conflict of the tale is:______________________________________________
The resolution of the conflict is:_________________________________________
II. - Answer the questions.
1. How did Little Red Riding Hood’s family show that they loved her?
13
__________________________________________________________________
2. Why did the wolf ask Little Red Riding Hood where her grandmother lived?
___________________________________________________________
3. What does the word dainties mean when it says, “I have put in it eggs, butter
and cake, and other dainties?"
__________________________________________________________
4. Why do you think the wolf lets the grandmother escape into the closet?
__________________________________________________________
Articulation: Spanish Resources:

http://www.kidsenglishbooks.com/
littleredridinghood
14
UNIT: 1B

FIRST ENGLISH
STANDARDS:
communication.
COMPETENCIES: Read classic tales and write a short story based on them
ACHIEVEMENTS: Retells events using images.
DIDACTIC SITUATION
Using pictures to retell a story can be highly beneficial helps to begin to
understand sequence, plot, and characterization as they build vocabulary
I. - Read the story. Sitting up quickly and blinking her eyes,
The Nutcraker She saw the toys had grown to life size!
One cold and frosty Eve night, Her beloved Nutcracker stood mighty and tall!.
the Stalhbaum house shone festive and bright. When she stood beside him, Clara felt small.
Twinkling candles lit up the tree
as guess arrived for the Stahlbaumus´party. Behind him tin soldiers stood in a row,
Clara and Fritz both clapped to see treats with their muskets all loaded and ready to go.
Of chocolate, candy canes, sugar mice, and sweets. Then a troop of gray mice marched into the room
And started a battle by the light of the moon.
The last to arrive was Herr Drosselmeyer, The mighty mouse army, led by the Mouse King,
Who offered his gifts for all to admire, Bombarded the soldiers and looked set to win.
Clara and Fritz chuckled and cheered.
As two life-size dolls suddenly appeared. When Clara looked into the Nutcracker´s eyes
Then Clara and Fritz watched, entranced, She was amazed, and gasped wirh surprise.
As the magical dolls whirled and danced. For during the battle, or perhaps even since,
He had changed form doll to handsome young prince!
Then Herr Drosselmeyer took out the best gift of all: Now the prince looked at Clara, bowed down, and cried,
He gave Clara a splendid Nutercracer doll. “Come we mustn´t stop Clara, let´s go outside!”
In his elegant uniform he was a fine sight,
and Clara´s ayes opened wide with delight. The prince led Clara to a magical sleigh
But before Clara´s thanks had even been spoken, That flew thorogh the night to a land far away
Fritz grabbed the dool and it was broken! There, beneath the stars twinkling bright,
enchanted snowflakes danced throgh th night.
Herr Drosselmeyer, being kindly and good “The dance is for you,” the handsome prince said.
Tried mending the Nutcracker´s splintered wood, “But we muatn´t stop here, ther´s mor fun ahead.”
Then, after much feasting, dancing, and paly,
Herr Drosselmeyer left on his sleigh. They journeyed on to the Kingdom of sweets,
As they waved good night, Clara´s mother said, A land full of dancing and sugary treats.
“Hurry now, children, it´s time for bed.” The Sugar Plum Fairy, so dainty and nice,
Danced especially for Clara on a stage of ice.
Later that night, as the sailnet house slept, Next came a dance form the sweets of the world,
Clara rose from her bed and down the staris crept, Who made Clara dizzy as they twisted and twirled.
Then among all the presents she quicly sought
The Nutcracker that Herr Drosselmeyer brought. The next thing she knew, Clara was awoken
15
Sunggling down with the doll at her chest, And her Nutcracker doll was no longer broken.
She waited for sweet dremas to fill her night´s rest. Had her adventure been all that it seemed,
Or was it a fantasy she had just dreamed?
Before very long she awoke with a fright, Clara´s questions were soon chased away
Starled by strange sounds in the syill night. As Fritz wished her a Merry Christmas Day!
II. - Number the picture according to the sentences.
______ ______ ______ ______
______ ________ ________ ________
1. - Clara and Fritz both clapped to see treats of chocolate, candy canes,
sugar mice and sweet.
2. - Then they watched, entranced, as the magical dolls whirled and

danced.
3. - Fritz grabbed the doll and it was broken.
4. - She waited for sweet dreams to fill her night´s rest.
5. - She saw that toys had grown to life size.
6.- Then a troop of gray mice marched into the room and started a battle by
the light of the moon.
7.- The prince led Clara to a magical sleigh that flew through the night to a
land far away.
8. - She was awoken and she has adventure or she had a just dreamed.
16
Hoffman, E.T.A; Gold sack, Gaby-Retold
– The Nutcracker; Parragon. 2011. 978-1-
4454-5284-5

UNIT: 2A
TOPIC: First product Instruction manual to learn how to use a bilingual dictionary.

FIRST ENGLISH
STANDARDS:
communication.
COMPETENCIES: Write instructions to use a bilingual dictionary
ACHIEVEMENTS: Locates and reads the definitions of words both in

English and Spanish.
DIDACTIC SITUATION
You need a very good Spanish-English/English-Spanish dictionary, and you
need to learn how to use it well. The headword is the word you look up.
Headwords are listed in alphabetical order in a dictionary. Of course, you will
need to know the English alphabet perfectly, so practice this too.
I.- Listen and practice the alphabet you can follow on:
http://www.youtube.com/watch?v=8KjezV-lK4s
II. - Put the following words in alphabetical order in the table. Check if they
are next to the correct definition.
hear words find improve research learner choose support
work covering available expand
WORD DEFINITION or ×

disponibilidad
escoger, elegir
cobertura
extension
find encontrar, hallar
oir
improvisación
aprender
investigador
ayuda, soporte, apoyo
palabra
17
mundo

http://www.youtube.com/watch?v=8KjezV-lK4s
http://www.oxforddictionaries.com/words/11-activities

UNIT: 2A

FIRST ENGLISH
STANDARDS:
communication.
COMPETENCIES: Write instructions to use a bilingual dictionary.
ACHIEVEMENTS: Understands the use of upper case letters, lower case

letters and abbreviations in a dictionary.
DIDACTIC SITUATION
Learn to recognize the abbreviations your dictionary uses for the various
parts of speech. Hopefully they will be the same for both the English-
Spanish and the Spanish -English part of your dictionary.
I.- Match
( ) Abbr. 50.- American English

( ) Adj. 65.- Countable noun
( ) Adv. 32.- Adjective
( ) AmE. 10.- British English
( ) BrE. 28.- Abbreviation
( ) C 15.- Conjunction
( ) Conj. 87.- Determiner
( ) Det. 59.- Somebody
( ) Etc. 21.- Something
( ) Pl. 94.- Plural
( ) Pp. 54.- Etcetera
( ) Pron. 18.- Past tense
( ) Pl. 47.- Singular
( ) Sb. 82.- Uncountable noun
( ) Sing. 27.- Preposition
( ) Sth. 96.- Symbol
( ) Symb. 68.- Verb
( ) U 34.- Pronoun
( ) V 79.- Adverb
II. - Look at the sample dictionary entry below. Note the entry word, the
pronunciation, the part of speech, the definitions, and the sample sentences.
18
III. -
Read the following dictionary entry and label the parts using the words from the
example above.
IV. Rewrite the paragraph, put capital letters where necessary.
when first photographing rainbows in my garden i was hopeful they would develop
the way i was seeing them & had expressed this to fellow artist and friend julie.
i was delighted with the results and wanted to share the good news. julie created
the medicine wheel present in some of the pics. i was examining the rainbow
photos which were covering the desktop in front of me while
calling to be greeted by her answering machine. there was a new message which i
hadn't heard before. her message; "the rainbow has arrived." i laughed, it sure has!
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

19
http://empressempress.tripod.com/rainbow_
stories.html
http://mhschool.com/lead_21/grade4/
ccslh_g4_lv_6_3d_l1.html
http://www.superteacherworksheets.com/
dictionary-skills.html
GDT IBI DIDACTIC GUIDE: ENGLISH

UNIT: 2A

FIRST ENGLISH
STANDARDS:
communication.
COMPETENCIES: Write instructions to use a bilingual dictionary.
ACHIEVEMENTS: Completes and writes sentences in order to organize

them into a sequence, from a model.
DIDACTIC SITUATION
PARTS OF SPEECH: The words that we use can be divided into these classes:
Noun: The name of a person, place, thing, or concept.
Pronoun: A word which is used in place of a noun and from which it takes its gender and
number.
Verb: The part of speech which expresses an action or state in a variable form, according
to the characteristics of the subject.
Adverb: The part of speech which modifies or changes the meaning of a verb, adjective,
or another adverb.
Adjective: A word which is used with reference to a noun to indicate a quality or to
determine or limit the noun.
Preposition: An invariable part of speech which unites words, denoting a relationship
which exists between them; include: (to), (before) (below), (with), (against), (of ),
(from), (in, at), (between, among), (toward), (until), (for), (for, by), (according to),
(without), and (over, upon) and compound forms such as (before), (after), (on top
of), and (underneath).
Interjection: A part of speech which includes exclamations which express reactions and
changes in mental states such as ¡ah!
Conjunction: An invariable word which serves to link words or phrases. Examples include
(and), or, (but).
Basically, an article is an adjective. Like adjectives, articles modify nouns. English has two
articles: (the) and (a/an)
I. - Unscramble these sentences and write in the correct category.
1. house / have / I / a / big/ .

I have a big house.
20
2. I / am / to the beach / going
____________________________________________________________
3. he / English / is studying / now/.

____________________________________________________________
4. I / to the restaurant / go / every weekend/.

____________________________________________________________
5. the newspaper / reads / always / Helen/ .

____________________________________________________________
6. the money /now / in his pocket / is putting / the man/ .

____________________________________________________________
7. Lilly / every day / a packet of cigarettes / smokes/ .

____________________________________________________________
NOUN PRONOUN VERB ADVERB ADJECTIVE ARTICLE
II. – Complete the following sentences on how to use a bilingual with words
form the box.
familiarize / guide / BE / definition / second /

section / dishes / dictionary
 Find the _________words on the page.

 Select the English style you want to use (Am or ______
 Take the first letter in the word and look for that letter in
the_________
 Take your bilingual dictionary and ________yourself with it.
_________
 Check what the word entry offers to choose the meaning and
21
_________ that matches your context.
 Go to the language ____________you need.
 Take the _________letter in the word you need and scan down the
list of word entries till you find yours.
NOTE: The most common meaning is usually the first one.
Now order the sentences in activity 1 and rewrite them on the lines.
1. - Take your bilingual dictionary and familiarize yourself with it.
2.- _____________________________________________________________
3.- _____________________________________________________________
4.- _____________________________________________________________
5.- _____________________________________________________________
6.- _____________________________________________________________
7.- ____________________________________________________________

http://www.englishclub.com/grammar/parts-of-
speech_1.htm
http://www.adelescorner.org/grammar/
word_order/word_order_1.html
22
UNIT: 2B
TOPIC: Plenary
FIRST ENGLISH
STANDARDS:
communication.
COMPETENCIES: exchange opinions regarding the contents of a radio
program
ACHIEVEMENTS: Identifies words used to link ideas.
DIDACTIC SITUATION
A radio program is a segment of content intended for broadcast on radio. It
may be a one-time production or part of a periodically recurring series. A
single program in a series is called an episode.
1- Write the different types of radio in the correct category. Use one from
the box.
Music Radio talk Radio drama Running commentaries News

Radio discussions Magazine programmes Radio interviews
Radio documentaries/features Announcements
Are broadcast every hour have interviews, features, reviews and comments
from experts.
__________________________________________________________
Used in different ways on radio. There is romantic, pop, country, etc.
___________________________________________________________
They could be for children, women, youth or on health, sports, science or

music. You will find articles, reviews, features, photo features etc.
___________________________________________________________
A commentator would give you all the details of the match such as the
number of players, the score, and position of the players in the field etc.
____________________________________________________________
Or a radio play is like any other play staged in a theatre or a hall. Has only 3
components. They are the human voice, music and sound effects.
23
____________________________________________________________
It´s based on real sounds and real people and their views and experiences.
___________________________________________________________
To invite experts or prominent persons to speak for 10 or 15 minutes on a
specific topic. These talks have to go through a process of being changed
into radio’s spoken word style.
___________________________________________________________
This technique of asking questions to get information. There can be different
types of interviews in terms of their duration, content and purpose.
____________________________________________________________
In radio, this technique is used to let people have different points of view on
matters of public concern.
_________________________________________________________
II. - Read the radio script.

Operator: This KCLA 103 from Los Angeles, California, this morning your
friend Leo Starr. I´m going to talk about Michael Jackson, who was one of
the most famous performers in the world. Knows at the “King of Pop”, He
sold more than 750 million albums over his career. Michael Jackson
redefined popular culture with his energetic music, dance moves and
revolutionary music videos.
Entry a song Michael Jackson (Billy Jean).
The album “Thriller”, was as much about moves as it was about music. he
brought attention to his body´s movements by wearing a shiny white glove,
shortened black pants and white socks. He created dance movements that
were electrifying. He could be as hard as a robot or a smooth as liquid while
doing his famous “Moonwalk” step; he seemed to be walking backwards on
air.
Michael Jackson was born in Gary, Indiana in 1958. He was the seventh of
nine children. He was five years old when he began singing with his brother
in a group called “The Jackson Five”. In 1968, the group signed a recording
deal from Motown Records. Michael was eleven years old when they
released their first album a year later.
Entry another song (Thriller).
The video for the song “Thriller” was important in the history of the music
industry.
Michael Jackson understood the power of these videos in bringing attention
to his music and to his image. He worked hard to make exciting videos with
complex stories and dances.
III. - Now circle the correct option.
1. This program is about a local soccer player / an international

singer / an actor.
2. This program is about News / Radio drama / Magazine programmes .

24
3. The program is for teens / parents / little kids .
4. The program consists of an announcer, talk a pop singer / an

announcer, talk a soccer game / an announcer, talk a public problem.
LINKING WORDS.
There are different types of linking words to develop coherence within a
paragraph, that is linking one idea / argument to another.
Sequence Result Addition Reason

*First, firstly, *So *And *For
second *As a result *In addition/ *Because
*Next, last, *As a additionally *Since
finally consequence of *Also *As
*In addition, *Thus *Too *Because of
moreover *Consequently *As well as
*Also *Due to
*Another
V. Read the following text and identify the linking words, circle them.
“Now let´s go into the sports studio,” said Linda.
“Those are my favorite programs on radio and TV,” said Daniel.
“Well, they are not my favorite, but I listen to them because my dad is a fan
of soccer games. I really don´t like sports programs because I´m not a
sporty kind of person, but I admire sports commentators because of the way
they narrate games and make people feel as if they were at the match,” said
Tere.
“Good morning gentlemen, please meet the winners of the National Science
Contest.”
“It´s a pleasure to meet you guys. I´m Rodolfo and he´s Sebastian. We´re
the sports commentators for Sports on the Go! And the it´s nice to meet you
too”.
25
UNIT: 2B
TOPIC: PLENARY

FIRST ENGLISH
STANDARDS:
communication.
COMPETENCIES: Exchange opinions regarding the contents of a radio
program
ACHIEVEMENTS: Writes expressions to produce opinions.
DIDACTIC SITUATION
An opinion is a view or belief about a thing and is not essentially based on fact or
knowledge. An opinion can be supported by an argument though individuals may
draw opposing opinions from the similar set of facts.
I. - Complete the opinions writing with the reasons below.
______ It´s better to drink coffee in the morning than at night because…….
______ It´s better to sue cold water for washing then hot water because…..
______ It´s better to take a quick shower than a long bath because……….
______ It´s better to hang laundry outside to dry then use a drier because…..
______It´s better to walk to the station than drive to the station because……
______ It´s better to eat raw vegetables than boiled vegetables because……
______ It´s better eat brown rice than white rice because………..
______ It´s better to be safe than sorry because………..
a) Being careful prevents accidents.

b) It is natural and has more fiber.
c) It is a good exercise and doesn’t cause air pollution.
d) They have more vitamins and minerals.
e) It saves energy, you don´t have to heat the water.
26
f) If you drink it at night, it might keep you awake.
g) It´s save time and water.
h) It´s saves energy.
USEFUL EXPRESSIONS
INTRODUCTION COMPARISONS EMPHASIZING
First of all Compared to I´d like to point out that
To begin with Similarly I´d like to emphasize
Firstly, secondly, thirdly, As well as
finally
GIVING EXAMPLES GIVING REASONS PERSONAL POINT OF
For example/ for Because VIEW
instance As / since I think that
To illustrate this point Because of In my opinion
What I mean is The reason for this is In my view
To give you an example The reason why In my experience
of what I mean As far as I know
To tell the truth
The fact is that
I am convinced that
I firmly believe that
AGREEING DISAGREEING SUMMARIZING
I absolutely agree with I partly disagree with Finally
I´d like to support this I don´t entirely agree Last of all
view with Last but not least
That´s exactly my own That´s not the way I see In conclusion / to
view it conclude
I´m not at all convinced To sum up/ to
that summarize we can say
I´m not absolutely sure
www.rpn.ch/ljp/perso/devenogesS/docpub/usefulexpressionsessay.pdf
II. Imagine you are in a sports show and you are talking about the soccer games
played in Rio de Janeiro and future forecasts in their scores.
Make a short dialog where you give your opinion about a team you are rooting
for and someone else has a different opinion.
________________________________________________________________
________________________________________________________________
________________________________________________________________
______________________________________________________________
27
Articulation: Spanish, Civic Resources:
http://www.languagesolutionsinc.com/dd/quizzes.pdf

UNIT: 2B
TOPIC: PLENARY

FIRST ENGLISH
STANDARDS:
communication.
COMPETENCIES: Exchange opinions regarding the contents of a radio
program
ACHIEVEMENTS: Answers questions to express opinions or points of view
about the contents of an oral text.
DIDACTIC SITUATION
When you answer questions, sometimes you may or may not agree with the
contents.
1. - Read the media about the way to prevent water waste.
Reporter: Hello everyone We're here With the Secondary students who
won the first prize at the National Science Contest. Good
afternoon, guys! As you know, lots of people are curious to know
why your project won first prize.
Daniel: When we heard the invitation on the radio to participate in a

Science project we walked around our community and saw lots
of ways people waste water
Tere: That's when we decided to work and present ways to prevent

water waste in our community.
Lety: Therefore, we came up with ideas such as putting a bucket

under the shower when taking a bath; cleaning the dishes with a
paper napkin first and then washing them.
Daniel: Watering gardens and washing cars at sunset prevents water

waste, too. And just like these ideas, we presented many more,
because who likes to be without water on weekends? Not us!
Tere: However, we understand that we need to take drastic decisions

to help our country save water. But first, we need to educate
ourselves on how to prevent water waste. So let's all cooperate
and save water.
Reporter: Congratulations guys! Your Ideas are realty brilliant!
28
2. - Read again the interview and answer.
What´s the central idea for this interview?____________________________

______________________________________________________________
Which one of the teens speaks the fastest? Why do you think this person speaks
like that?
______________________________________________________________
______________________________________________________________
Who will pay more attention to this interview, adults, children or adolescents?
______________________________________________________________
Articulation: Spanish, Civic Resources:

Salazar Wolfe, Jean Denise; Lou Farni, Mary.
Brillant! Teens. México. Santillana, 2012. 978-
607-01-1235-5
29
UNIT: 3A
TOPIC: Forecasts

FIRST ENGLISH
STANDARDS:
communication.
COMPETENCIES: Participate in language games to recognize and
comprehend future tense in forecasts
ACHIEVEMENTS: Recognizes future verb forms within sentences.
DIDACTIC SITUATION
The future with 'will' is used to make future predictions and promises. Often
the precise moment the action will occur is unknown or not defined.
This tense is often used with the following time expressions:
soon / next month / year / week
. - Read the text and underline the sentences in affirmative and negative
form about the future tense.
LIVING IN SPACEI.

Someday people will live in space. By the end of the century there will, be
permanent settlements that will allow people to lead a normal life in space.
Hundreds of astronauts are going to work and live in the space station,
which will take ten years to build.
In some way, living on the moon will be easier than living on a space station. And it
will be cheaper because people won’t bring everything from the earth by
rockets. The space city will be like a gigantic glass wheel that will contain
buildings, forms, factories and special meeting-places. Inside it, people won’t
live differently from small towns on Earth. It will have air so that inhabitants can breathe,
and they won’t need to wear special space-suits inside the buildings.
Scientists also believe that they will obtain water from a large ice lake on the
moon. People won’t have to do housework because robots will do that for them. Food
won’t be a problem, as settlers won’t need to eat. Instead, they will take a pill three times
30
a day!
The first group of astronauts will live on the moon for six months and then they will return
to earth and another group will travel. This will be repeated until the first settlers
can establish permanently in the new city. Life on the moon will only be the
beginning.
We hope they will use the knowledge we get there to plan expeditions to
Mars, Mercury and even Pluto.
Now rewrite the sentences in the future tense on the lines.

Affirmative sentences Negative sentences
1. - My room is dirty. I (clean) _______ _______ it next

Monday.
2. - He is a lot of homework. He (do) ________
___________it tomorrow.
3. - I am feeling homesick. I (go) ______ ______home to

visit my family.
31
4. - Everyone is hungry. I (get) _______ _______ some
doughnuts for breakfast.
5. - Listen, team: we (win) _______ _______ the

trophy next week!
6. - If we take a trip, we (put) _______ ________ Fido

in a kennel.
7. - I guess I (ride) _______ _______ the bus to save

gas.
8. - If necessary, we (carry) _______ ________ the supplies

in a box next Saturday.
9. - Okay then, our group (visit) _______ _________ a

museum next class.
10. - It looks like the washer is broken. I (ask) _______

_______ a repair man to come next Wednesday.
Articulation: Spanish http://www.englishforeveryone.org/

PDFs/
Future_Tense_Exercise_1and2.pdf

UNIT: 3A
TOPIC: Forecasts

FIRST ENGLISH
STANDARDS:
communication.
32
ACHIEVEMENTS: Compares sentences that express future situations to
ones which express past and/or present situations.
DIDACTIC SITUATION
Verb Tense
Verbs show an action or a state of being.
The verb tense places the verb in time. The three major tenses verbs can
show are past, present, and future. Sometimes it helps kids to think of the
past as “yesterday,” the present as “today,” and the future as “tomorrow.”
I. - Underline the verb in each sentence.
In the blank before each sentence write past, present, or future.
__present_ 1. We study English in Pete’s class.

__________ 2. English was not my first language.
__________ 3. I will be a very good English speaker one day.
__________ 4. Vicky helps Peter teach our class.
__________ 5. The students will participate in all the class activities.
__________ 6. At Right to Read, Alma and Hilda completed the application
form.
__________ 7. Two new students will join our class tomorrow.
__________ 8. Raul and Helen are the men in our class.
__________ 9. Maria and Eli lived in the United States for many years.
__________ 10. Noelle’s family in Cameroon misses her.
II. - Choose the correct tense of the verb to best complete each sentence
Below.
1. Jim and Susan _________________________ to school tomorrow.
(went/will go)
2. Sam sits down and ______________________ in his notebook.

(writes/wrote)
3. The energetic puppy, sure ________________ happy yesterday!

(is/was)
4. Mrs. Smith _________________ a song in the talent show next month.

(sang/will sing)
5. They ___________________ on the phone for three hours last night.

(talk/talked)
6. My baby sister ________________ for the first time yesterday!

(speaks/spoke)
7. Uncle Scott ____________________ me a new video game tomorrow.

(gave/will give)
8. The teacher ___________________to her students right now.

33
(read/is reading)
III. - Change the tense.
Rewrite the following sentence in the present tense and past tense.
Leo will build a model rocket.
present:_____________________________________________________
past:_______________________________________________________
Rewrite the following sentence in the future tense and past tense.
Mary is making a mosaic.
future:_______________________________________________________
past:________________________________________________________
Rewrite the following sentence in the present tense and future tense.
Sam painted the dog house.
present:_____________________________________________________
future:______________________________________________________
Rewrite the following sentence in the present tense and past tense.
John will build a trellis.
present:_____________________________________________________
past:________________________________________________________

http://www.righttoread.net/Docs/
PresPastFutVerbWksht.pdf
http://www.k12reader.com/verbs/Verb_Tense.pdf
http://www.tlsbooks.com/pdf/changethetense.pdf

UNIT: 3A
TOPIC: Forecasts

FIRST ENGLISH
STANDARDS:
communication.
ACHIEVEMENTS: Formulates and answers questions in order to understand
34
forecast.
DIDACTIC SITUATION
We use the future with will to predict the weather forecast in the future
I. - Look at the picture and write the correct name of the weather forecast.
Select one from the box.
cold thunderstorm cloudy rainy sunny windy foggy
hot snowing warm thunder
____________ ___________ ___________ ____________
___________ _____________ ___________ ___________
____________ ________________ __________________

II. - Read the predication about the weather forecast.
Underline the sentences in future.
Good morning, everyone! Today is Monday 23 rd and it´s freezing outside.
Can your coat and gloves because we will have snow all day.
As for tomorrow, the snow will disappear, but we´ll need our umbrellas and
raincoats because it will be rainy. On Wednesday, we will have a windy day
with just a little rain.
Thursday will be windy and chilly, and on Friday, we´ll have a cloudy day.
And for the weekend, Saturday will be sunny but Sunday will be definitely hot.
So prepare your swimsuits to go to the beach and enjoy it!
II. - Read again the weather forecast and fill the chart.
Monday Tuesday Wednesday Thursday Friday Saturday Sunday

We____ Snow___ _________ Will_____ Will Will_____ Will be
______ away. Windy with And cold. be___ sunny. ______
snow all little rain. _____
day. _____
III. - Answer the questions.
Will we have snow on Monday in the morning?
______________________________________
35
Will it be cold on Sunday?
______________________________________
Will it be hot on Thursday?
_______________________________________
Will you need a coat on Saturday?
________________________________________
Will it be cloudy on Friday?
________________________________________
Articulation: Spanish, Science Resources:

http://www.englishexercises.org/makea
game/viewgame.asp?id=7785

UNIT: 3B
TOPIC: Charts of human body systems

FIRST ENGLISH
STANDARDS:
communication.
COMPETENCIES: Write notes to describe the components of different
human body system in a chart.
ACHIEVEMENTS: Answers questions in order to give a description.
36
DIDACTIC SITUATION
The human body is made up of several organ systems that all work
together as a unit to make sure the body keeps functioning. There are ten
major organ systems in the body, each of which plays a different role in
helping the body work.
1. - Look at the pictures and write with the correct name of the body
systems. Select one from the box.
Muscular system Digestive system Respiratory system
Skeletal system Nervous system Circulatory system
Body Systems
II.- Match
( ) Circulatory System 70. - Provides structure to
the body and protects
internal organs.
( ) Nervous system 15. - Supports the body and

allows is to move.
( ) Digestive system 39. - Controls sensation,

thought, movement and
virtually all other body
activities.
( ) Muscular system 25. - Break down food and

37
absorbs its nutrients.
( ) Skeletal system 56. - Takes oxygen and

releases waste gases.
( ) Respiratory system 82. - Transports oxygen,

nutrients, and others
substances to cells and
carries away wastes
III. - Read again the information and answer.
How many body systems are there?
___________________________________________________________
What body system protects internal organs?

___________________________________________________________
What body systems help you to control sensation?

___________________________________________________________
What is the function of the digestive system?

____________________________________________________________
How many body systems pictures on exercise one are there?

____________________________________________________________
Articulation: Resources:
Spanish and biology http://blogs.henrico.k12.va.us/21/files/2013/02/
body-organs-systems.jpg

UNIT: 3B
TOPIC: Charts of human body systems

FIRST ENGLISH
STANDARDS:
communication.
COMPETENCIES: Write notes to describe the components of different human
body system in a chart.
ACHIEVEMENTS: Structures and writes sentences.
DIDACTIC SITUATION
38
The job of your respiratory system is very simple: To bring oxygen into your
body, and remove the carbon dioxide from your body. Your body needs oxygen
to survive.
I. - Read the text.
Respiratory System
Your respiratory system is made up of the organs in your body
that help you to breathe. Remember, that Respiration =
Breathing.
The primary function of the respiratory system is to supply the

blood with oxygen in order for the blood to deliver oxygen to all
parts of the body. The respiratory system does this through breathing. When we
breathe, we inhale oxygen and exhale carbon dioxide. This exchange of gases is
the respiratory system's means of getting oxygen to the blood.
Respiration is achieved through the mouth, nose, trachea, lungs, and diaphragm.
Oxygen enters the respiratory system through the mouth and the nose. The
oxygen then passes through the larynx (where speech sounds are produced)
and the trachea which is a tube that enters the chest cavity. In the chest cavity,
the trachea splits into two smaller tubes called the bronchi. Each bronchus then
divides again forming the bronchial tubes. The bronchial tubes lead directly into
the lungs where they divide into many smaller tubes which connect to tiny sacs
called alveoli. The average adult's lungs contain about 600 million of these
spongy, air-filled sacs that are surrounded by capillaries. The inhaled oxygen
passes into the alveoli and then diffuses through the capillaries into the arterial
blood. Meanwhile, the waste-rich blood from the veins releases its carbon
dioxide into the alveoli. The carbon dioxide follows the same path out of the
lungs when you exhale.
The diaphragm's job is to help pump the carbon dioxide out of the lungs and pull
the oxygen into the lungs. The diaphragm is a sheet of muscles that lies across
the bottom of the chest cavity. As the diaphragm contracts and relaxes,
breathing takes place. When the diaphragm contracts, oxygen is pulled into the
lungs. When the diaphragm relaxes, carbon dioxide is pumped out of the lungs.
II. - Complete the sentences using the text.
________________is made up of the organs in your body that help you to

breathe.
Oxygen enters the respiratory system through________________________
The oxygen then passes_________________________________________
In the chest cavity, the trachea splits_______________________________
Each bronchus then divides again_________________________________
III. - Find the respiratory words below
39
air bronchi carbon dioxide cough diaphragm gills hiccups
inhale lungs mouth nose oxygen pharynx sneeze trachea
water vapor windpipe yawn
Articulation: Spanish and Biology Resources:

http://hes.ucfsd.org/gclaypo/repiratorysys.htmlhttp://lear
n.fi.edu/learn/heart/systems/respiration.html

UNIT: 3B
TOPIC: Charts of human body

FIRST ENGLISH
STANDARDS:
communication.
COMPETENCIES: Write notes to describe the components of different human
body system in a chart.
ACHIEVEMENTS: Organize terms and description into a table.
40
DIDACTIC SITUATION
What happens when you eat? That's a reasonable question and certainly one
that has gone through the mind of a child more than once.
I.- Read the text
Digestive system
Your digestive system is uniquely constructed to perform
its specialized function of turning food into the energy you
need to survive and packaging the residue for waste
disposal. To help you understand how the many parts of
the digestive system work together, here is an overview of
the structure and function of this complex system.
Mouth
The mouth is the beginning of the digestive tract; and, in fact, digestion starts
here when taking the first bite of food. Chewing breaks the food into pieces that
are more easily digested, while saliva mixes with food to begin the process of
breaking it down into a form your body can absorb and use.
Esophagus
Located in your throat near your trachea (windpipe), the esophagus receives
food from your mouth when you swallow. By means of a series of muscular
contractions called peristalsis, the esophagus delivers food to your stomach.
Stomach
The stomach is a hollow organ, or "container," that holds food while it is being
mixed with enzymes that continue the process of breaking down food into a
usable form. Cells in the lining of the stomach secrete a strong acid and
powerful enzymes that are responsible for the breakdown process. When the
contents of the stomach are sufficiently processed, they are released into the
small intestine.
Small intestine
Made up of three segments — the duodenum, jejunum, and ileum — the small
intestine is a 22-foot long muscular tube that breaks down food using enzymes
released by the pancreas and bile from the liver. Peristalsis also is at work in
this organ, moving food through and mixing it with digestive secretions from the
pancreas and liver. The duodenum is largely responsible for the continuous
breaking-down process, with the jejunum and ileum mainly responsible for
absorption of nutrients into the bloodstream.
Contents of the small intestine start out semi-solid, and end in a liquid form
after passing through the organ. Water, bile, enzymes, and mucous contribute
to the change in consistency. Once the nutrients have been absorbed and the
leftover-food residue liquid has passed through the small intestine, it then
moves on to the large intestine, or colon.
Pancreas
The pancreas secretes digestive enzymes into the duodenum, the first segment
of the small intestine. These enzymes break down protein, fats, and
carbohydrates. The pancreas also makes insulin, secreting it directly into the
bloodstream. Insulin is the chief hormone for metabolizing sugar.
Liver
The liver has multiple functions, but its main function within the digestive
system is to process the nutrients absorbed from the small intestine. Bile from
41
the liver secreted into the small intestine also plays an important role in
digesting fat. In addition, the liver is the body’s chemical "factory." It takes the
raw materials absorbed by the intestine and makes all the various chemicals
the body needs to function. The liver also detoxifies potentially harmful
chemicals. It breaks down and secretes many drugs.
Gallbladder
The gallbladder stores and concentrates bile, and then releases it into the
duodenum to help absorb and digest fats.
II. - Complete the table with the correct information from the text. The digestive
process
Digestive Juices Food Particles

Organ Movement
Used Broken Down
Mouth Starches
Esophagus None
Stomach Protein
Small intestine Peristalsis
Pancreas
Liver
Gallbladder
Spanish and biology http://my.clevelandclinic.org/anatomy/digestive_system/
hic_the_structure_and_function_of_the_digestive_system.as
px
http://www.livebinders.com/play/play?id=99807

UNIT: 3B
TOPIC: Charts of human body

FIRST ENGLISH
STANDARDS:
communication.
COMPETENCIES: Write notes to describe the components of different
human body system in a chart.
ACHIEVEMENTS: Writes sentences in order to write notes.
42
DIDACTIC SITUATION
Think of you circulatory system as a packed string of interstate highways:
every vehicle on the road has a very specific and helpful function. So long
as no one starts backing up traffic, everyone gets where it needs to go in an
orderly fashion.
I. – Read and writes the correct name on the picture use the words
underline on the text.
About the Heart and Circulatory System

The circulatory system is composed of the heart and blood vessels,
including arteries, veins, and capillaries. Our bodies actually have two
circulatory systems: The pulmonary circulation is a short loop from the heart
to the lungs and back again, and the systemic circulation (the system we
usually think of as our circulatory system) sends blood from the heart to all
the other parts of our bodies and back again.
The heart is the key organ in the circulatory system. As a hollow, muscular
pump, its main function is to propel blood throughout the body. It usually
beats from 60 to 100 times per minute, but can go much faster when
necessary. It beats about 100,000 times a day, more than 30 million times
per year, and about 2.5 billion times in a 70-year lifetime.
The heart gets messages from the body that tells it when to pump more or
less blood depending on an individual's needs. When we're sleeping, it
pumps just enough to provide for the lower amounts of oxygen needed by
our bodies at rest. When we're exercising or frightened, the heart pumps
faster to increase the delivery of oxygen.
The heart has four chambers that are enclosed by thick, muscular walls. It
lies between the lungs and just to the left of the middle of the chest cavity.
The bottom part of the heart is divided into two chambers called the right
and left ventricles, which pump blood out of the heart. A wall called the
interventricular septum divides the ventricles.
The upper part of the heart is made up of the other two chambers of the
heart, the right and left atrium. The right and left atrium receive the blood
entering the heart. A wall called the interatrial septum divides the right and
left atrium, which are separated from the ventricles by the atrioventricular
valves. The tricuspid valve separates the right atrium from the right
ventricle, and the mitral valve separates the left atrium and the left ventricle.
Two other cardiac valves separate the ventricles and the large blood
vessels that carry blood leaving the heart. These are the pulmonic valve,
which separates the right ventricle from the pulmonary artery leading to the
lungs, and the aortic valve, which separates the left ventricle from the aorta,
the body's largest blood vessel.
43
Arteries carry blood away from the heart. They are the thickest blood
vessels, with muscular walls that contract to keep the blood moving away
from the heart and through the body. In the systemic circulation, oxygen-rich
blood is pumped from the heart into the aorta. This huge artery curves up
and back from the left ventricle, then heads down in front of the spinal
column into the abdomen. Two coronary arteries branch off at the beginning
of the aorta and divide into a network of smaller arteries that provide oxygen
and nourishment to the muscles of the heart.
Unlike the aorta, the body's other main artery, the pulmonary artery, carries
oxygen-poor blood. From the right ventricle, the pulmonary artery divides
into right and left branches, on the way to the lungs where blood picks up
oxygen.
2. - Look at the picture and read the different parts of the respiratory system.
44
3.- Match both columns about the respiratory system function.
( ) windpipe (trachea) 70.- cleans and warms air

4. ( ) air sacs 24.- move oxygen into the blood -
( ) mouth 62.- take carbon dioxide out of the blood
( ) bronchioles 18.- is a muscle that helps in breathing
( ) diaphragm 51.- takes in air and lets it out
( ) nose 46.- move air in and out of the air sacs
( ) air sacs 98.- moves air in and out of the lungs
Write the sentences in the correct order to complete the functions of the
respiratory system.
1.- ________________________________________________________
2.- ________________________________________________________
3.- ________________________________________________________
4.- ________________________________________________________
5.- ________________________________________________________
6.- ________________________________________________________
7.- ________________________________________________________
Spanish and Biology http://kidshealth.org/parent/general/body_basics/
heart.html#
http://www.ece.gov.nt.ca/files/K12/Curriculum/health/
health-K-9-single-files/G5/04Gr5_GD.pdf
GDT-IBIV DIDACTIC GUIDE: ENGLISH

UNIT: IV A
TOPIC: Interview
45
FIRST ENGLISH
STANARDS:
 Comprenhension  Production  Multimodalty
Listening Speaking Attitudes towards
Reading Writing language and
communication.
COMPETENCIES: Exchange likes and dislikes in a dialogue
ACHIEVEMENTS: Recognizes the speakers and listeners behavior that supports
the construction of meaning.
DIDACTIC SITUATION
There are some verbs that indicate activities in different leisure situations: feed, ride,
paint, water, read, talk, run, listen, play (2) and go.
I. - Complete the main map.
We can use the verbs to explain our likes and dislikes:
"love", "like", "don´t like" and "hate"
   
II. - Use the verbs from the main map to write sentences about you.
1.- I hate dancing zumba _________________________________
46
2.- __________________________________________________
3.- __________________________________________________
4.- __________________________________________________
5.- __________________________________________________
6.- _________________________________________________
7.- __________________________________________________
8.- ___________________________________________________
9.- ___________________________________________________
10.- __________________________________________________
III. - Look at the chart. Complete the sentences.
1. - Garth...loves........ skateboarding but he ...hates....... playing rugby.

He ...likes...... playing basketball but he ...doesn´t like................. cycling.
2. - Jenny ............................ swimming and she ............................ rollerblading.
She ............................ playing volleyball and she ............................ motor
racing.
3. - Emma ............................ playing tennis but she ............................ motor racing.
She ............................ skateboarding but she ............................ gymnastics.
4. - Steven ............................ playing football and he ............................ playing
basketball.
He ............................ cycling and he ............................ skateboarding.

UNIT: IV A
TOPIC: Interview
47
FIRST ENGLISH
STANSDARDS:
communication.
COMPETENCIES: Exchange likes and dislikes in a dialogue
ACHIEVEMENTS: Formulates questions to clarify doubts.
DIDACTIC SITUATION
We use dialogues on a variety of topics, listening questions and show our characters
through interaction and more.
I. - Read the interview and write with the correct words to complete the questions.
Choose one from the box.
What´s sport / What do you do / Do you like watch / Can you give me
Why / What kind of programmes
Joe: Good morning, how are you?

Peter: Good morning, I´m fine.
Joe: ________________________a few minutes?
Peter: Yes, of course.
Joe: ____________________________ in your free time?
Peter: Oh, I watch TV, or videos.
Joe: ____________________________ do you watch?
Peter: Mmm … news programmes. And programmes about different countries, or films in
my language.
Joe: ___________________________ games sports?
Peter: No, I don´t like
Joe: _________________________________ sports?
Peter: Yes, I do.
Joe: _____________________ practice?
Peter: I like swim.
Joe: Do you like swim in the ocean?
Peter: No, I hate.
Joe: __________________?
Peter: Because is very difficult to swim.
Joe: Thanks, Peter for your time.
Peter: You’re welcome. Have a nice day.
II. - Answer these questions.

Does Peter like to watch TV? __________________________
Does he like to watch games sports? _____________________
Does he like to practice sports? _______________________
Does he like to swim? _________________________________
48
Does he like to swim in the ocean? ______________________
Articulation: Spanish Resources: http://www3.nufs.ac.jp/~kindt/pages/hobbiesc.html

UNIT: IV B
TOPIC: Recital
LEVEL: SECONDARY GRADE: SUBJECT: SECOND LANGUAGE ENGLISH
FIRST
49
STANARDS:
communication.
COMPETENCIES: read and sing songs in order to identify human values in English-
speaking countries and Mexico.
ACHIEVEMENTS: Recognizes main ideas in songs.
DIDACTIC SITUATION
A song as “A short composition for solo voice, usually accompanied by the piano, based
on a poetic text and composed in such a way as to enhance rather than to overshadow
the significance of the text.
1.- Listen to the song “Take me to your heart” and write the correct word on the line.
Sometimes you have choose from the words in parentheses and others you have to
listen and write
You can listen on https://www.youtube.com/watch?v=BdCpASsqPuk
Take me to your heart

Hiding from the ____ and snow/slow
Trying to _____but I won't let ____
Looking at a crowded/clouded _______
Listening to my own _______ beat
So many people all around the _______
Tell me where do I find _______ like you girl
(Chorus)
Take/make me to your heart take/make me to your
_____
Give me your hand/heart before I'm old/cold
Show me what love is - haven't got a clue/crew
Show me that wonders can be true/through
They say nothing/something lasts forever
We're only here ______
Love is now or never
Bring me far _____
Take me to your heart take me to your ______
Give me your hand/heart and hold me
Show me what love is_be my guiding _____
It's easy take me to your heart
________ on a mountain _____
Looking at the moon through a clear blue ______
I should go and see some _______
But they don't really/ready comprehend
Don't need too much talking/walking without saying ______
All I need is someone/no one who makes/takes me wanna sing/think
(Chorus)
Michael Learns to rock
2. What´s the main idea of the song?
50
3. What’s the opposite of the following words?
a) Someone __________________
b) Nothing ______________________
Adjectives opposites
c) true __________________________
d) high _________________________
e) easy _________________________
f) clear ________________________
g) old _________________________
4. Find five words related to weather and environment and list them in the spaces below.
_______________________________________
________________________________________
________________________________________
________________________________________
_________________________________________
5. Answer the following questions.
a) Which word in the song means UNDERSTAND? ___________________________
b) Which word in the song means NEVER END? ______________________________
c) Which word means TOO MANY PEOPLE IN ONE PLACE?
____________________________
EXPRESSIONS
d) Which expression means HAVE NO IDEA?
____________________________________
https://www.youtube.com/watch?v=BdCpASsqPuk
Spanish and arts
http://musiced.about.com/od/othermusicgenres/p/
partsofasong.htm
GDT-IBV DIDACTIC GUIDE: ENGLISH

UNIT: V A
TOPIC: EXHIBITION ABOUT A SCIENCE TOPIC
LEVEL: SECONDARY GRADE: FIRST SUBJECT: FIRST LANGUAGE
51
ENGLISH
STANDARDS:
 Listening  Speaking  Attitudes towards language and
 Reading  Writing communication.
COMPETENCIES: Rewrite information to explain a graphic exhibition.
ACHIEVEMENTS:
• Identify and distinguish types of sentences that express main ideas within paragraphs,
using previously established goals.
• Select information in order to rewrite and paraphrase sentences.
• Organize sentences to make a paragraph.
ARTICULATION: Art, Spanish, Technology, History.
RESOURCES: : English syllabus cycle 4, 2011, pc, web sites, etc.
I. What does Science topics means to you?

1. Complete the next graphic of Science topics.
52
DEVELOPMENT:
II. Read text, anticipate the general meaning detect new words; understand the general
meaning and main ideas in the text.
MAKE AN EASY LAVA LAMP

What you'll need:
•Water
•A clear plastic bottle
•Vegetable oil
•Food coloring
•Alka-Seltzer (or other tablets that fizz)
Instructions:
1. Pour water into the plastic bottle until it is around one quarter full (you might want to
use a funnel when filling the bottle so you don't spill anything).
2. Pour in vegetable oil until the bottle is nearly full.
3. Wait until the oil and water have separated.
4. Add around a dozen drops of food coloring to the bottle (choose any color you like).
5. Watch as the food coloring falls through the oil and mixes with the water.
6. Cut an Alka-Seltzer tablet into smaller pieces (around 5 or 6) and drop one of them into the
bottle, things should start getting a little crazy, just like a real lava lamp!
7. When the bubbling stops, add another piece of Alka-Seltzer and enjoy the show!
What's happening?
The oil and water you added to the bottle separate from each other, with oil on top because it has
a lower density than water. The food coloring falls through the oil and mixes with the water at the
bottom. The piece of Alka-Seltzer tablet you drop in after releases small bubbles of carbon
dioxide gas that rise to the top and take some of the colored water along for the ride. The gas
escapes when it reaches the top and the colored water falls back down. The reason Alka-Seltzer
fizzes in such a way is because it contains citric acid and baking soda (sodium bicarbonate), the
two react with water to form sodium citrate and carbon dioxide gas (those are the bubbles that
carry the colored water to the top of the bottle). Adding more Alka-Seltzer to the bottle
keeps the reaction going so you can enjoy your funky lava lamp for longer.
1. Write the main ideas from the text.

a)__________________________________________
b)__________________________________________
c)___________________________________________
53
3. Draw the procedure from the text Make an Easy Lava Lamp.
.
2. Write the procedure for each illustration ( use the next pictures).Do it in your notebook.
3. Read the Successful Science Fair Projects.
A successful science fair project does not have to be expensive or even terribly
time-consuming. However, it does require some planning and careful thought.
Projects become frustrating to students, parents and teachers when they are left to
the last minute and thus don't have the chance to be as good as they possibly can.
54
You can't rush good science!
A Science Fair Project display usually asks that you include certain
sections. Your particular science fair rules and guidelines may use
slightly different words to describe them, but be sure you address
each of them as you go through your project and then again as you
write it up.
Sections of a Science Fair Project

Title
Ideally the title of your project should be catchy, an "interest-grabber," but it

should also describe the project well enough that people reading your report
can quickly figure out what you were studying. You will want to write your
Title and Background sections AFTER you have come up with a good
question to study.
Purpose
The background section is where you include information that you already know about
your subject and/or you tell your project readers why you chose the project you did. What
were you hoping to find out from the project?
The Question (Or Selecting Your Subject)
Probably the most difficult part of a science fair project is coming up with a good
subject to research. Here are some suggestions.
A. think about WHAT INTERESTS them.

B. think of a TESTABLE QUESTION about the subject.
If you are doing a project about something that interests you, you will
likely enjoy the research more and stick with it long enough to get
some good data. Remember, you are being a scientist.
Scientists go to work each day because they are interested in what they are studying and
because they are curious to know the answers to the questions they are researching.
If you are working to answer a question, you will be doing real research.
Other students who like sports have done experiments with the equipment for their sport:
Do new tennis balls bounce higher than old ones? Do basketballs that are fully inflated
bounce better than flatter ones? These projects just require some tennis balls or
55
basketballs, some volunteer "bouncers" and a meter tape or meter stick!
There are many good sources for science fair project questions. The
Neuroscience For Kids Web Site has some neuroscience-related
questions that might spark your interest. Projects involving food - tasting, smelling etc - can
be very simple to set up yet also very interesting. "Can blindfolded people taste the
difference between ...?" You can also get lots of ideas from science trade books, such as
Janice Van Cleave's books ("Biology for Every Kid" etc). If you browse through these
books at a store or library, they may give you some ideas for a project of your own.
Project Guidelines
Be sure to carefully read the project guidelines for your particular

science fair. Rules vary greatly from fair to fair in what is allowed,
both for safety and ethical/animal use considerations. Obviously,
experiments should not involve illegal substances or involve
clearly preventable danger to you or your research subjects.
Some situations may require clarification from your teacher and/or

parents. For example, suppose you were doing an experiment on
the effects of caffeine (or chocolate) on concentration or reflexes.
Think about the possible consequences! You would need to get
permission before providing large amounts of high-caffeine soda
pop. Some science fairs discourage the use of food in
experiments because of food allergies. Again, check with your
science fair guidebook or your teacher, and be sure you clearly
communicate to your (human) research subjects what you will be
asking them to consume so they can tell you if they have
allergies.
Prediction or Hypothesis
As soon as you come up with a testable question, you will probably instantly have a
hypothesis (prediction) about what the results will be from your testing. (Isn't the human
brain an amazing thing?!) It's a good idea to write this down before starting, because it
may change as you go about your experimenting.
Materials and Methods
Once you have come up with a question that you can actually test with materials at your
disposal, you need to figure out how to set up the tests. If you will have a survey for your
56
participants to fill out, get that written up and duplicated. If you will need
a chart to write down your test results, get it made. If you take the time to
make it look nice with a straight-edge, you can include the actual chart or
survey instrument in your project write-up. This really impresses the
judges!
Let your teacher or science fair coordinator know what your question is and how you plan
to go about testing it. They will likely have some good suggestions to save you lots of time
and trouble. Once you have their go-ahead, then make a list of your materials, gather them
up and GET STARTED! If you are really doing science, you will probably find that some
things don't go quite as you had predicted they would. You will have to modify your
research methods or even your original question. You may have to add more materials to
your list. My students often get discouraged by this, but actually it is a good thing. This is
how science really works!
Keep good notes of the things you have tried and plan to include even the "didn't-works"
and "mess-ups" in your project report. Be sure to try your experiment several times to be
sure you have enough data to make a logical conclusion. If you tell me that one brand of
cereal gets soggier in milk but you've only tried each cereal in one cup of milk, I would
suspect that maybe it was a fluke; you need lots of "trials" (generally at least 3; the more,
the better) for believable data. Remember, too, that you want to keep all of
the experimental factors (variables) the same except the one you are
testing. In the cereal experiment, it wouldn't be fair to all of the cereals if you
left one brand in milk for one minute and tried the others after two minutes
or something like that. Again, GET STARTED EARLY on carrying out your
project. You can't still be doing the experiment the day before the project is
due and expect to have a first-class write-up!
In science fair projects as in life, "a picture is worth a thousand words." Plan
to take pictures of the materials you used and of the experiment as it is being carried out. If
you get started early, you will have time to have the pictures developed and include them
as part of your report. (Or if you are lucky and your school has cameras that will take
pictures and put them right into the computer, you will have time to learn how to do that
and print them out for your report.)
Results or Data
The results section is where you tell your reader the actual numbers (or other data) that
you got as you were doing the experiment. (In the tennis ball experiment,
this would be a table with the different brands of balls and the actual
heights each of them bounced on each trial.) You might also include a
graph, if your data lends itself to it. But you do not tell your interpretation
57
of the data - that's for the last section.
Conclusion
In the conclusion you finally get to tell your readers what you found out from the
experiment, or how you interpret your data. Students often like to use this section to
expand upon how much they liked doing the experiment (and how wise the teacher was to
require such a good assignment!) or how much they learned from it ... but really this
section should be focused on what you learned about your original question and
hypothesis. For example, DID cheaper cereals get soggier in milk faster?
The Display
Project displays tend to be another source of great frustration to students, teachers and
parents ... but they don't have to be! Again, what you need to do is PLAN AHEAD and then
THINK OF YOUR AUDIENCE. Remember that they weren't there when you did the
experiment, so what seems obvious to you will not be obvious to them unless you make it
extremely clear.
4. Complete the next graphic organizer that represents the steps of a Science experiment.
4.
Formulate and write questions concerning the information from the text Science Fair
Project.
1._____________________________________________
2._____________________________________________
3._____________________________________________
4._____________________________________________
58
5._____________________________________________
6._____________________________________________
III. Select information from the text Science Fair Project in order to organize sentences to
make a paragraph.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
_______________________
CLOSURE:Experimental procedure.For a good experimental, procedure, you should

answer, you should answer Yes or /NoHave you included description and
Checklist offor
size theallexperiment
experimental and control groups?Yes/NoHave you include a step
procedure.
– by step list of all procedure?Yes/NoHave you specified how many times
you intend to repeat the experiment (you should be at least three times),
and is that number of repetitions sufficient to give you reliable
date?Yes/NoHave you explain how to measure the resulting change in the
depend variable or variables?Yes/NoCan another individual duplicate the
experiment based on the experimental procedure you have
written?Yes/NoHave you included photographs, maps, drawings, charts,
etc.) to support the notes contents?Yes/No
59
UNIT: IB
TOPIC: Oral warnings
LEVEL: SECONDARY GRADE: FIRST SUBJECT: SECOND LANGUAGE ENGLISH
STANDARDS:
 Listening  Speaking  Attitudes towards language and
 Reading  Writing communication.
COMPETENCIES: Understand and express specific warnings of public places.
ACHIEVEMENTS: Adjust volume, tone and intonation to emphasize warnings
DIDACTIC SITUATION:
I. Check the signs that in your community.
( ) ( ) ( )
a) Don´t use cell phones.

b) Stop
c) School crossing
II. Pair work. What safety measures are in these places?
school lab street
III. Read the following text aloud. Adjust volume, tone and intonation to emphasize
warning.
These are some rules form the Highway Code. First of all, you must always wear a helmet and keep to the
cycle lanes. If there is a stop sign, you must stop. If you don´t stop you are at risk. You must always keep to the
right. If you keep to the right, you allow others who are riding faster than you to overtake. If there are traffic
lights, don´t pass a red light. You must always wait for a green light. Keep to the lane you are in and follow
the correct route.
IV. Ask a classmate to listen while you are reading. Pay attention to the following
questions.
1. Did you read with the same intonation all the words?
2. Who is the intended audience?
ARTICULATION: RESOURCES:
60
Spanish, Technology, Donaghey, S. 2011. All ready 1. Macmillan. Mexico.
Civics. Curwen, H.; Rogers, P. 2011. Crossover 1. Univerity of
Dayton. Mexico.
UNIT: VB
LEVEL: SECONDARY GRADE: FIRST SUBJECT: SECOND LANGUAGE
ENGLISH
STANDARDS:
ACHIEVEMENTS: Understands conditional and non-conditional warnings
DIDACTIC SITUATION:
I. - Read the text and underline the warnings.
Home, Sweet Home
I think most people like spending time at home. I know I do! I enjoy my space, my things and the
company. I know where everything is and can move around even in the dark. Most of us feel safe at
home, but….are we?
Studies show that our home is not as safe as we think. It´s full of potential dangers. Here are some
examples of what we can do to avoid accidents.
Bedroom: Always keep drinks away from the TV. If you drink makes contact with the electricity, you
can get an electric shock.
Bathroom: Wear you slippers or shoes at all times. If you walk barefoot on a wet floor, you can sleep
and fall down.
Kitchen: Never put metal objects into a microwave. If you put a metal object into a microwave, the
sparks can start a fire.
These are just some examples; there are plenty more. Can you think of some? It´s important to know
the dangers that we can face, so we can avoid them and really feel safe at home.
II. - Answer these questions.
How many warnings did you underline?
_________________________________________________________________________________
Which of them tell you what to do or what not to do without giving any explanation?
________________________________________________________________________________
Which tell you about the consequences of certain actions?

________________________________________________________________________________
Which warnings use the imperative form of the verb? Which use If at the beginning of the sentence?
________________________________________________________________________________
III.- Now sort each warning from the text into the appropriate category.
Conditional (If….)
Non-conditional
Articulation: Spanish and Civics Resources:
61
Cacho Griselda, Guerra Miroslava, Ruiz Jacaranda,
Wright Dominic.Yes,we can.
México.Rchmond,2012.978-607-06-0726-4
UNIT: V B
LEVEL: SECONDARY GRADE: FIRST SUBJECT: SECOND LANGUAGE
ENGLISH
STANDARDS:
 Listening  Speaking  Attitudes towards language
 Reading  Writing and communication.
ACHIEVEMENTS: Indicates causes and effects of warnings
DIDACTIC SITUATION:
I. - Look at the next warnings signs and write on the line, in what cases they can help you.
stairs tornado fire swimming-pool flood
hurricane
________________ __________________
___________________
_________________ __________________ ___________________
II. - Match the cause with the effect warnings sentences.
( ) If the fire alarm sounds in a 36.- Be prepared with a disaster plan and
building…... check the emergency supply kit for your
home and car.
( ) If you are driving during an
earthquake…. 29. – Avoid eating.
( ) If you don´t watch your step….. 10.- Try to seek a small protected
space with no windows
( ) If you are working in a building during
a tornado……. 52.- Do not use the elevator.
62
( ) If you listen to the hurricane alarm 73. - You can slip and fall down.
( ) If you try diving……. 91. - You have to stop the car and get
out.
III.- Draw the warning sings and write the cause and effect in each one.
____________________________________
____________________________________
____________________________________
Don´t feed the animals.
________________________________________
________________________________________
________________________________________
Don´t use your cell phone.
________________________________________
________________________________________
________________________________________
Do not drink.
Articulation: Spanish and Civics Resources:

http://kidshealth.org/teen/safety/safebasics/water_safety.html#
63
UNIT: VB
LEVEL: SECONDARY GRADE: FIRST SUBJECT: SECOND LANGUAGE ENGLISH
STANDARDS:
ACHIEVEMENTS: Associates warning to particular situations.
DIDACTIC SITUATION:
Rules can help keep people I. Where can you find the following signs?
safe. Rules set ways for
people to act responsibly
and safely. Safety signs
remind people about rules
and warn them about
possible dangers
_____________ ______________ ______________
_____________
_____________ ____________
______________ ______________ _______________
II.- Answer the following questions.
What does a red sign mean?

_____________________________________________
64
What does a yellow sign mean?
_____________________________________________
III.- Draw signs and put them into the following categories. Give at least two examples of
each one.
Safety Information Prohibition Caution
IV.Find places where signs are missing in the school building or playground.
1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________
Spanish, Technology, Civics. Donaghey, S. 2011. All ready 1. Macmillan. Mexico.
Curwen, H.; Rogers, P. 2011. Crossover 1. University of
Dayton. Mexico.
65
INGLÉS
SEGUNDO GRADO
66
67
GDT-IIBI DIDACTIC GUIDE: ENGLISH
UNIT: I A
TOPIC: Goods catalogue.

SECOND
STANDARDS:
COMPETENCIES: Offer and understand suggestions in order to buy or sell a product.
ACHIEVEMENTS: Anticipate the general meaning and main ideas by listening to familiar
expressions.
Identify main ideas in oral exchanges.
Search for confirmation in an oral exchange.
Produce expressions to argue or object.
Adjust tone, rhythm, and intonation in producing oral texts.
INITIAL: Teacher explains what the product will be about and the students copy the
learning expectations, performance evidences, product and the assessment.
GDT-IIBI
INITIAL
I. Brainstorm. What catalogs have you seen or read? Have you ordered something
from a catalog?
DEVELOPMENT:
II. Some friends went to the Department Store they don´t know what to buy.
Read about what they think about the items, complete or answer the statements
according to the reading.
68
At the department Store
Tom thinks the Rigger´s boots are nice.
Ana likes the Randi´s shirt because there is a 30% discount on it.
But he thinks the Gush’s shirt is better than the Sally shirt because it’s more comfortable.
It’s more expensive, too.
Tom and Andrew like the Codger’s pants. There’s a 40% discount on the Codger’s
pants, but they prefer the Zoom´s pants.
They’re comfortable and modern and they’re more elegant than the Codger’s pants.
Pants Shirt Shirt

$90 $60 – 30% $90 – 20%
1 .Gush’s shirt is _______ _______ Sally shirt. . . . . . .

a) better than b) best than
c) more better d) the best
2. Sally shirt is _______ Gush’s shirt. . . . . . . . . . . . . .
a) cheap than b) more cheap c) most cheap ( d ) cheaper than

3. Randi´s shirt is ______ _______ _____ Gush’s shirt. . . . . . . . . .
a) more expensive than b) most expensive than

c) the most expensive d) the more expensive
4. Which other elements make this advertisement attractive?

____________________________________
5. Why do the advertisements say “Up to 40% discount”?
____________________________________
6. What kind of products does the advertisement offer?
____________________________________
69
III. Expressions talking about shopping.
(A) (money) for (something)

What do you think is cheap?
(1) Ten dollars for a shirt is cheap.
(2)__________________________________
What do you think is expensive?
(1)__________________________________
(2 ____________________________________
What do you think is a reasonable price to pay for a pair of shoes?
(1)__________________________________
What do you think is a reasonable price to pay for a dinner with?
____________________________________
IV. Complete the conversation with the sentences marked A - G below in the box.
2. Jim: Hi, can I help you?

Sonia: 1………………………………….
Jim: 2 …………………………………...
Sonia: 38 and a half or 39. It depends on the fit.
Jim: Do you like these ones?
Sonia: I really like the modern style. A. OK, what size are you?
But I don’t like blue color. B. How do they feel?
3 ………………………………….Jim: One moment… C. Here you are. Would you
4………………………………….Sonia: Thanks. . . . . like to try them on?
Jim: D .That’s a bit expensive.
Have you got a cheaper pair?
5 …………………………………...........................
E. Do you have them in
Sonia: Perfect! How much are they? Jim: £75. white?
Sonia: 6 ………………………………….................. F .Yes, I’m looking for a pair
of trainers.
Jim: What about these pink ones? They’re in the sale. G .Can I try them on?
Sonia: Cool!
7 …………………………………..............................
70
V. Select the goods to be included in the catalogue.
Design the catalogue format and illustrate its products.
Write suggestions about the products included in the catalogue.
Check that the suggestions comply with grammar, spelling and punctuation conventions.
1. What information do catalogs have to include? _____________________________
2. Now write 5 sentences about your friends or family use the comparative/superlative
with the clothes of the advertisement, and include three expressions.
a)_________________________________
b)_________________________________
c)_________________________________
d)_________________________________
e)_________________________________
CLOSURE:
VI. Select the goods to be included in the catalogue. Design the catalogue format
and illustrate it. Present the catalogue to a previously selected audience.
Produces expressions to argue or object. / Practice the rhythm, and intonation in
producing oral texts.
71
GDT-IIBI DIDACTIC GUIDE: ENGLISH
UNIT: IB
TOPIC: Comic strip.
SECOND
STANDARDS:
COMPETENCIES: Read fantasy literature and describe characters.
ACHIEVEMENTS: Anticipate the general meaning and main ideas from details.
Distinguish explicit from implicit information.
Formulate and answers questions to distinguish and verify specific information.
Describe characteristics and abilities.
GDT-IIBI
INITIAL:
I. What do you think is the general meaning, and main ideas?
Answer the next question: Which comic characters do you like the most?
Comic strip.
DEVELOPMENT
II. Read the fantasy story and, determine the episode/s to be included in the comic
strip, identify the main idea, and some details from the story.
72
Cinderella
Once upon a time there was a ugly girl called Cinderella and she had two
beautiful step sisters who were very kind who made her do all the hard work.
She had to sweep the floors, do all the dishes, while they dressed up in fine
clothes and went to lots of parties.
One day a special invitation arrived at Cinderella's house. It was from the Havana
bar. The king's only son was a truly handsome prince was going to have a grand
ball. Three girls were invited to come. Cinderella knew she wouldn't be allowed
to go to the ball. But the beautiful sisters, ho, ho, ho! They were excited. They
couldn't talk about anything else.
When the day of the ball came, they made such a fuss. Poor Cinderella had to
rush about upstairs and downstairs. She fixed their hair in fancy waves and
curls. She helped them put on their expensive new dresses. And she arranged
their jewels just so. As soon as they had gone, Cinderella sat down by the fire
and she said. "Oh I do wish I could go to the ball". The next moment, standing
beside her was a lovely old lady with a silver wand in here hand. "Cinderella, she
said” I am your fairy godmother and you shall go to the ball. But first you must
go into the garden and pick a golden pumpkin, then bring me six mice from the
mousetraps, a whiskered rat from the rat trap, and six lizards. You'll find the
lizards behind the watering can.
So Cinderella fetched a golden pumpkin, six grey mice, a whiskered rate, and six
lizards. The fairy godmother touched them with her wand and the pumpkin
became a golden coach, the mice became six grey horses, the rat became a
coachman with the most enormous moustache, and the lizards became six
footmen dressed in green and yellow, then the fairy godmother touched
Cinderella with the wand and her old dress became a golden dress sparkling
with jewels while on her feet was the prettiest pair of glass slippers ever seen.
Remember said the fairy godmother you must leave the ball before the clock
strikes twelve because at midnight the magic ends. "Thank you fairy godmother"
said Cinderella and she climbed into the coach.
73
When Cinderella arrived at the ball she looked so beautiful that everyone
wondered who she was! Even the ugly sisters. The Prince of course asked here
to dance with him and they danced all evening. He would not dance with anyone
else. Now Cinderella was enjoying the ball so much that she forgot her fairy
godmothers warning until it was almost midnight and the clock began to strike.
One. Two. Three. She hurried out of the ballroom. Four. Five. Six. As she ran
down the palace steps one of her glass slippers fell off. Seven. Eight. Nine. She
ran on toward the golden coach. Ten Eleven Twelve. Then there was Cinderella
in her old dress. The golden pumpkin lay in her feet. And scampering down off
down the road were six grey mice, a whiskered rat and six green lizards.. So
Cinderella had to walk home and by the time the ugly sisters returned home was
sitting quietly by the fire.
Now when Cinderella ran from the palace, the prince tried to follow her and he
found the glass slipper. He said, "I shall marry the beautiful girl whose foot fits
this slipper and only her. IN the morning the prince went from house to house
with the glass slipper and every young lady tried to squeeze her foot into it. But
it didn't' fit any of them.
At last the prince came to Cinderella's house. First one ugly sister tried to
squash her foot into the slipper. But her foot was too wide and fat. Then the
other ugly sister tried but her foot was too long and thin. Please said Cinderella,
let me try. "The slipper won't fit you", said the ugly sisters. "You didn't go to the
ball!" But Cinderella slipped her foot into the glass slipper and it fit perfectly. The
next moment standing beside her was the fairy godmother. She touched
74
Cinderella with the wand and there she was in a golden dress sparkling with
jewels and on her feet was the prettiest pair of glass slippers ever seen. The ugly
sisters were so surprised that, for once they couldn't think of anything to say.
But the Prince knew what to say. He asked Cinderella to marry him.
And then there was a happy wedding. Everyone who had gone to the ball was
invited, even the ugly sisters. There was wonderful food, lots of music and
dancing. And the Prince of course danced every dance with Cinderella. He would
not dance with anyone else.
III. Use the organizer to determine the episode/s to be included in the comic strip
use the Cinderella story.
Cinderella:___________________________________
The Prince:_______________________________________
The ugly sisters:___________________________________
Check that the writing of dialogues and descriptions comply with grammar, spelling and
punctuation conventions.
Incorporate the dialogues and descriptions in the corresponding spaces of the comic
book and illustrate them.
Make the dialogue in each square, and then you can draw pictures with the characters
having speech bubbles.
Title Characters
Setting (place, year, etc) Describe what happens in the beginning of
the story.
Describe characteristics and abilities Describe what happens in the middle of the
of the main characters. story.
Describe what happens in the end of the

The problem of the story. story.
75
Write some questions to distinguish and verify specific information in the Cinderella
story.
a).___________________________
b).___________________________
c).___________________________
d).___________________________
e).___________________________
Describe Cinderella
Characteristics Abilities
Closure
IV. Design the format for the comic strip, defining spaces for dialogues and
descriptions.
Write brief descriptions for the characters, and the events.

Select and read a fantasy story.
Determine the episode/s to be included in the comic strip.
Design the format for the comic strip, defining spaces for dialogues and descriptions.
Write brief descriptions for the characters and the events.
Check that the writing of dialogues and descriptions comply with grammar, spelling and
Incorporate the dialogues and descriptions in the corresponding spaces of the comic
book and illustrate them.
Perform a dramatized reading of the comic strip.
76
GDT-IIBII
DIDACTIC GUIDE: ENGLISH UNIT: IIA TOPIC: A poster of instruction manual to
face an environmental emergency.
LEVEL: SECONDARY GRADE: SECOND SUBJECT: SECOND LANGUAGE ENGLISH
STANDARDS:
COMPETENCIES: Understand and write instructions to face an environmental
emergency.
ACHIEVEMENTS: • Understand and points out the order of components, useful
information and main ideas of an emergency manual.
• Write and classify sentences in order to create sequences of instructions.
• Remove, add and/or change information to edit an instruction manual.
RESOURCES: English syllabus cycle 4 2011, pc, web sites, etc
GDT-IIBII
INITIAL:
I. Have you ever been in an environmental emergency?
Complete the next map.
77
.
DEVELOPMENT
II-Answer the questions below use these pictures to each vocabulary.
a). Have you ever been involved in an emergency?

___________________________________________________________________
b). What happened?
____________________________________________________________________
___________________________________________________________________
c).Do you know what to do in case of an emergency?
____________________________________________________________________
___________________________________________________________________
78
III. Classify the meaning of unknown concepts of emergency disasters use the
next vocabulary. (Tsunami, earthquake, storm, fire, flood, hurricane, volcano
eruption and tornado.)
Look at the poster and read the instruction manual and find a word that means…
a) …something that you have to do because is your responsibility:_______________

b)…involving risk or danger, especially to someone’s health or safety:_____________
c)…statement that tells when something bad will happen in the future for you to avoid
it:__________________________________________________________________
79
By http://www.owlieskywarnbrochure
_________________________________
IV. Remove, add/or change information of the manual in order to write, and
classify your own sentences instructions for an emergency manual.
a. Title:_________________________________
b. Purpose:______________________________
c. It is directed to_________________________
d. Manage water is important in case:_________
V. Choose a natural disaster and make the emergency plan (Tsunami,

earthquake, storm, fire, flood, hurricane, for facing natural disaster.
80
Title:_____________________________________
Purpose:__________________________________
It is directed to:______________________________
Equipment:___________________________________________________________
CLOSURE
Do the next quiz.
1. There is a Tsunami in your country. What do you do to face it?
_________________________________________
___________________________
2. There is an earthquake in México. What do you do to face it?
____________________________________________________________________
3. There is a flood. What do you do to face it?
____________________________________________________________________
81
4. There is a fire. What do you do to face it?
5. There is a storm. What do you do?

____________________________________________________________________
____________________________________________________________________
82
GDT-IIBII DIDACTIC GUIDE: ENGLISH
UNIT: IIB
TOPIC: Script for the dubbing of a silent short film.
LEVEL: SECONDARY GRADE: SECOND SUBJECT: SECOND LANGUAGE ENGLISH
STANDARDS:
COMPETENCIES: Write dialogues and interventions for a silent short film.
ACHIEVEMENTS: Anticipate the general meaning and main ideas from previous
knowledge and non-verbal language.
ARTICULATION: Art, Spanish, Technology, History
RESOURCES: Notebook, English syllabus cycle 4 2011, movie, pc, web sites, etc.
GDT-IIBII
INITIAL:
I. Mention the genres of movies that you known, and answer these questions.
1. Have you seen any movies recently?

_______________________________________
2. What is your favorite movie genre?
_______________________________________
3. What was the first movie you ever saw at the movie theater?
_______________________________________
4. Do you prefer to watch movies at home on DVD or at the movie theater?
_______________________________________
5. Do you prefer to watch movies alone or with someone else?
_________________________________________
6. What do you eat and drink when you watch a movie?
_______________________________________
7. Who is your favorite actor?_____________________
DEVELOPMENT
II. Look at the pictures and answer the questions below related to movies.
1.-Which genres best describe them? Write them on the line.

(horror,mystery,romance, detective, action,comedy,drama,crime,musical,science
fiction,western,adventure, etc.)
83
2.Complete the next map about the next type of films do it in your notebook.
Genres of films
________________
1. What is the general idea from

these movie films?
__________
2. What kind of movie is the first
film?
________________
84
____________________________________
3. Who is in it? _____________________
4. Whose starring in it? ______________
5. Do you think your parents have seen any of these movies? ________________
6. Write about movies using the following expressions:
It’s a (genre) starring (actor).
He/she plays a (character).
III. Look at the picture below and answer the questions.
1. What do you think the film is about?

_________________________________
2. Do you believe in miracles?
_________________________________
3. How do couples meet in your country? Is it different from abroad?
__________________________________
4. Did you meet someone in a very interesting way before? How?
____________________________________________________
IV. Think of a great movie you have seen. Write a few sentences about it below.
Don’t write the movie’s title!
1._____________________________________
2._____________________________________
3._____________________________________
4._____________________________________
5._____________________________________
6._____________________________________
V. Read your movie description to your partner.

Can your partner guess the movie title?
____________________________________________________________________
VI. Fill in the blanks.

1. A movie that makes you laugh is a…
____________________________________________________________________
2. A sad movie that makes you cry is called a…
85
____________________________________________________________________
3. A movie that appeals mostly to women is a…
____________________________________________________________________
4. A preview of a movie that will be showing soon is called a…
____________________________________________________________________
5. A movie that is scary or makes you scream is a...
___________________________________________________________________
VII. Think of words that could be used to describe the characters and write
your comments about any movie you have seen:
Establish genre (e.g., comedy, melodrama, and suspense).
a) .What do they look like? Try to describe their
appearance.__________________________________________________________
____________________________________________________________________
b). What are they like? What kind of characters are they?
____________________________________________________________________
c). Do you like the end of the film? Why or Why not?
____________________________________________________________________
d). Would you like to meet someone like that?
____________________________________________________________________
VIII. Check that structure of dialogues and interventions comply with grammar,
spelling and punctuation conventions.
Put together a script which contains dialogues and/or interventions corresponding to
the short film scene.
FILM
TILTLE
CHARACTE
R NAMES
LOCATION
SCENE
DIALOGUE SCRIPT
(WITH STAGE
DIRECTIONS
IN BRACKETS)
86
CLOSURE
Practice the reading aloud of the script.
Perform the dubbing.
GDT-IIBIII DIDACTIC GUIDE: ENGLISH

UNIT: IIIA
TOPIC: Hangman game.

SECOND
STANDARDS:
COMPETENCIES: Participate in language games in order to identify sentence rhythm,
stress, and intonation.
ACHIEVEMENTS: Identify the stress of specific sentence parts.
Read and write sentences to practice rhythm, intonation, and stress.
GDT-IIBIII
INITIAL
Brainstorming of
87
DEVELOPMENT
Writing Practice.
I. Think of a great game you have played. Write a few sentences about it below.
1.___________________________________
2.___________________________________
3.___________________________________
4.___________________________________
5.___________________________________
6.___________________________________
II. Choose a word write a line for each letter of the word in the box below. If a letter
is guessed correctly, write on the line, If a letter is guessed wrong, draw one part
of the body.
ABCDEGGHIJKLMNOPQRSTUVWWXYZ
1. The game usually __ __ __ __ __ __ at 7:00 a.m.

2.-They are not doing their homework. They are __ __ __ __ __ __ __ __TV.
3. Leo is __ __ __ __ __ __ ___ __ to the radio.
4. My sister is singing and __ ___ ___ __ ___ ___ ___ music.
III. Write an e- mail to a friend telling him/her about your favorite game.
E-mail
88
89
Send Save Now Discard
To: ____________________
Add Cc: ________________
Subject: Great game
Attach a file:
Hi, _________!
How are things with you?
I am writing to tell you a very good game, it is my
favorite! I am sure you will like it too.
It is called________, and you can watch it on Internet.
It is about__________________________
Take care.
Love,
_______________
Your name
IV. Read the list of sentences, and write the name of the games on the board as
they seen the pictures in the next list below.
1. Puzzle 2. Crossword 3. Hangman game 4. Word search 5. Scrabble
_______ __________ _________ ______________ ________________
1. What’s the difference between these games?

90
___________________________________________________________________
V. Work in your notebook, ask and answer questions about each game.
1. What materials do you need to play?

____________________________________
2. How many people can play?
____________________________________
3. What are the basic rules of each game?
____________________________________
4. Identify names of games.
____________________________________
5. Identify purpose. ________________
6. Determine the number of players and their turns of participation._________________
7. Identify steps taken by a player and detect the sequence.______________________
VI. The part of a word that you give the most emphasis to. For example, the
following capitalized syllables are stressed: Put the words in the correct category
according to the number of syllables they have.
SOfa
TELephone
celEBrity
comPUter aWARD maTURE
1 2 4 capitalize
3 Syllables characterize
Syllable Syllables Syllables
Explanation
shampoo prejudgment calculator
Chinese
God
Classification
Academic
Environmental
Anecdote
understand
Exercise: Identifying Patterns of Stress.
VII. Read and identify the stress in the following words and phrases: Use the mark
symbol in the parenthesis ( ̂ ), and practice the stress, rhythm, intonation
91
(1) Barak Obama
(2) Mitchell Obama
(3) How does the brown cow eat?
(4) Henry Schwarzenegger
(5) Oops! I did it again! I played with your heart.
CLOSURE
VIII. Read the instructions and answer the questions below.
This is the Princess and the Dragon. It’s a fun game review for an exam. Before you
begin to play, draw a Princess on one side of the board. She is tied to a post. Draw six
ropes around her. Then draw a Dragon on the other side of the board. Draw six ocean
waves between them. Make twelve questions from your textbook on pieces of paper.
Form two teams. One team is the Princess and the other team is the Dragon. First, the
Princess team chooses a piece of paper and asks the Dragon team a question. If the
Dragons answer correctly, one wave is erased. If they answer incorrectly, one rope is
erased. Then, the Dragons choose a paper and ask a question. If all the ropes are
erased first, the Princess wins and she escapes. If all the waves are erased first, the
dragon eats the Princess.
92
1. What is the objective of the game? _____________________________________
2. What two figures do you draw on the board? ______________________________
3. What separates them? _______________________________________________
4. What happens if the Princess wins? _____________________________________
5. What happens if the Dragon wins? ______________________________________
IX. Look at the pictures and answer the questions.
1. What is Tim going to do this weekend?
2. What happened in the next picture?
3. What is Carmen going to do tomorrow?
GDT-IIBIII DIDACTIC GUIDE: ENGLISH

UNIT: IIIB
TOPIC: A poster about the operation of a machine or device.

SECOND
STANDARDS:
COMPETENCIES: Rewrite information to explain how a machine or device works.
ACHIEVEMENTS: Select and paraphrases sentences.
Organize and link main ideas and the information explaining them, in a diagram.
Rewrite sentences in order to give explanations.
GDT-IIBIII
I. Answer this question.
What do you think about the operation of a machine or device?

DEVELOPMENT:
93
II. Read the description of this kitchen tool and answer the questions. Organize
and link main ideas and the information explaining them, in a diagram.
Rewrite sentences in order to give explanations.
Save time with this popular kitchen tool. This pressure cooker lets you cook beans in
only an hour. Potatoes cook in ten minutes and chicken in fifteen minutes. You can also
use it to make delicious desserts. Some pressure cookers are dangerous, but our
pressure cooker has a special valve that prevents accidents. It comes with a complete
recipe book and handy meal suggestions.
III. Rewrite sentences in order to give explanations (Use the last paragraph.)
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
1. How long does it take to cook beans?

_____________________________________________________________________
2. What dessert can you make in it? ________________________________________
3. Why is it safe? _______________________________________________________
94
IV. Circle T (true) or F (false) select and paraphrase the sentences do it in your
notebook.)
1 You can ride the Sen. Skateboard faster than a normal one. T F
2 The helmet has special sensors.

T F
3 You straighten your knees if you want to go less quickly. T F
4 You raise your legs if you want to go up.
T F
95
IV. Think and write about the most useless invention ever.
a) Make a poster of how does a machine Works.
b) First choose a machine or device.
c) Then, select information from various sources.
d) Write explanations about its operation.
e) Add pictures to the explanations.
f) Edit the explanations and write a clean copy on a poster.
V. Final displays the posters in different places of the school.
CLOSURE
The funniest invention ever.

Who invented it? ________________________
Where and when? _______________________
What is it used for? ______________________
96
GDT-IIBIV DIDACTIC GUIDE: ENGLISH
UNIT: IVA
TOPIC: Autobiographical anecdote.

SECOND
STANDARDS:
COMPETENCIES: Share personal experiences in a conversation.
ACHIEVEMENTS:
Enunciate personal experiences spontaneously.
Organize sentences in a sequence.
Anticipate the general meaning and main ideas to keep a conversation going.
Use direct and indirect speech to share personal experiences.
GDT-IIBIV
INITIAL
I. Answer the question below.
Do you know what autobiographical anecdote is?
97
Mention some personal experiences.
DEVELOPMENT:
II. Match the causes to the results to complete the sentences.
1. If teens learn to use a) They wouldn’t be

the Internet properly, protected.
2. If more parents were b) Their children would
responsible, be safer.
3. If teens weren’t c) They wouldn´t be in
taught about Internet danger.
use,
III. Make a Timeline (it is away to understand the relationship between events and
the dates they took place, start by listing the years in which the following events
took place in your life.
Preschool_____________________________
Elementary school______________________
Vacation______________________________
Fun anecdotes_________________________
Embarrassing situation___________________
Unexpected situation____________________
Secondary school_______________________
IV. Organize the next pictures into a text to put together the autobiographical
anecdote.
Write the events in each picture, and organize sentences into a text to put together the
autobiographical anecdote.
1-____________________2-__________________
98
3-_________________________________
4-___________________________________
Practice a conversation about the last anecdotes with a partner.
V. Read and anticipate the general meaning and main ideas to keep a
conversation going, and answer the questions.
You’ll never believe what happened to me at Mary’s birthday party at Main Street
restaurant last week. I was eating some nachos and having a soft drink while I was
talking to Chuck. He was telling me a joke and it was really funny. I was laughing and
laughing. I laughed so hard I spilled my soft drink all over the person next to me. I turned
around to apologize and when I saw who it was, I wanted to die. It was Mary’s father and
he was covered with orange soda. I felt horrible.
99
1. Did the anecdote happen at home or in a public place?
_____________________________________________________
2. What happened? _____________________________________
3. Why was the speaker laughing? _________________________
4. Who got covered with soda? ____________________________
5. How did the speaker feel? ______________________________
VI. Read the aspects of Autobiography anecdote.
Autobiography is the type of writing in which authors tell about events in their own lives.
Characters are well developed in detail and are true-to-life. They are revealed by what
people in a story do, think, and say; what other say about them; and how others interact
with them.
Characterization is the author’s development of characters. It is the way in which a

writer reveals a character’s personality. The writer may do this by telling us what the
character says, thinks, or feels; by telling us what other characters think or feel about the
character; or by telling us directly what the character is like.
Setting is described vividly.
Details are interesting. Writers of autobiographies use objective and subjective details
and anecdotes to tell their life stories.
Anecdotes are short, often humorous, stories that enliven writing and illustrate a point.
Chronological order is the order in which real-life events occur and the order in which
most writers of autobiographies tell their stories. Often events are arranged from
childhood to adulthood.
Point of View is the perspective from which an autobiography is written. Since

autobiographies are written by their subjects, they are told from the first-person point of
view and use the pronouns I, me, and mine. Readers experience events through the
writer's eye-- knowing only what they think and feel about any given experience.
CLOSURE
VII. Select some personal experiences.
Write sentences to express your personal experiences.

Order your information.
Use linking words and formal vocabulary.
Use correct formal language, complete sentences, no slang, no contractions or
exclamations.
100
History of a lifetime – Must cover entire life.
Most important facts and events of someone’s life.
Contains anecdotes, memories, trips and cherished moments.
Make connections to books or works they read by.
Connect to something in your own life.
VIII. Complete the sentences with the correct form of direct and indirect speech.
Use the words in parentheses.
The doctor asked me if I 1) _______________ (be) sick. I said, “My head 2)

_______________ (hurt).” Then he asked me, “3) _______________ it
_______________ (hurt) here?” and I said, yes.
He said, “I like this dessert” 4) He said that he _____ (like) that dessert.
We ate steak for dinner (5) They said that they ____ (ate) steak for dinner.
GDT-IIBIV DIDACTIC GUIDE: ENGLISH

UNIT: IVB
TOPIC: Comparative chart.

SECOND
STANDARDS:
COMPETENCIES: Read short literary essays in order to compare cultural aspects from
English-speaking countries and Mexico.
ACHIEVEMENTS: Formulate and answers questions about literary essays.
Compare information using antonyms.
Write sentences to describe cultural aspects.
GDT-IIBIV
101
INITIAL
 I. Think of a topic to write about comparing culture MX/USA, and write in
each box (Use antonyms that are words that mean the opposite of another
word.)
USA
MEXICO
DEVELOPMENT
II. Read this essay, and answer the questions.

Last year I went on a student exchange to Germany. I spent two months living with a
real Germany family and attending the local school. It was very similar to here in Mexico.
Most students wear school uniforms and school days are divided into classes by the bell.
They also get only a little bit of homework. Sports are different. In Mexico we play soccer
and in Germany, they play cricket in the summer. In general, I found there are
similarities and differences, but I enjoyed the experience.
1. What is the topic of the text? _____________________________________

2. What are the main cultural aspects in the essay?
_______________________________
3 .What differences are there in sports? _______________________________
III. Complete the comparing cultures aspects.
102
MEXICO ALIKE USA
MEX/USA
Technology Technology
IV. Check that writing is complete and complies with grammar, spelling, and
1.-What did we learn about Mexico?

____________________________________________________________________
2. Label the pictures with the names of the celebrations and also with the other
vocabulary below.
Valentine’s Day Halloween Wedding Christmas New Year’s
3. Look at the pictures above and then ask a partner the questions below:
103
____ ____ ____ ____ ____
1. When is it celebrated? / What for?______________ _______________________

2. Are there special traditions celebrated? _________________________________
3. What kind of food might you have?_____________________________________
__________________________________________________________________
V. Write some sentences to describe cultural aspects.
CLOSURE
 Antonyms are words that mean the opposite of another word.
104
 Hot - Cold
 Short – Tall
 Big - Little
VI. Make a list of 10 antonyms for comparing cultures.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
GDT-IIBV DIDACTIC GUIDE: ENGLISH

UNIT: VA
TOPIC: Round table.
LEVEL: SECONDARY GRADE: SECOND SUBJECT: SECOND LANGUAGE

ENGLISH
STANDARDS:
COMPETENCIES: Write points of view to participate in a round table.
ACHIEVEMENTS: Select and organize information to write sentences with personal opinions.
Write paragraphs that express individual points of view.
105
INITIAL
I. Answer the question below.
What do you think is a round table?
DEVELOPMENT:
GDT-IIBV
II. Read the next text.
What Is It?
Round Table and Round Robin are cooperative learning strategies in which students take turns
contributing answers in a group. Round table is usually completed in written form; round robin in
oral form.
How Do You Use It?
Roundtable
Roundtable structures can be used to brainstorm ideas and to generate a large number of
responses to a single question or a group of questions.
Faculty poses question.
I. Predict the next topic.
106
The Last Abortion Nora Gelperin, M.Ed.
Imagine that you are a Supreme Court Justice. Congress has just passed an amendment
making it illegal to have an abortion for any reason. The legislation was deemed unconstitutional
and you have just finished hearing arguments from both sides. You assume your fellow Justices
will vote in favor of this legislation even though two are abstaining. As a Supreme Court you
have been given a special privilege. The Justices are able to grant one woman the last safe,
legal abortion before the legislation becomes law. Below is the only information you have been
given about each woman who is seeking this last abortion. Your task is to discuss each case
with your fellow justices and try to come to a consensus about which woman you believe should
receive the last abortion and why.
1. A 14 year-old teenager who was sexually abused by a friend of the family. That abuse
resulted in her pregnancy.
2. A 39 year-old single mother of five children who is dependent on governmental programs to
help provide for her family. She is only able to work outside of the home part-time.
3. A 36 year-old woman who was recently diagnosed with breast cancer and requires
immediate chemotherapy in order to have a good chance of surviving the cancer.
2-.Identify synonyms used by the author to express the same main idea.
3. Select and organize information to write sentences with personal opinions about the last text.
a._______________________________________________
b._______________________________________________
c________________________________________________
d________________________________________________
4. Complete the next chart about this problem.
107
III. Write the five stem sentences on a sheet of flipchart paper and tape to the front
of the room so that you can reveal one stem sentence at a time.
Stem Sentences:
1. A teen girl that gets pregnant is … ……………………………..
2. A teen guy that gets a girl pregnant is … ……………….
3. A teen girl that chooses to have an abortion is . . . ……………
4. A teen girl that chooses to parent her baby is . . . ……………….
5. The best thing for a guy to do if he gets a girl pregnant is. . ….
IV. Write paragraphs that express individual points of view.
a). What are some reasons why teens might have sexual intercourse and not use birth control?
____________________________________________________________________________
___
b). What do you think about the boyfriend’s role in this situation?
___________________________
c). Did he act responsibly?
________________________________________________________
d). Could he have done anything differently in your opinion? If so, what?
_____________________
e). A friend of you was pregnant What advice would you give her?
_________________________
108
f). How do you feel about parental notification and/or consent laws?
________________________
g). What other ways are to prevent the need for abortion?
_______________________________
____________________________________________________________________________
__
h). How could parents help?
______________________________________________________
i). How could schools help?
_______________________________________________________
CLOSURE
V. Work in pairs and, write your personal opinion about abortion in your school. You need
to write 5 sentences describing the topic. You will work as a group, taking it in turns to write a
sentence. However the whole group must agree on each sentence before you can write it down.
Topic:
Ideas from people who Ideas from people who

agree: disagree:
109
GDT-IIBV DIDACTIC GUIDE: ENGLISH
UNIT: VB
TOPIC: A poster with instructions to perform an everyday activity.

SECOND
STANDARDS:
COMPETENCIES: Understand and give instructions to perform everyday life activities.
ACHIEVEMENTS: Adjust volume, intonation, and tone to emphasize or alter instructions.
Understand and requests instructions to perform an activity.
GDT-IIBV
INITIAL
I. Mind map of some daily activities where instructions can be given in a school.
DEVELOPMENT:
II. Answer the questions below.
1. Write some places where abortion took place.
110
___________________________________________________________________
2. Write a scrambled question on the board and elicit the correct order: lunch / go /
How / out / ? / do / often / for / you = How often do you go out for lunch?
Write them in the correct order.
III. Answer the questions in your notebook like:
What time do you usually wake up?

Where do you do your homework?
What do you do for the environment?
For example: a).What do you do on Sundays? b).I usually visit my grandmother.
IV. Write the activity in each picture.
a)_______ b)______ c)________
CLOSURE
V. Choose one daily activity and write the instructions to perform the poster with
these instructions.
111
Poster
112
INGLÉS
TERCER GRADO
GDT-IIIBI DIDACTIC GUIDE: ENGLISH

UNIT: IA
TOPIC: Telephonic complaint voice mail.
LEVEL: SECONDARY GRADE: THIRD SUBJECT: SECOND LANGUAGE ENGLISH
STANDARDS:
113
COMPETENCIES: Express oral complaints about a health service.
ACHIEVEMENTS: Establishes the motive or reason for a complaint.
DIDACTIC SITUATION:
I. Watch the following link to understand what a complaint is

https://www.youtube.com/watch?v=ru53eMo0i2c
1. Look at the picture and tick those activities you have complained about at a
hospital.
( ) ( ) ( )
food ambulance dirty
( ) ( ) ( )
time wrong diagnosis lab
2. How do we normally express complaints? Thick the most common ways.
( ) in writing ( ) using gesture ( ) saying them face to face
( ) by a phone call ( ) by e-mail ( ) making rude sounds
3. Read and tick those which 4. Write five motives or resons to

are complaints. make a complaint about a health
service.
 I´m sorry to bother you but I
 ___________________
think
114
you should work faster there  ___________________
is a long line waiting.
 ___________________
 I understand that you are busy  ___________________

but I have been waiting for my  ___________________
medication for ages.
 I need a pain killer.
 I sorry, but I don´t think I can

handle this without anesthesia.
 I would like to get a main dish to

go along with it.
Spanish, Technology, Civics. https://www.youtube.com/watch?v=LKeYydB8iJ8
https://www.youtube.com/watch?v=ru53eMo0i2c
http://trainercounselor.com/trainerart/lesson12.pdf

UNIT: IA
STANDARDS:
115
 Comprehension  Production  Multimodality.
 Listening  Speaking Attitudes towards language and communication
 Reading  Writing
ACHIEVEMENTS: Infers the general meaning from explicit information.
DIDACTIC SITUATION: Someone is making a complaint about a health service.
Main idea
I. Read the following text.
I have a complaint to make about a doctor

service. Yesterday I told one of the doctors
I was in severe pain, but all he did was tell
me to take a seat. That was rude, and
furthermore he was negligent, too! I had to
wait for almost three hours so I was
attended to.
1. What is the paragraph mostly talking
about? ______________________
The main idea is what the paragraph is mostly telling you about. All the sentences are joining
together to give you a message. The main idea of the paragraph is the message the author is telling
you.
2. Did you identify the main idea? Write down the main idea of the text?
_______________________________________________________________
_______________________________________________________________
The main idea is a complaint about a doctor service.
3. Let try another one. Read carefully and identify the main idea.
3005 Raven Ridge
San Diego California
rodriguez3005@hotmail.com
Dear Mr. Scott 116
Monterrey is a beautiful city, I enjoy, every day, an amazing view from my
window, but last month my view had a spot. I saw a big dump of trash on the back
of the hospital building across my street. For the last month, I have noticed the
The casual dropping of cans, fast food, packing, etc.
The delivered dumping of old mattress.
The careless behavior of the visitors throwing garbage on the sidewalk.
To resolve the problem I would like you to look for some strategies to keep clean
outside the building.
I look forward to hearing from you and to a resolution of this problem. Please
contact me at my cell phone: 811 811 8118.
Yours sincerely
Mrs. Rodríguez
4. Write the main idea.

____________________________________________________________
____________________________________________________________
5. Read the following paragraph and choose the correct the main idea.
Were you born after 1985? If so, how long do you expect to live? Most people born
after 1985 can expect to live more than 70 years. Of course, this is just a guess
based on past records. By the way, females can expect to live about six years longer
than males. That’s taken from past records too!
 Why people live to be 70

 How long you might expect to live
 About the health of females.
Spanish, Technology, Civics. https://www.youtube.com/watch?v=Mjvrhxid_j8
IIIBI DIDACTIC GUIDE: ENGLISH

UNIT: IA
117
I. Read the following paragraph.
Joey ran down the field kicking the soccer ball. He got close to the goal and kicked as
LEVEL:
hard asSECONDARY
he could. TheGRADE: THIRD the ball and
goalie caught SUBJECT:
threw SECOND LANGUAGE
it back out. Joey knewENGLISH
he
STANDARDS:
would try again soon.
 1.
Listening  Speaking  trying
The main idea of this passage is "Joey is Attitudes towards
to score language
a goal." and of the
Which
 Reading  Writing communication
following supports the main idea?
ACHIEVEMENTS: Distinguishes between main ideas and some details.
a) He got close to the goal and kicked as hard as he could.
b) Joey liked playing soccer
What are the details in a paragraph?
II. Find the topic sentence and the details. Use the graphic organizer to write
The main idea isidea
the main the most important
and the point
details. Lookthatatan author
these wants readers
sentences to the main idea
select
understand.
andSupporting details
write it inside thearecircle.
the examples and the
Then write evidence that
details explain
inside themore
rectangles.
about the main idea.
There are three reasons why Canada is one of the best countries in the
This is an example to world.
help you to Canada
First, think about
has anthe main idea
excellent and
health thesystem.
care details.
All
Canadians have access to medical services at a reasonable price.
4 Second,+ Canada as6a high standard
+ of education. 5 Students = are taught
15
detail +by well trained
detail teachers+ and are encourage
detail to continue
= main idea
studying at
university. Finally, Canada´s cities are clean and efficiently managed.
Canadian cities have many parks and lots of space for people to live.
I. Think in your bestAs friend. UseCanada
a result, your notebook so you
is a desirable placecan have more space and answer
to live.
the questions given in the chart organizer.
DETAIL:
DETAIL: What do you do
Describe your best MAIN together?
friend. What does IDEA: Favorite activities
he/she look like? Who is your
best friend?
Why are
you best
friends? DETAIL:
DETAIL:
Why are you
What is your best like?
best Friends?
Personality
Spanish, Technology, Civics. https://www.testden.com/toefl/writing-tutorial/
parts-of-a-paragraph.htm
118
UNIT: IA

STANDARDS:
 Listening  Speaking  Attitudes towards language and communication
 Reading  Writing
COMPETENCIES: Express oral complaints about a health service
119
ACHIEVEMENTS: Uses strategies to influence on meaning.
DIDACTIC SITUATION:
Do you say Hello in the same way to your friends than to the rest of the people?
Yes____ No_____ why? ____________________________________
I. Read the text and pay closely attention to the underline words.
A. They sell all kinds of toys in here. Pick something and I'll buy it for you.
B. I don't like anything round.
A. Well, what would you like then?
B. Something red.
A. Okay, something red, but what would you like?
B. I hate that bear.
A. I don't want to know what you hate. What would you like?
B. Jane likes drawing.
A. What would you like?
II. The different stress positions make the meaning of the following sentence . Match the sentence
to the meaning.
1. What would you like?  As opposed to what another person would
like.
2. What would you like?  As opposed to some other property such as

when or how you would like it.
3. What would you like?  As opposed to what you wouldn't or don't

like.
4. What would you like?  As opposed to what you might hate, or

remember, or do something other than
liking with.
One way to influence on meaning is the prosodic stress.
When a speaker says a sentence, When the sentence is simple, there is

there is usually one focus of only one sentence stress. If the
meaning which the speaker sentence is a compound or complex
stresses. Sentence stress is where sentence there will be more than one
the focus is on. sentence stress.
120
III. Write the implied meaning of the following sentences.
 I dislike these hospital.
Spanish, Technology, Civics. http://english.stackexchange.com/questions/81313/prosodic-
stress
GDT-IIIBI DIDACTIC GUIDE: ENGLISH III

UNIT: IB
TOPIC: Emotionary (inventory of emotions)

STANDARDS:
 Comprehension  Production  Multimodality
 Listening  Speaking  Attitudes towards language and
 Reading  Writing communication.
COMPETENCIES: Read suspense literature and describe moods.
ACHIEVEMENTS: Uses various strategies to understand narratives.
Do you know what a narrative story is? Put a check in those you already know.
Yes____ No ______ ____ Fiction
Let me give you clue. ____Non fiction
____folktales
____fables
____myths
____epic
121
SHARK ATTACK
1) Read the title and look at the picture.
2) PREDICT: What is the text about?
___________________
3) SCAN: Read the first paragraph.
a) Underline all the cognates you can identify. It was a hot, sunny day. The waves off Santa
Barbara were almost three feet high because of a
Cognates are words similar in English and
distant Pacific storm. Surfers were having fun. Then
Spanish, example: hospital (English) the fun ended. One surfer started yelling. Surfers on
hospital (Spanish) : the beach saw him swinging his arms. He went
b) Underline the words you don´t understand. under water. Then he came back up, shouting for
help.
c) KEY WORD. Look the meaning of the
underline words in the dictionary "He was in big trouble," said one woman on
1. _________________ shore. She called 911. He was still shouting and
2. _________________ fighting. They could not see a shark, but they knew
the surfer was being attacked by one. Again, the
3. _________________
surfer went under. Four surfers hopped onto their
4. _________________ boards and swam rapidly out to the surfer. By the
5. _________________ time they got to him, he was alone.
4) What does the word “chopper” “mean?
________________________
The shark had given up on the taste of the

QUESTIONS rubber wetsuit and the battle that the surfer had put
up. The 24-year-old man was groaning in pain, but
5) Who is the main character (person) on the first he was still alive. The surfers put him on a board
paragraph? and paddled back to shore. "I don't think he's going
_________________________________ to make it," said someone on the beach. "Look at
that leg."
6) What is this man shouting?
_________________________________ A helicopter arrived shortly afterward.
7) Who called 911? Paramedics hopped out and examined the victim.
_________________________________ They thanked the surfers and the woman for their
aid, and put the man into the chopper. A hospital
8) Who or what was attacking the man?
spokesman said an hour later that the surfer would
_________________________________ survive—he was in fair condition. Meanwhile,
because there was nothing they could do and
Look in the dictionary the meaning of these two because the waves were still good, most of the
surfers were out on their boards.
words:
Shark ____________________________
Given up _________________________
9) How do you think the man was feeling?
_________________________________
122
10) Who arrived to examine the victim?
_________________________________
Look at this example.

GRAPHIC ORGANIZER. On your notebook,
answer the following questions and fill out a
wh/question graphic organizer.
What happened?
Who was there?
When did it happen?
Where did it happen?
Why did it happen?
ARTICULATION: Spanish, Civics. RESOURCES

http://www.eslfast.com/eslread/ss/s100.htm
123
UNIT: IB
LEVEL: SECONDARY GRADE: THIRD SUBJECT: SECOND LANGUAGE

ENGLISH
STANDARDS:
 Listening  Speaking  Attitudes towards language and
 Reading  Writing communication.
ACHIEVEMENTS: Infers the general meaning and main ideas from details.
DIDACTIC SITUATION: Another example:

It is important to find main ideas when reading.
Main ideas help readers remember important
information.
The main idea of a paragraph tells the topic of the

paragraph. The topic tells what all or most of the
sentences are about.
The other sentences in the paragraph are called

details. Details describe or explain the main idea.
I. Look in the dictionary the meaning

III. See if you can identify the general word in
of these words:
each group.
 Main idea a) jealousy hatred emotion worry
 Sentence b) chemistry science physics biology
 Paragraph c) mosquitoes spiders insects cockroaches
 Details
II. Look at this example: Answers and Explanations

a) The general idea is "emotions" because it
includes all of the others as examples.
b) The general idea is "insects" because it includes
all of the others as examples.
c) The general idea is "science" because it
includes all of the others as examples.
124
Main Idea
IV. Choose the Main Idea of this Passage
The main idea of a paragraph is what all the
sentences are about. The Statue of Liberty is visited by thousands of people
every year. The Statue of Liberty is a 151 foot statue of
woman holding a book and a torch. It was a gift of friendship
Read the paragraph and ask, “What’s your from the people of France. It has become the universal
point?” That will help you zero in on the main symbol for freedom.
idea.
Write some details.
III. One more example _______________________________
_______________________________
Read the Passage and Choose the Main
Idea Write the main idea.
_______________________________
Niagara Falls is one of the most beautiful sights _______________________________
in North America. It is on the Niagara River
halfway between Lake Ontario and Lake Erie. Read and circle the main idea of the paragraphs.
Niagara Falls is located on the American and
Canadian border. The American Falls is 167
1. Juan loves to play games. His favorite game is chess
feet high. On the Canadian side, the Horseshoe
because it requires a great deal of thought. Juan also likes to
Falls is 161 feet high.
play less demanding board games that are based mostly on
luck. He prefers Monopoly because it requires luck and skill.
If he’s alone, Juan likes to play action video games as long as
What are some details? they aren’t too violent.
 Niagara Falls is one of the most
beautiful sights in North America.
What is the main idea of this paragraph?
 It is on the Niagara River halfway
between Lake Ontario and Lake
Erie. a. Juan dislikes violence.
 Niagara Falls is located on the b. Juan likes to think.
American and Canadian border. c. Juan enjoys Monopoly.
d. Juan enjoys playing games.
Question
2. Maria is watching too much television. A toddler shouldn’t
 What is the main idea of the
be spending hours staring blankly at a screen. Worse yet, some
passage?
of her wild behavior has been inspired by those awful cartoons
______________________
she watches. We need to spend more time reading books with
______________________
her and pull the plug on the TV!
Remember main idea is what the What is the main idea of this paragraph?
story is about.
a. Watching a lot of television isn’t good for Maria.
Answer b. Books are good.
 Main Idea: Niagara Falls is one of the c. All cartoons are bad.
most beautiful sights in North d. Some cartoons are bad for Maria.
America.
CLOSURE:
What is the main idea?
Read each paragraph carefully. Choose the Circle the correct answer.
best answer to the questions that follow.
125
A. The farms needed the rain.
B. The thunder hurt the people’s ears.
C. Lightning made the sky bright.
D. The storm was very strong.
Write three details in the story in the boxes.
The rain began early in the

morning. It fell as hard drops,
one after another. The sky
was full of dark purple clouds.
Thunder began as a soft
rumble and became louder
and louder. Lightning crashed
every few minutes, making the
sky a brilliant white.
Check the answers
Spanish, Civics. http://www.rhlschool.com/read6n4.htm
http://www.k12reader.com/main-idea/storms-main-
idea.pdf
126
UNIT: IB

STANDARDS:
 Listening  Speaking  Attitudes towards language and
 Reading  Writing communication
ACHIEVEMENTS: Formulates and answers questions in order to infer information.
Today you are going to learn how to make a Look at the following sentence.
question in English. There are different kinds
of questions.
 Yes/no questions Ann is happy.

 Information questions
(subject) (auxiliary verb)
.
The yes/no questions usually follow the same
pattern.
To make a question you reverse the order of the
AUXILIARY+SUBJECT+VERB+…..? subject and the auxiliary verb.
First you need to know the auxiliary verbs or
QUESTION:
helping verbs.
Is Ann happy?
Here are the most common auxiliary verbs.
Another example:
Look their meaning in the dictionary.
Peter was boring yesterday.
 am, is, are, was, were (progressive Was Peter boring yesterday?
tenses) To give an answer to these questions you
 has, have, had (perfect tenses) give a short answer; yes/ no answers.
 can, could, may, might, should,
would, must, will, etc. (common
modal verbs)
127
Let’s practice. This is part of the song “rolling in the I. Look at the underline sentences. Can
deep” Adele. you write some questions with them?
There is a fire starting in my heart. 1. ________________________

Reaching a fever pitch and it is bringing me out the 2. ________________________
dark. 3. ________________________
Finally, I can see you crystal clear,
Go ahead and sell me out and I will lay your ship bare,
See how I'll leave with every piece of you,
Don't underestimate the things that I will do.
II. Now write your own YES/ NO

questions
Vampires
First underline the sentences with
an auxiliary verb.
Vampires are monsters in stories. One of the most famous
stories about a vampire is Dracula. Not many people believe Then write 5 questions.
that vampires are real, but they are still very popular in
movies, television, and books. Vampires were people but now 1. ____________
they are not normal people anymore. Some vampires have to
2. ____________
3. ____________
drink blood to survive. They do this by biting people or
4. ____________
animals. Sometimes a vampire kills a person. This person may
5. ____________
also become a vampire. In many stories, vampires can change
to animals, usually bats, wolves, cats or rats.
Every story about vampires is different. In some stories

vampires can’t go outside when the sun is shining and they
sleep during the day. Some stories say that vampires can’t
enter a house if they are not invited and that they have no
reflection (they cannot see themselves) in glass or mirrors.
III. Put a check mark (√ ) if the question has the ARTICULATION: Spanish
correct order. Art, Spanish, Technology, Civics.
RESOURCES:
( ) Can vampires enter a house if they are not invited? http://www.eslfast.com/eslread/ss/s100.htm
http://www.dayofreading.org/DOR09HO/
( ) They can see themselves?
TeachingInference.pdf
( ) Every story about vampires is different? http://ethemes.missouri.edu
( ) Can vampires go outside when the sun is shining? http://www.speechlanguage-resources.com
( ) They sleep during the day?
128
UNIT: 1B

ENGLISH
STANDARDS:
 Listening  Speaking  Attitudes towards
 Reading  Writing language and
communication.
COMPETENCIES: Read suspense literature and describe moods
ACHIEVEMENTS: Writes opinions regarding moods.

Mood – The feeling created in the reader’s mind by a literary work. Setting,
tone, and events influence mood.

Look at the picture and write the mood or your feeling when you Probably your answer
see this picture.
is fear, scared….
MOOD/Frightening
Read the following text.

Look the underline words, if you don´t know the meaning look for them (dictionary).
Using these words what is the mood of this text?
During the holidays, my mother's house glittered with decorations and

hummed with preparations. We ate cookies and drank cider while we
helped her wrap bright packages and trim the tree. We felt warm and
excited, listening to Christmas carols and even singing along
sometimes. We would tease each other about our terrible voices and
then sing even louder.
Mood: Content, happy.

How do we know? Words like "warm, excited, glittered” are used by the author.
129
MOOD is the
emotions that you (the
reader) feel while you are
reading. Some literature
makes you feel sad, others
joyful, still others, angry.
Examples of MOODS
include: suspenseful, joyful,
depressing, excited,
anxious, angry, lonely,
suspicious, frightened,
You can check vocabulary in these sites: disgusted…
 http://www.youtube.com/watch?v=jDUhDV-72S0
 http://www.youtube.com/watch?v=rvRzwOL65-M
Read the following texts and identify the MOOD.

1. She huddled in the corner, clutching her tattered blanket and shaking
convulsively, as she feverishly searched the room for the unknown
danger that awaited her.
MOOD:_______________
2. Bursting through the door, the flustered mother screamed

uncontrollably at the innocent teacher who gave her child an F.
MOOD:_______________
Do you think is easy to identify the mood in a text?
___________________________________________________________________
If you have doubts watch this video
http://ourenglishclass.net/wp-content/uploads/2009/10/marypoppins1.mp4
ARTICULATION: RESOURCES
Spanish, Civics.  http://www.youtube.com/watch?v=czQP2CIgR2s
 http://www.youtube.com/watch?v=jDUhDV-72S0
 http://www.inetteacher.com/Upload1/102670/docs/Tone-
Mood%20Worksheet.pdf
130
UNIT: 1B
THIRD ENGLISH
STANDARDS:
COMPETENCIES: Read suspense literature and describe moods
ACHIEVEMENTS: Organizes paragraphs in order to create texts.
DIDACTIC SITUATION
A paragraph is a series of sentences that are organized and coherent, and are all related
to a single topic. The main rule is:
One paragraph= one new point in your argument.
If we look at a body paragraph as a three-layer cake, we can divide it up as follows:
Bake the Cake!

Top Layer (Topic
Sentence) Reason
Middle Layer (Support

Details): Body
Bottom Layer
(Closing Sentence):
Summation
A Cake= one body paragraph
What are orders of organization?
The ideas or supporting details in a paragraph can be related to each other in different ways.
Here are some orders of organization that you should be familiar with:
• chronological: the order of events, or time order
• spatial: looking at how things are arranged in a space (descriptive)
• emphatic: details presented in their order of importance or for emphasis
• cause and effect: a certain situation causes--- or results from---another
• comparison/contrast: examining the similarities or differences between things
Look for more information at www.hoover.k12.al.us/.../Organizing%20 Paragraphs
131
I. Read the text given below, put the paragraphs in order.
Write 1 to the topic sentence, 2 to the support and details and 3 to the
closing sentence.
Slick Jim said: “It wasn’t me. Burglar Bill didn’t do it.” Burglar Bill said: “It
wasn’t me. And it wasn’t Dodgy Dick.” Dodgy Dick said: “I didn’t do it. And
Slick Jim and Burglar Bill were at the races with me.”
The Inspector knew immediately who the culprit was and arrested him.
Who did the inspector arrest?
Inspector Morse interviewed three suspects after a daytime robbery that
he knew was a one-man job. Morse also knew that each suspect told him
one false and one truthful statement.
The topic sentence is: Inspector Morse interviewed three suspects after a daytime
robbery that he knew was a one-man job.
The support and details (body) are: Slick Jim said: “It wasn’t me. Burglar Bill didn’t
do it.” Burglar Bill said: “It wasn’t me. And it wasn’t Dodgy Dick.” Dodgy Dick said: “I
didn’t do it. And Slick Jim and Burglar Bill were at the races with me.”
The closing sentence is: The Inspector knew immediately who the culprit was and arrested
him.
II. Now do it by yourself. Read the poem 'I Lost My Head', put the
paragraphs in order.
I lost my head
( ) Today is looking even worse; I woke up in my bed and felt around my
nightstand but I couldn’t find my head. I hope I find it shortly. I'd be sad if it
were gone. From now on when I go to bed I think I'll leave it on.
132
( ) Before I go to sleep each night I first remove my head, and set it gently
down upon the nightstand by my bed. And every morning when I wake, I
stretch my arms and yawn, then pick my head up carefully and put it right
back on.
( ) I put my head on backward when I woke up yesterday, and every time I

turned my head, I looked the other way. I started walking into walls and
falling down the stairs. I stumbled into tables and I tumbled on chairs .
I. Check ( √ ) if you know the meaning of the following concepts
YES NO
What is a paragraph?
What is a topic sentence?
What are support and details?
What is a closing sentence?
Can you identify some orders of organization
RESOURCES
ARTICULATION: www.hoover.k12.al.us/.../Organizing%20Paragraphs.
Spanish, Civics. http://www.eslfast.com/eslread/ss/s100.htm
http://busyteacher.org/13856-nlp-story-reading-and-ordering-paragraphs.html
http://www.mrshatzi.com/files/paragraph-review-handout.pdf
133
GDT-IIIBII DIDACTIC GUIDE: ENGLISH
UNIT: 2A
TOPIC: Set of instructions album
STANDARDS:
COMPETENCIES: Interpret and write instructions to perform a simple experiment
ACHIEVEMENTS: Understand and interprets order and sequence of instruction elements to

perform an experiment.
DIDACTIC SITUATION:
Sequencing is the act of putting things into chronological order. The ability to sequence can
improve an individual's overall reading comprehension.
There are some words that indicate order and sequence in your writing.
Example: first, then, after that, finally, afterwards, following, before, later, last, while, during,
when.
I. Find them in the next word search.
Sequence words
O Y D N A G R Z U Z
FIRST NEXT LAST
B L B E F N E Z N S AFTER WHEN
V L Q H T I T F E P LATER
FINALLY WHILE DURING
H A T W E W F I X L AFTERWARDS FOLLOWING
D N S R R O A R T B
U I A E W L X S E E
R F L T A L D T L F
I V G A R O J N I O
N Q R L D F T J H R
G J Z F S G P W W E
134
II. Read the following experiment. The instructions are not in order.
Motion Ocean
YOU WILL NEED
 Clear jar with lid
 Water
 Blue food coloring
 Glitter
 Baby oil
 Plastic floating toys 1. Put in order the instructions and write the
correct number inside the circles staring
Instructions from the head of the worm.
1. Then, pour in baby oil until the jar is
three-quarters full.
2. Finally, shake the jar gently to set your
ocean in motion.
3. Next, add drops of food coloring until
you like the color you see. Shake in a
little glitter.
4. First, fill the jar halfway with water.
5. After that, place a floating toy on top of
the oil, then screw on the lid tightly.
HOW DOES IT WORK?

Water is denser than oil. Plus, the two liquids
never mix. So when the water moves, it pushes
the oil around, making shapes like waves.
II. Look in the dictionary the meaning of the following words.
1. first _________________ 7. before ________________

2. next _________________ 8. while _________________
3. after ________________ 9. during ________________
4. afterwards ____________ 10. then _________________
135
5. following ______________ 11. later _________________
6. finally ________________ 12. last __________________
I. Read the Scientific Method steps and write the correct sequence
words.
Write the Scientific Method in order.
1. ________________________
2. ________________________
3. ________________________
4. ________________________
5. ________________________
6. ________________________
Check your answers. http://www.sciencekids.co.nz/experiments/floatingeggs.html

Science, Spanish. http://www.sciencekids.co.nz/experiments/floatingeggs.html
http://kids.nationalgeographic.com/kids /activities/ funscience/

motionocean/
GDT -IIIBII DIDACTIC GUIDE: ENGLISH

UNIT: 2A
STANDARDS:
COMPETENCIES: Interpret and write instructions to perform a simple experiment.
ACHIEVEMENTS: Writes and classifies simple and complex sentences in order to create
instruction sequences.
DIDACTIC SITUATION:
136
I. Read the following sentences and
Let´s check it! write S for a simple sentence and C
for a complex sentence.
What is a complete sentence?
It´s a complete sentences which express a o You need a small piece of peeled apple and
complete thought. It is also an peeled potato. ( )
independent clause.
o You mix the pieces of apple and potato
Subject + verb = before you close your eyes. ( )
o You eat each piece of peeled apple. ( )
Example: o You eat each piece of peeled apple while

You need a small piece of your nose is hold. ( )
peeled apple and peeled potato.
Subject Verb
Another example:
Subject verb
You eat each piece of peeled apple
What is a fragment? A fragment is an incomplete sentence that is missing a subject, a predicate,

or both.
Example: eat each piece of peeled apple.

verb
Subject : no subject
I. Write a CS to a complete sentence and F to a fragment.
( ) Don´t have equipment.
( ) They designed an experiment.
( ) The girls noticed they had difficult to concentrate at school.
( ) Fill trays with Lepidium sativum.
( ) The effect of a cellphone´s radiation on humans.
Dependent clause I. Write IC if the clause is

Independent or ID if it is
A dependent clause does not express a Dependent.
though. It has a subject and a verb but is
not a sentence because those not express ( ) The plants in the room away from
a thought. the radiation did fine while those
137
Example: Subject Verb near the routers did very poorly.
( ) The results are intriguing enough

Until the next time I see to warrant controlled scientific
him. study.
Dependent clauses also begins with signal ( ) As you might imagine

words. You can call them “AAAWWUBBIS”
just to memorize them. ( ) Since they couldn't test humans
 After  Until
 Althoug  Because
h  Before
 As  If
 When  Since
 While
Examples:
Signal subject verb
Before you close your eyes.
Signal subject verb
While your nose is hold
138
A complex sentence
What is a complex sentence? It is a combination of an Independent

clause and a dependent clause.
Examples:
//You mix the pieces of apple and potato before you close your eyes.
INDEPENDENT CLAUSE + DEPENDENT CLAUSE
You eat each piece of peeled apple while your nose is hold.
INDEPENDENT CLAUSE + DEPENDENT CLAUSE
II. True or False. Write a T is the sentence is a complex sentence or

an F if is not a complex sentence.
( ) The students recorded data for 12 days to compare the

germination and growth of the plants.
( ) As you might imagine, the student's project earned them top
honors at a regional science fair.
( ) Trays of cress seeds were placed in a room without routers,
while other trays were placed in a room with the devices.
( ) The best projects may relate to something you observe in
everyday life.
Science, Spanish. http://www.turtlediary.com/kids-science-experiments/
floating-egg-experiment.html
http://www.turtlediary.com/kids-videos/the-talking-cave.html
http://www.education.com/science-fair/physical-science/
139
UNIT: 2A
STANDARDS:
 Listening  Speaking  Attitudes towards language and
COMPETENCIES: Interpret and write instructions to perform a simple experiment.
ACHIEVEMENTS: Removes, add, changes and/or rearranges information to edit a set of
Instructions.
I. Read the following instructions and remove, add, change or rearrange the
information without changing the meaning.
ERUPTING VOLCANO
 Stand the water bottle in the baking pan. You can secure the bottle with some play dough if
required. DO NOT COVER THE HOLE OR GET PLAY DOUGH IN IT.
 Put 2 tbsp baking soda into the bottle, then add 1 tbsp. washing-up liquid and a few drops of
red food coloring.
 Scrunch the tin foil into a volcano shape around the bottle, and then mold the play dough
around it using your choice of colors.
 Decorate your volcano with a choice of extras – twigs, animals and other toys – make it as
impressive as possible!
 Once you’ve made your volcano, using a measuring jug slowly pour vinegar into the bottle until
you see foam rising to the top.
Can you…….. Yes No

Remove a word or sentence without changing
meaning?
Add a word or sentence without changing meaning?
Change or rearrange the information without changing
meaning?
Rewrite the paragraph correctly. You can use your notebook.
ERUPTING VOLCANO
140
Science, Spanish. http://downloads.bbc.co.uk/cbbc/all/packs/wild-radzi-
crazy-creation-volcano.pdf

UNIT: 2B
TOPIC: Oral presentation
STANDARDS:
COMPETENCIES: Share emotions and reactions caused by a TV program
ACHIEVEMENTS: Anticipates main ideas and the information that explains or supports them.
DIDACTIC SITUATION
How to identify the main idea
141
/Main Idea = Topic + Author’s Point about the Topic
The main idea is the overall idea supported by details throughout the paragraph.
Example 1:
Look at the picture. What do you think the topic is about?
a) Blockbuster b) Astronauts c) Apollo 13

a) In the movie, the astronauts get in trouble while they are trying to return to Earth.
b) The movie Apollo 13 was a blockbuster for the summer of 1995
c) What makes it even more exciting is that it is a true story.
/ The movie Apollo 13 was a blockbuster for

the summer of 1995. It is an exciting story
about space exploration. In the movie, the
astronauts get in trouble while they are trying
to return to Earth. People in the audience are
on the edge of their seats waiting to see
what happens. What makes it even more
exciting is that it is a true story.
In this paragraph:
 The topic is the movie Apollo 13.
 The main idea is in the first sentence: Apollo 13 was a blockbuster for the summer of 1995.
 The main idea is usually a sentence, it can be the first sentence or it can be the last
sentence. Sometimes it´s not written.
/Example 2:
Read the following text and underline the correct answer.
Steven Spielberg
/ Few of us could swim in the ocean comfortably after seeing filmmaker Steven Spielberg’s terrifying
movie Jaws.
In 1985, he gave us The Color Purple, a moving picture about a black family in the South that
earned him a Best Director nomination.
Steven Spielberg has created some of the most successful and popular films of the 1970s and
1980s.
 What is the topic about?
142
a) Jaws b) The Color Purple c) Steven Spielberg
 What is the main idea?

a) Few of us could swim in the ocean comfortably after seeing filmmaker Steven Spielberg’s
terrifying movie Jaws.
b) In 1985, he gave us The Color Purple, a moving picture about a black family in the South
that earned him a Best Director nomination.
c) Steven Spielberg has created some of the most successful and popular films of the 1970s
and 1980s.
/Identify the Main Idea
Read and answer the question.
Each year experts study the movie habits of Americans. The study
shows some interesting facts. For example, did you know that young people go
to more movies than any other age group? Almost one half of all Americans are
over 35. But people under 35 go to the movies more than any age group. This
explains the big success of movies about young people.
What is this story mainly about?

a) Movie habits of young people in America
b) Movie habits of Americans
c) Why young people like movies
d) Why the smallest group of moviegoers is over 35
143
/Identify the Main Idea
Read and answer the question.

Maria is watching too much television. A toddler shouldn’t be spending hours
staring blankly at a screen. Worse yet, some of her wild behavior has been
inspired by those awful cartoons she watches. We need to spend more time
reading books with her and pull the plug on the TV!
What is the main idea of this paragraph?
a. Watching a lot of television isn’t good for Maria.

b. Books are good.
c. All cartoons are bad.
d. Some cartoons are bad for Maria.
Spanish, http://www.landmarkoutreach.org/publications/spotlight/finding-
Technology, Civics. main-idea
http://www.youtube.com/watch?v=FLIYLfNEyWE
https://www.google.com.mx/search?q=leer&source
http://www.helpteaching.com

UNIT: 2B

STANDARDS:
 Listening  Speaking  Attitudes towards language and
COMPETENCIES: Share emotions and reactions caused by a TV program.
ACHIEVEMENTS: Clarifies the meaning of some words.
DIDACTIC SITUATION
Do you like watching TV? _______________ /

What´s your favorite program? __________
Why do you like it? ____________________
How do you feel when you watch cartoons?
____________________________________
144
I. There are different ways to know the meaning of a word:
1. Use a dictionary
2. Use the context.
 First look at the pictures, words, phrases, or sentences in the passage that surround
the unfamiliar word.
 Next, using these clues ask yourself, “What word do I know that would make sense in
the place of the new word in this sentence?
 Then substitute the familiar word in the sentence and read the passage to see if the
word makes sense in the passage.
General Sense of the Sentence or Passage
Sometimes it takes a bit more detective work to puzzle out the meaning of an unfamiliar word. In
such cases, you must draw conclusions based on the information given with the word.
Check Your Understanding 2. Despite the proximity of Ron’s house to his
1. A former employee, irate over having been sister’s, he rarely sees her.
fired, broke into the plant and deliberately
wrecked several machines. (What about Ron’s house would make it surprising
(What would be the employee’s state of mind?) that he didn’t see his sister more often?)
Irate (∆-rΩt') means: Proximity (pr≤k-sµm'µ-t∂) means:
a. relieved a. similarity
b. very angry b. nearness
c. undecided c. superiority
I. Use the context to help you find the term that best fits each sentence. Circle the
correct answer.
1. The changes in the program were ____________, essential, and important.
a) Inundated b) nocturnal c) significant
2. Rather than ___________ your feelings, you should let them out. Doing so will reduce your
stress.
a) fake b) bipartisan c) repress
3. Before the invention of television, people spent more time on diversions such as going to town
concerts and ball games, visiting neighborhood friends, and playing board games. Diversions
means:
a) amusements b) differences c) chores.
Synonyms
I. Each item below includes a
A context clue is often available in the form of a word that is a synonym of the
synonym: a word that means the same or italicized word. Write the synonym
almost the same as the unknown word. A of the italicized word in the space
synonym may appear anywhere in a passage to provided.
145
provide the same meaning as the unknown
word. 1. I asked the instructor to explain
a confusing passage in the
Check Your Understanding textbook. She said, “I wish I could,
but it’s obscure to me, too.”
In each of the following items, the word to be _________________________
defined is italicized. Underline the synonym for
the italicized word in each sentence.
2. Teachers may overlook it when
1. Fresh garlic may not enhance the breath, but a student is two minutes late. But
it certainly does improve spaghetti sauce. they are not going to condone
someone’s walking into class a
2. As soon as I made a flippant remark to my half hour late.
boss, I regretted sounding so disrespectful. ___________________________
3. Although the salesperson tried to assuage the 3. When people are broke, they
angry customer, there was no way to soothe find that many things which seem
her. m indispensable are not so
necessary after all.
Explanation
__________________________
In each sentence, the synonym given should
have helped you understand the
meaning of the word in italics:
Enhance means “improve.”
Flippant means “disrespectful.”
Assuage means “soothe.”
Word Detective: The Ugly Duckling

II. Circle the letter of the word that
I. Read The Ugly Duckling means almost the same thing as the
underlined word. Use the rest of the
Hans Christian Andersen wrote the sentence to help find the correct
story of “The Ugly Duckling.” It tells about meaning of the word.
a small baby duck, called a duckling, who
is a very ugly duck. He is not very happy 1. “...made fun of, not only by the ducks,
because all the farm animals make fun of but by all the poultry.”
him. Then, one day the duckling grows up. a. vegetables b. birds c. clouds
He finds out he is not a duck, but a
beautiful swan! 2. “The turkey, who fancied himself really
an emperor...”
Below is part of the story. a. ran b. dressed c. believed
The poor duckling, had crept out of his shell last 3. “...puffed himself out like a vessel in full
of all. He looked so ugly! He was bitten and pushed sail.”
and made fun of, not only by the ducks, but by all a. ship b. cake c. goose
the poultry. “He is too big,” they all said. The turkey,
who fancied himself really an emperor, puffed 4. “...became quite red in the face with
himself out like a vessel in full sail. He flew at the passion...”
duckling, and became quite red in the face with a. sunrise b. rain c. anger
passion. The poor little duckling did not know where
to go. He was quite miserable because he was so 5. “was quite miserable because he was
146
ugly and laughed at by the whole farmyard. So it so ugly and laughed at...”
went on from day to day till it got worse and worse. a. calm b. unhappy c. hungry
The poor duckling was driven about by everyone;
even his brothers and sisters were unkind to him. 6. “...even his brothers and sisters were
They would say, “Ah, you ugly creature, I wish the unkind to him...”
cat would get you.” The ducks pecked him, the A. Mean b. Helpful c. Asleep
chickens beat him, and the girl who fed the poultry
kicked him with her feet. So at last he ran away, 7. “...would say, ‘Ah, you ugly creature, I
frightening the little birds in the hedge as he flew off. wish the cat would get you.’”
a. door b. animal c. apple
8. “So at last he ran away, frightening the

little birds...”
a. writing b. feeding c. scaring
ARTICULATION RESOURCES
Spanish, http://education-portal.com/academy/lesson/how-to-use-context-to-determine-the-
Technology, meaning-of-words.html#lesson
http://www.townsendpress.com/uploaded_files/tinymce/reading%20series/
Civics. I5e_Chap1_Vocab_SE.pdf
http://wps.ablongman.com/long_licklider_vocabulary_2/0,6658,416421-,00.html
http://www.k12reader.com/context-clues/gr2%20word _detective_ugly_duckling.pdf

UNIT: 2B

STANDARDS:
ACHIEVEMENTS: Formulates and answers questions to share emotions and reactions.
I. Look at the pictures and write the emotion they are feeling. (worried, crushed, in
love, scared, anger, grim, shamed, weak )
/ / / /
____________ ______________ _______________ ______________
/ / / /
147
_____________ ______________ _______________ ______________
II. Answer the following questions about your emotions.
 How do you feel after you won a game?

________________________________________
 How do you feel about someone cheating on you?
________________________________________
 It´s your birthday, how do you feel?
________________________________________
 Someone stole your money, how do you feel?
________________________________________
I. Think about the following situations and write their emotions.
/
/
How did she look when she How did he look when she saw the
opened her present? ghost?
/ /
How did she look when he How did he look when he failed the
proposal? exam?
III. Write three questions to ask you partner about his/her emotions. Write the
answers.
 _____________________________________?
_____________________________________
 _____________________________________?
_____________________________________
 _____________________________________?
148
_____________________________________
ARTICULATION RESOURCES:
Spanish, Technology, http://education-portal.com/academy/lesson/how-to-use-context-to-determine-the-
Civics. meaning-of-words.html#lesson
http://www.townsendpress.com/uploaded_files/tinymce/reading%20series/
I5e_Chap1_Vocab_SE.pdf
http://wps.ablongman.com/long_licklider_vocabulary_2/0,6658,416421-,00.html
http://www.k12reader.com/context-clues/gr2%20word _detective_ugly_duckling.pdf

UNIT: 2B

STANDARDS:
ACHIEVEMENTS: Explains main ideas through an oral exchange.
DIDACTIC SITUATION
“What’s the point?

People ask this question when they want to know a speaker or writer’s main idea.
Determining the main idea, or point, is the most important key to good
comprehension.
149
How to find the main idea.
 Read the text.
 Find the topic or subject.
 Reread. Look for the important details for the topic/subject. Look for meaning clues in
introductions, titles, chapter headings, subheadings, bold words, boxed information, pictures,
charts, and graphs.
 Use the important details about the topic to identify the main idea of the text.
 Ask yourself, "What is this passage mostly about?" If you can answer that question, more than
likely you have found the main idea.
Read
Spanish,
Technology, http://www.sophia.org/tutorials/understanding-main-idea-and-supporting-
details-as
Civics.
http://www.brainpop.com/english/writing/mainidea/more: http://
www.ehow.com/how_8490412_determine-kind-clues-do-look.html#ixzz2xIEBr0nI
GDT-IIIBIII DIDACTIC GUIDE: ENGLISH

UNIT: 3A
TOPIC: Memory game
STANDARDS:
COMPETENCIES: Participate in language games to comprehend and write irregular verb
forms.
ACHIEVEMENTS: Compares sentences with and without irregular verb forms.
DIDACTIC SITUATION
Read the following text and look the underline words.
Arthur Wynne
Arthur Wynne was born on June 22, 1871 in Liverpool, England. He immigrated to the United
States at the age of nineteen. He first lived in Pittsburgh, Pennsylvania, and worked for the
150
Pittsburgh Press newspaper.
Later, Arthur Wynne moved to Cedar Grove, New Jersey and started working for a New York
City newspaper called the New York World. He wrote the first crossword puzzle for the New York
World, published on Sunday, December 21, 1913. The editor had asked Wynne to invent a new
game for the paper's Sunday entertainment section.
I. Write the underline words and look for their meaning in the dictionary.
1. ____________________ 6. ____________________
2. ____________________ 7. ____________________
3. ____________________ 8. ____________________
4. ____________________ 9. ____________________
5. ____________________ 10. Can you tell the difference with
“had asked”? Yes __ No __
II. The verbs in section I are different. Classify them.

/
Ending -ED Not ending -ED
1. Immigrated 1. __________
2. __________ 2. __________
3. __________
4. __________
5. __________
6. __________
7. __________
Use the Simple Past Tense:

 To talk about an action that started and finished at a specific time in the past.
Example:
 I saw a movie yesterday.
 I studied French when I was a child.
I. Compares sentences with and without irregular verb forms.
 Arthur Wynne was born on June 22, 1871 in Liverpool, England.

 He immigrated to the United States at the age of nineteen.
 He first lived in Pittsburgh, Pennsylvania, and worked for the Pittsburgh Press
newspaper.
/
Practice some irregular verbs on line:

151
http://www.english-grammar-lessons.com/irregularverbs/exercise1.swf
http://www.eslgamesplus.com/irregular-past-tense-esl-grammar-jeopardy-quiz-game/
I. Read the following sentences in simple past tense and check what´s the
difference.
 Later, Arthur Wynne moved to Cedar Grove, New Jersey

 He started working for a New York City newspaper called the New York World.
 He wrote the first crossword puzzle for the New York World newspaper.
II. Classify the regular and irregular sentences. Write them in the
corresponding column.
Regular Irregular
III. Circle the sentence with the irregular verb.
IV. SENTENCE REGULAR IRREGULAR Check (√) the correct

Yesterday we played bingo. answer regular or
I won three times on a row. irregular.
/ I had a lot of fun playing bingo
with my classmate.
My friend gave me a present.
152
Can you tell the difference between regular and irregular verbs now? Yes_____
No _______
If you want to practice watch the following links:

http://www.english-online.org.uk/games/pasttense2.htm
http://www.quia.com/cb/8111.html
http://www.youtube.com/watch?v=0b4rsDuzThE
Spanish  http://www.eslgamesworld.com/members/games/grammar/index.html
Art, Spanish,  http://web2.uvcs.uvic.ca/elc/studyzone/330/reading/pot1.htm
Civics.  http://learnenglishteens.britishcouncil.org/grammar-vocabulary/
grammar-videos
 http://www.eslgamesplus.com/past-simple-irregular-verbs-esl-
grammar-interactive-activity-online/ ,
 http://www.123rf.com/photo_9634082_owl-teacher-cartoon-
character-with-graduate-cap-pointer.html

UNIT: 3A
TOPIC: Memory game
THIRD ENGLISH
STANDARDS:
COMPETENCIES: Participate in language games to comprehend and write
irregular verb forms
ACHIEVEMENTS: Classifies sentences according to their verb tense.
DIDACTIC SITUATION
Let’s check the difference between past tense and present perfect.
153
Do you remember simple You need past tense to talk about something that already
past tense? past.
Example:
I watched TV last night.
I went to the stadium last weekend.
 You need present perfect tense to talk about something that you have done.
 You can talk about actions that started in the past but still true today.
 It connects present and past.
/ Example:
 I have lived in Monterrey for 10

years.
 She has played bingo since 2005.
 Peter hasn´t played Monopoly.
 Have you played checkers?
I. Choose the correct answer.

1. Underline the past tense sentence.
a) Ana lived in Saltillo for 5 years.
b) Ana has lived in Saltillo for 5 years.
c) Ana lives in Saltillo.
2. Underline the present

perfect sentence.
a) I visited Cancun last year.
b) I have visited Cancun two
times this year.
c) I visit Cancun once a year.
3. Underline the correct 4. Underline the correct sentence.

sentence. a) He goed to the school yesterday.
a) I have seen that film b) He go to the school yesterday.
tomorrow. c) He went to the school yesterday.
b) I have seen that film twice
this week.
c) I have seen that film
yesterday.
I. Read the text and classify the underline sentences into things he has
done and things that started in the past but still true today.
I think I have had a very interesting life. I'm 73 now and I don't work anymore. I was
154
in the army for 51 years. I retired when I was 69. I have been to so many countries that I
can't remember all of them. I've been to Australia six or seven times and to South Africa
three times. I have also been once to Russia but I didn't like it at all: much too cold for
me!
PAST TENSE PRESENT PERFECT

Things have done in the past Things that started in the past but still true today.
1. __________________ 1. __________________
2. __________________ 2. __________________
3. __________________
4. __________________
http://www.esl-lounge.com/student/grammar/
Art, Spanish, Civics. 2g30-old-colonel.php

UNIT: 3A
TOPIC: Memory game
STANDARDS:
COMPETENCIES: Participate in language games to comprehend and write irregular verb forms
ACHIEVEMENTS: Uses perfect tenses and simple past in sentences and texts.
DIDACTIC SITUATION
I. Write the correct verb tense.

1. INFINITIVE 2. PAST 3. PARTICIPLE
1.______eat______ 1.______________ 1.___drink_______

2. ______________ 2. _____________ 2. ______________
155
3. ______________ 3. _____met_____ 3. ______________
1.______be______ 1.______________ 1.______________

2. ______________ 2. __traveled_____ 2. ______________
3. ______________ 3. ______________ 3. ___seen_______
//
II. Choose the correct verb tense to complete each of the following
sentences:
1. I _____ very hard for tomorrow test. 3. I already _________ that movie.
a) travelled a) has seen
b) have travelled b) have seen
c) has travelled c) saw
2. She ____________ most of his 4. He ___________ late twice this
novels before. week.
a) has read a) has been
b) read b) have been
c) have read c) been
I. Complete the text with the past tense and the present perfect tense of the
verb.
I've never been on television, but I've been on the radio once. It was a program
156
about life in the military about twenty years ago. I _______ (meet) the Prime Minister
on the same day. Actually, I've _________ (meet) a lot of famous people: members of
the royal family, famous politicians and also famous cinema and television
personalities. I've never met the American President though which is a pity.
Because I've__________ (travel) a lot, I've seen a lot of wonderful things and have
also _________ (eat) and drank some strange foods and drinks. I ___________ (eat)
cat and rat in India and drank something called Mirto on a little island in Italy many
years ago.
Art, Spanish, Civics. http://www.esl-lounge.com/student/grammar /2g30-old-
colonel.php

UNIT: 3A
TOPIC: Memory game
STANDARDS:
COMPETENCIES: Participate in language games to comprehend and write irregular verb
forms
ACHIEVEMENTS: Writes and dictates sentences with irregular verb tenses.
DIDACTIC SITUATION
I. Write 5 past and 5 present perfect sentences using irregular verb tenses.
Criteria:
 Grammar: no error in agreement, number and tense.
 Spelling: Spelling errors.
 Sentences: All the sentences use the correct verb tense and form.
 Handwriting: neat, easy to read and well formed.
157
/
ARTICULATION: RESOURCES: NEPBE Syllabus 2011,

Art, Spanish, Civics. SEP.

UNIT: 3B
TOPIC: Report anthology of historical events

STANDARDS:
COMPETENCIES: Write a short report about a historical event
ACHIEVEMENTS: Formulates questions in order to distinguish between main and secondary
ideas.
DIDACTIC SITUATION
/
/
In English paragraphs, the Main idea will most likely be found in one of these five
places:
 in the first sentence

158
 in the last sentence
 in the middle of the paragraph
 in two sentences of the paragraph
 not stated in the paragraph directly (implied)
1. The first thing you must be able to do to get at the main idea of a paragraph is to identify the
topic - the subject of the paragraph. Your strategy for topic identification is simply to ask
yourself the question, What is this about?
2. The main idea is the most important thought about the topic. To figure about the main idea,
ask yourself this question: What is being said about the person, thing, or idea (the topic)?
WHAT ARE SUPPORTING DETAILS OR SECONDARY IDEAS?
Details that tell you more about the main idea. Supporting details make your
main idea stronger!
EXAMPLE:
Practice finding the main idea
The people of ancient Egypt created an advanced civilization. More than 6,000
years ago, they developed a calendar with 360 days divided into 12 months. The
people made paper and learned to write. They built huge monuments with
machines they invented.
I. Underline the correct answer
1. The story mainly tells

159
a) how people made paper
b) about the creation of Egyptian civilization
c) where an ancient calendar was invented
d) how the people built monuments.
2. Write one supporting detail

__________________________________________________
__________________________________________________
9/11: The attack that stopped the world

On September 11, 2001, terrorists attacked the Unites States. They hijacked four airplanes in mid-flight. The
terrorists flew two of the planes into two skyscrapers at the World Trade Center in New York City. The impact
caused the buildings to catch fire and collapse. Another plane destroyed part of the Pentagon (the U.S. military
headquarters) in Arlington, Virginia. The fourth plane crashed in Shanksville, Pennsylvania. Officials believe that
the terrorists on that plane intended to destroy either the White House or the U.S. Capitol. Passengers on the
plane fought the terrorists and prevented them from reaching their goal. In all, nearly 3,000 people were killed in
the 9/11 attacks.
Following 9/11, the U.S. government took many steps to try to make the country safer. It tightened security at
airports and in public buildings. A new cabinet-level department—the Department of Homeland Security—was
created. It works to protect the United States from terrorism.
Please answer these in sentences: Identify the main idea. 5 points.
What is the Main Idea? Supporting detail 1 point each.

__________________________________
__________________________________  Who were the attackers?
 How many planes were involved?
Write five supporting detail.  How many people died?
 What changed in airports because of the attacks?
1. ________________________
2. ________________________
3. ________________________
4. ________________________
5. ________________________
Spanish, Technology, History, Civics. http://duffystirling.wordpress.com/2011/09/11/
september-11-introduction-worksheets/
160
161
IIIBIII DIDACTIC GUIDE: ENGLISH
UNIT: 3B
TOPIC: Report anthology of historical events.

STANDARDS:
COMPETENCIES: Write a short report about a historical event.
ACHIEVEMENTS: Writes simple and complex sentences.
DIDACTIC SITUATION
Simple sentence or Independent clause have Examples:
subject and verb.  Luis bought the tickets at the bus station
yesterday.
 Luis waited for the bus.  They took the bus at Central Park last
 The bus was late. night.
 Luis and Joe took the bus.
Let´s practice. I. Write 5 sentences use the verb in past

SUBJECT VERB COMPLEMENT action.
Who? action What? Where? When?
1) ___________________
Luis bought The at the yesterday 2) ___________________
tickets bus
station 3) ___________________
They took last night 4) ___________________
the at
bus central 5) ___________________
Park
Dependent clause
A dependent clause is similar to an independent clause, or complete sentence, but it lacks one to the
elements that would make a complete sentence.
/Example:
 Because they arrived to the bus station before noon.
/
 While he waited at the train station.
162
Let´s practice!
I. Categorize the following sentences. Write them under the corresponding subtitle.
1. Because I forgot my homework.

2. I will wait for you.
3. I got sent home.
4. Since I don´t have enough money.
5. Until the sun sets.
6. I didn´t bought you a present.
DEPENDENT INDEPENDENT
1. _____________________ 4. _____________________
_____________________ _____________________
2. _____________________ 5. _____________________
_____________________ _____________________
3. _____________________ 6. _____________________
_____________________ _____________________
A complex sentence has an independent clause joined by one or more

dependent clauses. It always has a subordinator such as because, since, although, after,
or when or a relative pronoun such as that, who, or which.
Una oración compleja tiene una cláusula independiente unida por una o más cláusulas
dependientes. Siempre tiene un subordinador como por ejemplo, porque, aunque, después,
o cuando o un pronombre relativo como ese, quién o qué.
Example:
1. Karla stayed at work because she had a lot to do.
INDEPENDENT CLAUSES: Karla stayed at work

DEPENDENT CLAUSES: because she had a lot to do.
2. If we want to get to the station on time, we should hurry.
INDEPENDENT CLAUSES: we should hurry.

DEPENDENT CLAUSES: If we want to get to the station on time
I. Write 3 complex sentences, include an independent and dependent clause.

1. _________________________________________________
2. __________________________________________________
3. ________________________________________________
Spanish, Technology, History, Civics. NEPBE Syllabus 2011, SEP.

UNIT: 3B
163
ENGLISH
STANDARDS:
ACHIEVEMENTS: Links sentences together in order to make paragraphs.
DIDACTIC SITUATION
 Read the following paragraph.
/
/
Do you know what these words have in common? Yes ___ No ____
They are linking words, they connect sentences.
/
Link sentences together
 Look at the following sentences:

Lily saw her favorite singer. She took some pictures. She introduced herself.
 Now let’s join together these sentences using some sequence connectors: first, then, after
that. Look at the sentence
 First Lily saw her favorite singer. Then She introduced herself. After that she took some
pictures.
 Now we are using the following connectors: after/ and.

 After Lily saw her favorite singer. She introduced herself and took some pictures.
Let´s try!
 President Lincoln gave a speech at Gettysburg Cemetery.

 It was short and simple speech.
 People could understand it.
164
I. Use the following linking words and connect the sentences.
_______________ President Lincoln gave a speech at Gettysburg Cemetery.

It was _______ short ______ simple _______ people could understand it.
II. Categorize the following linking words.
also
addition then
sequence while contrast
in that case result
after
____________ next
____________ first for that reason
____________ ____________
and
____________ too
____________ again in spite of
____________ ____________
or
____________ but
____________ last as
____________ a result
____________
____________ ____________ ____________ ____________
III. Use at least three linking words and links sentences together in order to
make paragraphs.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
165
UNIT: 3B
STANDARDS:
ACHIEVEMENTS: Write a short report based on a model.
DIDACTIC SITUATION
I. Write an anthology of reports about historic event.
Plan your report. Look for a short report in your book or ask your teacher for one
and use it as a model.
1. Write the topic of the event.
2. Write important information related to the topic.
3. Use a timeline to give sequence to the historical even.
Topic
///
4. Write your report.
 The title will usually be a simple sentence to help the reader choose whether the
report will give them the information they need.
 Your first paragraph heading will be INTRODUCTION and your last,
CONCLUSION.
 Paragraphs help to organize your writing into key points. New paragraphs will
usually start with a subheading that tells you what information you can expect to
find there.
 FIRST SENTENCE: Your first sentence needs to introduce your topic and
summarize what the report is going to be about.
 Reports usually use diagrams and pictures to help back up the information
they give.
II. Write your historical report.

UNIT: 3B
166
ENGLISH
STANDARDS:
ACHIEVEMENTS: Checks spelling conventions and adjusts language according to intended
audience and purpose, to edit reports.
DIDACTIC SITUATION
I. Read the following text and write the proper punctuation mark on the line. It
can be a period, comma or question mark.
Read the paragraph and find the mistakes. The paragraph has some mistakes in capital letters. Some
sentences may have no mistakes. Rewrite the paragraph.
George washington was born in february, 1732. he spent most of his childhood on a farm. He became
the first president of the united states in 1789. George’s nickname was 'The father of his country'. He
liked to dance and often went to the theatre. One of his favorite hobbies was hunting. in 1797 George
retired as president. He died in 1799. A picture of George Washington can be seen on the american one
dollar bill.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Check your answers

George Washington
George Washington was born in February, 1732. He spent most of his childhood on a farm. He became the first president of the United
States in 1789. George's nickname was 'The Father of His Country'. He liked to dance and often went to the theatre. One of his favorite
hobbies was hunting. In 1797 George retired as president. He died in 1799. A picture of George Washington can be seen on the American
one dollar bill.
II. Write your own text. Check the following spelling conventions. Mark it if you
have them already on your text.
167
Spelling conventions Check mark
Capitalizes all names of people, the pronoun I,
and words at beginning of sentences.
Upper and lower case letters correct
Uses appropriate punctuation (.!?) at the end of
all sentences
all words are correctly spelled
Title
:
168
GDT-IIIBIV DIDACTIC GUIDE: ENGLISH
UNIT: 4A
TOPIC: Testimony
STANDARDS:
COMPETENCIES: Interpret and offer descriptions regarding unexpected situations in an oral
exchange.
ACHIEVEMENTS: Determines the function of pauses, rhythm, and intonation.
DIDACTIC SITUATION:
Do you know where to pause in sentences?
I. Read the two samples aloud and check the pauses.
Sample 1 Sample 2
Does it really matter whether Does it really matter / whether people
people speak with an accent as speak with an accent / as long as they
long as they can be easily can be easily understood?// Many
understood many people now
people now believe / that in an
believe that in an increasingly
globalized world we should increasingly globalized world / we
accept variations in pronunciation should accept variations in
that is accent. However there's pronunciation / that is / accent. //
no point in speaking with an However / there's no point in speaking
accent if people can't understand with an accent / if people can't
you is there? understand you / is there?//
You can listen it at:
http://www.ssu.uts.edu.au/helps/resources/pronunciation/pausing.html
Watch the following video in youtube: https://www.youtube.com/watch?v=syKteu-Yv8Y

//
Task:
Read the sentences below and do the following:
169
Mark with a / where you think you would pause. If it is a longer pause to give more
emphasize, mark with //.
/
II. Read the following sentence, nothing is stress:
I did not say you stole my red hat.
But what if we stress a word? The meaning change depending of the stress
word. Look the following examples.
I did not say you stole my red hat. The meaning contains the idea that someone
else said it, not me.
I wasn´t accusing you. I know it was someone
else.
I said you did something else with it, may be
borrowed.
I did not say you stole my red hat. I said you stole my bat, you didn´t understand.
170
1. Read the dialogue and underline the stress word according with the context.
a. S: I did not steal your red hat.
Teacher: I did not say you stole the red hat. I said the blue one.
b. S: Oh so you think I stole the blue hat.

Teacher: Well, you were the closest one to it.
c. Teacher: I did not say you stole my red hat!

S4: But you think I stole my classmate's red hat, right?
Rhythm
/
Remember, speaking with correct rhythm (musicality) is essential to being understood when you
speak!
Rhythm comes from the combination of the two types of stress in American English:
1) Syllable stress in words (as discussed above)
2) Word stress in sentences
/
Listen and Repeat
(Function words written in lower case)
 I HAVE to GO to SCHOOL.
 I WANT my BROTHER to WIN.
 It’s NOT the BEST IDEA.
III. Underline the content words.

Practice rhythm. Focus on speaking the sentences stressing only content words.
 John is coming over tonight. We are going to work on our homework together.
 Jack bought a new car last Friday.
 Would you like to come over and play a game of chess?
 They have been having to work hard these last few months on their challenging experiment.
IV. Read the humorous poetry. Underline the stress words.
171
Once upon a starless midnight / there was an owl / who sat on the branch
of an oak tree./ Two ground moles / tried to slip
by,/ unnoticed. / "You!" / said the owl. / "Who?" / they quavered, / in
Check the fear and astonishment, / for they could not believe / it was
answers possible / for anyone to see them / in that thick darkness./
ARTICULATION: Spanish, Technology, History, Civics.
RESOURCES: http://www.speakmethod.com/500wordsintonation.html
http://bogglesworldesl.com/askthomas_intonation.htm
http://www.ssu.uts.edu.au/helps/resources/pronunciation/pausing.html.
http://www.englishmedialab.com/pronunciation/upper-intermediate%20intonation
%20exercise.htm
172
UNIT: 4A
TOPIC: Testimony
STANDARDS:

exchange.
ACHIEVEMENTS: Negotiates meaning.
/
We can negotiate meaning through clarification, rephrasing and confirming.

Right now we are working clarification using questions.
Expressions I. Read the Hypothetical Situations and write the

best expression to be used.
Expressions to practice:
Situation 1
 Sorry! Could you repeat that Anna is in the kitchen with her colleagues during a break. She
please? understands most of the conversation. Suddenly, one of her colleagues
says something and everyone starts laughing. Her colleague used an
unusual expression. Anna does not laugh because she does not know
 Would you mind repeating the expression.
that please?
1. Write the expression Anna would use to know the
expression meaning.
 I’m sorry, but would you ____________________________________
speak slowly please. My ____________________________________
English is not very good.
Situation 2
 Did you say lunch will be Juan is at the grocery store. He needs to buy some chilli peppers but
provided? he does not have time to search for them. He sees an employee and
asks him where he can find the peppers. As the employee tells Juan
 How many people can we the answer, there is a very loud announcement over the speaker and
Juan cannot hear the answer.
bring?
2. What expression can Juan use to know the
 Sorry! I don’t understand. announcement?
What does “carpool” mean ______________________________________
______________________________________
 Where can I get more
information?
173
II. There are many phrases you can use to ask for help if you don’t understand
what someone has said. Use the table below to make at least six of these
phrases. Start with column 1 and choose one word from each column from left
to right. You don’t have to use all the columns.
Example: Can you speak more slowly please?
1 2 3 4 5 6
can sorry speak that slowly it
I’m you repeat more please slowly
could afraid say don’t catch please
I didn’t again that
one more
get
once
again
understand
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
4. ______________________________________________________________
5. ______________________________________________________________
6. ______________________________________________________________
Activity 3 Sami and Jackie are colleagues. They are talking about work, but
Read the they are having problems understanding each other.
beginning of their
conversation and Sami: Did you reply to the email from Mr Opodopolous?
continue it, using
at least four of Jackie: I’m sorry, could you repeat that?
the phrases from
above. Then Sami: I said, did you reply to the email from Mr. Opodopolous?
practice the
dialogue with a Jackie: ___________________________________
friend. ___________________________________
Spanish, http://en.copian.ca/library/learning/cclb/language/lesson10/lesso
Technology, n10.pdf
History, Civics.
174
UNIT: 4A
TOPIC: Testimony
STANDARDS:
exchange.
ACHIEVEMENTS: Rephrases ideas.
DIDACTIC SITUATION:
What is paraphrasing?
Paraphrasing is restating the idea in your own words. It can be about the same length or
even longer than the original passage.
I. Read the following original text. II. Read the text and highlight any words you
find that are in both the original text and this
Although he was in a poor family, Benjamin text.
Franklin made a fortune as a printer in
Philadelphia by the age 42, Franklin was He was born in a poor family but Ben Franklin
one of the richest men in the colonies. He made a lot of money as a printer in Philadelphia. By
choose to retire form active business and the age of 42, Franklin was one of the wealthiest
become a “gentleman”. He began to purse men in the colonies. He chose to retire form active
“philosophical studies and amusements” he business and become a “gentleman”. He began to
was especially curious about electricity, and purse “philosophical studies and amusements” he
his experiments made him famous. was especially curious about electricity, and his
Appleby, Joyce Ph. D. et.al. American Journey, Columbus.
McGraw Hill 2009.
experiments made him famous.
III. Look at this other examples. Is this plagiarized or paraphrased?

//
/
175
/I. Read and reread the text until you have a IV. Compare the original with the
good understanding of the main idea and the paraphrase: Does it have the same
details. meaning? Did you leave out any essential
details? Do you use too many exact
words?
Include the following ways of sentence

transformation:
 synonyms
 starting sentences with phrases
 combining sentences
 putting information in a different order
(while still maintaining original
meaning)
If there is a phrase that is either too difficult to

translate or just really well-written as is, use
quotation marks within your paraphrase.
II. Look for the meaning of unknown words in
Names do not have to be changed.
the dictionary. Write a synonym.
IV. Write your final text here.

word meaning synonym
________________________________
________________________________
________________________________
________________________________
________________________________
III. Put the text away and write down what you
remember without looking at the text. ________________________________
___________________________________ ________________________________
___________________________________ ________________________________
___________________________________ ________________________________
___________________________________
________________________________
___________________________________
________________________________
________________________________
ARTICULATION: Spanish, Technology, Civics.

RESOURCES: http://www.imrunningonfumes.com/?p=1415
http://busyteacher.org
176
UNIT: 4A
TOPIC: Testimony
STANDARDS:
exchange.
ACHIEVEMENTS: Uses strategies to restore a failed conversation.
DIDACTIC SITUATION:
What do you say if someone says something you don´t understand?
I. Read the following conversation and pay attention to the underline words.
INTERVIEWER: Good morning, János! Can you tell us about the accident?
JÁNOS: It was the most important most of my life, the Beijing Olympic
Games, I was finally there. I was trying to complete my third lift and I
couldn´t feel my ……er.
INTERVIEWER: Excuse me. Did you say arm?
JÁNOS: Yes, I couldn´t hold it anymore: I dropped the bar: I felt my elbow, it
was …..er
INTERVIEWER: Your elbow was what?
JÁNOS: Dislocated.
INTERVIEWER: What do you mean?
JÁNOS: My elbow was separated from my arm. I was trying to lift 148 kilos.
INTERVIEWER: How many kilos?
JÁNOS: 148 kilos. I´m going to be out of competition for the rest of the year.
INTERVIEWER: That´s too bad. Thanks for talking to us, János.
II. Write some expression used to express lack of III. Write some
understanding. expressions
used to ask for
 _____________________________ clarification.
 _____________________________
 _____________________________  _______________
177
______________
 _______________
______________
 _______________
______________
IV. Read this unexpected situation interview and complete the failed conversation
between the Radio DJ and Raul.
RADIO DJ: Raul, did anything unexpected happen to you this year?
RAUL: Yes! Yes it did! Every year I go to the running of the bulls in
Pampional in fact I run with the bulls. But this year a …….er ran
over me.
RADIO DJ: ________________________________
RAUL: a bull. I ran at front of the bulls with ……..er (number) of other
people every day in the morning.
RADIO DJ: __________________________________?
RAUL: hundreds of people. I fell over and this huge bull stepped on my
……………….
RADIO DJ: ____________________________________?
RAUL: a very big bull. I rolled away and the bukk kept on running, it was a
scary experience, a really terrifying moment.
RADIO DJ: ……….er…..eer…….er……er
RAUL: ____________________________________
RADIO DJ: How long did it last?
RAUL: just a few seconds.
RADIO DJ: Will you go ….er….er….eeer?
RAUL: ____________________________________
RADIO DJ: Will you go again next year?
RAUL: No, we´re going to the Carnival in Rio.
RESOURCES: ARTICULATION:
http://iteslj.org/Techniques/Christianson-PairTaping.html Spanish, Technology,
http://www.tesl-ej.org/wordpress/issues/volume14/ej55/ Civics.
ej55a4/
Donagher, S.; Roger, M.; Maruniak, Y.; Varela, P; Flavel, A.;
Carmichael, F. All Ready 3. McMillan.

UNIT: 4A
TOPIC: Testimony
STANDARDS:
178
 Listening  Speaking
 Reading  Writing  Attitudes towards language and
communication.
exchange.
ACHIEVEMENTS: Anticipates general sense, main ideas, and some details in order to produce an oral
text.
DIDACTIC SITUATION: A Secret Talent
Look for main ideas by:
/ Eve is excited to go to her first Dylan Wyman concert in
New York. Dylan Wyman is Eve's favorite singer. In fact,
Eve tells her mother Jeannine, Dylan Wyman is her favorite
person!
When they are about halfway to New York, Jeannine hears
a weird noise. "Oh no," she says, realizing that they have a
flat tire. There isn't much room on the side of the road, but
Jeannine pulls the car over and climbs out. Sure enough,
their right rear tire is completely flat.
Jeanine opens the trunk to get the jack and the spare tire.
What are facts and details? Traffic continues to whiz by at seventy miles per hour.
/ "Mom, are we going to die?" Eve asks. She is really scared.
"Don't worry honey, I'll be quick," Jeannine says as she
starts to jack up the car.
"Wow Mom, how do you know how to do this?" Eve is
shocked at her mother's secret talent. Then Jeannine takes
off the flat tire. "Wow Mom, how do you know how to do
/ that?" Eve asks in wonder. Jeannine just laughs. Then she
puts the spare tire on. Eve says, "Mom, who are you?"
The entire tire change takes only 10 minutes. They both

climb back into the car and Jeannine says, "I'm so sorry
honey, but we can't drive all the way to Albany on this spare
tire. We're going to have to stop and buy a new tire. We
might be late for your concert."
"That's okay, Mom," Eve says, "You're my favorite person
now.
1. What is the main idea?

2. What is the name of the characters
involved?
3. Where are they going?
4. What happened?
5. Who puts the spare tire on?
6. Who is Eve´s favorite singer?
7. Who is now Eve´s favorite person?
Check list
Yes No
Student presents information in logical, interesting sequence which audience can
follow.
Mentions the main idea.
Gives some details.
179
Good choice of language & sentence structure
Coherence of presentation strongly supported by correct pronunciation.
Pauses are purposeful and enhance fluency of speech.
Spanish, Technology, Civics. NEPBE Syllabus 2011, SEP.
180
UNIT: 4B
TOPIC: Performance of a short play.
STANDARDS:
COMPETENCIES: Read plays in order to compare attitudes and patterns of behavior
adopted by people from English-speaking countries and Mexico.
ACHIEVEMENTS: Uses various comprehension strategies.
I. Look at the picture.
/
Look at the picture. Does the picture reminds you of a play or movie? Yes___ No ___
Have you read Romeo and Juliet play o watch the movie?
_________________________________
Do you know the name of the two families involved? _______________________________
II. Read the following text about Romeo and Juliet.
One night a young man met a girl at a party, and they fell in love at first sight. That night he went to
her house, because he wanted to see her again. He was afraid to go in so he waited under the
balcony until she appeared.
They spent the night together, and the next day they got married. Their marriage had to be a secret
because their families were enemies.
The following day, the man had a fight with his wife's cousin and killed him so he had to leave the
city.
The girl was desperate because she wanted to be with her husband. So she made a plan. She
decided to take a drug and pretend to be dead, and later, when she woke up, she planned to escape
from the family tomb and run away with her husband.
Then she sent a message to her husband, and took the drug. But her husband didn't get the
message because the messenger couldn't find him.
When the man heard that his wife was “dead” he hurried to her tomb. He thought she really was dead
so he killed himself.
When the girl woke up, she saw her husband was dead so she killed herself, too.
Finally, because both their children were dead, the two families made peace .
181
III. Match the following words with their definition. Write the word on the line.
1) a person who carries a message: __________________  messenger

2) something you don't want other people to know:
 pretend
__________________
3) an underground room for dead people: __________________  enemy
4) make someone think something is true when it isn't:  cousin
__________________ peace
5) the opposite of friend: __________________
 desperate
6) ready to do anything to change a situation:
____DESPERATE____  secret
7) your uncle's or aunt's child: __________________  tomb
8) the opposite of war: __________________
IV. Read and answer the following questions based on Romeo and Juliet story.
Romeo and Juliet

The story of Romeo and Juliet is about……
 a. hated each other when they first met
 a. girls’ dreams
 b. killed each other when they first met
 b. growing up
 c. fell in love with each other when they first met
 c. war and fighting
 d. were sad when they first met
 d. love and relationships
/
After Romeo and Juliet met
 a. Juliet’s parents killed Romeo
 b. Romeo’s parents killed Juliet
 c. Romeo and Juliet got married
 d. Romeo and Juliet left home and ran away
ARTICULATION: Art, Spanish, Technology, Civics.

RESOURCES: http://www.bbc.co.u
k/drama/shakespeare/60secondshakespeare/watch/index.shtml
http://www.folger.edu/documents/15M%20Romeo%20and%20Juliet.pdf
http://shakespeare.pppst.com/romeo-and-juliet.html
182
UNIT: 4B
TOPIC: Performance of a short play
THIRD
STANDARDS:
COMPETENCIES: Read plays in order to compare attitudes and patterns of behavior adopted
by people from English-speaking countries and Mexico.
ACHIEVEMENTS: Formulates and answers questions about the attitude and behavior of
characters.
Romeo and Juliet
Have you read Romeo and Juliet?
Have you watch Romeo and Juliet play or movie?
You can go to the following link to watch the movie http://www.youtube.com/watch?

v=VCe0nzdD76k or listen to one song about the topic http://www.youtube.com/watch?
v= 4FHpmn - KYec&list=RDzCQMlyXMRJE
I. Look in the Spanish dictionary the meaning of the following words:

Attitude __________
Behavior _________
II. Read the following paragraphs about Romeo and Juliet.
Juliet at the beginning of the play doesn’t even have any interest towards men.
When asked if she has thought about marriage her response is “it is an honor I dream
not of”.
1. What is Juliet attitude toward marriage?

______________________________________________________
When Juliet sees Romeo in her garden, she is concerned for his safety as she
knows the danger of his presence, "They see thee, they will murder thee." This shows
that Juliet has a protective attitude to love and her lover, as she continually warns him
of the danger of his being there. On the other hand, Romeo is determined to stay and
declare his love for Juliet, "But thou love me, let them find me here." This shows that
Romeo has a courageous attitude to love, because even the risk of death does not
deter Romeo from being near Juliet.
1. What is Juliet attitude toward love? _______________________
2. How do you know? ______________________________________

183
3. What is Romeo attitude toward love? _______________________
4. How do you know? ______________________________________
III. Read the following paragraph and formulate questions.

/
I. Formulate five questions and answer them. They can be short answer
questions or wh/questions.
a) ________________________________________________
________________________________________________
b) ________________________________________________
________________________________________________
c) ________________________________________________
________________________________________________
d) ________________________________________________
________________________________________________
e) ________________________________________________
________________________________________________
ARTICULATION:
Art, Spanish, Technology, Civics.
RESOURCES:
http://www.booksie.com/other/essay/phameno/gcse-shakespeare-(romeo-and-juliet)-exam-drafting-
juliets-attitude-to-love/nohead/pdf/ver/8
http://www.angelfire.com/movies/disneybroadway/newsiesscript2.h
http://www.mrboll.com/?p=1114tml
http://www.gertzresslerhigh.org/ourpages/auto/2013/3/13/60886679/AP%20LITERARY%20TERMS.pdf
184
UNIT: 4B
TOPIC: Performance of a short play
LEVEL: GRADE: SUBJECT: SECOND LANGUAGE ENGLISH
SECONDARY THIRD
STANDARDS:
 Comprehension  Production  Multimodality
 Listening  Speaking  Attitudes towards language
 Reading Writing and communication.
COMPETENCIES: Read plays in order to compare attitudes and patterns of behavior
adopted by people from English-speaking countries and Mexico.
ACHIEVEMENTS: Links non-verbal communication to the dialogue’s sense.
DIDACTIC SITUATION
/
Nonverbal communication has been defined as communication without words. It includes

apparent behaviors such as facial expressions, eyes, touching, and tone of voice, as well as less
obvious messages such as dress, posture and spatial distance between two or more people.
Look at the picture.

What do you think they are expressing with their gesture?
Match the expression to the man.
/
( ) ( )
( )
a) “I hope he would make up something good now”

b) “What a …! And I have to stand behind him?!?”
c) “No, no. You misunderstood.”
The face is one of the most powerful channels of nonverbal communication.
Pair work. Read the scripted dialogue.

One student is student A and the other student is Student B. Both students become
familiar with the dialogue and act it out using expressions, gestures, posture and the
185
whole body language.
Dialogue:
A Excuse me. Can you take a picture of me?
B Yeah, sure.
A Just press that button.
B Er, which one ?
A The one on the top.
B OK, right. Er.... can you move back a bit.
A Is this OK?
B Fine, now smile. That’s it. Very nice.
A Thanks.
B Not at all. You’ve got a lovely smile. Er... fancy a drink?
A OK, but I’ve got no money on me.
B That’s OK. I’ll pay.
EXCELLENT GOOD POOR

Speakerappearsvery comfortable Speakerappearsgenerallyat Speakerappearsuneasyand
and confident. easeandconfident. somewhatinsecure.
Speakerconsistentlyfaces the Speakersometimesfaces the Speakerrarelyfacesthe audienceormakes

audienceand maintainsgoodeye audienceandmaintains eyecontact. eye contact.
contact.
Speakerconsistently appearstobe Speakersometimesappears tobe Speakerrarelyappearstobe engagingwith

engaging withtheaudience. engagingwiththe audience. theaudience.
Speakerusesbody motions and Speaker'sbodymotionsand Speakerusesfewbody motionsorgesturesor

gesturesvery effectively. gesturesneithersupportnor detract movementsthat distracttheaudience.
frompresentation.
Speakerutilizestheroom very Speakermovesaboutsome Speakerismostlystationary.
effectivelyvia movement. oftheroom.

RESOURCES: NEPBE, Syllabus 2011. SEP

UNIT: 4B
TOPIC: Performance a short story
186
STANDARDS:
COMPETENCIES: Read plays in order to compare attitudes and patterns of behavior adopted
by people from English-speaking countries and Mexico
ACHIEVEMENTS: Reads short plays.
DIDACTIC SITUATION:
I. Read Romeo and Juliet short Scene 4

play Scene 4 and answer the
following questions. JULIE: Oh, Romeo, Romeo. I can't sleep because all I
can do is think about you. Where are you now? You're
the enemy of my family, a dastardly Montague, but how
1. Who are the main can I hate you? I fancy you so much. Who cares that your
characters? name starts with a 'm' sound!
__________________
______________ (Enter ROMEO hiding beside the well.)
2. Clarify the unknown
words. ROMEO: (Addressing audience.) This is beyond my
3. Read the dialogue and wildest hopes: she loves me too!
practice pronunciation.
JULIE: I would leave my family and change my name if
4. Relate rhythm, speed, I could be with you, Romeo. It's incredible, I just can't
intonation and volume. stop thinking about you. If only I could see you again.
(Romeo stands up and waves.)
ROMEO: I am here, my sweet love!
JULIE: Eek! Romeo, why are you hiding in the dark

ARTICULATION: Art, Spanish, looking into ladies' windows?
Technology, Civics.
RESOURCES: ROMEO: Does it matter, my dawn to a perfect future of
happiness?
http://www.artdramascripts.com/sc
hool_plays/romeo-and-julie.htm JULIE: Er, yes.
ROMEO: It's true, I have some strange habits.

However, for you I will stop climbing over walls at night
and hiding in orchards.
GDT-IIIBV DIDACTIC GUIDE: ENGLISH

UNIT: 5A
TOPIC: Debate
THIRD
187
STANDARDS:
COMPETENCIES: Write arguments in favor or against a topic to participate in a debate.
ACHIEVEMENTS: Detects and establishes links between a personal stance and information
which agrees or disagrees with it.
Emphasizes or clarifies agreements and /or disagreements.
Have an excellent day!
Mystery Words 1 2 3 4 5
I. Spell a 5-letter word using the clues below.
1. The last letter of the mystery word is the same letter that comes at the end of each day of the week.
2. The second letter of the mystery word is the second vowel in a word that sounds like pear.
3. The third letter of the mystery word is the silent letter in a four-letter word that means to chat or speak.
4. The first letter of the mystery word is the first letter in both words that sound like cent.
5. The fourth letter of the mystery word matches the third letter.
I. Look at the following topic. Answer the questions about your own experience.
/
 Have you ever watched a debate? ________________________________
 Have you ever had a debate at school? _________________________
 What was the topic? ________________________________________
II. Read the following statements.
How much do you agree with the statements? Mark an X.

I totally agree. I almost agree I complete disagree.
Women are better driver.
Men are better cook.
Women can be a police officer.
III. Classify the following arguments in favor of and against using the cell phone at
school.
 Some people defend cell phones as useful during emergencies

 Students’ concentration could be affected by having phones in the
classroom,
 Students now cheat by copying homework or exam papers with their
mobile phone cameras.
 Students may choose to use these devices for non-educational purposes.
188
 they are also an excellent learning resource, and they encourage the
responsible use of technology.
Arguments in favor of the cell phone at Arguments against using the cell phone
school. at school.
IV. Imagine that you are in a meeting and you disagree with someone over the
use of a cell phone at school. How might you make your point politely? Use
one of the expressions and write a sentence.
I´m not so sure about that. I don’t see it that way. I´m sorry but I don´t agree.
 _____________________________________________________________
Art, Spanish, Technology, Civics. Answer for have a good day activity. Silly
http://www.spelling-words-well.com/
http://www.writecook.com/
189
UNIT: 5A
TOPIC: Debate
THIRD
STANDARDS:
ACHIEVEMENTS: Writes short texts which express agreement or disagreement.
I. Read the text. Complete the sentences by underlining the correct word from the
options given.
/
II. Think of a topic to write about (cell phones at school, uniform, bullying…).
Read each of the instructions and complete the chart.
/
///
III. Look at the information in the chart and write a short text which express
190
agreement or disagreement about the cell phone at school.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
IV. Check the text.
 Spelling.
 Punctuation marks.
 Opinion Statement that express agreements or disagreements.
 Supporting Reason
 Three Details (add facts and examples to support the reason).
 Closing Sentence (summarize the paragraph)
ARTICULATION: Spanish, Technology, Civics.

RESOURCES: http://www.bbc.co.uk/
http://www.educationworld.com/a_lesson/03/lp304-01.shtml
191
UNIT: 5A
TOPIC: Debate
STANDARDS:
ACHIEVEMENTS: Solves doubts and encourages feedback in order to edit agreements and/or
disagreements.
I. /Look at the following proofreading mark chart. Use the checklist to edit the
paragraph “Video Games”
II. Read the Video Games paragraph. Edit it using the proofreading marks.
/
Spanish, Technology, Civics. Look for the correct paragraph on “All Ready
3 MACMILLAN, page 135” students book.
192
UNIT: 5B
TOPIC: Activity schedule
STANDARDS:
COMPETENCIES: Understand and give instructions to plan a field trip.
ACHIEVEMENTS: Adjust volume, intonation, and tone to emphasize or clarify instructions.
DIDACTIC SITUATION:
Have you ever been on a field trip? I. Read the dialogue.
Yes___ No ____
/ Jordan You've got a suntan. Where have you been?
Nicole I've been at the coast with my class for
three days.
Jordan Sorry, did you say vacation in school time?
Shocking!
Nicole No, of course not. We went on a
geography field trip.
Jordan Oh, Sorry, I misunderstood. So what did
I. Read and look for unknown words in you do?
the dictionary. Nicole We were studying coastal erosion. It's
actually a big problem in that area. A lot of
II. Read the dialogue aloud, practice homes close to the sea have been washed
intonation and tone to emphasize and away.
clarify instructions, and adjust volume. /
III. Self-check your progress.

Yes No
Did I make my voice rise at a question mark?
Did I make my voice fall at a period?
Did I think about what the author was saying so I would know when to read louder or
softer?
Did I think about what the author was saying so I would know when to stress or
emphasize words?
Do I pronounce clear all the time?
Is volume loud enough to be heard by all audience members throughout the
presentation?

RESOURCES: NEPBE, Syllabus 2011. SEP
193
UNIT: 5B
TOPIC: Activity Schedule
THIRD
STANDARDS:
ACHIEVEMENTS: Offers explanation to clarify instructions.
Have a nice day! /
Karen has prepared a list of places she

would like to visit during her field trip. Help
her locate the cities in the list on these
map.
Guadalajara, Morelia, Celaya, Acapulco,
Cuernavaca.
What does it mean to clarify something?

Have you ever done something that you (make the meaning clear)
thought was just right‖ only to find out that
you did not do what the other person I. Read the following conversation and underline the
expected of you? phrases that help understand the failed
communication.
Read the following examples.
/
I thought I was supposed to hand out the
notebook and I was really supposed to take
out the notebook.
/ /
I thought I was supposed to go walk from

school, but I was supposed to wait for my
dad to pick me up.
/ /
What about clarifying is important? (Helps

you be sure that you are on the same page,
know what you are to do).
Spanish, Technology, History, NEPBE, Syllabus 2011. SEP
Geography, History, Civics.
194
UNIT: 5B
STANDARDS:
ACHIEVEMENTS: Rephrases instructions to confirm understanding.
Rephrase means to say something again but you change the way you say it.
Step 1: Indicate You Are About to Rephrase Step 2: Rephrase
Indicating you are about to rephrase is an

important step. It allows your partner to Exactly what the title says!
prepare for what you are about to say. You Rephrase what you said. But
can use the following phrases: here are some things that can
help you simplify your argument.
 In other words,...
 To put it another way . . . (1) Change/simplify Vocabulary
 What I am saying is . . .
 What I am trying to say is . . . (2) Change/simply Sentence
 What I mean is . . . Structure.
195
I. Change the following sentences. Look to the example given
Changing Structure: Negative to before.
Positive
1. Ana is a not an irrational person but I disagree with her point
Some things you can do to change of view.
structure is to change form negative ____________________________________
sentences to positive sentences.
2. Your mom won´t let you go to the field trip if you don´t do
your homework.
 Baby Jane wo
____________________________________
 n’t stop crying if you don’t give
her a dummy. 3. I won´t be happy if I can´t be of any help.
____________________________________
 Baby Jane will stop crying if
you give her a dummy. 4. It’s forbidden to take pictures.
____________________________________
Changing Structure: Passive to II. Change the following sentences form passive voice to
Active active voice.
You can also change passive voice 1. The old school bus was driven by my teacher.
sentences to active voice sentences. _______________________________________
 Stronger laws are needed to 2. Much money has been saved by Julie so far.
reduce the crime. _______________________________________
 We need tougher laws to cut 3. A photograph was taken by Mrs. Flores.

_______________________________________
down the amount of crime.
4. It’s the most boring film I have ever watched.
______________________________________
Changing Structure: Stripping III. Strip the modals from the sentences to rephrase.
Modals and Difficult Tenses
1. You can´t use the phone without permission.
We can strip the modals from ___________________________________
sentences when we rephrase:
2. He can’t have said that.
 He could have committed the ___________________________________
crime.
3. It can’t be true.
 Maybe, he did it. ___________________________________
4. He must be exhausted after such a long flight.

___________________________________
ARTICULATION: Spanish, geography, science.

RESOURCES: http://www.egeacademy.com/blog/exercises/modal-verbs-rewrite-questions-
sentence-transformation/.
196
UNIT: 5B
STANDARDS:
ACHIEVEMENTS: Write instructions
Do you know what a chaperon is? II. Read the following instructions and
look for the unknown words.
/
I. Match the definition to the picture write Chaperon Instructions
the correct number.
1. Learn names! Take the time to learn the names of the
1. (esp formerly) an older or married woman who students in your group. Take head counts periodically.
accompanies or supervises a young unmarried 2. Interact with the students. Ask them questions. Make them
woman on social occasions. observe their surroundings.
3. Climbing on exhibits, running, and horseplay are not
2. someone who accompanies and supervises a allowed. Remind students. Reinforce good behavior. Thank
group, esp of young people, usually when in them!
public places. 4. Food, drink & chewing gum are not allowed in the
Interpretive Center or during
/ outdoor naturalist programs.
/ 5. Help students with their guided activity. Watch to insure
( ) that pencils are used on their papers only! Students should
( ) use plastic boards the park provides. Clipboards or
notebooks with metal will scratch display cases and cannot
be used in the museum!
6. Supervise students in the gift shop. Please do not go in the
shop if the students have not been permitted to enter.
http://www.thefreedictionary.com/ 7. Avoid injuries!
III. Write the unknown words and look for the meaning.
Write the meaning in you notebook.
/
Steps to write instructions.
The Elements of Good Instructions
People often complain that most directions are impossible to follow. In fact, this type of
complaint is often leveled against may types of Technical Writing, and often justifiably so.
The reason for the complaint, though, is that too many writers ignore some of the most
fundamental rules to writing effective instructions:
 Keep instructions short and simple.
 Put yourself in the place of the reader.
 Shorter is better and less confusing. 10 steps or less is the ideal.
197
 Use the imperative form.
 Enumerate each step to avoid ambiguity and ensure the correct order of presentation.
 Headings, bullets, numbers, diagrams to organize your instructions.

 Express steps in the positive. It's much preferable to say do something rather than don't do
something. For example, instead of saying "don't forget the salt," write "add salt when the eggs
boil."
IV. Plan a field trip and write the instructions for the students in your classroom.
ARTICULATION: Spanish, Technology, History, Geography, History, Civics.

RESOURCES: http://homeworktips.about.com/od/teamwork/a/fieldtrip.htm
http://www.english.iup.edu/
198

Muestra de Guiones Diácticos INGLES

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Muestra de Guiones Diácticos INGLES

Uploaded by

Copyright:

Available Formats

INGLÉS

TOPIC: First product Acting-out a dialogue

LEVEL: SECONDARY GRADE: SUBJECT: SECOND LANGUAGE

1. You get your hair cut.________________

2. You buy a book from a yard sale. ______________

3. You buy your mother a flower from a flower shop._____________

4. You hire someone to cut your lawn._________________

5. You visit a doctor for a checkup.___________________

7. You buy an ice cream cone from an ice cream truck.__________

8. You take an airplane when you go on a trip.______________

9. Your brother sells his old video game for $200.00.____________

GDTIBI DIDACTIC GUIDE: ENGLISH

LEVEL: SECONDARY GRADE: SUBJECT: SECOND LANGUAGE

___ The customers pay.

CLOTHING ___ The waiter greets the customers.

COMPUTER BANK RESTAURAT ___ The waiter gives the customer a

___ The waiter brings food.

Waiter: Hello. Can I help you?

GDT-IBI DIDACTIC GUIDE: ENGLISH

LEVEL: SECONDARY GRADE: SUBJECT: SECOND LANGUAGE

Simple Past Tense Regular Verbs - ed Pronunciation

• We pronounce / t / after voiceless sounds: / p /, / k /, / s /, / f / and

• We pronounce / d / after voiced sounds: / b / , / g /, / v /, / z/ , / m/ ,

• We pronounce / id / after / d / and / t / sounds.

Irregular verbs do not follow a pattern. You must memorize them.

II.- Write the past tense of the following irregular verbs.

swam bought went slept ate came ran won do drove

Present Past tense

When Tony ___________ (hear) a strange noise.

he ___________ (wake) up and ________ (run) to the

Can you guess what he ______ (see) in the garden?

He __________thought (think) I was dreaming

so he ___________ (go) to the bathroom

where he________ (take) a shower

and ___________ (forget) about the flying-saucer.

Suddenly something ___________ (strike) the front door.

and opened it.

Two aliens were there, smiling and jumping.

They ______ (say): 'Could we have a cup of tea, please?´

Tony __________ (burst) into laughter and asked them to

come into the house.

He __________ (put) some water on the stove

IV. - Answer these questions about the text.

What did Tony hear?

Did he run to the door?

What did he see in the garden?

Where did he take a shower?

Who did strike the door front?

Did they sing?

What did tony do?

ARTICULATION: Spanish RESOURCES:

LEVEL: SECONDARY GRADE: SUBJECT: SECOND LANGUAGE

I. - Look at the picture and write the corresponding titles.

Once upon a time, in a land far away, there lived a

Dressed in a beautiful gown and glass slippers,

ARTICULATION: Spanish, Arts RESOURCES:https://docs.google.com/file/d/

LEVEL: SECONDARY GRADE: SUBJECT: SECOND LANGUAGE

I. – Complete the sentences with information from the tale.

The setting of the tale is:______________________________________________

The first event in the tale is:____________________________________________

The conflict of the tale is:______________________________________________

The resolution of the conflict is:_________________________________________

II. - Answer the questions.

he ___ (wake) up and (run) to the

__

1. - My room is dirty. I (clean) _ _ it next

3. - I am feeling homesick. I (go) home to

5. - Listen, team: we (win) _ _ the

6. - If we take a trip, we (put) _ __ Fido

7. - I guess I (ride) _ _ the bus to save

8. - If necessary, we (carry) _ __ the supplies

9. - Okay then, our group (visit) _ ___ a